Qualifications forhigher education
A guide to setting your admissions
requirements

Using results from Cambridge English Qualifications for your admissions requirements

About Cambridge English

This guide is designed to help you find out:•

which Cambridge English Qualifications are most suitable for your admissions requirements
at different levels•

what level of language ability a student who has passed one of our exams can be expected
to have•what each exam covers in terms of language ability•

what different scores on the Cambridge English Scale mean.

We are Cambridge English. Part of the University of Cambridge, we help millions of people learn
English and confidently prove their skills to the world. We provide the world’s leading range of English
language qualifications for higher education institutions.
Globally recognised by more than 25,000 leading universities, employers and governments, our indepth exams and tests are a mark of excellence and give students the skills they need to succeed.
Here’s a selection of our recognising organisations:

UK

UK

US

US

US

US

Australia

Australia

Australia

CanadaContents
03 About Cambridge English
04 Cambridge English Qualifications for higher
education

05 Why use our exams?
06 Exam security and quality
07 How are the exam results reported?
08 What do exam results look like?
09 Setting your requirements
10 Comparing Cambridge English Scale scores
to IELTS

11 Exams taken before 2015

B2 FIRSTC1 ADVANCED
40 An overview
43 Reading and Use of English
47 Writing
54 Listening
57 Speaking

Our qualifications are also accepted by immigration departments, government bodies and leading
global businesses, including:

61 Sample performance• ustralian Department ofAHome Affairs (DOHA)•

Immigration New Zealand
(INZ)

•

Irish Naturalisation and
Immigration Service (INIS)• oard of Regents of the
B
University System of Georgia

•

KPMG

64 Can Do statements

C2 PROFICIENCY
68 An overview
74 Writing

15 Reading and Use of English

82 Listening

19 Writing

85 Speaking

26 Listening

89 Sample performance

29 Speaking

93 Can Do statements

36 Can Do statements•

Accenture

•

Dell

•

Ernst & Young“Being comfortable with spoken
and written English is essential
for thriving at Yale, so we look forevidence of strong competency
in our candidates for admission.
Cambridge English certifications
provide time-tested and globallyrecognized options for both
examinations and language skillbuilding”. ​Keith Light
Director
Undergraduate International Admissions
Yale University2

Procter & Gamble

71 Reading and Use of English

12 An overview

33 Sample performance•

See a full list of organisations using ourqualifications atcambridgeenglish.org/recognition

Cambridge English Qualifications A guide to setting your admissions requirements

3Cambridge English Qualifications
for higher education
Cambridge English Qualifications are based on research into effective teaching and learning. They
motivate people of all ages and abilities to learn English and develop practical skills for the real world.
Each exam focuses on a level of the Common European Framework of Reference (CEFR)*, helping
learners to improve their speaking, writing, reading and listening skills step by step.

Foundation/
pre-sessional

Undergraduate& postgraduate

B2 First

C1 Advanced•

 ives students the practical English skills
Gthey need for foundation programmes
and technical and vocational courses.

••

Targeted at Level B2 of the CEFR.

More about this exam on pages 11.

Postgraduate
C2 Proficiency•

 his is our highest level qualification andTit shows that students have mastered
English to an exceptional level.

•

Targeted at Level C2 of the CEFR.

More about this exam on page 63.

• his is proof of high-level achievementTin English and the ideal qualification
to prepare students for university or
professional life.
Targeted at Level C1 of the CEFR.

More about this exam on pages 37.

“C1 Advanced students are of ahigher caliber and more preparedto face the challenges andopportunities that exist whenstudying on a US campus.”
Shawn Greenfield
Interim Director
International Marketing and Recruitment,
University of Idaho

Why use our exams?
B2 First, C1 Advanced and C2 Proficiency
are designed for use by further and higher
education institutions for a variety of purposes.

FOR ADMISSION REQUIREMENTS
Be sure of a student’s English language skills
Choose exams for your admissions requirementsthat are more than a snapshot of a student’s
level of English. Cambridge English Qualifications
are in-depth exams, and preparing for themhelps students to improve their English. They
provide a reliable indicator of language ability,
strengthening the students' ability to match
expectations. Cambridge English Qualifications
test all four language skills – reading, writing,listening and speaking – as well as covering useof grammar and vocabulary.
Rely on secure and trusted examss
Backed by over 100 years of research, ourexams are trusted as secure English tests bygovernments worldwide. Our authorised exam
centres follow a detailed code of practice.
Where test day photos are available these canbe viewed along with candidates results, on our
free online Results Verification Service.

Accepted for student visa applications
Cambridge English Qualifications are accepted
for student visa applications in many countries,
including Australia and Ireland. Choosing ourqualifications for your admissions requirements
often means that students need only take one
English language exam.

FOR EXIT-LEVEL MEASUREMENT
Validate students’ language learning
Offer students an independent assessmentof their language skills and give them aqualification that is internationally accepted.
Our exams can also open doors to additional
study opportunities.
Improve your students’ employability
Make sure your students leave with a valuable
qualification that is trusted by some of theworld’s top employers. Preparing for the exams
helps them to develop the English language skills
they need for the workplace.

Specify one score across our exams
The Cambridge English Scale is used to reportresults across Cambridge English Qualifications.
This makes it easy for you to set your entrance
requirements and gives you precise information
about each skill.
Diversify your international student population
Accept Cambridge English Qualifications as partof your admissions criteria and you will haveaccess to hundreds of thousands of students
from around the world.
Cambridge English Qualifications Digital* Further information about the CEFR
can be found on our website at:cambridgeenglish.org/cefr.
4

An enhanced exam experience with on-demand
test dates and faster results. The same quality,
secure exam, but with digital benefits.
cambridgeenglish.org/qualifications-digital

Cambridge English Qualifications A guide to setting your admissions requirements

5

Exam security and quality

How are the exam results reported?

We understand that exam quality, integrity andsecurity are critical to educational institutions.
Our robust and comprehensive approach covers
all areas – from exam development, delivery andresults processing, through to post-exam review
and evaluation.

Quality management

The Cambridge English Scale

Our systems and processes for designing,developing and delivering our exams andservices are certified to ISO 9001:2015, aninternational standard for implementing andmaintaining a quality management system.

The Cambridge English Scale is a range of scores
used to report results for Cambridge English
Qualifications.

All the development and production processesof the exam, as well as the post-exam marking
and administration, are managed and controlled
centrally in Cambridge. This means you can trust
the results as a valid and accurate reflection of acandidate’s ability.
Security, integrity and fraud protection
measures
•

•

•

•

•

6

Our test delivery system delivers heavily
encrypted assessments directly to exam
centres for digital versions of the exams, andprinted papers are handled under secure
conditions at all times.

For more on our rigorous approach toquality management, you can download the
publication Principles of Good Practice fromcambridgeenglish.org/english-researchgroup/quality-and-accountability.

Results for most Cambridge English Qualifications,
including B2 First, C1 Advanced and C2Proficiency, are reported on the Cambridge
English Scale.
The Scale covers a wide range of language
ability and is designed to complement the CEFR.
Candidates receive a score for each skill(reading, writing, listening and speaking) plus Useof English. They also get an overall score on thescale for the exam.
Because the results for all our exams arereported using the same scale, it makes it
easy to:All our authorised exam centres follow adetailed code of practice which ensures thehighest standards of security throughout
the testing process, from registration to therecording of results.

•

understand candidates’ results•compare our qualifications•

describe the level of language skills needed
for your admissions requirements.

Photographs of all candidates are taken on
the day of the exam. These can be viewed
by institutions through our online Results
Verification Service.

The Cambridge English Scale was introduced
in 2015 and has been built on result-reporting
methodologies which we have developed overmany decades of research, using data frommillions of test takers.

Our post-test processes are designed toensure absolute security in marking andrigorous checks of results before they are
released.
Sophisticated results analysis is carried out
after each exam session prior to release of
results to identify unusual patterns of scoresor responses.

It is fully aligned with the CEFR, but where the
CEFR is a broad reference scale of language
proficiency, the Cambridge English Scalebrings the comparability so often needed forpractical results-reporting purposes such as
stating requirements for admissions for higher
education or employment.

Results for Cambridge English Qualifications arereported on the Cambridge English Scale. The
scale complements the CEFR and gives greater
insight into candidate achievement. Candidates
receive an overall score from the scale as well asa score for each skill (reading, writing, listening
and speaking).
Each exam is targeted at a level of the CEFR.
Results are also reported at the level above andthe level below. IELTS is mapped to, but does notreport on the Cambridge English Scale.
For more information visit: cambridgeenglish.
org/cambridgeenglishscale
Scores on the Cambridge English Scale replace
the standardised score and candidate profile
reported in pre-2015 results, but candidates
continue to receive a CEFR level and grade..

Cambridge English Qualifications A guide to setting your admissions requirements

7

What do exam results look like?

Setting your requirements

The Statement of Results
All candidates receive a Statement of Results.
This is the document you should use whenchecking candidate results.

Centre Reference

GB599 0002

Certificate in Advanced English

Verification Number

A9712221

Statement of Results

SessionFirst Name Last Name

18 AUGUST 2024

overall score on the Cambridge English Scale•s cores on the Cambridge English Scalefor each of the four skills (reading, writing,listening and speaking) and Use of English.

Candidates also receive a CEFR level and grade
based on their overall score.

TEST123
ResultOverall Score

Pass at Grade B

193

CEFR Level

1 Overall score
This is the overall Cambridge English Scale score
for the whole exam. It is the average of the fiveindividual scores a candidate receives for thefour skills and Use of English.

CertificatedResults

CEFR Level

C1

Reading

Use of English

Writing

Listening

Speaking

As a guide,
we recommend
the following
qualifications forthe different
levels of study:

210

C2

Grade A
200
Grade B

C1

190

193

195

193

193

192

Grade C180

B2

You can view a candidate’s Statement of Results– on our secure online Results Verification
Service, which is freely accessible to all accepting
institutions. For more details, see page 15.

Cambridge
EnglishScale

1

It is important to consider both the level of English needed for your courses and which exam is mostsuited to your needs. This will depend on the level of study and the subject(s) being studied.
Each of our exams is targeted at a different level of the CEFR, which means they assess a candidate
on a wide range of skills and knowledge at that level. The context of questions is also appropriate to
the level being assessed, with higher levels having a greater academic focus.

Place of entry•

1 What level of English do you need?

To be quoted on all
correspondence

Candidate name

The Statement of Results shows the candidate’s:

Setting your English language requirements is simple using the Cambridge English Scale.

170

Level B2160

150

Advanced is an examination targeted at Level C1 in the Council ofEurope’s Common European Framework of Reference.
Candidates achieving Grade A (between 200 and 210 on the
Cambridge English Scale) receive a certificate stating that they havedemonstrated ability at Level C2. Candidates achieving Grade B or
Grade C (between 180 and 199 on the Cambridge English Scale)receive a certificate at Level C1.
Candidates whose performance is below Level C1, but falls within
Level B2 (between 160 and 179 on the Cambridge English Scale),receive a certificate stating that they have demonstrated ability at
Level B2.
Examination results can be quickly and securely verified online at:www.cambridgeenglish.org/verifiers© 2022 Cambridge University Press & Assessment

THIS IS NOT A CERTIFICATE

Cambridge Assessment English reserves the right to amend the information
given before the issue of certificates to successful candidates.

Results
Pass at Grade A
Pass at Grade B
Pass at Grade C
Level B2

Score
200 — 210
193 — 199
180 — 192
160 — 179

2

Candidates who take Advanced and score between 142 and 159 on
the Cambridge English Scale do not receive a result, CEFR level orcertificate.
Cambridge English Scale scores below 142 are not reported for thisexamination.

Foundation/
pre-sessional

Undergraduate& postgraduate

Postgraduate

B2 First

C1 Advanced

C2 Proficiency

Targeted at CEFR
Level B2.

Targeted at CEFR
Level C1.

Targeted at CEFR
Level C2.

Reports on the
Cambridge English
Scale between
122 and 190.

Reports on the
Cambridge English
Scale between
142 and 210.

Reports on the
Cambridge English
Scale between
162 and 230

CEFR

Cambridge English
Scale Score

Other
X - the candidate was absent from part of the examinationZ - the candidate was absent from all parts of the examination
Pending - a result cannot be issued at present, but will follow in due
courseWithheld - the candidate should contact their centre for information
Exempt - the candidate was not required to sit this part of theexamination

The overall score is the most important pieceof information for recognising institutions whensetting requirements to ensure that you ask forthe exact level of English you need.

2 What Cambridge English Scale score?
The Cambridge English Scale makes it easy to:

2 Individual scores
Candidates receive a Cambridge English Scalescore for each of the four skills (reading, writing,listening and speaking) and Use of English.
With these individual scores it is easy for you
to specify the level of English you need in aparticular skill.

•specify the overall score you need

C2

200+

•

specify minimum scores for the individual skills.

C1

180

You can use the table on the right to ensure that
the Cambridge English Scale score you ask for isat the same level as your CEFR requirements.

B2

160

B1

140

Alternatively, please visit
cambridgeenglish.org/scale-institutions
and use our interactive score converter. You
can input your existing CEFR, IELTS or pre-2015
Cambridge English requirement and convert it toa Cambridge English Scale score.

Example requirement for anundergraduate course:
C1 Advanced
Overall Cambridge English Scale score of 180.
No less than 175 in each skill.

Certificate
Successful candidates also receivea certificate showing their overall
score, five individual scores, grade
and CEFR level.

8

If you have any questions or need help setting
your requirements, please do not hesitate to get
in touch at recognition@cambridgeenglish.org*

M inimum Cambridge English Scale scoreneeded to achieve each CEFR level.

Cambridge English Qualifications A guide to setting your admissions requirements

9Comparing Cambridge English Scale scores
to IELTS
If your institution already uses IELTS scores foradmissions purposes, specifying scores on the
Cambridge English Scale is easy.
You can use the table on the right to ensure that
the Cambridge English Scale score you ask for isat the same level as your IELTS requirements.
As the producer of IELTS, we can provide areliable comparison between IELTS results and
B2 First, C1 Advanced and C2 Proficiency scores,
reported on the Cambridge English Scale.
For more information about how we make thesecomparisons, please visit
cambridgeenglish.org/scale-institutions.

*

Minimum Cambridge English Scale scoreneeded to achieve each IELTS band score.

IELTS band score

Cambridge English
Scale Score

9.0

209+

8.5

205

8.0

200

7.5

191

7.0

185

6.5

176

6.0

169

5.5

162

5.0

154

4.5

147

4.0

142

Verifying results
You can check a candidate’s results quickly and securely online with our free Results Verification
Service.

Exams taken before 2015
In January 2015, B2 First and C1 Advanced were updated as part of our continuous programmeof review and improvement. The updated exams assess at exactly the same levels as the previous
versions, but there are some differences:
The previous versions of the exams had five papers. In the updated versions there are four papers –Reading and Use of English papers have been combined into one paper.
There are new tasks in the updated versions which have given the exam more emphasis on academic
English, such as a compulsory essay in the Writing paper.
Also, the results for these exams and C2 Proficiency were reported differently prior to the introductionof the Cambridge English Scale.

Differences in the Statement of Results
Candidates applying with results for exams taken
before January 2015 will have a Statement of Resultsthat contains three pieces of information:
1 Their overall standardised score based on their
total score in all five papers. The standardised
score is expressed as a number out of 100 (e.g.
80/100). This should not be confused with aCambridge English Scale score.
2 A grade.
3 A candidate profile, showing their performance ineach of the five papers against the scale:

Register in minutes•

Exceptional

1 Go to cambridgeenglish.org/verifiers

•

Good

2 Click ‘Register’•Borderline

•

Weak

3 Provide and submit some basic details
4 We will acknowledge your email and thensend you a message approving your account5 Follow the link in the email to set up yourpassword
6 You will now be able to log in atcambridgeenglish.org/verifiersPre-2015 Statement of Results for C1 Advanced

Although the candidate profile and standardised scores were replaced by scores on the Cambridge
English Scale in January 2015, the reporting of grades and of CEFR levels candidates receive has notchanged.
You can use the score converter at cambridgeenglish.org/scale-institutions to compare results
reported before January 2015 with Cambridge English Scale scores.

Where a candidate has shared their result with your organisation their details will appear on the ‘sharedresults’ page of your account. To access their full results, including their component scores, select ‘view’.
You will be able to see their test day photo for B2 First, C1 Advanced or C2 Proficiency exams and candownload their Statement of Results.
10

If you have any questions or need help setting your requirements, please do not hesitate to contact
us at recognition@cambridgeenglish.org.

Cambridge English Qualifications A guide to setting your admissions requirements

11

B2 First – an overview

What’s in the exam?

CEFR LEVEL B2B2 First is made up of four papers to test different aspects of candidates’ English skills.

B2 First is focused on a level of English suitablefor everyday study and work environments. It
proves that a student has the language ability
to:•study at an upper-intermediate level, suchas foundation, pathway, or pre-sessional
programmes•

start working in an English-speaking
environment•

live independently in an English-speaking
country.

You can expect a student with B2 First to be able
to:•understand the main ideas of complex piecesof writing•

keep up a conversation on a fairly wide rangeof topics, expressing opinions and presenting
arguments•

produce clear, detailed writing, expressing
opinions and explaining the advantages anddisadvantages of different points of view.

KEY FACTS
Global availability

To find an exam centre, visit cambridgeenglish.org/centresearch.
Exams can be taken throughout the year, with exam sessions for digital tests available up to 365
days a year.

Format of exam

B2 First can be taken as either a digital or paper-based exam.
Results are given on the Cambridge English Scale. The exam reports on the scale between 122
and 190.
For more information about the scale, visit cambridgeenglish.org/cambridgeenglishscale.

Results issued

12

Content

Shows students can ...

Reading and use of English(1 hour 15 minutes)

7 parts/
52 questions

understand the main ideas in different
types of text, such as fiction, newspapers
and magazines. Candidates must also
demonstrate how well they can control
grammar and vocabulary.

Writing(1 hour 20 minutes)

2 parts

produce two different pieces ofwriting, including a compulsory essay.

Listening(about 40 minutes)

4 parts/
30 questions

follow and understand a range of spokenmaterials, such as news programmes,
presentations and everyday conversations.

Speaking(14 minutes per pairof candidates)

4 parts

communicate effectively in face-to-facesituations.

The exam can be taken at exam centres around the world.

Exam dates

Results format

Paper

5-10 working days for the digital version.
4–6 weeks from exam date for paper-based version.

Expiry of results

B2 First is an in-depth exam, rather than a ‘snapshot’ test, so results do not expire. Universities
and colleges can choose how long to accept results.

Recognition

The exam is accepted by thousands of universities, government bodies and employers aroundthe world. A full list can be seen at cambridgeenglish.org/recognition.

The overall score is calculated by averaging the scores achieved in Reading, Writing, Listening,
Speaking and Use of English. The weighting of each of the four skills and Use of English is equal.

FormatAvailability

Candidates can choose to take thepaper-based or a digital version of
the exam.

With Cambridge English
Qualifications Digital, exam
sessions are available up to
365 days a year, offering flexibility
and fast results for candidates.

The Speaking test is face to face
and taken with two examiners andat least one other candidate. The
paired format means candidates
experience a more authentic
exercise in communication, which
gives a more reliable measureof their ability to use English.

Cambridge English Qualifications A guide to setting your admissions requirements

13

Paper 1

B2 First: Paper 1

Reading and Use of English tasks

READING AND USE OF ENGLISH –EXAM STRUCTURE AND TASKS

1 hour 15 mins

The Reading and Use of English paper uses avariety of different tasks, requiring candidates todemonstrate practical reading skills. The paper
also tests the students' vocabulary and ability to
use grammar to manipulate language.
Students successful in this part of the exam canbe expected to have reading skills appropriate
for studying on foundation or pathway courses,
such as understanding the main idea and gist,
while also being able to pick out specific detailand information.
How is the paper marked?
The Reading and Use of English paper contains
a series of items which are marked as either
correct or incorrect.
Cambridge English uses Rasch (1960/1980)
analysis to ensure that a consistent standard
is applied in the grading of objectively marked
components, accounting for differences indifficulty between them. This is achieved bycalibrating the difficulty of all the items in agiven test onto the same scale. This calibration
allows us to determine the raw marks for eachtest paper that represent a predetermined levelof ability – the standard needed to achieve aparticular grade or level.
Although one paper, marks for Reading andmarks for Use of English are aggregatedseparately in order to produce two separate
scores on the Cambridge English Scale. Parts 1, 5,
6 and 7 are Reading tasks and Parts 2, 3 and 4
are Use of English tasks.

14

Reading and Use of English at a glance
FORMAT

The paper contains seven parts.
For Parts 1 to 3, thetest contains texts withaccompanying grammar and/or
vocabulary tasks.
Part 4 consists of separate
items with a grammar andvocabulary focus.
For Parts 5 to 7, the test
contains a range of texts
and accompanying reading
comprehension tasks.

TIMING

1 hour 15 minutes

NO. OF PARTS

7

NO. OFQUESTIONS

52

MARKS

For Parts 1 to 3, each correct
answer receives 1 mark.
For Part 4, each correct answer
receives up to 2 marks.
For Parts 5 to 6, each correct
answer receives 2 marks.
For Part 7, each correct answer
receives 1 mark.

The paper contains seven parts. The Reading section consists of Parts 5, 6, and 7 of the paper. The
Use of English section consists of Parts 1, 2, 3 and 4.
Part

1
2
3
4
5
6

Number ofquestions

8
8
8
6
6
6

Numberof marks

8
8
8
12
12
12

7

10

10

TOTAL

52

70

Task types

Focus

FormatMultiplechoice cloze

The main focus is on
vocabulary, e.g. idioms,
collocations, fixed phrases,
complementation, phrasal
verbs, semantic precision.

A modified cloze test containing
eight gaps. There are 4-option
multiple-choice items for each
gap.

Open cloze

The main focus is onawareness and control ofgrammar with some focus
on vocabulary.

A modified cloze test containing
eight gaps.

Word
formation

The main focus is on
vocabulary, in particular
the use of affixation,internal changes andcompounding
in word formation.

A text containing eight gaps.
Each gap corresponds to a word.
The stem of the missing word isgiven beside the text and must
be changed to form the missing
word.

Key wordtransformation

Grammar, vocabulary,collocation.

Six separate items, each witha lead-in sentence and agapped second sentence to becompleted in two to five words,
one of which is a given ‘key’ word.

MultiplechoiceDetail, opinion, attitude,tone, purpose, mainidea, gist, meaning fromcontext, implication, text
organisation features(exemplification, reference).

A text followed by six 4-option
multiple‑choice questions.

Cohesion, coherence, text
structure.

A text from which sentences
have been removed and placedin jumbled order after the
text. Candidates must decidefrom which part of the text thesentences have been removed.

Detail, opinion, specificinformation, implication.

A text or several short texts,
preceded by multiple-matchingquestions. Candidates mustmatch a prompt to elements inthe text.

Gapped text

Multiplematching

Cambridge English Qualifications A guide to setting your admissions requirements

15

Paper 1

B2 First: Paper 1 sample tasks

READING AND USE OF ENGLISH PART 6

READING AND USE OF ENGLISH PART 3

Answer Key

Answer Key

Sample test
The above image shows an example screenshot from the B2 First Digital exam.
To access the complete digital sample test, please scan the QR code

16

Q

Part 317

producer

18

illness(es)19effective

20

scientists

21

addition22pressure

23

disadvantage

24

spicy

Q

Part 6

37

D

38

G

39

F

40

A

41

E

42

C

Sample test
The above image shows an example screenshot from the B2 First Digital exam.
To access the complete digital sample test, please scan the QR code

Cambridge English Qualifications A guide to setting your admissions requirements

17

Paper 2

B2 First: Paper 2

B2 First: How Writing is assessed

WRITING – EXAM STRUCTURE ANDTASKS

ASSESSMENT SCALES

The Writing paper requires the candidate toproduce two different pieces of writing, including
a compulsory essay.
Students successful in this part of the exam canbe expected to have writing skills appropriate
for studying programmes at foundation or
pathway level, such as writing in a genreappropriate way, expressing ideas and opinions,making comparisons and drawing conclusions.

Writing at a glance
FORMAT

The paper contains two parts.

TIMING

1 hour 20 minutes

NO. OF PARTS

2

NO. OFQUESTIONS

Candidates are required
to complete two tasks: acompulsory one in Part 1 andone from a choice of three inPart 2.

ANSWER FORMATMARKSThe questions are in a booklet.
The answers are written
in a separate booklet withlined pages.

Tasks are marked using assessment scales thatwere developed with explicit reference to the
Common European Framework of Reference(CEFR). The scales consist of four subscales:
Content, Communicative Achievement,
Organisation, and Language:

Part

Number ofquestions

Numberof marks

Communicative Achievement focuses on
how appropriate the writing is for the task
and whether the candidate has used theappropriate register.

The subscale Content is common to all levels:

Organisation focuses on the way thecandidate puts together the piece of writing,in other words if it is logical and ordered.

5

Writing an essay

1

1

20

(one compulsorytask)
140–190 words

Focus

1

20

(choose one task
from a choice of
three)

When being marked, the length of responses
and varieties of English are taken into account:•

Guidelines on length are provided for eachtask; responses which are too short may nothave an adequate range of language andmay not provide all the information that isrequired, while responses which are too long
may contain irrelevant content and have anegative effect on the reader. These may
affect candidates’ marks on the relevant
subscales.

•

Candidates are expected to use a particularvariety of English with some degree ofconsistency in areas such as spelling, andnot, for example, switch from using a British
spelling of a word to an American spelling of
the same word.

FormatFocus on agreeingor disagreeing witha statement, giving
information, giving
opinion, giving reasons,comparing andcontrasting ideas andopinions, drawing
a conclusion.

Candidates are required todeal with input of up to 120
words. There is an opening
rubric to set the scene, andthen an essay question with
two given prompts, plus a
prompt requiring candidates
to write about their own
additional idea.

Writing one of thefollowing: an article, email,letter, review or report.

A situationally based writingtask specified in no more than
70 words.

Writing2

Language focuses on vocabulary andgrammar. This includes the range of language
as well as how accurate it is.

Responses are marked on each subscale from 0
to 5.

Task types

Non-impeding errors, which do not affectcommunication, will not necessarily be
penalised. These include spelling, grammar
or punctuation errors. However, errors whichinterfere with or cause a breakdown incommunication will be treated more severely.

••

The test contains two parts. Candidates are required to complete two tasks: a compulsory one in Part
1 and one from a choice of three in Part 2.

•

Content focuses on how well the candidate
has fulfilled the task, in other words if they
have done what they were asked to do.

•

1 hour 20 mins

Candidates should also aim to use a rangeof tenses, expressions and vocabulary, even
if these contain some minor mistakes. It’s
important for candidates to show the fullrange of their language ability and to beambitious in their use of language.

•

Each question on this paper
carries equal marks.

Writing tasks•

Content•

All content is relevant to the task.

•

Target reader is fully informed.

•

Minor irrelevances and/or omissions may bepresent.

•

Target reader is on the whole informed.

•

Irrelevances and misinterpretation of task may
be present.

•

Target reader is minimally informed.

•

Content is totally irrelevant.

•Target reader is not informed.

3

1
0

140–190 words

Total

18

2

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Cambridge English Qualifications A guide to setting your admissions requirements

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Paper 2
The remaining three subscales (Communicative Achievement, Organisation, and Language) havedescriptors specific to each CEFR level. The following assessment scale is used for marking candidate
responses.
B2

5

Content

All content isrelevant to thetask.
Target reader isfully informed.

43Communicative
Achievement

Organisation

Uses the conventionsof the communicative
task effectively tohold the target
reader’s attention
and communicate
straightforward andcomplex ideas, as
appropriate.

Text is well organisedand coherent,
using a variety ofcohesive devices andorganisational patterns
to generally goodeffect.

Language

Target reader is on
the whole informed.

Uses the conventionsof the communicative
task to hold the target
reader’s attention
and communicate
straightforward ideas.

WRITING PART 1 - COMPULSORY ESSAY

Uses a range of vocabulary, including
less common lexis, appropriately.
Uses a range of simple and complex
grammatical forms with control andflexibility.
Occasional errors may be present
but do not impede communication.

2
Part 1
You must answer this question. Write your answer in 140 – 190 words in an appropriate style on theseparate answer sheet.
______________________________________________________________________________
1

Performance shares features of Bands 3 and 5.

Minor irrelevances
and/or omissions
may be present.

B2 First: Paper 2 sample task

Text is generally wellorganised and coherent,
using a variety of linking
words and cohesive
devices.

Uses a range of everyday vocabulary
appropriately, with occasional
inappropriate use of less common
lexis.

In your English class you have been talking about the fashion industry. Now, your English
teacher has asked you to write an essay.
Write an essay using all the notes and giving reasons for your point of view.

Uses a range of simple and somecomplex grammatical forms with agood degree of control.
Errors do not impede communication.

2

Performance shares features of Bands 1 and 3.

1

Irrelevances andmisinterpretationof task may bepresent.
Target reader isminimally informed.

0Content is totallyirrelevant.
Target reader is
not informed.

Uses the conventions of
the communicative task
in generally appropriate
ways to communicate
straightforward ideas.

Text is connected andcoherent, using basic
linking words and alimited number ofcohesive devices.

Uses everyday vocabulary generally
appropriately, while occasionally
overusing certain lexis.
Uses simple grammatical forms with agood degree of control.
While errors are noticeable, meaning
can still be determined.

Some people say the fashion industry has a bad effect on people’s lives.
Do you agree?

Notes
Write about:

1. whether people’s appearance is important
2. the price of clothes

Performance below Band 1.

3. …………………… (your own idea)

Sample test
This is an example from the B2 First paper-based exam. To access the sample
tests, including a complete digital test, please scan the QR code, or go tocamengli.sh/3YMtIM6
20

Cambridge English Qualifications A guide to setting your admissions requirements

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Paper 2

B2 First Writing: Sample answers andcomments

QUESTION 1 - CANDIDATE B
Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy
some people needs.
There are many people who claim that the fashion industry is important and good for society. According to them, thisindustry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on
today’s fashion.

QUESTION 1 - CANDIDATE A
In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society
what to wear and creates new types of clothes all the time.
Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry
creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t
afford it, should not be in the society.
In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, theappearance of the person is more important than the person itself.
In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created tohelp people what to wear.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of thatthey can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t
want to be “old-fashioned” to buy and pay a large amount of money to keep “beautiful”
In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its
appearance, because that is not important. We must wear whatever we like, want and feel confortable with.

Comments
SubscaleMark

All content is relevant to the task and the target reader is fully informed.

Comments
SubscaleMark

The candidate discusses the importance of appearance in terms of fashion (this industry
design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge
people for its appearance.

Commentary
Content

5

All content is relevant and the target reader is fully informed.

Content

5

The essay discusses the role of the fashion industry and expresses some negative aspects(nowadays, the appearance of the person is more important than the person itself) and also
cost (the clothes’ price is extremely high).

The candidate concludes the essay with an opinion, which sums up the main points made.

Organisation

2

Some of the conventions of essay writing are used appropriately. The register and tone areconsistently formal and there are some expressions which are appropriate for an essay (Intoday’s world; Some people claim; Furthermore; In my opinion). There is also an introduction
and a conclusion.
Although straightforward ideas are communicated, the target reader’s attention is notalways held. For example, the final paragraph attempts to sum up the main points, but theideas are not clearly expressed.

2

Communicative
Achievement

Organisation

3

4

The text is generally well organised and coherent. There is a clear structure to the text withan introduction, main body and conclusion. Paragraphs are used for the development ofideas.
The text is connected using linking words and a limited number of cohesive devices, some ofwhich are misused. More use of pronouns would limit the repetition of key phrases.
There is a range of everyday, topic-specific vocabulary, which is used appropriately (creates
new types of clothes; Some people claim; extremely high; is more important than).

Language2

Simple grammatical forms are used with a good degree of control, although the use of verbs
in the third person is not consistent. There are attempts to express ideas using a range ofgrammatical forms, passives and modals for example, but these are less successful (people,
who can’t afford it, should not be in the society; the fashion industry guide the people to be
in a good appearance; It’s something which was created to help people what to wear).

The negative aspect of the price of clothes is mentioned and an opinion given on how thisaffects people’s choice (forcing people … to buy and pay a large amount of money to keep“beautiful”).
A third aspect states how choice for consumers is limited due to the fashion industry’s
control over design and the market (the fashion industry in some people opinion, controls
the market of clothes).

The candidate also expresses their own idea, suggesting that the fashion industry has a lotof influence on people (say to the society what to wear).

Communicative
Achievement

Commentary

The conventions of essay writing are used appropriately. There is an introduction, topic
paragraph and a conclusion. The register is appropriate for the task, using generally neutral
language to discuss both positive and negative aspects of the question.
Straightforward ideas are communicated, using some appropriate language (in order to;
According to them; the industry can increase) to introduce the ideas, and to hold the target
reader’s attention.
The essay is well organised and coherent. There is a clear overall structure and theideas are linked across sentences and paragraphs using referencing, substitution andparaphrasing to avoid repetition.
There are a variety of appropriate linking words and cohesive devices (many people
who; According to them; this industry; thanks to that; On the other hand; In addition; In my
opinion).
A range of everyday, topic-specific vocabulary is used appropriately (to satisfy some people
needs; good for society; controls the market; forcing people) but some errors do occur withless common lexis and expressions (on today’s fashion).

Language3

A range of simple and some complex grammatical forms is used with a good degree ofcontrol (can increase the price of clothes, forcing people who don’t want to be).
There are some repeated errors with prepositions and third person verbs, but these do not
impede communication.

Errors are noticeable but meaning can still be determined.

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Paper 3

B2 First: Paper 3

QUESTION 1 - CANDIDATE C
The society we live today is characterised by technology in constant development, fast speed processes, information
travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashionindustry is becoming increasingly important and having a more and more paramount role in our lives.
On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over theworld and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able tospread and make known the culture of a people, encouraging and enhancing a better understanding of each other.
Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen
as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place
too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on suchsituation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent
on more pressing issues, such as poverty and hunger.
I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people indetriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

Comments
SubscaleMark

Commentary
All content is relevant to the task and the target reader is fully informed.
The candidate presents a balanced argument, discussing their own idea first that the
fashion industry is important as it provides jobs and income for a huge number of people.

Content

5

The essay then discusses the negative aspect of the fashion industry in relation toappearance (the fashion industry is seen as one which segregates people; people place toomuch importance on appearance).
Finally, the high cost of fashion is mentioned in relation to the price of clothes and it issuggested that money could be better spent on social issues rather than on fashion.

Communicative
Achievement

Organisation

The conventions of essay writing are used effectively to hold the target reader’s attention.
The register and tone are consistently appropriate and there is a range of suitable
expressions which introduce both positive and negative aspects of the question, which arebalanced throughout the essay.
55Straightforward and more complex ideas are communicated, making links between theimportance of fashion in consumers’ lives and how the fashion industry affects people,
communities and wider society (the fashion industry is undeniably a source of profit
and income. It hires millions of people all over the world; it values a minority of people indetriment to the majority).
The essay is well organised and coherent. There is a clear overall structure and the ideas
are linked effectively across paragraphs and sentences through the use of paraphrasing,
substitution, ellipsis and referencing (In this context; It hires; such profitable business is also
believed; Nevertheless, for those who; sadly true; such situation; not only are).

LISTENING – EXAM STRUCTURE
AND TASKS
Candidates listen to recordings of monologues
or interacting speakers and answer questions
that test their comprehension of what they
have heard.
Students successful in this section demonstratethat they have listening skills appropriate forstudying on foundation or pathway courses.
They can be expected to be able to identify
specific information from what is said andunderstand speakers' tone and opinions.

Listening at a glance
FORMAT

The paper contains four parts.
Each part contains a recorded
text or texts and corresponding
comprehension tasks. Each partis heard twice.

TIMING

Approximately 40 minutes

NO. OF PARTS

4

NO. OFQUESTIONS30ANSWER FORMAT

Candidates are advised towrite their answers in thespaces provided on thequestion paper while listening.

A variety of voices, styles of delivery and accentswill be heard in each Listening paper to reflect
the various international contexts presented in
the recordings.
How is the paper marked?

Five minutes will be allowed
at the end of the test to copy
the answers onto a separate
answer sheet.
MARKS

The Listening paper contains a series of items
which are marked as either correct or incorrect.

Each correct answer receives
1 mark.

Cambridge English uses Rasch (1960/1980)
analysis to ensure that a consistent standard
is applied in the grading of objectively marked
components, accounting for differences indifficulty between them. This is achieved bycalibrating the difficulty of all the items in agiven test onto the same scale. This calibration
allows us to determine the raw marks for eachtest paper that represent a predetermined levelof ability – the standard needed to achieve aparticular grade or level.

Organisational patterns are used to generally good effect, for example links are madebetween fashion and industry, fashion and finance and fashion and society throughout the
text, making clear connections between the separate aspects.

Language

5

There is a range of vocabulary, including less common lexis which is used appropriately inmost cases (is characterised by; at a blink of an eye; paramount role; undeniably; the cultureof a people; enhancing; neither impressed nor motivated; segregates; isolating; in detrimentto).
A range of simple and complex grammatical forms is used with control and flexibility to
express more complex ideas.
Although there are some errors, these mainly occur when more ambitious language is
attempted and do not impede communication.

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Cambridge English Qualifications A guide to setting your admissions requirements

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Paper 3

Listening tasks

B2 First: Paper 3 sample task

approximately 40 mins (including 2 minutes to check answers in the digital test,
and 5 minutes to transfer your answers in the paper-based test)

LISTENING PART 2

Part

1
2
3

Number ofquestions8105

Numberof marks

8
10
5

4

7

7

TOTAL

30

30

Task types

Focus

FormatMultiple choice

The focus is on genre,
identifying speaker
feeling, attitude, topic,
opinion, purpose,
agreement between
speakers, gist and detail.

A series of short unrelated
extracts, of approximately
30 seconds each, frommonologues or exchanges
between interacting
speakers. There is one
multiple-choice question per
text, each with three options.

Sentencecompletion

The focus is on detail,identifying specificinformation and statedopinion.

A monologue lasting 3–4
minutes. Candidates are
required to complete thesentences with information
heard on the recording.

Multiple matching

The focus is on identifying
speaker feeling, attitude,detail, gist and opinion.

Five short relatedmonologues of approximately
30 seconds each. There are
five questions which require
the selection of the correct
option from a list of eight.

Multiple choice

The focus is on identifying
opinion, attitude, detail,gist, main idea andspecific information.

An interview or exchange
between two speakers andlasting 3–4 minutes. There
are seven 3-option multiplechoice questions.

Answer Key
Q

Part 2

9(great) name

10

chest

11

northern

12

forests

13(the) winter14(the/some) human(s)15berries

16(a) platform

17(small/little) mice18

(funny) diary

Sample test
This is an example from the B2 First paper-based exam. To access the sample
tests, including a complete digital test, please scan the QR code, or go tocamengli.sh/3YMtIM6
26

Cambridge English Qualifications A guide to setting your admissions requirements

27

Paper 4

B2 First: Paper 4

Speaking tasks
14 minutes (for pairs) 20 minutes (for groups of three)

SPEAKING – EXAM STRUCTURE
AND TASKS
The Speaking test contains four parts. There arealways two examiners. Candidates are usuallyassessed in pairs, however if there is an unevennumber of candidates, candidates can beassessed in groups of three. One examiner acts
as both interlocutor and assessor and manages
the interaction either by asking questions orproviding cues for the candidates. The otheracts as assessor and does not join in theconversation.

Speaking at a glance
FORMAT

TIMINGThe paper contains four parts.
Each part of the test focuses on adifferent type of interaction: between
the interlocutor and each candidate,
between the two candidates, andamong all three.
14 minutes

TASK TYPES Short exchanges with the interlocutor;
a 1-minute individual ‘long turn’; acollaborative task involving the twocandidates; a discussion.
MARKS

TimingTask type and interaction

Focus

1

2 minutes

A conversation between theinterlocutor and each candidate(spoken questions).

The focus is on general interactionaland social language.

2

A 1-minute ‘long turn’ foreach candidate, plus a
30-second response fromthe second candidate. The
total time for Part 2 is 4
minutes.

An individual ‘long turn’ for eachcandidate with a response fromthe second candidate. In turn, thecandidates are given a pair ofphotographs to talk about.

The focus is on organising a larger unitof discourse; comparing, describing
and expressing opinions.

3

A 2-minute discussion
followed by a 1-minutedecision-making task. The
total time for Part 3 is 4
minutes.

A two-way conversation between
the candidates. The candidates are
given spoken instructions with written
stimuli, which are used in discussion
and decision-making tasks.

The focus is on sustaining aninteraction; exchanging ideas,
expressing and justifying opinions,agreeing and/or disagreeing,suggesting, speculating, evaluating,reaching a decision throughnegotiation, etc.

44 minutes

A discussion on topics related to thecollaborative task (spoken questions).

The focus is on expressing andjustifying opinions, agreeing and/or
disagreeing and speculating.

Candidates are assessed on
their performance throughout.
During the test, one examiner, theinterlocutor, conducts the test andgives a global assessment of eachcandidate’s performance. The other,
the assessor, focuses solely on
assessing each candidate’s ability.

28

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Paper 4

B2 First: How Speaking is assessed
EXAMINERS AND MARKINGThe quality assurance of Speaking Examiners(SEs) is managed by Team Leaders (TLs). TLs
ensure all examiners successfully complete
examiner training and regular certification ofprocedure and assessment before they examine.
TLs are in turn responsible to a Professional
Support Leader (PSL) who is the professional
representative of Cambridge Assessment English
for the Speaking tests in a given country or
region.
Annual examiner certification involves
attendance at a face-to-face meeting to focus
on and discuss assessment and procedure,
followed by the marking of sample Speaking
tests in an online environment. Examiners mustcomplete standardisation of assessment for
all relevant levels each year and are regularly
monitored during live testing sessions.

ASSESSMENT SCALES
Throughout the test candidates are assessedon their own individual performance and not
in relation to each other. They are awarded
marks by two examiners: the assessor and theinterlocutor. The assessor awards marks byapplying performance descriptors from theanalytical assessment scales for the following
criteria:

30•

Grammar and Vocabulary•

Discourse Management•

Pronunciation•

Interactive Communication

B2 First Speaking Examiners use a more detailed version of the following assessment scales:
B2

The interlocutor awards a mark for global
achievement using the global achievement scale.
B2

Shows a good degreeof control of a range ofsimple and some complex
grammatical forms.

Global achievement
Handles communication on a range of familiar
topics, with very little hesitation.

5

Uses accurate and appropriate linguistic
resources to express ideas and produce extended
discourse that is generally coherent.

4

Performance shares features of Bands 3 and 5.

5

4

Handles communication on familiar topics, despitesome hesitation.
3

2

Organises extended discourse but occasionallyproduces utterances that lack coherence, andsome inaccuracies and inappropriate usage occur.
Performance shares features of Bands 1 and 3.

3

Handles communication in everyday situations,despite hesitation.
1

0

Constructs longer utterances but is not able to use
complex language except inwell-rehearsed utterances.

2

Performance below Band 1.

Assessment for B2 First is based on performanceacross all parts of the test, and is achieved
by applying the relevant descriptors in theassessment scales. The assessment scales for
B2 First are extracted from the overall Speaking
scales.

Grammar andVocabulary

Uses a range ofappropriate vocabulary
to give and exchange
views on a wide range offamiliar topics.

0

Produces extended
stretches of languagewith very little hesitation.
Contributions are
relevant and there is aclear organisation ofideas.
Uses a range of cohesive
devices and discourse
markers.

Pronunciation

Is intelligible.
Intonation is appropriate.
Sentence and word stressis accurately placed.
Individual sounds arearticulated clearly.

Interactive
Communication
Initiates and responds
appropriately, linking
contributions to those ofother speakers.
Maintains and develops
the interaction andnegotiates towards an
outcome.

Performance shares features of Bands 3 and 5.
Shows a good degreeof control of simple
grammatical forms, andattempts some complex
grammatical forms.

Produces extended
stretches of language
despite some hesitation.

Contributions are relevant
and there is very little
Uses a range ofappropriate vocabulary to repetition.
give and exchange views
Uses a range of cohesive
on a range of familiar
devices.
topics.

Is intelligible.
Intonation is generally
appropriate.

Initiates and responds
appropriately.

Sentence and word stressis generally accurately
placed.

Maintains and develops
the interaction andnegotiates towards an
outcome with very little
support.

Individual sounds are
generally articulated
clearly.

Performance shares features of Bands 1 and 3.
Shows a good degreeof control of simple
grammatical forms.

1

DiscourseManagement

Uses a range ofappropriate vocabularywhen talking about
everyday situations.

Produces responses which
are extended beyond
short phrases, despite
hesitation.
Contributions are mostly
relevant, despite some
repetition.

Is mostly intelligible, andhas some control ofphonological features atboth utterance and wordlevels.

Initiates and responds
appropriately.
Keeps the interaction
going with very little
prompting and support.

Uses basic cohesive
devices.

Performance below Band 1.

Cambridge English Qualifications A guide to setting your admissions requirements

31

Paper 4

B2 First: Paper 4 Sample task

Sample performance – Speaking

SPEAKING PART 3 AND 4 - COLLABORATIVE TASK AND DISCUSSION

Filmed Speaking tests
The examiner comments below accompany a filmed Speaking test. The candidates'names are Natalia and Enzo. You can find the video of the test in our Speaking playlist on
our YouTube channel: youtube.com/cambridgeenglishtv

GRAMMAR AND VOCABULARY•

I really think I would enjoy to try to go on
field trips with my friends… (part 2)

Natalia•

Natalia shows a good degree ofcontrol of simple forms:

It definitely would be an experience
I’ve never had before (part 2)•

So, when they have it for free, they’ll
probably going to increase, er, I wouldn’t
say increase the number of times they playgames, but it would probably make people
more interested in playing it 'cos (because)
it would be for free and they wouldn’t
have to put their money on it (part 3)•

It’s going to be a lot expensive tobuild more of them (part 3).

•

I went to a restaurant… I had a little
birthday party with some people, with
my friends and my family (part 1)•

I believe that these friends are in(on) a vacation trip (part 2).

She attempts some complex grammaticalforms, sometimes with success, buterrors do occur at times:•

They are having some [a] good talk (part 2)•

There has been a long time that I
don’t go to the beach (part 2)•

Some don’t have can afford some
sports classes (part 3)•

It would be expensive, but it would
be very useful (part 3)•

Sports are really important forpeople’s health (part 4).

She uses a range of appropriate vocabulary:
stepfather, incredible (part 1)
commenting, chilling, bonfire (part 2)
judging, insecurities (part 4)
Enzo
Enzo shows a good degree of controlof simple grammatical forms:•
Sample test
This is an example from the B2 First paper-based exam. To access the sample
tests, including a complete digital test, please scan the QR code, or go tocamengli.sh/3YMtIM6
32

I don’t really go out on field trips, so I
would probably choose to… (part 2).

He also attempts some complex
grammatical forms, sometimes correctly
but at others with limited success:Enzo uses a range of appropriate vocabulary
to give and exchange views on familiar topics:•

some type of soccer, feeding ducks (part 2)•

closer relations, competitions,
return of money (part 3).

DISCOURSE MANAGEMENT
Natalia
Natalia generally produces extended
stretches of language despite somehesitation. Her response to part 2 is rather
short at only 36 seconds rather than a fullminute. At a few points her contributions
tend to rather fade away (‘and stuff…’)
Her contributions are relevant but sometimes
limited. There is very little repetition:•

I went to a restaurant called, I forgot the
name…but it’s a very good restaurant, andI had a little birthday party… (part 1)

She uses a range of cohesive devices(well, as you said, before, but)

Cambridge English Qualifications A guide to setting your admissions requirements

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Paper 4
Enzo

But there are also some unclear sounds:

Enzo produces extended stretches oflanguage throughout, despite somehesitation. His contributions are relevant
and there is little repetition:•

feeding (part 2)•

encourage… attached… oblivious…
expensive solution… government… (part 3).

•

INTERACTIVE COMMUNICATION

I can’t really relate one picture
to the other, (part 2)

There is evidence of a range of cohesive devices
and occasional discourse markers: definitely,
lately, for that reason, given the fact that.

PRONUNCIATION
Natalia
Natalia is intelligible throughout the test.
Her intonation is generally appropriate:••…with a bonfire in the middleof them. (↘) (part 2)
You said it would be expensive, andit really would be (part 3).

Sentence and word stress isgenerally accurately placed:•

I’m scared of the sea (part 2)•

I think the same as you (part 4)

Individual sounds are generally articulated
clearly, but there are some errors:•

contry [country] (part 3)•

cen-trez [centres], owerweigh[overweight], some weigh [weight],
partipating [participating] (part 4)

Natalia initiates and responds
appropriately in all parts of the test.
Natalia maintains and develops all theinteraction with the interlocutor. With herpartner, in parts 3 and 4, her developmentof the conversation mostly consists ofanswering his questions, brief agreement,
and simple questions. She links some of her
contributions to those of her partner in part 3.
Enzo

Sentence and word stress isgenerally accurately placed:

Enzo handles communication on familiar
topics, despite some hesitation. He organises
extended discourse throughout with little
repetition and he maintains and develops theinteraction appropriately in parts 3 and 4.

Every year, every month (part 3).

Sounds are generally accurate:•

Pronunciation: 4Interactive Communication: 4
Global Achievement: 4
Enzo
Grammar and Vocabulary: 4
Discourse Management: 4
Pronunciation: 4.5
Interactive Communication: 4
Global Achievement: 4Natalia

Enzo•

Discourse Management: 3.5

GLOBAL ACHIEVEMENT

I really ↗do (part 1).

They seem to be a family (part 2)

Grammar and Vocabulary: 3.5

He generally maintains and develops theinteraction. He justifies reasons for his own
opinions in part 3 but does little to negotiate
towards an outcome with his partner.

Enzo is intelligible throughout the test andintonation is often appropriate, occasionallyusing intonation to enhance meaning:•

Natalia

Enzo initiates and responds appropriately.
In part 3 he initiates the discussion byasking his partner a question, and does notdevelop his partner’s point, but chooses
to move on to another point instead.

Natalia is generally coherent and handles
communication on familiar topics throughout
the test, despite some hesitation. She
organises extended discourse appropriately
but some inaccuracies occur, particularly
when attempting more complex language.

Enzo

34

Natalia

SCORES

entertainment, insecurities (part 4).

Cambridge English Qualifications A guide to setting your admissions requirements

35

What can students with B2 First do?

CEFR Level B1 (CAMBRIDGE ENGLISH SCALE 140–159)

B2 First is primarily targeted at CEFR Level B2:
160–179 on the Cambridge English Scale.

CAN DO STATEMENTS FOR LEVEL B1 INCLUDE:

It also assesses language ability above andbelow this level.
Candidates sometimes show ability beyond Level
B2. If a candidate achieves a grade A (180–190
on the scale) in their exam, they will receive
the First Certificate in English stating that they
demonstrated ability at Level C1.
If a candidate’s performance is below Level B2,
but falls within Level B1 (140–159), they will receivea Cambridge English certificate stating that they
demonstrated ability at Level B1.
Scores between 122 and 139 (CEFR Level A2) arealso reported for B2 First, although candidates
with scores in this range will not receivea certificate.

CEFR level

C1

Cambridge
English
Scale
190

170

Grade B

150

Writing•

CAN understand routine information andarticles.

•

CAN take basic notes in lectures.

•

CAN understand most information of afactual nature in their study area.

•

CAN write letters or make notes onfamiliar or predictable matters.

Grade C

160

B1

Reading

Grade A
180

B2

Certificatedresults

Level B1140130

Listening

Speaking•

CAN understand straightforward
instructions or public announcements.

•

CAN express simple opinions on abstract/
cultural matters in a limited way.

•

CAN understand instructions on classes
and assignments given by a lecturer orteacher.

•

CAN take part in a seminar or tutorialusing simple language.

Can Do statements
On the following pages you can find out more
about what language skills you can expect a
student to have at the different levels coveredby the exam.

36

The Association of Language Testers in Europe(ALTE) has researched what language learners
can typically do at each CEFR level. They havedescribed each level of ability using Can Do
statements, with examples taken from everyday
life. Cambridge English, as one of the founding
members of ALTE, uses this framework to ensure
its exams reflect real-life language skills.

Cambridge English Qualifications A guide to setting your admissions requirements

37

CEFR Level B2 (CAMBRIDGE ENGLISH SCALE 160–179)

CEFR Level C1 (CAMBRIDGE ENGLISH SCALE 180–190 IN B2 FIRST)CAN DO STATEMENTS FOR LEVEL B2 INCLUDE:

CAN DO STATEMENTS FOR LEVEL C1 INCLUDE:

Reading•

CAN scan texts for relevant informationand grasp main points of text.

•

CAN follow central ideas in abstracts.

•

CAN read all information related topractical arrangements for study whichteachers or lecturers are likely to write.

Writing••

Listening•

CAN follow a talk on a familiar topic.

•

CAN check that all instructions areunderstood.

CAN present arguments, using a limited
range of expression (vocabulary,grammatical structures).

•

CAN read quickly enough to cope with anacademic course.

••

Writing•

CAN write an essay which shows ability
to communicate, giving few difficulties forthe reader.

CAN scan texts for relevant information,and grasp main topic of text.

•

CAN assess the relevance of most
textbooks and articles within own subject
area of study.

CAN make useful notes from written
sources, capturing abstract concepts
and relationships between ideas.

•

CAN select the most salient and relevant
ideas and represent them clearly andbriefly.

Speaking
•

•

•

•

•

38

CAN make simple notes that are of
reasonable use for essay or revisionpurposes, capturing the most important
points.

Reading

CAN ask for clarification and further
information, and is likely to understandthe answer.
CAN give a clear presentation on afamiliar topic.

Listening•

CAN follow much of what is said in a
lecture, presentation or demonstration.

•

CAN ask detailed questions.

•

CAN make decisions about what to note
down and what to omit as the lecture
proceeds.

•

CAN make critical remarks/express
disagreement without causing offence.

•

CAN follow the development of a
discussion during a seminar.

•

CAN reformulate questions if
misunderstood.

CAN answer predictable or factual
questions.
CAN present her/his own opinion, andjustify opinions.
CAN keep up a conversation on a fairly
wide range of topics.

Speaking•

CAN follow the development of a
discussion during a seminar.

Cambridge English Qualifications A guide to setting your admissions requirements

39

C1 Advanced – an overview

What’s in the exam?

CEFR LEVEL C1

C1 Advanced is made up of four papers to test different aspects of candidates’ English skills.

C1 Advanced is focused on the level of English
required for demanding college, university andprofessional work environments. It proves that a
student has the language ability to:•follow an academic course at university level•communicate effectively at managerial andprofessional level.

You can expect a student with C1 Advanced to
be able to:•

8 parts/
56 questions

deal confidently with various texts andgrasp the main topic of a text. This paper also
requires candidates to demonstrate theircontrol of grammar and vocabulary.

read quickly enough to cope with anacademic course and take reasonably
accurate notes in meetings, or write a piece ofwork which shows an ability to communicate

Writing(1 hour 30 minutes)

2 parts

produce two different pieces ofwriting, including a compulsory essay.

•

make critical remarks/express disagreement
without causing offence

Listening(about 40 minutes)

4 parts/
30 questions

follow and understand a range of spokenmaterials, such as news programmes,
presentations and everyday conversations.

•scan texts for relevant information, and grasp
the main topic of a text

Speaking(15 minutes per pairof candidates)

4 parts

communicate effectively in face-to-facesituations such as seminars or everyday
conversations.

•write a piece of work, the message of which
can be followed throughout.

The overall score is calculated by averaging the scores achieved in Reading, Writing, Listening,
Speaking and Use of English. The weighting of each of the four skills and Use of English is equal.

The exam can be taken at hundreds of exam centres around the world.
To find an exam centre, visit cambridgeenglish.org/centresearch.

Exam dates

Exams can be taken throughout the year, with exam sessions for digital tests available up to 365
days a year.

Format of exam

C1 Advanced can be taken as either a digital or paper-based exam.
Results for C1 Advanced are given on the Cambridge English Scale. The exam reports on thescale between 142 and 210.
For more information about the scale, visit cambridgeenglish.org/cambridgeenglishscale.

Results issued

40

Shows students can ...

Reading and use of English(1 hour 30 minutes)

KEY FACTS

Results format

Content

contribute effectively to meetings andseminars within own area of work or keep up
a casual conversation with a good degree offluency, coping with abstract expressions•

Global availability

Paper

5-10 working days for the digital version.
4–6 weeks from exam date for paper-based version.

Expiry of results

C1 Advanced is an in-depth exam, rather than a ‘snapshot’ test, so results do not expire.
Universities and colleges can choose how long to accept results.

Recognition

The exam is accepted by thousands of universities, government bodies and employers aroundthe world. A full list can be seen at cambridgeenglish.org/recognition.

FormatAvailability

Candidates can choose to take thepaper-based or a digital version of
the exam.

With Cambridge English
Qualifications Digital, exam
sessions are available up to
365 days a year, offering flexibility
and fast results for candidates.

The Speaking test is face to face
and taken with two examiners andat least one other candidate. The
paired format means candidates
experience a more authentic
exercise in communication, which
gives a more reliable measure of
their ability to use English.

Cambridge English Qualifications A guide to setting your admissions requirements

41

Paper 1

C1 Advanced: Paper 1

Reading and Use of English tasks

READING AND USE OF ENGLISH –EXAM STRUCTURE AND TASKS

1 hour 30 mins

The Reading and Use of English paper uses avariety of different tasks, requiring candidates todemonstrate reading skills.

Reading and Use of English at a glance
FORMATFor Parts 1 to 4, thetest contains texts withaccompanying grammar and/or
vocabulary tasks, plus separate
items with a grammar and/or
vocabulary focus.

Students successful in this part of the exam havereading skills appropriate for university-levelstudy, such as reading textbooks and articles.
They can be expected to understand texts indetail and be able to compare and contrast
opinions and attitudes across multiple texts.
The paper also tests the students' vocabulary
and ability to use grammar to manipulate
language at this level.
How is the paper marked?
The Reading and Use of English paper contains
a series of items which are marked as either
correct or incorrect.
Cambridge English uses Rasch (1960/1980)
analysis to ensure a consistent standard isapplied in the grading of objectively marked
components, accounting for differences indifficulty between them. This is achieved bycalibrating the difficulty of all the items in agiven test onto the same scale. This calibration
allows us to determine the raw marks for eachtest paper that represent a predetermined levelof ability – the standard needed to achieve aparticular grade or level.
Although one paper, marks for Reading andmarks for Use of English are aggregatedseparately in order to produce two separate
scores on the Cambridge English Scale. Parts 1, 5,
6, 7 and 8 are Reading tasks, and Parts 2, 3 and 4
are Use of English tasks.

42

The paper contains eight parts.

For Parts 5 to 8, the test
contains a range of texts
and accompanying reading
comprehension tasks.
TIMING

1 hour 30 minutes

NO. OF PARTS

8

NO. OFQUESTIONS

56

MARKS

For Parts 1 to 3, each correct
answer receives 1 mark.
For Part 4, each correct answer
receives up to 2 marks.
For Parts 5 to 7, each correct
answer receives 2 marks.
For Part 8, each correct answer
receives 1 mark.

The paper contains eight parts. The Reading section consists of Parts 5, 6, 7 and 8 of the paper. The
Use of English section consists of Parts 1, 2, 3 and 4.
Part

Number ofquestions

Numberof marks

Task types

Focus

Format1

8

8Multiplechoice cloze

Vocabulary, e.g. idioms,
collocations, fixed phrases,
complementation, phrasal
verbs, semantic precision.

A modified cloze containing eightgaps followed by eight 4-option
multiple-choice items.

2

8

8

Open cloze

Awareness and control ofgrammar with some focus
on vocabulary.

A modified cloze test containing
eight gaps.

Word
formation

Vocabulary, in particular
the use of affixation,internal changes andcompounding in word
formation.

A text containing eight gaps.
Each gap corresponds to a word.
The stems of the missing words
are given beside the text andmust be changed to form themissing word.

Key wordtransformation

Grammar, vocabulary,collocation.

Six separate items, each witha lead-in sentence and agapped second sentence to becompleted in three to six words,
one of which is a given ‘key’ word.

12

MultiplechoiceDetail, opinion, attitude,tone, purpose, mainidea, implication andtext organisation
features (exemplification,comparison, reference).

A text followed by six 4-option
multiple‑choice questions.

8

Cross-text
multiplematching

Understanding of opinion
and attitude; comparing
and contrasting of opinions
and attitudes across texts.

Four short texts, followed bymultiple-matching questions.
Candidates must read acrosstexts to match a prompt toelements in the texts.

Cohesion, coherence, text
structure, global meaning.

A text from which paragraphs
have been removed and placedin jumbled order after the text.
Candidates must decide from
where in the text the paragraphs
have been removed.

Detail, opinion, attitude,
specific information.

A text or several short texts,
preceded by multiple-matchingquestions. Candidates mustmatch a prompt to elements inthe text.

3
4
5
6
7

8
6
6
4
6

8
12

12

8

10

10

Total

56

78

Gapped text

Multiplematching

Cambridge English Qualifications A guide to setting your admissions requirements

43

Paper 1

C1 Advanced: Paper 1 sample tasks

READING AND USE OF ENGLISH PART 6

READING AND USE OF ENGLISH PART 4 - KEY WORD TRANSFORMATIONPart 4
For questions 25 – 30, complete the second sentence 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 andsix words, including the word given. Here is an example (0).
Example:0

28 Without the help that Joe gave me, I don’t think I’d have finished the course.
BEEN
If it ……………………………….... help, I don’t think I’d have finished the course.

James would only speak to the head of department alone.
ON
James ………………………………… to the head of department alone.

The gap can be filled with the words ‘insisted on speaking’, so you write:
Example:

INSISTED ON SPEAKING

0

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

29 We can assure our customers that we will take every possible measure to maintain the qualityof the products on our shelves.
TAKES
We can assure our customers that we will ……………………………….... to maintain the qualityof the products on our shelves.

25 As long as you explain the process clearly at the conference, your boss will be pleased.
30 Following some complaints by local residents, the government withdrew its proposal to build a

GIVE

new runway at the airport.

If ……………………………….... the process at the conference, your boss will be pleased.

LIGHT

Answer Key

The government’s proposal to build a new runway at the airport ………………………………....
some complaints by local residents.
26 They say that a visitor to the national art gallery damaged an 18th-century painting.
ALLEGEDA visitor to the national art gallery ……………………………….... an 18th-century painting.

27 I really don’t mind whether Jill chooses to come on holiday with us or not.
DIFFERENCE

Q

Part 6

37

B

38

C

39

A

40

B

It really ……………………………….... whether Jill chooses to come on holiday with us or not.

Answer Key
Q

Part 425

You give | a clear explanation of/about26

Is alleged | to have damaged

27

Makes no/(very) little difference | to me

28

Hadn’t/had not been | for joe’s

29

Do what(ever)/everything/all/anything| it takes

30

Was withdrawn | in (the) light ofSample test
To access sample tests, including digital tests, please scan the QR code, or go
to camengli.sh/3E4P1Ph

44

Sample test
To access sample tests, including digital tests, please scan the QR code, or go
to camengli.sh/3E4P1Ph

Cambridge English Qualifications A guide to setting your admissions requirements

45

Paper 2

C1 Advanced: Paper 2

C1 Advanced: How Writing is assessed

WRITING – EXAM STRUCTURE ANDTASKS

ASSESSMENT SCALES
Writing at a glance

The Writing paper requires the candidate to beable to produce two different pieces of writing,including a compulsory academic-style essay.
Students successful in this part of the exam
can be expected to write essays at a levelappropriate for academic university study
and make useful notes. They can demonstrateawareness of the style and tone required bya task, and use writing to effectively express
and justify opinions, evaluate, hypothesise andpersuade.

FORMAT

The paper contains two parts
and two pieces of writing must be
produced.

TIMING

1 hour 30 minutes

NO. OFQUESTIONS

Candidates are required tocomplete two tasks: a compulsory
one in Part 1 and one from a choiceof three in Part 2.

MARKS

1 hour 30 mins
The paper contains two parts. Candidates are required to complete two tasks: a compulsory one inPart 1, and one from a choice of three in Part 2.

1

Number ofquestions1•

Each question on this paper carries
equal marks.

Writing tasks

Part

Tasks are marked using assessment scales thatwere developed with explicit reference to the
Common European Framework of Reference(CEFR). The scales consist of four subscales:
Content, Communicative Achievement,
Organisation, and Language:

Task types

FormatWriting an essay witha discursive focus.

Candidates are required to write an essay, between 220 and 260
words, based on two points given in the input text. They will be asked
to explain which of the two points is more important and to givereasons for their opinion.

•

Communicative Achievement focuses on
how appropriate the writing is for the task
and whether the candidate has used theappropriate register.

•Organisation focuses on the way thecandidate puts together the piece of writing,in other words if it is logical and ordered.

•

Language focuses on vocabulary andgrammar. This includes the range of language
as well as how accurate it is.

•

Guidelines on length are provided for eachtask; responses which are too short may nothave an adequate range of language andmay not provide all the information that isrequired, while responses which are too long
may contain irrelevant content and have anegative effect on the reader. These may
affect candidates’ marks on the relevant
subscales.

2

1

•

Candidates are expected to use a particularvariety of English with some degree ofconsistency in areas such as spelling, andnot, for example, switch from using a British
spelling of a word to an American spelling of
the same word.

The output text types are:letter/email•

proposal•report•review.

There is a word limit of between 220–260 words

46

5

•

All content is relevant to the task.

•

Target reader is fully informed.

•

Minor irrelevances and/or omissions may bepresent.

•

Target reader is on the whole informed.

•

Irrelevances and misinterpretation of task may
be present.

•

Target reader is minimally informed.

•

Content is totally irrelevant.

•Target reader is not informed.

3

1
0

When being marked, the length of responses
and varieties of English are taken into account:

Candidates have a choice of task. The tasks provide candidates witha clear context, topic, purpose and target reader for their writing.

•Content

Responses are marked on each subscale from 0
to 5.

There is a word limit of between 220–260 words

Writing one from anumber of possible
text types based on acontextualised writing
task.

Content focuses on how well the candidate
has fulfilled the task, in other words if they
have done what they were asked
to do.

The subscale Content is common to all levels:

Cambridge English Qualifications A guide to setting your admissions requirements

47

Paper 2
The remaining three subscales (Communicative Achievement, Organisation, and Language) havedescriptors specific to each CEFR level. The following assessment scale is used for marking candidate
responses:
C1

5

Content

All content isrelevant to thetask.
Target reader isfully informed.

Communicative
Achievement
Uses the conventions of
the communicative taskwith sufficient flexibility
to communicatecomplex ideas inan effective way,
holding the target
reader’s attention
with ease, fulfilling
all communicative
purposes.

4

Performance shares features of Bands 3 and 5.

3

Uses the conventions of
the communicative task
effectively to hold thetarget reader’s attention
and communicate
straightforward andcomplex ideas, as
appropriate.

Minor irrelevances
and/or omissions
may be present.
Target reader is on
the whole informed.

2

1

Organisation

Text is a well-organised,coherent whole,using a variety ofcohesive devices andorganisational patterns
with flexibility.

Text is well organisedand coherent,
using a variety ofcohesive devices andorganisational patterns
to generally good effect.

Language

C1 Advanced: Paper 2 sample task
WRITING PART 1 - COMPULSORY TASK

Uses a range of vocabulary, including
less common lexis, effectively andprecisely.
Uses a wide range of simple andcomplex grammatical forms with fullcontrol, flexibility and sophistication.
Errors, if present, are related to lesscommon words and structures, oroccur as slips.

Uses a range of vocabulary, including
less common lexis, appropriately.
Uses a range of simple and complex
grammatical forms with control andflexibility.
Occasional errors may be present
but do not impede communication.

Performance shares features of Bands 1 and 3.

Irrelevances andmisinterpretationof task may bepresent.
Target reader isminimally informed.

Uses the conventionsof the communicative
task to hold the target
reader’s attention
and communicate
straightforward ideas.

Text is generally wellorganised and coherent,
using a variety of linking
words and cohesive
devices.

Uses a range of everyday vocabulary
appropriately, with occasional
inappropriate use of lesscommon lexis.
Uses a range of simple and somecomplex grammatical forms with agood degree of control.
Errors do not impede communication.

0

Content is totallyirrelevant.
Target reader is
not informed.

Performance below Band 1.

Sample test
The screenshot above is an example from the C1 Advanced digital exam. To
access the sample tests, including a complete digital test, please scan the QR
code, or go to camengli.sh/3E4P1Ph
48

Cambridge English Qualifications A guide to setting your admissions requirements

49

Paper 2

C1 Advanced Writing: Sample answers andcomments
QUESTION 1 - CANDIDATE A
Nowadays, many facilities could use money from local authorities. There are people who claim that cultural institutions
should receive more money than other facilities. But which ones should receive more investment is open to debate.
On the one hand, museums should be the institutions that need to receive a lot of money because people havelost the interest in visiting and promoting them. In a world where true values are not respected as they should be,
it is important to remember what really matters. Moreover, the young men should be aware of the importance ofknowing basic things in different domains. For example, science and history museums provide people very interesting
informations. Therefore, in order to have well-informed teenagers, the local authorities should give money to museums.
With that money, it can be organised events like the day ofopen museums.
On the other hand, green spaces should also receive money from local authorities. Mainly because in big cities, where
the air is very polluted trees can absorb many of the gases produced leading to a much healthier environment.
Furthermore, there can be built spaces for kids to play and also running tracks for people who cannot afford to go togym. It is important for people to keep doing exercises in open air and in my opinion, parks are the best place.
All in all, as far as I am concerned the most important facility that should receive investment from local authority are
the museums.

Comments
Subscale

QUESTION 1 - CANDIDATE B
Facilities in need of funds
Having listened to today’s radio programme about facilities that need financial help, I realised that sports centers andpublic gardens have been neglected over the years by the local authorities.
There are few sports centers out there that meet the right characteristics that a good sports center must have. This is
one of the many reasons that people avoid sport. We see lots of kids nowadays suffering from obesity and other healthproblems caused by the simple fact that they don’t do sport.
Another reason for this is that people have nowhere to go out for a walk or to run in a nice place. Public gardens, parksfor example are also lacking in numbers. The ones that are already there are not very nice and they don’t look very
good.
I think that by improving this two facilities the population can benefit from this. By creating more sports centers, there
will be some more jobs offered, and some kids might even follow a sports career. By making more public gardens
people can get out more often and spend some good quality time relaxing.
I think that local authorities should invest money in both facilities because, this is a good way to increase thepopulations health.

Comments
SubscaleMark

Communicative
Achievement

Organisation

Language

50

5

3

3

2

All content is relevant to the task and the target reader is fully informed. The candidate
discusses two of the proposed facilities (museums and parks), and chooses one of them(museums) to benefit from the extra funding. The candidate discusses the reasons why each
one should receive the money: science and history museums provide people very interesting
informations; in order to have well-informed teenagers, the local authorities should givemoney to museums; trees can absorb many of the gases produced leading to a much
healthier environment; running tracks for people who cannot afford to go to gym. The final
decision is made in the final paragraph.

Communicative
Achievement

3

4

The conventions of essay writing are evident and the target reader’s attention is held
throughout. The opening statement sets up the context of the essay, and the candidate
chooses two of the facilities to discuss (parks and sports centres). The candidate links
these two aspects throughout the essay, and this linking is effective in communicating more
complex ideas which relate to both facilities. For example: sports centers and public gardens
have been neglected over the years; people avoid sport … Another reason for this is thatpeople have nowhere to go out for a walk. The arguments are backed up and supportedwith evidence either from personal experience or from the input text. A consistent register isused, and the overall tone is suitably persuasive and objective.

4

The text is well organised and coherent. Fairly subtle organisational patterns and cohesive
devices are used, rather than overt linking words: for example, relative clauses/pronouns,
substitution and ellipsis. For example: Having listened to … I realised that; We see lots of kids
nowadays suffering from obesity … caused by; Another reason for this is; The ones that are.
Some sentences are quite short and could have been connected to make the text more fluid
at times: Public gardens, parks for example are also lacking in numbers. The ones …, but theoverall effect is good.

3

There is a range of vocabulary and some less common lexis, which is collocatedappropriately: neglected over the years; suffering from obesity; the simple fact that; lacking
in numbers; follow a sports career; quality time. There is also a range of simple and more
complex grammatical structures used with control. Although there is slight awkwardness
in places and a few errors, these do not cause the reader difficulty: that meet the rightcharacteristics that a good sports center must have.

The conventions of essay writing are used well. There is a clear opening paragraph anda strong conclusion which leaves no room for doubt as to where the money should go: …
as far as I am concerned the most important facility that should receive investment fromlocal authority are the museums. The register is consistently formal and the essay has an
objective tone, giving opinions and providing supporting statements with evidence. The
clear paragraphing helps to hold the target reader’s attention and communicate bothstraightforward and more complex ideas in a logical manner.
The text is well organised and coherent, and uses a variety of cohesive devices to generally
good effect. The ideas are clearly introduced: Nowadays; On the one hand; Moreover;For example; Therefore; On the other hand; Furthermore; All in all. There is a mix of longand short sentences, and some of the shorter ones could benefit from being combined.
Organisational patterns are evident in the choice of language. For example, in the firstparagraph it is stated that many facilities could use money from local authorities. This thennarrows to become cultural institutions should receive more money, and then the final
sentence uses substitution to set out the main idea: But which ones should receive moreinvestment is open to debate.
There is a range of relevant vocabulary, but this is not always used successfully tocommunicate full ideas. Take for example In a world where true values are not respected
as they should be, it is important to remember what really matters. Although this has an
appropriate tone and is accurate, it has little relevance to the text as a whole and adds no
extra information. A range of simple and some more complex grammatical structures is usedwith control. However, there are a few word order and pronoun problems, such as it canbe organised events; there can be built. There are also errors with plurals and articles, butthese do not impede communication: the most important facility … are the museums; afford
to go to gym; exercises in open air.

Organisation

Language

Commentary
All content is relevant to the task and the target reader is on the whole informed. The
candidate has not made a final selection between the two facilities. However, he makesa relevant choice (namely, to fund both facilities), and justifies this decision with evidence
throughout the essay: This is one of the many reasons that people avoid sport … Anotherreason for this is that people have nowhere …

Commentary
Content

Content

Mark

Cambridge English Qualifications A guide to setting your admissions requirements

51

Paper 3

C1 Advanced: Paper 3

QUESTION 1 - CANDIDATE C
In regard of a recent discussion about the facilities, which are financially supported by local authorities, I would like towrite a few of my personal thoughts. Whether we are talking about sports centres or public gardens, there is no doubtthat they are both a good thing to have in the city and should both be supported somehow. The only question then iswhich one of these is more important, what are the pros and cons of each one?
Let me start with the sport centres as I think these are a bit more problematic. Obviously, in our times where lots ofpeople spend days sitting in their office staring at a computer, some sort of physical training is very important. We haveto balance that shift in our lifestyles. The problem I see with supporting the sports centres is the number of activities
that you can do at these days. There is almost countless list of either individual or team sports that we can think of, andeach centre is usually designed for a specific type or at least a group of sports similar in its nature. Therefore I thinkthat it is too difficult to support them equally and we can’t say which activity is better than the others either. Anotherreason for not financing sports as much as green parks is their commercial use. What I mean by that is that we usually
pay for everything the centre offers us to do and therefore they are more able to last from their own money thangardens.
Regarding of the green spaces, the situation is much clearer I think. Every city needs gardens where people can sit andrelax, but nobody is going to pay a tax for just walking around.
These factors lead me to my conclusion, that the public gardens are definitely a facility which should be financed frompublic money, whereas in the case of sports centres, the situation is questionable.

Comments
Subscale

Content

Communicative
Achievement

Organisation

Language

52

Mark

Commentary5

All content is relevant to the task and the target reader would be fully informed. The
candidate discusses two of the options (sports centres and green spaces). Although theessay is slightly unbalanced, focusing mainly on sports centres, this is justified in the essay:
Let me start with the sport centres as I think these are a bit more problematic. Likewise, thebrief treatment of parks is explained, and what follows is enough to inform the reader fully:
Regarding of the green spaces, the situation is much clearer.

4

The conventions of the communicative task are used effectively, holding the target reader’sattention with ease. The register and tone are consistent and the language choices are
sufficiently formal and appropriate throughout, particularly the opening and closing
paragraphs; The only question then is which one of these is more important, what are thepros and cons of each one?; These factors lead me to my conclusion. There is lots of personal
opinion, rather than objective opinion based on a generally assumed view: I would like towrite a few of my personal thoughts; I think these are; The problem I see, but straightforwardand more complex ideas are nevertheless communicated. A more objective approach would
have been more suited to this essay task, which is to discuss the idea in general terms rather
than in the candidate’s own experience.

4

The essay is well organised and coherent, and the different ideas are clearly signposted
throughout: Let me start with; Therefore; Another reason; Regarding. The target reader caneasily follow the argument. The paragraphs are internally well constructed, and are linked
together appropriately. In terms of organisational patterns, the overall effect is generally
good, rather than good throughout, due to the imbalance of length between the second
and third paragraphs.

4

A range of vocabulary, including less common lexis, is used effectively, although not always
precisely: We have to balance that shift in our lifestyles. A wide range of simple and complex
grammatical forms is used with control and flexibility, particularly in terms of sentence
construction: Obviously, in our times where lots of people spend days sitting in their officestaring at a computer, some sort of physical training is very important. Although there areoccasional errors, these are often slips and do not impede communication: you can do atthese days; There is almost countless list.

LISTENING – EXAM STRUCTURE AND
TASKSCandidates listen to recordings of monologues
or interacting speakers and answer questions
testing their comprehension of what they haveheard.
Students successful in this section havedemonstrated the required level of listening skills
to follow lectures and participate in tutorials atuniversity level. They will be able to understandboth the gist and specific detail of what issaid and identify a speaker’s tone, opinions
and attitudes.
A variety of voices, styles of delivery and accentswill be heard in each Listening paper to reflect
the various international contexts presented in
the recordings.

Listening at a glance
FORMAT

The paper contains four parts.
Each part contains a recorded
text or texts and corresponding
comprehension tasks. Each partis heard twice.

TIMING

Approximately 40 minutes

NO. OF PARTS

4

NO. OFQUESTIONS30ANSWER FORMAT

Candidates are advised towrite their answers in thespaces provided on thequestion paper while listening.
Five minutes will be allowed
at the end of the test to copy
the answers onto a separate
answer sheet.

MARKS

How is the paper marked?

Each correct answer receives
1 mark.

The Listening paper contains a series of items
which are marked as either correct or incorrect.
Cambridge English uses Rasch (1960/1980)
analysis to ensure that a consistent standard
is applied in the grading of objectively marked
components, accounting for differences indifficulty between them. This is achieved bycalibrating the difficulty of all the items in agiven test onto the same scale. This calibration
allows us to determine the raw marks for eachtest paper that represent a predetermined levelof ability – the standard needed to achieve aparticular grade or level.

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53

Paper 3

Listening tasks

C1 Advanced: Paper 3 sample task

approximately 40 mins (including 2 minutes to check answers in the digital test,
and 5 minutes to transfer your answers in the paper-based test)

LISTENING PART 2
The paper contains four parts. Each part contains a recorded text or texts and corresponding
comprehension tasks. Each part is heard twice.
Part

1
2
3
4
TOTAL

Number ofquestions

6
8
6
10
30

Numberof marks

6
8
6
10

Task types

Focus

FormatMultiple choice

Feeling, attitude, opinion,
purpose, function,agreement, course ofaction, gist, detail, etc..

Three short extracts
from exchanges between
interacting speakers with two
multiple-choice questions oneach extract.

Sentencecompletion

Specific information,stated opinion.

A monologue lasting
approximately 3 minutes.
Candidates are required tocomplete the sentences withinformation heard on therecording.

Multiple choice

Attitude, opinion,agreement, gist, feeling,
speaker purpose, function,
detail.

A conversation between
two or more speakers ofapproximately 4 minutes.
There are six multiple-choicequestions, each with four
options.

Gist, attitude andopinion, main points,
speaker purpose, feeling,interpreting context.

Five short themedmonologues, ofapproximately 30 seconds
each. Each multiple-matchingtask requires selection of thecorrect options from a list ofeight.

Multiple matching

Answer Key

30

Q

Part 27

Report8Fire9(Red) Tea

10

Safari Truck

11

Needle(S)12(Deep) Orange

13

Paradise

14

Roof

Sample test
Download a complete sample test (including audio for the Listening paper) at
camengli.sh/3E4P1Ph

54

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55

Paper 4

C1 Advanced: Paper 4

Speaking tasks
15 minutes (pairs) / 23 minutes (groups of three)

SPEAKING – EXAM STRUCTURE AND
TASKS
The candidate takes the test with two examiners
and one other candidate, providing a test of thecandidate’s ability to interact with others
verbally.
Students successful in this part of the exam
have practical speaking skills appropriate forseminars, tutorials and collaborative group workin a university environment. They will be able
to demonstrate the ability to discuss, agree (ordisagree) and negotiate.

Speaking at a glance
FORMAT

The paper contains four parts.
Each part of the test focuses ona different type of interaction:
between the interlocutor andeach candidate, between the twocandidates, and among all three.

TIMING

15 minutes

TASK TYPES

Short exchanges with theinterlocutor; a 1-minute individual‘long turn’, a collaborative task
involving the two candidates, and a
discussion.

MARKS

Candidates are assessed on theirperformance throughout.
During the test, one examiner, theinterlocutor, conducts the test andgives a global assessment of eachcandidate’s performance. The other,
the assessor, focuses solely on
assessing each candidate’s ability.

56

Part

TimingTask type and interaction

Focus

1

2 minutes (3 minutes forgroups of three).

A short conversation between theinterlocutor and each candidate(spoken questions).

The focus is on general interactionaland social language.

2

A 1-minute ‘long turn’ foreach candidate, plus a
30-second response fromthe second candidate. The
total time for Part 2 is 4
minutes (or 6 minutes forgroups of three).

An individual ‘long turn’ for eachcandidate with a response fromthe second candidate. In turn, thecandidates are given 3 photographs
and asked to talk about any 2 of them.

The focus is on organising a larger unitof discourse; comparing, describing,
expressing opinions and speculating.

3

4 minutes (or 6 minutes forgroups of three).

A two-way conversation between
the candidates. The candidates
are given spoken instructions withwritten stimuli, which are used in a
discussion and a decision-making
task. The conversation is divided intoa discussion phase (2 minutes) and adecision phase (1 minute). Candidates
are given approximately 15 seconds toinitially read the task before startingto speak.

The focus is on sustaining aninteraction, exchanging ideas,
expressing and justifying opinions,agreeing and/or disagreeing,suggesting, speculating, evaluating,reaching a decision throughnegotiation, etc.

45 minutes (8 minutes forgroups of three).

A discussion on topics related to thecollaborative task (spoken questions).

The focus is on expressing andjustifying opinions, agreeing and/or
disagreeing and speculating.

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Paper 4

C1 Advanced: How Speaking is assessed
EXAMINERS AND MARKINGThe quality assurance of Speaking Examiners(SEs) is managed by Team Leaders (TLs). TLs
ensure all examiners successfully complete
examiner training and regular certification ofprocedure and assessment before they examine.
TLs are in turn responsible to a Professional
Support Leader (PSL) who is the professional
representative of Cambridge Assessment English
for the Speaking tests in a given country or
region.
Annual examiner certification involves
attendance at a face-to-face meeting to focus
on and discuss assessment and procedure,
followed by the marking of sample Speaking
tests in an online environment. Examiners mustcomplete standardisation of assessment for
all relevant levels each year and are regularly
monitored during live testing sessions.

ASSESSMENT SCALES
Throughout the test candidates are assessedon their own individual performance and not
in relation to each other. They are awarded
marks by two examiners: the assessor and theinterlocutor. The assessor awards marks byapplying performance descriptors from theanalytical assessment scales for the following
criteria:

58•

Grammar and Vocabulary•

Discourse Management•

Pronunciation•

Interactive Communication

C1 Advanced Speaking Examiners use a more detailed version of the following assessment scales:
C1

Grammatical
Resource

The interlocutor awards a mark for global
achievement using the global achievement scale.
C1

Global achievement
Handles communication on a wide range of topics,
including unfamiliar and abstract ones, with very
little hesitation.

5

4

Uses accurate and appropriate linguistic
resources to express complex ideas and concepts
and produce extended discourse that is coherent
and easy to follow.

5

4

2

Uses accurate and appropriate linguistic
resources to express ideas and produce extended
discourse that is generally coherent.

3

Performance shares features of Bands 1 and 3.

0

Organises extended discourse but occasionallyproduces utterances that lack coherence, andsome inaccuracies and inappropriate usage occur.

Shows a good
degree of control
of a range of simple
and some complex
grammatical forms.

2

Performance below Band 1.

Assessment for C1 Advanced is based on
performance across all parts of the test, and isachieved by applying the relevant descriptors
in the assessment scales. The assessment scales
for C1 Advanced are extracted from the overall
Speaking scales.

10DiscourseManagement
Produces extended
stretches of languagewith ease and with very
little hesitation.
Contributions are
relevant, coherent andvaried.
Uses a wide range ofcohesive devices anddiscourse markers.

Pronunciation

Is intelligible.
Phonological features
are used effectively toconvey and enhancemeaning.

Interactive
Communication
Interacts with ease,linking contributions
to those of otherspeakers.
Widens the scope of
the interaction andnegotiates towards
an outcome.

Performance shares features of Bands 3 and 5.

Handles communication on familiar topics, despitesome hesitation.
1

Uses a wide
range ofappropriate
vocabulary
to give andexchange views
on familiar andunfamiliar topics.

Performance shares features of Bands 3 and 5.
Handles communication on a range of familiar andunfamiliar topics, with very little hesitation.

3

Maintains control
of a wide rangeof grammaticalforms.

LexicalResource

Uses a range
of appropriate
vocabulary
to give andexchange views
on familiar andunfamiliar topics.

Produces extended
stretches of languagewith very little hesitation.
Contributions are
relevant and there is aclear organisation ofideas.
Uses a range of cohesive
devices and discourse
markers.

Is intelligible.
Intonation isappropriate.
Sentence and word
stress is accurately
placed.
Individual sounds arearticulated clearly.

Initiates andresponds
appropriately,
linking contributions
to those of otherspeakers.
Maintains anddevelops theinteraction andnegotiates towards
an outcome.

Performance shares features of Bands 1 and 3.
Shows a good
degree ofcontrol of simple
grammaticalforms, andattempts
some complex
grammaticalforms.

Produces extended
Uses appropriate stretches of language
despite some hesitation.
vocabulary
to give andContributions areexchange views,
relevant and there isbut only whenvery little repetition.
talking aboutfamiliar topics.
Uses a range of cohesive
devices.

Is intelligible.
Intonation is generally
appropriate.
Sentence and word
stress is generally
accurately placed.
Individual sounds
are generally
articulated clearly.

Initiates andresponds
appropriately.
Maintains anddevelops theinteraction andnegotiates towards
an outcome withvery little support.

Performance below Band 1.

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Paper 4

C1 Advanced: Paper 4 Sample task

Sample performance – Speaking

SPEAKING PART 3 AND 4 - COLLABORATIVE TASK AND DISCUSSION
21 Ways of communicating

Filmed Speaking tests
The examiner comments below accompany a filmed Speaking test. The candidates'names are Pedro and Isabela. You can find the video of the test in our Speaking playlist
on our YouTube channel: youtube.com/cambridgeenglishtv

Part 3 4 minutes (6 minutes for groups of three)Part 4 5 minutes (8 minutes for groups of three)Part 3
Interlocutor

Now, I’d like you to talk about something together for about two minutes (3 minutes forgroups of three).
Here are some different ways in which people communicate and a question for you
to discuss. First you have some time to look at the task.
Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds.
Now, talk to each other about the advantages and disadvantages of communicatingin these different ways.

Pedro

LEXICAL RESOURCE
Pedro

Candidates………………………………………………………..

Pedro maintains control of a rangeof grammatical forms:

Interlocutor

Thank you. Now you have about a minute (2 minutes for groups of three) to decide which
two ways of communicating are the least effective.

•

They have each other for company (part 2)

Candidates………………………………………………………..

•

Interlocutor

Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.

He seems to be painting a stairthat requires a lot of preparation,
precision and patience (part 2) 2 minutes(3 minutes forgroups of three) 1 minute(2 minutes forgroups of three)Part 4

Interlocutor

Use the following questions, in order, as appropriate:

Select any of the following
prompts, as appropriate:•

Do you think it’s important to have goodcommunication skills to do a job well?
...... (Why? / Why not?)•Some people say that because of modern
technology we are losing our communication
skills. What’s your opinion? ...... (Why? / Why
not?)

•

Do you think people can be taught good communication skills or is it
something we are born with? ...... (Why? / Why not?)•How important do you think it is for families to find time to communicate
with each other? ...... (Why? / Why not?)•Do you think that all children should be taught at least one foreign
language at school? ...... (Why? / Why not?)•Do you think that it’s likely that one day there will be an international ‘world
language’ that everyone speaks? ...... (Why? / Why not?)• What do you think?
• Do you agree?
• How about you?

having a face-to-facemeeting

What are theadvantages anddisadvantages ofcommunicating in thesedifferent ways?

giving a lecture

having a videoconference

writing a letterchatting online

Worth it in the end (part 1)•

Swamp… facial expressions… ink
and stuff… child’s play (part 2)•

You need to have a better understandingof yourself. You need to put yourself
into the situation of the people
you’re helping because... (part 4)•

A professional in the area…
workmates… treat an issue (part 3)•

Anti-social… bother anyone… pretty
self-confident… cycle of life (part 4)

Isabela•I guess getting all the experience,
you know, all the [the whole /throughout the] journey (part 1)•

He didn’t chose (part 2)

Isabela uses an occasionally wide range
of appropriate vocabulary (particularly
in part 4) to give and exchange views
on familiar and unfamiliar topics.

•

You don’t know nothing (part 4).

•

Robbed… extroverted… depends on (part 1)

Isabela•Isabela maintains control of a range ofgrammatical forms throughout the test,
despite some occasional mistakes:

Have fun… stuff… swamp…
time limit… kid (part 2)•

Family member… HR… quit… annoying (part 3)•

Issues… empathetic… burden… prone
to… care home… asset (part 4)•

I’ve been studying English
since I was little (part 1)•

The guy painting the stairs has topaint the stairs in an amount of time
defined by other people (part 2)•
Sample test
Download a complete sample test (including audio for the Listening paper) at
camengli.sh/3E4P1Ph•

People with financial issues should get
help from the government itself (part 3)

despite some occasional basic errors:

21

Pedro uses a wide range of appropriate
vocabulary to give and exchange views
on familiar and unfamiliar topics, although
he occasionally misuses a word:•

Thank you. That is the end of the test.

60

know it’s might be easier (part 4)

GRAMMAR AND VOCABULARY•

People who are understanding [whounderstand] technology might need help fromfamily members or friends to… understandwhat they need to do, so they might needhelp on the technical side (part 3)… it also might not be true because
you know helping people that you

DISCOURSE MANAGEMENT
Pedro
Pedro produces extended stretchesof language throughout the test withease and with very little hesitation:•

I guess to look good-looking for otherpeople and also because of my physicalhealth, you know, for [to] keep the
medical requirements in check (part 1)

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61

•

•

Yeah, I think they could also use some
professional help, you know, because
there are professionals in technology that
can help them with this stuff (part 2)
His long response to Isabela in part2 and throughout part 4.

•

If you don't understand your own issues andhow to solve them, it's going to be very difficult
to give advice to other people (part 4).
We should consider the fact that some people
do not have the money to take care of elderly
people that are sick or have mental disordersthat might need medical attention (part 4)

His responses are always relevant, coherent
and often varied. He uses a wide range ofcohesive devices and discourse markers:

DISCOURSE MANAGEMENT•

I guess… you know… (part 1)

Pedro

•

So, yeah, I think the people that are
camping here on the swamp are having
the most fun out of it. (part 2)

Pedro is easily intelligible throughout the test.
His intonation is appropriate and used, alongwith sentence stress to enhance meaning.
Despite a slight accent, his individual sounds arearticulated clearly and easy to understand.

••I think people with financial issues should… I
don’t know, find something to do to earn moremoney, like find another job or talk to friends
to see if they can lend some money (part 3)
Yeah… if… in fact… (part 4).

IsabelaIsabela produces extended stretches oflanguage with ease and no hesitation,although she does have difficultycompleting the task in part 2:•

I prefer to go by car because it’s easier andfaster and, you know, there’s a lot of traffic.
But if you take public transportation there’s
a risk of getting, you know, robbed (part 1)•… these people right here are camping
and I think they’re there for to have fun,you know, a vacation of sorts (part 2)•

If you need help with a subject that you
don’t understand… you will get help fromyour teacher or your friends (part 3)•

People who think they’re a burden or
don’t want to annoy people or thinkthey are irritating people by asking forhelp in some subjects, they are more
prone to not asking for help (part 4)

Her contributions are consistently relevant,although there is some repetition.
Her contributions are coherent although
not always varied and she uses a range ofcohesive devices and discourse markers,
although it is sometimes disjointed dueto her frequent use of “you know”:

62

•

•

Like… I mean… so yeah… you know (part 1)•

So… because… when (part 2)•

If… or… but… (part 3).

His word stress is consistently wellplaced throughout the test:•

Perhaps… university… video games… (part 1)•

Company… business… compare… finger
painting… child’s play (part 2)•

Financial issues… professional… technology…
environment… workmates (part 3)•

Understanding… situation… necessarily…
knowledge… previous (part 4)

Isabelaand negotiates towards an outcome.
Pedro develops the interaction throughout thetest and widens the scope on many occasions:•His answers in part 1 explain his point of view.

SCORES•

His response to Isabela in part 2
is extended and developed.

Pedro

•

His contributions in parts 3 and 4 are all
extended, developing both his own andIsabela’s ideas and widening the scope.

Lexical Resource: 5

Isabela interacts with ease throughout
the test, linking her contributions to thoseof the interlocutor and her partner:

Interactive Communication: 5•

In part 1 she gives a lengthy explanation
about why she prefers to travel by car.

•Yeah, I agree… People who are understanding
technology might need help, uh, from family
members or friends to, you know, get what
they have to do, understand what they needto do. So, they might need help in the technicalside instead of the financial side. (part 3)•

In part 4 where she gives a lengthy
explanation, of why she agrees
with Pedro about why people don’t
look to others for support.

Her word stress is accurately
placed throughout the test.

GLOBAL ACHIEVEMENT•

Vacation… comparison… practically (part 2)•

Understanding… technology… understand…
technical… financial… environment (part 3)•

Advice… empathetic… important…
quality… (part 4)

INTERACTIVE COMMUNICATION
Pedro
Pedro interacts with both Isabela and theinterlocutor with ease, linking his contributions
to the other speaker, although sometimes
his changes of topic are quite abrupt.
He widens the scope of the interaction

Discourse Management: 5
Pronunciation: 5

She is able to develop interaction, widen thescope and negotiate towards an outcome.
This is evident in both part 3 and part 4 where
she consistently provides long developmentsof both her own and Pedro’s ideas.

Brazilians… extroverted… situation…
transportation (part 1)

Grammatical Resource: 4.5

IsabelaIsabela is intelligible throughout. Her
intonation is natural and she uses it, combinedwith sentence stress, to enhance meaning.
Isabela’s individual sounds are articulated
clearly and are easy to understand.

•produce extended discourse that is always
coherent and easy to follow, despite an
intrusive but natural use of “you know”.

Global Achievement: 5
IsabelaGrammatical Resource: 4
Lexical Resource: 4.5
Discourse Management: 4.5
Pronunciation: 5Interactive Communication: 5
Global Achievement: 5

Pedro
Pedro handles communication on the wide
range of topics presented to him and initiatedby Isabela, including unfamiliar and abstract
ones with virtually no hesitation. He uses
mostly accurate and appropriate linguistic
resources to express complex ideas andconcepts and produce extended discoursethat is coherent and easy to follow.
IsabelaIsabela handles communication on the wide
range of topics presented to her and initiatedby Pedro, including unfamiliar and abstract
ones with no hesitation. She uses accurate
and appropriate linguistic resources with onlyrare mistakes that do not affect understanding
to express complex ideas and concepts andCambridge English Qualifications A guide to setting your admissions requirements

63

What can students with C1 Advanced do?

CEFR Level B2 (CAMBRIDGE ENGLISH SCALE 160–179)

C1 Advanced is primarily targeted at CEFR Level
C1: 180–199 on the Cambridge English Scale.

CAN DO STATEMENTS FOR LEVEL B2 INCLUDE:

It also assesses language ability above andbelow this level.
Candidates sometimes show ability beyond Level
C1. If a candidate achieves a grade A (200–210
on the scale) in their exam, they will receive theCertificate in Advanced English stating that they
demonstrated ability at Level C2.
If a candidate’s performance is below Level
C1, but falls within Level B2 (160–179), they will
receive a Cambridge English certificate statingthat they demonstrated ability at Level B2.
Scores between 142 and 159 are also reported
for C1 Advanced, although candidates will notreceive a certificate.

CEFR level

C2

Cambridge
English
Scale
210

190

Grade B
Grade C

180

B2

170

Level B264•

CAN scan texts for relevant informationand grasp main points of text.

•

CAN follow central ideas in abstracts.

•

CAN read all information related topractical arrangements for study whichteachers or lecturers are likely to write.

160
150

Can Do statements
On the following pages you can find out more
about what language skills you can expect a
student to have at the different levels coveredby the exam.

Reading

Grade A
200

C1

Certificatedresults

The Association of Language Testers in Europe(ALTE) has researched what language learners
can typically do at each CEFR level. They havedescribed each level of ability using Can Do
statements, with examples taken from everyday
life. Cambridge English, as one of the founding
members of ALTE, uses this framework to ensure
its exams reflect real-life language skills.

Writing•

CAN make simple notes that are of
reasonable use for essay or revisionpurposes, capturing the most important
points.

•CAN present arguments, using a limited
range of expression (vocabulary,grammatical structures).

Listening

Speaking•

CAN follow a talk on a familiar topic.

••

CAN check that all instructions areunderstood.

CAN ask for clarification and further
information, and is likely to understandthe answer.

•

CAN give a clear presentation on afamiliar topic.

•

CAN answer predictable or factual
questions.

•

CAN present her/his own opinion, andjustify opinions.

•CAN keep up a conversation on a fairly
wide range of topics.

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65

CEFR Level C1 (CAMBRIDGE ENGLISH SCALE 180–199)

CEFR Level C2 (CAMBRIDGE ENGLISH SCALE 200–210)

CAN DO STATEMENTS FOR LEVEL C1 INCLUDE:

CAN DO STATEMENTS FOR LEVEL C2 INCLUDE:

Reading•

CAN read quickly enough to cope with anacademic course.

•

CAN scan texts for relevant information,and grasp main topic of text.

•

CAN assess the relevance of most
textbooks and articles within own subject
area of study.

Writing•

CAN write an essay which shows ability
to communicate, giving few difficulties forthe reader.

•

CAN make useful notes from written
sources, capturing abstract concepts
and relationships between ideas.

•

Listening•

CAN read quickly enough to cope with anacademic course.

••

CAN select the most salient and relevant
ideas and represent them clearly andbriefly.

Writing•

CAN make accurate and complete
notes during the course of a seminar ortutorial.

CAN understand abstract concepts andargumentation.

•

CAN paraphrase or summarise
effectively.

CAN scan texts for relevant information,and grasp main topic of text.

•

CAN write an essay that shows an ability
to communicate with few difficulties forthe reader. The essay shows a goodorganisational structure, which enables
the message to be followed without
much effort.

•

IS UNLIKELY to make more thanoccasional errors of grammar,
vocabulary or punctuation.

Speaking•

CAN follow much of what is said in a
lecture, presentation or demonstration.

•

CAN ask detailed questions.

•

CAN make decisions about what to note
down and what to omit as the lecture
proceeds.

•

CAN make critical remarks/express
disagreement without causing offence.

•

CAN follow the development of a
discussion during a seminar.

•

CAN follow a lecture, presentation ordemonstration with good understanding.

•

CAN give coherent explanations of atheoretical nature.

•

CAN reformulate questions if
misunderstood.

•

CAN follow abstract argumentation, forexample the balancing of alternatives
and the drawing of a conclusion.

•

CAN answer unpredictable questions ofa factual nature.

•

CAN make appropriate inferences whenlinks or implications are not made explicit.

•

CAN take an active part in most kinds ofseminars or tutorials.

•

66

Reading

CAN follow the development of a
discussion during a seminar.

Listening

Speaking

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67

C2 Proficiency – an overview

What’s in the exam?

CEFR LEVEL C2C2 Proficiency is made up of four papers to test different aspects of candidates’ English skills.

C2 Proficiency is the highest level exam in the
Cambridge English range. It proves that a
student has the language ability to:•

study demanding subjects at the highest
levels, including postgraduate and PhD
programmes•

negotiate and persuade effectively atsenior management level in international
business settings.

You can expect a student with C2 Proficiency to
be able to:•understand documents, correspondence andreports, including the finer points of complex
texts

•

make accurate and complete notes during thecourse of a lecture, seminar or tutorial•advise on or talk about sensitive issues•

understand colloquial asides and culturalreference.

KEY FACTS
Global availability

To find an exam centre, visit cambridgeenglish.org/centresearch.
Exams can be taken throughout the year, with exam sessions for digital tests available up to 365
days a year.

Format of exam

C2 Proficiency can be taken as either a digital or paper-based exam.
Results for C2 Proficiency are given on the Cambridge English Scale. The exam reports on thescale between 162 and 230.
For more information about the scale, visit cambridgeenglish.org/cambridgeenglishscale.

Results issued

68

Content

Shows students can ...

Reading and use of English(1 hour 30 minutes)

7 parts/
53 questions

understand various documents, including thefiner points of complex texts. Students are also
expected to show their control of grammar
and use of vocabulary.

Writing(1 hour 30 minutes)

2 parts

write on any subject with good expression andaccuracy. The paper includes a compulsory
essay.

Listening(about 40 minutes)

4 parts/
30 questions

understand a range of spoken materials, suchas lectures, speeches and interviews.

Speaking(16 minutes per pairof candidates)

3 parts

express themselves confidently and effectively
in a range of situations.

2,800 test centres in more than 130 countries worldwide offer Cambridge English exams.

Exam dates

Results format

Paper

5-10 working days for the digital version.
4–6 weeks from exam date for paper-based version.

Expiry of results

C2 Proficiency is an in-depth exam, rather than a ‘snapshot’ test, so results do not expire.
Universities and colleges can choose how long to accept results.

Recognition

The exam is accepted by thousands of universities, government bodies and employers aroundthe world. A full list can be seen at cambridgeenglish.org/recognition.

The overall score is calculated by averaging the scores achieved in Reading, Writing, Listening,
Speaking and Use of English. The weighting of each of the four skills and Use of English is equal.

FormatAvailability

Candidates can choose to take thepaper-based or a digital version of
the exam.

With Cambridge English
Qualifications Digital, exam sessions
are available up to 365 days a year,
offering flexibility and fast results forcandidates.

The Speaking test is face to face
and taken with two examiners andat least one other candidate. The
paired format means candidates
experience a more authentic
exercise in communication, which
gives a more reliable measure of
their ability to use English.

Cambridge English Qualifications A guide to setting your admissions requirements

69

Paper 1

C2 Proficiency: Paper 1
READING AND USE OF ENGLISH –EXAM STRUCTURE AND TASKS

Reading and Use of English tasks
1 hour 30 mins
Reading and Use of English at a glance
FORMATThe Reading and Use of English paper uses avariety of different tasks requiring candidates todemonstrate practical reading skills.
Students successful in this part of the exam
have a level of reading skill appropriate forstudying demanding subjects at university level.
They have demonstrated the ability not only toidentify detail in a text quickly and reliably, butalso to understand its structure, cohesion andcoherence.
The paper also tests students' vocabulary andability to use grammar to manipulate languagewith precision.
How is the paper marked?
The Reading and Use of English paper contains
a series of items which are marked as either
correct or incorrect.
Cambridge English uses Rasch (1960/1980)
analysis to ensure that a consistent standard
is applied in the grading of objectively marked
components, accounting for differences indifficulty between them. This is achieved bycalibrating the difficulty of all the items in agiven test onto the same scale. This calibration
allows us to determine the raw marks for eachtest paper that represent a predetermined levelof ability – the standard needed to achieve aparticular grade or level.
Although one paper, marks for Reading andmarks for Use of English are aggregatedseparately in order to produce two separate
scores on the Cambridge English Scale. Parts 1, 5,
6 and 7 are Reading tasks, and Parts 2, 3 and 4
are Use of English tasks.

70

The paper contains seven parts.
For Parts 1 to 4, thetest contains texts withaccompanying grammar and/or
vocabulary tasks, plus separate
items with a grammar and/or
vocabulary focus.
For Parts 5 to 7, the test
contains a range of texts
and accompanying reading
comprehension tasks.

TIMING

1 hour 30 minutes

NO. OF PARTS

7

NO. OFQUESTIONS

53

MARKS

For Parts 1 to 3, each correct
answer receives 1 mark.

The paper contains seven parts. The Reading section consists of Parts 5, 6 and 7 of the paper. The Useof English section consists of Parts 1, 2, 3 and 4.
Part

1
2
3

Number ofquestions888Numberof marks

8
8
8

Task types

Focus

FormatMultiplechoice cloze

The main focus is on
vocabulary, e.g. idioms,
collocations, fixed phrases,
complementation, phrasal
verbs, semantic precision.

A single text with eight gaps.
Candidates must choose one
word or phrase from a set of four
to fill each gap.

Open cloze

The main focus is onawareness and control ofgrammar with some focus
on vocabulary.

A modified cloze test consistingof a text with eight gaps.
Candidates think of the word
which best fits each gap.

Word
formation

The main focus is on
vocabulary, in particular
the use of affixation,internal changes andcompounding in word
formation.

A text containing eight gaps.
Each gap corresponds to a word.
The stems of the missing words
are given beside the text andmust be changed to form themissing word.

Key wordtransformation

The focus is on grammar,
vocabulary and collocation.

Six discrete items with a leadin sentence and a gapped
response to complete in 3–8
words including a given ‘key’
word.

Multiplechoice

The focus is on theunderstanding of detail,opinion, attitude, tone,
purpose, main idea, gist,
meaning from context,
implication and text
organisation features(exemplification, reference).

A text followed by six 4-option
multiple‑choice questions.

Gapped text

The focus is on theunderstanding of cohesion,
coherence, text structureand global meaning.

A text from which paragraphs
have been removed and placedin jumbled order after the text.
Candidates must decide from
where in the text the sentences
have been removed.

Multiplematching

Understanding of detail,opinion, attitude andspecific information.

A text, or several short texts,
preceded by multiple-matchingquestions. Candidates mustmatch a prompt to elements inthe text.

For Part 4, each correct answer
receives up to 2 marks.
For Parts 5 to 6, each correct
answer receives 2 marks.
For Part 7, each correct answer
receives 1 mark.

4
5
6

6
6
7

12
12
14

7

10

10

Total

53

72

Cambridge English Qualifications A guide to setting your admissions requirements

71

Paper 1

C2 Proficiency: Paper 1 sample tasks

READING AND USE OF ENGLISH PART 7 - MULTIPLE MATCHING

READING AND USE OF ENGLISH PART 1 - MULTIPLE-CHOICE CLOZE
Answer Key



 











 
  


               

               

Q

Part 4

1

B

2

B

3

D

4

A

5

B

6

D

7

B

8

C

          ‛       
            


Answer Key            


Q

Part 4

44

C

45

A

46

B

           

47

D

48

A






49

B

 

50

D

51

A

52

A

53

C


                  

    

    

    

    

    

    

    






Sample test
Download a complete sample test (including audio for the Listening paper) at
camengli.sh/47JFkmT

72

Sample test
Download a complete sample test (including audio for the Listening paper) at
camengli.sh/47JFkmT

Cambridge English Qualifications A guide to setting your admissions requirements

73

Paper 2

C2 Proficiency: Paper 2

C2 Proficiency: How Writing is assessed

WRITING – EXAM STRUCTURE ANDTASKS

ASSESSMENT SCALES

The Writing paper requires the candidate toproduce two different pieces of writing, including
a compulsory academic-style essay.
Students successful in this part of the exam canwrite at a level appropriate to graduate or
postgraduate study. They can be expected towrite essays for a specific audience using thecorrect tone and style. They can put forward
a written argument coherently, with goodorganisational structure, and synthesise andintegrate information and opinions from different
sources into a single coherent argument.

Writing at a glance
FORMAT

The paper contains two parts

TIMING

1 hour 30 minutes

NO. OF PARTS

2

NO. OFQUESTIONS

Candidates are required
to complete two tasks: acompulsory one in Part 1 andone from a choice of five inPart 2.

MARKS

1

•

Communicative Achievement focuses on
how appropriate the writing is for the task
and whether the candidate has used theappropriate register.

•

The writing test contains two parts. Candidates are required to complete two tasks: a compulsory one
in Part 1 and one from a choice of three in Part 2.

1

Content focuses on how well the candidate
has fulfilled the task, in other words if they
have done what they were asked
to do.

•

1 hour 30 mins

Part

•

Each question on this paper
carries equal marks.

Writing tasks

Number ofquestionsTasks are marked using assessment scales thatwere developed with explicit reference to the
Common European Framework of Reference(CEFR). The scales consist of four subscales:
Content, Communicative Achievement,
Organisation, and Language:

Numberof marks

20

Task types

Writing acompulsory essay

Focus

Format

The task focus is discursive.

Candidates are required towrite an essay summarisingand evaluating the key
ideas contained in two texts
of approximately 100 words
each.

The focus is on writing oneof the following: an article,
an informal letter, a formal
letter, a report or a review.

Contextualised writing
tasks, each specified in no
more than 70 words.

240–280 words

2

1

20

280–320 words

Total

74

2

40

Candidates should also aim to use a rangeof tenses, expressions and vocabulary, even
if these contain some minor mistakes. It’s
important for candidates to show the fullrange of their language ability and to beambitious in their use of language.

•Non-impeding errors, which do not affectcommunication, will not necessarily be
penalised. These include spelling, grammar
or punctuation errors. However, errors whichinterfere with or cause a breakdown incommunication will be treated more severely.

The subscale Content is common to all levels:
Content

51

Responses are marked on each subscale from 0
to 5.

0

When being marked, the length of responses
and varieties of English are taken into account:•

Guidelines on length are provided for eachtask; responses which are too short may nothave an adequate range of language andmay not provide all the information that isrequired, while responses which are too long
may contain irrelevant content and have anegative effect on the reader. These may
affect candidates’ marks on the relevant
subscales.

•

Candidates are expected to use a particularvariety of English with some degree ofconsistency in areas such as spelling, andnot, for example, switch from using a British
spelling of a word to an American spelling of
the same word.

•

All content is relevant to the task.

•

Target reader is fully informed.

•

Minor irrelevances and/or omissions may bepresent.

•

Target reader is on the whole informed.

•

Irrelevances and misinterpretation of task may
be present.

•

Target reader is minimally informed.

•

Content is totally irrelevant.

•Target reader is not informed.

3

Language focuses on vocabulary andgrammar. This includes the range of language
as well as how accurate it is.

Writing(choose one task
from a choice of
three)

Organisation focuses on the way thecandidate puts together the piece of writing,in other words if it is logical and ordered.

•Cambridge English Qualifications A guide to setting your admissions requirements

75

Paper 2
The remaining three subscales (Communicative Achievement, Organisation, and Language) havedescriptors specific to each CEFR level. The following assessment scale, is used for marking candidate
responses:
C2

5

Content

All content isrelevant to thetask.
Target reader isfully informed.

Communicative
Achievement
Demonstrates complete
command of theconventions of thecommunicative task.
Communicates complex
ideas in an effective
and convincing way,
holding the target
reader’s attention
with ease, fulfilling
all communicative
purposes.

4

Performance shares features of Bands 3 and 5.

3

Uses the conventions of
the communicative taskwith sufficient flexibility
to communicate complex
ideas in an effective
way, holding the target
reader’s attention
with ease, fulfilling
all communicative
purposes.

Minor irrelevances
and/or omissions
may be present.
Target reader is on
the whole informed.

2

Performance shares features of Bands 1 and 3.

1

Irrelevances andmisinterpretationof task may bepresent.
Target reader isminimally informed.

0Content is totallyirrelevant.
Target reader is
not informed.

Uses the conventions of
the communicative task
effectively to hold thetarget reader’s attention
and communicate
straightforward andcomplex ideas, as
appropriate.

Organisation

Text is organised
impressively andcoherently usinga wide range ofcohesive devices andorganisational patterns
with complete flexibility.

Text is a well-organised,coherent whole,using a variety ofcohesive devices andorganisational patterns
with flexibility.

Text is well organisedand coherent,
using a variety ofcohesive devices andorganisational patterns
to generally good effect.

Language

C2 Proficiency: Paper 2 sample task
WRITING PART 1 - COMPULSORY TASK

Uses a wide range of vocabulary,including less common lexis, withfluency, precision, sophistication andstyle.
Use of grammar is sophisticated, fully
controlled and completely natural.
Any inaccuracies occur only as slips.

Uses a range of vocabulary, including
less common lexis, effectively andprecisely.
Uses a wide range of simple andcomplex grammatical forms with fullcontrol, flexibility and sophistication.
Errors, if present, are related to lesscommon words and structures, oroccur as slips.

Uses a range of vocabulary, including
less common lexis, appropriately.
Uses a range of simple and complex
grammatical forms with control andflexibility.
Occasional errors may be present
but do not impede communication.

Performance below Band 1.

Sample test
The above example shows a screenshot from the C2 Proficiency Digital
exam. To access a complete sample test, please scan the QR code, or go tocamengli.sh/47JFkmT
76

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77

Paper 2

C2 Proficiency Writing: Sample answers andcomments
QUESTION 1 - CANDIDATE A
Behavioural Change
Our modern life often poses us a question – what is acceptable in terms of behaviour considering the fast pace atwhich modern society changes. Besides, the shift towards the cult of individuality has been obvious for the past years.
Nowadays, we are all aware of the fact that society is made up of different generations each of which has their own
preferences and habits deeply ingrained in their consciousness. In this connection the generation gap is considered
to be a perennial problem. It is a well-known fact younger generations are more technologically advanced than theprevious ones, moreover the young are quicker on the uptake and more resilient to ever changing demands of ourlife. Despite that, I am inclined to believe that only by being tolerant to each other and accepting the right of eachgeneration to adhere to their own set of beliefs and ideas we will be able to peacefully co-exist in society.
At last society has recognised the need for each member to be an individual. Throughout the history of humanity
members of society have had to fit the mould and conform to the set of principles and beliefs accepted. For example,
even 50 years ago woman’s only domain was household chores. Nowadays, we are relieved to see that women are
equal members of society fulfilling their potential and rising thru the ranks. Some of them even manage to achieve
dizzy heights.
In conclusion, our society is moving forward by leaps and bounds, patterns of behaviour and social norms are changing
as well. So, only by coming to terms with the above-mentioned we, all members of it, won’t be deemed as misfits andrelish our existence inthe society.

Comments
Subscale
Content

Communicative
Achievement

Organisation

LanguageMark

Commentary4

All content is relevant to the task, although the final key point is not addressed. Nevertheless,the target reader would be informed.

3

Uses the conventions of the essay with sufficient flexibility to communicate complex
ideas in an effective way, holding the target reader’s attention with ease and fulfilling allcommunicative purposes as set out in the task. The register is occasionally uneven (risingthru the ranks, dizzy heights).

3

2

The text is a well-organised, coherent whole, using a variety of cohesive devices andorganisational patterns with flexibility (In this connection, the above-mentioned, moreover,For example, Throughout the history of humanity) though Despite that does not seem to be
employed correctly.
A wide range of vocabulary, including less common lexis, is used effectively, and sometimes
with style (deeply ingrained in their consciousness, perennial problem, quicker on the
uptake, adhere to their own set of beliefs, fit the mould, fulfilling their potential, by leaps andbounds, social norms, coming to terms).

QUESTION 1 - CANDIDATE B
The term ‘society’ describes a group of people having something in common – a birdwatchers’ society shares a pastime,society in a more general rather more sociological sense shares a set of values. So, by definition, a certain degree ofconformity is needed: If no-one adhered to such values (or nobody shared the pastime) there would be no society.
However, conforming to social norms, meant to uphold the values, requires these to be meaningful and the meaning ofnorms will change just like the people making up a society will change. After all, the norms are just a reflection of thepeople living according to them. Consequently, adherence for adherence’s sake is wrong and this is where individuality
comes into play. Norms have to be critically reviewed, lest they become stifling. So indeed, conformity does not bringabout progress. Yet individuality has to take into account others’ individuality as well, that is to say, one’s own ends
where that of others begins. While this limits the degree of individuality of any single person within a society, it allows
society to exist as such in the face of individuality. Just as individuality – being, being treated as and seeing oneself as
an individual – is vital for a person’s health, so it is for society, which should be made up of healthy individuals. Olderindividuals might disagree with younger ones about which values bear which weight or indeed about which values
they share at all. This might be due to values having changed between the time when the older ones were raised and‘imprinted’ with values and the time when that was the case for younger ones. But it might also be that the actual
values (norms) haven’t changed that much but are rather expressed differently. Most of the time, norms drift rather
than leapfrog towards new meaning. Still, the perception is a disagreement. The rise of electronic equipment in public
places illustrates this. Whereas older people might consider it unacceptable, it is normal for younger ones. Yet atthe heart of the matter is not the issue whether such devices are used or not but how – sensitively and with respect
for others, or not. And I think that most people would agree that sometimes they do not want to be disturbed – andthat is the value that is still shared. In everyday life, such disagreement can only be resolved by communicating.
Communication is a two-way process and, as such, requires understanding, awareness and respect for other people’sviews.

Comments
SubscaleMark

Commentary
Target reader is fully informed.

Content

5

Communicative
Achievement

4

Uses the conventions of the essay to communicate complex ideas in an effective andconvincing way, holding the target reader’s attention with ease, fulfilling all communicative
purposes.

4

Text is a well-organised, coherent whole, using a wide variety of cohesive devices andorganisational patterns with flexibility (The term ‘society’ describes . . . , So, by definition,
However, Consequently, Yet, Whereas, Yet at the heart of the matter is not . . .). Clear
paragraphing would have enhanced coherence further.

Organisation

All content is relevant to the task.

Uses a wide range of vocabulary, including less common lexis, with fluency, precision,
sophistication and style (in a . . . sociological sense, individuality comes into play, criticallyreviewed, stifling, leapfrog towards).
Language5

Use of grammar is sophisticated, fully controlled and natural (Just as . . . so it is for, But it mightalso be that . . .).
Any inaccuracies occur only as slips (being, being).

Uses a range of simple and complex grammatical forms with control and flexibility.
Grammatical and lexical errors are present but do not impede communication.

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Paper 3

C2 Proficiency: Paper 3

QUESTION 1 - CANDIDATE C
How should we behave in society? Should we follow social norms or should we use our own individual judgement todecide what is the appropriate way to conduct ourselves?
Some people find it very important to obey the rules of etiquette, to do what others consider proper. There arepeople – often the older generation – who get very upset when others do not follow social conventions, when they, forexample, speak loudly on mobile phones in public places or lick their fingers or queue jump.

LISTENING – EXAM STRUCTURE AND
TASKSHowever, it should be noted that the things that irritate people will vary from one society to the next; the rules of queue
behavour, for instance, are very different in London, Moscow and Istanbul, and how it is acceptable to use a mobile
phone differs considerably from one society to the next. Similarly, it is important to remember that social conventions
change over time. It was once considered improper to eat on the street but now no-one pays the slightest attention
to someone walking along munching a sandwich or an apple. The key to avoiding conflict, it seems, is imaginative
empathy.

Candidates listen to recordings of monologues
or interacting speakers and answer questions
testing their comprehension of what they
have heard.

In general, it is counter-productive to worry too much about what the socially acceptable way to behave might be inany given situation. It can stop you thinking about what is the moral way to behave as you may become more focusedon what is ‘proper’ rather than on what is right. You can also start suppressing your own important individuality andoriginality as you become unhealthily anxious about what others might be thinking.
The rules that do not – and should not – change are those regarding behaviour that has an effect on others. Dropping
litter, for example, or pushing someone out of the way should always be condemned as inappropriate behaviour

Comments
Subscale
Content

Communicative
Achievement

Organisation

LanguageMark
5Commentary

How is the paper marked?

All content is relevant to the task.

The Listening paper contains a series of items
which are marked as either correct or incorrect.

5

5

Text is organised impressively and coherently using a wide range of cohesive devices andorganisational patterns with complete flexibility (Some people . . . , However, Similarly, The
key . . . , In general). Paragraph divisions clearly support the internal organisation of theargument, which integrates evaluation of key points and writer’s own views subtly andfluently. Opening question clearly addressed and returned to in the conclusion.
Uses a wide range of vocabulary, including less common lexis, with fluency, precision,
sophistication and style (social norms, conduct ourselves, obey the rules of etiquette,
imaginative empathy, unhealthily anxious, inappropriate behaviour).
Use of grammar is sophisticated, fully controlled and completely natural.

80

FORMAT

The paper contains four parts.
Each part contains a recorded
text or texts and corresponding
comprehension tasks. Each partis heard twice.

TIMING

Approximately 40 minutes

NO. OF PARTS

4

NO. OFQUESTIONS30ANSWER FORMAT

Candidates are advised towrite their answers in thespaces provided on thequestion paper while listening.

A variety of voices, styles of delivery and accentswill be heard in each Listening paper to reflect
the various international contexts presented in
the recordings.

Target reader is fully informed.

Demonstrates complete command of the conventions of the essay. Communicates complex
ideas in an effective and convincing way, holding the target reader’s attention with ease,fulfilling all communicative purposes. Effective use of opening question to engage thereader’s attention.

5

Students successful in this section have listening
skills appropriate for participating in academic
life. They will be able to follow lectures with goodunderstanding of both the gist and specificdetail of what is said, and be aware of speakers'
attitudes and feelings, both explicit and implicit.

Listening at a glance

Five minutes will be allowed
at the end of the test to copy
the answers onto a separate
answer sheet.
MARKS

Each correct answer receives
1 mark.

Cambridge English uses Rasch (1960/1980)
analysis to ensure that a consistent standard
is applied in the grading of objectively marked
components, accounting for differences indifficulty between them. This is achieved bycalibrating the difficulty of all the items in agiven test onto the same scale. This calibration
allows us to determine the raw marks for eachtest paper that represent a predetermined levelof ability – the standard needed to achieve aparticular grade or level.

Cambridge English Qualifications A guide to setting your admissions requirements

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Paper 3

Listening tasks

C2 Proficiency: Paper 3 sample task

approximately 40 mins (including 2 minutes to check your answers in the digitaltest, and 5 minutes to transfer your answers in the paper-based test)

LISTENING PART 1 - MULTIPLE CHOICE

The listening test contains four parts. Each part contains a recorded text or texts and corresponding
comprehension tasks. Each part is heard twice.
Part

Number ofquestions

Numberof marks

Task types

Focus

format

The focus is on gist, detail,function, purpose, topic,
speaker, feeling, attitude,
opinion, etc.

Three short unrelated texts
lasting approximately 1minute each, consistingof either monologues
or exchanges between
interacting speakers. There
are two multiple-choicequestions per text, eachwith three options.

1

6

6

Three-option
multiple choice

2

9

9

Sentencecompletion

The focus is on detail andstated opinion.

A monologue lasting 3–4
minutes.

3

5

5

Four-option
multiple choice

The focus is on opinion,
gist, detail, inference andagreement.

A text involving interacting
speakers lasting 3–4
minutes.

The focus is on gist,
attitude, main points andinterpreting context.

Five short themedmonologues, ofapproximately 35 seconds
each. There are two
multiple-matching tasks.
Each multiple-matching task
requires selection of the fivecorrect options from a listof eight.

4
Total

10
30

10

Multiple matching

Answer Key

30

Q

Part 2

1

C

2

B

3

B

4

B

5

C

6

B

Sample test
This example shows screenshots from the C2 Proficiency Digital exam. To
access a complete sample test (including audio for the Listening paper),please scan the QR code, or go to camengli.sh/47JFkmT
82

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83

Paper 4

C2 Proficiency: Paper 4

Speaking tasks
16 minutes (pairs) / 24 minutes (groups of three)

SPEAKING – EXAM STRUCTURE AND
TASKS
The candidate takes the test with two examiners
and one other candidate, providing an authentic
test of the candidate’s ability to interact withothers verbally.
Students successful in this part of the exam cantake part in tutorials, seminars and collaborative
group work in an academic environment at alevel approaching that of a native speaker. They
can be expected to give explanations of an
abstract and conceptual nature coherently andbe able to manage a discussion, rebut counterarguments and negotiate.

84

Speaking at a glance
FORMAT

The paper contains three parts. Eachpart of the test focuses on a different
type of interaction: between theinterlocutor and each candidate,
between the two candidates, andamong all three.

TIMING

16 minutes

TASK TYPES

Short exchanges with the interlocutor:
a 2-minute individual ‘long turn’,a collaborative task involving
both candidates, and a follow-up
discussion.

MARKS

Candidates are assessed on theirperformance throughout.
During the test, one examiner, theinterlocutor, conducts the test andgives a global assessment of eachcandidate’s performance. The other,
the assessor, focuses solely on
assessing each candidate’s ability.

The Speaking test contains three parts. There are always two examiners. Candidates are usuallyassessed in pairs, however if there is an uneven number of candidates, candidates can be assessed ingroups of three. One examiner acts as both interlocutor and assessor and manages the interaction
either by asking questions or setting up the tasks for candidates. The other acts as assessor and does
not join in the conversation. The tasks consist of short exchanges with the examiner; a collaborative
task involving both candidates; a 2-minute long turn and follow-up discussion. Candidates areassessed on their performance throughout the test.
Part

1

TimingTask type and interaction

Focus

2 minutes

A conversation between the interlocutor
and each candidate (spoken questions).

General interactional and social
language.

2

4 minutes

A two-way conversation between thecandidates. The candidates are given
instructions with written and visual
stimuli, which are used in a decisionmaking task.

The focus is on sustaining an interaction;exchanging ideas, expressing andjustifying opinions, agreeing and/or
disagreeing, suggesting, speculating,evaluating, reaching a decision throughnegotiation, etc.

3

10 minutes (2-minutelong turn for eachcandidate andapproximately 6
minutes following thelong turns).

An individual long turn for eachcandidate followed by a discussion on
topics related to the long turns. Eachcandidate in turn is given a written
question to respond to. The interlocutor
leads a discussion to explore further the
topics of the long turns.

Organising a larger unit of discourse,
expressing and justifying opinions,developing topics.

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Paper 4

C2 Proficiency: How Speaking is assessed
EXAMINERS AND MARKINGThe quality assurance of Speaking Examiners(SEs) is managed by Team Leaders (TLs). TLs
ensure all examiners successfully complete
examiner training and regular certification ofprocedure and assessment before they examine.
TLs are in turn responsible to a Professional
Support Leader (PSL) who is the professional
representative of Cambridge English for the
Speaking tests in a given country or region.
Annual examiner certification involves
attendance at a face-to-face meeting to focus
on and discuss assessment and procedure,
followed by the marking of sample Speaking
tests in an online environment. Examiners mustcomplete standardisation of assessment for
all relevant levels each year and are regularly
monitored during live testing sessions.

ASSESSMENT SCALES
Throughout the test candidates are assessedon their own individual performance and not
in relation to each other. They are awarded
marks by two examiners: the assessor and theinterlocutor. The assessor awards marks byapplying performance descriptors from theanalytical assessment scales for the following
criteria:

86•

Grammatical Resource•

Lexical Resource•

Discourse Management•

Pronunciation•

Interactive Communication

C2 Proficiency Speaking Examiners use a more detailed version of the following assessment scales:
C2

Grammatical
Resource

The interlocutor awards a mark for global
achievement using the global achievement scale.
C2

Global achievement
Handles communication on all topics, including
unfamiliar and abstract ones, with very little
hesitation.

5

Uses accurate and appropriate linguistic
resources with flexibility to express complex
ideas and concepts and produce extended andcoherent discourse.

4

Performance shares features of Bands 3 and 5.

3

2

5

Maintains control
of a wide range ofgrammatical forms
and uses them withflexibility.

4

3

Performance shares features of Bands 1 and 3.

Maintains control
of a wide range ofgrammatical forms.

Handles communication on a range of familiar andunfamiliar topics, with very little hesitation.
1

0

Uses accurate and appropriate linguistic
resources to express ideas and produce extended
discourse that is generally coherent.

2

1

0

Produces extended
stretches of languagewith flexibility andease and very little
hesitation.
Contributions are
relevant, coherent,
varied and detailed.
Makes full and effective
use of a wide range ofcohesive devices anddiscourse markers.

Pronunciation

Is intelligible.
Phonological features
are used effectively toconvey and enhancemeaning.

Interactive
Communication
Interacts withease by skilfullyinterweaving his/her
contributions into theconversation.
Widens the scope of
the interaction anddevelops it fully andeffectively towards anegotiated outcome.

Uses a range
of appropriate
vocabulary
with flexibility
to give andexchange viewson unfamiliar andabstract topics.

Produces extended
stretches of languagewith ease and with very
little hesitation.

Is intelligible.
Intonation isappropriate.

Contributions are
relevant, coherent andvaried.

Sentence and word
stress is accurately
placed.

Uses a wide range ofcohesive devices anddiscourse markers.

Individual sounds arearticulated clearly.

Interacts with ease,linking contributions
to those of otherspeakers.
Widens the scope of
the interaction andnegotiates towards
an outcome.

Performance shares features of Bands 1 and 3.

Performance below Band 1.

Assessment for C2 Proficiency is based on
performance across all parts of the test, and isachieved by applying the relevant descriptors
in the assessment scales. The assessment scales
for C2 Proficiency are extracted from the overall
Speaking scales.

Uses a wide
range ofappropriate
vocabulary withflexibility to giveand exchange
views onunfamiliar andabstract topics.

DiscourseManagement

Performance shares features of Bands 3 and 5.

Handles communication on a wide range of topics,
including unfamiliar and abstract ones, with very
little hesitation.
Uses accurate and appropriate linguistic
resources to express complex ideas and concepts
and produce extended and coherent discourse.

LexicalResource

Shows a good
degree of control
of a range ofsimple andsome complex
grammatical forms.

Uses a limited
range ofappropriate
vocabulary
to give andexchange views
on familiar andunfamiliar topics.

Produces extended
stretches of languagewith very little hesitation.
Contributions are
relevant and there is aclear organisation ofideas.
Uses a range of cohesive
devices and discourse
markers.

Is intelligible.
Intonation is generally
appropriate.
Sentence and word
stress is generally
accurately placed.
Individual sounds are
generally articulated
clearly.

Initiates andresponds
appropriately,
linking contributions
to those of otherspeakers.
Maintains anddevelops theinteraction andnegotiates towards
an outcome.

Performance below Band 1.

Cambridge English Qualifications A guide to setting your admissions requirements

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Paper 4

C2 Proficiency: Paper 4 sample task

Sample performance – Speaking

Certificate of Proficiency in English
SPEAKING PART 1 - AN INTERVIEW

Filmed Speaking tests

Speaking Test

The examiner comments below accompany a filmed Speaking test. The candidates’
names are Laura and Alejandro. You can find the video of the test in our Speaking
playlist on our YouTube channel: youtube.com/cambridgeenglishtv

Part 1 (2 minutes / 3 minutes for groups of three)Interlocutor

Good morning / afternoon / evening. My name is …….. and this is mycolleague …….. . And your names are …….. ? Could I have your marksheets, please?
Thank you.
First of all, we’d like to know something about you.
Where are you from (Candidate A)? And you (Candidate B)?
[address Candidate B] Are you working or studying at the moment?

GRAMMATICAL RESOURCE
Laura
Laura shows a control of a rangeof grammatical forms:•[address Candidate A] And you?
Select a further question for each candidate:•

What do you enjoy best about the place where you’re living now?

•

How difficult would it be for you to move away from the area you’re living
in now?

•

What for you is the most interesting aspect of learning English?

•

How much time do you spend travelling every day?

•

Do you think it’s easy for people to find a good job nowadays?

•

In the future, do you see yourself living in your own country orsomewhere abroad?

Candidates……………………………………………………………………………..

Interlocutor

Thank you.

••

I would say that we have lots of green
areas where you can see lots of families orjust people walking their dogs (part 1)
It’s a great opportunity to know
another culture you are not keen on
or familiar with and you know otherthings that are in the world (part 2)
I truly think that professional sportsmen
and women that are training forsomething special need a little bit of
support from the trainers (part 3)

However, she does not maintain control
across all grammar and vocabulary. There areinaccuracies and some awkward expressions:•That kind of places that are just don’t usual
here; a good opportunity to go tourist there…
and make more awareness about… (part 2)•

The people that don’t seek for recognition isjust happy with what they have; a key point on
their train; not get in famous to do somethingbad; people seek for recognition (part 3)•

Alejandro maintains control of somegrammar and vocabulary:

Sample test
To access a complete sample test for C2 Proficiency, please scan the QR code,or go to camengli.sh/47JFkmT

88

•

•

Because when you are jaded fromschool or from work, I think that is very
good to visit these places that havegreat facilities to relax (part 2)

it represents what you don’t have to dowhen you’re in nature because throwing litter
into the floor is not very good … (part 2)

However, Alejandro often makes basic errors
and has difficulty with complex forms:•

I have getting good results, and that can
prove my well organisation (part 1)•…have developed myself a very big (part 1)•

There is a place very crowded (part 2)•

It would aware people what not to dowhen you’re in this kind of spaces (part 2)•

That as well helps (part 3)•

It would be well if they got paid a lot more.

LEXICAL RESOURCE
Laura
Laura uses a range of appropriate vocabulary
to handle abstract and unfamiliar topics:•

Outskirts … area … (part 1)•

once in a blue moon … opportunity …
socialise … representative … (part 2)•

key point … self-esteem … trick question …
discover a vaccine … earn recognition (part 3)

it is world wide known (part 4)

Alejandro•that could destroy their emotions (part 2)

but with some inaccuracies andinappropriate expressions:•

extrovert … make awareness …
forgive … hustle and bustle places …
literacy … ensure people (part 2)•

unnerving situation … highvoices … infamous (part 3).

I think for them it's quite important because if
not it would be a great breakdown for themCambridge English Qualifications A guide to setting your admissions requirements

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Paper 4
Alejandro

Alejandro

He shows some evidence of a rangeof vocabulary and expressions. To
give and exchange views on bothfamiliar and unfamiliar topics:

Throughout the test, Alejandro produces
extended language with very little hesitation,although there is some repetition of words
while searching for the right thing to say,especially when developing longer turns.

•

Disconnect … jaded … facilities … struggle… destroy their emotions … (part 2)•

Incredibly high … pitch … struggle … Loads
of … mastering … carry on … (part 2)

His contributions are relevant, with generally
good organisation of some quite abstract ideas:•

but sometimes uses vocabulary inaccurately:•

Aware people … Breakdown … masterise… it’s very grateful for them to see …
shores … niggling … a television andthat kind of things (part 2)•

He sometimes resorts to approximation: ‘and thatkind of stuff’, which can indicate a lack of range.

DISCOURSE MANAGEMENT
Laura
She produces extended stretches of languagewith very little hesitation, producing utterances
linked by relative clauses, cohesive devices
and discourse markers, although she tends tolose coherence in longer turns (e.g. in part 3).
Her contributions are relevant and, despitesome repetition, are mostly coherent, although
she struggles to maintain coherence in more
extended turns in parts 3 and 4, in particular:•

I think that people seek for recognitionin order to get famous or if they area little bit more sociable with people
and like to be like the centrist partof the central group … (part 4)

Laura uses a range of cohesive devices,
including pronouns and relative clauses:•

Sportsmen and women that are goingto play in a special championship orsomething related to that (part 3)•

Like … or … and … (part 1)•

Also … it seems like … well … then… for example … (part 3)•

In order to … if … something like that… or … but … however … (part 4)…this type of tourism can damage the animals
maybe or the background of the nature and it
may be dangerous for the animals to. Yeah, tosee people or they can attack them (part 2)
I think that it's always good to learn
other cultures because they are different
from yours and it's very valuable toknow how their people interact withthem and that kind of stuff (part 2)

Alejandro uses a range of cohesive
devices and some discourse markers.
He also makes use of pronouns andforward and backward referencing.

PRONUNCIATION

sounds are almost always articulated
clearly, with only occasional lapses:

Laura

•

Laura is almost always intelligible, although it isoccasionally hard to follow a word or two when
she speaks fast, as she does occasionally, runningwords into each other, thus giving her an uneven
speed of delivery, sentence stress and intonationand making longer stretches harder to follow.
Intonation is generally appropriate, but withlittle variation and often uneven, produced
in short bursts that can be hard to follow:•

To move into the hustle and bustle ofplaces … and socialise with people
that youdon’t know (part 2)•

Other things that are in the world (part 2)

Word stress is almost always accurately placed,
but with little variation in sentence stress:•

with occasional lapses:

As well … this is my last year … well, I
think that … because … and (part 1)••

This type of tourism … or … you know …
obviously … because … where … when …
for example … thanks to … so … if (part 2)

Individual sounds are almost always articulated
clearly, despite occasional lapses:

In terms of … (part 4)••

However, there is some awkward linking,and some phrases lack clarity:
•

•

•

•
•

Well, I think that I'm very good at it because I
have getting good results and that canprove
my well organisation and I think that I've done
it very well throughout these years. (part 1)…an exotic experience to do in a life, andI think that it’s very truly that represents
thelife in that area and … (part 2)
For example in football there are many
players that that their wages are
incrediblyhigh and that's thanks to all thesponsors that are with them, the companies
that are behind for this, for the show that they
perform in, in the, in the, in the beach (part 2)
the people that usually like getting theirrespect of the people recognised (part 3)
the other people that keeps tothem in their job’ (part 3)“d” for “th”: dat, dey’re “b” for “v”:
sabbanah, bisiting, some intrusive “e”:
Efrica,especial; some long “ee” sounds

Alejandro
Alejandro is intelligible and intonation andsentence stress are generally appropriate,but not used to enhance meaning.
Word stress is almost always accurate:
Exotic … experience … represents …
disconnect … damage … dangerous …
impressive … environment … nowadays… struggle … superiors … (part 2)

Beach’/pitch … jure’/your … masterise (master)

INTERACTIVE COMMUNICATION
Laura
Laura does link contributions to those ofher partner, though she rarely attempts towiden the interaction, tending to develop
her own turns and rarely developing what
Alejandro says. She does also overlap
Alejandro’s turns quite naturally:•

Yeah, to move into the hustle andbustle places and meet new people
and socialisewith persons that you
don’t know exactly (part 2)•

Yeah, but I would like to add that maybe thepeople that don’t seek for recognition isjust
happy with what they have and they don’t
need something else to say “OK” … (part 3).

•

They’re affecting their real environmentthat they forgive them (part 2)

Her responses are mostly short andcoherence isn’t always maintained
when they’re a little longer:•

Yeah, I agree with you and also it seems
like to be there for me your typical ones
thatyou go with your family … (part 2)

Alejandro
Alejandro interacts with his partner withease, picking up on what she says:•

I come from Madrid as well (part 1)•

Yeah, I agree with you, it’s an exotic
experience to do in life (part 2)•

Medical … vaccine … method … respect (part 3)

And sometimes developing it:•

Insecure … ability … enterprise… illnesses (part 4)•

Yeah, I agree with you about up to one
point because and this type of tourism candamage the animals maybe or or or the
background of the of the nature and it may
be be dangerous for the animals to (part 2)•

Well, yes, I sent our certainly do because
for example in football there are many
players that that their wages areWith a few inaccurate patterns:•

Tourism … recognise … techniques (part 2)•

Appreciate … introverted (part 4)

Despite a notable, though not pronounced,
Spanish accent, Alejandro’s individual90•

Photograph (part 1) … Extrovert …
safari (part 2) … Unnerving (part 3)

but these instances are rare.

•

Pronunication very occasionallyinterferes with meaning:

Opportunity, awareness, socialise familiar
representative educated (part 2)•

Bery/very … haf/have … posstive/positive… jung/young … very portant’ (important)Cambridge English Qualifications A guide to setting your admissions requirements

91

Paper 4••

incredibly high and that's thanks to all thesponsors that are with them (part 3)

SCORES

Yeah, I completely agree with Laura
because as she pointed out you canbe famous for something that goodthat you have done (part 3)

Laura

He adds to and develops his partner’s
ideas to an extent, but doesn’t reallynegotiate an outcome, tending justto agree with what Laura says.

Grammatical Resource: 2.5
Lexical Resource: 2.5
Discourse Management: 3
Pronunciation: 2.5
Interactive Communication: 3
Global Achievement: 3

GLOBAL ACHIEVEMENT

Alejandro

Laura

Grammatical Resource: 2.5

Laura handles communication on a
range of topics, including unfamiliar andabstract ones, with very little hesitation.
She produces extended discourse which ismainly coherent, but sometimes lacks control
and accuracy, especially in longer turns.

Lexical Resource: 2.5

Alejandro

Discourse Management: 2.5
Pronunciation: 2.5
Interactive Communication: 2.5
Global Achievement: 3

What can students with C2 Proficiency do?
C2 Proficiency is primarily targeted at CEFR Level
C2: 200+ on the Cambridge English Scale.
It also assesses language ability at the level
below.
If a candidate achieves grade A, B or C in their
exam,
they will be awarded the Certificate ofProficiency in English at Level C2.
If a candidate’s performance is below Level
C2, but falls within Level C1 (180–199), they will
receive a Cambridge English certificate statingthat they demonstrated ability at Level C1.
Scores between 162 and 179 are also reported
for C2 Proficiency, although candidates will notreceive a certificate.

Alejandro handles communication on a rangeof topics, including unfamiliar and abstract
ones, with very little hesitation. He produces

CEFR level

Cambridge
EnglishScale

Certificatedresults

230

Grade A

C2

220
210

Grade B
Grade C

200

C1

190

Level C1

180

B2

170

Can Do statements
On the following pages you can find out more
about what language skills you can expect a
student to have at the different levels coveredby the exam.

92

The Association of Language Testers in Europe(ALTE) has researched what language learners
can typically do at each CEFR level. They havedescribed each level of ability using Can Do
statements, with examples taken from everyday
life. Cambridge English, as one of the founding
members of ALTE, uses this framework to ensure
its exams reflect real-life language skills.

Cambridge English Qualifications A guide to setting your admissions requirements

93

CEFR Level C1 (CAMBRIDGE ENGLISH SCALE 180–199)

CEFR Level C2 (CAMBRIDGE ENGLISH SCALE 200–210)

CAN DO STATEMENTS FOR LEVEL C1 INCLUDE:

CAN DO STATEMENTS FOR LEVEL C2 INCLUDE:

Reading•

CAN read quickly enough to cope with anacademic course.

•

CAN scan texts for relevant information,and grasp main topic of text.

•

CAN assess the relevance of most
textbooks and articles within own subject
area of study.

Writing•

CAN write an essay which shows ability
to communicate, giving few difficulties forthe reader.

•

CAN make useful notes from written
sources, capturing abstract concepts
and relationships between ideas.

•

Listening•

CAN read quickly enough to cope with anacademic course.

••

CAN select the most salient and relevant
ideas and represent them clearly andbriefly.

Writing•

CAN make accurate and complete
notes during the course of a seminar ortutorial.

CAN understand abstract concepts andargumentation.

•

CAN paraphrase or summarise
effectively.

CAN scan texts for relevant information,and grasp main topic of text.

•

CAN write an essay that shows an ability
to communicate with few difficulties forthe reader. The essay shows a goodorganisational structure, which enables
the message to be followed without
much effort.

•

IS UNLIKELY to make more thanoccasional errors of grammar,
vocabulary or punctuation.

Speaking•

CAN follow much of what is said in a
lecture, presentation or demonstration.

•

CAN ask detailed questions.

•

CAN make decisions about what to note
down and what to omit as the lecture
proceeds.

•

CAN make critical remarks/express
disagreement without causing offence.

•

CAN follow the development of a
discussion during a seminar.

•

CAN follow a lecture, presentation ordemonstration with good understanding.

•

CAN give coherent explanations of atheoretical nature.

•

CAN reformulate questions if
misunderstood.

•

CAN follow abstract argumentation, forexample the balancing of alternatives
and the drawing of a conclusion.

•

CAN answer unpredictable questions ofa factual nature.

•

CAN make appropriate inferences whenlinks or implications are not made explicit.

•

CAN take an active part in most kinds ofseminars or tutorials.

•

94

Reading

CAN follow the development of a
discussion during a seminar.

Listening

Speaking

Cambridge English Qualifications A guide to setting your admissions requirements95

Three steps to accepting our qualifications
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entrance requirement. You can start officially accepting our qualifications in three simple steps:

STEP 1

STEP 2

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Qualifications and which scores
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Once your institution has an existing Results Verification Service account, additional employees
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Promote your institution
If you accept our qualifications, let us know and we will add you to our global online recognition
database at cambridgeenglish.org/recognition. This will ensure that potential applicants know
they can use their Cambridge English Qualifications to apply for your courses. You can complete
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If you would like to share your institution’s logo and a testimonial or an overview of your university,
we can use this in student-facing promotions, including on our Facebook page, which has more than
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Contact us
To find out more about our qualifications, email our Global Recognition team at recognition@
cambridgeenglish.org – we will be delighted to provide more information or organise a meeting.
cambridgeenglish.org/institutions

Find out more atcambridge.org/english

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with teachers and our partners, wehelp people to learn and confidently
prove their skills to the world.
© 2024 Cambridge University Press & Assessment
ENG/50665/V1/JUL24/Higher Education Guide to
Setting Admissions Requirements

All details are correct at the time of going to print 2024.

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