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MACMILLAN

lhv author would like ttl thank Lena Hauberg. Denise Coufalova. Anja Ferstl, ChdJ'lotk Hnnstrorn. Andrca 7s Toth. Eva Orieskova and Luisc Kloss for providing the- -cun ph- ,1Ils\\'CLS for Papers 2 and 3.

ani! RCI1lity by Arthur Ma rwick, Harpc-Collm-, Publishers Ltd (p114); TIll' Random House Group for Extract from Cfll::'s by Jilly Cooper, published by' Methuen. Used by permission of The Random House Croup Ltd (p llfi): News International Syndication for all extract from 'Cl'tting the bird' by A. 1\. Gill in The Sunday Tinic-, 15 June 1997, A. A. Cill/TinlL's Newspapers Limited (1997) (p13l); The Random House Croup for all e-xtract from Swillg i lamnter Sioing' by Jeff Torrington, published by Martin Seckel' & \Varhurg. Reprinted by permission of The Random House Croup Ltd (pI31); Penguin Books (UK) for an extract from X-Ray by Ray Davies (Viking, 1994) Copyright Ray Davies, 1994 (p133) and for an extract from Fl1it/~filll by Marianne Faithful! with David Dalton, Michael Joseph (1994) Copyright (', Mananne Faithfull, 1994 (p134); The Random House Croup for an extract from TIlc l-?ailway Mall by Eric Lomax, published by Jonathan Cape. Reprinted by permission of The Random House Group Ltd (pBS); Ncw-, International Syndication for an extract from 'Rainmaker with his head in the clouds' by Anjana Ahuja in The Times, 16 February 1998, Times Xcwspepcr-, Limited (1998) (p136); The Random House Croup for an extract from OI:'IT l!It' Limit by Bob Monkhouse, published by Century. Reprinted by permission of The Random I louse Group Ltd (p13S); Dyson Appliances Ltd for an extract from 'The slow arrival of the wheel' by James Dyson, 1171111'~ [)YS(1I1'.~ }!i.~ltJnl of Creal Illllcn!iolls, Part 1, 2000 in Telegraph maga:ine (pl St}, Telegraph Croup Ltd for an extract from 'Frantic Semantics: Bogus' by' John Morrish in Tdcsrapl1 IIll1gl1:ilJc, 4 March 200n (p1S2); Thames & Hudson Ltd for an extract from L)c~ig!l Since 1945 by' Peter Dormer (]993) (pJS7).

!'Ill' pul-Ie.hor-, would like to thank the staff and students of East Finchley School or English for their 11l'1p, and Mike Cutteridge and Lynn Gold for their input.

The author and publishers would like to thank till' Unin'fsity ot Cfcll' ymr;;?) B: If you aim for/at/towards something, you try to achieve it. (In everything she does, she's aiways aimillg at/fclr/towards success.) C: If you devise something, you create or produce it by planning it and thinking about it carefully. (The local government hare devised a new traffie scheme.) Al/ the options are connected with the idea or I'lallllillg or intending, hut only D can befoi/owed by 'Oil'. 14 C: If something such as a machine sucks, it draws in air,

liquid, etc from outside. If a person sucks something, they draw liquid into the mouth using the lip muscles (suck orange juice through a strau-) or they squeeze and roll it with the tongue while it is in the mouth (suck a 111'. \'ml give IIll' 111 or allow 11ll'111 to !J,l\'l' sonll'Ihing that Ih,'\ ",lIll S/cllh illi'oli'cd ill her iob lire batanccd I,!! the Iligli I).) 13: If sonli.,'LJIlL' ('uhu'((',,,; -:'(lll/d/llll,\" thl'~' rn,lkl' ...;l1rt' lh,lt It 1-.. Obl'Vl'd bl'C,.'!i""~

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b,ldl\') III Ill> «Ii'1/ Illi' ,md th,1t Ih" ;n,lc1I' 111110 til (il1 ,1p'hitilll1 lI'her" Ill' h,] in ,I'N' u1llldd lI'ith ,~,,!ii fhr'il plll"(' (bl'h"vl'd corn'ctly dCl'llrdiili~ tu their I"dnk ur jJusitioll, v"hich preS1l1ndbl\ 1111 I.,h ,'d i""1ll doing II'hdt Ill' told thl'lll dnd IHit l)l'ing (Jl'1l1dnding): he (Pllki bt' lIud gelll'r(llis. 11011"'\,'1, Ilw writer .1'ks, '['/1" "III klillil' iJis 1,llIcl'? Bv this hl' Illl'dIlc.; lhdl SUlnl' pl'n~,11' ll,uld not dl\\'dYS lot'havl' ell:cording to thL'ir r,Jllk ,)r ~,()siti()n bl'CdUSl' it is \'cry hard IlH' (lIlVOIll' tl) du :"'l'. f k is tl'll'fl'fuJ"L' slI,\'ing tll,ll .'-;OT1ll' I"'''PII' ,:losl' tll IUR 1']L1nd it illlp""ibk I" be'h,l"" in the WdV Ill' cot",idl'rl'd dccept.,blc' .111 Ihl' tinH', 11: W,' ,m' t"ld ihdt rDI~ COLlld be' I c'n unkind I" pl'''pit' if thel did ,,,nwthing Ill' di,likc'd ,md thdt mdny pe"I)1e' who 11'1'1'" close t" hi III Il{lid 11,'1'1'1/ 11I:;h I 'I'll I' (suftered grl'dtly in return for) till' I'rilli/ese (honllur) (~r(;)(lrki/li~ 'iuitll !Jill/. 1'!Lnvl'\'{'r. llcClJrding to thl' \\TitL'l", hi" lL'ddL'r~hip \\'(lS so in/(J.riultills (enort"nousl)' exciting) thllt l1pt Illany people rq;rl'llc'd IIH' l',,~wri,'nl'l' IWe',lU'" th"I' Ic,1l ple'asl'd 10 have ."I'}"(l/'d hi."; ,grl'lI! j!l/!"!'l!:--I':-;. Thl' \\'ritL'r i~ then'fure saying th,lt "\'l'n though somc' Pl'Of11c' \\'hu wurkl'd fLlr him wc'rl' tll'"kd \','rv beldl\' h\' hil11, Ilwl' did nLlt mind thi" and he Iwilhl'r s,w's nl1r i'ml'lil's Ih,11 till'\' kit they had to justify II l"'s unkind Iwh,lViLlur tLl anVLlIW, (': Ihe' \\,liil'rs.lVs Ihal I·DR \\,l' 'df).1bll' Llf bC'ing vl'ry kind ,1' well ,l' vl'ry unkind. but Ill' dol'S nut ,,'.I' or imply thai when Ill' \\'''' Iwil1g unkind Ill' \\',lS onll' prl'll'nding or that Ihosl' clost, to him kll th,lt thi, \\'as thl' ,'d"', On thl' cuntrary, bl'in~ ('ruL'1 tu pl'opll' \\'d" d gL>l1uirH' pdrt of his Ch.1r,lt'tl'r, \\'l' ,1I'l' told, fl: It is [Oos,sibk th"t "'Illc' pl'oplc lI'hLl \\'orkc'd closely with hinl \\'('1"1' olll\' in that ~itll(ltiull flit· a shurt tinlL', beclluse \Vl' ,1I'l' told that (ll' WilS not patil'nl \\'ith pc'()plc' \\'hLl ,'\1'I'iI' lOll th(lt /\t (/0";(

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dcnunuiin», and the writer implies that it is very difficult for anyone to knou: his place all the time, so some people may have upset him very soon after coming into close contact with him. However, we are not told and the writer docs not implv thai -onu' people only expected to be closely involved with him for a short time. Kenneth Williams 21 0: The writer savs that Williams osoill Sl'elliS Oil nbcrraiion (a peculiar l'xception to what is normal) because he was not known by people allover the world and in this 0se or tile ll1eSOSllll, nll'gastars onlv exist hy rirtur ol(beGllIse of) the [act nobody r.m Ill' successful and a star unless they are recognized all over till' world. Instead, Williams was a star onlv At honu (in his 1I0tiZ'c Britoill). The writer is therefore saving that Williams was an exception to the norm because he was onlv el star in Britain and thc-« davs nobody is consider"J a star unless thev are famous :111 over the world. The word IIsoill in the phra-«: asoill rt (poor attempt) and sighed, presumably with dis.ippointmcnt or disapproval (La). In the first sentence of F, it refers to the pizza the writer had prepared. His pizza u.asn't so much a cin],: (this refers back to the requirement that pizzas be prepared dS pcrtcct circles in the first paragraph) as all early lI1ap the teorid (presumably something without a regular shape) (3e). Francesco then picked it up on his paddle (an implement on which pizzas are placed and then put into the oven) and threw it disdainflllly (with contempt or great disapproval) into the oven to destroy it (3a). The reference to it burning on a [unemi purc (a pile of wood on which dead bodies are burnt as part of funeral ceremonies in certain religions) echoes the reference to it being cremated in the first paragraph. In the paragraph after the gdp, the wri tel' gocs on to talk about the art of pizza-making. f Ic says that pizzas have to be prepared in the correct shape (Za) and says thut doing this was causing him grief (a lot of trouble) (Zc).

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KEY AND EXPLANATION

28 D: In the p,lr,lgr~ph bdun.' the g~p. till' writer h.i-, tuld us that pizza-making is 1/1/ urt (somethiuj; requiring skill and speci'll ability) and that there is a l'!'On'dll!''' for shaping piZZ,lS before- tlu-v are cooked (l c). which was causing him trouble Od). In the first sellll'IlCl' ut D. II rders 10 Ihe procedure. TIll' writer then dl'scribl''-; Fri.lllCL'SCU C(lITy'ing out lhl' prtll"l'durl' to show till' write-r Illl\\ tu du it (3d), beginning with what h,ls .ilre.ulv bl'l'll pr,'pMl'd ,md put intu tht' fridgl', and then guing Ull to till' tirst thing that is dune with this (Sb) Tho pi]rdgr(l~lh d!tt'r thL' gdp omtinuc-, the description of FrdllcL'sl'O ci.Hrying out tlu- proredurc to sho\\' till' writer what tu du (Zb). 11"'"1 lien' 1l1l',ms 'after this st~g,-, of tilt' proce-dure (,ltln it W,lS IIIIV

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ASSESSMENT CRITERIA

ASSESSMENT CRITERIA Please note: Correct at the time of going to print. Contact UCLES for detailed, up to date information.

Paper 5, SPEAKING Candidates are assessed on their own individual performance and not in relation to each other, according to the following analytical criteria: Grammatical Resource, Lexical Resource, Discourse Management, Pronunciation and Interactive Communication. These criteria are interpreted at CPE level. Assessment is based on performance in the whole test and not to particular parts of the test. Both examiners assess the candidates. The assessor applies detailed, analytical scales, and the interlocutor applies the Global Achievement scale, which is based on the analytical scales.

ANALYTICAL SCALES

PRONUNCIATION This refers to the candidate's ability to produce easily comprehensible utterances to fulfil the task requirements. At CPE level, acceptable pronunciation should be achieved by the appropriate use of strong and weak syllables, the smooth linking of words and the effective highlighting of information-bearing words. Intonation, which includes the use of a sufficiently wide pitch range, should be used effectively to convey meaning, and articulation of individual sounds should be sufficiently clear for words to be easily understood. Examiners put themselves in the position of the nonEFL specialist and assess the overall impact of the communication and the degree of effort required to understand the candidate.

GRAMMATICAL RESOURCE

INTERACTIVE COMMUNICATION

This refers to the accurate application of grammatical rules and the effective arrangement of words in utterances. At CPE level a wide range of grammatical forms should be used appropriately and competently. Performance is viewed in terms of the overall effectiveness of the language used.

This refers to the ability to take an active part in the development of the discourse, showing sensitivity to turn taking and without undue hesitation. It requires the ability to participate competently in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. It also refers to the deployment of strategies to maintain and repair interaction at an appropriate level throughout the test so that the tasks can be fulfilled.

LEXICAL RESOURCE This refers to the candidate's ability to use a wide and appropriate range of vocabulary to meet task requirements. At CPE level the tasks require candidates to express precise meanings, attitudes and opinions and to be able to convey abstract ideas. Although candidates may lack specialised vocabulary when dealing with unfamiliar topics, it should not in general terms be necessary to resort to simplification. Performance is viewed in terms of the overall effectiveness of the language used.

DISCOURSE MANAGEMENT This refers to the candidate's ability to link utterances together to form coherent monologue and contributions to dialogue. The utterances should be relevant to the tasks and to preceding utterances in the discourse. The discourse produced should be at a level of complexity appropriate to CPE level and the utterances should be arranged logically to develop the themes or arguments required by the tasks. The extent of contributions should be appropriate, i.e. long or short as required at a particular point in the dynamic development of the discourse in order to achieve the task.

TYPICAL MINIMUM ADEQUATE PERFORMANCE A typical minimum adequate performance at Cl'E level can be summarised as follows: Develops the interaction with contributions which are relevant, coherent and of an appropriate length. The range of grammatical forms and vocabulary is appropriate and used with sufficient accuracy and precision to deal with the CPE level tasks. Utterances are conveyed effectively and understood with very little strain on the listener.

ASSESSMENT CRITERIA

271

Paper 2 GENERAL MARK SCHEME Note: this mark scheme should be interpreted at CPE level. It should be used in conjunction with a task-specific mark scheme for each question.

Outstanding realisation of the task set: • Sophisticated use of an extensive range of vocabulary, collocation and expression, entirely appropriate to the task set 5.3 • Effective use of stylistic devices; register and format wholly appropriate 5.2 • Impressive use of a wide range of structures 5.1 • Skilfully organised and coherent • Excellent development of topic • Minimal error Impresses the reader and has a very positive effect.

Good realisation of the task set: • Fluent and natural use of a wide range of vocabulary, collocation and expression, successfully meeting the requirements of the task set 4.3 • Good use of stylistic devices; register and format appropriate 4.2 • Competent use of a wide range of structures 4.1 • Well organised and coherent • Good development of topic • Minor and unobtrusive errors Has a positive effect on the reader.

Satisfactory realisation of the task set: • Reasonably fluent and natural use of a range of vocabulary and expression, adequate to the task set 3.3 • Evidence of stylistic devices; register and format generally appropriate 3.2 • Adequate range of structures 3.1 • Clearly organised and generally coherent • Adequate coverage of topic • Some non-impeding errors Achieves the desired effect on the reader.

2.3 2.2 2.1

Inadequate attempt at the task set: • Limited and / or inaccurate range of vocabulary and expression • Little evidence of stylistic devices; some attempt at appropriate register and format • Inadequate range of structures • Some attempt at organisation, but lacks coherence • Inadequate development of topic • A number of errors, which sometimes impede communication Has a negative effect on the reader.

Poor attempt at the task set: • Severely limited and inaccurate range of vocabulary and expression 1.3 • No evidence of stylistic devices; little or no attempt at appropriate register and format 1.2 • Lack of structural range 1.1 • Poorly organised, leading to incoherence • Little relevance to topic, and / or too short • Numerous errors, which distract and often impede communication Has a very negative effect on the reader.

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Negligible or no attempt at the task set: • Totally incomprehensible due to serious error • Totally irrelevant • Insufficient language to assess (fewer than 20% of the required number of words) • Totally illegible Please note: Correct at the time of going to print. Contact UCLES for detailed, up to date information.

272

ASSESSMENT CRITERIA

Paper 3, Part Five SUMMARY MARK SCHEME Note: this mark scheme should be interpreted at CPE level. A separate mark scheme is used to assess content.

5.2 5.1

4.2 4.1

3.2 3.1

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Outstanding realisation of the task set: • Totallv relevant • Conci~e and totally coherent • Skilfully organised, with effective use of linking devices • Skilfully re-worded, where appropriate • Minimal non-impeding errors, probably due to ambition Clearly informs and requires virtually no effort on the part of the reader.

Good realisation of the task set: • Mostly relevant • Concise and mostly coherent • Well organised, with good use of linking devices • Competently re-worded, where appropriate • Occasional non-impeding errors Informs and requires minimal or no effort on the part of the reader.

Satisfactory realisation of the task set: • Generally relevant, with occasional digression • Some attempt at concise writing and reasonably coherent • Adequately organised, with some appropriate use of linking devices • Adequately re-worded, where appropriate • Some errors, mostly non-impeding Adequately informs, though may require some effort on the part of the reader.

Inadequate attempt at the task set: • Some irrelevance • Little attempt at concise writing, so likely to be over-length and incoherent in places OR too short • Some attempt at organisation, but only limited use of appropriate linking devices and may use inappropriate listing or note format • Inadequately re-worded and / or inappropriate lifting • A number of errors, which sometimes impede communication Partially informs, though requires considerable effort on the part of the reader.

Poor attempt at the task set: • Considerable irrelevance • No attempt at concise writing, so likely to be seriously over-length and seriously incoherent OR far too short • Poorly organised, with little or no use of appropriate linking devices and / or relies on listing or note format • Poorly re-worded and/or over-reliance on lifting • Numerous errors, which distract and impede communication Fails to inform and requires excessive effort on the part of the reader.

Negligible or no attempt at the task set: • Does not demonstrate summary skills • Incomprehensible due to serious error • Totally irrelevant • Insufficient language to assess (fewer than 15 words) • Totally illegible

Please note: Correct at the time of going to print. Contact UCLES for detailed, up to date information.