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Presents an overview of exam purpose and structure, then details each paper’s format, tasks, timing, and test focus: Reading, Writing, Use of English, Listening, and Speaking. Includes expectations of candidates’ language understanding across attitudes, detail, implication, main ideas, opinions, organization, tone, and interaction skills, with guidance for preparation and sample materials.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-english-advanced-handbook-for-teachers/492539/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cambridge-english-advanced-handbook-for-teachers/492539.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the Cambridge English: Advanced teacher handbook used for?","Question",{"text":113,"@type":114},"It supports teachers preparing candidates for Cambridge English: Advanced (CAE) by giving an exam overview, then paper-by-paper content, preparation advice, and example materials.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is the Reading paper structured and what skills does it test?",{"text":118,"@type":114},"It includes four parts with different question types, requiring understanding of attitudes, detail, implication, main ideas, opinion, purpose, specific information, organisation, tone, and text structure.",{"name":120,"@type":111,"acceptedAnswer":121},"What do teachers need to know about the Listening and Speaking papers?",{"text":122,"@type":114},"Listening covers multiple parts with short extracts, monologues, and comprehension tasks focused on agreement, attitude, course of action, detail, feeling, gist, and context. Speaking includes four parts with conversation, individual long turn, two-way interaction, and discussion tasks.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},492539,1791001758,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Handbook for Teachers  \nContent and overview  \n\n| Paper/timing | Content |  | Test focus |\n| --- | --- | --- | --- |\n| 1\u003Cbr>READING\u003Cbr>1 hour 15 minutes | Part 1 | Three texts on one theme from a range of sources. Each text has two multiple-choice questions. | Candidates are expected to show understanding of attitude, detail, implication, main idea, opinion, purpose, specific information, text organisation features, tone and text structure. |\n|  | Part 2 | A text from which six paragraphs have been removed and placed in a jumbled order, together with an additional paragraph, after the text. |  |\n|  | Part 3 | A text followed by seven multiple-choice questions. |  |\n|  | Part 4 | A text or several short texts preceded by 15 multiple-matching questions. |  |\n| 2\u003Cbr>WRITING\u003Cbr>1 hour 30 minutes | Part 1 | One compulsory question. | Candidates are expected to be able to write non-specialised text types such as an article, a contribution to a longer piece, an essay, information sheets, a letter, a proposal, areport, a review, or a competition entry, with a focus on advising, comparing, evaluating, expressing opinions, hypothesising, justifying and persuading. |\n|  | Part 2 | Candidates choose one task from a choice of five questions (including the set text options) . |  |\n| 3\u003Cbr>USE OF ENGLISH\u003Cbr>1 hour | Part 1 | A modified cloze test containing 12 gaps and followed by 12 multiple-choice items. | Candidates are expected to demonstrate the ability to apply their knowledge of the language system by completing a number of tasks. |\n|  | Part 2 | A modified open cloze test containing 15 gaps. |  |\n|  | Part 3 | A text containing 10 gaps. Each gap corresponds toa word. The stems of the missing words are given beside the text and must be changed to form the missing word. |  |\n|  | Part 4 | Five questions, each one containing three discrete sentences. Each sentence contains one gap, which must be completed with one word which is appropriate in all three sentences. |  |\n|  | Part 5 | Eight separate questions, each with a lead-in sentence and a gapped second sentence to be completed in three to six words, one of which is a given ‘key word’. |  |\n| 4\u003Cbr>LISTENING\u003Cbr>Approximately 40 minutes | Part 1 | Three short extracts, from exchanges between interacting speakers. There are two multiple-choice questions for each extract. | Candidates are expected to be able to show understanding of agreement, attitude, course of action, detail, feeling, function, gist, interpreting context, main points, opinion, purpose, specific information etc. |\n|  | Part 2 | A monologue with a sentence completion task which has eight items. |  |\n|  | Part 3 | A text involving interacting speakers, with six multiple-choice questions. |  |\n|  | Part 4 | Five short themed monologues, with 10 multiplematching questions. |  |\n| 5\u003Cbr>SPEAKING\u003Cbr>15 minutes | Part 1 | A conversation between the interlocutor and each candidate (spoken questions) . | Candidates are expected to be able to respond to questions and to interact in conversational English. |\n|  | Part 2 | An individual ‘long turn’ for each candidate with a brief response from the second candidate (visual and written stimuli, with spoken instructions) . |  |\n|  | Part 3 | A two-way conversation between the candidates (visual and written stimuli, with spoken instructions) . |  |\n|  | Part 4 | A discussion on topics related to Part 3 (spoken questions) . |  |\n\nCONTENTS  \n\n| Preface |  |\n| --- | --- |\n| This handbook is for teachers who are preparing candidates for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE) . The introduction gives an overview of the exam and its place within Cambridge ESOL. This is followed by a focus on each paper and includes content, advice on preparation and example papers.\u003Cbr>If you need further copies of this handbook, please email [ESOLinfo@CambridgeESOL.org](ESOLinfo@CambridgeESOL.org) | |\n\nContents  \nAbout Cambridge ESOL 2  \nThe world’s most valuable range ","cbCaieK1gfYX9JDo","https://ap.wps.com/l/cbCaieK1gfYX9JDo","pdf",2825258,71,"English","# Preface\n# About Cambridge ESOL\n## The world’s most valuable range of English qualifications\n## Key features of Cambridge English exams\n## Proven quality\n# Introduction to Cambridge English: Advanced\n## Who is the exam for?\n## Who recognises the exam?\n## What level is the exam?\n## Exam content and processing\n## International English\n## Marks and results\n# Paper 1 Reading\n## General description\n## Structure and tasks\n## The four parts of the Reading paper\n# Paper 2 Writing\n## General description\n## Structure and tasks\n## The two parts of the Writing paper\n# Paper 3 Use of English\n## General description\n## Structure and tasks\n## The five parts of the Use of English paper\n# Paper 4 Listening\n## General description\n## Structure and tasks\n## The four parts of the Listening paper\n# Paper 5 Speaking\n## General description\n## Structure and tasks\n## The four parts of the Speaking test","[{\"question\":\"What is the Cambridge English: Advanced teacher handbook used for?\",\"answer\":\"It supports teachers preparing candidates for Cambridge English: Advanced (CAE) by giving an exam overview, then paper-by-paper content, preparation advice, and example materials.\"},{\"question\":\"How is the Reading paper structured and what skills does it test?\",\"answer\":\"It includes four parts with different question types, requiring understanding of attitudes, detail, implication, main ideas, opinion, purpose, specific information, organisation, tone, and text structure.\"},{\"question\":\"What do teachers need to know about the Listening and Speaking papers?\",\"answer\":\"Listening covers multiple parts with short extracts, monologues, and comprehension tasks focused on agreement, attitude, course of action, detail, feeling, gist, and context. Speaking includes four parts with conversation, individual long turn, two-way interaction, and discussion tasks.\"}]","Cambridge English: Advanced Handbook for Teachers | PDF",1790865812,179]