Paper 1: Reading: How Long Is The Paper? How Many Parts Are There? What Kind of Texts Will Be Used?

R
How long is the paper? 1 hour

How many parts are there?
Three
What kind of texts will be used?
A selection from newspaper and magazine
articles, reports, correspondence (e.g.
letters), extracts from novels or short stories,
brochures and guides, advertisements and
messages.
How long will each text be?
Each text will be around 550750 words. The
whole paper will be around 2,000 words in
total.
How is the paper marked?
Parts 1 and 2: two marks for each correct
answer
Part 3: one mark for each correct answer
Part 1
One text
Eight multiple-choice questions
Four options for each question
Part 2
One text
Seven missing sentences
Candidates choose the correct seven sentences from a selection of eight
Part 3
Either one text or a selection of short texts
Fifteen multiple-matching questions or statements
Candidates match the questions or statements to a section or subject in
the text(s)
What is being tested in ...
... Part 1? detail, opinion, gist, attitude, tone, purpose, main
idea, meaning from context, text organisation
features (comparison, etc.)
... Part 2? text structure, cohesion and coherence
... Part 3? specic information, detail, opinion and attitude
3
Paper 1: Reading
Overview
R1
FAQS
Q What type of text is this?
A The sample paper provided is an excerpt from a novel. Text types can include
newspaper and magazine articles, reports and brochures.
Q Do students have to know what happened before or after?
A No. They have all the information they need on the page.
Q How many questions are there?
A There are always eight questions.
Q How many options are there in each question?
A There are four. One of them is the correct answer, but the other three may look
tempting.
Q Sometimes the question is not a question but an incomplete sentence.
Why?
A Sometimes an incomplete sentence is clearer than a question. In question 7,
the incomplete sentence is used instead of What did the look on Doras face
indicate to Christian?
Q Do the questions follow the order of the text?
A Yes, they always do.
Task preparation
Look at these students statements about Part 1 of the Reading Paper. Are
they true or false? How would you reply to these students?
1 I can do Part 1 quickly.
2 I should underline the words I dont know.
3 There will be a question about a word I dont know.
4 I should try to answer the question without looking at the options.
5 There can be two correct answers to a question.
Now read the answers. Were your replies the same?
1 False. To answer multiple-choice questions you have to read the text and the
options very carefully.
2 False. Dont worry too much about words you dont know. You may be able to
guess the meaning by reading the text around it. Besides, you dont need to
understand every word in order to answer the questions.
3 True. This is to test whether you are able to understand the meaning of an
unknown word from the context. This is a very useful reading skill.
4 True. It is a good idea to read the question, underline the key words in it, and try
to nd the answer in the text before looking at the options in any detail. When
you think you have the answer, read each option carefully and make sure the
other three are incorrect.
5 False. There is only one correct option. Read the two options and the text
carefully again.
4
Reading
Part 1
P
a
r
t

1
Y
o
u

a
r
e

g
o
i
n
g

t
o

r
e
a
d

a
n

e
x
t
r
a
c
t

f
r
o
m

a

n
o
v
e
l
.

F
o
r

q
u
e
s
t
i
o
n
s

1
8
,

c
h
o
o
s
e

t
h
e

a
n
s
w
e
r

(
A
,

B
,

C

o
r

D
)

w
h
i
c
h

y
o
u

t
h
i
n
k

t
s

b
e
s
t

a
c
c
o
r
d
i
n
g

t
o

t
h
e

t
e
x
t
.
M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
I
n

t
h
e

p
r
e
v
i
o
u
s

y
e
a
r

C
h
r
i
s
t
i
a
n

T
h
r
a
l
e
,

w
h
o

w
a
s

t
h
e
n

i
n

h
i
s

t
w
e
n
t
i
e
s
,

u
n
e
x
p
e
c
t
e
d
l
y

h
a
d

a
n

e
v
e
n
i
n
g

f
r
e
e

f
r
o
m

h
i
s

w
e
e
k
e
n
d

w
o
r
k

a
t

a

g
o
v
e
r
n
m
e
n
t

o
f
c
e
.

L
o
o
k
i
n
g

b
a
c
k

i
t

s
e
e
m
e
d

t
o

h
a
v
e

b
e
e
n

a
n

e
v
e
n
i
n
g

f
r
e
e
,

a
l
s
o
,

o
f

h
i
m
s
e
l
f
.

H
e

d
i
d

n
o
t

o
f
t
e
n

g
o

a
l
o
n
e

t
o

a

c
o
n
c
e
r
t

o
r

o
t
h
e
r

c
u
l
t
u
r
a
l

e
v
e
n
t
s
.

O
n

y
o
u
r

o
w
n
,

y
o
u

w
e
r
e

a
t

t
h
e

m
e
r
c
y

o
f

y
o
u
r

r
e
s
p
o
n
s
e
s
.

A
c
c
o
m
p
a
n
i
e
d
,

o
n

t
h
e

o
t
h
e
r

h
a
n
d
,

y
o
u

r
e
m
a
i
n
e
d

i
n

c
o
n
t
r
o
l
.

Y
o
u

c
o
u
l
d

a
l
s
o

s
h
a
r
e

y
o
u
r

o
p
i
n
i
o
n
,

s
e
l
d
o
m

f
a
v
o
u
r
a
b
l
e
,

w
h
i
l
e

w
a
l
k
i
n
g

h
o
m
e
.

T
h
e

c
o
n
c
e
r
t
,

o
n

t
h
a
t

p
a
r
t
i
c
u
l
a
r

e
v
e
n
i
n
g
,

w
a
s

t
o
o

e
a
s
y

t
o

g
e
t

i
n
t
o
.

P
a
s
s
i
n
g

i
n

l
i
g
h
t

r
a
i
n
,

h
e

s
a
w

p
o
s
t
e
r
s

a
n
d

b
o
u
g
h
t

a

s
e
a
t

o
n

t
h
e

a
i
s
l
e
.
H
e

w
a
s

s
c
a
r
c
e
l
y

i
n

h
i
s

s
e
a
t

w
h
e
n

h
e

h
a
d

t
o

s
t
a
n
d

u
p

a
g
a
i
n

t
o

l
e
t

t
w
o

w
o
m
e
n

i
n
t
o

t
h
e

r
o
w
.

H
e

l
i
f
t
e
d

t
h
e

f
o
l
d
e
d

r
a
i
n
c
o
a
t
,

h
a
t
,

a
n
d

d
a
m
p

u
m
b
r
e
l
l
a

h
e

h
a
d

d
u
m
p
e
d

o
n

t
h
e

e
m
p
t
y

s
e
a
t

a
l
o
n
g
s
i
d
e
;

a
n
d

t
h
e

y
o
u
n
g
e
r

w
o
m
a
n
,

h
a
v
i
n
g

s
t
o
o
d

b
a
c
k

f
o
r

t
h
e

e
l
d
e
r
,

n
o
w

s
a
t

t
h
e
r
e
.

H
e

h
a
d

n
o
t
i
c
e
d

h
e
r

l
a
r
g
e
-
e
y
e
d

g
o
o
d

l
o
o
k
s

a
t

o
n
c
e

w
h
e
n

s
h
e

g
l
a
n
c
e
d

u
p

s
a
y
i
n
g

s
o
r
r
y
.

B
u
t

a
s

t
h
e

s
t
r
u
g
g
l
i
n
g

o
u
t

o
f

c
o
a
t
s

w
e
n
t

o
n
,

a
n
d

t
h
e

d
r
a
w
i
n
g

o
f
f

o
f

s
t
u
b
b
o
r
n

g
l
o
v
e
s
,

h
e

l
o
s
t

i
n
t
e
r
e
s
t
.
I
t

w
a
s

t
h
e

o
t
h
e
r

w
o
m
a
n

h
e

n
e
x
t

b
e
c
a
m
e

a
w
a
r
e

o
f
.
T
h
e

o
l
d
e
r

w
o
m
a
n

w
a
s

s
m
a
l
l

a
n
d

d
a
r
k

a
n
d

w
o
r
e

a

r
e
d

f
e
l
t

h
a
t

o
n

h
e
r

h
e
a
d
,

t
r
i
m
m
e
d

w
i
t
h

n
a
v
y

r
i
b
b
o
n
.

A
r
o
u
n
d

h
e
r

s
h
o
u
l
d
e
r
s

t
h
e
r
e

w
a
s

a

s
h
a
w
l

o
f

l
i
t
t
l
e

f
u
r
s
.

T
h
a
t

s
h
e

w
a
s

i
n

s
o
m
e

w
a
y

r
e
l
a
t
e
d

t
o

t
h
e

g
i
r
l
,

t
h
o
u
g
h

n
o
t

o
f

a
n

a
g
e

t
o

b
e

h
e
r

m
o
t
h
e
r
,

w
a
s

e
v
i
d
e
n
t

f
r
o
m

t
h
e
i
r

m
a
n
n
e
r

t
o
g
e
t
h
e
r
.

I
t

w
a
s

h
a
r
d

t
o

s
u
m
m
a
r
i
s
e
,

e
v
e
n

i
n

g
u
e
s
s
e
s
,

e
v
e
n

i
n

h
i
s

m
i
n
d
,

t
h
e

r
e
l
a
t
i
o
n

o
f

g
i
r
l

t
o

w
o
m
a
n
.

U
n
t
i
l
,

a
s

t
h
e

m
u
s
i
c
i
a
n
s

s
t
a
r
t
e
d

t
o

a
p
p
e
a
r

a
n
d

m
o
r
e

a
r
r
i
v
a
l
s

p
u
s
h
e
d

a
l
o
n
g

t
h
e

r
o
w
s
,

t
h
e

p
h
r
a
s
e

c
a
m
e

t
o

h
i
m
:

s
h
e

i
s

i
n

h
e
r

p
o
w
e
r
.
1
8

T
h
e

o
l
d
e
r

w
o
m
a
n

h
a
d

b
e
e
n

c
o
a
x
e
d

f
o
r

a
n

o
u
t
i
n
g
,

i
n

t
h
e

d
e
s
p
e
r
a
t
i
o
n

o
f

a
n

i
n
t
e
r
m
i
n
a
b
l
e

S
u
n
d
a
y
.

T
h
a
t

s
h
e

e
x
p
e
c
t
e
d

n
o
t
h
i
n
g

o
f

t
h
e

m
u
s
i
c

w
a
s

a
p
p
a
r
e
n
t

f
r
o
m

h
e
r

t
u
r
n
i
n
g

t
h
i
s

w
a
y

a
n
d

t
h
a
t
,

p
r
o
v
i
d
i
n
g

h
e
r

o
w
n

c
o
m
m
e
n
t
a
r
y
.

T
h
e

w
a
y

p
e
o
p
l
e

d
r
e
s
s
!

W
i
l
l

y
o
u

j
u
s
t

l
o
o
k

a
t

t
h
a
t

o
n
e
.

I

a
s
k

y
o
u
.

T
h
e
y

m
i
g
h
t

h
a
v
e

2
1

s
m
a
r
t
e
n
e
d

t
h
e

p
l
a
c
e

u
p

a

b
i
t

b
y

n
o
w
.

W
o
u
l
d
n
t

y
o
u

t
h
i
n
k
?

T
h
e

g
i
r
l

s
a
t

q
u
i
e
t
l
y
,

s
o
m
e
t
h
i
n
g

s
h
e

w
o
u
l
d

n
o
t

b
e

a
l
l
o
w
e
d

t
o

g
e
t

a
w
a
y

w
i
t
h
.

Y
o
u
r
e

c
h
e
e
r
y

I

m
u
s
t

s
a
y
.

F
i
r
s
t

y
o
u

t
e
l
l

m
e

I
m

d
e
p
r
e
s
s
e
d
,

a
n
d

t
h
e
n

y
o
u

d
o
n
t

h
a
v
e

a

s
o
l
i
t
a
r
y

w
o
r
d

t
o

s
a
y

f
o
r

y
o
u
r
s
e
l
f
.

T
h
e

l
i
g
h
t
s

l
o
w
e
r
e
d
.

T
h
r
o
u
g
h
o
u
t

t
h
e

r
s
t

w
o
r
k

C
h
r
i
s
t
i
a
n

w
a
s

a
w
a
r
e

o
f

t
h
e

w
o
m
a
n

s
i
m
m
e
r
i
n
g

t
h
e
r
e
,

a

b
o
i
l
i
n
g

t
u
r
n
e
d

l
o
w
.

T
h
e

g
i
r
l

b
e
t
w
e
e
n

t
h
e
m

w
a
s

i
m
p
a
s
s
i
v
e
,

h
a
n
d
s

l
i
g
h
t
l
y

c
l
a
s
p
e
d
,

s
l
i
m

k
n
e
e
s

a
l
i
g
n
e
d

u
n
d
e
r

d
a
r
k

s
k
i
r
t
.

A
t

t
h
e

i
n
t
e
r
v
a
l

t
h
e

l
i
t
t
l
e

w
o
m
a
n
,

m
u
r
m
u
r
i
n
g

t
o

t
h
e

g
i
r
l
,

g
o
t

u
p

a
n
d

w
e
n
t

o
u
t

t
o

t
h
e

l
a
d
i
e
s
.
S
h
e

w
a
s

n
o

s
o
o
n
e
r

d
o
w
n

t
h
e

a
i
s
l
e

t
h
a
n

C
h
r
i
s
t
i
a
n

s
p
o
k
e
.

H
e

h
a
d

n
e
v
e
r

d
o
n
e

s
u
c
h

a

t
h
i
n
g

i
n

h
i
s

l
i
f
e
,

b
u
t

k
n
e
w

t
h
e
r
e

w
a
s

n
o

t
i
m
e

t
o

l
o
s
e
.

T
h
e
y

g
o
t

s
w
i
f
t
l
y

t
h
r
o
u
g
h

s
o
m
e

c
h
i
t
-
c
h
a
t

a
b
o
u
t

t
h
e

m
u
s
i
c
,

a
n
d

b
y

t
h
e

t
i
m
e

t
h
e

w
o
m
a
n

r
e
t
u
r
n
e
d

C
h
r
i
s
t
i
a
n

h
a
d

w
r
i
t
t
e
n

a

p
h
o
n
e

n
u
m
b
e
r

a
n
d

s
u
g
g
e
s
t
e
d

S
a
t
u
r
d
a
y
.

A
l
l

t
h
i
s
,

w
h
i
c
h

s
h
o
u
l
d

h
a
v
e

s
e
e
m
e
d

e
x
t
r
a
o
r
d
i
n
a
r
y

t
o

h
i
m
,

a
p
p
e
a
r
e
d

i
n
e
v
i
t
a
b
l
e

a
n
d

e
n
t
i
r
e
l
y

r
i
g
h
t
.
H
e

g
o
t

t
o

h
i
s

f
e
e
t
,

a
n
d

G
r
a
c
e

s
a
i
d
,

D
o
r
a
,

t
h
i
s

i
s

M
r

T
h
r
a
l
e
.

H
e

s
a
w

D
o
r
a
s

f
a
c
e

a
s
h

w
i
t
h

t
h
e

r
e
a
l
i
s
a
t
i
o
n

t
h
a
t

t
h
e
y

h
a
d

s
t
o
l
e
n

a

m
a
r
c
h

o
n

h
e
r
,

a
n
d

w
i
t
h

a
n

i
m
p
u
l
s
e

t
o

s
p
o
i
l

t
h
i
n
g
s
.

D
o
r
a

s
a
w

a

s
a
n
d
y

m
a
n
,

q
u
i
t
e

t
a
l
l
,

w
h
o

c
o
u
l
d

e
a
s
i
l
y

p
r
e
s
e
n
t

a

t
h
r
e
a
t
.

C
h
r
i
s
t
i
a
n

h
a
d

d
i
s
c
o
v
e
r
e
d

t
h
e
y

w
e
r
e

h
a
l
f
-
s
i
s
t
e
r
s

a
n
d

f
r
o
m

A
u
s
t
r
a
l
i
a
.

W
h
e
n

t
h
e

c
o
n
c
e
r
t

w
a
s

o
v
e
r
,

h
e

h
a
i
l
e
d

a

t
a
x
i

f
o
r

t
h
e
m
.
H
e

d
i
d

n
o
t
,

d
u
r
i
n
g

t
h
a
t

w
e
e
k
,

t
e
l
l

h
i
m
s
e
l
f

t
h
a
t

h
e

m
u
s
t

h
a
v
e

b
e
e
n

l
o
v
e
-
s
t
r
u
c
k
,

e
v
e
n

t
h
o
u
g
h

l
o
v
e
-
s
t
r
u
c
k

w
a
s

o
n
e

o
f

h
i
s

e
x
p
r
e
s
s
i
o
n
s
.

H
e

k
n
e
w

t
h
a
t

s
o
m
e
t
h
i
n
g

o
u
t

o
f

t
h
e

o
r
d
i
n
a
r
y

h
a
d

b
e
e
n

s
e
t

i
n

m
o
t
i
o
n
.

B
u
t

h
e

d
i
d

w
o
n
d
e
r

i
f

i
t

w
o
u
l
d

s
u
r
v
i
v
e

a

s
e
c
o
n
d

m
e
e
t
i
n
g

w
i
t
h

G
r
a
c
e
,

w
h
o
s
e

a
t
t
r
a
c
t
i
o
n

c
o
u
l
d

w
e
l
l

d
e
c
l
i
n
e

i
n

a
n
o
t
h
e
r

s
e
t
t
i
n
g
.

O
n
e

w
o
u
l
d

t
h
e
n

b
e

f
a
c
e
d

w
i
t
h

t
h
e

p
r
o
c
e
s
s

o
f

c
o
m
i
n
g

t
o

o
n
e
s

s
e
n
s
e
s
.

T
o

d
o

h
i
m

j
u
s
t
i
c
e
,

C
h
r
i
s
t
i
a
n

f
e
a
r
e
d

r
a
t
h
e
r

t
h
a
n

h
o
p
e
d

f
o
r

t
h
i
s
.
1

W
h
a
t

w
a
s

u
n
u
s
u
a
l

a
b
o
u
t

C
h
r
i
s
t
i
a
n
s

d
e
c
i
s
i
o
n

t
o

g
o

t
o

t
h
e

c
o
n
c
e
r
t
?

A

H
e

w
a
s

n
o
t

p
a
r
t
i
c
u
l
a
r
l
y

k
e
e
n

o
n

c
u
l
t
u
r
a
l

e
v
e
n
t
s
.

B

H
e

h
a
d

n
o
b
o
d
y

t
o

d
i
s
c
u
s
s

t
h
e

e
x
p
e
r
i
e
n
c
e

w
i
t
h
.

C

H
e

h
a
d

h
e
a
r
d

n
e
g
a
t
i
v
e

o
p
i
n
i
o
n
s

a
b
o
u
t

i
t
.

D

H
e

n
o
r
m
a
l
l
y

s
p
e
n
t

h
i
s

f
r
e
e

t
i
m
e

o
u
t
d
o
o
r
s
.

2

I
n

t
h
e

s
e
c
o
n
d

p
a
r
a
g
r
a
p
h
,

w
h
a
t

d
o

w
e

l
e
a
r
n

a
b
o
u
t

C
h
r
i
s
t
i
a
n
s

r
e
a
c
t
i
o
n

t
o

t
h
e

y
o
u
n
g
e
r

w
o
m
a
n
?

A

H
e

w
a
s

a
n
n
o
y
e
d

s
h
e

t
o
o
k

a

l
o
n
g

t
i
m
e

t
o

s
e
t
t
l
e

d
o
w
n
.

B

H
e

w
i
s
h
e
d

s
h
e

h
a
d

s
a
t

s
o
m
e
w
h
e
r
e

e
l
s
e

i
n

t
h
e

h
a
l
l
.

C

H
e

f
e
a
r
e
d

s
h
e

m
i
g
h
t

h
a
v
e

n
o
t
i
c
e
d

h
i
s

i
n
t
e
r
e
s
t

i
n

h
e
r
.

D

H
e

d
i
d
n
t

p
a
y

a

g
r
e
a
t

d
e
a
l

o
f

a
t
t
e
n
t
i
o
n

t
o

h
e
r

i
n
i
t
i
a
l
l
y
.
3

W
h
a
t

m
a
d
e

C
h
r
i
s
t
i
a
n

t
h
i
n
k

t
h
e

t
w
o

w
o
m
e
n

m
i
g
h
t

b
e

r
e
l
a
t
e
d
?

A

t
h
e
i
r

p
h
y
s
i
c
a
l

a
p
p
e
a
r
a
n
c
e

B

t
h
e

a
g
e

d
i
f
f
e
r
e
n
c
e

b
e
t
w
e
e
n

t
h
e
m

C

t
h
e

w
a
y

t
h
e
y

w
e
r
e

b
e
h
a
v
i
n
g

D

t
h
e

s
i
m
i
l
a
r
i
t
y

o
f

t
h
e
i
r

v
o
i
c
e
s
4

W
h
a
t

d
o
e
s

c
o
a
x
e
d

i
n

l
i
n
e

1
8

m
e
a
n
?

A

i
n
v
i
t
e
d

B

p
e
r
s
u
a
d
e
d

C

f
o
r
c
e
d

D

c
a
l
l
e
d
5

W
h
a
t

d
o
e
s

s
o
m
e
t
h
i
n
g

r
e
f
e
r

t
o

i
n

l
i
n
e

2
1
?

A

a

l
a
c
k

o
f

r
e
s
p
o
n
s
e

B

a

t
y
p
e

o
f

c
o
m
m
e
n
t

C

a

w
a
y

o
f

d
r
e
s
s
i
n
g

D

a
n

o
l
d
-
f
a
s
h
i
o
n
e
d

s
t
y
l
e
6

H
o
w

d
i
d

C
h
r
i
s
t
i
a
n

f
e
e
l

w
h
e
n

h
e

s
p
o
k
e

t
o

t
h
e

y
o
u
n
g
e
r

w
o
m
a
n
?

A

c
o
n
c
e
r
n
e
d

a
b
o
u
t

t
h
e

o
l
d
e
r

w
o
m
a
n
s

r
e
a
c
t
i
o
n

B

a
m
a
z
e
d

b
y

h
i
s

o
w
n

l
e
v
e
l

o
f

c
o
u
r
a
g
e

C

c
o
n
d
e
n
t

i
t

w
a
s

t
h
e

c
o
r
r
e
c
t

t
h
i
n
g

t
o

d
o

D

w
o
r
r
i
e
d

a
b
o
u
t

m
a
k
i
n
g

t
h
e

w
r
o
n
g

i
m
p
r
e
s
s
i
o
n
7

T
h
e

l
o
o
k

o
n

D
o
r
a
s

f
a
c
e

i
n
d
i
c
a
t
e
d

t
o

C
h
r
i
s
t
i
a
n

t
h
a
t

s
h
e

w
a
s

A

m
o
v
e
d
.

B

e
m
b
a
r
r
a
s
s
e
d
.

C

a
m
u
s
e
d
.

D

a
n
g
r
y
.
8

W
h
a
t

d
i
d

C
h
r
i
s
t
i
a
n

f
e
a
r

m
i
g
h
t

h
a
p
p
e
n

w
h
e
n

h
e

m
e
t

G
r
a
c
e

a
g
a
i
n
?

A

S
h
e

m
i
g
h
t

r
e
g
r
e
t

h
a
v
i
n
g

m
e
t

h
i
m
.

B

H
e

m
i
g
h
t

n
o

l
o
n
g
e
r

t
h
i
n
k

s
o

h
i
g
h
l
y

o
f

h
e
r
.

C

H
e

m
i
g
h
t

f
e
e
l

u
n
c
o
m
f
o
r
t
a
b
l
e

w
i
t
h

h
e
r
.

D

S
h
e

m
i
g
h
t

r
e
a
l
i
s
e

h
e

w
a
s

n
o
t

a
t
t
r
a
c
t
i
v
e
.

PAPER 1: READING
Part 1 (questions 18) Sample Test
55
Activate! Teaching FCE
R2
FAQS
Q What type of text is this?
A The sample task uses an article. Text types include reports, ction and
informational material.
Q What has been taken out of the text?
A Seven sentences have been taken out.
Q Is the number of gaps the same as the number of options?
A No. There are seven gaps and eight sentences. One of the sentences is not
needed. This is there so that there will always be a choice, even for the last gap.
Q Are the options all jumbled up?
A Yes, they are.
Task preparation
Make notes on how you would tell students to approach this task. Read the
notes below. Was your approach the same?
You should read the base text rst (not the sentences) to get the general
meaning. Then read each paragraph very carefully and choose a sentence to go
in the gap. Read the whole paragraph again to make sure it reads well.
As you read, you may nd that you want to change an answer. Dont worry
in this part you have to keep your options open until you have found all the
answers. If you think two sentences look OK for a gap, write them down and
return to that gap later to decide which one is the correct one.
If you are sure of an answer, cross out that sentence so that you dont read it
again.
This task requires detailed reading. You need to read and re-read the sentences
before and after the gap. It is a good idea to underline the links between the
gapped sentence and the one before and after.
This task tests your understanding of the structure of the text how the
different sentences are linked. You have to pay attention to meaning, vocabulary
and grammar.
Task follow-up
After completing this task, it may be useful to ask students to analyse their
answers either before or after you correct them. How would you ask students
to do this? Read the suggestions below and think about more questions you
could ask.
1 Choose two answers and talk about why you decided they were the correct
answers. Underline the words that linked the gapped sentence to the one
before and after.
2 Talk about the gap you found the most difcult. Which of the sentences
seemed correct?
6
Reading
Part 2
7
P
A
R
T

2
Y
o
u

a
r
e

g
o
i
n
g

t
o

r
e
a
d

a
n

a
r
t
i
c
l
e

a
b
o
u
t

a

w
i
l
d
l
i
f
e

e
x
p
e
r
i
e
n
c
e

o
n

t
w
o

s
m
a
l
l

i
s
l
a
n
d
s

o
f

N
e
w

Z
e
a
l
a
n
d
.

S
e
v
e
n

s
e
n
t
e
n
c
e
s

h
a
v
e

b
e
e
n

r
e
m
o
v
e
d

f
r
o
m

t
h
e

a
r
t
i
c
l
e
.

C
h
o
o
s
e

f
r
o
m

t
h
e

s
e
n
-
t
e
n
c
e
s

A
H

t
h
e

o
n
e

w
h
i
c
h

t
s

e
a
c
h

g
a
p

(
9
1
5
)
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

s
e
n
t
e
n
c
e

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.
M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
N
e
w

Z
e
a
l
a
n
d

N
a
t
u
r
e

R
e
s
e
r
v
e
s
N
e
w

Z
e
a
l
a
n
d

i
s

r
e
n
o
w
n
e
d

f
o
r

i
t
s

f
a
s
c
i
n
a
t
i
n
g

s
e
l
e
c
t
i
o
n

o
f

u
n
u
s
u
a
l

b
i
r
d
s
.

T
h
a
n
k
s

t
o

t
h
e

i
s
l
a
n
d
s

s
e
v
e
n
t
y

m
i
l
l
i
o
n

y
e
a
r
s

o
f

i
s
o
l
a
t
i
o
n
,

a
n
d

t
h
e

f
a
c
t

t
h
a
t

t
h
e
r
e

w
e
r
e

f
e
w

m
a
m
m
a
l
s

t
o

h
u
n
t

a
n
d

e
a
t

t
h
e
m
,

i
t
s

b
i
r
d
s

h
a
v
e

d
e
v
e
l
o
p
e
d

t
o

b
e

q
u
i
t
e

d
i
f
f
e
r
e
n
t

f
r
o
m

t
h
o
s
e

f
o
u
n
d

i
n

t
h
e

r
e
s
t

o
f

t
h
e

w
o
r
l
d
.

N
o
w
h
e
r
e

a
r
e

t
h
e
s
e

b
e
t
t
e
r

o
b
s
e
r
v
e
d

t
h
a
n

i
n

t
h
e

v
e
r
y

s
p
e
c
i
a
l

i
s
l
a
n
d

n
a
t
u
r
e

r
e
s
e
r
v
e
s

o
f

T
i
r
i
t
i
r
i

M
a
t
a
n
g
i

(
T
i
r
i

f
o
r

s
h
o
r
t
)

a
n
d

U
l
v
a
.
T
h
o
u
g
h

t
h
e

t
w
o

i
s
l
a
n
d
s

a
r
e

m
o
r
e

t
h
a
n

1
,
5
0
0

k
m

a
p
a
r
t

a
n
d

t
h
u
s

r
e
p
r
e
s
e
n
t

e
x
t
r
e
m
e
s

o
f

N
e
w

Z
e
a
l
a
n
d
s

c
l
i
m
a
t
e

a
n
d

h
a
b
i
t
a
t
,

t
h
e
y

h
a
v
e

e
a
c
h

p
l
a
y
e
d

a

k
e
y

r
o
l
e

i
n

t
h
e

i
m
p
l
e
m
e
n
t
a
t
i
o
n

o
f

b
i
r
d

p
r
o
t
e
c
t
i
o
n

p
o
l
i
c
i
e
s
.

9

T
h
a
t
s

w
h
y

t
h
e
s
e

r
e
s
e
r
v
e
s
,

m
a
n
a
g
e
d

b
y

N
e
w

Z
e
a
l
a
n
d
s

D
e
p
a
r
t
m
e
n
t

o
f

C
o
n
s
e
r
v
a
t
i
o
n
,

a
r
e

f
r
e
e
l
y

a
c
c
e
s
s
i
b
l
e

t
o

t
h
e

p
u
b
l
i
c
.

T
i
r
i

h
a
d

b
e
e
n

f
a
r
m
e
d

f
o
r

m
o
r
e

t
h
a
n

a

c
e
n
t
u
r
y

b
e
f
o
r
e

i
t

w
a
s

c
o
n
v
e
r
t
e
d

i
n
t
o

a

n
a
t
u
r
e

r
e
s
e
r
v
e
.

A

t
e
n
-
y
e
a
r

r
e
s
t
o
r
a
t
i
o
n

p
r
o
g
r
a
m
m
e

s
a
w

v
o
l
u
n
t
e
e
r
s

r
e
p
l
a
n
t

2
8
0
,
0
0
0

n
a
t
i
v
e

t
r
e
e
s

a
n
d

e
x
t
e
r
m
i
n
a
t
e

t
h
e

r
a
t
s

w
h
i
c
h

h
a
d

b
e
e
n

i
n
t
r
o
d
u
c
e
d

b
y

1
9
t
h
-
c
e
n
t
u
r
y

s
e
t
t
l
e
r
s
.

A
s

a

r
e
s
u
l
t
,

b
i
r
d
s

b
e
g
a
n

t
o

r
e
t
u
r
n

i
n

d
r
o
v
e
s
.

1
0

T
o

h
e
l
p

t
h
e
m

a
d
a
p
t
,

f
r
u
i
t
-
b
e
a
r
i
n
g

t
r
e
e
s

w
e
r
e

p
l
a
n
t
e
d
,

s
m
a
l
l

p
o
n
d
s

w
e
r
e

d
u
g

t
o

p
r
o
v
i
d
e

w
a
t
e
r

s
u
p
p
l
i
e
s

a
n
d

f
e
e
d
e
r
s

w
e
r
e

i
n
s
t
a
l
l
e
d

t
o

e
n
s
u
r
e

s
u
r
v
i
v
a
l

d
u
r
i
n
g

t
h
e

w
i
n
t
e
r
.

S
u
n
n
y

a
n
d

w
a
r
m
,

T
i
r
i

i
n
v
i
t
e
s

t
h
e

v
i
s
i
t
o
r

t
o

t
a
k
e

a

q
u
i
e
t

c
o
n
t
e
m
p
l
a
t
i
v
e

w
a
l
k

a
l
o
n
g

i
t
s

f
o
r
e
s
t

f
o
o
t
p
a
t
h
s
.

I
n

e
a
r
l
y

s
p
r
i
n
g
,

t
h
e

i
s
l
a
n
d

e
x
p
l
o
d
e
s

i
n

g
o
l
d
e
n

c
a
s
c
a
d
e
s

o
f

k
o
w
h
a
i
,

N
e
w

Z
e
a
l
a
n
d
s

n
a
t
i
o
n
a
l

o
w
e
r
.

O
n

c
a
l
m

s
u
m
m
e
r

e
v
e
n
i
n
g
s
,

t
h
e

b
e
l
l
b
i
r
d

m
e
l
o
d
i
e
s

t
a
k
e

o
n

o
r
c
h
e
s
t
r
a
l

p
r
o
p
o
r
t
i
o
n
s
.

1
1

I
f

v
i
s
i
t
o
r
s

t
a
k
e

e
v
e
n

a

s
h
o
r
t

s
t
r
o
l
l

a
r
o
u
n
d

T
i
r
i
,

t
h
e

c
h
a
n
c
e
s

a
r
e

t
h
a
t

t
h
e
y

w
i
l
l

s
e
e

a

f
a
m
i
l
y

o
f

t
a
k
a
h
e

g
r
a
z
i
n
g

a
l
o
n
g

t
h
e

f
o
o
t
p
a
t
h
.

1
2

U
p

i
n

t
h
e

t
r
e
e
s
,

t
h
e
y

m
a
y

w
e
l
l

s
e
e

a

p
a
i
r

o
f

k
o
k
a
k
o
s

o
r

o
r
g
a
n
b
i
r
d
s

a
n
d

h
e
a
r

t
h
e

b
e
a
u
t
i
f
u
l

c
l
e
a
r

n
o
t
e
s

o
f

t
h
e
i
r

s
o
n
g
.

U
l
v
a

i
s

a
n

a
l
t
o
g
e
t
h
e
r

m
o
r
e

p
r
i
m
i
t
i
v
e

s
e
t
t
i
n
g
,

c
o
o
l
e
r
,

w
e
t
t
e
r

a
n
d

m
o
r
e

d
e
n
s
e
l
y

f
o
r
e
s
t
e
d
,

w
i
t
h

d
a
r
k

s
t
o
r
m

c
l
o
u
d
s

p
a
s
s
i
n
g

l
o
w

o
v
e
r
h
e
a
d
.

1
3

B
e
n
e
a
t
h

t
h
e

t
o
w
e
r
i
n
g

c
a
n
o
p
y

o
f

h
u
g
e

t
r
e
e
s
,

v
i
s
i
t
o
r
s

c
a
n

f
e
e
l

t
h
e

d
a
r
k
,

c
o
o
l

a
t
m
o
s
p
h
e
r
e

t
h
a
t

g
i
v
e
s

t
h
i
s

i
s
l
a
n
d

s
u
c
h

a

m
y
s
t
e
r
i
o
u
s

a
i
r
.

T
h
e

o
r
a

i
s

f
a
s
c
i
n
a
t
i
n
g

a
n
d
,

l
i
k
e

T
i
r
i
,

U
l
v
a

i
s

s
h
e
l
t
e
r
e
d

f
r
o
m

t
h
e

w
o
r
s
t

o
f

t
h
e

s
o
u
t
h
e
r
n

o
c
e
a
n

s
t
o
r
m
s

b
y

a

n
e
a
r
b
y

l
a
r
g
e
r

l
a
n
d
m
a
s
s
.

1
4

T
h
e

p
r
e
t
t
i
e
s
t

o
f

t
h
e
m

a
l
l

a
r
e

p
e
r
h
a
p
s

t
h
e

W
e
k
a
s
,

s
m
a
l
l

i
g
h
t
l
e
s
s

b
i
r
d
s
,

s
o
m
e
t
i
m
e
s

m
i
s
t
a
k
e
n

f
o
r

k
i
w
i
,

w
h
i
c
h

w
i
l
l

r
u
n

f
e
a
r
l
e
s
s
l
y

a
c
r
o
s
s

t
h
e

p
a
t
h
s
.

V
i
s
i
t
o
r
s

w
i
l
l

a
l
s
o

b
e

a
b
l
e

t
o

a
d
m
i
r
e

k
a
k
a
r
i
k
i
s
,

r
e
d
-
c
r
o
w
n
e
d

a
n
d

y
e
l
l
o
w
-
c
r
o
w
n
e
d

p
a
r
a
k
e
e
t
s

o
f
t
e
n

s
e
e
n

s
c
r
a
t
c
h
i
n
g

a
b
o
u
t

i
n

t
h
e

l
e
a
f
-
l
i
t
t
e
r

i
n

s
e
a
r
c
h

o
f

s
e
e
d
s
,

a
n
d

t
h
e

r
a
r
e
r

S
o
u
t
h

I
s
l
a
n
d

y
e
l
l
o
w
h
e
a
d
s
.

F
e
w

p
l
a
c
e
s

i
n

t
h
e

w
o
r
l
d

c
a
n

p
r
o
v
i
d
e

s
u
c
h

e
a
s
y

a
n
d

i
n
t
i
m
a
t
e

w
i
l
d
l
i
f
e

e
n
c
o
u
n
t
e
r
s

w
i
t
h

s
o
m
e

o
f

t
h
e

r
a
r
e
s
t

a
n
d

m
o
s
t

b
e
a
u
t
i
f
u
l

b
i
r
d

s
p
e
c
i
e
s

a
s

d
o

t
h
e

T
i
r
i
t
i
r
i

a
n
d

U
l
v
a

i
s
l
a
n
d
s
.

1
5

T
h
i
s

m
a
k
e
s

w
a
l
k
i
n
g

v
e
r
y

e
a
s
y

f
o
r

t
h
e

i
n
c
r
e
a
s
i
n
g

n
u
m
b
e
r
s

o
f

n
a
t
u
r
e

l
o
v
e
r
s

w
h
o

v
i
s
i
t

t
h
e
s
e

w
o
n
d
e
r
f
u
l

i
s
l
a
n
d
s
.
A

T
h
e

s
t
r
a
n
g
e

c
a
l
l

o
f

t
h
e

k
i
w
i

a

h
a
l
f

w
h
i
s
t
l
i
n
g
,

h
a
l
f

s
c
r
e
a
m
i
n
g

s
o
n
g

r
i
p
p
i
n
g

t
h
o
u
g
h

t
h
e

d
a
r
k
n
e
s
s

m
a
k
e
s

t
h
e

n
i
g
h
t

a
n

e
q
u
a
l
l
y

f
a
s
c
i
n
a
t
i
n
g

t
i
m
e
.

B

H
o
w
e
v
e
r
,

t
h
e

i
n
t
r
o
d
u
c
t
i
o
n

o
f

p
r
e
d
a
t
o
r
s

s
u
c
h

a
s

r
a
t
s

w
a
s

n
o
t

t
h
e

o
n
l
y

r
e
a
s
o
n

w
h
y

b
i
r
d
s

h
a
d

b
e
c
o
m
e

e
x
t
i
n
c
t
.
C

I
t

h
a
d

l
o
s
t

m
u
c
h

l
e
s
s

o
f

i
t
s

o
r
i
g
i
n
a
l

f
o
r
e
s
t

a
n
d

t
h
e
r
e
f
o
r
e

r
e
q
u
i
r
e
d

f
a
r

l
e
s
s

r
e
s
t
o
r
a
t
i
o
n
.
D

T
h
e
r
e

i
s

n
o

n
e
e
d

t
o

s
w
e
a
t

o
r

s
t
r
u
g
g
l
e

w
h
i
l
e

t
r
y
i
n
g

t
o

s
p
o
t

t
h
e

b
i
r
d
s
,

e
i
t
h
e
r
,

b
e
c
a
u
s
e

t
h
e
r
e

a
r
e

e
x
c
e
l
l
e
n
t

p
a
t
h
s

i
n

b
o
t
h
.
E

S
o
m
e
,

s
u
c
h

a
s

t
h
e

n
e
c
t
a
r
-
e
a
t
i
n
g

t
u
i
s

a
n
d

b
e
l
l
b
i
r
d
s
,

f
o
u
n
d

t
h
e
i
r

w
a
y

o
n

t
h
e
i
r

o
w
n
,

w
h
i
l
e

m
a
n
y

m
o
r
e

h
a
d

t
o

b
e

r
e
-
e
s
t
a
b
l
i
s
h
e
d

b
y

r
e
l
e
a
s
i
n
g

s
p
e
c
i
m
e
n
s

b
r
e
d

i
n

c
a
p
t
i
v
i
t
y
.
F

B
e
l
i
e
v
e
d

e
x
t
i
n
c
t

f
o
r

a

h
u
n
d
r
e
d

y
e
a
r
s
,

t
h
i
s

e
n
o
r
m
o
u
s
,

i
g
h
t
l
e
s
s

b
i
r
d

w
a
s

o
n
l
y

r
e
d
i
s
c
o
v
e
r
e
d

f
t
y

y
e
a
r
s

a
g
o

a
n
d

i
t
s

n
u
m
b
e
r
s

h
a
v
e

g
r
a
d
u
a
l
l
y

i
n
c
r
e
a
s
e
d

t
o

t
h
e

c
u
r
r
e
n
t

t
o
t
a
l

o
f

m
o
r
e

t
h
a
n

t
w
o

h
u
n
d
r
e
d
.
G

A
n
o
t
h
e
r

s
i
m
i
l
a
r
i
t
y

i
s

t
h
a
t

h
e
r
e

t
o
o
,

t
h
e

e
x
t
e
r
m
i
n
a
t
i
o
n

o
f

r
a
t
s

h
a
s

b
r
o
u
g
h
t

o
n

a
n

e
x
p
l
o
s
i
o
n

o
f

b
i
r
d

l
i
f
e
,

t
h
o
u
g
h

o
f

d
i
f
f
e
r
e
n
t

s
p
e
c
i
e
s
.
H

A
s

w
e
l
l

a
s

b
e
i
n
g

s
p
e
c
t
a
c
u
l
a
r

c
o
n
s
e
r
v
a
t
i
o
n

s
u
c
c
e
s
s
e
s
,

t
h
e
y

a
l
s
o

s
h
a
r
e

t
h
e

u
n
u
s
u
a
l

s
t
a
t
u
s

o
f

b
e
i
n
g

o
p
e
n

s
a
n
c
t
u
a
r
i
e
s
.
PAPER 1: READING
Part 2 (questions 915)
Sample Test
7
R3
Task preparation
How would you tell your students to approach this task? Make notes and
then compare them with the approach below.
If you read the full text rst, you may run out of time. Skim through the text
quickly to understand what it is about. Then read each question in turn and
look for a similar meaning in the text. When you nd it, read that part of the
text carefully to make sure the answer is there. Then move on to the next
question.
You can do this task more quickly than Parts 1 and 2 because you do not
need to read each section carefully. The text contains lots of information
that you do not need. Ignore all the information which is not relevant to the
questions.
To nd the answer in the text, look for a different way of saying the same
thing, i.e. the same idea expressed in different words. If you nd exactly the
same word, read again carefully because it may not be the answer to the
question.
Sometimes there is more than one correct answer. If the answer is in two
or three of the texts, there will always be two or three numbered blanks
next to the question. You can write them in any order.
Task follow-up
A lot of students waste time in this part of the exam by reading the
entire text in detail. Students often need proof that you do not need to
do this. After they complete a Part 3 task, try asking them the following
questions to help them understand this better.
1 Did you nd unknown words in the text? Which were they? Did they cause
you any problems? Why?
2 Look at one text in pairs. How much of the text was not needed for any of
the answers? Put brackets round the sentences which were not needed.
FAQS
Q How many texts are there?
A In this sample task there are four texts, but there may be up to six texts in
the exam.
Q Is there a xed number of questions in this part?
A Yes, there are always 15 blanks to ll in with a letter. There may be fewer
actual questions when some of them require more than one answer.
Q Will the questions follow the order of the text?
A No, they wont. Students must read the whole text to nd the answers.
Reading
Part 3
8
9
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
PAPER 1: READING
P
e
r
h
a
p
s

t
h
e

g
r
e
a
t
e
s
t

d
i
f
f
e
r
e
n
c
e

b
e
t
w
e
e
n

p
e
o
p
l
e

w
h
o

a
r
e

c
r
e
a
t
i
v
e

a
n
d

p
e
o
p
l
e

w
h
o

a
r
e

n
o
t

i
s

t
h
a
t

t
h
e

f
o
r
m
e
r

a
l
w
a
y
s

t
h
i
n
k

t
h
e
i
r

i
d
e
a

w
i
l
l

w
o
r
k
.

T
h
e
y

n
e
v
e
r

t
h
i
n
k
,

T
h
a
t
s

n
o
t

g
o
i
n
g

t
o

w
o
r
k
,

t
h
a
t
s

a

s
t
u
p
i
d

i
d
e
a
.

B
u
t

a

l
o
t

o
f

t
h
e

t
i
m
e

I

d
o
n
t

k
n
o
w

w
h
e
r
e

m
y

i
d
e
a
s

c
o
m
e

f
r
o
m
.
A
t

s
c
h
o
o
l

I

w
a
s
n
t

h
a
p
p
y
.

I

h
a
d

s
e
r
i
o
u
s

p
r
o
b
l
e
m
s

w
i
t
h

r
e
a
d
i
n
g

a
n
d

s
p
e
l
l
i
n
g
.

B
u
t

I

c
a
n

r
e
m
e
m
b
e
r

i
n
c
r
e
d
i
b
l
y

c
l
e
a
r
l
y

t
h
e

t
i
m
e

I

s
a
w

m
y

r
s
t

c
o
m
p
u
t
e
r

g
a
m
e
,

i
n

a

s
h
o
p

w
i
n
d
o
w
.

F
r
o
m

t
h
a
t

m
o
m
e
n
t

o
n

i
t

w
a
s

a
s

i
f

I
d

f
o
u
n
d

m
y

a
i
m

i
n

l
i
f
e
.

I

n
d

t
h
e

c
o
m
p
u
t
e
r

g
a
m
e

i
s

v
e
r
y

c
r
e
a
t
i
v
e
.

I
t

b
r
i
n
g
s

t
o
g
e
t
h
e
r

m
a
n
y

d
i
f
f
e
r
e
n
t

d
i
s
c
i
p
l
i
n
e
s
:

t
h
e

l
o
g
i
c

o
f

p
r
o
g
r
a
m
m
i
n
g
,

m
a
t
h
e
m
a
t
i
c
s
,

s
t
o
r
y
t
e
l
l
i
n
g

I

h
a
v
e

a

v
a
s
t

n
u
m
b
e
r

o
f

l
i
t
t
l
e

n
o
t
e
b
o
o
k
s

f
o
r

w
o
r
k
,

f
u
l
l

o
f

s
k
e
t
c
h
e
s

a
n
d

t
h
i
n
g
s
.

T
h
e

g
e
n
e
r
a
l

i
d
e
a

f
o
r

a

g
a
m
e

i
s

e
a
s
y
,

t
h
e

r
e
a
l

c
h
a
l
l
e
n
g
e

a
l
w
a
y
s

c
o
m
e
s

a
b
o
u
t

s
i
x

m
o
n
t
h
s

l
a
t
e
r

w
h
e
n

y
o
u

h
a
v
e

t
o

d
e
s
i
g
n

a
l
l

t
h
e

p
a
r
t
s

o
f

t
h
e

g
a
m
e
,

a
n
d

c
o
n
s
i
d
e
r

t
h
i
n
g
s

l
i
k
e

h
o
w

m
a
n
y

p
i
e
c
e
s

o
f

i
n
f
o
r
m
a
t
i
o
n

p
l
a
y
e
r
s

c
a
n

t
a
k
e

b
e
f
o
r
e

t
h
e
y
l
l

g
e
t

c
o
n
f
u
s
e
d
.

9
10
Reading
R
PART 1
1 B; 2 D; 3 C; 4 B; 5 A; 6 C; 7 D; 8 B
PART 2
9 H; 10 E; 11 A; 12 F; 13 C; 14 G; 15 D
PART 3
16 C; 17 A; 18 D; 19 B; 20 B; 21 D; 22 A; 23 C; 24 B; 25 A; 26 A; 27 C; 28 B;
29 D; 30 C
Answer Key
W
Paper 2: Writing
Overview
11
How long is the paper? 1 hour 20 minutes
How many parts are there? Two
How long is each part? Part 1: 120150 words
Part 2: 120180 words
What kind of thing do candidates
have to write?
Part 1: (Question 1) a letter or an email
Part 2: (Questions 24) one of: an
article, an essay, a letter, a report, a
review, a story
(Questions 5a and 5b based on a
set text) one of: an article, an essay, a
letter, a report, a review
How is the paper marked? Both parts carry equal marks. The
examiners are looking for: content,
accuracy, range of language,
organisation and cohesion, and
awareness of audience.
Part 1
Compulsory
Input material of up to 160 words
All input material must be dealt with in the answer
Part 2
Candidates choose one option from questions 25
Instructions of no more than 70 words
Questions 5a and 5b give options for those candidates who have read one of
the set texts
What language might be focused on in ...
... Part 1? advising, apologising,
comparing, describing,
explaining, expressing
opinions, justifying,
persuading, recommending,
suggesting
... Part 2? advising, comparing,
describing, explaining,
expressing opinions, justifying,
recommending
W1
FAQS
Q How many words do candidates have to write?
A For Part 1, they must write 120150 words.
Q What if candidates write under the minimum number of words or over the
maximum?
A A few words more or less do not matter. Tell your students that they should
always try to write at or near the upper limit (150 words) because if their
answer is too short, they may not have included all the information required.
Remind them that in Part 1 they only need to refer to the information that is
required.
Q Do candidates have to include all the information from the input material?
A Yes. If they miss out any part of the required information, they will lose marks.
Q Is it really important to use paragraphs and to write clearly?
A Yes, it is. A piece of writing which is divided into two or three paragraphs and is
in clear handwriting will create a good rst impression.
Q What if candidates make spelling or grammar mistakes?
A Tell your students to re-read their writing at the end to check for silly spelling or
grammatical mistakes. The Writing paper is assessed on ability to communicate
correctly, which includes spelling and grammatical accuracy.
Q Should students write everything on rough paper and then write it again
on the exam paper?
A No, that would be a waste of time. They should write directly on to the question
paper. If they have to cross out words or sentences, tell them to do it as neatly
as they can.

Task preparation
Students should always prepare before they begin their answer. A good way
to get students in the habit of doing this is to ask them questions about each
task they do in class. For example, these questions are based on the sample
task on page 13.
1 Dont be in a hurry to start writing! Read the introduction to the task carefully.
Why are you writing to Jennie? (to answer her questions about visiting your
country)
2 Read Jennies email and the notes. Can you say that youll be there and suggest
something you could do together? (no)
3 Look at the second paragraph. What do you need to tell Jennie about? (a form
of cheap transport)
4 Look at the third note. Apart from mentioning a lovely part of your country, what
else do you have to do? (give reasons of why you like it there)
5 What kind of details does the last note ask you to give? (cheap accommodation)
6 When you write your email, how are you going to start? (Dear Jennie/Hi Jennie)
7 Do you need to sign your rst name at the end? (yes)
Writing
12
P
art 1
P
A
R
T

1
Y
o
u

m
u
s
t

a
n
s
w
e
r

t
h
i
s

q
u
e
s
t
i
o
n
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

1
2
0
1
5
0

w
o
r
d
s

i
n

a
n

a
p
p
r
o
p
r
i
a
t
e

s
t
y
l
e

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
Y
o
u

h
a
v
e

r
e
c
e
i
v
e
d

a
n

e
m
a
i
l

f
r
o
m

y
o
u
r

E
n
g
l
i
s
h
-
s
p
e
a
k
i
n
g

f
r
i
e
n
d
,

J
e
n
n
i
e
,

w
h
o

i
s

p
l
a
n
n
i
n
g

t
o

v
i
s
i
t

y
o
u
r

c
o
u
n
t
r
y
.

R
e
a
d

J
e
n
n
i
e
s

e
m
a
i
l

a
n
d

t
h
e

n
o
t
e
s

y
o
u

h
a
v
e

m
a
d
e
.

T
h
e
n

w
r
i
t
e

a
n

e
m
a
i
l

t
o

J
e
n
n
i
e
,

u
s
i
n
g

a
l
l

y
o
u
r

n
o
t
e
s
.
e
m
a
i
l
T
o
:

J
e
n
n
i
e

S
t
e
w
a
r
t
S
e
n
t
:

2
0
t
h

J
u
n
e

2
0
0
8
S
u
b
j
e
c
t
:

R
E
:

v
i
s
i
t

t
o

y
o
u
r

c
o
u
n
t
r
y
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
PAPER 2: WRITING
Part 1 (question1) Sample Test
e
m
a
i
l
F
r
o
m
:

J
e
n
n
i
e

S
t
e
w
a
r
t
S
e
n
t
:

2
0
t
h

J
u
n
e

2
0
0
8
S
u
b
j
e
c
t
:

v
i
s
i
t

t
o

y
o
u
r

c
o
u
n
t
r
y
C
l
a
r
a

a
n
d

I

h
a
v
e

d
e
c
i
d
e
d

t
o

s
p
e
n
d

o
u
r

h
o
l
i
d
a
y
s

g
e
t
t
i
n
g

t
o

k
n
o
w

y
o
u
r

c
o
u
n
t
r
y
.

W
e

a
r
e

c
o
m
i
n
g

i
n

S
e
p
t
e
m
b
e
r
.

W
i
l
l

y
o
u

b
e

t
h
e
r
e
?

I
t

w
o
u
l
d

b
e

g
r
e
a
t

i
f

w
e

c
o
u
l
d

d
o

s
o
m
e
t
h
i
n
g

t
o
g
e
t
h
e
r
.
W
e

w
a
n
t

t
o

v
i
s
i
t

m
a
n
y

p
l
a
c
e
s
,

e
v
e
n

t
h
e
y

a
r
e

f
a
r

f
r
o
m

t
h
e

c
a
p
i
t
a
l
.

W
h
a
t
s

t
h
e

b
e
s
t

w
a
y

t
o

t
r
a
v
e
l

l
o
n
g

d
i
s
t
a
n
c
e
s

w
i
t
h
o
u
t

s
p
e
n
d
i
n
g

t
o
o

m
u
c
h
?
W
e
l
l

h
a
v
e

o
n
l
y

t
h
r
e
e

w
e
e
k
s

b
e
c
a
u
s
e

w
e

h
a
v
e

t
o

b
e

b
a
c
k

f
o
r

t
h
e

s
t
a
r
t

o
f

t
e
r
m
.

C
a
n

y
o
u

t
e
l
l

m
e

w
h
a
t

p
a
r
t

o
f

y
o
u
r

c
o
u
n
t
r
y

w
e

s
h
o
u
l
d

d
e
n
i
t
e
l
y

s
e
e
?
F
i
n
a
l
l
y
,

I

w
o
u
l
d

l
i
k
e

t
o

k
n
o
w

m
o
r
e

a
b
o
u
t

a
c
c
o
m
m
o
d
a
t
i
o
n

w
e

c
a
n

a
f
f
o
r
d
.

A
r
e

t
h
e
r
e

a
n
y

p
l
a
c
e
s

w
h
e
r
e

y
o
u
n
g

p
e
o
p
l
e

c
a
n

s
t
a
y

c
h
e
a
p
l
y
?
L
o
v
e
J
e
n
n
i
e
N
o
,

b
e
c
a
u
s
e

S
u
g
g
e
s
t

Y
e
s
,

s
a
y

w
h
i
c
h

a
n
d

w
h
y
Y
e
s
,

g
i
v
e

d
e
t
a
i
l
s
13 13
W2
14
FAQS
Q How many words must candidates write?
A For Part 2, candidates must write 120180 words.
Q What kind of thing will candidates have to write?
A Candidates can choose between several options, which might include an article,
an essay, a letter, a report, a review or a story. Question 5 will always be two
options for those candidates whove read one of the set texts.
Q With such a wide choice, how can candidates be sure to choose the one
that is best for them?
A Tell your students to choose a topic they feel condent they can write about
and not to choose a topic they know nothing about. Tell them to think about
whether they have some interesting vocabulary and language they could use
for a topic.
Q Do candidates have to write about a real experience or can they pretend
they saw a show, for example?
A They can invent and use their imaginations as much as they like. It does not
matter if it is not true.
Q Is it a good idea for candidates to make a plan of what they want to write?
A Yes. They should write down the points they want to include and roughly the
order they will follow. Tell students to jot down any words that they may want
to use so that they do not forget them. Remind them not to write the whole
piece, just the main idea for each part.
Task follow-up
Students are often confused by marking criteria for writing tasks. For FCE
Paper 2, the examiner will consider ve areas: content, organisation, register,
range of language and effect on target reader. Make notes on how you would
explain these ve areas to your students.
Read the notes below are they similar to yours?
Content: You have included all the points in the rubric.
Organisation: The different points follow each other clearly.
Register: You have written in an appropriate style (formal or informal).
Range of language: You have used varied vocabulary and structures at FCE level.
Effect on target reader: The person who reads your composition would be
clearly informed.
Writing
P
art 2
P
A
R
T

2
W
r
i
t
e

a
n

a
n
s
w
e
r

t
o

o
n
e

o
f

t
h
e

q
u
e
s
t
i
o
n
s

2
5

i
n

t
h
i
s

p
a
r
t
.

W
r
i
t
e

a
n

a
n
s
w
e
r

i
n

1
2
0
1
8
0

w
o
r
d
s

i
n

a
n

a
p
p
r
o
p
r
i
a
t
e

s
t
y
l
e

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.

P
u
t

t
h
e

q
u
e
s
t
i
o
n

n
u
m
b
e
r

i
n

t
h
e

b
o
x

a
t

t
h
e

t
o
p

o
f

t
h
e

p
a
g
e
.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
2

Y
o
u

h
a
v
e

s
e
e
n

a
n

a
n
n
o
u
n
c
e
m
e
n
t

i
n

a
n

i
n
t
e
r
n
a
t
i
o
n
a
l

m
a
g
a
z
i
n
e
.

W
r
i
t
e

y
o
u
r

a
r
t
i
c
l
e
.
3

Y
o
u

r
e
c
e
n
t
l
y

s
a
w

t
h
i
s

n
o
t
i
c
e

o
n

a

w
e
b
s
i
t
e

c
a
l
l
e
d

M
u
s
i
c

T
o
d
a
y
.

W
r
i
t
e

y
o
u
r

r
e
v
i
e
w
.
4

Y
o
u
r

t
e
a
c
h
e
r

h
a
s

a
s
k
e
d

y
o
u

t
o

w
r
i
t
e

a

s
t
o
r
y

f
o
r

a
n

i
n
t
e
r
n
a
t
i
o
n
a
l

m
a
g
a
z
i
n
e
.

T
h
e

s
t
o
r
y

m
u
s
t

b
e
g
i
n

w
i
t
h

t
h
e

f
o
l
l
o
w
i
n
g

w
o
r
d
s
:

W
h
e
n

P
a
u
l

h
e
a
r
d

a

n
o
i
s
e

i
n

t
h
e

g
a
r
d
e
n
,

h
e

g
o
t

u
p

t
o

l
o
o
k

o
u
t

o
f

t
h
e

w
i
n
d
o
w
.

W
r
i
t
e

y
o
u
r

s
t
o
r
y
.
5

A
n
s
w
e
r

o
n
e

o
f

t
h
e

f
o
l
l
o
w
i
n
g

t
w
o

q
u
e
s
t
i
o
n
s

b
a
s
e
d

o
n

y
o
u
r

r
e
a
d
i
n
g

o
f

o
n
e

o
f

t
h
e
s
e

s
e
t

b
o
o
k
s
.

W
r
i
t
e

t
h
e

l
e
t
t
e
r

(
a
)

o
r

(
b
)

a
s

w
e
l
l

a
s

t
h
e

n
u
m
b
e
r

5

i
n

t
h
e

q
u
e
s
t
i
o
n

b
o
x

o
n

t
h
e

f
o
l
l
o
w
i
n
g

p
a
g
e
.

(
a
)

A
.

J
.

C
r
o
n
i
n

T
h
e

C
i
t
a
d
e
l

A
n
d
r
e
w

M
a
n
s
o
n

c
h
a
n
g
e
d

w
h
e
n

h
e

s
t
a
r
t
e
d

t
r
y
i
n
g

t
o

m
a
k
e

e
a
s
y

m
o
n
e
y
.

W
r
i
t
e

a
n

e
s
s
a
y

d
e
s
c
r
i
b
i
n
g

h
o
w

h
i
s

a
m
b
i
t
i
o
n

t
o

b
e

r
i
c
h

c
h
a
n
g
e
d

h
i
m
.

(
b
)

J
u
l
e
s

V
e
r
n
e

R
o
u
n
d

t
h
e

w
o
r
l
d

i
n

8
0

d
a
y
s

T
h
r
o
u
g
h
o
u
t

t
h
e

n
o
v
e
l

P
a
s
s
e
p
a
r
t
o
u
t

e
n
c
o
u
n
t
e
r
s

m
a
n
y

d
a
n
g
e
r
o
u
s

s
i
t
u
a
-
t
i
o
n
s

b
u
t

m
a
n
a
g
e
s

t
o

s
u
r
v
i
v
e
.

W
h
i
c
h

s
i
t
u
a
t
i
o
n

d
o

y
o
u

t
h
i
n
k

i
s

t
h
e

m
o
s
t

d
i
f
c
u
l
t

f
o
r

h
i
m
?

W
r
i
t
e

a
n

e
s
s
a
y

s
a
y
i
n
g

w
h
i
c
h

s
i
t
u
a
t
i
o
n

y
o
u

t
h
i
n
k

i
s

t
h
e

m
o
s
t

d
i
f
c
u
l
t

f
o
r

h
i
m

a
n
d

w
h
y
.

Q
u
e
s
t
i
o
n
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
PAPER 2: WRITING
M
y

B
e
s
t

C
h
i
l
d
h
o
o
d

M
e
m
o
r
y
T
e
l
l

u
s

a
b
o
u
t

a
n

u
n
f
o
r
g
e
t
t
a
b
l
e

e
x
p
e
r
i
e
n
c
e

i
n

y
o
u
r

c
h
i
l
d
h
o
o
d

a
n
d

s
a
y

w
h
y

i
t

i
s

s
o

i
m
p
o
r
t
a
n
t

t
o

y
o
u
.
T
h
e

b
e
s
t

a
r
t
i
c
l
e

w
i
l
l

g
e
t

a

b
o
o
k

p
r
i
z
e
.
W
r
i
t
e

a

R
e
v
i
e
w

f
o
r

u
s
!
H
a
v
e

y
o
u

s
e
e
n

a

l
i
v
e

m
u
s
i
c

p
e
r
f
o
r
m
a
n
c
e

r
e
c
e
n
t
l
y
?

I
f

s
o
,

c
o
u
l
d

y
o
u

w
r
i
t
e

u
s

a

r
e
v
i
e
w

o
f

t
h
e

m
u
s
i
c

y
o
u

s
a
w
?

I
n
c
l
u
d
e

i
n
f
o
r
m
a
t
i
o
n

a
b
o
u
t

t
h
e

m
u
s
i
c
i
a
n
s
,

t
h
e

v
e
n
u
e

a
n
d

t
h
e

a
u
d
i
e
n
c
e

a
n
d

s
a
y

w
h
e
t
h
e
r

y
o
u
d

r
e
c
o
m
m
e
n
d

t
h
e

p
e
r
f
o
r
m
a
n
c
e

t
o

o
t
h
e
r

p
e
o
p
l
e
.
T
h
e

b
e
s
t

r
e
v
i
e
w
s

w
i
l
l

b
e

p
u
b
l
i
s
h
e
d

o
n

t
h
e

w
e
b
s
i
t
e
.

15 15
W
PART 1
Question 1 Email
Dear Jennie
What great news! I would have loved to be here to see you, but
Ill be on holiday myself in September. If had known, I would
have gone on holiday in August.
Anyway, I can give you all the information you need, and Ill
start with transport. In this country, if you dont want to spend
a lot of money, it is best to travel by coach. Trains are very
fast, but they are also more expensive.
If I were you, Id definitely go to Scotland and see the
Highlands. The scenery of mountains and lochs is fantastic. It will
also be a good break if you are visiting lots of busy cities.
Your best chance of staying in places cheaply is to go to Youth
Hostels, but remember it is a good idea to book early. There are
also nice Guest Houses outside big cities.
Love,
Emily
[148 words]
PART 2
Question 2 Article
My best childhood memory
When I was very young, I used to visit my grandfather every weekend
and during the holidays. He used to read me lovely stories from a
collection of books he himself had read when he was a child. I loved
those stories because they were so different from the stories in
television cartoons and the books had beautiful illustrations.
One day my grandfather phoned me and said that he had a really
special story to read me. I couldnt wait for the weekend, and at last
Saturday came and I went to his house. We sat down in the garden
and he opened a big notebook and began to read the story. It was
about a girl who was seven years old and was called Lisa, like me!
My grandfather had written the story himself, and it was the most
beautiful story I had ever heard.
I still have the story, and one day I shall read it to my own
grandchildren.
[162 words]
16
Writing
Sam
ple
answers
Question 3 Review
Marissa at the Dome
Fado is a Portuguese rhythm and nobody sings it like Marissa, who was
simply marvellous last night. The concert was at the Dome theatre and
all the tickets had been sold out months ago. The theatre was packed
with people of all ages and Marissa didnt disappoint anyone. She sang
songs from her new album but also some old favourites we were all hoping
to hear.
It was wonderful to see her, in her long dress, moving to the rhythm of
fado, apparently enjoying the experience as much as her audience was.
The musicians who accompanied her, and who travel everywhere with her,
were brilliant as well.
At the end she received a standing ovation and had to come back to
sing again because the audience didnt want to let her go. She promised
everyone that she would come back next year.
I recommend Marissa to all music lovers, even if they do not understand
a word of Portuguese. Her voice is capable of transporting one to another
world.
[170 words]
Question 4 Story
wheu eu/ heer e uocse cu rhe gereu he gor
up ro /ook our o+ rhe ucuou. Yr ues gerrcug
erk eu he cou/u'r see verg ue// Lur he
srege Lg rhe ucuou. 5oou he heer rhe see
kcu o+ uocse egecu perheps e Lcr /ouer eu
rhcs rce he ues sure cr ues cocug +ro rhe
she er rhe Lorro o+ rhe gereu. e ecce
ro go eu heve e /ook.
e opeue rhe kcrcheu oor eu ue/ke s/ou/g
ecross rhe /euu rrgcug uor ro eke eug uocse.
wher c+ cr ues e Lurg/er uecrcug +or cr ro ger
erk7 wher c+ rhe Lurg/er pushe hc ouu7 The
ore he rhoughr eLour cr rhe ore +rcghreue
eu/ gor.
e opeue rhe she oor e /crr/e Lur he cou/
uor see eugrhcug. 5ueu/g soerhcug pushe
rhe oor opeu ucrh greer +orce. A Lcg cer reu
pesr eu/ eu c/cLe up rhe ueeresr rree. eu/
ues shekcug eu sc/cug. The cer he euege ro
ger cu rhe she rhrough e creck Lur he rheu
Leeu uueL/e ro t u rhe ueg our!
[180 words]
17 17
How long is the paper? 45 minutes
How many parts are there? Four
How do candidates write their
answers?
Part 1: shade in the correct lozenge on
the answer sheet
Parts 2, 3 and 4: write the answer
in capital letters in the boxes on the
answer sheet one letter per box
How is the paper marked? Parts 1, 2 and 3: one mark for each
correct answer
Part 4: two correct marks for each
correct answer (one mark if the answer
has one mistake)
Part 1
One text with 12 gaps
Four options for each gap
Part 2
Candidates write one word to complete each gap
Part 3
A stem word is provided for each gap
Candidates must use this stem to form the correct words to complete the text
Part 4
Eight pairs of sentences
Candidates use two to ve words to complete the second sentence so that it
means the same as the rst sentence
What language is focused on in ...
... Part 1? Lexical/lexico-grammatical
... Part 2? Grammatical/lexico-grammatical
... Part 3? Lexical/lexico-grammatical
... Part 4? Lexical and grammatical
18
UoE
Paper 3: Use of English
Overview
UoE1
19
FAQS
Q Should candidates read the text or the options rst?
A Candidates should:
Read the whole text rst (not the multiple-choice options) to get the general
meaning.
Then read again very carefully and choose one option (A, B, C or D) to go in
each gap.
Read the text before and after the gap to make sure the answer really ts.
Q Can candidates give two answers if theyre not sure?
A No. There is only one answer to each question, so they have to choose. If
candidates are not sure, they should leave the question and come back to
it later.
Q If candidates cant do a question, should they guess?
A Yes. Remind your students that you dont lose marks for wrong answers, so you
have a one in four chance of being right.
Q Should candidates read through the text more than once?
A Yes. This task requires detailed reading; it cant be done quickly. Tell your
students to re-read the text when theyve nished to make sure all of their
answers make sense.
Q Does this task just test understanding of grammar?
A No. This task tests understanding of both vocabulary and grammar. Candidates
have to know the words, how words are used together in sentences, and how
sentences are linked together to make a text.
Task preparation
Its very useful for students to read the text through and think about the
meaning before looking at the questions in detail. Look at the sample task.
How would you engage students interest in the text? What questions could
you ask them?
Example questions:
1 What type of text is it? (an article)
2 What are orcas? (a type of whale)
3 Where did John go to see the orcas? (Canada)
4 What is the topic of each paragraph in the text? (1 = how John got interested in
orcas; 2 = what he did as a result; 3 = what happened on that day)
Task follow-up
Get students to think about how they approach the task by asking them to
discuss it in pairs.
Example questions:
1 Choose two answers and talk about why you chose your answer. Underline the
words before and after the gap that helped you make your choice.
2 Talk about the gap you found the most difcult. Which of the words did you
choose? Why?
Use of English
Part 1
1

A

r
o
s
e

B

i
n
c
r
e
a
s
e
d

C

a
d
d
e
d

D

e
x
t
e
n
d
e
d

2

A

t
i
m
e

B

t
u
r
n

C

p
a
r
t
i
c
u
l
a
r

D

f
a
c
t

3

A

f
u
l

l

B

r
e
a
c
h

C

o
b
t
a
i
n

D

s
u
c
c
e
e
d

4

A

O
n

a
c
c
o
u
n
t

o
f

B

B
y

m
e
a
n
s

o
f

C

E
x
c
e
p
t

f
o
r

D

I
n
s
t
e
a
d

o
f
5

A

h
i
r
e

B

r
e
n
t

C

p
a
y

D

p
u
r
c
h
a
s
e

6

A

s
c
a
r
c
e
l
y

B

r
a
t
h
e
r

C

h
a
r
d
l
y

D

m
o
r
e
7

A

c
o
m
p
a
r
e
s

B

r
e
s
e
m
b
l
e
s

C

r
e
m
i
n
d
s

D

a
p
p
e
a
r
s
8

A

s
u
g
g
e
s
t
e
d

B

i
n
s
i
s
t
e
d

C

a
d
v
i
s
e
d

D

p
e
r
s
u
a
d
e
d
9

A

c
a
r
r
y

B

c
o
n
t
i
n
u
e

C

f
o
l
l
o
w

D

r
e
m
a
i
n
1
0

A

a
d
v
a
n
c
i
n
g

B

c
o
m
i
n
g

C

m
o
v
i
n
g

D

a
p
p
r
o
a
c
h
i
n
g

1
1

A

s
c
a
r
e
d

B

t
h
r
e
a
t
e
n
e
d

C

w
o
r
r
i
e
d

D

e
n
d
a
n
g
e
r
e
d
1
2

A

a
w
a
y

B

o
v
e
r

C

u
p

D

o
u
t
PAPER 3: USE OF ENGLISH
20
P
A
R
T

1
F
o
r

q
u
e
s
t
i
o
n
s

1
1
2
,

r
e
a
d

t
h
e

t
e
x
t

b
e
l
o
w

a
n
d

d
e
c
i
d
e

w
h
i
c
h

a
n
s
w
e
r

(
A
,

B
,

C

o
r

D
)

b
e
s
t

t
s

e
a
c
h

g
a
p
.

T
h
e
r
e

i
s

a
n

e
x
a
m
p
l
e

a
t

t
h
e

b
e
g
i
n
n
i
n
g

(
0
)
.
M
a
r
k

y
o
u
r

a
n
s
w
e
r
s

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.
E
x
a
m
p
l
e
:
0

A

k
n
o
w
n

B

c
a
l
l
e
d

C

n
a
m
e
d

D

t
i
t
l
e
d

0

A

B

C

D
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
I
n

s
e
a
r
c
h

o
f

o
r
c
a
s
O
r
c
a
s
,

a
l
s
o

(
0
)

.
.
.
.
.

a
s

k
i
l
l
e
r

w
h
a
l
e
s
,

h
a
v
e

a
l
w
a
y
s

h
e
l
d

a

c
e
r
t
a
i
n

f
a
s
c
i
n
a
t
i
o
n

f
o
r

J
o
h
n

C
l
a
r
k
.

I
t

a
l
l

b
e
g
a
n

w
h
e
n

h
i
s

p
a
r
e
n
t
s

t
o
l
d

h
i
m

s
t
o
r
i
e
s

a
b
o
u
t

s
e
a

m
o
n
s
t
e
r
s
.

H
i
s

d
e
s
i
r
e

t
o

s
e
e

o
r
c
a
s

(
1
)

.
.
.
.
.

w
h
e
n

h
e

l
e
a
r
n
t

a
t

s
c
h
o
o
l

t
h
a
t

t
h
e
y

a
r
e

i
n

(
2
)

.
.
.
.
.

i
n
t
e
l
l
i
g
e
n
t
,

g
e
n
t
l
e

c
r
e
a
t
u
r
e
s
.

J
o
h
n

w
a
s

a
b
l
e

t
o

(
3
)

.
.
.
.
.

h
i
s

l
i
f
e
t
i
m
e

a
m
b
i
t
i
o
n

w
h
e
n

h
e

v
i
s
i
t
e
d

C
a
n
a
d
a

l
a
s
t

y
e
a
r
.

(
4
)

.
.
.
.
.

g
o
i
n
g

o
n

a

t
y
p
i
c
a
l

w
h
a
l
e
-
w
a
t
c
h
i
n
g

b
o
a
t

t
r
i
p
,

J
o
h
n

d
e
c
i
d
e
d

t
o

(
5
)

.
.
.
.
.

f
o
r

t
h
e

s
e
r
v
i
c
e
s

o
f

a

g
u
i
d
e

t
o

t
a
k
e

h
i
m

o
u
t

o
n

a

k
a
y
a
k
,

a

s
m
a
l
l

c
a
n
o
e
.

I

m
u
s
t

a
d
m
i
t

t
h
a
t

I

f
e
l
t

(
6
)

.
.
.
.
.

f
r
i
g
h
t
e
n
e
d

a
t

t
h
e

p
r
o
s
p
e
c
t

o
f

b
e
i
n
g

i
n

t
h
e

m
i
d
d
l
e

o
f

a

p
o
d

o
f

w
h
a
l
e
s
,

p
r
o
t
e
c
t
e
d

o
n
l
y

b
y

s
o
m
e
t
h
i
n
g

t
h
a
t

(
7
)

.
.
.
.
.

m
e

o
f

a

p
l
a
s
t
i
c

b
a
t
h
t
u
b
,

s
a
i
d

J
o
h
n
.

T
h
e
y

s
e
t

o
f
f

e
a
r
l
y
,

b
u
t

i
n

t
h
e

r
s
t

t
w
o

h
o
u
r
s

o
n
l
y

s
a
w

o
n
e

d
o
l
p
h
i
n
,

s
o

t
h
e

g
u
i
d
e

(
8
)

.
.
.
.
.

J
o
h
n

t
o

t
u
r
n

b
a
c
k
.

J
o
h
n

w
a
n
t
e
d

t
o

(
9
)

.
.
.
.
.

o
n

t
r
y
i
n
g
,

h
o
w
e
v
e
r
,

b
e
c
a
u
s
e

h
e

w
a
s

c
o
n
v
i
n
c
e
d

t
h
e
i
r

p
a
t
i
e
n
c
e

w
o
u
l
d

b
e

r
e
w
a
r
d
e
d
.

T
h
e
n
,

s
u
d
d
e
n
l
y
,

a
s

t
h
e
y

w
e
r
e

(
1
0
)

.
.
.
.
.

a

s
m
a
l
l

i
s
l
a
n
d
,

a

p
o
d

o
f

a
r
o
u
n
d

f
t
e
e
n

o
r
c
a
s

e
m
e
r
g
e
d

j
u
s
t

a

f
e
w

m
e
t
r
e
s

a
w
a
y

a

s
p
e
c
t
a
c
l
e

b
e
y
o
n
d

J
o
h
n
s

w
i
l
d
e
s
t

d
r
e
a
m
s
.

D
e
s
p
i
t
e

t
h
e
i
r

h
u
g
e

s
i
z
e
,

I

n
e
v
e
r

o
n
c
e

f
e
l
t

(
1
1
)

.
.
.
.
.

o
f

t
h
e
m
,

s
a
i
d

J
o
h
n
.

T
h
e

m
o
m
e
n
t

w
a
s

(
1
2
)

.
.
.
.
.

a
l
l

t
o
o

s
o
o
n
,

b
u
t

I
l
l

n
e
v
e
r

f
o
r
g
e
t

t
h
e

e
x
p
e
r
i
e
n
c
e
.
21
UoE2
FAQS
Q Should candidates read the whole text through before lling in any gaps?
A Yes. Tell your students not to start writing in their answers until they have
understood the whole text.
Q If candidates cant do a question, should they guess?
A Yes. In the FCE exam, you dont lose marks for wrong answers, so dont leave
any gaps blank.
Q Should candidates read the whole text in detail or should they just con-
centrate on the gaps?
A Tell your students that they should always read the whole text rst, without
looking at the gaps. After that, they should look carefully at the text before and
after the gap and think about the meaning of the whole text when they do each
question.
Q Are most of the missing words related to the topic?
A No, they arent. Candidates do not need specialist topic knowledge to complete
the text. The words they are looking for are the grammatical words.
Q To do this part, do candidates have to know their grammar?
A Yes. This task tests understanding of both vocabulary and grammar, but the
words needed are usually grammatical words.
Task preparation
If your students are not condent at this task, start with a few sentences
(each missing one word), related to the topic of the task, which they can
complete in groups.
For example:
1 A drum is a musical instrument which you play ...... a stick. (with)
2 Its not easy to learn ...... to play the drums. (how)
3 Theres a website where you can nd ...... more about drums. (out)
4 Unfortunately, Im ...... able to play the drums. (not)
5 The Japanese drum is ...... as a taiko. (known)
6 Some drums are bigger ...... others. (than)
7 How long does it ...... to learn to play the drums? (take)
8 Drums have been important in Japanese music ...... centuries. (for)
Task follow-up
After youve corrected the task with the class, ask students to discuss the
following questions.
1 Choose two answers you got right and tell your partner why you chose that
answer. Underline the words before and after the gap that helped you make
your choice.
2 Talk about the gap you found the most difcult. Now you know the answer,
discuss why it was hard.
Use of English
Part 2
22
UoE3
FAQS
Q What should students do rst read the whole text or read it line by line?
A Students should always read the whole text rst, to make sure they understand
it. Understanding the context will make it easier to ll in the gaps.
Q Can students write two words if theyre not sure which is correct?
A No. There is only one answer to each question. Tell students that if they are not
sure, they should leave the space and come back to it at the end.
Q Will students be marked down for getting an answer wrong?
A No, they wont. If they dont know an answer, tell them to guess they might
be lucky!
Q Is spelling important for this part of the exam?
A Yes, it is very important. The word must be spelt correctly to get a mark.
Q Are there some words that dont need changing?
A No, there arent. Each word will need at least one change.
Task preparation
For this task type, it is important that students know how and when to use
a range of sufxes and prexes. To give them practice and condence in this,
give each student in your class a card with either a word or a sufx/prex
written on it. Tell them to walk around the classroom, comparing cards with
other students until they nd their match. Remind them that they may have
to make other changes so that the sufxes t.
Examples:
Words with matching prexes Words with matching sufxes
un-
dis-
in-
over-
extra-
re-
en-
under-
mis-
super-
safe
advantage
appropriate
coat
ordinary
cycle
joy
line
understand
market
invent
comfort
youth
fascinat(e)
geograph(y)
gold
popular
behav(e)
commerc(e)
mountain
-ion
-able
-ful
-ing
-ical
-en
-ity
-iour
-ial
-ous
Use of English
Part 3
23
P
A
R
T

2
F
o
r

q
u
e
s
t
i
o
n
s

1
3
2
4
,

r
e
a
d

t
h
e

t
e
x
t

b
e
l
o
w

a
n
d

t
h
i
n
k

o
f

t
h
e

w
o
r
d

b
e
s
t

t
s

e
a
c
h

g
a
p
.

U
s
e

o
n
l
y

o
n
e

w
o
r
d

i
n

e
a
c
h

g
a
p
.

T
h
e
r
e

i
s

a
n

e
x
a
m
p
l
e

a
t

t
h
e

b
e
g
i
n
n
i
n
g

(
0
)
.
W
r
i
t
e

y
o
u
r

a
n
s
w
e
r
s

I
N

C
A
P
I
T
A
L

L
E
T
T
E
R
S

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.
E
x
a
m
p
l
e
:

0

W

H

I

C

H

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
T
h
e

r
h
y
t
h
m

o
f

J
a
p
a
n
e
s
e

d
r
u
m
s
K
o
d
o

i
s

t
h
e

n
a
m
e

o
f

a

J
a
p
a
n
e
s
e

g
r
o
u
p

o
f

d
r
u
m
m
e
r
s

(
0
)

.
.
.
.
.
.
.
.
.
.

w
a
s

f
o
r
m
e
d

i
n

1
9
8
1
.

T
h
e

g
r
o
u
p

m
a
d
e

a

n
a
m
e

f
o
r

i
t
s
e
l
f

a
t

t
h
e

B
e
r
l
i
n

M
u
s
i
c

F
e
s
t
i
v
a
l

i
n

t
h
a
t

s
a
m
e

y
e
a
r

a
n
d

h
a
s

g
o
n
e

(
1
3
)

.
.
.
.
.
.
.
.
.
.

t
o

a
p
p
e
a
r

a
t

m
a
n
y

o
t
h
e
r

f
a
m
o
u
s

e
v
e
n
t
s
,

(
1
4
)

.
.
.
.
.
.
.
.
.
.

a
s

t
h
e

F
I
F
A

W
o
r
l
d

C
u
p

o
p
e
n
i
n
g

c
e
r
e
m
o
n
y

i
n

2
0
0
2
.

K
o
d
o

i
s

(
1
5
)

.
.
.
.
.
.
.
.
.
.

u
p

o
f

f
o
r
t
y
-
e
i
g
h
t

m
u
s
i
c
i
a
n
s

(
1
6
)

.
.
.
.
.
.
.
.
.
.

a
i
m

i
s

t
o

p
r
o
m
o
t
e

g
r
e
a
t
e
r

a
p
p
r
e
c
i
a
t
i
o
n

o
f

t
h
e

d
r
u
m

(
1
7
)

.
.
.
.
.
.
.
.
.
.

a

u
n
i
q
u
e

i
n
s
t
r
u
m
e
n
t
.

E
a
c
h

p
e
r
f
o
r
m
a
n
c
e

i
s

a
n

o
v
e
r
w
h
e
l
m
i
n
g

e
x
p
e
r
i
e
n
c
e

a
n
d

i
s

m
u
c
h

e
n
j
o
y
e
d

b
y

a
u
d
i
e
n
c
e
s
.

T
h
e

t
a
i
k
o
,

a
s

t
h
e

d
r
u
m

i
s

k
n
o
w
n
,

h
a
s

a
l
w
a
y
s

f
e
a
t
u
r
e
d

p
r
o
m
i
n
e
n
t
l
y

i
n

J
a
p
a
n
e
s
e

m
u
s
i
c
,

w
h
e
t
h
e
r

i
t

i
s

t
h
e

g
e
n
t
l
e

t
a
p
p
i
n
g

s
o
u
n
d

o
f

a

s
m
a
l
l

i
n
s
t
r
u
m
e
n
t

(
1
8
)

.
.
.
.
.
.
.
.
.
.

t
h
e

b
e
a
t

o
f

a

h
u
g
e

o
n
e
.

E
v
e
r

(
1
9
)

.
.
.
.
.
.
.
.
.
.

a
n
c
i
e
n
t

t
i
m
e
s

t
h
e

t
a
i
k
o

h
a
s

b
e
e
n

a

s
y
m
b
o
l

o
f

c
o
m
m
u
n
i
c
a
t
i
o
n
,

T
a
k
a
s
h
i

A
k
a
m
i
n
e
,

t
h
e

g
r
o
u
p
s

m
a
n
a
g
e
r
,

s
a
y
s
.

I
t
s

b
e
a
t

i
s

l
i
k
e

a

w
o
r
l
d

l
a
n
g
u
a
g
e
.

A

s
k
i
l
l
e
d

d
r
u
m
m
e
r

i
s

(
2
0
)

.
.
.
.
.
.
.
.
.
.

t
o

r
e
c
r
e
a
t
e

a
l
m
o
s
t

a
n
y

s
o
u
n
d
:

(
2
1
)

.
.
.
.
.
.
.
.
.
.

a

s
t
r
o
n
g

w
i
n
d

t
o

t
h
e

v
o
i
c
e

o
f

a
n

i
n
s
e
c
t
,

b
u
t

m
e
m
b
e
r
s

o
f

K
o
d
o

a
r
e

(
2
2
)

.
.
.
.
.
.
.
.
.
.

t
h
a
n

j
u
s
t

d
r
u
m
m
e
r
s
.

I
n

t
h
e

c
o
u
r
s
e

o
f

a

p
e
r
f
o
r
m
a
n
c
e

s
o
m
e

o
f

(
2
3
)

.
.
.
.
.
.
.
.
.
.

s
i
n
g
,

s
o
m
e

d
a
n
c
e
,

w
h
i
l
s
t

o
t
h
e
r
s

p
l
a
y

t
h
e

u
t
e
,

c
y
m
b
a
l
s

o
r

o
t
h
e
r

J
a
p
a
n
e
s
e

i
n
s
t
r
u
m
e
n
t
s
.

T
h
e
s
e

m
u
s
i
c
a
l

c
o
m
b
i
n
a
t
i
o
n
s

k
e
e
p

t
h
e

r
h
y
t
h
m

o
f

t
h
e

p
r
o
g
r
a
m
m
e

v
a
r
i
e
d
,

a
n
d

t
h
e

a
u
d
i
e
n
c
e

g
u
e
s
s
i
n
g

a
b
o
u
t

(
2
4
)

.
.
.
.
.
.
.
.
.
.

w
i
l
l

c
o
m
e

n
e
x
t
.
P
A
R
T

3
F
o
r

q
u
e
s
t
i
o
n
s

2
5
3
4
,

r
e
a
d

t
h
e

t
e
x
t

b
e
l
o
w
.

U
s
e

t
h
e

w
o
r
d

g
i
v
e
n

i
n

c
a
p
i
t
a
l
s

a
t

t
h
e

e
n
d

o
f

s
o
m
e

o
f

t
h
e

l
i
n
e
s

t
o

f
o
r
m

a

w
o
r
d

t
h
a
t

t
s

i
n

t
h
e

g
a
p

i
n

t
h
e

s
a
m
e

l
i
n
e
.

T
h
e
r
e

i
s

a
n

e
x
a
m
p
l
e

a
t

t
h
e

b
e
g
i
n
n
i
n
g

(
0
)
.
W
r
i
t
e

y
o
u
r

a
n
s
w
e
r
s

I
N

C
A
P
I
T
A
L

L
E
T
T
E
R
S

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.
E
x
a
m
p
l
e
:

0

I

N

V

E

N

T

I

O

N

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
S
K
A
T
E
B
O
A
R
D
I
N
G
Part 2 (questions 1324) and Part 3 (questions 2534) Sample Test
23
S
i
n
c
e

i
t
s

(
0
)

.

i
n

t
h
e

l
a
t
e

1
9
5
0
s
,

t
h
e

s
k
a
t
e
b
o
a
r
d
,

w
h
i
c
h

i
s

a

n
a
r
r
o
w

b
o
a
r
d

w
i
t
h

r
o
l
l
e
r
-
s
k
a
t
e

w
h
e
e
l
s

x
e
d

t
o

i
t
,

h
a
s

b
e
c
o
m
e

a

s
t
a
n
d
a
r
d

i
t
e
m

o
f

s
p
o
r
t
s

(
2
5
)

.

f
o
r

t
e
e
n
a
g
e

b
o
y
s
.

I
t

w
a
s

c
r
e
a
t
e
d

a
s

a

m
e
a
n
s

o
f

s
u
r
n
g

w
i
t
h
o
u
t

w
a
t
e
r

w
h
e
n

t
h
e

w
a
v
e
s

w
e
r
e

n
o
t

g
o
o
d

e
n
o
u
g
h

f
o
r

s
e
a

s
u
r
n
g
.
N
o
w
a
d
a
y
s

t
h
e
r
e

a
r
e

s
k
a
t
e
b
o
a
r
d
i
n
g

p
a
r
k
s

f
o
r

f
o
r
m
a
l

(
2
6
)

.
,

b
u
t

t
h
e

e
a
r
l
i
e
s
t

v
e
n
u
e
s

f
o
r

s
k
a
t
e
b
o
a
r
d
i
n
g

w
e
r
e

j
u
s
t

e
m
p
t
y

s
w
i
m
m
i
n
g

p
o
o
l
s
.

B
y

t
h
e

e
a
r
l
y

1
9
7
0
s
,

b
i
c
y
c
l
e

(
2
7
)

.

s
t
a
r
t
e
d

p
r
o
d
u
c
i
n
g

q
u
a
l
i
t
y

s
k
a
t
e
b
o
a
r
d
s

w
h
i
c
h

b
r
o
k
e

l
e
s
s

(
2
8
)

.

a
n
d

h
a
d

m
o
r
e

(
2
9
)

.

w
h
e
e
l
s

t
h
a
t

w
o
u
l
d

n
o
t

c
o
m
e

o
f
f

a
n
d

c
a
u
s
e

i
n
j
u
r
y
.

T
h
e
s
e

(
3
0
)

.

m
a
d
e

i
t

p
o
s
s
i
b
l
e

f
o
r

s
k
a
t
e
b
o
a
r
d
e
r
s

t
o

t
r
y

n
e
w

m
o
v
e
s

t
o

d
e
m
o
n
s
t
r
a
t
e

t
h
e
i
r

s
k
i
l
l
s
,

t
h
e

m
o
s
t

(
3
1
)

.

o
f

w
h
i
c
h

i
s

p
e
r
h
a
p
s

t
h
e

o
l
l
i
e
,

a
n

a
m
a
z
i
n
g

l
e
a
p

i
n
t
o

t
h
e

a
i
r
.

T
h
e

(
3
2
)

.

o
f

t
h
e

s
p
o
r
t

d
e
c
l
i
n
e
d

i
n

t
h
e

1
9
8
0
s

w
h
e
n

s
o
m
e

c
r
i
t
i
c
s

a
r
g
u
e
d

i
t

w
a
s

s
t
i
l
l

t
o
o

r
i
s
k
y

a
n
d

(
3
3
)

.

H
o
w
e
v
e
r
,

s
k
a
t
e
b
o
a
r
d
i
n
g

h
a
s

m
a
d
e

a

(
3
4
)

.

a
n
d

i
s

l
i
k
e
l
y

t
o

r
e
m
a
i
n

a

s
y
m
b
o
l

o
f

y
o
u
t
h
f
u
l

e
n
e
r
g
y

f
o
r

m
a
n
y

y
e
a
r
s
.

I
N
V
E
N
T
E
Q
U
I
P

C
O
M
P
E
T
E
M
A
N
U
F
A
C
T
U
R
E
E
A
S
Y

R
E
L
Y
I
M
P
R
O
V
E
I
M
P
R
E
S
S
P
O
P
U
L
A
R

S
A
F
E
C
O
M
E

UoE4
FAQS
Q Is it important for candidates to read all the questions before attempting
any?
A No. Each question is separate and unconnected with the others, so they can do
one at a time.
Q How many words are needed to complete the sentence?
A At least two, but no more than ve. Contractions (e.g. cant) count as two
words.
Q Will candidates always have to change the words that appear in the rst
sentence?
A This depends on the sentence. Sometimes the words will need to be changed
and sometimes not.
Q Can the key word be changed?
A Denitely not! The key word must remain exactly as it is.
Q Is spelling important?
A Yes, it is. Students will not get marks if their spelling is inaccurate.
Q Does the second sentence always have to mean the same as the rst?
A Yes, it does. No information should be left out and nothing new should be
added.
Q Does the answer have to be perfect to get any marks?
A No. There are two marks and students can get one of them if they only make
one mistake.
Task preparation
Students often need a lot of practice at making sure the two nished
sentences actually mean the same thing. Write pairs of sentences that mean
the same thing. Cut them up and give each person in the class one sentence.
Tell them to walk around the classroom, comparing sentences with their
classmates until they nd their match.
Examples:
1 A
B
2 A
B
3 A
B
4 A
B
5 A
B
Terry regrets borrowing his brothers bicycle.
Terry wishes he hadnt borrowed his brothers bicycle.
Will you lend me your bicycle, please? said Terry to his brother.
Terry asked if he could borrow his brothers bicycle.
It was the rst time Terry had ridden his brothers bicycle.
Terry had never ridden his brothers bicycle before.
Terry found riding his brothers bicycle exciting.
Terry felt excited when he rode his brothers bicycle.
Terry couldnt wait to ride his brothers bicycle.
Terry was really looking forward to riding his brothers bicycle.
24
Use of English
Part 4
25
P
a
r
t

4
F
o
r

q
u
e
s
t
i
o
n
s

3
5
4
2
,

c
o
m
p
l
e
t
e

t
h
e

s
e
c
o
n
d

s
e
n
t
e
n
c
e

s
o

t
h
a
t

i
t

h
a
s

a

s
i
m
i
l
a
r

m
e
a
n
i
n
g

t
o

t
h
e

r
s
t

s
e
n
t
e
n
c
e
,

u
s
i
n
g

t
h
e

w
o
r
d

g
i
v
e
n
.

D
o

n
o
t

c
h
a
n
g
e

t
h
e

w
o
r
d

g
i
v
e
n
.

Y
o
u

m
u
s
t

u
s
e

b
e
t
w
e
e
n

t
w
o

a
n
d

v
e

w
o
r
d
s
,

i
n
c
l
u
d
i
n
g

t
h
e

w
o
r
d

g
i
v
e
n
.

H
e
r
e

i
s

a
n

e
x
a
m
p
l
e

(
0
)
.
E
x
a
m
p
l
e
:
0

T
h
e
y

s
h
o
u
l
d

n
e
v
e
r

a
l
l
o
w

h
e
a
v
y

v
e
h
i
c
l
e
s

i
n
t
o

t
h
e

c
e
n
t
r
e

o
f

t
o
w
n
.

B
E

H
e
a
v
y

v
e
h
i
c
l
e
s

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

i
n
t
o

t
h
e

c
e
n
t
r
e

o
f

t
o
w
n
.
T
h
e

g
a
p

c
a
n

b
e

l
l
e
d

b
y

t
h
e

w
o
r
d
s

s
h
o
u
l
d

n
e
v
e
r

b
e

a
l
l
o
w
e
d
,

s
o

y
o
u

w
r
i
t
e
:

0

S
H
O
U
L
D

N
E
V
E
R

B
E

A
L
L
O
W
E
D
W
r
i
t
e

t
h
e

m
i
s
s
i
n
g

w
o
r
d
s

I
N

C
A
P
I
T
A
L

L
E
T
T
E
R
S

o
n

t
h
e

s
e
p
a
r
a
t
e

a
n
s
w
e
r

s
h
e
e
t
.

_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
3
5

T
o
m

r
e
g
r
e
t
s

g
o
i
n
g

o
n

s
u
c
h

a
n

e
x
p
e
n
s
i
v
e

s
u
m
m
e
r

h
o
l
i
d
a
y
.

N
O
T

T
o
m

w
i
s
h
e
s

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

o
n

s
u
c
h

a
n

e
x
p
e
n
s
i
v
e

s
u
m
m
e
r

h
o
l
i
d
a
y
.
3
6

I

r
e
a
l
l
y

w
a
n
t
e
d

t
o

s
e
e

t
h
a
t

w
i
l
d
l
i
f
e

p
r
o
g
r
a
m
m
e
,

b
u
t

m
y

T
V

w
a
s

b
r
o
k
e
n
.

L
O
O
K
I
N
G

I

w
a
s

r
e
a
l
l
y

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

t
h
a
t

w
i
l
d
l
i
f
e

p
r
o
g
r
a
m
m
e
,

b
u
t

t
h
e

T
V

w
a
s

b
r
o
k
e
n
.
3
7

B
a
r
b
a
r
a

o
n
l
y

d
i
s
c
o
v
e
r
e
d

t
h
e

t
r
u
t
h

b
e
c
a
u
s
e

s
h
e

r
e
a
d

J
o
h
n
s

d
i
a
r
y
.

S
T
I
L
L

I
f

B
a
r
b
a
r
a

h
a
d
n
t

r
e
a
d

J
o
h
n
s

d
i
a
r
y
,

s
h
e

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

k
n
o
w

t
h
e

t
r
u
t
h
.

3
8

I

w
a
s

v
e
r
y

m
o
v
e
d

b
e
c
a
u
s
e

I
d

n
e
v
e
r

b
e
e
n

t
o

a

w
e
d
d
i
n
g

c
e
r
e
m
o
n
y

b
e
f
o
r
e
.

F
I
R
S
T

I

w
a
s

v
e
r
y

m
o
v
e
d

b
e
c
a
u
s
e

t
h
i
s

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

I
d

e
v
e
r

b
e
e
n

t
o

a

w
e
d
d
i
n
g

c
e
r
e
m
o
n
y
.
3
9

C
a
r
o
l

m
u
s
t

w
a
t
e
r

t
h
e
s
e

p
l
a
n
t
s

e
v
e
r
y

d
a
y

o
r

e
l
s
e

t
h
e
y

w
o
n
t

s
u
r
v
i
v
e

t
h
e

h
o
t

s
u
m
m
e
r
.

U
N
L
E
S
S

T
h
e
s
e

p
l
a
n
t
s

w
o
n
t

s
u
r
v
i
v
e

t
h
e

h
o
t

s
u
m
m
e
r

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

t
h
e
m

e
v
e
r
y

d
a
y
.
4
0

Y
o
u

o
u
g
h
t

t
o

t
r
y

t
o

u
n
d
e
r
s
t
a
n
d

y
o
u
r

s
i
s
t
e
r
s

f
e
e
l
i
n
g
s
.

E
F
F
O
R
T

Y
o
u

o
u
g
h
t

t
o

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

u
n
d
e
r
s
t
a
n
d

y
o
u
r

s
i
s
t
e
r
s

f
e
e
l
i
n
g
s
.
4
1

T
h
e

r
e
s
t
a
u
r
a
n
t

m
a
n
a
g
e
r

c
a
n
t

u
n
d
e
r
s
t
a
n
d

w
h
y

t
h
e
r
e

a
r
e

f
e
w
e
r

c
u
s
t
o
m
e
r
s

o
n

F
r
i
d
a
y
s

t
h
a
n

o
n

T
h
u
r
s
d
a
y
s
.

M
A
N
Y

T
h
e

r
e
s
t
a
u
r
a
n
t

m
a
n
a
g
e
r

c
a
n
t

u
n
d
e
r
s
t
a
n
d

w
h
y

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

c
u
s
t
o
m
e
r
s

o
n

F
r
i
d
a
y
s

a
s

o
n

T
h
u
r
s
d
a
y
s
.

4
2

C
a
n
t

y
o
u

s
e
e

t
h
a
t

t
h
e

d
o
o
r
w
a
y

i
s

t
o
o

n
a
r
r
o
w

t
o

g
e
t

t
h
i
s

l
a
r
g
e

a
r
m
c
h
a
i
r

t
h
r
o
u
g
h

i
t
?

N
O
T

C
a
n
t

y
o
u

s
e
e

t
h
a
t

t
h
e

d
o
o
r
w
a
y

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

t
o

g
e
t

t
h
i
s

l
a
r
g
e

a
r
m
c
h
a
i
r

t
h
r
o
u
g
h

i
t
?
25
UoE
PART 1
1 B; 2 D; 3 A; 4 D; 5 C; 6 B; 7 C; 8 C; 9 A; 10 D; 11 A; 12 B
PART 2
13 ON; 14 SUCH; 15 MADE; 16 WHOSE; 17 AS; 18 OR; 19 SINCE; 20 ABLE;
21 FROM; 22 MORE; 23 THEM; 24 WHAT
PART 3
25 EQUIPMENT
26 COMPETITIONS
27 MANUFACTURERS
28 EASILY
29 RELIABLE
30 IMPROVEMENTS
31 IMPRESSIVE
32 POPULARITY
33 UNSAFE
34 COMEBACK
PART 4
35 (THAT) HE HAD NOT GONE
36 LOOKING FORWARD TO (SEEING/WATCHING)
37 STILL WOULD NOT/WOULDNT
38 WAS THE FIRST TIME (THAT)
39 UNLESS CAROL WATERS
40 MAKE AN EFFORT TO
41 THERE ARENT/ARE NOT AS MANY
42 IS NOT WIDE ENOUGH
26
Use of English
Answer Key
L
Paper 4: Listening
Overview
27
How long is the paper? Around 40 minutes
How many parts are there? Four. Each part is heard twice.
What kind of texts will be used? Monologues and texts with interacting
speakers.
Monologues could include: answerphone
messages, radio documentaries, lectures,
advertisements, anecdotes and lectures.
Interacting speakers could include:
interviews, conversations, radio plays and
transactions.
How do candidates write their
answers?
It is best to write directly on the question
sheet while listening to the recordings. At
the end, candidates are given ve minutes
to transfer their answers to the separate
answer sheet.
How is the paper marked? One mark for each correct answer.
Part 1
Eight unrelated extracts
One question per extract
Three options for each question
Part 2
A three-minute recording
Ten sentences with a gap in each
One to three words are needed to complete each gap
Part 3
Five related monologues
Six options to choose from
Part 4
A three-minute recording
Seven questions based on the recording
Four options for each question
What is being tested in ...
... Part 1? general gist, detail, function, purpose,
attitude, opinion, relationship, topic, place,
situation, genre, agreement, etc.
... Part 2? detail, specic information, stated opinion
... Part 3? general gist, detail, function, purpose,
attitude, opinion, relationship, topic, place,
situation, genre, agreement, etc.
... Part 4? opinion, attitude, gist, main idea, specic
information
Listening
L1
FAQS
Q How many questions are there?
A There are eight extracts and each extract has one question.
Q How many multiple-choice options are there?
A Three for each question.
Q Are the extracts connected in any way?
A No, they are completely unrelated. However, a brief introduction to each makes
students aware of the context.
Q Will all the extracts be monologues?
A No. They are sometimes monologues and sometimes exchanges between
interacting speakers. Students should listen carefully to the introduction so that
they know how many voices they will hear.
Q How long are the extracts and how many times are they played?
A They are around 30 seconds long each and each one is played twice.
Task preparation
Help students to understand the links between the questions and the options
before they attempt a listening task. Delete part of the question or some of
the options from a task and ask them to guess what goes in the spaces.
If you emphasise that even before listening, students were able to come up
with similar questions and options, it will give them more condence when
approaching the task, and demonstrate to them how the task works.
Examples:
1 You hear a woman talking about her job.
...................................................................... ?
A Women are particularly good at it.
B It is not as dangerous as people think.
C Formal training is essential.
2 You hear two colleagues talking about travelling to work.
...................................................................... ?
A how long it takes
B how much it costs
C how frequently it runs
3 You hear a novelist talking on the radio about a newspaper editor.
What did the editor do for him?
A ......................................................................
B ......................................................................
C ......................................................................
4 You hear a health specialist talking on the radio about exercise.
What form of exercise does he recommend?
A ......................................................................
B ......................................................................
C ......................................................................
Part 1
28
29
PAPER 4: LISTENING
Part 1
You will hear people talking in eight different situations. For questions 18, choose the best answer,
(A, B or C).
______________________________________________________________________________
1 You hear a woman talking about her job.
What does she say about it?
A Women are particularly good at it.
B It is not as dangerous as people think.
C Formal training is essential.
2 You hear two colleagues talking about travelling to work.
What made the man decide to use the bus?
A how long it takes
B how much it costs
C how frequently it runs
3 You hear a novelist talking on the radio about a newspaper editor.
What did the editor do for him?
A She increased his self-condence.
B She published some of his work.
C She introduced him to well-known authors.
4 You hear a health specialist talking on the radio about exercise.
What form of exercise does he recommend?
A gym workouts
B walking
C swimming
5 You overhear a woman talking about organising a conference.
How does she feel about it?
A doubtful about how much work it will involve
B upset about having to do the work herself
C concerned about what other people will say
6 You overhear a man making a telephone call.
Why is he phoning?
A to change an arrangement
B to correct some information
C to complain about a service
7 You overhear two people talking about a soap opera.
What does the woman think about it?
A It is poorly acted.
B It has an unrealistic plot.
C It lacks originality.
8 You hear part of a play on the radio.
Who is the man talking to?
A his boss
B his lawyer
C his wife
30
L2
FAQS
Q How many sentences have to be completed?
A There are ten sentences.
Q How many words are missing from each sentence?
A A lot of the sentences can be completed with one word, but some will need
two or three.
Q Can candidates use their own words to complete the gaps?
A No. All the words they need will be in the recording.
Q Will the task always be based on a monologue?
A No. It could be either a monologue or interacting speakers.
Task preparation
Before listening to the recording, students have 45 seconds to read the
questions in the exam. Tell them to use this time wisely! Ask them questions
about the task to get them in the habit of predicting the missing words.
Example:
1 Which words would t within the context?
For example, in question 9, we are looking for the name of a type of place that
offers training for chefs. Would school work here? How about college?
2 Do you need an adjective or a noun, singular or plural? How do you know?
For example, in question 12, we know we need a noun because of the denite
article before the gap. We know it must be a plural noun, because of the verb
are after the gap.
Task follow-up
While students will hear all the individual words they need, they will not hear
exactly the same sentences in the recording as they read on the question
paper. To raise awareness of this, give them sections of the audio script after
they have done the task. Ask them to underline the sentences that give them
the answers and in small groups, compare how different they are from the
task sentences.
Listening
Part 2
L3
31
FAQS
Q How many speakers are there?
A There are always ve speakers. Each one gives a short monologue of around 30
seconds.
Q Are the monologues related?
A Yes, they are related by topic. For example, in the sample task the topic is
holiday experiences.
Q Why are there six options if there are only ve speakers?
A There is an extra option so that students will always have a choice, even when
listening to the fth monologue.
Q How many times will the recording be played?
A As with all parts of the Listening paper, students will hear the recording twice.
Task preparation
To train students to read the questions carefully and make sure they
understand them, ask them to look at the task in pairs or small groups before
listening. Tell them to think of another way of expressing the main ideas in
each option and then compare answers as a class.
Example:
1 I prefer going to places that have an interesting history.
What I like most is going to places which have an interesting past / where you can
learn about something interesting that happened in the past.
Task follow-up
In this task, there are often distractions (answers that seem correct because
of the language used, but which are actually wrong within the context, for
example).
To get students out of the habit of just word spotting to nd answers, give
them the audio script after doing the task and ask them questions to help
them see where the distractions were and why they were wrong.
Example:
1 Three of the speakers mention comfort in different ways. Who are they?
(1, 3 and 4) What do they say about comfort?
2 Four of the speakers mention work in different ways. Who are they?
(1, 2, 3 and 4) What do they say about work?
3 Two of the speakers mention short breaks in different ways. Who are they?
(1 and 5) What do they say about short breaks?
Listening
Part 3
32
P
A
R
T

3
Y
o
u

w
i
l
l

h
e
a
r

v
e

d
i
f
f
e
r
e
n
t

p
e
o
p
l
e

t
a
l
k
i
n
g

a
b
o
u
t

t
h
e
i
r

h
o
l
i
d
a
y

e
x
p
e
r
i
e
n
c
e
s
.

F
o
r

q
u
e
s
t
i
o
n
s

1
9
2
3
,

c
h
o
o
s
e

f
r
o
m

t
h
e

l
i
s
t

(
A
F
)

w
h
a
t

e
a
c
h

s
p
e
a
k
e
r

s
a
y
s
.

U
s
e

t
h
e

l
e
t
t
e
r
s

o
n
l
y

o
n
c
e
.

T
h
e
r
e

i
s

o
n
e

e
x
t
r
a

l
e
t
t
e
r

w
h
i
c
h

y
o
u

d
o

n
o
t

n
e
e
d

t
o

u
s
e
.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
A

I

p
r
e
f
e
r

g
o
i
n
g

t
o

p
l
a
c
e
s

t
h
a
t

h
a
v
e

a
n

i
n
t
e
r
e
s
t
i
n
g

h
i
s
t
o
r
y
.

S
p
e
a
k
e
r

1

1
9
B

I

h
a
v
e

o
n
l
y

r
e
c
e
n
t
l
y

s
t
a
r
t
e
d

t
a
k
i
n
g

p
r
o
p
e
r

h
o
l
i
d
a
y
s
.

S
p
e
a
k
e
r

2

2
0
C

I

h
a
v
e

t
o

b
e

p
e
r
s
u
a
d
e
d

t
o

s
t
o
p

w
o
r
k
i
n
g

a
n
d

t
a
k
e

a

h
o
l
i
d
a
y
.

S
p
e
a
k
e
r

3

2
1
D

I

b
e
l
i
e
v
e

a

b
i
t

o
f

d
i
s
c
o
m
f
o
r
t

i
s

n
e
c
e
s
s
a
r
y

o
n

h
o
l
i
d
a
y
.

S
p
e
a
k
e
r

4

2
2
E

I

n
d

h
o
l
i
d
a
y
i
n
g

o
n

m
y

o
w
n

i
s

t
h
e

b
e
s
t

w
a
y

t
o

r
e
l
a
x
.

S
p
e
a
k
e
r

5

2
3
F

I

l
i
k
e

h
o
l
i
d
a
y
s

t
o

b
e

a

c
o
m
p
l
e
t
e

b
r
e
a
k

f
r
o
m

w
o
r
k
.
PAPER 4: LISTENING
Part 2 (questions 918) and Part 3 (questions 1923) Sample Test
P
A
R
T

2
Y
o
u

w
i
l
l

h
e
a
r

a
n

i
n
t
e
r
v
i
e
w

w
i
t
h

a

m
a
n

c
a
l
l
e
d

J
a
c
k

B
r
o
w
n
,

a

c
h
e
f

a
n
d

r
e
s
t
a
u
r
a
n
t

o
w
n
e
r

w
h
o

h
a
s

a
l
s
o

w
r
i
t
t
e
n

a

c
o
o
k
e
r
y

b
o
o
k
.

F
o
r

q
u
e
s
t
i
o
n
s

9
1
8
,

c
o
m
p
l
e
t
e

t
h
e

s
e
n
t
e
n
c
e
s
.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
J
a
c
k

B
r
o
w
n
:

C
h
e
f
,

R
e
s
t
a
u
r
a
n
t

o
w
n
e
r

a
n
d

W
r
i
t
e
r
J
a
c
k

s
a
y
s

t
h
a
t

i
n

t
h
e

a
r
e
a

w
h
e
r
e

h
e

l
i
v
e
d

t
h
e
r
e

w
e
r
e

n
o

9

o
f
f
e
r
i
n
g

t
r
a
i
n
i
n
g

f
o
r

c
h
e
f
s
.

J
a
c
k

u
s
e
s

t
h
e

w
o
r
d

1
0

t
o

d
e
s
c
r
i
b
e

w
h
a
t

c
o
o
k
i
n
g

i
s

a
l
l

a
b
o
u
t

f
o
r

h
i
m
.
W
h
e
n

p
l
a
n
n
i
n
g

h
i
s

m
e
n
u
s
,

w
h
a
t
s

a
v
a
i
l
a
b
l
e

i
n

t
h
e

1
1

d
e
t
e
r
m
i
n
e
s

J
a
c
k
s

c
h
o
i
c
e

o
f

i
n
g
r
e
d
i
e
n
t
s
.

J
a
c
k

s
a
y
s

h
i
s

1
2

a
r
e

t
h
e

m
o
s
t

i
m
p
o
r
t
a
n
t

p
e
o
p
l
e

i
n

h
i
s

r
e
s
t
a
u
r
a
n
t
.
J
a
c
k

b
e
l
i
e
v
e
s

p
e
o
p
l
e

r
e
t
u
r
n

t
o

h
i
s

r
e
s
t
a
u
r
a
n
t

b
e
c
a
u
s
e

t
h
e

1
3

o
f

w
h
a
t

t
h
e
y

e
a
t

l
e
a
v
e
s

t
h
e
m

w
i
t
h

g
o
o
d

m
e
m
o
r
i
e
s
.
W
h
e
n

J
a
c
k

d
e
c
i
d
e
d

t
o

w
r
i
t
e

a

b
o
o
k
,

h
i
s

a
i
m

w
a
s

t
o

w
r
i
t
e

a
b
o
u
t

h
i
s

1
4

o
f

c
o
o
k
i
n
g

a
s

w
e
l
l

a
s

g
i
v
e

g
o
o
d

r
e
c
i
p
e
s
.
J
a
c
k

m
e
n
t
i
o
n
s

h
i
s

1
5

a
s

a
n

e
x
a
m
p
l
e

o
f

a

r
e
c
i
p
e

w
h
i
c
h

h
a
s

r
e
m
a
i
n
e
d

t
h
e

s
a
m
e

o
v
e
r

t
i
m
e
.
J
a
c
k

a
d
v
i
s
e
s

r
e
a
d
e
r
s

o
f

h
i
s

b
o
o
k

t
o

t
r
y

t
o

g
e
t

s
o
m
e

o
f

t
h
e

i
n
g
r
e
d
i
e
n
t
s

i
n

t
h
e
i
r

l
o
c
a
l

1
6

.
J
a
c
k

s
a
y
s

t
h
a
t

t
h
e

w
a
y

m
e
a
l
s

a
r
e

s
e
r
v
e
d

i
n

h
i
s

r
e
s
t
a
u
r
a
n
t

i
s

s
i
m
i
l
a
r

t
o

a

1
7

s
t
y
l
e

o
f

s
e
r
v
i
n
g

f
o
o
d
.

J
a
c
k

a
d
m
i
t
s

t
h
a
t

h
i
s

b
o
o
k

s
e
l
l
s

w
e
l
l

p
a
r
t
l
y

b
e
c
a
u
s
e

o
f

t
h
e

1
8

i
n

i
t
.
33
Teaching FCE Teaching FCE
L4
FAQS
Q How long is this part of the exam?
A Part 4 is around three minutes long.
Q How many speakers will there be?
A This part will either be a monologue or an exchange between interacting
speakers. In the sample task here, there are two speakers an interviewer and
a man who runs a travel company.
Q Will there always be the same number of questions?
A Yes, there will always be seven.
Q Will the questions follow the order of the recording?
A Yes, they will.
Task preparation 1
In a multiple-choice task, it is best to concentrate on the question rst
before looking at the options. Train students in this by giving them only the
questions before they listen to the recording. After theyve written their own
answers, give them the options for each question and ask them to nd the
option which most closely matches their answer.
Task preparation 2
Its important for students to know that these tasks dont test knowledge of
a topic, but they should be aware that thinking about the topic when reading
the questions may help to prepare them.
Get students in the habit of thinking about a topic by preparing sentences for
them to complete before they do the task.
Examples:
1 An adventure travel company is ............................................
2 To go on a mountain expedition you need to ......................................
3 People who go on adventure trips may not like ...............................
4 Organising adventure travel is interesting because .........................
5 Organising adventure travel may be difcult because .....................
Listening
Part 4
34
PAPER 4: LISTENING
PART 4
You will hear an interview with a man called Andrew Burns, who owns and runs an adventure travel com-
pany. For questions 2430, choose the best answer (A, B or C).
________________________________________________________________________________________________
24 What makes Andrews mountain expeditions different from others?
A the presence of medical staff
B the quality of the equipment
C the number of team leaders
25 Andrew says he is reluctant to accept clients who
A lack strength because of their age.
B are not sure of what they want to do.
C nd it hard to be a member of a team.
26 What do Andrews clients sometimes complain about when they return from a trip?
A The physical effort was too great.
B The local people were unfriendly.
C The food available was unfamiliar.
27 What surprises Andrews clients when they rst meet him?
A his relaxed manner
B his youthful looks
C his sense of humour
28 What part of his job does Andrew like most?
A making new friends
B planning the next trip
C helping people in need
29 When hes choosing a destination for gap-year students, the most important thing for Andrew is their
A practical abilities.
B knowledge of the country.
C familiarity with the language.
30 Andrew believes that his companys continuing success may be threatened by
A increased competition.
B rising transport costs.
C new travel regulations.
35
Teaching FCE Teaching FCE
L
PART 1
1 B; 2 A; 3 A; 4 B; 5 C; 6 B; 7 C; 8 C
PART 2
9 colleges
10 sharing
11 season
12 (kitchen) staff
13 taste
14 experiences
15 lemon pie
16 market
17 Japanese
18 photographs / photos
PART 3
19 C; 20 F; 21 A; 22 D; 23 B
PART 4
24 C; 25 B; 26 C; 27 A; 28 B; 29 A; 30 B
Listening
Answer Key
L
PART 1
Extract 1
I am a tree surgeon, so you will see me in a hard
hat up on a tree, climbing some really high ones
and cutting down branches which might otherwise
fall down and hurt somebody. People just stand
there and watch you for ages, thinking you might fall
any time. They cant believe theres this woman up
there climbing around on branches. In fact, we take
safety very seriously and youll hardly ever hear of an
accident. I took a course in Australia to become a tree
surgeon, and there are now a number of courses in
the UK, though theres no obligatory training as yet.
Extract 2
W = woman; M = man
W: So I hear youve given up using your car to come
to the ofce. I dont blame you given the rising
cost of petrol.
M: Its more to do with all the hold ups on the road
actually the price rise hasnt affected me much
really. I was just tired of seeing how all the buses
went sailing by while I was stuck in a queue of
trafc. I wish theyd put on more buses during
the rush hour, though three an hours hardly
adequate. That might change though if more
people decided to follow my example. I think car
drivers should pay more tax. Now that would
really make them think.
Extract 3
The newspaper used to have a section for young
writers. I remember the editor so well she was
a really eccentric elderly lady, a fantastic character.
She didnt actually buy any of my stories but she
praised my writing skills, which meant a lot to me.
Shed tell me about the famous writers shed met,
and how theyd all been beginners once. I lost touch
with her, so I dont think she knows that it was her
encouragement that made me move on from writing
short stories and write my rst novel; that I owe my
success to her really.
Extract 4
Gyms make a fair proportion of their income from
people who pay in advance and then drop out after
a few sessions. To avoid making this mistake, the
trick is to choose a form of exercise that you can
enjoy on a daily basis. Research shows that walking
does precisely that. People nd it easier to adopt
as a regular habit than most other things suggested
by health professionals. I know that swimming is
considered to be just as effective or even more so
than walking, but for most of us it just cant be tted
into our daily schedule.
Extract 5
Theyve asked me to be responsible for the whole
thing from drawing up the conference programme
to deciding what speakers to invite, to hiring a venue.
Ive done all this before of course, so I know what to
expect itll be a full-time job for at least a week. I do
know a few of my colleagues wont like it, you know,
that Im not sharing this job with them, and I have to
admit I am not looking forward to the little comments
that Im bound to hear. But there again, as everybody
knows Ive never been any good at working in a team.
Extract 6
Hello, this is Alan Wright. Im phoning about
the delivery of a washing machine on Friday the
nineteenth. Ive just realised that I gave you my
mothers telephone number instead of mine, which
is 07035609, just in case there are any problems and
you need to contact me. As we agreed last week, the
delivery time will be between nine and twelve at the
address I gave you thats 24 Ronson Road. I hope
this delivery time is still OK as therell be nobody at
home after midday. Thank you, end of message.
Extract 7
W = woman; M = man
M: I must get home by ve to see the last instalment
of The Barrats.
W: Everybody I know seems to be watching it! I
simply cant understand it. I saw it a couple of
times and, frankly, if youve seen one of these
soap operas, its like youve seen them all.
M: Thats unfair. Its very true to life.
W: I wouldnt disagree with that, but sometimes
real life is not worth making a programme about.
I dont deny its well acted, but Im sure people
watch it mainly for the famous names. Anyway, I
dont want you to be late for it!
Extract 8
Im not sure what I should do, and Id appreciate your
advice. Life at the ofce has become unbearable,
theres a terrible atmosphere and nobody seems to
trust each other anymore. Ive had some legal advice,
which has conrmed what we both feared: According
to my contract, if I resign, I may lose all rights to
a pension, and that wouldnt be fair on you or the
children. Two of my colleagues have already handed in
their resignations, but theres been no reply from the
general manager as yet. Perhaps the best thing to do
is to arrange a formal meeting with him to discuss my
options.
36
Listening
A
u
d
io
Scripts
37
PART 2
Int = Interviewer; J = Jack
Int: Jack, welcome to the programme. Youre a great
chef and now youve written a book. But you dont
have professional qualications as a cook?
J: No, I learnt how to cook in restaurants. When I
started cooking there werent really any colleges
to go in the area where I lived. A couple of hotels
had short training programmes, but that was all.
My mother ran a restaurant and said, Do you
want to be a chef? I said yes. She said, Here you
go, youre a chef. Now learn how to cook.
Int: And youve learnt a lot in twenty-seven years,
havent you?
J: Indeed. In the rst few years it was all a bit
mechanical, learning how to a make basic sauce,
for example. It wasnt until 1977 when I met a
great chef that I understood what cooking was
all about. It wasnt about mechanics, it was about
sharing thats the only way I could describe it.
Int: Serving complex menus in your restaurant must
require a lot of advanced planning?
J: I print the nal menu for the day at four oclock.
I use lots of different ingredients, and Ill nd out
well in advance whats available and whats good.
The deciding factor is the season, because you
shouldnt expect to get summer fruits in winter.
You have to adapt whats available.
Int: Who are the people you value most?
J: Most chefs would say its the customers, and its
true that without them thered be no business.
I wouldnt be able to even get started each day
without my kitchen staff, so theyre the ones Id
put rst. Of course suppliers are also important,
they probably come second.
Int: So what makes your customers return to your
restaurant?
J: They go away thinking, Gosh, I wish I had a little
more of that. Basically what I want them to have
is memories of the taste of the food, long after
theyve had it, which will make them come back.
Of course the service and environment are very
important too, but thats not my main selling
point.
Int: How did this project to write a book start? Why
did you decide to write a book?
J: I think every young cook wants to write a book. I
started by looking at cookery books for inspiration.
Then when I made up my mind to actually write
a book, I knew it wouldnt be just about recipes. I
wanted to bring out my experiences of preparing
food, because they make me what I am. We go
through our careers and things happen to us,
which are very important.
Int: How much do the recipes change?
J: With cooking, what was good enough yesterday
may not be good enough today. Some of the
recipes in the book have evolved, but many
havent. The lemon pie, for instance. Ive been
doing it for fteen years and I cant make it any
better, while my soups are constantly changing,
with new avours and spices.
Int: Your readers may not nd some of the foods you
mention in your book.
J: Well, some people will travel some distance
to get ingredients, which even the largest food
stores and supermarkets may not have. Often
they dont realise the market near them has them,
its just that they never thought of asking!
Int: Do you nd lessons in the food of other
countries?
J: Denitely. Although most recipes have a French
origin, therere many international inuences. For
example, in my menus, I serve small courses over
a period of time diners can sometimes spend a
couple of hours eating. That would remind people
of a type of Japanese meal which is like that,
extending the meal for a longer period of time.
Int: Finally, your cookbook is attractively presented.
Does that help sell it?
J: You might say that a number of features are
important, such as a chapter on how to lay the
perfect table, but I dont think the book sells
any better because of that. The photographs are
impressive, and here Im prepared to accept this
does increase sales. But its the fty recipes in it
that should attract buyers.
Int: Jack, many thanks
PART 3
Speaker 1
Im thinking of going to Brazil in the autumn to stay
with friends who live a couple of hours from Rio. I
used to have regular holidays a few years back, but
lately Im quite bad about getting round to booking
them, especially since I started working full-time. If it
wasnt for a couple of colleagues who keep telling me
to have a break, Id probably be spending all my free
time sitting in front of my computer! I dont like ying
I nd it an incredibly uncomfortable experience,
stuck in a tiny seat, sometimes for twelve hours at a
stretch. But I soon forget about it once Ive arrived.
Speaker 2
I like to travel with friends, who share my interests, so
we can talk and gossip as we drive along. I dont mind
doing some of the things they want to do, like looking
round archaeological sites, visiting art galleries, that
sort of thing, as long as they understand that the
objective of a holiday for me is to be somewhere
where my mobile doesnt work, so colleagues cant
get hold of me. An adventurous holiday is ne when
youre looking for excitement, like me a few years
back. I remember a happy trip to India with my sister,
hiring a car with a driver with no idea where we were
going to end up!
Speaker 3
If you ew me to the best beach in the world and left
me there for a couple of weeks, Im afraid I wouldnt
37
38
be grateful at all! Ive got peace and quiet around me
all year round, working at home and mostly on my
own. My friends cant understand how I can spend my
holidays in museums and bookshops, which to them
sounds like the opposite of a good time. I choose the
destination very carefully, making sure theres some
interesting past event I can nd out about whilst Im
there. Of course, a good hotel is a must, though Im
looking for standard facilities rather than luxury.
Speaker 4
I sold my holiday house two years ago because
I always felt I had to go there. Recently I went
backpacking around Egypt with a colleague for six
weeks. We made friends with a group of children
who took us everywhere in donkey and cart and
showed us around. I know it isnt everyones idea
of a good holiday but unless I have to make a little
effort, carrying my stuff and sleeping under the stars
if necessary, I cant enjoy it. When the travellings part
of my job, then I love to travel rst class and stay in
top hotels, but thats not a holiday of course.
Speaker 5
The rst time I travelled by plane on my own I
was only ve I was going to meet my father in
Los Angeles. It wasnt actually a holiday but I still
remember how exciting it was. Incredibly perhaps,
although I did the whole travelling bit as a student,
until last summer I hadnt really gone on what you
might call a real holiday just the odd weekend away,
which isnt the same really. Now I travel rather a lot,
and spend most of my income on holidays, as if I
want to catch up for lost time. My parents tell me I
should take time off and have a break from travelling!
PART 4
Int = Interviewer; A = Andrew
Int: Andrew, welcome to the programme. Your travel
company is well-known for organising climbing
expeditions. What makes it special?
A: Well, all companies now offer similar things. No
company can afford not to have either a doctor
or a nurse on an expedition, for example. We do
offer something that, to my knowledge, is usually
lacking with other companies, though. Every
team of 25 people will have with it a team of up
to eight leaders. We have all the latest technology
as well, though of course Im not claiming my
companys unique in this respect.
Int: Can anyone join your expeditions?
A: Im interested in people who dont allow the word
impossible into their vocabulary. The older you
are, the less energy you have, so it gets more
difcult, but Ive accompanied teams of people
in their seventies on climbs. The main thing is
that the person should be motivated and ready
to achieve an objective. I cant have time-wasters
on any expedition, you know, the sort who cant
make up their mind about things.
Int: And do people complain about things when they
return, if the expedition has been too hard for
them for example?
A: Everyone knows what to expect: you may have
been to the gym regularly but still climbing a
mountain will leave your muscles hurting. What
few people are prepared for is the fact theyre
not going to get their steak and salad or whatever
their normal diet is. I tell them this early on, but I
still get negative comments about it. The people
from the area provide us with everything we
need, but some of my clients cant cope with it.
Int: Do you meet your clients personally?
A: I want my clients to realise that prot isnt my
only motivation for doing what I do. When they
rst come to my ofce, most of them cant
believe that I want to talk to them for more than
a few minutes. They come expecting to nd
somebody under a lot of stress wholl ask an
assistant to deal with their questions, but thats
not the case at all. I may not look it, but Im only
thirty years old, and I hope to be able to keep
offering this personal touch for many more years!
Int: Whats the best part of the job; the thing you
enjoy the most?
A: There are so many things Im lucky to be able
to provide employment for so many people in
different countries. Every time I return home
after a trip, I ring my friends to tell them about it!
But the truth is that as soon as Im back, I start
thinking about some other expedition, something
even better than the last one, which Im sure I can
offer. That may sound like hard work, but its what
makes this work most enjoyable.
Int: You take lots of students on gap-year trips,
when they take a year off between school and
university. Does that require a different kind of
organisation?
A: Yes, it does. These are students who want
adventurous travel but also to do some work in
the country they visit, something useful to them
when they return to university or to a job. So we
have to choose the destination very carefully. If
they speak the local language, all the better, but
its not a requirement because therell pick up
the basics fairly quickly. However, we do need to
make sure they have certain skills which they can
apply in the job theyll do, whether its a school or
a clinic for example. Itll usually be their rst time
in that particular country, of course.
Int: Finally, does the future look good for your
company?
A: Well, some things have made our life easier, like
the latest agreements with airlines regarding
heavy luggage and insurance. On the other hand,
higher fuel prices may mean more expensive
ights, and thats going to affect us badly and may
even force us to scale down our operations. But
thats going to affect our competitors as well, so
its an even playing eld in that respect.
Int: Andrew, many thanks
S
39
How long is the paper? Around 14 minutes
How many parts are there? Four
Who will be in the room? Normally two candidates, but occasionally
three (timings are adjusted accordingly in this
case).
Two examiners. One is an interlocutor (i.e. asks
questions and interacts with the candidates)
and assessor. The second is an assessor but
does not speak.
How is the paper marked? Assessment throughout the test
Part 1
A conversation between the interlocutor and each candidate in turn
General questions about the candidates life (e.g. job, studies, hobbies)
Part 2
Each candidate is given a pair of photographs to talk about for one minute
Each candidate must comment briey on their partners topic
Part 3
The candidates are given written and visual stimuli
The candidates work together to make a decision
Part 4
A three-way conversation between the interlocutor and the candidates
The topic follows on from the topic of Part 3
What is the focus of ...
... Part 1? social and interactional language
... Part 2? organising a larger unit of discourse,
comparing, describing, expressing opinions
... Part 3? sustaining interaction, exchanging ideas,
expressing and justifying opinions, agreeing
and/or disagreeing, suggesting, speculating,
evaluating, reaching a decision through
negotiation, etc.
... Part 4? expressing and justifying opinions, agreeing
and/or disagreeing
Paper 5: Speaking
Overview
40
S
FAQS
Q Why do candidates take the exam in pairs?
A Candidates need to demonstrate not just that they can speak by themselves (which is tested mainly in part
2) but also that they can sustain a conversation and that they have a good grasp of social and interactional
language.
Q Can candidates choose who they take the Speaking paper with?
A This depends on the examining centre and if candidates want to be paired with someone in particular, they
should talk to the local organiser to nd out if this will be possible.
Q Will pairs be given the same mark? What happens if one candidate is much stronger than the other?
A It does not matter if one candidate is much stronger. The examiners will listen to and mark all
candidates individually.
Q In Part 3, does it matter if the candidates cant agree on the nal decision?
A No, it doesnt. What matters is that the candidates discuss everything they are asked to and sustain the
conversation. They should, of course, try to reach a decision through negotiation, but the examiners will
understand that sometimes candidates wont be able to agree!
Task preparation
There are many things that students can do to prepare for the Speaking paper. Here are a few ideas.
Part 1:
Put students in pairs and call out a common Part 1 topic (e.g. family, hobbies, holidays, future aspirations). Give
students one minute to take turns asking and answering questions on this topic before calling out another
topic. You can ask for feedback at the end of each topic, or at the end of the whole activity.
Tip:
Remind students not to rehearse scripted answers to common questions. Marks are given for natural
communication and they may be caught out and end up not answering the examiners exact question!
Part 2:
Ask students to bring in two photos or magazine pictures of a subject that interests them, e.g. people playing
music, sports teams, families on holiday, etc. Ask them to write the kind of question that an examiner might
ask about these pictures (go around the class helping them at this point) and then give their pictures and
question to a partner to talk about.
Tip:
Questions for Part 2 have two parts. The rst part is always compare these photographs and the second is
more specic to the subject of the pictures. Remind students that the second part will be printed with the
photographs so they can read it to remind themselves not to wander off topic! Also tell students that they
must always listen to their partners long turn, as the examiner will ask them a short question on the topic
afterwards.
Parts 3 and 4:
A lot of functions are tested in these parts (expressing opinions, agreeing and disagreeing, speculating,
negotiating, etc.) and a good way to practise these is through debates in class. Give students a topic that they
are familiar with and that is not too serious (e.g. Mobile phones at work/school should be banned) and split
the class into two groups A: those who must agree and B: those who must disagree. Give them time in their
groups to think of points, then split them into pairs (one A with one B) to hold their mini-debate. Afterwards,
give the class general questions connected with the topic to discuss (e.g. Have you ever studied anywhere
that didnt allow mobile phones? When might it be vital to use one?)
Tip:
Reassure students that they dont have to have any specialist knowledge to excel in this part of the paper. The
tasks will always be based on everyday subjects. Tell them that if they dont have an opinion on the topic, they
should make it up! The important thing is to show off their command of English, not give true opinions.
Speaking
P
a
r
t
s
1
4
41
41
P
a
r
t

1

(
3

m
i
n
u
t
e
s
)
A
n
s
w
e
r

t
h
e
s
e

q
u
e
s
t
i
o
n
s
:

W
h
a
t

i
s

y
o
u
r

f
a
v
o
u
r
i
t
e

t
y
p
e

o
f

m
u
s
i
c
?

H
a
s

y
o
u
r

t
a
s
t
e

i
n

m
u
s
i
c

c
h
a
n
g
e
d

o
v
e
r

t
h
e

y
e
a
r
s
?

W
h
y
/
W
h
y

n
o
t
?

W
h
e
r
e

d
o

y
o
u

l
i
k
e

t
o

l
i
s
t
e
n

t
o

m
u
s
i
c
?

W
h
a
t

e
f
f
e
c
t

d
o

d
i
f
f
e
r
e
n
t

t
y
p
e
s

o
f

m
u
s
i
c

h
a
v
e

o
n

y
o
u
?
P
a
r
t

2

(
3

o
r

4

m
i
n
u
t
e
s
)
1

M
e
a
l
s

2

T
e
a
c
h
i
n
g

a
n
d

L
e
a
r
n
i
n
g
C
a
n
d
i
d
a
t
e

A
,

h
e
r
e

a
r
e

y
o
u
r

p
h
o
t
o
s
.

T
h
e
y

s
h
o
w

p
e
o
p
l
e

h
a
v
i
n
g

a

m
e
a
l
.
I
d

l
i
k
e

y
o
u

t
o

c
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e
s
e

p
h
o
t
o
g
r
a
p
h
s
,

a
n
d

s
a
y

h
o
w

m
u
c
h

t
h
e

p
e
o
p
l
e

m
a
y

b
e

e
n
j
o
y
i
n
g

t
h
e
i
r

m
e
a
l
.

Y
o
u

h
a
v
e

a

m
i
n
u
t
e

t
o

d
o

t
h
i
s
.
C
a
n
d
i
d
a
t
e

B
,

d
o

y
o
u

l
i
k
e

e
a
t
i
n
g

i
n

t
h
e

o
p
e
n

a
i
r
?
C
a
n
d
i
d
a
t
e

B
,

h
e
r
e

a
r
e

y
o
u
r

p
h
o
t
o
g
r
a
p
h
s
.

T
h
e
y

s
h
o
w

p
e
o
p
l
e

t
e
a
c
h
i
n
g

a
n
d

l
e
a
r
n
i
n
g
.
I
d

l
i
k
e

y
o
u

t
o

c
o
m
p
a
r
e

a
n
d

c
o
n
t
r
a
s
t

t
h
e
s
e

p
h
o
t
o
g
r
a
p
h
s
,

a
n
d

s
a
y

h
o
w

e
a
s
y

o
r

d
i
f
c
u
l
t

i
t

m
a
y

b
e

t
o

l
e
a
r
n

i
n

t
h
e
s
e

s
i
t
u
a
t
i
o
n
s
.

Y
o
u

h
a
v
e

a

m
i
n
u
t
e

t
o

d
o

t
h
i
s
.
C
a
n
d
i
d
a
t
e

A
,

d
o

y
o
u

l
i
k
e

l
e
a
r
n
i
n
g

i
n

l
a
r
g
e

c
l
a
s
s
e
s
?
PAPER 5: SPEAKING
Parts 1 and 2 Sample Test
How much might the people be enjoying
their meal?
1 Meals
How easy or difcult might it be to learn in
these situations?
2 Teaching and Learning
Parts 3 and 4 Sample Test

P
a
r
t

3

(
3

o
r

4

m
i
n
u
t
e
s
)
N
o
w

I
d

l
i
k
e

y
o
u

t
o

t
a
l
k

a
b
o
u
t

s
o
m
e
t
h
i
n
g

t
o
g
e
t
h
e
r

f
o
r

a
b
o
u
t

t
h
r
e
e

m
i
n
u
t
e
s
.
I
d

l
i
k
e

y
o
u

t
o

i
m
a
g
i
n
e

t
h
a
t

y
o
u

a
r
e

g
o
i
n
g

a
w
a
y

t
o

a
n

E
n
g
l
i
s
h
-
s
p
e
a
k
i
n
g

c
o
u
n
t
r
y

f
o
r

a

w
e
e
k
.

H
e
r
e

a
r
e

s
o
m
e

o
f

t
h
e

a
c
t
i
v
i
t
i
e
s

y
o
u

a
r
e

t
h
i
n
k
i
n
g

o
f

d
o
i
n
g

w
h
i
l
e

y
o
u

a
r
e

t
h
e
r
e
.
F
i
r
s
t
,

t
a
l
k

t
o

e
a
c
h

o
t
h
e
r

a
b
o
u
t

h
o
w

i
n
t
e
r
e
s
t
i
n
g

t
h
e
s
e

a
c
t
i
v
i
t
i
e
s

w
o
u
l
d

b
e
.

T
h
e
n

d
e
c
i
d
e

w
h
i
c
h

t
w
o

a
c
t
i
v
i
t
i
e
s

w
o
u
l
d

h
e
l
p

y
o
u

t
o

i
m
p
r
o
v
e

y
o
u
r

E
n
g
l
i
s
h

t
h
e

m
o
s
t
.

P
a
r
t

4

(
3

o
r

4

m
i
n
u
t
e
s
)
A
n
s
w
e
r

t
h
e
s
e

q
u
e
s
t
i
o
n
s
:

H
a
v
e

y
o
u

e
v
e
r

b
e
e
n

o
n

h
o
l
i
d
a
y

i
n

a
n

E
n
g
l
i
s
h
-
s
p
e
a
k
i
n
g

c
o
u
n
t
r
y
?

W
h
a
t

w
a
s

i
t

l
i
k
e
?

W
h
a
t

k
i
n
d

o
f

h
o
l
i
d
a
y
s

m
o
s
t

a
p
p
e
a
l

t
o

y
o
u

r
e
l
a
x
i
n
g

o
n

a

b
e
a
c
h
,

a
c
t
i
v
i
t
y

h
o
l
i
d
a
y
s

o
r

c
i
t
y

b
r
e
a
k
s
?

W
h
y
?

H
a
v
e

y
o
u

e
v
e
r

o
r

w
o
u
l
d

y
o
u

e
v
e
r

g
o

o
n

h
o
l
i
d
a
y

b
y

y
o
u
r
s
e
l
f
?

W
h
y

o
r

w
h
y

n
o
t
?

D
o

y
o
u

t
h
i
n
k

t
h
a
t

p
e
o
p
l
e

i
n

y
o
u
r

c
o
u
n
t
r
y

g
e
t

e
n
o
u
g
h

h
o
l
i
d
a
y

t
i
m
e

e
v
e
r
y

y
e
a
r
?

W
h
y

o
r

w
h
y

n
o
t
?
42
How interesting would these activities be?
Which two activities would help you to improve your English the most?
43
SAMPLE
Candidate Answer Sheet
0 0 0 0
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
Candidate Name
If not already printed, write name
in CAPITALS and complete the
Candidate No. grid (in pencil).
Candidate Signature
Examination Title
Centre
If the candidate is ABSENTor has WITHDRAWNshade here
Candidate No.
Centre No.
Examination
Details
Supervisor:
A-H 40 CAS DP594/300
Use a PENCIL (B or HB).
Mark ONE letter for each
question.
Rub out any answer you
wish to change using an
eraser.
For example, if you think
B is the right answer to
the question, mark your
answer sheet like this:
D C B A
2
E F G H
D C B A
1
E F G H
Do not write in this box
D C B A
4
E F G H
D C B A
3
E F G H
D C B A
6
E F G H
D C B A
5
E F G H
D C B A
8
E F G H
D C B A
7
E F G H
D C B A
10
E F G H
D C B A
9
E F G H
D C B A
12
E F G H
D C B A
11
E F G H
D C B A
14
E F G H
D C B A
13
E F G H
D C B A
16
E F G H
D C B A
15
E F G H
D C B A
18
E F G H
D C B A
17
E F G H
D C B A
20
E F G H
D C B A
19
E F G H
D C B A
22
E F G H
D C B A
21
E F G H
D C B A
24
E F G H
D C B A
23
E F G H
D C B A
26
E F G H
D C B A
25
E F G H
D C B A
28
E F G H
D C B A
27
E F G H
D C B A
30
E F G H
D C B A
29
E F G H
D C B A
32
E F G H
D C B A
31
E F G H
D C B A
34
E F G H
D C B A
33
E F G H
D C B A
36
E F G H
D C B A
35
E F G H
D C B A
38
E F G H
D C B A
37
E F G H
D C B A
40
E F G H
D C B A
39
E F G H
Instructions
D C B A
0
H
B
E F G H
43 Cambridge ESOL
Answer sheet: Reading
S
A
M
P
L
E
S
u
p
e
r
v
i
s
o
r
:
2 4 6 8
1
0
1
2
1 3 5 7 9
1
1
C
a
n
d
i
d
a
t
e

A
n
s
w
e
r

S
h
e
e
t
0
0
0
0 1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
C
a
n
d
i
d
a
t
e

N
a
m
e
I
f

n
o
t

a
l
r
e
a
d
y

p
r
i
n
t
e
d
,

w
r
i
t
e

n
a
m
e
i
n

C
A
P
I
T
A
L
S

a
n
d

c
o
m
p
l
e
t
e

t
h
e
C
a
n
d
i
d
a
t
e

N
o
.

g
r
i
d

(
i
n

p
e
n
c
i
l
)
.

C
a
n
d
i
d
a
t
e

S
i
g
n
a
t
u
r
e
E
x
a
m
i
n
a
t
i
o
n

T
i
t
l
e
C
e
n
t
r
e
I
f

t
h
e

c
a
n
d
id
a
t
e

is

A
B
S
E
N
T
o
r

h
a
s
W
I
T
H
D
R
A
W
N
s
h
a
d
e

h
e
r
e
C
a
n
d
i
d
a
t
e

N
o
.
C
e
n
t
r
e

N
o
.
E
x
a
m
i
n
a
t
i
o
n
D
e
t
a
i
l
s
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
F
C
E
U
o
E
D
P
5
9
6
/
3
0
5

C
o
n
t
i
n
u
e
s

o
v
e
r
6

D
o

n
o
t

w
r
i
t
e

i
n

t
h
i
s

b
o
x
1
4
1
3
1
6
1
5
1
8
1
7
2
0
1
9
2
2
2
1
2
4
2
3
P
a
r
t

2
I
n
s
t
r
u
c
t
i
o
n
s
U
s
e

a

P
E
N
C
I
L
(
B

o
r

H
B
)
.
R
u
b

o
u
t

a
n
y

a
n
s
w
e
r

y
o
u

w
i
s
h

t
o

c
h
a
n
g
e

u
s
i
n
g

a
n

e
r
a
s
e
r
.
D
o

n
o
t

w
r
i
t
e

b
e
l
o
w

h
e
r
e
u
1
1
3
P
a
r
t

1
0
u
1
1
4
0
u
1
1
5
0
u
1
1
6
0
u
1
1
7
0
u
1
1
8
0
u
1
1
9
0
u
1
2
0
0
u
1
2
1
0
u
1
2
2
0
u
1
2
3
0
u
1
2
4
0
P
a
r
t
s

2
,

3

a
n
d

4
:

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

c
l
e
a
r
l
y

i
n

C
A
P
I
T
A
L

L
E
T
T
E
R
S
.

P
a
r
t

1
:

M
a
r
k

O
N
E

l
e
t
t
e
r

f
o
r

e
a
c
h

q
u
e
s
t
i
o
n
.
0
A
B
C
D
0
F
o
r

e
x
a
m
p
l
e
,

i
f

y
o
u

t
h
i
n
k

B

i
s

t
h
e

r
i
g
h
t

a
n
s
w
e
r

t
o

t
h
e

q
u
e
s
t
i
o
n
,

m
a
r
k

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t

l
i
k
e

t
h
i
s
:
F
o
r

P
a
r
t
s

2

a
n
d

3

w
r
i
t
e

o
n
e

l
e
t
t
e
r

i
n

e
a
c
h

b
o
x
.

F
o
r

e
x
a
m
p
l
e
:
S
A
M
P
L
E
P
a
r
t

3
D
o

n
o
t

w
r
i
t
e

b
e
l
o
w

h
e
r
e
2
6
2
5
u
1
2
8
2
7
3
0
2
9
3
2
3
1
2
9
3
0
3
1
3
2
2
5
2
6
2
7
2
8
0
u
1
0
u
1
0
u
1
0
u
1
0
u
1
0
u
1
0
u
1
0
3
4
3
3
3
3
3
4
u
1
0
u
1
0
P
a
r
t

4
D
o

n
o
t

w
r
i
t
e

b
e
l
o
w

h
e
r
e
3
5
0
2
3
5
1
u
3
6
0
2
3
6
1
u
3
7
0
2
3
7
1
u
3
8
0
2
3
8
1
u
3
9
0
2
3
9
1
u
4
0
0
2
4
0
1
u
4
1
0
2
4
1
1
u
4
2
0
2
4
2
1
u
Cambridge ESOL
Answer sheets: Use of English
44
45
45 Cambridge ESOL
S
A
M
P
L
E
S
u
p
e
r
v
i
s
o
r
:
0
0
0
0123456789
123456789
123456789
123456789
C
a
n
d
i
d
a
t
e

N
a
m
e
If
n
o
t
a
lr
e
a
d
y
p
r
in
t
e
d
, w
r
it
e
n
a
m
e
in
C
A
P
IT
A
L
S
a
n
d
c
o
m
p
le
t
e
t
h
e
C
a
n
d
id
a
t
e
N
o
. g
r
id
(
in
p
e
n
c
il)
.
C
a
n
d
i
d
a
t
e

S
i
g
n
a
t
u
r
e
E
x
a
m
i
n
a
t
i
o
n

T
i
t
l
e
C
e
n
t
r
e
I
f

t
h
e

c
a
n
d
id
a
t
e

is

A
B
S
E
N
T
o
r

h
a
s
W
I
T
H
D
R
A
W
N
s
h
a
d
e

h
e
r
e
C
a
n
d
i
d
a
t
e

N
o
.
C
e
n
t
r
e

N
o
.
E
x
a
m
i
n
a
t
i
o
n
D
e
t
a
i
l
s
T
e
s
t

v
e
r
s
i
o
n
:
S
p
e
c
i
a
l

a
r
r
a
n
g
e
m
e
n
t
s
:
F
C
E

L

D
o

n
o
t

w
r
i
t
e

i
n

t
h
i
s

b
o
x
D
P
5
9
9
/
3
0
6
C
a
n
d
i
d
a
t
e

A
n
s
w
e
r

S
h
e
e
t
H
S
N
M
L
K
J
F
E
D
C
B
A
P
a
r
t

2
:

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

c
l
e
a
r
l
y

i
n

C
A
P
I
T
A
L

L
E
T
T
E
R
S
.

W
r
i
t
e

o
n
e

l
e
t
t
e
r

o
r

n
u
m
b
e
r

i
n

e
a
c
h

b
o
x
.

I
f

t
h
e

a
n
s
w
e
r

h
a
s

m
o
r
e

t
h
a
n

o
n
e

w
o
r
d
,

l
e
a
v
e

o
n
e

b
o
x

e
m
p
t
y

b
e
t
w
e
e
n

w
o
r
d
s
.
F
o
r

e
x
a
m
p
l
e
:
0
A
B
C
I
n
s
t
r
u
c
t
i
o
n
s
U
s
e

a

P
E
N
C
I
L
(
B

o
r

H
B
)
.

R
u
b

o
u
t

a
n
y

a
n
s
w
e
r

y
o
u

w
i
s
h

t
o

c
h
a
n
g
e

u
s
i
n
g

a
n

e
r
a
s
e
r
.
P
a
r
t
s

1
,

3

a
n
d
4
:
M
a
r
k

O
N
E

l
e
t
t
e
r

f
o
r

e
a
c
h

q
u
e
s
t
i
o
n
.

F
o
r

e
x
a
m
p
l
e
,

i
f

y
o
u

t
h
i
n
k

B

i
s

t
h
e

r
i
g
h
t

a
n
s
w
e
r

t
o

t
h
e

q
u
e
s
t
i
o
n
,

m
a
r
k

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t

l
i
k
e

t
h
i
s
:
T
u
r
n

t
h
i
s

s
h
e
e
t

o
v
e
r

t
o

s
t
a
r
t
.
0
S
A
M
P
L
E
2
4
A
B
C
2
5
A
B
C
2
6
A
B
C
2
7
A
B
C
2
8
A
B
C
2
9
A
B
C
3
0
A
B
C
P
a
r
t

4
1
9
A
B
C
2
0
A
B
C
2
1
A
B
C
2
2
A
B
C
2
3
A
B
C
P
a
r
t

3
D
E
F
D
E
F
D
E
F
D
E
F
D
E
F
9 P
a
r
t

2

(
R
e
m
e
m
b
e
r

t
o

w
r
i
t
e

i
n

C
A
P
I
T
A
L

L
E
T
T
E
R
S

o
r

n
u
m
b
e
r
s
)
D
o
n
o
t
w
r
it
e

b
e
lo
w
h
e
r
e
u
1
9
0
1
0
u
1
1
0
0
1
1
u
1
1
1
0
1
2
u
1
1
2
0
1
3
u
1
1
3
0
1
4
u
1
1
4
0
1
5
u
1
1
5
0
1
6
u
1
1
6
0
1
7
u
1
1
7
0
1
8
u
1
1
8
0
1
A
B
C
2
A
B
C
3
A
B
C
4
A
B
C
5
A
B
C
6
A
B
C
7
A
B
C
8
A
B
C
P
a
r
t

1
Answer sheets: Listening

Paper 1: Reading: How Long Is The Paper? How Many Parts Are There? What Kind of Texts Will Be Used?

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Paper 1: Reading: How Long Is The Paper? How Many Parts Are There? What Kind of Texts Will Be Used?

Uploaded by

Copyright:

Available Formats

R

How long is the paper? 1 hour

You might also like