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    sample test new format 2015 CAE

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    19 views26 pages

    Cae 2015 Sample Test

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    e_marn2566
    sample test new format 2015 CAE

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    Succeed| in Cambridge English Advanced Practice Tests CAE Format ‘Succeed in Cambridge English: Advanced - 10 Practice Tests Advanced 2015 Revised Format Paper Time ed ‘Test Focus Paper |_| + | hour 30 min | Part | -mukplechoicecloze (ight gaps) | Part | -lxicalieico-rarnmatial, Reading & Vocabulary, colocations xed phrases, Use of ‘idioms ete English | + 34 questions | Part 2 - open cloze (eight gaps) Part 2 - grammaticaliexico-grammatial, grammar with some focus on vocabulary * length of texts:| Part 3 word formation (eight gaps) | Part 3 - excallexico-grammmacicl, about 550-850 focus on vocabulary, compounding per part. | Part 4~key word transformations | Part 4 - ramaticalleico-grammatical, (Ge questions) grammar vocabulary & collocation: + word count 3,000-3.500 | Pare 5 -texc followed by si 4-option | Pare 5- detail, opinion, tone, purpose, ‘ruttipl-choice questions rain idea, implication, attitude, text ‘organisation features (exempliiation, Part 6 four short texts, folowed by | comparzon, reference) four crose-ttxe mukiple-matching | Part 6 - Understanding of opinion and questions stttude; comparing and contrasting of Part 7 gapped text tek paragraphs | opinions and attitudes across text. removed Part 7-- text structure, cohesion and Part 8 - multiple matching -a text or | coherence several short txts, preceded by | Part 8- Detail, opinion, attude, TO muleipie-matching questions. | specif information. Part | - compulsory task: exay with a | Part 1 —focus on evaluating, expressing Paper 2 discursive focus (220-260 words) ‘prions hypothesing, persuading Writing | + | hour 30 min | Pare 2 - Q2-4 cholee of one task from | Part 2 varying focuses according to the following task; including gving opinions, + 2pans eter persuading usiying, giving advice, + proposal ‘comparing + report (220-260 words) Part | -muitiple choice; three short | Part I feeling attitude, opinion, Paper 3. | + Approximately unrelated extracts; exchanges between | purpose function, agreement, course Listening | 40 minutes interacting speakers: two questions per | of action, general gist, deta, etc. tee Part 2. speci information, sated + 30 questions | Part 2- sentence competion task with | opinion ight tems: a monologue (could be | Part 3 - attitude and opinion introduced by a presentor) Part 4 git, attitude, main points, Part 3-6 muiple choice questions; | interpreting context 23 conversation between interacting speakers Part 4 multiple matching task - ve shore themed monologues. Two linked tasks, requiring selection from list of ‘ight options - 10 muliple-matching ‘questions. ll texts will be heard twice. Part | - conversation between the Part | general interactional and Paper 4 | + 1S minutes | interlocutor and each candidate social language Speaking | (for pairs) (spoken questions) Part 2 organising a larger unt of Pare 2-indyidual one-minute ‘long | lscourse; comparing, describing, +4 pans tur! foreach candidate with brief ‘expresing opinions and speculating response from second candidate: each | Part 3- sustaining an interaction: «candidate i given three visual stimul, | exchanging ideas, expressing and swith questions justifying opinions, agreeing and / oF Part 3 -rwo.way conversation between | dlsagreeing, suggesting, speculating, the candidates (written stimuli with | evaluating, reaching a decision through spoken instructions) negotiation, ete. Part 4 discussion on topics related to. | Part 4 - expressing and justifying Part 3 (spoken questions) ‘opinions, agreeing and / or disagreeing Succeed in Cambridge English: Advanced - 10 Practice Tests Contents CONTENT! CAMBRIDGE ENGLISH: ADVANCED Page 33 EXAM GUIDE Z PRACTICE TEST 1 Page 49 PRACTICE TEST 3 Page 78 PRACTICE TEST 5 Page 106 PRACTICE TEST 7 Page 134 PRACTICE TEST 9 Page 162 < 3 =} u ry ) i) 5 = rs ® o } Time: 15 minutes per pair of candidates ‘Candidates take the Speaking test in pairs (occasionally, where there is an uneven number of candidates, three students may be required to take the tast together). There are two examiners (an assessor and an interlocutor) and one of them {the assessor) does not take part in the interaction but assesses your performance according to four analytical scales. “The other examiner (the interlocutor) conduct the test and tells you what you have to do, The interlocutor also gives you a global mark for your performance inthe test as a whole, Part 1. 2minutes (5 minutes for groups of three) In Part | of the Speaking tast,you may be asked to talk about your intorests, general experionces, studies or career, and plans for the future. The examiner wil first ask you for some general information about yourself, and then widen the scope fof the conversation to include subjects like leisure activites, stdes, travel, holiday experiences and daly fe. Respond irectly tothe examiner's questions, avoid very short answers, and listen when your partner is speaking. You are not required to interact with your partner inthis part, ut you may do so ifyou wish Interiocutor: Good morningafternoon/evening. My name is... and tis is my colleague . ‘And your names are? Can | have your mark sheets, pleasa? Thank you. First of al, weld Ike to know something about you. Select one or two questions and ask candidates in tur, as appropriate. (© Where are you from? ‘© What do you do? ‘@ How long have you been studying English? ‘@ What do you enjoy most about learning English? Select one or more questions from any of the following categories, as appropriate Family and Friends ‘@ How important do you think family is? .. (Why?) ‘@ How much time do you spend with your family and what do you enjoy doing with them? What qualities does a close friend need to possess? ‘@ With whom would you discuss a dificult personal situation, a family member ora close fiend? ...(Why?) Art ‘© What would you say your relationship withthe art is? ‘@ Which kind of are are you most interested i? ... (Why?) When was the last ime you visited a museum, gallery or an exhibition? What were your impressions on this visi? ‘@ Who is your favourite artist? .. (Why?) Travel ‘© Who do you prefer to travel with? .. (Why?) ‘@ Are you more fond of long or short distance travel? What has been your most exciting travel experiance thus far? ‘@ Name some things that you would never leave behind you when you travel Sports ‘@Do you prefer team sports or individual sports? What qualities de you need to possess in order to do wall n a team sport? What do you think about extreme sports? ‘e What are the most popular sports in your country? Celebrities ‘@ What are some ofthe advantages and disadvantages of being famous? ‘@Who is your favourite celebriey?... (Why?) ‘@ What would you be wiling to sacrifice in order to be famous? ‘© Why do you think more and more young people nowadays ong for fame and money? CAE Practice Test | Paper Part 2 -— Long turn 4 minutes (6 minutes for groups of three) Inths par ofthe test you each have to speak or | minute without interruption. The examiner wil ge yoU a set of petres and askyyou to talk about them. You may be asked to describe, compare or contrast the pictures, and to make a further comment on ther. Your partner wil get a diferent se of pictures, but you should pay attention during your partner's turn because the ‘examiner wil sk you to comment for about 30 seconds after your partner has finshed speaking 1: Isolated places Interlocutor: In this prt of the test, 'm going to give each of you three pictures. Id like you to talk about two of them on. your own for about a minute, and also to answer a question brielly about your partner's pictures. (Candidate A), is your turn frst. Here are your pictures. They show people in isolated places. Look ot poge 6, Prt 2, Task 1 {like you to compare two of the pictures, and say how the people might be feeling and why they might be in these situations. Allright? Candidate A: - (I minute) Interlocutor: Thank you. Candidate B, which of these places looks the most isolated? ‘Candidate B: - (approx. 30 seconds) Interlocutor: Thank you 2: People taking a break Interlocutor: Now, (Candidate B), here are your pictures, They show people taking a break. {like you to compare two of the pictures, nd say how the people might be feeling and how demanding their activites might be, All righ? Look ot page 6, Part 2. Task 2 Candidate B: + (1 minute) . Interiocutor: Thankyou (Candidate A), who needs a break most? Candidate A: - (approx. 30 seconds)... Interlocutor: Thank you. (Why?) Part 3 - Collaborative task 4 minutes (6 minutes for groups of three) ‘This pare tests your abit to take part ina discussion with the other candidate and reach a decision, Interiocutor: Now, I'd like you to tak about something together for about two minutes. (3 minutes fr groups of three) Here are some things that people consider when deciding what career path they will pursue in life and a question for you to discuss First you have some time to look at the task Look ot page 7, Port 3. (You have 15 seconds to look at the tos). "Now talk to each other about what people might have to consider when deciding on a career path. Candidates A & B:- (2 minutes or 3 minutes for groups of three) Interlocutor: Thank you. Now you have about a minute (2 minutes for groups of three) to decide which would be the best career path for you. Candidates A & B: - (I minute oF 2 minutes for groups of three) Interlocutor: Thank you. 4) J oO J x e ) 4) ° fe} a7 re} s CAE Practice Test | Paper 4 - Speaking 1: Isolated places ‘sHow might the people be fesing? (Wy might thoy ben these suo? Bec aco 2: People taking a break ‘¢ How might the people be feeling? ‘¢ How demanding might ther activities be? CAE Practice Test | Paper Part 3 - Collaborative task get a university education start their own business. What might people have to consider when deciding on a career path? PYRE EArt ict: \s work as a volunteer to help people who are suffering work abroad to get new experiences learn a trade through an apprenticeship Part 4 — Discussion 5 minutes (8 minutes for groups of three) Interlocutor: ‘e In what ways can training change people's attudes in the workplace? ‘@ Some people think that school does not train young people adequately for the world of work today. Do you agree? ‘© Which is more important to teach people: a sense of team spirit or individual intiave? Whi? ‘@ How dificult for young people to find jobs nowadays in your country? Why? “e What do you think? ‘© What can be done to create jobs for young people? eDsyoisaee ‘@What about you? ‘Thank you. That i the end ofthe test. eleda (ele lw aren Advanced EXAM GUIDE ‘Cambridge English: Advanced (CAE) Introduction About Cambridge English Language Assessment ‘Cambridge English: Advanced (CAE) is created by Cambridge English Language Assessment, part of the University of Cambridge. In excess of 8 milion Cambridge Assessment exams are taken yearly in over 160 countries around the world. Cambridge English Language Assessment features the world’s leading range of qualifications for learners and teachers of English. Over 4 milion people take their exams each year throughout the world Key features of Cambridge English exams The test simulate authentic tasks and situations so that preparing for the exam gives learners practical language skis. + accurately and consistently assess all four language skis ~ reading, writing, listening and speaking — 2s well a knowledge ‘of language structure and its use, + encourage posive learning experiences and seek to achieve a positive impact on teaching wherever possible. + areas fairas possible to all candidates, regardless oftheir national, ethnic and linguistic background, gender or disability Cambridge English: Advanced (CAE) An Overview “The test is developed under an extensive programme of research and evaluation, and by contiuous analy ofthe marking and grading of all Cambridge Engish exams. Of particular valve ar the rigorous procedures employed nthe creation and pretesting of question papers. “The standard forthe testis centrered on qualty management designed around fve essential principles: Validity ~ the exam provides a genuine evauaton ofreab-ife Engish Reliability -the exam functions evenly and fay Impact —the assessment has a postive effect on teaching and learning Practically ~the evaluation meets the needs of learners within avalable resources ‘Quality - the exam i planned, delvered and checked to provide excellence inal ofthese riteia ‘The exam isa high-level qualification that is officially recognised by universities, employers and governments around the ‘world. Regular updating has allowed the examination to keep pace with changes in language teaching and testing while ‘ensuring the exam remains reliable, relevant and user friendly for candidates. ‘Candidates can choose to take the exam as ether a paper-based or a computer-based exam. ‘Who takes the exam? Cambridge Engish: Advanced (CAE) targets learners who endeavour to: + work in an English-speaking environment. + study at an upper-incermediate love, such as foundation or pathway courses. + ive in an English-speaking country. ‘Who accepts the exam? ‘+ The testis recognised by thousands of industrial, administrative and service-based employers asa qualification in uppor- intermediate Englsh. Overal, Cambridge English exams are recognised by 13,500 institutions and employers. + Itie also accepted by a wide range of educational institutions for study purposes. + The exam has been accredited by Ofqual, the statutory regulatory authority for external qualifications in England and Its counterparts in Wales and Northern Ireland. + The UK Border Agency accepts the test ar meeting the language requirements for Tier |, 2,4 and spouse or partner visa applications, pet Sia Advanced Exam Guide /PAPERM =)Reading sqUselor English ‘Cambridge English: Advanced (CAE) What level is the exam? “The testis targeted at Level Clon the CEFR scale Level Cl is required in demanding academic and profesional stings. ‘What can candidates do at Level C1? “The Association of Language Testers in Europe (ALTE) has carried out research to determine what language learners can ‘typically do at each CEFR level. Ithas described thate ablities ina series of Can Do Statements using examples taken from reabife situations. Reading and Writing = ean read quickly enough to complete an academic course = ean take accurate notes in meetings or compote a piace of communication effectively = ean comprehend complex opinions or arguments published in various media sources Listening and Speaking = ean contribute effectively in meetings and comparable settings with a good degree of fluency while negotiating abstract ‘expressions. ~ can maineain conversations for extended periods of time with a range of expressions across various formal and informal subject matters = ean follow questions by probing for more detall as well as express disagreement or criticism without offence Cambridge English: Advanced (CAE) Exam Components ‘There are four papers: Reading and Use of English, Writing, Listening and Speaking. The Reading and Use of English paper carries 40% of the marks, while Writing Listening and Speaking each carry 20% of the marks. ‘A detailed description of each test and sample papers is contained in the book, but the overall focus of each testi as follows: Reading and Use of English: | hour 30 minutes ‘Candidates are required to comprehend texts from publications such as fiction and non-fiction books, journals, newspapers and magazines. Writing: | hour 30 minutes (Candidates must demonstrate that they can produce two dlfferent places of writing’ a compulsory task in Part | and one from a choice of three in Part. Listening: 40 minutes (approximately) (Candidates must show they can understand the meaning of a range of spoken material, including lactures, radio broadcasts, speeches and talks ‘Speaking: 15 minutes ‘Candidates perform the Speaking test with another candidate or in a group of three and are evaluated on their ability to ‘execute different rypes of interaction: with the examiner, with the other candidate and by themselves. Each of these four test components provides a unique contribution to a profile of overall communicative language ability that defines what a candidate can do at this level. International English English is used ina variety of global contexts. To reflect this, candidates’ responses to tasks in the exam are acceptable inal forme and accents of Engith, provided they do not impede overall communication, Matariale used feature a range of accents and texts from Engish-speaking countries, incl the UK, North America and Australia. US and other versions of speling are accepted if used consistently Marks and results ‘Cambridge English: Advanced provides a comprehensive assessment. All candidates receive a Statement of Results, Candidates whose performance achieves between CEFR Levels B2 and C2 will also receive a certificate, Statement of Results + a display ofthe candidate's performance in each skill with a scale of Exceptional ~ Good ~ Borderline ~ Weak ‘+ a standardised score out of 100 that enables the candidates to view exactly how they performed, er eur COU Ss Chel Paper | - Reading and Use of English ‘General description ‘Content: The paper contains aight pars, For Pats | to 4, the test contains texts with accompanying grammar and vocabulary ‘tasks and separate items with a grammar and vocabulary focus. For Parts 5 to 8, the test contains a range of texts and _ccompanying reading comprehension tasks. Time Allotted: | hour 30 minutes Number of Parts: 8 Number of Questions: 56 ‘Task Types: Multiple-choice cloze, open cloze, word formation, key word transformation, multiple choice, cross-text multiple matching, gapped txt, multiple matching ‘Word Count: 3,000-3,500 Scoring: Pars 3: each correct answer receives | marke Part 4: each correct answer receives up to 2 marks Pars 5-7: each correct answer receives 2 marks; Part 8: each correct answer receives | mark. Part | - Task: Multiple-choice cloze The main focus ison vocabulary, including idioms, collocations, complementation, phrasal verbs and semantic precision. ‘A text containing eight gaps followed by eight 4-option multiple-choice items. ‘Number of Questions: 8 Part 2 - Task: Open cloze “The main focu is on awareness and control of grammar with some vocabulary. A text containing elght gap. Number of Questions: 8 Part 3 - Task: Word formation “The main focus is on vocabulary, namely the use of affixation, internal changes and compounding in word formation ‘A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words ae given beside the text and must be altered to form the missing word, ‘Number of Questions: 8 Part 4 - Task: Key word transformation ‘The focus is on grammar, vocabulary and collocation Six separate items, each with a lead-in sentence and a gapped second sentence to be completed in three to sic words, one of which is given a8 a‘key' word. ‘Number of Questions: 6 Tips for Paper | - Reading & Use of English Parts | «4 ‘The passages in Parts |, 2and 3 all have titles. Look at each title closely fr i will indicate the main idea of the text. Read each tex in tis section careful prior to answering any questions so that you fly understand what each passage explores For Parts 2 and 4, there may be more than one possible answer for each question. However, you should only provide one answer for each question. Should you give two responses and one of them is incorrect, you will not receive a mark, Each part of the exam features detailed instructions and completed examples. Study these examples closely o understand ‘what type of answers you are expected to provide. Read broadly to develop your vocabulary and your familiarity with various styles and structures. This will prepare you to marshal a variety of lexical items and grammatical structures. Make use of dictionaries, thesauri and grammar resources in your preparation for the exam. Note, though, that resource books like dictionaries are not permitted during the exam, Develop a system for accumulating a broader vocabulary, Make use of flashcards, for example, to practice and expand your ‘word power. Remember to not dedicate too much time to any single part ofthe test. Try to save a few minutes at the conclusion of each test to review your answers Be careful with spelling mistakes, a they detract from your overall core, ‘Write with clear penmanship so that the markers will be able to grade your responses efficiently. eT UTC Ola Advanced Exam Guide /PAPERM =)Reading sqUselor English Part 5 - Task: Multiple choice Desai, opinion, attitude, tone, purpose, main idea, specific information, implication. A text followed by 4-option muitiple- ‘choice questions. ‘Number of Questions: 6 Part 6 - Task: Cross-text-multiple matching Understanding of opinion and atstude: comparing and contrasting opinions and attudes across texts, Four short texts, followed by muitiple matching questions, Candidates must read across texts to match a prompt to elements inthe text. Number of Questions: 4 Part 7 - Task: Gapped text Cohesion, coherence, text structure and global meaning. A text from which paragraphs have been removed and placed in scrambled sequanca str the text. Candidates are atk to deci from wherein the tex the parsgrapha have been removed Number of Questions: 6 Part 8 - Task: Multiple matching etal, opinion, ateude specie information. A text or several short text, preceded by mulple-matching questions (Candidates must match a proms to elements inthe passage "Number of Questions: 10 Tips for Paper | - Reading & Use of English Parts 5 - 8 1 Again rand broad in beth asses and in your spare ie, This wil build your dl witha varity of txts. nation, focus onthe pre-reading questions to refine your prediction capabies. 2. Consider developing written or oral reviews ofthe materials you read nan out of class. Choos from shorts stories, novels, maguine ails, nor-ftion books, te. to build your kil 3 Famirse yourself wth the format ofthe Reading par ofthe text. Practice with sample exams. This wil prepare you for what to expectin each part of thm paper 4. As youtrea, its not important that you understand every single word Refine your abity to deduce the meaning of unknown words based en the context. Dont mak the mistake of freting over a sng word here and there, instead of striving to develop an overall understanding of what you read 55 Theinsiructon, tile and sub-tle ofeach text provide sight as to what to expect from each passage. Make use of visuals that are inched thay ar fastared wit the npn of helping ou understand conta that you may not be ‘completly farar wich nthe pasage. These ay take the form ofa photo or graphic of acy or anna 6 Note tha instructions on the fist page ofthe question paper and fr each section ofthe exam Practica the tchnique cof marking your answer on the separstaanewer shetto ensure you ae ble to do this eficenty 7 Learn to manage your time while taking the test. Parts 5,6 and 7 are given two marks per question, while Part 8 is allocated | mark per question. Remember, the test require you to process large amounts of reading in timed manner and thus you must use your time wisely. er eur COU Ss Chel The Eight Sections of the Reading and Use of English Paper Paper I - Reading and Use of English - Part I: Multiple Choice Cloze ‘The main focusis on vocabulary, including idioms, colocations, complementation, fixed phrases, semantic precision and phrasal verbs. Pare | features a text in which there are eight gaps. Each gap represents 2 missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding toa gap. You must choose which ofthe four options in the set completes the expression correct, Tips for Reading and Use of English - Part | | When building your vocabulary power forthe paper. note the collocation, the diferentiatng sets of similar words and complementation (eg. whether words ae followed by a certain preposition, by a gerund or an infinitive et.) 2 Look closely at each ofthe options before choosing an answer. Some ofthe options may seem correct, but only one choice willbe semantically and grammatically correct in that particular context. Paper | - Reading and Use of English - Part 2: Open Cloze ‘The main focus is on awareness and control of grammar with some fecus on vocabulary Pare consists ofa text in which there are eight geps. You are asked to draw on your knowledge ofthe structure of the language and underseanding ofthe texto fill the gaps. In this part as there are no sets of words from which to choose the answers, you have to think of word that wil il the gap appropriately. Tips for Reading and Use of English - Part 2 1 Engage in asks that help ou develop your grammatical accuracy, especially those that focus on verb forms and the use of auxiliary and modal verbs, pronouns, prepositions, conjunctions, modifiers and determiners. 2. Remember only one word is required for each question. Answers that have more than one word will not earn the mark. 3. Some gaps inthis section can be answered by referring just to the immediate phrase or sentence, but other items wil require understanding ofthe paragraph or whole text. Paper I - Reading and Use of English - Part 3: Word Formation “The main focus is on vocabulary, in particular the use of aration, compounding in word formation and internal changes. Part 3 consists ofa text with 8 gaps. At the end of some ofthe lines, and separate from the text, there isa stem word in capital letters. You are required to form an appropriate word from given stem words to fill each gap. ‘The point ofthis section is primarily lexical, though an understanding of structure is also required. It evaluates your knowledge ofthe use of profes, suffixes, intemal changes and compounds in forming words. You may be asked to demonstrate under- standing of the text beyond sentence level Tips for Reading and Use of English - Part 3 1 Preparation tasks that promote familariy withthe principles of word formation, including use of prefixes, suffixes, internal changes, will be helpful 2. Remember you need to fully comprehend the context of each gap inthe text to decide which part of speech (noun, verb, adjective or adverb) i needed 3 Sometimes you may need to provide a negative prefix. Faditionally there is usually at least one world requiring a prefix in teach Pat 3 task, so remember to look for these. Paper | - Reading and Use of English ‘The focus ison grammar vocabulary and colocation Part 4 features so questions. Each item contains three pats: a lead-in sentence, a key word and a second sentence of which only the beginning and end are given. You have to fil the gap inthe second sentence so thatthe completed sentence is similar in meaning tothe lead-in sentence. The gap must be filed with between three and sic words, one of which is the key word. You must not change the key word inary manner. In this part ofthe exam you are asked to focus ona range of both lexical and grammatical structures. The ablity to express a message in diferent ways demonstrates flexibility and resource in the use of language. ‘The mark scheme split the answers into two parts and you recsive one mark foreach part which is correct. wrt 4: Key Word Transformations Tips for Reading and Use of English - Part 4 1 Practice transformation tasks which increase awareness of expressions with parallel or synonymous meanings and develop flexibly in the use of language. 2 Remember thatthe key word MUST be used in each answer and thatthe key word may NOT be changed in any way. 3 Also your answer must NOT exceed six words. Contractions do count as two words. Cambride ; Practice Test | Part 1 For questions 1-5, read the text below and decide which answer (A,8,C or D) best fits each gap. ‘There isan example at the beginning (0). Example: 0 Amake Brake Cdo Dhave ofA eB & BD Long hours and health don’t mix ‘Women are much healthier when they (0) it easy, (1) sommes @ neW survey. Those who work long hours are more likely than men to indulge in unhealthy behaviour such as eating snacks, smoking and drinking caffeine. (Long hours have no such (2) ........n men.) One positive benefit of long hours for both sexes, however, is that alcohol (3) . is reduced The study, funded by the Economic and Social Research Council is part of a wider study by psychologists from the University of Leeds, into the effects of stress on eating. ‘Stress causes people to (4) for Unhealthy high-fat and high-sugar snacks in preference to healthier food choices,’ says researcher Dr Daryl (O'Connor of the University of Leeds. ‘People under stress eat less than usual in their main meals, including their vegetable (5) but shift their preference to high-fat, high-sugar snacks instead. “Our (6s are disturbing in that they show stress produces harmful changes in diet and leads to Unhealthy eating behaviour,’ continues Dr O'Connor. ‘An overwhelming (7) .».em of evidence shows the importance of maintaining a balanced diet in (8) of reducing the risk of cancer and cardiovascular diseases - and that means eating a low-fat diet and five portions of fruit and vegetables a day. | A betrays B sustains reveals D conceals 2 A contact B clash © conflict D impact 3A beverage B consumption © expenditure D acceptance 4A choose B select © design D opt 5A intake B influx © emission D immersion 6 A instructions B rulings © findings D institutions 7 A lump B body © sack D packet 8 A moments B sessions CC terms D senses Part 2 For questions 9-16, read the text below and think of the word which best fits each gap. Use only one word in teach gap. There i an example atthe beginning (). Write your answers in CAPITAL LETTERS Example: 0 EVER The breath of life Anyone who has (0) .nuu.u Been t0 a yoga or meditation class will know the enormous benefit of something as simple and natural as breathing. Inhale slowly and steadily, and you can relax your entre body. Stop and focus on the flow of ©). breath you take in and out, and you can quieten and focus your mind. In (0) posi tv Breathing wl lp you foal calmer, bring down your bled pressure and ineraaa your mart rinse and anargy loves. ‘Yet, breathing i so instinctive that most ofthe time we're hardly even aware oft. Of course, that’ (1!) ‘why i's easy to develop bad habits and why many of us don't do Ie as Well as We (1'2) sonra ‘Bue with a litle practice, (13) ..nsnensnsenet ight can bring instant health benefits. These include feeling more relaxed and being more mentally alert, You may also find that there's an improvement in (4) physical symptoms, such as bloating and stomach pains, diziness, headaches, pins and needles and low energy Learning to breathe correctly can dramatically Improve your wellbeing and quality of life. Most people think that poor breathing means that you don't get enough oxygen, BUC it's (5) mnrmnnnminnnn the carbon dioxide you're missing out (16) a CAE Practice Test Pay Part 3 For questions 1-24, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). ‘Write your answers in CAPITAL LETTERS. Example: | 0 | SIGNIFICANTLY The cooling oceans The upper layers of Earth's oceans have cooled (0) uu. over the past two years, even though SIGNIFY the planet as @ whole is warming up. While this may just be part of the natural (17) wuunsmunne VARY of oceans, clmatologists are stil confounded by the massive unaccountable loss of heat. Scientists have been (18) concerned by rising sea temperatures over INCREASE. the last 50 years but these MeW (19) ummm tll a different story. FIND Generally speaking, the (20) of heat by the oceans reduces atmospheric warming. ABSORB INOW (21) amon taken by the National Oceanic and Atmospheric Administration have put MEASURE ‘2 wrinkle in the trend. The researchers used data from 3000 floating buoys which monitor the 0C24NS (22) annem WORLD ‘They found that the oceans dropped in temperature by an (23) 0102 degrees BELIEVE. centigrade between 2011 and 2013, Now, that may not seem like much, but trying to account for the missing energy is proving 10 be en0rmOUS!y (24) .mnnnnenes «It § possible that volcanic eruptions are one main cause PROBLEM of the phenomenon, but no firm answers have yet been provided. Part 4 For questions 25-30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. Here is an example (0). Example: 0 George should have worked harder if he wanted to pass the exam. succeeded Had George worked harder, «..u.:mnnnmnnnsnsnn Passing the exam. Write the missing words IN CAPITAL LETTERS. | HE RNOULD HAVE SUCCEEDED IN. 25 Paul tends to play his music loudly when he's not feeling very happy. habit PLU IS enn -nnannw his music loudly when he is not feeling very happy. 26 They could easily win the game. chance They : the game. 27 Of course I did not agree to lend them the money. saying It. cn aoe not agree to lend ther the money. 28 Did anything about his behaviour seem unusual to you? strike Did anything about his behaviour unusual? 29 can barely cook a meal for myself, so | certainly couldn't cook for eight people. alone would struggle {for eight people. 30 The reporter said that the blast was so forceful that the car was blown right across the street. such According to the reporter, the blast, that the car was blown right across the street. A \ fe] fee, a co} Fy ww oe ice Test | G i s a CAE Practice Test | Paper | - Reading and Use of English Part 5 You are going to read a magazine article about identity theft. For questions 31-35, choose the answer (A,B, Cor D) which you think fits best according to the text. om Oca) Identity theft - cases where thieves steal your personal data to rip through your bank or credit card accounts is a fast-growing crime. Home office statistics estimate 4 £17bn loss over the past 12 months, which, in cash terms, is far ahead of mugging. In the US, where the crime is even more rampant, figures point to a stagger ing $50bn (about £28bn) a year. ‘The government believes that there are at least 100,000 identity theft victims every year. Others put the figure ‘ignficantly higher, as some people may not even know their accounts have been raided: identity thieves often stop short of clearing out an account to keep their crime profile low. identity theft flourishes today because many financial transactions are not face to face. Once criminals set hold of data such as your bank account number and adcress, they can go on a spending spree. Territyingly, they do not need all your details; just a few will do. ‘ts easy says Glen Hastings, a reformed identity thet and author of Identity Theft, Inc. ‘The only prerequisite is the ability to read and write. It certanly helps to be computer iterate, but it's far from essential. | stole sev- eral hundred identities in my career.' Hastings’ modus. operandi was to ciscover individuals with excelent credit records, the very peopl barks adore. By impersonating these pias of financial rectitude, he borrowed large amounts in their name - money that he never, of course, repaid Even your home coud be at risk. Last year, 2 schoolteacher, who was rerting out his unmortgaged Brighton home while he was working in the Far East, was the victim ofan audacious identity fraud Anew ‘tenant paid six months' rent in advance but was never to spend 4 night there instead, assuming te teacher's identity Using documents and items received through the post at the house. The fraudster managed to remortgage the property for £210,000, which he then took out ofthe country It took the unfortunate schoolteacher months of trauma to get his house back. The mortgage company, ‘meanwhile, has never seen a pemy of is money back In the US, one identity victim had her details so closely associated with a $50,000 criminal spending spree that a warrant was put out in her name. The real criminal - who was also a drug dealer - never stopped using the victim's name, even when caught and imprisoned, which led to further problems. Hastings states that he only stole from ‘banks, cesinos, Credit card companies, atines and big stores - never the ittle guy But we all pay for that, and in ary ‘case, most ID thieves are not so selective, And even if you get ‘your money back - most banks ‘and credit card companies treat victims sympatheticaly - ‘you will til have weeks of worry when you may be ‘unable to access your money and may have to prove that you did not spend £10,000 on internet poker. As an actor, Carolyn Tomkinson is used to taking other ‘people's identities. But when someone impersonated her ‘and cleaned out her Nationwide account, she knew it wasn't play-acting. When | found out, | burst into tears? she says. It was all my money gone overnight. Colleagues clubbed together and lent some cash, but it was awful - | felt stunned, upset and violated! Carolyn had taken £20 from a cash machine the night before. ‘Somehow - probably with concealed gadgetry to read her PIN and clone the card - thieves took £570 from ‘other machines in London, showing a typical fraud pattern in the way they tested her daily it, then hit her again just after midnight. ‘Idiscovered it the next day when | wanted to take out @ further £20. The machine said I had no further credit availabe. | then discovered what had happened from the mini-statement. | rang Nationwide, who said they would ccancel my card and asked me to report it to the police. ‘The building society was very sympathetic, but said it ‘could take up to six weeks before I got my money back. In the event, it only took a week. ve always been very careful, but now I try to avoid ATMs by getting cashback at the supermarket checkout! Architectural Hbrarian Claudia Merck has been ‘cloned’ three times. The third attack was on her credit card, "Td been out buying food one lunchtime. Almost as soon, as | got home, the ereait card company called me to see how I could have used my card in two places that were far from each other, at the same time. It was an obvious fraud, | was realy impressed with their speed. My credit ‘card was cancelled and it took a week or so before | had ‘anew one. But | wouid like to know what happened and how to avoid it. The thieves didnt cost me a lot of ‘money but a lt of hassle” CAE Practice Test | Paper | - Reading and Use of English 31. What is said about identity theft in the first two paragraphs? ‘A. Ithas caused many criminals to stop mugging people. B, Compared to the US, there is not a serious problem in Britain. . It can be done so discreetly that the victim is unaware of the crime. . Ian account is not emptied, the victim will probably never realise that they have lost money. A \ fe] fee, a co} Fy ww oe 32. According to Glen Hastings ‘A. his computer skils made him exceptionally good as an identity thief, B, banks are only willing to lend money to people who already have a lot of money. CC. he had always intended to repay the money he borrowed. D. almost anyone is capable of identity theft. 33. What did the tenant who rented a house from a schoolteacher do? ‘A. He didn’t pay the rent that he'd promised to pay in advance. B, He used the house as security to borrow a large amount of money. C. He sold the house to another individual and then fled the country. D. He pretended to be the schoolteacher and spent all the money in his account. 34, What was the immediate effect of identity theft on Carolyn Tomkinson? ‘A. She was shocked. B, She was angry. . She felt physically il D. She pretended to be more upset than she actually was. 35. What was the situation with Carolyn Tomkinson? ‘A. Her cash card had been stolen. B, The thieves had used her card too many times on the same day. CC. The building society managed to stop her card before the thieves «could empty her account. D. Her card had been copied. 36. Claudia Mernick’s experience ‘A. shows that the finance company is usually to blame. B. proves that vigilance by the credit card company is crucial when it comes to identity fraud, . illustrates that only the finance company can detect when a card is being used in a fraudulent way. . proves that finance companies solve identity fraud cases very quickly. re 4 - C") ~ G ig i a CAE Practice Test | Paper | - Reading and Use of English Part 6 You are going to read four reviews of an art exhibition. For questions 37-40, choose from reviews ‘A-D. The reviews may be chosen more than once, Dee tee ct DT RT ea on of the artist Henri Matisse A Midway through the museum's retrospective on Matisse, | bumped into the painter Alex Katz. He looked at me, agog, and said, “I thought | was going to faint when I saw these paintings.” He gestured at ‘two Matisse stl ife works from the mid 1940s. ‘Already in a stunned state of my own, | followed his lead and gulped at the revolutionary pictorial power and radical colour radiating off these two power- houses, one dominated by a celestial red and an arrangement on a table. In the foreground, were either a dog and cat chasing each other, or a pair of animal-skin rugs. Then | looked at the painting next to it, which also showed Matisse's inherent ability to depict form and colour, with stupendous results. | saw the same stil fe depicted on the same table with the same vase, goblet, and fruit. But this version was totaly different. Where the dog and cat were, there's an ultra flat stil life within the stil life. It’s so categorically compressed that it looks less than two-

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