re Salm NEW EDITION Practice Mose Plus2 Nick Kenny Lucrecia Luque-Mortimer imaeNeuminnes NOT JUST TESTINGiTests.com » Complete FCE Reading, Use of English and Listening papers » Instant marking of practice tests > Practice tests follow the same format as the real exam » Personal score charts show your grades and progress for each part of the exam. » Retake tests to focus on specific exam parts and improve performance Access Code Scratch the panel below to show your I I-digit access code. The access code can only be used once. It will give you access to one complete FCE Reading, Use of English and Listening paper: Do not buy this book if ‘the protective coating has been scratched off New to iTests.com? Just follow these simple steps: |. Go to wwwitestscom and click Register now. 2. Complete your details and enter your Access code. Click Register me. 3. When you arrive on your iTests screen, click any Take Test button to get started, Already using iTests.com? Just enter your access code on your iTests screen: |. Go to wwwitests.com and login to your account in the normal way using your current lgin details. 2. On your iTests screen, enter your Access code in the box on the left-hand panel and click Enter code.You will see that the biue test buttons will change to green. 3, Click any Take Test button to get started.Lucrecia Luque Mortimer see N@istiNnes NOT JUST TESTINGThe First Certificate in English (FCE) 's an upper intermediate level examination set at 82 on the Common European Framework of Reference scale. There are five papers in the exam and each paper receives an equal weighting of twenty percent of the marks. Paper 1 Reading Paper 2 Wiiting Paper 3 Use of English Paper 4 Listening Paper 5 Speaking 1 hour 1 hour 20 minutes 45 minutes 40 minutes (approximately) 14 minutes (for each pair of students) written prompts. Part 3: two-way collaborative task with visual and written prompts. Part 4: three-way examiner-ed discussion. Paper Formats Task focus Reading Part 1: answering multiple-choice questions. _| Part 1: reading for detailed understanding of Three tasks Part 2: choosing which sentence fits into gaps _| the text 30 reading, ina text. Part 2: reading to understand text structure. comprehension | Part 3: deciding which of 4-6 short extracts or | Part 3: reading to locate specific information, questions paragraphs contains given information or ideas. | detail, pinion and attitude. Writing Part 1: compulsory task: using given information | Part 1: focus on content and organisation of Two tasks to write a letter or email of 120-150 words. input information for a given target audience. Part 2: producing one piece of writing of Part 2: focus on writing for a specific target 120-180 words, from one of the following: reader, using appropriate layout and 1 a letter, a story, a report, an article or an essay Use of English | Part 1: multiple-choice cloze. Choosing which _| Part 1: choice of vocabulary and relationships Four tasks word from a choice of 4 fits in each of 12 gaps in | between words. AZ questions —_| the text. Part 2: grammar, vocabulary and knowledge Part 2: open cloze. Writing the missing word in _| of expressions. each of 12 gaps in the text. Part 3: grammatical accuracy and knowledge of Part 3: word formation. Choosing the form of | vocabulary and expressions. the word given so that i fits into the gap in Part 4: grammatical accuracy and knowledge of the text. vocabulary and sentence structure Part 4: key-word transformations. Using the key word to complete a new sentence which means the same as the one given. Listening Part 1:8 short texts each with 1 multiple-choice | Part 1: understanding gist, detail, function, Four tasks question. purpose, attitude, etc 30 questions _| Part 2: long text with 10 sentence-completion | Part 2: locating and recording specific questions. information, Part 3: set of 5 short texts on a theme to match | Part 3: understanding gist and main points. 10 1 of 6 prompts. Part 4: understanding attitude, opinion, cist, Part 4: long text with 7 multiple-choice main ideas and specific information. questions. ‘Speaking Part 1: exeminer-led conversation Part 1: giving personal information. Four tasks Part 2: individual long turn with visual and Part 2: organising discourse, describing, ‘comparing, giving opinions. Part 3: sustaining interaction, expressing, justifying and eliciting ideas, agreeing and disagreeing Part 4: expressing and justifying ideas, agreeing and disagreeing,Exam Overview 2° Practice Test 6 104 2 Paper 1 Reading 104 Practice Test 1 4 Paper 2 Writing 110 Paper 1 Reading 4 Paper 3 Use of English 112 Paper 2 Writing " Paper 4 Listening 116 Paper 3. Use of English 14 Paper 5 Speaking 120 Paper 4 Listening 19 Paper 5 Speaking 24 Practice Test 7 122 7 Paper 1 Reading 122 Practice Test 2 27 Paper 2 Writing 128 Paper 1 Reading 7 Paper 3. Use of English 130 Paper 2 Writing 34 Paper 4 Listening 134 Paper 3. Use of English 7 Paper 5 Speaking 138 Paper 4 Listening 42 Paper Speaking 47 Practice Test 8 140 : Paper 1 Reading 140 Practice Test 3 50 Paper 2 Writing 146 Paper 1 Reading 50 Paper 3. Use of English 148 Paper 2 Writing 56 Paper 4 Listening 152 Paper 3. Use of English 58 Paper 5 Speaking 156 Paper 4. Listening 62 PaperS Speaking 66 Speaking and . Writing file 157 Practice Test 4 68 speaking file 157 Paper 1 Reading 68 Writing file 161 Paper 2 Writing 74 Paper 3 Use of English 76 isuals for Paper 4 Listening 80 Speaking test 169 Paper 5 Speaking a4 wacti io Test 2 172 Practice Test 5 86 7e3 175 Paper1 Reading 86 Test 4 178 Paper2 Writing 92 Test 5 481 Paper 3 Use of English 94 TG 194 Paper 4 Listening 98 Test? 187 Paper 5 Speaking 102 Test 8 190og) Cav Guidance Paul ss ‘The Reading paperless for one hour. t contains three parts and has a total of thirty questions, The texts are of varying lengths, with a range of text types and styles of wmting, for example extracts from newspapers, magazines, websites and nove’ Part In Part 1, there is one long text to read. You have to answer eight four-option, multiple-choice questions, which follow the order of the text Part 2 In Part 2, there is one long text from wich seven sentences have ‘been removed. These are placed in jumbled order after the text along with an extra sentence that does not fit into any of the ‘gaps. You have to use your knowledge of grammar, vocabulary, feferencing and text structure to reconstruct the text. Part 3 In Part 3, there is either one long text that has been divided into sections, or a series of short texts on the same topic. There are also fifteen prompts which report information and ideas from the text(s). You have to match each prompt to the correct text or section of text eas Part 1 + Read the text quickly to get a general understanding of what it's about and how it's organised. ‘+ Read through the questions or question stems without looking at the options (A-D) and underline key words in the question stem. + The questions follow the order of the text. Find the piece of text where 2 question is answered and read it carefully, Undertining key words and phrases. * Some questions which test vocabulary or reference skill will tell you on which line the targeted word or phrase can be found. Read the sentences before and after the one including this word or phrase to find the answer, * Try to answer the question. Then read the four options (A-D) {and choose the one that i closest to your own answer, Look ‘ot the samie meaning expressed in different ways, * Check that the other options are all clearly wrong, Ifyou are. sii unsure, read the text again very carefully and look for Feasons why some of the options may be wrong, Part 2 + Read the base text first, ignoring the gaps, to get a general Understanding of what it’s about and how it's organised. + Next, carefully read the text around each gap and think about ‘what type of information might be missing. + Read sentences AH. Check for topic and language links with the base tox. Highlight reference words and words that relate to people, places, events and any time references This wil help you foliow the development of the argument or narrative * Choose the best option to ft each gap. Make sure thet all the pronouns and vocabulary references are clear + Once you've finshed, reread the completed text to be sure that it makes sense with the answers in the gaps. Part 3 + InPart 3, you don't need to read the whole text or tents fist, The tect contains information that you don't need to answer the questions. + Read the prompts (16-30) fist, underlining key words and ideas. + Read through the test(s) quickly and find information or ideas that relate to each question * For each question, when you find the relevant piece of text, read it very carefully to make sure it completely matches the meaning of the prompt. + The idess in each prompt are likely to occu in more than one section ofthe text, but only one text exactly matches the ides You need to read all these sections carefully. TEST 1, PAPER 1: READINGfine 36 Part1 You are going to read an article about a woman's career. For questions 1-8, choose the answer (A, B, C or D) which you think fits best according to the toxt. In the exam, mark your answers on the separate answer sheet. A varied career Chloe Kelling, a succesful madel and singer-songuriter, now has a new vensure arrive for my interview with Chloe Kelling and I'm asked to wait in the garden. | hardly have time to start looking round at the carefully tended flowerbeds when Chloe appears. Every bit as tall and striking as I'd expected, Chloe emerges from the house wearing an oversized man’s jacket, a delicately patterned top and jeans. Chloe is known for her slightly quirky sense of fashion and, of course, she looks great as she makes her way towards me through the flowerbeds. ‘Lets talk in my office? she says, leading the way not back to the house, but instead ro an ancient caravan parked up next to it. As we climb inside the compact little van, the smell of ficsh baking greets us. A tiny table is piled high with cupcakes, each iced in a different colour. Chloe’ been busy, and there’ a real sense of playing tea parties in a secret den! But what else should I have expected from a woman with such a varied and interesting careet? Chloe originally rained as make-up artist, having lefe her home in the country at nineteen to ty and make her name as a model in London, and soon got work in adverts and the fashion business. ‘T went to Japan to work for a short period, but fele very homesick at firs she recalls. ‘Tewas very demanding work and, though I met loads of nice people, it was too much to take in at nineteen. If Td stayed longer, | might have settled in bere.” ‘Alongside the modelling, Chloe was also beginning to make contacts in the music business. Td been the typical kid, singing with a hairbrush in front of the mirror, dreaming of being a scar cone day, she laughs. She joined a girl band which ‘broke up before we got anywhere’, before becoming the lead singer with the band Whoosh, which features on a best-selling clubbing album, Unusually though, Chloe also sings with two other bands, one based in Sweden and another in London, and each of these has a distinct styl. Ic was her work with Whoosh that originally led to Chloe's link with Sweden. She was offered 2 song-writing job there with a tcam that was responsible for songs for some major stars, but gradually became more involved in weiting music for her own band. Although she now divides her time between London and Sweden, her first stay there turned ‘out to be much longer than shed bargained for. “The rooms are very tall over there and so people have these rather high beds that you climb up to, she explains. ‘T fell as T climbed up the ladder and cracked three ribs. Although the people at the hospital were very kind, I was stuck there for a while, which was very frustrating. Sneczing and laughing, were so painful at first, le alone singing? Ie was while recovering from her injuries that Chloe hit upon the idea of seaging what she cals vintage fairs. “Tewas snowing in Sweden and I wanted something nice to look forward to.” Chloe had always loved vintage clothes, particulary from the 1950s, and decided co stage an event for others who shared her passion for these. Finally back in England, she began turning her plans into reality. “The first fai was held in her home village and featured stalls selling all sorts of clothes and crafts dating back to the 1950s. Je was a huge hit, with 300 people turning up. “When I had the idea of the firs fair, it was only meant to be a one-off, but we had so many compliments, 1 decided to go ahead with more, says Chloe. ‘There's something for all ages and people find old things have mote character than scuff you buy in modern shops. It also fits perfectly wich the idea of recycling.’ Looking round Chloe's caravan, I can see what she means, est 1, paper 1: neaoinc = EETip Strip Question 1: The answer isin the fist paragraph. Look forthe sentence ‘Chloe is known for her ... sense of fashion’. Which option has the idea ‘Known for and a word that means Tesionable’? 2 Question 5: The pice of text that talks about “hospital and ‘Sweden’ contains the answer. Question 7: Underline the options A, 8, C, Din the text Which of them is Chice’s ‘passion’ - the 3 ‘thing she likes very much? Question 8: Find 2 word ‘or phrase inthe options thatmeans the same as ‘compliments’ (line 39), TEST 1, PAPER 1 In the first paragraph, the writer suggests that Chloe A. usually keeps people waiting, B_ is much taller than he expected. C lives up to her stylish reputation. D_ is surprisingly interested in flowers. What do we learn about Chloe in the second paragraph? ‘A She's cooked something for her guest. B_ She's expecting some other visitors today. © She has no room in her house for an office. D_ She invites very few people into her caravan. What does Chloe say about her trip to Japan? ‘A. She soon got used to her life there. B_ She felt lonely most of the time there. © She wishes she'd done the work better. D_ She wasn't old enough to appreciate it fully. In the fourth paragraph, we find out that Chloe A. gave up modelling to become a singer. B_ had always had ambitions to be a singer. Chas now left the first successful band she joined, D_ sings in three bands that have a very similar sound. Chloe ended up in hospital in Sweden after A. breaking a rib whilst trying to move her bed. B hurting her leg in a fall from her bed, C falling off a ladder in her bedroom. D_ tripping over in her room at night. Chloe says that, because of her accident, she A had to return to England. B needed to find a new career. C was in constant pain for a while. D_ had time to think about a new project. ‘The word ‘these’ in line 36 refers to A. vintage clothes. B_ other people. © Chloe's plans. D the 1950s. What does Chioe say about her ‘vintage fairs’? A Her main aim is to raise awareness of environmental issues. B__ She has responded to positive feedback from customers. © Certain shops are now showing interest in the idea. D_ They are mostly popular with older people. READINGPart2 You are going to read an article about a boxer. Seven sentences have been removed from the article. Choose from the sentences A-H the one which fits each gap (9-18). There is one extra sentence which you do not need to use. In the exam, mark your answers on the separate answer sheet. In defence of women’s boxing Lucy O'Connor thinks that women’s boxing ts widely misunderstood ‘Women's boxing is a new addition to the list of sports included at the Olympic Games. But according co Lucy O'Connor, who has won a number of international ‘competitions, it's sport that is stil widely misunderstood. This isa situation that Lucy is hoping to change. ‘After graduating, Lucy joined the navy, where she took up boxing on the advice of her sports coach, who thought it would improve her general fitness. Buc Lucy soon sec her sights on competitions. Her first bout, as boxing matches aue called, was at the National Championships. Although she lost, the competition was a major turning point in her careet, |Ac che following year’s finals, Lucy won the championship ttle and was then selected to box at the European Championships. ‘Asa resul of her success, Lucy was accepted on to what the navy calls its ‘lite sportsman's programme’. [0m | Every day now starts with a run at 7 a.m. followed by a skill and technique session or a strength and conditioning circuit, Come the afiemoon, there are more aerobic workouts, before Lucy gets into the ring and practises with other elite boxers. ‘As with all competitors, diet is a huge part of Lucy’ lif. Since she first started boxing, she's had to shed twenty- cight kilos. Losing the last six, which took her into the flyweight category, required great determination. ‘As she explains: ‘I don't go out to party anymore. Thankfully, 'm married to my boxing coach, so at leas I've got some sort of social life!’ Lucy’s husband. boxed as a heavyweight himself and he’s in her corner for all her domestic competitions. Tip Strip Question 1: to ore ees 2 Gap talks about a goa Reet that Lucy achieved. Which {he option that tats about option has a word with a uc/ traning, The text oe ste the gainer what Slt meang goo? Tre she does to train Lucy’s mum works as a buyer at a big department store, and Lucy has been testing out products for the store's sports division. Whilst preparing for a recent international championship, Lucy wore a new titanium-based. sports clothing range designed to improve circulation and aid recovery, Buc how does her family react to her taking part in competitions? ‘Mum tends to admire me boxing fom afar, but Dad just loves id” Lucy has clearly answered questions about safety concerns before and cites all the protective gear boxers strap on before a fight such as hand bandages, head guards, gum shields and much more. ‘Amateur boxing is not dangerous, she says definitively. ‘its so safety-oriencared and the rules are so stringent ie’ actually difficult to get hurt. We approach it more as a skill and point scoring exercise, rather than as a fight. BB] * Boxers win points by landing the ‘white knuckle part of their gloves on the opponent’ scoring area — essentially the upper body and head — cleanly and th sufficient force. In five years of competitive boxing, Luey’s suffered only a few bruises and a broken thumb. And in response to those who think it's inappropriate’ to see women boxing at the Olympics, Lucy is quick co point cout that women have been competing in martial arts such as taekwondo and judo for years. [au] —_| Her biggest concern is that people confuse amateur boxing competitions with professional fights, where the focus is ‘more on aggression and hurting your opponents. ‘Female amateur boxing is about showing skill, speed and stamina, she says. JHIBD] |‘ find i so satisfying to be changing people's opinion. the way Lucy lives, There's a ‘word in the option that means this too. ‘Question 14: Look for ‘the option that talks about ‘women doing similar sports. Question 15: Look for the Option that contains @ word that means ‘to be wrong’. TEST 1, PAPER 1: READINGA All that hard work certainly paid off and the competition itself brought out the best in Lucy. B That's because in order to reach that target, she had to totally rethink her lifestyle. Having access to this space-age training kit was certainly an advantage. D_ Ifthe sport was more in the public eye, then fewer people would make that mistake. Nobody complained about women taking part in those events when it was introduced, That's why I've always regarded il as a thinking irs sport really. This was because it spurred her on to train harder and win the next. What this meant, 10 train full-time, effect, was that she was able BE test 1, paver 1: neaoineTip Strip Question 18: Look in the texts for somebody ‘who might make travel Srrangerents for you Question 21: Look forword: and phrases, im the texts that mean “confident Question 22: Look fora phrasal verb that means disagree" ‘Question 23: Read the frst part of al four texts whi ore as about the °beginnng ofa erp’? Can {you find a phrase that is Used to empress doubts? ‘Question 25: Look tall the pieces of text that talk bout meeting people ‘Look for a phrase that says ‘how similar the writer felt to these poopie. Question 26: Look for another way of saying, ‘decision-making’. Question 28: "You can afford’ refers to money. Uinderine all references ‘to money in the texts. Can you find a word that fexpreses a simlaridea? Part 3 You are going to read a magazine article about students who travelled around Australia alone during their long summer vacation. For questions 16-30, choose from the students (A-D). The students may be chosen more than once, In the exam, mark your answers on the separate answer sheet. Which student mentions ... a daily activity that was not enjoyable alone? ‘a good way of keeping travel plans flexible? appreciating not having to waste time organising practical details? becoming more tolerant of other people? feeling better after keeping in touch with others? feeling more confident as @ result of the experienco? having disagreements with other travellers? having doubts at the beginning of a trip? liking not having to agree an itinerary with others? meeting people with a similar outlook on life? missing having someone to help with decision-making? the advantages of not having fixed plans? the advisability of going for the best accommodation you can afford? the need to try out solo trav a limited way at first? welcoming the support of professional people? TEST 1, PAPER 1: READING cae TAA AAAARAESolo travel in Australia A. Phil Morston Te was the classic scenario really. My girlfriend didn’t want t0 go travelling. I did, so I went on my own. [ do remember in the plane thinking ro myself “What have I Jet myself in for? Then the Arse few days in Australia were scary: T was all on my own, with nothing planned, and on the other side of the world. But in no time at all, fd mee up wich other travellers. Of course, some you get on with and others you don’t, bue chere’s always someone to travel with. Some of them had planned every day of every week, though. In practice, things can change and it’ great to have the freedom to go with the flow. And that’s easy enough to do. For example, you can take the (Oz Experience bus down the west coast, jumping off whenever you want, then catching the next bus when you're ready to move on again. Being away for a year, you do occasionally get lonely, so I'd sit down and write a fortnightly email home about everything Pd been up to, and that really cheered me up. B_ Leila Stuart Without doubr, you meer all sorts of people when you travel alone. [ even made a friend on the plane out to Australia. Some people are keener to make friends than others, of course, but if someone's chosen to do the same type of trip as you, you've probably gor lots of ideas in common. The advantages of a pre-planned tour are that you can get an agency to take care of all the arrangements, can be time-consuming to do yourself — but it does mean that you'e tied to a predetermined itinerary, which wouldn't suit ‘everyone. There's also the safety aspect in terms of the places you visi ofien being very remote. If you go off trekking in the wilds of a foreign country alone, it could be difficult to get help if things go wrong. If you join a group expedition for those parts of your tip, then you have the support of the group leader and your fellow travelling companions C Danny Holt Travelling solo creates opportunitics to meet new people. There's no substitute forsharing the experiences of the day with a companion, and being on your own forces you to seck someone out. I've got to know people I wouldnic have if Ta been travelling with friends, There's also the wonderful freedom to do what you like, when you like, without having to convince anybody else that it's a good idea. However, there are downsides; meal times are something I’ve never really got to grips with in all the years I've travelled alone. But my advice would be to give solo travel a go ~ it can be very liberating, Maybe «ry a shore trip to begin with, just in case its not for you. Another thing is stay in the nicest places your budget permits. I've been in a few miserable hostels, and they really can spoil «trip. And if you really are happy being anti-social, that MP3 player is great for ensuring the person in the next plane seat, or the poolside know-it-all, doesn't bore you to death! D Kerry Winterton Fun as itis, cravelling solo does undoubtedly have its low points, including occasional loneliness and the pressure that you're under to make your own mind up about everything, I chose to travel alone because T wanted to do something different, with it being the last summer before starting my final year at university. ‘The worst things were when I missed people from home, or when [fell out with the people 'd met along. the way. But I learnt to accept that some people have different atticudes to mine ~ chat you have to put up with irritating people in hostels and accept not having, as much privacy as you're used to at home. The best thing for me about travelling alone was that it was a brillianc experience chat enhanced my independence and helped me fee! more self-assured. I knew I was on my own, which made me make more effort to speak to people and by sloing so I made los of great friends. 10. TEST 1, PAPER 1: READINGTEST 1 WRITING Guidance About the paper The paper lasts for 1 hour and 20 minutes. There are to parts to the paper and in each part you have to complete fone task. Part1 Part 1 is compulsory. You have to write a letter or email of between 120 and 150 words in an appropriate style, which ‘ean be formal or informal Part 2 In Part 2, you must choose one question from a choice of five. ‘Tasks may include some of the following: a story, an article, {an essay, an email, letter, a report ora review. You should write between 120 and 180 words. Task types * Letter or email + antide + Report + Review + Story + essay + Set book question For more information about the writing paper task types, refer to the Writing File on pages 161-168, Part 1 + Don’t bein a hurry to start waiting. It pays to spend a few ‘minutes planning! Read the instructions carefully to understand! = who you have to write to. This will help you decide whether 10 use a formal or an informal style — what points you have to include in your answer: this will fensure that you include all the notes provided. * Look at the notes surrounding the text(s) to understand what you are being asked to do. You may have to explain, give information, give advice, make suggestions, etc. + Decide how many paragraphs you will need and which points ‘you want to group together in each paragraph, + Use the content from the texts and the notes but try to ‘express things in your own words. “+ When you finish, do a final check. Is the style appropriate? Have you included all the notes? Are there any basic mistakes, ‘hat you ean correct? Part 2 + Remember that, whereas in Part 1 you mostly have to ‘organise ideas and language that is given to you, in Part 2 You need to have some ideas of your own and think of some Interesting language to use. DR Re oe + Don't bein @ hury to start writing, Look carefully at each task (eg. the report) and topic (e.g. the environment) and think: ~ Ae you confident you know how to watt the task type? ~ Bo you have some interesting language you can use? + Choose a topic where your answer to both these questions is yes. ‘+ Remember that, in these practice tests, you can write the set book question on any novel you have read. In the real ‘exam, however, these questions are based on two novels set by Cambridge for that particular year. In the exam, do not choose these questions unless you have studied the set book. Read the task you have chosen and be sure you understand the following: — What isthe situation? = Who will read your piece of writing? What is your purpose in writing this piece? Jot down the ideas that come into your head, in any ordes ‘Then choose your best ideas and decide how you will organise them into paragraphs. + When you finish, revise your writing. Have you used varied language? Are your points clearly expressed? TEST 1, PAPER 2: WRITINGPart1 co You must answer this question. Write your answer in 120-150 words in an appropriate style. Give opinion Yes, give details —] Tip Strip + Bagin by unerining the ey words Nthemarucors + You don't have to be very ginative about what you for Part 1. Use the notes that are written in the margins. — You have received an email from your English-speaking friend, Jack, who is coming to visit your country with some friends. Read Jack's email and the notes you have made. Then write an email to Jack, using all your notes. email From: Jack Shaw Sent: 20 February Subject! Activity weekend | need your help! I'm visiing your country with a group of friends and ‘well be staying in a youth hostel in your town from 4-7 Apri {ve read there are many great places to explore in your area. Which do you think are the best? Should we use public transport or hire bikes to get there? | pene ‘We'd like to leam a bit more about your country. Are there any interesting museums or exhibitions we could visi? Nothing boring, please! Of course, if you ate free, it would be great if you could jon ust Only for ‘the weekend, ‘Tm traveling light but '¢ like to bring you something trom the because UK ~ perhaps a DVD you can't got over there? Yes! Please write back soon. Jack Write your email, You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate for the situation. + You are writing toa friend. + Read the email and the baring you" and ‘when you ‘Think of the style you ‘Notes you have made very can join them’) have to use: sit formal carefully Then plan your « When you have finished, cor informal? ‘answer. In paragraph 1, ‘check that you have deait * Remember thet your email YoU may want to include vith al the notes and that must have opening and ‘your friend's frst and you have written between closing lines, and that you Second questions (’best 120 and 150 words. But have to write full sentences. Pee ee. oda don't waste time counting s Donotusewordsthatare — Siston) In paragraph 2, ve7Y word. ‘commonly used in text jou conaraver thenest + Final check your grammar messages, 9, ‘ll, “ty Wo questore(wnathe can and speling, EM esr, paren 2: wnrrinsTip Strip ‘+ Read all the questions ‘carefully before choosing fone. Think: Do you lke ‘writing that task type (eg. sto)? Do you have some ideas and enough vocabulary ‘to complete the task? For example, choose Question 3 iF you lice waiting essays ‘and you have some ‘vocabulary related to ‘the environment. + Whatever your choice, before you start writing, note down ‘the main points you ‘want to include in each paragraph. Question 2: Think of how your story will develop before you stan writing. What did the message say? What did Peter do next? How wil the story end? Question 3: Introduce the topic of your essay in the fist paragraph and briefly summarise your opinions in the last paragraph. Note down the diferent points you want to mention and decide how many paragraphs you will write and which points wil be included in tach paragraph Question 4: Fist of all, think of who you are \wrting to and what ste you need to use. Wilt be formal or informal? Then look atthe three points you need to cover (reasons for wanting 10 attend the course, your experience, and your availabilty). You ‘may want to write three paragraphs and include ‘one point in each. Question Sb: Underine the two points you need toaddress: what you liked about the book and also Which age group would enjoy it most. Jot down the ideas thai you want to indude under the fist point (e.g. characters, plot, beginning, end) and under the second (older teenagers because.) ‘Think of how you want to organise your review into paragraphs. Part 2 Write an answer to one of the questions 2-5 in this part. Write your answer in 120-180 words in an appropriate style. 2 Your teacher has asked you to write a story for an international magazine. The story must begin with the following words: When Peter read the message from his friend, he knew there was no time to Jose. He had to do something. ‘Write your story, 3 You have had a class discussion about different ways to protect the ‘environment. Now your teacher has asked you to write an essay, giving your views on the subject. This is the title of the essay: What can young people do to help protect and improve their local environment? ‘Write your essay 4 You have seen an advertisement for a drama course and you want to apply. Do you dream of a career in film or theatre? ‘At the Lloyd Drama College, we are offering four fice places on our Write to Cynthia Roddick, the director, explaining why you want ro attend a course what acting and/or dancing experience you have + how many days a week you would be available. Write your letter of application. Do not write any postal addresses. 5 Answer one of the following two questions based on a book you have read. (a) Author — Name of book There is a character in this book who often gets into trouble. Write an essay explaining when this happens and why, and how this character deals with those difficult situations. (b) Author — Name of book ‘Your school library wants to’encourage young people to read more and has asked you to write a review of a book you read recently and enjoyed. Write ‘your review for the library, saying what you found enjoyable about it and Which age group you think would enjoy reading it the most. TEST 1, PAPER 2: WRITINGro Pesan) Guidance Sele The paper lasts forty-five minutes, it contains four parts with a total of forty-two questions, Part 1 In Part 1, you read a short text and complete a multiple-choice cloze task, Twelve words or phrases have been removed fram ‘the text For each gap, you have to choose from four options the ‘word or phrase which fis best. Part2 In Part 2, you read a short text and complete an open cloze task. ‘Twelve words have been removed from the text. You have to complete the gaps. Part 3 In Part 3, you read a short text and complete a word-formation task. Ten words have been removed from the text. You are given the base form of each missing word and you have to put that ‘word into the correct form to fit the gap. Part 4 In Part 4, you read eight pairs of sentences and complete a key-word transformation task. The pais of sentences have the same meaning, but are expressed in different ways. Two to five ‘words have been removed fram the second sentence, and one of these words, the key word, s given as a prompt. You have to ‘complete the second sentence, using the key word Port 1 + Read the text, ignoring the gaps, to get a general understanding + Only one ofthe options (A-D) fis the gap, + Check the words before and atter the gap, e.g. some words «an only be followed by one particular preposition, + Some questions focus on inking words and so test your understanding of the whole passage. + If you are not sure which word to choose, decide which options are easly wrong, and then see which are left. I you're still not sure, you should guess. You do not lose marks for wrong answers, and your guess may be right. *+ When you have finished, read your completed text again and ‘check that it makes sense. Part 2 * Read the text, ignoring the gaps, to get general understanding + Think about the missing words. Each gap only needs one word, usually a grammatical word, ¢9. pronoun, linker, preposition, etc. The gaps will not test your knowledge of topic vocabulary. + Carefully read the text around each gap and think about what {ype of word is missing, e.9. preposition, pronoun, part of a fixed expression, ete. * When you have finished, read your completed text again and check that it makes sense. ua kuc se se Part 3 + Read the text, ignoring the gaps, to get a general understanding. + Decide which type of word is needed in each gap, €9. noun, adjective, adverb. Look atthe whole sentence, not just at the line incing the gap. + Look at the word in capitals to the right of the gap. You may nnced to add a prefix or suffix, or make other changes. More than one change may be required + Check to see if nouns should be singular or plural “+ When you have finished, read your completed text again and check that it makes sense Part 4 * Look atthe key word. What type of word ist? What usvally follovs it, eg. an infinitive, a preposition, or coud it be part ‘ofa phrasal verb? * Think about the other words that need to change in the new word order, e.g. an adjective may become a noun or Vice versa * Your answer may inchide words or expressions not used in the frst sentence, but these must express exactly the same idea. Do not include new information or change the information, + Remember that contracted words count as two words, 2g. won't = wil not. TEST 1, PAPER 3: USE OF ENGLISHTip Strip Question 1: Which of these adjectives do you teoayestoan ater colour? Question 5: Which of ‘these adjectivesiadverbs tes the ea ca ong way ‘underground’? Question 6: which of these phases used to introduce an example? Question 10: Look at the tor afer the gap oni ‘one of these words can be followed by ‘as’ Question 11: Look Aine words before the-gap, Only one of theoptions cents 3 common expen aon he Part 1 For questions 1-12, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).. In the exam, mark your answers on the separate answer sheet. Example: © A sight B view — C vision D__outlook 0a nD. Messages from the Stone Age The pre-historic Chauvet cave paintings in France are an incredible (0) They are ‘over three metres high and are painted in (1)... Colours. The paintings were (2) ina period around 30,000 years ago, when early humans first started to create rock art and various (3)........ of this have been found in caves in Western Europe. Very few people have (A)........ seen the Chauvet paintings because they are located (8)... inside an inaccessible underground cave system. But those that have say that they are very impressive, showing animals (6)....... horses, rhinos and cows, and that the artwork is good enough to (7) ...... modem compositions. When they saw such spectacular beauty, however, the first scientists to (8) the Chauvet paintings missed some other important (9) ...... . The walls of the cave are also marked with 2 series of lines and symbols, that were initially (10) ..... as insignificant. The latest research has shown that, on the (14) ..... these marks form a sort of code and may represent humankind's first steps towards the development of writing. The oldest example of writing discovered before this was only 5,000 years old, ‘The new research at Chauvet is (12) ...... people to rethink their ideas about when written communication first started 1A keen B fair © bright D sharp 2 A constructed B produced C manufactured D_ invented 3. A illustrations B models © _ cases D examples 4 A effectively —B actually C eventually D_ honestly 5 A deep B thick © fer D dense 6 A bymeansof B apartfrom C aswell as D suchas 7A tival B compare © compete D_ oppose 8 A arrive B reach C meet D_ know 9 A instances B matters © details D issues 10 A_ believed B regarded C thought D agreed 11. contrary B opposite instead D. otherwise 412 A resulting BB having © making D. causing TEST 1, PAPER 3: USE OF ENGLISH 15,Tip Strip Question 15: 4 lative noun fs needed eit inks the idea tothe place. ‘Question 17: Which reposition used ater the phrase 'o get close'? ‘Question 18: A plural pronoun is needed here, Question 20: Which preposition wil create 2 phrasal verb meaning ‘to Understand’? Question 22: You are looking fora linking word that introduces a contrast. to form a phrase meaning “pecome accustomed to"? ‘Question 24: You are looking for a verb that is used with ‘contact’ Part 2 For questions 13-24, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). In the exam, write your answers IN CAPITAL LETTERS on the separate answer sheet, Example:| 0| | T|N| Swimming with seals Itis always a wonderful experience to see another species (0)......its own environment. This is all the more exciting (13)....... that environment is under the sea. The UK is home to half the world’s population of grey seals and (14)....... are many local boat trips offering sightseeing tours out to the islands and sandbanks (15)... the animals can most easily (16)... Seen, But if you really want to get close (17) ....... the seals and understand something about (18) way of life, then you need to go on an underwater seal-watching trip, (On these trips, you have the chance to go over the side of the boat and, equipped (19) .....«. wetsuit, mask and snorkel, spend time in the water alongside the seals, Seals are extremely inquisitive creatures and, once you're in the water, they will swim Past you trying to work (20) ....... who you are and (21) ...... you're doing there. (22) ...... they can appear shy at first, seals soon (23)... used fo you being in the water, and will come and play around you. Young pups especially like to (24) contact with divers, and often use their teeth, gently biting masks, fins and cameras out of curiosity. It can be a thriling experience. BEE test 1, paren 3: Use oF encuishTip Strip ‘Question 26: You need o-add a suffixto ths word to create 2 noun. Question 27: Add another word to ‘work’ to ‘orm a compound word ‘that usually describes ‘hat you do atthe gym, ‘Question 29: Add a preFxto make a word that means ‘find out’. Question 32: The word you need means ‘the people who do science Question 34: Add 2 preficto make this word negative. Part 3 For questions 25~34, 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). In the exam, write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: [0] [H]E[A]L[T|H]¥ Brain games Ifyou want to keep your brain fit and (0)... , then itis ...10 some experts, doing puzzles can help us to keep our brains active. As well as important to use it. And (25) getting (26)... from finding the correct answer to a difficult problem, we give our brains good (27)........in the process, bit like a session in the gym for other parts of the body. To help us do this, all sorts of handheld ‘brain games’ are now available in the shops, and the most (28)... games have sold in their millions. What's more, people (29)........ that the more they play the games, the easier itis to find a (30)... to the problems that are posed. They see this as proof that there has been an (31) the power of their brains. But this may not be the case. Some (32) ...... argue that the brain gets better at any task the more often that task, or similar tasks, is repeated. In other words, the (33) ...... of the brain is following a normal pattern, So although these brain games are obviously fun to play, it remains (34)... whether they are actually helping to boost brainpower or not. TEST 1, PAPER 3: USE OF ENGLISH HEALTH ACCORD SATISFY WORK SUCCESS COVER SOLVE IMPROVE SCIENCE PERFORM CERTAINTip Strip Question 35: You need ‘a phase that creates 2 negative comparton wih'as' Question 36: ‘Supposed’ is followed by the infintive with "to Question 37: Use a preposition and a gerund after ‘apologised’. Question 39: You need ‘to turn ‘disappointed’ into a noun. Question 41: You need to make a phrasal verb here. ‘Question 42: Which verb tense comes after ‘wish’ to talk about the present? Parts For questions 35-42, 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 two and five words, including the word given. Here is an example (0). Example: 0 What type of music do you like best? FAVOURITE What type of music? ‘The gap can be filled with the words ‘is your favourite’, so you write: Example: [0] | 15 YOUR FAVOURITE In the exam, write only the missing words IN CAPITAL LETTERS on the separate answer sheet 35 Brad speaks English better than his parents do, AS Brad's parents don't he does, 36 Cycling is not allowed in the park. ‘SUPPOSED You sea in the park. 37. ‘Tm sorry I didn't let you know I was going to be late, Ann,’ said Jamie. APOLOGISED Jamie ‘Ann know that he was going to be late. 38 Aheavy fall of snow prevented them from getting home that night, ABLE They menue home that night because of a heavy fall of snow. 39 Ursula was disappointed not to win the competition. CAME Not winning the competition to Ursula, 40 | paid far more money for my new computer than | expected to. so I didn't expect money for my new computer. 41 Welll have to stop at a service station because there's very litle petrol left in the car. our The car has 0 we'll have to stop at a service station 42 Samantha would love to have long, blonde hair. WISHES ‘Samantha tong, blonde hair WEEN esr 1, paren 3: use oF enous6] cn Guidance Each ccs Paper 4 lasts about forty minutes and has four parts, with a total of thirty questions. There are texts of varying lengths and types, e.. extracts from media broadcasts and announcements, as well as everyday conversations. You will hear each recording ‘twice. You have time to read the questions before you listen, Part 1 ln Part 1, you listen to eight unrelated extracts of around half ' minute each. The extracts may be monologues or dialogues, and will include a range of speakers and contexts. You have 10 answer one three-option, multiple-choice question on. each extract. Part 2 art 2 involves one long text of around three minutes. It could be a monologue, such as a lecture or tale, or an interview. In either case, the speaker or speakers will be talking about 2 particular subject. A set of ten sentences report the main points from the listening. A word or short phrase has been removed from each sentence. You have to listen and complete the gaps. Part 3 In Part 3, you hear a series of five short monologues of around 30 seconds each. Each of the fie speakers is talking about the Same topic. As you listen, you look at a lst of six prompts and decide which one matches what you heat. There is one prompt you do not need to use, Part 4 In Part 4, there is one long text of around 3 minutes. Ths is generally an interview, but may also be a monologue or a ‘scussion between twWo or three people. You have to listen and answer seven three-option, multiple-choice questions Part 1 + The eight extracts are not linked in any way. There will be 2 variety of text types, speakers and interaction pattems, €.9 interviews, informal conversations, announcements, etc + Before you Iisten to each extract, look atthe context sentence. ‘Think about who the speaker is and about the contest, gs ita broadcast imteriew, an informal chat? + Some questions ask you to identity the speakers’ opinions Before you listen, think about which of the speake’s you are Istening for in each question and underline Key words in the question stem, Some questions wil focus on both speakers and whether they agree or not. + Some questions will ask you to identity 2 speaker's feeling or attitude, or that person's purpose in talking, €.9. to expla apologise, etc + Some questions wil test your understanding of a speaker's main idea, oF a detalled piece of information that they give. + Usten first to find the correct answer to the question posed in the stem + Listen again to match that answer to the correct option (A-O) Part 2 * Before you listen, read the rubric and think about the conte + You have time to read through the sentences before you Isten, Think about the type of information thats missing in cach sentence. + Most answers ate concrete pieces of information, e.g. numbers and proper nouns + The information on the page follows the same order asthe information in the listening text. Use the sentences to help you keep your place as you listen + The words you need to write are heard on the record There no need to change the for of the word or find 2 paraphrase + Write no more than three words in each gap. Most answers vil be single words or compound nouns. Peck + Check that your answer fits grammatical 9. singular and plural, tense, ete. and that it makes sense in the complete sentence Part 3 + There ar five different speakers all talking about the same topic. You will hear all five of them and the whole Iistening ‘ext will then be repeated + You have time to read the task before you lsten. Read the options (AF) so that you are ready to choose one as you listen “The first time you listen, pay attention to the speaker's main idea, Mark the option closest to this idea. Remember that ‘he five speakers are al talking about the same topic. so you will hear the same vocabulary and similar information from each speaker. ‘The second time you listen, check your answers. You may need to change some of them. Remember that there is one ‘option that you don’t need ta use + Don’t worry if you don't understand every word. If you're not sure of an answer, then guess. You have probabiy understood ‘more than you think Port 4 + Before you listen, read the rubric and think about the contest + You have time to read through the questions before you listen + Underline the key words in the question stems and options. + The questions follow the order ofthe text. Listen out for the interviewer's questions thet introduce the topic of each ‘question that you have to answer + Usten fist to find the correct answer to the question posed in the question stem, + Usten again to match that answer to the correct option (A-O), + The words in the options will nt be the same as those you hear in the recording TEST 1, PAPER 4: LISTENINGcoe LISTENING Tip Strip Question 1: Listen for the words ‘great end ‘wonderful’. What are they talking about wen they use these words? Question 3: Listen for the phrase: ‘the worst thing’. ‘whats the boy refering ‘to when he says this? Question 5: Listen fore nord thet means ‘surprising’. The answer comes after it. Question 7: Listen for sSmething you wear ‘on one of these forms of transport. Part1 You will hear people talking in eight different situations. For questions 1-8, choose the best answer (A, B or C). 1 You hear two friends talking about attending a motor-racing event. What do they agree was the best thing about it? A the race B the facilities © the atmosphere x You hear a footballl coach talking about a match. Why does he think the team lost? A They lacked concentration. B_ They hadn't practised enough. © They weren't very fit. 3 You hear two people talking about a computer game. Why does the boy dislike it? A It's boring B. It's expensive. It's complicated. 4 You hear a woman talking about judging a poetry competition What surprised her? ‘A how nature was seen in the poems. B_howmany poems some people wrote © how humorous the poems were 5 You hear a young man talking about travelling alone for the first time. How did his parents react to the idea? A. They were helpful B They were worried. © They were angry. 6 You hear part of a talk by a nurse ‘What is she doing? ‘A. giving instructions to a new colleague B_ explaining how patients should be treated ©. oullining the good and bad points of the job 7 You hear a man talking about a long-distance journey he made. How did he travel? A. by bus B_ by motorbike © bycar 8 You hear two friends talking about listening to the radio. What did the girl like about the programme she mentions? A. twas amusing. B_ She learned something. © The presenter was good TEST 1, PAPER 4: LISTENINGTip Strip Question 9: Be careful: ‘wo shows are mentioned, but only one of them fits here. Question 10: The words ‘exact’ and ‘older’ tell you thatyou are istening fa number. Question 12: Lsten for the word ‘difference’ t's ‘also in the sentence, and the answer comes after it in the listening text. Question 13: You are listening for a comparative adjective that describes the boys. Question 14: He careful: ‘other lessons are mentioned, but what did Tim start learning? Question 17: Listen for the word ‘image’ in the text. The answer follows this. Wait until you hear a word with a similar ‘meaning to ‘key = what does it refer to? Part 2 ‘You will hear a singer called Tim Tanner who sings with his twin brother Sam Tanner, talking about their lives and career. For questions 9-18, complete the sentences. Singing twins: Tim and Sam Tanne! ‘The name of the talent competition which the twins won is Tim is exactly TE ctcer than sam. ‘The twins were born in the month of fa] ‘The main physical difference between Tim and Sam is their Tim has a less [EB personality than Sam. ‘At school, both Tim and Sam were good at ‘Sam started taking [EB lessons when he was thirteen ‘The fact that the twins share the same [EBB sometimes leads to arguments. Tim says a key part of the twins’ image is the : [EB they wear. " next album is" [18] The tile of the rest 1, paper 4: usTeninc ERIE