EEEi CAMBRIDGE {Bf CAMBRIDGE ENGLISH UNIVERSITY PRESS Gp Language Assessment Part fhe Unersiy of Cambridge SECOND EDITION wigs = Eat) Sue Elliott, Helen Tiliouine and Felicity O'Dell‘cambridge University Prose wan cambedge or/ett ‘Cambridge English Language Assessiment smuccambdgeengish.o, Information an this tte: www cambridge ong/9781207446052 (© Cambridge Universiy ross and UCLES 2014 It 1s normaly necessoryforwilten permission for coping to be obtained In advance from 2 publisher The answer sheets atthe back of this book a1 designed to be copied and dstrbuted in class. Tho normal requirements dare waive nete and tis not necessary to write to Cambvidge Univesiy Press {or permission or an incvdua! teacher to make copies fr use within his ‘other own classroom. Only the pages carry the wording “@Ucies 2014 may be copied. Fist publishod © Cambricge Unversity ress and UCLES 2014 Reprinted 2015 Printed in Poland by Opolyat ‘A catalogue record for this publication fs valle fom the British Lary Ian 978-4-107-446052 Practice test wth answers wth Avdlo ISBN 978-4-107-44804 Practice test without answers with Audio ISBN 978-4107 446113 Students Pack Practice tests wlinout answers wit Aso CDS (3) ‘Te publshors have no responsiblity forthe porsistence or accuracy of URLs {or extemal or thipary intmat websites refered to in this publication, and ‘donot guarantee tat ary content on such websites is, or wt remain, curse ‘oF appropriate. Information regerding prices, evel timetables, and other factual information given inthis work's comect a the time oft printing but the publishers do not guarantee the accuracy of such information thereat. | iIntroduction Training and Exam Practice Test 1 Reading and Use of English Waiting listening Speaking Test2 Reading and Use of English Writing listening Speaking Practice Tests Test3 Reading ond Use of English Waiting listening Speaking Test 4 Reading and Use of English Writing listening Speaking Test5 Reading and Use of English Writing listening Speaking Test Reading and Use of English Waiting Ustening Speaking Audioscripts Teacher's Notes & Keys Tests 1-2 Practice Test Keys Tests 3-6 Sample Answer Sheets Acknowledgements ‘Speaking Appendix 10 35 46 55 65 85 94 102 109 ng 121 125 127 137 139 143 145 155 157 161 163 173 175 179 181 200 230 235 240 cl Contents 3Who is this book for? IF you ore aged between 12 and 16 and want fo toke First for Schools (FCE), this book is for you! Why is this book called ‘Trainer’? This book is called ‘Trainer’ becouse itis full of exercises to help you get better and better «ot doing each port of First for Schools. So, complete all the exercises then do all the practice papers! If you train and work hard, you'll soon be ready to take First for Schools. How do | use this book? First, do the grammar and vocabulary exercises on each Training page. Then do the osk con the Exam practice page and check your answers 4 | IntroductionOn Training pages you will find: (@ cambridge Learner Corpus This shows information about mistakes that some FCE candidates make. If you do these useful exercises, you will learn not to make these mistakes when you do First for Schools. Tips! These are ideas to help you do well in the exam. For example: You may find that Listening Part 3 options include adjectives fo describe the speaker's feelings, which you then have to ‘match carefully to what the speaker says These are quick hints about grammar points or vocabulary that you should learn. For example: To change direct questions to indirect questions: Wb. questions: What's the time? > Do you know what the time is? Yes/No questions: Is John here? ~* Do you know if John is hero? On Exam practice pages you will find: t for Schools exam task for you fo try and complete 2 advice fo help you with different parts ofthe task. Tests 3, 4,5 and 6: ‘When you finish Tests 1 and 2 you will be ready to do complete First for Schools practice tests. Tests 3, 4, 5 and 6 are just lke real First for Schools Reading and Use of English, ‘Writing, listening ond Speaking papers. Doing these tess will give you extra help to prepare for the exam. Keep a record of your scores as you do the tests. You may find that your scores are good in some parts of the test but you may need fo practise other parts more. Moke simple tables lke this to help record your scores. Paper 3 Listening Port 1 [por 2 = Pot Part [Test 3 | 2 Test 5 LT S| Test 6 Introduction | 5Other features of the First for Schools Trainer © Visual material In the Speaking test the examiner will give you a booklet with pictures and photographs in it, The visual material in the colour section from pages C1-C24 will help you practise and become familiar with the type of photographs and written questions you will see in the test ‘and help you increase your confidence, © Answer sheets Look at these to see what the First for Schools answer sheets in the test look like and learn how fo complete them. Ask your teacher fo photocopy them so that you can use them ‘when you do your practice tess © Audio recordings Listen to these to practise the Listening paper. You will need to listen to these to practise some parts of the Speaking paper too. Cambridge English: First for Schools Contents First for Schools has four papers: Reading and Use of English: 1 hour 15 minutes The paper contains seven parts. For Parts 1 to 3, the test contains texts with grammar and. vocabulary tasks. Part 4 has separate ems with a grammar and vocabulary focus. For Parts 5 to 7, the test contains a range of texts and reading comprehension tasks Writing: 1 hour 20 minutes The paper contains two parts. You will have to complete two tasks: « compulsory one in Part 1 and one from a choice of four in Part 2. Each question on this paper carries equel marks. Listening: about 40 minutes The paper contains four parts. The tex lypes are monologues (answerphone messages, information lines, commentaries, radio documentaries and features, instructions, lectures, news, public announcements, adveriisements, reports, speeches, stories ond onecdotes, talks) and interacting speakers (conversations, discussions, interviews, quizzes, radio plays, ransactions) For each correct onswer you will receive one mark, Speaking: 14 minutes The Speaking test contains four parts: short conversations with one examiner and another student; a one-minute ‘long turn’ on your own; a task where you speak with the other student; and a discussion. Usually you will take the Speaking test with just one other student, but sometimes students take the Speaking test in groups of three (only when there’s on odd number atthe end of the session ~ i isn’t an option normally). You will be marked on your performance throughout the test 6 I Introduction“4 Frequently asked questions: At this level you should be able to: use the main structures ofthe language with some confidence demonstrate knowledge of a wide range of vocabulary use appropriale strategies to communicate in a variety of social situations pick out facts from spoken language and writen text Understand the difference between main points and other points understand the difference between the main idea of tex! and specific detail produce waiten fexis of various types showing that you can develop on argument as well as describe or retell events. What grade do | need to pass First for Schools? Results are reported as three passing grades (A, B and C) and two failing grades (D and E} IF you don’t get a passing grade bu! show that you have ability in English at a slightly lower level {Council of Europe Level B1) you will get level B1 on your catficate. If you score below level B1 you will get a fail grade. Basic user independent usor Proficient user. Al A2 BI B2 cl c2 Key for Preliminary Fifstfer Schools for Schools "Schools (KET for (PET for (RCE for Schools} Schools) Scho} Introduction 17What marks do | need to pass each paper, and to get. an A or Bin the exam? You do not have fo get a certain mark to pass each paper in the test. The final mark for First for Schools isthe total number of marks from oll four papers: Reading and Use of English, Waiting, 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. You will receive a graph showing the resuls and a score for each paper out of 100. This means thatthe mark you need fo pass the test will always be 60. Grade A = 80-100 Grade B = 75-79 Grade C = 60-74 How can | find out about how | did in each paper of First for Schools? Before you get a certificate you will ge! the Statement of Results telling you how well you did in First for Schools. As well as your result and your score out of 100 it also gives you your “Candidate Profile’ Ths is an easyforead graph that shows how well you did on all the papers ofthe fest compared tothe all the other students taking the same tes. If you do not get the score that you wanted, the Candidate Profile will show you which of the skils (reading and use of English, writing, listening or speaking) you did well in and which you need to improve. | First for Schools appropriate for students of any age? First for Schools is more appropriate for students who are at school and aged from 12-16 but itis generally suited to students who are still ot school who want fo start working in on English- speaking environmen! or study at an upperintermediate level. To make sure thal the material is interesting for your age group and not oo dificul or too easy for the 82 level, all the parts of the papers ore prevesled. This means thot diferent groups of students iry the materials for ‘each part ofthe test frst. The moterial wil then only be used in real exams if the results ofthe pretest show that its appropriate for students who want to take First for Schools, 8 | IntroductionCan | use pens and pencils in ‘the exam? In First for Schools students must use pene in all the papers. I's useful for you change one of your answers on the answer sheet. What happens if | don't have enough time to finish writing? You can only be given marks for what you write on your answer sheet, so if you do not complete this then you will miss the chance to show the examiner what you can do and how good your English is, Watch the clock and plan your time carefully. Do not waste time writing your answers on other pieces of paper. However, in the Listening lest it is a good idea to write your answers on the question paper first. You will have lime at the end to move your censwers from the question paper Io your answer sheet If | write in capital letters, will it affect my score? No. You do not lose marks for writing in capital letiers in First for Schools. Whether you choose letters or not, you should always make sure that your handwriting is clear and easy fo read. Remember that the examiners can’t mark a piece of writing hat they can't read! Note that different students have different strengths and weaknesses. Some may be good ot speaking but not so good at writing; others moy be good at reading but not so good at listening. The B2 Level ‘Con Do’ slalements simply help teachers understand what First for Schools candidates should generally be able to do at ths level For more information on ‘Can Do’ statements go to: hitp:/ /wranw.cambridgeesol.org//images/28906-alecan-dedocument.pdt Introduction 19OS ER LII) nomsine ane use or engiisn © Part 1 In this part you: 2 read o text wih eight gops © choose from four options {A B, Cor D} ofl each gop. Useful language Verbs + prepositions 2 Which prepositions ~ on, wth, in, of or for ~ can follow the verbs below? (TP Nse vou nonsinlen An Write the correct propositions inthe gaps. Some of the verbs can go with ‘more than one preposition. depend 0%. result Participate nn ‘remember them tht way. cooperate... OP PHOVE nnn 1 oe succeed PIOGI8C nem“ ae Cr Ce 2 complete the txt withthe correct form ofthe verbs from Exercise. (Ti! | try to (0)... Participate _in as many sports as | can at school, bout tobe honest Im preity hopeless! Anyway, lat week I decided a try to get onto the school ela team, a they're considered really cool And amazingly after some running tral | actually (1) cererennennnenin getting a place ~ only asa reserve for competition, but stil! Then | realised that was just the begining ‘he other team members didn't exactly abject toa newcomer, but | could tell they didn't totaly (2) om oF my being there. As said the team eon f the best sports cople in the schoo, so joining them was areal honour. And any races they were in Usually (4) -—-e--nnnnoniM@ win Anya, ‘the annual school sports day was coming up, so thought Fd better start practising. Finally, spots day came, and | was as well prepared as | could be. And I knew my friend all (8) 0 ~in me, so that helped a lot. But just then we heard that another tcam member had been inured, so they/d be (6) ——nsnnnnn 9 ME TO Help them win, This was my chance. I started (7)... = hard as | could on the task ahead. | was incredibly nervous waiting forthe runner behind me to pass ‘me the baton, But suddenly there he was ~ and Iwas off! And {guess what? Iran faster than any other members ofthe team ~ and we won! It was fantastic! But the best part was that after the race. ‘the rest of the team (8) wex-rnneannn OM CarTyiNg me FOUN the track on their shoulders. never forget it! (Fig Use your voosbulary notebook to 4 shor pase, e. nave a good time, rely on your friends. I's easier ‘Remember thatthe prepositions you od a look at to answer a question ‘are not alveys after the gap. For ‘example, look at numer 7. 401 Taet A Teatnine Reading and Uso of English Part 4| Useful language 3 Which phrases go with the following verbs? Write the phrases on the correct lines below. Some phrases can go with more than one verb. Verb collocations In Part 4, you need to know ‘common eallocations to get the ‘answers to some questions. ac your homework your time - @ goad time fun a difference frionds abreak — sure a photo your best noise anexan — ashower a party ‘you good ‘aotter amess sense the washing up some exercise do. — ORE have take 4 Choose the verbs from the box which go with each group of nouns. Can ‘you add any more nouns to each group? Some groups can go with more than one verb. Use a dictionary if necessary. poss spend miss go play GBS sale catch move | change un 1 ~ acold, a bus c= volleyball, the picno 2 money, time 7 mom the rood 3 the bus, your fiends 8 a house 4 shopping, away on holiday oS ‘your mind, your clothes ie ‘on exam 10) 9 company, a computer program 5 Complete the sentences below with the correct forms of the verbs from Exercises 3 and 4, Example: Whenever Inne G@nmnnnn away On holiday, {rly ann Mi iy fonds at home. 1 Ineed to. some money fo. shopping with my friends at the weekend. 2 Luca ond Matic ae the road and ran to the bus slop but they sill the bus. 3. Id love to be able to the guitar, but Lean afford lessons, A We've just house, 0 | haven't managed to many friends here yet. 5 Ben's teacher fold him t.. seven his time when . his maths homework, inslead of rushing i. 8 Cristina anon the best she could in the exam, and sa result she at { 7 Mum osked me 10 neem the washing-4p befor® Lon i B Elio norman 6 mess of building his new bookcase, because the instructions didht nnnnn Reading and Use of Enalish Part 1 Test4 Training | 24Useful language Phrasal verbs [CTpt_ You it ten need to use Prasat © _ Use the particias in the box to complete the phrasal verbs, according to cote par iaesiee the meanings given. Use a dictionary if necessary. across away by down into off outof over through up upewithy Phrasal verb ‘Meaning keop —..uP_sith Understand something that’s changing Fost discourage collect stop working find by chance plans thot fil ‘void doing something you don't want to investigate, find out more sop on the side ofthe road escape support someone who's in difculy 7 Complete these sentences with the cortect form of the phrasal verbs from Exercise 6. Example: When Harry had a problem in the sports team, his friends oll... $204.4... him. 1 The dog slipped off its lead and .. nen but luckily his owner found him. 2 Torm was busy, 50 his MUM onium his new cricket bat for him from the sports shop. 3 twas raining so hard that Jack’s dad hed to. ~~. 0n the side of the road for a while. 4 Julian managed to. helping his mother with the washing.up by soying he hod a lot of homework! 5 Ourcor.. fon the way 0 the match, so we were lale geting there. 6 Most people are... a: eating ths cheese by the smell ~ i's awful 8 © Correct one mistake in each of these sontences written by exam candidates. Underline the wrong word and write the correct word in the space. 1 I would agree tothe opinion that keeping animals in 200s is erve. 2. When ! am reading cnd the ileision soni bothers mo because | om concentrating in reoding my book, 3. IF you decide to come in my country, Lwould advise you to visit the copita. nu 4-1 am always fascinated of your gorden, 5. This shows that it should be taken to consideration. wenn 6 We could finish by some Spanish leesons. 412 | Test Training, Roading and Use of Enetish Part 2.Focus Meanings of words 9 For each group of four sentences (a-d), choose the correct word from the box for each gap. Use each word once only. Sometimes capital letters are needed. support assist cooperate benefit {a Many people inthe 1oWn vonsnmmnmenen the plans for a new supermarket. DL think I fly nenncnnne fom all the traveling Fm planning 1 do. ¢ Aspott of Tom's summer job, he hed to the manager with various tasks in the office. Will people withthe police to help find the criminal? surely absolutely totally definitely @ Harjeoy said he'd be here fo help organise the panty F Unfortunately, 'd.. forgotton I'd agreed to mee! Gareth in town, @ The cake that Kate mad Wa no dalicious. bh 'm surprised our fiends aren't here ye. there was a problem? they/d have called if accident confusion error fault 1 Alot of people were trying to geton the bus and, inal the csnnemnnnns Samantha lost her bag, J. Robert knew he wos ot an and decided to apologise. Ke Louis made @ Basic nnn snmnnesin his moths homework and it cost him five marks. | Sosha hadi’ intended to delete his homework files. He did it completely by achieved resulted managed —succaeded im I've tried boking cakes lots of times, but they've USUO snnsnsmnnn in Failore —no- ‘one wants fo eat them! 18 Fd be thrilled if finaly ..snmnnnsnnw in passing my exom! © Alex. nfo leave the house just in time to catch the schoo! bus. P Becky's... Something amazing ~ she's been accepted forthe schoo! relay foam! Reading and Use of Ensish Part 4 Test 4 Training | 43Comes eleieinin-y Reading and Use of English e Part 1 For questions 1-8, read the text below and decide which answer [i Remember to read the oxamle and (A, 8, C or D) best fits each gap. There Is an example at the oD oe Look careful at the words that come before and after each ofthe Example: = © A support B assist © co-operate —D benefit. Tial” vou don't now which option is cor, erase out any you know are wrong, Tis gives you fewer options toconcentrate on. of/A B GD Dolphins " ey There have been countess stores of dolphins pening (0) x wih humans, But a recent incident has convince a group of Hoguards that ‘some dolphins were (1). ~~~ attempting to help them ~ by protecting thom fom a shark ee . ‘The lifeguards were on a training exercise in the sea when the dolphins ‘swam towards them at considerable (2) nom.-seu- then circled them repeatedly, hitting the surface ofthe water with thei fins. At first, the ". swimmers were puzzled by the dolphins’ (3)... , but then began to “ fear they'd swum too close to some baby dolphins by (4)............ and disturbed them. ‘Suldenly, one of the ifeguards spotted a small shark some way olf. He realised that the dolphins had been (6). lot of noise and causing general chaos in order to (6)... of the shark. And to his rele, they {) im doing 80, because the shark soon disappeared, However, the dolphins insisted on staying unt a colleague's boat safely (8)... the swimmers. What an experience! 1A surely B absolutely © tolally D definitely 2 Adistance —_-B pace © time D speed feton ys cote 44 Which of these nous can 3A occupation 8 behaviour situation —_—D_ attitude ee exercises you are unsure 4 A accident ——B confusion © error D fautt 5 This spat ofa colanation Which ver can go wi nlse? SS A org B making © having D trying 7 Only two of these verbs can ‘be used wt in You nee to 6 A cal B set put D take thnk about the meanirg to noose between them. 7 Amanaged — B succeeded © achieved —_—D resulted @ Apickedup B cameover C gotaway —D_caught up 14 | Test4 Exam practice Reading and Use of English Part.‘This part wll test how well @ read a text with eight gops “seu undegan eae @ think ofa word that fills each gop correctly oe prepositions. You may aio have Useful language Relative clauses ‘to answer questions that test fed phrases, phrasal verbs and inking 1. Inrolative clauses, which of the words in the box are used to describe the axgvassions things below? why Which whose where who when: io 4 areason = 2 aperson — 5 athing 3 aplece 8 apossession armen Gib?” when you nave fishes, ood 2 Complete the text with relative pronouns from Exercise 4. One of the Sey cae {gaps can be left blank. Can you see which one? iemakes sense. ‘Anais Marin isa teenager (1). ane ves, {( Femeriver ‘on the coast in the south of France, (2)... — We use who / which 7 that when the climate e quite mid and the views spectacular. Yet we are referring to the subject of 3 ‘sentence: The lesson which / that 8) vccnowrnnnenne-Sh@ and her family go on holiday, they nee always go to a resort (4). they can fing we are using who / which / that to ‘snow! refer to the object ofa sentence, t ‘can be let out, ext, The lesson I most Anais finds it ifficult to explain (5) enjoy fs. ‘she and her family choose somewhere that's so different ‘rom their home town. I know there are lots of tourists (8) vnnnnnnne Absolutely love coming to this town. Batts not tne same if you ve here ~you need a change {rom time to time!’ says Anais. ‘Anais loves going skiing, and her three brothers, (7) -vnenonsnnne hObbIeS range from snowboarding to ice skating, start looking forward to their holiday as soon as the summer's over, We KNOW (8) e-em th temperature starts to drop slightly here that it's time to ‘prepare our winter sports equipment” she says. ‘And the amount of stuff (9)... von WE take away with us ‘could probably equip the entire resort” ‘Which of the gaps could also be filled by the word ‘that’? Reading and Use of English Part 2 Test 4 Training | 45 :Useful language Linking expressions 3 Choose a linking expression from the box that has the same meaning as the words in Italics in these sentences. There are some expressions you don't need to use. Whereas despite the fact that in otderto owingtoaslongas instead of despite in spite of, 1 Even though it was pouring with rain, Ben sil eycled to school 2 Losoph’s quite exrovert and sociable, while his sister is more roserved. 3. The schoo! tip had to be postponed because of the tain sti 4 Leon and Clara decided to walk into town rather than going on the bus, os it was expensive. 5. The homework deadline was extended so as fo give everyone more time to complete i 6 You can come comping with us provided that you get your parents’ permission. Choose the correct linking expression from the box to complete these sentences about Anals Matin from Exercise 2. unioss in view of im addition soasta yot until 1 The Marin family ive near the beach, cold, 2 They always trovel to ski resort. _- get a complete change of scenery. 3 They wait nnn the wether changes belore they start preparing their equipment 4 The family’s hobbies are probably quite unusual. one where they lve 5 somsomnnnnnnst0 ol the usual winter sports lke skiing and skating, her brothors are oo good at ice hockey. 6 I's quite hard to do lots of winter sports v= they enjoy taking their holidays somewhere you're reasonably physically fit Complete the text below about an unusual sea creature. Use relative clauses and linking expressions from Exercises 1-4, Have you ever heard of a creature called a blobfish? It hit the headiines (Q).....WKEM___ it was voted ‘the world's ugliest animal.’ The blobfish, (1) ..........-.. natural habitat is deep in the ocean off Australia, spends its life swimming around in the dark, largely unnoticed, However, various factors have reduced the numbers of blobfish to dangerously low levels and, in (2). OF this, conservationists are trying to take action to save it. (8)... addition, some conservationists have suggested that previous projects have ignored the blobtish (4). to its ugly appearance, and that people are not keen to protect Species (8) vee they LOOK ute, Another such creature is the kakapo, (6) -vonmnnnnnn i the Only species of parrot that can't fly. a the fact that there have been many campaigns to save these and other creatures, there are very few loft in the wild. So we need to think about creatures such &s these, (8) nn OF ust focusing on the more attractive-looking ones, such as pandas. 1 Test. Training Reading and Use of English Part 2Useful language Articles, quantifiers and determiners 6 Complete the story below with words from the box. You may need to use some words mé Sometimes capital letters are needed. than once. | aan both the any many more most some every none one few (0)..0P8._ day (4) boy called Matt was walking don (2) nn. Street when he saw @.. it's bag lying on (4)... pavement by a bus stop. There weren't (6) Other | people around, so he picked it up and had (6) look inside. To his surprise, he found quite a | (1) 01NS ID (B) bbag, and even (9) mrmsmnm Money inside a small purse, (10)... Cf which was in notes. There were also some books, but (11)... of them had the name or address of ‘the owner written in them, For a moment, Matt was tempted to keep the bag. But he liked to think he was, (12), honest person, so he took it to the police station. ‘There were very (13) .-..nu.u. People inside when he anived, apart from two girls who were (14)... looking vety worried. As soon as (1) of the girs saw (16) .........bag, she rushed over to him, ‘That's mine!” she said. (47)... time I go out, | eave it behind somewhere! Thanks so much for finding Itt You're fantastic! ” Matt felt embarrassed, so he mumbled something in reply ~ then blushed and left, 7 ©) Choose the correct word in italics in these sentences written by exam candidates. 1 I'm writing in order to reply o the advertisement in my local poper who / which osks for people to help in a summer camp. This is the moment that / when we must work fst They will toke you to your hotel which / that is called the Loughborough. ¥'m convinced that z00s, os insittions thot / who take care of animals, can play « good role, ‘She wanted to see her husband which / who she had not seen for over two months We are a private clinic who / which teats all kinds of illnesses, eunen Reading and Use of Enetish Part 2 ost A Teainins 147Bt oe Be eT eta dt) Reading and Use of English ° Part 2 For questions 9-16, read the text below and think of the word which [Tigs!” You might find that you can think of best fits each gap. Use only one word in each gap. There is an example ~~~ several words whieh coud it 2 gap. at the beginning (0) Read the text round the gap very carefly as ony one word wil ft. Example: [0] [M[u[c[H Water We all know that water is essential for our health, and that we should drink 85 (0) nn of as possible. Yt in (@) ofthis, many of us sill don't drink enough, so bottled (EE water is a good way of (10)... Sure we drink clean water while wo'e on the move. 9 This sentence is contrasting ith ie Unfortunately though, the manufacture ofall those plastic bottles can result in alot of waste, sentence torso reese 3 contrasting ink ge ay pe ee acs aeerbe eatin tases ee (18) ooonssou property disposed of, they can cause a major pollution hazard. reason for plastic botties: enn Erie, (14) ofthe plastic bottles we use get recycled. So (15)... of throwing them 13 his cart of ro inthe bin, we should send thom toa recycling centre where the plastic can be re-used. And Seen De poste or in many counties now, the water (16) Comes straight from the tap is perfectly ieee neta clean and safe to drink so perhaps many of us don’t need to buy bottled water at all ‘sentence before you deci. 48 | Test 4 Exam practice ‘Roading and Use of English Part 2er ading and Use of English ° Part3 a | in this part you: 4 @ reed a text with eight gaps © form an appropriate werd for eech gap from the word in capital eters althe end ofthe line Useful language Suffixes ‘2@ Add suffixes from the box to the words below to make other words. You “5. sissary ofa ward con ‘may need to make some spelling changes. change when we add suffixes 1 to the ends of words, ef ucky ness -ly ship ment ve on ful er igh (od) + 9 = tek (on). Te 1 ‘hoad al ation ance able en -less ing ed speling sometimes has to ‘change to, #.6 with lucky the y Example: has to change to an to become 4 ji ‘i techy. impress + ive-+ly impressively impress + ion impression ] 1 child 4 ogre 7 involve 10 friend E 2 omive 5 explore 8 tract 11 hope 3 comfort cccept 9 conscious 12 threat | Now put all the words ~ the base words and new words - into the table. It is not always possible to complete each column for the base word. q [bose word [noun aa [adverts a impress impression impressively child child / childhood childishly q 2 Complete the sentences with a word formed from the word in brackets and a sutfix from Exercise 4. Example: The sea was... arprisingly.. (surprise) warm when we went for a swim. i 1 1 Finn's father is @ Very omsemnannnnn feeess) lawyer. 2. My mum wants fo play golf ot the local club, but -acsnnunn (member) is very expensive. q 3 Conservationists work for the .. _-. (survive) of endangered species, 4. The whole family tried to make Dad's 50th birthday as... soe (memory) I as possible. 5. Bram’s painting oitracted 4 lot Of nnnnnnnuen- admire), as it was s0 original. 6 Judging by Max's... {eppear), he’d walked « long way in the rain. 7 Although my grandmother is in her eighties, she's sill VOry B p Wet Clivveliitc Reading and Use of English ° Part 7 ‘You are going to read an article about four young people taking part in swimming races in open water. For questions 43-52, ‘choose from the people (A-D). The people may be chosen more than once. (GBT Read ciosey when you think you have “found the answer to a question, There may be information in more than one paragraph Which appears to answer @ question, butt won't be completely corect in both. Check Mark your answers on the separate answer sheet. caret Which person made a costly mistake about what strategy to use in the aS Pay water? poor eoncitone 8 says & 5 rOUER, found they were handling poor conditions more easily a jas condos were ae than some other competitors? Wich one fours was lucky to have escaped being injured while swimming? 4S vith ne race? 49 Which person was was on the way to victory at an early point in their race? sured ote io wt ve Ll those swimmers were better? folt confident about producing a good performance prior zz to the race? remained unaware for some time that others in the race 5 were in difficulty? exceeded their own expectations in the initial stages? ‘missed out on winning due to an unfortunate occurrence? received much-needed support ata critical point? felt they'd learned from the race despite not being successful? Reading and Use of Enatish Part 7 50 5t 52 Tost 4 Exam oractice | 23A Angela ‘As | was about to set off, | just kept thinking about what my coach had told me: ‘The ones who are ready are the ones who win.” And | knew I'd done everything | possibly could to prepare, even swimming the course a few days previously, so | felt his words really applied to me. On the day of the race, the water was calm but I couldn't see far ahead, and Id lost sight of the other competitors, so I hoped I was leaving them behind. Then suddenly | felt a huge bang on my chest and realised other people were actually ahead of me ~ and one had kicked me hard. She apologised and no damage was done, fortunately, but it was a reminder fo try and keep my distance, if possible. Anyway, the incident didn’t atfect the result — 1 was so far back by then that I couldn't possibly have won anyway! B Sam On race day, | was a bit cautious getting into the water as it was rough. And there were a lot of other people swimming the same route, so my plan was to try and keep up with them, \while also avoiding them so that | didn't got kicked, difficult though that might be. Once in the water, | actually began to swim a lot harder than I'd ever done in practice and | suddenly realised | was keeping up with swimmers who were clearly stronger than me in training. However, | soon noticed they'd all switched to a more relaxed breaststroke, presumably to pace themselves and conserve their energy, while I'd made up my mind to maintain the faster ‘overarm crawl, and becoming worn out in the process. Anyway, to cut a long story short, I ust decided to put this race down to experience. | found myself further and further behind, and in the end realised I'd never be able to win! 34 | Tost Exam practice Krista There wore so many swimmers taking part that I knew I'd have to swim tactically. The only problem was, | didn't really know any tactics! But | decided to up my speed to pass the swimmer ahead of me, and then settle into a rhythm before | passed the next one. That’d always seemed to work OK before, as long as | managed to swirn wide around them to avoid getting hit. Anyway, I was soon up among the leaders and in with a good chance. The aim of the race was to swim out around a marker, then back to the beach, and run straight to our coach who'd be timing us. The three fastest times would win. However, as I hadn't got my lasses on, | rushed up to the wrong person, sadly .. and dropped out of the first three places as a result. Oh well Tom ‘The sea conditions were pretty dire on race day, with big waves rolling towards the shore. | decided I'd just let others go ahead of me and simply aim to finish — that in itself would be an achievernent. | resolved to see each wave as a challenge and meet each one head on, then go with the current as much as possible. The trouble was, doing that, | couldn't really see what the other swimmers were up to, so was amazed when | heard some of them call out that it was too rough and they were giving up! I'd been coping OK, so | ploughed on, although Iwas getting tired. What really got me through, though, was finding my close friend swimming just nearby, so we made a promise to each other then to keep going now we'd come so far — and we did! That's what | call teamwork — ‘even though we didn't win! Reading and Use of English Part 7