Guide to PAPER 3 aay em Oe) PAPER 3 has six parts, and a total of 80 questions. For each part there is a short text on which the questions are based. This paper tests your knowledge of vocabulary, grammar, spelling and punctuation, error correction, word. formation, style and register, and coherence and cohesion in texts. You must transfer your answers to an answer sheet (see pages 124-125). Part 1: Multiple Choice Cloze (page 21) Tis isa text with 15 single-word gaps. For each gap, you choose your answer from four options: A, 8, C or D. This question is mainly a test of vocabulary, but may contain some grammatical words, such as linking words. Exam tips * Read through the text for meaning before reading the four options. The four words often have simitar meanings but ‘only one will collocate with the other words in the sentence. Look carefully at the words surrounding the gap. Fixed expressions and phrasal verbs may be tested in this type of question, You should learn phrases rather than just single words. Guess if necessary. You will not lose marks by choosing a wrong answer. When you have finished, read the text again to check that your answers make sense. Part 2: Open Cloze (page 22) ‘This is a text with 15 single-word gaps. You have to complete the text with structural words such as: has; been, the, so, which, in. This question tests your knowledge of grammatical patterns. Exam tips + Read the text once straight through for general understanding. + Identity the type of word missing in each gap. + You know all the words ~ the problem is to think of them. Try thinking of all the auxiliary verbs, Pronouns, relatives and prepositions that you know. ‘+ The words which and whose always seem difficult to get. Bear these two words in mind when you can't fila gap. * Only write one word in each gap. © Look carefully atthe surrounding context of each sapped word. Check that your word makes sense. Part 3: Error Correction (pace 23) The task will be either: 1 a text in which most lines have an extra wrong word, You have to identify the extra words. (page 23) or: 2 a text which contains spelling and punctuation mistakes that you have to correct. (page 47) This task tests either your knowledge of grammatical patterns and sentence structure or your knowledge of spelling and punctuation. Both task types test your ability to read with care and attention. Exam tips * Read through the whole text once for general understanding. + Remember that most lines have a mistake. Only 3-5 lines are correct. * Study the examples carefully because they give you valuable information about how to record your answers. For tasks which test wrong words: * You are looking for words that are wrong, not just unnecessary. * The wrong words are usually short, for example, prepositions, articles, auxiliary verbs, conjunctions. * You will need to read the whole sentence across several lines, not ust one line, in order to find wrong words. ‘+ Awrong word does not appear twice in the same line, For tasks which test spelling and punctuation look for these types of errors: ‘© doubled final consonants. + omission of silent letters. * additional final e, * incorrectly spelled prefixes and suffixes. + commas, full stops and brackets which are either unnecessary or missing. ‘+ small letters instead of capitals, or the other way round, + apostrophes, either missing or unnecessary. ‘+ hyphens, either missing or unnecessary. PAPER 3Part 4: Word Formation (page 24) This consists of two short texts with 15 gaps in total. For each gap, a base word (the prompt word) is given. You have to form the correct word for the gap using this prompt word. Exam tips * Read through the texts first to get an idea of what they are about. Decide what part of speech you need for each gap. The word you need could be a noun, verb, adjective oradverb. Look at the base word. You may need to: ~ add a prefix (at the beginning), .g. appear > disappear ~add a suffix (at the end), e.g. disappear > disappearance change the middle, ‘eg. strong > strength «of a combination of these. ‘+ Atleast one word in each text will need a prefix. ‘+ There may be more than one change to a word. A change usually involves making the word longer. ‘+ Be careful about negatives and plurals. Make sure that the text makes sense as whole. Part 5: Register Transfer (page 25) This consists of two short texts in different styles. The second text has 13 gaps and must be completed using the information, but not the words, in the first text. Exam tips + Read through both texts frst. Is the first part more formal or less formal than the second part, which you have to complete? + Inssome questions, there may not be a very obvious difference in style between the two texts, but the texts will be of different types and directed to a different target reader. The first part contains all the information you need but not the words. Highlight the words and phrases that you have to re-express. ‘Check the instruction for the number of words you can use - usually one or two in each gap. ‘+ Check that the information in the gapped text is the ssame as in the first text, oo PAPER 3 Part 6: Discourse Cloze (page 26) This part consists of a text with six clauses, phrases or short sentences missing. You have to identify the missing phrases or sentences by choosing from a list of ten options, Exam tips ‘+ Read the text quickly to get an idea of what it's about. + Look carefully at words and phrases such as ‘it, ‘which’, ‘because’, and ‘on the other hand’ and try to work out what they refer to. This will help you follow the sequence of ideas. + Consider whether the writer is giving an example, making an additional point or pointing out a disadvantage. This will help you to choose an appropriate answer. * In some texts, all the options will fit grammatically 0 pay attention to the meaning. You need to understand the text as a whole. ‘* When you have finished, read the completed text, checking grammar and punctuation carefully. How is the English in Use Paper marked? Paper 3 is marked by trained markers using a mark-scheme. There is one mark per answer and correct spelling is essential. Once the answer sheets have been marked, they can be read by an Optical Mark Reader (OMe)PAPER 3 English in Use (1 hour 30 minutes) For questions 1-15, read the text below and then decide which word best fits each Tp Strip space. Put the letter you choose for each question in the correct box on your answer Remember to: sheet. The exercise begins with an example (0). «read through the text for meaning before one tnoingetterur = Emel: | O | f aptions. * consider carefully the words surrounding. chee History Set in Stone * check that your Many species of animals and plants have disappeared from the earth. They have answers make sense. died out, or become (0) ...... But sometimes animals or plant (1) ... can be found buried in rocks. These are called fossils. Imprints in rocks (2) (. prints, for Question 2: Which word example) are also called fossil Ismost closely Not : lot every creature (8) ... asa fossil. Many simply rot away completely and leave no associated with animals? | (4) of their existence. Because many creatures and plants have disappeared Question 4: The meaning | without leaving any fossils, we will never know anything about them, is clearly negative. W : word emphasises this? The study of fossils, or palaeontology, to give it its scientific (5) ..., became oumaekprnrcian, established at the beginning of the nineteenth century. Before this research began, people did not believe that fossils had once been (6) ..... Large fossil teeth were seen as evidence of a race of giants in the past, while ammonites, a very : (7)... type of fossil which you might easily find yourself on a beach or among Question 13: Which word | ck, were called snakestones because of their snake-like (8) ..... People believed ‘means a permanent foe nine that snakes had been (9) .... to stone by a miracle. collocates with ‘to extinction’? Question 45: Which word | ‘The most famous fossils of all are the dinosaurs. There are, of course, no dinosaurs collocates with ‘of ‘on (10) ... in 200s. They were not (11) .... to extinction by humans as some sunlight? animals have been, but became extinct millions of years before our own species developed. The reason why the dinosaurs became extinct is still a mystery. Many theories have (12)... the disappearance of dinosaurs with major (13) ... change. ‘One possibility is that a gigantic meteorite crashed into the earth (14) .... so much dust into the atmosphere that the (15) .. of sunlight was reduced. The temperature would have fallen and, as a consequence, many types of plants and animals would have become extinct. 0 @) extina B extinguished C_remote D_ obsolete 1 A bones B_ evidence parts D remains 2 A toe B paw © palm D hand 3 A lasts B survives C continues D develops 4 A= marks B proof remnants D trace 5 A name B term © description D__status 6 A alive B_ physical living D flesh 7 A common B usual © noxmal D_ frequent 8 A type B_ manner shape D figure 9 A petrified B made C_ ossified D turned 10 A_ exhibition B appearance C sight D display 11° A hunted B_ brought C chased D driven 12 A connected B joined C= explained D initiated 13 A climatic B temporal weather D_ seasonal 14 A disturbing B displacing putting D_ pushing 15 A heat B amount C degree D_ period TEST 1, PAPER 3 =aPAPER 3 Tip Strip Remember: + tead through the text once for general understanding. * consider the surrounding context carefully. ‘Question 1: Three of these words have much too strong for the context ‘Question 4: An example isbeing given here, so an abstract word is appropriate. ‘Question 15: The speaker clearly thinks that this is ‘wrong. Which adjective best expresses. meaning? English in Use (1 hour 30 minutes) GW For questions 1-15, read the text below and then decide which word best fits each space. Put the letter you choose for each question in the correct box on your answer sheet. The exercise begins with an example (0), Ex ample: | 0 | D That Sweet Smell of Success is ... ‘There is a revolution in the retail world that cannot (0) .... to attract shoppers’ noses. In the latest_ marketing ploy, smells are created in laboratories to be wafted around stores in order t0 (1) ... the unsuspecting into spending more money. Secret (2) .... of the ‘designer’ smells are going on in more than a hundred stores across Britain, including, bookshops, petrol stations and a (3) of clothes shops. The tailor-made aromas (4) .... coconut oil in travel agents (to (5) ... exotic holidays), and leather in car showrooms (to suggest (6) .... quality). Marketing Aromatics, a company specialising in this area, believes that odours are under-used as a marketing (7) Until now the most frequent (8) .... has been in supermarkets where the smell from in-store bakeries has been blown among the (9)... to boost sales of fresh food. “We are taking things one stage further,” said David Fellowes, the ‘company’s commercial director. ‘We can build on customer loyalty by making customers (10)... particular smell with a particular store. It is not intrusive. IF it were it would defeat the (11)... ‘The smells are designed to work on three levels: to relax shoppers by using natural smells such as peppermint; 10 bring back memories using odours such as a whiff of sea breeze; and to encourage customer loyalty by using a corporate perfume ‘logo’ to (12)... @ company's image, Dr George Dodd, scientific adviser to Marketing Aromatics, believes smells can affect people’s moods. ‘It is a very exciting time. Smells have enormous (13) .... to influence behaviour,’ he said. Critics say retailers are (14)... to subliminal advertising. “Not telling consumers that this is happening is an (15) .... invasion of their privacy. People have the right to know, said Conor Foley of Liberty, the civil liberties association. warvanuawnse A manage B stop A entice B trap ‘A. investigations B_analyses A. society B chain A. include B cover A. remember B arouse A complete B > expensive A. advertisement B_ tool A. effect B concept A aisles B gangways A join B associate A target B_ method A make B fix A. concentration B_strength A resorting B taking ‘A undeserving B_ unjustified Test 2, © work © aa C force D deceive operations D. trials company D_ network C spread D spray Cc evoke D desire € lasting D_ permanent gadget D_ gimmick C type D application © corridors D_ walkways bond D_ merge C object D_ thing show D_ express potential D. ability © moving D_teacting € unofficial D_ unlicensed Papen 3 maPAPER 3 Tip Strip Question 6: Which word makes a contrast with the complex electronic. systems already mentioned? Question 15: This refers tothe police finding stolen goods. Which word best expresses this idea? English in Use (1 hour 30 minutes) Pw For questions 1-15, read the text below and then decide which word best fits each space, Put the letter you choose for each question in the correct box on your answer sheet. The exercise begins with an example (0) Example: | 0 4 SHOPLIFTING Last year, losses from shops through shoplifting and theft by staff (0) .... to over £1 billion. There are many (1) for shopkeepers themselves to reduce shoplifting. As with all types of crime, prevention is better than (2) .... . The best deterrent is the (3) .... of staff properly trained in how to identity potential shoplifters. There are also many security (4) .... now available. Video camera surveillance is a popular system, even with quite small retailers. In clothes shops, magnetic tag marking systems that set off an alarm have proved their (5)... . However, there are many (6) .... measures that retailers should consider. Better lighting and ceiling-hung mirrors can help staff to (7) ww all parts of the display area. Similarly, simply arranging shelves and display units to allow clear (8) ... of vision is a good deterrent, Another problem for retailers is the (9) ... of stolen credit cards to buy goods and services. Many retailers avoid this by always checking the (10) .... of a card used for purchase Electronic systems are now available to (11)... up the procedure. Most companies keep a petty (12) box for small expenses. They are a popular (13) .... for thieves. It is not enough to have a box that locks. A thief can steal it and then open it at leisure. Lock it in a drawer as well. Telephones, typewriters, word processors and ‘computers are also vulnerable because they are (14) ..... Property marking is a good deterrent and helps the police return stolen goods if they are (15)... And remember that in many businesses information is valuable to competitors and should be protected. @) amounted ——B_ accumulated ‘A opportunities B schemes A remedy B_ loss A. knowledge B_ presence A devices B_ methods A. reliability B worth A better B easier A notice B watch A fields B areas A employment B application A honesty B forgery A speed B check A_ money B_ bank A robbery B target A. portable B_ expensive A. reported B_ known Test 3, © went D added ideas D_ occasions © cure D conviction number D_ importance tricks D_ machines valuation D_ identity simpler D_ bigger © control D_ regard systems D_ angles technique D use validity D value © take D key saving D cash © aim D- object stolen D attractive revealed D traced Been 6PAPER 3 English in Use (1 hour 30 minutes) For questions 1-15, read the text below and then decide which word best fits each space. Put the letter you choose for each question in the correct box on your answer sheet. The exercise begins with an example (0). Example: | 0 | @ You Must Remember This Sometimes you might feel that if you had a perfect memory, alll your problems with learning would be (0) .... . You would be able to (1) through exams without much revision. You would never again (2) .... the embarrassment of forgetting someone's name. But imagine, for a moment, not forgetting anything — not even last year’s shopping (3) .... You would be ().... with information. With hard work you can recall the parts of a verb or the layout of a town ‘as you need them, so that you can earn a foreign language or (5) .... a taxi driver's licence. But the memory @)..... called for by some professions are only one of the roles memory plays in our lives. Memory covers a (7) range of actions and needs. What we (8) .... about the brain is far from complete, so philosophers and scientists find it difficult to be (9) about the nature of memory. Remembering and forgetting can be understood in many different (10) but broadly, three distinct classes of memory have been established: personal, cognitive and habit memory. Personal memories are those acts of remembering which (11)... specifically to each person's life history. If you say, ‘L remember the first time I travelled by train’, you will probably have an image in your mind of the (12)... and be able to describe things in it Cognitive memory helps us learn, for example, stories, a speech or a (13) of music. Habit memory (14)... those abilities needed to perform actions such as typing or driving. All these actions must be learned but once they have been, you will rarely remember anything (15)... as you perform them. 0 A answered — (B) solved 1 A sail B walk 2A encounter —B_face 3 A receipts B notes 4 A overweight —B stuffed 5 A win B gain 6 A concepts B choices 7A wide B large 8 A study B_ learn 9 A. precise B explanatory 10 A ways B_ concepts 11° A connect B appear 42. A occasion B_ happening 13 A piece B tune 14 A means B covers 45 A totally B hardly improved D_ removed © onun D float © realise D accept Css D bills © burdened D overloaded c earn D award C feats D_ methods © long D big discover D_ know © correct D aware forms D types c have D refer process D> thought © sound D_ instrument enables D directs knowingly D consciously TEST 4, PAPER 3 olPAPER 3 English in Use (1 hour 30 minutes) Pw For questions 1-15, read the text below and then decide which word best fits each space, Put the letter you choose for each question in the correct box on your answer sheet. The exercise begins with an example (0). Ex ample: [ o| # Food For Astronauts tt used to be thought that people could not (0)... well in space, so the food (1).... for astronauts consisted of bite-sized pieces of food pushed out of tubes. But now itis (2)... that you can eat in space in the samme way as on Earth, ‘The physical constraints lie in the body of the spaceship rather than the body of the astronaut. Limited storage and cooking faciltes, with no space or power to (3)... for ‘complex food preparation, mean that the (4) .... for space nutritionists has gone beyond providing astronauts with food that is. palatable and good for them, The solution foods. Simply add water to the freezedried granules and ... bon appett! With space fights often (6)... more than a week, astronauts cannot live on granules alone. They also take precooked meals (7)... in bags, which they ().... up in a smell ‘oven, These are taster than granules but, according to Dr Helen Lane, a research nutritionist, it is dficut to get astronauts to eat as much as they need. ‘ts partly that they are so busy but also because there is no (9)... to eat’ So tickling their taste buds is an (10).... struggle, especially since one of the effects of zero gravity is to (11)... the sense of smell Weightlessness is an important (12)... in space food because of the danger that the food might (12)... and float off in different (14)..... We need foods that coalesce,’ says Dr_Lane. ‘Yoghurts, puddings, sauces all (25)... together in large droplets. Your spoon may float away, but the food will stay on it” TEST 5, PAPER 3 has emerged in the (5)... of dehydrated 0 @) swallow B suck © chew D_ digest 1 A diets B_ routines programmes D_ agendas 2 A expected B_ thought C revealed D_= known 3 A provide B give make D spare 4 A opportunity B_challenge © achievement D_ ambition 5 A type Bway form D order 6 A enduring B going C flying D lasting 7 A. sealed B tied € locked D. fixed 8 A cook B make c warm D serve 9 A stimulation B hunger © provocation —-D_onging 10 A anxious B intense C_suphill D_ impossible 11 A control B cut reduce D stop 42 A consideration B_ thing € business D_ principle 13 A_ break B fragment Cc slip D drop 14 A. pieces B ways places D- directions 15° A maintain Blink Cc keep D hold