FORMULA C1 ADVANCED Exam File

Оглавление
EXAM OVERVIEW
Содержимое Закладки Недавний The Cambridge English Assessment: C1 Advanced, is set at Level C1 on the CEFR (Common European Framework of Reference) scale.The exam is made
up of four papers, each testing a different area of ability in English. If a candidate achieves an A grade, they will receive a Certificate in Advanced English stating
that they demonstrated ability at Level C2. If a candidate achieves a grade B or C, they will receive the Certificate in Advanced English at Level C1. If a
candidate only achieves a B2 level, they may receive a Cambridge English Certificate stating that they demonstrated ability at Level B2.
Reading and Use of English: 1 hour 30 minutes
Writing: 1 hour 30 minutes
Formula C1 Advanced Coursebook with Listening: 40 minutes (approximately)
Speaking: 15 minutes for each pair (approximately)
key
All the questions are task-based. Rubrics (instructions) are important and should be read carefully. They set the context and give important information about the
tasks.There is a separate answer sheet for recording answers for the Reading and Use of English and Listening papers.
Paper Format Task focus

Reading and Use Part 1: multiple-choice cloze. A text with eight gaps, and four options Part 1: use of vocabulary including idioms, fixed
Front cover of English to choose from for each gap. phrases, complementation, phrasal verbs.
Eight parts 56 Part 2: open cloze. A text with eight gaps. Candidates write the correct Part 2: use of grammar, vocabulary and
questions word in each gap. expressions.
Part 3: word formation. A text with eight gaps and a word at the end of Part 3: vocabulary, particularly prefixes and
Title page the line in which the gap appears. Candidates write the correct form of suffixes, changes in form and compound words.
this word in the gap.
Part 4: key-word transformations. Candidates rewrite six sentences Part 4: use of grammatical and lexical structure.
using a given word, so that they mean the same as the original
Contents sentences.
Part 5: multiple choice. A text with six four-option, multiple- choice Part 5: identify details, such as opinion, attitude,
questions. tone, purpose, main idea, text organisation and
features.
EXAM FILE
Unit 1: One Part 6: cross-text multiple matching. Four short texts followed by four Part 6: comparing and contrasting opinions and
multiple-matching questions attitudes across four different texts.
Part 7: gapped text. One long text with six paragraphs missing. Part 7: reading to understand cohesion,
Candidates replace paragraphs from a choice of seven. coherence, organisation and text structure.
Unit 2: Two Part 8: multiple matching. A text or several short texts with ten Part 8: reading to locate specific information,
multiple-matching questions. detail, opinion and attitude.
Writing Part 1: compulsory task. Using given information to write an essay of Part 1: writing an essay with a discursive focus
Two tasks, carrying 220–260 words. based on two points given in the task.
Review: Units 1-2 equal marks. Part 2: Producing one piece of writing of 220–260 words, from a letter/ Part 2: writing for a specific target reader and
email, proposal, review or report. context, using appropriate layout and register.
Listening Part 1: multiple-choice questions.Three short dialogues with Part 1: understanding gist, detail, function,
Four tasks interacting speakers, with two multiple-choice questions (three agreement, speaker purpose, feelings, attitude,
Unit 3: Three 30 questions options) per extract. etc.
Part 2: sentence completion. One monologue with eight sentences to Part 2: locating and recording specific
complete with a word or short phrase. information and stated opinions.
Part 3: multiple-choice questions. A conversation between two or Part 3: understanding attitude and opinion.
Unit 4: Four more speakers, with six four-option multiple- choice questions.
Part 4: multiple matching. A set of five short monologues on a theme. Part 4: identifying main points, gist, attitude and
There are two tasks. In both tasks candidates match each monologue opinion.
to one of eight prompts.
Review: Units 1-4 Speaking Part 1: examiner-led conversation. Part 1: general social and interactional language
Four tasks Part 2: individual long turn with visual and written prompts. Part 2: organising discourse, speculating,
Candidates talk about two pictures from a choice of three. comparing, giving opinions.
Unit 5: Five Part 3: two-way collaborative task. Candidates discuss a question with Part 3: sustaining interaction, expressing and
5 written prompts and then answer a second question on the topic. justifying opinions, evaluating and speculating,
negotiating towards a decision, etc.
Part 4: The examiner asks questions related to the Part 3 topic. Part 4: expressing and justifying ideas and
Unit 6: Six opinions, agreeing and disagreeing, speculating.
Review: Units 1-6
192
Unit 7: Seven
Unit 8: Eight
Review: Units 1-8
Speaking or writing questions
Reading and Use of English texts
Speaking images
Grammar file
Vocabulary file
Writing file
Audioscripts
Answer key
Well-being: Mindfulness for exams
Exam Overview
Exam file cover
Exam file contents
Reading and Use of English
Writing
Listening
Speaking
Exam Overview
Copyright
Back cover
192 | Exa
CONTENTS
Exam boost
These pages provide practice exercises for specific language and skills for each exam paper and part.
You are referred to the exercise sections from the main lessons when you should complete them.
Exam reference
p3 Reading and Use of English – Part 1 Multiple-choice cloze
p5 Reading and Use of English – Part 2 Open cloze
p7 Reading and Use of English – Part 3 Word formation
p9 Reading and Use of English – Part 4 Key word transformations
p11 Reading and Use of English – Part 5 Multiple choice
p13 Reading and Use of English – Part 6 Cross-text multiple matching
p15 Reading and Use of English – Part 7 Gapped text
p17 Reading and Use of English – Part 8 Multiple matching
p19 Writing – Part 1 Essay
p21 Writing – Part 2 Email or letter
p23 Writing – Part 2 Proposal
p25 Writing – Part 2 Report
p27 Writing – Part 2 Review
p29 Listening – Part 1 Multiple choice
p31 Listening – Part 2 Sentence completion
p33 Listening – Part 3 Multiple choice
p35 Listening – Part 4 Multiple matching
p37 Speaking – Part 1 Interview
p39 Speaking – Part 2 Individual long turn
p41 Speaking – Part 3 Collaborative task
p43 Speaking – Part 4 Discussion
p44 Exam overview
Blank | E
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
NUMBER OF
SECTION C QUESTIONS
EXAM BOOST ABOUT THE TASK
SECTION A
Phrasal verbs
You need to choose the answer which fits the context. All four • You will read a short text with eight questions. 8 (with 4 options
to choose from)
options may be similar in meaning, so think carefully about the • You choose the word or phrase that best fits each gap from four TASK
Fixed phrases Short reading text
exact meaning of each word. multiple-choice questions.
You may be required to choose a word or
words to complete a phrase, or select the most 4 Match the phrasal verbs 1–6, with their definitions, A–F.
• Only one of the options will fit each gap. SCORING
appropriate phrase. It’s helpful to think carefully
about the meaning of the text, and the sentence
1 come across A start 1 mark per
question
you have to complete. 2 come on B become conscious again What is being tested?
3 come over C experience something unpleasant This part of the exam focuses on your knowledge of vocabulary.
ECNEREFER MAXE
1 Complete the fixed phrases with words from 4 come round D move from one place to another The questions may test your knowledge of:
the box.
5 come under E happen • collocations, e.g. vitally important • precise meaning, e.g. Humans have evolved from
6 come up F seem to have particular qualities • fixed phrases, e.g. do your utmost ape-like ancestors.
event light matter question
5 Complete the sentences with the correct form of the • phrasal verbs, e.g. read up on • linking words, e.g. Alternatively,
1 a of course
phrasal verbs from Ex 4.
2 in any Grammatical knowledge may be involved, too:
1 I’ve got a cold . I don’t think I’ll come out
3 in of this evening after all. • what preposition follows a verb, e.g. be impressed by
4 be a of 2 When I after the operation, I felt a bit
sick. How do you do it?
2 Match the fixed phrases in Ex 1 with their
definitions (A–D). 3 Has your family from the USA for your BEFORE THE TASK
brother’s wedding?
A considering something, or taking something
4 The same problems have been again
• Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
into account • Don’t look at the options at this point.
and again with this programme.
B used to say that something will definitely
happen or be true in spite of anything else 5 Jenna as a warm and genuine kind of • Look at the example given and think about why the answer is correct.
that may happen person.

DURING THE TASK
6 I’ve a lot of pressure at work recently.
C the correct and usual thing to do in a
It’s been a stressful period. • Read the text again carefully, stopping at each gap and reading the four options.
particular situation
• If you think you know the answer, check your idea against the four options and choose the one that is closest.
D used to say what the most important fact,
part, or feature of something is
SECTION D • Check the words before and after each gap. You are looking for clues such as words that are followed by
a particular preposition, or words that form part of a fixed phrase.
Easily confused words
SECTION B You may have to choose between words which are similar in • If the gap includes linking words, make sure you read all the sentences around the gap.
Collocations meaning but not the same. • If you’re not sure of an answer, cross out the options that are definitely wrong.
You may have to choose the word which collocates • If you are still not sure, choose the one that seems the most likely answer. You should always put an answer,
6 Complete the sentences with each pair of words. as your guess may be right!
with a word in the text. The other three options Use each word once only.
will have similar meanings, but will not fit the • Choose ONLY one of the four options: do not write your own word, even if it may fit the sentence.
meaning of the sentence. 1 sympathy / empathy
is when you’re able to imagine what AFTER THE TASK
3 Choose the word that does NOT collocate it must be like to be in someone’s situation, whereas • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
with the adverb in each case. is understanding and caring about • Make sure you have chosen an answer for each gap. No marks are lost for incorrect answers, so make a
someone’s problems. sensible guess.
1 highly controversial / efficient / held /
sophisticated 2 discrete / discreet
2 widely available / held / similar /
means separate or different, whereas Are you exam-ready?
understood means being careful not to cause
embarrassment or attract too much attention. Did you …
3 deeply crafted / offended / regretful / upset
3 illicit / elicit … read the text through quickly to get a general understanding? .............................................................................
4 broadly accepted / attached / interpreted /
To something is to ask the right
similar … stop at each gap and think about what word might be missing? ...........................................................................
questions to get the information you want, whereas
5 strongly attached / available / implied / means something that is illegal or … check your idea against the four options? .................................................................................................................
opposed disapproved of. … cross out the options that are definitely wrong if you are not sure? .......................................................................
6 heavily built / guarded / involved / offended
4 alternately / alternatively … choose the most likely answer if you are still not sure? ............................................................................................
7 finely balanced / crafted / controversial / means one out of every two (e.g. days, … answer every question? ................................................................................................................................................
tuned weeks, months), whereas is used to give
… remember to read the text again at the end, to make sure it makes sense? .........................................................
a second possibility.
2 Are you ready for Reading and Use of English Part 1? Identify an area to improve. 3
E2 | E3
READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze READING AND USE OF ENGLISH – Part 1 Multiple-choice cloze
NUMBER OF
SECTION C QUESTIONS
SECTION A
Phrasal verbs
You need to choose the answer which fits the context. All four • You will read a short text with eight questions. 8 (with 4 options
to choose from)
options may be similar in meaning, so think carefully about the • You choose the word or phrase that best fits each gap from four TASK
Fixed phrases Short reading text
exact meaning of each word. multiple-choice questions.
You may be required to choose a word or
words to complete a phrase, or select the most 4 Match the phrasal verbs 1–6, with their definitions, A–F.
• Only one of the options will fit each gap. SCORING
appropriate phrase. It’s helpful to think carefully
about the meaning of the text, and the sentence
1 come across A start 1 mark per
question
you have to complete. 2 come on B become conscious again What is being tested?
3 come over C experience something unpleasant This part of the exam focuses on your knowledge of vocabulary.
ECNEREFER MAXE
1 Complete the fixed phrases with words from 4 come round D move from one place to another The questions may test your knowledge of:
the box.
5 come under E happen • collocations, e.g. vitally important • precise meaning, e.g. Humans have evolved from
6 come up F seem to have particular qualities • fixed phrases, e.g. do your utmost ape-like ancestors.
event light matter question
5 Complete the sentences with the correct form of the • phrasal verbs, e.g. read up on • linking words, e.g. Alternatively,
1 a of course
phrasal verbs from Ex 4.
2 in any Grammatical knowledge may be involved, too:
1 I’ve got a cold . I don’t think I’ll come out
3 in of this evening after all. • what preposition follows a verb, e.g. be impressed by
4 be a of 2 When I after the operation, I felt a bit
sick. How do you do it?
2 Match the fixed phrases in Ex 1 with their
definitions (A–D). 3 Has your family from the USA for your BEFORE THE TASK
brother’s wedding?
A considering something, or taking something
4 The same problems have been again
• Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
into account • Don’t look at the options at this point.
and again with this programme.
B used to say that something will definitely
happen or be true in spite of anything else 5 Jenna as a warm and genuine kind of • Look at the example given and think about why the answer is correct.
that may happen person.

DURING THE TASK
6 I’ve a lot of pressure at work recently.
C the correct and usual thing to do in a
It’s been a stressful period. • Read the text again carefully, stopping at each gap and reading the four options.
particular situation
• If you think you know the answer, check your idea against the four options and choose the one that is closest.
D used to say what the most important fact,
part, or feature of something is
SECTION D • Check the words before and after each gap. You are looking for clues such as words that are followed by
a particular preposition, or words that form part of a fixed phrase.
Easily confused words
SECTION B You may have to choose between words which are similar in • If the gap includes linking words, make sure you read all the sentences around the gap.
Collocations meaning but not the same. • If you’re not sure of an answer, cross out the options that are definitely wrong.
You may have to choose the word which collocates • If you are still not sure, choose the one that seems the most likely answer. You should always put an answer,
6 Complete the sentences with each pair of words. as your guess may be right!
with a word in the text. The other three options Use each word once only.
will have similar meanings, but will not fit the • Choose ONLY one of the four options: do not write your own word, even if it may fit the sentence.
meaning of the sentence. 1 sympathy / empathy
is when you’re able to imagine what AFTER THE TASK
3 Choose the word that does NOT collocate it must be like to be in someone’s situation, whereas • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
with the adverb in each case. is understanding and caring about • Make sure you have chosen an answer for each gap. No marks are lost for incorrect answers, so make a
someone’s problems. sensible guess.
1 highly controversial / efficient / held /
sophisticated 2 discrete / discreet
2 widely available / held / similar /
means separate or different, whereas Are you exam-ready?
understood means being careful not to cause
embarrassment or attract too much attention. Did you …
3 deeply crafted / offended / regretful / upset
3 illicit / elicit … read the text through quickly to get a general understanding? .............................................................................
4 broadly accepted / attached / interpreted /
To something is to ask the right
similar … stop at each gap and think about what word might be missing? ...........................................................................
questions to get the information you want, whereas
5 strongly attached / available / implied / means something that is illegal or … check your idea against the four options? .................................................................................................................
opposed disapproved of. … cross out the options that are definitely wrong if you are not sure? .......................................................................
6 heavily built / guarded / involved / offended
4 alternately / alternatively … choose the most likely answer if you are still not sure? ............................................................................................
7 finely balanced / crafted / controversial / means one out of every two (e.g. days, … answer every question? ................................................................................................................................................
tuned weeks, months), whereas is used to give
… remember to read the text again at the end, to make sure it makes sense? .........................................................
a second possibility.
E2 | E3
READING AND USE OF ENGLISH – Part 2 Open cloze READING AND USE OF ENGLISH – Part 2 Open cloze
NUMBER OF
SECTION C QUESTIONS
SECTION A
Conditional forms
You have to decide which grammatical word fits in each • You will read a short text with eight gaps. 8
of the gaps. This may include conditional forms. • You have to think of the word that best fits each gap. There are no options to TASK
Perfect and continuous tenses Short reading text
choose from.
You may need to complete a verb form, such as an 3 Complete the conditionals with a suitable word.
auxiliary verb used to form a particular tense. Think • The answer is ALWAYS a single word. SCORING
You may need to use a contracted form.
carefully about the time references in the text as a whole,
which will help you determine which word you need.
1 If Joe studied harder, he might
• The word you write must be spelled correctly, and must fit the grammar and meaning
of the sentence. 1 mark per
question
have a better job now.
• Very occasionally, there may be more than one correct answer.
1 Complete the sentences with an appropriate 2 Had I learnt to cook professionally,
ECNEREFER MAXE
auxiliary verb or verbs. I been able to make you
a restaurant-standard dinner.
1 I expecting a phone call any What is being tested?
minute now. Can I get back to you later? 3 If I have to go to the dentist
This part of the exam focuses on your knowledge of grammar and your understanding of how a text is organised.
tomorrow, I wouldn’t be so worried today.
2 Jodie never met anyone quite The questions may test your knowledge of, for example:
4 If Jenny were here, she’d shown
like Stephanie before and was intrigued to find
out more.
us how to play this game. • prepositions, e.g. within, towards • determiners, e.g. some, much
3 They just put the finishing touches

5 If I had more free time, I definitely • pronouns, e.g. its, oneself • relatives, e.g. what, which, who, how
to the decorations, so the room will be ready shortly. go to more gigs with you. • auxiliary and modal verbs, e.g. have, can, must • conjunctions, e.g. or, although
4 José working on his assignment 6 If I going to visit my grandma • articles, e.g. a/an, the • phrasal verb particles, e.g. come over, do away with,
all afternoon and hopes to finish it by the end of at the weekend, I’d have planned to go shopping draw on
with Bernie.
the day.
5 Sara waiting in the queue for two
7 Had Danny going to the How do you do it?
hours before she decided to give up and go home. conference, he’d be packing his bags right now.
8 If you’d recorded that programme about veganism, BEFORE THE TASK
SECTION B we put it on. • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
Conjunctions • Don’t focus on the gaps at this point.

SECTION D
You may have to use a conjunction to link clauses or • Look at the example given and think about why the answer is correct.
Future tenses
sentences. It’s important to understand how the different DURING THE TASK
conjunctions are used, so you can choose one that fits the You may have to complete tenses. You will usually
meaning of the sentence. be tested on the auxiliary elements of the tense, • Read the text again carefully, stopping at each gap.
rather than the main verb. • Think about what type of word is missing, e.g. is it a pronoun, a preposition, an article?
2 Complete the sentences with a word or phrase from • Read the whole sentence containing the gap. Is the missing word part of a verb, and is it singular or plural,
the box. There is one word or phrase that you do not 4 Complete the sustainability plan using an passive or active, an auxiliary verb?
need to use. appropriate auxiliary verb or verbs.
• Check the words before and after the gap. The missing word may be a dependent preposition or part of
a fixed phrase.
as though as yet not only since
whatever whereas while
How I plan to be more sustainable • Read the sentences before and after the one with the gap. The missing word may be linking to ideas in the
I’m 1 to buy one of those same sentence, or in different sentences.
1 do triplets look alike, they have reusable coffee cups made of bamboo. AFTER THE TASK
identical brain wave patterns, too.
2 some non-identical triplets look
I2 mend all my clothes instead of • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
very different from each other, other non-identical buying new ones. • If you still don’t know the answer, make a sensible guess. No marks are lost for incorrect answers, so don’t leave
sets can look remarkably similar. By this time next year, I 3 got rid any empty gaps.
3 Identical triplets have the same blood type and of my car and 4 riding a bicycle.
eye colour, their teeth marks Are you exam-ready?
I5 already reducing household
and fingerprints are different.
energy use by installing energy-efficient appliances. Did you …
4 It seems the DNA of triplets
may not be 100 percent identical. I6 using far more Fairtrade™ … read the text through quickly to get a general understanding? .............................................................................
5 only 150 sets of triplets are born products in the future. … stop at each gap and think about what type of word might be missing? ..............................................................
in the UK each year, this means that only 1 in 5,000
In a year’s time, I 7 planted … check the words before and after the gap carefully? ...............................................................................................
births results in triplets.
several more trees in my garden. … read the sentence before and after the gap if the missing word is a linking word? ............................................
6 the gender, it’s fairly common to
find that one triplet writes with a different hand to … answer every question? ................................................................................................................................................
the others. … remember to read the text again at the end, to make sure it makes sense? .........................................................
E4 | E5
READING AND USE OF ENGLISH – Part 2 Open cloze READING AND USE OF ENGLISH – Part 2 Open cloze
NUMBER OF
SECTION C QUESTIONS
SECTION A
Conditional forms
You have to decide which grammatical word fits in each • You will read a short text with eight gaps. 8
of the gaps. This may include conditional forms. • You have to think of the word that best fits each gap. There are no options to TASK
Perfect and continuous tenses Short reading text
choose from.
You may need to complete a verb form, such as an 3 Complete the conditionals with a suitable word.
auxiliary verb used to form a particular tense. Think • The answer is ALWAYS a single word. SCORING
You may need to use a contracted form.
carefully about the time references in the text as a whole,
which will help you determine which word you need.
1 If Joe studied harder, he might
• The word you write must be spelled correctly, and must fit the grammar and meaning
of the sentence. 1 mark per
question
have a better job now.
• Very occasionally, there may be more than one correct answer.
1 Complete the sentences with an appropriate 2 Had I learnt to cook professionally,
ECNEREFER MAXE
auxiliary verb or verbs. I been able to make you
a restaurant-standard dinner.
1 I expecting a phone call any What is being tested?
minute now. Can I get back to you later? 3 If I have to go to the dentist
This part of the exam focuses on your knowledge of grammar and your understanding of how a text is organised.
tomorrow, I wouldn’t be so worried today.
2 Jodie never met anyone quite The questions may test your knowledge of, for example:
4 If Jenny were here, she’d shown
like Stephanie before and was intrigued to find
out more.
us how to play this game. • prepositions, e.g. within, towards • determiners, e.g. some, much
3 They just put the finishing touches

5 If I had more free time, I definitely • pronouns, e.g. its, oneself • relatives, e.g. what, which, who, how
to the decorations, so the room will be ready shortly. go to more gigs with you. • auxiliary and modal verbs, e.g. have, can, must • conjunctions, e.g. or, although
4 José working on his assignment 6 If I going to visit my grandma • articles, e.g. a/an, the • phrasal verb particles, e.g. come over, do away with,
all afternoon and hopes to finish it by the end of at the weekend, I’d have planned to go shopping draw on
with Bernie.
the day.
5 Sara waiting in the queue for two
7 Had Danny going to the How do you do it?
hours before she decided to give up and go home. conference, he’d be packing his bags right now.
8 If you’d recorded that programme about veganism, BEFORE THE TASK
SECTION B we put it on. • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
Conjunctions • Don’t focus on the gaps at this point.

SECTION D
You may have to use a conjunction to link clauses or • Look at the example given and think about why the answer is correct.
Future tenses
sentences. It’s important to understand how the different DURING THE TASK
conjunctions are used, so you can choose one that fits the You may have to complete tenses. You will usually
meaning of the sentence. be tested on the auxiliary elements of the tense, • Read the text again carefully, stopping at each gap.
rather than the main verb. • Think about what type of word is missing, e.g. is it a pronoun, a preposition, an article?
2 Complete the sentences with a word or phrase from • Read the whole sentence containing the gap. Is the missing word part of a verb, and is it singular or plural,
the box. There is one word or phrase that you do not 4 Complete the sustainability plan using an passive or active, an auxiliary verb?
need to use. appropriate auxiliary verb or verbs.
• Check the words before and after the gap. The missing word may be a dependent preposition or part of
a fixed phrase.
as though as yet not only since
whatever whereas while
How I plan to be more sustainable • Read the sentences before and after the one with the gap. The missing word may be linking to ideas in the
I’m 1 to buy one of those same sentence, or in different sentences.
1 do triplets look alike, they have reusable coffee cups made of bamboo. AFTER THE TASK
identical brain wave patterns, too.
2 some non-identical triplets look
I2 mend all my clothes instead of • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
very different from each other, other non-identical buying new ones. • If you still don’t know the answer, make a sensible guess. No marks are lost for incorrect answers, so don’t leave
sets can look remarkably similar. By this time next year, I 3 got rid any empty gaps.
3 Identical triplets have the same blood type and of my car and 4 riding a bicycle.
eye colour, their teeth marks Are you exam-ready?
I5 already reducing household
and fingerprints are different.
energy use by installing energy-efficient appliances. Did you …
4 It seems the DNA of triplets
may not be 100 percent identical. I6 using far more Fairtrade™ … read the text through quickly to get a general understanding? .............................................................................
5 only 150 sets of triplets are born products in the future. … stop at each gap and think about what type of word might be missing? ..............................................................
in the UK each year, this means that only 1 in 5,000
In a year’s time, I 7 planted … check the words before and after the gap carefully? ...............................................................................................
births results in triplets.
several more trees in my garden. … read the sentence before and after the gap if the missing word is a linking word? ............................................
6 the gender, it’s fairly common to
find that one triplet writes with a different hand to … answer every question? ................................................................................................................................................
the others. … remember to read the text again at the end, to make sure it makes sense? .........................................................
E4 | E5
READING AND USE OF ENGLISH – Part 3 Word formation READING AND USE OF ENGLISH – Part 3 Word formation
NUMBER OF
SECTION C QUESTIONS
SECTION A
Internal word changes
You may need to make more than one change to the root • You will read a short text with eight gaps. 8
word, which might include internal changes. This means • The base forms of the missing words are at the end of the line containing the gap. TASK
Prefixes Short reading text
making changes to the spelling of the root word, as well • You have to change the form of the word so it fits the gap.
1 Match the words 1–8 with their definitions A–G. as adding a prefix and/or suffix. SCORING
1
2
perfection
adjust
4 Decide which suffix to add, ‘-able’ or ‘-ible’, to the root
words below. Make any other necessary changes.
What is being tested? 1 mark per
question
3 reasonably This part of the exam focuses on your ability to form new words from a base form.
1 NOTICE 3 JUSTIFY 5 PROFIT The questions may test your knowledge of, for example:
4 adequate
ECNEREFER MAXE
5 regularity 2 DEBATE 4 EAT 6 DEFEND • prefixes, e.g. prerequisite, biannual
6 inform • suffixes, e.g. captivate, elusiveness
7 advantaged 5 Change the form of the word to match the • internal spelling changes, e.g. long ➞ length, rely ➞ reliance
A good enough but not very good definition. • compound words, e.g. sun ➞ sunshine, draw ➞ drawback
B give information 1 ALTERNATE

otherwise (adv)
How do you do it?
C change something slightly
D the state of happening at uniform intervals 2 ASSUME BEFORE THE TASK
the thought that something is true without proof (n)
E having a favourable position • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
3 BENEFIT
F in a fair way, showing good judgement helpful or useful (adj) • Don’t focus on the gaps at this point.
G when something is without fault 4 ENDURE • Look at the example given and think about why the answer is correct.
ability to keep doing something difficult/unpleasant DURING THE TASK
2 Now add a prefix from the box to the words in
for a long time (n)
Ex 1 to make another word. Which words become
5 IMPLY
• Read the text again carefully, stopping at each gap.
opposites? What do the other words mean?
result or effect that seems likely in the future (n) • Think about what type of word is missing, e.g. is it a noun, a verb, an adjective or an adverb?
dis- im- in- inter- ir- mis- re- un- 6 MOVE • Is the missing word singular or plural, countable or uncountable, positive or negative?
the act of taking something away (n) • Look at the base word. Think about how you need to change it to the form you need.
SECTION B
• Think about prefixes or suffixes you may need to add, and think about other spelling changes.
SECTION D
Suffixes AFTER THE TASK
Compounding
You may need to form compounds. The word in capital • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
3 Replace the words in bold with words from the box.
One of the words means the opposite of the word letters at the end of the line may be the first word in the • Make sure you have completed all the gaps. No marks are lost for incorrect answers, so make a sensible guess
compound or the second, so think carefully about the if you are still not sure.
in the sentence: which word is it?
meaning of the sentence.
constructive courageous
Are you exam-ready?
lengthy pointless priceless
6 Choose one word from box A and one from box B
to make compounds. Then match the compounds Did you …
1 Oh, this is hopeless! I’m wasting my time and with their definitions, 1–5.
… read the text through quickly to get a general understanding? .............................................................................
yours trying to get a straight answer! … stop at each gap and think about what type of word might be missing? ..............................................................
A break counter guide spokes work
2 I’ve had some supportive feedback about that
… look at the base word and think about how to change it? .......................................................................................
project I’ve been working on. It’s made me feel
a whole lot better about it. B down line part person shop … remember to think about prefixes and suffixes, and other spelling changes? .....................................................
3 We’re offering you a worthless opportunity to work … answer every question? ................................................................................................................................................
in our subsidiary company abroad. 1 someone with the same position as someone but … remember to read the text again at the end, to make sure it makes sense? .........................................................
4 I’m not as audacious as you. There’s no way I’d stand in another place or organisation
up to someone who holds such power and authority. 2 advice about how to do something
5 This is a rather wordy report. Can you cut it down 3 someone chosen to speak officially for a group
and make it easier for the readers to digest? or organisation
4 when a group of people meet to learn about
something through discussion and practical exercises
5 failure, such as with communication
E6 | E7
READING AND USE OF ENGLISH – Part 3 Word formation READING AND USE OF ENGLISH – Part 3 Word formation
NUMBER OF
SECTION C QUESTIONS
SECTION A
Internal word changes
You may need to make more than one change to the root • You will read a short text with eight gaps. 8
word, which might include internal changes. This means • The base forms of the missing words are at the end of the line containing the gap. TASK
Prefixes Short reading text
making changes to the spelling of the root word, as well • You have to change the form of the word so it fits the gap.
1 Match the words 1–8 with their definitions A–G. as adding a prefix and/or suffix. SCORING
1
2
perfection
adjust
4 Decide which suffix to add, ‘-able’ or ‘-ible’, to the root
words below. Make any other necessary changes.
What is being tested? 1 mark per
question
3 reasonably This part of the exam focuses on your ability to form new words from a base form.
1 NOTICE 3 JUSTIFY 5 PROFIT The questions may test your knowledge of, for example:
4 adequate
ECNEREFER MAXE
5 regularity 2 DEBATE 4 EAT 6 DEFEND • prefixes, e.g. prerequisite, biannual
6 inform • suffixes, e.g. captivate, elusiveness
7 advantaged 5 Change the form of the word to match the • internal spelling changes, e.g. long ➞ length, rely ➞ reliance
A good enough but not very good definition. • compound words, e.g. sun ➞ sunshine, draw ➞ drawback
B give information 1 ALTERNATE

otherwise (adv)
How do you do it?
C change something slightly
D the state of happening at uniform intervals 2 ASSUME BEFORE THE TASK
the thought that something is true without proof (n)
E having a favourable position • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
3 BENEFIT
F in a fair way, showing good judgement helpful or useful (adj) • Don’t focus on the gaps at this point.
G when something is without fault 4 ENDURE • Look at the example given and think about why the answer is correct.
ability to keep doing something difficult/unpleasant DURING THE TASK
2 Now add a prefix from the box to the words in
for a long time (n)
Ex 1 to make another word. Which words become
5 IMPLY
• Read the text again carefully, stopping at each gap.
opposites? What do the other words mean?
result or effect that seems likely in the future (n) • Think about what type of word is missing, e.g. is it a noun, a verb, an adjective or an adverb?
dis- im- in- inter- ir- mis- re- un- 6 MOVE • Is the missing word singular or plural, countable or uncountable, positive or negative?
the act of taking something away (n) • Look at the base word. Think about how you need to change it to the form you need.
SECTION B
• Think about prefixes or suffixes you may need to add, and think about other spelling changes.
SECTION D
Suffixes AFTER THE TASK
Compounding
You may need to form compounds. The word in capital • Read through the text again quickly with the words in place. Does it make sense? Can you see any mistakes?
3 Replace the words in bold with words from the box.
One of the words means the opposite of the word letters at the end of the line may be the first word in the • Make sure you have completed all the gaps. No marks are lost for incorrect answers, so make a sensible guess
compound or the second, so think carefully about the if you are still not sure.
in the sentence: which word is it?
meaning of the sentence.
constructive courageous
Are you exam-ready?
lengthy pointless priceless
6 Choose one word from box A and one from box B
to make compounds. Then match the compounds Did you …
1 Oh, this is hopeless! I’m wasting my time and with their definitions, 1–5.
… read the text through quickly to get a general understanding? .............................................................................
yours trying to get a straight answer! … stop at each gap and think about what type of word might be missing? ..............................................................
A break counter guide spokes work
2 I’ve had some supportive feedback about that
… look at the base word and think about how to change it? .......................................................................................
project I’ve been working on. It’s made me feel
a whole lot better about it. B down line part person shop … remember to think about prefixes and suffixes, and other spelling changes? .....................................................
3 We’re offering you a worthless opportunity to work … answer every question? ................................................................................................................................................
in our subsidiary company abroad. 1 someone with the same position as someone but … remember to read the text again at the end, to make sure it makes sense? .........................................................
4 I’m not as audacious as you. There’s no way I’d stand in another place or organisation
up to someone who holds such power and authority. 2 advice about how to do something
5 This is a rather wordy report. Can you cut it down 3 someone chosen to speak officially for a group
and make it easier for the readers to digest? or organisation
4 when a group of people meet to learn about
something through discussion and practical exercises
5 failure, such as with communication
E6 | E7
READING AND USE OF ENGLISH – Part 4 Key word transformation READING AND USE OF ENGLISH – Part 4 Key word transformation
NUMBER OF
SECTION C QUESTIONS
SECTION A
Verb and noun phrases
You may have to transform a noun phrase to a verb phrase • You will read six pairs of sentences. 6
and vice versa. • The sentences in each pair have a similar meaning, but they are expressed in TASK
Passive forms Six pairs of sentences
different ways.
You must use the word given in bold without changing 4 Complete the second sentence so that it has a
its form. You may need to change the verb forms, such • There is a gap in the second sentence which you have to complete. SCORING
similar meaning to the first, using the word given.
as active to passive, and you may need to make other
changes as well.
1 No one explained why the lecture had started so late.
•
•
You must use between three and six words to fill the gap.
Contractions (e.g. don’t, can’t, needn’t, etc.) count as two words.
2 up to 2 marks per
question
WAS
No to why the
• You are given one of the words (called the key word). You MUST include this word in your
1 Complete the sentences with an appropriate form answer.
ECNEREFER MAXE
of the verb in brackets. lecture had started so late.
2 Rectangles are used in space planning because
• You must not make any changes to the key word.
1 The fastest speed reached on a bicycle
(record) as 268.7 kilometres of their efficiency.
TERMS
per hour.
Rectangles are efficient
What is being tested?
2 Over the years, 479 bicycle records This part of the exam tests your knowledge of both grammar and vocabulary. You need to show that you can express
space and are
(include) as Guinness World a sentence in a different way, using different grammar patterns or different vocabulary, but without changing the
Records. therefore used in planning.
meaning. The questions may test your knowledge of:
3 One of the most expensive bikes in the world 3 There is a mistaken belief that diamonds are valuable.
(estimate) to cost around £25,000 THAT • clause patterns, such as conditional, • reported speech • phrasal verbs
comparative, relative, etc.
and (make) by Aston Martin. People diamonds • collocation and fixed phrases • verb phrases transformed to noun
4 You can (prosecute) for cycling
are valuable. • active and passive forms
• synonymous phrases or adjectival phrases and vice versa
too fast in the UK, though speed limits do not apply 4 Symmetry refers to a sense of harmonious
to bikes. proportion and balance. How do you do it?
IS
2 Complete the second sentence so that it has a BEFORE THE TASK
There of proportion
similar meaning to the first, using the word given. and balance in symmetry. • Read the example to make sure you know exactly what to do.
1 They didn’t take the car away because we didn’t • Read the instructions carefully, and make sure you know how many words you must use to fill the gap.
leave it parked on the pavement. SECTION D DURING THE TASK
WOULD
Clause patterns
The car if we’d left • Read each first sentence carefully and think about what it means.
You may have to transform one kind of clause to another.
it parked on the pavement. • Look at the key word. Is it a noun, verb, pronoun?
2 The mechanic says he will repair the car by Thursday. 5 Rewrite the sentences using the clause types in the • Think about whether there is a particular structure that usually follows this key word, e.g. ‘have’ + ‘something’ +
BE box and the words given. ‘done’, ‘allow’ + ‘someone’ + ‘to do something’.
The car Thursday, • Read the second sentence in each pair. Think about the information that is missing from the second sentence.
the mechanic says. ‘if’ + past participle • Think about how you can complete the second sentence using between three and six words, including the key word.
‘should there’ + infinitive without ‘to’
SECTION B ‘the best’ + pronoun + ‘can’ or ‘could’
• Remember, you can change other words from the first sentence, and add different words, but you must not change
the key word.
Reported speech • If you are not sure what the correct answer is, make a sensible guess using the key word. No marks are lost for
1 If there’s a halo around the sun or moon, you can
be sure it’s going to rain. incorrect answers.
3 Match the reporting verbs with the sentences.
BE
AFTER THE TASK
acknowledge deny dismiss remind You can be sure it’s going to rain
threaten warn a halo around the • Read through both sentences in each pair again to check that they have the same meaning.
sun or moon. • Check that you have used the correct number of words to complete each gap.
1 ‘Don’t you dare keep splashing me or I’ll splash 2 The frequency of cricket chirps can tell you the
you back more!’ temperature when you listen to it carefully.
Are you exam-ready?
2 ‘I shouldn’t really have to tell you again but you TO
fasten the window like this.’ The frequency of cricket chirps will tell you the Did you …
3 ‘I wasn’t even in the area at the time of the burglary, temperature … read the first sentence and think about the meaning carefully? .............................................................................
never mind actually breaking in.’ carefully. … think about structures that are used with the key word? ..........................................................................................
4 ‘There’s some flooding on the perimeter road and 3 Daisies try their hardest to protect themselves from … complete the second sentence, using between three and six words? ..................................................................
three lorries have already got stuck.’ rain by closing their petals soon before it’s due.
… leave the key word unchanged? .................................................................................................................................
5 ‘I know equations are tricky to get your head round THE
but it is worth the effort.’ Daisies to protect … answer all the questions? .............................................................................................................................................
6 ‘The theory just doesn’t hold up so you’ll have to themselves from rain by closing their petals soon … read the two sentences again to check they have the same meaning? .................................................................
abandon it.’ before it’s due.
E8 | E9
READING AND USE OF ENGLISH – Part 4 Key word transformation READING AND USE OF ENGLISH – Part 4 Key word transformation
NUMBER OF
SECTION C QUESTIONS
SECTION A
Verb and noun phrases
You may have to transform a noun phrase to a verb phrase • You will read six pairs of sentences. 6
and vice versa. • The sentences in each pair have a similar meaning, but they are expressed in TASK
Passive forms Six pairs of sentences
different ways.
You must use the word given in bold without changing 4 Complete the second sentence so that it has a
its form. You may need to change the verb forms, such • There is a gap in the second sentence which you have to complete. SCORING
similar meaning to the first, using the word given.
as active to passive, and you may need to make other
changes as well.
1 No one explained why the lecture had started so late.
•
•
You must use between three and six words to fill the gap.
Contractions (e.g. don’t, can’t, needn’t, etc.) count as two words.
2 up to 2 marks per
question
WAS
No to why the
• You are given one of the words (called the key word). You MUST include this word in your
1 Complete the sentences with an appropriate form answer.
ECNEREFER MAXE
of the verb in brackets. lecture had started so late.
2 Rectangles are used in space planning because
• You must not make any changes to the key word.
1 The fastest speed reached on a bicycle
(record) as 268.7 kilometres of their efficiency.
TERMS
per hour.
Rectangles are efficient
2 Over the years, 479 bicycle records This part of the exam tests your knowledge of both grammar and vocabulary. You need to show that you can express
space and are
(include) as Guinness World a sentence in a different way, using different grammar patterns or different vocabulary, but without changing the
Records. therefore used in planning.
meaning. The questions may test your knowledge of:
3 One of the most expensive bikes in the world 3 There is a mistaken belief that diamonds are valuable.
(estimate) to cost around £25,000 THAT • clause patterns, such as conditional, • reported speech • phrasal verbs
comparative, relative, etc.
and (make) by Aston Martin. People diamonds • collocation and fixed phrases • verb phrases transformed to noun
4 You can (prosecute) for cycling
are valuable. • active and passive forms
• synonymous phrases or adjectival phrases and vice versa
too fast in the UK, though speed limits do not apply 4 Symmetry refers to a sense of harmonious
to bikes. proportion and balance. How do you do it?
IS
2 Complete the second sentence so that it has a BEFORE THE TASK
There of proportion
similar meaning to the first, using the word given. and balance in symmetry. • Read the example to make sure you know exactly what to do.
1 They didn’t take the car away because we didn’t • Read the instructions carefully, and make sure you know how many words you must use to fill the gap.
leave it parked on the pavement. SECTION D DURING THE TASK
WOULD
Clause patterns
The car if we’d left • Read each first sentence carefully and think about what it means.
You may have to transform one kind of clause to another.
it parked on the pavement. • Look at the key word. Is it a noun, verb, pronoun?
2 The mechanic says he will repair the car by Thursday. 5 Rewrite the sentences using the clause types in the • Think about whether there is a particular structure that usually follows this key word, e.g. ‘have’ + ‘something’ +
BE box and the words given. ‘done’, ‘allow’ + ‘someone’ + ‘to do something’.
The car Thursday, • Read the second sentence in each pair. Think about the information that is missing from the second sentence.
the mechanic says. ‘if’ + past participle • Think about how you can complete the second sentence using between three and six words, including the key word.
‘should there’ + infinitive without ‘to’
SECTION B ‘the best’ + pronoun + ‘can’ or ‘could’
• Remember, you can change other words from the first sentence, and add different words, but you must not change
the key word.
Reported speech • If you are not sure what the correct answer is, make a sensible guess using the key word. No marks are lost for
1 If there’s a halo around the sun or moon, you can
be sure it’s going to rain. incorrect answers.
3 Match the reporting verbs with the sentences.
BE
AFTER THE TASK
acknowledge deny dismiss remind You can be sure it’s going to rain
threaten warn a halo around the • Read through both sentences in each pair again to check that they have the same meaning.
sun or moon. • Check that you have used the correct number of words to complete each gap.
1 ‘Don’t you dare keep splashing me or I’ll splash 2 The frequency of cricket chirps can tell you the
you back more!’ temperature when you listen to it carefully.
Are you exam-ready?
2 ‘I shouldn’t really have to tell you again but you TO
fasten the window like this.’ The frequency of cricket chirps will tell you the Did you …
3 ‘I wasn’t even in the area at the time of the burglary, temperature … read the first sentence and think about the meaning carefully? .............................................................................
never mind actually breaking in.’ carefully. … think about structures that are used with the key word? ..........................................................................................
4 ‘There’s some flooding on the perimeter road and 3 Daisies try their hardest to protect themselves from … complete the second sentence, using between three and six words? ..................................................................
three lorries have already got stuck.’ rain by closing their petals soon before it’s due.
… leave the key word unchanged? .................................................................................................................................
5 ‘I know equations are tricky to get your head round THE
but it is worth the effort.’ Daisies to protect … answer all the questions? .............................................................................................................................................
6 ‘The theory just doesn’t hold up so you’ll have to themselves from rain by closing their petals soon … read the two sentences again to check they have the same meaning? .................................................................
abandon it.’ before it’s due.
E8 | E9
READING AND USE OF ENGLISH – Part 5 Multiple choice READING AND USE OF ENGLISH – Part 5 Multiple choice
NUMBER OF
SECTION B QUESTIONS
SECTION A
Understanding purpose and attitude
You may need to answer questions relating to the writer’s intention; • You will read a long text which is followed by six multiple-choice questions. 6 (with 4 options to
choose from)
how they want the reader to be affected by a piece of writing, • Each question has four options to choose from. TASK
Understanding inference and One long text
or a paragraph or extract. You will often need to read beyond one • The questions come in the same order as the information in the text.
implication or two sentences to decide what this is.
• Some questions focus on a sentence or phrase in the text. SCORING
The multiple-choice questions and
options usually target implied but not
stated meaning in the text.
2 Choose from the writer’s intentions, 1–6, regarding extracts A and B. •
•
Other questions ask about a longer section of text.
It is always clear which part of the text the question refers to. You should not bring
2 marks per
question
The writer wants to
information from other parts of the text into your answers.
1 reassure people about the efforts to eliminate phone scamming.
1 Read the paragraph and answer the
ECNEREFER MAXE
questions. Find clues in the text for 2 familiarise people with how to detect phone scammers.
your answers. 3 correct an assumption related to phone scamming. What is being tested?
A 4 look at phone scamming from a humorous angle. In this part of the exam, the multiple-choice questions focus on different aspects of reading. They may ask about:
The following morning the 5 warn people about falling for phone scams.
ground was damp underfoot
6 explain why some people are more likely to be targeted than others.
• the writer’s attitude or opinion, or the writer’s message • the writer’s purpose in part or all of the text.
or purpose in writing.
and Joe needed to wear boots • something that is implied in the text rather than stated.
to collect water from the stream. A • your detailed understanding of one part of the text.
• some features of text organisation, such as reference
The clouds were hurtling across It is often thought that elderly people are the main targets for phone
the sky and he nearly got hit scammers as they have less experience of dealing with the tricks • the writer’s use of a particular expression or phrase, or comparison.
or its meaning in context.
by a broken branch as he that are used by these criminals, unaware of the number and
stumbled in his hand-me-down type of scams being perpetrated these days. This is, however, a
boots that were too big for him generalisation and a misconception. Many older people, quite the How do you do it?
along the track back up to the opposite, are extremely unwilling to interact with unknown callers BEFORE THE TASK
tent, clutching his thin jacket and distrust anyone purporting to be a random computer engineer
to his chest with one hand and or bank official. • Read the context sentence, as this tells you what type of text it is and what it’s about.
swinging the bucket of water in • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
the other. He hoped the weather B • Read the questions to identify what you’re looking for. Underline key words. Find the paragraphs in the text that
forecast of torrential rain later Hannah looked across at Josh as his fingers flew over the each question refers to.
that morning would prove to keyboard. ‘You appear to be inspired.’ • Read the paragraphs you have identified again to see if you can find the answer before necessarily looking at the options.
be wrong, as his parents had ‘Yes,’ Josh muttered, not wanting his flow to be interrupted. ‘It’s the
promised him a trip to the local article on scamming. I just want to get the right balance between DURING THE TASK
fairground and the attraction of informing and panicking. No point in scaring people half to death, • Read the options for each question and underline key words.
riding the big wheel had kept is there? And I don’t want to come across as critical of how some
him awake through much of the
• Read each relevant paragraph again and choose the option that is closest to answering the question.
people believe anything they’re told.’ Remember that you may not see the same words in the text and the options, as they may be paraphrased.
noisy night.
‘Even though that’s what it comes down to, isn’t it – gullibility?’ • Check that the other options are definitely wrong.
The phone started to ring, and Hannah answered it. ‘Hannah
1 What is implied about Barnes speaking.’ She frowned and passed it to Josh. ‘I don’t
• If a question asks about the meaning of a particular vocabulary item or a reference, make sure that you read
a the weather when Joe went to the sentences before and after it carefully, as these will help you find the answer.
believe it!’ she whispered. ‘Apparently there’s a problem with our
the stream? internet connection. The guy wants to talk you through …’ • If you’re not sure of an answer, leave it and move on – you can go back to it later. If you are still not sure,
identify the options that are definitely wrong and choose from the others the one that seems most likely.
Josh disconnected the phone and smiled. ‘What were you saying
about gullibility?’ AFTER THE TASK
b the weather the previous night?
• Check your answers quickly to make sure you are happy with them.
• Make sure you have answered all the questions, even if you are not sure of the answers.
2 What can we infer about the
financial status of Joe’s family? Are you exam-ready?
Did you …
3 What is implied about Joe’s age
… read the first whole text to get a general understanding? .......................................................................................
and interests?
… read the questions and identify the paragraph where each answer will be? ........................................................
… underline key words in the questions to help you find the correct information? .................................................
… read the relevant paragraph carefully to find the information you need? .............................................................
… choose the option that is closest to the meaning? ...................................................................................................
… answer all the questions, even if you are unsure of the answers? ..........................................................................
E10 | E11
READING AND USE OF ENGLISH – Part 5 Multiple choice READING AND USE OF ENGLISH – Part 5 Multiple choice
NUMBER OF
SECTION B QUESTIONS
SECTION A
Understanding purpose and attitude
You may need to answer questions relating to the writer’s intention; • You will read a long text which is followed by six multiple-choice questions. 6 (with 4 options to
choose from)
how they want the reader to be affected by a piece of writing, • Each question has four options to choose from. TASK
Understanding inference and One long text
or a paragraph or extract. You will often need to read beyond one • The questions come in the same order as the information in the text.
implication or two sentences to decide what this is.
• Some questions focus on a sentence or phrase in the text. SCORING
The multiple-choice questions and
options usually target implied but not
stated meaning in the text.
2 Choose from the writer’s intentions, 1–6, regarding extracts A and B. •
•
Other questions ask about a longer section of text.
It is always clear which part of the text the question refers to. You should not bring
2 marks per
question
The writer wants to
information from other parts of the text into your answers.
1 reassure people about the efforts to eliminate phone scamming.
1 Read the paragraph and answer the
ECNEREFER MAXE
questions. Find clues in the text for 2 familiarise people with how to detect phone scammers.
your answers. 3 correct an assumption related to phone scamming. What is being tested?
A 4 look at phone scamming from a humorous angle. In this part of the exam, the multiple-choice questions focus on different aspects of reading. They may ask about:
The following morning the 5 warn people about falling for phone scams.
ground was damp underfoot
6 explain why some people are more likely to be targeted than others.
• the writer’s attitude or opinion, or the writer’s message • the writer’s purpose in part or all of the text.
or purpose in writing.
and Joe needed to wear boots • something that is implied in the text rather than stated.
to collect water from the stream. A • your detailed understanding of one part of the text.
• some features of text organisation, such as reference
The clouds were hurtling across It is often thought that elderly people are the main targets for phone
the sky and he nearly got hit scammers as they have less experience of dealing with the tricks • the writer’s use of a particular expression or phrase, or comparison.
or its meaning in context.
by a broken branch as he that are used by these criminals, unaware of the number and
stumbled in his hand-me-down type of scams being perpetrated these days. This is, however, a
boots that were too big for him generalisation and a misconception. Many older people, quite the How do you do it?
along the track back up to the opposite, are extremely unwilling to interact with unknown callers BEFORE THE TASK
tent, clutching his thin jacket and distrust anyone purporting to be a random computer engineer
to his chest with one hand and or bank official. • Read the context sentence, as this tells you what type of text it is and what it’s about.
swinging the bucket of water in • Read the title and whole text quickly to get a general understanding of the content and how the text is organised.
the other. He hoped the weather B • Read the questions to identify what you’re looking for. Underline key words. Find the paragraphs in the text that
forecast of torrential rain later Hannah looked across at Josh as his fingers flew over the each question refers to.
that morning would prove to keyboard. ‘You appear to be inspired.’ • Read the paragraphs you have identified again to see if you can find the answer before necessarily looking at the options.
be wrong, as his parents had ‘Yes,’ Josh muttered, not wanting his flow to be interrupted. ‘It’s the
promised him a trip to the local article on scamming. I just want to get the right balance between DURING THE TASK
fairground and the attraction of informing and panicking. No point in scaring people half to death, • Read the options for each question and underline key words.
riding the big wheel had kept is there? And I don’t want to come across as critical of how some
him awake through much of the
• Read each relevant paragraph again and choose the option that is closest to answering the question.
people believe anything they’re told.’ Remember that you may not see the same words in the text and the options, as they may be paraphrased.
noisy night.
‘Even though that’s what it comes down to, isn’t it – gullibility?’ • Check that the other options are definitely wrong.
The phone started to ring, and Hannah answered it. ‘Hannah
1 What is implied about Barnes speaking.’ She frowned and passed it to Josh. ‘I don’t
• If a question asks about the meaning of a particular vocabulary item or a reference, make sure that you read
a the weather when Joe went to the sentences before and after it carefully, as these will help you find the answer.
believe it!’ she whispered. ‘Apparently there’s a problem with our
the stream? internet connection. The guy wants to talk you through …’ • If you’re not sure of an answer, leave it and move on – you can go back to it later. If you are still not sure,
identify the options that are definitely wrong and choose from the others the one that seems most likely.
Josh disconnected the phone and smiled. ‘What were you saying
about gullibility?’ AFTER THE TASK
b the weather the previous night?
• Check your answers quickly to make sure you are happy with them.
• Make sure you have answered all the questions, even if you are not sure of the answers.
2 What can we infer about the
financial status of Joe’s family? Are you exam-ready?
Did you …
3 What is implied about Joe’s age
… read the first whole text to get a general understanding? .......................................................................................
and interests?
… read the questions and identify the paragraph where each answer will be? ........................................................
… underline key words in the questions to help you find the correct information? .................................................
… read the relevant paragraph carefully to find the information you need? .............................................................
… choose the option that is closest to the meaning? ...................................................................................................
… answer all the questions, even if you are unsure of the answers? ..........................................................................
E10 | E11
READING AND USE OF ENGLISH – Part 6 Cross-text multiple matching READING AND USE OF ENGLISH – Part 6 Cross-text multiple matching
NUMBER OF
SECTION B ABOUT THE TASK QUESTIONS
EXAM BOOST
SECTION A
Identifying similar opinions
You will need to identify similar opinions in texts. Read • You will read four short texts which are related to the same theme or topic. 4
carefully, as the writer may mention other points of view • You will answer four questions in which you have to identify one of the texts or writers. TASK
Identifying contrasting opinions Four short texts on
You have to compare the different writers’ opinions or
before or after giving their own. • You need to compare information in each of the texts to find the correct answers.
a related topic
attitudes towards aspects of the topic they are writing 3 Read the text about subjects on the school SCORING
about. Their opinion may be expressed in different ways,
and sometimes may not be immediately clear.
curriculum. Which two opinions 1–5 does the writer
agree with? Highlight the phrases that helped
In this part of the exam, you will need to read across several texts to compare and
2 marks per
question
you decide.
1 Which writers A–F share the same opinions about identify different viewpoints and information about a particular topic. You need to:
applying for planning permission with the current
•
ECNEREFER MAXE
School curriculums need to cover a wealth of different understand the writers’ attitudes and opinions, which is often inferred.
designs for the new community centre?
topics and can sometimes squeeze out certain subjects • decide which writers agree or disagree with each other.
A
While a new community centre is desperately
which may be felt to be no longer vital for a student’s • identify distraction to avoid mistakes.
education. Disciplines such as drama, art and music
needed by the town, I consider the current plans How do you do it?
could be considered by some as extras which can be
unsuitable for the location, and it is pointless
taken up as interests in after-school clubs or societies.
putting forward a planning application at this time. BEFORE THE TASK
This is an extremely short-sighted approach and one
that should be reversed. What is to be admired is the
• Read the context sentence as this will help identify the topic the texts relate to.
B
I have read about the designs for the new centre time given to helping students develop life skills such as • Read all four texts to get a general idea of how the writers have reacted to the topic.
and by all accounts, although on the surface presentations or debating abilities. Whereas many might • Read the questions and underline the information you are going to look for to answer the questions.
appearing to meet the needs of the community, consider this a waste of time, they should realise the DURING THE TASK
they require further work to be acceptable by the value of these skills when students leave the protected • Take each question in turn and identify whether you are looking for agreement or disagreement between writers.
planning authorities. school life and need to survive in the real adult world. • You may be given a writer and asked which other writer agrees or disagrees with them about a certain point.
First read the text chosen and locate the point referred to.
C
1 Students today do not need to study arts subjects
Some people argue that the new centre will look
like drama as they can do them outside school.
• Read the other texts and highlight any references to the point, whether they indicate agreement or disagreement.
out of place in the location and that not enough
2 Decisions to cut some minority subjects are wrong,
• Be aware that you may need to look beyond one reference in each text to get the full picture.
thought has gone into the design. I would take
and the decision makers are not looking at the • The wording in the texts will often be a paraphrase of what you are looking for, or an opinion may be implied but
issue with that. importance of an overall education for life. not stated. Look for synonyms and ways in which similar and contrasting opinions can be expressed.
D
3 It is not worth spending time in class learning how • Choose the writer whose opinion matches the section(s) of text you originally highlighted.
It was originally thought that the new plans for to debate, as other subjects are more important. • One question may ask you to find a writer who has a different opinion from the others on a topic. Do this question
the centre met all the planning requirements. 4 People who teach life skills are talented and deserve last and read all four texts again and highlight references to identify the correct writer.
our respect.
However, this is now being questioned and I tend AFTER THE TASK
5 School education should prepare students for life
to concur with the general feeling that more work • Read the texts again to check you are happy with your answers.
beyond school and include lessons on the different
needs to be done before permission can be given. skills they will need to use in their future lives. • If you are unable to answer one question, do not leave it blank, but make an educated guess.
E 4 Read the text about subjects on the school

It is hoped that the planning officers will look curriculum in Ex 3 again and think about what you
Are you exam-ready?
favourably on the designs for the new centre, highlighted. What types of words did you highlight?
as the people involved in their development have Did you …
spent a long time getting them right, and they 5 Check your answers to Ex 3. How do you know … read the instructions carefully? ....................................................................................................................................
that the writer does not agree with the other … read all texts first to get general understanding? .....................................................................................................
are impressive.
three opinions?
… highlight words in the questions and relevant phrases in the texts? ......................................................................
2 Read the extracts again and highlight the words or … look for implied meaning and synonyms? .................................................................................................................
phrases that indicate the writers’ opinions. … look for different ways of expressing similar or contrasting opinions? ..................................................................
… check your answers? .....................................................................................................................................................
12 13
Are you ready for Reading and Use of English Part 6? Identify an area to improve.
E12 | E13
READING AND USE OF ENGLISH – Part 6 Cross-text multiple matching READING AND USE OF ENGLISH – Part 6 Cross-text multiple matching
NUMBER OF
SECTION B ABOUT THE TASK QUESTIONS
EXAM BOOST
SECTION A
Identifying similar opinions
You will need to identify similar opinions in texts. Read • You will read four short texts which are related to the same theme or topic. 4
carefully, as the writer may mention other points of view • You will answer four questions in which you have to identify one of the texts or writers. TASK
Identifying contrasting opinions Four short texts on
You have to compare the different writers’ opinions or
before or after giving their own. • You need to compare information in each of the texts to find the correct answers.
a related topic
attitudes towards aspects of the topic they are writing 3 Read the text about subjects on the school SCORING
about. Their opinion may be expressed in different ways,
and sometimes may not be immediately clear.
curriculum. Which two opinions 1–5 does the writer
agree with? Highlight the phrases that helped
In this part of the exam, you will need to read across several texts to compare and
2 marks per
question
you decide.
1 Which writers A–F share the same opinions about identify different viewpoints and information about a particular topic. You need to:
applying for planning permission with the current
•
ECNEREFER MAXE
School curriculums need to cover a wealth of different understand the writers’ attitudes and opinions, which is often inferred.
designs for the new community centre?
topics and can sometimes squeeze out certain subjects • decide which writers agree or disagree with each other.
A
While a new community centre is desperately
which may be felt to be no longer vital for a student’s • identify distraction to avoid mistakes.
education. Disciplines such as drama, art and music
needed by the town, I consider the current plans How do you do it?
could be considered by some as extras which can be
unsuitable for the location, and it is pointless
taken up as interests in after-school clubs or societies.
putting forward a planning application at this time. BEFORE THE TASK
This is an extremely short-sighted approach and one
that should be reversed. What is to be admired is the
• Read the context sentence as this will help identify the topic the texts relate to.
B
I have read about the designs for the new centre time given to helping students develop life skills such as • Read all four texts to get a general idea of how the writers have reacted to the topic.
and by all accounts, although on the surface presentations or debating abilities. Whereas many might • Read the questions and underline the information you are going to look for to answer the questions.
appearing to meet the needs of the community, consider this a waste of time, they should realise the DURING THE TASK
they require further work to be acceptable by the value of these skills when students leave the protected • Take each question in turn and identify whether you are looking for agreement or disagreement between writers.
planning authorities. school life and need to survive in the real adult world. • You may be given a writer and asked which other writer agrees or disagrees with them about a certain point.
First read the text chosen and locate the point referred to.
C
1 Students today do not need to study arts subjects
Some people argue that the new centre will look
like drama as they can do them outside school.
• Read the other texts and highlight any references to the point, whether they indicate agreement or disagreement.
out of place in the location and that not enough
2 Decisions to cut some minority subjects are wrong,
• Be aware that you may need to look beyond one reference in each text to get the full picture.
thought has gone into the design. I would take
and the decision makers are not looking at the • The wording in the texts will often be a paraphrase of what you are looking for, or an opinion may be implied but
issue with that. importance of an overall education for life. not stated. Look for synonyms and ways in which similar and contrasting opinions can be expressed.
D
3 It is not worth spending time in class learning how • Choose the writer whose opinion matches the section(s) of text you originally highlighted.
It was originally thought that the new plans for to debate, as other subjects are more important. • One question may ask you to find a writer who has a different opinion from the others on a topic. Do this question
the centre met all the planning requirements. 4 People who teach life skills are talented and deserve last and read all four texts again and highlight references to identify the correct writer.
our respect.
However, this is now being questioned and I tend AFTER THE TASK
5 School education should prepare students for life
to concur with the general feeling that more work • Read the texts again to check you are happy with your answers.
beyond school and include lessons on the different
needs to be done before permission can be given. skills they will need to use in their future lives. • If you are unable to answer one question, do not leave it blank, but make an educated guess.
E 4 Read the text about subjects on the school

It is hoped that the planning officers will look curriculum in Ex 3 again and think about what you
Are you exam-ready?
favourably on the designs for the new centre, highlighted. What types of words did you highlight?
as the people involved in their development have Did you …
spent a long time getting them right, and they 5 Check your answers to Ex 3. How do you know … read the instructions carefully? ....................................................................................................................................
that the writer does not agree with the other … read all texts first to get general understanding? .....................................................................................................
are impressive.
three opinions?
… highlight words in the questions and relevant phrases in the texts? ......................................................................
2 Read the extracts again and highlight the words or … look for implied meaning and synonyms? .................................................................................................................
phrases that indicate the writers’ opinions. … look for different ways of expressing similar or contrasting opinions? ..................................................................
… check your answers? .....................................................................................................................................................
12 13
Are you ready for Reading and Use of English Part 6? Identify an area to improve.
E12 | E13
READING AND USE OF ENGLISH – Part 7 Gapped text READING AND USE OF ENGLISH – Part 7 Gapped text
NUMBER OF
SECTION B QUESTIONS
Understanding the structure of a text
Using reference to establish links across paragraphs is • You will read a long text with six gaps where paragraphs have been removed. 6
SECTION A TASK
important. • The missing paragraphs that fit these gaps are written below the text, in a
Using content clues jumbled order. One long text with
The first sentence in each paragraph is very important, 2 Put the paragraphs in the correct order and highlight • There is also a seventh paragraph which does not fit any of the gaps in the text.
six gaps (with seven
options)
as this often (although not always) provides the main the references that helped you to do this.
• You have to decide which of the seven paragraphs fits each of the six gaps.
SCORING
link with the previous one. The sentence will always have 1 3
some relevance or reference to the previous paragraph
and develop a theme.
2 4
2 marks per
question
A
1 Choose which sentences 1–3 fit the gaps in the As a result of this, a project has been started to In this part of the exam, you need to:
ECNEREFER MAXE
paragraphs A–C. try to ensure that there are places of solitude for • show global understanding of a text.
those who really want it. Silent Space hopes to
1 I sometimes recognise a character from a drama • understand the way that text is structured and develops.
I’ve watched or a room from a place I’ve visited introduce areas in public parks and gardens where
and wonder why these appear in a dream.
• be aware of how paragraphs link together, both to a previous paragraph and the following one.
people turn off phones and stop talking for certain
2 I have been plagued with such restless nights since periods each day. How do you do it?
my childhood and have accepted that my nightly
sleep adventures are part of who I am. BEFORE THE TASK
B
3 Many people maintain, including several of my Today many people visit parks and gardens to • Read the context sentence, as this tells you what type of text it is and what it’s about.
acquaintances, that they never dream, often with an relax and get away from busy streets and offices.
insistence that goes completely against everything • Read the title and whole text quickly, ignoring the gaps, to get a general understanding of the content
However, all too often they are finding that the parks and how the text is organised.
we are told by sleep experts who have been
investigating the nature of sleep for years and years. they visit are busy and noisy places themselves, • Read the seven paragraphs.
and the opportunity to find peace and quiet is
A
• Decide if you can immediately choose any paragraphs to fit the gaps.
getting progressively more and more difficult.
It simply is not true. It is just DURING THE TASK
that not everyone has a recollection. I sometimes
C • Read the base text again, stopping at each gap. Read the text before and after each gap and think about
wish that I counted myself in that number and It is believed that this can benefit us in many ways. what kind of information might be missing.
could awake, refreshed, not mentally exhausted It can contribute significantly to our well-being and
• Read the extra paragraphs again and check for topic links with the base text.
after a nightmare or a lucid dream. general health. Apparently, just five minutes sitting
• Look also for language links. These could be references to people, places, events or time.
quietly looking at nature can have an effect and
B • Discourse markers or sequencers can sometimes help you, e.g. ‘Some time later …’
help us to relax. It is hoped that this idea will be
Despite dream explanations
implemented more widely in public spaces in the
• Choose the best option to fit each gap.
involving symbolism and various forms of
coming years. AFTER THE TASK
interpretation, I remain convinced that my
dreams are informed by events and fragments
• When you have completed all the gaps, check that the extra paragraph does not fit into any gap.
of information my brain has settled on during the

D
Some places have already made the move, • Read the whole text again, with the missing paragraphs in place. Make sure that it makes sense and the ideas
follow each other in a logical way. If you have any doubts, check your answers again.
previous day or days. an example of which is at the University of East
Anglia. Students who want to get away from their
• Make sure you choose an answer for each gap – no marks are lost for incorrect answers, so make a sensible guess
if you are not sure.
C labs and study rooms are encouraged to spend
Is it meaningful in some way?
Does it perhaps reflect something I’ve been
time in an area called ‘The Dutch Garden’ where Are you exam-ready?
they can sit in complete silence and appreciate
subconsciously concerned about? Or is it merely
the natural beauty. Did you …
a jumbled meaningless mix?
… first read the whole text to get a general understanding? .......................................................................................
… read the seven paragraphs carefully? .........................................................................................................................
… focus on each gap and think about the flow of the text? .........................................................................................
… choose the best paragraph for each gap and check that it fits with the previous and following paragraphs?
… check that the extra paragraph does not fit into any gap? ......................................................................................
… check that the overall text makes sense with the sentences in place? ...................................................................
E14 | E15
READING AND USE OF ENGLISH – Part 7 Gapped text READING AND USE OF ENGLISH – Part 7 Gapped text
NUMBER OF
SECTION B QUESTIONS
Understanding the structure of a text
Using reference to establish links across paragraphs is • You will read a long text with six gaps where paragraphs have been removed. 6
SECTION A TASK
important. • The missing paragraphs that fit these gaps are written below the text, in a
Using content clues jumbled order. One long text with
The first sentence in each paragraph is very important, 2 Put the paragraphs in the correct order and highlight • There is also a seventh paragraph which does not fit any of the gaps in the text.
six gaps (with seven
options)
as this often (although not always) provides the main the references that helped you to do this.
• You have to decide which of the seven paragraphs fits each of the six gaps.
SCORING
link with the previous one. The sentence will always have 1 3
some relevance or reference to the previous paragraph
and develop a theme.
2 4
2 marks per
question
A
1 Choose which sentences 1–3 fit the gaps in the As a result of this, a project has been started to In this part of the exam, you need to:
ECNEREFER MAXE
paragraphs A–C. try to ensure that there are places of solitude for • show global understanding of a text.
those who really want it. Silent Space hopes to
1 I sometimes recognise a character from a drama • understand the way that text is structured and develops.
I’ve watched or a room from a place I’ve visited introduce areas in public parks and gardens where
and wonder why these appear in a dream.
• be aware of how paragraphs link together, both to a previous paragraph and the following one.
people turn off phones and stop talking for certain
2 I have been plagued with such restless nights since periods each day. How do you do it?
my childhood and have accepted that my nightly
sleep adventures are part of who I am. BEFORE THE TASK
B
3 Many people maintain, including several of my Today many people visit parks and gardens to • Read the context sentence, as this tells you what type of text it is and what it’s about.
acquaintances, that they never dream, often with an relax and get away from busy streets and offices.
insistence that goes completely against everything • Read the title and whole text quickly, ignoring the gaps, to get a general understanding of the content
However, all too often they are finding that the parks and how the text is organised.
we are told by sleep experts who have been
investigating the nature of sleep for years and years. they visit are busy and noisy places themselves, • Read the seven paragraphs.
and the opportunity to find peace and quiet is
A
• Decide if you can immediately choose any paragraphs to fit the gaps.
getting progressively more and more difficult.
It simply is not true. It is just DURING THE TASK
that not everyone has a recollection. I sometimes
C • Read the base text again, stopping at each gap. Read the text before and after each gap and think about
wish that I counted myself in that number and It is believed that this can benefit us in many ways. what kind of information might be missing.
could awake, refreshed, not mentally exhausted It can contribute significantly to our well-being and
• Read the extra paragraphs again and check for topic links with the base text.
after a nightmare or a lucid dream. general health. Apparently, just five minutes sitting
• Look also for language links. These could be references to people, places, events or time.
quietly looking at nature can have an effect and
B • Discourse markers or sequencers can sometimes help you, e.g. ‘Some time later …’
help us to relax. It is hoped that this idea will be
Despite dream explanations
implemented more widely in public spaces in the
• Choose the best option to fit each gap.
involving symbolism and various forms of
coming years. AFTER THE TASK
interpretation, I remain convinced that my
dreams are informed by events and fragments
• When you have completed all the gaps, check that the extra paragraph does not fit into any gap.
of information my brain has settled on during the

D
Some places have already made the move, • Read the whole text again, with the missing paragraphs in place. Make sure that it makes sense and the ideas
follow each other in a logical way. If you have any doubts, check your answers again.
previous day or days. an example of which is at the University of East
Anglia. Students who want to get away from their
• Make sure you choose an answer for each gap – no marks are lost for incorrect answers, so make a sensible guess
if you are not sure.
C labs and study rooms are encouraged to spend
Is it meaningful in some way?
Does it perhaps reflect something I’ve been
time in an area called ‘The Dutch Garden’ where Are you exam-ready?
they can sit in complete silence and appreciate
subconsciously concerned about? Or is it merely
the natural beauty. Did you …
a jumbled meaningless mix?
… first read the whole text to get a general understanding? .......................................................................................
… read the seven paragraphs carefully? .........................................................................................................................
… focus on each gap and think about the flow of the text? .........................................................................................
… choose the best paragraph for each gap and check that it fits with the previous and following paragraphs?
… check that the extra paragraph does not fit into any gap? ......................................................................................
… check that the overall text makes sense with the sentences in place? ...................................................................
E14 | E15
READING AND USE OF ENGLISH – Part 8 Multiple Matching READING AND USE OF ENGLISH – Part 8 Multiple matching
NUMBER OF
SECTION B QUESTIONS
SECTION A
Avoiding distraction
There will be distraction that you must avoid when • You will read one long text which may be continuous and divided into sections, or 10
choosing your answers. several shorter texts on a similar topic. TASK
Identifying paraphrase
• You will have ten questions to answer which ask you to locate information in a correct One long text or up
You will often need to identify paraphrasing. The 3 Read two sets of extracts from posts about people’s section of the text. to six shorter texts
questions will usually use different wording to the attitudes towards job interviews. Highlight the key
relevant parts of the text. Sometimes the introductory
• The questions will contain information or statements that you need to match to the SCORING
1
words in the questions and then choose the correct information you find in the sections. mark per
verb summarises an attitude expressed in the text. extracts to answer the questions. Highlight the question
distraction in the incorrect extracts.
1 Choose the correct introductory verbs for the
questions relating to these extracts.
Which interviewee What is being tested?
ECNEREFER MAXE
1 has a tendency to be overconfident? This part of the exam tests your ability to skim or scan a text quickly to find the information you need. You need to:
compares compliments criticises questions A
It’s important to present a good image during • read quickly without worrying about the meaning of every word.
1 the interview and I hope I manage to give the • read carefully to match the exact meaning of the question or statement to the relevant part of the text.
Many people move to the city from the impression that I’m self-assured and that I know • understand the detail, specific information, attitude or opinion in the question, and find the part of the text
countryside because of their job, but for several what I’m talking about, although usually I’m where those ideas are stated or implied.
reasons I am not convinced this is a good idea. shaking inside. • recognise that there may be ideas in other sections which appear to be similar, but which don’t match the
question accurately.
Question: The writer the B
advisability of relocating to the city for work Most interviewers are looking for someone who How do you do it?
purposes. can deal with whatever questions they’re asked.
2
BEFORE THE TASK
I find I can usually talk my way through nearly
How people are expected to live comfortably
anything and sometimes I guess I might come • Read the context sentence, as this tells you what type of text it is and what it’s about. It will also tell you the overall
in such tiny spaces is beyond me. The way the topic if you are given several short texts.
across as a bit of a know-it-all.
houses were planned leaves a lot to be desired. • Scan the text or texts quickly to get the general ideas and information expressed.
2 is unsure of the importance of appearance in

• Read through all the questions. You may be able to match some already after your first scan.
Question: The writer the architects
for not considering the impact of their designs on an interview? • Read the questions again and think about what each one means.
the residents. A • Underline key words in the questions. You won’t see these words in the text – they will be paraphrased, but
The morning before I’m a mess in terms of my identifying the key information you need will help you.
3
In my opinion, the council are to be thanked for nerves, and for me one way of overcoming them
DURING THE TASK
introducing a congestion charge for through-traffic is to look good. If I can see a smart-looking guy in
the mirror, I can trick myself into thinking that this
• Focus on each question in turn.
as it is contributing to the reduction of pollution in
guy is not only smart looking but smart enough • Skim or scan the part of the text where you think the answer is. Avoid distraction.
the town centre.
to get the job, too. The interviewers are probably • Check carefully to make sure that it matches the question completely. Sometimes there are two parts to a question
and a text might match one but not both points.
Question: The writer the oblivious to my new suit and shiny shoes, but it
authorities on their traffic-control initiative. makes me feel good. • If you have difficulty with one of the questions, don’t spend time worrying about it. Move on to another question
and then come back to it.
4 B
Whereas it is really pricey to stay at city-centre AFTER THE TASK
The self-help books on how to get through
chain hotels, it is always possible to find cheaper an interview talk about keeping calm, doing • Quickly check your answers to make sure you are happy with them.
bed and breakfast places nearby. your research, getting there on time but I don’t • Make sure you have answered all the questions – don’t leave any questions unanswered.
remember them making much mention of what

Question: The writer the costs of
to wear. I guess it depends what the job is, but
Are you exam-ready?
accommodation in the same location.
as far as I’m concerned, looking as good as you
Did you …
2 Compare the extracts and the questions again and can helps make that first impression, and smart
… read the instructions and questions carefully? ..........................................................................................................
find other examples of paraphrasing. clothes and clean shoes are a must.
… focus on each question in turn and skim or scan the text to find the information that matches? .......................
… read the relevant part of the text very carefully to make sure the meaning matches exactly? ............................
… check that you answered all the questions? ..............................................................................................................
E16 | E17
READING AND USE OF ENGLISH – Part 8 Multiple Matching READING AND USE OF ENGLISH – Part 8 Multiple matching
NUMBER OF
SECTION B QUESTIONS
SECTION A
Avoiding distraction
There will be distraction that you must avoid when • You will read one long text which may be continuous and divided into sections, or 10
choosing your answers. several shorter texts on a similar topic. TASK
Identifying paraphrase
• You will have ten questions to answer which ask you to locate information in a correct One long text or up
You will often need to identify paraphrasing. The 3 Read two sets of extracts from posts about people’s section of the text. to six shorter texts
questions will usually use different wording to the attitudes towards job interviews. Highlight the key
relevant parts of the text. Sometimes the introductory
• The questions will contain information or statements that you need to match to the SCORING
1
words in the questions and then choose the correct information you find in the sections. mark per
verb summarises an attitude expressed in the text. extracts to answer the questions. Highlight the question
distraction in the incorrect extracts.
1 Choose the correct introductory verbs for the
questions relating to these extracts.
Which interviewee What is being tested?
ECNEREFER MAXE
1 has a tendency to be overconfident? This part of the exam tests your ability to skim or scan a text quickly to find the information you need. You need to:
compares compliments criticises questions A
It’s important to present a good image during • read quickly without worrying about the meaning of every word.
1 the interview and I hope I manage to give the • read carefully to match the exact meaning of the question or statement to the relevant part of the text.
Many people move to the city from the impression that I’m self-assured and that I know • understand the detail, specific information, attitude or opinion in the question, and find the part of the text
countryside because of their job, but for several what I’m talking about, although usually I’m where those ideas are stated or implied.
reasons I am not convinced this is a good idea. shaking inside. • recognise that there may be ideas in other sections which appear to be similar, but which don’t match the
question accurately.
Question: The writer the B
advisability of relocating to the city for work Most interviewers are looking for someone who How do you do it?
purposes. can deal with whatever questions they’re asked.
2
BEFORE THE TASK
I find I can usually talk my way through nearly
How people are expected to live comfortably
anything and sometimes I guess I might come • Read the context sentence, as this tells you what type of text it is and what it’s about. It will also tell you the overall
in such tiny spaces is beyond me. The way the topic if you are given several short texts.
across as a bit of a know-it-all.
houses were planned leaves a lot to be desired. • Scan the text or texts quickly to get the general ideas and information expressed.
2 is unsure of the importance of appearance in

• Read through all the questions. You may be able to match some already after your first scan.
Question: The writer the architects
for not considering the impact of their designs on an interview? • Read the questions again and think about what each one means.
the residents. A • Underline key words in the questions. You won’t see these words in the text – they will be paraphrased, but
The morning before I’m a mess in terms of my identifying the key information you need will help you.
3
In my opinion, the council are to be thanked for nerves, and for me one way of overcoming them
DURING THE TASK
introducing a congestion charge for through-traffic is to look good. If I can see a smart-looking guy in
the mirror, I can trick myself into thinking that this
• Focus on each question in turn.
as it is contributing to the reduction of pollution in
guy is not only smart looking but smart enough • Skim or scan the part of the text where you think the answer is. Avoid distraction.
the town centre.
to get the job, too. The interviewers are probably • Check carefully to make sure that it matches the question completely. Sometimes there are two parts to a question
and a text might match one but not both points.
Question: The writer the oblivious to my new suit and shiny shoes, but it
authorities on their traffic-control initiative. makes me feel good. • If you have difficulty with one of the questions, don’t spend time worrying about it. Move on to another question
and then come back to it.
4 B
Whereas it is really pricey to stay at city-centre AFTER THE TASK
The self-help books on how to get through
chain hotels, it is always possible to find cheaper an interview talk about keeping calm, doing • Quickly check your answers to make sure you are happy with them.
bed and breakfast places nearby. your research, getting there on time but I don’t • Make sure you have answered all the questions – don’t leave any questions unanswered.
remember them making much mention of what

Question: The writer the costs of
to wear. I guess it depends what the job is, but
Are you exam-ready?
accommodation in the same location.
as far as I’m concerned, looking as good as you
Did you …
2 Compare the extracts and the questions again and can helps make that first impression, and smart
… read the instructions and questions carefully? ..........................................................................................................
find other examples of paraphrasing. clothes and clean shoes are a must.
… focus on each question in turn and skim or scan the text to find the information that matches? .......................
… read the relevant part of the text very carefully to make sure the meaning matches exactly? ............................
… check that you answered all the questions? ..............................................................................................................
E16 | E17
WRITING – Part 1 Essay WRITING – Part 1 Essay
TIMING
SECTION B
EXAM BOOST ABOUT THE TASK Approximately
Complex sentences 45 minutes
SECTION A In addition to ensuring your essay has a clear structure • This task is compulsory. TASK
Structuring an essay
and appropriate tone, it is important to use a range of • An essay is usually written for a teacher, and uses formal or semi-formal language. Write a discursive
vocabulary and grammatical forms. One way to achieve essay in 220–260
You are required to address certain points. • In this task you read an input text which gives a discussion situation, a question, three
words.
this is to use complex sentences to communicate your points to consider and three opinions expressed in the discussion.
ideas clearly and effectively. SCORING
1 Discuss the essay task below and say which • You are required to write a discursive essay based on two of the points given, explaining
Half the available
sentences A–D would be relevant when writing it. which of the points are more important and why.
3 Read two extracts from candidates’ essays about marks in the
Why are the other sentences irrelevant? ways to keep fit. Which is more appropriate, A or B? • You can use some of the opinions expressed in the discussion. Writing paper
A ‘I train at least twice a week at my tennis club and Why?
am looking forward to taking part in their annual A
competition at the end of June.’ What is being tested?
EXAM REFERENCE
Kids need to learn how to keep fit. Lots of them
B ‘The cost of using the swimming pool has doubled just hang out with their mates after school and The main purpose of the essay is to write about relevant issues related to the stated topic and to support an argument
over the last year.’ with reasons and examples. You are marked on a scale of 1–5 in the following areas:
don’t work out at all, so they don’t get into the
C ‘It can be alarming to find out what is actually in habit. Once you get into something and you get • Content : This must be relevant, and use the ideas given. Address all parts of the task.
much of the ready meals sold in supermarkets.’
hooked on it, like skateboarding, which is pretty • Communicative achievement : Your essay must have a clear structure leading to a logical conclusion, and deal
D ‘Another useful thing could be to introduce cookery effectively with straightforward and complex ideas. The reader must be able to understand the argument.
cool after all, then you’re going to keep at it,
classes at secondary schools so that students can
cook cheap meals when they leave home.’ aren’t you? I vote for building a skateboarding • Organisation : Organise your ideas into clear paragraphs including an introduction and conclusion, and use linking
park in the park. words to connect your ideas.
You have had a class discussion on what could be
done by the council in your area to help improve
• Language : Use formal or semi-formal language in your essay. Use a range of vocabulary and grammatical forms.
B
people’s health and fitness levels. You have made What is really important is for adults to be role
the notes below.
How do you do it?
models for their children, and if they eat healthily
and use sporting facilities, their children will follow BEFORE THE TASK
How to help improve local people’s health and
fitness levels.
suit and feel that a healthy lifestyle is normal. • Read the task carefully so that you know what you need to include.
However, the leisure centre, although offering • Think about your own opinions about the topic.
• Subsidise membership of leisure centre a wide range of facilities for both families and • Decide which two points you will consider.
• Distribute nutrition leaflets through the individuals, is relatively expensive. Therefore, • Plan how you will divide your ideas into paragraphs. Think about what will go in the introduction, main body
local surgery I believe that providing cheaper access to the and the conclusion.
• Organise fun runs and outdoor group exercise leisure centre is definitely the way forward, DURING THE TASK
sessions in local park and would be welcomed by the community.
• It is sometimes a good idea to note down points in a rough plan before starting to write the final version.
4 Read the more appropriate extract again and

• Make the introduction engaging for the reader and present some background to the issues.
Some opinions expressed in the discussion? • Develop your main points with reasons and examples.
highlight examples of how the writer has created
‘A lot of people would like to use the centre but complex sentences. • Write a conclusion that reviews and summarises what you have written and clarifies your point of view.
the fees are too high.’
AFTER THE TASK
‘Many people aren’t really aware of the nutrition Read through the essay again and make sure that:
values of different foods.’ • it is coherent and logical, uses formal or semi-formal language, and check for any mistakes.
‘People often enjoy exercising with other people • you have done everything the task requires and rephrased any information from the input text in your own words.
rather than on their own.’
Are you exam-ready?
Write an essay discussing two of the points in your
notes. You should explain which idea would be Did you …
more effective, giving reasons in support of your ... spend enough time planning? .....................................................................................................................................
answer.
... include all the information required? ..........................................................................................................................
You may, if you wish, make use of the opinions
expressed in the discussion, but you should use ... use the right tone? .........................................................................................................................................................
your own words as far as possible. ... check for mistakes in grammar, spelling and punctuation? .....................................................................................
... write the correct number of words? ............................................................................................................................
2 Plan your essay. Decide how many paragraphs
and what each will contain.
18 Are you ready for Writing Part 1? Identify an area to improve. 19
E18 | E19
WRITING – Part 1 Essay WRITING – Part 1 Essay
TIMING
SECTION B
Complex sentences 45 minutes
SECTION A In addition to ensuring your essay has a clear structure • This task is compulsory. TASK
Structuring an essay
and appropriate tone, it is important to use a range of • An essay is usually written for a teacher, and uses formal or semi-formal language. Write a discursive
vocabulary and grammatical forms. One way to achieve essay in 220–260
You are required to address certain points. • In this task you read an input text which gives a discussion situation, a question, three
words.
this is to use complex sentences to communicate your points to consider and three opinions expressed in the discussion.
ideas clearly and effectively. SCORING
1 Discuss the essay task below and say which • You are required to write a discursive essay based on two of the points given, explaining
Half the available
sentences A–D would be relevant when writing it. which of the points are more important and why.
3 Read two extracts from candidates’ essays about marks in the
Why are the other sentences irrelevant? ways to keep fit. Which is more appropriate, A or B? • You can use some of the opinions expressed in the discussion. Writing paper
A ‘I train at least twice a week at my tennis club and Why?
am looking forward to taking part in their annual A
competition at the end of June.’ What is being tested?
EXAM REFERENCE
Kids need to learn how to keep fit. Lots of them
B ‘The cost of using the swimming pool has doubled just hang out with their mates after school and The main purpose of the essay is to write about relevant issues related to the stated topic and to support an argument
over the last year.’ with reasons and examples. You are marked on a scale of 1–5 in the following areas:
don’t work out at all, so they don’t get into the
C ‘It can be alarming to find out what is actually in habit. Once you get into something and you get • Content : This must be relevant, and use the ideas given. Address all parts of the task.
much of the ready meals sold in supermarkets.’
hooked on it, like skateboarding, which is pretty • Communicative achievement : Your essay must have a clear structure leading to a logical conclusion, and deal
D ‘Another useful thing could be to introduce cookery effectively with straightforward and complex ideas. The reader must be able to understand the argument.
cool after all, then you’re going to keep at it,
classes at secondary schools so that students can
cook cheap meals when they leave home.’ aren’t you? I vote for building a skateboarding • Organisation : Organise your ideas into clear paragraphs including an introduction and conclusion, and use linking
park in the park. words to connect your ideas.
You have had a class discussion on what could be
done by the council in your area to help improve
• Language : Use formal or semi-formal language in your essay. Use a range of vocabulary and grammatical forms.
B
people’s health and fitness levels. You have made What is really important is for adults to be role
the notes below.
How do you do it?
models for their children, and if they eat healthily
and use sporting facilities, their children will follow BEFORE THE TASK
How to help improve local people’s health and
fitness levels.
suit and feel that a healthy lifestyle is normal. • Read the task carefully so that you know what you need to include.
However, the leisure centre, although offering • Think about your own opinions about the topic.
• Subsidise membership of leisure centre a wide range of facilities for both families and • Decide which two points you will consider.
• Distribute nutrition leaflets through the individuals, is relatively expensive. Therefore, • Plan how you will divide your ideas into paragraphs. Think about what will go in the introduction, main body
local surgery I believe that providing cheaper access to the and the conclusion.
• Organise fun runs and outdoor group exercise leisure centre is definitely the way forward, DURING THE TASK
sessions in local park and would be welcomed by the community.
• It is sometimes a good idea to note down points in a rough plan before starting to write the final version.
4 Read the more appropriate extract again and

• Make the introduction engaging for the reader and present some background to the issues.
Some opinions expressed in the discussion? • Develop your main points with reasons and examples.
highlight examples of how the writer has created
‘A lot of people would like to use the centre but complex sentences. • Write a conclusion that reviews and summarises what you have written and clarifies your point of view.
the fees are too high.’
AFTER THE TASK
‘Many people aren’t really aware of the nutrition Read through the essay again and make sure that:
values of different foods.’ • it is coherent and logical, uses formal or semi-formal language, and check for any mistakes.
‘People often enjoy exercising with other people • you have done everything the task requires and rephrased any information from the input text in your own words.
rather than on their own.’
Are you exam-ready?
Write an essay discussing two of the points in your
notes. You should explain which idea would be Did you …
more effective, giving reasons in support of your ... spend enough time planning? .....................................................................................................................................
answer.
... include all the information required? ..........................................................................................................................
You may, if you wish, make use of the opinions
expressed in the discussion, but you should use ... use the right tone? .........................................................................................................................................................
your own words as far as possible. ... check for mistakes in grammar, spelling and punctuation? .....................................................................................
... write the correct number of words? ............................................................................................................................
2 Plan your essay. Decide how many paragraphs
and what each will contain.
E18 | E19
WRITING – Part 2 Email or letter WRITING – Part 2 Email or letter
TIMING
3 Decide which phrase in each pair would be appropriate for an
informal email (I) and which for a more formal one (F). 45 minutes
SECTION A 1 a It was a pleasure to meet you … … at the conference • An email or letter is written in response to a given situation, or to an email or letter from TASK
b It was so good to see you … yesterday. another person. Write an email or letter
Using correct register
2 a What I’d do is … … rewrite the essay from • In the task, you are given the context telling you who you are writing the email or letter in 220–260 words.
In this exam task, you need to use the b I would suggest you … the beginning. to, why and what to include.
appropriate register.
SCORING
3 a I’m a bit worried about … … remembering • The style will depend on whether you’re writing to a friend (informal) or whether the Half the marks
situation is more formal (a potential employer, colleagues, a magazine editor, etc.). available in the
1 Find formal equivalents for the b I am slightly concerned about … everything for the exam.
Writing paper
following in the email extract. 4 a That’s really good news.
• You should address any questions or points given in the task.
I can’t believe you’re
1 get in touch with b I am glad that you have decided
coming at last!
to visit.
ECNEREFER MAXE
2 put up on / posted What is being tested?
3 if you need 5 a If you’ve got a spare moment,
The main purpose of an email or letter is to respond to a given situation and to inform the reader. The email or letter
4 just to let you know could you possibly … … help me solve this
should be structured in paragraphs with suitable ideas grouped together. You are marked on a scale of 1–5 in the
b I would be grateful if you could problem on my tablet?
5 fun spare the time to … following areas:
6 bought
SECTION B • Content: This must all be relevant. You should engage the reader, and write in an interesting way, e.g. by including
7 lots of anecdotes or amusing examples in an email to a friend.
8 don’t need to buy Writing a formal email or letter • Communicative achievement: Use a semi-formal or informal style, depending on the situation. Your email or letter
You may choose to write an email or letter. This could require a must have a clear structure, communicate complex ideas effectively, and inform the reader.
formal register.
• Organisation: Organise your email clearly and coherently in paragraphs, using a good range of cohesive devices.
4 Rewrite these sentences so that they would be appropriate for • Language: Use a variety of vocabulary and structures (including complex structures) accurately. If your email
We would like to inform you that or letter is to a friend, then you can use idioms and information phrases.
a formal email or letter.
the awards ceremony for the young
1 Good to hear from you.
sportsperson of the South West will be How do you do it?
held at the West Bank Hotel, London,
2 This is to let you know that I got your letter. BEFORE THE TASK
on 28th September. Those on the
Read the instructions and the question carefully. Think about:
shortlists for the different categories
will automatically receive tickets for 3 About the suggestions for a new play area in the park – sorry, • who you’re writing to. This will tell you the style of language to use.
the event. The cost of attending the

but I think it’s a bad idea. • what you need to include in the email or letter. Are there any questions requiring answers, or points you
are asked to mention?
event for family and other guests will
be £35 and tickets can be purchased
• any functional exponents you need to use, e.g. for giving advice / making suggestions / reminding, etc.
through the website. It will be an 4 I’m with you on the need for a shorter school day. • how to group your points and organise your email in paragraphs.
entertaining evening, with dinner DURING THE TASK

followed by the many presentations • Write appropriate opening and closing sentences and paragraphs.
to successful young sportspeople. 5 Rewrite these sentences in a more informal style. • Make your points and give reasons and examples.
The shortlists will be announced on • Use a range of vocabulary and grammatical forms, including some more complex forms if you can.
1 I would be grateful if you could offer me some advice regarding
the website on 5th August. Should you improving my fitness for the competition. • Use linking expressions to create complex sentences and use discourse markers to guide the reader through
require wheelchair access to the event, the email or letter.
please contact Lucy Dobson on the
AFTER THE TASK
number below. 2 It is my honest opinion that such a job would be unsuitable
for you.
• Read through your email or letter again to check that it is coherent and logical, and that there are no grammar
or spelling mistakes.
2 Imagine you are a coach writing to
young sportspeople in your club to • Make sure you have included all the information required and that you have written the right number of words.
tell them about the awards ceremony.
Rewrite the email using the informal
3 On consideration of all the factors presented in your letter, Are you exam-ready?
I would favour the latter suggestion.
phrases from Ex 1 and making any
other changes you think are necessary. Did you …
… spend enough time planning? ................................ … link your sentences and paragraphs clearly? ........
4 On reflection, I would say that it might be preferable for you
… include all the information required? ..................... … check for mistakes in grammar or spelling? ..........
to arrive earlier in the evening.
… respond to any questions? ....................................... … write the right number of words? ............................
… start and end using appropriate language? ..........
E20 | E2
WRITING – Part 2 Email or letter WRITING – Part 2 Email or letter
TIMING
3 Decide which phrase in each pair would be appropriate for an
informal email (I) and which for a more formal one (F). 45 minutes
SECTION A 1 a It was a pleasure to meet you … … at the conference • An email or letter is written in response to a given situation, or to an email or letter from TASK
b It was so good to see you … yesterday. another person. Write an email or letter
Using correct register
2 a What I’d do is … … rewrite the essay from • In the task, you are given the context telling you who you are writing the email or letter in 220–260 words.
In this exam task, you need to use the b I would suggest you … the beginning. to, why and what to include.
appropriate register.
SCORING
3 a I’m a bit worried about … … remembering • The style will depend on whether you’re writing to a friend (informal) or whether the Half the marks
situation is more formal (a potential employer, colleagues, a magazine editor, etc.). available in the
1 Find formal equivalents for the b I am slightly concerned about … everything for the exam.
Writing paper
following in the email extract. 4 a That’s really good news.
• You should address any questions or points given in the task.
I can’t believe you’re
1 get in touch with b I am glad that you have decided
coming at last!
to visit.
ECNEREFER MAXE
2 put up on / posted What is being tested?
3 if you need 5 a If you’ve got a spare moment,
The main purpose of an email or letter is to respond to a given situation and to inform the reader. The email or letter
4 just to let you know could you possibly … … help me solve this
should be structured in paragraphs with suitable ideas grouped together. You are marked on a scale of 1–5 in the
b I would be grateful if you could problem on my tablet?
5 fun spare the time to … following areas:
6 bought
SECTION B • Content: This must all be relevant. You should engage the reader, and write in an interesting way, e.g. by including
7 lots of anecdotes or amusing examples in an email to a friend.
8 don’t need to buy Writing a formal email or letter • Communicative achievement: Use a semi-formal or informal style, depending on the situation. Your email or letter
You may choose to write an email or letter. This could require a must have a clear structure, communicate complex ideas effectively, and inform the reader.
formal register.
• Organisation: Organise your email clearly and coherently in paragraphs, using a good range of cohesive devices.
4 Rewrite these sentences so that they would be appropriate for • Language: Use a variety of vocabulary and structures (including complex structures) accurately. If your email
We would like to inform you that or letter is to a friend, then you can use idioms and information phrases.
a formal email or letter.
the awards ceremony for the young
1 Good to hear from you.
sportsperson of the South West will be How do you do it?
held at the West Bank Hotel, London,
2 This is to let you know that I got your letter. BEFORE THE TASK
on 28th September. Those on the
Read the instructions and the question carefully. Think about:
shortlists for the different categories
will automatically receive tickets for 3 About the suggestions for a new play area in the park – sorry, • who you’re writing to. This will tell you the style of language to use.
the event. The cost of attending the

but I think it’s a bad idea. • what you need to include in the email or letter. Are there any questions requiring answers, or points you
are asked to mention?
event for family and other guests will
be £35 and tickets can be purchased
• any functional exponents you need to use, e.g. for giving advice / making suggestions / reminding, etc.
through the website. It will be an 4 I’m with you on the need for a shorter school day. • how to group your points and organise your email in paragraphs.
entertaining evening, with dinner DURING THE TASK

followed by the many presentations • Write appropriate opening and closing sentences and paragraphs.
to successful young sportspeople. 5 Rewrite these sentences in a more informal style. • Make your points and give reasons and examples.
The shortlists will be announced on • Use a range of vocabulary and grammatical forms, including some more complex forms if you can.
1 I would be grateful if you could offer me some advice regarding
the website on 5th August. Should you improving my fitness for the competition. • Use linking expressions to create complex sentences and use discourse markers to guide the reader through
require wheelchair access to the event, the email or letter.
please contact Lucy Dobson on the
AFTER THE TASK
number below. 2 It is my honest opinion that such a job would be unsuitable
for you.
• Read through your email or letter again to check that it is coherent and logical, and that there are no grammar
or spelling mistakes.
2 Imagine you are a coach writing to
young sportspeople in your club to • Make sure you have included all the information required and that you have written the right number of words.
tell them about the awards ceremony.
Rewrite the email using the informal
3 On consideration of all the factors presented in your letter, Are you exam-ready?
I would favour the latter suggestion.
phrases from Ex 1 and making any
other changes you think are necessary. Did you …
… spend enough time planning? ................................ … link your sentences and paragraphs clearly? ........
4 On reflection, I would say that it might be preferable for you
… include all the information required? ..................... … check for mistakes in grammar or spelling? ..........
to arrive earlier in the evening.
… respond to any questions? ....................................... … write the right number of words? ............................
… start and end using appropriate language? ..........
E20 | E2
WRITING – Part 2 Proposal WRITING – Part 2 Proposal
TIMING
2 Look again at the tasks. Which of the alternatives below
are likely to be unsuitable? Why? 45 minutes
You need to write to a peer, or someone in authority,
Task 1 • A proposal is written for a peer or superior, outlining a course of action which the writer TASK
making suggestions for a project or in response to would like to see implemented. Write a proposal in
a particular need. You are usually writing on behalf A Build another factory that would employ a lot of people
• The task will detail a situation that requires a solution, or suggestions for alternative 220–260 words.
of other people which could be a small group or the B Build an upmarket hotel with spa action. It will indicate who the proposal is for. SCORING
wider community. You must address each point given
in the task.
C Relocate the current bus station to a more central position • The desired outcome of the proposal is that your ideas will be accepted, therefore you Half the marks
D Develop land into a park or garden need to use a persuasive argument, and persuasive language. available in the
Writing paper
1 Read some different types of proposal tasks and Task 2
• Your proposal needs to be backed up by valid and clear reasons and some
highlight what must be included in the proposal. factual information.
A Use money to invite media celebrities in to give
ECNEREFER MAXE
1 motivational talks
Your local town council is planning to sell B Use money to send a small group of top students to What is being tested?
the site of a disused factory for development a film festival The reader needs to have a clear understanding of what you are proposing and why, and give a favourable response.
as a retail park. You feel the land could be C Use money to finance a short film for an international The proposal is marked on a scale of 1–5 in the following areas:
used for purposes that would better benefit competition
• Content: This must all be relevant and cover all points requested in the task.
the community. Write a proposal to the
council explaining why the retail park is not a
Task 3 • Communicative achievement: Use an appropriate formal style to outline your ideas. The reader must understand
Having a weekend away at a seaside resort your suggestions and reasons easily and clearly, and be persuaded to adopt them.
A
good use of the site and offering alternative
B Going on a team assault course • Organisation: Organise your proposal clearly in sections. You may use headings to guide the reader more clearly.
suggestions, saying how they could benefit The introduction should set out what your proposal is and the conclusion summarise and express a hope that the
C Giving two teams a challenge to complete in two days
the community. proposal will be accepted.
Task 4 • Language: Use a variety of vocabulary and structures (including complex structures) accurately. Use formal language
2 without contractions or idioms.
Your college is planning its yearly budget A Put a ban on lorries over certain size and weight
and asked students to submit proposals B Build a road round the village
How do you do it?
for which departments require additional C Ban the village to all traffic
funding. Write a proposal on behalf of BEFORE THE TASK
3 Tick which of the following a proposal should contain.
the students in your Media department, • Make sure you know what to include and think about topics of the different paragraphs.
1 Division into sections.
requesting funding and outlining why extra • List headings for the different sections.
2 Headings for sections to guide the reader.
money is important and what it could be • Note down reasons for your proposal and the benefits.
used for. Mention the benefits for both 3 Formal or semi-formal language
4 A balance of points for the proposal and those against. DURING THE TASK
students and teachers in the department.
5 Reference to statistics where appropriate. • Give your proposal a title.
3 6 Inclusion of comments from the people involved. • Give a brief introduction where you say what the proposal is for.
Your manager is looking for ideas for a
team-building weekend. He has asked
7 Some surprising or fascinating information to engage • Keep your points clear and easy to follow.
for proposals for the weekend, offering

the reader. • Give headings to the sections.
8 Impersonal and objective language. • Use formal language throughout.
a choice of two ideas which you are to
9 Anecdotes to illustrate different points.
evaluate, saying which would most benefit • Use persuasive language and expressions.
10 A conclusion that summarises the proposal in
the employees and why. different words.
• Finish by saying what you hope will happen.
There are many possible headings that can be used in a AFTER THE TASK
4
You live in a small village with very narrow
proposal. They will depend on the topic. You will need an • Read through the proposal again and check that it is clear and coherent.
introduction and a conclusion, but the other two or three
winding roads. Heavy trucks regularly drive • Check for mistakes in grammar, spelling and punctuation.
headings should be linked to the points you are asked to
through the village and you are concerned consider in the task. • Check the number of words and edit as necessary.
about the congestion they cause and
dangers to pedestrians. Write a proposal to 4 Look again at the tasks in Ex 1 and note down what Are you exam-ready?
the town council outlining a way of stopping headings you would use.
Did you …
trucks from travelling through the village, 1 3
… spend enough time planning? ................................ … use persuasive language? ........................................
giving your reasons and explaining why it 2 4
… include all the points required? ............................... … link your sentences and paragraphs clearly? ........
needs to be given priority.
5 Choose one of the proposal tasks in Ex 1 and plan and … use formal language? ............................................... … check for mistakes in grammar or spelling? ..........
then write your proposal in 220–260 words.
… use headings and sections? ..................................... … write the correct number of words? .......................
E22 | E2
WRITING – Part 2 Proposal WRITING – Part 2 Proposal
TIMING
2 Look again at the tasks. Which of the alternatives below
are likely to be unsuitable? Why? 45 minutes
You need to write to a peer, or someone in authority,
Task 1 • A proposal is written for a peer or superior, outlining a course of action which the writer TASK
making suggestions for a project or in response to would like to see implemented. Write a proposal in
a particular need. You are usually writing on behalf A Build another factory that would employ a lot of people
• The task will detail a situation that requires a solution, or suggestions for alternative 220–260 words.
of other people which could be a small group or the B Build an upmarket hotel with spa action. It will indicate who the proposal is for. SCORING
wider community. You must address each point given
in the task.
C Relocate the current bus station to a more central position • The desired outcome of the proposal is that your ideas will be accepted, therefore you Half the marks
D Develop land into a park or garden need to use a persuasive argument, and persuasive language. available in the
Writing paper
1 Read some different types of proposal tasks and Task 2
• Your proposal needs to be backed up by valid and clear reasons and some
highlight what must be included in the proposal. factual information.
A Use money to invite media celebrities in to give
ECNEREFER MAXE
1 motivational talks
Your local town council is planning to sell B Use money to send a small group of top students to What is being tested?
the site of a disused factory for development a film festival The reader needs to have a clear understanding of what you are proposing and why, and give a favourable response.
as a retail park. You feel the land could be C Use money to finance a short film for an international The proposal is marked on a scale of 1–5 in the following areas:
used for purposes that would better benefit competition
• Content: This must all be relevant and cover all points requested in the task.
the community. Write a proposal to the
council explaining why the retail park is not a
Task 3 • Communicative achievement: Use an appropriate formal style to outline your ideas. The reader must understand
Having a weekend away at a seaside resort your suggestions and reasons easily and clearly, and be persuaded to adopt them.
A
good use of the site and offering alternative
B Going on a team assault course • Organisation: Organise your proposal clearly in sections. You may use headings to guide the reader more clearly.
suggestions, saying how they could benefit The introduction should set out what your proposal is and the conclusion summarise and express a hope that the
C Giving two teams a challenge to complete in two days
the community. proposal will be accepted.
Task 4 • Language: Use a variety of vocabulary and structures (including complex structures) accurately. Use formal language
2 without contractions or idioms.
Your college is planning its yearly budget A Put a ban on lorries over certain size and weight
and asked students to submit proposals B Build a road round the village
How do you do it?
for which departments require additional C Ban the village to all traffic
funding. Write a proposal on behalf of BEFORE THE TASK
3 Tick which of the following a proposal should contain.
the students in your Media department, • Make sure you know what to include and think about topics of the different paragraphs.
1 Division into sections.
requesting funding and outlining why extra • List headings for the different sections.
2 Headings for sections to guide the reader.
money is important and what it could be • Note down reasons for your proposal and the benefits.
used for. Mention the benefits for both 3 Formal or semi-formal language
4 A balance of points for the proposal and those against. DURING THE TASK
students and teachers in the department.
5 Reference to statistics where appropriate. • Give your proposal a title.
3 6 Inclusion of comments from the people involved. • Give a brief introduction where you say what the proposal is for.
Your manager is looking for ideas for a
team-building weekend. He has asked
7 Some surprising or fascinating information to engage • Keep your points clear and easy to follow.
for proposals for the weekend, offering

the reader. • Give headings to the sections.
8 Impersonal and objective language. • Use formal language throughout.
a choice of two ideas which you are to
9 Anecdotes to illustrate different points.
evaluate, saying which would most benefit • Use persuasive language and expressions.
10 A conclusion that summarises the proposal in
the employees and why. different words.
• Finish by saying what you hope will happen.
There are many possible headings that can be used in a AFTER THE TASK
4
You live in a small village with very narrow
proposal. They will depend on the topic. You will need an • Read through the proposal again and check that it is clear and coherent.
introduction and a conclusion, but the other two or three
winding roads. Heavy trucks regularly drive • Check for mistakes in grammar, spelling and punctuation.
headings should be linked to the points you are asked to
through the village and you are concerned consider in the task. • Check the number of words and edit as necessary.
about the congestion they cause and
dangers to pedestrians. Write a proposal to 4 Look again at the tasks in Ex 1 and note down what Are you exam-ready?
the town council outlining a way of stopping headings you would use.
Did you …
trucks from travelling through the village, 1 3
… spend enough time planning? ................................ … use persuasive language? ........................................
giving your reasons and explaining why it 2 4
… include all the points required? ............................... … link your sentences and paragraphs clearly? ........
needs to be given priority.
5 Choose one of the proposal tasks in Ex 1 and plan and … use formal language? ............................................... … check for mistakes in grammar or spelling? ..........
then write your proposal in 220–260 words.
… use headings and sections? ..................................... … write the correct number of words? .......................
E22 | E2
WRITING – Part 2 Report WRITING – Part 2 Report
TIMING
3 Put your rewritten phrases from Ex 1 into the
correct section of the report in Ex 2. 45 minutes
You will need to avoid idiomatic language and write in a formal 1 • A report may be written for a club or group or a superior. TASK
or semi-formal style.
• It should review a situation and make suggestions or recommendations based on Write a report in
certain facts or requirements given in the task. 220–260 words.
1 Rewrite these extracts from a report in a more formal style.
2 • It uses formal language, sections and headings. SCORING
1 Everyone on the course really loved it and didn’t think they
were too stressed out by the workload.
• The task will give the context for the report, outlining what needs to be covered. Half the marks
available in the
2 One thing I’d say is that it would’ve been great to have
• It should inform the target reader of the current situation, your recommendations and Writing paper
the reasoning behind them.
done a bit more practical stuff. 3
3 The training manuals were a bit pricey, but we got a load
ECNEREFER MAXE
of free handouts, too. What is being tested?
4 They could maybe make the lessons a bit longer as we’d 4 The reader of your report should understand the situation, your recommendations and why you are making them.
just get into something interesting and the bell would ring! They should have enough information to make an informed decision about the situation. Your report is marked on
5 To sum up, I’d say that going on the course was a great idea a scale of 1–5 in the following areas:
of the management, and it would be good to do it again for
another group of workers.
5 • Content: This must all be relevant. You should inform the reader, assess a situation and make recommendations.
6 The rooms were OK, but the wi-fi didn’t work terribly well, • Communicative achievement: You should use a semi-formal or formal style. The reader must understand the
which was a pain. situation, the reasons for your recommendations and be able to assess what to do.
6 • Organisation: You should write clear paragraphs with appropriate headings and possible bullet points for
When writing a report, you need to divide it into sections recommendations. Your report should include a brief introduction and conclusion.
including an introduction, main points, recommendations and
conclusion, to make it clear for the reader. • Language: You should use a variety of vocabulary and structures (including complex structures) as accurately
as you can. Idiomatic and dramatic language are not appropriate. In a report, your priority is to be clear.
You may sometimes be asked to write a
2 In which sections of a report about a weekend training
course would you find these phrases: Introduction (I),
report which includes reference to research or How do you do it?
background information.
Training (T), Accommodation (A), Recommendations (R) BEFORE THE TASK
or Conclusion (C)?
4 Complete the phrases with the words from Read the instructions and the question carefully. Think about:
1 The consensus of opinion was that every participant the box. • the purpose of the report and what you need • the functions you will need to use, e.g. evaluating,
profited from the course. to include. recommending, suggesting, etc.
2 Attendees would appreciate more information about the according conducted considerable
course before the weekend. indicate majority stated
• the number of sections and how you will organise them. • how best to present your points – possible use of
bullet points.
3 The principal aim of this report is to evaluate the course
• the target reader and appropriate style.
attended by a group … 1 The vast of people • note down points in a rough plan before you
surveyed … start writing.
4 Overall, the course proved both interesting and valuable
for all those who attended. 2 A number of people DURING THE TASK
responded to the questionnaire.
5 The lighting in the bedrooms was not particularly strong,
3 A minority that …
• Write an introduction that sets out the aim of the report. • Use an appropriate style, usually formal.
which is important when working in our own time.
4 to a small percentage • Give clear headings to the sections. • Finish with a conclusion that summarises your points
6 The course would benefit from having longer individual and gives recommendations.
lessons as … of the respondents … • Use a range of vocabulary and grammatical
structures (including some complex forms).
7 In this report I plan to comment on the training course … 5 Interviews were with all
those concerned AFTER THE TASK
8 Taking into account these recommendations,
6 The results of the survey appear to
my suggestion would be for the company to organise
that …
• Read through the report. Check that it is clear and • Check for mistakes in grammar, spelling and punctuation.
future training weekends of a similar nature. coherent, and that you have included everything in
• Check the number of words and edit as necessary.
9 This report will provide an assessment of the training the task.
course …
10 The rooms were well furnished and comfortable … Are you exam-ready?
11 I would suggest that introduction of a new wi-fi system
would be advantageous to anyone staying at the venue Did you …
in the future. … spend enough time planning? ................................ … make recommendations? .........................................
12 The hard work of the trainers was greatly appreciated. … include all the information required? ..................... … use formal language? ...............................................
… use clear and suitable headings? ............................ … check for mistakes in grammar or spelling? ..........
… write a brief introduction and conclusion? ............ … write the right number of words? ............................
… link your ideas clearly? .............................................
E24 | E2
WRITING – Part 2 Report WRITING – Part 2 Report
TIMING
3 Put your rewritten phrases from Ex 1 into the
correct section of the report in Ex 2. 45 minutes
You will need to avoid idiomatic language and write in a formal 1 • A report may be written for a club or group or a superior. TASK
or semi-formal style.
• It should review a situation and make suggestions or recommendations based on Write a report in
certain facts or requirements given in the task. 220–260 words.
1 Rewrite these extracts from a report in a more formal style.
2 • It uses formal language, sections and headings. SCORING
1 Everyone on the course really loved it and didn’t think they
were too stressed out by the workload.
• The task will give the context for the report, outlining what needs to be covered. Half the marks
available in the
2 One thing I’d say is that it would’ve been great to have
• It should inform the target reader of the current situation, your recommendations and Writing paper
the reasoning behind them.
done a bit more practical stuff. 3
3 The training manuals were a bit pricey, but we got a load
ECNEREFER MAXE
of free handouts, too. What is being tested?
4 They could maybe make the lessons a bit longer as we’d 4 The reader of your report should understand the situation, your recommendations and why you are making them.
just get into something interesting and the bell would ring! They should have enough information to make an informed decision about the situation. Your report is marked on
5 To sum up, I’d say that going on the course was a great idea a scale of 1–5 in the following areas:
of the management, and it would be good to do it again for
another group of workers.
5 • Content: This must all be relevant. You should inform the reader, assess a situation and make recommendations.
6 The rooms were OK, but the wi-fi didn’t work terribly well, • Communicative achievement: You should use a semi-formal or formal style. The reader must understand the
which was a pain. situation, the reasons for your recommendations and be able to assess what to do.
6 • Organisation: You should write clear paragraphs with appropriate headings and possible bullet points for
When writing a report, you need to divide it into sections recommendations. Your report should include a brief introduction and conclusion.
including an introduction, main points, recommendations and
conclusion, to make it clear for the reader. • Language: You should use a variety of vocabulary and structures (including complex structures) as accurately
as you can. Idiomatic and dramatic language are not appropriate. In a report, your priority is to be clear.
You may sometimes be asked to write a
2 In which sections of a report about a weekend training
course would you find these phrases: Introduction (I),
report which includes reference to research or How do you do it?
background information.
Training (T), Accommodation (A), Recommendations (R) BEFORE THE TASK
or Conclusion (C)?
4 Complete the phrases with the words from Read the instructions and the question carefully. Think about:
1 The consensus of opinion was that every participant the box. • the purpose of the report and what you need • the functions you will need to use, e.g. evaluating,
profited from the course. to include. recommending, suggesting, etc.
2 Attendees would appreciate more information about the according conducted considerable
course before the weekend. indicate majority stated
• the number of sections and how you will organise them. • how best to present your points – possible use of
bullet points.
3 The principal aim of this report is to evaluate the course
• the target reader and appropriate style.
attended by a group … 1 The vast of people • note down points in a rough plan before you
surveyed … start writing.
4 Overall, the course proved both interesting and valuable
for all those who attended. 2 A number of people DURING THE TASK
responded to the questionnaire.
5 The lighting in the bedrooms was not particularly strong,
3 A minority that …
• Write an introduction that sets out the aim of the report. • Use an appropriate style, usually formal.
which is important when working in our own time.
4 to a small percentage • Give clear headings to the sections. • Finish with a conclusion that summarises your points
6 The course would benefit from having longer individual and gives recommendations.
lessons as … of the respondents … • Use a range of vocabulary and grammatical
structures (including some complex forms).
7 In this report I plan to comment on the training course … 5 Interviews were with all
those concerned AFTER THE TASK
8 Taking into account these recommendations,
6 The results of the survey appear to
my suggestion would be for the company to organise
that …
• Read through the report. Check that it is clear and • Check for mistakes in grammar, spelling and punctuation.
future training weekends of a similar nature. coherent, and that you have included everything in
• Check the number of words and edit as necessary.
9 This report will provide an assessment of the training the task.
course …
10 The rooms were well furnished and comfortable … Are you exam-ready?
11 I would suggest that introduction of a new wi-fi system
would be advantageous to anyone staying at the venue Did you …
in the future. … spend enough time planning? ................................ … make recommendations? .........................................
12 The hard work of the trainers was greatly appreciated. … include all the information required? ..................... … use formal language? ...............................................
… use clear and suitable headings? ............................ … check for mistakes in grammar or spelling? ..........
… write a brief introduction and conclusion? ............ … write the right number of words? ............................
… link your ideas clearly? .............................................
E24 | E2
WRITING – Part 2 Review WRITING – Part 2 Review
TIMING
SECTION B
Engaging the reader 45 minutes
SECTION A A review needs to engage the reader. • In the task there is a context sentence, explaining the reason for writing the review and TASK
asking for certain points to be included. Write a review in
Using descriptive and dramatic language 3 Which extracts, A or B, would suit a review better? Why? • The review may be about a book, film, magazine, concert or website. It could also be for 220–260 words.
You should structure your review by dividing it a product or experience, e.g. something you’ve bought, or a holiday you’ve been on.
clearly into: 1 SCORING
A
• A review should engage and inform the reader. Half the marks
1 an introduction. available in the
Dracula is one of my favourite books and I’m • You will need to give information, explain your own reactions, and make
Writing paper
• what you are reviewing, why and your recommendations.
going to set out my reasons for this.
general reaction
2 main sections (one or two paragraphs) about B
ECNEREFER MAXE
the film or book and your reactions. It’s night-time. Something’s knocking against the What is being tested?
• positive and/or negative reactions window panes, making them rattle. You sit up in The reader should be informed about certain aspects of your experience and your opinion. They should be able to
with examples
the darkness, heart beating. Perhaps you’ve fallen decide whether or not they would be interested in seeing, reading, attending or buying what you have reviewed.
• comments on different aspects of the film,
asleep while reading my favourite book. Dracula. The review is marked on a scale of 1–5 in the following areas:
with examples
3 a summary and recommendation. 2 • Content: All points mentioned in the task should be addressed. There should be an evaluation of what is being
• balancing reactions and impression reviewed rather than a detailed description.
A
(not repeating the same points)
Would you really want to continue reading a story • Communicative achievement: The reader should immediately be engaged by the review, understand your opinion
• advising whether to see or read it, etc., and recommendations, and have enough information to assess what action they might take as a result.
or to avoid after such a boring and depressing beginning?
Unfortunately, I had to. • Organisation: The review should be organised in clear paragraphs so that the reader can follow your line of thought
1 In which parts of a review (1–3) would you clearly. The first paragraph should introduce the review and the conclusion give a summary and recommendation.
expect to find the following extracts? B • Language: Use a range of vocabulary and grammatical forms, including some complex structures. Use language
The opening paragraphs of the book are sadly that is appropriate for the reader – usually quite lively and idiomatic.
A An additional reason for my very positive
reaction to the series is the quite brilliant casting.
quite long and uninteresting and I found it hard
B I was lucky enough to be given the book for

to continue. How do you do it?
my birthday and read it in one sitting. BEFORE THE TASK
3
C People might be wondering whether the latest
offering by the author … is on a par with the A • Read the task carefully and think of something you have experienced (a book, a product, etc.) that you can
The book follows four characters’ lives in a series write about.
previous three novels.
D It would definitely be a shame to miss the chance
of twists and turns which I, however, found • Note down the most important points you want to mention regarding information, interesting features,
rather complicated and confusing, leading to an your reaction and reasons and a recommendation. Consider both pros and cons.
of seeing quite a unique theatrical event.
E The most tender moment in the play for me eventual misunderstanding about who had, in fact, • Group your points into paragraphs.
comes after the scene with Katharine’s father. been at college with whom and who were part of
DURING THE TASK
F On balance, I must say that I feel the film is far the extended families.
better than the original in both concept and • Use appropriate language, e.g. if the review is of a film or book, you may wish to use dramatic adjectives.
execution. B • Vary the sentence length for dramatic effect.

Some of the directions the plot takes us in are
G I would give this book a miss, unfortunately, • Engage the reader with direct and indirect questions.
not always clear. Perhaps the author was taking
and if you haven’t already read them, check • If possible, finish the review memorably with a surprising fact or amusing comment.
out some of the earlier books in the series. himself a bit too seriously? I certainly didn’t get
Having said that, there are some points in the which characters were supposed to have studied AFTER THE TASK
H
script that I feel could well have been improved with each other, or who were just distant cousins! • Read through the review again and make sure that it is clear and coherent.
on. For example, … • Check for mistakes in spelling, grammar and punctuation.
4
2 Add a sentence of your own to extend each • Check the question again to make sure you’ve covered everything.
extract. A
Whether a week trapped with friends in an isolated Are you exam-ready?
hotel will always lead to a closer relationship is
interesting to consider! Did you …
… spend enough time planning? ................................ … make it interesting for the reader? ..........................
B
I enjoyed the way the developing friendships … include all the information required? ..................... … give a recommendation? .........................................
are described and have no hesitation in … respond to any questions? ....................................... … check for mistakes in grammar or spelling? ..........
recommending this book to someone looking … use a variety of vocab and grammar forms? .......... … write the right number of words? ............................
for an interesting read this weekend. … link your sentences and paragraphs clearly? ........
E26 | E2
WRITING – Part 2 Review WRITING – Part 2 Review
TIMING
SECTION B
Engaging the reader 45 minutes
SECTION A A review needs to engage the reader. • In the task there is a context sentence, explaining the reason for writing the review and TASK
asking for certain points to be included. Write a review in
Using descriptive and dramatic language 3 Which extracts, A or B, would suit a review better? Why? • The review may be about a book, film, magazine, concert or website. It could also be for 220–260 words.
You should structure your review by dividing it a product or experience, e.g. something you’ve bought, or a holiday you’ve been on.
clearly into: 1 SCORING
A
• A review should engage and inform the reader. Half the marks
1 an introduction. available in the
Dracula is one of my favourite books and I’m • You will need to give information, explain your own reactions, and make
Writing paper
• what you are reviewing, why and your recommendations.
going to set out my reasons for this.
general reaction
2 main sections (one or two paragraphs) about B
ECNEREFER MAXE
the film or book and your reactions. It’s night-time. Something’s knocking against the What is being tested?
• positive and/or negative reactions window panes, making them rattle. You sit up in The reader should be informed about certain aspects of your experience and your opinion. They should be able to
with examples
the darkness, heart beating. Perhaps you’ve fallen decide whether or not they would be interested in seeing, reading, attending or buying what you have reviewed.
• comments on different aspects of the film,
asleep while reading my favourite book. Dracula. The review is marked on a scale of 1–5 in the following areas:
with examples
3 a summary and recommendation. 2 • Content: All points mentioned in the task should be addressed. There should be an evaluation of what is being
• balancing reactions and impression reviewed rather than a detailed description.
A
(not repeating the same points)
Would you really want to continue reading a story • Communicative achievement: The reader should immediately be engaged by the review, understand your opinion
• advising whether to see or read it, etc., and recommendations, and have enough information to assess what action they might take as a result.
or to avoid after such a boring and depressing beginning?
Unfortunately, I had to. • Organisation: The review should be organised in clear paragraphs so that the reader can follow your line of thought
1 In which parts of a review (1–3) would you clearly. The first paragraph should introduce the review and the conclusion give a summary and recommendation.
expect to find the following extracts? B • Language: Use a range of vocabulary and grammatical forms, including some complex structures. Use language
The opening paragraphs of the book are sadly that is appropriate for the reader – usually quite lively and idiomatic.
A An additional reason for my very positive
reaction to the series is the quite brilliant casting.
quite long and uninteresting and I found it hard
B I was lucky enough to be given the book for

to continue. How do you do it?
my birthday and read it in one sitting. BEFORE THE TASK
3
C People might be wondering whether the latest
offering by the author … is on a par with the A • Read the task carefully and think of something you have experienced (a book, a product, etc.) that you can
The book follows four characters’ lives in a series write about.
previous three novels.
D It would definitely be a shame to miss the chance
of twists and turns which I, however, found • Note down the most important points you want to mention regarding information, interesting features,
rather complicated and confusing, leading to an your reaction and reasons and a recommendation. Consider both pros and cons.
of seeing quite a unique theatrical event.
E The most tender moment in the play for me eventual misunderstanding about who had, in fact, • Group your points into paragraphs.
comes after the scene with Katharine’s father. been at college with whom and who were part of
DURING THE TASK
F On balance, I must say that I feel the film is far the extended families.
better than the original in both concept and • Use appropriate language, e.g. if the review is of a film or book, you may wish to use dramatic adjectives.
execution. B • Vary the sentence length for dramatic effect.

Some of the directions the plot takes us in are
G I would give this book a miss, unfortunately, • Engage the reader with direct and indirect questions.
not always clear. Perhaps the author was taking
and if you haven’t already read them, check • If possible, finish the review memorably with a surprising fact or amusing comment.
out some of the earlier books in the series. himself a bit too seriously? I certainly didn’t get
Having said that, there are some points in the which characters were supposed to have studied AFTER THE TASK
H
script that I feel could well have been improved with each other, or who were just distant cousins! • Read through the review again and make sure that it is clear and coherent.
on. For example, … • Check for mistakes in spelling, grammar and punctuation.
4
2 Add a sentence of your own to extend each • Check the question again to make sure you’ve covered everything.
extract. A
Whether a week trapped with friends in an isolated Are you exam-ready?
hotel will always lead to a closer relationship is
interesting to consider! Did you …
… spend enough time planning? ................................ … make it interesting for the reader? ..........................
B
I enjoyed the way the developing friendships … include all the information required? ..................... … give a recommendation? .........................................
are described and have no hesitation in … respond to any questions? ....................................... … check for mistakes in grammar or spelling? ..........
recommending this book to someone looking … use a variety of vocab and grammar forms? .......... … write the right number of words? ............................
for an interesting read this weekend. … link your sentences and paragraphs clearly? ........
E26 | E2
LISTENING – Part 1 Multiple choice LISTENING – Part 1 Multiple choice
NUMBER OF
EXAM BOOST ABOUT THE TASK QUESTIONS
SECTION A • You will hear three short extracts. These will be dialogues and are unrelated to each other. 6 (with three
options to
choose from)
Understanding attitude and opinion • There are two multiple-choice questions for each extract, each with three options
to choose from. TASK
You may have to work out what someone’s attitude towards something is, or understand the opinion they’re giving. 3 short extracts lasting
They may not use the same words that you read in the question, so you should listen carefully for meaning, synonyms • Each question has a different focus. around 60 seconds
and paraphrases. • You have time to read the questions before you listen to the recording, and you
SCORING
hear each extract twice.
1a 1.1EB Listen to five people. What is each person expressing? Choose from the box. 1 mark per
question
annoyance disapproval distress fascination gratitude nervousness What is being tested?

regret sensitivity uncertainty unwillingness This part of the exam focuses on different aspects of what the speakers say. The questions may ask about:
ECNEREFER MAXE
Speaker 1 • the speaker’s attitude or feeling, e.g. whether they’re • what they’re doing, e.g. warning, encouraging, etc.
irritated or enthusiastic, etc.
Speaker 2 • a detail about a point they are making.
Speaker 3 • their opinion, e.g. whether they approve, like, etc.
• the gist or general meaning of what they are saying.
Speaker 4 • their purpose or what they’re doing, e.g. to advise,
• whether the two speakers agree.
Speaker 5 to persuade, etc.
• what the listener should do next.
1b 1.2EB Listen again and check your answers.
How do you do it?
SECTION B
BEFORE THE TASK
Identifying purpose or function
• Look at the context sentence for each question so you know what the situation is and who is speaking.
You may need to answer questions about the speaker’s purpose, or what they are doing during the conversation
(function). You should listen to the whole dialogue carefully before choosing your answer.
• Read the question to identify what you are listening for, underlining any key words, e.g. what the man believes
or how the woman feels.
2 Match the verbs below to the situations. • Read the options and underline any key words.
• Remember that you’ll usually hear a paraphrase rather than the same words used in the question.
acknowledge convey determine dismiss exemplify generalise illustrate reinforce
DURING THE TASK
a you want to express your opinion or feeling in a stronger way. • The first time you listen, try to answer the question yourself. Put a small mark against the option in each question
b you say something basic that’s often true, though not always. that you think is correct. When you listen the second time, confirm your answer.
c you wish to communicate your feelings to others. • If the question asks about the speaker’s feelings or attitude, listen for phrases to express these, e.g. ‘I really wish
d you want to provide an example of something. I hadn’t said that’ (regret), ‘I’m absolutely furious’ (anger).
e you give more information about something. • Listen to everything the speakers say. Some questions test your understanding of their main point, which will not
be just one phrase or sentence.
f you refuse to consider an idea or opinion.
g you want to show you accept an idea. • Check that the other options are definitely wrong. For example, they may be mentioned in the recording but not
answer the question.
h you decide what to do next.
• If you miss an answer, don’t worry. Just choose an option and move on. No marks are lost for incorrect answers,
3 5.1EB Listen to five short recordings. What are the speakers doing? Choose some of the verbs in Ex 2 so don’t leave any question unanswered.
to explain. • Remember that you must answer both questions as you listen. These will be in the same order as what you hear,
1 4 or test the whole of the extract.
2 5 AFTER THE TASK
3
• Quickly check your answers to make sure you are happy with them.
4 5.2EB Listen to three speakers. Use a verb from the box to say what each speaker is doing. Then say what it is • You have time at the end of the Listening paper to transfer your answers to the answer sheet.
that they are defining, determining and so on.
Are you exam-ready?
defining determining evaluating exemplifying interpreting reflecting reinforcing
Did you …
1 … read the context sentence to determine the … listen to everything the speakers said? ..................
2 situation and speaker? .............................................. … identify which options are definitely wrong? .........
3 … read the question and identify what to listen for? … answer every question? ............................................
… underline key words in the options? .......................
28 Are you ready for Listening Part 1? Identify an area to improve. 29
E28 | E2
LISTENING – Part 1 Multiple choice LISTENING – Part 1 Multiple choice
NUMBER OF
SECTION A • You will hear three short extracts. These will be dialogues and are unrelated to each other. 6 (with three
options to
choose from)
Understanding attitude and opinion • There are two multiple-choice questions for each extract, each with three options
to choose from. TASK
You may have to work out what someone’s attitude towards something is, or understand the opinion they’re giving. 3 short extracts lasting
They may not use the same words that you read in the question, so you should listen carefully for meaning, synonyms • Each question has a different focus. around 60 seconds
and paraphrases. • You have time to read the questions before you listen to the recording, and you
SCORING
hear each extract twice.
1a 1.1EB Listen to five people. What is each person expressing? Choose from the box. 1 mark per
question
annoyance disapproval distress fascination gratitude nervousness What is being tested?

regret sensitivity uncertainty unwillingness This part of the exam focuses on different aspects of what the speakers say. The questions may ask about:
ECNEREFER MAXE
Speaker 1 • the speaker’s attitude or feeling, e.g. whether they’re • what they’re doing, e.g. warning, encouraging, etc.
irritated or enthusiastic, etc.
Speaker 2 • a detail about a point they are making.
Speaker 3 • their opinion, e.g. whether they approve, like, etc.
• the gist or general meaning of what they are saying.
Speaker 4 • their purpose or what they’re doing, e.g. to advise,
• whether the two speakers agree.
Speaker 5 to persuade, etc.
• what the listener should do next.
How do you do it?
SECTION B
BEFORE THE TASK
Identifying purpose or function
• Look at the context sentence for each question so you know what the situation is and who is speaking.
You may need to answer questions about the speaker’s purpose, or what they are doing during the conversation
(function). You should listen to the whole dialogue carefully before choosing your answer.
• Read the question to identify what you are listening for, underlining any key words, e.g. what the man believes
or how the woman feels.
2 Match the verbs below to the situations. • Read the options and underline any key words.
• Remember that you’ll usually hear a paraphrase rather than the same words used in the question.
acknowledge convey determine dismiss exemplify generalise illustrate reinforce
DURING THE TASK
a you want to express your opinion or feeling in a stronger way. • The first time you listen, try to answer the question yourself. Put a small mark against the option in each question
b you say something basic that’s often true, though not always. that you think is correct. When you listen the second time, confirm your answer.
c you wish to communicate your feelings to others. • If the question asks about the speaker’s feelings or attitude, listen for phrases to express these, e.g. ‘I really wish
d you want to provide an example of something. I hadn’t said that’ (regret), ‘I’m absolutely furious’ (anger).
e you give more information about something. • Listen to everything the speakers say. Some questions test your understanding of their main point, which will not
be just one phrase or sentence.
f you refuse to consider an idea or opinion.
g you want to show you accept an idea. • Check that the other options are definitely wrong. For example, they may be mentioned in the recording but not
answer the question.
h you decide what to do next.
• If you miss an answer, don’t worry. Just choose an option and move on. No marks are lost for incorrect answers,
3 5.1EB Listen to five short recordings. What are the speakers doing? Choose some of the verbs in Ex 2 so don’t leave any question unanswered.
to explain. • Remember that you must answer both questions as you listen. These will be in the same order as what you hear,
1 4 or test the whole of the extract.
2 5 AFTER THE TASK
3
• Quickly check your answers to make sure you are happy with them.
4 5.2EB Listen to three speakers. Use a verb from the box to say what each speaker is doing. Then say what it is • You have time at the end of the Listening paper to transfer your answers to the answer sheet.
that they are defining, determining and so on.
Are you exam-ready?
defining determining evaluating exemplifying interpreting reflecting reinforcing
Did you …
1 … read the context sentence to determine the … listen to everything the speakers said? ..................
2 situation and speaker? .............................................. … identify which options are definitely wrong? .........
3 … read the question and identify what to listen for? … answer every question? ............................................
… underline key words in the options? .......................
E28 | E2
LISTENING – Part 2 Sentence completion LISTENING – Part 2 Sentence completion
NUMBER OF
SECTION A • You will hear one long monologue, which may be a presentation or a talk. 8 gaps to complete
with a word or
short phrase
Identifying cues • There are eight sentences about what the speaker says. These may focus on the
speaker’s opinion, how he/she feels about something, or a detail about something TASK
You have to complete the sentences with a word or short phrase. Read the sentences carefully he/she mentions. 1 long monologue
before you listen to help you understand what kind of information is missing (e.g. noun, verb,
adjective). The sentences contain information to help you follow the recording and decide
• There is one gap in each sentence, which you complete with a word or short phrase. SCORING
what to write in each space. • You have time to read the questions before you listen to the recording, and you hear
the recording twice. 1 mark per
question
1 You will hear two short recordings. Read the sentences and highlight the words which you
think will help you follow the text when you listen to it.
ECNEREFER MAXE
A What is being tested?
1 It is said that coming in a race can be more rewarding This part of the exam focuses on listening for specific information, detail and stated opinion.
than winning.
• The sentences are paraphrases of what you hear in the recording.
2 Those who finish in this position usually feel to have
achieved something.
• The sentences are in the same order as the information you hear, and form a kind of summary of the talk.
3 We sometimes get stuck in a ‘ ’ which perpetuates negative

• You mustn’t change the form of the word(s) you write in the gap. You hear the exact word(s) you need to write.
feelings. • The word(s) you write in each gap should be spelled correctly, and must fit grammatically in the sentence.
B
4 Petra wondered why many runners were using valuable
How do you do it?
during the warm-up period. BEFORE THE TASK
5 Petra expected not to win the race because of her
and lack of height.
• Look at the context sentence. Think about the topic you’re going to hear about and who the speaker is.
6 Petra says that she did not feel about coming last in the run.
• Read all the sentences. This will give you an idea of how the talk is organised.
• Think about any function words in the sentences. Is the speaker surprised, happy or annoyed about anything?
2 Read the sentences again and decide what kind of information is missing from each gap. This will help you identify the kind of information to listen out for.
• Think about the kind of word missing in each sentence. Is it a noun or an adjective? The structure of the sentence
3 2.1EB Now listen and complete the sentences. helps you identify this, e.g.
SECTION B
• Stefan felt about missing the boat. (adjective)
• Julia says that the is an important part of the activity of fencing. (noun)
Understanding specific information and stated opinion
You have to listen for key pieces of information. The sentences are in the same order as the DURING THE TASK
information in the recording and you have to write exactly the word or phrase which fits in • The first time you listen, write the word(s) you think is/are correct in pencil.
each gap. • Don’t write more than a word or short phrase.
4a 6.1EB Listen to a man called Kelvin who is talking about a long journey he has been
• Make sure you’re not writing any unnecessary information that is already in the sentence.
on across Russia, on the Trans-Siberian railway. Complete the sentences with a word or • If you miss an answer, don’t worry. Leave it for the second time you listen and move on to the next question.
short phrase. • The second time you listen, complete any missing gaps and confirm those you have already filled in.
Kelvin says that he arranged the required (1) before he
AFTER THE TASK
travelled.
Kelvin says that once he could recognise the Russian alphabet, he was able to use • Quickly read through each sentence to check that everything makes sense.
(2) fairly well. • Check the word(s) you have written are spelled correctly and fit grammatically.
Kelvin enjoyed the (3) and meals he had with fellow • You have time at the end of the Listening paper to transfer your answers to the answer sheet.
passengers.
Kelvin was particularly interested in a (4) he came across Are you exam-ready?
in Tomsk.
Kelvin particularly enjoyed occupying himself with (5) Did you …
when he became bored. … read the context sentence so that you know what the situation is? ........................................................................
… read each sentence and identify what kind of word(s) to listen for? ......................................................................
… remember to avoid including unnecessary information? ........................................................................................
… check your spelling and grammar? ............................................................................................................................
… complete every gap? ....................................................................................................................................................
E30 | E3
LISTENING – Part 2 Sentence completion LISTENING – Part 2 Sentence completion
NUMBER OF
SECTION A • You will hear one long monologue, which may be a presentation or a talk. 8 gaps to complete
with a word or
short phrase
Identifying cues • There are eight sentences about what the speaker says. These may focus on the
speaker’s opinion, how he/she feels about something, or a detail about something TASK
You have to complete the sentences with a word or short phrase. Read the sentences carefully he/she mentions. 1 long monologue
before you listen to help you understand what kind of information is missing (e.g. noun, verb,
adjective). The sentences contain information to help you follow the recording and decide
• There is one gap in each sentence, which you complete with a word or short phrase. SCORING
what to write in each space. • You have time to read the questions before you listen to the recording, and you hear
question
1 You will hear two short recordings. Read the sentences and highlight the words which you
think will help you follow the text when you listen to it.
ECNEREFER MAXE
A What is being tested?
1 It is said that coming in a race can be more rewarding This part of the exam focuses on listening for specific information, detail and stated opinion.
than winning.
• The sentences are paraphrases of what you hear in the recording.
2 Those who finish in this position usually feel to have
achieved something.
• The sentences are in the same order as the information you hear, and form a kind of summary of the talk.
3 We sometimes get stuck in a ‘ ’ which perpetuates negative

• You mustn’t change the form of the word(s) you write in the gap. You hear the exact word(s) you need to write.
feelings. • The word(s) you write in each gap should be spelled correctly, and must fit grammatically in the sentence.
B
4 Petra wondered why many runners were using valuable
How do you do it?
during the warm-up period. BEFORE THE TASK
5 Petra expected not to win the race because of her
and lack of height.
• Look at the context sentence. Think about the topic you’re going to hear about and who the speaker is.
6 Petra says that she did not feel about coming last in the run.
• Read all the sentences. This will give you an idea of how the talk is organised.
• Think about any function words in the sentences. Is the speaker surprised, happy or annoyed about anything?
2 Read the sentences again and decide what kind of information is missing from each gap. This will help you identify the kind of information to listen out for.
• Think about the kind of word missing in each sentence. Is it a noun or an adjective? The structure of the sentence
3 2.1EB Now listen and complete the sentences. helps you identify this, e.g.
SECTION B
• Stefan felt about missing the boat. (adjective)
• Julia says that the is an important part of the activity of fencing. (noun)
Understanding specific information and stated opinion
You have to listen for key pieces of information. The sentences are in the same order as the DURING THE TASK
information in the recording and you have to write exactly the word or phrase which fits in • The first time you listen, write the word(s) you think is/are correct in pencil.
each gap. • Don’t write more than a word or short phrase.
4a 6.1EB Listen to a man called Kelvin who is talking about a long journey he has been
• Make sure you’re not writing any unnecessary information that is already in the sentence.
on across Russia, on the Trans-Siberian railway. Complete the sentences with a word or • If you miss an answer, don’t worry. Leave it for the second time you listen and move on to the next question.
short phrase. • The second time you listen, complete any missing gaps and confirm those you have already filled in.
Kelvin says that he arranged the required (1) before he
AFTER THE TASK
travelled.
Kelvin says that once he could recognise the Russian alphabet, he was able to use • Quickly read through each sentence to check that everything makes sense.
(2) fairly well. • Check the word(s) you have written are spelled correctly and fit grammatically.
Kelvin enjoyed the (3) and meals he had with fellow • You have time at the end of the Listening paper to transfer your answers to the answer sheet.
passengers.
Kelvin was particularly interested in a (4) he came across Are you exam-ready?
in Tomsk.
Kelvin particularly enjoyed occupying himself with (5) Did you …
when he became bored. … read the context sentence so that you know what the situation is? ........................................................................
… read each sentence and identify what kind of word(s) to listen for? ......................................................................
… remember to avoid including unnecessary information? ........................................................................................
… check your spelling and grammar? ............................................................................................................................
… complete every gap? ....................................................................................................................................................
E30 | E3
LISTENING – Part 3 Multiple choice LISTENING – PART 3 Multiple choice
NUMBER OF
SECTION B QUESTIONS
SECTION A
Understanding feeling
You may need to understand how the • You will hear one long text which is usually an interview or discussion between two 6 (with 4 options to
choose from)
speakers are feeling. They will not always people. There may be a third person who conducts the interview or discussion. TASK
Identifying agreement and disagreement
state their emotions directly, but what they • Each question has a different focus, including what speakers think or feel. One long text lasting
You may have to decide whether the speakers agree or disagree. say will help you to determine how they feel. around 4 minutes
They may not use direct phrases such as ‘I agree’ or ‘I’m not sure’, • Sometimes both speakers will address the same point with a single question for you
to answer. SCORING
so you need to listen carefully to what each person says. 2 Match the adjectives with their
1 3.1EB Listen to the short dialogues. Are the people agreeing
definitions. • You have time to read the questions before you listen to the recording, and you hear
question
or disagreeing? 1 alarmed
2 appalled
ECNEREFER MAXE
1 3 grumpy What is being tested?
4 insecure This part of the exam focuses on your ability to show a detailed understanding of an interview or discussion which
5 overwhelmed involves detailed arguments. The questions may ask about:
a very shocked and upset by something • the speakers’ attitudes, feelings or opinions. • the gist or general meaning of what they are saying.
b a feeling of something being too much • a detail about a point they are making. • whether they agree or both say the same thing.
c bad-tempered and annoyed

How do you do it?
I’m struggling to appreciate That’s one way of looking at d worried or frightened
the benefits of a third place things. The input we receive e not confident BEFORE THE TASK
that aren’t already available from those we wouldn’t 3 7.1EB Listen to five short extracts.
• Read the context sentence. This will tell you what the interview or discussion will be about.
from friends, colleagues normally cross paths with How does each person feel? Choose • Read questions and options, and identify what you are listening for.
and family. could be invaluable, though. one of the adjectives from Ex 2. • Underline any key words in the question and options, e.g. ‘How does the woman feel?’ (annoyed/frustrated/angry).
Remember you won’t hear the same words as you read in the question or options: you will hear a paraphrase.
1 Just leave me alone, will you? I’m not
2 in the mood to chat. I’d rather be on • The information you hear is in the same order as the questions.
my own.
DURING THE TASK
2 What a terrible way to treat a customer!

• Each question is introduced by the interviewer or third person so you know when to move on to the next one.
This person does not express their views and there are no questions about this person.
I couldn’t believe that the sales
assistant was so rude to me! • The first time you listen, try to answer the question based on what you hear. Then check the options and choose
the one closest in meaning.
3 Oh, wow! I can’t believe you’ve all • If the question asks about the speaker’s feelings or attitude, listen for phrases which express these,
Trends are always shifting in One minute it’s bean bags travelled so far just to celebrate my e.g. ‘Thank goodness I managed to get that work in on time.’ (relief)
terms of the workplace and to sit on and think, the next birthday with me. I’m lost for words! • If both speakers answer the same question, try to keep in mind what the first speaker says, so you can decide
encouraging workers to get it’s a separate room where whether the second speaker agrees or says the same thing.
creative. you can have a nap and 4 What?! There’s another flood warning? • Don’t be distracted if you do hear the same word you see in an option as it may not be the correct answer.
wake up feeling refreshed. We’d better move the furniture • Check that the other options are definitely wrong. For example, they may be mentioned in the recording but not
upstairs – quick! answer the question.
3 • If you miss an answer, don’t spend time thinking about it but move on to the next question. You will hear it again.
5 I’ve never had particularly good self- • The second time you listen, confirm your ideas and complete any answers that you did not get the first time.
esteem. I cringe when I have to address
a group of people, even if they’re my AFTER THE TASK
friends. • Quickly check through your answers to make sure you are happy with them.
• If you have missed an answer, make a sensible guess. No marks are lost for incorrect answer.
Are you exam-ready?

Wanting to belong is a very Even those who say they
strong instinct. Humans enjoy their own company. Did you …
need to be needed. … read the context sentence? ...................................... … identify which options are definitely wrong? .........
… identify what to listen for? ........................................ … answer every question? ............................................
… underline key words in each question? ..................
E32 | E3
LISTENING – Part 3 Multiple choice LISTENING – PART 3 Multiple choice
NUMBER OF
SECTION B QUESTIONS
SECTION A
Understanding feeling
You may need to understand how the • You will hear one long text which is usually an interview or discussion between two 6 (with 4 options to
choose from)
speakers are feeling. They will not always people. There may be a third person who conducts the interview or discussion. TASK
Identifying agreement and disagreement
state their emotions directly, but what they • Each question has a different focus, including what speakers think or feel. One long text lasting
You may have to decide whether the speakers agree or disagree. say will help you to determine how they feel. around 4 minutes
They may not use direct phrases such as ‘I agree’ or ‘I’m not sure’, • Sometimes both speakers will address the same point with a single question for you
to answer. SCORING
so you need to listen carefully to what each person says. 2 Match the adjectives with their
1 3.1EB Listen to the short dialogues. Are the people agreeing
definitions. • You have time to read the questions before you listen to the recording, and you hear
question
or disagreeing? 1 alarmed
2 appalled
ECNEREFER MAXE
1 3 grumpy What is being tested?
4 insecure This part of the exam focuses on your ability to show a detailed understanding of an interview or discussion which
5 overwhelmed involves detailed arguments. The questions may ask about:
a very shocked and upset by something • the speakers’ attitudes, feelings or opinions. • the gist or general meaning of what they are saying.
b a feeling of something being too much • a detail about a point they are making. • whether they agree or both say the same thing.
c bad-tempered and annoyed

How do you do it?
I’m struggling to appreciate That’s one way of looking at d worried or frightened
the benefits of a third place things. The input we receive e not confident BEFORE THE TASK
that aren’t already available from those we wouldn’t 3 7.1EB Listen to five short extracts.
• Read the context sentence. This will tell you what the interview or discussion will be about.
from friends, colleagues normally cross paths with How does each person feel? Choose • Read questions and options, and identify what you are listening for.
and family. could be invaluable, though. one of the adjectives from Ex 2. • Underline any key words in the question and options, e.g. ‘How does the woman feel?’ (annoyed/frustrated/angry).
Remember you won’t hear the same words as you read in the question or options: you will hear a paraphrase.
1 Just leave me alone, will you? I’m not
2 in the mood to chat. I’d rather be on • The information you hear is in the same order as the questions.
my own.
DURING THE TASK
2 What a terrible way to treat a customer!

• Each question is introduced by the interviewer or third person so you know when to move on to the next one.
This person does not express their views and there are no questions about this person.
I couldn’t believe that the sales
assistant was so rude to me! • The first time you listen, try to answer the question based on what you hear. Then check the options and choose
the one closest in meaning.
3 Oh, wow! I can’t believe you’ve all • If the question asks about the speaker’s feelings or attitude, listen for phrases which express these,
Trends are always shifting in One minute it’s bean bags travelled so far just to celebrate my e.g. ‘Thank goodness I managed to get that work in on time.’ (relief)
terms of the workplace and to sit on and think, the next birthday with me. I’m lost for words! • If both speakers answer the same question, try to keep in mind what the first speaker says, so you can decide
encouraging workers to get it’s a separate room where whether the second speaker agrees or says the same thing.
creative. you can have a nap and 4 What?! There’s another flood warning? • Don’t be distracted if you do hear the same word you see in an option as it may not be the correct answer.
wake up feeling refreshed. We’d better move the furniture • Check that the other options are definitely wrong. For example, they may be mentioned in the recording but not
upstairs – quick! answer the question.
3 • If you miss an answer, don’t spend time thinking about it but move on to the next question. You will hear it again.
5 I’ve never had particularly good self- • The second time you listen, confirm your ideas and complete any answers that you did not get the first time.
esteem. I cringe when I have to address
a group of people, even if they’re my AFTER THE TASK
friends. • Quickly check through your answers to make sure you are happy with them.
• If you have missed an answer, make a sensible guess. No marks are lost for incorrect answer.
Are you exam-ready?

Wanting to belong is a very Even those who say they
strong instinct. Humans enjoy their own company. Did you …
need to be needed. … read the context sentence? ...................................... … identify which options are definitely wrong? .........
… identify what to listen for? ........................................ … answer every question? ............................................
… underline key words in each question? ..................
E32 | E3
LISTENING – Part 4 Multiple matching LISTENING – Part 4 Multiple matching
NUMBER OF
SECTION A • You will hear five short monologues. Each one has a different speaker talking about the 10
same topic, e.g. work or free time. TASK
Understanding the main point
• There are two tasks relating to the topic, each with a different focus and eight options to 5 short texts lasting
You have to choose the option which corresponds with what each speaker says. Each correct choose from. You match one option from each task to one of the speakers as you listen. around 35 seconds
answer reflects the speaker’s main point. each
• In each task, there are three options that you do not need to use, and you can use an
option only once. SCORING
1 4.1EB Listen to four people talking about where they live. What point do they each make
about where they live? Choose from A–E. There is one option which you do not need to use. •
•
You have time to read the questions before you listen to the recording.
You will hear all five extracts first, and then you will hear them a second time.
1 mark per
question
A This place attracts a lot of visitors for good reason.
B Life’s hard here sometimes but it has its compensations.
Visitors tend to avoid spending too much time here. What is being tested?
ECNEREFER MAXE
C
D People from here have a reputation which isn’t founded on fact. This part of the exam focuses on understanding the gist or main point of what each speaker is saying.
E Lack of easy access preserves this place’s wilderness.
• The options in the two tasks may focus on how • You need to be able to eliminate the incorrect options
Speaker 1 speakers feel, what they think or what their purpose is. in each task.
Speaker 2
Speaker 3
• Whilst speakers may say similar things, their main point • You need to listen to the whole extract and choose
will only match one option from each task. an option for each of the tasks.
Speaker 4
How do you do it?
SECTION B
Understanding gist BEFORE THE TASK
You need to understand the gist of what the person says rather than picking out details. Listen to • Look at the context sentence. This gives you the topic that all the speakers will talk about.
the whole section before choosing your answer, as there may be distraction for other options. • Read both tasks and their options and think about what they mean. Their focuses will be different, for example,
You should read the question before listening. one might ask about the speakers’ feelings, and the other might ask about their intended course of action.
• Underline any key words in the options.
2a 8.1EB Listen to someone talking about a sleep disorder called hypersomnia. What is the
gist of what the speaker says?
• Make sure you understand exactly what you are listening for in each task.
a I feel as though I sleep too much. DURING THE TASK

b I never feel properly refreshed.
• The first time you listen, concentrate on understanding the speakers’ main points.
c I am unable to take part in certain activities.
• Listen to everything the speaker says. Don’t worry if you don’t understand every word.
2b 8.2EB Listen again and check your answers. • Mark the option in each task which you think is closest to the speaker’s main point. If you’re not sure,
mark all those you think are possible.
3a 8.3EB Listen to two people talking about a sleep disorder called narcolepsy and choose
the correct option for the two questions.
• Remember that you may hear the answer to the second task before you hear the answer for the first task,
so make sure you keep looking at both tasks and all the options as you listen.
1 What does each speaker say they find most challenging about the condition? • There is enough time for you to look at both tasks and choose the correct options as you listen.
A the way it is sparked by strong emotions
B the way it strikes without warning
• The second time you listen, eliminate any incorrect possibilities and confirm your answers.
C the way it interferes with movement • Check that the three options you do not use are definitely wrong.
2 How does each speaker manage their condition? AFTER THE TASK
A by adopting a strict daily routine
B by making adaptations to living arrangements
• Check that you have chosen an answer for every question and have not used an option more than once.
C by taking appropriate medication • If you are still not sure of an answer, make a sensible guess.
3b 8.4EB Listen again and check your answers. Are you exam-ready?
Did you …
… read the context sentence? ...................................... … use each option only once? .....................................
… read both tasks and all the options and think … make sure the options you did not choose are
about what they meant? ........................................... definitely incorrect? ..................................................
… underline any key words in the tasks? .................... … answer every question? ............................................
E34 | E3
LISTENING – Part 4 Multiple matching LISTENING – Part 4 Multiple matching
NUMBER OF
SECTION A • You will hear five short monologues. Each one has a different speaker talking about the 10
same topic, e.g. work or free time. TASK
Understanding the main point
• There are two tasks relating to the topic, each with a different focus and eight options to 5 short texts lasting
You have to choose the option which corresponds with what each speaker says. Each correct choose from. You match one option from each task to one of the speakers as you listen. around 35 seconds
answer reflects the speaker’s main point. each
• In each task, there are three options that you do not need to use, and you can use an
option only once. SCORING
1 4.1EB Listen to four people talking about where they live. What point do they each make
about where they live? Choose from A–E. There is one option which you do not need to use. •
•
You have time to read the questions before you listen to the recording.
You will hear all five extracts first, and then you will hear them a second time.
1 mark per
question
A This place attracts a lot of visitors for good reason.
B Life’s hard here sometimes but it has its compensations.
Visitors tend to avoid spending too much time here. What is being tested?
ECNEREFER MAXE
C
D People from here have a reputation which isn’t founded on fact. This part of the exam focuses on understanding the gist or main point of what each speaker is saying.
E Lack of easy access preserves this place’s wilderness.
• The options in the two tasks may focus on how • You need to be able to eliminate the incorrect options
Speaker 1 speakers feel, what they think or what their purpose is. in each task.
Speaker 2
Speaker 3
• Whilst speakers may say similar things, their main point • You need to listen to the whole extract and choose
will only match one option from each task. an option for each of the tasks.
Speaker 4
How do you do it?
SECTION B
Understanding gist BEFORE THE TASK
You need to understand the gist of what the person says rather than picking out details. Listen to • Look at the context sentence. This gives you the topic that all the speakers will talk about.
the whole section before choosing your answer, as there may be distraction for other options. • Read both tasks and their options and think about what they mean. Their focuses will be different, for example,
You should read the question before listening. one might ask about the speakers’ feelings, and the other might ask about their intended course of action.
• Underline any key words in the options.
2a 8.1EB Listen to someone talking about a sleep disorder called hypersomnia. What is the
gist of what the speaker says?
• Make sure you understand exactly what you are listening for in each task.
a I feel as though I sleep too much. DURING THE TASK

b I never feel properly refreshed.
• The first time you listen, concentrate on understanding the speakers’ main points.
c I am unable to take part in certain activities.
• Listen to everything the speaker says. Don’t worry if you don’t understand every word.
2b 8.2EB Listen again and check your answers. • Mark the option in each task which you think is closest to the speaker’s main point. If you’re not sure,
mark all those you think are possible.
3a 8.3EB Listen to two people talking about a sleep disorder called narcolepsy and choose
the correct option for the two questions.
• Remember that you may hear the answer to the second task before you hear the answer for the first task,
so make sure you keep looking at both tasks and all the options as you listen.
1 What does each speaker say they find most challenging about the condition? • There is enough time for you to look at both tasks and choose the correct options as you listen.
A the way it is sparked by strong emotions
B the way it strikes without warning
• The second time you listen, eliminate any incorrect possibilities and confirm your answers.
C the way it interferes with movement • Check that the three options you do not use are definitely wrong.
2 How does each speaker manage their condition? AFTER THE TASK
A by adopting a strict daily routine
B by making adaptations to living arrangements
• Check that you have chosen an answer for every question and have not used an option more than once.
C by taking appropriate medication • If you are still not sure of an answer, make a sensible guess.
3b 8.4EB Listen again and check your answers. Are you exam-ready?
Did you …
… read the context sentence? ...................................... … use each option only once? .....................................
… read both tasks and all the options and think … make sure the options you did not choose are
about what they meant? ........................................... definitely incorrect? ..................................................
… underline any key words in the tasks? .................... … answer every question? ............................................
E34 | E3
SPEAKING – Part 1 Interview SPEAKING – Part 1 Interview
TIMING
EXAM BOOST ABOUT THE TASK about 2 minutes
TASK
The first questions you will be asked will be about where you’re from, and then perhaps • There are two examiners. One speaks to you, and the other one just listens. answering personal
about your work or studies and/or your experience of learning English. • You and your partner answer personal questions in turn from the examiner. questions
1 1.3EB Look at the following Part 1 questions and listen to three alternative • These questions are on everyday topics such as your friends and family, leisure time, work SCORING
plans, etc. marking takes place
answers for each. For each question, decide which of the answers (A–C) is good,
and identify what is wrong with the others. • You may need to talk about the present, past or future. throughout the test
1 Where are you from? • You shouldn’t talk to your partner in this part. It’s a chance for you each to give personal
information, and feel comfortable at the start of the test.
2 What do you do here/there?
EXAM REFERENCE
3 How long have you been studying English?
4 What do you enjoy most about learning English? What is being tested?
2 Read through the Useful language and a set of Part 1 questions. Then complete the This part of the exam focuses on your ability to use social language and to give basic information about yourself.
example answer for question 1 with the correct words. The examiners mark you all through the test on your use of:
• Grammar and vocabulary. Try to use a range of structures and words and don’t worry about making mistakes.
Adding Recounting The future • Discourse management. This means organising what you say clearly, using linking words.
It’s just occurred to me that … A standout experience was when … It’s hard to imagine, but I guess I’ll • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
probably be … understood easily.
As well as that, I … It’s hard to choose just one event,
but if I had to, I’d say that … Nothing’s definite yet, but I’m • Interactive communication. This means responding to and interacting with another person. In Part 1, this means
In addition to that, I … interacting with the examiner and answering their questions appropriately.
Well, that’s got to be when I ... considering …
Balancing
You could say … but there again ... Hypothesising If everything goes according to How do you do it?
plan, I’ll …
There are times when I ... but at If I had the chance, I’d definitely / BEFORE THE TASK
I’d jump at ...
other times I … • Prepare to answer questions about yourself, and your interests, but don’t practise full answers.
I suppose most people would Given the opportunity, I’d … • Practise using a range of vocabulary and structures.
consider me … but people who That would be my idea of the • Think about reasons you can give to support your answers, which will make what you say more interesting.
know me well … perfect ... • When you enter the exam room, greet both examiners with a smile.
Having said that, I … DURING THE TASK
• Listen carefully to each question. If you don’t understand, you can ask the examiner to repeat it, although they
1 Are there a lot of foods that you refuse to eat? (Why?) can’t explain meanings of unknown words or rephrase a question. If you really don’t understand, you should say
2 Do you prefer to have very active weekends or would you rather relax and chill out so and a different question can be asked.
at home? (Why / Why not?)
• You should answer as naturally as possible, giving relevant information, but not a long, detailed answer.
3 What stands out in your memory about your first school? (Why?)
• Listen to your partner’s answers. Although you won’t be asked to interact with your partner, it can help you settle
4 What is the most interesting TV series or film you’ve seen recently? (Why?) down at the start of the test.
5 What would be a perfect job for you? (Why?) • There’s no ‘right’ answer to any question. For example, if you’re asked about your favourite television programme
6 What are you looking forward to doing over the next couple of weeks? (Why?) but you don’t have one, you can say so and explain why.
• Don’t worry about being nervous or making mistakes – speak clearly and confidently so that both examiners can
Example answer for question 1 3 Write a sentence using an appropriate phrase from hear you.
the box for each of the remaining questions in Ex 2.
I suppose you 1 say that Are you exam-ready?
2
I’m a ‘selective’ eater in that I certainly don’t
eat everything but there 2 I Did you …
3
would say that I’m a healthy eater, as I’m trying … listen to the examiner’s question carefully? ...............................................................................................................
to cut down on meat in favour of vegetables.
4 … answer the question you are asked, giving reasons for what you say? ..................................................................
3
said that, I must admit that
… use a range of language? .............................................................................................................................................
there are some things, like carrots, that I’ve hated
5 … speak clearly and confidently? ....................................................................................................................................
since I was young – so in my mum’s opinion, yes,
… feel confident about answering the questions? ........................................................................................................
I’m fussy!
6
36 Are you ready for Speaking Part 1? Identify an area to improve. 37
E36 | E3
SPEAKING – Part 1 Interview SPEAKING – Part 1 Interview
TIMING
TASK
The first questions you will be asked will be about where you’re from, and then perhaps • There are two examiners. One speaks to you, and the other one just listens. answering personal
about your work or studies and/or your experience of learning English. • You and your partner answer personal questions in turn from the examiner. questions
1 1.3EB Look at the following Part 1 questions and listen to three alternative • These questions are on everyday topics such as your friends and family, leisure time, work SCORING
plans, etc. marking takes place
answers for each. For each question, decide which of the answers (A–C) is good,
and identify what is wrong with the others. • You may need to talk about the present, past or future. throughout the test
1 Where are you from? • You shouldn’t talk to your partner in this part. It’s a chance for you each to give personal
information, and feel comfortable at the start of the test.
2 What do you do here/there?
EXAM REFERENCE
3 How long have you been studying English?
4 What do you enjoy most about learning English? What is being tested?
2 Read through the Useful language and a set of Part 1 questions. Then complete the This part of the exam focuses on your ability to use social language and to give basic information about yourself.
example answer for question 1 with the correct words. The examiners mark you all through the test on your use of:
• Grammar and vocabulary. Try to use a range of structures and words and don’t worry about making mistakes.
Adding Recounting The future • Discourse management. This means organising what you say clearly, using linking words.
It’s just occurred to me that … A standout experience was when … It’s hard to imagine, but I guess I’ll • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
probably be … understood easily.
As well as that, I … It’s hard to choose just one event,
but if I had to, I’d say that … Nothing’s definite yet, but I’m • Interactive communication. This means responding to and interacting with another person. In Part 1, this means
In addition to that, I … interacting with the examiner and answering their questions appropriately.
Well, that’s got to be when I ... considering …
Balancing
You could say … but there again ... Hypothesising If everything goes according to How do you do it?
plan, I’ll …
There are times when I ... but at If I had the chance, I’d definitely / BEFORE THE TASK
I’d jump at ...
other times I … • Prepare to answer questions about yourself, and your interests, but don’t practise full answers.
I suppose most people would Given the opportunity, I’d … • Practise using a range of vocabulary and structures.
consider me … but people who That would be my idea of the • Think about reasons you can give to support your answers, which will make what you say more interesting.
know me well … perfect ... • When you enter the exam room, greet both examiners with a smile.
Having said that, I … DURING THE TASK
• Listen carefully to each question. If you don’t understand, you can ask the examiner to repeat it, although they
1 Are there a lot of foods that you refuse to eat? (Why?) can’t explain meanings of unknown words or rephrase a question. If you really don’t understand, you should say
2 Do you prefer to have very active weekends or would you rather relax and chill out so and a different question can be asked.
at home? (Why / Why not?)
• You should answer as naturally as possible, giving relevant information, but not a long, detailed answer.
3 What stands out in your memory about your first school? (Why?)
• Listen to your partner’s answers. Although you won’t be asked to interact with your partner, it can help you settle
4 What is the most interesting TV series or film you’ve seen recently? (Why?) down at the start of the test.
5 What would be a perfect job for you? (Why?) • There’s no ‘right’ answer to any question. For example, if you’re asked about your favourite television programme
6 What are you looking forward to doing over the next couple of weeks? (Why?) but you don’t have one, you can say so and explain why.
• Don’t worry about being nervous or making mistakes – speak clearly and confidently so that both examiners can
Example answer for question 1 3 Write a sentence using an appropriate phrase from hear you.
the box for each of the remaining questions in Ex 2.
I suppose you 1 say that Are you exam-ready?
2
I’m a ‘selective’ eater in that I certainly don’t
eat everything but there 2 I Did you …
3
would say that I’m a healthy eater, as I’m trying … listen to the examiner’s question carefully? ...............................................................................................................
to cut down on meat in favour of vegetables.
4 … answer the question you are asked, giving reasons for what you say? ..................................................................
3
said that, I must admit that
… use a range of language? .............................................................................................................................................
there are some things, like carrots, that I’ve hated
5 … speak clearly and confidently? ....................................................................................................................................
since I was young – so in my mum’s opinion, yes,
… feel confident about answering the questions? ........................................................................................................
I’m fussy!
6
E36 | E3
SPEAKING – Part 2 Individual long turn SPEAKING – Part 2 Individual long turn
TIMING
SECTION B
Speculating in total
SECTION A You will probably need to speculate about • You have the chance to speak on your own for one minute. TASK
Comparing
the pictures you are comparing. There will be • The examiner gives you three photographs, and asks you a question in two parts talking about two
assumptions you may need to make regarding about them. photographs
You will need to choose two out of three pictures to talk about, the situation, the people and likely related events.
and while you speak you may need to refer to different pictures. • You have to choose two of the photographs to compare, and answer the two-part SCORING
question. You will need to speculate about certain things. marking takes place
3 Choose the correct alternatives to complete throughout the test
1 Complete the extracts A–D with the words from the box. the extracts from a candidate’s answer. • The questions are also written on the paper above the two photographs.
1 Looking at the state of their clothes I’d say

• Once you have finished speaking about your photographs, the examiner will ask your
middle on one the these top underneath partner a short follow-up question about them.
there’s a strong / firm chance they’ve been
ECNEREFER MAXE
caught in a heavy shower. • Your partner is then given their photographs to talk about, and you are asked a short
Selecting pictures follow-up question about these photographs when your partner has finished speaking.
2 In every / all likelihood the team have been
A
OK, I’d like to talk about 1
two playing for ages – they’re looking totally
exhausted and I get / feel the impression
pictures. [indicates with a gesture] that they can’t wait for the final whistle. What is being tested?
3 You know, it could / must be that they’ve This part of the test focuses on your ability to organise a longer piece of speech, give your opinions and make
B speculations relevant to the questions. The examiners mark you all through the test on your use of:
Yes, I’m going to talk about 2
picture just arrived on the platform – or that they’ve
been there for a while. But whatever, it’s /
with the two boys, and the 3
of the • Grammar and vocabulary. Use a range of structures and words and don’t worry about making mistakes.
there’s no indication that a train is coming
family on the beach. any time soon. • Discourse management. Organise what you say clearly, using linking words.
4 From the expressions on the girls’ faces • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
C understood easily.
Right, I’m going for the 4
-left one I’d throw / hazard a guess that something
exciting has just happened. Some good
and the one .
How do you do it?
5
news, an invitation maybe …
D
SECTION C BEFORE THE TASK
I’ll choose the one 6
the right and the
7
one. Structuring a long turn • Listen carefully to what the examiner says, as they will tell you what you’ll see in your photographs. This prepares
you for what you have to talk about.
You will need to talk for a minute without
hesitation. This involves sequencing and linking
• When the examiner gives you your photographs, you have to start speaking immediately.
2 Choose the correct words to complete the extracts A–C. the sections of your answers logically. DURING THE TASK
Referring to pictures
4 Complete the phrases with the words from • Indicate which two photographs you will talk about.
A the box. • Remember there are always two parts in the task – comparing the photographs and answering the questions.
The boys in the 1left-hand / left picture look dressed You should balance your time to address both parts in your talk.
for going running, whereas the family are clearly getting back finish firstly question • Avoid simply describing what you can see in the photographs. You should compare and speculate.
ready for a picnic. regarding should spite which • Try to organise your short talk logically. Refer to the written questions if you forget.
B 1 , when looking at both • Use markers and linking words to help the examiner follow your talk, e.g. ‘firstly’, ‘moving on to’, etc.
The people in 2 a / the restaurant are possibly waiting pictures, it’s clear that … • Listen to your partner’s talk as you will have to answer a follow-up question, and you might wish to refer
for the waiter, who is hovering behind them, to take to one of your partner’s points, e.g. ‘As ... said, … ’.
2 In of these similarities
their order. The 3other / another picture, of the café, the people are … • The follow-up question about your partner’s photographs will ask you to make a choice. Remember to give
shows people who have already eaten. 3 why they might have a short reason for the choice you make.
chosen to …
C
4 The of how they might Are you exam-ready?
In both 4these / those pictures the people look as if
be feeling is tricky, as …
they’re frustrated, waiting for someone or something, Did you …
5 To go to the reason for … ,
but in the 5 first / one picture they’re at a station, I’d like to add that … … listen to the examiner’s question carefully? ...............................................................................................................
so it’s probably a train they’re waiting for, whereas 6 I have mentioned that … … answer all parts of the task? .........................................................................................................................................
in the 6second / next , someone is obviously late for 7 brings us to how … use linking words to organise your talk? ....................................................................................................................
a party or for dinner. memorable these moments might be …
… use expressions for comparing and speculation? ....................................................................................................
8 So, to , I’d have to say
… answer the follow-up question with a short reason? ................................................................................................
that …
E38 | E3
SPEAKING – Part 2 Individual long turn SPEAKING – Part 2 Individual long turn
TIMING
SECTION B
Speculating in total
SECTION A You will probably need to speculate about • You have the chance to speak on your own for one minute. TASK
Comparing
the pictures you are comparing. There will be • The examiner gives you three photographs, and asks you a question in two parts talking about two
assumptions you may need to make regarding about them. photographs
You will need to choose two out of three pictures to talk about, the situation, the people and likely related events.
and while you speak you may need to refer to different pictures. • You have to choose two of the photographs to compare, and answer the two-part SCORING
question. You will need to speculate about certain things. marking takes place
3 Choose the correct alternatives to complete throughout the test
1 Complete the extracts A–D with the words from the box. the extracts from a candidate’s answer. • The questions are also written on the paper above the two photographs.
1 Looking at the state of their clothes I’d say

• Once you have finished speaking about your photographs, the examiner will ask your
middle on one the these top underneath partner a short follow-up question about them.
there’s a strong / firm chance they’ve been
ECNEREFER MAXE
caught in a heavy shower. • Your partner is then given their photographs to talk about, and you are asked a short
Selecting pictures follow-up question about these photographs when your partner has finished speaking.
2 In every / all likelihood the team have been
A
OK, I’d like to talk about 1
two playing for ages – they’re looking totally
exhausted and I get / feel the impression
pictures. [indicates with a gesture] that they can’t wait for the final whistle. What is being tested?
3 You know, it could / must be that they’ve This part of the test focuses on your ability to organise a longer piece of speech, give your opinions and make
B speculations relevant to the questions. The examiners mark you all through the test on your use of:
Yes, I’m going to talk about 2
picture just arrived on the platform – or that they’ve
been there for a while. But whatever, it’s /
with the two boys, and the 3
of the • Grammar and vocabulary. Use a range of structures and words and don’t worry about making mistakes.
there’s no indication that a train is coming
family on the beach. any time soon. • Discourse management. Organise what you say clearly, using linking words.
4 From the expressions on the girls’ faces • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
C understood easily.
Right, I’m going for the 4
-left one I’d throw / hazard a guess that something
exciting has just happened. Some good
and the one .
How do you do it?
5
news, an invitation maybe …
D
SECTION C BEFORE THE TASK
I’ll choose the one 6
the right and the
7
one. Structuring a long turn • Listen carefully to what the examiner says, as they will tell you what you’ll see in your photographs. This prepares
you for what you have to talk about.
You will need to talk for a minute without
hesitation. This involves sequencing and linking
• When the examiner gives you your photographs, you have to start speaking immediately.
2 Choose the correct words to complete the extracts A–C. the sections of your answers logically. DURING THE TASK
Referring to pictures
4 Complete the phrases with the words from • Indicate which two photographs you will talk about.
A the box. • Remember there are always two parts in the task – comparing the photographs and answering the questions.
The boys in the 1left-hand / left picture look dressed You should balance your time to address both parts in your talk.
for going running, whereas the family are clearly getting back finish firstly question • Avoid simply describing what you can see in the photographs. You should compare and speculate.
ready for a picnic. regarding should spite which • Try to organise your short talk logically. Refer to the written questions if you forget.
B 1 , when looking at both • Use markers and linking words to help the examiner follow your talk, e.g. ‘firstly’, ‘moving on to’, etc.
The people in 2 a / the restaurant are possibly waiting pictures, it’s clear that … • Listen to your partner’s talk as you will have to answer a follow-up question, and you might wish to refer
for the waiter, who is hovering behind them, to take to one of your partner’s points, e.g. ‘As ... said, … ’.
2 In of these similarities
their order. The 3other / another picture, of the café, the people are … • The follow-up question about your partner’s photographs will ask you to make a choice. Remember to give
shows people who have already eaten. 3 why they might have a short reason for the choice you make.
chosen to …
C
4 The of how they might Are you exam-ready?
In both 4these / those pictures the people look as if
be feeling is tricky, as …
they’re frustrated, waiting for someone or something, Did you …
5 To go to the reason for … ,
but in the 5 first / one picture they’re at a station, I’d like to add that … … listen to the examiner’s question carefully? ...............................................................................................................
so it’s probably a train they’re waiting for, whereas 6 I have mentioned that … … answer all parts of the task? .........................................................................................................................................
in the 6second / next , someone is obviously late for 7 brings us to how … use linking words to organise your talk? ....................................................................................................................
a party or for dinner. memorable these moments might be …
… use expressions for comparing and speculation? ....................................................................................................
8 So, to , I’d have to say
… answer the follow-up question with a short reason? ................................................................................................
that …
E38 | E3
SPEAKING – Part 3 Collaborative task SPEAKING – Part 3 Collaborative task
TIMING
SECTION B
Evaluating, referring, reassessing in total
SECTION A You will need to answer a decision question related to • This part of the exam has two parts. In both parts you discuss questions on a given topic TASK
the previous discussion you had in Part 3. You will need with your partner. discussing a question
Interacting in a two-way conversation
to look again at the prompts and perhaps consider them • The examiner reads a question aloud, then gives you the same question to read. There are and working towards
You need to give opinions, sometimes revise your from a different angle or revisit your original discussion 5 ideas (called prompts) around the question as a mind map. a decision
opinion and refer to your partner’s comments. and make a choice. • You have 15 seconds to read the question and the prompts before you are asked to start SCORING
speaking. marking takes place
1 Complete the phrases with the words from the box. 4 Complete the extract from a discussion with the throughout the test
words from the box.
• The examiner stops your discussion after 2 minutes. You don’t need to talk about all
along coming concerned convinced the prompts.
raised reasonable said spot appreciate being compare far • The examiner asks you a second question about the topic which involves making
ECNEREFER MAXE
think view ways with a decision.
go looking previously reflection
taking talked • The examiner stops this discussion after a minute.
1 Having that, I think maybe
2 Now that I about it …
3 What you’re saying is on. So, 1 again at What is being tested?
4 I see where you’re from … these people, we have to think about This part of the test focuses on your ability to maintain a discussion by exchanging ideas, making suggestions,
5 Looking at this from a different point of which person might have the greatest agreeing/disagreeing, expressing and justifying opinions, etc. The examiners mark you all through the test on
, I think … influence on a person’s career choice. your use of:
6 You’ve an interesting point. • Grammar and vocabulary. Use a range of structures and words and don’t worry about making mistakes.
7 I’d say that was a assumption.
Well, I know we 2 • Discourse management. Organise what you say clearly, using linking words.
8 I’m you on that, it’s an important • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
point …
about parents and teachers both
understood easily.
3 important
9 Yes, I’d definitely go with that.
for different reasons, but if we • Interactive communication. You should respond to and interact with another person. In Part 3 this means
10 There are two of looking at this. interacting with your partner.
4 these two
11 You’ve me …
in the light of which has the
12 As far as I’m , what we need to How do you do it?
consider is … greatest influence, I’d probably
5
for teachers. BEFORE THE TASK
2 Put the phrases 1–12 in Ex 1 into the correct How about you? • Listen carefully to the examiner as he/she gives you the task.
categories.
• Use this time to make sure you understand the question – you can check with your partner if you’re not sure.
A Giving your own opinion
• Think about how the prompts relate to the question and what you could say about them.
, Hmm. It’s tricky. I 6
B Revising your opinion that we said parents are important, DURING THE TASK
, , but on 7 , that’s only • You don’t have to talk about the prompts in any particular order. Start with the one you have most ideas about.
,
to a certain extent. 8 • Say as much as you can about each prompt before you move on. You don’t need to discuss them all.
C Commenting on your partner’s opinion
, ,
everything that we mentioned • Don’t always give your opinion first – invite your partner to say what they think and share talking time with them.
, ,
9
into account – • Listen carefully to your partner’s ideas and refer back to them.
like the teacher’s knowledge of the • Try to give a reason for your opinion, but remember there are no right answers.
students’ abilities and their experience
3 Write a short dialogue between two candidates • It doesn’t matter if you and your partner disagree or don’t have time to reach a decision for the second question.
of dealing with different personalities
discussing the following task. Use as many of the
phrases in Ex 1 as you can.
over the years, I think I’d agree. Are you exam-ready?
How can these things affect where we choose Teachers have by 10
to live? the greatest influence on … Did you …
… read the question and prompts carefully? .................................................................................................................
amount of traffic closeness to our family … talk about the prompts in depth? ...............................................................................................................................
leisure facilities location of our work
neighbourhood … interact well with your partner? ...................................................................................................................................
… use a range of structures and vocabulary? ................................................................................................................
… discuss the decision question fully? ............................................................................................................................
E40 | E4
SPEAKING – Part 3 Collaborative task SPEAKING – Part 3 Collaborative task
TIMING
SECTION B
Evaluating, referring, reassessing in total
SECTION A You will need to answer a decision question related to • This part of the exam has two parts. In both parts you discuss questions on a given topic TASK
the previous discussion you had in Part 3. You will need with your partner. discussing a question
Interacting in a two-way conversation
to look again at the prompts and perhaps consider them • The examiner reads a question aloud, then gives you the same question to read. There are and working towards
You need to give opinions, sometimes revise your from a different angle or revisit your original discussion 5 ideas (called prompts) around the question as a mind map. a decision
opinion and refer to your partner’s comments. and make a choice. • You have 15 seconds to read the question and the prompts before you are asked to start SCORING
speaking. marking takes place
1 Complete the phrases with the words from the box. 4 Complete the extract from a discussion with the throughout the test
words from the box.
• The examiner stops your discussion after 2 minutes. You don’t need to talk about all
along coming concerned convinced the prompts.
raised reasonable said spot appreciate being compare far • The examiner asks you a second question about the topic which involves making
ECNEREFER MAXE
think view ways with a decision.
go looking previously reflection
taking talked • The examiner stops this discussion after a minute.
1 Having that, I think maybe
2 Now that I about it …
3 What you’re saying is on. So, 1 again at What is being tested?
4 I see where you’re from … these people, we have to think about This part of the test focuses on your ability to maintain a discussion by exchanging ideas, making suggestions,
5 Looking at this from a different point of which person might have the greatest agreeing/disagreeing, expressing and justifying opinions, etc. The examiners mark you all through the test on
, I think … influence on a person’s career choice. your use of:
6 You’ve an interesting point. • Grammar and vocabulary. Use a range of structures and words and don’t worry about making mistakes.
7 I’d say that was a assumption.
Well, I know we 2 • Discourse management. Organise what you say clearly, using linking words.
8 I’m you on that, it’s an important • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
point …
about parents and teachers both
understood easily.
3 important
9 Yes, I’d definitely go with that.
for different reasons, but if we • Interactive communication. You should respond to and interact with another person. In Part 3 this means
10 There are two of looking at this. interacting with your partner.
4 these two
11 You’ve me …
in the light of which has the
12 As far as I’m , what we need to How do you do it?
consider is … greatest influence, I’d probably
5
for teachers. BEFORE THE TASK
2 Put the phrases 1–12 in Ex 1 into the correct How about you? • Listen carefully to the examiner as he/she gives you the task.
categories.
• Use this time to make sure you understand the question – you can check with your partner if you’re not sure.
A Giving your own opinion
• Think about how the prompts relate to the question and what you could say about them.
, Hmm. It’s tricky. I 6
B Revising your opinion that we said parents are important, DURING THE TASK
, , but on 7 , that’s only • You don’t have to talk about the prompts in any particular order. Start with the one you have most ideas about.
,
to a certain extent. 8 • Say as much as you can about each prompt before you move on. You don’t need to discuss them all.
C Commenting on your partner’s opinion
, ,
everything that we mentioned • Don’t always give your opinion first – invite your partner to say what they think and share talking time with them.
, ,
9
into account – • Listen carefully to your partner’s ideas and refer back to them.
like the teacher’s knowledge of the • Try to give a reason for your opinion, but remember there are no right answers.
students’ abilities and their experience
3 Write a short dialogue between two candidates • It doesn’t matter if you and your partner disagree or don’t have time to reach a decision for the second question.
of dealing with different personalities
discussing the following task. Use as many of the
phrases in Ex 1 as you can.
over the years, I think I’d agree. Are you exam-ready?
How can these things affect where we choose Teachers have by 10
to live? the greatest influence on … Did you …
… read the question and prompts carefully? .................................................................................................................
amount of traffic closeness to our family … talk about the prompts in depth? ...............................................................................................................................
leisure facilities location of our work
neighbourhood … interact well with your partner? ...................................................................................................................................
… use a range of structures and vocabulary? ................................................................................................................
… discuss the decision question fully? ............................................................................................................................
E40 | E4
SPEAKING – Part 4 Discussion SPEAKING – Part 4 Discussion
TIMING
SECTION B
Developing the discussion in total
SECTION A You may need to interrupt politely, add your opinion, ask • In this part of the exam, you answer questions from the examiner related to the same TASK
for clarification and/or encourage a reticent partner to general topic as you discussed in Part 3. These questions develop the topic into more answering and
Justifying your opinions abstract areas. discussing questions
contribute.
You need to answer individual questions as fully as
• The examiner may ask you and your partner individual questions, or ask you to discuss a SCORING
possible. This includes justifying your answers and 5 Read an extract from a Part 4 discussion question question together. marking takes place
adding examples. and complete the conversation with the phrases • You may be asked several questions, or only one or two. throughout the test
from the box.
1 Read the Part 4 question below and make some • The examiner doesn’t take part in the discussion, but starts it off by asking the questions.
notes for 1–5. You and your partner then take over.
Before you go on Could you give an example
ECNEREFER MAXE
How important is it for close friends to share the I guess I’m talking about
same interests and lead similar lifestyles? Why? If I could expand on that a little
So, when you say This is something
1 How important do you think it is?
This part of the test focuses on your ability to express and justify your opinions, agree/disagree and speculate
2 Why do you think this? on different aspects of the topic. The examiners mark you all through the test on your use of:
3 Give a general example. Examiner: Jacques and Helena, do you
4 Give an example from your own experience. think it’s possible to do too much sport or
• Grammar and vocabulary. Use a range of structures and words and don’t worry about making mistakes.
5 Give a short anecdote about something you’ve physical exercise? • Discourse management. Organise what you say clearly, using linking words.
seen or heard related to the question. Jacques: OK, so yes, it’s an interesting • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
question. Is it possible to do too much sport or understood easily.
2 4.2EB Listen to a student answering the physical exercise? In my opinion there needs • Interactive communication. This means responding to and interacting with another person. In Part 4 this
question. Does she mention anything similar to to be a good balance. It’s clearly important for means interacting with your partner.
what you noted in Ex 1? everyone to get exercise because it contributes
3 4.3EB Listen again and complete the phrases

to a healthy lifestyle. However, I think it’s also How do you do it?
quite easy to get a little obsessed and do
in the sentences with the correct words. too much. BEFORE THE TASK
1 I have to say that there’s no Helena: 1 I’ve also thought • The questions you will be asked are related to the topic you have just discussed in Part 3. Be ready to give your
answer really. about a fair amount. One example might be opinions and expand your answers.
2 If you at people around you, … when someone starts going to the gym every
day for hours and hours. There’s a danger that DURING THE TASK
3 However, for me , it’s good to
have things in . they can’t live without it! • Listen carefully to the examiner’s questions. If you don’t understand, you can ask them to repeat it, or ask your
Jacques: Yes. I would completely agree with partner what they think.
4 But , there’s another couple …
you. It can mean their social life suffers.
5 Takes all I think … • It’s important to listen to your partner’s answers. The examiner may ask you what you think about their opinion.
Helena: 2 perhaps?
Jacques: Well, if they’re at the gym all the time,
• You can agree or disagree with your partner, or add more details to something they’ve said. However,
4 4.4EB Choose the correct alternatives to you shouldn’t interrupt them.
complete another answer to the same question. they’re not out with friends, so they miss out on
Listen and check. maintaining relationships, and just relaxing. • Remember that the questions are only asking for your opinion, and that there are no right answers. Express your
opinions clearly, and give reasons for what you think. Invite your partner to contribute to the discussion.
Helena: 3 , in my opinion
I would say that it really doesn’t 1care / matter.
it can also have a detrimental effect on their • As this is the last part of the test, you can relax and really show what you can do!
A lot 2depends / relies on what brought you

health, both physical and mental. • Don’t forget to thank the examiners at the end of the test.
Jacques: Interesting you should say that.
together as friends initially. A 3case / situation 4
both physical and mental, Are you exam-ready?
in point would be when you start a new school. what are you thinking of?
You’re feeling a bit lonely and scared, vulnerable Helena: 5 the physical stress Did you …
too perhaps. And if someone befriends you and on the body of working out excessively and also
the mental stress of trying to maintain strength … listen to the questions carefully? .................................................................................................................................
helps you settle in, there’s 4a chance / the luck
and fitness, and also, I know a lot of people who … give detailed answers, with reasons for your opinions? ..........................................................................................
that they could go on to become a close friend.
go to gyms actually compete with each other … interact with your partner? ...........................................................................................................................................
5
Remembering / Looking back, there was to see who can lift the most weights or develop … use a range of structures and vocabulary? ................................................................................................................
a 6time / memory when I … the biggest muscles. One of my friends …
Jacques: 6 , I’d like to say that
in my opinion, athletes who train hard to reach
certain standards are usually advised by their
coaches and trainers how to exercise properly,
without harming their bodies. I’m not sure that
individuals have that discipline?
E42 | E4
SPEAKING – Part 4 Discussion SPEAKING – Part 4 Discussion
TIMING
SECTION B
Developing the discussion in total
SECTION A You may need to interrupt politely, add your opinion, ask • In this part of the exam, you answer questions from the examiner related to the same TASK
for clarification and/or encourage a reticent partner to general topic as you discussed in Part 3. These questions develop the topic into more answering and
Justifying your opinions abstract areas. discussing questions
contribute.
You need to answer individual questions as fully as
• The examiner may ask you and your partner individual questions, or ask you to discuss a SCORING
possible. This includes justifying your answers and 5 Read an extract from a Part 4 discussion question question together. marking takes place
adding examples. and complete the conversation with the phrases • You may be asked several questions, or only one or two. throughout the test
from the box.
1 Read the Part 4 question below and make some • The examiner doesn’t take part in the discussion, but starts it off by asking the questions.
notes for 1–5. You and your partner then take over.
Before you go on Could you give an example
ECNEREFER MAXE
How important is it for close friends to share the I guess I’m talking about
same interests and lead similar lifestyles? Why? If I could expand on that a little
So, when you say This is something
1 How important do you think it is?
This part of the test focuses on your ability to express and justify your opinions, agree/disagree and speculate
2 Why do you think this? on different aspects of the topic. The examiners mark you all through the test on your use of:
3 Give a general example. Examiner: Jacques and Helena, do you
4 Give an example from your own experience. think it’s possible to do too much sport or
• Grammar and vocabulary. Use a range of structures and words and don’t worry about making mistakes.
5 Give a short anecdote about something you’ve physical exercise? • Discourse management. Organise what you say clearly, using linking words.
seen or heard related to the question. Jacques: OK, so yes, it’s an interesting • Pronunciation. This includes individual sounds and word stress, but the important thing is that you can be
question. Is it possible to do too much sport or understood easily.
2 4.2EB Listen to a student answering the physical exercise? In my opinion there needs • Interactive communication. This means responding to and interacting with another person. In Part 4 this
question. Does she mention anything similar to to be a good balance. It’s clearly important for means interacting with your partner.
what you noted in Ex 1? everyone to get exercise because it contributes
3 4.3EB Listen again and complete the phrases

to a healthy lifestyle. However, I think it’s also How do you do it?
quite easy to get a little obsessed and do
in the sentences with the correct words. too much. BEFORE THE TASK
1 I have to say that there’s no Helena: 1 I’ve also thought • The questions you will be asked are related to the topic you have just discussed in Part 3. Be ready to give your
answer really. about a fair amount. One example might be opinions and expand your answers.
2 If you at people around you, … when someone starts going to the gym every
day for hours and hours. There’s a danger that DURING THE TASK
3 However, for me , it’s good to
have things in . they can’t live without it! • Listen carefully to the examiner’s questions. If you don’t understand, you can ask them to repeat it, or ask your
Jacques: Yes. I would completely agree with partner what they think.
4 But , there’s another couple …
you. It can mean their social life suffers.
5 Takes all I think … • It’s important to listen to your partner’s answers. The examiner may ask you what you think about their opinion.
Helena: 2 perhaps?
Jacques: Well, if they’re at the gym all the time,
• You can agree or disagree with your partner, or add more details to something they’ve said. However,
4 4.4EB Choose the correct alternatives to you shouldn’t interrupt them.
complete another answer to the same question. they’re not out with friends, so they miss out on
Listen and check. maintaining relationships, and just relaxing. • Remember that the questions are only asking for your opinion, and that there are no right answers. Express your
opinions clearly, and give reasons for what you think. Invite your partner to contribute to the discussion.
Helena: 3 , in my opinion
I would say that it really doesn’t 1care / matter.
it can also have a detrimental effect on their • As this is the last part of the test, you can relax and really show what you can do!
A lot 2depends / relies on what brought you

health, both physical and mental. • Don’t forget to thank the examiners at the end of the test.
Jacques: Interesting you should say that.
together as friends initially. A 3case / situation 4
both physical and mental, Are you exam-ready?
in point would be when you start a new school. what are you thinking of?
You’re feeling a bit lonely and scared, vulnerable Helena: 5 the physical stress Did you …
too perhaps. And if someone befriends you and on the body of working out excessively and also
the mental stress of trying to maintain strength … listen to the questions carefully? .................................................................................................................................
helps you settle in, there’s 4a chance / the luck
and fitness, and also, I know a lot of people who … give detailed answers, with reasons for your opinions? ..........................................................................................
that they could go on to become a close friend.
go to gyms actually compete with each other … interact with your partner? ...........................................................................................................................................
5
Remembering / Looking back, there was to see who can lift the most weights or develop … use a range of structures and vocabulary? ................................................................................................................
a 6time / memory when I … the biggest muscles. One of my friends …
Jacques: 6 , I’d like to say that
in my opinion, athletes who train hard to reach
certain standards are usually advised by their
coaches and trainers how to exercise properly,
without harming their bodies. I’m not sure that
individuals have that discipline?
E42 | E4
EXAM OVERVIEW
Pearson Education Limited
The Cambridge English Assessment: C1 Advanced, is set at Level C1 on the CEFR (Common European Framework of Reference) scale. KAO Two
The exam is made up of four papers, each testing a different area of ability in English. If a candidate achieves an A grade, they will receive a KAO Park
Certificate in Advanced English stating that they demonstrated ability at Level C2. If a candidate achieves a grade B or C, they will receive the Hockham Way
Certificate in Advanced English at Level C1. If a candidate only achieves a B2 level, they may receive a Cambridge English Certificate stating that Harlow, Essex
CM17 9SR
they demonstrated ability at Level B2.
England
Reading and Use of English: 1 hour 30 minutes and Associated Companies throughout the world.
Writing: 1 hour 30 minutes
https://english.com/portal
Listening: 40 minutes (approximately)
Speaking: 15 minutes for each pair (approximately) © Pearson Education Limited 2021
All the questions are task-based. Rubrics (instructions) are important and should be read carefully. They set the context and give important
information about the tasks.There is a separate answer sheet for recording answers for the Reading and Use of English and Listening papers. Written by Lynda Edwards and Lindsay Warwick
The right of Ashley Lodge to be identified as author of the mindfulness section of this work has been asserted by him in
Paper Format Task focus
accordance with the Copyright, Designs and Patents Act 1988
Reading and Part 1: multiple-choice cloze. A text with eight gaps, and four Part 1: use of vocabulary including idioms,
Use of English options to choose from for each gap. fixed phrases, complementation, phrasal verbs. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in
Eight parts 56 any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written
Part 2: open cloze. A text with eight gaps. Candidates write Part 2: use of grammar, vocabulary and permission of the Publishers.
questions the correct word in each gap. expressions.
Part 3: word formation. A text with eight gaps and a word at Part 3: vocabulary, particularly prefixes and
the end of the line in which the gap appears. Candidates write suffixes, changes in form and compound First published 2021
the correct form of this word in the gap. words.
ISBN: 978-1-292-39141-0
Part 4: key-word transformations. Candidates rewrite six Part 4: use of grammatical and lexical structure.
Set in Avenir Next LT Pro
sentences using a given word, so that they mean the same as
Print and bound in Italy, by L.E.G.O. S.p.A.
the original sentences.
Part 5: multiple choice. A text with six four-option, multiple- Part 5: identify details, such as opinion, Acknowledgements
choice questions. attitude, tone, purpose, main idea, text The publishers are very grateful to the following advisers and teachers who contributed to the initial research and
organisation and features. commented on earlier versions of this material:
Part 6: cross-text multiple matching. Four short texts followed Part 6: comparing and contrasting opinions Jacky Newbrook
by four multiple-matching questions and attitudes across four different texts. Becerra, B. A., Mariana Gavilan, Charlotte Rowe, Fernando Scelzo, Cecilia Vega Ávila, Zachary Wallace
Part 7: gapped text. One long text with six paragraphs Part 7: reading to understand cohesion, Image Credit(s):
missing. Candidates replace paragraphs from a choice of coherence, organisation and text structure.
123RF.com: cloud7days 18, Nataliia Natykach 31, oleandra 34, Praphan Jampala 110, smspsy 24; Alamy Stock Photo:
seven. David Williams 47, Derek Trask 29, Dinodia Photos 73, Dorling Kindersley ltd 30, Eric Gevaert 41, Ewelina Kowalska 64,
Part 8: multiple matching. A text or several short texts with ten Part 8: reading to locate specific information, Jack Frog 112, Jacob Lund 52, Jason Langley 14, Jochen Tack 15, Johan Nylander 27, Kathy deWitt 73, makasana photo 51,
multiple-matching questions. detail, opinion and attitude. Marmaduke St. John 47, Nick Savage 56, NPS Photo 28, Paul Marriott 73, Pictorial Press Ltd 39, PjrTransport 73, PRISMA
ARCHIVO 64, robertharding 65, RossHelen editorial 19, StellaPhotography 11, Susie Kearley 63; Getty Images:
Writing Part 1: compulsory task. Using given information to write an Part 1: writing an essay with a discursive focus Aashish Gautam / EyeEm 26, ac productions 74, AfricaImages 52, Andrew Bret Wallis/Stockbyte 32, Ariel Skelley /
Two tasks, essay of 220–260 words. based on two points given in the task. DigitalVision 9, Bartosz Hadyniak 49, Bettmann 8, Bloomberg 45, borchee / E+ 33, Catherine Ledner / Digital Vision 68,
carrying equal Part 2: Producing one piece of writing of 220–260 words, from Part 2: writing for a specific target reader and Chris Clor 21, cihatatceken / E+ 53, Conde Nast Collection 43, cristinairanzo / Moment 35, Cultura / Monty Rakusen 111,
marks. a letter/email, proposal, review or report. context, using appropriate layout and register.
David-Prado / iStock 51, Denver Post 24, Dougal Waters / Stone 110, DreamPictures / Stockbyte 90, Edward Miller /
Hulton Archive 18, Elijah-Lovkoff / iStock 8, fdastudillo / iStock 46, fotoVoyager / iStock 99, Gerry Cranham / Hulton
Listening Part 1: multiple-choice questions.Three short dialogues with Part 1: understanding gist, detail, function, Archive 16, GlobalP / iStock 6, GMVozd 172, Hashira Leon / EyeEm 51, holgs 68, Hramovnick / iStock 48, HRAUN / E+ 19,
Four tasks interacting speakers, with two multiple-choice questions agreement, speaker purpose, feelings, attitude, Ivan Pantic / iStock 11, Izzet Keribar / Stone 5, Jason Wayne Brown / EyeEM 12, Jovanmandic / iStock 29, karandaev /
30 questions (three options) per extract. etc. iStock 20, Kisa_Markiza / iStock 68, Kwangmoozaa / iStock 109, Levente Bodo / Moment 82, Lorna Rande / Design
Pics 19, martin-dm / E+ 57, Michieru / Moment 36, Mint Images 103, MundusImages / E+ 173, oxygen / Moment 43,
Part 2: sentence completion. One monologue with eight Part 2: locating and recording specific Peter Cade / Stone 25, Peter Dazeley / The Image Bank 23, PhotoAlto / Frederic Cirou 77, RichVintage / E+ 62, Rob
sentences to complete with a word or short phrase. information and stated opinions. Ball / Wireimage RM 38, Roberto Machado Noa / Lightrocket 59, Ron and Patty Thomas / E+ 7, seraficus / E+ 72,
Sergio Ballivian / 500px Prime 23, Simon McGill / Moment 55, Stephen Lux / Cultura 68, Ulrike Schmitt-Hartmann 111,
Part 3: multiple-choice questions. A conversation between Part 3: understanding attitude and opinion.
Valengilda / iStock 67; Library of Congress: Gardner, A., photographer. (1865) Washington Navy Yard, District of
two or more speakers, with six four-option multiple- choice
Columbia. Lewis Payne in sweater, seated and manacled. United States, 1865. [Photograph] Retrieved from the Library
questions. of Congress, https://www.loc.gov/item/2018672091/. 26; Lifestraw: 62; Mary Evans Photo Library: The National
Part 4: multiple matching. A set of five short monologues on Part 4: identifying main points, gist, attitude Archives, London. England. 59; Pearson Education Asia Ltd: Coleman Yuen 47; Shutterstock.com: AmyLv 44,
a theme.There are two tasks. In both tasks candidates match and opinion. Andre Boukreev 37, ANGUK 31, Brian A Jackson 75, Denis Makarenko 54, Diego Cervo 58, Don Pablo 13, Ekaterina
each monologue to one of eight prompts. Kupeeva 15, Erlantz P.R 80, Iakov Filimonov 47, Kristin F. Ruhs 22, Madlen 93, MicheleB 89, Moviestore 60, nd3000 19,
nikkytok 68, OHishiapply 10, Pixel-Shot 31, 31, Romrodphoto 112, Sony Pictures Animation / Kobal 61, tsyhun 101,
Speaking Part 1: examiner-led conversation. Part 1: general social and interactional wavebreakmedia 88, Yellowj 17
Four tasks language
Text Credit(s):
Part 2: individual long turn with visual and written prompts. Part 2: organising discourse, speculating,
Article on page 15 from They raise the world’s happiest children – so is it time you went Dutch?, The Telegraph,
Candidates talk about two pictures from a choice of three. comparing, giving opinions. 07/01/2017 (Rina Mae Acosta and Michele Hutchison), copyright © Telegraph Media Group Limited.
Part 3: two-way collaborative task. Candidates discuss a Part 3: sustaining interaction, expressing and
All other images © Pearson Education
question with 5 written prompts and then answer a second justifying opinions, evaluating and speculating,
question on the topic. negotiating towards a decision, etc.
Part 4: The examiner asks questions related to the Part 3 topic. Part 4: expressing and justifying ideas
and opinions, agreeing and disagreeing,
speculating.
44
E44 | Co

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Paper Format Task focus

Review: Units 1-6

Review: Units 1-8

Speaking or writing questions

Reading and Use of English texts

Well-being: Mindfulness for exams

Exam file cover

Exam file contents

Reading and Use of English

p3 Reading and Use of English – Part 1 Multiple-choice cloze

p5 Reading and Use of English – Part 2 Open cloze

p7 Reading and Use of English – Part 3 Word formation

p9 Reading and Use of English – Part 4 Key word transformations

p11 Reading and Use of English – Part 5 Multiple choice

p13 Reading and Use of English – Part 6 Cross-text multiple matching

p15 Reading and Use of English – Part 7 Gapped text

p17 Reading and Use of English – Part 8 Multiple matching

p19 Writing – Part 1 Essay

p21 Writing – Part 2 Email or letter

p23 Writing – Part 2 Proposal

p25 Writing – Part 2 Report

p27 Writing – Part 2 Review

p29 Listening – Part 1 Multiple choice

p31 Listening – Part 2 Sentence completion

p33 Listening – Part 3 Multiple choice

p35 Listening – Part 4 Multiple matching

p37 Speaking – Part 1 Interview

p39 Speaking – Part 2 Individual long turn

p41 Speaking – Part 3 Collaborative task

p43 Speaking – Part 4 Discussion

p44 Exam overview

that may happen person.

that may happen person.

3 They just put the finishing touches

Conjunctions • Don’t focus on the gaps at this point.

3 They just put the finishing touches

Conjunctions • Don’t focus on the gaps at this point.

B give information 1 ALTERNATE

B give information 1 ALTERNATE

E 4 Read the text about subjects on the school

E 4 Read the text about subjects on the school

of information my brain has settled on during the

of information my brain has settled on during the

2 is unsure of the importance of appearance in

remember them making much mention of what

2 is unsure of the importance of appearance in

remember them making much mention of what

4 Read the more appropriate extract again and

18 Are you ready for Writing Part 1? Identify an area to improve. 19

4 Read the more appropriate extract again and

18 Are you ready for Writing Part 1? Identify an area to improve. 19

the event. The cost of attending the

entertaining evening, with dinner DURING THE TASK

20 Are you ready for Writing Part 2? Identify an area to improve. 21

the event. The cost of attending the

entertaining evening, with dinner DURING THE TASK

20 Are you ready for Writing Part 2? Identify an area to improve. 21

for proposals for the weekend, oﬀering

22 Are you ready for Writing Part 2? Identify an area to improve. 23