CERTIFICATE OF PROFICIENCY IN ENGLISH

Reading and Use of English

∗∗

CEP/SSU Sample Test 1

Time 1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheets if they
are not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheets.
Write your answers on the answer sheets. Use a pencil.
You must complete the answer sheets within the time limit.
At the end of the test, hand in both this question paper and your answer sheets.

INFORMATION FOR CANDIDATES

There are 53 questions in this paper.
Questions 1 – 24 carry one mark.
Questions 25 – 30 carry up to two marks.
Questions 31 – 43 carry two marks.
Questions 44 – 53 carry one mark.

* 500/2429/2

© UCLES 2015 Cambridge English Level 3 Certificate in ESOL International

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Part 1

For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap.
Mark your answers on the separate answer sheet.

There is an example at the beginning (0).

0 A descriptive B imaginary C fabled D legendary

A B C D
0

ADVENTURE TRAVEL

Wilfred Thesinger, the (0) D explorer once said, ‘We live our lives second-hand’. Sadly, his words

are true for far too many of us, as we (1) …….... in front of the television, (2) …….... in ‘reality’

television, living our adventures through the words and pictures of others. But it does not have to be

that way – there are more opportunities than ever for taking a break from our increasingly sanitised

lives and exploring not only some exotic (3) …….... of the globe, but also our own abilities and

ambitions. The kind of first-hand experience whose loss Thesinger laments is still available for anyone

willing to forsake the beaten (4) …….... , and put their mind to (5) …….... into the less explored

regions of this (6) …….... planet.

The (7) …….... in travel in recent years has been towards what is known as adventure travel. But

adventure doesn’t have to involve physical exertion; be it haggling over a souvenir in Peru, or getting

lost in the labyrinthine passages of a Moroccan souk, it all (8) …….... .

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1 A droop B slump C sag D plunge

2 A captivated B gripped C engrossed D riveted

3 A corner B edge C angle D pocket

4 A path B road C track D course

5 A turning out B taking off C making out D dropping off

6 A wide B diverse C mixed D different

7 A trend B direction C custom D inclination

8 A fits B belongs C counts D holds

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Part 2

For questions 9 – 16, read the text below and think of the word which best fits each space. Use only
one word in each space. There is an example at the beginning (0). Write your answers IN CAPITAL
LETTERS on the separate answer sheet.

Example: 0 I F

MOBILE COMMUNICATION

For many people, mobile email is a habit they couldn’t give up even (0) IF they wanted to. And

(9) …….... should they want to? (10) …..….. all, the ability to send and receive emails from a mobile

device means they can stay in touch with colleagues, friends and family, whether they’re standing in a

queue at the supermarket, downing a quick cup of coffee in (11) …….... meetings or killing

(12) ……..... before a flight.

It’s fair to say that access to email while (13) …….... the move has done much to whet appetites for

other kinds of collaborative tools. What’s (14) …….... , there’s a whole new way of working that has

opened up in recent years and, (15) …..….. a result, there’s a general expectation that efficiency and

productivity don’t necessarily take (16) …….... within the four walls of an organisation’s physical

offices.
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Part 3

For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the
lines to form a word that fits in the space in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 E F F E C T I V E

_________________________________________________________________________________

POWER NAPS

Power napping is an (0) EFFECTIVE .strategy. It involves taking an intense EFFECT

sleep which dramatically improves (17) …….… , making it especially useful for ALERT

those with a demanding schedule such as mothers of babies or travelling

business (18) …….… . However, the conditions must be right and practice is EXECUTE

required to (19) …….… the effects. MAXIMUM

To prevent (20) …….… on awakening, power naps should last about 25 ORIENTATE

minutes. Falling asleep so quickly takes practice, but is in fact a habit which is

(21) …….… easy to acquire. Initially, it is more important to relax for a while COMPARE

than actually fall asleep, and power-napping is not a good idea if you find it

difficult to wake up at the (22) …….… time. DESIGN

Finally, power-napping should not be confused with the kind of dozing that can

(23) …….… a sensation of overwhelming sleepiness during the day, which COMPANY

simply represents the (24) …….… experienced in the attempt to compensate DESPAIR

for a poor sleep routine.

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Part 4

For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between
three and eight words, including the word given. Here is an example (0).

Example:

0 Do you mind if I watch you while you paint?

objection

Do you ……………………………………………………… you while you paint?

0 have any objection to my watching

Write only the missing words on the separate answer sheet.

________________________________________________________________________________

25 It’s impossible to predict how long it will take to do this job.

telling

There is ……………………………………………… will take.

26 Not many people buy that particular product these days.

demand

There ……………………………………………… that particular product these days.

27 For me, his skill as a negotiator was most impressive.

how

I was most ……………………………………………… negotiator he was.

28 Nobody expected Natalia to resign.

came

Natalia’s ……………………………………………… everyone.

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29 The area was completely devoid of vegetation.

whatsoever

There ……………………………………………… the area.

30 When he was at his most successful, the President had enormous influence.

height

At ……………………………………………… , the President had enormous influence.

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Part 5

You are going to read an extract from a novel. For questions 31 – 36, choose the answer
(A, B, C or D) which you think fits best according to the text. Mark your answers on the separate
answer sheet.

Lucy gets a new job on a newspaper

It was a precarious period for her where her own fortunes were concerned. She had to rely on freelance work for six
months after the quality weekly magazine folded. The regular salary cheque had always seemed derisively small, but
now it was like lost riches. Doggedly, she wrote letters and telephoned and peppered editors with unsolicited articles
and suggestions. Sometimes she struck lucky and got a commission. She wrote a profile of a woman politician who
appreciated her fair-minded approach and tipped her off about a local government row in a complacent cathedral
town. Lucy went there, investigated, talked to people and wrote a piece exposing a rich cauldron of corruption which
was snapped up by a national daily newspaper. This in turn led to a commission to investigate the controversial siting
of a theme park in the north of England. Her article was noticed by the features editor in search of something sharp
and bracing on the heritage industry in general. She was getting a name for abrasive comment, for spotting an issue
and homing in upon it. Anxiously, she scoured the press for hints of impending issues. In this trade, she saw, you
needed not so much to be abreast of things as ahead of them, lying in wait for circumstance, ready to pounce.

But an article sold every week or two did not pay the bills. She began to contemplate, bleakly, a return to the
treadmill of proofreading and copy-editing. And then one day she walked into the offices of the national daily which
had taken her cauldron of corruption piece and whose features editor had since looked kindly upon her. Having
handed over a speculative piece on the latest educational theories she’d written, she fell into conversation with an
acquaintance and learned that one of the paper’s regular columnists had fallen foul of the editor and departed in a
cloud of dust. The column, traditionally addressed to matters of the moment and written so as to provoke attention
and controversy, was untethered, so to speak. Lucy made the necessary phone call before her nerve went.

She was asked to submit a piece as a trial run which they published. ‘Great,’ they said. ‘We’ll let you know,’ they
said. ‘Soon,’ they assured her, ‘really very soon.’ She chewed her nails for a fortnight; a seasoned hack was given a
trial run after her; she read his contribution which, she saw with absolute clarity, was succinct, incisive and original.
Or just possibly anodyne, banal and plodding.

And then, the phone call came. She’d have a weekly column with her own by-line and her photograph, postage-stamp
size, next to it. There’d be a salary cheque, and perhaps fame and success to follow that. Thinking more
pragmatically, she realised that the job presented her with not only a wonderful opportunity but also the inevitable
pressure of keeping up with the twists and turns of events to which she must supply a perceptive commentary.

‘A start,’ she said to her mother, Maureen, and Bruce, her step-father. ‘It’s a start anyway, but they could fire me at
any moment.’

‘Just let them try,’ said Maureen belligerently. ‘I think you’re better with your hair a bit shorter. Or maybe that’s not
a very flattering picture. I think you’re very clever. You did some lovely essays at school. I wonder if I’ve still got
any of them somewhere.’

Later, when she was alone, Lucy thought that her appointment had probably been a piece of good fortune. She
refused to allow the word luck. She was young yet, and this was something of a plum. She must have got the job on
her merits, she told herself, along with whatever assistance there may have been from the inadequacies of others
considered for the appointment, or the failure of further rivals to apply. What she was never to know was that in fact
the editor had been on the verge of offering the column to the seasoned hack – had been about to pick up the phone –
when the colleague he most disliked had walked into his office and spoken with satisfaction of the prospect of closer
association with this old crony of his. The editor listened with some indignation, first at the assumption that this
would be his decision, and then at the notion of these two ganging up under his nose. As soon as the colleague was
out of the room he reached for the phone. And rang Lucy.

And so it began, that time during which she was so feverishly hitched to the affairs of public life that in retrospect it
was to seem as though she hurtled from day to day with the onward rush of the news, denied any of the lethargy of
individual existence.
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31 After losing her job, how did Lucy feel about the salary she used to earn?

A She had been foolish to give it up.

B It had given her a sense of security.
C She should have appreciated it more.
D It represented a fair return for her work.

32 Lucy thinks the secret of success as a freelance journalist is to

A keep yourself informed about current affairs.

B adopt a controversial style of writing.
C identify future newsworthy situations.
D make as many contacts as possible.

33 What made Lucy decide to apply for a job on the national daily?

A She had a friend who worked there.

B She had impressed the features editor.
C She had gained a reputation for effective reporting.
D She had discovered some information about a vacancy.

34 It is suggested that Lucy’s mother Maureen

A is forgetful and absent-minded.

B understands little about Lucy’s job.
C has good critical judgement about writing.
D expects Lucy will have trouble with the editor.

35 On reflection, how did Lucy account for the fact that she got the job?

A She hoped it was because she deserved it.

B She was unable to understand how it happened.
C She thought her age had given her an advantage.
D She knew she was better than the many applicants.

36 The impression given of the editor is that he is

A anxious to please his colleagues.

B unable to make up his mind.
C prone to act on impulse.
D quick to take offence.

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Part 6
You are going to read an extract from an article. Seven paragraphs have been removed from the
extract. Choose from the paragraphs A – H the one which fits each gap (37 – 43). There is one extra
paragraph which you do not need to use. Mark your answers on the separate answer sheet.

The fog catcher’s forest

A bare, dusty island where the rain never falls could soon be covered with trees. Fred Pearce reports.

When Spanish sailors landed in the Canary Islands authorities erected eight modest fog-collecting
in the 15th century, they were amazed to discover an devices on three of Lanzarote’s mountains.
aboriginal population with extensive agriculture
which they had somehow managed to sustain with 40
virtually no rainfall. Legend has it that the Guanche
people derived all their water from a single large This summer, having declared the initial experiment
tree, which stripped moisture out of passing fogs a success, the island council plans to install eight
and dripped enough water from its leaves to support much larger devices which will discharge water into
a thousand people. However true the story may be, a pumped drip irrigation network designed to keep
there is no doubt that the only thing stopping the the saplings watered. Riebold hopes that this will
Canaries from resembling the Sahara desert, just 70 form the pilot phase of a full-scale reforestation of
kilometres to the east, is the moisture-rich fog that the mountains of northern Lanzarote.
drifts in from the Atlantic Ocean.
41
37
If the initial results scale up, a new cloud forest
Sometime in the last century, the last of the trees could restore the island to its former glory. The
on high ground were cut down and the land began to Lanzarote government has targeted an area of about
dry out. This meant that across much of the 20 square kilometres in the north of the island,
north of the island, agriculture went into decline. though Riebold believes that the potential area for
Now David Riebold, a forestry scientist-turned- reforestation using fog collectors could stretch to 50
schoolteacher who owns a home on the island, has a square kilometres.
plan to reverse the trend. He wants to use artificial
fog harvesting to bring back the cloud forest, in 42
what promises to be the largest reforestation project
ever attempted using the technology. But the knock-on effects of reviving the forests go
beyond restoring the wildlife. Eventually, the forests
38 should capture enough moisture to help recharge the
area’s underground aquifers, many of which have
For years Riebold watched these failed efforts by remained empty since the forests disappeared. If
local foresters. Then he read about a successful this happens, wells down in the valleys could also
research project in Chile which harvested the fogs refill, reducing the island’s growing dependence on
that regularly rolled in from the Atacama desert. desalination, especially during the summer tourist
Nets erected on a ridge facing the ocean provided season.
enough water for a small town. Realising that
Lanzarote’s climate was very similar to Chile’s, 43
Riebold began to wonder whether fog harvesting
could be used to keep the saplings alive. Whether or not fog harvesting will prompt a large-
scale return to agriculture on the island remains to
39 be seen, but the lessons learned from harvesting fog
on the island’s hilltops may be adapted for people
On paper, fog harvesting looked like a solution to living not far away, and with a greater need to see
the island’s reforestation problems, but convincing their landscape green and watered. If Lanzarote can
the authorities to give it a try wasn’t easy. For many catch moisture from the air and convert it to forests
years Riebold tried and failed to convince anyone to and farmland, then perhaps its famine-prone
back his idea. It took the arrival of a new mayor to neighbours in West Africa could do the same.
finally get his scheme approved. ‘Proyecto David’,
as the locals call it, got under way, and the town
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A This more ambitious scheme could be E Marciano Acuna, the local town councillor in
managed in one of two ways, he says. Either charge of the environment, says he hopes the
the hilltops could be covered with nets to grow trees will trigger a more widespread greening
new forests all at the same time, or this could of northern Lanzarote and have an impact on
be done in stages with a smaller number of the whole ecology of the region. Once the trees
nets being moved around to reforest each area are back, the quality of the soil will improve,
in turn. After perhaps two years of water from and a long-lost forest ecosystem will have a
the fog collectors, saplings would be tall chance to return, providing habitat for species
enough to collect the fog water themselves. long since confined to other islands in the
Canaries.
B The results look promising. A litre a day
should be enough to support one seedling, and F Even in the hottest months, clouds form over
Riebold has found that on some sites, a square the mountains of northern Lanzarote. As the
metre of net catches an average of two litres of trade winds blow over the island the mountains
water each day. One site averaged five litres a force moisture-rich vapour into droplets. The
day even at the hottest time of year. surface of the mountain is too hot for this to
happen at ground level, so the fog rarely
C Centuries ago, the island’s inhabitants carved touches the ground. ‘That’s why the saplings
tunnels up the mountainside and into died,’ says Riebold. ‘They never got tall
underground aquifers. These drained into enough to touch the fog and capture the
collecting areas lower down. Once the island’s moisture on their leaves.’
main source of water, they could be brought
back to life by reinstating the cloud forest. G Farmers would certainly benefit, as water
in Lanzarote has become very expensive,
D In times gone by, all seven of the islands had and there are tight restrictions on the irrigation
rich cloud forests that trapped moisture from of farmland. This has made agriculture
the trade winds and quenched an otherwise dry increasingly difficult and, combined with the
region. More recently, though, much of the rise of tourism as a source of revenue, has
islands’ forest has been lost – removed for turned it into a weekend occupation at best for
firewood, construction and to make way for many residents.
farmland. Most of the islands still have some
degree of forest cover, but one, Lanzarote, is H The bare hills in this region have been of
all but bare. increasing concern to the island’s authorities.
Despite numerous attempts in the past decade,
all replanting schemes have so far been
unsuccessful. With limited water supplies on
the island, the newly planted trees dried out
and died, leaving the hilltops littered with
hundreds of dead saplings.

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Part 7

You are going to read an extract from a book on photography. For questions 44 – 53, choose from the
sections (A – E). The sections may be chosen more than once.

Mark your answers on the separate answer sheet.

In which section are the following mentioned?

the possibility that photography can directly influence events in the world 44 ……..

the possibility that the photographic image has become redundant 45 ……..

images being interpreted in a similar way by different societies 46 ……..

a commonly held view about the relationship between what is visible and how it is 47 ……..
interpreted

the contrasts of scale that can be represented in photography 48 ……..

the possibility that the techniques employed in photography today have taken the 49 ……..
medium back to where it started

the ability of photography to provide images that will exist for a long time 50 ……..

uncertainty as to whether the main purpose of photography is to inform or to 51 ……..

entertain

the potential of photography to epitomise the human condition 52 ……..

the view that photography was the greatest achievement in the history of visual 53 ……..
images
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Photography
A historical background

A regarded as a machine that could provide a fixed

Over the past one and a half centuries, photography image. And this image was considered to be a very
has been used to record all aspects of human life close approximation to that which we actually see.
and activity. During this relatively short history, the Because of the camera’s perceived realism in its
medium has expanded its capabilities in the ability to replicate visual perception, it was
recording of time and space, thus allowing human assumed that all peoples would ‘naturally’ be able
vision to be able to view the fleeting moment or to to understand photographs. This gave rise to the
visualise both the vast and the minuscule. It has question of whether photography constituted a
brought us images from remote areas of the world, ‘universal language’. For example, a photograph of
distant parts of the solar system, as well as the the heavens, whether it showed the sun and moon
social complexities and crises of modern life. or the constellations, would immediately be understood
Indeed, the photographic medium has provided one in any part of the world. In the face of the rapid
of the most important and influential means of increase in global communications, we do need at
capturing the essence of our being alive. least to ask to what extent the photographic image
Nonetheless, the recording of events by means of can penetrate through cultural differences in
the visual image has a much longer history. The understanding.
earliest creations of pictorial recording go as far
back as the Upper Palaeolithic period of about D
35,000 years ago and, although we cannot be sure There are other questions that arise concerning the
of the exact purposes of the early cave paintings, role of photography in society that have aimed to
pictorial images seem to be inextricably linked to determine whether the camera operates as a mute,
human culture as we understand it. passive recorder of what is happening or whether it
possesses the voice and power to instigate social
B change. We may further speculate whether the
Throughout the history of visual representation, camera provides images that have a truly
questions have been raised concerning the supposed educational function or if it operates primarily as a
accuracy (or otherwise) of visual images, as well as source of amusement. In provoking such issues, the
their status in society. Ideas and debates concerning photographic debate reflects polarised arguments
how we see the world and the status of its pictorial that traditionally have characterised much
representations have been central political, intellectual thought.
philosophical and psychological issues from the
time of Ancient Greece to the present-day technical E
revolution of the new media communications. The last 170 years have witnessed an ever-
Vision and representation have pursued increasing influence of the visual image,
interdependent trajectories, counter-influencing culminating in the global primacy of television. For
each other throughout history. The popular notion photography, the new prospects and uncertainties
that ‘seeing is believing’ had always afforded posed by digital storage and manipulation, and the
special status to the visual image. So when the transmission of images via the internet present new
technology was invented, in the form of challenges. It has even been suggested that we now
photography, the social and cultural impact was inhabit the ‘post-photographic era’ – where
immense. Not only did it hold out the promise of technological and cultural change have devalued
providing a record of vision, but it had the capacity photography to such an extent that events have
to make such representation enduring. taken us beyond the photograph’s use and value as
a medium of communication. Furthermore, perhaps
C we should be asking if the advent of digital imagery
In the mid-nineteenth century, the invention of means that photography, initially born from
photography appeared to offer the promise of painting, has turned full circle and has now returned
‘automatically’ providing an accurate visual record. to emulating painting – its progenitor.
It was seen not only as the culmination of visual
representation but, quite simply, the camera was
 CERTIFICATE OF PROFICIENCY IN ENGLISH

Writing D27*/02
∗

SAMPLE TEST 1

Time 1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they are
not already there.
Read the instructions for each part of the paper carefully.
Answer the Part 1 question and one question from Part 2.
Write your answers on the answer sheet.
Write clearly in pen, not pencil. You may make alterations, but make sure your work is easy
to read.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES

Each question in this paper carries equal marks.

* 500/2429/2
© UCLES 2015 Cambridge English Level 3 Certificate in ESOL International
 1

Part 1

Read the two texts below.

Write an essay summarising and evaluating the key points from both texts. Use your own words
throughout as far as possible, and include your own ideas in your answers.

Write your answer in 240 – 280 words.

1 The Excitement of Advertising

Outdoor advertising has to attract, engage and persuade potential customers; it

is the most important way of grabbing customers’ attention and outdoor media
continue to undergo a transformation. At the core of this transformation is the
digital screen media, which encompass everything from giant screens to digital
billboards. The technology is cheap and advertising agencies rave about the
creative possibilities for advertisements which entertain, amuse, inform, make
the environment brighter and enliven the world we live in.

Advertising: an undesirable business

Once upon a time outdoor advertising was straightforward. Posters were stuck up
on anything from a bus shelter to a motorway hoarding. Many people considered
this kind of advertising to be fairly dull, a harmless blot on the landscape and
chose to ignore it. These people now regard digital advertising as a form of
unwanted, creeping commercialisation: it attracts a buzz simply because it is new.
They feel that any advertising which targets children or vulnerable adults is a
dubious practice at the best of times, and digital advertising is, moreover, wasteful,
damaging to the environment and completely unnecessary.

Write your essay.

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Question 1 Please write within the grey lines

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Part 2

Write an answer to one of the questions 2 – 5 in this part. Write your answer in 280 – 320
words in an appropriate style on pages 7 and 8. Put the question number in the box at the top
of page 7.

2 A travel magazine has asked readers to send in articles on their favourite public building, a
town hall or a museum, for example. You decide to write an article in which you describe
your favourite public building, explain why it is your favourite building and assess its
significance for the wider community.

Write your article.

3 You belong to an English-language reading group which recently read a book in cartoon
format. You have agreed to write a review of the book for the group’s website. In your
review you should give your opinion of the cartoon format used for the book and say
whether you think cartoons are a good way of telling a story, in general.

Write your review.

4 A popular English-language magazine has invited readers to send in letters sharing their
recent experience of making an important decision. You decide to send in a letter in which
you briefly describe the situation and explain the reasons why you took an important
decision, and assess what the consequences of that decision might be in the future.

Write your letter. You do not need to write any postal addresses.

5 Write an answer to one of the following two questions based on one of the titles below.
Write 5(a) or 5(b) at the beginning of your answer.

(a) Tracy Chevalier: Girl With A Pearl Earring

A literary magazine has asked readers to send in articles on ‘Creating Atmosphere in

Novels’. You decide to write an article on Girl With A Pearl Earring in which you
describe the atmosphere of secrecy and fear which Griet experienced in the Vermeer
household. You should also explain how Griet’s relationships with two or three of the
following characters added to her feelings of anxiety: Cornelia, Catharina, Maria
Thins and van Ruijven.

Write your article.

(b) Tobias Hill: The Cryptographer

You belong to a book club which has asked its members to write reports on the
theme of trust in a novel of their choice. You decide to write a report recommending
The Cryptographer, describing the part trust plays in the development of the story
and assessing how important trust is to at least two characters in the novel.

Write your report.

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 4

Question Please write within the grey lines

 CERTIFICATE OF PROFICIENCY IN ENGLISH

Listening D27*/03

SAMPLE TEST 1

Time Approximately 40 minutes (including 5 minutes’ transfer time)

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they are
not already there.
Listen to the instructions for each part of the paper carefully.
Answer all the questions.
While you are listening, write your answers on the question paper.
You will have 5 minutes at the end of the test to copy your answers onto the separate answer
sheet. Use a pencil.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES

There are four parts to the test.
Each question carries one mark.
You will hear each piece twice.
For each part of the test there will be time for you to look through the questions and time for
you to check your answers.

* 500/2429/2
© UCLES 2015 Cambridge English Level 3 Certificate in ESOL International
 1

Part 1

You will hear three different extracts.

For questions 1 – 6, choose the answer (A, B or C) which fits best according to what you hear.
There are two questions for each extract.

Extract One

You hear a man talking about a new project being launched in a group of small Atlantic islands.

1 What is the main objective of the project?

A to raise environmental awareness

B to encourage tourism in the islands
C to follow the movements of tides

2 What is the speaker’s opinion of the new project?

A The idea is over-ambitious.

B The approach is innovative.
C The experiment is unscientific.

Extract Two

You hear part of an interview with an art critic, in which an exhibition featuring the latest work of
photographer Tim Fitzgerald is discussed.

3 What is the art critic’s opinion of Fitzgerald’s latest work?

A It demonstrates his lack of artistic range.

B It compares favourably with his previous work.
C It shows his poor understanding of relationships.

4 The art critic says that Fitzgerald’s pictures in the current show

A are unsuitable for rounding off the exhibition.

B do not manage to engage the visitor’s interest.
C lack artistic originality.
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Extract Three

You hear a woman talking on the radio about her favourite piece of music.

5 How does the speaker say she feels when listening to her favourite piece of music?

A engrossed
B nostalgic
C inspired

6 The speaker believes that critics of her favourite music are wrong to

A doubt the level of its popularity.

B disregard the composer’s skills.
C underrate it for its wide appeal.

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Part 2

You will hear a nutritionist talking about the production and uses of mastic, a spice that is found in the
Mediterranean area.
For questions 7 – 15, complete the sentences with a word or short phrase.
_________________________________________________________________________________

Mastic is collected from a tree which looks like a smaller form of the 7
tree.

Mastic resin will 8 only in the region around the Mediterranean.

Basic tools like 9 are employed to remove impurities from the

mastic.

Crystals of mastic have been referred to as 10 in literature.

The sale of mastic crystals is handled by a 11 to ensure that the

growers get a fair deal.

It is thought that mastic was first used as 12 by ancient peoples.

When mastic is added to 13 it slows down the melting process.

Flavoured drinks are made in 14 which have had mastic burned

under them.

Some people believe that mastic can help in the treatment of health problems, especially some
15 conditions.
 4

Part 3

You will hear a discussion in which two marine biologists, Gina Kelso and Thomas Lundman, talk
about an award-winning television film they made about wildlife in Antarctica.
For questions 16 – 20, choose the answer (A, B, C or D) which fits best according to what you hear.
________________________________________________________________________________

16 Gina’s interest in marine biology dates from

A her earliest recollections of life in Africa.

B one memorable experience in childhood.
C the years she spent studying in England.
D a postgraduate research project she led.

17 The first wildlife TV series they both worked on

A made use of a previously untried format.

B was not filmed in a natural environment.
C was not intended to be taken too seriously.
D required them to do background research.

18 How did Thomas feel when he was asked to produce the programmes about Antarctica?

A disappointed not to be presenting the series

B surprised that people thought he was suitable
C uncertain how well he would get on with the team
D worried about having to spend the winter there

19 When they were in Antarctica, they would have appreciated

A a less demanding work schedule.

B more time to study certain animals.
C a close friend to share their feelings with.
D a chance to share their work with colleagues.

20 What was most impressive about the whales they filmed?

A the unusual sounds the whales made

B the number of whales feeding in a small bay
C how long the whales stayed feeding in one area
D how well the whales co-operated with each other

Turn over►
 Part 4

You will hear five short extracts in which different people are talking about taking a gap year – the time which some young people take off from
their studies to gain other experience.

TASK ONE TASK TWO

For questions 21 – 25, choose from the list (A – H) what each For questions 26 – 30, choose from the list (A – H) which benefit of
speaker did during their gap year. having a gap year each speaker mentions.

You will hear the recording twice. While you listen, you must complete both tasks.

A taught a language A making long-lasting friendships

B travelled widely B overcoming financial problems

Speaker 1 21 Speaker 1 26
C worked in an office C increased independence

5
Speaker 2 22 Speaker 2 27
D did voluntary work D improved linguistic skills

Speaker 3 23 Speaker 3 28
E taught a sport E dealing with disappointment

F worked in a hotel Speaker 4 24 F a renewed sense of adventure Speaker 4 29

G worked as a tour guide Speaker 5 25 G a more mature approach to studying Speaker 5 30

H went on an organised expedition H a chance to consider future plans

 Certificate of Proficiency in English
Speaking Test

Part 1 (2 minutes / 3 minutes for groups of three)

Interlocutor Good morning / afternoon / evening. My name is …….. and this is my

colleague …….. . And your names are …….. ? Could I have your mark sheets,
please?
Thank you.
First of all, we’d like to know something about you.
Where are you from (Candidate A)? And you (Candidate B)?
[address Candidate B] Are you working or studying at the moment?
[address Candidate A] And you?
Select a further question for each candidate:

• You said you’re from (candidate’s home town/area). Is that an interesting

place to live?
• How much free time do you have at the moment?
• How good are you at organising your time?
• What would your dream job be?
• Do you have much opportunity to travel?
• How important is the internet to you?

Candidates ……………………………………………………………………………..

Interlocutor Thank you.

 Certificate of Proficiency in English
Speaking Test

Part 2 (approximately 4 minutes / 1 TV documentary – Working in the food industry

6 minutes for groups of three)

Interlocutor Now, in this part of the test you’re going to do something together. Here are
some pictures of people in different situations.

Place Part 2 booklet, open at Task 1, in front of the candidates.

Select two of the pictures for the candidates to look at*.

First, I’d like you to look at pictures * and * and talk together about how
common these situations are in your country.

You have about a minute for this, so don’t worry if I interrupt you.
(2 minutes for groups of three)
Candidates
ž 1 minute …………………………………………………………………………….…
(2 minutes for groups
of three)
Interlocutor Thank you. Now look at all the pictures.

I’d like you to imagine that a television documentary is being produced on

working in the food industry. These pictures show some of the issues that are
being considered.

Talk together about the different issues related to working in the food industry
that these pictures show. Then decide which issue might stimulate most
interest.

You have about three minutes to talk about this. (4 minutes for groups of three)
Candidates
ž 3 minutes …………………………………………………………………………….…
(4 minutes for groups
of three)
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
 Certificate of Proficiency in English
Speaking Test

Part 3 (approximately 10 minutes) 1 Decisions

Interlocutor Now, in this part of the test you’re each going to talk on your own for about two minutes.
You need to listen while your partner is speaking because you’ll be asked to comment
afterwards.
So (Candidate A), I’m going to give you a card with a question written on it and I’d like you
A to tell us what you think. There are also some ideas on the card for you to use if you
like.
All right? Here is your card.
Place Part 3 booklet, open at Task 1(a), in front of Candidate A.
Please let (Candidate B) see your card. Remember (Candidate A), you have about two
minutes to talk before we join in.
[Allow up to 10 seconds before saying, if necessary: Would you like to begin now?]
Candidate A ……………………………………………………………………………….
ž 2 minutes
Interlocutor Thank you.

Interlocutor Ask one of the following questions to Candidate B:

• Generally speaking, do you think you are a decisive person?

• Who gives the best advice – friends, family or strangers? ….. (Why?)
• Are you a good person to go to for advice? ….. (Why? / Why not?)
Invite Candidate A to join in by selecting
one of the following prompts:
• What do you think?
• Do you agree?
• How about you?

Candidates ……………………………………………………………………………….
ž 1 minute
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.

Task 1(a)

Which is preferable, making your own decisions or asking

others for advice?

• in education
• at work
• at different ages
 1 Decisions (cont.)

Interlocutor Now (Candidate B), it’s your turn to be given a question. Here is your card.
Place Part 3 booklet, open at Task 1(b), in front of Candidate B.
Please let (Candidate A) see your card. Remember (Candidate B), you have about two
B minutes to tell us what you think, and there are some ideas on the card for you to use if
you like. All right?
[Allow up to 10 seconds before saying, if necessary: Would you like to begin now?]
Candidate B ……………………………………………………………………………….
ž 2 minutes
Interlocutor Thank you.

Interlocutor Ask one of the following questions to Candidate A:

• If you had to depend on only one of the media for information, which would you
choose? ….. (Why?)
• To what extent do you believe what you read or hear?
• What kind of decisions need to be made before TV programmes are broadcast to
children?
Invite Candidate B to join in by selecting
one of the following prompts:
• What do you think?
• Do you agree?
• How about you?

Candidates ……………………………………………………………………………….
ž 1 minute
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.

Task 1(b)

How much are people’s decisions influenced by the media?

• spending habits
• current affairs
• entertainment

Interlocutor Now, to finish the test, we’re going to talk about ‘decisions’ in general.
Address a selection of the following questions to both candidates:
• Nowadays, there are so many products to choose from that it’s impossible to
choose. To what extent do you agree?
ž up to 4 minutes
• Who should decide how taxes are spent, government ministers or local people?
….. (Why?)
• Why do jobs that involve taking difficult decisions appeal to some people?
• What difficult decisions do you think scientists will face in the future?
• What is the best way of deciding how a criminal is punished?
• How easy is it to repair a wrong decision?
Interlocutor Thank you. That is the end of the test.
 1

TV documentary – Working in the food industry B

D
C
 Cambridge Certificate of Proficiency in English Listening Test.
SAMPLE TEST.

I am going to give you the instructions for this test.

I shall introduce each part of the test and give you time to look at the questions.
At the start of each piece you will hear this sound:

— ÄÄÄ —

You will hear each piece twice.

Remember, while you are listening, write your answers on the question paper. You will have
five minutes at the end of the test to copy your answers onto the separate answer sheet.

There will now be a pause. Please ask any questions now, because you must not speak
during the test.

PAUSE 5 SECONDS

Now open your question paper and look at Part 1.

PAUSE 5 SECONDS

You will hear three different extracts. For questions 1 – 6, choose the answer (A, B or C)
which fits best according to what you hear. There are two questions for each extract.

Extract One.

PAUSE 15 SECONDS

— ÄÄÄ —

Strolling along a deserted beach, I saw a bottle dusted with sand and found a message
curled inside. An exciting moment! But messages in bottles are not new here. The earliest
dates back to eighteen sixty when ships used them to keep those on land informed of their
progress. None too reliable when your ship is sinking!
But the local museum is launching a project using bottled messages, not just to promote the
whereabouts of the islands and attract tourism. Islanders are being invited to include maps
and information about the islands themselves. Bottles have been collected from local
beaches and are, though not in the traditional sense, being recycled. Primarily and more
ambitiously, the project is set to identify tidal movements. Not by science or satellite
systems, but by hurling these bottles back into the sea!
The hope is that people will reply to these messages through the more traditional postal
system. Islanders will gain pen pals and new visitors, and the final whereabouts of the
bottles will enable scientists to track their paths.
And all this from bottles discarded on a beach!

PAUSE 5 SECONDS

— ÄÄÄ —

REPEAT EXTRACT ONE

PAUSE 2 SECONDS

CPE Listening Tapescript SAMPLE TEST B

 Extract Two.

PAUSE 15 SECONDS

Presenter:
Last year, Tim Fitzgerald exhibited photographs of his family, but in the current exhibition,
which he shares with two other visual artists, he focuses solely on landscapes. What’s your
impression of them?
Critic:
I’m not sure he has what it takes to move beyond his family. Last year’s images of his
nearest and dearest were very moving, weren’t they – there was a wonderful close-up of his
sister’s face, almost like an abstract. But these landscapes… they’re not impressive or
particularly articulate.
Presenter:
I know he invokes the influence of several famous painters. You didn’t find any of that in his
landscapes?
Critic:
No. I think he has produced a couple of strong images, but there’s no sign of them in the
current show and I'm at a loss to know why. It’s a very random choice. And also, four small
photos in a large gallery feel very sparse. You can see it was an attempt to draw you in, but
for me it backfired. You need more impact to raise the curtain on the exhibition – it’s not as if
it’s the last room, it’s the first, and you move on to other artists’ works…

PAUSE 5 SECONDS

— ÄÄÄ —

REPEAT EXTRACT TWO

PAUSE 2 SECONDS

Extract Three.

PAUSE 15 SECONDS

— ÄÄÄ —

One of my own thoughts about this piece is the idea that you’re letting yourself go,
abandoning yourself. For me, that’s certainly what happens to me. When you’re really
immersed in it, you’re no longer self-conscious, you’re absolutely the recipient of the sound.
For me it’s not even as if it conjures up a specific event. At one point, I was playing it all the
time – in supermarket queues, walking into work – having that sound in my ears gave me a
world and a space that was very different. My family got pretty fed up. Certainly my
husband winces at my corny tastes. I don’t know if corny’s the right word, but a colleague
once said to me she would have expected something less banal. I find that rather sad. OK,
so it’s a piece that obviously works for many other people too, but that doesn’t mean to say it
should be denigrated, just because you don’t have to have great sophistication in music to
appreciate it.

PAUSE 5 SECONDS

— ÄÄÄ —

REPEAT EXTRACT THREE

CPE Listening Tapescript SAMPLE TEST B

 PAUSE 2 SECONDS

That is the end of Part 1.

Now turn to Part 2.

PAUSE 5 SECONDS

You will hear a nutritionist talking about the production and uses of mastic, a spice that is
found in the Mediterranean area. For questions 7 – 15, complete the sentences with a word
or short phrase.

You now have forty-five seconds in which to look at Part 2.

PAUSE 45 SECONDS

— ÄÄÄ —

I want to talk to you today about a spice which is not very well known outside its home
territory, and that is mastic. Mastic is a resinous substance which comes from a tree of the
pistachio nut family and it is one of Europe’s oldest spices. In fact, in its heyday it was
considered so precious that armies quite literally fought over the islands where it was grown
so that their masters would have the right to control its cultivation and sale.
Let’s take a look first at how mastic is produced. The mastic tree itself resembles an olive to
the untrained eye but is not quite as large. In a process which is rather similar to the
collection of rubber, growers cut the bark of the tree so that the tree then has to exude a
sticky sap or resin to heal the wound, and this sap is mastic. The sap needs to harden in
order to be of any use and strangely this only happens in the Mediterranean area. Efforts
have been made in the past to transplant and cultivate the tree in other parts of the world, but
so far without success.
The resin is then removed from the tree and, because it’s so precious, people even pick up
the dirt under the tree and ensure that every last tiny bit of mastic is harvested. The growers
try to pick out any grit which might have become embedded in the mastic gum. They just
use simple pins to do this; unusually for nowadays, there are no mechanical aids or gadgets
to speed up the process. Everything is still done in the traditional, labour-intensive way, by
hand. If you examine a small piece of mastic it will look like a white crystal, similar to sea
salt. Poets have even mentioned mastic in their work, alluding to it rather romantically as
‘silver tears’, suggesting again how much it’s valued.
Having harvested and cleaned the crystals, the growers often take the mastic from their
trees, except for a small amount which they keep for their personal use, to a local co-
operative, which contacts various commercial buyers and negotiates a decent price for the
growers.
Now, what is mastic actually used for? In fact, its use can be traced back thousands of
years. Archaeologists have found small lumps of mastic with the imprint of juvenile human
teeth, suggesting that the earliest use of mastic was as a chewing gum for young people,
something which still occurs today.
Nowadays it’s also used as a flavouring in sweet things like biscuits and to great effect in ice
cream. Its value here is that it also provides a stickier texture, which means that it takes
longer to soften, a useful quality in the hot Mediterranean summers. Mastic can also be used
to flavour liquids. For example, in some rural areas, small fires are lit and a few grains of

CPE Listening Tapescript SAMPLE TEST B

 mastic dropped on the hot charcoal. Then pots are inverted on top so the clay picks up the
flavour of the smoke and the mastic. Chilled water is then poured in, and when this is drunk
it tastes very subtly of mastic.
Apart from its culinary uses, some mastic is also sold for other purposes. It can be used in
shampoo, toothpaste and, indeed, for certain stomach ailments. In fact, it’s this area that
mastic producers are now looking towards to provide a wider use for their produce, now that
natural herbs and spices are being investigated to provide the medical products of the future.

PAUSE 10 SECONDS

Now you will hear Part 2 again.

— ÄÄÄ —

REPEAT PART 2

PAUSE 5 SECONDS

That is the end of Part 2.

Now turn to Part 3.

PAUSE 5 SECONDS

You will hear a discussion in which two marine biologists, Gina Kelso and Thomas Lundman,
talk about an award-winning television film they made about wildlife in Antarctica. For
questions 16 – 20, choose the answer (A, B, C or D) which fits best according to what you
hear.

You now have 1 minute in which to look at Part 3.

PAUSE 60 SECONDS

— ÄÄÄ —

Int.:
Today, we’re talking to marine biologists Gina Kelso and Thomas Lundman, who you will
recently have seen in their award-winning TV series about Antarctica. So, Thomas, what’s it
like to suddenly become a household name?
Thomas:
Well, we’re being interviewed for all sorts of publications and programmes since our
television series about the wildlife in Antarctica won a major award. I’m often asked if I’ve
always been interested in marine wildlife, and I find that hard to answer. What about you,
Gina?
Gina:
That’s an easy one for me, Thomas. I grew up on African shores, where my father worked
for an international company. I could swim by the age of four, snorkel at five. I guess I was
destined for marine biology because I’ve always been as happy in the water as on land. I
remember a particular evening when I was about eleven. It was dusk and I was snorkelling,
and I came across hundreds of stingrays entwined together. It was extraordinary; another
world, and that was the moment that decided me. Although I later went to school in the
middle of England, I’d lie awake at night dreaming of the ocean. Fortunately, I got in to
university to do zoology and went on to do research in marine biology.
Thomas:

CPE Listening Tapescript SAMPLE TEST B

And, like me, you’ve been in wildlife filmmaking for how long… about eight years now?
Gina:
Yeah, I knew it was what I wanted to do, but instead of following the normal route of joining a
TV company as a researcher, I was lucky enough to be chosen to take part in that first
wildlife programme we did together. Do you remember?
Thomas:
Yeah, where we made the first ever live broadcast under the sea. The practice run was very
funny. I had to dive into a swimming pool and give a running commentary on some plastic
plants that had been borrowed from a studio to make it look more realistic. Fortunately, the
programme itself was a success and so one thing led to another after that, and we both
moved more into the production side.
Gina:
And it was tough making this latest series in Antarctica, wasn’t it?
Thomas:
Well, the series is introduced by a well-known naturalist, dressed in a thermal anorak with the
hood drawn so tightly that you can only see his nose.
Gina:
And you get an idea of what conditions were like, but he was only the presenter – flown in to
do his bit and flown back out again. We spent eight months there filming with a team of
cameramen and researchers, living on a specially adapted boat.
Thomas:
I didn't think I’d stand a chance of working on the programme, because I imagined they’d be
looking for rugged types and I’m more the quiet academic. So I was quite taken aback when
they asked me. We went for the spring and then returned the following spring, because the
winter would’ve been too cold. Even then, on the Antarctic peninsula it can drop to minus
fifteen degrees.
Gina:
We were involved mostly with the underwater scenes. It’s a lot warmer in the sea, but we
still had to wear extra-thick wetsuits and thermal underwear. The thing about living in that
remote research community was I missed hanging out with my friends.
Thomas:
But the Antarctic’s a place of incredible beauty and even after working sixteen-hour days,
there were still moments of peacefulness.
Gina:
But being with the animals for so long, we got to see things the other scientists hadn't. One
guy’s been studying fur seals for years – knows everything about them – but he’s never seen
them eat. He was thrilled when we were able to tell him about it. And if we’d had his input at
the time, we would have realised the significance of what we’d seen and focused more on it.
Thomas:
Absolutely. And the highlight of the trip was the day we entered a bay carved into huge
glaciers to find around forty humpback whales feeding. It was very quiet, and then we heard
a soft explosion. It was the noise of the whales' blowholes. What they do is dive down, and
as they start to come up again they release air bubbles from their blowholes. Then they
swim round each other, trapping the krill they eat in a curtain of bubbles. So it’s an
extraordinarily effective piece of teamwork that really increases their feeding efficiency. We
filmed them for ten days because we wanted a shot of them as they finished eating. We
waited and waited and then one day they just suddenly stopped.
Int.:
And that’s …

CPE Listening Tapescript SAMPLE TEST B

PAUSE 10 SECONDS

Now you will hear Part 3 again.

— ÄÄÄ —

REPEAT PART 3

PAUSE 5 SECONDS

That is the end of Part 3.

Now turn to Part 4.

PAUSE 5 SECONDS

Part 4 consists of two tasks. You will hear five short extracts in which different people are
talking about taking a gap year – the time which some young people take off from their
studies to gain other experience. Look at Task 1. For questions 21 – 25, choose from the
list (A – H) what each speaker did during their gap year. Now look at Task 2. For questions
26 – 30, choose from the list (A – H) which benefit of having a gap year each speaker
mentions. While you listen you must complete both tasks.

You now have forty-five seconds in which to look at Part 4.

PAUSE 45 SECONDS

— ÄÄÄ —

Speaker One

PAUSE 2 SECONDS

I knew I’d be short of money if I didn’t work before going to university, so I decided not to jet
around the globe, and found a job in the nearest town instead. I had to live in because of
early shifts, and only realised on about day two it meant I couldn’t keep up my tennis –
which was a blow, because I was a very keen player. But I got over it in the end, which just
goes to show nothing’s that important. Anyway, I was having too much fun with the rest of
the staff to fret about it – I wonder if they’re all still there? The worst part of the job was
when guests complained, which they frequently did!

PAUSE 3 SECONDS

Speaker Two

PAUSE 2 SECONDS

Well, I took a gap year because I thought I hadn’t seen enough of the world. I considered
doing an overland trek across the Sahara, or helping out somewhere as a volunteer. Then I
found a remote village in Kenya where they needed my skills – they’re all football-mad there
– and a Nairobi businessman agreed to pay me a living wage. I settled in OK, although I
never got the hang of the language, and that year gave me some serious thinking time. I
realised I didn’t want to complete my course back home, even though I’d already spent
quite a lot of money and time on it. It’s all good experience anyway.

CPE Listening Tapescript SAMPLE TEST B

PAUSE 3 SECONDS

Speaker Three

PAUSE 2 SECONDS

The whole thing was a disaster from start to finish. I’d had a sort of feeling it might turn out
badly. We didn’t have the right training or equipment, and because there was no office
back-up, we couldn’t get news forwarded to our families. And the leader – well, I wonder
how experienced he really was. He couldn’t speak the porters’ language at all. You could
say our pioneering spirit was crushed by the time we got back to base camp! On the other
hand, we did bond as a group, and I see a couple of them regularly and have done ever
since that time. So perhaps it wasn’t all bad.

PAUSE 3 SECONDS

Speaker Four

PAUSE 2 SECONDS

I know some agencies will organise your gap year and sort out, say, working for a charity,
but I’d much rather do what I did – just go off on the spur of the moment and see where you
end up. It was absolutely brilliant, even though it took all the money I’d saved up for it – the
fare and the hotels and eating in restaurants were to blame for that. At least I know I can
cope on my own now and that’s a new thing for me. Sadly, I haven’t managed to keep up
with the people I met in all those different cultures – I’m not surprised though – that’s life.

PAUSE 3 SECONDS

Speaker Five

PAUSE 2 SECONDS

I was told to stick to the script whether it was in French, German or Spanish. People don’t
even ask many questions – it got quite boring after a while, because I felt there wasn’t any
real communication between me and them. And if it’s raining, you get wet just hopping on
and off the coach. I didn’t have high hopes before I started, although it certainly was a good
way of earning some much-needed cash, and there were some nice people at head office,
but in the end I did wonder if I couldn’t have found something a bit more inspiring. How
often do people get a year off in their lifetime?

PAUSE 10 SECONDS

Now you will hear Part 4 again.

— ÄÄÄ —

REPEAT PART 4

PAUSE 5 SECONDS

That is the end of Part 4.

There will now be a pause of five minutes for you to copy your answers onto the separate
answer sheet. Be sure to follow the numbering of all the questions. I shall remind you when
there is one minute left, so that you are sure to finish in time.

CPE Listening Tapescript SAMPLE TEST B

PAUSE 4 MINUTES

You have one more minute left.

PAUSE 1 MINUTE

That is the end of the test. Please stop now. Your supervisor will now collect all the question
papers and answer sheets.

CPE Listening Tapescript SAMPLE TEST B

Answer keys

Part 1 Part 3

1 B 17 alertness

2 C 18 executives

3 A 19 maximise / maximize

4 C 20 disorientation

5 B 21 comparatively

6 B 22 designated

7 A 23 accompany

8 C 24 desperation

Part 2 Part 4

9 why 25 no (way / chance of) telling | how long

this/the job/work

10 After 26 is | (very) little demand for

OR is not/isn't | a lot of/much (of a)
demand for
11 between 27 impressed to see/by/with/at | (just) how
skilled/skilful/skillful a

12 time 28 resignation / resigning / decision to

resign came | as a (total/complete)
surprise / shock to
13 on 29 was no / was not any vegetation |
whatsoever in
OR was nothing | whatsoever growing in

14 more 30 the height of | his success

15 as

16 place
Part 5 Part 6 Part 7

31 C 37 D 44 D

32 C 38 H 45 E

33 D 39 F 46 C

34 B 40 B 47 B

35 A 41 A 48 A

36 C 42 E 49 E

43 G 50 B

51 D

52 A

53 C
 Paper 4: Listening Test
SAMPLE TEST

Part 1

1 C 2 B 3 A 4 B 5 A 6 C

Part 2

7 olive

8 harden

9 (simple) pins

10 (silver) tears

11 (local) co-operative OR
(local) cooperative OR
(local) co-op

12 (a) chewing gum

13 ice(-)cream

14 (clay) pots

15 stomach

Part 3

16 B 17 A 18 B 19 D 20 D

Part 4

21 F 22 E 23 H 24 B 25 G

26 E 27 H 28 A 29 C 30 B

In Part 2, bracketed words do not have to appear in the answer.