NATIONAL GEOGRAPHIC faa Eves Charles OSBOURNE Tan, Helen aie ee 1a BSTQuickstart A quick guide to Exam Essentials Practice Tests, B2 First * To get an overview of each paper in the 82 First exam, look at pages 4 and 5, Keep referting to the Exam overview as you do the tests in this book ‘To familiarise yourself with the B2 First exam, start by doing the guided tests, tand2. ++ Always read the Essential tips while doing the exam tasks in Tests 1 and 2. ‘These will help you develop useful techniques for each task, and give you hints about specific questions. For Paper 2, Writing, go to the Writing bank on page 183. Read the Writing tips carefully and try to learn and use any Useful phrases that are new to you. Use the model answers to help you. For Paper 4, Speaking, go to page 159 for the extra speaking materials; read the Language banks for madel responses to help you, * When you have completed Test 3, go to the new website to watch the ‘model Speaking interview and do the printable Worksheet. You will also find the audio recordings for the Listening paper on the website, See further information on the website at the back of the book. ‘+ To.get more exam practice in real exam conditions, do Tests 3 to &; try to ‘complete each paper within the time allowed, ‘+ Make sure to practise recording your answers as in the actual exam: copy land use the sample Answer sheets on page 156. * Ifyou need help with new words or phrases that you find in the reading texts, look at the Glossary at the end of each test.WITH KEY EXAM ESSENTIALS PRACTICE TESTS B2 FIRST Charles OSBOURNE with new material by Helen Chilton and Helen Tiliouine NATIONAL GEOGRAPHIC LEARNING Asta» Brazl » Mexico Srgapore - Unite ates nigl.cengage.comyé PASSWORD ExaNATIONAL GEOGRAPHIC LEARNING National Geographic Learning, (© 2021 Cengage Learning, ne Cengage Company [ALL RIGHTS RESERVED. No part of this work covered by the copyright heroin may be reproduced or distributed in any form or by any means, except as permitted by US. copyrigt law, without the prior written permission of the Exam Essentials Practice Tests 1 serena First (with key) Charles Osbourne with some new material | “National Geographic, "National Geographic Society’ and the Yellow Border Dpalerckfccesediiace riccie Designate registered tracemarks of the National Geographic Society ied by aige es nancies 18 Marcas Registradas Publisher: Rachael Gibbon Edtorial Manager: Clalre Merchont For permission to use material rom this text or product, iHansofsrmengic Roietng et ‘submit all requests online at eangage.com/permissions ‘Gaslcite HE Further permissions questions can be emalied to Head of Production and Design: Celia Jones L aseoaaatoakalictctstie Senior Content Project Manager: Philipa Davidson Blake Student Elion: ‘Manufacturing Manager: Eyvett Davis, ISBN: 976-1-4757-7686-9 Cover: Jonathan Bargus Compositor: Jonathan Bargus ‘National Geographic Learning Cheriton House, Nerth Way ‘Andover, Hampshire, SPIO 5BE Unites Kingelom Locate yourlocalcie at internationalcengage.com/region \Visit National Geographic Learning online at ELTNGL.com Visit our corporate website at www.cengage.com Photos ‘The publisher woul ke to thank he following sources for permission to reproduce the copyright procected photographs: Page's3t@ Poul avvngron/Shutterstck 1596 WaidteufelFotalis 160t6 A Lesi/Shatterstock 160 BD Halfpoinshutersteck,162¢ DPressmastar! 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Text ‘The pubsshers woul kev tank she following for permission to use copyright materia Page 12: Adopted fom resting with demons by Simon Hattenstone, The Guardar, 2 July 2003, Copyighe Guardian News & Madia Ltd 2003, Page S2e Adopted ron ‘low came to envy the county mice by Diana Ati, Te Guodion, 1? December 2003, Copyright Guardian News & Meda ta 2003, age 34: Adapted fram he Common Han by Carl Zimmer, htp/ngin natonageographiccor/2012/0/hands/zimmer-cext. Page 52: Adapted trom in Search of an Old Romantic by ohn Walch Fst appeared in Te ngependert © 2004, Copyright The Independent reproduced with permission. Page 10: Adopted trom Travs Frenenty Nose’ by Dasann Metane, ep /rael rationa|geogyophc comytraveitraveler«magazine/ea-ravel/nise. Page ‘72: adapted from Mountains in te Sea By Gregory S. Stone, Mpg ttonageok' epic coMm/2012/09/seamourts/sonedext. Page 8: Adapted from Photo Resear by jm Renarason,rtp/anotegraphyalonalfoprephle omy photographyphcto-ps/pheto-researchichareson’epepe™2 Page fe: Adopted from Miracle Above Manta’ by Paul Goldberger, hep/ngm.natcralgeegraphic.com/2011/04ny-high line/goldbergertext. On lin Extra Test 2 Page 23 Adapted from Barrington Invng, fam tkip:/w-nationalgegrephic convexploresibiow arrngton-rang!, copyright © "National Geographic, -thougheveryeffothasbeenmadtacentactcopyrighthaldersbelorepubiaton chishasnetalaysbeenpossibe ote, thepublisherwitundetake torectyanyetrarsaramissioneattheearles opportunity NotethatthesampleanswersheetsinthePractcetestsarenattheupdaiedofiialanswersheets provides by Comrdge a= there were not avaiable atthe time of puleaten Printed in Greece by Bakis SA Print Number: 01 Print Year: 2020Contents i Section Page Exam overview D> 4 Introduction b> 6 Test 1 with guidance b> : 8 Test 2 with guidance >> 28 Test 3 >> 48 Test 4 >> 66 Test 5 > 84 Test 6 >» 102 Test 7 >> 156 Test 8 br 174 Sample answer sheets >> 156 Materials for Paper 4 >» 159 Writing bank >> 183 Audio scripts b> 192 Answer key >> 211 Introduction to Website >» Inside back coverB2 First Paper 1: READING AND USE OF ENGLISH (1 hour 15 minutes) ‘Number of Part Task type and focus Paice! |" 16 Task format 1 | Multiple-choice cloze & | Amuttiplo-choice clozo text with eight gaps, Task focus: vocabulary followed by eight four-option questions. 2 [Open cloze & | Amodified cloze text with eight gaps which you Task focus: grammar end some must fill with the appropriate word, vocabulary 3. | Word formation & | Atext with eight gaps. You are asked to complete Task focus: vocabulary the text by making an appropriate word from the word prompt you are given for each gap. 4 | Key word transformations 6 _| This task consists of six discrete key word Task focus: grammar and vocabulary transformations. You are asked to complete & sentence which means the same as the given sentence using the key word. 5 | Multiple choice 6 | You answer six four-option multiple-choice Task focus: reading for detailed questions on a text. understanding of a text, gist, opinion, attitude, tone, purpose, main idea, meaning from context, implication, text organisation features 6 6 ix sentences have been removed and placed in 1g to understand how a jumbled order after a text. You decide from where text is structured in the text the sentences have been removed. 7 | Muttiple matching 70 | You match ten questions with different texts or Task focus: reading for specific different sections of a text. information in a text, detail, opinion, attitude Paper 2: WRITING (1 hour 20 minutes) Part Task type and focus Number of questions Task format 1 | Question 1 Part is compulsory. | You must write an essay based on Essay 140-190 words given title and accompanying ideas, including one of your own. 2. | (B2 FIRST candidates) Questions 2-4 may include an article, an emailfa letter, a report, a review. You choose one task from a choice of three. 140-190 words. You must carry out a writing task, using the appropriate style and format. 2 | (B2 FIRST FOR SCHOOLS candidates) Questions 2-4 may include an article, an emailfa letter, a review, a story. Question 5 is based on the set books. lt may be an essay. You choose one task from a choice of four. 140-190 words ‘You must carry out a writing task, using the appropriate style and format. 82 First Tests Exam overviewPaper 3: LISTENING (40 minutes approximately) Part Task type and focus Number of questions Task format 1 | Multiple choice 8 A series of short unrelated extracts of Task focus: understanding gist, detail, + | approximately 30 seconds each, from function, purpose, feeling, attitude, ‘monologues or exchanges between opinion, genre, agreement, etc. interacting speakers. There is one three- option question for each extract. 2 | Sentence completion 10 'A monologue of 3-4 minutes. The task Task focus: detail, specific information, consists of ten gapped sentences. stated opinion f 3. | Multiple matching 5 ‘A series of shor related extracts, of Task focus: understanding gist, detail, ‘approximately 30 seconds each, from function, purpose, feeling, attitude, monologues. The five questions require opinion, genre, agreement, etc selection of the correct option from a list of eight, 4 | Multiple choice 7 ‘A text between two speakers of 3-4 Task focus: understanding attitude minutes. There are seven three-option and opinion, main idea, specific | questions. information and gist Paper 4: SPEAKING (14 minutes approximately) Part Task format Input Funetions 1 The interlocutor asks each __| Verbal questions You must be able to Interview | candidate to say a litle about * give personal information. 2mins __ | themselves. + talk about present circumstances / past experiences, i ‘talk about future plans. 2 Each candidate talks about | Visual stimuli, with You must be able to Hl Individual | a pair of photographs for verbal and written + give information. Jong turn | 1 minute, followed by a instructions + express your opinions. 4mins | 30-second response from the + relate photos to yourself and your ‘second candidate ‘own experience. 3 The interlocutor asks ‘Awritten question with [You must be able to Two-way | candidates to carry out a tesk | written stimuli + exchange information and opinions. collaborative | based on written prompts. _| verbal instruct + express and justify opinions. task + agree, disagree or pertly agree. + suggest and speculate. The interlocutor asks Verbal prompts You must be able to candidates general opinion + exchange information and opinions. questions related to the topic + express and justify opinions. covered in Part 3. + agree, disagree or partly agree. 2 First Tests Exam overview 5.Exam Essentials Practice Testsis a new series of materials published by National Geographic Learning for students preparing for the following major EFLIESL examinations: B2 First, C1 Advanced, and IELTS (International English Language Testing System). The series is characterised by the close attention each component pays to developing a detailed knowledge of the skills and strategies needed for ‘success in each paper or part of the exams. 82 First Practice Tests helps learners become aware of the exam requirements for B2 First, offers details about the format and language in the exam, and helps learners develop exam skills necessary for success. The book also offers extensive practice in all parts of the exam, using the actual test format. Taking the exam 82 First is one of a sories of five Cambridge English ‘exams corresponding to different levels of the Common European Framework of Reference for Languages (CEFR): #2 Key, CEFR Level A2 #B1 Preliminary, CEFR Level B1 + B2 First, CEFR Level B2 * C1 Advanced, CEFR Level C1 * C2 Proficiency, CEFR Level C2 2 First is widely recognised in commerce and industry, and by universities and similar educational institutions, as proof that the holder of this qualification can do office work or take a course of study in English. ‘The exam can be taken on many dates during a year, and can be taken on paper or on @ computer. It consists of four Papers: Paper 1, Reading and Use of English (1 hour 15 minutes) Seven parts: four Use of English tasks including cloze tests, word formation and key word transformations focusing on vocabulary and grammar, followed by three reading comprehension tasks. The reading tasks consist of a long text followed by multiple-choice questions, a gapped text with whole sentences removed and a multiple-matching task. The focus in the reading tasks is on understanding gist, main points, detail, attitude, implication, purpose, opinion and text structure as well as deducing the meaning of words and phrases from context. Paper 2, Writing (1 hour 20 minutes) Two parts, each requiring you to produce a piece of writing. In Part 1, candidates of both B2 First and B2 First for Schools have to write a compulsory essay. 52 First Tests introduction In Part 2, 82 First candidates choose one task from a choice of three questions. These may be an informal letter or email, a formal letter or email, an article, a report, or a review written for a givon purpose and target reader. In Part 2, 82 First for Schools candidates choose one task from a choice of four questions. These may be an informal letter or email, an article, a review, 2 story, or a question on a set text written for a given purpose and target reader. Paper 3, Listening (40 minutes approximately) Four parts with recorded texts and comprehension questions. Tasks include multiple choice, sentence completion and multiple matching. The focus is on understanding gist meaning, main points or specific information, detail, purpose, function, feeling, attitude, opinion, genre and agreement. Paper 4, Speaking (14 minutes approximately) Four parts, involving two candidates and two examiners {one examiner asks the questions and the other listens). ‘The Speaking Paper focuses on the candidates’ ability to use general interactional and social language, organise @ larger unit of discourse (comparing, describing, expressing opinions), sustain an interaction, exchange ideas, express and justify opinions, ete, Preparing for the exam In preparing for the four papers, the following points should be taken into account: Reading and Use of English: To prepare for the Use of English (Parts 1, 2, 3 and 4), as well as getting general practice in grammar and vocabulary, you should practise the precise skills necessary for the tasks here: how to use a word or phrase in context, how words with similar meanings are used in different collocations, accuracy with ‘common structures, phrasal verbs and lexical phrases, and the different methods of word formation, To prepare for the Reading (Parts 5, 6 and 7) you need to be familiar with a range of reading materials, such asnewspaper articles, advertisements, brochures, guides, manuals and correspondence, 2s well as with different approaches to reading. Its important to be aware that different strategies can be used for different parts of the Reading Paper. For example, reading to find specific information is the best strategy in Part 7, where candidates have to find out where 2 certain piece of information is located. Writing: You must be able to write an essay for Part 1 and {an article, emailia letter, essay, report, review, or story for Part 2 (see above for the difference between the content of 82 First and 82 First for Schools), so practice of thesetypes of writing is essential. You should practise covering all the points provided in the input and your writing must display organisation and coherence, clear layout, appropriate register, control and accuracy of language. Listening: Practice with pre-listening tasks (focusing on developing an expectation of what might be said) is essential hore, as is thorough familiarity with a wide variety of spoken English in terms of discourse types and genres. Listening for different purposes should also be practised: to get the gist or to find specific information, Speaking: You need practice in using spoken English effectively, which includes mastery of conversational skills (such as turn taking and the appropriate way to participate in a discussion), providing full but natural answers to questions, requesting clarification and speaking clearly and audibly at all times. Further information can be obtained from the following website: www.cambridgeenglish.org. Practice Tests: contents B2 First in the Exam Essentials Practice Tests series prepares candidates for the B2 First examination by providing eight full practice tests, accurately following the latest exam specifications. There are two guided tests at the beginning, which feature essential tips to practise exam strategy. These essential tips offer guidance and general strategies for approaching each task. Other tips offer advice relevant to specific questions in the guided tests. These two comprehensive guided tests will help students prepare for each paper in the ways described in the previous section, while the following six tests (without guidance) will offer students thorough practice up to and beyond the level of the exem. ‘The website accompanying the book includes the audio materials for Paper 3 (Listening), which have been recorded so as to accurately reflect the audio element of the actual exam. (Please see the Website Introduction for more information about the content of this component.) ‘A writing bank includes sample answers for the tasks in Paper 2 (Writing), writing tips in the form of notes, and useful phrases and expressions for the different task types. Varied visual materials for Paper 4 (Speaking) have also been included, while a language bank supplies useful phrases and expressions for use in the Speaking Paper when discussing the visual and written stimuli, There is also a glossary at the end of each test, explaining vocabulary from Paper 1 that is likely to be unfamiliar to students. Clear and straightforward design simplifies use of the book. Exam overview tables ensure that key information is readily accessible, while a specially designed menu makes it easy to navigate through the different papers and parts of each practice test. You willfind sample exam answersheets on pages 156-158 which you can photocopy and use to note down your answers. These will give you practice in using the answer sheets provided in the real exam. For more practice, there is also an additional book of tests for this exam: Exam Essentials Practice Tests 2, B2 First. Practice Tests: principles In writing this book, three guiding principles have been observed Firstly, that it should be useful for teachers, and for students whether sitting the B2 First exam for the first time, or re-sitting the exam, and whether working alone or in a class. Students approaching the exam for the first time would be best advised to work through the book linearly, developing their skills and confidence; those re-sitfing the exam can consult the overview tables to concentrate on particular areas for targeted revision. The without key edition can be used by students working in a class, while the with key edition provides a detailed answer key end all the audio scripts, ensuring that students working alone can benefit from active support while attempting these tests. ‘The second principle is that the questions should accurately reflect the whole range of questions found in the B2 First exam. Thus, students obtain guidance concerning the general content and the best way of approaching the tasks from the questions themselves. Seeing the questions in this light ~ as instructions to the candidate from the examiner, rather than intimidating challenges - also helps students feel less daunted by the whole experience of sitting a major exam like this. ‘The third principle is that the texts used in the practice tests should not only be fully representative of those used in the exam but also varied and interesting. Everyone finds it easier to learn a skill if the subject matter is relevant to his or her lifestyle and interests. In choosing, editing and creating the texts here, we have done our utmost to ensure that the experience of working with this book is as stimulating and rewarding as possible. 52 First Tests IntroductionSees een PAPER 2 Writing PAPER 3 Listening PAPER 4 Speaking Essential tips esd the title and the whole text to got the general meaning, > Some of the questions will ask you to choose a word from a set of words with similar meanings. > The word you need may be part of a collocation, an idiom, an expression or a fixed phrase. You may need 2 Particle, which is part of ‘a phrasal verb, or @ linker. > Ifyou are not sure which of the options fits best, say the sentence to yourself and use the one that sounds best. > When you have finished, read the text again to make sure it ‘makes sense, Question 3: The gepped word Is part ofa fixed phrase. Which verb best completes the phrase. when it... 10? Question 6: Sisters, brothers, (grandparents are ail . of your family Question 8: The gapped word is part of @ fixed expression. Which ‘verb best completes the phrase .. the best for somebody? For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0) Mark your answers on the separate answer sheet Example: 0 A ides B view © thought D- decision i Fer ere Working parents Reliable studies have shown that children of parents who both go out to work have no more problems than children with one parent staying at home. My personal (0) ....... is that both parents should go out to work if they wish. Some parents invest so much in a career that they cannot (1) .. Others have to work because of economic (2) There are several options when It (3)... to choosing childcare ~ from child minders to the kind neighbour (4) ....... the street. No (6) ....... how good the childcare may be, some children protest if their parents aren't around, Babies become dependent on parents and close family (6)... » 80 parents should make sure they allow (7) ...... time to help their child settle in with their new carer, Remember: if parents want to (8)... the best for their children, i's not the quantity of time they spend with them, its the quality that matters. 1A bear B decide © hope D expect, 2 A reason B duty © necessity D task 3 A refers B concerns © turns D comes 4 Rot B opposite © across D next to 5 A way B matter © surprise D exception 6 A people B adults © members D grown-ups 7 A little B no € lots D plenty of 8 A make B give have D do 8 82 First Test1>» PAPER 1 Reading and Use of English >> Part 1Peers Pea PAPER 2 Writing PAPER 3 Listenin: PAPER 4 Speaking For questions 9-16, read the text below and think of the word which best fits each ‘gap. Uso only one word in each gap. There is an example at the beginning (0). your answers IN CAPITAL LETTERS on the separate answer sheet. BlEJEIN OU Daniela: Skateboard champion We always (0) ...... an outdoors kind of girl, and (9) ...... a kid, 'd get up to all sorts of stuff with my friends - climbing trees and messing about in the woods. As we got older, my friends started doing other things (10) ‘music, but | still loved . shopping and listening to 9 outside and needed a new challenge. (11) .....4 was my brother who first got me (12) ...... skateboarding. I'd seen him practising on his board hour after hour, and to (13) ...... honest, | used to think it was uncool. But when he showed me some amazing tricks he could do one day, | had to give ita go. ''ve got a competitive streak, so | watched loads of sketeboarding clips online and got ‘out on my board whenever | could ~ even (14) ...... it was dark - in order to compete (15) ..... my brother, It obviously paid (16) ...... because | beat him in a competition last month! Essential tips Road the whole text to get the general meaning > Decide what kind of word is needed (verb, pronoun, article, determiner, quantifier, etc.) > Remember you can only use one word in each gap. > You cannot use contracted forms (I've, he's, they're, musin’, eto.) to film the gaps. > Say the phrase or sentence to yourself and see which word sounds right in each gap. > Read the text when you have finished and check that it makes sense. ‘Question 10: Look at the context. The missing word means for example’, or ‘such as. ‘Question 12: This gop ie part of @ phrasal verb that means “to become interested in’ an activity ‘Question 13: The missing word holps to completo & common expression. Which verb and form of the verb is needed? 82 First Test 1 >> PAPER 1 Reading and Use of English +> Part 2aes (eseasae ica) PAPER 2 Writing PAPER 3 Listening parts PAPER 4 Speaking | Part 6 Part 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 tho gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Essential tips Road the whole text to get the general meaning. > Decide what type of word (noun, adjective, verb, ete) you need for each gap. > Look at the context carafully. ‘The word may be negative or positive > You may need to add 2 prafix cr suffix to the prompt word. > Ifthe word is @ noun, check if you need the singular or plural form. > You may need to make two changes to the word (add a prefix and @ suffix, add two suffixes, etc) > Check the speling of each ‘word earatully Question 21: In this gap you ere looking for a noun. Read the rest lof the sentence. Should the noun be singular or plural? ‘Question 22: This word describes the noun (site) soit must be an adjective. How can you form an adjective from idea? Question 23: inthis gap you are looking for an adverb. How many changes do you need to make Jn order to form an adverb from surprise? Example: | 0 |(0[B]SJE[RIVIA]T| ! JON] I The London Eye The London Eye, the giant (0) ....... wheel, is one of the most OBSERVE popular attractions in London. The wheel ig one of the tallest of its kind, at a (17) .... Of 185 metres. 1,700 tons of steel were HIGH used for its (18) ........ People make special journeys to see the CONSTRUCT (19) ..... wheel. Fifteen thousand visitors can ride on the EXCITE Eye every day. ‘Tho architects, Julia Barfield and her husband David Marks, won the competition to design a Millennium landmark. Their design was the most (20) ...... ofall the projects and the first IMAGINE (21) «sa. of the wheel were made on their kitchen table in 1993. DRAW Julia found the (22) ....... site by drawing a circle round London IDEA land finding its centre. Not (28) ......., it took about three years to get the wheel built. ‘SURPRISE In (24) .....0 Of their work, the couple were awarded the MBE, RECOGNISE ‘a special honour that is given in the UK to someone who has achieved something special. i 82 First Test 1 >» PAPER 1 Reading and Use of English >> Part 5PAPER 1 Reading and > goer Pee >. | PAPER 2 riting For questions 25-30, complete the second sentence so that it has @ similar meaning to the first sentence, using the word given. Do not change the word given. You must | [arta | use between two and five words, including the word given. Here is an example (0). PAPER 3 Listening PAPER 4 Speaking Essential tips > You must use between two and five words in the gap. Contractions (didn’t, we're, it's. ete) count as two words, > Check that you have used all the information from the | first sertenca, and that you haven't added any mors information. > Mako sure you don't change ‘the word given in any way. > Decide what structure you need to use (passive voice, Indirect speech, etc) by looking at what comes before and after the gap. > Remember to check your spelling carefully Question 28: What verb is used ‘with better to mean ‘should’? Aor it do we use the infinitive ‘with or without £0? Must this be positive or negative? Question 23: Here you need to uso the passive. Your prompt ‘word is been. What tense do you need? ‘Question 30: Uniass means ‘if not’, 80 what change do you rneod to make to one of the verbs in this conditional sentence? Exampl _ © File very happy when | go on holiday. FORWARD Vm ‘on holiday. ‘The gap can be filled by the words ‘looking forward to going’ so you write: Example:[0 JLOOKING FORWARD TO GONG] Write only the missing words IN CAPITAL LETTERS on the separate answer sheet. 25 Richard asked me how much | had paid for the theatre tickets. cost Richard wanted to... ‘the theatre tickets. 26 It wasn't a good idea for you to delete that file. ‘SHOULD that You 27 Tho ferry couldn't sail bocauso the woathor was bad. DUE The ferry couldn't sail ...... ce weather. 28 The teacher told us not to be late on Friday. BETTER “You .. lato on Friday; the teacher said. 29 There are Spanish and French translations of the book. BEEN The book .. into Spanish and French 30 She will only phone if she gets lost. UNLESS: She will lost. 52 First Test >> PAPER1 Reading and Use of English >» Parca 14PAPER 2 Writing PAPER 3 Listening PAPER 4 Speaking 12 Bae eS RESORPISIN parc 2| You are going to read an article about a wrestler who became an author. 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. The wrestler who became an author Pete Watson looks like the biggest, sweetest teddy bear you ever saw. It is only when he opens his mouth that you notice the missing front teeth. Watson is a three-time world champion wrestler turned author. He was adored by fans because he was different: while other wrestlers were supreme athletes, he was just a hulk who knew how to take a hit. You could throw as many chairs as you liked at Pete Watson, you could smack him repeatedly, but he wouldn't go down, After two autobiographies and a series of children’s stories, he has just written a brilliant first novel, ‘2 work of immense power and subtlety, likely to gain a wide readership. At its simplest, itis about a boy and his dad getting together after a lifetime apart, though there is far more to it than that. Was he inspired by anyone he knew? The father, he says, is based on guys he met on the road - wrestlers, friends of his, who appeared to be leading exciting lives, but deep down were pretty miserable. Watson does not come from traditional wrestling stock. He grew up in Long Island, New York. His father was an athletics director with a PhD, his mother a physical education teacher with two master’s degrees - one in literature, the other in Russian history. He was a big boy, bullied for his size. One day his neighbour had a go at him, and for the first time Watson realised he could use his weight and size instead of feeling awkward about it. It was @ turning point. At college, he did a degree in communication studies. Meanwhile, he was learning the ropes of professional wrestling. Did his parents try to dissuade him? ‘No. They were just really insistent that | finished college. | am pretty sure they thought Id get hurt and quit wrestling’ But he didn’t. He looks in remarkably good condition for someone who spent 20 years in the ring. His skin is ‘smooth and firm; there are few visible scars. ‘I's amazing what retirement can do for you. | looked really rough five years ago, and now I think | look a good deal younger; he says. People are surprised by the softness of his handshake. ‘Yeah, that’s the wrestler’s handshake, he says. Do you have to be a good actor to be a good wrestler? ‘I used to really resent the acting label, but it is acting. When it’s really good, when you're feeling it and letting that real emotion fiy, it comes closer to being real’ What did his children think when they saw him getting hurt? ‘Well, they used to think | never got hurt because that’s what | told them. When they got old enough to realise | did, they stopped enjoying it. That was, in part, what led to my decision to get out. Nowadays, his time is dedicated to family and books - his next novel is about boy wrestlers living on the same block, and he is also writing more children’s stories. He does not think this life is so different from wrestling. ‘Wrestling is all about characters; he says. ‘So when my fans hear I've written a novel, | don’t get the sense that they feel I've abandoned them: £2 First Test 1 >> PAPER1 Reading and Use of English >> Part 5Essential tips > Road the text first to get the ‘gonoral meaning. Don't worry about individual words that you don’t know. > The questions follow the ‘samo order as the relevent information in the text. > Underline the key words in ‘each question and in the four options. > Look inthe text for information that supports one ‘of these options, but don’t ‘expect to find exactly the seme words, Question 21: Look at option A. Ieonsists of two parts: he frequently lost and he was not ‘aggrascive. If an option consists (of two parts iti correct only If both parts are correct. For ‘example, itis true that Pete was not aggressive, but as he didn’t frequently lose, option Ais not correct. Question 23: This is a question ‘about vocabulary. Ifyou don't know the meaning of tho words (in this case stock, you can {answer the question by looking at the context, The sentences after raditional wrestling Stok are about his parents’ professions. What isthe correct, option? Question 34: An option is correct only if you can find cloar support for itin the text. For instance, option C claims that Peto's parents wanted him to stop wrestling. Can you find support for that in the text? For which ‘of the four options can you find support in the taxt? | | 31 32 33. What impression do we gat of Pete Watson's skills as a wrestler? A. He frequently lost because he was not very aggrossive. B_ He was too gentle and friendly to be a good wrestler. © He was injured a lot because he didn’t fight back. D_ His spociality was letting his opponent hit him. It is suggested that Watson's first novel Is based on his own autobiography. will be popular with those who liked his autobiographies. will not only appeal to his fans. is not much more than @ simple story. voor What does ‘traditional wrestling stock’ in line 11 refer to? Watsor’s childhood \Wetsor’s family background Watson's educational background Watson's background in athletics vom> ‘What did Watson's parents feel about his interest in wrestling? ‘Thoy were afraid he would get hurt ‘They insisted that he should have proper training at college. ‘They wanted him to give up wrestling. They thought he would abandon the sport quite soon, vom> How does Watson regard the idea that wrestling is like acting? A. He resents the suggestion. B_ He thinks wrestlers aren't good actors. © He has come to accept it. D_ He doesn’t think wrestling can compare to acting. Watson's present life is not so different from his past profession because his work is still connected with characters. he is writing about wrestling, his previous profession. his family are still more important than anything oso. his fans still follow his career with interest. vow> For the Glossary see page 27 82 First Test 1 >> PAPER1 Reading and Use of English >> Parts 13Po Coreen teed PAPER 2 writing PAPER 3 Listening need to use. PAPER 4 Speaking What can we do to stop the rise of superbugs? The basic principle of evolution is that all orgnisms change over time. But some change more quickly than others. One such organism is bacteria. And since the rise of antibiotics, bacteria have evolved at an alarming rato. [37] _]. The trouble, however, is that some of tho stronger bacteria survive and are then able to reproduce. This results in doctors prescribing more powerful antibiotics to fight bacterial infections, and that eventually leads to the development of superbugs. Superbugs are essentially drug-resistant bacteria. 38 |__|. Butthere are waysto preventthem infecting humans. Before we look at some of these, let's ‘examine the reasons why superbugs are on the increase. There are many factors that contribute to the rise of superbugs and one of the main ones is unnecessary antibiotic use. Patients are often prescribed antibiotics for conditions that would otherwise have cleared up on their own. [39 Another factor is that many patients often do not finish @ course of antibiotics that they have been prescribed, which means that the bacteria can return stronger than before. Another factor that has contributed to the rise of superbugs has been the giving of antibiotics to livestock, In Europe, many countries have tried to limit or even You are going to read an article about superbugs, which are drug-resistant bacteria. Six sentences have been removed from the article. Choose from the sentences A-G the one which fits each gap (37-42). There is one extra sentence which you do not Mark your answers on the separate answer sheet. ban the use of antibiotics on animals for this reason, but this is not the case in the USA. Antibiotics are used mainly to stop the spread of infection, especially as most of the animals live in very crowded conditions. 40] _|. This is problematic because it kills off the beneficial bacteria that live in animals and allows drug- resistant strains of bacteria to increase. The use of antibiotics for the past 70 years in both the animal and human populations, and the increase in drug-resistant bacteria, has led to the search for more powerful medicines. [i] |. Drug discoveries, however, had basically stopped by the 2000s and that created a global panic regarding the future of infection treatment. What can be done, then, to prevent the rise of superbugs? Some new types of antibiotics have been discovered recently in the human nose, for example. Unfortunately, it will take a number of years for useful drugs to be developed from this. As individuals, we can make a difference too. Scientists say that washing our hands on a regular basis can stop us getting ill the first place. Patients also have to understand that antibiotics are not always the best treatment. Z]_|. if people and companies do this, perhaps we can stop superbugs and make the world a safer place for future generations. 14 G2 First Test1 >» PAPER 1 Reading and Use of English >> Part 6A And experts believe that by 2050 they could E Some farmers, however, use antibiotics because Kill up to ten million people a year all over the it helps their animals gain weight more quickly. world F McDonald's, for example, has decided to stop B_ However, their use is still very controversial using chicken treated with antibiotics altogether. Initially, scientists found new types of drugs to. G_ They are also given antibiotics for viral fight the drug-resistant bacteria that frequently infections, but antibiotics can’t cure a viral appeared. infection. D_ When someone takes antibiotics to fight off a bacterial infection, the goal is to kill the bacteria that caused the infection in the first place. Essential tips f > Look at the text to see what its about. Even without the missing sentences, you can understand the general meaning, > Read the text before and after each gap. Try to guess what the missing information Is. > Go through the gapped sentences. Try to find link between the text and the gapped sentences, > The text and the gapped sentence will be on the same topic. > Ro-read the whola text to make sure It makes sense, Question 37: The sentence after the gap uses the word ‘however’ This means that this sentence contrasts with the gapped sentence. Which sentence option expresses an idea ‘hat contrasts with the sentence after the gap? Question 39: The first sentence of this paragraph Is the topic sentence, which tells you ‘what the paragraph is about. Which sentence option is connected to the subject of this paragraph? Question 42: The sentence after the gap says ' people end companies do this Do what? Wich sentence option deseribas an action that helps ta salva the problem with antipiotios? For the Glossary see page 27 82 First Test1 >> PAPER1 Reading and Use of English>> Parts 15)Dear eS ees PAPER? Writing PAPERS Ustening PAPER 4 Speaking > Skim through the whole text to get a general idea. > Read the questions and underline the key words. Make sure you understand the exact ‘meaning of each question. > Look quickly through the text for information about the key words in each question. Remember that the key words might not be in the text at el, but there will be other words ‘or expressions with that meaning. > Ifyou find a text where the key words are mentioned, look through the other texts as well ‘to make sure you have got the ‘orrect answer. ‘Question 43: This person thinks their parent’s job Is boring. What Is the key word and what aro ‘synonyms for i? ‘Question 48: If someone comes from a fong line of people in a Certain profession, who oleo was in that profession? ‘Question 52: There are different ‘ways to sey that something is rewarding. In which text can you find reference to this? You are going to read @ magazine article in which four young people talk about how their paronts’ careers have influenced them. For questions 43-52, choose from the people (A-D).The people may be chosen more than once. Mark your answers on the separate answer sheet Which person thinks his or her patent's job is boring? ‘was discouraged from following the same profession? changed his or her mind about a future career? experienced pressure to follow the same profession? ‘foels he or she has not been influenced in choosing a career? comes from a long line of people in this profession? thinks the profession in question offers few opportunities? is concerned his or her choice will cause an argument? thinks that success in his or her parent's profession is dificult? thinks his or her parent's profession is rewarding? Ei 52 For the Glossary see page 27 16 2 First Test1 >» PAPER 1 Reading and Use of English >> Part 7A chip off the old block How much are children influenced in their choice of profession by their parents’ jobs? We asked four young people about their experience. A Graham Button My dad is a self-employed builder, like his father and his grandfather, and that means he was often out working in the evenings or at weekends when Iwas a child. | think he was proud of doing a ‘real’ job, something with his hands, which is perhaps why he always tried to push me into taking up the same profession. And of course he had his own business, which he wanted me to continue after he retired. When | was in high school, | decided that | really didn’t want to go into the family business, 80 at the moment I'm studying history. My father probably thinks I'm going to become a partner in his firm after I graduate, so | do worry that we might have a big fight about this some time in the future. B Sue Smith My mother’s a nuclear physicist, which sounds very exciting, The truth is it's a pretty tough profession. And | just don’t think it’s a very interesting job. Of course it's important, but as far as | can see, you spend most of the day ata desk doing hundreds of calculations, and then checking and rechecking them. My mother did try to motivate me to take an interest in science subjects when | was about 14 or 15, and I think she'd be secretly pleased if | wanted to be a scientist, but she's never put any sort of Pressure on me. But | know she also thinks - as | do - that there aren’t so many jobs available in pure research, which is what she does. © Barry Porter When people find out my mother’s an actress, they always ask what Hollywood films she’s been in, and I have to explain that she's only ever worked in provincial theatres. She's hardly ever been on television, which is why not many people know her. That's one of the problems with the theatre: very few people get to the top of the profession, and you have to be extremely lucky just to make a living from it. Actors often worry about where the next job's coming from. Even if | had any talent for acting, I'd be put off by that side of it ‘As you can gather, | really don’t think my future is in the theatre, and in any case my mother has always tried to steer me away from taking up the profession. D Ruth Lawrence My father teaches maths at high school, which definitely used to come in handy when we had a maths test the next day! | think in the back of his mind he expected me to be good at maths because he was always there to explain it. The truth is I've always been terrible at the subject. He also used to tell me about the satisfaction you can get from teaching, and I do think he's right about that. | used to think'| wanted to be a teacher, but then | began to think of the disadvantages. The profession's changed and these days teachers have to work a lot in the holidays and prepare a lot at home. In the end | decided to go into accounting, and I don't, really think my dac’s job affected my decision at all First Test 1 >> PAPER1 Reading and Use of English >> part? 17,PAPER 1 Reading and Use of English You must answer this question. Write your answer in 140-190 words in en appropriate style Era PAPER Listening | Pal 1 In your English class you have been talking about the value of learning e foreign PAPER 4 Speaking language. Now, your English teacher has asked you to write an essay. Write en essay using all the notes and give reasons for your point of view. hie he Is it worth learning a foreign language? Notes Write about: 1. using a foreign language for work 2. using foreign language for travel Be soo {your own idea) Essential tips Port | > Decide whether you think tis wort lerning @ > Make sure you include your own idea on a third, related | foreign language and state your opinion clearly in the topic and use it to support your opinion. For example, | introduction. you could say that learning a foreign language | ? Uis0 Useul for communicating with Fiend of ther > Inthe body of your esay you nee to give reasons pelt to support your argument Use ell of te topes in the notes and put each dea in a separate paragraph Give > summarise your overall opinion nthe ine! paragraph. txamplos of why you tink (or why you dn ink ks Imporant to lem foreign lengueg for he purposes check the lnath of your essay, your grammer, speing ‘of work or travel. Vou could als consider other people's {and punctuation. points of view. 48 52 First Test1>> PAPER 2 Writing >» Part 1PAPER 1 Reading and | Use of English ‘Write an answer to one of the questions 2-5 in this part. Write your answer in oa 140-190 words in an appropriate style. APER 3 Listening Ge 1 2. You see this notice on your schoolicollege noticeboard: PAPER 4 Speaking What is your favourite possession? Write an article for our student magazine about your favourite possession and say why itis special to you. We'll publish the most interesting articles in our magazine. Write your artic 3 You have received this email from your English-speaking friend, Maria. From: Maria Subject: English course Hit I'm looking forward to the English course we've decided to do! There tre classes in the morning and activities in the afternoon. We need to decide whether we do indoor activities, like swimming, or outdoor activities, like horse riding. What do you think we should choose? What | kind of activities do you like best? See you soon! Maria | | Essential tips Write your email. ort 2 Decide which question you can answer best Do you have | ideas andvocabulerytor amy” | | Bor eteestors7 > Undetine the key words in the instructions. | > Pan thecitterent sections | of your newer and docide > Spend some time making | Question 2 Question 3 | | notes about esch paragraph. | Use @ neutral stv, In your Use an informal style. Thank Maria | pair eee eae introduction you shoud say briefly for er email and soy that you'e also | Fe wate rerio | eter ere eens earaer rene temper cane. | | i Make sure you answar the question. In the main body of your email, | Paragraph should be on one ee Describe your possession in dotail. ‘answor Maria's questions. You could | Give some backround information to _—_agk Maria come questions, too, for > Check the langth of your ‘explain what makes it special to you. ‘example, does she agree with your answer, your gramm choice? In your conclusion, say that spelling and punctuation. you hope to hear from Maria soon. Should you use an informal or formal | ‘way to ond your email? | j Continued on next page 2 First Test1 >> PAPER 2 Writing »> Part2 19)PAPER 4 Reading and Use of English ae oF PAPER 3 Listening PAPER 4 Speaking 4 You see this notice in a popular English-language magazine called Cinema News: Have you seen any 900d films lately? If you have, write 3 review for ‘our magazine! Include information on the plot and the characters, and say why you think the film is worth seeing. We will publish the best reviews in next month's issue. Write your review. 5 (for B2 FIRST FOR SCHOOLS candidates only} ‘Answer the following question based on your reading of one of the set books. I the book you have read were made into a film, which character would be the ‘most interesting? Write a letter to an English penfriand who has read the same book, saying which character you imagine would be most interesting in a film and explaining why. Do not write any addresses. Essential tips Question 4 ‘Question § (for 82 FIRST FOR SCHOOLS You ara writing for a popular ‘candidates only) ‘magazine, s0 the style of your review sence kate muir in ‘could be semi-formal. Organise your Tatung chew val carihave. ‘ideas in paragraphs and make sure sai Wealrtne ruse sharaca VOUT you answer ail parts of the question. ae cael benternal Inthe introduction, you could describe ‘he film in general torms (What is the ‘lm called? What kind of film is it? Whe directed it? Who acts in i?). The main body could consist of two or more paragraphs ‘you should describe and comment on the plot and ‘the characters, In the conclusion say Why you think the film is worth seeing, 20 b2 First Test1 >> PAPER 2 Writing >> Part 2PAPER 1 Reading and = Use of English Qe PAPER 2 Writing You will hear people talking in eight different situations. For questions 1-8, choose PAPER 3 Listening the best answer (A, B or C). APER 4 Speaking, 1 You hear a student talking about her college course. What does she say about it? ‘A She enjoys seeing how things work in practice B_ She is sure shed like to work in a related field. | © She wants to know more about an aspect of the course. Essential tips — 2 You heora conversation between a customer and a fi Whet does the customer decide to do? > Look carefully at the question A. take the florist’s advice sfeueae leet RMA paeni) B research a new species of rose sect Ue BY UN © buy an expensive bunch of flowers > Read the three options And think of words that are sa think ofawonde th 3 You hear two students discussing their maths class. What do they agree about? > Theta eta Ao leat tachoris ere eee ee fecreeraaispemtbe | © Posen beste phone app Temewneresette | how del tho mate the end ofthe listening text. Pe cto 4 You hear @ weather forecast an the radio. understanding every ward you Where are violent storms expected? hear. Listen for the general A the south coast mesning. B_ the east coast > Ifyou hear @ word or phrase © the west coast ‘rom an answer, do not the first listening. Use the B call her when he finishes work. econ dete bata cect youn C discover the source of a problem. Ppoeeccee ° wore. ‘ext. You need to decide which of See eee ae A complaining about train timetables Bee emer B confirming a hotel reservation wat the speaker is doing. You © making a roquest of someone Will eed to isten to the whole ‘ox to understand this, raha res raninonacoeeine 7. You hear two friends talking about the football team they support. single sentence, How does the man feel? Question 7: You need to know ‘A optimistic about the team's prospects hhow the speaker is feeling. The B annoyed by the referee's decision-making listening text mey not use the C surprised by the goalkeeper's ability seme words lstencreily an 8 You hear part of an interview with a student who wants to become a volunteer. What does the student say about it? A He is keen to pass on his knowiadge. B__ He wants to repay the people who helped him. © He rograts not getting involved oarlior. 22 First Test1 >> PAPERS Listening >> Parti 21PAPER 1 Reading and Use of English PAPER 2 Writing PAPER 3 Listening PAPER 4 Speaking Essential tips > Read the instructions and think about the topic before you listen. > Go through the questions carefully and think about the sort of information that is missing. » Remember that the questions follow the order of the text. > You will hear the word or ‘words you need for each ‘question, but the rest of the sentence will be slightly different. ‘Question 9: What kind of information ie missing? Tho reason why Museums for All ‘was started, the time that it was started or the people who started it? ‘Question 12: Are you listening for ‘a noun or adjective for this gap? ‘Question 18: Look at the context. ‘The missing information must be a place or atime 22 Ba First Test1>> PAPER Listening >» Part 2 Qa Tek 2 ‘You will hear part of a talk by a man called James Edwards, who is the director of ‘a museum association called Museums for All, For questions 8-18, complete the sentences with a word or short phrase. Museums for All ‘The association Musoums for All was started (9)... years ago, James says the task of Museums for Allis to change peopl (10) of museum visits James worked for a big (11). company before he was offered his current position. James believes that museums should be more (12) . in the way they attract visitors. James says that traditional museums used to be aimed at people with a good standard of (13) To raise interest in museums, James would like museums to have good (a) with local schools. James wants museums to be friendly, in the same way that (15) oo are. James says that a trip to the museum can be (16) for some people. James feols that itis the role of the (17)... — to invest in rebuilding musoums. ‘The Museum Festival next year will be held in (18)PAPER 1 Reading and Use of English PAPER 2 Writing GEC) PAPER 4 Speaking Qtek 3 ‘You will hear five short extracts in which people are talking about school trips they ‘went on when they were younger. For questions 19-23, choose from the list (A-H) ‘what each speaker says. Use the letters only once. There are three extra letters which you do not need to use. ‘A. | made some new friends. B | had some communication problems. Speaker 1 9 © | would like to go back to the area soon, Spoakor 2 20 D_ I went on similar trips over the next few years. Speaker 3 2 E | wasn't properly prepared for the trip. Speaker 4 a F | thought the trip was good value for money. Sposker 5 B G | thought the trip was too long. = | would have liked more independence. Essential tips > Read the instructions careful oidentiy what he epeskers wil be talking ebout 1 Before you fat lok et eeeh oe herd tik ot Row thes ees car be xeressel > Ifa speaker mentions a word from the options, think carefully before you choose that ‘option; it may be that the word is used in a different meaning, > All the speakers willbe talking about the same topic. You need to focus on the differences between the speakers. ‘Option D: If one ofthe speakers says that ho or sho wanted to go on mora trips, or intondod to-do this, does it meen that he or she really did go on more trips? Option E: The key word here is prepared. You can get prepared for @ journey in a number fof ways: you can start by making plans, getting information or doing some shopping. What else could it mean? Option H: The key word hers is indapendence. What are the synonyms of this word? How else could this be phrased? 2 First Test 1 >» PAPER Listening >» Par:3 23PAPER 1 Reading and Use of English Otek PAPER 2 writing You will hear @ radio interview with Julia Emerson, a young writer. For questions 24-30, choose the best answer (A, B or C). PAPER 4 Speaking 24 According to Julia, nowadays Hollywood producers. A usually think of ideas for films themselves. B write screenplays and contact stars. € contact agents to find writers for them. 25 Julia says that she A has written @ number of successful screenplays for studios. B__was lucky enough to have her first screenplay accepted. © was not discouraged by the lack of response from studios. 26 Julia began writing in her spare time when she A. published some articles in a magazine. B_ had an idea for aTV series. € came first in a short-story competition. 27 Julia says that A. she would like to write @ version of a classic film. B_ there is a danger she might imitate other films. © creative people should think a lot ebout films. 28 Julia's screenplay is about two sisters who A. set out to try living in the jungle. B find themselves in a difficult situation. © end up hating each other. 29 The theme of the story is ‘A how our emotions about our family can change. B Julia's relationship with her brothers and sisters. © about the importance of having a family. 30 It eppears that the film based on Julia's screenplay ‘A. must be made within the next few months. B will be made when the studio has paid Julia, € might never be made. > Read the questions or question stems carefully. > Read the options carefully and underline the key words. > Be careful: an option may include words or phrases from the recording, but this does not necessarily mean thatthe option is correct. > The questions follow the order of the text. Question 24: Who do you expect writes the screenplay for 2 film? Is this the same person ‘who thinks ofthe idae for a film? The correct answar may be different fram what you think, ‘0 listen caretully. Question 26: Aspects ofall the options are heard in the listening text, but only one option ‘completes the stem correctly. ‘Question 28: The correct answer summarises the story of the film. Which option does that? 24 2 First Test1 >» PAPERS Listening >> part 4PAPER 1 Reading and Use of English PAPER 2 writing PAPER Listening Rae Part 1 (2 minutes) ‘The examiner {interlocutor} will ask each of you to speak briefly in turn and to give personal information about yourselves, You can expact a variety of questions, such as: Can you describe the area where you live? ‘What do you like and dislike about this area? (Why?) How do you think the area could be improved? ‘Where else would you like to live? (Why?) Part 2 (4 minutes) ‘You will each be asked to talk for a minute without interruption. You will each be given two different photographs in turn to talk about. Ater your partner has finished speaking, you will be asked a brief question connected with your partner's photographs. 1 Places to live Look at the two photographs on page 159 which show different types of accommodation. Candidate A, compere the photographs, and say why you think people have chosen to live in these places. Candidate B, which of these would you prefer to live in? (Why?) 2 Audiences Look at the two photographs on page 160 which show people at concerts. Candidate 8, compare the photographs, and say how you think the people are feeling, Candi late A, which of these events would you prefer to go to? (Why?) Essential tips Patt > Try to sound natural. Don't learn a speech off by heart > Avoid one. or two-word answers or answers that are long and complicated. > You ean prepato for this part ofthe interview by making sure you ean talk about ‘yourself, your home, your family, your hobbies, st. > Listen carefully to the question and answor exactly what is asked. > In this part you must compare the two colour photographs you are given. When you ‘compare them say what the two photographs have in common and how they re citferent. > Listen carefully to what the examiner asks you to do. After comparing the photographs ‘the examiner will ak you to comment and give your personal reaction to them, > You are supposed to speak fora full minute, Practise speaking for a minute, so you know how this feels. >The examiner will ask you to comment on your partner's photographs. You have about 30 seconds for this. > Don’t interrupt when your partner is speaking. Use 2 few sentences to answer tho ‘question you are asked after your pariner has spoken. 82 First Test 1) PAPER 4 Speaking >> Parts 7,2 25)PAPER 4 Reading and Use of English Part 3 (4 minutes) PARSE 2rd ‘You will be asked to discuss something together without interruption by the PAPER’ Listening examiner. You will have a page of ideas and a question to help you. ‘A camping trip Imagine you're going on a camping trip to the mountains. Turn to page 161, which shows ideas for items you could take with you and a question for you to discuss. Talk to each other about how each item could be useful during the trip. Then decide which two of these items you would take on your camping trp. Ge) Ea Part 4 (4 minutes) ‘The examiner will encourage you to develop the topic of your discussion in Part 3 by asking questions, such as: Would you enjoy a camping holiday? (Why? / Why not?) What other type of holiday would you enjoy? (Why?) Would you prefer to go on holiday with your family or with a group of friends? (Why? / Why not?) ‘What is the best time of year to go on a holiday? (Why?) Is it usual for people in your country to visit other countries on holiday? What's @ typical kind of holiday for someone in your country? Essential tips Ports > Werk togethor with your partner. Discuss answer together. the question and the ideas and de > Involve your partner in the discussion. Your contribution and your partner's contribution ‘0 the discussion should be equal > Practise expressions used for giving your opinion and agresingidisagresing, such as in iy opinion, Im atraid | don't agree, etc. > Don't make a decision to0 quickly. Look at the ideas first, give your opinion about them, ‘ask your partner's opinion and then make a decision > Remember you don't have to agree with your partner. What is more important is. reaching a decision. Part 4 > Don't interrupt when your partner is speaking, but be ready to give your opinion after yur partner has finished. > tedoesn’t mattor if you agree or disagroe with your partner, but itis Important to give reasons for your opinion, 26 G2 First Test1 >> PAPER 4 Speaking >» Parts, 4PAPER 1 Reading and Use of English >> PARTS: adore (v) to like very much, to love deeply supreme (adj) the greatest, the best hulk (n) something or someone large and awkward take a hit (phr) to be hit by someone smack {v) to hit with force immense (adj) extremely large subtlety (n} the quality of not being noticeable or obvious in any way gain (v) to achieve readership (n) the people who read a certain newspaper, people who regularly buy a magazine stock (n) one’s parents, grandparents and other older or past relatives, sometimes including an entire race >» PART 6 principle (n) basic rule or idea bacteria (n) very small organisms that sometimes cause disease survive (v) to live in spite of difficulty reproduce (v) to produce new organisms prescribe (v) to officially advise someone to take a particular medicine drug-resistant (adi) not affected by some medicines infect (v) to cause a disease in a person clear up (phr v) (of a disease) to disappear contribute to (v) to add to livestock (n) farm animals, such as cows ban (v) to officially say that something is not allowed >» PART 7 chip off the old block (phr) a child whose appearance ‘or character closely resembles that of one or the other parent self-employed (adj) working for yourself and not ‘employed by a single company take up (phr v) to enter into a profession or business rotire (v) to leave the work force and stop working tough (adj) difficult, demanding bully (v) to force others to do things ‘turning point (n) the point at which a very significant change occurs, a decisive moment the ropes (phr) all the things one needs to know in order to do a job or deal with something dissuade (v) to persuade someone not to do something insistent (adj) demanding over and over again that something should happen quit (v) to give up an activity resent (v) to feel anger at something, to feel hurt about something abandon (v) to leave someone or something when you should stay with them and look after them beneficial (adj) good for you panic (n) sudden uncontrollable fear controversial (adj) causing disagreement goal {n) aim viral (adj) of @ virus motivate (v) to encourage, to stimulate research (n} a study of something provincial (adj) relating to an area which is governed as part of a country or an empire put off (phr v) to annoy or disgust steer (v) to guide someone by gently pushing or leading ‘come in handy (phr) to be useful 2 First Test Glossary 27oreo eS Use of English PAPER 2 Writing PAPER 3 Listening PAPER 4 Speaking Part 6 Part Essential tips Question 2: Which of the four verbs collocates with weight? ‘Question 5: Look atthe context. Js ita good thing that diets don’t ‘work for most people? Does the ‘missing word have @ positive or negative meaning? Question 6: Which ofthe four nouns can be followed by the reposition to and a gerund? 28 82 First Test2 PAPER1 Reading and Use of English >> Part For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0). Mark your answers on the separate answer sheet. B piece © unit D Going on a diet A calorie ig @ (0)...... for measuring the amount of energy food will produce. The average person needs about 1,800 calories per day to stay healthy. Without energy, the heart cannot (1) ...... blood through blood vessels and the organs cannot function, You {2}. requires. The only way to lose weight is to (3)....... the number of calories you consume. This is the basic (4)... behind most diets. weight because you consume more calories a day than your body (8) sre do, but when they go off the diet, the kilos creep back. The (6) ..... to losing weight sts don't work for most people. It's not that they don’t lose weight: they ‘and maintaining weight loss is @ sensible diet and exercise plan. You need to work ‘out how to eat fewer calories than you (7) «..... consume. You should also exerci daily so you can use up calories. Burning 250 or 800 calories per day can (8) .. 2a big difference. 1A pump © rag D torce 2 A make C9 D put 3A shrink B take © remove D reduce 4A way B principle method D kind 5 A Similarly BB Though © Unfortunately Although 6 A key B secret © way D idea 7 A preferebly —B actually consistently ——_—D eventually 8 A have B do © make D giveCoy gy 1 % ty bu at rk PAPER 2 PAPER 3 PAPER 4 writing Listening Speaking For questions 9-16, read the text below and think of the word which best fits each ‘gap. Use only one word in each gap. There is an example at the beginning (0). ® Write your answers IN CAPITAL LETTERS on the separate answer sheet. Exampl o jwletRiel The Tunguska event In a remote part of Siberia, on 30th June 1908, an enormous fireball exploded in the sky. The earth shook and windows (0) ...... broken in the nearest town, over 35 miles (9)... Some residents claimed they (10)... knocked down to the ground. indeer lost their lives. Nobody was injured, although a (11)... ‘The fireball is believed to have (12) .....«. a comet or an asteroid, but scientists are still debating what exactly caused this mysterious event today. The commonly agreed theory is that @ space rock, (13) ...... was about 120 feet wide, entered the atmosphere ‘and then exploded in the sky. NASA estimates that the asteroid had a weight (14) . a speed of about 33,500 sd the air temperature around it to nearly 26,000°C. At 7:17 . 220 million pounds and it entered the Earth's atmosphere (15) When it exploded, it rai ‘a.m., when it was about 28,000 feet above the Earth, the pressure and heat made the les per hour. asteroid destroy itself. The resulting fireball released energy that was equal (16) about 185 atomic bombs! Essential tips ‘Question 10: Is the verb knock being used in the active or passive form hore? ‘Question 13: This non-defining relative clause needs a relative proncun. What is the correct relative pronoun? Question 15: The key words h with @ speed? are a speed after the gap. What preposition do we u 2 First Test2>> PAPER1 Reading and Use of Enalish >> Part2 29)eres Pease Part? Part 2 PAPER 2 Writing Ge PAPER 3 Listening PAPER 4 Speaking For questions 17-26, 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 tho gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Essential tips ‘Question 17: The missing word Isa verb. What verb form do you need? Question 18: The gap is between ‘the euxilary (have) and the main verb (discovered), 50 it must be fn adverb. ‘Question 26: Read the sentence carefully. I says 2 large number of. Do you need the singular or plural form of a noun? Example:[0 [R[EICIEINTTILIYL LTT I Wild animals Wild animals have (0) ....... made an appearance in the back gardens of American suburbs. They have caused havoc and have (17) ..... domestic pets. Mountain lions that wander into suburbs aro now quite (78) . and wolves have (19) .... find the (20) .. one morning, there is a distinct (21) . to attack humans, which is worrying, while bears fovered rubbish bins. If you . of your bin scattered all over the garden that a bear has been feasting there during the night. Nobody should be particulariy surprised by this development, which was predicted by experts years ago, and it's not (22). ‘expansion of (23) | under the circumstances. One cause is the massive into areas that were wild and Uninhabited not long ago. In addition, over the past few decades have been placed on hunting certain animals, allowing their populations to grow. It looks as new neighbours. a large number of (24) if humans will simply have to get used to th 30 2 First Test 2 >> PAPER 1 Reading and Use of English >> Part 3 RECENT ‘THREAT ‘WiLL. APPARENT. CONTAIN POSSIBLE EXPECT HOUSE RESTRICTeee eae) 1 | papeR2 writing PAPER 5 Listening PAPER 4 Speaking Question 25: What is the | Braiiaeentevenies| eS eae [ee epee ics Be se ine esses Brie wea: request? How do we report 6 | ee 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 two and five words, including the word given. Hore is an example (0), Exampl © Filbe very happy when | go on holiday. FORWARD Vm. on holiday. ‘The gap can be filled by the words ‘looking forward to going’ so you write: Example:[(0 JEOOKING FORWARD TO GOING Write only the missing words IN CAPITAL LETTERS on the separate answer sheet. 25 The phone was cheaper than | expected, as ‘The phone was expected, 26 Why didn’t you tell me I was wrong? TOLD You Iwas wrong. 27 She found the photographs when she was cleaning her room. ‘CAME She when she was cleaning her room, 28 How many portraits did Picasso paint? By How many portraits Picasso? 23. ‘Please don't stay out late; his mother said. ASKED His mother 30 Id rather not go out this afternoon. FEEL 1 .. out this afternoon, 52 First Test 2>> PAPER1 Reading and Use of English >> Parca 31PAPER PAPER 3 PAPER 4 Sp line 15 32 NS parca Sees pr You are going to read an article about life in the countryside. For questions 31-36, choose the answer (A, B, C or D) which you think fits best according to the text ing °: | cort| Sar your snewars onthe mpartssnrwer sheet stening aking Part 6 Lear How | came to envy the country mice | have been living in London for more than 60 years, but still, when I'm driving and take some clever: back-street short cut, | catch myself thinking: how extraordinary that it is me doing this! For a moment the town mouse | have become is being seen by the country mouse | used to be. And although, given. a new start, | would again become a town mouse, when | visit relations in the country, | envy them. Recently, I stood beside a freshwater lake in Norfolk, made by diverting a small river, near where my brother lives. As he was identifying some of the birds we could see, in came seven swans. They circled, then the haunting sound of their wing beats gave way to silence as they glided down for splashdown. It is not a ‘picturesque’ part of the coast, but it has a definite character of line and light and colour. "You do live in 2 lovely place, | said to my brother, and he answered, 'Yes, | do."There are probably few days when he does not pause to recognise its loveliness as he works with his boats ~ he teaches sailing - or goes about his many other occupations. The lake's creator is a local landowner, continuing a tradition whereby the nature of our countryside has been determined by those who own the land. Formerly, landowners would almost certainly have made such changes for their own benefit, but this time it was done to help preserve the wildlife here, which is available for any visitor to see, providing they do nothing to disturb the birds. It is evidence of change: country life is changing fast. One of the biggest changes | have witnessed is that second-homers, together with commuters, have come to be accepted as a vital part of the country scene. And the men and women who service their cars, dig their gardens, lay their carpets and do all the other things they need are vital to modern country life. It is quite likely that the children of today's workers may be moving into the same kind of jobs as the second-homers and the retired. Both the children of a country woman | know are at university, and she herself, now that they have left home, is working towards a university degree. Much depends, of course, on the part of the countryside you are living in and on personality ~ your ‘own and that of your neighbours. In my brother's Norfolk village, social life seems dizzying to a Londoner. In addition to dropping in on neighbours, people throw and attend parties far more often than we do. My brother's wife Mary and her friends are always going into Norwich for a concert or to King's Lynn for en exhibition. The boring country life that people from cities talk about is a thing of the past ~ or perhaps it was always mainly in their minds, This is very unlike living in @ London street for 50 years and only knowing the names of four other residents, In these 50 years | have made only one real friend among them. | do enjoy my life, and Mary says that she sometimes envies it (the grass on the other side of the fence ...); but whenever I go to. Norfolk, | end up feeling that the lives of country mice are more admirable than my own. 82 First Test 2>> PAPER1 Reading and Use of English +> Part 5eo50 o<5 Essential tips 31 Its sometimes a source of surprise to the writer to find herself driving through back streets. that sho has been in the city for so long. to realise how much she has got used to living in London. that she lives in the city when she prefers the country. > After reading the text for general undarstanding, read {each question and see if you an locate the answer in the text, When you locate the answer in the text, underline It Some questions refer 32 The atmosphere created by the writer when she describes the swans is +0 specific ines in the toxt {Question 23), while othors oer ‘A moving. refer to spectc paragraphs ‘Questions, B frightening © deafening > Look carefully atthe key Disturbing words in the four options. For example, in question 31, option A, the kay words ara 33 What does ‘It’ in line 18 refer to? driving through back streets and source of surprise. This option can only be correct if the writer does drive through back strests and is surprised 1 find herself doing this the lake the fact that the lake belongs to a landowner here the reason for the landowner's action ‘the fact that wildlife now needs to be preserved com> ‘Question 32: The text refers to ot ‘the sound of the swans landing, Does it say thet the sound ‘was very loud, in which case deafening would be the correct fer? How is ‘haunting’ used hore? ‘Question 34: The question asks you what is suggested ‘about outsiders. This means 38 Social life in the country the answer is not cleerly stated in the text. You need to read ‘between the lines’ and see what {is implied inthe text Question 36: The answer to this question can be found in the whole of the last paragraph. ‘What is suggested about outsiders who now live in the country? that country people no longer reject them that they often do work like servicing cars and digging gardens that the mon and women who work for them are from the city that many of them have been in the countryside for @ long time voo> depends completely on where you live. is not as boring as poople in cities think itis. is not affected by your neighbours. is always less exciting than life in the city com> 36 What do we learn about the writer's attitude to London in the final paragraph? She can't adjust to living in London. She has regretted moving to London. ‘The people in her street are unusually unfriendly. Life there is very different to country life. vor For the Glossary see page 47 2 First Test 2>> PAPER’ Reading and Use of English >> Parts 33Beer ES eacasacea Part? Part2 Part 3 | Part a Parts PAPER 2 Writing PAPER 3 Listening PAPER 4 Speaking Our amazing hands The hand is where the mind meets the world. We use our hands to build fires, to steer airplanes, to write. The human brain, with its open-ended creativity, may be the thing that makes our species unique. But without hands, all the grand ideas we think up would come to nothing. The reason we can use our hands for so many things ‘You are going to read an article about the evolution of hands. Six sentences have been removed from the article. Choose from the sentences A-G the one which fits each gap (37-42). There is one extra sentence which you do not need to use. Mark your answers en the separate answer sheet ridged fins of a goldfish but the muscular, stout fins of extinct relatives of today’s lungfish. Inside these were a few chunky bones corresponding to the bones in our arms. [39 |The digits later emerged and became separate, allowing the animals to grip underwater vegetation as they clambered through it. |__| Some species had seven fingers. Others had is their extraordinary anatomy. [37 Some are connected to bones within the hand, while others snake their way to the arm. The wrist is @ floating group of bones and ligaments threaded with blood vessels and nerves. The nerves send branches into each fingertip. The hand can generate fine forces or huge ones. A watchmaker can use his hands to set springs in place under a microscope. A sportsman can use the same anatomy to throw a ball at over 100 kilometres an hour. Other species have hands too. (BB! In other cases we have to look closer. A bat’s wings may look like sheets of skin. But underneath, a bat has the same five fingers as a human, as well as a wrist connected to the same cluster of wrist bones connected to the same long bones of the arm. In exploring how hands have evolved, researchers over the past 150 years have dug up fossils on every continent. They've compared the anatomy of hands in living animals. They've studied the genes thet build hands. It appears that our hands began to evolve at least 380 million years ago from fins - not the flat, 34 2 First Test 2>» PAPER1 Reading and Use of English >> Part 6 ‘eight. But by the time vertebrates were walking around on dry land 340 million years ago, the hand had been scaled back to only five fingers. It has retained that number of fingors ever since - for reasons scientists don't yet know. Nevertheless, there are still many different types of hands in living species, from dolphin flippers to eagle wings to the hanging hooks of sloths. [441] __|They can also see that despite the outward differences, all hands start out in much the same way. There is a network of many genes that builds a hand, and all hands are built by variations on that same network. It takes only subtle changes in these genes to make fingers longer or to turn nails into claws. The discovery of the molecular toolbox for hand building has given scientists a deeper understanding of evolution. [42 It may just be a little more of one protein here, a little less of another there. In the past, scientists could recognise only the outward signs that hands had evolved from a common ancestor. Today scientists are uncovering the inward signs as well.oe 3a0 ‘A Over time, smaller ones developed that would eventually become wrists and fingers. B Although a vulture’s wing and a lion’s paw may appear to have nothing in common, the difference between them may come down to tiny variations. C They also use them for a number of different purposes. D_ No one would doubt that the five fingers at the end of an orangutan’s arm are part of anything else. Essential tips > Read the main text from which paragraphs have been gapped to get the general idea > Look carefully at the sentences before and after the gap. ‘Are there any words that show you what the missing Sentence is about? > There are many ways you can link parts of a text. It could bbe a contrast, a comparison, an oxamplo, ate, Look for linking expressions that connect idoas in e text > Pay special attontion to nouns, pronouns, words liko this ‘and that and any other words or phrases that refer to whet has gone before or what comes after them. By studying these, scientists are beginning to understand the molecular changes that led to such dramatic variations. The thumb alone is controlled by nine separate muscles, G Early hands were more exotic than any hand today. Question 27: The sentence before the gap says the hand ie amazingly constructed (their extraordinery anatomy). The sentence option tha fits this gap is an example of this and inks with the sentence after the gap. Question 28: The sentence before the gap mentions other species. Two sentence options refer to other species, but only one links with the sentence after the ga Question 41: The sentence before the yep describes different types of hands. The sentence option that fits this {Gap refers to these different types of hends. Inthe sentence after the gap, who does ‘they’ refer to? For the Glossary see page 47 > 82 First Test 2>» PAPER1 Reading and Use of English >> Part6 35)eee ES (eee You are going to read an article about the activities organised by four schools for PAPER 2 Writing Environmental Awareness Day. For questions 43-82 choose from the schools (A-D}, The schools may be chosen more than once. PER3 Listening Eve Mark your answers on the separate answer sheet. PAPER 4 Speaking Which school became better known after Environmental Awareness Day? 43 ] provided online information about the environment? a asked a specialist to give a talk? : e raised money to help an organisation? 46 organised a trip to study animals by the sea? a is following changes in general weather conditions? 48 carried out a project about endangered animals and plants? 0 arranged a talk on pollution and local architecture? 50 decided to protect a local historical site? 54 is located in the centre of the city? 52 Essential tips > Read the questions first, and underline key words. Make sure you understand what the ‘question asks > Locate the answers in the text and undertine them. > When you read the text, look for words/phrases which express similar ideas. Do not look for identical words. Question 44: How can we provide online information? Question 46: How can a school raise money? Whan you try to locate the answor, do not ook for the verb raise. Look forthe idea of raising money. Question 48: Can you find anothar way of saying general weather conditions? For the Glossary see page 47 > 3682 First Test 2>» PAPER 1 Reading and Use of English +> Part 7