Examenes de Ingles B2, Ejercicios de Derecho

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B

Handbook for teachers

for exams from 2016

Cambridge English

First

Paper/timing Test content Test focus

READING AND

USE OF ENGLISH

1 hr 15 mins Part 1 A modified cloze test containing eight gaps followed by eight multiple-choice questions. Candidates are expected to be able to: demonstrate the ability to apply their knowledge and control of the language system by completing a number of tasks at text and sentence level; demonstrate a variety of reading skills including understanding of specific information, text organisation features, implication, attitude and text structure. Part 2 A modified cloze test containing eight gaps. Part 3 A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word. Part 4 Six separate questions, each with a lead-in sentence and a gapped second sentence to be completed in two to five words, one of which is a given ‘key’ word. Part 5 A text followed by six 4-option multiple-choice questions. Part 6 A text from which six sentences have been removed and placed in jumbled order, together with an additional sentence, after the text. Part 7 A text or several short texts, preceded by 10 multiple- matching questions. WRITING 1 hr 20 mins Part 1 One compulsory question. Candidates are given input in the form of an essay title to respond to, along with accompanying notes to guide their writing. Part 2 Candidates choose one task from a choice of three questions. Candidates are expected to be able to write non-specialised text types such as an article, an informal letter or email, a review or a report. LISTENING Approx. 40 mins Part 1 A series of eight short, unrelated extracts from monologues or exchanges between interacting speakers. There is one multiple-choice question per extract. Candidates are expected to be able to show understanding of feeling, attitude, detail, opinion, purpose, agreement, gist, function, topic, specific information, etc. Part 2 A monologue with a sentence-completion task which has 10 questions. Part 3 Five short, related monologues, with five multiple- matching questions. There are three distractors. Part 4 An interview or an exchange between two speakers with seven multiple-choice questions. SPEAKING 14 mins Part 1 A conversation between the interlocutor and each candidate (spoken questions). Candidates are expected to be able to respond to questions and to interact in conversational English. Part 2 An individual ‘long turn’ for each candidate, followed by a response from the second candidate (visual and written stimuli with spoken instructions). Part 3 A two-way conversation between the candidates (written stimuli, with spoken instructions). Part 4 A discussion on topics related to Part 3 (spoken questions). Exam content and overview

ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT About Cambridge English Language Assessment Cambridge English: First is developed by Cambridge English Language Assessment, part of the University of Cambridge. We are one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment). More than 8 million Cambridge Assessment exams are taken in over 170 countries around the world every year. Cambridge International Examinations Prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning Cambridge Assessment: the trading name for the University of Cambridge Local Examinations Syndicate (UCLES) Cambridge English Language Assessment Provider of the world’s most valuable range of qualifications for learners and teachers of English OCR: Oxford Cambridge and RSA Examinations One of the UK’s leading providers of qualifications Departments of the University Departments (exam boards) One of the oldest universities in the world and one of the largest in the United Kingdom Oxford Cambridge and RSA

The world’s most valuable range of English

qualifications

Cambridge English Language Assessment offers the world’s leading range of qualifications for learners and teachers of English. Over 5 million Cambridge English exams are taken each year in more than 130 countries. We offer assessments across the full spectrum of language ability – for general communication, for professional and academic purposes, and also for specific business English qualifications. All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR). To find out more about Cambridge English exams and the CEFR, go to www.cambridgeenglish.org/cefr Cambridge English A range of exams to meet different needs **C C B B A A C C B B A A Proficient user Independent user Common European Framework of Reference (CEFR)Basic user 8

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4 90 75 60 40 20 Key (KET)for Schools (YLE Starters)Starters (YLE Movers)Movers (YLE Flyers)Flyers Preliminary(PET) for Schools (FCE) forFirst Schools (KET)Key Preliminary(PET) (FCE)First Advanced(CAE) BusinessVantage (BEC) PreliminaryBusiness (BEC) BusinessHigher (BEC) BULATS IELTS Proficiency(CPE) 9**

Key features of Cambridge English exams

Cambridge English exams:

• are based on realistic tasks and situations so that preparing for their exam gives learners real-life language skills
• accurately and consistently test all four language skills – reading, writing, listening and speaking
• encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible
• are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability.

CAMBRIDGE ENGLISH: FIRST – AN OVERVIEW

Proven quality

Our commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation. Question papers are produced and pretested using rigorous procedures to ensure accuracy and fairness, and the marking and grading of our exams is continuously monitored for consistency. More details can be found in our publication Principles of Good Practice , which can be downloaded free from www.cambridgeenglish.org/principles Cambridge English: First – an overview Cambridge English: First was originally offered in 1939 and is a qualification at upper-intermediate level that is officially recognised by universities, employers and governments around the world. It follows on as a progression from Cambridge English: Preliminary.

Exam formats

Cambridge English: First can be taken as either a paper-based or a computer-based exam.

Who is the exam for?

Cambridge English: First is aimed at learners who want to show they can:

• start working in an English-speaking environment
• study at an upper-intermediate level, such as foundation or pathway courses
• live independently in an English-speaking country.

Who recognises the exam?

The Cambridge English: First certificate is recognised around the world as proof of upper-intermediate level English skills for industrial, administrative and service-based employment. It is also accepted by a wide range of educational institutions for study purposes. The Cambridge English range of exams is recognised by more than 20,000 institutions and employers. For more information about recognition go to www.cambridgeenglish.org/recognition

What level is the exam?

Cambridge English: First is targeted at Level B2 on the CEFR. Achieving a certificate at this upper-intermediate level proves that a candidate is becoming skilled in English and now has practical language skills for everyday written and spoken situations.

What can candidates do at Level B2?

The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English Language Assessment, as one of the founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills. Typical abilities Reading and Writing Listening and Speaking Overall general ability CAN scan texts for relevant information. CAN make notes while someone is talking, or write a letter including non- standard requests. CAN follow a talk on a familiar topic. CAN keep up a conversation on a fairly wide range of topics. Social & Tourist CAN read the media for information quickly and with good understanding. CAN express opinions and give reasons. CAN ask for clarification and further information, and is likely to understand the answer. CAN keep up a conversation on a fairly wide range of topics. Work CAN understand the general meaning of non-routine letters and understand most of the content. CAN write a simple report of a factual nature and begin to evaluate, advise, etc. CAN ask for factual information and understand the answer. CAN express own opinion, and express arguments to a limited extent. Study CAN make simple notes that are of reasonable use for essay or revision purposes, capturing the most important points. CAN present arguments, using a limited range of expression (vocabulary, grammatical structures). CAN answer predictable or factual questions. CAN check that all instructions are understood.

ABOUT THE EXAM

Certificates

The certificate shows the candidate’s:

• score on the Cambridge English Scale for each of the four skills and Use of English
• overall score on the Cambridge English Scale
• grade
• level on the CEFR
• level on the UK National Qualifications Framework (NQF). Cambridge English Level 1 Certificate in ESOL International* This is to certify that AN EXAMPLE has been awarded Grade C in the First Certificate in English Council of Europe Level B Date of Examination NOVEMBER F2 2015 Place of Entry CAMBRIDGE Reference Number Accreditation Number 15BGB9615003500/2598/ *This level refers to the UK National Qualifications Framework Date of issue 27/11/ Certificate number 0042349350 Saul NasséChief Executive Overall Score 172 Reading 171 Use of English 179 Writing 162 Listening 168 Speaking 179

Special circumstances

Cambridge English exams are designed to be fair to all test takers. For more information about special circumstances, go to www.cambridgeenglish.org/help

Registering candidates for an exam

Exam entries must be made through an authorised Cambridge English examination centre. Centre staff have all the latest information about our exams, and can provide you with:

• details of entry procedures
• copies of the exam regulations
• exam dates
• current fees
• more information about Cambridge English: First and other Cambridge English exams. We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, integrity, security and customer service. Find your nearest centre at www.cambridgeenglish.org/centresearch

Further information

If your local authorised exam centre is unable to answer your question, please contact our helpdesk: www.cambridgeenglish.org/help Exam support

Official Cambridge English exam preparation materials

To support teachers and help learners prepare for their exams, Cambridge English Language Assessment and Cambridge University Press have developed a range of official support materials including coursebooks and practice tests. These official materials are available in both print and digital formats. www.cambridgeenglish.org/exam-preparation

Support for teachers

The Teaching English section of our website provides user-friendly, free resources for all teachers preparing students for our exams. It includes: General information – handbooks for teachers, sample papers. Detailed exam information – format, timing, number of questions, task types, mark scheme of each paper. Advice for teachers – developing students’ skills and preparing them for the exam.

Downloadable lessons – a lesson for every part of every paper.

Teaching qualifications – a comprehensive range of qualifications for new teachers and career development for more experienced teachers. Seminars and webinars – a wide range of exam-specific seminars and live and recorded webinars for both new and experienced teachers. Teacher development – resources to support teachers in their Continuing Professional Development. www.cambridgeenglish.org/teaching-english

Support for candidates

We provide learners with a wealth of exam resources and preparation materials throughout our website, including exam advice, sample papers and candidate guides, games and online learning resources. www.cambridgeenglish.org/learning-english

Facebook

Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners. www.facebook.com/CambridgeEnglish EXAM SUPPORT

READING AND USE OF ENGLISH The focus of this task is primarily lexical, though an understanding of structure is also required. It tests the candidates’ knowledge of how prefixes, suffixes, internal changes and compounds are used in forming words. Candidates may be required to demonstrate understanding of the text beyond sentence level.

PART 4 Key word transformation

In this part, there is an emphasis on grammar and vocabulary. ‡ ‡ Sample task and answer key: pages 14 and 18 › › Each correct answer in Part 4 receives up to 2 marks. Part 4 consists of six questions (plus an example). Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be filled with between two and five words, one of which must be the key word. The key word must not be changed in any way. In this part of the paper the focus is both lexical and grammatical and a range of structures is tested. The ability to express a message in a different way shows flexibility and resource in the use of language. The mark scheme splits the answer into two parts and candidates gain one mark for each part which is correct.

PART 5 Multiple choice

In this part, there is an emphasis on detailed understanding of a text, including the expression of opinion, attitude, purpose, main idea, detail, tone, implication and gist. Candidates are also tested on their ability to recognise meaning from context and follow text organisation features, such as exemplification, comparison and reference. ‡ ‡ Sample task and answer key: pages 15 and 18 › › Each correct answer in Part 5 receives 2 marks. Part 5 consists of a text, followed by six 4-option multiple-choice questions which test the understanding of content and text organisation. The text may be taken from, for example, a modern novel or an article. Questions may focus on the main ideas or details in the text, and on the attitudes or opinions expressed. Candidates may also be asked to deduce the meaning of a word or phrase and to demonstrate understanding of references, such as pronouns, within the text. Additionally, questions may focus on the tone of the text or the writer’s purpose, as well as the use of exemplification or comparison. These questions may require candidates to infer the meaning from clues in the text, a skill which is an essential part of reading ability. The 4-option multiple-choice questions are presented in the same order as the information in the text so that candidates can follow the development of the writer’s ideas as they work through the questions. The final question may require candidates to interpret an aspect of the text as a whole. The seven parts of the Reading and Use of English paper

PART 1 Multiple-choice cloze

In this part, there is an emphasis on vocabulary and grammar. ‡ ‡ Sample task and answer key: pages 12 and 18 › › Each correct answer in Part 1 receives 1 mark. Part 1 consists of a text in which there are eight gaps (plus one gap as an example). Each gap represents a missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding to a gap. Candidates have to choose which one of the four words or phrases in the set fills the gap correctly. Candidates are required to draw on their lexical knowledge and understanding of the text in order to fill the gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test meaning at sentence level or beyond, with more processing of the text required. A lexico-grammatical element may be involved, such as when candidates have to choose the option which fits correctly with a following preposition or verb form.

PART 2 Open cloze

In this part, there is an emphasis on grammar and vocabulary. ‡ ‡ Sample task and answer key: pages 13 and 18 › › Each correct answer in Part 2 receives 1 mark. Part 2 consists of a text in which there are eight gaps (plus one gap as an example). Candidates are required to draw on their knowledge of the structure of the language and understanding of the text in order to fill the gaps. In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly. The focus of the gapped words is either grammatical, such as articles, auxiliaries, prepositions, pronouns, verb tenses and forms, or lexico- grammatical, such as phrasal verbs, linkers and words within fixed phrases. The answer will always be a single word. In some cases, there may be more than one possible answer and this is allowed for in the mark scheme. The absence or misuse of punctuation is ignored, although spelling, as in all the Use of English parts of the paper, must be correct.

PART 3 Word formation

In this part, there is an emphasis on vocabulary. ‡ ‡ Sample task and answer key: pages 13 and 18 › › Each correct answer in Part 3 receives 1 mark. Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap.

READING AND USE OF ENGLISH relevant magazines are not available locally, you may be able to access them on the internet. Reading up about hobbies etc. could also lead to written articles for a class project, or short talks.

• When studying for the paper, it will be useful for your students to refer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books by, for example, guessing the meaning of unknown words from the context, as they are not permitted to take dictionaries into the exam with them.
• Students should develop an efficient personal system for recording the new vocabulary they learn. They should record as much detail as possible.
• Encourage your students to plan their time carefully and not spend too long on any one part of the test. They should try to make sure that they have a few minutes at the end of the test to check through their answers. They can do the various parts of the test in any order, but it may be better to do them in the order of the question paper so as to avoid the possibility of putting answers in the wrong sections of the answer sheet.
• Where texts have a title, encourage your students to pay attention to it as it will indicate the main theme of the text.
• Encourage your students to read through each text carefully before beginning to answer the questions so that they have a clear idea of what it is about.
• In Parts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark. If they want to change an answer, they should rub it out.
• Where there are examples, students should refer to them to help them understand what they have to do. Remind them that in the examination they must not write the answer to the example on their answer sheet.
• Sometimes candidates may decide that the answer they have written is wrong and wish to change it. If this happens in Parts 1, 5, 6 or 7, they will need to rub out the mark they have made and mark a different lozenge. In Parts 2, 3 and 4, they should clearly rub out the word or words and replace them. They should not try altering the word itself as this will make it unclear. They should not put the word in brackets as it will appear to be an alternative.
• Make your students aware that correct spelling is essential in Parts 2, 3 and 4.
• Remind your students that handwriting should be clear so that it can be read easily by the markers.
• Give your students practice in completing the answer sheet. When writing their answers on the answer sheet, they must be careful to make sure that they put the answer by the appropriate question number. This is especially important if they leave some questions unanswered. They must also be sure to write in capital letters in Parts 2, 3 and 4.
• With coursebook texts, encourage your students to focus on any pre-reading questions. These stimulate interest in the topic covered by the text and train your students in valuable prediction techniques.

PART 6 Gapped text

In this part, there is an emphasis on text structure, cohesion and coherence, and candidates’ ability to follow the development of a long text. ‡ ‡ Sample task and answer key: pages 16 and 18 › › Each correct answer in Part 6 receives 2 marks. Part 6 consists of one text, for example an extract from a magazine, from which six sentences have been removed and placed in jumbled order after the text, together with a seventh sentence which does not fit in any of the gaps. Candidates are required to decide from where in the text each sentence has been removed. Each sentence may be used only once, and there is one sentence that candidates do not need to use. The task tests understanding of how texts are structured. Rather than concentrating on individual sentences, candidates need to be able to follow the development of ideas, opinions and events through the text as a whole, using their understanding of text coherence and cohesion devices.

PART 7 Multiple matching

In this part, there is an emphasis on locating specific information and detail, and recognising opinion and attitude, in one long text or a group of short texts. ‡ ‡ Sample task and answer key: pages 17 and 18 › › Each correct answer in Part 7 receives 1 mark. Part 7 consists of one long text or up to six shorter texts, preceded by ten questions. Candidates are required to locate the specific information which matches the questions. To do this, they need to understand detail, attitude or opinion in the question and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question. Preparation

General

• Your students should be encouraged to read a wide range of texts both in class and at home so that they build up a broad vocabulary and become familiar with the many uses of different structures. This should enable them to deal with a range of lexical items and grammatical structures in a variety of text types. Classroom reading can include a range of reading texts from coursebooks and reading-skills books at this level, as well as articles available on the internet and current articles from newspapers and magazines on topics of interest. As part of the homework assignments, a weekly reading scheme could be started. Your students could be asked to provide verbal or written reviews of the texts they have read. These could include graded readers, unabridged short stories or novels, non-fiction, newspaper or magazine articles, etc. Where possible, encourage your students to follow up on their hobbies and interests by reading magazines about sport, cars, fashion, etc. in English. If

PART 7

• Your students will need practice in skimming and scanning texts quickly for specific information in order to prepare for this task. Once they have done this, it may be helpful to divide the class into teams and encourage them to ‘race’ against each other. Points should be deducted for incorrect answers, to emphasise the need for accuracy as well as speed.
• In class, ask your students to tell you why a particular part of the text matches a question. This will help them to check their choices carefully. Once again, discourage them from choosing an answer on the basis of similar vocabulary alone.
• Give your students plenty of opportunity to read book and film reviews or articles in which a number of different people express their thoughts about their hobbies, etc. You could also ask students, either as a pair or group activity in class, or as a homework assignment, to devise their own Part 7 task, based on texts you provide or ones that they find for themselves. Writing challenging questions for their classmates to try will help the students understand what clues they will need to look for when tackling a real Part 7 task.
• Make sure your students pay careful attention to any verb in the final part of the second sentence as it will often indicate whether to use a singular or plural noun in the answer.
• Remind your students that when writing their answers, they should not write the whole or part of the second sentence; they should write the words that are needed to fill the gap, including the key word.
• When they are counting the words, students should remember that, as in Part 2, they must count contracted words (with the exception of ‘can’t’ = ‘cannot’) as the full form (e.g. ‘didn’t’ = two words ‘did not’).

PART 5

• Train your students to read through the text before looking at the questions. As three out of the four options are incorrect, there is no point in trying to absorb them all before tackling the text.
• Get your students to read each question carefully so that they have some idea of what they need to look for.
• Warn your students about the risks of ‘word spotting’, that is assuming that an option must be correct simply because it contains a word that is also in the text. Students need to check that the meaning of an option is reflected in the text, not that one word is the same in both.
• When the questions take the form of incomplete sentences, encourage your students to read both parts of the sentence carefully. They need to check that the whole sentence matches what is written in the text and not just the phrase in option A, B, C or D.
• Make sure your students read texts in which opinions, ideas and attitudes are expressed, such as interviews with actors or musicians in which they explain their interests and what they believe helped them to become successful, or extracts from novels which focus on characters’ feelings.

PART 6

• Train your students to read through the text with gaps in it first so that they gain an overall idea of the structure of the text and the development of the writer’s ideas, before starting to do the task.
• When your students are selecting a sentence to fill a gap, make sure that they look carefully at the information before and after the gap. Candidates sometimes make the wrong choices by selecting options which seem to fit the text before the gap, and neglecting to check that the text after the gap follows on logically.
• Give your students plenty of practice in recognising a wide range of linguistic devices which mark the logical and cohesive development of a text, for example words and phrases indicating time periods, cause and effect, exemplification, contrasting arguments, repetition, concordance of tenses, pronouns, etc. This will help them to make the correct choice between two possible sentences which seem rather similar at first sight.
• As in Part 5, it is important to discourage your students from relying on ‘word spotting’. That is assuming that if the same word, name, date, etc. appears in the surrounding text and one of the options, that is automatically the right sentence to fill the gap. Train them to check all the other linguistic clues carefully before making their final decision. READING AND USE OF ENGLISH

READING AND USE OF ENGLISH |^ SAMPLE PAPER 1                     ^   ^   ^   ^      ^  ^    

                                                                                          ►           ^ ^ ^ ^ ^ ^ ^ ^           ^ ^ ^ ^ ^ ^ ^ ^           ^ ^ ^ ^ ^ ^ ^ ^           ^ ^ ^ ^ ^ ^ ^ ^           ^ ^ ^ ^ ^ ^ ^ ^           ^ ^ ^ ^ ^ ^ ^ ^           ^ ^ ^ ^ ^ ^ ^ ^            

READING AND USE OF ENGLISH | SAMPLE PAPER 1

      ^                              ^  ^  ^  ^  ^      ^ ^

        ^    ^   ^        ^   ^          ^   ^          ►     ^   ^         ^   ^        ^   ^     READING AND USE OF ENGLISH |^ SAMPLE PAPER 1

READING AND USE OF ENGLISH | SAMPLE PAPER 1

                                                    ^                               ►  ^   ^ ^  ^   ^   ^   ^   ^ ^    ^ ^  ^   ^   ^   ^   ^ ^    ^ ^  ^   ^   ^   ^   ^ ^    ^ ^  ^   ^   ^   ^   ^ ^    ^ ^  ^   ^   ^   ^   ^ ^    ^ ^  ^   ^   ^   ^   ^ ^   READING AND USE OF ENGLISH |^ SAMPLE PAPER 1

READING AND USE OF ENGLISH EXAM | LEVEL | PAPER | SAMPLE PAPER 1 SAMPLE PAPER

            ^ ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^   ^   ^ ^  13 Rising Star Margaret Garelly goes to m eet Duncan Williams, who plays for Chelsea Football Club. A It’s my first time driving to Chelsea’s trainingground and I turn off slightly too early at theLondon University playing fields. Had he accepted football’s rejections in^ his early teenage years, it is exactly the sort of groundDuncan Williams would have found himself running around on at weekends. At his current age of 18, he would have been a bright first-yearundergraduate mixing his academic studies witha bit of football, rugby and cricket, given hisearly talent in all these sports. However, Duncan undoubtedly took the right path. Insteadof studying, he is sitting with his father Gavin inone of the interview rooms at Chelsea’s trainingbase reflecting on Saturday’s match against Manchester City. Such has been his rise to fame that it is with some disbelief that you listento him describing how his career was nearly allover before it began.

C

Duncan takes up the story: ‘The first half of thatseason I played in the youth team. I got lucky – the first-team manager came to watch us playQPR, and though we lost 3-1, I had a reallygood game. I moved up to the first team after that performance.’ Gavin points out that it can be beneficial to be smaller and weaker whenyou are developing – it forces you to learn howto keep the ball better, how to use ‘quick feet’ toget out of tight spaces. ‘A couple of years ago,Duncan would run past an opponent as if hewasn’t there but then the other guy would closein on him. I used to say to him, “Look, if you cando that now, imagine what you’ll be like whenyou’re 17, 18 and you’re big and quick and theywon’t be able to get near you.” If you’re a smaller player, you have to use your brain a lotmore.’ B Gavin, himself a fine footballer – a member ofthe national team in his time

and now a professional coach, sent Duncan to three professional clubs as a 14 year-old, but all threeturned him down. ‘I worked with him a lot when he was around 12, and it was clear he hadfantastic technique and skill. But then the other boys shot up in height and he didn’t. But I was still upset and surprised that no team seemed towant him, that they couldn’t see what he mightdevelop into in time. When Chelsea accepted him as a junior, it was made clear to him thatthis was more of a last chance than a new beginning. They told him he had a lot of hard work to do and wasn’t part of their plans. Fortunately, that summer he just grew and grew,and got much stronger as well.’

D

Not every kid gets advice from an ex-Englandplayer over dinner, nor their own private trainingsessions. Now Duncan is following in Gavin’s footsteps. He has joined a national scheme where people like him give advice to ambitiousyoung teenagers who are hoping to become professionals. He is an old head on young shoulders. Yet he’s also like a young kid in his enthusiasm. And fame has clearly not gone to his head; it would be hard to meet a more likeable, humble young man. So will he get to play for the national team? ‘One day I’d love to, but when that is, is for somebody else to decide.’ The way he is playing, that won’t be long. READING AND USE OF ENGLISH |^ SAMPLE PAPER 1

READING AND USE OF ENGLISH EXAM | LEVEL | PAPER | SAMPLE PAPER 1 SAMPLE PAPER

Answer key

READING AND USE OF ENGLISH |^ ANSWER KEY

READING AND USE OF ENGLISH | SAMPLE PAPER 1

Q Part 1

1 B

2 C

3 B

4 D

5 C

6 A

7 D

8 B

Q Part 2

9 where 10 so 11 myself (^12) in (^13) which/that (^14) out/on/at 15 from 16 any

Q Part 3

17 producer 18 illness(es) 19 effective 20 scientists 21 addition 22 pressure 23 disadvantage 24 spicy

Q Part 4

25 a good idea | to go 26 talented | that he/she 27 if he/she knew |what/the 28 spent/took/was | a long time 29 are/is said | to be OR it is said | are/is 30 not | call off OR you/we didn’t/ did not| call off

Q Part 5

31 C

32 D

33 C

34 A

35 D

36 C

Q Part 6

37 D

38 G

39 F

40 A

41 E

42 C

Q Part 7

43 A

44 D

45 B

46 D

47 B

48 A

49 C

50 B

51 C

52 D