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1PAPER
READING
6 cae handbook | paper 1: reading
GENERAL DESCRIPTION
Paper format The paper contains four parts,
with a range of texts and
accompanying comprehension
tasks. A text may consist of
several short pieces.
Timing I hour 15 minutes.
No. of parts 4.
No. of questions Approximately 45.
Task types Multiple matching, multiple-
choice, gapped text.
Text types From the following:
newspapers, magazines,
journals, non-literary books,
leaflets, brochures, etc.
Length of texts 450–1200 words per text:
approximately 3,000 words
overall.
Answer format For all parts of this paper,
candidates indicate their
answers by shading the correct
lozenges on an answer sheet.
Marks Parts 1 and 4 – each correctanswer receives 1 mark.Parts 2 and 3 – each correctanswer receives 2 marks.
STRUCTURE AND TASKS
PART 1
Task type Multiple matching.and focus Specific information.
Format A single-page text or several short texts precededby multiple matching questions.Candidates must match a prompt to elements inthe text.
No. of Qs 12–18.
PART 2
Task type Gapped text.and focus Text structure.
Format A text from which paragraphs have been removedand placed in jumbled order after the text.Candidates must decide from where in the textthe paragraphs have been removed.
No. of Qs 6 or 7.
PART 3
Task type Multiple-choice.and focus Detail, gist, opinion or attitude.
Format A text followed by four-option multiple-choicequestions.
No. of Qs 5–7.
PART 4
Task type Multiple matching.and focus Specific information.
Format A double-page text or several short texts precededby multiple matching questions.Candidates must match a prompt to elements inthe text.
No. of Qs 12–22.
carefully, they should transfer their answers to the answer
sheet.
� PART 3 – MULTIPLE-CHOICE
This part tests candidates’ detailed understanding of a text, includingthe opinions and attitudes expressed in it.
� Sample task and answer key: pages 12 and 15.
� Each correct answer in Part 3 receives 2 marks.
Candidates need to read the text closely in order to distinguish
between, for example, apparently similar viewpoints,
outcomes, or reasons. The task consists of a single-page text
followed by a number of questions; the questions are
presented in the same order as the information in the text so
that candidates can follow the development of the text. The
final question may depend on interpretation of the text as a
whole, e.g. the writer’s purpose, attitude or opinion.
Candidates should read each question very carefully, as well
as the four possible answers. The questions can be answered
correctly only by close reference to the text. Candidates should
select one option for each question and mark it in some way,
e.g. by circling the letter A, B, C or D on the question paper.
Once they are satisfied that they have made the appropriate
selections, they should transfer their answers to the answer
sheet.
� PART 4 – MULTIPLE MATCHING
This part tests the candidate’s ability to locate specific information ina text.
� Sample task and answer key: pages 13–14 and 15.
� Each correct answer in Part 4 receives 1 mark.
The task requires candidates to scan a two-page text; this may
be continuous or made up of a group of shorter texts or
sections of text. Candidates should fold out the second page of
the text so that all the information is available to them
simultaneously.
As for Part 1, some of the options will be correct for more than
one question, and there may be more than one correct answer
to some questions; if so, the instructions to candidates will
indicate this. The range of possible answers may be presented
in the form of a list of, for example, names of people or places,
titles of books or films or types of occupation.
The questions for the multiple matching task are printed
before the text so that the candidate knows what to look for in
the text. Once they have completed the task and checked their
answers, candidates should transfer their answers to the
answer sheet.
7cae handbook | paper 1: reading
The four parts of the Reading paper
� PART 1 – MULTIPLE MATCHING
This part tests the candidate’s ability to locate specific information ina text.
� Sample task and answer key: pages 10 and 15.
� Each correct answer in Part 1 receives 1 mark.
The task requires candidates to scan a single page of text,
which may be continuous or divided into sections, or may
consist of a group of short texts. Candidates are required to
match questions with the relevant information from the text.
There may be one or two sets of questions.
Some of the options will be correct for more than one
question, and there may be more than one correct answer to
some questions; if so, the instructions to candidates will
indicate this. The range of possible answers may be presented
in the form of a list of, for example, names of people or places,
titles of books or films or types of occupation.
The questions for the multiple matching task are printed
before the text so that the candidate knows what to look for in
the text. Once they have completed the task and checked their
answers, candidates should transfer their answers to the
answer sheet.
� PART 2 – GAPPED TEXT
This part tests candidates’ understanding of how texts are structuredand their ability to follow text development.
� Sample task and answer key: pages 11 and 15.
� Each correct answer in Part 2 receives 2 marks.
The task requires candidates to select from a number of
choices the paragraphs which fit the gaps in a text; only one
answer being correct in each case. The task consists of a
single-page gapped text followed by the extracts from the text
and one extra paragraph which does not fit in any of the gaps.
Candidates need to read the gapped text first in order to gain
an overall idea of the structure and the meaning of the text,
and to notice carefully the information and ideas before and
after each gap as well as throughout the whole of the gapped
text. Then they should decide which extracts fit the gaps,
writing the appropriate letter in each gap. They should
remember that each letter may only be used once and that
there is one extract which they will not need to use.
When they have made their selection and checked each choice
8 cae handbook | paper 1: reading8
Preparation
General� Make sure the students read as widely as possible both in
class and at home. Classroom reading can include a range of
reading texts from coursebooks and reading-skills books at
CAE level. Encourage students to interact fully with each text
by focusing on any pre-reading questions. These stimulate
interest in the topic dealt with by the text and train students
in prediction techniques.
� It is helpful to introduce a programme of reading at home.
As part of the weekly homework assignments, an idea might
be to introduce a reading scheme which involves the students
in providing verbal or written reviews on the texts they have
read. These could include: unabridged short stories or novels,
non-fiction, newspaper and magazine articles, etc. Where
possible students should be encouraged to follow up on their
hobbies and interests by reading magazines about sport,
computers, fashion, etc. in English. If these magazines are not
readily available locally, they can probably be accessed on the
Internet. Research in these areas could also lead to a series of
short class talks or articles for a class project. A class or school
magazine may also encourage interest in reading.
� It is important to make sure the students are familiar with
the format of the Reading paper. It will be helpful to spend
time going through past papers. The Reading paper has a
standard structure and format so that students will know, in
general terms, what to expect in each part of the paper,
although the number of questions within a task may vary.
� Students should be encouraged to read a text without
thinking that they need to understand every word. They are
not allowed to use a dictionary in the examination and they
should be trained to try to guess the meaning of unknown
words from the context. Students often spend precious time
worrying about the text at word level rather than trying to get
a more global view of what it is about.
� Students need to read the title and sub-title of each reading
text. This is meant to give them an idea of what to expect from
the text; it will tell them who has written the piece and what
it is about. If there is a visual, it is usually included to help
with a reference in the text that the students may not be
familiar with, for example, a photo of a certain animal or
place. Students are allowed to make notes on the question
paper but these notes aren’t marked.
� It is important that students are familiar with the
instructions on the front page of the question paper, and for
each part of the test. Students should also be familiar with the
technique of indicating their answer on the separate answer
sheet so that they can do this quickly and accurately. The
students need to be shown how to do this and have practice
doing this in a timed exercise. They need to think about the
relative merits of transferring their answers on to the answer
sheet at the end of each task or waiting until the end of the
paper. If they find it difficult to complete the four tasks in the
time allowed, it may be wiser to transfer answers after each
task.
� When the students are familiar with the different task
types, it is a good idea to discuss which part(s) take them
longer to complete. Following this discussion the teacher can
suggest possible timings for each task. Students need to be
reminded that each task is worth approximately equal marks;
50% of the marks are allocated to the two multiple matching
tasks, while the other two tasks (multiple-choice and gapped
text) account for the remaining 50%. The students at this level
need to process large quantities of text in a defined time-scale
and therefore they need practice in planning their time
carefully.
By part� PART 1
� Your students will need practice in skimming and scanning
texts quickly in order to prepare for the multiple matching
tasks in Part 1 and Part 4. They should practise scanning texts
for the particular information required and not feel that they
must read every word in the text. It is also important that you
give them enough practice in timing their reading.
� Draw students’ attention to the particular wording of
questions since these are intended to lead the reader to
specific information and to disregard irrelevant information. It
can be helpful for your students to underline key words in the
questions as this helps when trying to find the information in
the text which provides the answers.
� Discourage your students from selecting an answer solely
on the basis of matching a word in the question with a word in
the text, since careful reading of a particular part of the text is
required to ensure an accurate match in terms of meaning.
� Give your students plenty of opportunity to read articles
and reviews where different people discuss work, books,
hobbies, etc. Ask students to prepare their own questions,
perhaps as a homework exercise to be used later in class. This
will help them gain a better understanding of how the test is
constructed and will also give them some insight into what
clues they need to look for when doing Parts 1 and 4 in the
examination.
� PART 2
� You should encourage your students to read the text as a
whole, and not to focus on each gap separately. They need to
understand that an idea of the structure and the development
of the theme of the text is necessary before starting to do the
task. Students frequently make the wrong choices by selecting
options which fit the text before the gap, and neglecting to
check that the text after the gap follows on smoothly.
� Sometimes students will need to choose carefully between
two extracts as possible answers and will need practice in
making decisions about which is the most logical extract to fill
9cae handbook | paper 1: reading
the particular gap. Give your students plenty of practice in
recognising a wide range of linguistic devices which mark the
logical and cohesive development of a text, e.g. words and
phrases indicating time, cause and effect, contrasting
arguments, pronouns, repetition and use of verb tenses.
� You should alert your students to the dangers of
approaching the gapped-text task as an exercise requiring
them merely to identify extracts from the text and sections in
the text containing the same words, including names and
dates. The task is designed to test understanding of the
development of ideas, opinions and events rather than the
superficial recognition of individual words.
� PART 3
� You should encourage your students to read the whole text
before reading the multiple-choice questions. As three out of
the four options are incorrect, there is not much point in
trying to absorb them all before tackling the text. It is much
more important to train students to check each option against
the evidence of the text.
� The questions in Part 3 follow the order of the text, possibly
with a global question at the end. It is often useful to ask
students to underline the part of the text where they found
the answer and then justify it to the rest of the class. It may
also prove useful to identify the information which the
distractors are based on.
� Ask your students to check the questions which take the
form of incomplete sentences very carefully; the whole
sentence has to match what is written in the text and not just
the phrase in option A, B, C or D. You should also alert them to
the fact that an option may be plausible, but not actually
answer the question and that careful study of the questions
and text is very important.
� Make sure that students read texts in which opinions,
attitudes and feelings are expressed, e.g. interviews with
famous people talking about how they began their careers and
what made them successful, or reviews of a particular theatre
performance. The multiple-choice questions in this part are
often based on opinions and feelings.
� As in the other parts of the test, it is important that
students avoid matching words in the text with words in the
question or option.
� PART 4
� Part 4 of the Reading paper complements Part 1; both are
multiple matching tasks, testing students’ ability to locate
specific information in a text. The advice on preparation for
Part 1 also applies to Part 4. However, you should make sure
that your students are aware of the need to fold out the
second page of the text when they do the task.
10 cae handbook | paper 1: reading – sample paper
2
0150
/1 J
un03
Par
t 1
Ans
wer
que
stio
ns 1
–12
by r
efer
ring
to t
he n
ewsp
aper
art
icle
abo
ut e
mot
iona
l int
ellig
ence
on
page
3.
Indi
cate
you
r an
swer
s o
n t
he
sep
arat
e an
swer
sh
eet.
For
que
stio
ns 1
–12,
ans
wer
by
choo
sing
fro
m t
he s
ectio
ns o
f th
e ar
ticle
(A
–D).
Som
e of
the
choi
ces
may
be
requ
ired
mor
e th
an o
nce.
In w
hic
h s
ecti
on
is t
he
follo
win
g m
enti
on
ed?
the
sign
ifica
nce
of e
mot
iona
l int
ellig
ence
in w
ork
that
is c
halle
ngin
g1
......
....
incr
ease
d ac
cura
cy in
the
way
em
otio
nal i
ntel
ligen
ce is
des
crib
ed2
......
....
the
mea
ns b
y w
hich
we
are
asse
ssed
at w
ork
havi
ng b
ecom
e m
ore
3 ...
......
.co
mpr
ehen
sive
the
fact
that
em
otio
nal i
ntel
ligen
ce c
an b
e co
mbi
ned
with
oth
er s
kills
to im
prov
e4
......
....
peop
le’s
abi
lity
to c
ope
at w
ork
area
s in
whi
ch e
mot
iona
l int
ellig
ence
can
not b
e ex
pect
ed to
offe
r so
lutio
ns5
......
....
peop
le h
avin
g su
ccee
ded
desp
ite in
adeq
uaci
es in
em
otio
nal i
ntel
ligen
ce6
......
....
the
assu
mpt
ion
that
peo
ple
have
the
acad
emic
ski
lls to
per
form
thei
r jo
bs w
ell
7 ...
......
.
the
nega
tive
effe
ct th
at a
lack
of e
mot
iona
l int
ellig
ence
can
hav
e on
a p
erso
n’s
8 ...
......
.ot
her
skill
s
the
mea
ns o
f pre
dict
ing
who
will
exc
el in
the
wor
kpla
ce9
......
....
the
reas
on w
hy o
rgan
isat
ions
pro
mot
e em
otio
nal i
ntel
ligen
ce in
the
wor
kpla
ce10
.....
.....
mis
conc
eptio
ns a
bout
wha
t em
otio
nal i
ntel
ligen
ce in
volv
es11
.....
.....
the
kind
of s
taff
rela
tions
that
ens
ure
an o
rgan
isat
ion
has
an a
dvan
tage
ove
r its
12
.....
.....
rival
s
PAPER 1: READINGPart 1 (Questions 1–12)
11cae handbook | paper 1: reading – sample paper
5
0150/1
Jun03
[Tu
rn o
ver
AE
vans’
imagin
ation
was
captu
red.
He
began r
esearc
hin
g t
he s
ubje
ct
with a
vie
w
to w
riting a
scre
enpla
y −
he w
as,
after
all,
a
film
-maker.
But
dis
illusio
nm
ent
with t
he f
ilm
worl
d follo
win
g t
he d
em
ise o
f Li
fe a
nd L
imb
pro
mpte
d h
im t
o w
rite
the s
tory
as a
book.
And
so
thro
ughout
the
spri
ng
he
dro
ve
acro
ss
the
US
, sto
ppin
g
at
ranches
and
learn
ing about
hors
es and th
e m
en w
ho
work
with them
.
B‘It’s
all
been s
uch a
fair
y t
ale
so f
ar,
I d
on’t
want to
spoil
it. W
riting a
t th
at le
vel is
a v
ery
tough b
usin
ess, and I d
on’t w
ant to
becom
e
an e
mplo
yee o
f th
ese p
eople
who I
lik
e a
nd
who h
ave p
aid
me s
o m
uch m
oney.
I’d
hate
to fin
d m
yself w
riting a
dra
ft o
r tw
o a
nd then
have t
hem
say,
“T
hanks N
ick,
but
now
we’ll
bri
ng in s
o-a
nd-s
o”.
’
C‘W
e c
ould
n’t b
elie
ve it; w
e s
at th
ere
with o
ur
jaw
s
gapin
g.
We’d
never
sent
the
manuscri
pt
to N
ew
York
, w
e s
till
don’t k
now
how
it
got
there
,’ E
vans s
ays.
Nor
did
they
send i
t to
Holly
wood,
but
within
that
sam
e
week the m
ajo
r stu
dio
s w
ere
fig
hting o
ver
it.
‘My
agent
in
the
UK
w
isely
in
volv
ed
an
agent over
there
and w
hen h
e p
honed u
s to
say,
“I
thin
k w
e c
an g
et
$3 m
illio
n o
utr
ight,”
we laughed in d
isbelie
f.’
DA
s a
scre
enw
rite
r, h
e h
ad y
earn
ed f
or
the
freedom
of
novelis
ts a
nd,
when h
e h
ad i
t,
found h
imself ‘in
the m
iddle
of th
is im
mense
and t
err
ifyin
g p
lain
without
the s
upport
of
scre
enpla
y
rule
s
to
guid
e
me.’
But
he
carr
ies u
s s
mooth
ly t
hro
ugh.
Even s
o,
he
rem
ain
s baffle
d as to
w
hy th
e sto
ry has
captu
red i
magin
ations i
n t
he m
ind-b
low
ing
way that it h
as.
EH
e t
hought
that
again
tow
ard
s t
he e
nd o
f
August,
by
whic
h
tim
e
he
had
retu
rned
hom
e a
nd w
ritten t
he f
irst
half o
f th
e b
ook.
‘At th
at poin
t th
e b
ank m
anager
was g
ettin
g
really
very
heavy w
ith u
s,
and I
needed t
o
know
w
heth
er
it
was
wort
h
goin
g
on.
I
plu
cked
up
the
coura
ge
to
show
it
to
a
frie
nd w
ho w
as a
litera
ry a
gent; h
e r
ead i
t
and s
aid
it w
as “
fine”.’
FA
w
ise
man,
findin
g
him
self
in
Evans’
positio
n,
would
have got
a jo
b.
He could
have
gone
back
to
bein
g
a
tele
vis
ion
executive,
or
begun a
tele
vis
ion p
roje
ct
that
had
been
on
hold
. In
ste
ad,
he
made
a
decis
ion t
hat
most
people
, E
vans i
nclu
ded,
would
consid
er
insane.
He b
ought
a t
icket
to A
meri
ca a
nd s
et
off f
or
thre
e m
onth
s t
o
researc
h h
is first novel.
GIn
O
cto
ber,
to
geth
er
with
the
firs
t tw
o
hundre
d p
ages o
f th
e n
ovel, t
his
was s
ent
to s
even U
K p
ublis
hers
on t
he e
ve o
f th
eir
depart
ure
for
the a
nnual spendin
g s
pre
e a
t
the inte
rnationally
renow
ned F
rankfu
rt B
ook
Fair.
Within
days
his
agent
was
on
the
tele
phone t
o r
eport
that
he h
ad j
ust
turn
ed
dow
n t
he f
irst
offer
of
$75,0
00.
‘I s
aid
, “Y
ou
what?
” A
nd h
e s
aid
, “I
t’s O
K,
I ju
st
sense
som
eth
ing is h
appenin
g”.
’
PAPER 1: READINGPart 2 (Questions 13–18)
12 cae handbook | paper 1: reading – sample paper
7
0150/1
Jun03
[Tu
rn o
ver
19W
hen s
he a
rriv
ed a
t th
e w
ork
shop, th
e w
rite
r
Aw
as n
ot sure
if her
firs
t im
pre
ssio
n o
f H
urs
t w
as a
ccura
te.
Bw
as o
ffended b
y the w
ay H
urs
t in
troduced h
imself.
Cth
ought th
at H
urs
t w
as p
rete
ndin
g to h
ave a
lot to
do.
Dth
ought it w
as o
bvio
us that H
urs
t did
not w
ant to
speak to h
er.
20H
urs
t has few
pro
ble
ms s
elli
ng h
is furn
iture
because h
e
Aadvert
ises locally
.
Bis
know
n to b
e a
skill
ed c
raftsm
an.
Cuses o
nly
natu
ral m
ate
rials
.
Dhas a
reputa
tion for
bein
g fair.
21W
hat does H
urs
t th
ink h
as led to the d
eclin
e in the c
raft o
f cabin
et-
makin
g?
AIt is a
difficult s
kill
to learn
.
BIt is o
nly
popula
r in
rura
l are
as.
CC
onsum
ers
will
accept poor
qualit
y furn
iture
.
DS
imple
desig
ns d
o n
ot appeal to
modern
taste
s.
22T
he w
rite
r says that w
hen H
urs
t descri
bes h
is ‘ta
lent’, he
Ahas a
tendency to e
xaggera
te.
Bre
veals
a n
atu
ral sense o
f hum
our.
Cbecom
es m
ore
anim
ate
d than h
e u
sually
is.
Dappears
more
arr
ogant th
an h
e r
eally
is.
23H
urs
t belie
ves that it is e
ssential fo
r cra
ftsm
en to
Acre
ate
ori
gin
al fu
rniture
.
Bexhib
it to a
wid
e a
udie
nce.
Cpro
duce functional desig
ns.
Din
vest extr
a tim
e in p
erf
ecting their w
ork
.
24T
he w
rite
r’s fin
al im
pre
ssio
n o
f H
urs
t is
that he
Ahas a
n u
nusual attitude to h
is w
ork
.
Bbelie
ves in the s
pecia
l natu
re o
f his
work
.
Cenjo
ys b
ein
g inte
rvie
wed a
bout his
work
.
Dhas the a
bili
ty to p
ut his
work
into
pers
pective.
PAPER 1: READINGPart 3 (Questions 19–24)
13cae handbook | paper 1: reading – sample paper
8
0150
/1 J
un03
Par
t 4
Ans
wer
que
stio
ns 2
5–
45 b
y re
ferr
ing
to t
he n
ewsp
aper
art
icle
on
page
s 9
–10
abo
ut s
cien
tific
biog
raph
ies.
Indi
cate
you
r an
swer
s o
n t
he
sep
arat
e an
swer
sh
eet.
For
que
stio
ns 2
5–
45,
answ
er b
y ch
oosi
ng f
rom
the
sec
tions
of
the
artic
le A
–D.
Som
e of
the
choi
ces
may
be
requ
ired
mor
e th
an o
nce.
Wh
ich
sec
tio
n m
enti
on
s th
e fo
llow
ing
?
the
cont
inui
ng g
ener
al s
carc
ity o
f bio
grap
hies
of s
cien
tists
25 …
…
an in
crea
se in
the
num
ber
of w
ays
scie
ntis
ts a
re fe
atur
ed in
the
med
ia26
……
cert
ain
para
llels
bet
wee
n th
e liv
es o
f tw
o pe
ople
27 …
…
the
fact
that
sci
ence
can
bec
ome
acce
ssib
le to
the
non-
scie
ntis
t28
……
the
chan
ging
nat
ure
of b
ooks
abo
ut s
cien
tists
29 …
…
an a
ttitu
de w
hich
is c
omm
on to
sci
entis
ts a
nd p
eopl
e w
orki
ng in
the
book
trad
e30
……
the
lack
of t
rust
peo
ple
som
etim
es h
ave
in s
cien
tists
31 …
…
som
eone
who
se s
cien
tific
res
earc
h w
ent m
uch
furt
her
than
oth
ers
had
belie
ved
poss
ible
32 …
…
som
eone
who
se li
fe m
irror
s hi
stor
ical
dev
elop
men
ts33
……
biog
raph
ies
whi
ch in
clud
e th
e le
ss p
ositi
ve a
spec
ts o
f a s
cien
tist’s
life
34 …
…
the
less
ons
to b
e ta
ken
from
som
eone
els
e’s
life
35 …
…
grow
ing
publ
ic in
tere
st in
the
ever
yday
live
s of
bril
liant
peo
ple
36 …
…
the
grea
test
diff
icul
ty in
writ
ing
the
biog
raph
y of
a s
cien
tist
37 …
…
som
eone
who
was
mod
est a
bout
the
inte
rest
of t
heir
own
life
to o
ther
s38
……
an a
chie
vem
ent t
hat w
ould
gai
n m
ore
gene
ral r
ecog
nitio
n if
it w
ere
in a
noth
er fi
eld
39 …
…
the
fact
that
mos
t peo
ple’
s co
mpr
ehen
sion
of s
cien
ce d
oes
not g
o be
yond
the
basi
cs40
……
the
idea
that
peo
ple
who
stu
dy in
diff
eren
t dis
cipl
ines
can
not b
e of
inte
rest
to o
ne a
noth
er41
……
the
fact
that
peo
ple
are
not a
sham
ed if
they
are
una
war
e of
the
nam
es o
f gre
at s
cien
tists
42 …
…
an a
ttitu
de w
hich
dis
suad
es p
eopl
e fr
om fo
llow
ing
a sc
ient
ific
care
er43
……
an e
xpec
tatio
n th
at w
as to
o op
timis
tic44
……
the
abse
nce
of p
erso
nal i
nfor
mat
ion
in m
ost s
cien
tific
bio
grap
hies
45 …
…
PAPER 1: READINGPart 4 (Questions 25–45)
14 cae handbook | paper 1: reading – sample paper
PAPER 1: READINGPart 4 (Questions 25–45)
15cae handbook | paper 1: reading – answer keys and answer sheet
PAPER 1: READINGAnswer keys and answer sheet
PART ONE
1 C
2 B
3 A
4 D
5 D
6 C
7 A
8 C
9 A
10 C
11 B
12 C
PART TWO
13 F
14 A
15 E
16 G
17 C
18 B
PART THREE
19 A
20 B
21 C
22 D
23 C
24 D
PART FOUR
25 B 36 C
26 C 37 D
27 A 38 B
28 D 39 A
29 C 40 D
30 B 41 B
31 C 42 D
32 D 43 C
33 A 44 A
34 C 45 C
35 D