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CAE Reading Test

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1 PAPER 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 correct answer receives 1 mark. Parts 2 and 3 – each correct answer 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 preceded by multiple matching questions. Candidates must match a prompt to elements in the text. No. of Qs 12–18. PART 2 Task type Gapped text. and focus Text structure. Format A text from which paragraphs have been removed and placed in jumbled order after the text. Candidates must decide from where in the text the 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-choice questions. No. of Qs 5–7. PART 4 Task type Multiple matching. and focus Specific information. Format A double-page text or several short texts preceded by multiple matching questions. Candidates must match a prompt to elements in the text. No. of Qs 12–22.
Transcript
Page 1: CAE Reading Test

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.

Page 2: CAE Reading Test

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

Page 3: CAE Reading Test

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

Page 4: CAE Reading Test

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.

Page 5: CAE Reading Test

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)

Page 6: CAE Reading Test

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)

Page 7: CAE Reading Test

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)

Page 8: CAE Reading Test

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)

Page 9: CAE Reading Test

14 cae handbook | paper 1: reading – sample paper

PAPER 1: READINGPart 4 (Questions 25–45)

Page 10: CAE Reading Test

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


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