10 fce handbook for teachers | paper 1: reading | sample paper – test 1
Part
1
You
are
goi
ng to
read
an
extra
ct fr
om a
nov
el.
For q
uest
ions
1 –
8,c
hoos
e th
e an
swer
(A, B
, C o
r D)
whi
ch y
ou th
ink
fits
best
acc
ordi
ng to
the
text
.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
I sh
ifted
unc
omfo
rtabl
y in
side
my
best
sui
t an
d ea
sed
a fin
ger
insi
de t
he t
ight
whi
teco
llar.
It w
as h
ot in
the
little
bus
and
I h
ad ta
ken
a se
at o
n th
e w
rong
sid
e w
here
the
sum
mer
sun
bea
t on
the
win
dow
s. I
t was
a s
trang
e ou
tfit f
or th
e w
eath
er, b
ut a
few
m
iles
ahea
d m
y fu
ture
em
ploy
er m
ight
be
wai
ting
for
me
and
I ha
d to
mak
e a
good
im
pres
sion
. Th
ere
was
a lo
t dep
endi
ngon
this
inte
rvie
w.
Man
y fr
iend
s who
had
qua
lifie
d w
ith
me
wer
e un
empl
oyed
or
wor
king
in s
hops
or
as la
bour
ers
in th
e sh
ipya
rds.
So
man
y th
at I
had
alm
ost g
iven
up
hope
of a
ny fu
ture
for m
ysel
f as a
vet
erin
ary
surg
eon.
Ther
e w
ere
usua
lly t
wo
or t
hree
job
s ad
verti
sed
in t
he V
eter
inar
yRe
cord
eac
h w
eek
and
an a
vera
ge o
f eig
hty
appl
ican
ts fo
r eac
h on
e. I
t had
n’t s
eem
ed p
ossi
ble
whe
n th
e le
tter c
ame
from
Dar
row
by in
Yor
kshi
re.
Mr S
. Far
non
wou
ld li
ke to
see
me
on th
eFr
iday
afte
rnoo
n; I
was
to c
ome
to te
a an
d, if
we
wer
e su
ited
to e
ach
othe
r, I c
ould
sta
yon
as
his
assi
stan
t. M
ost y
oung
peo
ple
emer
ging
from
the
colle
ges
afte
r fiv
e ye
ars
of
hard
wor
k w
ere
face
d by
a w
orld
uni
mpr
esse
d by
the
ir en
thus
iasm
and
bur
stin
g kn
owle
dge.
So
I had
gra
bbed
the
lifel
ine
unbe
lievi
ngly
. lin
e15
Th
e dr
iver
cra
shed
his
gea
rs a
gain
as
we
wen
t int
o an
othe
r st
eep
bend
. W
e ha
dbe
en c
limbi
ng s
tead
ily n
ow fo
r the
last
fifte
enm
iles
or s
o, m
ovin
g cl
oser
to th
e di
stan
tbl
ue o
f th
e Pe
nnin
e H
ills.
I h
ad n
ever
bee
n in
Yor
kshi
re b
efor
e, b
ut t
he n
ame
had
alw
ays
rais
ed a
pic
ture
of a
regi
on a
s he
avy
and
unro
man
tic a
s th
e pu
ddin
g of
the
sam
e na
me;
I w
as p
repa
red
for s
olid
resp
ecta
bilit
y,du
llnes
s and
a to
tal l
ack
of c
harm
. B
ut a
s th
e bu
s m
ade
its w
ay h
ighe
r, I b
egan
to w
onde
r. T
here
wer
e hi
gh g
rass
y hi
lls a
nd w
ide
valle
ys.
In
the
valle
y bo
ttom
s, riv
ers
twis
ted
amon
g th
e tre
es a
nd s
olid
gre
y st
one
farm
hous
es l
ay a
mon
g is
land
s of
cul
tivat
ed l
and
whi
ch p
ushe
d up
the
wild
, da
rkhi
llsid
es.
Sudd
enly
, I
real
ised
the
bus
was
cla
tterin
g al
ong
ana
rrow
stre
et w
hich
ope
ned
onto
a s
quar
e w
here
we
stop
ped.
A
bove
the
win
dow
of
a sm
all g
roce
r’s
shop
I r
ead
‘Dar
row
by C
o-op
erat
ive
Soci
ety’
. W
e ha
d ar
rived
. I
got
out
and
sto
od b
esid
e m
yba
ttere
d su
itcas
e, lo
okin
g ab
out m
e.
Ther
e w
as s
omet
hing
unu
sual
and
I d
idn’
tkno
ww
hat i
t was
at f
irst.
The
n it
cam
e to
me.
The
oth
er p
asse
nger
s had
dis
pers
ed, t
he d
river
had
switc
hed
off t
he e
ngin
e an
d th
ere
was
not
a s
ound
or a
mov
emen
t any
whe
re.
The
only
vis
ible
sig
n of
life
was
a g
roup
of
old
men
sitt
ing
roun
d th
e cl
ock
tow
er in
the
cent
re o
f the
squa
re, b
ut th
ey m
ight
hav
e be
en c
arve
d of
ston
e.
Dar
row
by d
idn’
t get
muc
h sp
ace
in th
e gu
ideb
ooks
, but
whe
re it
was
men
tione
d it
was
des
crib
ed a
s a
grey
littl
e to
wn
on th
e R
iver
Arr
ow w
ith a
mar
ket p
lace
and
littl
e of
in
tere
st e
xcep
t its
tw
o an
cien
t br
idge
s. B
ut w
hen
you
look
ed a
t it,
its
set
ting
was
be
autif
ul.
Ever
ywhe
re f
rom
the
win
dow
s of
hou
ses
in D
arro
wby
you
cou
ld s
ee t
he
hills
. Th
ere
was
a c
lear
ness
in th
e ai
r, a
sens
e of
spa
ce a
nd a
irine
ss th
at m
ade
me
feel
I ha
d le
ft so
met
hing
beh
ind.
Th
e pr
essu
re o
f th
e ci
ty, t
he n
oise
, the
sm
oke
– al
read
yth
ey se
emed
to b
e fa
lling
aw
ay fr
omm
e.Tr
enga
te S
treet
was
a q
uiet
roa
d le
adin
g of
f th
e sq
uare
and
fro
m th
ere
I ha
d m
yfir
st s
ight
of S
keld
ale
Hou
se.
I kne
w it
was
the
right
pla
ce b
efor
e I w
as n
ear e
noug
h to
re
ad S
. Far
non,
Vet
erin
ary
Surg
eon
on th
e ol
d-fa
shio
ned
bras
s na
mep
late
. I
knew
by
the
ivy
whi
ch g
rew
unt
idily
ove
r the
red
bric
k, c
limbi
ng u
p to
the
topm
ost w
indo
ws.
It
was
wha
t the
lette
r had
sai
d –
the
only
hou
se w
ith iv
y; a
nd th
is c
ould
be
whe
re I
wou
ldw
ork
for t
he fi
rst t
ime
as a
vet
erin
ary
surg
eon.
I ra
ng th
e do
orbe
ll.
1A
s he
trav
elle
d, th
e w
riter
regr
ette
d hi
s ch
oice
of
A
seat
. B
cl
othe
s.
C
care
er.
Dm
eans
of t
rans
port.
2W
hat h
ad s
urpr
ised
the
writ
er a
bout
the
job?
ATh
ere
had
been
no
adve
rtise
men
t. B
He
had
been
con
tact
ed b
y le
tter.
CTh
ere
was
an
invi
tatio
n to
tea.
D
He
had
been
sel
ecte
d fo
r int
ervi
ew.
3Th
e w
riter
use
s th
e ph
rase
‘I h
ad g
rabb
ed th
e lif
elin
e’ (l
ine
15) t
o sh
ow th
at h
e fe
lt
Aco
nfid
ent o
f his
abi
lity.
B
read
y to
con
side
r any
offe
r. C
caut
ious
abo
ut a
ccep
ting
the
invi
tatio
n.
Dfo
rced
to m
ake
a de
cisi
on u
nwill
ingl
y.
4W
hat i
mpr
essi
on h
ad th
e w
riter
pre
viou
sly
had
of Y
orks
hire
?
AIt
was
a b
eaut
iful p
lace
.B
It w
as a
bor
ing
plac
e.
CIt
was
a c
harm
ing
plac
e.
DIt
was
an
unha
ppy
plac
e.
5W
hat d
id th
e w
riter
find
unu
sual
abo
ut D
arro
wby
?
Ath
e lo
catio
n of
the
bus
stop
B
the
smal
l num
ber o
f sho
ps
Cth
e de
sign
of t
he s
quar
eD
the
lack
of a
ctiv
ity
6W
hat d
id th
e w
riter
feel
the
guid
eboo
ks h
ad m
isse
d ab
out D
arro
wby
?
Ath
e be
auty
of t
he h
ouse
s B
the
impo
rtanc
e of
the
brid
ges
Cth
e lo
vely
vie
ws
from
the
tow
n D
the
impr
essi
ve p
ublic
spa
ces
7 H
ow d
id th
e w
riter
reco
gnis
e S
keld
ale
Hou
se?
A
Th
e na
me
was
on
the
door
.
B
It ha
d re
d br
icks
.
C
Ther
e w
as a
cer
tain
pla
nt o
utsi
de.
D
It
stoo
d al
one.
8H
ow d
id th
e w
riter
’s a
ttitu
de c
hang
e du
ring
the
pass
age?
AH
e be
gan
to fe
el h
e m
ight
like
livi
ng in
Dar
row
by.
BH
e be
cam
e le
ss e
nthu
sias
tic a
bout
the
job.
C
He
real
ised
his
jour
ney
was
like
ly to
hav
e be
en a
was
te o
f tim
e.
DH
e st
arte
d to
look
forw
ard
to h
avin
g th
e in
terv
iew
.
Turn
Ove
r
PAPER 1: READINGTest 1 Part 1 (questions 1–8)
11fce handbook for teachers | paper 1: reading | sample paper – test 1
Part
2
You
are
goi
ng t
o re
ad a
n ar
ticle
abo
ut a
wom
an w
ho i
s a
dow
nhill
mou
ntai
n-bi
ke r
acer
. S
even
sent
ence
s ha
ve b
een
rem
oved
from
the
artic
le.
Cho
ose
from
the
sent
ence
s A
– H
the
one
whi
ch fi
ts
each
gap
(9 –
15)
. Th
ere
is o
ne e
xtra
sen
tenc
e w
hich
you
do
not n
eed
to u
se.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Dow
nhill
race
rA
nna
Jone
s te
lls o
f her
mov
e fro
m s
kiin
g to
dow
nhill
mou
ntai
n bi
king
and
her
rap
id r
ise
upth
e ra
nks
to h
er c
urre
nt p
ositi
on a
s on
e of
the
top
five
dow
nhill
race
rs in
the
coun
try.
At
the
age
of s
even
I h
ad l
earn
t to
ski
and
by
four
teen
I
was
co
mpe
ting
inte
rnat
iona
lly.
Whe
n I
was
eig
htee
n a
clos
e fri
end
was
inju
red
ina
ski
race
, an
d a
s a
re
sult,
I
gave
up
com
petit
ive
skiin
g.
To f
ill t
he g
ap t
hat
skiin
g ha
d le
ft I d
ecid
ed to
sw
ap tw
o pl
anks
of w
ood
for
two
whe
els
with
big
tyre
s.
My
first
race
was
a c
ross
-cou
ntry
race
in 1
995.
It
was
n’t a
n am
azin
g su
cces
s.
9 A
fter
ente
ring
a fe
w m
ore
cros
s-co
untry
rac
es, a
loca
lbi
ke s
hop
gave
me
a do
wnh
ill b
ike
to t
ry.
I
ente
red
a do
wnh
ill
race
, fe
ll of
f, bu
t di
d re
ason
ably
wel
l in
the
end
, so
I s
witc
hed
todo
wnh
ill ra
cing
.
I th
ink
my
skiin
g he
lped
a l
ot a
s I
was
abl
e to
trans
fer
seve
ral
skill
s su
ch
as
corn
erin
g an
dw
eigh
t-bal
ance
to m
ount
ain
biki
ng.
This
yea
r I’m
rid
ing
for
a fa
mou
s B
ritis
h te
am a
nd t
here
are
ra
ces
alm
oste
very
wee
kend
from
Mar
ch th
roug
h to
Sep
tem
ber.
10
In fa
ct, t
here
’s q
uite
alo
t of p
uttin
g up
tent
s in
mud
dy fi
elds
.
Last
sea
son
I w
as s
elec
ted
to r
epre
sent
Gre
atB
ritai
n at
bo
th
the
Eur
opea
n an
d W
orld
C
ham
pion
ship
s. B
oth
even
ts w
ere
com
plet
ely
diffe
rent
from
the
UK
race
sce
ne.
11
I
was
tot
ally
in
awe,
rac
ing
with
the
rid
ers
I ha
dbe
en f
ollo
win
g in
mag
azin
es.
The
atm
osph
ere
was
ele
ctric
and
I fin
ishe
d ab
out m
id-p
ack.
Mou
ntai
n bi
king
is a
gre
at s
port
to b
e in
. P
eopl
e as
k m
e if
dow
nhill
rac
ing
is r
eally
sca
ry.
I sa
y,
‘Yes
it is
, and
I lo
ve it
.’ E
very
tim
e I r
ace
I sca
re
mys
elf s
illy
and
then
say
, ‘Y
eah
let’s
do
it ag
ain.
’
Whe
n yo
u’re
rid
ing
wel
l, yo
u ar
e rig
ht o
n th
e ed
ge, a
s cl
ose
as y
ou c
an b
e to
bei
ng o
ut o
fco
ntro
l.12
H
owev
er, y
ou q
uick
ly le
arn
how
to d
o it
so a
s no
t to
inju
re y
ours
elf.
And
it’s
part
of th
e le
arni
ng p
roce
ss a
s yo
u ha
ve to
pus
hyo
urse
lf an
d try
new
ski
lls to
impr
ove.
Initi
ally
, dow
nhill
raci
ng w
asn’
t tak
en s
erio
usly
as
am
ount
ain-
biki
ng d
isci
plin
e.
13
But
thin
gsar
e ch
angi
ng a
nd r
ider
s ar
e no
w r
ealis
ing
that
th
ey n
eed
to tr
ain
just
as
hard
for d
ownh
ill ra
cing
as th
ey w
ould
do
for c
ross
-cou
ntry
.
The
race
s ar
e ru
n ov
er g
roun
d w
hich
is g
ener
ally
cl
oser
to
verti
cal
than
hor
izon
tal,
with
jum
ps,
drop
-offs
, ho
les,
cor
ners
and
nas
ty r
ocks
and
tre
es t
o te
st y
our
nerv
es a
s w
ell
as t
echn
ical
sk
ill.
At t
he e
nd o
f a r
un, w
hich
is b
etw
een
two
and
thre
e m
inut
es in
this
cou
ntry
you
r leg
s hu
rt so
muc
h th
ey b
urn.
14
B
ut in
a ra
ce,
you’
re s
o ex
cite
d th
at y
ou s
witc
h of
f to
the
pai
n un
til y
ou’v
e fin
ishe
d.
A l
ot o
f pe
ople
thi
nk t
hat
you
need
to
spen
d th
ousa
nds
of p
ound
s to
giv
e do
wnh
ill m
ount
ain
biki
ng a
go.
15
A re
ason
able
beg
inne
r’sdo
wnh
ill b
ike
will
cos
t yo
u ar
ound
£40
0 an
d th
e ba
sic
equi
pmen
t, of
a c
ycle
hel
met
, cyc
le s
horts
and
glov
es,
arou
nd £
150.
La
ter
on y
ou m
ay
wan
t to
upg
rade
you
r bi
ke a
nd g
et a
ful
l-fac
e cr
ash
helm
et,
sinc
e rid
ers
are
now
ach
ievi
ngsp
eeds
of u
p to
80
kilo
met
res
per h
our.
A
B
C
D
I’ve
falle
n of
f m
ore
times
tha
n I
care
to
rem
embe
r.
I us
ually
hav
e to
sto
p du
ring
prac
tice
sess
ions
.
The
cour
ses
wer
e tw
ice
as lo
ng a
nd th
e cr
owds
wer
e tw
ice
as b
ig.
I’m n
ot s
trong
eno
ugh
in m
y ar
ms,
so
I’ve
been
doi
ng a
lot
of
uppe
r-bo
dy t
rain
ing
this
yea
r.
E F G
H
The
attit
ude
was
: how
muc
h sk
ill d
o yo
u ne
ed to
sit
on a
sad
dle
and
poin
t a b
ike
in th
e sa
me
dire
ctio
n fo
r a fe
w m
inut
es?
I fin
ishe
d la
st,
but
it di
dn’t
mat
ter
as I
real
ly e
njoy
ed it
.
Not
hing
cou
ld b
e fu
rther
from
the
truth
.
It’s
not a
ll st
ardo
m a
nd g
lam
our,
thou
gh.
Turn
Ove
r
PAPER 1: READINGTest 1 Part 2 (questions 9–15)
Part
3
You
are
goi
ng t
o re
ad a
mag
azin
e ar
ticle
abo
ut p
eopl
e w
ho c
olle
ct t
hing
s.
For
ques
tions
16
– 30
, ch
oose
from
the
peop
le (A
– D
). T
he p
eopl
e m
ay b
e ch
osen
mor
e th
an o
nce.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Whi
ch p
erso
n
had
to re
-sta
rt th
eir c
olle
ctio
n?
16
has
prov
ided
use
ful a
dvic
e on
thei
r sub
ject
? 17
was
mis
led
by a
n ea
rly s
ucce
ss?
18
rece
ived
an
unex
pect
ed g
ift?
19
adm
its to
mak
ing
little
pra
ctic
al u
se o
f the
ir co
llect
ion?
20
regr
ets
the
rapi
d di
sapp
eara
nce
of c
erta
in it
ems?
21
is a
war
e th
at a
fulle
r col
lect
ion
of it
ems
exis
ts e
lsew
here
? 22
has
a hi
stor
y of
col
lect
ing
diffe
rent
item
s?
23
perfo
rmed
a fa
vour
for s
omeo
ne th
ey k
new
? 24
is a
nat
iona
l exp
ert o
n th
eir s
ubje
ct?
25
is a
war
e th
at th
ey fo
rm p
art o
f a g
row
ing
grou
p?
26
insi
sts
on p
urch
asin
g to
p-qu
ality
item
s?
27
notic
ed it
ems
whi
le lo
okin
g fo
r som
ethi
ng e
lse?
28
has
to p
rote
ct th
eir c
olle
ctio
n fro
m d
amag
e?
29
wou
ld li
ke to
cre
ate
a ha
nds-
on d
ispl
ay o
f the
ir co
llect
ion?
30
The
Wor
ld o
f Col
lect
ing
A
Ron
Bar
ton
shar
es h
is h
ome
with
abo
ut 2
00
sew
ing
mac
hine
s. H
is p
assi
on b
egan
whe
n he
was
sea
rchi
ng fo
r bits
of s
econ
d-ha
nd fu
rnitu
re
and
kept
see
ing
‘bea
utifu
l old
sew
ing
mac
hine
s th
at w
ere
next
to n
othi
ng to
buy
’. H
e co
uldn
’tre
sist
them
. Th
en a
frie
nd h
ad a
mac
hine
that
w
ould
n’t w
ork,
so
she
aske
d B
arto
n to
look
at i
t fo
r he
r. A
t tha
t sta
ge h
e w
as n
ot a
n au
thor
ity
on t
he s
ubje
ct,
but
he w
orke
d on
it
for
thre
e da
ys a
nd e
vent
ually
got
it g
oing
. La
ter
he o
pene
d up
a s
mal
l st
and
in a
Lond
on
mar
ket.
‘M
ost
peop
le
seem
edun
inte
rest
ed.
Then
a d
eale
r ca
me
and
boug
htev
eryt
hing
I’d
tak
en a
long
. I
tho
ught
, “G
reat
! Th
is i
s m
y fu
ture
life
.” B
ut a
fter
that
I n
ever
so
ld a
noth
er o
ne t
here
and
end
ed u
p w
ith a
st
all
in
anot
her
mar
ket
whi
ch
was
on
ly
mod
erat
ely
succ
essf
ul.’
Now
aday
s,
he
conc
entra
tes
on
dom
estic
m
achi
nes
in t
heir
orig
inal
box
con
tain
ers
with
thei
r ha
ndbo
oks.
H
e is
ofte
n as
ked
if he
doe
san
y se
win
g w
ith t
hem
. T
he a
nsw
er i
s th
at,
apar
t fro
m m
akin
g su
re t
hat
they
wor
k, h
era
rely
touc
hes
them
.
B
As
a bo
y, C
hris
Pet
ers
colle
cted
hun
dred
s of
vint
age
cam
eras
, mos
tly fr
om ju
mbl
e sa
les
and
dust
bins
. La
ter,
whe
n th
e tim
e ca
me
to b
uy h
is
first
ho
use,
he
ha
d to
se
ll hi
s va
luab
le
colle
ctio
n in
ord
er to
put
dow
n a
depo
sit.
A fe
wye
ars
afte
r, he
too
k up
the
inte
rest
aga
in a
ndno
w h
as o
ver a
thou
sand
cam
eras
, the
ear
liest
datin
g fro
m 1
860.
N
ow P
eter
s ‘ju
st c
anno
t sto
p co
llect
ing’
and
hope
s to
ope
n hi
s ow
n ph
otog
raph
ic m
useu
m
whe
re m
embe
rs o
f th
e pu
blic
will
be
able
to
touc
h an
d fid
dle
arou
nd
with
th
e ca
mer
as.
Whi
lst
ackn
owle
dgin
g th
at t
he R
oyal
Cam
era
Col
lect
ion
in B
ath
is p
roba
bly
mor
e ex
tens
ive
than
his
ow
n, h
e po
ints
out
that
‘so
few
of t
he
item
s ar
e on
sho
w th
ere
at th
e sa
me
time
that
I th
ink
my
own
pers
onal
col
lect
ion
will
eas
ily
rival
it.’
CSy
lvia
Kin
g is
one
of
the
fore
mos
t au
thor
ities
on
pla
stic
s in
Brit
ain.
She
has
, in
ever
y co
rner
of
her
hou
se,
a st
rikin
g co
llect
ion
of p
last
ic
obje
cts
of e
very
kin
d, d
atin
g fro
m th
e m
iddl
e of
the
last
cen
tury
and
illu
stra
ting
the
com
plex
us
es o
f pla
stic
ove
r the
yea
rs.
Kin
g’s
inte
rest
st
arte
d w
hen
she
was
co
mm
issi
oned
to w
rite
her
first
boo
k.
In o
rder
to d
o th
is, s
he h
ad to
sta
rt fro
m s
crat
ch; s
o sh
eat
tend
ed
a co
urse
on
w
ork
mac
hine
ry,
mai
ntai
ning
th
at
if sh
e di
dn’t
unde
rsta
ndpl
astic
s m
anuf
actu
re th
en n
obod
y el
se w
ould
. A
s sh
e ga
ther
ed i
nfor
mat
ion
for
her
book
,sh
e al
so b
egan
to c
olle
ct p
iece
s of
pla
stic
from
ever
y im
agin
able
sou
rce:
junk
sho
ps, a
rcad
es,
and
the
cupb
oard
s of
fri
ends
.
She
al
soco
llect
s ‘b
ecau
se it
is v
ital t
o ke
ep e
xam
ples
. W
e liv
e in
an
age
of t
hrow
-aw
ay it
ems:
tap
e-re
cord
ers,
cas
sette
s, h
air
drye
rs –
they
are
all
repl
aced
so
quic
kly.
’ K
ing’
s se
cond
boo
k, C
lass
ic P
last
ics:
from
Bak
elite
to
Hig
h Te
ch,
is t
he f
irst
publ
ishe
d gu
ide
to
plas
tics
colle
ctin
g.
It
desc
ribes
colle
ctio
ns th
at c
an b
e vi
site
d an
d gi
ves
sim
ple
and
safe
hom
e te
sts
for i
dent
ifica
tion.
Kin
g ad
mits
th
at
‘pla
stic
is
a
mys
terio
ussu
bsta
nce
and
man
y pe
ople
are
frig
hten
ed o
fit.
Eve
n so
, the
ban
d of
col
lect
ors
is c
onst
antly
ex
pand
ing.
’
DJa
net
Pont
in a
lread
y ha
d tw
enty
ye
ars
of
colle
ctin
g on
e th
ing
or
anot
her
behi
nd
her
whe
n sh
e st
arte
d co
llect
ing
‘art
deco
’ fa
ns i
n19
66.
It
happ
ened
whe
n sh
e w
ent
to a
n au
ctio
n sa
le a
nd s
aw a
sho
e-bo
x fil
led
with
them
. S
omeo
ne e
lse
got
them
by
offe
ring
ahi
gher
pric
e an
d sh
e w
as v
ery
cros
s. L
ater
, to
her
asto
nish
men
t, he
wen
t ro
und
to h
er f
lat
and
pres
ente
d th
em t
o he
r. ‘T
hat
was
how
ital
l sta
rted.
’ Th
ere
wer
e ab
out f
ive
fans
in th
esh
oe-b
ox
and
sinc
e th
en
they
’ve
been
exhi
bite
d in
the
first
rea
lly b
ig e
xhib
ition
of ‘
art
deco
’ in
Am
eric
a.
The
fans
are
not
nor
mal
ly
on s
how
, ho
wev
er,
but
are
kept
beh
ind
glas
s.Th
ey
are
extre
mel
y fra
gile
an
d pe
ople
ar
ete
mpt
ed to
han
dle
them
. Th
e id
ea is
to h
ave,
one
day,
abl
ack-
lacq
uere
d ro
om w
here
the
y ca
n be
mor
e ea
sily
see
n.P
ontin
do
esn’
t re
stric
t he
rsel
f to
fa
ns
of
apa
rticu
lar p
erio
d, b
ut s
he w
ill o
nly
buy
a fa
n if
itis
in
ex
celle
nt
cond
ition
.
The
sam
e ru
leap
plie
s to
eve
ryth
ing
in h
er h
ouse
.
PAPER 1: READINGTest 1 Part 3 (questions 16–30)
12 fce handbook for teachers | paper 1: reading | sample paper – test 1
17fce handbook for teachers | paper 1: reading | answer keys for test 2 and candidate answer sheet
PAPER 1: READINGAnswer keys and candidate answer sheet
Test 2
PART ONE
1 B
2 A
3 C
4 D
5 C
6 A
7 B
8 D
PART TWO
9 D
10 E
11 G
12 A
13 B
14 H
15 F
PART THREE
16 A
17 A
18 B
19 A
20 B
21 D
22 A
23 C
24 A
25 B
26 C
27 C
28 A
29 C
30 D
23fce handbook for teachers | paper 2: writing | sample paper – test 1
Part
1
You
mus
t ans
wer
this
que
stio
n. W
rite
your
ans
wer
in 1
20 –
150
wor
ds in
an
appr
opria
te s
tyle
on
the
oppo
site
pag
e.
1 Y
ou h
ave
rece
ived
an
emai
l fro
m y
our
Eng
lish-
spea
king
frie
nd, S
ara,
who
is p
lann
ing
to o
pen
a re
stau
rant
. R
ead
Sar
a’s
emai
l and
the
note
s yo
u ha
ve m
ade.
The
n w
rite
an e
mai
l to
Sar
a, u
sing
al
l you
r not
es.
emai
l
From
: S
ara
Mar
tins
Sent
: 15
th M
arch
200
6 Su
bjec
t: R
esta
uran
t
Say
whe
n an
d w
hy
Sug
gest
…
You
rem
embe
r ho
w A
lex
and
I ha
ve a
lway
s w
ante
d to
op
en a
rest
aura
nt –
wel
l, w
e’re
goi
ng to
do
it!
We
wan
t to
ser
ve f
ood
from
diff
eren
t co
untr
ies
in o
ur
rest
aura
nt s
o w
e’re
pla
nnin
g to
trav
el a
roun
d to
col
lect
so
me
idea
s. W
e w
ant t
o co
me
to y
our
coun
try.
Whe
n is
th
e be
st ti
me
to c
ome?
We
wan
t to
fin
d ou
t w
hat
peop
le c
ook
at h
ome
ever
yda
y. W
hat’s
the
best
way
for u
s to
do th
at?
We’
d al
so l
ike
to g
o to
som
e lo
cal
rest
aura
nts
whi
ch
serv
e tr
aditi
onal
food
. C
an y
ou re
com
men
d on
e?
Whe
n w
e op
en th
e re
stau
rant
in J
uly,
we’
d lik
e yo
u to
co
me.
Will
you
be
free
?
Repl
y so
on.
Sara
Yes
, giv
e de
tails
No,
bec
ause
…
Writ
e yo
ur e
mai
l. Y
ou m
ust
use
gram
mat
ical
ly c
orre
ct s
ente
nces
with
acc
urat
e sp
ellin
g an
dpu
nctu
atio
n in
a s
tyle
app
ropr
iate
for t
he s
ituat
ion.
Que
stio
n 1
emai
l
To:
Sara
Mar
tins
Sent
: 16
th M
arch
200
6Su
bjec
t: R
esta
uran
t
Turn
ove
r
PAPER 2: WRITINGTest 1 Part 1 (question 1)
Part
2
Writ
e an
ans
wer
to o
ne o
f the
que
stio
ns 2
– 5
in th
is p
art.
Writ
e yo
ur a
nsw
er in
120
– 1
80 w
ords
inan
app
ropr
iate
sty
le o
n th
e op
posi
te p
age.
Put
the
ques
tion
num
ber i
n th
e bo
x at
the
top
of th
e pa
ge.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
2Y
ou h
ave
seen
this
ann
ounc
emen
t in
an in
tern
atio
nal m
agaz
ine.
MY
FA
VO
UR
ITE
TE
AC
HE
R
Tell
us
abou
t a
favo
uri
te t
each
er o
f yo
urs
an
d sa
y w
hat
you
re
mem
ber
abou
t h
im o
r h
er.
We
will
pu
blis
h t
he
mos
t in
tere
stin
g ar
ticl
es n
ext
mon
th.
Writ
e yo
ur a
rtic
le.
3 Y
ou re
cent
ly s
aw th
is n
otic
e in
an
Eng
lish-
lang
uage
mag
azin
e ca
lled
Thea
tre W
orld
.
Rev
iew
s ne
eded
!
Hav
e yo
u be
en to
the
thea
tre re
cent
ly?
If s
o, c
ould
you
writ
e us
a re
view
of
the
play
you
saw
? I
nclu
de in
form
atio
n on
the
cha
ract
ers,
cos
tum
es a
ndst
ory
and
say
whe
ther
you
wou
ld re
com
men
d th
e pl
ay to
oth
er p
eopl
e.
The
best
revi
ews
will
be
publ
ishe
d ne
xt m
onth
.
Writ
e yo
ur re
view
.
4 Y
our
teac
her
has
aske
d yo
u to
writ
e a
stor
y fo
r an
int
erna
tiona
l m
agaz
ine.
Th
e st
ory
mus
t be
gin
with
the
follo
win
g w
ords
:
Anna
had
a v
ery
spec
ial r
easo
n fo
r get
ting
up e
arly
the
next
day
, so
she
set t
he a
larm
for 5
am
.
W
rite
your
sto
ry.
5 A
nsw
er o
ne o
f th
e fo
llow
ing
two
ques
tions
bas
ed o
n on
eof
the
titl
es b
elow
. W
rite
the
lette
r(a
) or (
b) a
s w
ell a
s th
e nu
mbe
r 5 in
the
ques
tion
box
on th
e op
posi
te p
age.
(a)
Th
e C
itade
lby
A.J
.Cro
nin
This
is p
art o
f a le
tter f
rom
you
r Eng
lish-
spea
king
pen
frien
d.
We
are
read
ing
The
Cita
del i
n cl
ass.
Did
n’t y
ou s
ay y
ou’v
e se
en th
e fil
m?
Wha
t do
you
thin
k of
the
mai
n ch
arac
ter,
Andr
ew M
anso
n?
Writ
e a
lette
r to
you
r pe
nfrie
nd,
givi
ng y
our
opin
ion.
D
o no
t w
rite
any
post
al
addr
esse
s.
Writ
e yo
ur le
tter.
(b)
Rou
nd th
e w
orld
in 8
0 da
ysby
Jul
es V
erne
P
hile
as F
ogg
and
Pas
sepa
rtout
are
ver
y di
ffere
nt c
hara
cter
s. W
hich
one
do
you
thin
k en
joys
the
jour
ney
mos
t?
Writ
e an
ess
ay s
ayin
g w
ho y
ou t
hink
enj
oys
the
jour
ney
mos
t and
why
.
Writ
e yo
ur e
ssay
.
Que
stio
n
PAPER 2: WRITINGTest 1 Part 2 (questions 2–5)
24 fce handbook for teachers | paper 2: writing | sample paper – test 1
4444 fce handbook for teachers | paper 3: use of english | sample paper – test 1
Part
1
Fo
r q
ue
stio
ns 1
– 1
2, r
ea
d t
he
te
xt
be
low
an
d d
ecid
e w
hic
h a
nsw
er
(A, B
, C o
r D
) b
est
fits
ea
ch
gap
. T
he
re is a
n e
xa
mp
le a
t th
e b
eg
inn
ing
(0)
.
Ma
rk y
ou
r a
nsw
ers
on
the
sepa
rate
ans
wer
she
et.
Exam
ple:
0 A
ca
lled
B
na
me
d
C
refe
rre
d
D
kn
ow
n
0 A
B
C
D
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
A lo
ve o
f tra
velli
ng
Fo
r N
ige
l P
ort
ma
n,
a l
ove
of
tra
ve
llin
g b
eg
an
with
wh
at’s (
0) …
…..
a ‘
ga
p y
ea
r’.
In
co
mm
on
with
ma
ny o
the
r B
ritish
te
en
ag
ers
, h
e c
ho
se
to
ta
ke
a y
ea
r o
ut
be
fore
(1)
……
..to
stu
dy f
or
his
de
gre
e.
Aft
er
do
ing
va
rio
us j
ob
s t
o (
2) …
…..
so
me
mo
ne
y,
he
le
ft h
om
e t
o g
ain
so
me
exp
eri
en
ce
of
life
in
diffe
ren
t cu
ltu
res,
vis
itin
g A
me
rica
an
d A
sia
. T
he
mo
re a
dve
ntu
rou
s t
he
yo
un
g p
ers
on
, th
e (3
) ……
..
the
ch
alle
ng
e t
he
y a
re lik
ely
to
(4) …
…..
the
mse
lve
s f
or
the
ga
p y
ea
r, a
nd
fo
r so
me
, lik
e N
ige
l, it
ca
n
(5) …
…..
in a
th
irst
for
ad
ve
ntu
re.
No
w t
ha
t h
is u
niv
ers
ity c
ou
rse
ha
s (6
) ……
..to
an
en
d,
Nig
el is
ju
st
ab
ou
t to
le
ave
on
a t
hre
e-y
ea
r tr
ip
tha
t w
ill t
ake
him
(7) …
…..
aro
un
d t
he
wo
rld
. W
ha
t’s m
ore
, h
e p
lan
s t
o m
ake
th
ew
ho
le jo
urn
ey u
sin
g
on
ly m
ea
ns o
f tr
an
sp
ort
wh
ich
are
(8) …
…..
by n
atu
ral
en
erg
y.
In
oth
er
wo
rds,
he
’ll b
e (
9) …
…..
mo
stly o
n b
icycle
s a
nd
h
is o
wn
le
gs;
an
d w
he
n th
ere
’s a
n o
ce
an
to
cro
ss,
he
w
on
’t b
e ta
kin
g a
(10)
……
.. c
ut
by c
limb
ing
ab
oa
rd a
pla
ne
, h
e’ll
be
jo
inin
g t
he
cre
w o
f a
sa
ilin
g s
hip
(11)
……
.. .
As w
ell
as d
oin
g s
om
e m
ou
nta
in c
limb
ing
an
d o
the
r o
utd
oo
r p
urs
uits a
lon
g t
he
wa
y,
Nig
el
ho
pe
s t
o
(12)
……
.. o
n t
o t
he
pe
op
le h
e m
ee
ts t
he
en
vir
on
me
nta
l m
essa
ge
th
at
lies b
eh
ind
th
e w
ho
le id
ea
.
1 A
se
ttlin
g d
ow
n
B
ge
ttin
g u
p
C
takin
g o
ve
r D
h
old
ing
ba
ck
2 A
a
ch
ieve
B
ra
ise
C
a
dva
nce
D
w
in
3 A
str
on
ge
r B
w
ide
r C
g
rea
ter
D
de
ep
er
4 A
p
ut
B
se
t C
aim
D
p
lace
5 A
re
su
lt
B
lea
d
C
ca
use
D
cre
ate
6 A
co
me
B
turn
ed
C
re
ach
ed
D
b
rou
gh
t
7 A
ju
st
B
co
mp
lete
C
w
ho
le
D
rig
ht
8 A
p
ulle
d
B
ch
arg
ed
C
fo
rce
d
D
po
we
red
9 A
re
lyin
g
B
usin
g
C
att
em
ptin
g
D
tryin
g
10
A
qu
ick
B
sh
ort
C
b
rie
f D
sw
ift
11
A
anyw
ay
B
alik
e
C
inste
ad
D
o
the
rwis
e
12
A
lea
ve
B
ke
ep
C
p
ass
D
giv
e
Turn
ove
r
PAPER 3: USE OF ENGLISHTest 1 Part 1 (questions 1–12)
45fce handbook for teachers | paper 3: use of english | sample paper – test 1
Part
2
Fo
r q
ue
stion
s 1
3 –
24,
rea
d t
he
te
xt
be
low
an
d t
hin
k o
f th
e w
ord
wh
ich
be
st
fits
ea
ch
ga
p.
Use
on
ly
one
wo
rd in
ea
ch
ga
p.
Th
ere
is a
n e
xa
mp
le a
t th
e b
eg
inn
ing
(0)
.
Wri
te y
ou
r a
nsw
ers
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
.
Exam
ple:
0
AS
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
The
tem
ple
in th
e la
ke
La
ke
T
itic
aca
, o
fte
n kn
ow
n (
0) …
..…
th
e ‘h
oly
la
ke
’, is
situ
ate
d in
S
ou
th A
me
rica
o
n th
e b
ord
er
be
twe
en
Bo
livia
an
d P
eru
. T
he
liv
es o
f th
e p
eo
ple
(13)
……
.. t
oo
ls a
nd
po
tte
ry h
ave
(14)
……
.. f
ou
nd
on
its
sh
ore
s h
ave
lo
ng
re
ma
ine
d a
myste
ry.
Ho
we
ve
r, s
cie
ntists
ta
kin
g (1
5) …
…..
in
an
exp
lora
tio
n
pro
ject
at
the
la
ke
h
ave
fo
un
d w
ha
t th
ey b
elie
ve
to
(1
6) …
…..
a
1
00
0-y
ea
r-o
ld te
mp
le u
nd
er
the
wa
ter.
Div
ers
fro
mth
e e
xp
ed
itio
n h
ave
dis
co
ve
red
a 2
00
-me
tre
-lo
ng
, 5
0-m
etr
e-w
ide
bu
ildin
g s
urr
ou
nd
ed
by
a t
err
ace
fo
r cro
ps,
a r
oa
d a
nd
a w
all.
It
is t
ho
ug
ht
tha
t th
ere
ma
ins (1
7) …
…..
th
ose
of
a t
em
ple
bu
ilt
by t
he
Tih
ua
na
cu
pe
op
le w
ho
liv
ed
be
sid
e L
ake
Titic
aca
be
fore
it
be
ca
me
a p
art
(18)
……
.. t
he
mu
ch
late
r In
ca
n e
mp
ire
.
‘Th
e s
cie
ntists
ha
ve
no
t ye
t h
ad
tim
e t
o a
na
lyse
th
e m
ate
ria
l su
ffic
ien
tly,’ s
ays p
roje
ct
dir
ecto
r, S
ora
ya
Au
bi.
‘Bu
t so
me
ha
ve
(19)
……
.. f
orw
ard
th
e id
ea
th
at
the
re
ma
ins d
ate
fro
m t
his
pe
rio
d (2
0) …
....
. to
the
fa
ct
tha
t th
ere
are
ve
ry s
imila
r o
ne
s e
lse
wh
ere
.’
Th
e e
xp
ed
itio
n h
as s
o (
21) …
....
. th
is y
ea
r m
ad
e m
ore
th
an
20
0 d
ive
s i
nto
wa
ter
30
me
tre
s d
ee
p
(22)
…..
...
ord
er
to r
eco
rd t
he
an
cie
nt
rem
ain
s o
n f
ilm.
Th
e f
ilm,
(23)
…..
...
will
la
ter
be
stu
die
d i
n
de
tail,
(24)
…..
...
we
ll p
rovid
e im
po
rta
nt
info
rma
tio
n a
bo
ut
the
re
gio
n.
Part
3
Fo
r q
ue
stion
s 2
5 –
34,
rea
d t
he
te
xt
be
low
. U
se
th
e w
ord
giv
en
in
ca
pita
ls a
t th
e e
nd
of
so
me
of
the
lin
es t
o f
orm
a w
ord
th
at
fits
in
th
e g
ap
in th
e sa
me
line.
T
he
re is a
n e
xa
mp
le a
t th
e b
eg
inn
ing
(0)
.
Wri
te y
ou
r a
nsw
ers
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
.
Exam
ple:
0
SE
LE
CT
IO
N
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
Wal
king
hol
iday
s
Th
e R
ea
l W
alk
ers
Co
mp
an
y o
ffe
rs a
(0) …
…..
.of
sm
all
gro
up
SELE
CT
wa
lkin
g h
olid
ays w
hic
h e
xp
lore
so
me
de
ligh
tfu
l h
idd
en
co
rne
rs o
f
Eu
rop
e,
the
Am
eri
ca
s a
nd
Au
str
ala
sia
. T
he
re is s
om
eth
ing
fo
r
eve
ryo
ne
to
en
joy o
n t
he
se
ho
lida
ys, (2
5) …
.….
of
ag
e o
r le
ve
l R
EGA
RD
of
(26)
….…
. .
Th
e b
roch
ure
in
clu
de
s v
ari
ou
s d
estin
atio
ns a
nd
FI
T
a r
an
ge
of
itin
era
rie
s.
Th
ese
ra
ng
e fro
m s
igh
tse
ein
g t
ou
rs
of
(27)
….…
. citie
s t
o u
nd
em
an
din
g w
alk
ing
tri
ps in
un
sp
oilt
H
ISTO
RY
co
asta
l a
nd
co
un
try r
eg
ion
s a
nd
, fo
r th
e m
ore
(28)
….…
.
AD
VEN
TUR
E
tra
ve
ller,
ch
alle
ng
ing
mo
un
tain
or
hill
-wa
lkin
g e
xp
ed
itio
ns.
Bu
t it w
ou
ld b
e (2
9) …
.….
to g
ive
th
e im
pre
ssio
n t
ha
t th
ese
ho
lida
ys
FAIR
are
ju
st
ab
ou
t w
alk
ing
. A
cco
rdin
g t
o t
he
bro
ch
ure
, a
n (3
0) …
.….
of
ENJO
Y
wa
lkin
g is o
fte
n t
he
th
ing
th
at
bri
ng
s to
ge
the
r a
gro
up
of
like
-min
de
d
pe
op
le,
wh
o s
ha
re t
he
(31)
….…
. o
f g
oo
d c
om
pa
nio
nsh
ip in
PLEA
SE
(32)
….…
. su
rro
un
din
gs.
ATT
RA
CT
Th
e c
om
pa
ny b
elie
ve
s t
ha
t its t
ou
r le
ad
ers
are
th
e k
ey t
o its
su
cce
ss.
Th
ese
pe
op
le a
re (3
3) ..
....
.. t
rain
ed
an
d a
re p
art
icu
larl
y k
ee
n to
FU
LL
(34)
...
....
. th
at
ea
ch
in
div
idu
al tr
ave
ller
ma
ke
s t
he
mo
st
of
the
ir t
rip
. SU
RE Tu
rn o
ver
PAPER 3: USE OF ENGLISHTest 1 Part 2 (questions 13–24) and Test 1 Part 3 (questions 25–34)
46 fce handbook for teachers | paper 3: use of english | sample paper – test 1
Part
4
Fo
r q
ue
stion
s 3
5 –
42,
co
mp
lete
th
e s
eco
nd
se
nte
nce
so t
ha
t it h
as a
sim
ilar
me
an
ing
to
th
e f
irst
se
nte
nce
, u
sin
g t
he
wo
rd g
ive
n.
Do
not c
hang
e th
e w
ord
give
n.
Yo
u m
ust
use
be
twe
en
two
an
dfiv
e w
ord
s,
inclu
din
g t
he
wo
rd g
ive
n.
He
re is a
n e
xa
mp
le (
0).
Exam
ple:
0 A
ve
ry f
rie
nd
ly t
axi d
rive
r d
rove
us in
to t
ow
n.
DR
IVEN
We
……
……
……
……
……
……
….
a v
ery
fri
en
dly
ta
xi d
rive
r.
Th
e g
ap
ca
n b
e f
ille
d b
y th
e w
ord
s ‘w
ere
dri
ve
n in
to t
ow
n b
y’, s
o y
ou
wri
te:
Exam
ple:
0
WER
E DR
IVEN
INTO
TOW
N BY
Wri
te o
nly
the
mis
sin
g w
ord
s IN
CA
PITA
L LE
TTER
S on
the
sepa
rate
ans
wer
she
et.
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
35
Th
e t
wo
bo
ys w
ere
sittin
g b
y t
he
mse
lve
s in
th
e c
lassro
om
.
OW
N
Th
e t
wo
bo
ys w
ere
sittin
g …
……
……
……
……
……
……
. in
th
e c
lassro
om
.
36
‘I h
ave
an
in
terv
iew
to
mo
rro
w,
so
I o
ug
ht
to le
ave
so
on
,’ Y
an
nis
sa
id.
BET
TER
‘I h
ave
an
in
terv
iew
to
mo
rro
w,
so
I …
……
……
……
……
……
……
. so
on
,’ Y
an
nis
sa
id.
37
Th
e f
ilm w
ill h
ave
sta
rte
d,
so
it’s n
ot w
ort
h g
oin
g t
o t
he
cin
em
a n
ow
.
POIN
T
Th
e f
ilm w
ill h
ave
sta
rte
d,
so
……
……
……
……
……
……
….
in g
oin
g t
o th
e c
ine
ma
no
w.
38
Ro
be
rto
arr
ive
d la
te t
his
mo
rnin
g b
eca
use
his
tra
in w
as d
ela
ye
d.
TIM
E
If t
he
tra
in …
……
……
……
……
……
……
. R
ob
ert
o w
ou
ld n
ot
ha
ve
arr
ive
d la
te t
his
mo
rnin
g.
39
I h
ad
ne
ve
r m
et
Pia
’s h
usb
an
d b
efo
re.
FIR
ST
It …
……
……
……
……
……
……
. I
ha
d e
ve
r m
et
Pia
’s h
usb
an
d.
40
Ab
du
l’s m
oth
er
did
n’t le
t h
im p
lay o
n t
he
co
mp
ute
r u
ntil h
e h
ad
do
ne
his
ho
me
wo
rk.
MA
DE
Ab
du
l’s m
oth
er
……
……
……
……
……
……
….
his
ho
me
wo
rk b
efo
re h
e p
laye
d o
n t
he
co
mp
ute
r.
41
Alth
ou
gh
th
e p
olic
e c
ha
se
d t
he
m,
the
th
ieve
s d
idn
’t g
et
ca
ug
ht.
EVEN
Th
e t
hie
ve
s m
an
ag
ed
to
ge
t …
……
……
……
……
……
……
. th
e p
olic
e c
ha
se
d t
he
m.
42
Co
nsid
eri
ng t
ha
t L
uke
is s
o y
ou
ng
, yo
u m
ust
ad
mit h
e’s
ma
kin
g e
xce
llen
t p
rog
ress a
s a
m
usic
ian
.
AC
CO
UN
T
If y
ou
……
……
……
……
……
……
….
yo
un
g L
uke
is,
yo
u m
ust
ad
mit h
e’s
ma
kin
g e
xce
llen
t p
rog
ress a
s a
mu
sic
ian
.
PAPER 3: USE OF ENGLISHTest 1 Part 4 (questions 35–42)
52 fce handbook for teachers | paper 3: use of english | candidate answer sheet
PAPER 3: USE OF ENGLISHCandidate answer sheet
56 fce handbook for teachers | paper 4: l istening | sample paper – test 1
Part
1
You
will
hea
r peo
ple
talk
ing
in e
ight
diff
eren
t situ
atio
ns.
For q
uest
ions
1 –
8, c
hoos
e th
e be
st a
nsw
er,
(A, B
or C
).__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
1 Y
ou h
ear a
you
ng m
an ta
lkin
g.
Why
did
he
go b
ack
to c
olle
ge?
A
He
need
ed a
bet
ter j
ob.
B
He
need
ed a
n ev
enin
g ac
tivity
.
C
He
need
ed n
ew s
kills
.
2 Y
ou h
ear a
man
talk
ing
on th
e ra
dio.
Wha
t is
he?
A
an in
vent
or
B
a co
mpa
ny e
mpl
oyee
C
a w
riter
3 Y
ou h
ear s
omeo
ne ta
lkin
g on
the
radi
o ab
out a
n ar
tist.
How
doe
s th
e ar
tist f
eel a
bout
his
wor
k?
A
He
wou
ld li
ke to
exh
ibit
it in
an
art g
alle
ry.
B
He
wan
ts to
mak
e hi
s cr
eatio
ns la
st lo
nger
.
C
He
is h
appy
to s
ee h
is w
ork
dest
roye
d.
4 Y
ou h
ear a
wom
an ta
lkin
g to
her
son
.
Why
is s
he ta
lkin
g to
him
?
A
to g
ive
him
a w
arni
ng
B
to re
fuse
per
mis
sion
C
to m
ake
a su
gges
tion
Turn
ove
r
5 Y
ou h
ear p
art o
f a le
ctur
e ab
out t
he ro
le o
f ret
ired
peop
le in
the
econ
omy.
Wha
t is
the
lect
urer
des
crib
ing?
A
reas
ons
why
som
ethi
ng is
cha
ngin
g
B
erro
rs in
sta
tistic
al in
form
atio
n
C
disa
gree
men
ts b
etw
een
rese
arch
ers
6 Y
ou h
ear a
che
f bei
ng in
terv
iew
ed o
n th
e ra
dio.
Why
did
he
deci
de to
bec
ome
a ch
ef?
A
to fo
llow
a fa
mily
trad
ition
B
to d
evel
op a
nat
ural
tale
nt
C
to p
ursu
e hi
s lo
ve o
f coo
king
7 Y
ou h
ear a
teen
ager
talk
ing
abou
t the
spo
rt sh
e pl
ays.
How
doe
s sh
e fe
el w
hile
she
is p
layi
ng th
e sp
ort?
A
unco
mfo
rtabl
e
B
emba
rras
sed
C
conf
iden
t
8 Y
ou h
ear a
n ex
plor
er ta
lkin
g ab
out a
jour
ney
he is
mak
ing.
How
will
he
trave
l onc
e he
is a
cros
s th
e riv
er?
A
by m
otor
veh
icle
B
on h
orse
back
C
on fo
ot
PAPER 4: LISTENINGTest 1 Part 1 (questions 1–8)
57fce handbook for teachers | paper 4: l istening | sample paper – test 1
Turn
ove
r
Part
3
You
will
hea
r fiv
e di
ffere
nt p
eopl
e ta
lkin
g ab
out a
mis
take
they
rece
ntly
mad
e. F
or q
uest
ions
19
– 23
, ch
oose
from
the
list (
A –
F)
the
type
of m
ista
ke th
at e
ach
pers
on m
ade.
U
se th
e le
tters
onl
y on
ce.
Ther
e is
one
ext
ra le
tter w
hich
you
do
not n
eed
to u
se.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
A
igno
ring
som
eone
’s a
dvic
e
Spe
aker
1
19
B
faili
ng to
info
rm s
omeo
ne a
bout
som
ethi
ng
Spe
aker
2
20
C
mis
taki
ng s
omeo
ne’s
iden
tity
Spe
aker
3
21
D
arriv
ing
som
ewhe
re to
o ea
rly
Spe
aker
4
22
E ge
tting
a p
artic
ular
dat
e w
rong
Spe
aker
5
23
F lo
sing
som
ethi
ng im
porta
nt
PAPER 4: LISTENING Test 1 Part 2 (questions 9–18) and Test 1 Part 3 (questions 19–23)
Part
2
You
will
hea
r an
inte
rvie
w w
ith a
wom
an c
alle
d H
elen
Hun
ter w
ho ru
ns a
sum
mer
cam
p fo
r tee
nage
rs.
For q
uest
ions
9 –
18,
com
plet
e th
e se
nten
ces.
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
SUM
MER
CA
MPS
Hel
en s
ays
that
peo
ple
taki
ng p
art i
n th
e su
mm
er c
amp
usua
lly s
leep
in a
9
The
sum
mer
cam
p is
a c
hanc
e fo
r tee
nage
rs to
mee
t peo
ple
and
lear
n
10
As
an e
xam
ple
of a
pra
ctic
al a
ctiv
ity, H
elen
tells
us
abou
t a te
am w
hich
bui
lt a
11
In th
e ne
xt c
amp,
team
s w
ill w
ork
out p
robl
em-s
olvi
ng a
ctiv
ities
suc
h as
a
12
with
clu
es.
Hel
en g
ives
the
exam
ple
of
13
as th
e on
ly ty
pica
l spo
rting
act
ivity
at t
he c
amp.
The
day
whe
n te
ams
can
choo
se th
eir o
wn
activ
ities
is c
alle
d‘
’
14
The
sum
mer
cam
p is
goo
d fo
r peo
ple
who
don
’t ha
ve o
ppor
tuni
ties
or h
ave
little
15
On
‘Bat
tle o
f the
Ban
ds’ d
ay, t
he te
ams
mak
e a
pop
reco
rd a
nd a
16
For t
he te
enag
ers
taki
ng p
art,
the
cam
p la
sts
for
17
You
can
boo
k fo
r a s
umm
er c
amp
that
will
be
held
in th
e m
onth
of
18
58 fce handbook for teachers | paper 4: l istening | sample paper – test 1
Part
4
You
will
hea
r an
int
ervi
ew w
ith a
con
serv
atio
nist
who
has
bui
lt a
cabl
e ca
r in
the
rai
nfor
est.
For
ques
tions
24
– 30
, cho
ose
the
best
ans
wer
(A, B
or C
). __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
24
Wha
t fea
ture
of t
he c
able
car
mak
es it
par
ticul
arly
goo
d fo
r see
ing
wild
life
in th
e ra
info
rest
?
A
the
spee
d at
whi
ch it
mov
es
B
the
heig
ht a
t whi
ch it
trav
els
C
the
dist
ance
that
it c
over
s
25
Wha
t is
the
mai
n ai
m o
f the
cab
le c
ar p
roje
ct?
A
to e
duca
te lo
cal p
eopl
e
B
to p
ersu
ade
peop
le to
sav
e th
e ra
info
rest
C
to ra
ise
mon
ey fo
r oth
er c
onse
rvat
ion
proj
ects
26
Wha
t is
the
adva
ntag
e of
the
proj
ect f
or th
e lo
cal p
eopl
e?
A
They
can
use
the
land
if th
ey w
ant.
B
They
can
sel
l for
est p
rodu
cts
to th
e vi
sito
rs.
C
Mor
e w
ork
is a
vaila
ble
to th
em.
27
Why
was
the
cabl
e ca
r red
esig
ned?
A
so th
at p
eopl
e co
uld
touc
h th
e tre
es
B
to a
void
cut
ting
dow
n to
o m
uch
fore
st
C
beca
use
it ha
d to
be
brou
ght i
n by
air
28
How
doe
s D
onal
d re
act t
o th
e su
gges
tion
that
he
has
dist
urbe
d th
e w
ildlif
e?
A
He
expl
ains
wha
t hap
pene
d in
the
past
.
B
He
criti
cise
s w
hat h
appe
ns e
lsew
here
.
C
He
deni
es th
at th
ere’
s be
en a
ny d
istu
rban
ce.
29
Why
is D
onal
d su
re h
is p
roje
ct is
a s
ucce
ss?
A
This
pie
ce o
f for
est h
as s
urvi
ved.
B
Ani
mal
s ha
ve re
turn
ed to
the
area
.
C
Oth
er p
roje
cts
have
cop
ied
his
idea
s.
30
Don
ald
thin
ks th
e fu
ture
sur
viva
l of t
he ra
info
rest
will
dep
end
on
A
the
size
of t
he w
orld
’s p
opul
atio
n.
B
the
attit
ude
of p
eopl
e to
war
ds it
.
C
the
size
of t
he a
reas
left
as fo
rest
.
PAPER 4: LISTENINGTest 1 Part 4 (questions 24–30)
74 fce handbook for teachers | paper 4: l istening | candidate answer sheet
PAPER 4: LISTENINGCandidate answer sheet
fce handbook for teachers | paper 5: speaking | sample paper – test 1 79
Part
1
3 m
inut
es (5
min
utes
for g
roup
s of
thre
e)
Goo
d m
orni
ng/a
ftern
oon/
even
ing.
My
nam
e is
……
……
and
this
is m
y co
lleag
ue …
……
… .
And
you
r nam
es a
re?
Can
I ha
ve y
our m
ark
shee
ts, p
leas
e?
Than
k yo
u.
Firs
t of a
ll w
e’d
like
to k
now
som
ethi
ng a
bout
you
.
�W
here
are
you
from
(Can
dida
te A
)?
�A
nd y
ou(C
andi
date
B)?
�W
hat d
o yo
u lik
e ab
out l
ivin
g (h
ere
/ nam
e of
can
dida
te’s
hom
e to
wn)
? �
And
wha
t abo
ut y
ou (C
andi
date
A/B
)?
Sele
ct o
ne o
r mor
e qu
estio
ns fr
om a
ny o
fthe
follo
win
g ca
tego
ries
, as a
ppro
pria
te.
Like
s an
d di
slik
es
�D
o yo
u pr
efer
to s
pend
tim
e on
you
r ow
n or
with
oth
er p
eopl
e? …
… (W
hy?)
�D
o yo
u lik
e co
okin
g? …
… (W
hat s
ort o
f thi
ngs
do y
ou c
ook?
)
�W
hat’s
you
r fav
ourit
e fo
od?
……
(Why
do
you
like
it?)
�D
o yo
u lik
e go
ing
to p
artie
s? …
… (T
ell u
s ab
out a
goo
d pa
rty
you’
ve b
een
to.)
�Te
ll us
abo
ut a
day
you’
ve re
ally
enjo
yed
rece
ntly
.
Educ
atio
n an
d W
ork
�D
o yo
u fin
d it
easy
to s
tudy
whe
re y
ou li
ve?
……
(Why
? / W
hy n
ot?)
�Is
ther
e so
met
hing
new
you
’d re
ally
like
to le
arn
abou
t? …
… (W
hy?)
�A
re y
ou h
appi
er d
oing
men
tal o
r phy
sica
l wor
k? …
… (W
hy?)
�D
o yo
u pr
efer
wor
king
on
your
ow
n or
with
oth
er p
eopl
e? …
… (W
hy?)
�W
hat k
ind
of w
ork
wou
ld y
ou re
ally
like
to d
o in
the
futu
re?
……
(Why
?)
Part
1
3 m
inut
es (5
min
utes
for g
roup
s of
thre
e)
Free
Tim
e
�W
ho d
o yo
u sp
end
your
free
tim
e w
ith?
……
(Wha
t sor
t of t
hing
s do
you
do
toge
ther
?)
�H
ow m
uch
time
do y
ou s
pend
at h
ome?
……
(Wha
t do
you
enjo
y do
ing?
)
�W
hat s
ort o
f mus
ic d
o yo
u lis
ten
to?
……
(Why
do
you
enjo
y it?
)
�D
o yo
u ev
er g
o to
con
cert
s? …
… (W
hat k
ind
of c
once
rts
do y
ou e
njoy
?)
.....
(Wha
t do
you
like
abou
t the
m?)
�W
here
do
you
like
liste
ning
to m
usic
? …
… (W
hy?)
�D
oes
anyo
ne y
ou k
now
hav
e an
inte
rest
ing
hobb
y? …
… (W
hat d
oes
he/s
he d
o?)
�H
ave
you
got a
ny p
lans
for t
his
wee
kend
? …
… (W
hat a
re y
ou g
oing
to d
o?)
Hol
iday
s an
d Tr
avel
�W
hich
are
a of
you
r cou
ntry
wou
ld y
ou li
ke to
get
to k
now
bette
r? …
… (W
hy?)
�W
hat’s
the
mos
t int
eres
ting
plac
e yo
u’ve
vis
ited
near
her
e? …
… (T
ell u
s ab
out i
t.)
�H
ave
you
ever
use
d yo
ur E
nglis
h on
hol
iday
? …
… (W
here
wer
e yo
u?) …
… (W
hat d
id y
ouus
e it
for?
)
�D
o yo
u lik
e to
pla
n yo
ur h
olid
ays
care
fully
or d
o yo
u pr
efer
to ju
st g
o? …
… (W
hy?)
�W
here
wou
ld y
ou re
ally
like
to g
o on
hol
iday
in th
e fu
ture
? …
… (W
hy?)
Med
ia
�H
ow m
uch
TV d
o yo
u w
atch
in a
wee
k? …
.. (W
ould
you
pre
fer t
o w
atch
mor
e TV
than
that
or
less
?) …
.. (W
hy?)
�Te
ll us
abo
ut a
TV
prog
ram
me
you’
ve s
een
rece
ntly
.
�D
o yo
u ha
ve a
favo
urite
new
spap
er o
r mag
azin
e? ..
... (W
hy d
o yo
u lik
e it?
)
�D
o yo
u us
e th
e In
tern
et to
lear
n ne
w th
ings
? ...
.. (W
hat s
ort o
f thi
ngs
do y
ou lo
ok fo
r?)
PAPER 5: SPEAKINGTest 1 Part 1
fce handbook for teachers | paper 5: speaking | sample paper – test 180
PAPER 5: SPEAKING Test 1 Part 2
81fce handbook for teachers | paper 5: speaking | sample paper – test 1
21 J
on’s
caf
é
Part
s 3
and
4 7
min
utes
(9 m
inut
es fo
r gro
ups
of th
ree)
Part
3
Inte
rlocu
tor
Now
, I’d
like
you
to ta
lk a
bout
som
ethi
ng to
geth
er fo
r abo
ut th
ree
min
utes
. (4
min
utes
for g
roup
s of t
hree
)
I’d li
ke y
ou to
imag
ine
that
a lo
cal c
afw
ants
to a
ttrac
t mor
e pe
ople
. Her
e ar
e so
me
of th
e su
gges
tions
they
are
con
side
ring.
Plac
e Pa
rt 3
boo
klet
, ope
n at
Tas
k 21
,in
fron
t of t
he c
andi
date
s.
Firs
t, ta
lk to
eac
h ot
her a
bout
how
suc
cess
ful t
hese
sug
gest
ions
mig
ht b
e.Th
en
deci
dew
hich
two
wou
ld a
ttrac
t mos
t peo
ple.
All
right
? C
andi
date
s �
3 m
inut
es
(4 m
inut
es fo
r gr
oups
of t
hree
)
……
……
……
……
……
……
……
……
……
……
…..
Inte
rlocu
tor
Than
k yo
u. (
Can
I ha
ve th
e bo
okle
t, pl
ease
?) R
etri
eve
Part
3 b
ookl
et.
Part
4
Inte
rlocu
tor
Sele
ct a
ny o
f the
follo
win
gqu
estio
ns, a
s app
ropr
iate
:
�W
ould
you
like
to s
pend
tim
e in
a c
afé
like
this
?
……
(Why
? / W
hy n
ot?)
�W
ould
you
like
to w
ork
in a
caf
?
……
(Why
? / W
hy n
ot?)
�W
hat s
ort o
f res
taur
ants
are
mos
t pop
ular
with
vis
itors
in y
our c
ount
ry?
……
(W
hy?)
�W
hat s
ort o
f thi
ngs
do p
eopl
e co
mpl
ain
abou
t in
café
s an
d re
stau
rant
s?
�Yo
ung
peop
le u
sual
ly g
o to
diff
eren
t pla
ces
to re
lax
than
old
er p
eopl
e. W
hydo
you
thin
k th
at is
?
�So
me
peop
le s
ay th
at g
oing
out
to re
lax
is a
was
te o
f tim
e an
d m
oney
. Do
you
agre
e? …
… (W
hy?
/ Why
not
?)
Than
k yo
u. T
hat i
s th
e en
d of
the
test
.
Sele
ct a
ny o
f the
follo
win
g pr
ompt
s, as
app
ropr
iate
:
�W
hat d
o yo
u th
ink?
�
Do
you
agre
e?
�A
nd y
ou?
PAPER 5: SPEAKING Test 1 Parts 3 and 4
![C1 Mock Paper Exam Paper[1]](https://static.documents.pub/doc/80x56/543b7f7dafaf9f4e578b49af/c1-mock-paper-exam-paper1.jpg)
