Euroexam Practice Test, C1 (2008, 65 Oldal)

Forrás: http://www.doksi.
hu
Euro C1
Practice Test
A complete set of the C1 Level Euro Exam papers

with instructions, answer key and audio CD
Forrás: http://www.doksi.hu
Euro Examinations
Practice Test • Level C1 • Operational Proficiency
CONTENTS
ExamGuide Page 2 Answer Keys
Test 1 Test 1: Reading & Writing

Reading & Writing Part A • The Answer Key Page 46
• Question Paper Page 5 • Marking schemes Page 46
• Answer Sheet Page 12
Test 2: Listening
Reading & Writing Part B • The Answer Key Page 49
• Question Paper Page 13 • The Tapescript Page 50
Test 3: Grammar and Vocabulary
Test 2 • The Answer Key Page 56
Listening
• Question Paper Page 19 Test 4: Mediation
• Answer Sheet Page 23 • The Answer Key Page 59
• The Tapescript for Part A Page 60
Test 3 • Marking Criteria for Part B Page 64
Grammar and Vocabulary
• Question Paper Page 25
Test 4
Mediation Part A
• Question and Answer Sheet Page 33
Mediation Part B
• Question Paper Page 54
Test5
Speaking Page 37
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Exam Guide Page 2
Exam Guide Level C1
The Euro and EuroPro exams test communicative competence by testing success in real
communication. Exam tasks are directly based on the Common European Framework of the Council
of Europe. Passing the Euro or the EuroPro Exam indicates that the candidate can undertake a
variety of real-life tasks in English.
Below is a table showing for each test its name, the number of tasks, the time allowed and the
number of available marks. Each of the tests is then described on the following pages.
In order to pass the candidate must get 65% of the 150 available marks, as well as getting 40% or
more in each test.
Test number Test Number of tasks Time Marks

Test 1 Reading & Writing 5 60'+45' 50
Test 2 Listening 3 45' 25
Test 3 Grammar & Vocabulary 3 40' 25
Test 4 Mediation 3 20'+30' 25
Test 5 Speaking 4 10'+20' 25
Approx. 4 hrs 30'
Total time / Marks available 150
+ breaks
Test 1- Reading & Writing or an advert. The task is to write a 120-150

word letter with a specific transactional
Part A purpose as described in the rubric, referring to
(Time: 60 minutes) the short texts.
Task 1 - Paragraph headings

You match seven paragraphs of a text of 400-
450 words excerpted from newspapers, Test 1- Reading & Writing
magazines, advertisements, literature,
articles, academic sources, and nine Part B
(Time: 45 minutes)
paragraph titles.
Task 2 - Long text Task 1 - Multiple-choice reading

You read a single text of 1000-1250 words, You read three texts of different genres of
normally an article, letter or narrative, and 200-300 words each, but all connected to the
answer questions, writing 150-200 words with same theme. After reading each text you
specific reference to the text. Answers are answer two multiple choice comprehension
marked for content as well as for quality of questions (six altogether), focusing variously
writing. on a specific lexical item, something implied in
the text, the writer's attitude, the overall
Task 3 - Transactional writing meaning of the text or a detailed piece of
information.
You receive a number of short texts which
serve to establish a context for the writing
task. These texts will be of various genre,
such as a brief announcement, a short letter
Exam Guide Page 3
Part B, T a s k 2 - E x t e n s i v e w r i t i n g all the way through with no break, and twice

broken down into small units of meaning, with
Candidates are given a choice of three
breaks between sections to allow time for
questions, and write 250-300 words within the
writing.
genre specified. The type of text could be an
article, a report, a non-transactional letter; a
T a s k 2 - M u l t i p l e - c h o i c e g a p fill
descriptive or narrative composition or a
discursive essay. You receive a text of 400-500 words with
fifteen gaps where a single word has been
removed. For each gap, the task is to choose
the appropriate word from among the four
given.
Test 2 - Listening
(Time: 45 minutes)
Task 3 - Modified Cloze
Task 1 - Short conversations You receive a text of 400-500 words with
You hear six short pieces, all taking place in fifteen gaps where a single word has been
the same location, but of several different removed. The task is to write the word that
discourse types. Then you have to select best fills the gap.
items from two lists (A and B) that correspond
to a given text. List A will contain eight items
connected to the speakers or the context; List
B will contain eight items connected with the
spoken text.
Task 2 - Making notes

Test 4 - Mediation Part A
(Time: 20 minutes)
You listen to a recorded monologue of about
three minutes and take notes to be used to Task 1 - Dialogue
answer questions. At three points, there is a
You listen to a taped dialogue between two
pause in the monologue, at which point a
participants, a Hungarian speaking "friend"
question is asked on the tape; you write your
and an English speaker, probably an official
answer on the answer sheet. The recording is
working in some public context. You are the
played only once.
mediator (translator) between the two
participants by writing down the translation of
Task 3 - Radio/TV programme each intervention on your Task Sheet.
The text is an excerpt from a radio or TV

programme, such as news, documentary or
formal discussion, of about 3 minutes in
length. The task consists of ten multiple
choice questions. Test 4 - Mediation Part B
(Time: 30 minutes)
T a s k 1 - E n g l i s h into H u n g a r i a n
You receive a factual text or a semi-formal

letter of 85-100 words, written in English, and
have to translate it into Hungarian. Printed
Test 3 - Grammar and dictionaries are allowed to use in this task.
Vocabulary
(Time: 40 minutes) P a r t B, T a s k 2 - H u n g a r i a n to E n g l i s h
You receive a factual text or a semi-formal

Task 1 - Dictation
letter in Hungarian of 75-90 words, and have
You listen to an extended monologue of 150- to translate it into English. Printed dictionaries
200 words, and try to write the text down word are allowed to use in this task.
for word. The text is heard three times, once
Exam Guide Page 4
an opinion, either in support of or against the

statement. You are not judged on your opinion
and no specific knowledge is required.
Test 5 - Speaking While candidate A is giving his or her
(Time: 10 minutes preparation + 15 minutes interview) presentation, candidate B takes notes, to use
to initiate a short discussion on the content of
the presentation. Candidate B is not obliged to
You are examined in pairs with two examiners agree or disagree, but this would certainly be
present, one acting as an interlocutor, the the most natural and comfortable path to take.
other as an assessor. You get ten minutes It is important that candidate B refers to things
beforehand for preparation for Task 2. Printed that candidate A has said and responds to
dictionaries are allowed to use in this task. them rather than referring only to the topic in
general.
Task 1 - Warm-up
The same procedure is repeated with
You find out more about each other by asking
candidate A responding to candidate B's
questions and having a short conversation
presentation.
about a topic given by the interlocutor. Some
possible topics include travel, work, family,
sport, cinema, hobbies, education, Task 3 - Communicative task
relationships, housing, news and current You receive a task card with instructions from
affairs and the environment. the interlocutor. Typically, the card has four
photographs; the context of the task is that the
Task 2 - Presentation and Discussion candidates have been asked to find and
choose photographs for the cover of a book
You receive a sheet with four statements and
on a given theme. The task is to talk about
prepare a 2-minute presentation or talk on one
what aspects of the theme each picture
of the topics. Before meeting the examiner
illustrates, about what other images they could
you get ten minutes to prepare, making notes,
include, and finally to decide which images
which you can use when actually giving the
would be most appropriate and why.
presentation. The statements are focused on
topics of general interest and intended to elicit
LEVEL C1 • OPERATIONAL PROFICIENCY
Test 1
Reading & Writing
Part A
Candidate Number:
Time: 60 minutes
• Answer all the questions
• Write all your answers on this question paper
• You must not speak to the other candidates
Test 1 - Reading & Writing Part A Page 6
Task O n e : Headings (10 minutes) - Question 1-6
On this page and the next page is an article about the early life of Professor J. C. Wells.
Choose the best paragraph heading for each paragraph. The first one has been done for you.
A SUBSIDISED EDUCATION
B GIVING UP AN ACADEMIC
APPROACH
C EXAMPLE - FAMILIAL ROOTS
D A BRIDGE TO WORLD LITERATURE
E EXPANDING ACADEMIC
KNOWLEDGE OF LANGUAGE
F PARENTS IN FINANCIAL
DIFFICULTIES
G IMMERSION LANGUAGE LEARNING
H PARENTAL OCCUPATIONS
I NOTING EVERYTHING
Professor J. C. Wells
Example My father was born in South Africa in 1909. His own father had died
shortly after his birth, and my grandmother then brought the family
to England. My father's mother and brothers later returned to South
Africa, but my father remained in England until his death in 1974.
My mother, Winifred, born 1910, was from Yorkshire. Her father
was a schoolteacher, and her mother was from the small village of
Dent in the Yorkshire Dales.
1 My parents met as undergraduates at the University of Leeds. After

graduating, my father entered theological college. Upon ordination
he served as curate in Liverpool. Meanwhile my mother had
qualified as a teacher and found her first job. They were married in
1937. In that year my father was appointed to be a vicar.
2 Between the ages of five and nine I attended Notre Dame Roman
Catholic primary school in Wigan. From 1948 onwards I attended
boarding schools, first Broadwater Manor House preparatory school
in Worthing, Sussex, and then, from 1951, the (minor) public school
St John's Leatherhead, Surrey. My parents could not have afforded
from their own resources to educate me at independent schools, but
I was supported from the age of nine onwards by scholarships.
At sixteen I decided to teach myself Esperanto. I quickly attained

3
fluency and read widely: not only original works of literature but
also translations which gave me a nodding acquaintance at least, via
Esperanto, with some of the masterpieces of the literatures of
Italian, Polish, Hungarian, Finnish and Japanese. By the time I went
up to Cambridge I had read Mickiewicz and Madách.
4 I also taught myself shorthand: not the Pitman shorthand commonly

used in Britain, but Gregg shorthand. I achieved a respectable
speed in writing it. The snag was that in class I tended to write down
indiscriminately what the teacher said, instead of producing a
precis as the longhand user has to. This made my notes too prolix.
Once I realised the problem I decided to use shorthand only when a
verbatim note was required.
5 Leaving school in 1957, I had a few months to spare before going up

to university. Given that I was interested in languages my parents
arranged an exchange with a German family. I spent six weeks in
Kiel with the von Briskorns. This was my first trip abroad, and I was
determined to put it to good use. Both Klaus and I took the task of
my learning German very seriously.
6 It was at Cambridge that I first came seriously into contact with
phonetics and linguistics. For the third year we had to choose
between philosophy, archaeology, history, literature and language.
I chose language. This mainly meant comparative philology under
the guidance of Sidney Allen who introduced us to linguistics. Latin
and Greek had hitherto been purely written languages for me and it
was a revelation to be taught that they had phonemic systems and
allophones.
T a s k T w o : O n e long t e x t (30 minutes)
Read the following text and then write one - three paragraphs of continuous prose (about
150-200 words) that includes answers to the following questions:
1 What did Roger do in his life apart from singing, touring and
song writing?
2 What musical s u c c e s s e s did Roger have in non-English
• Note: not all the information in the text is relevant for the tasks; it may not be necessary
to read the whole text.
• Please feel free to mark the text if you wish.
• Do not include information that does not specifically answer these questions.
• Do not include any direct or indirect spoken quotations within your answer.
• Do not include any directly copied-out pieces of original text within your answer.
Roger Whittaker: a life of song

Saul Denman reviews the life of singer and loved it! However, this was just
and songwriter, Roger Whittaker. an apprenticeship. He could go no
further because he had no
Since 1962 Roger Whittaker has qualifications. He applied and
become an outstanding star all over obtained a place at the University of
the world, enjoying a series of highly Bangor in Wales.
acclaimed albums and a string of hit Roger arrived in Britain in
singles that includes such classics as 1959. For the next three years, he
Durham Town, New World in the studied zoology, biochemistry and
Morning and The Last Farewell. He has marine biology. However, during his
amassed worldwide record sales early days of teaching in Africa,
nearing 50 million. His success has Roger had continued to sing and he
embraced the United States and had by now started to write his own
Canada as well as Australia, New songs. He made a demo track that
Zealand, Scandinavia, Holland, found its way to a major music
Belgium, France and Austria. In publisher. Before he knew it, Roger
Germany alone, more than 10 million was back in the studio recording his
albums have been sold in the last six first single, The Charge of the Light
years. Brigade.
Roger was born in Kenya in Faced with the dilemma of
1936. His parents came from which career to choose, Roger chose
Staffordshire in England: his father music. Finding himself an agent and
originated from a family of grocers; manager, Roger set out to establish
his mother was a teacher. The music his name and almost immediately was
of East Africa left a mark on Roger's booked for a summer season in
childhood. "In over 30 years of Northern Ireland. He then spent the
singing and playing musical sounds - next five years learning his trade. In
the wonderful drumming and those the spring of 1964, Roger met his
marvellous, infectious rhythms - have future wife, Natalie. By 1967, Roger
played a great part in everything I was slowly beginning to make his
have ever written and sung." In name. He had enjoyed several record
school he was a member of the school releases, though a big hit single still
choir and gained top grades. He escaped his clutches. Still, he was
wanted to become a teacher or a earning a healthy living and
doctor appearing occasionally on radio and
However, after leaving school television.
Roger was conscripted into the Roger was asked to join a British team
military and spent the next two years for the annual music festival at
in the army. In 1956 Roger was Knokke, Belgium. Singing If I Were a
demobilised and decided that it was Rich Man and his own composition
time to concentrate on a career in Mexican Whistler he helped Britain to
medicine. He enrolled at the win the competition. He also
University of Cape Town in South emerged as the hit of the entire
Africa, but he wasn't ready for study. contest and picked up the coveted
After 18 months he left the university and highly prestigious Press Prize.
and joined the civil service education Mexican Whistler soon reached
department to try teaching. "It was a number one in three different
very exciting time. I was teaching - European countries. Suddenly, Roger
was inundated with offers to tour In conjunction with his first

Europe and star on the major American tour in 1980, Roger
television programmes. launched a major international song
In Britain, however, he was still writing competition, Children
virtually unknown. In 1969, his British Helping Children, from the United
record company issued a new single; Nations in New York through
another of his own compositions with UNESCO. Children from all over the
the unusual title of Durham Town. "I world were asked to submit lyrics
just didn't have any faith in that song and poems on the subject of
at all," Roger admits. "Far from promoting peace and understanding,
promoting the single in Britain, I went the best of which Roger would put to
off to Finland for a cabaret season music and record.
and television appearances." By the In 1997 Roger released A
time he returned in November, Perfect Day, His Greatest Hits and
Durham Town was rapidly climbing More. The title track to this album
the British charts. features Roger singing a sentimental
One of Whittaker's best-loved duet with his daughter Jessica. Now
songs is The Last Farewell. The lyrics established at the very pinnacle of
to the song were written ' by a international stardom the sheer
Birmingham silversmith, who had magnitude of the demand to see
entered a competition in which the Roger Whittaker performing in
winning lyrics would be sent to concert or on tour or on television has
Whittaker and recorded. Although resulted in an extensive almost non
The Last Farewell was not the winner, stop round of engagements all over
the song was nonetheless included on the world, making him one of the
an album along with the winner. The most travelled entertainers in show
Last Farewell went on to become a business history.
massive hit all over the world, In 1982 Roger was persuaded
reaching the coveted Number One to make a movie in his native Kenya.
slot in 11 different countries. It was an ambitious project, and for
Germany, particularly, has been a six weeks the film cameras followed
highly successful market for Roger him throughout the East African
over the years. It all started back in country as Roger related the story of
1976 when he undertook his first Kenya's history - the British colonial
major concert tour of the country, development and the rediscovery of
following the success of The Last his homeland - through his own
Farewell. Record success, however, unique words and music.
has established Whittaker's name in In 2001, after an extensive German
the country and hoisted him to tour Roger decided on retirement.
superstardom. His sings and records However, having moved to Ireland
in the German language. Indeed, in and settling down by the River
1985 he was acclaimed as the Shannon, he was soon inspired to
country's most successful recording start writing again, and needless to
artist, singing in the German say, like all artists missed the roar of
language, a distinction no other the crowds. So, in 2003 he again
major international record star could toured Germany to great acclaim and
claim. has recorded a new German
Christmas album
T a s k T h r e e : W r i t i n g (20 minutes)
You have seen t h e f o l l o w i n g notice in t h e local paper.
Request for Planning Permission

Brighton Leisure plc have requested permission to turn 148b Churchill Road into a
bar and restaurant. Further information about this planning application can be found
at the City Council office.
Any comments in support of or in opposition to the request for planning permission
th
must be presented by 3 0 April.
You've also received this l e t t e r f r o m t h e local residents' c o m m i t t e e :
Dear Neighbour,
Have you seen this?!
What a disgrace. I'm trying to get as many people as possible to write to the council and
complain.
Please join our campaign; we must stop this. I've added some of my notes to the leaflet to
give you some ideas.
Thank you for your help in fighting this terrible plan.

Marge Watkins
Head of local residents' association
Enclosed w i t h t h e letter is a copy of this leaflet w i t h some of Marge's notes on a "Post-it".
Using t h e i n f o r m a t i o n above:
W r i t e a letter to t h e local council opposing t h e application, including some of this

information and anything else y o u wish t o add. W r i t e 120-150 words.
Test 1 - Reading & Writing Part A ANSWER SHEET Page 12
TEST 1: READING & W R I T I N G PART A - ANSWER SHEET - Task O n e
Candidate N u m b e r :
E A
Centre Code Candidate Code
T a s k O n e : P a r a g r a p h H e a d i n g s - Questions 1-6
Question Your Answer
Task T w o : A Long T e x t
Please w r i t e your answers on a separate sheet of paper.
Task T h r e e : W r i t i n g
Please w r i t e your answers on a separate sheet of paper.
Test 1
Reading & Writing
Part B
Candidate Number:
Time: 45 minutes
• Write all your answers on the answer sheet
Test 1 - Reading & Writing Part B Page 14
T a s k O n e : T h r e e Reading T e x t s (15 minutes) - Questions 1-6
'Konglish' Replaces Good English

How bad can bad English get? vernacular newspaper Dong-a Ilbo
Very bad indeed, in the view of a had reported on a study conducted
commentary published in the by Lee Ye Shik, a professor of
Korea Herald, in which the writer English education at Kyungpook
laments the state of "Konglish", the National University, that found
hybrid of jazzy Korean and messy hundreds of similar examples of
English that, "like heavy traffic is Konglish in four first-year junior
an unpleasant but tolerable side of high school textbooks.
life" in the East Asian capital. "Bad English in textbooks is
Well, maybe not quite so particularly troubling, because it
tolerable these days. The recent helps reproduce the passivity
opening of a bedazzling new multi- towards good English that has
billion dollar airport in Seoul, where permitted bad English to prosper in
as many as 49 signs were Korea for so long," the Herald
subsequently discovered to have concluded. "If students are exposed
fallen prey to writers of Konglish, to mistakes that many teachers will
spoke "volumes about the state of teach as good English, then how can
the translation and proof-reading English education in Korea
industry in Korea," the paper said. A improve?"
few weeks previously, the
I. The Korean Herald thinks the problems at the airport...

A. ...are embarrassing for Koreans.
B. ...make matters worse.
C. ...illustrate how bad the situation is.
D. ...were a very expensive mistake.
2. The Korean Herald thinks that...

A. ...teachers don't use coursebooks enough.
B. ...teachers teach good English.
C. ...English language education in Korea makes matters worse.
D. ...there are too many high school textbooks.
Text 2
How do you say, er, 'phrase book'?

'SHALL we go out together?" "Yes! background behind the phrases.
I agree!" "Do you like spaghetti There are more colloquialisms and
westerns?" "No, thank you!" more accurate and user-friendly
"Kabuki theatre? Hot spas?" "Stop pronunciation guidelines. The idea
it or I will scream!" is to use your phrase book with,
There is nothing like a phrase rather than at, the people you want
book to make you feel divided by to talk to.
a common language. The I look for one, which is small
agonising time lapses as you and robust, with easily navigable
thumb through to the right section. contents. The more grammar and
The unsuitable expressions on dictionary entries the better. And I
offer when you get there. The am constantly amazed by the
sensation of panic when someone absence of three chunks which to
replies and you have to begin the me seem absolutely essential:
whole process again. "There is/are"; "I am learning
But for all that, the phrase book is a Japanese" (rather than "I do not
useful hybrid - part-grammar, part- speak Japanese", which tends to
dictionary, part-idiot's guide - kill a conversation); and "How do
developed for those of us who like you say . . . in Japanese?". Anyone
travelling but do not have the time, who has ever tried to say "How do
or perhaps the inclination, to learn you say, 'How do you say?'?" will
a language from the roots up. sympathise.
The modern phrase book
emphasises the cultural
3. The writer thinks that phrase books are...
A. .. .fundamentally flawed.
B. ...good for learning a language from scratch.
C. .. .not as good as they used to be.
D. ...inconsistent about including the most useful phrases.
4. According to the author, what happens when somebody says 'I don't speak Japanese'?
A. People start speaking English.
B. People don't believe her.
C. People don't speak to her.
D. People don't understand her.

Text 3
L a n g u a g e Holidays: T h e E s s e n t i a l s
Report filed August 2005
FIRST things first. A language-learning holiday is no place for a honeymoon,
pleasingly eccentric though this may sound. You will end up arguing about
the use of the subjunctive when you should be arguing about more interesting
things.
A language holiday is also no place for absolute beginners, whatever
the adverts say. Simply being in a foreign country no more gives you
immediate access to its language than being in a laboratory gives you
immediate access to astrophysics.
If you don't know the basics - "Yes", "No", "Take your hand off my
knee" - attend evening classes in Britain first. They are cheaper and, when
you go to the pub afterwards, the staff will understand what you are ordering.
Language holidays are for improving, not launching.
The third opening caveat is not even to contemplate going with
someone much more gifted than you at languages. She - and I use the
feminine pronoun advisedly - will grab the teacher's eye, the key parts in
in-class role-playing and the attention of swarthy locals in after-class
outings . . . while you struggle to m a s t e r directions to the station.
You will get depressed, learn nothing, fall out and so lose a friend or, in
extreme cases, a wife. If you cannot go alone - which is ideal - book with
someone who is not quite as good as you, so that the ability gap, while
favouring you, threatens nothing.
5. The author thinks it is a bad idea for complete beginners to go on a language holiday,
because
A. you learn more in evening classes at home.

B. you can't learn other subjects at the same time.
C. you can't communicate with anybody.
D. you might get harassed.
6. In the highlighted text, the author implies that...

A. .. .women flirt with the teachers.
B. ...women are better language learners than men.
C. ...better students go on more after-class outings.
D. ...local people prefer female students.
Test 1 - Reading & Writing Part B
T a s k T w o : C h o i c e of Tasks (30 minutes)
• Write only ONE of the following tasks. Write 250 - 300 words.
A.
A movie magazine has said that it needs new movie reviewers.
Would you like to work for Film World?

Show us what you can do.
Write a review of a new film has been released depicting
some historical events.
(It can be a real or an imaginary film)
If we like what we see - we'll take you onto the reviewing
team.
Write a review.
B.
You have been approached by the local Transport Authority who

are researching attitudes to public transport. You have been asked
to write a report outlining your personal experiences of the
strengths and weaknesses of public transport in your area, making
recommendations for changes.
Write a report.
c.
A university magazine from another country is running a series of
articles on "Three best and three worst". They have asked you what
the three best and the three worst things are about your town. They
are particularly interested to get information about things off the
normal tourist track - the things that only locals notice. They hope
to get an amusing article that will entertain and inform their readers
- it might also encourage visitors to come to your town (so don't
make it too negative!).
Write an article.
Test 1 - Reading & Writing Part B ANSWER SHEET Page 18
TEST 1: READING & W R I T I N G PART B - ANSWER SHEET - T a s k O n e
E A
T a s k O n e : Reading T e x t s - Questions 1-6
T a s k T w o : C h o i c e o f Tasks
Please w r i t e your answers on separate sheets.

Test 2 - Listening
Time: approx. 45 minutes

• You may write on the question paper but make sure you
write all your answers on the separate answer sheet
(You will have 5 minutes at the end of the exam for this)
Test 2 - Listening Page 20
T a s k O n e : S h o r t conversations - Questions 1-6
You will hear John, who is looking for a new job, looking through advertisements and
talking about them with his two friends, Emma and Sarah.
You will hear six conversations. For each conversation:

• select one item from List A to show what they are talking about,
AND
• select one item from List B to show what John feels about it.
It will not be necessary to use all the items.
• Tick the right letters next to the question number.

You will hear each recording twice.
List A: What they're talking about List B: How John feels
a) The free newspaper i) enthusiastic

b) The Renfield Observer j) disappointed
c) Job Finder Weekly k) confused
d) The Internet 1) hopeful
e) The Job Centre m) cynical
f) Someone Sarah knows n) wary
g) The "yellow pages" telephone directory o) pessimistic
h) A notice board p) worried
T a s k T w o : M a k i n g notes - Questions 7-9
Listen to the following lecture about large dams.
• The talk will pause at 3 points when you will be asked a question.
• Take notes while you listen.
• You will have 2 minutes to write each answer.
• Each question is worth three marks.
The recording will only be played once.
W R I T E YOUR NOTES ON A SEPARATE SHEET,

BUT R E M E M B E R TO COPY YOUR ANSWERS
ONTO THE SEPARATE ANSWER SHEET.
T a s k T h r e e : Radio P r o g r a m m e - Questions 10-19
You are going to hear part of a radio programme discussion about threats to the survival of
pandas in China. The participants are the programme's host; Dr Chi, an expert from Haidan
Panda Reservation and Jane Greenaway from the Environmental Action Centre in the United
States.
• On the test paper you have 10 multiple-choice questions about the programme.
• Choose the best response (A, B, C or D) for questions 10-19.
• Tick A, B, C or D on the answer sheet.
• You will hear the recording twice.
• You have two minutes to read the questions before the recording starts.
10. Haidan forest reserve was set up ...

A. ... because there was a need to survey the panda population.
B. ... because three surveys showed low panda numbers.
C. ... to try and halt the decline in panda numbers.
D. ... because there are fewer than 1000 pandas in Haidan.
11. Dr Chi believes that the number of pandas in the reserve ...
A. dropped until 1974 and has risen since.
B. dropped slightly between 1974 and 1986 but dramatically since.
C. has risen steadily since 1974.
D. has been dropping since 1974.
12. Jane Greenaway thinks the numbers of pandas in the forest reserve are
falling, because ...
A. the trees outside the reserve are being chopped down.
B. the trees inside the reserve are being chopped down.
C. the trees are deteriorating.
D. the locals have stopped cutting down trees.
13. How many people does Dr Chi believe visited the reserve last year?
A. 3,000.
B. 5,000.
C. 30,000.
D. 150,000.
14. Dr Chi thinks the root cause of decline in panda numbers in the Haidan
reserve is ...
A. trees are being chopped down.
B. tourists need support services and industries.
C. Jane Greenaway.
D. the locals have stopped cutting down trees.
15. W h a t is the significance of smoked pork to Dr Chi's argument?

A. People need w o o d t o smoke p o r k .
B. Smoked p o r k is a regional speciality and attracts t o u r i s t s .
C. T h e electricity used to smoke p o r k is expensive.
D. Panda cubs reared inside h o l l o w trees often get b u r n t .
16. According to Dr Chi, how does cutting gaps in the forest reduce panda
numbers?
A. It causes infertility.
B. It divides groups of pandas.
C. It forces pandas to find n e w partners.
D. It forces pandas to breed in certain areas.
17. W h a t does Jane Greenaway think about the local population?

A. They make t o o many souvenirs.
B. They abuse t h e pandas by using t h e m in sports events and festivals.
C. They w o u l d like to see t h e back of t h e tourists.
D. T h e i r numbers are g r o w i n g t o o fast.
18. Considering the programme as a whole, what does Dr Chi think about
Jane Greenaway?
A. She thinks Jane Greenaway is a naive ecological campaigner.
B. She agrees w i t h Jane Greenaway's argument but finds her behaviour
inappropriate.
C. She distrusts Jane Greenaway's evidence.
D. She thinks that Jane Greenaway is t r y i n g to escape personal responsibility.
19. Considering the programme as a whole, what does Jane Greenaway think
about Dr Chi?
A. She thinks Dr Chi is avoiding agreeing t h a t locals are mainly responsible.
B. She thinks Dr Chi wants t h e pandas to be kept primarily as a t o u r i s t
attraction.
C. She thinks Dr Chi is rude but mostly right.
D. She thinks Dr Chi wants to i n t r o d u c e c o n t r o l s t o o fast.
Test 2 - Listening ANSWER SHEET Page 23
TEST 2: LISTENING - ANSWER SHEET
Candidate Number:
E A
T a s k O n e : S h o r t C o n v e r s a t i o n s - Questions 1-6
Question Your Answer (List A) Your Answer (List B)
6
Test 2 - Listening ANSWER SHEET Page 24
T a s k T w o : M a k i n g N o t e s - Questions 7-9
T a s k T h r e e : A Radio P r o g r a m m e - Questions 10-19
Question Your Answer Question Your Answer
10 15
11 16
12 17
13 18
14 19
Test 3
Grammar & Vocabulary
Time: 30 minutes + dictation

• Write all your answers on the separate answer sheet
Test 3 - Grammar & Vocabulary Page 26
T a s k O n e : D i c t a t i o n - Kiwis
In this part of the test you will hear a text

about Kiwis.
• You must write down every word in
the text on the numbered lines on the
separate Answer Sheet.
• You will be marked for getting the
correct words and correct spelling.
• You will hear the text three times:
First - you will hear the whole text.
Then - you will hear small pieces of the
text.
These will each be repeated once.
• You may make notes on this sheet of paper but please make sure you write your
answers on the Answer Sheet provided.
You will hear the following names: Tane Mahuta, Maori, New Zealand
Your notes
D O N ' T FORGET to copy your answers onto the separate answer sheet!
T a s k T w o : M u l t i p l e C h o i c e G a p Fill (15 minutes) - Questions 1-15
Complete the following article by choosing the correct words from the four possible
alternatives.
Advertising to Kids
From an advertiser's viewpoint, children are a splendid
E x a m p l e . They watch lots of television; they spend lots of
pocket money. No wonder many people worry about the
influence of marketing on minors. Increasingly, campaigners
are demanding that countries 1 restrictions on advertising
aimed at children.
In Europe, legislation to 2 marketing to children is

spreading. Greece, where all toy advertising on television is
banned between before 22h00, has considered 3 the ban to all products aimed at
children. Italy, Poland, Belgium and Ireland are all debating the issue. Stricter
measures may 4 ahead: Sweden plans to use its six months in the president's chair
of the European Union to encourage a 5 of the EU's relatively liberal rules on TV
advertising.
The campaigners 6 that children are too naive to distinguish between

advertisements and genuine programming. Even those children who can 7 such a
distinction, he argues, might still be manipulated by an advert into pestering their
parents to buy a product.
But advertisers insist that a widespread move to ban children's ads would 8 . Their
main argument is that bans would 9 to worse children's programming on
television, fewer educational resources in schools and higher prices for toys. There
may be something in this. One big American toy manufacturer in Greece says that,
as a 10 result of the ban, the company offered wholesalers a more limited
selection of new toys this Christmas than it did in other European markets.
Commercial marketing in schools also has 11 . Britain's government, for one,

wants more business involvement in schools, after the success of 12 such as a
loyalty scheme linked to Tesco, a food wholesaler. This 13 parents' spending on
food with points that go towards school computers.
In fact, advertisers are not as influential as they seem. A recent study of 5,000
parents in 20 European countries found that the majority did not 14 advertising
among the top five influences on their children: parents, schools and other families,
among others, were seen as far more important. "A pestering child is a badly
brought-up child," says one of the researchers. This highlights the most important
case against 15 children from marketing—that parents and teachers have a
responsibility to teach children about the realities of a commercial world, just as
they teach them how to cross a road safely.
Questions f o r T a s k T w o :
Example: A. people B. crowd C. audience D. viewers
T h e c o r r e c t a n s w e r is C.
1. A. implore B. impose C. improve D. impair
2. A.curb B. demolish C. destroy D. diminish
3. A. expanding B. stretching C. extending D. covering
4. A. follow B. lead C. introduce D. lie
5. A. knotting B. narrowing C. changing D. tightening
6. A. claim B. disagree C. ensure D. demand
7. A. take B. have C. make D. reach
8. A. follow B. effect C. backfire D. counteract
9. A. make B. lead C. result D. mean
10. A. straight B. concrete C. ongoing D. direct
11. A. benefits B. profits C. strengths D. reasons
12. A. inventions B. inventories C. initiatives D. initiations
13. A. gives B. rewards C. provides D. offers
14. A. find B. rate C. allow D. view
15. A. forbidding B. covering C. shielding D. stopping

T a s k T h r e e : G a p Fill (I5minutes) - Questions 16-30
C o m p l e t e the f o l l o w i n g article b y w r i t i n g t h e c o r r e c t w o r d s o n y o u r answer sheet.
Dracula
It is unclear why Bram Stoker chose Vlad
Dracula, a fifteenth century Romanian prince, as
the model Example his fictional vampire.
Many believe that Stoker might have heard

Dracula's name from a Hungarian friend of his.
16 the name came to Stoker's attention,
his cruelty readily loaned itself to his
purposes. The events of Dracula's life took
place in a region that was still very medieval,
17 in Stoker's time. The Balkans had 18 recently shaken off the Turkish yoke
when Stoker started working on his novel. Transylvania had long been a part
of the Austro-Hungarian Empire, but it too 19 endured a long period of Turkish
domination. The legend of the vampire was and 20 is deeply rooted in that
region.
There have always been vampire-like creatures in the mythologies of many

cultures. However, the vampire, 21 he became known in Europe and hence
America, largely originated in Eastern Europe. An epidemic of vampirism swept
22 Eastern Europe and the Balkans at the beginning in the late seventeenth
century. From the Balkans it spread westward into Germany, Italy, France,
England and Spain. Travellers returning from the Balkans brought with them tales
of 23 undead. igniting an interest in the vampire that has continued to this day.
Philosophers in the West began to study the phenomenon around this time as
well. It was also during this period 24 authors and playwrights first began to
explore the vampire myth.
Given the history of the vampire in Europe, 25 is perhaps natural that Stoker
should place his great vampire in the heart of the region that gave birth to the
myth .
26 Stoker had selected Transylvania for his story, Vlad Dracula stood out 27
one of the most notorious rulers of the region. He was obscure enough that few
would recognise the name and for those who 28 know him for his acts of
brutality; Dracula was a natural candidate for vampirism. 29 Stoker chose to
relocate his vampire from Wallachia to the north of Transylvania remains a
mystery.
However, outside of Stoker's novel the name of Dracula was 30 linked with the
myth of the vampire. Despite his inhuman cruelty, Dracula is remembered in
Romania as a national hero who resisted the Turkish conquerors and asserted
Romanian national sovereignty against the powerful Hungarian kingdom.
Example: T h e c o r r e c t w o r d is 'for'
Test 3 - Grammar & Vocabulary ANSWER SHEET Page 30
TEST 3: GRAMMAR & VOCABULARY - A N S W E R S H E E T

E A
Task O n e : Dictation

T a s k T w o : M u l t i p l e C h o i c e G a p Fill - Questions 1-15

10
II
12
13
14
15
T a s k T h r e e : G a p Fill - Questions 16-30
Example For 23
Do not write here Do not write here

16 24

17 25

18 26

19 27

20 28

21 29

22 30
Test 4 - Mediation
Part A
Candidate Number:

• Write all your answers on the answer sheet
(You will have 5 minutes at the end of the exam for this)
Test 4 - Mediation - Part A Page 34
T a s k O n e : Dialogues - Questions /-6
• Help your friend who doesn't speak English. Mediate between the two people.
• If the person speaks in English, translate into Hungarian. If the person speaks in Hungarian,
translate into English. The first two have been done for you.
• Do not translate every word. Translate only the basic meaning.
• Please remember the quality of your language is also important.
• Each person will talk four times. You will hear each line twice. There will be a fifteen
second pause between each line for you to write down the translation.
• At the end of the conversation you will have two minutes to check what you have written.
• Remember, you will not have time to translate every word.
Ex W r i t e in Please spare me a moment - trying to talk to you

1 Example: for hours
English
természetesen - nagyon sajnálom - először

Ex W r i t e in
2
Example: használjuk ezt a szállodát - ahogy ön látja -
Hungarian problémák / nehéz helyzet
W r i t e in
1 English
W r i t e in
2 Hungarian
W r i t e in
3 English
W r i t e in
4 Hungarian
W r i t e in
5 English
W r i t e in
6 Hungarian
Stop w r i t i n g w h e n y o u a r e t o l d t o d o so.
Test 4 - Mediation
Part B
Candidate Number:
Time: 30 minutes
• Write all your answers on the separate answer sheet
Test 5 - Mediation - Part B Page 36
T a s k O n e : English i n t o H u n g a r i a n - A T e x t
• Translate the English text into Hungarian.
Be a Tooth Fairy
It's a knee-jerk reaction. As soon as children squirm in their pushchairs,
we thrust something sweet into their sticky little hands. We exchange
sugar in return for short-term peace.
But the toddler initially silenced by sweets becomes a monster once the
sugar fix has worn off. Sugar can wreck a child's health. Excess sugar is
converted to fat and leads to obesity.
Parents are often more of a problem than children themselves, many

thinking the natural flavours of good food cannot be enjoyed unless they
are very sweet or have added sugar. This is nonsense.
T a s k T w o : H u n g a r i a n i n t o English - A L e t t e r
• Your friend has asked you to translate their letter into English.
Tisztelt Uram!
Panaszt szeretnék emelni egyik szolgáltatásukkal kapcsolatban.
Hirdetésükben olvastam, hogy gyermektáborokat szerveznek szakképzett

nyelvtanárokkal szép környezetben.
Megérkezésünk után derült ki, hogy a szállásul kijelölt faházak

egy napégette mezőn vannak, tizenöt perc gyaloglásra a száz
gyereket kiszolgáló öt zuhanytól. A „szakképzett nyelvtanárok"
egyetemista diákok voltak, akik még egyetlen nyelvórát sem
tartottak életükben, és igen gyenge készségeket mutattak fel a
gyerekekkel való bánásmód terén. Következésképpen a
regisztráció meglehetősen zűrzavaros volt. Ezenkívül, gyermekem
vegetáriánus, de ebédnél kiderült, hogy a konyha nincs
fölkészülve sem erre, sem más diétás igényekre.
Tekintettel a fent vázolt körülményekre gyermekemet azonnal

hazahoztam. Mivel önök nyilvánvalóan szerződésszegésben vannak,
szeretném visszakapni a teljes befizetett összeget.
Tisztelettel:
Szíjjártó Kálmán
Please continue on a separate sheet of paper.

Test 5 - Speaking
PROCEDURE, SCRIPT AND MATERIALS

+ 10 minutes preparation
Test 5 -Procedure and Interlocutor's Script Page 38
O u t l i n e o f Speaking E x a m
Before the exam you have ten minutes preparation time in the preparation room. Here you
receive your Test Entry Form and a Presentation topic sheet. You are allowed to use your
dictionary to prepare your presentation.
There will be two examiners in the exam room - the Interlocutor who is running the exam
and the Assessor who is listening and evaluating - and two candidates at a time:
This test will have three tasks:
Task Timing
1. W e l c o m e and Interview • The Interlocutor will initiate conversations 2'-3mins.
• Candidate A will give a presentation

2 mins\
• Candidate B will start a short
discussion with Candidate A on the previous 1 min.
presentation topic
2. Presentation
• Candidate B will give a presentation
2 mins.
• Candidate A will start a short
• discussion with Candidate B on the previous 1 min.
presentation topic
• The Interlocutor will give you a collaborative

3. Collaborative Task 3-4 mins.
task to do together
Together with the welcome, setting up of tasks and closure the speaking task will be no
longer than 17 minutes.
The Interlocutor will speak from a script you can see on the following pages. You can
also follow a sample speaking test on the accompanying CD.
INTERLOCUTOR'S SCRIPT
Welcome
-Good morning / afternoon / evening.
-My name is < name > and this is my colleague < name >.
-Have you got your test entry forms?
» > candidates hand over forms < «
-Please also give me the tasks and your notes. I'll return these to you later.
»> candidates hand over forms <«
Task I: I n t e r v i e w
-So you are < Candidate A name > and you are < Candidate 8 name >
-Do you know each other?
If yes » >
-Ask questions to find o u t and compare what things you have in
common and what is different in your lives.
If no » >
-Please ask questions to find out more about the other person.
If conversation needs encouragement »>
-Please discuss w i t h each other what have been the most enjoyable and
the most difficult things about learning English.
Task 2: P r e s e n t a t i o n
-In this part of the test, you are both going to give the presentation you
prepared earlier.
»> The Interlocutor gives Candidate A the topic list with the notes that
he/she prepared before the exam «<
-Which statement have you decided to talk about?

-Good. < Candidate 8 name> I ' d like you to listen, and take notes. You may ask
questions and make comments after the presentation.
-<Candidate A nome>, you may use your notes but please do not read aloud from
them. You may start when you are ready and I will stop you after about t w o
minutes. All right?
-You have 30 seconds to look through the information and your notes.
»> 30 seconds - The candidate looks through his/her notes <«
»> 2 minutes - The candidate gives his/her presentation using the notes <«
Thank-you <Candidate A name>. <Candidate 8 nome>, you may make any

comment, or ask any questions now.
»> During the discussion as far as possible, the Interlocutor allows the
candidates to discuss together. If necessary he/she uses appropriate
phrases to move the discussion forward <«
-Do you agree?
-Which points do you agree / disagree with?
-Would you add any points to the argument?
-In your experience are the same things true / correct?
» > 1 minute « <
»> The Interlocutor gives Candidate B the topic list with notes that
he/she prepared before the exam <«
-Thank you. N o w < Candidate 8 name > it's your t u r n . W h i c h statement have you
decided to talk about?
-Good. < Candidate A name> I'd like you to listen, and take notes. You may ask
questions and make comments after the presentation.
-<Candidate 8 name>, you may use your notes but please do not read aloud from
them. You may start when you are ready and I will stop you after about t w o
minutes. All right?
-You have 30 seconds to look through the information and your notes.
»> 30 second s- The candidate looks through his/her notes <«
»> 2 minutes - The candidate gives his/her presentation using the notes <«
-< Thank-you <Candidate 8 name>. <Candidate A name>> you may make any
comment or ask any questions now.
»> 1 minute < «
-Thank-you.
Task 3: C o l l a b o r a t i v e T a s k (usually 3 minutes; max 4 minutes)
-For the final part of the test you are going to talk w i t h each other about a
task I will show you.
-I'm just going to listen. Remember, we are interested in your skills at

listening, responding and negotiation as well as your ability to speak.
»> The interlocutor picks up a Topic Sheet and places it in front of

the candidates <«
- Please look at the topic sheet.
»> Interlocutor reads instructions from sheet <«
- When you are ready please start.
»> 3 minutes - Candidates discuss topic <«
-Thank you. That is the end of the test.
- Good bye. Have a nice weekend / day / evening.

Test 5 - Speaking: Materials and Script Page 42
Task 3 - A
Life in the city

You have been asked to find photographs for the cover of a book of poetry called 'As the
new century begins - Urban life at the turn of the millennium'. Look at these pictures.
First, look at each picture one by one and talk about what aspects of urban life it illustrates
and how representative you think it is.
Then, think of other images you could include instead.
Finally, try to decide which images would be the most appropriate and why.
Task 3 - B
Key moments in human life

You have been asked to recommend photographs for the front cover of a book of poetry
called 'Key moments in human life'. Look at the pictures below.
First, look at each picture one by one and talk about which key moments it illustrates and
how representative you think it is.
Then, think of other images you could include as well.
Finally, try to decide which images would be the most appropriate and why.
CANDIDATES' PREPARATION MATERIALS
P r e s e n t a t i o n topics f o r C a n d i d a t e A :
(10 minutes to prepare a 2 minute talk)
Choose O N E of the following statements and prepare a 2 minute presentation on the topic.
AI Dreams are important.

A2 You 're no-one until someone loves you.
A3 Smoking is just a slow form of suicide.
A4 A 4-day work week is a bad idea.
• You can agree or disagree with the statement - but keep to the topic
• You may use a dictionary
• You may make notes but do not read aloud from these notes in the test
• Take this sheet of paper and your notes into the examination
• In the test, give your notes to the examiner when asked
You now have 10 minutes to prepare your presentation, organise your thoughts
and make notes on a separate sheet.
Somebody will take you to the test room when it is your turn.
P r e s e n t a t i o n topics f o r C a n d i d a t e B
(10 minutes to prepare a 2 minute talk)
Choose ONE of the following statements and prepare a 2 minute presentation on the topic.
BI People prefer optimists.

B2 Television destroys imagination.
B3 Manufactured pop is not as good as the real thing.
B4 Family is more important than friendship.
• You can agree or disagree with the statement - but keep to the topic
• You may use a dictionary
• You may make notes but do not read aloud from these notes in the test
• Take this sheet of paper and your notes into the examination
• In the test, give your notes to the examiner when asked
You now have 10 minutes to prepare your presentation, organise your thoughts
and make notes on a separate sheet.
Somebody will take you to the test room when it is your turn.
ANSWER KEYS
Test 1: Reading & Writing

• The Answer Key
• Marking Schemes
•
Test 2: Listening
• The Answer Key
• The Tapescript
Test 3: Grammar and Vocabulary

• The Answer Key
• The Tapescript for Task 1
Test 4: Mediation
• The Answer Key
• The Tapescript for Part A
• Marking schemes for Part B
Test 1 - Reading & Writing Part A - ANSWER KEY + MARKING SCHEME 1 Page 46
T E S T I: R E A D I N G & W R I T I N G P A R T A - A N S W E R KEY
T a s k O n e : P a r a g r a p h Headings - Questions 1-6
1 2 3 4 5 6
H A D I G E
T a s k T w o : O n e long t e x t - Public A r t
You will get one point for each piece of information involved in your writing
Question 1 Question 2
What did Roger do in his life apart What musical s u c c e s s e s did Roger
from singing, touring and song have in non-English speaking
writing? countries?
became a soldier Press Prize (Belgium)

studied medicine and zoology Having a number one hit (several
countries)
teaching 1985 Germany's most successful
recording artist.
organised a song competition
Mark Scheme
You will get an overall mark for your written performance
A very successful attempt. All the information is relevant and clearly included in answer
to the questions.
5 A wide range of grammar vocabulary and cohesive devices used to produce natural language. They may
be some slips but they do not interfere with meaning.
4
Most of the information is relevant and part of a generally successful and coherent
3 response to the questions
An adequate range of vocabulary, grammar and cohesive devices is used to complete the task. They
may be some errors but they do not generally impede meaning.
2
An unsuccessful attempt. Some relevant information may be included but the response
does not address the questions.
1 Range of grammar, vocabulary and cohesive devices inadequate to clearly complete the task. There are
a number of errors that sometimes impede meaning.
Insufficient language for assessment

0
Test 1 - Reading & Writing Part A - ANSWER KEY + MARKING SCHEME 1 Page 47
TEST 1: R E A D I N G & W R I T I N G P A R T B - A N S W E R KEY
Task O n e : Reading T e x t s - Questions 1-6
1 2 3 4 5 6
c C D C C B
Use t h e m a r k i n g s c h e m e s b e l o w t o a w a r d a m a r k o u t o f 2 5
Coherence and Range and Appropriacy

mark mark mark
Cohesion Accuracy
5 Structure: Clear 5 Range: Wide 5 Style: Appropriate to
Purpose: Clear. genre
Information: Errors: Almost none
Well organised Register: Appropriate
Cohesive devices: Used range of registers
to link naturally
Reference: Skilled use
4 4 4
3 Structure: Adequate 3 Range: Adequate 3 Style: Usually
Purpose: Mostly clear. appropriate to genre
Information: Errors: Some but do Register: Limited
Some confusion not significantly exponents but
Cohesive devices: Good impede meaning awareness of register
Reference:Simple use is shown
2 2 2
1 Structure: Muddled 1 Range: Narrow 1 Style: Inappropriate
Purpose: Unclear. to genre
Information: Errors: A number of
Very confused significant errors Register: Minimal
Cohesive devices: only
basic cd's used / cd's
used wrongly
Reference:Simple / none
0 Not enough language to 0 Not enough language 0 Not enough language

make an assessment. to make an to make an
assessment. assessment.
Test 3 -Grammar & Vocabulary - ANSWER KEY Page 48
mark Task Achievement

10 Task achieved at a very high level
Intention: Entirely clear
Instructions: Completely followed
Effect: A v. positive effect on the target reader
Outcome: Sure to achieve a successful outcome.
Content: All relevant details included
Some original ideas or presentation
9
8 Task well achieved
Intention: Generally clear
Instructions: All important ones followed
Effect: A positive effect on the target reader
Outcome: Sure to achieve a successful outcome.
Content: Most relevant details included
Some original ideas or presentation
7
6 Task achieved, some gaps
Intention: Clear in most areas
Instructions: All important ones followed
Effect: A generally positive effect on the reader
Outcome: Likely to achieve a successful outcome.
Content: Many relevant details included
5
4 Task entirely unachieved
Intention: Unclear in some areas
Instructions: Some key instructions not followed
Effect: The reader may be confused
Outcome: Unlikely t achieve successful outcome
Content: Some irrelevant information
Some important details left out
3
2 Task entirely unachieved
Intention: Very unclear.
Instructions: Most / all not followed
Effect: Very negative.
Outcome: Will not achieve a successful outcome.
Content: Omission, irrelevance.
1
0 Task unattempted / partially attempted
Not enough language to make an assessment.
Test 2 -Listening - TAPESCRIPTS Page 49
T E S T 2: L I S T E N I N G - A N S W E R K E Y
Task O n e : S h o r t C o n v e r s a t i o n s - Questions 1-6
1 2 3 4 5 6
A C G D E B
L J O I K J
Task T w o : D a m s - Questions 7-9
7
5 - minimum height if volume is more than 3, 000, 000 cubic metres (1)
15 - minimum height of large dam from foundations (1)
3, 000, 000 - reservoir volume in cubic metres(l)

8
3 of the following
• fragmented / transformed the world's rivers
• millions of people displaced
• debt burden
• cost overruns
• destruction of ecosystems
• destruction of fishery resources
• inequitable sharing of costs and benefits
9
bring to the table all whose rights are involved (1)
negotiate outcomes in order to

• increase effectiveness (1)
• eliminate bad options (1)
Task T h r e e : A Radio P r o g r a m m e - Questions 10-19
10 11 12 13 14
C D B D B
15 16 17 18 19
A B D A A
TAPESCIPTS
T e x t s for T a s k O n e : S h o r t conversations
I.
Emmat: You're not going to find your dream job in any of these you know.
John: Not so sure - I mean, look at this - a whole side of classifieds.
Emma: I don't recognise it. That's not the local paper, is it?
John: No - it's a new free rag they're posting through all the letterboxes. It's not
bad - though it's mainly ads for furniture shops and loans and things like that.
Driving lessons and so on.
Emma: And you really think you'll find something there?
John: Well - maybe not - but I might as well look, don't you think?
2.
Emma: What about this - it seems a bit more specialised. No vicarage tea parties -
gets straight to the point
John: Yeah - that's what I thought when I bought it - but - look more closely -
almost all the ads are for sales positions - you know just working on a
commission basis. I know what that means - I walk from door to door all day
and if I'm lucky I get one percent of the one sale I make. Look they all say
"first step on a new career" - Thank you - but that's not a first step I'm gonna
take.
3.
Emma: Maybe you're going about it the wrong way. Shouldn't you just decide what
you want to do first of all - then target the places you want to work.
You know - you want to work for an estate agent - then you flick through
this - C . . . D . . . E . . . here we are estate agent then you just call them up and
sell yourself.
John Oh I know I should take the initiative a bit more - but I'm just so hopeless at
selling myself. I'd never persuade anyone that I was worth inviting in. It's a
good idea Emma - for someone like you - but there's no danger of it working
with me.
Emma: Well, I heard somewhere about this guy who got one through the web
actually. Just typed in "job" and "high salary" or something like that and it
spat out seven or eight opportunities. He's on about 30K now. Goes to the
Bahamas for his hols.
John: Now that's a really good idea. Why didn't I think of it? That sounds like just
what the doctor ordered.
5.
Emma: You know how I got the work I'm doing now? The place just down the High
Street - you know they give you an interview and talk you through what's
available. There's hundreds of things going - but you wouldn't want to touch
most of them. I don't know if I was lucky or what - but I really like what I'm
doing - and it's well paid.
John: Well yes - I could go there - but ah - I just don't know what to do - there
just seem to be so many options and I can't seem to work out what's best to
concentrate my energies on.
6.
John: Oh - I've been through every ad in the Observer - nothing. I feel so down -
there's just nothing for me. I was sure that this week there'd be one.
T e x t for T a s k T w o : M a k i n g notes
Listen to the following lecture about large dams.

The talk will pause at three points, when you will be asked a question.
So take notes while you listen. Each question is worth three marks.
The first question will be about the definition of a large dam.
Dams have been built for thousands of years - dams to manage flood waters, to harness
water as hydropower, to supply water to drink or for industry, or to irrigate fields. By
1950, governments, or in some countries the private sector, were building increasing
numbers of dams as populations increased and national economies grew. At least
45 000 large dams have been built as a response to meet an energy or water need. Today
nearly half of the world's rivers have at least one large dam.
What exactly is a large dam? According to the International Commission on Large

Dams (ICOLD), a large dam is 15 metres or more high from the foundation. If dams
are between 5-15 metres high and have a reservoir volume of more than 3 million cubic
metres they are also classified as large dams.
Using this definition, there are more than 45 000 large dams around the world.
Question 7:
The speaker mentioned the following numbers: 5, 15 and 3 million. What do these numbers
refer to?
(Two minute pause)

The next question will be about the drawbacks of large dams. Listen and take notes.
As we start the new century, one-third of the countries in the world rely on hydropower for
more than half their electricity supply, and large dams generate 19% of electricity overall. Half
the world's large dams were built exclusively or primarily for irrigation, and some 30-40% of
the 271 million hectares irrigated worldwide rely on dams. Other goals include creating income
from export earnings, either through direct sales of electricity or by selling cash crops or
processed products from electricity-intensive industry such as aluminium refining. Clearly,
dams can play an important role in meeting people's needs.
But the last 50 years have also highlighted the performance and the social and environmental
impact of large dams. They have fragmented and transformed the world's rivers, while global
estimates suggest that 40-80 million people have been displaced by reservoirs.
As the basis for decision-making has become more open, inclusive and transparent, in many
countries the decision to build a large dam has been increasingly contested, to the point where
the future of large dam-building in many countries is in question. The enormous investments
and widespread impact of large dams have seen conflicts flare up over the siting and impact of
large dams - both those in place and those on the drawing board, making large dams one of the
most hotly contested issues in sustainable development today.
Proponents point to the social and economic development demands that dams are intended to
meet, such as irrigation, electricity, flood control and water supply. Opponents point to the
adverse impact of dams, such as debt burden, cost overruns, displacement and impoverishment
of people, destruction of important ecosystems and fishery resources, and the inequitable
sharing of costs and benefits.
Question 8:
What are some problems of large dams according to their opponents?
(Two minute pause)

The next question will be about the conclusions of the World Commission on dams.
Listen and take notes.
With these conflicts and pressures in mind, the World Commission on Dams began its work in
May 1998. After more than two years of intense study, dialogue with those for and against large
dams, and reflection, the Commission believes there can no longer be any justifiable doubt about
five key points:
1. Dams have made an important and significant contribution to human development, and the
benefits derived from them have been considerable.
2. In too many cases an unacceptable and often unnecessary price has been paid to secure those
benefits, especially in social and environmental terms, by people displaced, by communities
downstream, by taxpayers and by the natural environment.
3. Lack of equity in the distribution of benefits has called into question the value of many dams
in meeting water and energy development needs when compared with the alternatives
4. By bringing to the table all those whose rights are involved and who bear the risks associated
with different options for water and energy resources development, the conditions for a
positive resolution of competing interests and conflicts are created.
5. Negotiating outcomes will greatly improve the development effectiveness of water and energy
projects by eliminating unfavourable projects at an early stage, and by offering as a choice
only those options that key stakeholders agree represent the best ones to meet the needs in
question.
Question 9: Summarise the recommendations of the Commission about how future dam
construction should proceed.
(Two minute pause)

T e x t for T a s k T h r e e : Radio p r o g r a m m e
Fade in ...
Host: So Dr. Chi you're basically saying that there are fewer than 1000 pandas left in
China?
Dr Chi: Well, yes, sadly that seems to be the case.
Host: And in Haidan, where you work, is it also the case that numbers are dropping?
Dr Chi: There was a survey in the area in 1974 and it showed that numbers there had
fallen to an alarmingly low 145 - and it was as a result of the survey that the
forest reserve was set up in the first place.
Host: But it doesn't seem to have helped much - how big is it?
Dr Chi: Well it's 500,000 acres and...
Host: And the numbers kept on dropping?
Dr Chi: The survey of 1986 showed only about half the earlier number - and we suspect
that numbers have dropped even below that level since then.
Host: Let me turn to Jane Greenaway from the Environmental Action Centre in the
United States. Jane - this is clearly a serious problem.
JG: It's simply tragic.
Host: Do you think we might be staring at the prospect of a world without pandas?
JG: That's a very realistic proposition.
Host: So why do you think the numbers are falling?
JG: It's very simple - the forest reserve was created - but in fact trees, the natural
habitat for the creatures, are disappearing at a faster rate than the reserve is
being created. The Haidan forest has dramatically deteriorated since 1975. In
fact the tree loss is greater inside the reserve than it is for the forests
immediately outside the reserve. The local people indiscriminately chop down
the trees. This has to be stopped at once.
Dr. Chi: Sorry but I must interrupt here. That's such a simplistic diagnosis. What Miss
Greenaway is presenting is only a small part of the overall picture. In fact
although it's the locals that chop down the trees, they're not the root of the
problem.
Host: So what is?
Dr. Chi: Quite simply, and bluntly, it's people like Jane Greenaway.
JG: That's outrageous.
Dr. Chi: Well-meaning of course, but in their keenness to observe the animals in the wild
they are actually contributing to their downfall. People like Miss Greenaway
come in their thousands to stare at the creatures. The official figures say that
there were over 30,000 tourists in the park last year. Personally I think the figure
is more like five times that. The reserve actively encourages more people to
come. And more people means more harm to the local environment in so many
ways.
Host: Jane?
JG: I don't disagree that tourists contribute to the problem - but the key issue is
that locals cut down trees. The tourists don't do that.
Dr. Chi: That's a fairly typical simplified view from a western green organisation, the real
picture is much more complex. It's not just the visitors themselves, but the
industries and services they require. Let me take just one example: smoked
pork. Now smoked pork is a regional speciality. But in the past no-one sold it
around this area. Tourists come. More stalls want to sell more pork. So more
is produced. Smoking requires fuel for fires. Electricity is expensive. Wood is
free - so the trees get cut down. I don't know if you know this, but pandas give
birth only once every two years and prefer to raise their cubs inside hollow
trees. Logging denies them these sites. Another problem is that cutting gaps in
the forest cuts off one segment of the population from another - thus
encouraging in-breeding and lowering the birth rate.
Host: Do the local population also add to the difficulties at all?
JG: Of course they do. I don't know why Dr Chi is so keen to whitewash the locals
of any responsibility and blame it all on tourists. The local population increased
by over 70 % in twenty years. They compete for resources with the pandas. It's
a bit ironic isn't it that they cut down a tree to make a souvenir panda and in
doing so help kill off the creature they are celebrating.
Host: Is there any way forward? Dr Chi?
Dr Chi: We have to find a way to provide local people with a way to benefit from
tourism that doesn't destroy the local habitat. Local people need to find a way
to earn a living. You can't do conservation in a vacuum.
Host: Jane?
JG: I think the government has to immediately and firmly institute laws to stop
people chopping down trees in a wide area in and around the reserve.
Dr Chi: You can't just force laws like that on people. It's just not as easy as you eco-
warriors like to think. There are people living here who depend on trees. We
have to find compromises that take people and their needs into account.
JG: With less than 1000 pandas left who's going to carry the cost of that
compromise?
Host: Thank you, thank you I think we'll have to leave it there. We've been listening to
Fade
® Dialogue based on article in Newsweek April 16 2001 page 48

"Loving Pandas to death" by Anna Kuchment. Name of people and town changed.
TEST 3: GRAMMAR & VOCABULARY - A N S W E R KEY
E A
Task One: Dictation
1. The flightless kiwi, 2. with its hairlike feathers and long, curved beak,
3. is so intrinsically woven 4. into New Zealand's social fabric
5. that its name is almost more brand than bird.
6. Two hundred years ago, 7. there were millions of kiwis.
8. Today there are 85,000
9. and the number is falling 10. at nearly 6 percent a year
11. (or halving every decade).
12. Half the kiwi eggs laid don't hatch,
13. and 95 % of the remainder 14. are eaten by introduced predators

10
15. before they are 6 months old.
11
16. But while the 30 million-year-old bird is endangered,
12
17. New Zealanders have claimed its name for their fruit
13
18. as well as for themselves.
14
19. While the question of why the word kiwi 20. has saturated New Zealand's culture
15
2 1 . is likely to get as many answers 22. as there are people,
16
23. the bird has always held special significance 24. for the indigenous Maori people.
17
25. Maori see the kiwi 26. as the eldest child of Tane Mahuta,
18
27. the god of the forest.
19
28. A kiwi-feather cloak is frequently worn 29. by Maori of high rank on ceremonial occasions
20
30. such as deaths and marriages.

T a s k T w o : M u l t i p l e C h o i c e G a p Fill - Questions 1-15
Example 8
1 9
2 10
3 II
4 12
5 13
6 14
7 15
T a s k T h r e e : G a p Fill - Questions 16-30
Example For 23
Do not write here the
16 24
once / when that
17 25
even it
18 26
only / very / just / quite once / when
19 27
had as
20 28
still did / might
21 29
as why
22 30
through / over / across / throughout never / rarely

Test 6 - Mediation Part B - ANSWER KEY Page 59
ANSWER KEY - TEST 4: Mediation Part A

Candidate Number:
• Give one mark for each distinct piece of information that is present. (Divided by a dash - in
the answer key)
• If the meaning is clear, the mark is awarded. The use of both third person and first person is
acceptable.
• The meaning may be conveyed using different words from those used in the answer key.
• Errors of grammar and spelling are not penalised if the meaning is still clear.
Ex W r i t e in Example: Please spare me a moment - trying to talk

1 English to you for hours
Example: természetesen - nagyon sajnálom - először Score
Ex W r i t e in
használjuk ezt a szállodát - ahogy ön látja -
2 Hungarian
problémák / nehéz helyzet max
not surprised you feel uncomfortable - 2. most of
W r i t e in
1 our rooms look out on a dark back yard - 3
English 3. opposite of what brochure says
4. megértem a csalódottságát - 5. a prospektusban
W r i t e in
2 benne van, hogy a (tengerre néző) kilátást nem 2
Hungarian tudjuk biztosítani
W r i t e in
3 6. doesn't solve our problem - 7. reduction in price 2
English
8. már kapcsolatba léptem a londoni központunkkal
W r i t e in
4 9. tengerre néző szobákat már kivették - 10. ebben 3
Hungarian nem sokat segíthetünk
W r i t e in 1 1. 1 hope you can do something (soon) -12. I'll get

5 2
English a newspaper to print our story
W r i t e in 13. egy-két nap türelmet kérünk - 14. biztos vagyok

6 2
Hungarian benne megoldjuk a problémát
Total 14
6 - Mediation Part B - ANSWER KEY Page 60
TAPESCRIPT
Dialogue Possible translation
Ex Lenne kedves egy percet szánni rám? Could you possibly spare me a moment?
Órák óta hiába próbálok beszélni
1 magával. I've been trying to talk to you for hours.
Of course, madam. I'm terribly sorry. Természetesen, hölgyem. Szörnyen

Ex This is the first time our tour company sajnálom, de az utazási irodánk most
has used this hotel, and as you've először veszi igénybe ezt a szállodát, és
2 probably noticed, we're having some ahogy nyilván ön is látja, akad néhány
unexpected problems. váratlan problémánk.
Nem csodálom, hogy kellemetlenül érzi No wonder you don't feel very
magát. Legtöbbünk szobája - ellentétben comfortable. Most of us have rooms,
1 prospektusban olvasottakkal - egy sötét which, in spite of what the brochure says,
hátsó udvarra néz. look out on a dark back yard.
I understand your disappointment Megértem a csalódottságát, hölgyem, de

madam, but the brochure does state a prospektusban benne van, hogy a
2 that we cannot always guarantee tengerre néző kilátást nem tudjuk mindig
rooms with a sea view. garantálni.
Meglepné, ha azt hallaná, hogy ezzel

Would you be surprised to hear that it
nem oldotta meg a problémánkat?
3 Legalább valami árengedményt adjanak
doesn't solve our problem? At least you
should give us a reduction in price.
nekünk.
I have already contacted our head

Már kapcsolatba léptem a londoni
office in London. However, the rooms
központunkkal.Sajnos azonban a
4 with a sea view are already taken, so
tengerre néző szobákat már kivették, így
there is very little I can do about that, nem sokat segíthetünk, attól tartok.
I'm afraid.
Remélem, sikerül elintéznie az ügyet I hope you can do something about it in

egy-két napon belül. Ha nem, the next few days. If not, I'll find a way to
5 megtalálom a módját, hogy valamelyik publish our case in the newspaper.
újság megírja, hogy jártam magukkal.
Néhány nap türelmét kérem. Biztos

Please bear with us for a day or two. vagyok benne, hogy meg tudjuk oldani
6 I'm sure we can resolve this situation ezt a helyzetet mindenki
to everybody's satisfaction. megelégedésére.
ANSWER KEY - TEST4: MEDIATION - PART B

T a s k O n e : English i n t o H u n g a r i a n - A T e x t
INSTRUCTIONS TO EXAMINERS
Content
• Candidates receive one mark for each one of the following pieces of meaning that is clearly
expressed.
• The information can be present in any order.
• Do not mark for linguistic accuracy. Mark only for presence of information.
• The words here in this table are only a guide to target meanings - NB these exact words
are not required.
Information Mark
1 ösztönös /reflex-szerű reakció 1
2 ahogy elkezdenek fészkelődni 1
3 vagy b á r m i é r t nyűgösködni kezdenek
4 valami édeset n y o m u n k 1
ragadós kezecskéjükbe
5 cukron vesszük m e g a nyugalmat egy kis időre 1

csöppségekből
6 akiket eleinte elcsitít az édesség 1

7 később szörnyetegek lesznek, 1
8 a m i n t a cukor hatása elmúlik 1
9 a cukor t ö n k r e t e h e t i a gyerek egészségét 1
10 az elfogyasztott cukorból háj lesz 1
11 a hájból elhízás 1
12 gyakran maguk a szülők jelentik a nagyobb p r o b l é m á t 1
13 m e r t a z t gondolják, hogy az ételek t e r m é s z e t e s jó íze 1
14 n e m is élvezhető hozzáadott cukor, édesítés nélkül 1
ez ostobaság
Total 14
Continued on next page...

Test 4 - Mediation Part A - ANSWER KEY Page 62
SAMPLE ANSWER
Légy "fogtündér"
Szinte ösztönös a reakciónk. Amint a gyerekek elkezdenek tekeregni a kocsijukban, vagy

bármért nyűgösködni kezdenek, ragadós kezecskéjükbe nyomunk valami édeset. Cukron
vásároljuk meg egy kis időre a nyugalmunkat.
De csöppségekből akiket eleinte elcsitít az édesség, később szörnyetegek esznek , amint a

cukor hatása elmúíik. A cukor tönkreteheti a gyerek egészségét. A cukorfogyasztásból háj
lesz, a hájból elhízás.
Legtöbbször nem is a gyerekek, inkább a szülők jelentik a problémát, mert úgy gondolják,
hogy az ételek természetes jó íze nem is élvezhető hozzáadott cukor, édesítés nélkül . Ez
ostobaság.
Language m a r k i n g c r i t e r i a o f m e d i a t i n g f r o m English t o H u n g a r i a n
Mark Criteria
Overall Meaning
Very occasional confusion of meaning but the overall meaning has been mediated
largely successfully. The writer's original intention / point of view has been conveyed
very well in the mediated text. The text captures the style of the original well.
5 Source Language Interference
Very occasional examples of source language interference that do not interfere with
meaning of the text. There is little or no evidence that this is a translation of an English
text. The candidate has managed to formulate normal Hungarian sentences that
mediate successfully. A positive effect on the reader
4 some elements of 5 & 3
Overall Meaning
Although there may be some confusion of meaning, the overall meaning has been
mediated largely successfully. The writers original intention / point of view has been
broadly conveyed in the mediated text
Although there may be some examples of source language interference, they do not
interfere with meaning of the text. The text does not read as if it were a 'translation' of
an English text; the candidate has managed to formulate normal Hungarian sentences
that mediate successfully. A satisfactory effect on the reader
Overall Meaning
Confusion of meaning has led to the overall meaning of the text not being the same as
the original. The writers original intention / point of view has not been conveyed
satisfactorily.
Frequent examples of source language interference, that occasionally interfere with
meaning of the text. The text reads as if it were a 'translation' of an English text. The
presence of 'English' sentences using Hungarian words has a negative effect on the
reader.
ANSWER KEY - TEST4: MEDIATION - PART B

T a s k T w o : H u n g a r i a n i n t o English - A L e t t e r
Information Mark
I am writing to complain
about one of your services 1
in your advertisement
You run a children's camp
with trained language teachers
in pleasant surroundings 1
after we arrived it became clear 1
the wooden houses intended for accommodation 1
were on a sunburnt field 1
fifteen minutes' walk away from 1
the five showers intended to serve a hundred children 1
the 'trained teachers' were
university students who had never taught a language lesson
showed very poor child management skills 1
as a consequence 1
the system of registering was rather chaotic 1
my child is vegetarian
we discovered at lunch
the kitchen was not prepared for this
or any other dietary needs 1
Given the circumstances outlined above 1
I brought her home immediately
As you are clearly in breach of contract 1
I would like a full refund 1
Total 14
SAMPLE ANSWER
Dear Sir,
I am writing to complain about one of your services.
I read in your advertisement, that you run a children's camp with trained language teachers in
pleasant surroundings.
After we arrived, it became clear that the wooden houses intended for accommodation were
on a sunburnt field, fifteen minutes' walk away from the five showers intended to serve a
hundred children. The 'trained teachers' were university students who had never taught a
language lesson in their lives, and showed very poor child management skills. As a
consequence the registration was rather chaotic. In addition my child is vegetarian, but we
discovered at lunch, that the kitchen was not prepared for this or any other dietary needs.
Given the circumstances outlined above I brought her home immediately. As your
organization is clearly in breach of contract, I would like a full refund.
Yours faithfully,
Szíjártó Kálmán
TEST 4: M E D I A T I O N - PART B - M A R K I N G SCHEME 2
Language m a r k i n g c r i t e r i a o f m e d i a t i n g f r o m H u n g a r i a n t o English
Mark Criteria
Range
• ideas linked across sentences and paragraphs in a way that the text reads as a
seamless whole.
• uses polite forms where necessary and can differentiate well between different
levels of formality (e.g. very polite for a difficult request). Can convey a number of
attitudes in one (e.g. polite but firm)
5 Accuracy
Occasional minor errors (slips) that do not obscure meaning.
Source Language interference

Occasional minor examples of source language interference may be evident but they
do not obscure meaning.
Range
• adequate to complete the task
• ideas linked across sentences and paragraphs (cohesive devices/adverbials to
express reasons, opinions, feelings etc.) in a way that the text reads as a whole.
• uses polite forms where necessary and can differentiate reasonably between
different levels of formality (e.g. very polite for a difficult request)
3 Accuracy
Some minor errors (slips) that rarely obscure meaning.
Source Language interference

Some minor examples of source language interference (choice of word /phrase, word
order) may be evident but they do not usually obscure meaning.
Range
• inadequate to complete the task
• ideas sometimes linked across sentences and paragraphs although not with the
most appropriate choice of language.
• some polite forms used
1 Accuracy
• errors sometimes obscure meaning occasionally significantly.
• errors have a negative affect on the target reader
Source Language Interference

Source language interference sometimes obscures meaning, occasionally significantly.

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A complete set of the C1 Level Euro Exam papers

ExamGuide Page 2 Answer Keys

Test 1 Test 1: Reading & Writing

Copyright 2006 Euro Examination Centre.

Exam Guide Page 2

Exam Guide Level C1

Test number Test Number of tasks Time Marks

Test 1- Reading & Writing or an advert. The task is to write a 120-150

Task 1 - Paragraph headings

Task 2 - Long text Task 1 - Multiple-choice reading

Exam Guide Page 3

Part B, T a s k 2 - E x t e n s i v e w r i t i n g all the way through with no break, and twice

Task 2 - Making notes

The text is an excerpt from a radio or TV

You receive a factual text or a semi-formal

You receive a factual text or a semi-formal

Exam Guide Page 4

an opinion, either in support of or against the

LEVEL C1 • OPERATIONAL PROFICIENCY

Test 1 - Reading & Writing Part A Page 6

Task O n e : Headings (10 minutes) - Question 1-6

1 My parents met as undergraduates at the University of Leeds. After

At sixteen I decided to teach myself Esperanto. I quickly attained

Test 1 - Reading & Writing Part A Page 7

4 I also taught myself shorthand: not the Pitman shorthand commonly

5 Leaving school in 1957, I had a few months to spare before going up

Test 1 - Reading & Writing Part A Page 8

T a s k T w o : O n e long t e x t (30 minutes)

Test 1 - Reading & Writing Part A Page 9

Roger Whittaker: a life of song

Test 1 - Reading & Writing Part A Page 10

was inundated with offers to tour In conjunction with his first

Test 1 - Reading & Writing Part A Page 11

You have seen t h e f o l l o w i n g notice in t h e local paper.

Request for Planning Permission

You've also received this l e t t e r f r o m t h e local residents' c o m m i t t e e :

Have you seen this?!

Thank you for your help in fighting this terrible plan.

Enclosed w i t h t h e letter is a copy of this leaflet w i t h some of Marge's notes on a "Post-it".

W r i t e a letter to t h e local council opposing t h e application, including some of this

Test 1 - Reading & Writing Part A ANSWER SHEET Page 12

TEST 1: READING & W R I T I N G PART A - ANSWER SHEET - Task O n e

Question Your Answer

LEVEL C1 • OPERATIONAL PROFICIENCY

Test 1 - Reading & Writing Part B Page 14

T a s k O n e : T h r e e Reading T e x t s (15 minutes) - Questions 1-6

'Konglish' Replaces Good English

I. The Korean Herald thinks the problems at the airport...

2. The Korean Herald thinks that...

Test 1 - Reading & Writing Part B Page 15

How do you say, er, 'phrase book'?

3. The writer thinks that phrase books are...

B. ...good for learning a language from scratch.

C. .. .not as good as they used to be.

D. ...inconsistent about including the most useful phrases.

A. People start speaking English.

B. People don't believe her.

C. People don't speak to her.

D. People don't understand her.

Test 1 - Reading & Writing Part B Page 16

A. you learn more in evening classes at home.

6. In the highlighted text, the author implies that...