Practice Test Webset EURO B1

Reading
Question Paper

Time: 35 minutes

• Answer all the questions.

• Write all your answers on the separate answer sheet.

• You must not speak to the other candidates.

• You may use your dictionary throughout this test.

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Task One: Paragraph Headings (10 minutes) –

Questions 1-6

You will read a text about a chef.

• Match each paragraph to the correct heading.

• Place a X in the appropriate box on your Answer Sheet.
• The first one has been done for you.
• There are two extra paragraph headings that you DO NOT
need.

Paragraph Headings
A FIIRST PUBLIC APPEARANCES
B SUCCESS AS A WRITER
C JAMIE’S PRIVATE LIFE
D AVOIDING FOREIGN CUISINE
E WHO IS JAMIE OLIVER? - EXAMPLE
F AN INTEREST BEGINS
G HIS EDUCATION AT HOME AND ABROAD
H THE PRICE OF SUCCESS
I COOKING FOR PUBLIC FIGURES
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A Famous Chef
EXAMPLE E

James Trevor “Jamie” Oliver, born 27 May

1975, is a British celebrity, chef, restaurateur,
media personality, known for his food-focused
television shows, cookbooks and his global
campaign for better food education. He has
attracted all generations of food lovers with his
ultra-tasty receipts shown on television.

1
Restaurants and cooking are in his blood
because his parents own and operate a
successful pub and restaurant in Cambridge, 4
where he grew up. At the age of eight he
started cooking and helping the chefs prepare To accompany the television series, Jamie’s
lunch for the pub’s customers. first book came out, and it was number one
on the best-seller list for more than ten weeks.
Then at the age of twenty-six, he became food
2 editor for a magazine.

After uninteresting school years, he decided

he wanted to cook and went on to study 5
at Westminster catering college, where he
completed his formal training. After college, Jamie is even more popular with the British
he travelled to France to find out more about government. On one occasion he was invited
cooking and famous French cuisine. He also to 10 Downing Street to prepare a lunch for the
wanted to find his own style. British Prime Minister, who was entertaining
the Italian Prime Minister.

3
6
Then, one day a producer saw him while he
was working in the River Café and his life Jamie’s passions are pasta and making bread.
changed. He appeared in a documentary on He also plays the drums with old school friends
the café, and later he was contacted by the top in a band. He lives in London, where he travels
production companies in England and the first around by motorbike. In July 2000, Oliver
series of films on his cooking were made. Soon married Juliette Norton. The couple met in
he was well-known by the public because he 1993 and have four children.
often featured in magazine articles.
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Task Two: Scan Reading (10 minutes) – Questions 7-13

You will read four texts about films.

• Read the texts and decide if the information is in text A, B,

C or D.
• Place a X in the appropriate box on your Answer Sheet.

Example:
This film won a prize.
The correct answer is: A.

Information to Find
This film...
7 is based on real events.
8 features people travelling with animals.
9 is based on a book.
10 features a well-known TV actor.
11 features an intelligent leader..
12 is reviewed by someone who recognises characters similar to those he knew as a child.
13 features someone who tries to murder someone else.

Film A: Runaway

This award-winning film is one of the best comedies I have ever seen. The story was taken from
the book Run, Run, Run, but is actually nothing like the original. The story is about four London
bank robbers, one of whom has been captured after a daring robbery from a high-security national
bank. Annie Hunter is wonderful as the female brains behind the gang and Johnny Jonson’s
performance as the British-hating American of the group, is hysterically funny. Lastly, Martin
Peters plays a stuttering coward who spends most of the film attempting to kill the only person to
have seen the robbery, but with chaotic results. A truly black comedy with plenty of moments that
will have you crying with laughter, Runaway is a film I’d recommend to anyone.
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Film B: The Boss

A really beautifully made Western, adapted from the long running television show, the film is
about two main characters: The boss (John Whitaker) and his ex-army hired help, Charley (Dan
Cole). They live a simple life, moving from place to place with a herd of cattle. When someone
tries to take over their business, they confront him and the film is mostly about solving this
problem. There is also a weak attempt at romance between Charley and Sue (Helen Adams), the
local doctor’s sister, but it doesn’t fit well into the rest of the film. The best part, surprisingly, is
the gunfight. The whole scene is masterful, exploring Charley’s understanding of how men react
under pressure. This film is a welcome change from so many childish, special effects, action-films
which are so popular.

Film C: Long Time Coming

A film that I have always loved; this is one of the few good adaptations of a Simon Strong novel.
It is faithful to the original and is just as interesting. Jerry McNeil, now famous in the television
show Sirens, George Nix, Davy Spelman and Will Rivers play youngsters growing up in the late
1950’s. With excellent performances by the young actors, the film has an air of nostalgia about it,
leading up to the final tragic moments involving a train accident. It is a great story about growing
up in a world of mysteries. This is one of those films that moves me emotionally no matter how
often I see it. I really enjoy the nostalgic atmosphere of the film, especially as I remember kids like
these from when I was growing up.

Film D: Flyboys

The film is inspired by the true story of American aircraft fighting against the Germans in
World War I. A group of Americans arrives for training, each with something to prove. One of
them meets a pretty girl, and even though they don’t speak the same language they fall in love.
This film has a great deal of battle violence. Many characters are killed. Soldiers and civilians,
including women and children, are shown in desperate situations. Characters drink, smoke and
use strong language. There are also references to the racism of those days. People who see this
film should talk about what led these men to fight for another country. They should also talk
about the origins of the First World War and why the hopes that it would be the ‘war to end all
wars’ were not realised.
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Task Three: Multiple-Choice Reading (15 minutes) – Questions 14-20

You will read a text about computer games.

• Read the following text.

• Answer the multiple-choice questions about it and choose the correct answer: A, B, C or D.
• Place a X in the appropriate box on your Answer Sheet.

Computer Games and Children

by V. S. Patel

Scientists have looked at the relationship between

violent films and children’s behaviour for years. They
are now studying the effect of computer games on
children. Lyn Hender, senior lecturer in educational
psychology, focuses on how these games influence
the way teenagers think. She looked at thirteen and
fourteen-year-old students playing fantasy games on
computers.

She found that both weak and strong students clearly

used complex thinking skills. “I think we never really
see the advantages of such games in education. Parents
and teachers do not think of these as being educationally useful,” Dr Hender said.

“I think we only see the aggression and violence in them. Of course, some games are like that. But
the majority are non-violent games that are good for developing the mind.” The students played
a game called “Get The Money,” in which a group have to make money in various ways. For this
game you need to think in almost the same way that you would in a sports game. “This is not
an easy game, … actually, you have to use logic as well as changing how you think.” Dr Hender
stated.

Teachers were surprised to see that teenagers whom they thought were weak students were as
successful as their stronger classmates. Sometimes they were even better. “One weaker student
completed a complex card game in which you had about nine different things to remember,” Dr
Hender said. “I discovered she did it very easily, but some of the students I thought were strong
had problems. I found that none of the students had any problems concentrating for a long time.
They were determined to understand the game and get it right.

Dr Hender concluded that the games used the same sort of strategies that were very valuable in
classrooms. Teachers could try to make use of these games and design tasks based on them for
students in class. ‘Computers are not just a home leisure thing,’ she said.
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Questions for Task Three:

14. Dr Lyn Hender is mainly interested in 18. According to Dr Hender weaker

how... students are…

A films cause children to be violent. A just as good at the game.

B computer games affect the minds of the B able to concentrate better.
young. C good at card games.
C little research exists on computer D able to keep in mind nine things at
games. once.
D to compare computer games and films

19. Dr Hender says that teachers

15. According to Dr Hender, parents should...
believe computer games...
A make their own computer programs.
A are too difficult for many children. B plan activities based on computer
B are often made in order to educate games.
chidlren. C give homework which needs a
C are not a proper part of education. computer.
D don’t involve thinking. D make sure every student has a
computer in class

16. Dr Hender says most computer

games… 20. Overall, this article is about,…

A are violent and aggressive. A the educational value of computer

B are for children, not adults. games.
C improve the thinking skills of their users. B the effect children have on the computer
D are bad for children. industry..
C what parents and teachers think of
violent computer games.
17. Dr Hender says “Get The Money”… D how computer games help stronger
students.
A is sold as a sports game.
B tells children that earning money is
good.
C helps children understand the value of
money.
D helps children think in different ways.
Practice Test Webset EURO B1

Listening
Question Paper

Time: approx. 35 minutes

• Answer all the questions.

• 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 test for this).

• You must not speak to the other candidates.

• You may use a dictionary to check your work at the end of the test.
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Task One: Short Conversations – Questions 1-6

You will hear two people talking on a London bus.

• You will hear six short conversations.

• Listen and decide which picture they are talking about.
• There are two pictures which you will not need.
• Place a X in the appropriate box on your Answer Sheet.
• You will hear each conversation twice.

Pictures

A C
B

D
E F

G
H
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Task Two: Making Notes – Questions 7-15

You will hear a talk about a language school.

• Look at the notes. The notes contain nine gaps.

• You have one minute to read the notes.
• Now listen to the speaker and fill in the gaps on your Answer Sheet with a maximum of 3
words.
• Do not write more than 3 words in one gap.
• You will hear the recording twice.

Language School
History of the school
• The school has been open since ___7___.
• At the beginning there were ___8___ courses.
• A lot of students ___9___.

The courses
• Not just English offered. It’s possible to learn French, Spanish ___10___.
• The courses begin ___11___.
• There are never more than ___12___ people in each class.

Free-time activities
• Good restaurants and ___13___ are close to the school.
• The good pubs are ___14___.

Other information
• Look on the internet for ___15___.
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Task Three: Radio Programme – Questions 16-25

You will hear a radio programme about people who

meet after years apart.
• On the test paper you have ten multiple-choice questions
about the programme.
• Choose the best response (A, B, or C) for questions 16-25.
• Place a X in the appropriate box on your Answer Sheet.
• You will hear the recording twice.
• You have two minutes to read the questions before the
recording starts.

16. About being on television, Amanda.. 21. Amanda wants to know…

A has done it many times. A everything about Mr Kay and his family.
B is nervous. B what Mr Kay is doing now.
C enjoys being on the show. C two things about Mr Kay.

17. Amanda first met Mr Kay as... 22. About the money, Mr Kay says...
A a family friend. A it wasn’t enough.
B a paying guest in the house. B he was happy to tell Amanda about it.
C a friend of her mother’s. C he wanted to keep it secret.

18. After Mr Kay had arrived, Amanda and 23. When Mr Kay left the house...
her mother...
A he was afraid that something could happen to
A became upset. Amanda.
B were even happier. B Amanda made a lot of phone calls.
C started singing. C he was worried about himself.

19. The last time Amanda saw Mr Kay... 24. During the programme...
A at a surprise party. A Mr Kay apologises to Amanda.
B eighteen months ago. B Amanda gets angry with Mr Kay.
C before she left home to study. C Mr Kay is not happy to see Amanda.

20. When Mr Kay left, Amanda says that 25. In the programme, the relationship
she... between Amanda and Mr Kay is…
A friendly.
A was frightened.
B cold.
B talked a lot about it with her mother.
C confused.
C didn’t know the reason.

You now have five minutes to check your work. You may use a dictionary.
Don’t forget to transfer your answers to the the Answer Sheet.