First for Schools D055/4

PAPER 4 Listening Test A

Sample Test

Time Approximately 40 minutes (including 5 minutes’ transfer time)

Additional materials:
Answer sheet

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, Centre number and candidate number in the spaces at the top of this
page and on your answer sheet if they are not already there.
Listen to the instructions for each part of the paper carefully.
Answer all the questions.
While you are listening, write your answers on the question paper.
You will have 5 minutes at the end of the test to copy your answers onto the separate answer
sheet. Use a pencil.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES

There are four parts to the test.
Each question carries one mark.
You will hear each piece twice.
For each part of the test there will be time for you to look through the questions and time for you
to check your answers.

* Copyright © Cambridge University Press & Assessment 2022

500/2705/0 Cambridge English Level 1 Certificate in ESOL International
 2
Listening  Part 1
Questions 1 – 8

You will hear people talking in eight different situations. For questions 1 – 8, choose the best answer
(A, B or C).

1 You hear a young singer talking about his childhood.

What is he grateful for?

A being encouraged to sing by his father

B being exposed to music at an early age
C inheriting his mother’s talent as a singer

2 You overhear a girl talking on the phone about a clothes shop.

She thinks her friend would appreciate

A the helpful attitude of the staff.

B the lively atmosphere created by the music.
C the low prices compared to other shops.

3 You hear part of an interview with a farmer.

What is he doing?

A describing his lifestyle

B justifying his choice of career
C promoting an event he’s involved in

4 You hear two friends talking about a school concert.

How does the girl feel?

A worried that she hasn’t done enough practice

B nervous about performing in front of her family
C concerned that her clarinet doesn’t sound right
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5 You hear a news report about a football club.

Who has suggested a change in club policy?

A the club’s doctor

B the club’s supporters
C the club’s new manager

6 You hear two friends talking about a newspaper for teenagers.

What do they agree about?

A how boring it is to read one regularly

B how interesting it would be to write for it
C how important it is to keep up with the news

7 You hear a boy telling a friend about climbing a mountain with his father.

What does he remember most clearly about reaching the top?

A being glad that he’d followed his father’s advice

B feeling quite a bit of physical discomfort
C enjoying the beauty of the scenery around him

8 You hear a teacher talking about an environmental project.

Why is she talking to her class?

A to encourage them to remain involved in the project

B to inform them about changes to the project
C to remind them about a future project

Turn over ▶
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Listening  Part 2
Questions 9 – 18

You will hear a student called Duncan Heap talking about his recent trip to Iceland to study sea
birds called puffins. For questions 9 – 18, complete the sentences with a word or short phrase.

Puffins

Duncan uses the word (9)

to describe the puffin’s appearance out of the water.

Duncan was surprised to learn a puffin’s (10)

can help it to change direction when flying.

Duncan explains that puffins create (11)

as a place to make their nests.

Duncan agrees with people who think adult puffins make a noise like that of a
(12)

Duncan was surprised to find out that young puffins are driven by
(13) to leave their nests.

Duncan says that puffins leaving the nest at night have always used
(14) to guide them.

In town, (15)
are the most dangerous places for young puffins to land.

Duncan was amused to see someone using an open (16)

to rescue young puffins.

Injured puffins are cared for in a (17) in the town.

Duncan’s favourite souvenir of his trip is a puffin (18) ,

which he says is really cute.
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Listening  Part 3
Questions 19 – 23

You will hear five short extracts in which people are talking about photography. For questions
19 – 23, choose from the list (A – H) what each speaker says about it. Use the letters only once.
There are three extra letters which you do not need to use.

A Learning to use new photographic software is fun.

B I have found some useful advice online.

Speaker 1 19

C Photography helps me to remember events.

Speaker 2 20

D It’s my goal to become an expert in photography.

Speaker 3 21

E Doing photography means I go to new places.

Speaker 4 22

F I can express original artistic ideas through photography.

Speaker 5 23

G My friends have helped me to develop my skills.

H Taking photos gives me more confidence.

Turn over ▶
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Listening  Part 4
Questions 24 – 30

You will hear an interview with a teenager called Luke Fuller, who’s talking about working as a junior
reporter for his local radio station. For questions 24 – 30, choose the best answer (A, B or C).

24 What was the aim of Luke’s work at the radio station?

A to encourage teenagers to have a media career

B to help teenagers find out about well-known people

C to make teenagers realise how interesting their lives are

25 Luke says the most difficult thing to learn was how to

A speak in the right way.

B write the scripts.

C handle the equipment.

26 What problem did Luke expect to have when he reported from his school?

A a negative reaction from his teachers

B not enough events to talk about

C feeling uncomfortable in the role

27 What surprised Luke when he started interviewing people?

A how honest they were with him

B how confident they seemed to be

C how well-prepared they were

28 When changes were made to what he’d recorded, Luke felt

A concerned they might upset other people.

B annoyed as nobody asked him his opinions.

C convinced that they were probably necessary.

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29 What does Luke say about the whole experience of being a reporter?

A He regrets complaining about certain aspects of it.

B He gained a lot from the various demands made on him.

C It suited him because he’s curious about others.

30 As a result of his experience, Luke realises that a radio reporter

A should make an effort to meet listeners.

B needs to use language imaginatively.

C has to use music to create a mood.

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BLANK PAGE
 First for Schools

Reading and Use of English D255/01

SAMPLE TEST 1

Time 1 hour 15 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they are not already
there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Write your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES

There are 52 questions in this paper.
Questions 1 – 24 and 43 – 52 carry one mark.
Questions 25 – 30 carry up to two marks.
Questions 31 – 42 carry two marks.

PV1 Copyright © Cambridge University Press & Assessment 2022

500/2705/0 Cambridge English Level 1 Certificate in ESOL International
 2

Reading and Use of English ● Part 1

For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0).

Mark your answers on the separate answer sheet.

Example:

0 A swapped B varied C replaced D differed

0 A B C D

Ballet dancer by chance

After five years of karate lessons, Hans Jensen, 13, (0)............ his black belt for ballet shoes. Hans

(1)........... his first public performance only a year ago when he danced in ‘The Nutcracker’ with the

local dance school. Hans’s mother said ‘He was actually helping (2) .............his little sister. She was

very shy on stage until her brother was given a small part as a soldier. Hans enjoyed it so much that

he (3) ........... himself in ballet classes.’

Hans has already (4) ............ attention in the ballet world and recently won a scholarship to join the

Royal Ballet School. He loves it there and is working hard to increase his (5) ............ of dance steps.

‘I want to become stronger, (6) ............ experience and learn as much as I can,’ he said.

His teacher, Yevgen Gregorevic, who has danced professionally in a variety of lead (7) ............, said,

‘Hans has natural ability and always works hard.’ Hans has (8) ........... himself the goal of one day

dancing for the Bolshoi Ballet.

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1 A gave B showed C put D passed

2 A with B out C off D on

3 A enrolled B admitted C entered D introduced

4 A paid B achieved C taken D attracted

5 A range B volume C total D scale

6 A collect B raise C add D gain

7 A posts B jobs C roles D places

8 A set B thought C decided D put

Turn over ►
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Reading and Use of English ● Part 2

For questions 9 – 16, read the text below and think of the word which best fits each gap. Use only
one word in each gap. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 I T S

Camels

The most distinctive feature of a camel is the hump, or humps, on (0) ............ back. In these humps

camels store fat (9) .......... is used as energy when they don’t have access to food. They can put

(10) .......... with very difficult conditions, drinking only a little (11) .......... no water for up to

seven days. When they reach a place where they can drink, they soak up water (12) ............ a

sponge – they can drink 135 litres in 13 minutes! And their mouths are (13) ........... tough that they

can eat most types of plant.

Camels (14) .......... thought by many to have poor hearing. But although their ears are small, their

hearing is actually very sharp. Camels can be almost any shade of brown, from pale cream to almost

black and they have long necks to allow them to reach high branches. Despite the (15) ............ that

camels can be trained as useful working animals, they don't always do (16) ........... is expected!
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Reading and Use of English ● Part 3

For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the
lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 S K I L F U L

Playing chess

Have you ever played chess? Some say you need to be very (0) ............to SKILL

play it well but it is quite easy to learn. I started learning when I was only

six years old and it helped me develop my powers of (17) ............. If you CONCENTRATE

want to achieve (18) .......... as a chess player, the main requirement is SUCCEED

an ability to analyse a situation (19) .......... . Chess even helped me find EFFECTIVE

various (20) .......... to the mathematical problems I was given for SOLVE

homework.

At first, one of my big problems was not having enough (21) .......... . PATIENT

Learning chess at school taught me the importance of waiting to make the

right move! My teacher was critical of my tendency not to think

(22) .......... before making a move. I discovered that every single error CARE

in chess gets instant (23) ........... , enabling your opponent to take control PUNISH

and putting you at a great (24) ........... in the game. ADVANTAGE

Turn over ►
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Reading and Use of English ● Part 4

For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between two and
five words, including the word given. Here is an example (0).

Example:

0 Prizes are given out when the school year finishes.

PLACE

Prize giving................................................... end of each school year.

The gap can be filled by the words ‘takes place at the’, so you write:

Example: 0 TAKES PLACE AT THE

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

25 It’s been over six months since I last saw Dan.

SEEN

I .................................................. over six months.

26 The match went ahead despite the wet weather.

EVEN

The match went ahead ................................................... raining.

27 ‘You took the last piece of chocolate!’ Hannah said to Paul.

ACCUSED

Hannah ................................................... the last piece of chocolate.

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28 Marian only arrived at the party at 9 o’clock, so her friends were a bit annoyed.

TURN

Marian ...................................................at the party until 9 o’clock, so her friends were a bit
annoyed.

29 I only went to see that film because you told me how good it was.

HAVE

I ................................................... to see that film if you hadn’t told me how good it was.

30 Advance payment isn’t necessary for attendance at school clubs.

IN

You don’t need ............................................................. to attend school clubs.

Turn over ►
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Reading and Use of English  Part 5

You are going to read an extract from a novel about an American teenager called Sandy, who is on a
skiing trip. For questions 31 – 36, choose the answer (A, B, C or D) which you think fits best
according to the text.

Mark your answers on the separate answer sheet.

‘How did I ever manage to get myself into this?’ she had foolishly decided to ride the lift up a little
Sandy wondered aloud and then groaned, further and had found herself facing this ski slope,
although no one was there to hear her. She one that was well above her slightly more than
looked down again from the top of the slope and beginner-level skier abilities.
quickly shut her eyes to block out the sight.
‘Help!’ she said pleadingly in barely more than a Sandy sighed deeply, tightly gripped her ski poles in
whisper with her eyes still closed. ‘Michael? her gloved hands, pointed her skis straight, and
Anyone? Please, oh please… somebody help me pushed back on the poles in her hands enough to
out of this mess!’ She was louder the second cause herself to inch forward as all other avenues
time, but without anyone nearby to respond – not seemed to be closed to her. Once more than half
even Michael, her best friend – it did little to of the length of her skis was sticking out into the air
resolve her present dilemma. – only their back ends were still making contact
with the snow at the slope’s top – her balance
At thirteen, short-haired Sandy was quite tall for began shifting forward, her skis followed, and she
her age, but thin, which only gave her an found herself rapidly picking up speed as she
appearance of greater height. At the moment, headed straight down the excessively challenging
she was dressed in a colorful, thick winter jacket slope.
that had a bold bright pink and white design
sweeping across a purple background. Her ‘How am I supposed to slow down?’ Sandy
smooth water-repellent pants were the same shouted, but with the wind whipping by and the
purple color as her jacket – it was obviously a trees rushing past on either side of her, she could
fashionable, co-ordinated outfit. Warm dark hardly hear herself. Everything she had learned
purple gloves covered her hands, and her attire about skiing in the previous two days seemed to
was topped off – literally – with a purple ski hat, have faded from her mind. Concentrating only on
scarf and stylish ski goggles. If anyone had been maintaining her balance, she kept her skis pointed
around to see her, dressed the way she was, she straight downhill, which unfortunately only made
would have been clearly visible from a long her pick up more speed on the steep, icy slope.
distance away against the almost solid white
backdrop of snow surrounding her. ‘Simone would know how to ski expertly down this
slippery slope’, Sandy thought as she tried to
Sandy opened her eyes and glanced again at the imagine herself as Simone, international spy and
sign posted near her at the top of the slope: it heroine of the Simone LeClerc adventure series that
was a triple diamond slope, an expert-level ski Sandy loved to read. Coming up ahead of her,
run. How had she ended up there? She Sandy saw the ski lift which Michael had gotten off
line 33 reproached herself that Michael had at least earlier. She desperately hoped she would find her
shown enough sense to get off the ski lift at an friend among the skiers and snowboarders waiting
earlier opportunity to go down a more moderate there and she would be able to stop.
slope. Absorbed by the view from near the top of
the Sierra Nevada Mountain range in the Lake
Tahoe area – shared between California on the
west side of the range and Nevada on the east –
 9

31 What is the writer’s purpose in the first paragraph?

A to explain why Sandy was in this difficult situation
B to give relevant details of Sandy’s character
C to introduce the fact that Sandy was facing a challenge
D to describe how Sandy was planning to solve a problem

32 What does the writer suggest about Sandy’s clothes?

A They made it unlikely that she would be spotted.
B She was wearing them because she belonged to a skiing team.
C They were too heavy for the conditions.
D She had chosen them with care.

33 The writer says that Sandy ‘reproached herself’ in line 33 to show that she
A felt sorry for herself.
B was annoyed with herself.
C was angry with Michael.
D was worried about Michael.

34 Why did Sandy start skiing down the slope?

A She began moving by accident.
B She thought it was the only option she had.
C She didn’t realise how fast she would have to go.
D She didn’t want to admit it was too difficult for her.

35 How did Sandy try to cope as she skied down the slope?
A She focused on staying upright.
B She asked if anyone could help her.
C She did her best to reach the bottom quickly.
D She remembered advice from her skiing lessons.

36 What do we learn about Sandy in the final paragraph?

A She is an adventurous person.
B She prefers books to sport.
C She admires a character from fiction.
D She wishes she skied better than Simone.

Turn over ►
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Reading and Use of English Part 6

You are going to read an article about a schoolboy who has come up with a clever invention. Six
sentences have been removed from the article. Choose from the sentences A – G the one which fits
each gap (37 – 42). There is one extra sentence which you do not need to use.
Mark your answers on the separate answer sheet.

Young Inventor
Schoolboy Tim Freeman has come up with a clever idea to improve the efficiency of school buses.

Tim Freeman was just twelve years old when he small-scale model of his invention. He did tests on it
came up with a revolutionary idea that would make by attaching it to a mini toy school bus and seeing
school buses more energy efficient. This would not how it performed in a little wind tunnel he built in his
only save money, but also help the environment. garage. 40 Because of this he knew he now
Five years later, the schoolboy finally saw his dream needed to step it up and create a life-sized version
come true. that could be put to the test on a real bus.

It all began when Tim did a short summer course on By the time Tim was fifteen, he had set up a team of
aerodynamics, the study of the movement of air young engineers like himself, and been helped by his
around objects. 37 He realised that the sister and his local community to obtain another
perfect candidate was his school bus. It had a very grant to develop his idea further. While Tim and his
square front which meant it did not use petrol team were able to build the initial versions, they
efficiently, only travelling 3km per litre, compared to soon realised that they needed some expert help to
a private car that can average about 8.5km per litre. really get going. 41 The person who
He decided it was high time the vehicle was volunteered was the one who had inspired Tim to
improved. start thinking about the project in the first place.
She had taught him on the summer course when he
After thinking about it for a while, Tim came up with was twelve. Along with two of her engineering
the idea of attaching a large piece of strong students she worked with Tim through the summer
transparent plastic to the front of the vehicle, to finally help him realise his dream.
covering the windscreen. It would help redirect the
flow of air around the bus and thus make it move The final version of Tim’s invention looks rather
forwards more easily. 38 At least, that was different from his original idea. Instead of a
the theory. transparent piece of plastic that covers the
windscreen of the bus, it is a smooth ramp-shaped
While his science teachers loved the idea, Tim ‘hat’ that gets fixed to the roof of the bus. 42
needed to find enough money to build a model and In tests done on virtual and real roads it has helped
test it. 39 Helped by his older sister Alice, he increase the efficiency of school bus fuel use by 10-
managed to obtain a grant from an organisation that 20%. Maybe this ingenious device will eventually
helps young people develop new ideas. help other buses and even cars become more fuel-
efficient!
Over the next year, Tim used the money to build a
 11

A So they began writing to local universities to E He knew that was the only way to see if his
see if anyone would provide the advice and design really worked.
knowledge they needed.

B This made it clear to them that the design F This design provides the same benefits but
would have to be changed. costs less to manufacture and install.

C This prompted him to look for a way to use G In this way, the bus would become more
what he had learned. energy efficient.

D The data from these were good and his idea

was looking promising.

Turn over ►
 12

Reading and Use of English  Part 7

You are going to read an article about four teenagers who went to different summer camps. For
questions 43 – 52, choose from the teenagers (A – D). The teenagers may be chosen more than
once.

Mark your answers on the separate answer sheet.

Which teenager

felt relieved they were kept so busy? 43

was pleased to have achieved something hard but worthwhile? 44

found that observing other people’s work encouraged them? 45

helped to produce something that proved popular? 46

got through an activity very promptly? 47

says the main location for their activities particularly appealed to them? 48

stresses how much opportunity they had to use new knowledge? 49

was unwilling to complain about a lack of variety? 50

mentions everyone being obliged to complete certain chores daily? 51

appreciated coming across something interesting by chance? 52

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Teenage Summer Camps

A Adam – Nature Camp C Oliver – Language Camp

We helped on a nature reserve for a week. We We stayed with families who had kids our own
did different things every day, but I did get a age, and because they were on a mid-term
bit fed up because we had cheese sandwiches break they came with us on all the trips. So
every lunchtime. I kept quiet about it though apart from when we were actually in a
because I didn’t want to seem awkward. I was language class, we were spending time with
starving by twelve every day anyway, and it our new friends. It was a great way to practise
really was good fun, although we worked the language we had been working on in the
incredibly hard. One day, the schedule was classroom. We also had to do a quiz on the
changed at the last minute, and instead of our last day – we were put into teams and given
planned activity, we all helped the staff finish clues to help us find places around the town.
cutting the reeds by the lake. That was the Our team finished early, so we waited for
toughest day – and also the best. They everyone else in a café in the main square.
actually needed our help, we weren’t just being While we were there, a film crew arrived and
kept occupied. Every day, we took it in turns started filming! I can’t wait to see it when it
to cook, in teams of five. When it was our comes out – we were sitting outside, so we
team’s turn, we made a simple dinner of pasta might even be in it!
and salad for everyone. Judging by the fact
that there was none left, we didn’t do too D Malika – Theatre Camp
badly!

B Sarah – Culture Camp and went into the centre of town by bus every
day. It was a good way to see a bit of the city,
Every morning we had the same breakfast, and and it didn’t take long to get to the theatre
then cleaned up the camp. Nobody could opt where we had our classes. I loved the
out and it was only when it was all completely atmosphere in the old building, and we could
tidy that we could head off for the day. The wander around during our breaks and watch
first time we went into the city, we were split rehearsals. The actors we saw were brilliant,
into teams and given lists of things to spot, like and it was inspiring to watch them before we
statues, squares and other landmarks. With went back into our own classes. The emphasis
some help from the local residents, it wasn’t was definitely on having fun, but we still
too demanding – my team found almost all of learned a great deal and I’m looking forward to
the items on our list and came second. We putting it all into practice at my school drama
also got to know our way around, so I thought club next term! The food at the centre could
it was a clever idea. I’d been worried I might have been better, but I don’t think anyone
miss my parents, but there was something minded much.
going on nearly every minute and I hardly got
time to think about them. We went to different
museums and galleries in and around the city
every day, and in the evenings we cooked or
went out for pizzas. It was a great chance to
learn about another country and its history.
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 First for Schools

Writing D255/02

Sample Test 1

Time 1 hour 20 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they are
not already there.
Read the instructions for each part of the paper carefully.
Answer the Part 1 question and one question from Part 2.
Write your answers on the answer sheet.
Write clearly in pen, not pencil. You may make alterations, but make sure your work is easy
to read.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES

Each question in this paper carries equal marks.

Copyright © Cambridge University Press & Assessment 2022

500/2705/0 Cambridge English Level 1 Certificate in ESOL International
Writing ● Part 1

You must answer this question. Write your answer in 140 – 190 words in an appropriate style on
the separate answer sheet.

1 In your English class you have been talking about education. Now your English teacher has
asked you to write an essay for homework.

Write your essay using all the notes and giving reasons for your point of view.

Some parents teach their children at home rather than sending them to school.
Is this a good or a bad thing for the children?

Notes
Write about:

1. having a parent as a teacher

2. making friends
3 ............................ (your own idea)
 Writing ● Part 2
Write an answer to one of the questions 2 – 5 in this part. Write your answer in 140 – 190 words
in an appropriate style on the separate answer sheet. Put the question number in the box at the
top of the answer sheet.

2 You have received a letter from your English-speaking pen friend.

Can you help me with a class project? I have to write about places which are special to
people. Can you tell me about a place that is special to you? Where is it? What does it
look like? It doesn’t have to be a famous place. Just explain why it’s important to you.
Write soon, Sam

Write your letter.

3 You see this advert in an international fashion magazine:

Reviews Wanted
Teenage Clothes Shop
We are looking for reviews of a clothes shop for teenagers
where you live. Your review should include information
about what the shop looks like, the kind of clothes it sells
and the shop assistants. Would you recommend this shop
to other people your age?
The best reviews will be published in next month’s magazine.

Write your review.

4 You have seen this announcement in a new English-language magazine for young people.

Stories wanted
We are looking for stories for our new English-language magazine for young people. Your
story must begin with this sentence:
Tom got off the train and as the train left, he realised he was holding the wrong
suitcase.
Your story must include:
▪ an address
▪ a surprise

Write your story.

5 Answer the following question based on the title below.

Macbeth by William Shakespeare

Your English class has had a discussion about the story of Macbeth. Now your teacher has
given you this essay for homework:
Which character do you find most interesting in Macbeth and why?

Write your essay.