INTENSIVE COURSE

FOREIGN LANGUAGE
ASSESSMENT TEST

English C1
 Page

3 Part 1 - Reading Comprehension

4 Tips for reading test
7 Understanding a text
10 Task 1 – Multiple matching
11 Task 1 - example
14 Task 2 – Multiple choice
15 Task 2 - example
18 Part 2 - Listening Comprehension
19 Tips for listening test
21 Understanding a text
25 Task 1 - example
26 Task 2 - example
27 Task 3 - example
28 Part 3 - Writing
29 Tips for writing
30 Guidelines
36 Task 1
37 Task 2
38 Part 4 - Speaking
39 Tips for speaking
42 Functional language
45 Task 1 - monologue
46 Task 2 – dialogue
47 Extra
48 Reading comprehension – Task 3
51 Reading comprehension – Task 1
54 Reading comprehension – Task 2
57 Reading comprehension – Task 3
60 Listening comprehension - Task 4
61 Listening comprehension - Task 1
62 Listening comprehension - Task 2
63 Listening comprehension - Task 3
64 Listening comprehension - Task 4
65 Writing – Task 1
66 Writing – Task 2
67 Speaking - Monologue
68 Speaking - Monologue
69 Speaking - Monologue
70 Speaking - Interaction
66 Keys

English C1 2
 Part 1
Reading comprehension

Time: 70 minutes

English C1 3
 TIPS FOR READING TEST
Top 15 Reading Tips for PACLE exam
Reading module is a challenging module in PACLE for many. Reading passages may be lengthy
and based on unfamiliar topics involving complicated vocabulary and questions can be quite
confusing. In order to get a high score in the Reading section and to help you overcoming the
hurdles you face while attempting reading passages, below are some of the reading tips.
1. _____________________________________________
If you have the habit of reading a number of books or online materials, it will definitely help you a
lot in the reading test. If you don’t, you can develop this habit by reading textbooks, magazines,
newspapers and articles online. This will help you in grasping the written content in less time and
also, you will improve your concentration. For half an hour or so, try reading text on a daily basis
as part of your exam preparation.
2. _____________________________________________
For your success in exam, it is extremely important that you prepare a reading strategy and
implement the same in the exam effectively. There can be a number of reading strategies from
which you can adopt the one which works best for you. For example, if you think solving the 3rd
section first helps you gain confidence, instead of doing it at last, use this strategy as per your
comfort level.
3. _____________________________________________
Solve a number of practice tests provided by your instructor or other materials shared by your
training institute. Always remember that practice is the key to your success in the exam. It can’t be
the case at all that you hardly do practice of 1 or 2 reading passages and you can get high score.
After solving every practice test, you come to know your weak points and silly mistakes. The more
you are aware of your mistakes before exam, the better it is for you since you can then avoid them
during the exam.
4. _____________________________________________
Plan how you are going to divide your time effectively for completing the 3 sections. Prepare a time
based reading strategy and practice accordingly. Let’s say, you have 1 hour for your reading test
which you can divide as 20 mins each for every section. Keep in mind that time is crucial for success
in reading, so do solve the questions with focused mind so that you can complete them all within
the time. Also, keep an eye on timer to stay updated how much time you are left with.
5. _____________________________________________
Concentration is the most important skill that will lead you towards your target band score. Devote
time at home for building up your concentration level by reading texts and practising strictly keeping
the timer with you to get the feel of exam. The more focused you are while you read the passages
and solve the questions, the more quickly and accurately you will be able to solve your answers.
6. _____________________________________________
Skimming is the first major part of the reading test. It is nothing but reading the passage effectively.
At the time you read a passage, just try to understand the main ideas of every paragraph you read.
Getting a general idea or an overview of each paragraph is what we call meaningful read. One
essential tip to skim a paragraph is to keep in mind the first and last line of that paragraph.

7. _____________________________________________
Practically, what is going to help in the reading test is when you underline important keywords in
the passage and the questions as well. It is another way of gaining focus using abstract reading

English C1 4
 that makes you getting closer to find the answer. Some facts, figures, capitalized words etc. are
some of the common words that we underline. Also, underline keywords when you read a question
and try to find those keywords in the passage to identify the right paragraph that you will refer for
finding your answer.
8. _____________________________________________
After skimming the passage, scanning is the next major element of reading test and this is an area
that makes the difference when you find out answers correctly. You follow a particular process for
scanning; firstly, use keywords from question to locate the right paragraph, read that paragraph to
locate the right statement that refers to that question and then read the located statement to find
the rights words (keeping in mind the word instruction) as you answer.
9. _____________________________________________
A very basic thing that most of the students are simply unaware about is that your answers follow
the same order in the passage as the order of your questions. So, if you have found answer to 3rd
question in 2nd paragraph, you would not get answer to 4th question in 1st paragraph, for sure. In
almost all the questions, you will find regularity like this, which can be an advantage for you for
finding your answers.
10. _____________________________________________
Your questions in the reading test are paraphrased which means that different words or synonyms
are used in the question. So, not every time you will find the words match with words in the passage.
You may have to understand the question and then try to locate the right paragraph by
understanding the synonyms. In this case, if you are not aware of the exact meaning of a particular
word, even then you can solve the question, merely by understanding the complete statement and
guessing the meaning of that complex word.
11. _____________________________________________
By looking at the question itself, you can come to know whether the answer would be a noun,
adjective, verb, number or a word etc. This will help you a lot in identifying the right answers as
grammar plays a very significant role for the same. Also, you can find out whether your answer is
to be a singular word or plural word, which is what many of the times found that students are not
transferring the answers correctly missing out writing “s” for a plural word.
12. _____________________________________________
Word instruction is as important as finding the answer. Let us suppose that your instruction is ONE
WORD ONLY but if you have mistakenly written two words as your answer, it would be marked
wrong then. So, be careful about the given instruction. It is better to underline the instructions too
like keywords.
13. _____________________________________________
Your answers, in almost all the cases, are to be the same words that you choose from the passage
though sometimes you have to change the answer grammatically (for example, changing form of
verb). Do not manipulate the answer in any way or do not even write synonym in its place. When
you write the exact answer, then only you get the right mark. Also, prefer transferring answers
simultaneously or after you complete one section, rather than doing it at the end.

14. _____________________________________________
Since there is no negative marking for a wrong answer, it is highly recommended that you should
not leave any answer as blank. If you don’t know the answer, guess it rather than leaving blank
completely. Who knows what you are guessing comes out to be the right answer. In case of
guessed answer, you can mark that question so that you can review it later also if you get time at
the end.

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 If you get confused on a particular question due to nervousness or since you are running out of
time, first try to handle it patiently. If it does not work, do not spend too much time solving that single
question only. Just guess it and keep on continuing with the rest of the passage.

A. TRANSFER ANSWERS CAREFULLY

B. PREPARE A READING STRATEGY

C. MANAGE TIME EFFECTIVELY

D. UNDERLINE KEYWORDS

E. KEEP THE INSTRUCTION IN MIND

F. SKIM THE PASSAGE PROPERLY

G. KEEP ON READING TO IMPROVE GRASPING POWER

H. UNDERSTAND PARAPHRASING AND VOCABULARY

I. GUESS YOUR ANSWER GRAMMATICALLY AS WELL

J. ALWAYS FIND ANSWERS IN ORDER

K. FOLLOW THE SCANNING PROCESS CAREFULLY

L. STAY CONCENTRATED AND FOCUSED WHILE COMPLETING A PASSAGE

M. ATTEMPT ALL THE QUESTIONS

N. DO MOCK TESTS

14M 13A 12E 11I 10H 8K 9J

7D 6F 5L 4C 3N 2B Answer key: 1G

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 Understanding a text

Skimming a text
Skimming gives us a general understanding of the main ideas in the text. Before you read a text
in detail, get a general idea of the topic of the text and of each paragraph.
- Read the title of the text and look at any images. Can you predict what the text is about?
- Quickly read the first paragraph. This will confirm the topic and can give you an idea of the
text content and organization.
- Read the first sentence of each paragraph. These are ‘topic sentences’ and can give you
information about the main idea of each paragraph or a summary of what the text is
about.
- Think about the ideas from all the topic sentences to understand the general meaning of
the whole text.

Scanning a text
Scanning helps us find and understand specific information in a text. When we want to find
specific information in a text, we need to know where to look.
- Read the question carefully and underline key words.
- Scan the text, looking out for any synonyms or paraphrases of the underlined key words.
- Match the question with the paragraph that has the information you need.
- Read that part in detail to answer the question.

Reading for detail

When answering multiple-choice questions, you often have to look for detailed information in a
text.
- First, read the text quickly. The read the questions and underline the key words.
- Scan the text and find the part that contains the information you need. Read that part in
detail.
- If a word from the answer options appears in the text, it doesn’t mean that option is the
correct one. Read the sentence carefully to make sure the meaning of the option is the
same as in the text.

Identifying opinions
When you read a text that contains opinions, look for:
- Phrases which introduce opinions: it seems to me, as far as I’m concerned, if you ask me.
- Adjectives that express opinions: amazing, disappointing, successful, disgusting, awful…
- Opinions expressed indirectly and comparisons with like: People aren’t that polite. It’s like
watching paint dry.

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 Identifying attitude
When reading a text, try to work out the writer’s attitude towards the topic. Attitude is not always
explicitly stated, so try to understand the details of the text first, then consider how the writer feels
about the topic in general.
- Look for language that expresses opinions and feelings, which is often more explicitly
stated than attitude.
- When answering the questions that go with the text, look for key words in the questions
and find synonyms for these in the text. Then read that part of the text in detail.

Understanding the writer’s purpose

When Reading a text look for clues that tell you the purpose of the whole text and parts of the
text. The writer’s purpose may be to:
- Give advice or a warning.
- Give information, examples, facts or opinions.
- Describe a person, event, idea or issue.
- Make a comparison or contrast.
- Explain a reason, cause or result.

Guessing the meaning of words from context

You can sometimes guess what a word means by looking for clues in the word and in the
sentence. This is important during exams as you won’t be allowed to use a dictionary.
- Look at the sentence and identify what type of word it is (verb, noun, adjective, adverb
etc.)
- Identify any parts of the word that you already understand.
- Look at the immediate context of the word in the clause and sentence, and look at the
wider context of the word in the surrounding sentences.
- After guessing the meaning, read the sentences again to see if your guess makes sense
in context.

Interpreting data
Many texts include graphs and charts to show information more clearly.
- Read any words on the graphs like the title, the key and the horizontal and vertical axes.
- Look at the data and think about the information it shows.
- When you read a paragraph, look at the chart or graph it describes again and see how the
words relate to the data.
- Use information in the text and the graphs and charts to answer the questions.

Understanding non-literal meaning

Writers use expressions with abstract, non-literal meanings to give the text more impact. When
you are reading, pay attention to:
- Exaggeration, comparisons, personification and idioms
- Identify the literal meaning of the word or expression. What part of speech is it?
- Look at the sentences before and after the word or expression. What is this part of the
text about? What or who does it refer to?

English C1 8
 - Now guess the non-literal meaning. Can you think of a synonym?

Inferring meaning using related words

When you are trying to infer the meaning of unknown vocabulary, look for related words. These
are often:
- In the same sentence as the unknown vocabulary item.
- Synonyms or near-synonyms for the vocabulary item.
- The same part of speech as the vocabulary item.

Understanding text structure and organization

Writers use different techniques for connecting and organizing ideas. Recognizing these can help
you understand the text better.
- Notice how ideas are organized in a logical order, both within and across paragraphs.
- Look for organizing words (e.g. whereas, therefore, consequently) that show relationships
such as comparison, contrast, cause, effect, reason, purpose and result.
- Pay attention to pronouns (e.g. it, his, those), adverbs of time and place (e.g. then, there)
or other words (e.g. both, neither, all) that refer to information in other sentences or
paragraphs.
- Look for key nouns or synonyms that are repeated, substitution words (e.g. one) and
omitted words (e.g. any)

Understanding tone
Evaluating tone helps us understand the writer’s attitude towards the subject.
- Tone can be admiring, critical, disappointed, informative, objective, persuasive, sarcastic,
serious, etc.
- Tone can change within the text.
- To identify tone, look for clues in the writer’s choice of language. Admiring: stunning,
amazing, breath-taking. Disappointed: lacking, doesn’t live up to, fails to.

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 Task 1 – Multiple matching

Some sentences have been removed from the text. This part tests your ability to understand the
structure of a text, how the argument develops and how ideas in the sentences refer and link to
ideas in the text.

- Study the instructions, read the main text for gist (overall meaning) and then look quickly
at the sentences that have been removed. Choose any that clearly fit particular gaps.
- Study the words before and after each gap, then look for similar or contrasting ideas in the
sentences removed.
- Don’t choose an option just because it contains the same word, number or name as a
particular paragraph.
- Look for: vocabulary links, grammatical links such as verb tenses, reference words and
linking expressions. Check that the sentence links with both the sentence before and the
sentence after.
- Look for expressions that indicate examples, explanations, comparisons, and adding or
ordering of points.
- When choosing one of the sentences, make sure that verbs and nouns agree in tense,
person or number with the main text.
- After choosing a sentence, underline the words before and after the gap which tell you the
sentence fits. This will help you to make sure you have chosen the right sentence.
- Make sure you have chosen and answer to every question. Check that the extra
sentences do not fit any of the gaps.
- When you have chosen all your answers, read the complete text. Does it all make sense?
Have you chosen a letter for every question?

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 Instructions
 Read the following interview from which the questions have been removed.
 Read the questions (A-L). Match each question with its corresponding gap (1-10).
 There is one extra question you do not need to use.
 Write your answers on Answer Sheet 1 (Task 1).

MARION COTILLARD: “MY DREAM WAS SIMPLE”

0 Ms. Cotillard, besides being an actress aren’t you involved in many other activities? (A)
Yes, I am also a singer-songwriter and environmentalist. I have been a spokesperson for Greenpeace
since 2001. Once I placed myself in a cage near the Louvre museum to demand the freeing of 30
Greenpeace activists in jail in Russia.

1 _____________________________________________________________________
No, I love when it’s different every time. I don’t like to compare because I don’t see the point. I don’t
have a favorite process. My favorite process is the right process for the person I am working with. I can
fit in any process as long as the director respects who I am and doesn’t try to put me in a situation to
get something out of me – if I can give it without that situation. It doesn’t work at all.

2 _____________________________________________________________________
Someone who will try to make me angry or create a situation that is not related to my character in
order to put me in the state of the character. It’s 100 percent counterproductive. Either I will get mad
and I won’t be good or – and most of the time this is what happens – I will laugh. I cannot take it
seriously.

3 _____________________________________________________________________
Because I can see the trick and I need authenticity. I need to be on the same page as the director. It
happened once that the guy was doing things and he would ask me to do things that I didn’t expect,
but I liked it because it fit with the movie. I was never slapped in the face, but some of my fellow actors
have had this experience. That wouldn’t work for me at all. I need to be part of the process – and the
trust.

4 _____________________________________________________________________
No. I think it’s part of myself. Insecurity is very common among actors. When I started giving interviews
and talking to people that I didn’t know, it was a nightmare. I’ve learned how to deal with interviews
and insecurity; I’ve gotten used to it. But it’s always weird when you have to talk to someone you don’t
know, someone who asks questions about yourself. It’s kind of a weird process. But I feel good. I love
to discover and jump into the unknown and there is no security there.

5 _____________________________________________________________________
That was totally by luck. I had never thought I could work outside of my country, especially in the United
States. I am from this generation where the American, the U.S. movies are part of our culture, so the
American movies fed my dream to be an actress, but I never thought that I could one day work in an
American movie. So I feel very, very lucky.

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 6 _____________________________________________________________________
I feel lucky that this crazy Olivier Dahan thought I could be Édith Piaf in that film. He changed my life.
As an actress I always wanted to do movies and I never dreamed of doing movies in America just
because I didn’t think it was possible. It was never a part of my dream. My dream was pretty simple. I
just wanted to tell stories, make movies. I already consider myself very lucky to be able to do what I
love to do.

7 _____________________________________________________________________
I was in Cannes one year with a French actress and she is very talented, very beautiful, and my American
agent grabbed my dress and said, “Introduce me to her. I want to meet her!” So I went to see her and
said, “My American agent wants to meet with you.” And she was like, “I don’t care! I don’t speak English
and I don’t want to do any movies there.” I was surprised, but she absolutely refused to meet with my
agent. She’s my generation, she could have everything, and she totally refused. And I was begging her!
I said, “It’s an experience, you never know…” So you know, it’s very personal. Some people are just not
interested. But it was not my goal and I don’t consider it as a big achievement to act in America. I just
always wanted to be an actress.

8 _____________________________________________________________________
My parents are actors and so I was surrounded by actors. I was surrounded by great energy and
storytellers all my childhood. And that was fascinating. When I was very young I saw plays that are not
for kids and I have a very, very vivid memory of those moments. Usually it was when the nanny didn’t
come and my mom had to take my brothers and I to a three-hour play about ancient Greece or
something. We would go crazy – she would go crazy, too. (Laughs) I remember the actors who were
friends with my parents being normal people that I knew and then on stage they were cats or dogs.
That was crazy. As far as I remember I always wanted to be an actress.

9 ______________________________________________________________________
I was very young, I think I was like four or five. My mother was doing this play and the director asked
me to do something. I remember exactly the location, the theater. There was a big piano, there was
this woman on the floor and she was supposed to be my mother. But my mother was on stage, too.
And I remember the confusion. I didn’t understand why they were saying such crazy things, pretending
that my mother was there lying down while my mother was over there! That was my first time on stage.

10 ______________________________________________________________________
Yes, but you need a very good make-up artist. (Laughs) You don’t sleep much, but at the same time you
have this strength that comes from this life that has just arrived. It’s a big cliché how your priorities
change, but every parent knows that sometimes there’s a thunderstorm and you look at his eyes and
everything is all right. It is a revolution of everything you feel. It increases strength. It increases
everything – except nighttime.

http://the-talks.com/interview/marion-cotillard

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 Questions
Question A is an example.

POSITION IN
THE TEXT

Ms. Cotillard, besides being an actress aren’t you involved in many other
A activities? 0

B Is that why you work in Europe and in Hollywood?

C What was it like the first time you were on stage?

D Always?

You have worked on all kinds of different projects, from art house French
E films to Hollywood blockbusters. Do you have a favorite style of working?

F Are you more self-confident now than you used to be?

Do you bring your son on set with you like your mother took you to the
G theater?

H What kind of situation?

Well it doesn’t hurt that you won an Oscar for your performance in La Vie
I en Rose.

But many French actors and filmmakers choose not to work in America,
even though they could. French director François Ozon told us, “Americans
J respect you when you stay in your country, but when you arrive in America
it’s finished.”

K Why not?

L Do you see yourself moving back to France?

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 Task 2 and 3 – Multiple choice

This part tests your ability to understand main ideas and details, the writer’s opinion and purpose
and your ability to work out what something means from the context.

- Read the text quickly to see what it is about.

- For each question, look only at the first part of the question or unfinished statement and
read what the text says about it. Remember that the questions normally follow the order of
information in the text.
- Think about the answer in your own words, then decide which option is closest to your
own answer.
- Look at the options after you’ve read what the text says. Otherwise the wrong answers
might mislead you.
- If a question asks about a particular word or phrase, work out the meaning by looking for
examples, explanations, and similar or contrasting expressions in the text around the
chosen word.
- Use only the information in the text to choose your answers, not your own knowledge or
opinions.
- You don’t need to understand everything in the text to answer the questions, so don’t
spend a lot of time on words or phrases you don’t know.
- Look for evidence that your answer is right, and that any references to the other three
options are wrong.
- Make sure you have answered every question. For any you aren’t sure about, cross out
the options you know are wrong and then choose from the rest.
- If you aren’t sure of the answer, have a guess. You won’t lose marks for a wrong answer.

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 Instructions
 Read the following text carefully and answer the questions (11-20) on the next page.
 Choose the best option from A-C.
 Write your answers on Answer Sheet 1 (Task 2).

Cookie monsters: why your browsing history could mean rip off prices
Even rocket scientists, I would wager, are befuddled by airline pricing. One minute, a flight you’re looking
at costs £400; 30 seconds later it has increased by £100. Panic sets in; you buy a ticket before it ascends out
of your price range.

I experienced this fluctuation frustration recently while trying to buy a ticket home to London from New
York for Christmas. After about a gazillion visits to British Airways’ website, I decided finally to book
something. Immediately, the price went up. That’s OK, I thought, trying to console myself. Then I
remembered a rumour that clearing your browser cookies could get you a cheaper flight. I gave it a go and,
voila, the flight reverted to its earlier, cheaper price.

The thinking behind the cookies trick is that airlines can tell from your browser history when you’re
particularly interested in a flight – and thus willing to pay a higher price – and take advantage of this.
Whether this is true is known only to a few (when the Guardian asked BA about this in 2010, it said it didn’t
use cookies in this way). What is clear, however, is that airlines – and many other companies – are
increasingly moving towards “personalised pricing”. Sometimes called “differential pricing” or “price
discrimination”, this means charging customers different prices for the same product based on how much
they think people are willing to pay.

Price discrimination, to be clear, is not the same as “dynamic pricing”. Airlines have practised dynamic
pricing for a long time: there are a set number of prices available, and you get a different fare based on
factors including when you book and the availability of seats on the flight. Prices, however, are starting to
get more personal. In 2014, a US regulator approved an industry-wide system, the implementation of which
started only recently. This allows airlines and travel agencies to collect personal data – information such as
marital status, address and travel history – and use that data to offer you “more agile pricing and more
personalised offerings”. So, if an airline can see that you live in a fancy neighbourhood and regularly fly
business-class, it may offer you a higher fare than it would someone whom it believes is more price-
sensitive. As technology grows more sophisticated, companies may be able to serve you higher prices based
on factors such as your emotional state.

Businesses are already using customised pricing online based on information they can glean about you. It
is hard to know how widespread the practice is; companies keep their pricing strategies closely guarded
and are wary of the bad PR price discrimination could pose. However, it is clear that a number of large
retailers are experimenting with it. Staples, for example, has offered discounted prices based on whether
rival stores are within 20 miles of its customers’ location. Office Depot has admitted to using its customers’
browsing history and location to vary its range of offers and products. A 2014 study from Northeastern
University found evidence of “steering” or differential pricing at four out of 10 general merchandise
websites and five out of five travel websites. (Steering is when a company doesn’t give you a customised
price, but points you towards more expensive options if it thinks you will pay more.) The online travel
company Orbitz raised headlines in 2012 when it emerged that the firm was pointing Mac users towards
higher-priced hotel rooms than PC users.

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 Price discrimination doesn’t happen only online. Supermarkets have used personalised pricing based on
information gleaned from loyalty cards and shopping habits. Broadly speaking, economists tend to think of
price discrimination as a good thing for businesses and customers. Essentially, it is algorithms robbing from
the rich to subsidise the poor, all while growing a company’s market.

There is the potential for this to go further still and for customised pricing to help reduce some of the
inequities in society. In Finland, speeding tickets are linked to income, a system known as progressive
punishment. Could we not have progressive pricing, a system where the cost of necessities such as bread
and milk is linked to your ability to pay for them?

However, it seems more likely that companies will exploit the increasing amounts of data they have about
us to our detriment. Take Uber, for example. Its much-hated “surge pricing” is an example of dynamic
pricing: prices change according to supply and demand. They don’t change according to how desperate you,
as an individual, are to get a cab, but this may not be the case for long. Uber knows a hell of a lot about you
– including, for example, how low the battery is on your phone. It also has data that shows people are more
likely to pay surge pricing when their phone battery is low. “We absolutely don’t use that ... but it’s an
interesting kind of psychological fact of human behaviour,” a behavioural economist at Uber said earlier
this year. This may be true, but why do you think Uber employs behavioural economists? It is not simply to
marvel at the psychology of human behaviour.

As airlines become more adept at gathering and exploiting data, I shudder to think what “interesting facts”
of human behaviour they will start to factor into their pricing strategies. Fares will stop being linked to
variables such as seats already sold and start fluctuating according to how many times your mum has texted
you to ask if you’ve bought your ticket yet, and how guilty you feel that you haven’t. Good luck trying to
clear your cookies to fix that.
https://www.theguardian.com/commentisfree/2016/dec/06/cookie-monsters-why-your-browsing-history-could-mean-rip-off-prices

Questions
Question 0 is an example.

0. Most people tend to…

 a) be confused by airline costs.
b) book airline tickets on impulse.
c) need a rocket scientist to understand airline prices.

11. The experience the writer had while trying to book a flight…
a) happened after a few visits to the website.
b) demonstrated that a rumour probably wasn’t true.
c) led her to attempt to comfort herself.

12. The cookies trick…

a) is used to overcharge wealthy people.
b) entails knowing when someone can pay more.
c) is a widely-used practice.

13. Dynamic pricing…

a) involves using fares based on only two factors.
b) might mean fixed prices, unlike price discrimination.
c) underwent drastic changes put into practice in 2014.

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 14. In the future…
a) if you are wealthy you will be required to pay more.
b) your address will be the basis of whether you are overcharged.
c) rates could depend on how you feel.

15. According to the text,…

a) companies are transparent in the way they set prices.
b) companies are not concerned about price discrimination.
c) some online companies are trying out customised pricing.

16. The writer mentions the practice of steering, which…

a) could be based on the type of computer you are using.
b) implies more expensive fares in general.
c) has been shown to be widely used in most sectors.

17. The writer…

a) uses the example of Finland to show unlikely future possibilities.
b) believes customised pricing could be beneficial to society.
c) feels companies are using this information for our benefit.

18. For the time being, Uber’s system of pricing…

a) makes the writer suspicious of its hiring of behavioural economists.
b) is unconnected to its customers’ situations.
c) depends on how much battery the customer has.

19. The example of texting…

a) is used to show concern about the future use of human behaviour.
b) demonstrates how good companies already are at exploiting data.
c) is shown to make readers feel guilty about texting.

20. The general intention of the text seems to be to…

a) persuade the reader to clear their cookie history.
b) encourage people to stand up for their customer rights.
c) express concern about current and future pricing practices.

English C1 17
 Part 2
Listening comprehension

Time: 30 minutes

English C1 18
 TIPS FOR LISTENING TEST
How to fetch high marks in listening test?
Below are the few tips that you can practise before, during and after the listening test and these tips
will help you to fetch high marks in the PACLE listening test:
1 _________________________________________________
The main aim of conducting the listening section is to test your listening ability. It is not enough that
you only practise the listening test using the practice materials or from the previous tests, you must
also listen to some general audios like, television, radio, documentation and so on to get your listening
skills better. You can also watch some interesting series. Through this, you can also improve your
speaking skills along with listening skills.
2 _________________________________________________
Before listening to the audio read all the questions so that you get an idea of the answer for the
particular question while listening to the audio. If you do so you will get to know which words to fill in
the gap that is given. You also will be able to find out whether it is a verb or a noun and will be easy
to write the answer.
3 _________________________________________________
Before each recording, you will be given a short introduction about whatever audio is going to play.
For example: in the audio, they will say “now there will be a conversation between…” and other similar
sentences, by which you will come to know about the conversation between who is speaking in the
audio. So you have to be alert from start to end when the audio is played. By listening to the important
points you will know what is the rest of the audio about.
4 _________________________________________________
Do not lose your attention on the audio from beginning to end. You have to keep in mind that the audio
is played twice. If you have missed any of the questions then do not worry, focus on the upcoming
questions so that you don’t lose further marks. You can review the left out questions after listening to
it for the second time. If you keep on thinking about the question which is left out, you will also miss
out the further questions as well as the audio recording and will not be able to attempt any of the
questions. In this section you have to do multitasking, that is read, write and listen accordingly.
6 _________________________________________________
There are few times students tend to write the answer as soon as they listen to the audio. Sometimes
the answer they have written may not be correct, and the correct answer may be in the next sentence.
Thus, while writing the answer you need to keep in mind that you have to listen to the complete
sentence and then write the answer.
7 _________________________________________________
After every section, you will get 10 seconds to check for the mistakes, make sure that you check the
silliest mistakes that you have committed while taking the IELTS listening test. The mistakes may be
like spelling mistakes, grammar or word forms. You have to keep in mind that it is an English language
test and even the smallest mistake also counts and you may also lose the marks for the same. Only
the correctly written answers will fetch you good marks.

8 _________________________________________________
After listening to the audio, the test takers will have 4 minutes to transfer their answers to their answer
sheet that is given. Make sure that you transfer the answers correctly. And do not mix up the answer
with other answers. The numbering should be proper, if the numbering is accurate then it will be easy
to write the correct answers and will be less confusing.

English C1 19
 9 _________________________________________________
It is said that you should not write any wrong answers, but make sure you do not leave any blank
spaces also. So, if you do not know the answer write something related in the blank spaces, if you
have listened to the audio carefully you will have an idea of what to write for the particular question
while reading the same. Read the question, again and again, to make a guess what the answer could
be.

A. DO NOT WRITE ANSWERS TOO QUICKLY

B. AVOID MISTAKES WHEN TRANSFERRING ANSWERS

C. BE ATTENTIVE

D. KNOW THE SITUATION

E. IMPROVE YOUR GENERAL LISTENING SKILLS

F. PAY ATTENTION TO ERRORS

G. ANSWER ALL THE QUESTIONS

H. GO THROUGH ALL THE QUESTIONS

8H 7B 6G 5A 4C
3B 2I 1F Answer key:

English C1 20
 Understanding a text
Listening for the main idea.
It’s important to understand the main idea when someone is speaking.
- Think about who is speaking and what the topic is about.
- Remember that speakers often repeat the main idea using different words.
- Listen for key words, which are often stressed.
- Don’t worry if you don’t understand all the words or details.

Understanding key points.

When people speak, listen for the key points of the ideas they talk about.
- People often emphasize the key points and can use expressions such as most
importantly, the main things is.
- They often repeat the key points using different words.
- They often give example, reasons and more information to support key points.

Understanding specific information.

It’s often important to understand specific information and specific words.
- Read the questions carefully and identify what kind of information you need.
- Think about the possible words you may hear.
- Important words are usually stressed in a sentence.
- Try not to confuse similar-sounding words. Employed-unemployed, fourteen-forty

Understanding facts and figures.

When listening for detailed information, we often need to understand facts and figures accurately.
- Before you listen, find out what type of information you need to listen for: a number, a
person, a time, a place.
- Use the general context to predict when you’ll hear numbers.
- Recognize words which often follow numbers: currencies, percent, decimal points, and
ways of describing statistics: one in four, one fifth, three times as many

Listening in detail.
It’s often important to understand detailed information at a phrase and sentence level, and
understand how the details relate to each other.

- Read the questions and answer options carefully.

- Identify the key words in the questions and answer options.
- When listening, focus on the whole message not individual words and phrases.
- Don’t choose an option based on hearing one word or phrase that appears in that option.

English C1 21
 Understanding attitude and opinion
- Directly stated opinions, e.g. I found it unbearable; If you ask me, yoga’s the best therapy.
- Indirectly stated or ‘softened’ opinions, e.g. I’m not the biggest fan of mindfulness; I’m
sure some people love art.
- General attitude – does the speaker look and sound positive or negative about the topic?
Be careful. Speakers may first introduce an attitude or opinion that others hold, then express
a different personal opinion.

Understanding reasons and outcomes.

People often talk about reasons for and outcomes of a situation. Aim to understand how these
ideas are linked.
- Listen for words or phrases that express reasons and outcomes, e.g. as, since, due to,
because of, on account of, so/such… that, consequently, as a result, it led to…
- Listen for the use of different tenses. The reason is usually further back in the past than
the outcome, although either could be stated first in a sentence, e.g. The man got really
angry as I’d driven into his wall. I’d driven into the man’s wall so he got really angry.
- Listen for the use of the third conditional, which gives a hypothetical outcome, e.g. If she
hadn’t gone to the party, she wouldn’t have met him.

Listening for agreement between speakers.

Recognizing the ways speakers agree and disagree can help you understand the speaker’s
opinions.
- Listen for the first person’s opinion, then how the other person responds and if they sound
sceptical: I couldn’t agree more! Absolutely. So do I. Are you joking? Hmm, I’m not sure
about that.
- Listen to the whole response. The person may accept the other person’s point, but then
disagree with it. This makes the disagreement less direct and more polite: I see what you
mean, but… That’s a good point, but…
- People often disagree by using other phrases that make the disagreement less direct: I’m
not sure I’m completely with you on that one.
- Listen for ways people invite agreement. This signals the other person will soon respond
with an opinion: People want to be alone sometimes, don’t they? Wouldn’t you say it’s
true that…?

Identifying signposting language.

Recognizing signposting language helps us to anticipate and follow what someone is saying.
Listen for the following language:
- Phrases that introduce a point or topic, or refer back to one, e.g. my point is this, now let’s
consider, as I said earlier, as I mentioned before
- Phrases that show that a speaker is going to rephrase and repeat something, e.g. let me
put it this way, in other words, what I mean is
- Phrases that signpost a point in a sequence or a conclusion, e.g. for starters, then you…,
and then lastly, so to sum up, so it’s clear from what we’ve said that
- Questions that introduce an explanation, e.g. What does that mean for…? Where does
that lead us?

English C1 22
 Understanding precise and imprecise numbers.
When listening for detailed information, we often need to understand information that contains
numbers. This information can be expressed both precisely and imprecisely.
- Listen for phrases that express a precise number, limit, proportion, or comparison, e.g.
exactly six, in no more than 1200 words, three out of every five people, three times as
many people
- Recognizing decimals, fractions and percentages, e.g. 9.58 nine point five eight, ¾ three
quarters, 15.05% fifteen point nought five percent
- Listen for phrases that express an imprecise number, e.g. somewhere in the region of a
dozen, roughly a quarter, five give or take a few, just under/over an hour, an estimated 20
people

Identifying attitude
You can often identify a speaker’s attitude by listening to how certain or fixed his/her opinions
are. Some clues include:
- Words or expressions showing more or less certainty: Definitely not! I have no doubt
that..., I tend to think…, In a way, I think…
- Modal verbs or adverbs expressing probability: It might be…, This is probably the most
important…
- Tone of voice and style: a raising, louder tone may show the speaker feels strongly. A
moderate tone and ‘filler’ words like er, I mean or you know may show uncertainty.

Identifying advice
When we give advice, it’s often more polite to be indirect. It is easier to tell that someone is fiving
you advice if you listen for:
- A confident tone of voice showing the speaker is sure the advice is a good idea.
- Words that mention people in authority: Most doctors emphasize the need to exercise.
- Modal verbs and expressions: You can’t just expect to pass if you don’t study.
- Sentences starting with general you that may also apply to you as an individual.
- Other general statements: Everyone should get eight hours’ sleep at night.

Identifying cause and effect

When listening, we often need to understand why something happened (the cause) and what
happened as a result (the effect). Pay careful attention to:
- Visual information that can help you understand what the speakers are saying.
- Pronouns, so you don’t get lost trying to understand what the speakers are referring to:
…It snowed the entire time. This (the fact that it snowed) resulted in our flight being
cancelled.
- Verbs that describe a result: Weather always impacts mood.

Identifying sequence
When someone gives you tips or advice, they often follow a sequence, and are in the form of
commands. These are some ways to identify the steps you should follow.

English C1 23
 - When two activities are mentioned together, think about which one logically comes first:
Once you’ve saved the money, you can buy a new car. (First you save the money, then
you buy a car.)
- Listen for expressions that tell you what to do first: Don’t wait until level 5 before you try to
understand films. (You can try to understand films before level 5.)
- Remember previous advice and pay attention to intonation: Finally, don’t give up!

Understanding key points

When listening, it’s important to understand the speaker’s points and differentiate them from
supporting details and examples. Speakers often:
- Repeat a key more than once, using different words.
- Explain it using an example or comparison.
- Stress certain key words for emphasis.

Identifying conclusions
When you listen to informal conversations where lots of ideas are mentioned quickly, it can
sometimes be hard to identify the conclusions. It is helpful to listen for:
- A logical order, for example a problem is usually described before advice is given.
- Expressions that show a key point is being repeated: It’s important to pint out, you should
always, whereas… now…, etc.
- Words related to the main theme: fake news, propaganda, social media, etc.
- Expressions that imply a consequence: if you don’t do x, then y; always do x, etc.

English C1 24
 Task 1
You will hear the first part of a lecture by Niall Fergusson on private versus public education.

Instructions
 Listen carefully and answer the following questions (1-8) according to what the speaker says.
 You must choose one answer from the three options given for each question.
 Write your answers on Answer Sheet 2 (Task 1).
From: http://www.bbc.co.uk/

1. What does Fergusson clarify at the beginning of his lecture?

a. He is against private education.
b. He is not neutral about private education.
c. Private education is only partially effective.
2. Why does he mention the gasps of his audience?
a. To infer that his audience might be hypocritical.
b. To illustrate how unpopular he is to his audience.
c. Because his audience finds his statement frightening.
3. What policies would Fergusson like to see in the future?
a. More scholarships for public education.
b. More funds and bursaries for public schools.
c. More private institutions and grants for them.
4. What does he mention about political views and private education?
a. The left and right find private education questionable.
b. The left would like to see private education abolished.
c. The right are completely in favour of private education.
5. What does he mention about the first hundred years of public education?
a. It was definitely positive.
b. It was clearly undeveloped.
c. It was inadequately funded.
6. What does Fergusson mean when he mentions monopoly and education?
a. There is a loss of quality in education due to a lack of competition.
b. Governments use education to shape people’s minds to their needs.
c. That savings in education through monopolies benefit the population.
7. How does he explain why 21 out of the top 30 universities in the world are from the US?
a. Because US universities are the best funded.
b. They pursue excellence and quality, not equality.
c. Because they compete against the rest of the world.
8. Why are UK universities in crisis according to Fergusson?
a. A lot of them are run and financed by the state.
b. People are dropping out of universities due to the crisis.
c. University fees have gone up, and quality has gone down.

English C1 25
 Task 2

You will hear a woman narrating the story behind the famous novel Doctor Zhivago.

Instructions

 Listen carefully and complete the statements (9-15) below with one or two
words, according to what the speaker says.
 The wording of the sentences below is slightly different from what you hear.
 However, the word(s) you write must be exactly the same as what you hear.
 Write your answers on Answer Sheet 2 (Task 2).

From: http://www.bbc.co.uk/

9. The novel was not only a sensation in the west but a__________ of the cold war.

10. A soviet publisher asked Sergio to __________ __________ for new works.

11. When Sergio visited Pasternak, he was in his __________ garden.

12. Pasternak gave Sergio a large __________wrapped in brown paper that contained the
manuscript.

13. In 1957, Olga __________Sergio to persuade Pasternak to agree to sign the telegraph.

14. Feltrinelli had already __________ the manuscript _________ other publishers.

15. The CIA recognised the propaganda __________ that the Dr Zhivago novel had.

English C1 26
 Task 3

You will hear five people talking about how songs and tunes can become ‘sticky’: they stay in
your head and are played over and over again.

Instructions

 Choose which statement (16-21) corresponds to each speaker (1 to 5).

 There is one extra statement you must identify (in the ‘extra’ box).
 The comments have been rephrased and summarised and may not contain the actual
wording of the speakers.
 Write your answers on Answer Sheet 2 (Task 3).

From: http://www.bbc.co.uk/

Statements Speakers
1 2 3 4 5 extra
16. Controlling what sticks in your mind is difficult
but possible.
     
17. Research has proven that songs were used to
transmit information in the past.
     
18. Obtrusive thoughts and songs affect people in
unpredictable ways.
     
19. Sticky tunes are really a set of unconscious
reactions to the environment.
     
20. Sticky tunes are experienced once a week by
most of the population.
     
21. It’s difficult to determine whether a song is
sticky because it’s catchy or heard a lot.
     

English C1 27
 Part 3
Writing

Time: 70 minutes

English C1 28
 TIPS FOR WRITING

9 tips to score above 60% in PACLE writing test

1. Before writing an essay, you must know its basic structure so make sure you have practised
different types of texts.
2. Both tasks will give you the same amount of points so do first the one you are more confident
with.
3. Learn all the specific writing structure for each type of task 1. In the real test, you just have to
apply that structure with new data and suitable verb tenses. Read sample essays and take note
of the ones with good structure to have a wide range of text types.
4. You must complete both tasks no matter how difficult the test is or how little time you have got.
You MUST complete your test at any cost. If you don’t, it’ll be hard to get a 50%
5. Again, practise writing. Do both 2 tasks in one hour. You can focus only on task 1 or task 2, but
before the test, you should practice writing both tasks to get familiar with time limits.
6. Practice makes perfect. In writing, this statement is completely true. But it is better if there is
someone to check your writing for you and so you can learn from your mistakes.
7. Writing requires wide vocabulary. You also need a dictionary to work on and enrich your
vocabulary.
8. Pay attention to the style. There are some rules of writing you should follow. For example: in
formal texts avoid abbreviations, 1st and 2nd pronoun or possessive (I, you, me, my, your),
except in conclusion where you have to state your opinion.
9. Each body paragraph has to include: the topic sentence, supporting sentences (2-3
sentences), development sentences (evidence: example, experience, data). In many languages
(English included), there are many ways to develop a body paragraph, which results in a situation
where that topic sentence is not the first sentence. But you are advised to put the topic sentence
at the beginning of each body paragraph. Don’t be creative in this case.

English C1 29
 1. GENERAL GUIDELINES
1.1 PLANNING YOUR COMPOSITION
Before you start to write, plan the content, organization, headings, and the kind of language you
are going to use.
1.1.1 Brainstorming
- Think about the topic, and, if necessary, research it.
- Remember / revise the topic vocabulary.
- Discuss your ideas with a partner or in groups.
- List the main points before you start writing.

1.1.2 Organisation of paragraphs

- Decide how many paragraphs you need.
- Decide on the content of each paragraph and list the main points:
An article:

The Italians: what we are really like

Paragraph 1: the stereotype of people from my country (noisy, like spaghetti, sing opera all
the time, etc.)

Paragraph 2: what’s true / what’s not true about the stereotype (True: noisy, like spaghetti /
Not true: not everyone likes opera (or sing it!), great lovers)

- Use linkers to connect your ideas:

Firstly / Secondly, However, Personally I think, etc.

1.1.3 Verb tenses

- Before you start writing, decide which tense(s) you need for the text type.
What tense(s) would you use to write the following?
1) An email
2) A story
3) An article: ‘My ideal house’
4) A discursive essay

1.1.4 Formal vs. informal style

- Before you start writing decide what style to use:
Formal: for a letter or e-mail complaining to an airline, for a ‘for and against’ composition,
for a report about customs in your country.

Informal: for a letter or e-mail to a friend, for a letter or e-mail to a TV / radio ‘chat’
programme.

- Remember the key aspects of each style:

Formal: no contractions, no colloquial expressions, more formal expressions, e.g.
To sum up, etc.

English C1 30
 Informal: use contractions and colloquial expressions, e.g. anyway, That’s all for
now, etc.
- Decide which expression in each pair is the most formal
1) Finally – Then, in the end
2) I am writing to complain about – I am very upset about
3) Yours faithfully – Best wishes
4) I would welcome their advice – It would be great to get some advice
5) I was appalled – I was really shocked
6) The second problem was that – Another thing that happened was
7) The first thing was – Firstly

1.2 WRITING
When you write your text, try to make it clear, vivid and imaginative

1.2.1 Language
Use adverbs and adjectives to make a text ‘come alive’. They will make it more enjoyable to read.
Why is 2 more vivid than 1?
Sentence 1: It was raining. A man was walking along the pavement. He looked round and
saw that a woman was following him.
Sentence 2: It was raining heavily. A tall middle-aged man was walking quickly along the
wet pavement. Suddenly he looked round and saw that an attractive dark-haired woman
was following him.

1.2.2 Varied vocabulary

- The more varied vocabulary you use, the more interesting your writing will be. How can
you make this sentence more vivid?
She was wearing a nice skirt.

- Use a wide selection of nouns, adjectives, and verbs.

E.g. for physical appearance:

- Adjectives: e.g. overweight, medium height, bald, middle-aged.

- Nouns: e.g. fringe, beard, moustache, eyelashes

- Verbs: e.g. looks (younger than his age), looks like (her mother), is wearing / carrying…

1.2.3 Introducing examples

Examples are very important in certain types of essays, for example discursive essays where you
may want to convince your reader about something. With examples you can back up your
argument and your essay will look more serious.

English C1 31
 1.2.4 Use of connectors
Sentence and paragraph connectors are used to express relationships between ideas and to
combine sentences. The use of these connectors will add sophistication to your writing style.

SOME USEFUL LINKING EXPRESSIONS

To make contrasting points To add more points to the topic

Although Furthermore
However Moreover
On the one hand / On the other hand Besides

To list advantages and disadvantages To explain a consequence

The main advantage Therefore
Another (dis)advantage As a result/ consequence

To introduce the conclusion To introduce an example

In conclusion For instance
To sum up For example

1.2.5 References
Whenever you are writing a composition in response to a previous piece of information it is
advisable to state it in your composition. Referencing is especially common in opinion letters to
newspapers, letters of application or opinion essays.
E.g. Recent letters in your newspaper about the problems in… have prompted me to send you this
letter.

1.2.6 Writing dialogue: direct vs. indirect speech

You may want to write a dialogue as part of a story.
- Use a variety of reporting verbs: suggested, insisted, told, asked (not just said)
- Use an adverb to show how someone is speaking: slowly, quietly, angrily, etc.
- Remember the correct punctuation for dialogue is inverted commas around the spoken
words, and a comma at the end of the spoken words (‘…,’).
‘I’d love to come,’ she said, ‘but I’m busy’.

- Take into the account that the verb tense might change if you are using indirect speech
(reported speech)

English C1 32
 - Below there is a list of some common reporting verbs and the patterns that follow them in
reported speech:

verb + verb +
verb + object + verb + to + verb + -ing verb + object +
that + object + to
that + clause inf. form prep. + -ing form
clause + inf.

promise advise
decide remind convince
decide
admit order accuse sb. of -
deny advise promise
suggest persuade ing
convince refuse
admit deny invite blame sb. for -
tell threaten
recommend remind ing
warn tell
warn

1.3 CHECKING
When you are happy with the content of your text, check it for mistakes, e.g. spelling, grammar,
vocabulary, and punctuation. Make a checklist of your own typical mistakes and memorize it.
That way you’ll find it easier to spot and correct them.

1.3.1 Spelling
English spelling is very irregular, so it is very easy to make mistakes. Improve your spelling by:
o Reading in English
o using a dictionary to check the spelling of words
o making a list of words that you often misspell
Sometimes there is a spelling rule that might help you. Below you can look at the spelling rules
for the -ing / -ed forms.
o Doubling consonants
o The final consonant is doubled before –ing and –ed in:
1) verbs which have one syllable and end in consonant, vowel, consonant (stop -
stopped, get - getting)

! The rule is the same for comparative and superlative adjectives (big - bigger)

2) verbs which have more than one syllable but have the stress on the last syllable
and end in consonant, vowel, consonant (permit - permitting, prefer - preferred).

! Exception: kidnapped

3) verbs which end in –l after one vowel (cancel - cancelled, travel - travelled)
o Other changes
1) verbs which end in –e lose the final –e adding –ing (come - coming, bite - biting).

! Exception: age-ageing

2) verbs ending in –ie change the –ie to a –y before adding the –ing (die - dying, lie
- lying).

English C1 33
 1.3.2 Punctuation
Make sure you know the right punctuation symbols, and when to use them.

Exercise: Complete the rules with the right names.

brackets capital letters colon comma full stop hyphen

inverted commas question mark exclamation mark apostrophe

Symbol Use
1 . ___________________ shows the end of a sentence, and is also used after initials (P.J.
Proby) and abbreviations (etc.).
2 A , __________________ shows a short pause that separates parts of a sentence, e.g. a non-
defining relative clause or words in a list.
3 `´ __________________ show words that are spoken (direct speech). They are also used
around titles of books or films, or a nickname.
4 ( ) __________________ show extra information or an explanation which is not considered
essential.
5 An ’ __________________ is used when two words are contracted, and to show possession,
e.g. It’s Jane’s.
6 A - ____________________ is used when two words are joined together, e.g. some compound
nouns.
7 An ! ___________________ is used to show surprise. It comes at the end of a sentence and is
often used in dialogue.
8 A ? __________________ (at the end of the sentence) shows that a direct question is being
asked. It is also used in requests, e.g. Could you bring me…?
9 A : ____________________ tells you that something is coming next, for example a list.
10 ABC ___________________ are used for the first letter of a name, a country, nationality or
language, days of the week, months.

1.3.3 Grammar
Typical grammar mistakes:
- verb agreement (e.g. plural verb with a plural noun: people are NOT people is, etc.)
- word order (with adverbs, adjectives, questions, etc.)
- use of tenses (present simple instead of present perfect, etc.)
- irregular verbs (e.g. He lay down. NOT He lied … )
- gerunds and infinitives (Verb as subject of the sentence, infinitive of purpose…)
- articles (a / an / the or zero article)

English C1 34
 1.3.4 Vocabulary
Typical vocabulary mistakes:
- verbs which are often confused: meet/know, rob/steal, argue/discuss, lose/miss…
- using a formal word where the style is informal (e.g. therefore instead of so, etc.)
- ‘false friends’ i.e. words which are similar in your language but have a different meaning:
(e.g. library, discussion, carpet, fabric, sympathetic…)
- using the wrong preposition
- verbs and adjectives plus a dependent preposition (depend on, interested in…)

1.3.5 Connectors
These are some of the most common mistakes regarding the use of connectors:
- In spite of he is tall, he cannot play basketball very well
- Despite of the weather, we went jogging
- In one hand, banning bullfighting would be …
It is advisable to check which connector to use depending on the style of the text:
- Formal: Firstly, secondly, finally…
- Informal: The first thing was, second of all…

1.3.6 British / American English

Notice the differences between GB and US English. Write the British spelling of the words. What
are the differences?

British English American English

______________________ canceled
______________________ meter
______________________ center
______________________ color
______________________ favor
______________________ license
______________________ defense
______________________ catalog

English C1 35
 Task 1
Instructions
 You would like to apply for a Career Development Internship Programme in Canada. Read
the information below and follow the guidelines. Write your formal letter of application.
 Use between 180 and 220 words following the instructions that are indicated.
 Use Answer Sheet 3 (Task 1) for your final draft.

Career Development Internship Programme

The Career Development Programme is a paid professional internship designed for registered students
and young professionals. Candidates can build on what they’ve learned while earning money to offset
internship expenses. The programme is open year-round with a minimum length of 20 weeks and
maximum length of 1 year. Candidates can work independently or side-by-side in a team with Canadian
staff. Aside from learning new ways on how to do things in their chosen field, candidates get the chance
to fully immerse in the Canadian culture in all walks of life, discover Canada apart from the tourist
attractions and make connections and friendships for a lifetime.
Placements are available in the metropolitan cities of Toronto, Vancouver or Montreal. In addition to the
enriching work experience that this programme provides, there are additional benefits. One of them is
most certainly the Customised Internship Planning, which will ensure that the placement and host
company meet the candidate’s requirements and expectations. Candidates will receive a guaranteed
internship placement, support and reporting throughout the duration of their internship as well as a
certificate of completion and letter of reference.

http://studyworkabroad.ca/

Please include the following information:

 make a brief introduction of yourself

 state what attracts you to this programme
 state your previous academic and/or work experience
 explain how this programme fits into your plans for the future
 ask any questions you may have and make a closing statement

English C1 36
 Task 2

Instructions
 Read both of the options below.
 You must write a text between 220 and 250 words following the instructions indicated
below.
 Choose ONE option.
 Use Answer Sheet 3 (Task 2) for your final draft. Do not forget to mark your chosen option
(A or B) in the space indicated.

Option A

Essay
You have seen the Elite Writers website and would like to submit an essay on the following
topic:

What can the older generation learn from the younger generation?

http://www.elitewriters.org/

Please include the following information:

 introduce the topic properly
 mention and develop various aspects that can be learned
 make a conclusion

Option B

Narrative
You would like to contribute to your class blog. Write a narrative regarding a situation that had
an important influence on your life.

Please include the following points:

 details about the situation, places, characters and feelings
 use appropriate time expressions and vocabulary
 use an informal style

English C1 37
 Part 4
Speaking

Time: 15-20 minutes

English C1 38
 TIPS FOR SPEAKING TEST
Top 11 Things to Remember While Attempting Speaking Task
More than 3,000 candidates have taken the PACLE exams so far. To score 60% and above it is
important that you show your best speaking skills. Do you know how to stand out and be the best
amongst many that attempt the speaking task? What are you doing wrong that is making you land
less than 60%? Why are you not getting better score in speaking test? If similar questions arise in
your mind, read the following important things to be kept in mind while you are speaking in the
PACLE exam and find out if you are making one of the following mistakes:
1. ____________________________________________
Speaking without hesitation is impressive and hence while speaking, especially in the cue card, if
you feel you hesitate a lot, focus on this factor by considering it like an alarm that can help you to
keep on speaking for long by linking your ideas whenever you are about to hesitate. Another thing
is that too much hesitation distracts the listener from understanding your talk, more importantly at
the time you are giving your opinion on a topic.
Useful Tip: Record your voice and analyse how many times you hesitate and add fillers in your talk.
Practice more at home for working on hesitation. Another tip is that you can take little pauses rather
than using fillers in speaking.
2. ____________________________________________
The worst performance can be when a candidate does not respond at all to the question. Almost
all the time, he is keeping mum and does not respond. While this is the case for those who get less
than 50%, it can also happen to those getting between 50% and 60% when they take breaks in
between when they are speaking, which are noticeable pauses and affect their speaking ability.
Useful Tip: Practice speaking for long by recording your voice and count your pauses. Then, try to
remove them the next time you speak.
3. ____________________________________________
The biggest mistake in speaking you can do is to memorise the cue card sample answer. Many
students try to act smart but this smartness is well detectable by the examiner because he will not
only be asking you to speak on a topic but to answer some questions for which you need to respond
spontaneously and this is the area you will miss out.
Useful Tip: You can actually prepare for speaking the way you would speak for long on an unseen
topic. When you feel you are able to speak on just any new question, you will gain confidence and
this is what the PACLE speaking test is about.
4. ____________________________________________
A very common characteristic found in speakers who get below 60% is that they are not confident
and hence, they keep on correcting themselves when they speak. Since they feel lack of ideas or
content in order to speak for long, they repeat the sentences that they already said before.
Useful Tip: Try saying something new or forming new sentences every time you speak.
Paraphrasing the questions would help you to initiate speaking so that you can take time to extend
your talk.

5. ____________________________________________
Speaking accurately is perhaps the most important criterion on the whole. Speaking correctly free
from errors of grammar or tense etc. is comparatively more important than speaking for long. If you

English C1 39
 make frequent grammatical errors, your score would get reduced depending upon the number of
times you make errors.
Useful Tip: Learning grammar and practicing speaking to avoid grammar errors would be helpful.
Start taking grammar lessons and read as well as listen to stuff online that will give you a concrete
idea on how a sentence is to be formed correctly.
6. ____________________________________________
Pronouncing the words correctly is an important factor for assessing speaking skills. In case you
feel that your speaking is more influenced by mother tongue, you definitely need to work on this.
The right pronunciation can be learnt by listening to others and watching stuff online. Refer the right
source online to understand the pronunciation of a particular word.
Useful Tip: Listen to audios online, for example, on YouTube and also practice speaking more. Try
to converse more in English with others to improve your pronunciation because while conversing,
you will learn a lot from others.
7. ____________________________________________
While vocabulary is essential, some candidates misinterpret its importance. It is one of the factors
of assessment, not the only factor. Same thing is applicable on idioms also because if a person
speaks idiomatic language but makes mistakes in grammar, has lack of fluency or coherence, he
would lose marks.
Some people try to learn difficult words as well as idioms and they often use them incorrectly. So,
using the words or idioms correctly is more important even if those words are of average level.
Useful Tip: Do not try to forcefully use difficult words in speaking and writing, use them naturally
and correctly.
8. ____________________________________________
It is often taught to the students that they should use sentence connectors which can make their
speaking effective. But some students misunderstand the concept and try to use more and more
of them.
Useful Tip: Use the sentence connectors whenever they are required. Never unnecessarily keep
on using them which may make your speaking quite unnatural.
9. ____________________________________________
The way you are forming the sentences to express your thoughts is definitely a very crucial aspect
of speaking assessment. If you form simple sentences, the examiner considers it below 60% while
if you prefer using complex sentences, it can come up above 60%. But remember that you should
use complex sentences correctly.
Useful Tip: Firstly, read the sample model answers and learn making long sentences. Practice
more until you gain familiarity and then only use them in your speaking.
10. ____________________________________________
Do not be too much technical when it comes to speaking by trying to use connectives, idioms and
advanced vocabulary when on the other side, you are losing fluency and naturalness. Incorrect
order of words in the sentences and grammatical errors would add inappropriateness in your
speaking. Do not also try to speak something in a new way you had not earlier attempted, it would
surely affect your speaking fluency as it would not look natural.
Useful Tip: You can always try to say what you are comfortable with and confident about so that it
comes out naturally. It takes time to learn new vocabulary and idioms, so you can practice till it
becomes perfectly alright for you to use it in speaking. Thus, you should always implement
something new after practice only.

English C1 40
 11. ____________________________________________
There is a difference between those candidates who get below and above 60%. And this is about
speaking precisely and avoiding speaking which is unnecessary as per the question. Those who
get above 60% always have the habit of attempting all the questions and they don’t bother whether
what they said was exactly relevant with the question or they were just beating around the bush.
Useful Tip: Focus on the quality of your answers rather than the length of your speaking. You would
deliver better if you concentrate on the question well.
Speaking fluently will take a lot of practice, but it is not impossible. Keep all the points mentioned
above in your mind while practice and it will soon become part of your speech. You will not only
see a change in your speaking overall score, but also the way you converse with others.

A. Do not use complex vocabulary or idioms incorrectly

B. Answer the follow-up questions relevantly

C. Do not often self-correct and repeat what you said before

D. Speak using complex sentence structures

E. Avoid hesitating a lot

F. Give special focus on grammar

G. Be cautious of your pronunciation

H. Avoid long pauses or breaks as far as possible

I. Do not memorise any cue card

J. Do not overuse connectives

K. Avoid saying something inappropriate or unnatural

11B 10K 9D 8J
7A 6G 5F 4C 3I 2H 1E Answer key:

English C1 41
 FUNCTIONAL LANGUAGE

Keeping a conversation going

- How’s it going? - Such as?

- Why’s that? - How come?
- Like what, exactly? - In what way?
- What else are you doing? - What sort of adventure sport?

Agreeing and disagreeing politely

Disagreeing Agreeing
- I don’t know about that. - I see what you mean.
- I can’t really see the point of… - I see your point.
- Oh, do you think so? - I suppose that’s true actually.
- Oh, I wouldn’t say that. - That’s a good point.
- Well, I’m still not convinced. - Well, I can’t argue with that.

Making, refusing and accepting offers

Making offers Refusing offers Accepting offers
- Would you like to - No, it’s OK, but - Thanks, that’d be a
come round for dinner? thanks for the offering. great help
- I’ll get it, if you like - No thanks, I’d better - Are you sure you
- Let me sort that out do it myself. don’t mind?
for you - Oh, no, I can - Well, it’d be wonderful
- Why don’t I do that for manage. if you could
you? - No, don’t worry. It’d - As long as you don’t
- What if I go round and be easier if I do it mind
cook you dinner? myself

Expressing surprise

Saying you’re surprised Saying you’re not surprised

- I don’t believe it - I’m not surprised to be honest
- You must be joking - I bet you were
- You’re kidding! - Well, no wonder you are ill
- Why on earth doesn’t he listen? - Well, he would say that, wouldn’t
- Wow, that’s fantastic news he?
- Yes, I can imagine

English C1 42
 Discussion language: opinions

Giving opinions Giving the opposite opinion

- It’d be much better if everyone did it - Maybe, bit I don’t see how we can…
- I just don’t think it’s right that… - Fair enough, but I still think that…
- One argument in favour of… is - Yes, but then again…
that… - Well, some people would argue
- I think people should have the right that…
to…
Clarifying your position Giving yourself time to think
- No, that’s not what I’m trying to say - That’s an interesting point
- What I meant was - I’ve never really thought about that
- No, that’s not what I meant - Um, let me think
- All I’m saying is… - It’s hard to say

Making and responding to suggestions

Making a suggestion Saying you have no preference

- I thought we could give this - I’m easy. Whatever you like
restaurant a try - I really don’t mind. It’s up to you
- I wouldn’t mind going. How about - I’m not bothered either way
you? - It’s all the same to me
- Do you feel like going out for
dinner?
- D you fancy some sushi tonight?
Asking if the person is free Politely refusing a suggestion
- Are you doing anything tonight? - I’m sorry but I don’t feel up to going
- Have you got anything this out
weekend? - Some other time, perhaps
- What are you up to on Sunday - I’d rather give that a miss, if you
morning? don’t mind

Showing concern, giving and responding to advice

Showing concern Giving advice Responding to advice

- Oh, dear. What’s the - Have you tried talking - Yes, it’s worth a try, I
matter? to him about it? guess.
- I can see why you - Perhaps you ought to - Yeah, that’s a great
are upset. spend more time idea.
- I’m so sorry to hear together. - I might do that.
that. - Maybe you should - Yes, you could be right.
- Oh, no, what a have a serious - Well, I’ve tried that but
shame! conversation. it didn’t work.
- Yeah, I see what - Why don’t you talk to
you mean. her about it?
- Oh, that’s awful!

English C1 43
 Making and asking for recommendations

Asking for recommendations Recommending things

- Do you know any good places to - It’s probably best to take a taxi.
stay? - I’d recommend the bus rather than
- What’s the best way to get around the underground.
the city? - You should definitely visit the
- What about places outside the city museums.
centre? - You really must go to the markets.
- Do you have any other tips?
- What else is worth doing?
Not recommending things Responding to recommendations
- Don’t bother going to the beach. - That’s good to know.
- It isn’t really worth visiting. - That sounds good.
- Don’t take the bus unless it’s - Thanks, that’s really useful.
necessary.
- I wouldn’t eat anything bought in the
street.

Discussion language
Making suggestions Ways of agreeing
- How about having some live - Yes, that sounds like a good idea.
music? - Well, it’s definitely worth a try.
- We could organise a picnic. - That’s not a bad idea.
- What about charging 5€ each? - Yes, that could work.
- Have you thought of asking…? - That’s a brilliant idea.
- I suggest we send an email to
everyone.
Asking to speak Ways of disagreeing
- May I make a suggestion? - I’m not sure about that.
- Can I make a point here? - Sorry, I don’t think we should do that.
- Can I just say something here? - I’m not sure that’s a good idea.

English C1 44
 Task 1. Monologue (4 minutes)

INSTRUCTIONS
Choose 2 or 3 of the following open-ended statements to create a 4-minute monologue. One
statement is recommended to be included. You will have a few minutes to prepare in advance and
you will be provided with a blank sheet of paper on which you may write some ideas. However,
full sentences or long phrases are not permitted. Please submit your notes to the examiners on
completion of the oral exam.

OBSESSIONS

 Explain some benefits and drawbacks of being obsessed with your appearance.

 Compare how some people have become obsessed with tattoos and piercings.

 Analyse why you think people are so keen on food programmes, top chefs, organic food, etc.
*recommended

 Talk about the current fixation on vintage at a time when everything is focused on
technology.

 Describe clean/neat freaks.

 Give reasons why you agree or disagree with the following:

“People have always been obsessed by celebrities. There are just more outlets and
opportunities to make a living exploiting that obsession nowadays.” Don Cheadle

Google images

English C1 45
 Task 2. Dialogue (6 minutes)

INSTRUCTIONS

In this section of the exam, you will have 6 minutes to work together with your partner to discuss
the following task. Using the chart below, please discuss concerns about the Internet (1,000
people were surveyed in the USA by Zogby Analytics). You can give examples, make comparisons
and offer your opinion regarding possible reasons, explanations and consequences.

What is your biggest concern about the Internet?

6 1 Identity theft
5 5%
4%
2 Viruses and
4
12% malware
1
39% Cyber-
3
3 bullying/Stalking
7%
4
Government
surveillance
Behaviourally
5 targeted internet
advertising
2
33%
6 Not sure

http://marketingland.com/

English C1 46
 Extra tasks

English C1 47
 Reading comprehension - Task 3

Instructions
 Read the following text and answer the questions (21-30) on the next page.
 Choose the best option from A-C.
 Write your answers on Answer Sheet 1 (Task 3).

JOURNALISM FIGHTS FOR SURVIVAL IN THE POST-TRUTH ERA

The news media is in trouble. The advertising-driven business model is on the brink of collapse. Trust in the
press is at an all-time low. And now those two long-brewing concerns have been joined by an even larger
existential crisis. In a post-fact era of fake news and filter bubbles, in which audiences cherry-pick the
information and sources that match their own biases and dismiss the rest, the news media seems to have
lost its power to shape public opinion.

It’s worth remembering, though, that as recently as 30 years ago, people worried that the press had entirely
too much power. In 1988, Edward Herman and Noam Chomsky published a book called Manufacturing
Consent, which argued that the US media puts a straitjacket on national discussion. The news, they argued,
was determined by the small handful of media corporations capable of reaching a mass audience—a huge
barrier to entry that kept smaller, independent voices out of the conversation. The corporations’ business
model relied on national-brand advertisers, which tended not to support publications or stories they found
controversial or distasteful. And journalists relied on the cooperation of high-ranking sources, a symbiotic
relationship that prevented the press from publishing anything too oppositional. As a result, Chomsky and
Herman wrote, “the raw material of news must pass through successive filters, leaving only the cleansed
residue fit to print.” The result was a false national consensus, one that ignored outlying facts, voices, and
ideas.

In the three decades since Herman and Chomsky leveled their critique, almost every aspect of the news
industry has changed. National-brand advertising has given way to automated exchanges that place ads
across thousands of sites, regardless of their content. Politicians no longer need to rely on journalists to
reach their audiences but instead can speak to voters directly on Twitter. In fact, the ability to reach a
national audience now belongs to everyone. There is nothing to prevent fringe ideas and arguments from
entering the informational bloodstream—and nothing to stop them from spreading.

These developments have upended the business logic that once pushed journalists toward middle-of-the-
road consensus. When there were only three national news broadcasts, each competed to attract the
broadest audience and alienate as few potential viewers as possible. But with infinite news sources,
audiences follow the outlets that speak most uniquely to their interests, beliefs, and emotions. Instead of
appealing to the broad center of American political opinion, more news outlets are chasing passionate
niches. As media theorist Clay Shirky says, they can’t rely on captive viewers but always have to hunt down
new ones, “recruiting audiences rather than inheriting them.”

These trends have been in place since the dawn of the internet, but they were supercharged over the past
couple of years as social media—and especially Facebook—emerged as a major news source. Media
professionals’ already-eroding power to steer the national conversation has largely vanished. Before social
media, a newspaper editor had the final say as to which stories were published and where they appeared.
Today, readers have usurped that role. An editor can publish a story, but if nobody shares it, it might as well
never have been written.

If readers are the new publishers, the best way to get them to share a story is by appealing to their
feelings—usually not the good ones. A recent paper in Human Communication Research found that anger

English C1 48
 was the “key mediating mechanism” determining whether someone shared information on Facebook; the
more partisan and enraged someone was, the more likely they were to share political news online. And the
stories they shared tended to make the people who read them even more furious. “You need to be radical
in order to gain market share,” says Sam Lessin, a former vice president of product management at
Facebook. “Reasonableness gets you no points.”

In other words, we have gone from a business model that manufactures consent to one that manufactures
dissent—a system that pumps up conflict and outrage rather than watering it down.

This sounds dreadful. Heck, it is dreadful. But the answer is not to wish for the days when a handful of
publications defined the limits of public discourse. That’s never coming back, and we shouldn’t want it to.
Instead, smart news operations, like the ones profiled in these pages, are finding new ways to listen and
respond to their audiences—rather than just telling people what to think. They’re using technology to
create a fuller portrait of the world and figuring out how to get people to pay for good work. And the best
of them are indeed creating really, really good work. As the past 30 years of press history shows, everything
changes. Great journalism helps us understand how and why things change, and we need that now more
than ever.

https://www.wired.com/2017/02/journalism-fights-survival-post-truth-era/

Questions
Question 0 is an example.
0. The article begins by claiming that …
 a) the current model is failing.
b) the news media won’t survive.
c) advertising is ruining the media.

21. Traditional news media…

a) leads audiences to consider all sources.
b) aims to keep audiences informed by providing many choices.
c) is regarded differently nowadays.

22. 30 years ago the US news…

a) was thought to be more objective.
b) banned independent sources from reporting on what they wanted.
c) was too dependent on certain sources.

23. According to Herman and Chomsky, the model…

a) created unflawed national census.
b) was unlimited owing to the checks.
c) left out important information.

24. The last three decades have given rise to…

a) emphasis on special ad content.
b) basically a lack of content control.
c) a larger role for journalists.

25. The middle of the road consensus…

a) is no longer a viable means for journalists.
b) helps audiences discover their beliefs.
c) has led viewers to have fewer specialised interests.

English C1 49
 26. The writer claims that…
a) Facebook has completely taken over the news market.
b) editors have to rely on readers to spread their stories.
c) the power of media professionals has just started to decline.

27. According to the text…

a) when readers are cool-headed it is useful when spreading stories.
b) if readers are supporters of a political party, they are angrier.
c) angry political supporters have a tendency to share more news.

28. Compared to the previous model, the new model…

a) has achieved an opposite effect.
b) encourages business.
c) has led to agreement.

29. This awful situation…

a) implies a desire for the old model.
b) could have beneficial results.
c) is becoming too complex to deal with.

30. To conclude, the writer…

a) encourages the reader to be pessimistic.
b) admits the system mishandles technology.
c) points out the necessity of having journalists.

English C1 50
 Reading comprehension - Task 1

Instructions
 Read the following interview from which the questions have been removed.
 Read the questions on the next page (A-L). Match them with their corresponding gap (1-10).
 There is one extra question you do not need to use.
 Write your answers on Answer Sheet 1 (Task 1)

BRUCE DERN: “YOU´VE GOT TO KEEP ACCELERATING”

0 __________________A_______________________________
No, it was an act of disillusion! I was a runner, I tried to make the Olympic team in 1956 — but I did not. I
wasn’t nearly good enough actually, but a lot of people thought I was. And I was very disillusioned with
that and also with college, I wasn’t getting anything out of it, and so I started going to a lot of movies. I
was very affected by cinema; the people that were on the screen touched me. I decided I wanted to act
and so I came up with this plan: go to New York, try and become a member of the Actors Studio, and try
to work for Mr. Kazan.

1_________________________________________________
Surprisingly l was able to achieve all of that within a matter of about five months! At the time, the Actors
Studio was all about human behaviour and the human condition. They wanted to build an instrument —
so for the first year and a half I was not allowed to do any scene where I had dialogue. They wanted me to
learn how to draw from everything that was going on within me. That really pointed me in the right
direction.

2 _________________________________________________
It fascinated me so much that I decided to dedicate my life to trying to play roles that had to do with why
we behave like we do, particularly in times of crisis. The ability to start from just the machinery and
everything inside my own body, my heart, my mind before thinking about other people’s words was
fabulous for me.

3 _________________________________________________
First, avoid intimidation. You’ve got to learn how to dance around that, you’ve got to stay in your own
zone. Second, trust yourself. You are interesting and unique because it’s you. It’s nobody else. Copying
other performers and all that is horseshit. Third, take risks. I took a lot of risks in doing parts that other
guys weren’t really interested in doing. I played a lot of crazy people and I played a lot of guys that were
vengeful.

4 _________________________________________________
Well, not exactly difficult, but first of all I think all actors have to be dreamers. I think every citizen of
every kind of society has to dream. If you stop dreaming, it’s over. And second, I realised that acting is a
marathon. Early on in my career I realised, there is the top of the building and on the side of the building
is a huge ladder. You’ve got to climb that ladder a step at a time. So it became very clear to me that acting
is a marathon, the career is a marathon. And in the marathon, no one starts racing until we’ve all gone at
least 16 miles.

English C1 51
 5 _________________________________________________
Yes, it definitely is. You have to put in time, learn more and more about yourself as an actor and what the
medium can offer you. When I first went to Hollywood, the last thing that Mr. Strasberg and Mr. Kazan said
to me after they wouldn’t let me go for three years was: “Now when you go, you are not a conventional
leading man, so it’s going to be a long haul for you. You know you are going to go out there and play the
fifth cowboy from the right. You just make sure you´re the most interesting fifth cowboy from the right
anybody ever saw.” (Laughs) But also — you don’t come here to get an Oscar, for Christ’s sake.
6 _________________________________________________
And it took us 10 years to start making it! (Laughs) First, the director Alexander Payne, couldn’t convince
the investors of me, but I was his only choice so eventually he got his way. And then we wanted to do the
film in black and white. But they wouldn’t do it for the initial budget of 25 million. So finally they said, “Go
ahead and make your movie about an old guy in a flyover state, hire Dern and shoot it in black and white
— but make it for $11 million!” Alexander and I looked at each other and the decision was easy. I mean,
we learned to make movies in 10 days for $180,000. We could’ve made five films for a million! (Laughs)

7 _________________________________________________
When I first came to Hollywood, I remember seeing these actors that were really old men and used to star
in John Ford’s films. And I said, “You know what? I want to do a quarter of a century longer than they did
because nobody’s ever really bothered — except two or three times — to tell stories about 80 to 95 year
old men!” And why not? Goddamn it I´m still here! I can still remember my lines; I don’t need cue cards or
anything like that. I’m not in an alcoholic stupor or whatever it is. I want to go in! It’s down the road, it´s
what’s ahead of you, not what’s behind.
8 _________________________________________________
Well, for me running is a metaphor for life. Look at the dynamic of an 800-meter run: everybody runs
together the first lap and the second lap you have to make a move! And when you make that move, you
better be able to sustain gathering speed all the way to the finish line, because if you guess wrong, they
are all going catch you before the line. And so you’ve got to keep accelerating! And that’s what makes it
fun.

9 _________________________________________________
Yes, I still do. I was one of the grandfathers of the ultra-long-distance running movement in America,
taking it way up above a marathon. I’ve probably run over 300 marathons in my career and I still run every
day. I still run in competition in the 75 to 79 age group. I’m excited now because I just turned 80 and I’ll be
in a new age group. I’ll be the youngest guy in the age group! Before I always had to beat guys that are 75,
76.

10 _________________________________________________
I have a great excitement about what the future holds in the business, and me as a part of it. Do I get calls
every day to be in something? No. Would I like that? No. But at the same time, I want to work, I am never
happier than when I’m on film. Runner’s World did a big story on me and the guy asked me at the end of
the interview: “Why do you keep running? You did everything in this sport, there is really nothing more or
new you can do.” And I said, “You’re wrong. There is still something you can do.” And he said, “Well, what
would that be?” I answered just two words: “Run farther!”

Adapted from http://the-talks.com/interview/bruce-dern

English C1 52
 Questions
Question A is an example.

POSITION IN
THE TEXT

Mr. Dern, you were born into a conservative family. Was moving to New York
A to pursue acting a kind of rebellion? 0

B Do you still run?

C Another quarter century? You weren’t kidding about it being a marathon…

Well they were right. It wasn’t until you were 77 and you played the lead role
D in Nebraska that you received wide recognition and your first Oscar
nomination for Best Actor.

E How did your plan work out?

F It seems like age suits your acting very well. It adds another layer.

It seems like a very healthy growth experience. What other observations did
G you make at the time that have stayed with you?

H You seem to have quite a lot of energy for the future.

I In what way?

J Has any family member influenced your career?

K Patience is a virtue in the film industry.

But then it took quite some time before you stopped being typecast as the
L villain. Was it ever difficult to come to terms with that time of your life?

English C1 53
 Reading comprehension - Task 2

Instructions
 Read the following text carefully and answer the questions (11-20) on the next page.
 Choose the best option from A-C.
 Write your answers on Answer Sheet 1 (Task 2).

Can newspapers do anything to stop the advertising exodus?

In August last year a consortium of Britain’s leading national newspaper publishers launched an advertising
campaign to draw attention to the merits of their titles as platforms for advertising. It was an
unprecedented initiative. The very fact that six highly competitive rivals were willing to bury their hatchets
showed the depth of the problem. They needed advertisers, and most especially their media agencies who
book ads for them, to think again about having turned their backs on newspapers.
But the campaign failed. Newspaper groups are reporting further reductions in ad revenue, with falls in
money made from print ads in early 2016 even worse than already gloomy predictions and digital far from
taking up the slack. The outlook for summer looks anything but sunny.
Why should this be? Newspapers may be losing readers for their print versions, but they attract huge online
audiences. The figures are a matter of record. And more than 7 million people still buy a newsprint paper
in the UK each day while a further 2 million pick one up free.
Looking across both digital and print platforms, some 46 million people read a news brand each month.
That is a mighty slice of the country’s overall population. As Rufus Olins, chief executive of Newsworks, the
marketing body for national papers, points out, that is “even more than the number of people who use
Google in the UK”.
Advertisers surely know those figures but many are ignoring them. There are conflicting views about the
reasons. Some believe there is a structural problem because creative agencies tend to outsource
responsibility for media planning. They say planners, who buy space cheaply and sell it back to agencies at
a profit, fail to act in the advertisers’ best interests. Others think a disconnect exists between agencies and
their clients, with agencies having become overly convinced about digital technology’s advantages in
reaching audiences.
Advertisers are drawn to the shiny new world of digital, but ads in papers have been a key component in
brand creation down the years. Self-styled “ad contrarian” Bob Hoffman contended at a Newsworks
conference last month that no brands have been built by online advertising.
Then there is the problem of advertisers’ obsession with youth, which has been identified by David
Wheldon, chief marketing officer of RBS, who says it runs counter to the reality of economic power. While
80% of ads are aimed at young people, some 80% of money is spent by people over 40. Note also that
London-based media agencies tend to be staffed by the young.
Print is also losing out to television. Despite the fragmentation of TV and the relatively high cost of screen
ads, advertisers seduced by fame are still prepared to spend on the medium, thereby reducing the budget
available for buying space in print, which they have come to regard as “legacy media”.
Then there is the significant halt in the rise of digital advertising for news brands. One possible problem
there has been the growth in adblocking.
Last month, the Internet Advertising Bureau found that 22% of Britain’s adult web users were using
software to strip ads from digital content, up from 15% eight months before. Another survey discovered
that more than 40% of people aged under 35 were using mobile adblockers. They do so, evidently, because
they find ads interruptive and/or annoying.

English C1 54
 Wheldon, who is also president of the World Federation of Advertisers, argued in a speech to an Isba
conference last month that the best response was for advertisers to improve the quality of their ads. That
may be somewhat idealistic.
More positively, both Wheldon and Olins stress that there are advertisers who still see virtue in print
advertising. It is regarded as the most effective medium for Waitrose, for example, and John Lewis remains
faithful to print too. One of the world’s most successful digital companies, Apple, has also been happy to
advertise in “old media”.
Olins says: “I certainly don’t think it’s all gloom and doom. I’ve spoken to many people who believe the
exodus from print is overdone and we are reaching a more stable point in relation to ad spend.”
His final claim may be more than a little optimistic because that tipping point, if there is to be one, may yet
be a way off. In an address to the Isba conference, its president, Simon Litherland, began by speaking of
“another eventful and challenging year for UK advertisers”.
Turning to the immediate future, he predicted that the pressures would increase, notably because of the
continuing slowdown in the global economy and, in specific British terms, due to the economic uncertainty
caused by the EU referendum.
If newspaper advertising, the lifeblood of British journalism for the best part of 200 years, is not to dry up
completely, publishers must find new ways to convince advertisers that they have audiences worth
targeting. And quickly.
http://www.theguardian.com/media/2016/apr/03/advertisers-print-newspapers-adblocking

Questions
Question 0 is an example.

0. The advertising campaign organised by some of Britain’s leading newspaper publishers…

 a) was the first of its kind to be launched.
b) will be repeated in August every year.
c) was viewed negatively by other newspapers.

11. The advertising campaign was launched in order to…

a) limit rivalry between Britain’s most prestigious newspapers.
b) encourage advertisers to see the value of newspapers for advertising.
c) increase the newspapers’ level of popularity among readers in general.

12. The predictions made for revenue from print ads in 2016 were…
a) not as negative as the real figures.
b) more positive than had been expected.
c) far more negative than those for digital ads.

13. Rufus Olins mentions Google to illustrate…

a) how printed newspapers will still continue to be of great value in the future.
b) how the internet is considerably more effective than printed newspapers nowadays.
c) the significant number of people who still read newspapers in their various formats.

14. According to the article, the problem may have been caused…
a) because planners are no longer interested in considering the interests of readers.
b) by agencies’ overconfidence in the effectiveness of alternative platforms for advertising.
c) by the decrease in the cost of advertising space offered to advertisers in newspapers.
English C1 55
 15. Ads in newspapers…
a) have an advantage over digital formats.
b) are no longer creating brands.
c) offer more components than digital ads.

16. Statistics that show who buys newspapers nowadays reveal…

a) how older people are targeted because of their economic power.
b) that young people have a greater economic influence nowadays than in the past.
c) that ads often fail to target those who are most likely to buy products or services.

17. The writer says that TV…

a) draws in advertisers who are willing to pay the price.
b) is surely the most effective way to advertise.
c) is being used with print advertising equally.

18. The increase in adblockers…

a) might be stopped by making better ads.
b) is unlikely caused by the ads themselves.
c) is definitely an unstoppable trend.

19. According to the text…

a) advertisers are unlikely to face such a demanding year.
b) print advertising is still considered to be effective by most advertisers.
c) Olin’s claim of reaching a stable point in ad spending may have come too soon.

20. To attempt to resolve these problems, newspaper publishers…

a) had better act fast so newspaper advertising can survive.
b) should try to focus on other audiences instead.
c) need to reconsider what the lifeblood of journalism is.

English C1 56
 Reading comprehension - Task 3

Instructions
 Read the following text and answer the questions (21-30) on the next page.
 Choose the best option from A-C.
 Write your answers on Answer Sheet 1 (Task 3).

Stop telling us to switch off – we live in a digital culture now

I left my house without my phone the other day and could not be bothered to go back to get it. “Sure, I can
be totally disconnected for a day,” I thought to myself. “It will be good for me.”
It’s a long time since I have been phoneless. It’s not as if I am a teenager who feels her phone to be a
necessary limb, is it? It would surely mean that I would be truly in the moment; not distracted by social-
media froth, not needing to know the news as it happens, unable to answer emails or text various offspring
my various and inane instructions. Instead, I would be in the world, communicating deeply and authentically
with it. Poor world. For I awaited this cliched epiphany of disconnection. I wanted to say that everything
was more meaningful now that I was no longer “elsewhere” (ie online). I wanted to feel the moral
superiority, or at least maturity, of those people who proudly announce they don’t do
Facebook/Twitter/Instagram in the same way they once would have announced they didn’t watch TV.
Actually, nothing much happened except I had no clue what time it was, and I realised I have no memory
of anyone’s number or address any more, or any idea of where I was, but I managed. The best thing was
that I probably read more of my book than usual. Er … that’s it.
Virtual untethering is mostly virtue signalling. It is deemed good for the soul by just about everyone who
talks about social media on social media. Apparently we can reclaim a sense of self, freedom and creativity
when we stop our online dependency. We engage more fully and at a deeper level in our personal
relationships. We can focus better and concentrate more. All of this is taken as a given by just about
everyone who talks about the digital world. In other words, the thing many people do is inherently bad for
us.
In France, François Hollande’s Socialist party is about to vote through a measure that will give employees
in companies of more than 50 people the “right to disconnect”. It is assumed that this means workers –
especially in tech companies – cannot be emailed at weekends or evenings, allowing them to switch off
from professional life. This is an interesting, if unworkable, extension of worker rights; unworkable, some
say, because these same companies will be competing with India and China. Others see this as the laudable
French recognition of la dolce vita. It is interesting that la dolce vita now consists of the “authentic” civility
of the family meal, the modest consumption of fine wines and now digital disconnection. The French appear
to represent simultaneously both nostalgia and aspiration for a life most of us cannot achieve. For they
cannot achieve it themselves.
The idea, however, that a law has to stop us being permanently connected is revealing. The entire narrative
around our online lives remains always punitive. It is an unchanging language of addiction, excess,
dependency and stress. The only other everyday activity that we talk about as so unhealthy is eating: thus
the digital detox becomes an actual thing. The rise of activities such as mindfulness or yoga is all about the
promise to reconnect to our true, unmediated selves. Get the app!
While accepting that there is simply too much information, that we can get hooked into bad habits, there
has to be another way of thinking about all this without the “Stop the world! I want to get off” model. Ten
years ago, all sorts of people were giving fairly apocalyptic warnings about where this online dependency
would lead. We were warned of depression and detachment, of a world where no attention could ever be
sustained. We would no longer pause or reflect. All of us would just be looking for instant dopamine hits
online. And yet, it seems very few actually have opted out, and that opting out is something of a privilege.
We no longer use phrases such as “digital natives”, because now we simply live in a digital culture. All the
eye-rolling over teenagers having an umbilical attachment to their phones is somewhat pointless, isn’t it?

English C1 57
 It is possible to accept that social media may cause anxiety and unhappiness and that those networks do
not often work out equally, but we surely have to move away from always opposing the real world to the
online world. They are integrated. These huge shifts have reshaped the presentation of self, who and what
we have access to, the boundaries between work and leisure, the very concept of privacy. It has happened.
Simply telling people to switch off from a bad thing is unrealistic.
Indeed, it was in France where I saw the absolute necessity of connection. In the refugee camps, one of the
things people desperately want is Wi-Fi. Their phones are their lifelines, their connection to where they
come from and where they are going.
Social media for some people is about more than pictures of hamsters in jumpers, although there is never
anything wrong with family pets in knitwear. The contemporary dolce vita may not be about being either
switched on or switched off, it may be about learning to live with those distractions.

https://www.theguardian.com/technology/commentisfree/2016/may/11/stop-telling-us-to-switch-off-we-live-in-a-digital-culture-now

Questions
Question 0 is an example.

0. The writer says that she …

 a) didn’t go back for her phone in the end.
b) was irritated because she had forgotten her phone.
c) would be lost without her phone.

21. The writer suggests that…

a) a teen would find it more complicated to be in her situation.
b) she thought she wouldn’t enjoy being phone-free for a while.
c) her children wouldn’t mind not receiving her texts.

22. After some reflection…

a) she realised she didn’t want to do Twitter, etc. any longer.
b) she felt overjoyed that she was able to read more.
c) admitted she was able to get by but it was not as expected.

23. Some so-called social media experts…

a) think that by nature it is good to be connected with others online.
b) feel people’s dependency on the Internet decreases productivity.
c) claim our personal relationships cannot prosper if we are too dependent.

24. The measure by France’s Socialist party…

a) is regarded by some as unrealistic.
b) could likely lead to better competition with India and China.
c) will allow workers to decide when to connect.

25. The ideal of la dolce vita…

a) may be achieved by the majority of people.
b) is only about switching off from digital media.
c) is not as genuine as some people believe.

English C1 58
 26. The illustration of our online lives suggests…
a) some activities like yoga may enable people to connect better with others.
b) you need to use technology in order to actually get away from it.
c) there are loads of daily activities that are just as harmful to our health.

27. The act of ‘opting out’…

a) is happening just like people predicted 10 years ago.
b) may mean we are coming to terms with the negative effects.
c) hasn’t really been feasible in general.

28. The expression ‘digital native’…

a) is no longer relevant in today’s society.
b) is especially used to refer to teenagers.
c) shows the extent to which we are all connected to technology.

29. According to the text…

a) it is worth trying to separate the real world and the online world.
b) basic life concepts have now been inevitably combined.
c) social media and anxiety go hand in hand in general.

30. The writer concludes that…

a) it is a black and white situation.
b) a balance needs to be reached.
c) distractions are the most important part of a good life.

English C1 59
 Listening comprehension - Task 4
You will hear an interview with Sara Khan, a Muslim women’s rights activist.

Instructions:
 Listen carefully and answer the following questions (22-30) according to what the speaker says.
 You must choose one option from the three options given for each question.
 The options will use different words to what the speakers actually say.
 Write your answers on Answer Sheet 2 (Task 4).
From: http://www.bbc.co.uk/programmes/

22. Sara’s father came to the UK with…

a. a sibling.
b. a teenage wife.
c. a legal work permit.
23. Sara’s father phoned Sarah while on maternity leave because…
a. he was worried about his daughter’s health.
b. he wanted to help look after his new granddaughter.
c. he was worried that Sarah was taking too much time off work.
24. When Sara’s mother came to the UK, she was…
a. only a teenager.
b. already married.
c. twenty years old.
25. Sara’s mother …
a. was a committed Muslim.
b. did not fit her cultural upbringing.
c. supported traditional arranged marriages.
26. Sara knows that a lot of Asian mothers…
a. have travelled far to escape arranged marriages.
b. are concerned their daughters will lose their Muslim faith.
c. want their daughters to have the opportunities they didn’t have.
27. As a child, Sara illustrates how…
a. Bradford teenage girls needed to be tough.
b. different her lifestyle was from other Asian girls.
c. she resented not being able to do what she wanted.
28. Sara’s experience at school was…
a. not exempt of racism.
b. traumatic and frustrating.
c. definitely enjoyable and fulfilling.
29. Sara’s family…
a. were not very chauvinistic.
b. still felt patriotic towards Pakistan.
c. were profoundly devoted to Britain.
30. Sara doesn’t tolerate…
a. Muslim intolerance.
b being defined by others.
c. being rejected by bigots.

English C1 60
 Listening comprehension - Task 1
You will hear the first part of a talk by Michael Norton, on ‘How to buy happiness’.

Instructions
 Listen carefully and answer the following questions (1-8) according to what the speaker says.
 You must choose one answer from the three options given for each question.
 Write your answers on Answer Sheet 2 (Task 1).
From: https://www.ted.com

9. What does Norton claim about the phrase ‘money can’t buy happiness’?
a. If people believe that, they’re not spending it correctly.
b. It helps to sell a lot of self-help books.
c. It’s only a Christian belief.

10. According to Norton, what happens when people win the lottery?
a. They die sooner.
b. They end up in the red.
c. They become shopaholics.

11. Why did Norton find people’s reaction to the lottery article surprising?
a. They refused to believe the article was true.
b. It didn’t make them reflect on the problem.
c. They thought the winners were dumb.

12. What did Norton find when people began to fantasise about winning the lottery?
a. People went on spending sprees.
b. Very few people invested their money.
c. A lot of people were mean and unkind.

13. What was the aim of the experiment they designed?

a. To find out what would happen if people spent money on others.
b. To determine how much people would lie about money.
c. To investigate spending trends among graduates.

14. What did they want to know about the people they were recruiting for the experiment?
a. How content they were.
b. If they wanted to spend money.
c. What they experienced when they received money.

15. Did the people spend the money how they were supposed to?
a. Only when they were asked to spend it on themselves.
b. Only if the money they spent was five dollars.
c. They followed the instructions as required.

16. What was one of the findings of the experiment?

a. People spent more money on themselves than others.
b. A lot of people bought luxury items that they normally wouldn’t.
c. Some people bought the same thing for themselves as for others.

English C1 61
 Listening comprehension - Task 2

You will hear a talk on sleep by Jessa Gamble, a science writer, titled: ‘Our natural sleep cycle is
nothing like what we do now’.

Instructions

 Listen carefully and complete the statements (9-15) below with one or two
words, according to what the speaker says.
 The wording of the sentences below is slightly different from what you hear.
 However, the word(s) you write must be exactly the same as what you hear.
 Write your answers on Answer Sheet 2 (Task 2).

From: https://www.youtube.com/watch

9. When you fly a crab__________ a continent, it still responds to its home tide.

10. Crabs are not paranormal, they simply respond to their __________cycles.

11. Volunteers come out excited about how__________time has been in the hole.

12. It _______ _______ that having a body clock is really important.

13. Our species has__________ to every corner of the world.

14. What would our natural rhythm look like, and our _______ _______ be like?

15. People in the study realise what true__________ is for the first time.

English C1 62
 Listening comprehension - Task 3

You will hear five people talking about public funding of television.

Instructions

 Choose which statement (16-21) corresponds to each speaker (1 to 5).

 There is one extra statement you must identify (in the ‘extra’ box).
 The comments have been rephrased and summarised and may not contain the actual
wording of the speakers.
 Write your answers on Answer Sheet 2 (Task 3).

From: http://www.bbc.co.uk/

Statements Speakers
1 2 3 4 5 extra
16. A subscription would guarantee independence
of public television.
     
17. The BBC has so many channels because it is
overfunded.
     
18. Public television plays a necessary cultural-
educational role.
     
19. There is international debate on public funding
of television.
     
20. The BBC would be in danger if people were not
made to pay for it.
     
21. Some people think it’s worth paying a license
fee to get TV free-of-advertising.
     

English C1 63
 Listening comprehension - Task 4
You will hear an interview with Kimberley Mangleshot, talking about women’s triathlon.

Instructions:
 You must choose one option from the three options given for each question.
 The options will use different words to what the speakers actually say.
 Write your answers on Answer Sheet 2 (Task 4).
From: http://www.bbc.co.uk/programmes/

22. The interviewer points out that triathlon has been viewed in the past as…
a. an endurance event for specialists only.
b. a mid-life sport people take up for fun.
c. a predominantly male sport.

23. Kimberly explains that pool based sprints…

a. are much tougher than a marathon.
b. do not necessarily include the three disciplines.
c. cover shorter distances than an ironman triathlon.

24. Kimberly believes that pool based sprints are a good way to…
a. see if you like the sport.
b. get fit for competition.
c. meet people like you.

25. Since triathlon has so many disciplines, …

a. it’s easier to pick up an injury.
b. it’s not as boring as a single discipline.
c. you need expert training in all of them.

26. Kimberley missed an event because…

a. she got ill.
b. she over trained.
c. she only had five weeks to train.

27. Kimberly loves the sport because…

a. it’s so challenging.
b. it’s time for herself and fun.
c. it has given her a sense of fulfillment.

28. How much you should train depends on…

a. how committed you are.
b. how much you can physically endure.
c. the distances involved in the triathlon.

29. An important external factor for a triathlete is…

a. the support family and friends give.
b. a solid organisation behind events.
c. official recognition of the sport.

30. Kimberley thinks that people shouldn’t…

a. worry so much about what other people think.
b. criticise women who do sport as posers.
c. just watch. They should participate.

English C1 64
 Writing - Task 1
Instructions
 You would like to apply for a study abroad programme at the University of Westminster in
London. Read the information below and follow the guidelines. Write your formal letter of
application.
 Use between 180 and 220 words following the instructions that are indicated.
 Use Answer Sheet 3 (Task 1) for your final draft.

UNIQUE. GLOBAL. ADVENTURE

If you think this is the experience you are looking for then joining one of our study abroad
programmes is for you.

With the option to study or intern for the summer, semester or year our study abroad
programmes will immerse you in the life of both the University and London, giving you the
chance to travel to exciting destinations, gain insights into another culture, make lifelong
friends and enhance your career prospects.

https://www.westminster.ac.uk/international/study-abroad

Please include the following information:

 make a brief introduction of yourself

 the best option for you and state what attracts you to this programme
 your previous academic and/or work experience
 how this programme fits into your plans for the future
 ask any questions you may have and make a closing statement

English C1 65
 Task 2

Instructions
 Read both of the options below.
 You must write a text between 220 and 250 words following the instructions indicated
below.
 Choose ONE option.
 Use Answer Sheet 3 (Task 2) for your final draft. Do not forget to mark your chosen option
(A or B) in the space indicated.

Option A
Essay
You have read the following information online about living together.

Over the last decades, patterns in partnership formation and living arrangements have changed significantly
in most OECD (Organisation for Economic Cooperation and Development) countries. In general, marriage
rates have declined and divorce rates increased, and increasingly cohabitation is used as a stepping stone
for marriage or as a stable alternative to it.
www.oecd.org/els/soc/SF3_3_Cohabitation_rate_and_prevalence_of_other_forms_of_partnership_Jan2013.pdf

You decide to write an essay for your class.

How living together is becoming more common

Please include the following information:

 introduce the topic properly
 mention how living together is becoming more common and how it may change in the
future
 discuss the possible positive and negative consequences of this trend
 make a conclusion and state your opinion

Option B

Narrative
You are interested in making a submission to your university’s newsletter.

A turning point in my life

Write a narrative describing your experience.

Please include the following points:

 mention details about the situation, surroundings, people and feelings
 use narrative tenses: past simple, past continuous, past perfect, past perfect continuous
 use appropriate time expressions and vocabulary
 use an informal style

English C1 66
 Task 1. Monologue (4 minutes)

INSTRUCTIONS
Choose 2 or 3 of the following open-ended statements to create a 4-minute monologue. One
statement is recommended to be included. You will have a few minutes to prepare in advance and
you will be provided with a blank sheet of paper on which you may write some ideas. However,
full sentences or long phrases are not permitted. Please submit your notes to the examiners on
completion of the oral exam.

ADVERTISING

 Explain some beneficial and harmful effects of advertising.

 Compare how advertising trends have changed over the last 20 years.

 Analyse how/why online advertising has become so powerful. *recommended

 Describe an advertisement that you remember.

 Explain how you feel about celebrity endorsements.

 Give reasons why you agree or disagree with the following:

“Good advertising does not just circulate information. It penetrates the public mind with
desires and belief.” Leo Burnette

Google images

English C1 67
 Task 1. Monologue (4 minutes)

INSTRUCTIONS
Choose 2 or 3 of the following open-ended statements to create a 4-minute monologue. One
statement is recommended to be included. You will have a few minutes to prepare in advance and
you will be provided with a blank sheet of paper on which you may write some ideas. However,
full sentences or long phrases are not permitted. Please submit your notes to the examiners on
completion of the oral exam.

SOCIETY

 Explain the advantages and disadvantages of being your age in today’s society.

 Compare how Spanish society has changed over the years.

 Analyse the most common problems facing society nowadays. *recommended

 Talk about improvements you would like to see in Spanish society.

 Explain how consumerism could be harming our society.

 Give reasons why you agree or disagree with the following:

“Knowledge is power. Information is liberating. Education is the premise of progress, in
every society, in every family.” Kofi Annan

Google images

English C1 68
 Task 1. Monologue (4 minutes)

INSTRUCTIONS
Choose 2 or 3 of the following open-ended statements to create a 4-minute monologue. One
statement is recommended to be included. You will have a few minutes to prepare in advance and
you will be provided with a blank sheet of paper on which you may write some ideas. However,
full sentences or long phrases are not permitted. Please submit your notes to the examiners on
completion of the oral exam.

TRENDS

 Explain the advantages and disadvantages of new trends in technology.

 Compare how education trends have changed over the last 50 years.

 Analyse how trends in fashion affect society.

 Describe current trends in entertainment (music, books, films…).

 Explain the most important trends in your career field. *recommended

 Give reasons why you agree or disagree with the following:

“All cities do face similar, significant trends in the future. Most importantly global warming
and climate change.” Cate Blanchett

Google images

English C1 69
 Task 2 Dialogue (6 minutes)

INSTRUCTIONS
In this section of the exam, you will have 6 minutes to work together with your partner to discuss
the following task. Using the chart below, please discuss the division of labor in households with
two full-time working parents in the USA. You can make comparisons with Spanish society and
other societies, while offering your opinion of possible reasons, explanations and consequences.

http://www.pewsocialtrends.org/

Keys
READING COMPREHENSION KEY

English C1 70
 Page 11 - TASK 1
O-A 1-C 2-E 3-G 4-B 5-H 6-D
Page 14 - TASK 2
0-C 7-B 8-C 9-C 10-B 11-A 12-C 13-B
Page 46 - TASK 3
0-B 14-A 15-B 16-C 17-B 18-C 19-B 20-B
Page 48 - TASK 1
0-A 1-D 2-C 3-B 4-H 5-G 6-F
Page 50 - TASK 2
0-C 7-B 8-A 9-A 10-B 11-B 12-C 13-B
Page 52 - TASK 3
0-B 14-A 15-B 16-A 17-C 18-C 19-A 20-B

LISTENING COMPREHENSION KEY

Page 24 - TASK 1
1-E 2-F 3-A 4-B 5-D
Page 25 - TASK 2
6-B 7-A 8-C 9-B 10-A 11-B 12-A 13-C
Page 54 - TASK 3
14-C 15-A 16-B 17-B 18-C 19-A 20-B
Page 55 -TASK 1
1-E 2-F 3-C 4-A 5-B
Page 56 -TASK 2
6-C 7-A 8-A 9-A 10-B 11-A 12-C 13-A
Page 57 -TASK 3
14-A 15-C 16-C 17-B 18-B 19-A 20-C

English C1 71