Cambridge Practice Tests for First Certificate 1 SELF-STUDY EDITION Paul Carne Louise Hashemi and Barbara Thomas CAMBRIDGE UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE ‘The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA. 10 Stamford Road, Oakleigh, VIC 3166, Australia Ruiz de Alarcn 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa hetp:fiwww.cambridge.org, © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Seventh printing 2001 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49895 3 Student's Book ISBN 0 521 49896 1 Self-study Student's Book ISBN 0 521 49897 X Teacher's Book ISBN 0 521 49898 8 Class Cassette SetContents Thanks ui Acknowledgements vii Introduction — 1 Study notes Papert 4 Paper2 9 Paper3 12 Paper 4 17 PaperS 20 FCEtopics 28 Taking the exam = 29 The Practice Tests Test 1 34 Test2 60 Test3 86 Test4 112 Keys and Tapescripts Test1 137 Test2 151 Test3 161 Test4 171 Visual materials for the Speaking Test centre pages Sample answer sheets 151Introduction What is FCE? ‘The First Certificate in English (FCE) is an examination at intermediate level which is offered by UCLES (the University of Cambridge Local Examinations Syndicate). This book contains four practice tests which are very similar to the exam. You can use them to help you prepare for FCE. If you want more information about FCE and you cannot find it in this book, you should write to UCLES, 1 Hills Road, Cambridge CB1 2EU, England. FCE consists of five papers, each carrying 20 per cent of the total marks. Paper 1 Reading You have 1 hour 15 minutes to answer the questions on the answer sheet provided. There are four parts, each containing a text and some questions. You are asked different kinds of questions in each part. There are 35 questions altogether. Paper 2 Writing You have 1 hour 30 minutes to write your answers on the answer sheet provided. You have to answer two questions. There is no choice in Part 1 but in Part 2 you can choose between four questions. One of these is about set books and you will only be able to answer this if you have prepared for it. Paper3 Use of English You have 1 hour 15 minutes to answer the questions on the answer sheet provided. There are five different tasks which test your understanding and control of English grammar and vocabulary. There are 65 questions altogether. Paper 4 Listening You have 40 minutes to listen and answer the questions on the answer sheet provided. There are four parts ~ two parts contain long texts and the other two contain several short texts. You are asked different kinds of questions in each part. There are 30 questions altogether. Paper 5 Speaking The Speaking Test lasts for about 15 minutes. You take this test with another candidate. There are two examiners but only one takes part in the conversation with you. You will talk to the other candidate as well as to the examiner. At the back of this book are examples of the answer sheets used in the exam.Introduction When should I take the FCE exam? If you already know something about Cambridge examinations, it is fairly easy to decide if you are ready for FCE. If you have passed the Preliminary English Test (PET), you will need about another 200 hours of active study, that is, about five hours a week for a year (either in a classroom or on your own) before you are ready to take FCE. This is an average and how long it takes you will depend on how hard you work, how quickly you learn, etc. If you have not taken PET, look at Test 1 in this book. Try doing Paper 1 Part 2, Paper 3 Part 2 and Paper 4 Part 1. Check your answers in the Key. You need to average around 60 per cent across all five papers to be sure of passing FCE, although your score may be higher in some papers and lower in others. Remember that FCE is not an elementary exam. If you are going to pass, you need to be fairly confident about English in all the following areas — reading, writing, listening, grammar, vocabulary and speaking. You need to be able to use and understand the main structures of English and a wide range of vocabulary and be able to communicate with English-speaking people in a range of social situations. People who pass FCE are usually considered to be ready to begin using English at work or for study. What will | need You will need: © A good English/English dictionary and a reliable modern reference grammar of English. There are excellent dictionaries and grammar reference books available which are specially written for students of English as a foreign language. © A cassette recorder to play the cassettes which contain the listening tests. If you like music, you can use it to play songs in English on cassette and try listening to the words. Many cassettes and CDs have the words printed with them so you can look at the words while listening. You can also buy recordings of books on cassette read by famous actors. order to study for FCE? You will find useful: © An up-to-date translating dictionary (English/your language). © A radio to listen to English-language programmes. For details of British overseas broadcasts, write to The BBC, Bush House, PO Box 76, The Strand, London WC2 4PH. Ask about programmes aimed at people studying English, as well as the usual programmes. It may also be possible to hear American or Australian radio stations in your area. Go to the local library or contact the local Consulates of English-speaking countries to find out. A video recorder so that you can watch English language films. © English-speaking friends to practise with. Make the most of any chance to talk to people whose first language is English, but itis also very helpful to speak English with your friends. Remember most people who learn English use it to communicate with other people who are also learners. © An English-speaking penfriend. If you cannot find a penfriend whose first language is English, try exchanging letters in English with friends who may be studying English in another town.Introduction ‘© Magazines, newspapers and stories in English if you can find them. There are also series of simplified readers specially written for foreign learners which will help you improve your reading and vocabulary. How should | organise my studying? © Be realistic. Don’t plan to do more than you can, you will only disappoint yourself. © Don’t plan to give up all your free time to studying. Studying hard for one hour four times a week can be very effective. In fact, short sessions are best, because your memory won't get tired, and so you will remember what you study. © Try to study in a quiet place so that you can concentrate well. © Be organised. Write out a timetable and follow it. Spend a few minutes of each study period revising what you did last time What does this book contain? This book is divided into four parts: Study notes This part goes through each paper, explaining and describing the different questions. There are suggestions about how to answer the questions and how to prepare for the exam. Taking the exam This pare contains practical information and advice about taking the exam. The Practice Tests This part contains the practice papers, which are like the real ones in the exam. There are four practice tests, each one containing five papers (Reading, Writing, Use of English, Listening, Speaking) as in the exam. The Keys and Tapescripts This part contains all the answers to the tests and the complete tapescript for the «listening papers. For Paper 2 (Writing) there are example composition answers for Test 1 and example composition plans for Tests 2, 3 and 4.Study notes Paper 1 Reading © The texts on Paper 1 come from a range of English-language publications — newspapers, magazines, stories, leaflets, instructions, advertisements. Try to read as much as you can in English so you get used to texts of different kinds. © There are always four texts. At first it may seem that there is a lot to read but, when you look at the questions, you will realise that you do not need to understand every word. © You can get an idea of what a text is going to be about by looking at the way itis laid out on the page, the way itis printed, the headings and any illustrations. These things will all help you when you start to read the text. © Before you begin to answer the questions, always read the instructions carefully. Each part of the test asks you to do something different so make sure you have understood all the instructions before you begin. This book will give you practice in the reading tasks you may meet in the exam. © Look at the examples in Parts 1, 3 and 4 where you are shown what to do. © If you don’t understand part of a text or a particular word, try to guess by looking at the words around it, but don’t spend too long on it. Leave it and come back to it later as you may find it easier to understand when you have read the rest of the text. Remember you may not even need to understand it to answer the questions. © Practise doing the paper in the time allowed so you do not need to rush any parts in the exam. © Practise transferring your answers to the answer sheet. In the exam, itis better to do this while you are doing the test rather than leave it till the end. If you don’t do this, you might run out of time, and have no answers to hand in. If you don’t know, always guess ~ you may be right!Paper 1 Reading Part? Part 1 is always a matching exercise ~ matching paragraphs in a text to either headings (see below) or summary sentences (e.g. Test 2 Part 1). The example below is a headings exercise. The paragraphs in the text are numbered 1-7. There are always six or seven questions plus the example. The first paragraph is the example (0) and is done for you. The headings or summary sentences appear in a box before the text and each one has a letter (A-I). The last letter is always the answer to the example. There is always one extra heading or summary sentence which does not fit anywhere. © Read the headings first. Then read the text through once. Now go back to the beginning and, after you have read each paragraph, try to match it with its heading, If you are not sure, leave a blank or put a question mark on your question paper. © If you think two answers fit one question, note them both on the question paper. When you have finished, go back to the beginning and read the text again, this time choosing and checking your final answers. Then transfer them to the answer sheet. Practice Test 1 PAPER READING({ hou 15 iutes)Study notes Part 2 This is always a multiple choice exercise ~ there are seven or eight questions which have four-choice answers, You must choose A, B, C or D as the correct answer, © Read the text first. Try to get a general idea of what it is about. Try to understand as much as possible of the detail while you are reading but, if there are parts you do not understand, do not spend lots of time on them as. they may not be tested. © Look at the first question and find the part of the text which it refers to. Read that section again and answer the question. Only one of the choices is correct. ‘© Most of the questions test detailed understanding of the text but one or two test whether you understand the relation between words and phrases in one part of the text. For example, to answer question 9 below, find the word ‘it and read the text around it (several sentences) to decide exactly what it refers to. © The questions all come in the order of the information in the text but one question (usually the last) may test your understanding of the complete text, e.g. question 15 below. © When you have finished, transfer your answers to the answer sheet. egPaper 1 Reading Part 3 This is always a gapped text ~ either gapped sentences or gapped paragraphs. ‘There are six or seven questions plus an example. In a gapped sentence exercise, one sentence has been removed from every paragraph of a text and you have to fit them back where they belong (e.g. Test 3 Part 3). Ina gapped paragraph exercise; a number of paragraphs have been removed from a text and you have to fit them back where they belong (see below). The sentences or paragraphs which have been removed are in a box which comes after the text. Each gap in the text has a number (1, 2, 3, etc.) and each sentence/paragraph in the box has a letter (A, B, C, etc.). The first gap in the text is labelled 0 and is the example, so it is done for you, There is one extra sentence/paragraph in the box, which does not fit anywhere. © Read through the main text to get a general idea of what it is saying. © Then read the sentences/paragraphs in the box. Notice anything about them which makes them different from each other, e.g. some may be in the past tense, some in the present tense. © Go back to the text and look at the first gap. Look at the sentences before and after the gap and decide what information is needed to join them together. Now look at the sentences/paragraphs in the box again and try to find the one which fits. If you can’t decide, leave that one and come back to it later as some of the other gaps may be easier. © When you are happy with your answers, transfer them to the answer sheet.Study notes Part 4 ‘This is always a multiple matching exercise with between 13 and 15 questions. You are asked to find different pieces of information in the text. There may also be a multiple choice question at the end which tests your understanding of the text as a whole. Part 4 may look harder than some of the other parts of the paper because there are so many questions but they are usually quicker to do than multiple choice or gapped text questions. The text may also look long but you do not usually need to understand every word. © Read the questions first and then look through the text trying to find the answers. You do not need to understand every word. When you have found the answer, note it down. If you are unsure, put a question mark beside it so that you can go back and check it later when you have done the other questions and know the text better. © Transfer your answers to the answer sheet. cataaanoaty ee = By pneeraaes fl Se eceeeeness eae] a Which airport?Paper 2 Writing Paper 2 Writing © Each of your answers must be between 120 and 180 words. The exact number is not important. The best thing to do is to measure your handwriting when you are preparing for the exam, so that you know what 120 and 180 words in your writing look like. Once you know, you can avoid wasting valuable time counting words during the actual exam. © The examiners do not expect your work to be perfect. Even the best students make some mistakes when they write. However, you want to make as few as possible. While you are practising for the exam, it may help you to know that you can lose marks for the followin, * including inappropriate details (especially in Part 1) * using material from the exam paper without adapting it to fit what you are writing (especially in Part 1) * leaving out important information ‘© work which is not clearly organised (for example, giving information in the wrong order) * incorrect style (for example, writing a job application as if you were talking to a friend) * incorrect grammar (especially repeated mistakes or mistakes that affect meaning such as verb tenses) bad spelling bad punctuation bad paragraphing illegible handwriting Try to set out your work tidily. If you need to change what you have written, cross out the wrong words with a single line. Do not use brackets ( ) for this. Part 1 In Part 1, there is no choice. Everyone has to do the same task, and it is always a letter. It will not be a very formal business letter, but if it is addressed to someone you do not know very well, or a stranger, it should not sound like a letter to a friend. On the exam paper you will see up to three short texts such as advertisements, letters, notes, leaflets, diaries, timetables, notices. These texts contain all the information you need for your letter. You must read the instructions and these texts very carefully. © Check who you have to write to, why you are writing and what you must include. This will help you to choose the right style, include everything you should, and avoid adding unnecessary information. You can add ideas of your own as well, provided they fit sensibly with those in the text. It is useful to mark the exam paper with a pen or highlighter so that you can see which information is important. © Then you should make a short plan (see example on page 138). This is very important. If you have already put your ideas in order before you begin to write, you can think carefully about your language and avoid mistakes @ Iris not a good idea to copy out whole sentences from the texts on theStudy notes question paper. Of course, you may need to use some of the same words and phrases, but you must take care that they fit the meaning, and grammar of what you are writing (see model answer on page 138). © You do not have to include any addresses, but you should begin and end in a suitable way. Part 2 In Part 2, there are five tasks, from which you choose only one, The two choices in question 5 are related to the set books (see below). Do not attempt to answer the set book questions in the exam if you have not prepared for them. The other tasks always include at least one letter, report or application and at least one description or story or discussion. © Inevery case you are told what to write (letter, story, etc.) and for whom you are writing, but in this part, itis up to you to decide on the details of the contents. Be careful to follow the instructions exactly. If you are given words for the beginning of a story, do not change them, or put them in the middle! If you are asked to write a report, this does not have to be a very formal business report. Just make sure that you think carefully about who is going to read it and what they want to learn from it. Include only the sort of information and opinions that are asked for. 10 — PAPER2 WRITING (hour 30 mites) let Een Exciting chance for wrterst Rahat ahaaPaper 2 Writing The tasks are always different in Parts 1 and 2, so even if you write two letters, they will be quite different types. © Again, it is very important to make a plan. As well as helping you to write correct English, it will also allow you to discover in time if you have chosen the wrong task for you. For example, you may realise that you do not remember some essential vocabulary, or that you do not have enough ideas to write about. You can quickly choose another one before you have wasted too much time, Using the Practice Tests for Paper 2 In the Key, you will find plans for the Part 1 and Part 2 tasks of Practice Test 1. These are to help you judge the sort of thing you should write and how to organise it. First stage (Practice Test 1) © check exactly what you have to do (who are you writing to? why are you writing?) mark the important parts of the task write a plan compare your plan with the one in the Key make any changes you want to (remember, your plan may work just as well, so only make changes if there is a clear need to do so) write your answer (try to do this in about 30 minutes) read your answer through carefully, looking for mistakes © compare your answer with the model - what can you learn from it? (remember, your answer may be very good, even though it is not the same) Second stage (Practice Tests 2, 3 and 4) check exactly what you have to do mark the important parts of the task write a plan write your answer (try to do this in about 30 minutes) read your answer through carefully, looking for mistakes (for Part 1) compare your answer with the plan in the Key ~ what can you learn from it? (remember, your answer may be very good, even though it is not the same) The set book questions In Part 2 of Paper 2, there is a pair of questions about set books. If you have read any of the set books, you may choose to do one of these instead of the other questions in Part 2. The books change every two years. To find out which titles are set when you are taking the exam, look in the regulations booklet or write to UCLES (see page 1). You do not have to read the set books, but it can be a good idea to do so. There are several reasons for this: © Reading will help your English in general. 11Study notes © It increases your choices in Paper 2 Part 2, especially if you read more than one of the books. © Itallows you to write about a subject which you know well. Preparation If you study the questions about set books in this book, you will see that they are always general questions which can be answered about any of the books. © Practise describing and giving your opinion about the characters, events and settings of the books. © Plan and check your work just as with other writing tasks. © Do not worry about giving correct ‘literary’ opinions. The examiners who mark your paper are not really concerned about how clever your ideas are. They want to know how well you can use the English language to express yourself. © Make sure that you really know the book well, so that you can answer any question about it. © Do not prepare ‘perfect’ answers and try to fit them to any question. Examiners are very strict if they think they are marking an inappropriate fh has been ‘prepared’ before the exam. Paper 3 Use of English © Try to spend approximately the same amount of time on each part of the paper, with probably a little more on Part 3, and a little less on Part 5. It is also important to allow enough time to check your answers, and your answer sheet, carefully. © Ifyou have large, and/or untidy, handwriting, you will need to be very careful when completing the answer sheet, especially in Part 3. Be very careful with your spelling in all parts of the paper. © When the task is based on a text (Parts 1, 2,4 and 5), read quickly through the text before you try to answer any of the questions. Don’t miss out the ‘example’ sentences at the beginning, which will help you to get a quick general idea of what the text is about. © The texts for Paper 3 are not as long, or as complicated, as the texts in the Reading Paper, but you should still read them carefully, to avoid losing marks through misunderstanding. © Parts 1, 2, 3 and 5 are all gap-filling exercises and have many similarities in the way you should work on them. Remember these points: * Most of the information which will help you to make the correct answer will be in the areas immediately before or after the gap. Everyone looks before the gap, but lots of students miss what comes after (e.g. interested is usually followed by i and so it wouldn’t be a good choice as an answer to “(18).... for’). * Ifyou have a problem with some of the questions on a text, try not to waste time. Go on and do the easier questions, and come back to the difficult ones later. It’s often simpler to find an answer when you have completed most of the text. * Ifyou have time, it is a good idea to read through the completed text to 12Paper 3 Use of English make sure that all your answers make sense. A few answers may be affected by ideas which are not close to the gap, and you might miss these when you are working question by question. If you do not have time to check like this when you start preparing for the exam, then you should try to improve your working speed gradually. Part? Part 1 is a text of around 200 words with fifteen gaps in it. You have to choose the correct answer from four options to fill each of the gaps. The questions test mainly vocabulary. © In most of the questions, you have to choose the only answer with the correct meaning for the gap. In a few questions, however, two or more choices may have the right meaning, and you will have to choose the only one that fits the grammar of the text. © Some of the questions are based on fixed phrases, so it is a good idea to make a careful note of these as you meet them in your reading. PAPER 3 USE OF ENGLISH hour 1S mite) 2 Anwnn — wowen Chmee Doe =a fhe net met net Part 2 Part 2 is also a text of around 200 words with fifteen gaps in it. This time you have to decide on the best word to fill each gap for yourself: there are no options to choose from. You must use only one word in each gap. For example, close to may have the correct meaning to fill a particular gap, but has too many 13Study notes words: near would be the correct choice. These questions concentrate on your knowledge of English grammar, and the words you need to fill the gaps will be quite familiar. © When you have finished, be careful to check, for example, that singulars and plurals match up correctly, that all the verb tenses work properly, and that longer sentences are properly connected, and have a clear meaning. © Ifyou have trouble with a gap, try to decide what part of speech you need (e.g. noun, verb, pronoun, etc.), so that you can see how the sentence works. This may help with the next question, even if you don’t find the exact word, Some questions may have more than one correct answer, but these will usually have the same meaning (e.g. each/everys becauselasisince). You will get to know most of these groups as you practise for the examination. Above all, try not to waste time choosing the best of two or three equally correct answers. Part 3 Part 3 consists of ten separate questions, which test both grammar and vocabulary. You have to complete a gap in a sentence so that it means the same as the sentence printed above it. You are given one ‘key’ word which you must use as part of the answer. You must not change this word in any way, and your answer must contain a minimum of two words and a maximum of five, including the key word. As in Part 2, you may be able to think of a longer way of filling the gap with correct English, but answers of six words and more will lose marks, so you must follow the rules very carefully. © Read the original sentence very carefully, and notice which parts of the meaning are missing from the new sentence (your answer must not lose any important parts of the meaning of the original sentence). Then, look at the key word and think what else will be necessary when you fit it into the gap, perhaps a verb or noun will need to be followed by a particular preposition, or an infinitive may need other suitable words to form the correct tense. Be especially careful if the key word could be two different parts of speech (e.g. help ~ noun and verbs good — adjective and noun), since itis likely that only one of these will make a successful answer. © Icis fine to use short forms (e.g. you're, won’t, we've, they'd, etc.) in your answers, but you must count them as two words, since that is what they represent (e.g. you are, will not, we have, they would, etc.). Apostrophes (’), of course, can also show possession ~ in phrases like David's house, the policeman’s car etc. In this case, David's and policeman’s count as one word each. 14Paper 3 Use of English © Do not change any vocabulary from the original sentence unless the question forces you to do this. It may seem safe to change able to capable, even though you do not have to, but there is no point in doing this, and it may lead to other problems which you haven't noticed. © Check that your answer does not unnecessarily repeat ideas which are already in the new sentence, and remember: answers which change the key word in any way or use too many words will lose marks. © As you work through the Practice Tests, notice the points which are commonly tested, so that you have an idea of what to expect in the examination. When you are studying grammar, look out for any exercises which ask you to express the same idea in different ways. Part 4 Part 4 is a text of about 200 words with mistakes in most of the lines. You have to tick (¥) correct lines and for incorrect lines, you must write the extra and unnecessary word which makes the line incorrect in the space provided on your answer shect. This exercise tests your ability to notice a variety of errors in a piece of connected English. © Although not all the mistakes will be the type you make in your own writing, practising checking English for errors will help you in your own work for the Writing paper. If you have the opportunity, exchange written work with a friend. This can provide variety, and itis often easier to learn to notice mistakes in someone else’s work, rather than your own. 15Study notes © Between three and five of the fifteen tested lines will be correct. The extra words which you must find are always clearly inappropriate, not just words which can be left out, and these errors may appear anywhere in the line. This means that a word early in the line may be wrong because of something in the line above; a word near the end may be wrong because of what follows on the next line. For this reason, itis important to remember that you are working ona complete text, and not fifteen separate questions. Part 5 Part 5 is a text of about 150 words with ten gaps in it. You have to fill the gaps by forming suitable parts of speech from the words given in capitals at the side of each line. You may, for example, have to turn a verb into a noun (e.g, appear — appearance), a noun into an adverb (e.g, success > successfully) etc, These questions test your ability to decide which part of speech is needed and to form the correct answer. © You may have to think about other ideas in the text to find the right answer. For example, whether a person in a text is fortunate or unfortunate may depend on ideas which are some distance from the gap you are working on. @ When you have to form a noun, check the text carefully to see whether you need a singular or plural. If you write argument, and the text needs arguments, you will not geta mark. 16 eeee — FePaper 4 Listening © No correct answer will involve making more than two changes to the original word given (e.g. interest —> uninterested may be included, interest > uninterestedly will not be). © If you have not taken an interest in word groups so far, now is the time to start. You may need to change the way you collect and store your vocabulary. When looking up new words in the dictionary, it is worth taking a little extra time to note down the noun that goes with a new verb and so on. You can also find useful exercises on prefixes and suffixes in many intermediate grammar books. Paper 4 Listening © The best preparation for the Listening paper is listening to a wide variety of spoken English. You should listen to English as often as you can, in any form available, both in school and outside. If you are not in an English-speaking country, try to get information about English language broadcasts on the radio or television. You should also look out for recorded material such as audio cassettes of songs and videos of films in English. It does not matter whether these use British or American English or what sort of accents the speakers have. The important thing is to get used to listening to spoken English. Some of the accents in the FCE examination are not standard British English, although they will never be very strong. © Remember that these Practice Tests are at the level of difficulty of the exam. Do not start using them too early, or you may be discouraged because they seem difficult. Wait until you have had lots of listening practice with other materials and then use these Practice Tests to help you get to know what itis. like to do the Listening paper. © When you are using these Practice Tests, it is better to practise as if you were in an exam, Do not keep stopping and rewinding the tape while you are trying to answer the questions. Get used to doing each whole test without interruptions because this is what you will have to do in the exam. After you've completed and marked your test using the Key, then is the time to listen again, and look at the tapescript if you like, to help with the questions that gave you problems. # Atthe end of the test you have five minutes to copy your answers onto the answer sheet. It is very important to do this carefully, checking that you do not put any answers next to the wrong question number. Also be sure you do not leave any blanks. You cannot score marks for a blank space, but a guess may be correct. Part 1 In Part 1 there are eight questions. For each one, you hear one or two people talking for about thirty seconds. You hear this twice and have to choose the best answer A, B or C. The questions are read out on the tape as well, so you will not lose your place. © Practise using the questions to help you. Do not worry about understanding every word, just listen for the information you need. Sometimes you need 17Study notes understand only the words used. At other times a tone of voice or emphasis may be just as important. © Be careful with those questions in which people develop an idea or change their minds as they speak. Part 2 In Part 2 you hear one or two people talking for about three minutes. You have to answer ten questions by writing one or a few words. You never have to write a whole sentence. You have time to read through the questions before the piece begins, there is a short pause after you hear it and then it is repeated. © You can write your answers at any time. Spelling mistakes do not lose marks, as long as the examiners can understand what you mean. © Read the questions carefully because they will help you to understand what you hear. For example, in question 9 you can think about reasons for doing a holiday job. It could be because you need money, or because it helps with something you are studying, or because it might be useful for your career. If you have thought about possible answers, it will be easier to spot the correct one when you are listening. 18 PAPER 4 LISTENING joproxnsey 40 rites) renner) — = omPart 3 In Part 3 there are five questions. You hear five pieces of speech, each about thirty seconds in length. On your question paper there is a list of six possible answers which you must match against the five pieces you hear. The group of five pieces is repeated. © Again, use the questions to help you. Notice whether the questions are about what the speakers say, who they are, how they feel, etc., because you will need to listen for different types of clue in each case. © Use the first listening to form a general idea of the answers, but try to keep an open mind until you have heard all the speakers once. © Note your answers and then use the second listening to check them. Part 4 Paper 4 Listening Pare 4 is usually a conversation, about three minutes in length. There are seven questions. These may be ‘choose the best answer A, B or C’ or some other type, such as True/False. You only have to write a letter for each answer. There is time to read the questions through before you listen to the conversation, a short pause after you hear it, and then it is repeated. pera E) 1 prone oy tenon stnnenin CB fp oenerers La © The questions usually contain lots of helpful information about how the conversation develops, so read them carefully to get an idea of what you're going to hear. 19Study notes © Be careful not to choose your answers too quickly. Speakers may appear to be saying one thing at the beginning of a speech and then change direction (e.g. Td like to come out this evening ... but I've got too much bomework.). © Sentences with linking words (like but, although, if) can cause you problems because speakers don’t usually emphasise these words. If you miss the linking word, you may get the wrong idea, so make sure you know all the common linking words and can recognise them easily. Be especially careful with words which sound similar, such as so/though, why/while, alsolalthough. Paper 5 Speaking About the Speaking paper ‘The Speaking paper is your chance to show how well you can use spoken English to give and exchange information and opinions. You will be examined with a partner, as this allows the examiners to test more skills than they could in a one- to-one conversation with you. There are two examiners: an interlocutor, who explains the tasks and asks the questions, and an assessor, who does not take part in the conversation, but concentrates on giving marks for what you say. The Speaking paper lasts approximately fifteen minutes and is divided into four parts. You need to use your English in different ways, from simply talking about yourself at the start to working on particular tasks in the later parts of the paper, when you have to discuss problems with your partner and try to reach agreement. © You will get good marks if you: * work well with your partner to carry out the tasks correctly speak with clear pronunciation speak with reasonably natural speed and rhythm use a variety of grammar use a variety of appropriate vocabulary. © When you look at alist like this, itis important to remember that First Certificate is an intermediate examination. The examiners do not expect you to sound exactly like someone whose first language is English, or to have perfect grammar. You should always think about what you are saying, but don’t let the fear of making mistakes prevent you from speaking freely. Study notes The timings below are for all the work in each part of the paper. Part 1, for instance, includes your turn, your partner's turn and the examiner's instructions to both of you. You personally will probably not speak for much more than one minute out of the four minutes allowed for this part. Part 1 Part 1 (about four minutes) gives you the chance to get used to your partner and the examiners while you talk about familiar topics like your personal 20Paper S Speaking background, interests, etc. Each student has a separate turn. This part of the paper tests mainly social language. Be ready to talk in this part, even if you are naturally a quiet person. If the examiner asks you what you do in your free time, for instance, don’t just say that you ‘go out with friends’. If you do, you may not make any mistakes, but you will not show the examiner much about your English, either. Where do you go? What do you do? Why do you enjoy it? Talking about any of these will make you use different grammar and more vocabulary. Remember that the idea of the paper is to show what you can do, not to hide your English away so no one can criticise. Part 2 In Part 2 (about four minutes), the examiner will give you two colour photos and ask you to talk about the photos and ideas connected with them. You can talk generally or about your own experience of the topic, if you have any. Your partner will also have a pair of pictures to talk about. This part of the paper tests your ability to give information and to express opinions. © Ie will normally be useful to mention what the pictures show, but don’t fall into the trap of just listing all the details you can see in the picture. If you do this, there is a chance that what you actually say will be very simple and that you will use the same grammar over and over again (There is ...: There are ...: 1 can see ...). You wouldn’t do this in your own language, and, if you prepare wisely for the examination, there is no reason for you to do it in English. © When you first see the pictures, think why the examiners have put them together. For example, a picture of a man in a garden reading a book, together with a photo of a woman water-skiing might show two different ways of relaxing: Which do you think is better? or Do you like both for different reasons? etc. Points like these develop the conversation in a natural way and will give you a good idea of what questions the examiner might ask you, It’s probably not very important in this case whether the man is wearing glasses or not and, if you talk about such small details, you may never even reach the main point of the two photos. You will also have no idea what the examiner will ask you afterwards. en carefully to everything your partner says in Parts 1 and 2. There may be an opportunity to ask a question or comment on what they say, but more importantly, you need to get used to how they speak (speed, accent, type of vocabulary, etc.) before you start working with them in Part 3. Even if you already know the person, they may be nervous or be ‘putting on a show’ and this may change the way they speak. You can judge whether, in Parts 3 and 4, you might need to interrupt them politely (if they are excited and can’t stop talking) or ask them to repeat something (if they speak quietly or you don’t understand). Turn situations like these to your advantage by learning and using appropriate expressions: for example, I’m sorry, could you say that again? makes a much better impression on the examiners than What? or What did you say? 21Study notes Part 3 In Part 3 (about three minutes), you and your partner work together. The examiner will give you both something to look at (map, advertisements, photographs, etc.), and ask you to work together to make a plan, take a decision, solve a problem, etc. While you and your partner are working on the task, the examiner will not say much, but will help you if you have problems. This part of the paper tests your ability to use your English to co-operate with other people on a task. This involves exchanging information and opinions, taking turns and directing the conversation when necessary. © Make sure you and your partner understand the task before you begin. Don’t be afraid to ask the examiner if you are not sure what to do. This can happen just as easily in ‘real life’, and the ability to deal politely and successfully with difficulties like this can show that you really know how to use your English. Part 4 In Part 4 (about four minutes), the examiner will ask you both to discuss ideas connected with the work you did in Part 3, and will ask you both questions to give you the chance to cover the topic fully. This part of the paper tests the ability to express opinions and comment appropriately on other people’s views. Taking turns and co-operation with your partner can be important here, too. © The examiner will ask questions to develop ideas from Part 3, but doesn’t want to hear you saying the same things over again. Listen carefully to the questions and try to take the discussion into areas which you haven't already discussed. © In Parts 3 and 4, try to share the time equally with your partner. Ideally, the conversation should pass quite freely between you. If your partner is quiet, you may need to ask direct questions (e.g. What do you think about...? Do you think that’s a good idea? etc.). If your partner talks a bit too much, you must be prepared to interrupt politely and give your own opinion (e.g. Yes, I see what you mean, but ...). When you are practising, try to find out whether you are t00 quiet or talk too much yourself (your friends may help you to decide!). Like any ‘real-life’ conversation, the exercises work best when the two speakers are aware of each other’s needs. There are many good books on spoken English which can help you to learn how to ‘manage’ a conversation successfully. Preparing for the examination © Try to get as much practical speaking experience as you can. You will be with a partner in the Speaking paper, so practise with a partner whenever you can. This may be difficult, or impossible, in your particular situation, but it is difficult to be relaxed about the exercises, or to understand completely how they work, if you haven't had some practice. Ask a friend or relative to help. Even if their English isn’t as good as yours, you will get some experience of managing the exercises and the timing ~ and you'll probably have a good laugh, too.Paper 5 Speaking © You can also play all three parts yourself (examiner and both students). This is not as stupid as it sounds — although you may still want to make sure that no one else can hear you! The main disadvantages are that you don’t get any listening practice, and, as you will be in complete control of the situation, you will not have to deal with any unexpected difficulties. If you work like this, don’t let your voice go flat. Like a radio announcer, or an actor talking into a telephone on stage, you have to imagine that people are really listening to you. © Do not spend too long looking at the practice pictures in this book before you actually use them because, in the examination, you will not see the pictures in advance, and will have to think quickly and start talking almost immediately. This is an important skill to practise: you must get used to starting quickly, even if this means you have to start talking before you know exactly what you want to say. You do this all the time in your own language, often by using ‘fillers’ - phrases which do not mean much in themselves, but give you time to think while you are talking. You can learn to do this in English, too, with phrases like I’ not sure what the best answer is, but perbaps ...; haven't really thought about this before, but I suppose ..., etc. If you have to learn new phrases to do this, make sure you do it early, and get lots of practice with the ones you like, Also, make sure you don’t emphasise fillers too strongly. You can probably hear how strange this sounds if you do it in your own language: fillers don’t add much to the meaning of what you say, so they don’t need strong emphasis. © Remember: the Speaking paper is an opportunity to show your ability, not a threat. The examiners choose the exercises as good starting points for conversation, not to cause you problems on particular points of vocabulary or grammar. However, it is a good idea to make sure that you have enough general vocabulary to be able to talk about any of the 25 topic areas listed on page 28. If nothing else, this will make you feel more confident when you go into the examination room. © Notice that much of what you have to say in the examination room is not directly concerned with the topics of Parts 2, 3 and 4. If you study and practise the language you need in order to introduce yourself, meet new people, express opinions, make suggestions, take turns, disagree politely, apologise for mistakes, etc., you will soon be on the way to a good mark. Skills like these are what the testis really about, not the photographs and diagrams which are used in the various exercises. © Icis also useful to do some work on explaining where something is in a picture or diagram (the man in the background, the house in the top left-hand corner) or how it relates to other things in the picture (the tallest woman, the house opposite the cinema). Try to avoid pointing things out with your finger. © Ger into the habit of talking about the other work you are doing - texts you have read, films you have seen, articles you have produced for the Writing paper, etc. If you can find someone to listen to you, so much the better, but this is not essential, Too many students learn languages in their heads without getting the words out of their mouths often enough to become really confident. Don’t be one of them. 23Study notes Practice Practice 1 Part 1 Ask each other about the area where you live. Use questions like these: Where are you from? What part of ... are you from? How long have you lived in... ? Tell me a bit about the area ... What's it like living herelthere ... (If you are not in your home town/country) What are the main differences between here and your home townlcountry? Each of you should try to talk naturally about these things for about two minutes. Part 2 One of you looks at pictures 1A and 1B in the Colour Section. Show the pictures to your partner. Talk about your pictures for one minute while your partner listens. Say what your pair of pictures shows. Mention ways in which they are similar and different. Say how you'd feel about studying in similar places. Talk for about one minute. Ask your partner which of them she (or he) would prefer to study in, Now, the person who has been listening talks about pictures 1C and 1D in the same way and then asks the listener which of them she (or he) would prefer to study in. Part 3 Look at the town plan (1E) together. Consider which of the three locations A, B and C would be the best site for a new hospital and why. For example, think about the other buildings near each site. Would they be noisy or dirty? Think about transport and traffic. Would the hospital be easy to reach? Spend about two or three minutes discussing this. Part 4 Now imagine the examiner joins your conversation and asks you questions. Practise answering questions about what you have been discussing. For example, you can ask each other questions like these: Are cities too noisy? What can be done to reduce noise pollution in cities? How important is it that there should be good public transport? Do people use private cars too much? Why? Do you think the traffic in cities should be controlled more strictly? How? Is it important for local people to be involved in planning decisions? Why? Are local people sufficiently involved in planning decisions on the whole? If not, why not? What could be done to improve this? This part of the test lasts about four minutes. 24Paper S Speaking Practice 2 Part 1 Ask each other about your families. Use questions like these: Do you have brothers and sisters? Tell me something about them ... Do you get on well together? What are the advantages/disadvantages of being an only child/member of a large family? Do you see much of the older members of your family? Your grandparents, for example? Each of you should try to talk naturally about these things for about two minutes. Part 2 One of you looks at pictures 2A and 2B in the Colour Section. Show the pictures to your partner. Talk about your pictures for one minute while your partner listens. Say what your pair of pictures shows. Mention ways in which th similar and different. Say how you'd feel about eating in similar places. | about one minute. Ask your partner which of them she (or he) would prefer to eat in, Now, the person who has been listening talks about pictures 2C and 2D in the same way and then asks the listener which of them she (or he) would prefer to eat Part 3 Look at the gift catalogue (2B) and the pictures of people (2F) together. Discuss which of the presents would be most suitable for each of the people and why. Spend about two or three minutes doing this. Part 4 Now imagine the examiner joins your conversation and asks you questions. Practise answering questions related to what you have been discussing. For example, you can ask each other questions like these: Do you enjoy giving people presents? Why/Why not? How do you decide what to give? When do people give presents in your country? For example, on birthdays, special occasions ... ? What sorts of things do they give? Are there any traditions in your country about giving or receiving presents? For example, should you open a present immediately when you are given it? Why/Why not? Do people spend too much money on unnecessary things nowadays, like tourist souvenirs What sort of things do people buy as souvenirs from your country? Do you think these are the right sort of things for them to buy? This part of the test lasts about four minutes. 25Study notes Practice 3 Part 1 Ask each other about free-time activities. Use questions like these: What do you enjoy doing in your free time? Tell me a bit about what you actually do when you ... How long have you been interested in ... ? Can you explain something about the rules of /why people enjoy / the attraction of ...? Each of you should try to talk naturally about these things for about two minutes. Part 2 One of you looks at pictures 3A and 3B in the Colour Section. Show the pictures to your partner. Talk about your pictures for one minute while your partner listens. Say what your pair of pictures shows. Mention ways in which they are similar and different. Say how you’d feel about these ways of travelling. Talk for about one minute. Ask your partner which way she (or he) would prefer to travel. Now, the person who has been listening talks about pictures 3C and 3D in the same way and then asks the listener which way she (or he) would prefer to travel. Part 3 Look at the illustration ‘Success in Sport’ (3E). Discuss which of the reasons given are most important in deciding whether people are successful in sport and which don’t matter so much. Spend about two or three minutes doing this. Part 4 Now imagine the examiner joins your conversation and asks you questions. Practise answering questions related to what you have been discussing. For example, you can ask each other questions like these: Is it better to watch sport on television or live? Are famous sportspeople good models for young people to follow? Why/Why not? What dangers are involved in international sport? Is there too much advertising in sport? Do people attach too much importance to sports nowadays? Why/Why not? What could be done to help young sportsmen and women in your area? Should governments give more support to young sportsmen and women? Why/Why not? This part of the test lasts about four minutes. 26Paper 5 Speaking Practice 4 Part 1 Ask each other about studying English. Use questions like these: Are you studying English for any special purpose? In what way do you think English will be useful to you in the future? If not, why not? What other languages do youhwould you like to study? Why? Can you tell me about your career plans? (If you are still at school) What will you do when you leave school? Each of you should try to talk naturally about these things for about two minutes. Part 2 One of you looks at pictures 4A and 4B in the Colour Section. Show the pictures to your partner. Talk about your pictures for one minute while your partner listens. Say what your pair of pictures shows. Mention ways in which they are similar and different. Say how you'd feel about living in similar places. Talk for about one minute. Ask your partner which of them she (or he) would prefer to live in, Now, the person who has been listening talks about pictures 4C and 4D in the same way and then asks the listener which of them she (or he) would prefer to live in. Part 3 Look at the photograph (4E). This young woman wants to get a job looking after elderly people. She’s going for her interview tomorrow and she needs some advice. Discuss what you should tell her. Should she change her appearance, and if so, how? Spend about two or three minutes doing this. Part 4 Now imagine the examiner joins your conversation and asks you questions. Practise answering questions related to what you have been discussing. For example, you can ask each other questions like thes Do you think it’s important to dress smartly for work? Have you ever had problems with your teachers or parents about the clothes ‘you wear? Why do some young people wear very unusual clothes? Do people’s clothes tell you about their personalities? How much do you care about being in fashion? Are fashion clothes good value for money? Do fashions have too much influence on what people buy? This part of the test lasts about four minutes, 27Study notes FCE Topics These are the topics used in the FCE exam: Personal life and circumstances e.g. personal experiences Living conditions e.g. where/how people live Occupations Education, study and learning Free-time activities Travel and tourism Consumer goods and shopping Eating and drinking Social/family relations The media The weather ‘The environment/ecology Entertainment Health and exercise Services e.g. banks, post offices, etc. Places Language Music Fashion. Animals Cinema History The Arts Sports People 28Taking the exam Some time before the examination takes place, you will be told the dates and times of your papers, and where the examination will be held. Make a careful note of your Centre number and particularly your Candidate number. Papers 1, 2 and 3 always take place on the same day. Papers 4 and 5 will probably take place on one or two different days close to the written papers. At some centres, all five papers take place on the same day. Whichever is the case at your centre, make sure you understand and follow the instructions carefully and arrive in good time. If the building where the examination is held is new to you, itis a good idea to allow enough time to deal with problems (not being able to find the right entrance, going to the wrong room, etc.), so that you can arrive at your desk calm and ready to start work. This is especially important if you think you may be nervous on the examination day. Before you start Check all the examination materials you are given (question papers, answer sheets, marksheet, etc.) to make sure that they are the correct level, ie. First Certificate, and if they come with a candidate name already printed on, that the material carries your own name. If anything seems to be wrong, tell the supervisor immediately. Do not wait until the end of the examination, when it may be too late to do anything about it. This is also important in the Listening paper. If you cannot hear the tape properly during the introduction to the examination, you must tell the supervisor immediately. Nothing can be done if you complain after the test. If for any reason, in any paper, you have to write answers on extra sheets of paper, be sure to write your name, Centre number and Candidate number clearly at the top of each extra sheet. Do this before you begin each sheet: it is t00 easy to forget at the end. Make sure that any extra sheets are safely attached to the rest of your work. Writing your answers For Papers 1, 3 and 4 you will be provided with special answer sheets. You should study the samples at the back of this book carefully and make sure that you understand how to use them. If you can, make photocopies and practise answering on the answer sheets at an early stage, so that you can get used to dealing with them. You do not want to have difficulty with the sheets in the examination itself. In Paper 2, you answer in the question paper booklet (e.g. Test 1 p. 44 and 46). Many candidates prefer to mark their answers on the question paper first, and then copy them onto the answer sheet later. If you prefer to do this, you must learn to answer the questions quickly enough to allow plenty of time to put your answers on the answer sheet before the end of the paper without 29Taking the exam rushing. If you have to hurry, you may make mistakes by copying your answers wrongly, or by putting your answers against the wrong question numbers. Paper 1 1/4822 E£844 2|/ASSSELSRL 3/48SSE£SHL For Paper 1 you need a soft pencil and a good quality eraser. Notice that the answer sheet includes nine choices (A-l) for each question number, although the question paper itself will have fewer choices for many of the questions (e.g. four choices in Part 2). Just ignore the unnecessary letters. The diagram above shows the answers marked in for Questions 1 and 2 of an imaginary Paper 1. The answer for Question 1 is E and the answer for Question 2 is G. These marks must be made in pencil. If you change your mind, you must rub out your first answer completely since two marks against any question number will automatically be marked wrong. Be sure to work cleanly on the answer sheet. This answer sheet will be ‘read’ by an electronic ‘eye’ and any dirty marks may be misinterpreted by it. Part 4 of Paper 1 may include questions which require more than one answer. For example, a task based on four short texts about different museums might ask: Which museum: has recently opened a new building? 22 23 In this case, you may give the two answers you choose in any order. This only happens in Part 4 of Paper 1, and you will find that such answers are marked ‘interchangeable’ in the Key. © Practise filling in the answer sheet while you are answering the questions on Paper 1; don’t wait to copy your answers at the end, (Remember, you are allowed to photocopy the answer sheets at the end of this book, so you can have plenty of practice with them.) Always make sure you are putting your answer against the correct question number. This is especially important when you leave out a difficult question and move on. © There are two reasons why it’s better to write straight onto the answer sheet. First, you save time, which can be important on Paper 1. Second, you avoid mistakes in copying. Paper 2 You must write your answers for Paper 2 in the spaces provided on the question paper. You must write in pen and you must hand in all your rough notes and plans at the end of the test. If you want to change something, cross it out neat! 30Taking the exam Don’t use brackets () for this. Write as clearly as possible. This paper is marked by examiners and tidy, legible work is much appreciated. Bad handwriting or messy changes to your answer can actually lose marks if your final decisions are not clear. Remember how important it is to plan your answer before you begin. This should mean that you do not need to change to a new question or rewrite large parts of your answer on the examination paper. Papers 3 and 4 Paper 3: | part Part2 ere] AB eo 16 "=| 2j4A 2 £8 7 ee ail Anieare icin = neal Paper+: [pantd Part 2 ere yA SE 9 sts 2}4 8 S| | e"s miliac erect laa 7 For these papers, it is quite a good idea to write your answers on the question paper and then transfer them to the special answer sheet. There is usually plenty, of time during Paper 3 to do this and for Paper 4 you are given five minutes at" the end of the test. Both papers involve two different answering methods. Paper 3, Part 1 These are like smaller versions of Paper 1. You Paper 4, Parts 1 and 3 must answer in pencil, and take special care when making any changes (as described for Paper 1 on p. 30). Paper 3, Parts 2, 3,4 and 5 In these parts, you must write your answers in Paper 4, Parts 2 and 4 the spaces provided, It’s best to write in pen, although you can use pencil if you wish. Be careful not to make spelling mistakes when you are copying and do not make any marks in the columns headed ‘Do not write here’. These are used for marking your answers. © With the Listening paper, as with the Speaking (see below), itis a good idea to spend the time immediately before your test getting yourself ready to work in English. Find someone to talk to in English, or concentrate quietly on the task ahead. Avoid friends who want to chat in your own language ~ you will have plenty of time for that afterwards! 31Taking the exam Paper 5 Iv’s worth remembering some general advice when you think about the Speaking paper: find out exactly where it is and get there in good time, but not too early if you think this will make you nervous. The supervisor will give you a computerised marksheet to hand to the examiner at the start of your test. This looks similar to the written answer sheets at the back of this book. Make sure it has your name on it - you don’t want someone else to get your mark! You will then go into the exam room with your partner, the examiners will ask you for your marksheet and check that it has the correct name. Then the test begins. Remember that one of the examiners will not be joining in the conversation, and may sit some distance away in a corner, You should concentrate on the examiner working with you (the interlocutor) and on your partner. Do not worry about the other examiner during the test. Acthe end of the test, the examiner will thank you both. You should thank the examiners and leave promptly. The examiners will keep your marksheet, and they are not allowed to discuss your marks with you, so do not ask them how you have done. # You may have a chance to say hello to your exam partner before the test begins. If you do, do not miss this opportunity to get to know each other. © You will get off to a better start if you have been speaking and/or thinking in English before the examination. This will help you to have your vocabulary close to the front of your mind, and to have your best pronunciation ready. Candidates often make the mistake of spending the last half hour before their rest chatting to friends in their own language. Unless you are very good indeed, this is not the best preparation for a test in a foreign language! @ Tris also a good idea to go through in your mind what you will have to do in the different parts of the Paper, so that you are ready to do the right job at the right time. © If you get very nervous, it can be helpful to do some deep-breathing exercises before you go in. Remind yourself that you have done a lot of work for this, and that this is your chance to show it. Results When you receive your result, you will be given a grade for the whole exam. If you get A (the highest grade), B or C, you have passed, and will receive a certificate. If you get D, E or U (Unclassified), you have failed, and will not receive a certificate. All candidates receive a results slip. If you pass the exam, your results slip will mention any papers in which you did particularly well. For example, it might show that your exam grade is C, but you scored particularly good marks in the Speaking paper. If you fail the exam, your results slip will show you the papers in which you did badly. This will help if you decide to try again, because you will know where you need the most practice. 32The Practice TestsPractice Test 1 PAPER 1 READING (1 hour 15 minutes) You are going to read a newspaper article about children’s safety. Choose the most suitable heading from the list (A-l) for each part (1-7) of the article. There is ‘one extra heading which you do not need to use. There is an example at the beginning (0) Mark your answers on the separate answer sheet. Dangers off the road too Trial period Not what it appears to be oo @ > Dangerous driving Dangers of fuel First of many? Learning to judge room Funds from industry Danger in the city 34Paper 1 Reading Crash courses 0 zr It is a typical urban scene. Two cars are parked close together at the kerbside and a child is attempting to cross the road from between them. Down the street, another car looms. Houses flank the pavements and around the corer there is a brightly-lit petrol station. 1 It is all extraordinarily realistic, but it is unreal. For the difference between this and thousands of similar locations throughout the country is that this street is indoors — it is a mock-up designed by studio set-builders from Anglia Television. 2 We are standing inside a converted warehouse in Milton Keynes, home of a project which is the blueprint for an exciting new way of teaching children safety awareness, especially road safety. It is called Hazard Alley. If the centre proves successful and, having visited it, Tam convinced it will, then its imaginative approach could easily be copied throughout the country. 3 The project was started by the local authority in conjunction with the police. The finance came from commercial sponsorship by companies including Coca-Cola, Volkswagen and Anglia TV. There is already’ a catchy cartoon character mascot for the centre: Haza, the Hazard Alley cat. 4 A novel setting for children to be taught and practise a wide range of safety topics, Hazard Alley takes its name from the dark alleyway in the centre of the converted warehouse which links the urban street scene and a series of country sets that focus on rural safety. As well as road drill, children are tutored in home safety and how to avoid trouble in playgrounds, parks, alleyways, near railways and on farmland. In the street scene, children practise the safe way to cross a road, including coping with parked vehicles, and are given a practical understanding of how long it takes a car to stop when travelling at 30 mph. Could the car they see looming down the road stop in time if a child stepped out between the parked cars? No, it would be through that wall at the end before it finished braking, 23 metres after the driver started to brake. = On the mock-up petrol station forecourt, provided by Shell, the youngsters lear the dangers when filling a vehicle with petrol. They discuss car fires, the flammability of different components, why the car's engine must be switched off and why smoking and using a car phone are illegal on a garage forecourt. 7 Hazard Alley is gearing up for its official opening, and the local schools which have experienced it so far have been testing out the centre before it launches into a full programme of group visits. It is already proving immensely popular. Eventually it may open to individual family groups. When that happens, it will be well worth a day trip: children will love it and they could lean something which may save their lives. 35Test 1 You are going to read a magazine article about being liked. For questions 8-15, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet. T've just got to talk about this problem I'm having with my postman. It all began a year ago, after the birth of his first child. Not wanting to appear rude, 1 asked him about the baby. The next week, not wanting him to think I had asked out of mere politeness the week before, I asked all about the baby again. Now I can’t break the habit. 1 freeze whenever I see him com- ing. The words ‘How’s the baby?” come out on their own, It's annoying. It holds me up. It holds him up. So why can't T stop it? The answer, of course, is that I want him to like me. Come to think of it, I want everyone to like me. This was made clear to me the other day. I found myself in the bank, replying ‘Oh, as it comes’ when the cashier asked how I'd like the money. Even as she was handing me the £20 note, I realised I'd have no small change with which to buy my newspaper. But, not wanting her to dislike me (she'd already writ- ten ‘I x £20’ on the back of my cheque), said nothing. In order to get the £20 note down to a decent, paper-buying size, I went into the grocer's. Not wanting to buy things I didn’t actually need (I do have some pride, you know), I bought some large cans of beans and a LOVE ME DO! frozen chicken for dinner that night. That got the price up to a respectable £5.12, which I duly paid. I then bought my paper at the station with my hard-gained £5 note. With my sister, it wasn’t the postman who was the problem, but the caretaker of her block of flats: ‘All he ever does is moan and complain; he talks at me rather than to me, never listens to a word I say, and yet for some reason I’m always really nice to him. I'm worried in case I have a domestic crisis one day, and he won't lift a finger to help.” I have a friend called Stephen, who is a prisoner of the call-waiting device he has had installed on his phone. ‘I get this beeping sound to tell me there’s another call on the line, but I can never bring myself to interrupt the person I'm talking to. So I end up not concentrating on what the first person’s saying, while at the same time annoying the person who's trying to get through.” What about at work? Richard Lawton, a management trainer, warns: “Those managers who are actually liked by most of their staff are always those to whom being liked is not the primary goal. The qualities that_make managers popular are being hon- est with staff, treating them as human beings and observ common courtesies like saying hello in the morning.” To illus- trate the point, Richard cites the story of the company chairman who desperately wanted to be liked and who, after making one of his managers redundant, said with moist eyes that he was so, so sorry the man was leaving. To which the embittered employee replied: “If you were that sorry, I wouldn’t be leaving.’ The lesson being, therefore, that if you try too hard to be liked, people won't like you. ‘The experts say it all starts in childhood. ‘If children feel they can only get love from their par- ents by being good," says Zelda West-Meads, a marriage guid- ance consultant, ‘they develop low self-confidence and become compulsive givers.” But is there anything wrong in being a giver, the world not being exactly short of takers? Anne Cousins believes there is. “There is a point at which giving becomes unhealthy,” she says. “It comes when you do things for others but feel bad about it.” Tam now trying hard to say to people ‘I feel uncomfortable about saying this, but ...’, and tell myself ‘Refusal of a request does not mean rejection of a per- son’ and I find I can say almost anything to almost anyone. 3610 " 12 13 14 15 Paper 1 Reading Why does the writer ask the postman about his baby? A Heis interested in the baby. B_ He wants to create a good impression C The postman is always polite to him. D_ The postman enjoys a chat. The writer went into the grocer’s so that A he had some food for dinner that night. B_ he could buy a newspaper there © he could ask for £20 in change. D_ he could buy something to get some change. What do we find out about the writer's sister and the caretaker? A. She doesn’t want to risk offending him. B_ She doesn't pay attention to him. © He refuses to help her. D_ Heasks her for advice. How does Stephen feel about his call-waiting equipment? A He gets annoyed when it interrupts him, B_ Heis unable to use it effectively. © He finds it a relief from long conversations. D_ He doesn't think it works properly. Managers are more likely to be popular if they A. help staff with their problems. B_ make sure the staff do not lose their jobs. © encourage staff to be polite to each other. D_ donot make too much effort to be liked. When is it wrong to be ‘a giver’? A when it makes you ill B_ when it does not give you pleasure © when you make other people unhappy D_ when you are unable to take from others What do we learn from this article? A. Ifyou tell the truth, it will not make people like you less. B_ Ifyou take time to talk to people, they will ike you better. © You should avoid unpleasant situations where possible. D_You shouldn't refuse other people's requests for help. Why was this article written? to analyse the kinds of conversations people have to persuade people to be more polite to each other to encourage people to have more self-confidence to suggest ways of dealing with difficult people vom> 37Test 1 You are going to read a magazine article about a woman who goes gliding. Seven paragraphs have been removed from the article. Choose from the paragraphs (A-H) the one which fits each gap (16-21). There is one extra paragraph which you do not need to use. There is an example at the beginning (0). Mark your answers on the separate answer sheet. ‘Twelve months ago, it was Lyn Ferguson who had the honour of cutting the ribbon to declare our Oakham Distribution Centre and offices open. ‘Thad my first glider flight when I was sixteen, but it wasn’t until January 1986 that I took it up seriously. My boys had gone to school, I had lots of spare time and I thought, ‘What am I going to do?’ It just so happened that I had the opportunity to go up ina glider as a passenger to sec if I liked it.I did,” 16 ‘Really, it's very easy. All you need is coordination. The average person needs about 60 flights before they can go solo, completely alone, which sounds a lot, but the average instruction flight only takes around eight minutes, so training doesn't take long. once did cleven trips in a day when I was training.’ 7 “Well, once you've done it alone, you can register with the British Gliding Association, then work towards your Bronze Badge. Each badge after that is about height, distance and endurance. 18 ‘Then, there are 10 km flights (straight out and back to the beginning), and 300 km flights, which show navigation skills. They're flown in a triangle starting and finishing at the airfield.’ 19 ‘Once, when I was in Australia, [lost height whilst attempting a 300 km flight and had to select a field to land in, Luckily, I spotted a field with a tractor in it and was able to land there. I think the farmer was pretty surprised when a glider suddenly landed next to him! He did let me use his phone, though.’ 20 “When you have a student who's finding things difficult, you convince them that they can do it. When they do, they're so pleased with themselves. When you land and they say “I can. do it’, it’s brilliant” a “Flying is the main part, but there are other angles too. Gliding is like everything else. What you put in is what you get out. It’s all about team work too. Everybody mucks in to push gliders around, pull cables in and generally help out. You can’t do iton your own. I've met people in gliding from all walks of life, from lots of different countries, that I would never have met if I didn’t go gliding’ So, next time you see a glider soaring overhead, it may well be Lyn flying her way to another badge or, knowing her love of the sport, just gliding for the sheer fun of it. 38Paper 1 Reading A. After eight years’ gliding experience, Lyn has achieved her Bronze and Silver Iges and sistant Rated Instructor. She hopes to go on and earn, more badges, as well as becoming a Full Rated Instructor in the future. Her role as an instructor provides her with some of gliding’s most rewarding moments. B To those of us on the ground gazing up, the pilot's skills are there for all to see, as the glider soars effortlessly on the warm air thermals. Lyn is not one to boast about her training though. © But forall the achievement of solo flight, glider pilots have to work for one another, and this is another side of gliding that Lyn enjoys and appreciates. Lyn thinks for a moment when she’s asked if she’s ever had any emergencies to contend with. Asa result, friend of hers flew in a glider alongside her along the Innsbruck Valley at mountain top height... that’s around ven thousand, four hundred feet. To get the Silver, for example, you have to get over 1,000 m in height, complete a five-hour flight and then a 50 km flight to a designated airfield. As PA to our Managing Director, Lyn has to be pretty level-headed, but in her spare time, she likes nothing better than to have her head in the clouds, indulging in her passion for gliding 39)Test 1 You are going to read some information about airports in Britain. For questions 22-85, choose from the airports (A-H). Some of the airports may be chosen more than once. When more than one answer is required, these may be given in any order. There is an example at the beginning (0). Mark your answers on the separate answer sheet. Which airport: does not sell anything to read? has shops which sell highly-priced goods? seems to have put its seating in the wrong place? makes it very easy for passengers to find their way through? has its shops spread out? has a departure lounge which is not very impressive? has a badly-situated café? changes its range of food according to the season? has an unexpectedly disappointing range of shops? has a good view of the planes? has facilities for people who are travelling for work? needs modernising? 40Paper 1 Reading Which airport? “\ The choice of where to fly from has never been greater, particularly for those flying on a package holiday. For each airport, we looked at the facilities (e.g, restaurants, waiting areas, etc.) offered before going through passport control (land-side) and after going through passport control (ait-side). The check-in hall is spacious and modern. There are few land-side shops but che essentials re available. A café with pine seating and a medium range of hot dishes and salads is situated upstairs. There are more facilities air- side. The shops are clustered into the central part of the 500-metre long hall, and expensive ranges are well represented. There's plenty of natural light from the windows that overlook The check-in hall has a high glass roof which lets in natural light, The café is at one end and slightly separated from the rest of the facilities, which makes it much more pleasant. There’ also an up-market coffee shop. Hundreds of seats — little used when we visited despite the 1s crowded below lable he departure lounge is bright and has re Passengers can walk in a straight line from the entrance, through the check-in to the monorail that takes them to their plane, Land-side, 84 41Test 1 there’ a cluster of fast food outlets that sell baked potatoes, American burgers and filled rolls, All seating is in the same area away from the check-in and shops. There’ a surprisingly small number of shops considering Stansted’s claims to be a major London airport, although basic stores like a chemist and bookshop are here. The large departure lounge has blue seats and grey carpet. There's a large tax-free and luxury goods shopping area and a café. DOL aed ! Avoid travelling from here if you can. The check-in area is unpleasant with a claustrophobic low roof and scores of pillars. The upstairs café is noisy because it is next to the music shop. The departure lounge is also too small with illuminated advertisements hanging from its low ceiling. IA Manchester 1 The large, low check-in hall is the least impressive part of the terminal. Beyond that is a pleasant shopping mall with a wide range of shops and snack bars. The self-service eating area has a good range of foods from steak and chips to salads. There is also a more formal restaurant mostly used for business lunches. The departure lounge is large and bright. fag Edinburgh ‘The eating options range from a coffee shop to a self-service restaurant, and a reasonable variety of shops are scattered around the land-side area rather than being collected in one area. The air- side food arrangements are mainly limited to rolls and buns. eee | ‘The check-in area isin a long, low building where the roof is supported by a forest of pillars which interrupt the line of vision. There’ a café and bar upstairs along with a pizza restaurant during the summer. The main eating area is downstairs and mainly serves sandwiches and cakes along with a hot dish of the day. The departure lounge is pleasant with natural light and plenty of dark blue seats. The Sherwood Lounge has easy chairs and sofas and is aimed at commercial travellers. ‘The facilities are simple and the decoration showing its age. Shopping is extremely limited with only bare essentials available. There are no books or magazines for sale, The restaurant is unappealing. The tiny departure lounge is dark and uninviting.Paper 2 Writing PAPER 2 WRITING (1 hour 30 minutes) You must answer this question. 1 You are interested in attending a language course in England next summer. You have seen the advertisement below. You have also talked to your English teacher and she has suggested some things that you should check before you register. Read the advertisement below, together with your teacher’s note. Then write to the language school, asking for information about the points mentioned by your teacher, and anything else that you think is important. SUMMER LANGUAGE COURSES lt’s a great idea for you to do a language course in England. Be careful to choose & good school. When you write, ask about these things: ~ student numbers, ages ~ details of sports programme ete. 2weeks, 3 weeks, 1 month ae Beautiful English market town, Full sports = teachers’ qualifications and social programme. Accommodation with friendly English families, Helpful teachers. Small classes. Let me know if you need. any more help. Good. luck! Full details from: Yan Lawrence, The Smart School of English, High Street, Little Bonnington Write a letter of between 120-180 words in an appropriate style on the next page. Do not write any addresses. 43Test 1 PART 1 44Paper 2 Writing Write an answer to one of the questions 2-5 in this part. Write your answer in 120-180 words in an appropriate style on the next page, putting the question number in the box. 2 Aninternational young people's magazine is investigating the question: Do young people today really know what they want from life? Write a short article for this magazine on this topic based on your own experience. 3 You have decided to enter this competition. Exciting chance for writers! Write a short story and win a Great Prize Your entry must begin or end with the following words: No matter what people said about Alex, | knew he was a true friend. Write your story for the competition. 4 You are attending a summer language course and have been asked to report on a local leisure facility (e.g. cinema, sports hall, etc) for the benefit of ‘students attending the next course. Write your report describing the facility and what it has to offer, and commenting on its good and bad points. 5 Background reading texts ‘Answer one of the following two questions based on your reading of one of the set books (see p.2). Write the title of the book next to the question number box. Either (a) Describe your favourite character in the book and explain what you like about him/her. or {b) Explain how the physical setting of the book is important to the success of the story. 45Test 1 PART 2 Question 46Paper 3 Use of English PAPER 3 USE OF ENGLISH (1 hour 15 minutes) For questions 1-15, read the text below and decide which answer A, B, C or D best fits each space. There is an example at the beginning (0). Mark your answers on the separate answer sheet. Example: 0 Acxpect B count claim —_D prepare Caen eon ACTION SCENES IN FILMS Modern cinema audiences (0) .... to see plenty of thrilling scenes in action films. These scenes, which are (1) .... as stunts, are usually (2) .... by stunt men who are specially trained to do dangerous things safely. (8) .... can crash a car, but if you're shooting a film, you have to be extremely (4) .... , sometimes stopping (5)..... in front of the camera and film crew. At an early (6) .... in the production, an expert ‘stuntman is (7) .... in to work out the action scenes and form a team. He is the only person who can go (8) .... the wishes of the director, (9) .... he will usually only do this in the (10)..... of safety. Many famous actors like to do the dangerous parts themselves, which produces better shots, since stuntmen don’t have to (11)..... in for the actors. Actors like to become (12).... in all the important aspects of the character they are playing, but without the recent progress in safety equipment, insurance companies would never (13) .... them take the risk. To do their own stunts, actors need to be good athletes, but they must also be sensible and know their (14) ... . If they were to be hurt, the film would (15) .... toa sudden halt, 4710 A 1A 12, A 13 A 4A 15 A 48 remarked performed Everyone detailed right period led over despite interests work connected allow limits come known given Someone plain exact minute taken against so needs get arranged let ends fall referred fulfilled Anyone straight direct part drawn through although purposes put involved permit frontiers pull named displayed No-one precise strict stage called across otherwise regards stand affected admit borders goPaper 3 Use of English For questions 16-30, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0). Write your word on the separate answer sheet. Example: | 0 | or 0 SHARKS. For anyone who wants either to film (0) .... study great white sharks, Australian expert, Rodney Fox, is the first contact. Fox knows exactly (16) .... the sharks will be at different times of the year; and can even predict (17) .... they will behave around blood, divers and other sharks. He understands them as well as (18) .... else alive. In fact, he’s lucky to be alive; a ‘great white’ once (19) .... to bite him in half. Three decades (20)... this near-fatal attack, Fox still carries the physical scars, but feels (21) .... hate for his attacker. Instead he organises three or four trips (22) .... year to bring scientists and photographers to the kingdom of the great white shark. (23) .... main aim of these trips is to improve people's understanding of an animal (24) .... evil reputation has become an excuse for killing it. Great white sharks are not as amusing as dolphins and seals, (25) .... their role in the ocean is critical. They kill off sick animals, helping to prevent the spread (26) ... disease and to maintain the balance in the ocean's food chains. Fox feels a responsibility to act (27) .... a guardian of great white sharks. (28)... the scientists, film makers and photographers can communicate their sense of wonder (29) .... other people, he is confident that understanding (30) .... replace hatred. 49Test 1 For questions 31-40, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. There is an example at the beginning (0). Write only the missing words on the separate answer sheet. Example: 0 I last saw him at my 21st birthday party. since ' my 21st birthday party. The gap can be filled by the words ‘haven't seen him since’ so you write: 0 | haven't seen him since ofo 12 31 ‘You've broken my radio, Frank! said Jane. accused Jane... - her radio. 32 My car really needs to be repaired soon. must Ireally esate + fepaired soon. 33 Susan regrets not buying that house. wishes ‘Susan ... . that house. 34 I could never have succeeded without your help. you ..me. I could never have succeeded 35 | thought | might run out of cash, so | took my cheque-book with me. case took my cheque-book with me . Out of cash. 5037 Paper 3 Use of English Linda's plans for a picnic have been spoilt by the weather. fallen Linda’s plans for a picnic ...esosseeee . because of the weather. ‘The bread was too stale to eat. fresh The bread .. Perhaps Brian went home early. may Brian .. home early. I can’t possibly work in all this noise! impossible It. +. Work in all this noise! The thief suddenly realised that the police were watching him. watched The thief suddenly realised that he .... by the police. StTest 1 For questions 41-58, read the text below and look carefully at each line. Some of the lines are correct, and some have a word which should not be there. Ifa line is correct, puta tick (/) by the number on the separate answer sheet /fa line has a word which should not be there, write the word on the separate answer sheet. There are two examples at the beginning (0 and 00), o|¥ 0 Examples: WHY | DISLIKE COMPUTERS: 0 Almost everyone says that computers are wonderful and that they are 00 changing our own lives for the better by making everything faster and 41 more reliable, but I'm not so much sure that this is the case. 42 The other day | was standing in a large department store until waiting to pay for a couple of films for my camera when the assistant announced that the computer which controlled the till it had stopped working, | didn’t think this was a big problem and | set myseff off to find another counter, but of course, all the machines are one part of the same system. So there we were: a shop full of customers, money at the ready, waiting to make our purchases, but it was quite clear that none out of the assistants knew what to do. They weren't allowed to take our money and give to customers a written receipt, because the sales wouldn't then have been recorded on the computer system. In the end, like with many other people, | left my shopping on the counter and walked out. Don’t you think so that’s ridiculous? It would never have happened before computers, and that, for me, is all the problem: we are beginning to depend on these machines for so. completely that we simply can’t manage without them any more. SsssesssessaRsG 52Paper 3 Use of English For questions 56-65, read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There is an example at the beginning (0). Write your word on the separate answer sheet. Example: | 0 | unusual 9 CAMERON PARK At first light, there is nothing (0) .... about the town of Cameron Park © USUAL in California but, as the day begins and the town comes to (56) ...., LIVE you can’t help (57) .... that, among the cars, there are light aeroplanes NOTICE moving along the roads towards the airport. When the town was (58) .... built, a small airport was included for the ORIGIN (59) .... of people flying in to look at the properties which were for © CONVENIENT (60) .... , but it soon became clear to the developers that this was an SELL attraction in itself. The streets were (61) .... so that planes could use WIDE them, the mailboxes near the road were made (62) .... to avoid © SHORT passing wings, and all the electricity cables were buried (63)..... GROUND Now, there is every (64) .... that the residents will have a private LIKELY plane in their garage and use it with the same (65) .... other people FREE enjoy with their cars. 53Test 1 PAPER 4 LISTENING (approximately 40 minutes) You will hear people talking in eight different situations. For questions 1-8, choose the best answer A, B or C. 1 You are visiting a museum when you hear this man addressing a group of people. Who is he? A. assecurity guard B a tourist guide amuseum guide 2 You're ina restaurant when you overhear one of the waiters tal Who is he talking about? A. acolleague B_ the manager © acustomer 3 You're waiting in a hospital corridor when you hear this woman talking. What does she say about her doctor? A He's made a mistake. B_ He's been unhelpful. © He's been untruthful. 4 You are out shopping when you hear a shop assistant talking t What is she refusing to do? ‘A give him some money B change a faulty item © repair something 54 iking. 10 a customer.Paper 4 Listening 5 _ Listen to this woman introducing the next speaker at a conference. Why has she been asked to introduce him? A He is an old friend. B Heisa former student of hers. © Heis a colleague. 6 Youare staying in a farmhouse when you hear your host on the telephone. Who is he talking to? A. asupplier B_acustomer © an employee 7 Youhear this critic talking on the radio. What is she recommending? A afilm B abook © anexhibition 8 You are walking up the street when you hear this man talking to a woman at her front door. What does he want to do? A interview her B help her © advise her 5STest 1 You will hear a student called Bill talking about his holiday job. For questions 9-18, complete the notes which summarise what he says. You will need to write a word or a short phrase in the box. Reason for doing job: 9 Building used to be a 10 Good position because it’s near : 1 Main alteration: owner has added 12 Bill's favourite task: 13 Owner is very careful about 14 Attitude of male residents to staff: | 45 | Problem with woman who 46 thought he was Other staff treated Bill as : 7 Bill is going back in order to 18 56You will hear five different women talking about parties. Paper 4 Listening For questions 19-23, choose from the list A-F what they describe. Use the letters only once. There is one extra letter which you do not need to use. A. She regretted having gone. B_ She was surprised she enjoyed it. © She was embarrassed by her friends. D_ She thought it was badly organised. E She hadn't known what sort of event it was, F She met someone who admired her. ‘Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 19 24 57Test 1 You will hear a conversation between two teenagers, Nick and Sandra. For questions 24~30, decide which statements are true or false and mark your answers T for True or F for False. 24 Sandra had to do some housework before coming out. 24 25 Sandra envies Nick. L 25 26 Sandra is angry with her mother. 26 27 Sandra has failed her exams. 27 28 Nick sympathises with Sandra's mother. 28 29 Sandra has lost the tickets. 29 30 Nick will go to the next concert on his own. 30Paper 5 Speaking PAPER 5 SPEAKING (approximately 15 minutes) Part 1 You tell the examiner about yourself. The examiner may ask you questions such as: Where are you from? How do you usually spend your free time? What are your plans for the future? Your partner does the same, Part 2 The examiner gives you two pictures to look at and asks you to talk about them for about a minute. Your partner does the same with two different pictures. Part 3 The examiner gives you a photograph or drawing to look at with your partner. You are asked to solve a problem or come to a decision about something in the picture. For example, you might be asked to decide the best way to use some rooms in a language school. You discuss the problem together. Part 4 You are asked more questions connected with your discussion in Part 3. For example, you might be asked to talk about the best ways of studying, 59Practice Test 2 PAPER 1 READING (1 hour 15 minutes) You are going to read a magazine article about exercising in water. Choose from the list (A-I) the sentence which best summarises each part (1-7) of the article. There is one extra sentence which you do not need to use. There is an example at the beginning (0). Mark your answers on the separate answer sheet. A Youare unlikely to cause yourself an injury in water. B__ Itisnotas easy as it looks. Aqua fitness can do more than simply help heal injuries D__Youcan lose weight and enjoy yourself at the training every day. F Your body will adapt to exercising in water. G Don't worry about what you look like. H Exercise in water puts less pressure on the heart. same time. E You can strengthen your heart and muscles by 1 The idea of exercising in water is not new. 60Paper 1 Reading Making a SPLASH veeveeeese SaoFbAon aerobics. Lydia Campbell, a__carry a little more excess 0 rt fitness expert, says there are weight than you feel no conclusive studies on why comfortable with or just feel The last thing many people _it has aless drastic effect on embarrassed because you expect to do ina swimming _ your heart, but there are haven't exercised before, there pool these days is swim. The some factors that partly is no need to be anxious as latest fitness phenomenon to explain it. Lydia says, ‘Water is everything is hidden beneath make a big splash at the local supportive, as we all know, the water level! pool is aqua fitness. The and with blood flowing more properties of water have long easily, there is less stress on 6 been known to make it one of the heart’ the safest and most effective Getting used to moving in media in which to exercise, 3 water takes a litte time Physiotherapists have used it because of the gravity changes for years and, even as far back There are other benefits to. _on the body. Running in water as the Romans, the value of | working out in water such as__will be easier if your body has, water for healing has been _the fact that your muscles are _lots of muscle, but don't recognised. less likely to ache the worry about this not being the following day, the water has case, as the exercising in 1 massaging effect on the body, water will strengthen muscles and of course, there is always anyway. Soon you will be able Today ‘aqua fitness’, as it is the possibility of getting a bit to move more strongly known, has seen exercising in slimmer. It is generally thought through the pool. the swimming pool that an aqua fitness workout progressing from merely being can use from 450 to 700 7 an activity for the recovery of calories an hour. And don't an injury. Aqua fitness has forget, water is fun ~ Classes usually start with a become a valuable training aid exercising to music in water is. warm-up aimed at stimulating even for professional athletes _a unique experience! and raising the body who use it to reduce the risk temperature. Using the of overtraining. However, 4 properties of water in an aqua that’s not to say that workout can create an exercising in water isn't ideal The reassuring element of effective training programme for the rest of us too, from exercising in water is that, that might change some the young to the old, from the apart from doing you good, it previous ideas about how easy fit to those who do suffer is relatively difficult to do exercising in water is. Try from complaints such as anything that is going to harm running in shallow knee-deep arthritis. you. water, It’s easy, but try running in thigh-deep water and things 2 5 suddenly get more difficult — chest-deep water is even Exercising in water raises the As far as modesty is harder, as the water resistance heart rate less than land concerned, if you miss a step, increases. 61