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For the latest information visit: www.cambridgelms.org/main/p/frequentlyaskedquestions O Full terms and conditions are available at: www.cambridgelms.org/main/p/termsofuseCAMBRIDGE CAMBRIDGE ENGLISH UNIVERSITY PRESS a WITH ANSWERS | AUTHENTIC EXAMINATION PAPERSCambridge University Press www cambridge.org/elt Cambridge Assessment English weww.cambridgeenglish org nformation on this title: www.cambridge.org/9781108431217 © Cambridge University Press and UCLES 2018 Itis normally necessary for written permission for copying to be obtained in advance from a publisher. The sample answer sheets at the back of this book are designed to be copied and distributed in class ‘Tne normal requirements are waived hete and itis not necessary to write to ‘Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom, Only those pages that carry the wording OUCLES 2018 EAU may be copied. First published 2018 2019 18 17 16 15 14 13 12 11 109 8765 Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 978-1-108-43121-7 Student's Book with answers ISBN 978-1-108-43122-4 Student's Book with answers with Audio ISBN 978-1-108-43120-0 Student's Book without answers ISBN 978-1-108-43123-1 Audio CDs (2) ‘The publishers have no responsibilty forthe persistence or accuracy of URLs ‘or external or third-party internet websites referred to inthis publication, and do not guarantee that any content on such websites is, or will main, accurate ot appropriate. Information regarding prices, travel timetables, and other factual information given in tis work is correct atthe time of fist printing but the publishers do not guarantee the accuracy of such information thereafter, —a Test 1 Test 2 Test 3 Test 4 Test 1 Test 2 Test 3 Test 4 Test 1 Test 2 Test 3 Test 4 Contents Introduction Reading and Use of English Writing Listening Speaking Reading and Use of English Writing Listening Speaking Reading and Use of English Writing Listening Speaking Reading and Use of English Writing Listening Speaking Frames for the Speaking test Frames for the Speaking test Frames for the Speaking test Frames for the Speaking test Marks and results Key and transcript Key and transcript Key and transcript Key and transcript Sample answer sheets Thanks and acknowledgements Visual materials for the Speaking test 22 24 29 30 44 46 st 52 66 68 73 74 88 90 9s 96 99 102 105 108 120 129 138 147 156 167 colour sectionPr Introduction This collection of four complete practice tests comprises papess from the Cambridge English “Advanced (CAE) examination; students can practise these tests on their own or with the help of a teacher. ‘The Cambridge English: Advanced examination is pact of a suite of general English examinations produced by Cambridge English Language Assessment. This suite consists of five examinations that have similar characteristics but are designed for different levels of English language ability. Within the five levels, Cambridge English: Advanced is at Level C1 in the Council of Europe's Common European Framework of Reference for Languages: Learning, | teaching, assessment. | It has been accredited by Ofqual, the statutory regulatory authority in England, at Level 2 | in the National Qualifications Framework. The Cambridge English: Advanced examination is recognised by educational institutions, governmental departments and employers around the | world as proof of the ability to follow an academic course of study in English at university Jevel and communicate effectively at a managerial and professional level. | | | Council of Europe UK National Qualifications Fe ; Zeminauon Framework Level Framework Level Cambridge English: Proficiency Certificate of Proficiency in English (CPE) ‘Cambridge English: First First Certificate in English (FCE) Cambridge English: Preliminary Preliminary English Test (PET) Cambridge English: Key O Key English Test (KET) Entry 2 Bl Entry 3Introduction The structure of Cambridge English: Advanced - an overview ‘The Cambridge English: Advanced examination consists of four papers. Reading and Use of English 1 hour 30 minutes This paper consists of eight parts, with 56 questions, For Parts 1 to 4, the test contains texts with accompanying grammar and vocabulary tasks, and separate items with a grammar and vocabulary focus. For Parts 5 to 8, the test contains a range of texts and accompanying reading comprehension tasks. Writing 1 hour 30 minutes This paper consists of two parts which carry equal marks. In Part 1, which is compulsory, candidates must write an essay with a discursive focus of between 220 and 260 words. The task requires candidates to write an essay based on two points given in the input text. They need to explain which of the two points is more important and give reasons for their choice. In Part 2, there are three tasks from which candidates choose one to write about. ‘The tasks include a letter/email, a proposal, a report and a review. Candidates write between 220 and 260 words in this part. This paper consists of four parts with 30 questions, Each part contains a recorded text or texts and corresponding comprehension tasks. Each part is heard twice. Speaking 15 minutes The Speaking test consists of four parts. The standard test format is two candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or providing cues for the candidates. The other acts as assessor and does not join in the conversation. The test consists of short exchanges with the interlocutor and with the other candidate, an individual long turn, a collaborative task involving both candidates, and a discussion. Listening 40 minutes (approximately) | Grading Candidates will receive a score on the Cambridge English Scale for each of the four skills and Use of English, The average of these five scores gives the candidate's overall Cambridge English Scale score for the exam, This determines what geade and CEFR level they achieve. All candidates receive a Statement of Results and candidates who pass the examination with Grade A, B or C also receive the Certificate in Advanced English. Candidates who achieve Grade A receive the Certificate in Advanced English stating that they demonstrated ability at Level C2, Candidates who achieve Grade B or C receive the Certificate in Advanced English stating that they demonstrated ability at Level C1. Candidates whose performance is below C1 level, but falls within Level B2, receive a Cambridge English certificate stating that they have demonstrated ability at Level B2. Candidates whose performance falls below Level B2 do not receive a certificate For further information on grading and results, go to the website (see page 7).———— Introduction Further information ‘The information contained in this practice book is designed to be an overview of the exam, For a full description of all of the above exams, including information about task types, testing focus and preparation, please sce the relevant handbooks which can be obtained from Cambridge English Language Assessment at the address below or from the websit. www.cambridgeenglish.org Cambridge English Language Assessment Telephone: +44 1223 553997 1 Hills Road email: [email protected] Cambridge CB1 2EU United KingdomTest 1 READING AND USE OF ENGLISH (1 hour 30 minutes) Part 1 For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0). Mark your answers on the separate answer sheet. Example: 0 Aeams Bains wins _D obtained Bape Guainb, 0 Time and the rotation of the Earth As all school children know, there are 60 seconds in a minute. But every so often, our planet (0) a second. The addition of what's called a ‘leap second’ is (1)........ tO allow the Earth’s rotation, which is gradually (2) to catch up with atomic clocks - the world’s most accurate time-keepers. This sounds simple, but according to scientists, because they only get six months’ (8)........ of the need to add a leap second, it’s difficult to insert it into computers without mistakes being made, (4) systems to fail temporarily. In 2012, a leap second was added on a weekend but it resulted in over 400 flights in one country being grounded as the check-in system (6) ........ down Some countries are in favour of abolishing leap seconds while others (6)........ that the technical challenges are (7) if everyone adds the second in the same way and at the same time. They say that we have always taken the Earth's rotation as the ultimate reference for timekeeping and we shouldn't break this (8) ........ without considering the consequences.> > > > > > > D> designed delaying advice compelling came argue governable join targeted lessening notice making fell disagree controllable link 29900000 framed slowing information causing ran dispute manageable chain Reading and Use of English D D D D D D D D drafted declining instruction influencing went question adaptable unionTest 1 Part 2 For questions 9-16, read the text below and think of the word which best fits each gap. Use only fone word in each gap. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: [0 |[o |v [1 L] Solving problems while you sleep How often do we struggle to figure (0)....... a problem and then, after a night's sleep, we wake up knowing exactly what to do? We tend to view sleep simply (9)....... a period of recuperation, but it actually has profound implications for a lot of human tasks, including a positive effect on problem-solving, Research now suggests that (10)....... only are we able to come up with answers to life issues while asleep, but these answers are often better than the ones we might think of once the routines of our daily lives take (11)....... . Sleep aids memory too, and it's believed that new information isn't processed and absorbed fully until we've had a good night's sleep. So, if you're faced (12) ....... a difficult problem, set it aside, sleep (13) it and return to it the next day. But (14) made a complex decision, you (15) like to revisit it after a second night's rest on the off-chance that (16) ....... could be a better solution waiting to be considered. 10 coi a tier Reading and Use of English Part 3 For questions 17-24, read the text below. Use the word given in capitals at the end of some of the lines wte your answv .5 to form a word that fits in the gap in the same line. There is an example at the beginning (0) ‘s IN CAPITAL. LETTERS on the separate answer sheet, example: [0][s[ife[y]ifrl[rle]alnfe Awise old owl Many birds have special (0) for humans but none is perhaps more respected than the owl. Owls, often seen as symbols of (17) ...s0 y have @ powerful hold on human imagination. There are many species of owl and most of them are solitary, nocturnal birds of prey that are (18)........ by their upright stance. They tend to blend in with the colorations and even the texture patterns of their (19) . which makes them hard to spot. They have a keen sense of (20) and have special ears that can pick up sounds that are (21) by the less sensitive human ear, such as tiny (22) from small animals on the ground. Many owls have special feathers on their wings which allow them to fly silently. They are commonly believed to be able to turn their heads a full 360 degrees; in fact, although they have fourteen neck vertebrae in (23) with seven in humans, they're only able to rotate 270 degrees Alll these features add to our view of the owl as being (24) . SIGNIFY WISE CHARACTER SURROUND SEE DETECT VIBRATE COMPARE MYSTERYTest 1 Part 4 For questions 25-30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. Here is an example (0). Example: 0 James would only speak to the head of department alone. ON James ... ... to the head of department alone. ‘The gap can be filled with the words ‘insisted on speaking’, so you write: Example: [o INSISTED ON SPEAKING \Write only the missing words IN CAPITAL LETTERS on the separate answer sheet. 25 If there are fewer doctors on duty, patients may have to wait longer than usual DEPENDING . of doctors on Patients may have to wait longer than usual, duty. 26 There's a danger those mountaineers won't be able to make it back to the hut before it gets dark. RISK Those mountaineers run .... sssen able to make it back to the hut before it gets dark. 27 Whatever time he leaves home, John always seems to get to work late, MATTER NO vesce off from home, John always seems to get to work late,Pre st 28 29 30 Reading and Use of English Itis Sam's responsibilty to ensure everyone has left the museum before closing time, CHARGE sam .. sure everyone has left the museum before closing time. Martin was going to host an event for the new students, but it appears he has decided against it MIND Martin appears «s,s... hosting an event for the new students, Up to now, I’ve never thought of working in any field other than finance, OCCURRED The thought of not working in the field of finance now,Test 1 Part 5 F You are going to read an article in which a young journalist talks about using social media to find job. For questions 31-36, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet. Keeping pace with scientific publishing Science correspondent Joe Cushing considers old and new ways of publishing scientific research Journal-based peer review ~ the process of subjecting a sciontific research paper to the scrutiny of others who are experts in the same field - is generally held up as the quality assurance mechanism for research. It professes to be an essential filter which prevents publishing flawed or nonsensical papers, and indeed is cften touted as such in reassuring tones when scientists talk to the media or the general public. Reviewing a paper can delay its publication by up to a year; is that a price worth paying to ensure the trustworthiness of the published literature? Well, yes and no. And picking apart such issues reveals a great deal about the state of scientific publishing, which is very much in flux. 'm not yet ready to abandon journal-based peer review. I'd stil Ike to see all papers pass some sort of checking stage before formal publication, but | feel the ground moving. The growing use of preprints (drafts of Papers which are posted online without having been peer reviewed, found in digital archives) is a crucial Part of that shift because they bring academics back to what research publication is all about: the rapid dissemination of new results so they can be read, critiqued and built upon. Publication in journals has become more about renown and career advancement, and this has perverted both the motivations of authors and the job of reviewers. Competition for prized spots in highly-regarded journals ives scientists to do some of their best work and the best journals certainly publish plenty of outstanding research. But the excessive rewards for publishing in top journals are incentives to corner-cutting, as stories streamlined by the omission of inconvenient data are more likely to be taken up. And the job of the reviewer also becomes distorted: itis more often now to decide, not whether a manuscript is any good, but whether it is good enough for the journal considering publication, For top journals that can depend as much on topicality Cor newsworthiness as scientific quality. These problems are well known, but the tragedy for science is that too few people are wiling to broak away from the present system. However, as the eminent biologist Ron Vale argued recently ~ fittingly, in a preprint ~ preprints may be a way out of the impasse because they don't entail a major shift away from the 14 norm. That may soem an odd claim in view of the tng, fact that preprint archives have been in existence for twenty years, yet preprints have not been adopted Universally. This slow uptake is not only a reflection of the inherent conservatism of scientists, but also a result of the widespread misconception that journals won't accept manuscripts which have been posted online as preprints. There is also a fear that publication of papers, without peer ret risks opening the floodgates to ‘junk science’ - something which, so far at least, has yet to occur. Preprints may not be peer reviewed, but authors know full well that preprints ave immediately ‘opened up for critique and discussion by a worldwide community of reviewers. Tanya Elks, a psychology professor, recalls: ‘My paper was a ertique of a published paper ~ a scenario which isn't well handled by the conventional journals. Under their system of anonymous peer reviewing, either the authors of the original paper are chosen as reviewers: and there is a risk that the unscrupulous ones might block a critical paper; or they're not chosen and may justifiably complain about misrepresentation. AS we posted a preprint, the original authors had their say and we could take their points on board. All the commentary is out in the open so readers can evaluate the quality of the arguments. The possibilty of rejection by journals is less of an issue too, given that well stil have the preprint and comments outin the public domain, s0 our ‘work won't be wasted. Preprint archives enable, on a global scale, the informal scientific discussions once confined to correspondence: line! between individuals. They could also become an line! effective outlet for negative resuits - a vital aspect of Hine: ‘the scientitic process often overlooked by the journals’ excessive preoccupation with new discoveries, tne! Furthermore, presence on preprint archives significantly increases the number of times papers are read and cited by others; a potent demonstration of the efficacy line! of dissemination through preprint. By harnessing tine! the web's culture of openness and accessibily and recaling the collaborative, amateur ethos sill at large within the scientific community, preprints should help to refocus attention where it matters ~ on the work itself, not where it is published.e——— f t q > fine > ine f fine} tine! 31 32 33 34 35 Reading and Use of English {n the first paragraph, the writer expresses doubt regarding the part that peer review plays in voa> provoking changes in the process of scientific publishing. affecting deadlines for publishing scientific papers. ensuring the quality of scientific research reassuring the public about new research. What does the writer feel that many scientists need to be reminded of? a> c D the absence of peer reviewing with preprints the original aim of publishing scientific findings the ulterior motives which lie behind reviewers’ comments the prestige which can be gained by being published in a journal What does the writer accuse scientific journals of doing? A B c D encouraging scientists to compete against each other trying to reduce costs in order to maintain their position in the market relying too heavily on reviewers to decide whether to publish an article choosing articles for their appeal rather than their scientific value What does the writer admit may be an ‘odd claim’ in line 452 uD c D the idea that it was fitting for biologist Ron Vale to argue his case in a preprint the assertion that adopting preprints does not require a radical change of behaviour the notion that too few scientists are pushing for a rethink of the peer review the suggestion that preprints will be readily accepted by the scientific community What point does Tanya Elks make about her experience of posting a preprint? A B c D Her work is less likely to be rejected now since others have made positive comments about it in public. She appreciated the fact that she could see what fellow scientists thought of her paper. It was unfair to use the authors of the research she was evaluating to review her paper. She chose a preprint because she feared her paper would not otherwise be published The phrase ‘collaborative, amateur ethos’ in the final paragraph refers back to the earlier phrase com> ‘correspondence between individuals’ (lines 75-76), ‘effective outlet for negative results’ (line 77). ‘preoccupation with new discoveries’ (line 79) ‘efficacy of dissemination’ (lines 82-83).PO Test 1 Part 6 You are going to read four commentaries on the subject of living in London. For questions 37-40, choose from the commentaries A-D. The commentaries may be chosen more than once. Mark your answers on the separate answer sheet. London A Bridget Atkins London is a cruel city. A quick walk from the steot and glass money temples of the financial district to one of the rundown estates fifteen minutes away shows you most of what you need to know about its harshness and problems. Depressing as that walk may be, I'd still recommend it more than struggling through the public transport network. It isn't just that the trains are overcrowded, overheated and unreliable - it's thal you have to pay such an insulting amount for the privilege of travelling in such misery. Talking of contempt, | haven't even got on to landlords, rent, and the fact that a shoebox in London will cost you more than a palace outside London. That's not to say it's all bad though. I do rejoice in the internationalism of my city, the way I learn so much about different cultures and cuisines just by attending a local street party, B London is an endlessly inventive city. We've happily embraced using both the London Underground and Overground, cycling and walking, finding one-bed flats further away from the centre. Until now the trend has been to move further out to find place to live, but it doesn't need to be like that. Some of the most interesting work going on in London now is around the politics of scarcity. We need to release spare space, as well as investigate new models for flexible living and co-housing. People talk about disparities, between the haves and the have-nots, but I'd say there's no other place in the world where i's better to bee an entrepreneur. You don't have to be born with a silver spoon in your mouth to make it here, and that’s, what | see — people who are in the process of making it or who already have — just in different places on a kaleidoscopic spectrum, Christi © Anna Fry Aside from the fact that most people can no longer afford to live here, there also seems to be a sad ‘conformity among those that do. The big beard, tight-trousered, hipster phenomenon, for instance, is essentially tribal and conservative. | do love the eclectic transport system though. You can make your way across the city by a muttitude of transport modes; the whole city is pretty much anti car. Even if you're happy paying the congestion charge, you've stil got to drive around in circles looking for a piace to park. Got it wrong and there'll be one of London’s finest parking attendants there to remind you with the much despised penalty charge notice. But I'm all in favour of that. We all have to breathe the air no matter if we're rich or poor, and that's what I love about the whole system. I's a great equaliser. Take it or leave it. D Jon Bennett | don't get the fascination with London's decrepit housing stock. It's overpriced and falling to pieces. All this talk of old-world charm, character and conservation areas, for what is essentially a totally dysfunctional stock of properties not fit for modern-day living. Unless you're a multi-millionaire that is, with money to burn on. heating, only for it to go straight out the hundred-year-old windows. Because that's who's drawn here, unless we're talking about the run-down, gritty areas that attract outsiders from all walks of life. Ifit weren't for them, this would be a dull place to lve. | love the way they colonise an area with pop-ups, cafés and art spaces, Until they're priced out. The system seems to favour those living off their inheritance. Why else would you need to pay such a ridiculous sum just to get from A to B on a late-running, museum-piece transport system? 16ee ss ic vt ie id 18 1 re 2S, s Qei< 50 or is ok Qn 38 Qu ? Reading and Use of English Which commentator. expresses a different view from the other three commentators regarding the rousing situation in London? shares C’s opinion on London's public transport system? has a different view from A on the multi-cultural nature of London's population? shares A's opinion on the inequality of wealth prevalent in London? 37 17Test 1 Part 7 You are going to read a magazine article about the ecological importance of the semi-aquatic animal, the beaver. Six paragraphs have been removed from the article. Choose from the paragraphs A-G the one which fits each gap (41-48). There is one extra paragraph which you do not need fo use. Mark your answers on the separate answer sheet. Beavers Beavers play an important role in keeping Rhode Island's waters clean ‘There are an estimated 30 million beavers across North America. As a keystone species, beavers enrich ecosystems around them, By building dams, they control water moving through their habitat, retaining the flow using times of drought and slowing it down, during heavy rain and floods. This also ereates beaver ponds ~ areas several meters deep they use for sleeping and eating. However, a study by the American Society Of Agronomy says beavers are doing something more: they are now helping to remove nitrogen that has moved its way through soll into ground water andl lakes and streams. a In time these plants die and decompose, consuming the oxygen from the waters, creating. low oxygen levels that kill fish. While these dead zones are common in the Gulf of Mexico, they are also becoming a problem along northeastern US. coastlines, However, according to the study findings of Professor Arthur Gold and colleagues of the University of Rhode Island, this problem is less common where there are beavers. 42 ‘Thanks to x naturally occurring bacterium present in the soil of beaver ponds, 5% to 45% of nitrogen in the water ean be removed, depending on the pond and the amount of nitrogen present, the stuely found. This bacterium is able to transform nitrogen in the water into nitrogen gas. 43 ‘This wansformative power was (ested by taking samples from the beds of beaver ponds, and adding nitrogen w them. These samples were large cnongh to incorporate the factors that generate 18 the chemical and biological processes that ake place in the pond. 44 ‘The experiments also found that 12% of the nitrogen gases created in the samples were nitrous oxide, a very potent greenhouse gas and air pollutant. To put this into perspective, considered dover a 100-yeir period, nitxous oxide is calculated to have between 265 and $10 times more impact than carbon dioxide does. However, the scientists pointed out that the high amount was likely t0 be 4 result of some unique laboratory conditions and that it is unlikely these ponds would release that nich of the gus in nature, 45 Most of these semi-aquatic animals are in areas with small streams, rather than big rivers, and the beaver dams in these smaller streams are usually’ the first tbe removed. They are considered a muisance because they block the waterways. ‘This causes a decrease in beaver populations. It is therefore important that these areas remain untouched so they can positively affect nitrogen levels cownstream. Professor Gold now hopes to studly the ponds over a longer period and to investigate abandoned ponds to see if the nitrogen retaining qualities afer the beavers rave gone. 46 In addition, these areas of water also attract other wildlife such as insects and birds whieh are vital to the ecosystem, Studies like the one carried out by: Professor Gold may well give people a new-found appreciation for the beaver