CERTIFICATE OF PROFICIENCY IN ENGLISH

Reading and Use of English

∗∗

SAMPLE TEST 2

Time 1 hour 30 minutes

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

INFORMATION FOR CANDIDATES

There are 53 questions in this paper.
Questions 1 – 24 carry one mark.
Questions 25 – 30 carry up to two marks.
Questions 31 – 43 carry two marks.
Questions 44 – 53 carry one mark.

* 500/2429/2
© UCLES 2015 Cambridge English Level 3 Certificate in ESOL International
 2

Part 1

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

Mark your answers on the separate answer sheet.

Example:

0 A torrent B surge C gush D swell

A B C D
0

The end of progress?

The remarkable (0) …….. in investment in scientific research in recent years, now routinely measured

in hundreds of millions of dollars, has (1) …….. a vast number of research papers. But it all seems to

add up to surprisingly little in terms of (2) …….. developments, certainly compared to the early

twentieth century, when poorly funded scientists rewrote the laws of physics and genetics.

A writer called John Horgan controversially proposed an explanation for the apparently (3) ……..

relationship between the current scale of research funding and scientific progress. He argued that the

very success of science in the past constrains its future (4) …….. . Since the last century has

(5) …….. a series of scientific discoveries that (6) …….. among the greatest intellectual achievements

in history, it is difficult to imagine how such feats can be realistically (7) …….. . However, many

prominent scientists (8) …….. his argument by pointing to the historical record. The view that

progress cannot be maintained indefinitely has been expressed many times before, only to be

consistently disproved.
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1 A initiated B evoked C generated D incited

2 A signpost B landmark C keynote D cornerstone

3 A inverse B converse C adverse D reverse

4 A probabilities B forecasts C prospects D eventualities

5 A observed B witnessed C acknowledged D testified

6 A score B measure C class D rank

7 A surpassed B overtaken C excelled D outdone

8 A retaliate B contend C retort D counter

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Part 2

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

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

Example: 0 O U T

Handwriting
It is often pointed (0) …….. just how rare it is for people to communicate by putting pen to paper.

Many of us have friends (9) …….. handwriting is unfamiliar to us because we have never seen it.

This is (10) …….. to say that we should forgo all the advantages of electronic communication, but

what it has led to is that some British schools no (11) …….. teach handwriting, on the grounds that all

children now have access to computers. But can this be justified? (12) …….. all, nobody thinks that

learning to ride a bike means losing the pleasure of running.

One intriguing aspect of handwriting is what, (13) …….. anything, it tells you about a person. It has

been suggested that it can reveal various personal qualities, and even someone’s health and

intelligence. While some feel this is (14) …….. too far, it is also true that because every individual has

a distinctive style, handwriting is, in (15) …….. probability, expressing something about them.

However, studying handwriting is (16) …….. near being accepted as a proper science.
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Part 3

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

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

Example: 0 A G R E E M E N T

A history of science fiction in Britain

There is little (0) …….. as to the precise nature of science fiction. AGREE

Thomas More’s Utopia, published in 1516, bears some (17) …….. to RESEMBLE

modern science fiction with its depiction of a perfect society. But the

genre only really became established in the nineteenth century, when

unprecedented technological change inspired literature exploring the

impact it had on society. Mary Shelley’s Frankenstein was highly

(18) …….., with the image it portrayed of a mad scientist conducting INFLUENCE

strange experiments becoming a popular and (19) …….. theme in ENDURE

science fiction.

The twentieth century saw the (20) …….. of what came to be another EMERGE

(21) …….. of the genre – its use by writers to criticise contemporary CHARACTER

society. Many of them struggled with the (22) …….. tension between LIE

the desire to be a (23) …….. social and political (24) …….. and the CONTROVERSY

wish simply to tell an exciting story. COMMENT

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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
eight words, including the word given. Here is an example (0).

Example:

0 Do you mind if I watch you while you paint?

objection

Do you ……………………………………………………… you while you paint?

0 have any objection to my

hi
Write only the missing words on the separate answer sheet.

25 My home town is very different now from when I was a child.

recognition

My home town ……………………………………………… since I was a child.

26 Rare species of butterfly could soon become extinct on account of the high levels of air
pollution.

verge

Rare species of butterfly are ……………………………………………… to the high levels of air

pollution.

27 I was disappointed that Lee didn’t want to listen to any of my jokes.

mood

To ……………………………………………… for listening to any of my jokes.

 7

28 The singer did not want to say anything about his future plans.

indication

The singer was unwilling ……………………………………………… to his future plans.

29 Simon is the only child who does not enjoy swimming.

exception

With ……………………………………………… enjoy swimming.

30 Conservationists say that local wildlife will definitely be threatened by pollution from the new
factory.

poses

Conservationists say that pollution from the new factory ……………………………………………

local wildlife.

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Part 5

You are going to read an extract from the preface to a book about science. 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.

The Ascent of Science

At its most abstract, science shades into philosophy; at its most practical it cures disease. It has eased
our lives and threatened our existence. It aspires, but in some very basic way fails, to understand the ant
and the origins of the universe, the infinitesimal atom and the mind-bludgeoning immensity of the
cosmos. It has laid its hand on the shoulders of poets and politicians, philosophers and charlatans. Its
beauty is often apparent only to the initiated, its perils are generally misunderstood, its importance has
been both over and underestimated, and its fallibility, and that of those who create it, is often glossed
over or malevolently exaggerated.

The attempt to explain the physical universe has been characterized by perpetual conflict. Established
theories have continually been modified or violently overthrown, and as in the history of music,
innovations tend to be ridiculed only to become, in time, the new dogma. The struggle between old and
new has rarely been dignified. Scientists come in many colors, of which the green of jealousy and the
purple of rage are fashionable shades. The essence of scientific history has been conflict.

This book presents science as a series of ideas that changed the course not only of science itself but
often of whole areas of human thought. Science, of course, has its practical benefits, but they will not be
our primary concern. This is not a book about non-stick frying pans. We will be looking at ideas –
admiring their beauty, occasionally standing awestruck before the towers of imagination, but always being
prepared to doubt; always being aware not only of the ingenuity but also of the deep limitations, and the
repeatedly demonstrable inertia, of the human mind.

Science, by its nature, is changeable. There is always some scientist, somewhere, who is disproving an
explanation that another scientist has proposed. Usually these shifts of interpretation leave the fabric of
society undisturbed. Occasionally, however, real revolutions tear down part of our system of established
beliefs. Thus, in the seventeenth century, science presented us with a mechanical universe, a giant
inexorable clock. Three centuries later, physics has questioned some basic assumptions, leading us into
a shadowy maze where we affect the universe by the act of observing it and are ignorant of the true
meaning of our most basic concepts.

Some see the fragility of scientific theory as an indication of a basic inability of science to explain the
universe. But scientific change is almost always accompanied by an increase in our ability to rationalize
and predict the course of nature. The seventeenth-century English scientist Isaac Newton could explain
far more than the Ancient Greek polymath Aristotle, and Albert Einstein, the father of modern physics,
more than Newton. Science frequently stumbles, but it gets up and carries on. The road is long. It is
prudent to recall that at the end of the nineteenth century the general opinion amongst physicists was that
nothing of any great import remained to be done in physics. And then came radioactivity, X-rays, the
discovery of the electron and the nucleus, a couple of hundred new fundamental particles, quantum
mechanics and relativity, antimatter, dark matter, black holes, chaos, the Big Bang, and so on. Biology
has been no less prolific. At present, there are again voices proclaiming the imminent arrival of a theory
of everything, a complete explanation of the origins of the universe and workings of the cosmos. Maybe.

Science is not a harmless intellectual pastime. In the last two centuries we have moved from being simply
observers of nature to being, in a modest but growing way, its controllers. Concomitantly, we have
occasionally disturbed the balance of nature in ways that we did not always understand. Science has to
be watched. Non-scientists can no longer afford to stand to one side, ignorant of the meaning of
advances that will determine the kind of world that their children will inhabit – and the kind of children that
they will have. Science has become part of the human race’s way of conceiving of and manipulating its
future. The manipulation of the future is not a question to be left to philosophers. The answers can affect
the national budget, the health of your next child – even the long-term prospects for life on this planet.
 9

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

A to defend science against its detractors

B to emphasise the practical benefits of science
C to outline the inherent contradictions of scientific enquiry
D to call for a more interdisciplinary approach to science

32 The writer refers to music and science to make the point that in both disciplines

A new ideas are rarely accepted immediately.

B respect for traditional practices has been lost.
C there is intense rivalry among practitioners.
D controversies are essential for progress.

In the third paragraph, the writer says that when appreciating the beauty of scientific
33
ideas, it is important to

A maintain a critical perspective.

B reflect on their wider significance.
C disregard their real-life application.
D put each one in its historical context.

34 What does the writer suggest about science in the fourth paragraph?

A Its practitioners are reluctant to collaborate on research projects.

B There is less certainty about it than in some previous eras.
C Its practitioners are unwilling to tackle deeper questions about the universe.
D There is a reduced role for it in today’s society.

35 What does the writer say about scientific enquiry in the fifth paragraph?

A It goes through periods when it merely repeats itself.

B Its weaknesses have led to a loss of faith in scientists.
C Its proponents current optimism is unfounded.
D It is still capable of yielding important insights.

36 The writer argues that non-specialists need to

A recognise that investment in science is a priority.

B take responsibility for increasing their knowledge of science.
C be more tolerant of scientific errors.
D ensure that scientists are accountable to the public.

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Part 6

You are going to read an article about an animal trainer. Seven paragraphs have been removed from
the article. Choose from the paragraphs A – H the one which fits each gap (37 – 43). There is one
extra paragraph which you do not need to use. Mark your answers on the separate answer sheet.

Andrew Simpson: the wolf whisperer

One of the world’s foremost animal trainers prepares a pack of wolves to star in an epic Chinese film

Ten pairs of dark eyes stare out from behind a wolf clamps its jaws tightly around it. A tug of
4m-high fence on the northern outskirts of war follows until the wolf manages to grab the
Beijing. The pack looks relaxed, until they hear branch and retreats victoriously. The rest of the
the sounds of the car. At once, their ears prick pack is now running wildly, hoping to join the
up, their noses tilted towards the noise. ‘They game.
never really sleep while the sun is up,’ says
40
Andrew Simpson, a 45-year-old Scot who has
spent his life training wolves. Simpson is in Today, though, he is having trouble just getting
China for his greatest challenge yet. He has 18 his wolves to stand still. Each day, the pack is
months to get a pack of wolves to sit, snarl and put through its training for at least an hour. It
fight on cue in order to take part in the film of takes about a month to persuade a wolf to get
one of China’s most famous novels, the ‘on your mark’ – in the position required – a
multimillion bestseller Wolf Totem. command that is accompanied with a wave of
the hand and, if successful, a reward.
37
41
Plans for a film of Wolf Totem have been afoot
since 2004, at first using all-digital wolves. But Getting a wolf to snarl on cue is also time-
when director Jean-Jacques Annaud was consuming. A large bone is first gently, then
brought on board, he insisted that the animals more aggressively, taken away from a hungry
in the movie should be a genuine pack. wolf until he bares his fangs. And, although
China’s dwindling wolf population are not Simpson and his six-man team, brought in
allowed to leave the country; their trainer, then, from Calgary, have been working with the pack
would have to come to them. ‘When we first from when they were just a few weeks old, only
started talking about Wolf Totem I didn’t realise three of the wolves, Cloudy, Silver and Parker,
I might have to commit two or three years of will allow such close human contact.
my life to it,’ says Simpson, who has moved 42
here from his ranch in rural Canada.
Simpson admits the unique bond with those
38 wolves, with whom he has spent many years,
stems from a near-parental commitment to
There is not much sign of danger. He their wellbeing. ‘You must give yourself
immediately presents his tummy for a rub. completely to raising wolves and building a
‘Tickle him,’ urges Simpson, ‘It’s part of the bond with them. Most people try to raise
process.’ The fur is bristly, and his body is tight wolves by spending a few hours a week with
and strong. It turns out he is on a them. This approach never works. You need to
reconnaissance mission. After covering himself understand how their pack structure works and
in our scent, he gets up and saunters back to then slot yourself into their lives.’
the rest of the pack. One by one, they have a
sniff, deciding whether to accept us into the 43
fold or not.
And with that, he leads the pack in a howl. As
39 he throws his head back, the wolves around
him begin to yelp, and then one or two muster
It’s a different story in captivity though. At one a more full-throated cry. It is not yet the blood-
point, Simpson breaks off several branches curdling call of the wild that runs through Wolf
from a nearby tree and begins to wave one Totem, but they’ll get there.
under the nose of one of the wolves, until the
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A Achieving such complete integration may E Chinese wolves like these are more
mean sleepless nights feeding baby wolves slender than their American or Indian
or sitting outside in a thunderstorm cousins, with longer ears and narrower
comforting them because they are afraid, or heads. They are built for speed. But
travelling in an aircraft hold with them – all despite their veneration in Wolf Totem, in
things he has done in his time. ‘What I really the wild they are ‘pretty terrible hunters’,
hope is that the movie will change people’s according to Simpson. ‘Nine out of 10
perceptions of wolves,’ he says. ‘They are times, a wolf will fail to catch his prey.’
really wonderful creatures. Challenging, but
clever and capable.’ F ‘That is the real crux of the challenge,’
says Simpson. ‘I am used to working with
B Simpson slides the outer fence open, and wolves whose parents were born in
we slip into the compound. He calls out to captivity, but for Wolf Totem, this was not
Cloudy, the alpha male of the pack. The possible. I would have loved to ship my
wolf pads over, and I freeze. ‘Let the wolves already-trained wolves from Canada, but
see you here with me for a moment. Stay they were not right for this project,’ he
close to me and they will not mind you,’ he adds.
says.
G But, as its narrator warns: ‘You can tame a
C Before coming to China, Simpson was bear, a lion or an elephant, but you cannot
employed in Vancouver by a couple who tame a wolf.’ Simpson is inclined to agree.
trained animals for films. At the time, no ‘It is not possible to get a wolf to do
one was focused solely on wolves. Working something he or she does not want to do.
with these animals was a gamble, but it was If they do not enjoy it, they will not work.’
what he wanted to do. Now, according to
Annaud, Simpson is the ‘finest wolf trainer H Food undoubtedly works best for this
in the world’. purpose. Their normal diet is dried dog
food, but here, they get fresh meat. ‘If you
D One of the first animals he worked with then overfeed a wolf, you have had it. They will
was a wolf/dog crossbreed. He was told the wander off and not train for days. That can
dog had been a problem on the set, but be a bit tricky with a movie’s schedule.’
after a few weeks he was walking with the
dog off the leash. ‘I guess back then I didn’t
know any better,’ he says. ‘I just did what I
could and it worked.’

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Part 7

You are going to read extracts from an article about how people find creative inspiration. For
questions 44 – 53, choose from the people (A – E). The people may be chosen more than once.

Mark your answers on the separate answer sheet.

Which person

says that creative people need periods of mental inactivity? 44

says a commonly held belief about creativity is mistaken? 45

encourages creative people to make spontaneous decisions where necessary? 46

says that finding inspiration is a gradual process? 47

says creative people need to contain their sense of insecurity? 48

mentions making direct use of part of someone else’s work? 49

mentions the need to persevere regardless of one’s mood? 50

says some of the themes in her work reflect the situation she finds herself in? 51

finds value in creating what she regards as substandard pieces of work? 52

discusses the benefits of limiting the preparation time for a piece of work? 53
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Unleashing your inner genius

Creative people reveal how they find inspiration

A) Sally Jones, playwright

I’m a very aural person; as soon as I hear certain phrases in a song, I’m transported to a particular time
and place. When I was writing my play Body Parts, I listened to Love Her Madly by the American rock
band The Doors, which seemed to suggest a lot about my characters’ relationships with each other. A line
from one of their songs even made it into the play’s plotline. I’m also very fidgety and seem to work best
when my hands are occupied with something other than what I’m thinking about. During rehearsals, for
example, I find myself drawing little pictures or symbols that are somehow connected to the play. Then I’ll
look back at my doodles, and random snatches of dialogue for another play will occur to me. Another thing
I do is to go to the forest near my house to think through a character or situation. It works every time.

B) Rachel Carter, ballet dancer

Ideas sit inside me for a while, before they emerge. When I’m preparing for a particular character, I keep
looking for ideas about her wherever I can – in film, theatre, music, and in watching other ballet
companies. When I first danced the French ballet Giselle, I found the Danish director Lars von Trier’s film
Dancer in the Dark incredibly inspiring. It was so dark, and it felt just like a modern-day version of the ballet
– it brought the part alive for me. I believe that to be truly inspired you must learn to trust your instinct. In
my profession, I feel that you shouldn’t over-rehearse a part, or you’ll find you get bored with it. Of course,
hard work is important, but a good, technically correct performance without instinct will never be magical.

C) Sarah Kent, musician

For me, the image of the tortured artist is a myth – you don’t need to be miserable to write songs. In fact, if
I am feeling down, the last thing I want to do is write; although it’s important sometimes just to sit down and
get on with it, however you’re feeling. Your creativity is like a tap: if you don’t use it, it gets clogged up.
One of the most difficult things about writing music is the sheer number of distractions. When you’re
writing, you have to be very disciplined, to the point of being impolite: turn off your phone and avoid seeing
other people. Another thing you have to deal with is that small voice that tells us we’re rubbish. We need to
know how to silence it. I try to avoid listening to records by other musicians while I’m writing something –
comparing myself to others often makes me think, ‘Why do I bother?’.

D) Margaret McCall, singer-songwriter

I definitely don’t have rules – I’m pretty disorganised. In fact, I often have to guilt-trip myself into sitting
down to write. It is so easy to let your life get filled up with other stuff – going to the bank, looking after the
baby. These things do come through in my songwriting, though. Most of my songs are defined by a sense
of loneliness, of isolation, that I get from spending a lot of time on my own. When I first moved to New
York, I used to go to concerts every night. Now that I’m a songwriter myself, I find watching other
musicians can be frustrating – I want to be the one up there performing. But every so often I see someone
who inspires me to try something different. I go home thinking: ‘I should really try something like that’.

E) Judith Keane, artist

I’ve learned not to wait for a good idea to come to me. It’s best to start by realising an average idea –
remember, no one has to see it. If I hadn’t made the works I’m ashamed of, the ones I’m proud of probably
wouldn’t exist. Also remember that hard work isn’t always productive. I think of the brain as a field lying
fallow; keep harvesting and the crops won’t mature. Not restricting yourself to your own medium is also
important. It is just as possible to be inspired by a film-maker, fashion designer, writer or friend as by
another artist. Cross-pollination makes for an interesting outcome. Finally, don’t be afraid to scrap all your
hard work and planning and do it differently at the last minute.
 CERTIFICATE OF PROFICIENCY IN ENGLISH

Writing
∗

SAMPLE TEST 2

Time 1 hour 30 minutes

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

INFORMATION FOR CANDIDATES

Each question in this paper carries equal marks.

* 500/2429/2
© UCLES 2015 Cambridge English Level 3 Certificate in ESOL International
 2

Part 1

Read the two texts below.

Write an essay summarising and evaluating the key points from both texts. Use your own words
throughout as far as possible and include your own ideas in your answer.

Write your answer in 240 – 280 words on the separate answer sheet.

1
Talented People

Whether we like it or not, the majority of talented individuals, be they great musicians or
renowned poets, are born not made. They can therefore thank their genetic inheritance for
their remarkable abilities. Having said that, if they, and indeed other less innately talented
individuals, are to achieve their potential, it is crucial that they start working on their skills
from a very young age. The brain is at its most receptive in childhood, and complex skills
are best developed during this critical period of intellectual growth. Adults rarely achieve
the same degree of mastery if they start learning something later in life.

Achieving Success

We all admire those who have achieved astonishing feats in sport, seeing them as almost
superhuman, and so fail to realise the true basis of their success. Where they differ from
most of us is in their obsessive dedication to fulfilling their goals, often at the expense of
friends and family, though it may be only later in life that they realise the price they have
paid. The role of coaches and trainers should not be forgotten either. The inspiration and
encouragement they provide can make all the difference during times when improvement
seems frustratingly slow.

Write your essay.

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Part 2

Write an answer to one of the questions 2 – 5 in this part. Write your answer in 280 – 320 words in
an appropriate style on the separate answer sheet. Put the question number in the box at the top
of the answer sheet.

2 An international magazine would like to publish a collection of readers’ letters which reflect
attitudes of different cultures towards public displays of emotion. You decide to send in a
letter, briefly describing one occasion when a well-known person displayed emotion in
public. You should also assess the kinds of situations in your country in which a public
display of emotion, either positive or negative, is considered appropriate and those in which
it is not.

Write your letter. Do not add any postal addresses.

3 A media magazine is publishing a series of reports on how the media covers international
stories. Write a report on the coverage of international news stories by the media in one
country. Your report should describe the types of news items that are covered and evaluate
how informative they are. You should also recommend any changes you think necessary in
the way international news is reported.

Write your report.

4 You work as a reporter on your local newspaper. You were recently invited to a production
of a play staged by your local amateur dramatic society. Write a review, briefly describing
what impressed you most about the production. As the society is under threat of closure,
evaluate what it contributes to the community and justify why it deserves both financial and
other types of support.

Write your review.

5 Write an answer to one of the following two questions based on one of the titles below.
Write 5(a) or 5(b) in the box at the beginning of your answer.

(a) John Wyndham: The Day of the Triffids

Your local newspaper has invited readers to send in articles on science-fiction novels
they have read entitled “It could really happen” Write an article about The Day of the
Triffids, focusing on two incidents in the story which seem particularly realistic and
therefore frightening.

Write your article.

(b) Anne Tyler: The Accidental Tourist

You have been discussing the following quotation in class:

“I’m sorry, Sarah. I didn’t want to decide this.”
Your tutor has asked you to write an essay discussing why Macon chooses to leave
Sarah after their reconciliation and return to Muriel. You should consider whether this
is the decision you expected.

Write your essay.

 CERTIFICATE OF PROFICIENCY IN ENGLISH

Listening

SAMPLE TEST 2

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

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

INFORMATION FOR CANDIDATES

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

* 500/2429/2
© UCLES 2015 Cambridge English Level 3 Certificate in ESOL International
 2

Part 1

You will hear three different extracts.

For questions 1 – 6, choose the answer (A, B or C) which fits best according to what you hear.
There are two questions for each extract.

Extract One

You hear two friends, Susie and Desmond, discussing an exhibition of photographs of celebrities
they have just attended.

1 According to Desmond, a successful photograph of a celebrity

A exposes the demoralising routine of ordinary life.

B includes contradictory aspects of the subject.
C expresses a timeless message about fame.

2 Which aspect of the photograph of Princess Carla had the greatest impact on Susie?

A the impression of dynamic change

B the suggestion of the weight of history
C the meaning conveyed by the lighting

Extract Two

You hear part of an interview with a scientist about people’s beliefs on how science should be used.

3 In the scientist’s view, any debate about the applications of science should

A not underestimate the contribution of scientists to today’s world

B take into account people’s negative perceptions of scientists
C avoid any distortion of the findings of scientists

4 What is the scientist keen to deny?

A that he is unable to debate scientific issues calmly

B that he is angered by press coverage of science
C that he is amused by misunderstandings of scientific analysis
 3

Extract Three

You hear part of a talk by an educational philosopher about ideas on the future of universities.

5 What concern does she raise about documentation on the future of university education?

A It ignores the importance of personal factors.

B It fails to address the possible impact of technology.
C It is too focussed on the physical surroundings of education.

6 When she refers to sustainability she points out

A the unacceptable expense of long-haul flights for academics.

B the unwillingness of academics to discuss serious world issues.
C the contradiction between academics’ behaviour and what they discuss.

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Part 2

You will hear a zoo keeper called Gareth talking to members of the public about changes in zoo
practices over the last sixty years.
For questions 7 – 15, complete the sentences with a word or short phrase.

Gareth thinks attention has shifted from keeping enclosures free of (7)
to making them similar to animals’ natural environment.

He says it is difficult to provide natural surroundings while maintaining the animals’

(8) to the public.

At Hadley Zoo, keepers devise programmes which provide (9)

to the animals as part of their care.

In the 1980s, zoo animals were regarded as similar to (10)

by members of the public.

Gareth explains how the word (11) illustrates the

attitude of the public to zoo animals.

In one zoo, visitors can manipulate special (12) ,

allowing them to interact with the animals.

Gareth says that the apes bred in captivity have an attitude of

(13) to visitors.

The aim of training dangerous animals is to achieve (14)

when handling is required.

When the use of (15) was stopped, elephants became

healthier and more sociable.
 5

Part 3

You will hear part of a radio interview with two academics, Anne Trowell and Jonathan Sims, on
internet technology.
For questions 16 – 20, choose the answer (A, B, C or D) which fits best according to what you hear.

16 Anne and Jonathan agree that people become anxious when technology

A begins to control their children’s lives.

B establishes unsustainable connections.
C forces a redefinition of social relations.
D introduces feelings of inadequacy.

17 What point is made about changes in our relationship with technology?

A The changes will require creative thinking.

B Technology will have to be more tightly controlled.
C People must learn to trust technology.
D The changes will involve more attention to detail.

18 When talking about internet search engines, the speakers agree that
A they are improving social interaction.
B much information is oversimplified.
C they sometimes lead to confusion.
D basic knowledge is widely available.

19 How does Jonathan define the problem of increased connectivity between people?

A It facilitates the communication of false emotion.

B It decreases the likelihood of agreement.
C It allows only a few people to compete for attention.
D It makes human interaction dependent on machines.

20 What does Anne find striking about international news in the digital age?

A the limited focus of the public

B the diversity of the media used
C the risks involved in reporting
D the need for sensitivity in editing

Turn over ►
 Part 4

You will hear five short extracts in which people who have been working at home for some time talk about returning to work in an office.

TASK ONE TASK TWO

For questions 21 – 25, choose from the list (A – H) the reason why For questions 26 – 30, choose from the list (A – H) how each
each speaker originally wanted to work at home. speaker feels about returning to work in an office.

While you listen, you must complete both tasks.

A happy about the increased

A to avoid commuting supervision

B to see more of their children B guilty about leaving pets alone

6
Speaker 1 21 Speaker 1 26
C to be convenient for callers C optimistic about possible promotion
Speaker 2 22 Speaker 2 27
D to have more flexibility D anxious about fitting in
Speaker 3 23 Speaker 3 28
E to have more space E hopeful about financial benefits
Speaker 4 24 Speaker 4 29
F to avoid relocation F eager for the social contact

Speaker 5 25 Speaker 5 30
G to make it easier to concentrate G worried about working hours

H to participate in the local community H uncertain about new company

regulations
TEST 1 Certificate of Proficiency in English
Speaking Test

Part 1 (2 minutes / 3 minutes for groups of three)

Interlocutor Good morning / afternoon / evening. My name is …….. and this is my

colleague …….. . And your names are …….. ? Could I have your mark sheets,

please?

Thank you.

First of all, we’d like to know something about you.

Where are you from (Candidate A)? And you (Candidate B)?

[address Candidate B] Are you working or studying at the moment?

[address Candidate A] And you?

Select a further question for each candidate:

• You’ve said you’re from (candidate’s home town/area). Would you like to
spend your whole life living there?
• Are your evenings generally busier than your days?
• How important is television in your life?
• Do you prefer travelling alone, or with other people?
• If you could have any job, what job would you choose?
• In the future, do you think you will use English more than you do now?

Candidates ……………………………………………………………………………..

Interlocutor Thank you.

 Certificate of Proficiency in English
Speaking Test

Part 2 (approximately 4 minutes / 1 Class discussion – Helping others

6 minutes for groups of three)

Interlocutor Now, in this part of the test you’re going to do something together. Here are
some pictures of people helping others.

Place Part 2 booklet, open at Task 1, in front of the candidates.

Select two of the pictures *-* for the candidates to look at*.

First, I’d like you to look at pictures * and * and talk together about how
common scenes like this are in your country/countries.

You have about a minute for this, so don’t worry if I interrupt you.
(2 minutes for groups of three)
Candidates
 1 minute …………………………………………………………………………….…
(2 minutes for groups
of three)
Interlocutor Thank you. Now look at all the pictures.

I’d like you to imagine that some students are going to have a discussion on
the importance of helping others. These pictures will be used as the basis for
their discussion.

Talk together about the different ways people help others, as shown in these
pictures. Then suggest other situations the students might discuss in which
helping others is important.

You have about three minutes to talk about this. (4 minutes for groups of three)
Candidates
 3 minutes …………………………………………………………………………….…
(4 minutes for groups
of three)
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
 Certificate of Proficiency in English
Speaking Test

Part 3 (approximately 10 minutes) 2 Experiences

Interlocutor Now, in this part of the test you’re each going to talk on your own for about two minutes.
You need to listen while your partner is speaking because you’ll be asked to comment
afterwards.
So (Candidate A), I’m going to give you a card with a question written on it and I’d like you
A to tell us what you think. There are also some ideas on the card for you to use if you
like.
All right? Here is your card.
Place Part 3 booklet, open at Task 2(a), in front of Candidate A.
Please let (Candidate B) see your card. Remember (Candidate A), you have about two
minutes to talk before we join in.
[Allow up to 10 seconds before saying, if necessary: Would you like to begin now?]
Candidate A ……………………………………………………………………………….
 2 minutes
Interlocutor Thank you.

Interlocutor Ask one of the following questions to Candidate B:

• Which do you prefer: individual sports or team sports?

• Do you think television has a positive or negative impact on sport?
• Why do extreme sports appeal to some people?

Invite Candidate A to join in by selecting

one of the following prompts:
• What do you think?
• Do you agree?
• How about you?

Candidates ……………………………………………………………………………….
 1 minute
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.

Task 2(a)

How can taking part in sport be a worthwhile experience?

• relationships
• incentives
• achievements
 2 (cont.)

Interlocutor Now (Candidate B), it’s your turn to be given a question. Here is your card.
Place Part 3 booklet, open at Task 2(b), in front of Candidate B.
Please let (Candidate A) see your card. Remember (Candidate B), you have about two
B minutes to tell us what you think, and there are some ideas on the card for you to use if
you like. All right?
[Allow up to 10 seconds before saying, if necessary: Would you like to begin now?]
Candidate B ……………………………………………………………………………….
 2 minutes
Interlocutor Thank you.

Interlocutor Ask one of the following questions to Candidate A:

• How much do you depend on technology in your daily life?

• Why do people share their experiences on social networking sites?
• Why should we travel, when we can experience the world through technology?

Invite Candidate B to join in by selecting

one of the following prompts:
• What do you think?
• Do you agree?
• How about you?

Candidates ……………………………………………………………………………….
 1 minute
Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.

Task 2(b)

In what ways does technology influence how we experience

the world?

• information
• communication
• time

Interlocutor Now, to finish the test, we’re going to talk about ‘experiences’ in general.
Address a selection of the following questions to both candidates:
• To what extent should education be an enjoyable experience?
• How effective is reading as a way of broadening people’s experience?
 up to 4 minutes
• Why do some people dislike experiencing surprises?
• How does being part of a group influence our experience of an event?
• Are elderly people respected for their wisdom in your country?
• Which is more important when applying for a job in your country: qualifications or
experience?

Interlocutor Thank you. That is the end of the test.

 1

Helping others

A B

C D
 1

Importance of Reading

B
A

C
Cambridge English, Certificate of Proficiency in English – Listening.
SAMPLE TEST
I am going to give you the instructions for this test.
I shall introduce each part of the test and give you time to look at the questions.
At the start of each piece you will hear this sound:

FX ***

You will hear each piece twice.

Remember, while you are listening, write your answers on the question paper. You will have five
minutes at the end of the test to copy your answers onto the separate answer sheet.

There will now be a pause. Please ask any questions now, because you must not speak during the
test.

PAUSE 5"

Now open your question paper and look at Part One.

PAUSE 5"

You will hear three different extracts. For questions 1 – 6, choose the answer (A, B or C) which fits
best according to what you hear. There are two questions for each extract.

Extract 1. 12

PAUSE 15”

FX ***

F: What did you think of the exhibition, Desmond?

M: Some of it was OK. I think that to be successful, photographs of celebrities have to

go beyond the obvious. Sure, it’s about capturing the essential quality of an
important moment. But it’s also about the mundane, like in those photographs of rock
‘n’ roll stars shopping in a German supermarket. They’re trying to look fierce, but
they come across as short on sleep and quite vulnerable. But at the same time the
photographer manages to make them rather alluring.

F: I think my favourite was the photograph of Princess Carla. There was a certain
power in the way the photograph had been cropped to keep all that energy in a small
space. And in a way it’s a double portrait because the photographer’s shone a lamp
on her face so that you see her shadow in profile just behind her on the wall. I liked
the way this seems to reflect her personality, the part of her personality that made her
rebel against the conventions that were assigned to the children of royalty.

PAUSE 5”
1
FX ***

REPEAT

PAUSE 2”

Extract 2. 34

PAUSE 15”

FX ***

F: Do you find it uncomfortable, Bob, when you come up against people who have
different beliefs from you about how scientific discoveries should be applied?

M: Well, maybe I should, but I can’t say that I do. Science opens doors for all of us, but
then we have the dilemma about what we want to do with those possibilities. That’s
about society’s values and beliefs, though, and science has no special influence in
the choices people should make. But having said that, such decisions should be
made against as accurate as possible an understanding of what the facts are.

F: But you do get extremely annoyed with the press on occasions, don’t you.

M: Hardly. I say rude things, which isn’t quite the same. I express my sometimes
bewildered amusement in fairly direct terms sometimes, but I do draw the clear
distinction between my views about things, which I sometimes hold very strongly, as
distinct from the cold analysis bit. We need a sober, measured debate where the
scientists’s voice is heard, not one where people bend the scientific facts to fit their
prejudices in a kind of media-hyped pseudo-public debate.

PAUSE 5”

FX ***

REPEAT

PAUSE 2”

Extract 3. 56

PAUSE 15”

FX ***

2
F: In all the documentation I’ve read there’s a lot of discussion about how universities of
the future will be seen just as partners rather than sole providers and how there’ll be
new forms of accreditation and so on. But one point that strikes me is these are
disembodied visions, technologised visions of the future and there are some major
absences and silences. There’s very little about the affective domain, and this
intrigues me because elsewhere there’s a vast literature on life-work balance, and on
occupational stress and so on. There’s been a massive movement in school based
education about the influence of, say, architecture, the built environment, learning
landscapes on pedagogy. Very little in higher education. It’s assumed that we’re just
minds, we can work and we can learn anywhere, in any situation. There is some talk
about sustainability and I always joke that as academics we talk about sustainability in
higher education and that we’re flying all around the world to talk about this while
there’s very little investigation of our own practices in this regard, so we seem to be
on rather dubious territory.

PAUSE 5”

FX ***

REPEAT

PAUSE 2”

That is the end of Part One.

Now turn to Part Two. 789101112131415

PAUSE 5"

You will hear a zoo keeper called Gareth talking to members of the public about changes in zoo
practices over the last sixty years.

For questions 7 – 15, complete the sentences with a word or short phrase.

You now have forty-five seconds in which to look at Part Two.

PAUSE 45"

FX ***

I’ve seen many changes over my years as a zoo keeper at Hadley Zoo and all of them
have brought benefits to the animals in our care. For example, the design of animal
enclosures at zoos is something that has undergone a radical transformation. When I

3
started out, what was of paramount importance wasn’t trying to create an environment
which would allow animals to behave as they would in the wild, which is what we try to do
today, even if they do still have to be kept behind bars – but it was actually making sure
that disease was kept at bay. For example, the floor of the ape house at Hadley Zoo,
which was built in the 1960s, is made of concrete, instead of natural materials because it’s
much easier to hose out and bleach down. But we’ve now tried to make the environment
more ape-friendly by adding hammocks and ropes.

But all zoos have found that the problem with trying to build a natural environment for some
of the larger animals, is that when you provide a large area with plenty of shelter and
vegetation, visibility becomes an issue to the visitor. Trying to keep both animals
comfortable and visitors satisfied at the same time is a major challenge and requires a lot
of creativity.

At Hadley Zoo, one of our basic tenets is to give the animals what we call ‘choice and
control’, letting them decide where to move and when – the idea is to encourage the
animals to be as active and mobile as possible – but we can’t always guarantee results that
are visitor-friendly. As a zoo keeper, I’m involved in developing programmes for the
animals. We want to look after them as best we can, but not to fully domesticate them.
They’re still wild animals, so for example we might make them forage for their food, or work
for it in some way, which gives them the sort of stimulation they’d miss if we just handed it
over.

We went through this phase in the 1980s as a profession that because some of these
animals were so rare, they were displayed to the public in zoos in such a way as to make
visitors feel that they were looking at works of art, because they were looking at something
like a tiger that’s a rare and endangered species.

These days zoos are having to fight harder for the public’s attention and we’ve learned
what they don’t want is a lecture on conservation issues, what they want is to experience
something more personal and emotional with an individual animal; they don’t want to treat it
just as a rare spectacle. So the buzzword is no longer ‘conservation’, although that
remains the mission of all zoos, it’s ‘connecting’ – so it’s about relating people directly with
nature.

The idea of showing visitors more of what the zoo does for animal well-being, while also

4
giving them first-hand experience with animals, is slowly spreading. So the orang-utans
can actually play with the public using toys which can simultaneously be controlled by the
public outside the enclosure, and the animals inside. And we’ve just opened a new tiger
exhibit with trails and corridors that will allow the big cats to roam through visitor space,
separated only by a glass wall.

At Hadley Zoo, we’re at the stage where all our big cats and apes were born in captivity
and not taken from the wild like previous generations. They’re still wild animals, but they’ve
grown up in the presence of humans in a controlled environment. From years of observing
the apes’ interaction with the public, I’d say they display tolerance rather than an attitude of
fear. Despite their ancestral roots in equatorial Africa they understand the benefits of air-
conditioning and they prefer to stay inside, and who can blame them?

In the past handling the more dangerous animals was only possible if they were
immobilised or tranquilised which understandably they didn’t like. I remember the tigers
used to become super-aggressive every time the vets came anywhere near them. The
situation is different today because we can train the animals from a young age. One way
we do this is to train the animals to press against the mesh of their enclosures to receive
injections. The goal is stress reduction so that the lions and tigers become used to being
handled and can be given injections without the need for tranquilising.

When I began work as a keeper in 1987, the elephants were kept in chains in their cages at
night. And when the elephant manager made the decision ten years later to leave them to
move around freely in their cages, the fear was that it might make them harder to handle.
But in fact because their feet were in better condition, and because they could socialise in a
better way, it actually made them easier to handle.

Things have improved a lot, and I believe animals in zoos have a great life. In the wild
they’re… [fade]

PAUSE 10"

Now you will hear Part Two again.

FX ***

REPEAT

PAUSE 5"

5
That is the end of Part Two.

Now turn to Part Three. 1617181920

PAUSE 5"

You will hear part of a radio interview with two academics, Anne Trowell and Jonathan Sims, on
internet technology.

For questions 16 – 20, choose the answer (A, B, C or D) which fits best according to what you hear.
You now have one minute in which to look at Part Three.

PAUSE 1'00"

FX ***

M: Hello, this is Future Net. Our topic in this week’s programme is the reach and
influence of internet technology. With us to discuss it are two prominent internet
scholars, Anne Trowell and Jonathan Sims. So Anne, what do you think about the
way people will use and engage with technology in the next few years?

A: When I think about the future reach of internet technology at a global level, I’m
convinced that it is always going to be asymmetrical. Not that technology won’t be
present everywhere but that it will be a layering effect. So imagining that patchiness
is for me as a researcher actually what makes it an interesting world.

J: Another point, I think, is that many people feel a persistent anxiety about what it
means to be constantly connected, whether it’s manifested in ‘my child has turned
six, should I get them a mobile phone’, or ‘my grandchild knows how to use the
laptop and I don’t and she’s three’.

A: We worry about what people are connecting to, and to whom. But there is always a
moral anxiety that accompanies technology…

J: …because it threatens to rearrange the way we interact with other people. And any
change like that worries people.

A: Exactly. The accounts of when rock ‘n’ roll came along identify exactly the same
current don’t they, a sort of moral panic, with phrases like ‘have you seen what the
young people are doing?’

6
J: Yes. But for me, what’s interesting is the shift in our relationship with technology,
this notion that we are moving from a world of technology that we have to do all the
work for, to plug in, update, give passwords and networks … it’s just a lot of palaver
looking after these machines.

A: For me it’s about how we empower everyone. And for me that is not just about the
technology, it’s about how we come up with the possibilities and imagine how it
might be different, what we might become with technology as we move forward.

M: Jonathan, you’ve been exploring the effect of search engines.

J: Yes, I would argue if you look at the effect of search engines … in that sense of the
internet putting out enormous amounts of human knowledge and making it
accessible, we are growing up with a generation of people who’ll never have that
experience of having a long conversation with their friends about how big is this,
where is this … that won’t happen anymore.

A: Right. On complicated issues, we’ve still got a way to go but as far as that sort of
information goes, we’re there. But all the same, when you look back at the 1990s
there was a sort of naïve belief that, because everyone could be on these networks,
we would be connected to everybody on the planet and we would have this
incredible wealth of deliberation. And I don’t think that’s happened.

J: No, in fact, it turns out that being more connected to one another, more people have
voices, probably makes it worse rather than making it better in terms of coming to a
consensus. You’re trying to listen to everybody, everyone wants a turn to speak, all
sorts of dynamics, whoever’s loudest, whoever’s the most passionate ends up
having more power. That turns out to be a deeply human problem, not a
technological problem.

M: And what about the role of technology in providing us with news about the rest of the
world?

A: What’s funny is that despite the fact that reporting on the rest of the world has got so
quick and easy, we have less and less concern in what’s going on elsewhere
compared with our own back yards. So historically, we got our knowledge of

7
 international affairs through a variety of edited media. And whether that was through
newspaper, whether that was through television broadcast, someone went out and
said here’s what’s out there and what’s important, and this was often a really difficult,
expensive, dangerous thing to do.

J: And then someone else edited it and rewrote it before it finally reached the public.
But now that’s all so much easier, maybe as you say it’s taking us in ways we
wouldn’t have predicted.

M: Jonathan and Anne, thank you… [fade]

PAUSE 10"

Now you will hear Part Three again.

FX ***

REPEAT

PAUSE 5"

That is the end of Part Three.

Now turn to Part Four. 21222324252627282930

PAUSE 5"

Part Four consists of two tasks.

You will hear five short extracts in which people who have been working at home for some time talk
about returning to work in an office.

Look at Task 1. For questions 21 – 25, choose from the list (A – H) the reason why each speaker
originally wanted to work at home.

Now look at Task 2. For questions 26 – 30, choose from the list (A – H) how each speaker feels about
returning to work in an office.

While you listen you must complete both tasks.

You now have forty-five seconds in which to look at Part Four.

PAUSE 45"

FX ***

Speaker 1 Male

PAUSE 2"

Well, I’ve enjoyed working at home for a bit, but I need to get back to office work now. As a
town planner, there’s only so far you can get working at home. I can live without the water

8
cooler gossip but if you’re going to get a step up the ladder you’ve got to show your face
where it matters, and I reckon I’ve got what it takes. And they say they’ve changed the set-
up at the office – it was all very cramped before and I needed to be able to look at maps
and things. That’s no problem at home, not that it’s always easy to stay on task with the
kids’ friends dropping by all the time.

PAUSE 3"

Speaker 2 Female

PAUSE 2"

My company was in the commercial centre, which had its advantages, but I didn’t
appreciate having to squeeze onto the 7:15 every morning and never getting a seat. And
once I’d started teleworking I found I really enjoyed managing my own time. Then my boss
contacted me to say that they were moving the HQ into my suburb and did I feel like
coming out of hiding, and I thought about being one of the bunch again, and I decided yes,
I’ve missed that, so I said OK. I’m prepared to put in the hours – I’m not sure how I’ll get on
with someone standing over me though.

PAUSE 3"

Speaker 3 Male

PAUSE 2"

The office was handy for local stores and there was a good library with a book club I used
to go to. My work station was fairly spacious, but there was always stuff going on and
people calling or stopping by. I thought at home, compared with that, I’d be able to get my
head down. But when it came to it I found I wasn’t really a self-starter, I needed a bit of a
prod from on high every now and then, so I’m not too upset they’ve asked me to go back to
the office. The dog will be sorry – he got taken out for more walks than he’s ever had. But
never mind.

PAUSE 3"

Speaker 4 Female

PAUSE 2"

At first it was just so cool to wave goodbye to the office and to be able to call up my friends
9
or work all night if I wanted. I’d been afraid that once I was at home I’d get sucked into
coffee mornings and fundraising activities, but I kept out of that mostly. But next week I’m
starting back at the office and I’m like ‘will they give me enough space’ – it’ll be a whole
new team, how are they gonna react to a new regular in the office? And then there’s stupid
things like how am I gonna take the cat to the vet without it being a big performance? Oh, I
don’t know.

PAUSE 3"

Speaker 5 Male

PAUSE 2"

My company’s just offered me an office job in a local subsidiary, and though the money’s
not marvellous and I’ve heard conflicting reports about the code of conduct they’ve
introduced, I think I’ll end up finding the hours suit me better. Here, if the kids are nagging
me to get off the computer, it’s a double whammy: I can’t work properly and I can’t spend
time with them properly. So I have to organise childcare. When I started working from
home I didn’t really have a choice – my company had decided to shift their HQ right up
North, and the thought of uprooting us all was more than I could face.

PAUSE 10"

Now you will hear Part Four again.

FX ***

REPEAT

PAUSE 5"

That is the end of Part Four.

There will now be a pause of five minutes for you to copy your answers onto the separate answer
sheet. Be sure to follow the numbering of all the questions. I shall remind you when there is one
minute left, so that you are sure to finish in time.

PAUSE 4'00"

You have one more minute left.

PAUSE 1'00"

That is the end of the test. Please stop now. Your supervisor will now collect all the question papers
and answer sheets.

10
 READING AND USE OF ENGLISH | ANSWER KEY

READING AND USE OF ENGLISH | SAMPLE PAPER 2

1 C
2 B
3 A
4 C
5 B
6 D
7 A
8 D
9 whose
10 not
11 longer
12 After
13 if
14 going
15 all
16 nowhere
17 RESEMBLANCE
18 INFLUENTIAL
19 ENDURING
20 EMERGENCE
21 CHARACTERISTIC
22 UNDERLYING
23 CONTROVERSIAL
24 COMMENTATOR
25 has changed/altered | beyond (all) RECOGNITION
26 on the VERGE of extinction/disappearing | due/owing
27 my disappointment | Lee wasn’t/was not in the MOOD
28 to give | the least/slightest/any INDICATION as
29 the EXCEPTION of Simon | all (of) the children
30 POSES a definite/clear | threat to (the)
31 C
32 A
33 A
34 B
35 D
36 B
37 G
CAMBRIDGE ENGLISH PROFICIENCY | 2015
 READING AND USE OF ENGLISH | ANSWER KEY

READING AND USE OF ENGLISH | SAMPLE PAPER 2

38 B
39 E
40 C
41 H
42 F
43 A
44 E
45 C
46 E
47 B
48 C
49 A
50 C
51 D
52 E
53 B

CAMBRIDGE ENGLISH PROFICIENCY | 2015

 LISTENING | ANSWER KEY

READING AND USE OF ENGLISH | SAMPLE PAPER 2

1 B
2 C
3 C
4 A
5 A
6 C
7 disease
8 visibility
9 stimulation
10 works of art
11 connecting
12 toys
13 tolerance
14 stress reduction
15 chains
16 C
17 A
18 D
19 B
20 A
21 E
22 A
23 G
24 D
25 F
26 C
27 F
28 A
29 D
30 H

CAMBRIDGE ENGLISH PROFICIENCY | 2015