C1 Practice Test

Practice test C1
Reading and Use of English • Part 1 1 hour and 30 minutes for this paper
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 defensive B disapproving C resistant D rebellious
0 A
B
C
D
Is all change good?

It is a commonly held belief that as people get older, they become (0) to change. Their complaints
that things used to be better in the past or that some new development is no good can be (1) as the
inevitable thoughts of people who simply don’t like change and are therefore unable to (2) the benefits
of progress.
But is this automatically true? Are the views of an older person on a new development always to be
(3) ? This would suggest that every new development must be a good one and surely that cannot
logically be the (4) .
Take architecture for example. In the 1950s and 1960s, many older British people were (5) critical
of the new concrete housing blocks that suddenly (6) up in cities, saying that they were ugly and
depressing places to live in. They were told that they were simply being old-fashioned and that they were
(7) of appreciating the advantages of these new buildings, which had replaced the streets of small
houses that they were familiar with. (8) decades later, these very same blocks were being demolished,
as new generations decided they were both ugly and bad for society.
1 A discriminated B dismissed C disposed D declined

2 A see B follow C catch D credit
3 A omitted B refused C eliminated D disregarded
4 A fact B matter C point D case
5 A highly B vastly C truly D fully
6 A burst B sprang C jumped D leapt
7 A imperfect B unfit C incapable D disqualified
8 A Whereas B Despite C Yet D While
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Practice test C1
Reading and Use of English • Part 2
For questions 9–16, read the text below and think of the word which best fits each gap.
Use only one word in each gap. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 S O M E T H I N G
Virtue signalling
One of the more recently identified phenomena of social networking is (0) that has been called ‘virtue
signalling’. (9) this involves is people expressing opinions on social networking sites with the intention
of (10) regarded as a ‘good person’ because they hold this opinion. Their comments are aimed only
at the social group they feel they belong to. Their motivation is (11) to persuade anyone to agree with
them, or to discuss an issue. Instead, (12) is to receive praise and confirmation that they are right from
people who already agree with them. A noticeable feature of this phenomenon is that (13) anyone
joins the conversation with an opposing or different (14) of view, they are aggressively treated, often
with very strong insults.
Social commentators have suggested that virtue signalling indicates the lack of proper discussion of important
issues in society in general. (15) is it possible to have a sensible conversation about anything if the
only participants already agree with each other and if they simply react (16) outrage to anyone who
has a different view from theirs?

Practice test C1
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 R R I V A L
The music industry and the Internet

Among all the professions and industries most significantly affected by
the (0) of the Internet, the music industry must be at or near the ARRIVE
top of the list. The main result of the Internet has been to (17) SIGNIFY
reduce income from music for many people involved.
The music industry was once led by record companies, whose revenue
came chiefly from sales of recorded music. When the Internet came
into (18) , the possibility of piracy in the form of illegal copying BE

came with it, and the established set-up of the industry became
(19) . This was difficult enough, but there then followed THREAT
sites such as Spotify, (20) people to access most recorded music ABLE
at little or no cost. In a very short time the public became (21) CUSTOM
to obtaining music more or less free of charge. Many record companies
have either gone out of business or become what are (22) ESSENCE
marketing organisations. For artists, sales of their work are
most likely to occur only at live shows, where fans can be (23) to MOTIVE
buy because of feeling a personal (24) with that artist. CONNECT

Practice test C1
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 I thought that he was lying about why he was late.

TRUTH
I suspected him about why he was late.
The gap can be filled with the words ‘of not telling the truth’, so you write:
Example:
0 OF NOT TELLING THE TRUTH
Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.
25 He was disappointed but he recovered quite quickly.
DISAPPOINTMENT
He got fairly short time.
26 We attempted to solve the problem but we failed.
ENDED
Our attempt at failure.
27 Nobody could explain logically what caused the incident.
EXPLANATION
Nobody could come for the cause of the incident.
28 Very few people are able to produce the kind of ideas he has.
CAPABLE
There are not many people the kind of ideas he has.
29 Although it was inconvenient for me, I was happy to give them a lift home.
FACT
I was happy to give them a lift home, despite me some

inconvenience.
30 I found it easy to make a decision on which career was right for me.
TROUBLE
I had was the right career for me.

Practice test C1
You are going to read a newspaper article about a piece of music created to be performed by a crowd.
For questions 31–36, choose the answer (A, B, C or D) which you think fits best according to the text.
Crowd singing
Composer David Lang has written a piece for 1,000 singers based on a visit to an Arsenal football game.
Where there’s a crowd, there’s always music. Bring ten thousand people together for a rally or a football match,
and somebody somewhere will start singing. And pretty soon that song will sweep through the mass of people
like wildfire until everyone is caught up in it. Some anthropologists think music actually began as communal
singing, done to keep up everyone’s spirits in the face of the frightening dark, or an onslaught from an enemy
tribe.
The Pulitzer Prize-winning American composer David Lang has had first-hand experience of the deep tribal
feeling music can inspire, and has created a piece in response to it. Crowd Out, which is being premiered in
Birmingham and repeated the following weekend in London, owes its existence to a trip to London Lang made
20 years ago. ‘I was killing time between rehearsals, and so I went to see Arsenal play. I knew nothing about
football – my interest you could say was more anthropological. I was just amazed by the shouting and the
singing, the way these sounds appeared and spread and then died away. I thought, maybe there’s a piece in
here somewhere.’
The thought lay buried until a few years ago, when Lang was in the UK for a performance of his music by the
Birmingham Contemporary Music Group. Afterwards the director of BCMG, Stephen Newbould, asked him
if he had a project up his sleeve he’d always wanted to do. ‘I said, well yes I do. I’ve always wanted to do a
piece for hundreds of yelling people! To my amazement Stephen agreed to this crazy idea.’ Crowd Out does
indeed involve about a thousand people, drawn from amateur choirs in the three cities where the piece is being
performed (Birmingham, Berlin and London). Sometimes they yell, more often they whisper, or speak in a
doubtful tone. When they sing, it’s not a rip-roaring football song but a heartbreakingly plaintive tune with words
about how lonely they feel, or how they like to be the centre of attention, or how anxious they feel.
This is a long way from the Emirates stadium on an uproarious Saturday afternoon. It turns out Lang isn’t
celebrating the power of crowds at all – rather the reverse. ‘This isn’t a piece about solidarity. It’s not a rousing
community-based project where everyone comes together to celebrate something. It’s about what happens
to us when we’re immersed in a crowd.’ That seems more a sociological project than a musical one, but Lang
doesn’t acknowledge the distinction. ‘I feel that to explore this theme I needed to be as musically precise as in
any other piece. The difference is I’m dealing with a bunch of amateur singers, so I had to find a different way
to achieve the level of complexity I needed.’
What Lang has come up with looks disconcertingly plain on the page; just eight pages of text about how people
feel in crowded situations, which he found on the Internet. These are arranged in eight movements, along with
a complicated signalling system that leads the performers from one block of text to the next. There are just two
places where people have to sing. The delicate balance lies in the way the 1,000 singers are subdivided. Each
singer belongs to one of four big choirs, each with its own conductor, which are then subdivided into four sets,
also with its own sub-conductor.
Overseeing all of this is distinguished choral director Simon Halsey, who in his usual day job directs two
symphony choruses in the UK as well as the Berlin Radio Choir. He confesses to being doubtful when he first
saw the piece of music. ‘I thought, this doesn’t look sufficient. In actual fact, in terms of musical sophistication,
it’s as rich as a Haydn symphony. You have every kind of grouping possible, from 1,000 voices doing
something different to everyone singing together, and everything in between. Sometimes all 16 groups are
doing different things, sometimes one group begins a new spoken phrase and passes it on. ‘What are the
potential difficulties?’ ‘Not making the changes gradual enough. What I don’t want is for everyone to move
from one section to another just because they see me make a big downbeat. That’s a signal for the other
conductors, it’s not for them.’
To find out just how difficult it is to remember all of these intricate details and timings, I joined one of the
final rehearsals. Things are hesitant at first, and there are lots of questions from the singers. (‘How fast do
we say these words? Should we make a gesture on every sentence, or only some?’) But gradually it comes
together. Which is perhaps just as well considering the world premiere is fast approaching.

Practice test C1
31 In the first paragraph, the writer gives a possible reason why crowd singing
A is more common at some events than at others.

B has begun to be seen as an interesting area of study.
C originally came into existence.
D takes many different forms.
32 When David Lang went to watch a football match in London,
A the behaviour of the crowd was different from what he had expected.
B he was struck by the way the sounds suddenly came and then went away.
C the crowd’s singing reminded him of some music he had heard.
D his purpose was to find out about the phenomenon of crowd singing.
33 In the third paragraph, the writer points out the difference between
A Lang’s original idea and the piece he finally created.

B Lang’s piece and other compositions involving crowd singing.
C feelings expressed at football matches and feelings in other contexts.
D the size of the crowd in Lang’s piece and the crowd at a football match.
34 In the fourth paragraph, Lang says that one characteristic of Crowd Out is that it
A requires amateur singers to perform like professionals.

B is more complex than most of his other compositions.
C is about each individual rather than the crowd as a whole.
D focuses on how people feel when they are celebrating.
35 In the fifth paragraph, the writer says that Crowd Out is complex with regard to
A the content of the text each singer has to understand.

B the system by which the people involved are grouped.
C the number of movements during which each singer has to sing.
D the way in which each of the conductors guides the singers.
36 Simon Halsey says that one problem for him with the piece concerns
A singers incorrectly responding to his actions during a performance.

B getting the singers to understand just how complex it is.
C remembering what each group of singers should be doing at various times.
D adapting his usual way of conducting to the demands of this piece.

Practice test C1
You are going to read four extracts from articles by book reviewers about autobiographies.
For questions 37–40, choose from the reviews A–D. The reviews may be chosen more than once.
Reviewing Autobiographies
Four book reviewers discuss their thoughts and approaches to reviewing autobiographies.
A It is very common for reviewers to look down on autobiographies as a literary form, perhaps because so
many we review are by people enjoying what will be very brief fame. Many are hastily thrown together
and the style, even if the subject has been assisted by a ghost writer, often leaves a lot to be desired. But
my view is that this matters much less than other features, such as whether the story told is a genuinely
interesting one, particularly the part dealing with the subject’s rise to fame or prominence and exactly how
that came about. The entertainment factor is of the utmost importance, and that is what explains the high
sales of certain autobiographies, regardless of how well-written they are.
B I tend to judge these books on how well they cover the early days, before the subject became the
person they are known as. The whole thing stands or falls on that for me. That is where you learn the
true nature of the person ... that’s the really interesting part. I’m also interested in the style. It has to be
readable, it has to engage the reader, and quite a few are too poorly written for that. When you look at
the success of some of these books, it’s not hard to see the appeal, whatever criticisms I may have. They
hold a fascination for the reading public, particularly the celebrity ones, and to be fair, some of those
are surprisingly well written. When that’s the case, we reviewers are happy to acknowledge that in our
reviews.
C When someone buys a celebrity autobiography, I am almost certain they are not expecting a work
comparable to that of the literary greats. Autobiographies probably only achieve such high sales because
of massive publicity campaigns. Therefore it is important to recognise them for what they are: a guilty
pleasure. That said, I have read one or two that were absolutely appalling and should never have seen
the light of day. This wasn’t completely due to a lack of skill, rather the stars in question went on and on
about their pre-fame struggles – frankly I couldn’t care less. I have never really bought into the idolisation
of celebrity and what an inspiration they can be. Surely all people (myself included) want is a bit of
Hollywood gossip.
D It’s easy for critics to sneer at celebrity autobiographies, dismissing them as poorly written by here-today,
gone-tomorrow nobodies. But that strikes me as unfair. Why should these books attract such disapproval
while an unreadable, so-called literary novel that hardly anyone will buy or read is so highly valued?
People buy celebrity autobiographies in large numbers because they provide a bit of harmless escapism
from daily life. And it’s inspiring to read about the success of someone whose early life might well have
been every bit as ordinary as your own. Who cares if these books have poor style? They serve their
purpose, and there’s too much snobbery from critics when it comes to reviewing them and pointing out
their stylistic flaws.

Practice test C1
Which reviewer
differs from the others in their view about the early life of the author of an autobiography? 37
agrees with reviewer D about writing style in an autobiography? 38
takes a different view from the others on the reason for the success of best-selling autobiographies? 39
shares reviewer A’s opinion regarding the attitude of reviewers towards celebrity autobiographies? 40

Practice test C1
You are going to read a newspaper article about a gallery in a museum. Six paragraphs have been removed
from the article. Choose from the paragraphs A–G the one which fits each gap (41–46). There is one extra
paragraph which you do not need to use.
A space where mathematical ideas burst into life
Lessons in quadratic equations, long division and Dr Rooney, ‘from life and death, war and peace,
trigonometry have left generations of schoolchildren to money, trade and travel’. Among a set of more
asking ‘when will I use this in real life?’, while others traditional exhibits, including hand-held instruments,
carry a fear of the subject as adults. The Science the gallery will include significant objects such as
Museum in London is hoping to change that, with a Charles Babbage’s Analytical Engine, ‘a 19th-
new permanent gallery dedicated to the subject. It century computer’, he explains.
was set up by curator Dr David Rooney. 44
41 Water indicates the flow of money and essentially, it
According to Dr Rooney, too often maths is seen solves equations in front of you. You can turn a tap
as an internal subject, with little connection to for the interest rate and see what happens across
everyday life. But this couldn’t be further from the the whole of the system.
truth. ‘Recently I think it has been very clear from 45
teachers and parents, government and industry, that
The gallery will centre on a Handley Page ‘Gugnunc’,
an awareness of mathematics is really significant to
an experimental aeroplane built in 1929 to compete
future prosperity,’ he says. ‘There is this real appetite
in Daniel Guggenheim’s Safe Aircraft Competition.
for a new cultural discourse about mathematics.’
Designed by Zaha Hadid Architects, the firm behind
42 the London Olympics’ Aquatics Centre, the gallery
The push seems to be paying off. A major was created using mathematical principles with the
international study recently revealed that England’s Handley Page aircraft at its centre.
score in maths for both 9 to 10-year-olds and 13 to 46
14-year-olds was at its highest point in 20 years.
The gallery aims to appeal to all ages. And it’s not
While it may not have reached the dizzying heights
aiming to spoon-feed visitors exact mathematical
of Singapore or Shanghai – so frequently lauded for
principles. Instead, its purpose is to introduce ideas.
their maths mastery – it seems that the subject is
‘We’re not trying to teach mathematics, because why
finally getting the attention it deserves in UK schools.
would we want to do that in a history museum full
43 of historical artefacts?’ says Dr Rooney. ‘It’s much
Mathematical practice has shaped – and been more than that: it’s about telling inspiring stories
shaped by – ‘fundamental human concerns’, says about how mathematics has shaped our world.’

Practice test C1
A Following the UK’s less-than-impressive D Nevertheless, risk, as Rooney argues, ‘is

results in the OECD’s 2012 Programme for a mathematical concept’, one which we go
International Student Assessment (PISA), through our lives assessing, ‘whether we are
the Government set to work establishing 35 aware of it or not’. In fact, Rooney says the
specialist maths hubs across England to whole gallery will inspire both children and
improve the country’s standing internationally. adults to think differently about maths.
A new, more rigorous, maths GCSE was
introduced in 2015, while a £67 million E Designed to inspire and inform the next
investment was announced in an attempt to generation of mathematicians, ‘Mathematics:
recruit top maths and physics graduates into The Winton Gallery’ explains why maths is at
teaching. the heart of everything we care about. The
space – two years in the making – spans 400
B Bidisha Sinha worked on the project. ‘The entire years, and includes 100 objects; each with an
gallery is a consequence of the movements that important role in bringing maths to life.
might have happened around it,’ she says. ‘So
the plan, the layout, everything, is driven by how F ‘It was the most staggeringly important object
the objects are flowing around this main one in for expressing a mathematical world view
the gallery space.’ to undergraduate students from the 1950s,’
says Dr Rooney. ‘We’ve been working on a
C Another key attraction is MONIAC (Monetary touchscreen simulation so that people can have
National Income Analogue Computer), a 1952 a go at operating it.’
model built to demonstrate how the economy
works. Standing two metres tall and designed G But, according to Rooney, museums also
by Bill Phillips – an economist from New have a role in helping this change to continue.
Zealand – the machine used hydraulics to ‘Museums are profoundly important in the
model the workings of the British economy. learning landscape,’ he says. ‘What we hear
loud and clear from maths educators is that
there are real barriers to the continued study
of mathematics. Pupils can’t see a wide range
of potential career options open to them. The
maths gallery shows that you could work
anywhere with a maths education – aerospace,
finance, architecture, engineering.’

Practice test C1
You are going to read an article about a traditional British dish. For questions 47–56, choose from the sections
(A–D). The sections may be chosen more than once.
In which section of the article are the following mentioned?
the place where the sale of fish and chips is considered to have begun 47
the arrival of fish and chips in places where it did not previously appear 48
evidence to support a theory about the dish’s origins 49
a reason why consumption of fish in Britain rose 50
gaining higher status as a result of selling fish and chips 51
the fact that it took some time for fish and chips to develop into a common meal 52
something considered to have the most reliable information on its subject 53
the idea that fish and chips is not a particularly healthy food 54
people who were not keen on eating fish 55
a change in the image of fish and chips among British people 56

Practice test C1
The exotic history of British fish and chips

A
Each afternoon at 1.45 recently, BBC Radio 4 gave tips for anyone thinking of opening a fish and chip shop.
This might seem a strange ambition to encourage on Britain’s most middle-class radio station, but as we learn
from a book to be published later this month, Fish and Chips: A History by Panikos Panayi, supplying fish
suppers to the British people has always been a means of upward social mobility. For centuries the emblematic
dish of the United Kingdom has been the nutritionally unbalanced, deep-fried meal of fish and chips. Yet
there’s something historically weird about the link between our chief takeaway delicacy and Britishness.
B
As for the class thing, ever since Dickens first mentioned ‘chips’ in print (in A Tale of Two Cities in 1859) and
Henry Mayhew cited it as the food of the poor in 1861, fish and chips has been seen as a feature of working-
class life. Is this still true? Not only did the upmarket Ivy restaurant in London debut fish and chips on its
restyled menu when Chris Corbin and Jeremy King relaunched the place and made it chic in 1990, but so did
its smarter sister, Le Caprice; and haddock and mushy peas can now be found even on the pricey menu at
Scott’s. No longer the working man’s nourishment, a fish supper is now classless, which somewhat increases
its suitability as our national dish.
C
Why, though, is fish and chips considered British in the first place? Claudia Roden’s 1996 Book of Jewish
Food, the ultimate authority, says battered fried fish ‘was a specialty of the Portuguese Marranos (crypto-
Jews) who came to England in the 16th century, many of them via Holland’. There is a wealth of references
to back this up, including Manuel Brudo writing in 1544 ‘that the favourite diet of Marrano refugees’ was fried
fish, sprinkled with flour, dipped in egg and breadcrumbs; Hannah Glasse writing in 1781; Lady Montefiore,
who anonymously wrote the first Jewish cookery book in English (in 1846) and recommended frying fish
in ‘Florence oil’ – olive oil; Eliza Acton in 1845 and President Thomas Jefferson, whose niece Virginia put
together a collection of his favourite recipes, including Alexis Soyer’s 1855 instructions for fish fried in the
Jewish manner.
D
From Dickens and Mayhew we know it was at about this time that chipped potatoes became the invariable
accompaniment to battered fish. The marriage of fish and chips was actually a gradual union. Except for the
aristocracy and those living on the coast or near inland waterways, Britons didn’t eat much fresh fish anyway,
until the coming of the railways made transporting it practical and cheaper. The first record of a fishmonger,
says Panayi’s new book, was in 1154. Potatoes had definitely arrived from South America by 1580, and
possibly 20 years earlier, but remained a luxury crop during the 17th century, though the Irish peasantry
accepted it and made it a staple crop earlier, because it suited their soil and climate. (Its monoculture was
combined, strangely, with a reluctance to eat fish. During the late 1840s famine there was fish rotting on the
beaches, and Mairtin Mac Con Iomaire told the 2005 Oxford Symposium on Food and Cookery that as late
as 1932, Irish ‘fish consumption was estimated at approximately 4.5 lbs per capita, compared with 32 lbs per
capita in Great Britain at the same time’.) Fried fish and chipped (or sometimes baked) potatoes were for a
long time sold separately. Joseph Malin, who opened a shop in Bow in 1860, gets the honours for being first to
vend them together.

Practice test C1
Writing • Part 1 1 hour 30 minutes for this paper
You must answer this question. Write your answer in 220–260 words in an appropriate style on the separate
answer sheet.
1 Your class has watched a documentary about why some young people are unfit and unhealthy.
You have made the notes below.
Causes of young people being unfit and unhealthy:
• sitting in front of screens

• eating too much fast food
Some opinions expressed in the documentary:
• not getting enough exercise
‘Watching TV and playing computer games are addictive
habits and it’s impossible to stop young people doing them.’
‘It’s so much more convenient to give children fast food than

to spend time cooking fresh and healthy food.’
‘Lots of young people simply aren’t interested in doing sports

or taking part in active hobbies.’
Write an essay discussing two of the causes in your notes. You should explain which cause you think
is the most difficult to overcome, giving reasons in support of your answer.
You may, if you wish, make use of the opinions expressed in the documentary, but you should use your
own words as far as possible.

Practice test C1
Writing • Part 2
Write an answer to one of the questions 2–4 in this part. Write your answer in 220–260 words in an appropriate
style on the separate answer sheet. Put the question number in the box at the top of the page.
2 An English-speaking friend of yours is starting a new job abroad. They are feeling nervous and have
written to you asking for your advice.
Reply to your friend, describing a time when you felt very nervous and recommend ways to
overcome anxiety.
Write your email.
3 You see the following announcement in an international magazine.
REVIEWS WANTED!
Have you recently been to a restaurant for a special occasion, such as a birthday,
an anniversary or a graduation?
Good experience or bad, we’d like your restaurant reviews for our website. What was it like?
Would you recommend it to others with something to celebrate?
Write your review.
4 As a member of the group that represents students or employees where you study or work, you have been
asked by the company/college director to write a report assessing the current facilities, for example for
eating, parking, relaxing, etc. Your report should also include suggestions for improvements to existing
facilities and for the introduction of new ones.
Write your report.

Practice test C1
Listening • Part 1 40 minutes for this paper
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 who have just graduated talking about their time as students at university.
1 The woman says that she now has

A a strong desire to do further study.
B a clearer idea of what her future will be.
C greater confidence in herself as a person.
2 The friends agree that an unexpected aspect of their course was

A how little contact they had with their tutors.
B how little work they had to produce.
C how little interaction they had with other students.
Extract Two
You hear two people talking about a proposal to build an airport on wetlands.
3 The man says that he is

A confused about why the developers want to build on the land.
B unsure of exactly where the airport will be built.
C upset by the lack of consideration towards wildlife.
4 What is the woman doing?

A explaining the government’s position
B supporting the man’s argument
C arguing in favour of the proposal
Extract Three
You hear part of a radio programme about opera.
5 The man’s intention is to

A persuade listeners to investigate opera.
B explain why people are not attracted to opera.
C complain about media coverage of opera.
6 The woman’s main point is that

A some operas are easier to understand than others.
B opera is unlike any other art form.
C she changed her attitude towards opera.

Practice test C1
Listening • Part 2
You will hear part of a talk about a college debating society – a club where people meet to discuss issues.
For questions 7–14, complete the sentences with a word or short phrase.
DEBATING SOCIETY PROGRAMME
The society has made the decision to focus less on (7) and more on current affairs.
The guest speaker in January will be a (8) who studied a relevant subject.
The debate in February will be on the subject of (9) in various nations.
The guest speaker will be an expert on (10) .
In March, the debate will consider the subject of (11) .
The guest speaker will be a (12) with recent experience of that issue.
The main focus of the debate in April will be the recent (13) .
It is recommended that students submit their ideas for future debates via (14) .

Practice test C1
You will hear part of a radio interview with someone who was famous for a time and is not famous now.
For questions 15–20, choose the answer (A, B, C or D) which fits best according to what you hear.
15 Georgia says that her fame was a result of
A her fierce ambition to be famous.

B a combination of factors.
C a chance meeting with someone.
D taking the place of someone else.
16 When she first became famous, Georgia felt
A uneasy about the amount of attention she received.

B excited about the kind of life it gave her.
C concerned about how long she would remain famous.
D confused as to how she should behave in public.
17 Georgia says that the main disadvantage of fame is that
A people pretend to be your friend.

B people have a false idea of what you are really like.
C you have no privacy.
D you disappoint people.
18 What did Georgia enjoy most about being famous?
A the compliments she received

B the wealth it gave her
C the kind of work she did
D the amount of leisure time she had
19 What caused Georgia’s fame to come to an end?
A the fact that she became unreliable

B the fact that she was getting older
C a decision she made about her own life
D a gradual loss of interest in her
20 Georgia now looks back on her time as a famous person with
A amusement.
B confusion.
C regret.
D disapproval.

Practice test C1
You will hear five short extracts in which people are talking about their past and present jobs.
TASK ONE TASK TWO
For questions 21–25, choose from the list (A–H) what each For questions 26–30, choose from the list (A–H) how each
speaker says was the best aspect of their old job. speaker feels about their new job.
While you listen you must complete both tasks.
A relationships with colleagues A delighted with the change in lifestyle
B useful experience Speaker 1 21 B satisfied with initial results Speaker 1 26
C helping other people Speaker 2 22 C doubtful of whether they will stay Speaker 2 27
D rapid promotion Speaker 3 23 D grateful a period of uncertainty Speaker 3 28

has finished
E the relaxed atmosphere Speaker 4 24 Speaker 4 29
E worried about their suitability
F the behaviour of bosses Speaker 5 25 for the role Speaker 5 30
G the extra benefits F pleased by the salary increase
H the high salary G excited about the future
H glad to have their independence

Practice test C1
Speaking • Part 1 2 minutes for this part
• Where are you currently living?

• Where are you studying/working?
• What is your reason for learning English?
• Do you speak English in everyday life? (Why/Why not?)
• Have you watched any good films or TV shows recently?

• What did you like most about school when you were a child?
• What do you always take with you when you go out?
• If you could visit any country in the world, where would you go? (Why?)
• What does your social life consist of?
• How much of an influence has music had on your life?
• What do you hope to be doing this time next year?
• How much interest do you take in local/national/international news?

Practice test C1
1 Talking to a group
Candidate A: Look at the three photographs, 1A, 1B and 1C. They show people talking to a group.
Compare two of the pictures, and say what you think the situation is, and what the speaker might be
talking about.
Candidate A talks on his/her own for about 1 minute.
Candidate B: Which of the speakers would you most like to be? (Why?)
Candidate B talks on his/her own for about 30 seconds.
2 Challenging activities
Candidate B: Look at the three photographs, 2A, 2B and 2C. They show people doing challenging
activities.
Compare two of the pictures, and say what you think is involved in each activity, and what personal
characteristics are required to do them.
Candidate B talks on his/her own for about 1 minute.
Candidate A: Which of these activities would you most like to do? (Why?)
Candidate A talks on his/her own for about 30 seconds.

Practice test C1
• What is the situation?

• What might the speaker be talking about?
1A
1B
1C

Practice test C1
• What is involved in each activity?

• What personal characteristics are required to do them?
2A
2B
2C

Practice test C1
Here are some skills that might be considered important for young people to have before they leave
home and a question for you to discuss. First you have some time to look at the task.
Now, talk to each other about how important it is for young people to learn each of these skills before
leaving home.
Candidates A and B discuss this together for about 3 minutes.
Now you have about a minute to decide which of these skills is the most important for young people to
learn before leaving home.
communication managing finances
How important is it for young

people to learn these skills
before they leave home?
teamwork / collaborating practical abilities in the home cooking

with others (e.g. repairing, painting)

Practice test C1
• Do you think young people can have problems managing money? (Why/Why not?)
• Do you think practical skills for life can or should be taught at school? (Why/Why not?)
• Some people say that young people are not encouraged to look after themselves enough
when they are growing up. Is this true? (If so, why?)
• How different is life at home from life in the outside world for young people?
• What characteristics make it easier for some young people to adapt to life away from home than others?
• Do you think young people prefer life away from home compared to life at home? (Why/Why not?)


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Practice test C1

Mark your answers on the separate answer sheet.

0 A defensive B disapproving C resistant D rebellious

Is all change good?

logically be the (4) .

1 A discriminated B dismissed C disposed D declined

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Reading and Use of English • Part 2

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

with very strong insults.

has a different view from theirs?

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Reading and Use of English • Part 3

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

The music industry and the Internet

reduce income from music for many people involved.

into (18) , the possibility of piracy in the form of illegal copying BE

to obtaining music more or less free of charge. Many record companies

marketing organisations. For artists, sales of their work are

buy because of feeling a personal (24) with that artist. CONNECT

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Reading and Use of English • Part 4

0 I thought that he was lying about why he was late.

25 He was disappointed but he recovered quite quickly.

He got fairly short time.

26 We attempted to solve the problem but we failed.

Our attempt at failure.

27 Nobody could explain logically what caused the incident.

Nobody could come for the cause of the incident.

There are not many people the kind of ideas he has.

I was happy to give them a lift home, despite me some

I had was the right career for me.

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Reading and Use of English • Part 5

Mark your answers on the separate answer sheet.

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A is more common at some events than at others.

32 When David Lang went to watch a football match in London,

A Lang’s original idea and the piece he finally created.

A requires amateur singers to perform like professionals.

A the content of the text each singer has to understand.

A singers incorrectly responding to his actions during a performance.

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Reading and Use of English • Part 6

Mark your answers on the separate answer sheet.

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agrees with reviewer D about writing style in an autobiography? 38

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Reading and Use of English • Part 7

Mark your answers on the separate answer sheet.

A space where mathematical ideas burst into life

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A Following the UK’s less-than-impressive D Nevertheless, risk, as Rooney argues, ‘is

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Reading and Use of English • Part 8

Mark your answers on the separate answer sheet.

In which section of the article are the following mentioned?

evidence to support a theory about the dish’s origins 49

a reason why consumption of fish in Britain rose 50

agrees with reviewer D about writing style in an autobiography? 38

evidence to support a theory about the dish’s origins 49

a reason why consumption of fish in Britain rose 50

gaining higher status as a result of selling fish and chips 51

something considered to have the most reliable information on its subject 53

people who were not keen on eating fish 55

a change in the image of fish and chips among British people 56