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CULTURAL INGLESA de COMODORO RIVADAVIA – CAE

Student’s Name:

Date:

BREAKING NEWS
LISTENING

PART 4
Label the pictures meteorite, oil spill, volcanic eruption and wildfire. Then discuss the questions in pairs.

1. Look at the exam task instructions and options


A–H in both tasks. Answer these questions.

2. Note down words you might hear used about


each of the options A–H in Task One, e.g. an
earthquake – ground, trembling. Then highlight
the key words (e.g. number, injured) in options
A–H in Task Two and think of words associated
with them, too.
3. Listen and do the exam task. Listen
particularly for the same ideas as those
expressed by the words you highlighted in
Exercise 3.

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GRAMMAR – Review of tenses
1. Explain the difference in meaning each time between sentences a and b. Name the
different tenses used.

2. Correct the mistakes made by exam candidates. In some cases more than one answer
is possible.

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3. Choose the correct answer.

4. Mark some important past events in your life, e.g. starting secondary school, on the
timeline above. Then tell your partner what you:

5. Now put in some likely future events, e.g. graduating, starting work. Tell your partner what
you:

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READING AND USE OF ENGLISH
PART 7

1. Look at these digital versions of printed


reading material. Discuss these questions,
giving reasons.

2. Quickly read the main text in the exam task and


then options A–G. Which of the following have
recently been rising, and which have been
falling?

3. Read the third Quick step, then look at the


words in bold after gaps 1, 2 & 3 and in options
A, B & C. Answer these questions.

4. Do the exam task, using the expressions in


Exercise 3 to help you.

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PART 1 – COLLOCATIONS
1. In each of 1–6, which three verbs form collocations with the words on their right?

2. Complete the collocations in italics with the correct form of verbs from Exercise 1. In some
cases more than one answer is possible.

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3. Read quickly through the exam
task. How does the text answer the
question in the title?
4. Look at the example. Which word in
the first sentence goes with
capture?
5. Underline words that might go with
missing words 1–8. Then do the
exam task.
6. Discuss these questions.

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SPEAKING – FREQUENTLY CONFUSED WORDS
1. Choose the correct alternative in these exam candidates’ sentences. Use your dictionary where
necessary.

PART 1

2. In pairs, decide whether these statements about Part 1 are True or False.

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3. Look at these possible Part 1 questions. Which verb tenses would you mainly use to reply to
each?

4. Listen to Cristina and Markus practising Part 1. Which of 1–5 below do you think
describe each student’s speaking? Write Yes (Y), No (N), or Possibly (P) in each box.

5. Listen again and improve Markus’s answers. Use your own ideas and some of these
expressions:

6. Work in groups of three: one ‘examiner’ and two ‘candidates’. The examiner asks each
candidate questions from Exercise 3. Afterwards the examiner uses points 1–5 in Exercise 4 to
comment on their performance, possibly suggesting improvements.

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WRITING – CONSTRAST LINKS
1. Choose the two correct contrast links in italics in each sentence.

2. Complete the second sentence so that it means the same as the first sentence.

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3. What issue do the pictures illustrate? Write sentences using expressions from Exercise 1.

PART 1: ESSAY
4. Look at the exam task instructions and the notes with it on the next page. Answer these
questions.

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5. Read the model essay in the next page
andanswer these questions.

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6. You are going to write your own essay. To help you get ideas, discuss these questions and
make notes.

7. Look at the third Quick step and plan your essay. Here is one possible paragraph plan:

8. Write your essay in 220–260 words in an appropriate style. When you have finished, check it
for the following:

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CULTURAL INGLESA de COMODORO RIVADAVIA – CAE
Student’s Name:

Date:

TRAVELS AND TRADITIONS


READING AND USE OF ENGLISH
PART 6
1. Put these reasons for travelling to distant places in order, from least to most important.

2. Discuss these questions about the photos, which show international volunteers working in
developing countries.

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3. Look at the exam task and answer these
questions. 6. Underline the key words in questions 1–4,
e.g. similar, A, impact, local people. Then do
the exam task.

4. Quickly read the four texts. Which of


the points you discussed in Exercise 2 do
they mention? How far do you agree
with what they say?
5. The texts contain expressions often
used in academic writing. Find words
with the following meanings.

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GRAMMAR – PARTICIPLE CLAUSES
1. Match the underlined participle clauses with purposes a–h. Then rewrite the sentences using
the words in brackets.

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2. Find the mistakes in these sentences containing participle clauses and correct them.

3. Join the sentences using participle clauses.

4. Use participle clauses to rewrite the underlined parts of the text.

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5. Write a short account of an eventful journey. Include as many participle clauses as you can, e.g.
Setting off from … Having missed…, Realising …, Not wanting to ….

READING AND USE OF ENGLISH – PREFIXES


1. Correct the mistakes made by exam candidates.

2. Add the correct prefixes from the box to form C1-level words. You do not need to use all of
them.

3. Work in small groups. Match the correct prefixes in Exercise 2 with these meanings, then form
as many words as you can with each prefix.

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4. Look at the exam task instructions and quickly read the text. Why did the writer go to Norway?
5. Answer these questions about the example (0), then do the exam task.

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LISTENING

1. Look at the pictures of the annual Inti Raymi (Festival of the Sun) in the Peruvian city of Cuzco,
high in the Andes mountains. Answer the questions below using some of the words in the box.

2. Study the exam task. For each question:

3. Do the exam task. Listen for expressions similar to the key words you underlined,
but write no more than three words for each answer.

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4. Think of a festival that you have been to, or one that you know about. Tell your partner where
and when it happens, what it consists of, and why people enjoy it.

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SPEAKING – MAKING COMPARISONS
1. Rewrite these sentences about customs and traditions so that the second sentence means the
same as the first.

2. Tell your partner about customs and traditions in your country. Use comparative forms from
Exercise 1 to describe changes and make comparisons with other countries.

3. Read the exam task instructions. Then listen to Luisa and Emilia talking about two of
the pictures and answer these questions.

4. Listen again. Which of the comparative structures in Exercise 1 do Luisa and Emilia
use?
5. Work in pairs and do the exam task using pictures 1 and 3. Then change roles and do the task
using pictures 2 and 3.

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WRITING

1. Complete the underlined expressions with the words in the box.

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2. Put the underlined expressions from Exercise 1 into the correct columns (more than one
answer might be possible). Which of these expressions are quite formal?

3. What situations are shown in these pictures? For each one, write a recommendation and a
suggestion using expressions from the table above.

4. Answer these questions about the exam task.

5. Quickly read the model report opposite and match headings A–D below with with paragraphs
1–4. Then answer the questions.

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6. Read the model report again and answer these questions.

7. Look at these exam task instructions and answer the questions in Exercise 4 about it.

8. Discuss these questions in small groups.

9. Choose one of the sights you discussed in Exercise 8. Then look at the Quick steps and plan
your report.

10. Write your report. When you have finished, check your work as in Unit 1, Writing Exercise 8 on
page 15.

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CULTURAL INGLESA de COMODORO RIVADAVIA – CAE
Student’s Name:

Date:

BEHAVING AND INTERACTING


LISTENING – COLLOCATIONS
1. Read sentences 1–6 below. Which adjectives in italics do not collocate with the nouns? Which
group should the adjective be in?

2. Compare two of the pictures and say what kind of relationship the people have. Then listen
while your partner does the same with the other two pictures.

3. Look at the exam task. Study the introduction to each extract and the first line of each
question, then answer these questions.

4. Listen and do the exam task.

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GRAMMAR – REPORTED SPEECH
1. Read these sentences reporting a further
conversation between Amelia and Ollie from the
Listening task. Rewrite them in direct speech,
underlining the words that change.

2. Listen and check your answers. How do they differ from the reported speech
versions?

3. Correct the mistakes in these sentences written by exam candidates. In some cases more than
one answer is possible. Two sentences are correct.

4. Rewrite the sentences using the reporting verbs in bold in Exercise 3. Begin ‘He …’ or ‘She …’.
More than one answer is possible.

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5. Complete these sentences about yourself using the reporting verbs in italics. Then write what
was actually said. Compare answers with a partner.

READING AND USE OF ENGLISH

1. In each of these situations, how often do you

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2. Look at the exam task instructions and then quickly read the text. What is the writer’s answer
to the question in the title?
3. Look at this example item (remember, there is no example in the exam) and answer these
questions. Then do the exam task.

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IDIOMS WITH KEEP
1. Read sentences 1–8. Match the idioms in italics with the meanings in the box.

2. Look at the example in the exam task. Answer these questions.

3. Answer exam questions 1–6 using the clues in brackets (which don’t appear in the exam).

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SPEAKING – Asking for opinions, suggesting, and (dis)agreeing
1. Complete the expressions with the words in the box and then match them with a, b, c or d.

2. Look quickly at the exam task instructions. What kind of things do you have to discuss?

3. Listen to students Leona and Mia practising this task. Answer these questions.

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4. Listen again and answer the questions.

5. Work in pairs. Read the first question and discuss the five factors for two minutes. Then read
the second question and spend one minute deciding which factor to choose.

6. Compare your decision with other pairs, giving reasons for your choice of most important
factor.

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WRITING – REGISTER
1. Read texts A, B and C and answer the questions.

2. Replace the formal expressions in these grammatically correct sentences written by exam
candidates with more neutral or informal words or phrases. Where might you see each of
the formal expressions?

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3. Look at the exam task and answer these questions.

4. Quickly read the model letter on the next page. In which part of the letter does the writer
do each of the following?

5. How does the letter begin and end? How else can you begin and end informal letters and
emails? Do these phrases go on a separate line or not?
6. Read the model letter again. Answer these questions.

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7. You are going to write your own letter. Look at this exam task and answer the questions.

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8. Get ideas for your letter by using these prompts.

9. Plan your letter. You may want to organise your text like this:

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