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CAEPrep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 1 
CAE Preparation Course 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Welcome to CAE Prep course! 
 
The CAE preparation course is composed of exam-oriented lessons that aim at 
helping you understand the structure of the CAE and develop strategies and 
improve your chances of succeeding in this specific international exam. 
Therefore, a list of the sources used in this course is available below. Feel free to 
check it. 
 
 
Sources: 
Cambridge English Advanced Handbook for Teachers 2015 
e-Campus 
www.youtube.com/watch?v=5nGESyDgmdw 
 
 
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CAE Preparation Course 
Session 3 
 
For questions (1-8), read the text below and decide which answer (A, B, C or D) best fits each 
gap. 
 
When sums don't add up 
 
Who hasn't come across this scene in a shop? The till breaks down, and with no calculator 
to 1. .........., the assistant has to work out the price of several items in his or her head. The 
result is embarrassing to watch, as the assistant 2. .......... with the simplest of calculations. 
Impatient shoppers usually put this 3. .......... to poor teaching, over-reliance on computers 
or lack of intelligence. 
But Brian Butterworth, a professor of cognitive neuropsychology at University College 
London, believes it could be 4. .......... the mathematical equivalent of dyslexia - 
'dyscalculia'. He says, 'Dyscalculics cannot understand even simple number concepts. They 
have an impaired sense of number size, 5. .......... adding in multiples of two or three, and 
they can't comprehend the difference between, say, 10, 100, 1000 and 6. .......... on, when 
written as numbers.' 
Dyscalculia was discovered in 1919 by Salomon Henschen, a Swedish neurologist, who 
came to the 7. .......... that it was possible to have impaired mathematical ability 6. .......... 
Being perfectly intelligent in other ways. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 1 Multiple Choice Cloze TASK 1 
 
Source: E-campus E000067 
 
PREPARATION – STRATEGIES 
o This part of the paper also tests collocations, such as ‘to pay attention to’, and 
linking phrases such as ‘even if’. Phrasal verbs are also tested here. They may 
be tested in three different ways: the whole of the phrasal verb, e.g. ‘keep on’, 
just the verb itself, e.g. ‘keep’, or just the preposition or adverb which follows 
the verb, e.g. ‘on’. 
 
o Make sure the answer you choose fits into the sentence. You should not 
choose your answer simply after reading the words which come before the 
gap; you need to read the words which follow as well. It is sometimes the case 
that a preposition or adverb which follows as a gap determines which of the 
options is correct. 
 
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CAE Preparation Course 
Session 3 
 
 
Choose the correct answer to complete the text: 
 
1. A grasp B vicinity C hand D research 
2. A contests B struggles C suffers D combats 
3. A over B down C though D across 
4. A due to B by means of C out of D by way of 
5. A effort B trouble C battle D strain 
6. A then B further C so D yet 
7. A opinion B conviction C judgment D conclusion 
8. A while B however C whereas D provides 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 1 Multiple Choice Cloze TASK 1 
 
Source: E-campus E000067 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 4 
CAE Preparation Course 
Session 3 
 
For questions (1-8), read the text below and decide which answer (A, B, C or D) best fits each 
gap. 
 
Writing for children 
 
The worldwide success of the Harry Potter books has been credited with sparking a love of 
reading among millions of youngsters. Now it could inspire adults to 1. ........ in the 
footsteps of its multi-millionaire author JK Rowling, 2. ........ a new correspondence course 
on writing for children. 
The Open College of the Arts 3. ........ the course to meet growing demand from adults 
hoping to emulate the 4. ........ of Miss Rowling and Philip Pullman, author of the Dark 
Materials trilogy. It is part of an emerging trend for students to 5. ........ for so-called 
distance learning in 6. ........ to evening classes and traditional degree course. 
OCA director Roger Head says, 'Having read the Harry Potter and Philip Pullman books, 
many adults would like to learn how to write for children. We've had a 7. ........ of enquiries 
from current students and others who prefer to study from home as to whether we would 
8. ........ a special course for them.' 
 
Choose the correct answer to complete the text: 
 
1. A follow B copy C trail D pursue 
2. A arising from B in view of C thanks to D for the sake of 
3. A installed B embarked C launched D staged 
4. A sorts B likes C breeds D kinds 
5. A pick B fix C opt D point 
6. A preference B superiority C favour D priority 
7. A swarm B bulk C flood D mob 
8. A run up B put on C lay out D set about 
 
 
 
READING AND USE OF ENGLISH: Part 1 Multiple Choice Cloze TASK 2 
 
Source: E-campus E000068 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 5 
CAE Preparation Course 
Session 3 
 
For questions (1-8), read the text below and decide which answer (A, B, C or D) best fits each 
gap. 
 
The photo album maker 
 
It's not rocket science. It requires little skill, and yet for some it's a task that is impossible 
to get 1. ....... to. Putting photographs into albums is something the majority of us 2. ....... 
off for as long as we can. This is where Jeanette Rowan Hamilton comes in. She's a 
professional sticker-in of photographs, quite possibly the only one of her 3. ......., and the 
albums she produces are works of art. 4. ....... simply slapping the shots in, she assesses 
them, arranges them, cuts them up and collages them. 
'It's a strange occupation', she admits. 'People either think it's wonderful or they can't 5. 
....... the point.' She began making up albums for other people 10 years ago. 'I 6. ....... some 
friends with an album of photographs I'd taken at their wedding as a gift. They asked me to 
do some of their other photos on a professional 7. ......., and it's gone from there.' It's 
painstaking, time-consuming work, and it doesn't 8. ....... cheap. But to her happy regulars, 
it's more than worth it. 
 
 
Choose the correct answer to complete the text: 
 
1. A over B up C round D through 
2. A lay B hold C set D put 
3. A category B kind C variety D group 
4. A Rather than B Aside from C Other than D Apart from 
5. A get B see C take D find 
6. A awarded B donated C handed D presented 
7. A basis B term C deal D status 
8. A happen B come C occur D rate 
 
 
 
READING AND USE OF ENGLISH: Part 1 Multiple Choice Cloze TASK 3 
 
Source: E-campus MEP002589 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução.6 
CAE Preparation Course 
Session 3 
 
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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 1 Multiple Choice TASK 1 
 
Source: E-campus MEP006392 
 
 
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CAE Preparation Course 
Session 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 1 Multiple Choice TASK 1 
 
Source: E-campus MEP006392 
 
PREPARATION – STRATEGIES 
 
o Candidates can be distracted by hearing words or phrases in the text which 
appear in one of the incorrect options. You need to practice spotting such 
mismatches, and understanding why they are wrong. 
 
 
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CAE Preparation Course 
Session 3 
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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 1 Multiple Choice TASK 2 
 
Source: E-campus MEP006393 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 9 
CAE Preparation Course 
Session 3 
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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 1 Multiple Choice TASK 3 
 
Source: E-campus MEP006394 
 
 
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CAE Preparation Course 
Session 3 
 
You are going to read an article about the development of language. From questions 1-10, 
choose from the sections (A-F). The sections may be chosen more than once. 
In which section of the text are the following mentioned? 
 
1. A development involving the existing forms of communication differently rather than 
adding to them. 
2. The fact that the use of developed forms of communication requires effort 
3. Theories based on links that should not be made 
4. The fact that a particular theory of language development has been built upon a certain 
discovery 
5. Examples of situations in which basic forms of communication are perfectly adequate 
6. Examples of forms of communication which become difficult to distinguish from each other 
7. A contrast between a general description of a situation and a detailed one 
8. The fact that the development of language is a subject which excerpts struggle with 
9. What talking about something remarkable involves when using a developed form of 
communication 
10. Evidence of the relationship between language and the need for people to work together 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 8 Multiple Matching TASK 1 
 
Source: E-campus E000062 
PREPARATION – STRATEGIES 
 
o Candidates will need practice in skimming and scanning texts quickly for 
specific information in order to prepare for this task. You should be able to tell 
why a particular part of the text matches a prompt. This will help you to check 
your choices carefully. Once again, do not choose an answer on the basis of 
similar vocabulary alone. 
 
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CAE Preparation Course 
Session 3 
 
The development of language 
As society developed, humans wanted to do more than howl and grunt. Roger Highfield explains. 
A Using a computer, it is possible to show how an eye evolved from a primitive light-sensitive cell. Yet when it comes 
to language, many linguists, biologists and philosophers have difficulty in imagining how it could have arisen through 
evolutionary forces. Sure, language emerged because it helped our ancestors to share information. But as Professor 
Steven Pinker of MIT explains, many explanations seem glib. 'Bad ones try to explain one bit of our psychology (say, 
humour) by bringing in some other, equally mysterious bit (laughing makes you feel better).' 
B Professor Martin Nowak, of the Institute for Advanced Study, is convinced the answer is to put these ideas on a 
mathematical footing. In his study, he began by examining the 'primordial soup' of language present throughout the 
animal kingdom, including such things as the dance of bees, territorial calls and birdsong. He showed three steps in 
the evolution of human language, from sounds to words to a 'protogrammar' spoken by our distant ancestors. This 
rested on one key finding: there are always errors in sending messages and, in essence, the more concepts that have 
to be communicated, the more sounds that are needed to do this, the closer the sounds will be to each other, and the 
greater the risk that this repertoire becomes confused. 
C As a first step, early humans had a few specific utterances, from howls to grunts, that became associated with 
specific objects. It has been established that these associations form when information transfer is beneficial for both 
speaker and listener, underlining that cooperation is a crucial factor in communication. More signals are needed as a 
society attempts to describe more objects. However, there is a limit to the number of simple verbal signals - when the 
number increases, so does the possibility of mistaking one signal for another. 
D In the second step of language evolution, humans leave animals behind and overcome this 'error limit' not by 
forming more sounds but by combining a small set of easily distinguishable sounds into words. Meaningless vowels 
and consonants such as 'c' and 't' can be assembled into a meaningful word, 'cat'. Professor Nowak's team showed 
mathematically how such word formation enables a language to convey an essentially unlimited number of objects 
and explains why, although there are many languages, they all are composed of a few sounds. Most animals use a 
non-syntactic communication, so that a single grunt - a 'word' - might be used to express a scenario, such as 'there's a 
lion prowling nearby in the undergrowth'. The syntactic communication we rely on uses words for the individuals, 
actions and relationships that contribute to the event, giving it greater expressive power. 
E The last step in language development is the incorporation of grammar, which enables words to be combined in an 
essentially unlimited way. Professor Nowak showed how simple grammar rules evolved to reduce mistakes in 
communication, shuffling the 'atomic units' of language to create an infinite number of meanings. Although this form 
of communication is in some ways more abstract and less immediate than howls and so on, it is much more flexible. 
'Dog bites man' would be described by a different sound from 'Man bites dog' and would have to be learnt separately 
in a proto-language. In contrast, a rare but important event can be easily described by combining wordsin ways that 
need not be learnt beforehand. 
F But there is a cost of syntax. Grammar requires a degree of mental exertion. That poses the question: under what 
conditions are communicators encouraged to shift from non-syntactic communication to the syntactic communication 
used by humans? Professor Nowak shows that in an environment of sufficient complexity, where survival depends on 
important information being quickly dispersed, benefits exceed costs and syntactic communication should win: 
language should come into being. 'Syntax allows a larger repertoire and allows us to express concepts that have not 
been heard beforehand. Nevertheless, the advantages can only be seen if the number of relevant communication 
topics (that affect survival) are above a certain threshold,' says Professor Nowak. In other words, having syntax only 
pays if there is much to discuss. In a simple environment, where all there is to gossip about is the next banana and the 
occasional threatening lion, there is no need for grammar. A few grunts will do nicely. 
READING AND USE OF ENGLISH: Part 8 Multiple Matching TASK 1 
 
Source: E-campus E000062 
 
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CAE Preparation Course 
Session 3 
 
You are going to read an article about luck. From questions 1-10, choose from the sections (A-D). 
The sections may be chosen more than once. 
In which section of the text are the following mentioned? 
 
1. A transformation in how the writer’s subjects felt 
2. The idea that believing that something good will happen makes it happen 
3. A belief that unlucky people do not know why they’re unlucky 
4. An attempt to find out whether people could change their own luck 
5. The disadvantages of concentrating on a single aim 
6. Something that the writer did to amuse himself 
7. Unlucky people making slow progress towards completing a task 
8. A belief that unlucky people’s bad luck is at least partly their own fault 
9. The impact of being tense on people’s chance of being lucky 
10. Activities aimed at changing people’s attitudes 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 8 Multiple Matching TASK 2 
 
Source: E-campus MPE002816 
 
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CAE Preparation Course 
Session 3 
 
Be lucky - it's an easy skill to learn 
A A decade ago I set out to investigate luck. I wanted to examine the impact on people's lives of chance opportunities, 
lucky breaks and being in the right place at the right time. After many experiments I believe that I now know why 
some people are luckier than others and that it is possible to become luckier. To launch my study, I placed 
advertisements in national newspapers and magazines, asking for people who felt consistently lucky or unlucky to 
contact me. Over the years, 400 extraordinary men and women volunteered for my research from all walks of life: the 
youngest is an 18-year-old student, the oldest an 84-year-old retired accountant. Over the years, I interviewed these 
volunteers, asked them to complete diaries, questionnaires and intelligence tests, and invited them to participate in 
experiments. The findings have revealed that although unlucky people have almost no insight into their good and bad 
luck, their thoughts and behaviour are responsible for much of their fortune. 
B Take the case of chance opportunities. Lucky people consistently encounter such opportunities, whereas unlucky 
people do not. I carried out a simple experiment to discover whether this was due to differences in their ability to spot 
such opportunities. I gave both lucky and unlucky people a newspaper, and asked them to look through it and tell me 
how many photographs were inside. On average, the unlucky people took about two minutes to count the 
photographs, whereas the lucky people took just two seconds. Why? Because the second page of the newspaper 
contained the message: 'Stop counting. There are 43 photographs in this newspaper.' The message took up half the 
page. It was staring everyone straight in the face, but the unlucky people tended to miss it and the lucky people 
tended to spot it. For fun, I placed a second large message halfway through the newspaper: 'Stop counting. Tell the 
experimenter you have seen this and win £250.' Again, the unlucky people missed the opportunity because they were 
still too busy looking for the photographs. 
C Personality tests revealed that unlucky people are generally much more anxious than lucky people, and research has 
shown that anxiety disrupts people's ability to notice the unexpected. In one experiment, people were asked to watch 
a moving dot in the centre of a computer screen. Without warning, large dots would occasionally be flashed at the 
edges of the screen. Nearly all participants noticed these large dots. The experiment was then repeated with a second 
group of people, who were offered a large financial reward for accurately watching the centre dot, creating more 
anxiety. They became focused on the centre dot and more than a third of them missed the large dots when they 
appeared on the screen. The harder they looked, the less they saw. And so it is with luck - unlucky people miss 
opportunities because they are too focused on looking for something else. They look through newspapers determined 
to find certain types of job advertisements and as a result miss other types of jobs. Lucky people are more relaxed and 
open, and therefore see what is there rather than just what they are looking for. 
D My research revealed that lucky people generate good fortune via four basic principles. They are skilled at creating 
and noticing chance opportunities, make lucky decisions by listening to their intuition, create self-fulfilling prophesies 
via positive expectations, and adopt a resilient attitude that transforms bad luck into good. I wondered whether these 
four principles could be used to increase the amount of good luck that people encountered in their lives. To find out, I 
created a 'luck school' - a simple experiment that examined whether people's luck can be enhanced by getting them to 
think and behave like a lucky person. I asked a group of lucky and unlucky volunteers to spend a month carrying out 
exercises designed to help them think and behave like a lucky person. These exercises helped them spot chance 
opportunities, listen to their intuition, expect to be lucky, and be more resilient to bad luck. One month later, the 
volunteers returned and described what had happened. The results were dramatic. Eighty per cent of people were 
now happier, more satisfied with their lives and, perhaps most important of all, luckier. While lucky people became 
luckier, the unlucky had become lucky. 
 
 
READING AND USE OF ENGLISH: Part 8 Multiple Matching TASK 2 
 
Source: E-campus MPE002816 
 
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CAE Preparation Course 
Session 3 
You are going to read an article about flavour. From questions 1-10, choose from the 
sections (A-D). The sections may be chosen more than once. 
In which section of the text are the following mentioned? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 8 Multiple Matching TASK 3 
 
Source: E-campus MPE003875 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução.15 
CAE Preparation Course 
Session 3 
 
The strange world of flavour 
The look, feel and even sound of your food can change the way it tastes. David Derbyshire investigates: 
A Over the past few years, scientists have been busy overturning many of the old ideas about how we perceive 
flavour. Professor Tony Blake, an expert in flavour with the Swiss company Firmenach, says, 'Scientists from different 
fields have come together to explain how we perceive flavour. I'm now convinced that all our senses, working with our 
memory of past experiences, affect memory. The brain puts together this composite. It starts doing it from the 
moment you see a glass of red wine and expect it to taste like red wine.' 
A startling demonstration of how vision influences perception of flavour came from Gil Morot, a French wine expert. 
His team gave volunteers a glass of white wine to sniff. They used 'yellow' words such as honey, straw and apricots to 
describe the smell. Yet when they were offered the same wine coloured with a flavourless red dye, they were 
confused, immediately reaching for darker imagery such as tobacco, raspberries and tar. 
 
B Flavour and taste are often confused. Taste is a fairly crude measure of food. The tongue is lined with five different 
types of taste buds and can distinguish between salt, sweet, bitter, sour and umami - the 'meaty' taste. Flavour is a far 
more complex quality of food that is detected in the olfactory bulb - a direct extension of the brain and the only part 
that protrudes from the skull to the outside world. It lies behind the eyes, halfway between the ears. 
As we eat, volatile molecules released from food are carried in our breath to the flavour detectors. We need air to 
detect flavour - which is why it's hard to taste food if you hold your nose, or have a heavy cold. It was once assumed 
that the story ended there - that the perception of flavour came solely from the signals from the olfactory bulb. But 
the brain turns out to be more flexible than that. 
'The modern consensus is that all regions of the brain have the potential to be connected to all others and that this 
inter-connectivity is essentially determined by experience,' says Professor Blake. 'Parts of the brain that process the 
different sensory inputs have a much greater degree of inter-connection than had been previously thought.' 
 
C This connectivity is called multi-sensory perception and has been demonstrated for many different sensory 
experiences. 
Experiments have since suggested that the sense of smell accounts for 80 per cent of our perception of flavour. Taste 
is also an important contributor to the sense of flavour. In one experiment, strawberry flavour and a sweet solution 
were dripped into the mouths of volunteers. When the sweet solution was switched off, the volunteers believed the 
flavour was weak. But when the strawberry flavour was switched off, they did not notice. As long as the brain receives 
the 'sweet' signal, it will fill in the gaps. 
Texture plays a role too. Scientists at the University of Nottingham, working with Professor Andrew Taylor, have 
shown that the thickness of a sauce changes the perception of its flavour - the thicker the sauce, the weaker its 
flavour is perceived to be, even if the strength of flavour is exactly the same. The tongue also enhances the eating 
experience, sending information to the brain along the trigeminal nerve about whether food is hot or cold, spicy or 
cooling. 
 
D The wine study confirms how vision is important. But more surprising is the role of sound. Dr Charles Spence of 
Oxford University asked volunteers to munch on crisps in a booth, while they listened to the amplified sound of 
themselves through headphones. By changing the tone of the crunch as heard through the headphones, Dr Spence 
fooled the volunteers into thinking the crisps were soggier or crisper than they were. 
The senses are not the entire flavour story. Past experience of food plays just as important a role. 'Flavour is a 
synthesis of all the associated sensory signals received during eating, and drinking, including the internally generated 
emotions associated with the occasion,' says Professor Blake. 'When we eat a particular food on a regular basis, our 
brain combines all the signals received from the different senses, restructures itself and creates the memory we 
recognize as the flavour of the food.' 
READING AND USE OF ENGLISH: Part 8 Multiple Matching TASK 3 
 
Source: E-campus MPE003875 
 
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CAE Preparation Course 
Session 4 
 
For questions 1– 8, read the text below and think of the word which best fits each gap. 
Use only one word in each gap. 
 
The misery of work 
More than 60 per cent of UK employees are demoralized by their jobs and 1. ……… further 
20 per cent do not care about work, says a survey. Most employees work hard in their first 
year in a job but 2. ……… that it’s all downhill, according to the survey. The longer 
employees are with a company, the 3. ……… likely they are to become unclear about 
expectations. Many worry about 4. ……… or not the company actually cares about their 
welfare and development. The researchers blamed poor management technique 5. ……… 
the lack of interest shown by staff in their jobs. 
The research shows that the large sums of money spent on leadership and management 
training are wasted. Marcus Buckingham, one of the researchers, says, ‘The training isn’t 
delivering 6. ……… it is designed to do – 7. ……… most organizations cut their leadership 
and management training budget, they would never know the difference. We have to 
teach managers and leaders 8. ……… they can engage their employees and then measure 
the results. 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 2 Open Cloze TASK 1 
 
Source: E-campus: E000069 
 
PREPARATION – STRATEGIES 
 
o Read the words which follow the gap as well as those which come before it. You 
should make sure that if you are filling the gap with a verb, it agrees with its 
subject. Keep in mind a sense of the whole text. You must use only one word to 
fill each gap. You should never use abbreviations (e.g.’sthg’ for ‘something’, and 
(with the exception of can’t = cannot) do not fill any gaps with a contraction 
(e.g. didn’t, he’ll), as these count as two words. 
 
 
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CAE Preparation Course 
Session 4 
 
For questions 1– 8, read the text below and think of the word which best fits each gap. Use only one 
word in each gap. 
 
Goran Kropp 
Goran Kropp reached the pinnacle of his career 1. ……… an adventure by cycling 11,000 kilometres from 
Sweden to Nepal, climbing Everest without porters or bottled oxygen, and then cycling back to Sweden. 
Kropp set 2. …….. from Stockholm on October 16 1995, riding a custom-built bicycle and towing his 
climbing and camping gear in a trailer. 3. ……… the time he arrived in Kathmandu, he had repaired 132 flat 
tyres. 
His first attempt to reach the summit of Everest ended in frustration when he was forced to turn back, 4. 
……… become exhausted 120 metres below the summit. 5. ……… this blow to hos morale, and in the face of 
rapidly deteriorating weather, he got himself ready for 6. ……… try. That failed too, 7. ……… to dangerous 
snow conditions. Then, on May 9-10, the great storm arrived, the worst in living memory. 
A few days after the storm, Kropp began his third 8. ……… final attempt. On reaching the summit, he 
lingered for just four minutes. He spent a few weeks in Kathmandu recuperating before beginning the 
11,000-km ride home. 
 
 
For questions 1–8, read the text below and think of the word which best fits each gap. Use only one 
word in each gap. 
 
Computer games ‘develop shaper brains’ 
Children are learning important skills by playing computer games, research suggests. The findings will come 
1. …….. a surprise to those who believe youngsters would be 2. …….. off reading books than playing these 
games. A study in the US found that men aged 3. …….. 18-23 who played action games involving high-speed 
car chases and blazing gun battles several times a week were better at dealing 4. ……… fast-changing visual 
information than non-players. 
Experiments in 5. …….. a number of objects were flasehed up on a computer screens found that game 
players were able to focus on and keep track of more objects simultaneously. Researchers have 6. ……. to 
the conclusion that this shows that visual attention – and the ability to handle a number of tasks 7. ……. 
once – are enhanced by playing computer games. Thiers report says: ‘Although video game-playing may 
seem rather mindless, it is capable of 8. …….. a big effect on people’s ability to process visual information.’ 
 
READING AND USE OF ENGLISH: Part 2 Open Cloze TASK 2 
 
Source: E-campus: E000070 
 
READING AND USE OF ENGLISH: Part 2 Open Cloze TASK 3 
 
Source: E-campus: MPE003613 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 18 
CAE Preparation Course 
Session 4 
 
You will hear part of a talk. For questions 1- 8, complete the sentences with a word or 
short phrase. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 2 Sentence Completion TASK 1 
 
Source: E-campus: E000077 
 
PREPARATION – STRATEGIES 
 
o Candidates sometimes write too much, either by including unnecessary detail, 
or by trying to rephrase what they hear on the recording. Irrelevant detail can 
spoil what would otherwise have been a correct answer. Remember that no 
changes are required to the key information, that no answer will need more 
than three words, and that in many cases they will need only one or two 
words. 
 
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CAE Preparation Course 
Session 4 
 
 
You will hear a guide from a cycling museum. For questions 1- 8, complete the sentences 
with a word or short phrase. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENIGN: Part 2 Sentence Completion TASK 2 
 
Source: E-campus: E000078 
 
 
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CAE Preparation Course 
Session 4 
 
You will hear a talk about Handrian’s Wall. For questions 1- 8, complete the sentences 
with a word or short phrase. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENIGN: Part 2 Sentence Completion TASK 3 
 
Source: E-campus: MPE003865 
 
 
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CAE Preparation Course 
Session 4 
Read the text below. Six paragraphs have been removed from the text. Choose from the paragraphs A – G the one 
which fits each gap. There is one extra paragraph which you do not need to use. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Gapped Text TASK 1 
 
Source: E-campus: E000063 
 
 
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CAE Preparation Course 
Session 4 
 
 
A If many tasks are tested using these methods, the importance of each individual one can be ranked. The 
harder the birds work to do something, the more important that particular thing is to them. As inquisitive 
and, dare I say it, intelligent animals, chickens have no problems tackling these tasks. 
B However, this is not always the case. For example, the willingness of a bird to squeeze through a narrow 
gap to reach a nest box can reveal how important nesting behaviour is. 
C The jungle-living ancestors of the domestic chicken may have evolved this tendency to ensure that small 
groups of birds stayed together. In this way, better protection against predators was provided. 
D In this respect, chickens are much like us. Road rage and trolley rage occur all too frequently when 
queues on motorways or at supermarket checkouts become too long. 
E And this has proved to be true. After nearly three years of furious fowl research, my attempts to translate 
the social behaviour of chickens into something humans can understand have shown me just how complex 
the business of animal welfare can be. 
F The best way to discover what this is, be it nest boxes, perches, or even the opportunity to feed at the 
same time as each other, is to let the birds 'vote with their feet'. There is no need for a ballot box, when a 
chicken's behaviour provides all the necessary information. 
G A bit of interior design may be the answer to this. Chickens may not appreciate fancy wallpaper or 
exquisite marble decor, but basic changes to the design of cageless intensive systems could lower levels of 
friction between chickens and improve their welfare. 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Gapped Text TASK 1 
 
Source: E-campus: E000063 
 
PREPARATION – STRATEGIES 
o Read through the text with the gaps in it so that you gain an overall idea of the 
structure of the text and the development of the writer’s ideas, before starting to 
do the task. 
o When you are selecting a paragraph to fill a gap, make sure you look carefully at the 
information before and after the gap. Candidates sometimes make the wrong 
choices by selecting options which seem to fit the text before the gap, and 
neglecting to check that the text after the gap follows on logically. 
o Get plenty of practice in recognising a wide range of linguistic devices which mark 
the logical and cohesive development of a text, for example words and phrases 
indicating time periods, cause and effect, exemplification, contrasting arguments, 
repetition, concordance of tenses, pronouns, etc. This will help you to make the 
correct choice between two possible sentences which seem rather similar at first 
sight. 
o Avoid ‘word spotting’, that is assuming that an option must be correct simply 
because it contains a word that is also in the text. You need to check that the 
meaning of an option is reflected in the text, not that one word is the same in both. 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 23 
CAE Preparation Course 
Session 4 
Read the text below. Six paragraphs have been removed from the text. Choose from the paragraphs A – G the one 
which fits each gap. There is one extra paragraph which you do not need to use. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Gapped Text TASK 2 
 
Source: E-campus: MPE003873 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução.24 
CAE Preparation Course 
Session 4 
 
A The aim was to draw these two areas of investigation together to prove a theory. 'The representation of 
the world provided by an artist is often modified by abnormalities in the visual pathways,' said Professor 
Dan. 'Some artists have used this to create particular styles. In this study we looked at iconic paintings, 
looking for evidence of optical distortion in these paintings.' 
B A similar deterioration affected Edgar Degas, who also became more and more short-sighted, the report 
claims. It cites records that in later life he had to use photographs of models or horses to be able to study 
them at close range before trying to reproduce them. 
C This claims that Impressionism had its roots in the myopia, or short-sightedness, of the painters rather 
than any abstract philosophical interpretation of the world. The eye problems of painters such as Degas, 
Renoir and Monet may also explain why they were heavy users of particular colours, including red. 
D To emphasize this, Professor Dan points out that the work of other artists apart from the Impressionists 
was affected by various other eye conditions, including astigmatism. He cites Hans Holbein, the Bavarian 
who came to Britain in the 1520s and later became court painter to King Henry VIII as an example of this. 
E The works of the great British artist J M Turner were also clearly affected by them, Professor Dan said. 
Though his detailed medical records are not available, Professor Dan said that the condition was known to 
cause a move to the red end of the light spectrum. Turner's painting Sun Setting Over A Lake, in 1845, 
shows a strong tendency to browns and reds, with considerable loss of detail, he said. 
F 'It may have grown out of a chance coming together of myopic artists who saw the world in a similar way,' 
says Professor Dan. 'They were looking at things slightly blurred, and Impressionism does, in a sense, flow 
from this.' 
G 'Another consequence of myopia is an emphasis on red, as the blue end of the visual spectrum is focused 
shorter than the red, resulting in the myopic seeing reds more clearly than blues,' he said. 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Gapped Text TASK 2 
 
Source: E-campus: MPE003873 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 25 
CAE Preparation Course 
Session 4 
 
Read the text below. Six paragraphs have been removed from the text. Choose from the paragraphs A – G the one 
which fits each gap. There is one extra paragraph which you do not need to use. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 7 Gapped Text TASK 3 
 
Source: E-campus: MPE004455 
 
 
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CAE Preparation Course 
Session 4 
 
A 'It is probably more to do with the fact that if you are not good at communicating through words as a 
child, you might tend to communicate through pictures,' she says. 'If you are constantly being told you have 
the wrong answer, it must be a relief to find a sphere where there is no right or wrong answer. And the 
more you draw, the better you get at it.' 
B Nevertheless, dyslexic children could benefit, using a computer with speech recognition. Read Regular in 
combination with such a programme should be a great word, image and sound collaboration. 
C Natascha has also looked at spacing and every combination of letters to ensure no two melt into one 
another. The typeface was tested on more than 100 dyslexics. 'We gave them a passage from "Harry 
Potter" in different fonts, and it was extraordinary how many found Read Regular easier to use,' says 
Rankin. 'They not only told us that they felt more comfortable with it, but I could also corroborate this by 
marking their fluency as they read aloud.' 
D The first was being given an assignment on the theme of black and white. The second was discovering 
that she was dyslexic. 'At the time, I was struggling through yet another book and I realized that, for me, 
print was the most significant expression of the contrast between black and white. I wondered if that was 
why I had so much trouble reading, so for my project, I designed a new typeface.' 
E There is a precedent for this, suggesting that it could happen. The RCA has a history in typography. One of 
Natascha's former tutors, Margaret Calvert, designed the typeface for the signage used on roads in Britain, 
and all over the world. 
F Once Frensch had become aware of the possibilities of the typeface as an artistic medium, she was 
hooked. 'The whole alphabet fascinated me, but I didn't just want to develop another typeface. It had to 
have a raison d'être. The aim of Read Regular is to make reading less of a struggle, so the energy spared can 
be used for comprehension.' 
G People with dyslexia frequently experience visual distortion when reading. Some focus on the spaces 
rather than the words and see 'rivers' running down the page. Words seem to have 'halos' around them, 
text can appear fuzzy or swirling around. 
 
READING AND USE OF ENGLISH: Part 7 Gapped Text TASK 3 
 
Source: E-campus: MPE004455 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 27 
CAE Preparation Course 
Session 5 
 
Read the text below. Use the word given in brackets to form a word that fits in the gap. 
 
 
Joining the family business 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 3 Word Formation TASK 1 
 
Source: E-campus E000072 
 
PREPARATION – STRATEGIES 
 
o Candidates should be made aware of the range of words which can be formed 
from the same stem word e.g. ‘compete’, ‘competition’, ‘competitor’, 
‘competitive’, ‘competitively’, and the negative forms of these words, e.g. 
‘uncompetitive’. In the examination when they see the ‘stem word’ at the end of 
a line, they must not automatically write a related word which they know well as 
their answer. They need to read the surrounding sentence to decide what the 
missing word is. 
o Sometimes the missing word will need to be in the plural, and sometimes it will 
need to be in a negative form. The sense of the text around the gap will help 
candidates decide if it is necessary to put the word in the plural or make it 
negative. The answers will not always need prefixes or suffixes to be added to a 
word; sometimes internal changes will need to be made (e.g. ‘long’ to ‘length’). 
o Each stem word applies only to the gap on the same line. They must not try to 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 28 
CAE Preparation Course 
Session 5 
 
Read the text below. Use the word given in brackets to form a word that fits in the gap. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 3 Word Formation TASK 2 
 
Source: E-campus E000073 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 29 
CAE Preparation Course 
Session 5 
 
Read the text below. Use the word given in brackets to form a word that fits in the gap. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 3 Word FormationTASK 3 
 
Source: E-campus MEP003804 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 30 
CAE Preparation Course 
Session 5 
 
You will hear part of a radio programme about foxes. From questions 1-8, choose answer 
(A,B,C or D) which best fits according to what you hear. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Choice TASK 1 
 
Source: E-campus E000079 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 31 
CAE Preparation Course 
Session 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Choice TASK 1 
 
Source: E-campus E000079 
 
PREPARATION – STRATEGIES 
 
o Candidates can be distracted by hearing words or phrases in the text 
which appear in one of the incorrect options. You need to practice 
spotting such mismatches, and understanding why they are wrong. 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 32 
CAE Preparation Course 
Session 5 
 
 
You will hear an interview with a conductor. From questions 1-8, choose answer (A,B,C 
or D) which best fits according to what you hear. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Choice TASK 2 
 
Source: E-campus MEP003866 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 33 
CAE Preparation Course 
Session 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Choice TASK 2 
 
Source: E-campus MEP003866 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 34 
CAE Preparation Course 
Session 5 
 
 
 
 
You will hear an interview with an actor. From questions 1-8, choose answer (A,B,C or D) 
which best fits according to what you hear. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Choice TASK 3 
 
Source: E-campus MEP003942 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 35 
CAE Preparation Course 
Session 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 3 Multiple Choice TASK 3 
 
Source: E-campus MEP003942 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 36 
CAE Preparation Course 
Session 5 
You are going to read extracts from four case studies from a company. For questions 1 – 4, choose from 
the extracts A – D. The extracts may be chosen more than once. 
 
The Story Of Leftfield Ltd - Four case studies of the company Leftfield Ltd 
 
A 
For a while, the company's success exceeded the aims of its founders in terms of growth and profitability 
and this was entirely due to good fortune rather than careful planning. It was a case of being in the right 
place at the right time. However, rather than stick to what had made it so successful, the company made 
the mistake of diversifying too much outside its core range of successful products and that was when the 
trouble started. Consultants were called in but their recommendations served only to exacerbate the 
problem rather than improve the situation, resulting as they did in too many layers of management and too 
few operational staff. Following further changes at the top, the company is now smaller and the slimmed 
down version shows every sign of having a healthy future, with renewed interest in its core product range 
already having an effect on its profit figures. 
 
B 
It could reasonably be said that the company's initial success was almost entirely due to an accident of 
timing, its launch coinciding with a change in public tastes which it was able to take full advantage of. In 
fact, decision-making was not one of the strengths of the founders, who almost immediately started a 
strategy of adding constantly to the range of products rather than maintaining focus on the ones that had 
led to its success. Finding that everything was going wrong, they called in consultants, who proposed 
significant changes at management level. These had no real effect on profitability and the company was 
forced to reduce the scope of its operation and its size. It is too soon to tell if this new structure will rescue 
the situation and put the company back on track and all outcomes remain possible. 
 
C 
That the company achieved its rapid early success was because the founders were proved right about the 
market potential of its products. They backed their own judgment and they got it right. Sadly, they then 
took their eye off the ball when it came to quality control for new products. Their subsequent problems 
were therefore due to the poor quality of those new products rather than the number of them. Consultants 
identified this issue as being caused by inadequate management but their recommendation of adding new 
management roles had no impact at all on the underlying problem. The founders then decided to return to 
the former structure and size that had been in place when it achieved its initial success, but it remains to be 
seen whether it can ever recover its previous market position. 
 
D 
It's easy to regard the kind of meteoric rise that the company initially had as being in large part nothing 
more than luck, but the truth is that it was really created by the founders' shrewd assessment of likely 
trends in the market for goods of the kind they were producing. They spotted these trends when others 
didn't and acted on their hunch. When they started to expand beyond those first hugely popular products, 
it all went wrong. This was because it was associated with those first products and was successful in a niche 
market, making diversification of any kind unwise. The situation worsened when the founders implemented 
the recommendation of consultants to employ a new set of senior managers with no relevant industry 
experience. Having now returned to the size and structure of its early days, the company is making 
optimistic noises about its future but this optimism is not widely shared by analysts and its future is 
uncertain. 
READING AND USE OF ENGLISH: Part 6 Cross-text multiple matching TASK 1 
 
Source: E-campus MEP009453 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 37 
CAE Preparation Course 
Session 5 
 
Which case study 
1. shares case study B's opinion of the main reason for the company's initial success? 
2. takes a different view from the others on the main cause of the company's problems? 
3. has a similar opinion to case study A on the impact of consultants on the company’s 
situation? 
4. expresses a different view from the others concerning the company's future? 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 6 Cross-text multiple matching TASK 1 
 
Source: E-campus MEP009453 
 
PREPARATION – STRATEGIES 
 
o Candidates will read short extracts which give different views on a related theme, 
such as different reviews of thesame book or four experts giving their opinion on 
a subject. 
o Candidates should read the texts first to identify the general attitude of each 
writer to the subject under discussion. Underlining the part or parts of a text 
which give an opinion. Candidates, then, look at each question and underline the 
key words. 
o If a question is asking for 'a similar or different opinion to' for example, writer C, 
on a subject, they should underline what aspects of C's opinion is being tested 
and then identify and underline that opinion in C. The task will then involve 
looking at all the other writers and identifying the similar or different opinion. 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 38 
CAE Preparation Course 
Session 5 
You are going to read four reviews of a collection of poetry that has just been published. For 
questions 1 – 4, choose from the reviews A – D. The reviews may be chosen more than once. 
 
 Poetry Of Today And Yesterday - Four reviews of a new anthology of poetry 
 
A 
The introduction to this new anthology of poetry is not aimed at the casual reader. If you're not already 
very knowledgeable about poetry, you'll find it heavy going and my advice would be to skip it and simply 
dip into the book. Going through it by looking at the titles of the various sections it's divided into won't be 
very helpful either - for the expert, they're very clever but only the aficionado will be able to appreciate 
how the poems fit with those titles. The choices of poets to include in fact mostly play it safe, with mostly 
the well-known names represented, and my feeling is that it would have been better to have a bigger 
proportion of works by some lesser-known poets. When it comes to the modern poetry here, the selection 
shows how variable the standard is, from poems rivalling the best of any era to some more gimmicky works 
of no great distinction. 
 
B 
This well-judged anthology of poetry new and old has just about the right mix of famous names and more 
obscure ones. The newer poetry is dotted around the various sections of the book, but one section, entitled 
'Steps Forward' consists entirely of it, and this is a very effective section that shows clearly how poetry 
developed in the modern era. In general, though, I have reservations about the section titles as it is hard to 
see how they relate to what most of them contain. That aside, this is a fine collection and there is the 
added bonus of an introduction that points out aspects of the poetry included that readers might otherwise 
miss. Reading this before going to the poetry itself certainly pays dividends, as it may well lead readers to 
poems they might otherwise overlook. 
 
C 
One of the first things that struck me about this new anthology was how ingenious the section titles are - 
brilliantly chosen and showing how well thought-out the groupings are. This shows a fresh approach to 
compiling a poetry anthology and it works very well. Equally effective is the introduction, which among 
other things highlights common ground between poets who might otherwise not be thought to have much 
if anything in common. Overall, the choices for inclusion are less conservative than in a great many poetry 
anthologies, and it is especially pleasing to see the work of some up and coming young poets of today 
represented. The modern poetry is particularly well-chosen in fact, and it shows clearly the individuality of 
each poet, each one bringing their own special qualities to the book. 
 
D 
This anthology is not grouped according to standard themes such as love, nature, etc. Instead, themes are 
mixed together in sections and it's hard to work out the basis for the groupings - certainly the section titles 
do not help to illuminate this. There is also too much focus on poets who appear in most anthologies and 
too little space given to some of the more interesting but less commonly read figures. Having said that, one 
of the greatest strengths of the anthology is the selection of modern poets, all of whom have their own 
distinctive voice which shines through in the book, showing just how strong that quality is in poetry today. 
The introduction has been very thoughtfully constructed and sheds light on the work of many of the poets 
included in the anthology. 
 
 
READING AND USE OF ENGLISH: Part 6 Cross-text multiple matching TASK 2 
 
Source: E-campus MEP009454 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 39 
CAE Preparation Course 
Session 5 
 
 
Which reviewer 
1. agrees with reviewer A on how good the choice of poets included in the anthology is? 
2. differs from the others concerning the titles for the sections of the book? 
3. shares reviewer C's view on what the anthology shows about modern poetry? 
4. has a different opinion from the others regarding the introduction to the anthology? 
 
 
 
You are going to read four extracts from articles about blogs and journalism. For 
questions 1 – 4, choose from the writers A – D. The writers may be chosen more than 
once. 
 
Which writer 
 
1. has a different view from the others on the impact of blogging on the world of 
professional journalism? 
2. shares writer A's opinion on the personal reason why bloggers write their bogs? 
3. differs from the others concerning how useful blogging is as a way of making progress in 
a career? 
4. takes the same view as writer A concerning the standard of writing in the better-known 
blogs? 
 
READING AND USE OF ENGLISH: Part 6 Cross-text multiple matching TASK 2 
 
Source: E-campus MEP009454 
 
READING AND USE OF ENGLISH: Part 6 Cross-text multiple matching TASK 3 
 
Source: E-campus MEP009455 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 40 
CAE Preparation Course 
Session 5 
 
Bloggers And Journalists 
Four writers give their views on blogging and professional journalism 
 
A 
A comment frequently made about the growth of the blogosphere is that it is likely to put professional 
journalists out of a job because bloggers are happy to work for free, and there is no doubt that there is 
justice to this view. For bloggers themselves, there is no doubt that doing their blog can give them a sense 
of their own importance, of having entered a world of real writers' on their chosen subject, and this can be 
the case even if their blog attracts only a small number of readers. In some professions, a blog can also 
offer serious networking opportunities that can result in considerable professional development and even 
in job offers. Of course, this is most likely if a blog is well-written and the standard of even the most 
successful and widely read blogs is extremely variable, from the highly polished to the semi-literate. 
 
B 
Anyone writing a blog and trying to attract a wide readership to it is doing so out of a belief that their own 
views and experiences are of interest to others. Of course, this may not be true but it is the prime 
motivation of the blogger. In a professional context, a successful blog can attract the attention of peers and 
influential figures, giving the blogger a higher profile in their profession that may have any number of 
advantages. Where there may have been an amateurishness to blogging in the early days, these days the 
general standard of the most established blogs tends to be on a par with that of any good professional 
journalist. For that reason alone, the blogosphere can be seen as a genuine threat to the traditional world 
of professional journalism. Bloggers, content to produce their pieces for reasons other thanmoney, are 
even now replacing the full-time paid journalist in a number of areas. 
 
C 
The bloggers whose blogs have had the biggest impact within their subject area know that brevity is the key 
to a good blog, and that the reader's attention will wander if a piece is too long, however well it is written, 
and so their blogs tend to be impressively tight. This does not, however, mean that they present a real 
threat to established journalism, rather that they add to the variety available to the potential reader or 
interested person. As a professional tool, the advantage of a blog is highly debatable, as the blogger is more 
likely to get involved in the time-consuming business of dealing with comments from readers than to gain a 
tangible professional benefit. The real benefit to bloggers is that blogging is satisfying for its own sake, 
giving them a means of self-expression and an outlet for their thoughts. 
 
D 
For most bloggers, the joy of blogging is having a pastime that brings them enjoyment and a sense of 
fulfilment with no greater ambition than having their words read by a modest number of readers. But there 
are so many blogs out there that blogging is gradually taking the place of professional journalism and 
people are reading them instead of the work of paid journalists, which is bad news for them. For bloggers 
who blog about their area of work (law, medicine, etc), feedback from readers can greatly broaden their 
knowledge of what's going on in their field and therefore be very useful in their careers. A look at some of 
the most influential blogs reveals that the standard is very hit and miss, from top-notch writing to ill-
thought-out and barely coherent ranting. 
 
 
READING AND USE OF ENGLISH: Part 6 Cross-text multiple matching TASK 3 
 
Source: E-campus MEP009455 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 41 
CAE Preparation Course 
Session 6 
 
For question 1- 6, 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. 
 
1. It is reported that the manager has been sacked by the club's owners. 
SACK 
The manager is reported...................................... by the club's owners. 
 
2. I only did a small amount of work yesterday. 
DONE 
I didn’t...................................... yesterday. 
 
3. You can't compare my situation with yours. 
COMPARISON 
There is ...................................... yours. 
 
4. The meeting wasn't supposed to last so long. 
MEANT 
The meeting lasted a lot ...................................... to. 
 
5. Why is that he never brings enough money with him? 
EVER 
Why ...................................... enough money with him? 
 
6. I think that it isn't worth trying to solve this problem. 
POINT 
I don't think that ...................................... to solve this problem. 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key word transformation TASK 1 
 
Source: E-campus MEP006384 
PREPARATION – STRATEGIES 
 
o In this part of the paper the focus is both vocabulary and grammar, and a range of structures is 
tested. The ability to express a message in different ways shows flexibility and resource in the use 
of language. 
o Before completing the sentences, candidates should try to work out what the question is 
testing, e.g. collocation, idioms, phrasal verbs, conditional structures. They should also be warned 
not to change the word given and not to change the verb tenses of the original sentence. 
o There may be more than one permissible answer for a question. However, candidates should 
only give one answer for each question. If they give two answers, and one of them is incorrect, 
they will not be given a mark. 
o If they want to change an answer, they should rub it out. They should not put the word in 
brackets as it will appear to be an alternative. Handwriting should be clear so that it can be read 
easily by the markers. 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 42 
CAE Preparation Course 
Session 6 
 
For question 1- 6, 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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key word transformation TASK 2 
 
Source: E-campus MEP006385 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 43 
CAE Preparation Course 
Session 6 
 
For question 1- 6, 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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 4 Key word transformation TASK 3 
 
Source: E-campus MEP006386 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 44 
CAE Preparation Course 
Session 6 
 
You will hear five short extracts in which people are talking about books. 
 
TASK ONE 
Choose from A-H what each spaker says the book they are describing is about. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TASK TWO 
Choose from I-P each speaker’s opinion of the book. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 4 Multiple matching TASK 1 
 
Source: E-campus E000080 
1. Speaker 1 
2. Speaker 2 
3. Speaker 3 
4. Speaker 4 
5. Speaker 5 
6. Speaker 1 
7. Speaker 2 
8. Speaker 3 
9. Speaker 4 
10. Speaker 5 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 45 
CAE Preparation Course 
Session 6 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
 
o You will hear five different speakers, but the passages will have a thematic link. 
o You should think about the theme of the texts and think about the kinds of 
attitudes and ideas that you expect to hear in connection with the topic in 
question. 
o You will listen for gist and not for specific information. Therefore, you should 
focus on identifying speaker's main point, feeling, attitude or opinion. 
o You will hear the monologues twice and you must answer both tasks. 
 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 46 
CAE Preparation Course 
Session 6 
 
You will hear five short extracts in which people are talking about holidays they have 
taken and tourism in general. 
 
TASK ONE 
Choose from A-H the comment each speaker makes about their holiday. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TASK TWO 
Choose from I-P the negative aspect of tourism each speaker mentions.LISTENING: Part 4 Multiple Matching TASK 2 
 
Source: E-campus E000081 
1. Speaker 1 
2. Speaker 2 
3. Speaker 3 
4. Speaker 4 
5. Speaker 5 
1. Speaker 1 
2. Speaker 2 
3. Speaker 3 
4. Speaker 4 
5. Speaker 5 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 47 
CAE Preparation Course 
Session 6 
You will hear five short extracts in which people are talking about their jobs. 
 
TASK ONE 
Choose from the list A-H the reason each speaker gives for liking their present job. 
 
 
 
 
 
 
 
 
 
 
 
 
TASK TWO 
Choose from the list I-P each speaker’s ambition for the future. 
 
 
 
 
 
 
 
 
 
 
LISTENING: Part 4 Multiple Matching TASK 3 
 
Source: E-campus MEP003867 
 
1. Speaker 1 
2. Speaker 2 
3. Speaker 3 
4. Speaker 4 
5. Speaker 5 
6. Speaker 1 
7. Speaker 2 
8. Speaker 3 
9. Speaker 4 
10. Speaker 5 
 
CAE Prep2015 Associação Cultura Inglesa São Paulo. É vetada a reprodução. 48 
CAE Preparation Course 
Session 6 
You are going to read an extract from a book on how to write. For questions 1-6 choose the answer 
(A, B, C or D) which you think fits best according to the text. 
 
How to write 
In an extract from his book On Writing, Stephen King reveals six key rules for writing a bestseller. 
 
1 The basics 
I won't try to convince you that I've never plotted any more than I'd try to convince you that I've never told a lie, but I do both as 
infrequently as possible. I distrust plot for two reasons: first, because our lives are largely plotless, even when you add in all our 
reasonable precautions and careful planning; and second, because I believe plotting and the spontaneity of real creation aren't 
compatible. 
A strong enough situation renders the whole question of plot moot. The most interesting situations can usually be expressed as 
a What-if question: What if vampires invaded a small New England village?(Salem's Lot) What if a young mother and her son 
became trapped in their stalled car by a rabid dog? (Cujo) These were situations which occurred to me - while showering, while 
driving, while taking my daily walk - and which I eventually turned into books. In no case were they plotted, not even to the extent 
of a single note jotted on a single piece of scrap paper. 
 
2 Similes and metaphors 
When a simile or metaphor doesn't work, the results are sometimes funny and sometimes embarrassing. Recently, I read this 
sentence in a forthcoming novel I prefer not to name, 'He sat stolidly beside the corpse, waiting for the medical examiner as 
patiently as a man waiting for a turkey sandwich.' If there is a clarifying connection here, I wasn't able to make it. 
My all-time favourite similes come from the hard-boiled detective fiction of the 1940s and 1950s and their literary descendants. 
These favourites include 'I lit a cigarette that tasted like a plumber's handkerchief' (Raymond Chandler). 
 
3 Dialogue 
It's dialogue that gives your cast their voices and is crucial in defining their characters - only what people do tells us more about 
what they're like and talk is sneaky: what people say often conveys their character to others in ways of which they - the speakers - 
are completely unaware. 
Well-crafted dialogue will indicate if a character is smart or dumb, honest or dishonest, amusing or dreary. Good dialogue is a 
delight to read; bad dialogue is deadly. 
 
4 Characters 
The job boils down to two things: paying attention to how the real people around you behave and then telling the truth about what 
you see. It's also important to remember that no one is 'the bad guy' or 'the best friend' in real life; in real life we each of us regard 
ourselves as the main character, the protagonist, the big cheese; the camera is on us, baby. If you can bring this attitude into your 
fiction, you may not find it easier to create brilliant characters, but it will be harder for you to create the sort of one-dimensional 
dopes that populate so much popular fiction. 
 
5 Pace 
Pace is the speed at which your narrative unfolds. There is a kind of unspoken (hence undefended and unexamined) belief in 
publishing circles that the most commercially successful stories and novels are fast-paced. Like so many unexamined beliefs in the 
publishing business, this idea is largely rubbish ... which is why, when books like Umberto Eco's The Name of the Rose suddenly 
break out of the pack and climb the bestseller lists, publishers and editors are astonished. I suspect that most of them ascribe these 
books' unexpected success to unpredictable and deplorable lapses into good taste on the part of the reading public. 
I believe each story should be allowed to unfold at its own pace, and that pace is not always double time. Nevertheless, you need 
to beware - if you slow the pace down too much, even the most patient reader is apt to grow restive. 
 
6 Research 
You may be entranced with what you're learning about the sewer system of New York or the IQ potential of Collie dogs, but your 
readers are probably going to care a lot more about your characters and your story. 
Exceptions to the rule? Sure, aren't there always? There have been very successful writers whose novels rely heavily on fact and 
research. I sometimes think that these writers appeal to a large segment of the reading population who feel that fiction is 
somehow immoral, a low taste which can only be justified by saying, 'Well, ahem, yes, I do read (fill in author's name here), but 
only on airplanes and in hotel rooms that don't have cable news stations; also, I learnt a great deal about (fill in appropriate subject 
here).' 
 
READING AND USE OF ENGLISH: Part 5 Multiple Choice TASK 1 
 
Source: E-campus E000064 
 
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CAE Preparation Course 
Session 6 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
READING AND USE OF ENGLISH: Part 5 Multiple Choice TASK 1 
 
Source: E-campus E000064 
 
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CAE Preparation Course 
Session 6 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PREPARATION – STRATEGIES 
 
o Read through the text before looking at the questions. As three out of the four 
options are incorrect, there is no point in trying to absorb them all before 
tackling the text. Read each stem carefully so that you have some idea of what 
you need to look for. 
o Avoid ‘word spotting’, that is assuming that an option must be correct simply 
because it contains a word that is also in the text. You need to check that the 
meaning of an option is reflected in the text, not that one word is the same in 
both. 
o When the questions take the form of incomplete sentences, read both parts of 
the sentence carefully. You need to check that the whole sentence matches what 
is written in the text and not just the phrase in option A, B, C or D. 
 
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CAE Preparation Course 
Session 6 
You are going to read an article on ghostwriters. For questions 1-6 choose