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ADVANCEDWITHOUT ANSWERS

3AUTHENTIC EXAMINATION PAPERS© in this web service Cambridge University Press

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Cambridge University Press
www.cambridge.org/elt
Cambridge Assessment English
www.cambridgeenglish.org
Information on this title: www.cambridge.org/9781108431200© Cambridge University Press and UCLES 2018
It is normally necessary for written permission for copying to be obtainedin advance from a publisher. The sample answer sheets at the back of thisbook are designed to be copied and distributed in class.
The normal requirements are waived here and it is not necessary to write toCambridge University Press for permission for an individual teacher to make copies
for use within his or her own classroom. Only those pages that carry the wording‘© UCLES 2018 Photocopiable ’ may be copied.
First published 2018
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in TBC
A catalogue record for this publication is available from the British LibraryISBN 978-1-108-43121-7 Student’s Book with answers
ISBN 978-1-108-43122-4 Student’s Book with answers with Audio
ISBN 978-1-108-43120-0 Student’s Book without answers
ISBN 978-1-108-43123-1 Audio CDs (2)The publishers have no responsibility for the persistence or accuracy of URLs
for external or third-party internet websites referred to in this publication, anddo not guarantee that any content on such websites is, or will remain, accurate
or appropriate. Information regarding prices, travel timetables, and other factual
information given in this work is correct at the time of first printing but thepublishers do not guarantee the accuracy of such information thereafter.

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Contents
Introduction

5

Test 1

Reading and Use of English
Writing
Listening
Speaking

8222429

Test 2

Reading and Use of English
Writing
Listening
Speaking3044
4651

Test 3

Reading and Use of English
Writing
Listening
Speaking

5266
68
73

Test 4

Reading and Use of English
Writing
Listening
Speaking

74
88
90
95

Sample answer sheets96

Thanks and acknowledgements

103

Visual materials for theSpeaking test

colour section

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Introduction
This collection of four complete practice tests comprises papers from the Cambridge English:
Advanced (CAE) examination; students can practise these tests on their own or with the helpof a teacher.
The Cambridge English: Advanced examination is part of a suite of general English
examinations produced by Cambridge English Language Assessment. This suite consists of fiveexaminations that have similar characteristics but are designed for different levels of English
language ability. Within the five levels, Cambridge English: Advanced is at Level C1 in theCouncil of Europe’s Common European Framework of Reference for Languages: Learning,teaching, assessment.
It has been accredited by Ofqual, the statutory regulatory authority in England, at Level 2
in the National Qualifications Framework. The Cambridge English: Advanced examination isrecognised by educational institutions, governmental departments and employers around theworld as proof of the ability to follow an academic course of study in English at university
level and communicate effectively at a managerial and professional level.

Examination

Council of EuropeFramework LevelUK National Qualifications
Framework Level

Cambridge English: Proficiency
Certificate of Proficiency inEnglish (CPE)

C2

3Cambridge English: Advanced
Certificate in Advanced English(CAE)

C1

2Cambridge English: FirstFirst Certificate in English (FCE)

B2

1

Cambridge English: Preliminary
Preliminary English Test (PET)

B1

Entry 3

Cambridge English: Key
Key English Test (KET)A2

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More Information

Introduction

The structure of Cambridge English: Advanced – an overview
The Cambridge English: Advanced examination consists of four papers.
Reading and Use of English
1 hour 30 minutes
This paper consists of eight parts, with 56 questions. For Parts 1 to 4, the test contains texts
with accompanying grammar and vocabulary tasks, and separate items with a grammar andvocabulary focus. For Parts 5 to 8, the test contains a range of texts and accompanying reading
comprehension tasks.
Writing
1 hour 30 minutes
This paper consists of two parts which carry equal marks. In Part 1, which is compulsory,candidates must write an essay with a discursive focus of between 220 and 260 words. Thetask requires candidates to write an essay based on two points given in the input text. They
need to explain which of the two points is more important and give reasons for their choice.
In Part 2, there are three tasks from which candidates choose one to write about. The tasks
include a letter/email, a proposal, a report and a review. Candidates write between 220 and260 words in this part.
Listening40 minutes (approximately)This paper consists of four parts with 30 questions. Each part contains a recorded text or texts
and corresponding comprehension tasks. Each part is heard twice.
Speaking
15 minutes
The Speaking test consists of four parts. The standard test format is two candidates and twoexaminers. One examiner acts as both interlocutor and assessor and manages the interaction
either by asking questions or providing cues for the candidates. The other acts as assessor anddoes not join in the conversation. The test consists of short exchanges with the interlocutor
and with the other candidate, an individual long turn, a collaborative task involving bothcandidates, and a discussion.

GradingCandidates will receive a score on the Cambridge English Scale for each of the four skills
and Use of English. The average of these five scores gives the candidate's overall Cambridge
English Scale score for the exam. This determines what grade and CEFR level they achieve.
All candidates receive a Statement of Results and candidates who pass the examination with
Grade A, B or C also receive the Certificate in Advanced English. Candidates who achieve
Grade A receive the Certificate in Advanced English stating that they demonstrated ability atLevel C2. Candidates who achieve Grade B or C receive the Certificate in Advanced English
stating that they demonstrated ability at Level C1. Candidates whose performance is below
C1 level, but falls within Level B2, receive a Cambridge English certificate stating that they
have demonstrated ability at Level B2. Candidates whose performance falls below Level B2
do not receive a certificate.
For further information on grading and results, go to the website (see page 7).

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Introduction

Further information
The information contained in this practice book is designed to be an overview of the exam.
For a full description of all of the above exams, including information about task types,
testing focus and preparation, please see the relevant handbooks which can be obtained from
Cambridge English Language Assessment at the address below or from the website at:www.cambridgeenglish.org
Cambridge English Language Assessment
1 Hills Road
Cambridge CB1 2EUUnited Kingdom

Telephone: +44 1223 553997
email: helpdesk@cambridgeenglish.org

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Test 1READING AND USE OF ENGLISH (1 hour 30 minutes)
Part 1
For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0).
Mark your answers on the separate answer sheet.
Example:0 A earns
0B gains
ABC wins
CD obtainedDTime and the rotation of the EarthAs all school children know, there are 60 seconds in a minute. But every so often,
our planet (0) …….. a second. The addition of what’s called a ‘leap second’ is (1) ……... toallow the Earth’s rotation, which is gradually (2) …….. to catch up with atomic clocks – theworld’s most accurate time-keepers. This sounds simple, but according to scientists, becausethey only get six months’ (3) …….. of the need to add a leap second, it’s difficult to insert it
into computers without mistakes being made, (4) …….. systems to fail temporarily. In 2012, aleap second was added on a weekend but it resulted in over 400 flights in one country being
grounded as the check-in system (5) …….. down.
Some countries are in favour of abolishing leap seconds while others (6) …….. that thetechnical challenges are (7) …….. if everyone adds the second in the same way and at thesame time. They say that we have always taken the Earth’s rotation as the ultimate reference fortimekeeping and we shouldn’t break this (8) …….. without considering the consequences.

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Reading and Use of English

1

A designed

B targeted

C framedD drafted

2

A delaying

B lessening

C slowingD declining

3

A advice

B noticeC information

D instruction

4A compelling

B making

C causingD influencing

5A cameB fellC ran

D went

6A argueB disagree

C dispute

D question

7A governable

B controllable

C manageable

D adaptable

8A join

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Test 1WRITING (1 hour 30 minutes)
Part 1
You must answer this question. Write your answer in 220–260 words in an appropriate styleon the separate answer sheet.
1Your class has watched a studio discussion on the role of music in society. You have madethe notes below:

The role of music in society:• enriching people’s lives• uniting social groups• educating young children

Some opinions expressed in thediscussion:“The purpose of music is to bring
beauty to our lives.”“Music can help bring different people
together.”“Music lessons at school can improvelearning in other subjects.”

Write an essay for your tutor discussing two of the roles of music in society in your notes.
You should explain which role is more significant, giving reasons to support your opinion.
You may, if you wish, make use of the opinions expressed in the discussion, but you should
use your own words as far as possible.

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Test 1

LISTENING (approximately 40 minutes)
Part 1
You will hear three different extracts. For questions 1–6, choose the answer (A, B or C) which fits
best according to what you hear. There are two questions for each extract.

Extract One
You hear two friends discussing an exhibition they have just visited, featuring a female sculptor
called Sue Lin.
1

What does the woman think about the way the exhibition was set out?
A It enabled people to appreciate how innovative Sue’s work was.
B It reflected Sue’s original intentions for her sculptures.
C It placed too much emphasis on Sue’s contemporaries.

2

The man says the decisions made about what to include in the exhibition haveA helped to increase visitor numbers.
B diminished his opinion of Sue’s sculptures.
C disappointed admirers of Sue’s talent.

Extract Two
You hear part of a discussion between two psychology students on the subject of laughter.
3

What is the man doing?
A describing different kinds of humour
B complaining about his tutor’s attitude towards his work
C highlighting how surroundings can influence people

4What do they both think about research into laughter?
A It is an effective way to find out about human behaviour.
B It should focus on the physical processes of the brain.
C It has become a popular field of study.

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Listening

Extract Three
You hear two friends discussing their experiences of learning to play the piano.
5The woman says that since starting to learn the piano, she’s felt
A more confident about facing challenges in general.
B newly convinced of the value of perseverance.
C better able to remember factual information.

6

Which research findings into playing an instrument does the man question?
A that it improves abstract reasoning skills
B that it fosters creative thinking
C that it acts to relieve stress25© in this web service Cambridge University Press

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