Part 1 A modified cloze text containing eight gaps and followed by eight multiple-choice items.
Part 2 A modified open cloze text containing eight gaps.
Part 3 A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.
Part 4 Six separate questions, each with a lead- in sentence and a gapped second sentence to be completed in two to five words, one of which is given as a 'key word'
Part 5 A text followed by six multiple-choice questions. Part 6 A text from which six sentences have been removed and placed in a jumbled order after the text. A seventh sentence, which does not need to be used, is also included.
Part 7 A text, or several short texts, preceded by ten multiple-matching questions.
MULTIPLE CHOICE is a part of Reading and Use of English Test.
Hãy sẵn sàng và bắt đầu làm Mini Test 1 - MULTIPLE CHOICE | Level: FCE của lớp chúng ta tuần này thôi nào!
LƯU Ý: CÁC EM ĐIỀN CÂU TRẢ LỜI VÀO YOUR ANSWERS nhé!
World
Book Day – the test teen reads
by Genny Haslett, 24, English literature
teacher at Bathampton Secondary School
It is often suggested that teachers and librarians aren’t pushing
secondary school readers towards titles that challenge them enough, and so the
organisers of World Book Day have announced a list which might provide some
inspiration for anyone who’s stuck for ideas. This list of popular books for
young adults, voted for by 10,000 people across the UK, features a top 10 to
‘shape and inspire’ teenagers, and handle some of the challenges of
adolescence.
All but one of the books have already been made into films,
demonstrating that when a book makes it to the big screen, it often then
acquires more readers thanks to the film’s success. Of course, this isn’t
always the case, as with George Orwell’s 1984, where the rather mediocre film
does not compare so favourably with the book’s ability to conjure up a dark
vision of life in a police state.
James Bowen’s A Streetcat Named Bod, published in 2012, is one of the few relatively contemporary
books here. It’s also certainly for me the least predictable member of the list,
but its extended stay on the bestseller list earned it – and its author – a
devoted following. It is the touching story of Bob, the cat who helped a
homeless man called James get his life back on track. Bob sits on James’s
shoulder and sleeps at his feet while he plays the guitar on the street, and
soon becomes the centre of attention. What makes the story particularly
powerful is that it is based on author James Bowen’s real life.
Also on the list are J. K. Rowling’s Harry Potter books. In this case it’s
actually the whole series rather than one particular title that makes the
shortlist. Perhaps the judges struggled to agree which one book to pick. For
me, the books are rather more pre-teen than the rest of the books on the list,
which are aimed at a more mature readership.
But Harry Potter is a special case: as Harry gets older in each
successive book in the series, the stories do become more complex and darker.
In a way, readers themselves grow up with Harry and his friends. Rowling asks
some tough questions about standing up to authority, challenging ‘normal’ views
and many other subjects close to teenage readers’ hearts. This should get rid
of the idea that the whole series is just for young kids. In actual fact, half
of all Harry Potter readers are over the age of 35, but that’s another story.
The list goes right back to the nineteenth century with Charlotte
Bronte’s great romance Jane Eyre, showing that some books never grow old, though the majority are
twentieth-century works such as Anne Frank’s heartbreaking wartime memoir The Diary of a Young Girl, which even now I find hard to
get through without shedding tears. Personally, I would have swapped J. R. R.
Tolkien’s The Lord of the Rings for one of the many classics that didn’t make the final selection, Lord of the Flies perhaps, William Golding’s
nightmare vision of schoolboys stuck on an island.
Of course there’ll always be
some choices we don’t agree with, but that’s what I think makes a list like
this so fascinating. I’ve been using it with my class of 16-year-olds, and I
got them to evaluate it and make other suggestions for what to include or how
it could be changed. But what I hope can really make a lasting difference is if
it stimulates them to try out writers on the list, perhaps ones they haven’t
come across before, and be introduced to new styles of writing.
1 What criticism does the writer make in the
first paragraph?
A World Book Day has
been poorly organised.
B School librarians
aren’t working hard enough.
C Teenagers are
reading books that are too easy.
D Teachers don’t
encourage pupils to read enough.
2 What point is made about books which are made
into films?
A The best books
tend to be made into films.
B The film of a book
makes more people read the book.
C Many people prefer
to watch a film than read the book.
D It is useful to be
able to compare the book and the film.
3 What does the writer suggest about A Streetcat Named Bob?
A She is surprised
that it is on the list.
B The book did not
sell as well as it deserved to.
C It is the most
recently published book on the list.
D It is the only
autobiography on the list.
4 How does the writer justify the presence of
the Harry
Potter books
on the list?
A The books’ fame
can help the list get more attention.
B The later books in
the series are more suitable for teenagers.
C Teenagers should
read books that they will also enjoy as adults.
D It makes sense to
have a whole series as well as individual books.
5 Which book does the writer feel shouldn’t be on
the list?
A Jane Eyre
B The Diary of a Young Girl
C The Lord of the Rings
D Lord of the Flies
6 What does the writer intend to do?
A be more fully
developed in future
B prompt pupils to
read more widely
C enable pupils to
write more effectively
D provide a useful
topic for discussion in class
The fake hairdresser remembers
Some years ago, a British TV company came up with an idea for a
reality TV show. People with no experience would be trained in a profession in
a very short period of time, then would try and pass themselves off as the real
thing with the general public. The show was called Faking It, and the format has since been
imitated the world over. One of the first contestants was Gavin Freeborn, a
twenty-three-year-old farmer’s son, who trained with celebrity hairdresser
Trevor Sorbie in London. Gavin remembers the experience.
‘I was at university, studying for a degree in agriculture, when
some friends mentioned that a TV company had advertised for people to take part
in Faking
It. They were looking for someone
who’d never picked up a pair of scissors or thought of hairdressing as a
career, which I certainly hadn’t. I reckoned it would be a laugh. Having spent
my school holidays shearing sheep on my parents’ farm, I was used to the idea
of haircutting, but obviously it’s harder doing it on people – because they
have an opinion about it!’
‘I’d never been to London before and it was so busy that I felt a
bit overwhelmed at first. Meeting Trevor for the first time, he seemed really
strict, but once he realised I was taking the challenge seriously we got on
like a house on fire and they often had to stop filming because we couldn’t
stop giggling. Fortunately, I didn’t have to do any of the washing or sweeping
floors other people new to the business have to do. I went straight into
blow-drying and cutting instead.’
‘At first I practised on a dummy’s head, which was a welcome
safety net, but I did make a really bad mistake halfway through filming when I
was cutting one real man’s hair. I’d been shown how to use clippers to get a
cropped effect but hadn’t been warned to angle the comb. I ended up shaving off
a huge patch of hair! He couldn’t see what I’d done, but the camera crew
couldn’t stop laughing, so it was obvious I’d made a mistake. Luckily, I
managed to rectify the situation and told the client, who was alright about it,
so I forgave them.’
‘By the day of my final test, I knew I was capable but I felt sick
with nerves. I didn’t want to let Trevor down. But even though I failed to
convince the client that I was a real hairdresser, she approved of the haircut
and the judges were impressed by it, too. It didn’t worry me at the time but,
looking back now, I think it was a bit unfair that I was penalised for taking
too long – and hour-and-a-half – when I’d been taught the most important thing was
to ensure your client walks out of the salon feeling like a million dollars.’
‘After the programme, I went home for a week but I decided to come
back to London because I’d fallen in love with the buzz of the city. People in
town kept stopping and staring at me as if I was famous. I found this unnerving
at first, but with time I got used to it. There were a few comments about me
being too full of myself, but I took no notice.’
‘When I agreed to do Faking It, I had no idea how much I was
signing my life away, but I couldn’t say I have any regrets. The thing is that
I’ve discovered growing up on a farm doesn’t mean I can’t work in a creative
field. What’s more, I’ve now got choices I didn’t realise I had, which is
brilliant. Although I still keep in contact with everyone from Trevor’s salon,
and we all go out when I’m in London, I’m hardly a celebrity anymore.’
7 Why did Gavin first apply to be on the programme?
A He thought it
would be fun.
B He liked the idea
of going to London.
C His friends
managed to talk him into it.
D He had some
experience of hairdressing.
8 How did Gavin feel about the hairdressing mistake he
made one day?
A sorry that the
client was dissatisfied
B relieved that the
client didn’t notice it
C pleased that he
was able to find a solution
D annoyed by the
reaction of the camera crew
9 How did Gavin feel on the day of his final test?
A unsure if he was
good enough
B worried that he
might not succeed
C unconvinced that
the client was really happy
D disappointed by
the feedback from the judges
10 Thinking about the final test now, Gavin feels that
he
A was too slow in
completing the haircut.
B didn’t take enough
notice of his client’s wishes.
C was unjustly
criticised for one aspect of his performance.
D should have paid
some attention to things he’d been taught.
11 What does the word ‘it’ in line 33 refer to?
A people making
comments about Gavin
B people looking at
Gavin in the street.
C Gavin feeling
proud of himself
D Gavin feeling
uncomfortable
12 Looking back on the whole experience, Gavin now
A wishes he’d
thought more carefully before applying.
B realises that his
life is different as a result.
C appreciates his
farm upbringing more.
D accepts that it’s
helped him socially.
Cycling Home from Siberia, by Robert Lilwall
We had been flying east all
night and I awoke to notice that it was already daylight. Looking out of the
window onto the empty landscape below, the dark shades of brown and green
reassured me that, although it was mid-September, it had not yet started snowing
in Siberia. I could see no sign of human life and the view rolled away in an
otherworldly blend of mountains, streams and forests to an endless horizon.
My Russian neighbour Sergei woke up and smiled at me sleepily. I
had told him that I was flying to the far-eastern Siberian city of Magadan with
only a one-way ticket because it was my intention to return home to England by
bicycle. ‘But, Robert,’ he had reasoned with me, ‘there is no road from
Magadan; you cannot ride a bicycle.’ I explained that I had reason to believe
that there was a road, though not many people used it these days.
‘Alone?’ he asked, pointing at me.
‘No, I will be riding with a friend
called Al.’
‘Just one friend?’
‘Yes just one,’ I nodded. Sergei
still looked unconvinced and with just one word ‘Holodna’ (cold) he pointed
outside. I tried to bolster my case by explaining to Sergei with (line 27) hand gestures that I had a
lot of warm clothes, though I left out the fact that, because my trip was
self-funded I was on a tight budget. Most of my clothes and equipment had been
bought at slashed prices. In reality, I was not at all sure they would be up to
the job. This was especially true of my enormous postman’s over-trousers which
I had bought for £10.
My life of travel had all started in a lecture hall in Scotland
several years ago. The hall that morning was full of students slumped in their
seats. Some were taking notes, without energy. The lecturer droned on. I was
thinking hard about a particular dilemma. Should I ask him or not? ‘Well, why
not?’ I tore a fresh sheet from my pad and wrote, ‘Hi Al, Do you want to cycle
across the Karakorum Highway between Pakistan and China this summer? Rob.’ In
the row in front of me slouched Al, my old school friend. I tapped him on the
shoulder and passed the note. He tried to decipher my scrawl, scratched his
head, wrote something and passed it back. I unfolded it and held my breath
while I read. ‘OK,’ it said.
Six years later I was going to join Al in Siberia. I had been
working as a geography teacher and although I was still far from having full
control of my classes, the job did tick many important boxes for me. It was
frequently challenging, rarely boring, often fulfilling and of course there
were great long holidays in which to chase adventures. Twice since I had
started teaching I had used these holidays to go to meet Al. He had caught the
adventuring bug in a big way after our bike ride through Pakistan and so had
decided to do something far more relaxing than teaching: to cycle around the
world. I was now joining him for the Siberian part of his trip.
Ever since that first ride we
had taken together, Al had been setting himself greater and greater challenges.
This round-the-world by-bike trip was certainly his greatest so far. At times
he thought that the ride, or the road, would break him. Although it sounded
tough, I envied him in many ways. He was having an extraordinary adventure,
finding that he could deal with each new challenge even if it seemed
impossible. He was proving wrong the sceptics who had told him he could not do
it. He was doing something that scared him nearly every day and it made him
feel alive.
13 In the opening paragraph Robert
reveals that he was
A grateful that
the long night was over.
B relieved that
the winter weather had not yet arrived.
C surprised
that the area seemed uninhabited.
D disappointed by the colours of the earth below him.
14 Robert uses the phrase ‘bolster my
case’ in line 27 to show that he was trying to
A change the subject.
B end the
conversation.
C reassure Sergei.
D correct Sergei.
15 Robert uses the example of the
over-trousers to show that
A he had been
successful in getting local people to help him.
B he had had a
restricted amount of money to spend on clothes.
C he was
confident that he was well prepared for the extreme cold.
D he had been
able to negotiate good prices for his equipment.
16 What do we learn about Robert in the lecture
hall?
A He didn’t want the
lecturer to notice his lack of attention.
B He was
puzzled by something the lecturer had said.
C He was unsure
about what to write in the note.
D He was
apprehensive about his friend’s reaction to his suggestion.
17 How can Robert’s attitude to
teaching best be summarised?
A He felt it was the
right career choice for him.
B The holidays were
the only positive aspect of the job.
C He felt the job was
getting too stressful.
D He enjoyed having
the respect of his students.
18 What does Robert say about Al’s
round-the-world trip?
A Al never doubted
that he would be successful.
B Al tried to hide
the difficulties he was facing from his friends.
C Al was pushing
himself to the limit of his capabilities.
D Al was totally
fearless as he enjoyed the adventure.
A MEMORABLE EXPERIENCE
Sara Adelardi, 17, tells us about taking part
in a TV cooking competition.
Since I was a child who stood in my grandmother’s kitchen sniffing
the delicious smell of freshly baked bread and homemade soups, I’ve known there
is only one thing I want to do in life: cook. So, when I spotted an advert on a
website inviting young people to apply for a TV cooking competition, there was
little doubt I’d be first in line to take part. I thought ‘This could be the
beginning of my cooking career!’
The application process was far from straightforward, as I soon
discovered. First, I had to fill in a lengthy form, detailing everything from
how I became interested in cooking (that was the easy part), to things like
what I hoped to get out of being part of the show (these were much trickier!).
Once I’d got through that stage of the process, the next step was to cook a
test dish for the show’s judges: scary but exciting, too. If that was good
enough, I’d be invited to take part in the four-week televised competition. One
person, selected by the judges, would be voted out of the competition in each
programme, until the winner was announced during the final.
Until I had to create a test dish, I’d been pretty positive about
my cooking ability; I often cooked big meals for my family at the weekends, and
my friends loved the little snacks I took into school for break times. But
suddenly I found myself up against 11 other young people who’d been cooking for
longer. Some of them – I’d known this might be the case – had even had
part-time jobs as waiters, surrounded by top-class food prepared by
professional chefs. Would I really be able to compete? As I stood at my counter
in the test kitchen, ready to start cooking, I remembered my grandmother’s
advice: ‘Stick to what you know best’.
The judges tasted each test dish, made a few notes, and sent us
all home. Then the wait began. Had I made it to the televised competition?
Eventually, the phone call came. I’d be in the first live programme of the
series the following week! Our first challenge would be to make a meal with a
selection of ingredients chosen by the judges. It was impossible to know what
they’d pick in advance, and I knew I’d just have to use my creativity on the
day, but I was still desperate to do some preparation, and rushed straight to
my parents’ kitchen, pulling everything from the cupboards in a panic. All day
I experimented with new flavour combinations, testing them out on my parents
and sister. Most things they liked, some they didn’t. What if the judges
weren’t keen on my dishes?
The day of the first programme dawned and suddenly there I was
with the other competitors, waiting to be given our instructions. The lights
were hot in the TV studio, but although I’d expected to be nervous about being
filmed for a TV show, my excitement soon took over. I recognised all the
ingredients spread out on the table in front of me and I was eager to get to
work. I knew exactly what I was going to cook! My grandmother’s words rang in
my ears again. ‘Keep it simple,’ I thought, as I started chopping.
I didn’t make it any further in
the competition. The judges liked my dish and said I showed promise as a cook,
but the other competitors were better on the day. I’d learnt a lot from seeing
how they worked, and how imaginative their dishes were compared to mine, so I
wasn’t too disappointed. It had been a memorable experience, and (line 70) confirmed in my mind that
cooking was the career for me. Years of learning still lie ahead of me, but one
day I’d love to own my own restaurant – and help other young people fulfil
their dreams too!
19 What is the writer’s purpose in the first
paragraph?
A to highlight the
writer’s relationship with her grandmother
B to describe the
kinds of meals that the writer enjoyed cooking
C to help readers
identify with the writer’s ambitious character
D to explain why the
competition appealed to the writer
20 What does the writer say about applying for the
competition in the second paragraph?
A It took much
longer than she had hoped it would.
B She found it challenging
to answer some of the questions.
C The process was as
complicated as she had expected it to be.
D She discovered
details about the competition which she did not like.
21 How did the writer feel after she met the other
competitors for the first time?
A confident that she
had the necessary skills to do so
B determined to use
the advice that she had been given
C concerned that
they would be better at cooking than she was
D surprised by how
much experience some of them had
22 When it was confirmed that the writer would be
taking part in the televised competition, she
A decided to
practise making some of her favourite recipes.
B knew there was
little point trying to guess what she’d have to do.
C asked her family
to make suggestions about what she should cook.
D felt she ought to
find out about ingredients she didn’t ordinarily use.
23 On the first day of the competition, the writer
says she felt
A keen to get on
with the task before her.
B anxious about
appearing on camera.
C relieved to have
ideas about what to cook.
D grateful for the
family support she had received.
24 What does it refer to in line 70?
A the judges’
feedback
B her time at the
studio
C other competitors’
food
D a feeling of
disappointment
Moving house
A few days later, Lyn’s mother told her to spend her evening
sorting out and packing her belongings. ‘I’ll see to your clothes,’ she said.
‘I want you to do your books and paints and things. I’ve put some cardboard
boxes in your room.’
‘You should’ve asked me,’ said Lyn, following her into the bedroom
and seeing the assorted boxes. ‘I would’ve got some. There’s lots outside the
supermarket near school.’
‘These came from the local shop. Oh it’s all right, I’ve shaken
out all the dirt,’ she said as Lyn tipped up the nearest one, checking that it
was empty.
‘OK. I’ll do it,’ said Lyn. ‘We’re ready to
move then, are we?’ (line 8)
‘Yes, the day after tomorrow. You’re going to miss the end of
school term, but you won’t mind that, will you?
‘You mean Friday’s my last day at school?’ Lyn pushed the boxes
aside with her foot to clear a path to her bed so that she could sit down. ‘You
could’ve told me,’ she said. ‘I have got people to say goodbye to, you know.’
‘I am telling you,’ said her mother reasonably. ‘It doesn’t take
two days to say goodbye, does it? You’ll only get upset.’
‘Why are we doing my things first?’ Lyn asked. ‘I haven’t got
much. There’s all the other stuff in the house – shouldn’t we start on that
first?’
‘Don’t worry about that. Mrs Wilson’s coming to help me tomorrow.’
Lyn remembered what Mandy Wilson had said all those days ago. ‘My
mum’s coming round to help you pack.’ She felt angry with herself for not
having said something straightaway – it was probably too late now. But worth a
try. ‘I can help you,’ she said. ‘We can do it together.’
‘You’ll be at school – you want to say goodbye.’
‘I’ll go in at lunchtime for that. Mum, we can do it together. I
don’t want that Mrs Wilson touching our things.’ Mandy Wilson’s mother – picking
things over – telling Mandy what they’d found – Mandy at school announcing
importantly, ‘My mother says they’ve got cheap plates and half of them are
cracked and none of their towels match.’ The image was intolerable.
Lyn’s mother moved over to sit beside her on the bed. She was
wearing her harassed expression. She was clearly feeling the pressure too, but
managed to keep her patience. ‘Nothing’s ever straightforward with you, is it?’
she said. ‘It’s been agreed for a long time and it’s extremely kind of her to
help. Everything’s got to be wrapped up carefully so it doesn’t get broken,
then put in storage boxes in the right order – I don’t doubt you’d do your
best, but there’s not room for anyone else – and she offered first.’
Lyn said no more and got on with the job she’d agreed to do. Her
bedroom looked odd when she’d finished, but not as odd as the rest of the house
when she got home from school next day. It was so sad. There were no curtains
at the windows and no ornaments on the shelves, and in the middle of the room
stood four large wooden boxes, full of objects wrapped in newspaper. But what
really struck Lyn most were the rectangles of lighter-coloured paint on the
wall where pictures had once hung. It was as if they had been atomised by a ray
gun. Moving into the kitchen, she saw empty cupboards, their doors wide open.
Somebody had done a thorough job.
25 When Lyn is asked to pack her belongings, she
A objects to putting
her clothes in boxes.
B is worried whether
the boxes are clean.
C thinks that boxes
are unsuitable for the job.
D is annoyed that
she forgot to get better boxes.
26 When Lys says ‘I’ll do it’ in line 8, she is
talking about
A filling something.
B checking
something.
C collecting
something.
D replacing
something.
27 How does Lyn react to the news that the family is
moving soon?
A She’s sad to learn
that she’s leaving her old home.
B She wonders how
her friends will take the news.
C She’s worried
about missing her schoolwork.
D She wishes she’d
been told earlier.
28 Why does Lyn offer to do more of the packing?
A She feels her
mother needs her support.
B She regrets having
refused to do it before.
C She distrusts the
person who is coming to help.
D She’s concerned
that some things will get damaged.
29 What reason does Lyn’s mother give for not accepting
Lyn’s offer of help?
A Other people have
already said they will do it.
B The job will take
more than two people.
C Lyn would not be
capable of doing it.
D Lyn would not
enjoy doing it.
30 What made the greatest impression on Lyn when
she came home the next day?
A how sad her
bedroom looked
B the empty spaces
where things had once been
C how the things
from the house had been packed
D the fact that the kitchen had been completely cleared
Your answers:
1.2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
THE END
