C1 Advanced

C1 ADVANCED
Total: 100 marks
Name: ________________________________________
SECOND TEST
2020
Ninguna parte de esta publicación, incluidos los dibujos, puede ser reproducida, almacenada o transmitida en manera alguna ni por ningún medio, ya sea digital, eléctrico, químico,
mecánico, óptico, de grabación o de fotocopia, sin acuerdo previo con Dickens.
Page 1
 Listening
Listen to part of a talk about delivering presentations and complete the notes below.
There’s an example.
o Our brains know how to ………………………

detect threats in the environment.
o Reptilian responses don’t ……………………… when facing an audience.
o Taking deep breaths tells our brains that the audience is

………………………
o The ……………………… you make affects the entire presentation so you

need to start right.
o The speaker gives an example of a speech he gave for ………………………
o A common mistake people make is not being sure ………………………
o ……………………… is key if you want to make a good impression.
o Many people forget to do this because they are only thinking about what
they will ………………………
o Your audience will not ……………………… your presentation if you don’t

look happy about being there.
o The only way for people to believe in you is for your ……………………… to
shine through.
o These days ……………………… is a must to achieve success in most

professions.
Adapted from: https://www.businessinsider.com/3-techniques-for-calming-down-before-public-speaking-2020-2#3-smile-

broadly-3
https://www.extension.harvard.edu/professional-development/blog/10-tips-improving-your-public-speaking-skills
20 marks
Page 2
 Reading
Exercise A
Read the article below about education and choose the right paragraph to complete
each gap. There’s an example.
Young children sit cross-legged on the mat as their teacher prepares to teach them about
the weather, equipped with pictures of clouds. Outside the classroom, lightning forks across
a dark sky and thunder rumbles. Curious children call out and point, but the teacher draws
their attention back – that is not how the lesson target says they are going to learn about the
weather.
F
(0) ………
Yet the latest American research suggests we should be encouraging questions, because
curious children do better. Researchers from the University of Michigan CS Mott Children’s
Hospital and the Center for Human Growth and Development investigated curiosity in 6,200
children, part of the US Early Childhood Longitudinal Study. The study is highlighted in a
new book by Judith Judd and me, How to Succeed at School. What Every Parent Should
Know.
(1) ………
Further, the researchers found that when it came to good school performance, the ability to
stay focused and, for example, not be distracted by a thunderstorm, was less important than
curiosity – the questions children might have about that storm.
(2) ………
The study’s lead researcher, Dr Prachi Shah, a developmental and behavioural paediatrician
at Mott and an assistant research scientist at the University of Michigan, says: “Promoting
curiosity in children, especially those from environments of economic disadvantage, may be
an important, under-recognised way to address the achievement gap. Promoting curiosity
is a foundation for early learning that we should be emphasising more when we look at
academic achievement.”
(3) ………
But research from Susan Engel, author of The Hungry Mind and a leading international
authority on curiosity in children, finds questioning drops like a stone once children start
school. When her team logged classroom questions, she found the youngest children in an
American suburban elementary school asked between two and five questions in a two-hour
Page 3
period. Even worse, as they got older the children gave up asking altogether. There were
two-hour stretches in fifth grade (year 6) where 10 and 11-year-olds failed to ask their
teacher a single question.
(4) ………
Engel, who is professor of developmental psychology at Williams College in Williamstown,

Massachusetts, says: “When you visit schools in many parts of the world it can be difficult
to remember they are full of active, intellectual children, because no one is talking about
their inner mental lives. How well they behave, and how they perform seem much more
important to many people in the educational communities. Often educational bureaucracies
have shunted curiosity to the side.” When teachers teach young children not to ask
questions, it is not surprising that high-performing students studied by American researchers
in 2013 were found to be less curious, because they saw curiosity as a risk to their results.
The questions they asked were aimed at improving their results, whereas the questions
asked by more curious students were aimed at understanding a topic more deeply.
Of course, some teachers do encourage and enhance curiosity – Engel says that in every
school she visits there tends to be one teacher who is managing it. But it is usually down to
an individual – rather than a systematic approach such as that introduced at Ilminster
Avenue nursery school, in Bristol.
(5) ………
The children took to the new objects immediately, making slides for building blocks with
guttering, dens and spaceships with cardboard boxes and having conversations with
imaginary people on old phones. Old keys were used to lock things away or unlock imaginary
kingdoms. Most haven’t asked for the toys back.
Matt Caldwell, the headteacher, says sceptical parents and teachers have been convinced
by the change because of the rise in creativity and conversation among the children. He
says: “What children love is to copy what adults are doing with objects. What people and
objects do makes them curious about their world.
“School kills curiosity. When do children get to ask questions

about things that interest them? As soon as they are at primary
school they have to shut up and learn. It’s not the fault of
teachers. They have so many targets to meet.”
Paul Howard-Jones, professor of neuroscience and education
at Bristol University, who has visited to observe the children
playing with their new “toys”, says humans learn from novel situations and curiosity is
important to that process.
Page 4
Adapted from:
https://amp-theguardian-com.cdn.ampproject.org/c/s/amp.theguardian.com/education/2020/jan/28/schools-
killing-curiosity-learn
Image source: https://www.quicksilvertranslate.com/es/4941/the-education-system-in-russia
A Last September the nursery took the radical step of permanently removing most of its toys
for two-year-olds and replacing them with a range of cardboard boxes, tin cans, pots and
pans, old phones, kettles, computers and plumbing supplies – anything with creative
possibilities.
B. “Children should be prompted and encouraged to ask questions even though that can be
challenging for the teacher,” he says. “We do need to find some time for questions during
the day. There is not enough time in schools for creativity and following up on curiosity.”
C. Children are born curious. The number of questions a toddler can ask can seem infinite
– it is one of the critical methods humans adopt to learn. In 2007, researchers logging
questions asked by children aged 14 months to five years found they asked an average of
107 questions an hour. One child was asking three questions a minute at his peak.
D. The researchers gauged levels of curiosity when the children were babies, toddlers and
preschoolers, using parent visits and questionnaires. Reading, maths and behaviour were
then checked in kindergarten (the first year of school), where they found that the most
curious children performed best. In a finding critical to tackling the stubborn achievement
gap between poorer and richer children, disadvantaged children had the strongest
connection between curiosity and performance.
E. In one lesson she observed, a ninth grader raised her hand to ask if there were any
places in the world where no one made art. The teacher stopped her mid-sentence with,
“Zoe, no questions now, please; it’s time for learning.”
F. It could be a scene in almost any school. Children, full of questions about things that
interest them, are learning not to ask them at school. Against a background of tests and
targets, unscripted queries go mainly unanswered and learning opportunities are lost.
G. Teachers who concentrate on developing focus and good behaviour because of the links
to good academic performance, now need to take on board that developing curiosity could
be even more important.
10 marks
Page 5
Exercise B
Read the article below about hot drinks and answer questions 1-7.
There is an example.
Learning Is a Learned Behavior

Many people mistakenly believe that the ability to
learn is a matter of intelligence. For them, learning is
an immutable trait like eye color, simply luck of the
genetic draw. People are born learners, or they’re
not, the thinking goes. So why bother getting better
at it? And that’s why many people tend to approach
the topic of learning without much focus. They don’t
think much about how they will develop an area of mastery. They use phrases like “practice
makes perfect” without really considering the learning strategy at play. It’s a remarkably
illdefined expression, after all. Does practice mean repeating the same skill over and over
again? Does practice require feedback? Should practice be hard? Or should it be fun?
A growing body of research is making it clear that learners are made, not born. Through the
deliberate use of practice and dedicated strategies to improve our ability to learn, we can all
develop expertise faster and more effectively. In short, we can all get better at getting better.
Here’s one example of a study that shows how learning strategies can be more important
than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people
who closely track their thinking will outscore others who have sky-high IQ levels when it
comes to learning something new. His research suggests that in terms of developing
mastery, focusing on how we understand is some 15 percentage points more important than
innate intelligence. Here are three practical ways to build your learning skills, based on
research.
Effective learning often boils down to a type of project management. In order to develop an
area of expertise, we first have to set achievable goals about what we want to learn. Then
we have to develop strategies to help us reach those goals. A targeted approach to learning
helps us cope with all the nagging feelings associated with gaining expertise: Am I good
enough? Will I fail? What if I’m wrong? Isn’t there something else that I’d rather be doing?
While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts
of negative emotions can quickly rob us of our ability to learn something new. Plus, we’re
more committed if we develop a plan with clear objectives. The research is overwhelming
on this point. Studies consistently show that people with clear goals outperform people with
vague aspirations like “do a good job.” By setting targets, people can manage their feelings
more easily and achieve progress with their learning.
Metacognition is crucial to the talent of learning. Psychologists define metacognition as
“thinking about thinking,” and broadly speaking, metacognition is about being more
inspective about how you know what you know. It’s a matter of asking ourselves questions
Page 6
like: Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need
more background knowledge? Or do I need more practice? Metacognition comes easily to
many trained experts. When a specialist works through an issue, they’ll often think a lot
about how the problem is framed. They’ll often have a good sense of whether or not their
answer seems reasonable.
The key, it turns out, is not to leave this sort of “thinking about thinking” to the experts. When
it comes to learning, one of the biggest issues is that people don’t engage in metacognition
enough. They don’t stop to ask themselves if they really get a skill or concept. The issue,
then, is not that something goes in one ear and out the other. The issue is that individuals
don’t dwell on the dwelling. They don’t push themselves to really think about their thinking.
Reflect on your learning. There is something of a contradiction in learning. It turns out that
we need to let go of our learning in order to understand our learning. For example, when we
step away from a problem, we often learn more about a problem. Get into a discussion with
a colleague, for instance, and often your best arguments arrive while you’re washing the
dishes later. Read a software manual and a good amount of your comprehension can come
after you shut the pages. In short, learning benefits from reflection. This type of reflection
requires a moment of calm. Maybe we’re quietly writing an essay in a corner — or talking to
ourselves as we’re in the shower. But it usually takes a bit of cognitive quiet, a moment of
silent introspection, for us to engage in any sort of focused deliberation. Sleep is a
fascinating example of this idea. It’s possible that we tidy up our knowledge while we’re
napping or sleeping deeply. One recent study shows a good evening of shut-eye can reduce
practice time by 50%. The idea of cognitive quiet also helps explain why it’s so difficult to
gain skills when we’re stressed or angry or lonely.
When feelings surge through our brain, we can’t deliberate and reflect. Sure, in some sort
of dramatic, high-stakes situations, we might be able to learn something basic like remember
a phone number. But for us to gain any sort of understanding, there needs to be some state
of mental ease. The good news from all of this — for individuals and for companies looking
to help their employees be their best — is that learning is a learned behavior. Being a quick
study doesn’t mean you’re the smartest person in the room. It’s that you’ve learned how to
learn. By deliberately organizing your learning goals, thinking about your thinking, and
reflecting on your learning at opportune times, you can become a better study, too.
Adapted from: https://hbr.org/2018/05/learning-is-a-learned-behavior-heres-how-to-get-better-at-

it?utm_campaign=hbr&utm_source=linkedin&utm_medium=social
0. Learning…
a. …is highly dependent on practice.
b. …is often thought to be a matter of practice.
c. …is not necessarily dependent on intelligence or mechanical practice.
d. …is inevitably linked to intelligence.
Page 7
1. Research shows that …
a. …the development of learning strategies is not as important as IQ.
b. …learning about our own learning processes helps even more than our IQ.
c. …tracking our thinking is a waste of time.
d. …people with high IQ are able to develop expertise faster and more effectively.
2. A targeted approach to learning…

a. …may lead people to feel frustrated.
b. …should be utilised by those who constantly have negative feelings.
c. …is advantageous when it comes to dealing with negative emotions.
d. …has been developed for those with high IQs.
3. The problem with negative emotions is that…

a. …they can affect our ability to learn new things.
b. …they can prevent us from developing an achievable plan of action.
c. …they lead to vague aspirations.
d. …they usually affect our ability to track progress when learning something new.
4. Metacognition…
a. …is an innate talent for learning only some people have.
b. …has to do with constant questioning and critical thinking.
c. …is something only experts should worry about.
d. …is something most people worry about on a regular basis.
5. The contradiction in learning is that…

a. …it usually takes place while the learning event is taking place.
b. …it should be done in a quiet place that allows reflection.
c. …thinking about thinking is not always that easy.
d. …we often have to distance ourselves in order to understand something better.
6. A recent study has shown that…

a. …sleeping replaces practice when it comes to learning some specific skills.
b. …practice is not necessary if you get eight hours of sleep every day.
c. … learning strategies are not hard to develop.
d. … anger and frustration may hinder the learning process.
7. Learning…
a. …should be deliberate and constant.
b. …only happens at opportune times.
c. …is something we can all get better at.
d. …can never take place under the wrong conditions.
14 marks
 
Page 8
 Use of English
(A) Read the text below. Choose the correct option to complete each gap.
There is an example (0).
The fastest way to learn something new — a language, a concept, or an instrument —

on
hinges (0) …………….. how hard it is, according (1) …………….. a study published in
November 2019. If a task is too easy or tough to tackle, learners become bored or frustrated,
and outcomes suffer.
Optimal learning happens (2) …………….. learners make errors about 15 percent of the
time, the study suggested.
“As a learner, the thing to focus (3) …………….. is to make sure you’re pushing yourself and
getting into this region of intermediate difficulty (4) …………….. you are making mistakes
and getting things wrong and accepting that’s part of (5) …………….. you learn,” Robert
Wilson, a researcher at the University of Arizona and author of the study, told Inverse at the
time.
To determine this learning sweet-spot, the researchers tested how the difficulty of training
impacts the rate of learning (6) …………….. a range of learning algorithms, artificial neural
networks, and computer models thought to simulate learning in humans and animals. At an
85 percent accuracy rate, not only (7) …………….. learning progress fastest, but also
additional effort had the biggest payoff, the researchers found.
“Eighty-five percent is the place where if you put in more cognitive effort and concentrate
more, that will boost your performance the most, whereas with 50 percent accuracy or 100
percent accuracy, concentrating more is actually not going to boost your accuracy
(8) …………….. all,” Wilson said.
The “85 percent rule” goes (9) …………….. the common educational stereotype that
perfection is the ultimate goal of learning. Bumps and failures are critical processes on the
way.
“We reward perfection maybe too much,” Wilson said. “Errors and mistakes are just a part
of life and as we’ve shown here, a crucial part of learning.” The study could have practical
implications in the classroom, especially regarding the frequency and difficulty of learning
assessments. Low-stakes testing, where students are expected to miss a few questions,
(10) …………….. be more effective than end-of-the-semester high pressure exams.
Adapted from:
https://www-inverse-com.cdn.ampproject.org/c/s/www.inverse.com/amp/article/61771-the-key-to-optimal-learning
Page 9
0. a. on b. in c. at d. of
1. a. with b. to c. about d. on
2. a. that b. what c. when d. which
3. a. on b. in c. about d. at
4. a. though b. whose c. which d. where
5. a. who b. how c. where d. that
6. a. at b. onto c. across d. upon
7. a. do b. did c. does d. has
8. a. about b. if c. when d. at
9. a. against b. out c. about d. off
10. a. has b. must c. could d. ought
10 marks
Page 10
(B) For questions 1 - 6, read the text below. Use the words in the box to form words
that fit in the gaps. Use only one word in each gap, and type your answer in
CAPITAL LETTERS.
Regular tea (0) ……………….

DRINKERS have better organized brain regions—something
associated with healthy cognitive function—compared to non-tea drinkers,
according to new research.
“Our results offer the first evidence of positive (1) ………………. of tea drinking to
brain structure, and suggest that drinking tea regularly has a protective effect
against age-related decline in brain organization,” explains Feng Lei, an assistant
professor in the psychological medicine department at the Yong Loo Lin School
of Medicine at the National University of Singapore.
Past studies have demonstrated that tea (2) ………………. is beneficial to human
health, and the positive effects include mood (3) ………………. and
cardiovascular disease prevention. In fact, results of a 2017 longitudinal study that
Feng led, showed that daily (4) ………………. of tea can reduce the risk of
cognitive decline in older persons by 50%.
Following this discovery, Feng and his team (5) ………………. explored the direct
effect of tea on brain networks. The research team recruited 36 adults aged 60
and above, and gathered data about their health, lifestyle, and psychological well-
being. The elderly participants also had to (6) ………………. neuropsychological
tests and magnetic resonance imaging. The researchers carried out the study
from 2015 to 2018.
Upon analyzing the participants’ cognitive performance and imaging results, the
research team found that individuals who consumed either green tea, oolong tea,
or black tea at least four times a week for about 25 years had brain regions that
were interconnected in a more efficient way.
Adapted from:
0. drink https://www.weforum.org/agenda/2019/09/tea-protection-against-brain-decline
1. contribute
2. take
3. improve
4. consume
5. far
6. go 6 marks
Page 11
(C) For questions 1-5, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not change the word given.
You must use between three and six words, including the word given.
Here is an example (0).
0. The angry customer refused to speak to anyone other than the manager.
on
The angry customer ………………………………....
INSISTED ON SPEAKING to the manager and nobody else.
1. It is unlilkely that Charles gets the job.

chance
There is ……………………………. the job.
2. I’m sure she’ll help us understand what happened.

shed
I’m sure she’ll be able to ……………………………. this topic.
3. You should never share your personal information with strangers.

no
Under ……………………………. share your personal information with strangers.
4. I was totally amazed at how spectacularly beautiful the building was.

utterly
What I found ……………………………. beauty of the building.
5. As long as you explain your proposal clearly, he’ll surely agree.

across
If ……………………………. he will surely agree.
10 marks
Page 12
 Writing
Choose either A or B.
(A) You have attended a panel discussion on what to do with public buildings which are no
longer used. You made the notes below on the different options discussed and some of the
comments made:
Options discussed:
 demolish.
 convert into co-living spaces
 use for community activities and events
Comments:
- “Housing is really expensive in the city’
- “Renovating old buildings can be really expensive“
- “It’s difficult to find venues for events these days.”
Write an essay discussing two of the options listed in your notes. You should explain which
one you think is more effective, giving reasons to support your opinion.
You should use your own words as far as possible.
Write your answer in 220-260 words in an appropriate style.
(B) You see the following advert online:

We are looking for tour guides for the next summer period. If you know the area well enough
and enjoy socializing, write to us and tell us about yourself, why you would be a good tour
guide and which is your favourite place in the city and why.
Write your report in 220-260 words.
Page 13
Question: ____
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
30 marks
GOOD LUCK!
Page 14
Ninguna parte de esta publicación, incluidos los dibujos, puede ser reproducida, almacenada o transmitida en manera alguna ni por ningún medio, ya sea digital,
eléctrico, químico, mecánico, óptico, de grabación o de fotocopia, sin acuerdo previo con Dickens.
Page 15

C1 Advanced - 2nd Round 2020

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

C1 Advanced - 2nd Round 2020

Uploaded by

Copyright:

Available Formats

Total: 100 marks

o Our brains know how to ………………………

o Reptilian responses don’t ……………………… when facing an audience.

o Taking deep breaths tells our brains that the audience is

o The ……………………… you make affects the entire presentation so you

o The speaker gives an example of a speech he gave for ………………………

o A common mistake people make is not being sure ………………………

o ……………………… is key if you want to make a good impression.

o Your audience will not ……………………… your presentation if you don’t

o These days ……………………… is a must to achieve success in most

Adapted from: https://www.businessinsider.com/3-techniques-for-calming-down-before-public-speaking-2020-2#3-smile-

Engel, who is professor of developmental psychology at Williams College in Williamstown,

“School kills curiosity. When do children get to ask questions

Learning Is a Learned Behavior

Adapted from: https://hbr.org/2018/05/learning-is-a-learned-behavior-heres-how-to-get-better-at-

2. A targeted approach to learning…

3. The problem with negative emotions is that…

5. The contradiction in learning is that…

6. A recent study has shown that…

The fastest way to learn something new — a language, a concept, or an instrument —

2. a. that b. what c. when d. which

4. a. though b. whose c. which d. where

5. a. who b. how c. where d. that

6. a. at b. onto c. across d. upon

7. a. do b. did c. does d. has

9. a. against b. out c. about d. off

10. a. has b. must c. could d. ought

Regular tea (0) ……………….

1. It is unlilkely that Charles gets the job.

2. I’m sure she’ll help us understand what happened.

3. You should never share your personal information with strangers.

4. I was totally amazed at how spectacularly beautiful the building was.

5. As long as you explain your proposal clearly, he’ll surely agree.

Write your answer in 220-260 words in an appropriate style.

(B) You see the following advert online:

Write your report in 220-260 words.

You might also like