FIRST CERTIFICATE IN ENGLISH

Cambridge English: First for Schools

Reading and Use of English

 Reading and Use of English • 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 entering B arriving C enrolling D going

0 A B C D

Japanese schoolgirls know how to shop!

At 17, Yuri Kobayashi is (0) her last year of high school. She is the kind of girl who sets off the trends

that have swept (1)  Japan. Addicted to her latest (2)  , a mobile phone she can’t live without, her

favourite word is ‘kawaii’, which basically means cute.

Something ‘kawaii’ is highly (3)  , something to enhance a young girl’s life. The ‘kawaii culture’ is what

has (4)  Norie, and three million other Japanese girls in her age group, symbols of pop culture. Every

online (5)  they make is carefully observed and (6)  by the giants of the advertising, marketing

and fashion industries.

‘They all buy the same things,’ (7)  an editor of a major teen magazine, ‘and this makes them very

influential.’ The difficult part is (8)  what the famously unpredictable teenage girls will choose to make

fashionable.

1 A  inside B  across C  under D  out

2 A  feature B  machine C  application D  gadget

3 A  desirable B  wanted C  preferable D  chosen

4 A  given B  let C  made D  turned

5 A  sale B  bargain C  account D  purchase

6 A  criticised B  analysed C  tested D  decided

7 A  explains B  wonders C  informs D  expresses

8 A  predicting B  expecting C  hoping D  promising

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 Reading and Use of English • Part 2

For questions 9–16, read the text below and think of the word which best fits each gap. Use only one word
in each gap. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 A R E

Flying to save the Ibis

Some bird conservationists in Germany (0) currently conducting an unusual experiment with an

endangered bird called the Northern Bald Ibis. They’re trying to teach fourteen young birds of the species all about

(9) to go to spend the winter – by flying along with them!

(10)  the Ibis usually come from the Middle East and North Africa, this group of birds were all born in

a zoo. (11)  a result, they have absolutely (12)  idea how to go about migrating to warmer

countries during the winter. The conservationists are therefore planning to guide these birds from Germany to Italy

by leading (13) way – in the tiniest aircraft that they could find!

The scientists are currently training the birds by travelling in the air beside (14)  while they’re flying. They

are hoping that new methods like (15)  one can help endangered birds return to their usual habitats and

protect them (16)  extinction.

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 Reading and Use of English • Part 3

For questions 17–24, read the text below. Use the word given in capitals at the end of some of the lines to
form a word that fits in the gap in the same line. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 R E Q U I R E M E N T S

The design of zoos

Architects often have to deal with the demanding (0) of REQUIRE

difficult clients. Laila Durrani’s customers sleep through (17) DISCUSS
and they don’t even use bathrooms so they are almost (18) POSSIBLE
to work for. Nevertheless, Durrani puts up with this (19) HELP
behaviour. Why? Because she designs homes for zoo animals at San
Diego Zoo in the US.

Until a few decades ago, most zoos were organised by creature –

cats in one area, birds somewhere else. But in recent years, there has
been an emphasis on grouping animals that would (20) NATURE
interact in the wild. Moreover, instead of confining animals behind
bars, most (21) are creating landscapes that resemble the DESIGN
(22) in which these creatures would be found. Jilin Province SURROUND
in China was the (23) for a new area of San Diego Zoo INSPIRE
created by Durrani.

The exhibit features a wide (24) of animals, including VARY

several that haven’t been seen at the zoo before, such as Amur
leopards and wild boar.

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 Reading and Use of English • Part 4

For questions 25–30, 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 two and five words,
including the word given. Here is an example (0).

Example:

0 They didn’t let us eat anything on the bus.

ALLOWED

We anything on the bus.

The gap can be filled by the words ‘were not allowed to eat’, so you write:

Example: 0 WERE NOT ALLOWED TO EAT

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

25 ‘Don’t dive off the rocks – it’s very dangerous,’ the lifeguard told the boys.
WARNED
The lifeguard dive off the rocks because it was very dangerous.

26 It hasn’t rained for over a month.

ANY
There for over a month.

27 If the school basketball team hadn’t performed badly in the second half of the match, they would
have won it.
SO
The school basketball team’s in the second half of the match
that they didn’t win it.

28 The students were told they should do some preparation before the lesson.
SUPPOSED
The students done some preparation before the lesson.

29 I will only play tennis if you help me with my homework first.

UNLESS
I you help me with my homework first.

30 Diana wasn’t allowed to go to the party on Saturday.

LET
Diana’s parents refused go to the party on Saturday.

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 Reading and Use of English • Part 5
You are going to read a magazine article about a teenage boy who is a skateboarder. For questions 31–36,
choose the answer (A, B, C or D) which you think fits best according to the text.
Mark your answers on the separate answer sheet.
Becoming a skateboarder
I can still recall my first encounter with a skateboarder.
I was 11, meandering along the pavement on my
way to school, completely lost in my own little
world as usual – until I was abruptly jolted out of my
reverie, and rooted to the spot by the sight of a local
skateboarder rolling past me, effortlessly weaving his
way through parents and schoolchildren like a stream
finding its way through a forest.
Every detail of that first encounter is still etched on
my memory: the rattle of the wheels along the tarmac
of the road, the clack of its plywood tail as the rider
jumped nimbly over the kerb and onto the pavement.
It was as if the skateboard, with its special grip
surface, was invisibly attached to his feet. I’d never
witnessed anything like it before – and I knew I never
wanted to walk to school again. After a few weeks
of my constant nagging, my parents finally caved in
and matched my savings with a similar amount – just
enough for me to finally buy my very own skateboard,
an impressive model with a huge lion graphic
underneath, just like the one I’d seen that day.
Little did I know that I wasn’t just taking up a new
sport – I was joining an elite club, all of whom were
passionate about what they did. It was a real bonding
experience – I’d meet up with other lads my age to
pore over videos of our heroes, all skateboarding
professionals, and hang out at the local skatepark to
watch the older boys push themselves to the limit.
Slowly I was becoming more confident, sharpening
my instincts in a way that only constant practice
can achieve. We were a team – a pack, really – as
we roamed hungrily around the city searching for
ever more daring challenges beyond the limits of the
skatepark.
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As for skateboarding around my town, I found that
what had once seemed characterless blocks of
concrete, open wind-blasted squares or sweeps of
stone steps became a challenging practice site. And
as time went on, I spent my summers, with the help
of my parents, going on skateboarding trips to the
parks across the country where skateboarding history
had been made. And not only that – I discovered that
skateboarders forge lasting relationships with each
other no matter what borders divide them. Just like
my fellow online computer gamers, we were united by
a bond – in this case the passion for a sport that to
outsiders seems to revolve around nothing more than
a piece of plywood board on four wheels, and the
compulsion to launch ourselves into space from the
top of a daunting sheer drop.
But underlying this bond was the shared knowledge
that there’s no easy way to becoming a cool
skateboarder. It’s a tough route to follow, with no
shortcuts – but it’s a route that opens up amazing
experiences, a creativity you never knew you were
capable of, and a sense of belonging. Of course,
everyone goes on about how heavily commercialised
it is – the pro’s skateboards, the shoes, the
sweatshirts with ‘in’ logos, and of course there’s
all of that. But just watch someone flowing down a
skateboard ramp with all the ease and grace of a
dancer, and you’ll see why we just keep going – there
are no ‘cheats’ to download in this game. Or watch
a video clip of a skateboarder performing a 1080 –
building up speed on a ramp, launching themselves
into the air and turning round three times while still
airborne – and I guarantee you’ll be just as hooked as
I was that day, aged 11.
 31 What does the writer reveal about himself in the first paragraph?
A He regarded himself as being quite independent for his age.
B He had a tendency to daydream.
C He made every effort to arrive at school on time.
D He attended a school in a rural location.

32 What does the writer mean when he says he was ‘rooted to the spot’?
A He recognised the skateboarder he saw as a local hero.
B He was wary of being knocked down by the skateboarder.
C He was in awe of the skateboarder’s obvious expertise.
D He was unwilling to continue his journey any further.

33 In the second paragraph, what does the writer say he found particularly impressive?
A the glimpse of the graphics on the underside of the skateboard
B the sound of the skateboarder’s feet on the rough surface of the board
C the decision he made to skateboard to school from then on
D the way in which the board seemed to follow the skateboarder’s every move

34 Once the writer had taken up skateboarding, he

A found his natural reflexes began to develop.
B wanted to find somewhere to skate that would push him beyond his limits.
C was admitted into a friendship group comprising boys of all ages.
D received valuable instruction from other skateboarders in the area.

35 In the fourth paragraph, the writer describes his

A determination to make an impact on the skateparks he visited.
B appreciation of the international friendships that only skateboarding had brought him.
C slight concern about skateboarders’ dedication to something so risky.
D altered perception of his immediate environment as a skateboarding opportunity.

36 The writer concludes that

A the commercialisation of the sport has sometimes affected his enthusiasm.
B the sheer skill and bravery of skateboarders will prove to be an enduring attraction.
C the rewards of skateboarding do not always compensate for the effort involved.
D the inspiration provided by top skateboarders is unique to the sport.

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 Reading and Use of English • Part 6

You are going to read an extract from a book advising teenagers about money. Six sentences have been
removed from the article. Choose from the sentences A–G the one which fits each gap (37–42). There is one
extra sentence which you do not need to use.

Mark your answers on the separate answer sheet.

Teenagers and money

When you reach your teens you start to have learn everything you can about whatever you’re
control of money, even if it’s only a small amount. doing. A philosopher once said that ‘knowledge
It might be pocket money given to you by your itself is power’. So if you read everything you
parents, or you might have a part-time job. From can about the management of money, it will help
this point, though, you need to develop ways you develop greater understanding and a more
of managing it. Ideas about money tend to be positive attitude towards it.
strongly held and this is why people find it so hard
Don’t let money confuse or worry you. 40 In
to break bad money habits. It is also why money is
fact, pretty much everything you need to be aware
so often the cause of arguments between friends
of falls into one of four simple areas: saving,
and relatives. This isn’t surprising when you
borrowing, insurance and planning. Understanding
think about it. For instance, if one person takes
what each of these involves will put you on the
a responsible attitude to money while the other
right path to a worry-free financial future.
person doesn’t, trouble isn’t far behind.
What is on your wish list at the moment? Clothes?
37 It will be the result of a number of different
The latest mobile phone? That new computer
influences, including your own money experiences,
game? Whatever you are hoping for, you need
those of your parents and even society’s approach
to get yourself, in terms of money, from where
to it. If you want to alter the way you think about
you are now to where you would like to be. 41
money, try to identify the source of your ideas
Having it in this form means that you can always
about it. Equipped with this information, you’ll find
refer to it in future.
it much easier to change your viewpoint.
Some people might say you’re too young to be
Human beings, like animals, are creatures of
thinking about financial planning. 42 As soon
habit. Once we start behaving in a certain way,
as anyone, of any age, has money of their own,
we often go on repeating it. Let me give you an
they can and should start planning how best to
example. Imagine you have your first part-time
use it in order to get what they most want. This
job. You spend every single penny within hours
even applies to a five-year-old given a few pence as
of receiving it. And the same happens the week
pocket money!
after and the week after that. You mean to save
something, but somehow you don’t. 38 But it
isn’t. You’ve already formed a habit that is really
difficult to break.

The more times we do something, the harder it

becomes to change. What is the solution? If you
find it hard to change the way you behave, start
by changing the way you think. 39 It sounds
silly, but scientists have proved that this kind of
repetition actually works. Another method is to

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 A Afterwards you swear that next time will be E How will it help you reach your goal in the
different. shortest possible time?

B And the fastest way to do this is to write
yourself a ‘money plan’.
C One way is to say what you want to do over
and over to yourself.
F That’s just rubbish in my view!
G It’s a subject which doesn’t require a
specialist’s knowledge.

D Your attitude to money doesn’t just come

from nowhere.

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 Reading and Use of English • Part 7

You are going to read four film reviews. For questions 43–52, choose from the films (A–D). The films may be
chosen more than once.

Mark your answers on the separate answer sheet.

Which film

is thought to be worth watching to discover what happens? 43

features someone whose concerns are proved correct? 44

deals with a relationship where the people disagree on a lot of things? 45

shows someone who gives in to pressure? 46

made the reviewer feel good about her own background? 47

repeatedly moved the reviewer emotionally? 48

is said to hold an appeal for different generations? 49

was even better than the reviewer thought it would be? 50

brought its central character vividly to life for the reviewer? 51

features people who the reviewer does not find convincing? 52

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 Film Reviews
A Young Anna
I originally imagined Young Anna to be yet
another historical drama about how a brave,
young, nineteenth-century woman overcomes
the problems of being a woman in that
period. But it turned out Anna’s a modern-day
character who’s determined not to marry for
money, or without love, which frustrates her
parents. Anna’s brother returns home from
university with a friend called Robert. From
the minute that Anna and Robert meet, they
quarrel constantly. They argue about books,
behaviour, ignorance and society. However, the
audience cannot help but detect the attraction
underneath. As I watched, my heart caught in
my throat numerous times. The movie is so well
done that I felt what Anna was feeling. Young
Anna has confirmed my desire to become a
writer as Anna herself eventually did. This film
will inspire you to never settle for less and to
keep fighting for happiness and true love.
B Disappeared
In the film Disappeared, the hero Milo retires
from his job as a detective to spend more
time with his 17-year-old daughter, Kelly. Kelly
wants to travel alone to India and seeks her
father’s permission, but he’s worried about her
safety. Kelly’s disappointment and his wife’s
persistence convince Milo to change his mind.
However, almost as soon as Kelly arrives in
India, she disappears. Now Milo uses his skills
to track her down. What little plot Disappeared
has is totally predictable. Nor does the film
feature original, developed characters; we see
just the superhuman Milo, his forceful wife, the
naive, spoiled Kelly and the ‘bad guys’, who
are pretty hopeless. Consequently, the film
relies on action to engage its viewers. Perhaps
the best scene of the movie is Kelly’s rescue,
in which the element of suspense is executed
brilliantly. Unfortunately, any strengths of the
film are spoiled by the ending, which can only
be described as a ridiculous let-down.
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C Swan Song
Swan Song is another film about the famous
nineteenth-century detective, Charles Craven,
who is trying to find a clever and dangerous
criminal, Lord Blakedown. But while Craven’s
in the middle of this case, the mysterious Lisa
Grant is trying to prevent him figuring things
out. Will Craven’s skills and superb mind enable
him to find Lord Blakedown and send him to
the punishment he deserves? Go to see the
movie to find out! You won’t be disappointed.
Lisa Grant and Craven’s relationship is very
complicated. They love each other, but she’s an
unpredictable character, and employed by Lord
Blakedown, the evil villain. If you like action-
packed mystery, then this is the movie for you!
Swan Song has a 13+ rating, so if you’re under
13, you’ll need to take a parent or guardian
with you to see it. Don’t worry – they’ll love it
too.
D Rebecca and James
I first heard this story at primary school. While
our teacher read aloud to us, we would get
lost in the story of Rebecca, who was our
heroine. She walked to school by herself,
made engagement rings out of worms, and
had a doll named Chevrolet. That’s why I was
thrilled when I saw she was coming to the big
screen in Rebecca and James! As it turned out,
the movie went beyond my expectations and
dealt with some serious issues. For instance,
when Rebecca’s father loses his job, the movie
shows how they get through the financial crisis
by sticking together and making sacrifices.
This reminded me of ups and downs I’ve
experienced, which in turn made me thankful
that I have four people I can count on. As I
watched, I realised this movie illustrates how
strong family ties can hold through anything.