masterclass proficiency answers.pdf

Contents

This booklet contains the answers for Proficiency Masterclass

Student’s Book for the 2013 Cambridge English: Proficiency exam.

Unit 1

page 2

Unit 2

page 5

Unit 3

page 9

Unit 4

page 13

Unit 5

page 16

Unit 6

page 19

Unit 7

page 23

Unit 8

page 27

Unit 9

page 31

Unit 10

page 34

Unit 11

page 37

Unit 12

page 41

Review

page 45

Unit 1

1 B Memories come back, unexpectedly, to remind us of who

we are. The word unexpectedly suggests we don’t have any

control.

2 B Despite shouting and blowing a whistle, the railway

employees never managed to get rid of the boys, i.e. they

had little control over them.

3 A In contrast to the mud huts where the poorer people like

Obed lived, the tin-roofed buildings which belonged to the

government of railway represented distant, unattainable

luxury.

4 B Obed says some people cannot bear news like that , i.e. bad

news, but he suggests he is different: I do not feel like that.

5 D Obed says he started with nothing and ended up with

two hundred cattle, and he has a good daughter who is

loyal.

6 C The fascination of Africa is explained by Obed through

a number of evocative stories and memories. In paragraph

F, he says I love Africa and the reader is expected to

appreciate this fascination.

Introduction

POSSIBLE ANSWERS

Fanatics : people who watch several soap operas avidly and

regularly

Ironics : people who watch one or more soap operas despite

claiming not to like aspects of them

Non-committed : people who watch one or more soap operas

on a casual basis but don’t feel particularly strongly about

them

Dismissives : people who don’t watch any soap operas and

consider them to be a waste of time

a Simile: Our heads … are as full of memories as the sky may

sometimes be full of swarming bees . Effectiveness: students’

own answer

b Two rhetorical questions: And who am I? / who is there to

write down the lives of ordinary people?

c The narrative is suddenly taken over by the deceased father.

d Because they were white so they looked like spirits.

e He reinforces the vastness of the continent, e.g. by

repeating a world that seemed to have no end , There was no

end to it , A man could walk, or ride, forever .

1 Non-committed

2 Dismissives

3 Ironics

hackneyed storylines / situations / plot

mundane storylines / situations / characters / issues / plot

eccentric characters

compulsive viewing / acting

corny storylines / situations / endings / characters / acting /

plot

cliffhanger endings

unconvincing storylines / situations / endings / characters /

acting / settings / plot

atrocious storylines / endings / characters / acting / settings /

plot

negative stereotypes / characters

glamorous situations / characters / settings

topical storylines / situations / issues

far-fetched storylines / situations / plot

contrived storylines / situations / endings / characters /

settings / plot

He compares being there to being a sailor in the middle of

a vast ocean of blue.

reach/arrive (meaning 17 in OALD)

a to have the chance or opportunity to do something: Just

to have the chance/opportunity to meet him…, but I had

the chance

b to receive/obtain/have (= acquire); I have the impression

c to make/persuade something to do something; He

couldn’t make the car start

d to reach a particular state or condition; becoming used to

this lifestyle

e to start doing something; and started talking

f to exist/be; There are all sorts in here

g to arrive/return; come back

h (idiomatic) to be annoyed or frustrated by something;

What annoys me

4, 5

Students’ own answers

Reading & Use of English – Part 5

a Botswana: C

Zimbabwe: D

Angola: A

Namibia: B

b Students’ own answers

(idiomatic) to achieve your aim or goal; we’re closer to our

goal

understand/see something conceptually; I just don’t

understand it

Students’ own answers

Photocopiable

Cambridge English Proiciency Masterclass Answer Key

a (duration) short-term / long-term / faded /lingering /

fleeting

b (clarity) vivid / distant / faded / fuzzy / vague

c (positive) cherished / precious / nostalgic / treasured

d (negative) dreadful / bitter-sweet / haunting / disturbing /

bitter / traumatic

possibly more emotional, nostalgic and evocative than used

to ; used to can be used for past states (e.g. I used to have a

car ), whereas would cannot.

a future in the past: a past action which had not happened

at the time of speaking/writing

b past willingness for general things

c refusal to do something on a particular occasion

d hedging: making an opinion softer

e polite request; more polite than will

POSSIBLE ANSWERS

bury, erase, push aside, push away, block (out), blot out

to criticize a particular action in the past; in this use, would

is always stressed

10, 11

Students’ own answers

a, b, d (first use of would )

a always phoned / was always phoning/would always phone :

the second option means that the action was annoying

b disappeared / had disappeared : little difference in meaning,

but in the second option the sequence of events is clearer

c had hoped / was hoping : the first option means an earlier

hope that was unfulfilled; the second option simply means

an earlier plan

d had done

e used to visit / visited : the first option means an action which

was habitual; the second option means something that

happened regularly in the past

f had sang / sung : the first option means the people left the

room after John had finished singing; the second option

means they left when John started singing, i.e. during

the song

g was studying

h have / had : the first option means the person currently has

good knowledge; the second option means the person

had good knowledge in the past (but doesn’t necessarily

have that knowledge now)

Students’ own answers

Speaking – Part 1

1 And your names are …?

2 Could I have your mark sheets, please?

3 Where are you from, Maria?

4 And you, Stéphane?

5 Stéphane, are you working or studying at the moment?

6 And you, Maria?

about candidates’ lifestyle and surroundings; focusing on

general interactional language

a strength: candidate answers question; weakness: hesitant

and short answer; improvements: be less hesitant, give

example of something to do there

b strengths: good length of answer, personalized with

examples, accurate/appropriate use and range of grammar

and vocabulary; weakness: risks sounding vague since no

examples or details are given; improvement: give examples

of kind of theatre and times/places of cycling

was having / had ; said / was saying : the past continuous

(with verbs of ‘saying’) is a way of giving background

information before reporting news; the past simple is a

more straightforwardly factual way of reporting

opened

a hypothetical: small possibility they won’t go on holiday

b distancing: more polite/less direct; verb in past after

expression would rather

c hypothetical: unreal/imaginary

d immediacy: verb in past for future event after expression

it’s time

e distancing: more polite/less direct

f distancing: more polite/less direct

g distancing: past continuous makes it more polite/less

direct than present continuous

strength: candidate answers question; weaknesses:

appears lacklustre, no attempt to mirror structure used in

question; improvement: could be more enthusiastic, could

be more ambitious about use and range of grammar and

vocabulary

a 6 b 7 c 1 d 3 e 5 f 2 g 5 h 7 i 4

Students’ answers might include different angles in the list

below.

POSSIBLE ANSWERS

a friendships vs family relations; people who are important/

best/close friends; why friendships might be unimportant/

less important for you

b examples from working or student life; your office/

This is typical behaviour in the past. Both would and used to

are used for regular past actions, but would usually needs to

have an established past time frame, which is often done by

introducing a previous occurrence of used to . Would is also

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Cambridge English Proiciency Masterclass Answer Key

bedroom/desk; your attitude to time and being late

c how often you use it and how; situations where it can be

useful or helpful; situations where it isn’t useful or is limited

d work experience to date; current job or study area; jobs

done by friends, family or peer group

Extract 1:

1 C The woman says I just can’t believe you actually succeeded

in getting enough sponsorship for the trip.

2 B The man talks about the compassion you feel on seeing

the faces of those children. He also mentions wanting to

bring them back, i.e. remove them from their predicament.

Extract 2:

3 B The man says what we do send will be greatly appreciated .

4 C He says that those who give a donation can sleep easily

in their beds, i.e. they won’t feel guilty and lie awake

worrying.

Extract 3:

5 C The man describes the way in which it (Opportunity

International) works with the locals as extraordinary .

6 B He says it’s great to see so much good can be done with

the little that we give.

Students’ own answers

Reading & Use of English – Part 1

Students’ own answers

POSSIBLE ANSWER

Nuuk is: different, isolated, has a fascinating and inspiring

landscape (mountains, coastline, icebergs), arty/artistic, has

at least one coffee bar and one restaurant, is near Qoornoq

which has a lot of mosquitos in summer.

Students’ own answers for how they would feel about

living there.

Students’ own answers

a can’t help herself

b give in to them

c Help yourselves to

d I can’t help

e give it a little time

f helped me out

g give you that

1 B off the beaten track is a fixed expression meaning: away

from the usual (tourist) route

2 D engage combines with the preposition with to mean:

show interest in

3 D as well as having a social meaning, respectable can also

mean: fairly good

4 A to fall hook, line and sinker is a fixed expression meaning:

to fall in love with or believe in completely; it refers to

fishing equipment so the writer may also intend a play on

words because Greenlandic cuisine features a lot of fish

5 D located refers to position/location; placed is wrong

because it is used for smaller things which are physically

put or placed somewhere by somebody

6 A evocative means: making you think of a strong image or

feeling in a pleasant way; reminiscent and suggestive are

wrong because they are used to mean: reminding you of a

previous strong image or feeling

7 B deserted means: with no people in it; derelict is wrong

because it means: in bad condition

8 C take heed is a fixed expression meaning: pay careful

attention to advice or a warning; give heed is possible but it

is followed by to and an object

Writing – Part 2, Set text

Students’ own answers

Wrong guidance: c, i

h (Even if there is a film version of the set text(s), it is still

advisable for students to read the text(s), or at least watch

the film several times and take notes.)

POSSIBLE ANSWERS

Try to write a summary of the complete story in 250 / 150 /

50 words.

Try to think of one defining adjective for each of the main

characters, e.g. mischievous , lovelorn , hot-headed , etc.

Rank the main themes in order of importance.

Research photos or paintings of the setting at the time of

the story.

Learn one important quote about or by each of the main

characters.

Listening – Part 1

Students’ own answers

Photocopiable

Cambridge English Proiciency Masterclass Answer Key

Unit 2

a heart; lies

b breathes; compelling; foot

c mounts; backdrop; emerge

d play; mirrored; paint

e laden; resonating; culminating

f nod; doomed

g marring; tendency; plot

Introduction

See answers on page 163 of Student’s Book.

a 1 The balance should be fairly even as the review asks for

an illustration of society through the characters.

2 The article is for readers of all ages in the local area. They

will expect to gain information about attitudes in society

at a particular time in history as represented in the book.

3 The style should be informal but also informative.

b 1 The main focus is on the relationship between the two

characters and their different personalities, although

some mention must be made of the external influences

on their relationship.

2 An introduction giving details of the beginning of

the relationship; a paragraph explaining why the

relationship could be considered doomed by referring

to the characters’ personalities and other factors that

affected their relationship; a paragraph explaining why

the relationship wasn’t necessarily doomed by making

reference to how the relationship might have worked in

different circumstances; a conclusion giving the writer’s

own interpretation of the nature of the relationship.

3 The style should be formal – appropriate to an essay for

a tutor.

c 1 the editor of the magazine; you wish your suggestion to

be taken up

2 details of the personality of the protagonist and how she

resolves the problem; reasons why this particular book

and its protagonist would be of interest to the readers of

the magazine

3 formal and persuasive

d 1 the younger readers of the magazine

2 to explain how the characters, their relationships and

the themes of the book would be relevant to younger

readers of the review

3 an informal, personalized style

e 1 the head of English at your college

The students mention: greenhouse gases; the impact of

global warming; climate change ( the earth’s climate … subject

to many changes ); the excessive consumption of energy

( consume fewer sources of energy )

POSSIBLE ANSWERS

The threat of certain species becoming extinct is very real .

The prevention of species becoming extinct depends on a

reduction of the exploitation of their food sources.

Excessive consumption of energy has led to a depletion of

natural resources such as fossil fuels.

The detrimental effects of climate change may well prove to

be irreversible .

The indiscriminate consumption of our throwaway society

is reprehensible .

Students’ own answers

a While both students appear to accept the fact that global

warming exists as a phenomenon, Student 2 is much more

convinced that human interference is a major cause.

b Students’ own answers

Reading & Use of English – Part 2

1, 2

Students’ own answers

1 far ( more would be followed by than )

2 by ( get away , meaning: escape, is wrong; get by has the

correct meaning: manage)

3 much ( little is wrong; much is correct, meaning: a certain

quantity. In the expression We only have ... , you use so

much , not so little . Here, so much means: a limited quantity,

NOT: such a lot of.)

4 until/unless ( if is the wrong meaning; the opposite is

implied, i.e. It seems enough but, in fact, it isn’t.)

5 come (correct answer)

6 such ( many is the wrong meaning; such has the correct

meaning: this level of consumption)

7 Unlike ( like is the wrong meaning because we are not

like the inhabitants of Biosphere 2; unlike has the correct

2 The report should have a formal, impersonal style and be

organized into clear sections, possibly with headings.

3 The main focus should be on how the content of the

book has provided you with an insight into the place

where the events take place and into how you think a

teacher could make the book more relevant to students.

This could be achieved by using drama, encouraging

students to research the country where the novel is set

or by asking them to discuss a film version of the novel.

Students’ own answers.

Photocopiable

Cambridge English Proiciency Masterclass Answer Key

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