Oxford CPE entry test

Mark Harrison

Oxford

Entry Test

CPE

© Oxford University Press

Page 2

CPE ENTRY TEST: AN OVERVIEW

Timing: 1 hour 30 minutes

Part

Task Type

Number of

Test Format

Similar tasks in

and Focus

questions

marks

revised CPE

Open cloze

A modified cloze text

Use of English

containing 15 gaps.

Part 1

Grammatical /
lexico-grammatical

Word formation

A text containing ten gaps.

Use of English

Each gap corresponds to

Part 2

Lexical

a word. The ‘stems’ of the
missing words are given
beside the text and must be
transformed to provide the
missing word.

Four-option multiple-

Two modified cloze texts,

Reading Part 1

choice lexical cloze

from a range of sources.
Each text contains six gaps

Idioms, collocations,

and is followed by six four-

fixed phrases,

option multiple-choice

complementation, questions.
phrasal verbs,
semantic precision

Gapped text

One text from which

Reading Part 3

paragraphs have been

Cohesion, coherence,

removed and placed in

text structure,

jumbled order after the text.

global meaning

Candidates must decide
from where in the text the
paragraphs have been
removed.

Four-option

One text with six four-option

Reading Part 4

multiple choice

multiple-choice questions.

Content / detail,
opinion, attitude,
tone, purpose,
main idea, implication,
text organisation
features
(exemplification,
comparison, reference)

Reproduced by permission of the University of Cambridge Local Examinations Syndicate

© Oxford University Press

CONTENTS

Entry Test Overview

Part 1

Part 2

Part 3

Part 4

Part 5

Answer Sheets

Answer Key

Page 3

Page 4

Oxford CPE Entry Test Part 1

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© Oxford University Press

adical honesty therapy, (0) ………… it is known in the US, is the latest thing to be
held up as the key to happiness and success. It involves telling the truth
(1) ………… the time, with no exceptions for hurt feelings. But this is not as easy as it

(2) ………… sound. Altruistic lies, (3) ………… than the conniving, self-aggrandising variety, are
an essential part of polite society.

‘We all lie (4) ………… mad. It wears us (5) ………… . It is the major source of all human stress,’
says Brad Blanton, psychotherapist and founder of the Centre for Radical Honesty. He has become
a household (6) ………… in the US, where he spreads his message via day-time television talk
shows. He certainly has his work cut out (7) ………… him. In a recent survey of Americans, 93
per cent (8) ………… to lying ‘regularly and habitually’ in the workplace. Dr Blanton is typically
blunt about the consequences of (9) ………… deceitful. ‘Lying kills people,’ he says.

Dr Blanton is adamant that minor inconveniences are (10) ………… at all compared with the
huge benefits of truth telling. ‘Telling the truth, especially after hiding it for a long time,
(11) ………… guts. It isn’t easy. But it is better than the alternative.’ (12) ………… , he believes,
is the stress of living ‘in the prison of the mind,’ which (13) ………… in depression and ill health.
‘Your body stays tied up (14) ………… knots and is susceptible to illness,’ he says. ‘Allergies, high
blood pressure and insomnia are all (15) ………… worse by lying. Good relationship skills,
parenting skills and management skills are also dependent on telling the truth.’

PART 1

For questions 1–15, read the text below and think of the word which best fits each space.
Use only one word in each space. There is an example at the beginning (0). Write your answers in
CAPITAL LETTERS on the separate answer sheet.

Example:

A S

Is Honesty The

Best

Policy?

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Oxford CPE Entry Test Part 2

© Oxford University Press

PART 2

For questions 16–25, 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 space in the same line. There is an example at the beginning (0). Write your
answers in CAPITAL LETTERS on the separate answer sheet.

Example:

R E F E R E N C E

The DICTIONARY of NATIONAL BIOGRAPHY

Just over one hundred years ago, the last volume of a tremendous work of

(0) ………… entitled The Dictionar y of National Biography rolled off

the printing presses. (16) ………… , this 21-volume shelf-filler may

not immediately sound like the most thrilling read in the world. As

enter tainment,

you might imagine it ranks some way below a

(17) ………… autobiography. But you would be very, very wrong.

The DNB, like the Oxford English Dictionary, is one of the great monuments to

British culture and also a hugely enjoyable work in its own right. It is, quite simply,

an (18)

…………

dictionary of potted biographies of all the notable men and

women who had lived in Britain since the year dot. It was produced between

1885 and 1900, and it remains (19)

…………

an achievement of the Victorian

period, richly redolent of 19th century confidence and (20)

…………

, energy

and optimism. It is also a monument to the enormous variety of the British

national character, and the dictionary is immeasurably (21)

…………

by this

aspect. There are not only great statesmen, generals, writers, but also hundreds

of wonderfully (22)

…………

characters, who you can discover only by leafing

idly through a volume of the DNB on a wet afternoon down at your local library.

The way in which the DNB was produced was very British too: on a shoestring,

out of sheer dedication, and with no state (23)

…………

whatsoever. It was the

private endeavour of a group of (24)

…………

, scholars and freelance

journalists, as (25)

…………

to, for instance, the Austrian equivalent, produced

under the oppressive auspices of the Imperial Academy of Vienna.

REFER

ADMIT

POLITICS

ALPHABET

EMPHASIS

CAPABLE

RICH

COLOUR

INTERFERE

ENTHUSE

OPPOSE

reference

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Oxford CPE Entry Test Part 3

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PART 3

For questions 26–37, read the two texts below and decide which answer (A, B, C or D) best fits each
gap. Mark your answers on the separate answer sheet.

Al Gross – Inventor

AL GROSS, WHO DIED IN 2001 IN ARIZONA, US, aged 82, was the inventor of the walkie-talkie

and the telephone pager, and devised the essential technology used in cordless and mobile

telephones. Another of his inventions, the lightweight ground-to-air transmitter, was used to great

(26) ………… by Allied troops during the Second World War. (27) ………… another, the two-way

wrist-watch transmitter, (28) ………… the eye of the cartoonist Chester Gould, who gave it to Dick

Tracy. In 1948, the comic strip detective began his career as a crime fighter with the help of a two-

way wrist radio.

But Gross himself was too far (29) ………… his time to make much money from his electronic

inventions. When, in 1949, he suggested that his pager could be of great assistance to the medical

profession, doctors (30) ………… that the beeping devices would upset their patients, and might

interrupt their (31) ………… of golf. Today, there are more than 300 million pagers in use around

the world.

service

effect

outcome

consequence

Besides

Even

Quite

Yet

grasped

hooked

caught

seized

beyond

in front of

ahead of

prior to

protested

resisted

dissented

opposed

laps

rounds

circuits

courses

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Oxford CPE Entry Test Part 3

© Oxford University Press

Intelligent

Chickens

lthough chickens might not (32) ………… most people’s list of clever animals,

their particular abilities can sometimes be surprisingly impressive. For example,

they can (33) ………… to a challenge. Readers may be impressed by the chicken

that learnt to peck a key to (34) ………… access to a perch suspended over a tank of

water. It then crossed the perch, pulled a string three times to unlock a door, turned right

at a T-junction, and jumped across water to reach a nestbox.

However, this is a crude anthropomorphic example of animal intelligence. In fact most

animals can be trained to perform (35) ………… complex tasks with the promise of a

food reward. Dr Christine Nicol of the University of Bristol trained the performing chicken

to (36) ………… just this point. She says that it is not possible to measure intelligence

on a single scale. However, what has impressed her most about chickens is how they

can teach and learn. Hens, it seems, recognise when their chicks eat the wrong thing,

and intensely peck and scratch at better foods to demonstrate correct conduct. They are

also, she says, ‘rather good at (37) ………… new behaviours by watching each other’.

lead

cap

mount

top

meet

rise

equal

handle

take

gain

land

hold

presentably

suggestively

seemingly

externally

prove

clinch

stamp

bear

bringing off

picking up

catching on

making out

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Oxford CPE Entry Test Part 4

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© Oxford University Press

PART 4

You are going to read an extract from a novel. Seven paragraphs have been removed from the extract.
Choose from the paragraphs A–H the one which fits each gap (38–44). There is one extra paragraph
which you do not need to use. Mark your answers on the separate answer sheet.

Trip to Tonbridge

Lisa was frantic to come up with someone she
could visit. A girl called Buzz she had once met was
the only person she could think of. She had had a
letter from Buzz some months before, saying she
was living alone in a Volkswagen van in a field
outside Tonbridge. She had invited Lisa to visit. ‘Just
turn up. Any time.’ Lisa searched frantically for the
letter. It contained a list of directions.

Lisa felt confident the right one would reveal itself
to her.The train journey might jog it into place. She
gave up on her search for the letter and prepared
to be away for up to a week. She packed a bag and
left a note for her mother. The train to Tonbridge
took just under an hour. Lisa spent the entire
journey matching buses with numbers until she
began to feel sick with the effort. She decided that
once she had got off the train, everything would
come back to her.

But when Lisa handed in her ticket and went out
into the station forecourt, there was nothing in sight
that looked even remotely familiar. She stood
dolefully on the concrete strip of pavement and
wondered which way she should go.There wasn’t a
bus in sight.The people who had travelled with her
disappeared into taxis and waiting cars and were
sped away.

Lisa turned away from it and continued to walk
down the hill, which soon evened out into a straight
high street of shops, all closed up for the night. In the
distance, she could see that the road twisted away
out of sight.

But when she reached the point where the road
curved, she found she had to cross a wooden
bridge over a wide and noisy river, and on the other
side, around the corner, there wasn’t in fact a bus
stop at all, but the ruins of a dimly lit medieval castle
that no one, no one at all, could forget to mention.
Lisa turned abruptly and began to walk back the
way she’d come. She kept walking until she had
walked right out through the other side of the town.
She walked past a church and then the road sloped
up a hill.

Despite this doubt, she carried on, until there were
no more street lights. The hill, with its overgrown
hedges, now lay shrouded in an eerie night. So she
traced her way back towards the church.There was
a pub near it with warm, orange light seeping
through its windows.

Lisa went over and peered through a window. The
glass was frosted and gave nothing away. She was
about to edge her way through the doors when a
contingent of bikers roared to a halt in the car park
and began to dismount. Lisa flattened herself against
the wall of the porch and, as they got off their bikes,
she slipped away around the side of the pub. Once
on the safety of the road, she resumed her walk
back into the town centre.

The more she thought about it, the more convinced
she became that that was true. And she knew what
it was going to be. She would meet someone on the
train. Someone with whom she could mark this day
as the beginning of the rest of her life. Someone to
fall in love with.

© Oxford University Press

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Oxford CPE Entry Test Part 4

She imagined Buzz sitting inside with a drink
and a table covered with packets of cheese-
and-onion crisps. She longed to see her
smiling, freckled face, and her twinkling eyes
clogged almost shut with mascara. She
imagined her at a table of men all vying for
attention.

Lisa had to accept that it was unlikely now
anything was going to occur to change this
day from the failure that it was. She kept her
head down as she wandered out. She was
ashamed to be back there again so soon.

And then she felt sure she remembered. ‘Get
off the train, go down a hill, round a corner
and there will be a bus stop.’ She repeated
this to herself over and over as she walked
on, frightened that these valuable directions
would slip away now that she’d finally got a
hold of them.

Lisa asked someone the way to the centre of
town, and was pointed wordlessly down the
sharp slope of a hill where almost
immediately she came upon a bus stop. Her
heart leapt as she scanned the timetable, but
there were so many buses listed and with
such foreign-sounding destinations that she
felt sure it couldn’t be the right stop.

She started to convince herself that she had
made this journey before. That she would
know her way to the tobacconist and the
sweetshop and the park in the centre of
town, like a man in a film she had once seen.
The man, who had lost his memory during
the war, was astounded to find he knew his
way around a sleepy, sepia-coloured village.
It emerged that it was the village he had been
born in.

It was almost utterly deserted now. She
stared wistfully into the faces of the
occasional passers-by. Mostly young
couples wandering aimlessly hand in hand.
There was no one scruffy or wild enough to
look as if they were a friend of Buzz’s. Lisa
clutched the return ticket lying deep in the
bottom of her pocket, and headed for the
station. The last train to London didn’t leave
until ten to ten and she sat down on a bench
to wait. ‘Something good has to happen,’
she told herself.

Get a train from Charing Cross, it began. She
remembered that. She could remember the
rhythm of the directions but not the actual
words. Get a train from Charing Cross, get
off at Tonbridge, walk into the tum te tum –
the town centre? the bus station? Get the
number something bus, up a hill, get off,
climb over a gate and there’s a field. Get the
number 9 bus? The number 19 bus? The 92?

It was possible this might have been the one
Buzz had meant in her letter, but if it was the
one with the field off it, then why would she
have told her to catch a bus when there was
no bus or bus stop?

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Oxford CPE Entry Test Part 5

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PART 5

You are going to read a magazine article. For questions 45–50, 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.

SIMPLE – it’s all in the mind

TONY BUZAN IS HIS OWN BEST ADVERTISEMENT
when he claims that his latest book can teach you not only
how to be brilliant with words, but also to be fitter, live
longer and be happier. He has transformed himself from a
promising but not outstanding schoolboy into a man with
an IQ at genius level, who has contributed to more than 80
books on the brain and is consulted by universities,
business organisations and governments. Some 250
million people worldwide have already benefited from his
Mind Maps, a diagrammatic learning tool that helps the
brain to store and recall information.

In his latest book, Head First, subtitled, ‘10 ways to tap into
your natural genius’, he redefines intelligence to include
not only the familiar verbal, numerical and spatial
benchmarks measured by IQ tests, but other skills such as
creative, social, spiritual and physical intelligence, to
which he gives equal weight. Developing these, he claims,
will bring confidence, self-awareness and personal
fulfilment. And with this transformation will come
physical benefits – less stress, a stronger immune system
and even a longer life. It is estimated that we use around
one per cent of our brain, so there is plenty of scope for
improvement. ‘I have fallen into the usual traps of
thinking that IQ was the be-all and end-all, that being
academic was better than being artistic and that art and
music were unteachable gifts,’ admits Buzan, 58. ‘Bit by bit,
I have come to know better. This book is a compact history
of my revelations.’

The first moment of truth came when Buzan was at
primary school. After scoring 100 per cent in a nature test,
he found himself top of the A-stream. His best friend
knew far more about ecology than Buzan, but was bottom
of the D-stream. ‘That started me wondering. Later, I
became aware that many of the so-called intelligent people
I knew did not seem very bright at all. They were brilliant
at words and numbers, but not particularly interesting to
be with, or happy with themselves or even successful. I
began working with children and found that many were
like my best friend. They were amazing, but they were not
able to express their brilliance at school. For instance, I
spoke to a boy of eight who had been marked down in an
‘intelligence test’ for ticking a picture of the earth when
asked which image was the odd one out – sun, moon,
lemon or earth. When I asked him why he had done this,
he looked at me as if I were an idiot and said: ‘Because the

earth is the only one that is blue.’ At that point I wondered
who was the fool – the eight-year-old ‘slow learner’ or the
university lecturer. If we had measured the process by
which the child had reached his answer – instead of the
expected response – we would have realised the beautiful,
sophisticated intelligence behind it.’

Identifying and developing this kind of undervalued
intelligence is Buzan’s mission. His starting point is that all
people have the potential to excel if they can only rid
themselves of the barriers placed in their way by
upbringing, education and society’s belief systems and
expectations. The first obstacle to overcome is lack of self-
belief. Buzan describes how his marks in maths soared at
secondary school after he was told he was in the top one
per cent of the population in the subject. ‘I realised that
what I thought about my ability in a subject affected how
well I did.’ The second hurdle is the conviction most of us
have that certain skills – art, music and numerical ability –
are gifts from heaven, conferred only on the naturally
talented few. Buzan disputes this, claiming that all we have
to do is learn the appropriate ‘alphabet’. If we can learn to
copy, he insists, we can learn to draw. ‘It is the same with
music. The most sophisticated musical instrument is the
human voice. Many people think they cannot sing. But
everybody sings without realising it. It’s called talking.
Listen to somebody speaking a foreign language of which
you know no vocabulary; it is pure music.’ Buzan’s third
lesson is the recognition that we are all intelligent;
otherwise, we could not survive. ‘There is only one true
intelligence test,’ he says, ‘and that is life on planet Earth.
Sitting in a room answering questions is not as difficult as
survival. Every day, we are confronted with new problems
that we learn to handle.’

Head First offers a template for each of the 10 kinds of
intelligence, including a definition, an outline of its
benefits and lots of exercises. ‘Think of each of your
multiple intelligences as a finger on a pair of wonderfully
adept and agile piano-playing hands. You can play life’s
music with just two fingers, but if you use all 10 you can
play a concerto where each one supplements and enhances
the others. The Moonlight Sonata will sound OK with two
fingers. But it sounds much better with 10.’

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Oxford CPE Entry Test Part 5

What is implied about Tony Buzan in the first paragraph?

His views have caused a certain amount of controversy.

Some of the claims he makes are rather exaggerated.

It is hard to understand why he has been so successful.

His theories are supported by his own life story.

What is said about the book Head First in the second paragraph?

Buzan accepts that some people may disagree with some of the
views expressed in it.

In it Buzan argues against beliefs he previously held.

It suggests that IQ tests are of no real value.

Its main focus is on the relationship between intelligence and
physical condition.

Buzan uses the boy who ticked a picture of the earth as an example of

people who are more interesting than many people considered to
be intelligent.

people whose intelligence is not allowed to develop fully.

people with an attitude that prevents them from being considered
intelligent.

people whose intelligence is likely to develop later in life.

Buzan thinks that one thing that prevents people from excelling is

their habit of focusing too much on trivial aspects of everyday life.

their belief that too much effort is required to acquire certain skills.

their failure to realize how much natural intelligence they have.

their tendency to be easily discouraged by the comments of others.

Buzan uses the Moonlight Sonata to illustrate his belief that

his book can benefit everyone who reads it.

some things are not as difficult to learn as they may seem.

it is desirable but not essential for people to develop their
intelligence.

his definitions of intelligence are simple enough for everyone to
understand.

Which of the following best summarises the view expressed by Tony
Buzan in the article as a whole?

Too much emphasis in life is placed on how intelligent people are.

Most people are inclined to underestimate their own intelligence.

Intelligence is something that it is unwise to generalise about.

Conventional views on what constitutes intelligence are inaccurate.

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Oxford CPE Entry Test

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Oxford CPE Entry Test

© UCLES

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Oxford CPE Entry Test

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ANSWER KEY

Part 1

all

might / may

rather

out / down

name

for

admitted / confessed

being

nothing

takes / needs / requires

This / That / Worse

results / culminates

made

Part 2

Admittedly

politician’s

alphabetical

emphatically

capability

enriched

colourful

interference

enthusiasts

opposed

Part 3

Part 4

Part 5

Page 15

Oxford CPE Entry Test

ENTRY REQUIREMENTS

From December 2002, candidates entering for the Certificate of Proficiency in English examination need
to fulfil certain entry requirements. The entry requirements include the option of an Entry Test, but CPE
candidates are only obliged to take the Entry Test if they do not have one of the other Cambridge EFL
qualifying results:

•

FCE Grade A or B (not grade C) or

•

CAE Grade A, B or C

•

CPE Grade D

•

IELTS Band score of 6.5 and above

for those candidates who have not obtained one of the above qualifying results:

•

Band 2 or Band 3 in the CPE Entry Test.

Entry Test and IELTS results are valid for two years only. There is no time-limit on the validity of the other
qualifying results mentioned above.

RESULTS

Candidates receive a score in one of three bands:

Band 3

Qualifies for entry to CPE at the next session.

Band 2

Qualifies for entry to CPE at the next session, but recommended to
undertake at least one year’s further study.

Band 1

Does not qualify for entry to CPE.

To gain a Band 3, candidates need to achieve a score of approximately 40 marks.

To gain a Band 2, candidates need to achieve a score of approximately 25 marks.

Candidates achieving a score of less than approximately 25 marks are awarded a Band 1.

(Note that one mark is awarded for each correct answer in Parts 1, 2 and 3; two marks are awarded
for each correct answer in Parts 4 and 5.)

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