FCE Reading & Use of English Test 3

Part 1

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1 attach Attach to means to connect or fasten something to something else. It’s the correct verb when talking about securing a strap to a tree.

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join is usually used with people or groups, not objects to trees.

unite is more formal; used for people, not physical objects.
stick means to glue something. Although stick can also be followed by to, it doesn’t fit here as you don’t glue a strap to a tree!

2 aim Aim means the purpose or goal of doing something. This fits perfectly.

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target is too specific; usually a physical object or measurable goal, which is not mentioned here.
plan is a detailed idea for future action - too formal here.
schedule: Related to time, not purpose and doesn’t fit here.

3 losing Lose your balance is a common collocation.

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dropping refers to objects, not balance.
missing refers to a bus or a chance, not balance.
slipping requires on after it.

4 positioned means placed carefully in a certain spot. This fits well.

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stood refers to people, not objects.
settled Implies comfort or finality, not about placing an object.
arranged  suggests multiple things in a layout – too complex here.

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5 great Great risk is a common collocation meaning high or serious risk.

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deep usually describes water or feelings.
wide does not collocate with risk.
tall is used for height, not risk.

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6 manage Manage to do something means to be able to do it successfully.

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realise means understand or become aware of, not suitable here.
achieve is more formal; usually used with goals or success, not actions like balancing.
succeed is followed by the preposition in and a gerund (ing form) so it doesn’t fit in grammatically here.

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7 requires means needs. The most natural option here.

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asks is not used like this with practice.
requests sounds too formal, often for people.
calls could work but it would need a different form: calls for practice.

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8 hold Hold on to someone’s hand is the correct expression for balance or help.

 

keep doesn’t collocate with on to someone’s hand.
touch is too light; it doesn’t help you balance.
stay doesn’t make sense with on to.

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Part 2

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9 one We use one to avoid repeating a countable noun. In this case, we don’t want to repeat butterfly net again.

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10 that So that introduces a purpose (why he took her) and it means in order to. So that is followed by a clause (subject + verb).

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11 when When introduces a time clause in the past. When she was sixteen = at that time in the past.

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12 could A modal verb expressing possibility is needed here. Could shows possibility in the past. Can would be wrong because the sentence is in the past (her professor convinced her…).

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13 for The phrase is apply for something (e.g. a job, a course, a position). Apply can also be followed by to and is used when talking about institutions (e.g. apply to a university), but here the object is a place.

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14 which Which introduces a non-defining relative clause giving more information about the region. The comma before which shows it's extra information, not essential to the meaning. Also because of the comma, the use of that would be incorrect. Where wouldn’t work because it refers to a place, but the verb here is passive: was being organised referring to the trip, not the place.

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15 been The verb to be is needed here to complete the past perfect passive structure.

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16 as As a result of is a common expression to show cause and effect.

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Part 3

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17 useful Noun to adjective transformation. The article a + a descriptive word suggests we need an adjective here. Useful fits well as it means good for a purpose.

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18 attractive Verb to adjective transformation. An adjective with a positive meaning is needed here to describe furniture.

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19 reputation Noun to noun transformation. A reputation for is a fixed phrase meaning what something is known for.

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20 designer Verb to noun (person) transformation. A good + a person implies we need a noun that refers to a person. Designer is the right noun as it means someone who creates or plans the look of things. The indefinite article a/an is used in English for professions, e.g. she’s a dentist.

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21 extremely Adjective to adverb transformation. We need a word to modify (describe) the adjective high. That’s the role of an adverb, and extremely is an intensifier, which means very, very and makes sense in this context.

22 choice Verb to noun transformation. A choice of means something selected or picked. Careful with spelling here! Writing it with an s instead of a c is a common mistake.

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23 natural Noun to adjective transformation. State is a noun so we need an adjective to describe it. Natural state refers how something is found in nature, which fits here.

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24 recycle Noun to verb transformation. Verb form is needed here after to. Recycle means reuse a material so it can be made into something else.

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​Part 4

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25 put Heidi up The phrasal verb put someone up means to let someone stay at your home temporarily. It’s often used when someone needs a place to sleep overnight.

 

26 does not like it when/if We need to use like with an object: it.  The structure like it when avoids a clumsy direct sentence like does not like people asking and matches the fixed expression better.

 

27 took my advice Advise (verb with s) changes to advice (noun with c) here. The phrase take someone’s advice means to follow what someone suggests. It’s worth remembering that advice is uncountable, but take someone’s advice is a set phrase and natural in English.

 

28 was (completely) unaware of the Be unaware of means not know about something. Of the fact that is a formal and grammatically complete way to introduce new information. As completely is optional, you won’t lose marks if you omit it.

 

29 from Simon none of None of the students means zero students and apart from means except for. Together, they make it clear that only Simon applied.

 

30 in case it was/got cold In case is used when someone does something to prepare for a possible situation. The verb tense needs to reflect a past possibility, so past simple is used: was or got to match the past time reference of the sentence given.​

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​Part 5

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31 C had a specific aim in mind that day

 

Audrey says: I needed to qualify for the state championships. It was all I could think about.
This is a clear goal, or specific aim.

 

A is wrong as she didn't say she was tired, just that she didn’t want to waste energy before the event. B is also wrong as she doesn't mention beating them. It’s about meeting the qualifying distance. D is also incorrect as no guilt is expressed; just reluctance to follow the warm-up suggestion.

 

32 D a technically good performance in the event

 

She says: I closed my eyes and tried to imagine it; the perfect jump.
It clearly refers to the perfect jump = a good, well-executed jump.

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A is wrong as sounds are mentioned but not connected to it. B is also wrong since she looks at the pit and the track, but it doesn't refer to the location. C is incorrect because she mentions she hasn't had enough practice, but that's not what she's imagining.

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33 A she once suffered a leg injury

 

She says: ...feeling the lump in my left one, the remnants of a pulled muscle. Remnants means what’s left of a past injury.

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B is wrong because she mentions running the 100-metre hurdles, but not winning. C is also wrong as the opposite is stated: What if I didn’t make it? which suggests She’s nervous and unsure. D is also incorrect as she only analyses the mistakes of other jumpers: you could see those who didn’t have enough momentum.

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34 D grateful for her coach’s support

 

She says: I agreed, smiling to show my appreciation.
Appreciation means gratitude which shows she values Paula’s help.

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A is wrong as she might feel a bit awkward about saying in the water, but she’s not embarrassed by the question itself. B is also wrong as no humour is mentioned. The mood is serious, even emotional. C is incorrect as well because Paula is encouraging and Audrey responds positively. No sadness or failure is expressed here.

35 C was rather self-critical of her performance

 

She says: I was sure my first phase was too high, that my second was chopped, and my landing wasn’t quite what it should have been. She criticizes three aspects of the jump which means she's being self-critical.

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A is wrong as the opposite is expressed in the text: This sprint felt loose and free. B is also wrong since she criticises multiple parts, not just one. C is incorrect too because she doesn't make a clear comparison yet, and she doubts her performance.

36 B acknowledged the contribution of her coach

 

She says: That was all thanks to you which is a direct recognition of Paula’s help. Paula says: Thank the water, a reference to the visualization technique Paula suggested.

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A is wrong as she explicitly says her success “couldn’t be put down to sheer luck. C is also wrong as her teammates' reaction is enthusiastic but she expected it. D is incorrect as well because she screams, jumps and talks to her coach, which shows she's definitely not speechless.

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​Part 6

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37 I explained to him that he didn’t need to waste his boss’s money or pollute our air. I addressed the issues politely and, after a ten-minute chat, he agreed to shut off the engine. I felt empowered – I could make a difference to our environment. B I decided to have these conversations on a regular basis after that. So whenever I see a driver sitting with the car engine running, I go over and talk to him or her.

 

The previous sentence ends with a successful encounter and a feeling of empowerment. The logical next step is  a decision to repeat this action. These conversations is a reference to chatting with idling drivers. After that refers to the incident with the limousine driver.

38 Six months later, I talked to a guy who turned out to be an undercover police officer. He told me he wouldn’t turn off his engine because he was on a job, but asked me if I knew there was actually a law against engine idling, as it’s called. D I went home and checked this out. Sure enough, under New York City’s traffic laws, you could be fined up to $2,000 for engine idling for more than three minutes.

 

The previous sentence introduces a claim from a police officer about a law against idling. Logically, the narrator wants to verify it. The sentence after the gap begins with: Sure enough, under New York City’s traffic laws..., which directly confirms the check. This refers to he law the officer mentioned.

39 I had small business cards printed up that referred to the relevant law on one side and the penalties on the other, and started to hand them out to idlers. G I’ve been distributing them this way ever since. It’s surprising how many people are unaware that they could get a fine. That’s why I start my encounters the same way every time.

 

The previous sentence explains that the narrator had printed cards with legal information. Naturally, the next sentence explains how those cards are used. This way refers to handing them to idlers when starting a conversation. Them refers to the cards and this way to the method of distribution just introduced.

40 I say: ‘Excuse me for bothering you, but are you aware that it is against the law in New York City to idle your car for more than three minutes?’ C I find this fact always takes my victims by surprise. They want to know who I am, am I a cop? I tell them that I’m just a concerned citizen and want to make sure we improve our environment and address our oil addiction.

 

The sentence before: Are you aware that it is against the law...?  is followed by the fact that idling is illegal. The reaction is surprise, which makes this the perfect continuation. This fact refers to idling being illegal and my victims fits the tone the narrator uses humorously throughout.

41 We usually have a discussion and I always try to conclude the encounter on a positive and polite note, saying how great it would be if they shut off their engine so we can all have a better environment. A I also tell them that it saves money and avoids breaking the law. Most are convinced by these arguments. Indeed, I’m successful seventy-eight percent of the time. Although, of course, there are people who are aggressive or who won’t do it. My success rate with cops is only five percent.

 

The previous sentence: ...how great it would be if they shut off their engine... is supported in the next sentence with practical reasons. Also connects this additional argument to the earlier polite suggestion.

42 I keep an Excel spreadsheet so that I have a precise record of each of my encounters. If I get an aggressive reaction, I list their comments and highlight them in red. F I try not to get affected emotionally if drivers respond this way. I don’t give up, however, and try to approach them professionally. But my feelings do get hurt on occasion. Then I remind myself that because I make the first approach, I’m actually the aggressor in this situation. My victims are just sitting there thinking: ‘Who is this guy?’

 

In the  sentence after: If I get an aggressive reaction, I list their comments... the narrator then explains how they emotionally handle this kind of negativity. This way refers to aggressive reactions. This sentence also keeps the tone consistent (measured, reflective).

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Part 7

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43 B I do tend to see endless dull adverts for banks round the airport and they don’t fit into that category [of amusing adverts].

 

This contrast between amusing and dull highlights her point: when there isn’t variety, advertising becomes boring.

 

44 D I often feel surrounded by posters and advertising, it seems to be taking over our city.

 

She also describes ads as an intrusive presence which shows annoyance with how pervasive and dominating they are. Taking over, surrounded and intrusive all signal a negative perception of their impact on city spaces.

 

45 A Posters in fields... do make a bit of a mess of the rural environment.

 

Even though he sees the economic benefit for farmers, he acknowledges the visual pollution in the countryside. The phrase make a bit of a mess suggests it disrupts or damages visual harmony.

 

46 C He critiques TV advertising screens, saying, it’s rather environmentally unfriendly... putting up TV screens everywhere seems counterproductive. He contrasts them with posters (which don’t use electricity). Energy/environment reference supports that screens waste electricity.

 

47 A I’m not distracted from driving by the content so much, just by the fact that a poster is there.

 

That distraction refers to a break in focus during driving, his job. Even if not content-related, he admits the presence itself interferes with his attention.

 

48 E I agree with banning posters from parks and on historic buildings.

 

She’s okay with them elsewhere, but clearly states limits on where they should be allowed. Banning posters is a direct reference to prohibiting ads in specific public places.

 

49 A The location of posters can be a safety hazard if they block your view of junctions or road signs.

 

This is a clear statement about potential physical danger due to obstructed visibility. Safety hazard refers to potential danger.

 

50 B An amusing advert can brighten up my day.

 

This directly means it improves her mood, gives positive emotional impact. Brighten up means to feel better/happier.

 

51 D Occasionally, though, advertisers find a new angle... that’s really thought-provoking and that must be positive.

 

So it makes you think that’s a good thing as thought-provoking means something that makes you reflect or consider.

 

52 E Advertising allows lots of clever people to reach a wide public with their ideas.

 

She means creatives get to express ideas publicly via advertising. Clever people... reach the public refers to creative opportunities.

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