C1 Advanced · Practice 01 · Alumno
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Pontuação máxima
100
Duracion minutos
220
- https://www.cambridgeenglish.org/exams-and-tests/qualifications/advanced/format/
- https://www.cambridgeenglish.org/exams-and-tests/qualifications/advanced/preparation/
Advertencia
Original practice. Independent material, not an official paper. Marks are for practice, not certification.
Instruções
Read the instructions for each part. Use no dictionary. Keep the answer key and listening scripts closed during practice.
Timings refer to the official format. This original practice is not calibrated; audio and pictures remain to be produced. Reading / Use of English, Writing, Listening and Speaking are assessed separately.
Partes
Reading and Use of English · 90 minutes
Elegir
8
Opções
Part 1 · Multiple-choice cloze
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r1
Atividade
Choose A–D for gaps 1–8. The value of a second look The secrets of an archive rarely [1] to light at first glance. When researcher Leah began cataloguing a box of anonymous photographs, she was inclined to [2] them as unremarkable holiday snapshots. Yet a handwritten note on one envelope [3] doubt on that conclusion. The dates did not correspond to the journeys described. Rather than [4] to conclusions, Leah compared the images with maps and transport records. A pattern gradually [5] shape: the same station appeared in pictures supposedly taken in different towns. This did not [6] proof of deliberate deception. The envelopes might simply have been mixed up. Leah therefore sought independent confirmation before making her findings public. Her caution was [7] by a letter that explained how the collection had been assembled by several relatives. What had seemed like a single person’s itinerary was a family record. The discovery [8] the importance of questioning the story a familiar format encourages us to assume.
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1 A come; B go; C run; D move
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2 A dismiss; B decline; C reject; D refuse
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3 A placed; B gave; C cast; D laid
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4 A reaching; B rushing; C running; D jumping
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5 A achieved; B took; C formed; D gained
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6 A compose; B constitute; C consist; D construct
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7 A rewarded; B awarded; C paid; D donated
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8 A underlined; B underwrote; C underwent; D undertook
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3.2
Part 2 · Open cloze
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r2
Atividade
Write ONE word per gap. Meetings worth attending The coordinator decided to rethink the weekly meeting, not because it was too long [1] because nobody could explain what it achieved. Colleagues had become so accustomed [2] attending that they no longer questioned its purpose. Her first step was to ask which decisions required the participants [3] have a face-to-face discussion. There turned [4] to be fewer than expected. Updates could be circulated in advance, leaving the meeting for disagreements that genuinely needed attention. This did not mean that everyone welcomed the change. Some people missed the informal exchanges that had taken place prior [5] the formal agenda. The coordinator therefore kept ten minutes for conversation. Only [6] those exchanges were protected did the new system gain support. A meeting, she concluded, is useful to the extent [7] which it allows people to do something they could not otherwise do. Its value cannot be judged solely [8] how efficiently the agenda is completed.
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Part 3 · Word formation
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r3
Atividade
Form a word from the word in capitals. When silence is evidence Researchers studying group decisions often focus on spoken contributions. Yet the [1] (ABSENT) of a comment can also matter. It would be [2] (REASON) to assume that a quiet participant has no opinion: silence may reflect uncertainty about whether disagreement is welcome. In one fictional workshop study, a change in the seating [3] (ARRANGE) made quieter members more likely to contribute. The result challenged the organisers' [4] (ASSUME) that confidence was simply an individual quality. The lesson is not that every silence requires an [5] (EXPLAIN). Constantly demanding a response can make participation more [6] (STRESS), not less. What matters is creating conditions in which a contribution is possible. The apparent [7] (EFFICIENT) of a rapid meeting may conceal ideas that were never expressed. Effective facilitation involves a [8] (WILLING) to pause without interpreting every pause as a failure.
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Part 4 · Key word transformations
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r4
Atividade
Use THREE to SIX words including the unchanged key word.
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I only realised the mistake after submitting the form. UNTIL: It ___ the form that I realised the mistake.
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The manager said she was sorry she had dismissed my suggestion. REGRETTED: The manager said she ___ my suggestion.
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We were surprised by how strongly people opposed the plan. STRENGTH: The ___ the plan surprised us.
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Too few people enrolled, so they cancelled the workshop. RESULT: The workshop was cancelled ___ enrolments.
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You must not disclose these figures under any circumstances. ACCOUNT: On ___ these figures.
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I would prefer you to raise objections now rather than later. RATHER: I ___ now rather than later.
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Part 5 · Reading multiple choice
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r5
Atividade
Read the essay and choose A–D. What an empty room can tell us When our museum announced that one gallery would remain empty for a month, several visitors assumed we had run out of money. Others welcomed what they thought was a bold statement about the emptiness of modern life. Neither interpretation was quite right. The room was part of a consultation about an overlooked collection of everyday objects, and we wanted visitors to help decide how that collection should be displayed. An empty gallery gave us space to ask a question without making an answer look inevitable. The difficulty was explaining that absence could be an invitation rather than a failure to provide an exhibition. We had previously consulted visitors through a questionnaire at the exit. The replies were useful, but they came from people who had already accepted the museum’s way of arranging things. A person could dislike a label or request more seats without questioning why a particular object had been selected in the first place. By removing the objects temporarily, we hoped to make those prior decisions visible. We did not imagine that the public would take over the work of curators. Their experience was a different kind of evidence, which our professional habits sometimes made difficult to hear. At the centre of the room we put a table, paper and a simple prompt: what everyday object deserves to be remembered? Early replies were predictable: a childhood toy, a kitchen tool, an old telephone. Then one visitor wrote about a plastic folder containing the documents her family had carried when moving country. The folder itself was ordinary; its importance lay in the fear that losing it would make their arrival impossible. Her comment changed the discussion. Objects were no longer being judged solely by how unusual or attractive they were. Visitors began asking what responsibilities, routines and anxieties a familiar item could hold. Some colleagues worried that the project made a distinction between expert and public knowledge look unfashionable. They had spent years learning to interpret materials, dates and contexts; surely these skills deserved more than a place alongside anonymous notes. I shared their concern about careless equivalence. Yet recognising that a visitor knows something we do not is not the same as declaring all interpretations equally persuasive. A personal memory cannot establish the date of an object, but a date alone cannot explain its significance to a family. The task was to connect forms of knowledge without pretending they were interchangeable. The consultation also exposed a limit. People who enjoy writing public comments are not necessarily representative of those who visit a museum, let alone those who never enter one. We therefore invited several local groups to discuss the prompt privately and send a collective response if they wished. This was slower than collecting notes, and some conversations produced no displayable material. They still mattered. A participant might decide that an object carried a story too intimate to share; the museum needed to respect that decision rather than treat every conversation as a resource to be extracted. When the new exhibition opened, we retained a small blank area between the cases. It was not a monument to uncertainty, and it did not signal that the work was incomplete. It reminded us that a display selects one arrangement from many possible arrangements. We placed a question there which changes each season, allowing visitors to challenge a decision or propose another connection. The curators remain responsible for accuracy and coherence. What has changed is our willingness to show where a responsible decision leaves room for another perspective. I cannot prove that the empty gallery made us a better museum. Attendance figures were stable, and visitors did not all understand the experiment. But it altered the questions we ask before an exhibition is built. We now spend less time imagining an abstract public that needs our explanation and more time identifying people whose experience could change what the explanation ought to be. That shift is difficult to capture in a survey. It may nevertheless be one of the most useful outcomes of leaving a room empty. One further lesson concerned the invitation itself. We had called the activity a consultation, assuming that the word explained its purpose. Several visitors asked whether they were expected to approve something, donate an object or simply tell a story. Those were different commitments, and our language had blurred them. We rewrote the invitation to specify that an initial conversation created no obligation to lend material. This modest clarification changed the tone of later meetings. People could describe an object without worrying that its importance would become an argument for taking it away from them. The staff also kept a record of decisions they declined to change. A visitor's proposal might be compelling but impossible within the available space, or conflict with another contributor's conditions. Instead of recording only accepted suggestions, we explained these limits. That did not eliminate disappointment, but it made the relationship between conversation and exhibition more traceable. An invitation to contribute need not promise that every contribution will appear. It should promise a process in which the person can understand what happened to it.
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Why was the room left empty? A to make a statement about modern life; B to invite views before imposing a display; C to disguise financial problems; D to let visitors curate alone
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What limitation does the writer identify in the earlier questionnaire? A it was too expensive; B visitors could not read it; C it left underlying curatorial choices largely unquestioned; D it prevented criticism of labels
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What changed after the comment about the folder? A visitors considered less visible meanings of ordinary objects; B the museum focused exclusively on migration; C attractive objects were excluded; D documents replaced all exhibits
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How does the writer respond to colleagues' concerns? A expert knowledge is no longer needed; B every memory is equally reliable; C dates have no value; D different kinds of evidence should inform each other
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Why were some private conversations valuable despite producing no exhibits? A they guaranteed representative data; B they affirmed participants' right to withhold intimate stories; C they reduced staff work; D they improved ticket sales
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What does the writer regard as the principal outcome? A increased visitor numbers; B the abolition of surveys; C a change in how the museum frames its explanations; D unanimous public approval
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Part 6 · Cross-text multiple matching
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r6
Atividade
Read four comments on cities limiting private cars in their centres. Choose A–D. A · Mira The strongest argument for a limit is not that streets will become beautiful, although they might. It is that public space should allow people to carry out ordinary activities without negotiating a stream of vehicles. That goal requires more than closing a road. Deliveries, accessible transport and late-night journeys need credible alternatives. Where these have been treated as inconvenient details, opponents have rightly challenged the scheme. I favour a small permanent area, introduced only after those arrangements have been tested. A trial is useful for discovering operational problems, but it cannot reveal every long-term consequence: businesses and households may change their habits only when they know the arrangement will last. Counting shoppers during one sunny weekend is hardly evidence for a permanent decision. The city should collect information throughout the year and explain the limits of each comparison. Benefits are likely, but presenting them as automatic makes a sensible policy unnecessarily fragile. B · Jonas I support restrictions, but the way a city reaches its decision matters as much as the eventual boundary on a map. Consultation commonly consists of showing residents an almost finished plan and asking whether they like it. The people whose journeys are most complicated then appear to be obstructing progress. They should instead help define the problem from the beginning. Temporary schemes can give those conversations something concrete to refer to. In my view, a trial lasting several months is the best way to see how shoppers, suppliers and residents adapt. Predictions made from traffic models are too uncertain to settle that question alone. The first phase should therefore be reversible. Even an attractive scheme should not become permanent until the city has tested practical access arrangements and invited objections to them. I do not see resistance as proof that people dislike change; sometimes it shows they have noticed an assumption planners overlooked. C · Elin The discussion is often framed as a contest between economic survival and environmental responsibility. That is a poor starting point. A street in which people can stop, meet and move safely may support local shops as well as improve daily life. However, transport alternatives must exist before restrictions begin. Telling workers that a bus will eventually become more reliable does not help them get home tonight. I am less convinced than some colleagues that short trials settle the economic question. A shopkeeper may tolerate disruption for a temporary event while refusing to invest under uncertain conditions. We should introduce a modest permanent zone after addressing access needs, then monitor it carefully and enlarge it only if results justify that step. Pedestrian space is not a decoration. Its value lies in making routine social activity possible, including for people who rarely spend money while they are there. D · Karim The first priority should be an honest assessment of who bears the cost. A pleasant square can look like a shared benefit while making a journey harder for someone who lives beyond frequent public transport. I would not wait for every access difficulty to be resolved before experimenting, since that could postpone action indefinitely. Instead, introduce a temporary zone and fund additional transport during the experiment. A properly designed trial gives us better evidence than either confident predictions or nostalgic objections. Still, consultation cannot be reduced to counting how many people support the plan. Residents need opportunities to describe a journey, explain an exception and question which outcomes count as success. If the final choice remains in officials' hands, they should explain how those contributions changed it. Otherwise the language of participation merely disguises a decision already made.
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Who shares A’s view of what restricted streets are principally for? A B C D
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Who differs from the others on when access alternatives must be in place? A B C D
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Who shares B’s confidence in temporary trials as the strongest practical evidence? A B C D
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Who shares D’s concern about consultation disguising a finished decision? A B C D
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Part 7 · Gapped text
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r7
Atividade
Choose paragraphs A–G for gaps 1–6. One paragraph is unused. The archive that learnt to listen The local sound archive had been collecting recordings for forty years, but the catalogue was organised mainly around the machines used to make them. A visitor looking for an account of a street market had to know which recorder its maker had owned. The archivist, Sara, decided that the collection needed another entrance. [1] The team began with recordings of a riverside neighbourhood. Residents remembered the ferry, shop bells and a factory siren. These sounds were familiar enough to prompt discussion without requiring specialist vocabulary. Yet familiarity did not guarantee agreement about what a sound meant. [2] Sara resisted resolving such disagreements by choosing the oldest participant as the authority. Memory was evidence, but it was not a contest with one winner. The catalogue therefore included separate accounts and marked where the date of a recording remained uncertain. [3] The archive also had to decide what to do with sounds that carried voices people had not expected to hear again. One participant recognised an argument in a recording made by a relative. He wanted the tape preserved but did not want strangers to listen to it. [4] This decision required a new system. Previously an item was either publicly available or closed entirely. Now the catalogue could acknowledge a recording’s existence while explaining that access depended on a further conversation. Staff initially worried that the extra work would be unmanageable. [5] The redesigned catalogue did not abandon technical information. Recorder models and tape formats still mattered for preservation. They simply ceased to be the only way to enter the collection. Users could now search by place, activity or remembered event, and compare conflicting accounts without having to settle them. [6] Sara describes the result as an archive with more doors rather than fewer rules. That is a useful distinction: listening to visitors did not relieve the institution of responsibility. It helped the staff understand what that responsibility included. A They soon found that most requests concerned only a few recordings. Clear notes saved repeated explanations, so the burden proved smaller than expected. B Her proposal was to invite residents to describe what they heard and use those descriptions as an additional route through the catalogue. C For example, one listener called a bell a warning of danger, while another remembered it as the start of a lunch break. A timestamp alone could not choose between these interpretations. D The disagreement became part of the record rather than an error to remove. Readers could see which claim came from which listener and what supported it. E A visitor could therefore begin with a question about daily life and eventually discover the technical details, instead of needing those details in advance. F The team agreed that preservation did not automatically justify unrestricted access. They discussed limits with him and recorded those limits alongside the item. G Sara had previously visited a national archive whose reading room was housed in a converted theatre.
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Part 8 · Multiple matching
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
r8
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Choose A–D. Each reviewer may be chosen more than once. Four reviewers discuss exhibitions about work. A · Tools and time This exhibition succeeds by asking visitors to look carefully at ordinary tools. A hammer sits beside three accounts of its use, none more authoritative merely because its author has a professional title. The text distinguishes memories from verified dates, which gives the display a precision its informal tone might otherwise conceal. I particularly liked the arrangement of cases at different heights; I could examine small details without blocking anyone else’s view. What disappointed me was the final interactive activity. It asked us to choose the single most important invention, as though the preceding rooms had not shown how importance changes with context. That simplified ending weakened an otherwise thoughtful argument. Visitors expecting an entertaining collection of unusual machines may find the selection quiet, but those prepared to attend to small differences will be rewarded. There is no need to know technical vocabulary in advance. B · The unfinished shift The curators use unfinished objects to show how tasks pass between workers. Their best decision is to include repairs, revisions and abandoned attempts. These reveal cooperation more effectively than a row of flawless products would. Yet the labels assume knowledge of industrial processes that many visitors will not possess. I understood the argument only after a volunteer explained two terms. The volunteer was excellent, but an exhibition should not depend on a fortunate encounter. The room layout also forces visitors to double back repeatedly, which makes the development harder to follow. I would still recommend it to anyone interested in how a finished object hides decisions made along the way. Its central insight survives the awkward presentation: a mistake can become useful information for the next person rather than a private embarrassment for the previous one. C · Working together I arrived sceptical about a display based on workers' personal stories. Such exhibitions sometimes substitute moving quotations for an explanation of how a workplace operates. Here, however, each account is connected to a diagram or object, allowing visitors to test what the testimony illuminates. One room shows two incompatible memories of the same event without making either speaker look foolish. The curators explain what can be established from records and what remains uncertain. That restraint is admirable. The lighting is less successful: reflections make several labels difficult to read, and I saw visitors abandon them. The exhibition deserves better technical presentation because its content handles disagreement with unusual care. It would be especially valuable for students learning to distinguish evidence from interpretation, provided they have time to compare the accounts rather than rush past the quotations. D · A place for learning The workshop at the end of this exhibition could easily have been a distraction. Instead, it gives visitors a small assembly task that changes according to their choices. There is no prize for speed. Afterwards, a facilitator asks what they learnt from a failed attempt and whether someone else’s suggestion changed their method. This makes the exhibition’s account of learning tangible without pretending that a brief activity replicates a skilled worker’s day. The earlier rooms are less distinctive. Their chronological sequence is clear, but several familiar objects add little to the argument. I would have preferred fewer exhibits and more information about why each was selected. Still, families can explore together without needing prior knowledge, and the labels offer enough detail for adults as well as an accessible first sentence for younger visitors.
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Who criticises an activity for contradicting the exhibition’s earlier argument? A B C D
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Who praises failure as a resource for another worker? A B C D
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Who initially distrusted the exhibition’s approach? A B C D
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Who says the display should require less outside explanation? A B C D
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Who praises physical access to close viewing? A B C D
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Who suggests reducing the number of objects? A B C D
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Who identifies lighting as a barrier to understanding? A B C D
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Who values an activity without competition? A B C D
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Who praises distinguishing conflicting memories from established facts? A B C D
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Who criticises the route through the rooms? A B C D
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Writing Part 1 · compulsory · 90 minutes for both writing tasks
Elegir
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Your class has discussed ways museums can attract new visitors. Notes: cheaper tickets; activities with local groups; online exhibitions. Comments heard: “Price is the main barrier.” “People visit when they recognise their experience.” “A screen can never replace an object.” Write an essay discussing TWO methods. Explain which is more effective and why. Use your own words. Write 220–260 words.
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redaccion
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w1
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220
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260
Metodo
espacios; apostrofos y guiones internos forman una palabra
Writing Part 2 · choose ONE task
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A community centre plans to improve adult evening courses. Write a proposal for the director explaining two current problems, recommending changes and evaluating the likely benefits. Write 220–260 words.
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redaccion
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w2-proposal
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220
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260
Metodo
espacios; apostrofos y guiones internos forman una palabra
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An English-language cultural website requests reviews of exhibitions that changed how visitors think. Review an exhibition you attended, evaluate how it presented its ideas and explain whom it would interest. Write 220–260 words.
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redaccion
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w2-review
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220
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260
Metodo
espacios; apostrofos y guiones internos forman una palabra
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An organiser asks whether a local-history interview project should publish every recording online. Write an email explaining the advantages and risks, and recommending a policy that respects participants while making the project useful. Write 220–260 words.
Tipo respuesta
redaccion
Bloque
w2-email
Limite palabras
Min
220
Max
260
Metodo
espacios; apostrofos y guiones internos forman una palabra
Listening · four parts · about 40 minutes in the official examination
Elegir
4
Opções
Part 1 · Three extracts
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
l1
Atividade
Listen to three extracts twice. Choose A, B or C for two questions per extract.
Partes
Pontos
0.6666666666666666
Atividade
Why did the woman find the consultation worthwhile? A a practical concern affected the plan; B all earlier decisions were reopened; C the project obtained new funding
Tipo respuesta
semiconstruida
Bloque
l1
Pontos
0.6666666666666666
Atividade
What would the man improve? A the length of the meeting; B clarity about the limits of discussion; C the number of examples
Tipo respuesta
semiconstruida
Bloque
l1
Pontos
0.6666666666666666
Atividade
What is the artist’s purpose in showing unfinished work? A encouraging people to avoid formal training; B proving choices were obvious; C revealing how judgement developed
Tipo respuesta
semiconstruida
Bloque
l1
Pontos
0.6666666666666666
Atividade
What does she reject? A discussing technique; B using openness to excuse lack of skill; C admitting mistakes
Tipo respuesta
semiconstruida
Bloque
l1
Pontos
0.6666666666666666
Atividade
What do the reviewers agree about? A the research was weak; B the presentation obscured useful uncertainty; C the guest lacked expertise
Tipo respuesta
semiconstruida
Bloque
l1
Pontos
0.6666666666666666
Atividade
What does the woman recommend? A retaining more unfilled moments; B removing all editing; C shortening the research
Tipo respuesta
semiconstruida
Bloque
l1
Pontuação máxima
4
Part 2 · Sentence completion
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
l2
Atividade
Complete the notes with a word or short phrase from the recording. Listen twice.
Partes
Pontos
0.6666666666666666
Atividade
The revised invitation asked for objects linked to a ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontos
0.6666666666666666
Atividade
The initial collection session took place in a ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontos
0.6666666666666666
Atividade
Participants could offer a donation, a loan or a ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontos
0.6666666666666666
Atividade
Each item first received a temporary ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontos
0.6666666666666666
Atividade
Uncertain manufacturing dates were checked against shop ___.
Tipo respuesta
semiconstruida
Bloque
l2
Aceptadas
catalogues
catalogs
Pontos
0.6666666666666666
Atividade
Objects were arranged around everyday ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontos
0.6666666666666666
Atividade
Contributors most often requested clearer ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontos
0.6666666666666666
Atividade
Corrections can currently be submitted on a paper ___.
Tipo respuesta
semiconstruida
Bloque
l2
Pontuação máxima
5.333333333333333
Part 3 · Interview
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
l3
Atividade
Choose A–D. Listen to the interview twice.
Partes
Pontos
0.6666666666666666
Atividade
What assumption did the researcher challenge? A attendance directly indicates motivation; B practical courses are always popular; C interviews cannot produce evidence; D timetables never change
Tipo respuesta
semiconstruida
Bloque
l3
Pontos
0.6666666666666666
Atividade
Why did some participants stop after one absence? A they disliked their tutors; B they thought catching up was impossible; C the course had ended; D they wanted another qualification
Tipo respuesta
semiconstruida
Bloque
l3
Pontos
0.6666666666666666
Atividade
What makes a welcome-back message worthwhile? A its length; B its emotional vocabulary; C support it can realistically offer; D identical wording everywhere
Tipo respuesta
semiconstruida
Bloque
l3
Pontos
0.6666666666666666
Atividade
Why might a practical course need a different approach? A it does not require motivation; B staff cannot send messages; C attendance records are irrelevant; D a missed safety activity may be essential
Tipo respuesta
semiconstruida
Bloque
l3
Pontos
0.6666666666666666
Atividade
What evidence does she want beyond attendance? A participants' capacity to engage after returning; B a national ranking; C the number of certificates; D tutors' popularity
Tipo respuesta
semiconstruida
Bloque
l3
Pontos
0.6666666666666666
Atividade
What is her priority for the next stage? A publish a larger survey immediately; B clarify what return involves before collecting more data; C remove timetable rules; D assign blame for each absence
Tipo respuesta
semiconstruida
Bloque
l3
Pontuação máxima
4
Part 4 · Dual multiple matching
Prueba
CAMBRIDGE-C1-ADVANCED
Convocatoria
2026-2027
Curso
mcer-c1
Materia
ingles
Caracter
original-editorial
Bloque
l4
Atividade
Hear five speakers twice. Complete BOTH tasks. Use a letter once per task; three options are unused in each. Task One: Why did each speaker begin? A document a place’s history; B use an unused space; C acquire technical skills; D reduce discarded objects; E organise fair discussion; F obtain paid work; G win a competition; H replace a professional service. Task Two: What changed their thinking? A conflicting memories deserve preservation; B participants' routines should shape planning; C categories need examination as well as measurements; D results can extend beyond the measured event; E equal opportunity may need different treatment; F publicity should always be anonymous; G technical tools are unnecessary; H speed proves competence.
Partes
Pontos
0.6666666666666666
Atividade
Task One · Speaker 1 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task One · Speaker 2 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task One · Speaker 3 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task One · Speaker 4 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task One · Speaker 5 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task Two · Speaker 1 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task Two · Speaker 2 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task Two · Speaker 3 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task Two · Speaker 4 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontos
0.6666666666666666
Atividade
Task Two · Speaker 5 A B C D E F G H
Tipo respuesta
semiconstruida
Bloque
l4
Pontuação máxima
6.666666666666666
Speaking · four parts · 15 minutes per pair in the official examination
Elegir
4
Opções
Pontos
5
Atividade
Examiner: What do you value about the area where you live? Has your approach to learning changed? What kind of project would you like to contribute to? Give developed but brief answers.
Tipo respuesta
desarrollo
Bloque
s1
Pontos
5
Atividade
Candidate A: choose TWO of the THREE photographs on card s2-a. Compare them: What might the people be trying to achieve, and how important might cooperation be? One minute. Candidate B: Which activity might have the most lasting effect? About 30 seconds. Reverse roles with card s2-b: What challenges might the people face, and what could help them learn? Partner: Which situation would you find most demanding? Pending photographs must be produced before visual practice.
Tipo respuesta
desarrollo
Bloque
s2
Pontos
5
Atividade
Discuss together for two minutes: What should a town consider when deciding which community projects to fund? Prompts: accessibility; long-term benefits; residents’ involvement; environmental effects; running costs. Then take one minute to decide which two considerations deserve priority.
Tipo respuesta
desarrollo
Bloque
s3
Pontos
5
Atividade
Examiner: Can consultation ever be completely representative? Should public projects value benefits that are difficult to measure? Who should decide which memories a museum preserves? Is an unfinished project always less valuable than a finished one?
Tipo respuesta
desarrollo
Bloque
s4
Material de partida
Nivel texto
Banda
C1
Atribucion
EDITORIAL
Nota
Nivel de diseño contrastado con las tareas oficiales; no calibración psicométrica.