CPE Mock Exam 1

Mock Exam 1 — Reading & Use of English

Duration: 90 minutes

Total questions: 53 across 7 parts

Once you click Start, the timer begins. The exam auto-submits when time runs out.

Tip: aim to spend roughly 12 minutes per part. Do not dwell on any single question.

90:00
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Part 1 — Multiple-choice Cloze

Questions 1–8

For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap.

The revival of long-form journalism

Long-form journalism has (1) _____ an unlikely revival in the age of distraction. Where once the conventional wisdom (2) _____ that digital readers lacked the patience for extended pieces, publishers have discovered that some of the most widely (3) _____ content runs to thousands of words. The key appears to be relevance: readers will (4) _____ their attention if a subject (5) _____ to them directly. Editors who once trimmed articles to fit ever-shrinking (6) _____ have begun to reconsider whether brevity is always a virtue. The best long reads achieve something shorter forms cannot: they (7) _____ the reader into a sustained encounter with complexity, resisting the impulse to reduce every question to a neat (8) _____.

1
2
3
4
5
6
7
8
Part 2 — Open Cloze

Questions 9–16

For questions 9–16, read the text below and think of the word which best fits each gap. Use only one word in each gap.

The geography of happiness

Research into wellbeing has long (9) associated with positive psychology, a field that emerged in the late 1990s. What sets this approach (10) from earlier models is its emphasis on what makes life worth living, (11) than on what causes psychological dysfunction. Evidence suggests that close relationships play (12) more decisive role in long-term happiness than either wealth or professional achievement. The extent (13) which material comfort contributes to wellbeing appears to plateau (14) a certain income level, beyond which further gains yield diminishing returns. Crucially, the relationship between wealth and wellbeing (15) not fixed: cultural attitudes towards money strongly mediate (16) financial resources affect how people feel.

Part 3 — Word Formation

Questions 17–24

For questions 17–24, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.

Standards in scientific research
Scientific research is by nature an (17) enterprise that depends on questioning received wisdom.
INVESTIGATE
Modern science prizes (18) approaches, yet innovation must be balanced by strict (19) standards.
INNOVATE    ETHIC
Issues of research (20) have come under greater scrutiny in recent decades.
GOVERN
Concerns about the (21) of existing oversight mechanisms have grown considerably.
SUFFICIENT
Greater (22) from the public and from policymakers is now widely expected.
PARTICIPATE
Calls for full (23) in research funding and publication practices have grown louder.
TRANSPARENT
Effective (24) of these reforms requires both institutional commitment and cultural change.
IMPLEMENT
Part 4 — Key Word Transformation

Questions 25–30

For questions 25–30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given.

25

She is widely considered to be the most gifted conductor of her generation.

REGARDED

She the most gifted conductor of her generation.

26

It was so foggy that morning that visibility was almost zero.

SUCH

There that morning that visibility was almost zero.

27

She regrets not applying for the scholarship when she had the chance.

WISHES

She for the scholarship when she had the chance.

28

Historians believe the palace was completed in the early eighteenth century.

THOUGHT

The palace in the early eighteenth century.

29

No matter how experienced he was, he still found the negotiations difficult.

EXPERIENCED

However , he still found the negotiations difficult.

30

The committee felt it was unnecessary to call another meeting.

NEED

The committee felt there another meeting.

Part 5 — Multiple Choice

Questions 31–36

For questions 31–36, read the text below and choose the answer (A, B, C or D) which you think fits best according to the text.

The vanishing past — a review

Dr. Leila Akhtar's new book arrives at a moment when neuroscience has never been more prominent in popular culture, and yet the gap between what researchers actually know and what the public believes has perhaps never been wider. The Vanishing Past is a serious attempt to close this gap, at least where memory is concerned — and it is largely successful.

Akhtar's central argument is that autobiographical memory is not a repository but a process. We do not retrieve the past the way we retrieve a file; we reconstruct it each time, shaped by our present emotional state, by what we have learned since the original event, and by the accounts of others who shared the experience. This is not Akhtar's original discovery — the reconstructive view of memory has a long pedigree in cognitive science — but she marshals the evidence for it more compellingly and accessibly than any previous popular account.

What makes the book so readable is that Akhtar's scientific training is everywhere present without ever becoming obtrusive. She moves between experimental findings and personal anecdote with ease, and the writing itself never feels academic. Her chapter on eyewitness testimony is particularly strong: she demonstrates, with meticulous care, how the legal system continues to operate on assumptions about memory that the science has long since abandoned.

If the book has a weakness, it is in the later chapters, where Akhtar ventures beyond neuroscience into the philosophy of personal identity. Her engagement with philosophers such as Derek Parfit is respectful, but the arguments feel underargued relative to the rigorous evidential approach she applies elsewhere. The sense is of a scientist who is genuinely fascinated by these questions but who is writing at the edge of her strongest territory.

This caveat aside, The Vanishing Past is an impressive achievement. It does what the best popular science books do: it leaves you thinking about a familiar subject in an entirely new way. Readers who come to it with no prior knowledge of cognitive neuroscience will find it perfectly accessible; those who know the field will still encounter formulations and examples that give them pause. Akhtar has written a book that earns a place in a crowded genre.

31
What does the reviewer say about Akhtar's central argument?
32
The phrase 'never feels academic' suggests that Akhtar's writing...
33
What criticism does the reviewer make of the book?
34
According to the reviewer, who would most benefit from reading this book?
35
The word 'ventures' (paragraph 4) implies that Akhtar's move into philosophy...
36
What is the reviewer's overall assessment of The Vanishing Past?
Part 6 — Gapped Text

Questions 37–43

You are going to read an article about the history of cartography. Seven sentences have been removed. Choose from the sentences A–H the one which fits each gap. There is one extra sentence you do not need to use.

The persistence of maps

Maps aspire to objectivity. They present themselves as faithful reproductions of the world, accurate in scale and neutral in perspective. [37] Every map reflects the assumptions of the culture that produced it, determining not only what is depicted but what is considered important enough to depict.

The history of cartography is a history of imperfect knowledge combined with the human need to impose order on the unknown. [38] The resulting representations, accepted as authoritative for centuries, shaped trade decisions and territorial claims alike.

The power that maps confer on those who possess them has never been ideologically neutral. [39] The territories of colonised peoples were surveyed, named, and redrawn in ways that served the interests of the colonising powers, erasing indigenous geographies in the process.

Perhaps the most familiar example of cartographic distortion is the Mercator projection, devised in the sixteenth century for navigational purposes but still in widespread use today. [40] Greenland appears roughly the same size as Africa on a Mercator map, when in reality Africa is approximately fourteen times larger.

The placement of certain lands at the centre of a map is equally revealing. [41] For centuries, European maps placed Europe at the world's centre — a choice that now seems transparently self-serving but was rarely questioned by those who produced or used such maps.

The digital revolution has fundamentally altered who is able to make maps. [42] Anyone with an internet connection can now contribute to or create maps of extraordinary detail — a democratisation of geographic knowledge that would have seemed inconceivable to earlier cartographers.

Yet technology has not resolved the fundamental problem. Digital maps carry their own biases and their own absences. [43] What endures across every era of cartography is the pleasure and the challenge of reading maps as they deserve to be read: not as transparent records of reality, but as arguments about it.

Removed sentences (one is extra):
A
Yet this apparent objectivity is itself a form of argument.
B
The projections chosen by cartographers inevitably distort the relative size of landmasses.
C
It is this interplay between accuracy and interpretation that gives maps their permanent fascination.
D
Early cartographers frequently relied on travellers' reports and hearsay that were extremely difficult to verify.
E
The political dimension of mapping became especially acute during the era of European colonial expansion.
F
Modern digital mapping has transformed the creation of geographic information from a specialist practice to a widely accessible one.
G
A map that positions one continent at its centre makes an implicit statement about whose perspective defines the world.
H
The earliest known maps, found in ancient Mesopotamia, depicted only the immediately known territory rather than the world as a whole.
Part 7 — Multiple Matching

Questions 44–53

You are going to read about four educators reflecting on their teaching experience. For questions 44–53, choose from the sections (A–D). The sections may be chosen more than once.

A
Dr. Marion Cross, university lecturer in philosophy
I spent the first decade of my academic career trying to give students the most comprehensive possible overview of each philosopher's arguments. I now believe that was, if not the wrong approach, at least an incomplete one. The most valuable insight I have gained over the years is that students learn more from being allowed to reason themselves into a mistake than from being prevented from making one. I will Socrates my way through a problem with them: let them follow a line of argument to what seems like its natural conclusion, then reveal the difficulty. The discussions that result sometimes take us somewhere I hadn't anticipated — and these unplanned turns often produce the most genuinely philosophical thinking I witness all year. Students arrive with confident opinions that need testing rather than dismantling, and I have become quite practised at testing them subtly.
B
James Hewitt, secondary school teacher of mathematics
The single biggest challenge in teaching mathematics to adolescents is convincing them that the subject matters and that they can do it. Maths anxiety is endemic, and once a student has decided the subject is beyond them, every subsequent lesson becomes harder to sustain. I work very closely with my head of department, and together we have spent considerable time developing materials that deliberately introduce challenge in manageable increments — the idea being to build genuine confidence before that confidence has had time to collapse. Students who arrive already behind their peers require patient, sustained effort that the timetable rarely allows in full. The satisfaction, when it comes, is specific: the moment when a student who had written themselves off makes an unexpected connection.
C
Professor Yuki Tanaka, education researcher
There is a particular irony in researching how learning happens while remaining uncertain whether your own students are genuinely learning or simply producing the behaviours associated with understanding. I find myself — as both practitioner and researcher — perpetually unsure whether what I observe in a seminar room reflects real intellectual development or strategic accommodation to assessment criteria. The subject does have one compensating advantage: students arrive already expert, in a limited sense, because they have all been learners. They bring direct experience of education to every discussion, which means the seminars are rarely abstract. As for the act of teaching itself, I have come to believe it is more akin to a carefully rehearsed performance than most academics would care to admit. One needs to know not just the material but the room, the mood, the timing.
D
Roberta Simmons, online course creator
I came to developing online courses partly because I had been a deeply frustrated learner myself — someone for whom the pace and format of conventional academic instruction consistently failed to work. Online learners are the most varied audience imaginable: some hold advanced degrees; others are returning to education after decades away; a few arrive with technical knowledge in specific areas that outstrips my own. Calibrating a single course for all of them is impossible, which forces a degree of built-in flexibility that I have come to regard as a pedagogical virtue in itself. What continues to surprise me, even now, is the quality of community that can form among learners who never meet. The exchanges in discussion forums sometimes develop in directions that no lesson plan anticipates — and I have found that these spontaneous threads are often the richest part of the learning experience.
44
Which educator expresses uncertainty about whether their teaching is producing genuine understanding?
45
Which educator describes the challenge of accommodating learners with widely different levels of prior knowledge?
46
Which educator identifies motivating students as their primary professional challenge?
47
Which educator's approach to teaching was directly shaped by their own experience as a learner?
48
Which educator emphasises the value of allowing students to reach wrong conclusions for themselves?
49
Which educator describes teaching as a form of performance that requires careful preparation?
50
Which educator mentions working closely with a colleague to develop better teaching materials?
51
Which educator finds satisfaction when discussions develop in ways they had not planned?
52
Which educator has significantly changed their initial view of what effective teaching involves?
53
Which educator notes that their subject draws naturally on students' own lived experience?

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CPE Mock Exam 1 — Results
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