Cambridge English

First for Schools

Exam
practice Teacher’s Resources

T E AC H I N G N OT J U S T T E S T I N G

P O W E R E D B Y

Contents
Answer Key 2 Practice
Audioscript
Answer Sheets
8
15 Tests Plus
Teaching not just testing
 ANSWER KEY: CAMBRIDGE ENGLISH FIRST FOR SCHOOLS
A N SW ER KEY: C A M BRI D G E EN G L I SH F I RST F O R SCHOOLS

Answer Key
Test 1: Reading and Use of English (page 8)
Part 1 Part 5

1 C You catch fish when you want to eat them.
2 B The preposition 'to' goes with 'compare'.
3 A This means 'stayed alive', so the word is 'survived'.
4 D 'set out' means 'to start a journey'.
5 B Only 'trip' is a short journey – the others refer to longer
periods of time.
6 C A ‘storm’ is a word for very difficult weather conditions.
7 B If something 'doesn't work' that means it is not
functioning.
8 A The expression is 'to find something hard to believe'.
Part 2
31 B The snake could kill you.
32 D ‘Steve was able to fight for animal conservation and
educate people in a very powerful way.’
33 C The writer says that what Steve did would scare most
people, but he said he was most scared of his wedding.
34 B ‘The techniques he developed are now used around
the world.’
35 D Some Australians thought he gave the impression he was
silly, but there are several examples given that show they
had the wrong idea about him
36 B ‘The creature does not normally attack humans unless it
is under attack.’

9 which/that: This is a reference back to 'a robot'. Part 6

10 
the/a: You need a definite or indefinite article before
the noun. 37 E 'However,' signals the contradiction of the idea that
11 
Although/While: This connector shows that there is a ‘Shakespeare’s plays … have little meaning for people
contrast coming in the next sentence. who live in other parts of the world.’
12 
kind/type/sort: This is giving an example of artificial soldiers. 38 C Shakespeare is connected with the danger of criticising
13 
where: This relative pronoun refers to 'regions'. authority, and this sentence follows the reference to the
14 
by: This is the preposition that goes with 'affected'. Tower of London.
15 
after/while/when: This goes with 'even' to make a phrase. 39 D This leads in to giving an example of ‘other ways in
16 
their: This relative pronoun refers to the homes the people which Shakespeare’s plays have meaning for people
own themselves. outside his native country.’
40 F ‘This play’ is Measure for Measure, which is mentioned in
Part 3 the previous paragraph.
41 A ‘That's why’ refers back to the reason why the actors
17 
united/reunited: You need the past participle of the verb, understand what the play is saying.
plus the prefix meaning 'back' or 'again'. 42 B The use of ‘But’ means there is a contrast with the
18 
disappeared: The dog escaped, so they couldn't see it any previous sentences, in this case related to the idea
more. You need the negative idea. of the relevance of Shakespeare to foreign actors
19 
unlikely: She didn't think she would ever find her pet, so you and audiences.
need the negative.
20 
astonishment: You need the noun form of the verb. Part 7
21 
fortunately: You need the adverb because it describes the
policeman checking the microchip. 43 D ‘These robots would be designed in such a way that they
22 
enabled: By adding the prefix you create a verb that means could reproduce themselves.’
'was able to'. 44 C It talks about projects taking ‘hundreds of years’.
23 
surprisingly: You need the adverb here. 45 B It mentions ‘the huge sums of money involved.’
24 
Needless: This is part of a fixed phrase, meaning 'it's 46 A ‘Sadly none [aliens] were found.’
obvious that'. 47 C ‘… they may even be able to transform the planet into a
place where humans can stay!’
Part 4 48 D This paragraph mentions practical solutions to living
on Mars.
25 
reminded him to switch off: ‘Remind’ is followed by the 49 D This paragraph talks about buildings.
infinitive in reported speech. 50 A This paragraph talks about frozen water.
26 
off the beaten: This expression means 'an isolated place'. 51 B ‘However, while unmanned space missions to the planets
27 
too high for us to: This expresses the idea that it was the have increased in number, the same is not true for
height of the mountain that stopped us climbing it. human space travel.’
28 
wasn't allowed to: 'Allowed' means the same as 'let' and it 52 C ‘A manned Mars spacecraft would need to be more
is followed by 'to'. comfortable than the ones that humans have used
29 
have been dancing for two: The present perfect continuous so far.’
emphasises the length of time.
30 
instead of spending: ‘instead of’ is followed by the gerund.

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 A N SW ER KEY: C A M BRI D G E EN G L I SH F I RST F O R SCHOOLS
Test 1: Writing (page 19)
Part 1
Question 1 (essay)
Style: formal or semi-formal
Content: General: w  hether people should be encouraged to go
into space, with reasons for all your opinions
1 the dangers people would face in space,
with examples
2 the cost to everyone involved, the financial priorities
of space travel
3 something else to show why people might want to
go into space, for example, facing challenges
Sample answer
Many people are fascinated by the idea of space
travel, and some are even willing to pay vast
amounts of money to buy a place on a space mission.
But is this a good thing, and should everyone be
encouraged to do it?
Firstly, it is dangerous. Apart from the obvious physical
dangers, there is fear of the unknown, and many argue it is
irresponsible to encourage people to put themselves into this
kind of danger.
Secondly, there is the cost of space travel. The question is,
is it worth spending so much when there are other things
needing finance on this planet?
On the other hand, humans have always loved a challenge,
and explorers of the past were not put off by the danger
or cost of seeking out new adventures and discovering
previously unknown lands. Surely space travel is simply an
extension of this pioneering spirit.
To sum up, the question is whether ordinary people should
be encouraged to travel in space. I feel it takes a very
special person to be brave enough to face such unknown
challenges, and therefore space travel remains something
ordinary people should not do.
Part 2
Question 2 (story)
Style: neutral or informal
Content: 1 a story beginning with the given line. It could
include what happened before the phone call, or
what happened afterwards.
2 a conclusion that is exciting or interesting
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Sample answer
A near disaster
As soon as she heard the phone ring, Anna knew something
had gone wrong. She had left her grandmother only half an
hour previously after her weekly visit to her flat, several miles
away from her own home. Anna had cooked her gran a
hot meal, tidied up the kitchen and made sure the bedroom
was warm.
‘Don’t worry,’ said Gran as she left, ‘I’ll be fine. I’ll only call
you if there’s a problem’.
Anna was just about to board the bus home when the
ringing of her phone made her jump. Accepting the call, she
could hear her grandmother saying that although she was
all right, Anna had taken the keys to her flat by mistake and
she couldn’t lock the front door.
Anna knew she had to go back, although the last bus home
was about to leave. After sorting out the problem, she faced
a long walk to the railway station, and a slow journey to
the city centre on the slow train. ‘It’s just not my day,’ she
thought to herself, making a resolution to check everything
before she left the flat next week!
Question 3 (email)
Style: informal
Content: 1 a greeting or some informal opening
2 say something about what you and your friends do
in your free time
3 give reasons why the activities you enjoy are
so popular
4  give some advice about anything else Paul could
include in the presentation
Sample answer
Hi Paul,
It was great to hear from you! I’m happy to help with your
presentation – it sounds interesting!
What I like doing in my free time is sport – I love training and
keeping fit, and I like being part of a team, so I play football
twice a week after school. It’s so much fun to spend time
with mates, but I actually get a kick out of the competitive
nature of football, too. I always want to win, and that gives
an added buzz to the games.
I think I’m fairly typical of teenagers where I live, though
quite a lot of my school friends are heavily into music. They
get together in the evenings to listen to music – they claim
it’s relaxing. Some of them play instruments themselves –
I guess that’s satisfying, though it’s not something I want
to do!
A few friends enjoy shopping – they go to the mall on
Saturdays and just hang out – they reckon it’s a great way
to meet up socially. You could include the importance of
chilling with friends in your presentation.
Does that help? Let me know how your presentation goes!
All the best
Ali
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Question 4 (review)
Style: formal or neutral
Content: 1 briefly describe the movie you would recommend
to others
2 say what kind of movie it is, what scenes
you enjoyed and what makes it special, with
specific examples
3 explain why you would recommend it for teenagers,
with reasons to back up your opinions
Sample answer
Normally, teenagers like me enjoy watching computer-based
movies, or those with loads of action, but I want to review
a completely different kind of movie that I found totally
fascinating – it’s a movie about history.
It’s called ‘Suffragette’. The title means a woman who wants
equal rights with men, and in particular wants to be able to
vote in elections. It is set one hundred years ago, and shows
the struggle women had then to achieve their aims.
I really enjoyed the scenes where the women finally took
action in the streets by demonstrating, breaking shop
windows and causing general problems – they were very
brave and determined!
One scene that made a big impression on me was when a
suffragette left her husband and son because she put the
importance of her group before her family. I found that
very emotional.
I think that although the movie is set so long ago, the theme
is still relevant today – it shows how important it is to stand
up for your beliefs and principles. That’s why I think it will
appeal to everyone my age, and I really recommend it.
Question 5 (set text: essay)
Style: formal or neutral
Content: 1 briefly describe the character you find most
interesting
2 say why you find this character interesting, giving
examples from the text to support your ideas
3 provide a conclusion rounding off your essay
Sample answer
There are many different characters in the book who are
strong and contribute a lot to the story, but one in particular
stands out for me, and that’s Marcus Aquila.
I think Marcus is the most interesting character, but that
is not because he is the main character in the book. It is
because of the many different aspects of his personality that
we find out about. Not only is he a courageous soldier, as
can be seen in his attack on the enemy chariot, but he is also
honourable. This is shown clearly when he frees his slave,
Esca, rather than force him to go into enemy territory.
Marcus is also adventurous and resourceful, and he is able to
continue pretending to be an eye doctor when searching for
evidence of the lost legion. On top of all this, he is romantic
and gentlemanly, as we can see in his relationship with
Cottia, who eventually becomes his wife.
Marcus is a real hero, not just for Roman times, but for us
today. That’s why I find him so interesting!
The total score is adjusted to give a mark out of 40.
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Test 1: Listening (page 22)
Part 1
1 A ‘The thing is, the bit about “not for the under fives” was
only in the small print at the bottom of the brochure. I
wish they’d make it more obvious.’
2 A ‘… can I leave it to you to contact Andy?’
3 A ‘I do value my privacy … and that of my friends. Photos
taken secretly when I’m out with them are just not on.’
She doesn't mention being late or people being rude.
4 C She mentions everything, but it's people missing
appointments that worries her most: ‘It’s important
that patients attend their appointments or cancel in
good time’.
5 B ‘They’re choosing the team for the big match next
month, so it's not one to miss.’
6 C The purpose of the report is to give information about
travel arrangements: ‘Police are warning motorists to
postpone journeys where possible, or to prepare for
significant delays.’
7 A 'Don't breathe a word about all this’.
8 B She talks about how lucky she was: ‘It was luck, really.’
Part 2
9 2008: ‘I was quite taken aback when the teacher said it
opened to visitors as recently as 2008.’
10 
feathers: ‘in the past people used to kill them … to use their
feathers. I found that idea rather upsetting!’
11 
balcony: ‘I was more intrigued by the centre's balcony
– we were all keen to climb up to that. … the view was
just amazing!’.
12 
noise: ‘I couldn’t believe how much noise they made’.
13 
claws: ‘I felt a bit anxious when he said they have claws that
can scratch quite badly, though!’
14 
straps: ‘I thought they were just like straps.’
15 
colour: ‘he knew the moment was right when their wings
changed colour …. Carl said getting it right was vital for his
work as a conservationist.’
16 
nests: ‘Carl … got us to spot nests … none of us found
it easy’.
17 
bike/bicycle: ‘I opted for going by bike’.
18 
(any) photography: ‘in the afternoon it started to rain, which
meant … we weren't able to do any photography, which
was a shame because I'd been looking forward to that.’
Part 3
19 E ‘You only get the chance to progress if you push yourself
forward and get noticed.’
20 H ‘I made a DVD of my dancing.’
21 G ‘So, they bought a record of it … and that’s how I started
dancing … to that music!’
22 B ‘I thought ballet was for girls. But when I was fourteen I
went to see a famous ballet … and I changed my mind!‘
23 D ‘But I practised and practised until I caught up.’
Part 4
24 A ‘I knew from the start there wasn’t any other job for me.’
25 C ‘You also learn to fail. It may seem strange but that’s
what persuades me that going to drama school is
actually worth it.’
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26 B ‘You just have to pick yourself up and try again … and
if you work hard and you’re lucky, you’ll suddenly find
you’ve made it.’
27 A ‘I like playing lots of very different roles. That’s hard to do
if an audience always thinks of you as a particular type.’
28 B ‘I want my work to speak for itself, though.’
29 A ‘Mobile phones infuriate me more than anything.’
30 C ‘Interviewers do want to know about my private life, but
that’s off limits.’
Test 2: Reading and Use of English (page 30)
Part 1
1 B This is a collocation for sites used for meeting people on
the Internet.
2 A This is a verb that completes the expression 'keep in …
with friends'.
3 D You need the word that means 'at the same time as'.
4 A Read to the end of the sentence – teenagers don't buy
CDs now.
5 A This is the technical word for taking music from
a website.
6 C This is a passive form of the verb.
7 A This is a collocation with 'attention'.
8 B Read to the end of the sentence – this connector
introduces the opposite point of view.
Part 2
9  what: This is the correct relative pronoun.
10 ago: You need a word that relates to a time in the past.
11 could: You need a modal showing past ability.
12 However: This introduces a contrast.
13 were: This is a passive.
14 these/they: This is a relative pronoun referring to the
Asian hunters.
15 have: This is part of the present perfect tense.
16 become: This verb collocates with ‘extinct’, and is the past
perfect form.
Part 3
17  unreasonable: You need a negative because the text is
critical of parents.
18 disobey: The writer does not do what he or she is told.
19 prisoner: This is the noun for the person kept in prison.
20  privacy: You need the noun after ‘my’.
21  rebellious: The adjective for how the writer feels.
22  unfortunately: This is a negative adverb.
23  decisions: The plural form of the noun.
24  independence: This is a noun after ‘my’.
Part 4
25 
advised Anna not to miss: ‘advised’ is followed by a
(negative) infinitive.
26 
(been) a year since I: You need the past simple with this use
of ‘since’.
27 
won't go unless you/will not go unless you: Use the negative
form of the verb with ‘unless’.
28 
have/’ve run out of: This is a phrasal verb.
29 
do that if I were: This is a way of giving advice using ‘if’.
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30 
can't/cannot have been easy: This is a modal
expressing speculation.
Part 5
31 B ‘it was far from certain that the boat would stay upright.’
32 D ‘nobody had suggested he wasn't up to it except
his headmaster’.
33 C Alex had a feeling of helplessness, which means he must
have felt defenceless and therefore vulnerable.
34 C Alex was still attached to just ‘one small section of it’.
35 A Alex knew what happened to shipwrecked sailors who
did that (drink seawater): ‘they went crazy and died’.
36 C ‘he relaxed in the joy of survival, but then reality hit
him again’.
Part 6
37 D 'Their' refers back to companies, and ‘message’ refers
forwards to 'marketing messages'.
38 G The word ‘claim’ is refuted in the following sentence:
‘That’s unlikely …’.
39 A The answer to the question is found in the following
sentence, and 'Well', indicates that it is answering a
previous point.
40 E ‘The image of that particular brand’ refers back to
‘the maker's name’ in the previous sentence, which
advertisers want to ‘spring into the front of our minds’
when we're shopping.
41 F ‘This’ refers back to teenagers feeling ‘insecure about
their identity’ in the previous sentence.
42 C This explains why behaving as advertisers want is
‘foolish’, and contrasts with ‘strong people’ in the
following sentence.
Part 7
43 C Mike had to do coursework his college set him before
he departed.
44 B Parker ‘wants to raise awareness of the problems of
global warming.’
45 A ‘Jordan feels proud of what he has achieved and wants it
to stand as a model to show that anything is possible.’
46 D ‘For his achievement, the teenager was given an award,
of which he is justifiably proud.’
47 B ‘his biggest challenge was a mental one: learning how to
handle uncertainty and danger.’
48 D He is ‘keen to support other teenagers who also want to
be pilots’.
49 A ‘His inspiration came from a painting in his school hall.’
50 C ‘he had to make stops in foreign ports due to
equipment failure’.
51 C ‘he had amazing and inspirational encounters with
marine creatures’.
52 B He was ‘held up at the start by poor climatic conditions,
which was hard to deal with’.
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Test 2: Writing (page 40)
Part 1
Question 1 (essay)
Style: formal or semi-formal
Content: General: w  hether social networking sites have both
advantages and disadvantages, with reasons
for all your opinions
1 the advantages of keeping in touch with friends
2 the problems of keeping information private
3 something else to show an advantage or
disadvantage of sites, for example, bullying
Sample answer
Social networking is popular, but does it have
disadvantages as well as advantages?
Social networking sites make life easier in many ways.
People can communicate with each other instantly, and
share photos and videos. It’s simple to keep up to date with
what friends are doing, and make new friends. It’s also a
convenient way of organising social events.
However, there are disadvantages to using social networks.
Not everybody uses them responsibly, and some might
invade another’s privacy. Consequently, everyone should be
careful when posting personal information and remember
that anything they do post on the web might stay public for
a long time. It’s crucial to keep some things private.
Sometimes people can post comments about an individual.
There are cases of bullying on social networking sites, which
really affects a victim’s self-esteem.
In summary, there are advantages in using social networking
sites as tools for easy communication, but there are also
disadvantages. It’s important to make everyone aware that
they can be misused. Everyone should act responsibly, by
reporting anyone using a site in a way that is harmful to
others, and only sharing information with people they know
and trust.
Part 2
Question 2 (article)
Style: informal or neutral
Content: 1 briefly describe the kinds of devices that are popular
with teenagers
2 explain which are most useful
3 include some disadvantages of using the devices
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Sample answer
Technology has become something that teenagers
definitely value. That makes it pretty important –
but why?
Most teenagers have access to a variety of devices, including
smartphones, tablets, iPods or handheld game consoles.
These let them communicate with each other, play games,
organise their lives and share experiences. Teenagers can
access social networks around the clock, so friends have
never been more available. They can carry their entire
music libraries around with them and listen to anything at
any time.
Is all this always a good thing? Not necessarily! Some find
it hard to limit the time they spend gaming or chatting on
social networking sites, and can even become addicted to
their device. They find it impossible to feel comfortable if it is
not accessible or in their pocket.
In my opinion smartphones are the most useful device for
teenagers, because they incorporate all the features a young
person needs or wants such as texting, surfing the internet,
gaming, taking photographs and so on, in a small package.
They are very portable, although the downside of their size is
they can be easy to lose!
Certainly, most teenagers can’t imagine life without
technological devices.
Question 3 (story)
Style: neutral or informal
Content: 1 a story beginning with the given line. It could
include what happened before she realised the boat
was letting in water, or what happened afterwards.
You must include a surprise and a rescue.
2 a conclusion that is exciting or interesting
Sample answer
Anna felt her heart miss a beat when she realised that the
boat was letting in water. If only she had waited for her
father to join her on this evening fishing trip, but she had
thought she would be able to sail such a small boat by
herself. How wrong she was!
She looked at the bottom of the boat again, realising that
the water now covered her feet. She grabbed her mobile
phone, only to see that there was no battery charge left. In
another five or six minutes, her boat would be full of water
and would start sinking. What could she do?
All hope was vanishing fast when suddenly she saw a light
moving towards her. It was a large vessel with several people
on board, and they were calling to her. As she gazed at
the light shining in the darkness, she recognised the figure
waving to her. ‘Dad, I never expected to see you – you’ve
come to rescue me!’ she cried with relief.
Question 4 (letter)
Style: informal
Content: 1 a greeting or some appropriate opening
2 say something about what you or your friends do
on holiday
3 give reasons why you enjoy doing these activities
4 conclude with good wishes for the presentation
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Sample answer
Dear Elena,
I’d love to help with your school project! Strangely enough,
I’ve just got home after a seaside holiday with my family, so
I’m full of ideas!
Obviously, we went swimming and sunbathing, because
they’re very relaxing. I appreciate the warmth of the sun
because I live in a cold place! My young brother, Mike, spent
lots of time building sandcastles and watching the sea-water
flood round them.
A local company called ‘Charlie’s Coastal Cruises’ organised
fishing trips, and I went on one with some friends. We had
great fun because we’d never been fishing before, and I
even managed to catch the biggest fish! I enjoy having new
experiences on holiday, and learning new things, otherwise I
get quite bored.
I always spend time buying postcards and taking
photographs so I can remember the holiday later on. It’s
important to be able to understand the history and culture
of a new place, so visiting historical places like castles and so
on is something I always try to do.
These are things I do on a summer holiday, though, of
course, it’s different on a winter holiday.
I hope this helps, and good luck with your project!
Best wishes
Jon
Question 5 (set text: review)
Style: formal or neutral
Content: 1 briefly describe the plot of the book
2 say what you like or find interesting about it
3 explain whether you would recommend it or not,
giving reasons for your opinion
Sample answer
Do you enjoy reading books that combine action, adventure,
mystery and romance? Most people do! If you are one of
them, then The Eagle of the Ninth by Rosemary Sutcliff is the
book for you!
The main character, Marcus Aquila, has arrived in Britain to
be a garrison commander, and is quickly involved in heroic
action against enemy tribesmen. While he is in Britain, he
also hopes to solve the mystery of what happened to his
father and the missing Ninth Legion many years previously.
He bravely sets off into enemy territory with his freed slave,
Esca, on a mission to find the answers and also to locate the
missing Roman standard.
Rosemary Sutcliff has not forgotten to include a romantic
element in her book, as Marcus gradually falls in love with
Cottia. This makes the reader feel sympathetic towards them
both, and involved with their story.
The book is well-written and the action comes thick and fast.
The characters are interesting and you really want to know
what happens to them. There is something for everyone, so
why not try it? I’m sure you won’t be disappointed!
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Test 2: Listening (page 42)
Part 1
1 B ‘get up on your feet and act out a scene. It's amazing
the difference it makes.’
2 C ‘They should advertise that, too.’ He is referring to
advanced booking.
3 A ‘get your views on alternatives’, ’let me know
your thoughts.’
4 C ‘I know all about the risks. I want to prove I've got the …
determination to succeed’.
5 B (Girl) ‘One minute I was sitting back wondering what
was going on’; (Boy) ‘I did have to think carefully about
what had happened earlier to keep up with it. I didn't
always succeed!
6 A ‘maybe you could help me.’ He is asking for help in
getting the email function on his new phone to work.
7 B (Woman) ‘The cameramen did a wonderful job’; (Man)
‘The wildlife shots were amazing’.
8 A ‘the latest heavy storm to hit the south of the country is
causing delays to travel in many areas.’
Part 2
9  library: ‘I was taken aback when I found the most detailed
information in the library’.
10  magical: ‘but the way I'd describe it is magical’.
11  aunt: ‘but my enthusiasm for drama was kicked off by
my aunt.’
12 uncomfortable: ‘I'm really rather uncomfortable in front of
an audience.’
13  bag: ‘well, I remembered to give her the umbrella and the
stick, but not the bag.’
14  concentration: ‘how vital concentration is in the job.’
15  problems: ‘It makes me feel important, and shows how
much I like dealing with problems’.
16  experience: ‘some producers prefer to use stage managers
with extensive experience’.
17  directors: ‘and directors – apparently people say they can be
a bit demanding sometimes’.
18  organised: ‘Top of the list is being organised’.
Part 3
19 F ‘I was pretty scared at the start.’
20 E ‘But I don’t do things like this to break records. I do them
to prove something to myself’.
21 H ‘For a start, I would have to pull a very heavy sledge
behind me, with all my gear on it. I had to train to do
that for months.’
22 C ‘Knowing so many people had contributed to the charity
made us go on even when things were really difficult –
we couldn’t let them down.’
23 A ‘I think people want to over-protect kids these days
– there are too many Health and Safety rules … so I
wanted to set an example.’
Part 4
24 A 'I'm constantly amazed by some of the stuff we get
involved with.'
25 C ‘I'm sure we get to fires more quickly ’cos we don't have
to hang around the fire station for information on paper.’
26 C ‘We don’t do anything.’
27 B ‘That system's useful when we get hoax calls, too.’
28 A ‘each engine carries special gear for various situations –
like we may need cutting equipment if we have to rescue
a trapped passenger from a vehicle.’
29 B ‘Although we laughed, it took up a lot of our time and
we were lucky there were no big fires that weekend.’
30 B ‘Not only is that more efficient for the people we help,
it’s safer for our own fire fighters.’
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 AUDIOSCRIPT: Cambridge English First For Schools
A U D I O SC RI PT: C ambridge English F irst F or Schools
Audioscript
Test 1: Listening, Part 1 (page 22)
There are four parts to the test. Each question carries one mark.
You will hear each piece twice. For each part of the test there
will be time for you to look through the questions and time for
you to check your answers.
Part 1
Now open your question paper and look at Part 1.
You will hear people talking in eight different situations.
For questions 1–8, choose the best answer (A, B or C).
Question one
You hear two people talking about a safari park.
F: So, how did you get on at the safari park?
M: Well, there’s such a lot to see. The only thing was, we’d
told our little four-year-old we were going on a VIP tour,
which included feeding the tigers and getting up close to
her favourite animals. The thing is, the bit about ‘not for
the under fives’ was only in the small print at the bottom
of the brochure. I wish they’d make it more obvious.
But you can drive through the park anyway and get
unbelievably close to animals like wolves and rhinos.
F: Isn’t that a bit dangerous?
M: Well, you can’t go round on motorbikes or in soft-top
cars. Nobody’s allowed to get out of their cars either.
And rangers patrol all the time, so they’re on hand if
there’s trouble.
W: Sounds amazing!
M: It was.
Question two
You overhear someone leaving a telephone message.
W: Hi, Emma – sorry for the delay in getting back to you, but
I’ve only just got your message. Of course I understand
about the change of plan – if your grandparents have
decided to come that day, there’s no way you should go
out and leave them. Changing it to Sunday might be a
problem for Andy because he usually plays football then.
I’m just off to the gym, so can I leave it to you to contact
Andy to tell him of the possible new arrangements?
Thanks, Emma. Speak to you later!
Question three
You hear a professional actor talking about her career.
M: Well, your photo is on the front of all the papers these
days. How are you enjoying fame?
W: Well, that’s not an easy question to answer. Most of
the time, I love it. I’m often stopped in the street these
days, which can be tricky when you’re rushing to get
somewhere. I sometimes have to ignore people then, and
that must be frustrating for them … but it’s always for
a good reason. I do value my privacy … and that of my
friends. Photos taken secretly when I’m out with them are
just not on. Ask me to pose when I’m by myself and I’ll
normally say ‘yes’, provided I haven’t just fallen out of bed,
that is!
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Question four
You hear a doctor talking about her work.
M: So, doctor, can you tell us what’s worrying you at the
moment?
F: Well, as you probably know, this is the busiest time of the
year for family doctors. Everyone seems to have coughs
and colds, so our surgeries get booked up very quickly. We
offer telephone appointments as well, so you can discuss
things with your doctor from the comfort of your home.
Even so, some people understandably prefer to have
a face-to-face consultation. We’re experiencing a high
number of missed appointments at present. It’s important
that patients attend their appointments or cancel in
good time so that their appointment can be given to
another patient.
Question five
You overhear a conversation in a school corridor.
M: Hi, Clare! I’m afraid I can’t make it to the disco tomorrow
night. I’ve got football practice.
F: I thought that had been cancelled.
M: Well, they said a few days ago that the pitch was
unplayable after the bad weather, but, according to the
noticeboard, it’s back on.
F: Oh.
M: They’re choosing the team for the big match next month,
so it’s not one to miss.
F: Fine. I’ll find someone else to go with, then.
Question six
You hear a report on the radio.
As a result of the recent heavy rainfall, there are flood
warnings in operation for three rivers in this region.
Three villages have been completely cut off. Luckily, their
inhabitants heeded early warnings and moved to the
various rescue centres which have been set up nearby.
There are no casualties. Surface water on the roads has
caused major problems and there have been a number
of breakdowns. Police are warning motorists to postpone
journeys where possible, or to prepare for significant delays.
Question seven
You overhear someone leaving a message on his friend’s phone.
Hi, Jessica! I’m just calling to remind you about the party on
Saturday. I’ve got a favour to ask as well. Would you send
me the details of the website you showed me the other
day – the one advertising flights in an air balloon? I thought
perhaps we could all contribute and arrange a birthday treat
for Sarah. Don’t breathe a word about all this if you see her,
though, because it’s supposed to be a surprise.
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 A U D I O SC RI PT: C ambridge English F irst F or Schools

Question eight like pieces of string. My friends claimed they looked like
You hear a writer talking about her work. bandages, but I thought they were just like straps. It pleased
me when Carl said the birds don't really notice them. They
F 1: You’ve been writing for a long time, but only just had a must be put on just before the chicks can fly, which can be
book published. How did that happen? hard to predict. I imagined the timing must be based on
F 2: It was luck, really. My book sales were so slow I was sure how big the birds had grown, but Carl explained he knew
my publisher regretted taking me on. But I kept on with the moment was right when their wings changed colour
my usual schedule – I keep to a strict timetable every – apparently they go a kind of reddish brown. That was a
day – and then I got lucky. A TV director wandered into surprise, but Carl said getting it right was vital for his work
a charity shop, saw my book lying there looking very as a conservationist. He always does everything as fast as
lonely, and started reading it. He was stuck for ideas for a possible, but gently so the birds aren't frightened.
new children’s TV drama and thought my story could be
adapted to fit the requirements exactly. And that was it! Carl took us outside and got us to spot nests in various
trees and undergrowth – none of us found it easy because
That is the end of Part 1. they were well hidden. We eventually found a couple with
some eggs in, but we were careful not to touch them.
We were able to explore on our own after that. We could
Test 1: Listening, Part 2 (page 23) choose how we got round the sanctuary – like, there
was an electric bus or mini-train, or we could trek along
Now turn to Part 2. pathways on foot. I opted for going by bike – it was fun,
but more importantly, eco-friendly! Eating any kind of snack
You will hear a girl called Christie giving a presentation about a
outside was forbidden, in case we dropped rubbish by
school trip to a wildlife sanctuary.
accident that could injure the wildlife, so we had lunch in
For questions 9–18, complete the sentences with a word or the café.
short phrase.
Unfortunately, in the afternoon it started to rain, which
You now have 45 seconds to look at Part 2.
meant that although we could still do research, ask
Hi. I’m Christie and I’m going to tell you about a field trip I questions and take notes, we weren't able to do any
went on last week with my class to a wildlife sanctuary. It photography, which was a shame because I'd been looking
was part of our science course, and I'm really glad I went. forward to that. But overall, the trip was really interesting
and you should all go!
The sanctuary is one of over 350 protected areas across the
country, and, though it started in 1910, it was only used for
That is the end of Part 2.
research for the first ninety years or so. I was quite taken
aback when the teacher said it opened to visitors as recently
as 2008.
We did some preparatory work in class before the trip, so
I knew we'd see loads of different wildlife, but the teacher
said we were going to concentrate on one of its original
objectives. This was to preserve certain birds that were
under threat because in the past people used to kill them
not for food or to protect crops, but to use their feathers. I
found that idea rather upsetting!
Once we arrived at the sanctuary, we went to the education
centre near the entrance, where a conservationist talked to
us about the philosophy of the place, and its history. Her
lecture was quite interesting, but, to be honest, I was more
intrigued by the centre's balcony – we were all keen to
climb up to that. When we did, the view was just amazing!
The focus of our trip was to see work being carried out with
the birds, and discover why it was important. One of the
conservationists, called Carl, took us to watch him dealing
with the young birds, or chicks. I'd expected loads of birds
together to smell a bit, and make a mess, but I couldn’t
believe how much noise they made every time Carl tried to
pick them up. He said their young beaks were quite soft so
they were unlikely to hurt him, which was a relief. I felt a bit
anxious when he said they have claws that can scratch quite
badly, though!
Carl explained that he needed to put bands round one leg
of the young birds so they could be tracked and monitored,
and accurate records of their numbers could be kept. He
called this tagging. Some students said the bands seemed

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 A U D I O SC RI PT: C ambridge English F irst F or Schools
Test 1: Listening, Part 3 (page 24)
Now turn to Part 3.
You will hear five short extracts in which people are talking
about dancing.
For questions 19–23, choose from the list (A–H) how each
speaker feels about their experience of dancing. Use the letters
only once. There are three extra letters which you do not need
to use.
You now have 30 seconds to look at Part 3.
Speaker one
I was really good at languages at school, so my parents
thought I’d want to study them at university … but I chose
a place at ballet school. Luckily, it was the right decision and
I was offered a job with a top ballet company when I was
still only seventeen! You only get the chance to progress if
you push yourself forward and get noticed, which doesn’t
make you popular with the other dancers – so that was
tough! I dream about being a prima ballerina so I can dance
all the major roles, but I know it’s important to keep your
feet on the ground.
Speaker two
My parents saw ballet as a hobby … like gymnastics. They
wanted me to be a doctor … but I wanted to be a ballet
dancer. When I was sixteen, I auditioned for a famous ballet
school, but the other kids at the audition had done far more
training than me and I didn’t get a place. So, I took private
ballet classes and, after a year, I made a DVD of my dancing
and sent it to the same ballet school – and this time they
accepted me! I think ballet’s a vocation … it’s in your blood!
And it’s addictive – once you start, you just can’t stop.
Speaker three
My family moved to Russia when I was a baby. Mum and
dad went to a ballet there … they’d never seen one before
… and loved the music. So, they bought a record of it …
and that’s how I started dancing … to that music! After a
few years we moved to the USA and I started ballet classes.
And, eventually, I got a place at a famous ballet school in
London. I love ballet, but it’s hard on your body. After a
performance, my feet are sometimes so painful I can barely
stand up. It’s worth it in the end, though – when people
cheer and give you flowers.
Speaker four
My dad made me start dance classes because he thought
it would keep me out of trouble. I hated it at first because
I thought ballet was for girls. But when I was fourteen, I
went to see a famous ballet … and I changed my mind!
The guy who was dancing the lead role … the hero … was
really athletic – I couldn’t believe how high he jumped! And
was he strong! He could pick up his partner … the heroine
… and hold her in the air with one hand with no effort at
all! He looked so cool, I just thought – ‘I want to do that’.
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Speaker five
I wasn’t very elegant or graceful as a child and I was
always breaking things! My mum had been a dancer and
a model before she married, and she thought learning
ballet would make me more graceful … more in control
of my movements. So I was sent to ballet school. It was a
boarding school … so we only went home for holidays …
and I was lonely – I didn’t make any friends for ages. I was
also a long way behind the other students. They’d been
learning ballet much longer than me and they were much
better in the beginning! But I practised and practised until
I caught up … and eventually, I was chosen to dance the
most important roles … the lead roles.
That is the end of Part 3.
Test 1: Listening, Part 4 (page 25)
Now turn to Part 4.
You will hear an interview with a well-known actor called
Paul Little.
For questions 24–30, choose the best answer (A, B or C).
You now have one minute to look at Part 4.
Int: This evening in our series Teen Careers our guest is Paul
Little, an actor who is making a big name for himself.
Welcome, Paul!
M: Hello. Good to be here.
Int: Paul, why exactly did you decide to go into acting?
M: Well … I’ve got no answer to that, really. It wasn’t my
family background – my mum’s an office manager and my
dad’s an engineer. They’re both artistic, actually – much
more so than me when it comes to painting and drawing
– they love the arts, but not the performing arts, I suppose
you could say. They did take me to the theatre from time
to time, though. I knew from the start there wasn’t any
other job for me … I don’t know why. Call it vocation,
I suppose.
Int: I believe you went to drama school when you
were eighteen?
M: I did. Some people see it as a waste of time and money,
and I kind of see their point. You spend three years with
people of the same age group, when maybe it would
be more useful to mix with all ages of people – so you
get a feel for how they behave and then you can act
them better. And a lot of what you learn may not seem
important for acting – like how to write well or add up!
You also learn to fail. It may seem strange, but that’s
what persuades me that going to drama school is actually
worth it.
Int: Can you explain what you mean?
M: Mmm ... well, take auditions, for example. I imagine every
actor in the world has got turned down for a part at
some time or another. You just have to pick yourself up
and try again … and if you work hard and you’re lucky,
you’ll suddenly find you’ve made it. Drama school is a
good training ground for this because you have to do all
sorts of things in front of people that you’re not perfect
at – make a speech, perform a circus act, sing, dance –
anything. You’re certain to make a mess of things at some
point. It makes you stronger, though … so that whatever
disappointments you face in the future, you know how to
overcome them.
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 A U D I O SC RI PT: C ambridge English F irst F or Schools
Int: You’re in a popular TV series. Would you like to stay in it
for years, like some of the other actors?
M: Well, I should because it’s a great show and it would give
me security. I like the character I play, too – it’s not like I’m
getting tired of playing him. I don’t like the idea of leaving
the other actors in the cast either … we’ve become good
friends now. But I don’t want to be too closely identified
with any character. I like playing lots of very different roles.
That’s hard to do if an audience always thinks of you as a
particular type. The good guy one week, the baddie the
next, that’s how I like to play it.
Int: How do you feel about newspaper reviews? Do you enjoy
reading them?
M: I rarely read them. I think critics have too much influence
these days. The people in the audience should make up
their own minds after seeing something. Of course, a
good review can help your career. I want my work to speak
for itself, though. Go and see something … a play, or a
movie or whatever and then judge, that’s my philosophy.
Int: What makes you most angry as an actor?
M: Well, I certainly don’t like it when people arrive late for
a theatre performance. I’d make them wait outside until
the interval, if I had my way. And I have been in a play
when someone fell asleep in the front row – that was a
bit depressing! Mobile phones infuriate me more than
anything. We remind people to switch them off at the
start, so there’s no excuse, really.
Int: Right. Well, last question, Paul. Are you enjoying being
famous? Any drawbacks?
M: Mmm … I’m still getting used to it, really, but most of my
fans have been really kind and thoughtful so far. I do get
recognised in the street sometimes, but not as much as
you might think. I think I must look a lot different off-
screen. I’m not that interested in fame to be honest. Being
photographed on the red carpet at the Oscars and that
kind of thing seems boring to me. I don’t hang out with
theatre people much when I’m not working. Interviewers
do want to know about my private life, but that’s off limits
… not for discussion. I get pretty annoyed if anyone steps
over that boundary.
That is the end of Part Four.
That’s the end of the Listening part of the exam.
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Test 2: Listening, Part 1 (page 42)
There are four parts to the test. Each question carries one mark.
You will hear each piece twice. For each part of the test there
will be time for you to look through the questions and time for
you to check your answers.
Part 1
Now open your question paper and look at Part 1.
You will hear people talking in eight different situations.
For questions 1–8, choose the best answer (A, B or C).
Question one
You hear a drama teacher talking about teaching
Shakespeare’s plays.
W: Many school kids don’t ‘get’ Shakespeare at all. They
dread studying his work at school because it tends to be
so badly taught … you know, just taking it in turns to read
sections of his plays round the class – often really badly –
and then trying to work out the meaning. These are plays
not books, though, – when you learn some lines or some
of the great speeches, get up on your feet and act out a
scene. It’s amazing the difference it makes. That’s what I’ve
been doing for some years now. And kids … even young
kids … ten or eleven-year-olds … can understand the
themes – love, jealousy, relationships, death.
Question two
You hear two people talking about an entertainment centre.
W: So, how did you like the Entertainment Centre?
M: Well, there are certainly plenty of activities for teenagers
and adults – little kids sometimes miss out in places like
this, but there are soft-play areas for them as well. It’s
open from 9 a.m. to 10 p.m., including public holidays, so
you couldn’t really complain about that. It’s just that it’s
so well advertised, it gets crowded … and then parking is
a real problem. Had we realised we could book activities
in advance, it would have saved us queuing. They should
advertise that, too. I suppose it shows how good it is
though – that it’s that popular.
Question three
You hear a message on a telephone answering machine.
W: Oh, hi, Gloria. It’s Maria here. Sorry, I thought you’d be
back by now. Anyway, I just wanted to let you know about
the changes to our holiday arrangements, and get your
view on alternatives. The campsite we planned to stay in is
fully booked, so we’re going to have to rethink. We could
choose another campsite, but some of us were wondering
about a caravan instead. It would be dearer, but maybe
a bit more comfortable? The weather in Scotland is
unpredictable, so it might give us a bit more shelter, too.
Anyway, let me know your thoughts. Bye for now!
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 A U D I O SC RI PT: C ambridge English F irst F or Schools
Question four
You hear a teenager talking about climbing Everest.
M: I’ve wanted to climb Everest ever since I can remember.
Both my parents are climbers, so I started really young
… first on the hills around our hometown, and then the
mountains in the north of my country. I’ve had a few
accidents – I broke my ankle last time round – and my
parents worry I take too many risks. I suppose you can’t
blame them … I am only fourteen. But that’s part of the
challenge! Everest will be tough, I admit. There are lots of
risks … being caught in an avalanche, health problems,
lack of oxygen at the top of the mountain. If you get
delayed at the summit by bad weather conditions, it's
the lack of oxygen that will probably present the greatest
danger to your life. But I know all about the risks. I want to
prove I’ve got the strength and determination to succeed
in spite of them.
Question five
You hear two teenagers talking about a film they have seen.
M: What did you make of it?
F: Mixed feelings, I guess. One minute I was sitting back
wondering what was going on … and the next I was on
the edge of my seat with my eyes closed, feeling terrified.
M: So you weren't bored, then! For me it was more that I
didn’t find the main characters very convincing – the story
itself was fast paced and I had to think carefully, about
what had happened earlier to keep up with it. I didn't
always succeed!
F: I guess it’s worth seeing, though probably not for
young children.
M: Oh, I don't know. It was pretty tame, really.
Question six
You hear two people talking in a shop.
W: I’m afraid the manager isn’t here at the moment.
M: Oh, that’s a shame, but maybe you could help me. I
bought this mobile phone the other day and I can’t seem
to get the email function to work properly. I don’t know if
it’s me or the phone that’s at fault.
W: The manager will be back later if you can wait.
M: I’m sorry, but that’s no use to me. I have an urgent
appointment to get to this afternoon.
W: Well, if you wait a minute, I’ll see if I can find someone else
to help you.
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Question seven
You hear two people taking about a TV programme.
M: Did you watch that programme about the Arctic last
night? I was looking forward to it because it’s such a
mysterious, magical place, but it’s now in danger from
human exploitation.
W: Mmm ... I really liked it. The cameramen did a wonderful
job, didn’t they?
M: The wildlife shots were amazing, especially the ones with
the polar bears. I don’t know how they got that close … it
looked really dangerous.
W: Swimming with the Arctic whales didn’t seem much safer
either. They certainly take their lives in their hands, these
wildlife people.
M: I think there could have been more about why the region’s
under threat though, couldn’t there?
W: Well, I don’t think that was really their aim. They just
wanted to show people how wonderful … and precious
… the landscape and the wildlife are.
Question eight
You hear part of a radio programme.
M: Before the next item, a warning to anyone thinking of
travelling later today. A flash flood caused by the latest
heavy storm to hit the south of the country is causing
delays to travel in many areas. To add to the misery,
travellers are being warned about gale-force winds, which
are expected to reach their height by midnight tonight.
Rail passengers are advised to check travel plans online
before they set out on their journey.
That is the end of Part 1.
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 A U D I O SC RI PT: C ambridge English F irst F or Schools
Test 2: Listening, Part 2 (page 43)
Now turn to Part 2.
You will hear a boy called Peter giving a class presentation on
the subject of his ideal job.
For questions 9–18, complete the sentences with a word or
short phrase.
You now have 45 seconds to look at Part 2.
Hi, everyone – I'm Peter, and my ideal job is working as a
stage manager in a theatre. I did loads of research for this
presentation. I surfed the Internet and went through stacks
of magazines and newspapers. I was taken aback when I
found the most detailed information in the library though,
which I only went to as a last resort after I'd contacted the
stage manager of a real theatre.
Most people want to be in films because they're more
high-profile – a film set looks exotic and stars seem to
lead very glamorous lifestyles. They say theatre is slow and
boring, but the way I'd describe it, is magical. My parents
actually took me and my sister to see a musical when I was
only five, though I don't remember much about it, but my
enthusiasm for drama was kicked off by my aunt. She took
me to a play when I was ten. My older brother often takes
me to live concerts, but it's not really my scene.
I've been part of the school theatre club, like, forever, and
you all know we put on a play at the end of every year.
I've tried out for the auditions several times without any
real hope of being chosen, and I've never got a part. I'm
honestly not surprised ’cos far from feeling confident or
enthusiastic, I'm really rather uncomfortable in front of an
audience. I'm happier helping out backstage.
I've learned loads from school productions – stuff like how
lighting changes the atmosphere and look of a scene. I also
now get the importance of props – they're the things actors
have with them on stage. You see, it's the stage manager's
job to make sure everything's where it should be, and it's
pretty embarrassing when you make a mistake. Like in the
school production last year, it was my responsibility to make
sure that the main character carried several things onto the
stage in the final scene … well, I remembered to give her
the umbrella and the stick, but not the bag. Luckily she was
already wearing the hat, so that was OK! Just imagine if
she'd had to sit down and I hadn't put a chair on the stage!
But it put the other actors off, and that showed me how
vital concentration is in the job. It's easy to get carried away
in the excitement of the production.
I'm hopeless at anything to do with costumes, but one
thing I love is being the prompter – that's the person who
sits backstage following the script, ready to remind the
actors if they forget their lines. It makes me feel important,
and shows me how much I like dealing with problems –
that's more fun than getting on with routine things.
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You're probably curious about how anyone becomes a
proper stage manager. What I found in my research was
that you can study stage management at college, although
you don't have to do that. Rather than having loads of
qualifications, some producers prefer to use stage managers
with extensive experience instead. You have to deal with
so many different types of people at the same time – like
technicians who are focused on details and costume makers
who need time to do their work, and directors – apparently
people say they can be a bit demanding sometimes – and
actors who need rehearsals set up for them.
So, from what I've found out, important qualities for a
stage manager include being a good listener, liking people,
and being a team player. Top of the list is being organised,
though you also have to be calm and patient. The smooth
running of any performance is down to you, and the
audience will certainly notice if the scenery falls down or the
lights go out!
So, that's my ideal job. Not sure if I'll ever do it, though!
That is the end of Part 2.
Test 2: Listening, Part 3 (page 44)
Now turn to Part 3.
You will hear five short extracts in which young adventurers are
talking about their experiences.
For questions 19–23, choose from the list (A–H) how each
speaker feels about the experience. Use the letters only once.
There are three extra letters which you do not need to use.
You now have 30 seconds to look at Part 3.
Speaker one
My love of adventure started when I was just thirteen. I
was taking part in a school challenge event, which meant
climbing some of the highest hills in my region. I know
they weren’t exactly mountains, but they looked really high
to me at that age and I was pretty scared at the start. It
was the first time I’d been away from home, too, so I was
homesick as well as scared! I soon realised how exciting the
whole thing was though, and after that I started climbing
mountains – the higher the better. I used to save and save
so I could spend my summer holidays climbing in the French
Alps. The mountains there are quite high and I thought I
was great for being one of the youngest to climb them.
Speaker two
I’m a sailor and I’ve sailed around the world solo. But I
don’t do things like this to break records. I do them to
prove something to myself … to show myself that I’ve got
the courage and strength, and determination, to take on a
challenge and succeed … that I don’t give up when things
get tough. I’m not sure young teenagers should be taking
on the kind of challenges they’re set on now ... breaking
records to be the youngest to do really dangerous things.
When things go wrong … like facing terrible storms on a
small boat … you need experience to call on to get you
through … and if you’re only fifteen or sixteen, you just
don’t have that much experience to fall back on.
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 A U D I O SC RI PT: C ambridge English F irst F or Schools
Speaker three
It all started when I went on a school geology trip to the
Arctic to study the effects of global warming. I realised how
wonderful the environment was out there and I set myself
the challenge of being the youngest person to ski to the
North Pole. I realised it was dangerous. For a start, I would
have to pull a very heavy sledge behind me, with all my
gear on it. I had to train to do that for months. I had to be
ready for freezing temperatures, too. I knew the ice could be
extremely dangerous to walk on because if it breaks, you can
fall through into the Arctic Ocean … and you can die of cold
if you don’t act quickly.
Speaker four
I get really fed up with the image of teenagers as problem
kids who just hang round getting into trouble. That’s part of
why I and the rest of the rowing team were determined to
show what we were made of and row across the Atlantic.
I mean, it was great for me personally because I broke the
youngest person record for doing it. But it proved how
motivated and dedicated we were as a team as well. The
other brilliant thing about it was the amount of money we
raised for the Cancer Trust. Knowing so many people had
contributed to the charity made us go on even when things
were really difficult – we couldn’t let them down.
Speaker five
People tried to talk me out of it when they heard what my
challenge was … to break the hot-air-ballooning record. My
parents were really against it in the beginning. It’s not that
they’ve tried to keep me wrapped in cotton wool – that
would never have worked with me. But they did worry it was
just too dangerous. And when I talked them round, I still had
a million other people to convince, like my teachers and the
school authorities. I think people want to over-protect kids
these days – there are too many Health and Safety rules …
so I wanted to set an example.
That is the end of Part 3.
Test 2: Listening, Part 4 (page 45)
Now turn to Part 4.
You will hear a radio interview with a man called John Wilson,
who is talking about his work as a fire fighter.
For questions 24–30, choose the best answer (A, B or C).
You now have one minute to look at Part 4.
Int: Today I'm talking to John Wilson about his work as a
fire fighter. John, we all imagine we know what a fire
fighter does.
M: Well, the job title's probably a bit misleading. People
imagine we only put out fires, but if a car turns over after
a traffic accident, for example, it’s more than likely we’ll
be called out as well. I'm constantly amazed by some of
the stuff we get involved with. Dogs that have fallen down
wells, horses in rivers that can’t get out, people stuck in
houses after floods ... some can be quite challenging!
© 2 016 P e a rs on P h o t o co p i ab l e
Int: Is technology important in your job?
M: Once we're called to a fire, we can read data on screens in
the fire engines while we're actually driving there, which
is great – I'm sure we get to fires more quickly ’cos we
don't have to hang around the fire station for information
on paper. If we’re going to a fire in a school, for example,
we can access a plan of that building on on screen, so we
can see where the stairs are, or where to turn off the gas
or electricity.
Int: Surely it all needs to be updated constantly?
M: Ah, that’s really clever. We've got a skilled team working in
the control department, and they compile the databases
we need. Then, every time we drive an engine back into
the station its computer is automatically updated by the
control room. We don’t do anything. The control room also
stays in contact with fire fighters during every incident, so
they don't have a problem keeping in touch with what's
going on.
Int: Some teenagers have sent in questions for you. Carlo,
who's thirteen, wants to know what would happen if he
had a fire in his home and made an emergency call.
M: Well, Carlo, the procedure is that the computer system will
automatically detect and register your home number. So,
if you get cut off, we can trace you. The person who takes
your call is well-trained, and will ask you for your postcode.
From that, they can get your address and anything else they
need. That system's useful when we get hoax calls, too.
You see, some people think it’s fun to call fire fighters out,
even though there’s no emergency. But don't worry, we'd
get to you quickly, just as we've always done.
Int: Erin, who's fourteen, asks whether all fire engines are
the same.
M: Good question, Erin! They look similar, but each engine
carries special gear for various situations – like we may
need cutting equipment if we have to rescue a trapped
passenger from a vehicle. We're trained to drive the
engines fast through heavy city traffic – we wouldn't want
to cause an accident ourselves! But the siren and the
flashing lights are all the same, so other drivers know we're
coming and get out of our way.
Int: Maria wants to know whether you've got any funny stories
you could share with us.
M: Well, one that sticks in my mind, is the cat we had to
rescue twice in one weekend. It was high up in a tree.
We tried to persuade it to come down, but it just climbed
higher. Eventually, we got a tree surgeon to cut down part
of the tree so we could reach the animal. Then as soon
as we returned to the fire station, the cat was back up
the same tree, and we had to do it again. Although we
laughed, it took up a lot of our time and we were lucky
there were no big fires that weekend – we used three fire
engines and ten fire fighters for that one rescue.
Int: So, what do you appreciate most about technology?
M: It's just part of everyday life, now. We’re far better prepared
for each incident than we ever were before. Not only is that
more efficient for the people we help, it’s safer for our own
fire fighters. Although it's expensive to install in the first
instance, and takes time to master, it's worth it.
Int: Thanks, John ……
That is the end of Part 4.
That’s the end of the Listening part of the test.
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