Bagdad 2025

CEFR Mock 25
Reading and
Listening
Paper

NSFLA Multilevel Hub

Thank you!
 BAGDAD 2024

O‘ZBEKISTON RESPUBLIKASI STATE TESTING CENTRE

VAZIRLAR MAHKAMASI UNDER THE CABINET OF
HUZURIDAGI DAVLAT TEST MINISTERS OF THE REPUBLIC
MARKAZI OF UZBEKISTAN

CHET TILLARNI BILISH VA EGALLASH DARAJASINI BAHOLASH MILLIY

TIZIMI
CHET TILLARI SERTIFIKATI
TIL: INGLIZ

NATIONAL SYSTEM
OF ASSESSMENT OF FOREIGN LANGUAGE PROFICIENCY
CERTIFICATE OF FOREIGN LANGUAGES
LANGUAGE: ENGLISH

PAPER 1: LISTENING
The Listening Paper consists of SIX parts.
Part 1: Questions 1-8; Part 4: Questions 19-23;
Part 2: Questions 9-14; Part 5: Questions 24-29 ;
Part 3: Questions 15-18; Part 6: Questions 30-35.
Each question carries ONE mark.
You will hear each recording twice.
Total listening time: approx. 35 minutes.

At the end of the Listening Paper, you will have to transfer your answers to the
Answer Sheet. You will be allowed 10 minutes extra time to do this.

FOLLOW THE INSTRUCTIONS OF THE INVIGILATORS!

AT THE END OF THE PAPER, THE QUESTION PAPER WILL BE COLLECTED
BY THE INVIGILATOR.
NO MATERIALS CAN BE REMOVED FROM THE EXAMINATION ROOM.
DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO!

Please write your full name here: Please sign here:

____________________________________ ________________
(Candidate’s full name) (Signature)

The test booklet consists of 6 (six) printed pages

 BAGDAD 2024

Part 1
You will hear some sentences. You will hear each sentence twice. Choose the correct reply to
each sentence (A, B, or C).
Mark your answers on the answer sheet.

1. A OK, so down the stairs and turn left.

B That sounds lovely.
C We really must go.
2. A You’re right.
B I’ll ask someone to look at that right away.
C It’s on the right.
3. A Go through that door.
B I’ll just put you through.
C We really must go.
4. A It’s on the second floor.
B Ok, so it’s on the second floor?
C Right, I think I’ve got that.
5. A No, the third.
B Yes, the second floor.
C Right, I think I’ve got that.
6. A Is that OK for you?
B Long time no see!
C Right, I think I’ve got that!
7. A So can I just check?
B It’s over there, by the cinema.
C Yes, the cash machine.
8. A No, the third floor.
B That’s right.
C Really, I’m fine
 BAGDAD 2024

Part 2
You will hear someone giving a talk. For each question, fill in the missing information in the
numbered space.
Write ONE WORD and / or A NUMBER for each answer.

Trip to Staunton Theatre

Meet at 6.00 p.m. at the back (9) ……………………… of the school.
The name of the play is The (10) ……………………… .
Get a copy of the play from the (11) ……………………… .
Each theatre ticket will cost (12) £……………………… .
After the theatre – have (13) ……………………… cream and coffee.
On the return journey, the coach will stop at the bus (14) ……………………… and then the school.

Part 3
You will hear people speaking in different situations. Match each speaker (15-18) to the ….
(A-F). There are TWO EXTRA options which you do not need to use.
Mark your answers on the answer sheet.

A) a principal
B) A digital Designer
15. Speaker 1 …
C) A math student
16. Speaker 2 …
17. Speaker 3 … D) An influencer
18. Speaker 4 …
E) A teacher
F) A video game developer
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Part 4
You will hear someone giving a talk. Label the places (19-23) on the map (A-H). There are
THREE extra options which you do not need to use.
Mark your answers on the answer sheet.

19. bunkroom ....................

20. games room ....................
21. reception....................
22. medical centre ....................
23. store ....................
 BAGDAD 2024

Part 5
You will hear three extracts. Choose the correct answer (A, B or C) for each question (24-29).
There are TWO questions for each extract.
Mark your answers on the answer sheet.

Extract One
You hear two photography students called Bella and Simon talking about cameras.
24. When Bella explains that she’s been using a high-definition camera, …
A) Simon sounds like he no longer likes her photos.
B) Simon admits to being impressed.
C) Simon claims no camera can have these features.
25. What does Bella imply about the high-definition images?
A) Advanced applications might need to be used.
B) You can only work on them from your laptop.
C) They are more difficult to work with.
Extract Two
You hear a university tutor talking to a student called Kelvin about a project.
26. The tutor is worried because Kelvin …
A) often hands in his projects late.
B) can’t decide on a suitable topic for his project.
C) didn’t start his project the right way.
27. What does the tutor point out about Kelvin’s last assignment?
A) Some of it was not appropriate.
B) It was full of mistakes.
C) The text was too long.
Extract Three
You hear two students called Guy and Rebecca talking about a presentation they’re preparing.
28. Guy reacts to Rebecca’s comments by …
A) bringing her attention to how well the last presentation went.
B) suggesting they consider their topic again.
C) offering to take over managing the presentation.
29. The main point they want to make in their presentation on climate change is that …
A) certain governments should lead the way.
B) each individual has a responsibility towards the planet.
C) the future of the planet is in the hands of the youth of today.
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Part 6
You will hear a part of a lecture. For each question, fill in the missing information in the
numbered space.
Write no more than one word for each answer.

A four-night trip on the Canadian Pacific Railway

André says that the route his train took is (30) ……………………………… kilometres long.
André says that Calgary was placed first in a list of the world’s cleanest cities.
André was particularly impressed by how (31) ……………………………… the mountains along the
route are.
André says that pictures of trains on the nation’s stamps have made the Canadian Pacific
internationally famous.
André was pleased to find that he had his own (32) ……………………………… in his compartment on
the train.
André was surprised that there was only one large dining table for the sixteen passengers.
During dinner on the train, André listened to live (33) ……………………………… music.
André was disappointed not to see a (34) ……………………………… when the train stopped so
passengers could go on a walk.
As they went down a hill called Big Hill, André saw a lot of black smoke coming from the train.
Towards the end of his journey, André saw the biggest (35) ……………………………… of its kind in
North America.
 BAGDAD 2025

O‘ZBEKISTON RESPUBLIKASI STATE TESTING CENTRE

VAZIRLAR MAHKAMASI UNDER THE CABINET OF
HUZURIDAGI DAVLAT TEST MINISTERS OF THE REPUBLIC
MARKAZI OF UZBEKISTAN

CHET TILLARNI BILISH VA EGALLASH DARAJASINI BAHOLASH MILLIY

TIZIMI
CHET TILLARI SERTIFIKATI
TIL: INGLIZ

NATIONAL SYSTEM
OF ASSESSMENT OF FOREIGN LANGUAGE PROFICIENCY
CERTIFICATE OF FOREIGN LANGUAGES
LANGUAGE: ENGLISH

PAPER 2: READING

The Reading Paper consists of FIVE parts.

Part 1: Questions 1-6; Part 4: Questions 21-29;

Part 2: Questions 7-14; Part 5: Questions 30-35.
Part 3: Questions 15-20;

Each question carries ONE mark.

Total time allowed: 1 hour
You may write on the question paper if you wish, but you must transfer your
answers to the Answer Sheet within the time limit. No extra time is allowed to do
so.
FOLLOW THE INSTRUCTIONS OF THE INVIGILATORS!
AT THE END OF THE PAPER, THE QUESTION PAPER WILL BE COLLECTED
BY THE INVIGILATOR.
NO MATERIALS CAN BE REMOVED FROM THE EXAMINATION ROOM.
DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO!
Please write your full name here: Please sign here:
______________________________________ ________________
(Candidate’s full name) (Signature)

The test booklet consists of 9 (nine) printed pages

 BAGDAD 2025

PART 1
Read the text. Fill in each gap with ONE word. You must use a word which is somewhere
in the rest of the text.

Have you ever seen a shooting star? Well, (1)__________ stars are actually pieces of rock
from space called meteors. Meteors that make it through the Earth’s atmosphere and fall
to the ground are called meteorites. When they hit the Earth, they are traveling fast
enough that they may leave a large hole. These (2)__________ caused by meteorite
crashes are called impact craters. Millions of years ago, there was a time where there
were lots more meteorites falling to Earth than usual. We call this (3)__________ the
Ordovician period (pronounced or-doh-VISH ee-un). Geologists found something
interesting when they investigated limestone rocks from the Ordovician period. Limestone
rocks are generally well-preserved throughout geological history. Scientists have
examined limestone rocks in several places around the world and found lots of stony
meteorites of a type known as “L chondrite”. But why are there so many of these
meteorites in these old (4)__________? We think a giant L chondrite asteroid was ripped
apart by tidal forces as it passed too close to Earth! The resulting pieces formed a debris
ring around the Earth.
The pattern of impact (5)__________ near the Equator does suggest that Earth might
have had a ring. We think the answer is that an asteroid broke apart as it came very close
to our planet! Earth’s gravity would have captured the debris after the asteroid broke up,
and then this debris would have migrated to form a ring around the Earth’s equator. The
(6)__________ around Jupiter, Saturn, Uranus and Neptune are all positioned around
their respective equators.
PART 2
Read the texts 7-14 and the statements A-J. Decide which text matches with the
situation described in the statements.
Each statement can be used ONCE only. There are TWO extra statements which you do
not need to use.
Mark your answers on the answer sheet.

A) This offer lasts only for one week.

B) These holidays have a travel guide to show you places of interest.
C) A driving holiday in the USA would be cheaper with this offer.
D) Touring by car in Ireland.
E) Take the children on your next business trip – there is no charge.
F) Cheapest offers for trips to various countries.
G) You do a lot of activities while travelling.
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H) Cheap flights from Bristol for holidays in France.

I) You will see the wildlife.
J) A good holiday for your children.
7 11

8 12

9 13
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10 14

PART 3
Read the text and choose the correct heading for each paragraph from the list of
headings below.
There are more headings than paragraphs, so you will not use all of them. You cannot
use any heading more than once.
List of Headings:
A) One for more than a dozen
B) Land and water
C) For adrenalin rush
D) High in many ways
E) The smaller the better
F) A country in a city
G) Once poor, now rich
H) Not rich any more
15. Paragraph I
16. Paragraph II
17. Paragraph III
18. Paragraph IV
19. Paragraph V
20. Paragraph VI
TINY COUNTRIES
I. Another tiny European country is Liechtenstein, which is quite large compared to
Monaco. It covers 160 square kilometers. It borders Switzerland and Austria, and is
situated entirely within the Alps. Most of its territory is mountainous, making it a popular
destination for skiers. With almost no natural resources, the country has developed a
highly-industrialized free-enterprise economy. Like its neighbor Switzerland, Liechtenstein
follows a policy of neutrality and has no military.
II. Next on the list of tiny countries is Monaco, which covers about 2 square kilometers.
Monaco is also famous for being the smallest monarchy in the world, and for being the
most densely populated country. It may be best known as one of James Bond’s favorite
 BAGDAD 2025

places, with its many casinos and beautiful women! The economy of Monaco is based
mostly on gambling and tourism. It lies on the coast of the Mediterranean Sea and borders
France.
III. Everyone knows that Russia is the largest country in the world, in terms of territory.
But what about the world’s smallest countries; do you know what they are? Today there
are 17 countries that each consists of less than 500 square kilometers in area. If we
combined all the land area of these 17 countries, we would have a single country just a bit
larger than the U.S. state of Rhode Island. Even tiny Singapore is too big for this list.
IV. The smallest of these tiny countries is Vatican City, covering less than half a square
kilometer. Vatican City is the spiritual center of the world’s Roman Catholics, who today
number over 1 billion. It is also the home of the Pope, the head of the Catholic Church.
About 800 people reside permanently in Vatican City, but over 25,000 people visit every
day, in order to see its beautiful churches and museums. Vatican City is surrounded by
Rome, Italy.
V. Tiny Nauru is both the smallest island nation in the world and the smallest republic. Its
total territory is just 21 square kilometers. It’s situated in the southern Pacific Ocean. In
the early part of the 20th century, the people of Nauru became rich, thanks to the rich
phosphate reserves on the island. But once all the phosphate was mined, the small nation
found it had no other income source for its 9,000 citizens. Today 90% of the island’s
inhabitants are unemployed.
VI. Many of the world’s smallest countries are islands or groups of islands. For example,
the Maldives is a country made up of 1,190 islands, only 185 of which are occupied. The
country, situated in the Indian Ocean, can claim 298 square kilometers in land- territory. A
former colony of the U.K., it has been independent since 1965. While hot and humid all
year long, the Maldives also enjoys constant cool sea breezes. Its beautiful coral reefs
make it a popular destination for divers.

PART 4
Read the following text for question 21-29.
AFRICA – ENVIRONMENTAL RECOVERY
From degraded fields being brought back to fertile life to community gardens flourishing
as food co-operatives, a growing revolution is happening in countries across the African
continent. The climate crisis, conflict and the dominance of multinationals with industrial-
scale production for export have popularised the concept of agroecology – promoting
small-scale farming and farmers, protecting biodiversity and adapting traditional methods
that do away with the need for chemicals and expensive fertilisers.
 BAGDAD 2025

In a single year, a farm boasting little more than a pair of forlorn-looking coffee trees was
transformed into a lush place of thriving and diverse crops, all playing a role in the mini
ecosystem. Fennel protects the salad leaves from pests while sweet potato plants hold
water in the soil. Soon, neighbouring farmers came knocking to find out what the secret
was, says Asmelash Dagne, who trains farmers in Ethiopia in agroecology.
An environmentalist with a science background, Dagne believes balanced environments
that do not draw excessive water, pollute or need costly chemicals or energy supplies are
crucial. He says the lack of fertiliser supplies, as a result of stocks being delayed by the
Ukraine war, was a lesson in how vulnerable farmers can be unless they adapt. Askelash
Dagne supports agroecological methods that preserve water and do not require farmers
to use chemicals or fertilisers. “Big companies give seed, fertilisers, pesticides and this
becomes the business. Governments tell farmers: you need to use this, you need to do it
this way to feed ourselves better. But we already have existing practices which feed from
generation to generation,” he says.
Dagne is proud that farmers he works with have been able to avoid the need for pumping
water for irrigation by collecting rainwater. A traditional method has been adapted using a
system of intersecting trenches. He says that over time the water seeps into the soil,
adding to the groundwater that helps crops to flourish. “The feedback from farmers is
these methods are productive. They can feed their families. They can eat more diverse
food. They are resilient because the soil is so rich with organic matter that it can hold
water for longer, so the drought seasons are not affecting them that much,” he says.
In Limpopo in north South Africa, everyone ate what they could grow. Now the
supermarket reigns supreme with convenient, longlife produce. But that costs money and
Themba Chauke saw many of his neighbours become indebted purely trying to feed their
families on low salaries. “We also learned our lesson during Covid to produce our own
food because people were told to stay at home and they didn’t have access to food,”
Chauke says. Chauke had been working with community radio for his Tsonga ethnic group,
but moved into creating community gardens that provide education and space for people
to grow quality food.
They largely use traditional farming techniques, with some adaptations, moving from
growing just one crop a year to using the winter season for cash crops such as spinach,
tomatoes, cabbages and onions. Everything is planted together, a traditional method of
intercropping that he says helps the gardens thrive, with some crops warding off pests
and others enriching the soil. Beans had always been a staple of the Basotho kitchen but
Ska Moteane found they were steadily being replaced by meat and fast food. Her people
were even forgetting their own recipes. Despite being a chef, she did not know how to
cook the dishes she had grown up on, and her education at culinary school in South Africa
 BAGDAD 2025

had focused on European cuisine. So she decided to document what was at risk of being
lost.
For questions 21-24, choose the correct answer A, B, C, or D. Mark your answers on the
answer sheet.
21. Agroecology …
A) didn’t do much in Africa.
B) means encouraging small-time farmers to keep ecology systems safe.
C) is another example of climate crisis.
D) promoted many conflicts and disasters that occurred in Afrcia thought the years.
22. Asmelash Dagne claims that …
A) balanced environment in agriculture is important.
B) the war in Ukraine led to food and grain shortages.
C) supplying chemicals and energy supplies are crucial.
D) science and environment are beneficial to each other.
23. To reduce using fresh waters, farmer can …
A) grow crops that doesn’t need a lot of water.
B) harness rainwater instead.
C) pump the water from under the soil.
D) use organic matter that keeps water from draining inside.
24. Despite the fact that supermarkets are flourishing in Limpopo, …
A) they last for too long.
B) they don’t use balanced environment.
C) they are expensive.
D) they can be difficult to find.
For questions 25-29, decide if the following statements agree with the information given
in the text. Mark your answers on the answer sheet.
25. Themba Chauke’s neighbours are becoming more and more indebted because they
can’t afford buying food.
A) True B) False C) No Information
26. Chauke can’t teach Tsonge people how to make community gardens.
A) True B) False C) No Information
27. In winter, people grow some crops to make some additional money.
A) True B) False C) No Information
28. Intercropping means growing tobaccos, spinachs or some other crops to enrich the
soil.
A) True B) False C) No Information
29. Ska Moteane plans to open a restaurant of local foods to keep the recipes.
A) True B) False C) No Information
 BAGDAD 2025

PART 5
Read the following text for questions 30-35.
Jobs in ancient Egypt
In order to be engaged in the higher professions in ancient Egypt, a person had to be
literate and so first had to become a scribe. The apprenticeship for this job lasted many
years and was tough and challenging. It principally involved memorizing hieroglyphic
symbols and practicing handwritten lettering. Scribes noted the everyday activities in
ancient Egypt and wrote about everything from grain stocks to tax records. Therefore,
most of our information on this rich culture comes from their records. Most scribes were
men from privileged backgrounds. The occupation of scribe was among the most sought-
after in ancient Egypt. Craftspeople endeavored to get their sons into the school for
scribes, but they were rarely successful.
As in many civilizations, the lower classes provided the means for those above them to live
comfortable lives. You needed to work if you wanted to eat, but there was no shortage of
jobs at any time in Egypt’s history. The commonplace items taken for granted today, such
as a brush or bowl, had to be made by hand; laundry had to be washed by hand, clothing
sewn, and sandals made from papyrus and palm leaves. In order to make these and have
paper to write on, papyrus plants had to be harvested, processed, and distributed and all
these jobs needed workers. There were rewards and sometimes difficulties. The reed
cutter, for example, who harvested papyrus plants along the Nile, had to bear in mind that
he worked in an area that was also home to wildlife that, at times, could prove fatal.
At the bottom rung of all these jobs were the people who served as the basis for the
entire economy; the farmers. Farmers usually did not own the land they worked. They
were given food, implements, and living quarters as payment for their labor. Although
there were many more glamorous jobs than farming, farmers were the backbone of the
Egyptian economy and sustained everyone else.
The details of lower-class jobs are known from medical reports on the treatment of
injuries, letters, and documents written on various professions, literary works, tomb
inscriptions, and artistic representations. This evidence presents a comprehensive view of
daily work in ancient Egypt – how the jobs were done, and sometimes how people felt
about the work. In general, the Egyptians seem to have felt pride in their work no matter
what their occupation. Everyone had something to contribute to the community, and no
skills seem to have been considered non-essential. The potter who produced cups and
bowls was as important to the community as the scribe, and the amulet-maker as vital as
the pharmacist.
 BAGDAD 2025

Part of making a living, regardless of one’s special skills, was taking part in the king’s
monumental building projects. Although it is commonly believed that the great
monuments and temples of Egypt were achieved through slave labor, there is absolutely
no evidence to support this. The pyramids and other monuments were built by Egyptian
laborers who either donated their time as community service or were paid for their labor,
and Egyptians from every occupation could be called on to do this.
Stone had to first be quarried and this required workers to split the blocks from the rock
cliffs. It was done by inserting wooden wedges in the rock which would swell and cause
the stone to break from the face. The often huge blocks were then pushed onto sleds,
devices better suited than wheeled vehicles to moving weighty objects over shifting sand.
They were then rolled to a different location where they could be cut and shaped. This job
was done by skilled stonemasons working with copper chisels and wooden mallets. As the
chisels could get blunt, a specialist in sharpening would take the tool, sharpen it, and bring
it back. This would have been constant daily work as the masons could wear down their
tools on a single block.
The blocks were then moved into position by unskilled laborers. These people were
mostly farmers who could do nothing with their land during the months when the Nile
River overflowed its banks. Egyptologists Bob Brier and Hoyt Hobbs explain: ‘For two
months annually, workmen gathered by the tens of thousands from all over the country to
transport the blocks a permanent crew had quarried during the rest of the year. Overseers
organized the men into teams to transport the stones on the sleds.’ Once the pyramid was
complete, the inner chambers needed to be decorated by scribes who painted elaborate
images on the walls. Interior work on tombs and temples also required sculptors who
could expertly cut away the stone around certain figures or scenes that had been painted.
While these artists were highly skilled, everyone – no matter what their job for the rest of
the year – was expected to contribute to communal projects. This practice was in keeping
with the value of ma’at (harmony and balance) which was central to Egyptian culture. One
was expected to care for others as much as oneself and contributing to the common good
was an expression of this. There is no doubt there were many people who did not love
their job every day, but the Egyptian government was aware of how hard the people
worked and so staged a number of festivals throughout the year to show gratitude and
give them days off to relax.
For questions 30-33, fill in the missing information in the numbered spaces.
Write no more than ONE WORD and / or A NUMBER for each question.
The king’s building projects
Labourers who worked on the king’s buildings were local people who chose to participate
in community (30) __________ or who received payment.
 BAGDAD 2025

The work involved breaking up stone cliffs using wooden wedges. The large pieces of
stone were then transported to another site on sleds, which moved easily over the shifting
(31) __________ Here, the blocks could be cut and shaped using tools made of (32)
__________ and wood. Some of these had to be sharpened regularly.
Eventually, the stone was moved into place to create a building. The job of moving the
stone was often done by (33) __________ or other unskilled workers.
For questions 34-35, choose the correct answer A, B, C, or D. Mark your answers on the
answer sheet.
34. What does the writer say about scribes in ancient Egypt?
A Their working days were very long.
B The topics they wrote about were very varied.
C Many of them were once ordinary working people.
D Few of them realised the true value of their occupation.
35. The writer refers to the value of ma’at in order to explain …
A how the work of artists reflected beliefs in ancient Egypt.
B how ancient Egyptians viewed their role in society.
C why the opinions of certain people were valued in ancient Egypt.
D why ancient Egyptians expressed their views so readily.
 Answer keys
Listening Reading
1. A 1. shooting
2. C 2. holes
3. A 3. time
4. A 4. rocks
5. A 5. craters
6. C 6. rings
7. B 7. E
8. B 8. C
9. gate 9. J
10. Party 10. F
11. secretary 11. I
12. 15.75 12. B
13. ice 13. D
14. station/stop 14. H
15. B 15. D
16. D 16. C
17. E 17. A
18. F 18. F
19. E 19. H
20. I 20. B
21. F 21. B
22. D 22. A
23. B 23. B
24. B 24. C
25. A 25. A
26. C 26. B
27. A 27. A
28. A 28. B
29. B 29. C
30. 1000 30. service
31. steep 31. sand
32. shower 32. Copper
33. violin 33. Farmers
34. bear 34. B
35. bridge 35. B