61955298 Cambridge CPE Certificate of Proficiency in English 2

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CAMBRIDGEEXAMINATI

ONSPUBLISHING

CERTIFICAT

OF PROFICIENCY IN

i

EXAMINATION PAPERS FROM TH .._ :UNIVERSITY OF CAMBRIDGE LOCAL EXAMINATIONS SYNDICATE

CAMBRIDGE



UNIVERSITY PRESS



Cambridge Certificateof Proficiency in

Engli! "W I T H A N S W E R S

Examination papers fromthe University o fCambridge LocalExaminations Syndicate

#



PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE

T!e Pitt B$ilding% Tr$m&ington 'treet% Cambridge% (nited )ingdom Contents

CAMBRIDGE UNIVERSITY PRESS

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ta.e &lace -it!o$t t!e -ritten &ermiion of

Cambridge (ni:erity Pre8 T!e co&ying of

certain &art of it by indi:id$al for $e -it!in

t!e claroom% !o-e:er% i &ermitted -it!o$t

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Printed in t!e (nited )ingdom at t!e (ni:erityPre% Cambridge

I'BN + "# +##4 't$dent Boo.I'BN + "# 0#+H 4 't$dent Boo. -it!

an-erI'BN + "# 0#+* 0 'elf/t$dy Pac.I'BN + "# 0#+0 # Teac!er Boo.

I'BN + "# 0#+ 2 'et of " CaetteI'BN + "# 0#+ 'et of " A$dio CD

Thanks and acknow!d"!#!n$siv

To $h! s$%d!n$ 1

Test 1 Paper 1 Reading 4

Paper 2 Writing 14

P aper 3 Use o f Engl ish 16

Paper 4 Listening 24

Paper 5 Speaki ng 29

T!s$ 2 Paper 1 Reading !

Paper 2 Writing 41

P aper 3 Use o f Engl ish 44

Paper 4 Listening "2

Paper 5 Speaki ng "#

T!s$ & Paper 1 Reading "$

Paper 2 Writing 6$

P aper 3 Use o f Engl ish #!

Paper 4 Listening #$

Paper 5 Speaki ng $T!s$ 4 Paper 1 Reading $4

Paper 2 Writing H8

P aper 3 Use o f Engl ish 9$

Paper 4 Listening 206

Paper 5 Speaki ng 111

T!s$ ' e! and trans"ript 112

T!s$ ( e! and trans"ript 124

T!s$ & e! and trans"ript 16

T!s$ 4 e! and t rans"r ipt 14$

V)s%a #a$!*)as +o*Pa,!* - colo%rsection

Sa#ple answ!*sh!!$s 16!

*

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&han's andac'no(ledgements

&o thest%dent

T!e &$bli!er are gratef$l to t!efollo-ing for &ermiion to re&rod$ce

co&yrig!t material8 It !a not al-aybeen &oible to identify t!e o$rceof all t!e material $ed and in $c!cae t!e &$bli!er -o$ld -elcomeinformation from t!e co&yrig!to-ner8

&he )e( *nternationalist for &8 *6 T!e Cot of Cool

by Mic!ael Peel 9 &he )e( *nternationalist+

*ndependent for &8 6 etracted from an article by

'ally 'ta&le% firt &$bli!ed in *ndependent #*

Febr$ary #HH4J Pro&ect P$bli!ing ;td for &8 6

etract from Get o$t of t!e )itc!en by ,ill

'.idel.y% originally &$bli!ed in ,rospect

maga3ineJ Gillon Ait.en Aociate for &8 06 etract

from -is' by A Al:are3 9 #HH# by A Al:are3J

5ar&erCollin P$bli!er for &8 46 etract from &he

.lessings of a /ood &hic' S'irt by Mary R$ell8

Alo for &8 2+6 etract from &&8 ###/#" from )otes

from a Small *sland by Bill Bryon% Co&yrig!t 9

#HH by Bill BryonJ C$rti Bro-n Gro$& ;td for &8

46 etract from &he .lessings of a /ood &hic' S'irt

by Mary R$ell% re&rod$ced -it! &ermiion ofC$rti Bro-n Gro$& ;td% ;ondon on be!alf of Mary

R$ell% 9 Mary R$ell #H4J T!e Peter Fraer

and D$nlo& Gro$& for &8 H6 re&rod$ced from 0%nny

ater by Fran. )ermode KCo&yrig!t 9 Fran.

)ermode "+++L in t!e London -evie( of .oo's by

&ermiion of PFD on be!alf of Profeor 'ir Fran.

)ermode8 Alo for &8 #"6 etract re&rod$ced from

&he Uses of Error by Fran. )ermode KCo&yrig!t 9

Fran. )ermode #HH+L by &ermiion of PFD on

be!alf of Profeor 'ir Fran. )ermode8 Alo for &&8

H"/H26 etract from .rilliant Creat%res by Cli:e

ame% #H4*% re&rinted by &ermiion of PFD on

be!alf of Cli:e ameJ Blac.-ell P$bli!er for &&8

#+/##6 etract from Ret!in.ing -or. by T!eodore

eldin 9 T!e C!ancellor% Mater and 'c!olar of

Oford (ni:erityJ Peng$in P$tnam Inc8 for &8 #6

etract from DREAM PO,ER by Ann Faraday8 (ed

by &ermiion of Co-ard/McCann% Inc8% a di:iion of

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and T!e Peter Fraer and D$nlo& Gro$& for &8 ""6

etract from A;; TOGET5ER NO, by o!n 5ar:ey

one &$bli!ed by 5einemann8 (ed by &ermiion

of t!e Random 5o$e Gro$& ;imited8 PFD on be!alf

of 'ir o!n 5ar:ey oneJ A8 P8 ,att ;td for &8 "26

etract from &he ay to in by ,ill Carling and

Robert 5eller% by &ermiion of A8 P8 ,att ;td on

be!alf of 5eller Art ;td and ,ill Carling8 Alo for

&&8 4*/46 etract from &he -aor3s Edge by ,

'omeret Ma$g!am% re&rod$ced by &ermiion of

A8 P8 ,att ;td on be!alf of t!e Royal ;iterary F$ndJ

Tran-orld P$bli!er for &8 2+ 9 Bill Bryon8

Etracted from NOTE' FROM A 'MA;; I';AND%

&$bli!ed by Tran-orld P$bli!er% a di:iion of t!e

Random 5o$e Gro$& ;td8 All rig!t reer:edJ

Scientific merican for &8 2"6 ada&ted from Di:ided

,e FallJ Coo&eration among ;ion by Craig Pac.er

and Anne E8 P$ey8 Co&yrig!t 9 May #HH0 by

'cientific American% Inc8 All rig!t reer:edJ

C!arlotte Ra:en for &8 2#6 etract from It doe

-!at it ay on t!e label in &he /%ardian

#0+7"+++J &he S%nday &imes for &8 226

etract from Cr$cial C$t6 Bl$r% Par.life by

Robert 'andallJ 5odder and 'to$g!tonEd$cational for &8 26 etract from &each

5o%rself riting a )ovel and /etting ,%blished

by Nigel ,att% re&rod$ced by &ermiion of

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/%ardian for &&8 2/206 etract from Are -e

getting eno$g! by Andy Bec.ett 9 &he

/%ardian #7+7"+++J Arnold for &&8 24/2H6

etract from &elevision .roadcasting 0lo(7 8ey

etaphors in &: &heory KGri&r$dL by C!ritine

Gerag!ty =

Da:id ;$ted KEdLJ P!ili& Allan (&date for &8

#6 etract from T!e Rig!t to Roam by '$an

Care in ,sychology -evie( Febr$ary "+++J

Telegra&! Gro$& ;imited for &&8 4/H6 etract

from T!e Bet Port in a 'torm by o )no-ley

9 Telegra&! Gro$& ;imited "+++8 Alo for &8

#+6 etract from Comfort in t!e Obolete by

,endy Groman 9 Telegra&! Gro$& ;imited

"+++J rchaeology &odayfor &8 H6 etract from

Artificial Anaa3i by George 8 G$merman;c

effrey '8 DeanJ T!e ,omen Pre for &8 +6

etract from &a'ing -eality by S%rprise by'$an 'eller% &$bli!ed in Great Britain by T!e

,omen Pre ;td% #HH#% 2* Great '$tton

'treet% ;ondon EC#1 O;J A = C Blac. for &8 #6

etract from riting ,op%lar 0iction by Rona

Randall% #HH0J F = , P$blication Inc8 for &8 "6

ecer&ted from &he *nsider3s /%ide to riting

for Screen and &elevision Co&yrig!t 9 #HH0 by

Ronald Tobia8 (ed -it! &ermiion of ,riter

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Inc8 All rig!t reer:edJ &he /eographical

againe for &&8 */6 etract from T!e 5eat

i On by Nic. Middleton% etracted from

/eographical1ol8 0" No8 #%

---8geogra&!ical8co8$.J ITP' ;td for &8 6

etract from aps and &heir a'ers by G R

CroneJ Oford (ni:erity Pre for &8 0#6 etract

from Social and C%lt%ral nthropology by o!n

Monag!an and Peter $t 9 o!n Monag!an and

Peter $t "+++% by &ermiion of Oford

(ni:erity PreJ One-orld P$blication for &8

006 etract from &he 0ifth <imension 9 o!n

5ic.% #HHH8 Re&rod$ced by &ermiion of

One-orld P$blicationJ Pearon Ed$cation

;imited for &8 46 etract from &he ,%rs%it of

=istory by o!n To!J Cambridge (ni:erity

Pre for &8 406 etract from n *ntrod%ction to

nimal .ehavio%r by A$brey Manning and

Marian 'tam& Da-.in% #HH"J Nelon T!orne

;td for &8 446 etract from 0%ndamentals of

Sociology by McNeill = To-nleyJ T!e Aociated

Board of t!e Royal 'c!ool of M$ic for &&8 H+/

H#6 etract from T!e C!allenge A!ead by Dr

'$an 5allam8 T!i article firt a&&eared in

Libretto t!e Qo$rnal of T!e Aociated Board of

t!e Royal 'c!ool of M$ic8 T!e Economit for &8

#+*6 etract from T!e end of -or. 9 &he

Economist Ne-&a&er ;imited% ;ondon% "4

'e&tember #HH8

Colo$r ection &!otogra&!6

All&ort7$lian 5erbert6 *DJ AP P!oto7;enno Mc;endon6 2FJ Pacific 'toc.7Br$ce

Coleman Collection6 *BJ Corbi 'toc. Mar.et6 2EJ Mic!ael Marc!ant7En:ironmental

Image6 "A% 'te:e Morgan7En:ironmental Image6 "B and "D% Tre:orPerry7En:ironmental Image6 "F% Martin Bond7En:ironmental Image6 "GJ Getty

Image7'te&!en Derr6 IB% Getty Image7Mic!ael Roenfeld6 ID% Getty Image718C8;6 IE

and IF% Getty Image7 Pa$l C!eley6 #G% Getty Image7Ed Prirc!ard6 "C% Getty Image7

Adri Berger6 2B% Getty Image7Denni )itc!en6 2C% Getty Image7Materfile6 2D% Getty

Image7Martine Mo$c!y6 *A% Getty Image7Pal 5ermanen6 *CJ PA P!oto7EPA6 #A% PA

P!oto7Toby Mel:ille6 #C% PA P!oto7Da:id one6 *EJ Co$rtey Planet Organic6 "EJ T!e

P!otogra&!er ;ibrary6 2A8

Pict$re reearc! by 'andie 5$.inon/Rolfe of P5OTO'EE)ER' Co:er deign by D$nne

= 'c$lly

T!e caette and a$dio CD -!ic! accom&any t!i boo. -ere recorded at 't$dio

A1P% ;ondon

I1

http://www.geographical.co.uk/





T!i boo. i for candidate

&re&aring for t!e (ni:erity of

Cambridge ;ocal Eamination

'yndicate K(C;E'L Certificate of

Proficiency in Engli! KCPEL

eamination8 It contain fo$r

com&lete tet -!ic! reflect t!e

mot recent CPE &ecification

Kintrod$ced in December "++"L8 T!e CPE i &art of a gro$& of

eamination de:elo&ed by

(C;E' called t!e Cambridge Main

'$ite8 T!e Main '$ite conit of

fi:e eamination -!ic! !a:e

imilar c!aracteritic b$t -!ic!

are deigned for different le:el of

Engli! ability8 ,it!in t!e fi:e

le:el% CPE i at Cambridge ;e:el

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Certificate in Ad:anced Engli! KCAEL

Cambridge ;e:el 2Firt Certificate in Engli! KFCEL

Cambridge

;e:el "PreliminaryEngli! Tet

KPETL

Cam

bridge

;e:el #

)eyEngl

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T!e CPE eamination conit of fi:e &a&er6

Pa&er # Reading # !o$r 2+ min$tePa&er " ,riting " !o$rPa&er 2 Use of Engli! # !o$r 2+ min$tePa&er * Listening *+ min$te Ka&&roimatelyLPa&er '&ea.ing #H min$te

Pa&er # Reading T!i &a&er conit of fo$r &art -it! *+ S$etion% -!ic!

ta.e t!e form of t!ree m$lti&le/c!oice ta. and a ga&&edtet ta.8 Part # contain t!ree !ort tet% Part "

contain fo$r !ort tet and Part 2 and * eac! containone longer tet8 T!e tet are ta.en from fiction% non/

fiction% Qo$rnal% maga3ine% ne-&a&er% and &romotional

and informational material8 T!i &a&er i deigned totet candidate ability to $ndertand t!e meaning of-ritten Engli! at -ord% &!rae% entence% &aragra&! and

-!ole tet le:el8

I1



&o thest%dent

To thest%dent

Pa&er 2 Writing

T!i &a&er conit of t-o -riting ta. in a range of format Ke8g8 letter% re&ort% re:ie-%article% eay% &ro&oalL8 Candidate are a.ed to com&lete t-o ta.% -riting bet-een

2++ and 28+ -ord for eac!8 Part # K$etion #L conit of one com&$lory ta. baedon intr$ction and a !ort tet8 Part " K$etion "/L conit of one ta. -!ic!candidate elect from a c!oice of fo$r8 $etion " !a a ta. on one of eac! of t!ree

et tet8 Aement i baed on ac!ie:ement of ta.% range and acc$racy of:ocab$lary and grammatical tr$ct$re% organiation% content and a&&ro&riacy of

regiter and format8

Pa&er 3 (e of Engli! T!i &a&er conit of fi:e &art -it! ** S$etion8 T!ee ta.e t!e form of an o&en

clo3e% a -ord formation ta.% ga&&ed entence% .ey -ord tranformation and t-otet -it! com&re!enion S$etion and a $mmary -riting ta.8 T!e &a&er i deigned

to ae candidate ability to demontrate .no-ledge and control of t!e lang$ageytem by com&leting t!ee ta. -!ic! are at tet and entence le:el8

Pa&er * Listening

T!i &a&er conit of fo$r &art -it! "4 S$etion% -!ic! ta.e t!e form of t-o m$lti&le/

c!oice ta.% a entence/com&letion ta. and a t!ree/-ay matc!ing ta.8 Part #

contain fo$r !ort etract and Part " to * eac! contain one longer tet8 T!e tet are

a$dio/recording baed on a :ariety of o$rce incl$ding inter:ie-% dic$ion%

lect$re% con:eration and doc$mentary feat$re8 T!e &a&er i deigned to ae

candidate ability to $ndertand t!e meaning of &o.en Engli!% to etract information

from a &o.en tet and to $ndertand &ea.er attit$de and o&inion8

Paper 5 '&ea.ing

T!e '&ea.ing Tet conit of t!ree &art% -!ic! ta.e t!e form of an inter:ie- ection% a

collaborati:e ta. and indi:id$al long t$rn -it! follo-/$& dic$ion8 T!e tet ideigned to elicit a -ide range of lang$age from bot! candidate8 Candidate are

eamined in &air by t-o eaminer% an Interloc$tor and an Aeor8 T!e Aeora-ard a mar. baed on t!e follo-ing criteria6 Grammatical Reo$rce% ;eical Reo$rce%

Dico$re Management% Pron$nciation and Interacti:e Comm$nication8 T!e

Interloc$tor &ro:ide a global mar. for t!e -!ole tet8Ma*ks and *!s%$s

T!e fi:e CPE &a&er total "++ mar.% after -eig!ting8 Eac! &a&er i -eig!ted to *+

mar.8

A candidate o:erall CPE grade i baed on t!e total core gained in all fi:e

&a&er8 It i not neceary to ac!ie:e a atifactory le:el in all fi:e &a&er in order to

&a t!e eamination8 Pa grade are A% or C% -it! A being t!e !ig!et8 D and U

are failing grade8 T!e minim$m $ccef$l &erformance in order to ac!ie:e Grade C

corre&ond to abo$t +V of t!e total mar.8 E:ery candidate i &ro:ided -it! a

'tatement of Re$lt -!ic! incl$de a gra&!ical di&lay of t!eir &erformance in eac!

&a&er8 T!ee are !o-n againt t!e cale Ece&tional / Good / Borderline / ,ea. and

indicate t!e candidate relati:e &erformance in eac! &a&er8

T!e CPE eamination i recognied by t!e maQority of Briti! $ni:eritie for Engli!

lang$age entrance reS$irement8

F%*$h!* )n+o*#a$)on

For more information abo$t CPE or any ot!er (C;E' eamination contact6 EF;

Information

(ni:erity of Cambridge ;ocal Eamination 'yndicate

# 5ill Road

CambridgeCB# "E(

(nited )ingdom

Tel6 W** #""2 22 Fa6 W** #""2

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In ome area% t!i information can alo be obtained from t!e Briti! Co$ncil8

" 0

mailto:[email protected]


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,aper 1 -eading

&est 1

PAPER ' READING .' ho%* &/ #)n%$!s0

Pa*$ '

$or %&estions '1'23 read the three te'ts (elo) and de"ide )hi"h ans)er .A3 B3 C or D0 (est fits ea"h gap*

+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4

A)*1cond)$)on)n"

There is a "hill in the air at ,annons -!#. a fa/o&rite l&n"hti#e ha&nt for ,it! of London )orkers* To deal

)ith this s&##ers &n&s&all! high te#perat&res. the fitness "entre has gone .'0 **** )ith the air"onditioning*

.(0 **** . in fa"t. that at %&iet ti#es. the g!# feels like so#e)here in the r"ti"* This is &st one e'a#ple of

ho) the #odern )orld "as&all! .&0 **** air"onditioning* t has (e"o#e a "entral feat&re of )ork and pla!. a

potent .50 **** of the a(ilit! of h&#anit! to "ontrol the "li#ate. or at least #odif! it*

+an! air"onditioned (&ildings. ho)e/er. "o&ld .-0**** other #ethods of "ooling* The! "o&ld take ad/antage

of da!light and nat&ral /entilation and ha/e thi"ker )alls that a(sor( less heat d&ring the da! and radiate it

a)a! at night* These .60**** #a! so&nd o(/io&s. (&t the! "an ha/e telling res&lts and )o&ld "onsidera(l!

red&"e the need for air"onditioning*

1 A o/er)eight 7 o/er(oard C o/erti#e D o/er(lo)n2 A So #&"h so So as to So to speak D So (e it

& A #alf&n"tions 7 o&tdoes " s&peri#poses #is&ses5 A s!#(ol token / e#(le# D la(el- e#po)er 7 engage " e#plo! D enlist6 o&t"o#es 7 #eas&res " resol&tions a"tions

S%nd)as

t is s&rel! #ore than "oin"iden"e that the (eginning of a ne) #illenni&# is (eing .80**** (! rene)ed interest

in s&ndials7 instr&#ents &sed to #eas&re ti#e a""ording to the position of the s&n* h&ndred !ears ago.

the! )ere a /ital ti#ekeeping .20****. essential for an!one )ho hoped to keep their "lo"ks )orking

a""&ratel!* Then. as "lo"ks and )at"hes (e"a#e #ore sophisti"ated and relia(le. the s&ndial )as relegated

to the 89: **** of garden orna#ent a ro#anti" and intrig&ing orna#ent. (&t .'/0**** an ana"hronis#. in a

(ra/e ne) te"hnologi"al age* ;o) the "lo"k has (een t&rned (a"k and the! are again (eing taken serio&sl!*

a/id <ar(er. a s&ndial #aker. (elie/es that their appeal .''0**** in their dire"t link )ith the planets* <e sa!s

that )hen he deli/ers one. there is a .'(0 **** of #agi" )hen it starts )orking* The! are still. "al#. ro#anti"

o(e"ts that re#ind &s of o&r pla"e in the "os#os*

8 A asso"iated 7 a""o#panied / a"%&ainted D aro&sed2 A de/i"e 7 &tensil C pie"e D ite#9 A "l&ster 7 set C gro&p D stat&s

'/ A "on/ersel! 7 after all " nonetheless D in t&rn11 A stands 7 displa!s " e/ol/es D lies'( A #o#ent 7 point " ti#e D pa&se

Pa)n$ =o&r Own Ch)na

+! i#age of "hinapainting .'&0 **** fro# a /isit. long ago. to an arts and "rafts e'hi(ition )here sternlooking

gre!haired ladies de#onstrated ho) to "o/er a tea"&p )ith deli"ate flo)ers &sing a .'50 **** of deft

(r&shstrokes* The spe"ta"le )as .'-0 **** . (e"a&se ea"h stroke for#ed a perfe"t petal or leaf* Their hands

ne/er )o((led. the paint ne/er s#&dged. and the o(ser/er #ight ha/e "on"l&ded that these )o#en had

either (een .'60**** their art for de"ades or had (een (orn )ith an e'traordinar! talent for stead! pre"ision*

.'80**** of this e'perien"e. )ondered )hat kind of people )o&ld ha/e the "o&rage to enrol on a "o&rse in

"hinapainting* Wo&ld e/en the (eginners displa! an .'20 **** artistr!> n fa"t. the at#osphere t&rned o&t to

(e far fro# inti#idating* The st&dents )ere all there to ha/e f&n and not e/en the t&tor )anted to paint

petals on tea"&ps )ith the ro(oti" rapidit! had re#e#(ered*

'& A ste##ed 7 initiated C "o##en"ed D instigated'5 A string 7 "olle"tion C series D pro"ession'- A sensiti/e 7 ri/eting " "haris#ati" D distin"ti/e'6 A pra"tising 7 e'er"ising " )orking D e'pressing'8 A n respe"t :

,aref&l " ?n refle"tion D +indf&l

'2 A int&iti/e 7 in)ard " in/erted integral

*4



,aper 1 -eading

Part 2

=o& are going to read fo&r e'tra"ts )hi"h are all "on"erned in so#e )a! )ith a"ti/ities* $or %&estions '91

(63 "hoose the ans)er .A3 B3 C or D0 )hi"h !o& think fits (est a""ording to the te't*


The Lure of he !"#he$

,!en I -a at $ni:erity I decided I -anted to be a c!ef8 Among my contem&orarie% t!i

-a an $n$$al c!oice8 Coo.ing -a not one of t!e &l$m Qob t!at mot of $ -anted8 It i%

on t!e face of it% an $nattracti:e &rofeion8 C!ef lead notorio$ly !ar! li:e6 t!e -or. i

long% &re$red% menial / and badly &aid8

B$t $c! conideration didnt &$t me off8 I -a $n!a&&y at $ni:erity8 T!e -or. -a !ardJ

t!e ocial cene -a in$lar and elf/im&ortant8 Being a c!ef eemed t!e &erfect antidote

to intellect$al and ocial &ot$ring8 It &romied a erio$ne and integrity lac.ing in my

college life8

B$t my deire to coo. -a not im&ly a reaction to being a t$dent8 It alo e&reed an

aet!etic ideal8 My firt glim&e of t!i ideal came -!en I ate a meal at a famo$ ;ondon

reta$rant8 It -a a re:elation8 I till clearly remember my tarter8 I fini!ed t!at meal-anting to &rotrate myelf% -ee&ing% at t!e feet of t!e c!ef -!o !ad made it8 I felt -arm

and airy for day after-ard8

After t!i% I de:elo&ed an intene deire to $nco:er t!e ecret of t!i trange% fab$lo$

art8 I tranformed my t$dent life into an etended &re&aration for my aa$lt on t!e

c$linary -orld8 My !itory degree became a !ollo- &retence% ditracting me from my tr$e

co$re8 I acS$ired my real ed$cation !a&!a3ardly and deficiently by reading coo.boo.%

roaming mar.et and delicateen and &re&aring etra:agant meal8

#4What attra"ted the )riter to the idea of (e"o#ing a "hef>

A <e )anted to e'press his "reati/it!*

7 The )ork in/ol/ed see#ed real and )orth)hile*

C <e )anted to stand o&t fro# the "ro)d* <is fello) st&dents )ere &n"on/in"ed (! the idea*

#H<o) did the )riter p&rs&e his st&d! of "ooker!>

rel&"tantl!

7 aggressi/el!

C fer/entl!

D s!ste#ati"all!Extract from a novel

T!e c!ool -imming intr$ctor -a an e/drill ergeant% mall and m$cle/bo$nd% -it!

tattooed arm8 ,!en I a.ed !im to teac! me !o- to di:e% !e told me to it on t!e &ool

edge% &$t my !and abo:e my !ead and roll for-ard% &$!ing myelf off -it! my feet8 I

&ractied t!at manoe$:re $ntil t!e !o$r -a $&8 T!e net :iit% !e got me tanding

$&rig!t% and di:ing off t!e edge8 T!e intr$ctor -a a martinet and e:ery time I $rfaced

!e loo.ed at me -it! ditate6 Dont loo. do-n% loo. $&Z )ee& yo$r leg traig!t8 Point

yo$r toe I aidZ T!e net -ee.% I -ent $& onto t!e !ig! board8 It -a a fied board and

it front edge bent lig!tly do-n-ard8 It eemed o$trageo$ly !ig! a I tood t!ere% trying

to -or. $& my co$rage8 Grad$ally t!e ec!oing :oice dia&&eared and I felt a if I -ere

cocooned in ilence8 I -a:ed my arm :ag$ely in t!e -ay Id been 'ine ## ta$g!t% tried

to loo. $&% not do-n% and la$nc!ed myelf into &ace8 For a brief line #" moment% I -a

flying8 ,!en I !it t!e -ater% I cr$m&led ignominio$ly% and my line #2 leg -ere all o:er

t!e &lace8 T!e intr$ctor loo.ed at me -it! contem&t and !oo. !i !ead8 B$t e:en !e

co$ld not dimini! my e$&!oria8 T!at -!at t!ey line # mean by free a a bird% I

t!o$g!t8

"+The )riter re#e#(ers his instr&"tor as so#eone

A )ho resented hi#*

7 )ho inhi(ited hi#*

, )ho despised his te"hni%&e*

D )ho# he )anted to i#press*

"#Whi"h phrase e'plains the )riters feeling of e&phoria 8line 15:>

A "o"ooned in silen"e 8line 11:

7 @ "r&#pled igno#inio&sl! 8line 13:

C la&n"hed #!self into spa"e 8line 12:

@ )as fl!ing 8line 13:

H

&est 1



&aper 1 -eading

To those of &s for )ho# a "o#forta(le (ed. r&nning )ater and the pro(a(ilit! of li/ing at

least &ntil to#orro) are of pri#e i#portan"e. the pheno#enon of the tra/eller appears as

in"o#prehensi(le as it is intrig&ing* <ere are people )ho ha/e s&""&#(ed to the

trea"hero&s sed&"tion of the &nkno)n. )ho a"t&all! "hoose to p&t their li/es at risk (!

"li#(ing the sheer and i"! fa"e of an a/alan"heridden #o&ntainA )ho sail alone in frail "raft

thro&gh to)ering seasA )ho )ill eat #aggots and ri/er inse"ts if nothing #ore palata(le is on

offer and )ho "an li/e. da! and night for #onths on end. in the shado) and the pro#ise of

the &nkno)n*

t is eas! to dis#iss s&"h people as oddities as indeed the! are to (e relegated to the

ranks of the tr&l! e""entri"7 her#its. freefall di/ers or indeed )riters* That the! e'ist "annot

(e denied. (&t the strange. &n"o#forta(le )orld the! o""&p! lies )ell o&tside o&r e/er!da!

e'perien"e and "an (e dis#issed. )e tell o&rsel/es. as an irrele/an"!* We "an shr&g o&r

sho&lders and ret&rn thankf&ll! to o&r )orld of #i"ro)a/e o/ens and ans)erphones. glad

that the onl! risks to o&r o)n health are predi"ta(le ones s&"h as #aking a s&i"idal dash

a"ross a "it! street*

'AI;ING

onat!an Raban i afraid of t!e ea% aying it i not !i element% -!ic! i &robably

-!y !e &end o m$c! time on it8 5e doe not claim to be a -orld/cla ailor%

t!o$g! !e i ob:io$ly a com&etent one8 5i o:erriding reaon for ailing i t!at%

being a -riter% !e li.e to -rite abo$t !a:ing ailed8 'ailing i g$aranteed to

&ro:ide alarm and ac!ie:ement for !i &en to celebrate8

Raban little boat carrie an electronic de:ice t!at intantly gi:e mariner t!eir

&oition to -it!in a fe- metre% any-!ere on t!e eart! $rface8 'trongly a !ea&&ro:e of t!i intr$ment% t!ere i more t!an a to$c! of &rimiti:im in Raban

attit$de to ot!er ea/faring aid8 5e t!in. t!e in:ention of t!e com&a -a a

diater% ca$ing a f$ndamental rift in t!e relation!i& bet-een man and ea8

Raban maintain t!at ince it came into $e% &er!a& a t!o$and year ago% it

!a become t!e main obQect of t!e t eerman ga3e% -it! t!e re$lt t!at !e no

longer !a to t$dy t!e -a:e and feel t!e ea8 And t!e ocean% once a place -it!

all ort of t!ing going on in it% i no- red$ced to a mere &ace8 'ince !i Qob i

merely to .ee& teady on a co$re% t!e !elmman can be re&laced for long

tretc!e by an a$to&ilot8 T!i may be -!y Raban !ad time to loo. o caref$lly at

t!e -a:e8

"" ""ording to the )riter. )hat #oti/ates tra/ellers>

A a desire for a solitar! e'isten"e

7 a dissatisfa"tion )ith #odern li/ing

C a need to dis"o/er ne) things

a fas"ination )ith o&tdoor life

"2The )riter e#phasises the "ontrast (et)een his )orld and that of the tra/eller (!

A likening tra/ellers to freefall di/ers*

7 ill&strating his indifferen"e to tra/ellers*

C #entioning the dangers of "it! li/ing*

D referring to do#esti" applian"es*

"*What is Bonathan Ra(ans #ain #oti/ation for sailing>

A <e needs to "on%&er his fear of the sea*

<e )ants to gain re"ognition as a sailor*

C t offers hi# e'perien"es he "an &se after)ards*

D t pro/ides a "ontrast to his e'isten"e on land*

"What is the )riter doing )hen he talks a(o&t the "o#pass in paragraph 2>

ill&strating Ra(ans skills

%&estioning Ra(ans attit&de

C defending Ra(ans ass&#ptions

7 s&pporting Ra(ans /ie)

#+4

&est 1



oy t!oe in it8 I !a:e t$died !o- t!e notion of -!at !$man are ca&able of !a been e&anded in different ci:iliation% and !o- co$rage can be man$fact$red8 I !a:e a&&lied my met!od to t!e maQor &reocc$&ation of o$r time / !a&&

,aper 1 -eading

Part 3

=o& are going to read an e'tra"t fro# an arti"le* Se/en paragraphs ha/e (een re#o/ed fro# the e'tra"t*

,hoose fro# the paragraphs A1H the one )hi"h fits ea"h gap .(81&&04 There is one e'tra paragraph )hi"h

!o& do not need to &se*

+ark !o&r ans)ers on $h! separate answ!* sh!!$4

Work

Theodore Zeldin looks at how our working life could change.

32

The ti#e has "o#e to rethink )hat this ter# denotes fro# a h&#an. not &st a finan"ial angle and to#o/e on fro# traditional "ategorisations* $or #e.)ork is a relationship* ;o) that #an! people are not"ontent )ith relations (ased on o(edien"e. andregard )ork as an assertion of independen"e orte#pera#ent. the! #&st (e gi/en a "han"e todesign their o)n o(s. and "hoose their o)n"olleag&es. e/en their "&sto#ers. )ithin the li#its ofpra"ti"alit! and profita(ilit!*

S

This is a #ore inti#ate en"o&nter. )hi"h "reates a(ond of respe"t (et)een the parti"ipants. and is/al&ed as a )a! of getting inside another personsskin. )ith the likelihood that one )ill (e "hanged (!

the e'perien"e* t is #ore than a rela'ation. (e"a&seit is the #ost effe"ti/e #eans of esta(lishinge%&alit!* E/er! ti#e !o& ha/e a "on/ersation )hi"ha"hie/es that. the )orld is "hanged (! a #in&tea#o&nt*

re !o& as respe"ted and appre"iated as !o&deser/e> S&""ess in a "areer is no longer eno&gh*E/er! profession is "o#plaining that it is notproperl! /al&ed or &nderstood. and e/en a#ongindi/id&als )ho ha/e )on e#inen"e. there is often(itterness (ehind the fa#e* Lo/ing !o&r )ork. &ntilre"entl!. )as eno&gh to #ake !o& a #e#(er of anen/ied #inorit!* C&t no) !o& ha/e to ask !o&rself)hat !o&r o( is doing to !o& as a person. to !o&r

#ind. "hara"ter and relationships*2#30

To "o&nter this. a# tr!ing to dis"o/er ho) )ork"o&ld ha/e the f&lfil#ent of these aspirations as its <o) #an! of &s "an sa/ tnat )e are f&llD ali/e at

first priorit! instead of treating &s as "la! to (e )ork> <o) #an! of &s are reallD Partti#e sla/es #o&lded to s&it ind&strial p&rposes and ho) it "o&ld theoreti"al! na/in9 the ri9ht t0 es"ape fro# o&r (e re"on"ei/ed to s&it &s all. (oth )o#en and #en dr&dFer!. (&t in realit! /irt&al prisoners of o&r t )o&ld ha/e to (e not &st a )a! of "reating )ealth %&alifi"ations and "areers. &sed as instr&#ents (!(&t a )orth)hile st!le of life. a path to a f&ller others )orkin9 not 30 that )e #i9ht (e"o#e (etter e'isten"e. to the dis"o/er! of &ns&spe"ted talents people (&t (e"a&se )e "an see no other GPtion>

and to a )ider /ariet! of h&#an "onta"ts* Take notel )orkers as an e'a#ple. sin"e 10 per HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH "ent of the )orking pop&lation is no) in the

2> hospitalit! ind&str!* The a#o&nt of &n&sed potential*** HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH is &n(elie/a(le* +an! highl! intelligent and li/el!

E/en the #iddle"lass professions. ho)e/er. no People p&t &p )ith lo) prestige. lo) salaries and longlonger ha/e the li(erating appeal the! on"e had* o&rs HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

o"tors are often #ore stressed than their patients ..I and "o#plain a(o&t the fail&re of "lini"al #edi"ine* J 1

""o&ntants. despite &npre"edented infl&en"e. aretro&(led (! do&(ts a(o&t their professions ethi"s* lar 9e proportion of hotel staff are foreigners too.+ost ar"hite"ts ne/er get the "han"e to e'er"ise their keen t0 learn a ne) lan9&a9e and dis"o/er a ne)

i#aginations freel!* d#inistrators are paral!sed (! "l/lllsatlonK (&t MNO ha/e the #ost s&perfi"ialtheir o)n (&rea&"ra"!* The #iddle #anagers. )ho relatlons )itn tneir 9&ests <otels "o&ld (e "&lt&ral

on"e gloried in their stat&s. are. as a E&ropean st&d! "entres a"tl/e inter#ediaries (et)een the g&est andre/eals. losing their "on/i"tion the "it! gen&ine hosts (ringing together people )ho

ha/e not #et* <oteliers "o&ld &se the kno)ledge ofthe #an! st&dents the! e#plo!. instead of gi/ingthe# onl! #enial tasks*

A This #eans that the! ha/e to kno) ho) to"on/erse a"ross the (o&ndaries of professional

argon. )ith #inds that #a! at first see# %&itealien* E/er!(od! is "lear a(o&t the i#portan"eof "o##&ni"ation. (&t it is a /er! different thingfro# "on/ersation. and traditional "on/ersationis /er! different fro# the ne) kind of"on/ersation )hi"h people feel the la"k of toda!*

7 <o)e/er. this re#odelling )o&ld not #eana(olishing &ne#plo!#ent* This is too si#ple agoal. (e"a&se the #ore people are ed&"ated.the #ore the! de#and o(s that are lifeenhan"ing. interesting and &sef&l* lifeti#e of)ork has to (e seen as a )ork of art. )ith thef&lfilled indi/id&al at its "entre*

C f the! paid "loser attention to their staffs deepesta#(itions. the! )o&ld realise that there )ere#an! other ser/i"es that hotels "o&ld pro/ide*C&t the! are restrained (! the a""o&ntants. )hosa! that fir#s. in order to #a'i#ise their profits.sho&ld "on"entrate on one "ore a"ti/it!*

D This is (e"a&se there has (een no serio&s

rethinking of )hat a hotel is sin"e the da!s of theRitQ. )ith its nineteenth"ent&r! idea of l&'&r!* hotel is not &st a pla"e )here tra/ellers sleep.(&t a United ;ations in #iniat&re* People fro#all o/er the )orld #eet at hotels. tho&gh the!&s&all! pass ea"h other in silen"e*

<a/ing looked at those areas. a# no) fo"&singon the sear"h for #ore satisf!ing )a!s ofearning a li/ing* There is no shortage of e'perts

de/oting the#sel/es to prolonging the life andin"reasing the in"o#e of "orporations andinstit&tions* C&t a&diting o&r finan"es is noteno&gh7 )e need to #ake an a&dit of o&rsel/esas h&#an (eings too. and dis"o/er )ith )hatsort of people )e )ant to spend o&r li/es*

$ +ean)hile. the (&siness "orporations and p&(li"instit&tions in )hi"h these people )ork are

sli##ing* The pana"eas of de"entralisedde"ision#aking. in"reasing ski l ls andperfor#an"erelated re)ards ha/e nots&""eeded in )inning "o##it#ent fro#e#plo!ees* n Critain. onl! per "ent ofe#plo!ees are strongl! of the /ie) that their/al&es and those of their organisations are /er!si#ilar*

- This %&estion is "r&"ial* $or ho)e/er (rilliant !o&rskills. if the! #ake !o& a (ore. &na(le to"on/erse )ith those o&tside !o&r spe"ialit!. if!o& are so (&s! )ith detail that !o& ha/e no ti#eto a"%&ire )isdo# or e'er"ise !o&r i#aginationor h&#o&r. then no a#o&nt of stat&s or finan"ialre)ard )ill "o#pensate for !o&r inade%&a"! as ah&#an (eing*

<otels kno) so little a(o&t their g&ests and oftena(o&t their staff e/en tho&gh the! spend /asts&#s on sophisti"ated T s!ste#s to store therather &nsophisti"ated data the! "olle"t*+anagers "ling to notions of "&sto#er ser/i"e(ased on far too si#ple a /ie) of )hat prod&"esg&est satisfa"tion*

#+

(9

##

&est 1

P%r &



ion from a boo. of eay8 For S$etion '&(&)* c!ooe t!e an-er +A* B* C or D, -!ic! yo$ t!in. fit bet according to t!e tet8

e %$-/er -hee.

0r""$1 Re2"e/-

0ran' 8ermode examines the craft of revie(?(riting from a practitioner3s point of vie(@

,aper 1 -eading

Mot re:ie- are -ritten and circ$lated $nder

condition -!ic! en$re t!at t!ey !a:e a :ery!ort acti:e life8 T!ere are deadline% t!ere are

retriction% normally S$ite e:ere% on t!eir lengt!Jand -!en &$bli!ed t!ey claim !o$eroom only fora long a t!e ne-&a&er t!ey are &rinted in [ a

day or a -ee.% at mot a mont!8 Moreo:er% t!eliterary tat$ of re:ie- tend to be ettled by

t!eir e&!emerality8 It i $$ally $&&oed% not onlyby t!e &$blic b$t% S$ite often% by t!e -ritert!emel:e% t!at re:ie-ing i -or. t!at nobody

-o$ld do if t!ere -erent ome reaon / !ortageof ca! -o$ld be cited mot often% t!o$g! anot!ergood reaon i t!at yo$ cant -or. all day on a

no:el or a erio$ boo. of any ort / -!ic!&re:ent t!em from occ$&ying t!eir time -it!omet!ing more :al$able8

Yet re:ie-ing i a .illed and m$lti/faceted Qob8 It ione t!ing to be brig!t% bri. and $mmarily fair in

t!e i or eig!t !$ndred -ord of an ordinaryne-&a&er re:ie-% S$ite anot!er to control%-it!o$t looene of arg$ment% t!e i or eig!t

t!o$and -ord ometime allo-ed byinternational Qo$rnal8 And t!e fifteen !$ndred-ord of a leading &iece in t!e -ee.ly maga3ine

&reent ome of t!e &roblem of bot! !ort and

long8 Not t!at lengt! i t!e only conideration8 Forone t!ing% t!e re:ie-er ob:io$ly need to t!in.abo$t t!e &robable a$dience% t!e -ee.end.immer at one end of t!e cale% t!e &eron

already intereted eno$g! in t!e $bQect to tac.lea erio$ re:ie-/article at t!e ot!er8 Finally% are:ie-er need to .no- S$ite a bit abo$t S$ite a

n$mber of t!ingJ and m$t be able to -rite &roet!at intelligent &eo&le can $ndertand and enQoy8 It

follo- almot infallibly t!at t!e re:ie-er -ill beomebody -!o -rite ot!er t!ing beide re:ie-8

T!e American no:elit o!n (&di.e% -!o rat!erloo. do-n on criticim / !$gging t!e !ore !ecall it /ne:ert!ele enQoy ome coatal

re:ie-ing in t!e inter:al bet-een !itranoceanic no:el/-riting8 (ndertandablyrel$ctant to allo- e:en !i le ambitio$ :oyage

to go -it!o$t any &ermanent record% !e gat!ertoget!er !i e:ery re:ie-% !o-e:er !ort% into

:ol$me -it! mildly elf/de&recating title8 Itmig!t be t!o$g!t t!at leer &eron !o$ldacce&t e&!emerality a t!e &enalty a&&ro&riate to

t!eir coatal ca$tionJ b$t it i !ard to ee -!y% ift!ey can get a-ay -it! it% t!ey !o$ldnt beallo-ed to enQoy t!e mea$re of &ermanence% and

t!e mea$re of :anity% &ro&er to t!eir tation%e&ecially if t!ey belie:e t!at ome of t!eir bet

-riting !a been b$ried in re:ie-8 I admit tofeeling t!i abo$t my o-n -or.8

My o-n &rinci&al occ$&ation !a been academic%and mot of my erio$ boo. are recogniably

academic &rod$ct% t!e ort of t!ing &rofeor

li.e% and are e&ected to do a &art of t!eir Qob8

5o-e:er% t!e Engli!/&ea.ing -orld KI t!in.fort$natelyL ac.no-ledge not!ing com&arable to

t!e !ar& ditinction &eo&le from ot!er c$lt$rema.e bet-een re:ie-ing and literary t$dy / ando -it! $ it i S$ite $$al for t!e ame &eo&le to

do bot!8 T!e day are gone -!en ot!er academicre:iled re:ie-er/&rofeor for $neemly elf/

di&lay% or -ate of academic time% or betrayal oft!e dignity of t!eir intit$tion8 And com&laintfrom non/&rofeor% to t!e effect t!at t!e

&rofeor are ta.ing t!e bread o$t of t!eir mo$t!%are alo le common t!an t!ey -ere% &artlybeca$e t!ere i o m$c! more re:ie-ing

no-aday t!at &ractically e:eryone can !a:eome% &artly% no do$bt% beca$e t!e bread i often$c! a meagre ration8

My o-n :ie- i t!at t!ee arrangement are goodfor bot! reader / ince t!ey can be fairly certain

t!e re:ie-er !a at leat ome idea -!at !e ital.ing abo$t [ and &rofeor% if only beca$e t!e-or. !el& to .ee& t!em ane8 It alo remind t!em

t!at t!ey !a:e a d$ty% eaily neglected% to ma.et!emel:e intelligible to non/&rofeor8 ,!ental.ing among t!emel:e t!ey may feel ome

need to be im&rei:ely arcane% b$t -!en

addreing intelligent non/&rofeor t!ey need toma.e $re t!ey are comm$nicating effecti:ely8

Finally% it i clear t!at for a :ariety of reaon% and

de&ite all t!at can be aid to dignify it% re:ie-ingm$t normally be a econdary occ$&ation8 It iomet!ing yo$ can only do -ell eno$g! if yo$ are

alo doing omet!ing ele -ell eno$g!8

"What does the )riter sa! a(o&t re/ie)s in the first paragraph>

A Their topi"alit! #eans that the! are eagerl! read*

7 The! #a! (e "onsidered an inferior for# of )riting*

C The (est re/ie)s tend to (e )ritten (! no/elists*

D The! pro/ide )riters )ith a reg&lar in"o#e*

"0The )riter sa!s that a good re/ie)er is so#eone )ho

A (ears in #ind the different t!pes of reader*

7 has indepth kno)ledge of the topi"*

C "on"entrates on re/ie)ing as a "areer*

D adopts a "learl! defined st!le*

"4<o) does Bohn Updike appear to regard re/ie))riting>

A <e thinks it #a! help a )riter to )iden his readership*

7 <e is &n)illing to )rite an! re/ie)s hi#self*

C <e s&pports a )riters right to "riti"ise the )ork of others*

D <e "onsiders it an &n"hallenging. &ni#aginati/e t!pe of )riting*

"H<o) does the )riter feel a(o&t the less )ellkno)n )riters )ho p&(lish their re/ie)s in (ook for#>

A The! sho&ld lea/e re/ie)ing to the great )riters* Their

(est )ork is to (e fo&nd in their re/ie)s* C The! are entitled

to so#e pride in their )ork* D The! do not deser/e long

ter# s&""ess*

2+<o) ha/e attit&des "hanged to)ards a"ade#i"s )ho )rite re/ie)s>

A ;ona"ade#i"s ha/e agreed to share o&t re/ie)ing )ork a/aila(le*

7 Their "olleag&es ha/e "o#e to regard it as an a""epta(le a"ti/it!*

C Less resent#ent e'ists no) that re/ie)ing "an pro/ide a reasona(le in"o#e*

D -reater &nderstanding res&lts fro# a"ade#i" standards (eing less rigoro&sl! applied*

2#Wh! is the )riter in fa/o&r of a"ade#i"s also )orking on re/ie)s>

A The general reader is a(le to rel! on their kno)ledge* Re/ie))riting is the #ost eno!a(le part of a professors )ork*

C $eed(a"k gained fro# nona"ade#i"s is &sef&l for their resear"h*

D Their le/el of lang&age is appropriate for re/ie))riting*

2" n )riting this te't. the )riters #ain intention is to

A &stif! the a"ade#i" stat&s of re/ie)s*

defend a parti"&lar re/ie)er*

C i#pro/e the per"eption of re/ie))riting*

D en"o&rage other a&thors to take &p re/ie))riting*

#"#"

&est 1



,aper 2 riting

PAPER ( WRITING 82 ho&rs:

Pa*$ '

=o& #%s$ ans)er this %&estion* Write !o&r ans)er in &//1&-/ )ords in an appropriate st!le*

' #agaQine is in/iting readers to send in arti"les on )hether life in the "o&ntr!side is prefera(le to li fe in

the "it!* =o& read the personal a""o&nt (elo) and de"ide to )rite an arti"le "alled Es"ape to the

"o&ntr! sho&ld !o&>. responding to the points raised and e'pressing !o&r o)n opinions*

,!en -e left t!e city I -a treed by t!e &ace of life and

tra:elling to -or.% and !ad little time -it! my c!ildren8 I -a $re

t!e cleaner air and green &ace -o$ld be good for $8 At firt it

eemed t!e rig!t mo:e8 T!ere -a no comm$ting% noie or dirt%

and o$r money -ent f$rt!er8 B$t t!en I dico:ered t!at life in t!e

co$ntry alo !ad dra-bac.888

Write !o&r a*$)c!4

Pa*$ (

Write an ans)er to on! of the %&estions (1- in this part* Write !o&r ans)er in &//1&-/ )ords in an

appropriate st!le*

22 "o#pan! )ants to la&n"h a ne) soft drink onto the #arket. and is r&nning a "o#petition in/i ting

people to send in proposals for different )a!s of ad/ertising it* The "o#pan! )ants people to "o##ent

on the &se of the #edia. fa#o&s personalities. free gifts. and other ad/ertising te"hni%&es. and e'plain

)h! the! think their ideas )ill (e parti"&larl! effe"ti/e* =o& de"ide to send in a proposal*

Write !o&r ,*o,osa4

2*=o& are a #e#(er of !o&r s"hoolV"ollege theatre gro&p )hi"h has re"entl! perfor#ed a pla! )ith great

s&""ess at an nternational $esti/al of ra#a* The editor of !o&r s"hoolV"ollege #agaQine has asked

!o& to )rite a re/ie) of the nternational $esti/al of ra#a and sa! )hat !o& learned fro# the

e'perien"e*

Write !o&r *!;)!w4

2=o&r "ollege is prod&"ing a hand(ook to #ake ne) st&dents fro# a(road feel )el"o#e* The editor has

asked !o& to )rite a letter for in"l&sion* The letter sho&ld e'plain ho) to #ake the (est &se of "ollege

fa"ilities 8e*g* "anteen. li(rar!. T s&ite. sports hall: and gi/e infor#ation and ad/i"e on "l&(s. so"ieties

and st&dent ser/i"es*

Write !o&r !$$!*4 o not )rite an! postal addresses*

2Cased on !o&r reading of on! of these (ooks. )rite on on! of the follo)ing*

20 nne T!ler7 The Accidental Tourist

=o& see the follo)ing "o##ent in a st&dent #agaQine7 There are fe) (ooks )hi"h #anage to (e (oth

f&nn! and sad* =o& )rite a re/ie) in )hi"h !o& dis"&ss this "o##ent in relation to The Accidental

Tourist.

Write !o&r *!;)!w4

24Bohn W!ndha#7 The Day of the Triffids

&ring a "lass dis"&ssion of The Day of the Triffids, !o&r t&tor %&otes fro# the (ook7 There is #ore to

the Triffids than )e think* =o&r t&tor asks !o& to )rite an essa! in )hi"h !o& (riefl! des"ri(e the triffids.and o&tline their role in the no/el. dis"&ssing their i#pa"t on the so"iet! in the no/el*

Write !o&r !ssa<4

2H-raha# -reene7 Our Man in Havana

literar! o&rnal has p&(lished an arti"le )hi"h arg&es that there )ere no heroes in t)entieth"ent&r!

English literat&re* =o& )rite a letter to the editor in )hi"h !o& respond to this state#ent. referring to

-raha# -reenes portra!al of Wor#old in Our Man in Havana, stating )hether or not !o& think he

a"hie/es the stat&s of a hero*


#* #2

&est 1



,aper Use of English

PAPER 3 USE OF ENGLISH 81 ho&r 30 #in&tes: Pa*$ (

Part 1

$or %&estions '1'-3 read the te't (elo) and think of the )ord )hi"h (est fits ea"h

spa"e* Use onl! on! )ord in ea"h spa"e* There is an e'a#ple at the (eginning

./04

Write !o&r ans)ers in ,PTL

LETTERS on $h! s!,a*a$!

answ!* sh!!$4 E=a#,!> T

$or %&estions '61(-3 read the te't (elo)* Use the )ord gi/en in "apitals at the end

of so#e of the lines to for# a )ord that fits in the spa"e in the sa#e line* There is

an e'a#ple at the (eginning ./04

Write !o&r ans)ers in ,PTL LETTERS on $h!

s!,a*a$! answ!* sh!!$ E=a#,!>

Food #)!s

D*!a#s

rea#s ./0 **(*a!e**** al)a!s

fas"inated h&#an (eings*

The idea that drea#s pro/ide &s )ith

&sef&l infor#ation a(o&t o&r li/es goes .'0********************tho&sands of !ears* $or the

greater .(044444444444444444444444444444444444444444444444444444444444444444444444

of h&#an histor! .&0*******************)as taken for granted that the sleeping #ind )as in

to&"h )ith the

s&pernat&ral )orld and drea#s )ere to (e interpreted as #essages )ith propheti"

or healing

f&n"tions* n the nineteenth "ent&r!. .50**********************)as a )idespread rea"tion .-0

*************************************************************************************this )a!

of thinking and drea#s )ere )idel! dis#issed as (eing /er! .60

***********************************************************************************************************************************

#ore than &#(les of

fantas! .80*****************a(o&t (! #e#ories of the pre/io&s da!*

t )as not .20*******************the end of the nineteenth "ent&r! .90***************************an

&strian ne&rologist.

Sig#&nd $re&d. pointed o&t that people )ho ha/e si#ilar e'perien"es d&ring the

da!. and )ho

are then s&(e"ted .'/0*******************the sa#e sti#&li )hen the! are asleep. prod&"e

different drea#s*

$re&d .''0*****************on to de/elop a theor! of the drea# pro"ess )hi"h .'(0

**********************************ena(le hi#

to interpret drea#s as

"l&es to the "onfli"ts

taking pla"e )ithin the personalit!* t is (! no

.'&0****************an e'aggeration to sa! that .'50**********************an!

other theories ha/e had .'-0444444444444444444444444444444444444444444444444444

great an infl&en"e on s&(se%&ent tho&ght*

n Critain. )hat is des"ri(ed as food #iles. the distan"e )hi"h

food is

transported fro# the pla"e )here it is gro)n to its point of sale.

"ontin&es to

rise* This has #aor ./0 *e"ono#i"t so"ial and en/iron#ental

"onse%&en"es.

gi/en the traff i" "ongestion and pol l&t ion )hi"h .'60

*********************************************************************************************************

follo)*

""ording to .'80 44444444444444444444 gro&ps. the sa#e a#o&nt of food

is tra/elling

50 per "ent f&rther than t)ent! !ears ago* Whats #ore. the rise in

the de#and for road ha&lage o/er this period has #ostl! (een

d&e to the transport of food and drink* The gro&ps assert that the

in"rease in the n&#(er

of lorr! o&rne!s is .'20 4444444444444444444444444 and that #an! of these

are far fro#

.'9044444444444444444

n the

distri(&tio

n

s!ste#s

e#plo!e

d (!

Critish

food .(/0

***************

. fleets of

lorries

(ring all

goods

into #ore

.('0

444444444444444

444444444444444

lo"ated

)areho&

ses for

redistri(&

tion

a"ross

#*

< :

/ E , 0 0 X ,

#

&est 1




the "o&ntr!* .((0 44444444444444444444444444444444444444444444444444444444444 as this #ight appear. the

sit&ation )here(! so#e goods get sent (a"k to the sa#e areas fro# )hi"h

the! "a#e is .(&044444444444444444444

n response to s"athing .(50 444444444444444444444444 fro# en/iron#entalists. so#e food

distri(&tors no) ai# to #ini#ise the i#pa"t of food #iles (! ro&ting /ehi"les.

)here/er possi(le. on #otor)a!s after dark* This en"o&rages greater energ!

.(-0****************)hilst also red&"ing the i#pa"t on the residential areas thro&gh

)hi"h the! )o&ld other)ise pass*

ECONOMY VARIABLE

PRESS

E?CEED ESSENCE

RETAIL

CENTRE

LOGIC

AVO

ID

CRI

TIC

EFFICIENT

##

&est 1




(9 E/e set o&t. ar#ed )ith a sto&t sti"k. to********************************************a path thro&gh "l&#ps of (&she s

and enor#o&s ferns*

$or %&estions (61&'. think of on! )ord onl! )hi"h "an (e &sed appropriatel! in all three senten"es* <ere is

an e'a#ple ./04

E=a#,!>

/ So#e of the to&rists are hoping to get "o#pensation for the poor state of the hotel. and think

the! ha/e a /er!****************************************"ase*

Theres no point in tr!ing to )ade a"ross the ri/er. the "&rrent is far too****************************************************

f !o&re asking #e )hi"h of the "andidates sho&ld get the o(. # afraid dont ha/e an!

***********************************/ie)s either )a!*

/ s

>Y

R 0 /

Write on< the #issing )ord in ,PTL LETTERSon $h! s!,a*a$! answ!* sh!!$4

*+ f its onl! a****************************************of a fe) pen"e. it ha rdl! see#s )orth asking for !o&r

#one! (a"k*

d like to ha/e a )ord )ith !o& so#eti#e. a(o&t a personal**************************************************

<o&sehold r&((ish. in"l&ding paper. glass. plasti" and organi"**************************************************sho&ld

(e sorted into separate "ategories*

*#The lo"al (&ses "harge a*******************************************fare of Z0p to the to)n "entre*

Beffs de#and for a #eeting )ith #anage#ent )as #et )ith a************************************************ref&sal*

+! "ar (atter!s "o#pletel!********************************************(e"a&se #&st ha/e left the lights on all

night*

*"S&spi"ion i##ediatel!******************************************on the last person to see the )o#an (efore her

disappearan"e*

Their relationship &st****************************************to pie"es after the!d onl! (een together for a fe)

#onths*

s #ore o(s (e"a#e a/aila(le in the i#pro/ing e"ono#i" sit&ation. the rate of &ne#plo!#ent

***********************************sharpl!*

The #idda! s&n***************************************do)n #er"ilessl! on the )ithered "rops in the dried&p

fields*

B&st*************************************the egg )hite &ntil its froth!. and fold it i nto the #i't&re*

&/ The sales#an***************************************** the "&sto#er to (elie/e that the "ar had had onl! one

pre/io&s o)ner*

narro) path thro&gh the )ood******************************************all the )a! to the (a"k of the hotel*

The for#er soldier fo&nd "i/ilian life (oring as he had************************************************s&"h an e'"iting

life in the ar#!*

&' To "all for assistan"e.*****************************************the (ell at the re"eption desk*

The reporters (egan to ******************************************the politi"ian for #ore infor#ation a(o&t the

reasons for his resignation*

The poli"e finall! "onfir#ed that the! intended to**********************************************"harges against (oth

)o#en*

##4

&est 1

Pa*$ &




&- ndre) is the #ost genero&s person ha/e e/er #et*

$or %&estions &(1&93 "o#plete the se"ond senten"e so that it has a si#ilar #eaning to the first senten"e.

&sing the )ord gi/en* Do no$ chan"! $h! wo*d ");!n4 =o& #&st &se (et)een $h*!! and !)"h$ )ords.

in"l&ding the )ord gi/en*

<ere is an e'a#ple ./04

E=a#,!>

/ o !o& #ind if )at"h !o& )hile !o& paint>

o@!c$)on

o !o&******************************************************************************************************!o& )hile !o& paint>

id:e any %i

Write on< the #issing )ords on $h! s!,a*a$! answ!* sh!!$4

*2The present go/ern#ent has ne/er pro#ised to lo)er ta'ation. $)#!

t*****************************************************************************************************pro#ised to lo)er ta'ation*

**<elens report is rather &n"lear in pla"es.

ack)n"

<elens report*******************************************************************************************************in pla"es*

*Willia# tried to re#ain i#partial in the %&arrel (et)een his t)o "o&sins.s)d!s

Willia# tried*******************************************************************************************************in the %&arrel

(et)een his t)o "o&sins*

#ore

/e !et******************************************************************************************************ndre)*

*Bason didnt hesitate for a #o#ent (efore he a""epted the offer. s)"h$!s$

Bason didnt*******************************************************************************************************a""epting the offer*

*0 ne/er tho&ght that )o&ld )in a priQe.

c*oss!d

t*****************************************************************************************************that )o&ld )in a priQe*

*4 dont &nderstand the reason for LiQs s&dden depart&re !esterda!*

)h!

dont &nderstand********************************************************************************************************!esterda!*

*H<a/ing e'plained things three ti#es. Si#ons patien"e )as e'ha&sted*

r&n

<a/ing e'plained things three ti#es. Si#on*********************************************************************************************

patien"e*

1Z "#

&est 1

Pa*$ 5




Pa*$ -

$or %&estions 5/1553 read the follo)ing te'ts on (&siness pra"ti"e* $or %&estions 5/15&3 ans)er )ith a )ord

or short phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar! a""ording

to the instr&"tions gi/en*

Write !o&r ans)ers to %&estions 5/155 on $h! s!,a*a$! answ!* sh!!$4

B$ine i becoming more and more a matter of intellect$al &ro-e8 B$ine $cce

i baed e:er more directly and &eedily on t!e abilitie of t!e &eo&le in t!e b$ine

-orld to c!ange% foreee trend% ta.e acce&table ri.% be more in t$ne -it! tomorro-

need of today c$tomer and to et t!eir tall o$t for t!e myriad line * economic and

ocial c!ange t!at are occ$rring8 To ei3e ad:antage in t!ee -ay i not a matter of

br$te force% b$t one of finely !oned intelligence% co$&led -it! gen$ine S$alitie of

c!aracter and a contin$o$ dedication to taying a!ead in t!e race8 $t a at!letic

demontrate contin$o$ly t!at not only doe an at!lete !a:e to be in good !a&e b$t

alo in t!e rig!t frame of mind to -in% o it i -it! b$ine8 T!e diffic$lty i t!at% -!ile

fe- -ill contradict t!ee tatement% fe- alo follo- t!e logic of t!eir belief t!ro$g! to a

co!erent and conitent &!iloo&!y -!ic! imb$e t!eir com&any from to& to bottom8 Nor

-ill yo$ find t!ee i$e t!e $bQect of endle board debate and intro&ection8 E:en

com&anie -!ic! !a:e a clearly e&reed and $ndertood com&any tyle% to -!ic! t!ey

attrib$te t!eir com&any ad:antage% !a:e come acro it more by accident t!an by&lanning8 'ome com&anie are &ro$d of t!eir retle tyle of management% -!ic! i

ne:er atified -it! it ac!ie:ement% b$t t!i c!aracteritic deri:e a m$c! from t!e

c!aracter of t!e c!ief eec$ti:e a from dee& &!iloo&!ical debate8

S%cc!ss+% a#@)$)o%s co#,an)!s w)$h c!a* ;)s)ons n!!d s%cc!ss+% a#@)$)o%s ,!o,! who can );! $h!

;)s)on +o* @o$h @%s)n!ss and $h!#s!;!s and -!o s!! $ha$ $h! $wo )n! ( "o hand )n hand4 S%cc!ss+%

o,!*a$)ons *!s%$ no$ +*o# wo*k)n" ha*d!* @%$ +*o# wo*k)n" #o*! !++!c$);!<3 wh)ch )n $%*n )s $h! *!s%$ no$

o+ )nd);)d%a !++o*$s3 @%$ o+ $h! s<s$!# )n wh)ch $h! )nd);)d%as wo*k4 G*o%, s%cc!ss won @< *a)s)n" $h!

,!*+o*#anc! o+ $h! s<s$!# a%$o#a$)ca< )nc*!as!s $h! s%cc!ss o+ "*o%, #!#@!*s4

Th! anao"< w)$h a &ort $!a# )s s!+1!;)d!n$4 B%<)n" an !=,!ns);! tar won$ #ak!

a bad +oo$@a $!a# "ood3 @%$ a "ood s)d!3 w)$h a sha*!d ;)s)on o+ !=c!!n$ ,!*+o*1

#anc! and !o- $o ach)!;! )$3 $%*ns #!d)oc*! ,a<!*s )n$o s$a* ,!*+o*#!*s4 Th!

)#,o*$anc! o+ "*o%, ;)s)on do!sn$ d)#)n)sh $h! )nd);)d%a *o! @%$ !nhanc!s )$4 A

s<s$!# )n wh)ch )nd);)d%as can co**!c$ d!+!c$s and s%""!s$ )#,*o;!#!n$s3 )nc%d)n"

$h! ;)s)on and )$s +%+)#!n$3 w) ha;! h)"h!* ,!*+o*#anc! and #o*! sa$)s+)!d3 @!$$!*1

#o$);a$!d ,!o,!3 $han on! )n wh)ch $h!< a*! con+)n!d $o o@!<)n" o*d!*s +*o# on )n! #2

h)"h4 In! '5

Th! ,h)oso,h< h)n"!s on *!!as)n" $h! )n)$)a$);! and a@))$< o+ co#,an)!s3 $!a#s and )nd);)d%as $o

,!*+o*# @!$$!*3 and $o "o on *a)s)n" $h!)* "a#! 1 )n sho*$3 $o #ak! ,*o"*!ss3 a wo*d con;!<)n" $h! !ss!nc!

o+ $*%! s%cc!ss and $h! ,ow!* o+ $*%! ;)s)on4 No$ !;!*<on! can co#! +)*s$3 @%$ an<on! can ad;anc! cos!*

$o )#,o*$an$ "oas3 and ha;)n" *!ach!d $h!# can ,)$ch $h!)* ;)s)on h)"h!* s$)4 Fo* co#,an)!s3 $!a#s and

)nd);)d%as3 s%cc!ss )s n!;!* $o$a3 +o* ,*o"*!ss can awa<s be #ad!4

5( E'plain in !o&r o)n )ords )hat the )riter #eans )hen he sa!s that s&""essf&l "o#panies need people

)ho "an li/e the /ision 8line 2:*

5/ Wh! is the &se of the phrase set their stalls o&t 8line 4: parti"&larl! appropriate in this "onte't> 5& Wh! #ight ?(e!ing orders fro# on high 8lines 1314: (e detri#ental to the de/elop#ent of a (&siness>

5' ""ording to the )riter. ho) are "o#pan! philosophies arri/ed at>55 n a paragraph of (et)een -/ and 8/ )ords. s&##arise )n <o%* own wo*ds as +a* as ,oss)@! the

"o#parisons #ade (! the )riters (et)een s&""ess in (&siness and s&""ess in sport* Write !o&r

s&##ar! on $h! s!,a*a$! answ!* sh!!$4

#422

&est 1

i



QQQQi

nil

,aper 4 Listening

PAPER 5 LISTENING 840 #in&tes appro'i#atel!:

Pa*$ '

=o& )ill hear fo&r different e'tra"ts* $or %&estions '123 "hoose the ans)er .A3 7 or C0 )hi"h fits (est

a""ording to )hat !o& hear* There are t)o %&estions for ea"h e'tra"t*

E'tra"t #

=o& hear part of a radio inter/ie) )ith To# We(ster. an a"tor )hose latest fil# has &st (een released*

' n To#s opinion. )hat #a! (e the reason for an a"tors ref&sal to gi/e an inter/ie)>

A the a"tors dissatisfa"tion )ith their perfor#an"e 7 the tenden"! of o&rnalists to ask

e#(arrassing %&estions C the a&dien"es fail&re to sho) interest in the a"tors "&rrent

fil#

2 What is To#s attit&de to)ards toda!s inter/ie)>

A <e is appre"iati/e of the "han"e to dis"&ss fil##aking* 7 <e )ants to fo"&s

on the fil# he has #ade* C <e kno)s the p&(li"it! )ill help his fil# "areer*

S'ira"i 3

=o& hear a o&rnalist. )ho tra/els for his )ork. talking a(o&t )hat ho#e #eans to hi#*

- <o) did the speaker feel )hen he )as gro)ing &p in S"otland>

A lost 7 alone

C trapped

6 What #oti/ated the speaker to tr! to ret&rn to S"otland in later life>

A a ro#anti" longing for se"&rit!

7 a desire to lea/e London

C a s&dden i#p&lse to reli/e #e#ories

E=$*ac$5

=o& hear partof a radiointer/ie) )iththe a&thor of ane) (ook

a(o &t theUS*

8 The a&thor had pre/io&sl! de"ided against )riting a (ook on the US (e"a&se

E=$*ac$ (

A he tho&ght the s&(e"t )as too (road*

7 he had not tra/elled e'tensi/el! in the "o&ntr!*

C he kne) the proe"t )o&ld re%&ire a lot of "on"entration*

2 The a&thors (ook "onsists of #aterial )hi"h

=o& hear a ps!"hologist talking a(o&t )a!s of #eas&ring personalit!*

+What does the speaker sa! a(o&t the )a! )e des"ri(e peoples personalit!>

A t de#ands a large /o"a(&lar!* 7 t #a! in/ol/e personal

feelings* C t "an lead to #is&nderstandings*

#The speaker refers to e'tro/ersion and intro/ersion to ill&strate "hanges in

A ho) the )ords are defined* 7 ho) personalit! is anal!sed* C

the )a! people (eha/e*

&

5

A represents a(o&t half his o&tp&t on the topi"* 7 )as originall!

p&(lished else)here* C presents a &nified /ie) of the US*

#H

'

2

24

&est 1



,aper 4 Listening

=o& )ill hear part of a radio progra##e a(o&t i"eskating rinks* $or %&estions 91'83 "o#plete the

senten"es )ith a )ord or short phrase*

=o& )ill hear the (eginning of a radio inter/ie) )ith Stephen Perrins. a "o#poser of #&si"als* $or

%&estions '21((3 "hoose the ans)er .A3 C. C or D0 )hi"h fits (est a""ording to )hat !o& hear*

i"eskating )as originall! &sed as a )a! of

aro&nd northern E&ropean )ater)a!s*

The first indoor rinks )ere pop&lar (e"a&se the! offered skaters a

'2 The light songs Stephen )rote at "ollege )erent p&(lished (e"a&se

A he "o&ldnt interest a p&(lisher in the#*

7 he )as afraid of peoples rea"tions*

C his fa#il! ad/ised hi# against it*

D he didnt think the! )o&ld sell*

#+ fro# the "old*

The spread of indoor rinks )as li#ited (! the "ost of the piping. #ade of

##

'9 Stephen and Benn!s original reason for )riting Goldringer )as that

A the! )anted to in"l&de it in their "ollege sho)*

7 it )as "o##issioned for a s"hool "on"ert*

C the! )anted to find o&t if the! )ere a(le to do so*

a #&si" p&(lisher asked the# to )rite a #&si"al*

n the se"ond half of the t)entieth "ent&r!.

)as added as an e/ent to the Winter ?l!#pi"s*

The te"hnolog! &sed to #ake the i"e for indoor i"e rinks is si#ilar to that &sed in do#esti"

and refrigeration*

(/ Stephen prefers not to )rite the l!ri"s for his sho)s (e"a&se he

A )o&ld rather )ork )ith so#eone else*

7 finds it diffi"&lt to )rite the#*

C thinks the! are of poor %&alit!*

D is onl! interested in )riting #&si"*

The )ater for the first t)o /er! thin la!ers of i"e is p&#ped thro&gh a

Sponsors of ho"ke! tea#s #a! ha/e their

'5

(' Stephens p&rpose in #entioning <elen o)nes is to "on/in"e listeners that

A he has strong /ie)s a(o&t prod&"tions of his #&si"als*

7 <elen o)nes )as an &ns&ita(le dire"tor*

C the design for a parti"&lar sho) )as of too lo) a standard*

D the dire"tor has &lti#ate responsi(ilit! for a prod&"tion*

painted on the i"e*

The top la!er of i"e "an take &p to

to appl!*

The )rong en/iron#ental "onditions in the (&ilding "an prod&"e a la!er of

1Z a(o/e the s&rfa"e of the i"e*(( Stephen "lai#s that the reason )h! so#e ne)spapers "riti"ise hi# is that

A the! think he is "on"eited*

7 the! dont like his #&si"*

C he isnt interested in p&(li"it!*

D he tries to "ontrol his p&(li" i#age*

"0

'(

'6

"+

&est 1

Pa*$ &Pa*$ (

, " S 'i



PAPER - SPEAING 819 #in&tes:

=o& )ill hear part of a radio arts progra##e. in )hi"h t)o people. rth&r and ,arla. are dis"&ssing a (ook

"alled Windworld. $or %&estions (&1(23 de"ide )hether the opinions are e'pressed (! onl! one of the

speakers. or )hether the speakers agree*

Write A for rth&r. C for ,arla. or for

Coth. )here the! agree*

(& The portra!al of ke! indi/id&als in the stor! is "onfidentl! handled*

(5 The histori"al infor#ation fits the period in )hi"h the no/el is set*

(- The in"l&sion of too #an! s"ientifi" fa"ts &nder#ines the stor!*

(6 Windworld is ai#ed at a different a&dien"e to that of S)allo)s other (ooks*

(8 The stor! (enefits fro# the in"l&sion of a&to(iographi"al ele#ents*

(2 fil# /ersion of this no/el sho&ld onl! fo"&s on personal ele#ents*

There are t)o e'a#iners* ?ne 8the nterlo"&tor: "ond&"ts the test. pro/iding !o& )ith the ne"essar!

#aterials and e'plaining )hat !o& ha/e to do* The other e'a#iner 8the ssessor: )ill (e introd&"ed to !o&.

(&t then takes no f&rther part in the intera"tion*

Pa*$ ' 83 #in&tes:

The nterlo"&tor first asks !o& and !o&r partner a fe) %&estions )hi"h fo"&s on infor#ation a(o&t

!o&rsel/es and personal opinions*

Pa*$ ( 84 #in&tes:

n this part of the test !o& and !o&r partner are asked to talk together* The nterlo"&tor pla"es a set of

pi"t&res on the ta(le in front of !o&* This sti#&l&s pro/ides the (asis for a dis"&ssion* The nterlo"&tor first

asks an introd&"tor! %&estion )hi"h fo"&ses on one or t)o of the pi"t&res* fter a(o&t a #in&te. the

nterlo"&tor gi/es !o& (oth a de"ision#aking task (ased on the sa#e set of pi"t&res*

The pi"t&res for Part 2 are on pages ,2,3 of the "olo&r se"tion* Pa*$ &

812 #in&tes:

=o& are ea"h gi/en the opport&nit! to talk for t)o #in&tes. to "o##ent after !o&r partner has spoken and to

take part in a #ore general dis"&ssion*

The nterlo"&tor gi/es !o& a "ard )ith a %&estion )ritten on it and asks !o& to talk a(o&t it for t)o

#in&tes* fter !o& ha/e spoken. !o&r partner is first asked to "o##ent and then the nterlo"&tor asks !o&

(oth another %&estion related to the topi" on the "ard* This pro"ed&re is repeated. so that !o&r partnerre"ei/es a "ard and speaks for t)o #in&tes. !o& are gi/en an opport&nit! to "o##ent and a follo)&p

%&estion is asked*

$inall!. the nterlo"&tor asks so#e f&rther %&estions. )hi"h leads to a dis"&ssion on a general the#e

related to the s&(e"ts alread! "o/ered in Part 3*

The "ards for Part 3 are on pages ,10,11 of the "olo&r se"tion*

"#

25

26

"4

,aper " Spea'ing&est 1

Pa*$ 5

,aper 1 -eading



,aper 1 -eading

&est 2

PAPER ' READING 81 ho&r 30 #in&tes:

Part 1

$or %&estions '1'23 read the three te'ts (elo) and de"ide )hi"h ans)er .A3 B3 C or D0 (est fits ea"h gap*


Sand

+&"h as ad#ire sands #ira"&lo&s a(ilit! to (e transfor#ed into &sef&l o(e"ts like glass and "on"rete.

a# not a great fan of it in its .'0**** state* To #e it is pri#aril! a hostile (arrier that stands (et)een a seaside

"ar park and the )ater itself* t (lo)s in !o&r fa"e. .(0**** in !o&r sand)i"hes. and s)allo)s /ital o(e"ts like

"ar ke!s and "oins* When !o& are )et it .&0**** to !o& like st&""o.

and "annot (e .50**********e/en )ith a fire#ans hose* C&t. and heres the strange thing. the #o#ent

!o& step onto a (ea"h to)el. "li#( into a "ar or )alk a"ross a re"entl! /a"&&#ed "arpet. it po&rs off !o&*$or da!s after)ards. !o& tip #!sterio&sl! &ndi#inishing piles of it onto the floor e/er! ti#e !o& take off !o&r

shoes. and spra! the /i"init! )ith lots #ore )hen !o& .-0**** !o&r so"ks* Sand sta!s )ith !o& for longer than

#an! "ontagio&s diseases* ;o. !o& "an .60**** sand. as far as a# "on"erned*

' A nor#al 7 nat&ral C &nrefined D &n#i'ed( A enters 7 seeps C gets D "o#es& adheres 7 attra"ts " fi'es grips5 A shorn 7 s"raped " sho/ed D shifted- A peel off 7 roll a)a! " #o/e off D strip a)a!6 A ha/e 7 keep " hold D store

Lock and !<

The sear"h for a safe ho#e. for pri/a"! and se"&rit!. has e'isted e/er sin"e h&#an (eings first (&ilt aper#anent ho#estead* The ropelifted (ea# (ehind the door #a! ha/e .80 **** to an ele"troni" lo"k

triggered (! a plasti" "ard )ith #ore "o#(inations than there are ato#s in the &ni/erse. (&t the .20 **** to

sh&t o&t the (ad g&!s re#ains* The appeal of a lo"k and ke! is. to so#e .90**** . ps!"hologi"al* Re"entl!.

/ario&s "o#panies ha/e e'peri#ented )ith "o#p&terised lo"king s!ste#s. )here s#art "ards. s)iped

thro&gh a reader. "ontrol ele"troni" lo"ks (! #eans

of a digital .'/0*********C&t people dont like the#* =o& #a! (e .''0**** to p&t &p )ith it at )ork. (&t at

ho#e. e/er!one )ants the .'(0 **** of t&rning a ph!si"al ke! in a lo"k* s a res&lt. )hen one lo"ks#ith

"o#pan! de/eloped a ne) ele"troni" s!ste#. the! #ade s&re the! in"orporated a proper #etal ke! into the

de/i"e*

8 A taken on 7 gi/en )a! C handed do)n D passed o/er 2 A for"e 7 "ra/ing C sho/e D &rge9 A e'tent 7 rate " #eas&re s"ale

'/ A dire"ti/e 7 "o##and " r&le D #anip&lation'' A agreea(le 7 lia(le " prepared D geared'( A reass&ran"e 7 g&arantee " endorse#ent D "onfir#ation

Mod!*n A*$

)as ner/o&s a(o&t /isiting the ne) Tate +odern galler! as. like #an! people. "an #ake head nor .'&0 ****

of #odern art* kno) %&ite like so#e of it. f&rr! things in parti"&lar. neon light s"&lpt&res and #assi/e

photographs* Perhaps if )ere (etter infor#ed a(o&t it. d ha/e an opinion on #ore things* There again.

!o&re not #eant to .'50**** a(o&t it in a s"hoolessa! )a!* The point is not to grasp art. (&t to let it

"o##&ni"ate )ith !o&* This is a splendid idea (&t one that ne/er

)orked for #e in .'-044444444444C&t this ne) galler! has tried to gi/e the /isitor a gen&ine insight into

the )h!s and )herefores of the )orks* The first thing noti"ed )ere the la(els. proper la(els that set a )ork

in .'60**** and a"t&all! told !o& )hat it )as tr!ing to sa!* nstead of staring .'80**** at the pi"t&res as &sed to.

these .'20**** of infor#ation helped #e &nderstand*

'& A foot 7 tail C heart D heel'5 A set 7 look C start D p&t

'- A honest! 7 p&rpose " pra"ti"e D a"tion'6 A "onte't 7 pla"e " "ontrast sit&ation'8 A (arel! 7 "learl! " (lankl! D plainl!'2 A n&ggets 7 a(stra"ts " e'tra"ts D "&ttings

2+ ""

,aper 1 -eading&est 2



Pop +&si" Re/ie)

=o& are going to read fo&r e'tra"ts )hi"h are all "on"erned in so#e )a! )ith gro&p d!na#i"s* $or

%&estions '91(63 "hoose the ans)er .A3 B3 C or D0 )hi"h !o& think fits (est a""ording to the te't*


?(s[r\[ng Lions

In t!e &o&$lar imagination% lion !$nting for food &reent a mar:el of gro$&

c!oreogra&!y6 in t!e dying lig!t of $net% a band of tealt!y cat &ring fort! from t!e

!ado- li.e trained aain and $rro$nd it $n$&ecting &rey8 T!e lion eem to be

arc!ety&al ocial animal% riing abo:e &etty dienion to -or. toget!er to-ard a

common goal / in t!i cae% t!eir net meal8 B$t after &ending many year ober:ing

t!ee creat$re in t!e -ild% -e !a:e acS$ired a le ealted :ie-8

,!en -e tarted o$r reearc! in #H04% -e !o&ed to dico:er -!y lion teamed $& line 0

to !$nt% rear c$b and among ot!er t!ing% care off ri:al -it! c!or$ed roar8 If )n! 2

t!e $ltimate $cce of an animal be!a:io$r i mea$red by it lifetime &rod$ction line H

of $r:i:ing off&ring% t!en coo&eration doe not necearily &ay6 if an animal i tooline

#+

genero$% it com&anion benefit at it e&ene8 ,iry% t!en% did not t!e e:ol$tionaryline

##

r$le of genetic elf/interet eem to a&&ly to lion )n! #"

,e confidently a$med t!at -e -o$ld be able to reol:e t!at i$e in t-o to t!ree year8

B$t lion are $&remely ade&t at doing not!ing8 To t!e lit of inert noble gae% incl$ding

.ry&ton% argon and neon% -e -o$ld add lion8 T!$ it !a ta.en a :ariety of reearc!

mea$re to $nco:er cl$e abo$t t!e cat be!a:io$r8 Beca$e -ild lion can li:e $& to 1

year% t!e an-er to o$r S$etion are only no- becoming clear8

" n the first paragraph. the )riter s&ggests that the res&lts of his resear"h

A #a! not "onfir# "o##onl!held opinions*7 #a! "ontradi"t findings in other st&dies*

C )ill re%&ire so#e &npleasant des"ripti/e )riting*

D )ill ha/e i#pli"ations for other so"ial gro&ps*

2The )riter ill&strates )hat he #eans (! e/ol&tionar! r&les 8lines 11 12: )hen he refers to

A the fa"t that lions tea#ed &p to h&nt. 8lines Z:

7 the &lti#ate s&""ess of an ani#als (eha/io&r. 8line 9:

C the lifeti#e prod&"tion of s&r/i/ing offspring. 8lines 910:

the fa"t that "ooperation does not ne"essaril! pa!. 8line 10:

The release of Cedro"ks third al(&# )as #ore than &st a land#ark in the "areer of a talented (&t

hitherto pre"ario&s (and* )e( Life la&n"hed a #o/e#ent that effe"ti/el! redesigned the

spe"ifi"ation of ro"k #&si" in this "o&ntr! for the rest of the de"ade* ?&t )ent the earnest angst.

plainshirted dra(ness and o/erdri/en g&itars of a &re:io$ eraA in "a#e a lighter (lend of

#elodio&s ho#egro)n st!les* #i' of so"ial o(ser/ation and strident anger #ingled easil! here

)ith the so&nd of fairgro&nd organ and northern (rass (ands* <&#o&r and irony )ere )ell to

the fore. as )ere t!e /oi"es that felt no need to disg&ise t!eir origins*

The al(&# sho)ed Cedro"k to (e skilf&l #agpie "olle"tors and o(ser/ers. and a "&nningl!

/ersatile tea# of song)riters* t their #ost o(/io&s. the! )ent larkil! after traditional English

preo""&pations s&"h a s&n(athing and S&nda! afternoons* C&t the al(&#s real strength la! in

the gentle #elan"hol! depths it pl&#(ed on tra"ks s&"h as So Lo). a gorgeo&s &nf&rling t&ne

loosel! h&ng aro&nd the the#e of #eteorolog!. and To the Crink. a (allad that allo)ed no

s#irking at the (a"k* The (ea&t! of New Life is its "onsistentl! sk!high %&alit! 16 tra"ks )ith

a(sol&tel! no filler re#ains an &ns&rpassed re"ord in the era of loiteringl! long ,s*

* n the )riters /ie). )hat )as Cedro"ks #&si"al stat&s prior to the release of New Life

A The! had (een o/erlooked (! #&si" e'perts*

7 Their #&si" did not fit )ith an! parti"&lar genre*

C Their foothold in the #&si" )orld had (een &n"ertain*

0 The! had (een &na(le to s&""essf&ll! #i' st!le and i#age*

The )riter s&ggests that New Life o&tshines other al(&#s of its ti#e (e"a&se

A the "olle"tion of songs s&""essf&ll! "o#(ines )it and senti#ent*

7 the l!ri"s portra! sit&ations that are kno)n to its listeners*

C all the (and #e#(ers "ontri(&ted to its "onstr&"tion*

e/er! tra"k that it feat&res is )orth listening to*

23 22


Part 2




,aper 1 -eading

Extract from an a%tobiography

A a c!ild I -a al-ay facinated by torie of T!e 'ibyl\% t!oe myterio$ly -ie

-omen -!o -ielded $c! infl$ence in t!e ancient -orld8 To begin -it!% I only .ne- of

t!e eitence of one -!o a&&eared in a tale my mot!er !ad told me8 An old -oman of

C$mae offered TarS$in% )ing of Rome% nine boo. for 2++ gold &iece8 5e ref$ed and

!e b$rnt t!ree of t!em% offering !im i for t!e ame &rice8 ,!en !e ref$ed% !e

again b$rnt t!ree boo.8 5e bo$g!t t!e remaining t!ree for t!e f$ll 2++ gold &iece8

I realied e:en t!en t!at t!ere -a a &rofo$nd tr$t! !idden in t!e tory / a leon in

aleman!i& and in life8 I -a ometime a lonely only c!ild8 I $ed to a. to &lay -it!

ot!er c!ildren and be ref$ed8 My mot!er told me to do omet!ing o intereting t!at

all t!e ot!er .id -o$ld beg to Qoin me8 It -or.ed8 It -a anot!er leon t!at I:e ne:er

forgotten8

,!en I -a gi:en t!e c!ance to -rite a tra:el boo.8 I !ad to loo. for omet!ing t!at I

co$ld bear to find o$t abo$t% omet!ing t!at -a rele:ant to my life8 Im a rel$ctant

tra:eller / at t!e firt o&&ort$nity I ent my editor a :ery long lit of &lace I -ant

&re&ared to go to8 ,!en it come do-n to it% Im only intereted in r$in% beca$e t!e

tra:el I li.e i t!e tra:el of t!e mind t!ro$g! time8

What becomes of yo$r manuscript?

,!en yo$ $bmit yo$r man$cri&t it -ill mot li.ely Qoin a !ea& -aiting for omeone to

ort and ift before it to&&le o:er [ t!e o/called l$! &ile8 T!e omeone i $$ally

eit!er t!e editorial de&artment Q$nior Ki8e8 $nder #4L or an old !and -!o come in a co$&le

of morning a -ee. and i &aid by t!e !o$r8 Neit!er of t!ee !a m$c! infl$ence% b$t t!ey

are baically on yo$r ide and o$t to dico:er omet!ing original / t!e Q$nior to ma.e !i

or !er name and acS$ire an a$t!or of t!eir o-n if t!ey are l$c.y% t!e old !and to Q$tifycontin$ing freelance em&loyment8

If t!ey t!in. yo$r no:el i &romiing% t!ey -ill &a it on to a more enior editor and

e:ent$ally it -ill $rface at an acS$iition meeting8 T!e c!am&ioning editor -ill not only

!a:e to Q$tify acce&ting yo$r no:el on t!e gro$nd of intrinic merit and &otential ale%

b$t alo ay -!et!er yo$ a an a$t!or eem to be a long/term &ro&ect K-!ic! yo$ -ill

!a:e a$red t!em of in yo$r letterL8 Alo t!e S$etion i raied of !o- &romotable yo$

are li.ely to be [ an im&ortant factor in an age -!en a ne- no:el need all t!e !el& it can

get8 To t!i end% )n! '- &$bli!er often li.e to meet a &otential a$t!or before clinc!ing t!e

offer8

What i#pressed the )riter a(o&t the stor! of the old )o#an>

A t pro/ided her )ith a #odel of (eha/io&r*

7 t &nderpinned her #oral standpoint*

C t ill&strated a "o##on #is"on"eption*

D t ga/e her a sal&tar! )arning*

0What )as the )riters attit&de to)ards )riting a tra/el (ook>

A She )as )orried a(o&t the ti#e "o##it#ent in/ol/ed*

7 She )as &n)illing to go to "ertain pla"es &nprepared*

C She "hallenged her editors initial s&ggestions*

D She insisted on follo)ing her o)n in"linations*

4What en"o&raging infor#ation does the )riter offer to a&thors )ho s&(#it #an&s"ripts to

p&(lishers>

A +an&s"ripts are often dealt )ith %&i"kl!* 7 The staff are

keen to identif! a ne) a&thor* C )ell)ritten no/el )ill

definitel! (e noti"ed* D The initial sele"tion pro"ess is /er!

thoro&gh*

HWhat does the phrase To this end 8line 15: refer to>

A assessing an a&thors p&(li"it! /al&e

7 predi"ting a no/els "o##er"ial s&""ess

C &dging the appearan"e of a no/el

D e/al&ating an a&thors lo!alt! to a p&(lisher

2"*

&est 2




p g

=o& are going to read a ne)spaper arti"le a(o&t sleep* Se/en paragraphs ha/e (een re#o/ed fro# the

arti"le* ,hoose fro# the paragraphs A1H the one )hi"h fits ea"h gap .(81&&04 There is one e'tra paragraph

)hi"h !o& do not need to &se*


E$ou1h S3ee4

32

The interl&de )as a ha/en for ref le"tion.

re#e#(ering drea#s. or e/en nightti#e thie/ing*

The poorest )ere the greatest (enefi"iaries of this

%&iet ti#e. fleetingl! freed fro# the "onstraints and

la(o&rs that r&led their da!ti#e e'isten"e*

33

=et (e!ond E&rope and #eri"a. the old pattern

)as )idespread &ntil %&ite re"entl!. and a""ording

to a leading anthropologist. in so#e non)estern

settings there are still no rigid (edti#es* People go

to (ed for a fe) ho&rs. and then get &p again* The

idea of a nights solid sleep does not appl!* $or

"ertain tri(al so"ieties. h&#an and ani#al noises

and the need to s&per/ise the fire and )at"h o&t for

predators "o#(ine to #ake "ontin&o&s sleep

i#possi(le* t see#s that people all ro&nd the )orld

are (adl! in need of sleep*

Tiredness. it is often "lai#ed. has (e"o#e the

#odern "ondition* s the ri"her. (&sier "o&ntries

ha/e gro)n. so sleeplessness and an'iet! ha/e

also gro)n in the pop&lar ps!"he* Resear"h in the

US has fo&nd 40 #illion #eri"ans to (e

"hroni"all! affe"ted. and so#e re"ent (estselling

no/els in Critain ha/e feat&red inso#nia"s as

protagonists. or sleepresear"h la(oratories as their

settings*

a

Re"entl!. a sleep resear"her tried an e'peri#ent*

<e offered his s&(e"ts the opposite of the #odern

ro&tine* @ allo)ed the# to sleep for &p to 14 ho&rs a

night for a #onth* t took the# three )eeks to rea"h

an e%&ili(ri&# of eightanda%&arter ho&rs* That

indi"ates a great re(o&nd of sleep sleep that the!

hadnt (een getting*

(2

$or g&inea pigs. the! ad/ertise in the st&dent

ne)spapers* S&(e"ts are pi"ked &p (! ta'i. paid ]5

an ho&r. and asked to ad&st their sleeping patterns

a""ording to instr&"tions* r Lo&ise Re!ner pro/ides

reass&ran"e7 So#e people are %&ite )orried.

(e"a&se !o&re p&tting ele"trodes on their heads.and the! think !o& "an see )hat the!re drea#ing or

thinking*

The !o&ng #en all den! the! are going to fall

asleep* r Re!ner has a /ideo re"ording of one

tr!ing not to* t first the person at the )heel is /er!

&pright. )et and (lear! e!es deter#inedl! fi'ed on

the )inds"reen* Then he (egins to (link (riefl!.

e/er! no) and againA then for longer. and #ore

often. )ith a slight drop of the head* Ea"h nod

gro)s hea/ier than the last* The (links (e"o#e a

10se"ond (la"ko&t* E/er! ti#e. he erks a)ake as

if nothing has happened* C&t the "ar. (! the se"ond

or third o""asion. has shot off the "arriage)a!*

&/

C&t apart fro# these findings. )hat else do )e kno)

a(o&t h&#an sleep )ith an! kind of "ertaint!> t is

kno)n that h&#ans sleep. like other #a##als.

a""ording to a dail! "!"le* ?n"e asleep. the! s)it"h

(et)een fo&r different stages of &n"ons"io&sness.

fro# stage one sleep. the shallo)est. to stage fo&r.

the deepest* When drea#s o""&r. )hi"h is &s&all!

d&ring the lightest sleep. the (rain paral!ses the

(od! e'"ept for the hands and e!elids. th&s

pre/enting in&ries*

&'

<o)e/er. there is a strong degree of "ertaint!a#ong s"ientists that )o#en sleep for half an ho&r

longer than #en. and that older people re%&ire less

sleep. tho&gh the! dont kno) )h!* When asked

)hat sleep is for. so#e sleep resear"hers repl! in

"os#i" ter#s7 Sleep is a ta"ti" to tra/el thro&gh

ti#e )itho&t in&r!*

A Ce!ond this. "ertainties (l&r into theories* t is

often s&ggested. for e'a#ple. that sleep repairs

(od! tiss&e. or restores #&s"les. or rests the

frontal se"tion of the (rain that "ontrols spee"h

and "reati/it!* C&t all of this #a! happen #ore

%&i"kl! d&ring rela'ed )akef&lness. so no one is

reall! s&re*

7 Part of this interest is in sleep in general7 in its

rh!th#s. its &ses and in pro(le#s )ith sleeping*

C&t a "entral preo""&pation re#ains* Peopleneed #ore sleep. sa!s one leading sleep

resear"her* People "&t (a"k on sleep )hen

the!re (&s!* The! get &p too earl! to a/oid the

r&sh ho&r*

C C! the 1Zth "ent&r!. ho)e/er. as artifi"ial light

(e"a#e #ore "o##on. the ri"h (egan to s)it"h

to the #ore "on"entrated. and e"ono#i"all!

#ore effi"ient. #ode of re"&peration that )e

follo) toda!* T)o "ent&ries later. the ind&strial

re/ol&tion p&shed (a"k the d&sk for e/er!one

e'"ept so#e "o&ntr!d)ellers. (! #aking #ost

people )ork longer ho&rs in lighted (&ildings*

D The sleep resear"hers see# interested in this

theor!* C&t the la(orator! is not f&nded to

in/estigate s&"h #atters* ts sponsors )ant itsresear"h to lead to pra"ti"al sol&tions s&"h as

de"iding )here Ta!e a "rea! signs sho&ld (e

pla"ed on #otor)a!s. and ho) different kinds of

food and drink "an affe"t dri/ing and sleepiness*

"offee #ight ha/e helped* T)o "&ps. r Re!ner

sa!s. e/en after no sleep at all. "an #ake !o& a

safe dri/er for half an ho&r or #ore* She

re"o##ends a )hole (asket of alertness

prod&"ts7 ta(lets. energ! drinks. "affeinated

"he)ing g&#* Shift )orkers. she is %&ite s&re.

"o&ld pro(a(l! &se the#*

F +oreo/er. people #a! ha/e had different sleep

patterns in the past* histor! professor has

in/estigated no"t&rnal Critish life (et)een 1500

and 150 and dis"o/ered that sleeping ro&tines

)ere /er! different* People )ent to (ed at nine or

ten. then )oke &p after #idnight. after )hat the!

"alled their first sleep. sta!ed a)ake for an ho&r.

and then had their #orning sleep*

G n fa"t. the la(orator!s interest is #ore ph!si"al*

n a darkened roo# stands a #otor)a!

si#&lator. the front se"tion of a "ar fa"ing a )ide

proe"tion s"reen* The s&(e"ts are al)a!s told

to arri/e at 2p#. in the (od!s nat&ral #id

afternoon l&ll. after a short nights sleep or no

sleep at all* The proe"tor is s)it"hed on and

the! are asked to dri/e. )hile ans)ering

%&estions* n endless road rolls ahead. s&nlight

glaresA and the air is )ar#*

n E&rope. s&"h propositions are perhaps #ost

thoro&ghl! tested in a s#all. &nass&#ing(&ilding on a &ni/ersit! "a#p&s in the English

+idlands* The &ni/ersit! sleep resear"h

la(orator! has in/estigated. a#ong #an!

s&(e"ts. the effe"ts of fatig&e on sailors. the

effe"ts of airport noise on sleepers. and the

dangers of #otor)a! dri/ing for flagging dri/ers*

20"

Pa*$ &

,aper 1 -eading&estA



=o& are going to read an e'tra"t fro# a te't(ook* $or %&estions &515/3 "hoose the ans)er .A3 B3 C or D0

)hi"h !o& think fits (est a""ording to the te't*


BROADA!T"#$% The !ocial !haping of a Technolog& Broadcating originally meant o-ing eed broadly% by !and8 It i% in ot!er -ord% not only

an agric$lt$ral meta&!or% it i alo one of o&timitic modernim8 It i abo$t )n! ( &lanned

gro-t! in t!e -idet &oible circle% t!e &rod$ction% if t!e condition are rig!t% line 2 of a

ric! !ar:et8 T!e meta&!or &re$&&oe a b$c.et of eed at t!e centre of t!e acti:ity% )n! 5

i8e8 t!e eitence of centralied reo$rce intended and $ited for &reading / and line

re&rod$ction8 T!e S$etion to be loo.ed into i -!y a ne- tec!nology t!at tranmitted -ord

and &ict$re electronically -a organied in a -ay t!at made t!i agric$lt$ral meta&!or eem

adeS$ate8

'ince tele:iion a a tec!nology i related to :ario$ t-o/-ay form of comm$nication% $c!

a t!e telegra&! and t!e tele&!one% it i all t!e more tri.ing t!at% from it :ery early day% it

-a en:iaged a a centralied ma medi$m8 5o-e:er% tranmiion to &ri:ate !ome from

ome centralied $nit -a im&ly in .ee&ing -it! bot! ocio/economic tr$ct$re and t!e

dominant -ay of life in modern and moderniing ocietie8 Attem&t or e&eriment -it!

ot!er form of organiation in t!e long r$n remained Q$t t!at /attem&t and e&eriment8 T-olittle/.no-n% ditinct alternati:e deer:e mentioning ince t!ey !ig!lig!t -!at tele:iion

mig!t !a:e been / in a different ocial contet8

E&eriment -it! t-o/-ay tele:iion a a &oible re&lacement for t!e ordinary tele&!one

-ere follo-ed $&% o to &ea.% by radio amate$r in Britain in t!e early #H2+8 1ario$ &o&$lar

cience Qo$rnal% $c! a -adio )e(s !ad detailed article abo$t !o- to contr$ct tele:iion

tranmitter and recei:er and% t!ro$g!o$t t!e #H2+% e&erimenting amate$r -ere acti:e in

many &art of t!e co$ntry8 B$t Big B$ine% re&reented by t!e Briti! Radio Man$fact$rer

Aociation% in #H24 agreed $&on tandard for tele:iion eS$i&ment and c!annel reg$lation

-!ic! dro:e t!e gra/root acti:it o$t8 And o t!ere &aed% at leat in Britain% t!e !itorical

moment for a co$nter/c$lt$ral de:elo&ment of tele:iion a a -idely diff$ed% gra/root%

egalitarian form of comni$nication8

Broadcating in ome form -a% !o-e:er% tied not only to trong economic interet%

b$t alo to t!e dee& tr$ct$re of modern ocietie8 In &ite of t!e acti:itie of T1

amate$r% tele:iion -a alo &rimarily a medi$m for t!eatrical e!ibition in t!e ('A in

t!e early #H2+% and a $c! often t!o$g!t to be a &otential com&etitor of t!e film

ind$try8 In fact% tele:iion -a t!ro$g!o$t t!e #H2+ &redominantly -atc!ed in &$blic

etting alo o$tide of t!e ('A8 For eam&le% in Britain% p%blic :ie-ing of tele:iion

-a t!e -ay in -!ic! mot early a$dience act$ally e&erienced t!e medi$m and t!i

-a e:en more t!e cae in Germany8 ,!ile t!e :iion of gra/root or amate$r% t-o/

-ay tele:iion -a S$ite ob:io$ly doomed to a :ery marginal &oition at t!e :ery bet%

tele:iion ytem largely baed on collecti:e &$blic rece&tion -ere in fact o&erating in

e:eral co$ntrie in t!e #H2+ and may% -it! t!e benefit of !indig!t% be een a !a:ing

&reented more of a t!reat to t!e dometication of t!e medi$m8 B$t it -a a t!reat t!at

-a not to materialie8

Man$fact$rer a- t!e &oibilitie for ma ale of dometic et a oon a t!e &rice

co$ld be red$ced% and gi:en t!e di:iion and relation bet-een t!e &$blic and &ri:ate

domain f$ndamental to modernity% centralied broadcating to a di&ered dometic

a$dience -a clearly t!e mot adeS$ate organiation of t!e medi$m8 A -or.ing/cla

&eo&le ac!ie:ed im&ro:ed tandard of li:ing and entered con$mer ociety from

abo$t t!e #H"+ on-ard% t!e dream of t!e !ome a a f$lly eS$i&&ed centre for

entertainment and di:ere c$lt$ral e&erience became realiable for t!e maQority of

in!abitant of ,etern nation/tate8 And all of t!i i no- alo !a&&ening on a global

cale8

T!ere i a clear relation!i& bet-een t!e baic &rocee of ocial moderniation and

t!e dominant tr$ct$re of broadcating8 ,!ile ocial and economic moderniation

meant increaing centraliation and concentration of ca&ital and &olitical &o-er% t!e

brea./$& of traditional comm$nitie &rod$ced ne- -ay of life8 Mobility -a bot! ocial

and geogra&!ical% and bot! form im&lied t!at indi:id$al and !o$e!old -ere% bot!

literally and meta&!orically% on t!e mo:e in -ay t!at left t!em relati:ely iolated

com&ared to &eo&le in m$c! more table early comm$nitie8 Centralied broadcating

-a bot! an an-er to t!e need felt by central go:ernment to reac! all citi3en -it!

im&ortant information efficiently% and a !ig!ly $ef$l intr$ment in t!e &rod$ction of t!e

!armoniing% tabiliing imagined comm$nity of t!e nation/tate8

T!e &er:ai:ene of t!ee tr$ct$red &rocee and interet rendered broadcating

t!e nat$rally :ictorio$ organiation of bot! radio and tele:iion8 ,!at i left o$t !ere

i t!e more &oiti:e :ie- of broadcating a a ocial form $itable alo for democracy8

In t!e formation of broadcating &olicie bet-een t!e ,orld ,ar% t!e interet in

broadcating a a mean of ec$ring eS$al acce to reo$rce neceary forconcio$% informed and a$tonomo$ &artici&ation in &olitical% ocial and c$lt$ral life

&layed a :ery im&ortant role in many co$ntrie8 Of co$re tele:iion i c!anging% and

t!ere i t!e ri. t!at t!e :ery term broadcating become o$tmoded or at leat

inadeS$ate8 In -!ic! cae% t!i meta&!or -ill be een only a referring to a &artic$lar

organiation of a$dio/:i$al tec!nology d$ring a certain centralied &!ae of ocial

moderniation8

&5 n the #etaphor e'plored (! the )riter in the first paragraph. )hat does the (&"ket of seeds

8line 4: represent>

A planned gro)th 8line 3:

7 a ri"h har/est 8line 4:C the "entre of the a"ti/it! 8line 4:

D "entralised reso&r"es 8line 5:

2H"

Pa*$ 5

&est 2



,aper 2 riting

+ n the se"ond paragraph. )hat /ie) does the )riter e'press a(o&t the )a! in )hi"h tele/ision

de/eloped>

A t "onfir#ed the res&lts of e'peri#ents* 7 t

refle"ted other so"ial trends* C t )as do#inated

(! other te"hnologies* : t )as li#ited (!

e"ono#i" "onstraints*

#The )riter regards the e'peri#ents (! radio a#ate&rs in the 1930s as

A a #issed opport&nit! to &se tele/ision te"hnolog! in a different )a!*

7 in/estigations into the "o##er"ial potential of tele/ision te"hnolog!*

C a (reakthro&gh in the de/elop#ent of ne) t!pes of tele/ision trans#itters*

D atte#pts to esta(lish a #ore effe"ti/e #eans of "o##&ni"ation than the telephone*

"Looking (a"k. )hat does the )riter feel a(o&t p&(li" /ie)ings of TD in the 1930s>

A The! re"ei/ed a lot of opposition fro# the fil# ind&str!*

7 The! )ere li#ited to s#all a&dien"es o&tside the US*

C The! #ight ha/e pro/ided an alternati/e to the )a! (road"asting de/eloped*

D The! )ere less signifi"ant than the e'peri#ents )ith t)o)a! tele/ision*

2Trans#ission to peoples ho#es (e"a#e a do#inant feat&re of tele/ision (e"a&se

A "hanges in so"iet! had "reated a de#and for this*7 it (e"a#e possi(le to #an&fa"t&re tele/isions on a do#esti" s"ale*

C tele/ision a&dien"es )ere seen as potential "ons&#ers of ad/ertised goods*

D it )as an effe"ti/e )a! of deli/ering the progra##e s"hed&les that people )anted*

* n the si'th paragraph. the )riter sa!s that the a&thorities sa) (road"asting as a #eans of

A "ontrolling the infor#ation that people re"ei/ed*

a""elerating the pro"ess of #odernisation*

C (oosting their o)n politi"al infl&en"e*

D "o&ntera"ting so"ial &phea/al*

n the final paragraph. )hat does the )riter sa! he has o#itted fro# his earlier anal!sis>

A The fa"tors that #oti/ate people in the (road"asting ind&str!*

The reso&r"es needed to operate a (road"asting ser/i"e*C The "apa"it! of (road"asting to e#po)er people*

D The strength of the interests (ehind (road"asting*


Pa*$ '

=o& #%s$ ans)er this %&estion* Write !o&r ans)er in &//1&-/ )ords in an appropriate st!le* ' =o& see

the follo)ing t)o letters printed in a #agaQine*

ne/er )ant to gro) old (e"a&se then !o& ha/e nothing to offer so"iet!. and other

people ha/e to look after !o& and )orr! a(o&t !o&*

Ad*)an +56 <!a*s o)

I lo:e being t!e age I am K o/er +L beca$e no- I am free to

enQoy life and do all t!e t!ing I !a:e al-ay -anted to do8 I

!a:e learnt a lot abo$t life% and I ha/e a lot to offer ot!er &eo&le8

;ife i great8

an! K" <!a*s od0

The #agaQine is in/iting readers to e'press their /ie)s on the s&(e"t of gro)ing old* =o& de"ide to)rite a letter to the #agaQine. responding to the points raised and e'pressing !o&r o)n /ie)s*


*+ "0

Part 2&est 2



&est 2


appropriate st!le*

( =o& read the follo)ing in an international #agaQine7

Po/ert! e'ists in al#ost e/er! "o&ntr!. and the differen"e (et)een the ri"h and the poor is

gro)ing all the ti#e* What "an )e do a(o&t this sit&ation>

QThe #agaQine has asked people to send in ideas in the for# of a proposal. s&ggesting )a!s of helping

to red&"e po/ert!* =o& de"ide to send in a proposal*

Write !o&r ,*o,osa4

The lo"al "o&n"il has "ond&"ted a s&r/e! to find o&t if lo"al residents think that p&(li" #one! sho&ld (e

spent on a ne) leis&re "entre. a ne) li(rar! or a ne) pla!gro&nd for "hildren* =o& ha/e (een asked to

)rite a report for the lo"al "o&n"il (ased on the opinions the residents ga/e in the s&r/e!. and #ake

appropriate re"o##endations*

Write !o&r *!,o*$4

0 #nternational Traveller #agaQine is r&nning a "o#petition for the (est arti"le entitled ^ ,o&ntr! of

,ontrasts* =o& de"ide to s&(#it an entr!* The arti"le sho&ld des"ri(e the "ontrasts that #ake the

"o&ntr! an interesting pla"e to /isit. and en"o&rage the readers to e'plore the "o&ntr! as )idel! aspossi(le*

Write !o&r a*$)c!4

4Cased on !o&r reading of on! of these (ooks. )rite on on! of the follo)ing*

H nne T!ler7 The Accidental Tourist

^ dried&p kernel of a #an that nothing reall! penetrates* Write an essa! for !o&r t&tor in )hi"h

!o& sa! ho) far !o& agree )ith this /ie) of +a"on*

Write !o&r !ssa<4

0+Bohn W!ndha#7 The <ay of the Triffids

The editor of a literar! #agaQine is asking for re/ie)s of (ooks )hi"h des"ri(e e/ents that

"hanged the )orld* =o& )rite a re/ie) of The Day of the Triffids in )hi"h !o& des"ri(e the e/ents

and sa! )hether or not the (ook gi/es an opti#isti" /ie) of h&#an nat&re*

Write !o&r *!;)!w4

0#-raha# -reene7 Our Man in Havana

$Our Man in Havana )as )ritten to a#&se and entertain the reader* t has no serio&s #oral

p&rpose* Write an essa! for !o&r t&tor. sa!ing ho) far !o& agree or disagree )ith this /ie) of the

no/el*

Write !o&r !ssa<4

"4

GRACE

REGULAR,aper Use of English&est 2



REGULAR

7UST

MATHEMATICS REPEAT

RAVEL

BREA! METEOR

PAPER & USE OF ENGLISH .' ho%* &/ #)n%$!s0 Pa*$ (

Part 1

$or %&estions 115. read the te't (elo) and think of the )ord )hi"h (est fits ea"h

spa"e* Use onl! one )ord in ea"h spa"e* There s an e'a#ple at the (eginning 80:*

Write !o&r ans)ers in ,PTL LETTERS _n the

separate ans)er sheet E=a#,!> / oIR

$or %&estions '61(-3 read the te't (elo)* Use the )ord gi/en in "apitals at the

end of so#e of the lines to for# a )ord that fits in the spa"e in the sa#e line*

There is an e'a#ple at the (eginning ./04

Write !o&r ans)ers in ,PTL LETTERS on $h! s!,a*a$!

answ!* sh!!$4 E=a#,!> / B

Th! s,)*a and $h! h!)=

Logi"al thinking

The "riterion )e &se in ./0 @order H to test the gen&ineness of apparent

state#ents of fa"t is

.'0****************of /erifia(ilit!* We sa! a senten"e is fa"t&all! signifi"ant if. and .(0

********************if. the

person hearing it kno)s .&04444444444444444444 to /erif! the proposition i t p&rports to

e'press* n .50444444444444444444444444444444444444444)ords. the hearer needs to kno) )hat o(ser/ations )o&ld lead hi# or her. .-0

**************************************************************************************************************************************

"ertain

"onditions (e #et. to a""ept the proposition as tr&e. or ree"t it as false* $ollo)ing

on .6044444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444

this. if the proposition is of .80**********************a "hara"ter that the ass&#ption of its

tr&th is "onsistent

.20****************an! ass&#ption )hatsoe/er a(o&t the nat&re of the hearers f&t&re

rather than past

e'perien"e. then it is "ertainl! .90**********************a fa"t&all! /erifia(le proposition*

With .'/0****************to %&estions. the pro"ed&re is the sa#e* We ha/e to in%&ire. in

ea"h "ase. )hat

o(ser/ations )o&ld lead to a definiti/e ans)er. and if .''0***************************at all "an

(e dis"o/ered. )e

#&st "on"l&de that the senten"e does not. as .'(044444444444444444444444444444 as )e a re

"on"erned. e'press a

gen&ine %&estion. .'&0*******************strongl! its gra##ati"al appearan"e .'50

*******************************************************s&ggest that it

does* Length! .'-0*******************this pro"ed&re "an (e. it is an essential ele#ent of

logi"al thinking*

The! are e/er!)here. ./0 @!@9@D@@ "&r/ing shapes )hose in"redi(le

.'60***************"ontrasts so sharpl! )ith the rando# )orld aro&nd the#* We "all

the# spirals and heli"es (&t that hardl! does .'80************************to their di/ersit!

or

their signifi"an"e* ?/er the "ent&ries. .'20 444444444444444444444444444 ha/e identif ied

#an!

different t!pes. (&t the #ost intrig&ing are those that .'90************************o""&r i n

the

nat&ral )orld*

The need to .(/0******************the #!steries of the e'isten"e of spirals and hel i"es

has e'er"ised so#e of the (est s"ientifi" (rains in the )orld and opened the

)a! to a n&#(er of .('0**********************in fields as )idel! /aried as geneti"s and

.((044444444444444444

The #ost .(&0 4444444444444444444 spirals on earth are also the #ost &n)el"o#e

SPECTACLE

h&rri"anes* Their .(50******************po)er "o#es fro# the s&ns heat. (&t the! o)e

AWE

their shape to the for"e "a&sed (! the rotation of the earth* fter inn&#era(le

!ears of st&d!. ho)e/er. ;at&res spirals and heli"es ha/e !et to .(-0

444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444

CLOSE

**

A

"H

,aper Use of English&est 2



all their se"rets* $or e'a#ple. )h!. astrono#ers )onder. are so #an! gala'ies spiralshaped>

** 2+




(9 s soon as the (oat****************************************the shore. Cen leapt %&i"kl! o&t and ha&led it &p*

$or %&estions (61&'3 think of on! )ord onl! )hi"h "an (e &sed appropriatel! in all three senten"es* <ere is

an e'a#ple ./04

E=a#,!>


the! ha/e a /er!***************************************"ase*

Theres no poi nt in tr!ing to )ade a"ross the ri/er. the "&rrent is far too****************************************************


***********************************/ie)s either )a!*

I S Y ` R 0 ;-


(6 This a"kets a (i t*******************************************in the slee/esA think !o& sho&ld tr! another one*

Tr! to a/oid anno!ing Ri"hard. (e"a&se hes got a /er!***********************************************

te#per*

L&"! )as rather***************************************of (reath after "li#(ing the 350 steps to the top of the

to)er*

When Sall! opened her present she )as /er!*********************************************(! her parents

generosit!*

When Bi# a""identall!****************************************the s)it"h. the alar# )ent off. #&"h to hi s

"onsternation*

0";o) that To# has so l ittle ti#e. ho) does he keep************************************************of all his

in/est#ents>

ltho&gh the**************************************the! fo&nd thro&gh the )ood )as narro). it t&rned o&t to

(e eas! to follo)*

The station is no l onger &sed and the rail)a!*********************************************has (e"o#e o/ergro)n

)ith )eeds*

02 ts not a****************************************of )hether )e )ant to go on holida!. (&t )hether )e "an

afford it*

#!s lo!alt! is not in****************************************. sin"e )e ha/e "o#plete faith in her*

part fro# the o(/io&s****************************************of spa"e. do !o& think the "l&( reall! needs

ne) pre#ises>

0*The te't&re of this fa(ri" i s %&ite********************************************to the to&"h*

+an! passengers )ere ill. sin"e the sea )as %&ite**********************************************d&ring the "rossing*

The ar"hite"t prod&"ed a*****************************************sket"h of his plans for the ne) ho&ses*

0With this ne) ho&seholders poli"!. )e are**********************************************against fire and theft*

The stone "ar/ing the! fo&nd in the &ngle )as*********************************************(! a thi"k la!er of #&d*

?n the first da! after l ea/ing "a#p. the e'plorers*********************************************onl! ten kilo#etres*

2#*

Parts








E=a#,!>


o@!c$)on

o !o&******************************************************************************************************!o& )hile !o& paint>

,L*********8 1* . ha/e any@ o'leoFimSo my?(;UtimG??


&( reall! eno! reading. (&t so#eti#es feel like doing so#ething #ore a"ti/e. $)#!s

+&"h****************************************************************************************************** prefer to do so#ething

#ore a"ti/e*

&& The president onl! #ade his for#al anno&n"e#ent after the p&(li"ation of the leaked infor#ation*

did

;ot &ntil the leaked infor#ation*****************************************************************************************************

his for#al anno&n"e#ent*

0The /illagers said the! opposed the plans for the ne) shopping "entre. d)sa,,*o;a

The /illagers********************************************************************************************************the plans for the ne)

shopping "entre*

00 )asnt at all s&rprised )hen heard that Sophie had (een pro#oted. h!a*

t "a#e******************************************************************************************************Sophies pro#otion*

04 think it )o&ld (e (est if !o& didnt #ention Bohns (eha/io&r to his #other. sa<

dont think !o&********************************************************************************************************Bohns (eha/io&r

to his #other*

0H ha/e no idea )hatsoe/er )h! boe resigned fro# her o(* oss

a#******************************************************************************************************)h! boe resigned fro# her

o(*

4+The Pri#e +inister resigned (e"a&se of his s&dden illness. *!s%$!d

The Pri#e**************************************************************************his s&dden illness*

&5 Witho&t !o&r s&pport. d ne/er ha/e (een a(le to find a ne) o(* s$)

f it hadnt*******************************************************************************************************doing #! old o(*

2" *H

Part 4




$or %&estions 5/1553 read the follo)ing te'ts on )alking in the "o&ntr!side* $or %&estions 5/15&3 ans)er )ith a

)ord or short phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar! a""ording

to the instr&"tions gi/en*


n pril dig o&t #! )olking (oots* +! )ifes heart sinks. and a look of "old f&r! "lo&ds her lo/el! feat&res*+! "hildren la&gh s"ornf&ll! and "all #e so sad the t)o #ost "riti"al )ords in the teenage le'i"on*

$ind those (oots #&st* ?ther #en s#oke like "hi#ne!s or follo) foot(all tea#s

to CraQil and (a"k* +! hopeless addi"tion is taking long )alks* a#. in short. an i

in"&ra(le ra#(ler*

The (oots ha/e (een hi(ernating in a "&p(oard sin"e ?"to(er. like a "o&ple of "&rio&sl!shaped #&dd!

tortoises* ?ddl!. #! ra#(ling "o#p&lsion is totall! resisti(le in )inter* kno) of #aso"hists )ho stride

doggedl! o/er #o&ntainsides c )hile Ban&ar! gales lash their )aterproofs and t&rn their ears (l&e* $or #e.

the s&n #&st ha/e #ade so#e slight atte#pt to rise a(o/e the horiQon (efore feel a stirring to strike o&t

for the distant "o&ntr!side*

When do ra#(le. (o!. do go on and on ;ot for #e the gentle stroll aro&nd so#e lo"al "o&ntr! park* t

#&st (e so#e inordinatel! long. e'ha&sting "hallenge in the &nto&"hed )ilderness* t is eas! to get

depressed a(o&t ho) #&"h of the "o&ntr! is disappearing &nder "on"rete and tar#a"* "annot

&nderesti#ate the da#age (eing done (! the relentless #ar"h of ho&se(&ilders. (&t ra#(lers kno). line '8 e/en in this o/er"ro)ded "o&ntr!. there are e'tensi/e tra"ts )here !o& )ander for ho&rs )itho&t seeing

another so&l. g&lping in the e'hilarating fresh air. &st to see )hat is (e!ond the ne't ridge*

5/ E'plain in !o&r o)n )ords the rea"tion of the )riters fa#il! to his ho((!*

Resear"hers ha/e e'plored the reasons )h! so #an! people ind&lge in o&tdoor leis&re p&rs&its. s&"h as

hiking. in the nat&ral en/iron#ent* n general. s&"h indi/id&als appear to ha/e less need for affiliation

)ith others. and a preferen"e for solit&de a )ell a high le/els of a&tono#!*

t is possi(le to #ake so#e o(ser/ations a(o&t #oti/ation fro# this* There i the need for pea"e and

relief of tension fa"ilitated (! solit&de. and en"o&ntering others in the )ilderness red&"es satisfa"tion*

Then there is "onfiden"e (&ilding a"hie/ed (! tr!ing o&t ne) a"ti/ities and a"%&iring ne) skills. s&"h

as skiing and s&r/i/al te"hni%&es* These "an for# an i#portant part of an indi/id&als self"on"ept and

i#pro/e selfestee#* Sti#&lation "an (e o(tained by a "hange in s"ene. and an opport&nit! to ind&lge

in risk! a"ti/ities )ill enhan"e this. as int!e adrenalin r&sh asso"iated )ith a"ti/ities s&"ha (&ngee

&#ping* $inall!. the nat&ral en/iron#ent #a! pro/ide a spirit&al &plift. either d&e to the %&alities of the

s"ener! or the s!#(oli" "onnotations of nat&re as the gi/er of life*

Th&s. "onsidera(le (enefits "an (e gained fro# o&tdoor a"ti/ities. and a range of

fa"ilities sho&ldbe pro/ided to #eet the needs of the &sers* ;e/ertheless. &ser

satisfa"tion de"lines greatl! )hen the o&tdoor en/iron#ent is o/er"ro)ded or

poll&ted* The ne"essar! fa"ilities #&st (e pro/ided in s&ffi"ient %&antit! as )ell as )n! '2

%&alit!* )n!

'9

5( What does the )riter s&ggest a(o&t the personalit! of hikers>

5& E'plain in !o&r o)n )ords )h! leis&re fa"ilities need to (e pro/ided in s&ffi"ient %&antit! as )ell as

%&alit!. 8lines 119:

5' Wh! does the )riter des"ri(e the #ar"h of ho&se(&ilders 8line 1Z: as relentless>

55 n a paragraph of -/18/ wo*ds3 s&##arise )n <o%* own wo*ds as +a* as ,oss)@! )hat. a""ording to

the )riters of the te'ts. #akes people )ant to e'plore the "o&ntr!side* Write !o&r s&##ar! on $h!

s!,a*a$! answ!* sh!!$4

22 #

Parts

Listening,aper 4&est 2



Yo$ !ear a T1 &reenter tal.ing abo$t a &rogramme !e !a -or.ed on8

9 T!e &reenter -a $n$re abo$t -or.ing on t!e &rogramme beca$e

A !e didnt .no- t!e &rogramme &rod$cer8 !e -a familiar -it! t!e co/&reenter -or.8C !e !ad do$bt abo$t t!e fini!ed &rod$ct8

6 One criticim of t!e &ilot &rogramme -a

A t!e &ace &ro:ed to be too lo- at one &oint8

4 t!e &reenter o:er/acted t!eir line8

C t!e $bQect failed to catc! :ie-er attention8

PAPER 4 LISTENING 840 #in&tes appro'i#atel!:

Pa*$ '



E=$*ac$ &

=o& hear part of a radio do"&#entar! entitled How Laughter Wor!s.

4#Bohn +orreall (elie/es that la&ghter #a! indi"ate

A an ina(ilit! to deal )ith fear*

7 the need to (reak the i"e*

C a feeling of ease in a so"ial sit&ation*

4" ""ording to +orreall. so#e (osses &se h&#o&r in order to

A (e flattered (! s&(ordinates*

7 #anip&late s&(ordinates (eha/io&r*

C gain the respe"t of s&(ordinates*

5

2

A The! )ere ealo&s of his s&""ess*

7 The! tho&ght fil##aking )as (eneath hi#*

C The! )ere &nhapp! at ho) the fil# )o&ld affe"t relands i#age*

( <o) does ;igel des"ri(e the role of literat&re in reland>

A radi"al

7 restri"ti/e

C professional

=o& hear a )o#an telling a friend a(o&t t)o apologies she has re"ei/ed*

42The "o##on feat&re of the t)o ane"dotes is that (oth people apologised

A on (ehalf of so#eone else*

7 (e"a&se the! had #ade a #istake*

, )itho&t atte#pting to &stif! the#sel/es*

4*The )o#ans ane"dotes ill&strate that

A apologising "an stop other people fro# feeling angr!*

7 people feel (etter after apologising for their errors*

C #istakes see# to (e

(e"o#ing #ore "o##on

these da!s*

'a"t 4

" 2*

i &ro:iding aerodynamic information for robot deign8 ,aper 4 Listening&est 2



-a t!e only -ay cientit co$ld t$dy bird in flig!t8

=o& )ill hear an engineer gi/ing a talk on the radio a(o&t f&t&re de/elop#ents in ro(ot design* $or

%&estions 91'83 "o#plete the senten"es )ith a )ord or short phrase*

=o& )ill hear a radio inter/ie) )ith a #&si" "riti". <aQel $isher. a(o&t so#e "lassi"al #&si" a)ards* $or

%&estions '21((3 "hoose the ans)er .A3 B3 C or : )hi"h fits (est a""ording to )hat !o& hear*

Planes )ere r&led o&t as #odels for the fl!ing ro(ot (e"a&se of the /elo"it! needed for

if

'2 ""ording to <aQel. )hat is (ad a(o&t the "&rrent sit&ation in the #&si" (&siness>

A $e)er s#all re"ord "o#panies are iss&ing "lassi"al #&si"*

7 P&(li"it! is generall! "on"entrated on too fe) perfor#ers*

C +an! good re"ordings are no longer a/aila(le* H

D Re"ord "o#panies "annot find good ne) perfor#ers*

'9 n <aQels opinion the list of no#inations s&ggested that a p&rpose of the a)ards )as to A take

ad/antage of "&rrent fashions in #&si"*

7 p&(li"ise s#all re"ord "o#panies* IIC strengthen the pro#otion of serio&s #&si"* D

"o#part#entalise different t!pes of #&si"*

(/ What is <aQels #ain "riti"is# of the )a! the )inners )ill (e "hosen>

A The /oters are &nrepresentati/e of the #&si" ind&str!*

7 The /oters ha/e a /ested interest in the res&lts*C The /oting is too ti#e"ons&#ing*

D The /oting s!ste# is too "o#pli"ated*

(' ?ne of <aQels o(e"tions to the no#inations the#sel/es is that

A the "riteria for #aking the# )ere kept se"ret*

7 the! refle"t too narro) a definition of #&si"*

C the! are too different to (e "o#para(le*

D there is none of a high eno&gh standard*

(( <aQel sees it as ironi" that the re"ord "o#panies

A are in"onsistent a(o&t )hat the! "onsider "lassi"al #&si"*7 ha/e spent so #&"h on the a)ards )hile "lai#ing to (e short of #one

C are atte#pting to pop&larise #&si" that has little appeal*

D ha/e introd&"ed their o)n a)ards "ere#on! after "onde#ning others*

Engineers ree"ted heli"opters as #odels for the fl!ing ro(ot (e"a&se of the iss&e of

'8 #ade d&ring flight*

* 2

Pa*$ &Pa*$ (

PAPER - SPEAING 819 #in&tes:

,aper S Spea'ing&est 2

Pa*$ 4



8 :

=o& )ill hear t)o neigh(o&rs. -raha# and +elinda. dis"&ssing "hanges that the to)n "o&n"il are #aking

to a p&(li" park near their ho#es* $or %&estions (&1(23 de"ide )hether the opinions are e'pressed (! onl!

one of the speakers. or )hether the speakers agree*

Write G for -raha#. for +elinda. or

7 for Coth. )here the! agree*


#aterials and e'plaining )hat !o& ha/e to do* The other e'a#iner 8the ssessor: )ill (e introd&"ed to !o&.

(&t then takes no f&rther part in the intera"tion*

Pa*$ ' 83 #in&tes:



Pa*$ ( .5 #in&tes:

n this part of the test !o& and !o&r partner are asked to talk together* The nterlo"&tor pla"es a set of

pi"t&res on the ta(le in front of !o&* This sti#&l&s pro/ides the (asis for a dis"&ssion* The nterlo"&tor first



The pi"t&res for Part 2 are on pages ,4,5 of the "olo&r se"tion* Pa*$ &

812 #in&tes:





(oth another %&estion related to the topi" on the "ard* This pro"ed&re is repeated. so that !o&r partner

re"ei/es a "ard and speaks for t)o #in&tes. !o& are gi/en an opport&nit! to "o##ent and a follo)&p%&estion is asked*




36

(&(& The to)n "o&n"ils a"tion is "ontrar! to the original o)ners )ishes*

(5 Latenight e/ents )ill dist&r( lo"al residents sleep*

1" Parking pro(le#s )ill (e aggra/ated (! the de/elop#ent* H

I-(6 There )as not eno&gh "ons&ltation )ith residents (efore the plans )ere p&t into a"tion*

(8(8 ,o##er"ial interests #a! ha/e infl&en"ed the "o&n"ils de"ision to pro"eed )ith the

plan*

(2 t is no) too late to pre/ent the )ork (eing "o#pleted*

,aper 1 -eading



&est


Part 1

$or %&estions '1'23 read the three te'ts (elo) and de"ide )hi"h ans)er .A3 B3 C or : (est fits ea"h gap*


M!$as

t #a! ha/e (een a )ish for selfadorn#ent that .'0**** the interest of Stone ge people in #etals* Sitting (!

the side of a ri/er. )aiting for a fish to "o#e )ithin a spears thro). or &st.(0**** a)a! a #o#ent. one of o&r

earl! an"estors #ight ha/e happened &pon a shin! !ello) pe((le

and pl&"ked it off the ri/er .&0************t did not ha/e the feel of stone. (&t it )as attra"ti/e* n s&"h a

)a!. one "o&ld .50**** that gold entered the li/es of pri#iti/e people*

.-0**** the #allea(ilit! of the #etal. it /er! soon (e"a#e a #&"h so&ghtafter #aterial* ,opper #a! also ha/e

(een dis"o/ered (! a""ident. and on"e the /al&e of "opper tools )as realised. the sear"h for its ores and

for )a!s of getting the "opper o&t of the# )as .60 **** )ith /igo&r* Th&s. #etal)orking )as added to o&r

an"estors (atter! of lifeenhan"ing a""o#plish#ents*

' A aro&sed 7 enli/ened C "&lti/ated D in"ited( A passing 7 idling C o""&p!ing D e#plo!ing& A tra"k 7 (ed C floor D path5 A "one"t&re 7 dis"lose C fa(ri"ate D prophes!- A Pro/iding 7 Thanks C -i/en D Res&lting6 A ra"ed 7 "hased C tra"ked D p&rs&ed

S$ I;!s

There )as silen"e as )e .80**** o&r (ags do)n the )inding. "o((led lane that led to the heart of to)n. .20 ****

do&(le against the for"e eight gale and tr!ing in /ain to a/oid the i"! )a/es that .90**** o/er the pro#enade*

There )as no one on the streets and the sh&tters in e/er! "ottage on the )aterfront )ere (olted tight

against the (attering* We had )at"hed the )eather )orsen as )e "h&gged into St /es on the tin! single

tra"k rail)a!* s the o#ino&s gre! skies .'/0**** in. /isiting ,orn)all in the offseason )itho&t a "ar no

longer see#ed s&"h a good idea* had .''0**** #! friend into oining #e )ith the .'(0**** of )alks along the

(ea&tif&l ,ornish "oast. and sn&g e/enings. toasting o&rsel/es (efore open fires*

8 A l&gged 7 "la#(ered C gra((ed D l&#(ered2 A leant 7 (ent C sloped (orne9 A s#ashed 7 eng&lfed C splattered D er&pted

'/ A folded 7 "a#e " "losed D (le)'' A dra)n 7 l&red C trapped led'( A pro/ision 7 proe"t C proposal D pro#ise

Co#,%$!* Mod!)n"

The pro(le# )ith st&d!ing the past is that it is past* The people )ho .'&0**** in ti#es of pea"e and plent!

and str&ggled thro&gh "onfli"t and dro&ght are long dead* The for"es that .'50**** the# to settle here or

#o/e there. that (ro&ght the# together as fa#ilies and "lans. /illages and "ities. ha/e .'-0 **** fro##e#or!* r"haeolog! pro/ides .'60 **** and "l&es. (&t )e "annot test o&r h!potheses )ith e'peri#ents on

"&lt&res li/ing or dead* We "annot re)ind the tape and )at"h a repla! of the past* Then again. perhaps )e

"an*

,o#p&ter #odelling allo)s &s to re"reate prehistori" lands"apes and en/iron#ents and .'80 4444 the# )ith

/irt&al "o##&nities digital "reations )ith so#e of the needs. independen"e and "apa(ilities of real)orld

h&#ans* We "an esta(lish .'20**** of "ond&"t and repli"ate so"ial &nits* Then )e "an t&rn do)n the rainfall

or t&rn &p the pop&lation and )at"h ho) this "!(er"&lt&re and its artifi"ial people rea"t*

'& A end&red 7 enri"hed C pre/ailed D prospered'5 A so&ght 7 #ade C dro/e D "hose'- A dissol/ed 7 faded C lapsed D slipped'6 A hints 7 tips C pro#pts D "ri(s1Z A f&lfil 7 inha(it C pop&late D settle

'2 A eti%&ette )a!s C #anners r&les

204

Th! S)o*$ S$o*<

&est ,aper 1 -eading

Pa*$ 2



=o& are going to read fo&r e'tra"ts )hi"h are all "on"erned in so#e )a! )ith lang&age and literat&re* $or

%&estions '91(63 "hoose the ans)er .A3 C. C or D0 )hi"h !o& think fits (est a""ording to the te't*


=o( to rite ,oetry Telling &eo&le !o- to -rite &oetry i a bit li.e frolic.ing t!ro$g! a minefieldJ &ontaneity i

t!e order of t!e day% b$t one fale te& and a do3en certaintie -ill blo- $& in yo$r face8

'etting oneelf $& a a .no-/all i dangero$% o I !a:e decided to ide/te& t!e -!ole

i$e by aying t!at% for omeone Q$t beginning to -rite% no ad:ice can be a $btit$te for

ab$ndant reading% eteni:e -riting% and t!e freeing of t!e imagination and &irit in

-!ate:er -ay eem fr$itf$l% barring total anarc!y8 'ome &eo&le need t!eir life to be

reaonably ec$re before a &oem -ill comeJ ot!er can -rite t!eir -ay o$t of miery8

'ome -rite to a timetableJ ot!er -ait for ome moment of crytalliation% a brain-a:e or

lo- da-ning8 All are rig!t% &ro:iding t!ey are not ec!oing ome &recri&ti:e core8 And

it t!i line #+ finding of a t$ne -!ic! i im&ortant% !earing t!e till mall :oice inide

yo$relf% and feeding it% and -atering it% and letting it o$t for air from time to timeJ oneday itll be old eno$g! to ta.e care of itelf8

4<o) does the )riter feel a(o&t ad/ising people on ho) to )rite poetr!>

ner/o&s (e"a&se she feels &n%&alified to do so

7 &nhapp! at (eing asked

C )ar! of gi/ing #isleading g&idan"e

an'io&s to keep poetr! spontaneo&s

4What is the )riter e#phasising )hen she sa!s not e"hoing so#e pres"ripti/e s"ore 8line 10:>

A the need for originalit! the

infl&en"e of #&si" C the sear"h

for inspiration D the nat&re of

insight

In t!e !ort tory t!ere i no room for o:ercro-ding -it! too many c!aracter% lab of

lengt!y narrati:e% &rolonged reminicence or retro&ection8 Fla!bac. m$t be fleeting%

and only $ed if t!ere i no ot!er -ay to t!ro- lig!t on an i$e8 One effecti:e -ay to do

t!i i t!ro$g! a fla! of memory in t!e leading c!aracter mindJ t!e recollection or

reminder of an incident or cene% -!ic! tirred t!e c$rrent conflict8 '$c! a recollection can

get t!e tory on it -ay or ta.e it a big te& for-ard at a cr$cial moment% b$t ne:er at any

time m$t it be allo-ed to &$t a bra.e on t!e action8 In t!i re&ect% dialog$e i more

$ef$l t!an many a&iring a$t!or realie8 T-o :oice in dic$ion can re:eal t-o

ide of a S$etion in far le time t!an it ta.e to e&lain it from only one &eron

:ie-&oint8 It alo a:oid $nneceary -ordage and !old or increae a reader

interet8 O:er-riting can .ill a !ort tory from t!e tart% b$t t!i doent mean t!at

bre:ity m$t red$ce it to t!e le:el of a yno&i8 Conflict and action m$t be a -ell

$tained in a !ort tory a in a no:el% b$t in t!e !ort tory t!e art lie in ma.ing

e:ery -ord co$nt in a com&act &ace8

40 ""ording to the )riter. flash(a"ks are &sed (e"a&se the!

A "an help "larif! the "hara"ters rea"tions*

7 are a &sef&l de/i"e for keeping the stor! #o/ing*

, "an re#ind the reader of ho) the lead "hara"ter thinks*

are the (est )a! of thro)ing light on an in"ident*

44 ""ording to the te't. a short stor! )riter sho&ld

A &se )ords &di"io&sl!*

7 "&t (a"k on so#e of the a"tion*

C tr! to &se dialog&e fre%&entl!*

keep the reader in s&spense*

24 #

,aper 1 -eading

l

&est



Screenplays n!one )ho kno)s ho) to pla! "hess )ill &nderstand ho) to )rite a s"reenpla! for a fil#*

+ost "hess pla!ers st&#(le fro# (eginning to end* We dont kno) #&"h. (&t -e kno) eno&gh

to pla!* We #o/e )itho&t reall! kno)ing )hats going to happen f&rther on in the ga#e* +a!(e

)e "an see one or t)o #o/es a!ead% and. if )e "an. )ere pleased (! o&r &n"ann! a(ilit! to

see e/en that far ahead* Cetter than the da!s )hen )e "o&ldnt see ahead at all )hen )e

)ere pla!ing (lindl!*

?/er ti#e. as )e learned #ore a(o&t pla!ing "hess. )e #ade a startling re/elation7 "hess

depends #ore &pon longter# strateg! than &pon shortter# ta"ti"s* Up till then. )ed (een

happ! )ith a rather shortsighted approa"h* S&ddenl!. )e (e"a#e a)are of the (ig pi"t&re*

We (egan to see the ga#e as a )hole. not &st a series of indi/id&al #o/es* nd on"e )e

sa) the ga#e as a )hole. )e (egan to see patterns e#erge in the pla!* -a#(its. the! "all

the#* nd the patterns ha/e na#es. s&"h as openings. #iddle ga#es and end ga#es* n

"hess. a in s"reenpla! )riting. the #ore often !o& pla!. the #ore a)are !o& (e"o#e of its

"o#ple'ities*

'ooking at Writing

Man !a an intincti:e tendency to &ea.% a -e ee in t!e babble of o$r yo$ng

c!ildrenJ -!ile no c!ild !a an intincti:e tendency to ba.e% bre-% or -rite8 More

t!an a cent$ry ago% C!arle Dar-in got it rig!t6 lang$age i a !$man intinct% b$t

-ritten lang$age i not8 ;ang$age i fo$nd in all ocietie% &reent and &at8

Alt!o$g! lang$age c!ange% t!ey do not im&ro:e6 Engli! i no more com&le t!an

t!e lang$age of 'tone Age tribeJ modern Engli! i not an ad:ance of Old Engli!8

All !ealt!y c!ildren mater t!eir lang$age -it!o$t leon or correction8 ,!en

c!ildren are t!ro-n toget!er -it!o$t a $able lang$age% t!ey in:ent one of t!eir

o-n8 Com&are all t!i -it! -riting8

,riting ytem !a:e been in:ented only infreS$ently in !itory8 T!ey originated

only in a fe- com&le ci:iliation and t!ey tarted off cr$de and lo-ly im&ro:ed

o:er t!e millennia8 (ntil recently% mot c!ildren ne:er learned to read or -riteJ e:en

-it! today $ni:eral ed$cation% many c!ildren tr$ggle and fail8 A gro$& of

c!ildren i no more li.ely to in:ent an al&!abet t!an it i to in:ent t!e internal

comb$tion engine8 C!ildren are -ired for o$nd% b$t &rint i an o&tional acceory

t!at m$t be &ainta.ingly bolted on8 ,e need to $ndertand !o- t!e contra&tion

called -riting -or.% !o- t!e mind of t!e c!ildren -or.% !o- to get t!e t-o to

me!8

4H ""ording to the )riter. ho) do ine'perien"ed "hess pla!ers feel>

delighted to (e a(le to finish a ga#e

7 en"o&raged (! ea"h i#pro/e#ent

C a#aQed (! ho) %&i"kl! the! learn

D pleased to (e a(le to pla! )ith "onfiden"e

H+The )riter "o#pares "hess and s"reenpla! )riting in order to

A e'plain that )e learn (oth (! trial and error*

7 e#phasise the fi'ed nat&re of (oth pro"esses*

C s&ggest that s&""ess depends on attention to detail*

D de#onstrate the i#portan"e of ha/ing a plan*

H#What point does the )riter #ake a(o&t "hildren>

A The! ha/e no real need for for#al learning*

7 The! are a(le to "reate ne) for#s of lang&age*

C The! are a(le to "o##&ni"ate in the a(sen"e of lang&age*

D Their #inds are sharper than )e think*

H"What point is #ade a(o&t the pro"ess of learning to )rite>

A t is fa"ilitated (! #a"hiner!*

7 t is (est done "olla(orati/el!*

C t prepares &s for other "on"epts*

D t re%&ires a "ons"io&s effort*

2H 2

ragra&! !a:e been remo:ed from t!e etract8 C!ooe from t!e &aragra&!A(H t!e one -!ic! fit eac! ga& +9('',. T!ere i one etra &aragra&! -!ic! yo$ do not need to $e8,aper 1 -eading&est

Pa*$ &



T!e 5eat i On

ll heard of global (arming b%t J%st ho( m%ch (armer (ill the earth get and ho( (ill it affect o%r livesD

Almot e:eryone !a ome idea of -!at global-arming i all abo$t% b$t no one i S$ite $re abo$t

it coneS$ence8 A -armer climate i li.ely tomean c!ange to t!e -eat!er in all &art of t!e

-orld8 And ince t!e atmo&!ere i intimatelylin.ed to e:ery a&ect of t!e &lanet on -!ic! -eli:e% any c!ange to climate -ill !a:e ignificant

.noc./on effect for &lant and animal% a -ell a-ater and oil8

T!ere i n o do$b t% for eam&le% t!at o:er t! e l at

#++ year or o% !$man action !a ignificantly

increaed t!e atmo&!eric concentration of e:eral

gae / t!e o/called green!o$e gae / -!ic! are

cloely related to global tem&erat$re8 It eem

li.ely t!at t!ee increaed concentration% -!ic!

are et to contin$e b$ilding $& in t!e near f$t$re%

are already affecting global climate% b$t o$r &oor

.no-ledge and $ndertanding of t!e global !eat

balance ma.e t!e c$rrent and f$t$re it$ation

$ncertain8 ,!at -e do .no- i t!at atmo&!eric

concentration of green!o$e gae !a:e fl$ct$ated

in cloe !armony -it! global tem&erat$re o:er t!e

&at *+%+++ year8

2

A lot of reearc! !a gone into &redicting t!e

condition t!at -ill re$lt from !ig!er global

tem&erat$re8 Mot of t!i reearc! $e com&$ter

&rogram .no-n a general circ$lation model% or

GCM8 T!ey r$n on &o-erf$l com&$ter% $e

f$ndamental la- of &!yic and c!emitry to

analye t!e interaction of tem&erat$re% &re$re%

olar radiation and ot!er climatic factor to &redict

climatic condition for t!e &at% &reent or f$t$re8

(9De&ite t!ee reearc! diffic$ltie% mot &eo&le

agree on &er!a& t!e mot im&ortant a&ect of

climatic c!ange from t!e :ie-&oint of contem&orary

!$man ocietie6 t!e rate of c!ange -ill be fater

t!an anyt!ing -e !a:e &re:io$ly e&erienced8 In

t!i cae% t!e a&&roimate &rediction &rod$ced byt!e GCM are being $ed to gain ome inig!t into

t!e nat$re and condition of t!e -orld t!at -e -ill

in!abit o:er t!e net fe- generation8

&/

T!ee forecat !o$ld lea:e $ in little do$bt abo$t

t!e &otential im&act of climatic c!ange on t!e

nat$ral en:ironment and !$man8 C!ange in

climate !a:e t!e &otential to affect t!e

geogra&!ical location of ecological ytem% $c! a

foret and graland% t!e mi of &ecie t!ey

contain and t!eir ability to &ro:ide t!e :ario$

benefit on -!ic! ocietie de&end for t!eir

contin$ed eitence8 T!$% t!e -!ole range of

reo$rce on -!ic! -e rely i eniti:e to c!ange

in climate8 T!i incl$de food &rod$ction% -ater

reo$rce and !$man ettlement8 T!e effect%

ome of -!ic! are &otentially irre:erible% are li.ely

to be $nfa:o$rable in many area8

i1

T!e mot im&ortant climatic factor ober:ed i n t!icae -a t!e rie% in recent decade% of t!e

minim$m tem&erat$re8 Among ot!er t!ing% t!e-armer tem&erat$re !a:e meant fe-er frot% andt!i !a ca$ed le damage to !ar:et8

5o-e:er% many of t!e &redicted effect of f$t$reclimate -arming are far from beneficial8 Relati:elymall c!ange in climate can infl$ence t!e

a:ailability of -ater% eit!er d$e to long/term dryingof t!e climate or by increaing t!e freS$ency of

dro$g!t8 Aociated &roblem are li.ely to ariefirt in arid and emi/arid region and more !$midarea -!ere demand or &oll$tion !a:e already

created !ortage8

&(

A f$rt!er $ndeirable effect i li.ely to be c!angeto glacial &rocee8 T!i -ill im&act on glacier ice%

gro$nd ice and ea ice% -!ic! in t$rn -ill affect:egetation% -ildlife !abitat and !$man tr$ct$reand facilitie8 Indeed% t!ere i a trong &oibility

t!at t!e Arctic ice co:er -ill melt com&letely%ma.ing marine tran&ort and oil and gae&loration eaier b$t increaing t!e danger from

iceberg8

B$t &robably t!e mot dramatic and :iible effectof global -arming in t!e t-enty/firt or

green!o$e cent$ry -ill be t!e rie in ea le:el8 T!i -ill be ca$ed

A T!e Mediterranean Bain i one eam&le of t! i

and in recent decade decreaing trend in&reci&itation total !a:e already been identified

in -etern/central &art of t!e bain a -ell amar.ed c!ange in eaonality8 A clear tendencyfor rainfall to be concentrated into a !orter

&eriod of t!e year !a been noted in t!eAlenteQo region of o$t!ern Port$gal% -it! t!e&ro&ortion of ann$al rainfall falling in a$t$mn

and -inter% increaing at t!e e&ene of &ringtotal8

7 (nfort$nately% t!ey are im&lification of t!e real-orld and !a:e n$mero$ deficiencie8 T!eir

re$lt are only a&&roimate and t!ey are alo

lo- to r$n and e&eni:e to $e8 Part of t!e&roblem i t!at -e do not $ndertand f$lly all

t!e &rocee of t!e climatic ytem% alt!o$g!-e do realie it com&leity8

, Increaed flooding and in$ndation are t!e mot

ob:io$ re$lt% -it! ;ondon% Ne- Yor. and To.yo being Q$t a fe- of t!e candidate for

ignificant dir$&tion8 5$ge n$mber of &eo&letand to loe t!eir !ome and li:eli!ood andt!i co$ld &rod$ce many mil lion of

en:ironmental ref$gee8

B$t t!i -o$ld not be tr$e for all8 In fact% omeclimate c!ange im&act -ill &robably bebeneficial8 'cientit in ome co$ntrie !a:e

already identified $ef$l en:ironmental trendt!at are cloely lin.ed to t!e -arming t!at !aocc$rred to date8 In A$tralia% for eam&le%

reearc! !a !o-n t!at t!e a:erage yield of-!eat !a increaed by abo$t +8 tonne &er

!ectare ince #H"% and climate trend !a:e&layed a ignificant &art in t!i greater food&rod$ction8

by t!e t!ermal e&anion of t!e ocean / -armer-ater occ$&ie a greater :ol$me t!an cold -ater [

and t!e added in&$t from melting ice8 ,it!cientit calc$lating t!at abo$t !alf of t!e -orld&o&$lation li:e in coatal 3one% t!e coneS$ence

of riing ea le:el are &otentially :ery e:ere8

33

Arg$ably t!e mot e:ere coneS$ence -o$ld be

e&erienced by e:eral mall% lo-/lying ilandtate% ince entire co$ntrie co$ld ceae to eit if

-ort/cae cenario are realied8 T!econeS$ence -o$ld be de:atating% not only fort!e &eo&le and c$lt$re of t!ee iland% b$t alo for

t!e co$ntrie t!at -o$ld need to accommodatet!oe -!o !ad been di&laced8

U T!i -o$ld indicate t!at t!e t-o are almot

certainly related8 E:idence gleaned from a rangeof o$rce $gget t!at o$r &lanet !a -armedat t!e $rface by abo$t ]C o:er t!e &at

cent$ry8 Mot cientit t!in. t!at t!i trend i$nli.ely to be nat$ral in origin and i% in &art% are$lt of !$man &oll$tion of t!e atmo&!ere8

F T!i &ro:e t!at t!e eart! climate !a ne:er

been tatic and !$man im&act on climate !a

been relati:ely minor% com&ared to nat$rally

occ$rring large/cale &ert$rbation8 Ice age% for

eam&le% re$lt from nat$ral c!ange in t!e

eart! orbit aro$nd t!e $n8 B$t t!e mot

-orrying ty&e of !$man/ind$ced climatic c!ange

!a been bro$g!t abo$t t!ro$g! modification

to t!e nat$ral atmo&!eric mi of green!o$e

gae8

G ,e !$man !a:e learned to $e $c! nat$ralreo$rce to o$r ad:antage% enabling $ to

&rod$ce food% b$ild great citie and $&&ort ibillion member of t!e !$man race8 Anyc!ange to t!ee reo$rce !a:e to be ta.en

erio$ly8 T!e &roblem -e !a:e i .no-ing Q$t!o- t!e -orld -ill c!ange% and -!at i ca$ing

t!ee c!ange8

^ C$rrently% t!ey $gget drat t!e a:erage ann$alglobal $rface tem&erat$re -ill increae bybet-een # ]C and 28]C by t!e year "#+ +J t!at

t!e a:erage ea le:el aro$nd t!e -orld -ill rieby #/H cmJ and t!at c!ange in t!e &atialand tem&oral &attern of &reci&itation -ill occ$r8

'cientit alo e&ect etreme -eat!ercondition% $c! a !eat-a:e% flood anddro$g!t% to become more freS$ent in ome

&lace8

* *+

Pa*$ &

&5 Wh! #ight earl! #aps ha/e (een #isleading>

&est ,aper 1 -eading

Part 4



=o& are going to read an arti"le on #aps* $or %&estions &515/3 "hoose the ans)er .A3 B3 C or D0 )hi"h !o&

think fits (est a""ording to the te't*

+ark !o&r ans)ers on the s!,a*a$! answ!* sh!!$4

AAs),s

T!e &$r&oe of a ma& i to e&re gra&!ically t! e relation of &oin t and feat$re on t!e eart!

$rface to eac! ot!er8 T!ee are determined by ditance and direction8 In early time ditance -a

often e&reed in $nit of time% for eam&le o many !o$r marc! or a day Qo$rney by ri:er% b$t

$c! mea$rement ga:e more information abo$t t!e relati:e eae of croing t!e local terrain t!an

t!ey did abo$t act$al ditance8 T!e ot!er element i direction% b$t for t!e ordinary tra:eller% -!oe

main concern -a ,!ere do I go from !ere and 5o- far a-ay i it% t!e acc$rate re&reentation of

direction -a not of &rimary im&ortance8 Partly for t!i reaon% -ritten itinerarie for a long time

ri:alled ma&8 E:en today% certain ty&e of ma&% for eam&le t!oe !o-ing rail-ay ytem% may

ma.e little attem&t to !o- tr$e direction8 'imilarly% con&ic$o$ landmar. along a ro$te -ere at

firt indicated by ign% realitic or con:entional% and :aried in i3e to indicate t!eir im&ortance8

Clearly t!e con:ention em&loyed :aried -it! t!e &$r&oe of t!e ma&% and alo from &lace to &lace%

o t!at in t$dying early ma& t!e firt eential i to $ndertand t!e &artic$lar con:ention em&loyed8

T!e !itory of cartogra&!y i largely t!at of t!e increae in t!e acc$racy -it! -!ic! t!ee element

of ditance and direction are determined and in t!e com&re!eni:ene of t!e ma& content8 In t!i

de:elo&ment% cartogra&!y !a called in ot!er cience to it aid8 For eam&le% intead of determining

direction by ober:ing t!e &oition of a !ado- at midday% or of a contellation in t!e nig!t .y% ore:en of a teady -ind% $e -a made of terretrial magnetim t!ro$g! t!e magnetic com&a% and

intr$ment -ere e:ol:ed -!ic! enabled !ori3ontal angle to be calc$lated -it! great acc$racy8

T!e a&&lication of atronomical conce&t% and t!e etenion of t!e .no-ledge of t!e -orld t!ro$g!

e&loration% enco$raged attem&t to ma& t!e .no-n -orld8 T!en atronomer dico:ered t!at t!e

eart! i not a &erfect &!ere% b$t i flattened lig!tly at t!e &ole% -!ic! introd$ced f$rt!er

refinement into t!e ma&&ing of large area8 Mean-!ile% t!e demand being made of t!e ma& ma.er

-ere !ifting ignificantly8 T!e tra:eller or t!e merc!ant ceaed to be t!e ole $er of ma&8 T!e

oldier% e&ecially after t!e introd$ction of artillery% and t!e &roblem of range% field of fire% and dead

gro$nd -!ic! it raied% demanded an acc$rate re&reentation of t!e $rface feat$re% in &lace of t!e

earlier con:entional or &ictorial delineation% and a ol$tion in any degree atifactory -a not reac!ed

$ntil t!e conto$r -a in:ented8

T!en t!ere -a t!e arc!aeologit% t!e !itorian and% m$c! later% t!e modern geogra&!er% eac! -it!

t!eir o-n &ecial reS$irement8 In order to addre t!ee% t!e &reent/day cartogra&!er !a !ad to

e:ol:e met!od of ma&&ing all .ind of ditrib$tion% from geological trata and climatic regime to

land $e8 It i t!e &reent -ide&read recognition of t!e :al$e of t!e ma& in t!e co/ordination and

inter&retation of &!enomena in many cience t!at !a led to -!at may tr$ly be called a modern

renaiance of cartogra&!y8It -o$ld be mileading of me to re&reent t!e tage $mmarily .etc!ed abo:e a being eit!er

contin$o$ or conec$ti:e8 T!ere !a:e been &eriod of retrogreion or tagnation% bro.en by ot!er

of ra&id de:elo&ment% d$ring -!ic! o$tmoded idea !a:e !eld t!eir &lace beide t!e ne-8 Again%

cartogra&!er !a:e contantly realied t!e t!eoretical bai for &rogre% b$t !a:e !ad to -ait for

tec!nical im&ro:ement in t!eir intr$ment before t!ey co$ld a&&ly t!eir ne- idea8 'ince t!e eaiet

-ay to ma.e a ma& i to co&y an old one% and coniderable ca&ital !a often been loc.ed $& in

&rinting &late or toc.% ma& &$bli!er !a:e often been reitant to ne- idea8 ConeS$ently% ma&

m$t ne:er be acce&ted $ncritically a e:idence of contem&orary .no-ledge and tec!niS$e8

Clearly% t!e ma&% many t!o$and in n$mber% -!ic! !a:e come do-n to $ today% are t!e re$lt

of m$c! !$man -or. and t!o$g!t8 T!ey contit$te t!erefore an in:al$able record for t!e t$dent of

man &at8 It i abo:e all t!i a&ect t!at ma.e t!e t$dy of !itorical cartogra&!y o facinating

and o intr$cti:e8

A istan"es "o&ld not (e "al"&lated relia(l!*

7 The! )ere (ased on )ritten itineraries*

C The! )ere dra)n (! ordinar! tra/ellers*

D istan"es tended to (e e'aggerated*

H2What pro(le# did earl! #aps e'hi(it )hen sho)ing land#arks>

A The signs &sed (ore little relation to the land#arks*

7 The sele"tion of land#arks )as fla)ed*

C The! &sed s!#(ols that )ere not standardised*

D The! so#eti#es in"orporated &ni#portant feat&res*

H* n the se"ond paragraph. the )riter sa!s that (etter %&alit! #ap#aking )as fa"ilitated (!

A a greater &nderstanding of "li#ati" fa"tors*

7 greater a""&ra"! in dra&ghts#anship*

C #ore pre"ision in #eas&re#ent*

#ore intensi/e #ap prod&"tion*

HWhat pro#pted the sear"h for a #ore pre"ise #eans of #apping the ph!si"al geograph! of the

lands"ape>

A a dis"o/er! in astrono#!

7 the gro)th of #athe#ati"al s"ien"e

C the a"ti/ities of the great e'plorers

D #ilitar! "onsiderations

HThe )riter i#plies that presentda! "artographers

A ha/e to (e highl! adapta(le*

7 eno! a high stat&s in the s"ientifi" )orld*

C are redis"o/ering the /al&e of earl! #aps*

D ha/e a"hie/ed so#ething e'traordinar!*

H0The )riter points o&t that his o)n a""o&nt of the histor! of #ap#aking is (ased on

A a rather traditional /ie)*7 "ertain theoreti"al ass&#ptions*

C a si#plifi"ation of "o#ple' pro"esses*

so#e)hat &nrelia(le data*

H4What point is the )riter #aking a(o&t p&(lishers of #aps>

A Their te"hni"al e%&ip#ent holds the# (a"k*

7 The! are inhi(ited (! finan"ial "onsiderations*

C The! are "riti"al of "artographers*

D Their "onser/atis# li#its #ap prod&"tion*

041

&est

PAPER ( WRITING 82 h :




Pa*$ '

V)s%a #a$!*)as +o* Pa,!* -

TEST ' PAPER - Con+!*!nc! ,*o"*a##! 1 P*!ss%*! a$ wo*k


' =o&r t&tor sho)s !o& t)o e'tra"ts fro# arti"les a(o&t e#plo!#ent in the f&t&re*

T!e rie in $nem&loyment cannot be to&&ed8 T!e n$mber of _ $nem&loyed &eo&le -ill contin$e to rie a more and more Qob are done by mac!ine and

com&$ter8 ,e no- li:e in a global _ economy% and more and more &eo&le -ill loe t!eir Qob a J com&etition and &rofit dominate t!e -orld8

The f&t&re offers all kinds of e'"iting o( opport&nities* ;e) kinds of ind&str! are de/eloping all the ti#e. and there )ill : al)a!s(e ne) kinds of e#plo!#ent* The f&t&re of )ork has f

ne/er looked (etter*L

=o&r t&tor asks !o& to )rite an essa! a(o&t e#plo!#ent in the f&t&re. responding to the points raised and gi/ing !o&r o)n /ie)s on the #atter*

Write !o&r !ssa<4

6



:is%al materials for ,aper "

,2

1,

1



TEST ( PAP ER - En;)*on#!n$a ca#,a)"n 1 Lo ca $*ans, o*$

TEST & PAPER - Ma"aJ)n! co;!*s 1 Ins%*anc! co#,an<



" , <

TEST 5 PAPER - Na$%*! #a"aJ)n! 1 I#,o*$anc! o+ wa$!*



TEST 5 PAPER - Na$%*! #a"aJ)n! 1 I#,o*$anc! o+ wa$!* :is%al materials for ,aper "

TEST 1 TEST '



TEST 1 TEST '

Pro#pt ,ard1a

P*o#,$ Ca*d' @

In wha$ wa<s can w! @!s$

%nd!*s$and $h! h)s$o*< o+ o%*

co%n$*<K

@ooks

,!o,!

,ac!s

Wh< do #an< od!* ,!o,!

sa< $ha$ $h! ,as$ was @!$$!*K

!d%ca$)on

soc)a ;a%!s

,ac! o+ )+!

TEST (

jPro#pt ?ard (a

TEST

(Pro#pt ,ard(@

Wha $ a *! $h! !++! c$s o+

$!chnoo")ca d!;!o,#!n$ on o%*

);!sK

wo*k h!a$h

!)s%*!

Wha$ #ak!s a an"%a"!d!;!o, and chan"!K

d)++!*!n$ %s!s

d)++!*!n$ "!n!*a$)ons

d)++!*!n$ +ash)ons

TEST & TEST &

P*o#,$ Ca*d&a

Pro#pt ,srd&@

Wha$ #ak!s so#!on! agood !a*n!*K

d)++!*!n$ a"!s

)n$!*!s$

*o! o+ $!ach!* Wha$ a*! $h! a$$*ac$)ons

and d*aw@acks o+ @!)n" a

$!ach!*K

wo*k)n" w)$h ,!o,!

wo*k)n" cond)$)ons

sha*)n" know!d"!

TEST

5

TEST 5

IliliiipPro#pt ,ard 5@

Wha$ do!s s%cc!ss+%

co##%n)ca$)on @!$w!!n ,!o,!

d!,!nd onK

c)*c%#s$anc!s

*!a$)onsh),s

%s! o+ an"%a"!

How has $!chnoo"< h!,!d o* con;!n)!nc!



How has $!chnoo"< h!,!d3 o*

no$ h!,!d3 co##%n)ca$)onK

con;!n)!nc!

d!,!nd!nc!

cos$

,l

,aper 2 ritingTEST 5



g to la$nc! a ne- maga3ine called =ealthy Lifestyles for the 5o%ng@ T!e editor -ant to find o$t -!at &eo&le -o$ld li.e to read in t!e maga3ine% and i in:iting &ro&oal abo$t t!e &oible content a -ell a idea on !o- to ma.e t!e m

t%re and ild Life i in:iting reader to end in t!eir idea on !el&ing to &rotect endangered animal% bird and &lant8 Yo$ decide to -rite a letter to t!e maga3ine -it! yo$r $ggetion8

-rite any &otal addree8

a in:ited reader to end in article for t!eir erie on Good Neig!bo$r8 Reader are in:ited to -rite an article entitled Good neig!bo$r are -ort! t!eir -eig!t in gold8 ,rite yo$r article decribing a &artic$lar occaion -!en a neig!b

g of o$e of t!ee boo.% -rite on o$e of t!e follo-ing8

ccidental &o%rist

ader to end in article on t!e t!eme of marital brea.do-n in modern literat$re8 Yo$ -rite an article in -!ic! yo$ dic$ t!e reaon for t!e fail$re of 'ara! and Macon marriage in&he ccidental &o%rist and ay !o- far yo$ agree or

6 &he <ay of the &riffids

a letter to a literary maga3ine6

mans are al(ays represented as being + better than any other life?forms they meet@

Pro#pt ,ard 4"

What are the strengths and )eaknesses of the

d)++!*!n$ +o*#s o+ #ass #!d)aK

ne)s

!d%ca$)on !n$!*$a)n#!n$

Pa*$ (


appropriate st!le*

C#"

H

CHALLENGE INFANT

INSTITUTE

EXCLUDE

SEE


PAPER & USE OF ENGLISH .' ho%* &/ #)n%$!s0 Pa*$ 2

&est



SEE

Part 1

$or %&estions '1'-3 read the te't (elo) and think of the )ord )hi"h (est fits ea"h spa"e* Use onl! on!

)ord in ea"h spa"e* There is an e'a#ple at the (eginning ./04

$or %&estions '61(-3 read the te't (elo)* Use the )ord gi/en in "apitals at the end of so#e of the lines to

for# a )ord that fits in the spa"e in the sa#e line* There is an e'a#ple at the (eginning ./04

Write !o&r ans)ers in ,PTL LETTERS on $h! s!,a*a$! answ!* sh!!$4

Write !o&r ans)ers in ,PTL LETTERS on $h! s!,a*a$! answ!* sh!!$ E=a#,!> =>T

A

/ ,

L L / /

ANTHROPOLOGY

Wa$!* on $h! #oon

s ./044444444;**** * res&lt of the re"ent dis"o/er! of l&nar )ater. the #oon has s&ddenl! (e"o#e a

far #ore interesting pla"e for in/estors. .'0************************#&st no) /ie) the longter# prospe"ts )ith

opti#is#* The last #anned #ission to the #oon dre) .(04444444444444444444444 a "lose in 19Z3. .&044444444444444444444

t)o astrona&ts fro# pollo VV"li#(ed (a"k into their l&nar #od&le. .50******************************"olle"ted a lot of

#oonro"k. (&t (ereft .-0********************an! f&t&re plans* ;o) the #oon shines (righter for astrona&ts

and s"ientists alike. .60******************to the e'isten"e of .80*******************#ight (e (illions of tonnes of )ater

at .20****************poles*

There is .90 ******************** highte"h s&(stit&te for )ater in spa"e e'ploration* To s&pport the

international spa"e station. .'/0 444444444444444444444444 has "ost at least 100.000 a da! to send )ater

.''0****************or(it* ;ot .'(0********************)o&ld l&nar )ater "&t these "osts. (&t it )o&ld additionall!

(e &sed for ro"ket f&el. .'&0********************t)o "o#ponents. li%&id h!drogen and li%&id o'!gen. are the

ele#ents fo&nd in )ater*

S"ientists are parti"&larl! e'"ited .'50**********************. gi/en the a(sen"e of an at#osphere. l&nar )ater

has ne/er (een re"!"led and the! (elie/e. therefore. that it .'-0****************************/er! )ell hold "l&es to

the for#ation of the solar s!ste# itself*

?ne of the #ost ./0 **>*(*BB*>+il0*** aspe"ts of the s"ien"e of anthropolog!

"o#es fro# its field)ork* ,ertainl!. in its .'6044444444444444444444444444444444 as a profession.

anthropolog! )as disting&ished (! its "on"entration on so"alled pri#iti/e

so"ieties in )hi"h so"ial .'80********************appeared to (e fairl! li#ited and so"ial

intera"tion to (e "ond&"ted al#ost .'20**********************fa"etofa"e* S&"h so"ieties.

it )as felt. pro/ided anthropologists )ith a /al&a(le .'90 4444444444444444444444444444444 into the

)orkings of so"iet! that "ontrasted )ith the #an! "o#ple'ities of #ore highl! de/eloped

so"ieties* There )as also a sense that the )a!s of life represented

(! these s#aller so"ieties )ere rapidl! .(/0**************************and that preser/ing a

re"ord of the# )as a #atter of so#e &rgen"!*

The .('0****************of anthropologists to the firsthand "olle"tion of data led the# COMMIT

to so#e of the #ost .((0**********************pla"es on earth* +ost often the! )orked ACCESS

alone* S&"h la"k of "onta"t )ith other people "reated feelings of intense

.(&044444444444444 in so#e anthropologists. espe"iall! in the earl! stages of LONELY

field)ork* ;e/ertheless. this pro"ess of .(50************************in a totall! alien "&lt&re IMMERSE

"ontin&es to attra"t #en and )o#en to anthropolog!. and is

.(-0 4444444444444444 the #ost effe"ti/e )a! of &nderstanding in depth ho) other DENY

people see the )orld*

0+

APPEAR

0#


(9 The interpretation gi /en is. in fa"t. the********************************************taken (! #ost #odern thinkers*

&est

Part 3



$or %&estions (61&'. think of on! )ord onl! )hi"h "an (e &sed appropriatel! in all three senten"es* <ere is

an e'a#ple ./04

E=a#,!>


the! ha/e a /er!****************************************"ase*

Theres no p oint in tr!ing to )ade a"ross the ri/er. the "&rrent is far too****************************************************


***********************************/ie)s ei ther )a!*

/ 0 /


HH fter f&rther****************************************. the "o#pan! de"ided not to appeal against the "o&n"ils

ref&sal of their planning appli"ation*

The fa"t that )e ha/e not asked !o& to do this o( is no***********************************************on !o&r )ork*

$or a #o#ent e/er!one in the roo# )as daQQled (! the***********************************************of the s&n on

the glass*

#++St&art is an e'"ellent a"tor (&t he "annot*******************************************"riti"is# of an! sort*

The ins&rers said the "o#pan! )o&ld ha/e to*********************************************so#e of the "osts of

repairing the da#aged )all*

Coth of the "hildren****************************************a /er! strong rese#(lan"e to their grandfather*

#+#,hildren "an (e /er! diffi"&lt at the age of t)o. (&t its &st a de/elop#ental

***********************************the! go thro&gh*

;egotiations (et)een the t)o "o#panies are at a "r&"ial***********************************************and a

de"ision is e'pe"ted later toda!*

The #a!ors opening spee"h set the*******************************************for the progra##e of e/ents to

"ele(rate the /illages 00th anni/ersar!*ate "o&ld hear the sighs of i#patien"e gro)ing in the**********************************************of "&sto#ers

(ehind her*

The "o#pan!s ann&al trading fig&res re#ained (roadl! in***********************************************)ith

e'pe"tations*

#+"r Sa&nders )as "o#pletel! o/er)hel#ed (! the********************************************* of )ork she fa"ed

e/er! da!*

f !o& t&rn the***************************************&p an! #ore. )ell get "o#plaints fro# the neigh(o&rs*

The )riters se"ond****************************************of short stories has (een )ell re"ei/ed (! "riti"s.

tho&gh sales are disappointing*

#+2E/er!(od! )ho read the arti"les #&st ha/e (een*********************************************(! the "o&rage

sho)n (! the little (o! in the fa"e of s&"h ad/ersit!*

+r and +rs a/enport (o&ght a ho&se in $ran"e a fe) !ears ago and

*****************************************************************************************************************************************************************

there on"e the! had retired*

t )as "lear fro# the gra"ef&l )a! in )hi"h the girl**********************************************that she had had(allet training*

0" 02


#+HWo&ld it (e possi(le to speak to !o& in pri/ate for a #o#ent> ha;)n"

&est

Part 4







E=a#,!>

/ o !o& #ind if )at"h )hile !o& paint>

o@!c$)on

o !o&******************************************************************************************************!o& )hil e !o& paint>

have an! obJection to #! (atchlnK


#+*The ne)s of the #erger "a#e as a "o#plete s&rprise to the )orkers. a@ack

The )orkers*******************************************************************************************************the ne)s of the

#erger*

#+E/er!(od! in the a&dien"e stood to appla&d the a"tors perfor#an"e.

s$and)n"

The a"tor )as********************************************************************************************************for his

perfor#an"e*

#+o phone &s )hen !o& arri/e at the airport. e/en if it is late. how

;o*****************************************************************************************************is )hen !o& arri/e at theairport. do phone &s*

#+0t )as o(/io&s that ndre) )as "o#pletel! &na)are of )hat )as happening. )d!a

ndre) o(/io&sl! had*********************************************************************************************************on*

#+4 see# to ha/e (een in this %&e&e for ho&rs. o)n!d

t see#s like*******************************************************************************************************this %&e&e*

s there******************************************************************************************************)ord )ith !o&>

##+There is a re#arka(le si#ilarit! in ho) the t)o sisters dress. a)k!

The t)o sisters********************************************************************************************************)a! the! dress*

###What e'planation "an )e offer for this s&dden drop in te#perat&re>

acco%n$

<o)******************************************************************************************************te#perat&re has s&ddenl!

dropped>

0Z4

&' 5o- do !$man being in different &art of t!e -orld inter&ret t!e ignal of t!eir &!yical en:ironment

&) ,!at% according to t!e -riter% do &eo&le do -it! t!e enory data t!ey recei:e,aper Use o f English

Pa*$ - ,e acS$ire o$r &erce&tion of t!e -orld intellect$ally8 5ence -!en -e t$rn o$r attention

from one t!ing to anot!er -e belie:e t!at -!at -e are loo.ing at tay -!ere it i or if it

&est



$or %&estions 5/1553 read the follo)ing te'ts on ps!"holog!* $or %&estions 5/15&3 )rite a )ord or short

phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar! a""ording to the

instr&"tions gi/en*


On t!e one !and% t!e &yc!ology of &erce&tion i connected to t!e ene t!emel:e

Kig!t% !earing% etc8L% and on t!e ot!er !and to t!e enory data recei:ed8 T!e contancyand re&etiti:ene of tim$li% t!e -ay t!ey are re&reented and t!eir reci&rocal

relation!i& are &ercei:ed to different degree by t!e enory organ8 Eac! indi:id$al

learn abo$t t!e -orld t!ro$g! t!ee organ% b$t -!at -e dicern not only de&end on

o$r &re:io$ e&erience% b$t alo on o$r need8

T!e t!ing aro$nd $ create &!ere of tim$li to -!ic! -e react a a -!ole% often

-it!o$t conidering t!e com&onent &art8 For eam&le% -e &ercei:e a &ict$re or a

melody% not flec. of colo$r or indi:id$al note8 'imilarly% -e &lace o$r e&erience

-it!in a frame-or. of time and &ace% o it i nat$ral for $ to acce&t t!e ca$e/and/

effect relation!i& bet-een o$r &reing a -itc! and a lig!t coming on8 Perce&t$al

identification de:elo& in a c!ild &reciely t!ro$g! t!i contancy and re&etition of

e:ent% -!ic! i re&onible for o$r a-arene of t!e &ermanent S$alitie and f$nction

of indi:id$al obQect8

from one t!ing to anot!er% -e belie:e t!at -!at -e are loo.ing at tay -!ere it i% or if it

i mo:ing% t!at it contin$e to mo:eJ in ot!er -ord t!at t!e obQect be!a:e a -e t!in.

it !o$ld8

?&r a)areness of the #aterial )orld re%&ires ph!si"al re"eptors. the fi/e senses )hi"h ena(le &s to

see. hear. feel. taste and s#ell* These re/eal o&r en/iron#ent to &s. (&t onl! those sele"ted aspe"ts

of it in relation to )hi"h )e ha/e to a"t and rea"t* $or in sele"ting. o&r senses e'"l&de #&"h #ore

than the! let in* The! ha/e de/eloped to aid o&r s&r/i/al as organis#s o""&p!ing o&r parti"&lar

e/ol&tionar! ni"he. and the! a""ordingl! f&n"tion as #eshes thro&gh )n! 6 )hi"h onl! a "ertain range

of signals "an pass* f the )hole range of lig!t )a/es affe"ted &s. )e )o&ld (e &na(le to disting&ish

obQect affecting o$r s&r/i/al* f e/er! so&nd )a/e registered in o$r "ons"io&sness. )e )o&ld (e

so "onf&sed (! the &ni/ersal "a"ophon! as to (e &na(le to rea"t to the so&nds that )e need to hear*

The pro"ess (! )hi"h )e are a)are of the ph!si"al en/iron#ent is e'tre#el! "o#ple'* t is also

nor#all! a s&""essf&l pro"ess as other)ise the spe"ies )o&ld not ha/e s&r/i/ed* Ea"h spe"ies has

(een progra##ed thro&gh the e/ol&tionar! pro"ess to interpret the signals of the ph!si"al

en/iron#ent "orre"tl! as the! affe"t that parti"&lar life for#. and this applies to h&#ans too* There are

of "o&rse so#e "&lt&ral differen"es. altho&gh these do not affe"t the (asi" fa"t that )e ha/e /er! little

"ogniti/e freedo# at this le/el of a)areness*

5( E'plain )h! the )riter sa!s that the senses are like #eshes 8line 6:*

5' E'plain in !o&r o)n )ords ho) "hildren learn to re"ognise things in the )orld*

55 n a paragraph of -/18/ )ords. s&##arise )n <o%* own wo*ds as +a* as ,oss)@! )hat the t)o te'ts

sa! )o&ld (e the effe"t on o&r li/es if o&r senses allo)ed &s to (e f&ll! a)are of all the sti#&li fro#

the ph!si"al )orld* Write !o&r s&##ar! on $h! s!,a*a$! answ!* sh!!$4

20

,aper 4 Listening

PAPER 5 LISTENING .5/ #)n%$!s a,,*o=)#a$!<0 ##"n the speakers opinion. the foot(all tea# lost their re"ent #at"h (e"a&se of

&est



Yo$ !ear a m$e$m c$rator tal.ing on t!e radio abo$t a ail t!at -a lat $ed on a ailing !i& abo$t t-o !$ndred year ago8

9 ,!at !a&&ened -!en t!e ail -a &$t on !o- in t!e m$e$m

A T!e m$e$m !ad to re/organie it e!ibition &ace84 T!e c$rator fact$al reearc! -a a&&reciated by t!e &$blic8C T!e e!ibition !ad a more &o-erf$l effect t!an t!e c$rator !a

Part 1



E'tra"t 3

=o& hear a foot(all fan talking a(o&t his tea# on a radio phonein progra##e*

A the pla!ers la"k of enth&sias#* 7

ins&ffi"ient training for the tea#* C a

poor #anagerial de"ision*

##2Wh! is the speaker "a&tio&sl! opti#isti" a(o&t the tea#s f&t&re>

A <e is s&re that the tea# "an (e re(&ilt*

7 <e kno)s )ho the ne) goals"orer )ill (e*

C <e is "onfident that the fans )ill s&pport their tea#*

=o& hear part of an inter/ie) )ith a photographer a(o&t his ne) (ook of photographs of fa#o&s )o#en*

& What )as the photographers ai# in prod&"ing the (ook>

A to pro#ote onl! highprofile "ele(rities

to sho) a hidden fa"et of the )o#en

C to e'plore "ontradi"tions in the )o#ens personalities

2 The "&rator des"ri(es the ph!si"al "ondition of the sail in order to stress its

A fragilit!* 7

a&thenti"it!* C (ea&t!*

5 What )as the parti"&lar "hallenge of ea"h photograph>

A "hanging the pop&lar i#age of the

fa#o&s )o#en 7 "apt&ring the essen"e

of the )o#ens fa#e C dealing )ith

infor#ation gi/en in "onfiden"e

0H

I33tssia

*

,aper 4 Listening

Pa*$ &

&est

Part 2



=o& )ill hear a short talk a(o&t a (ird of pre! "alled the kestrel* $or %&estions 91'83 "o#plete the

senten"es )ith a )ord or short phrase*

=o& )ill hear the historian. -eorge a/ies. talking a(o&t so"iet! and the theatre in England in the ti#e of

Willia# Shakespeare* $or %&estions '21((3 "hoose the ans)er .A3 B3 C or D0 )hi"h fits (est a""ording to

)hat !o& hear*

The na#e kestrel deri/es fro# its "r! )hi"h so&nds like a

?riginall!. kestrels onl! &sed

n &r(an areas. kestrels are often to (e fo&nd on the

of (&ildings*

The kestrel is a(le to

rapidl! and this has ens&red its s&r/i/al &ntil no)*

Sheep eat /egetation and this destro!s the

needed (! the kestrels pre!*

Pro(le#s )ith

are "a&sed (! prolonged rain and sno)*

##*What is Professor a/ies /ie) of the le/el of litera"! in si'teenth"ent&r! England>

A it )as in"reasing steadil!*

7 t #at"hed his e'pe"tations*

C t "ontri(&ted to so"ial &nrest* I ID t )as &nifor# a"ross the so"ial spe"tr&#*

##What. a""ording to Professor a/ies. )as the ad/antage of the &s&al #ethod of

"o##&ni"ation in the si'teenth "ent&r!>

A People )ere #ore dire"t in the )a! the! spoke*

7 t #ade people patient listeners*

C People a(sor(ed #ore of )hat the! heard* HHHH

t en"o&raged "lose relationships (et)een people*

##Professor a/ies (elie/es that Shakespeares "o#pan! de/eloped their (asi" a"ting skills (! A

re"iting their lessons*

attending spe"ial /oi"e "lasses* .3*

C learning fro# Shakespeare hi#self* I

D i#itating the st!le of other a"tors*

##0What. in Professor a/ies /ie). )as the ad/antage of si'teenth"ent&r! theatres>

A The! #ade &se of nat&ral light*

7 The! )ere shaped like a sports arena*

C The! en"o&raged the appre"iation of dra#a* HHH

The perfor#an"es )ere "o#ple#ented (! e/er!da! life*

##4 ""ording to Professor a/ies. si'teenth"ent&r! pla!s )ere e'pe"ted to deal )ithA personal

"onfessions*

7 "hara"ter de/elop#ent* *

, inti#ate e#otions* HHHHHHH A

D #atters of state*

of kestrels is the #ost i#portant fa"t to in"l&de on the sighting for#*

10as (reeding sites*

''

'5

nfor#ation a(o&t the

4#

PAPER 5 SPEAING 819 #in&tes:

=o& )ill hear a "on/ersation in )hi"h ,lare and To# )ho tea"h English to foreign st&dents at the sa#e take part in a #ore general dis"&ssion

&est ,aper Spea'ing

Part 4



=o& )ill hear a "on/ersation in )hi"h ,lare and To#. )ho tea"h English to foreign st&dents at the sa#e

lang&age s"hool. dis"&ss To#s first )eek at the s"hool* $or %&estions (&1(23 de"ide )hether the opinions

are e'pressed (! onl! one of the speakers. or )hether the speakers agree*

Write , for ,lare. for To#. or 7 for


(& The ph!si"al "onditions dont li/e &p to the i#age the s"hool )ants to pro#ote*

(5 The o)ners of the s"hool need to adapt to "ope )ith the realities of "o#petition*

(- S"hools "an sta! independent if the! target spe"ifi" gro&ps of "&sto#ers*

(6 Professionall!. tea"hers (enefit #ore fro# )orking )ith "olleag&es in the sa#e field than

)ith those in different fields*

(8 Tea"hers are responsi(le for #anaging their relationships )ith "lasses*

(2 Bo( satisfa"tion is #ore i#portant than the salar!*

There are t)o e'a#iners* ?ne 8the nterlo"&tor: "ond&"ts the test. pro/iding !o& )ith the

ne"essar! #aterials and e'plaining )hat !o& ha/e to do* The other e'a#iner 8the ssessor:

)ill (e introd&"ed to !o&. (&t then takes no f&rther part in the intera"tion*

Pa*$ ' 83 #in&tes:



Pa*$ ( .5 #in&tes:

n this part of the test !o& and !o&r partner are asked to talk together* The nterlo"&tor pla"es a set ofpi"t&res on the ta(le in front of !o&* This sti#&l&s pro/ides the (asis for a dis"&ssion* The nterlo"&tor first



The pi"t&res for Part 2 are on pages ,6,Z of the "olo&r se"tion* Pa*$ &

812 #in&tes:






re"ei/es a "ard and speaks for t)o #in&tes. !o& are gi/en an opport&nit! to "o##ent and a follo)&p

%&estion is asked*



The "ards forPart 3 are on

pages ,10,11

of the "olo&r

se"tion*

2

23

24

D"

"B"3

?

(2

,aper 1 -eading

&est 49 A in"lined 7 inspired " /&lnera(le s&s"epti(le

10 A d l d 7 h d t i d D



&est 4


Part 1

$or %&estions 11. read the three te'ts (elo) and de"ide )hi"h ans)er .A3 C. C or D0 (est fits ea"h gap*


S%*;);)n" )n a Fo*!)"n Land

ha/e (een )el"o#ed )ar#l!* ts a so"ia(le and )ellpro/isioned (ase "a#p in a /er!. /er! isolated pla"e*

t an! one ti#e. there are so#e fort! odd so&ls s"ientists. st&dents. )eather#en. satellite tra"kers in a

81: **** "o##&nit! )here e/er!one #&"ks 82: **** * +! s"hool $ren"h is pro/ing ade%&ate &st to 83: **** .

(&t not to "hat or (anter* #iss the n&an"es. and #! phrase(ook is &seless at (reakfast*

There is no pra"ti"al pro(le# for #e in this. (&t initiall! there )as a pro(le# of self"onfiden"e* fo&nd

#!self slightl! dreading #ealti#es* )o&ld 84: **** . )orried a(o&t )hi"h ta(le to "hoose. terrified at the

silen"e )hi"h 85:**** )hen spoke. an'io&s in a )a! "annot re#e#(er sin"e the first )eeks of s"hool* stillgrin inanel!. or pani" )hen people talk to #e* s&spe"t the "a&se of this o""asional depression is nothing to

do )ith loss of "o#pan! or "o##&ni"ationA its (e"a&se /e lost the so"ial predo#inan"e )hi"h #! o)n gift

of the ga( has al)a!s 86:**** #e*

1 A "loseknit 7 "losefitting C "loser&n D "lose"ropped2 A a(o&t 7 aro&nd C in D &p3 A arti"&late 7 "o##&ni"ate " "on/erse interpret4 A (end (a"k 7 t&rn (a"k " lean (a"k D hang (a"k5 A dropped 7 fell c hit D str&"k6 A afforded 7 e#po)ered " entitled D presented

E)o$

When first #et Elliot. )as &st a !o&ng a&thor like an! other and he took no noti"e of #e* <e ne/er forgot

a fa"e tho&gh. and )hen 8Z:**** hi# here or there he shook hands )ith #e "ordiall!. (&t sho)ed no desire

to 8:**** o&r a"%&aintan"eA and if sa) hi# at the opera. sa!. he (eing )ith a person of high rank. he )as

.90**** not to "at"h sight of #e* C&t then 810:**** to #ake a so#e)hat startling s&""ess as a pla!)right. and

presentl! (e"a#e a)are that Elliot 811:**** #e )ith a )ar#er feeling* ?ne da!. re"ei/ed a note fro# hi#

asking #e to l&n"h and "on"ei/ed the 812: **** that he )as tr!ing #e o&t* C&t fro# then on. sin"e #!

s&""ess had (ro&ght #e #an! ne) friends. (egan to see hi# #ore fre%&entl!*

Z A ran a"ross fell in )ith C sa) thro&gh took &p )ith A a""elerate 7 ad/an"e C f&rther D pro#ote

10 A de/eloped 7 happened " transpired D gre)11 A held 7 o(ser/ed " took D regarded12 A i#pression 7 s&spi"ion " notion D opinion

A+*!d H)$chcock

The fil# dire"tor lfred <it"h"o"k al)a!s insisted that he didnt "are a(o&t the 813: **** #atter of his fil#s. or

814: **** a(o&t the a"ting. (&t that he did "are a(o&t the photograph! and the so&ndtra"k and all thete"hni"al ingredients* $or <it"h"o"k. it )asnt a #essage that 815: **** the a&dien"e. nor )as it a great

perfor#an"eA he (elie/ed that people are aro&sed (! p&re fil#. 816: **** of their "&lt&ral (a"kgro&nd*

Therefore. if a pi"t&re is designed "orre"tl!. in ter#s of its e#otional 81Z: **** . the Bapanese a&dien"e

sho&ld s"rea# at the sa#e #o#ent as the ndian a&dien"e*

<it"h"o"ks selfappraisal )as al)a!s pre"ise. rational. de"epti/el! &nans)era(leA he )as a #an of reason

and a "rafts#an of geni&s )ho liked to hear an a&dien"e s"rea#* <e didnt deal in spe"&lation. a(stra"tion

or intelle"t&al all&sion. and his assess#ent of his o)n s"reen "hara"ters )as not e'plorator!* <e set his

81: **** on fil#. p&re fil#. and the #ost dispassionate. #athe#ati"all! "al"&la(le (ea&t! of )hat a strip of

fil# "an (e #ade to do to an a&dien"e*

13 A topi" 7 "ontent C s&(e"t D the#e14 A )hether 7 indeed c instead D rather

15 A stirred 7 riled " raised sparked16 A &nre#arked 7 &nrelated " irrele/ant irrespe"ti/e1Z A in/ol/e#ent 7 feed(a"k " i#pa"t D response1 A /ie)s 7 targets " ai#s D sights

4* 0

,aper 1 -eading

Part 2 T!ere are t-o main a&&roac!e to animal cience / t!e &!yiological and t!e -!ole

&est 4



=o& are going to read fo&r e'tra"ts )hi"h are all "on"erned in so#e )a! )ith a"ade#i" dis"iplines* $or

%&estions '91(63 "hoose the ans)er .A3 B3 C or D0 )hi"h !o& think fits (est a""ording to the te't*


T!e gro-ing trend for !itorian to rely on oral e:idence i not -it!o$t it &roblem8 It i

nai:e to $&&oe t!at omeone tetimony re&reent a &$re ditillation of &at

e&erience% for in an inter:ie- eac! &arty i affected by t!e ot!er8 It i t!e !itorian -!o

elect t!e informant and indicate t!e area of interetJ and e:en if !e or !e a. no

S$etion and merely liten% t!e &reence of an o$tider affect t!e atmo&!ere in

-!ic! t!e informant recall t!e &at and tal. abo$t it8 T!e end &rod$ct i conditioned

bot! by t!e !itorian ocial &oition vis?a?vis t!e informant% and by t!e term in -!ic!

!e or !e !a learnt to analye t!e &at and -!ic! may -ell be comm$nicated to t!e

informant8 In ot!er -ord% !itorian m$t acce&t re&onibility for t!eir !are in creating

ne- e:idence8 B$t t!e diffic$ltie are far from o:er -!en t!e !itorian i remo:ed from

t!e cene8 For not e:en t!e informant i in direct to$c! -it! t!e &at8 5i or !ermemorie may be contaminated by -!at !a been aborbed from ot!er o$rce

Ke&ecially t!e mediaLJ t!ey may be o:erlaid by notalgia Ktime -ere good t!enL% or

ditorted by a ene of grie:ance abo$t de&ri:ation in c!ild!ood% -!ic! only too. root in

later life8 To anyone litening% t!e feeling and attit$de are often -!at lend con:iction

to t!e tetimony% yet t!ey may be t!e emotional reid$e of later e:ent rat!er t!an t!e

&eriod in S$etion8

##HThe )riter thinks that historians )ho are "olle"ting data fro# oral so&r"es sho&ld

A &se #ethods of "olle"ting the data that are de#onstra(l! relia(le*

7 adapt the )a! the! "ond&"t the inter/ie) to s&it indi/id&al infor#ants*

C "onsider the e'tent to )hi"h the! deter#ine an infor#ants re"olle"tions*

a/oid an! (ias the! ha/e in relation to the histori"al period (eing in/estigated*

#"+What does the )riter s&ggest a(o&t infor#ants>

A The! #a! "ons"io&sl! (e tr!ing to please the historian*

Their o(e"ti/it! is affe"ted (! a la"k of histori"al perspe"ti/e*

C The! sele"t positi/e #e#ories to for# the (asis of their a""o&nts*

D Their per"eptions of the past are "olo&red (! s&(se%&ent e'perien"es*

An)#a) sc)!nc!

T!ere are t-o main a&&roac!e to animal cience t!e &!yiological and t!e -!ole

animal8 P!yiologit are mainly intereted in !o- t!e body -or.% t!at i% in !o- t!e

ner:e% m$cle and ene organ are coordinated to &rod$ce

com&le be!a:io$r8 T!oe ta.ing t!e -!ole animal a&&roac!% alt!o$g! t!ey are often

intereted in t!e mec!anim of be!a:io$r% t$dy t!e be!a:io$r of t!e intact animal

and t!e factor t!at affect it8

,it!in t!e -!ole animal a&&roac!% a ditinction i often made bet-een &yc!ologit

and et!ologit8 Pyc!ologit !a:e traditionally -or.ed in laboratorie on t!e learning

abilitie of a retricted range of &ecie% mainly rat and &igeon8 Et!ologit !a:e

been more concerned -it! t!e nat$rally occ$rring% $nlearnt be!a:io$r of animal%

often in t!eir -ild !abitat8 Alt!o$g! t!i ditinction till eit to ome etent% t!ere i

no- a fr$itf$l coming toget!er of t!e t-o8

Among t!ee ty&e% it i t!e &!yiologit -!o li.e to em&!aie t!at t!eir met!od

are t!e more f$ndamental8 5o-e:er% e:en if -e .ne- !o- e:ery ner:e cell o&erated in

t!e &erformance of ome &attern of be!a:io$r% t!i -o$ld not remo:e t!e need for $

to t$dy it at a be!a:io$ral le:el alo8 Be!a:io$r !a it o-n organiation and it o-n

$nit t!at -e m$t $e for it t$dy8 Trying to decribe t!e net/b$ilding be!a:io$r of a

bird in term of t!e action of indi:id$al ner:e cell -o$ld be li.e trying to read a &age

of a boo. -it! a !ig!/&o-ered microco&e8

#"#What point does the )riter #ake a(o&t ethologists and ps!"hologists>

A The! )ant to retain e'isting definitions of their spe"ialis#s*

7 The! ha/e (e"o#e e%&all! "ooperati/e*

C The! ea"h )ork )ith different spe"ies*

The! (oth st&d! ani#als in the nat&ral en/iron#ent*

#""Thro&gh the e'a#ple of the #i"ros"ope. the )riter i#plies that the ph!siologi"al approa"h

A has too narro) a fo"&s*

7 o/ere#phasises (eha/io&r*

, #akes e'aggerated "lai#s a(o&t itself*

D ignores the )a! in )hi"h the ner/e "ells )ork*

44

,aper 1 -eading

T)! Soc)a Sc)!nc!s

pro(le# fa"ing all st&dents)ho "o#e to st&d! a so"ial s"ien"e for the first ti#e is that the!

Classical rchitect%re

&est 4



pro(le# fa"ing all st&dents)ho "o#e to st&d! a so"ial s"ien"e for the first ti#e is that the!

#&st do t)o things si#&ltaneo&sl!* The! #&st fa#iliarise the#sel/es )ith the

s&(stan"e or "ontent of their ne) s&(e"t and. at the sa#e ti#e. the! #&st learn the

#ethodolog! of the s&(e"t* That is. the! #&st (e"o#e fa#iliar not onl! )ith the

kno)ledge and resear"h findings )hi"h fill the te't(ooks (&t also )ith the #ethods (! )hi"h the

kno)ledge is o(tained and organised. that is )ith the logi"al (asis of the s&(e"t itself* The

t)o ele#ents are not separateA the! are /er! "losel! related* Ce"a&se )e are all fa#iliar )ith

so"ial life thro&gh o&r e/er!da! e'perien"es )e #a! feel that the so"ial s"ien"es are /er!

largel! a #atter of "o##onsense* C&t. as a look at an! te't(ook )ill %&i"kl! indi"ate. tho&gh

ea"h of the so"ial s"ien"es is "on"erned )ith people in so"iet!. ea"h dis"ipline goes (e!ond

"o##onsense &nderstanding* Ea"h dis"ipline fo"&ses on a parti"&lar aspe"t of so"ial life.

ea"h &ses parti"&lar #ethods of st&d! and ea"h e#plo!s its o)n set of "on"epts* t is this set of

"on"epts. the #ost (asi" ideas in a s&(e"t. )hi"h "onstit&tes the logi"al (asis of the s&(e"t.

)hi"h ena(les the so"ial s"ientist to go (e!ond e/er!da! "o##onsense and )hi"h

disting&ishes one dis"ipline fro# another*

To t!e claical -orld% t!at of Ancient Greece and Rome% arc!itect$re meant

m$c! more t!an t!e mere contr$ction of b$ilding8 `Arc!itect$re\% ay t!e

Roman arc!itect 1itr$:i$8 conit of Order% and of Arrangement% and of

Pro&ortion and 'ymmetry and Pro&riety and Ditrib$tion8 For e:eral of t!ee

term !e gi:e a Gree. eS$i:alent6 !i definition &robably deri:ed from an

earlier Gree. a$t!ority -!oe -riting are lot to $8 (tility and F$nction are not

&art of t!i definition% t!o$g! in !i boo. 1itr$:i$ doe go on to decribe t!e

bet form and arrangement for different &$r&oe of tr$ct$reJ b$t !ere% at t!e

beginning% t!e aet!etic em&!ai% arc!itect$re a an art% !a &riority8 T!e

origin of claical arc!itect$re are com&le8 T!ere -a ob:io$ly a long

&re!itory of baic contr$ction% of !$t !abitation im&le in form and material%

bot! in Greece and Italy% -!ic! did not matc! $& to 1itr$:i$ artitic

reS$irement8 T!o$g! t!ee -ere% by definition% inartitic t!ey ne:ert!ele

contrib$ted an eential element of form% -!ic! &erited into t!e later

o&!iticated arc!itect$ral conce&t8 5o-e:er ornate it may a&&ear from t!e

o$tide% in eence t!e claical tem&le i a im&le% ingle/roomed !$t8

#"2What point does the )riter #ake a(o&t the so"ial s"ien"es>

A The! are "on"ept&al rather than pra"ti"al s&(e"ts*

7 The! are #ore "o#ple' than #a! (e i#agined*

C The! share a "o##on set of resear"h te"hni%&es*

D The! are parti"&larl! a""essi(le to the la! person*

#"*n this paragraph the )riter is

A introd&"ing a s&(e"t*

7 "o&ntering a "riti"is#*

C defending his position*

s&##ing &p his arg&#ents*

#"What does the )riter s&ggest a(o&t Ditr&/i&s>

A <is pri#ar! "on"ern )as the &lti#ate &ses of (&ildings*

<is thinking a(o&t art and ar"hite"t&re la"ked originalit!*

C <e set high aestheti" standards in (&ildings*

<e )as #ore attra"ted to art than ar"hite"t&re*

#"What point is #ade a(o&t the "lassi"al te#ple in the final senten"e>

A ts for# deri/es fro# an earlier st!le of "onstr&"tion*

7 t e#(odies an aestheti"all! pleasing ar"hite"t&ral "on"ept*

C ts e'ternal de"oration detra"ts fro# its artisti" #erit*

D t is the highest a"hie/e#ent of -reek and Ro#an ar"hite"t&re*

H44

een remo:ed from t!e article8 C!ooe from t!e &aragra&! A(H t!e one -!ic! fit eac! ga& +9('',. T!ere i one etra &aragra&! -!ic! yo$ do not need to $e8

Hu-S# ( The Ch%33e$1e Ahe%@


Part3



to transform o%r lives at (or' at home and in o%r leis%re activities@ S%san =allam disc%sses their impact on m%sic in .ritain@ 11

n the latter part of the 20 th "ent&r!. )e sa) a rapid

in"rease in the opport&nities a/aila(le for listening

to #&si" thro&gh radio. TD. re"ords. tapes. ,s.

/ideos and a rapidl! de/eloping range of #&lti

#edia te"hni%&es* long )ith this. there has (een a

de"line in the perfor#an"e of li/e #&si" and in the

f&llti#e e#plo!#ent opport&nities for professional

#&si"ians*

2Z

ndeed. a so"iet! )itho&t #&si" is s&rel! &nthinka(le

and it see#s that the iss&e is not )hether there )ill

(e #&si" in the 21st "ent&r! (&t )hat the nat&re of

that #&si" )ill (eA and also )hether there )ill (e a

"ontin&ed per"ei/ed need for people to learn to pla!

#&si"al nstr&#ents*

n addition to its /o"ational signifi"an"e. there is a

gro)ing (od! of e/iden"e that pla!ing an instr&#ent#a! (e (enefi"ial to the de/elop#ent of skills at an

earlier stage* Resear"h in the US has s&ggested

that listening to or a"ti/el! #aking #&si" has a dire"t

positi/e effe"t on spatial reasoning. one aspe"t of

the #eas&re#ent of intelligen"e*

liSil

Taking the idea (ehind s&"h findings one step

f&rther. "&rrent resear"h is in/estigating to )hat

e'tent pla!ing an instr&#ent #a! e/en en"o&rage

the de/elop#ent of transfera(le skills* $or instan"e.

the need to pra"tise reg&larl! #a! assist in the

a"%&isition of good st&d! ha(its and fo"&sed

"on"entrationA pla!ing in "on"erts #a! en"o&rage

ha(its of p&n"t&alit! and good organisation*

While there are #an! possi(le s"enarios. (elie/ethat t)o possi(ilities are likel!* $irstl!. the kinds of

#&si" to )hi"h people )ill listen )ill (e"o#e #ore

di/erse* ;e) genres )ill de/elop )hi"h )ill integrate

different st!les* Se"ondl!. there )ill (e an in"rease

in the &se of te"hnolog! to "o#pose and perfor#

#&si"* This )ill )iden a""ess to "o#position as

there )ill (e less relian"e on te"hni"al skill (&t at the

sa#e ti#e. it is likel! to f&rther red&"e the need for

li/e perfor#an"e and #&si"ians )hose role is solel!

related to it*

f this /ision of the f&t&re is to (e realised. )hat does

the #&si" profession need to do in preparation> Thefo"&s of instr&#ental t&ition )ill need to "hange*

Wa!s )ill need to (e fo&nd to ena(le #ore people to

learn to pla! a range of instr&#ents. thro&gho&t their

life span*

,r&"ial to the s&""ess of the pro"ess )ill (e the

training of #&si"ians* The! )ill need to (e a(le to

#oti/ate. inspire and tea"h learners of all ages.

de/elop skills for )orking )ith large and di/erse

gro&ps and a"%&ire the "o##&ni"ation. so"ial.

entreprene&rial and #anage#ent skills ne"essar!

for "o##&nit! )ork*

A s a res&lt. the i#pa"t on the instr&#ental

"&rri"&l&# and the #eas&res &sed to assess

progress thro&gh it )ill (e s&"h that the! )ill

need to adapt to #aintain their rele/an"e for a

(roader se"tor of the pop&lation* Ulti#atel!. the!

)ill need to en"o#pass a )ider range of #&si"al

skills*

7 $or all these reasons. there is likel! to (e a

"ontin&ing de#and for instr&#ental tea"hing in

the short ter#* What a(o&t the longer ter#

pi"t&re> s there likel! to (e a shift in fo"&s and.

if so. )hat dire"tion )ill it take>

C )o&ld respond to the latter %&estion on a

positi/e note* The #&si" ind&str! is one of the

#aor generators of in"o#e in Critain and

#&si"al skill and talent )ill "ontin&e to (e

i#portant in preparing indi/id&als to )ork in a

/ariet! of professions. in parti"&lar those relatedto the #edia*

D This represents a f&nda#ental "hange fro#

traditional pra"ti"e and it )ill (e a""o#panied (!

the need to respond to de#ands for p&(li"

a""o&nta(ilit!* Die)ed positi/el!. this sho&ld

pro/ide an opport&nit! for all those in/ol/ed in

#&si" ed&"ation to de#onstrate the high %&alit!

of #&si" t&ition a/aila(le*

$inall!. )e need to stri/e to)ards raising the profile

of #&si" itself* +&si" pla!s a "r&"ial role in o&r li/es

(&t all too often it is taken for granted* Those

in/ol/ed in the #&si" profession at all le/els need to

)ork a"ti/el! together to ens&re that this "hanges*

There see#s little do&(t that the )idening a""ess

to #&si" is likel! to "ontin&e. f&lfilling as it does

so #an! h&#an needs* ?n a national le/el. no

#aor state o""asion is )itho&t #&si"* $or

indi/id&als. it pro/ides opport&nities for

n&#ero&s a"ti/ities. for#al and infor#al*

$ ?ne of the (estre"ognised f&n"tions is that of

pro/iding an o&tlet for e#otional e'pression* ts

infl&en"e on o&r #oods "an (e therape&ti"* t

pro/ides a #eans of "o##&ni"ating )hi"h goes

(e!ond )ords and pro/ides &s )ith shared

&nspoken &nderstandings*

G e/eloping in parallel )ith this trend is a likel!

in"rease in the n&#(er of people. a"ross the)hole age range. )ho )ish to a"ti/el! parti"ipate

in #&si" #aking* S&"h a"ti/ities are likel! to (e

"o##&nit! (ased and )ill refle"t the #&si"al

traditions of that "o##&nit! )hate/er the! #a!

(e*

While these res&lts are still to (e s&""essf&ll!

repli"ated. other data fro# E&rope has indi"ated

that an in"rease in gro&p #&si" lessons "an

ha/e positi/e effe"ts on so"ial relationships in

s"hool and on "on"entration in !o&ng "hildren

and those )ith (eha/io&ral diffi"&lties*

60 H#

,aper 1 -eading

Part 4 energy !ad eemed li.e indolence -!en yo$ loo.ed at Ian8 5e !ad -orn !i o:ercoat

li.e a ca&e and tal.ed abo$t -!at one :ery famo$ Frenc! -riter !ad aid a if !e !ad

&est 4



=o& are going to read an e'tra"t fro# a no/el* $or %&estions &515/3 "hoose the ans)er .A3 B3 C or D0

)hi"h !o& think fits (est a""ording to the te't*


Yo$ dont ta.e $gar% do yo$ !o$ted !i ecretary% not o m$c! a.ing a S$etion a

tating a fact / a -ell !e mig!t% beca$e !e !ad been ma.ing ;ancelot c$& of coffee

for many mont!8 5er ec$e for forgetting $c! t!ing -a t!at !e -ant normally

$&&oed to be t!ere8 Act$ally no-aday !e -a $$ally t!ere all t!e time% !a:ing

dico:ered t!at to ta.e $& !i &ro&rietorial &ri:ilege of taying a-ay -a tantamo$nt to

o&ening t!e floodgate8 Not for t!e firt time !e &ondered t!e eay% im&erce&tibly di:ided

tage by -!ic! !e !ad &rogreed from :al$ed co$nellor% meeting a$t!or and

&lay-rig!t o:er l$nc! at caref$lly &lanned &lanning meeting com&lete -it! agenda% to

!a&le dogbody mo:ing one te& a!ead of catatro&!e% -it! no-!ere to &ar. -!en !e

arri:ed at -or. in t!e morning8

T!i came% !e yelled% :ag$ely -a:ing a manila folder before &$tting it do-n in front of

!im8 From t!at c!a& in ;o Angele8 Yo$ aid yo$ -anted to ee it8 A ty&ed label aid6

,orld 5itory of t!e '!ort% by Ian C$t!bert $t $nder t!at it aid An E&anded 'yno&i8

;ancelot did not -ant to ee t!at -ord yno&i8 At t!e :ery leat !e -anted to ee a

label aying Firt Draft8 ;ancelot !ad already een a yno&i of t!i boo. and did not

really -ant to ee anot!er% !o-e:er !ea:ily re:ied8 Ian C$t!bert !ad been gi:en an

ad:ance of e:eral t!o$and of &o$nd for t!i boo. d$ring t!e initial fl$rry of acti:ity

-!en ;ancelot !ad bo$g!t t!e firm8 One of e:eral old friend )n! '2 from -!om ;ancelot

!ad made t!e ca&ital error of commiioning boo.% Ian C$t!bert line #H -a a &artic$larly

flagrant &roof t!at in $c! circ$mtance t!e &oeor of a -ay-ard )n! (/ tem&erament%

far from ner:ing !imelf to be!a:e more &redictably for friend!i& )n! (' a.e% -ill

act$ally become le &indo-nable t!an e:er8

;ancelot .i&&ed t!e bl$rb come &reamble -!ic! !e !ad read for -!at eemed li.e t!e

!$ndredt! time and am&led t!e yno&i &ro&er8 T!ere -a carcely a &!rae t!at !e did

not recognie at a glance8 5e cloed t!e folder and !ifted it to one ide8 Plainly at t!i

rate Tan man$cri&t -o$ld ne:er be fort!coming8 A -ell a almot -!olly lac.ing t!e

brilliance for -!ic! it a$t!or -a $&&oed to be famo$% t!e yno&i% $nder it

doggedly frolicome tone% !ad t!e $nmita.able dead ring of a lot con:iction8 ;ancelot

remembered tale of a famo$ a$t!or/abo$t/to-n -!oe lat boo.% &$bli!ed incom&leteafter !i deat!% !ad been coaed from !im c!a&ter by c!a&ter% one &ayment at a time8

B$t in t!at cae% t!e &ayment -ere fraction of a !y&ot!etical ad:ance -!ic! !ad ne:er

been gi:en in t!e firt &lace8 lan ad:ance !ad been enormo$J a blatant re:eral of t!e

o$nd b$ine &rinci&le by -!ic! a$t!or m$t deli:er a man$cri&t no- in order to be

&aid -it! inflated c$rrency later8

;ancelot% -!o !ad read modern lang$age at Oford% co$ld remember t!e day -!en Ian

C$t!bert !ad been t!e mot &romiing talent in a Cambridge o f$ll of &romie t!at it !ad

made e:ery-!ere ele feel &ro:incial8 lan contem&orarie !ad &lotted to ta.e o:er t!e

Briti! t!eatre and in a remar.ably !ort time t!ey !ad act$ally done o8 B$t t!eir mental

been t!ere to o:er!ear it8 Yet for ome reaon% t!e -!ole frotily cor$cating galay of

lan creati:e intellect !ad remained loc.ed in it cloet8 ,!ile le gifted de:iant

came o$t and conS$ered% Ian -ent f$rt!er in8 At t!e !eig!t of !i infl$ence a a literary

tate/ma.er !e -a already notorio$ly diffic$lt to deal -it!8 Officially a&&ointed by t!e

rele:ant &$blic agency to edit a com&re!eni:e maga3ine of t!e art% !e -a li.e a

general -it! a million ton of eS$i&ment &inned do-n on t!e beac! by not!ing ece&t

an ece of o&&ort$nity8 T!e maga3ine $ed $& t!e b$dget for a do3en i$e -it!o$t

a&&earing once8 'imilarly% !i t!rice/rene-ed t!ree/year contract -it! one of t!efa!ion maga3ine engendered little ece&t legend abo$t t!e i3e of !i emol$ment%

-!ic! -a increaed from generoity to etra:agance in an attem&t to ma.e !im

&rod$ce more% and t!en from etra:agance to m$nificence in an attem&t to ma.e !im

&rod$ce anyt!ing8 At t!e editorial -or.ing brea.fat / t!ere -ere al-ay at leat t-o

of t!e titled &!otogra&!er &reent to ca&t$re t!e cene for &oterity / Ian &at -itty

:enom t!ro$g! clenc!ed teet!% and &o$red nitric acid on ot!er &eo&le idea8 Ten

year later% !e co$ld carcely be de&ended $&on to t$rn $& for !i o-n f$neral8

;ancelot -a on t!e :erge of admitting to !imelf t!at ,orld 5itory of t!e '!ort !ad

been a mita.e from it ince&tion8

#"0What does the reader learn a(o&t Lan"elot in the first paragraph>

A <e regrets ha/ing delegated i#portant )ork to his se"retar!*7 <is (&siness no longer r&ns as s#oothl! as it &sed to*

C <e prefers entertaining "lients to doing ro&tine offi"e )ork*

D <is s"hed&le is al)a!s tightl! pa"ked )ith appoint#ents*

#"4Whi"h phrase. as it is &sed in the te't. has a do&(le #eaning in the "onte't of Lan"elots

(&siness initiati/es>

A fl&rr! of a"ti/it! 8line 1:

7 "apital error 8line 19:

C flagrant proof 8line 20:

D )a!)ard te#pera#ent 8lines 2021:

H" #

,aper 2 riting

#"H ""ording to the )riter. ho) did Lan"elot feel a(o&t an )hen he first "o##issioned hi#>

A <e )as a)are that he )as doing an a #&"hneeded fa/o&r*

7 <e (elie/ed that his friendship )ith an )o&ld de/elop f&rther*

&est 4



p p

C <e s&spe"ted that he #ight ha/e #is&dged lans (eha/io&r*

D <e tr&sted that an )o&ld #eet the re%&ire#ents of the agree#ent*

#2+<o) does Lan"elot rea"t to the s!nopsis he has re"ei/ed fro# an>

A <e is a#aQed to find that it "ontains no original tho&ghts or ideas*

7 <e has the i#pression that an is not taking the proe"t serio&sl!*

C <e is "on/in"ed that an has other #ore pressing "o##it#ents*D <e realises that lans infle'i(ilit! restri"ts hi# to a "ertain )riting st!le*

#2#n re"alling the stor! of another )ellkno)n a&thor. Lan"elot realises that

A #one! is not a #oti/ating fa"tor for people )ho are alread! fa#o&s*

7 #one! "an ha/e a negati/e i#pa"t on relationships )ith others*

C he sho&ld ha/e kno)n (etter than to pa! an )hen he did*

D he sho&ld ha/e "ons&lted others (efore #aking a deal )ith an*

#2"What aspe"t of lans st&dent da!s does Lan"elot find hard to re"on"ile )ith his #ore re"ent

e'perien"e of an>

A lans relationships )ith fa#o&s )riters of that ti#e7 the large

n&#(er of lans peers )ho )ent into the theatre C the fa"t that an

o&tshone a highl! talented peer gro&p D lans deta"h#ent fro# hisartisti" "onte#poraries

#22n "o#paring lans earl! "areer da!s to the e'perien"e of a general at )ar. the )riter is s&ggesting

that an

A #ight ha/e (enefited fro# a #ore restri"ted range of "hoi"es* 7

#ight ha/e done (etter in a different en/iron#ent* C )as allo)ed to get

a)a! )ith too #an! #isde#eano&rs* D sho&ld ha/e taken a #ore

strategi" approa"h to his )ork*


Pa*$ '


' Plans ha/e (een p&t for)ard to (&ild a fast food resta&rant in the histori" "entre of a to)n !o& kno)*

+an! lo"al residents ha/e e'pressed their disappro/al7

( This means there will be e)en more traffic in thetown*

9

I$ "") a) +)@s )*$ Q$$ +)ans$!+ o+ )! ,)s!s4

(+eople come here to escape places like fast foodrestaurants, so man& people will stop coming here.

<o)e/er. !o& and other residents (elie/e it )ill en"o&rage #ore /isitors to the to)n. in"rease re/en&e.

and generate an interest in lo"al histor!* =o& de"ide to send a proposal to the lo"al "o&n"il in )hi"h !o&

sa! )h! !o& think the plans sho&ld (e i#ple#ented*

Write !o&r ,*o,osa4

" H

,aper 2 riting&est 4

Pa*$ (




appropriate st!le*

9#

#4=o& ha/e re"entl! ret&rned fro# an ad/ent&re holida! )ith a gro&p of st&dents fro# !o&r "lass. and

!o& ha/e (een asked to )rite a re/ie) of !o&r holida! for !o&r "ollege #agaQine* n !o&r re/ie). sa!

)h! !o& )o&ld re"o##end it for a gro&p of st&dents )ho )ant a "heap (&t e'"iting holida! )ith

opport&nities for e'ploring interesting pla"es. #eeting different people. and e'perien"ing a different

lifest!le*

Write !o&r re/ie)*

#HThe +inister of Ed&"ation is in/iting people to send in proposals on /ario&s )a!s of i#pro/ing

ed&"ation in their "o&ntr!* =o& de"ide to send in !o&r ideas on the #atter*

Write !o&r ,*o,osa4

"+=o& read the follo)ing in/itation in a #agaQine7

3 R!ad!*s a*! )n;)$!d $o s%@#)$ a*$)c!s !n$)$!d I;! awa<s wan$!d $o !a*n how $o 4444 Is $h!*! I

a sk) $ha$ <o% ha;! awa<s wan$!d $o !a*nK W*)$! and $! %s wha$ <o%* a#@)$)on )s3 wha$ +

a$$*ac$s <o% a@o%$ $h)s sk)3 and wha$ <o% wo%d do w)$h $h)s sk) wh!n <o% ha;! !a*n!d )$4

=o& de"ide to send in an arti"le*Write !o&r a*$)c!4

"#Cased on !o&r reading of on! of these (ooks. )rite on on! of the follo)ing*

"" nne T!ler7 The Accidental Tourist

li(rar! is a(o&t to ha/e an e'hi(ition of (ooks entitled ,hildren in T)entieth ,ent&r! Literat&re* t

has asked its readers for re"o##endations* Write a letter to the li(rarian re"o##ending The

Accidental Tourist as a possi(le (ook to appear in the e'hi(ition* =o& sho&ld fo"&s on le'ander

and his relationship )ith his #other. +&riel. and )ith +a"on*


"2Bohn W!ndha#7 The Day of the Triffids

The ra#a epart#ent of !o&r "ollege )ants to #ake a /ideo /ersion of a stor! )hi"h is not onl!

a(o&t dra#ati" e/ents (&t also a(o&t h&#an relationships* The prod&"er has asked !o& to )rite a

report on The Day of the Triffids in )hi"h !o& o&tline the dra#ati" e/ents in the stor!. and des"ri(etheir i#pa"t on the "hara"ters*

Write !o&r *!,o*$4

"*-raha# -reene7 Our Man in Havana

literar! #agaQine is in/iting readers to "ontri(&te arti"les on the )a! )riters e'plore the

relationship (et)een different "hara"ters* =o& de"ide to )rite an arti"le onOur Man in Havana

sho)ing ho) the relationship (et)een Wor#old and r <assel(a"her de/elops*

2

GO

TECHNOLOGY

ANXIOUS

UESTION


PAPER & USE OF ENGLISH .' ho%* &/ #)n%$!s0 Pa*$ (

Pa*$ '$or %&estions '61(-3 read the te't (elo)* Use the )ord gi/en in "apitals at the end

&est 4



OVER0HELM

PESSIMISM PERFECTION

HIGH

Pa*$ '

$or %&estions '1'-3 read the te't (elo) and think of the )ord )hi"h (est fits ea"h

spa"e* Use onl! one )ord in ea"h spa"e* There is an e'a#ple at the (eginning ./04

Write !o&r ans)ers in

,PTL LETTERS on $h!

s!,a*a$! answ!* sh!!$ E=a#,!>

of so#e of the lines to for# a )ord that fits in the spa"e in the sa#e line* There is

an e'a#ple at the (eginning ./04

Write !o&r ans)ers in ,PTL LETTERSon $h! separate

answ!*

sh!!$4

E=a#,!> cT IUII;

H)s$o*< o+ #%s)c

Lo/ers of #&si" )ho are a little r&st! ./0 )hen. t "o#es to histor!

sho&ldnt #iss for th"o#ing

iss&es of this #agaQine* n o&r #ost a#(it io&s series of art i"les .'0

***********************************************************************************************************************************

date. )e ai# to span

the histor! of )estern #&si" in .(0*******************entiret!* ?(/io&sl!. .&0*****************the

la"k of spa"e at o&r

disposal. )e "annot (e totall! "o#prehensi/e .50***********************)e do feel )e ha/e a

.-0************************************************************************************************than

ade%&ate o/er/ie) of the so"io"&lt&ral "onte't* f !o&re alread! feeling . 60

*****************************************************************************************************************************************

*****************************************************************************************************************************************

off (! the

prospe"t of a rather dr! histor! lesson. then #&st stress ho) &nlike a lesson these

arti"les )ill

(e* .80************the e'tent to )hi"h !o& #ight (e fa#iliar .20***********************the hi stori"al

(a"kgro&nd. !o&

#&st read these arti"les for the insight the! gi/e .90********************the #&si" itself*

n .'/0***********to this. the series )ill represent a g&ide for readers )hose ai# is to (&ild

an essential

#&si" "olle"tion* ;o) .''0****************this strike !o& .'(0*****************!et another /o!age

thro&gh fa#iliar

territor!. then !o& #a! (e in for so#e s&rprises. (e"a&se o&r e'pert )riters are

nothing if .'&044444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444

&npredi"ta(le* n /ie) of the rep&tation of those in/ol/ed. .'50

***************************************************************************************************************************

thing is g&aranteed the

#&si" "hosen to ill&strate their histories )ill (e.'-0********************fro# r&nofthe

#ill*

Th! )#a"! o+ sc)!nc!

The i#age that )e ha/e of s"ien"e has ./0 *&ndergone* radi"al "hange

in the last h&ndred !ears* n enor#o&s .'60*******************e'plosion. together )ith

a

n&#(er of /er! real .'80****************a(o&t the en/iron#ent and all the #oral and

politi"al ra#ifi"ations of e"ono#i" gro)th ha/e .'20*********************p&t s"ien"e at

the

"entre of p&(li" de(ate*

The t)entieth "ent&r! (egan )ith a "hallenge to the .'90*************************that

h&#an ASSUME

kno)ledge )as approa"hing "o#pletion* t )ill "o#e. perhaps. as so#ething

of a s&rprise to all of &s to realise that the e#ergen"e of this highl! .(/0

44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444

DESTROY

pro"ess "a#e (oth fro# )ithin and o&tside s"ien"e*

;e) s"ientifi" theories .('0***************re/eal the li#itations of the old perspe"ti/e*

We had tho&ght that the )orld. &nderstood thro&gh the #edi&# of rational

*

/ W

M B !

BE

H4


.((0*************)as. indeed. the real )orld* ;o) )e kno) that this )as no #ore

than a si#plifi"ation that &st happened to )ork* ?n"e )e realise this.

tho gh e "an #o e in a n #(er of opposing dire"tions We "an re

kno)ledge .(&0*************and de"ide that it is eternall! frag#entar! and f&ll of a

/ast n&#(er of .(50*****************or )e "an (e #ore positi/e and /ie) these /ast

e plosions of s"ientifi" a areness as ne "hallenges still to "o#e and as

&est 4



tho&gh. )e "an #o/e in a n&#(er of opposing dire"tions* We "an re

e/al&ate all

e'plosions of s"ientifi" a)areness as ne) "hallenges still to "o#e and as

"ele(rations of the .(-0***************that the h&#an i#agination ha s so far s"aled*

H4


$or %&estions (6 &' think of on! )ord onl! )hi"h "an (e &sed appropriatel! in all three senten"es <ere is

;o) that the fare)ell "on"ert has taken pla"e. onl! the gro&ps f inan"ial affairs

***********************************to (e )o&nd &p*

&est 4

Pa*$ &



$or %&estions (61&'3 think of on! )ord onl! )hi"h "an (e &sed appropriatel! in all three senten"es* <ere is

an e'a#ple ./04

E=a#,!>


the! ha/e a /er!****************************************"ase*

Theres no point in tr!ing to )ade a"ross the ri/er. the "&rrent is far too****************************************************


***********************************/ie)s ei ther )a!*

/ s ) * R 0 /


#2*<is &n"les resignation****************************************the )a! for To# to take o/er the (&siness*

S&san*************************************a shelf to #ake roo# for the (ooks she had re"entl! (o&ght*

s a res&lt of ne) e/iden"e prod&"ed in "o&rt toda!. S#ith )as***************************************************of all

(la#e*

#2The old ho&se had (een negle"ted and )as in a deplora(le*************************************************

Until the 1.h "ent&r!. S"otland )as an independent*********************************************)ith its o)n s!ste#

of go/ern#ent*

n #an! "o&ntries. the lo"al a&thorities rather than the************************************************are responsi(le

for #aintaining roads. s"hools and hospitals*

#2 find it diffi"&lt to**************************************#!self deadlines (e"a&se need so#e fle'i(ili t! in #!

)ork*

+! (rother**************************************&p a ne) (&siness last !ear. and its reall! taken off*

+! fa/o&rite poe# has (een*****************************************to #&si" and so&nds (ea&tif&l as a song*

#20espite ass&ran"es fro# the to&r "o#pan!s l o"al representati/es. the stranded

holida!#akers***************************************&n"on/in"ed (! the reasons gi /en for the "an"ellation of

their flight*

oes an!thing**************************************of the "astles original f&rnishings. or ha/e all these ite#s

(een (ro&ght in fro# else)here>

#24Poll! has*************************************an enor#o&s a#o&nt in tra/elling e'penses follo)ing her trip

to the US*

+! (oss has**************************************to (e a dire"t des"endant of the fa#o&s e'plorer*

The (anks "ollapse****************************************#an! /i"ti#s in the "it!s finan"ial instit&tions*

#2HWhen she goes o&t too #&"h. Sa#antha starts to *************************************************** (ehind )ith her

ho#e)ork*

The #agaQines on the #arket tend to*******************************************into three #ain gro&ps*

$ollo)ing the opening of a ri/al night"l&(.%inderella$s has (eg&n to************************************************o&t

of fa/o&r )ith the "it!s !o&ng people*

#++


#*id the foot(all tea# pla! an! (etter last )eekend> )n

Was there an!********************************************************************************************************last )eekend>

&est 4

Pa*$ 5







E=a#,!>


o@!c$)on

o !o&******************************************************************************************************!o& )hile !o& paint>

have an! obJection to #! (atching


#*+Pa&ls son )as dri/ing the "ar )hen the a""ident happened. $)#!

The "ar )as*******************************************************************************************************of the a""ident*

#*#t )as ;i"ks ad/i"e that sa/ed #e fro# (ankr&pt"!. )$

<ad******************************************************************************************************ha/e gone (ankr&pt*

#*"The poli"e ne/er a"t&all! a""&sed Tho#as of "o##itting a "ri#e. ,o)n$

t******************************************************************************************************Tho#as of "o##itting a "ri#e*

#*2;either of these "arpets is an! (etter than the other. choos!

Theres not*******************************************************************************************************these t)o "arpets*

#**=o& are a(sol&tel! for(idden to s#oke an!)here in the fa"tor!. $o$a

Tner e********************************************************************************************************an!)here in the fa"tor!*

#*Benn! doesnt #ind )hether she "o#es to London on either +onda! or T&esda!. no

t ***********************************************************************************************)hether she "o#es to Londonon +onda! or T&esda!*

#*0n parti"&lar. the s"hool li(rar! )as "riti"ised (! the inspe"tors (e"a&se of its poor lighting.s)n"!d

The inspe"tors********************************************************************************************************(e"a&se of its

poor lighting*

6Z #+2

,aper Use o f English

Part 5

$or %&estions 5/1553 read the follo)ing te'ts on te"hnologi"al "hange* $or %&estions 5/15&3 ans)er )ith a

)ord or short phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar!

di t th i t ti i

,e can e&ect t!e ame &attern to be re&eated in t!e f$t$re8 line #H

My friend Bill !ad a reel/to/reel :ideo ta&e/recorder in t!e day before anyone imagined t!at

1CR -o$ld become a maintream con$mer a&&liance8 5e l$ted after a &eronal com&$ter

in #H04% before mot &eo&le e:en .ne- t!ey eited8 No-% !e r$n a ,eb/baed ne- er:ice

&est 4



a""ording to the instr&"tions gi/en*


5itory i f$ll of &rediction t!at ne- mac!ine -ill ca$e ma $nem&loyment8 In Britain

in t!e early #H\ cent$ry% a gro$& called t!e ;$ddite ma!ed t!e ne- mac!inery t!at

t!ey &ercei:ed a t!reatening t!eir li:eli!ood8 'imilarly% in t!e #H2+% factory a$tomation-a blamed for !ig! $nem&loyment8 And no- doom/monger are again &redicting a

Qoble f$t$re a robot and com&$ter ta.e o:er8 E:en t!oe l$c.y eno$g! to !ang on to

a Qob -ill% t!ey ay% face inec$rity and lo- -age8

If !itory i any g$ide% !o-e:er% t!ey are -rong8 O:er t!e &at t-o cent$rie of !$ge

tec!nological ad:ance% em&loyment and real income in ric! ind$trial co$ntrie !a:e

rien almot contin$o$ly and li:ing tandard !a:e rien beca$e of tec!nological

c!ange% not in &ite of it8 'ome of t!e -orld mot tec!nologically ad:anced ocietie

alo !a:e ome of t!e lo-et Qoble rate8 B$t modern/day ;$ddite remain $nda$nted%

&redicting t!at by t!e middle of t!e "#t cent$ry% !$ndred of million of -or.er -ill be

left &ermanently idle8

It i tr$e t!at million of Qob -ill be detroyed by tec!nology% Q$t a t!ey !a:e been

o:er t!e &at t-o !$ndred year8 B$t in t!e &at% t!oe Qob loe !a:e al-ay been

offet by Qob gain% o total em&loyment !a contin$ed to gro- along -it! t!e &o&$lation8A blac.mit! and coac!men dia&&eared% car mec!anic and alemen too. t!eir

&lace8 Tec!nology c!anged t!e ty&e of Qob on offer% b$t t!e :ol$me contin$ed to gro-8

and &end !i day learning $&/to/t!e/min$te -!i33erie8 Gi:en t!i% yo$d e&ect Bill to be

line *

t!e ty&e of &eron -!o al-ay telling yo$ !o- yo$r latet &iece of eS$i&ment !a already

been $&ereded% or t!at yo$r -!ole -ay of life i going to be totally c!anged by t!e net

ro$nd of inno:ation8 B$t yo$d be -rong8 On t!e -all of !i office% Bill !a a large &a&er

calendar% -!ic! !e $e to trac. all !i a&&ointment8 It con:enient% !e ay% and !e can ee

at a glance -!at !e $&&oed to be doing on any gi:en day8 5e -rite on it in &encil o t!at

it eay to c!ange8

Bill i% I am con:inced% ty&ical8 De&ite t!e -ay &eo&le tal. abo$t tec!nological c!ange%

de&ite all t!e o$tlandi! &rediction abo$t !o- it -ill com&letely c!ange o$r -ay of

life% certain t!ing !a:e a !abit of taying m$c! t!e ame8 In tr$t!% ne- tec!nologie

rarely re&lace older one com&letely6 mo:ie and radio -erent .illed off by tele:iion%

and &en and &encil are till :al$able de&ite -ord &roceor8 I bet Q$t abo$t

e:eryone !a ome-!ere a &iece of obolete tec!nology% li.e Bill calendar% .e&t

eit!er beca$e it i comforting or beca$e it doe a Qob o etremely -ell t!at t!ere

not!ing to be gained by c!anging it8

5( Whi"h )ord else)here in the first paragraph repeats the idea of )hiQQeries in line 4>

5/ Whi"h phrase in the first paragraph tells &s the )riters /ie) of the #odernda! L&ddites he talks a(o&t

in paragraph 2>

5' n !o&r o)n )ords. e'plain )hat the )riter is referring to in the phrase the sa#e pattern in line 19*

5& n !o&r o)n )ords. e'plain )h! )e #a! (e s&rprised to learn a(o&t Cills "alendar*

55 n a paragraph of (et)een -/ and 8/ )ords. s&##arise )n <o%* own wo*ds as +a* as ,oss)@! the

)a!s in )hi"h. a""ording to the t)o te'ts. peoples predi"tions a(o&t te"hnologi"al "hange "an (e

)rong* Write !o&r s&##ar! on $h! s!,a*a$! answ!* sh!!$4

#+* 4

o$ !ear &art of a radio &rogramme on claical m$ic8

,!at -a Carl R$ggle attit$de to-ard ot!er com&oer

A Qealo$

4 reentf$l 5 C dimii:e

,aper 4 Listening

PPER 4 LSTE;;- 840 #in&tes appro'i#atel!:

Part 1

=o& hear part of a radio progra##e in )hi"h a so"iologist talks a(o&t (ags*

&est 4





E=$*ac$ &

- The speaker thinks that (ags are signifi"ant (e"a&se

A the! are an essential a""essor!*

7 the! prote"t the sensiti/e parts of o&r (odies*

C the! represent a link (et)een different areas of o&r (odies*

6 The speakers p&rpose in dis"&ssing the e'pression to gi/e so#eone the sa"k is

A to sho) that (ags "an signif! %&ite "ontradi"tor! "on"epts*

to e'e#plif! ho) lang&age "an (e #is&sed*

C to de#onstrate that the s!#(olis# of (ags "rosses "&lt&res*

( What is the speaker doing )hen he speaks>

A s&##arising a #&si"al trend

7 pro/iding a link for (road"ast ite#s

C re/ie)ing a ne) re"ording

=o& hear part of a radio re/ie) of a $ren"h no/el )hi"h has re"entl! (een translated intoEnglish*

& The re/ie)er des"ri(es the (a(!sitter in the no/el as

A

&nreason

a(le* 7

irrespons

i(le* C

ine'perie

n

"

e

d

*fa"t 4

=o& hear t)o friends talking a(o&t #odern fil#s*

#*4What /ie) of the fil# ind&str! do (oth speakers share>

A St&dios spend too #&"h on fil#s*

7 $il# plots are predi"ta(le*

C ,ine#a a&dien"es are #ore dis"erning*

#*H ""ording to the speakers. )h! are the fa"ts i n tr&e stories "hanged for

fil#s>

A The fil# #akers "o&ld (e s&ed*

7 The fa"ts #a! not lend the#sel/es to (eing fil#ed*

C The fa"ts "o&ld (e diffi"&lt to esta(lish*

8

5 The re/ie)er finds the translation of the no/el &nsatisfa"tor! (e"a&se

A it is diffi"&lt to relate to the "hara"ters*

7 the "on"erns of the "hara"ters are &ninteresting*

C the friendship (et)een the "hara"ters is i#pla&si(le*

H106

to get $ed to Antarctic condition8

on ea ice8

,aper 4 Listening

=o& )ill hear a s"ientist talking a(o&t his first /isit to the ntar"ti"* $or %&estions 91'83 "o#plete the =o& )ill hear part of a radio inter/ie) )ith a so"ial )orker* $or %&estions '21((3 "hoose the ans)er .A3 B3 C

&est 4

Pa*$ ( Pa*$ &



near -!ere t!e co$re -a !eld8senten"es )ith a )ord or short phrase* or D0 )hi"h fits (est a""ording to )hat !o& hear*

Ri"hard had to &ndergo a s&r/i/al "o&rse kno)n as fter his s&r/i/al "o&rse. Ri"hard )as to li/e in a

There )as e/iden"e of a"ti/it! fro# a

rJ

$ro# the area )here the "o&rse took pla"e a

stret"hes to the So&th Pole*

The fail&re of Ri"hards tea# to "onstr&"t a

#eant that their shelter )as in"o#plete*

t (ase "a#p there are

as )ell as possi(ilities for shopping and entertain#ent*

People at (ase "a#p are said to (e )illing to pa! as #&"h as a

for a portion of salad greens*

n the h&t &sed (! the e'plorers Sha"kleton and S"ott. !o& "an see so#e

'6 )hi"h (elonged to the#*

Ri"hards tea# )as na#ed the

(! their "o&rse leader*

#+What #oti/ated Ti# Bar#an to "hange his "areer path> A

<e )as keen to gi/e e'pert ad/i"e to his "olleag&es*

7 <e felt he sho&ld e'perien"e diffi"&lt "onditions at first hand*

C <e )as )illing to a""ept #one! fro# a "harit!* HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

<e tho&ght it )o&ld help his a"ade#i" "areer in the long r&n*

## ""ording to Ti#. setting &p the ;orthdo)n Proe"t in/ol/ed

A responding to s&ggestions fro# the "o##&nit!*

7 organising ed&"ational a"ti/ities for "hildren*

C liaising "losel! )ith the lo"al a&thorities* HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

D esta(lishing relationships )ith e'isting !o&th "l&(s*

#"What did Ti# feel )as a "r&"ial fa"tor in the s&""ess of the proe"t> A

/ariet! of sports fa"ilities )as pro/ided*

7 d&lts )ere a/aila(le to help )ith s&per/ision* 8 D, The a""o##odation )as ideal for the proe"t* HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

D Teenagers )ere allo)ed their o)n freedo#*

#2n Ti#s /ie). )hat infl&en"e did the ;orthdo)n Proe"t ha/e on #ost of the !o&ng people )ho

parti"ipated in it>

A t en"o&raged the# to take &p )orth)hile o(s*

7 t sho)ed the# the i#portan"e of /ol&ntar! )ork*

C t helped the# to lead la)a(iding li/es*

D t offered the# the opport&nit! to #eet the right partner*

#* ""ording to Ti#. there are &nlikel! to (e #ore proe"ts like the ;orthdo)n one in the near f&t&re

(e"a&se

A the need for s&"h proe"ts is de"lining*

7 "o##&nit! proe"ts are diffi"&lt to set &p and f&nd*

C the "&rrent trend is for shortter# proe"ts* HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH

D "o##&nit! gro&ps are not interested in "ooperating*

0+

'/

N2

'&

'-

#0

#+4

,aper " Spea'ing

=o& )ill hear part of a "on/ersation in )hi"h t)o neigh(o&rs. +ar! and $rank. are dis"&ssing "&rrent

de/elop#ents in #&se&#s $or %&estions (&1(2 de"ide )hether the opinions are e'pressed (! onl!

dis"&ssion* The nterlo"&tor first asks an introd&"tor! %&estion )hi"h fo"&ses on one or t)o of the pi"t&res*

fter a(o&t a #in&te 8or t)o for gro&ps of three:. the nterlo"&tor gi/es !o& (othVall a de"ision#aking task

(ased on the sa#e set of pi"t&res* The pi"t&re for Part 2 is on pages ,,9 of the "olo&r se"tion*

Pa*$ & 812 #in&tes for pairs of "andidates 1 #in&tes for gro&ps of three:

&est 4

Pa*$ 5



'

9

de/elop#ents in #&se&#s* $or %&estions (&1(23 de"ide )hether the opinions are e'pressed (! onl!

one of the speakers. or )hether the speakers agree*

Write for +ar!. F for $rank. or 7 for


(& The learning pro"ess. in general. "an (e eno!a(le*

(5 ts a good idea to prepare "hildren for a #&se&# /isit*

(- Entr! to #&se&#s sho&ld (e free so that e/er!(od! "an take ad/antage of the#*

(6 P&(li" li(raries perfor# a si#ilar f&n"tion to #&se&#s*

(8 Lending o&t e'hi(its is (enefi"ial to the )ider p&(li"*

(2 The ar"hite"t&re of a #&se&# affe"ts ho) /ie) the "olle"tion*

PPER - SPE;-

819 #in&tes for pairs of "andidates. 2 #in&tes for gro&ps of three:

This test is also s&ita(le for gro&ps of three st&dentsA this onl! o""&rs at the last test of a session )here

a "entre has an &ne/en n&#(er of "andidates*


#aterials and e'plaining )hat !o& ha/e to do* The other e'a#iner 8the ssessor: )ill (e introd&"ed to

!o&. (&t then takes no f&rther part in the intera"tion*

Pa*$ ' 83 #in&tes for pairs of "andidates. 4 #in&tes for gro&ps of three:

The nterlo"&tor first asks !o& and !o&r partner8s: a fe) %&estions )hi"h fo"&s on infor#ation a(o&t


Pa*$ ( 84 #in&tes for pairs of "andidates. 6 #in&tes for gro&ps of three:

n this part of the test !o& and !o&r partner8s: are asked to talk together* The nterlo"&tor pla"es a

single pi"t&re or a set of pi"t&res on the ta(le in front of !o&* This sti#&l&s pro/ides the (asis for a

Pa*$ & 812 #in&tes for pairs of "andidates. 1 #in&tes for gro&ps of three:






re"ei/es a "ard and speaks for t)o #in&tes. !o& are gi/en an opport&nit! to "o##ent and a follo)&p

%&estion is asked* $or a gro&p of three. there is a third "ard and the pro"ed&re is repeated on"e #ore*




0# ll

&est 18ey

&est 1 8ey

.

&arget reader ,o$ld $ndertand t!e -riter :ie-&oint8

>%estion 27 La%nching a ne( soft drin' Content

Decri&tion and dic$ion of t!e different met!od for ad:ertiing t!e oft drin. -it!



Pa,!* ' Reading . i !o$r &/

,art 1 Kone mar. for eac! correct an-erL

# " A 2 D 4 A C B Z A H :

#+ C ## D #" A #2 A #* C # # A

#0 : #4 A

,art 2 Kt-o mar. for eac! correct an-erL

#H "+ C "# C "" #L "2 C "* D " C "

,art Kt-o mar. for eac! correct an-erL

"0 G "4 "H F 2+ U 2# D 2" C 22 A


2* 2 A 2 D 20 C 24 2H A *+ C

Paper ( Writing K" !o$rL

Tas!&s'ecific (ar! sche(es

>%estion 17 Escape to th e co%ntry

Content +aor &oint6Dic$ion of / &roblem of city life

ad:antage of co$ntry life

&roblem of co$ntry life

F$rt!er &oint6

Any &oint rele:ant to t!e area of dic$ion8 -ange

;ang$age for e&reing and $&&orting o&inion8

ppropriacy of register and format

Regiter a&&ro&riate to an article for a maga3ine8 Article may ma.e $e of !eading8

Irganisation and cohesionClear de:elo&ment of arg$ment and idea8 AdeS$ate $e of lin.ing and

&aragra&!ing8

Decri&tion and dic$ion of t!e different met!od for ad:ertiing t!e oft drin.% -it!reference to t!e idea &ro:ided% and e&lanation a to -!y t!e -riter idea are

&artic$larly effecti:e8

-ange

;ang$age for decribing% analying% e&laining and ma.ing recommendation8


Regiter and format a&&ro&riate for t!at of a &ro&oal / co$ld ma.e $e of rele:ant

ection !eading8 Regiter can be formal or ne$tral in tone% b$t m$t be conitent8

Irganisation and cohesion

Preentation of idea and information !o$ld be -ell/tr$ct$red8 AdeS$ate $e of lin.ing

and &aragra&!ing8

&arget reader

T!e com&any -o$ld !a:e a clear idea of -!at i being recommended8

>%estion 7 *nternational 0estival o f <rama -evie( Content

Re:ie- of t!e drama feti:al and comment on -!at t!ey learned from t!e e&erience8

-ange

;ang$age of decri&tion% analyi and e:al$ation8


Regiter and format !o$ld be a&&ro&riate for a re:ie- in a c!ool7college maga3ine8

Regiter can be formal7informal% b$t m$t be conitent8


Clear de:elo&ment of &oint8 AdeS$ate $e of &aragra&!ing and lin.ing8&arget reader

,o$ld be informed abo$t t!e drama feti:al and -!at t!e -riter learned from t!e

e&erience8

>%estion 47 College handboo' for ne( st%dents Content

8etter !o$ld gi:e information abo$t t!e college and t!e ocial organiation% and ma.ene- t$dent feel -elcome8

-ange

;ang$age for gi:ing information8


Informal7ne$tral% b$t m$t be conitent8'!o$ld be enco$raging and li:ely in tone% friendly and -elcoming8

##"

min$te

0"

&est 1 8ey

Irganisation and cohesion ,ell/organied%

&oibly -it! $b/!eading8

&arget reader

Clear &reentation and de:elo&ment of idea% -it! a&&ro&riate lin.ing and

&aragra&!ing8 Clear concl$ion8

&arget reader

&est 1 8ey



,o$ld be -ell/informed abo$t -!at i a:ailable at t!e college8

>%estion ")a*+ &he ccidental &o%rist Content

Clear reference to t!e boo. c!oen8

Brief $mmary of t!e boo. leading to an analyi of t!e f$nny and ad element in

t!e tory8

-ange

;ang$age of decri&tion% narration and e:al$ation8


Re:ie- -it! regiter and format a&&ro&riate to a t$dent maga3ine8 Regiter m$t

be conitent t!ro$g!o$t8


Clear de:elo&ment from introd$ction to de:elo&ment of t!e main foc$% leading to

a clear concl$ion8

&arget reader

,o$ld be informed abo$t t!e boo. and a&&reciate bot! t!e f$nny and ad

element of t!e tory8

>%estion "Ob7 &he <ay of the &riffids Content

Clear reference to t!e boo. c!oen8Decri&tion of t!e triffid and -!at t!ey do% and dic$ion of t!eir im&act on

ociety8

-ange;ang$age of decri&tion% narration% analyi and e:al$ation8


Ne$tral com&oition8


Clear &reentation and de:elo&ment of idea8 A&&ro&riate &aragra&!ing and

lin.ing8 Clear concl$ion8

&arget reader ,o$ld be informed abo$t t!e triffid and $ndertand t!eir role in t!e boo.8

>%estion "Oc7 I%r an in =avana Content Cloe reference to t!e boo. c!oen8Clear foc$ on -!et!er or not ,ormold ac!ie:e t!e tat$ of a !ero8-ange



Formal regiter% and format conitent and a&&ro&riate for a letter to a literarymaga3ine8


,o$ld !a:e a clear idea of t!e -riter :ie-&oint -it! regard to -!et!er or not

,ormold ac!ie:e t!e tat$ of a !ero8

Pa,!* & Us! o+ En")sh Ki !o$r &/ min$teL


# bac. " &art 2 it * t!ere againt7to little 0 bro$g!t 4 $ntil 7till H t!at #+ to ## -ent #" -o$ld 7 co$ld 7 mig!t #2 mean #*

!ardly 7 carcely#o 7 a 7 t!at


#in:ariably #0 &re$re #4 ecei:e #H eential "+retailer "# centrally "" illogical "2 $na:oidable "*

criticimKL " efficiency


" matter "0 flat "4 fell "H beat 2+ led 2# &re ,art 4 Kone

mar. for eac! correct ectionL

#0no K&re:io$L time KbeforeL K#L W !a t!e &reent go:ernment Ke:erL K#L

#4i 7 eem to be Krat!er 7 ome-!atL lac.ing KinL K#L W clarity 7 co!eion K#L

#Hnot to K#L W ta.e ide K#L

#+to meet K#L W anyone 7 anybody 7 omeone 7 omebody K -!o iL more

genero$ t!an OR W a more genero$ &eron t!an K#L

##re:eal 7 manifet 7 !o- 7 di&lay 7 demontrate 7 !a:e t!e lig!tet

!eitation in OR !eitate in t!e lig!tet K#L

W -!en it came to OR before 7 abo$t K#L

#"K!adL ne:er croed K#L W my mind K#L

#2Kt!e reaonL -!y ;i3 K!o$ld !a:eL left 7 de&arted K#L W KoL $ddenly K#L

#*!ad KfinallyL r$n K#L W o$t of K#L

,art " KS$etion *+/*2 t-o mar. for eac! correct an-erL

#analogy of mar.et &lace &artic$larly a&&ro&riate in a b$ine tet

Z3114

&est 1 8ey

#t!ey are arri:ed at by c!ance or are a reflection of t!e &eronality of t!e

&eron in c!arge of t!e com&any

#0t!eir &eronal goal coincide -it! com&any goal o t!ey can -or. on bot!

t t! ti

&a$e

PART # )o( open yo%r K%estion paper and loo' at ,art Ine@

&est 1 8ey



at t!e ame time

#4-or.er are not &ermitted to de:elo& and im&lement t!eir o-n idea for

im&ro:ement% t!$ retricting com&any de:elo&ment

no gro$& :iion

#HKone mar. for eac! content &oint% $& to ten mar. for $mmary

.illL T!e &aragra&! !o$ld incl$de t!e follo-ing &oint6

i bot! need to be in good !a&e 7 !a:e le:el of fitne#0+reS$ire mental determination to $cceed

#0#&erform better a a team

#0"need to raie t!e le:el of obQecti:e -!en t!ey are a&&roac!ed o t!at

&rogre contin$e to be made 7 reae t!eir goal contin$ally

Paper 4 Listening K*+ min$te a&&roimatelyL ,art 1

Kone mar. for eac! correct an-erL

# A " 2 * C A 0 A 4 B


H tran&orting good #+ K-elcomeL !elter ## co&&er

#" iceK/Ldance 7 iceK/Ldancing #2 airK/Lconditioning 7 air conditioner

#* &ray # logoKL # "+ 7 t-enty !o$r #0 fog

,art Kone mar. for eac! correct an-erL #4

#H C "+ A "# D "" C


"2 "* A " A " C "0 "4 C

T*ansc*),$ Certificate of ,roficiency in English Listening &est@ &est 1@

*$( going to give yo% the instr%ctions for this test@

&il introd%ce each part o f the test and give yo% time to loo' at

the K%estions@

t the start of each piece yo%3ll hear this so%nd7

tone

5o%3ll hear each piece t(ice@

-emember (hile yo%3re listening (rite yo%r ans(ers on the

K%estion paper@

5o%3ll have five min%tes at the end o f the test to copy yo%r

ans(ers onto the separate ans(er sheet@

&here (ill no( be a pa%se@ 5o% m%st as' any K%estions no(

beca%se yo% m%st not spea' d%ring the test@

&a$e

5o%3ll hear fo%r different extracts@ 0or K%estions 1 to $ choose the ans(er

O P or C (hich fits best according to (hat yo% hear@ &here are t(o

K%estions for each extract@

Etract # &a$e tone

o !o& have to do all these inter/ie)s to p&(li"ise the fil#. To#> s it in !o&r "ontra"t>

;o. (&t feel its part of #! responsi(ilit! to ad/ertise it* <a/ing done a fe) lo)(&dget fil#s

that "o#e o&t for a )eek and then disappear. its reall! disappointing* So !o& go on and do

the lo"al radio so that people "o#e and see it. espe"iall! if its so#ething that !o&re pro&d

of* think !o& often find that if an a"tor isnt prepared to do an inter/ie). its #ore often than

not (e"a&se the!re not happ! )ith the#sel/es or the prod&"t*

So#eti#es )ith the (ig stars theres this long list of things )ere not allo)ed to ask the#

a(o&t

Thats not fair. is it> f the! sa! the!re going to do the inter/ie). then the! sho&ld* f

!o& )ere to ask #e an in"redi(l! a)k)ard %&estion. "o&ld &st sa!. Well. dont

)ant to talk a(o&t that* C&t as sa!. # here to pl&g the fil# #ean. # not here to

#ake #!self a (ig "ele(rit! or an!thing* Thats )hat* * *

&a$e

tone

T!e recording i re&eated8

&a$e

Etract " &a$e tone

<o) )o&ld !o& des"ri(e !o&r personalit!> n'io&s> ?&tgoing> The list "o&ld (e %&ite

long* n fa"t. ps!"hologists ha/e fo&nd approa"hing 1.000 )ords to des"ri(e

personalit!* f so #&"h of o&r lang&age is gi/en o/er to this a"ti/it!. then the

des"ription of personalit! #&st (e an i#portant part of e/er!da! life* C&t perhaps )e

are infl&en"ed in the )a! )e &dge anothers "hara"ter (! o&r general liking or

disliking for the#* (elo/ed &n"le is e""entri". )hereas a #ore &npop&lar one is

#ad* So "learl! there are ad/antages to the s"ientifi" st&d! of personalit!*

s one interesting e'a#ple of )hats (een dis"o/ered. take e'tro/ersion and

intro/ersion* E'tro/ersion #eans (eing /er! o&t)ardlooking. so"ia(le. nois!. and

intro/ersion is the opposite* ?riginall!. it )as tho&ght that people fell into one or

##0

Presenter7

"tor7

Presenter7

"tor7

&est 1 8ey

other of these t)o gro&ps* C&t no) all st&dies of personalit! sho) that the! are not

separate "ategories. (&t represent the t)o e'tre#es of a "ontin&&#. and that in fa"t

#ost people are so#e)here in the #iddle*

&a$e

PART " &a$e

5o% (ill hear part of a radio programme abo%t ice?s'ating rin's@ 0or

K%estions 9 to 1# complete the sentences (ith a (ord or short phrase@

5o% no( have forty?five seconds in (hich to loo' at ,art &(o@

&est 1 8ey



&a$e

tone


&a$e

Etract & &a$e toneWhen think of #! "hildhood ho#e no). it see#s that its (ea&t! is prote"ted (! its

re#oteness and that /er! re#oteness #ade #e )ant not so #&"h to lea/e. (&t

es"ape* The "orner of S"otland "o#e fro# is a penins&la "&t off fro# the rest of

S"otland (! the sea and the stark e#ptiness of the #oors*

Last s&##er )ent ho#e and tried insanel! to (&! a ho&se* d (een n&rt&ring this

idea for so#e ti#e* The #o#ent set e!es on the ho&se. kne) it )as for #e. as

tho&gh the hand of destin! had g&ided #e do)n the tra"k*

What )as thinking> had no li/elihood there* )as a foreign "orrespondent

)hose onl! spe"ialis# )as international affairs* +! ho#e and e/er!thing kne) (est

)as in London* The ho&se )as (&ilt of granite and see#ed to gro) organi"all! fro#

the ro"k. as tho&gh it )as part of the nat&ral topograph!* t )as ti#eless. &n"hanging.

predi"ta(le and "ertain. &st )hat )as seeking* #ade an offer on it. )hi"h )asnt

a""epted* )as sa/ed fro# #! o)n senti#ental foll!*

&a$e

tone


&a$e

Etract 4 &a$e tone/nter/ie)er7 So. )h! did !o& de"ide to )rite this (ook on

the US nowK

&thor7 Well a fe) !ears ago. )hen )as there. )as asked to )rite a (ook a(o&t itA and #&st

ha/e spent at least fo&r or fi/e #in&tes "onte#plating this e'er"ise* The States is

#ore like a )orld than a "o&ntr!A !o& "o&ld as )ell )rite a (ook a(o&t people. or

a(o&t life* Theres so #&"h #aterial its all e#(ra"ing* Then. !ears later. as )as

e#pt!ing o&t #! desk dra)ers to gather together a sele"tion of past pie"es d )ritten.

fo&nd that d alread! )ritten a (ook a(o&t the US. (&t it )as &npre#editated.

a""idental. and in instal#ents* ?f the h&ndreds of tho&sands of )ords see# to ha/e

)ritten for ne)spapers and #agaQines in the last fifteen !ears. a(o&t half of the#

see# to (e a(o&t the US* C&t hope these disparate pie"es add &p to so#ething*

kno) !o& "an approa"h the s&(e"t onl! if !o& "o#e at it fro# at least a doQen

different dire"tions*

&a$e tone

T!e recording i re&eated8L

&hat3s the end of ,art Ine@

)o( t%rn to ,art &(o@

5o% no( have forty five seconds in (hich to loo' at ,art &(o@

&a$e

tone

f !o&/e e/er (een to )at"h an! of Critains professional i"eho"ke! tea#s. !o&/e no

do&(t thrilled at the speed and agilit! of great athletes skating on indoor i"e* C&t

!o&/e pro(a(l! taken for granted the s&rfa"e that #akes it all possi(le* ;e/ertheless.the te#perat&re and other "hara"teristi"s of the s&rfa"e "an #ake the differen"e

(et)een a "ha#pionship)inning perfor#an"e and an e#(arrassing spill* ndoor i"e

rinks are &sed for all sorts of sports and re"reational a"ti/ities. in all of )hi"h the

%&alit! of the i"e #akes a (ig differen"e*

"eskating (egan as a #eans of transporting goods on the froQen ri/ers and "anals

thro&gho&t northern E&rope long (efore an!one e/er sa) it as the re"reational a"ti/it!

)hi"h it later (e"a#e* ,onsidering that skating for pleas&re )as done o&tdoors in the

freeQing )inter )eather. its fair to sa! that indoor i"e rinks )ere "reated (e"a&se in

those "onditions the! pro/ided )el"o#e shelter for those )ho eno!ed skating* t )as

onl! )hen i"e (e"a#e a/aila(le !earro&nd that sports s&"h as ho"ke! and skating

had a "han"e to flo&rish*

n 1Z6 the first indoor rink opened in London. altho&gh the idea )as not repli"ated

&p and do)n the "o&ntr! as had (een predi"ted. as the pro"ess entailed #aking the

i"e (! p&#ping a #i't&re of gl!"erine and )ater thro&gh "opper pipes. a #aterial

)hi"h )as e'pensi/e at that ti#e* The first ?l!#pi" fig&reskating "o#petition )as

held on a refrigerated indoor rink as part of the S&##er -a#es in London in 190.tho&gh it )as not &ntil 19Z6 that i"edan"ing. that is. interpreting #&si" on skates.

(e"a#e a Winter ?l!#pi"s sport* n the earl! t)entieth "ent&r!. ele"tri" refrigeration

and indoor rinks #ade i"eskating pop&lar e/er!)here*

The te"hnolog! that #akes indoor rinks possi(le is also fo&nd in refrigerators and

air "onditioning in o&r ho#es* n an indoor i"e rink. the refrigerant doesnt "ool the i"e

dire"tl!. as ho#e s!ste#s do* nstead. it "ools salt )ater that is p&#ped thro&gh an

intri"ate s!ste# of pipes &nderneath the i"e*

La!ing do)n a good skating s&rfa"e isnt as si#ple as #aking a tra! of i"e "&(es*

$reeQing a rink "orre"tl! takes no less than a doQen stages. )ith so#e stages la!ing

i"e that is )afer thin* nd )hats (est for one sport #a! (e "o#pletel! &na""epta(le

for another t takes &p to se/ent! tho&sand litres of )ater to #ake a rink* The first t)o

la!ers of i"e. )hi"h are less than one #illi#etre thi"k. are applied /ia a spra! to "reate

a fine #ist of )ater* The first la!er freeQes al#ost i##ediatel! after its spra!ed on.

and then the se"ond is applied* The

0 119

&est 1 8ey

se"ond froQen la!er is painted )hite. allo)ing for a strong "ontrast. for e'a#ple. in

ho"ke!. (et)een the (la"k dis" kno)n as the p&"k and the i"e* The third la!er a"ts as

a sealer for the paint* This la!er then re%&ires painting to "reate de"orati/e

(a"kgro&nds and. in the "ase of ho"ke!. pro/ide "lear #arkings and displa! sponsors

logos ?n"e all the #arkings ha/e dried the final la!er is grad&all! applied This &ses

de"ided. #ore or less on i#p&lse. to sing one of #! songs. (e"a&se it happened to fit rather neatl!

into a sket"h that Benn! $isher and )rote. )hi"h )as a spoof opera* nd it kind of stole the sho)*

!ear later a s"hooltea"her friend. )hod (een in the "ast. got in to&"h )ith #e he )anted a short

#&si"al for a "on"ert at his s"hool* n fa"t. &st as an e'peri#ent. Benn! and had alread! )orked &p

the opera sket"h into so#ething )e rena#ed Goldringer )itho&t an! real idea of )hat to do )ith it

&est 1 8ey



nter/ie)er7

Stephen Perrins7

nter/ie)er7Stephen Perrins7

nter/ie)er7

logos* ?n"e all the #arkings ha/e dried. the final la!er is grad&all! applied* This &ses

fort! tho&sand litres of )ater )hi"h #&st (e p&t on slo)l! )ith a hose at a rate of t)o

to three tho&sand litres per ho&r* That #eans at least 15. at #ost "+ ho&rs for this

final la!er* The less )ater is p&t on the floor at one ti#e. the (etter the i"e )ill (e*

Crand ne) i"e is "alled green i"e (e"a&se it hasnt (een (roken in !et* When

"reating a ne) rink. indoor "onditions are /er! i#portant. )ith the skating s&rfa"e kept

at 4*5 to /2] ,elsi&s. the (&ilding te#perat&re at a(o&t #0] ,elsi&s. and the indoorh&#idit! at a(o&t 2+V8 C&t if its )ar# o&tdoors. the te#perat&re has to (e re

ad&sted a""ordingl!* E/en one degree "an #ake a (ig differen"e in the %&alit! of the

i"e* n addition. a fog o/er the i"e "an (e "reated (! high h&#idit! indoors )hi"h. of

"o&rse. )o&ld hold a ho"ke! ga#e &p*

So. on a hot s&##ers da! )hen !o&***

&a$e

)o( yo%3ll bear ,art &(o again@

tone


&a$e

&hat3s the end of ,art &(o@

)o( t%rn to ,art &hree@

&a$e

5o% (ill hear the beginning o f a radio intervie( (ith Stephen ,errins a

composer of m%sicals@ 0or K%estions 1$ to 22 choose the ans(er O . C

or < (hich fits best according to (hat yo% hear@

5o% no( have one min%te in (hich to loo' at ,art &hree@

&a$e

tone

+! g&est toda! started o&t in the )orld of serio&s #&si" and sho)ed great pro#ise as

an a/ant garde "o#poser. (&t he #ade the s&rprising leap into the )orld of the

#&si"al theatre* Wel"o#e. Stephen Perrins* Thank !o&*

Stephen. )hat #ade !o& "hange fro# serio&s #&si" to #&si"als>

Well. #! parents )ere (oth professors of #&si". so d&tif&ll! )ent to #&si"

"ollege. st&died "o#position. and )rote rather ina""essi(le #&si"* C&t s&pposereall! #! hearts al)a!s (een in the theatre. and soon fo&nd #!self )riting

songs in se"ret. dra)ing #! inspiration fro# #&si"als*

id !o& tr! to get the# p&(lished>

Stephen Perrins7 ;o. for a long ti#e kept the# to #!self. e/en tho&gh tho&ght

the! )ere

"o##er"ial* s&ppose had so#ething of an inferiorit! "o#ple' a(o&t the#.

(e"a&se the! )ere a (it sl&sh!. and )as s&re #! fa#il! and "ollege )o&ld

think the! )ere (elo) #e* nter/ie)er7 So )hat happened>

Stephen Perrins7 Well. )e had a /er! lighthearted endof!ear sho) at "ollege. and

the opera sket"h into so#ething )e rena#ed Goldringer, )itho&t an! real idea of )hat to do )ith it

ne't. so it &st needed a (it of tinkering* nter/ie)er7 That )as l&"k!*

Stephen Perrins7 The real (reak )as that the #&si" "riti" of a national paper had a "hild at the

s"hool. and the follo)ing S&nda! )e read this ra/e re/ie) sa!ing that Benn! and )ere the f&t&re of

the #&si"al. and of "o&rse )e )ere on "lo&d nine. and )e i##ediatel! had #&si" p&(lishers lining

&p* nter/ie)er7 <o) did !o&r fa#il! rea"t>

Stephen Perrins7 ?h. the! )ere aghast at first. (&t the! "a#e ro&nd. and the!/e (een right (ehind &se/er sin"e*

nter/ie)er7 =o&/e al)a!s said !o& )ont do the l!ri"s of !o&r songs* pres&#e !o&/e tried*

Stephen Perrins7 did )ith #! earl! songs* n fa"t "o&ld kno"k the# off )ith a rather s&spe"t

fa"ilit!* C&t realised that if )rote (oth the )ords and the #&si" d (e )orking in a

kind of /a"&&#. and )hat eno! #ost is the "olla(oration and sparking off ea"h

others ideas*

nter/ie)er7 There )as a stor! in the papers re"entl! that !o& )anted to dire"t !o&r #&si"als.

too* <as an!thing "o#e of that> Stephen Perrins7 ;o. that &st )asnt tr&e* ne/er

"lai# to (e a dire"tor. al)a!s think )hen !o&/e

a"t&all! appointed the dire"tor for a sho). !o& sho&ldnt &nder#ine the#* $or

e'a#ple. in one of #! sho)s. )hi"h <elen o)nes dire"ted. )asnt that happ!

)ith the design. (&t she )as passionate to ha/e it. and it )as right not to interfere*

nter/ie)er7 ;o) in the last fe) !ears !o&/e had great international s&""ess. (&t for so#e of

the #ore &p#arket ne)spapers. it see#s. !o& si#pl! "ant p&t a foot right* Stephen

Perrins7 ;o. and dont reall! kno) %&ite )h!* +a!(e # (eing (igheaded. (&t dont

think its (e"a&se of the #&si"* think its #ore that # not reall! that (othereda(o&t #! i#age. so dont do #asses of PR* Whi"h #eans lea/e #!self open to

that "arping sort of "riti"is#* nter/ie)er7 t see#s to #e its a kind of distaste for the

pop&larit! of !o&r #&si"* Stephen Perrins7 ts like the ti#e )hen serio&s art "riti"s looked do)n on

the late 19th"ent&r!

artists. and their paintings )ere "onsidered )orthless* The fa"t is that if !o& )ent

into an art galler!. g&ess )here the p&(li" )ere* nter/ie)er7 B&st as the p&(li" are

al)a!s to (e fo&nd at !o&r #&si"als* Stephen Perrins. thank

!o&*

Stephen Perrins7 Thank !o&*

&a$e

)o( yo%3ll hear ,art &hree again@

86 #"#

&est 1 8ey

tone

T!e recording i

re&eated8 &a$e I

&hat3s the end of ,art Three.

rth&r7 )as intrig&ed (! so#e of these set episodes. like the in"ident )ith the (irds* t )as

gen&inel! fas"inating. tho&ght* &nderstand the fil# rights ha/e (een (o&ght* o !o&

think itll )ork as )ell as the (ook does>

,arla7 ;o %&estion if the! keep a)a! fro# too #&"h so"ial realis# and #iser!* f the! dont

#ake Boes stor! the "entral one. itll die a death*

th W ll t ( t ll th t i lik l t th h ll i i i W ll

&est 1 8ey



PRT 4

Presenter7

rth&r7

,arla7

rth&r7

,arla7

rth&r7

,arla7

rth&r7

Presenter7

rth&r7

)o( t%rn to ,art 0o%r@

&a$e

5o% (ill hear part o f a radio arts programme in (hich t(o people Arthur

and %arla, are disc%ssing a boo' called ind(orld@ 0or K%estions 2 to 2$

decide (hether the opinions are expressed by only one o f the s'ea!ers, or

(hether the spea'ers agree@ rite for rth%r C for Carla or P for both

(here they agree@

5o% no( have thirty seconds in (hich to loo' at ,art 0o%r@

&a$e

tone

Toda! on A Good ead )e are talking a(o&t -eorge S)allo)s no/el Windworld,

p&(lished last !ear and it has &st )on the Cate#an PriQe* We ha/e )ith &s rth&r

La"h#an. )riter. and ,arla $let"her. )ho le"t&res in Engineering at ings ,ollege*

rth&r. lets start )ith !o&***

Well. read the no/el )hen it first "a#e o&t and )as /er! happ! to (e asked to re

read it for this progra##e and re#e#(ered the po)erf&l "hara"terisation the

"ertaint! of to&"h parti"&larl! of the older protagonist. Boe Cean. and his sisters. in

the throes of "hange fro# one era to another* Rather #isera(le "hara"ters (&tass&red portraits*

+###*** What /al&ed as )ell )as the at#osphere S)allo) "reates. the sense that

e/er!thing he "reated felt right )ithin the ti#e and pla"e* id !o& find that> Der!

interesting %&estion* s a s"ientist. al)a!s "o#e to (ooks )ith a "riti"al e!e for

te"hni"al details* s sa!. Boe Cean and his fa#il! as 'eo'le rang in"redi(l! tr&e for

#e* fo&nd #!self do&(ting )hether "ertain in"idents. &###*** "ertain ass&#ptions

s%&ared )ith the period in )hi"h the (ook is set* ha/e to sa! that fo&nd the sheer

a#o&nt of te"hni"al detail a(o&t in/entions. )hi"h S)allo) in"l&ded as a la(o&r of

lo/e. ha/e no do&(t. ga/e the la! person a hard ti#e. #aking it diffi"&lt to follo) the

plot*

U##* a"t&all! fo&nd #!self "o#paring all these des"riptions of the )ind#ills and

p&#ps )ith*** )ith his earlier )orks Learner Ga(es and &horn@@@ )hi"h (oth dealt )ith

the sa#e period (&t neither of )hi"h in"l&ded this kind of "o#ple'it!* +&"h #ore

pop&list*** deli(eratel! #ore a""essi(le to a )ide readership* There is #&"h to lin! the

)riting of all three (ooks7 !o& "an re"ognise S)allo)s indi/id&al /oi"e in all of the#

hes speaking to one spe"ifi" a&dien"e in #! /ie)* o !o& feel Windworld is a greatno/el>

?h /er! #&"h so* The "&rrent of the a&thors o)n life in the East of England p&lses

thro&gh the )hole )ork so "o#pellingl!* So. !es* )o&ld sa! that it lifts this (ook***

&###*** into the "ategor! of great )riting*

,arla7 )o&ldnt (e %&ite that positi/e. tho&gh do agree that the "hara"ter of Boe

Cean dra)s its strength fro# the )riters "lose a"%&aintan"e )ith Boes

en/iron#ent7 to #! #ind hes al#ost "ertainl! S)allo) p&tting hi#self in

another age positioning hi#self. )ith his &p(ringing and his "hara"ter and

his (eliefs. in the 1th "ent&r!*

rth&r7 Well &st a(o&t all the stories are likel! to "o#e thro&gh )ell. in #! opinion* Well

ha/e to see ho) it t&rns o&t

&a$e

)o( yo%3ll hear ,art 0o%r again@

toneT!e recording i re&eated8

&a$e

&hat3s the end of ,art 0o%r@

&here (ill no( be a pa%se o f five min%tes for yo% to copy yo%r ans(ers

onto the separate ans(er sheet@ .e s%re to follo( the n%mbering of all the

K%estions@ *3ll remind yo% (hen there is one min%te left so that yo%3re s%re

to finish in time@

&a$e

5o% have one more min%te left@

&a$e

&hat3s the end of the test@ ,lease stop no(@ 5o%r s%pervisor (ill no( collect

all the K%estion papers and ans(er sheets@

#"200

&est 28ey

est 2 8ey

Paper ' Reading Ki !o$r &/

Clear organiation of &oint8 AdeS$ate $e of &aragra&!ing and lin.ing8&arget reader

,o$ld $ndertand t!e -riter :ie-&oint8

>%estion 27 <ifferences bet(een rich and poor Content

T!ere may be ome brief introd$ction to t!e ca$e of &o:erty% b$t t!e main contentmin$te



p g


' B " C 2 A * D A 0 4 D H A

#+ ## C #" A #2 #* A # C # A

#0 C #4 A


#H A "+ D "# C "" D "2 A "* D " " A


"0 "4 ̂ "H G 2+ U 2# A 2" F 22 C


2* D 2 2 A 20 C 24 A 2H D *+ C



>%estion 17 /ro(ing old

Content MaQor points7

Dic$ion of6 / -!et!er or not old &eo&le !a:e omet!ing $ef$l to offer ociety

-!et!er or not ot!er &eo&le !a:e to loo. after old &eo&le

t!e ad:antage and diad:antage t!at belong to old age

$&rther points7

Rele:ant eam&le to $&&ort eit!er or bot! of t!e :ie- e&reed8

-ange

;ang$age for e&reing and $&&orting o&inion% and for e&reing agreement and

diagreement8


Formal7emi/formal letter format8 Regiter a&&ro&riate to t!e -riter role a reader of

a maga3ine -riting in to e&re o&inion8Irganisation and cohesion

y & y

!o$ld be $ggetion on -ay of !el&ing to red$ce t!e difference bet-een ric! and

&oor% &l$ comment on -!y t!ee idea mig!t -or.8

-ange

;ang$age for decribing% analying% e:al$ating and ma.ing recommendation8

ppropriacy of register and format Regiter and format a&&ro&riate for t!at of a &ro&oal / co$ld ma.e $e of rele:ant

ection !eading8 Regiter can be formal or ne$tral in tone% b$t m$t be conitent8


Preentation of idea and information !o$ld be -ell/tr$ct$red8 AdeS$ate $e of lin.ing

and &aragra&!ing8

&arget reader

T!e reader -o$ld !a:e a clear idea of -!at $ggetion are being made8

>%estion 7 )e( leis%re centre library or playgro%ndD Content

Decri&tion and analyi of -!at local reident t!in. abo$t t!e t!ree &ro&oal%

incl$ding recommendation baed on t!e o&inion t!at local reident !a:e e&reed8

-ange

;ang$age of decri&tion% analyi and recommendation8


Regiter and format a&&ro&riate for a re&ort for t!e local co$ncil / co$ld ma.e $e of

ection !eading8 Regiter m$t be conitent8


Clear organiation of content -it! adeS$ate $e of lin.ing and &aragra&!ing8

&arget reader

T!e local co$ncil -o$ld !a:e a clear idea of -!at t!e local reident t!in. t!e

money !o$ld be &ent on8

>%estion 47 Q Co%ntry of Contrasts3 Content

Decri&tion of t!e different ty&e of &lace t!at can be fo$nd8

O&inion abo$t t!ee different &lace8

O&inion of !o- t!ee contrat ma.e t!e co$ntry an intereting &lace to :iit8

-ange

;ang$age of decri&tion% com&arion and o&inion8

04

min$te

#"

&est 2 8ey

ppropriacy of register and format A&&ro&riate

to an article in a tra:el maga3ine8

Irganisation and cohesionMaga3ine/tyle article &oibly -it! !eading to introd$ce different &lace8

Clear &reentation and de:elo&ment of idea8 A&&ro&riate &aragra&!ing andlin.ing8 T!e t-o &art of t!e S$etion can be dealt -it! e&arately or toget!er8Clear concl$ion8


Ne$tral eay

&est 2 8ey



&arget reader

,o$ld -ant to :iit t!e co$ntry beca$e of t!e contrat and !a:e a clear idea of

-!at t!e contrat -ere8

>%estion "Oa7 &he ccidental &o%rist Content

Clear reference to t!e boo. c!oen8E:al$ation of t!e tatement and -!et!er or not it i tr$e8

-ange;ang$age of decri&tion% narration and e:al$ation8


Ne$tral eay8


Clear &reentation and de:elo&ment of idea8 A&&ro&riate &aragra&!ing and 8


&arget reader ,o$ld $ndertand t!e :ie-&oint of t!e -riter -it! regard to Macon8

>%estion "Oh7 &he <ay of the &riffids Content

Clear reference to t!e boo. c!oen8Decri&tion of e:ent t!at c!anged t!e -orld% and an e:al$ation of -!et!er or not

t!e boo. gi:e an o&timitic :ie- of !$man nat$re8

-ange



Re:ie- -it! regiter and format a&&ro&riate for a literary maga3ine8 Regiter m$t

be conitent t!ro$g!o$t8


Clear de:elo&ment from introd$ction to de:elo&ment of t!e main foc$% leading to

a clear concl$ion8

&arget reader ,o$ld !a:e a clear $ndertanding of t!e -riter :ie-&oint8

>%estion "Oc7 I%r an in =avanaContent

Cloe reference to t!e boo. c!oen8 E:al$ation of -!et!er t!e tatement i tr$e or

not8 Reference to -!at i am$ing and entertaining in t!e boo.% and -!et!er or

not it !a a erio$ moral &$r&oe8 Bot! &art of t!e S$etion need to be

addreed8

-ange



Ne$tral eay8

&arget reader

,o$ld $ndertand t!e :ie-&oint of t!e -riter8

Paper 3 Use of EnglishKi !o$r &/ min$teL


# one 7 t!at " only NOT Q$t 2 !o- * ot!er !o$ld from 0 $c!

4 -it! H not #+ regard 7 re&ect 7 reference NOT an-er ## none 7not!ing #" far #2 !o-e:er #* may 7 mig!t 7 -o$ld # t!o$g! 7 a


# reg$larity #0 Q$tice #4 mat!ematician #H re&eatedly "+ $nra:el"# brea.t!ro$g! "" meteorology "2 &ectac$lar "* a-eome "

dicloe


" !ort "0 ro$g! "4 co:ered "H to$c!ed 2+ trac.

#02S$etion

,art 4 Kone mar. for eac! correct ectionL

#0*a I enQoy 7 li.e reading% K#L W t!ere are time -!en 7 t!at OR at time K#L

#0!ad been &$bli!ed 7 -a &$bli!ed K#L W did t!e &reident ma.e K#L

#0been for yo$r $&&ort K#L W Id till be K#L

#00e&reed 7 :oiced 7 made clear K#L W Kt!eirL dia&&ro:al of 7 abo$t K#L

#04a no $r&rie to me K#L W to !ear abo$t 7 of K#L

#0Ho$g!t to 7 !o$ld 7 !ad 7 d better ay 7 mention K#L W anyt!ing 7 a -ord abo$t

K#L

#4+Kcom&letely 7 totallyL at a Ktotal 7 com&leteL lo K#L W to e&lain 7

$ndertand 7 .no- 7 acco$nt for Kt!e reaonL a to 7 o:er Kt!e reaonL K#L

#4#Miniter reignation K#L W re$lted from K#L

0H#"

&est 2 8ey


#4"!i -ife get angry and !i c!ildren are contem&t$o$ 7 moc.ing 7 in$lt !im

#42t!ey cannot be to&&ed

#4*t!ey are Kelf/$fficientL loner

4

)o( open yo%r K%estion paper and loo' at ,art Ine@

&a$e

&est 2 8ey

&a$e



#4more facilitie -o$ld a:oid o:ercro-ding and t!erefore increae enQoyment

#4Kone mar. for eac! content &oint% $& to ten mar. for $mmary

.illL T!e &aragra&! !o$ld incl$de t!e follo-ing &oint6

i t!e need to be alone 7 get a-ay from ot!er

#40&eronal c!allenge

#44t!e &lea$re of being in t!e fre! air#4Ht!e need for tim$lation 7 $&lift 7 c$rioity bro$g!t by ne- cene and

acti:itie

Paper 4 Listening K*+ min$te a&&roimatelyL ,art 1


I B " A 2 C * A C 0 C 4 A


H 3oology #+ K!$manL eyeKL ## feat!er

#" bee #2 rec$er 7 rec$eK/Lteam #* KaL lo- &eed 7 lo- &eed #

energy o$rce 7 battery # ta.eK/Loff 7 ta.ing off #0 Kt!eL noie


#H A "+ "# C "" A


"2 G "* " " "0 G "4


*3m going to give yo% the instr%ctions for this test@

*3ll introd%ce each part of the test and give yo% time to loo' at

the K%estions@


tone



K%estion paper@

5o%3ll have five min%tes at the end of the test to copy yo%r

ans(ers onto the separate ans(er sheet@

&here (ill no( be a pa%se@ 5o% m%st as' any K%estions no(

beca%se yo% m%st not spea' d%ring the test@

PRT 1

Etract #

nter/ie)er7

;igel7

nter/ie)er7

;igel7

nter/ie)er7

;igel7

Etract "

Wo#an7

+an

Wo#an

+anWo#an

+an7

5o%3ll hear fo%r different extracts@ 0or K%estions 1 to $ choose the ans(er



&a$e

tone

So. finall! ;igel. !o& a"hie/ed !o&r a#(ition and #ade the (reak into fil#s* t see#s

to #e !o& got a lot of sti"k a(o&t it. #ean. on the one hand fro# ealo&s fil# #akers.

)hi"h is &nderstanda(le. (&t also. #ore interestingl!. fro# the literar! "o##&nit! in

reland. )ho see#ed to (e &pset that !o& )ere doing so#ething %&ite so /&lgar*

ltho&gh pres&#a(l! its good for the )a! reland is per"ei/ed a(road*

Thats perfe"tl! tr&e* C&t !o& kno). at the ti#e. no/elists didnt #ake fil#s* ;o) its

%&ite a "o##on thing*

C&t isnt it that rather "onser/ati/e. orthodo' rish thing that serio&s )riters dont stra!

a)a! fro# the high real# of literat&re>

)o&ldnt "all it "onser/ati/e and orthodo'* )o&ld sa! a"t&all! that the i#portan"e of

)riting in rish "&lt&re is h&ge* ts al)a!s (een the s&(/ersi/e for"e in the "&lt&re

itself*

C&t "onser/ati/e in the sense that !o&re not allo)ed to do an!thing else if thats )hat

!o&re "apa(le of doing*

Well. its kind of seen as a /o"ation in a )a!. s&ppose*

&a$e

tone


&a$e

&a$e

tone

o !o& kno). an a#aQing thing happened to #e !esterda!7 t)o totall! &n"onne"ted

people looked #e straight in the e!e and told #e the! )ere sorr! ;o

<onest =o& kno) ha/e a per#it to park o&tside #! flat>

=es>

Well )as sent a ne) one in Ban&ar!. (&t so#e idiot had )ritten the )rong !ear on it.

and )as fined for parking illegall!* ?h no

#"H

&est 2 8ey

Wo#an7 So )ent stor#ing into the to)n hall. spl&ttering )ith rage* nd )o&ld !o& (elie/e. the

)o#an (ehind the desk not onl! said sorr!. (&t o)ned &p that she re"ognised her

)riting* t reall! took the )ind o&t of #! sails. and fo&nd #!self "l&"king

s!#patheti"all! and sa!ing )hat an eas! #istake it )as to #ake Then in the

afternoon had so#eone "o#ing ro&nd to repair #! "ooker. and he t&rned &p three

tone

I T!e recording i re&eated8

&a$e

Uest 2 8ey



ho&rs late* )ent (allisti" )hen he arri/ed. (&t he apologised for disr&pting #! da!.

and stopped frothing at the #o&th* Then his "o#pan! rang. and it t&rned o&t it )asnt

e/en his fa&lt. so of "o&rse felt d #ade a real fool of #!self

&a$e

tone


&a$e

Etract & &a$e tone

<a/e !o& e/er )ondered )h! so#ething #akes !o& la&gh> <&#an (eings lo/e to

la&gh so #&"h that there are a"t&all! ind&stries (&ilt aro&nd la&ghter* $or &s it see#s

so nat&ral. (&t la&ghter is a distin"tl! h&#an response* Philosopher Bohn +orreall

(elie/es that the first h&#an la&ghter #a! ha/e (eg&n as a gest&re of shared relief at

the passing of danger* The rela'ation that res&lts fro# a (o&t of la&ghter inhi(its the

(iologi"al fightorflight response. la&ghter #a! signal tr&st in ones "o#panions*

St&dies ha/e also fo&nd that do#inant indi/id&als )hether (oss. tri(al "hief or fa#il!

patriar"h &se h&#o&r #ore than their s&(ordinates* f !o&/e often tho&ght that

people at )ork la&gh s!"ophanti"all! )hen the (oss la&ghs. !o&re /er! per"epti/e* n

s&"h "ases. +orreall sa!s. "ontrolling the la&ghter of a gro&p (e"o#es a )a! of

e'er"ising po)er (! "ontrolling the gro&p d!na#i"s* So la&ghter. like #&"h h&#an(eha/io&r. #&st ha/e e/ol/ed to infl&en"e the )a! people intera"t* nd there ha/e

(een n&#ero&s interesting***

&a$e

tone


&a$e

Etract * &a$e tone

?ne da! in 1993 got a "all fro# TD prod&"er Ti# Ta!lor. asking #e to #eet hi# to

dis"&ss a ne) series pop&larising histor!* d ne/er heard of Ti# (&t he e'plained

historian +ike Le)is )as the other person fronting the progra##e* d #et +ike

(efore and "o&ldnt think of an!one d rather e#(ark on a proe"t )ith* We #et and.

tho&gh had so#e reser/ations a(o&t the )a! it )o&ld all t&rn o&t. agreed to sign &p

for the pilot progra##e. hoping that the TD "o#pan! )o&ld like this initial episode*

No- the pro(le# )ith a pilot is that e/er!one kno)s (est &ntil its finished !o&

"ant tell )hos right* We )erent "onfident that histor! alone )o&ld gal/anise an

a&dien"e* +! e'perien"e of stor!telling #ight pro/e &sef&l in getting histor! a"ross*

tho&ght this )as a great idea and got reall! engrossed in #! solo a(o&t a fanati"al

#edie/al #onk* Looking (a"k. this does look terri(l! selfind&lgent and red&"es the

progra##e to a snails "ra)l* C&t )e s&(#itted it to the (road"asters )ho )ere

"riti"al of this. (&t the! offered &s a series and the rest i histor! %&ite literall!

&a$e



&a$e

PRT 5o% (ill hear an engineer giving a tal' on the radio abo%t f%t%redevelopments in robot design@ 0or K%estions 9 to 1# complete the

sentences (ith a (ord or short phrase@


&a$e

tone

C! dint of (r&te for"e and #assi/e &se of e'ternal energ! )e "an o&tpa"e all other

ani#als. (&t )hen it "o#es to sheer finesse and the &se of "&nning tri"ks of

aerod!na#i"s. the ani#al kingdo# lea/es &s standing* n"reasingl!. engineers are

looking to Qoolog! for "l&es on i#pro/ing perfor#an"e or #aking ro(ots that "an "ope

)ith harsh en/iron#ents* C&t altho&gh it takes #odern s"ien"e to fatho# e'a"tl! ho)

ani#als do things. theres nothing ne) a(o&t the (asi" prin"iple of tr!ing to "op!

nat&re* $or instan"e )o&ld )e ha/e tried so hard to "reate fl!ing #a"hines if it )asnt

for the e'a#ple of (irds> C&t in the earl! da!s of aerona&ti"al engineering. s"ientists

had inade%&ate o(ser/ation te"hni%&es. the! relied solel! on the h&#an e!e* nitiall!.as a "onse%&en"e of that. the! tho&ght that the se"ret of ho) (irds fle) la! in the

flapping #o/e#ents that the! #ade and the pattern of feathers alone* f the!d looked

at the right aspe"ts of engineering and (ird flight. the! )o&ld ha/e a"hie/ed po)ered

flight and #anned flight earlier*

nterestingl!. flapping )ings are no) #aking a "o#e(a"k* fter a "ent&r! in )hi"h

po)ered flight &sed onl! fi'ed and rotating )ings. engineers are redis"o/ering the

(enefits of ho) inse"ts fl!* The!re tr!ing to prod&"e a fifteen"enti#etre fl!ing ro(ot.

deri/ed in part fro# the (ee* The potential &ses of s&"h a #a"hine are li#ited onl! (!

the i#agination* $or e'a#ple. it "o&ld (e &sed )here (&ildings ha/e "ollapsed and

there are possi(le "as&alties to (e res"&ed* f a person is trapped and is still (reathing.

then there is an opening thro&gh )hi"h air is coming in and a ro(ot "o&ld fl! in

thro&gh this opening and take a photograph

4# #2#

&est 2 8ey

)hi"h )o&ld help the res"&ers to assess the position and plan the operation (etter*

C&t )h! #odel the ro(ot on inse"t flight at all> The ans)er to this is that onl! an

inse"t is &p to the de#ands of the o(* f !o& think of )orking inside (&ildings.

#anoe&/ring at lo) speeds is essential (e"a&se other)ise the ro(ot )ill "ollide )ith

o(str&"tions* t )ill need to (e a(le to ho/er. (e"a&se if it finds so#ething of interest. it

)ill ha/e to sta! still to take a "lear pi"t&re of it nd finall! and this is a /er! i#portant

Presenter7 nd its )ellti#ed. too. isnt it>

<aQel7 Der! )ellti#ed. (e"a&se a lot of people dont hold o&t #&"h hope for "lassi"al

#&si" sales* <ere at last. tho&ght. )o&ld (e re"ognition for all those s#all re"ord

"o#panies )ho "ontin&e to prod&"e )orth)hile releases. )hile the #aor "o#panies

are &st "on"erned )ith a safe repertoire and endlessl! reiss&ing their old re"ordings*

nd at the sa#e ti#e it )o&ld help all those perfor#ers )ho prod&"e e'"ellent #&si"



)ill ha/e to sta! still to take a "lear pi"t&re of it* nd finall!. and this is a /er! i#portant

re%&ire#ent. the ro(ot #&st fl! in a po)ereffi"ient )a!. (e"a&se it )ill (e fairl! s#all

so there )ont (e #&"h spa"e to p&t in an energ! so&r"e* So the first tho&ght of the

design tea# )as to &se so#e "on/entional design like a fi'ed)ing for)ard thr&st. as

in the &s&al plane. or alternati/el!. rotar! )ings. fo&nd in a heli"opter. and s"ale the#

do)n to fifteen "enti#etres* The pro(le# is that planes re%&ire "onsidera(le speed to

a"hie/e takeoff. so the! "ant fl! /er! slo)l! and also the! "ant ho/er or #anoe&/re

in a /er! agile )a!* So )o&ld heli"opters (e #ore appropriate> The! "an "ertainl! fl!

/er! slo)l! and ho/er and the! are /er! #anoe&/ra(le. (&t the! ha/e other pro(le#s7

the! generate "onsidera(le noise. so that )o&ld r&le o&t an! sit&ations )here the

ro(ots )o&ld need to re#ain &ndete"ted s&"h as in &nder"o/er s&r/eillan"e or data

gathering proe"ts* So. ha/ing eli#inated the tried and tested designs. the %&estion

)as )hat other pro/en design )as there> n 300 #illion !ears flapping)ing inse"ts

ha/e "ertainl! pro/ed their effi"ien"!* The! offer agilit! e/en at o) speed. the! "an do

a#aQing aero(ati"s. the! "an ho/er. and &nlike heli"opters their flight #e"hanis#

generates /er! little noise*

Theres #ore to inse"t flight than &st flapping )ings tho&gh* The #o/e#ents of

those )ings are re#arka(l! "o#ple'* $or engineers to "reate a s&""essf&l fl!ing ro(ot

the! )ill ha/e to dra) on the a""&#&lated kno)ledge of Qoologists* ts going to (e a

hard (&t fas"inating o&rne! of dis"o/er!*

&a$e

)o( yo%3ll hear ,art &(o again@

tone


&a$e



&a$e

5o% (ill hear a radio intervie( (ith a m%sic critic =ael 0isher abo%t some

classical m%sic a(ards@ 0or K%estions 1$ to 22 choose the ans(er O ,R

C or < (hich fits best according to (hat yo% hear@

5o% no( have one min%te in (hich to loo' at ,art &hree@&a$e

tone

Presenter7 ;o) heres o&r reg&lar "riti" <aQel $isher. )hos (een in/ited to /ote in a

ne) initiati/e. the ,lassi"al +&si" )ards* <aQel. gi/ing a)ards for "lassi"al

#&si" is s&rel! a health! de/elop#ent. isnt it> <aQel7 ?n the fa"e of it. !es*

When these a)ards )ere anno&n"ed re"entl!. it see#ed like a gen&inel!

enlightened idea* Theres the prospe"t of a h&ge a#o&nt of p&(li"it! s&rro&nding

the e/ent. so it see#ed like a highprofile (oost for the serio&s "lassi"al #arket*

nd at the sa#e ti#e. it )o&ld help all those perfor#ers )ho prod&"e e'"ellent #&si"

)itho&t an! of the trappings of etset "ele(rit!* =o& kno). it #akes #e so "ross that

the glossiest ne) re"ordings no)ada!s are &s&all! t&rned into an international "ir"&s

of the sa#e (anka(le na#es* t "ertainl! )o&ldnt "o#e a#iss if a )ider range of

perfor#ers )ere (ro&ght into the li#elight for a "hange*

Presenter7 So )h! did !o&r enth&sias# e/aporate>

<aQel7 t )as )hen the list of no#inations )as anno&n"ed* t )as "lear that the )hole

e'er"ise )as nothing #ore than a "!ni"al #arketing e'er"ise. )ith t)o ai#s* ?ne )as

to eat e/en f&rther into the distin"tion (et)een )hats )orth)hile and )hats &st

opport&nisti" r&((ish* nd the se"ond )as to (olster the sales of the ind&str!s

hea/!)eight "o#panies. )ho ha/e in/ested so hea/il! in these "rosso/er prod&"ts.

that )ont stand the test of ti#e*

Presenter7 ,rosso/er>

<aQel7 Thats )hen "lassi"al singers. or"hestras. and so on. pla! non"lassi"al #&si". like

#&si"als or pop or aQQ*

Presenter7 Right* ;o). !o& also o(e"t to the )a! the final "hoi"es are going to (e #ade. dont

!o&>

<aQel7 =es. do* Ten no#inations/e (een #ade in ea"h "ategor!. and the )inners )ill (e

"hosen (! an a"ade#! of re"ording ind&str! stal)arts* So if theres no (ias there.

)ill eat #! hat* t hasnt (een #ade p&(li" ho) the /oting )ill )ork. (&t r&#o&r has it

that its prett! opa%&e. tho&gh designed to (e as fair as possi(le* -oodness kno)s

ho) long the )hole thing )ill take. espe"iall! as there are a lot of se"tions. (&t thatstheir pro(le#* The!/e allo)ed se/eral #onths (efore the a)ards "ere#on!*

Presenter7 nd )hat do !o& think a(o&t the no#inations the#sel/es>

<aQel7 find those a(sol&tel! #ind(oggling* ts still a #!ster! )ho a"t&all! "o#piled these

shortlists. (&t the! )o&ld ha/e &s (elie/e that fil# #&si" and other light)eight )ork

are a#ong the ten (est "lassi"al al(&#s of the !ear* nd the fa"t that the! onl!

in"l&de one or t)o gen&ine "lassi"al ite#s in ea"h list sho)s )hat the!re reall!

interested in* $or instan"e. take the +ale rtist of the =ear "ategor!7 its (e!ond #e

ho) an!one "an "hoose (et)een. sa!* a singer spe"ialising in 1Zth and 1th "ent&r!

operas and a "o#poser of fil# s"ores* t )o&ld take a #ore sophisti"ated kno)ledge

of the #&si"al )orld than ha/e*

Presenter7 So )hats !o&r /erdi"t>

4"

&est 2 8ey

<aQel7 Well. its hard to es"ape the "on"l&sion that the organising gro&p. and the re"ord "o#panies

that "onstit&te it. are happ! to #o/e the goalposts )hene/er it s&its the# "o##er"iall!* Whi"h

(rings &p a )onderf&l iron! too* Re"entl! the re"ord "o#panies ha/e (een "o#plaining (itterl!

(e"a&se a , of pop&lar "lassi"s gi/en a s!nthesiser #akeo/er )as in"l&ded in the "lassi"al

(estsellers "hart* C&t no) the! see# onl! too happ! to go along )ith this farrago. )hi"h does #ore

to "onf&se the (o&ndaries (et)een )hats "lassi"al and )hats pop&lar 8if thats the right

+elinda7 kno). often ha/e diffi"&lt! finding a spa"e* #ean it took #e a %&arter of an

ho&r the other da!* What reall! gets #e is the )a! all this has (een #anaged* ts so

&nderhand #ean. )e s"ot"hed the plan )hen it s&rfa"ed fi/e !ears ago. and no).

)itho&t a )ord of )arning to an! of &s lo"als. its reared its &gl! head again*

-raha#7 We reall! sho&ld ha/e (een gi/en the "han"e to ha/e o&r sa!. sho&ldnt )e> Thats the

least !o&d e'pe"t* =o& kno). )as &st )ondering***

est 2 8ey



ART*

to "onf&se the (o&ndaries (et)een )hat s "lassi"al and )hat s pop&lar 8if that s the right

"lassifi"ation: than an! a#o&nt of s!nthesiser doodlings* Presenter7 C&t do !o& think )e sho&ld

e/en "are a(o&t it at all>

&a$e


tone


&a$e

&hat3s the end of ,art &hree@


&a$e

5o% (ill hear t(o neighbo%rs /raham and elinda disc%ssing changes

that the to(n co%ncil are ma'ing to a p%blic par' near their homes@ 0or

K%estions 2 to 2$ decide (hether the opinions are expressed by only one

o f the spea'ers or (hether the spea'ers agree@ rite / from /raham

for elinda or P for both (here they agree@


&a$e

tone

-raha#7 <a/e !o& seen )hats happening in Ca'ton Park. +elinda> The to)n "o&n"ils p&t all this

fen"ing ro&nd so !o& "ant get in* nd the!/e (ro&ght in an earth#o/er to "h&# &p all

the grass and le/el the gro&nd* t looks a)f&l

+elinda7 ?h kno)* t is a pit!* t &sed to (elong to so#e #e#(er of the aristo"ra"!. !o& kno). as

part of her land. a(o&t a h&ndred !ears ago*

-raha#7 =es. think heard that so#e)here*

+elinda7 pparentl! she ga/e it to the people of Ca'ton for their re"reational &se* Thats

)hat she said in her )ill* -raha#7 ?h did she> C&t then s&rel! the! "ant go ahead

)ith de/eloping it> She "ant

ha/e )anted it d&g &p like this ts against the ter#s of the )ill +elinda7 s&ppose it

depends )hat !o& #ean (! re"reational &se. doesnt it> t "o&ld

#ean for sport. "o&ldnt it> nd )e kno) the!re going to p&t t)o foot(all pit"hesand a "ri"ket gro&nd on it* -raha#7 =es. and )hat the! "all a hospitalit! (&ilding right

in the #iddle* Thats (eing paid

for (! one of the lo"al "o#panies. !o& kno)*

+elinda7 ?h dear "an &st see it (eing &sed to host parties e/er! )eekend. and then

peoplell (e "o#ing and going at all ho&rs of the night <o) are )e e/er going to get a

de"ent nights sleep>

-raha#7 ?h. think the trees )ill pro(a(l! #&ffle the so&nd %&ite a (it. after all the!re %&ite dense

ro&nd here* # #ore )orried a(o&t the parking* This is going to attra"t a lot of people

and the roads (&s! eno&gh as it is*

! p . g

+elinda7 What> -o on*

-raha#7 Well. of "o&rse. its &st a s&spi"ion. ha/ent an! proof as s&"h. (&t )as &st

)ondering if an!(od! on the "o&n"il had (een. !o& kno). got at (! the de/elopers*

#ean. its %&ite a (ig proe"t* Therell (e so#e l&"rati/e "ontra"ts in there*

+elinda7 =o&re getting paranoid. -raha# Ceen )at"hing too #an! #o/ies a(o&t (ig

(&siness ;o. think )e &st ha/e to a""ept it* Theres nothing an! of &s "an do a(o&t

it*

-raha#7 What a(o&t "alling a protest #eeting> We "o&ld phone &p the lo"al paper and get their

photographer ro&nd* =o& ne/er kno). )e #ight &st get the# to think again* +elinda7 ?h !es>

nd do !o& reall! think thats going to get &s an!)here> -raha#7 Well ?. &st a tho&ght*

+elinda7 +a!(e )e sho&ld tr! looking on the (right side***

&a$e


tone


&a$e


&here (ill no( be a pa%se o f five min%tes for yo% to copy yo%r ans(ersonto the separate ans(er sheet@ .e s%re to follo( the n%mbering of all the


to finish in time@

&a$e


&a$e



4282*

&est 8ey

Paper ' Reading Ki !o$r &/ min$teL


magaine Content

'!o$ld dic$ &oible co:erage of !ealt! and lifetyle i$e% and idea forintereting content for yo$ng &eo&le8

Organiation of different ty&e of article% &reentation% tyle8

-ange

;ang$age for decribing8

;ang$age for analying8

;ang$age for !y&ot!eiing and recommending8



" 2 * A C D 0 A 4 H A ## #" D #2

D #* C # # A #4 D


#H C "+ A "# "" A "2 "* D " " D ,art Kt-o mar. for eac! correct

an-erL

"0 G "4 U "H 2+ ^ 2# D 2" A 22 C


2* A 2 C 2 C 20 D 24 2H C *+



>%estion 17 Employment in the f%t%re

Content +aor

points7

Dic$ion of6 / -!et!er or not $nem&loyment -ill contin$e to rie a a re$lt oft!e increaing $e of mac!ine7com&$ter and t!e need for&rofit

-!et!er or not ne- de:elo&ment -ill create ne- Qob

o&&ort$nitie

t!e -riter o-n :ie-&oint on t!e matter

-ange;ang$age for e&reing and $&&orting o&inion% and for reac!ing concl$ion8


Formal eay/ty&e regiter8

Regiter a&&ro&riate to t!e -riter role a a t$dent8

Irganisation and cohesionClear organiation of &oint8 AdeS$ate $e of lin.ing and &aragra&!ing ;ogical

de:elo&ment of arg$ment and clear concl$ionKL8

&arget reader T!e t$tor -o$ld $ndertand t!e -riter :ie-&oint8

&est 8ey

>%estion 27 3=ealthy Lifestyles for the 5o%ng3


Pro&oal format / may ma.e $e of clear ection !eading8

Regiter a&&ro&riate to emi/formal relation!i&8

Irganisation and cohesion ,ell/

tr$ct$red ection8 Clear

&reentation of idea8 Clear

lin.ing and &aragra&!ing8

&arget reader

,o$ld $ndertand -!at t!e -riter i &ro&oing8

>%estion 7 ,rotecting endangered animals birds and plants Content

Decri&tion of -!y form of nat$re and -ild life are endangered% and concrete $ggetion for

!el&ing to &rotect t!em8

-ange

;ang$age of decri&tion% analyi and

$ggetion8 ppropriacy of register and format

Regiter and format a&&ro&riate for a letter to a maga3ine8 Regiter m$t be

conitent8Irganisation and cohesion

Early reference to reaon for -riting8 Clear organiation of &oint8 AdeS$ate $e of lin.ing and&aragra&!ing8

&arget reader

Reader -o$ld !a:e a clear idea of t!e -riter $ggetion for a:ing endangered &ecie8

>%estion 47 3/ood )eighbo%rs3 Content

Decri&tion of a diffic$lt it$ation8

5o- t!e neig!bo$r !el&ed o$t8

Concl$ion abo$t -!at ma.e a good neig!bo$r8

-ange

;ang$age of decri&tion and narration8

#20

&est 8ey

ppropriacy o f register and format Regiter

a&&ro&riate for a &o&$lar maga3ine8 Article

format co$ld lend itelf to !eading8


Clear de:elo&ment of decri&tion and narration8

far t!e no:el i a ty&ical &y tory8

-ange

;ang$age of decri&tion% narration% analyi and e:al$ation8


&est 8ey



& &

AdeS$ate $e of lin.ing and &aragra&!ing8

&arget reader

,o$ld be intereted in reading t!e tory of t!e e:ent% $ndertand -!y t!e

neig!bo$r -a o a&&reciated by t!e -riter and -!at% in t!e o&inion of t!e -riter%

ma.e a good neig!bo$r8



Decri&tion and analyi of reaon for t!e fail$re of t!e marriage of 'ara! and

Macon8 E:al$ation of -!et!er Macon comment i tr$e or not8

-ange;ang$age of decri&tion% narration and e:al$ation8

ppropriacy o f register and format

Ne$tral article8


Clear &reentation and de:elo&ment of idea8 A&&ro&riate lin.ing and

&aragra&!ing8 Clear concl$ion8

&arget reader

,o$ld $ndertand t!e :ie-&oint of t!e -riter and !a:e a clear idea of t!e

reaon for t!e fail$re of t!e marriage of 'ara! and Macon8

>%estion "Ob7 &he <ay of the &riffids Content


E:al$ation of -!et!er t!e tatement i tr$e or not8

Decri&tion of -!at t!e triffid are and -!at t!ey do% and reference to ot!er

c!aracter and !o- t!ey re&ond to t!e it$ation8

-ange

;ang$age of decri&tion% narration% com&arion and e:al$ation8

ppropriacy o f register and format

Formal letter a&&ro&riate for a literary maga3ine8 Regiter m$t be conitent

t!ro$g!o$t8

Irganisation and cohesionClear &reentation and de:elo&ment of idea -it! a&&ro&riate lin.ing of&aragra&! from t!e introd$ction to t!e main body of t!e letter8 Clear concl$ion8

&arget reader

,o$ld be clear abo$t t!e -riter :ie-&oint on t!e matter8

>%estion "Oc7 I%r an in =avana

Content

Cloe reference to t!e boo. c!oen8

Decri&tion of t!e &ortrayal of ,ormold a a ecret agent% and an analyi of !o-

Re:ie- -it! regiter and format a&&ro&riate to t!e Art 'ection of a ne-&a&er8

Regiter m$t be conitent t!ro$g!o$t8


Clear &reentation and de:elo&ment of idea8 A&&ro&riate &aragra&!ing and


&arget reader

,o$ld be informed abo$t t!e boo. and t!e &ortrayal of ,ormold a a ecretagent% and !o- far t!e no:el i a ty&ical &y tory8

Pa,!* & Us! + En")sh .) !o$r &/ min$teL


# -!o " to 2 -!en * !a:ing - of d$e 7 t!an. 7 o-ing

8 -!at 4 it 7 t!e H no #+ it ## into #" only

#2 -!oe #* beca$e 7 a 7 ince # co$ld 7 may 7 mig!t


# infancy #0 intit$tion #4 ecl$i:ely #H inig!t20 dia&&earing "# commitment "" inacceible "2 loneline

"* immerion " $ndeniably


" reflection "0 bear "4 tage "H line 2+ :ol$me 2# mo:ed


#H+-ere Kcom&letelyL ta.en K#L W abac. Kcom&letelyL at 7 by K#L#H#gi:en K#L W a tanding o:ation K#L

#H"matter K#L W !o- late it K#L

#H2no idea KofL -!at K#L W -a going K#L

#H*KmanyL !o$r K!a:e &aedL ince ORKmanyL !o$r ago t!at K#L W I KfirtL Qoined K#L

#Hany 7 a li.eli!ood 7 &oibility 7 c!ance K#L W of Kmy 7 meL !a:ing a K&ri:ate 7

S$ietL K#L#Hloo. 7 are Kremar.ably 7 :ery 7 incrediblyL ali.e K#L W in t!e K#L

#H0do 7 can -e acco$nt for K#L W t!e fact t!at t!e 7 t!e -ay Kt!atL t!e 7 -!y t!e

K#L

#2H4

&est 8ey


#H4 T!ey &roce t!e information according to t!eir e&erience and need8

#HHBy eeing t!em reg$larly many time8"++KT!eyre li.e a netL / t!ey filter information 7 data from t!e o$tide -orld 7

t!ey &re:ent certain t!ing 7 information 7 data from &aing t!ro$g!8

"+#Intincti:ely b$t -it! c$lt$ral difference

5o%3ll have five min%tes at the end o f the test to copy yo%r ans(ers ontothe separate ans(er sheet@

&here (ill no( be a pa%se@ 5o% m%st as' any K%estions no( beca%se yo%m%st not spea' d%ring the test@

&a$e

&est 8ey



"+#Intincti:ely b$t -it! c$lt$ral difference

"+"Kone mar. for eac! content &oint% $& to ten mar. for $mmary .illL

T!e &aragra&! !o$ld incl$de t!e follo-ing &oint6

i eeing &art rat!er t!an t!e -!ole / flec. of colo$r 7 note

"+2not being able to diting$i! obQect

"+*too m$c! noie to &ic. o$t o$nd"+it -o$ld &$t o$r li:e in danger

mjm 4 Listening K*+ min$te a&&roimatelyL ,art

1 Kone mar. for eac! correct an-erL

I B " C 2 * C C A 0 C 4


H rattle #+ cliff face7cliff ## -indo-K/Li ll #" re&o&$late#2 co:er #* neting # a7one !$ndred7#++ # KdeliberateL neglect7being neglected KdeliberatelyL #0 location


#H C "+ A "# D "" D


"2 "* " C " C "0 "4

T*ansc*),$ Certificate of ,roficiency in English Listening &est@ &est @


*3ll introd%ce each part o f the test and give yo% time to loo' at the

K%estions@


tone



K%estion paper@

PRT

Etract #

nter/ie)er7

Calloonist

nter/ie)er7

Calloonist

nter/ie)er7

Calloonist7

Etract "

Presenter7


&a$e

3 hear fo%r different extracts@ 0or K%estions 1 to $ choose the ans(er

O P or C (hich fits best according to (hat yo% hear@ &here are t(oK%estions for each extract@

&a$e

tone

Reading !o&r (ook a(o&t !o&r "areer e'ploits. ha/e to sa! it does so&nd to #e as if

!o&/e done )hat a lot of kids drea# of. and #anaged to #ake a li/ing o&t of. lets fa"e

it. larks. high spirits* ts akin to ha/ing the ner/e to go to a "o#pan! and ask for a

#illion po&nds to go on holida!* ts (een )onderf&l*

Long (efore this !o& started as a photographer*

=es. /e al)a!s liked i#ager! thats part of the reason )h! got in/ol/ed in all these

drea#s. as !o& "all the#. of ad/ent&re* ts p&re theatre. reall!* nd !o& did a spell in

ad/ertising. read*

=es. did *** and it )as at that ti#e in 19Z5 )hen had #! first (alloon flight and in

those da!s the! reall! )ere the st&ff of drea#s. and it o""&rred to #e that there #&st

(e a possi(ilit! to do so#ething here )ith these h&ge (ill(oards in the sk! and to #akea li/ing o&t of it*

&a$e

tone


&a$e

&a$e

tone

Ro(in da#s. !o&/e re"entl! p&(lished a (ook of photographs of fa#o&s )o#en.

)ith the pro"eeds going to a n&#(er of "harities* <o) did !o& de"ide )ho to

photograph> re the! people !o& had an interest in alread! (e"a&se the!re /er! high

profile> ?r did !o& think. theres a hook there> nd # a"t&all! interested in

photographing this person*

#*+ 4

&est 8ey

Well. altho&gh the! are all. as !o& sa!. highprofile )o#en. )e )ent a(o&t this in a lo)

ke! )a!* d heard of #ost of the#. or. at least. their rep&tations. and had seen their

/ario&s #edia i#ages* Theres al)a!s #ore to people than #eets the e!e. or the "a#era

lens and it )as that so#ething )anted to e'pose* C&t this pro/ed #ore of a thorn!

iss&e than d e'pe"ted*

?h reall! tho&ght it )o&ld ha/e (een easier the! )o&ld ha/e kno)n e'a"tl! ho) to

tone


&a$e


Ro(in da#s7

Presenter7

&est 8ey



?h reall!. tho&ght it )o&ld ha/e (een easier. the! )o&ld ha/e kno)n e'a"tl! ho) to

present the#sel/es* The!/e done it so #an! ti#es (efore* Well. in #! )ork. get

(ehind the /eneer of the fa"e* The )o#en feel se"&re eno&gh to open &p a(o&t

the#sel/es. and ha/e to (e "aref&l not to (etra! too #&"h of that*

&a$e

tone


&a$e Etract 2 &a$e

tone

# ringing a(o&t Stoke ,it! foot(all tea#* /e (een a s&pporter of theirs for !ears*

=o&ll ha/e noti"ed in Sat&rda!s #at"h &st ho) #&"h )e #iss Ste/e <arris* We la"k

the po)er &p front sin"e hes gone* There )ere so#e ni"e to&"hes fro# E/ans. (&t

the real strength that <arris represented. thats ser/ed &s )ell o/er the !ears. )as &st

#issing on Sat&rda!* t )as a gaping hole in Stokes atta"k. and # s&re the

#anagers regretting selling hi#* #ean. )e dont need the ]11 #illion that Car"elona

paid &s. )e need o&r goals"orer (a"k f !o& speak to the Stoke fans. #ost of the#

)ill sa! no a#o&nt of training )ill prod&"e another <arris* <e pro/ided the p&n"h and

that &st )asnt there on Sat&rda!* ;o )onder )e lost Still. for a good thirt! #in&tes

o&r lads do#inated the field* The! sho)ed so#e spirit. #&st sa!* The! ha/ent

thro)n in the to)el !et. so pro/ided )e get a good repla"e#ent for <arris. 8and the

#anagerd (etter get it right this ti#e: #a!(e therell (e light at the end of the t&nnel

after all*

&a$e

tone


&a$e

Etract * &a$e tone

When )e #anaged to get it hoisted. for the first ti#e sin"e 100. )ell. it )as a

str&ggle. (&t thank goodness. )e did it* So then this i##ense a#o&nt of sail )as

hanging in the #&se&#* tho&ght people )o&ld "o#e in and go Wo) and then read

the rele/ant infor#ation (oards )ed p&t &nderneath* C&t there )as a ne) di#ensionto this e'hi(ition that si#pl! hadnt en/isaged* People felt as if the! )ere tra/elling

(a"k in ti#e. (e"a&se here the! "o&ld see for the#sel/es the realit! of da#age to a

sailing ship on the high seas t)o "ent&ries ago* =o& "an

see this great rent. )hi"h is a(o&t eight #etres deep in the "entre. and as !o& go

"loser to the "loth. not onl! do !o& get this sort of shine on the "loth itself. and !o& "an

see ho) its aged and "olo&red. (&t at /ario&s points there are g&npo)der stains of

shots that #&st ha/e passed thro&gh it. so again theres the realit!* This isnt &st a

te't(ook or a "o#p&ter ga#e a(o&t histor! for !o& to look at. this is the***

&a$e


&a$e

PRT 2 5o% (ill hear a short tal' abo%t a bird of prey called the 'estrel@ 0or K%estions 9 to 1# complete the sentences (ith a (ord or short phrase@


&a$e

tone

nter/ie)er7 Toda! )ere /er! pleased to )el"o#e Sean Pear"e. fro# the Critish ;at&re Tr&st. )ho is

going to talk a(o&t one of the #ost (ea&tif&l (irds to (e seen in Critain7 the kestrel*

Sean***

Sean Pear"e7 Thank !o&* # here to la&n"h the Tr&sts p&(li"it! "a#paign* Re"ent. relati/el! s#all

s"ale resear"h )e/e "arried o&t is indi"ating a signifi"ant de"line in kestrel n&#(ers

and (asi"all! )ere asking the p&(li" to help &s get o&r statisti"s e/en #ore a""&rate*

C&t first. let #e gi/e !o& a fe) fa"ts on the (ird to help in sighting and a little

(a"kgro&nd infor#ation and an e'planation of the "a&se of so#e of its pro(le#s* The

kestrel its &n&s&al na#e "o#es fro# the old $ren"h for a rattle and that refers not

to the fl&ttering )ing #o/e#ent (&t to its "r!* This is /er! distin"ti/e* t has the"apa"it! to hang in the air for long periods )ith its )ings /i(rating so rapidl! !o& "an

hardl! see the #o/e#ent* This is a pi"t&re of a #at&re #ale ho/ering* ;oti"e its

(ea&tif&l pl&#age in different shades of (ro)n and "rea# and its easil! re"ognised

fl&ted tail the pi"t&re is reprod&"ed for !o& in the s&r/e! #aterial to help in

identifi"ation*

;o). (efore the di/ersifi"ation of their ha(itat in the last h&ndred !ears or so.

kestrels )ere solel! to (e fo&nd nesting on "liff fa"es and their #ain pre! )as the /ole

a s#all #o&selike "reat&re in the "o&ntr!side (&t )hi"h no) )ill (e &nfa#iliar to

#an! of !o&* C&t. now, kestrels are in"reasingl! #aking their ho#e in to)ns )here

the!re not an &n"o##on sight these da!s. the! settle on the )indo) sills of ho&ses.

sk!s"rapers et"* ;o). t&rning to food in this ne- ha(itat. the! depend not on their

r&ral staple of /oles. )ho dont appear to do /er! )ell in this setting. (&t on )hi"he/er

s#all rodents the! "an find. and these are to (e

40

Presenter7

Ro(in da#s7

&est 8ey

fo&nd in a(&ndan"e* estrels ha/e also fo&nd a /ia(le ha(itat in &pland areas. #ainl!

the preser/e of sheep far#ing. )hi"h is pro/ing to (e a pro(le#. as )e shall see*

estrels ha/e a"t&all! (een kno)n to (e highl! s&""essf&l in keeping &p their

n&#(ers o/er the !ears (e"a&se of their nota(le a(ilit! to %&i"kl! repop&late* <o) this

)orks is si#ple the! arent dependent on one lo"ale and "an grad&all! #o/e to )here

the ha(itat is #ore fa/o&ra(le* C&t this is onl! effe"ti/e )hen pro(le#s affe"t a s#all

nter/ie)er7 We )el"o#e toda! Professor -eorge a/ies fro# the Uni/ersit! of Wales*

Professor a/ies is an e'pert on so"iet! in si'teenth"ent&r! England. the ti#e of F&een EliQa(eth

the $irst and. of "o&rse. Shakespeare* So ho) )o&ld !o& "ategorise so"iet! at that ti#e* Professor>

Professor7 Well. it )as "ertainl! a so"iet! &ndergoing dra#ati" "hanges in )hi"h there )as an

e'plosion of interest in the lang&age. e/en tho&gh the printed )ord hadnt (e"o#e &ni/ersall!

a/aila(le* We dont %&ite kno) e'a"tl! ho) #an! people "o&ld read and )rite (&t litera"! )o&ld not

&est 8ey



the ha(itat is #ore fa/o&ra(le* C&t this is onl! effe"ti/e )hen pro(le#s affe"t a s#all

area* iffi"&lties at a #a"ro le/el are no) (eginning to affe"t the#* $or e'a#ple.

&pland kestrels s&ffer d&e to in"reasing sheep densities* Their graQing de"reases the

/egetation )hi"h pro/ides "o/er for the #ain &pland kestrel food. the /ole. )hi"h of

"o&rse. in t&rn #eans a large pop&lation of the (irds of pre! "annot (e #aintained*

These pro(le#s ha/e (een "o#po&nded (! long periods of hea/! pre"ipitation #ainl! rain. (&t also sno). )hi"h "a&ses nesting diffi"&lties*

;o) lets ha/e a look at so#e of the pop&lation statisti"s* E'"&se #e. there are

tho&ght to (e in the region of 50.000 (reeding pairs thats 100.000 ad&lts left in the

U. )hi"h #eans. )ith an a/erage of three offspring per pair. "ir"a 250.000 (irds* C&t

kestrels ha/e a relati/el! lo) s&r/i/al rate )hen !o&ng. )hi"h helps "&shion e'tre#es

in pop&lation a (&iltin "ontrol. if !o& like* ?nl! a proportion s&r/i/e #an!

s&""&#(ing in infan"! (e"a&se of their parents deli(erate negle"t* ;o). (e"a&se of

the "hanges #entioned earlier. the pop&lation is falling f&rther and )ill soon. )e

(elie/e. not (e a(le to re"o/er* So#ething (ust (e done and thats )here the p&(li"

"o#e in

What )e ask of !o& is to take t)o or three of these sighting for#s. ll pass so#e o&t

in a #o#ent. (&t ll also lea/e a pile at the (a"k. )hi"h !o& "an fill in )hen !o& ha/e a

sighting* The! ask for infor#ation a(o&t n&#(ers. ti#ing and. crucially, lo"ation* There

is a pi"t&re. as pro#ised. and si#ple diagra##ati" infor#ation to help !o& esta(lish

)hether )hat !o& ha/e seen is reall! a kestrel and not "onf&se it )ith. for e'a#ple. a

peregrine fal"on*

Thank !o& /er! #&"h indeed for !o&r ti#e and attention* hope !o&ll (e a(le to

help &s*

`pa&se

)o( yo%3ll hear ,art &(o again@

tone

The recording is repeated*

pa&se



`pa&se

PRT 2 5o% (ill hear the historian /eorge <avies tal'ing abo%t society and the

theatre in England in the time of illiam Sha'espeare@ 0or K%estions 1 $

to 22 choose the ans(er O . C or < (hich fits best according to (hat

yo% hear@


&a$e

tone

ha/e e'tended to all le/els of so"iet!* So#e historians "all it an illiterate so"iet!. (&t that see#s rather

peorati/e* ;o. the (est )a! of p&tting it. in #! /ie). is to refer to it as a preliterate so"iet!. like #ost

so"ieties that ha/e e/er (een on the planet* n fa"t o&r so"iet!. in )hi"h )e tend to e'pe"t e/er!(od!

to (e literate. is the one )hi"h is o&t of step*

nter/ie)er7 So ho) did this prelitera"! affe"t a(ilit! to "o##&ni"ate at that ti#e> Professor7 Whatit #eant )as that the pri#e for# of "o##&ni"ation )as dire"t spee"h. fa"e to fa"e. )hi"h #eans

"o##&ni"ation in/ol/ing the (od!. the stan"e. the distan"e (et)een people* t also #eant that

people )ere #&"h #ore finel! t&ned to the spoken )ord. the! "o&ld take in #ore of it. the! "o&ld

listen in a #ore a"&te )a!* ts therefore %&ite nat&ral that the art for# )hi"h "orresponds to that

parti"&lar sit&ation sho&ld (e dra#a*

nter/ie)er7 ?ne thing that has al)a!s p&QQled #e is )here did the a"tors in the si'teenth "ent&r!

learn their "raft> Were there an! dra#a s"hools then> Professor7 Well. Shakespeares a"tors. the

(o!s and the older #en in his "o#pan!. didnt a"t&all! ha/e an! a"ting training (efore the! oined

his "o#pan!* =o& see. in Shakespeares da! !o& learned !o&r s"hool )ork (! repeating it o&t lo&d

all da! long* The arts of orator! and rhetori" )ere part of !o&r nor#al ed&"ation and the! )ere also

the #eans (! )hi"h !o& learned* So the! had )onderf&l /oi"e training. )hi"h ena(led the# to

de/elop an indi/id&al st!le*

nter/ie)er7 /e al)a!s tho&ght of the EliQa(ethan so"iet! as one that re/elled in its /oi"e. that at its

heart delighted in gi/ing /oi"e to )ords* Wo&ld that (e "orre"t> Professor7 )o&ld "ertainl! think

that the at#osphere in the a/erage theatre of the ti#e

)o&ld s&rprise &s toda!* (elie/e it )o&ld so&nd and feel #ore like a present da!foot(all gro&nd n a #odern theatre theres a sort of re/erential h&sh as the darkness

des"ends and )e feel. !o& kno). that )ere in so#e sort of te#ple de/oted to the

)orship of great art* C&t then. the at#osphere )o&ld ha/e (een #&"h noisier*

Re#e#(er Shakespeare and his "onte#poraries had theatres )hi"h )ere open to the

sk!. and so the noise of the "it!. the sho&ts of the street sellers. the neighing of horses

and so forth )o&ld add to and #i' )ith the so&nds of the stage and indeed. in #!

/ie). )o&ld "o##ent on the#*

nter/ie)er7 So. in the sa#e )a!. this )as not a )orld for the sh! or the softl! spoken> Professor7

;ot at all* Peoples /oi"es in the si'teenth "ent&r!. it see#s to #e. )o&ldnt ha/e (een geared to the

e'"hange of inti#ate re/elations a(o&t the self* This is a notion of speaking that is a t)entieth

"ent&r! "on"ept. as is o&r notion that a pla! sho&ld gi/e !o& the inti#ate. personal feelings of the

a&thor or of a "hara"ter on the stage* Then. art )as largel! a(o&t e'ternal iss&es. ho) a "o&ntr!

sho&ld (e go/erned. ho) one sho&ld deal )ith re(ellion. %&estions of that order*

144

&est 8ey

nter/ie)er7 $as"inating. Professor* d like at this point to (ring in another speaker -!o is going to

tell &s a(o&t EliQa(ethan "o&rt life and ho) Shakespeare***

&a$e


tone

sa!. #ight gi/e !o& fresh ideas that !o& "an appl! in tea"hing English or #aths* ,lare7 /e

al)a!s fo&nd it a real e!eopener talking to other English tea"hers* Ce"a&se peoples

approa"hes to tea"hing the sa#e s&(e"t "an /ar! so #&"h* so#eti#es feel # not on the

sa#e )a/elength as s"ien"e tea"hers

To#7 ?h ,lare. honestl!

,lare7 Well #a!(e # e'aggerating a (it. (&t !o& kno) )hat #ean* To#7 "t&all!

&est 8ey




&a$e



&a$e

PRT 4 5o% (ill hear a conversation in (hich Clare and &om (ho teach English to

foreign st%dents at the same lang%age school disc%ss &om3s first (ee' at

the school@ 0or K%estions 2 to 2$ decide (hether the opinions are

expressed by only one o f the spea'ers or (hether the spea'ers agree@

rite C for Clare T for &om or P for both (here they agree@


&a$e

tone

,lare7 <ello. To#* <o) are !o& finding tea"hing here>

To#7 Cit earl! to sa!. reall!. ,lare* C&t get the odd feeling that so#eho) the s"hools

s&""essf&l despite itself*,lare7 <o) do !o& #ean>

To#7 Well. it clai(s to (e reall! &ptodate. (&t the (&ildings and f&rnit&re ha/e seen

(etter da!s. and the e%&ip#ents on its last legs. !et a#aQingl! the st&dents see#

happ!*

,lare7 +a!(e the good at#osphere is partl! -ecause the (&ilding and things arent &p to

#&"h* People dont feel the! al)a!s ha/e to (e on their (est (eha/io&r* To#7 That &st

so&nds like an e'"&se for (eing an alsoran These da!s !o& "ant "o#pete &nless !o& "an

reall! pro/ide the (est* Thats the tro&(le )ith these s#all fa#il!o)ned s"hools*'o #an! of

the o)ners still see# to (e in the ark ges*

,lare7 n )hat )a!>

To#7 The! see# to (elie/e that if the tea"hings good eno&gh. the!ll get st&dents. (&t

%&alit! doesnt sell itself these da!s. if it e/er did* ,lare7 Thats (e"a&se #ost of the st&dents

"o#e thro&gh )ord of #o&th* Tho&gh dont kno) ho) long thatll keep the s"hool going* 'o

#an! other s"hools ha/e reall! good #arketing #a"hines* C&t s&ppose )ere going to ha/e to

(ite the (&llet* do&(t if therell (e a pla"e #&"h longer for fa#il!o)ned s"hools. the )a!

things are going. )ith so #an! (eing taken o/er (! large "o#panies that o)n se/eral s"hools*

To#7 o !o& think theres a "han"e of s&r/i/ing if the! find a ni"he> ,lare7

Like English for (&siness. or for &ni/ersit!. !o& #ean> To#7 =es*

,lare7 Thats a point* There are so#e /er! s&""essf&l ones that ha/e sta!ed oneoffs* To#7 Well. their

da!s are n&#(ered if !o& ask #e* +ore and #ore are (eing (o&ght (! "o#panies*

,lare7 =es* So#e "o#panies see# to offer a )hole range of s&(e"ts. not &st English* To#7 think thats

good. (e"a&se the! "an (ring together a #i't&re of tea"hers of different s&(e"ts*

,lare7 Thats all /er! )ell. (&t it doesnt do #&"h for !o&r professional de/elop#ent. does it>

To#7 S&rel! it gi/es a different perspe"ti/e on the "lassroo#> geograph! tea"her.

so#eti#es feel that a(o&t "lasses. !o& kno)> nd feel its #! role as

the tea"her to #ake s&re )e get on all right. (&t "ant al)a!s do it* ,lare7 S&rel! it

depends on the "lass too> Ea"h "lass de/elops its o)n "&lt&re. and !o&

#a! not (e a(le to do an!thing a(o&t it* =o& &st ha/e to a""ept that !o& dont get

on )ith e/er! "lass*To#7 re"kon thats a (it of a "opo&t. reall!* # s&re !o& o&ght to (e fle'i(le eno&gh to

deal )ith an! "lass effe"ti/el!. (&t "ant al)a!s do it* ,lare7 +a!(e it "o#es )ith

e'perien"e* o !o& think !o&ll sta! here long> To#7 epends ho) it pans o&t* need to

(elie/e # doing so#ething )orth)hile. e/en

if the #one! isnt (rilliant* hope that "o#es. )hen /e had a "han"e to get

settled*

,lare7 t doesnt #atter that #&"h to #e. s&ppose. (e"a&se p&t a lot of energ! into other

things* So "o&ld p&t &p )ith %&ite a lot. as long as /e got eno&gh to li/e on. of

"o&rse*

To#7 +#* )ish had the ti#e for other things* # s&re***

&a$e


tone

T!e recording i re&eated8&a$e





to finish in time@

I &a$e I


&a$e



14Z4H

&est 4 8ey

&est 4 8ey

Pa,!* ' R!ad)n" .) !o$r &/ min


eciting !oliday8

-ange

;ang$age of decri&tion% narration% e:al$ation and recommendation8 ppropriacy

o f register and format

Formal7informal regiter a&&ro&riate for a re:ie- in a college maga3ine8 Regiter

m$t be conitent t!ro$g!o$t8

$te



" C 2 * D 0 A 4 C H A

## D #" C #2 C #* # A # D #4 IL


#H C "+ D "# "" A "2 "* A " G " A ,art Kt-o mar. for eac! correct

an-erL

"0 U "4 C "H ^ 2+ 2# G 2" A 22 D ,art 4 Kt-o mar. for

eac! correct an-erL

2* 2 2 #L 20 24 C 2H C *+ A

Paper ( Writing - i !o$rL


>%estion 17 0ast food resta%rant

Content MaQor

&oint6

Dic$ion of6 T!e ad:antage :er$ t!e dra-bac.% e8g8 enco$raging more &eo&le to :iit t!e to-n

t!e &oible increae in re:en$e t!e interet generated in local !itory

-ange

;ang$age for e&reing and $&&orting :ie-% and for ma.ing recornmendati


A&&ro&riate format for a &ro&oal / may ma.e $e of !eading8


Idea organied and -ell/tr$ct$red8AdeS$ate $e of &aragra&!ing and lin.ing8

&arget reader T!e local co$ncil -o$ld $ndertand t!e -riter :ie-&oint8

>%estion 27 -evie( of an advent%re holiday

Content

Decri&tion of t!e ad:ent$re !oliday% -it! reference to e&loring intereting

&lace% meeting different &eo&le and e&eriencing a different lifetyle% a -ell

a ome .ind of recommendation% rele:ant to t$dent -anting a c!ea& b$t

g


Clear de:elo&ment of idea -it! adeS$ate $e of lin.ing and &aragra&!ing% and

&oible $e of !eading8

&arget reader ,o$ld be informed abo$t t!e !oliday8

,o$ld be able to decide -!et!er or not it -a a !oliday t!ey -o$ld -ant to

e&erience8

>%estion 7 *mproving ed%cation in yo%r co%ntry Content

Decri&tion of &reent &ro:iion of ed$cation% -it! an analyi and e:al$ation of

area t!at co$ld be im&ro:ed% follo-ed by concrete $ggetion for bringing abo$t

im&ro:ement8

-ange

;ang$age of decri&tion% analyi% $ggetion and

recommendation8 ppropriacy of register and format

Regiter and format a&&ro&riate for a &ro&oal / may ma.e $e of ection

!eading8

Regiter m$t be conitent t!ro$g!o$t8


Clear organiation of content -it! adeS$ate $e of lin.ing and &aragra&!ing8

&arget reader

T!e Miniter -o$ld !a:e a clear $ndertanding of t!e idea &$t for-ard8

>%estion 47 *3ve al(ays (anted to learn ho( to@@@3 Content

Decri&tion of t!e &artic$lar .ill t!e -riter -ant to acS$ire% &l$ an e&lanation

of -!at i attracti:e abo$t t!i .ill8 Decri&tion of -!at t!e -riter -o$ld do -it!

t!i .ill8

-ange

;ang$age of decri&tion8

#*HH+

&est 4 8ey


Regiter and format a&&ro&riate for a maga3ine article8 Poible $e of ection

!eading8

Irganisation and cohesionIdea clearly organied8 AdeS$ate $e of &aragra&!ing and lin.ing8

&arget reader


Regiter a&&ro&riate to an article for a literary maga3ine8


Clear &reentation and de:elo&ment of idea8 T!e acco$nt of t!e t!ree :iit can

be dealt -it! toget!er or e&arately8 A&&ro&riate lin.ing and &aragra&!ing

reS$ired8 Clear concl$ion8

&arget reader

&est 4 8ey



,o$ld !a:e a clear idea of -!at .ill t!e -riter -anted to learn and -!at t!ey

-o$ld do -it! it8


Clear reference to t!e boo. c!oen8Recommendation of t!e boo. leading to em&!ai on &ortrayal of Aleander and!i relation!i& -it! !i mot!er% M$riel% and -it! Macon8

-ange

;ang$age of decri&tion% narration and recommendation8 'ome lang$age of

decri&tion and narration relating to t!e c!aracter in S$etion and t!eir

relation!i&8


Formal letter8


Clear &reentation and de:elo&ment of idea -it! a&&ro&riate lin.ing of

&aragra&! from t!e introd$ction to t!e main body of t!e letter and t!e

concl$ion8

&arget reader ,o$ld .no- -!et!er t!e no:el -o$ld be $itable for t!e &ro&oed e!ibition8

>%estion "Ob7 &he <ay o f the &riffids Content


Decri&tion of t!e dramatic e:ent in t!e tory% and a decri&tion of t!e im&act on

t!e c!aracter8

-ange;ang$age of decri&tion and narration8

ppropriacy of register and format Conitent and a&&ro&riate tyle for t!at of a re&ort8


Clear &reentation and de:elo&ment of idea% -it! a&&ro&riate lin.ing and

&aragra&!ing8 May ma.e $e of ection !eading8 Clear concl$ion8

&arget reader ,o$ld be informed abo$t t!e e:ent and c!aracter in t!e no:el8

>%estion "Oc7 I%r an in =avana

Content Cloe reference to t!e boo. c!oen8

Reference to !o- t!e relation!i& de:elo& o:er t!e t!ree :iit ,ormold ma.eto Dr 5aelbac!er flat8

-ange


&arget reader

,o$ld !a:e a clear idea of t!e c!aracter of ,ormold and Dr 5aelbac!er% and!o- t!eir relation!i& de:elo&8

Pa,!* & Us! o+ En")sh .) !o$r &/ min$teL


# to 2 it 2 gi:ing 7 conidering * b$t 7 yet 7 KalLt!o$g! more &$t 0 De&ite 2 -it! 9 into #+ addition ## !o$ld

#" a #2 not #* one # far


# tec!nological #0 anietie #4 $nS$etionably #H a$m&tion "+

detr$cti:e "# o:er-!elmingly "" being "2 &eimitically "*im&erfection " !eig!t


" cleared "0 tate "4 et "H remain 2+ claimed 2# fall


"+being dri:en by Pa$l on K#L W at t!e time K#L

"+0it not been for Nic. ad:ice K#L W I -o$ld 7 Id K#L

"+4no &oint 7 time 7 tage K#L W did t!e &olice Kact$ally L Ke:erL acc$e K#L

"+Hm$c! 7 a lot 7 a great deal to c!ooe K#L W bet-een Keit!er ofL K#L

"#+i a total ban K#L W on Kyo$ 7 yo$rL mo.ing K#L

"##ma.e K#L W no difference to enny K#L

"#"im&ro:ement K#L W in t!e -ay t!e football team &layed 7 &erformed K#L

"#2ingled o$t t!e c!ool library K#L W for criticim K#L

#+ H#

&est 4 8ey


"#*doom/monger

"#t!e -ay in -!ic! old Qob are re&laced by a greater n$mber of ne-

Qob beca$e of c!ange in tec!nology

"#inno:ation

"#0Bill eem to be :ery intereted in ne- tec!nologie% o it a $r&rie to find !e

t!i !i ! i ld f !i d

&here (ill no( be a pa%se@ 5o% m%st as' any K%estions no( beca%se yo%

m%st not spea' d%ring the test@

&a$e


&a$e

&est 4 8ey



$e omet!ing -!ic! i o old/fa!ioned

"#4Kone mar. for eac! content &oint% $& to ten mar. for $mmary .illL

T!e &aragra&! !o$ld incl$de t!e follo-ing &oint6

i tec!nology doent necearily lead to $nem&loyment

"#Htec!nology doent lead to lo- income""+ne- tec!nologie dont com&letely re&lace old one

""#&eo&le ometime &refer to .ee& old tec!nologie

Njm 4 Listening K*+ min$te a&&roimatelyL ,art #


# c " 2 * A C A 0 4 A ,art 2 Kone

mar. for eac! correct an-erL

H field training #+ tent ## :olcano Kcalled Mo$nt Ereb$L

#" Kflat KandL -!iteL &lain #2 roof Kmade o$t of lot of no-L#* laboratorie # mont! alary # clot!ing 7 clot!e Kon di&layL

"""!eroic fail$re

,art Kone mar. for eac! correct an-erL

""2 #H A "+ D "# C "" C


"2 "* " " "0 "4 F



*3ll introd%ce each part of the test and give yo% time to loo' at the

K%estions@

t the start of each piece yo%3ll hear this

so%nd7 tone


-emember (hile yo%3re listening (rite yo%r ans(ers on the K%estion

paper@

5o%3ll have five min%tes at the end of the test to copy yo%r ans(ers

onto the separate ans(er sheet@

PRT # 5o%3ll hear fo%r different extracts@ 0or K%estions 1 to $ choose the ans(er



Etract # &a$e

tone

nd no) to #eri"an "o#poser ,arl R&ggles. )ho is still. !ears after his death. a total

enig#a* <e )orked at an in"redi(l! slo) pa"e. dis"arded far #ore than he kept. and

has left &s (arel! eno&gh )orks to fill t)o ,s* R&ggles (! na#e and r&gged (!

nat&re. he )as tr&l! a #an of the great o&tdoors* nd he )as ne/er one to #in"e his

)ords )hen "o##enting on his fello) #&si"ians* <e said of the $ren"h "o#poser

e(&ss!. Theres nothing )rong )ith hi# that t)o )eeks in the open air )o&ldnt

"&re and of the great ro#anti" -er#an "o#poser Crah#s. Wh! does he al)a!s hide

(ehind all those #&si"al de/i"es> Wh! doesnt he "o#e o&t and sho) &s hes a #an>

<ere no) is an or"hestral pie"e of his. "alled +en and ngels* t has a "he%&ered

histor!. as R&ggles originall! )rote it in 1920 and then destro!ed parts of it. so it )as

later re/ised* t is pla!ed here (! #e#(ers of the***

&a$e

tone


&a$e

Etract " &a$e tone

*** its a $ren"h no/el. a )orth! first no/el. and )as fas"inated )ith this (e"a&se its

a(o&t the friendship (et)een t)o )o#en. so#ething )hi"h isnt often )ritten a(o&t.

and also t)o /er! different )o#en* The narrator is in her thirties )ith t)o "hildren. and

she )rites for a li/ing and needs a (a(!sitter* The girl she )inds &p )ith. )ho "o#es

to her thro&gh /ario&s friends. "o&ld not (e #ore different* So its a no/el a(o&t

differen"esA the girl. )ho is seen to (e fe"kless and la"king in an! sense of d&t!. and

the narrator. )ho is (o&nd &p in her )ork to the e'"l&sion of /irt&all! e/er!thing else*

ltho&gh that leads !o& to the %&estion of the nat&re. #ean. )hat is )ork>

H" #2

&est 4 8ey

The the#es reall! eno!ed (&t. &nfort&natel!. dont think the translation )orks

"ant get an! sense of the )o#ens so"ial "onte't felt the! )ere lo"ked in a

(ea&tif&l )hite "&(e so#e)here and that. if onl! &nderstood )here the! )ere.

#ight ha/e a (etter handle on the#* feel the translator )as too "on"erned )ith

p&tting his o)n sta#p on the )ork*

&a$e

t

Well. dont think an!one )o&ld pa! to see a fil# of #! life*

&a$e

tone


&a$e

3est 4 8ey



tone


&a$e

Etract & &a$e tone

So"iologi"all! speaking. (ags are an interesting feat&re of #odern so"iet!* <o) )e

"arr! the# is i#portant* The!re "arried in the hand. on the "rook of the ar#. o/er the

sho&lder. on the (a"k. in the for# of po"kets* Cags in fa"t are a )a! of keeping and

displa!ing "onne"tions (et)een o&r front and other parts of &s. less /isi(le. #ore

/&lnera(le* re"ent trend on the <igh Street )as for girls to )ear e'%&isitel!

f&n"tionless little r&"ksa"ks in the #iddle of their (a"ks*

We often "arr! o&r "ash. "redit "ards and other /al&a(les in (ags of one for# or

another. so the! can sho) )ealth and (&!ing po)er* <o)e/er. the! also s!#(olise

po/ert! and red&ndan"!* The e'pression to gi/e so#eone the sa"k pro(a(l! dates

fro# 1Zth "ent&r! $ran"e* n those da!s )ork#en pro/ided their o)n tools and

"arried the# in a (ag. sac in $ren"h. )hi"h the! took a)a! )ith the# &pon lea/ing*

So the )ord sac! e/ol/ed fro# referring to the "ontainer for the )ork#ans priQed

possessions. to the asso"iated a"tion of lea/ing a o(. )ith the e#phasis on

unwilling depart&re*

&a$e

tone


&a$e

Etract * &a$e tone

=o& kno) dont reall! eno! going to the "ine#a an!#ore* #ean the! spend #illions no) on #aking

fil#s and for )hat>

+##. that le/el of e'pendit&re see#s to pa! di/idends* ,ine#a a&dien"es ha/e "hanged.

and it looks to #e as if #ost fil#s &st tr! to appeal to #ass a&dien"es* =es. the! see# to

#ake the# to a for#at*

ts ?h. a disaster to o/er"o#e and then all li/e happil! e/er after* n!thing re#otel!

sophisti"ated ne/er #akes it to the s"reen*

Well. the! sa! "ine#a a&dien"es ha/e "hanged and it looks to #e as if the!re &sttr!ing to appeal to the lo)est "o##on deno#inator* +ind !o&. !o& still get a good

"rossse"tion going*+an7 The ones do eno! are (ased on tr&elife stories* t least !o& feel !o&re seeing

so#ething real*

Wo#an7 <##*** # not s&re a(o&t that* The! al)a!s t)ist the fa"ts to #ake it #ore e'"iting

s&ppose*

+an7 =eah. (&t (et the! do it (e"a&se other)ise an!(od! in the stor! )ho is still

aro&nd "o&ld see the#sel/es reall! (adl! set &p on s"reen and )o&ld pro(a(l! take the# to

"o&rt. )laughs* Wo#an7 =es*** n!)a!. real life is &st #&"h #ore #&ndane. isnt it> +an7


)o( t%rn to ,art &(o@ &a$e

PRT 5o% (ill hear a scientist tal'ing abo%t his first visit to the ntarctic@ 0or K%estions 9 to 1# complete the sentences (ith a (ord or short phrase@


&a$e

tone

Presenter7 oQens of s"ientists tra/el to the ntar"ti" e/er! !ear to gather infor#ation on a range

of s&(e"ts* Ri"hard <ollingha# is one of those s"ientists and hes here toda! to tell &s a(o&t his

first trip so&th and the s&r/i/al "o&rse he and all other s"ientists ha/e to go thro&gh )hen the!

arri/e in the ntar"ti"* Ri"hard7 Well. the first da! )as spent getting a""&sto#ed to the s&(Qero

te#perat&res. )hi"h #eant sliding do)n a gla"ier on o&r (otto#s follo)ed (! a night sleeping o&t

on the sno)* This is )hat the! "all field training and an!one )ho has to spend signifi"ant periods

of ti#e )orking a)a! fro# the #ain (ases has to do it* nd reall! needed this training (e"a&se

on that first trip )as heading to an area of sea i"e. )here )o&ld ha/e to spend three #onths. in

a tent ,an !o& i#agine> This )as going to (e %&ite an e'perien"e*

n!)a!. the setting for o&r first da!s training )as in the shado) of +o&nt Ere(&s. a

/ol"ano on the edge of the Ross "e shelf* When )as there. a fe) )isps of

s&lph&ro&s s#oke rose fro# the s&##it of the "rater* Cehind &s )as a gla"ier and

ahead a flat )hite plain )hi"h )ent all the )a! to the So&th Pole* The first da!s

training "&l#inated in the "onstr&"tion of sno) shelters* We )ere l&"k! )ith the

)eather* t )as aro&nd #in&s ten and (right s&n* There )ere t)el/e of &s on this

"o&rse and )e split into tea#s and ea"h tea# opted for a different t!pe of shelter* The

,anadians "hose the igloo t!pe. the ;e) bealanders the dig thro&gh a pile of sno)

option and )e )ent for a tren"h* We foolishl! tho&ght it )o&ld (e the easiest* So )e

set to )ork and after a "o&ple of ho&rs. it )as (ea&tif&l. it )as

#

Wo#an7

+an7

Wo#an7

+an7

Wo#an7

&est 4 8ey

deep and long (&t &nfort&natel! far too )ide* E/er!one else had reso&nding s&""ess

)ith their efforts (&t )e )ere #isera(le fail&res* The idea )as that )hat )ed d&g

sho&ld then (e a(le to take a roof. (&t no #atter ho) hard )e tried. )e "o&ldnt get

eno&gh sno) in (lo"ks to (ridge the gap* So in the end all )e had )as a long hole and

thats ho) )e "a#e to sleep o&tside at night in one of the "oldest pla"es in the )orld*

This )asnt e'a"tl! the start )ed hoped for and )e )istf&ll! re#e#(ered )hat )ed

seen of (ase "a#p at +"+&rdo"h So&ndA it )as #ore like a to)n* ?f "o&rse. there are

the la(oratories. (&t its e/en got "a(le tele/ision* So"iet! on (ase is fas"inating*

Th (l k k t i h t t fi t lik l thi Thi lik

Presenter7

Ti# Bar#an7

Presenter7

n 190 Ti# Bar#an left a "o#forta(le &ni/ersit! post for the insal&(rio&s ;orthdo)n

"o&n"il estate. )here ho&sing is pro/ided for the &ne#plo!ed and those )ith lo)

in"o#es* <ere he set &p a proe"t to pro/ide !o&th a#enities* Ti#. )h! did !o& gi/e

&p !o&r position at a &ni/ersit! for a o( on an estate> Well. )as )riting a (ook a(o&t

so"ial poli"! at the ti#e. and felt a (it of a h!po"rite )riting a(o&t po/ert!. telling

people )ho )ork )ith the &nderpri/ileged )hat to do and not doing it #!self* So

#anaged to get a grant fro# a "harit!. )ho helped #e set &p the ;orthdo)n Proe"t*

When !o& got there. !o& #o/ed into a ho&se. an old do"tors s&rger!> =es* didnt

ll k h t i t d t th t i t ( t d i th



Theres a (la"k #arket in )hat at first see# /er! &nlikel! things* Things like

ne)spapers and #ineral )ater "an "hange hands for "onsidera(le a#o&nts of #one!A

theres a r&#o&r that salad greens. the #ost so&ghtafter thing )hi"h are onl!

o""asionall! shipped in. "an fet"h &p to a #onths salar! for a dinners )orth*

The )hole area aro&nd the (ase "a#p is f&ll of re#inders of so#e of the earlieste'plorers to that regionA people like the Critish e'plorers. Sha"kleton and S"ott* n fa"t.

a fe) #iles &p the "oast. the h&t )hi"h Sha"kleton and S"ott sta!ed in has still got the

"lothing the! )ore on displa!* $&rther on again. theres a (ase "alled the S"ott Case

and its f&ll of photographs of hi#. !o& kno) he lost his life on the ret&rn o&rne! fro#

the So&th Pole* The odd thing is there are no pi"t&res of the #an )ho a"t&all! got to

the So&th Pole first. a ;or)egian "alled #&ndsen* p&t this to a ;or)egian on o&r

s&r/i/al "o&rse and he said #&ndsen #ade it all look so eas! )hereas S"ott had

#ade it look #&"h harder. the st&ff of legends* So )e "arried on that Critish tradition of

#aking things see# hard* ?&r training offi"er la(elled &s the heroi" fail&res (e"a&se

hed ne/er seen an!(od! get a shelter so )rong despite p&tting so #&"h effort into it*

`pa&se

)o( yo%3ll hear ,art &(o again@ tone

`The re"ording is repeated* `pa&se


)o( t%rn to ,art &hree@ `pa&se

5o% (ill hear part o f a radio intervie( (ith a social (or'er@ 0or K%estions

1$ to 22 choose the ans(er O . C or < (hich fits best according to (hat

yo% hear@


`pa&se

tone

Presenter7

Ti# Bar#an7

Presenter7

Ti# Bar#an7

Presenter7

Ti# Bar#an7

Presenter7

Ti# Bar#an7

Presenter7

reall! kno) )hat )as going to do. e'"ept that )as going to (e rooted in the

"o##&nit!* )as fort&nate in #aking a friendship )ith a lo"al teenager* We &st

kno"ked on doors. and said. What do you think )e sho&ld do> +ost people said. o

so#ething a(o&t the kids in the street* The kids in the street )ere sa!ing. ts (oring.

)e need things to do. and o&t of that "a#e /er! e'tensi/e !o&th "l&(s. )hi"h for the

first fe) !ears. in fa"t. #et in #! ho&se* What did the !o&ngsters do there>

Der! ordinar! things* =o& kno). ta(letennis. snooker. (all ga#es* t )as /er!

"ro)ded in #! ho&se. of "o&rse. and later on )e fo&nd so#e)here larger* C&t think

the essen"e )as that it )as their pla"e* nd there )as an old greenho&se. &st a lean

to against o&r ho&se. and a(o&t 15 teenagers took that o/er as their den* nd the!

"a#e e/er! night and #et &p )ith their friends there* So the! )ere kept o&t of tro&(le.

(&t the! )erent ha/ing ad&lts (reathing do)n their ne"k* Thats )hat "o&nted. think*

fter 10 !ears there. !o& #o/ed a)a!. (&t !o& )ent (a"k to ;orthdo)n later. didnt

!o&. to see ho) these teenagers had got on> Whatd happened to the#> Well. d

fo&nd a )a! of #eas&ring the likelihood of their getting into tro&(le* When the! first

"a#e to &s. #ost of the# )ere (ro&ght &p in diffi"&lt "ir"&#stan"es. had pro(le#s at

s"hool. )ere in tro&(le )ith the poli"e and so on* set &p a kind of risk ta(le and

)orked o&t that 39 )ere at high risk of f&t&re &ne#plo!#ent. "ri#e and &nsta(le

relationships* C&t the en"o&raging feat&re is that. no) in their 30s. the #aorit! of the

!o&ngsters ha/e kept o&t of tro&(le. are in )ork and eno! sta(le relationships* So thepredi"tion )as )rong. (e"a&se so#ething inter/ened to set things right* # not

"lai#ing o&r proe"t )as the )hole fa"tor. (e"a&se "learl! the a/aila(ilit! of o(s.

finding the right partner. #aking a good relationship )ere i#portant. (&t all the 50

!o&ngsters )e inter/ie)ed said the proe"t pla!ed a #aor part in their li/es*

So. is there a for#&la !o& think "o&ld (e applied else)here> =es. the longter# nat&re

of it. the "o#(ination of !o&th "l&(s and ha/ing so"ial )orkers resident in the area

)ho reall! get to kno) the !o&ng people* Thats the "ore of it* The tro&(le is. o&r kind

of proe"ts no longer in the #ainstrea#* +odern proe"ts are /er! different. (e"a&se

the a&thorities are #&"h keener on s)ift inter/ention. on targeting !o&ngsters )ith

pro(le#s. not treating the# on a neigh(o&rhood (asis. a %&i"k fi'. in other )ords*

kno) !o&re "riti"al of the initiati/es so#e go/ern#ents are adopting. gi/ing

people ad/i"e and "o&nselling on ho) to (e good parents*

`pa&se

H*

&est 4 8ey


tone

T!e recording i

re&eated8 &a$e


)o( t%rn to ,art 0o%r@ &a$e

s!ste# no). )hi"h think is %&ite a positi/e #o/e* +ar!7 oes that #ean the! take

dinosa&r skeletons and paintings ro&nd the "o&ntr! in a

/an

$rank7 t )o&ld need a /er! large /an for a dinosa&r ;o the! send so#e of their

"olle"tion. paintings et"* o&t to s"hools. li(raries. "o##&nit! "entres on te#porar!

loan*

+ar!7 ?h. see* Well. it is a long )a! to the (ig #&se&#s fro# little to)ns like this*

<##. s&ppose thats %&ite a "reati/e &se of reso&r"es*

$ k d d

&est 4 8ey



PART 4 5o% (ill hear part o f a conversation in (hich t(o neighbo%rs ary and

0ran' are disc%ssing c%rrent developments in m%se%ms@ 0or K%estions 2

to 2$ decide (hether the opinions are expressed by only one of thespea'ers or (hether the spea'ers agree@ rite H for ary 0 for 0ran' or

P for both (here they agree@


&a$e

tone

+ar!7 <o) )as !o&r )eekend. $rank> o an!thing ni"e> $rank7 =es +ar!. did a"t&all!* We

all )ent to the S"ien"e +&se&#* +ar!7 sho&ldnt think !o&r "hildren )ere /er! pleased at

(eing taken ro&nd a lot of d&st! e'hi(its*

$rank7 Well. kno) thats )hat people think. (&t lots of #&se&#s are reall! interesting

these da!s* +ar!7

Well. if !o& sa! so*

$rank7 kno) )h! !o&re s"epti"al* re#e#(er )hen #&se&#s &sed to (e &st ro) after

ro) of glass "a(inets f&ll of ro"ks or dead inse"ts***

+ar!7 rent the! still>$rank7 The!re #ore intera"ti/e no)* ids "an press (&ttons and to&"h things* ts reall!

"hildfriendl!* +ar!7 C&t tho&ght #&se&#s )ere for

learning* $rank7 Ed&"ation doesnt ha/e to (e d&ll or st&ff!.

does it>

+ar!7 ;ot no)ada!s. at an! rate* C&t )h! did !o& "hoose the S"ien"e +&se&#> =o&r "hildren

arent /er! keen on s"ien"e. are the!>

$rank7 Well. thats the point* )anted to gi/e the# so#e en"o&rage#ent. sort of s&gar the pill*

"t&all!. fo&nd the# a good (ooklet on the #&se&# in the lo"al li(rar! first and so

the! got interested in the e'hi(its (efore )e )ent*

+ar!7 That #&st ha/e (een helpf&l*

$rank7 +##. and it sa/es ti#e )hen !o& a"t&all! /isit. if !o& kno) )hat to fo"&s on* +ar!7

What a(o&t the "ost> +&se&#s "harge %&ite a lot no). dont the!> The! )ere all

free !ears ago. )hen took #! "hildren* $rank7 Well. thats all a (it &p in the air at

the #o#ent* So#e pla"es are still free. so#e

&st "harge ]1 for ad&lts. and so#e "harge %&ite a heft! s&#* +ar!7 "an see that "harging is

a thorn! iss&e* C&t the "olle"tions in #&se&#s are national assets* So e/er!one sho&ld (ea(le to ha/e e%&al a""ess to the#. sho&ldnt the!>

$rank7 There are other i#pli"ations. like the theor! that people are #ore likel! to /al&e

so#ething if the! ha/e to pa! for it* +ar!7 Urn. (&t lets look at p&(li" li(raries* The!re a national

reso&r"e too* $rank7 So>

+ar!7 Well. it )o&ld (e %&ite )rong if the lo"al a&thorities started "harging for a""ess to

the#. "lai#ing it )o&ld #ake "hildren appre"iate (ooks #ore* $rank7 C&t #&se&#s ha/e to p&t

on spe"ial e/ents to attra"t #ore people. (&t (ooks in a

li(rar! dont "hange that #&"h* nd !o& kno). so#e #&se&#s ha/e an o&trea"h

$rank7 ndeed*

+ar!7 What )as the (&ilding itself like> sa) a progra##e on TD a(o&t a ne) #&se&# in the

;orth. and the ar"hite"t&re )as lo/el!. /er! light and air!*

$rank7 nd # s&re the sort of (&ilding reall! infl&en"es ho) !o& e'perien"e the

"ontents*

+ar!7 Well. perhaps d (etter see the S"ien"e +&se&# for #!self*

&a$e


tone


&a$e





to finish in time@

&a$e


&a$e



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irk ?;E tetter onl! for ea"h %&estion* *HHHHHHHHHHHHHHHH

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9964

Ca#@*)d"! Un);!*s)$< P*!ss )s $h! on< o++)c)a ,%@)sh!* o+ CPE ,a,!*s +*o# UCLES 1

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o !o& )ant to approa"h the ,a#(ridge ,ertifi"ate of Profi"ien"! in English 8,PE: )ith

"onfiden"e> Then !o& need to fa#iliarise !o&rself thoro&ghl! )ith the ne) for#at and

"ontent of the re/ised e'a# and !o& need to pra"tise e'a#ination te"hni%&es &sing

gen&ine #aterial s&"h as these ,PE papers )hi"h ha/e (een spe"iall! prepared for

p&(li"ation (! the Uni/ersit! of ,a#(ridge Lo"al E'a#inations S!ndi"ate 8U,LES:* The!

pro/ide the #ost a&thenti" e'a#ination pra"ti"e a/aila(le*

Cambridge Certificate of Proficiency in English 2 "ontains7

fo&r #odel papers fro# U,LES )hi"h refle"t the #ost re"ent "hanges to the Profi"ien"!

e'a#



CERTIFICATE OF PROFICIENCY IN ENGL

an infor#ati/e introd&"tion )hi"h gi/es an o/er/ie) of the different papers and %&estion

t!pes

photo"opia(le ans)ers sheets so !o& "an pra"tise transferring !o&r ans)ers The

St&dents Cook )ith ans)ers edition also "ontains a "o#prehensi/e se"tion of

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DNi t S = 13 w S S)))*"n#(ridge*oi"

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61955298 Cambridge CPE Certificate of Proficiency in English 2

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Transcript of 61955298 Cambridge CPE Certificate of Proficiency in English 2