PTEG Level 3 May 2009 Pastpaper

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LABEL

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Team Leader’s use only

Surname Initial(s)

Signature

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Centre

No.

Candidate

No.

Question LeaveNumber Blank

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Paper Reference(s)

4132/01 4063/01

London Tests of EnglishLevel 3

May 2009

Time: 2 hours

Materials required for examination Items included with question papers

CD player Information sheets1 CD per 10 Candidates

Instructions to CandidatesYour candidate details:Step 1: Write your surname, initials and signature in the boxes at the top right of the page.Step 2: – If you have been given a label containing your details then stick it carefully in the box at

the top left of the page.– If you have not been given a label, then write your centre number and candidate number in

the boxes at the top left of the page.

Do not use pencil. Use blue or black ink. Some tasks must be answered with a cross in a box ( ). If youchange your mind about an answer, put a line through the box ( ) and then mark your new answer witha cross ( ). For Task 5 indicate which question you are answering by marking the box ( ).

Answer ALL the questions. Write your answers in the spaces provided in this question paper.

Information for CandidatesThe marks for the various tasks are shown in round brackets: e.g. (15 marks).There are 5 tasks in this question paper. The total mark for this paper is 100.There are 20 pages in this question paper. Any blank pages are indicated.

Advice to CandidatesWrite your answers neatly.You should remove perforated information sheet 1 (pages 11–12) to answer Task Three.You should remove perforated information sheet 2 (pages 17–18) to answer Task Four.

This publication may be reproduced only in accordance with

Edexcel Limited copyright policy.©2009 Edexcel Limited.

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Hello everyone! Today’s test is the London Tests of English Level Three. The theme of

this test is Footwear. This test lasts two hours. There are five tasks. Tasks One and Two

are listening. You must listen to the recording and write your answers in this booklet.

Good luck!

1. Task One: The History of Shoes (15 marks)

You are studying English at a language school in Bath, UK. Your teacher thinks it will be

interesting to do a class project on footwear. You listen to a radio programme about the

history of shoes.

Listen to the programme and complete the task below. Put a cross ( ) next to the phrase

that best completes each sentence, as in the example.

You will hear the programme twice. Do as much as you can the first time and finish your

work the second time.

You have one and a half minutes to read the sentences.

Example:

Elaine Thomas is a

A historian.

B bathroom designer.

C fashion model.

D shoe maker.

1. Shoes found in ancient Egyptian tombs were important because

A they were white.

B they had religious meaning.

C they were made of wood.

D historians can date them.

2. In later tombs shoes

A had no religious significance.

B were less commonly found.

C were replaced by sandals.

D were made of natural fibres.



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3. In Greek and Roman cultures, shoe styles related to

A religious belief.

B the wearer’s sex.

C classical culture.

D social developments.

4. From the 4th and 8th centuries footwear changed as a result of

A Christian beliefs.

B classical ways.

C increased wealth.

D practical needs.

5. The Christian Crusaders

A formed modern nations.

B designed stylish shoes.

C were very wealthy.

D returned with new ideas.

6. Shoes with pointed toes

A originated in Germany.

B were a short-lived fashion.

C reflected the wearer’s social class.

D came after wide-toed designs.

7. In the long term, the platform shoe made

A Venice a leader in the fashion world.

B women appear taller than men.

C men interested in fashion.

D heels a popular feature of shoes.



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8. In 17th century Europe

A silk became less fashionable.

B the whole population became richer.

C footwear demonstrated the wearer’s wealth.

D practical shoes were very important.

9. After the French Revolution

A everyone had the same social status.

B silk became popular again.

C people wore lower-heeled shoes.

D not everyone could afford shoes.

10. In the 19th century technological change made

A square-toed shoes fashionable.

B high heels more comfortable to wear.

C shoe designs less detailed.

D new colours available to shoe manufacturers.

Q1

(Total 15 marks)



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2. Task Two: A Conversation About Shoes (15 marks)

The following week, your teacher takes you to an evening hosted by a local shoe museum. Twoshoe enthusiasts, Andy and Katie, are talking about shoes from different parts of the world.

Listen to their conversation and write a short answer to each of the questions below, as inthe example.

You will hear the conversation twice. Do as much as you can the first time and finish your work the second time.

You have one minute to read the questions.

Example: What are Andy and Katie going to talk about?

..............................................................................................................................................Shoes from China and India

1. What is the main reason Andy is interested in China and its footwear?

.......................................................................................................................................

2. What did a Chinese person’s footwear reveal about them?

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3. Who, in China, wore shoes made of simple, natural fibres?

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4. What designs would you find on a rich person’s shoes in China?

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5. What result of footbinding can we see in museums today?

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6. Why do the Chinese decorate boys’ shoes?

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7. Why were laws passed against footbinding in China?

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8. When would most people wear shoes in India?

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9. In India, what are ceremonial shoes made of?

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10. How do Indian people regard the foot?

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(Total 15 marks)

That is the end of the listening tasks. The other tasks test your reading and writingof English. Now go on to Task Three.



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3. Task Three: Three Shoe Museums

Task Three (a): Reading (10 marks)

As the students in your class become more interested in footwear, your teacher decides

she would like to organise a class visit to a shoe museum. You decide to research shoe

museums on the Internet.

Read the account of The Shoe Museum on Information Sheet 1 and complete the notes

below, as in the example.

Location: Example: .............................................................

Street, Somerset

Company founded in 1) ........................................................

Introductory section contains 2) ............................................

and 3) .....................................................................................

Upstairs display focuses on 4) ..............................................

You are allowed to 5) .............................................................

Focus of next exhibition room 6) .......................................... .

Last room contains 7) ............................................................

Information cards display 8) ..................................................

Company founded by 9) .......................................................

At the front desk you can buy 10) .........................................

Q3a

(Total 10 marks)



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Task Three (b): Writing an Email (20 marks)

Your teacher knows that you are carrying out research on shoe museums. She is planning

the class visit and she emails to ask your advice.

[email protected]

Museums

Hello there

I know that you have been researching shoe museums. I really need to start

organising the class trip now, and I wondered if you could help. I know that you have found information about three different museums. Could you tell mesomething about them? Which do you think would be most interesting for thestudents to visit? Could you let me know why you’re recommending it?

Thanks – I really appreciate your help – and so will your classmates!

Helen

Write your reply to your teacher’s email. Use only information from Information Sheet

1 and Information Sheet 2.

Your email must include the following

• what you think the class might like about each museum.

• which one would be best for them to visit and why.



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Use your own words as much as possible.

Write 120–150 words.

[email protected]

Re: Museums

Hi Helen

Thanks for your email

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I hope you get the trip organised soon!

Q3b

(Total 20 marks)



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Task 3

Information Sheet 1

The Shoe Museum, Street

Street in Somerset is a shoe town, well more accurately a village. Since the 1830s Clarks

have been making shoes in Street, and while their shoes are now manufactured abroad, itsheadquarters are still located there. Within these headquarters is housed the most delightful

little museum.

Passing through the corporate-style glass doors you find the introductory section which tells

of the origins of Clarks and has a fabulous display of some of the fearsome foot measuring

machines that used to feature in their shops. There’s also a selection of shop display

showcards from the thirties, fifties and sixties.

Up the wooden staircase the museum really gets into its stride, with a comprehensive

chronological display of the history of shoes, housed in simple glass cases. While theoverriding emphasis is on shoes worn in Britain, from Roman times on, there are plenty

of examples of footwear from all over the world, including some adorable Chinese silk

children’s shoes. Even the most resistant visitor will soon be fascinated, as my (male)

companion will happily confirm.

There’s plenty of contextual information should you need it, especially from the 19th century

and on, including fashion pictures, advertisements, catalogue illustrations and photographs of

shops. One thing you can’t do is rush through it – there’s so much to detain you despite its

small size. Importantly, you are welcome to take pictures, something that cannot be taken for

granted in many museums these days.

After the display of historic and international shoes is a room plastered with material from

the Clarks archive about the company’s history. I have to confess that I skipped through

most of this because I didn’t have much time to spare but it demonstrated that the company

has been conscientious in keeping records and documents throughout its existence. The final

section houses Clarks own shoes, from children’s shoes (more gorgeous showcards!), to a

generous selection of twenties and thirties dance shoes. Often, the original prices were noted

on the information cards, which pleased me greatly for some reason; in 1927 you could buy

a pair of silver brocade shoes costing just over £1, and for 10 pence extra they could be dyed

in any colour you fancied!

Clarks shoes has an interesting history, its founders being Quakers with a social conscience,

and Quaker ethics still inform its policies to this day. This is the corporate museum of a

huge international concern but it doesn’t feel like one, being modest in scale. In fact I was

rather disappointed that there wasn’t more merchandise at the front desk beyond a rack of

postcards. But then, the money you save not buying souvenirs can be used in the nearby

Clarks Shoe Village – the first purpose built factory outlet in the UK according to Wikipedia

– where I challenge you not to come home with a pair of bargain Clarks!

(Source: www.nothingtoseehere.net)



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Task 3

Information Sheet 2

The Footwear Museum, Elda (Spain)

The city of Elda is an industrial centre, only 36 km from Alicante, on Spain’s Costa

Blanca. The city dates back to the Arab era. It is well known for its leather factories, andthe city’s most important industry is shoe manufacture. It was the main economic activity

there in the 19th century, and later in the 1960s and 1970s, the local shoe industry acquired

national and international recognition because of the outstanding quality and design of its

shoes.

The Museo de Calzado (Footwear Museum) is one of the principal tourist attractions

in the area. Since it opened in 1999, many people have come to see the unique hand-made

shoes, tools and catalogues that are displayed in its exhibition halls. Visitors can get to know

the history of local shoe manufacturing processes, ranging from handmade shoes to more

modern mechanised methods.

There are four halls with permanent exhibitions, and another for temporary displays.The museum owns a total of 15,000 exhibits, so there is no shortage of things to see. The

first floor contains exhibits of documents, drawings, photographs and catalogues that give a

sense of the history of shoemaking in the area.

On the second floor visitors can see shoes that have belonged to celebrities such as

famous sportsmen and artists. Displays of tools and machinery allow visitors to follow the

technical evolution of the industry.

The Museum has a well-stocked shop on the ground floor. Guided visits for groups

are available and should be booked in advance. The Museum also provides educational

activities for young children and school groups.(Source: adapted from polibea.com/turismo)

The Bata Shoe Museum, Toronto (Canada)

Here you can discover the treasures of North America’s most charming and surprising

shoe museum. Hundreds of shoes (from a collection that numbers over 10,000 in total) are

on display in architect Raymond Moriyama’s award-winning four-storey structure.

The Museum celebrates the style and function of footwear in four impressive

galleries. Footwear on display ranges from ancient Egyptian sandals to glamorous platform

shoes from the 1970s.

One of the most important aspects of the Bata Shoe Museum’s holdings is an

extensive collection of Native American footwear. This collection and the field trips that

the Museum sponsors for people to study local shoemaking have greatly contributed toknowledge about shoemaking.

Among the Museum’s most popular features is an extensive assortment of celebrity

footwear. Different items are on display at various times, but the collection includes Queen

Victoria’s ballroom slippers, Robert Redford’s cowboy boots, Elton John’s silver platform

boots, Elvis Presley’s blue patent leather loafers and John Lennon’s Beatle boot.

The Museum welcomes guided group tours and school visits as well as individual

visitors. Special tours are available for students with English as a second language and there

are many online activities to support your visit. During the summer, the Museum also runs

creative Fun Days for students and young people. The Museum has a well-stocked shop,

which carries a range of sensational shoe-related items, including books, jewellery, clothing

and ornaments.(Source: adapted from www.batashoemuseum.ca)



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4. Task Four: The History of Wellington Boots

Now that you know something about the history of shoes, you decide to research the

story of one particular item of footwear. You find an article on the Internet about the

history of the Wellington boot.

Read the article on Information Sheet 3 and complete the tasks below.

Task Four (a): (7 marks)

Choose the best title (A–J) for each of the numbered paragraphs (1–8) by putting a cross

( ) in the appropriate box, as in the example.

Be careful. There are more titles than you need. Do not use a title more than once.

Paragraph Title

A. Same boot, new material F. Terrible circumstances change production

B. Designed for a funeral G. A beautiful alternative

C. An innovative solution H. A need for change

D. Appealing to a wider public I. Skills are exported

E. A versatile boot J. Adapting to deeper water

Paragraph TitleParagraph

NumberA B C D E F G H I J

1 (Example)

2

3

4

5

6

7

8

Q4a

(Total 7 marks)

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Task Four (b): (7 marks)

Read the statements about the information in the text. Put a cross ( ) in the correct boxin the table below to indicate whether the statement is True, False or Not Stated, as in theexample.

Statement True FalseNot

stated

Example: The Hessian boot was very fashionable.

1. Arthur Wellesley designed the new style of boot.

2. The Wellington boot gained its name after Wellington

died.

3. Rubber was an economical alternative to leather.

4. The first European rubber boot factory was set up in

Scotland.

5. Wellington boots were essential for soldiers during the

First World War.

6. The War Office ordered Wellington boots in the Second

World War.

7. People now wear Wellington boots in different kinds of

weather.

Q4b

(Total 7 marks)

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Task Four (c): (6 marks)

For each of the words (1–6) below, choose the meaning (A–I) that corresponds to how it is

used in the article. Put a cross ( ) in the appropriate box, as in the example. Words (1–6)are highlighted in the article.

Be careful. There are more meanings than you need. Do not use any meaning more thanonce.

Meanings

A. related to F. threw away

B. adapt G. rounds

C. decoration H. start off

D. explorer I. groups

E. filled

Meanings

Words A B C D E F G H I

Example: discarded

1. regarding

2. modify

3. trimming

4. circles

5. laden

6. pioneer

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(Total 6 marks)

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Task 4

Information Sheet 3

The History of Wellington Boots

1. 1817 was the year in which the Wellington boot made its first appearance. At this time

men’s fashion was going through major changes as gentlemen everywhere discarded their knee

breeches in favour of trousers. This, however, led to a problem regarding comfortable footwear.

The Hessian boot had previously been popular. It was designed with a very stylish, curved top,

decorated with metallic threads. While these looked good with breeches that finished at the

knee, they were completely unsuitable for wearing under trousers.

2. To try and solve this problem, Arthur Wellesley, the first Duke of Wellington, instructed his

shoemaker (Hoby of St James Street, London) to modify the 18th century Hessian boot. The

new boot he produced was made of calfskin leather and could not have been more different

from its predecessor. It would have been hardwearing, comfortable, lighter, and probably

treated with wax to help make it waterproof. The metallic trimming of the Hessian boot had been removed, and the new boot was cut to fit closer round the leg. Thus, it could be worn

under trousers.

3. The Duke of Wellington was a war hero, and the boots quickly became popular with

patriotic young gentlemen. Those in wealthy social circles considered them to be highly

fashionable, yet the boots were also practical enough for daytime wear. They were also worn

by men in battle: they featured as part of a soldier’s clothing in the Battle of Waterloo, the

American War of Independence, and in both the First and Second World Wars. The design was

so significant that they were even worn at the Duke of Wellington’s funeral: there the term

‘Wellington boot’ was born.

4. All of the first Wellington boots were made of leather. However, in America, where there

was more experimentation in shoemaking, experiments were being carried out with processing

natural rubber. A man called Charles Goodyear finally invented a process by which rubber

from trees could be turned into a kind of cloth. In 1852, Hiram Hutchinson bought the rights

to this process from Goodyear. He set up a bootmaking company in France, which served the

country’s large rural population. His company ‘Aigle’ went on to become one of the world’s

leading bootmakers, and are still associated with high quality footwear.

5. In 1856, the entrepreneur Henry Lee Norris also left America with four experienced rubber

boot workers. They set sail from New York on a ship laden with manufacturing machinery,

intending to pioneer their industry in Europe. They went to Scotland and bought a block of buildings in Edinburgh that were known as the Castle Silk Mills. There, they registered the

British Rubber Company. Norris’s workers were employed not only to make boots, but also

to instruct others in the process. Rubber boots were only produced in limited numbers at the

start, with other products taking more of the sales: the extensive list of products included tyres,

combs, golf balls, hot water bottles and rubber flooring.



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6. However, this quickly changed with the outbreak of the First World War in 1914. The

soldiers were fighting in awful conditions in flooded trenches in Europe, and the War Office

asked the British Rubber Company to design a sturdy boot that was suitable for fighting in

such wet conditions. The machinery in Edinburgh ran day and night to produce huge quantities

of the new boots, which were known as ‘trench boots’. In total, 1,185,036 pairs of boots were

manufactured to cope with the Army’s demands. The fashionable Wellington boot was now a

functional necessity.

7. The British Rubber Company also made an important contribution to the Second World

War. At the beginning of the war, in September 1939, 80% of the factory’s output consisted of

war materials. Products included ground sheets, life belts, bomb covers and gas masks as well

as Wellington boots. Although trench fighting was not a feature of this war, the Wellington still

played an important role. The soldiers fighting in Holland had to work in flooded conditions,

and this time the British Rubber Company supplied thigh-high wading boots as well as

standard Wellingtons.

8.By the end of the Second World War, the Wellington had become popular among men,

women and children for wear in wet weather. The boot had been developed to give much more

room for the feet, and also had a thick sole and a rounded toe. They became even more popular

at that time as, because of rationing and the general lack of availability of other items, farm

labourers began to use them for their daily work. In more recent times, fashion has also caught

up with the Wellington boot. They are now available in different colours and patterns, and are

not just worn in wet conditions.

(Source: adapted from www.ezinearticles.com and www.giving-welly.com)



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5. Task Five: Writing about Footwear (20 marks)

At the end of your research project, you see an advertisement for a writing competitionthat Street Shoe Museum is organising. The prize is a pair of shoes of your choice.

You decide to enter the competition.

Choose one of the following tasks.

EITHER

A Write an essay discussing the following statement:

Fashion today concentrates on style at the expense of comfort and wellbeing.

Your answer should include the following

• your opinion

• reasons and examples to support your opinion.

You may refer to information and ideas from other parts of the test but do not copyexact phrases.

OR

B Here are the last words of a story.

…and it all happened because I was wearing the wrong shoes!

Write the story.

You may refer to information and ideas from other parts of the test but do not copyexact phrases.

Put a cross ( ) in the box next to the task you have chosen. A B

Write 140–170 words.

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(Total 20 marks)

TOTAL FOR PAPER: 100 MARKS

THAT IS THE END OF THE TEST

PTEG Level 3 May 2009 Pastpaper

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Transcript of PTEG Level 3 May 2009 Pastpaper