PRACTICE TEST

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word givsn. You must use between three and eight words, including the word
given.
1.The adverts look exactly the same as the articles in this magazine. Difference
It’s impossible……………………………..the adverts in this magazine.
2. I assume you ve checked your facts carefully. Read
I…………………………………………….you’ve checked your facts carefully.
3. You’ve got to persuade the editor not to publish that story. Out
You’ve got to ………………………………..that story.
4. Terry and I started arguing about the situation in the Middle East. Into
I………………………………….about the situation in the Middle East.
5. I'm sure we’ll be able to agree on this matter. Understanding
I’m sure we’ll be able to…………………………………..on this matter.
6. I’d discuss this with Phil before making a final decision. Discussion
I’d…………………………………………………..before making a final decision.

I.Choose the best answer from the four options marked A, B, C, or D to complete each sentence below.
Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in
pronunciation in each of the following questions.
1. A. ancient B. ancestor C. anchor D. ankle
2. A. have B. embarrass C. national D. damage
Choose the word whose stress pattern is different from the other three of the group.
3. A. opposite B. insurance C. confident D. coconut
4. A. sympathetic B. conservative C. comparative D. indifferent
5. A. abandon B. constable C. frequency D. habitat

Choose the best answer to complete the following sentences.

6. Ask her to leave.
A. when does she plan B. when she plans C. when did she plan D. when does she
plans
7. David in jail now if he had not trafficked with those gangsters in the past.
A. won't have been B. won't be C. wouldn't have been D. wouldn't be
8. The problem was we thought at first.
A. more much serious than B. much more serious than C. much serious than D. seriouser than
9. The little girl wouldn't go into the sea her father went, too.
A. except B. but C. also D. unless
10. Whenever something goes wrong, everyone it on me.
A. charges B. blames C. insists D. accuses
11. A fire must have a readily available supply of oxygen. _, it will stop burning.
A. Consequently B. Furthermore C. Otherwise D. However
12. It is a .
A. blue sleeping polyester bag B. blue polyester sleeping bag
C. polyester sleeping blue bag D. sleeping blue polyester bag
13. "I'm so sorry I forgot your birthday!" - " "
A. Oh, not really! B. It's good of you to say so!
C. My pleasure! D. Oh, don't worry, there's always next year!
14. A number of Britain's beaches fail to meet European on cleanliness
A. norms B. conditions C. standards D. ideals
15. Bathe the wound and a clean dressing.
A. remove B. detach C. register D. apply
16. She runs a practice in the hospital Hull.
A. common B. general C. popular D. public
17. She drew a sharp distinction between and international politics.
A. domesticated B. indigenous C. domestic D. foreign
18. How can you let such a silly incident ________ your friendship?
A. wreck B. to wreck C. wrecking D. that wrecks
19. receipt of your instructions, I immediately sent a telex message to Algeria.
A. on B. In C. With D. By
20. I am never free on Tuesday evening as I have arrangement to go to the cinema with a friend.
A. long — standing B. long — lived C. long —range D. long — lasting
21. book Jubilee, which was based on the life of her great— grandmother, Margarette Walker was awarded
the Pulitzer Prize.
A. For her B. Her C. It was her D. That her
22. is a general category that includes all mental states and activities.
A. What do psychologists call cognition. B. Psychologists call it cognition.
C. What psychologists call cognition. D. Cognition, as it is called by psychologists, which
23. After the accident, there was considerable doubt ____ exactly what had happened.
A. in the question of B. as to C. in the shape of D. for
24. That is twice that I________ to bring my diary to work this week.
A. forget B. forgot C. have forgotten D. will have forgotten

II. Give the correct form of each word in the brackets (10 points)
Childhood self-esteem can overwhelm academic disadvantage or social deprivation in
determining future earnings power, according to major new research.

There is now clear evidence that the earnings of people who had higher self-esteem
at age ten (1) _______ those of their peers whose academic performance was better 1. STRIP
at the same age. Bright children often have higher self-esteem, as do some from 2. GROUND
more affluent (2) _______. But the study compared children from similar families and
still found that those who were psychologically well-balanced at ten were now (3) 3. PERFORM
_______ their peers.
4. ACHIEVE
The research also found, surprisingly, that it is not unusual for children to have high
academic (4) _______ and low self-esteem, leading to significant later (5) _______ in 5. PERFORM
the jobs market. A spokesman for the British Association for Counselling said: ‘(6)
6. COURAGE
_______ for children doesn’t come only from crude parental hostility at home; it can
just be (7) _______ or the constant feeling that they’re making you tired. Children pick 7. RESENT
that up. Nor is it only (8) _______ children who suffer. All too often you can ask
affluent parents who the important people in their child’s life are – teachers, friends 8. PRIVILIGE
and so on – and they haven’t a clue.’
9. STAND
Bearing out the findings of this research, many (9) _______ successful entrepreneurs,
10. SHINE
such as Richard Branson, were (10) _______ academically when they were at school
but had the advantage of supportive families.

III. The passage below contains 10 mistakes in speJling, grammar, and wordform. Underline the
mistakes and write their correct forms in the space provided.
Cinema is an art born from a technology. And the future of the movies is as bound up with technology as
its short past have been. The last century saw inovation and obsolescence at a frantic pace, affecting every
element of the medium sound, colour, 3-D. But movie history is also a graveyard of formats and processes, of
treasures mutilated, junked and loss. Even what we think of as the canon of imperishable films is physical
vulnerable, drowned by brackish tides of decaying chemicals.
Film has already outlived a number of death threat, notably from its unruly kid brothers, television and video.
Now Hollywood techies working around the clock to create synthetic actors - pure special affects in human
form, free of all the flaws of human actors - their perfect complexions, their tantrums, their agents. Before too
long the first actorless feature film will make it appearance, with a huge surge of publicity and interest. And then
things will carry on pretty much as before. The need for human faces, for stars to identify with, is so central a
part of film's appeal to be abandoned.

B. READING
I. Read the passage and hoose he best answer.
CARNIVOROUS PLANTS
All plants rely on nutrients taken from the soil in order to survive. However, in areas where the soil does not
contain enough (4)_____ nutrients, some plants have adapted to (5) _____ their diets from another source:
living organisms. Though they are few in number, carnivorous plants are (6)_____ fascinating beings that “eat”
anything from one-celled organisms to insects in order to survive. They are commonly found in marshlands.
Carnivorous plants feature one of several types of “traps” to ensnare prey, which they consume to make up for
nutrients that may be missing from the soil. While there are over 400 species of carnivorous plants in the world
today, some are more (7)_____ than others.
 The most well-known of these plants are the snap traps, which include the Venus flytrap. Snap traps are
easily identified by their leaves, which are separated into two lobes that have the ability to fold together. Inside
the lobes, the surface is covered with tiny hairs that are (8) _____ to movement. When the plant’s prey brushes
against the hairs, it triggers a closing mechanism that rapidly brings the two lobes together, trapping the prey
(9)_____ inside. The response of the traps is phenomenal (10)_____ speed: the time between triggering the
hairs and snapping shut is less than a second. As the prey struggles inside the trap, it only triggers more hairs,
causing the leaves to tighten their (11) _____. The plant then secrets liquid chemicals from special glands into
the trap to dissolve the prey and absorb all of its nutrients. Besides the Venus flytrap, only one other type of
snap trap exists today, (12)_____ to as the waterwheel plant. The two share a common ancestor and differ only
in a few ways. For instance, the waterwheel is an aquatic plant, while the flytrap is exclusively terrestrial. In
addition, the flytrap feeds primarily on arthropods like spiders, while the waterwheel lives (13)_____ simple
invertebrates, like certain types of plankton.
4: A. critical B. vital C. crucial D. indispensable
5: A. modify B. enlarge C. augment D. supplement
6: A. nonetheless B. though C. contradictorily D. yet
7: A. prevalent B. current C. domineering D. prevailing
8: A. vulnerable B. liable C. prone D. sensitive
9: A. closely B. securely C. irreplaceably D. steadily
10: A. in accordance with B. in preference to
C. in regard to D. on merits of
11: A. fist B. hold C. seizure D. grip
12: A. denoted B. referred C. indicated D. implicated
13: A. off B. onto C. though D. with

II. Complete the text below by filling each space with one suitable word.
Imagine you are walking to school listening to music on your MP3 player. All of a sudden, it stops working and
you 1. _______that the batteries have run out. Wouldn’t it be wonderful if you could simply 2. ______the
batteries wherever you are? This might be possible in a few years’ 3._____as scientists are now working on a
bag that makes electricity. They say that all someone needs to do is put the bag their back and start walking.
The 4.______ of the body makes electricity in a special part of the bag. This new 5._____ sounds like a brilliant
idea, doesn’t it? Scientists de
veloped the “electric backpack” in order to help soldiers, who often carry around with them torches, radios and
other equipment. All these things 6._______ on batteries and at the moment, the soldiers 7._____ on these
batteries to 8._______ the power this equipment needs. With the “electric backpack”, the soldiers won’t need to
9.______ extra batteries around with them. Rescue workers and mountain climbers will also find the bag
10._______, as will students who don’t want their MP3 players to run out by chance on their way to school.

III. Read the following passage and circle the best answer to each of the following questions. Write your
answers in corresponding numbered boxes.
The 20th century was a time of remarkable change. In less than 100 years, the population went from
around 2 billion to close to 6; almost treble the number of people living in the world today as did ten or so
decades ago. Not only have our numbers exploded, but our lives have become more intertwined than ever. For
most of human history, different communities which existed lived in their own very small worlds inside of a
bigger world they knew little about. The only world that mattered was the one you could see in your immediate
surroundings. Compared with today, when even the poorest parts of sub-Saharan Africa can boast 43 television
sets per thousand people. The world view is no longer limited to the horizon; it stretches across the planet. The
global village is here. Now, let's see how it came about.
The lessons of two world wars in quick succession signalled the dawning of a new age. Statesmen and
women saw that the way forward lay in bringing the world closer. World War Three was to be avoided at all
costs. It was believed that by making nations more interdependent, the risk of conflict would be lessened as it
would be in nobody's interest to go to war.
That desire to see the nations of the world united gave birth to the United Nations (U.N.). The idea was
to share power, responsibility and decision-making for world affairs equally between all members of the new
global village, so it is the nearest thing we have ever had to a world government. The U.N. brings together
officials from 185 member states to preserve world peace and prevent conflict, but the dream never quite
became a reality as this body has very little 'real' power - it just does a lot of talking. Not long after the U.N. was
founded, Europe started to play with the idea of uniting its own continent. After all, it was internal conflict being
the main cause of both world wars.
Line 21--- Then, in 1957, the idea took shape; it started as the European Coal and Steel Community with six
member states. Today, we know it as the European Union (E.U.)- 27 countries, called member states, united in
one large free trade area and committed to supporting each other to make Europe a safer, more secure and
more prosperous place. 15 of those members have gone a step further and created a single currency. The
system is hardly perfect, but at least the members are working together and not trying to destroy each other
anymore.
But, for all the political movement that took place, there was a revolution more powerful, yet more
simple, that changed the world - and that was the dawn of the information age. First the television brought
people from opposite sides of the globe into contact; then the Internet makes the world our living room.
Technology was the most powerful tool for uniting people in the last century, and the first to create a truly global
community. Now we can communicate with people from different 'tribes' in an instant; debate with, learn from,
understand, chat with them. But for all the change, have we made the world any better? There's still a huge gap
between the richest and the poorest nations and misunderstanding and conflict. We may be closer and live in a
global village; but there's still a lot more to do.

21 .The number of people living in the world ______

A. has almost trebled since a decade ago.
B. has more than trebled in just under 100 years.
C. has risen to more than 6 million.
D. rose tremendously during the twentieth century.
22. What does the writer mean by saying communities used to live in worlds inside of a bigger world?
A. In the past people knew little about faraway places.
B. In the past people only cared about themselves.
C. Most people didn't travel very much in the past.
D. Most people cared about what was happening in the bigger world.
23. What changed after the experience of two world wars?
A. Politicians felt determined to prevent another world war.
B. Information technology brought the world closer together.
C. Nobody was interested in conflict anymore.
D. Nations wanted to become more independent.
24. What is suggested about the United Nations?
A. It keeps the world peaceful and conflict-free.
B. It will become a global government.
C. It doesn't have a lot of meaningful influence.
D. It is controlled by a few big powers.
25. What does the phrase 'took shape' mean in the context of paragraph 4, line 21?
A. succeeded B. developed C. concluded D. changed
26. The E.U. is now comprised of ______
A. 6 member states. B. 15 member states.
C. 27 member states. D. 15 member and 27 associate states.
27. The arrival of new technology and the information age _______
A. seemed unimportant compared to the political changes taking place.
B. had a strong impact on the opposite side of the globe.
C. brought people together in a way that politicians could not.
D. saw people use the internet a lot in their living rooms.
28. What does the writer's tone in the final paragraph suggest?
A. He is satisfied with what has been achieved. B. He is critical and pessimistic about the future.
C. He is confused and upset. D. He is realistic about the situation.
29. What does the author mean by “the Internet makes the world our living room”?
A. people can access huge sources of information thanks to the Internet
B. people can enjoy the convenience brought about by the Internet
C. people can watch a lot of TV shows thanks to Internet connection
D. people can purchase furnitures for their homes on the Internet
30. What is the best title for the passage?
A. How the U.N. and E.U. came into being B. A century of significant changes
C. Technology is the foundation for growth D. The problem of overpopulation

For questions 1-10, read the following passage and do the tasks that follow. (15 points)
TASKS THAT FOLLOW

The Nature of Genius

There has always been an interest in geniuses and prodigies. The word 'genius', from the Latin gens (= family)
and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the
family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to
perpetuate himself. Gradually, genius came to represent a person's characteristics and thence an individual's
highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars or genes, astrology
or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.
The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards
them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if
people are talented in one area, they must be defective in another, that intellectuals are impractical, that
prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical
weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are
so clever they don't need special help, that giftedness is the same as having a high 10, that some races are
more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that
adversity makes men wise or that people with gifts have a responsibility to use them. Language has been
enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many,
'intellectual' is a term of denigration.

The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of
famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius
are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on
the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in
their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the
difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes
and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In
other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling,
etc., we must also take into account information from other historical sources about how common or exceptional
these were at the time. For instance, infant mortality was high and life expectancy much shorter than today,
home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were
common at the best independent schools and, for the most part, the cases studied were members of the
privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that
studies could be carried out on a more objective, if still not always very scientific, basis.
Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are
visible to the particular observer from his or her particular vantage point. Change the observers and the vantage
points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those
whom we recognise for their outstanding achievements and who stand near the end of the continuum of human
abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr
Samuel Johnson's observation, The true genius is a mind of large general powers, accidentally determined to
some particular direction'. We may disagree with the 'general', for we doubt if all musicians of genius could have
become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured
or triggered their gifts into those channels into which they have poured their powers so successfully. Along the
continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.

What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the
manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds
are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler
or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and
colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the
supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.

To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each
human brain is uniquely different. The purpose of instruction is to make us even more different from one
another, and in the process of being educated we can learn from the achievements of those mom gifted than
ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some
of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we
should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication,
restrictions on their personal lives, the demands upon their energies and time, and how often they had to
display great courage to preserve their integrity or to make their way to the top.

Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some
precision by defining them and placing them in a context but, whatever we do, we should never delude
ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the
degree to which they have developed the performance of their abilities.
Questions 1-5
Choose FIVE letters, A—K.
NB Your answers maybe given in any order.
Below are listed some popular beliefs about genius and giftedness.
 Which FIVE of these beliefs are reported by the writer of the text?
A Truly gifted people are talented in all areas. B The talents of geniuses are soon exhausted.
C Gifted people should use their gifts. D A genius appears once in every generation.
E Genius can be easily destroyed by discouragement.F Genius is inherited.
G Gifted people are very hard to live with. H People never appreciate true genius.
I Geniuses are natural leaders. J Gifted people develop their greatness through difficulties.
K Genius will always reveal itself.
Do the following statements agree with the information given in Reading Passage?

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
6 Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's
upbringing.
7 Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.
8 A true genius has general powers capable of excellence in any area
9 The skills of ordinary individuals are in essence the same as the skills of prodigies.
10 The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.
11 Giftedness and genius deserve proper scientific research into their true nature so that all talent may be
retained for the human race.
12 Geniuses often pay a high price to achieve greatness.
13 To be a genius is worth the high personal cost.

V. Writing
Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word given.
1. He was silly to do such a thing yesterday. (brains)
 Doing _________________________________________________
2. No doubt, English is an important language to master. (command)
 It goes _________________________________________________
3. I’m afraid she will sooner or later reveal the secret. (give)
 It’s just _________________________________________________
4. It seemed that she was not in good health yesterday morning. (sort)
 She was _________________________________________________
5. Despite their continuous efforts, they made no progress. (got)
 Although _________________________________________________