SECTION A - LISTENING

Part 1: You will hear people talking in five different situations. For questions 1-5, choose the best
answer (A, В or C).
1. You hear a person talking about a recently constructed road. What do they think about the road?
A. They believe it will make shopping trips longer.
B. They approve of it.
C. They are concerned about the environmental impact.
2. You hear someone talking about their education. What did they study?
A. Medicine B. Fine arts C. Science
3. You hear a man talking to another person. Who is he talking to?
A. a client B. a student C. a janitor
4. You hear a woman and her neighbour talking. What does the woman want her neighbour to do?
A. look after a pet B. feed her child C. water her plants
5. You hear a woman planning to go to a beauty parlour. What is she doing there?
A. getting her hair done B. having her nails done C. getting a massage
Your answers:
1. 2. 3. 4. 5.
Part 2: Complete the notes below. Write ONE WORD AND/OR A NUMBER for each answer.
Transport Survey
Example:
Travelled to town today: by 0 bus
Name: Luisa (1) _______
Address: (2) _______ White Stone Road
Area: Bradfield
Postcode: (3) _______
Occupation: (4) _______
Reason for visit to town: to go to the (5)_______
Suggestions for improvement:
• better (6)_______
• have more footpaths
• more frequent (7)_______
Things that would encourage cycling to work:
• having (8) _______ parking places for bicycles
• being able to use a (9) _______ at work
• the opportunity to have cycling (10) _______ on busy roads
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Part 3: You will hear a radio programme about a famous dessert dish. For questions 1-10, complete
the sentences with a word or short phrase.
Pavlova
Pavlova is a dessert that takes its name after (1) Russian …………… Anna Pavlova. It is believed
that the dessert had been created to celebrate Pavlova’s tour of Australia and (2)…………… in the 1920s.
One of the common festive meals the dessert is served at is (3)…………… . Professor Helen Leach, a
culinary anthropologist at the University of Otago in New Zealand, has researched the dessert and
compiled a series of cookbooks containing (4)…………… Pavlova recipes. Some sources point at Bert
Sachse as the original creator of the dish at the Esplanade Hotel in Perth, (5)…….. in 1935. Matthew Evans
from The Sydney Morning Herald said that a definitive (6) …………… about the pavlova’s origins is not
likely to be found. The process of making Pavlova involves (7)…………… into a thick mass, with other
ingredients such as sugar and vinegar added later. (8)…………… is where raspberry topping seems to be
the most popular one. Ready-to-be-made pavlovas can be bought, that require little effort to make and only
need both (9)…………… added to them. New Zealand’s national museum, Te Papa, made (10)……… in
February 1999 memorable by creating the largest pavlova in existence, called ‘Pavzilla’.
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
 SECTION B - LEXICO- GRAMMAR
Part 1: In this section you must choose the word or phrase that has the same meaning or that best
completes each sentence. Write your answers in the spaces below.
1. ___________ the weather forecast, it will rain heavily later this morning.
A. On account of B. According to C. Because of D. Due to
2. I read the contract again and again __________ avoiding making spelling mistakes.
A. in view of B. in terms of C. with a view to D. by means of
3. It's a shame they didn't pick you up, but it doesn't _______ out the possibility that you might get a job in a
different department.
A. strike B. cancel C. draw D. rule
4. I reckon Mark is ________ of a nervous breakdown.
A. in charge B. under suspicion C. on the verge D. indicative
5. Many local authorities realize there is a need to make _______ for disabled people in their housing
programmes.
A. assitance B. conditions C. admittance D. provision
6. It turned out that we _________ rushed to the airport as the plane was delayed by several hours.
A. hadn't B. should have C. mustn't have D. needn't have
7. All three TV channels provide extensive _________ of sporting events.
A. coverage B. vision C. broadcast D. network
8. No matter how angry he was, he would never ________ to violence.
A. resolve B. recourse C. exert D. resort
9. ________ as a masterpiece, a work of art must transcend the ideals of the period in which it was created.
A. Ranking B. To be ranked C. Being ranked D. In order to be ranking
10. _________, the people who come to this club are in their twenties and thirties.
A. By and large B. All together C. To a degree D. Virtually
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 2: Use the word given in capitals to form a word that fits in the space. Write your answer in the
numbered box provided below. Number 0 has been done for you.

The Origins of Halloween

Halloween is celebrated in many parts of the (0)________ (WEST) world, and is a time when people
dress up as witches or ghosts, and go "trick-or treating". It is (1) _________ (DOUBT) one of the most
popular traditions in the United States and Britain.
The celebration (2) _________(ORIGIN) about two thousand years ago with the Celts. These people
were the (3) ________ (INHABIT) of an area that includes Britain, Ireland and Brittany. They relied on the
land for their (4) _______ (LIVE), and this meant that they were at the mercy of (5) ________ (PREDICT)
weather conditions, especially during the winter.
The Celtic new year began on 1st November, which also marked the beginning of winter, a period (6)
_________ (TRADITION) associated with death. On the eve of the new year, it was believed that the
barriers between the worlds of the living and the dead were (7) ________ (TEMPORARY) withdrawn, and
it was possible to communicate with spirits. The Celts believed that the spirits offered them (8) ________
(GUIDE) and protection, and the Druids (Celtic priests) were (9) _________ (REPUTE) able to predict the
future on this point.
When the Roman completed their (10) ________ (CONQUER) of Celtic lands, they added their own
flavour to this festival. The advent of Christianity brought about yet other changes.
Your Answers:
0. western
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Part 3: Complete each sentence with a correct phrasal verb from the box. Write your answers in the
numbered boxes. Each phrasal verb is used only once.
 put down come out see off set about work out
stand for step up track down turn down make up for
1. The managing director __________ the company's poor performance to high interest rates.
2. The police were able to __________ the car thieves using satellite technology.
3. This is a sensitive matter, and we have to __________ dealing with it very carefully.
4. David's new album is expected to ___________ at the end of the year.
5. I hope this award will ____________ your disappointment at not winning the first prize.
6. The company has decided to ___________ production of cars at its factory in Hull.
7. You might need a calculator to __________ this problem.
8. Claire decided to __________ the job, because it would have meant more travelling.
9. Our maths teacher simply won't _________ any talking in class.
10. Helen is going to the airport to _________ some friends.
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Part 4: The passage below contains 10 mistakes. Underline the mistakes and write their correct forms
in the space provided in the column on the right. (0) has been done as an example.
The horse and carriage is a thing of the past, but love and marriage are still with us and still
closely interrelating. Most American marriages, particular first marriages uniting young people, are
the result of mutual attraction and affection rather with practical considerations.
In the United States, parents do not arrange marriages for their children. Teenagers begin date in
high school and usually find mates through their own academic and social contacts. Though young
people feel free to choose their friends from different groups, almost choose a mate of similar
background. This is due partly to parental guidance. Parents cannot select spouses for their children,
but they can usually influence choices by voicing disapproval for someone they consider suitable.
However, marriages of members of different groups (interclass, interfaith, and interracial
marriages) are increasing, probably because of the greater mobile of today's youth and the fact that
they are restricted by fewer prejudices as their parents. Many young people leave their hometowns to
attend college, serve in armed forces, or pursue a career in a bigger city. One away from home and
family, they are more likely to date and marry outside their own social group.
0. interrelating -> interrelated

Your answers:
Number Mistake Correction Number Mistake Correction
1 6
2 7
3 8
4 9
5 10
Part 5: Complete the following sentences with one preposition/particle for each blank. (1.0 pt)
1. Kate fell _______ with her boyfriend and they stopped seeing each other.
2. She would just sit in her chair, dreaming her life ________.
3. I’ve taken this watch _______ pieces, and now I can’t put it together again.
4. I went to the library, but the book I wanted was out _______ loan.
5. Sorry I’m late. Something cropped _________ at the office.
6. I’m sure my brother will never get married because he hates the feeling of being tied _____.
7. Deborah is going to take extra lessons to catch up______ what she missed why she was away.
8. I don’t think anyone understood what I was saying at the meeting. I failed to get my point _______.
9. Jane’s very modest, always playing ________ her success.
10. Check the bottles carefully to make sure they have not been tampered________.
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 8. 10.
 SECTION D - READING COMPREHENSION
Part 1: Complete the following passage by choosing A, B, C or D to fill in each blank.
Everyone has got two personalities - the one that is shown to the world and the other that is
(1)________ and real. You don’t show your secret personality when you are (2)________, because you can
control yourself. But when you are asleep, your feeling position (3)________ the real you. In a normal
(4)________, of course, people often change their position. The important position is the one you go to sleep
in.
If you go to sleep on your back, you are a very (5)________ person. You usually believe people and
you accept new things or new ideas easily. You don’t like to make people sad, so you never express your
(6)________ feeling. You are quite shy.
If you sleep on your stomach, you are a rather secretive person. You (7)________ a lot and you
always easily become sad. You usually live for today not tomorrow. This means that you (8)________
having a good time.
If you sleep curled up, you are probably a very (9)________ person. You have a low opinion of
yourself. You are shy and don’t like meeting people. You (10)________ to be on your own. You are easily
hurt.
1. A. important B. serious C. secret D. particular
2. A. awake B. active C. happy D. honest
3. A. makes B. understand C. changes D. shows
4. A. room B. bed C. night D. body
5. A. independent B. open C. talkative D. generous
6. A. real B. lonely C. cheerful D. gentle
7. A. talk B. sleep C. relax D. worry
8. A. regret B. enjoy C. mind D. deny
9. A. strong B. healthy C. nervous D. careful
10. A. pretend B. oppose C. refuse D. prefer
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Part 2: Read the passage carefully, then choose the correct option (marked A, B, C or D) to answer the
questions.
May 7th 1840 was the birthday of one of the most famous Russian composers of the nineteenth century:
Peter Ilyich Tchaikovsky, the son of a mining inspector. Tchaikovsky studied music as a child and later
studied composition at the St. Petersburg Conservatory. His greatest period of productivity occurred between
1876 and 1890, during which time he enjoyed patronage of Madame von Meck, a woman he never met, who
gave him a yearly living stipend. Madame von Meck later terminated her friendship with Tchaikovsky, as
well as his living allowance, when she, herself, was facing financial difficulties. It was during the time of
Madame von Meck’s patronage, however, that Tchaikovsky created the music for which he is most famous,
including the music for the ballets of “Swan Lake” and “The Sleeping Beauty”. Tchaikovsky’s music, well-
known for its rich melodic and sometimes melancholy passages, was one of the first that brought serious
dramatic music to dance. Before this, little attention had been given to the music behind the dance.
Tchaikovsky died ostensibly of cholera on November 6 th 1893, though there are now some scholars who
argue that he committed suicide.
1. The best title for this passage could be ______.
A. “The Life and Music of Tchaikovsky”
B. “Development of Tchaikovsky’s Music for Ballets”
C. “Tchaikovsky’s Relationship with Madame von Meck”
D. “The Cause of Tchaikovsky’s Death”
2. According to the passage, all of the following describe Madame von Meck EXCEPT ______.
A. she had economic troubles
B. she was generous
C. she was never introduced to Tchaikovsky
D. she enjoyed Tchaikovsky’s music
3. According to the passage, Tchaikovsky’s music is most well-known for ______.
A. its repetitive and monotonous tones
 B. the ballet-like quality of music
C. the richness and melodic drama of the music
D. its lively, capricious melodies
4. Which of the following is NOT mentioned in the passage?
A. Tchaikovsky’s influence on ballet music.
B. Tchaikovsky’s unhappiness leading to suicide.
C. The patronage of Madame von Meck.
D. Tchaikovsky’s productivity in composing.
5. It can be inferred from the passage that ______.
A. it was not the music behind the dance that made Tchaikovsky famous
B. there is suspicion on the cause of Tchaikovsky’s death
C. Madame von Meck was one of the most famous Russian composers
D. Madame von Meck was one of Tchaikovsky’s girlfriends
Your answers:
1. 2. 3. 4. 5.
Part 3: Read the passage and choose the best answer from the four options marked A, B, C or D in the
following questions. Identify your answer by writing the corresponding letter A, B, C or D on your
answer sheet.
Every drop of water in the ocean, even in the deepest parts, responds to the forces that create the
tides. No other force that affects the sea is so strong. Compared with the tides, the waves created by the wind
are surface movements felt no more than a hundred fathoms below the surface. The currents also seldom
involve more than the upper several hundred fathoms despite their impressive sweep.
The tides are a response of the waters of the ocean to the pull of the Moon and the more distant Sun.
In theory, there is a gravitational attraction between the water and even the outermost star of the universe. In
reality, however, the pull of remote stars is so slight as to be obliterated by the control of the Moon and, to a
lesser extent, the Sun. Just as the Moon rises later each day by fifty minutes, on the average, so, in most
places, the time of high tide is correspondingly later each day. And as the Moon waxes and wanes in its
monthly cycle, so the height of the tide varies. The tidal movements are strongest when the Moon is a sliver
in the sky, and when it is full. These are the highest flood tides and the lowest ebb tides of the lunar month
and are called the spring tides. At these times the Sun, Moon, and Earth are nearly in line and the pull of the
two heavenly bodies is added together to bring the water high on the beaches, to send its surf upward against
the sea cliffs, and to draw a high tide into the harbors. Twice each month, at the quarters of the Moon, when
the Sun, Moon and Earth lie at the apexes of a triangular configuration and the pull of the Sun and Moon
are opposed, the moderate tidal movements called neap tides occur. Then the difference between high and
low water is less than at any other time during the month.
1. What is the main point of the first paragraph?
A. The waves created by ocean currents are very large.
B. Despite the strength of the wind, it only moves surface water.
C. Deep ocean water is seldom affected by forces that move water.
D. The tides are the most powerful force to affect the movement of ocean water.
2. The words "In reality" in the passage is closest in meaning to
A. surprisingly B. actually C. characteristically D. similarly
3. It can be inferred from the passage that the most important factor in determining how much gravitational
effect one object in space has on the tides is
A. size B. distance C. temperature D. density
4. The word "configuration" in the passage is closest in meaning to
A. unit B. center C. surface D. arrangement
5. Neap tides occur when
A. the Sun counteracts the Moon's gravitational attraction
B. the Moon is full
C. the Moon is farthest from the Sun
D. waves created by the wind combine with the Moon's gravitational attraction
Your answers:
1. 2. 3. 4. 5.
Part 4: Fill the gaps in the passage by choosing the best phrases from A-M.
 A few years ago one enlightened city decided to ease traffic congestion by (1) _______. People would
just take a bike, ride it to where they were going and leave it (2) _______. The trouble was the citizens naturally
found it (3) _______ to have their own free bicycle and (4) _______.
That slight detail of human nature apart, it was a good idea and (5) _______. The electric cars buzzing
round the streets of La Rochelle in France are seen (6) _______ and, it is clamed, will make it easier (7) _______
within the city centre.
The idea is based on the belief that people like their own space, the freedom to drive a vehicle themselves
(8) _______. It’s also based on the fact that cars in towns usually carry just one person. In effect, it’s (9)
_______. At the moment, it’s a slightly utopian view but the concept has grown (10) _______.
A. to end the use of private cars H. supplying sufficient communal bicycles
B. rather than crowd on to a bus or train I. taking the place of bicycles
C. to encourage their use J. a sort of do-it-yourself taxi
D. stock swiftly dwindled K. as a supplement to conventional cars
E. out of a practical study L. instead of car
F. for someone else to use M. it’s now the basic of a new scheme
G. even more convenient
Your answer:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Part 5: You are going to read an article about the impact of the Internet on our lives. Six paragraphs
have been removed from the article. Choose from the paragraphs A – G the one which fits each gap
(1-6). There is one extra paragraph which you do not need to use. Number 2 has done for you. Write
the answers in the boxes. (1.0 pt)
How the Internet is altering your mind
Like most newspapers’ content, what you are about to read was written using a computer connected
to the Internet. Obviously, this had no end of benefits, mostly pertaining to the relative ease of my research
and the simplicity of contacting the people whose thoughts and opinions you are about to read.
1............................
It often feels as if all this frantic activity creates a constant state of twitchy anxiety. Moreover, having
read a hotly controversial book about the effect of digital media on the human mind, I may have very good
reason to feel scared. Its thesis is simple enough: not only that the modern world’s relentless informational
overload is killing our capacity for reflection, contemplation and patience but that our online habits are also
altering the very structure of our brains.
2.......B.....................
The writer then argues that the Internet’s ‘cacophony of stimuli’ and ‘crazy quilt’ of information
have given rise to ‘cursory reading, hurried and distracted thinking, and superficial learning’ – in contrast to
the age of the book, when intelligent humans were encouraged to be contemplative and imaginative.
3............................
Dr Small, the director of the Memory and Ageing Research Centre at the University of California,
Los Angeles, is a specialist in the effects on the brain of the ageing process. ‘Even an old brain can be quite
malleable and responsive to what’s going on with technology,’ he tells me.
4............................
When I ask him how I might stop the Internet’s more malign effects on my own brain, he sounds
slightly more optimistic than Carr: ‘Try to balance online time with offline time,’ he tells me. ‘What’s
happening is, we’re losing the circadian rhythms we’re used to; you go to work, you come home, you spend
time talking with your kids.’
5............................
‘His argument privileges activities of the skimming and browsing kind. But if you look at research
on kids doing this, or exploring virtual worlds such as Second Life,the argument there is about immersion
and engagement.’
6............................
This all sounds both comforting and convincing, until I return to The Shallows and read a particularly
sobering sentence: ‘We are welcoming the frenziedness into our souls.’ There’s something chilling about
those words and even twenty stupid minutes on YouTube and an impulse buy from Amazon cannot quite
remove them from my brain.
 List of paragraphs
A. But here is the really important thing. Carr writes: ‘If, knowing what we know today about the brain’s
plasticity, you were to set out to invent a medium that would rewire our mental circuits as quickly and
thoroughly as possible, you would probably end up designing something that looks and works a lot like the
Internet.’
В. The Shallows is a book by Nicholas Carr. It is an elegantly written cry of anguish about what one admirer
calls ‘the uneducating of Homo sapiens’ and a rewiring of neural pathways and networks that may yet
deprive the human race of the talents that, ironically enough, drove our journey from caves to PC terminals.
C. ‘The point is, to play successfully, you have to pay an incredible amount of attention to what your team-
mates are doing, to the mechanics of the game. You can set up a thesis for The Depths, just as much as The
Shallows. And it seems to me that to say that some neural pathways are good and some are bad – well, how
can you possibly say that?’
D. ‘It’s a basic principle that the brain is very sensitive to any kind of stimulation. If you have repeated
stimuli, your neural circuits will be excited. But if you neglect other stimuli, other neural circuits will be
weakened.’ Carr argues that the online world so taxes the parts of the brain that deal with fleeting and
temporary stuff that deep thinking becomes increasingly impossible. As he sees it: ‘Our ability to learn
suffers and our understanding remains shallow.’
E. Among the people with walk-on roles in The Shallows is Scott Karp, the editor of a renowned American
digital media blog called Publish2, whose reading habits are held up as proof of the fact that plenty of
people’s brains have long since been rewired by their enthusiastic use of the Internet.
F. I get a more convincing antidote to the Carr thesis from Professor Andrew Burn of the University of
London’s Institute of Education. Equating the Internet with distraction and shallowness, he tells me, is a
fundamental mistake, possibly bound up with Carr’s age (he is fifty). ‘Is there anything in his book about
online role-playing games?’
G. But then there is the downside. The tool I use to write can also double as many other things. Thus, while
writing this, I was entertained by no end of distractions. I watched YouTube videos, bought something on
Amazon and at downright stupid hours of the day – 6 a.m. or almost midnight – I once again checked my
email on either my phone or computer.
Your answers:
1. 2. B 3. 4. 5. 6.
Part 6: You are going to read an article about colour-taste relationships. For questions 1-10, choose
from the sections of the article (A-D). The sections may be chosen more than once. In which section
are the following mentioned? Write the answers in the given boxes.
1. the influence of external factors other than the colour of food or drink
2. the idea that reaction to colours is not uniform
3. the type of people who are most susceptible to colour influence
4. a collaboration between people from different backgrounds
5. the effect of impaired vision on eating habits
6. something that interests people but not for its original purpose
7. a hypothetical situation which may disgust us
8. some people’s ability to be more precise than others in describing subtle taste changes
9. the way companies can use psychology to make us eat more
10. a belief that some people are naturally reluctant to taste something
How we taste different colours
A We’ve all heard that the first bite is taken with the eye but the link between our visual sense and our
flavour perception may be stronger than you think. When I think of flavour perception, noses and taste buds
primarily spring to mind. Sure, other factors such as texture, temperature and touch sensations play a part but
taste and smell are the dominant senses here, right? Well, perhaps not. You only have to consider the
insatiable public appetite for food pictures masquerading as cookbooks to see there is meat to the old adage
we eat with our eyes. Charles Spence, the Oxford experimental psychologist who helped Heston Blumenthal
develop some of his playful multisensory signature dishes, places vision right up there with smell, in
flavour’s ‘premier league’, if you will. ‘Half the brain is visual in some sense,’ says Spence. This is, in part,
why the colour of our food and drink can not only determine whether it is appetising but its flavour, too.
В It is often said that we have an inherent aversion to blue food because it appears so rarely in nature.
Another popular theory is that we’re attracted to red food because it signals ripeness, sweetness and
calories.But is this an innate preference? Probably not, thinks Chris Lukehurst, head of research at the
Marketing Clinic. How colour affects appetite is inconsistent and contextual. Think about green food and
you might picture fresh, nutritious rocket, watercress or cucumber. Or perhaps under-ripe, sour fruits.
‘However, If I talk to you about green meat,’ he says, ‘your stomach probably turns.’ It is interesting,
though, that a dyed-blue steak will have the same effect, even if you know it’s perfectly safe. If you get
people to eat it in the dark, says Spence, ‘so they think it’s normal, then you turn the lights up and show
them the colour, some will get up and be sick straightaway.’ Such is the powerfully aversive effect of food
colour out of context.
C As well as tasting the colour of what we consume, we can also taste the shade of its wrapping.
Spence has tricked people into confusing salt and vinegar crisps with cheese and onion flavour merely by
switching packets. ‘Many of our subjects will taste the colour of the crisp packet, not the crisp itself,’ he
says. Our brains excel in picking up associations and using them as shortcuts. When the colour makes us
expect something to taste a certain way, we’ll taste what we expect unless it’s shockingly different. Using
multiple colours in sweets such as Smarties and M&Ms is a strategy to get you to eat lots of them. People
will wolf down more from a mixed bowl than they will from a bowl full of their favourite colour. And a
recent study from Cornwell University showed that you’ll eat more, too, if your food colour matches the
plate, while a contrast will have the opposite effect.
D If you can’t see colours, you might expect your other senses to sharpen and compensate but blind
people don’t taste or smell any more than anyone else. They are, however, generally better at naming smells,
which most sighted people struggle with. So they may not be tasting more intensely but they can identify
flavours better without visual cues. Not surprisingly, losing your sight can make eating stressful and it is
thought to contribute to a diminished appetite in old age. But even losing the capacity to see colours can
have adverse effects. In his book An Anthropologist on Mars, Oliver Sacks told the fascinating story of a
man who experienced this after an accident. He found eating less pleasurable and started to choose black or
white foods, or eat with his eyes closed. Following a discussion with Blumenthal, Spence and his team at
Oxford did some research to discover who is the most easily influenced by the effects of colouring and
found that those at the super-taster end of the spectrum rely less on their eyes. ‘Whereas those with fewer
taste buds,’ says Spence, ‘will be more easily led astray or say,”Yep, I see red therefore it’s sweet”.’
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 7: Read the passage below and think of the word which best fits each space. Use only ONE word
in each space. Write your answers in the corresponding numbered boxes.

The United States has a new national park. It is Great Basin. It is the first national park in Nevada. The
new park is (1) ______ the eastern part of Nevada, near the border with Utah. It is far from any city.
An American explorer John Charles Fremont traveled through the area in the early 1800's. He found
the land shaped (2) ______ a bowl. So he named it the Great Basin. It is a land of unusual beauty and sharp
differences.
For example, you can climb a mountain (3) ______ with green forest, and then cook yourself in a field
of snow as you arrive at the (4) ______. Here and there, sharp rocks push out through the snow. Among the
rocks you might see homes of the golden hawk, a bird that was once in (5) ______ of dying out.
You can camp in a campground on the edge of Lehman Caves. (6) ______ caves are a group of large
underground rooms (7) ______ of limestone. You can walk through them for about a kilometer. Before the
park opened, the caves were the center of interests for anyone traveling (8) _______ this area.
The State of Nevada has wanted a national park more than sixty years. (9) ______ have always been
the opposite ideas from people who believed that a park would harm mining and agricultural interests. The
bill that set up the park, however, promises that mines will remain open, and that sheep and cows will
continue to feed (10) ______ the mountain sides.
Part 8: Fill in each blank with one correct word from the given ones. CHANGE THE WORD FORM
to fit the gap.
stability dwell frastructure wood diversity count
sphere consume total harmony remain institute

Forests from an integral component of the (1)_______ are essential to the (2)_______ of global
climate and the management of water and land. They are home for (3)_______ plants and animals that are
vital elements of our life-supporting systems, as well as for millions of forest (4)_______. They provide
goods for direct (5)_______ (including recreational activities) and land for food production. They also
represent capital when converted to shelter and (6)_______.
The two main types of forests are tropical, which are rich in (7)_______ and valuable tropical
(8)_______ and temperate, which serve as the world’s primary source of industrial wood. The temperate
forests (1.5 billion hectares) can be found mainly in developed countries, whereas the tropical forests (both
moist and dry, (9)_______ about 1.5 billion ha each) stretch across the developing world. Two thirds of the
tropical moist forests are in Latin America, with the (10)_______ split between Africa and Asia; three
quarters of the tropical dry forests are in Africa.
Part 9: Read the reading passage and do the following tasks.
A Pouring water into the sea sounds harmless enough. But in Florida Bay, a large and shallow section
of the Gulf of Mexico that lies between the southern end of the Everglades and the Florida Keys, it is
proving highly controversial. That is because researchers are divided over whether it will help or hinder the
plants and animals that live in the bay.
B What is at risk is the future of the bay’s extensive beds of seagrasses. These grow on the bay’s
muddy floor and act as nurseries for the larvae of shrimps, lobsters and fish – many of the important sport
and commercial-fishing species. Also in danger is an impressive range of coral reefs that run the length of
the Florida Keys and form the third-largest barrier reef in the world. Since the 1980s, coral cover has
dropped by 40%, and a third of the coral species have gone. This has had a damaging effect on the animals
that depend on the reef, such as crabs, turtles and nearly 600 species of fish.
C What is causing such ecological change is a matter of much debate. And the answer is of no small
consequence. This is because the American government is planning to devote $8 billion over the next 30
years to revitalise the Everglades. Seasonal freshwater flows into the Everglades are to be restored in order
to improve the region’s health. But they will then run off into the bay.
D Joseph Zieman, a marine ecologist at the University of Virginia, thinks this is a good idea. He
believes that a lack of fresh water in the bay is its main problem. The blame, he says, lies with a century of
drainage in the Everglades aimed at turning the marshes into farmland and areas for development. This has
caused the flow of fresh water into Florida Bay to dwindle, making the water in the bay, overall, more saline.
This, he argues, kills the seagrasses, and as these rots, nutrients are released that feed the microscopic plants
and animals that live in the water. This, he says, is why the bay’s once crystal-clear waters often resemble
pea soup. And in a vicious circle, these turbid blooms block out sunlight, causing more seagrasses to die and
yet more turbidity.
E Brian Lapointe, a marine scientist at the Harbour Branch Oceanographic Institution at Fort Pierce in
Florida, disagrees. He thinks seagrasses can tolerate much higher levels of salinity than the bay actually
displays. Furthermore, he notes that when freshwater flows through the Everglades were increased
experimentally in the 1990s, it led to massive plankton blooms. Freshwater running off from well-fertilised
farmlands, he says, caused a fivefold rise in nitrogen levels in the bay. This was like pouring fuel on a fire.
The result was mass mortality of seagrasses because of increased turbidity from the plankton. Dr Lapointe
adds that, because corals thrive only in waters where nutrient levels are low, restoring freshwater rich in
nitrogen will do more damage to the reef.
F It is a plausible theory. The water flowing off crops that are grown on the750,000 acres of heavily
fertilised farmland on the northern edge of the Everglades is rich in nitrogen, half of which ends up in the
bay. But Bill Kruczynski, of America’s Environmental Protection Agency, is convinced that nitrogen from
farmlands is not the chief problem. Some coral reefs well away from any nitrogen pollution are dying and,
curiously, a few are thriving. Dr Kruczynski thinks that increased nutrients arriving from local sewage
discharges from the thousands of cesspits along the Florida Keys are part of the problem.
G Such claims and counterclaims make the impact of the restoration plan difficult to predict. If
increased salinity is the main problem, the bay’s ecology will benefit from the Everglades restoration
project. If, however, nitrogen is the problem, increasing the flow of freshwater could mate matters much
worse.
H If this second hypothesis proves correct, the cure is to remove nitrogen from farmland or sewage
discharges, or perhaps both. Neither will be easy. Man-made wetlands, at present, being built to reduce
phosphate runoff into the bay—also from fertilisers—would need an algal culture (a sort of contained algal
bloom) added to them to deal with discharges from farmlands. That would be costly. So too would be the
replacement of cesspits with proper sewerage—one estimate puts the cost at $650m. Either way, it is clear
that when, on December 1st, 3,000 square miles of sea around the reef are designated as a “protective zone”
by the deputy secretary of commerce, Sam Bodman, this will do nothing to protect the reef from pollution.
I Some argue, though, that there is a more fundamental flaw in the plans for the bay: the very idea of
returning it to a Utopian ideal before man wrought his damage. Nobody knows what Florida Bay was like
before the 1950s when engineers cut the largest canals in the Everglades and took most of the water away.
Dr Kruczynski suspects it was more like an estuary. The bay that many people wish to re-create could have
been nothing more than a changing phase in the bay’s history.
J These arguments do not merely threaten to create ecological problems but economic ones as well.
The economy of the Florida Keys depends on tourism—the local tourist industry has an annual turnover of
$2.5 billion. People come for fishing-boat trips, for manatee watching, or for scuba diving and snorkeling to
view the exotically coloured corals. If the plan to restore the Everglades makes problems in the bay and the
reef worse, it could prove a very expensive mistake.
Questions 1-4: The reading Passage has seven paragraphs A-J. Which paragraph contains the
following information? Write the correct letter A-J, in boxes 1-4.
1. See grass turned to be more resistant to the saline water level in the Bay.
2. Significance of finding a specific reason in controversy
3. Expensive proposals raised to solve the nitrogen dilemma
4. A statistic of ecological changes in both the coral area and species
Questions 5-7: Use the information in the passage to match the people (listed A-C) with opinions or
deeds below. Write the appropriate letters A-C in boxes 5-7.
A. Bill Kruczynski B. Brian Lapointe C. Joseph Zieman
5. Drainage system in everglades actually results in high salty water in the bay.
6. Restoring water high in nitrogen level will make more ecological side effect
7. High nitrogen levels may be caused by the nearby farmland.
Questions 8-10: Do the following statements agree with the information given in the reading passage.
In boxes 8-10, write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
8. Everyone agrees with “pouring water into the sea is harmless enough” even in the Florida Bay area.
9. Nitrogen was poured in from different types of crops as water flows through.
10. Everglade restoration project can be effective regardless of the cause of the pollution.
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 10: Read the reading passage and do the following tasks.
How should reading be taught?
By Keith Rayncr a Barbara R Foorman
A Learning to speak is automatic for almost all children, but learning to read requires elaborate
instruction and conscious effort. Well aware of the difficulties, educators have given a great deal of thought
to how they can best help children learn to read. No single method has triumphed. Indeed, heated arguments
about the most appropriate form of reading instruction continue to polarize the teaching community.
B Three general approaches have been tried. In one, called whole-word instruction, children learn by
rote how to recognise at a glance a vocabulary of 50 to 100 words. Then they gradually acquire other words,
often through seeing them used over and over again in the context of a story.
Speakers of most languages learn the relationship between letters and the sounds associated with
them (phonemes). That is, children are taught how to use their knowledge of the alphabet to sound out
words. This procedure constitutes a second approach to teaching reading – phonics.
Many schools have adopted a different approach: the whole-language method. The strategy here
relies on the child’s experience with the language. For example, students are offered engaging books and are
encouraged to guess the words that they do not know by considering the context of the sentence or by
looking for clues in the storyline and illustrations, rather than trying to sound them out.

Many teachers adopted the whole-language approach because of its intuitive appeal. Making reading
fun promises to keep children motivated, and learning to read depends more on what the student does than
on what the teacher does. The presumed benefits of whole-language instruction – and the contrast to the
perceived dullness of phonics – led to its growing acceptance across American during the 1990s and a
movement away from phonics.
C However, many linguists and psychologists objected strongly to the abandonment of phonics in
American schools. Why was this so? In short, because research had clearly demonstrated that understanding
how letters related to the component sounds in words is critically important in reading. This conclusion rests,
in part, on knowledge of how experienced readers make sense of words on a page. Advocates of whole-
language instruction have argued forcefully that people often derive meanings directly from print without
ever determining the sound of the word. Some psychologists today accept this view, but most believe that
reading is typically a process of rapidly sounding out words mentally. Compelling evidence for this comes
from experiments which show that subjects often confuse homophones (words that sound the same, such as
Jrose and ‘rows5). This supports the idea that readers convert strings of letters to sounds.
D In order to evaluate different approaches to teaching reading, a number of experiments have been
carried out, firstly with college students, then with school pupils. Investigators trained English-speaking
college students to read using unfamiliar symbols such as Arabic letters (the phonics approach), while
another group learned entire words associated with certain strings of Arabic letters (whole-word). Then both
groups were required to read a new set of words constructed from the original characters. In general, readers
who were taught the rules of phonics could read many more new words than those trained with a whole-
word procedure.
Classroom studies comparing phonics with either whole-word or whole-language instruction are also
quite illuminating. One particularly persuasive study compared two programmes used in 20 first-grade
classrooms. Half the students were offered traditional reading instruction, which included the use of phonics
drills and applications. The other half were taught using an individualised method that drew from their
experiences with languages; these children produce their own booklets of stories and developed sets of
words to be recognised (common components of the whole-language approach). This study found that the
first group scored higher at year’s end on tests of reading and comprehension.
E If researchers are so convinced about the need for phonics instruction, why does the debate continue?
Because the controversy is enmeshed in the philosophical differences between traditional and progressive (or
new) approaches, differences that have divided educators for years. The progressive challenge the results of
laboratory tests and classroom studies on the basis of a broad philosophical skepticism about the values of
such research. They champion student-centred learned and teacher empowerment. Sadly, they fail to realise
that these very admirable educational values are equally consistent with the teaching of phonics.
F If schools of education insisted that would-be reading teachers learned something about the vast
research in linguistics and psychology that bears on reading, their graduates would be more eager to use
phonics and would be prepared to do so effectively. They could allow their pupils to apply the principles of
phonics while reading for pleasure. Using whole-language activities to supplement phonics instruction
certainly helps to make reading fun and meaningful for children, so no one would want to see such tools
discarded. Indeed, recent work has indicated that the combination of literature-based instruction and phonics
is more powerful than either method used alone.
Teachers need to strike a balance. But in doing so, we urge them to remember that reading must be
grounded in a firm understanding of the connections between letters and sounds. Educators who deny this
reality are neglecting decades of research. They are also neglecting the needs of their students
Questions 1-5: Reading Passage has six sections, A-F. Choose the correct heading for sections B-
F from the list of headings below. Write the correct number, i-ix, in boxes 1-5.
List of Headings
i Disagreement about the reading process
ii The roots of the debate
iii A combined approach
 iv Methods of teaching reading
v A controversial approach
vi Inconclusive research
vii Research with learners
vii Allowing teachers more control
ix A debate amongst educators
Example
0. Section A ix
1. Section B
2. Section C
3. Section D
4. Section E
5. Section F
Questions 6-10: Do the following statements agree with the information given in the reading passage? In
boxes 6-10, write
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. The whole-language approach relates letters to sounds.
7. Many educators believe the whole-language approach to be the most interesting way to teach children to
read.
8. Research supports the theory that we read without linking words to sounds.
9. Research has shown that the whole-word approach is less effective than the whole-language approach.
10. Research has shown that phonics is more successful than both the whole-word and whole-language
approaches.
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 11: Read the reading passage and do the following tasks.

A Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few
kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the
stratosphere to darken the skies a continent away.
But the classic eruption - cone-shaped mountain, big bang, mushroom cloud and surges of molten
lava - is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has
shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped
the topography of the earth. The entire ocean floor has a basement of volcanic basalt.
Volcanoes have not only made the continents, they are also thought to have made the world's first
stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600
active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a
similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain
the continental crust.
What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from
the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is
nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases,
again multiplied over 3,500 million years, is enough to explain the mass of the world's atmosphere. We are
alive because volcanoes provided the soil, air and water we need.
B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a
brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard
shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny
mountain chain over the crack - like an archipelago of volcanic islands such as the Hawaiian Islands. But the
earth is so much bigger and the mantle below is so much hotter.
Even though the mantle rocks are kept solid by overlying pressure, they can still slowly 'flow' like
thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the
'eggshell' of the crust into plates, and keep them bumping and grinding against each other, or even
overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are
where earthquakes happen. And, very often, volcanoes.
C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest,
where there are weaknesses, rocks deep in the mantle, heated to 1,350°C, will start to expand and rise. As
they do so, the pressure drops, and they expand and become liquid and rise more swiftly.
Sometimes it is slow: vast bubbles of magma - molten rock from the mantle - inch towards the
surface, cooling slowly, to snow through as granite extrusions (as on Skye, or the Great Whin Sill, the lava
dyke squeezed out like toothpaste that carries part of Hadrian's Wall in northern England). Sometimes - as in
Northern Ireland, Wales and the Karoo in South Africa - the magma rose faster, and then flowed out
horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than
two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping
eruption.
Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards.
The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it
explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the
crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and
Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the
pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline
basalt shapes, like the Giant's Causeway in Northern Ireland? It was a slow, gentle eruption.
The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart
and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and
island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic
plates - the plates which make up the earth's crust and mantle. The most dramatic of these is the Pacific 'ring
of fire' where there have been the most violent explosions - Mount Pinatubo near Manila, Mount St Helen's
in the Rockies and El Chichon in Mexico about a decade ago, not to mention world-shaking blasts like
Krakatoa in the Sunda Straits in 1883.
D But volcanoes are not very predictable. That is because geological time is not like human time.
During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the
molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug
which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount
Pinatubo, this took 600 years.
Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mont Pelee in
Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1 815, a sudden
blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust
thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North
America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are
potentially world news, especially the quiet ones.

Questions 1-4: The passage has four sections A-D. Choose the correct heading for each section from
the list of headings below. Write the correct number i-vi in boxes 1-4
List of Headings
i Causes of volcanic eruption
1. Section A ii Efforts to predict volcanic eruption
2. Section B
iii Volcanoes and the features of our planet
3. Section C
4. Section D iv Different types of volcanic eruption
V International relief efforts
vi The unpredictability of volcanic eruptions
Questions 5-10: Complete the summary below. Choose NO MORE THAN TWO WORDS from the
passage for each answer. Write your answers in boxes 5-10
Volcanic eruptions have (5)……….. the earth’s land surface. They may also have produced the world’s
atmosphere and (6)………... Eruptions occur when molten rocks from the earth’s mantle rise and expand.
When they become liquid, they move more quickly through cracks in the surface. There are different types
of eruption. Sometimes the (7)……….. moves slowly and forms outcrops of granite on the earth’s surface.
When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption
can be found in Northern Ireland, Wales, South Africa and (8)………... A third type of eruption occurs when
the lava emerges very quickly and (9)……….. violently. This happens because the magma moves so
suddenly that (10)………..are emitted.
Your answers:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

Part 12: Read the passage then choose the best sentences A-K to fill in each gap. There is one extra
sentence which you do not need to use:
BITTER WATER HITS THE BIG TIME
Chocolate, which has its origins in South America, is now part of a multi-million pound worldwide
business.
At Easter, British people spend over $230 million on chocolate. A massive eight per cent of all
chocolate is bought at this time.
(1)________. Although the large scale industrial production of chocolate began in the last century,
the cacao plant was first cultivated by the Aztec, Toltec and Mayan civilizations of Central America over
three thousand years ago.
The cacao tree is an evergreen, tropical plant which is found in Africa, South and Central America,
the West Indies and South East Asia. The fruit of this tree is melon-sized and contains 20-40 seeds.
(2)________. In English – speaking countries, they are called cocoa beans. This is a misspelling from the
17th century when they were also called cacoa and cocao beans.
The Aztecs used cocoa beans as money. (3)________. This is from the world in the Aztec language,
Nahuatl, meaning “bitter water”. (4)________. The Spanish found the drink more palatable mixed with
cinnamon and sugar, but the recipe did not spread to the rest of Europe for another century. In the late 17 th
century, chocolate houses were set up in Europe’s capital cities, where people gathered to drink chocolate.
(5)________. But in 1826, CJ van Houten of the Netherlands invented chocolate powder.
(6)________.
The age of the chocolate bar as we know it began in 1847 when a Bristol company, Fry and Sons, combined
cocoa butter with pure chocolate liquor and sugar to produce a solid block that you could eat. (7)________.
At the turn of the century, the British chocolate market was dominated by French companies. In 1879
the English company Cadbury even named their Birmingham factory Bournville (ville is the French word for
town) in the hope that a little glamour would rub off. But then came Cadbury’s famous Dairy Milk bar
which began life as a Dairymaid in 1905. (8)________.
It seems that, for the time being at least, chocolate intake in Britain has established at about four bars
each week. (9)________. The latest market trick is the so-called “extended line”. This is when the humble
chocolate bar becomes an ice cream, a soft drink or a dessert, to tempt chocoholics who have grown tired of
conventional snacks.
At the other end of the production process, cacao farmers are still feeling the effects of a crash in
cocoa bean prices at the end of 1980s. (10)________. Perhaps you could spare a thought for them as you
munch your next chocolate bars.
A. This was made by extracting most of the cocoa butter from the crushed beans.
B. A Swiss company then introduced milk solids to the process which gave us milk chocolate.
C. They also used them to make a drink called cocoa.
D. Until the last century, the chocolate drink was made from solid blocks of chocolate which had to be
melted down in hot water.
E. When dried they become cacao beans, which can be used to make chocolate.
F. Clever advertising which associated it with the healthy qualities of milk from the English countryside
quickly established the bar as a rival to the more decadent French brands.
G. British manufacturers include up to 5 per cent vegetable fat in their chocolate, something forbidden
elsewhere.
H. As most cacao farmers operate on a very small scale, many were forced out of business.
I. This has forced manufacturers to look for new ways to attract customers.
J. In Aztec times the chocolate drink was flavored with spices and used on ceremonial occasions and for
welcoming visitors.
K. Only at Christmas do people eat more of the cocoa-based foodstuffs.
Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

SECTION D - WRITING
Part 1: Complete each of the following sentences in such a way that it means the same sentence
printed before it. (1.0 pt)
1. I would like to be able to speak French. (HAD)
I wish _______________________________________________ speak French.
2. It was raining cats and dogs. (TORRENTS)
The rain was ___________________________________________________.
3. It was wrong of you to borrow my book without asking. (HAVE)
You ___________________________________before you borrowed my book.
4. When I was younger, this record was one of my favourites. (FAVOURITE)
This record used ___________________________ mine when I was younger.
5. My sister finds commuting every day annoying. (PUT)
It’s difficult for my sister _________________________________ every day.
6. The Mediterranean is warm, whereas the North Sea is much colder. (NOTHING)
The North Sea is _________________________________ the Mediterranean.
7. Christ would only eat a pizza if he could have a mushroom topping. (ON)
Christ _________________________________________ when he ate a pizza.
8. My father persuaded me to learn another foreign language. (TALKED)
My father _________________________________ another foreign language.
9. Sam tried extremely hard to convince her, but it was no use. (BRING)
Hard _________________________________________________________.
10. When he arrived at the airport, his family welcomed him warmly. (GIVEN)
On___________________________________________________________.
Part 2: 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 (1.0 pt)
1. I tried to talk to Jack about the problem, but he was too busy. WORD
I tried to …………………………… about the problem ,but he was too busy
2. “I don’t mind which film we see”, I said MATTER
I said that …………………………… me which film we saw.
3. I was too scared to tell him what I really thought. COURAGE
I ……………………………………… to tell him what I really thought.
4. People say that the pyramids are worth visiting. SUPPOSED
The pyramids ……………………………………………. worth visiting.
5. I was so shocked that I couldn’t react. WASN’T
I …………………………………………………………… react.
Part 3: You have missed some important papers accidently in a taxi. Write a letter to the manager of
the taxi company. In your letter:
 Give the details of your journey
 Explain why those papers are important for you
 Suggest what can the manager do
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Part 4: Universities offer an online course for students. Do you think it is a positive or negative
development for students? Write at least 250 words.
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