TEST 4 - KEY

A. LISTENING
SECTION 1 Questions 1-10
Complete the notes below. Write ONE WORD AND/OR A NUMBER for each
answer.
Enquiry about booking hotel room for event
Example
Andrew is the Events Manager
Room
Adelphi Room
number of people who can sit down to eat: 1 ______ 1 85
has a gallery suitable for musicians 2 roses
can go out and see the 2 ______ in pots on the terrace 3 trees
terrace has a view of a group of 3 ______ 4 stage
Carlton Room 5 speech
number of people who can sit down to eat: 110 6 support
has a 4 ______ 7 cabins
view of the lake
Options
Master of Ceremonies:
can give a 5 ______ while people are eating
will provide 6 ______ if there are any problems
Accommodation:
in hotel rooms or 7 ______
Questions 8-10
What is said about using each of the following hotel facilities?
Choose THREE answers from the box and write the correct letter, A, B or C, next to
Questions 8-10.
Availability Hotel facilities
A included in cost of hiring 8 outdoor swimming pool C
room ______ A
B available at extra 9 gym B
charge ______
C not available 10 tennis courts
______
SECTION 2 Questions 11-20
Questions 11-16
What information does the speaker give about each of the following excursions? Choose
SIX answers from the box and write the correct letter, A-H, next to Questions 11-16.
Information Excursions
A all downhill 11 dolphin watching ______
B suitable for beginners 12 forest walk ______ G
C only in good weather 13 cycle trip D
D food included ______ A
E no charge 14 local craft tour E
F swimming possible ______ F
G fully booked today 15 observatory trip B
H transport not included ______
16 horse riding
______

Questions 17 and 18

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 things does the speaker say about the
Choose TWO letters, A—E. Which TWO
attraction called Musical Favourites?
A You pay extra for drinks. D You can meet the performers.
B You must book it in advance. E You can take part in the show.
C You get a reduction if you buy
two tickets.
Questions 19 and 20
Choose TWO letters, A—E. Which TWO things does the speaker say about the
Castle Feast?
A Visitors can dance after the meal. D Knives and forks are not used.
B There is a choice of food. E The entertainment includes horse races.
C Visitors wear historical costume.
SECTION 3 Questions 21-30
Questions 21-25
Choose the correct letter, A, B or C.
21 What does Trevor find interesting about the purpose of children's
literature?
A. the fact that authors may not realise what values they're teaching
B. the fact that literature can be entertaining and educational at the same time
C. the fact that adults expect children to imitate characters in literature
22 Trevor says the module about the purpose of children's literature made
him
A. analyse some of the stones that his niece reads.
B. wonder how far popularity reflects good quality.
C. decide to start writing some children's stones.
23 Stephanie is interested in the Pictures module because
A. she intends to become an illustrator.
B. she can remember beautiful illustrations from her childhood.
C. she believes illustrations are more important than words.
24 Trevor and Stephanie agree that comics
A. are inferior to books.
B. have the potential for being useful.
C. discourage children from using their imagination.
25 With regard to books aimed at only boys or only girls, Trevor was
surprised
A. how long the distinction had gone unquestioned.
B. how few books were aimed at both girls and boys.
C. how many children enjoyed books intended for the opposite sex.
Questions 26-30
What comment is made about each of these stories?
Choose FIVE answers from the box and write the correct letter A—G, next to Questions
26-30.
Comments Stories
A translated into many other 26 Perrault's fairy tales F
languages 27 The Swiss Family Robinson E
B hard to read C
28 The Nutcracker and The
C inspired a work in a different area
Mouse King B
of art more
D popular than the author's other 29 The Lord of the Rings G
works 30 War Horse
E original title refers to another book
F started a new genre
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G unlikely topic
SECTION 4 Questions 31-40
Complete the notes below. Write ONE WORD ONLY for each answer.
ATLIT-YAM The hunt for sunken settlements
and ancient shipwrecks
31 spring
• was a village on coast of eastern Mediterranean
32 tools
• thrived until about 7,000 BC
33 maps
• stone homes had a courtyard
34 heavy
• had a semicircle of large stones round a 31 ______
• cause of destruction unknown — now under the sea
• biggest settlement from the prehistoric period found on the seabed
• research carried out into structures, 32 ______ and human remains
TRADITIONAL AUTONOMOUS UNDERWATER VEHICLES (AUVs)
• used in the oil industry, e.g. to make 33 ______
• problems: they were expensive and 34 ______
LATEST AUVs
• much easier to use, relatively cheap, sophisticated
Tests:
35 marble
• Marzamemi, Sicily: found ancient Roman ships carrying architectural
elements made of 35 ______ 36 light
Underwater internet: 37
• 36 ______ is used for short distance communication, acoustic waves
for long distance camera(s)
• plans for communication with researchers by satellite 38 medical
• AUV can send data to another AUV that has better 37 ______ for 39 eyes
example 40 wine
Planned research in Gulf of Baratti:
to find out more about wrecks of ancient Roman ships, including
- one carrying 38 ______ supplies; tablets may have been used for
cleaning the 39 ______
- others carrying containers of olive oil or 40 ______
B. READING
READING PASSAGE 1 The secret of staying young
Pheidale dentata, a native ant of the south-eastern U.S., isn't immortal. But scientists
have found that it doesn't seem to show any signs of aging. Old worker ants can do
everything just as well as the youngsters, and their brains appear just as sharp. 'We get a
picture that these ants really don't decline,' says Ysabel Giraldo, who studied the ants for
her doctoral thesis at Boston University.
Such age-defying feats are rare in the animal kingdom. Naked mole rats can live for
almost 30 years and stay fit for nearly their entire lives. They can still reproduce even
when old, and they never get cancer. But the vast majority of animals deteriorate with
age just like people do. Like the naked mole rat, ants are social creatures that usually live
in highly organised colonies. 'It's this social complexity that makes P dentata useful for
studying aging in people,' says Giraldo, now at the California Institute of Technology.
Humans are also highly social, a trait that has been connected to healthier aging. By
contrast, most animal studies of aging use mice, worms or fruit flies, which all lead much
more isolated lives.
In the lab, P. dentata worker ants typically live for around 140 days. Giraldo focused on
ants at four age ranges: 20 to 22 days, 45 to 47 days, 95 to 97 days and 120 to 122 days.
Unlike all previous studies, which only estimated how old the ants were, her work tracked
the ants from the time the pupae became adults, so she knew their exact ages. Then she
put them through a range of tests.

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Giraldo watched how well the ants took care of the young of the colony, recording how
often each ant attended to, carried and fed them. She compared how well 20-day-old and
95-day-old ants followed the telltale scent that the insects usually leave to mark a trail to
food. She tested how ants responded to light and also measured how active they were by
counting how often ants in a small dish walked across a line. And she experimented with
how ants react to live prey: a tethered fruit fly. Giraldo expected the older ants to
perform poorly in all these tasks. But the elderly insects were all good caretakers and
trail-followers—the 95-day-old ants could track the scent even longer than their younger
counterparts. They all responded to light well, and the older ants were more active. And
when it came to reacting to prey, the older ants attacked the poor fruit fly just as
aggressively as the young ones did, flaring their mandibles or pulling at the fly's legs.
Then Giraldo compared the brains of 20-day-old and 95-day-old ants, identifying any cells
that were close to death. She saw no major differences with age, nor was there any
difference in the location of the dying cells, showing that age didn't seem to affect
specific brain functions. Ants and other insects have structures in their brains called
mushroom bodies, which are important for processing information, learning and memory.
She also wanted to see if aging affects the density of synaptic complexes within these
structures—regions where neurons come together. Again, the answer was no. What was
more, the old ants didn't experience any drop in the levels of either serotonin or
dopamine—brain chemicals whose decline often coincides with aging. In humans, for
example, a decrease in serotonin has been linked to Alzheimer's disease.
‘This is the first time anyone has looked at both behavioral and neural changes in these
ants so thoroughly,' says Giraldo, who recently published the findings in the Proceedings
of the Royal Society B. Scientists have looked at some similar aspects in bees, but the
results of recent bee studies were mixed—some studies showed age-related declines,
which biologists call senescence, and others didn't. Tor now, the study raises more
questions than it answers,' Giraldo says, `including how P. dentata stays in such good
shape.'
Also, if the ants don't deteriorate with age, why do they die at all? Out in the wild, the
ants probably don't live for a full 140 days thanks to predators, disease and just being in
an environment that's much harsher than the comforts of the lab. 'The lucky ants that do
live into old age may suffer a steep decline just before dying,' Giraldo says, but she can't
say for sure because her study wasn't designed to follow an ant's final moments.
'It will be important to extend these findings to other species of social insects,' says Gene
E. Robinson, an entomologist at the University of Illinois at Urbana-Champaign. This ant
might be unique, or it might represent a broader pattern among other social bugs with
possible clues to the science of aging in larger animals. Either way, it seems that for
these ants, age really doesn't matter.
Questions 1-8
Complete the notes below. Choose ONE WORD ONLY from the passage for each
answer.
Ysabel Giraldo's research 1 four / 4
Focused on a total of 1 ______ different age groups of ants,
2 young
analysing
Behaviour: 3 food
• how well ants looked after their 2 ______ 4 light
• their ability to locate 3 ______ using a scent trail 5 aggressively
• the effect that 4 ______ had on them 6 location
• how 5 ______ they attacked prey
7 neurons
Brains:
• comparison between age and the 6 ______ of dying cells in 8 chemicals
the brains of ants
• condition of synaptic complexes (areas in which 7 ______
meet) in
the brain's 'mushroom bodies'
• level of two 8 ______ in the brain associated with ageing
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Questions 9-13
Do the following statements agree with the information given in Reading Passage 1?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
9 Pheidole dentata ants are the only known animals which remain active for F
almost their whole lives. T
10 Ysabel Giraldo was the first person to study Pheidole dentata ants using F
precise data about the insects' ages. NG
11 The ants in Giraldo's experiments behaved as she had predicted that they T
would.
12 The recent studies of bees used different methods of measuring age-
related decline.
13 Pheidole dentata ants kept in laboratory conditions tend to live longer lives.
READING PASSAGE 2 Why zoos are good
Scientist David Hone makes the case for zoos
A In my view, it is perfectly possible for many species of animals living in zoos or
wildlife parks to have a quality of life as high as, or higher than, in the wild. Animals in
good zoos get a varied and high-quality diet with all the supplements required, and any
illnesses they might have will be treated. Their movement might be somewhat restricted,
but they have a safe environment in which to live, and they are spared bullying and social
ostracism by others of their kind. They do not suffer from the threat or stress of
predators, or the irritation and pain of parasites or injuries. The average captive animal
will have a greater life expectancy compared with its wild counterpart, and will not die of
drought, of starvation or in the jaws of a predator. A lot of very nasty things happen to
truly 'wild' animals that simply don't happen in good zoos, and to view a life that is 'free'
as one that is automatically `good' is, I think, an error. Furthermore, zoos serve several
key purposes.
B Firstly, zoos aid conservation. Colossal numbers of species are becoming extinct
across the world, and many more are increasingly threatened and therefore risk
extinction. Moreover, some of these collapses have been sudden, dramatic and
unexpected, or were simply discovered very late in the day. A species protected in
captivity can be bred up to provide a reservoir population against a population crash or
extinction in the wild. A good number of species only exist in captivity, with many of
these living in zoos. Still more only exist in the wild because they have been reintroduced
from zoos, or have wild populations that have been boosted by captive bred animals.
Without these efforts there would be fewer species alive today. Although reintroduction
successes are few and far between, the numbers are increasing, and the very fact that
species have been saved or reintroduced as a result of captive breeding proves the value
of such initiatives.
C Zoos also provide education. Many children and adults, especially those in cities, will
never see a wild animal beyond a fox or pigeon. While it is true that television documentaries
are becoming ever more detailed and impressive, and many natural history specimens are on
display in museums, there really is nothing to compare with seeing a living creature in the
flesh, hearing it, smelling it, watching what it does and having the time to absorb details. That
alone will bring a greater understanding and perspective to many, and hopefully give them a
greater appreciation for wildlife, conservation efforts and how they can contribute.
D In addition to this, there is also the education that can take place in zoos through signs,
talks and presentations which directly communicate information to visitors about the animals
they are seeing and their place in the world. This was an area where zoos used to be lacking,
but they are now increasingly sophisticated in their communication and outreach work. Many
zoos also work directly to educate conservation workers in other countries, or send their
animal keepers abroad to contribute their knowledge and skills to those working in zoos and
reserves, thereby helping to improve conditions and reintroductions all over the world.
E Zoos also play a key role in research. If we are to save wild species and restore and repair
ecosystems we need to know about how key species live, act and react. Being able to undertake
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research on animals in zoos where there is less risk and fewer variables means real changes can
be effected on wild populations. Finding out about, for example, the oestrus cycle of an animal or
its breeding rate helps us manage wild populations. Procedures such as capturing and moving at-
risk or dangerous individuals are bolstered by knowledge gained in zoos about doses for
anaesthetics, and by experience in handling and transporting animals. This can make a real
difference to conservation efforts and to the reduction of human—animal conflicts, and can
provide a knowledge base for helping with the increasing threats of habitat destruction and other
problems.
F In conclusion, considering the many ongoing global threats to the environment, it is
hard for me to see zoos as anything other than essential to the long-term survival of
numerous species. They are vital not just in terms of protecting animals, but as a means of
learning about them to aid those still in the wild, as well as educating and informing the
general population about these animals and their world so that they can assist or at least
accept the need to be more environmentally conscious. Without them, the world would be,
and would increasingly become, a much poorer place.
Questions 14-17
Reading Passage 2 has six paragraphs, A — F. Which paragraph contains the following
information?
Write the correct letter A — F, in boxes 14 — 17 on your answer sheet.
14 a reference to how quickly animal species can die out B
15 reasons why it is preferable to study animals in captivity rather than in the E
wild C
16 mention of two ways of learning about animals other than visiting them in A
zoos
17 reasons why animals in zoos may be healthier than those in the wild
Questions 18-22
Do the following statements agree with the information given in Reading Passage 2?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
18 An animal is likely to live longer in a zoo than in the wild. T
19 There are some species in zoos which can no longer be found in the wild. T
20 Improvements in the quality of TV wildlife documentaries have resulted in NG
increased numbers of zoo visitors. F
21 Zoos have always excelled at transmitting information about animals to the NG
public.
22 Studying animals in zoos is less stressful for the animals than studying them
in the wild.
Questions 23 and 24. Choose TWO letters, A—E. Write the correct letters in boxes 23 and
24 on your answer sheet.
Which TWO of the following are stated about zoo staff in the text?
A. Some take part in television documentaries D. Some teach people who are involved with
about animals. conservation projects.
B. Some travel to overseas locations to join E. Some specialise in caring for species which
are under threat.
teams in zoos.
C. Some get experience with species in the wild
before taking up zoo jobs.
Questions 25 and 26. Choose TWO letters, A—E. Write the correct letters in boxes 25 and
26 on your answer sheet.
Which TWO of these beliefs about zoos does the writer mention in the text?
A. They can help children overcome their fears D. They can generate income to support wildlife
of wild animals. conservation projects.
B. They can increase public awareness of E. They can raise animals which can later be
released into the wild.
environmental issues.
C. They can provide employment for a range of
professional people.

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READING PASSAGE 3
Chelsea Rachman, an ecologist at the University of California, Davis, has been trying to
answer a dismal question: Is everything terrible, or are things just very, very bad?
Rachman is a member of the National Center for Ecological Analysis and Synthesis's marine-
debris working group, a collection of scientists who study, among other things, the growing
problem of marine debris, also known as ocean trash. Plenty of studies have sounded alarm
bells about the state of marine debris; in a recent paper published in the journal Ecology,
Rochman and her colleagues set out to determine how many of those perceived risks are
real.
Often, Rachman says, scientists will end a paper by speculating about the broader impacts of
what they've found. For example, a study could show that certain seabirds eat plastic bags,
and go on to warn that whole bird populations are at risk of dying out. 'But the truth was that
nobody had yet tested those perceived threats,' Rachman says. 'There wasn't a lot of
information.'
Rochman and her colleagues examined more than a hundred papers on the impacts of marine
debris that were published through 2013. Within each paper, they asked what threats scientists
had studied 366 perceived threats in all — and what they'd actually found.
In 83 percent of cases, the perceived dangers of ocean trash were proven true. In the
remaining cases, the working group found the studies had weaknesses in design and content
which affected the validity of their conclusions — they lacked a control group, for example, or
used faulty statistics.
Strikingly, Rachman says, only one well-designed study failed to find the effect it was looking
for, an investigation of mussels ingesting microscopic plastic bits. The plastic moved from the
mussels' stomachs to their bloodstreams, scientists found, and stayed there for weeks — but
didn't seem to stress out the shellfish.
While mussels may be fine eating trash, though, the analysis also gave a clearer picture
of the many ways that ocean debris is bothersome.
Within the studies they looked at, most of the proven threats came from plastic debris,
rather than other materials like metal or wood. Most of the dangers also involved large
pieces of debris — animals getting entangled in trash, for example, or eating it and
severely injuring themselves.
But a lot of ocean debris is ‘microplastic', or pieces smaller than five millimeters. These may
be ingredients used in cosmetics and toiletries, fibers shed by synthetic clothing in the wash,
or eroded remnants of larger debris. Compared to the number of studies investigating large-
scale debris, Rochman's group found little research on the effects of these tiny bits. 'There
are a lot of open questions still for microplastic,' Rachman says, though she notes that more
papers on the subject have been published since 2013, the cutoff point for the group's
analysis.
There are also, she adds, a lot of open questions about the ways that ocean debris can
lead to sea-creature death. Many studies have looked at how plastic affects an individual
animal, or that animal's tissues or cells, rather than whole populations. And in the lab,
scientists often use higher concentrations of plastic than what's really in the ocean, None
of that tells us how many birds or fish or sea turtles could die from plastic pollution — or
how deaths in one species could affect that animal's predators, or the rest of the
ecosystem.
`We need to be asking more ecologically relevant questions,' Rachman says. Usually,
scientists don't know exactly how disasters such as a tanker accidentally spilling its whole
cargo of oil and polluting huge areas of the ocean will affect the environment until after
they've happened. 'We don't ask the right questions early enough,' she says. But if ecologists
can understand how the slow-moving effect of ocean trash is damaging ecosystems, they
might be able to prevent things from getting worse.
Asking the right questions can help policy makers, and the public, figure out where to focus
their attention, The problems that look or sound most dramatic may not be the best places to
start. For example, the name of the 'Great Pacific Garbage Patch' — a collection of marine
debris in the northern Pacific Ocean — might conjure up a vast, floating trash island. In reality
though, much of the debris is tiny or below the surface; a person could sail through the area
without seeing any trash at all. A Dutch group called 'The Ocean Cleanup' is currently working
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on plans to put mechanical devices in the Pacific Garbage Patch and similar areas to suck up
plastic. But a recent paper used simulations to show that strategically positioning the cleanup
devices closer to shore would more effectively reduce pollution over the long term.
‘I think clearing up some of these misperceptions is really important,' Rachman says. Among
scientists as well as in the media, she says, 'A lot of the images about strandings and
entanglement and all of that cause the perception that plastic debris is killing everything in
the ocean.' Interrogating the existing scientific literature can help ecologists figure out which
problems really need addressing, and which ones they'd be better off — like the mussels —
absorbing and ignoring.
Questions 27-33
Do the following statements agree with the information given in Reading Passage 3?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
27 Rochman and her colleagues were the first people to research the problem of F
marine debris. NG
28 The creatures most in danger from ocean trash are certain seabirds. F
29 The studies Rochman has reviewed have already proved that populations of some T
birds will soon become extinct. F
30 Rochman analysed papers on the different kinds of danger caused by ocean T
trash. NG
31 Most of the research analysed by Rochman and her colleagues was badly
designed.
32 One study examined by Rochman was expecting to find that mussels were
harmed by eating plastic
33 Some mussels choose to eat plastic in preference to their natural diet.
Questions 34-39. Complete the notes below. Choose ONE WORD ONLY from the
passage for each answer. Write your answers in boxes 34-39 on your answer
sheet. Findings related to marine debris
Studies of marine debris found the biggest threats were
• plastic (not metal or wood) 34. large
• bits of debris that were 34 ______ (harmful to animals) 35.
There was little research into 35 ______ e.g. from synthetic fibres. microplastic
Drawbacks of the studies examined 36.
• most of them focused on individual animals, not entire 36 ______ populations
• the 37 ______ of plastic used in the lab did not always reflect those 37.
in the ocean concentratio
• there was insufficient information on ns
- numbers of animals which could be affected 38.
- the impact of a reduction in numbers on the 38 ______ of that predators
species 39.
- the impact on the ecosystem disasters
Rochman says more information is needed on the possible impact of future
39 ______ (e.g. involving oil).

Question 40. Choose the correct letter, A, B, C or D. Write the correct letter in box 40
on your answer sheet.
40 What would be the best title for this passage?
A Assessing the threat of marine debris
B Marine debris: who is to blame?
C A new solution to the problem of marine debris
D Marine debris: the need for international action

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