Reading and Use of English Part 1

For questions 1- 8, read the text below and decide which answer (A, B, C, or D) best fits each gap. There is an exampLe
at the beginning (0).

trlârk your answers on the separate answer sheet.

Exampte:
0 A hând B favour C support D ben eflt

0
ABCD

saying 'Thank you'

lf you do sonreone a (0) ..... . . , you m ght assun e they would normally say 'Thank you'. However, recordings of

more than a thousand casual conversations bet\"r'een frlends and family around the world (1) ...... .. . that this is not

necessari{y the {2) .... .... .

A study of how often people (3) .. . gratitude for a relatively trivjal act found that 'Thank youl or words with

the sarne meanlng, occurred only once in every 20 interactions. There were some differences between the
eight lang!ages recorded. but even in the language which featured'Thank you'most, it was only observed ln
140/0ofexchanges.Theresearcherssay'Thankyou'is(4) ....... forunusualrequests,andtheyalsopolnttoitsstandard

use in more forma[ (5) ...... ...

Experts believe the global reluctance to (6) helpful acts does not lndicate rudeness. Rather, it dernonstrates

that close knlt groups take co operatlon for {7) . 'Sociat life (8) becaLrse it is in our nature to ask for help

and pay back in kind, rather than just words; sald a researcher. 'There is an Lrnspoken agre-"ment that people u,iI

co-operate,'

1 A dlsplay B uncover C expose D reveal

2 A point B matter C case D event
3 A assert B express C utter D announce
4 A aeserved B devoted c engaged D maintained
5 A backgrounds B settings C sltes D fra nr es

c perceive D acknowledge

7 A glven B agreed c grânted D establlshed

8 A thrlves B grows u sh nes

![ r".tr Reâding and Use of Enqlish Part 1

 Reading and Use of English Part 2
For questions 9 - 16, read the text below and think of the word which best fits each gap. Use only one word in each
gâp. There is an exampteatthe beginning(0).

Wr;te your answers lN CAPITAL LETTERS on the 5êpa râte answersheet.

rxampre: @@IEEEIL]trLIt[ltrtrNtrTtrtrtrtr
Manuka honey

N4anLrka honey, produced in New Zealand by bees thêt pollinate the manukê tree, has become highly sought
(0) . . ... .... ... . as an alternative medicine. lt is clalnred to be effective in treating allergies, colds, flu, sore throats,
infectlons and wounds. With a jêr of genuine, undiluted manuka costing {9) .. ........ .. to tlOO in the UK, for
example, lt's {10)... ....... ..........wonderthattheloodindustrycallsit'Liquidgold:

But(11)...................beneficiatisrnanukainreality?Theevidenceislimtedon(12) .......... ..ornotitheIps

with hlgh chotesterol, dlabetes and gastrointestinal problems - all condttions for (13) .. ... ..... .... it has been
marketed as an answer. But reputable studles have concluded that it can protect (14).. .. .. ... .. . damage caused

by bacterla.

Ho,,vever, scientists êre generally scept cal.'(15) . .. ... ... ..... benefits lt may have in theory, or may be shown in

laboratory trials, you need io thln k about voIun]e,'says one. 'To obtain a signlficant antibacteriêl effect, you u/ould

need to consurne huge quantlties of high grade manuka. And it's not as (16) .... .... .... ... .... the health benefits of
manuka aren't avai{able in other much ch ea per foods and supplernents.'

Reading and Use of English Part 2 r".t I fi

 Reading and Use of English Part 3
Forquestions 17 - 24, read the text below. Use the word given in capitals at the end ofsome ofthe linesto form a
word that fits in the gap in the same line. There is an example at the beginning (O).
Writeyour answers IN CAPITAL LETTERS on the separate ânswersheet.

TXAMPIC: @[@EtrEEtrtrTtrIIItrtrL_ltrtrI
The songs ofthe bowhead whales
Bowhead whales are the second [argest v,rhale species after blue ,,(hales, and can gro,,v up

to 20 metres ln (0) .. . ... ..... . About 10 000 bowheads are estimated to tlve ln the LONG

Arctic reglon. bLrt because they spend most of thelr time under the polar ice, thelr lives

remain an (17) quantity Recently, ho$'ever. oceanographers managed to KNOW

record a group of bo\,\,heads produclng 184 different rnusical (19) ... ... ... . dur ng a COMPOSE

three year study off the coast of Greenland. Such was the (19) ... .. ... of the songs DIVERSE

ihattheresearchersfeltlnspiredto(20) .... ... .. ... thewhêLestojazznrLrsiciêns. LIKE

Whale songs are not simple nratlng calls; they are compLex musicaI phrases that are not

(21). .... .. .. .hard wired, buthaveto be learned overa period of tlnre. Onlya GENE

(22) ..... .... . of r.ammals - including some bats and apes - are able to vocaIse ]n HAND

waysthatare(23) ..... .... toblrdsong.Bolvheadsareparticularlylnrpressiveinthat COMPARE

theiT songs are never Tepeated from one year to the next and they appear abte to lrnpro!ise

l24l ......... ... .. . Researchers are now keen to exptore why bourheads change their CONTIN UE

songs so frequently.

F Test 4 Reading and useof English Pêrt3

 Reading and Use of English Part 4
For questions 25 - 30, cornplete the second sentence so that it has a similar meaning to the flrst sentence, using the
ti/ord glven. Do not change the word tiven. You Trust use between three and six words, in clud lng the word given.
Here is an example (0).

Example:

0 'l'm sorry I got to the party so Late,' Joanne said to her friend.
HAVING

Joannaapologisedtoherfriend..... .. .. .... ... .. ... upsolateattheparty.

The gap can be filled w th the \,1,ords 'for havlng turned: so you write:

txample: @ FOR HAVIAlG TURNED

Write only the missing words lN CAPITAL LETTERS on the separate anslver sheet.

25 I regret not dlscussing things wlth Fiona before she tvent alvay on holiday.
WISH

.. .. things over lvith Flona before she went away on holiday.

26 People can promlse anything they llke, but my dad will never agree to sell his bus ness.
MATTER

lvly dêd will never agree to sell his buslness ... .. ... .. people rnake.

27 lt definitely won't rain this afternoon.

CHANCE

There's absolutely ....rainlngthisafternoon.

28 The party did n't reatly start to get golng unIlSam arrived.
ON LY

It......... .. ..... upthatthepartyreaLLystartedtogetgoing.

29 Someone stole Kazuo's wallet when he was on a crou/ded tTa n.

HAD

Kazuo.. .. ... when he !,r'as on a cTowded train,

30 Piotr ihought the two cars looked exactLy the same.

TELL
Plotr ... .... .... the tu,o cars.

Reading and Use of English Part 4 f""tr,fl

 Reading and Use of English Part 5
You are golng to reêd an article about teenagers. For questions 31 - 36. choose the answer (A, B. C or D) which ,
think flts best according to the text.
llark your a ns\,,,e Ts on thê separate answer sheet.

Teenage brains

i.r-oin l û q.ld.lescctut

Until I reâd,?rûr/i/r.q Orarrlrt,s by PNtèssor Ser0h lâ\ùe Blakemore I d a]§e\-s assunred ilat l\ùet rrc trr.
üink ofas teeragc bchaiiour is lafselv an inrcntion of contemporan §.cstcm societv. I hâdn'r jûÂgincd, Ior
e\.rrple. dlar 15 \ear-old\intfeKalahoriDêseiâlsocomplai[aboulhslrn(togeiupearly blt1hc], do. It\\,as
forpcoplc like me therearelolsolus lhrt Blâkemore $rolc hcr book explîinifg dte scicnce ole\en.tling lionr
§,hv lcenâgers can'1 get out of bcrl iù the moÙrins to \\h\' ihe\' -(ometimes appear 10 be inesponsihle narcissisrs.
'\\ie .lenxnise reefagers morc Lhan anv orher secllon oll societ). sle told mc. '-\11d jt s nor right. Thcv rc !oi11g
through a n ss se11!ial stesc o f dreir de\ eloF tcnt \1o-(l ulluits do n t realisc d1i-i.'
This is arsuabh ireyrtable. Blakcnorc sr\s rhât until l0 )'cêrs rgo. ir sas assurcd ûil teenâge
be|âTiour wes largell rlo§n to hot1rlLrnol chânces in pubert\' and thri childrer's brains \\'ere more or less
fulll de\,cloped. The lndings of broin .ear' and ps]chologicâl experiments havc no\l revealed rlat ùe
rcali!) is \ert dilÈren1. hol\c\.cr ln làù. ihe brâif coniinuci to chrnge alL lhrough lhe leenage vears and \ycll
i o âdullhood. and lmportanr neurcde\ elopmcnril procesres e,rable it to be rîoLrlded bl' the cn\ironnent.
So adolesccncc is e citi.!l period of ncurological chanse. much of shich is responsible lor âdolescert
beh11\ ior.rr

tslakemore quotes lionr e lccnnqer'-( LliâL1 .iared 20 .lu1\' 1969: 'l senr io alts ccnlrc ib) Dr\seltl) ln _vcllo\\
cords ând blous.. Ian §,as thùc but didr't speak ILr mc. Col â rh\îe put in m! hin.lbxg fiorr sonrconc rrho,s
nppârently sor it crush on ûre. lL's \icholas. I ùirL. UCH. \1an lânded on üc ûoon. This rnav looh likc imâring
erenla1\' dropping self-absoryrioo Bul lllikemore sa\'s it's esscnliel neurological dc\,clLrpmcnt. becâuse rhe
biological imcü.'n ofaLlolescellce. tode)- ând in rhe paÿ. is thc c.catron rr1â sensc of scll'. Tccns âchieve this
t|rough crcnting ne\ allegiârccs. indcpenllenr olrheir parcnts \!hich is §.h). tI eir ûicnd ships udcle n lv becornc
s

ertrcmcl) rrnpoûânt. \\-hal iskro\rn on socirlmedla aslON1O lèxr ofmissing out mnY look likc rn iralion!1
scnse of priorities rf ir mcâns -.krpling re|isiLü 10 elLend a run-ot:thc nill geFtogerher, bu1 al ihnl age. nlrthing
nlâtters more than pccl ilppro\'â].
Bl.rkemore dcsigned ân erperinrent to c\pLore rhis. Adolesccnls s ere ilsked to !laï an onijne ball :!ame. §.rlh
\\ hat the), LrcLic\ cd lo b.- t\\ o orher plavcri oi lheir o\1n age. In tàci_ the Èllme 1\'âs § ith a coûputer progmmnrcd
10 igDore thc humin lâfticipauls: thcsc lound tlemseh es \\'atching rhe ball being ptlssed betseef nvo plâ\,crs
on thc screen rvho chose no! !o incLuLle iheln. S|e rcpcalcd ûe experimell! $ ith adulr\. anL] lound that. \1ilc the
qeùeIo*eredùerroodandircreâsedthea \icq 1e\elsolall pal1icipanls. the ei]èct was dralnatjcrlly grerrer
Ior ûe teenâge.s.
In her booh- lllakemore also discusscs l'ro\ tle neuologicalll dri\en |reoccupation iiiLh peer app|or.al
urrderlics adol.scenl risk-taking and acule self-consciousncss. and hr:)§ it delemriücs rdlrlesceni sleep paftcfls.
It s fascinnling. anrl I-m curious nbour rhe irrplicalilùs. \\Jhâi could be donc to ilcconnnodare thc chànges
adol!-sccnts go dn-oLrgh?
tslakcmore sugeesrs § e mishl hamess 1le pol\'cr olipeer pressure bv gcrting arlolescens ro run crlucaLronal
caûpaigns lirr e\arrple. orr hcLrhhr eating. Shc also ûentions schools \\hrch haye aliercd lhci stâû tjmes to
1i1 1n witl ieerâge sleeF paüem\. ihougl shc Foinls our r|ere ma_ï bc praclicâl issues about inplelnenring this

Tesi 4 Reading and Use of English Part 5

!m
on a § rdcr scâle. But gererallt. shc-s \!rrY xbout puftrnq lol\!ard concrere solulions. Thls seen\ regretairle.
but shc irsists -(he's â scieftin raûcr lhrn a consulraft Shc doesn r even like to bc islicd 1br prrenting âd\:icc!
aLrhough she adrnits fer \1ork does inlolm |er ow11 pBrcnlil1s. \\'hen she reccntll \isiLed her teenase son,s
school, he asked her 10 prctênll not io kno\r hln. '1 coukl ve been so offcrrclcr:l b\ (hai. Bur I tlought: ,fhàt,s
ebsoLulel\ nornral."'
One tling thar tùâkc\ Blâkeniore\ emprlh\ ând aùèction for tcc ascrs so sn iking is its rarity. .yes, I m a
clümpior o11hem.'sh. acrees. But§h! docs sherhink so manl oll1cr adulrs tèel dlfièrc rl)l She oùen rhinks
about \r'hy lte flnd il hilanous 1o 'tekc thc nickey oui ofreenagcrs'. She points oü thal dlcrc ârc slrcle cornedï lrr! r?
s|ows rnocklnÊ lheir behar iour Shc r onclers iladulls do i! ro cope s ith their relccrion: smallchildre r obcl adulis lnrr+.,
ard\1,a i 1o be \\,ith ùern. burlccnagels. rh()ugh ncccsslh,look Iirr independcncc. ând the older gcûcradon\ tèel 1,r.r,
hur! èboul this. The! resc l â.lolescents desrre 10 rcbcl anLI their sensc ol cntbilrrâssmeft \r.hcn lhê\"re n,ith lrrr:
parcnls. 'Orn \râ] ofdcaling \\ ith drese chanscs is to sreel ai ihirr.- tnÈr5

31 What is the writer doing ln the first paragraph? 34 the experiment described ln the fourth paragraph
A outlining ho\ar he feels about ihe \,x,as designed to provlde evidence of
\,\,ay teenagers
are generally perceived
A how conrpetitive teenagers tend to be.
B giving his reasons for lvriting a proflle of
B hoÿ", easily teenagers can be deceived.
Professor Blakemore
C how sensitive teenagers are to socialexclusion.
C pointing out lnternatlonal var ations in teenage
behavlour D how lnTrnersed teenagers can become in vldeo
ga rn es.
0 acknowledging his relative ignorance about
teen agers
35 ln the slxth paragraph, the \4/riter expresses

32 The writer suggests that the wey teenage behaviour A disappointmerlt at Blakemore's Teluctance to
is commonly regarded is unsurprlsing because
advocate specific policies.

A behavioural development is a complex subject. B enthLrsiasm for the ldea of giving teenagers
ri ore responsibility.
B slgniflcant progress in relevant areas of siudy is
relatlvely recent. C arnusernent at Blakemore's dlfflculties with her
o\,i/n ch ild ren.
C people's outlook on tife is partly determlned by
neurologicalfactors. D do b,.êgè.d:.9 hê'!d:or -.otc.a.gng
schoolhours.
D differences between generations lvlll al!rêys
cause rn isu nderstanding.
36 \ /hich words in the final paragraph echo the phrase
'take the m ckey out of' ln line 44?
W"ardoesr'. ô. gge.ris j...-d oppi-g
^.
aboLrt the teenager's diary entry?
A cope \ir'ith lline 45)

A the strong desire for lndependence that comes B feel hurt about (lines 46 47)
acT0ss C resent (line 47)
B the similarity \r/ th \(,hat young people talk about D sneer at (llne 48)
today
C the negative comments about t\"Jo acquaintances
D the focus on personal rather than \,ÿider events

Reading ând Use of Engllsh Part 5 f""t r, fl

 Reading and Use of English Part 6
You are going to read four extracts from reviews ofa book called Hoppy citl by charles N4ontgomery. For questions
37 -40, choose from the reviewsA- D. The reviews may be chosen morethan once.
f,4ark your answers on ihe separate answer sheet.

Four reviews of Happy City by Charles Montgomery

The last twenty years have seen a significant growth ln the field of happiness studies and a revlvaIof lnterest in urban
deslgn. using nsights frorn both fields, charles l,lontgomery develops fresh perspec ves on a number of key issues
and does so in an accessible. engaglng manner. pre eTninent among his noiions is the view that people are happier
if they lead a connected llfe, and that connectedness is best secured through regLl[êr relationships with people met
through sirnple residentiaI proxim ty. Nlontgomery finds that suburban sprawl, in wh]ch cars and roads clorninate,
nitlgates against connectedness; t'shardtoargue\r\,lththepropositionthâtspendingalargeproportionofyourllfe
in a car ls more isolaiing than \,,,,aLkjng among felLo\\, citizens or travelling on a bus. ]\lontgomery provides detailecl
descriptlons of su ch developments as the pedestrianisation of Copenhagen and the enhanced cycle lanes and pu b llc
transport of Bogoté to illustrate his thenres very effectively.

B
[/]y first chatlenge hrcadirg Happy city hy charles t{ontgonrery \,ÿas to get past the title lt suggests something
sentimental, insubstantiat and lll!sory. Then had to get past the occaslonally over the top prose about figures I ke
lhe former nrayor of Bogoti, Enrique Peiialosa, \,ÿho radically reversed policies Favouring motor traffic and instead
prornoted cycling and buses and invested ln publlc buitdlngs and spaces. l,,lontgomery also gushes aboutVancouver, a
thrivlng, pa(ly high risecityin\À/hichpeopleofdifferentlevelsofincomeliveclosetogethetwlthjtsstreetsanir11ated
by multiple activities. Havlng sâld that, Bogoté and Vancouver both demonstrate adrnirably urhat l,lontgomery polnts
out can be done to truly enhance urban Iife. The bottorn Lin e with thls book, ho$/ever, is ihat lt says forcefully what
can't be sa id too much: that the growth of Low de11s ty, car d epen dent development on the outer edges of cities is, for
the most pari, no recipe for happiness.

c
'The rnost important psychological eFfect of the city is the Way it moderates our relationships with other people.'
says charles f.4ontgomery in a typically lu cid. thought provoking fas h io n. Densely populated c ties, which e]1courage
people to traveL on foot or by public transport, and offer rnlxtures of housing types. create more opportunities for
interaction _ which leads to happiness. The opposlte is true of the dlspersed urban landscape, ln \/hich the car is
king. All thls seer.s self-evident, although there's no harm pointing it out. tt's untikely that you'll neveT have come
across these notions before, however. They've been debated over the past half cent!ry. lt should also be said thêt
[4ontgomery doesn't strlve for impartiality. He chooses the worst case of suburban sprawl he can find - a town \a/hose
residents spe nd four hours a day cornrnuting - and at the other extreme. the ultra clviLlsed setting of Copenhagen as
an unrealistlc benchmark for r,,,hat clties elsewhere can achieve.

fr r""t r,
Readingand Use of English Part 6
D

admit that I indu lged in some !vishFulthinklng when I picked up Hdppy Clty by Charles l',4ontgornery. I was hoping for
unexpected, acuteinslghts into rnodern llfe. nsiead, lt'smoreofthestandardurbanistmessagethatwehaveLong
been fed. [,lontgomery thlnks that livlng in the c ty and here city means a dense, probably h]gh rise urban village
where everyone kno$rs you r nanre istheanswertoallourprob[emswithunhapp]ness,lonellness,lll-healthandlack
of splrituaL fu LfiLment. He gives short shr ft to all the legitimâte reasons why people mlght c hoose 'suburban sprawl'
over'urbanjunglel Fear ofcrlme and desire for privacy and space lustlfiablefeelingsofmanywhochoosethesuburbs
get passing rnentions, but llontgornery seerns to think these are silly prejudices. The insulting implication is that
people don't knolv what's best for thern. Laden with starry-eyed, but erirpty, turns of phrase, the book is repetiiive
and, at nearly 400 pages, too long.

Whi(h review€r

shares C's vle!v about [4ontgomery's writlng style?

W
has a dlfferent vie\&,from B regardlng the exampLes ol cities
support his arguments?
that [4ontgomery uses to
M
expresses a different view from the other revie\lrers regardlng Llontgomery's ihinking
about suburbs?

has a different vlew fronr C on the extent to whlch N4ontgomery's ldeas are new?
M

ffi
Reading and Use of English Pârt 6 r".t I @
 Reading and Use of English Part 7
You are going to read an artlcle about a raft ng trip along the Co[orado River in the USA. Six paragraphs have bee_
removed frorn the artlcle. Choose fro.n ihe paragraphs A - G the one u/hlch flts each gap (41 - 46J. There is one extr?
paragraph whlch you do not need to use.

l.4ark yoLrT answers on the separâte answer shêet.

Rafting through the Grand Canyon and beyond

Thefierce s!n had littLe effecton the freezing cold r\rater flipped once, although several of us ended up in tf.
of the Colorado river as lt splashed over ihe sldes of our \rvateT on d lffe rent occasions.
raft. Ahead lay a rap d called Bedrock. The four of !s on
our inflatable raft had already conqLteTed nurnerous
cascades in the Grand Canyon, but was very nervous
about this one. 'Go right,' lve shoLrteci at Rlck, our pilot
Hurnans had n't been there as long, of course, but wÉ
for the d ay, v,,'ho was desperately trylng to steer against
before tourists came, it was the land of the Nava-:
the powerfuLcurrent.
and Hualapêi American lndlans. Their ancestors lÊ-
bulldings carved into the cliff fac€s, and prehistor:
4t stone engravings in the r,rarren of caves and gorges
accesslble onLy from the river. Sorne of these were filled
'Go for the channell' yelled, pointing toy/ards a fr'ith luscious palms and others were so narrow you
narro$/ opening. our gu des had said this t/ay u/as could touch both sides.
'Lrn-runnable' and \,!e were about to find out. I Ielt the
boat tu/isting into a whirlpool and kne!",, !.r'e !,,,ere about 45
to flip.

As a result, ùre had no ldea what was going on in the

42
rest of the !,,orld, not that we cared. There, on the rlver.
v/e were completely focused on the here and now and
Bearing in mind our lnexpeTience, 'rn not suTe ho!./ \,ve exlra vigilant every time \,Te encountered a significant
did. As vve had prepared to Leave frorn Lees Ferry on the rapld. Even the guides weTe nervous as we approached
banks of the CoLorado in Arizona. our lead guide had the nfarnous Lava Fêlls, which has a terrifying 9/10
asked: 'How rnany of you heve done anything like thls difficulty rating. Before atternpting Lava, vÿe stopped
before?' T\vo of the group ra sed their hands. Ou r guide and scrambled up a nearby cliff. Frorn the top, we
explalned that ahead of us lay 450km of \,r'hlte vr'arer Looked do!,/n anxlously at the crashlng roar of white
Itrough o_ê o' 'ê roll _or -'oèo.e o' 'o''erIS on !\]eter and tried to work out ouT Toute.
earth - and no phone signalfor 17 days
46
43
Then, as soon as t had begun. it was over. There were
For the next two and a half weeks. \are'd se-o few other l,ÿhoops ofjoy and relieved high flves. We were soaked
hunans;the Canyon may be one ofthe \,r'orld's blggest - but !,,,e'd all got through t safely. There were still a
attractions, but it's also one of the most lnaccesslble couple more days to go, but after Lava nothing coLrld
places in the LIS and ls usllally only seen from above. defeat us. We were a team, united by a river and a great
\le negotiated nearly 90 rnalor raplds in all. and only sense of accornpIishment.

fr r""t,, Reading and Useof Engl;sh PartT

l. V\ie'd been made aware of this when we booked
the trip. But 16 of !s had eagerly signed up for the
adventure of a llfetirne, renting four rafts, v,rlth all
ln the quleter stretches ofthis rnagicalsetting, we'd
fish off the rafts, and at night on the rlver bank. there
were jokes and storytelling before r,ve fell asleep
the necessary provislons incLuded. under the stars. The internet became a dlstant
memory as the Canyon closed in and the signal
B Fierce ürinds threatenlng to blo\,/ our rafts disappeared. t lvas a dlgital detox to the extreme.
backwards and vicious sandstorms driving grit
into oLrr eyes, nostrlls and cameras were two of the !!ondered f could hold my breath tong enough to
worst, 0ur hands, feet and Lips were soon cracked survlve underwatet and then saw rny friend John
from the constant exposure to \irater and the dry being hLrrled off the raftand lnto the crash ngwaves.
desert air. Suddenly, too ü/as flung headfirst into the freezlng
urater. Bad tho!ghts filled rny rn:nd. But somehow
c It wa5 no use, We were quickly drawn towards a rock \r'/e all survlved.
the size of a bus. Then the raft was sucked around
the wrong side of the boulder and into an eddy. Our As fire progressed, the Canyon grew grander in scale.
paddles y,,ere no\l./ being bashed aga nst the rock. cuttlng a deep gorge, over a kllometre deep n places.
t's a geologist's drearn, vvith Layers of rock dating
D Eventually, we just had to go for it Nervously, we let bac k aLrnostt\,vo biLlion years and anclent Lava fields
the waters pull us towards the bolling foam, and one that a re some of the oldest exposed rock on earth.
by one the four rafts entered the fray. 0!r raft rocked
and creaked and srnashed thro!gh waves the size of
a car; at one polnt it was alrnost vertlcal There \4rere
20 seconds of sheer terror.

Readilq and Useof English PartT r".t I fl

 Reading and Use of English Part I
You are going to rêad an ârticte âbout beiùg â film and television drama extra. Forquestions 47 - 56, choose from
the sections (A- D). Thesections mây be chosen more than once.

l\4ark youranswers on the separate answersheet.

ln which se<tion does the writer

descrlbe how one advantage of the job didn't go according to pla n?

mw,\sl
mention experiencing a sense ofguilt? ffif_l
point out the possible consequences of breaking ru Les?
ffiffi[ ]
offer advice to people thinklng of applying to work as an extra?
mwr
-l
refer to times vvhen the gap between actors and ertras appears to narrow?
ffiNt
ackno!\,ledge how appropr ate certain terrns are?
ffiffif ]
explain a comrno11 rrotivation for teklng on work as an extTaT
ffiH\rt
meniion galnlng insights into hêrdsh ps that actors experlence?
RW[ ]
explain the purpose of an anecdote?
Mw ]
refer to an incldent when he !,/as disappo nted by people's behaviour?
m,w-W--l

F
EE t".,o Reading and lJse of English Part I
 The life of an ertra

Mosr frhns dnd Tf dranlûs requite ertfttÿ, those people *e glitnpse in the bar:k,g.ound Lteltinl the unin ott.r':. \like
I .a
J,_. t.".\ 1...- tl"_ L\ J,te...t

C
During a break in rhe iilming of TV drâma, i
gravitared Occasi(nrall).. )-ou're picked out to pla-v e morc substântial
ro\1 ards thc tablc ladcn \!iù hol coffee and biscuits. pâft in one scere. and _vou fccl as ifmeybe the proÈssionâ11
\s i rcachcd it- ho*e\er I ù,a\ dul).inlonned that it suppo(ing afiist di\'idc isn't so insLrrnountable al'ter all.
iras reserveal lbr the 'tâlent' the reâl actors and \\as Then. shen lou're llmlh released to go home at 2 a.m..
iirected to§àrds.r ickeiy lable. on \rhich sar êD um ol ailcr walking up and dorvn some stretcl of pa\.ement
rlot \\,ater, some sLrgar packets. and noùing elsc. I tcll 50 tiùes. ând you reâlise thâ1 the âctors still ha\.e hours
llris iâle- not just to srunbLe. bu! bccausc il suûs {rp thc more to go, theirjob no longer seelns quite so glamorous
siark di\ ide betwccn thc casl ând the litlle people in ûe or pririleged. {ctually. night shoots tcnd to be ûe worsr.
background. Rclcring ro us on sel by our technical nâme ahhough ùe erûa moDc)'you recei\e almost màkes Lrp
of sùppordng àrlisres'is meânl tô make us feel more for it. Oncc on the set ol a blockbuster. a mix-up in the
lmportanl, I suppose. 'W.rlking background and human costumc dcpêrlmerl resulted in me spending t\ro nighis
props' ere comnlon, fàindv hrLmorous labels 1br us. but in en nircralt hângar, drinking terrible coffee and reading
ùc),'re fitting. Extras aren t supposed io sa! anyihing bo,Jks and getting paid for it \{eanNhilc. drc othcr
during a take: §e aren t paid to talk. Nor êrc $c allowed exnas all ran around outside in thc frcczing drizzlc fo1'
to ialk bet\r,een tâkes \\'hen everything is bcing resel. ,A. an âction scene. Everi limc thcy lrudged back in ftom â
gentie murmur of conlersalion \\,i11 incvitobL, *ell up tâke. their rer) \.isible fatigxc ênd discoûibn ûâde ùe
among sorne groups. at which poi11l one of lhe âssidant leel somewhat ftêùdulcnt. al\arc as I ses ihâi ù,e were irll
directors will immcdiatcly bello* 1or -(ilence. beinq rcmuncratcd ar dre -(ame raie lin our eff'oûs.

B D
There âre oiher non'Degotiablcs, end failing lo obe) ûerr One of the bonuscs of bcing an e\tm is the âee câteing.
could result in )ou bcirg flrcd end blecklisted lrom the Gefiingup at:1e.m. is11't so bad when vou.ân go sirâight in
indusûÿ-'. Your coniracr spcci6cally orders )ou noi to iâlk for a lalgc brceklaÿ, àn,.l â filling lunch is âhra,ys pro\.ided.
1Lr ên,v ofthc eclors. On one production. I rvas introduced though ]ou obviously aren\ allo\redto eat an)1hing bcforc
to lhc lcad âclor and iold what nr! role 11.ouid be in !ha! the Lalellt'and the crew. For period dramas. ),ou r,ill also
pfiticular scene. I smiled at lim in a mild altcmp! a! get â fiee haircLLt. although this can sometimcs mekc things
caÙraracie|ie and he stared righl ihrough rnc. Thcn- the arvk§,ard. On one shoor. I hêd to phonc in sick' to my dâ!
expression on rhe iàce ofthe lcad ectrcss ede il cLeer she job. and then had lrouble explainirs to rnv boss the next
had decided not to makc ân ellon siû me. I kne\l I §.as inoming \\ h] I nos hâLla I95os-style haircut. Another plus
onll en cxlra, bui d1e) might hâ\e ât leâsi lèignsd some ay bc seeing yoursell'()n screen. usuallv as a blLllr] oullinc
intcrcst. So wh"- qo through thisl \\'e11. §hen I lirsr signed !o one side orâ tiùy llgure in the distance. Thais what cxtas
uD. T. ik. r_"n) otLcr. I \'o.'. .. $ .r. ,' rn'e-(. 'n-e do: blcnd inlo ûe backgn nd and not dirert attention ftom
'\J. Jl<-n,: 1 . ..."nJ r., .re ll,e lr- ro'..rcn.-oL. ùe mâin characters. \Vould I encouagc anyone 1l) saùple
fccs- however- soon meânr I regarded it as liltle norc thân this ]lîe? Hllrdl). ifthe aim is to mêkc moner or ger into dre
a hobby, and had I had a fàmil).I Frobabl) wouldn'l h.r\e industry. If. ho\reÏcr, you Like the ideâ ofdressing uf l\ith
been able to do it rhe possibilis ofglilnpsing Ioursellon rhe big screen lbr a
fe\\ sccondq wcl mâlhÈ

Reading and Useof English PartS r""u ![

 Writing Part 1

Youmustanswerthisquestion. WTiteyouransv,rerin22O 260 words ln an appropriaie style on the separate answe.

sheet.

I Your class has vlatched an online discLlssion about the factors that should be considered when choosing a collegÉ
coLrrse. You have ûrade the notes below:

Factors th at shou ld be considercd when choosing â (ollege course

. cost
. career prospects
. repLrtation ofthe coLrrse Sorne opin:ons expressed in the discussion:
''There are lots of grants to help with the cost of

"You should only study a subject that

get you a good career"

" t's besi to study a well known course."

Write an essay for your tutor discussing two ofthe factors in your notes thât should be considered when choosing
a college course. You should exptâin which factoris more important, giving reasons in supportofyour answer-

You may, if you wish. make use of the opinrons expressed in the discussion, but you shoLrld use your oÿ/n ,,,!,0 Tds as
far as possible.

fr r""t I Writing Part 1

 Writing Part 2
Write an answerto onê ofthe questions 2 - 4 in this pârt. Write your answer in 220 260 words in an appropriate style
on the sepârate answer sheet. Put the question number in the box at the top of the page.

2 The manager at the organisation !vhere you work has invlted staff tô apply for the opportunlty to do a short pLace,
nT ent in another city. You have decided io apply. Write an email to your manager. describing your current role in

the organlsation. explaining why you are a suitable candldate for a place,nent and saying how the experience will
be beneficial for boih you and your oagânisation.

Write your emait.

3 You have seen the following announcement on an Engllsh language vvebsite:

Shopping online or in-person?

Which is better?
Write us a revlew comparing one onllne and one ln person shopping experience. EvalLtate vr'hlch experience
was preferable in terms ofchoice, convenience and service.

The best reviews will be featured on our website.

Wrlte your review.

You study at an international college and help to run a club that received some funding frorn the college_ Now
the college princlpalwould like a report. You should describe how the fLrndlng you received supported the club's
actlvities,andexplanhowtheseactivitleshavecontrlbutedtoihellfeofthecollege.Youshou[dalsoexplainwhy
the clu b deserves to recelve fund ng aga in th is year

Write your report.

Writing Pârt 2 r".u ![

 Listening Part 1

o23
You wi[[ hear three different extracts. FoT questions 1- 6, choose the answer (A, B or C) which flts best
according to what yoLl hear. There are tlvo q uestions for eac h extract.

Extract On9 ]

You hear two soclologists, Nina Havers and Dan HerÉandez, d scussing praising ch ild ren.

1 Nina compares pralslng children to rock climbing because in both activities

A tirne is needed to get it right.

B trust plays an important role.

C mistakes can have unlvanted consequences,

2 What advice does Dan give parents about praising chlldren?

A Focus on praising effort rather than results.

B Explain the reason for giving praise.

C lnclu de praising personalqualitles.

]txtract rw; l
You hear two friends. l(arthâ and Robert, discussing goli

3 Robert had been put off taking up golf !ntilnow because he believed

A lt was practised only by a priviLeged few.

B it provided relatlveLy llttle exercise.

C it was perceived as old fashioned.

4 What do they agree they should do next?

A take up an opportunity to flnd out about a venue

B get more lnformation about golf from a colleague

C look into the expense involved in playing golf

E Test 4 Listening Part i

Extrâct Three

You hear iwo friends tatking about a su nmer mLrsic festival they have just been to.

5 According to the man, what element do music festlval organlsers often overlook?

A having good cornmunlcatlon bet\r!een sound englneers and bands

B designing ihe grounds so that the sound is enhanced

c ensurlng allthe equipment ls of the highest q!ality

6 How did the woman first flnd out that ê local band was good?

A other rnusicians were recomnrending then.

B Everyone was talking about thern in one of the cafés.

C lhe t rbe'o'peop e is-e-'ag -orh'r ng.

^r\tar'ed

Listening Part 1 r".t I fl

 Listening Part 2

o24
You will hear a Woman, called Estelle Tinios. giving a talk to students aboLrt her job as
pharrnacist. For questions 7 - 14, complete the sentences wlth a \,vord or short phrase.
a

WORKING AS A PHARMACIST

Estelle chose to study {7) . .. ... .. . . for her undergraduate degree.

Sherecommendsworkingparttimeasa(8) ............. .inordertornakecontacts

She explains that she learnt a great deal from the 19)... ... . .... .. ... she dld durlng

her postgraduate studies.

She was surprised to find out how important (10)

skills are for a pharmacist.

She suggests that pharrnacists who have sorne (11) . ... .. ... ... ... .. in their

schedule are more likely to flnd a job.

She worked in research and development, where she was involved in the

(12) ..... .. .. .... .. .. ofmedicatlons.

She describes holv rnaking sure (13) ... ... .. ... are accuTate is an important

pa rl of a pharmacist'sjob.

She expla ns that there s a growlng demand for pharriaclsts because the

(14) rs Jncreastng.

Test 4 Listening Pêrt2

 Listening Part 3

Vou Lt I hear ên interve\^] ln,,1htch two entrepTeneurs, called Charles and Betty, are talking about their
@ erpenence 0i settng up a business when they \i,,ere yoLrng. For questions 15 _ 20, choose the answer
2-q
(A, B, C or D) which fits best according to what you hear.

15 What does Charles say about the faiture of his f rst company?
A He learnt some valuable lessons from the experience.
B He was glad this happened when he was young.
C t could have been avoided lf he had acted eartier.
D it resulted from taking poor advlce.

16 Betty and Charles both say that the key to belng a successfulyoirng entrepreneur is
A to be a creative thinker.
B to have clear Long term aims.
C to have a positlve attitude to risk.
D to be willing to dedicate enough tlme to business.

t7 ln the first year of her business, what did Betty find nrost dlffjcult?
A raising money
B hirlng enrptoyees
C getting enough sales
D dealing with the paperwork

18 It surprlsed Charles that his competitors $/ere ÿrilllng to

A recornrnend prôfessionalspecialists.
B discuss thelr company structure.
C share industry related data.
D refer customers to him.

19 H o\r", dld Betty feel after she \{,on a Young Bus]nessperson of the year award?
A curious to find out why her business had been selected
B determined to llve up to the standard of the other contenders
C Lrncertain aboLrt the attention her winnlng attracted
D inspired to expand her bLrsiness

20 According to Charles, tech nology has made lt easieT to become an entrepreneuT because
A websites can reach potentlalcustomers.
B netu/orking can be done on the iniernet.
C vldeo conferenclng rnakes rreetings effective.
D online training is outstanding.

F
Listening Part 3 f""t r, fl
 Listening Part 4

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![ r""tr Listening Pan 4

Listening Part 2 Reading and Use of English Part 4
7 bees The vefticol line shows where the answer is split inta two
I perfume p o fts fo r mo rk i n g p u rp oses.

9 food chain 25 WISH lhad/ l'd ltalked

10 pestcontrol 26 no I4ATTER what/which ]promises
11 cLimate change 27 noCHANCE lofit (whâtsoever/ ât âlL)

12 higheraltitudes 28 was ONLYwhen Sam turned

13 tourists 29 HAD h;s wallet I stoten

14 antibiotic 30 couldn't / could not TELL the difference between

Listening Part 3 Reading and Use of English Part 5

15816D 17418 B 19C 208 31 D 328 33D 34C 3sA 36D

Listening Part 4 Reading and Use of English Part 6

TaskOnê 374 38C 39D 404
2tD 228 23e 24 c 25F
Reading and Use of English Part 7
Task Tr/ÿo
47C 42F 43A 44G 45E 46D
26G 274 28D 29E 30F
Reading and Use of English Part 8
47D 48C 498 50D 51 C 52A 538
54C 55A 568
Reading and Use of English Part 1 Writing Part 1
1D 2C 3B 4A sB 6D 7C 8A
l Essay
Reading and Use of English Part 2 I\4odel answer
Ihis /nodel hos bee/l pr€p ared os on e\anple afo,lery gaad
9 up
answer. Haftever, please note thoi th/s lsjÛst one erdmple
10 no / littte aut of se,/era I passible op praoches
11 how
12 whethêr Choôslng a coLlege course is one ofthe blggest decisions

13 whi.h that a yo!rng person rnleht make, and raany factors

,/,iLL nfluence thai choice. Whi[e ]l
is $/ise to conslder a
14 âgâinst/from .dr erJ oIr..ro .'o'-d rd rf ê'ôp r_àrior o' L'. co r " o
L5 Whatever/ Whichever are tÿ/o rnatters \rrhich deserve part cuLar cons deratlon.
16 iflthough L"r" .o do ro. . tè .-ô
o. . o, o ege (o. .,e- . o
the rise n my country. !lany students go into debt in
Reading and Use of English Part 3 order to siudy at coLlege leveL. Even though grants are
17 unknown avalLabLe, the competitlon for them ls very tough and
18 compositions not every deserving student rece ves or e. Hor,/ever, e
cotLege degree is ndispensâbLe forjobs ln many fields
19 diversity / d ive rsen ess
and people generalLy regard the cost as a necessary
20 liken
erpense. or an investment. ALso, students often get
2l genetically part t r1re jobs whlle they study and this is a tvay of
22 handful gettlng some valuabLe y/ork expeience.
23 compaiable The repLrtatlon of the course is also worth considerlng.
24 continuously / continuâlly This is because courses bLrild a repLrtâtion for quaI ty

Keys r".t+ t![

 over many years and this g ves yo! some assurance that Thank yoLr for considering my appLlcation forthe
you have chosen a weLl TUn couTse, Of course. sorae pLacerIlenl.
new courses rnay actualLy be very good and you m ght
Sincerely,
be pLeasantly surprlsed by the quality. Holvevêr, future
enrployers w lL be more impressed vr ih you if you have a .loa nr a S rnpson
degree fronr â top college. Thls v,/iLL, in the end, bring you
nra ny benelits. 3 Review
Therefore. I think that overaLL it ls more important to Styte
priôritlse getting the best degree you can from a course The style can be fornraL or quite informaL as long as it ls
v,ith ihe best reputatlon possible. consistent throughout ihe revievr.

Content
Writing Part 2 .o o, \o. d'ol idê'o'êor - .oppi ,g
'oJ
2 Email
o.o iê". ê a.d o.ê p",o opprqe.pe.e..e
They should be compared for the choice they offered, hoù,
Modelanswer convenient they lvere and the service you received. You r
This model hos been prepared as on exomple ofo very good revlevrshouLd make tcLearu/hichexperenceyou prefefied.
onswer. However, pleose note thotthis isjustone exomple
a u t of seve ro ! p ossi ble o p p ra oches.
Organi5ation
Write ln clearLy deflned paragraphs.
Dear l.4s TayLor.
4 Report
'm wr ting to you becaLrse l m interested in the Style
opportunity to do a placement in another clty. Neutrallo forraaL
!ly current rôLe lnvolves developlng soft\,/are lo lmprove Content
lnternetsecurltyforavarietyof cuslomers.Vüh [e am Your report shoutd describe how the fun d ing you recelved
based in London, have been ,,!orklng closely \,üith a
suppoded the activ ties ofthe cLu b you help to run. t
tÊarn that is based in Rome, taty. There ls onLy ore ho ur
shou ld expLair ho!,r the clu b s actlv ties made a posltive
of time difference between us, so t ls eesy enough to contribLrtior to the L fe olthe colLege and nrake e case for
conduct meet ngs using internêt conferenclng. the funding to cont nue ln the year to corne.
However, would very rnuch âppreciate the opportunlty
Organi5ation
tirne n Rome ,,!ith the team. think thls
to spend sorne
lvrite in ctearly defined paragraphs. lnclude a t tLe and
v,/oL ld slrengthen our j,!orking relatlofship much more
sub head ngs.
than v.,orklng at a distance can.
-or. ". Lr nordpo,de.\eoppori --r-oê.pê.ô..ô Listen ing Part I
how a nôther bra nch of our organlsation works and to 1C 2B 3C 4A 5B 6C
ga n an appreciation for!x,ork ng in a dlfferent pLece.

Nly iaLian is qu te basic. \\/hlch m ght be a probLeri Listening Part 2

sociatLy. but most oF our r,,rork is conducted n Ergllsh. 7 physics
I am studying ltaliar on Line ard rarould be more 8 techniclan
than v/illing to take an evenlng course before the
ptacenrent begirs.
9 lnternship
10 rnemorisatlon / raernor zât on
Ialso belleve that we woLrLd be abLe to rnake much
11 fLex biLity
quicker and better progress on the project vÿe are
12 marketlng
currently working on, which t",ould ben-"fit the
organ;sâtior. This tearn and I have elso discussed ways records
we could deveLop the \,r'ork we're dolng for dlfferert 74 population
nrarkets. f weù,ereworkingmorecloseLy. beLievÊr,!,e
'o-do'ogre.,,',iIrrl_ê- \o "o'ôê' è. I èlr Listening Part 3
15816C 17B 18A 190 20D

Keys
Listening Part 4 Reading and Use of English Part 5
TaskOne 3rc 328 33 B 34C 358 36A
27F 22G 23A 24 D 25H
Task Two
Reading and Use of English Part 6
26G 27A 28F 29 D 30B 37C 38D 39 D 40A

Reading and Use of English Part 7

4Le 42D 43 A 44F 45C 468
Reading and Use of English Part 8
Reading and Use of English Part 1 478 48D 49 A s0c 51 D s2B 53C
1C 2B 3D 4A 5 B 5A 7C 8 D 54D 554 56 B

Reading and Use of English Part 2 Writing Part 1

9 Aithough/Though/While/WhiLst I Essay
10 makes Modetanswer
11 As a rule This model onswer has been prepored os an exomple of (j

t2 ago
verygood onsnlter. However, pleose note thotthis isjustane
example out of severo I possible opproaches.
13 other
14 whatever There are many qLrallties that contribrte to people
15 only hav ng a successfuL llfe. The ones that I would []ke to
d scuss are ambitlon and honesty.
16 even
For n'rany people, amb llon sthekeytotheirsuccess.
Reading and Use of English Part 3 Havlng clear goals ând pLans lo ach eve them gives

17 findings rnotivation and directionto peopLe. This car help \",,hen

choosingâ career path. ForexarapLe, fyourarr1biton s
18 pa.ticipants to be very u,eaLthy, then you riight decide to study a
19 preference(s) subjeci that Leads to a weLL peld professlon. Holvever,
20 unimpressed r"è .ord.d _hêrèô Vor,
"-or bl
21 talkative up on the r educat or in order to staft a bus ness. The key
here is to be determined to follo\4 your ambitlon.
22 predictably
23 regardless Of course. everyone can declde for thernseLves vrhat
the def nition ofa successfutlife s. For some.lt w Llbe
24 correLation(s)
having a Lot of money or material possesslons. but for
me, success in Life should be judged by the qual ty ofthe
Reading and Use of English Part 4
relat onships thet peopLe develop over ihe r Lives. And
The vefticolline I shows where the onswer is split into two in order to deveLop strong reLationsh ps, peôple need to
ports for morking purposes.
have horesty and strong principles. I personaLLy do not
25 no idea I WHOSE fault consider people ÿJho bulLd thelr \r,eêlth on dishonesty or
26 have been ABLE to ]sort/work ira rn orâ L practices to be'successfull
27 did not/didn'ttâke (very)LONc lfor An ârnbltious person !r' thout honesty may be ternpted
28 impressed by ] HOW committed lo push themsetves forward ât the expense of others.
,,r,h ich is not fair. Therefore, li is my opin ion that honesiy
29 has GIVEN up dreaming/ his dream of
ls more important tha n ambition to consider oneseLf
30 cân't / cannot be BOTHERED to
successfuL n Life.

Keys r".ts l![