剑桥雅思原版真题7

mingti Test 1

LISTENING

SECTION 1 Questions 1-10

Questions 1-5

Complete the notes below.

Write NO MORE THAN THREE WORDS for each answer.

Transport from Airport to Milton

Example Answer

Distance: 147 miles

Options:

●Car hire

-don't want to drive

●1………………………

-expensive

●Greyhound bus

-$15 single, $27.50 return

- direct to the 2…………………

- long 3…………………

●Airport Shuttle

- 4………………….. service

- every 2 hours

- $35 single, $65 return

- need to 5…………………..

Questions 6-10

Complete the booking form below.

Write ONE WORD ANDIOR A NUMBER for each answer.

AIRPORT SHUTTLE BOOKING FORM

To: Milton

Date: 6………………. No. of passengers: One

Bus Time: 7………………pm Type of ticket: Single

Name: Janet 8……………………

Flight No: 9………………………… From: London Heathrow

Address in Milton: Vacation Motel,

24, Kitchener Street

Fare: $35

Credit Card No: (Visa) 10……………………

SECTION 2 Questions 11-20

Questions 11-16

Choose the correct letter, A, B or C.

11 PS Camping has been organising holidays for

A years.

B 20 years.

C 25 years.

12 The company has most camping sites in

A France.

B Italy.

C Switzerland.

13 Which organised activity can children do every day of the week?

A football

B drama

C model making

14 Some areas of the sites have a 'no noise' rule after

A 9.

B 10.

C 10.

15 The holiday insurance that is offered by PS Camping

A can be charged on an annual basis.

B is included in the price of the holiday.

C must be taken out at the time of booking.

16 Customers who recommend PS Camping to friends will receive

A a free gift.

B an upgrade to a luxury tent.

C a discount.

Questions 17-20

What does the speaker say about the following items?

Write the correct letter, A, B or C, next to questions 17-20.

A They are provided in all tents.

B They are found in central areas of the campsite.

C They are available on request.

17 barbecues …………………

18 toys ………………...

19 cool boxes ………………..

20 mops and buckets

SECTION 3 Questions 21-30

Questions 21-23

Complete the notes below.

Write ONE WORD ONLY for each answer.

DIFFERENCES BETWEEN INDIVIDUALS IN THE WORKPLACE

Individuals bring different:

●ideas

●21………………

●learning experiences

Work behaviour differences are due to:

●personality

●22………………

Effects of diversity on companies:

Advantage: diversity develops 23……………….

Disadvantage: diversity can cause conflict

Questions 24-27

Choose the correct letter, A, B or C.

24 Janice thinks that employers should encourage workers who are

A potential leaders.

B open to new ideas.

C good at teamwork.

25 Janice suggests that managers may find it difficult to

A form successful groups.

B balance conflicting needs.

C deal with uncooperative workers.

26 Janice believes employers should look for job applicants who

A can think independently.

B will obey the system.

C can solve problems.

27 Janice believes managers should

A demonstrate good behaviour.

B encourage co-operation early on.

C increase financial incentives.

Questions 28-30

Complete the sentences below.

Write ONE WORD ONLY for each answer.

28 All managers need to understand their employees and recognise their company's …… .

29 When managing change, increasing the company's………………… may be more

important than employee satisfaction.

30 During periods of change, managers may have to cope with increased amounts

of ………………… .

SECTION 4 Questions 31-40

Questions 31-35

Complete the notes below.

Write ONE WORD ONLY for each answer.

SEMINAR ON ROCK ART

Preparation for fieldwork trip to Namibia in 31………………

Rock art in Namibia may be

●paintings

●engravings

Earliest explanation of engravings of animal footprints

They were used to help 32………………….. learn about tracking

But:

●Why are the tracks usually 33………………. ?

●Why are some engravings realistic and others unrealistic?

●Why are the unrealistic animals sometimes half 34………………. ?

More recent explanation:

Wise men may have been trying to control wild animals with 35………………… .

Comment:

Earlier explanation was due to scholars over-generalising from their experience of a different

culture.

Questions 36-40

Complete the sentences below.

Write ONE WORD ONLY for each answer.

36 If you look at a site from a………………… , you reduce visitor pressure.

37 To camp on a site may be disrespectful to people from that……………… .

38 Undiscovered material may be damaged by…………………. .

39 You should avoid………………….. or tracing rock art as it is so fragile.

40 In general, your aim is to leave the site………………… .

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1

below.

Let’s Go Bats

A Bats have a problem: how to find their way around in the dark. They hunt at night, and

cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of

their own making, one that they could avoid simply by changing their habits and hunting by day.

But the daytime economy is already heavily exploited by other creatures such as birds. Given that

there is a living to be made at night, and given that alternative daytime trades are thoroughly

occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is

probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when

the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed

to survive at all because they found ways of scraping a living at night. Only after the mysterious

mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into

the daylight in any substantial numbers.

B Bats have an engineering problem: how to find their way and find their prey in the

absence of light. Bats are not the only creatures to face this difficulty today. Obviously the

night-flying insects that they prey on must find their way about somehow. Deep-sea fish and

whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy

water cannot see because, although there is light, it is obstructed and scattered by the dirt in the

water. Plenty of other modern animals make their living in conditions where seeing is difficult or

impossible.

C Given the questions of how to manoeuvre in the dark, what solutions might an engineer

consider? The first one that might occur to him is to manufacture light, to use a lantern or a

searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to

manufacture their own light, but the process seems to consume a large amount of energy. Fireflies

use their light for attracting mates. This doesn't require a prohibitive amount of energy: a male's

tiny pinprick of light can be seen by a female from some distance on a dark night, since her eyes

are exposed directly to the light source itself. However, using light to find one's own way around

requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces

off each part of the scene. The light source must therefore be immensely brighter if it is to be used

as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event,

whether or not the reason is the energy expense, it seems to be the case that, with the possible

exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find

its way about.

D What else might the engineer think of? well, blind humans sometimes seem to have an

uncanny sense of obstacles in their path. It has been given the name 'facial vision', because blind

people have reported that it feels a bit like the sense of touch, on the face. One report tells of a

totally blind boy who could ride his tricycle at good speed round the block near his home, using

facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front

of the face, although the sensation may be referred to the front of the face, like the referred pain in a

phantom limb. The sensation of facial vision, it turns out, really goes in through the ears. Blind

people, without even being aware of the fact, are actually using echoes of their own footsteps and

of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had

already built instruments to exploit the principle, for example to measure the depth of the sea under

a ship. After this technique had been invented, it was only a matter of time before weapons

designers adapted it for the detection of submarines. Both sides in the Second world war relied

heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well

as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.

E The Sonar and Radar pioneers didn't know it then, but all the world now knows that bats,

or rather natural selection working on bats, had perfected the system tens of millions of years

earlier, and their 'radar' achieves feats of detection and navigation that would strike an engineer

dumb with admiration. It is technically incorrect to talk about bat 'radar', since they do not use

radio waves. It is sonar. But the underlying mathematical theories of radar and sonar are very

similar, and much of our scientific understanding of the details of what bats are doing has come

from applying radar theory to them. The American zoologist Donald Griffin, who was largely

responsible for the discovery of sonar in bats, coined the term 'echolocation' to cover both sonar

and radar, whether used by animals or by human instruments.

Questions 1-5

Reading Passage 1 has five paragraphs, A-E.

Which paragraph contains the following information?

Write the correct letter, A-E, in boxes 1-5 on your answer sheet.

NB You may use any letter more than once.

1 examples of wildlife other than bats which do not rely on vision to navigate by

2 how early mammals avoided dying out A

3 why bats hunt in the dark A

4 how a particular discovery has helped our understanding of bats

5 early military uses of echolocation

Questions 6-9

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 6-9 on your answer sheet.

Facial Vision

Blind people report that so-called 'facial vision' is comparable to the sensation of touch on the

face. In fact, the sensation is more similar to the way in which pain from a 6………………. arm

or leg might be felt. The ability actually comes from perceiving 7………………. through the ears.

However, even before this was understood, the principle had been applied in the design of

instruments which calculated the 8………………. of the seabed. This was followed by a wartime

application in devices for finding 9………………. .

Questions 10-13

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 10-13 on your answer sheet.

10 Long before the invention of radar, …………………… had resulted in a sophisticated

radar-like system in bats.

11 Radar is an inaccurate term when referring to bats because ………………… are not used

in their navigation system.

12 Radar and sonar are based on similar…………………. .

13 The word 'echolocation' was first used by someone working as a…………………. .

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage

2 on the following pages.

Questions 14-20

Reading Passage 2 has seven paragraphs, A-H.

Choose the correct heading for paragraphs A and C-H from the list of headings below.

Write the correct number, i-xi, in boxes 14-20 on your answer sheet.

List of Headings

i Scientists' call for a revision of policy

ii An explanation for reduced water use

iii How a global challenge was met

iv Irrigation systems fall into disuse

v Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health

viii Addressing the concern over increasing populations

ix A surprising downward trend in demand for water

x The need to raise standards

xi A description of ancient water supplies

14 Paragraph A

Example Answer

Paragraph B iii

15 Paragraph C

16 Paragraph D

17 Paragraph E

18 Paragraph F

19 Paragraph G

20 Paragraph H

MAKING EVERYDROP COUNT

A The history of human civilisation is entwined with the history of the ways we have learned

to manipulate water resources. As towns gradually expanded, water was brought from increasingly

remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the

height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built

sewers, supplied the occupants of Rome with as much water per person as is provided in many

parts of the industrial world today.

B During the industrial revolution and population explosion of the 19th and 20th centuries,

the demand for water rose dramatically. Unprecedented construction of tens of thousands of

monumental engineering projects designed to control floods, protect clean water supplies, and

provide water for irrigation and hydropower brought great benefits to hundreds of millions of

people. Food production has kept pace with soaring populations mainly because of the expansion

of artificial irrigation systems that make possible the growth of 40 % of the world's food. Nearly

one fifth of all the electricity generated worldwide is produced by turbines spun by the power of

falling water.

C Yet there is a dark side to this picture: despite our progress, half of the world's population

still suffers, with water services inferior to those available to the ancient Greeks and Romans. As

the United Nations report on access to water reiterated in November 2001, more than one billion

people lack access to clean drinking water some two and a half billion do not have adequate

sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children

every day, and the latest evidence suggests that we are falling behind in efforts to solve these

problems.

D The consequences of our water policies extend beyond jeopardising human health. Tens

of millions of people have been forced to move from their homes - often with little warning or

compensation - to make way for the reservoirs behind dams. More than 20 % of all freshwater fish

species are now threatened or endangered because dams and water withdrawals have destroyed the

free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality

and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than

they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over

shared water resources have led to violence and continue to raise local, national and even

international tensions.

* underground stores of water

E At the outset of the new millennium, however, the way resource planners think about

water is beginning to change. The focus is slowly shifting back to the provision of basic human

and environmental needs as top priority - ensuring 'some for all,' instead of 'more for some'. Some

water experts are now demanding that existing infrastructure be used in smarter ways rather than

building new facilities, which is increasingly considered the option of last, not first, resort. This

shift in philosophy has not been universally accepted, and it comes with strong opposition from

some established water organisations. Nevertheless, it may be the only way to address successfully

the pressing problems of providing everyone with clean water to drink, adequate water to grow

food and a life free from preventable water-related illness.

F Fortunately - and unexpectedly - the demand for water is not rising as rapidly as some

predicted. As a result, the pressure to build new water infrastructures has diminished over the past

two decades. Although population, industrial output and economic productivity have continued to

soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes

has slowed. And in a few parts of the world, demand has actually fallen.

G What explains this remarkable turn of events? Two factors: people have figured out how

to use water more efficiently, and communities are rethinking their priorities for water use.

Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per

person doubled on average; in the USA, water withdrawals increased tenfold while the population

quadrupled. But since 1980, the amount of water consumed per person has actually decreased,

thanks to a range of new technologies that help to conserve water in homes and industry. In 1965,

for instance, Japan used approximately 13 million gallons* of water to produce $1 million of

commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation)

- almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more

than 20 % from their peak in 1980.

H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be

built, particularly in developing countries where basic human needs have not been met. But such

projects must be built to higher specifications and with more accountability to local people and

their environment than in the past. And even in regions where new projects seem warranted, we

must find ways to meet demands with fewer resources, respecting ecological criteria and to a

smaller budget.

* 1 gallon: 4.546 litres

Questions 21-26

Do the following statements agree with the information given in Reading Passage 2?

In boxes 21-26 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

21 Water use per person is higher in the industrial world than it was in Ancient Rome.

22 Feeding increasing populations is possible due primarily to improved irrigation systems.

23 Modern water systems imitate those of the ancient Greeks and Romans.

24 Industrial growth is increasing the overall demand for water.

25 Modern technologies have led to a reduction in domestic water consumption.

26 In the future, governments should maintain ownership of water infrastructures.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage

3 below.

EDUCATING PSYCHE

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to

learning, describing the effects of emotion, imagination and the unconscious on learning. One

theory discussed in the book is that proposed by George Lozanov, which focuses on the power of

suggestion.

Lozanov's instructional technique is based on the evidence that the connections made in the

brain through unconscious processing (which he calls non-specific mental reactivity) are more

durable than those made through conscious processing. Besides the laboratory evidence for this,

we know from our experience that we often remember what we have perceived peripherally, long

after we have forgotten what we set out to learn. If we think of a book we studied months or years

ago, we will find it easier to recall peripheral details - the colour, the binding, the typeface, the table

at the library where we sat while studying it - than the content on which we were concentrating. If

we think of a lecture we listened to with great concentration, we will recall the lecturer's

appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much

more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they

come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The

details of the content of the lecture, on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study

(making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects

the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his

teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the

curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt

with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its

most recent variant (1980), it consists of the reading of vocabulary and text while the class is

listening to music. The first session is in two parts. In the first part, the music is classical (Mozart,

Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the

dynamics of the music. The students follow the text in their books. This is followed by several

minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while

the teacher reads the text in a normal speaking voice. During this time they have their books closed.

During the whole of this session, their attention is passive; they listen to the music but make no

attempt to learn the material.

Beforehand, the students have been carefully prepared for the language learning experience.

Through meeting with the staff and satisfied students they develop the expectation that learning

will be easy and pleasant and that they will successfully learn several hundred words of the foreign

language during the class. In a preliminary talk, the teacher introduces them to the material to be

covered, but does not 'teach' it. Likewise, the students are instructed not to try to learn it during this

introduction.

Some hours after the two-part session, there is a follow-up class at which the students are

stimulated to recall the material presented. Once again the approach is indirect. The students do

not focus their attention on trying to remember the vocabulary, but focus on using the language to

communicate (e.g. through games or improvised dramatisations). Such methods are not unusual

in language teaching. What is distinctive in the suggestopedic method is that they are devoted

entirely to assisting recall. The 'learning' of the material is assumed to be automatic and effortless,

accomplished while listening to music. The teacher's task is to assist the students to apply what

they have learned paraconsciously, and in doing so to make it easily accessible to consciousness.

Another difference from conventional teaching is the evidence that students can regularly learn

1000 new words of a foreign language during a suggestopedic session, as well as grammar and

idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance

states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious

ceremonies and faith healing are all associated with successful suggestion, but none of their

techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov

acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but

maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their

brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls

on the full power of autocratic suggestion by insisting that the patient take precisely this white

capsule precisely three times a day before meals, Lozanov is categoric in insisting that the

suggestopedic session be conducted exactly in the manner designated, by trained and accredited

suggestopedic teachers.

While suggestopedia has gained some notoriety through success in the teaching of modern

languages, few teachers are able to emulate the spectacular results of Lozanov and his associates.

We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not

developed the appropriate mind set. They are often not motivated to learn through this method.

They do not have enough 'faith'. They do not see it as 'real teaching', especially as it does not seem

to involve the 'work' they have learned to believe is essential to learning.

Questions 27-30

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-30 on your answer sheet.

27 The book Educating Psyche is mainly concerned with

A the power of suggestion in learning.

B a particular technique for learning based on emotions.

C the effects of emotion on the imagination and the unconscious.

D ways of learning which are not traditional.

28 Lozanov's theory claims that, when we try to remember things,

A unimportant details are the easiest to recall.

B concentrating hard produces the best results.

C the most significant facts are most easily recalled.

D peripheral vision is not important.

29 In this passage, the author uses the examples of a book and a lecture to illustrate that

A both of these are important for developing concentration.

B his theory about methods of learning is valid.

C reading is a better technique for learning than listening.

D we can remember things more easily under hypnosis.

30 Lozanov claims that teachers should train students to

A memorise details of the curriculum.

B develop their own sets of indirect instructions.

C think about something other than the curriculum content.

D avoid overloading the capacity of the brain.

Questions 31-36

Do the following statements agree with the information given in Reading Passage 3?

In boxes 31-36 on your answer sheet, 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

31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that

changes is the music.

32 Prior to the suggestopedia class, students are made aware that the language experience

will be demanding.

33 In the follow-up class, the teaching activities are similar to those used in conventional

classes.

34 As an indirect benefit, students notice improvements in their memory.

35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.

36 Students in a suggestopedia class retain more new vocabulary than those in ordinary

classes.

Questions 37-40

Complete the summary using the list of words, A-K, below.

Write the correct letter, A-K, in boxes 37-40 on your answer sheet.

Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis.

However, Lozanov admits that a certain amount of 37……………… is necessary in order to

convince students, even if this is just a 38……………….. Furthermore, if the method is to

succeed, teachers must follow a set procedure. Although Lozanov's method has become quite

39………………… the results of most other teachers using this method have been

40……………… .

A spectacular B teaching C lesson

D authoritarian E unpopular F ritual

G unspectacular H placebo I involved

J appropriate K well known

WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

The table below gives information on consumer spending on different items in five

different countries in 2002.

Summarise the information by selecting and reporting the main features, and make

comparisons where relevant.

Write at least 150 words.

Percentage of national consumer expenditure by category - 2002

Country

Ireland

Italy

Spain

Sweden

Turkey

Food/Drinks/Tobacco Clothing/Footwear

28.91％

16.36％

18.80％

15.77％

32.14％

6.43％

9.00％

6.51％

5.40％

6.63％

Leisure/Education

2.21 ％

3.20％

1.98％

3.22％

4.35％

WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

It is generally believed that some people are born with certain talents, for instance for

sport or music, and others are not. However, it is sometimes claimed that any child can be

taught to become a good sports person or musician.

Discuss both these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or

experience.

Write at least 250 words.

SPEAKING

PART 1

The examiner asks the candidate about him/herself, his/her home, work or studies and other

familiar topics.

EXAMPLE

Keeping in contact with people

●How do you usually contact your friends? [Why?]

●Do you prefer to contact different people in different ways? [Why?]

●Do you find it easy to keep in contact with friends and family? [Why/Why not?]

●In your country, did people in the past keep in contact in the same ways as they do

today?[Why/Why not?]

PART 2

Describe a party that you enjoyed.

You should say:

whose party it was and what it wascelebrating

where the party was held and who went to it

what people did during the party and explain what you enjoyed about this party.

You will have to talk about the topic for one to two minutes.

You have one minute to think about what you are going to say.

You can make some notes to help you if you wish.

PART 3

Discussion topics:

Family parties

Example questions:

What are the main reasons why people organise family parties in your country?

In some places people spend a lot of money on parties that celebrate special family events. Is

this ever true in your country? Do you think this is a good trend or a bad trend?

Are there many differences between family parties and parties given by friends? Why do you

think this is?

National celebrations

Example questions:

What kinds of national celebration do you have in your country?

Who tends to enjoy national celebrations more: young people or old people? Why?

Why do you think some people think that national celebrations are a waste of government

money? Would you agree or disagree with this view? Why?

Test 2

LISTENING

SECTION 1 Questions 1-10

Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

CAR INSURANCE

Example Answer

Name: Patrick Jones

Address: 1……………… Greendale

Contact number: 730453

Occupation: 2…………….

Size of car engine: 1200cc Type of car:

Manufacturer: Hewton

Model: 3…………….

Year: 1997

Previous insurance company: Any insurance claims in the last five years?

4…………….. Yes √

No

If yes, give brief details:

Car was 5………… in 1999

Name(s) of other driver(s): Uses of car: - social

simon 6……………. –8……………

Relationship to main driver:

7……………

tart date: 31 January

Recommended Insurance arrangement

Name of company: 9…………….

Annual cost: 10 $…………….

SECTION 2 Questions 11-20

Questions 11 and 12

Label the map below.

Write NO MORE THAN TWO WORDS for each answer.

Questions 13-18

Complete the table below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

STOPA:

Main Booking Office:

First boat:

Last boat:

13 ………… p.m.

STOP B:

STOPC:

Attraction Further Information

Palace ●has lovely 14…………

15…………

Museum

●has good 16………… of city centre

●bookshop specialising in the

17………… of the local area

●18…………cinema

●bowling alley

●video games arcade

STOPD:

Questions 19 and 20

Entertainment Complex

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

19 How often do the Top Bus Company tours run?

………………………………………………

20 Where can you catch a Number One Sightseeing Tour from?

………………………………………………

SECTION 3 Questions 21-30

Questions 21-26

Choose the correct letter, A, B or C.

21 The Antarctic Centre was established in Christchurch because

A New Zealand is a member of the Antarctic Treaty.

B Christchurch is geographically well positioned.

C the climate of Christchurch is suitable.

22 One role of the Antarctic Centre is to

A provide expeditions with suitable equipment.

B provide researchers with financial assistance.

C ensure that research is internationally relevant.

23 The purpose of the Visitors' Centre is to

A provide accommodation.

B run training sessions.

C show people what Antarctica is like.

24 Dr Merrywhether says that Antarctica is

A unlike any other country.

B extremely beautiful.

C too cold for tourists.

25 According to Dr Merrywhether, Antarctica is very cold because

A of the shape of the continent.

B it is surrounded by a frozen sea.

C it is an extremely dry continent.

26 Dr Merrywhether thinks Antarctica was part of another continent because

A he has done his own research in the area.

B there is geological evidence of this.

C it is very close to South America.

Questions 27 and 28

Complete the table below.

Write ONE WORD AND/OR TWO NUMBERS for each answer

ANTARCTIC TREATY

Date

1870

27 ……………… to ………………

1957

1959

Questions 29 and 30

Event

Polar Research meeting

1st International Polar Year

Antarctic Treaty was proposed

Antarctic Treaty was 28 ………………

Choose TWO letters, A-E.

Which TWO achievements of the Antarctic Treaty are mentioned by the speakers?

A no military use

B animals protected

C historic sites preserved

D no nuclear testing

E fishing rights protected

SECTION 4 Questions 31-40

Questions 31-35

Choose the correct letter, A, B or C.

Left and Right Handedness in Sport

31 Anita first felt the Matthews article was of value when she realised

A how it would help her difficulties with left-handedness.

B the relevance of connections he made with music.

C the impressive size of his research project.

32 Anita feels that the findings on handedness will be of value in

A helping sportspeople identify their weaknesses.

B aiding sportspeople as they plan tactics for each game.

C developing suitable training programmes for sportspeople.

33 Anita feels that most sports coaches

A know nothing about the influence of handedness.

B focus on the wrong aspects of performance.

C underestimate what science has to offer sport.

34 A German study showed there was greater ‘mixed handedness' in musicians who

A started playing instruments in early youth.

B play a string instrument such as the violin.

C practise a great deal on their instrument.

35 Studies on ape behaviour show that

A apes which always use the same hand to get food are most successful.

B apes have the same proportion of left- and right-handers as humans.

C more apes are left-handed than right-handed.

Questions 36-40

Complete the table below.

Write ONE WORD AND/OR A NUMBER for each answer.

Sport

Hockey

Best laterality

mixed laterality

Comments

●hockey stick has to be used in 36…………

●mixed-handed players found to be much more

37………… than others

●gives a larger relevant field of 38…………

●cross-lateral players make 39 …………too late

●gymnasts’40 ………… is important for performances

Tennis

Gymnastics

READING

single laterality

cross laterality

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1

below.

Why pagodas don’t fall down

In a land swept by typhoons and shaken by earthquakes, how have Japan's tallest and

seemingly flimsiest old buildings - 500 or so wooden pagodas - remained standing for centuries?

Records show that only two have collapsed during the past 1400 years. Those that have

disappeared were destroyed by fire as a result of lightning or civil war. The disastrous Hanshin

earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and

devastated the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in

nearby Kyoto unscathed, though it levelled a number of buildings in the neighbourhood.

Japanese scholars have been mystified for ages about why these tall, slender buildings are so

stable. It was only thirty years ago that the building industry felt confident enough to erect office

blocks of steel and reinforced concrete that had more than a dozen floors. With its special shock

absorbers to dampen the effect of sudden sideways movements from an earthquake, the

thirty-six-storey Kasumigaseki building in central Tokyo - Japan's first skyscraper - was considered

a masterpiece of modern engineering when it was built in 1968.

Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master

builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres

into the sky - nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later.

Clearly, Japanese carpenters of the day knew a few tricks about allowing a building to sway and

settle itself rather than fight nature's forces. But what sort of tricks?

The multi-storey pagoda came to Japan from China in the sixth century. As in China, they

were first introduced with Buddhism and were attached to important temples. The Chinese built

their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as

watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local

conditions - they were built less high, typically five rather than nine storeys, made mainly of wood

and the staircase was dispensed with because the Japanese pagoda did not have any practical use

but became more of an art object. Because of the typhoons that batter Japan in the summer,

Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents

rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang

that is found on pagodas in Japan.

The roof of a Japanese temple building can be made to overhang the sides of the structure by

fifty per cent or more of the building's overall width. For the same reason, the builders of Japanese

pagodas seem to have further increased their weight by choosing to cover these extended eaves not

with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles.

But this does not totally explain the great resilience of Japanese pagodas. Is the answer that,

like a tall pine tree, the Japanese pagoda - with its massive trunk-like central pillar known as

shinbashira - simply flexes and sways during a typhoon or earthquake? For centuries, many thought

so. But the answer is not so simple because the startling thing is that the shinbashira actually

carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground, but is

suspended from the top of the pagoda - hanging loosely down through the middle of the building.

The weight of the building is supported entirely by twelve outer and four inner columns.

And what is the role of the shinbashira, the central pillar? The best way to understand the

shinbashira's role is to watch a video made by Shuzo Ishida, a structural engineer at Kyoto Institute

of Technology. Mr Ishida, known to his students as 'Professor Pagoda' because of his passion to

understand the pagoda, has built a series of models and tested them on a 'shake- table' in his

laboratory. In short, the shinbashira was acting like an enormous stationary pendulum. The ancient

craftsmen, apparently without the assistance of very advanced mathematics, seemed to grasp the

principles that were, more than a thousand years later, applied in the construction of Japan's first

skyscraper. What those early craftsmen had found by trial and error was that under pressure a

pagoda's loose stack of floors could be made to slither to and fro independent of one another.

Viewed from the side, the pagoda seemed to be doing a snake dance - with each consecutive floor

moving in the opposite direction to its neighbours above and below. The shinbashira, running up

through a hole in the centre of the building, constrained individual storeys from moving too far

because, after moving a certain distance, they banged into it, transmitting energy away along the

column.

Another strange feature of the Japanese pagoda is that, because the building tapers, with each

successive floor plan being smaller than the one below, none of the vertical pillars that carry the

weight of the building is connected to its corresponding pillar above. In other words, a five- storey

pagoda contains not even one pillar that travels right up through the building to carry the structural

loads from the top to the bottom. More surprising is the fact that the individual storeys of a

Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other.

They are simply stacked one on top of another like a pile of hats. Interestingly, such a design

would not be permitted under current Japanese building regulations.

And the extra-wide eaves? Think of them as a tightrope walker's balancing pole. The bigger

the mass at each end of the pole, the easier it is for the tightrope walker to maintain his or her

balance. The same holds true for a pagoda. 'With the eaves extending out on all sides like

balancing poles,' says Mr Ishida, 'the building responds to even the most powerful jolt of an

earthquake with a graceful swaying, never an abrupt shaking.' Here again, Japanese master

builders of a thousand years ago anticipated concepts of modern structural engineering.

Questions 1-4

Do the following statements agree with the claims of the writer in Reading Passage 1?

In boxes 1-4 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

1 Only two Japanese pagodas have collapsed in 1400 years.

2 The Hanshin earthquake of 1995 destroyed the pagoda at the Toji temple.

3 The other buildings near the Toji pagoda had been built in the last 30 years.

4 The builders of pagodas knew how to absorb some of the power produced by severe

weather conditions.

Questions 5-10

Classify the following as typical of

A both Chinese and Japanese pagodas

B only Chinese pagodas

C only Japanese pagodas

Write the correct letter, A, B or C, in boxes 5-10 on your answer sheet.

5 easy interior access to top

6 tiles on eaves

7 use as observation post

8 size of eaves up to half the width of the building

9 original religious purpose

10 floors fitting loosely over each other

Questions 11-13

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 11-13 on your answer sheet.

11 In a Japanese pagoda, the shinbashira

A bears the full weight of the building.

B bends under pressure like a tree.

C connects the floors with the foundations.

D stops the floors moving too far.

12 Shuzo Ishida performs experiments in order to

A improve skyscraper design.

B be able to build new pagodas.

C learn about the dynamics of pagodas.

D understand ancient mathematics.

13 The storeys of a Japanese pagoda are

A linked only by wood.

B fastened only to the central pillar.

C fitted loosely on top of each other.

D joined by special weights.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage

2 below.

The True Cost Of Food

A For more than forty years the cost of food has been rising. It has now reached a point

where a growing number of people believe that it is far too high, and that bringing it down will be

one of the great challenges of the twenty first century. That cost, however, is not in immediate cash.

In the west at least, most food is now far cheaper to buy in relative terms than it was in 1960. The

cost is in the collateral damage of the very methods of food production that have made the food

cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to

animal welfare and the threat to human health caused by modern industrial agriculture.

B First mechanisation, then mass use of chemical fertilisers and pesticides, then

monocultures, then battery rearing of livestock, and now genetic engineering - the onward march of

intensive farming has seemed unstoppable in the last half-century, as the yields of produce have

soared. But the damage it has caused has been colossal. In Britain, for example, many of our

best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting,

have vanished from huge stretches of countryside, as have even more wild flowers and insects.

This is a direct result of the way we have produced our food in the last four decades. Thousands of

miles of hedgerows, thousands of ponds, have disappeared from the landscape. The faecal filth of

salmon farming has driven wild salmon from many of the sea lochs and rivers of Scotland. Natural

soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use,

while the growth of algae is increasing in lakes because of the fertiliser run-off.

C Put it all together and it looks like a battlefield, but consumers rarely make the connection

at the dinner table. That is mainly because the costs of all this damage are what economists refer to

as externalities: they are outside the main transaction, which is for example producing and selling a

field of wheat, and are borne directly by neither producers nor consumers. To many, the costs may

not even appear to be financial at all, but merely aesthetic - a terrible shame, but nothing to do with

money. And anyway they, as consumers of food, certainly aren't paying for it, are they?

D But the costs to society can actually be quantified and, when added up, can amount to

staggering sums. A remarkable exercise in doing this has been carried out by one of the world's

leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Centre for

Environment and Society at the University of Essex. Professor Pretty and his colleagues calculated

the externalities of British agriculture for one particular year. They added up the costs of repairing

the damage it caused, and came up with a total figure of ￡2,343m. This is equivalent to ￡208

for every hectare of arable land and permanent pasture, almost as much again as the total

government and EU spend on British farming in that year. And according to Professor Pretty, it

was a conservative estimate.

E The costs included: ￡120m for removal of pesticides; ￡16m for removal of nitrates;

￡55m for removal of phosphates and soil; ￡23m for the removal of the bug cryptosporidium

from drinking water by water companies; ￡125m for damage to wildlife habitats, hedgerows and

dry stone walls; ￡1,113m from emissions of gases likely to contribute to climate change; ￡106m

from soil erosion and organic carbon losses; ￡169m from food poisoning; and ￡607m from

cattle disease. Professor Pretty draws a simple but memorable conclusion from all this: our food

bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways:

once over the counter, secondly through our taxes, which provide the enormous subsidies propping

up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind.

F So can the true cost of food be brought down? Breaking away from industrial agriculture

as the solution to hunger may be very hard for some countries, but in Britain, where the immediate

need to supply food is less urgent, and the costs and the damage of intensive farming have been

clearly seen, it may be more feasible. The government needs to create sustainable, competitive and

diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy,

and advance environmental, economic, health, and animal welfare goals.

G But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty

feels that organic farming would be too big a jump in thinking and in practices for many farmers.

Furthermore, the price premium would put the produce out of reach of many poorer consumers. He

is recommending the immediate introduction of a ‘Greener Food Standard', which would push the

market towards more sustainable environmental practices than the current norm, while not

requiring the full commitment to organic production. Such a standard would comprise agreed

practices for different kinds of farming, covering agrochemical use, soil health, land management,

water and energy use, food safety and animal health. It could go a long way, he says, to shifting

consumers as well as farmers towards a more sustainable system of agriculture.

Questions 14-17

Reading Passage 2 has seven paragraphs, A-G.

Which paragraph contains the following information?

Write the correct letter, A-G, in boxes 14-17 on your answer sheet.

NB You may use any letter more than once.

14 a cost involved in purifying domestic water

15 the stages in the development of the farming industry

16 the term used to describe hidden costs

17 one effect of chemicals on water sources

Questions 18-21

Do the following statements agree with the claims of the writer in Reading Passage 2?

In boxes 18-21 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

18 Several species of wildlife in the British countryside are declining.

19 The taste of food has deteriorated in recent years.

20 The financial costs of environmental damage are widely recognised.

21 One of the costs calculated by Professor Pretty was illness caused by food.

Questions 22-26

Complete the summary below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 22-26 on your answer sheet.

Professor Pretty concludes that our 22………… are higher than most people realise, because

we make three different types of payment. He feels it is realistic to suggest that Britain should

reduce its reliance on 23 ………… .

Although most farmers would be unable to adapt to 24 ………… ，Professor Pretty wants the

government to initiate change by establishing what he refers to as a 25 ………… He feels this

would help to change the attitudes of both 26 ………… and ………… .

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage

3 on the following pages.

Questions 27-30

Reading Passage 3 has six sections, A-F.

Choose the correct heading for sections B, C, E and F from the list of headings below.

Write the correct number, i-xi, in boxes 27-30 on your answer sheet.

List of Headings

i MIRTP as a future model

ii Identifying the main transport problems

iii Preference for motorised vehicles

iv Government authorities' instructions

v Initial improvements in mobility and transport modes

vi Request for improved transport in Makete

vii Transport improvements in the northern part of the district

viii Improvements in the rail network

ix Effects of initial MIRTP measures

x Co-operation of district officials

xi Role of wheelbarrows and donkeys

Example Answer

Section A vi

27 Section B

28 Section C

Example Answer

Section D ix

29 Section E

30 Section F

Makete Integrated Rural Transport Project

Section A

The disappointing results of many conventional road transport projects in Africa led some

experts to rethink the strategy by which rural transport problems were to be tackled at the beginning

of the 1980s. A request for help in improving the availability of transport within the remote Makete

District of south- western Tanzania presented the opportunity to try a new approach.

The concept of ‘integrated rural transport' was adopted in the task of examining the transport

needs of the rural households in the district. The objective was to reduce the time and effort needed

to obtain access to essential goods and services through an improved rural transport system. The

underlying assumption was that the time saved would be used instead for activities that would

improve the social and economic development of the communities. The Makete Integrated Rural

Transport Project (MIRTP) started in 1985 with financial support from the Swiss Development

Corporation and was co-ordinated with the help of the Tanzanian government.

Section B

When the project began, Makete District was virtually totally isolated during the rainy season.

The regional road was in such bad shape that access to the main towns was impossible for about

three months of the year. Road traffic was extremely rare within the district, and alternative means

of transport were restricted to donkeys in the north of the district. People relied primarily on the

paths, which were slippery and dangerous during the rains.

Before solutions could be proposed, the problems had to be understood. Little was known

about the transport demands of the rural households, so Phase Ⅰ, between Decem

December 1987, focused on research. The socio-economic survey of more than 400 households in

the district indicated that a household in Makete spent, on average, seven hours a day on

transporting themselves and their goods, a figure which seemed extreme but which has also been

obtained in surveys in other rural areas in Africa. Interesting facts regarding transport were found:

95% was on foot; 80% was within the locality; and 70% was related to the collection of water and

firewood and travelling to grinding mills.

Section C

Having determined the main transport needs, possible solutions were identified which might

reduce the time and burden. During Phase

approaches were implemented in an effort to improve mobility and access to transport.

An improvement of the road network was considered necessary to ensure the import and

export of goods to the district. These improvements were carried out using methods that were

heavily dependent on labour. In addition to the improvement of roads, these methods provided

training in the operation of a mechanical workshop and bus and truck services. However, the

difference from the conventional approach was that this time consideration was given to local

transport needs outside the road network.

Most goods were transported along the paths that provide short-cuts up and down the hillsides,

but the paths were a real safety risk and made the journey on foot even more arduous. It made

sense to improve the paths by building steps, handrails and footbridges.

It was uncommon to find means of transport that were more efficient than walking but less

technologically advanced than motor vehicles. The use of bicycles was constrained by their high

cost and the lack of available spare parts. Oxen were not used at all but donkeys were used by a

few households in the northern part of the district. MIRTP focused on what would be most

appropriate for the inhabitants of Makete in terms of what was available, how much they could

afford and what they were willing to accept. After careful consideration, the project chose the

promotion of donkeys - a donkey costs less than a bicycle- and the introduction of a locally

manufacturable wheelbarrow.

Section D

At the end of Phase

Ⅱ

, from January to

Ⅱ, it was clear th

problems had had different degrees of success. Phase

focused on the refinement and institutionalisation of these activities.

Ⅲ, from March 19

The road improvements and accompanying maintenance system had helped make the district

centre accessible throughout the year. Essential goods from outside the district had become more

readily available at the market, and prices did not fluctuate as much as they had done before.

Paths and secondary roads were improved only at the request of communities who were

willing to participate in construction and maintenance. However, the improved paths impressed the

inhabitants, and requests for assistance greatly increased soon after only a few improvements had

been completed.

The efforts to improve the efficiency of the existing transport services were not very

successful because most of the motorised vehicles in the district broke down and there were no

resources to repair them. Even the introduction of low-cost means of transport was difficult

because of the general poverty of the district. The locally manufactured wheelbarrows were still

too expensive for all but a few of the households. Modifications to the original design by local

carpenters cut production time and costs. Other local carpenters have been trained in the new

design so that they can respond to requests. Nevertheless, a locally produced wooden wheelbarrow

which costs around 5000Tanzanian shillings (less than US$20) in Makete, and is about one quarter

the cost of a metal wheelbarrow, is still too expensive for most people.

Donkeys, which were imported to the district, have become more common and contribute, in

particular, to the transportation of crops and goods to market. Those who have bought donkeys are

mainly from richer households but, with an increased supply through local breeding, donkeys

should become more affordable. Meanwhile, local initiatives are promoting the renting out of the

existing donkeys.

It should be noted, however, that a donkey, which at 20,000Tanzanian shillings costs less than

a bicycle, is still an investment equal to an average household's income over half a year. This

clearly illustrates the need for supplementary measures if one wants to assist the rural poor.

Section E

It would have been easy to criticise the MIRTP for using in the early phases a‘top-down'

approach, in which decisions were made by experts and officials before being handed down to

communities, but it was necessary to start the process from the level of the governmental

authorities of the district. It would have been difficult to respond to the requests of villagers and

other rural inhabitants without the support and understanding of district authorities.

Section F

Today, nobody in the district argues about the importance of improved paths and inexpensive

means of transport. But this is the result of dedicated work over a long period, particularly from the

officers in charge of community development. They played an essential role in raising awareness

and interest among the rural communities.

The concept of integrated rural transport is now well established in Tanzania, where a major

program of rural transport is just about to start. The experiences from Makete will help in this

initiative, and Makete District will act as a reference for future work.

Questions 31-35

Do the following statements agree with the claims of the writer in Reading Passage 3? In

boxes 31-35 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

31 MIRTP was divided into five phases.

32 Prior to the start of MIRTP the Makete district was almost inaccessible during the rainy

season.

33 Phase I of MIRTP consisted of a survey of household expenditure on transport.

34 The survey concluded that one-fifth or 20% of the household transport requirement as

outside the local area.

35 MIRTP hoped to improve the movement of goods from Makete district to the country's

capital.

Questions 36-39

Complete each sentence with the correct ending, A-J, below.

Write the correct letter, A-J, in boxes 36-39 on your answer sheet.

36 Construction of footbridges, steps and handrails

37 Frequent breakdown of buses and trucks in Makete

38 The improvement of secondary roads and paths

39 The isolation of Makete for part of the year

A provided the people of Makete with experience in running bus and truck services.

B was especially successful in the northern part of the district.

C differed from earlier phases in that the community became less actively involved.

D improved paths used for transport up and down hillsides.

E was no longer a problem once the roads had been improved.

F cost less than locally made wheelbarrows.

G was done only at the request of local people who were willing to lend a hand.

H was at first considered by MIRTP to be affordable for the people of the district.

I hindered attempts to make the existing transport services more efficient.

J was thought to be the most important objective of Phase Ⅲ.

Question 40

Choose the correct letter, A, B, C or D.

Write the correct letter in box 40 on your answer sheet.

Which of the following phrases best describes the main aim of Reading Passage 3?

A to suggest that projects such as MIRTP are needed in other countries

B to describe how MIRTP was implemented and how successful it was

C to examine how MIRTP promoted the use of donkeys

D to warn that projects such as MIRTP are likely to have serious problems

WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

The graph below shows the consumption offish and some different kinds of meat in a

European country between 1979 and 2004.

Summarise the information by selecting and reporting the main features, and make

comparisons where relevant.

Write at least 150 words.

WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

Some people believe that there should be fixed punishments for each type of crime.

Others, however, argue that the circumstances of an individual crime, and the motivation for

committing it, should always be taken into account when deciding on the punishment

.

Discuss both these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your own knowledge or

experience.

Write at least 250 words.

SPEAKING

PART 1

The examiner asks the candidate about him/herself, his/her home, work or studies and other

familiar topics.

EXAMPLE

Laughing

●What kinds of thing make you laugh?

●Do you like making other people laugh? [Why/Why not?]

●Do you think it's important for people to laugh? [Why/Why not?]

●Is laughing the same as feeling happy, do you think? [Why/Why not?]

PART 2

Describe an idea you had for improving something at work or college.

You should say:

when and where you had your idea

what your idea was

who you told about your idea and explain why you thought your idea would make an

improvement.

You will have to talk about the topic for one to two minutes.

You have one minute to think about what you are going to say.

You can make some notes to help you if you wish.

PART 3

Discussion topics:

Ideas and education

Example questions:

Some people think that education should be about memorising the important ideas of the past.

Do you agree or disagree? Why?

Should education encourage students to have their own new ideas? Why?

How do you think teachers could help students to develop and share their own ideas?

Ideas in the workplace

Example questions:

Should employers encourage their workers to have new ideas about improving the company?

Why?

Do you think people sometimes dislike ideas just because they are new? Why?

What is more difficult: having new ideas or putting them into practice? Which is more

important for a successful company?

Test 3

LISTENING

SECTION 1 Questions 1-10

Questions 1 and 2

Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Example Answer

Type of job required: part-time

Student is studying 1

Student is in the 2 year of the course.

Questions 3-5

Complete the table below.

Write NO MORE THAN TWO WORDS for each answer.

Position Available

Receptionist

4………………

Clerical Assistant

Questions 6-10

Complete the form below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

STUDENT DETAILS

Name:

Address:

Other skills:

Position available:

Duties:

Time of interview:

SECTION 2 Questions 11-20

Questions 11-16

Choose the correct letter, A, B or C.

SPONSORED WALKING HOLIDAY

Anita Newman

6…………

Room No.7…………

Speaks some Japanese

8………… at the English

Language Centre

Respond to enquiries and

9…………

Friday at 10………… a.m.

Where

in the 3………………

in the Child Care Centre

inthe5………………

Problem

evening lectures

too early

evening lectures

11 On the holiday, you will be walking for

A 6 days.

B 8 days.

C 10 days.

12 What proportion of the sponsorship money goes to charity?

13 Each walker's sponsorship money goes to one

A student.

B teacher.

C school.

14 When you start the trek you must be

A interested in getting fit.

B already quite fit.

C already very fit.

15 As you walk you will carry

A all of your belongings.

B some of your belongings.

C none of your belongings.

16 The Semira Region has a long tradition of

A making carpets.

B weaving blankets.

C carving wood.

Questions 17-20

Complete the form below.

Write ONE WORD ONLY for each answer.

ITINERARY

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

arrive in Kishba

rest day

spend all day in a 17…………

visit a school

rest day

see a 18………… with old carvings

rest day

swim in a 19…………

visit a 20…………

depart from Kishba

SECTION 3 Questions 21-30

Questions 21 and 22

Complete the notes below.

Write ONE WORD ANDIOR A NUMBER for each answer.

OCEAN RESEARCH

The Robotic Float Project

Float is shaped like a 21 …………

Scientists from 22 ………… have worked on the project so far

Questions 23-25

Complete the diagram below.

Write ONE WORD ANDIOR A NUMBER for each answer.

THE OPERATIONAL CYCLE

Questions 26-30

In what time period can data from the float projects help with the following things?

Write the correct letter, A, B or C, next to questions 26-30.

A At present

B In the near future

C In the long-term future

26 understanding of El Niño …………

27 understanding of climate change …………

28 naval rescues …………

29 sustainable fishing practices …………

30 crop selection …………

SECTION 4 Questions 31-40

Questions 31-34

Choose the correct letter, A, B or C.

Hotels and the tourist industry

31 According to the speaker, how might a guest feel when staying in a luxury hotel?

A impressed with the facilities

B depressed by the experience

C concerned at the high costs

32 According to recent research, luxury hotels overlook the need to

A provide for the demands of important guests.

B create a comfortable environment.

C offer an individual and personal welcome.

33 The company focused their research on

A a wide variety of hotels.

B large, luxury hotel chains.

C exotic holiday hotels.

34 What is the impact of the outside environment on a hotel guest?

A It has a considerable effect.

B It has a very limited effect.

C It has no effect whatsoever.

Questions 35-40

Complete the notes below.

Write ONE WORD ONLY for each answer.

A company providing luxury serviced apartments aims to:

●cater specifically for 35 ………… travellers

●provide a stylish 36 ………… for guests to use

●set a trend throughout the 37 ………… which becomes permanent

Traditional holiday hotels attract people by:

●offering the chance to 38 ………… their ordinary routine life

●making sure that they are cared for in all respects - like a 39 …………

●leaving small treats in their rooms - e.g. cosmetics or 40 …………

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1

below.

Ant Intelligence

* aphids: small insects of a different species from ants

When we think of intelligent members of the animal kingdom, the creatures that spring

immediately to mind are apes and monkeys. But in fact the social lives of some members of the

insect kingdom are sufficiently complex to suggest more than a hint of intelligence. Among these,

the world of the ant has come in for considerable scrutiny lately, and the idea that ants demonstrate

sparks of cognition has certainly not been rejected by those involved in these investigations.

Ants store food, repel attackers and use chemical signals to contact one another in case of

attack. Such chemical communication can be compared to the human use of visual and auditory

channels (as in religious chants, advertising images and jingles, political slogans and martial music)

to arouse and propagate moods and attitudes. The biologist Lewis Thomas wrote, ‘Ants are so

much like human beings as to be an embarrassment. They farm fungi, raise aphids* as livestock,

launch armies to war, use chemical sprays to alarm and confuse enemies, capture slaves, engage in

child labour, exchange information ceaselessly. They do everything but watch television.'

However, in ants there is no cultural transmission everything must be encoded in the genes -

whereas in humans the opposite is true. Only basic instincts are carried in the genes of a newborn

baby, other skills being learned from others in the community as the child grows up. It may seem

that this cultural continuity gives us a huge advantage over ants. They have never mastered fire nor

progressed. Their fungus farming and aphid herding crafts are sophisticated when compared to the

agricultural skills of humans five thousand years ago but have been totally overtaken by modern

human agribusiness.

Or have they? The farming methods of ants are at least sustainable. They do not ruin

environments or use enormous amounts of energy. Moreover, recent evidence suggests that the

crop farming of ants may be more sophisticated and adaptable than was thought.

Ants were farmers fifty million years before humans were. Ants can't digest the cellulose in

leaves - but some fungi can. The ants therefore cultivate these fungi in their nests, bringing them

leaves to feed on, and then use them as a source of food. Farmer ants secrete antibiotics to control

other fungi that might act as ‘weeds', and spread waste to fertilise the crop.

It was once thought that the fungus that ants cultivate was a single type that they had

propagated, essentially unchanged from the distant past. Not so. Ulrich Mueller of Maryland and

his colleagues genetically screened 862 different types of fungi taken from ants' nests. These

turned out to be highly diverse: it seems that ants are continually domesticating new species. Even

more impressively, DNA analysis of the fungi suggests that the ants improve or modify the fungi by

regularly swapping and sharing strains with neighbouring ant colonies.

Whereas prehistoric man had no exposure to urban lifestyles - the forcing house of intelligence

- the evidence suggests that ants have lived in urban settings for close on a hundred million years,

developing and maintaining underground cities of specialised chambers and tunnels.

When we survey Mexico City, Tokyo, Los Angeles, we are amazed at what has been

accomplished by humans. Yet Hoelldobler and Wilson's magnificent work for ant lovers, The Ants,

describes a supercolony of the ant Formica yessensis on the Ishikari Coast of Hokkaido. This

‘megalopolis' was reported to be composed of 360 million workers and a million queens living in

4,500interconnected nests across a territory of 2.7 square kilometres.

Such enduring and intricately meshed levels of technical achievement outstrip by far anything

achieved by our distant ancestors. We hail as masterpieces the cave paintings in southern France

and elsewhere, dating back some 20,000 years. Ant societies existed in something like their present

form more than seventy million years ago. Beside this, prehistoric man looks technologically

primitive. Is this then some kind of intelligence, albeit of a different kind?

Research conducted at Oxford, Sussex and Zürich Universities has shown that when desert

ants return from a foraging trip, they navigate by integrating bearings and distances, which they

continuously update in their heads. They combine the evidence of visual landmarks with a mental

library of local directions, all within a framework which is consulted and updated. So ants can

learn too.

And in a twelve-year programme of work, Ryabko and Reznikova have found evidence that

ants can transmit very complex messages. Scouts who had located food in a maze returned to

mobilise their foraging teams. They engaged in contact sessions, at the end of which the scout was

removed in order to observe what her team might do. Often the foragers proceeded to the exact

spot in the maze where the food had been. Elaborate precautions were taken to prevent the

foraging team using odour clues. Discussion now centres on whether the route through the maze is

communicated as a ‘left-right' sequence of turns or as a ‘compass bearing and distance' message.

During the course of this exhaustive study, Reznikova has grown so attached to her laboratory

ants that she feels she knows them as individuals - even without the paint spots used to mark them.

It's no surprise that Edward Wilson, in his essay, ‘In the company of ants', advises readers who ask

what to do with the ants in their kitchen to: ‘Watch where you step. Be careful of little lives.’

Questions 1-6

Do the following statements agree with the information given in Reading Passage 1?

In boxes 1-6 on your answer sheet, 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

1 Ants use the same channels of communication as humans do.

2 City life is one factor that encourages the development of intelligence.

3 Ants can build large cities more quickly than humans do.

4 Some ants can find their way by making calculations based on distance and position.

5 In one experiment, foraging teams were able to use their sense of smell to find food.

6 The essay, ‘In the company of ants', explores ant communication.

Questions 7-13

Complete the summary using the list of words, A-O, below.

Write the correct letter, A-O, in boxes 7-13 on your answer sheet.

Ants as farmers

Ants have sophisticated methods of farming, including herding livestock and growing crops,

which are in many ways similar to those used in human agriculture. The ants cultivate a large

number of different species of edible fungi which convert 7 ………… into a form which they can

digest. They use their own natural 8 ………… as weed-killers and also use unwanted materials as

9 ………… . Genetic analysis shows they constantly upgrade these fungi by developing new

species and by 10 ………… species with neighbouring ant colonies. In fact, the farming methods

of ants could be said to be more advanced than human agribusiness, since they use 11 …………

methods, they do not affect the 12 ………… and do not waste 13 ………… .

A aphids B agricultural C cellulose D exchanging

E energy F fertilizers G food H fungi

I growing J interbreeding K natural L other species

M secretions N sustainable O environment

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage

2on the following pages.

Questions 14-19

Reading Passage 2 has seven sections, A-G.

Choose the correct headings for sections A-F from the list of headings below.

Write the correct number, i-x, in boxes 14-19 on your answer sheet.

List of Headings

i The results of the research into blood-variants

ii Dental evidence

iii Greenberg's analysis of the dental and linguistic evidence

iv Developments in the methods used to study early population movements

v Indian migration from Canada to the U.S.A.

vi Further genetic evidence relating to the three-wave theory

vii Long-standing questions about prehistoric migration to America

viii Conflicting views of the three-wave theory, based on non-genetic evidence

ix Questions about the causes of prehistoric migration to America

x How analysis of blood-variants measures the closeness of the relationship between

different populations

14 Section A

15 Section B

16 Section C

17 Section D

18 Section E

19 Section F

Example Answer

Section G viii

Population movements and genetics

A Study of the origins and distribution of human populations used to be based on

archaeological and fossil evidence. A number of techniques developed since the 1950s, however,

have placed the study of these subjects on a sounder and more objective footing. The best

information on early population movements is now being obtained from the 'archaeology of the

living body', the clues to be found in genetic material.

B Recent work on the problem of when people first entered the Americas is an example of

the value of these new techniques. North-east Asia and Siberia have long been accepted as the

launching ground for the first human colonisers of the New World

1

. But was there one major wave

of migration across the Bering Strait into the Americas, or several? And when did this event, or

events, take place? In recent years, new clues have come from research into genetics, including the

distribution of genetic markers in modern Native Americans

2

.

C An important project, led by the biological anthropologist Robert Williams, focused on the

variants (called Gm allotypes) of one particular protein immunoglobin G - found in the fluid

portion of human blood. All proteins ‘drift’, or produce variants, over the generations, and

members of an interbreeding human population will share a set of such variants. Thus, by

comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish

their genetic 'distance', which itself can be calibrated to give an indication of the length of time

since these populations last interbred.

1 New World: the American continent, as opposed to the so-called Old World of Europe,

Asia and Africa

2 modern Native American: an American descended from the groups that were native to

America

3 Inuit and Aleut: two of the ethnic groups native to the northern regions of North America

(i.e. northern Canada and Greenland)

4 DNA: the substance in which genetic information is stored

D Williams and his colleagues sampled the blood of over 5,000 American Indians in western

North America during a twenty-year period. They found that their Gm allotypes could be divided

into two groups, one of which also corresponded to the genetic typing of Central and South

American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut

3

formed a third group.

From this evidence it was deduced that there had been three major waves of migration across the

Bering Strait. The first, Paleo-Indian, wave more than 15,000 years ago was ancestral to all Central

and South American Indians. The second wave, about 14,000-12,000 years ago, brought Na-Dene

hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600or

700 years ago). The third wave, perhaps 10,000 or 9,000 years ago, saw the migration from

North-east Asia of groups ancestral to the modern Eskimo and Aleut.

E How far does other research support these conclusions? Geneticist Douglas Wallace has

studied mitochondrial DNA

4

in blood samples from three widely separated Native American groups:

Pima-Papago Indians in Arizona, Maya Indians on the Yucatán peninsula, Mexico, and Ticuna

Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams's

work, all three groups appear to be descended from the same ancestral (Paleo-Indian)population.

F There are two other kinds of research that have thrown some light on the origins of the

Native American population; they involve the study of teeth and of languages. The biological

anthropologist Christy Turner is an expert in the analysis of changing physical characteristics in

human teeth. He argues that tooth crowns and roots

5

have a high genetic component, minimally

affected by environmental and other factors. Studies carried out by Turner of many thousands of

New and Old World specimens, both ancient and modern, suggest that the majority of prehistoric

Americans are linked to Northern Asian populations by crown and root traits such as

incisor6shoveling (a scooping out on one or both surfaces of the tooth), single-rooted upper first

premolars6 and triple-rooted lower first molars

6

.

According to Turner, this ties in with the idea of a single Paleo-lndian migration out of North

Asia, which he sets at before 14,000 years ago by calibrating rates of dental micro-evolution. Tooth

analyses also suggest that there were two later migrations of Na-Denes and Eskimo-Aleut.

G The linguist Joseph Greenberg has, since the 1950s, argued that all Native American

languages belong to a single 'Amerind' family, except for Na-Dene and Eskimo-Aleut - a view that

gives credence to the idea of three main migrations. Greenberg is in a minority among fellow

linguists, most of whom favour the notion of a great many waves of migration to account for the

more than 1,000 languages spoken at one time by American Indians. But there is no doubt that the

new genetic and dental evidence provides strong backing for Greenberg's view. Dates given for the

migrations should nevertheless be treated with caution, except where supported by hard

archaeological evidence.

5 crown/root: parts of the tooth

6 incisor/premolar/molar: kinds of teeth

Questions 20 and 21

The discussion of Williams's research indicates the periods at which early people are thought

to have migrated along certain routes. There are six routes, A-F, marked on the map below.

Complete the table below.

Write the correct letter, A-F, in boxes 20 and21 on your answer sheet.

Route

20…………

21…………

Period(number ofyear5 ago)

15,000 or more

600 to 700

Early Population Movement to the Americas

Questions 22-25

Reading Passage 2 refers to the three-wave theory of early migration to the Americas. It also

suggests in which of these three waves the ancestors of various groups of modern native Americans

first reached the continent.

Classify the groups named in the table below as originating from

A the first wave

B the second wave

C the third wave

Write the correct letter, A, B or C, in boxes 22-25 on your answer sheet.

Name of group

Inuit

Apache

Pima-Papago

Ticuna

Question 26

Choose the correct letter, A, B, C or D.

Write the correct letter in box 26 on your answer sheet.

Christy Turner's research involved the examination of

Wave number

22…………

23…………

24…………

25…………

A teeth from both prehistoric and modern Americans and Asians.

B thousands of people who live in either the New or the Old World.

C dental specimens from the majority of prehistoric Americans.

D the eating habits of American and Asian populations.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage

3below.

Forests are one of the main elements of our natural heritage. The decline of Europe's forests

over the last decade and a half has led to an increasing awareness and understanding of the serious

imbalances which threaten them. European countries are becoming increasingly concerned by

major threats to European forests, threats which know no frontiers other than those of geography or

climate: air pollution, soil deterioration, the increasing number of forest fires and sometimes even

the mismanagement of our woodland and forest heritage. There has been a growing awareness of

the need for countries to get together to co-ordinate their policies. In December 1990, Strasbourg

hosted the first Ministerial Conference on the protection of Europe's forests. The conference

brought together 31 countries from both Western and Eastern Europe. The topics discussed

included the co-ordinated study of the destruction of forests, as well as how to combat forest fires

and the extension of European research programs on the forest ecosystem. The preparatory work

for the conference had been undertaken at two meetings of experts. Their initial task was to decide

which of the many forest problems of concern to Europe involved the largest number of countries

and might be the subject of joint action. Those confined to particular geographical areas, such as

countries bordering the Mediterranean or the Nordic countries therefore had to be discarded.

However, this does not mean that in future they will be ignored.

As a whole, European countries see forests as performing a triple function: biological,

economic and recreational. The first is to act as a 'green lung' for our planet; by means of

photosynthesis, forests produce oxygen through the transformation of solar energy, thus fulfilling

what for humans is the essential role of an immense, non-polluting power plant. At the same time,

forests provide raw materials for human activities through their constantly renewed production of

wood. Finally, they offer those condemned to spend five days a week in an urban environment an

unrivalled area of freedom to unwind and take part in a range of leisure activities, such as hunting,

riding and hiking. The economic importance of forests has been understood since the dawn of man

- wood was the first fuel. The other aspects have been recognised only for a few centuries but they

are becoming more and more important. Hence, there is a real concern throughout Europe about

the damage to the forest environment which threatens these three basic roles.

The myth of the 'natural' forest has survived, yet there are effectively no remaining 'primary'

forests in Europe. All European forests are artificial, having been adapted and exploited by man for

thousands of years. This means that a forest policy is vital, that it must transcend national frontiers

and generations of people, and that it must allow for the inevitable changes that take place in the

forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on

such a scale to reach this conclusion. A general declaration was made that 'a central place in any

ecologically coherent forest policy must be given to continuity over time and to the possible effects

of unforeseen events, to ensure that the full potential of these forests is maintained'.

That general declaration was accompanied by six detailed resolutions to assist national

policy-making. The first proposes the extension and systematisation of surveillance sites to

monitor forest decline. Forest decline is still poorly understood but leads to the loss of a high

proportion of a tree's needles or leaves. The entire continent and the majority of species are now

affected: between 30%and 50% of the tree population. The condition appears to result from the

cumulative effect of a number of factors, with atmospheric pollutants the principal culprits.

Compounds of nitrogen and sulphur dioxide should be particularly closely watched. However,

their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil

imbalances such as soil acidification, which damages the roots. The second resolution concentrates

on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline

in the number of tree species or at least to preserve the 'genetic material' of all of them. Although

forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts

to propose as the third resolution that the Strasbourg conference consider the establishment of a

European databank on the subject. All information used in the development of national

preventative policies would become generally available. The subject of the fourth resolution

discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain

ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent

population and development of leisure activities, particularly skiing, have resulted in significant

long-term changes to the local ecosystems. Proposed developments include a preferential research

program on mountain forests. The fifth resolution relaunched the European research network on

the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree

diseases and their physiological and biochemical aspects. Each country concerned could increase

the number of scholarships and other financial support for doctoral theses and research projects in

this area. Finally, the conference established the framework for a European research network on

forest ecosystems. This would also involve harmonising activities in individual countries as well as

identifying a number of priority research topics relating to the protection of forests. The Strasbourg

conference's main concern was to provide for the future. This was the initial motivation, one now

shared by all 31 participants representing 31European countries. Their final text commits them to

on-going discussion between government representatives with responsibility for forests.

Questions 27-33

Do the following statements agree with the information given in Reading Passage 3? In boxes

27-33 on your answer sheet, 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

27 Forest problems of Mediterranean countries are to be discussed at the next meeting of

experts.

28 Problems in Nordic countries were excluded because they are outside the European

Economic Community.

29 Forests are a renewable source of raw material.

30 The biological functions of forests were recognised only in the twentieth century.

31 Natural forests still exist in parts of Europe.

32 Forest policy should be limited by national boundaries.

33 The Strasbourg conference decided that a forest policy must allow for the possibility of

change.

Questions 34-39

Look at the following statements issued by the conference.

Which six of the following statements, A-J, refer to the resolutions that were issued?

Match the statements with the appropriate resolutions (Questions 34-39).

Write the correct letter, A-J, in boxes 34-39 on your answer sheet.

A All kinds of species of trees should be preserved.

B Fragile mountain forests should be given priority in research programs.

C The surviving natural forests of Europe do not need priority treatment.

D Research is to be better co-ordinated throughout Europe.

E Information on forest fires should be collected and shared.

F Loss of leaves from trees should be more extensively and carefully monitored.

G Resources should be allocated to research into tree diseases.

H Skiing should be encouraged in thinly populated areas.

I Soil imbalances such as acidification should be treated with compounds of nitrogen and

sulphur.

J Information is to be systematically gathered on any decline in the condition of forests.

34 Resolution 1

35 Resolution 2

36 Resolution 3

37 Resolution 4

38 Resolution 5

39 Resolution 6

Question 40

Choose the correct letter, A, B, C or D.

Write the correct letter in box 40 on your answer sheet.

40 What is the best title for Reading Passage 3?

A The biological, economic and recreational role of forests

B Plans to protect the forests of Europe

C The priority of European research into ecosystems

D Proposals for a world-wide policy on forest management

WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

The chart below shows information about changes in average house prices in five

different cities between 1990 and 2002 compared with the average house prices in 1989

.

Summarise the information by selecting and reporting the main features, and make

comparisons where relevant

.

Write at least 150 words.

Percentage change in average house prices in five cities

1990-2002 compared with 1989

WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

As most people spend a major part of their adult life at work, job satisfaction is an

important element of individual wellbeing.

What factors contribute to job satisfaction?

How realistic is the expectation of job satisfaction for all workers?

Give reasons for your answer and include any relevant examples from your own knowledge or

experience.

Write at least 250 words.

SPEAKING

PART 1

The examiner asks the candidate about him/herself, his/her home, work or studies and other

familiar topics.

EXAMPLE

Cold weather

●Have you ever been in very cold weather? [When?]

●How often is the weather cold where you come from?

●Are some parts of your country colder than others? [Why?]

●Would you prefer to live in a hot place or a cold place? [Why?]

PART 2

Describe a competition (e.g. TV, college/work or sports competition) that you took part

in

.

You should say:

what kind of competition it was and how you

found out about it

what you had to do

what the prizes were

and explain why you chose to take part in this competition.

You will have to talk about the topic for one to two minutes.

You have one minute to think about what you are going to say.

You can make some notes to help you if you wish.

PART 3

Discussion topics:

Competitions in school

Example questions:

Why do you think some school teachers use competitions as class activities? Do you think it is

a good thing to give prizes to children who do well at school? Why? Would you say that schools for

young children have become more or less competitive since you were that age? Why?

Sporting competitions

Example questions:

What are the advantages and disadvantages of intensive training for young sportspeople?

Some people think that competition leads to a better performance from sports stars. Others think it

just makes players feel insecure. What is your opinion? Do you think that it is possible to become

too competitive in sport? In what way?

Test 4

LISTENING

SECTION 1 Questions 1-10

Questions 1-6

Complete the form below.

Write NO MORE THAN THREE WORDS ANDIOR A NUMBER for each answer

HOMESTAY APPLICATION

Example Answer

Surname: Yuichini

First name: 1 …………

Sex: female Nationality: Japanese

Passport number: 2 ………… Age: 28years

Present address: Room 21C, Willow College

Length of homestay: approx 3 …………

Course enrolled in: 4 …………

Family preferences: no 5 …………

no objection to 6…………

Questions 7-10

Answer the questions below.

Write NO MORE THAN TWO WORDS for each answer.

7 What does the student particularly like to eat? …………

8 What sport does the student play? …………

9 What mode of transport does the student prefer? …………

10 When will the student find out her homestay address? …………

SECTION 2 Questions 11-20

Questions 11-14

Choose the correct letter, A, B or C.

11 What kind of tour is Sally leading?

A a bus tour

B a train tour

C a walking tour

12 The original buildings on the site were

A houses.

B industrial buildings.

C shops.

13 The local residents wanted to use the site for

A leisure.

B apartment blocks.

C a sports centre.

14 The Tower is at the centre of the

A nature reserve.

B formal gardens.

C Bicentennial Park.

Questions 15-17

Label the plan below.

Write NO MORE THAN TWO WORDS for each answer.

Questions 18-20

Complete the table below.

Write NO MORE THAN TWO WORDS for each answer

Nature Reserve

Area

The Mangroves

Frog Pond

The Waterbird Refuge

Facility

boardwalk

outdoor classroom

20…………

Activity

18…………

19…………

bird watching

SECTION 3 Questions 21-30

Questions 21 and 22

Complete the sentences below.

Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.

The presentation will last 15 minutes.

There will be 21 …………minutes for questions.

The presentation will not be 22 ………… .

Questions 23-26

What do the students decide about each topic for the geography presentation?

A They will definitely include this topic.

B They might include this topic.

C They will not include this topic.

Write the correct letter, A, B or C, next to questions 23-26.

23 Geographical Location …………

24 Economy …………

25 Overview of Education System …………

26 Role of English Language …………

Questions 27-30

Complete the table below.

Write NO MORE THAN TWO WORDS for each answer. ┏

Information/visual aid

Overhead projector

Map of West Africa

Map of the islands

Literacy figures

30………… on school places

SECTION 4 Questions 31-40

Where from?

the27…………

the28…………

a tourist brochure

the29…………

as above

Questions 31-33

Choose the correct letter, A, B or C.

Monosodium Glutamate (MSG)

31 The speaker says the main topic of the lecture is

A the history of monosodium glutamate.

B the way monosodium glutamate works.

C where monosodium glutamate is used.

32 In 1908, scientists in Japan

A made monosodium glutamate.

B began using kombu.

C identified glutamate.

33 What change occurred in the manufacture of glutamate in 1956?

A It began to be manufactured on a large scale.

B The Japanese began extracting it from natural sources.

C It became much more expensive to produce.

Questions 34-40

Complete the notes below.

Write NO MORE THAN TWO WORDS for each answer.

Monosodium Glutamate (MSG)

●MSG contains

-glutamate (78.2%)

-sodium (12.2%)

-34 ………… (9.6%)

●Glutamate is found in foods that contain protein such as 35 ………… and 36 ………… .

●MSG is used in foods in many different parts of the world.

●In 1908 Kikunae Ikeda discovered a 37 ………… .

●Our ability to detect glutamate makes sense because it is so 38 ………… naturally.

●John Prescott suggests that:

-sweetness tells us that a food contains carbohydrates.

-39 ………… tells us that a food contains toxins.

-sourness tells us that a food is spoiled.

-saltiness tells us that a food contains 40 ………… .

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage

1below.

Pulling stings to build pyramids

No one knows exactly how the pyramids were built. Marcus Chown reckons the answer could

be 'hanging in the air'.

The pyramids of Egypt were built more than three thousand years ago, and no one knows how.

The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is

no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has

suggested that kites might have been involved. While perusing a book on the monuments of Egypt,

she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding

what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She

wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy

object.

Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California

Institute of Technology. He was fascinated by the idea. 'Coming from Iran, I have a keen interest

in Middle Eastern science,' he says. He too was puzzled by the picture that had sparked

Clemmons's interest. The object in the sky apparently had wings far too short and wide for a bird.

'The possibility certainly existed that it was a kite,' he says. And since he needed a summer project

for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like

a good idea.

Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal

to vertical, using no source of energy except the wind. Their initial calculations and scale-model

wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne

column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley

system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly

above the tip of the horizontal column, with pulleys suspended from the scaffold's apex. The idea

was that as one end of the column rose, the base would roll across the ground on a trolley. Earlier

this year, the team put Clemmons's unlikely theory to the test, using a 40-square-metre rectangular

nylon sail. The kite lifted the column clean off the ground. We were absolutely stunned,' Gharib

says. 'The instant the sail opened into the wind, a huge force was generated and the column was

raised to the vertical in a mere 40 seconds.'

The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they

thought would be needed. What they had failed to reckon with was what happened when the kite

was opened. 'There was a huge initial force- five times larger than the steady state force,' Gharib

says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column

could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was

right: the pyramid builders could have used kites to lift massive stones into place. 'Whether they

actually did is another matter,' Gharib says. There are no pictures showing the construction of the

pyramids, so there is no way to tell what really happened. 'The evidence for using kites to move

large stones is no better or worse than the evidence for the brute force method,' Gharib says.

Indeed, the experiments have left many specialists unconvinced. 'The evidence for kite-lifting

is non-existent,' says Willeke Wendrich, an associate professor of Egyptology at the University of

California, Los Angeles.

Others feel there is more of a case for the theory. Harnessing the wind would not have been a

problem for accomplished sailors like the Egyptians. And they are known to have used wooden

pulleys, which could have been made strong enough to bear the weight of massive blocks of stone.

In addition, there is some physical evidence that the ancient Egyptians were interested in flight.

（8,9,10） A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern

glider.（11） Although it dates from several hundred years after the building of the pyramids, its

sophistication suggests that the Egyptians might have been developing ideas of flight for a long

time.（12）

And other ancient civilisations certainly knew about

kites; as early as 1250 BC, the Chinese were using them to

deliver messages and dump flaming debris on their foes

.（13）

The experiments might even have practical uses nowadays. There are plenty of places around

the globe where people have no access to heavy machinery, but do know how to deal with wind,

sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in

Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site

that heavy equipment can't reach. His idea is to build the arches horizontally, then lift them into

place using kites. 'We've given him some design hints,' says Gharib. 'We're just waiting for him to

report back.' So whether they were actually used to build the pyramids or not, it seems that kites

may make sensible construction tools in the 21 st century AD.

Questions 1-7

Do the following statements agree with the information given in Reading Passage 1?

In boxes 1-7 on your answer sheet, 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

1 It is generally believed that large numbers of people were needed to build the pyramids.T

2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.

3 Gharib had previously done experiments on bird

4 Gharib and Graff tested their theory before applying it.

5 The success of the actual experiment was due to the high speed of the wind.

6 They found that, as the kite flew higher, the wind force got

7 The team decided that it was possible to use kites to raise very heavy stones.T

Questions 8-13

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer

Write your answers in boxes 8-13 on your answer sheet.

Additional evidence for theory of kite-lifting

The Egyptians had 8 ………… which could lift large pieces of 9 ………… , and they knew

how to use the energy of the wind from their skill as 10 ………… . The discovery on one

pyramid of an object which resembled a 11 ………… suggests they may have

experimented with 12 ……n.…… . In addition, over two thousand years ago kites were

used in China as weapons, as well as(并列) for sending 13 ………… .

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage

2below.

Endless Harvest

More than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian

Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to

the north. The islands' native inhabitants called this land mass Aleyska, the ‘Great Land'; today, we

know it as Alaska.

The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth

the size of the mainland 48states combined. It shares, with Canada, the second longest river system

in North America and has over half the coastline of the United States. The rivers feed into the

Bering Sea and Gulf of Alaska - cold, nutrient-rich waters which support tens of millions of

seabirds, and over 400 species of fish, shellfish, crustaceans, and molluscs. Taking advantage of

this rich bounty, Alaska's commercial fisheries have developed into some of the largest in the

world.

According to the Alaska Department of Fish and Game (ADF&G), Alaska's commercial

fisheries landed hundreds of thousands of tonnes of shellfish and herring, and well over a million

tonnes of groundfish (cod, sole, perch and pollock) in 2000. The true cultural heart and soul of

Alaska's fisheries, however, is salmon. ‘Salmon,' notes writer Susan Ewing in The Great Alaska

Nature Factbook, ‘pump through Alaska like blood through a heart, bringing rhythmic, circulating

nourishment to land, animals and people.' The ‘predictable abundance of salmon allowed some

native cultures to flourish,' and ‘dying spawners* feed bears, eagles, other animals, and ultimately

the soil itself.' All five species of Pacific salmon - chinook, or king; chum, or dog; coho, or silver;

sockeye, or red; and pink, or humpback - spawn** in Alaskan waters, and 90% of all Pacific

salmon commercially caught in North America are produced there. Indeed, if Alaska was an

independent nation, it would be the largest producer of wild salmon in the world. During 2000,

commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value

of over $US260 million.

Catches have not always been so healthy. Between 1940 and 1959, overfishing led to crashes

in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the

onset of statehood, however, the State of Alaska took over management of its own fisheries, guided

by a state constitution which mandates that Alaska's natural resources be managed on a sustainable

basis. At that time, statewide harvests totalled around 25 million salmon. Over the next few

decades average catches steadily increased as a result of this policy of sustainable management,

until, during the 1990s, annual harvests were well in excess of 100 million, and on several

occasions over 200 million fish.

* spawners: fish that have released eggs

** spawn: release eggs

The primary reason for such increases is what is known as ‘In-Season Abundance-Based

Management'. There are biologists throughout the state constantly monitoring adult fish as they

show up to spawn. The biologists sit in streamside counting towers, study sonar, watch from

aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen

know the approximate time of year when they will be allowed to fish, but on any given day, one or

more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought

to a halt. It is this management mechanism that has allowed Alaska salmon stocks - and,

accordingly, Alaska salmon fisheries - to prosper, even as salmon populations in the rest of the

United States are increasingly considered threatened or even endangered.

In 1999, the Marine Stewardship Council (MSC)*** commissioned a review of the Alaska

salmon fishery. The Council, which was founded in 1996, certifies fisheries that meet high

environmental standards, enabling them to use a label that recognises their environmental

responsibility. The MSC has established a set of criteria by which commercial fisheries can be

judged. Recognising the potential benefits of being identified as environmentally responsible,

fisheries approach the Council requesting to undergo the certification process. The MSC then

appoints a certification committee, composed of a panel of fisheries experts, which gathers

information and opinions from fishermen, biologists, government officials, industry representatives,

non-governmental organisations and others.

Some observers thought the Alaska salmon fisheries would not have any chance of

certification when, in the months leading up to MSC's final decision, salmon runs throughout

western Alaska completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs

were probably the poorest since statehood; subsistence communities throughout the region, who

normally have priority over commercial fishing, were devastated.

The crisis was completely unexpected, but researchers believe it had nothing to do with

impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts,

prompted in part by cumulative effects of the el niño / la niña phenomenon on Pacific Ocean

temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It

could have meant the end as far as the certification process was concerned. However, the state

reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.

In September 2000, MSC announced that the Alaska salmon fisheries qualified for

certification. Seven companies producing Alaska salmon were immediately granted permission to

display the MSC logo on their products. Certification is for an initial period of five years, with an

annual review to ensure that the fishery is continuing to meet the required standards.

*** MSC: a joint venture between WWF (World Wildlife Fund) and Unilever, a Dutch-based

multi-national

Questions 14-20

Do the following statements agree with the information given in Reading Passage 2? In boxes

14-20 on your answer sheet, 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

14 The inhabitants of the Aleutian islands renamed their islands ‘Aleyska’.

15 Alaska's fisheries are owned by some of the world's largest companies.

16 Life in Alaska is dependent on salmon.

17 Ninety per cent of all Pacific salmon caught are sockeye or pink salmon.

18 More than 320,000 tonnes of salmon were caught in Alaska in 2000.

19 Between 1940 and 1959, there was a sharp decrease in Alaska's salmon population.

20 During the 1990s, the average number of salmon caught each year was 100 million.

Questions 21-26

Complete each sentence with the correct ending, A-K, below.

Write the correct letter, A-K, in boxes 21-26 on your answer sheet.

21 In Alaska, biologists keep a check on adult fish

22 Biologists have the authority

23 In-Season Abundance-Based Management has allowed the Alaska salmon fisheries

24 The Marine Stewardship Council (MSC) was established

25 As a result of the collapse of the salmon runs in 1999, the state decided

26 In September 2000, the MSC allowed seven Alaska salmon companies

A to recognise fisheries that care for the environment.

B to be successful.

C to stop fish from spawning.

D to set up environmental protection laws.

E to stop people fishing for sport.

F to label their products using the MSC logo.

G to ensure that fish numbers are sufficient to permit fishing.

H to assist the subsistence communities in the region.

I to freeze a huge number of salmon eggs.

J to deny certification to the Alaska fisheries.

K to close down all fisheries.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage

3below.

EFFECTS OF NOISE

In general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet

most of us have had the experience of having to adjust to sleeping in the mountains or the

countryside because it was initially ‘too quiet', an experience that suggests that humans are capable

of adapting to a wide range of noise levels. Research supports this view. For example, Glass and

Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to

work out problems and their physiological reactions to the noise. The noise was quite disruptive at

first, but after about four minutes the subjects were doing just as well on their tasks as control

subjects who were not exposed to noise. Their physiological arousal also declined quickly to the

same levels as those of the control subjects.

But there are limits to adaptation and loud noise becomes more troublesome if the person is

required to concentrate on more than one task. For example, high noise levels interfered with the

performance of subjects who were required to monitor three dials at a time, a task not unlike that of

an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a

subject's ability to track a moving line with a steering wheel, but it did interfere with the subject's

ability to repeat numbers while tracking (Finkelman and Glass, 1970).

Probably the most significant finding from research on noise is that its predictability is more

important than how loud it is. We are much more able to ‘tune out' chronic background noise, even

if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the

Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task,

some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were

spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall,

but the bursts occurred at random intervals (unpredictable noise). Subjects reported finding the

predictable and unpredictable noise equally annoying, and all subjects performed at about the same

level during the noise portion of the experiment. But the different noise conditions had quite

different after-effects when the subjects were required to proofread written material under

conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the

later proofreading task than predictable noise; and soft, unpredictable noise actually produced

slightly more errors on this task than the loud, predictable noise.

Loud noise

Soft noise

Average

Unpredictable Noise

40．1

36．7

38.4

Predictable Noise

31．8

27.4

29．6

Average

35．9

32．1

Table 1: Proofreading Errors and Noise

Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a

while for this fatigue to take its toll on performance.

Predictability is not the only variable that reduces or eliminates the negative effects of noise.

Another is control. If the individual knows that he or she can control the noise, this seems to

eliminate both its negative effects at the time and its after-effects. This is true even if the individual

never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the

knowledge that one has control is sufficient.

The studies discussed so far exposed people to noise for only short periods and only transient

effects were studied. But the major worry about noisy environments is that living day after day

with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a

realistic one, compared elementary school pupils who attended schools near Los Angeles's busiest

airport with students who attended schools in quiet neighbourhoods (Cohen et al., 1980). It was

found that children from the noisy schools had higher blood pressure and were more easily

distracted than those who attended the quiet schools. Moreover, there was no evidence of

adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more

distractible they became. The effects also seem to be long lasting. A follow-up study showed that

children who were moved to less noisy classrooms still showed greater distractibility one year later

than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that

the two groups of children had been carefully matched by the investigators so that they were

comparable in age, ethnicity, race, and social class.

Questions 27-29

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-29 on your answer sheet.

27 The writer suggests that people may have difficulty sleeping in the mountains because

A humans do not prefer peace and quiet to noise.

B they may be exposed to short bursts of very strange sounds.

C humans prefer to hear a certain amount of noise while they sleep.

D they may have adapted to a higher noise level in the city.

28 In noise experiments, Glass and Singer found that

A problem-solving is much easier under quiet conditions.

B physiological arousal prevents the ability to work.

C bursts of noise do not seriously disrupt problem-solving in the long term.

D the physiological arousal of control subjects declined quickly.

29 Researchers discovered that high noise levels are not likely to interfere with the

A successful performance of a single task.

B tasks of pilots or air traffic controllers.

C ability to repeat numbers while tracking moving lines.

D ability to monitor three dials at once.

Questions 30-34

Complete the summary using the list of words and phrases, A-J, below.

Write the correct letter, A-J, in boxes 30-34 on your answer sheet.

NB You may use any letter more than once.

Glass and Singer (1972) showed that situations in which there is intense noise have less effect

on performance than circumstances in which 30 ………… noise occurs. Subjects were divided

into groups to perform a task. Some heard loud bursts of noise, others soft. For some subjects, the

noise was predictable, while for others its occurrence was random. All groups were exposed to

31 ………… noise. The predictable noise group 32 ………… the unpredictable noise group on

this task.

In the second part of the experiment, the four groups were given a proofreading task to

complete under conditions of no noise. They were required to check written material for errors.

The group which had been exposed to unpredictable noise 33 ………… the group which had been

exposed to predictable noise. The group which had been exposed to loud predictable noise

performed better than those who had heard soft, unpredictable bursts. The results suggest that

34 ………… noise produces fatigue but that this manifests itself later.

A no control over

B unexpected

C intense

D the same amount of

E performed better than

F performed at about the same level as

G no

H showed more irritation than

I made more mistakes than

J different types of

Questions 35-40

Look at the following statements (Questions 35-40) and the list of researchers below.

Match each statement with the correct researcher(s),A-E.

Write the correct letter, 4-E, in boxes 35-40 on your answer sheet.

NB You may use any letter more than once.

35 Subjects exposed to noise find it difficult at first to concentrate on problem-solving

tasks.

36 Long-term exposure to noise can produce changes in behaviour which can still be

observed a year later.

37 The problems associated with exposure to noise do not arise if the subject knows they can

make it stop.

38 Exposure to high-pitched noise results in more errors than exposure to low-pitched noise.

39 Subjects find it difficult to perform three tasks at the same time when exposed to noise.

40 Noise affects a subject's capacity to repeat numbers while carrying out another task.

List of Researchers

A Glass and Singer

B Broadbent

C Finkelman and Glass

D Cohen et al.

E None of the above

WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

The pie charts below show units of electricity production by fuel source in Australia and

France in 1980 and 2000

.

Summarise the information by selecting and reporting the main features, and make

comparisons where relevant.

Write at least 150 words.

WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

Some people think that universities should provide graduates with the knowledge and

skills needed in the workplace

. Others think that the true function of a university should be

to give access to knowledge for its own sake, regardless of whether the course is useful to an

employer

.

What, in your opinion, should be the main function of a university?

Give reasons for your answer and include any relevant examples from your own knowledge or

experience.

Write at least 250 words.

SPEAKING

PART 1

The examiner asks the candidate about him/herself, his/her home, work or studies and other

familiar topics.

EXAMPLE

Travelling to work or college

●How do you usually travel to work or college? [Why?]

●Have you always travelled to work/college in the same way? [Why/Why not?]

●What do you like about travelling to work/college this way?

●What changes would improve the way you travel to work/college? [Why?]

PART 2

Describe a piece of electronic equipment that you find useful.

You should say:

what it is

how you learned to use it

how long you have had it

and explain why you find this piece of electronic equipment useful.

You will have to talk about the topic for one to two minutes.

You have one minute to think about what you are going to say.

You can make some notes to help you if you wish.

PART 3

Discussion topics:

Technology and housework

Example questions:

What kinds of machine are used for housework in modern homes in your country? How have

these machines benefited people? Are there any negative effects of using them? Do you think all

new homes will be equipped with household machines in the future? Why?

Technology in the workplace

Example questions:

What kinds of equipment do most workers need to use in offices today?

How have developments in technology affected employment in your country?

Some people think that technology has brought more stress than benefits to employed people

nowadays. Would you agree or disagree? Why?

General Training Reading and Writing

Test A

SECTION1 Questions 1-14

Read the text below and answer Questions 1-7.

EASTERN ENERGY

We are here to help and provide you with personal advice on any matters connected with your

bill or any other queries regarding your gas and electricity supply.

Moving home

Please give as much notice as possible if you are moving home, but at least 48 hours is

required for us to make the necessary arrangements for your gas and electricity supply. Please

telephone our 24-hour line on 01316 753219 with details of your move.

In most cases we are

happy to accept your meter reading on the day you move. Tell the new occupant that Eastern

Energy supply the household, to ensure the service is not interrupted. Remember we can now

supply electricity and gas at your new address, anywhere in the UK. If you do not contact us, you

may be held responsible for the payment for electricity used after you have moved.

Meter reading

Eastern Energy uses various types of meter ranging from the traditional dial meter to new

technology digital display meters. Always read the meter from left to right, ignoring any red dials.

If you require assistance, contact our 24-hour line on 0600 7310 310.

Energy Efficiency Line

If you would like advice on the efficient use of energy, please call our Energy Efficiency Line

on 0995 7626 513. Please do not use this number for any other enquiries.

Special services

Passwords - you can choose a password so that, whenever we visit you at home, you will

know it is us. For more information, ring our helpline on 0995 7290 290.

Help and advice

If you need help or advice with any issues, please contact us on 01316 440188.

Complaints

We hope you will never have a problem or cause to complain, but, if you do, please contact

our complaints handling team at PO Box 220, Stanfield, ST55 6GF or telephone us on 01316

753270.

Supply failure

If you experience any problems with your electricity supply, please call free on 0600 7838

836, 24 hours a day, seven days a week.

Questions 1-7

Do the following statements agree with the information given in the text on page 104?

In boxes 1-7 on your answer sheet, 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

1 Customers should inform Eastern Energy of a change of address on arrival at their new

home.

2 Customers are expected to read their own gas or electricity meters.

3 It is now cheaper to use gas rather than electricity as a form of heating.

4 Eastern Energy supplies energy to households throughout the country.

5 The Energy Efficiency Line also handles queries about energy supply.

6 All complaints about energy supply should be made by phone.

7 Customers are not charged for the call when they report a fault in supply.

Questions 8-14

The text on page 107 has seven sections, A-G.

Choose the correct heading for each section from the list of headings below. Write the correct

number, i-x, in boxes 8-14 on your answer sheet.

List of Headings

i Re-heating

ii Foods with skins

iii Keeping your oven clean

iv Standing time

v Rapid cooking times

vi Using a thermometer

vii Small quantities of food

viii Deep fat frying

ix Foods low in moisture

x Liquids

8 Section A

9 Section B

10 Section C

11 Section D

12 Section E

13 Section F

14 Section G

Using your new microwave oven

Some important points to note

A As microwave cooking times are much shorter than other cooking times, it is essential that

recommended cooking times are not exceeded without first checking the food.

B Take care when heating small amounts of food as these can easily burn, dry out or catch

fire if cooked too long. Always set short cooking times and check the food frequently.

C Take care when heating 'dry' foods, e.g. bread items, chocolate and pastries. These can

easily burn or catch fire if cooked too long.

D Some processed meats, such as sausages, have non-porous casings. These must be

pierced by a fork before cooking, to prevent bursting. Whole fruit and vegetables should be

similarly treated.

E When heating soup, sauces and beverages in your microwave oven, heating beyond

boiling point can occur without evidence of bubbling. Care should be taken not to overheat.

F When warming up food for a second time, it is essential that it is served 'piping hot', i.e.

steam is being emitted from all parts and any sauce is bubbling. For foods that cannot be stirred,

e.g. pizza, the centre should be cut with a knife to test it is well heated through.

G It is important for the safe operation of the oven that it is wiped out regularly. Use warm,

soapy water, squeeze the cloth out well and use it to remove any grease or food from the interior.

The oven should be unplugged during this process.

SECTION 2 Questions 15-27

Read the text below and answer Questions 15-20.

CHOOSING PREMISES FOR A NEW BUSINESS

What you need

Three factors dominate the priorities of small businesses looking for premises: cost, cost and

cost. Nobody ever has enough money, so there is an overwhelming temptation to go for the

cheapest property. It is a mistake that can take decades to rectify- and even threaten the future of a