Exam Essentials Proficiency Practice Test 4

8/3/2019 Exam Essentials Proficiency Practice Test 4

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4

PAPER 2 writing Part 2

Part 3PAPER 3 Use of English

Part 4

PAPER 4 Listening

PAPER 5 Speaking

For questions 1-18, read the three texts below and decide which answer (A, B, C or D)

best fits each gap.

One of the most recognisable fad icons of the 1980s has to be Rubik's cube - a three-

dimensional toy made up of twenty-six smaller interconnecting cubes, which can be

(1) either vertically or horizontally to form 'faces' of six different colours.

The cube was invented in the mid 1970s by Erno Rubik, a Hungarian engineer

fascinated by geometrical (2) ,although it wasn't until the end of the decade that

people began to show an interest in the toy. Then suddenly, almost overnight, the

craze went international. Demand for the cubes soon far (3) the original

production order of one million and pirated versions (4) the market. It is

estimated that over 100 million cubes had been sold by the end of 1982.

It has been calculated that Rubik's cube has over forty-three quintillion (that's 43

followed by 18 zeros) (5) - only one of which will result in the cube displaying all

six sides with the same colour. The official record for the fastest (6) belongs to a

Japanese student who completed it in just under fifteen seconds.

1 A revolved B rotated C swivelled D spun

2 A conundrums B enigmas C riddles D puzzles

3 A expanded B extended C exceeded D excelled

4 A drowned B flooded C washed D soaked

5 A permutations B transformations C incarnations D conversions

6 A undoing B unravelling C unscrambling D unwinding

Underfloor Heating Systems

Underfloor heating systems are becoming increasingly popular as an efficient and

economical means of heating your home. They are easy to (7) into any new

building or renovation, and can be installed in most homes with few restrictions on

the type of floor covering required. Because they (8) at a much lower

temperature than conventional heating, underfloor heating systems (9) far less

fuel and are therefore also more eco-friendly. Another advantage is the absence of

radiators, which can be (10) and take up a great deal of valuable space. What is

more, underfloor heating systems are far more effective than conventional radiators:

heat is (11) to the cooler air at floor level, where it is most needed. The nowwarm air rises upwards towards the ceiling, resulting in a(n) (12) distribution of

heat across the whole room.

7 A fuse B assimilate C amalgamate D integrate

8 A activate B operate C stimulate D promote

9 A consume B devour C gulp D dispose

10 A blatant B outstanding C obtrusive D prominent

11 A drafted B transferred C carried D relocated

12 A standardised B level C uniform D unswerving


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The moment Daniel Wilkins walked into her office that October morning, Cynthia was

struck by a(n) (13) feeling of deja vu - she was sure she had seen him before, but

she couldn't quite put her finger on where. She noted that he (14) an almost

tangible air of self-assurance, but with her trained (15) , she could also see that

he (16) a heavy burden. On the phone earlier that week, he had explained whathe needed and she had conceded that she might be able to help him. But now, as he

settled himself into one of the leather armchairs in her office, she wondered if

perhaps she was biting off more than she could (17) .

Cynthia listened attentively as Daniel told her a little about himself. While he was

speaking, she stood by the window, (18) out at the blustery tops of the trees in

the park, watching the starlings circle as they massed together for their long

migration. She had goosebumps on her arms, but they weren't from the cold.

13 A supernatural B unwieldy C mystic 0 uncanny

14 A absorbed B attracted C exuded 0 retained

15 A eye B view C sight 0 perception

16 A dragged B heaved C shouldered 0 weighed17 A masticate B eat C swallow 0 chew

18 A gaping B gazing C glimpsing 0 gawking


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PAPER 2 writing

PAPER3 Use of English

PAPER4 Listening

PAPER5 Speaking

You are going to read four extracts which are all concerned in some way with

dancing. For questions 19-26, choose the answer (A, B, C or D) which you think fits

best according to the text.

Mark your answers on the separate answer sheet.

To the natives of North America, dance has always been an

intrinsic part oftheir culture. All over North America, traditional

dance continues to forge a link with ancient ancestors and allows

the native peoples of modern America to reaffirm their cultural

identity as well as celebrate fundamental relationships with

nature, their tribe and kin. Traditional North American dance is

inextricably bound to nature and the seasons. The dances vary

from region to region, and from tribe to tribe, but are usually

performed to songs sung in ancient languages and according to

the ancient calendar and belief systems. Some dancers take on

the roles of animals or enact the traditional chores of daily life:

hunting, fishing or planting.

As well as giving non-commercial public performances, modern

dancers also perform in private or before small groups to offer up

prayers to ancient deities, to invoke cures for illnesses, to

influence nature or to act out a story. Unlike European folk

dances, Native American dances often have no predictable form

and it is difficult to know how long a dance will last, how many

dancers will be involved or how many beats will accompany each

movement. Dancers usually take small steps and stay near the

ground, performing either to rhythmic vocal music or, an

assortment of instruments.

19 Traditional dance helps modern Native North Americans to

A communicate with their ancestors.

B be at one with their roots and environment.

C fully exploit the power of nature.D have a good relationship with other tribes.

20 The writer implies that Native North Americans do not dance

A for financial gain.

B for religious reasons.

C in front of large audiences.

D accompanied by chanting voices.


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/&~dPJ!!/)~~.II- ~

~

The first time I saw FireDance I was

knocked off my feet. I couldn't

believe the sheer energy and

exuberance of the routines, the

power of the score, the creative

flair of the choreographers and the

fluidity of the dancers. I remember

being moved by the sensuality,

spellbound by the glamour,

awestruck by the visual spectacle. You

couldn't watch it without wanting to join

in, but most people would agree it was

impossible to take your eyes off the dancers no matter how much

your feet were itching. I consider it a major turning point in my life -

without which I would probably have trod a different path.

Within a year of its first performance, FireDance had become an

international phenomenon. As a show, FireDance was successful

because it was essentially a simple idea, yet brilliantly conceived. The

inspirational mix of African drums and the evocative sounds of

European folk music brought home a raw power that encapsulated

one's earthly origins, yet aspired to some heavenly sphere. The pace of

the production carried the audience along, at moments frenetically

throwing you into the rhythms, at others, lulling you into a trance.

23 The writer clearly remembers

A losing his balance while watching the performance.

B experiencing a plethora of conflicting emotions.

C being impressed by different aspects of the show.

D deciding to dedicate his life to dance.

24 FireDance

A evolved from the inspirations of simple people.

B consisted of a complex mixture of sounds.

C was widely acclaimed in many countries.

D hypnotised the audience with its steady tempo.


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A History of the Tango

f?T)) one well, the tango is perhaps one o f the most exciting dances to

: : : : L J watch and to perform, and today it seems to be more popular thanever. Yet when it began, and for a long time afterwards, the dance was

shunned by the upper circles of Argentine society. A t a time when all

fashionable dances were performed in linear or circular arrangements by

groups of dancers, the very idea of a man and a woman in such close

physical proximity was considered vulgar and immoral. European society

was ambivalent even about the waltz (in which partners actually had to

touch each other) which was only just beginning to catch on there. Yet,

despite the stigma attached to it, the tango soon became the dance to

know.

Today there are many different versions of the tango, and different

ideas about where and when the dance originated. One story tells of howthe tango began in the lower class districts of Buenos Aires towards the

end of the nineteenth century. The gauchos, after a long day riding

horses, would arrive to dance with the women in the bars. Legend has it

that the woman would dance at arm's length from him, with her head

thrown far back, trying to distance herself from his working day odour,

while he would walk with his knees flexed because of his stiff clothes.

Together they would bend their bodies to manoeuvre in the space

available between the tables. Thus the tango was born.

25 The tango did not catch on immediately because

A the upper classes thought it should be avoided.

B it did not adhere to the rules of traditional dances.

C the waltz had recently become more popular as a dance.

D it did not conform to conventional notions of propriety.

26 It is said that the tango may have originated as a result of

A the gauchos' unsanitary leisure pursuits.

B the postures that dancers were forced to adopt.

C the clothes that the gauchos wore while working.

D the unlimited size of the dance floor.


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You are going to read an article about twins. Seven paragraphs have been removed

from the article. Choose from the paragraphs A-H the one which fits each gap

(27-33). There is one extra paragraph which you do not need to use.PAPER3 Use of English

PAPER4 Listening

PAPER5 Speaking

The Mys/er y of TwillsA festival that takes place this weekend in Twinsburg,

Ohio, must rank as one of the strangest scientific

gatherings in the world. Coloured tents stand dotted

around Glen Chamberlain park, each containing

researchers from around the world hoping to hunt

down some elusive medical clues. Outside the tents

stand long lines of people, each of them willing toendure the 32C heat in order to take part in their

research. But it's not a normal queue, because many

participants look disarmingly alike, even down to

wearing the same dresses. They are human guinea pigs

with a difference: each is a twin or a triplet.

~IDown the centuries, a certain mystique has always

surrounded twins. They have long been thought to

have an unspoken psychic bond that allows each of

them to know what the other is feeling without it being

obvious to anyone else. But now twins are becoming

valuable to science because oftheir genes. Their DNAis helping to answer some of the questions in the age-

old debate over. whether it is your genes or the

environment in which you were brought up that

determines your behaviour and your health.

~IParents often complain that twins are treated as one

unit, rather than as separate children, but from a

scientist's point of view this is research heaven,

because it allows them to unravel the complex

interactions between environment and genes in a way

..that would be impossible from other studies.

[~JYulia Kovas, part of the institute's social, genetic and

.developmental psychiatry centre, described how the

twins had helped her study howgenes can make it hard

-for some children to grasp mathematical concepts - an

area that has always been little understood. She

analysed the test results in maths, reading and general

intelligence for almost 3,000 pairs oftwins when they

were seven years old. The influence of genes inherited

from parents could be analysed by comparing the test

results from identical and non-identical twins. She

found that there was a significant genetic overlap

between their maths ability and reading, as well asbetween their maths and their general intelligence. But

some DNA markers also appeared to work more

specificallyin favour ofmaths.

~I ------Professor Robert Plomin, professor of behavioural

genetics at the institute, said recently: 'The idea is that

DNA is an early warning system. If we can read it

properly, we can predict problems and hopefully

intervene to help.'

QTI_-----------'The discovery that psychopathic tendencies arestrongly heritable suggests that we need to get help for

these youngsters early on,' she said. 'Any behaviour is

influenced by multiple genes and an unlucky

combination of genes may increase vulnerability to adisorder.'

[E]~ _

The sight of two people who appear so similar that WE

can't tell them apart can pose its own problems. Fron:

childhood, parents are told by schools, birth experG

and well-meaning friends that they should dress thei:!

children differently and separate them in as many wa.~

as possible.

C E J _But many identical twins, although they cherish the::-

own identity, actually like being so similar. They don-

regard it as a negative condition, or 'freakish' in ar-

way, even if other people find it hard to tell them ap~


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A Most schools still have a policy o f placing twins in

different classes, because they think they will have

a better chance of developing their own identity.

Often the children will be described as 'the one

with more freckles', or 'the one with longer hair',

rather than by their own names.

B 'What we think is that there may be a pool of

between fifty and a hundred DNA markers that

each have a small effect, but actually influence our

general cognitive ability,' she said. 'They have a

stream-like effect, rather than one particular gene

making you good or bad at sums.'

C The same Teds group has allowed another

researcher, Dr Essi Viding, to analyse the genetic

basis for psychopathic tendencies. By comparing

identical and non-identical twins who displayed

both anti-social behaviour and psychopathic

tendencies, such as callousness and a lack ofremorse or empathy towards others, she was able

to find that there were very strong genetic factors

influencing those who displayed callous,

unemotional traits - but no such factors in those

who were simply very aggressive and anti-social.

D Meanwhile, the parents of twins have to live with

the fact that their children's genes may bind them

to each other in a way that at times appears to be

slightly spooky. It's often a problem of how they

are perceived from the outside, rather than for the

families themselves.

E Linda and Diarmaid Lee, who live near Crewkerne

in Somerset, have had a real learning experience

by having had identical twin boys, James and

Matthew, who are now three and a half, and non-

identical twins, Ben and Rachel, who are two. The

younger two are quite different in many ways.

'Rachel has some more female traits. When they

were all drawing once, their dad bought them all

little lawnmowers and the boys were all off with

them, but she looked at hers and put it down and

carried on drawing.'

F Identical twins have identical DNA. Non-identical,or fraternal, twins share only 50 percent of their

genetic make-up, much the same as any other

siblings would. But twins of both kinds are also

overwhelmingly likely to have shared very similar

environments, unless they are separated in

childhood. They tend to have the same diet, the

same housing, and are exposed to the same factors

such as pollution. Their very closeness makes them

special.

G At the Institute of Psychiatry in London, more

than 15,000pairs of twins have been tracked over

the past ten years. These children, now agedeleven, ten and nine, are part of the Twins Early

Development Study (Teds), an invaluable resource

because scientists searching for particular genes

can compare identical twins with non-identical

twins. The samples oftheir DNA, which is stored

carefully in laboratories in south London, could

unlock clues to a host of diseases and conditions

that are as yet not understood.

H Jeremy Wilmer has come here to find as many

twins as possible to help him understand more

about how people see. 'There is a strong inherited

factor involved in howwell you can see in three-D,'explained Wilmer, a PhD student. 'I'm hoping to

get some twins to wear special glasses and lookat

my computer screen, so that I can measure how

good their visual skills are. Frankly, this festival is

a godsend for medical research.'


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TCP E

E ST

You are going to read an extract from a book. For questions 34-40, choose the

answer (A, B, C or OJwhich you think fits best according to the text.

Mark your answers on the separate answer sheet.

PAPER2 writing


PAPER4 Listening

PAPER5 Speaking

To say the least, Alexander Trevozhov's was anunusual interpretation of the ballade's beginning.He did not play the opening chords forte and pesante,

as is written, but so softly that they ,"vere almost

inaudible. In any ordinary concert they would have

been, but his unexpected use of understatement, along

with his formidable presence, had commanded

absolute silence in his audience. I began to understand

the praise of him I had heard.

I did not open my eyes, but I listened intently. It was

impossible not to: the music caught and bound me as it

had caught and bound the entire house. The anxiety

accrued during Mr Trevozhov's long delay may have

shifted as he began to play, but it had not abated. It

seemed that the tension his presence had unfurled was

slowly weaving into the music, becoming so ingrained

that the familiar score sounded entirely alien.

Technically, he was perfect. But the pain emanating

from every note he played was something significantly

more potent than the regretful melancholy Chopin

had written into the piece. Each note was askew, its

emotion turned inward on itself to reverberate as

something close to horror. I wanted the music to end

but also to go on forever. My intense desire to run away

had not dissipated, but equally strong was the

ridiculous desire to run to him. I was unaware of

having heard the final chords until I realized that we

had been sitting for several moments in absolute

silence - a sound I had never heard in that hall in my

life, and which I doubt will ever be heard there again.

The hush dangled, as unresolved as the music had

been. Then, all at once, it was filled with uproarious

applause, a standing ovation. But I could not clap, nor

stand; I could only sit staring at the light-box of the

stage, for once completely unaware of myself. I did not

even sense the tears streaming down my f ace. Mygrandfather looked down at me with troubled eyes. At

his side, Mary looked hazily triumphant.

'Still think it's only the best that a dying man could

do, love?' she asked.

Although I knew that it was only her way of telling

me that I did not yet know everything there was to

know, I shook my head. 'No,' I said softly, but with

more vehemence than her mild gibe deserved. 'It's not

the music. He could have played scales, and it would

have been the same. That's no ordinary man on that

stage. His music isn't human.'

Before either of them could answer, Mr Trevozhov

was playing again, this time Debussy. Again I was

listening to a sound that transcended, even ridiculed

the lines and notes composing the music spilling from

beneath his f ingers. All too soon the incredible sound

had been swallowed again by applause.

When the concert ended, I insisted on meetina himo '

but the crowd around his dressing room was

impenetrable. Mary and my grandfather wanted to go,she complaining of weariness, he of an ache in his arms

and chest; grudgingly I agreed. I turned once, though,

as we retreated, to have a last look at Mr Trevozhov. By

fate or chance he turned as well. His eyes snagged for

a moment on my grandfather's fragile form, then

moved on to me. Recovering from what seemed a great

surprise, he smiled. He gestured as though to move

toward us, but at the same moment my grandfather

stepped between us, blocking my view of him.

The car's waiting, Eleanor,' he said. There was no

question of contradicting the steely authority in his

voice; it was a tone he used with me seldom, and never

without good cause. I looked at him, puzzled, but he

wouldn't meet my eyes. Mary tugged gently at my

hand, urging me toward the lobby, and though I tried

again to catch the pianist's eye, the crowd had closed

around him once more, sealing him off from me as

effectively as my grandfather could have wished.

'Do you know him?' I asked, as we made our way out

into the snowy night.

'No,' he answered shortly, looking straight ahead.

'He seemed to know you - or to have something to

say to us, anyway.'

He didn't answer, nor look at me. Mary smiled

sympathetically as we climbed into the car, but the

truth was, I had nearly put the incident out of my mind

again, turning instead to more frivolous thoughts. I

had not begun to examine the intricacies of the feeling

the foreign pianist's eyes had stirred in me. It seemed

enough, at the time, that he had noticed me. Yet I

would find myself replaying the scene many times in

the months to come, sometimes with regret, sometimes

with pleasure, but always with a recondite feeling of

emptiness and longing.


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34 When Trevozhov began to play, absolute silence prevailed because

A he himself had insisted on it.

B he interpreted the music in such an unusual way.

e the audience were awed by his charisma and style.D the audience had to strain to hear the music.

35 The narrator noted that Trevozhov's interpretation of Chopin's music

A was far superior to the composer's original intentions.

B contained barely perceptible musical flaws.

e caused the audience to feel increasingly tense.D was infused with so much raw emotion that it unsettled her.

36 When Trevozhov had finished playing the first piece, the audience

A immediately began cheering and clapping enthusiastically.

B made no sound whatsoever.

e leapt to their feet in unison.D stood and clapped after a moment of stunned silence.

37 The narrator clearly felt

A that the music had not ended properly.

B that she had overreacted to Mary's comment.

e jealous of Trevozhov's extraordinary talent.D that Trevozhov had superhuman powers.

38 The narrator was unable to meet Trevozhov after the performance because

A there were too many people around him.

B her companions wanted to leave early.

e their car was about to leave.D her grandfather forbade it.

39 After that night, the narrator

A tried to forget about the way she'd felt when she saw Trevozhov.

B went back to thinking about inconsequential matters.

e would often think about the moment Trevozhov had looked at her.D regretted not having spoken to Trevozhov when she had had the chance.

40 Trevozhov seems

A to be an artist of some renown.

B to know Eleanor's grandfather well.

e to habitually make his audiences feel nervous.D to have suffered acutely during his life.


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4P A PE R 1 Reading

j,.

PAPER 3

PAPER4 Listening

PAPER 5 Speaking

You must answer this question. Write your answer in 300-350 words in an

appropriate style.

You have read the extract below as part of a newspaper article on the collections

in the world's museums. Readers were asked to send in their opinions. You

decide to write a letter responding to the points raised and expressing your own

views.

The collections of antiqUItles that

reside in the museums of the world

offer visitors f rom every continent

the chance to learn about the history,

culture and art of civilisations that

they would otherwise never have the

chance to experience. Yet there are

those who believe all preciousartefacts should be returned to their

country of origin. If this were indeed

to happen, no museum would be

safe, and visitors would cease to

benefit from the diversity of these

precious objects.


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PAPER 1 Reading

PAPER 2 writing

PAPER4 Listening

PAPER 5 Speaking

Part 2

Part 3

Part 4

Part 5

For questions 1-15, read the text below and think of the word which best fits each

space. Use only one word in each space. There is an example at the beginning (0).

Write your answers in CAPITAL LETTERS on the separate answer sheet.

The Origins of Cricket

Cricket is often considered the quintessential English sport, but in

(0) , there are many theories about how the game originated. One

theory suggests that the game (1) devised by shepherds, who wouldhit balls of wool with their crooks or 'cricces'. (2) speculates that it

was started by children. The idea was that the person holding the crook

(3) defend the wicket gate to the sheep-pen (4) the

person throwing the woollen ball. However, it is (5) that the game

we know today would (6) evolved from a single inspiration, and

cricket probably came (7) as an amalgamation of different games

played (8) the centuries.

The earliest reference in history to a game (9) to cricket dates ba

to 1300, when King Edward I, also (10) as Edward Longshanks, ''''

noted (11) playing a game called 'creag'.ln 1597 we come across;o

reference to the game in Surrey, where a witness in a land dispute stated _

remembered playing 'krekett' almost fifty years (12) The fi

recorded match took place in 1646 and (13) the end ofthe century -

was so popular that (14) missed church to attend a game ,-

subject to a fine! The first written rules of cricket weren't dra

(15) until 1744.


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PAPER1 Reading

PAPER2 Writing For questions 16-25, read the text below. Use the word given in capitals at the end

of some of the lines to form a word that fits in the space in the same line. There is

an example at the beginning (0).

Write your answers in CAPITAL LETTERS on the separate answer sheet.PAPER4 Listening

PAPER5 SpeakingPart 3

Part 4

Part 5

A recent poll on the use of animals in circuses showed that the

(0) of people in the UK now disapproves of it.

Circuses which employ animals are no longer seen as a form of

(16) entertainment; in fact, most people think

they should be banned outright. Eighty percent of those

interviewed (17) declared that the use of

endangered wild animals such as elephants and tigers should be

prohibited, while sixty-five percent said no animals

(18) should be used in circuses.

A large proportion also claimed they were opposed to the

inevitable (19) involved in training animals to

perform tricks. Animals in the wild do not juggle balls, ride

monocycles, leap through (20) hoops or wear

clown costumes. Furthermore, besides being kept in(21) , circus animals travel for most of the year,

living a life of (22) Unfortunately, there is

evidence to indicate that most animals face (23) .

on a daily basis.

The number of people who visit animal free circuses these days is

over twice the number of those who visit traditional circuses.

Animal free circuses are growing in number as well as

(24) , and many say that the quality of the acts

performed by humans far (25) those acts that use

animals.

CONFINE

DEPRIVE

TREAT

POPULAR

EXCESS


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PAPER1 Reading

PAPER2 Writing

PAPER4 Listening

PAPER5 Speaking

For questions 26-31, think of one word only which can be used appropriately in all

three sentences. Here is an example { O J.

Example:

o We are setting off at first , so please go to bed early.

She had to explain the matter to me again before I saw the .

Some interesting new findings have come to .

26 Milton received a to his pride when he failed to get the job.

The victim was knocked unconscious by a violent to the heaa

The witness gave the police a blow by account of what he he:.

seen.

27 Expecting me to cook a meal for six with only an hour's warning is a bit 0=::'

................... order!

John told a story to his teacher about the dog eating his

homework!

That very tree has been on our property since my

grandmother's day.

28 You could have me down with a feather when she told me -

was getting married.

He didn't look where he was going and a boy off his bike.

We've down our prices by an extra twenty-five percent!

29 Lucy made a sketch before she started to work on the

painting.

He had an unusual accent and spoke in a voice.

I wish Jeremy wouldn't be so with the puppies.

30 Gill's been going to school since she was three and she

it.

Our mother used to sing us rhymes at bedtime.

They have some beautiful yellow roses in the across ~ =street.

31 Michael's been up at school again according to his te--

If Elizabeth likes Tom so much, why is she hard to ge:-

If you get involved, you'll be with fire!


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4PAPER 1 Reading

PAPER 2 Writing

... .PAPER 4 listening

PAPER 5 Speal


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Some current evidence suggests that dreams may serve no

useful psychological or physiological function, and perform

no adaptive role in maintaining our psychological health.

In fact, some researchers believe that dreams are merely anevolutionary bi-product of sleep combined with a gradually

awakening consciousness in human beings - a

developmental cognitive achievement assigned to the

healthy functioning of a complex neural network located in

specific areas of the forebrain.

Nevertheless, the way dreams reflect our emotional

preoccupations or run parallel to our awakened states of

consciousness may explain why, throughout history, dreams

have been put to various uses. For example, in many societies

dreams would be used by shamans or witch doctors as a

means to diagnose or cure illnesses, or to fend off evil spirits.

Occasionally, dreams would be used to predict the weather or

make prophecies. In modern times dreams have been used by

psychotherapists as a means of understanding the patient's

state of mind, or simply to induce him or her to talk about

repressed feelings. Dreams may even be used socially, as an

ice-breaker, or as a way for some people to express their

fantasies. But these are emergent functions, coming about as a

result of dreams rather than causing them.

42 Which phrase in the first paragraph implies that the ability to dream may have

come about by accident?

44 In a paragraph of 50-70 words, summarise in your own words as far as possible

the uses to which dreaming can be put in a modern society, according to both

texts. Write your summary on the separate answer sheet.


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4PAPER 1 Reading

PAPER 2 Writing

PAPER 3 Use of English

... .~PAPER 5 Speaking Part 2

Part 3Part 4

You will hear four different extracts. For questions 1-8, choose the answer (A, B or C)

which fits best according to what you hear. There are two questions for each

extract.

1 The woman says that when she first met the actress

A she felt nervous.

B she was thrilled.

C she got confused.

2 The actress probably

A thought the woman was hilarious.

B started to feel uncomfortable.

C felt sorry for the woman.

3 When abroad, British fans

A are solely responsible for instigating trouble.

B tend to initiate many violent episodes.

Care criticised for their xenophobic tendencies.

4 Football hooligans

A en joy being in the spotlight.

B form competitive groups.

C are dependent on the media.


19/33

5 The woman's father

A doesn't know what to do with himself.

B is thinking of taking up some sort of sport.

C feels betrayed by his previous employers.

6 The man's father

A used to be a business tycoon.

B spent his pension right away.

C started his own wine-making business.

7 Julia decided to change her career because

A there were no promotional prospects in her previous job.

B she had previously worked in tourism.

C she realised there were no holidays available for single people.

8 She realised that many single womenA were hoping to meet a potential partner abroad.

B were not used to arranging their own holidays.

C suffered from a lack of self-esteem.


20/33

TC PE

EST

PAPER 1 Reading

PAPER 2 Writing


You will hear a radio talk about ley lines. For questions 9-17, complete the

sentences with a word or short phrase.

__ _ _ _ I= : !J

The Glastonbury Tor is located at the I ~

of many ley lines.

The Nazca lines on the Peruvian I IJIJare also thought by some to be on ley lines.

Alfred Watkins thought that ancient peoples marked their

I C !D by building structures along them.

Not everyone accepts that the alignment of ancient sites is anything but

I

Ruth believes that ley lines could be an indication of the Earth's

I

Ancient peoples may have been drawn to ley lines because they were more

1 Q[] natur=

Another theory claims ancient civilisations made I ~

when erecting monuments in order to represent the position of certain groups

stars.

Some scientists believe there is greater 1 Q 2 Jin areas surrounding ley Ii =


21/33

PAPER1 Reading

PAPER2 Writing


You will hear part of an interview with an artist about the subject of art. For

questions 18-22, choose the answer (A, B, e or D) which fits best according to whatyou hear.

18 How does Brendan feel about his work?

A He prefers negative criticism to no reaction at all.

B His intention is to provoke critics with his art.

e He believes his art can only be viewed subjectively.D His definition of art is at odds with general opinion.

19 According to Brendan, standing on a chair

A is an example of what art should be.

B would be art if it was intended to be.

e is an example of mediocre art.D would not be considered art by most people.

20 Brendan says that some successful artists

A are not very good at drawing.

B have not been able to create original art.

e lack the ability to express ideas.D use excessively old-fashioned techniques.

21 Brendan doesn't think that

A throwing paint at a canvas would constitute art.

B it is difficult to come up with original ideas.

e critics are open-minded enough.D modern art has nowhere left to go.

22 The invention of the camera

A allowed more people to indulge their passion for

taking portraits.

B enabled photographers to imitate life more closely.

e meant that artists were no longer restricted to copyingfrom life.

D changed the way society viewed the role of the artist.


22/33

PAPER 1 Reading

PAPER 2 Writing


You will hear an interview with Mark and Trudy, two zoologists. For questions

23 -2 8, decide whether the opinions are expressed by only one of the speakers, or

whether the speakers agree.

Write M for Mark

T for Trudy

or B for Both, where they agree.

23 The idea that bees communicate through a language is

~controversial.

24 Von Frisch attempted to show that bees do not use random

~signs to communicate. . .

25 Some people believe it is impossible for animals to have

~a language.

26 While they are dancing, bees adopt a position that indicates

~the direction of food sources.

27 The longer the dance, the greater may be the distance of the

c=IEJfood source from the hive.

28 An energetic dance indicates a more important food source

~and is watched by more bees than a less energetic dance.


23/33

PAPER 1 Reading

PAPER 2 Writing

PAPER 3 Useof English

PAPER 4 Listening

Answer these questions:

What entertainment and leisure facilities are there in the area for people of your

age?

How would you like to see your town develop?

What places of interest would you recommend to a visitor to your area?

Candidates A and B: Turn to pictures A-F on pages 136-137, which show aspects of

safety. First look at pictures C and E, and discuss how they reflect our attitudes

towards feeling safe. You have about one minute for this.

Now look at all the pictures. You have been asked to design a police information

leaflet advising people on safety in the home. Discuss which aspects of safety each

picture shows, and decide which pictures would best be used as an illustration in

the leaflet. You have about three minutes for this.

Candidate A: Look at the question in the box and say what you think about it. You

can use the ideas in the box if you like or add some ideas of your own. You have

two minutes for this.

How beneficial is competition?

motivation

ambition

self-esteem

Candidate B: Is there anything you would like to add?

Candidate B: Look at the question in the box and say what you think about it. You

can use the ideas in the box if you like or add some ideas of your own. You have

two minutes for this.

Which is more effective in the work place: competition

between colleagues or team effort?

brainstorming ideas

personal ambition

company ethics

Candidate A: Is there anything you would like to add?

Candidates A and B: Now answer these questions about competition in general:

Is it a good idea to teach children to be competitive in sport?

What effect does competition have on those who are not good performers?

Are we competitive by nature or because of social conditioning?


24/33

r m I _4 _

I think people are increasingly isolated in their homes.

People are encouraged to feel afraid.

In my opinion, burglar alarms encourage a sense of false security.

I believe it's more a matter of deterring potential intruders.

Picture (A) is suitable because it highlights the dangers of ...

This picture emphasises the importance of having ...

An unattended child/toddler is a casualty waiting to happen.

break into someone's home

burglar alarm

chi Id-proof kitchen/household/appl iance

computer-activated alarm system

deterrent

effective prison system

fire alarm

hazards in the home

hidden dangers in the home

intruder

law and order

legal system

Neighbourhood Watch system

policeman on the street

prison cell

security lock


25/33


26/33


~ ~ P A R T 1

plague (n) a very infectious disease which usually results in death

flesh (n) a human being, and more particularly, their body

fallacy (n) an idea which many people believe to be true, but which is

in fact false because it is based on incorrect information or reasoning

susceptible (adj) likely to b e affected by something such as a disease

proximity (n) proximity to a place or person is nearness to that place

or person

ventilation (n) allowing fresh air to circulate in a room

humidity (n) the amount of water in the air

correlation (n) a connection or link between things

conversely (adv) used to indicate that the situation you are about to

describe is the opposite or reverse of the one you have just described

~~PA RT 2

span (v) to last throughout a long period of time

spine (n) a long, sharp point on an animal's body or on a plant

squat (v) to sit low on the ground

suspended animation (n) a state in which an organism's metabolism

is functioning very slowly, for example so that it can survive difficult

conditions

burst forth (phr) to suddenly break open or appear

vibrant (adj) very bright and clear

draw (v) to attract someone very strongly

hardy (adj) a hardy plant is able to survive in cold weather

constitution (n) someone's health

swell (v) to become larger and rounder than before

initiate (v) to introduce someone to a particular skill or type of

knowledge and teach them about it

~~PAR T 3

astute (adj) showing an understanding of behaviour and situations,

and skilful at using this knowledge to one's own advantage

foible (n) a habit or characteristic that someone has which is

considered rather strange, foolish or bad but which is also consideredunimportant

longing (n) a sad feeling of wanting something very much

take the initiative (phr) to be the first person to act in a situation, and

therefore able to control it

jargon (n) words and expressions that are used in speci al or technical

ways by particular groups of people, often making the language

difficult to understand

substance (n) the quality of being important or significant

~ ~PAR T 4

binding (adj) a binding promise, agreement or decision must be

obeyed or carried out

H PART 5entice (v) to try to persuade someone to go somewhere or to do

c:omething

ualms (n) if you have no qualms about doing something, you are not

orried that i t may be wrong in some way

bjective (n) what someone is trying to achieve

ag (v) to keep asking someone to do something they have not done

3t or do not want to do

::ersistent (adj) someone who is persistent continues trying to do

- mething, even though it is difficult or other people are against it

trum (n) if a child has a tantrum, they lose their temper in a noisy

= d uncontrolled way

rn-out (adj) exhausted

idious (adj) unpleasant or dangerous and developing gradually

out being noticed

pervade (vI to become a noticeable feature throughout a place or

thing

outcast (n) someone who is not accepted by a group of people or by

society

lure (v) to trick someone into a particular place or to trick them into

doing something that they should not do

tap (v) if you tap a resource, you make use of it by getting from it

something that you need or want

far-reaching (adj) having a great influence and affecting a great

number of things

hum (v) to sing a tune with your lips closed

jingle (n) a short, simple tune, often with words, which is used to

advertise a product or programme on radio or television

reel off (phr v) to repeat information from memory quickly and easily

slogan (n) a short phrase that is easy to remember

blink (v) to shut your eyes and very quickl y open them again

unnerving (adj) something unnerving makes you feel worried or

uncomfortable

uncanny (adj) strange and difficult to explain

unchecked (adj) if something harmful or undesirable is left

unchecked, nobody controls it or prevents it from growing or

developing

invariably (adv) alwaysprey (n) a person or people whom someone else tries to harm or trick

inquisitiveness (n) a desire to find out about things, especially secret

things

devious (adj) dishonest and secretive, often in a complicated way

curb (v) to control something and keep it within l imits

relentless (adj) never stopping or becoming less intense

brainwash (v) to force someone to believe something by continually

telling them that it is true, and preventing them from thinking about it

properly

mI~ _PAPER 1 Reading

~ ~ PART 1

fad (n) an activity or topic of interest that is very popular for a short

time, but which people become bored with very quickly

icon (n) an important symbol of a particular thing

pirate (v) to illegally copy video tapes, cassettes, books or computer

programs

quintillion (n) the number that is represented as a one followed by

eighteen zeros (US); the number represented as a one followed by

thirty zeros (Europe)

renovation (n) an old building that has been repaired or redecorated

install (v) to fit or put a piece of equipment somewhere so that it is

ready to be used

restriction (n) a limit to where you can go or what you can do

conventional (adj) a conventional method or product is one that is

usually used or that has been in use for a long time

deja vu (n) the feeling that you have already experienced the things

that are happening to you now

put your finger on something (phr) to see or identify exactly what the

cause or solution of a problem is

tangible (adj) clear enough or definite enough to be easily seen, felt

or noticed

self-assurance (n) confidence in yourself

burden (n) a problem or a responsibility that causes someone a lot of

difficulty, worry or hard work

concede (v) to admit, often unwillingly, that something is true or

correct

attentive (adj) paying close attention to what is being said or done


27/33

blustery (adj) rough, windy and often rainy, with the wind often

changing in strength or direction

starling (n) a very common bird with greenish-black feathers covered

in pale spots which is found in Europe and North America

mass (v) to gather together in to a large crowd or group

goosebumps (n) a reflex erection of hairs on the skin in resp onse to

cold or emotional s tr es s or skin irritation

~~PART 2intr insic (adj ) bein g p art of the nature of somet hing or someone

forge (v) if one person or institution forg es a link with another, they

create it with a lot of hard work, hoping that i t will be strong or lasting

reaffirm (v) to state your belief i n something again clearly and firmly

kin (n) fam ily m embers; relatives

inextricably (adv) if two or more things are inextr icably linked, they

cann ot be considered separately

deity (n) a god or goddess

invoke (v) to call on a h igh er p owe r f or h elp, support or inspiration

outlet (n) a means of expressing and releasing feelings, thoug hts or

energy

premise (n) som ethin g th at you suppose is true and that you use as a

basis for developing an idea; an assumption

interre late (v) to connect; to have a com mon connectionsuppress (v) if a natural function or react ion of your body is

suppressed, it is stopped, for example by drugs or illness

muscle tone (n) the degree of firmnes s and strength in a person 's

muscles

circulation (n) the movement of blo od through your bod y

respiratory (adj) relating to breathing

cognitive (adj) relating to the mental process involve d i n k nowing,

learning a nd u nderstanding things

motivation (n) your motivation for doing something is what causes

you to want t o d o it

choreograph (v) to inven t t he steps and mo veme nts in a dance and

tell the dancers how to per form them

impro vi se (v) when performers improvise, they invent music or word s

as they play, sing or speakmeld (v) to cause to merge

clinica l (adj) involving or relat ing to the direct medical treatm ent or

testing of patients

alleviate (v) to make pain, suffering or an unpleasant condition less

intense or severe

diminish (v) to reduce or become reduced in size, importance or

intensity

array (n) a large number or wid e r ange of different peo ple or things

ailment (n) an illness, especially one that is not very serious

sheer (adj) used to emphasise that a state or situation is complete and

does not involve or is not mixed with anything else

sco re (n) the mus ic which is written o r u sed for a f i lm, play or sim ilar

performance

flai r (n) a natural ability to do something well; a talentfluidity (n) smooth, gracefu l movement

sensuality (n) a l iking for physical pleasures rather than the pleasures

of the mind

spellbound (adj ) so fascina te d b y som ething that yo u c anno t think

about anything e lse

awestruck (adj) very impressed and amazed by something

itch (v) if you are itching to do something, you are very eager or

impatient to do it

tread (v) if you tread a particular path, you take a particular course of

action or do some th in g in a p articular way

conceive (v) to think of a plan or idea and work out how i t can be

done

evocative (adj) goo d or interesting because it produces pleasant

memories, ideas , emo tions and responses in people

raw (adj ) raw emotions are strong basic feelings or responses which

are not weakened by other influences

encapsulate (v) to repres ent all the most imp ortant asp ects of a

particular thin g o r idea in a very small space or in a s ingle object or

event

sphere (n) a place or group that is unique and has its own private

members

frenetic (adj) fast and ener getic, but rather uncontrolled

lull (v) to cause someon e to feel calm or sleepytrance (n) a state of mind in which s om eo ne s eems to be asleep or

has no conscious control ove r their thoughts or actions , but in which

they can see and hear things and respond to commands g iven by

other peop le

shun (v) to deliberately avoid someone or something

upper circle (n) a group of people within society who are in a higher

class or who have a lot of power, money or influence

linear (adj) linear moveme nt or force occurs in a straight line rather

than in a curve

vulgar (adj) distasteful, offensive, rude or unpleasant

am bivalent (ad j) if someone is amb ivalent abo ut something, they

see m to be uncertain whether they rea lly want it, or whether they

really approve of it

stigma (n) if some thing has a stig ma attached to it, people think it issomething to be ashamed of

gauch o (n) a South American cowboy

odour (n) a particular and distinctive smell

flex (v) to bend , mo ve or stretch muscles or par ts of your body for a

short time in order t o exercise them

ma noeu vr e ( v) to skilfully move somethin g i nt o o r ou t o f a n awkward

position

~~PART 3

endure (v) to experience a painful or difficult situation without

avoiding it or giving up, usua lly bec ause you cannot

disarming (adj) making you feel less angry or hostile

guin ea p ig (n) someone who is used in an experiment, or has

something test ed on them th at has n o t been tested on people beforegene (n) a part of a cell in a living thing which controls its physical

characteristics, growth and developm ent

unravel (v) to gradually work out the answer to a mystery or puzzle

until it becomes clearer

concept (n) an idea or abstract principle

inherit (v) to be born with a pa rticular characteristic or quality

because your parents or ancestors a lso had it

ove rlap (n) if there is an overlap between one thing and another, a

par t of the first thing occupies the same area as a part o f the other

thing

(gen eticl marker (n) a gene or DNA sequence having a known

loca tion on a chromosom e and ass ociated with a particular gene or

tra it

heritable (adj) capable of being passed from one generat ion to thenext; hereditary

disorder (n) a problem or i l lness which affects someone's mind or

bod y

cherish (v) to regard something such a s a right, a priv ilege or a

principle, as important and to try hard to keep it

freakish (adj) remarkable because it is not normal or natural

freckles (n) small l ight brown spots on someone's skin, especially -

their face

callousness (n) a lack of concern for other people or their feelings;

cruelty

remorse (n) a strong feel in g o f s adne ss and regret about somethi~;

wrong that you have done

emp athy (n) the ability to share another person's feelings and

emotions as if they were your own


28/33

trait (n) a particular characteristic, quality or tendency that someone

or someth in g h as

spooky (adj ) unnatural; creepy

perceive (v) if you perceive someone as being a particular thing, it is

you r opinion that they are that thing

law nmow er (n) a machine for cutting grass on lawns

fraternal (adj ) fraternal twins are twins born from two eggs, so they

are not exact ly the same. They may look different from each other or

be different sexes.

sibling (n) your s iblin gs are your brothers or sisters

godsend (n) something that helps you very much

~~PART 4

ballade (n) a composition, usually for the piano, with the romantic o r

dramatic quality of a narrative poem

cho rd (n) a number of musical notes played or sung at the same time

wit h a pleasing effect

inaudible (adj ) if a soun d i s inaudible, you are unable to hear it

unde rstatement (n) a statemen t t hat does not full y e xpress the extent

to which something is true

formidable (adj ) if something or someone is formidable, you feel

slightly frightened by them because they are very great or impress ive

accrue (v) if something l ike money a ccrues , it gradually increases inamount over a period of time

aba te (v) to beco me much less strong or severe

unfurl (v) if an event , a story or a scene unfurls before you, you are

aware of i t or can see it as it happens or develops

emana te (v) if something emanates from som ew here, it comes from

there

askew (adj) something that is askew is not straight or not level with

what it should be level with

reverberate (v) when a sound reverberates through a place, it echoes

thro ug h i t

dangle (v) to cause (an expectation or hope) to hang uncertainly or

remain unresolved

unresolved (adj) if a problem or difficulty is unresolved, no

satisfactory solution has been found to i tuproarious (adj) very noisy

standing ovation (n) if a performer gets a standing ovation wh e n they

have finished performing, the audience stands up to clap in order to

show its admiration or support

hazy (adj) uncertain or confused

vehemence (n) strong feelings or opinions whic h a re expressed

"orcefu lly

gibe (n) a rude or insulting remark about someone that is intended to

ake them look foolish

eariness (n) tiredness

rudging (adj ) felt or done very unwillingly

treat (v) to move away from something or someone

snag (v) if you snag part o f your clothing on a sharp or rough object,

~ gets caught on the object and tears

eely (adj) hard, strong and determined

g (v) to pull

al off (phr v) if one ob ject or area is sealed off from another, there is

: = . ohysical barrier between them so that nothing can pass between

-em

rt (adj) if you are short with someone, you speak briefly and rather

-_ ely to them because you a re impatient or angry

. olous (adj) not serious or useful

icacies (n) complicated details

(v) to cause someone to feel an emotion

ndite (adj) diff icult to understand

PAPER2 Writing

~~PAR T 1

reside (v) to live or stay in a place


~~PART 1quintessential (adj) representing a perfect or typ ical example of

som ething , or representing the central nature of something

crook (n) a long pole with a large hook at the end often carrie d b y a

shepherd

wicket gate (n) a sm all door or gat e, especially one built into or near

a larger one

amalgamation (n) something that is made up of a mixture of different

things

dispute (n) an argument or disa greement between people or groups

~~PART 2

outright (adv) immediately and comp letely

prohibit (v) to forb id somethin g o r ma ke it illegal

equivocal (adj ) deliberately vague in what you say, because you want

to avoid speaking the truth or making ~ decision

brutal (adj) cruel and violent

deprive (v) to take something away from someone who wants or

needs it, or to prev ent them fro m h aving i t

~~PART 5

advocate (v) to publicly recommen d a particular action or plan

incubate (v) w he n birds incubate their eggs, they keep the eggs warm

unt il the baby birds come out

enlightenment (n) the state of hav ing more knowledge and a greater

understanding about something

lucid (adj ) clea r and easy to understand

coherent (adj ) clear and easy to understand

avenue (n) a way of getting something done

em powe r (v) to give someon e t he means to achieve some thing, forexample to become stronger or more successful

boost (n) some thing th at acts to improve your confidence or morale

self-esteem (n) the w a y y ou feel about yourself

adaptiv e (adj) having the ability or tendency to adapt to differen t

situations

neural (adj ) relating to a nerve or to the nervo us system

preoccupation (n) a state of mind in wh ich you th ink a bo ut som ething

so much that you do not consider other things to be important

shaman (n) a person in some North American cultures who is

believe d t o have powe r s t o heal sick people or to remove evil spirits

from them

witch doctor (n) a person in some societies , fo r example in Africa,

who is thought to have magic powe rs which can be used to heal

peoplefend off (phr v) to defend yoursel f f rom something evil or dangerous

induce (v) to persuade or in fluenc e som eon e t o do something

repress (v) to make a deliberate effort not to sho w or have a particular

feeling; to suppress

ice -breaker (n) som ething that som eone says or does in ord er to

ma ke it easier f o r people wh o h ave never met before to talk to each

other

emergent (adj) becoming powerful or coming into existence


29/33

development is having on its survival, and saying

whether anything is being done to protect it.

3 Conclude by saying what you would like to happen

with regard to improving the protection of wildlife in

your area.

Question 4

Style: Formal

Content: Letter

1 8egin your letter by stating your reason for writing:to complain about the train and the service provided

by the railway company.

2 In the main body give details to support what you

are saying. Refer to all the points in the question:

the dirty state of the train

the poor canteen facilities

your failure to arrive at work on time

3 Conclude by saying clearly what action you expect

the railway company to take and whether you

expect them to compensate you in any way.


~HAR T 1

1of

2 less

3 more

4 However/Rather/Instead

5 being

6 with

7 tend/seem

8 turn

9 lead

10 despite

11 from

12 if

13 between

14 show/indicate

15 make/render

~ ~ P A R T 2

16 swollen (verb to past participle)

17 apparently (verb to adjective to adverb)

18 gloriously (noun to adjective to adverb)19 variety (adjective to noun)

20 irresistibly (verb to negative adjective to adverb)

21 uninitiated (verb to negative past participle)

22 requirements (verb to plural noun)

23 enables (adjective to verb)

24 unlikely (preposition to negative adjective)

25 enthusiasts (verb to plural noun)

~ ~ P A R T 3

26 hold

27 sense

28 petty

29 follow

30 terms

31 reeling

~ ~ P A R T 4

32 no time (1) did David express (any) (1)

33 is under threat (1) of closure (1)

341 will take (1) your word for (1)

35 you will be/are (1) bound by (1)

36 with hindsight, (1) I could not have done anything (1)

37 (will) insist on (1) staying up/on not going to bed (1)

38 made a name (1) for herself as (1)

39 is prone to (1) illness/getting ill (1)

~ ~ P A R T 5

40 Advertisers do not question the morals of what they are

doing, they simply want to sell their product (because if they

do not, they will be in trouble).

41 morally questionable messages in advertisements which

suggest that a child is stupid if he does not buy the product

42 'children have become a prime target'

43 There are no restrictions on advertising on the Internet;

children are usually unsupervised while online, giving

advertisers virtually unlimited access to them.

44 Content points:

they are able to persuade parents to buy them things (first

text)

they will become tomorrow's adult consumers /manufacturers want to turn them into lifetime consumers

(first text)

children's insecurities make them easier to influence (first

and second text)

children are often exposed to advertising when alone

(watching TV or on the Internet) (second text)

PAPER4 Listening

~ ~ P A R T 1

1 C

28

38

4A

HPA RT 2

9 leisure activity

10 (carbon dioxide) emissions

11 road safety

12 (comprehensive) schools

13 new recruits

14 (coronary) heart

15 injuries and fractures

16 mental performance

17 free of charge

~ ~ P A R T 318 8 19 0 20 A 21 8 22 C

~ ~ P A R T 4

23 T

24 J

258

268

27 T

288

n I I _ 4 _PAPER 1 Reading

~ ~ P AR T 1

1820 3C 48 5A 6C 70 88 9A 10C 118 12C 130

14 C 15 A 16 C 17 0 188

~ ~ P A R T 2

19 A: Incorrect. Dance helps them to feel closer to their

ancestors: 'Allover North America, traditional dance

continues to forge a link with ancient ancestors'.

19 8: Correct. 'Allover North America, traditional dance

continues to forge a link with ancient ancestors and allows

the native peoples of modern America to reaffirm their

cultural identity as well as celebrate fundamental

relationships with nature, their tribes and kin.'


30/33

19 C: Incorrect. Dance helps them to celebrate nature, not

exploit it: 'traditional dance ... allows the native peoples of

modern America to ... celebrate fundamental relationships

with nature'.

19 D: Incorrect. Dance helps them have good relationships

within their own tribe: 'traditional dance ... allows the

native peoples of modern America to celebrate

fundamental relationships with nature, their tribe and kin'.

20 A: Correct. 'As well as giving non-commercial public

performances, modern dancers also perform in private orbefore small groups to offer up prayers to ancient deities,

to invoke cures for illnesses, to influence nature or to act

out a story.'

20 B: Incorrect. 'modern dancers also perform ... to offer up

prayers to ancient deities'

20 C: Incorrect. The writer does not mention the size of

audiences, but there is a contrast between the 'public

performances' they give and the private 'small groups'

they also dance in front of.

20 D: Incorrect. 'Dancers usually take small steps and stay near

the ground, performing either to rhythmic vocal music or

an assortment of instruments.'

21 A: Incorrect. The text does not say that dance can provide

solutions to problems.

21 B: Incorrect. The text says that 'our minds and bodies are

interrelated', but not that this connection is created by

dance.

21 C: Incorrect. 'Dance has been shown to be clinically effective

in dealing with depression, alleviating chronic pain and

improving self-image. Furthermore, dancing diminishes

stress levels, promotes a feeling of health and well-being

and increases our energy levels. Dance therapy has been

used successfully to help patients with an array of

ailments including Aids, cancer, strokes, brain injury and

stress-related illnesses. It also benefits psychiatric patients,

the disabled, the mentally handicapped and the elderly.'

However, the text does not say it can cure all our physicalproblems.

Correct. 'dance has frequently been used to provide an

outlet for negative emotional or mental energies'

Incorrect. The text does not state or imply this.

_ _ orrect. 'Whether choreographed or improvised, physical

rhythmic movements encourage a melding of brain and

body that can help us fight illness from within.'

- Incorrect. Dance has been used in clinical trials but this is

ot why it is successful.

correct. Dance has been used to treat patients with

curable illnesses, but this is not why it is successful.

orrect. The expression 'I was knocked off my feet'

eans 'I was overwhelmed'.

- rrect. The writer was impressed by different aspects of--0 dance, but he does not describe any conflicting

= o"ions.

-- ect. 'I couldn't believe the sheer energy and

= - _berance of the routines, the power of the score, the

_ =5-ive flair of the choreographers and the fluidity of the

-=-'Cers. I remember being moved by the sensuality,

= = bound by the glamour, awestruck by the visual__-= c:a Ie.'

- __ oct. 'I consider it a major turning point in my life-

which I would probably have trod a different path.'

- _ ~ er, we do not know if the 'different path' meant he

_ = . ally dedicated his life to dance.

- ". The text says that FireDance was a simple idea,- -:J: ihat the people were simple: 'As a show, FireDance

was successful because it was essentially a simple idea,

yet brilliantly conceived'.

24 B: Incorrect. Although it is true that the upper classes did not

dance the tango, this does not explain whvthe tango did

not catch on immediately.

24 C: Correct. 'Within a year of its first performance, FireDance

had become an international phenomenon.'

24 D: Incorrect. The pace varied: 'The pace of the production

carried the audience along, at moments frenetically

throwing you into the rhythms, at others, lulling you into atrance'.

25 A: Incorrect. Although it is true that the upper classes did not

dance the tango, this does not explain why the tango did

not catch on immediately.

25 B: Incorrect. The text does not state or imply that the tango

was unpopular was because it did not adhere to 'rules'.

25 C: Incorrect. The waltz was beginning to become popular in

Europe: 'European society was ambivalent even about the

waltz, in which partners actually had to touch each other,

which was onlv just beginning to catch on there.' However,

the text does not compare the relative popularity of the

waltz and tango.

25 D: Correct. 'Yet when i t began and for a long time afterwards,

the dance was shunned by the upper circles of Argentine

society. At a time when all fashionable dances were

performed in linear or circular arrangements by groups of

dancers, the very idea of a man and a woman in such

close phvsical proximity was considered vulgar and

immoral.'

26 A: Incorrect. Although the tango may have originated as a

dance performed by gauchos in bars, the text does not say

that the gauchos' leisure activities were unsanitary.

26 B: Correct. 'Legend has it that the woman would dance at

arm's length from him, with her head thrown far back,

trying to distance herself from his working day odour,

while he would walk with his knees flexed because of his

stiff clothes. Together they would bend their bodies tomanoeuvre in the space available between the tables.

Thus the tango was born.'

26 C: Incorrect. The gaucho's clothes may have affected his

posture, but this is not what created the tango.

26 D: Incorrect. The dance floor was usually small and restricted,

not unlimited in size.

~HART3

27 H: There is a link between 'A festival that takes place this

weekend in Twinsburg, Ohio' in the first paragraph and

'Jeremy Wilmer has come here' and 'Frankly, this festival

is a godsend for medical research' in paragraph H.

28 F: There is a link between 'Their DNA is helping to answer

some of the questions in the age-old debate over whetherit is your genes or the environment in which you were

brought up that determines your behaviour and your

health' in the paragraph before the gap and 'Identical

twins have identical DNA. Non-identical, or fraternal, twins

share only 50 percent of their genetic make-up ... But

twins of both kinds are also overwhelmingly likely to have

shared very similar environments' in paragraph F.

29 G: There is a link between 'the Institute of Psychiatry in

London' in paragraph G and 'Yulia Kovas, part of the

institute's social, genetic and developmental psychiatry

centre' in the paragraph after the gap.


31/33

30 B: The word 'she' in paragraph B refers to 'Yulia Kovas' in the

paragraph before the gap. There is also a link between 'But

some DNA markers also appeared to work more

specifically in favour of maths' in the paragraph before the

gap and 'there may be a pool of between fifty and a

hundred DNA markers ... making you good or bad at

sums' in paragraph B.

31 C: There is a link between 'The same Teds group' in

paragraph C and 'Twins Early Development Study (Teds)',

which is mentioned for the first time in a previous gappedparagraph, paragraph G. There is also a link between 'The

same Teds group has allowed another researcher, Dr Essi

Viding, to analyse the genetic basis for psychopathic

tendencies' in paragraph C and' "The discovery that

psychopathic tendencies are strongly heritable suggests

that we need to get help for these youngsters early on,"

she said' in the paragraph after the gap. Here, 'she' refers

to Dr Essi Viding.

32 D: The paragraph after the gap refers to the appearance of

identical twins, which links to 'It's often a problem of how

they are perceived from the outside' in paragraph D. The

word 'Meanwhile' at the beginning of paragraph D also

indicates that the subject is being changed slightly.

33 A: There is a link between 'From childhood, parents are told

... that they should dress their children differently and

separate them in as many ways as possible' in the

paragraph before the gap, 'Most schools still have a policy

of placing twins in different classes' in paragraph A, and

'But many identical twins, although they cherish their own

identity, actually like being so similar' in the last

paragraph.

HPART4

34 A: Incorrect. The text does not state or imply that Trevozhov

asked for silence, but rather that 'his unexpected use of

understatement, along with his formidable presence'

caused the audience to fall silent.34 B: Incorrect. It is true that his interpretation of the music was

unusual, but it was not this that caused the silence.

34 C: Correct. 'his unexpected use of understatement, along with

his formidable presence, had commanded absolute silence

in his audience'

34 D: Incorrect. The audience were silenced by Trevozhov's

'unexpected use of understatement, along with his

formidable presence', not because they couldn't hear the

music otherwise.

35 A: Incorrect. The narrator implies that Trevozhov's

interpretation was more powerful than what the composer

seemed to have intended, but not that it was 'far superior'.

35 B: Incorrect. Trevozhov did not follow the composer's

markings, but the narrator does not imply that this failure

constituted 'barely perceptible musical flaws'.

35 C: Incorrect. The audience were tense even before Trevozhov

began to play: 'The anxiety accrued during Mr Trevozhov's

long delay may have shifted as he began to play, but it had

not abated.'

35 D: Correct. 'But the pain emanating from every note he

played was something significantly more potent than the

regretful melancholy Chopin had written into the piece.

Each note was askew, its emotion turned inward on itself

to reverberate as something close to horror.'

36 A: Incorrect. 'I was unaware of having heard the final chords

until I realized that we had been sitting for several

moments in absolute silence'.

36 B: Incorrect. There was no sound for several moments, but

then there was 'uproarious applause'.

36 C: Incorrect. The audience got to their feet - there was 'a

standing ovation', but the text does not state or imply that

people leapt to their feet in unison.

36 D: Correct. 'The hush dangled, as unresolved as the music

had been. Then, all at once, it was filled with uproarious

applause, a standing ovation.'

37 A: Incorrect. The narrator does not state or imply this.

37 B: Correct. 'No,' I said softly, but with more vehemence thanher mild gibe deserved.'

37 C: Incorrect. The narrator does not state or imply this.

37 D: Incorrect. The narrator implies that Trevozhov is an

extraordinary musician, not that he has superhuman

powers: 'He could have played scales, and it would have

been the same. That's no ordinary man on that stage. His

music isn't human.'

38 A: Correct. 'When the concert ended, I insisted on meeting

him, but the crowd around his dressing room was

impenetrable.'

38 B: Incorrect. They did not want to leave early; they simply

wanted to leave when the concert had finished.

38 C: Incorrect. This is not the reason why the narrator was

unable to meet Trevozhov.

38 D: Incorrect. The narrator's grandfather was clearly unwilling

for her to meet Trevozhov, but he did not actually forbid

her to do so.

39 A: Incorrect. The narrator did not try to forget the way she

had felt. In fact, the opposite is implied: 'Yet I would find

myself replaying the scene many times in the months to

come'.

39 B: Incorrect. Although the narrator says 'I had nearly put the

incident out of my mind again, turning instead to more

frivolous thoughts', she goes on to say that she afterwar "

began to 'examine the intricacies of the feeling the foreig

pianist's eyes had stirred in me .... Yet I would find myse-

replaying the scene many times in the months to come'.39 C: Correct. 'I had not begun to examine the intricacies of t s

feeling the foreign pianist's eyes had stirred in me.... Ye:

would find myself replaying the scene many times in th

months to come.'

39 D: Incorrect. The narrator does not state or imply this.

40 A: Correct. 'I began to understand the praise of him I had

heard.'

40 B: Incorrect. There is some hint that Trevozhov knew or

recognised the narrator's grandfather, but the text does --

imply that he knew him 'well'.

40 C: Incorrect. The text does not state or imply this.

40 D: Incorrect. The text does not state or imply this.

PAPER2 Writing

~ ~ PART 1

Question 1

Style: Formal

Content: Letter

1 Begin by explaining your reason for writing,

referring to the article you have read.

2 You may strongly agree or disagree with the

statements in the article, or you may have mix--

feelings about them. Tackle each point one at G

expressing your own views clearly and giving

examples or evidence to support what you sa .


32/33

3 In another paragraph, you may want to offer some

suggestions for compromise on this difficult issue.

4 Conclude by indicating what you hope the outcome

will be, or express your wish that your letter be

published in the next edition of the paper.

HPART 2

Question 2

Style: Semi-formal or formal

Content: Review1 In the introduction name the product you are going

to review and state your reasons for writing.

2 You can use headings for each paragraph.

Otherwise, make sure that each paragraph deals

with a separate aspect of the product under review.

Cover all the points in the question:

ease of use of software

content

appeal to the age group

Add any other thoughts or comments that may be

relevant and use examples to compare the content to

what happens in a real life situation.

3 Conclude by summarising your overail opinion of

the product.

Question 3

Style: Formal

Content: Report, possibly divided into sections with headings.

Bullet points or numbered lists can also be used.

1 In the introduction explain why the report was

commissioned.

2 In the main body you could have several

paragraphs, each dealing with different parts of the

leisure centre:

changing rooms

swimming pool area

playing areas cafeteria

Consider these questions: Which areas need to

improve their disabled facilities, including

wheelchair access? How might wheelchair users

experience difficulty moving around? What steps

need to be taken to make these areas more

accessible?

3 Conclude by summarising your main points and

make recommendations for improvements.

Question 4

Style: Semi-formal or informal

Content: Article

1 The experience you write about could be positive ornegative, but the experience should be significant in

some way.

2 Describe the event. How did it come about? Who

was involved? When did it happen? etc. Why was it

significant? How did you feel about it at the time?

3 Conclude by describing how the experience affected

you or changed your life.


~ ~ PART 1

1 was

2 Another

9 similar

10 known

3 would

4 from/against

5 unlikely/improbable

6 have

7 about

8 through/over

11 as

12 earlier/before

13 by/at/towards

14 whoever

15 up

~ ~ PART2

16 harmless (noun/verb to negative adjective)

17 unequivocally (adjective to negati ve adverb)18 whatsoever (pronoun to ad ver b)

19 brutality (adjective to noun)

20 fiery (noun to ad jective)

21 confinement (ver b to noun)

22 deprivation (v erb to noun)

23 maltreatment/mistreatment (verb to negative noun)

24 popularity (adjective to noun)

25 exceeds (noun to verb )

~HART3

26 blow

27 tall

28 knocked

29 rough

30 nursery

31 playing

HPART4

3 2 d e rive great pleasure (1) from being able to grow/growing (1)

33 the end (1) pollution will affect (1)

34 has been (1) under construction (1)

35 out of the ordinary (1) (ev er) happens (1)

36 was let off (1) with (just) a warning (1)

37 no account (1) are you to go/must you go (1)

38 you hadn't (1) brought up (1)

39 don't happen (1) to ha ve seen (1)

HPART 5

40 concentrating on a particular question or problem before

falling asleep in the hope that an answer will be found in adream

41 because it is hard to do well/because it requires skill and

practice

42 'an evolutionary bi-product (of sleep)'

43 Dreams echo{mirror{re\lresent our {ee(in~s, 'N()nies c .\\< . i

concerns/Dreams deal with issues that appear in everyday life.

44 Content points:

problem solving (facing up to fears/insecurities) (first text)

wish fulfilment (confidence building) (first text)

psychotherapy (inducement to talk) (second text)

social function (meeting people) (second text)

PAPER4 Listening

~ ~ PART 1

1A2B3B4A5A6C7A8B

~ ~ PART2

9 controversy

10 hub/centre

11 plains

12 trade routes

13 a coincidence/coincidental

14 geomagnetic energy/natural power

15 in tune with

16 (complex) astronomical calculations

17 magnetic intensity


33/33

~ ~ P AR T 3

18 A 19 B 20 A 21 D 22 C

~ ~ P AR T 4

2 3 T 2 4 M 2 5 T 2 6 B 2 7 M 2 8 M

m I _ s _PAPER 1 Reading

~ ~ P AR T 1

1 B 2 D 3 C 4 B 5 D 6 B 7 D 8 A 9 D 10 A 11 C 12 B 13 B

14 B 15 D 16 A 17 C 18 C

~ ~ P AR T 2

19 A: Incorrect. Football is being used to promote science and

technological development.

19 B: Incorrect. The project is not only for children.

19 C: Incorrect. The text does not state or imply that the aim of

the project is to 'promote products created using robotics

and artificial intelligence'.

19 D: Correct.' Inspired by the idea of using football as a means

of promoting science and technological development, the

project organisers have set an ultimate goal of building a

robotic football team that will be able to beat the human

World Cup winners by the year 2050.'

20 A: Incorrect. Although the writer is doubtful it can be

achieved, he does not dismiss the possibility.

20 B: Incorrect. The writer is enthusiastic, but he is not

optimistic that the goal can be achieved.

20 C: Correct. The writer is attracted by the idea but doubtful it

can be achieved by 2050: 'The question is: can RoboCup's

goal realistically be achieved by 2050?The organisers

admit it's a tall order, but argue that it is nevertheless

feasible. After all, there was only a matter of fifty years

between the first flight by aeroplane and the first moon

landing. So it would be folly to dismiss out of hand thepossibility of a world class robot football team beating the

human champions by 2050. For now, though, my money

remains firmly on the real Ronaldinho.'

20 D: Incorrect. The language of the text does not express this

attitude.

21 A: Incorrect. 'Loquacity' is the inclination to talk a great deal.

Wendy does not do this.

21 B: Correct. 'Need someone to wake you up in the morning

without bending your ear?' and 'Meet Wendy, the no-fuss,

no-nonsense personal assistant of your dreams. Friendly

and reliable, she will remind you of the day's

appointments or inform you of the latest news or weather

forecast discreetly and without lumbering you with the

usual emotional baggage.'

21 C: Incorrect. The text describes Wendy as 'Friendly and

reliable'.

21 D: Incorrect. 'Reticence' implies reluctance, but the robot is

not reluctantto speak; it simply gives succinct responses.

22 A: Incorrect. The advertisement does not target only these

people. The option provides only part of the answer.

22 B: Incorrect. The advertisement does not target only these

people. The option provides only part of the answer.

22 C: Correct. The text implies that the robot is for any busy

person who would benefit from the services that it

prov

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Exam Essentials Proficiency Practice Test 4