Test 1, Reading and Use of English (page 8) Part 1: The Mysterious Isle 1G The other words do not complete the fixed phrase, 2B: Only this answer creates the correct phrasal verb, 3. D: Only this word can be used in the context to mean ‘the exact place’ 4 A: The other words cannot be followed with ‘out of 5G Only this phrose indicator what's already been ‘mentioned 6B Although the meaning of the other words is similar, they do not collocate with ‘intact’. 7D: Only this word collocates with ‘permanent’ to describe an island. BD: Only this answer collocates with ‘opportunity Part 2: Choosing Binoculars 9 in (preposition) follows the verb ‘invest 10 it (oronoun) part of fixed expression 11. more (comparative) part of linking expression 12 theihisfier (possessive pronoun) refers to everyone 13 which (determiner) to indicate one of many possible 14 is (verb) part of a cleft sentence 15 give (verb) collocator with "test run’ 16 (Aijthough/While(st) (linker) introduces a contrast Part 3: The Inventor of the Bar Code ” 18 19 20 21 22 23 24 irregular (adjective to negative adjective) length aiectve to nou) ‘outlets {verb to plural compound noun) part ot common collocation checkout (verb to compound noun) encoded (verb to adjective) part of noun group potentially (noun to adverb) application(s) (verb to noun) rival (verb te noun) Part 4 25 26 27 28 29 30 {already started by the time: past perfect ‘had great’a good deal off great deal ofa lot of difficulty adjective to noun phrase {ave a faultless performance: verb to noun ‘yas on the point of calling: fixed expression came asa disappointment: adjective to noun feels the effects of: dependent preposition Part 5: Is the internet making us stupid? 3” 32 G: Patricia Greenfield reviewed dozens of studies on how different media technologies influence our cognitive ‘abiltice! and looked at the results of these studios as = whole, The University experiment tested how well the students ‘retained the lecture's content’: an earlier experiment showed that the more types of information are placed on. 2 screen, the less people can remember 33 3a 3G 36 D: Part 6: a7 8: 38 A: 39 Part 7: a F ak Greenfield concluced that ‘growing use of serean-based media’ had resulted in ‘new weaknesses in higher-order ‘cognitive processes’ and lsted several mental processes that have beer affected (abstract vocabulary, etc). Itwas expected that the people who did a lot of multitasking would ‘have gained some mental ‘advantages’ from their experience of multitasking but this was not true. In fact, they ‘weren't even good at ‘multitasking’ ~ contrary to the belief that people who do a lot of multitasking get good at it. The writer says thatthe ‘ill effects’ are permanent and the structure of the brain is changed, He quotes someone who is very worried about this and regards the long-term effect 3s ‘deadly’ ‘The writer uses Ap Dijksterhuis's research to-support his point that ‘not al distractions are baa! ~ if you are trying fo solve.a proolem, it can be better to stop thinking about it for a while than to keep thinking about ital the time. ‘The Pinnacle “the gracaful structure hlends in remadkably well matches ‘a tall elegant pyramid! in A, ‘the building seems set to become a mainstay on the itinerary of visitors to the city’ matches "There con belittle doubt that visitors to the city will be drawn to the east bank by the building’ in D. "the height and scale of the Pinnacle will take some beating’ is the opposite idea to ‘the building's inevitably short-lived reign as the citys tallest structure “in D, “ow keen are the local residents on having this monstrous structure spring up fierelly ure den duvestep? The central business district, already the site of other high-rise structures, could surely have accommodated the Intrusion more easily.’ The other artcies all say positive things about the choice of location: “Located in the unfashionable east of the cty, the billing will alse bring work and development to an area that has long been in need of it’ ‘Some have questioned the Pinnacles location in an ‘otherwise undeveloped quarter, dwarfing as it does the eighteenth-century houses below it, But | would disagree ‘the decision to build the structure in a forgotten corner of the city, onginally perceived as rather unvse, has proved a stroke of genius.’ Learning to be an action hero link between the fact thatthe writer ‘can’t reach much pet my nea’ ad how difcut he is Finding this ane that belief that the reader wil think this sounds abit feeble - thatthe writer is weak and incapable of doing the exercise well : link between ‘get there" in D.and ‘a very particular, very ‘extreme kind of fitness’ before the gap ‘get there’ achieve that kind of fitness. Tink between ‘it had all started so wall betore the gap and the first thing they did in the session, which was@ piece of cake’ (very easy) for the write. ANSWER KEY4a ik between ‘a few’ in E and the ‘movements for bulcing strength in your back and arms’ on the ehinning bar mentioned before the gap. link between the bar mentioned before the gap and Steve jumping onto that barat the begining of Glink fbanween “rom one to another and the various bars mentioned in the paragraph before the gap. fel ete fie bem coven eerste ‘mentioned in & and what that piece of knowledge was thatthe wer wil never suffer from an anatomical anomaly’ 45 G: 4G 0: Part 8: The way we worked 47 B: ‘Search your high sireet for a typewriter repairman and yyour chances of a result at all are ribbon-thin.” 48 C: ‘in 1888, thousands of matchgils at the Bryant and May factory in London famously went on strike to protest over conditions,” 49 B: They serve ‘septuagenarian retirees’ ‘technophobes', ‘novelisis” and “people weaned on digital Keyboards Who 08 typewriters as relics of a distant past. 50D: When wamed that someone might steal his techniques, he says that ‘ao one wants te! copy him of learn to do what he does. 51 C: ‘Over subsequent decades, the long hours, tiny pay rackets and exposure to toxic chomirale wera addrocset 52 A: His father told him ‘these things will come back’ and ‘the mote technology comes into it, the more you'll be seen asa specialist’ and his words showed ‘a lt of foresight’ 53. C:_ "The majority of staff are stil female, “t's stil mainly female’ 54 A: Asis trade's a ‘rare one’, people employ him in all sorts of places. SS 8: ‘ltamazes.us the price the old manual machines sell for con the internet’, 36. C. “The inwsiy legly relocated is production \o uther ‘countries where labour was cheaper.’ Test 1, Writing (page 21) cae] Part Question 1 (essay) Style: Formal or semi-formal, and objective as you are writing ‘fer your teacher. You should discuss two of the points, siving reasons andor evidence. Use clear paragraphs, ‘one for each issue, and include an introduction thet leads in to the topic and a conclusion that rounds off ‘the argument. This should state your point of view. Content: You should include discussion of the effect of technology on two of these points: + communication, e.9, t's quick and easy + relationships, e., it can be hard to make real ‘eletionshins. + working life e.g: eeyple wen work from Ire, Jn your conclusion you should decide which aspect of daily life has been affected most by technology. You can use the opinions Given in the tatkifyou choose, ancer uso your oun daa ANSWER KEY Part2 Question 2 (proposal) Style: Proposal format and formal or semi-formal language 3s the proposal s for the college principal. Your paragraphs must be very clearly divided. You can use headings, ‘numbering or bullet points f you ike, but remember thst if you use bullet points in any zection you must ail show a range of language across the whole proposal Content: You should: * state the purpose of the proposal. + outline the current social and sporting activities provided by the college, + describe the needs of new students ‘+ make recommendations for actvties with reasons, ‘Question 3 (review) Ie Semi-formal moving toward informal as this isa review in a column waitten by readers of the magazine. The purpose ofthe review ist tll seople about the DVD, 3nd say why it wae 40 good. You need the language of description or narration, evaluation and justification. Use clear paragraphs: inteoduction, description, evaluation and conclusion with recommendations. ‘content: Remember to + describe the fim biel ‘+ give reasons why you think t was exceptional. + explain wy you would recommend it as part of the set of DVDS, Question 4 (letter) Style: Letter, informal language as Jacki elend. You should use clear paragraphs, with an appropriate greeting and ending ‘Content: Include the following points + what kind of people he would meet. * any opportunities for sking + what he would gain from the experience * whether he should apply forthe job, with reasons. Test 1, Listening (page 24) £ part? 1A: "What companies want is people who can come up with ideas. get 9 buzz from that side of it 2M. "Hours aren't fied and can belong in relation to the sary? F. "The job's not the big earner that people assume itis 3A: ‘Tyealways been competitive, and | work harder then ‘anyone else. | copy the person who beat me. | won't stop tll I'm better than them. 4 C: ‘Although I'm not such an experienced eyelst. | jumped at the chance to try it’ 5G 'My own experience is much ike that of other callers.’ 6 8: ‘Choose what you plant carefully.” Part 2: The albatross 7 Arabic 8 21/twenty-one 9 (the) wind 10 shuuller() 11 smell 12 (ittle mice 43 feathore 14 bottle capsytopsPart 3 15 8: 16 A we 18 8: wc 20 0: Part 4 2 | naturally leaned towards rather athletic dance styles, and there wasn't much ofa repertoire for that, so ‘creating dances was the natural way forward. ‘Any choreographer worth her salt would pick up on that and callita da Moen be ety ental nd est orden = Ie you might see a movement that really works by chance ~ 4, say, a dancer sips and creates a particular shape - and you make something of it. i want them to understand what 'm doing and the idea i'm tying to put across. \Warking with students is more staightforward because they've got the basic training, they're desperate to learn, but they're not weighed down with expectations | guess ‘ike the idea of the blank canvas best. | think stay true tothe sprit ofthe piece —and to my ‘vn instincts... but if you'te talking about the essence ~ the choreographers vision ~ her craft ifyou like ~ then for me inere’s nara @ gutta al sitting about in front ofa screen... () never really fet a it was the sort of people you hall to work with you needed a bit of light relief, But nobody there could see the funny sie of my anecdotes.” “it was havina to do everythina by vesterday that aot me down.” "We were all packed into this really smal area” 11d n0 commitment to it anymore “I really fel that people who employ me are grateful that’s worth & lotto me.” ‘when I suggest a new syle to a client, im actualy @ bit bever off as. @ nurse... beuause had ‘been expecting a cut in my standard of lining’ ‘that makes me determined to do it as wel as lean.” People look up to you when you say you're a plumber... it means you can do things they can‘. Pat 1: 1 0: 2A a ¢ 40 5 Seaside Artist The right answer ia strong collocation that isa commonly used term ‘Only the right answer creates a parallel mearing ta ike earlier inthe sentence (Only the right answer can be followed by ‘afield to create the fixed expression. (Only the right answer can introduce this type of clause ‘The other words cannot be preceded by the verb 'to be’ and followed by the infinitive. Ihe other words do not follow the preposition “by \: The other words are not followed by the preposition ey The other words cannot be used after to get! without an antidle Part 2: Early Stone Tools 9 10 n 12 B 14 15 16 ‘rake (verb) collocates with the noun ‘use’ ‘than (reposition) links two parts of the comparison after (adverb) time marker back (preposition) ahrasal verb to (preposition) follows ‘similar* vwhich/that (relative pronour) introduces a defining relative clause A (adverb) part of fixed phrase in (preposition) part of fixed phrase Part 3: Marathon Dreams v7 18 19, 20 21 22 23 24 coverage (verb to noun) endurance verb to noun) admiration (verb to noun) exhaustion (verb to noun) regain verb to iterative vero) possibly (adiectve to advert) discouraging (noun to negative adjective) adhisable (verb to adjective) Part 4 30 what makes some cars (determiner + verb) hap beet widely blared (pensive + adrexbial collocation) strength of the wind (noun + preposition + noun) wishes (that) she could/was able tajwere able to (wish for v9 expected to turn out for /up for up to/up at (passive + phrasal verb) ‘my completetota dissatisfaction (adjective + noun) Part 5: Take as much holiday time as you want 31 32 33 34 35 36 Bi The main topic of the paragraph is how greatly the holiday policy at Netflix differs from what normally happens with regard to holidays in organisations and companies. © They said that the standard holiday policy was ‘at odds with’ (did not fit logically with, did not make sense with) "how they cealy did thei jobs’ because sometimes they worked at home after work and sometimes they took time off during the working day. Di The company decided: ‘We should focus on what people get done, not how many hours or days are worked." AA: Rules, policies, regulations and stipulations are ‘innovation kiles' and people do ther best work when they ate ‘unencumbered! by such things ~the rules, etc. stop them from doing their best work. One ‘regard’ in which the situation is “adult” accor to the writer is that people who aren't excellent or whose performance is only ‘adequate’ lose thir jobs at the company they are ‘shown the door’ and given a ‘generous severance package’ (sacked bur ghven money when they leave. Di Nowadays, ‘Results are what matter’, How long it takes to achieve the desired results and how these rezults are achieved are ‘less relevant ANSWER KEYPart & The Omnivarais Mind 37 B: ‘Buti begins rather slowly, and there are moments when the casual reader will want to skip some of the long- winded explanations to get to the point.” contrasts with {Allen in his engaging book ... takes us on a fast-paced tour’ ‘Aller’s principle pots thatthe mind nas always been central in determining peopl's eating habits, and is ® point he returns to regularly, whether in the context Of the latest fads and fashions or deeply-seated cultural traditions’ contrasts with B: “Allen often strays fr from his main contention.” This book certainly challenges come of our preconceptions end attitudes towards eating.” matches D: ‘there is stil a great deal we don’t know about our relationship with it. This book s going to help change that!” ‘Allen, however, is clearly writing for those of us tving in places where food abundance isthe norm rather than shortage, and this detracts from some of his broader claims about our species relationship with what we eat Ieishard to know what people in less fortunate societies might make of them.” ine otner witers nave a different view: ‘A: ‘Indeed, the main ideas in the book will strike a chord with people eround the globe, even if the detailed examples are outside their experience.’ 8: ‘Allen goes on to explore the reasons for this, and father 2omvantions, in away that will h accessible across cultures. : ‘Even people from quite diverse cultural contexts wil find familiar issues investigated along the way.’ 38 A: 40 D: : Fluttering down to Mexico: 41D: link between ‘these creatures’ and ‘this mass of insects" in 0, "butterflies’ and ‘milions of them’ before the gap and “Thy after the gap. link between “The journey here’ before the gap and the description ofthat journey in G link between the butterflies being "in search of nectar (for food) snd drinking from pool of water before the gap and what they do after they have therefore ‘Fed and watered’ at the beginning of C. lnk between belies for ‘centuries’ about the arial of the butterflies and what was discovered about this more recently in the 1970s, link between ‘his’ atthe beginning of A and the fact that the migration routes ‘endangered. The fist sentence (of Acxplains why the migration routes endangered and A.gives the results of this. In This is why after the gap, “This refers to the problems caused forthe butterflies. link between ‘these! atthe beginning of E and the four areas ofthe reserve that are open to the public mentioned betone the gep. ag 45 &: Part 8: Seaing through the fakes 47 C: ‘All became clear when art historians did further research’. The research explained why the painting used & pigment that was not available to artists until ater. “the mistaken belie that museums have anything to gain by hiding the true status of the art they own.” ‘the study of any work of art begins wit a question: ‘the work by the artist to whom itis attributed?” 48 F: 49 & ANSWER KEY 50 F: The painting had ‘under drawing ina hand comparable to Raphael's when he sketched on paper’ and the ‘pigments and painting technique exactly match those that the artist used in other works’ 51.8 ‘how'little was known about Melozzo 90 years ago, and how little could be done in the conservation lab to determine the date of pigments or wood pane zu: "yrayed the pleture and rested paint samples, before concluding that it was a rare sunival of a work by Uccelio dating from the early 1470s." 53°F ‘If they make a mistake, they acknowledge it 584A: ‘museum professionals’ and ‘conservation scientists’ 55. B: ‘a costume historian pointed out the many anachronism inthe clothing, 56 D: ‘I well remember how distressing it was to read an article in which the former director of the Metropolitan Museum of Art, Thomas Hovina, declared that Uccello’s lovely litle canvas of St George and the Dragan was forged.’ Part 1 Question 1 (essay) Siyle: Essay format, and formal or semis ‘Your naragranbs must be clearly divided by course with ‘appropriate linking words and phrases; each peragrap® should include an assessment of each of two types of Book its importance and whether it really important Content task, but don’t take the words directly from the input quotes. You should: "introduce the topic of reading different types of books. + evaluate the importance of two types of book, starting a new paragraph for each, Give reasons for your opinions, e.g. = fiction ~t teaches you about other people's lives = history you learn about the past so that you don't make the same mistakesiit gives you a sense of identity ~ science — it's important to understand developments in modern life Rememiber to summarise your overall opinion inthe contusion, Part 2 Question 2 (review) Style: Either semi-formal or informal, but remember you are ‘ying to interest the magazine readers, so use a range of colourful language and try to use features such as rhetorical questions to draw the reader in. Use clear paragraphs for each part of the review. No shoul + describe the music festival or concert. + explain what you did there and what made it interesting or unusual. + consider whether you think it i relevant today. + given interesting conclusion. ComentQuestion 3 (letter) Style: Formal or seri-formal, avoiding colloquial expressions. ‘You must use clear paragraphs, which could be one paragraph for each of the content points below. ‘Content: Think about the sils that might be nzeded for the job, especialy dealing with people and using social skis ‘The job requires good communication skis, good ‘organisation and someone who isa team player. You must include! + your friend's relevant work experience. + your friend's personal qualities. + your reasons for recommending your fiend for the i, emomber to incu deal or ample support your point, and conclude by summing up why you recommend the person for the jb. Question 4 (report) Style: Semi-formal/formal as thsi a report for your course ‘euganicor You can eithor wee paragraphs (ane for each point) with oF without headings, or bullet points. f you tse bullet points, remember that you sil have to show a range of lanauage, so don’t make them too simple and don't use them in every paragraph. ‘Content: Include information about: + what you did, e.g, your responsibilities, daily routine. + how you benefitted, eg. gaining independence. + any problems you had, eg. settling in. * recommendations for future students, e.g, research con the company before travel Remember to include details and reasons to support your ideas. Part 1 1B: IM: "Itwas the prospect of shopping for new stuff | couldn’ face! “Tell me about it 2 Ar ‘Ws heavily linked to wanting to be the centre of attention, to clothes giving them a strong personal identity or whatever. t's basically 2 way of showing otf’, 3B: ‘Thad a cockiness, I'd hear a hit record and think *Lepuld do that,” 4 A ‘ifafter my first hit | thought I'd made it, | was soon isabused of that notion’ 5A: ‘Onetime !danced in a culture show, and the dance director at my school, she asked: “Are you interested in feaily ‘raining? Like, you seem to Nave talent. 6 G: ‘Sommuch so, that | was Gn the point of rebalion on ‘more than one occasion ~ though I'm happy to say that particular storm never actually broke." Part 2: Radio reporter 7 Communication Studies 8 marketing assistant 9 intimidated 10 Trainee Scheme 11 (live) interviews 412. journalism 13 news 14 flexbiity Part 3 15 16 v7 18 19 C: “hwas pure chance that a friend asked me to design a set for a student musical he was directing’ Dr "What you need to do isto put all the training in the ‘background and get some hands-on experience —an apprenticeship's great for doing that, and | spent three yeas Uoing one, G: ‘Having an affinity with a play is pretty vital f you don’t ‘are about it, there's no point in doing it because you'l never come up with good ideas.” ‘A: ‘Actually, ‘tholps me to keep coming up with new ideas if'm constantly changing my focus from one show to another” Nell: "Unlike alot of actors who claim not to pay attention to reviews, | keep up with what citics say about all productions, not just my own, That helos you keep any Cticisms in perspective. Maybe a crtc’s been harsh on ‘other productions or has fixed views about set design.” Vivienne: ‘Wel, 've never actualy come across that." 20. A: "On stage... requires the type of thinking |ove best don't get that buzz working on a movie I'm afraid.” Part 4 21 “My wife said '¢ never make it, which only made me more determined actually’ 22 0: ‘Asa graduation gif, it was'a lovely way of marking the achievernent." 23.8: ‘My giffriend wanted to go .. | went along with the idea for her sake, 24 G: ‘Like me, they'd mostly seen that chap on TV at the'site ‘and decided to go too." 25 C: “Iwas looking to do a bit of serious walking to see what | was capable of.” 26 C: ‘for me, the highpoint was how friendly the others were,’ 27 A: "What made it for me... was the actual desion of the 28 29 30 place” B: "What blew me away’... was looking out from the low vals of the site over the mountains, 'Thadn’t expected the actual walk up to the site to be so Impressive,” G: ‘ilnever forget the meal the night before the final Part 4: Caving ‘Only the right answer craatas the collocation. The other words do not create the phrasal verb, ‘Only the right ansiver creates the collocation. ‘The other linkers aren't used in this type of sentence. ‘Only the correct answer creates the meaning in context. ‘Only the right answer creates the collocation. (Only the right answer is a verb used for water. The otter Words dont create meaning in context. Seosnoen Part 2: Why are sunglasses cool? 9 10 un 12 B 14 15 16 but (conjunction) fied expression with ‘anything’ whose (possessive pronoun) refers to ‘eyes’ Df lorena) tof faed expression with fame” {At preposition part of expression came (phrasal vero) as (adverb) in (prepostion) part of multiword verb we a ae vase answer key EENPart 3: Cictamer Reviews 7 18 19 20 2 22 23 2a ‘accompanied (noun to verb) ‘arguably (verb to adverb) professional (noun to adjective) lunedited (verb to negative adjective) analysis (verb to noun) reliable (verb to adjective) ‘feedback (verb to compound noun) recommendation (verb to noun) Parta 25 26 27 28 29 30 had no choice but to (fixed exprestion) ‘the race was about to (direct to incicect speech with ‘about to") led to the singer being (led + passive form) sooner had Alex finished his homework (negative head inversion) bored if | spend (‘boring’ to ‘bored’ + condition phrase) doesn't approve of her (reporting verb) Part § a 32 33 34 as 36 37 38 1 the last sentence of the paragraph means: There was nobody better than an American to “document” (record, in this case with photographs) the way society in reland a3 changing and becoming mare like American s0ciety People in Ireland were happy to employ an American to take pictures that looked like the images in ‘an expensive American advertising campaign’ Ds She had previously ‘harboured higher aspirations’ (aimed +0 do work that was more artistic and creative) but she ‘didn't mind’ doing wedding and porttait photography ‘and compared he situation with that of Dutch painters who did similar kinds of work to make money in the past. 1: She preferred analogue cameras, which were ‘the oli- fashioned method’. tis implied that she spent 2 lot of time in the darkroom folowing this ‘old-fashioned’ method to produce the wedding photographs. G. He asked her ‘What’ up?’ (Whats the problem?) and she decided that ‘she would tell him (— tell him what the problem was) ‘eventually, but not yet’, A: She describes fling 8 conncetion with the pact when she visited the cairns and he says “You Americans and your history’, meaning thet she was talking in a way typical of Americans and thei attitude to the history of places lke that When she said" know it’ she was agreeing with him that, because they were both photographers, they were only interested in things they Could see, their area of interest was limited to ‘surface’ (only what i visible). 10 computer games have educational value? “it seems perverse to suggest that such an individualistic asin, thet iokes the player off into‘e world of complete fantasy, could ever promote interpersonal skills in the real world’ contrasts with A "Gamers may not reflect on how the charactars and scanarias thay ‘engage with could help them to interact with others in the real world, but recent research at the State University suggests that the pames do perform such a function’ D: ‘the accusation frequently heard that gaming is both ‘addictive and harmful has always smacked of prejudice’ contrasts with B: ‘The evidence that gaming can become ‘compulsive behaviour... is quite convincing, ANSWER KEY 29: 40 8 Part ao: ac a3 & Part 8: 47 8: "The fact that only @ small geographical area was studied detracts litle from the findings’ matches C: "The current study would benef from further work, however, 2 the researchers seem to be making quite seeping {ims on the basis of relatively thin evidence’ ‘this conclusion seems to be a step t00 far, and | can't see te0 many people taking it very seriously’. The others have 2a postive view: ‘A: ‘this meticulous study adds more weight to the growing consensus that gaming may be good for us* © ‘the ides put forward here that social sills may develop 25a result of ming isan intriguing ane, that's sure to spark some lively debate. tie sure to atact quite abit of attention’ 1¢ “Britain in Bloom’ competition link between “do alot’ and ‘too much’. D contains an ‘example of a place that did something to please him that in fact dt’ nace him link between what the competition was lke ‘in the arly days’ and what its lke now (t's now ‘much more sophisticated’ and ‘much more competitive than it was ‘when it started). link between the criticisms ofthe competition in E and ‘such criticisms’ after the gap. link between the statement thatthe “old tncks’ no longer work and "This’ at the beginning of A: what people used to do in order to win doesn't enable them to win any’ more aie A expat tht this is Lewouse of changes to the judging criteria; link between ‘these developments’ after the gap and the changes described in A. Tink between one place that regards the competition as important (Stockton-on-Tees) and a place that has won the competition (Aberdeen): ink betwreen "With so much ‘at stake! after the gap and the descriotion of what is ‘st stake’ (the fact that winning gives a place avery good image) in & link between ‘Some ofthis’ a the beginning of Cand the stories of ‘ity trcks' before the gap; Jim fs saying in C that some ofthe stories about rivals doing damage to the flowers of other competitors are ‘exaggerated’ and not completely tue. : On the trail of Kit Man ‘discomfort, bad food and danger were seen as part of the authentic outdoor experience’ “this invaluas nat nly arqwiing now elainor, hut new jargon, : "The whole ides of going into the wild is to get away from the things that tie you in knots at home. i "Worried about getting lost? Relax with a handheld GPS unit, featuring 30 and aerial display, plus built-in ‘compass and barometric altimeter” ‘Many in the adventure business say gadgets nave ‘encouraged thousands who would otherwise not have ventured into the great outdoors.” “SIL Mant ai Tis kind stand accused by the uld-schooters of being interested only in reaching the summits of gadgetry’ ‘Ai this technolegy, | mean, it might look fantastic on ‘paper, but when there's a real problem, i's almost Certainly going to let you down.” "Who'd want to be stranded out inthe wild with a gadget freak?”55. A: ‘Atnext month's Outdoors Show in Birmingham. ll this kit and more will be on display for an audience which seemingly can't get enough of it’ “Evidence from the American market also suggests that technology has had a positive environmental impact’ Part 1 Question 1 (essay) Style: Essay format, and formal or semi-formal language. Your paragraphs must be clearly divided by course with appropriate linking words and phrases. Each paragraph should include an assessment of two of the courses, its importance and whether it deserves extra financial support from the government, Content: You can inelude or discuss the opinions expressed in the: task, but don’t take the words directly from the input quotes, You should * introduce the topic of financial support for ‘education, ‘+ evaluate the importance of two of the courson: starting a new paragraph for each. Give reasons for your opinions, €., ~ art it teaches appreciation of bsauty sport — it teaches team spirit and co-operation ~ music its a lifetong still and pleasure Remember to summarise your overall opinion in the conclusion, Part 2 Question 2 (letter) Style: Informal as you are writing to friend. Use letter layout, ‘with clear paragraphs and an appropriate greeting and ‘ending. Content Inde the following points: ‘what type of accommodation is available, house, cost of rent * opportunities for sport, eg. football club. + aeilabilty of parttime work, eg. in a restaurant. + howeasy it sto find part-time work. +9 flat, Question 3 (review) Style: Semiformal moving towards informal. The purpose of the review isto nominate what you thinks the best TV series, giving your opinion of it with reasons. You need the language of description or narration, and evaluation se dear paragraphs: introduction, cescriptiovnarrate, ‘evaluation and conclusion with recommendations. You may like to use humour in your evaluation to make it more interesting and memorable Content: You need to: + describe the TV series and what it's about. plain why i appeal ta ys * ive reasons why it should be include in the top ten st. Question 4 (proposal) Style: Proposal format, with semi-formalformal language. Your paragraphs must be very clearly divided. and you ‘an use headings, aumbering or bullet points, but remember to show a range of language, Content: You soul state the purpose of the proposal. * explain the current faciities and what is useful about them, e.g, study centre, which can be used 24 hours a day. *+ describe any problems, eg. not enough reference bovis. + recommend ways of mprowng the current tacities ‘with reasons, eg, provide more books, computers, ete, Test 3, Listening (page 72) 0 EU Part 1 1G Fil find that a tough one to answer, don't your" Me ‘I's hardly an eesy thing to articulate.” "There's a difference between the actual expetience ad the sanitised ceality printed on the page. And that's what | want to look int. it wasn't 995) an | sa0n discovered that | wasn't really {ut out to be an inteniewer - so | wasn't comfortable in the role” ‘M: ‘But itveally denends on the narty and the erowel — you're got to give them what they want." No two sets are ever the same in that respect and that’s the beauty oft." al for being flexible" ‘Lfocussed on cake-making there because it's quite artistic, but also scientific. like that ide. “So Ive learnt to follow my instinets, and fortunately ‘we're beginning to seea frm customer base emerging 3s a result” 2.e Part 2: Computer game designer 7 developer R animation 9 book covers 10 user interfaces 11. Star Cty 42 narative 13 difficulty level 14 dedication Part 3 15 B “tt wasian dxciting prospect for a teenager .. and was {ull of questions. "You have to make assumptions ~ interpretations based fen the evidence you've got and that often moles eliminating possiblities ticking off the things it might be but leary isn’t * ‘and the discoveries are mostly small and cumulative rather than dramatic, which i the point that the world at targe really tends to mis. ‘Bascal, witha realy modest budoe we can gather far more relevant data here than in many of the places that have been the typical focus of archaeological activity’ : “You'l probably uncover data that'll veal now people lived and the way different things influenced their way of life be'it political changes, climate change, disease or whatever? “The project I'm involved in seeks to capture and preserve some of that rch fund of humour and anecdote ~ so that it can ho preserved for future ganarations’ 16D we 18 0 20 A ANSWER KEYPart 4 21. Gi ‘Tonlyfally went along to the ssa group to keep my boyfriend company’ 22 E: ‘acting skils.. | thought f joined, i'd bea chance to pick sore up. 23 Hi "We'redoing golf this term; ate you up for itor not?" 24 G “Lthought s cub would be » way af getting in toch with like-minded students on other courses. 25 A: ‘Sowhen a doctor | met atthe hospital said they did Tai Chiat lunchtimes thee, why didn't Lave ita ty?" 26H: ‘i could've done with someone telling me how | was doing actually” 27 “ahink evenone neds to be given something a ge the teeth into 28 C: ‘but! do find some of the people you meet there abit superior’ 298 “ifeel kind of duty bound to be there to make sure there's always a match.” D: “Ijust wish they'd run session at the university.” ae ace RGR Pare 1: Ceramics Fale @ Vonnuns Only the right answer can follow ‘as The other words do not collocate with “wasition’. ‘The other phrasal verbs do not mean ‘established! Only the right answer can follow ‘at’. “The other wores cannot be folloaved by the infinitive Only the right answer can be followed by ‘on’ The other words are not things which could be ‘on show 1B: Only the right answer can be followed by ‘at enrrge> Part 2: Cheating at Computer Games 9 10 n 2 B 14 5 16 ut (phrasal verb) few (quantifier) asflike (adverb) taken (verb indicating a eri of time) ‘When(ever)/Once (linker) which (relative pronoun) introduces a clause makes (verb) whom (relative pronoun) follows ‘of’ and refers to people Part 3: Trolley Bags useful (verb to adjective) ‘outward (orepesition to adjective) official (noun to adjective) ‘measurements (verb to plural noun) ‘eventual (noun to adjective) restrictions (verb to plural noun) uneven (adjective to negative adjective) counterparts (noun to plural compound noun) Part 4 23 26 at 28 29 30 satter how fost she runs: fied phrase | inversion not willing/unwiling to take the blame: lexical change + collocation ‘you do, you must not sponds fited phrase + modal verb was taken completely by surprise when: modified adjective to ‘modified verb collocation ‘verall responsibilty for keebina: adjective to noun phrase by no means uncommon: fixed phrase negative adjective ANSWER KEY Part 5: BLA BC aac 33 A 36 D: Part 6: 37 B: 38 D: 39 8 The impossible moment of delight Some studies conclude that happiness comes from being ‘wealthier than the people near you, but others say that happiness comes from having a ‘good attitude’ and not from ‘comparison with the wealth of othe ‘The survey found that the common idea of rich people not being happy is tus and thst it wae not invented simply so that poor people would be ‘happy with their lot’ (to persuade the poor that their position is OK and that they shouldn't envy the rch). Bloom thinks people are in ‘a state of perfect pleasure’ at the moment when they get something they want, but the writer believes that i in down’ (define, be cenain about) the moment when people feel happiness ‘most cleatly So he does not agree with Bloom that i's possible to say exactly when people are at their happiest ‘These musical works fll iustrate his point that happiness is half expectation and half memory because half of them involves the must building up toa Figh point and half of them involves peaceful ‘recall’ after that high point {he company's slogan stating that “getting ready is half the fun’ is ‘honest and truthful’. Girls are happier ‘getting ready for a party than when they ate atthe party, ‘where they often do net have e good time (they moy be ‘standing aroun or ‘eying at the party). He believes they were at their happiest when they ‘thought about complating thar research and aftor completing it. This means that his main point about people being happiest before and after getting or doing Something they want applies to the researchers and Bloom too. ‘The Perfect Workspace “By encouraging workers to do things lke choose the colour scheme or giving them the freedom to surround themselves with disorderly ples of papers if they so choose, firms can encourage them to do their best.” contrasts with A: Less convincing is the claim made in fone study that productivity improves cach individual ie ‘ivan a measure of control over their own workspace. ‘Some creative people need to experiment in real space ad time, and thoce aro stl limits to whet can be confined toa computer screen’ matches C: suspect ‘hat there ae individuals engaged in both professions who would feel uncomfortable in such stereotypical Surroundings. And why shoulda’t they?” ‘Features such as low celings and smell windows can have the opposite effect, and add tothe impression ‘of merely being 2 small cog ina big wheel.” matches Ds "Cramped offices with alack of natural light aren't ‘conducive 1 happy wotkng relationships” “Phuawoyropi ever we nica reveals that Einstein hed an inredibly messy desk, suggesting that disorder in the workplace doesn't obstruct the ability to come up swith neve ideas.’ The other writers have 2 ciferent view “eleatly some people thrive on clutter, whist others perform better if surrounded by order, and thisis tue across. a range of occupations’ i's ciché to suggest that new ideas are more likely to emerge from chaos than from proscritie order ‘a sick, minimalist environment, however fashionable, does not necessarily meet the needs of all groups of employees!Part 7: Publishing's natural phenomenon 41. link between ‘it in “Partly it was, and isin E and “its secret’ before the gap it’ = its secret} 8 gives examples of covers that had the ‘simplified forms that were symbole’ mentioned before the gap. link between ‘They’ atthe beginning of G and the two people who are the subject of the paragraph before the gap (Clifford and Rosemary Elis: ink between the “original plan’ described in G and what actually happened, described after the gap those’ after the gap ‘photographic jackets‘ in G) link between ‘Ths’ atthe beginning of D and ‘the ‘common desian’ mentioned before the gap: link between "They after the gap and the covers described in D. lin between ‘an even more demanding production method’ and the production method described before the gap; lnk between ‘initially’ and ‘Later’ link between “in the process’ and the writing of the book ‘mentioned before the gap; Gillmor and the writer found Une interesting things described in C while they were \wrting the book about the coves, 42 8: 43 G: 46 The intern's tale ‘She was ‘shocked wien she discovered how big the ‘tracing patterns’ were and how much fabric was usod to make each dress, Her ‘seamstress skills came in handy’ when working on ‘the “installation that's now on display in the galery’ ~ she ‘contributed to the work of art by doing some sewing that appears init ‘She didn't know how to send something by courier and had to ask lots of questions in order to do this. She ’din’t want to leave everyone’, meaning that she liked all the people she worked with. tes ferns have mare for touses, cats cond Intl and she doesn't, but“ never feel 've missed out because I'm doing what I've always wanted to do’ ~ she is glad she chose this kind of work She says that if you are an inter, ‘you have to work hard and for fre, because that's what everyone else is willing todo’ She knows.that some of the scripts she works on ‘are going to become films one day’ "Wf was 35 and still working unpaid, think "What am | doing?” She says that when she arrived in London, she ‘didn't know how long it would take to get a jb Personally, | love anything that's been adapted trom a book, especially if 've read it'—she prefers working on film scripts based on books. 49 0: 50 a: 52 8 53 A: 54 55D: 36 Part 1 Question 1 (essay) Style: Essay format, using formal or seri-formal language with cleat paragrenhs which should include an assessment of two of the points, 1s value and importance related to Competitive sport and a conciusion highlighting the one with the greatest value. Rememiber to use appropriate linking words and phrases. CContent: You can include or discuss the opinions expressed in the {ask but use only the ideas not the words, You shoul: introduce the topic of the value of competitive sport for young people. + evaluate the importance of two of the benefits given \ inthe task starting a new paragraph for each one. Give easons for your opinions, 9 = developing a positive attitude = promoting a healthy lifestyle = teaching good use of time in training and preparing to play Summarise your overall opinion about which is the greatest value ‘of competiive sport in your conclusion. Part 2 Question 2 (letter) Style: Semi-forma, as itis toa magazine editor Use letter layout, with clear paragraphs and an appropriate greeting and ending, Content: You should briefly desciie your friend. * explain what makes them special for you, with + describe how you maintain the relationship. + consider whether the relationship has changed over the year. Question 3 (proposal) Style: Proposal format and formal or seri-formal language as this proposal is forthe college principal. Your paragraphs must be very clearly divided, You ean wee headings, ‘numbering or bullet points. Remember that if you use bullet points in any section you must sil show a range of language actoss the whole proposal Content You soul state the purpose ofthe proposal + outline what students currently do to improve their communication sils, ¢9. debating society. *+ describe any problems they have, e9. confidence + make recommendations for activities or improvements, with reasons, e.g. a buddy’ sytem, Question 4 (report) Styles Report format ard! formal or semi-formal longuage, Your sections must be clearly divided, and you can use headings, numbering or bullet points. Remember to show a range of language across the whole repart Content: You should: + state the purpose of the report. * outline the curent activites of the music cub. + explain the future plans ofthe club + suggest ways of getting more people involved with the music club, giving reasons. ANSWER KEY‘Test 4, Listening (page 92) Part 1 1 By F:‘Itleft haltan-hour late." M: Anyway the plot obviously made up time. I'd only just turned up and there you were." "YoU could have flown into the ite airport down the ‘coast even with this airline.” ‘Ac ‘What they can’t manage to do on their own is question. it havea critical view of its accuracy and usefulness ‘That's where the teacher comes in." G "Werhad a meeting last week to see how it was going ‘and nabedy wanted to change anythingl B: "What really blew me away was the fact that t's unaffected in a way you'd scarcely think possible.” ‘A: "What makes them kind of unique is that they don’t seem to be trying to sound like anyone but themselves," Part 2: The llama face light brown ‘mining curious threatened (gentle) hum ‘grease rugs Part 3 15 16 7 18 19 20 S8B 85 905 ‘A: “‘Imade some short films, and of the strength ofthat, some of the staff suggested | went in that direction.” B: “The fact that people | was at schoo! with are now ‘making their way in the film word is also testimony to its value. A: “Tinew | wasn’t. | wasn’t prepared to squander time and ‘money doing something | hadn't yet got the experience and expertise to cary off" D: ‘ve always wanted to create characters with a bit more to them than that: people with a depth that might alow an audience to see diferent side to thir characters” B: ‘There's lot of things '¢ change if | were to make that film again. ‘have mixed feelings about the whole notion of being someone to ook up to, of being a role model "To keep within our tight budget. ‘afoot massage... then dazed off inthe chair halfway through 8: "We were so desperately fred that we got our heads down right there on deck for some sleep. ©: ‘Thnew itd be o long night of dancing better take a rest’ G: ‘The last bus had already left and we were some distance from «oe just all fal asieap right there. ‘At least it made the night 0 quick" “I woke up with a stiff neck. and the pain lasted several ays.” I A huge, smelly vessel moored up beside us.” “They were quite sniffy and a bit embarrassed.” “They told me people living there often did that at ‘weekends, 50 I felt good.” so | thought 'é ANSWER KEY Test 5, Reading and Use of English (page 98) Part 1: Book review ~ Galapagos 5 2 3 a 5 6 7 8 Only the right answer fits grammatically in this sentence, ‘The other words don't collacate with ‘ob’ (Only the right answer completes the fixed expression The ottier words don’t create the ted expression in context Only the right answer collocates with ‘plus ‘The other words cannot be followed by the preposition C The other words don’t express the ides of just in this contort : Only the right answer collocates with ‘inspiration’ epeo Part.2: A history of table tennis 9 10 " 2 3 14 15 16 ‘whichthat (relative pronoun) introduces defning relative clause made (verb) passive form became (vero) being (verb) present participle 3 (preposition) ime marker {although ink') introduces a concessve clause rather (preposition) part of ‘ther than’ ‘ageinst (preposition) eallocetes with waen? Part 3: Dancing is good for you ” 18 19 20 21 22 23 24 bbehaviour (verb to noun) significant (verb to adjective) fidiculous (verb to adjective) ‘nnumerablejnumerous (noun to adjective) effective (noun to adjective) depression (verb to noun) telationships (noun to plural noun} ‘enabling (adjective to verb) Part 4 25 26 27 28 29 30 hhas taken over the managemtent: passive to active + phrasal ver ‘no account must this door ever: negative head inversion Con the recommendation of: verb to noun phrase occurred to us that: fixed phrase itmade no difference to Kevin: fixed phrase | would/might be able to make: conditional sentence Part 5: The new management gurus 3” 34 Ce When Smart Swerm's author wrote an article on the same subject as his book some years ago, 30 milion people read it and the writer predicts that it will become the most talked about in management circles ‘A> ‘Mlle believes his buok isthe fst tine anyone lis lait ‘out (demonstrated) the science behind a management theory.” E_ Thaveter dence pardl beswoon heocinhs ae ‘to make a decision ~ ‘and fast’ ~ and managers who ‘need to be able to make the right decisions under huge ‘amounts of pressure’. © They need to “encourage debate’ among a group of people and get them to vote on ‘which idea is best’; they reed to involve a variety of people in their team and oi ‘them to take part in the decision-m35 0: 36 ¢: ‘Ants do what they think is reauired inthe circumstances and ‘the right number’ of ants do each cifferent task. ‘This system works well and it can show managers that their own system of hierarchy and bureaucracy is stopping employees from being as effective as ants are (is getting in the way of getting the work done’), ‘they decided to keep ther system of letting customers ‘choose wiere they si because they discovered from studying ants that ‘assigned seating would only be faster bya few minutes! Part 6: Worth its weight in gold? 7D 3B A: 39 0: 40 ¢: rare /: at 42 &: 43 B “Taw though the entities, penpla have howght and ‘passed on to future generations, those works of at that Seemed to embody the spirit of ther age and would hhave lasting value.’ contrasts with A: ‘with hardly a ‘thought as to what might endure to impress subsequent ‘generations’ Much harder isthe business of predicting which of today’s artists wil be appreciated In years to come, as ‘many disilusioned art collectors have learnt to their ost.' matches C: ‘Cities and commentators find it hard enough to agree on what represents the finest in the aistic output of their own times, let alone predict the tastes of the future." "the art helps form our view of both what life was ike and how people thought at the time.’ contrasts with B: “a famous picture may come to be more memorable than the event it depicts, distorting our true understanding of the event ise. “they risk heaping praise on work that is merely of transitory interest, and sadly ths isk was never greater than in our present age, when mediocrity seems to be the norm’. The other writers have a different view: "What is not in doubt, however, is that some will end up being counted amongst the all-time greats” “but aso in the fullness of time quite rightly come to be regarded as definitive examples of a trend or period’ “This will be just a true of our own age, however eccentric the contemporary art scene might appear on the surface. 1s Kieron tritain's most exciting artist? link between ‘Each one! at the'start of € and ‘the sketches" that Kieron is doing, link between the fact that Kieron correcting the writer about the use of certain terminology isnot typical of ‘even-ymarold hoys and the fart tha! Kieron fe not an ‘average’ boy: link between his ‘precocious artculacy’ (knowledge of and ability with words that would be expected of someone much older) in'G and the fact he dives an adult a lesson in terminology (before the gap) link between ‘Kieron actually can and does’ after the gap and ‘my seven year-old could do better than that at he endofs. link between ‘Standard seven-year-old boy stuff there’ and Kieron’s references to going to school and playing football, which are typical of seven-year-old boys. link between the ‘melee (noisy mass of people and activity) in D and the scene described before the gap (@ room containing a film crew making a film, family members and pets) link between ‘This! at the start of Fand Kieron creating sketches based on those in the Seago book; link between it 19 “takes i back oft me” and the 'sketenbook’ he hands to the writer before the gap. 46 C: link between ‘this’ in ‘aware ofthis’ and the reaction 49 51 32 54 55 36 D: if Kieron is stil ‘doing similar work when he's 28"; link ‘between ‘having none of it’ (not accepting it) and the ‘dea that he may stop doing art and take up other interests. : The unstoppable spirit of inquiry ‘though it (the World Wide Web) impacts us all, scientists have benefited especially’ ‘Whether itis the work of our Seience Policy Centre, our journals, our discussion meetings, our workin education OF cur public events, we must be at the heart of helping policy makers and citizans mats informed dacisons.” ‘Within a day, 20,000 people had downloaded the work, which was the topic of hastily convened discussions in many centres of mathematical reseach around the world “The latter cries out fr’ (the blogosphere urgently {eauires) ‘an informal system of quality contro.” x “Those who want to celebrate this glonious history’ (ot scientific reseerch and discover) ‘should visit the Royal Societys archives vi our ralblazing’ website’ ‘sciemisis often bemoan (complain about) ‘the publics weak orasp of science — without some ‘feel for the ‘issues, public debate can’t get beyond sloganising’ (ack ‘of understanding of the izuer causes pubic debate on them to be too simple) The Society's journals pioneered what is stil the Accented nrocedite whsrehy scientific ideas are sib to peer review.’ “But science isn't dogma. ts assertions are sometimes tentative” ‘there are other issues where public debate s, to an equally cisquiting deoree, inhibited by ignorance’ (the public do nt ony ack knowledge of cence they ack ‘knowedge of other things too). “we can be sure of one thing the widening gulf between what science enables us to.do and what i's prudent or ethical actualy to do" Test 5, Writing (page 110) Part 1 ‘Question 1 (essay) Style: Essay format, with formal or semi-formal language. Your ‘ideas should be organised into paragraphs that reflect the argumont. Ty 9 use a variety of finking words and phrases so that your ideas are expressed coherently You can include the opinions given in the task, but always rewrite them in your own words. You can use ideas of your own as well or instead of those given, but you must discuss suggestions about whet individuals can {do to sole environmental problems. You must discuss two of these ideas: + -recycing — whether it can make a difference, &.g. not many people doit. + campaigning —how wo get the messaye acres, €g. television. * using energy ~ ways of saving it, eg. solar panes, witching of lights Remember to write @ conclusion that follows your argument, and suggests which idea makes the biggest difference to Poviranmental problems ANSWER KEYPart 2 Question 2 (review) Style: Should be relatively informal, but not too colloquial, Use language that wil inteest and engage the reader, and techniques such as rhetorical questions Content: You should = describe the memorable place. + evaluate whet was special about it. * explain why it made a lasting impression on you. + justify its inclusion in the magazine's lst of ‘memorable places. ‘Question 3 (report) Style: Report format and formal or semi-formal language. Your sections must be clearly divided, and you can use headings, numbering or bullet points. If you do ths, remember to show a range of language across the whole report. Content: You should: state the purpose of the renor + describe young people's shopping Habits in your ‘country. + consider whether these habits are changing and why, eg, shopping malls. ++ suggest things that might change shopping habits in the future, 29. online chopping ‘Question 4 (proposal) Ste; Proposal formet and formal or semi-ormel lanquage a ‘this proposal is for the town council. Your paragraphs. must be clearly divided. You can use headings, ‘numbering or bullet points, Remember that if you use bullet points n any section you must stil show a range ‘of language across the whole proposal. ‘Content: You should: 1c 2 3 A 4B 5 A 6 Sate the purpose of dre ropena + outline any probiems you have had with local transport, eg. buses late, high prices. + make recommendations forimprovernent, with reasons, ¢.9, more buses at night, special ticket prices for students, ete. “1 wasn't prepated for something writen in the forrh of twa first-person blogs." ‘That was really quite]@ wake-up cal for me, because | thik | may have been guity of doing that.” ‘Ye say the thing that sets it apart its mut functionality” ‘td be a share if she lst that edge. You know if the commercial imperative began to dictate the flow of Creativity We've seen that so many times before with designers.” “Perhaps a CEO shouldn't be interfering in that stuff, but this company’s my baby, 20 | guess it’s inevitable “The real challenge is trusting yourself to pick the moment to go fori ANSWER KEY. Part 2: Ecocamp holiday 7 miserable & branches, 9 (the) wind Part 3 15D 16 A: 7 18 G 19 8: 2c Part 4 ac 22 0; 3S . NEDe privacy (efficient) showers boerdwalk ‘medium iceberg “Took back and think: "Why wasn’t training? | just played games!” But that’s how it was!” ‘after ice hockey, | ran cross-country with moderate suiccess, and guys | met there put me onto rowing.” "it was just bad luck reallye's0 near and yet so fat" ‘after about six months of arm-twisting, decided to make the leap’ Greg. “o pt op with vit | ell ne “fulhun surfer Lina ‘ard just go for it~ no matter how much it hurts” “You don’t have'a lot of protection if you come off and Fit the ground. £6 lun and row ae eroes taining 3 much as can ‘Jooking at two drewings that were given to me as gifts.” “Lean wart up with them, and they've taught me loads of stretches and things ... rally makes you more supple and able to cope.” "rl usually pop into dressing rooms putting litle notes or candy on people's tables. 1 sl find myself walking up to have aYook (atthe props) prior to curtain up. ‘1.90 in the courtyard where I can just catch the breeze." “Om any lst une, | came dowa with 0 sote throat." "50 came out with line | was supposed to say later’ the press... what they wrote intially wasn’t that complimentary" I missed a step and stumbled on the way down” “The actor looked around and saw a pigeon standing ‘ght behind fim.” Part 1 1 8: 2% 3B 4»: 5 8 6B 7 A: 8 0 : Mr Espresso ‘Only the right answer collocats with ‘credit’ Only the right answer eollocates with ‘leading’ The other words allneed a preposition Only the right answer can be used fora county. The other words do not collocate with ‘seeds Only the right answer can be followed by ‘as The other words do no collate with compares! The other words do not indicate two things joined together.Part 2: Drift Diving 9 s0{pronoun) refers back to the content ofthe previous sentence 10. makes (verb) colocates with ‘use 11. on (pepesition fellows “depending” 12. or (conjunction) combines with ‘either’ to make @ contrast 33 (although/but (linker introduces conceszive louse 14 novlittle (determiner) to indicate absence in ‘no need’ 45_ as (conjunction) part of as i 16 more (adverb) part of the linking phrase ‘what's more" Part 3: The Limits of Technology 17. settlement (verb to noun) 18 breskthroughs (verb to plurel compound noun) 19. ‘solation (verb to noun) 20 unexpected (verb to negative adjective) 21. disapproval (noun to negative noun) 22 annoying (verb to adjective) 23 regardless (noun te preposition) 24 unwelcome (adjective to negative adjective) Part 4 25 remains to be seen (fixed phrase) 26 Patrick ihe could borrow his (reported speech and verb change) 27. has every intention of writing (verb to noun + gerund) 28. unless there are/anyone hes any (negative linker + verb + noun) 29. met with the disapproval verb + nour) 30. to hisPhilip’s surprise he got (inversion) Part 5: Cooking shouldn't be child's play 31 C: The writer says that if you ‘take the fun out of cooking’, your child might become 'a chef with 2 great future’ ~ 'f cooking isn’t simply fun for children when they are learning it, it's possible that they might develop into successful chefs. Her mother noticed that she was very interested in cooking and gave her ‘challenging tasks' to do; she gives an example of advice her mother gave her while she doing a task to help her do it better. The writer says that there isa belief that parents should 32 8 33 A: praise their children all the time. telling them ‘how clever and talented’ they are, but there is evidence that this ‘approach ‘demotivates children’ ~it has the opposite effect from the one intended. be in the shape of a creature, in the same way that the food they ate when they were children was put into the shapes of certain things to amuse them. This isan example of the idea that all food is ‘nothing but fun, fur and more fun’ ‘chor isa task that roquirs afar and isnot for the writer says that because her mother made cooking @ cote for her, she has eaten a lt less convenience food than she would have eaten if her mother had made cooking fun, Her point is that taking cooking seriously has an influence on the kind of food you eat ‘Nigella thinks the way she was taught to cook in her famiy a5 a cra was “norma but the writer thinks the ‘culinary regime’ (the cooking system) in her family was not ‘ordinary’ —it wasn't typical of most families. Nigella thinks it wo fine but the writer thinks it should hove involved more fun. asc ‘There are adult men who think that a piece of fish shoul Part 6: Feedback in trainina: the issues 37 8: 38 8: 39h: 40 ¢: ‘and this is the trainers chance to addresssome of the individual needs of members of the group. Criticism that is softened by constructive comments may be beneficial’ matches A: ‘Each trainee needs feedback on hhow they're getting on as a course progresses and often reed reassurance that ney ate ieeting the wrgets set by trainers.” “Such verbal evaluation may be followed up ina writen report to employers, but how much to include, and how itis worded, should be negotiated as part of the feedback discussion itself’ contrasts with C: The trainer needs to take nates against criteria agreed with companies, and make sure feedback on individuals doesn't become subjective — or open to manipulation by participants themselves.” ‘Some participants also seek to outdo their peers, ‘which is not an atmosphere trainers will want to foster’ matches D: ‘many companies ... mistakenly see training 35 8 way of seeing which employee will perform pest ‘Any feedback given to trainees, therefore, should take the form of @ summing up and should be delivered after reports to employers have been completed.’ The ether ‘writers have different views: "Each trainee needs feedback on how they're getting on 35 3 course pragrassas" "Each trainee needs to know how they are getting on at regular intervals during the course’ ‘which means aood pre-course design and thorough ‘ongoing and post-course evaluation’, Part 7: The birth of Coronation Street at 46 link between ‘At that staget at the beginning of Fand ‘when the writer was 21, mentioned at the Beginning of the article; tik beeen tne work describe irr Fand the work described before the gap. link between “the genius who created the shaw’ before the gap and "that person in link between ‘this’ at the beginning of A and the idea that the creation ofthe programme would bea good subject fora television rama, mentaned before the ‘99p the writer wasn't the only person who thought this \was a good idea because someone-commissioned him to vwtte the drama. lnk between the fac hat there had never beeh a shot about ordinary people and their ves and the fact that there had also never been an orginal show featuring feglonal actors — ink between two things that haa nt happened before but which were both true of Coronation Street; link between the question 'so what was the point? in G and "twas that.” after the gap. link between the statement tat ‘It’ (the idea of "Coronation Steet) should have ended ther after the gap and the fact that the idea was rajacted, a5 described in E link between ‘written and discarded’ after the gap and the events described in € - Warren writing the script and the TV management rejectina it frmiy (‘in no uncertain terms), link between ‘that inauspicious beginning’ in € and the problems just before the first enisode was broadcast, described before the gap; ‘inauspicious’ = suggesting that something will go badly and not be successful ink between ‘that event’ in Cand the broadcasting of the frst episode, described before the yep. ANSWER KEYPart &: Activities for visitors to Norway 47: All riders are ‘given a comprehensive safety briefing (2 talk about safety) It’s sutable for novices, though you should be reasonably fit (it's appropriate for beginners but only appropriate for people who are reasonably fit). ‘The siowenobile is ehing Ie ar ifetie for those in more remote areas ~ its the everyday means Of transport for people living in those areas and they depend on it. This is said to be true in the present (og sledding was ‘vital in the past) Some people from warmer counities ‘think itis ‘omething that arcs anly in ald fontage! (fim) ‘oF Eskimo living, but this isn’t the case at al ‘whenever they realise an outing is imminent, they become as keyed up as domestic pets about to be taken for walks howiing, leaping in the air and straining at their leashes’ ~ this s how the dogs behave just before ‘the signal to depart’ and the activity begins. “Fal- full-day sled satars are most popular, although ‘overnight and longer tours are also available" ‘Snowmobiling has high-octane attractions, but to appreciate oly Une stlliegs ail eave of tle tnaantains, its best o use your ov feet to get around’ ~ the contrast is between the energy and excitement of snowmobiling and the quiet and relaxation of suing or snowshoeing “you'l ind out how the experts use the auger to dri through the ce. a skimming loop to keen the water from {egzing over again and a familiar rod to catch the fish’ ‘aliding around the snowy terrain is not just a great way of getting close to nature, but also fantastic aerobic exercise’. “The only controls to worry about are a thumb-operated throttle and motorcycle-syie brakes 48D: 49 8 50 8: 51D: 32 ov: 53 6 54 8: 55 c iNT Part 1 Question 1 (essay) Style: Formal or semi-formal, and objective as you are presenting a point of view, with reasons and evidence. ‘Use deat paragraphs, cach one evaluating each of the two benefits you have chosen. Include an introduction that leads in fo the topic and @ conclusion that rounds Off the argumedt and tater you paint af vows Content: You should discuss two of the benefits of traveling tocther countries given inthe task and whether each cones actualy a benefit or not. You should consider both the advantages and disadvantages of each one in order to present a coherent argument that leads togically to your conclusion about which isthe greatest Denett, Remember to state your opinion clearly inthe tnp, geting to know new rivers and their surroundings in ihe company of fellow kayakers | trust and get on wath” Declan: landing in Tasmania with my training partner Sam, to find that all the rivers were in flood, making each ‘one flow. Over the space of o few weeks we pou tls ‘of ther, some of which hadi flowed in over twenty years’ “But what made it perfect wos all the ancient ruins in the “1 was about to take it up professionally but then injured ‘my leg quite bady and had to drop the idea.” “it was my big chance ast would get me exactly where ‘'d always wanted to go" ‘V lved in the cty al my fife and had plenty of fiends therebutwewerealiushingarourdhontiealyaschy-dwelets do. ‘iF wanted to top up my qualifications, meant going abroad.” “Once there, felt really driven to do well - there was just this now sense of optimism “Their recommendations onened a number af ders foe me once my studies had finished." rd never really seen myself as a movie buff before, “We could go anywhere where | could set up by myself It was exacly what we all needed’ “made me fet | really belonged in the place.’ ANSWER KEY1 Approximately how many marks are needed to pass the exam? > You need around 60% to pass the exam with a grade c 2 Do! have to pass each paper in order to pass the exam? > No. There is no pass or fail mark for each paper. The final grade is arrived at by adding the weighted marks from all the papers together. Are marks deducted for wrong answers? No. If you're not sure, make a guess, you may be right. ‘Am | allowed to use a dictionary? No. In the Reading and Use of English paper, Part 4, do contractions count as one word or two? Two, e.g, don't= two words, do + nat. In the Reading and Use of English paper, Parts 2, 3 and 4, what happens if | misspell a word? All spelling must be correct in this paper. In the Reading and Use of English paper, Parts 2, 3 and 4, can | give alternative answers if am not sure? > If there are two answers, and one of them is wrong, no marks are given. So, i's better to decide which of your answers is best! 8 Inthe Reading and Use of English paper, Part 4 what happens if get the right answer, but make a small mistake in a key word transformation? > There are 2 marks for each answer, 80 you could stil got 1 mark even if there was a small error. 9. Inthe Reading and Use of English Paper, how Jong should | spend on each Reading question (Parts 5-8)? > That's up to you. You can do the tasks in any order, and knowing how to use your time well and the best reading skill to use is part of the test. 10 In the Reading and Use of English paper, Part 8 has more questions, so is it more important? > No. All parts are equally weighted. Parts 1-3 and 8 carry 1 mark, and Parts 4-7 carry 2 marks. 11 Inthe Writing paper, what happens if | wri many or too few words? > The word count is given as a guide only. Don't waste time counting; the examiners don’t — they are more interested in your English! Itis unlikely that answers under the lower limits will contain enough information’ ideas to fulfil the task, Overlong answers are more likely to contain mistakes. Plan your time so that you \write about the right amount and have time to check what you nave written. aye yo oy ~y too 12 In the Writing paper Part 1, should I use all the information given in the task? > You must cover two of the points given in the task. You can use the opinions given to help you with ideas for your essay if you like, but you should use your own words, 13 In the Writing paper, how should | lay out the addresses? > Don't include the addresses. If you do include them, . the examiners will ignore them, as this is not part of the task. 14 In the Listening paper, how many times will | hear each recording? > Each recording is played twice. 15 In the Listening paper, Part 2, do | have to use the ‘words in the recording or can | use other words? > The word(s) you need to write are heard in the recording, but you won't hear them in the exact way you see the sentences on the page. 16 In the Listening paper, Part 2, what happens if | micepoll a word? > All answers need to be correctly spelt. 17 In the Listening paper, Part 2, what happens if my answer is too long to fit on the answer sheet? > Most answers are single words, numbers or groups of 2-3 words. If you think the answer is fonaer, then itis probably incorrect. 18 Do | have to take the Speaking test with another student? Can | choose my partner? > You can't take the test alone as your ability to discuss with another student is tested in Part 3. In Parts 1. and 2 you talk to the examiner, not to your partner, but in Part 4 you may discuss the examiner's questions with your partner. In some centres you can choose your ppariner, but not in others. You should check with the local organiser. 19 In the Speaking test, Part 1, is it a good idea to prepare what lam going to'say? > I's a good idea to practise, but not to prepare speeches. The examiners give marks for natural ‘communication in English. if you give @ prepared speech which doesn't answer the examiner's question, you will lose marks. 20 In the Speaking test, Part 3, what happens if my partner makes lots of mistakes, or doesn't talk? > Don't worry. The examiners will help if necessary. You ate not in competition with your partner and if you ‘can help him or her, this will impress the examiners. Remember that Part 3 io about intoraotion, 20 you have to ask and answer questions as well as give your own opinion,