4 PAPE PA PER R 2 writ iting ing Englis lish h PAPER PAPE R 3 Use of Eng
Part 2
For questions 1-18, re read ad th the thr three ee text exts s be bellow an and d decid decide e whi hich ch an answ swer er (A, B, C or D) D)
Parrt 3 Pa
bestt fits ea bes each ch gap. gap.
Part 4
PAPER PAP ER 4 Lis Listen tening ing PAPER PAP ER 5 Spe Speaki aking ng
One On e of the mo most st rec recogn ognisa isab ble fa fad d ic icon ons s of th the e 198 980s 0s has to be Rubik Rubik''s cu cube be - a th thre ree edimensiion dimens ona al (1)
toy ma made de up of twenty twenty-si -six x
either vertic vertical allly
smalle sm allerr inte interco rconn nnect ecting ing
cubes cub es,, wh which ich ca can n be
or hor horizo izont nta ally to fo forrm 'fa face ces' s' of six six dif differ ferent ent co collours.
The Th e cu cube be was inv nve ent nte ed
in the the mid 197 970 0s by Er Ern no Rubik ik,, a Hungar Hungarian ian
fasciinat fasc nated ed by geome geometric trica al
(2)
,althoug though h
engin en ginee eerr
it wasn wasn't un unti till the end of the the de deca cade de th tha at
peoplle began to show peop show an int nter eres estt in the to toy. y. Th Then en su sudden ddenlly, almost overnig igh ht, craze cra ze we went nt producti tio on
interna inte rnation tional al.. order
Demand
of one one mill millio ion n
for the the cub cubes soon far (3) (3) and pir pirate ted d
versio ion ns
the
the origina l
(4)
the market .
It is
estim es timat ated ed th that at ov over er 10 100 0 mill million ion cu cube bes s ha had d been been so solld by the the end of 19 1982 82.. It ha has s be been en ca callcu culat lated ed th that at Ru Rubi bik k's cu cube be ha has s ov over er forty orty--th thre ree e foll fo llow owed ed by 18 18 ze zero ros) s) (5) (5)
quin qu inti tillli lion on
- on onlly on one e of whic which h wi will ll re res sul ultt in the cu cube be di disp spllay ayin ing g
six si side des s wi with th th the e sa same me col colour. Th The e of offficia iciall reco cord rd fo forr the fas faste tes st (6) Japan Jap anese ese stu stude dent nt wh who o com comple pleted ted
2
it in just just un unde derr fif fifte teen en se seco cond nds s.
B
rotated
C
swivellled swive
D spun
A conundrums
B
enigmas
C
riddlles ridd
D puzz puzzlles
3 A expanded
B
extended
C
exceeded
D excelled
4
B
flooded
C
was wa shed
D soaked
perm muta utati tion ons s 5 A per
B
tran tra nsforma sformattion ions s
C
inca inc arnatio rnation ns
D co con nver vers sions
6
B
unravellling unrave
nscramblling C unscramb
A drowned A undo undoiing
alll al
bellon be ongs gs to a
revolved
1 A
(tha (t hat' t's s 43
unwin nding D unwi
Underf nderflloor Hea eati ting ng Systems Underflloo Underf oorr
heat he ating ing sy syste stems ms ar are e bec becom oming ing
economiica econom call buiild bu ldiing the th e ty typ pe
incr in crea easin singl gly y
popu po pullar as an eff effic icie ient nt an and d
means of hea heati tin ng your home. They are ea easy to to (7) (7)
or reno enovat vation ion,, of fl flo oor
temperature
and can can be instal instal led in most most ho home mes s wi witth fe few w re rest stri rict ctio ions ns
cove veri ring ng
req re quir ired ed..
than th an conv convention entional al
fue uell and are th t heref erefo ore
into in to any any new ne w
Because th they
hea eatting, underf derflloo oorr
also mo more re eco co--fri rie endl ndly y.
radiattors radia ors,, which ca can be (10)
(8)
at a much
heat he atin ing g sy syst stem ems s (9)
Anoth Ano ther er
on
lower far less
advant dvanta age is the the ab abs sen enc ce of
and ta take ke up a grea greatt de dea al of valua valuab ble sp spac ace e. Wh Wha at is
more, mo re, un unde derflo rfloor or
heatin he ating g sys system tems s are far more effective effective tha than n con conven ventt ion onal al
heat he at is (11 (11)
to the cooler air at floo floorr le leve vell, whe herre it is mo mos st ne need eded ed.. The now now
warrm air ri wa rises upwa upwards rds tow owar ards ds th the e ceilin ceiling, g, re resu sulti lting ng in a( a(n) (12)
radi ra diat ator ors s:
dist strib ribut utio ion n
heatt acr hea across oss the whole roo room. m. A fuse
B
assim imiilate
C
ama mallga gam mate
D inte ntegrate grate
8
A activate
B
operate
C
stimu imullate
pro omote D pr
9
A consume
B
devour
C
gullp gu
D dispose
10
A blatant
B
outstandiing outstand
C
obttrusive ob
D prom promin inent ent
11
A drafted
B
transferred
C
carried
D relocated
12
A standardised
B
level
C
unifform uni
D un uns swerving
7
of
The mom moment ent Da Danie niell Wil Wilkin kins s wa walke lked d into her office office that Oc Octob tober er mo morni rning ng,, Cynt Cynthia hia was stru st ruck ck by a( a(n) n) (13) (13) she sh e co coul uldn dn't 't
feel fe elin ing g of dej deja a vu - she was sure sure she she had had seen seen him him be befo fore re,, bu butt
quit qu ite e pu putt he herr finge fingerr on whe where re.. Sh She e no note ted d th that at he (1 (1 4)
tangib tan gible le air of self-assu self-assuran rance ce,, he (16 16))
butt with bu with he herr trai traine ned d (15)
an almost
, she could als also o see th tha at
a he heav avy y burd burden en.. On th the e phon phone e earli earlier er that that wee week k , he had ex expla plaine ined d wh what at
he need needed ed an and d sh she e ha had d conce concede ded d th that at sh she e mi migh ghtt be abl able e to he help lp hi him m . But now, now, as he sett se ttle led d
him hi mse self lf
into in to on one e of the the le leat athe herr ar armc mcha hair irs s
in he herr of offi fice ce,,
perh rha aps sh she e was biti bitin ng off mo more th than she she co cou uld (17) (17) Cynt Cy nthia hia lis liste tene ned d at atte tent ntive ively ly
migr mi grat atio ion. n.
if
.
as Dan Daniel iel to told ld he herr a littl little e ab abou outt him himse self lf.. Wh While ile he was was
speak spea kin ing, g, sh she e stood stood by the the wi wind ndow ow,, the th e park rk,, watc tch hin ing g
she sh e wo wond nde ered
the th e st star arli lin ngs
She Sh e ha had d goose goosebu bump mps s
(18)
out at th the e blu blustery to top ps of the tre tree es in
circ ci rcle le as the they
mass sse ed to toge geth ther er
forr th fo the eir
on her her arms, arms, bu butt they we were ren' n'tt fro from m th the e co cold. ld. 0 uncanny
B attracted
C mystic C exuded
A ey eye e
B view
C sight
0 perception
16
A dragged
B heaved
C shouldered
0 weighed
17
A masticate
B ea eatt
C swallow
0 chew
18
A gaping
B gazing
C glimpsing
0 gawking
13
A supernatural
B unwieldy
14
A absorbed
15
retaiine ned d 0 reta
lon lo ng
The mom moment ent Da Danie niell Wil Wilkin kins s wa walke lked d into her office office that Oc Octob tober er mo morni rning ng,, Cynt Cynthia hia was stru st ruck ck by a( a(n) n) (13) (13) she sh e co coul uldn dn't 't
feel fe elin ing g of dej deja a vu - she was sure sure she she had had seen seen him him be befo fore re,, bu butt
quit qu ite e pu putt he herr finge fingerr on whe where re.. Sh She e no note ted d th that at he (1 (1 4)
tangib tan gible le air of self-assu self-assuran rance ce,, he (16 16))
butt with bu with he herr trai traine ned d (15)
an almost
, she could als also o see th tha at
a he heav avy y burd burden en.. On th the e phon phone e earli earlier er that that wee week k , he had ex expla plaine ined d wh what at
he need needed ed an and d sh she e ha had d conce concede ded d th that at sh she e mi migh ghtt be abl able e to he help lp hi him m . But now, now, as he sett se ttle led d
him hi mse self lf
into in to on one e of the the le leat athe herr ar armc mcha hair irs s
in he herr of offi fice ce,,
perh rha aps sh she e was biti bitin ng off mo more th than she she co cou uld (17) (17) Cynt Cy nthia hia lis liste tene ned d at atte tent ntive ively ly
migr mi grat atio ion. n.
if
.
as Dan Daniel iel to told ld he herr a littl little e ab abou outt him himse self lf.. Wh While ile he was was
speak spea kin ing, g, sh she e stood stood by the the wi wind ndow ow,, the th e park rk,, watc tch hin ing g
she sh e wo wond nde ered
the th e st star arli lin ngs
She Sh e ha had d goose goosebu bump mps s
(18)
out at th the e blu blustery to top ps of the tre tree es in
circ ci rcle le as the they
mass sse ed to toge geth ther er
forr th fo the eir
on her her arms, arms, bu butt they we were ren' n'tt fro from m th the e co cold. ld. 0 uncanny
B attracted
C mystic C exuded
A ey eye e
B view
C sight
0 perception
16
A dragged
B heaved
C shouldered
0 weighed
17
A masticate
B ea eatt
C swallow
0 chew
18
A gaping
B gazing
C glimpsing
0 gawking
13
A supernatural
B unwieldy
14
A absorbed
15
retaiine ned d 0 reta
lon lo ng
PAPER 2 writing
You Yo u are going going to re read ad four four extrac tractts whi hich ch ar are e all all conce concern rned ed in som ome e way with dancing. dancin g. For quest questions ions 19-26, cho choose ose the answ answer (A (A,, B, C or D) whic hich h yo you u think fits
PAPER3 PAP ER3 Use of Eng Englis lish h
bes estt ac acco cord rding ing to the tex text.
PAPER4 List Listenin ening g
Mark you ourr an ans swers on the separate separate ans answer wer she sheet. et.
PAPER5 Spea Speaking king
To th the e na nati tive ves s of Nort North h Amer eric ica, a, da danc nce e ha has s al alw way ays s been an intri trins nsic ic pa part rt of ofttheir cul culture ture.. All ov over er Nor orth th Ameri erica ca,, traditio adition nal dance con contin tinue ues s to forge forge a link with with an ancie cien nt anc ancesto estors rs and allows allows the nat native ive peo people ples s of mod modern ern Am Americ erica a to reaf reaffirm firm the their ir cul cultura turall iden id entit tity y as well as ce celeb lebrat rate e fu fund ndam amen ental tal rel relati ation ons ships with natu ature, re, th their eir tri tribe be an and d kin. kin. Tr Trad adiitional North American American dance is inext xtric ricab ably ly bo boun und d to na natur ture e an and d th the e se seas ason ons s. Th The e dan dances ces var vary y f rom regio region n to reg regio ion, n, an and d fro from m tri rib be to trib tribe, e, bu butt are usually perform per formed ed to songs sun ung g in an anci cie ent lan langu guag ages es an and d ac acco cord rdiing to the th e ancie cient nt ca calen lenda darr an and d be bellief sys system tems. s. So Som me dancers dancers tak take e on the th e role roles s of anim animals als or ena enact ct the tradition traditional al cho chore res s of daily life: hun hu nti tin ng, fis fishi hin ng or plan planting. As well as giv ivin ing g no non n-commercia commerciall public perf orman ormances, mo modern dern danc da ncers ers als also o pe perfo rform rm in pr priv iva ate or before before sma small grou group ps to off er up pra ray yer ers s to an anci cien entt deiti ties es,, to in inv voke cu cure res s fo forr il illlne ness sse es, to infl in flu uence nature or to act out a story tory.. Unlik e Eu Euro rop pea ean n folk dances, dance s, Native Am Americ erican an da dan nces of of ten ten hav ave e no pr pre edictabl ctable e f orm orm and it is di diffi fficu cult lt to kn know ow how how lo lon ng a danc dance e wil willl las last, t, how man any y dance danc ers will be invol involve ved d or how how many bea beats ts wil illl acc accom ompa pan ny eac ach h mov ovem ement. ent. Da Dance ncerrs us usu ual allly tak ake e sm small all ste steps an and d st stay ay nea earr th the e ground ound,, perform performiing eith eithe er to rhy hytthmic vo voca call music or, an assortm ass ortment ent of inst instrruments.
19 Trad adiitional
dan ance ce he helps lps mo mode dern rn Na Nativ tive e No North rth Am Ame eric ican ans s to
A communicate
with the their ir anc ancest estors ors..
B be at one with with thei heirr roo ootts and env environ ironme ment. nt. C fu fully lly ex explo ploit it the po powe werr of natur nature. e. D hav have e a good good rela relattion onsh ship ip
with ot othe herr tribes.
iterr im impl plies ies th that at Na Nativ tive e No North rth Amer America cans ns do not not dance dance 20 The write A for financ financia iall ga gain in.. B fo forr religious reaso son ns. C in fron frontt of large aud audien iences ces.. D accom accomp pan anied ied
by ch chan antin ting g vo voice ices s.
!!/)~
/&~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 fluidity
and the
of the dancers. I remember
being moved by the sensuality, spellbound awestruck couldn't
by the glamour,
by the visual spectacle. You
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
without
probably
have trod a different
Within
which
I would
a year of its first performance,
international
phenomenon.
point in my life path.
FireDance had become an
As a show, FireDance was successful
because it was essentially a simple idea, yet brilliantly inspirational
mix of African drums and the evocative
European folk music brought
conceived .
The
sounds of
home a raw power that encapsulated
one's earthly origins, yet aspired to some heavenly sphere. The pace of the production throwing
carried the audience along, at moments
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
frenetically
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.
A History of the Tango f?T)) ::::L J
one well, the tango is perhaps one o f the most exciting dances to
watch and to perform, and today it seems to be more popular than ever. 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 how the 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 f lexed because of his stiff clothes. Together
they would bend their bodies to manoeuvre
available between the tables. Thus the tango was born.
25
The tango did not catch on immediately A the upper classes thought
because
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.
in the space
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
PAPER3 Use of English
(27-33). There is one extra paragraph which you do not need to use.
PAPER4 Listening PAPER5 Speaking
The M ys/er
y of Twills
A 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 f rom around the world hoping to hunt down some elusive medical clues. Outside the tents stand long lines of people, each of them willing to endure the 32°C heat in order to take part in their research. But it's not a normal queue, because many participants look disarmingly alik e, even down to wearing the same dresses. They are human guinea pigs with a dif ference: each is a twin or a triplet.
analysed the test results in maths, reading and general intelligence for almost 3,000 pairs of twins 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 signif icant genetic overlap between their maths ability and reading, as well as between their maths and their general intelligence. But some DNA mark ers also appeared to work more specificallyin favour of maths.
~I
------
Professor Robert Plomin, professor of behavioural genetics at the institute, said recently: 'The idea is that Down the centuries, a certain mystique has always DNA is an early warning system. If we can read it surrounded twins. They have long been thought to properly, we can predict problems and hopefully have an unspoken psychic bond that allows each of intervene to help.' them to know what the other is feeling without it being obvious to anyone else. But now twins are becoming valuable to science because of their genes. Their DNA 'The discovery that psychopathic tendencies are is helping to answer some of the questions in the age- strongly heritable suggests that we need to get help f or old debate over. whether it is your genes or the these youngsters early on,' she said. 'Any behaviour is environment in which you were brought up that inf luenced by multiple genes and an unluck y determines your behaviour and your health. combination of genes may increase vulnerability to a disorder.'
~I
Q T I _ -
~I
Parents 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.
[~J Yulia Kovas, part of the institute's social, genetic and .developmental psychiatry centre, described how the twins had helped her study howgenes can mak e it hard -f or some children to grasp mathematical concepts - an area that has always been little understood. She
[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 f riends that they should dress thei:! children differently and separate them in as many wa.~ as possible.
CEJ
_
But many identical twins, although they cherish the::own identity, actually like being so similar. They donregard it as a negative condition, or 'freakish' in arway, even if other people find it hard to tell them ap~
A Most schools still have a policy o f placing twins in diff erent 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 f reckles', 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 mark ers that each have a small effect, but actually influence our general cognitive ability,' she said. 'They have a stream-like ef f ect, rather than one particular gene making you good or bad at sums.'
'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.
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 G At the Institute of Psychiatry in London, more both anti-social behaviour and psychopathic than 15,000pairs of twins have been track ed over tendencies, such as callousness and a lack of the past ten years. These children, now aged remorse or empathy towards others, she was able eleven, ten and nine, are part of the Twins Early to find that there were very strong genetic factors Development Study (Teds), an invaluable resource influencing those who displayed callous, because scientists searching for particular genes unemotional traits - but no such f actors in those can compare identical twins with non-identical who were simply very aggressive and anti-social. twins. The samples of their DNA, which is stored caref ully in laboratories in south London, could D Meanwhile, the parents of twins have to live with unlock clues to a host of diseases and conditions the fact that their children's genes may bind them that are as yet not understood. to each other in a way that at times appears to be slightly spook y. It's often a problem of how they H Jeremy Wilmer has come here to find as many are perceived from the outside, rather than for the twins as possible to help him understand more families themselves. about how people see. 'There is a strong inherited factor involved in howwell you can seein three-D,' E Linda and Diarmaid Lee, who live near Crewk erne explained Wilmer, a PhD student. 'I'm hoping to in Somerset, have had a real learning experience get some twins to wear special glasses and look at by having had identical twin boys, James and my computer screen, so that I can measure how Matthew, who are now three and a half , and nongood their visual sk ills are. Frankly, this f estival is identical twins, Ben and Rachel, who are two. The a godsend f or medical research.' younger two are quite different in many ways.
CP E
T EST
You are going to read an extract from a book. For questions 34-40, choose the
PAPER2 writing
answer (A, B, C or OJwhich you think fits best according to the text.
PAPER3 Use of English
Mark your answers on the separate answer sheet.
PAPER4 Listening PAPER5 Speaking
T
have been the same. That's no ordinary stage. His music isn't human.'
He did not play the opening chords f orte and pesante, as is written, but so softly that they ,"vere almost inaudible. In any ordinary concert they would have
was playing again, this time Debussy. Again I was listening to a sound that transcended, even ridiculed
been, but his unexpected use of understatement, along with his f ormidable presence, had commanded absolute silence in his audience. I began to understand
the lines and notes composing the music spilling from beneath his fingers. All too soon the incredible sound had been swallowed again by applause. When the concert ended, I insisted on meetin him
o say the least, Alexander Trevozhov's was an unusual interpretation of the ballade's beginning.
man on that
Before either of them could answer, Mr Trevozhov
a
the praise of him I had heard.
o
I did not open my eyes, but I listened intently. It was
but
the
crowd
around
his
dressing
room
'
was
impossible not to: the music caught and bound me as it had caught and bound the entire house. The anxiety
impenetrable. Mary and my grandf ather wanted to go, she complaining of weariness, he of an ache in his arms
accrued during Mr Trevozhov's long delay may have shifted as he began to play, but it had not abated. It
and chest; grudgingly I agreed. I turned once, though, as we retreated, to have a last look at Mr Trevozhov. By f ate or chance he turned as well. His eyes snagged for a moment on my grandf ather's fragile f orm, then
seemed that the tension his presence had unfurled was slowly weaving into the music, becoming so ingrained that the f amiliar score sounded entirely alien. Technically,
he was perf ect. But the pain emanating
from every note he played was something signif icantly 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 f orever. 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 f inal 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 lif e, 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 face. My grandfather look ed down at me with troubled eyes. At his side, Mary look ed hazily triumphant. 'Still think it's only the best that a dying man could do, love?' she ask ed. Although I k new that it was only her way of telling me that I did not yet know everything there was to k now, I shook my head. 'No,' I said sof tly, but with more vehemence than her mild gibe deserved. 'It's not the music. He could have played scales, and it would
moved on to me. Recovering f rom what seemed a great surprise, he smiled. He gestured as though to move toward us, but at the same moment my grandf ather 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 look ed 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 grandf ather could have wished. 'Do you k now 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 say to us, anyway.' He didn't
answer,
nor
to
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 f rivolous thoughts. I had not begun to examine the intricacies of the f eeling the foreign pianist's eyes had stirred in me. It seemed enough, at the time, that he had noticed me. Yet I would f ind 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.
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 A was far superior to the composer's
of Chopin's music
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
D that Trevozhov had superhuman
38
talent.
powers.
The narrator was unable to meet Trevozhov after the performance
because
A there were too many people around him. B her companions
e
their car was about to leave.
D her grandfather
39
wanted to leave early. forbade it.
After that night, the narrator A tried to forget about the way she'd felt when she saw Trevozhov. B went back to thinking
e
about inconsequential
matters.
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
e
well.
to habitually make his audiences feel nervous.
D to have suffered acutely during his life.
4 P A PE R 1 • j, .
Reading You must answer this question. Write your answer in 300-350 words in an
•
appropriate
style.
PAPER 3
PAPER4 Listening PAPER
5 Speaking
You have read the extract below as part of a newspaper in the world's museums.
article on the collections
Readers were asked to send in their opinions.
decide to write a letter responding
You
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 precious artef acts should be returned to their country of origin. If this were indeed to happen, no museum would be saf e, and visitors would cease to benef it from the diversity of these precious objects.
Write an answer to one of the questions 2-4 in this part. Write your answer in
300-350 words in an appropriate style. PAPER
3 Use of English
PAPER
4 Listening
PAPER
5 Speaking
2 You have recently been asked by the editor of a journal for primary school teachers to tryout
some educational
computer
software aimed at helping primary
school pupils (aged 7-9) with spelling and arithmetic.
The software is intended to
be used in schools or at home. Write a review for the journal commenting
on the
ease of use of the software and its content, and say how appealing you think it would be to this age group.
3 The sports centre and leisure complex where you work has been criticised in the local press for not catering for the needs of disabled people. The directors of the complex have asked you to submit a report, describing what provisions already exist for the disabled in the changing
rooms, swimming
pool area, playing areas
and cafeteria. You have also been asked to make recommendations facilities
to improve
if necessary.
4 A monthly lifestyles magazine has invited readers to contribute
an article to a
eriences . Write an article describing special edition entitled New E xp
a memorable
or unusual experience you had, explaining why it was so significant
and how it
affected you.
PAPER
1 Reading
PAPER
2 writing For questions
PAPER4 Listening PAPER
5 Speaking
Part 2 Part 3
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.
Part 4 Part 5
The Origins of Cricket Cricket
is
often
(0)
considered
the
quintessential
English
started
by children.
(3)
The
One
idea
was
that
speculates that it the
person
holding
the
crook
defend the wicket gate to the sheep-pen (4)
person throwing
the woollen
we know today would cricket probably
the
ball. However, it is (5)
(6)
evolved
came (7)
played (8)
that the game from a single inspiration,
as an amalgamation
of different
and
games
the centuries.
The earliest reference in history to a game (9)
to cricket dates ba
to 1300, when King Edward I, also (10) noted (11) reference
in
devised by shepherds, who would
hit balls of wool with their crooks or 'cricces'. (2)
as Edward Longshanks, ''''
playing a game called 'creag'.ln to the game
remembered
playing
in Surrey, where
'krekett'
almost
a witness
was so popular
that (14)
subject
fine!
to
a
The
1597 we come across;o
in a land dispute
fifty years (12)
recorded match took place in 1646 and (13)
(15)
but
, there are many theories about how the game originated.
theory suggests that the game (1)
was
sport,
stated The fi
the end ofthe century missed church to attend a game
first
until 1744.
written
_
rules
of
cricket
weren't
dra
,-
PAPER1 Reading For questions
PAPER2 Writing
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).
PAPER4 Listening Part 3
PAPER5 Speaking
Write your answers in CAPITAL LETTERS on the separate answer sheet.
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) they
entertainment; should
interviewed
be
banned
in fact, most people think
outright.
(17)
Eighty
percent
declared
that
of the
those use of
endangered wild animals such as elephants and tigers should be prohibited,
while
(18)
percent
said
no
animals
should be used in circuses.
A large
proportion
inevitable perform
clown
also
claimed
(19)
they
involved
tricks.
monocycles,
Animals
in the wild
leap through
costumes.
(21) living
sixty-five
were
opposed
in training
Furthermore,
animals
do not juggle
(20)
to the
balls,
to ride
hoops or wear besides
being
kept
in
, circus animals travel for most of the year, a life of (22)
Unfortunately,
there
evidence to indicate that most animals face (23)
CONFINE
is
DEPRIVE
.
TREAT
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
Animal
are
free
(24) performed animals.
circuses
growing
in
number
circuses.
as well
as
, and many say that the quality of the acts by humans far (25)
those acts that use
POPULAR EXCESS
PAPER1 Reading PAPER2 Writing
For questions
26-31, think of one word only which can be used appropriately
in all
three sentences. Here is an example { O J.
PAPER4 Listening
Example:
o
PAPER5 Speaking
26
•
We are setting off at first
•
She had to explain the matter to me again before I saw the
•
Some interesting
•
Milton received a
•
The victim was knocked unconscious
•
The witness gave the police a blow by
, so please go to bed early.
new findings
.
have come to
.
to his pride when he failed to get the job. by a violent
to the heaa 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 grandmother's
28
•
tree has been on our property since my day.
You could have
me down with a feather when she told me
was getting married.
29
•
He didn't look where he was going and
•
We've
•
Lucy made a
a boy off his bike.
down our prices by an extra twenty-five
percent!
sketch before she started to work on the
painting.
30
•
He had an unusual accent and spoke in a
•
I wish Jeremy wouldn't
•
Gill's been going to
be so
voice. with the puppies.
school since she was three and she
it.
31
•
Our mother used to sing us
rhymes at bedtime.
•
They have some beautiful yellow roses in the street.
•
Michael's been
•
If Elizabeth likes Tom so much, why is she
•
If you get involved,
across ~
up at school again according to his te--
you'll be
hard to ge:with fire!
=
-
PAPER1 Reading PAPER2 Writing
For questions 32-39, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. Here is an
PAPER4 listening PAPER5 Speaking
example (0). Example:
o
He struggled to open the door. difficulty He
o
had diffkult y
the door. in opening
1=0=
I
32 Being able to grow my own vegetables gives me great pleasure. derive I 33 We will ultimately
my own vegetables. all feel the effects of pollution.
end In
us all.
34 They started building the new theatre two years ago. under The new theatre
for the past two
years. 35 Only the usual, everyday things happen here. out Nothing
here.
36 As it was my first offence, I was just given a warning. let I
because it was my first offence.
37 Whatever happens, you must not go into my office without
permission.
account On
into my office without
permission.
38 Why on earth did you mention the subject of money? brought I wish 39 Have you seen my glasses anywhere
the sub ject of money. by any chance?
happen You
my glasses anywhere,
do you?
9
I
4 PAPER 1 Reading PAPER 2 Writing
... .
For questions 40-44, read the following texts on dreaming. For questions 40-43, answer with a word or short phrase. For question 44, write a summary according to the instructions
given.
PAPER 4 listening PAPER 5 Speal
6
78
Throughout history people of all cultures have turned to their dreams as a means of finding solutions to problems or answers to specific questions. Nowadays it may seem to be a forgotten art, but controlled dreaming is increasingly being advocated as a means of tapping into the causes of deep-rooted problems. The procedure, known as 'incubating a dream', is not difficult and almost anyone can develop the habit of focusing on a specific question before dropping off, in the hope that the subconscious will provide enlightenment. Answers may come in the form of symbols or events and may not be immediately obvious, but with guidance and practice, almost anyone can do it. Many dream enthusiasts have gone a step furtherand perfected a technique known as 'lucid dreaming'. This involves training your mind to stay 'awake' while dreaming in order to coherently experience the dream and even control it. Most of us are familiar with the kind of dream where we know we are dreaming, but being able to do it at will and having the capacity to influence events in the dream is a subtle art. This technique has been shown to be a useful way of facing up to one's fears, insecurities, doubts or negative emotions. Conversely, lucid dreaming can be a kind of wish fulfilment, opening up unlimited avenues within the imagination, empowering the dreamer in a way that can be carried over into waking life as an additional boost to one's self esteem or feelings of well-being.
Some current evidence suggests that dreams may serve no usef ul psychological or physiological f unction, and perform no adaptive role in maintaining our psychological health. In fact, some researchers believe that dreams are merely an evolutionary 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. psychotherapists
In modern times dreams have been used by 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 hav e 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.
4 PAPER 1 Reading You will hear four different extracts. For questions 1-8, choose the answer (A, B or C)
PAPER 2 Writing
which fits best according to what you hear. There are two questions for each extract.
•
PAPER 3 Use of English
...
.~
PAPER 5 Speaking
Part 2 Part 3 Part 4
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
4
criticised for their xenophobic
Football hooligans A en joy being in the spotlight. B form competitive
groups.
C are dependent on the media.
tendencies.
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
7
business.
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 women A 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.
C PE
T 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.
PAPER 3 Use of English
_ _ _ _ _ The Glastonbury
Tor is located at the
I= :!J
I
~ of many ley lines.
The Nazca lines on the Peruvian
I
IJIJ are also thought
by some to be on ley lines.
Alfred Watkins thought that ancient peoples marked their
I
C !D
Not everyone accepts that the alignment
by building structures along them.
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
Q[] natur=
1
Another theory claims ancient civilisations when erecting monuments
made
I
~
in order to represent the position of certain groups
stars.
Some scientists believe there is greater
1
Q 2J in areas surrounding
ley Ii
=
PAPER1 Reading PAPER2 Writing
You will hear part of an interview with an artist about the subject of art. For
PAPER3 Use of English
you hear.
questions
18
18-22, choose the answer (A, B, e or D) which fits best according to what
How does Brendan feel about his work? A He prefers negative criticism to no reaction at all. B His intention
e
is to provoke critics with his art.
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
21
techniques.
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
e
to imitate life more closely.
meant that artists were no longer restricted to copying from life.
D changed the way society viewed the role of the artist.
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
PAPER 3 Use of English
are expressed by only one of the speakers, or
whether the speakers agree. Write or
23
M
for Mark
T
for Trudy
B
for Both, where they agree.
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
The longer the dance, the greater may be the distance of the food source from the hive.
28
..
~
While they are dancing, bees adopt a position that indicates the direction of food sources.
27
~
Some people believe it is impossible for animals to have a language.
26
~
~
c=IEJ
An energetic dance indicates a more important food source and is watched by more bees than a less energetic dance.
~
PAPER
1 Reading
PAPER
2 Writing
PAPER
3 Useof English
Answer these questions:
PAPER
4 Listening
• 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 • Is it a good idea to teach children to be competitive • What effect does competition • Are we competitive
in general:
in sport?
have on those who are not good performers?
by nature or because of social conditioning?
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 Picture (A) is suitable because it highlights This picture emphasises the importance An unattended child / toddler
the dangers of ...
of having ...
is a casualty waiting to happen.
break into someone's home burglar alarm chi Id-proof kitchen / household / a ppl iance computer-activated alarm system deterrent effect i ve 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
intruders.
pervade (vI to become a noticeable
PAPER3 Use of English ~~ PART 1
outcast
plague (n) a very infectious
society
disease which usually results in death
flesh (n) a human being, and more particularly, in fact false because it is based on incorrect (n) proximity
or reasoning
such as a disease
to a place or person is nearness to that place
doing something
into a particular
place or to trick them into
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
or person ventilation humidity
information
(adj) likely to b e affected by something
proximity
a place or
(n) someone who is not accepted by a group of people or by
lure (v) to trick someone
their body
fallacy (n) an idea which many people believe to be true, but which is susceptible
feature throughout
thing
(n) allowing
fresh air to circulate
hum (v) to sing a tune with your lips closed
in a room
jingle (n) a short, simple tune, often with words, which is used to
(n) the amount of water in the air
correlation
(n) a connection
conversely
advertise
or link between things
(adv) used to indicate that the situation
describe is the opposite
you are about to
or reverse of the one you have just described
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 quickly open them again
~~PA RT 2
unnerving
span (v) to last throughout
uncomfortable
a long period of time
spine (n) a long, sharp point on an animal's
is functioning
very slowly, for example
metabolism
so that it can survive difficult
vibrant
break open or appear
nobody controls
constitution
(n) someone's
knowledge
to a particular
considered
of behaviour
and situations,
that someone
has which is
or bad but which is also considered
unimportant (n) a sad feeling of wanting
take the initiative
and
that are used in special or technical
groups of people, often making the language
(n) the quality
by continually
them from thinking
about it
mI~
_
PAPER 1 Reading
fad (n) an activity or topic of interest that is very popular for a short
of being important
icon (n) an important
or significant
symbol
pirate (v) to illegally
of a particular
thing
copy video tapes, cassettes, books or computer
(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)
binding (adj) a binding
promise,
agreement
or decision
must be
renovation
(n) an old building
restriction
entice (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
ag (v) to keep asking someone to do something (adj) someone who is persistent it is difficult
trum (n) if a child has a tantrum,
(adj) a conventional
they have not done
continues
trying to do
or other people are against it they lose their temper in a noisy
deja vu (n) the feeling that you have already experienced
cause or solution tangible
of a problem
(phr) to see or identify
and developing
gradually
exactly what the
is
(adj) clear enough or definite enough to be easily seen, felt
self-assurance
(n) confidence
burden (n) a problem
in yourself
or a responsibility
that causes someone
a lot of
worry or hard work
concede (v) to admit, often unwillingly, or dangerous
the things
to you now
or noticed
difficulty,
= d uncontrolled way rn-out (adj) exhausted
method or product is one that is
usually used or that has been in use for a long time
put your finger on something
is trying to achieve
3t or do not want to do
out being noticed
so that it is
(n) a limit to where you can go or what you can do
conventional
that are happening
orried that it may be wrong in some way b jective (n) what someone
idious (adj) unpleasant
somewhere
ready to be used
HPART 5
even though
that has been repaired or redecorated
install (v) to fit or put a piece of equipment
obeyed or carried out
- mething,
or becoming less intense
(v) to force someone to believe something
programs quintillion
~ ~PART 4
::ersistent
way
limits
time, but which people become bored with very quickly
difficult to understand substance
and keep it within
~ ~ PART 1
very much
it
jargon (n) words and expressions ways by particular
something
(phr) to be the first person to act in a situation,
able to control
secret
properly
to one's own advantage
rather strange, foolish
else tries to harm or trick
and secretive, often in a complicated
telling them that it is true, and preventing
an understanding
foible (n) a habit or characteristic
or
(n) a desire to find out about things, especially
(adj) never stopping
brainwash
skill or type of
~~PAR T 3 and skilful at using this knowledge
is left
(adv) always
relentless
and teach them about it
astute (adj) showing
or undesirable
it or prevents it from growing
curb (v) to control something
health
someone
to explain
harmful
developing
devious (adj) dishonest
swell (v) to become larger and rounder than before (v) to introduce
or
things
hardy (adj) a hardy plant is able to survive in cold weather
therefore
unchecked,
inquisitiveness
(adj) very bright and clear
longing
(adj) if something
makes you feel worried
prey (n) a person or people whom someone
draw (v) to attract someone very strongly
initiate
unchecked
invariably
conditions burst forth (phr) to suddenly
unnerving
uncanny (adj) strange and difficult
body or on a plant
squat (v) to sit low on the ground suspended animation (n) a state in which an organism's
(ad j) something
that something
is true or
correct attentive
(adj) paying close attention
to what is being said or done
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 s kin in resp onse to cold or emotion al s tr es s or skin irritation ~~PART 2 intrinsic (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 it will be strong or lasting rea ffirm (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 a re inextricably linked, they cann ot be considered separa tely 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 connection suppress (v) if a natural function or r eaction of your bod y 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 in volve 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 impro vise, they invent music or word s as they play, sing or speak meld (v) to cause to merge clinical (adj) involving or relating to the d irect 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 differe nt peo ple or things ailment (n) an illness, especially one that is not very serious sheer (adj) used to emphasise that a stat e 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 film, play or sim ilar performance flair (n) a natural ability to do something well; a talent fluidity (n) smooth, gra ceful movement sensuality (n) a liking 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 else awestruck (ad j) 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 , yo u 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 it can be done evocative (ad j) 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 single object or event sphere (n) a place or group that is unique and has its own private members frenetic (ad j) fast and ener getic, but rather uncontrolled lull (v) to cause someon e to feel calm or sleepy trance (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 given 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 (ad j) linear moveme nt or force occurs in a straight line rather than in a curve vulgar (ad j) distasteful, offensive, rude or unpleasant am bivalent (ad j) if someone is amb ivalent abo ut something, they see m to be uncert ain 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 is something 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 stre tch muscles or parts 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 e xperiment, or has something test ed on them th at has n o t b een tested on people before gene (n) a part of a cell in a living thing which controls its physical characteristics, gro wth and developm ent unravel (v) to gradually work out the answer to a mystery or puz zle 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 of the oth er thing (gen eticl marker (n) a gene or D NA sequence having a known loca tion on a chromosom e and ass ociated with a particula r gene or tra it heritable (ad j) capable of being passed from one generat ion to the next; hereditary disorder (n) a problem or illness which affects someone's mind or bod y cherish (v) to regard something such a s a right, a privilege or a principle, as important and to try hard to keep it freakish (ad j) remarkable because it is not normal or natural fre ckles (n) small light brown spots on someone 's skin, especially their face callousness (n) a lack of concern for othe r people or their feelings; cruelty remorse (n) a strong feelin 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 you r own
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 la wns fraternal (adj ) fraternal twins are twins born from two egg s, so they are not exact ly the same. They may look different from each other or be different sexes. sibling (n) yo ur siblin gs are your brothers or sisters godsend (n) something that he lps 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 someo ne is formidable, you feel slightly frightened by them because the y are very great or impress ive accrue (v) if something like mon ey a ccrues , it gradually increases in amount over a period of time aba te (v) to beco me m uch less strong or se vere unfurl (v) if an event , a story or a scene unfurls before you, you are aware of it o r can see it as it happens o r develops emana te (v) if something emanates fro m som ew here, it comes from there askew (adj) something that is askew is not straight or n ot level with what it should be le vel 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 unce rtainly or remain unreso lved unresolved (adj) if a probl em or difficulty is unresolved, no satisfactory solution has been found to it uproarious (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 remar k about someone that is intended to ake them look foolish eariness (n) tiredness rudging (adj ) felt or done very unwillingly treat (v) to move a way from something or som eone snag (v) if you snag part of your c lothing 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 fro m another, there is := . ohysical barrier b etween them so that nothing can pass bet ween -e m
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 (ad j) difficult to understand
PAPER2 Writing ~~PAR T 1 reside (v) to live or stay in a place
PAPER1 Use of English ~~PART 1 quintessential (ad j) representing a perfect or typ ical example of som ething , or representing the central natur e of somethin g 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) somethin g that is made up of a mi xture 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 spe aking the truth or making ~ decision brutal (ad j) cruel and violent deprive (v) to take something away from someone w ho wants or needs it, or to prev ent them fro m h aving it ~~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, for example to become stronger or more successful boost (n) some thing th at acts to improve yo ur confidence or morale self-esteem (n) the w a y y ou feel about yourself adaptiv e (ad j) having the ability or tendency to adapt to differen t situations neural (adj ) relating to a ner ve or to the ner vo us system preoccupation (n) a state of mind in wh ich you think 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 ha ve magic powe rs which can be used to heal people fend off (phr v) to defend yourself from something e vil or dangerous induce (v) to persuade or influenc 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 ne ver met before to talk to each other emergent (adj) becoming powerful or coming into existence
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.
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 ~ ~ PART 1 1 C
28
PAPER3 Use of English
38
~HAR T
4A
1
1 of
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
~ ~ PART 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 ad jective) 25 enthusiasts (verb to plural noun) ~ ~ PART 3
26 hold 27 sense 28 petty
29 follow 30 terms 31 reeling
~ ~ PART 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 / o n not going to bed (1) 38 made a name (1) for herself as (1) 39 is prone to (1) illness / getting ill (1) ~ ~ PART 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).
PA RT 2 H
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 ~ ~ PART 3
18 8 19 0 20 A 21 8 22 C ~ ~ PART 4 23 T
24 J
258 268 27 T 288
n II_4
_
PAPER 1 Reading ~ ~ P AR T 1
1820 3C 48 5A 6C 70 14 C 15 A 16 C 17 0 188
88
9A
10C 118
12C 130
~ ~ PART 2
19 A: Incorrect. Dance helps them to feel closer to their ancestors: 'Allover North America, traditional dance continues to f o rge 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.'
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 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.' 20 B: Incorrect. 'modern dancers also perform ... to o f fe r 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 physical problems. 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 w ithin .' - 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 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 0
==
_ _ -= c:a Ie.'
- __ oct. 'I consider it a major turning point in my lifewhich 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
_ = .
24
B:
24 C:
24 D:
25 A:
25
B:
25 C:
25
D:
26 A:
26 B:
26
C:
26 D:
was successful because it was essentially a simple idea, yet brilliantly conceived'. Incorrect. Although it is true that the upper classes did n ot dance the tango, this does not explain whvthe tango did not catch on immediately. Correct. 'Within a year of its first performance, FireDance had become an international phenomenon.' 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 a trance'. Incorrect. Although it is true that the upper classes did not dance the tango, this does not explain wh y the tango did not catch on immediately. Incorrect. The text does not state or imply that the tango was unpopular was because it did not adhere to 'rules'. 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. Correct. 'Yet when it 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 ph vs i ca l proximit y w as considered vulgar and immoral .' 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. 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 to manoeuvre in the space available between the tables. Thus the tango was born.' Incorrect. The gaucho's clothes may have affected his posture, but this is not what created the tango. Incorrect. The dance floor was usually small and restricted, not unlimited in size.
~HART3 27 H: There is a link between ' A festi va l that takes place this weekend in T wi nsburg , 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 whether it 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.
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 gapped paragraph, 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. PART4 H 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 mo m e nt s in a bsol ute 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 than her 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 mysereplaying 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.... Y e: 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 .
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.
3 would 4 from / against 5 unlikely / improbable 6 h av e 7 about 8 through / over
2 Semi-formal or formal Review 1 In the introduction na me the product you are going to re vie w 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 re v ie w . Cove r 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.
~ ~ PART2 16 harmless (noun / verb to negative adjective) 17 unequivocally (adje c t ive to negati v e adverb) 18 whatsoever (pronoun to ad v er b ) 19 brutality (adjective to noun) 20 fiery (noun to ad j e c tiv e ) 21 confinement (v er b to noun) 22 deprivation (v e rb to noun) 23 maltreatment / mistreatment (verb to negative noun) 24 popularity (adjective to noun) 25 exceeds (noun to v e rb )
11 as 12 earlier / before 13 by / at / towards 14 w h o ever 15 up
H PART 2 Question
St yle: Content:
~HART3 26 blow 27 tall 28 knocked
29 rough 30 nursery 31 playing
H PART4 Question
St yle: Content :
3 Formal 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 ha v e 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 m ovin g 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.
4 St yle: Semi-formal or informal Content: Article 1 The experience you write about could be positive or negative, but the experience should be significant in some way. 2 Describe the ev e nt . 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.
Question
PAPER3 Use of English ~ ~ PART 1 1 was 2 Another
9 similar 10 known
32 33 34 35 36 37 38 39
d e r i ve great pleasure (1) from being able to grow / growing the end (1) pollution will affect (1) has been (1) under construction (1) out of the ordinary (1) ( ev e r) happens (1) was let off (1) with (just) a warning (1) no account (1) are you to go / m ust you go (1) you hadn't (1) brought up (1) don't happen (1) to ha v e seen (1)
(1)
PART 5 H 40 concentrating on a particular question or problem before falling asleep in the hope that an answer will be found in a dream 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 ev e r y day 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
