Collins
Collins
Collins
Bộ đề IELTS số 2 của Collins, phù hợp đề luyện tập như trong hoàn cảnh
thi thật nhằm chuẩn bị tâm lý, cảm giác làm bài tốt nhất trong phòng thi.
Tất nhiên đề thi phản ánh đúng năng lực nhất là của NXB Cambridge, bộ
đề Practice Tests for IELTS 12 cuốn và 2 bộ Official IELTS Practice
Materials đã có trên minh.edu.vn.
Practice Tests for IELTS 2 is divided into three sections. The first section
contains an introduction, an overview of the IELTS test, and strategies for
success in the test. The second section contains four complete Academic
tests and two General Training tests for Reading and Writing. The third
section contains a mini-directory, a full audio script, sample answer sheets,
answer keys for the Listening and Reading components, and model answers
for the Writing and Speaking questions.
Collins
English for Exams
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ISBN 978-0-00-759813-7
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Contents
3
Introduction
Content
Practice Tests for IELTS 2 is divided into three sections. The first section contains an introduction,
an overview of the IELTS test, and strategies for success in the test. The second section contains
four complete Academic tests and two General Training tests for Reading and Writing. The third
section contains a mini-directory, a full audio script, sample answer sheets, answer keys for the
Listening and Reading components, and model answers for the Writing and Speaking questions.
aim to become well informed about a wide variety of subjects, not just those covered in the book.
The IELTS Writing and Speaking components can cover almost any topic considered to be within the
grasp of a well-educated person.
Practise writing to a time limit. If you find this difficult at first, you could focus first on writing a high
quality response of the correct length. Then you could start to reduce the time allowed gradually
until you are able to write an acceptable answer within the time limit. You should become familiar
enough with your own handwriting to be able to accurately estimate the number of words you have
written at a glance.
Model answers should be studied to identify the underlying approach and effect on the reader.
Do not memorise essays or Letters or attempt to fit a pre-existing response around another test
question. By working through the practice tests in the book, you should develop the skills and
Language to effectively express your own responses to unseen test questions on the day.
5
Overview of the IELTS examination
The International English Language Testing System !IELTSJ is jointly managed by the British
Council, Cambridge ESOL Examinations and IDP Education, Australia.
The Academic test is for students wishing to study at undergraduate or postgraduate level in an
English-medium environment.
The General Training test is for people who wish to migrate to an English-speaking country.
There are separate Reading and Writing components for the Academic and General Training
IELTS tests.
The test
There are four components to the test.
Listening 30 minutes, plus 10 minutes for transferring answers to the answer sheet.
There are 4 sections in this part of the test.
Reading 60 minutes. There are 3 texts in this component, with 40 questions to answer.
Writing 60 minutes. There are 2 writing tasks. Your answer for Task 1 should have a
minimum of 150 words. Your answer for Task 2 should have a minimum of
250 words.
Speaking 11-14 minutes. There are 3 parts in this component. This part of the test will be
recorded.
Timetabling - Listening, Reading and Writing must be taken on the same day, and in the order
listed above. Speaking can be taken up to seven days before or after the other components.
Scoring - Each component of the test is given a band score. The average of the four scores
produces the Overall Band Score. You do not pass or fail IELTS; you receive a score.
Proficient user C2 9
[Advanced) C1 7-8
Independent user B2 5-6.5
[Intermediate - Upper Intermediate) B1 4-5
9 Expert user Has fully operational command of the language: appropriate. accurate and fluent
with complete understanding
8 Very good user Has fully operational command of the language, with only occasional
unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in
unfamiliar situations. Handles complex detailed argumentation well
7 Good user Has operational command of the language, though with occasional inaccuracies.
inappropriacies and misunderstandings in some situations. Generally handles
complex language well and understands detailed reasoning
6 Competent user Has generally effective command of the language despite some inaccuracies,
inappropriacies and misunderstandings. Can use and understand fairly complex
language, particularly in familiar situations
5 Modest user Has partial command of the language, coping with overall meaning in most
situations. though is likely to make many mistakes. Should be able to handle basic
communication in own field
4 Limited user Basic competence is limited to familiar situations. Has frequent problems in
understanding and expression. Is not able to use complex language
3 Extremely limited user Conveys and understands only general meaning in very familiar situations.
Frequent breakdowns in communication occur
2 Intermittent user No real communication is possible except for the most basic information using
isolated words or short formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and written English
Non user Essentially has no ability to use the language beyond possibly a few isolated words
0 Did not attempt the test No assessable information provided
Marking
The Listening and Reading components have 40 items, each worth one mark if correctly
answered. Here are some examples of how marks are translated into band scores.
Listening 16 out of 40 correct answers: band score 5
23 out of 40 correct answers: band score 6
30 out of 40 correct answers: band score 7
Reading 15 out of 40 correct answers: band score 5
23 out of 40 correct answers: band score 6
30 out of 40 correct answers: band score 7
Writing and Speaking are marked according to performance descriptors.
Writing - Examiners award a band score for each of four areas with equal weighting:
• Task achievement !Task 1 I
• Task response !Task 21
• Coherence and cohesion
• Lexical resource and grammatical range and accuracy
Speaking - Examiners award a band score for each of four areas with equal weighting:
• Fluency and coherence
• Lexical resource
• Grammatical range
• Accuracy and pronunciation
For full details of how the examination is scored and marked, go to: www.ielts.org.
7
Strategies for success
listening
The IELTS Listening component consists of four sections, each containing 10 questions.
Section 1: The recording is of a conversation between two speakers in an everyday social
situation.
Section 2: The recording is of a monologue in an everyday soc1al situation.
Section 3: The recording is of a conversation between two to four people in an educational or
training situation.
Section 4: The recording is of a monologue on an academic subject.
The test takes approximately 30 minutes and consists of 40 questions, each worth one mark.
The recording is played once only. You will then have 10 minutes at the end of the test to transfer
your answers to an answer sheet.
Here are some tips for preparing yourself for the Listening component.
• Follow the order of information in the recording (unless the task requires
re-ordering)
The questions follow the order of the information in the recording. This means that the
answer for question 2 will probably come later in the recording than the answer for
question 1, so do not feel you have to focus on all the questions at the same time when you
are listening.
Common errors
Trying to read the questions, listen to the recording and write the answers all at the same time
can put the multi-tasking skills of a candidate to the test. As the recording is played once only,
this can add to the stress. Here are some common errors that candidates make when doing the
Listening component and how to avoid them.
Some candidates choose not to listen to the example question, seeing it as a waste of time.
However, the example not only provides a model for that particular question type, it also helps
set the context. A good grasp of the context can provide a framework for you to understand the
information that you will hear.
When listening to the example, ask yourself the following questions.
• Who are the speakers in this conversation?
• Where are they?
• What do they want from each other?
• What information will they need from each other?
This will prepare you for the rest of the conversation.
9
form of verb? If a noun, singular or plural? If an adjective, positive or negative meaning? Even if your
predictions are wrong, the act of predicting will help you to listen out for the correct answer.
Remember: You hear each recording once only, so understanding what you are being asked and
what to look out for is crucial.
At the end of the Listening component, you have 10 minutes to transfer your answers to the
answer sheet, so write your answers on the question paper while you are listening. There is
plenty of time at the end to check your spelling and copy your answers carefully onto the answer
sheet. When transferring your answers, make sure you write your answers next to the correct
question number. Also, check that your answers comply with the instructions. For example, if the
instructions were Write NO MORE THAN TWO WORDS or A NUMBER for each answer, do not write
three words.
Aside from providing you with a roof over your head and a bed to sleep on, student
accommodation services also offer the use of a communal washing machine, dishwasher
and refrigerator for your convenience. Students are offered full board and all rooms have an
en-suite toilet and bath ... Oh, sorry! I meant en-suite toilet and shower: We are also happy to
give you advice about what you can do in the city over the weekends.
Can you guess why some candidates might wrongly choose option B or C? The audio script says
advice about what you can do in the city, which is not the same as advice about weekend jobs, and
the use of a refrigerator is not the same as the use of a computer printer. Yet many candidates
are too quick to move on to the next question. Phrases like Oh, sorry! I mean ... are common and
signal that an important correction to what has been said is about to follow.
Checklist:
./ Use the example to help you understand the context.
./ Read the questions before the recording starts and predict the answers.
./ In the last 10 minutes, transfer your answers carefully to the answer sheet.
./ Listen carefully and make sure the answer matches what was said.
./ Get enough sleep before the test to ensure you are alert.
./ Practise listening, reading and writing at the same time.
./ When doing practice tests, learn from your mistakes by studying the audio script.
11
Reading
The IELTS Reading component consists of three reading passages. The texts for the Academic
test come from authentic sources such as magazines, journals, books and newspapers, while
texts for the General Training test could also include advertisements, leaflets and instruction
manuals.
The Reading component takes 60 minutes and there are 40 questions.
Here are some tips for preparing yourself for both the Academic and the General Training
Reading component.
• Read widely
As the reading passages are based on authentic materials, reading newspapers, blogposts,
magazines, books, etc. will help to familiarise you with different styles of writing !descriptive,
discursive, argumentative, etc.] and expose you to a variety of language about different topics.
It will also help you to practise dealing with unknown words and topics - a skill that comes in
very useful during the test.
• Be prepared for the fact that the reading passages get more difficult
The first reading passage is the easiest of the three, so try not to spend too much time on it. It
is also the one for which you could score the most marks, so ensure you check your answers
to the questions and avoid careless mistakes.
The third passage is the most difficult of all, but do not get disheartened when you are
tackling the questions based on it. Remember that the IELTS test is graded from Oto 9 and
there are bound to be difficult questions designed to distinguish between candidates who will
get a band score of 7 or 8 from those who deserve a band score of 9.
Identifying the topic sentence of a paragraph !in this case, Understanding its causes [the causes
of stress] can help people to actively seek a solution to the problemI. will give you a better idea
about what the paragraph is about, and this will help you to find information in the passage
more quickly. Moreover, finding the topic sentence helps greatly in tasks where you are
required to match headings to paragraphs.
Write your
Scan and/or answer on
Read the skim the the answer
question ___.. passage for ___.. sheet and go
carefully the answers on to the next
question
You could circle Write the correct letter and boxes 20-23. This is important as you would lose
marks if you wrote:
20 flexible working hours
instead of
20 C
You could also circle use any letter more than once because even if you had already used a letter,
you could use it again.
Sometimes, the questions or options are long, e.g. how to sue your employer successfully for unfair
dismissal. Consider circling the key words sue, employer and unfair dismissal so that it is easier to
look out for information when you skim and scan the passage.
13
2 Wasting time by reading every word in a passage
Not every part of a passage has relevant information. Look for linking words and adverbs to
guide you, e.g. What two problems do experts face when they are restoring a work of art?
When skimming a paragraph on art restoration, consider Looking for synonyms for problems
and find linking words or adverbs that signal that there are two aspects to the answer. When you
think you have found them, read the paragraph again more carefully.
Even if you do not know the synonym sedan, you know that a saloon has an engine, a boot, two
or four doors and a roof, and is different from a station wagon. Could you guess that a saloon is a
kind of car?
Checklist:
./ Read questions carefully before you read a passage to find the answers .
./ Look for linking words and adverbials to help point you towards the correct answers.
./ Use the context to help you to work out the meaning of unknown words.
./ If you get stuck on a difficult question, guess the answer and move on to the next question .
./ Write your answers directly on the answer sheet.
./ Practise your skimming and scanning skills.
15
The IELTS Writing component takes 60 minutes and consists of two tasks. Task 2 carries more
weight in marking than Task 1.
Question 2: The diagrams show the average male and female retirement ages in five different
countries.
Introduction: The pie charts illustrate how old the men and women of Japan, UK, Algeria, Kenya
and India are when they stop working.
Introduction
The introduction should consist of about two to four sentences and provide a general
framework for the essay. Here are some suggestions.
o Sentence 1: Describe the background to the situation/topic and/or describe the current
situation, e.g. Nowadays, many people prefer to shop online than to go shopping in traditional
high street stores.
o Sentence 2: State the problem, the controversy or the argument, e.g. However, online
shopping has its own set of problems.
o Sentence 3: Briefly outline both sides of the issue and/or give your own opinion [depending
on the question type and what you include in the body of your essay), e.g. While some people
enjoy the convenience of internet shopping, others worry about not getting what they ordered
and issues of privacy.
Main body
The main body should consist of two to three paragraphs, each making a point relevant to the
argument/discussion. Here are some suggestions.
o Write a topic sentence that expresses the main point of your paragraph, e.g. Internet
shopping seems better suited to certain products than others.
o Write one or more sentences to explain and/or provide evidence to support the point
in the topic sentence, e.g. You cannot test drive a car or try on a suit if you purchase one
online, but when it comes to plane tickets, books or music, a traditional store cannot provide
much added value.
17
o End your paragraph with a sentence that summarises the paragraph and ties it to the topic
sentence and the question, e.g. Online shopping is ideal for items that do not need to be seen
in real life, tried on or tested, and shoppers are more likely to take advantage of the internet
when they purchase these things.
Conclusion
The conclusion summarises what you discussed and refers the reader back to the main
argument in the question. Here, you can state or re-state your point of view, e.g. As we can
see, despite the obvious benefits of online shopping, there are also disadvantages that come
with the convenience. However, even though it is not all good, I personally think that the pros
far outweigh the cons, and I am convinced that internet shopping will continue to grow in the
near future.
Common errors
The writing tasks are a chance to demonstrate the range and accuracy of your knowledge of
English and your ability to organise your writing in coherent and well-structured paragraphs
while answering the task question. However, certain kinds of mistake can cause you to lose
marks. Here are some common errors that candidates make in the Writing component. Numbers
1-5 refer to the Writing components in both the Academic and General Training tests; 6-8 refer
to Academic Writing Task 1; 9-10 refer to General Training Task 1; and 11-13 refer to both the
Academic and General Training Task 2.
Did you notice that the facts about the three countries were described using the same sentence
structure? How does the example below vary sentence structures?
19
Start thinking about your answer in English from the planning stage and you will be more likely
to remember interesting words and phrases.
Checklist:
� Write at least 150 words for Task 1 and 250 words for Task 2.
� Spend some time thinking about and planning your answer.
� Find different.ways to express similar ideas and vary your sentence structure.
� Avoid memorising model answers.
� Think about your answer in English from the planning stage.
It is far better to choose the most significant information from each category and highlight it.
If you spend too much time describing information about one category, you will not have time
to compare and contrast the information with the other"categories. In the example below, the
candidate highlighted the key features of CD sales. He then compared and contrasted these
features with the other categories.
In A the candidate described mobile phone ownership in several countries, but failed to give
concrete figures to support what she was saying. She could potentially have avoided losing
marks for task achievement by providing actual figures, e.g. The highest number of mobile phones
can be seen in China at 990 million, with India trailing close behind at 880 million. Although the USA
comes third in the list at 310 million mobile phones, there are only a third as many mobile phones as
in China.
In 8, the candidate gave figures but no units of measurement, so we do not know what the
figures refer to. Always include units of measurement so that the information is clear, e.g.
In 1950, 1000 km3 of water were used for agricultural purposes, while only 100 km3 were used
for industrial purposes. In 2000, the amount of water used for agricultural purposes increased to
3000 km3•
Clearly, more than one American must have been unemployed in 1927. The candidate had failed
to see that the Y-axis specified ·unemployment lin millions!'. The correct description of the
graph would read: In 1927, only one million Americans were unemployed, but this rose to 12 million
in 1933.
If you are not used to looking at diagrams and graphs, you could find them difficult and
intimidating. Practise interpreting diagrams and graphs and familiarise yourself with them.
There are plenty of good examples online.
In an attempt to paraphrase the question, some candidates make inaccurate generalisations,
e.g. The pie chart shows different literacy rates in the world, when in fact, the pie chart shows
21
literacy rates in five different countries. Make sure you do not report facts inaccurately; this could
lead to a loss of marks in task achievement.
Checklist:
./ Pick out the key information in the diagrams, graphs, tables or charts.
./ Support your description with actual figures .
./ Remember to include units of measurement .
./ Check that you have not misread the question or the diagrams, graphs, tables or charts.
The three points given are not just guidelines but essential to task achievement. Failure to
address each point adequately will result in a loss of marks. Note also that simply saying
I would like some changes to be made to my living arrangements is not enough to satisfy the
third point in the question. What is required is an elaboration of the point, e.g. As no meals
are provided and I do not have use of a shower, I find that the situation is affecting my studies and
my life in general. I sincerely hope that you will find me alternative accommodation as soon as
possible. The location of the current flat is perfect for commuting to school and I would be happy
if you could find me another place in this area with a toilet, a working shower and meals that meet
my requirements.
Checklist:
./ Know the purpose of the letter and who it is for.
./ Make sure you write in an appropriate style.
./ Address all the points highlighted in the question adequately.
23
Example (Academic and General Writing Task 2)
A
Social media have made it easier for us to connect with other people, but some have
blamed them for harming society. Discuss both the advantages and disadvantages of
social media.
B
As result of unhealthy diets and a lack of regular exercise, obesity has become a major
problem among young people. What do you think governments and schools can do to
improve this situation?
C
The invention of the smartphone has had a direct impact on our relationships and the way
we conduct business. How do you think the smartphone has changed the way we live our
lives?
D
The focus on academic achievement in schools fails to prepare students for real life. To what
extent do you agree or disagree?
Question A requires you to see things from both points of view and discuss the different
perspectives; B asks for solutions to a problem; Casks about the effects of the invention of the
smartphone; D requires you to state your own opinion and justify it. In all questions, however, it
is useful to consider a different point of view from your own so as to offer a balanced argument.
Doing so will also help to give your own opinions greater validity.
Be careful of questions that include extreme statements, Like the one in the example below.
The sentence This can QI1fr. be a good thing suggests that you should disagree with it and discuss
some negative points related to tourism.
Ti p: Answerthe question
'Do this by:
• familiarising yourself with the question types in Task 2
• reading the question carefully
• writing what is required of you
• watching out for extreme statements in the question
• referring back to the question when writing to ensure you do not go off topic.
Follow up the topic sentence !your main point) with supporting evidence in the form of statistics,
examples, scenarios, reasons and explanations.
Checklist:
./ Understand what the question requires you to do.
./ Answer the question and do not go off topic.
./ Provide supporting evidence by giving reasons, examples and explanations.
Speaking
The IELTS Speaking component takes place with a candidate and an examiner in an examination
room. The test takes 11-14 minutes and has three parts.
Part 1: Introduction and overview
The examiner asks the candidate questions about familiar topics, e.g. family and friends,
hobbies, favourite foods.
Part 2: Individual long turn
The examiner gives the candidate a task card with some prompts and the candidate has a
minute to prepare to speak about the topic on the card. The candidate speaks for 1-2 minutes
on the given topic. The examiner then follows up with one or two questions about the topic.
Part 3: Two-way discussion
The examiner asks the candidate some abstract questions related to the topic in Part 2.
The candidate is required to give opinions and discuss issues.
Here are some tips for preparing yourself for the Speaking component.
25
• Focus on your breathing while you wait
As you sit outside the examination room waiting for your name to be called, you will inevitably
feel nervous. However, nervousness could have a negative effect on your ability to speak
in English. Focus on your breathing and try to clear your mind as you wait. Practise tongue
twisters like Peter Piper picked a pack of pickled peppers to loosen up the muscles of your
mouth and keep stress at bay.
Speaking Part 1
• Make sure you know enough vocabulary to talk about familiar topics
Do you know your job title or your parents' job titles in English? Do you know the necessary
vocabulary to talk about your hobby or the most important festivals in your country/town?
Can you explain why you like certain types of music or films?
The topics in Part 1 are fairly predictable, so practise talking about them and note down the
key phrases that you will need to express yourself.
Speaking Part 2
• Make use of your one-minute preparation time wisely
One minute is a not a long period of time, so you cannot write out your two-minute speech.
Instead, use the minute to plan what you are going to say. Use the following question words to
guide you: Who? What? Where? When? Why? How?
Speaking Part 3
• Give your opinions, but be balanced
Show the examiner that you can see things from different points of view by offering a counter
argument to your own point of view. Use phrases like On the other hand, Conversely, Others
might argue that ... to signal an alternative viewpoint.
Common errors
Here are some common mistakes that candidates make when doing the Speaking component.
You should be aware of these pitfalls as you prepare for the exam. The following points apply to
all three parts of the Speaking component, although examples are taken from particular parts.
27
1 Giving short answers to all questions
Candidate A gave very short answers and therefore was unable to demonstrate fluency. She also
missed the opportunity to demonstrate her lexical and grammatical range. Short answers could
greatly affect your speaking score, so try to expand on them. Candidate B's answer does this by
giving some good details.
Now look at the example below. Candidate C expands on her answer by explaining and giving
reasons and examples to clarify what she is saying.
Using the same basic vocabulary over and over again demonstrates to the examiner that you
have a limited range of vocabulary, and this could cost you marks. You should try to use as wide a
range of vocabulary as possible. You can also use synonyms, paraphrase or describe something
in more detail, as in the example on page 29. Practise doing this whenever you have a chance to
speak English. Find alternatives for words that people over-use, like nice, good, bad, interesting,
enjoy, like, hate, very and really. How many alternatives does Candidate E use for nice?
Although it is best not to over-use the same words, you can occasionally repeat a point you are
trying to make. You could refer back to what you have previously said in order to make your point
clearer and stronger by using phrases like As I said before, ... and Coming back to what I was saying
earlier, ....
You cannot avoid answering a question simply by repeating it back to the examiner. If you do not
understand the question, do not be afraid to ask for repetition or clarification.
29
Tip: Practise speaking but do not memorise answers
Do this by:
• practising talking about different topics
• making notes of the good points you made or the interest.ing examples you gave while
practising
• answering questions naturally in the test.
Checklist:
.I Expand your answers by giving details, examples and explanations.
.I Demonstrate your range of vocabulary by using synonyms and by paraphrasing, and by
describing things in more detail.
.I If you do not understand a question, ask the examiner to repeat the question or clarify a word .
.I Speak from the heart. Do not memorise prepared answers.
.I Use linking words/phrases and adverbials appropriately to make what you say clearer.
Example
The customer is leaving from
A Main Street.
B
C Central Bus Station.
31
Questions 4-7
Complete the notes below.
Kieren Coaches
Name: Matthew (4) ____________
Address: 3415) __________
Questions 8-10
Choose the correct letter, A, 8 or C.
9 Travel insurance
A is included.
B costs extra.
C is compulsory.
Which THREE changes have been made to the library over the summer?
A a new roof
B new computers
C new shelf units
D a self-service system
E meeting room decorated
F new furniture for the children
Questions 14-16
Write NO MORE THAN THREE WORDS for each answer.
Which THREE events does the speaker say are taking place in September?
14 ----------------
15 ----------------
16 ----------------
33
Questions 17-18
Choose the correct Letter, A, B or C.
18 Who does the library want older people to talk to about the past?
A teachers
B young children
C teenagers
Questions 19-20
Choose TWO letters A-E.
In addition to books, which two services does the mobile library offer?
A computer lessons
B a reservation service
C a reference section
D newspapers and magazines
E community advice
Questions 21-23
Complete the sentences below.
Questions 24-27
Choose the correct letter, A, 8 or C.
26 Fergus plans
A to wear a suit and tie.
B to wear smart but casual clothes.
C to buy an outfit for the event.
35
Questions 28-30
Choose THREE Letters A-F.
Why do the tutor and Fergus think it is useful to attend a jobs fair?
A to get a job
B to find out what employers want from you
C to give employers your contact details
D to discover which are the key companies to work for
E to practise your communication skills
F to make useful contacts
Questions 34-37
Complete the sentences below.
37
Questions 38-39
Choose TWO letters, A-0.
Question 40
Choose the correct letter, A, 8 or C.
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14, which are based on Reading Passage 1 below.
Questions 1-5
Reading Passage 1 has six paragraphs, A-F.
Choose the correct heading for paragraphs 8-F from the list of headings below.
List of Headings
What are metabolites?
ii The negative effects of allelopathy
iii Biological warfare in the plant world
iv Why we cannot use allelopathic chemicals at present
v What is allelopathy?
vi The reasons why plants compete with other plants
vii The effects of allelopathy and realisation of its possible uses
viii How could we use allelopathic chemicals in farming?
ix Specific examples of allelopathic plants
Example Answer
Paragraph A iii
1 Paragraph B
2 Paragraph C
'
3 Paragraph D
Paragraph E
5 Paragraph F
39
Mutual harm
A In forests and fields all over the world, plants are engaged in a deadly chemical war
to suppress other plants and create conditions for their own success. But what if we
could learn the secrets of these plants and use them for our own purposes? Would
it be possible to use their strategies and weapons to help us improve agriculture by
preventing weeds from germinating and encouraging growth in crops? This possibility
is leading agricultural researchers to explore the effects plants have on other plants
with the aim of applying their findings to farming.
C Allelopathy can be observed in many aspects of plant ecology. It can affect where
certain species of plants grow, the fertility of competitor plants, the natural change of
plant communities over time, which plant species are able to dominate a particular
area, and the diversity of plants in an area. Plants can release allelopathic chemicals
in several ways: their roots can release chemicals directly into the soil, and their
bark and leaves can release chemicals into the soil as they rot. Initially, scientists
were interested in the negative effects of allelopathic chemicals. Observations of the
phenomenon included poor growth of some forest trees, damage to crops, changes in
vegetation patterns and, interestingly, the occurrence of weed-free areas. It was also
realised that some species could have beneficial effects on agricultural crop plants
and the possible application of allelopathy became the subject of research.
D Today research is focused on the effects of weeds on crops, the effects of crops on
weeds, and how certain crops affect other crops. Agricultural scientists are exploring
the use of allelochemicals to regulate growth and to act as natural herbicides, thereby
promoting sustainable agriculture by using these natural chemicals as an alternative
to man-made chemicals. For example, a small fast-growing tree found in Central
America, sometimes called the 'miracle tree', contains a poison that slows the growth
of other trees but does not affect its own seeds. Chemicals produced by this tree
F Despite the promising uses of allelopathic chemicals, agricultural scientists are still
cautious. Firstly, allelopathic chemicals may break down and disappear in the soil
more easily than artificial chemicals. Secondly, allelopathic chemicals may be harmful
to plants other than weeds. Thirdly, allelopathic chemicals could persist in the soil for
a long time and may affect crops grown in the same field as the allelopathic plants
at a later date. Because the effects of allelopathic chemicals are not yet fully known,
agricultural scientists will need to continue to study the biological war between plants.
41
Questions 6-9
Choose the correct letter, A, B, C or D.
Questions 10-14
Complete the summary of paragraphs E and F below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Scientists can see three potential uses of allelopathic chemicals in farming. Firstly, the ability to
produce allelopathic chemicals could be (10) _________ into agricultural crops;
secondly, allelopathic plants could be planted in rotation with the (11) _________
finally, naturally produced chemicals could be combined with (12) _________
herbicides. However, agriculturalists are still (13) _________ as allelopathic
plants may have negative effects on plants which are not the intended target and the chemicals
could remain in the ground for alnl (14) _________, even after the plants
themselves have died.
43
READING PASSAGE 2
You should spend about 20 minutes on Questions 15-26, which are based on Reading Passage 2 below.
Ordinary treasures
When Andy Warhol, one of the twentieth century's most influential artists, died his four-floor house
was so full of items that the only rooms you could walk through were the kitchen and the bedroom.
It turned out that Warhol had compulsive hoarding disorder, which is defined as the excessive
accumulation of objects and a refusal to throw them away. But Warhol's case is not uncommon;
around five per cent of Americans - nearly 15 million people - suffer from compulsive hoarding
disorder. This disorder interferes with daily activities such as sleeping and cooking, and in an
extreme form it can harm one's health, be a fire risk and even lead to death. Although researchers
suspect that the disorder is more widespread in the West, cases of hoarding have been recorded in
almost every country.
Twenty years ago, compulsive hoarding disorder was a relatively unexplored psychological
phenomenon, often treated as an aspect of obsessive compulsive disorder- the compulsion to repeat
a certain action over and over. However, it is now recognised as a separate disorder. Scientists from
many disciplines, including psychologists, neurologists and behavioural researchers are looking at
gene sequences within hoarders' DNA and scanning their brains to try to understand their behaviour
in the hope that they can be helped.
There are several theories for the behaviour. First of all, hoarding appears to run in families
and may have genetic causes, with family members often having similar issues. In a study of
219 families, researchers at Johns Hopkins University found that families with two or more
hoarding members showed a linkage between hoarding behaviour and chromosome 14 - one of
the 23 pairs of chromosomes that make up human DNA. A second theory states that the instinct
to hoard may be an evolutionary survival strategy: there are plenty of examples of hoarding in
the animal kingdom. The Arctic gray jay hoards around 100,000 berries and insects so that it has
enough food for the long winter months. Humans, however, are the only species that take the
strategy to extremes, sometimes filling their homes with so many objects that they eventually
become uninhabitable.
Recent psychological research, however, emphasises that hoarders do not just collect junk; nor
are they lazy or disorganised, even if their homes are chaotic. Many hoarders have normal lives,
with regular jobs and normal relationships with friends and family. Cognitively, hoarders tend to
be emotional, attaching sentimental value to belongings that other people would discard. They
also tend to be intelligent, well educated and more creative than average. However, they can be
indecisive and may start several different projects at the same time.
QUESTIONS 15-19
Do the following statements agree with the information given in Reading Passage 2?
Write
17 People with compulsive hoarding disorder usually have parents with the same condition.
18 People who take collecting to extremes eventually cannot live in their homes.
19 Hoarders show more activity in parts of the brain associated with the emotions.
45
Questions 20-25
Classify the following as typical of
A impulsive-acquirer hoarders
B worried-keeper hoarders
C both
Question 26
Choose the correct letter, A, B or C.
The writer of the article views people with compulsive hoarding disorder as
A lazy and disorganised.
B abnormal because they cannot lead a normal life.
C having a different perception of physical objects from the majority of people.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-1,0, which are based on Reading Passage 3 below.
B AMO usually affects the elderly although younger people can also develop a version
of the condition. People with AMO typically have dark patches at the centre of their
vision - the deterioration takes place over months and years. Although people with
AMO do not lose their sight completely, they do lose central vision, which is vital for
detailed work and activities like reading and driving, so that leading a normal life can
become impossible over time. In the cases of the two American women, one was a
graphic artist who began to lose her vision in her twenties. As she lost most of her
central vision, she became unable to work, and then eventually it became impossible
for her to recognise people or watch TV. The second woman became unable to
recognise faces, had to stop driving and in the end could not leave her home.
C To understand AMO, we need to understand how our eyes work. Essentially a hollow
ball, the eye has a number of layers. The outer layer consists of the white of the eye
and the cornea. The cornea is the transparent area in front of the coloured iris and
the black pupil at the centre of the iris. The middle layer of the eye includes blood
vessels and the iris, which regulates the amount of light entering the eye. Just behind
the iris is the lens, which focuses images on the retina, which covers the inside of
the eyeball. The retina is the part of the eye that contains photoreceptors - cells that
sense light. Nerve fibres from the photoreceptors in the retina join together to form
the optic nerve, which then exits the eyeball and transmits visual information to the
brain. The photoreceptors are of two types, rods and cones: the rods are sensitive
to light intensity and the cones are sensitive to colour. They are mostly concentrated
in the part of the retina called the macula. This is only the size of a grain of rice, but
it is responsible for our central vision, most of our colour vision and our visual acuity,
or sharpness of vision. The photoreceptor cells lie on a thin layer of cells that provide
them with nutrients and carry away waste. When these underlying cells die or are
damaged, the photoreceptor cells cannot function properly, and this leads to a loss of
vision.
47
D Damage to the macula can result from a variety of factors. Age is the main risk factor
but smoking also damages blood vessels and the structure of the eye. Smokers are
three times more likely to develop AMO, as are people with poor diets. A diet lacking in
fruit and vegetables cannot help the body defend itself against free radical molecules
which damage cells. Fruit and vegetables contain antioxidants, which protect the
body against these free radicals. Finally, people with high blood pressure are one and
a half times more likely to contract AMO, as are those people with a family history of
the disease.
E The new treatment for AMO, developed by Dr Robert Lanza at Advanced Cell
Technology, involves changing embryonic stem cells into more specialised eye
stem cells and injecting 50,000 of them into the layer of the eye that supports the
photoreceptors. A stem cell is a primary cell that has the ability to divide and form
specialised cells that perform various functions within the body. First, a single stem
cell was taken from a human embryo and grown into a colony of millions of cells.
The cells were checked to make sure they were healthy. Then another procedure
encouraged the stem cells to develop into the type of cell that forms the layer under
the photoreceptor cells. The eye stem cells were injected below the retina through a
cut into the eyeball, where they filled in the gaps left by dead and damaged cells and
began functioning again.
F For the two patients, the results have been stunning. Tests have indicated that healthy
cells have grown where the stem cells were injected. The first woman has regained
enough vision to be able to cycle. Meanwhile, the second woman can read, cook and
go shopping by herself again. The hope is that the treatment could be a way forward for
other currently incurable conditions so that other people can lead normal lives again.
Questions 27-32
Reading Passage 3 has six paragraphs, A-F.
Questions 33-35
Label the diagram below using words from the box.
macula
cornea
optic nerve
iris
retina
pupil
34
33
35
lens
Questions 36-40
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Age-related macular degeneration IAMDl is one of the main causes of loss of sight in the
(36) --------· Although AMO can affect (37) --------, the
majority of sufferers are older. Despite being very small, the macula is essential to our
(38) _________ as well as detailed vision and some colour vision. AMO happens
when the cells beneath the (39) _________ cells are damaged or die. A new
treatment to repair the damaged cells involves (40) _________ 50,000 stem cells
under the retina, after which they regenerate the damaged area.
49
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The graphs below show the growth in wages within the G7 nations between
2000-2007 and 2008-2012.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
%
6......----------------------·----------.
• 2000 � 2001 a
2002 � 2003 112004 rrm 2oos 1112006 D 2001
5-+----�---�---�---�----�----i----------l
4-+----lll+·-�---_.._-----!------;----�ca:::i-----:-----l
3 ...___
2
0
-1 -1----11111.--.....;_----:------:---lim--__.;.,-1•--1120=.;.,..._---..;.._---1
-2�----�---�---�---�----�---�---1
-3�------------·-----------------�
Canada France Germany Italy Japan UK US
%
5-.--------------------·-----------------.
4+----...........---• 2008 • 2009 112010 � 2011 � 2012
-.-------,----�----.....-----,------1
3+----.....,__---�------'----�----�---..,_____ --t
2+----t-..'\.'J-
0
-1 +-----.-----;.....-----,---,J::=!',��--
-2�-----;------,-----�-----===-:-------';----"-'""'E:::l---:--------1
-3 ...........---------------------------�
Canada France Germany Italy Japan UK US
The car is possibly the most convenient and popular way of getting from A
to B. However, due to its impact on the environment and the risk it poses to
pedestrians and motorists, governments should take urgent steps to reduce
our dependency on this mode of transport.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
51
SPEAKING
PART 1: Introduction and interview
Listen to Track 05, pressing pause after each question to answer.
0
05
Example
Jason says the house
2 Jason says
A Katie's parents would like the house.
B there is no communal area in the house.
C the house needs decorating.
53
Questions 4-6
Choose THREE letters, A-G.
Which THREE of the following do the house and its vicinity have?
A a garden
B a washing machine
an internet connection
D parking restrictions
a modern kitchen
F a garage
local shops
Questions 7-10
Complete the notes below.
RENT DETAILS
Questions 11-13
12 Amanda
A checked to see if there was anything in her shoes first.
B found a fault in one of her shoes.
C was aware of common ways of getting bitten.
Questions 14-15
Complete the sentences below.
Place a[nl (14) _____________ over the bite to relieve the pain.
Do not place a(nl (15) ____________ over the bite as this can cause
further pain.
55
Questions 16-18
Choose THREE letters, A-£.
Which THREE symptoms did Amanda have before going into hospital?
A a painful lower leg
B feeling sick
C a fever
D a headache
E swelling
Questions 19-20
Complete the sentences below.
25 The tutor says it is important for students to structure their time because
A they have more independence at university.
B they have too much free time.
C it is the best way to get top grades in their work.
57
Questions 26-30
Complete the sentences below.
The team may not be familiar with your subject, so try one of the general
(27) ____________ you will find on our webpage.
When applying for a tutorial, tell us when you are (28) ____________
Under normal circumstances, students will be able to meet the team once every
(30) __________
Questions 31-32
Choose the correct letter, A, 8 or C.
59
Questions 33-40
Complete the sentences below.
Crowdfunding explained
• The project and financial target are explained on the crowdfunding website.
• Each fundraising initiative has a set (33) _____________ limit.
• For a film, people could expect anything from free tickets to having their name listed in
the (34) ___________
Crowdfunding opportunities
• Companies can receive small donations from a(nl (35) _____________
of people.
• Partner companies can help as part of their own fundraising events.
• You can get (36) _____________ from supporters during the
development phase.
• Crowdfunding will increase (37) _____________ of the product and
potentially improve sales.
Crowdfunding dangers
• You must reach your target or donations are (38) _____________
• It can take a lot of time to fulfil the promises you have made to fans.
• Don't forget to consider the cost of (39) _____________ when working
out profits.
• Raising awareness is hard if your company is (40) _____________ or if
you don't have many social media followers.
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
61
feeding filaments, the honey fungus is able to spread by producing string-like growths
that reach out to find new potential food sources. The fungus spreads very slowly over
hundreds of years, seeking out food and killing its victims. Not surprisingly, forest service
scientists are interested in learning to control the fungus but they also realise that it has an
important role to play in the forest's ecology.
Fungi have both beneficial and harmful effects. They are essential because they decompose
or break down waste matter on the forest floor and recycle nutrients. They are also central to
many processes that are important to humans: they are vital to the process of making many
kinds of food, including cheese, bread and wine. They have been used in the production
of medicines, and particularly antibiotics. Even the golden mushrooms produced by
the honey mushroom fungus are edible, though apparently not very tasty. On the other
hand, fungi also form a major group of organisms harmful to plants and animals. Some
mushrooms produced by fungi, such as the death cap mushroom and the fool's mushroom,
are extremely poisonous to humans. Fungi can spoil food which has been stored, and of
course they can kill trees and other plants.
Although to humans the idea of an enormous organism silently growing underground
seems very strange, Tom Volk, a biology professor at the University of Wisconsin-La
Crosse, explains that this may be in the nature of things for a fungus. 'We think that these
things are not very rare,' he says. 'We think that they're in fact normal.'
Questions 1-7
Do the following statements agree with the information given in Reading Passage 1?
Write
Questions 8-13
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer:
The Largest known organism is a fungus, the only (8) _________ signs of which
are mushrooms which appear in autumn. The fungus was discovered when a scientist was
studying (9) _________ across a large area of forest in Oregon. The fungus is
responsible for alnl (10) _________ that kills the trees. Scientists determined
that the fungus was a single organism by using (11) _________ to see if DNA
samples were from the same individual. Although the concept of an enormous organism living
(12) _________ is strange to humans, scientists think it may be
(13) ______
63
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Style Shifting
A How do we recognise an individual's personal style? We may initially think of the
way people dress, their hairstyle, or even the vehicle they drive. But a crucial part of
a person's style is the way they speak. How we_ talk can tell other people a lot about
our self or who we would like to be. It can be a strong indication of where we are
from, our level of education and our age, and it can also reveal a lot about how we
view the situation in which we are speaking. Because we are largely unaware of our
language production and language behaviour, we are often not conscious of features
in our language that give away which social groups we belong to or even which values
we hold. On the other hand, we may be very aware of the linguistic features that are
characteristic of another social group, and we may consciously choose to adopt those
language features to indicate that we are part of that group - or would like to be, at
least. One thing is clear: an individual can change their linguistic style just as easily
as they can change their fashion style or hairstyle, if not more easily. This ability to
change language style is called style shifting and it happens all the time.
B Style shifting is not an addition to how we normally speak; in fact, you could say that it is
impossible to speak without any style. When we speak, we are making several choices
within fractions of a second; choices regarding vocabulary, pronunciation, intonation,
grammar, sentence length and dialect. Mostly these choices are unconscious and
have been learnt in childhood. The most noticeable of the language features that we
learn unconsciously are determined by the place where we grow up and may include
the vocabulary and grammar patterns of the dialect spoken in that area.
C Other choices are conscious and may be tied to our work; newsreaders or teachers,
for example, may speak in a certain way due to their jobs. Personal language style is
therefore an individual version of the typical behav!our of a social group and is acquired
along with the culture of the group. Moreover, as we grow up and come into contact with
other social groups, we continually adjust our speech to the audience, situation and topic.
D So, style shifting is the change we make, consciously or unconsciously, to our personal
language depending on the circumstances. And how do we shift our linguistic style?
The most common moves are from casual to formal or vice versa. Casual to formal
shifts happen in specific contexts and in certain social groups. They are marked by a
reduction in certain features of casual speech, such as the use of double negatives or
slang words. They are also marked by hypercorrection. Hypercorrection is the over
use of a perceived rule from a more 'prestigious' variety of the language. An example
from English is as follows: instead of saying 'There's no difference between you
and me', a style shift to more formal speech would be 'There's no difference between
Questions 14-19
Do the following statements agree with the information given in Reading Passage 2?
Write
65
Questions 20-25
Classify the following as part of
A Attention Theory
B Communication Accommodation Theory
C Audience Design Model
20 reading aloud
21 showing you are similar to someone by shifting your speech style to theirs
22 narrating
23 trying to gain your listener's acceptance
24 including a particular sound
25 moving your speech style away from the other person's
Question 26
26 Which of the following is NOT an example of style shift?
A being unaware of your speech style
B changing pronunciation features
C using unusual sentence patterns
D using dialect words in your speech
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
67
CMEs and flares are classified as B, C, Mor X according to how strong they are. Each
letter of the scale is ten times more powerful than the previous one; so an X flare is ten
times more powerful than an Mand a hundred times more powerful than a C flare. Within
each letter scale there is a finer gradation from 1 to 9. In reality, C class flares are too
weak to affect the Earth; Mclass flares can cause radio blackouts in areas near the poles
and cause weak radiation storms that can be dangerous for astronauts. However, the
X class flares can cause considerable damage at ground level. Although the flare that
affected Quebec was strong,; the most powerful flare ever recorded was in 2003 - a flare
so powerful that it overloaded satellite sensors.
It will typically take a CME three to five days to affect the Earth after leaving the sun.
Observing the ejection of CMEs from the sun provides early warning of geomagnetic
storms. The Solar and Heliospheric Observatory, a European-built spacecraft that orbits
the Earth, continuously observes the CMEs to determine if they are travelling in the
direction of the Earth as damage to satellites and communications can be very serious.
Communications satellites are generally the most exposed to damage from CMEs -
these satellites are often in high orbits. When the solar material hits a satellite, it becomes
charged with electricity and a component can become damaged by the current or by high
energy particles penetrating the satellite. As we have become more and more dependent
upon high technology and other systems that can be affected by electrical currents and
energy particles, the danger from flares and CMEs has intensified. But could a solar flare
or CME be large enough to cause a global disaster? It is impossible to give an answer.
Questions 27-30
Choose the correct letter, A 8 or C.
69
Questions 31-35
Which characterises the following?
A solar flare
B CME
C both
Questions 36-40
Which flares are mentioned in the text as having the effects below?
A C flares
B M flares
C X flares
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The graph below shows the reasons for the use of social media by businesses, by
size of business, in 2012.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
I I I
� All employees
Exchange views, opinions or
knowledge within the business • 1,000+ employees
� 250-999 employees
50-249 employees
Recruit employees
• 10-49 employees
Obtain/respond to customer
opinions, reviews or questions
0 10 20 30 40 50 60 70 80
%
71
WRITING TASK 2
You should spend about 40 minutes on this task.
Young people are often the first to suffer when job opportunities are scarce.
In which ways does age affect employment opportunities?
How might employers deal with the issue fairly?
,I
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
SPEAKING
PART 1: Introduction and interview
Listen to Track 12, pressing pause after each question to answer. 12
73
Te5t3
LISTENING
Questions 1-3
Choose the correct letter, A, B or C.
Example
What has the patient just had?
A a tooth out
B his teeth cleaned
c�
Questions 4-6
Complete the notes below.
Costs of treatment
Fillings £55
Extractions £90
X-rays (4) £ __________
We require (5) ____________ hours notice of a cancellation,
otherwise a fee of £10 is charged.
Questions 7-10
Complete the notes below.
Dental Insurance
We cover up to £650 worth of treatment every (7) ________
Get big discounts on insurance cover for the whole (8) ________
75
SECTION 2 Questions 11-20
Question 11
Choose the correct letter, A, 8 or C.
Questions 12-13
. Choose TWO letters, A-E.
Which TWO things does the speaker say about doing something creative?
A It is best to attend a workshop.
B It can remind you of your childhood.
C It can give joy to other people.
D You may be surprised how talented you are.
E You can become more interested in the world around you.
Questions 14-17
Which groups of people can do the following activities?
Activities
Questions 18-20
Complete the sentences below.
77
SECTION 3 Questions 21�30
17
Questions 21-23
What does Judy say about the following courses?
21 Fine Art
22 History of Art
23 English
Questions 24-26
Choose THREE letters, A-G.
Questions 27-30
Step 2: Check that you satisfy the (27) ____________ for the
new course.
Step 5: Speak to the Admissions Tutor in the department you want to transfer to.
79
SECTION 4 Questions 31-,o
18
Questions 31-40
Choose the correct letter, A, B or C.
81
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-12, which are based on Reading Passage 1 below.
A A condition that causes children to dislike being hugged and sometimes reject all physical
affection is closer to being understood following research into the part of the brain responsible
for our senses. Scientists at Northwestern University, Illinois, and the University of Edinburgh
explored fragile X syndrome, a condition associated with hypersensitivity to sounds, touch,
smells and visual stimuli that can result in social withdrawal or anxiety. Hypersensitivity is a
condition in which the person affected responds in an excessive way to contact with the world
around them. Some sufferers are even hypersensitive to material on their skin.
B The scientists found that critical phases in the brain's development may be wrongly timed in
people with the condition. This may result in delayed communication between certain neurons
in the brain. By recording electrical signals in the brains of mice, bred to exactly copy the
effects of the condition, the researchers found that connections in the brain's sensory cortex
were late to develop fully. The study, published in the journal Neuron, found that normal neural
connections in the sensory cortex occur much earlier than previously thought: in the first
week of pregnancy in mice, which is equivalent to the middle of the second trimester (or fifth
month) of pregnancy in humans. In fragile X syndrome, the mistiming also has a domino effect,
causing further problems with the correct wiring of the brain. The hope is that by understanding
how and when the functions of the brain are affected in fragile X syndrome, a therapy may
become possible.
C 'There is a "critical period" during development, when the brain is very plastic and is changing
rapidly,' said Anis Contractor, from the Feinberg School of Medicine at Northwestern University.
'All the elements of this rapid development have to be coordinated so that the brain becomes
wired correctly and therefore functions properly.' People with the syndrome have cognitive
problems as well as sensory problems that make them physically weaker. 'They have tactile
defensiveness,' Dr Contractor said. 'They don't look in people's eyes, they won't hug their
parents, and they are hypersensitive to touch and sound. All of this causes anxiety for family
and friends as well as for the fragile X patients themselves.' Peter Kind, who led the study at
the University of Edinburgh, said: 'We know there are key windows during which the brain
develops, both in the womb and afterwards. The general principle is that if these time windows
have shifted, then that could explain the cognitive problems.'
E Fragile X syndrome is as common as cystic fibrosis, a genetic disorder that commonly affects
the lungs and causes breathing difficulties, and that affects about 1 in 4,000 males and 1 in
8,000 females worldwide. The Fragile X Society believes that there are many people who
have the fragile X syndrome but have never been diagnosed. It shows up in early infancy and
progressively worsens throughout childhood, causing intellectual disability as well as social,
language and behavioural problems.
F Fragile X syndrome is caused by a gene mutation on the X chromosome - one of the two
chromosomes that determine the gender or sex of a person. The mutation interferes in the
production of a protein called fragile X mental retardation protein. Fragile X is so-named
because the X chromosome appears broken or kinked. Tim Potter, of the Fragile X Society,
said: 'We welcome any research that helps us understand fragile X and which may open the
way to reversing the effects or preventing them ever happening.'
83
Questions 1-5
Reading Passage 1 has six paragraphs, A-F.
Choose the correct heading for paragraphs A, 8, C, D and F from the list of headings below.
List of Headings
How fragile X syndrome was discovered
ii The genetic basis of fragile X syndrome
iii Fragile X syndrome and developmental delays in the brain
iv New treatments for fragile X syndrome
v The comparative frequency of fragile X syndrome
vi Research into understanding fragile X syndrome
vii Reasons for the increase of fragile X syndrome
viii Other conditions related to cognitive development
ix Examples of the symptoms of Fragile X syndrome
Example Answer
Paragraph E V
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph F
Choose NO MORE THAN TWO WORDS from the passage for each answer.
People with fragile X syndrome are extremely sensitive to sensory (6) ________
Some sufferers are even (7) ________ to clothing. The condition is the
result of connections within the (8) of the brain not being made
at the right time. Instead, the (9) of people with the condition
establish connections later than should happen, which is normally in the second
(10) ________ of pregnancy in humans. By understanding how the brain's
(11) ________ are affected, scientists hope to develop a treatment.
Question 12
Complete the title of Reading Passage 3.
85
READING PASSAGE 2
You should spend about 20 minutes on Questions 13-26, which are based on Reading Passage 2 below.
Mutualism
Mutualism is an association between individuals belonging to two different species that
benefit each other. There are numerous examples of this: the way flowers rely on insects
to pollinate them or even how we humans rely on bacteria within our digestive system to
break down our food.
One of the most visible forms of mutualism can be found in the pampas grasslands of
Argentina, where organisms belonging to two different species work together not only
to benefit each other but also to change the ecosystem around them. Grasscutter ants
have been instrumental in shaping the landscape of the pampas grasslands - in fact, the
landscape has been created almost entirely by the ants. Although they are only 1.5 cm
long, they are one of the few creatures capable of shaping their own environment and
one of the few living creatures apart from humans that cultivate their own food. The ants
harvest the grasslands to supply their colony with grass. Each year over 0.5 tonnes of grass
are harvested by a single colony. However, grass consists largely of cellulose, which the
ants cannot digest, so the ants have developed a mutualistic relationship with an organism
that can digest it. Deep inside the ant nests is a fungus that is able to grow on the compost
produced by the grass. The fungus is unique to the habitat inside the ants' nest and it
produces edible gardens for the ants. The relationship is so successful that a single colony
can consist of up to eight million ants.
One of the reasons for the ants' success is the sophistication of their social organisation:
they are all members of a single society but there is a division of labour within it. There
are three main castes: the queen, the soldiers (or majors) and the worker ants. The worker
ants are further divided into categories: the minims (the smallest ants), the minors and the
mediae, each with different duties. The soldier ants defend the colony against physical
threats. They also clear the paths for the other workers. The mediae are the foraging ants
that look for grass to cut up and take back to the nest. Once the grass has been harvested,
the forager ants carry it to the nest by following a chemical trail. But often they are not
alone: minims ride on them or on the grass in order to protect them from a particular
species of fly that parasitises the foragers. As soon as the grass leaves arrive at the nest,
the forager ants pass them to smaller gardener ants, which cut up the leaves into smaller
and smaller pieces until they are small enough to feed to the fungus. They then pass the
tiny pieces on to the smallest ants, which feed the grass to the fungus and tend the fungal
gardens.
87
Questions 13-19
Do the following statements agree with the information given in Reading Passage 2?
Write
13 Grasscutter ants are one of a small group of creatures that use other organisms to
produce food.
14 The fungus that grows in the nests of grasscutter ants is not found in any other
kind of environment.
15 Grasscutter ants cut the grass into very small pieces so they can eat it.
16 Forager ants are the smallest ants.
17 Grasscutter ants can carry loads much heavier than their body weight.
18 The ants never collect plants that might harm the fungus.
19 The older ants are responsible for getting rid of waste.
Questions 20-23
Classify the following as typical of
A majors
B mediae
C minims
A fungal gardens
B waste tunnel
C carbon dioxide
24 _____
------25
89
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Is it really true that human adults are less able to learn as they grow older? Traditionally, the brain was
thought to be 'completed' at the latest by the start of adulthood. During adulthood the brain was viewed as
relatively stable until at last the aging brain started to decline. We have around 86 billion neurons at birth,
and that's it. Or is it? Until two decades ago, it was thought that new neurons - the cells that carry messages
between the brain and other parts of the body - did not grow in adults. Moreover, it was believed that
functions in the brain were fixed or localised in distinct areas, one common assumption being that language
functions resided solely in the left hemisphere of the brain. The functions were fixed in childhood and
did not change.
But this is not strictly true. Research has shown that adult brains are not fixed, and nor are they
degenerating or dying as we grow older. In fact, the opposite seems to be the case: neurons are dying and
being regenerated all the time and new experiences create new connections between neurons. Furthermore,
when the brain suffers damage, it has the ability to shift brain functions to other parts of the brain.
The first evidence that refuted the idea that the brain was a stable organ was produced over 30 years ago.
Fernando Nottebohm's study of male songbirds at The Rockerfeller University showed that new neurons
would grow when a bird learnt a new song. And more recently, evidence from studies done at Wayne State
University has shown that physical exercise or lack of it is a factor in remodelling the brain. Two regions of
the brain are capable of producing new neurons: the hippocampus and the olfactory cortex. In particular, the
hippocampus is extremely important in turning short-term memories into long-term memories. It appears
that new neurons regularly grow and move into the hippocampus. Conversely, the loss of brain tissue, most
often associated with brain damage or illness can also have a positive function. We know that most of the
neurons that die off in children and adults are the ones that are not effective or are not needed. In short, the
brain needs to operate at maximum efficiency and neurons which become unused are discarded. So, far
from being a stable organ, the brain is constantly changing, losing what is not needed and developing what
is needed.
A landmark study by neuroscientist Dr Eleanor Maguire and her colleagues at University College, London
confirmed findings from other studies which reveal that when humans spend time repeating a particular skill,
the area of the brain associated with that skill becomes better developed. For four years, Dr Maguire and her
team followed a group of 79 London taxi drivers who shared certain characteristics including age, gender
and education. They used magnetic resonance imaging (MRI) to map changes to their posterior hippocampi.
The hippocampus plays a major role in short-term memory and spatial navigation, both of which are very
important to the work of taxi drivers, and London taxi drivers in particular. To become a taxi driver in
London, you need to learn 'the Knowledge' - a detailed understanding of the streets in central London as
well as tourist spots and other places of interest. Gaining 'the Knowledge' takes on average three to four
years, at the end of which taxi drivers have to take a test that only fifty per cent of candidates pass.
Questions 27-32
Complete the sentences below.
Choose NO MORE THAN THREE WORDS or a NUMBER from the passage for each answer.
91
Questions 33-36
Look at the people and institutions {Questions 33-36) and the list of findings below.
Write the correct letter, A-G, next to Questions 33-36. Note: There are three more findings than
you will need.
Findings
A The hippocampus stores memories.
B Song birds grew neurons when they learnt a new song.
C The olfactory cortex is capable of growing new cells.
D Being active changes the brain.
E The brain is constantly changing its function and structure.
F Training for a test enlarged a part of the brain in some people.
G Brain patterns changed when a person's arms or legs were cut off.
Questions 37-40
Do the following statements agree with the information given in Reading Passage 3?
Write
37 When you do something over and over again, the part of the brain controlling the
skill grows.
38 'The Knowledge· helps taxi drivers to take people to places in the shortest time.
39 Dr Maguire's study was conducted on people with similar characteristics.
40 Dr Maguire relied mainly on intelligence tests in her research.
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The graph below shows the spending of UK residents on visits abroad between
1993 and 2013.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
£ (Billions)
30....-------------------------
--Holiday
27
------· Business
24 - - - - - Visit friends or relatives ---------=.,,,-_--'11,-------
21 - - - Miscellaneous
6-+--------------------------
.... ----::.------::.�-------·;;;.;;---'-·
______ ,,,....,---- ________________
3 _____ .,.
- - - --- -- ,,..- - -- - - - --- -.... - - - - - - -
---- .,,,. --.-,,
- - - ---
- - - - - =-:,_ - -... -
0-+----r--,--.--......---r--,--.--......---.--,--.--......---.-�--�----�-�
1993 1998 2003 2008 2013
93
WRITING TASK 2
You should spend about 40 minutes on this task.
Hosting a major sporting event such as the Olympics or the football World Cup
offers significant benefits to the country concerned, yet the costs involved can be
excessive and may divert funds from other important areas.
What are the benefits of being a host, and do these outweigh the financial
implications?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
SPEAKING
PART 1: Introduction and interview
Listen to Track 19, pressing pause after each question to answer.
019
95
Test,4
LISTENING
Example
The woman was getting something for lunch when the accident happened.
Accident report
Time of accident: (1) ____________
Driver failed to stop at the junction of Monks Road and High Street.
There were (2) ____________ people in the car, all around
20 years old.
The car hit a woman on her (3) ____________
The car was last seen heading towards the (4) ____________
The (SJ ____________ at the junction are out of order.
The car may have been a red Ford Fiesta. One of the car doors is
(6) _________
Questions 11-12
Choose the correct letter, A, 8 or C.
11 The speaker says solar panels 12 In the speaker's opinion, most people
A are expensive. A neglect to turn the heating down.
B should be considered more seriously. B wash their clothes too often.
C are not very popular. C do not use the kitchen efficiently.
Questions 13-20
Complete the notes below.
Energy-saving tips
Living in (13) ____________ accommodation? Check windows
and doors for draughts .
97
SECTION 3 Questions 21-30
24
Questions 21-25
Choose the correct letter, A, 8 or C.
21 What did Alice do when she first arrived at the university Open Day?
A She had a coffee.
B She looked around the campus.
C She went to one of the events.
Questions 26-28
What does Alice say about the events in the afternoon?
Questions 29-30
Choose the correct letter, A, B or C.
30 Oliver
A plans to live at home if he gets a place at the university.
B will live on campus if he gets a place at the university.
C does not yet know where he will live if he gets a place at the university.
99
SECTION 4 Questions 31-40
'2.S
Questions 31-40
Complete the lecture notes below.
• Aim of study: To find out more about their (32) ________ and
movements.
• Method: Whales are tagged with an antenna. When the antenna communicates with
a number of satellites, the whale's (33) ________ can be identified.
Researchers access the results using the project (34) ________
• Future studies: To explore whether pygmy whales off the southern coast of Australia
follow the same northerly migratory routes as those studied or whether they travel
to a(nl (40) ________ region to the south of Australia.
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Meteor Strikes
On 15 February 2013, just after dawn, the areas. This time the strike was over a city and
sleepy Russian city of Chelyabinsk was woken observed by many people, reminding us how
by the biggest meteor strike on Earth in over common these occurrences are.
l 00 years. Several people videoed the meteor as A meteor strike has several phases. Moving
it crashed through Earth's atmosphere, passing through space, a meteor's temperature can be
close above the city and giving scientists vital around -100°C. It travels around 5 kilometres
clues as to where it had come from and how per second until Earth's gravity accelerates it to
it had travelled to Earth. To the people of 1 7 kilometres a second. It begins to encounter
Chelyabinsk, the meteor shone 30 times brighter the atmosphere 140 kilometres above the Earth
than the sun and had 20-30 times more energy but there is little air resistance until about three
than the atomic bomb dropped on Hiroshima. seconds later, when it reaches 100 kilometres
The meteor did not hit the ground, but due to its above the ground. At this point the air becomes
enonnous speed exploded 29. 7 kilometres above dense, causing the meteor to glow as the material
the ground, producing a bright flash, a cloud of on its surface melts. The mix of burning gas and
hot dust and gas, many smaller fragments of dust creates a fireball as the meteor loses 3 to
meteor and a powerful shockwave. The latter 6 millimetres of surface mass per second as it
was so strong that it knocked people off their is heated to over l ,800°C. The rate of loss of
feet and blew out the windows of homes, shops material through heat is so rapid that the core
and factories. 1,500 people went to hospital temperature of the meteor is still very low while
with injuries indirectly caused by the strike, but at the same time a tail of vaporised dust and
matters could have been far worse if the meteor gas becomes visible. These tails can often be
had made contact with the Earth. seen for up to 45 minutes and may be followed
The meteor was not an uncommon rock. by a sonic boom as the meteor crashes through
From studying videos of the meteor's flight, the sound barrier. During its flight to the Earth,
scientists have concluded that it originated in the meteor slows down by 70 per cent and it
the asteroid belt located between the orbits is during this period that it may fracture and
of Mars and Jupiter. At the time it entered split. At this point some meteors explode in a
Earth's atmosphere, it weighed between 12,000 violent airburst while others enter dark flight -
and 13,000 metric tonnes and was IO metres the period when the meteor slows down so
in diameter. It crashed through the upper much that it stops burning and it falls to the
atmosphere at around 19 kilometres a second ground as a cold rock.
- above 50 times the speed of sound, fracturing The Chelyabinsk airburst left only a few large
at an altitude of between 45 and 50 kilometres. pieces of the meteor: one rock was recovered
Such events happen on average every IO or near the town of Timiryazevskiy, another fell
so years, mainly over oceans or unpopulated on a house in Deputatskiy, and the largest piece
101
was found by divers at the bottom of Lake airburst at 28,000 feet, releasing energy equal
Chebarkul. The meteor was the largest to crash to about 185 Hiroshima atomic bombs and
to Earth since I 908, when a meteor exploded flattening trees across an area of 800 square
over an area near the Tunguska River in Siberia. miles. Airbursts the size of Tunguska are
Although information about the event is scarce, estimated to occur every 1,200 years on
the theory most scientists share is that an average. But following the Chelyabinsk meteor,
asteroid around 36.5 metres in diameter and scientists now think the risk of similar objects
travelling at 54,000 kilometres per hour entered hitting our planet may be ten times greater than
the atmosphere above Russia. It exploded in an thought previously.
QUESTIONS 1-6
Complete the table below.
Choose NO MORE THAN TWO NUMBERS AND ONE WORD from the passage for each answer:
The meteor was 10 metres in diameter. The meteor was (4) _______ metres
in diameter.
It travelled (1) _______ times faster It entered the atmosphere above Russia at about
than the speed of sound. (5) _______ per hour.
It exploded (2) _______ above the It exploded 28,000 feet above the Earth's
Earth's surface. surface.
It released (3) _______ times more It released 185 times more energy than the
energy than the Hiroshima atomic bomb. Hiroshima atomic bomb.
Meteor strikes of this kind occur on average every Meteor strikes of this kind occur on average every
10 years. (6) _______ years.
Questions 7-13
Label the diagram below using words from the box.
,,,�__.,..._______ 9
___________ 10
103
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Some years ago, in 2009, the Mayor of London's advisor on waste questioned the efficiency
of recycling, making environmentalists very angry. The chief executive of the independent
not-for-profit company Waste and Resources Action Programme (WRAP), Dr Liz Goodwin,
responded, saying that the advisor's comments were unhelpful to recycling initiatives and
that 'WRAP's independent research, carried out by internationally recognised experts, has
shown that across the board recycling is the best environmental option'. Dr Goodwin went
on to say: 'Around two thirds of households now recycle as a way of life. The message
to householders is that recycling is delivering great environmental benefits and there is
absolutely no reason for them to stop.'
However, others can see several reasons to stop recycling, calling the UK's recycling
schemes a disorganised waste of time. At the moment recycling means ordinary people
sorting out their own waste when it could be dealt with more economically, more efficiently
and in a more environmentally friendly way. In the past 20 years in the UK, people have
accepted their work as unpaid labourers for councils and waste recycling companies.
Every week millions of households diligently sort out their plastic bottles from their glass
bottles, their cardboard from their paper, and put it into the correct container. The type
and colour of container varies significantly throughout the country; in parts of Scotland
you can't recycle aluminium foil but in the south of England the council positively want
it. This may seem like a small matter, but it does point to the lack of a coherent strategy
for waste disposal. The Chartered Institution of Wastes Management certainly thinks that
Britain doesn't have a national strategy. More importantly, if we could count the number
of hours spent sorting out recyclable waste - 45 minutes each week by one estimate - and
then multiply it by the number of households - 24 million - we get a massive 18 million
hours spent each week on recycling.
Other places, however, do things differently. In Maryland, USA, a high-tech system
for sorting out waste in a plant and recycling it afterwards increased recycling use by 30
per cent, probably because people did not need to spend three quarters of an hour every
week sorting out the waste. There are other issues caused by asking people to give their
free time to sort out waste. Because most people generally do not want to do this, local
authorities have introduced a range of punishments to deal with them. One is to decrease
the regularity of waste collection; another is to check people's rubbish bins and fine them
if they put the wrong waste in the wrong bin. Putting paper in the wrong recycling bin cost
a journalist from Wales £200.
One reason why questioning the efficiency of recycling makes environmentalists
uneasy is that recycling may actually have the opposite effect on the environment. When
Britain's waste has been collected, it is sent abroad - to Europe or even longer distances
to China - for processing. The cost to the environment of transporting the waste around
105
Questions 14-17
Choose NO MORE THAN THREE WORDS from the passage for each answer:
Question 26
Choose the correct letter, A, B or C.
107
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
109
Questions 27-32
Reading Passage 3 has six paragraphs, A-F.
Questions 33-37
Classify the following as said by
A Pieter Nartus
B Karl Marx
C Richard D'.Aveni
33 China will not manufacture products for the world in the future.
34 There will be no advantages in efficiencies of scale.
35 Control over how we produce things counts for everything.
36 What we make will be limited only by our imagination.
37 Goods will be made closer to the consumer.
Questions 38-40
Choose the correct letter A. B, C or D.
111
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
25.7 million
people (aged 16-64) were in employment
English as their main 'Proficient' 'Non-proficient'
Language in English in English
it it it
�,
75.5% 68.3% 72.3% 58.3% 68.0% 34.3%
of men of women of men of women of men of women
-·,�j --=F*=Jj -i �� I
Of those in employment
the most common occupations were:
OEnglo
17.7% 13.2% 19.2% 17.1'% 38.2% 21.1%
Professional Technical Elementary Professional Elementary Skilled trades
WRITING TASK 2
You should spend about 40 minutes on this task.
Some people think that taxation should be kept to a minimum as the money
people earn should be theirs to do with as they wish. Others believe that
people should pay a significant level of tax in order to support the public
services we all depend on.
In your view, what is the fairest way to deal with the issue of taxation?
_)
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
113
SPEAKING
PART 1: Introduction and interview
Listen to Track 26, pressing pause after each question to answer.
0
26
UniReady
Unilleadi are specialist suppliers of student essentials. We supply a range of products,
including bedding, cooking equipment, cleaning products and· personal hygiene products.
Orders are delivered directly to your hall of residence at very competitive prices.
115
Essentials Pack
This pack is right for anyone in catered accommodation or for someone who is in a shared flat
and just wants the basics to be there on arrival. We even give you a free bathroom pack to help
1 / · ··· '
you clean up before you head off to meet all your new uni matesl
If you would like your items to be delivered by a recorded service, this can be done at a cost of
£6.00 to an address proyided by you. If you are not able to be at home to.receive this delivery,
it can be left at the reception desk at your halls of residence.
Questions 1-7
Look at the advertisement on pages 115-116.
Do the following statements agree with the information given in the advertisement?
Write
Example Answer
It is too expensive to have orders delivered to a hall of residence. FALSE
BestselH�g authoG. Jed Jv1ac� teH� the.,story Dramaturge Keith O'Reilly gives a
of one of the most notorious spies in us masterclass in stage writing. The author
history. Quring the Colg War the spy,Tony of several award-winning . stage dramas,
Houghton, passed top secret information O'Reilly explores the art of writing dialogue
on to the erjemy, and even betrayed his and plots in an unmissable session.
closest friends and fellow agents working
undercover in the USSR: Using newly G Word salad
rele�sed information, .and v,,ith help frol'l'.l
Houghton's fqrmer colleagues, Mack tells a., Would you like to combine two of your
stocy of secrecy, trust and betrayal. favourite, things? Eva Katie explores the
connection between our appetites and our
>love of words with a talk about food poetry.
c. "Conversations with poets
�he �lso invites her audience to bring along
·voJ'wi11'have. th�"lare';�pp6rtunity to heJr some of their favourite recipes to help the
awai:a-winning �amaican c.;: poet Goldy �wening along.
. Fritzber2 in "�Onve�satipn �ith J�Uow poe!
, and the festi�al's'ereative writing director; H Every Stone a God
·, Penpy '4'9rce�ter,J�bo4t thei� work.
"';'Gt�ysorl'Hinds.has been chosen as one of
,.the pest your;ig . wrjters of t.b� ye�r. lq this.
D Car1oon'workstlop'
session she talks about her new novel,
Make sure that you join our>workshop,with' . •Every Stone a G©d, a powerful story of
the brilli�nt �rtist,Rog7r Ni.al. �ome• an� love an(,1 friendship during the Second
•
.. sonie of his tips' for 'creating comic
ieam World War. A young wonian is living a
characters �nd Izany. stories, ;yAlth9ugh .t�ohem. ian lifestyl� in ,Germany when a
mainly aimed at older children, there visiting professor takes her under his wing.
is plenty of ,,:inspirational family fun for Their friendship develops into love -·and a
everyon�. so �igl'), up and make your own frightening dilemm� for .both.
comic creation.
117
Questions 9-14
Look at the literature festival programme on page 117.
Write the correct letter, A-H, next to Questions 9-14. Note: There are more three sessions than you
will need.
9 Children between the ages of ten and twelve who are interested in drawing would be
interested in this session.
10 This session is for people who like historical fiction.
11 You should go to this session if you would like to learn how to write plays.
12 Teenagers who like action novels would be interested in this session.
13 This session is about a non-fiction book about a particular part of the world.
14 People interested in hearing fellow writers talking to each other about their work should
attend this session.
Equipment
• All equipment will be provided, including stones. Take care of the stones. They are extremely
heavy and should never be lifted. Stones !also called rocks) should not be thrown overly hard
and should always be stopped using your brush, not your foot, otherwise they may injure you
or knock you over. Curling stones are expensive and replacement costs exceed £800 per stone.
• Players must wear appropriate clothing - the arena can be chilly. Wear warm, loose-fitting
clothing; gloves and hats are optional.
• Lockers are free of charge, but you must bring your own lock.
Club rules
• A valid student card must be brought to the game and produced on request. The sports
manager will frequently check players· student cards. Failure to produce a valid card will
automatically lead to a player being disqualified.
• No street shoes are permitted on the arena surface. You must wear a clean pair of shoes.
• Alcohol consumption is not permitted during games.
119
Sports carding system
A card system has been created to promote an enjoyable atmosphere for alt participants.
Officials and/or sports managers may issue either a yellow or a red card to any participant
before, during or after a contest for inappropriate conduct. Team captains are responsible for
making sure their team mates understand the carding system and play by the rules.
Game rules
• Each team consists of 4-8 players and can include any combination of males and females.
A minimum of three players is needed to start a game.
• Score cards are provided by the sports manager. Both captains must sign the score card at
the end of the game.
• If there is a dispute, the sports manager will make a decision. That decision is final.
• Games last for 6 ends or rounds or 2 hours, whichever finishes first. Games start at 8:30 p.m.
Please be at the sports club a quarter of an hour prior to the game starting.
• The winner of a coin toss has the option of playing first or second. The loser gets to choose
the colour of stones.
• A team scores one point for each stone that slides nearer the centre circle than any stone of
the opposing team.
• Players must not throw two stones towards each other or engage in any other negligent
behaviour. Failure to comply with these rules will result in a team being automatically
ejected from the league, and the team may be liable for any damage that occurs as a result.
Game details
• Curling stones: When you throw a stone down the ice, it will curl, or bend, one way or
another depending on how the player has thrown it and how much rotation they have applied
to it. How much (or little! a stone curls also depends on the conditions of the playing surface
and the actions of the team players who are sweeping the ice in front of the stone.
• Sweeping: Sweeping before the stone makes it curl less and travel further. Captains don't
sweep stones frequently; they are responsible for their team's strategy.
Questions 15-20
Look at the information leaflet on pages 119-120.
Do the following statements agree with the information given in the information leaflet?
Write
Questions 21-26
Complete the sentences below.
Choose NO MORE THAN TWO WORDS or A NUMBER from the leaflet for each answer.
121
SECTION 3 Questions 27-40
Read the article below and answer Questions 27-40.
123
Questions 27-34
Look at the article on pages 122-123.
Do the following statements agree with the information given in the article?
Write
Questions 35-40
Look at the actions Savan carried out in her study below.
35 playing Mozart
36 playing other music
37 playing Mozart's instrumental pieces
38 playing the music faster or slower
39 reversing the music
40 removing some sound frequencies
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words. You do NOT need to write any addresses.
WRITING TASK 2
You should spend about 40 minutes on this task.
Some people think any form of experimentation on animals for any reason is
wrong. They believe all such experiments should be banned. Others think the
benefits research offers us in terms of medical advances make experiments
on animals worthwhile.
Discuss both views and give your opinion.
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
125
General Training Test B
READING
B Many people have found this a great way to start their fundraising; it doesn't take a
lot of preparation and can raise quite a lot of money in one day. In the past volunteers
have raised between £50 and £100 from one car boot sale; you could easily make
£200-300 by doing two or three car boot sales if you have a lot of stuff to sell.
C Lots of websites advertise dates for car boot sales. Look at Your Car Booty and Car
Boot Junction - websites that list boot sales across the UK. Otherwise, you can pick
up your local newspaper or search for 'car boot sales' near you on the internet.
D Look in your garage, shed or attic. If you are not much of a collector, then contact your
family and friends to see if they can give you anything to sell. Tell people about the
sale through Facebook and Twitter. You could also put up an advert in your local shop
asking people to donate their unwanted goods. Tell them it's for a good cause.
E Have a clear-out of all of your stuff, from clothes to furniture. In my house, the garage,
shed and loft are normally great places to start! If you're not much of a hoarder, then
it's a great idea to contact your friends and family members and see if they have
anything you could sell. You can sell pretty much anything at boot sales, including
clothing, books, jewellery, CDs, DVDs, games, furniture and kitchen items. Some car
boot sales will also let you sell cakes or other food items (but make sure you check
first); this can be a great boost to your fundraising and may attract people to your
stall too!
G Tip 1: Put your alarm clock on! Car boot sales often start early. Take some hot coffee/
tea/chocolate and dress up warm; you will probably be standing outside for a couple
of hours!
Tip 2: Early in the car boot sale, you will have people wanting to buy your items at a
cheap price. They will then put them on their own stall to sell at a higher price so don't
sell all your items too early. Try to have a friend help you in the first couple of hours
of the sale.
Tip 3: Say no when people haggle with you if you think the price they are offering is
too low.
127
Questions 1-6
The text on pages 126-127 has seven sections, A-G.
Choose the correct heading for sections 8-G from the list of headings below.
List of Headings
What can you sell?
ii Where can you sell?
iii What happens on the day?
iv When is a good time for a car boot sale?
v How much do car boot sales cost?
vi How can you start?
vii Why do a car boot sale?
viii Who goes to car boot sales?
ix What do I need to do to prepare?
Example Answer
Section A iv
1 Section B
2 Section C
3 Section D
4 Section E
5 Section F
6 Section G
Questions 7-14
Do the following statements agree with the information given in the text?
Write
7 Spring is a good time for a car boot sale because of the holidays.
8 Car boot sales raise £75 on average.
9 You could ask people close to you to give you things to sell.
10 You can sell vehicles at car boot sales.
11 If you are selling things for charity, you may get a discount from the organisers.
12 The organisers always provide tables to put things on.
13 Other sellers will often try to buy your items and then sell them at their table.
14 You should accept all offers to buy something.
129
SECTION 2 Questions 15-25
Read the information below and answer Questions 15-25.
Questions 15-19
Look at the text on page 7 30.
Which event, A-E, is the most suitable for people's training needs?
Write the correct number, i-viii, next to Questions 15-20. Note: There are more training needs than
events so you will not use them all.
You need to prepare for your yearly appraisal and would like to know
what happens.
ii You are not good at meeting deadlines.
iii You would like more people to work flexibly from home.
iv You need to know about the law regarding equal opportunities.
v You would Like to learn more about computers and improve your
word processing skills.
vi You would like to know about working with international colleagues.
vii You would like to learn first aid.
viii You have to learn about the possible dangers at work.
15 A Efficiency training
16 B Performance review for reviewees
17 C Health and safety
18 D Diversity and equality training
19 E IT systems and remote working
131
Questions 20-25
Read the text below and answer questions 20-25.
The company has an annual budget for staff development, and staff are encouraged to apply for
funds for training relevant to their job or an,y training identified in their yearly performance review.
While it may be appropriate for some staff members to attend more than one training session,
there is a limit of three sessions per year per staff member.
Funding should always be approved prior to incurring costs. This is to ensure that we are able to
monitor the staff development budget. It also ensures that staff can be reimbursed for expenses.
Without approval, there is a risk that a staff member will personally have to bear the cost of any
training he or she has had.
Questions 20-22
Do the following statements agree with the information given in the text?
Write
Questions 23-25
Complete the flowchart.
Choose NO MORE THAN THREE WORDS from the text for each answer.
Fill in a(n)
Speak to your (23) Send this to the Staff
� � Development Manager.
line manager.
I
If it is approved, complete a(n)
The application is (24)
-+ reviewed and -
approved or
rejected.
133
SECTION 3 Questions 26-40
Read the article below and answer Questions 26-40.
Fracking
Fracking refers to a technique for extracting natural gas from shale deep within the earth.
Fracking is shorthand for 'hydraulic fracturing· and refers to how shale rock is fractured
apart by injecting a mixture of water and chemicals into it at very high pressure. Fracking
for shale gas has become big business in the United States, where the search for energy
is one of the country's main concerns. However, the procedure is controversial and has as
many opponents as supporters.
Fracking is not a new technique. It was first used in the 1860s, and then used industrially
in 1949. However, as the oil reserves in America decreased and energy sources from
abroad became more expensive, gas trapped in shale became an attractive commercial
proposition. Shale gas is natural gas, or methane, trapped in tiny pockets in shale rock
formations. Shale rock is a form of mudstone formed between 252 and 66 million years
ago. It is distinguishable because it is laminated (made up of thin layers! and fissile [it can
be split into thin layers). For the energy industry, black shale is important because it is
the source rock for many of the world's most important oil and gas reserves. Black shale
gets its colour from organic matter that was deposited along with the mud from which
the shale formed. As the mud was compressed and warmed within the earth, the organic
material was transformed into oil and natural gas.
In order to extract shale gas, a shaft, or well, is drilled to over one mile deep into the
earth and then horizontally into the shale rock. The vertical well is then encased in steel
and/or cement. After that, water needs to be delivered to the site: this can be up to 200
tanker trucks. The water is mixed with sand and chemicals and a pumper truck injects
this hydraulic fluid into the shaft at high pressure, causing the shale to crack, or fracture.
The sand in the mixture keeps the cracks open, allowing gas to flow to the surface into
storage tanks. The gas is then piped to users. Meanwhile, water recovered from the shaft
is stored in open pits before being taken to a treatment plant for recycling and eventual
reuse. After all the gas has been collected, the shaft is sealed off with concrete to make
sure that the injected hydraulic fluid cannot escape into water supplies.
An estimated 250 billion cubic metres of natural gas were brought to the surface using
this method in the US in 2013. Since the US government gave out licenses to companies,
its carbon emissions have gone down. Indeed, fracking has quite a few things going for
it. This is because natural gas is far cleaner to burn than oil or coal in power stations.
Furthermore, the area occupied by a fracking well is much smaller than a conventional
oil well. So the question is, if fracking is so simple, clean and efficient, why are people
concerned about it?
Furthermore, some experts think that tracking may be linked to the occurrence of
earthquakes - earthquakes of magnitude 2. 7 on the Richter scale have been increasing
near Oklahoma City, an area where gas has been extracted using the technique. But
perhaps the most persuasive argument is that tracking simply prolongs our over-reliance
on carbon-based fuels, when we should be moving to technologies that do not produce
carbon emissions or that are not harmful to the environment, such as solar energy, wind
or wave power. In effect, tracking does not deal with the real issue of how we can produce
energy without harming the environment. However, many people think tracking could be
America's bridge between the carbon-based energy systems of the past and a cleaner way
of producing energy in the future.
135
Questions 26-32
Do the fo{(owing statements agree with the information given in the article?
Write
Questions 33-36
Read the third paragraph again and complete the diagram.
Choose NO MORE THAN TWO WORDS from the article for each answer.
•, . .·
137
Questions 37-40
Complete the summary of the final paragraph below.
Choose NO MORE THAN TWO WORDS from the article for each answer:
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
Write at least 150 words. You do NOT need to write any addresses.
Dear ... /
WRITING TASK 2
You should spend about 40 minutes on this task.
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
139
Mini-dictionary
Some of the more difficult words from each of the Listening and Reading texts are defined here
in this mini-dictionary. The definitions focus on the meanings of the words in the context in which
they appear in the text. Definitions and examples are from Collins COBUILD Key Words for IELTS
(Advanced], Collins COBUILD IELTS Dictionary and Collins COBUILD Advanced Dictionary.
Section 4
apply /a'plal/ (applies, applying, applied) VERB TEST 1: READING
Something such as a remark or name that is applied
to something is used to refer to it or describe it. • ... a Passage 1
biological term that cannot be applied to a whole culture. associate /a'sausiert/ (associates, associating,
comprehensive /,kurnpn'hensrv/ ADJECTIVE associated) VERB If one thing is associated with another
Something that is comprehensive includes everything thing, the two things are connected or related.
that is needed or relevant. • The first step involves a • These symptoms are associated with migraine
comprehensive analysis of the job. headaches.
consume /kan'sju:rn/, us /-'su:rn/ (consumes, beneficial /,bem'fIJal/ ADJECTIVE Something that
consuming, consumed) VERB [FORMAL] If you consume is beneficial helps people or improves a situation.
something, you eat or drink it. • Martha would consume • Using computers has a beneficial effect on children's
nearly a pound of cheese per day. learning.
141
disorder /,d1s'::i:da/ (disorders) NOUN A disorder is regain /n'gem/ (regains, regaining, regained) VERB
a problem or illness which affects someone·s mind or If you regain something that you have lost. you get
body. • ... a rare nerve disorder that can cause paralysis it back again. • The experience helped me regain the
of the arms. confidence I lost when I failed my exams.
evolutionary /,i:va'lu:fanri/, us /-neri/ ADJm1vE register /'red31sta/ (registers, registering,
Evolutionary means relating to evolution, the process registered) VERB If you register as something or
of gradual change over many generations by which register to do something, you put your name on an
species of animals, plants and insects develop. official list, in order to be able to do something or
• ... an evolutionary process. to receive a service. • Thousands lined up to register
to vote.
sentimental /,senn'mental/ ADJECTIVE Sentimental
means relating to or involving feelings such as pity or specialised /'spefa,la1zd/ specialized ADJEcT1vE
love, especially for things in the past. • Our paintings Something that is specialised is developed
and photographs are of sentimental value only. especially for a particular purpose.
• Specialised equipment is available for working in
trait /tre1tj, / tre1/ (traits) NOUN A trait is a particular
particularly narrow spaces.
characteristic, quality or tendency that someone or
something has.• The study found that some alcoholics stunning /'stAn1IJ/ ADJECTIVE If something is stunning,
had clear personality traits showing up early in childhood. it is extremely unusual, unexpected or impressive.
• He resigned last night after a stunning defeat in
uninhabitable /,Amn'h.eb1tabal/ ADJECTIVE If a
Sundays vote.
place is uninhabitable, it is impossible for people to
live there, for example because it is dangerous or transparent /tr.ens'p.erant/, us /-'per-/ ADJECTIVE
unhealthy. • About 90 percent of the city's single-family If an object or substance is transparent. you can see
homes are uninhabitable. through it. • ... a sheet of transparent coloured plastic.
vital /'va1tal/ ADJECTIVE If you say that something is
Passage 3 vital, you mean that it is necessary or very important.
account for /a'kaunt fa:/ (accounts for, accounting • The port is vital to supply relief to millions of drought
for, accounted for) PHRASAL VERB If a particular thing victims.
accounts for a part or proportion of something, that part
or proportion consists of that thing. • Computers account
for 5% of the country's commercial electricity consumption.
condition /kan'd1fan/ (conditions) NOUN A condition TEST 2: LISTENING
is an illness or other medical problem. • Doctors
suspect he may have a heart condition.
Section 1
contract /kan'tr.ekt/ (contracts, contracting, functional /'fArJkfanal/ ADJECTIVE Functional
contracted) VERB [FORMAL] If you contract a serious things are useful rather than decorative.
illness, you become ill with it.• He contracted AIDS • ... modern, functional furniture.
from a blood transfusion. restriction /n'str1kfan/ (restrictions) NOUN
deterioration /d1,t1aria're1fan/ NOUN Deterioriation A restriction is an official rule that limits what you can
is the process of becoming worse.• ... the slow steady do or that limits the amount or size of something.
deterioration of a patient with Alzheimer's disease. • The relaxation of travel restrictions means they are free
to travel and work.
hollow /'hnlau/ ADJECTIVE Something that is hollow
has a space inside it, as opposed to being solid all the Section 2
way through. • ... a hollow tree.
assure /aJua/ (assures, assuring, assured) VERB
incurable /m'kjuarabal/ ADJECTIVE If someone has an If you assure someone that something is true or will
incurable disease, they cannot be cured of it. • He is happen, you tell them that it is definitely true or will
suffering from an incurable skin disease. definitely happen, often in order to make them less
inject /m'd3ekt/ (injects, injecting, injected) VERB worried. • He hastened to assure me that there was
To inject a substance such as a medicine into someone nothing traumatic to report.
means to put it into their body using a device with a petrified /'petnfa1d/ ADJECTIVE If you are petrified,
needle called a syringe. • His son was injected with you are extremely frightened, perhaps so frightened
strong drugs. that you cannot think or move. • /"ve always been
intensity /m'tens1ti/ NOUN T he intensity of petrified of being alone.
something is how great or extreme it is in strength or swell up /,swel 'Ap/ (swells up, swelling up, swelled
degree. • ... juices with a greater intensity of flavour. up, swelled up, swollen up) PHRASAL VERB If something
nutrient /'nju:triant/, us /,nu:-/ (nutrients) NOUN such as a part of your body swells up, it becomes
Nutrients are substances that help plants and animals larger and rounder than normal.• When you develop
to grow.• In her first book she explained the role of a throat infection or catch a cold the glands in the neck
vegetable fibres, vitamins, minerals, and other essential swell up.
nutrients.
143
enormous /r'm:mas/ ADJECTIVE Something that is perceived /pa'si:vd/ ADJECTIVE A perceived difference,
enormous is extremely large in size or amount. threat, risk, etc. is one that some people believe exists.
• The main bedroom is enormous. • They have embraced the free market because of a
evidence See Test 1 Listening Section 4 perceived failure of the state.
dialect /'daralekt/ (dialects) NOUN A dialect is a form determine /dr't3:mm/ (determines, determining,
of a language that is spoken in a particular area. determined) VERB [FORMAL] To determine a fact
• It is often appropriate to use the local dialect to means to discover it as a result of investigation.
communicate your message. • The investigation will determine what really happened.
feature /'fi:tJa/ (features) NOUN A feature of emission /I'm1Jan/ (emissions) NouN [FORMAL]
something is an interesting or important part or An emission of something such as gas or radiation
characteristic of it. • The spacious gardens are a special is the release of it into the atmosphere. • Sulphur
feature of this property. emissions from steel mills become acid rain.
indication f.mdr'kerfan/ (indications) NOUN expose /Ik'spauz/ (exposes, exposing, exposed)
An indication is a sign that suggests or shows VERBIf something or someone is exposed to something
something, for example, what people are thinking or dangerous or unpleasant. they are put in a situation in
feeling. • He gave no indication that he was ready to which it might affect them. • ... people exposed to high
compromise. levels of radiation.
145
writer's block /,rartaz 'blok/ NOUN If you suffer TEST 3: READING
from writer's block, you are unable to think of any new
ideas for your writing. or to decide how to write about Passage 1
something. •/find that swimming is a good cure for
writer's block. associate See Test 1 Reading Passage 1
cognitive /'kognmv/ ADJECTIVE [FORMAL] Cognitive
Section 3 means relating to the mental process involved in
knowing, learning and understanding things.
flexible /'fleksrbal/ ADJECTIVE Something or • As children grow older, their cognitive processes
someone that is flexible is able or willing to change
become sharper.
and adapt to different circumstances. • ...flexible
working hours. condition /kan'd1fan/ (conditions) NOUN
A condition is an illness or other medical problem.
funding /'fo.ndrIJ/ NOUN Funding is money which • Doctors suspect he may have a heart condition.
a government or organisation provides for a
particular purpose. • Many colleges have seen their critical /'krmkal/ ADJECTIVE A critical time , factor
funding cut. or situation is extremely important. • The incident
happened at a critical point in the campaign.
pick someone's brains /'p1k 'bremz/ PHRASE If you
pick someone·s brains, you ask them to help you with disorder /,drs'::i:da/ (disorders) NOUN A disorder is
a problem because they know more about the subject a problem or illness which affects someone's mind or
than you. • Why should a successful company allow body. • ... a rare nerve disorder that can cause paralysis
another firm to pick its brains? of the arms.
restriction See Test 2 Listening Section 1 element /'elrmant/ (elements) NOUN The different
elements of something are the different parts it
Section 4 contains. • The plot has all the elements not only of
romance but of high drama.
associate See Test 1 Reading Passage 1
condition See Test 1 Reading Passage 3 equivalent h'kw1valant/ ADJECTIVE If something is
equivalent to something else, it has the same value
consistently /kan's1stantli/ ADVERB If someone does or function in a different time, place or system
something consistently, they always do it in the same • ...a decrease of 10% in property investment compared
way.• It's something I have consistently denied. with the equivalent period in 1991.
evidence See Test 1 Listening Section 4 fragile /'fra:?d3a11/, us /-d3al/ ADJECTIVE Something
that is fragile is weak or easily broken. • He leaned
infant /'mfant/ (infants) NOUN [FORMAL] An infant is a back in his fragile chair.
baby or very young child.• ... vaccinations of newborn
infants. function See Test 1 Reading Passage 1
intrinsic /m'trms1k/ ADJECTIVE [FoRMAL] If something hug /hAg/ (hugs, hugging, hugged) VERB When
has intrinsic value or intrinsic interest, it is valuable you hug someone. you put your arms around
or interesting because of its basic nature or character, them and hold them tightly, for example because
and not because of its connection with other things. you like them or are pleased to see them.
• Diamonds have little intrinsic value and their price • She had hugged him exuberantly and invited him to
depends almost entirely on their scarcity. dinner the next day.
prevalent /'prevalam/ ADJECTIVE A condition, infancy /'mfansi/ NOUN Infancy is the period of
practice, or belief that is prevalent is common. your life when you are a very young child.
• This condition is more prevalent in women than • ...the development of the mind from infancy onwards.
in men.
intervention /,mta'venfan/ NOUN Intervention is
spatially /'spe1fali/ ADVERB Spatially means in the act of becoming involved in a situation and trying
a way that relates to shapes, spaces and areas. to change it. • She seemed to have got better with no
• We conceive of time spatially, as a line going back treatment or medical intervention.
and forwards.
mutation /mju:'te1Jan/ (mutations) NOUN A mutation
stimulate /'stnnjule1t/ (stimulates, stimulating, is a change in a gene that causes a plant or animal
stimulated) VERB If something stimulates a part of a to develop different characteristics. • Scientists have
person's body, it causes it to move or start working. found a genetic mutation that appears to be the cause of
• Exercise stimulates the digestive and excretory Huntington's disease.
systems.
operation f.npa're1fan/ (operations) NOUN When a
subjective /sab'd3ekt1v/ ADJECTIVE Something that is patient has an operation, a surgeon cuts open their
subjective is based on personal opinions and feelings body in order to remove, replace, or repair a diseased
rather than on facts.• The way they interpreted their or damaged part.• Charles was in hospital recovering
past was highly subjective. from an operation on his arm.
womb /wu:m/ (wombs) NOUN A woman's womb is harvest /'ha:vrst/ (harvests, harvesting,
the part inside her body where a baby grows before it harvested) VERB When you harvest a crop, you gather
is born. • Some people claim they can remember being it in. • Rice farmers here still plant and harvest their
crops by hand.
in the womb.
instrumental /,mstra'mental/ ADJECTIVE Someone
Passage 2 or something that is instrumental in a process or
event helps to make it happen. • In his first years as
bacteria /ba?k'naria/ NOUN Bacteria are very chairman he was instrumental in raising the company's
small organisms. Some bacteria can cause disease.
wider profile.
• Chlorine is added to kill bacteria.
capable /'ke1pabal/ ADJECTIVE If a person or thing is mutual See Test 1 Reading Passage 1
capable of doing something, they have the ability to parasitise also parasitize /'pa?rasr,tarz.
do it. • The kitchen is capable of catering for several 'pa.!rasa1,ta1z/ (parasitises, parasitising, parasitised)
hundred people. VERB If an animal or plant parasitises another animal
or plant, it lives on it or inside it and gets its food
circulation f,s3:kju'le1fan/ NOUN The circulation of from it. • One type of wasp parasitises caterpillars of
something within a closed place or system is its free
butterflies and moths.
and easy movement within the place or system.
• The north pole is warmer than the south and the pollinate /'polme1t/ (pollinates, pollinating,
circulation of air around it is less well contained. pollinated) VERB To pollinate a plant or tree means to
fertilise it with pollen. This is often done by insects.
construction /kan'strAk.fan/ NOUN You use
• Many of the indigenous insects are needed to pollinate
construction to refer to the structure of something
the local plants.
and the way it has been built or made. • The Shakers
believed that furniture should be plain, simple, useful, reaction /ri'a?kfan/ (reactions) NOUN A reaction to
practical and of sound construction. something that happens or to something that you
touch is what you do because of it, or how you are
decomposition /,di:kompa'z1fan/ NouN affected by it. • Every year. 5,000 people have life
Decomposition is the process of decay that takes
threatening reactions to anaesthetics.
place when a living thing changes chemically after
dying. [FORMAL] • The decomposition of dead organisms sophistication /sa,f1st1'ke1Jan/ NOUN
in soil releases minerals which can be reused by other The sophistication of people, places, machines or
living organisms. methods is their quality of being more advanced
or complex than others. • ... the technological
digestive system /da1'd3est1v ,s1stam/ (digestive sophistication of modern weaponry.
systems) NOUN Your digestive system is the system in
your body that digests the food you eat. • The digestive suffocation /,sAfa'ke1Jan/ NouN Suffocation is the
system has to cope with the various stages of breaking process of dying because there is no air to breathe.
down food. • Many of the victims died of suffocation.
147
supplement /'sAplrmant/ (supplements, profound /pra'faund/ (profounder, profoundest)
supplementing, supplemented) VERB If you You use profound to emphasise that
ADJECTIVE
supplement something. you add something to it in something is very great or intense. • ... discoveries
order to improve it. • I suggest supplementing your diet which had a profound effect on many areas of
with vitamins E and A. medicine.
toxic /'tnksrk/ ADJECTIVE A toxic substance is refute /n'fju:t/ (refutes, refuting, refuted) VERB
poisonous. • These products are not toxic to humans. If you refute an argument, accusation or theory, you
unique /ju:'ni:k/ ADJECTIVE If something is unique prove that it is wrong or untrue. [FORMAL] • It was the
kind of rumour that it is impossible to refute.
to one thing, person, group or place. it concerns or
belongs only to that thing, person, group or place. regenerate /n'd3enarert/ (regenerates,
• No one knows for sure why adolescence is unique regenerating, regenerated) VERB If organs or tissues
to humans. regenerate or if something regenerates them, they
heal and grow again after they have been damaged.
Passage 3 • Nerve cells have limited ability to regenerate if
destroyed.
adulthood /'<EcWthud/, us /a'cWt-/ NOUN
Adulthood is the state of being an adult. region /'ri:d3,m/ (regions) NOUN You can refer to a
• Most people catch the illness before they reach part of your body as a region.• ... the pelvic region.
adulthood. reside /n'za1d/ (resides, residing, resided) VERB
associate See Test 1 Reading Passage 1 If someone or something resides somewhere, they live
there or are found there. [FORMAL] • Candida bacteria
conversely /'konv3:sli /. /kan'v3:sli/ ADVERB reside in the digestive system.
You say conversely to indicate that the situation
you are about to describe is the opposite or spot /spot/ (spots) NOUN You can refer to a particular
reverse of the one you have just described. [FORMAL] place as a spot. • They stayed at several of the island's
• That makes Chinese products even cheaper and. top tourist spots.
conversely, makes American-made goods more stable See Test 2 Reading Passage 1
expensive to export.
tissue See Test 1 Listening Section 4
decline /dr'klam/ (declines, declining, declined)
VERB If something declines, it becomes less in quantity,
importance or strength. • Hourly output by workers
declined 1.3% in the first quarter. TEST,: LISTENING
degenerate /d1'd3enare1t/ (degenerates,
degenerating, degenerated) VERB If you say that Section 1
someone or something degenerates. you mean
concussion /kan'kAJan/ NOUN If you suffer
that they become worse in some way, for example, concussion after a blow to your head, you lose
weaker, lower in quality or more dangerous. consciousness or feel sick or confused. • Nicky was
• Inactivity can make your joints stiff, and the bones may rushed to hospital with concussion.
begin to degenerate.
junction /'d3AIJkfan/ (junctions) NOUN A junction is
discard See Test 1 Reading Passage 2 a place where roads or railway lines join. [BRIT]
efficiency See Test 1 Reading Passage 1 • At the junction there was a queue of traffic on the
experimental /rk,spen'mental/ ADJECTIVE main road.
Experimental means using, used in, or resulting pull out f.pul 'aut/ (pulls out, pulling out, pulled
from scientific experiments. • We have experimental out) PHRASAL VERB When a vehicle or driver pulls out,
and observational evidence concerning things which the vehicle moves out into the road or nearer the
happened before and after the origin of life. centre of the road. • She started up the engine, and
pulled out into the road.
intensive /m'tens1v/ ADJECTIVE Intensive activity
involves concentrating a lot of effort or people on
one particular task in order to try to achieve a lot in a Section 2
short time. • ... after several days and nights of intensive defrost /di:'frnst/, us /-'fro:st/ (defrosts, defrosting,
negotiations. defrosted) VERB When you defrost a fridge or freezer,
landmark /'l<Endma:k/ (landmarks) NOUN You can you switch it off or press a special switch so that the
refer to an important stage in the development of ice inside it can melt. You can also say that a fridge or
something as a landmark. • In a landmark decision, the freezer is defrosting. • Defrost the fridge regularly so
council of the Law Society voted to dismantle its present that it works at maximum efficiency.
governing body. draught /dra:ft/, /dr<Eft/ (draughts) NOUN
massively /'m<Es1vli/ ADVERB Massively means very A draught is a current of air that comes into a place
or very much. • ... a massively popular game. in an undesirable way. • Block draughts around doors
and windows.
149
originate /a'nd3me1t/ (originates, originating, controversial /,kontra'v3:Jal/ ADJECTIVE If you
originated) VERB When something originates or describe something or someone as controversial,
when someone originates it, it begins to happen you mean that they are the subjec\ o, intense
or exist. [FORMAL] • All carbohydrates originate from public argument. disagreement or disapproval.
plants. • Immigration is a controversial issue in many
countries.
phase /ferz/ (phases) NOUN A phase is a particular
stage in a process or in the gradual development diligently /'d11Id3antli/ ADVERB If you do something
of something.• This autumn, 6,000 residents will diligently, you do it in a careful and thorough way.
participate in the first phase of the project. • The two sides are now working diligently to resolve
their differences.
resistance /n'zrstar{s; NOUN Wind or air resistance
is a force which slows down a moving object or vehicle. disposal See Test 3 Reading Passage 2
• The design of the bicycle reduces the effects of wind distribute /dr'stnbju:t/ (distributes,
resistance and drag. distributing, distributed) VERB If you'distribute
scarce /skeas/ (scarcer, scarcest) ADJECTIVE things, you hand them or deliver them to a number
If something is scarce, there is not enough of it. of people. • Profits are distributed among the
• Jobs are becoming increasingly scarce. policyholders.
shockwave /'Jok,we1v/ (shockwavesl NouN efficiency See Test 1 Reading Passage 1
A shockwave is an area of very high pressure moving fine /fam/ (fines, fining, fined) VERB If someone
through the air, earth or water. ,It is caused by an is fined, they are punished by being ordered
explosion or an earthquake, or by an object travelling to pay a sum of money because they have done
faster than sound.• The shockwaves yesterday were felt something illegal or broken a rule. • An East
from Las Vegas to San Diego.
London school has set a precedent by fining pupils
split /spllt/ (splits, splitting, split) VERB If something who break the rules.
splits or if you split it, it is divided into two or more foil /fall/ NOUN Foil consists of sheets of metal as thin
parts.• In a severe gale the ship split in two. as paper. It is used to wrap food in.• Pour cider around
strike /strark/ (strikes) NOUN A strike is an occasion the meat and cover with foil.
when something that is falling or moving hits generate See Test 2 Reading Passage 3
something else.• ... climatic change caused by a huge
meteor strike. incineration /m,sma're1Jan/ NOUN Incineration
is the process of burning rubbish or waste material
vaporise /'ve1para1z/ [vaporises, vaporising, completely in a special container. • ...banning the
vaporised) Vaporize VERB If a liquid or solid incineration of lead batteries.
vaporises or if you vaporise it, it changes into vapour
or gas.• The benzene vaporised and formed a huge initiative See Test 2 Listening Section 4
cloud of gas. labourer /'lerbara/ (labourers) NOUN A labourer is
vital See Test 1 Reading Passage 3 a person who does a job which involves a lot of hard
physical work.• She still lives on the farm where he
Passage 2 worked as a labourer.
aluminium /,celu:'mmiam/ NOUN Aluminium range /remd3/ (ranges) NOUN A range of things is a
is a lightweight metal used, for example, for number of different things of the same general kind.
making cooking equipment and aircraft parts. • The two men discussed a range of issues.
• aluminium cans scheme /ski:m/ (schemes) NOUN A scheme is a plan
bury /'beri/ (buries, burying, buried) VERB or arrangement involving many people which is made
To bury something means to put it into a hole in by a government or other organisation. [BRIT]
the ground and cover it up with earth. • They make • ... schemes to help combat unemployment.
the charcoal by burying wood in the ground and then scrap metal /,skrcep 'metal/ NOUN Scrap metal is
slowly burning it. metal from old or damaged machinery or cars.
coherent /kau'hrarant/ ADJECTIVE If something is • They crush the cars for scrap metal.
coherent, it is well planned. so that it is clear and sense /sens/ NOUN If a course of action makes sense,
sensible and all its parts go well with each other. it seems sensible.• The project should be re-appraised
• He has failed to work out a coherent strategy for to see Whether it made sound economic sense.
modernising the service.
strategy /'strcetad3i/ (strategies) NOUN A strategy
concept /'konsept/ (concepts) NOUN A concept is an is a general plan or set of plans intended to achieve
idea or abstract principle.• ...basic legal concepts. something, especially over a long period. • Next week,
considerable /kan'srdarabal/ ADJECTIVE health ministers gather in Amsterdam to agree a strategy
Considerable means great in amount or degree. for controlling malaria.
[FORMAL] • Other studies found considerable evidence to
support this finding.
151
inclined /m'klamd/ ADJECTIVE If you are inclined to retailer /'ri:terla/ (retailers) NOUN A retailer is a
behave in a particular way, you often behave in that person or business that sells goods to the public.
way, or you want to do so. • If you are so inclined, you • Furniture and carpet retailers are among those
can watch TV. reporting the sharpest annual decline in sales.
liability /,la1a'b1hti/ (liabilities) NOUN If you say that spectre /'spekta/ (spectres) NOUN If you refer to the
someone or something is a liability, you mean that spectre of something unpleasant, you are referring
they cause a lot of problems or embarrassment. to something that you are frightened might occur.
• The party's traditional strengths have become • Failure to arrive at a consensus over the issue raised
liabilities. the spectre of Legal action.
liquid /'1Ikw1d/ NOUN A liquid is a substance which stock /stuk/ NOUN A shop's stock is the total amount
is not solid but which flows and can be poured, for of goods which it has available to sell. • When a nearby
example water. • Solids turn to liquids at certain shop burned down, our stock was ruined by smoke.
temperatures. tailor /'te1la/ (tailors, tailoring, tailored) VERB
mature /ma'tjua/ (maturer, maturest) ADJECTIVE If you tailor something such as a plan or system to
If you describe an economy, industry or market someone's needs, you make it suitable for a particular
as mature, you think that it is fully developed and person or purpose by changing the details of it.
advanced and does not need further investment or • We can tailor the programme to the patient's needs.
expansion. • Many investors put money into mature tariff /'tcEnf/ (tariffs) NOUN A tariff is a tax that a
industries to balance riskier investments in newer government collects on goods coming into a country.
businesses. • America wants to eliminate tariffs on items such as
middleman /'m1dal,m<En/ (middlemen) NouN electronics.
A middleman is a person or company which buys transformation /,tr.ensfa'merfan/
things from the people who produce them and (transformations) NOUN A transformation is when
sells them to the people who want to buy them. something or someone changes completely and
• Why don ·t they cut out the middleman and let us suddenly so that they are much better or more
do it ourselves? attractive. • After 1959. the Spanish economy underwent
niche /ni:f/, us /mtf/ (niches) NOUN A niche in the a profound transformation.
market is a specific area of marketing which has its unprecedented /An'pres1dent1d/ ADJEc11vE
own particular requirements. customers and products. If you describe something as unprecedented. you
• Small companies can do extremely well if they can fill a are emphasising that it is very great in quality.
specific market niche. amount or scale. • The mission has been hailed as an
ominous /'ommas/ ADJEcnvE If you describe unprecedented success.
something as ominous. you mean that it worries you vast /va:st v.Est/ (vaster, vastest) ADJECTIVE
because it makes you think that something bad is Something that is vast is extremely large.
going to happen. • There was an ominous silence at the • Afrikaner farmers who own vast stretches of land
other end of the phone.
visionary /'v13anri/, us /-neri/ (visionaries) NOUN
outsource /.aut'sJ:s/ (outsources, outsourcing, If you refer to someone as a visionary, you mean that
outsourced) VERB If a company outsources work or they have strong, original ideas about how things
things, it pays workers from outside the company to do might be different in the future. especially about how
the work or supply the things. • Increasingly, corporate things might be improved. • An entrepreneur is more
clients are seeking to outsource the management of their than just a risk taker. He is a visionary.
facilities.
volatile /'volata11/, us /-tal/ ADJECTIVE A situation
prototype /'prauta,ta1p/ (prototypes) NOUN that is volatile i� likely to change suddenly and
A prototype is a new type of machine or device that is unexpectedly. • The international oil markets have been
not yet ready to be made in large numbers and sold. highly volatile since the early 1970s.
• ...the first prototype aircraft.
radically /'rced1kli/ ADVERB If something changes
radically, it changes completely, in a very important
way. • ... two large groups of people with radically GENERAL TRAINING TEST A:
different beliefs and cultures. READING
raw materials /rJ: ma't1arialz/ PLURAL NouN
Raw materials are �aterials in their natural state Passage 1
before being processed or used in manufacturing. betray /br'trer/ (betrays, betraying, betrayed) VERB
• We import raw materials and energy and export If someone betrays their country or their friends,
mainly industrial products. they give information to an enemy, putting their
restriction See Test 2 Listening Section 1 country's security or their friends· safety at risk.
• They offered me money if I would betray my associates.
153
pulse rate /'pAls .rert/ (pulse rates) NOUN Your pulse motivated See Test 1 Listening Section 1
rate is the number of times that blood regularly beats policy /'pnlisi/ (policies) NOUN A policy is a set of
through your body over a period of time, especially ideas or plans that is used as a basis for making
the number of movements that you can feel when you decisions, especially in politics, economics or
touch your wrist for one minute. • Anxiety stimulates business. • ... the UN's policy-making body.
the blood supply, possibly leading to a high pulse rate and
high blood pressure. priority /praI'nnti/, us /-"J:r-/ (priorities) NOUN
If something is a priority, it is the most important
replicate /'replikeit/ (replicates, replicating, thing you have to do or deal with, or must be done
replicated) VERB If you replicate someone's or dealt with before everything else you have to do.
experiment, work or research, you do it yourself in • The government's priority is to build more power plants.
exactly the same way. [FORMAL] • Tests elsewhere have
not replicated the findings. submit /sab'm1t/ (submits, submitting, submitted)
VERB If you submit a proposal, report or request to
respiration /,resp1're!Jan/ NOUN Your respiration is someone, you formally send it to them so that they can
your breathing. • His respiration grew fainter throughout consider it or decide about it. • Head teachers yesterday
the day.
submitted a claim for a 9 per cent pay rise.
stimulate See Test 1 Reading Passage 1
Passage 3
compress /kam'pres/ (compresses, compressing,
compressed) VERB When you compress something or
GENERAL TRAINING TEST B: when it compresses, it is pressed or squeezed so that
READING it takes up less space. • Poor posture, sitting or walking
slouched over, compresses the body's organs.
Passage 1 concrete /'kn[Jkri:t/ NOUN Concrete is a substance
donate /dau'ne1t/ (donates, donating, donated) used for building which is made by mixing together
VERB If you donate something to a charity or other cement, sand, small stones and water.
organisation, you give it to them. • He frequently • The posts have to be set in concrete.
donates large sums to charity.
deposit See Test 1 Listening Section 4
fundraising /'fAnd,re1z1IJ/ NOUN Fundraising is
the act of raising money for a particular purpose, dissolve /d1'znlv/ (dissolves, dissolving, dissolved)
VERB If a substance dissolves in liquid or if you dissolve
for example, for a charity. • ...a charity fundraising
dinner.
it, it becomes mixed with the liquid and disappears.
• Pumping water into an underground salt bed dissolves
haggle /'hcegal/ (haggles, haggling, haggled) VERB the salt to make a brine.
If you haggle. you argue about something before
reaching an agreement, especially about the cost of distinguishable /d1'st1l)gw1Jabal/ ADJEcr1vE
something that you are buying.• Of course he ·11 still If something is distinguishable from other things, it
haggle over the price.
has a quality or feature which makes it possible for
you to recognise it and see that it is different.
• This is vintage port, and it is distinguishable by its
Passage 2 deep red colour.
approval /a'pru:valj NOUN Approval is a formal or drill /dnl/ (drills, drilling, drilled) VERB When you
official statement that something is acceptable. drill into something or drill a hole in something, you
• The testing and approval of new drugs will be make a hole in it using a drill. • A hole had been drilled
speeded up.
through the concrete.
diversity See Test 1 Reading Passage 1 fracture /'frcektJa/ (fractures, fracturing, fractured)
funding /'fAndIIJ/ NOUN Funding is money which VERBIf something is fractured or fractures, it gets a
a government or organisation provides for a crack or break in it. • One strut had fractured and been
particular purpose. • Many colleges have seen their crudely repaired in several places.
funding cut.
leak /li:k/ (leaks) NOUN A leak is a crack, hole or other
incur /m'k3:/ (incurs, incurring, incurred) VERB gap that a substance such as a liquid or gas can pass
If you i.ncur something unpleasant, it happens to you through.• ... a leak in the radiator.
because of something you have done. [wRtTTEN] lubricant /'lu:bnkant/ (lubricants) NOUN
• The government had also incurred huge debts. A lubricant is a substance which you put on the
integrated /'mt1,9remd/ ADJECTIVE If several things . surfaces or parts of something, especially something
are integrated, they become closely linked or form mechanical, to make the parts move smoothly.
part of a whole idea or system. • There is, he said, a • ... industrial lubricants.
lack of an integrated national transport policy.
155
Audio script
Track 01
TEST 1 LISTENING SECTION 1
Customer: Good morning. I"d like to book a coach to London. I was hoping you had something available this
Saturday afternoon.
Agent: Good morning, sir. Take a seat and I'll just check for you. Er. yes. we still have several free seats
for Saturday. Where will you be leaving from? There are three pick-up points in town: Main Street,
Centenary Square or the Central Bus Station.
Customer: From Centenary Square. please. That's easier for me to get to than the bus station.
Agent: And what time would you like to leave? There are coaches on the hour, every hour. from 12.00
through till 6.00 p.m.
Customer: Well, rm meeting someone at the station in London and I need to be there for 4.30, so which one
would you recommend?
Agent: Um, well, there·s one leaving at 1.00. That arrives at Victoria Station at 4.10, if that"s any good.
Traffic is usually quite light at the weekend and the drivers tend to make good time, so I think
you"d certainly be there for 4.30.
Customer: OK, that sounds just right. I think I'll take that. I can always phone ahead if I'm going to be late.
Agent: And when are you returning, sir?
Customer: Actually, I'm not sure when I'll be coming back, so I won't book a return ticket, just one way.
Agent: I can always book you an open return if you'd like. You can use this at any time within the next
month as long as you contact us first to reserve a seat.
Customer: Well, there's a chance I might be getting a lift back, you see, so I'll just pay for one way. I don't
want to buy a return if I don't need it.
Agent: OK, no problem. Are you travelling alone?
Customer: Just the one ticket. please. rm going down to visit my daughter at university. My son's meeting me
at the station, so it's a proper family reunion.
Agent: Very nice' OK. Well, I can book that for you if you like, sir. That'll be £23.50. Now, I just need to take
down some details. Can I have your name, please?
Customer: Yes. it's Matthew Upton, that's U-P-T-0-N.
Agent: And your address?
Customer: 34 Allesley Road. Allesley, that's A-double L-E-S-L-E-Y.
Agent: And your telephone number?
Customer: 01732 558997.
Agent: And your email address. We'll use this to send confirmation of your travel details.
Customer: matt257@yahoo.co.uk.
Agent: OK. thanks.
Customer: Before I forget. I'll be taking a little luggage. Is there a set luggage allowance?
Agent: We offer a very good luggage allowance. You can take two suitcases as long as they're no more than
20 kilos each; that"s 40 kilos in total, and one small item of hand luggage on the coach. Most people
find that more than adequate. Any additional items carry an extra charge of £10 for each bag.
Customer: I certainly won't be taking that much, so I should be OK. I was worried I might be taking too much.
Agent: Would you like travel insurance included with your ticket? It's an additional £2.00.
Customer: No, I don't think so.
Agent: No problem. it's not compulsory. OK, how will you be paying?
Customer: Actually. I've been having trouble with my debit card today and I've left my cheque book at home.
so I'd better pay in cash. You'll give me a receipt, won't you?
Agent: Certainly, and we·ll send confirmation to your email address as well. So. that's £23.50, sir. If you
just wait a minute, I'll print you off a receipt.
Track 03
TEST 1 LISTENING SECTION 3
Tutor: OK, Fergus, so we·ve looked at your assignment, which was OK. Now, before you go, you know
about the jobs fair that's coming up, don't you?
Fergus: Yes, it's the week after next, isn't it? The whole week, is that right?
Tutor: That's right. Monday through to Friday. I'd suggest making sure you get along there on Tuesday
and Wednesday. Engineering companies tend to be more prominent then rather than on Monday
or the end of the week.
157
Fergus: Um, yes, I've got the programme for this year. And it looks like those days will be best for me. I'm
only in my first year, so I'm not expecting too much from the day. But I've heard you can pick up
some valuable ideas for career paths.
Tutor: Well, you've still got a few years here. I know, but it's never too soon to make a good impression
on potential employers. You've got the programme, so do some research. Have a look at company
websites so you·ve got the basis for a good conversation with the people on the stands.
Fergus: Yes, I was looking at one the other day. The boss was being interviewed about their staff
development programme, and there are one or two other firms I'm also interested in.
Tutor: Mm, that"s good. You·ve made a start already. Remember to think about what you·re going to ask
people before you turn up. Not how much you·re likely to earn. of course! You only discuss salaries
at job interviews. No, questions about the skills you need for the job, the kind of personal qualities
employers are looking for, that kind of thing.
Fergus: Yes. I see what you mean. It's best to go prepared and make the most of the opportunities.
Tutor: And I'm sure you don·t need telling that ifs a good idea to dress correctly for the event. You need
to give off a professional air.
Fergus: Well, I won·t be buying anything special for the occasion, that"s for sure. I've got a suit and tie at
my parents· but I don·t have time to collect it. I'll make an effort, though. A nice pair of trousers
and a jacket, nothing too formal.
Tutor: I"m sure you"ll look the part. By the way, you"ll often find companies have more than one
representative, maybe someone from marketing handing out free gifts, someone who"ll explain
the interview process, an ex-student who now works for them, that kind of thing. Try and direct
your questions towards the best person.
Fergus: Yes, that's a good idea. I'd certainly be keen to talk to any ex-students that are around.
Tutor: I'm sure you'll find the whole thing really useful. Ifs important to go to these events, and we
always get great feedback from students who've attended. As long as you go with the right
expectations. Ifs unlikely you'll come away with the promise of a job, of course. It's more about
discovering what companies are looking for in potential employees.
Fergus: Yes, plus they're a great opportunity to practise things like networking, meeting new people,
talking about yourself and what you do, d'you know what I mean?
Tutor: Definitely, yes. There'll be several high-profile companies in the engineering sector, and
you'll have the chance to get to know some useful people. If they give you their card or contact
information, make sure you keep it safe. It's a sign they like you and want you to keep in touch.
Track 04
TEST 1 LISTENING SECTION 4
Lecturer: Many thanks for inviting me along today to talk to you about the results of some very interesting
recent archaeological research.
The saying ·you are what you eat' is often applied to present day dietary advice. Certainly, our
bodies will show evidence of whether we eat healthily or live on fast food and take-aways. This can
be particularly useful in archaeological research; through a careful analysis of the ancient bones
of our ancestors, we can tell a great deal about their diet and the way they lived.
I'd like to talk to you today about some research into the early settlers of some remote tropical
islands in the Pacific. When these people travelled to these new lands 3,000 years ago, they had
to bring along all the resources they needed for survival. including food, plants and animals from
their original homes.
One such group were the Lapita people, who were early settlers of Remote Oceania - several
islands in the Pacific. When the Lapita set sail for the island Vanuatu, they brought with them
domestic animals and crop plants. This allowed them to settle in an area where no humans had
previously lived and that had limited natural resources. Archaeologists have been keen to discover
to what extent these settlers and their domestic animals relied on the resources they'd brought
with them compared to the native plants and animals they found on the island.
In order to try and understand the diet and lives of the Lapita people, archaeologists analysed
the chemical composition of the bones of 50 adults excavated from the Lapita cemetery on Efate
Island, Vanuatu. Depending on what we eat, we consume varying amounts of carbon, nitrogen
Track 05
TEST 1 SPEAKING PART 1
In this first part of the exam I'd like to ask you some general questions about yourself.
Have you got any hobbies?
What kind of hobbies did you have when you were younger?
Which hobbies are popular with young people in your country?
Let's talk about your leisure time. How do you usually spend your weekends?
What's your favourite day of the week?
What do you like to do to relax?
Track 06
TEST 1 SPEAKING PART 2
I'm going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk, you have one
minute to think about what you are going to say. You can make some notes if you wish. Here is your topic.
Track 07
TEST 1 SPEAKING PART 3
We've been talking about the kind of things that get us excited in life. I'd like to discuss this subject with you with
some more questions.
In general, what gets people excited in their daily lives?
In what ways can sport create thrilling moments for us?
Some people are thrill seekers. What is it that makes them crave excitement?
How would you advise someone to get more excitement into their life?
Do we get less excited about things as we get older?
Ifs often said that it's better to travel than to arrive. What does this mean to you?
159
Track 08
TEST2 LISTENING SECTION 1
Katie: Hi Jason. So what's the house like? I hope it's as good as the advert made out.
Jason: It's OK. I think I've finally found something we'll both like at last.
Katie: Brilliant! So what's it like?
Jason: Well, it's within walking distance of uni, it's in a residential area, there aren't many students living
there, but it's easy to get onto campus, and the city centre is only a bus ride away.
Katie: OK, that's a good start. But what's it like inside? To be honest, when I saw the advert I didn't think
it would be big enough for the three of us. The rent's not exactly cheap for the area. So come on ...
Is it worth it?
Jason: Well, it's got three bedrooms and a nice living room, so we'll all have our own space to work and
somewhere to sit together. It's clean and there's no need to decorate. /'m sure your mum and dad
would be happy with it, if that's anything to go by.
Katie: OK. That sounds promising.
Jason: And the landlady was really nice. She's not one of those people with a lot of properties. In fact, this
is the only one she has. so she really looks after it. Her daughter was a student and stayed there
last year, apparently.
Katie: Good. The advert said there's no garage but I can park on the road outside. I checked and there
are no parking restrictions along that road. I know there are some shops in the neighbourhood,
so we'll be OK for food and basic things. •
Jason: Yes, that's right. It's a nice house. And the kitchen's fine. I suppose it's not exactly modern but it's
clean and functional - all the things you need: washing machine, cooker ... There's no garden.
which is a shame, so nowhere to sit in the summer. But there's Wi-Fi, so all in all I'm happy with it.
Katie: Right, then. I think we·ve cracked it. I'd like to see it myself before we sign anything. I might pop
along later to have a look. It's on Foxwell Road, isn't it? Let me just make a note of the address.
That's F-0-X-W-E-L-L Road, is that right?
Jason: Yes, that's right, number 94. I'll come along with you for another look. So, you know what the rent
is, don't you? £430 a month. I know that's £50 a month more than we were expecting to pay but
I think it's worth it.
Katie: Mm, it sounds reasonable, especially if it's in a nice area. And we need to pay a deposit as well,
don't we? According to the ad, that's one month rent in advance.
Jason: Yes, that's right. That's normal when you rent, so I was expecting it. You'd better give the landlady
a ring if we want to have look round. Why not give her a call and see if she's free later?
Katie: OK, good idea. What's her number?
Jason: It's a mobile number: 01764 445328.
Katie: Right, I'll phone her now. Hopefully, she'll be free and we can go over there this evening.
Track 09
TEST2 LISTENING SECTION2
Presenter: Today we·re continuing our travellers· tales. On the line we have Amanda Toddington, who had
quite a nasty experience in Australia last year. Isn't that right, Amanda?
Amanda: Yes. My husband and I were on holiday and we were staying at a friend's house on the coast near
Brisbane. It was towards the end of the holiday and I was about to go into the garden and enjoy my
breakfast. I walked out into the kitchen, slid my left foot into my shoe and felt a tiny sting. It was
pretty painless but I shook the shoe off my foot and saw this tiny spider running out as the shoe
hit the wall. Anyway, not being an expert, I presumed the worst, that I'd been bitten by something
that was going to kill me and I completely lost control. I don't think I've ever screamed so much in
all my life. We'd been told beforehand to always check our shoes before putting them on as it's a
common way to get bitten, so I suppose it was my own fault, really.
Presenter: So, what was it that had bitten you?
Amanda: Tony - that's our Australian friend - he immediately asked me if I knew what had bitten me, and
I pointed to the corner of the room where I'd last seen the spider. He picked up a jar and found
the creature in the corner, where the shoe had hit the floor. 'It's a redback,' he said, and he
gently placed the jar over the spider. The funny thing was we'd been talking about some of the
Track 10
TEST2 LISTENING SECTION 3
Tutor: Anyway, as this is our first session, I'd just like to find out how you're settling in, how your Spanish
course is going - basically, anything you feel you need to talk about.
Kevin: I'm OK, I suppose. I'm settling into my studies and I'm finding the course interesting. I've got a
free day on Wednesday, which is good, and lectures and tutorials on the other four days. Yeah, I'm
getting into the swing of things. I'm just missing home a little, that's all.
Tutor: OK. Well, if it makes you feel any better, I reckon half the students I speak with are a little
homesick. It's only natural. Is this the first time you've lived away from home?
Kevin: Yes. I was thinking just this morning that I've never spent so long away from my friends and family
before. I've been back home on one occasion since I started in September, but it's so expensive to
get down to London by train that I can't go very often.
Tutor: Well. don't be too hard on yourself, Kevin. It's quite a lot to deal with at first, isn't it? Moving to a new city,
being responsible for everything for the first time ever, shopping, cooking, etc. Then making new friends,
and then there's your studies, of course, and getting organised. Are you living on campus or in town?
Kevin: On campus, in halls of residence. It's not as cheap as renting a room in a house but I thought it
would be a good way of meeting new students. We're all in and out of the kitchen during the day,
so it's not difficult to socialise. Like you say, I'm just a bit homesick.
Tutor: I'm sure that you'll find things get better over the next few weeks. Everything·s new for you at the
moment and a little overwhelming. But you'll get into a routine and start to feel more settled.
What about Freshers· Week? Did you sign up for anything?
Kevin: Yes. I've joined a couple of groups. There's the Film Society, and a tutor recommended the Spanish
Society, so I've signed up for that too. I've volunteered to help out on their International Food Day -
making snacks, that kind of thing. And I'm looking forward to getting to know other members.
161
Tutor: You said earlier you were finding your studies OK, so that's good as well. The main thing to
remember is to try to be as organised as possible. You have so much more freedom to make your
own decisions here, so ifs important to structure your time to factor in time for stud,es. 1, 'jC>u·re
on top of your work, you'll feel much more able to enjoy your free time.
Kevin: Um, I was hoping you could help me with my essay writing. I seem to be spending ages writing
and re-writing essays and, well, ...
Tutor: The best bet is for you to sign up to the university Writing Tutorial Service. They have people who
are in place to support students specifically with these problems. To join, just fill in the application
form and give them a sample of your work.
Kevin: Brilliant! I didn't know anything about that. Can I give them one of my essays to look at?
Tutor: They won't give you feedback on a complete essay, I'm afraid, as they may not be subject experts.
It's really aimed at developing your academic writing skills. Ideally, you should write something
between 1,000 to 1,500 words. If you find their page on the university website, they've got a list of
general topics you can try.
Kevin: So do I just turn up? Or do I need to make an appointment? I've got an essay deadline coming up
soon, so I'd like to get help as soon as possible.
Tutor: You'll need to arrange an appointment. The first step is to sign up for the service. Download the
application form and essay title from the webpage. Don't forget to state when you're available
for tutorials on the form. Email the essay and form to the team and they'll get back to you with
an appointment time. It usually takes about one week from when they first receive your essay to
arrange an appointment. You're usually given one tutorial a term but they may offer you further
sessions if they think you need them.
Kevin: OK, I'll do that. Thanks for your help.
Track 11
TEST2 LISTENING SECTION 4
Lecturer: Good morning, everyone. Today we're continuing our look at funding opportunities for small
start-up businesses. The emergence of social media has given companies the ability to connect
with fans and potential customers directly. On the back of the growth in social media, a model of
raising finance has emerged known as crowdfunding. This revolutionary way of raising finance
began with micro-lending in the nineties. More recently an equity-based model has emerged that
allows people to invest directly in a new company. We're going to examine this in more detail later,
but let's turn first to a third model, which I'll term a fan-based model.
With this model of crowdfunding, individuals are encouraged to give an amount of money to
support the launch of a project or initiative without the promise of any financial return. Instead,
there's a reward for donating. This contrasts with the micro-lending model, which would require
a return on investment, and the equity-based scheme, which may offer shares. Crowdfunding
portals or websites allow the business concerned to present the initiative along with the financial
target required. There's a fixed time limit for fundraising and if the target amount is reached, all
donations are paid to the company or individual. Whether it's an author planning to write a new
book, an independent film company looking to make a new film, or a technology company with an
idea for an app, the person or company needing funding would turn to its fan base for support.
This is managed through one of the many crowdfunding online portals that have emerged.
Of course, a fan or supporter of a particular initiative is likely to give money anyway. But
donation-based crowdfunding will often make donating even more attractive by offering a
rewards-based incentive scheme. Let's take a film company, for example, that needs funding
for a new film. For a small set donation, the donor might be offered a free ticket to the premiere
or a DVD of the film. A larger set donation might be rewarded by the chance to attend a launch
event when the film goes live. Those people who make bigger donations could even be offered
the chance to meet the cast of the film, whilst the highest level donation could see the person's
name mentioned in the film credits.
For companies that already have a significant fan base, crowdfunding offers a fantastic
opportunity to raise money quickly from a large number of people, each of whom donates just
a small amount of money. Compare this to the time and effort that would be needed to sell
your idea to investors or your bank manager, particularly in an age when raising finance can be
Track 12
TEST2 SPEAKING PART 1
In this first part of the exam I'd like to ask you some general questions about yourself.
What kind of books do you like to read?
Which do you prefer to read, e-books or traditional books?
Have you read any books written in English?
Let's talk about your friends. How often do you meet up with your friends?
Have you got a best friend?
Which qualities do you value most in your friends?
Track 13
TEST2 SPEAKING PART2
I'm going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk, you have one
minute to think about what you are going to say. You can make some notes if you wish. Here is your topic.
Track 14
TEST2 SPEAKING PART3
We've been talking about the subject of letters and communication. I'd like to discuss this subject with you with
some more questions.
Do you think letters will eventually be completely replaced by electronic mail?
Why might a handwritten letter feel more special to the receiver?
Are there some situations where we should still try to write letters with pen and paper?
Does email make our lives easier?
In which ways is the written word more powerful than the spoken word?
Do you think technological advances mean we have too much communication now?
Track 15
TEST3 LISTENING SECTION 1
Receptionist: Hello, Mr Budley. Is that your treatment finished for today?
Patient: Yes. I've just had the X-ray for now. The dentist asked me to make another appointment to have
one out and then to get my teeth cleaned.
163
Receptionist: OK, let's have a look at what's available. I've got a couple of free slots next week on the 16th.
That's the Wednesday. Monday and Tuesday are completely full, I'm afraid.
Patient: Isn't there anything sooner than that? I'm in a lot of pain. Nothing th·1s week?
Receptionist: I'm afraid not. We're very busy this week. One of the dentists is away on holiday, so we're a little
short-staffed. If someone cancels, I'll give you a call, but for the time being shall I book you in for
the 16th? We have a free slot at 1.30 and another one at 3.30.
Patient: OK, can you book me in at 3.30? Let me make a note of that. Oh, hang on. I can't make 3.30. I've
got a meeting at 4.00 and I'll never get back in time. lnL have to be 1.30.
Receptionist: Right, that's booked for you. Now, the extraction will be £90 and the X-ray is £20, so that"s £110
altogether. How would you like to pay? Cash or cheque? I'm afraid we don't take cards.
Patient: I'll pay by cheque, thanks. If it's OK, I'll pay for the X-ray now and the rest at my next appointment,
just in case I have to cancel for any reason.
Receptionist: Thant be fine. Just to let you know, we need at least 24 hours notice if you have to cancel,
otherwise there's a £10 fee.
Patient: So, the cheque. Who shall I make it payable to?
Receptionist: Sinclair Dental Surgeons. That"s S-I-N-C-L-A-1-R.
Patient: While I'm here, I was wondering whether you had any information about dental insurance. I think
my teeth are beginning to show signs of age and I might need a lot more treatment.
Receptionist: Er, there's a company we work with ... Here·s one of their leaflets. Their prices are very competitive
and the cover they offer is similar to that of most other companies. They pay up to £650 a year for
dental treatment and you can add your wife and children to the plan whenever you want with their
family cover plan. This gives you a generous discount compared to individual plans.
Patient: Thanks. It looks interesting.
Receptionist: And they offer interest-free monthly payments too. Er, there's a telephone number you can call for
more information.
Patient: Thanks. I'll take it home and have a closer read. Will I be able to claim for the treatment I'm
having now?
Receptionist: Any treatment you have after your membership starts will be covered. So if you're quick, you
might get the cost of work next week covered.
Patient: Thanks again. Well. I'll see you next week then.
Track 16
TEST3 LISTENING SECTION 2
Presenter: Hi again. I'm joined today by Ben Knightly from the Media and Arts Centre. He's here to tell us
about the launch of the city's arts festival. Hi Ben. This year has a particular focus. doesn·t it?
Ben: It does, yes. This year we want to encourage more people who would not normally describe
themselves as being creative to get involved with some of our many events and workshops. Not
simply turning up as spectators but to get involved themselves, to get their hands dirty as it were.
There's such a wide offering this year that I'm sure we'll have something to suit all tastes.
Presenter: You were telling me earlier how beneficial being creative can be for us.
Ben: Absolutely. I recently attended a drawing workshop. and even if I do say so myself. came away with
a very good sketch I'd done. But what was particularly surprising for me was my feeling of pride
and joy when I looked at the sketch again and showed it to the family. It really took me back to the
feelings I had as a youngster when I'd made something. I realised that even as an adult we can get
just as much pleasure and happiness from creative activity. Actually, research has shown that the
more we allow ourselves to be creative. the happier we feel; and the more positive our frame of
mind, the more creative and the more curious we become about the world we live in.
Presenter: Well, you've certainly persuaded me. So, what kind of events can we look forward to?
Ben: We want to try and include as wide a range of people as possible this year, from people already
involved in the creative arts through to elderly people who haven't been creative in years. So for
example, we're inviting people in the creative industries who occasionally suffer from writer's
block to join us on one of our creative walks. Walking has been proved to aid creative thinking and
we're running a series of walks during the spring and summer around some of the many beauty
spots in and around the city. Then there's our knitting programme. We're working with schools in
the area to invite grandparents in to teach kids how to knit. It's a great opportunity to bridge the
Track 17
TEST3 LISTENING SECTION3
Judy: Hi Graham. How you doing?
Graham: Hi Judy. I'm fine, thanks. And thanks for popping round. I was hoping I could pick your brains
about transferring to another course.
Judy: Yes, I remember you saying you wanted to do something else. Are you planning on staying here,
or are you looking to go to a different university?
Graham: No, I'm happy to stay here. I just feel I need to do something else. How did you go about your
transfer? You did History of Art originally, didn't you?
Judy: That was the course I initially wanted to transfer to. I'd studied Art at college and wanted to
continue but my parents persuaded me that English would be more useful, so I took their advice.
But I really didn't enjoy it and tried to transfer to History of Art but the course was full. Anyway, I
spoke with the course tutors and they told me about the Fine Art programme. They thought I had
the talent to do it, so that was that.
Graham: I see. How did your parents take the news?
Judy: They were OK about it, really. They just want me to do what I enjoy, so everything·s fine there.
So, you're hoping to transfer as well, then?
Graham: Yes, I think I've given the German course a good try but I'm not really happy. Most of the other
students on the course seem to have at least one German parent or they've spent a great deal of
time in Germany, so their German is much better than mine. We get huge novels to read and I'm
still struggling with the first chapter while they're already finished and writing their assignments.
I thought about doing a combined degree, German with another course, as the workload would
be less but in the end I feel a complete change would be best. One of my other subjects at school
was History and I realise now I'm actually more interested in that. One of my housemates is doing
History and it sounds like a great degree, so I've decided to focus on that.
Judy: Well, people do transfer, so it's not out of the ordinary. But won't you miss the opportunity to study
abroad for a year? You spend Year 3 in Germany, don't you?
Graham: I know. Not only Germany, actually. You have a choice of Germany, Switzerland or Austria. That
would be exciting, I know, but that's really the only thing I like about the course and I can always
do some travelling after I've finished my studies. I still don·t know what I want to do as far as
a career is concerned, so I think ifs best I study something I enjoy, first and foremost. Anyway,
I thought I'd ask you about how you went about your transfer before taking it any further.
Judy: Well, the first thing you have to do is make sure you·re clear in your own mind why you want
to transfer. You'll need to persuade people that it's a good idea, so get your arguments clear.
Then ... I'm sure you·ve already done this, but check what the entry requirements are for History
and whether you've got the necessary qualifications. They might be more flexible now you're
actually here but you need to show them you'd be able to keep up with your studies.
Graham: Well I've got History qualifications, so I'm hoping that won't be a problem. Who do I have to speak to?
Judy: Well, they always tell you to speak with your course tutor first in case there's a way of making the
course you're on more appealing to you. But it sounds like you've definitely decided to get out, so
165
I'd go to the Careers Service next, just to make sure there aren't any restrictions on transferring.
It shouldn't be a problem but it's best to check first. And then there's your funding. I'm no expert
but I would imagine this won't be a problem; German's a four-year course and His\ory ·,s \nree, so
you could just start from Year 1 next September. If the Careers Service think it's OK and there are
no funding problems. go and speak to the Admissions Tutor in the History Department. just to see
if they're happy with your qualifications - and if there are places.
Graham: OK. Well, I'm hoping it'll be OK. I'm planning to transfer at the beginning of next year rather than
half-way through this year.
Judy: Yes, hopefully it'll be alright. If they accept you, ifs pretty straightforward after that. It's not like
you're going to another university. You just have to complete a form - I think it's called an internal
transfer form. Your current Head of Department and the one for the course you're transferring to
have to add their signature as well. And that's it.
Graham: Well, thanks for that, Judy. I'd better start making my case for transferring, I suppose.
Track 18
TEST3 LISTENING SECTION 4
Lecturer: Today we're going to look at a fascinating condition that challenges the idea that we all see and
experience the world around us in a similar way. For example, what do you see when I mention a day of
the week or a month? What colour is the letter A? Or the number 10? If you often find yourself having
more than the normal sense sensations, you too could have a condition known as synaesthesia.
Synaesthesia is a harmless but fascinating condition which is often described by psychologists
as the joining of the senses. We normally experience our senses individually, so we see a colour
or hear a word, whereas people with synaesthesia will find two or more senses being stimulated
at the same time by a single stimulus. Some people will see or feel a colour when they hear a
sound. Others will experience a taste or smell when another sense is stimulated. This happens
automatically - the sensation can't be managed.
People often go through life unaware that they have the condition. A common response from
individuals who learn for the first time that they have synaesthesia is one of surprise to discover
that other people don't experience the same thing. It's a normal part of life for them and they will
rarely describe the symptoms negatively.
To estimate the numbers of people with synaesthesia, one group of researchers sat people
in front of a computer and showed them letters and numbers in black. Participants were asked
to choose a colour for each character they saw. A small proportion of participants, namely those
with synaesthesia, consistently described the same· characters as having the same colours. On
the basis of the results, researchers were able to predict that synaesthesia affects about one per
cent of the population. This number has been confirmed in other research.
Synaesthesia takes many different forms but the most common is to see or feel a colour in
relation to letters and numbers. It's commonplace for people to identify A with red, B with blue,
and so on. Some people will actually see a colour, but in most cases it's a question of feeling or
sensing the colour. However, it's just as commonplace to see days, months, letters and numbers
spatially, that is in lines or circles, for example. People might say they see Monday up high,
Tuesday just below Monday, Wednesday on the left, Thursday on the right, and so on.
This doesn't mean that people with synaesthesia always agree on what they sense. Two
synaesthetes will often argue over the colour of a letter, for example. But patterns emerge if a
large enough sample of people are observed, providing clear evidence of this condition despite
individual variations.
Colour and spatial synaesthesia are amongst the most common forms of the condition but they are
by no means the only way people experience it. One of the more interesting combinations is word-taste
synaesthesia. This occurs when words lead the person to experience tastes or certain taste sensation�.
So a person's name might have the flavour of a particular sweet. places might be associated with the
taste of particular snacks. Taste needs to be seen in a wider context here. The sensation may be a
feeling on the tip of the tongue or at the back of the throat and will differ from person to person.
Some researchers believe we are all born with the condition and that ifs most prevalent in our
early years but it then tends to become less noticeable as we enter childhood. It's a fascinating
thought that as infants we experience the world around us through our senses in a different way
Track 19
TEST3 SPEAKING PART 1
In this first part of the exam I'd like to ask you some general questions about yourself.
What kind of music do you like to listen to?
Do you ever go to concerts or music festivals?
Do you play any instruments yourself?
Let's talk about your English studies. Do you enjoy learning another language?
How long have you been learning English?
Are there any languages you would like to learn?
Track 20
TEST3 SPEAKING PART 2
I'm going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk, you have one
minute to think about what you are going to say. You can make some notes if you wish. Here is your topic.
Track 21
TEST3 SPEAKING PART3
We've been talking about clothes and fashion. I'd like to discuss this subject with you with some more questions.
Is it natural that young people should want to dress differently from their parents?
What pressures are there on young people to follow the latest fashion?
Are men less concerned about their appearance than women?
Is it true that the clothes we wear can make us feel more confident?
Is there an age at which people become less interested in keeping up with the latest fashion?
Does the fashion industry place undue pressure on young people?
Track 22
TEST4 LISTENING SECTION 1
Police officer: Hello madam. I understand you witnessed the accident. Have you got a few minutes to tell me
what you saw?
Woman: Yes, no problem. I don't have to be back at work for a while, so I'm pleased to help.
Police officer: Did you actually see what happened?
Woman: Yes. I was standing over there, near the bus stop. I was on my way to get something for lunch and
just happened to be looking at a shop across the road. That's when I saw the red car come out
from the junction over there.
Police officer: You don't happen to know what time it occurred, do you?
Woman: Well, I left work for my lunch break at one and it's only about ten minutes· walk away - the office,
I mean - so it might have been about ten past one. Although I did pop into the shop for something,
so it was probably closer to one fifteen.
167
Police officer: So it pulled out of Monks Road - that's the road over there - straight onto High Street?
Woman: That's right, yes.
Police officer: Did you get a view of who was in the car?
Woman: There were three of them. Two in the front, the driver, of course, someone in the passenger seat,
and there was someone in the back. They were quite young. I doubt if they were much older than
twenty. Anyway, they came speeding out of the side road over there and hit that Lady"s bicycle. The
driver didn't bother to stop to find out if she was OK. He just drove off along the main road towards
the town centre. Er. is the woman OK?
Police officer: She should be fine. She banged her head when she came off the bike, so we've called for an
ambulance - they always Like to check you out in case you have concussion. But no, she seems fine.
Woman: The bike doesn't look too good, though. I don't think she'll be using that again. I suppose she
was very lucky, really. If they'd hit her instead of the front wheel, she could have been seriously
injured. It looked like they were just in a hurry and didn't want to stop at the junction. I know the
traffic lights aren't working there, so perhaps they thought they could just pull out.
Police officer: Could you give me a description of the car? Do you know the make and model?
Woman: Well, I'm not very good with cars, but I'm pretty sure it was the same model as my husband's car,
a Ford Fiesta. It was red, like I said, and quite old, and the door on the driver's side was damaged.
It looked Like it had been in another accident some time ago.
Police officer: I don't suppose you had a chance to take down the registration number, did you?
Woman: I did, actually. Let me see ... Um, Y ... 4 ... 8 ... 8 ... Y ... W. Will that help you trace them?
Police officer: That's really helpful. It depends. It might be a stolen car, but at least we'll be able to trace the
owner. If it wasn't stolen, then yes. we'll be able to find out the name of the driver. Now, would you
mind giving me your contact details, just in case we need to get in touch about anything?
Woman: Of course.
Police officer: What's your name?
Woman: Mrs Stansfield. Rita Stansfield. That's S-T-A-N-S-F-1-E-L-D.
Police officer: And your address, Mrs Stansfield?
Woman: 19 Althorpe Road, Bradford. That's A-L-T-H-0-R-P-E.
Police officer: Have you got a telephone number we can get you on?
Woman: Yes, it's 0232 566788.
Police officer: And do you have a mobile number?
Woman: Yes ... 07834 889772.
Police officer: That's great, Mrs Stansfield. As I said, we may get in touch if we need any further information, but
probably what you've told me is enough. Thanks for your time.
Woman: No problem. I'm glad to have been of help.
Track 23
TEST4 LISTENING SECTION 2
Speaker: Many thanks for inviting me along to talk about saving energy in the home. This is a key issue for
many people who now find themselves on tight budgets. So today I'd Like to spend a few minutes
going through some simple tips to help keep those energy bills to a minimum. I'll start with some
easy, cheap ideas before talking about more major solutions later.
I think we're all aware of the importance of insulating our homes, and although I'd advise you
to get it done, I appreciate it can sometimes be inconvenient to have building work carried out.
And though they're growing in popularity, having solar panels installed on the roof isn't a cheap
enough option for many of us to consider seriously. So what other steps can we take? Well, most
people will make a point of turning the heating down when temperatures outside rise but they
ignore other equally useful ways of saving energy when they're making dinner or doing their
weekly laundry.
If you're living in a relatively new apartment or house, you're probably blessed with a cosy,
draught-free living space. But for those of us in older properties, the chances are there are gaps
all over the place where cold air is getting in. Walk around your home and place the back of your
hand around window frames. Can you feel cold air coming in from outside? Get down on your
knees at the doors. Is there a draught at floor level? Fix these draughts with some cheap draught
excluders and savings in heating bills will begin straight away.
Track 24
TEST4 LISTENING SECTION 3
Oliver: Excuse me, is this seat taken?
Alice: No, by all means, have a seat. Are you here for the Open Day?
Oliver: Yes, I think I've just about finished now. I got here first thing this morning. What about you?
Alice: I got here a little while ago. I spent some time walking around the place first, just to get a feel for
what it's like. I'm doing the organised events this afternoon. I thought I'd have a coffee before I get
started. It's a lovely campus, isn't it?
Oliver: Yes, I love it. And the facilities are unbelievable. I've just been over to have a look at the sports
centre. There's an Olympic size swimming pool, a gym, squash courts. everything really. All the
high street banks are here, and the bookshop looks better than the one in town. There's supposed
to be a big supermarket a few minutes· walk from the main entrance, so there's pretty much
everything you need here.
Alice: Yes, I really like the look of it ... Um, I wonder if you can help me. I think I need to register to let
them know I've arrived, don't I?
Oliver: I'm not sure you have to. You can just pick up an information pack from the desk over there. And
nobody asked my name or anything when I turned up for the events earlier. I just walked in. But
you never know; they might check after to see if people have bothered to come to the Open Day, so
I think it's best to register.
Alice: Thanks. I'll just finish my coffee and then I'll get started.
Oliver: So, is this your first Open Day?
Alice: No, it's my fourth. I've been to Sussex, Coventry and Birmingham so far. They've all got their good
points. But being a bit older, I'm particularly keen on somewhere that has a few students my age
on the course. Apart from that, they all seem to have great links to businesses, and there isn·t
much to choose between them as far as their facilities are concerned. How about you?
Oliver: I haven't been to any other Open Days yet but I'm hoping I end up here. 1·ve just been to a
presentation by the Head of Department. It sounds like a great place to do Maths - that's my
subject. He was telling us about all the avenues open to Maths graduates and the kind of work you
169
can end up doing. A lot of students go into finance, accountancy, banking, that kind of thing. I can·t
say that's ever appealed to me, though. My Maths teacher at college was telling me about the
opportunities in the software industry, which I quite like the sound of.
Alice: Well, I hope you rnanage to get in. According to the letter they sent me, my department is doing
something similar. There's a talk later this afternoon by the head. I can't miss that. There's also
someone who'll be explaining about the year abroad. Apparently, you can spend your third year
at one of their partner universities in Spain or Germany. I'm going to have to give that a miss,
though, to catch my train. Oh, and there's also an exhibition area in the Physics Department with
some of the things people are doing here. I'll try and catch that.
Oliver: There were a few second- and third-year students at the exhibition I went to. One of them gave me
some great tips on finding work as well. I already knew about a couple of accountancy firms in the
area that offer work experience. That's on a voluntary basis, though. But apparently the students
helping here on the Open Day get paid, and the university advertises other jobs that come up now
and again, so that's worth remembering. And a lot of the shops here are always looking for staff.
Alice: Mm, that's useful to know. I overheard someone saying there's a tour of some of the halls of
residence in about half an hour, so I think I'll register and try to fit that in before I go to the talk.
Are you thinking of living on campus?
Oliver: I've not made my mind up yet. I don't live far from here. My parents· place is just the other side of
town. I could easily get the bus to campus, plus it would be a lot cheaper if I stayed at home. But it
would be nice to get some independence as well, so I don't know. I'll have to see. But I didn't know
about the tour. Would you mind if I tag along with you?
Alice: No, not at all. Let me just finish my coffee and I'll go and register.
Track 25
TEST4 LISTENING SECTION4
lecturer: Today we're going to continue our investigation into the use of technology in plotting
oceanographic migratory patterns and I'd like to focus specifically on creatures that we didn't
even realise existed until very recently: pygmy blue whales. In particular. I'd like to talk about a
high-tech method of tracking that researchers have used to find out more about these creatures.
Pygmy blue whales, which are one of several sub-species of blue whales, spend their lives
in the vast expanses of the Indian and southern Pacific Oceans. They were first identified as a
distinct subspecies in 1966. Before then they were probably confused with the Antarctic or 'true·
blue whale, so it's only recently that researchers have started to learn about them and their
migrations to and from their breeding and feeding grounds.
Scientists are interested in pygmy blue whales because although they are a very mobile
subspecies, very little is known about their movements and their populations. Large-scale
movements of whales are particularly hard to study, and what we do know about pygmy blue
whales we've mainly learnt from examining whaling records. There are several populations of
pygmy blue whales in the southern hemisphere and two main feeding grounds off southern and
western Australia. Scientists were interested in testing their hypothesis that the pygmy blue
whales feeding off western Australia migrate to Indonesia to breed.
To track the whales· movements, researchers made use of something called satellite
telemetry. This refers to the use of a satellite-linked tag attached to a whale. When the antenna
on the whale breaks the surface of the water, the tag communicates with a satellite system. The
location of the whale can be determined when multiple satellites receive the tag·s transmissions,
much like how the navigation system works on a mobile phone. Researchers receive this location
data in almost real time via the project website, which allows them to track the movement of the
tagged whale from many miles away.
The use of these tags has enabled researchers to discover that pygmy blue whales do indeed
travel northwards from the west coast of Australia in March and April, reaching the warmer
breeding grounds of Indonesia in June. They remain there until September, at which time they
then return to Australian waters.
In addition to identifying the migratory pattern of this particular population of pygmy whales,
research has also shone new light on the whales· feeding patterns. Ifs usually assumed that
Track 26
TEST4 SPEAKING PART 1
In this first part of the exam I' d like to ask you some general questions about yourself.
Do you live in a busy area?
Do you have all the facilities you need close by?
Is it the kind of place where it's easy to get to know your neighbours?
Let's talk about your future plans. Do you have an idea of what you will be doing in ten years· time?
Do you like to make plans for the future?
Are there any big changes about to take place in your life?
Track 27
TEST4 SPEAKING PART 2
I'm going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk, you have one
minute to think about what you are going to say. You can make some notes if you wish. Here is your topic.
Track 28
TEST4 SPEAKING PART 3
We've been talking about the impact that people can have on our lives. I'd like to discuss this subject with you with
some more questions.
People often say teachers had the biggest impact on their outlook on life. Why might this be?
In which ways can other people inspire or motivate us?
Who tend to be positive role models, family members or media figures?
Which historical figures do you think have had the most positive influence on the generations that came after them?
Do people in the public eye have a responsibility to be good role models?
Which values would you like to pass on to your children?
171
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Sample answer sheet: Writing
This is just one page of a longer booklet.
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UNIVERSITY of CAMBRIDGE
' ESOL Examinations
TASK 1
175
TEST 2 Reading Section 4 Questions 31-40
31 B 36 A
32 A 37A.
Passage 1 Questions 1-13 33 B 38 A
1 TRUE 8 visible 34 C 39 C
2 NOT GIVEN 9 trees dying/dying trees 35 B 40 B
3 TRUE 10 root disease
4 FALSE 11 genetic tests
5 TRUE 12 underground TEST 3 Reading
6 FALSE 13 normal
7 NOT GIVEN Passage 1 Questions 1-12
1 vi 7 hypersensitive
Passage 2 Questions 14-26 2 iii 8 sensory cortex
14 FALSE 21 B 3 ix 9 neurons
15 FALSE 22A 4 viii 10 trimester
16 TRUE 23 C 5 ii 11 functions
17 TRUE 24A 6 stimuli 12 B
18 NOT GIVEN 25 B
19 TRUE 26 A Passage 2 Questions 13-26
20 A 13 TRUE 20 B
14 TRUE 21A
Passage 3 Questions 27-40 15 FALSE 22A
27 C 34 C 16 FALSE 23 C
28 C 35A 17 NOT GIVEN 24 C
29A 36 C 18 FALSE 25 A
30 B 37 B 19 TRUE 26 B
31 C 38 A
32 B 39 B Passage 3 Questions 27-40
33 C 40 C 27 86/ eighty-six billion 34 G
28 did not grow 35 F
TEST 3 Listening 29 shift [brain! functions 36 D
30 long-term [memories) 37 TRUE
31 spatial naviga'tion 38 NOT GIVEN
Section 1 Questions 1-10
32 more developed/ 39 TRUE
1C 6 Sinclair
better developed 40 FALSE
2B 7 year
33 B
3A 8 family
4 20 9 monthly/ every month
5 24/ twenty-four 10 membership TEST 4 Listening
Section 2 Questions 11-20 Section 1 Questions 1-10
11 C 16 A 1 1.15/ one fifteen/ 6 damaged
12 & 13 INANY ORDER 17 C quarter past one 7 BYW
B 18 booked 2 three/ 3 8 Stansfield
E 19 materials 3 bicycle/ bike 9Althorpe Road
14 B 20 12.30/ twelve thirty 4 town centre 10 889772
15 D 5 traffic lights
Reading 27 TRUE
28 NOT GIVEN
35 one/ 1 mile
36 sealed
29TRUE 37 earthquakes
Section 1 Questions 1-14 30 TRUE 38 over-reliance
1 FALSE 5 NOT GIVEN 31 FALSE 39 !real) issue
2 TRUE 6 TRUE 32 FALSE 40 bridge
3 NOT GIVEN 7 FALSE 33 high pressure
4 TRUE 8 TRUE
177
Writing: model answers
Test 1 Task 1
These two graphs offer an interesting comparison of the growth in wages in G7 nations between two different
time periods.
The first graph looks at the years 2000-2007. For several countries, wages fluctuated year by year with small
increases followed by equally small falls in income. For example, Italy saw slight increases of just below 0.5% in
2000 and 2001, followed by falls of a similar amount in 2002 and 2003, before picking up again in 2005, 2006 and
2007 with rises of around 2%, 1 % and 0.5% respectively. In comparison, the UK, the USA and Canada witnessed
wage growth in most years, with the UK hitting almost 5% in 2000. 2005 was the only year when a slight fall was
registered. These figures contrast sharply with those shown in the graph for 2008-2012, particularly for the UK
and the USA. During this period in the UK, four of the five years witnessed wage decreases of between 1.5% to
over 2%. Similarly, wage increases in the USA were smaller, with two years showing slight falls.
The figures seem to reflect the changing economic conditions that emerged following the financial crisis of 2007
and suggest that this had a significant impact on wages, particularly in the UK and USA.
Test 1 Task 2
It goes without saying that the car has become an essential mode of transport both for commuting and leisure
purposes. We have become dependent on it precisely because of its convenience. With no need to wait at cold bus
stops or train stations, motorists can start their journey a few steps from their front door.
However, this convenience has had serious consequences. As people have become more affluent, the number of
cars on the road has increased year on year. As a result, traffic congestion has led to huge sums of money being
spent on road building programmes, which in turn has had an impact on the natural environment. Moreover,
despite the introduction of cleaner, lead-free fuel and the promise of electric cars, air quality in major cities
continues to suffer from air pollution caused by toxic fumes from cars. Add to this the injuries and deaths caused
by road traffic accidents, and it quickly becomes apparent that policy-makers need to address these negative
consequences.
There are steps governments could and should take to alleviate these problems. Firstly, public transport should
be improved to such an extent that catching a bus or train becomes almost as convenient as travelling by car.
Secondly, commuters should be encouraged to car-share with people who make the same journey. Fuel costs are
a major drain on household incomes and motorists would hopefully appreciate the benefit of sharing these costs.
Clearly, measures like these will not lead to a major decline in the use of the car but they may help us reduce the
number of car journeys made.
Test 2 Task 1
The graph shows the various reasons the business community made use of social media during 2012. Businesses
are categorised in terms of size of the organisation, ranging from those with over 1,000 employees down to small
companies with 10-49 workers.
Firstly, it would appear that the bigger a business is, the more likely it is to have a social media presence.
Whether the purpose is to exchange information within the business itself, to recruit employees or to promote
The results perhaps indicate that while all companies make use of this technology for a variety of reasons,
larger companies have greater resources available to maintain a social media presence or are more aware of the
benefits it can bring.
Test 2 Task 2
We are currently living in an era when job opportunities are limited and there is a high level of competition for any
vacancies that become available. As a result, employers can demand more in the way of skills and experience
from applicants, which can lead to young people being turned down in favour of people with more experience.
There is certainly evidence in my own country to support this situation. When employment statistics are published,
youth unemployment is always a particular concern, with numbers remaining stubbornly high. In addition, young
people who are fortunate enough to find work are often in short-term jobs that offer little in the way of career
progression. This situation is aggravated by the fact that older people who have been made redundant or who
have only semi-retired are also actively seeking employment. Indeed, several major businesses, particularly those
in the service sector, are keen to employ more mature people since they feel the older generation have better
customer service skills as well as years of experience behind them.
Clearly, it is necessary that society should provide work for all who need it and it would be wrong to discriminate
against someone on the basis of their age. However, I do feel that younger people need to be given the opportunity
to develop the skills and experience they need to get them started in the field of work. For this reason, I believe
companies should be encouraged not only to employ younger people but also to provide appropriate training and
career progression so that youngsters do not find themselves trapped in dead-end jobs.
Test 3 Task 1
This line graph shows the amount of money in billions of pounds spent by people from the UK on visits abroad
from 1993-2013.
By far and away the largest sum of money was spent on travel, which has experienced a huge growth and reflects
the growing popularity of overseas holidays. In fact, between 1993 and 2008, expenditure on travel almost tripled
from nine billion to almost 27 billion pounds. There was a sharp fall in 2009 to just over 21 billion, with figures
stabilising over the next few years. However, there were signs of growth again in 2013 to 24 billion pounds.
Expenditure in other areas has been far more stable during this twenty-year period. Money spent on visiting
friends or relatives rose gradually from around one billion pounds in 1993 to approximately five billion in 2013.
The amount spent on business since 2000 has had a gradual increase with minor fluctuations, but since 2008 has
remained fairly steady at around five billion pounds.
Test 3 Task 2
Huge efforts are made by national bodies to be selected as the host of a sporting event like the Olympics as this
is seen by many as an opportunity for economic growth. However, opponents argue that this can be a waste of
money that could be better spent on much needed public services.
179
Hosting a major sporting event certainly offers the chance for huge investment in the transport and general
infrastructure that large-scale events require, and these can have real long-term benefits for the country
concerned. In addition, there are significant opportunities for job creation, and in the case of the 2012 london
Olympics, for example, a deprived area of the city was regenerated. It is also claimed that hosting an event can
lead to increased tourism and can give the country the chance to show off its organisational and creative talent,
which in turn may lead to future business and investment opportunities.
However, opponents argue that similar outcomes could be achieved for far less cost. They argue that investment
in infrastructure should not depend on whether or not the country hosts a major event, and improvements
should be carried out as and where needed. They also point to the huge costs of laying on security as well as the
disruption such an event can cause to businesses. Moreover, opponents also question the benefits to tourism,
arguing that people uninterested in the event can actually be put off from visiting the country.
In my opinion, hosting an event of this size does seem to be very popular with local people, and if long-term
benefits can be gained, then it would appear to be a project worth participating in.
Test 4 Task 1
The infographics examine the numbers of people in employment in the UK in 2013, categorised by their proficiency
in English.
Almost 28 million people between the ages of 16 to 64 are employed. Being in employment is heavily dependent
upon a person's ability to use English proficiently. For example, nearly 72 per cent of native speakers will have
jobs compared to 65 per cent of those who are proficient in English, and as low as 48 per cent for people who do
not use English well. Men are far more likely to be employed than women, particularly amongst the non-proficient
group, where twice as many men will be in paid work.
In terms of entering a professional occupation, people proficient in English have almost the same opportunities
as native speakers, with around 17 per cent of these people featuring in this category. In contrast, the majority of
non-proficient English speakers enter work defined as elementary, which is presumably unskilled work, but with a
sizable minority (21 per cent! having a skilled trade.
Test 4 Task 2
Taxation is and always has been a major issue that divides people and is often what distinguishes one political
party and ideology from another. Since few people enjoy having a significant chunk of their income stopped at
source, the electorate will consequently often Look favourably on politicians who promise to keep taxes Low.
Indeed, it is a brave political Leader who proposes to raise taxes when standing for election.
In my view, taxation is essential if key services are to be provided but it is also something that needs to be more
transparent. For example, there are certain services we all use to a greater or Lesser extent. These services
include everything from street cleaning to social services, from education to crime prevention. We all need the
Local council to remove our garbage and the police to keep our streets and ourselves safe. Taxation would appear
to be the most effective way of paying for these services.
However, it is clearly a challenge to make people feel that the tax system is fair and works for the benefit of
individuals and society in general. I feel that the answer lies in accountability. Technology is such today that we
should be able to keep track of how governments and local councils are spending the money they raise from
taxation and we should be able to hold them to account if money is not spent properly. This will not stop the
debate over high or Low taxation, but it will at least make what happens to the money we pay more transparent.
I am writing in connection with some problems I have had regarding the leather sofa I recently ordered from
your store.
To begin with, I was informed that the sofa would be delivered on Thursday between 9 and 12 a.m. However, the
sofa did not arrive until 7.00 p.m., with the result that I had taken a day off work unnecessarily.
When the sofa finally arrived, I noticed several marks on the leather and pointed these out to the delivery man.
He claimed these were just marks left by the packaging and would come out if I rubbed them with some cream for
leather. However, I have not attempted to remove these marks as I feel this is not something I should be required
to do with a new item of furniture.
I would therefore appreciate it if you would send someone to remove these blemishes as soon as possible.
I also suggest you introduce a system to inform your customers as soon as possible when a delivery is likely
to be delayed.
Yours faithfully,
Ana Boczek
On the other hand, many people accept such research as a necessary evil and argue that the benefits far outweigh
the moral arguments against vivisection. Those holding this view no doubt feel that though animals have a right
to be treated well, they do not have equal rights. They would argue that if we value human life more, we have to
accept that medical research is dependent on using animals in this way. Without such practices, people would
have exposure to drugs and chemicals that have not been tested beforehand.
This is a very emotive subject, but in my view, experimentation on animals, if carried out responsibly, is necessary
for medical progress. As a society, if we are happy to eat meat, fish and poultry, it is difficult to argue against
exploiting animals in other ways. With strict laws in place to control animal experimentation, I would hope
animals are treated humanely and suffering is kept to an absolute minimum. I would also hope that researchers
share their findings widely and avoid replicating experiments unnecessarily.
181
General Training Test B Task 1
Dear Marc,
I hope you and your family are well. It's fantastic news to hear you·re going to be visiting the UK!
You didn't say where you were planning to stay but if you're anywhere near the Midlands, I'd recommend paying
a visit to Birmingham. Ifs my hometown, of course, and also the UK's second city. We have lots of places of
interest - museums, art galleries, a fantastic shopping centre and a brand-new central library that will take your
breath away!
October and November can be a little chilly, so I'd advise you to bring something warm to wear. We also get a fair
bit of rain at that time of year, so you might want to bear that in mind when packing your suitcase.
It would be great to meet up if you do decide to visit Birmingham. But even if you are thinking of another city,
perhaps I could travel to meet you wherever you're staying. Let me know what you think.
Best wishes,
Geirant
However, shopping online means you forgo the personal touch you get at a high street shop. Moreover, it is not
possible to physically handle products, which can be a big disadvantage. For example, shopping for food means
you are unable to select the best fruit or vegetables available or check the sell-by or use-by dates. When buying
clothes, you can't feel the quality of the material or try an item of clothing on before buying it. Finally, there is the
issue of online security, which is a major concern for some people.
The high street offers us the chance to get out of the house and mingle with other people, and I think it would be
a great loss if the internet led to the demise of this traditional way of shopping. However, the retail industry will
need to adapt if the high street is to survive the revolution brought about by the internet.
Test 1 Part 1
In this first part of the exam I'd like to ask you some general questions about yourself. Have you got any hobbies?
Not really, no. But there are things I'd like to do if I had more time, like painting and sketching. I enjoy doing that
when I get the chance.
What kind of hobbies did you have when you were younger?
Well, like a lot of young people I used to collect things. I remember being very proud of my stamp collection - and
I was obsessed with watching football for a while.
Let's talk about your leisure time. How do you usually spend your weekends?
My weekends always start on Friday night, when I go out with my friends to dance. That usually means I get up
late on Saturday. I'll often go shopping in the afternoon, and Sundays are usually spent relaxing and getting ready
for college the next day.
Test 1 Part 2
I ·m going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk, you have one minute
to think about what you are going to say. You can make some notes if you wish. Here is your topic.
OK, well, there are several moments I can think of. But I'd like to talk about something that happened recently as
it's still fresh in my mind. This was about six months ago. It was a Saturday afternoon and I remember that it was
raining heavily. That was important because it meant Dad didn't go to his football match. Instead, he came into
the living room and announced that we should all get our coats on and go to the dog rescue centre to see if there
was a dog we liked the look of. I couldn't believe my ears! My sister and I had been trying to persuade Mum and
Dad to let us have a pet, and especially a dog, for months. I'd almost given up. It turned out they'd been secretly
discussing this and had decided to give it a try. Anyway, you can imagine how exciting it was driving to the centre
to pick our new pet. When we arrived, I couldn't believe how many dogs there were to choose from ... all different
sizes and breeds ... But the strange thing was ... and what made it so special was that my sister and I both fell in
love with one dog in particular. She was very small and was so pleased to see us. Her tail was wagging like mad,
and we both fell for her instantly. To cut a long story short, we decided to get Bonnie - that's her name. We had to
wait two weeks before we could bring her home, but now she's part of the family.
183
Test 1 Part 3
We ·ve been talking about the kind of things that get us excited in life. I'd like to discuss this subject with you with some
more questions. In general, what gets people excited in their daily lives ?
I suppose it depends on your interests, really. I know my friends and I get excited about important sporting
events - cup finals, that kind of thing. Getting together with your friends or family on special occasions can be
exciting. Maybe it's an event that stands out from the daily routine that can get us excited.
Some people are thrill seekers. What is it that makes them crave excitement?
I'm not a thrill seeker myself, so it's difficult to say. If you mean the kind of people that do extreme sports like
bungee jumping or parachuting, I suppose it's about the adrenaline rush you get doing things like that. Perhaps
if you've done something like that once, you become addicted to the feeling.
How would you advise someone to get more excitement into their life?
Hmm. That's a tricky question. As I said earlier, perhaps it's about doing different things. We all have our daily
routines, and perhaps at the end of the day some people just like to relax and take it easy. Personalty, I'd advise
them to spend a Saturday at a football match. I'm sure that would work.
It's often said that it's better to travel than to arrive. What does this mean to you?
Yes, we have a similar expression in my language. It means that the anticipation of something is often better than
the thing itself. For example, people often get excited about a new gadget they're saving up for but as soon as they
have it in their hands, it feels like a bit of an anti-climax.
Track 30
Test 2 Part 1
In this first part of the exam I'd like to ask you some general questions about yourself. What kind of books do you like
to read?
To be honest, I'm not a big reader. I do read but usually when I've got plenty of time to relax. When I go on holiday,
for example, then I tend to choose something that's popular at the time - something you find on the shelves in the
shops.
Test 2 Part 2
/'m going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk. you have one minute
to think about what you are going to say. You can make some notes if you wish. Here is your topic.
I don't know if this is the most important letter I've ever received but it was
so I think it must be significant. It was the letter I received from the education authority to tell me which school
I was going to go to when I was eleven years old. I'd finished junior school earlier that summer and I"d chosen
the secondary school I wanted to go to. It was a good school and most of my friends had chosen the same place.
Obviously, we all wanted to stay together but there was no guarantee that it would turn out that way. My family
and I were on holiday when the letters were sent out, so most of my friends knew which school they were going to
before I got home. I remember phoning one of them to find out if they"d heard anything and she told me that they'd
all got into the same school. I had to wait until we got home to find out if I'd got in too. It was terrible. What made
it even worse was that this all happened towards the beginning of the holiday, so I had to wait a whole week until
we got back. I can still see the post box when we arrived home. It was full of letters and it took a while to find the
one we were looking for. My mum opened it ... I was too nervous to do it myself ... and I remember the big smile
she had on her face when she read it. I"d got into the same school as my friends! I was so happy! I think I left my
parents to unpack while I went to see my friends to celebrate.
Test 2 Part 3
We ·ve been talking about the subject of letters and communication. I'd like to discuss this subject with you with some
more questions. Do you think letters will eventually be completely replaced by electronic mail?
I think they probably will, yes. The only letters I ever receive are official ones. I always communicate with my
friends with email or texting. Some of my older relatives occasionally send letters but I don't think it'll be
something my generation will do when we get older.
Are there some situations where we should still try to write letters with pen and paper?
I think it depends. It's a thoughtful thing to do if you·re thanking a relative for a present, for example, an elderly
relative who might not use email. They'd appreciate a handwritten letter rather than something typed. But apart
from that, I don·t think so, really.
185
In which ways is the written word more powerful than the spoken word?
I think ifs because the written word is permanent. Once ifs on paper, it kind of exists. The spoken word is gone as
soon as it's uttered. Also, we have more time to think about what we write, so that can ma¼e it more powerfu\.
Do you think technological advances mean we have too much communication now?
Yes, I think that's absolutely true. There are so many ways to communicate with people - TV ... online newspapers
or blogs ... email and text messaging ... I think we're bombarded with messages now, and a lot of us probably
suffer from information overload.
Track 31
Test 3 Part 1
In this first part of the exam rd like to ask you some general questions about yourself. What kind of music do you like to
listen to?
I tend to listen to lots of different types of music, but my favourite is alternative music. I like to listen to tracks that
you have to work hard to appreciate.
Let's talk about your English studies. Do you enjoy learning another language?
Yes, I do. It's hard work, though, and sometimes I feel like I'm not making progress. But ifs also quite exciting
when I listen to English or read an English newspaper and find myself understanding most of it.
Test 3 Part 2
rm going to give you a topic and rd like you to talk about it for one or two minutes. Before you talk, you have one minute
to think about what you are going to say. You can make some notes if you wish. Here is your topic.
At first, I couldn't think of what to talk about as I'm not the type of person that gets excited about clothes. But then
I realised I have a coat that I've been wearing for about two years. It's a three-quarter length coat ... it doesn't
quite reach down to my knees. My girlfriend persuaded me to get it when I was going on a trip to Edinburgh and
I needed something warm to wear. I'm quite tall, so short jackets don't really suit me and although I'd never
owned a coat like this, she promised me I'd fall in love with it. It's really comfortable and keeps me warm on cold
winter days. It's dark grey and what I really like about it is it goes with almost anything. If I'm dressed casually
in jeans and trainers, it looks good, but if I ever need to dress in something smarter, I can wear it over a suit, for
Test 3 Part 3
We ·ve been talking about clothes and fashion. I'd like to discuss this subject with you with some more questions. Is it
natural that young people should want to dress differently from their parents?
Of course, yes. Part of being a teenager is rebelling against what you see as boring adulthood, and fashion is one
way of doing that. The problem is that adults nowadays quickly adopt the style of clothes young people wear, so
unless the fashion is outrageous, we all end up Looking the same.
What pressures are there on young people to follow the latest fashion?
A lot of pressure! There's the effect of the media and the fashion industry itself. If you go into clothes shops, you
can see that they all stock clothes that are in fashion. But more importantly, there's peer group pressure. People
tend to fall into line with their friends and end up wearing the same style as their mates.
Is it true that the clothes we wear can make us feel more confident?
Definitely. I think we all have an outfit or an item of clothing we feel good in. It's not just that we think it makes us
look good, but that we feel comfortable in it. I have clothes that I like to wear if I have an interview to go to, and
other clothes that I'll wear if I'm going out somewhere special.
Is there an age at which people become less interested in keeping up with the latest fashion?
Well, as I said earlier, I think people today are generally more aware of what they look like than previous
generations. They say sixty is the new forty. which means people of sixty have the same attitudes that people
of forty had years ago. So perhaps it's only very elderly people who feel free to dress how they want.
Track 32
Test 4 Part 1
In this first part of the exam I'd like to ask you some general questions about yourself. Do you live in a busy area?
Yes, yes, I do. My apartment is only a few minutes from a shopping centre, so there are always lots of people
walking past my apartment, and the traffic can sometimes be a problem, especially during rush hour.
187
Is it the kind of place where it's easy to get to know your neighbours?
Well, we know our neighbours on one side of our apartment. We always say hello and have a chat if we see each
other ... But it's not a close-knit community, so people don't have much to do with each other in genera\.
Let's talk about your future plans. Do you have any idea of what you will be doing in ten years· time?
Not really. I'll be going to university this summer, so the next four years will be spent studying. After that, who
knows ? I haven't got any firm career plans yet.
Are there any big changes about to take place in your life?
Well, I'm sure university will be a big change for me. I'll be moving away from my parents, so I'll be independent
for the first time. I'm really excited about that - and a little nervous.
Test 4 Part 2
I'm going to give you a topic and I'd like you to talk about it for one or two minutes. Before you talk, you have one minute
to think about what you are going to say. You can make some notes if you wish. Here is your topic.
This is quite a difficult question as there isn't anyone who stands out as having had a big influence - apart from my
parents, of course, who've been great. But there was a teacher at secondary school ... I have very fond memories
of her and I think she influenced me positively. I lost interest in school when I was about thirteen. I don't know
why but I became more interested in music and sport and didn't really pay attention to my studies. My teachers
realised this was happening and a lot of them seemed to give up on me, but Mrs Thomas - she taught me Art -
really made an effort to get me back on track. To start with, she always insisted I sit at the front of the class, right
in front of her desk. You see, one of the things I'd started to do was to sit at the back of the class with my friends
and spend the lesson talking and mucking about, so making me sit at the front put a stop to that. She was also
really kind. I could see she was on my side, if you know what I mean. She wanted to see me achieve my potential
and was prepared to spend time getting me to focus on my studies. I don't know if it was just down to Mrs Thomas,
but I did get through that period OK in the end and I got down to work in time to pass my exams. Some of it was
down to me but Mrs Thomas helped me make the right decisions.
Test 4 Part 3
We ·ve been talking about the impact that people can have on our lives. I'd like to discuss this subject with you with
some more questions. People often say teachers had the biggest impact on their outlook on life. Why might this be?
Well, in my experience the classroom was always somewhere you could discuss issues that you probably wouldn't
be bothered to talk about at home, like politics ... the environment ... the subjects you're studying ... And the
teacher usually has interesting things to say. So if you respect your teacher, you take them seriously and you're
likely to take on board some of the things they say.
189
Acknowledgements
The publisher and authors wish to thank the following rights holders for the use of copyright material:
191
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