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8/3/2019 Exam Essentials Proficiency Practice Test 4
1/33
4
PAPER 2 writing Part 2
Part 3PAPER 3 Use of English
Part 4
PAPER 4 Listening
PAPER 5 Speaking
For questions 1-18, read the three texts below and decide which answer (A, B, C or D)
best fits each gap.
One of the most recognisable fad icons of the 1980s has to be Rubik's cube - a three-
dimensional toy made up of twenty-six smaller interconnecting cubes, which can be
(1) either vertically or horizontally to form 'faces' of six different colours.
The cube was invented in the mid 1970s by Erno Rubik, a Hungarian engineer
fascinated by geometrical (2) ,although it wasn't until the end of the decade that
people began to show an interest in the toy. Then suddenly, almost overnight, the
craze went international. Demand for the cubes soon far (3) the original
production order of one million and pirated versions (4) the market. It is
estimated that over 100 million cubes had been sold by the end of 1982.
It has been calculated that Rubik's cube has over forty-three quintillion (that's 43
followed by 18 zeros) (5) - only one of which will result in the cube displaying all
six sides with the same colour. The official record for the fastest (6) belongs to a
Japanese student who completed it in just under fifteen seconds.
1 A revolved B rotated C swivelled D spun
2 A conundrums B enigmas C riddles D puzzles
3 A expanded B extended C exceeded D excelled
4 A drowned B flooded C washed D soaked
5 A permutations B transformations C incarnations D conversions
6 A undoing B unravelling C unscrambling D unwinding
Underfloor Heating Systems
Underfloor heating systems are becoming increasingly popular as an efficient and
economical means of heating your home. They are easy to (7) into any new
building or renovation, and can be installed in most homes with few restrictions on
the type of floor covering required. Because they (8) at a much lower
temperature than conventional heating, underfloor heating systems (9) far less
fuel and are therefore also more eco-friendly. Another advantage is the absence of
radiators, which can be (10) and take up a great deal of valuable space. What is
more, underfloor heating systems are far more effective than conventional radiators:
heat is (11) to the cooler air at floor level, where it is most needed. The nowwarm air rises upwards towards the ceiling, resulting in a(n) (12) distribution of
heat across the whole room.
7 A fuse B assimilate C amalgamate D integrate
8 A activate B operate C stimulate D promote
9 A consume B devour C gulp D dispose
10 A blatant B outstanding C obtrusive D prominent
11 A drafted B transferred C carried D relocated
12 A standardised B level C uniform D unswerving
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The moment Daniel Wilkins walked into her office that October morning, Cynthia was
struck by a(n) (13) feeling of deja vu - she was sure she had seen him before, but
she couldn't quite put her finger on where. She noted that he (14) an almost
tangible air of self-assurance, but with her trained (15) , she could also see that
he (16) a heavy burden. On the phone earlier that week, he had explained whathe needed and she had conceded that she might be able to help him. But now, as he
settled himself into one of the leather armchairs in her office, she wondered if
perhaps she was biting off more than she could (17) .
Cynthia listened attentively as Daniel told her a little about himself. While he was
speaking, she stood by the window, (18) out at the blustery tops of the trees in
the park, watching the starlings circle as they massed together for their long
migration. She had goosebumps on her arms, but they weren't from the cold.
13 A supernatural B unwieldy C mystic 0 uncanny
14 A absorbed B attracted C exuded 0 retained
15 A eye B view C sight 0 perception
16 A dragged B heaved C shouldered 0 weighed17 A masticate B eat C swallow 0 chew
18 A gaping B gazing C glimpsing 0 gawking
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PAPER 2 writing
PAPER3 Use of English
PAPER4 Listening
PAPER5 Speaking
You are going to read four extracts which are all concerned in some way with
dancing. For questions 19-26, choose the answer (A, B, C or D) which you think fits
best according to the text.
Mark your answers on the separate answer sheet.
To the natives of North America, dance has always been an
intrinsic part oftheir culture. All over North America, traditional
dance continues to forge a link with ancient ancestors and allows
the native peoples of modern America to reaffirm their cultural
identity as well as celebrate fundamental relationships with
nature, their tribe and kin. Traditional North American dance is
inextricably bound to nature and the seasons. The dances vary
from region to region, and from tribe to tribe, but are usually
performed to songs sung in ancient languages and according to
the ancient calendar and belief systems. Some dancers take on
the roles of animals or enact the traditional chores of daily life:
hunting, fishing or planting.
As well as giving non-commercial public performances, modern
dancers also perform in private or before small groups to offer up
prayers to ancient deities, to invoke cures for illnesses, to
influence nature or to act out a story. Unlike European folk
dances, Native American dances often have no predictable form
and it is difficult to know how long a dance will last, how many
dancers will be involved or how many beats will accompany each
movement. Dancers usually take small steps and stay near the
ground, performing either to rhythmic vocal music or, an
assortment of instruments.
19 Traditional dance helps modern Native North Americans to
A communicate with their ancestors.
B be at one with their roots and environment.
C fully exploit the power of nature.D have a good relationship with other tribes.
20 The writer implies that Native North Americans do not dance
A for financial gain.
B for religious reasons.
C in front of large audiences.
D accompanied by chanting voices.
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/&~dPJ!!/)~~.II- ~
~
The first time I saw FireDance I was
knocked off my feet. I couldn't
believe the sheer energy and
exuberance of the routines, the
power of the score, the creative
flair of the choreographers and the
fluidity of the dancers. I remember
being moved by the sensuality,
spellbound by the glamour,
awestruck by the visual spectacle. You
couldn't watch it without wanting to join
in, but most people would agree it was
impossible to take your eyes off the dancers no matter how much
your feet were itching. I consider it a major turning point in my life -
without which I would probably have trod a different path.
Within a year of its first performance, FireDance had become an
international phenomenon. As a show, FireDance was successful
because it was essentially a simple idea, yet brilliantly conceived. The
inspirational mix of African drums and the evocative sounds of
European folk music brought home a raw power that encapsulated
one's earthly origins, yet aspired to some heavenly sphere. The pace of
the production carried the audience along, at moments frenetically
throwing you into the rhythms, at others, lulling you into a trance.
23 The writer clearly remembers
A losing his balance while watching the performance.
B experiencing a plethora of conflicting emotions.
C being impressed by different aspects of the show.
D deciding to dedicate his life to dance.
24 FireDance
A evolved from the inspirations of simple people.
B consisted of a complex mixture of sounds.
C was widely acclaimed in many countries.
D hypnotised the audience with its steady tempo.
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A History of the Tango
f?T)) one well, the tango is perhaps one o f the most exciting dances to
: : : : L J watch and to perform, and today it seems to be more popular thanever. Yet when it began, and for a long time afterwards, the dance was
shunned by the upper circles of Argentine society. A t a time when all
fashionable dances were performed in linear or circular arrangements by
groups of dancers, the very idea of a man and a woman in such close
physical proximity was considered vulgar and immoral. European society
was ambivalent even about the waltz (in which partners actually had to
touch each other) which was only just beginning to catch on there. Yet,
despite the stigma attached to it, the tango soon became the dance to
know.
Today there are many different versions of the tango, and different
ideas about where and when the dance originated. One story tells of howthe tango began in the lower class districts of Buenos Aires towards the
end of the nineteenth century. The gauchos, after a long day riding
horses, would arrive to dance with the women in the bars. Legend has it
that the woman would dance at arm's length from him, with her head
thrown far back, trying to distance herself from his working day odour,
while he would walk with his knees flexed because of his stiff clothes.
Together they would bend their bodies to manoeuvre in the space
available between the tables. Thus the tango was born.
25 The tango did not catch on immediately because
A the upper classes thought it should be avoided.
B it did not adhere to the rules of traditional dances.
C the waltz had recently become more popular as a dance.
D it did not conform to conventional notions of propriety.
26 It is said that the tango may have originated as a result of
A the gauchos' unsanitary leisure pursuits.
B the postures that dancers were forced to adopt.
C the clothes that the gauchos wore while working.
D the unlimited size of the dance floor.
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You are going to read an article about twins. Seven paragraphs have been removed
from the article. Choose from the paragraphs A-H the one which fits each gap
(27-33). There is one extra paragraph which you do not need to use.PAPER3 Use of English
PAPER4 Listening
PAPER5 Speaking
The Mys/er y of TwillsA festival that takes place this weekend in Twinsburg,
Ohio, must rank as one of the strangest scientific
gatherings in the world. Coloured tents stand dotted
around Glen Chamberlain park, each containing
researchers from around the world hoping to hunt
down some elusive medical clues. Outside the tents
stand long lines of people, each of them willing toendure the 32C heat in order to take part in their
research. But it's not a normal queue, because many
participants look disarmingly alike, even down to
wearing the same dresses. They are human guinea pigs
with a difference: each is a twin or a triplet.
~IDown the centuries, a certain mystique has always
surrounded twins. They have long been thought to
have an unspoken psychic bond that allows each of
them to know what the other is feeling without it being
obvious to anyone else. But now twins are becoming
valuable to science because oftheir genes. Their DNAis helping to answer some of the questions in the age-
old debate over. whether it is your genes or the
environment in which you were brought up that
determines your behaviour and your health.
~IParents often complain that twins are treated as one
unit, rather than as separate children, but from a
scientist's point of view this is research heaven,
because it allows them to unravel the complex
interactions between environment and genes in a way
..that would be impossible from other studies.
[~JYulia Kovas, part of the institute's social, genetic and
.developmental psychiatry centre, described how the
twins had helped her study howgenes can make it hard
-for some children to grasp mathematical concepts - an
area that has always been little understood. She
analysed the test results in maths, reading and general
intelligence for almost 3,000 pairs oftwins when they
were seven years old. The influence of genes inherited
from parents could be analysed by comparing the test
results from identical and non-identical twins. She
found that there was a significant genetic overlap
between their maths ability and reading, as well asbetween their maths and their general intelligence. But
some DNA markers also appeared to work more
specificallyin favour ofmaths.
~I ------Professor Robert Plomin, professor of behavioural
genetics at the institute, said recently: 'The idea is that
DNA is an early warning system. If we can read it
properly, we can predict problems and hopefully
intervene to help.'
QTI_-----------'The discovery that psychopathic tendencies arestrongly heritable suggests that we need to get help for
these youngsters early on,' she said. 'Any behaviour is
influenced by multiple genes and an unlucky
combination of genes may increase vulnerability to adisorder.'
[E]~ _
The sight of two people who appear so similar that WE
can't tell them apart can pose its own problems. Fron:
childhood, parents are told by schools, birth experG
and well-meaning friends that they should dress thei:!
children differently and separate them in as many wa.~
as possible.
C E J _But many identical twins, although they cherish the::-
own identity, actually like being so similar. They don-
regard it as a negative condition, or 'freakish' in ar-
way, even if other people find it hard to tell them ap~
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A Most schools still have a policy o f placing twins in
different classes, because they think they will have
a better chance of developing their own identity.
Often the children will be described as 'the one
with more freckles', or 'the one with longer hair',
rather than by their own names.
B 'What we think is that there may be a pool of
between fifty and a hundred DNA markers that
each have a small effect, but actually influence our
general cognitive ability,' she said. 'They have a
stream-like effect, rather than one particular gene
making you good or bad at sums.'
C The same Teds group has allowed another
researcher, Dr Essi Viding, to analyse the genetic
basis for psychopathic tendencies. By comparing
identical and non-identical twins who displayed
both anti-social behaviour and psychopathic
tendencies, such as callousness and a lack ofremorse or empathy towards others, she was able
to find that there were very strong genetic factors
influencing those who displayed callous,
unemotional traits - but no such factors in those
who were simply very aggressive and anti-social.
D Meanwhile, the parents of twins have to live with
the fact that their children's genes may bind them
to each other in a way that at times appears to be
slightly spooky. It's often a problem of how they
are perceived from the outside, rather than for the
families themselves.
E Linda and Diarmaid Lee, who live near Crewkerne
in Somerset, have had a real learning experience
by having had identical twin boys, James and
Matthew, who are now three and a half, and non-
identical twins, Ben and Rachel, who are two. The
younger two are quite different in many ways.
'Rachel has some more female traits. When they
were all drawing once, their dad bought them all
little lawnmowers and the boys were all off with
them, but she looked at hers and put it down and
carried on drawing.'
F Identical twins have identical DNA. Non-identical,or fraternal, twins share only 50 percent of their
genetic make-up, much the same as any other
siblings would. But twins of both kinds are also
overwhelmingly likely to have shared very similar
environments, unless they are separated in
childhood. They tend to have the same diet, the
same housing, and are exposed to the same factors
such as pollution. Their very closeness makes them
special.
G At the Institute of Psychiatry in London, more
than 15,000pairs of twins have been tracked over
the past ten years. These children, now agedeleven, ten and nine, are part of the Twins Early
Development Study (Teds), an invaluable resource
because scientists searching for particular genes
can compare identical twins with non-identical
twins. The samples oftheir DNA, which is stored
carefully in laboratories in south London, could
unlock clues to a host of diseases and conditions
that are as yet not understood.
H Jeremy Wilmer has come here to find as many
twins as possible to help him understand more
about how people see. 'There is a strong inherited
factor involved in howwell you can see in three-D,'explained Wilmer, a PhD student. 'I'm hoping to
get some twins to wear special glasses and lookat
my computer screen, so that I can measure how
good their visual skills are. Frankly, this festival is
a godsend for medical research.'
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TCP E
E ST
You are going to read an extract from a book. For questions 34-40, choose the
answer (A, B, C or OJwhich you think fits best according to the text.
Mark your answers on the separate answer sheet.
PAPER2 writing
PAPER3 Use of English
PAPER4 Listening
PAPER5 Speaking
To say the least, Alexander Trevozhov's was anunusual interpretation of the ballade's beginning.He did not play the opening chords forte and pesante,
as is written, but so softly that they ,"vere almost
inaudible. In any ordinary concert they would have
been, but his unexpected use of understatement, along
with his formidable presence, had commanded
absolute silence in his audience. I began to understand
the praise of him I had heard.
I did not open my eyes, but I listened intently. It was
impossible not to: the music caught and bound me as it
had caught and bound the entire house. The anxiety
accrued during Mr Trevozhov's long delay may have
shifted as he began to play, but it had not abated. It
seemed that the tension his presence had unfurled was
slowly weaving into the music, becoming so ingrained
that the familiar score sounded entirely alien.
Technically, he was perfect. But the pain emanating
from every note he played was something significantly
more potent than the regretful melancholy Chopin
had written into the piece. Each note was askew, its
emotion turned inward on itself to reverberate as
something close to horror. I wanted the music to end
but also to go on forever. My intense desire to run away
had not dissipated, but equally strong was the
ridiculous desire to run to him. I was unaware of
having heard the final chords until I realized that we
had been sitting for several moments in absolute
silence - a sound I had never heard in that hall in my
life, and which I doubt will ever be heard there again.
The hush dangled, as unresolved as the music had
been. Then, all at once, it was filled with uproarious
applause, a standing ovation. But I could not clap, nor
stand; I could only sit staring at the light-box of the
stage, for once completely unaware of myself. I did not
even sense the tears streaming down my f ace. Mygrandfather looked down at me with troubled eyes. At
his side, Mary looked hazily triumphant.
'Still think it's only the best that a dying man could
do, love?' she asked.
Although I knew that it was only her way of telling
me that I did not yet know everything there was to
know, I shook my head. 'No,' I said softly, but with
more vehemence than her mild gibe deserved. 'It's not
the music. He could have played scales, and it would
have been the same. That's no ordinary man on that
stage. His music isn't human.'
Before either of them could answer, Mr Trevozhov
was playing again, this time Debussy. Again I was
listening to a sound that transcended, even ridiculed
the lines and notes composing the music spilling from
beneath his f ingers. All too soon the incredible sound
had been swallowed again by applause.
When the concert ended, I insisted on meetina himo '
but the crowd around his dressing room was
impenetrable. Mary and my grandfather wanted to go,she complaining of weariness, he of an ache in his arms
and chest; grudgingly I agreed. I turned once, though,
as we retreated, to have a last look at Mr Trevozhov. By
fate or chance he turned as well. His eyes snagged for
a moment on my grandfather's fragile form, then
moved on to me. Recovering from what seemed a great
surprise, he smiled. He gestured as though to move
toward us, but at the same moment my grandfather
stepped between us, blocking my view of him.
The car's waiting, Eleanor,' he said. There was no
question of contradicting the steely authority in his
voice; it was a tone he used with me seldom, and never
without good cause. I looked at him, puzzled, but he
wouldn't meet my eyes. Mary tugged gently at my
hand, urging me toward the lobby, and though I tried
again to catch the pianist's eye, the crowd had closed
around him once more, sealing him off from me as
effectively as my grandfather could have wished.
'Do you know him?' I asked, as we made our way out
into the snowy night.
'No,' he answered shortly, looking straight ahead.
'He seemed to know you - or to have something to
say to us, anyway.'
He didn't answer, nor look at me. Mary smiled
sympathetically as we climbed into the car, but the
truth was, I had nearly put the incident out of my mind
again, turning instead to more frivolous thoughts. I
had not begun to examine the intricacies of the feeling
the foreign pianist's eyes had stirred in me. It seemed
enough, at the time, that he had noticed me. Yet I
would find myself replaying the scene many times in
the months to come, sometimes with regret, sometimes
with pleasure, but always with a recondite feeling of
emptiness and longing.
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34 When Trevozhov began to play, absolute silence prevailed because
A he himself had insisted on it.
B he interpreted the music in such an unusual way.
e the audience were awed by his charisma and style.D the audience had to strain to hear the music.
35 The narrator noted that Trevozhov's interpretation of Chopin's music
A was far superior to the composer's original intentions.
B contained barely perceptible musical flaws.
e caused the audience to feel increasingly tense.D was infused with so much raw emotion that it unsettled her.
36 When Trevozhov had finished playing the first piece, the audience
A immediately began cheering and clapping enthusiastically.
B made no sound whatsoever.
e leapt to their feet in unison.D stood and clapped after a moment of stunned silence.
37 The narrator clearly felt
A that the music had not ended properly.
B that she had overreacted to Mary's comment.
e jealous of Trevozhov's extraordinary talent.D that Trevozhov had superhuman powers.
38 The narrator was unable to meet Trevozhov after the performance because
A there were too many people around him.
B her companions wanted to leave early.
e their car was about to leave.D her grandfather forbade it.
39 After that night, the narrator
A tried to forget about the way she'd felt when she saw Trevozhov.
B went back to thinking about inconsequential matters.
e would often think about the moment Trevozhov had looked at her.D regretted not having spoken to Trevozhov when she had had the chance.
40 Trevozhov seems
A to be an artist of some renown.
B to know Eleanor's grandfather well.
e to habitually make his audiences feel nervous.D to have suffered acutely during his life.
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4P A PE R 1 Reading
j,.
PAPER 3
PAPER4 Listening
PAPER 5 Speaking
You must answer this question. Write your answer in 300-350 words in an
appropriate style.
You have read the extract below as part of a newspaper article on the collections
in the world's museums. Readers were asked to send in their opinions. You
decide to write a letter responding to the points raised and expressing your own
views.
The collections of antiqUItles that
reside in the museums of the world
offer visitors f rom every continent
the chance to learn about the history,
culture and art of civilisations that
they would otherwise never have the
chance to experience. Yet there are
those who believe all preciousartefacts should be returned to their
country of origin. If this were indeed
to happen, no museum would be
safe, and visitors would cease to
benefit from the diversity of these
precious objects.
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PAPER 1 Reading
PAPER 2 writing
PAPER4 Listening
PAPER 5 Speaking
Part 2
Part 3
Part 4
Part 5
For questions 1-15, read the text below and think of the word which best fits each
space. Use only one word in each space. There is an example at the beginning (0).
Write your answers in CAPITAL LETTERS on the separate answer sheet.
The Origins of Cricket
Cricket is often considered the quintessential English sport, but in
(0) , there are many theories about how the game originated. One
theory suggests that the game (1) devised by shepherds, who wouldhit balls of wool with their crooks or 'cricces'. (2) speculates that it
was started by children. The idea was that the person holding the crook
(3) defend the wicket gate to the sheep-pen (4) the
person throwing the woollen ball. However, it is (5) that the game
we know today would (6) evolved from a single inspiration, and
cricket probably came (7) as an amalgamation of different games
played (8) the centuries.
The earliest reference in history to a game (9) to cricket dates ba
to 1300, when King Edward I, also (10) as Edward Longshanks, ''''
noted (11) playing a game called 'creag'.ln 1597 we come across;o
reference to the game in Surrey, where a witness in a land dispute stated _
remembered playing 'krekett' almost fifty years (12) The fi
recorded match took place in 1646 and (13) the end ofthe century -
was so popular that (14) missed church to attend a game ,-
subject to a fine! The first written rules of cricket weren't dra
(15) until 1744.
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PAPER1 Reading
PAPER2 Writing For questions 16-25, read the text below. Use the word given in capitals at the end
of some of the lines to form a word that fits in the space in the same line. There is
an example at the beginning (0).
Write your answers in CAPITAL LETTERS on the separate answer sheet.PAPER4 Listening
PAPER5 SpeakingPart 3
Part 4
Part 5
A recent poll on the use of animals in circuses showed that the
(0) of people in the UK now disapproves of it.
Circuses which employ animals are no longer seen as a form of
(16) entertainment; in fact, most people think
they should be banned outright. Eighty percent of those
interviewed (17) declared that the use of
endangered wild animals such as elephants and tigers should be
prohibited, while sixty-five percent said no animals
(18) should be used in circuses.
A large proportion also claimed they were opposed to the
inevitable (19) involved in training animals to
perform tricks. Animals in the wild do not juggle balls, ride
monocycles, leap through (20) hoops or wear
clown costumes. Furthermore, besides being kept in(21) , circus animals travel for most of the year,
living a life of (22) Unfortunately, there is
evidence to indicate that most animals face (23) .
on a daily basis.
The number of people who visit animal free circuses these days is
over twice the number of those who visit traditional circuses.
Animal free circuses are growing in number as well as
(24) , and many say that the quality of the acts
performed by humans far (25) those acts that use
animals.
CONFINE
DEPRIVE
TREAT
POPULAR
EXCESS
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PAPER1 Reading
PAPER2 Writing
PAPER4 Listening
PAPER5 Speaking
For questions 26-31, think of one word only which can be used appropriately in all
three sentences. Here is an example { O J.
Example:
o We are setting off at first , so please go to bed early.
She had to explain the matter to me again before I saw the .
Some interesting new findings have come to .
26 Milton received a to his pride when he failed to get the job.
The victim was knocked unconscious by a violent to the heaa
The witness gave the police a blow by account of what he he:.
seen.
27 Expecting me to cook a meal for six with only an hour's warning is a bit 0=::'
................... order!
John told a story to his teacher about the dog eating his
homework!
That very tree has been on our property since my
grandmother's day.
28 You could have me down with a feather when she told me -
was getting married.
He didn't look where he was going and a boy off his bike.
We've down our prices by an extra twenty-five percent!
29 Lucy made a sketch before she started to work on the
painting.
He had an unusual accent and spoke in a voice.
I wish Jeremy wouldn't be so with the puppies.
30 Gill's been going to school since she was three and she
it.
Our mother used to sing us rhymes at bedtime.
They have some beautiful yellow roses in the across ~ =street.
31 Michael's been up at school again according to his te--
If Elizabeth likes Tom so much, why is she hard to ge:-
If you get involved, you'll be with fire!
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4PAPER 1 Reading
PAPER 2 Writing
... .PAPER 4 listening
PAPER 5 Speal
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Some current evidence suggests that dreams may serve no
useful psychological or physiological function, and perform
no adaptive role in maintaining our psychological health.
In fact, some researchers believe that dreams are merely anevolutionary bi-product of sleep combined with a gradually
awakening consciousness in human beings - a
developmental cognitive achievement assigned to the
healthy functioning of a complex neural network located in
specific areas of the forebrain.
Nevertheless, the way dreams reflect our emotional
preoccupations or run parallel to our awakened states of
consciousness may explain why, throughout history, dreams
have been put to various uses. For example, in many societies
dreams would be used by shamans or witch doctors as a
means to diagnose or cure illnesses, or to fend off evil spirits.
Occasionally, dreams would be used to predict the weather or
make prophecies. In modern times dreams have been used by
psychotherapists as a means of understanding the patient's
state of mind, or simply to induce him or her to talk about
repressed feelings. Dreams may even be used socially, as an
ice-breaker, or as a way for some people to express their
fantasies. But these are emergent functions, coming about as a
result of dreams rather than causing them.
42 Which phrase in the first paragraph implies that the ability to dream may have
come about by accident?
44 In a paragraph of 50-70 words, summarise in your own words as far as possible
the uses to which dreaming can be put in a modern society, according to both
texts. Write your summary on the separate answer sheet.
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4PAPER 1 Reading
PAPER 2 Writing
PAPER 3 Use of English
... .~PAPER 5 Speaking Part 2
Part 3Part 4
You will hear four different extracts. For questions 1-8, choose the answer (A, B or C)
which fits best according to what you hear. There are two questions for each
extract.
1 The woman says that when she first met the actress
A she felt nervous.
B she was thrilled.
C she got confused.
2 The actress probably
A thought the woman was hilarious.
B started to feel uncomfortable.
C felt sorry for the woman.
3 When abroad, British fans
A are solely responsible for instigating trouble.
B tend to initiate many violent episodes.
Care criticised for their xenophobic tendencies.
4 Football hooligans
A en joy being in the spotlight.
B form competitive groups.
C are dependent on the media.
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5 The woman's father
A doesn't know what to do with himself.
B is thinking of taking up some sort of sport.
C feels betrayed by his previous employers.
6 The man's father
A used to be a business tycoon.
B spent his pension right away.
C started his own wine-making business.
7 Julia decided to change her career because
A there were no promotional prospects in her previous job.
B she had previously worked in tourism.
C she realised there were no holidays available for single people.
8 She realised that many single womenA were hoping to meet a potential partner abroad.
B were not used to arranging their own holidays.
C suffered from a lack of self-esteem.
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TC PE
EST
PAPER 1 Reading
PAPER 2 Writing
PAPER 3 Use of English
You will hear a radio talk about ley lines. For questions 9-17, complete the
sentences with a word or short phrase.
__ _ _ _ I= : !J
The Glastonbury Tor is located at the I ~
of many ley lines.
The Nazca lines on the Peruvian I IJIJare also thought by some to be on ley lines.
Alfred Watkins thought that ancient peoples marked their
I C !D by building structures along them.
Not everyone accepts that the alignment of ancient sites is anything but
I
Ruth believes that ley lines could be an indication of the Earth's
I
Ancient peoples may have been drawn to ley lines because they were more
1 Q[] natur=
Another theory claims ancient civilisations made I ~
when erecting monuments in order to represent the position of certain groups
stars.
Some scientists believe there is greater 1 Q 2 Jin areas surrounding ley Ii =
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PAPER1 Reading
PAPER2 Writing
PAPER3 Use of English
You will hear part of an interview with an artist about the subject of art. For
questions 18-22, choose the answer (A, B, e or D) which fits best according to whatyou hear.
18 How does Brendan feel about his work?
A He prefers negative criticism to no reaction at all.
B His intention is to provoke critics with his art.
e He believes his art can only be viewed subjectively.D His definition of art is at odds with general opinion.
19 According to Brendan, standing on a chair
A is an example of what art should be.
B would be art if it was intended to be.
e is an example of mediocre art.D would not be considered art by most people.
20 Brendan says that some successful artists
A are not very good at drawing.
B have not been able to create original art.
e lack the ability to express ideas.D use excessively old-fashioned techniques.
21 Brendan doesn't think that
A throwing paint at a canvas would constitute art.
B it is difficult to come up with original ideas.
e critics are open-minded enough.D modern art has nowhere left to go.
22 The invention of the camera
A allowed more people to indulge their passion for
taking portraits.
B enabled photographers to imitate life more closely.
e meant that artists were no longer restricted to copyingfrom life.
D changed the way society viewed the role of the artist.
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PAPER 1 Reading
PAPER 2 Writing
PAPER 3 Use of English
You will hear an interview with Mark and Trudy, two zoologists. For questions
23 -2 8, decide whether the opinions are expressed by only one of the speakers, or
whether the speakers agree.
Write M for Mark
T for Trudy
or B for Both, where they agree.
23 The idea that bees communicate through a language is
~controversial.
24 Von Frisch attempted to show that bees do not use random
~signs to communicate. . .
25 Some people believe it is impossible for animals to have
~a language.
26 While they are dancing, bees adopt a position that indicates
~the direction of food sources.
27 The longer the dance, the greater may be the distance of the
c=IEJfood source from the hive.
28 An energetic dance indicates a more important food source
~and is watched by more bees than a less energetic dance.
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PAPER 1 Reading
PAPER 2 Writing
PAPER 3 Useof English
PAPER 4 Listening
Answer these questions:
What entertainment and leisure facilities are there in the area for people of your
age?
How would you like to see your town develop?
What places of interest would you recommend to a visitor to your area?
Candidates A and B: Turn to pictures A-F on pages 136-137, which show aspects of
safety. First look at pictures C and E, and discuss how they reflect our attitudes
towards feeling safe. You have about one minute for this.
Now look at all the pictures. You have been asked to design a police information
leaflet advising people on safety in the home. Discuss which aspects of safety each
picture shows, and decide which pictures would best be used as an illustration in
the leaflet. You have about three minutes for this.
Candidate A: Look at the question in the box and say what you think about it. You
can use the ideas in the box if you like or add some ideas of your own. You have
two minutes for this.
How beneficial is competition?
motivation
ambition
self-esteem
Candidate B: Is there anything you would like to add?
Candidate B: Look at the question in the box and say what you think about it. You
can use the ideas in the box if you like or add some ideas of your own. You have
two minutes for this.
Which is more effective in the work place: competition
between colleagues or team effort?
brainstorming ideas
personal ambition
company ethics
Candidate A: Is there anything you would like to add?
Candidates A and B: Now answer these questions about competition in general:
Is it a good idea to teach children to be competitive in sport?
What effect does competition have on those who are not good performers?
Are we competitive by nature or because of social conditioning?
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r m I _4 _
I think people are increasingly isolated in their homes.
People are encouraged to feel afraid.
In my opinion, burglar alarms encourage a sense of false security.
I believe it's more a matter of deterring potential intruders.
Picture (A) is suitable because it highlights the dangers of ...
This picture emphasises the importance of having ...
An unattended child/toddler is a casualty waiting to happen.
break into someone's home
burglar alarm
chi Id-proof kitchen/household/appl iance
computer-activated alarm system
deterrent
effective prison system
fire alarm
hazards in the home
hidden dangers in the home
intruder
law and order
legal system
Neighbourhood Watch system
policeman on the street
prison cell
security lock
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PAPER3 Use of English
~ ~ P A R T 1
plague (n) a very infectious disease which usually results in death
flesh (n) a human being, and more particularly, their body
fallacy (n) an idea which many people believe to be true, but which is
in fact false because it is based on incorrect information or reasoning
susceptible (adj) likely to b e affected by something such as a disease
proximity (n) proximity to a place or person is nearness to that place
or person
ventilation (n) allowing fresh air to circulate in a room
humidity (n) the amount of water in the air
correlation (n) a connection or link between things
conversely (adv) used to indicate that the situation you are about to
describe is the opposite or reverse of the one you have just described
~~PA RT 2
span (v) to last throughout a long period of time
spine (n) a long, sharp point on an animal's body or on a plant
squat (v) to sit low on the ground
suspended animation (n) a state in which an organism's metabolism
is functioning very slowly, for example so that it can survive difficult
conditions
burst forth (phr) to suddenly break open or appear
vibrant (adj) very bright and clear
draw (v) to attract someone very strongly
hardy (adj) a hardy plant is able to survive in cold weather
constitution (n) someone's health
swell (v) to become larger and rounder than before
initiate (v) to introduce someone to a particular skill or type of
knowledge and teach them about it
~~PAR T 3
astute (adj) showing an understanding of behaviour and situations,
and skilful at using this knowledge to one's own advantage
foible (n) a habit or characteristic that someone has which is
considered rather strange, foolish or bad but which is also consideredunimportant
longing (n) a sad feeling of wanting something very much
take the initiative (phr) to be the first person to act in a situation, and
therefore able to control it
jargon (n) words and expressions that are used in speci al or technical
ways by particular groups of people, often making the language
difficult to understand
substance (n) the quality of being important or significant
~ ~PAR T 4
binding (adj) a binding promise, agreement or decision must be
obeyed or carried out
H PART 5entice (v) to try to persuade someone to go somewhere or to do
c:omething
ualms (n) if you have no qualms about doing something, you are not
orried that i t may be wrong in some way
bjective (n) what someone is trying to achieve
ag (v) to keep asking someone to do something they have not done
3t or do not want to do
::ersistent (adj) someone who is persistent continues trying to do
- mething, even though it is difficult or other people are against it
trum (n) if a child has a tantrum, they lose their temper in a noisy
= d uncontrolled way
rn-out (adj) exhausted
idious (adj) unpleasant or dangerous and developing gradually
out being noticed
pervade (vI to become a noticeable feature throughout a place or
thing
outcast (n) someone who is not accepted by a group of people or by
society
lure (v) to trick someone into a particular place or to trick them into
doing something that they should not do
tap (v) if you tap a resource, you make use of it by getting from it
something that you need or want
far-reaching (adj) having a great influence and affecting a great
number of things
hum (v) to sing a tune with your lips closed
jingle (n) a short, simple tune, often with words, which is used to
advertise a product or programme on radio or television
reel off (phr v) to repeat information from memory quickly and easily
slogan (n) a short phrase that is easy to remember
blink (v) to shut your eyes and very quickl y open them again
unnerving (adj) something unnerving makes you feel worried or
uncomfortable
uncanny (adj) strange and difficult to explain
unchecked (adj) if something harmful or undesirable is left
unchecked, nobody controls it or prevents it from growing or
developing
invariably (adv) alwaysprey (n) a person or people whom someone else tries to harm or trick
inquisitiveness (n) a desire to find out about things, especially secret
things
devious (adj) dishonest and secretive, often in a complicated way
curb (v) to control something and keep it within l imits
relentless (adj) never stopping or becoming less intense
brainwash (v) to force someone to believe something by continually
telling them that it is true, and preventing them from thinking about it
properly
mI~ _PAPER 1 Reading
~ ~ PART 1
fad (n) an activity or topic of interest that is very popular for a short
time, but which people become bored with very quickly
icon (n) an important symbol of a particular thing
pirate (v) to illegally copy video tapes, cassettes, books or computer
programs
quintillion (n) the number that is represented as a one followed by
eighteen zeros (US); the number represented as a one followed by
thirty zeros (Europe)
renovation (n) an old building that has been repaired or redecorated
install (v) to fit or put a piece of equipment somewhere so that it is
ready to be used
restriction (n) a limit to where you can go or what you can do
conventional (adj) a conventional method or product is one that is
usually used or that has been in use for a long time
deja vu (n) the feeling that you have already experienced the things
that are happening to you now
put your finger on something (phr) to see or identify exactly what the
cause or solution of a problem is
tangible (adj) clear enough or definite enough to be easily seen, felt
or noticed
self-assurance (n) confidence in yourself
burden (n) a problem or a responsibility that causes someone a lot of
difficulty, worry or hard work
concede (v) to admit, often unwillingly, that something is true or
correct
attentive (adj) paying close attention to what is being said or done
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blustery (adj) rough, windy and often rainy, with the wind often
changing in strength or direction
starling (n) a very common bird with greenish-black feathers covered
in pale spots which is found in Europe and North America
mass (v) to gather together in to a large crowd or group
goosebumps (n) a reflex erection of hairs on the skin in resp onse to
cold or emotional s tr es s or skin irritation
~~PART 2intr insic (adj ) bein g p art of the nature of somet hing or someone
forge (v) if one person or institution forg es a link with another, they
create it with a lot of hard work, hoping that i t will be strong or lasting
reaffirm (v) to state your belief i n something again clearly and firmly
kin (n) fam ily m embers; relatives
inextricably (adv) if two or more things are inextr icably linked, they
cann ot be considered separately
deity (n) a god or goddess
invoke (v) to call on a h igh er p owe r f or h elp, support or inspiration
outlet (n) a means of expressing and releasing feelings, thoug hts or
energy
premise (n) som ethin g th at you suppose is true and that you use as a
basis for developing an idea; an assumption
interre late (v) to connect; to have a com mon connectionsuppress (v) if a natural function or react ion of your body is
suppressed, it is stopped, for example by drugs or illness
muscle tone (n) the degree of firmnes s and strength in a person 's
muscles
circulation (n) the movement of blo od through your bod y
respiratory (adj) relating to breathing
cognitive (adj) relating to the mental process involve d i n k nowing,
learning a nd u nderstanding things
motivation (n) your motivation for doing something is what causes
you to want t o d o it
choreograph (v) to inven t t he steps and mo veme nts in a dance and
tell the dancers how to per form them
impro vi se (v) when performers improvise, they invent music or word s
as they play, sing or speakmeld (v) to cause to merge
clinica l (adj) involving or relat ing to the direct medical treatm ent or
testing of patients
alleviate (v) to make pain, suffering or an unpleasant condition less
intense or severe
diminish (v) to reduce or become reduced in size, importance or
intensity
array (n) a large number or wid e r ange of different peo ple or things
ailment (n) an illness, especially one that is not very serious
sheer (adj) used to emphasise that a state or situation is complete and
does not involve or is not mixed with anything else
sco re (n) the mus ic which is written o r u sed for a f i lm, play or sim ilar
performance
flai r (n) a natural ability to do something well; a talentfluidity (n) smooth, gracefu l movement
sensuality (n) a l iking for physical pleasures rather than the pleasures
of the mind
spellbound (adj ) so fascina te d b y som ething that yo u c anno t think
about anything e lse
awestruck (adj) very impressed and amazed by something
itch (v) if you are itching to do something, you are very eager or
impatient to do it
tread (v) if you tread a particular path, you take a particular course of
action or do some th in g in a p articular way
conceive (v) to think of a plan or idea and work out how i t can be
done
evocative (adj) goo d or interesting because it produces pleasant
memories, ideas , emo tions and responses in people
raw (adj ) raw emotions are strong basic feelings or responses which
are not weakened by other influences
encapsulate (v) to repres ent all the most imp ortant asp ects of a
particular thin g o r idea in a very small space or in a s ingle object or
event
sphere (n) a place or group that is unique and has its own private
members
frenetic (adj) fast and ener getic, but rather uncontrolled
lull (v) to cause someon e to feel calm or sleepytrance (n) a state of mind in which s om eo ne s eems to be asleep or
has no conscious control ove r their thoughts or actions , but in which
they can see and hear things and respond to commands g iven by
other peop le
shun (v) to deliberately avoid someone or something
upper circle (n) a group of people within society who are in a higher
class or who have a lot of power, money or influence
linear (adj) linear moveme nt or force occurs in a straight line rather
than in a curve
vulgar (adj) distasteful, offensive, rude or unpleasant
am bivalent (ad j) if someone is amb ivalent abo ut something, they
see m to be uncertain whether they rea lly want it, or whether they
really approve of it
stigma (n) if some thing has a stig ma attached to it, people think it issomething to be ashamed of
gauch o (n) a South American cowboy
odour (n) a particular and distinctive smell
flex (v) to bend , mo ve or stretch muscles or par ts of your body for a
short time in order t o exercise them
ma noeu vr e ( v) to skilfully move somethin g i nt o o r ou t o f a n awkward
position
~~PART 3
endure (v) to experience a painful or difficult situation without
avoiding it or giving up, usua lly bec ause you cannot
disarming (adj) making you feel less angry or hostile
guin ea p ig (n) someone who is used in an experiment, or has
something test ed on them th at has n o t been tested on people beforegene (n) a part of a cell in a living thing which controls its physical
characteristics, growth and developm ent
unravel (v) to gradually work out the answer to a mystery or puzzle
until it becomes clearer
concept (n) an idea or abstract principle
inherit (v) to be born with a pa rticular characteristic or quality
because your parents or ancestors a lso had it
ove rlap (n) if there is an overlap between one thing and another, a
par t of the first thing occupies the same area as a part o f the other
thing
(gen eticl marker (n) a gene or DNA sequence having a known
loca tion on a chromosom e and ass ociated with a particular gene or
tra it
heritable (adj) capable of being passed from one generat ion to thenext; hereditary
disorder (n) a problem or i l lness which affects someone's mind or
bod y
cherish (v) to regard something such a s a right, a priv ilege or a
principle, as important and to try hard to keep it
freakish (adj) remarkable because it is not normal or natural
freckles (n) small l ight brown spots on someone's skin, especially -
their face
callousness (n) a lack of concern for other people or their feelings;
cruelty
remorse (n) a strong feel in g o f s adne ss and regret about somethi~;
wrong that you have done
emp athy (n) the ability to share another person's feelings and
emotions as if they were your own
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trait (n) a particular characteristic, quality or tendency that someone
or someth in g h as
spooky (adj ) unnatural; creepy
perceive (v) if you perceive someone as being a particular thing, it is
you r opinion that they are that thing
law nmow er (n) a machine for cutting grass on lawns
fraternal (adj ) fraternal twins are twins born from two eggs, so they
are not exact ly the same. They may look different from each other or
be different sexes.
sibling (n) your s iblin gs are your brothers or sisters
godsend (n) something that helps you very much
~~PART 4
ballade (n) a composition, usually for the piano, with the romantic o r
dramatic quality of a narrative poem
cho rd (n) a number of musical notes played or sung at the same time
wit h a pleasing effect
inaudible (adj ) if a soun d i s inaudible, you are unable to hear it
unde rstatement (n) a statemen t t hat does not full y e xpress the extent
to which something is true
formidable (adj ) if something or someone is formidable, you feel
slightly frightened by them because they are very great or impress ive
accrue (v) if something l ike money a ccrues , it gradually increases inamount over a period of time
aba te (v) to beco me much less strong or severe
unfurl (v) if an event , a story or a scene unfurls before you, you are
aware of i t or can see it as it happens or develops
emana te (v) if something emanates from som ew here, it comes from
there
askew (adj) something that is askew is not straight or not level with
what it should be level with
reverberate (v) when a sound reverberates through a place, it echoes
thro ug h i t
dangle (v) to cause (an expectation or hope) to hang uncertainly or
remain unresolved
unresolved (adj) if a problem or difficulty is unresolved, no
satisfactory solution has been found to i tuproarious (adj) very noisy
standing ovation (n) if a performer gets a standing ovation wh e n they
have finished performing, the audience stands up to clap in order to
show its admiration or support
hazy (adj) uncertain or confused
vehemence (n) strong feelings or opinions whic h a re expressed
"orcefu lly
gibe (n) a rude or insulting remark about someone that is intended to
ake them look foolish
eariness (n) tiredness
rudging (adj ) felt or done very unwillingly
treat (v) to move away from something or someone
snag (v) if you snag part o f your clothing on a sharp or rough object,
~ gets caught on the object and tears
eely (adj) hard, strong and determined
g (v) to pull
al off (phr v) if one ob ject or area is sealed off from another, there is
: = . ohysical barrier between them so that nothing can pass between
-em
rt (adj) if you are short with someone, you speak briefly and rather
-_ ely to them because you a re impatient or angry
. olous (adj) not serious or useful
icacies (n) complicated details
(v) to cause someone to feel an emotion
ndite (adj) diff icult to understand
PAPER2 Writing
~~PAR T 1
reside (v) to live or stay in a place
PAPER1 Use of English
~~PART 1quintessential (adj) representing a perfect or typ ical example of
som ething , or representing the central nature of something
crook (n) a long pole with a large hook at the end often carrie d b y a
shepherd
wicket gate (n) a sm all door or gat e, especially one built into or near
a larger one
amalgamation (n) something that is made up of a mixture of different
things
dispute (n) an argument or disa greement between people or groups
~~PART 2
outright (adv) immediately and comp letely
prohibit (v) to forb id somethin g o r ma ke it illegal
equivocal (adj ) deliberately vague in what you say, because you want
to avoid speaking the truth or making ~ decision
brutal (adj) cruel and violent
deprive (v) to take something away from someone who wants or
needs it, or to prev ent them fro m h aving i t
~~PART 5
advocate (v) to publicly recommen d a particular action or plan
incubate (v) w he n birds incubate their eggs, they keep the eggs warm
unt il the baby birds come out
enlightenment (n) the state of hav ing more knowledge and a greater
understanding about something
lucid (adj ) clea r and easy to understand
coherent (adj ) clear and easy to understand
avenue (n) a way of getting something done
em powe r (v) to give someon e t he means to achieve some thing, forexample to become stronger or more successful
boost (n) some thing th at acts to improve your confidence or morale
self-esteem (n) the w a y y ou feel about yourself
adaptiv e (adj) having the ability or tendency to adapt to differen t
situations
neural (adj ) relating to a nerve or to the nervo us system
preoccupation (n) a state of mind in wh ich you th ink a bo ut som ething
so much that you do not consider other things to be important
shaman (n) a person in some North American cultures who is
believe d t o have powe r s t o heal sick people or to remove evil spirits
from them
witch doctor (n) a person in some societies , fo r example in Africa,
who is thought to have magic powe rs which can be used to heal
peoplefend off (phr v) to defend yoursel f f rom something evil or dangerous
induce (v) to persuade or in fluenc e som eon e t o do something
repress (v) to make a deliberate effort not to sho w or have a particular
feeling; to suppress
ice -breaker (n) som ething that som eone says or does in ord er to
ma ke it easier f o r people wh o h ave never met before to talk to each
other
emergent (adj) becoming powerful or coming into existence
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development is having on its survival, and saying
whether anything is being done to protect it.
3 Conclude by saying what you would like to happen
with regard to improving the protection of wildlife in
your area.
Question 4
Style: Formal
Content: Letter
1 8egin your letter by stating your reason for writing:to complain about the train and the service provided
by the railway company.
2 In the main body give details to support what you
are saying. Refer to all the points in the question:
the dirty state of the train
the poor canteen facilities
your failure to arrive at work on time
3 Conclude by saying clearly what action you expect
the railway company to take and whether you
expect them to compensate you in any way.
PAPER3 Use of English
~HAR T 1
1of
2 less
3 more
4 However/Rather/Instead
5 being
6 with
7 tend/seem
8 turn
9 lead
10 despite
11 from
12 if
13 between
14 show/indicate
15 make/render
~ ~ P A R T 2
16 swollen (verb to past participle)
17 apparently (verb to adjective to adverb)
18 gloriously (noun to adjective to adverb)19 variety (adjective to noun)
20 irresistibly (verb to negative adjective to adverb)
21 uninitiated (verb to negative past participle)
22 requirements (verb to plural noun)
23 enables (adjective to verb)
24 unlikely (preposition to negative adjective)
25 enthusiasts (verb to plural noun)
~ ~ P A R T 3
26 hold
27 sense
28 petty
29 follow
30 terms
31 reeling
~ ~ P A R T 4
32 no time (1) did David express (any) (1)
33 is under threat (1) of closure (1)
341 will take (1) your word for (1)
35 you will be/are (1) bound by (1)
36 with hindsight, (1) I could not have done anything (1)
37 (will) insist on (1) staying up/on not going to bed (1)
38 made a name (1) for herself as (1)
39 is prone to (1) illness/getting ill (1)
~ ~ P A R T 5
40 Advertisers do not question the morals of what they are
doing, they simply want to sell their product (because if they
do not, they will be in trouble).
41 morally questionable messages in advertisements which
suggest that a child is stupid if he does not buy the product
42 'children have become a prime target'
43 There are no restrictions on advertising on the Internet;
children are usually unsupervised while online, giving
advertisers virtually unlimited access to them.
44 Content points:
they are able to persuade parents to buy them things (first
text)
they will become tomorrow's adult consumers /manufacturers want to turn them into lifetime consumers
(first text)
children's insecurities make them easier to influence (first
and second text)
children are often exposed to advertising when alone
(watching TV or on the Internet) (second text)
PAPER4 Listening
~ ~ P A R T 1
1 C
28
38
4A
HPA RT 2
9 leisure activity
10 (carbon dioxide) emissions
11 road safety
12 (comprehensive) schools
13 new recruits
14 (coronary) heart
15 injuries and fractures
16 mental performance
17 free of charge
~ ~ P A R T 318 8 19 0 20 A 21 8 22 C
~ ~ P A R T 4
23 T
24 J
258
268
27 T
288
n I I _ 4 _PAPER 1 Reading
~ ~ P AR T 1
1820 3C 48 5A 6C 70 88 9A 10C 118 12C 130
14 C 15 A 16 C 17 0 188
~ ~ P A R T 2
19 A: Incorrect. Dance helps them to feel closer to their
ancestors: 'Allover North America, traditional dance
continues to forge a link with ancient ancestors'.
19 8: Correct. 'Allover North America, traditional dance
continues to forge a link with ancient ancestors and allows
the native peoples of modern America to reaffirm their
cultural identity as well as celebrate fundamental
relationships with nature, their tribes and kin.'
8/3/2019 Exam Essentials Proficiency Practice Test 4
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19 C: Incorrect. Dance helps them to celebrate nature, not
exploit it: 'traditional dance ... allows the native peoples of
modern America to ... celebrate fundamental relationships
with nature'.
19 D: Incorrect. Dance helps them have good relationships
within their own tribe: 'traditional dance ... allows the
native peoples of modern America to celebrate
fundamental relationships with nature, their tribe and kin'.
20 A: Correct. 'As well as giving non-commercial public
performances, modern dancers also perform in private orbefore small groups to offer up prayers to ancient deities,
to invoke cures for illnesses, to influence nature or to act
out a story.'
20 B: Incorrect. 'modern dancers also perform ... to offer up
prayers to ancient deities'
20 C: Incorrect. The writer does not mention the size of
audiences, but there is a contrast between the 'public
performances' they give and the private 'small groups'
they also dance in front of.
20 D: Incorrect. 'Dancers usually take small steps and stay near
the ground, performing either to rhythmic vocal music or
an assortment of instruments.'
21 A: Incorrect. The text does not say that dance can provide
solutions to problems.
21 B: Incorrect. The text says that 'our minds and bodies are
interrelated', but not that this connection is created by
dance.
21 C: Incorrect. 'Dance has been shown to be clinically effective
in dealing with depression, alleviating chronic pain and
improving self-image. Furthermore, dancing diminishes
stress levels, promotes a feeling of health and well-being
and increases our energy levels. Dance therapy has been
used successfully to help patients with an array of
ailments including Aids, cancer, strokes, brain injury and
stress-related illnesses. It also benefits psychiatric patients,
the disabled, the mentally handicapped and the elderly.'
However, the text does not say it can cure all our physicalproblems.
Correct. 'dance has frequently been used to provide an
outlet for negative emotional or mental energies'
Incorrect. The text does not state or imply this.
_ _ orrect. 'Whether choreographed or improvised, physical
rhythmic movements encourage a melding of brain and
body that can help us fight illness from within.'
- Incorrect. Dance has been used in clinical trials but this is
ot why it is successful.
correct. Dance has been used to treat patients with
curable illnesses, but this is not why it is successful.
orrect. The expression 'I was knocked off my feet'
eans 'I was overwhelmed'.
- rrect. The writer was impressed by different aspects of--0 dance, but he does not describe any conflicting
= o"ions.
-- ect. 'I couldn't believe the sheer energy and
= - _berance of the routines, the power of the score, the
_ =5-ive flair of the choreographers and the fluidity of the
-=-'Cers. I remember being moved by the sensuality,
= = bound by the glamour, awestruck by the visual__-= c:a Ie.'
- __ oct. 'I consider it a major turning point in my life-
which I would probably have trod a different path.'
- _ ~ er, we do not know if the 'different path' meant he
_ = . ally dedicated his life to dance.
- ". The text says that FireDance was a simple idea,- -:J: ihat the people were simple: 'As a show, FireDance
was successful because it was essentially a simple idea,
yet brilliantly conceived'.
24 B: Incorrect. Although it is true that the upper classes did not
dance the tango, this does not explain whvthe tango did
not catch on immediately.
24 C: Correct. 'Within a year of its first performance, FireDance
had become an international phenomenon.'
24 D: Incorrect. The pace varied: 'The pace of the production
carried the audience along, at moments frenetically
throwing you into the rhythms, at others, lulling you into atrance'.
25 A: Incorrect. Although it is true that the upper classes did not
dance the tango, this does not explain why the tango did
not catch on immediately.
25 B: Incorrect. The text does not state or imply that the tango
was unpopular was because it did not adhere to 'rules'.
25 C: Incorrect. The waltz was beginning to become popular in
Europe: 'European society was ambivalent even about the
waltz, in which partners actually had to touch each other,
which was onlv just beginning to catch on there.' However,
the text does not compare the relative popularity of the
waltz and tango.
25 D: Correct. 'Yet when i t began and for a long time afterwards,
the dance was shunned by the upper circles of Argentine
society. At a time when all fashionable dances were
performed in linear or circular arrangements by groups of
dancers, the very idea of a man and a woman in such
close phvsical proximity was considered vulgar and
immoral.'
26 A: Incorrect. Although the tango may have originated as a
dance performed by gauchos in bars, the text does not say
that the gauchos' leisure activities were unsanitary.
26 B: Correct. 'Legend has it that the woman would dance at
arm's length from him, with her head thrown far back,
trying to distance herself from his working day odour,
while he would walk with his knees flexed because of his
stiff clothes. Together they would bend their bodies tomanoeuvre in the space available between the tables.
Thus the tango was born.'
26 C: Incorrect. The gaucho's clothes may have affected his
posture, but this is not what created the tango.
26 D: Incorrect. The dance floor was usually small and restricted,
not unlimited in size.
~HART3
27 H: There is a link between 'A festival that takes place this
weekend in Twinsburg, Ohio' in the first paragraph and
'Jeremy Wilmer has come here' and 'Frankly, this festival
is a godsend for medical research' in paragraph H.
28 F: There is a link between 'Their DNA is helping to answer
some of the questions in the age-old debate over whetherit is your genes or the environment in which you were
brought up that determines your behaviour and your
health' in the paragraph before the gap and 'Identical
twins have identical DNA. Non-identical, or fraternal, twins
share only 50 percent of their genetic make-up ... But
twins of both kinds are also overwhelmingly likely to have
shared very similar environments' in paragraph F.
29 G: There is a link between 'the Institute of Psychiatry in
London' in paragraph G and 'Yulia Kovas, part of the
institute's social, genetic and developmental psychiatry
centre' in the paragraph after the gap.
8/3/2019 Exam Essentials Proficiency Practice Test 4
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30 B: The word 'she' in paragraph B refers to 'Yulia Kovas' in the
paragraph before the gap. There is also a link between 'But
some DNA markers also appeared to work more
specifically in favour of maths' in the paragraph before the
gap and 'there may be a pool of between fifty and a
hundred DNA markers ... making you good or bad at
sums' in paragraph B.
31 C: There is a link between 'The same Teds group' in
paragraph C and 'Twins Early Development Study (Teds)',
which is mentioned for the first time in a previous gappedparagraph, paragraph G. There is also a link between 'The
same Teds group has allowed another researcher, Dr Essi
Viding, to analyse the genetic basis for psychopathic
tendencies' in paragraph C and' "The discovery that
psychopathic tendencies are strongly heritable suggests
that we need to get help for these youngsters early on,"
she said' in the paragraph after the gap. Here, 'she' refers
to Dr Essi Viding.
32 D: The paragraph after the gap refers to the appearance of
identical twins, which links to 'It's often a problem of how
they are perceived from the outside' in paragraph D. The
word 'Meanwhile' at the beginning of paragraph D also
indicates that the subject is being changed slightly.
33 A: There is a link between 'From childhood, parents are told
... that they should dress their children differently and
separate them in as many ways as possible' in the
paragraph before the gap, 'Most schools still have a policy
of placing twins in different classes' in paragraph A, and
'But many identical twins, although they cherish their own
identity, actually like being so similar' in the last
paragraph.
HPART4
34 A: Incorrect. The text does not state or imply that Trevozhov
asked for silence, but rather that 'his unexpected use of
understatement, along with his formidable presence'
caused the audience to fall silent.34 B: Incorrect. It is true that his interpretation of the music was
unusual, but it was not this that caused the silence.
34 C: Correct. 'his unexpected use of understatement, along with
his formidable presence, had commanded absolute silence
in his audience'
34 D: Incorrect. The audience were silenced by Trevozhov's
'unexpected use of understatement, along with his
formidable presence', not because they couldn't hear the
music otherwise.
35 A: Incorrect. The narrator implies that Trevozhov's
interpretation was more powerful than what the composer
seemed to have intended, but not that it was 'far superior'.
35 B: Incorrect. Trevozhov did not follow the composer's
markings, but the narrator does not imply that this failure
constituted 'barely perceptible musical flaws'.
35 C: Incorrect. The audience were tense even before Trevozhov
began to play: 'The anxiety accrued during Mr Trevozhov's
long delay may have shifted as he began to play, but it had
not abated.'
35 D: Correct. 'But the pain emanating from every note he
played was something significantly more potent than the
regretful melancholy Chopin had written into the piece.
Each note was askew, its emotion turned inward on itself
to reverberate as something close to horror.'
36 A: Incorrect. 'I was unaware of having heard the final chords
until I realized that we had been sitting for several
moments in absolute silence'.
36 B: Incorrect. There was no sound for several moments, but
then there was 'uproarious applause'.
36 C: Incorrect. The audience got to their feet - there was 'a
standing ovation', but the text does not state or imply that
people leapt to their feet in unison.
36 D: Correct. 'The hush dangled, as unresolved as the music
had been. Then, all at once, it was filled with uproarious
applause, a standing ovation.'
37 A: Incorrect. The narrator does not state or imply this.
37 B: Correct. 'No,' I said softly, but with more vehemence thanher mild gibe deserved.'
37 C: Incorrect. The narrator does not state or imply this.
37 D: Incorrect. The narrator implies that Trevozhov is an
extraordinary musician, not that he has superhuman
powers: 'He could have played scales, and it would have
been the same. That's no ordinary man on that stage. His
music isn't human.'
38 A: Correct. 'When the concert ended, I insisted on meeting
him, but the crowd around his dressing room was
impenetrable.'
38 B: Incorrect. They did not want to leave early; they simply
wanted to leave when the concert had finished.
38 C: Incorrect. This is not the reason why the narrator was
unable to meet Trevozhov.
38 D: Incorrect. The narrator's grandfather was clearly unwilling
for her to meet Trevozhov, but he did not actually forbid
her to do so.
39 A: Incorrect. The narrator did not try to forget the way she
had felt. In fact, the opposite is implied: 'Yet I would find
myself replaying the scene many times in the months to
come'.
39 B: Incorrect. Although the narrator says 'I had nearly put the
incident out of my mind again, turning instead to more
frivolous thoughts', she goes on to say that she afterwar "
began to 'examine the intricacies of the feeling the foreig
pianist's eyes had stirred in me .... Yet I would find myse-
replaying the scene many times in the months to come'.39 C: Correct. 'I had not begun to examine the intricacies of t s
feeling the foreign pianist's eyes had stirred in me.... Ye:
would find myself replaying the scene many times in th
months to come.'
39 D: Incorrect. The narrator does not state or imply this.
40 A: Correct. 'I began to understand the praise of him I had
heard.'
40 B: Incorrect. There is some hint that Trevozhov knew or
recognised the narrator's grandfather, but the text does --
imply that he knew him 'well'.
40 C: Incorrect. The text does not state or imply this.
40 D: Incorrect. The text does not state or imply this.
PAPER2 Writing
~ ~ PART 1
Question 1
Style: Formal
Content: Letter
1 Begin by explaining your reason for writing,
referring to the article you have read.
2 You may strongly agree or disagree with the
statements in the article, or you may have mix--
feelings about them. Tackle each point one at G
expressing your own views clearly and giving
examples or evidence to support what you sa .
8/3/2019 Exam Essentials Proficiency Practice Test 4
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3 In another paragraph, you may want to offer some
suggestions for compromise on this difficult issue.
4 Conclude by indicating what you hope the outcome
will be, or express your wish that your letter be
published in the next edition of the paper.
HPART 2
Question 2
Style: Semi-formal or formal
Content: Review1 In the introduction name the product you are going
to review and state your reasons for writing.
2 You can use headings for each paragraph.
Otherwise, make sure that each paragraph deals
with a separate aspect of the product under review.
Cover all the points in the question:
ease of use of software
content
appeal to the age group
Add any other thoughts or comments that may be
relevant and use examples to compare the content to
what happens in a real life situation.
3 Conclude by summarising your overail opinion of
the product.
Question 3
Style: Formal
Content: Report, possibly divided into sections with headings.
Bullet points or numbered lists can also be used.
1 In the introduction explain why the report was
commissioned.
2 In the main body you could have several
paragraphs, each dealing with different parts of the
leisure centre:
changing rooms
swimming pool area
playing areas cafeteria
Consider these questions: Which areas need to
improve their disabled facilities, including
wheelchair access? How might wheelchair users
experience difficulty moving around? What steps
need to be taken to make these areas more
accessible?
3 Conclude by summarising your main points and
make recommendations for improvements.
Question 4
Style: Semi-formal or informal
Content: Article
1 The experience you write about could be positive ornegative, but the experience should be significant in
some way.
2 Describe the event. How did it come about? Who
was involved? When did it happen? etc. Why was it
significant? How did you feel about it at the time?
3 Conclude by describing how the experience affected
you or changed your life.
PAPER3 Use of English
~ ~ PART 1
1 was
2 Another
9 similar
10 known
3 would
4 from/against
5 unlikely/improbable
6 have
7 about
8 through/over
11 as
12 earlier/before
13 by/at/towards
14 whoever
15 up
~ ~ PART2
16 harmless (noun/verb to negative adjective)
17 unequivocally (adjective to negati ve adverb)18 whatsoever (pronoun to ad ver b)
19 brutality (adjective to noun)
20 fiery (noun to ad jective)
21 confinement (ver b to noun)
22 deprivation (v erb to noun)
23 maltreatment/mistreatment (verb to negative noun)
24 popularity (adjective to noun)
25 exceeds (noun to verb )
~HART3
26 blow
27 tall
28 knocked
29 rough
30 nursery
31 playing
HPART4
3 2 d e rive great pleasure (1) from being able to grow/growing (1)
33 the end (1) pollution will affect (1)
34 has been (1) under construction (1)
35 out of the ordinary (1) (ev er) happens (1)
36 was let off (1) with (just) a warning (1)
37 no account (1) are you to go/must you go (1)
38 you hadn't (1) brought up (1)
39 don't happen (1) to ha ve seen (1)
HPART 5
40 concentrating on a particular question or problem before
falling asleep in the hope that an answer will be found in adream
41 because it is hard to do well/because it requires skill and
practice
42 'an evolutionary bi-product (of sleep)'
43 Dreams echo{mirror{re\lresent our {ee(in~s, 'N()nies c .\\< . i
concerns/Dreams deal with issues that appear in everyday life.
44 Content points:
problem solving (facing up to fears/insecurities) (first text)
wish fulfilment (confidence building) (first text)
psychotherapy (inducement to talk) (second text)
social function (meeting people) (second text)
PAPER4 Listening
~ ~ PART 1
1A2B3B4A5A6C7A8B
~ ~ PART2
9 controversy
10 hub/centre
11 plains
12 trade routes
13 a coincidence/coincidental
14 geomagnetic energy/natural power
15 in tune with
16 (complex) astronomical calculations
17 magnetic intensity
8/3/2019 Exam Essentials Proficiency Practice Test 4
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~ ~ P AR T 3
18 A 19 B 20 A 21 D 22 C
~ ~ P AR T 4
2 3 T 2 4 M 2 5 T 2 6 B 2 7 M 2 8 M
m I _ s _PAPER 1 Reading
~ ~ P AR T 1
1 B 2 D 3 C 4 B 5 D 6 B 7 D 8 A 9 D 10 A 11 C 12 B 13 B
14 B 15 D 16 A 17 C 18 C
~ ~ P AR T 2
19 A: Incorrect. Football is being used to promote science and
technological development.
19 B: Incorrect. The project is not only for children.
19 C: Incorrect. The text does not state or imply that the aim of
the project is to 'promote products created using robotics
and artificial intelligence'.
19 D: Correct.' Inspired by the idea of using football as a means
of promoting science and technological development, the
project organisers have set an ultimate goal of building a
robotic football team that will be able to beat the human
World Cup winners by the year 2050.'
20 A: Incorrect. Although the writer is doubtful it can be
achieved, he does not dismiss the possibility.
20 B: Incorrect. The writer is enthusiastic, but he is not
optimistic that the goal can be achieved.
20 C: Correct. The writer is attracted by the idea but doubtful it
can be achieved by 2050: 'The question is: can RoboCup's
goal realistically be achieved by 2050?The organisers
admit it's a tall order, but argue that it is nevertheless
feasible. After all, there was only a matter of fifty years
between the first flight by aeroplane and the first moon
landing. So it would be folly to dismiss out of hand thepossibility of a world class robot football team beating the
human champions by 2050. For now, though, my money
remains firmly on the real Ronaldinho.'
20 D: Incorrect. The language of the text does not express this
attitude.
21 A: Incorrect. 'Loquacity' is the inclination to talk a great deal.
Wendy does not do this.
21 B: Correct. 'Need someone to wake you up in the morning
without bending your ear?' and 'Meet Wendy, the no-fuss,
no-nonsense personal assistant of your dreams. Friendly
and reliable, she will remind you of the day's
appointments or inform you of the latest news or weather
forecast discreetly and without lumbering you with the
usual emotional baggage.'
21 C: Incorrect. The text describes Wendy as 'Friendly and
reliable'.
21 D: Incorrect. 'Reticence' implies reluctance, but the robot is
not reluctantto speak; it simply gives succinct responses.
22 A: Incorrect. The advertisement does not target only these
people. The option provides only part of the answer.
22 B: Incorrect. The advertisement does not target only these
people. The option provides only part of the answer.
22 C: Correct. The text implies that the robot is for any busy
person who would benefit from the services that it
prov