CONTENTS Academic Test
1 ..............................................................................................
5
Test
2 ..............................................................................................
19
Test
3 ..............................................................................................
34
Test
4 ..............................................................................................
49
Test
5 ..............................................................................................
64
Test
6 ..............................................................................................
79
Test
7 .............................................
93
Test
8 .............................................................................................. 108
Test
9 .............................................................................................. 122
Test 10 ............................................................................................... 137
General Training Test
1 .............................................................................................. 152
Test
2 .............................................................................................. 167
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CONTENTS
Answer Key
Tapescripts
Academic Test
1 ................................... 180
Test
1 .................................... 228
Test
2 ................................... 184
Test
2 .................................... 234
Test
3 ................................... 188
Test
3 .................................... 240
Test
4 ................................... 192
Test
4 .................................... 245
Test
5 ................................... 196
Test
5 .................................... 251
Test
6 ................................... 200
Test
6 .................................... 257
Test
7 ................................... 204
Test
7 .................................... 263
Test
8 ................................... 208
Test
8 .................................... 269
Test
9 ................................... 212
Test
9 .................................... 275
Test 10 ................................... 216
Test 10 .................................... 281
General Training
4
Test
1 ................................... 220
Test
1 .................................... 287
Test
2 ................................... 224
Test
2 .................................... 293
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Academic Test 1 LISTENING
SECTION 1
Questions 1-10
Questìons 1-10 Complete the form below. Write NO MORE THAN TWO WORDS A N D /O R A NUMBER for each answer. SH O R T - S T A Y A CCOMM OỒA T IO N Example
■
Ansxver
Family Name:
SECTION 2
MữcfeLiA,lữy
First Name:
1 .........
Country of Origin:
2 ......
Date of Arrival:
3
.............
Number of Tenants:
4
.............
Length of Stay:
2 vveetes
Purpose of Visit:
5
.............
Type of Accommodation:
6
............
Number of Bedrooms:
ovve ortwo
Car Parking:
ữff-Street
General Area:
M ữ rth e beack
Other Requirements:
\A,ear 8 ............................
Name of Town:
9 .............................
Client’s Email:
s\AA.ac,i3@kot\AAUÍl.c,orM.
Price Range:
u-p to 10 s ..................
7 ...........
a vveete
Questìons 11-20
Questions 11-14 Choose the correct letter, A, B, or
c.
11 Reíreshments will be served A
at the ữont counter.
B
in the lobby.
c
at the back of the hall.
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12 Nick Noble advertised A
on the radio.
B
on a biilboard.
c in the newspapcr. 13 The oríginal number of founding members was about 12. A B 20. c 200. 14 The club provides activities primarily for reasonably fit A males up to 75. B íemales with young children. c males and íemales of any age. Questions 15-20 Complete the tahle helow. Write NO MORE THAN ONE WORD AND / OR A NUMBER for each ansMer. Activity
l)ay(s)
Duration
( 'ontaet Pcrson
15
Tuesday & Saturday
about 3 - 5 hours
coordinator
16
Thursday & Sunday
up to 3 hours
17
Wanderers
Sunday
18
leader
Saturday & Sunday
all wcekend
2 0 ..............................
1 9 ........................... Weekends
SECTION 3
Questions 21 -3 0
Questions 21 -2 6 Complete the notes below. Write NO MORE THAN TWO WORDS for each answer. Oilobalíaation and E ducataonal O k a n g e
•
G fz £ r 6 ỹ ì N<=w Oodc: 21
•
A im s : A n a ly s is o f e d u c a tio n a l p ro b lem s a n s in g fro m g lo b a lis a tio n
• c .h a n c e t o re s e a rc h a n d 22
..................................... p ro g re s s o f e d u c a tio n a l cbani^í-
o t c u ltu re a n d 23
......................... o n
•
Ịn v e s tig a te in flu en ce
e d u c a tio n
•
/ V g u e a d v a n ta g e s and d is a d v a n ta g c s o f re o rg a n is a tio n o f p u b lic c d u c a tio n ín ow n co u n trt) w ith re g a rd to g lo b a lis a tio n
6
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•
^ o n s i d c r th e
24 .............................
o f g lo b a lis a tío n on d ív ersíty o f n atío n al cunricula acro ss rich er
an d p o o re r c o u n trie s •
/\s s ig n m e n t #1 = Ịovverịoín t p re s e n ta tio n (u n g r a d e d )
•
/\s s íg n m e n t # 2
= ta k e
p a rt in
26 .............................
+ 25 ............................. ( 50%)
(2 0 % )
+ c s s a y ( 50%)
Questions 2 7 -3 0 Complete the table below. Write NO MORE THAN TW 0 WORDS AND / OR A NUMBER for each answer. Author
Title
Date
2 7 ................... .........
Comparative Education
2007
Elliot
Educational Issues of the New Millennium
2 8 ............................
2 9 .................... .........
Education and Globalisation
2009
York
Globalisation and 3 0 .............................
2010
SECTION 4
Questions 3 1 -4 0
Questions 3 1 -3 7 Complete the summary below. Write NO MORE THAN TWO WORDSfor each answer. Every day, the human body is íighting off 3 1 ............................. by destructive pathogens. A person in good health has natural protection in the form o f an immune System which works best against íamiliar micro-
organisms which may have been encountered during a previous 3 2 ............................. or passed on by the mother betòre or aíter birth. Vaccination is a way to cause 33 ............................. immunisation by introducing a small amount of pathogens into the body - just enough for the body’s 3 4 ............................... to react by making antibodies. Passive immunisation can be used as a way of treating someone who is already sick. Proteins from animal 35 disease.
are introduced into the patient to give him the necessary antibodies to íight the
Dr. Edward Jenner observed that people who had suffered and recovered from a serious disease called smallpox did not get it again. He also noted that victims of a milder disease, cowpox, vvhich they caught from 3 6 ............................. , were immune to smallpox. He caưied out a successful 3 7 ..............................by deliberately giving a child cowpox in order to make him immune to smallpox.
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Questáť&#x2030;ons 3 8 -4 0 Complete the diagram below. Choose your answers from the box beloxv and write the correct letter, A -F , in boxes 3 8 -4 0 on your answer sheet.
8
A
antibodies
B
agglutination
c D E F
antigen genns plasma B-lymphocytes
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READING
READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
A Disaster of Titanic Proportions A t 1 1:39 p.m. on the evening o f Sunday, 14 A p ril 1 9 1 2 , lookouts Frederick Fleet and Reginatd Lee on the fo rw a rd mast o f the Titanic sighted an e e rie , black mass Corning into view d ire c tly in fro n t o f the ship. Fleet picked up the phone to the helm, w a ite d fo r Sixth O ffic e r M o o d y to answ er, and y e lle d “ lc e b e rg , right a h e a d !” The greatest disaster in m aritim e history was a b o u t to be set in motion. Thirty-seven seconds la te r, despite the e ffo rts o f o ffice rs in the b rid g e and engine room to steer around the iceberg, the Titanic struck a piece o f subm erged ice, bursting rivets in the ship‘s hull and ílo o d in g the firs t five w a te rtig h t compartments. The ship’s designer, Thomas A ndrew s, c a rrie d out a visual inspection o f the ship's d a m a g e and iníorm ed C a p ta in Smith a t m idnight th a t the ship w ould sink in less than tw o hours. By 1 2 :3 0 a.m., the liíe b o ats w ere being fille d with women and children, a fte r Smith had given the command fo r them to be uncovered and swung out 1 5 minutes e a rlie r. The firs t liíe b o a t was successíully lo w e re d 1 5 minutes la te r, with only 28 o f its 65 seats occupied. By 1:15 a.m., the w a te rlin e was beginning to reach the Titanic'% name on the ship‘s bow , and over the next hour, e ve ry liíe b o a t w ould be released as o ffice rs stru g g le d to m aintain o rd e r amongst the g row ing panic on b o a rd . The closing moments o f the Titanic'% sinking b e g a n shortly a fte r 2 a.m., as the last liíe b o a t was lo w e re d and the ship’s propellers liíte d out o f the w a te r, leaving the 1 ,5 0 0 passengers still on b o a rd to surge tovvards the stern. A t 2 :1 7 a.m., H arold Bride and Jack Philips ta p p e d out th e ir last wireless message a fte r being relieved o f duty as the ship’s wireless o p e ra to rs, and the ship’s b a n d sto p p e d p la y in g . Less than a minute la te r, occupants o f the liíe b o ats witnessed the ship’s lights flash once, then g o black, and a huge ro a r signalled the Titanlc'% contents plunging to w a rd s the bow , causing the fro n t h a lf o f the ship to b re a k o ff and g o under. The Titanic's stern b o b b e d up m om entarily, and a t 2 :2 0 a.m., the ship fin a lly d is a p p e a re d beneath the frig id waters. W h a t or who was responsible fo r the scale o f this catastrophe? Explanations a bound, some th a t focus on ve ry small details. Due to a last-m inute change in the ship's o ffic e r line-up, ice b e rg lookouts Frederick Fleet and Reginald Lee w ere m aking do w ithout a p a ir o f binoculars th a t an o ffic e r tra n s íe rre d o ff the ship in Southampton had le ft in a cu p b o a rd o n b o a rd , unbeknownst to any o f the ship’s crew. Fleet, who survived the sinking, insisted a t a subsequent inquiry th a t he could have id e n tiíie d the ice b e rg in tim e to a v e rt disaster if he had been in possession o f the binoculars. Less than an hour b e ío re the Titanic struck the ice b e rg , wireless o p e ra to r C yril Evans on the C aliíornian, located just 20 miles to the north, trie d to contact o p e ra to r Jack Philips on the Titanic to w a rn him o f pack ice in
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the a re a . “ Shut up, shut up, youVe ịam m ing my s ig n a l,” Philips re p lie d . “ I’m busy.” The Titanic's wireless System had broken dow n fo r several hours e a rlie r th a t d a y , and Philips was cle a rin g a b a cklo g o f personal messages th a t passengers had requested to be sent to ía m ily and írie n d s in the USA. Nevertheless, C a p ta in Smith had m aintained the ship’s speed o f 22 knots despite m ultiple e a rlie r w arnings o f ice a h e a d . It has been suggested th a t Smith was under pressure to m ake headlines b y a rriv in g e a rly in N ew York, but m aritim e historians such as Richard H owell have countered this pe rce p tio n , noting th a t Smith was sim ply fo llo w in g common p ro cedure a t the tim e, and not behaving recklessly. O ne o f the strongest e xp la na tio n s fo r the severe loss o f life has been the fa c t th a t the Titanic d id not c a rry enough liíe b o a ts fo r everyo n e on b o a rd . M a ritim e regulations a t the tim e tie d liíe b o a t c a p a c ity to the ship size, not to the num ber o f passengers on b o a rd . This m eant th a t the Titanic, w ith room fo r 1 ,1 7 8 o f its 2 ,2 2 2 passengers, a ctu a lly surpassed the B oard o f T rade's requirem ent th a t it c a rry liíe b o a ts fo r 1 ,0 6 0 o f its passengers. Nevertheless, w ith liíe b o a ts being lo w e re d less than h a lf fu ll in m any cases, and only 7 1 2 passengers surviving despite a tw o -a n d -a -h a lf-h o u r w in d o w o f o p p o rtu n ity , m ore liíe b o a ts w ould not have g u a ra n te e d m ore survivors in the absence o f b e tte r tra in in g and p re p a ra tio n . M a n y passengers w ere coníused a b o u t w here to go a fte r the o rd e r to launch liíe b o a ts was g iven; a liíe b o a t d rill scheduled fo r e a rlie r on the same d a y th a t the Titanic struck the ice b e rg was cancelled b y C a p ta in Smith in o rd e r to a llo w passengers to atten d church.
Questions 1 - 6 Complete the table below. Choose NO MORE THAN TWO WORDS from the text/or each answer. Write your ansxvers in boxes 1 -6 on your answer sheet. Time
11:39 p.m.
Person(s)
Position
1 ..................... 2 ......................
3 ................... ... Aiidrews
Ship’s designer
12:15 a.m.
Smith
Captain
2:17 a.m.
Bride & Philips 5 ......................
Action
Reported sighting of iceberg Reported how long the Titanic could stay aíloat Ordered 4 ...................... to be released Relayed íinal 6 ......................
Questions 7-13 Do the following statements agree with the iníòrmation given in Reading Passage 1? In boxes 7—13 on your answer sheet, write TRUE FALSE NOT GTVEN
if the statement agrees with the ìnỷormation if the statement contraclicts the infoìination ìf the re is no inỷormatìon on this
7 The binoculars for the men on watch had been left in a crew locker in Southampton. 8 The missing binoculars were the major factor leading to the collision with the iceberg. 9 Philips missed notification about the ice from Evans because the Titanic's wireless System was not íiinctioning at the time. 10 Captain Smith knew there was ice in the area.
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11 Hovvell believed the captain's failure to reduce speed was an irresponsible action. 12 The Titanic was able to Seat more passengers in lifeboats than the Board of Trade required. 13 A lifeboat drill would have saved more lives.
READING PASSAGE 2 You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below. Questions 14-19 Reading Passage 2 has six sections, A-F. Choose the correct headings for sections A -F from the list oỷheadings beloxv. Wríte the correct number, i-x, in boxes 14-19 on your ansxver sheet.
i ii iii iv V
vi vii viii ix X
List of Headings Construction of special cinemas for 3-D Good retums forecast for immediate íuture The greatest 3-D fílm of all time End of traditional movies for children Early developments New technology diminishes the art The golden age of movies ln deíence of 3-D 3-D is here to stay Undesirable visual effects
14 Section A 15 Section B 16 Section c
17 Section D 18 Section E 19 Section F
in iũ [ĩ© © = ® ũ (ĩũ ũ © iiũ © B ® (M ]D \ỉầ m A In the theatre of the Ambassador Hotel in Los Angeles, on the evening of 27 September 1922, a new form of film-making made its commercial debut: 3-D1. The him, The Power of Love, was then shown in New York City to exhibitors and press, but was subsequendy not picked up for distribution and is now beheved to be lost. The following three decades were a period of quiet experimentation for 3-D pioneers, as they adapted to new technologies and steadily improved the viewing experience. In 1952, the “ golden era” of 3-D is considered to have begun with the release of Bwana Devil, and over the next several years, audiences met with a string of films that used the technology. Over the following decades, it waxed and waned within filmmaking circles, peaking in the 1970s and again in the 1990s when IMAX gained traction, but it is only in the last few years that 3-D appears to have hrinly entered mainstream production. 1 Three-Dimensional
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B Released worldwide in December 2009, the íantasy fìlm Avatar quickly became the highest-grossing film ever made, knocking Titanic from the top slot. Avatar, set in 2154 on a planet in a distant solar System, went on to become the only film to have earned us$2 billion worldwide, and is now approaching the $3 billion mark. The main reason for its runaway popularity appears to be its visual splendour; though most critics praised the film, it was mostly on account of its ground-breaking special eíbects. Kenneth Turan of the Los Angeles Times praised Avatads “powerful” visual accomplishments, but suggested the dialogue was “flat” and the characterisations “obvious”. A film analyst at Exhibitor Relations has agreed, noting that Avatar has cemented the use of 3“D as a production and promotional tool for blockbuster films, rather than as a mere niche or novelty experiment. “This is why all these 3-D venues were built,” he said. “This is the one. The behemoth... The holy grail of 3-D has hnally arrived.”
c
Those who embrace 3-D note that it spices up a trip to the cinema by adding a more active “embodied” layer of experience instead of the viewer passively receiving the film through eyes and ears only. A blogger on Animation Ideas writes, “...when 3-D is done well, like in the ílying scenes in ưp, How to Train Your Dragon, and Avatar, there is an added feeling of vertigo. If you have any fear of heights, the 3-D really adds to this element...” Kevin Carr argues that the backlash against 3-D is similar to that which occurred against CGI2 several years ago, and points out that CGI is now widely regarded as part ofthe fìlm-maker’s artistic toolkit. He also notes that new technology is frequently seen to be a “gimmick” in its early days, pointing out that many commentators slapped the fưst “talkie” films of the early 1920s with this same label.
D But not everyone greets the rise of 3-D with open arms. Some ophthalmologists point out that 3-D can have unsetthng physical effects for many viewers. Dr. Michael Rosenberg, a professor at Northwestem University, has pointed out that many people go through life with minor eye disturbances - a slight muscular imbalance, for example - that does not interrupt day-to-day activities. In the experience of a 3-D movie, however, this problem can be exacerbated through the viewer trying to concentrate on unusual visual phenomena. Dr. Deborah Friedman, from the University of Rochester Medical Center, notes that the perception of depth conjured through three dimensions does not complement the angles from which we take in the world. Eyestrains, headaches and nausea are, thereíbre, a problem for around 15% ofa 3-D him audience. E Film critic Roger Ebert wams that 3-D is detrimental to good film-making. Firstly, he argues, the technology is simply unnecessary; 2-D movies are “already” 3"D, as far as our minds are concemed. Adding the extra dimension with technology, instead of letting our minds do the work, can actually be counterpurposeíul and make the overall eíĩect seem clumsy and contrived. Ebert also points out that the special glasses dim the efFect by soaking up light ồrorn the screen, making 3-D ôlms a slighdy duller experience than they might othenvise be. Finally, Ebert suggests that 3-D encourages fìlm-makers to undercut drama and narrative in favour of simply pihng on more gimmicks and special efFects. “Hollywood is racing headlong toward the kiddie market,” he says, pointing to Disney’s announcement that it wiU no longer make traditional íilms in favour of animation, íranchises, and superheroes. F Whether or not 3-D becomes a powerful force for the fìlm-maker’s Vision and the film-going experience, or goes down in history as an over-hyped, expensive novelty, the technology certainly shows no signs of fading in the popularity stakes at the moment. Clash ọf the Titans, Alice in Wonderland, and Hou> to Train Your Dragon have all recently benehted at the box oíĩìce due to the added sales that 3-D provides, and with Avatar’s record set to last some time as a totem of3-D’s commercial possibilities, studios are not prepared to back down. 2 Computer Generated Imagery
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Questions 20-26 Look at the foììowing statements ( Questions 2 0 -2 6 ) and the list of peopỉe below. Match each statement with the correct person, A -G . Write the correct letter, A -G , in boxes 20-26 on your answer sheet. NB You may use any letter more than once. NB Some options may not be used. 20 21 22 23 24 25 26
3-D conílicts with our mental construct of our surroundings. 3-D encourages an over-emphasis on quick visual thrills. Effective use of 3-D technology may increase our sensation of elevation. 3-D vievving can worsen an existing visual disorder. Avatar is the most powerful example of 3-D yet to arrive in cinemas. Avatars strength is found in its visual splendour, not in aspects of story. People already have the mental capacity to see ordinary movies in three dimensions.
A B c D E F G
List of People Kenneth Turan Exhibitor Relations’ analyst Animation Ideas' blogger Kevin Carr Dr. Michael Rosenberg Dr. Deborah Friedman Roger Ebert
READING PASSAGE 3 You should spend about 20 minutes on Questions 2 7 - 40, which are based on Reading Passage 3 below.
Does Water Have Memory? The practice of homoeopathy was first developed by the German physician Samuel Hahnemann. During research in the 1790s, Hahnemann began experimenting with quinine, an alkaloid derived from cinchona bark that was well known at the time to have a positive effect on íever. Hahnemann started dosing himselí with quinine while in a State of good health and reported in his journals that his extremities went cold, he experienced palpitations, an “iníinite anxiety”, a trembling and weakening of the limbs, reddening cheeks and thirst. “In short,” he concluded, “all the symptoms of relapsing íever presented themselves successively...” Hahnemann’s main observation was that things which create problems for healthy people cure those problems in sick people, and this became his íirst principle of homoeopathy: simila similibus (with help from the same). While diverging írom the principle of apothecary practice at the time, which was contraria contrariis (with help from the opposite), the eííicacy of simila similibus was reaííirmed by subsequent developments in the íield of vaccinations. Hahnemann’s second principle was minimal dosing - treatments should be taken in the most diluted íorm at which they remain eííective. This negated any possible toxic effects of simila similibus.
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In 1988, the French immunologist Jacques Benveniste took minimal dosing to new extrem es when he published a paper in the prestigious scientiíic journal Nature in which he suggested that very high dilutions of the anti-lgE antibody could aííect human basophil granulocytes, the least common of the granulocytes that make up about 0.01% to 0.3% of white blood cells. The point of controversy, however, was that the water in Benveniste’s test had been so diluted that any molecular evidence of the antibodies no longer existed. Water molecules, the researcher concluded, had a biologically active component that a iournalist later termed “water memory”. A number of eííorts from scientists in Britain, France and the Netherlands to duplicate Benveniste’s research were unsuccessíul, however, and to this day, no peer-reviewed study under broadly accepted conditions has been able to coníirm the validityoí “water memory”. The third principle of homoeopathy is “the single remedy”. Exponents of this principle believe that it would be too diííicult, if not impossible, to ascertain the potential eííects of multiple homoeopathic remedies delivered simultaneously. If it did work, they suggest, one could not know quite why it vvorked, turning homoeopathy into an ambiguous guessing game. If it did not work, neither patient nor practitioner would know whether the ingredients were all ineííective, or whether they' were only ineííective in combination with one another. Combination remedies are gaining in popularity, but classical homoeopaths who rely on the single remedy approach warn these are not more potent, nor do they provide more treatment options. The availability of combination remedies, these homoeopaths suggest, has been led by consumers wanting more options, not from homoeopathic research indicating their eííicacy. Homoeopathy is an extremely contentious form of medicine, with strong assertions Corning from both critics and supporters of the practice. “ Homoeopathy: There’s nothing in it” announces the tag line to 10:23, a major British anti-homoeopathy campaign. At 10:23 a.m. on 30 January 2010, over 400 supporters of the 10:23 stood outside Boots pharmacies and swallowed an entire bottle of homoeopathic pills in an attempt to raise awareness about the fact that these remedies are made of sugar and water, with no active components. This, deíenders of homoeopathy say, is entirely the point. Homoeopathic Products do not rely on ingredients that become toxic at high doses, because the water retains the “memory” that allows the original treatment to íunction. Critics also point out the fact that homoeopathic preparations have no systematic design to them, making it hard to monitor whether or not a particular treatm ent has been eííicacious. Homoeopaths embrace this uncertainty. While results may be less certain, they argue, the non-toxic nature of homoeopathy means that practitioner and patient can experiment until they find something that works without concern for side eííects. Traditional medicine, they argue, assaults the body with a cocktail of drugs that only tackles the symptoms of disease, while homoeopathy has its sights aimed on the causes. Homoeopaths suggest this approach leads to kinder, gentler, more eííective treatment. Finally, critics allege that when homoeopathy has produced good results, these are exceedingly dependent on the placebo eííect, and cannot justify the resources, time and expense that the homoeopathic tradition absorbs. The placebo eííect is a term that describes beneíicial outcomes from a treatment that can be attributed to the patient’s expectations concerning the treatment rather than from the treatment itselí. Basically, the patient “thinks” himselí into íeeling better. Deíenders suggest that homoeopathy can go beyond this psychological level. They point to the successíul results of homoeopathy on patients who are unconscious at the time of treatment, as well as on animals.
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Questíons 27-32 Complete each senlence with the correct ending, A -K , below. Write the correct letter, A -K , in hoxes 27-32 on your answer sheet. 27 28 29 30 31 32
In the late 18th century. Hahnemann discovered that quininc was able to The cíTectiveness of vaccinations also helps to Benveniste argued in the joumal Nature that water molecules possess the ability to Attcmpts to veriíy Benveniste's íìndings were unable to The purpose of the single remedy is to Classical homoeopaths suggest combination remedies have been created to A B c I) E F G H I J K
avoid the unprcdictablc outcomcs of combining many reinedics at once. expiain the success of 18th century apothccary mcdicinc. producc fever-like symptoms in a hcalthy person. keep antibody molccules active in parts as lovv as 0.01%. support the notion oísimila similibus. oíĩer more rcmedial choỉce. produce a less eíĩectivc dose. rccreate the original rcsults. retain qualities of an antibody to which they were previously exposed. satisty the demand of buycrs. treat eíĩectively somcone with a fever.
Questions 3 3 -4 0 Complete the table below. Choose NO MORE THAN TWO WORDS from the textỷor each answer. Write your answers in boxes 33-40 on your answer sheet. Argumcnts against homoeopathy ,, .___ ,.___ H asno33............................. ingredients.
Arguments for homoeopathy Does not become 3 4 .......................... when , • , taken in large quantities.
Lack of a 35 makes success or Remedies can be trialed with no risk of failure of treatmcnts diíTicult to 3 7 .......................... ; treatments tackle causes 3 6 ............................ and not just 3 8 ............................. Too much reliance on the 39 ............................. Proven to work on people who are Works psychologically but not physically. 4 0 ............................
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1
w RIT I NG
WRITING TASK 1 You should spend about 20 minutes on this task. The lìne graph beỉow shows the average daiỉy maxìmum temperatures for Auckland and Christchurch, two cities in New Zealand, and London and Edinburgh, two cities in the Unừed Kingdom. Summarise the inỊormation by selecting and reporting the main /eatures, and make comparisons where relevant. Write at least 150 words. Average Daily Maximum Temperatures
VVRITING TASK 2 You should spend about 40 minutes on this topic. Write about the following topic: Children nowadays watch signiýicantly more television than those in the past, whỉch reduces their activity levels accordingly. Why is this the case? What measures can you suggest to encourage higher levels o f activity among children? Give reasons for your answer and include any relevant examples from your own experience. Write at least 250 words.
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SPEAKING
Part 1 Introduction and Intervievv (4 -5 minutes) Introduction (compulsory) • Good moming/aữemoon. My name is • • •
. Can you tell me your full name, please?
What should I call you? Could you tell me where you’re from? Can I see your identiíication, please?
Thank you. Now in this íìrst part, I’d like to ask you some questions about yourself. Interview (choose 1) Let’s talk about where you live. • •
Do you live in a house or an apartment? How many other people do you live with?
•
Do you enjoy living in this type of accommodatiou? Why/Why not?
•
What type of accommodation is common in your town? Wliy?
Let's talk about what you do. •
What are you studying currently?
• •
Are there any subịects which you do not enjoy as much as others? Why? Do you have to complete a lot of homework?
•
What do you plan to do atter you íĩnish your studies?
Interview (choose 2) Now, let's talk about keeping in touch with íìiends. • • •
How do you normally keep in contact with friends? Why? What do you enjoy about this way of keeping in touch? Is there anything you don’t like about this method of keeping iu touch? Why?
•
Do you ever fínd it difficult to keep in touch with íriends using this method? Why/ Why not?
Let’s talk about art. • • • •
Do you cnjoy looking at art? Why/ Why not? What type of art do you like best? Why? Have you ever been taught to do any type of art? Do you know any artists?
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Now, let’s talk about colours. • Which colours do you like thc most? Why? • Have you always likcd thcse colours? Why? • Do inost ol your íricnds like similar colours? • Do certain colours have any special signiíìcancc in your culture? Why?
Part 2
Individual Long Turn ( 3 - 4 minutes)
Now, I’m going to give you a topic and I’d like you to talk about it for one to two minutes. Beíbre you talk, you'll have one minute to think about what you’re going to say. You can make some notes if you wish. Do you understand? Here’s some paper and a pencil for making notes and here’s your topic: rd like you to describe an important decision you have made. Describe an iinportant decision you have made. You should say: what the decision was and why it was important how you made your decision how it had an elTect on your life and say whether or not you think you made the right decision. Rounding-off que stions: •
Do you often make decisions in this way?
•
Do you fmd it difficult to make big decisions?
Part 3
Two-way Discussion ( 4 - 5 minutes)
We’ve becn talking about an important decision you made and now I'd like to discuss with you one or tvvo more general questions related to this. Let’s consider fírst the topic of important personal dccisions. •
Describe some of the important life decisions people need to make at various points in their lives.
•
Some people think that an important decision should be made quickly and based on intuition, while others believe an iníbrmed choice is better. What’s your view?
•
Do you think that individuals novvadays have more or fewer important choices to make than those in the past? Why?
Now, let’s talk about decision-making in general.
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•
What kinds of decisions are more diữicult: those which solely affect you or thosc which also have an impact on other people?
•
In your opinion, is there such a thing as too much choice?
•
How effective do you believe it is to make decisions based on discussions with other people?
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Test 2 1.1 s T K N I N (
SECTION 1
Questions 1 -1 0
Questions 1 -5 Complete the form be lo*. Whte ONE WORI) A N D /O R A NƯMBER fo r each ans* er.
TA UBER INSURANCE Co. Exampỉe
Answer
Insurance type:
Víhlcle
Policy #:
1
Make & Model: Engine size: Name:
MOSda MArvíl 2 ...................
Date of hirth: Pass\vord:
ú sa Mữrií Htathcotí 3 ................... 1J)5S 4
Change valuation?
0 NO
Keduce value to:
5 5 ...................
Questions 6-10 Complete the notes below. Write ONE WORI) ONLYfor each ansner. Notes to be added to policv: Add new driver: • Name: Samuel Michaels • Agc: 28 • Relationship to main driver: 6 ........
Reason: • 7 .................. Client / new driver to provide: • Veriíied 8 ... of driver’s licence • Clcan driving 9 Start date: • 10 cover for 2 weeks from today • Full cover whcn papcnvork approved
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S E C T IO N 2
Questions 1 1 -2 0
Questions 11-16 Complete the sentences beloxv. Wrìte NO MORE THAN TWO WORDS for each ansxver. 11 You can become more coníìdent by using........................................ 12 More coníĩdence results in better........................................ 13 A good strategy to build coníidence is to get rid of negative memories of mistakes and failures and, instead, concentrate o n ........................................ 14 Frequent...................................... of positive imagery is necessary for success. 15 Mental positivity is not enough - you also have to act in a confident manner - s o ................................ is important too. 16 Setting and achieving goals results in brain activity that brings about an experience o f ............................
Questions 17-20 Complete the flow chart below. Write NO MORE THAN TWO WORDSfor each answer. Goal Settin g Set an 1 7 ......................................... goal. * Decide on incentives. 1 8 ......................................... steps along the way. Gather 1 9 .......................................... * Take the íirst step. Keep a 2 0 ..........................................
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Questions 21 -3 0
S E C T IO N 3
Questions 2 1 -2 3 Chnose the correct letter. A. R. nr
c.
21 Julia and Bob's Science prcýect is duc A
ncxt weck.
B
ncxt month.
c ncxt year. 22 All the matcrials they use must be A recycled. B incxpcnsive. c available in the lab. 23 A Cartcsian diver was callcd a ‘devil’ by somc people bccause A
they saw it was black.
B
thcy bclievcd in the supematural.
c
they wanted the inventor to be famous.
Questions 24 and 25 Choo.se T\YO letters. A - E .
Julia and Bob íind some of the items they need A
in Bob's pcncil case and the recycling bin.
B
in the cafeteria and the Resource Centre.
c I) E
in the shop and Julia’s locker. in Bob‘s bag and his pocket. in Tara's packet and on the floor.
Questions 2 6 -3 0 Complete the notes belovv. Write NO MORE THAN TWO XVORDS fo r each answer.
Assembỉy Step 1 Fold a 26
in half.
Step 2 Use a 27
to secure the cnds.
Step 3 Attach 28
......... lo diver.
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