1.,. .PAPER 2 Writing Part 2

Part 3PAPER 3 Use of English Part 4PAPER 4 listening

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PAPER 5 Speaking

sse tia tips~ Readeach text quickly to

understand its generalmeaning before you attemptthe task.

~ The gapped word or phrasemay be part of a fixedexpression, collocation orphrasal verb, or it may be adiscourse marker which affectsthe meaning of the text as awhole.

~ Checkthe words before andafter the gap carefully to decidewhat type of word you arelooking for.

~ Onceyou have finished thetask, read the whole text againto checkthat your choices makesense in the text as a whole.

Question 2: Which of the optionsforms a phrasal verb with 'off',meaning 'do something toprotect yourself from'?

Question 3: The preposition afterthe gap is regularly used withone of the options.

Question 4: The sentence talksabout the activity of decoratingegg shells and how this candemonstrate artistic talent.Which option can be used todescribe how something isconveyed?

Question 6: One of the options isoften used with a reflexivepronoun and the preposition 'to'to mean 'be suitable for beingused in a particular way'.

Question 7: One of the optionsoften collocates with 'collections'that are on display in museumsand art galleries.

Question 9: The correct option isoften used to expressthatsomeone or something possessessomething impressive.

Question 12: The correct optionmust mean 'open a buildingofficially for the first time'.

For questions 1-18, read the three texts below and decide which answer (A, B, C or D)best fits each gap.

In ancient times the egg was a symbol of life, birth and fertility, and it featuredprominently in several creation myths, representing the (1) beginnings of timeand the birth of the universe. It was also believed that the egg had magical powers:it could (2) off storms, illnesses and the evil eye. In many societies decoratedeggs were at the centre of rituals and ceremonies that (3) with the spring - a timeof new life and growth after the long hard winter.

Today eggs continue to be important in many cultural and religious events - such asEaster - and shell decoration is an effective (4) for demonstrating artistic skills.The symmetrical form of the egg - often (5) one of the most aestheticallypleasing shapes in nature - (6) itself to a great variety of decorative techniques:it can be dyed, painted and embellished with leaves and flowers, and even gold, silverand precious jewels.

1 A total B complete C absolute D very2 A ward B put C fend D send3 A occurred B happened C resulted D coincided4 A method B means C vehicle D drive5 A regarded B considered C viewed D seen6 A helps B lends C offers D provides

The Burlington Museum was recently re-opened after an extensive developmentprogramme that aims to make the collections (7) there more appealing to a widerpublic. The Museum's fine collections can now be seen in more inspiring(8) , and exhibitions include a wide range of innovative displays which allowvisitors to make use of the latest interactive information technology. The Museumalso (9) an excellent new education centre and art room, as well as a gift shop.Finally, ramps and wider doorways offer improved (10) for the disabled andpeople with limited mobility.

The Museum worked closely with community groups to achieve its goals. One of the(11) of this collaboration is a Buddhist shrine created with the assistance andadvice of the local Buddhist community. A priest (12) this significant exhibitionand more than two hundred people of different faiths attended the event.

7 A set B placed C housed D homed8 A backgrounds B contexts C frameworks D circumstances9 A boasts B prides C scores D acquires

10 A entrance B access C admission D admittance11 A effects B outputs C fruits D benefits12 A installed B presided C commenced D inaugurated

Question 14: The correct optionmust mean 'unexpected'.

Question 15: There is a 'trap' ,here, so think carefully about thestructure of the sentence and themeaning intended!

Question 17: The correct optionmust mean 'lift something heavy'.

Peter's plane was due to leave at 8.40 am. My father, having little (13) in mybrgther's ability to get himself to the airport on time, had offered to drive him there.A punotual man himself by nature, he detested the thought of any (14) delays,and so roused Peter as early as he dared. (15) ,they arrived at the airport well inadvance of the recommended two hours prior to departure. They made their wayover to the check-in desk, where a queue was only just starting to (16) up.

When his turn came, Peter handed over his passport and ticket and (17) his bagsonto the conveyor belt. The check-in attendant frowned. 'I'm sorry, sir, but you aren'ton the passenger list,' she said. Then she took a closer look at his ticket and her eyeswidened in surprise. 'Now I see the problem. You're booked on tomorrow's fli-9~t!You've come a day too early!' She turned to my father, who was temporarily (18) .for words, and asked, 'Does he do this often?'

13 A credit B faith C belief 0 assurance14 A improper B unfounded C groundless 0 untoward15 A Subsequently B Duly C Consequently 0 Finally16 A build B gather C collect 0 grow17 A settled B hoisted C elevated 0 handed18 A stunned B shocked C lost 0 struck

CPETEST

PAPER2 Writing

PAPER3 Use of English

PAPER4 listening

PAPER5 Speaking

E sential lips~ This part of the exam tests

your understanding of thewhole short text or textorganisation, and somequestions may also focus onthe details in sections of thetext.

~ Readeach text quickly tounderstand its generalmeaning before you attemptthe questions.

~ Readthe questions carefullyand decide which part of thetext they refer to.

~ Look at key words in thequestions and see how theyrelate to the relevant part ofthe text. The text will probablyexpress ideas using differentwords from those that appearin the questions and options.

~ Checkthat the option whichanswers the question orcompletes the question stemconveys the same meaning asthat expressed in the text.

Question 19:What did themanufacturers do before that isnow changing?

Question 20: Readthe secondparagraph and think carefullyabout how haptic feedback helpsthe machine operator. Whichoption describes this mostsuccessfully?

You are going to read four extracts which are all concerned in some way with thesense of touch. For questions 19-26, choose the answer (A, B, C or D) which youthink fits best according to the text.

In touch with machinesEngineers are finally beginning to recognise the value of the human touch

with regard to the operation of mechanical devices. Until recently, themakers of automated machinery seemed bent on rendering operatorsredundant by reducing their involvement with the machine to the touch ofa button. This theoretically made the user's job easier, but in practice, they

felt they had no connection with the machine or how it functioned.The relatively new field of haptics is changing all that. It focuses on

ensuring that an operator can 'feel' what a machine is doing. Haptic

principles, which have been applied very successfully to cars and aircraft,are now being applied to earth-moving equipment with excellent results.By programming haptic feedback into the electronic control system,

engineers are helping operators to enhance their understanding of how amachine is responding to a particular terrain through feel, and by doing so,

achieve optimum performance. It is also hoped that operators will be ableto anticipate possible hazards in the ground, such as hidden water or gaspipes, by means of haptic warning sensations transmitted through the

controls and so take evasive action.

19 The writer says that until recently, the manufacturers of automated machineryA intended to make the users of machines redundant.B felt no connection with the machine they were operating.C largely ignored the human need for physical contact with a machine.D used haptic principles to develop machinery.

20 Haptic feedbackA reduces the operator's understanding of how his or her machine operates.B enables the operator to manoeuvre machinery over the ground.C makes the operator's job less complex.D makes the operator more aware of how his or her machine is performing.

fia f·Question 21: Readthe questionstem and answer options. Here,you are being asked in what way:; iropractors treat patients. Find"- e part of the text whichc swers this question. Which

otion expresses the same ideain other words?

estion 22: Readthe question=:-Bmcarefully. Note that the

. er implies that a person who'shes to visit a chiropractor

::~ould do something; however,-'" does not give this advice=mlicitly.

Chiropractic- - - - - - - - - - - - - - - - .•.-......-- ,.Are you suffering from back pain or inexplicable headaches? Anystrained muscles from playing sport or perhaps whiplash from arecent accident? Then what you may need is to visit your localchiropractor.

Chiropractors diagnose and then treat problems of a neuro-musculoskeletal nature by making specific adjustments to the jointsof the body - the spine in particular - in order to improve thefunction of the nervous system, and thereby enable the body'snatural healing processes to do their work. No drugs or surgery, justgentle manipulation at the hands of a trained specialist!

Chiropractic is a primary health-care profession, negating the needfor a doctor's referral. Registered chiropractors are subject to rigorousregulations, and high standards of practice are maintained.

Patients enthuse about the wonderful feeling of release theyexperience after treatment, and how much easier and more supplemovement becomes. So why not give it a try? Chiropractic maychange your life!

21 Chiropractors treat patientsA by employing gentle massage techniques.B by altering the alignment of bones in the body.C by adjusting the position of nerves and muscles in the body.D by manipulating the nervous system.

22 Before visiting a chiropractor, the writer implies you shouldA visit a doctor who can diagnose your problem.B obtain a referral from your doctor.C stop taking any medication.D ensure they are a member of a recognised chiropractic organisation.

Question 23: Look for a word orphrase in the text that means'realise' and what the writer say~after this. Which optionexpresses the same idea in otherwords? Also, think about thewords in the options. Forexample, if you 'conform' tosomething, what does thatmean?

Question 24: Think about theoverall meaning of what thewriter says in the secondparagraph. What does 'abstractimages from forms' mean? Whatdo artists try to do and how dothey do it? How might the senseof touch help them to do this?

Art and Visual ImpairmentKs a student artist with a minor visual impairment I had spentyears trying to keep up with my peers, struggling to master theprinciples of colour, form and perspective, until it dawned on meone day that perhaps the skills I was attempting to develop neednot necessarily be visual. I started to re-examine the way in whichI worked and realised that I could change my perspective, so tospeak. I started to devise a tactile approach to recording the worldthat would complement the way I experienced it - rather thanmerely trying to reproduce it.

Touch is far more meaningful to the visually impaired - blindpeople in particular - than it is for the majority of people. It canoffer an alternative means of observation that increases one's senseof perception and it provides a unique, non-visual way for artists toabstract images from forms. Visual artists are taught to understandlight. I have been learning to understand space and distance,volume and dimension, form and substance, and to work withmaterials that occasionally dwarf me.

23 What did the artist realise about herself?A She had been trying to conform to established ideas about art.B She needed to improve her visual skills.C She wasn't as talented as the other students in her class.D She could improve her sight by changing the way she worked.

24 How can touch be used in art?A It can improve one's powers of observation.B It facilitates the power of sight.C It enables artists to create without needing to see.D It helps visual artists to experience large objects.

Question 25: Readthe questionstem carefully. You need to findthe 'main' reason, which implies ¥

there may be other reasons too :..just less important ones!

Question 26: Be careful not toread too much between thelines. You may think that a textimplies something, but whatdoes it actually say? Which ofthe options is stated explicitly inthe text?

In touch with the childTouch is the first sense to develop in the embryo. Only a fewweeks after conception a primitive nervous system linking skincells to a rudimentary brain has already developed. Throughoutthe gestation period the foetus's tactile system develops and itwill remain a potent form of communication throughout thecourse of a person's life. Essentially, touch aids psychological,intellectual and physical development while its absence cancause undeniable harm. Touch is a child's first language. Longbefore he can see, smell, taste or hear, he experiences others andhimself through touch, the only reciprocal sense.

In our consumer based society, we misguidedly try to meetthe sensory needs of the newborn by providing artificialstimulation and security, so that we can keep ourselves 'at adistance. We put our children down to sleep in cots, monitoringtheir breathing with alarms while we sleep in the next room.Instead of holding them close to our bodies, we push themaround at arms' length in prams. We suspend them in babybouncers in an attempt to reproduce the experience of beingjogged around in human arms. But babies need their mothers,not machines and contraptions. No invention can substitute forthe direct physical contact that forms the basis of the mother andchild bond.

25 The main reason why touch is important is becauseA it is the first sense to develop.B it facilitates healthy development.C it improves our communication skills.D it teaches us how to reciprocate.

26 What is the writer's main point in the second paragraph?A Children should never be left to sleep alone.B Most people fail to provide the right kind of security for their children.C Man-made objects cannot replace nature in providing tactile stimulation.D People should take a more active part in bringing up their children.

You are going to read an article about palaeoanthropology. Seven paragraphs havebeen removed from the article. Choose from the paragraphs A-H the one which fitseach gap (27-33). There is one extra paragraph which you do not need to use.

PAPER2 Writing

PAPER3 Use of English

PAPER4 Listening

PAPER5 Speaking

If these bones could talk ...To a palaeoanthropologist, the past is an open book, but onethat fails to tell the whole story. The covers are missing. Thefirst chapters may never be found. There are hardly anypages, and most are so smeared and crumpled, so foxed andfaded, that the text could mean almost anything. The cast ofcharacters is confusing and narrative thread anybody's guess.Is it a detective story, a clifThanger, or a romance? Can therebe a happy ending?

CEJ _Homo floresiensis was the mysterious survivor unearthed froma cave on the island of Flores in Indonesia: a pygmydescendant, perhaps, of Homo erectus, perhaps even connectedto an earlier human species, but with this special feature: thebones were only 18,000 years old. So Homo sapiens, Homoerectus, Homo neanderthalis and Homo floresiensis must have allshared the planet at the same time, tantalisingly recently:within the last 100,000 years perhaps. Now only Homosapiens survives.

Q!J_-----------Stringer, 57, is head of human origins at the Natural HistoryMuseum in London. One of palaeoanthropology's bigplayers, he has spent his career in pursuit of Homoneanderthalis and is also one of the great proselytisers of theOut-of-Africa theory, the one that says the human storybegins on just one continent. Homo floresiensis, however,astonished him.

~------------'Nature is constantly experimenting. I think a lot of peoplethought that humans were somehow different; that we hadthis all embracing culture and this unifying adaptation,which meant that human evolution progressed in asomewhat different way, because of our technology and theway we probably vainly think we are partly controlling theworld now. So people project backwards and think that

humans are somehow special. The evidence shows us thatour evolution was as complex and as undirected, I suppose,as that of any other species we have studied.'

~------------Modern humans probably popped up within the last200,000 years, but the things that make modern humans sodistinctive in the fossil record - symbolic art, pottery andjewellery - bloomed only about 50,000 years ago. Nobodyin the world of palaeoanthropology considers modernhumanity to be the flower of creation, either. A temporarybloom, maybe.

QIJ_-----------Genetic evidence suggests humans may have come close toextinction a number of times in the past. Modern humansshared the Middle East with Homo neanderthalis 120,000years ago, and as Cro-Magnons became the sole tenants ofEurope 30,000 years ago, a terrain held successfully by theNeanderthals for more than 100,000 years. Did theycompete? Did they co-exist? Did they trade, or cohabit?

[E]~ _'I still tend to the view that the primary message would havebeen: different. They would have had a different bodylanguage, a completely different way of communication;they would have had different behaviours.'

@]------------He and his co-author Peter Andrews - a former head ofhuman origins at the Natural History Museum, and anexpert on the early part of the human story - tried to tellthe story of human evolution not just through time, butthrough its context, Stringer says: how you set aboutexcavating a site, what a piece of tooth or jaw can tell youabout ancient human behaviour. In that, the title of the bookmeans what it says: complete.

A It's humbling, Stringer says. 'We shouldn't see ourselves asthe summit of the pel{ection of whatever evolution istrying to achieve. We seem to be very successful at themoment in terms of our numbers but, looking at it on ageological timescale, how ~uccessful will we look in50,000 years, which is a very short time, geologicallyspeaking?'

B 'Neanderthals were certainly human and evolved as usin their own way, but they were different. They hadseveral hundred thousand years of evolving their ownanatomy and behaviour. But when these people met inEurope would they have seen each other as people? Oras someone different?' he says.

C What stories could these bones tell? And who could havedreamed, before their discovery that some tree-climbing,pygmy-elephant-hunting human candidate could havesurvived on a tropical island while Homo sapiens movedinto the Fertile Crescent, preparing to invent agriculture,civilisation and global terrorism?

D He thinks the Neanderthals perished at a moment ofmaximum stress in the stop-go, hot-cold pattern ofclimate during the last ice age. Though they left theirmark in the Pyrenees, they never got to Britain at all. Butthen the human occupation of Britain itself is a bit of ariddle. There is evidence of it, most of it indirect, of littlepulses of human occupation, and then a gap of 100,000years when no humans appeared to have visited Britain atall. Modern humans finally moved in and stayed only12,000 years ago.

~ This part of the exam tests your understanding of how atext is organised and, in particular, how paragraphs relate toeach other.

~ Read the main text through first to get an idea of what it isabout and how the writer develops his or her subject matter.

~ Read the paragraphs before and after each gap carefully tosee how they are connected.

~ Underline the names of people, organisations or places.Also, underline reference words such as 'this', 'it', 'there',etc. They will help you see connections between sentencesand paragraphs.

~ Read paragraphs A-H and do the same, noting how eachmay be linked to the subject matter of the main article.

E These people were capable of making tools andbutchering large beasts like rhinos. They may not havekilled these beasts themselves - they were, after all,dangerous animals - but even if they were just scavenging,it must have taken some degree of cooperation andorganisation to have driven off the lions or wolves, andsecured the carcass for themselves.

F There is a story-so-far, but that potted version of events isforever being revised, and nobody knows that better thanChris Stringer, one of the authors of a book publishedtoday called The Complete World of Human Evolution.Complete? Stringer spent eight years on the text. Then,late last year, he had to sit down in one night and composean entirely new chapter to incorporate the discovery ofHomo floresiensis, also known as the Hobbit.

G Here is the orthodm,'Y, pieced together over a century ormore by Darwin's disciples: primate creatures with acapacity for walking upright emerged perhaps twentymillion years ago. From these emerged the ancestors of allgorillas, all chimpanzees and all humans. There is no lineof evolution: think, instead, of foliage, and the survivinghumans and two species of chimpanzees are just nearbybuds at the ends of twigs dose together on the tree oflife.

H 'Until that turned up, we had no idea that ancient humanshad ever reached as far as Flores. We certainly had no ideathat there was a completely new kind of human - or is iteven human? That is still being argued about - livingthere, and the fact that it was still around there whenmodern people passed through the region. Each of thoseis astonishing and that shows how little we knew abouthuman evolution in that part of the world. We arebuilding up the pieces of a huge, complex jigsaw, and westill have a lot of spaces to fill in,' he says.

~ Underline time references and notice any changes in tensewithin a text. The writer may be comparing a past situationwith the present.

~ When you have finished the task, read through thecompleted text to make sure it makes sense.

Question 30: Compare the paragraph before the gap with thatwhich comes after it. Notice that in the paragraph after thegap, the writer makes use of a metaphor. Look for an optionwhich employs a similar use of language.

Question 32: In the paragraph before the gap, Homoneanderthalis is mentioned and questions are asked. Look foran option which addresses these questions in some way.

You are going to read an extract from a short story. For questions 34-40, choose theanswer (A, B, C or D) which you think fits best according to the text.

PAPER3 Use of English

PAPER4 Listening

PAPER5 Speaking

'Time to go, Joe: OfficerDicks stands in the nowopen doorway to freedom. I hesitate andcontemplate this fact with some trepidation,oscillating between a feeling of excitement and oneof utter dread. I suddenly feel as if I am standing atthe top of a precipice, parachute attached and readyto jump, but tortured by the overwhelming fear thatwhen I jump the chute won't open. After dreamingof this moment for years, endlessly counting off thedays, over and over - ever since I came here, in fact- I am now gripped with a sense of terror at thethought that the time has actually arrived.

Bill, my soon-to-be erstwhile neighbour, noticesmy sudden reluctance and smiles, nodding sagely.'Hard, isn't it?' he says. 'Youspend all your timewaiting for your release only to find that when itcomes down to it, you don't want to go. Much asyou hate to admit it, this dump has become yourhome, and the lads, even the warden, bless him,welt they've become family:

A sarcastic quip in response to this last remarkdies in my throat. It strikes me that this motleybunch of miscreants with whom I have co-existedfor the last five years have indeed come to meansomething to me, and that in spite of myself I willmiss them. Like a worn-out old coat that you can'tthrowaway, we have moulded together, an unlikelyyet close-knit group, not particularly fond of eachother, perhaps, but comfortable in the familiarity ofeach other's presence. Bill, with his weather-beaten,pock-marked face and his infuriating habit ofwhistling the same tune over and over again hasbecome like a brother to me. He may irritate me toscreaming point several times a day, and no doubt ifyou were to ask him about me, the feeling would bemutual, but we have grown used to sharing a fagand talking about nothing in particular. It suddenlydawns on me that he understands me in a waynobody else ever has and I never have to pretend tobe something I am not with him. He just seems toknow what is going on in my head and doesn't

question it, but rather accepts it philosophically. Irealise there is something comforting about wakingup every morning to the sounds of Bill movingaround his domain next door.

Sighing, I take a last look around the walls of mycell. Not much to look at because I never reallybothered to decorate it, my mind determinedlyfocused on the temporary nature of my stay. Evenso, it is amazing how we unwittingly leave traces ofourselves wherever we go, stamping our self oneverything we touch. There is the rubber mark onthe wall above my bed, made by my throwing asmall ball at it every day, an activity which gratedon Bill's nerves but which helped me calm my own.Then the wall against which my bunk stands isspattered with writing: the lyrics of songs and thelines of poems that I have struggled not to forget.Wherever I look, I see things that are familiar. Theydefine me in some way and give me my identity bywhich others recognise me. Out there the unknownwaits to engulf me, and the loneliness of beingmarginalised by society; I will be branded by thefact that I have done time - just another bad apple.

It occurs to me that we convicts spend all ourtime cooped up and trapped, longing for themoment we will be free again, not realising thatthere is a perverse freedom to being inside: afreedom from all forms of responsibility. Youraccommodation, food, clothing and essentials are allprovided free of charge. There is no need to workand you can spend all day reading or just doingnothing if you want to. Such luxuries are hard tocome by on the outside because out there you are'forced to fend for yourself and perhaps for others inan unforgiving society, and it's tough. Out there,you must face life. Here, you can turn your back onit, and that seems cosy and appealing to me rightnow.

Reaching the door, my threshold to freedom, Ilook over at Bill and say wryly: 'I1l be back beforeyou know it:

II,·r"

!lmp"""J'

ssentia tips~ This part of the exam tests

your detailed understanding ofa text, including the views an;Jattitudes expressed. .

~ Readthe whole text quickly forits general meaning - the gist.

~ The questions follow the orderof the text, although the lastquestion may refer to the textas a whole or ask about theintention or opinion of thewriter.

~ Readeach question orquestion stem and try toidentify the part of the textwhich it relates to. Then readthe relevant part of the textcarefully and think of themeaning of what you arereading. Look for the optionthat expressesthis meaning,probably in other words.

~ Be careful: some options maystate facts that are true inthemselves but which do notanswer the question orcomplete the question stemcorrectly; others may includewords used in the text, but thisdoes not necessarily mean thatthe meaning is correct; yetothers may be only partly true.

~ Checkthat the option you havechosen is correct by trying tofind out why the other optionsare incorrect.

Question 34: An option may be a'rue statement in itself, but thisdoes not necessarily mean itanswers the question correctly.Nhat does the writer actually tell

liS about his feelings in thisoaragraph?

Question 38: If you do not know- e meaning of the words in theoptions, guess.Forexample, ifou do not know what 'ostracised'eans,imagine how someoneo hasdone time in prison

ight be treated by the rest ofsociety.

estion 39: Make sure you~ow what 'ironic' means. Irony

...anbe difficult to detect in a text_ d you must be alert to the

. er's intentions.

34 In the first paragraph, how does the writer allude to his situation?A He has mixed feelings about it.B He is afraid of heights.C He thinks there may be disastrous consequences.D He regrets wasting so much time.

35 How did the writer react to Bill's comment?A He couldn't think of anything clever to say.B He realised that Bill would miss him.C He suddenly saw the warden as a member of his family.D He thought Bill had made a good point.

36 The writer and BillA have nothing much in common.B dislike each other.C find solace in each other's company.D have developed some peculiar habits.

37 The writer finds it surprising thatA he didn't decorate his cell after all these years.B he has left evidence of his personality in the cell.C he has spoiled the wall near his bed.D he has forgotten the words to some songs.

38 How does the writer feel about leaving prison?A He is aware that there will be nothing familiar around him.B He is worried that people won't recognise him any more.C He is afraid that he will be ostracised as an ex-convict.D He is concerned about leaving his old friends behind.

39 In the penultimate paragraph, what does the writer imply is ironic?A that prison offers certain libertiesB that free people have many responsibilitiesC that luxuries are rare in the outside worldD that prison life is more comfortable than life outside

40 Overall, the writer implies that leaving prisonA is an event that is long overdue.B is a reason for celebrating.C is not as joyful as he thought it would be.D is only a temporary situation.

Question 40: This question refersto the whole of the text. Some ofthe options may be mentionedsomewhere in the text and soappearto be correct, but this doesnot mean that they expresswhatthe writer is implying overall.

PAPER 3 Use of English

PAPER 4 Listening

PAPER 5 Speaking

~ In Paper 2 you must answertwo questions in two hours, sotiming is important.

~ The question in Part 1 iscompulsory. You may be askedto write an article, an essay, aletter or a proposal. All of thesewill be written for a particularpurpose and target reader.Make sure you are familiar withall four text types that mayoccur in Part 1.

~ Part 1 tests your ability toprocess information given toyou through instructions aswell as written or visualprompts in order to produce apiece of writing that makes useof this information in anappropriate style.

~ Read the instructions carefullyand underline the key wordsthat tell you what you have todo. Then read the writtenprompt, which may be anextract from a letter, article, etc.and underline the relevantinformation. If there is a visualprompt as well, make sure youunderstand what information itis conveying. You must makeuse of all the information inyour writing.

Question 1~ Here, you have been asked to

write a letter to a newspaper,so think about the register-how formal or informal shouldit be?

~ Analyse the points in thewritten prompt. How far do youagree or disagree with eachpoint? Do you agree? Do youdisagree? Or do you agree withsome points to a certain extentbut disagree with others?

You must answer this question. Write your answer in 300-350 words in an

appropriate style.

·1 You have read the extract below as part of a newspaper article about the way

technology has affected the lives of young people. Readers have been asked to

send in their opinions. You decide to write a letter to the newspaper responding

to the points raised and expressing your own views.

The infiltration of technology in ourlives is having a negative effect on ourchildren. Wherever we turn, we seeyoung people clutching mobiletelephones, sitting at cyber cafes, orengrossed in some computer game.They no longer seem to be interestedin their own culture and are losingtheir individuality. They engage lessin wholesome physical activities,spend more time indoors, have fewersocial pastimes - even their academicperformance seems to be suffering.Are we to sit back and do nothing asthe next generation turn into walkingtechno-zombies?

~ Plan your writing so that yourown points are clearlyorganised and lead towards astrong conclusion. Finish yourletter with a strong, clear pointor by saying what you hopethe outcome will be.

which can lend weight to eachof your points. Use exampleswherever possible in order tounderline your message.

~ Make sure you use a goodselection of linking words andphrases in your writing.

~ Make sure the examiner canread your writing. When youhave finished, check yourspelling and punctuation.

~ See the Writing bank on page142 for examples of differenttypes of writing.~ Think about appropriate

language and expressions

PAPER 3 Use of English

PAPER 4 Listening

PAPER 5 Speaking

~ There are four questions tochoose from in Part 2. Question5 relates to the set books (worksof literature) which you mighthave studied and prepared. Forquestions 2-4 you will berequired to write one of thefollowing text types: an article, aletter, a proposal. a report or areview. If you have studied oneof the set books and want toanswer question 5, you canexpect to write one of thefollowing text types: an article,an essay, a letter, a report or areview. Make sure you have hadpractice writing all text types.

~ Choose a question you thinkyou will be able to answersatisfactorily. Read eachquestion carefully. Are youami liar with the features of theext type? Do you know enough

appropriate vocabulary to writeon the topic in the question?

ake sure you understandhat you have to do by

_nderlining the key points in- e question and then plan.our answer around these,

ing down suitable words" d phrases you may want to_se in your writing.

::: ,yourself into the 'context':;= the task, and consider your-='get reader. Then write your-: . in a register and style,,:;propriate for the particular-=-x:.

:-eck your text for relevance,-: -ety of language and

racy.

'on 3---nk about the question__Jirements. Who are your

-=~et readers? You should not_-: -00 formal since you are

-ng for fellow students, but::.3C:ni-formal register would--= "ppropriate.

Write an answer to one of the questions 2-4 in this part. Write your answer in

300-350 words in an appropriate style.

-2 The local council authority has recently decided to develop an area of neglected

wasteland measuring approximately 5,000 square metres on the outskirts of the

town. They hope to make full use of the area for the benefit of both locals and

visitors. They have therefore invited the public to send in proposals. So far, there

have been suggestions that the area be used for parkland, a sports complex, a

hypermarket, an entertainment complex or a nature reserve.

3 You have been asked to write a review for your college magazine comparing two

of the textbooks you have been studying this year on your course. Write your

review and say what you think of the books' level and content and whether they

meet students' expectations and requirements.

4 The restaurant chain that you work for has received a number of complaints

about the poor quality of service and food at one of its restaurants. You have

been asked to investigate the complaints and submit a report, commenting on

the present standard of food, the quality of staff service, and making suggestions

for improvements.

~ Underline the key points in thequestion and make notes. Thisquestion asks you to comparetwo textbooks, so decidewhether you want to praisethem, criticise them or praisesome aspects and criticiseothers. Consider contrastingthe two books.

~ Organise your points intoparagraphs before writing.

Question 4

~ Consider the topic carefully. Yourreport should be addressed to aparticular person in authority,and needs to be formal in style.So think of suitable languageyou can use.

~ Reports tend to be writtenaccording to a set plan. Thisincludes:

• an introduction, in whichyou explain your purposefor writing your report andthe matters you haveinvestigated.

• the main body (usually twoor more paragraphs). inwhich you discuss thecurrent situation. In thiscase, one paragraph coulddescribe the presentstandard of food, citingsome complaints that havebeen made about it, as wellas your own observations.Another paragraph coulddescribe the present qualityof service in a similar way.

• a conclusion, in which youmake recommendations forimproving the situation.

~ Carefully planned, a report isrelatively straightforward.

PAPER1 Reading

PAPER2 writing

PAPER4 Listening

PAPER5 Speaking

Part 2Part 3

Part 4Part 5

~ Readthe whole text for gistbefore you attempt the task. Itis important to notice ifnegative ideas are expressed,or where there is antithesis orcontrast.

~ Think about thl:!type of wordthat is missing. Most gappedwords form part of thegrammatical structure of asentence, but some may formpart of a phrasal verb or a fixedphrase.

~ Checkthe words before andafter the gap carefully,Remember,the gapped wordmust fit into the meaning ofthe text as a whole. Sometimesa gapped word will affect thedevelopment of the text, so becareful.

~ When the gapped word is aquantifier, think about whetherit is positive or negative. Whenit is a connector, does itintroduce a supporting point ora contrasting one?

~ Once you have completed thetask, read through the textagain to make sure it makessense.Checkyour spelling:marks are not awarded formisspelt words.

Question 2: Think of anexpression with 'to' whichmeans 'as a result of'.

Question 4: Which particlefollows 'stumble' to form aphrasal verb meaning 'find ordiscover by chance'?

Question 8: Look at thegrammatical structureimmediately after the gap. Whattype of word are you looking for?

For questions 1-15, read the text below and think of the word which best fits eachspace. Use only one word in each space. There is an example at the beginning (0).

For centuries Egyptian hieroglyphics represented (0) of the

world's greatest linguistic challenges. They (1) scholars baffled

until they were finally deciphered in the nineteenth century, (2) to

the discovery of the Rosetta Stone.

In the year 1799 some French soldiers found a slab of black basalt

(3) working on a fortress near the small town of Rosetta. One

officer, Pierre Francois Bouchard, realised they had stumbled (4) .

a finding of great significance and handed it over to scholars.

The Rosetta Stone has inscriptions in two languages, Egyptian and Greek,

(5) there are, in fact, three scripts carved on it. The

(6) script is hieroglyphics, a pictorial form of writing used

(7) transcribe the language of Ancient Egypt, and which

(8) be found on many Egyptian buildings and monuments. The

hieroglyphics are followed by Demotic, (9) Egyptian script. The

third script is Ancient Greek, and it was (10) that alerted

Bouchard, who recognised it, to the importance of the discovery.

Many scholars became involved (11) the task of deciphering

hieroglyphics, but it was (12) until 1822 that there was a major

breakthrough. The 'French linguist, Jean Francois Champollion was familiar with

(13) Greek and Coptic, the language of the Christian descendants

of the Ancient Egyptians. He was able to (14) out the Demotic

signs in Coptic and from there traced a path back to hieroglyphics,

(15) making their decipherment possible.

Question 12:Which word goeswith 'until' to express that itwas 'only' in 1822that scholarscame close to finding asolution?

Question 15:Which wordconveys the idea of 'in thisway'? Sometimes more thanone word can complete a gapcorrectly.

PAPER1 Reading

PAPER2 Writing

PAPER4

PAPER5 SpeakingPart 3Part 4Part 5

~ Readthe whole text for gistbefore you attempt the task.

~ Look at each gap carefully anddecide what part of speech ismissing - noun, verb,adjective,or adverb.

~ Look at the context to decidewhether the gapped wordshould have a positive ornegative meaning.

~ If the gapped word is a noun,should it be singular or plural?If it is a verb, what tense orform should it be?

~ Check if the gapped word is anadjective or an adverb.

~ You may need to add one ormore prefixes and/or suffixesto the word in capitals, and youmay also need to make internalchanges. Also, look out forcompound words. Be preparedto experiment!

~ Once you have completed thetask, read through the textagain to make sure it makessense. Checkyour spelling:marks are not awarded formisspelt words.

Question 16: Here, you need anadjective, Think carefully how:his is formed.

Question 17: Is the gapped worda noun, verb, adjective oradverb? Should it have a positiveor negative meaning?

Question 19: Notice theantithesis in the sentence.

Question 21: A vaccine is asubstance given to people or3nimals to protect them against

isease. Is the meaning of the• ord you need here positive or

-egative?

Question 25: Has public opinion::>' bats so far been positive or-egative?

For questions 16-25, read the text below. Use the word given in capitals at the endof some of the lines to form a word that fits in the space in the same line. There isan example at the beginning (0).

Write your answers in CAPITAL LETTERS on the separate answer sheet.

There are (0) myths surrounding bats, those

(16) creatures of the night: that they are blind

and carry rabies, and if you (17) wander into their

lair, they panic and flap around wildly. They may even become

(18) in your hair. You may, therefore, be

surprised to. learn that in fact, these wonderful mammals have

good eyesight and depend on sonar for nocturnal navigation. Their

talent for echolocation makes it virtually impossible for them to

bump into you, let alone get caught up in your hair. Another

(19) view of b~ts is that they are dirty; in reality,

they groom themselves (20) Few of them carry

rabies and you would be more likely to contract the disease from

an (21) dog or cat.

Bats play an important role in the environment. About seventy

percent of bat species feed almost (22) on

insects, thus assisting farmers with pest control. But they are

important in other ways, too. Some species feed primarily on fruit

and so aid in seed (23) , while others feed on

nectar and pollen and many plants depend on them for

(24) .

So beari~ all this in mind, isn't it time we stopped speaking of

bats with ,(25) and started to see them as the

amazing animals they really are?

VARIETY

ENIGMASUSPECT

GUIDEDAY

PAPER1 Reading

PAPER2 Writing

PAPER4 Listening

PAPER5 Speaking

~ Make sure you read all threesentences in a set. A word maymake sense in one or two ofthe sentences, but it is notcorrect unless it makes sensein all three!

~ The gapped word must be thesame part of speech and havethe same form in eachsentence in a set.

~ The gapped word may have anunusual or unfamiliar usage, orform part of an expression orphrasal verb.

Question 26: Readthe second'sentence; it will help if you knowwhat a symphony is and whoBrahms and Schumann were.

Question 28: You should be ableto guess the gapped word byreading the first sentence, but ifyou can't, the adjective in thesecond sentence has themeaning of 'strong and able todeal with difficult situations'.

Question 30: The gapped wordhas a similar meaning in thesecond and third sentences:'make longer in time ordistance'. In the first sentencethe word is part of anexpression.

For questions 26-31, think of one word only which can be used appropriately in allthree sentences. Here is an example (0).

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

26 • Before the interview Brian took a deep breath and tried to .himself.

• Did Schumann this symphony, or was it Brahms?

• Try to your thoughts before you start on the essay.

27 • My grandmother managed to five children single-handedly.

• Before ending the meeting, the Managing Director asked if anyone wantedto any objections.

• They will the flag while we sing the national anthem.

28 • The steak was so that you couldn't cut it, let alone chew it!

• Gerald thinks he looks in that black leather jacket with thestuds.

29 • Why don't more women for public office?

• Does your car on unleaded petrol or diesel?

• We are going to a series of advertisements in the localpaper.

30 • I would like to a warm welcome to you all and thank youfor being with 'us tonight.

• They are planning to the road by twenty kilometres.,'/ • They originally intended to spend ten days in Egypt but now they've

decided to their visit.

31 • They the monument to the memory of the soldiers whodied in the war.

• The doctor his life to finding a cure for this fatal disease.

• She the song to her husband, who had helped herthrough all the difficult times.

PAPER 1 Readrng

PAPER2 Writing

PAPER4 Listening

PAPER5 Speaking

~ Readboth sentences carefully.The gapped sentence mustexpress all the informationcontained in the promptsentence, but in differentwords.

~ You must use the key word tocomplete the gapped sentence,but you must not change itsform in any way.

~The key word may be part ofan expression.

~ You may need to change theform of words in the promptsentence,and the order inwhich you express theinformation.

~ Be prepared to experiment.For example, you may have tochange an active structure to apassive one, or a positivesentenceto a negative one.

~Your answer must be betweenree and eight words in

ength. If you write too few or:00 many words, you will beo:>enalised.

estion 32: Which expression'under' conveys the idea of

--llre is no way'? A sentence=- inning in this way will need~- 'nversion.

estion 33: 'Averse' suggests__ dislike something. What do,=_ eed to say here in order to

: "the gapped sentence the--e meaning as the prompt_ .""nce?

.on 36: The key word is

. a fixed expression.:c=~ing'not consistent with'.

'on 39: You will need toersion here.

For questions 32-39, complete the second sentence so that it has a similar meaningto the first sentence, using the word given. Do not change the word given. Youmust use between three and eight words, including the word given. Here is anexample (0).

Example:

o He struggled to open the door.

difficulty

He the door.o had difficulty in opening 1=0= I

32 There is no way I'm letting you go to that party!

allowing

Under to that party!

Although I ,they wouldn't be my firstchoice.

34 You shouldn't expect your mother to do everything for you!

taking

Stop your mother will do everythingfor you!

35 We wouldn't have got out alive without the fire fighter's help.

been

Had , we wouldn't have got out alive.

36 It's not like her to behave like that as she's normally very calm.

keeping

Her behaviour her normally calm nature.

on

Your entr'y your examination results.

38 The rumours of his being fired are not true.

contrary

Despite , he has not been fired .

She was very nice to me at first and I never imagined she could be so cruel!

little

She was so nice to me at first shecould be so cruel!

PAPER 1 Reading

PAPER2 Writing

Part 1Part 2Part 3Part 4

PAPER4 Listening

PAPER5 Speaking

~ Readthrough both texts to getan idea of how they are similarand also how they aredifferent.

~ It is a good idea to attemptquestions 40-43 first. This willhelp you focus on the pointsmade in each text.

~ Your answers to questions40-43 do not need to be fullsentences, but they need to beclearly expressed.

~ Some questions may ask youto find words or phrases in thetext. Others may ask you toexplain the meaning of wordsand phrases or part of the text.Use your own words to do thisand do not copy words andphrases from the text. Becareful to explain only whatyou are asked for, not thewhole paragraph!

Question 40: What is the word'commercial' usually associatedwith? Consider how tourismmight develop if more and morepeople want to visit Antarctica.

For questions 40-44, read the following texts on tourism in Antarctica. For questions40-43, answer with a word or short phrase. For question 44, write a summaryaccording to the instructions given.

Antarctica represents ten percent of the Earth's landmass and is also theworld's last unspoilt wilderness, so it is hardly surprising that greaternumbers of people are visiting the frozen continent every year. Tourism toAntarctica began in the late 1950s but it wasn't until the 1990s that it began

5 to have a commercial impact. In the summer season 2004-5, over 27,000tourists visited Antarctica, and if one takes into account the crew, supportteams and scientists that went there too, the actual number of visitors wascloser to 50,000. The tourist industry is predicting that these figures willincrease even further. Mass tourism has arrived.

Tourism is already exerting pressures on the Antarctic environment, andwhat worries environmentalists is that there is no current regulation and

12 very little constraint on where people may go and what they can do there.Tours to important wildlife and historic sites often attract large numbers ofpeople, and a new kind of 'adventure tourism' - offering activities such asscuba-diving, skydiving, and skiing - has also arrived. Tourists can even flydirectly in to waiting ships, and there is now better access to inland areasthanks to light aircraft, helicopters and land vehicles. Inevitably, there havebeen calls for accommodation to 'be built ashore, as well as airstrips andlanding sites.

However, if tourism is not to compromise Antarctica's designation as anatural reserve, it must be subject to certain restrictions concerning wherepeople can go and the types of activities they can do once they get there.Otherwise it is doubtful whether Antarctica can remain the last pristineenvironment on the planet for much longer.

Question 42: How might touriststo Antarctica like to feel? (Theypay a lot of money to visit the ./only continent that has not beenpopulated by people.) Why dosome tour operators avoid othergroups of tourists when theyarrive?

Question 44

~ Here, you need to useinformation from both texts inorder to write a shortsummary. Read the questioncarefully to see whatinformation you are beingasked for.

~ Make a list of points from thetwo texts and then check thatthey are relevant to thequestion.

~ The first text includes twopoints for your summary. Thefirst of these forms part of themessage running through thetext and is hard to miss. Thesecond point is brieflymentioned but it is somethingthat you would probablyconsider if you were thinking ofvisiting Antarctica. The secondtext also includes two points.The first clearly mentions oneof the things a potential visitorshould be aware of. Thesecond point offers advice.

~ Write your summary from thelist you have made, using yourown words as far'as possible.Remember:• A summary needs no ..,

introduction or conclusion.

• You need to summarise whatthe texts say, but you are notasked for your opinion.

• Do not include unnecessarydetails such as examples tosupport a point.

~ Check the number of words,vocabulary, sentence structure,etc~

NTARCTICAhas no indigenous population - if you exclude the

unavoidable colonies of penguins - and the only people youare likely to see there are other tourists. Some prudent touroperators, however, schedule their landings so they don'tbump into each other, thus reinforcing the illusion of thewilderness experience.

Vessels travelling to the Antarctic vary in size from cruiserscarrying around fifty passengers to much larger ice-strengthened vessels with a capacity of 1,000 or so. TheInternational Association of Antarctic Tour Operators (IAATO),awell-respected voluntary organisation, has established rulesabout the size of ships allowed into Antarctic waters andconduct o't landing sites, so you should check that the tourcompany you go with is a member. One of these rules statesthat no more than 100 people can visit land at anyone time, soit is usually better to go with a smaller ship to ensure you will getto see some of the spectacular wildlife and natural features ofthe continent up close.

Toursoperate in the summ,er months, between November andMarch, when you can expect more than twenty hours ofsunlight and temperatures up to 10°C. In the wintertemperatures can plunge to -90°C, but only a handful ofhardened scientists ever sit it out.

44 In a paragraph of 50-70 words, summarise in your own words as far as possiblewhich factors, according to both texts, should be taken into consideration byanyone thinking of going on a tour to Antarctica. Write your summary on theseparate answer sheet.

PAPER 1 Reading

PAPER 2 Writing

PAPER 3 Use of English

... . ~

PAPER5 Speaking Part 2Part 3Part 4

~ Before you listen, read thestatement that introduces eachextract and the two questionsor question stems that follow.These will give you an idea ofwhat to expect. The extractsare short, so you don't havemuch time to analyse thecontext while you are listening.

~ Underline the key words in thestatements and questions.

~ You may hear monologues ordialogues from real lifesituations: a conversationoverheard on a bus, orsomeone talking on the radio,for example.

~ Listen for gist the first time,noting the options you thinkare correct. Watch out fortraps: some words orexpressions may be misleadingand two of the options arethere to confuse you.

~ The second time you listen,check your answers carefully.

Question 1: The womanmentions feeling 'green', whichcan have more than one

. meaning. However, in this case,the meaning is connected to thefact that the sea is rough, andcreates a contrast with thebaby's peaceful sleep.

Question 3: Listen carefully tothe whole extract beforechoosing your answer. There arekey words in the text which willhelp you.

You will hear four different extracts. For questions 1-8, choose the answer (A, B or Clwhich fits best according to what you hear. There are two questions for eachextract.

How did she feel during the trip?

A terrified

B seasick

C inexperienced

2 What did they discover when they reached the next island?

A The harbour. was old and ill-equipped.

B There were too many ferries.

C The locals were not very accommodating.

3 What is he talking about?

A making a sculpture

B making a wooden doll

C making a musical instrument

What does he think is the most important factor in making this object?

A precision

B patience

C knowledge 'c=ID

Question 6: You could getconfused here by the variouscombinations in the options. Asyou listen, tick off the points youhear, but remember that youmay not hear the same words.

Question 7: Listen carefully forcomments which indicate thespeaker's attitude towards theactivities performed in thedarkroom.

Which factor assisted the woman in teaching her dog sign language?

A The breed has a tendency to be born with hearing problems.

B Visual communication is instinctive in dogs.

C The dog in question was especially intelligent.

6 How did the woman train her dog?

A by using sign language and facial expressions

B by using facial expressions and spoken commands

C by using sign language, facial expressions

and spoken commands

7 How does he feel about the darkroom becoming outmoded?

A relieved

B regretful

C non-committal

8 The software for digital cameras is so far unable to

A save the photographer money.

B produce good quality posters.

C correct mistakes in a photograph.

PAPER 1 Reading

PAPER 2 Writing

PAPER 3 Use of English

ssent-a. ti 5~ Before you listen, read the

questions carefully, payingspecial attention to any wordsthat may give a clue to thegapped word(s). Key words inthe sentence can act asindicators of what to listen outfor.

~ The first time you listen, try tounderstand the overallmeaning as this is crucial. Thequestions follow the order ofthe text, so you have someindication of where you willhear the answer.

~ As you listen, jot down anywords or phrases that seem tocomplete the gaps correctly,both in meaning andgrammatically. Listen out forthe key words you noted soyou know when the answer isabout to be mentioned.Sometimes you may hearnames, dates or numbers.

~ The second time you listen,make sure your answerscorrespond to what is beingsaid. The word(s} you need willbe heard in the recording, butsometimes a very closesynonym or paraphrase isacceptable.

~ Once you have completed thetask, check your spelling.

Question 9: What can a personsuffer from? Listen for a wordthat might describe an illness orphysical condition.

Question 13: Listen for what theIndians do to the baby's head. Ifit is a word you do not know, tryto write it as close as possible tothe way it sounds or the way youimagine it would be spelt. Don'tleave a question unanswered.

You will hear part of a radio talk about the ways in which birth is celebrated around

the world. For questions 9-17, complete the sentences with a word or short phrase.

Some women suffer from I~ [TIafter the birth of a child.

A special I~ ~Q!]for babies and toddlers may be held in Nigeria.

In some cultures, trees are planted because they represent

good health and I QI]

Rivers and springs may play a role in birth ceremonies

because they symbolise I @]

__________ IJIJ a baby's head.

Some people believe the gods will bless a new baby

and offer it thei r 1====================D3JSome women paint their bodies or wear special jewellery to

I ~~ as new mothers.

Learning to walk is one of the important

I----QIJ 16 in a child's life.-----------

In many cultures, a I DIJmarks the transition between childhood and adulthood.

Question 15: Here you need aphrase. Listen for examples ofwomen who paint their bodies orwear jewellery.

Question 17: Listen for a phrasewhich means 'the special eventsthat mark the journey betweenchildhood and adulthood'.

CPETEST

PAPER 1 Reading

PAPER2 Writing

PAPER3 Use of English

sse fial tips~ Before you listen, read the

instructions. Who is speakingand what is the situation?

~ Readthe questions carefullyand imagine the content ofwhat you are about to hear.Underline key words in thequestions and question stems.

~ The words in the questions willnot usually be the same as thewords used by the speakers, solisten for similar ideasexpressed in a different way.

~ The speaker'sattitude to his orher subject is very important.Listen carefully to anylanguage which conveysfeelings or opinions.

~The first time you listen,concentrate on understandingwhat the speakers are sayingrather than answering thequestions.

~ The second time you listen, beready to choose your answers.

Question 18:The speakermentions all the options, but

hich one does he give as being~ e reason for scholars' special- 'erest in the site?

estion 19:What does~ ofessor Pretzsay about the.NO theories? Do they have thesame approach to the subject?

estion 20: Readeach option,--en listen carefully to what the::-ofessor says about_ ourmouziadis' interpretation.=:r>--s he accept it completely?

estion 22: Pay attention to the::-ding of each option. Then-n carefully to the professor's

= :: comments. What conclusionhe draw?

You will hear an interview with an historian. For questions 18-22, choose theanswer (A, B, C or Dj which fits best according to what you hear.

18 The settlement at Dimini is especially interesting becauseA it dates back to the Neolithic period.B it includes a large, central building surrounded by smaller

ones.C it is surrounded by a series of stone walls.D it is the oldest example of an organised community in

Greece.

19 The two theoretical reconstructions of the siteA are based on different interpretive models.B assume that the central building was a castle.C were influenced by the writings of Homer.D were formulated at roughly the same time.

20 According to Professor Pretz, Chourmouziadis' interpretationA is convincing and provides insight into how the settlement

worked.B is based on evidence of social and economic activity in the

settlement.C is persuasive but the thinking behind it is open to question.D is too simple and generic to be of any real value to

historians.

21 The main difference between the two theories regardingDimini is thatA they disagree about the settlement's social system.B they disagree about the function of the central building.C they disagree about the economic function of the

settlement.D the historians were inspired by different authors.

22 Professor PretzA thinks historians should pay more attention to the social,

historical and cultural influences of the period.B suggests that the study of the past is affected by influences

in the historian's own society.C proves that some historians are entirely subjective in their

approach to the study of the past.D implies that the interpretations of the settlement at Dimini

are unrealistic.

PAPER1 Reading

PAPER2 Writing

PAPER3 Use of English

ssential~ Read the questions carefully to

get an idea of what will bediscussed and the opinionsthat will be expressed.

~ Pay close attention to anyviews that seem to conflict. It isunlikely that a speaker wouldcontradict him/herself, so theseare probably mentioned bydifferent speakers.

~ If a speaker mentions a point,wait until the other speaker hasexpressed his or her viewbecause you need to know ifthey agree or not.

~ Listen for words or phrasesthat show agreement ordisagreement, for example'you're quite right', or 'I'mafraid I disagree', althoughagreement and disagreementare usually expressed moresubtly than this.

~ Listen for different ways ofsaying the same thing orexpressions which have asimilar meaning.

~ Check your answers when youlisten the second time.

Question 23: How might youexpress 'widely available' inother words?

Question 24: What does'superfluous' mean? What isanother way of talking aboutimages on a computer? Whomentions this?

Question 27: Which noun mayreflect what something'contains'? Listen for this in thetext, as well as someonecomparing it to visual images orpictures.

Question 28: What is'endorsement'? If something is'official', where does it comefrom?

You will hear part of an interview with Penny and Simon, two Internet business

advisers. For questions 23-28, decide whether the opinions are expressed by only

one of the speakers, or whether the speakers agree.

Write P for Penny

S for Simon

or B for Both, where they agree.

PAPER1 Reading

PAPER2 Writing

PAPER3 Use of English

PAPER4 listening

•la~ Try to be as natural as possible

in your interview, and smile!This will help both you and theother candidate to relax.

~ Use as much variety oflanguage as possible and avoidrepeating words andexpressions the othercandidate has used.

~ Listen to the examiner'squestions and instructionscarefully.

~ In Part 2, which is theinteractive part of theinterview, remember toaddress the other candidate,not the examiner, and avoidlong monologues. You aresupposed to be conducting aconversation, so talk with yourpartner, asking him or herquestions, as well asexpressing your own ideas.

~ In Part 3, you will need toexpress your opinion on asubject, so learn useful wordsand expressions to help you dothis. Express yourself ashonestly as possible - wegenerally express ourselvesbetter when we believe whatwe are saying!

Answer these questions:

• How would you describe the area you live in?• What are your neighbours like?• Would you prefer to live somewhere else?• What would you like to improve about the area you live in?

Candidates A and B: Turn to pictures A-F on page 130-131, which show imagesconnected with space. First look at pictures A and F and discuss how space explorationhas helped us to understand more about the world we live in. You have about oneminute for this.

Now look at all the pictures. I'd like you to imagine that the government is thinking ofspending more money on space exploration and wants to produce a leaflet to publicisethe fact. Talk about the importance of expanding our knowledge of the universe anddecide which picture would be used most effectively for the cover of the leaflet. Youhave about three minutes for this.

Candidate A: Look at the question in the box and say what you think about it. Youcan use the ideas in the box if you like or add some ideas of your own. You havetwo minutes for this.

Does the most important education occur within theclassroom or elsewhere?

• pre-school learning/play• friends and peers• real life experience

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. Youcan use the ideas in the box if you like or add some ideas of your own. You havetwo minutes for this.

Has the function of schools changed since yourparents' day?

• working parents• child minding• private study and guidance

Candidate A: Is there anything you would like to add?

Candidates A and B: Now answer these questions about education in general:

• Are standards in education falling or improving?• Are teaching materials and resources outmoded?• Should the government spend more on education and less on defence?• Should school subjects be more geared towards real life and work?• Should teachers be obliged to attend regular retraining courses?

111_1 _

It appears/seems to be ...

This must/could be ...

I'm fairly certain/sure ...

I imagine ...

Judging by ...

I can't tell who/what/where ..,

How about this picture for the cover?

What do you think of this one?

This picture depicts/shows ...

This picture might be suitable because ...

This picture gets the message across because ...

I think this one is too obscure and confusing.

You've got a point there. We could also ...

I wouldn't say that. I think it shows .

That's not a bad idea, but why not .

What about a combination of ...

Picture (A) could be superimposed on picture (D).

astronautcommunicationscost of researchextraterrestrial lifeglobelaunch padmaintenanceorbitouter spaceplanet

researchrocketsatellitespace explorationspace shuttlespacesuitspace stationthreat of meteorsuniverse

CLOSSARY

mI--=-1 _PAPER1 Reading

HPART 1fertility (n) the ability to reproduce and have babies or youngprominent (adj) very noticeableritual (n) a religious service which involves a series of actionsperformed in a fixed orderaesthetic (adj) used to talk about beauty or art, and people'sappreciation of beautiful things . .. .dye (v) to change the colour of something by soaking It In a specialliquid .embellish (v) to add decorative features or patterns to something tomake it look more attractiveinspiring (adj) exciting; making you feel interested and enthusiasticinnovative (adj) new and originalinteractive (adj) allowing direct communication between the user andthe computer or television systemramp (n) a sloping surface between two places that are at differentlevelsmobility (n) the ability to move or travel easily from place to place, forexample because you are not physically disabled or because you haveyour own transport .collaboration (n) the act of working together to produce a piece ofwork, especially a book or some research .shrine (n) a place of worship which is associated with a particular holyperson or objectassistance (n) help and supportpunctual (adj) arriving somewhere at the right time and not latedetest (v) to dislike someone or something very muchrouse (v) to waken someoneprior to (prep) beforeconveyor belt (n) a continuously moving strip of rubber or metalwhich is used in factories or airports for moving objects along so thatthey can be dealt with as quickly as possible

~~PART 2device (n) an object that has been invented for a particular purpose,for example for recording or measuring somethingbent on doing something (phr) determined to do something,particularly something harmfulrender (v) to cause something to be in a particular stateredundant (adj) no longer needed because its job is being done bysomething else or because its job is no longer necessary or usefulhaptics (n) the science of adding tactile sensation to computerisedmachinery to enable the user to gain a physical impression of howthe machinery is performingenhance (v) to improve the value, quality or attractiveness ofsomething . .terrain (n) an area of land or a type of land when you are conSideringits physical features ..optimum (adj) the best level or state that something could achieveanticipate (v) to realise in advance that something may happen andbe prepared for ithazard (n) something which could be dangerous to you, your healthor safety, or your plans or reputation .transmit (v) to allow sound or signals to pass through an object orsubstancetake evasive action (phr) deliberately move away from someone orsomething in order to avoid meeting them or being hit by themchiropractic (n) the treatment of injuries by pressing and movingpeople's joints, especially the spine .chiropractor (n) a person who treats injuries by chiropracticdiagnose (v) to identify an illness or disease in someone

148 CPE Tests Glossary

adjustment (n) a small change that is made to somethingjoint (n) a part of your body such as your elbow or knee where twobones meet and are able to move togethermanipulation (n) the act of skilfully moving and pressing bones ormuscles with your hands in order to push the bones into their correctposition or make the muscles less stiffnegate (v) to cause something to lose the effect or value that it hadreferral (n) the act of officially sending someone to a person orauthority that is qualified to deal with themregistered (adj) recorded on an official listrigorous (adj) very thorough and strict . .regulation (n) a rule made by a government or other authority Inorder to control the way something is done or the way people behaveenthuse (v) to talk about something in a way that shows how excitedyou are about itsupple (adj) able to move and bend very easilyvisual (adj) relating to sight or to things that you can seeimpairment (n) a condition which prevents someone's eyes, ears orbrain from working properlypeer (n) a person who is the same age as you or who has the samestatus as youperspective (n) the art of making some objects or people in a picturelook further away than othersdawn on someone (phr v) to realise somethingdevise (v) to have the idea for a plan, system or machine, and design ittactile (adj) received or felt by touchcomplement (v) to go well with another thing and make its goodqualities more noticeableobservation (n) the ability to pay a lot of attention to things and tonotice more about them than most people doperception (n) the way you think about something or the impressionyou have of it .abstract (v) to create an object or formulate an idea from somethingthat you observe or studyvolume (n) the amount of space that an object contains or occupiesdimension (n) a measurement such as length, width or heightsubstance (n) a solid, powder, liquid or gas with particular propertiesdwarf (v) to make someone or something look or feel very smallembryo (n) an unborn animal or human being in the very early stagesof development .conception (n) the process in which the egg in a woman's body ISfertilised and she becomes pregnantprimitive (adj) belonging to a very early period in the development ofan animal or plantrudimentary (adj) very basic or simplegestation (n) the process by which babies grow inside their mother'sbody before they are bornfoetus (n) an animal or human being in its later stages ofdevelopment before it is bornpotent (adj) very effective and powerfulundeniable (adj) definitely truereciprocal (adj) involving two people or groups who do the samething to each other or agree to help each another in a similar wayconsumer (n) a person who buys things or uses servicessensory (adj) relating to the physical sensesartificial (adj) not occurring naturally and created by human beings,for example using science or technologystimulation (n) the process of encouraging someone to developmonitor (v) to regularly check the development or progress ofsomething or someonesuspend (v) to hang something from a high placecontraption (n) a device or machine that looks strange, or you do notknow what it is used forsubstitute (v) to take the place or perform the function of anotherthing

bond (n) a strong feeling of friendship, love or shared beliefs andexperiences that unites one person with another

~~PART 3palaeoanthropology (n) the scientific study of early human beingsthrough fossils to learn about the history of human life on earthsmear (v) to cover something with dirt or an oily or sticky substancecrumple (v) to squash something so that it becomes full of untidycreases and foldsfoxed (adj) discoloured with yellowish brown stainsfade (v) to become gradually paler or less clearcliffhanger (n) a situation or part of a play or film that is very excitingor frightening because you are left for a long time not knowing whatwill happen nextpygmy (adj) belonging to a species of animal which is the smallest ofa group of related speciesdescendant (n) a person in a later generation who is related to aperson in an earlier onetantalising (adj) if something is tantalising, it makes you feel hopefuland excited about getting what you want, usually beforedisappointing you by not letting you have what it appeared to offerproselytiser (n) a person who tries to persuade others to share theirbeliefs, especially religious or political beliefsembrace (v) if something embraces a group of people, things orideas, it includes them in a larger group or categoryadaptation (n) the act of changing something or changing yourbehaviour to make it suitable for a new purpose or situationdistinctive (adj) if something is distinctive, it has a special quality orfeature which makes it easily recognisable and different from otherthings of the same typebloom (n) a flower on a plantero-Magnon (n) an early type of human being found in Europebetween 60,000 to 10,000 years agosole (adj) a sole thing or person of a particular type is the only one ofthat typetenant (n) a person who pays rent for the place they live in, or forland or buildings that they useNeanderthal (n) an early type of human being who lived in Europebetween 35,000 and 70,000 years agocohabit (v) to live togetherprimary (adj) main; most importantcontext (n) the general situation that relates to an idea or event, andNhich helps it to be understoodexcavate (v) to remove earth carefully from an area of land and look'or things such as pots, bones or buildings which are buried there, in

rder to discover information about the pastumbling (adj) making you realise that you are not as important or

good as you thought you weresummit (n) the highest point of something

erish (v) to die as a result of very harsh conditions or as the result of5 accident

aye your mark (phr) to have a lasting effect on another person oring

"ddle (n) something that people have been trying to understand or=xplain but have not been able to

ulse (n) a temporary increase in the presence or activity of: mething5Cavenge (v) to collect things by searching among waste or unwanted: jects

rcass (n) the body of a dead animaltted (adj) containing just the main facts about someone or

- methingmpose (v) to write something such as music, a letter or an articleorporate (v) to include one thing within another

- e together (phr v) to gradually discover the truth about something

disciple (n) a person who is influenced by someone's teachings andtries to follow their exampleprimate (n) a member of the group of mammals which includeshumans, monkeys and apesfoliage (n) the leaves of a plantbud (n) a small pointed lump that appears on a tree or plant anddevelops into a leaf or flowertwig (n) a very small thin branch that grows out from a main branchof a tree or bush

~~PART 4contemplate (v) to think about whether to do something or nottrepidation (n) fear or anxiety about something that you are going todo or experienceoscillate (v) to keep changing from one mood, attitude or type ofbehaviour to another and backdread (n) a feeling of great anxiety and fear about something thatmay happenprecipice (n) a very steep cliff on a mountainerstwhile (adj) used to describe someone that used to be the type ofperson indicated, but no longer isreluctance (n) unwillingness to do something and hesitation beforedoing itsage (adj) wise and knowledgeabledump (n) a place that is ugly and unpleasant to live in or visitwarden (n) a prison officerquip (n) a remark that is intended to be amusing or clevermotley (adj) used to describe a group of things or people that seemstrange together because they are all very differentmiscreant (n) a person who has done something illegal or behavedbadlymould (v) to change or influence someone over a period of time sothat they develop in a particular wayclose-knit (adj) closely linked, doing things together and taking aninterest in each otherweather-beaten (adj) used to describe skin with deep lines becausethe person has spent a lot of time outside in bad weatherpock-marked (adj) used to describe skin with small hollow markscovering it because the person has at some time been scarred by adisease such as chicken pox or smallpoxinfuriating (adj) extremely annoyingfag (n) a cigarettedomain (n) an area over which someone has control, influence orrightsunwitting (adj) used to describe a person who does something or isinvolved in something without realising ittrace (n) a sign which shows you that someone or something hasbeen in a placestamp (v) to leave marks of your presence in a placegrate on someone's nerves (phr) to make someone feel annoyed atthe way you are behavingspatter (v) to cover the surface of something with marksengulf (v) to cover or hide something completely, often in a suddenand unexpected waymarginalise (v) to make someone feel isolated and unimportantbrand (v) if you brand someone as something bad, people think theyare that thingdo time (phr) to serve a prison sentencebad apple (phr) a person who is dishonest and therefore causes a lotof problems for the group or organisation they belong toconvict (n) someone who is in prisoncoop up (phr v) to keep someone or something in a place which is toosmall, or which does not allow them much freedomperverse (adj) unnatural; unreasonable

fend for yourself (phr) to look after yourself without relying on helpfrom othersthreshold (n) if you are on the threshold of something exciting ornew, you are about to experience itwry (adj) referring to a bad situation in an amusing way

PAPER2 Writing

~. PART 1infiltration (n) the act of entering an organisation or group secretly inorder to influence itcyber cafe (nl a cafe with computers where people can pay to use theInternetengrossed (adj) if you are engrossed in something, it holds yourattentionzombie (n) a person whose face or behaviour shows no feeling,understanding or interest in what is going on around them

PAPER3 Use of English

~. PART 1hieroglyphics (n) symbols in the form of pictures which are used insome writing systems, for example those of ancient Egyptlinguistic (adj) relating to language or linguisticsbaffle (v) to confuse someonedecipher (v) to work out what a piece of writing says, even though itis very difficult to read or understandslab (n) a thick, flat piece of something, such as a stonebasalt (n) a type of black rock that is produced by volcanoesfortress (n) a castle or other large strong building which is intended tobe difficult for enemies to enterinscription (n) writing carved into something made of stone or metal,for example a gravestone or medal

•• PART 2rabies (n) a serious disease which causes people and animals to gomad and dielair (n) a place where a wild animal lives, usually a place which isunderground or well-hiddenflap (v) if a bird or insect flaps its wings, the wings move quickly upand downsonar (n) a method of finding the position of an object using soundwavesnocturnal (adj) occurring at nightnavigation (n) the science of deciding which course to follow andsteering a ship or an aircraft thereecholocation (n) a system used by some animals to determine theposition of an object by measuring how long it takes for an echo toreturn from the objectgroom (v) to clean an animal's fur, usually by brushing itcontract (v) to become ill with a serious illness or diseasepest (n) an insect or small animal which damages crops or foodsuppliesnectar (nl a sweet liquid produced by flowers, which bees and otherinsects collectpollen (n) a fine powder produced by flowers which fertilises otherflowers of the same species so that they produce seedsenigma (n) something or someone that is mysterious or difficult tounderstandtangle (v) to twist together in an untidy wayvaccine (n) a substance containing a harmless form of the germs thatcause a particular disease which is given to people, usually byinjection, to prevent them getting that diseaseexclude (vI to prevent someone from entering a place or taking part inan activity

~. PART 3anthem (nl a song which is used to represent a particular nation,society or group, and which is sung on special occasionsstud (n) a small piece of metal that is attached to a surface fordecoration

HPART 5exert (v) to use influence, authority or pressure in a strong ordetermined way, especially in order to produce a particular effectinevitable (adj) certain to happen; unavoidablecompromise (vI to do something which damages someone's posi>i -or their reputationdesignation (nl a description, name or title that is given to somethi ;pristine (adj) extremely clean or newindigenous (adjl indigenous people or things belong to the country -which they are found, rather than coming there or being broughtthere from another countryprudent (adj) sensible and carefulconduct (nl the way someone behaves in particular situations

mI_2 _PAPER1 Reading

HPART 1graphology (n) the study of people's handwriting in order to discc _what sort of personality they haveconsultant (nl a person who gives expert advice to a person ororganisation on a particular subjectfriction (nl disagreement and argument between peopleassessment (n) a judgement about someone or something after =-='have been considered or reviewedinvertebrate (nl a creature that does not have a spinetrack (v) to follow someone's or something's movements, oftenmeans of a special device such as a satellite or radarbait (v) to put food on a hook or in a trap in order to catch fish •animalsbehemoth (nl something extremely large in size or powercrone (n) an ugly old womanwisp (nl a small, thin, untidy bunch of hairflash (v) if you flash a look or a smile at someone, you suddenat them or smile at themgums (n) the areas of firm, pink flesh inside your mouth, whicteeth grow out ofswirl (v) to move round and round quickly

.~ PART 2perfunctory (adj) done quickly and carelessly and showing a 1,,- _interest in what you are doingconsolidation (n) the strengthening of something you have, s :--power, knowledge or success, so that it becomes more effec· :=_secureaptitude test (n) a test that is specially designed to find out heasily and how well you can do somethingfacilitate (v) to make an action or process easier or more likehappenin decline (phr) gradually decreasing in importance, quality 0 -

atrocious (adjl of poor quality; very badobesity (n) the state of being extremely fatcapacity (n) the ability to do something, or the amount of i ::-are able to dogrievous (adj) extremely serious or worrying in its effects

KEY

mI1 _PAPER1 Reading

~ ~PART 11 D 2 A 3 D 4 C 5 B 6 B 7 C 8 B 9 A 10 B 11 C 12 D13 B 14 D 15 C 16 A 17 B 18 C

~ ~PART 219 A: Incorrect. The text says, 'Until recently, the makers of

automated machinery seemed bent on rendering operatorsredundant', not that this was their intention. It simplyappeared to be so.

19 B: Incorrect. The operators, not the manufacturers, felt noconnection with the machine they were operating.

19 C: Correct. 'Engineers are finally beginning to recognise thevalue of the human touch with regard to the operation ofmechanical devices. Until recently, the makers ofautomated machinery seemed bent on rendering operatorsredundant by reducing their involvement with the machineto the touch of a button. This theoretically made the user'sjob easier, but in practice, they felt they had no connectionwith the machine or how it functioned.'

190: Incorrect. The text implies the opposite: that until recently,haptic principles were not being used to developmachinery.

20 A: Incorrect. The opposite is true. Haptic feedback enhancesthe operator's understanding of how a machine works.

20 B: Incorrect. Haptic feedback helps the operator to understandhow the machine is responding to different types of terrain.

20 C: Incorrect. There is no evidence to support this answer inthe text.

20 0: Correct. 'By programming haptic feedback into theelectronic control system, engineers are helping operatorsto enhance their understanding of how a machine isresponding to a particular terrain through feel, and bydoing so, achieve optimum performance.'

21 A: Incorrect. There is no mention of massage in the text.21 B: Correct. 'Chiropractors diagnose and then treat problems of

a neuro-musculoskeletal nature by making specificadjustments to the joints of the body - the spine inparticular - in order to improve the function of the nervoussystem, and thereby enable the body's natural healingprocesses to do their work. No drugs or surgery, just gentlemanipulation at the hands of a trained specialist!'

21 C: Incorrect. The specialist makes adjustments to the joints inthe body, not the nerves and muscles.

21 0: Incorrect. The specialist makes adjustments to the joints inthe body, not the nervous system.

22 A: Incorrect. 'Chiropractors diagnose and then treat problems'.22 B: Incorrect. Chiropractors make the diagnosis, 'negating the

need for a doctor's referral'.22 C: Incorrect. The text does not mention anything about

medication that a person may already be taking.0: Correct. Although the writer does not directly advise the

reader to do so, he emphasises the fact that 'Registeredchiropractors are subject to rigorous regulations and highstandards of practice are maintained', implying that it isadvisable to go to a registered chiropractor.

A: Correct. 'I had spent years trying to keep up with my peers,struggling to master the principles of colour, form andperspective, until it dawned on me one day that perhaps

the skills I was attempting to develop need not necessarilybe visual.'

23 B: Incorrect. The artist realised that she did not need toimprove her visual skills.

23 C: Incorrect. The artist indicates that in the past she hadstruggled because she had a visual impairment, notbecause she lacked talent.

230: Incorrect. The artist says she realised she could improveher work by changing the way she perceived the world.

24 A: Incorrect. The text says that touch can 'offer an alternativemeans of observation', not improve it, although it can'increase one's sense of perception'.

24 B: Incorrect. Touch does not improve one's ability to see.24 C: Correct. 'it provides a unique, non-visual way for artists to

abstract images from forms'24 0: Incorrect. The artist has been working with large objects

but she is not a 'visual' artist.25 A: Incorrect. Touch is the first sense to develop, but this is not

the main reason why it is important.25 B: Correct. 'Essentially, touch aids psychological, intellectual

and physical development while its absence can causeundeniable harm.'

25 C: Incorrect. Touch is important for communication but this isnot its most important function.

250: Incorrect. The text says touch is a 'reciprocal sense' but thisis not the same as saying that it teaches us to 'reciprocate'- share with others.

26 A: Incorrect. The writer uses this as an example of how peopledistance themselves from their babies. He does not saybabies should never sleep alone.

26 B: Incorrect. The writer indicates that some people provideartificial security. He does not indicate if they are a majority.

26 C: Correct. 'But babies need their mothers, not machines andcontraptions. No invention can substitute for the directphysical contact that forms the basis of the mother andchild bond.'

26 0: Incorrect. The writer is not talking about a child'supbringing.

~ ~PART 327 F: The first paragraph uses a book metaphor and talks about

'the story of the past'. Paragraph F introduces the book thatChris Stringer and Peter Andrews have written.

28 C: The paragraph before the gap mentions the newlydiscovered human species for the first time and comparesit to other known early human species. This new evidenceraises questions, which are then posed in paragraph C.

29 H: The paragraph before the gap refers to Stringer'sbackground and ends with the statement' Homofloresiensis, however, astonished him', which suggests thatsome comments by Stringer may follow. The paragraphafter the gap consists of a quote, with no mention of thespeaker's name, which implies that the speaker iscontinuing a comment which began in the gappedparagraph. Paragraph H is a quotation, and explains whatthe speaker finds 'astonishing' about the new discovery.

30 G: The paragraph before the gap explains the nature andcomplexity of human evolution. Paragraph G describes theaccepted view of human evolution using the metaphor of atree. In the paragraph after the gap, this metaphor iscontinued: 'Modern humans probably popped up within thelast 200,000 years, but the things that make modernhumans so distinctive in the fossil record - symbolic art,

pottery and jewellery - bloomed only about 50,000 yearsago.'

31 A: The last sentence of the paragraph before the gap suggeststhat our own species is transient. Paragraph A continuesthis idea: 'We should not see ourselves as the summit ofthe perfection ... how successful will we look in 50,000years ... ?' The paragraph after the gap says that humansnearly died out several times in the course of theirevolution.

32 B: The paragraph before the gap mentions the Neanderthals,and raises questions about their relations with other humanspecies. Paragraph B considers the Neanderthals and raisesa further question: did other human species regard them asdifferent from themselves? Stringer's answer to thisquestion is in the paragraph after the gap.

33 0: This paragraph presents Stringer's view of what became ofthe Neanderthals, concluding what has been said in thethree previous paragraphs, and leads into the finalparagraph, regarding the authors' intentions in writing theirbook.

~ ~ PART 434 A: Correct. The writer is not certain how he feels about leaving

prison. 'I hesitate and contemplate this fact with sometrepidation, oscillating between a feeling of excitement andone of utter dread.'

34 B: Incorrect. The writer uses the image of the precipice as ametaphor to describe his anxiety about leaving prison.

34 C: Incorrect. The text does not mention the consequences ofwhat he is about to do.

340: Incorrect. He does not regret wasting so much time. He isnow frightened that the time to leave has arrived.

35 A: Incorrect. He has a 'sarcastic quip' ready, but realises hecannot say it.

35 B: Incorrect. Bill implies that the writer will miss his fellowprisoners, not the other way round.

35 C: Incorrect. He realises he feels close to the other people inthe prison, but he does not necessarily regard them asfamily.

350: Correct. 'Bill ... notices my sudden reluctance and smiles,nodding sagely. "Hard, isn't it?" he says. "You spend allyour time waiting for your release only to find that when itcomes down to it, you don't want to go. Much as you hateto admit it, this dump has become your home, and thelads, even the warden, bless him, well, they've becomefamily." A sarcastic quip in response to this last remarkdies in my throat. It strikes me that this motley bunch ofmiscreants ... have indeed come to mean something to me,and that in spite of myself I will miss them.'

36 A: Incorrect. The writer does not mention if he and Bill have ordo not have anything in common.

36 B: Incorrect. The writer says that he and Bill irritate each other,but this is not the same as disliking each other. On thecontrary, the writer finds Bill's presence comforting and hesays that Bill understands him.

36 C: Correct. 'we have grown used to sharing a fag and talkingabout nothing in particular. It suddenly dawns on me thathe understands me in a way nobody else ever has and Inever have to pretend to be something I am not with him.He just seems to know what is going on in my head anddoesn't question it, but rather accepts it philosophically. Irealise there is something comforting about waking upevery morning to the sounds of Bill moving around hisdomain next door.' 'Solace' means 'comfort'.

36 D: Incorrect. The writer does not imply that his or Bill's habitsare peculiar.

37 A: Incorrect. The writer is not surprised that his cell is notdecorated; he deliberately did not bother to make it looknice.

37 B: Correct. He is surprised to find that he has left evidence ofhis presence, even though he never made an effort todecorate his cell. 'Even so, it is amazing how weunwittingly leave traces of ourselves wherever we go,stamping our self on everything we touch. There is therubber mark on the wall above my bed, made by mythrowing a small ball at it every day, an activity whichgrated on Bill's nerves but which helped me calm my own.Then the wall against which my bunk stands is spatteredwith writing: the lyrics of songs and the lines of poems thatI have struggled not to forget. Wherever I look, 1see thingsthat are familiar.'

37 C: Incorrect. He is not surprised by the marks on the wall.37 D: Incorrect. He has not forgotten the lyrics: he has written

them on his wall in order to remember them.38 A: Incorrect. The writer does not know what to expect outside

but neither does he imply or say that nothing will befamiliar.

38 B: Incorrect. He does not say whether people outside prisonwill recognise him or not.

38 C: Correct. 'Out there the unknown waits to engulf me, andthe loneliness of being marginalised by society; I will bebranded by the fact that I have done time - just anotherbad apple.'

38 D: Incorrect. Although he has become accustomed to hisfellow prisoners, he is not really concerned about leavingthem; there is more a sense of anxiety about what he isgoing to find outside.

39 A: Correct. 'It occurs to me that we convicts spend all our timecooped up and trapped, longing for the moment we will befree again, not realising that there is a perverse freedom tobeing inside: a freedom from all forms of responsibility.'

39 B: Incorrect. He suggests that free people haveresponsibilities, but this is not the irony.

39 C: Incorrect. He suggests that the luxury of being able to putyour feet up and relax is difficult to achieve outside prison,not that all luxuries are rare. Nor is there any irony in thestatement.

39 0: Incorrect. He is momentarily attracted to the lack ofresponsibility attached to life in prison, but does notsuggest that it is more comfortable. Again, there is no ironyin this.

40 A: Incorrect. Although the writer has been waiting to leave fora long time, the text implies that when the time comes, heis reluctant to go.

40 B: Incorrect. The text implies that he is reluctant to go.40 C: Correct. 'After dreaming of this moment for years,

endlessly counting off the days, over and over ... I am nowgripped with a sense of terror at the thought that the timehas actually arrived .... Out there, you must face life. Here,you can turn your back on it, and that seems cosy andappealing to me right now.' Generally, the text talks aboutthe writer's surprise at realising that the moment he hasbeen waiting for all this time is no longer so attractive tohim.

40 D: Incorrect. In the last paragraph the writer says to Bill thathe may be back in prison soon, but he is actually making ajoke.

APER 2 Writing

~ PART 1Question 1

Style: Formalntent: Letter

1 In the introduction explain your reason for writing.Mention that you have read the article and that youwould like to share your opinions with thenewspaper's readers.

2 Address the points made in the extract:• Do young people spend all their time on the

phone, the Internet or playing computer games?• Are they no longer interested in their culture or

their individuality?• Is it true that they engage less in physical activities

and spend more time indoors?• Is their academic performance suffering?• Can we blame all this on technology?

3 You may agree or disagree completely, or you maywant to express a view somewhere in between.Choose the right kind of language and be carefulwith your tone. Use examples wherever necessary orwhere they can support your argument.

4 Conclude by addressing the final question the extractposes: how far does technology affect our lives, andcan we or should we do anything about thesituation?

~~ PART2uestion 2

Style: Formalontent: Proposal, possibly divided into sections with headings

1 In the introduction state the purpose of yourproposal.

2 Discuss each of the suggestions under a separateheading for each one. You could also includeadditional suggestions of your own. Discuss theadvantages and disadvantages of each suggestion,highlighting who would benefit most from each.

3 Conclude by explaining which of the suggestions youthink is best and give reasons to support your ideas.You could also express support for the idea ofdeveloping the wasteland in general.

estion 3Style: Semi-formal

-antent: Review1 In the introduction state what course you are

studying, and the titles of the two textbooks youintend to compare. You may wish to compare atextbook you find particularly interesting and usefulwith one you consider to be of a lower standard. Thiswill facilitate comparison.

2 Make sure you address the following points whencomparing the books:• Level - Say whether you think the textbooks are

challenging or not• Content - Is this varied and stimulating?• Requirements - Do the books cover the essential

aspects of the subject adequately?3 Conclude by summing up your overall view of the

two textbooks.

Question 4Style: Formal

Content: Report, possibly divided into sections with headings.Bullet points or numbered lists can also be used.1 In the introduction state the purpose of your report.2 Your observations on the current situation could be

organised into two paragraphs, with the followingheadings: 'Quality of food' and 'Quality of service'.However, you may prefer to present yourobservations of both under one heading: 'The currentsituation'. Include reference to complaints that havebeen made by customers and say whether you foundthem to be justified.

3 The conclusion could have the heading 'Suggestionsfor improvement'. Present your suggestions forimprovement and say why you think they will work.

PAPER3 Use of English

~ ~ PART 11 had2 thanks3 while/whilst4 on/upon5 but/although/though6 first7 to8 can/may

9 another10 this11 in12 not13 both14 work15 thus/thereby/hence

~ ~ PART 216 enigmatic (noun to adjective)17 unsuspectingly (verb to negative adjective to negative adverb)18 entangled/tangled (verb to past participle of new verb/verb to

past participle)19 misguided (verb to negative adjective)20 daily (noun to adverb)21 unvaccinated (noun to past participle with negative prefix)22 exclusively (verb to adjective to adverb)23 dispersal (verb to noun)24 pollination (noun to noun describing a process)25 disrespect (verb/noun to negative noun)

~ ~ PART 326 compose27 raise28 tou~h

29 run30 extend31 dedicated

H PART 432 no circumstances (1) + am I allowing you to go (1)33 am not averse (1) + to (eating) snails (1)34 taking it (1) + for granted that (1)35 it not been (1) + for the fire fighter/fire fighter's help (1)36 is not in keeping (1) + with (1)37 to university (1) + depends/will depend on (1)38 (the) rumours (1) + to the contrary (1)39 that little (1) + did I imagine (1)

163

1

HPART 540 the effect of the growing income generated from tourism41 restrictions42 giving tourists a stronger impression that they are in a

completely wild, unspoilt environment43 They have got used to the Antarctica winterfThey are

acclimatised to the coldfThey have wintered there before(so they are used to it).

44 Content points:• the environmental impact of increasing/mass tourism (first

text)• the kind of tour available: wildlife, historical and adventure

tourism (first text)• the size of ships/the number of passengers on board (second

text)• the tour operators (i.e. commercial/member of IAATO)

(second text)

PAPER 4 Listening

~ ~ PART 11B2C3C4A5B6C7A8B

~HART29 (postnatal) depression

10 party11 (a) long life/longevity12 new life13 anoint14 protection15 mark their status16 milestones17 rite of passage

H PART 318 D 19 A 20 C 21 A 22 B

H PART 423 P 24 S 25 B 26 P 27 P 28 S

mI2 _PAPER 1 Reading

~ ~ PART 11 B 2 D 3 D 4 B 5 C 6 A 7 C 8 A 9 B 10 D 11 C 12 C 13 B14 A 15 B 16 A 17 B 18 C

~ ~ PART 219 A: Incorrect. The writer mentions homework as consolidation

of what is learned in class.19 B: Incorrect. Play is fun, but that is not why it is important.19 C: Incorrect. The text does not mention 'cerebral

development' or make clear what 'proper' cerebraldevelopment would be.

19 D: Correct. 'Intelligence and aptitude tests have demonstratedthat not only is play fundamental to learning anddeveloping skills, it is also a means by which the brain cangrow, facilitating its own capacity to learn, create andthink.'

20 A: Correct. 'We urge them to spend longer at their homework,but the sad truth is that by not playing, their capacity forlearning is grievously curtailed, no matter how rigoroustheir academic drive.'

20 B: Incorrect. The text says that children are getting worse atspelling. It does not say that children who study are betterat spelling.

20 C: Incorrect. The statement implies that children who do notstudy generally suffer from several eating disorders,whereas the text implies that a large number of childrenare overweight, which is not the same thing.

20 D: Incorrect. The text merely says that children who do notplay find it harder to make friends. This is not the same asfinding it harder to 'develop socially'.

21 A: Incorrect. The place the children are exploring has a'doorstep', so it cannot be a cave.

21 B: Incorrect. 'decaying grandeur' implies that the place wasonce impressive, so it cannot be a shack.

21 C: Correct. The text refers to the 'doorstep' and 'the starkdecaying grandeur' of the place.

21 D: Incorrect. The place the children are exploring has a'doorstep', so it cannot be a mineshaft.

22 A: Incorrect. The writer does not mention any authorities.22 B: Correct. The writer mentions 'ghouls and spectres' and

imagines that 'they had got him and whisked him off towherever it was they spent the daylight hours'.

22 C: Incorrect. The writer does not mention any animals, andnor is there any implication that there are animals in thestory.

22 D: Incorrect. The writer makes it clear that he thought thatsomeone or something had taken Timmy.

23 A: Incorrect. There is no evidence that any of the children wasbehaving aggressively.

23 B: Correct. 'I had asked the children to clear away theirpainting things ... but a few had to be told several timesnonetheless. One girl in particular seemed determined notto hear me.'

23 C: Incorrect. The writer does not imply that the noise thechildren were making was irritating, and therefore was notfrustrated by it.

23 D: Incorrect. The writer does not indicate how long thechildren were taking or that this is what was frustrating her.

24 A: Incorrect. There is no evidence for this in the text. Theteacher was concerned that Sylvia might grow resentful ofsociety or other children.

24 B: Incorrect. The teacher was surprised by the child's attitude.24 C: Incorrect. There is no evidence for this in the text.24 D: Correct. 'Bottling up her anger would have caused more

problems. She might have taken it out on another childlater on, or she might grow up feeling that society wastreating her unjustly.'

25 A: Correct. 'We take it for granted that adulthood is themeaningful part of our existence, and everything prior to itis merely preparation. The old adage quoted by SamuelButler is often cited but has not yet been fully assimilated:U A hen is an egg's way of making another egg." It is verydifficult for any of us to think of ourselves as a baby's wayof making another baby.'

25 B: Incorrect. There is no mention of this in the text.25 C: Incorrect. This is not the reason why the quote is used.25 D: Incorrect. This is not the reason why the quote is used.26 A: Incorrect. The fact that the young of many species play

does not make it strange to suppose that childhood ispreparation for adult life.

26 B: Incorrect. The text does not mention maturity in children.26 C: Correct. 'it is one of the inviolable tenets of evolutionary

theory that what an animal is or does is governed byevents that have happened, not events that are going tohappen'

CPETAPE

~~ PART 1

You will hear four different extracts. For questions 1-8, choosethe answer (A, B or C) which fits best according to what youhear. There are two questions for each extract.

Extract One

Woman: On leaving the island, we encountered the first roughweather of our trip. Before we knew it, the Beaufort scale wasregistering between 6 and 7 as the chilling north wind blewdown, heaving us up over the waves and plunging us downinto the troughs between them. Fortunately, our babydaughter Sophia Rose slept through the whole experience,wedged tight into her Moses basket in one of the cabins,apparently calmed by the sensation of being rocked up anddown, unlike her mother. who was looking decidedly green!When we finally reached the south-west coast of the nextisland the wind had eased off, and before long we weresearching for a berth in the island's main harbour.Unfortunately, most of the available space was taken up bylocal fishing boats, and the few spaces that were left wereexposed to the swell from the ferries which regularly cameand went. Wherever we tried to berth. fishermen belligerentlywaved us off but eventually we managed to tie up alongsideanother three sailing boats, which made disembarking with ababy and a pram an adventure in itself!

Extract Two

Man: Well, first of all, you need time and a lot of patience aswell as knowledge. Patience is particularly important becauseprecision is everything. Even a tiny mistake can ruin the endresult. Then, suitable materials must be found. These aresometimes hard to come by because you need different kindsof wood for different parts and it must be good quality - andcut in a specific way. For example. the body needs strips ofhard wood. which are then joined together to form a roundedshape. You also need a hard wood - preferably oak - for theneck. Then the fingerboard and bridge must be made ofebony. The soundboard is the only part which is made using asoft wood - pine. This needs a lot of planing and sandingbecause the thinner it is. the better the sound.

I think the most difficult part is getting the measurementsright. The spaces between the frets must be calculatedaccurately and their distance from the bridge carefullymeasured. This is of paramount importance. Foul this up andyou won't be able to play a right note.

Extract Three

Woman: We got Pongo for the children initially, but it was amonth before we realised he wasn't responding to any soundsat all. It's a congenital problem with some breeds, especiallydalmatians.Man: Wasn't it difficult to train him?Woman: You'd be surprised. Dogs use their own form of sign

language if you think about it: wagging their tail when they'rehappy. raising their hackles when they feel threatened. so itwasn't such a big step to teach him a new vocabulary. He wasincredibly good-natured and ever so eager to please.Man: How did you teach him?Woman: Basically in the same way you'd train any hearingdog. If you reward a dog every time he does something right,he'll soon learn how to please you. You have to give veryclear hand signals. Facial expressions seemed to help a greatdeal. so where possible we ensured that he could see ourfaces clearly. We found that actually saying the command outloud also helped to reinforce the correct facial expression. Weonly use about a dozen commands altogether, but someowners claim to have taught their deaf dogs a lot more thanthat!

Extract Four

Man: I think in my line of work the advent of the digitalcamera was a godsend. Reels and reels of film used to getwasted as you struggled to get one perfect shot. It was acostly business.

Now, of course, the initial outlay is still high but the cost ofdeveloping and the running costs, well, they're negligible. Thedarkroom is virtually a thing of the past as it's rapidly beingsuperseded by the computer. The software accompanying theequipment enables you not only to delete redundant shots butto tweak the ones worth keeping. You know, correct minorflaws, enhance certain features and even make creativeadjustments. All without the headache of dealing with messychemical solutions.

But we're not writing off film cameras just yet. For projectssuch as advertising posters, professionals still prefer the largeformat film cameras. It's a question of resolution, basically.The resolution capability of a digital camera is determined byits megapixel capacity - pixels are the dots which make up theimage in a digital photograph - and well. to date. this is notenough to produce mural-size display prints. But it's only amatter of time before ...

~~ PART2You will hear part of a radio talk about the ways in which birthis celebrated around the world. For questions 9-17, completethe sentences with a word or short phrase.

Woman: In the West a new mother usually returns from thehospital within a few days of her child's birth and, althoughshe is unlikely to go straight back to work and there areprobably friends and family nearby to lend her a helpinghand, there's little by way of significant ceremony to mark theimportant changes that have occurred. For many women thisperiod is a time of great anti-climax and it has been suggestedthat it could be one of the causes of postnatal depression.

celebrated with many splendid rites and traditions, sometimesjust by a clan or family, often by a whole tribe or community.In Nigeria a party is thrown for all babies and toddlers up tothe age of three. because their spirits are thought to beconnected to that of the newborn, and in the Sudan a party inthe streets may go on well into the early hours, with feasting,drinking, music and dancing for all members of thecommunity.

Another way of commemorating the birth of a child is byplanting trees. In Nigeria a banana tree that has been namedafter the child is planted in a special grove at the edge of thevillage, where children can play. This tradition also exists inmany European countries. In Switzerland the custom is toplant an apple tree for a girl and a nut tree for a boy. A tree'slongevity and solidity symbolises the good health and longlife of the child it stands for.

Water is very often used in ceremonies that celebrate birthdue to its cleansing and purifying powers. Natural springs andrivers are recurring symbols of new life. and in many cultureswater is used to dedicate the child to Mother Earth. TheJicarilla Indians in Mexico traditionally invoke the protectiveDowers of nature as they anoint the head of a newborn child

ith water from sacred male and female rivers. Elsewhere.'mmediately after birth a baby might be taken outside andDresented to the gods or spirits in order that it might receive:heir blessing and protection.

3ut it is not only the child who is celebrated. A young womanis now a mother. In order to mark their new status, Aboriginal.Yomen in Australia paint their bodies with white clay; inc hiopia new mothers may shave their heads and decorate: eir bodies with special jewellery. and in other countries they-nay take a ceremonial bath or be given gifts by the•...ommunity.

the west we tend to commemorate the growth of a child•. ith birthdays. In the developing world. where it is not always:>ossible to know the exact date of birth, celebrations are held: mark the first time a child crawls, stands, walks or answers:::J her name. Her first tooth or haircut are also important

ilestones in her life. But perhaps the most significant=-ansition a child makes is when she enters the world of the=dults; this is usually marked by a rite of passage that is_ ost totally ignored in the west.

~ PART 3

u will hear an interview with an historian. For questions-3-22, choose the answer (A, B, C or DJ which fits best

ording to what you hear.

erviewer: On the programme today, it gives me great:: 33sure to welcome the renowned historian, Professor David::-stz. Professor, you specialise in the Neolithic period, and- e conducted a considerable amount of research into the

ement of Dimini in northern Greece. Can you tell usething about it?

Professor: Yes, um ... Dimini was a small settlement whichstood on a low hill rising out of the fertile plains of Thessaly.It's a site of particular interest to the historian because it datesback to the Late Neolithic period - between 3.700 and 3.300BC- and. um. as such, represents Greece's earliest exampleof a small town planning scheme. The settlement comprised alarge central building and courtyard situated at the top of thehill, with smaller houses or units on its slopes, all containedwithin a series of stone ring walls.

Interviewer: Right. Now, Dimini has been the subject ofdebate among contemporary archaeologists. Why is that?

Professor: Well, basically, that's due to two opposinginterpretations put forward by leading archaeologists of theearly and late twentieth century. Dimini was first excavated bythe well-known archaeologist Christos Tsountas. He made useof the works of Homer as models for interpreting thestructural organisation of the settlement in order to build apicture of its socio-economic system. Historians often makeuse of models such as these to understand and piece togetherthe historical puzzle of early civilisations. In Tsountas' case. heused the Iliad and the Odyssey. and reconstructed thesettlement at Dimini as a castle. its central building housing awealthy king. fortified by subordinate units and surroundingwalls, which were extended or added to after parts had beendestroyed.

Professor: In the 1970s. the archaeologist GeorgeChourmouziadis re-excavated the site using a differentapproach. He placed an emphasis on economic production inorder to explain social structure and change within a givensocial group. As a result. his interpretation of Dimini conflictedwith that of Tsountas. He argued that the settlement reflecteda kind of communal system. where several householdsworked together to maintain the settlement. until a time whenthe owners of the larger building imposed a system of privateproperty and built walls within the settlement itself.

Interviewer: Whose interpretation do contemporary historianstend to favour, Professor?

Professor: Well. you see, the debate is ongoing.Chourmouziadis' view is certainly appealing. yet hisdescription of the site is somewhat simplistic and um. generic,raising concerns about the reasoning behind hisinterpretation. His theory is based on assumptions regardingthe social and economic organisation of the site. But theverdict is still pending. One conclusion that can be drawn isthat the very contrast between the two interpretations of thissettlement highlights how much historians are affected bycontemporary social. historical and cultural influences whenmaking pre-historical reconstructions. Any conclusionsresulting from any study of the early past are tentative, and sosubject to constant revision.

Interviewer: Professor Pretz, thank you for being with ustoday.

You will hear part of an interview with Penny and Simon, twoInternet business advisers. For questions 23-28, decidewhether the opinions are expressed by only one of thespeakers, or whether the speakers agree. Write P for Penny, Sfor Simon, or B for Both, where they agree.

Interviewer: Ever since the advent of the World Wide Web inthe early nineties, an increasing number of small businesseshave gone online in an effort to take advantage of the factthat, via the Internet, they can have access to billions ofcustomers worldwide. Some have even managed to become'dot com millionaires', but for many the results have beendiscouraging. With me in the studio today are Penny Hamptonand Simon Sloane, who have spent the last six years advisingclients on how to successfully market their e-businesses.Penny, what, in your opinion, is the key to having a goodInternet business?

Penny: Well, there are many factors that need to be taken intoconsideration if you are planning to start a new onlinebusiness. First of all, it's imperative to start with the productor service you hope to sell. It should be something that hasnot flooded the market. but if it has you should at least beable to offer it in a better way than your competitors.

Simon: One also has to get oneself a good website. It has tobe instantly appealing to catch a visitor's interest. That's whyflashy websites with too many graphics may be detrimental.Your potential customer is likely to give up and go somewhereelse unless you can get his attention in the first few secondsand persuade him to stay.

Penny: Yes, but slow down. Before you can begin eventhinking about a website, you have to get your businessstrategy sorted out. And perhaps the single most importantelement in starting a web business is having a good name.For example. if you want to sell ethnic clothes. then see if youcan get hold of the name 'ethnic-clothes.com'.

Simon: With so many million web sites out there. you have tomake sure that your name tells the visitor not only who youare but also what kind of goods or services you're selling and,if at all possible, where to find you.

Penny: Yes, but it's not just a case of having a catchy nameand a fantastic site. A customer using a search engine to findwhat he wants is going to use some keywords or phrases, Ifyour web pages are carelessly written, or cover a variety oftopics, those key words will be ineffective and it's highlyunlikely that your website will even appear within the firsthundred results that the search comes up with.

Simon: Nevertheless, a good website is essential too. And Idon't just mean the way it looks. If it's attractive, user-friendlyand easy to navigate, with efficient customer service, mostvisitors are going to enjoy surfing through it,

Penny: Yes, but why, in that case, do so many e-businessesflop? Usually it's because they haven't identified their niche in

the market, targeted a particular type of customer or spentenough time optimising their websites for search engines. It'sall very well designing a user-friendly site with fast-loadinggraphics and state-of-the-art software. but what good is itgoing to do you if nobody can find it? Search engineoptimisation is the key to success and a website with good,well written content has a much better chance of being foundby potential customers than one that's visually appealing.

Simon: Well, anyway, a final point I'd like to make is that youneed credibility on the web. If you're seriously expectingpeople to hand over their credit card details just like that,you're going to have to persuade them you can be trusted.Most companies are much more likely to make a sale if theircustomer can order it directly - that's the beauty of the wholething after all - but unfortunately online fraud is a real threa •so offer a secure online payment method and get registeredand approved by the appropriate recognised bodies.

Penny: Basically, you've just got to do a lot of work. Mostpeople think it's easy to set up their own online business, bif you don't have vision, dedication, patience and time, you' co

unlikely to succeed.

~ ~ PART 1

You will hear four different extracts. For questions 1-8, chaos:the answer lA B or C) which fits best according to what yo •.•hear. There are two questions for each extract.

Extract One

Man: Perhaps it's obvious but, well, I would say that myinspiration is nature, It seems that whenever I find mysel c: ~loss, bogged down in a mire, I need to take myself off for E

long, solitary walk in the country and lose myself completfrin the beauty of the world around me. It helps to be remilic.s:.that there's another existence beyond the rat race, that theworld continues to spin round on her axis regardless. You -see that in the shimmer of a dragonfly's wings as it dartsyou on the brook, or hear it in the rustling of the trees c

the breeze picks up. Nature has her own music, an abun =-~ -of themes, and seems to offer up just the right images - E-~

sometimes, if I'm lucky. entire stanzas fall into place. Ana --you're quiet. and close your eyes. and just listen for amoment. there's a definite rhythm every time nature dra ~ '=breath and exhales. There's alliteration there. and metao-Suddenly, I find I'm reaching for my notebook and penideas just springing forth.

Extract Two

Correspondent: Being able to travel around the globe i _wonderful boon, but I'd much rather do it on my own teiThere's not much opportunity to take in the sights whe-you're sent - sometimes at the drop of a hat - halfway ~..:-the world to war zones, or to where political conflicts 0-

natural disasters are making the headlines. But then 0_"- -day is ever the same, and there's no telling what kind "'-will arise out of events that are in the process of wri in£