Handbook for teachersfor exams from 2016
Cambridge English
Advanced
C1
90
80
100
110
120
130
140
150
160
170
180
190
200
210
220
230
C2
B1
B2
A2
A1
Below
A1
Inde
pend
ent
user
Profi
cien
t us
erBa
sic
user
CEFR
Exam content and overview
Paper/timing Test content Test focus
READING AND USE OF ENGLISH1 hr 30 mins
Part 1 A modified cloze test containing eight gaps followed by eight multiple-choice questions.
Candidates are expected to be able to: demonstrate the ability to apply their knowledge and control of the language system by completing a number of tasks at text and sentence level; demonstrate a variety of reading skills including understanding of specific information, text organisation features, implication, tone and text structure.
Part 2 A modified cloze test containing eight gaps.
Part 3 A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.
Part 4 Six separate questions, each with a lead-in sentence and a gapped second sentence to be completed in three to six words, one of which is a given ‘key’ word.
Part 5 A text followed by six 4-option multiple-choice questions.
Part 6 Four short texts, followed by four cross-text multiple-matching questions.
Part 7 A text from which six paragraphs have been removed and placed in jumbled order, together with an additional paragraph, after the text.
Part 8 A text or several short texts, preceded by 10 multiple-matching questions.
WRITING1 hr 30 mins
Part 1 One compulsory question. Candidates are expected to write an essay in response to a proposition to discuss, and accompanying text.
Part 2 Candidates choose one task from a choice of three questions.
Candidates are expected to be able to write non-specialised text types such as a letter, a report, a review or a proposal.
LISTENINGApprox. 40 mins
Part 1 Three short extracts or exchanges between interacting speakers. There are two multiple-choice questions for each extract.
Candidates are expected to be able to show understanding of feeling, attitude, detail, opinion, purpose, agreement and gist.
Part 2 A monologue with a sentence-completion task which has eight items.
Part 3 A text involving interacting speakers, with six multiple-choice questions.
Part 4 Five short, themed monologues, with 10 multiple-matching questions.
SPEAKING15 mins (for pairs)
Part 1 A short conversation between the interlocutor and each candidate (spoken questions).
Candidates are expected to be able to respond to questions and to interact in conversational English.
Part 2 An individual ‘long turn’ for each candidate, followed by a response from the second candidate (visual and written stimuli, with spoken instructions).
Part 3 A two-way conversation between the candidates (written stimuli, with spoken instructions).
Part 4 A discussion on topics related to Part 3 (spoken questions).
1CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
CONTENTS
Contents
Preface
This handbook is for teachers who are preparing candidates for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE). The introduction gives an overview of the exam and its place within Cambridge English Language Assessment. This is followed by a focus on each paper and includes content, advice on preparation and example papers.
If you need further copies of this handbook, please email [email protected]
About Cambridge English Language Assessment 2The world’s most valuable range of English qualifications 2Key features of Cambridge English exams 2Proven quality 3
Cambridge English: Advanced – an overview 3Exam formats 3Who is the exam for? 3Who recognises the exam? 3What level is the exam? 3
About the exam 4A thorough test of all areas of language ability 4Marks and results 5
Exam support 6Support for teachers 6Support for candidates 6
Reading and Use of English 7General description 7Structure and tasks 7The eight parts of the Reading and Use of English paper 8Preparation 9Sample paper 1 12Answer key to sample paper 1 19Sample paper 2 20Answer key to sample paper 2 27Candidate answer sheet 27
Writing 29General description 29Structure and tasks 29The two parts of the Writing paper 30Preparation 30Sample paper 1 33Assessment of Writing 34Sample scripts with examiner comments 38Sample paper 2 44Sample scripts with examiner comments 45Writing answer sheet 51
Listening 54General description 54Structure and tasks 54The four parts of the Listening paper 55Preparation 55Sample paper 1 58Answer key to sample paper 1 65Sample paper 2 66Answer key to sample paper 2 73Candidate answer sheet 74
Speaking 75General description 75Structure and tasks 75The four parts of the Speaking test 76Preparation 77Sample test 1 79Sample test 2 82Assessment of Speaking 85
Cambridge English: Advanced glossary 90
2 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
ABOUT CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT
About Cambridge English Language Assessment
Cambridge English: Advanced is developed by Cambridge English Language Assessment, part of the University of Cambridge.
We are one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment). More than 8 million Cambridge Assessment exams are taken in over 170 countries around the world every year.
Cambridge International ExaminationsPrepares school students for life, helping them develop an informed curiosity and a lasting passion for learning
Cambridge Assessment: the trading name for the University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge English Language Assessment Provider of the world’s most valuable range of qualifications for learners and teachers of English
OCR: Oxford Cambridge and RSA ExaminationsOne of the UK’s leading providers of qualifications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world and one of the largest in the United Kingdom
Oxford Cambridge and RSA
The world’s most valuable range of English qualificationsCambridge English Language Assessment offers the world’s leading range of qualifications for learners and teachers of English. Over 5 million Cambridge English exams are taken each year in more than 130 countries.
We offer assessments across the full spectrum of language ability – for general communication, for professional and academic purposes, and also for specific business English qualifications. All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR).
To find out more about Cambridge English exams and the CEFR, go to www.cambridgeenglish.org/cefr
Cambridge EnglishA range of exams to meet di�erent needs
C1
C2
B2
B1
A2
A1
C1
C2
B2
B1
A2
A1
Profi
cien
t us
erIn
depe
nden
t us
er
Com
mon
Eur
opea
n Fr
amew
ork
of R
efer
ence
(CEF
R)
Basi
c us
er
8
7.5
7
6.5
6
5.55
4.5
4
90
75
60
40
20
Key (KET) for Schools
Starters(YLE Starters)
Movers (YLE Movers)
Flyers(YLE Flyers)
Preliminary(PET) for Schools
First (FCE) for Schools
Key(KET)
Preliminary(PET)
First(FCE)
Advanced(CAE)
BusinessVantage
(BEC)
BusinessPreliminary
(BEC)
BusinessHigher(BEC)
BULATS IELTS
Proficiency(CPE)
9
Key features of Cambridge English examsCambridge English exams:
• are based on realistic tasks and situations so that preparing for their exam gives learners real-life language skills
• accurately and consistently test all four language skills – reading, writing, listening and speaking
• encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible
• are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability.
3CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
CAMBRIDGE ENGLISH: ADVANCED – AN OVERVIEW
Proven qualityOur commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation. Question papers are produced and pretested using rigorous procedures to ensure accuracy and fairness, and the marking and grading of our exams is continuously monitored for consistency. More details can be found in our publication Principles of Good Practice, which can be downloaded free from www.cambridgeenglish.org/principles
Cambridge English: Advanced – an overview
Cambridge English: Advanced was originally introduced in 1991 and is a high-level qualification that is officially recognised by universities, employers and governments around the world. It proves that a candidate has a high level of English for use in academic or professional settings.
Exam formatsCambridge English: Advanced can be taken as either a paper-based or a computer-based exam.
Who is the exam for?Cambridge English: Advanced is typically taken by high achievers who want to show they can:
• follow an academic course at university level• communicate effectively at managerial and professional level• participate with confidence in workplace meetings or academic
tutorials and seminars• carry out complex and challenging research • stand out and differentiate themselves.
Who recognises the exam?• Cambridge English: Advanced is accepted by more than 6,000
organisations, employers and governments around the world as being a reliable, accurate and fair test of English. This includes universities and colleges in the UK, USA, Canada, Australia, Europe and beyond.
• The Australian government’s Department of Immigration and Border Protection (DIBP) has approved Cambridge English: Advanced for a range of visa categories.
• The exam is regulated by Ofqual, the statutory regulatory authority for external qualifications in England and its counterpartsin Wales and Northern Ireland.
• The UK’s Universities and Colleges Admissions Service (UCAS) awards candidates with grade A in Cambridge English: Advanced 70 UCAS Tariff points towards their application to UK universities and higher education institutions. www.cambridgeenglish.org/ucas-points
For more information about recognition go to www.cambridgeenglish.org/recognition
What level is the exam?Cambridge English: Advanced is targeted at Level C1 on the CEFR.
Achieving a certificate at this level proves that a candidate has reached a very advanced level of English required in demanding academic and professional settings.
4 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
ABOUT THE EXAM
About the exam
Cambridge English: Advanced is a rigorous and thorough test of English at Level C1. It covers all four language skills – reading, writing, listening and speaking – and includes a fifth element focusing on the candidate’s understanding of the structure of the language.
A thorough test of all areas of language abilityThere are four papers: Reading and Use of English, Writing, Listening and Speaking. The overall performance is calculated by averaging the scores achieved in Reading, Writing, Listening, Speaking and Use of English. The weighting of each of the four skills and Use of English is equal.
Detailed information on each test paper is provided later in this handbook, but the overall focus of each test is as follows:
Reading and Use of English: 1 hour 30 minutes
Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines.
Writing: 1 hour 30 minutes
Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a choice of three tasks in Part 2.
Listening: 40 minutes (approximately)
Candidates need to show they can understand the meaning of a range of spoken material, including lectures, radio broadcasts, speeches and talks.
Speaking: 15 minutes
Candidates take the Speaking test with another candidate or in a group of three, and are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves.
Each of the four test components contributes to a profile which defines the candidates’ overall communicative language ability at this level.
What can candidates do at Level C1?
The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English Language Assessment, as one of the founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills.
Typical abilities
Reading and Writing Listening and Speaking
Overall general ability
CAN read quickly enough to cope with an academic course, and CAN take reasonably accurate notes in meetings or write a piece of work which shows an ability to communicate.
CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions.
Social & Tourist
CAN understand complex opinions/arguments as expressed in serious newspapers.
CAN write most letters they are likely to be asked to do; such errors as occur will not prevent understanding of the message.
CAN pick up nuances of meaning/opinion.
CAN keep up conversations of a casual nature for an extended period of time and discuss abstract/cultural topics with a good degree of fluency and range of expression.
Work CAN understand the general meaning of more complex articles without serious misunderstanding.
CAN, given enough time, write a report that communicates the desired message.
CAN follow discussion and argument with only occasional need for clarification, employing good compensation strategies to overcome inadequacies.
CAN deal with unpredictable questions.
Study CAN scan texts for relevant information, and grasp main topic of text.
CAN write a piece of work whose message can be followed throughout.
CAN follow up questions by probing for more detail.
CAN make critical remarks/express disagreement without causing offence.
5CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
ABOUT THE EXAM
Certificates
The certificate shows the candidate’s:
• score on the Cambridge English Scale for each of the four skills and Use of English
• overall score on the Cambridge English Scale• grade• level on the CEFR• level on the UK National Qualifications Framework (NQF).
Cambridge English Level 2 Certificate in ESOL International*
This is to certify that
AN EXAMPLE
has been awarded
Grade B
in the
Certificate in Advanced English
Council of Europe Level C1
Date of Examination NOVEMBER (CAE1) 2015Place of Entry CAMBRIDGEReference Number 15BGB9615003Accreditation Number 500/2598/3
*This level refers to the UK National Qualifications Framework
Date of issue 27/11/15
Certificate number 0042349350
Saul NasséChief Executive
Overall Score 195Reading 203Use of English 186Writing 195Listening 194Speaking 196
Special circumstances
Cambridge English exams are designed to be fair to all test takers. For more information about special circumstances, go to www.cambridgeenglish.org/help
Marks and resultsCambridge English: Advanced gives detailed, meaningful results.
All candidates receive a Statement of Results. Candidates whose performance ranges between CEFR Levels B2 and C2 (Cambridge English Scale scores of 160–210) also receive a certificate.
Grade A: Cambridge English Scale scores of 200–210
Candidates sometimes show ability beyond Level C1. If a candidate achieves a grade A in their exam, they will receive the Certificate in Advanced English stating that they demonstrated ability at Level C2.
Grade B or C: Cambridge English Scale scores of 180–199
If a candidate achieves grade B or C in their exam, they will be awarded the Certificate in Advanced English at Level C1.
CEFR Level B2: Cambridge English Scale scores of 160–179
If a candidate’s performance is below Level C1, but falls within Level B2, they will receive a Cambridge English certificate stating that they demonstrated ability at Level B2.
Statements of Results
The Statement of Results shows the candidate’s:
• Score on the Cambridge English Scale for their performance in each of the four skills (reading, writing, listening and speaking) and Use of English.
• Score on the Cambridge English Scale for their overall performance in the exam. This overall score is the average of the separate scores given for each of the four skills and Use of English.
• Grade. This is based on the candidate’s overall score.
• Level on the CEFR. This is also based on the overall score.
6 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Exam support
Official Cambridge English exam preparation materials
To support teachers and help learners prepare for their exams, Cambridge English Language Assessment and Cambridge University Press have developed a range of official support materials including coursebooks and practice tests. These official materials are available in both print and digital formats.
www.cambridgeenglish.org/exam-preparation
Support for teachersThe Teaching English section of our website provides user-friendly, free resources for all teachers preparing students for our exams. It includes:
General information – handbooks for teachers, sample papers.
Detailed exam information – format, timing, number of questions, task types, mark scheme of each paper.
Advice for teachers – developing students’ skills and preparing them for the exam.
Downloadable lessons – a lesson for every part of every paper.
Teaching qualifications – a comprehensive range of qualifications for new teachers and career development for more experienced teachers.
Seminars and webinars – a wide range of exam-specific seminars and live and recorded webinars for both new and experienced teachers.
Teacher development – resources to support teachers in their Continuing Professional Development.
www.cambridgeenglish.org/teaching-english
Support for candidatesWe provide learners with a wealth of exam resources and preparation materials throughout our website, including exam advice, sample papers, candidate guides, games and online learning resources. www.cambridgeenglish.org/learning-english
Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners. www.facebook.com/CambridgeCAE
Registering candidates for an exam
Exam entries must be made through an authorised Cambridge English examination centre.
Centre staff have all the latest information about our exams, and can provide you with:
• details of entry procedures• copies of the exam regulations• exam dates• current fees• more information about Cambridge English: Advanced and other
Cambridge English exams.
We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, integrity, security and customer service. Find your nearest centre at www.cambridgeenglish.org/centresearch
Further information
If your local authorised exam centre is unable to answer your question, please contact our helpdesk: www.cambridgeenglish.org/help
EXAM SUPPORT
7CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Structure and tasks (cont.)PART 4TASK TYPE Key word transformationFOCUS Grammar, vocabulary, collocationFORMAT Six separate items, each with a lead-in sentence
and a gapped second sentence to be completed in three to six words, one of which is a given ‘key’ word.
NO. OF QS 6
PART 5TASK TYPE Multiple choiceFOCUS Detail, opinion, attitude, tone, purpose, main
idea, implication, text organisation features (exemplification, comparison, reference).
FORMAT A text followed by 4-option multiple-choice questions.
NO. OF QS 6
PART 6TASK TYPE Cross-text multiple matchingFOCUS Understanding of opinion and attitude;
comparing and contrasting of opinions and attitudes across texts.
FORMAT Four short texts, followed by multiple-matching questions. Candidates must read across texts to match a prompt to elements in the texts.
NO. OF QS 4
PART 7TASK TYPE Gapped textFOCUS Cohesion, coherence, text structure, global
meaning.FORMAT A text from which paragraphs have been
removed and placed in jumbled order after the text. Candidates must decide from where in the text the paragraphs have been removed.
NO. OF QS 6
PART 8TASK TYPE Multiple matchingFOCUS Detail, opinion, attitude, specific information.FORMAT A text or several short texts, preceded by
multiple-matching questions. Candidates must match a prompt to elements in the text.
NO. OF QS 10
General descriptionPAPER FORMAT The paper contains eight parts. For
Parts 1 to 4, the test contains texts with accompanying grammar and vocabulary tasks, and separate items with a grammar and vocabulary focus. For Parts 5 to 8, the test contains a range of texts and accompanying reading comprehension tasks.
TIMING 1 hour 30 minutesNO. OF PARTS 8NO. OF QUESTIONS 56TASK TYPES Multiple-choice cloze, open
cloze, word formation, key word transformation, multiple choice, cross-text multiple matching, gapped text, multiple matching.
WORD COUNT 3,000–3,500MARKS For Parts 1–3, each correct answer
receives 1 mark. For Part 4, each correct answer receives up to 2 marks. For Parts 5–7, each correct answer receives 2 marks. For Part 8, each correct answer receives 1 mark.
Structure and tasksPART 1TASK TYPE Multiple-choice clozeFOCUS Vocabulary, e.g. idioms, collocations, fixed
phrases, complementation, phrasal verbs, semantic precision.
FORMAT A modified cloze containing eight gaps followed by eight 4-option multiple-choice items.
NO. OF QS 8
PART 2TASK TYPE Open clozeFOCUS Awareness and control of grammar with some
focus on vocabulary.FORMAT A modified cloze containing eight gaps.NO. OF QS 8
PART 3TASK TYPE Word formationFOCUS Vocabulary, in particular the use of affixation,
internal changes and compounding in word formation.
FORMAT A text containing eight gaps. Each gap corresponds to a word. The stems of the missing words are given beside the text and must be changed to form the missing word.
NO. OF QS 8
Reading and Use of English
8 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH
The eight parts of the Reading and Use of English paper
PART 1 Multiple-choice clozeIn this part, there is an emphasis on vocabulary and grammar.
�� Sample task and answer key: pages 12 and 19.
� Each correct answer in Part 1 receives 1 mark.
Part 1 consists of a text in which there are eight gaps (plus one gap as an example). Each gap represents a missing word or phrase. The text is followed by eight sets of four words or phrases, each set corresponding to a gap. Candidates have to choose which one of the four words or phrases in the set fills the gap correctly.
Candidates are required to draw on their lexical knowledge and understanding of the text in order to fill the gaps. Some questions test at a phrasal level, such as collocations and set phrases. Other questions test meaning at sentence level or beyond, with more processing of the text required. A lexico-grammatical element may be involved, such as when candidates have to choose the option which fits correctly with a following preposition or verb form.
PART 2 Open clozeIn this part, there is an emphasis on grammar and vocabulary.
�� Sample task and answer key: pages 13 and 19.
� Each correct answer in Part 2 receives 1 mark.
Part 2 consists of a text in which there are eight gaps (plus one gap as an example). Candidates are required to draw on their knowledge of the structure of the language and understanding of the text in order to fill the gaps. In this part, as there are no sets of words from which to choose the answers, candidates have to think of a word which will fill the gap correctly.
The focus of the gapped words is either grammatical, such as articles, auxiliaries, prepositions, pronouns, verb tenses and forms; or lexico-grammatical, such as phrasal verbs, linkers and words within fixed phrases. The answer will always be a single word. In some cases, there may be more than one possible answer and this is allowed for in the mark scheme.
The absence or misuse of punctuation is ignored, although spelling, as in all parts of the Use of English component, must be correct.
PART 3 Word formationIn this part, there is an emphasis on vocabulary.
�� Sample task and answer key: pages 13 and 19.
� Each correct answer in Part 3 receives 1 mark.
Part 3 consists of a text containing eight gaps (plus one gap as an example). At the end of some of the lines, and separated from the text, there is a stem word in capital letters. Candidates need to form an appropriate word from given stem words to fill each gap.
The focus of this task is primarily lexical, though an understanding of structure is also required. It tests the candidates’ knowledge of
how prefixes, suffixes, internal changes and compounds are used in forming words. Candidates may be required to demonstrate understanding of the text beyond sentence level.
PART 4 Key word transformationIn this part, there is an emphasis on grammar and vocabulary.
�� Sample task and answer key: pages 14 and 19.
� Each answer in Part 4 receives 0, 1 or 2 marks.
Part 4 consists of six questions (plus an example). Each question contains three parts: a lead-in sentence, a key word, and a second sentence of which only the beginning and end are given. Candidates have to fill the gap in the second sentence so that the completed sentence is similar in meaning to the lead-in sentence. The gap must be filled with between three and six words, one of which must be the key word. They key word must not be changed in any way.
In this part of the paper the focus is both lexical and grammatical and a range of structures is tested. The ability to express a message in a different way shows flexibility and resource in the use of language.
The mark scheme splits the answers into two parts and candidates gain one mark for each part which is correct.
PART 5 Multiple choiceIn this part, there is an emphasis on the understanding of a long text, including detail, opinion, tone, purpose, main idea, implication, attitude, and also text organisation features such as exemplification, comparison and reference.
�� Sample task and answer key: pages 15 and 19.
� Each correct answer in Part 5 receives 2 marks.
Part 5 consists of one long text, drawn from a variety of sources which include fiction. The text is followed by six 4-option multiple-choice questions which are presented in the same order as the information in the text so that candidates can follow the development of the text.
This task tests detailed understanding, including opinions and attitudes expressed; the ability to distinguish between, for example, apparently similar viewpoints, outcomes or reasons. Candidates should be able to deduce meaning from context and interpret the text for inference and style. They should also be able to understand text organisation features such as exemplification, comparison and reference, including lexical reference. The final question may depend on interpretation of the text as a whole, e.g. the writer’s purpose, attitude or opinion.
PART 6 Cross-text multiple matchingIn this part, there is an emphasis on identifying opinions and attitudes expressed across texts.
�� Sample task and answer key: pages 16 and 19.
� Each correct answer in Part 6 receives 2 marks.
Part 6 consists of four short texts, on a related theme, followed by multiple-matching prompts. In total, there are four questions.
9CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH
Candidates must read across texts to match a prompt to elements in the texts. The prompts require candidates to read across the four texts to understand the opinions and attitudes expressed in order to identify agreement and disagreement between the writers. The items only provide information on the subject of the opinion, not the opinion itself: this is for the candidate to identify. Candidates may need to identify an opinion expressed in one of the texts and then identify which other text shares or contradicts this opinion, or they may need to identify which text differs from the other three in terms of an expressed opinion.
PART 7 Gapped textIn this part, there is an emphasis on understanding how texts are structured and the ability to follow text development.
�� Sample task and answer key: pages 17 and 19.
� Each correct answer in Part 7 receives 2 marks.
Part 7 consists of one long gapped text from which six paragraphs of equal length have been removed and placed in jumbled order after the text, together with a seventh paragraph which does not fit in any of the gaps. The text is usually from a non-fiction source (including journalism). This part tests comprehension of text structure, cohesion, coherence, and global meaning.
Candidates are required to decide from where in the text each paragraph has been removed. Each paragraph may be used only once, and there is one paragraph that candidates do not need to use.
Candidates need to read the gapped text first in order to gain an overall idea of the structure and the meaning of the text, and to notice carefully the information and ideas before and after each gap as well as throughout the whole of the gapped text. They should then decide which paragraphs fit the gaps, remembering that each letter may only be used once and that there is one paragraph which they will not need to use.
PART 8 Multiple matchingIn this part, there is an emphasis on locating specific information, detail, opinion and attitude in a text or a group of short texts.
�� Sample task and answer key: pages 18 and 19.
� Each correct answer in Part 8 receives 1 mark.
Part 8 consists of one or two sets of questions followed by a single page of text: the text may be continuous, or divided into sections, or consist of a group of short texts. In total, there are 10 questions and four to six options.
Candidates are required to match the questions with the relevant information from the text. To do this, they need to understand detail, attitude or opinion in the question, and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar, but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question.
In addition to the use of letters, e.g. A–F, the range of possible answers may be presented in the form of a list of, for example, names or people or places, titles of books or films or types of occupation.
Preparation
General• The texts in Parts 1, 2, 3, 5, 6, 7 and 8 all have titles. Encourage
your students to pay attention to each title as it will indicate the main theme of the text.
• Encourage your students to read through each text (Parts 1, 2 and 3) carefully before beginning to answer the questions so that they have a clear idea of what it is about.
• In Parts 2 and 4, there may be more than one permissible answer for a question. However, students should only give one answer for each question. If they give two answers, and one of them is incorrect, they will not be given a mark. If they want to change an answer, they should rub it out.
• All parts of the paper have detailed instructions and the Use of English component also has completed examples. These should be studied carefully so that your students know what kind of answers they are expected to give and how they should show them on the answer sheet.
• Your students should be encouraged to read extensively so that they build up a wide vocabulary and become familiar with the many uses of different structures. This should enable them to deal with a range of lexical items and grammatical structures in a variety of text types.
• Your students should read as widely as possible both in class and at home. This will enable them to become familiar with a wide range of language. In class encourage your students to interact fully with each text by focusing on pre-reading questions. This will help train them in prediction techniques.
• It is helpful to introduce a programme of reading at home. As part of the weekly homework assignments, an idea might be to introduce a reading scheme which involves the students in providing verbal or written reviews on the texts they have read. These could include: unabridged short stories or novels, newspaper and magazine articles, non-fiction, etc. Where possible, your students should be encouraged to follow up on their hobbies and interests by reading magazines or looking on the internet for articles in English about sport, computers, fashion, etc. Research in these areas could also lead to a series of short class talks or articles for a class project. A class or school magazine may also encourage interest in reading.
• It is important to make sure your students are familiar with the format of the Reading component. It will be helpful to spend time going through sample papers. The Reading component has a standard structure and format so that students will know what to expect in each part of the paper.
• When studying for the paper, it will be useful for your students to refer to dictionaries and grammar books. However, they should also develop strategies for operating independently of reference books (by, for example, guessing the meaning of unknown words from the context) as they are not permitted to take dictionaries into the exam with them. They should be encouraged to read a text without thinking that they need to understand every word. Students often spend time worrying about the text at word level rather than trying to get a more global view of what it is about.
10 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH
tempting, but only one will be semantically and grammatically correct in that particular context.
PART 2
• Any preparation task which promotes grammatical accuracy is useful, especially those which focus on verb forms and the use of auxiliary and modal verbs, pronouns, prepositions, conjunctions, modifiers and determiners.
• Remind your students that only one word is required for each answer. Answers of more than one word will not earn the mark.
• Some gaps in this part can be filled by referring just to the immediate phrase or sentence, but others will require understanding of the paragraph or whole text.
PART 3
• Preparation tasks which promote familiarity with the principles of word formation (use of prefixes, suffixes, internal changes, compounding) will be helpful.
• Remind your students that they need to understand the context of each gap in the text to decide which class of word (noun, verb, adjective or adverb) is required.
• Sometimes a plural form or a specific part of a verb will be required.
• Sometimes a negative prefix will be required. There is usually at least one word requiring a negative prefix in each Part 3 task, so advise your students to look out for these.
PART 4
• Transformation tasks which increase awareness of expressions with parallel or synonymous meanings, and develop flexibility in the use of language, are good preparation for this part.
• Remind your students that the key word MUST be used in each answer and that the key word may NOT be changed in any way.
• Also remind your students that their answer must NOT exceed six words. Contractions count as two words.
PART 5
• Your students should familiarise themselves with a wide range of sources, registers, topics and lexical fields. Preparation should include practice in reading a text quickly for a first overall impression, followed by close reading of the text in order to prevent any misunderstanding.
• Your students should read each question and underline the part of the text which answers the question. They should then look at the options and decide which one is the closest in answering the question. Students often make the mistake of only briefly referring to the text when answering a question, and just choose an answer which sounds plausible or reflects their own ideas. It is often useful to ask each student to justify their answer to the rest of the class.
• Ask your students to check the questions which take the form of incomplete sentences very carefully; the whole sentence has to match what is written in the text and not just the phrase in option A, B, C or D.
Focus your students’ attention on understanding the overall function and message of texts or sections of texts.
• Your students need to read the instructions, title and sub-title of each reading text carefully. This is meant to give them an idea of what to expect from the text; it will tell them where the pieces come from and/or what the text is about. If there is a visual, it is usually included to help with a reference in the text that the students may not be familiar with, for example, a photo of a certain animal or place.
• Students should develop an efficient personal system for recording the new vocabulary they learn. They should record as much detail as possible, including information about complementation and collocations of the words learned.
• Encourage your students to plan their time carefully and not to spend too long on any one part of the test. They should try to make sure that they have a few minutes at the end of the test to check through their answers. They can do the various parts of the test in any order, but it may be better to do them in the order of the question paper so as to avoid the possibility of putting answers in the wrong sections of the answer sheet.
• It is important that your students are familiar with the instructions on the front page of the question paper, and for each part of the test. Your students should also be familiar with the technique of indicating their answers on the separate answer sheet so that they can do this quickly and accurately. Students need to be shown how to do this and have practice doing this in a timed exercise. They must record their answers on the answer sheet. When writing their answers on the answer sheet, they must be careful to make sure that they put the answer by the appropriate question number. This is especially important if they leave some questions unanswered. They must also be sure to write in capital letters in Parts 2, 3 and 4.
• When your students are familiar with the different task types, it is a good idea to discuss which part(s) take them longer to complete. Following this discussion you can suggest possible timings for each task. Your students need to be reminded that Parts 4, 5, 6 and 7 are allocated 2 marks per question, while Parts 1, 2, 3 and 8 are allocated 1 mark per question. Students at Cambridge English: Advanced level need to process large quantities of text in a defined time-scale and therefore need practice in planning their time carefully.
• Remind your students to check the spelling of their answers as incorrect spelling will lose them marks.
• Remind your students that handwriting should be clear so that it can be read easily by the markers.
By part
PART 1
• When studying vocabulary in preparation for the paper, your students should pay attention to collocation, the different shades of meaning within sets of similar words, and complementation (e.g. whether words are followed by a certain preposition, or by a gerund or an infinitive, etc.).
• Advise your students to consider all the options carefully before deciding on an answer. Some of the options may be very
11CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH
• You should alert your students to the dangers of approaching the gapped-text task as an exercise requiring them merely to identify extracts from the text and sections in the text containing the same words, including names and dates. The task is designed to test understanding of the development of ideas, opinion and events rather than the recognition of individual words.
PART 8
• Your students will need practice in skimming and scanning texts in order to prepare for the multiple-matching task. They should practise scanning texts for the particular information required and not feel that they must read every word in the text. It is also important that they have enough practice in timing their reading.
• Remind your students that the questions for the multiple-matching task are printed before the text so that the candidates know what to look for in the text.
• Draw your students’ attention to the particular wording of questions, since these are intended to lead the reader to specific information, and to disregard irrelevant information. It can be helpful for students to underline key words in the questions as this helps when trying to find the information in the text which provides the answers.
• Sometimes a question may consist of two parts, for example: a writer’s surprise at being confronted by a difficult situation. Students may find evidence of a difficult situation in a section of the text but fail to realise that it may be the wrong section as no surprise is expressed in that part. It is important that your students understand that they need to find a paraphrase of the whole question, not just one part.
• Discourage your students from selecting an answer solely on the basis of matching a word in the question with a word in the text, since careful reading of a particular part of the text is required to ensure an accurate match in terms of meaning.
• Give your students plenty of opportunity to read articles and reviews where different people discuss work, books, hobbies, etc. Ask your students to prepare their own questions, perhaps as a homework exercise to be used later in class. This will help them gain a better understanding of how the test is constructed and will also give them some insight into what clues they need to look for when doing this part.
• Make sure that your students read texts in which opinion, attitudes and feelings are expressed, e.g. interviews with famous people talking about how they began their careers and what made them successful, or short stories about how characters feel about the situation they find themselves in. Activities which focus on recognising and evaluating attitude and opinion and which enhance your students’ abilities to infer underlying meaning will also be helpful.
• Your students should be given practice in text organisation features. For example, there may be a question which tests the ability to differentiate between a main idea and an example, or one which asks the students to connect an abstract argument with a concrete illustration. Items may test comparison and contrast, both literal and metaphorical or the understanding of cohesive devices and structures.
• It is important that your students avoid just matching words in the text with words in the question or option.
PART 6
• Your students should familiarise themselves with texts which give different views on a related theme – such as different reviews of the same book or four experts giving their opinion on a subject.
• The texts will have an academic flavour without presuming in-depth subject-specific knowledge, so practice in dealing with both the complexity of vocabulary and the structures, such as noun phrases, commonly found in academic texts, will be useful.
• Students should be encouraged to read the texts first of all to determine the general attitude of each writer to the subject under discussion. Underlining the part or parts of a text which give an opinion or attitude and then identifying whether this is negative or positive is helpful.
• Your students should then look at each question and underline the key words. If a question is asking for ‘a similar or different opinion to’ for example, writer C, on a subject, they should underline what aspect of C’s opinion is being tested and then identify and underline that opinion in C. The task will then involve looking at all the other writers and identifying the similar or different opinion.
PART 7
• Your students should be encouraged to read the text as a whole, and not to focus on each gap separately. They need to understand that getting an idea of the structure and understanding that development of the theme of the text are both important prerequisites to doing the task. Students frequently make the wrong choices by selecting an option which fits the text before the gap, and neglecting to check that the text after the gap follows on smoothly.
• Sometimes your students will need to choose carefully between two paragraphs as possible answers and will need practice in making decisions about which is the most logical paragraph to fill the particular gap. Give your students plenty of practice in recognising a wide range of linguistic devices which mark the logical and cohesive development of a text, e.g. words and phrases indicating time, cause and effect, contrasting arguments, paraphrasing of vocabulary, use of pronouns, repetition and the use of verb tenses.
12 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPERREADING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
1 A
ca
tch
B
win
C
ac
hiev
e D
re
ceiv
e
2 A
pe
rcep
tion
B
awar
enes
s C
in
sigh
t D
vi
sion
3 A
O
ppos
ite
B
Opp
osed
C
C
ontra
ry
D
Con
tradi
ctor
y
4 A
ca
re
B
both
er
C
desi
re
D
hope
5 A
co
nclu
des
B
disp
utes
C
re
ason
s D
ar
gues
6 A
m
isgu
ided
B
m
isle
d C
m
isdi
rect
ed
D
mis
info
rmed
7 A
er
ror
B
doub
t C
ill
usio
n D
im
pres
sion
8 A
ex
pand
B
sp
read
C
w
iden
D
ex
tend
Part
1
For q
uest
ions
1 –
8, r
ead
the
text
bel
ow a
nd d
ecid
e w
hich
ans
wer
(A, B
, C o
r D) b
est f
its e
ach
gap.
Th
ere
is a
n ex
ampl
e at
the
begi
nnin
g (0
).
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Exam
ple:
0 A
st
raig
ht
B
com
mon
C
ev
eryd
ay
D
conv
entio
nal
0 A
B
C
D
Stud
ying
bla
ck b
ears
Afte
r ye
ars
stud
ying
Nor
th A
mer
ica’
s bl
ack
bear
s in
the
(0)
……
.. w
ay,
wild
life
biol
ogis
t Lu
ke
Rob
erts
on f
elt
no c
lose
r to
und
erst
andi
ng t
he c
reat
ures
. H
e re
alis
ed t
hat
he h
ad t
o (1
) ……
.. th
eir
trust
. A
band
onin
g sc
ient
ific
deta
chm
ent,
he t
ook
the
darin
g st
ep o
f fo
rmin
g re
latio
nshi
ps w
ith t
he
anim
als,
brin
ging
them
food
to g
ain
thei
r acc
epta
nce.
The
(2) …
…..
this
has
giv
en h
im in
to t
heir
beha
viou
r ha
s al
low
ed h
im t
o di
spel
cer
tain
myt
hs a
bout
bear
s.
(3) …
…..
to p
opul
ar b
elie
f, he
con
tend
s th
at b
ears
do
not
(4) …
…..
as m
uch
for
fruit
as
prev
ious
ly s
uppo
sed.
H
e al
so (
5) …
…..
clai
ms
that
they
are
fero
ciou
s.
He
says
that
peo
ple
shou
ld
not b
e (6
) ……
.. by
beh
avio
ur s
uch
as s
wat
ting
paw
s on
the
grou
nd, a
s th
is is
a d
efen
sive
, rat
her t
han
an a
ggre
ssiv
e, a
ct.
How
ever
, Rob
erts
on is
no
sent
imen
talis
t. A
fter
devo
ting
year
s of
his
life
to th
e be
ars,
he
is u
nder
no
(7) …
…..
abou
t the
ir fe
elin
gs fo
r him
. It
is c
lear
that
thei
r int
eres
t in
him
doe
s no
t (8)
……
.. be
yond
the
food
he
brin
gs.
13CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
Part
3
For q
uest
ions
17
– 24
, rea
d th
e te
xt b
elow
. U
se th
e w
ord
give
n in
cap
itals
at t
he e
nd o
f som
e of
the
lines
to fo
rm a
wor
d th
at fi
ts in
the
gap
in th
e sa
me
line.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
Writ
e yo
ur a
nsw
ers
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
.
Exam
ple:
0
P R
OF
E S
SI
ON
AL
Trai
ning
spo
rts
cham
pion
s
Wha
t ar
e th
e ab
ilitie
s th
at a
(0)
……
.. sp
orts
per
son
need
s? T
o
guar
ante
e th
at o
ppon
ents
can
be
(17)
……
.. ,
spee
d, s
tam
ina
and
agili
ty a
re e
ssen
tial,
not t
o m
entio
n ou
tsta
ndin
g na
tura
l tal
ent.
Bot
h a
rigor
ous
and
com
preh
ensi
ve (
18) …
…..
regi
me
and
a hi
ghly
nut
ritio
us
diet
are
vita
l for
top-
leve
l per
form
ance
. It
is c
arbo
hydr
ates
, rat
her t
han
prot
eins
and
fat,
that
pro
vide
ath
lete
s w
ith th
e (1
9) …
…..
they
nee
d to
com
pete
. T
his
mea
ns t
hat
past
a is
mor
e (2
0) …
…..
than
egg
s or
mea
t. S
uch
a di
et e
nabl
es t
hem
to
mov
e ve
ry e
nerg
etic
ally
whe
n
requ
ired.
Fa
ilure
to fo
llow
a s
ensi
ble
diet
can
res
ult i
n th
e (2
1) …
…..
to m
aint
ain
stam
ina.
Reg
ular
trai
ning
to in
crea
se m
uscu
lar (
22) …
…..
is a
lso
a vi
tal p
art o
f a
prof
essi
onal
’s r
egim
e, a
nd t
his
is (
23) …
…..
done
by
exer
cisi
ng w
ith
wei
ghts
. S
ports
peo
ple
are
pron
e to
inju
ry b
ut a
qua
lity
train
ing
regi
me
can
ensu
re th
at th
e (2
4) …
…..
of th
ese
can
be m
inim
ised
.
PR
OFE
SSIO
N
CO
ME
FIT
END
UR
E
BEN
EFIT
AB
LE
STR
ON
G
TYPE
SEVE
RE
Part
2
For
ques
tions
9 –
16,
rea
d th
e te
xt b
elow
and
thin
k of
the
wor
d w
hich
bes
t fits
eac
h ga
p.
Use
onl
y on
e w
ord
in e
ach
gap.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
Writ
e yo
ur a
nsw
ers
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
.
Exam
ple:
0
I S
The
orig
in o
f lan
guag
e
The
truth
(0) …
…..
nobo
dy r
eally
kno
ws
how
lang
uage
firs
t beg
an.
Did
we
all s
tart
talk
ing
at a
roun
d
the
sam
e tim
e (9
) ……
.. of
the
man
ner i
n w
hich
our
bra
ins
had
begu
n to
dev
elop
?
Alth
ough
the
re i
s a
lack
of
clea
r ev
iden
ce,
peop
le h
ave
com
e up
with
var
ious
the
orie
s ab
out
the
orig
ins
of la
ngua
ge.
One
rec
ent t
heor
y is
that
hum
an b
eing
s ha
ve e
volv
ed in
(10
) ……
.. a
way
that
we
are
prog
ram
med
for
lang
uage
fro
m t
he m
omen
t of
birt
h.
In (
11) …
…..
wor
ds,
lang
uage
cam
e
abou
t as
a re
sult
of a
n ev
olut
iona
ry c
hang
e in
our
bra
ins
at s
ome
stag
e.
Lang
uage
(12
) ……
.. w
ell
be p
rogr
amm
ed i
nto
the
brai
n bu
t, (1
3) …
…..
this
, pe
ople
stil
l ne
ed
stim
ulus
from
oth
ers
arou
nd th
em.
From
stu
dies
, we
know
that
(14)
……
.. ch
ildre
n ar
e is
olat
ed fr
om
hum
an c
onta
ct a
nd h
ave
not l
earn
t to
cons
truct
sen
tenc
es b
efor
e th
ey a
re te
n, it
is d
oubt
ful t
hey
will
ever
do
so.
This
res
earc
h sh
ows,
if (1
5) …
…..
else
, tha
t lan
guag
e is
a s
ocia
l act
ivity
, not
som
ethi
ng
inve
nted
(16)
……
.. is
olat
ion.
14 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
28
I’m d
isap
poin
ted
with
the
Fish
ers’
new
alb
um w
hen
I com
pare
it to
thei
r pre
viou
s on
e.
C
OM
PAR
ISO
N
I thi
nk th
e Fi
sher
s’ n
ew a
lbum
is …
……
……
……
……
……
…...
. the
ir pr
evio
us o
ne.
29
Ann
a go
t the
job
even
thou
gh s
he d
idn’
t hav
e m
uch
expe
rienc
e in
pub
lic re
latio
ns.
SP
ITE
Ann
a go
t the
job
……
……
……
……
……
……
.... o
f exp
erie
nce
in p
ublic
rela
tions
.
30
‘I m
ust w
arn
you
how
dan
gero
us it
is to
cyc
le a
t nig
ht w
ithou
t any
ligh
ts,’
said
the
polic
e of
fice r
to M
ax.
D
AN
GER
S
Max
rece
ived
a …
……
……
……
……
……
…...
. at n
ight
with
out a
ny li
ghts
from
the
polic
e of
ficer
.
Part
4
For
ques
tions
25
– 30
, co
mpl
ete
the
seco
nd s
ente
nce
so t
hat
it ha
s a
sim
ilar
mea
ning
to
the
first
se
nten
ce, u
sing
the
wor
d gi
ven.
Do
not c
hang
e th
e w
ord
give
n. Y
ou m
ust u
se b
etw
een
thre
e an
d si
x w
ords
, inc
ludi
ng th
e w
ord
give
n. H
ere
is a
n ex
ampl
e (0
).
Exam
ple:
0 Ja
mes
wou
ld o
nly
spea
k to
the
head
of d
epar
tmen
t alo
ne.
O
N
Jam
es …
……
……
……
……
……
……
to th
e he
ad o
f dep
artm
ent a
lone
.
The
gap
can
be fi
lled
with
the
wor
ds ‘i
nsis
ted
on s
peak
ing’
, so
you
writ
e:
Exam
ple:
0
INS
ISTE
D ON
SPE
AKI
NG
Writ
e on
ly th
e m
issi
ng w
ords
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
.
25
My
brot
her n
ow e
arns
far l
ess
than
he
did
whe
n he
was
you
nger
.
N
EAR
LY
My
brot
her …
……
……
……
……
……
……
. muc
h no
w a
s he
did
whe
n he
was
you
nger
.
26
They
are
dem
olis
hing
the
old
bus
stat
ion
and
repl
acin
g it
with
a n
ew o
ne.
PU
LLED
The
old
bus
stat
ion
is …
……
……
……
……
……
……
. with
a n
ew o
ne.
27
The
num
ber o
f stu
dent
s no
w a
t uni
vers
ity h
as re
ache
d an
all-
time
high
, app
aren
tly.
TH
E
The
num
ber o
f stu
dent
s no
w a
t uni
vers
ity is
……
……
……
……
……
……
…. b
een,
app
aren
tly.
15CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
31
Wha
t pro
blem
rega
rdin
g co
lour
doe
s th
e w
riter
exp
lain
in th
e fir
st p
arag
raph
?
A
O
ur v
iew
of c
olou
r is
stro
ngly
affe
cted
by
chan
ging
fash
ion.
B
A
naly
sis
is c
ompl
icat
ed b
y th
e be
wild
erin
g nu
mbe
r of n
atur
al c
olou
rs.
C
Col
ours
can
hav
e di
ffere
nt a
ssoc
iatio
ns in
diff
eren
t par
ts o
f the
wor
ld.
D
Cer
tain
pop
ular
boo
ks h
ave
dism
isse
d co
lour
as
insi
gnifi
cant
. 32
W
hat i
s th
e fir
st re
ason
the
writ
er g
ives
for t
he la
ck o
f aca
dem
ic w
ork
on th
e hi
stor
y of
col
our?
A
Ther
e ar
e pr
oble
ms
of re
liabi
lity
asso
ciat
ed w
ith th
e ar
tefa
cts
avai
labl
e.
B
His
toria
ns h
ave
seen
col
our a
s be
ing
outs
ide
thei
r fie
ld o
f exp
ertis
e.
C
Col
our h
as b
een
rath
er lo
oked
dow
n up
on a
s a
fit s
ubje
ct fo
r aca
dem
ic s
tudy
. D
V
ery
little
doc
umen
tatio
n ex
ists
for h
isto
rians
to u
se.
33
The
writ
er s
ugge
sts
that
the
prio
rity
whe
n co
nduc
ting
hist
oric
al re
sear
ch o
n co
lour
is to
A
igno
re th
e in
terp
reta
tions
of o
ther
mod
ern
day
hist
oria
ns.
B
focu
s on
e’s
inte
rest
as
far b
ack
as th
e pr
ehis
toric
era
. C
fin
d so
me
way
of o
rgan
isin
g th
e m
ass
of a
vaila
ble
data
. D
re
late
pic
ture
s to
info
rmat
ion
from
oth
er s
ourc
es.
34
In
the
four
th p
arag
raph
, the
writ
er s
ays
that
the
hist
oria
n w
ritin
g ab
out c
olou
r sho
uld
be c
aref
ul
A
no
t to
anal
yse
in a
n ol
d-fa
shio
ned
way
. B
w
hen
mak
ing
basi
c di
stin
ctio
ns b
etw
een
key
idea
s.
C
not t
o m
ake
unw
ise
pred
ictio
ns.
D
whe
n us
ing
certa
in te
rms
and
conc
epts
.
35
In th
e fif
th p
arag
raph
, the
writ
er s
ays
ther
e ne
eds
to b
e fu
rther
rese
arch
don
e on
A
th
e hi
stor
y of
col
our i
n re
latio
n to
obj
ects
in th
e w
orld
aro
und
us.
B
the
conc
erns
he
has
rais
ed in
an
earli
er p
ublic
atio
n.
C
the
man
y w
ays
in w
hich
arti
sts
have
use
d co
lour
ove
r the
yea
rs.
D
the
rela
tions
hip
betw
een
artis
tic w
orks
and
the
hist
ory
of c
olou
r.
36
An
idea
recu
rrin
g in
the
text
is th
at p
eopl
e w
ho h
ave
stud
ied
colo
ur h
ave
A
fa
iled
to k
eep
up w
ith s
cien
tific
dev
elop
men
ts.
B
not u
nder
stoo
d its
glo
bal s
igni
fican
ce.
C
foun
d it
diffi
cult
to b
e fu
lly o
bjec
tive.
D
be
en m
uddl
ed a
bout
thei
r bas
ic a
ims.
Part
5
You
are
goi
ng to
rea
d th
e in
trodu
ctio
n to
a b
ook
abou
t the
his
tory
of c
olou
r. F
or q
uest
ions
31
– 36
, ch
oose
the
answ
er (A
, B, C
or D
) whi
ch y
ou th
ink
fits
best
acc
ordi
ng to
the
text
.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Intr
oduc
tion
to a
boo
k ab
out t
he h
isto
ry o
f col
our
This
boo
k ex
amin
es h
ow th
e ev
er-c
hang
ing
role
of c
olou
r in
soci
ety
has
been
refle
cted
in m
anus
crip
ts, s
tain
ed
glas
s, cl
othi
ng, p
aint
ing
and
popu
lar c
ultu
re.
Col
our i
s a n
atur
al p
heno
men
on, o
f cou
rse,
but
it is
als
o a
com
plex
cu
ltura
l con
stru
ct th
at r
esis
ts g
ener
aliz
atio
n an
d, in
deed
, ana
lysi
s its
elf.
No
doub
t thi
s is
why
ser
ious
wor
ks
devo
ted
to c
olou
r are
rare
, and
rare
r stil
l are
thos
e th
at a
im to
stud
y it
in h
isto
rical
con
text
. M
any
auth
ors s
earc
h fo
r the
uni
vers
al o
r arc
hety
pal t
ruth
s the
y im
agin
e re
side
in c
olou
r, bu
t for
the
hist
oria
n, su
ch tr
uths
do
not e
xist
. C
olou
r is
first
and
fore
mos
t a s
ocia
l phe
nom
enon
. Th
ere
is n
o tra
nscu
ltura
l tru
th to
col
our p
erce
ptio
n, d
espi
te
wha
t man
y bo
oks
base
d on
poo
rly g
rasp
ed n
euro
biol
ogy
or –
eve
n w
orse
– o
n ps
eudo
esot
eric
pop
psy
chol
ogy
wou
ld h
ave
us b
elie
ve.
Such
boo
ks u
nfor
tuna
tely
clu
tter t
he b
iblio
grap
hy o
n th
e su
bjec
t, an
d ev
en d
o it
harm
.
The
sile
nce
of h
isto
rians
on
the
subj
ect o
f col
our,
or m
ore
parti
cula
rly th
eir d
iffic
ulty
in c
once
ivin
g co
lour
as
a su
bjec
t se
para
te f
rom
oth
er h
isto
rical
phe
nom
ena,
is
the
resu
lt of
thr
ee d
iffer
ent
sets
of
prob
lem
s. T
he f
irst
conc
erns
doc
umen
tatio
n an
d pr
eser
vatio
n. W
e se
e th
e co
lour
s tra
nsm
itted
to u
s by
the
past
as
time
has
alte
red
them
and
not
as
they
wer
e or
igin
ally
. M
oreo
ver,
we
see
them
und
er l
ight
con
ditio
ns t
hat
ofte
n ar
e en
tirel
y di
ffer
ent f
rom
thos
e kn
own
by p
ast s
ocie
ties.
And
fin
ally
, ove
r th
e de
cade
s w
e ha
ve d
evel
oped
the
habi
t of
look
ing
at o
bjec
ts f
rom
the
pas
t in
bla
ck-a
nd-w
hite
pho
togr
aphs
and
, des
pite
the
cur
rent
diff
usio
n of
col
our
phot
ogra
phy,
our
way
s of t
hink
ing
abou
t and
reac
ting
to th
ese
obje
cts s
eem
to h
ave
rem
aine
d m
ore
or le
ss b
lack
an
d w
hite
.
The
seco
nd s
et o
f pr
oble
ms
conc
erns
met
hodo
logy
. A
s so
on a
s th
e hi
stor
ian
seek
s to
stu
dy c
olou
r, he
mus
t gr
appl
e w
ith a
hos
t of f
acto
rs a
ll at
onc
e: p
hysi
cs, c
hem
istry
, mat
eria
ls, a
nd te
chni
ques
of p
rodu
ctio
n, a
s w
ell a
s ic
onog
raph
y, i
deol
ogy,
and
the
sym
bolic
mea
ning
s th
at c
olou
rs c
onve
y.
How
to
mak
e se
nse
of a
ll of
the
se
elem
ents
? H
ow c
an o
ne e
stab
lish
an a
naly
tical
mod
el fa
cilit
atin
g th
e st
udy
of im
ages
and
col
oure
d ob
ject
s? N
o re
sear
cher
, no
met
hod,
has
yet
bee
n ab
le t
o re
solv
e th
ese
prob
lem
s, be
caus
e am
ong
the
num
erou
s fa
cts
perta
inin
g to
col
our,
a re
sear
cher
tend
s to
sel
ect t
hose
fac
ts th
at s
uppo
rt hi
s st
udy
and
to c
onve
nien
tly f
orge
t th
ose
that
con
tradi
ct it
. Th
is is
cle
arly
a p
oor w
ay to
con
duct
rese
arch
. A
nd it
is m
ade
wor
se b
y th
e te
mpt
atio
n to
app
ly to
the
obje
cts
and
imag
es o
f a
give
n hi
stor
ical
per
iod
info
rmat
ion
foun
d in
text
s of
that
per
iod.
Th
e pr
oper
met
hod
– at
leas
t in
the
first
pha
se o
f an
alys
is –
is to
pro
ceed
as
do p
alae
onto
logi
sts
(who
mus
t stu
dy
cave
pai
ntin
gs w
ithou
t the
aid
of t
exts
): by
ext
rapo
latin
g fr
om th
e im
ages
and
the
obje
cts t
hem
selv
es a
logi
c an
d a
syst
em b
ased
on
vario
us c
oncr
ete
fact
ors
such
as
the
rate
of o
ccur
renc
e of
par
ticul
ar o
bjec
ts a
nd m
otifs
, the
ir di
strib
utio
n an
d di
spos
ition
. In
sho
rt, o
ne u
nder
take
s th
e in
tern
al s
truct
ural
ana
lysi
s w
ith w
hich
any
stu
dy o
f an
imag
e or
col
oure
d ob
ject
shou
ld b
egin
.
The
third
set
of p
robl
ems
is p
hilo
soph
ical
: it i
s w
rong
to p
roje
ct o
ur o
wn
conc
eptio
ns a
nd d
efin
ition
s of
col
our
onto
the
imag
es, o
bjec
ts a
nd m
onum
ents
of p
ast c
entu
ries.
Our
judg
emen
ts a
nd v
alue
s are
not
thos
e of
pre
viou
s so
ciet
ies
(and
no
doub
t the
y w
ill c
hang
e ag
ain
in th
e fu
ture
). F
or th
e w
riter
-his
toria
n lo
okin
g at
the
defin
ition
s an
d ta
xono
my
of c
olou
r, th
e da
nger
of
anac
hron
ism
is v
ery
real
. Fo
r ex
ampl
e, th
e sp
ectru
m w
ith it
s na
tura
l or
der
of c
olou
rs w
as u
nkno
wn
befo
re t
he s
even
teen
th c
entu
ry,
whi
le t
he n
otio
n of
prim
ary
and
seco
ndar
y co
lour
s di
d no
t bec
ome
com
mon
unt
il th
e ni
nete
enth
cen
tury
. Th
ese
are
not e
tern
al n
otio
ns b
ut s
tage
s in
the
ever
-cha
ngin
g hi
stor
y of
kno
wle
dge.
I
have
ref
lect
ed o
n su
ch is
sues
at g
reat
er le
ngth
in m
y pr
evio
us w
ork,
so
whi
le th
e pr
esen
t boo
k do
es a
ddre
ss
certa
in o
f the
m, f
or th
e m
ost p
art i
t is d
evot
ed to
oth
er to
pics
. Nor
is it
con
cern
ed o
nly
with
the
hist
ory
of c
olou
r in
imag
es a
nd a
rtwor
ks –
in a
ny c
ase
that
are
a st
ill h
as m
any
gaps
to b
e fil
led.
Rat
her,
the
aim
of t
his
book
is to
ex
amin
e al
l kin
ds o
f obj
ects
in o
rder
to c
onsi
der t
he d
iffer
ent f
acet
s of t
he h
isto
ry o
f col
our a
nd to
show
how
far
beyo
nd th
e ar
tistic
sph
ere
this
his
tory
rea
ches
. The
his
tory
of
pain
ting
is o
ne th
ing;
that
of
colo
ur is
ano
ther
, m
uch
larg
er, q
uest
ion.
Mos
t stu
dies
dev
oted
to th
e hi
stor
y of
col
our e
rr in
con
side
ring
only
the
pict
oria
l, ar
tistic
or
scie
ntifi
c re
alm
s. B
ut th
e le
sson
s to
be le
arne
d fr
om c
olou
r and
its r
eal i
nter
est l
ie e
lsew
here
.
16 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
Whi
ch re
view
er
has
a di
ffere
nt o
pini
on fr
om th
e ot
hers
on
the
conf
iden
ce w
ith w
hich
de
Bot
ton
disc
usse
s ar
chite
ctur
e?
37
shar
es re
view
er A
’s o
pini
on w
heth
er a
rchi
tect
s sh
ould
take
not
e of
de
Bot
ton’
s id
eas?
38
ex
pres
ses
a si
mila
r vie
w to
revi
ewer
B re
gard
ing
the
exte
nt to
whi
ch a
rchi
tect
s sh
are
de B
otto
n’s
conc
erns
? 39
has
a di
ffere
nt v
iew
to re
view
er C
on
the
orig
inal
ity o
f som
e of
de
Bot
ton’
s id
eas?
40
Pa
rt 6
Y
ou a
re g
oing
to
read
fou
r re
view
s of
a b
ook
abou
t ho
w a
rchi
tect
ure
can
affe
ct t
he e
mot
ions
. Fo
r qu
estio
ns 3
7 –
40, c
hoos
e fro
m th
e re
view
s A
– D
. Th
e re
view
s m
ay b
e ch
osen
mor
e th
an o
nce.
Th
e A
rchi
tect
ure
of H
appi
ness
Four
revi
ewer
s co
mm
ent o
n ph
iloso
pher
Ala
in D
e B
otto
n’s
book
A
A
lain
de
Bot
ton
is a
bra
ve a
nd h
ighl
y in
telli
gent
writ
er w
ho w
rites
abo
ut c
ompl
ex s
ubje
cts,
cla
rifyi
ng
the
arca
ne f
or t
he l
aym
an.
Now
, w
ith t
ypic
al s
elf-a
ssur
ance
, he
has
tur
ned
to t
he s
ubje
ct o
f ar
chite
ctur
e. T
he e
ssen
tial t
hem
e of
his
boo
k is
how
arc
hite
ctur
e in
fluen
ces
moo
d an
d be
havi
our.
It is
no
t abo
ut th
e sp
ecifi
cally
arc
hite
ctur
al c
hara
cter
istic
s of
spa
ce a
nd d
esig
n, b
ut m
uch
mor
e ab
out t
he
emot
ions
tha
t ar
chite
ctur
e in
spire
s in
the
use
rs o
f bu
ildin
gs.
Yet
arc
hite
cts
do n
ot n
orm
ally
tal
k no
wad
ays
very
muc
h ab
out
emot
ion
and
beau
ty.
They
tal
k ab
out
desi
gn a
nd f
unct
ion.
De
Bot
ton'
s m
essa
ge, t
hen,
is fa
irly
sim
ple
but w
orth
whi
le p
reci
sely
bec
ause
it is
sim
ple,
read
able
and
tim
ely.
His
co
mm
enda
ble
aim
is to
enc
oura
ge a
rchi
tect
s, a
nd s
ocie
ty m
ore
gene
rally
, to
pay
mor
e at
tent
ion
to th
e ps
ycho
logi
cal c
onse
quen
ces
of d
esig
n in
arc
hite
ctur
e: a
rchi
tect
ure
shou
ld b
e tre
ated
as
som
ethi
ng
that
affe
cts
all o
ur li
ves,
our
hap
pine
ss a
nd w
ell-b
eing
. B
A
lain
de
Bot
ton
rais
es im
porta
nt,
prev
ious
ly u
nask
ed,
ques
tions
con
cern
ing
the
ques
t fo
r be
auty
in
arch
itect
ure,
or
its r
ejec
tion
or d
enia
l. Y
et o
ne is
left
with
the
fee
ling
that
he
need
ed t
he h
elp
and
supp
ort
of e
arlie
r au
thor
s on
the
sub
ject
to
wal
k hi
m a
cros
s th
e da
untin
g th
resh
old
of a
rchi
tect
ure
itsel
f. A
nd
he
is
give
n to
m
akin
g ex
traor
dina
ry
clai
ms:
‘A
rchi
tect
ure
is
perp
lexi
ng
...
in
how
in
cons
iste
nt is
its
capa
city
to g
ener
ate
the
happ
ines
s on
whi
ch it
s cl
aim
to o
ur a
ttent
ion
is fo
unde
d.’ I
f ar
chite
ctur
e's
capa
city
to
gene
rate
hap
pine
ss is
inco
nsis
tent
, th
is m
ight
be
beca
use
happ
ines
s ha
s ra
rely
bee
n so
met
hing
arc
hite
cts
thin
k ab
out.
De
Bot
ton
neve
r onc
e di
scus
ses
the
impo
rtanc
e of
suc
h du
ll, y
et d
eter
min
ing,
mat
ters
as
finan
ce o
r pl
anni
ng la
ws,
muc
h le
ss in
vent
ions
suc
h as
the
lift
or
rein
forc
ed c
oncr
ete.
He
appe
ars
to b
elie
ve t
hat
arch
itect
s ar
e st
ill m
aste
rs o
f th
eir
art,
whe
n in
crea
sing
ly th
ey a
re c
ogs
in a
glo
bal m
achi
ne fo
r bu
ildin
g in
whi
ch b
eaut
y, a
nd h
ow d
e B
otto
n fe
els
abou
t it,
are
incr
easi
ngly
bes
ide
the
poin
t.
C
In T
he A
rchi
tect
ure
of H
appi
ness
, A
lain
de
Bot
ton
has
a gr
eat
time
mak
ing
bold
and
am
usin
g ju
dgem
ents
abo
ut a
rchi
tect
ure,
with
lav
ish
and
imag
inat
ive
refe
renc
es,
but
anyo
ne i
n se
arch
of
priv
ilege
d in
sigh
ts in
to t
he s
ubst
ance
of
build
ing
desi
gn s
houl
d be
war
ned
that
he
is n
ot lo
okin
g at
dr
ain
sche
dule
s or
pip
e ru
ns.
He
wor
ries
away
, as
man
y ar
chite
cts
do,
at h
ow in
ert
mat
eria
l thi
ngs
can
conv
ey m
eani
ng a
nd a
lter
cons
ciou
snes
s. A
lthou
gh h
e is
a r
igor
ous
thin
ker,
mos
t of d
e B
otto
n’s
reve
latio
ns, s
uch
as th
e co
ntra
dict
ions
in L
e C
orbu
sier
's th
eory
and
pra
ctic
e, a
re n
ot p
artic
ular
ly n
ew.
How
ever
, th
is
is
an
enga
ging
an
d in
telli
gent
bo
ok
on
arch
itect
ure
and
som
ethi
ng
ever
yone
, pr
ofes
sion
als
with
in th
e fie
ld in
par
ticul
ar, s
houl
d re
ad.
D
Do
we
wan
t our
bui
ldin
gs m
erel
y to
she
lter u
s, o
r do
we
also
wan
t the
m to
spe
ak to
us?
Can
the
right
so
rt of
arc
hite
ctur
e ev
en im
prov
e ou
r ch
arac
ter?
Mus
ic m
irror
s th
e dy
nam
ics
of o
ur e
mot
iona
l liv
es.
Mig
htn’
t arc
hite
ctur
e w
ork
the
sam
e w
ay?
De
Bot
ton
thin
ks s
o, a
nd in
The
Arc
hite
ctur
e of
Hap
pine
ss
he m
akes
the
mos
t of t
his
them
e on
his
jolly
trip
thro
ugh
the
wor
ld o
f arc
hite
ctur
e. D
e B
otto
n ce
rtain
ly
writ
es w
ith c
onvi
ctio
n an
d, w
hile
foc
usin
g on
hap
pine
ss c
an b
e a
love
ly w
ay t
o m
ake
sens
e of
ar
chite
ctur
al b
eaut
y, it
pro
babl
y w
on’t
be o
f muc
h he
lp in
reso
lvin
g co
nflic
ts o
f tas
te.
17CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
A
The
recr
uitm
ent
of
men
to
th
e
arm
ed
forc
es
durin
g th
e co
nflic
t in
Eur
ope
from
191
4 to
191
8 m
eant
th
ere
was
ver
y lit
tle p
erse
cutio
n, s
ince
ga
mek
eepe
rs w
ent
off
to f
ight
. A
s th
e nu
mbe
r of
ga
mek
eepe
rs
decr
ease
d,
the
wild
cat b
egan
to in
crea
se it
s ra
nge,
re
colo
nisi
ng m
any
of it
s fo
rmer
hau
nts.
E
xtin
ctio
n w
as n
arro
wly
ave
rted.
B
The
wild
cat
wai
ts f
or a
whi
le i
n ra
pt
conc
entra
tion,
ear
s tw
itchi
ng a
nd e
yes
wat
chin
g,
seei
ng
ever
ythi
ng
and
hear
ing
ever
ythi
ng,
tryin
g to
det
ect
the
tell-
tale
m
ovem
ent
of
a vo
le
or
a m
ouse
. B
ut t
here
is
noth
ing,
and
in
anot
her
leap
he
di
sapp
ears
in
to
the
gloo
m.
C
The
resu
lts, w
hich
are
exp
ecte
d sh
ortly
, w
ill b
e fa
scin
atin
g.
But
anyo
ne w
ho
has
seen
a w
ildca
t will
be
in li
ttle
doub
t th
at
ther
e is
in
deed
a
uniq
ue
and
dist
inct
ive
anim
al l
ivin
g in
the
Sco
ttish
H
ighl
ands
, wha
teve
r his
bac
kgro
und.
D
They
pr
obab
ly
used
de
cidu
ous
and
coni
fero
us
woo
dlan
d fo
r sh
elte
r, pa
rticu
larly
in
win
ter,
and
hunt
ed o
ver
mor
e op
en a
reas
suc
h as
for
est
edge
, op
en
woo
dlan
d,
thic
kets
an
d sc
rub,
gr
assy
are
as a
nd m
arsh
. T
he w
ildca
t w
as
prob
ably
dr
iven
in
to
mor
e m
ount
aino
us a
reas
by
a co
mbi
natio
n of
de
fore
stat
ion
and
pers
ecut
ion.
E A
s th
e an
imal
s em
erge
, th
eir
curio
sity
is
ar
ouse
d by
ev
ery
mov
emen
t an
d ru
stle
in th
e ve
geta
tion.
La
ter
they
will
ac
com
pany
th
eir
mot
her
on
hunt
ing
trips
, le
arni
ng
quic
kly,
an
d so
on
beco
me
adep
t hun
ters
them
selv
es.
F Th
is is
wha
t m
akes
man
y pe
ople
thi
nk
that
the
wild
cat
is a
spe
cies
in it
s ow
n rig
ht.
Res
earc
h cu
rren
tly
bein
g un
derta
ken
by
Sco
ttish
N
atur
al
Her
itage
is
inve
stig
atin
g w
heth
er t
he
wild
cat
real
ly is
dis
tinct
fro
m it
s ho
me-
livin
g co
usin
, or
whe
ther
it
is n
othi
ng
mor
e th
an
a w
ild-li
ving
fo
rm
of
the
dom
estic
cat
.
G
It is
a t
ypic
al i
mag
e m
ost
folk
hav
e of
th
e be
ast,
but
it is
ver
y m
uch
a fa
lse
one,
for
the
wild
cat i
s lit
tle m
ore
than
a
bigg
er v
ersi
on o
f the
dom
estic
cat
, and
pr
obab
ly s
how
s hi
s an
ger a
s of
ten.
Part
7
You
are
goi
ng to
rea
d an
ext
ract
from
a m
agaz
ine
artic
le. S
ix p
arag
raph
s ha
ve b
een
rem
oved
from
th
e ex
tract
. Cho
ose
from
the
para
grap
hs A
– G
the
one
whi
ch fi
ts e
ach
gap
(41
– 46
). Th
ere
is o
ne
extra
par
agra
ph w
hich
you
do
not n
eed
to u
se.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Scot
tish
Wild
cat
On
my
livin
g-ro
om w
all I
hav
e a
pain
ting
of a
w
ildca
t by
Jo
hn
Hol
mes
of
w
hich
I
am
extre
mel
y fo
nd.
It
depi
cts
a sn
arlin
g, s
pitti
ng
anim
al,
teet
h ba
red
and
back
arc
hed:
a t
aut
coile
d sp
ring
read
y to
unl
eash
som
e un
know
n fu
ry.
41
How
ever
, the
phy
sica
l diff
eren
ces
are
tang
ible
. Th
e w
ildca
t is
a m
uch
larg
er a
nim
al, w
eigh
ing
in s
ome
case
s up
to
seve
n ki
los,
the
sam
e
as a
typ
ical
mal
e fo
x. T
he c
oat
patte
rn i
s su
perfi
cial
ly s
imila
r to
a do
mes
tic ta
bby
cat b
ut
it is
all
strip
es a
nd n
o sp
ots.
The
tail
is th
icke
r an
d bl
unte
r, w
ith th
ree
to fi
ve b
lack
ring
s. T
he
anim
al h
as a
n al
toge
ther
hea
vier
look
.
The
Sco
ttish
w
ildca
t w
as
orig
inal
ly
dist
ingu
ishe
d as
a
sepa
rate
su
bspe
cies
in
19
12,
but
it is
now
gen
eral
ly r
ecog
nise
d th
at
ther
e is
litt
le d
iffer
ence
bet
wee
n th
e S
cotti
sh
and
othe
r Eur
opea
n po
pula
tions
. A
ccor
ding
to
an e
xcel
lent
rep
ort
on t
he w
ildca
t pr
inte
d in
19
91,
the
anim
als
orig
inal
ly
occu
rred
in
a
varie
ty o
f hab
itats
thro
ugho
ut E
urop
e.
42
It w
as d
urin
g th
e ni
nete
enth
cen
tury
, w
ith t
he
esta
blis
hmen
t of
m
any
esta
tes
used
by
la
ndow
ners
fo
r hu
ntin
g,
that
th
e w
ildca
t be
cam
e a
nuis
ance
and
its
rapi
d de
clin
e re
ally
be
gan;
198
wild
cats
wer
e ki
lled
in th
ree
year
s in
th
e ar
ea
of
Gle
ngar
ry,
for
exam
ple.
H
owev
er,
thin
gs w
ere
late
r to
impr
ove
for
the
spec
ies.
43
The
futu
re is
by
no m
eans
sec
ure,
thou
gh, a
nd
rece
nt e
vide
nce
sugg
ests
tha
t th
e w
ildca
t is
pa
rticu
larly
vu
lner
able
to
lo
cal
erad
icat
ion,
es
peci
ally
in th
e re
mot
er p
arts
of n
orth
ern
and
wes
tern
Sco
tland
. T
his
is a
cau
se f
or r
eal
conc
ern,
giv
en th
at th
e an
imal
s in
thes
e ar
eas
have
less
con
tact
with
dom
estic
cat
s an
d ar
e th
eref
ore
pure
r.
44
Par
t of t
he p
robl
em s
tem
s fro
m th
e fa
ct th
at th
e ac
cept
ed p
hysi
cal
desc
riptio
n of
the
spe
cies
or
igin
ates
fro
m
the
sele
ctiv
e na
ture
of
th
e ex
amin
atio
n pr
oces
s by
th
e B
ritis
h N
atur
al
His
tory
Mus
eum
at t
he s
tart
of th
e ce
ntur
y, a
nd
this
has
bee
n us
ed a
s th
e ty
pe-d
efin
ition
for
th
e an
imal
eve
r si
nce.
Ani
mal
s th
at d
id n
ot
conf
orm
to
th
at
larg
e bl
unt-t
aile
d ‘ta
bby’
de
scrip
tion
wer
e di
scar
ded
as
not
bein
g w
ildca
ts.
In o
ther
wor
ds, a
n ar
tific
ial c
olle
ctio
n of
sp
ecim
ens
was
bu
ilt
up,
exhi
bitin
g th
e fe
atur
es c
onsi
dere
d ty
pica
l of t
he w
ildca
t.
The
curr
ent
rese
arch
ai
ms
to
reso
lve
this
po
tent
ial p
r obl
em.
It
is a
ttem
ptin
g to
fin
d ou
t w
heth
er th
ere
are
any
phys
ical
feat
ures
whi
ch
char
acte
rise
the
so-c
alle
d w
ild-li
ving
cat
s.
45
But
wha
t of
his
life
styl
e?
Wild
cat
kitte
ns a
re
usua
lly b
orn
in M
ay/J
une
in a
sec
lude
d de
n,
secr
eted
in a
gap
am
ongs
t bou
lder
s.
Ano
ther
fa
vour
ite lo
catio
n is
in th
e ro
ots
of a
tree
.
46
Rab
bits
are
a f
avou
rite
prey
, an
d so
me
of t
he
best
ar
eas
to
see
wild
cats
ar
e at
ra
bbit
war
rens
clo
se to
the
fore
st a
nd m
oorla
nd e
dge.
M
ice,
sm
all b
irds
and
even
inse
cts
also
form
a
larg
e pa
rt of
the
die
t, an
d th
e an
imal
may
oc
casi
onal
ly ta
ke y
oung
dee
r.
The
wild
cat
is o
ne o
f th
e S
cotti
sh H
ighl
ands
’ m
ost e
xciti
ng a
nim
als.
Cat
ch a
glim
pse
of o
ne
and
the
mem
ory
will
ling
er fo
reve
r.
18 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
St
artin
g ou
t on
your
car
eer
Are
you
a gr
adua
te tr
ying
to p
lan
out t
he b
est c
aree
r pa
th fo
r yo
urse
lf?
We’
ve a
sked
five
car
eers
co
nsul
tant
s to
give
som
e tip
s on
how
to g
o ab
out i
t. C
onsu
ltant
A
A u
nive
rsity
deg
ree
is n
o gu
aran
tee
of a
job
, an
d jo
b hu
ntin
g in
itse
lf re
quire
s a w
hole
set o
f sk
ills.
If y
ou fi
nd y
ou a
re n
ot g
ettin
g pa
st th
e fir
st in
terv
iew
, ask
you
rsel
f wha
t is
happ
enin
g.
Is it
a fa
ilure
to c
omm
unic
ate
or a
re th
ere
som
e sk
ills
you
lack
?
Onc
e yo
u se
e pa
ttern
s em
ergi
ng i
t w
ill h
elp
you
deci
de w
heth
er t
he
gaps
yo
u ha
ve
iden
tifie
d ca
n be
fil
led
rela
tivel
y ea
sily
. If
you
can
not w
ork
out w
hat
the
mis
mat
ch is
, get
bac
k to
the
sele
ctio
n pa
nel
with
mor
e pr
obin
g qu
estio
ns,
and
find
out
wha
t you
nee
d to
do
to b
ring
your
self
up to
the
leve
l of
qua
lific
atio
n th
at w
ould
mak
e yo
u m
ore
attra
ctiv
e to
them
: but
be
care
ful t
o m
ake
this
sou
nd li
ke a
gen
uine
req
uest
rat
her
than
a
chal
leng
e or
com
plai
nt.
C
onsu
ltant
B
Do
not b
e to
o di
spiri
ted
if yo
u ar
e tu
rned
dow
n fo
r a
job,
but
thi
nk a
bout
the
rea
sons
the
em
ploy
ers
give
. Th
ey o
ften
say
it is
bec
ause
ot
hers
are
‘be
tter
qual
ified
’, bu
t th
ey u
se t
he
term
loo
sely
. T
hose
who
mad
e th
e se
cond
in
terv
iew
mig
ht h
ave
been
stu
dyin
g th
e sa
me
subj
ect
as y
ou a
nd b
e of
sim
ilar
abili
ty l
evel
, bu
t th
ey h
ad s
omet
hing
whi
ch m
ade
them
a
clos
er m
atch
to th
e se
lect
or’s
idea
l. Th
at c
ould
be
ex
perie
nce
gain
ed
thro
ugh
proj
ects
or
va
catio
n w
ork,
or
it m
ight
be
that
the
y w
ere
bette
r at c
omm
unic
atin
g w
hat t
hey
coul
d of
fer.
Do
not t
ake
the
com
men
ts a
t fac
e va
lue:
thin
k ba
ck to
the
inte
rvie
ws
that
gen
erat
ed th
em a
nd
mak
e a
list o
f w
here
you
thin
k th
e sh
ortfa
ll in
yo
ur
perf
orm
ance
lie
s.
With
th
is
sort
of
anal
ytic
al a
ppro
ach
you
will
eve
ntua
lly g
et
your
foot
in th
e do
or.
Con
sulta
nt C
D
ecid
ing
how
lon
g yo
u sh
ould
sta
y in
you
r fir
st j
ob i
s a
toug
h ca
ll. S
tay
too
long
and
fu
ture
em
ploy
ers
may
que
stio
n yo
ur d
rive
and
ambi
tion.
Of c
ours
e, it
dep
ends
whe
re y
ou a
re
aim
ing.
The
re c
an b
e ad
vant
ages
in
mov
ing
side
way
s ra
ther
tha
n up
, if
you
wan
t to
gai
n
re
al d
epth
of k
now
ledg
e. If
you
are
a g
radu
ate,
sp
endi
ng f
ive
or s
ix y
ears
in
the
sam
e jo
b is
no
t to
o lo
ng
prov
ided
th
at
you
take
fu
ll ad
vant
age
of th
e ex
perie
nce.
How
ever
, do
not
use
this
as
an e
xcus
e fo
r ap
athy
. G
radu
ates
so
met
imes
fa
il to
ta
ke
owne
rshi
p of
th
eir
care
ers a
nd ta
ke th
e in
itiat
ive.
It is
up
to y
ou to
m
ake
the
mos
t of
wha
t’s a
vaila
ble
with
in a
co
mpa
ny, a
nd to
mon
itor y
our p
rogr
ess
in c
ase
you
need
to m
ove
on. T
his
appl
ies
parti
cula
rly
if yo
u ar
e st
ill n
ot s
ure
whe
re y
our c
aree
r pat
h lie
s.
Con
sulta
nt D
It
is h
elpf
ul t
o th
ink
thro
ugh
wha
t ki
nd o
f ex
perie
nce
you
need
to g
et y
our d
ream
job
and
it is
not
a p
robl
em to
mov
e ar
ound
to a
cer
tain
ex
tent
. But
in
the
early
sta
ges
of y
our
care
er
you
need
a d
efin
ite s
trate
gy f
or r
each
ing
your
go
al,
so
thin
k ab
out
that
ca
refu
lly
befo
re
deci
ding
to m
ove
on f
rom
you
r fir
st jo
b. Y
ou
mus
t cu
ltiva
te p
atie
nce
to m
aste
r an
y ro
le.
Ther
e is
no
gu
aran
tee
that
yo
u w
ill
get
adeq
uate
trai
ning
, and
rese
arch
has
sho
wn
that
if
you
do n
ot re
ceiv
e pr
oper
hel
p in
a n
ew ro
le,
it ca
n ta
ke 1
8 m
onth
s to
mas
ter i
t.
Con
sulta
nt E
A
pro
spec
tive
empl
oyer
doe
s no
t w
ant
to s
ee
that
you
hav
e ch
ange
d jo
bs e
very
six
mon
ths
with
no
thre
ad r
unni
ng b
etw
een
them
. Y
ou
need
to
be a
ble
to d
emon
stra
te t
he q
ualit
y of
yo
ur e
xper
ienc
e to
a f
utur
e em
ploy
er, a
nd to
o m
any
mov
es t
oo q
uick
ly c
an b
e a
bad
thin
g.
In a
ny c
ompa
ny it
take
s thr
ee to
six
mon
ths f
or
a ne
w e
mpl
oyee
to
get
up t
o sp
eed
with
the
st
ruct
ure
and
the
cultu
re o
f the
com
pany
. Fro
m
the
com
pany
’s
pers
pect
ive,
th
ey
will
no
t re
ceiv
e an
y re
turn
on
the
inve
stm
ent
in y
our
sala
ry u
ntil
you
have
bee
n th
ere
for 1
8 m
onth
s. Th
is is
whe
n th
ey b
egin
to g
et m
ost v
alue
from
yo
u –
you
are
still
fire
d up
and
ent
husi
astic
. If
you
leav
e af
ter
six
mon
ths
it ha
s no
t be
en a
go
od
inve
stm
ent
– an
d m
ay
mak
e ot
her
empl
oyer
s war
y.
Pa
rt 8
Y
ou a
re g
oing
to re
ad a
mag
azin
e ar
ticle
in w
hich
five
car
eer c
onsu
ltant
s gi
ve a
dvic
e ab
out s
tarti
ng a
ca
reer
. For
que
stio
ns 4
7 –
56, c
hoos
e fro
m th
e co
nsul
tant
s (A
– E
). Th
e co
nsul
tant
s m
ay b
e ch
osen
m
ore
than
onc
e.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
. W
hich
con
sulta
nt m
akes
the
follo
win
g st
atem
ents
? K
eep
your
fina
l obj
ectiv
e in
min
d w
hen
you
are
plan
ning
to c
hang
e jo
bs.
47
It ta
kes
time
to b
ecom
e fa
mili
ar w
ith th
e ch
arac
teris
tics
of a
com
pany
you
hav
e jo
ined
. 48
You
sho
uld
dem
onst
rate
det
erm
inat
ion
to im
prov
e yo
ur jo
b pr
ospe
cts.
49
Mak
e su
re y
our a
ppro
ach
for i
nfor
mat
ion
is p
ositi
ve in
tone
. 50
It is
not
cer
tain
that
you
will
be
give
n ve
ry m
uch
supp
ort i
n yo
ur jo
b in
itial
ly.
51
Sta
y op
timis
tic in
spi
te o
f set
back
s.
52
Pro
mot
ion
isn’
t the
onl
y w
ay to
incr
ease
you
r exp
ertis
e.
53
Ask
for i
nfor
mat
ion
abou
t you
r sho
rtcom
ings
. 54
Som
e in
form
atio
n yo
u ar
e gi
ven
may
not
giv
e a
com
plet
e pi
ctur
e.
55
It w
ill b
e so
me
time
befo
re y
ou s
tart
givi
ng y
our e
mpl
oyer
s th
eir m
oney
’s w
orth
. 56
READING AND USE OF ENGLISH | SAMPLE PAPER 1
READING AND USE OF ENGLISH | SAMPLE PAPER 1
19CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Q Part 1
1 B
2 C
3 C
4 A
5 B
6 B
7 C
8 D
Q Part 2
9 BECAUSE
10 SUCH
11 OTHER
12 COULD/MAY/MIGHT
13 DESPITE
14 IF/WHEN/WHENEVER
15 NOTHING/LITTLE
16 IN
Q Part 3
17 OVERCOME
18 FITNESS
19 ENDURANCE
20 BENEFICIAL
21 INABILITY
22 STRENGTH
23 TYPICALLY
24 SEVERITY
Q Part 4
25
DOES NOT/DOESN’T EARN | NEARLY SO/AS DOES NOT/DOESN’T MAKE | NEARLY SO/AS
26
BEING PULLED DOWN | AND (BEING) REPLACED/TO BE REPLACED TO BE PULLED DOWN | AND REPLACED
27THE HIGHEST | (THAT/WHICH) IT HAS EVER/IT’S EVER
28
DISAPPOINTING/ A DISAPPOINTMENT | IN COMPARISON WITH/TO
29 IN SPITE OF | A/HER LACK
30
WARNING ABOUT/REGARDING/CONCERNING | THE DANGERS OF/WHEN CYCLING
Q Part 5
31 C
32 A
33 C
34 D
35 D
36 C
Q Part 6
37 B
38 C
39 A
40 B
Q Part 7
41 G
42 D
43 A
44 F
45 C
46 E
Q Part 8
47 D
48 E
49 C
50 A
51 D
52 B
53 C
54 A
55 B
56 E
Answer key
READING AND USE OF ENGLISH | ANSWER KEY
READING AND USE OF ENGLISH | SAMPLE PAPER 1
20 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2Pa
rt 1
For q
uest
ions
1 –
8, r
ead
the
text
bel
ow a
nd d
ecid
e w
hich
ans
wer
(A, B
, C o
r D) b
est f
its e
ach
gap.
Th
ere
is a
n ex
ampl
e at
the
begi
nnin
g (0
).
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Exam
ple:
0 A
de
posi
ts
B
pile
s C
st
ores
D
st
ocks
0 A
B
C
D
New
use
s fo
r sal
t min
es
Geo
logi
cal (
0) …
…..
of s
alt w
ere
form
ed m
illio
ns o
f yea
rs a
go, w
hen
wha
t is
now
land
, lay
und
er th
e
sea.
It
is h
ard
to b
elie
ve th
at s
alt i
s no
w s
uch
a ch
eap
(1) …
…..
, bec
ause
cen
turie
s ag
o it
was
the
com
mer
cial
(2) …
…..
of to
day’
s oi
l. T
he m
en w
ho m
ined
sal
t bec
ame
wea
lthy
and,
alth
ough
the
wor
k
was
(3) …
…..
and
frequ
ently
dan
gero
us, a
job
in a
sal
t min
e w
as h
ighl
y (4
) ……
.. .
Now
aday
s, t
he s
peci
fic m
icro
clim
ates
in
disu
sed
min
es h
ave
been
(5)
……
.. fo
r th
e tre
atm
ent
of
resp
irato
ry i
llnes
ses
such
as
asth
ma,
and
the
sile
nt,
dark
sur
roun
ding
s in
a m
ine
are
cons
ider
ed
(6)…
…..
in e
ncou
ragi
ng p
atie
nts
to re
lax.
In a
dditi
on,
som
e di
suse
d m
ines
hav
e be
en (
7) …
…..
to d
iffer
ent
com
mer
cial
ent
erpr
ises
, al
thou
gh
keep
ing
up-to
-dat
e w
ith th
e te
chno
logy
of m
inin
g is
ess
entia
l to
(8) …
…..
visi
tors
’ saf
ety.
Som
e of
the
larg
est u
nder
grou
nd c
ham
bers
eve
n ho
st c
once
rts, c
onfe
renc
es a
nd b
usin
ess
mee
tings
.
1 A
pr
ovis
ion
B
utili
ty
C
mat
eria
l D
co
mm
odity
2 A
m
atch
B
si
mila
rity
C
para
llel
D
equi
vale
nt
3 A
cr
itica
l B
de
man
ding
C
ex
trem
e D
st
rain
ing
4 A
re
gard
ed
B
adm
ired
C
appr
oved
D
ho
nour
ed
5 A
ex
ploi
ted
B
extra
cted
C
ex
pose
d D
ex
tend
ed
6 A
pr
ofita
ble
B
agre
eabl
e C
be
nefic
ial
D
popu
lar
7 A
pu
t dow
n B
tu
rned
ove
r C
m
ade
out
D
set a
bout
8 A
en
able
B
re
tain
C
en
sure
D
su
ppor
t
21CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Part
2
For
ques
tions
9 –
16,
rea
d th
e te
xt b
elow
and
thin
k of
the
wor
d w
hich
bes
t fits
eac
h ga
p.
Use
onl
y on
e w
ord
in e
ach
gap.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
W
rite
your
ans
wer
s IN
CA
PITA
L LE
TTER
S on
the
sepa
rate
ans
wer
she
et.
Exam
ple:
0
T
O
Man
agin
g ch
ange
Mos
t peo
ple
find
chan
ge u
nset
tling
and
diff
icul
t to
adap
t (0)
……
.. .
Man
y so
ciet
ies
have
exp
erie
nced
(9) …
…..
rapi
d ch
ange
in th
e ea
rly y
ears
of t
he 2
1st c
entu
ry th
at li
fe c
an fe
el v
ery
daun
ting
(10)
……
..
times
. V
ario
us c
omm
enta
tors
hav
e (1
1) …
…..
forw
ard
sugg
estio
ns f
or c
opin
g w
ith c
hang
e on
a
pers
onal
leve
l.
One
sug
gest
ion
invo
lves
thin
king
of t
hree
sol
utio
ns to
a p
robl
em, r
athe
r (1
2) …
…..
two.
A
ppar
ently
,
man
y pe
ople
fac
ed (
13) …
…..
chan
ge r
espo
nd b
y co
nsid
erin
g tw
o po
ssib
le c
ours
es o
f ac
tion,
but
inva
riabl
y te
nd t
o re
ject
bot
h of
the
se.
How
ever
, th
inki
ng i
nste
ad o
f th
ree
pote
ntia
l so
lutio
ns i
s a
stra
tegy
whi
ch,
acco
rdin
g to
res
earc
h, p
rovi
des
a re
liabl
e w
ay o
f fin
ding
a s
olut
ion
to t
he i
nitia
l
prob
lem
.
Ano
ther
stra
tegy
adv
ocat
es le
arni
ng t
o av
oid
set
patte
rns
of r
outin
e be
havi
our.
Som
ethi
ng s
impl
e,
(14)
……
.. ta
king
ano
ther
rou
te t
o w
ork
at (
15) …
…..
once
a w
eek,
is
seen
as
enco
urag
ing
conf
iden
ce in
the
face
of u
ncer
tain
ty.
(16)
……
.. th
e si
mpl
icity
of t
hese
idea
s, th
ey n
ever
thel
ess
help
prep
are
peop
le m
enta
lly to
man
age
maj
or c
hang
e if
nece
ssar
y.
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
3
For q
uest
ions
17
– 24
, rea
d th
e te
xt b
elow
. U
se th
e w
ord
give
n in
cap
itals
at t
he e
nd o
f som
e of
the
lines
to fo
rm a
wor
d th
at fi
ts in
the
gap
in th
e sa
me
line.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
W
rite
your
ans
wer
s IN
CA
PITA
L LE
TTER
S on
the
sepa
rate
ans
wer
she
et.
Exam
ple:
0
D
I S
S
I M
I
LA
R
Fash
ion
and
Scie
nce
At
first
gla
nce
scie
nce
and
fash
ion
coul
d no
t be
mor
e (0
) ……
.. .
Sci
ence
is
gene
rally
con
side
red
to b
e a
(17)
……
.. th
at is
slo
w-p
aced
, ser
ious
and
wor
thy,
whe
reas
fash
ion
is fr
ivol
ous,
impu
lsiv
e an
d of
ten
(18)
……
.. .
But
fas
hion
ow
es m
ore
to s
cien
ce t
han
som
e (1
9) …
…..
mig
ht li
ke t
o ad
mit.
Fash
ion
hous
es a
dopt
new
mat
eria
ls in
ord
er t
o (2
0) …
…..
them
selv
es f
rom
thei
r var
ious
(21)
……
.. .
One
des
igne
r rec
ently
sho
wed
off
a liq
uid
that
can
be
used
to p
rodu
ce c
loth
es th
at a
re s
eam
less
.
As
cotto
n is
(22
) ……
.. ha
ving
to
com
pete
with
oth
er c
rops
for
land
, an
d oi
l-
base
d fa
bric
s be
com
e le
ss a
ccep
tabl
e, s
cien
tists
are
wor
king
to
deve
lop
(23)
……
.. fo
r the
se p
rodu
cts.
Spo
rtsw
ear,
for e
xam
ple,
has
bee
n tra
nsfo
rmed
than
ks t
o th
e us
e of
(24
) ……
.. m
ater
ials
and
sci
entif
ic d
esig
ns,
grea
tly
impr
ovin
g th
e pe
rform
ance
of a
thle
tes.
SI
MIL
AR
PUR
SUE
PRED
ICT
ENTH
USE
DIS
TIN
CT
CO
MPE
TE
INC
REA
SE
REP
LAC
E
INN
OVA
TE
22 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
4
For
ques
tions
25
– 30
, co
mpl
ete
the
seco
nd s
ente
nce
so t
hat
it ha
s a
sim
ilar
mea
ning
to
the
first
se
nten
ce, u
sing
the
wor
d gi
ven.
Do
not c
hang
e th
e w
ord
give
n. Y
ou m
ust u
se b
etw
een
thre
e an
d si
x w
ords
, inc
ludi
ng th
e w
ord
give
n. H
ere
is a
n ex
ampl
e (0
). Ex
ampl
e:
0 Ja
mes
wou
ld o
nly
spea
k to
the
head
of d
epar
tmen
t alo
ne.
O
N
Ja
mes
……
……
……
……
……
……
… to
the
head
of d
epar
tmen
t alo
ne.
The
gap
can
be fi
lled
with
the
wor
ds ‘i
nsis
ted
on s
peak
ing’
, so
you
writ
e:
Exam
ple:
0
INS
ISTE
D ON
SPE
AKI
NG
Writ
e on
ly th
e m
issi
ng w
ords
IN C
API
TAL
LETT
ERS
on th
e se
para
te a
nsw
er s
heet
. 25
A
s lo
ng a
s yo
u ex
plai
n th
e pr
oces
s cl
early
at t
he c
onfe
renc
e, y
our b
oss
will
be
plea
sed.
G
IVE
If
……
……
……
……
……
……
.... t
he p
roce
ss a
t the
con
fere
nce,
you
r bos
s w
ill b
e pl
ease
d.
26
They
say
that
a v
isito
r to
the
natio
nal a
rt ga
llery
dam
aged
an
18th
-cen
tury
pai
ntin
g.
A
LLEG
ED
A
vis
itor t
o th
e na
tiona
l art
galle
ry …
……
……
……
……
……
…...
. an
18th
-cen
tury
pai
ntin
g.
27
I rea
lly d
on’t
min
d w
heth
er J
ill c
hoos
es to
com
e on
hol
iday
with
us
or n
ot.
D
IFFE
REN
CE
It
real
ly …
……
……
……
……
……
…...
. whe
ther
Jill
cho
oses
to c
ome
on h
olid
ay w
ith u
s or
not
.
28
With
out t
he h
elp
that
Joe
gav
e m
e, I
don’
t thi
nk I’
d ha
ve fi
nish
ed th
e co
urse
.
B
EEN
If it
……
……
……
……
……
……
.... h
elp,
I do
n’t t
hink
I’d
have
fini
shed
the
cour
se.
29
We
can
assu
re o
ur c
usto
mer
s th
at w
e w
ill ta
ke e
very
pos
sibl
e m
easu
re to
mai
ntai
n th
e qu
ality
of th
e pr
oduc
ts o
n ou
r she
lves
.
TA
KES
We
can
assu
re o
ur c
usto
mer
s th
at w
e w
ill …
……
……
……
……
……
…...
. to
mai
ntai
n th
e qu
ality
of th
e pr
oduc
ts o
n ou
r she
lves
.
30
Follo
win
g so
me
com
plai
nts
by lo
cal r
esid
ents
, the
gov
ernm
ent w
ithdr
ew it
s pr
opos
al to
bui
ld a
new
runw
ay a
t the
airp
ort.
LI
GH
T
The
gove
rnm
ent’s
pro
posa
l to
build
a n
ew ru
nway
at t
he a
irpor
t ……
……
……
……
……
……
....
som
e co
mpl
aint
s by
loca
l res
iden
ts.
23CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Pa
rt 5
Y
ou a
re g
oing
to r
ead
a re
view
of t
wo
book
s ab
out t
he in
tern
et. F
or q
uest
ions
31
– 36
, cho
ose
the
answ
er (A
, B, C
or D
) whi
ch y
ou th
ink
fits
best
acc
ordi
ng to
the
text
. M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
The
inte
rnet
toda
y Ja
mes
Bax
ter r
evie
ws
two
book
s ab
out t
he in
tern
et:
Rew
ire
by E
than
Zuc
kerm
an, a
nd U
ntan
glin
g th
e W
eb b
y A
leks
Kro
tosk
i.
O
pen
a st
reet
map
of a
ny c
ity a
nd y
ou s
ee a
dia
gram
of a
ll th
e po
ssib
le ro
utes
one
cou
ld ta
ke in
trav
ersi
ng o
r ex
plor
ing
it. S
uper
impo
se o
n th
e st
reet
map
the
actu
al tr
affic
flow
s th
at a
re o
bser
ved
and
you
see
quite
a d
iffer
ent
city
: one
of
flow
s. Th
e flo
ws
show
how
peo
ple
actu
ally
trav
el in
the
city
, as
dist
inct
fro
m h
ow th
ey c
ould
. Thi
s he
lps
in th
inki
ng a
bout
the
inte
rnet
and
dig
ital t
echn
olog
y ge
nera
lly. I
n its
elf,
the
tech
nolo
gy h
as v
ast p
ossi
bilit
ies,
as s
ever
al r
ecen
t bo
oks
emph
asis
e, b
ut w
hat
we
actu
ally
win
d up
doi
ng w
ith i
t is
, at
any
poin
t in
tim
e, l
arge
ly
unkn
own.
Et
han
Zuck
erm
an i
s ex
cite
d by
the
pos
sibi
litie
s th
e w
eb p
rovi
des
for
linki
ng f
ar-f
lung
pop
ulat
ions
, fo
r sa
mpl
ing
diff
eren
t way
s of l
ife, f
or m
akin
g us
all
digi
tal c
osm
opol
itans
. His
cen
tral t
hesi
s, ho
wev
er, i
s tha
t whi
le th
e in
tern
et d
oes,
in p
rinci
ple,
ena
ble
ever
yone
to b
ecom
e ge
nuin
ely
cosm
opol
itan,
in p
ract
ice
it do
es n
othi
ng o
f th
e ki
nd. A
s th
e ph
iloso
pher
Ant
hony
App
iah
puts
it,
true
cosm
opol
itani
sm ‘
chal
leng
es u
s to
em
brac
e w
hat
is r
ich,
pr
oduc
tive
and
crea
tive’
abo
ut d
iffer
ence
s; i
n ot
her
wor
ds, t
o go
bey
ond
mer
ely
bein
g to
lera
nt o
f th
ose
who
are
di
ffer
ent.
Muc
h of
the
early
par
t of R
ewir
e is
take
n up
with
dem
onst
ratin
g th
e ex
tent
to w
hich
the
inte
rnet
, and
our
us
e of
it, f
ails
that
test
. ‘W
e sh
ape
our t
ools
,’ sa
id th
e ph
iloso
pher
Mar
shal
l McL
uhan
, ‘an
d af
terw
ards
they
sha
pe u
s.’ T
his
adag
e is
co
rrob
orat
ed e
very
tim
e m
ost
of u
s go
onl
ine.
We’
ve b
uilt
info
rmat
ion
tool
s (li
ke s
earc
h an
d so
cial
net
wor
king
sy
stem
s) th
at e
mbo
dy o
ur b
iase
s tow
ards
thin
gs th
at a
ffec
t tho
se w
ho a
re c
lose
st to
us.
They
giv
e us
the
info
rmat
ion
we
thin
k w
e w
ant,
but n
ot n
eces
saril
y th
e in
form
atio
n w
e m
ight
nee
d.
Des
pite
all
the
conn
ectiv
ity, w
e ar
e pr
obab
ly a
s ign
oran
t abo
ut o
ther
soci
etie
s as w
e w
ere
whe
n te
levi
sion
and
ne
wsp
aper
s w
ere
our
mai
n in
form
atio
n so
urce
s. In
fac
t, Zu
cker
man
arg
ues,
in s
ome
way
s w
e w
ere
bette
r th
en,
beca
use
serio
us m
ains
tream
med
ia o
utle
ts s
aw it
as
thei
r pro
f ess
iona
l dut
y to
‘cur
ate’
the
flow
of n
ews;
ther
e w
ere
edito
rial g
atek
eepe
rs w
ho d
eter
min
ed a
‘new
s ag
enda
’ of w
hat w
as a
nd w
asn’
t im
porta
nt. B
ut, a
s th
e in
tern
et w
ent
mai
nstre
am, w
e sw
itche
d fr
om c
urat
ion
to s
earc
h, a
nd th
e tra
ditio
nal g
atek
eepe
rs b
ecam
e le
ss p
ower
ful.
In
som
e re
spec
ts,
this
was
goo
d be
caus
e it
wea
kene
d la
rge
mul
timed
ia c
ongl
omer
ates
, bu
t it
had
the
unan
ticip
ated
co
nseq
uenc
e of
inc
reas
ing
the
pow
er o
f di
gita
l se
arch
too
ls –
and
, in
dire
ctly
, th
e po
wer
of
the
corp
orat
ions
pr
ovid
ing
them
. Zu
cker
man
– a
true
cos
mop
olita
n w
ho c
o-fo
unde
d a
web
ser
vice
ded
icat
ed to
real
isin
g th
e ne
t’s c
apac
ity to
en
able
any
one’
s vo
ice
to b
e he
ard
– pr
ovid
es a
n in
stru
ctiv
e co
ntra
st to
exc
essi
vely
opt
imis
tic n
arra
tives
abo
ut th
e tra
nsfo
rmat
ive
pow
er o
f ne
twor
ked
tech
nolo
gy, a
nd a
pow
e rfu
l dia
gnos
is o
f w
hat’s
wro
ng. W
here
he
runs
out
of
stea
m s
omew
hat
is i
n co
ntem
plat
ing
poss
ible
sol
utio
ns,
of w
hich
he
iden
tifie
s th
ree:
‘tra
nspa
rent
tra
nsla
tion’
–
sim
ply
auto
mat
ed, a
ccur
ate
trans
latio
n be
twee
n al
l lan
guag
es; ‘
brid
ge f
igur
es’
– bl
ogge
rs w
ho e
xpla
in id
eas
from
on
e cu
lture
to a
noth
er; a
nd ‘
engi
neer
ed s
eren
dipi
ty’
– ba
sica
lly, t
echn
olog
y fo
r en
ablin
g us
to e
scap
e fr
om f
ilter
s th
at li
mit
sear
ch a
nd n
etw
orki
ng s
yste
ms.
Even
tual
ly, t
he te
chno
logy
will
del
iver
tran
spar
ent t
rans
latio
n; c
loni
ng
Etha
n Zu
cker
man
wou
ld p
rovi
de a
sup
ply
of b
ridge
fig
ures
, bu
t, fo
r no
w,
we
will
hav
e to
mak
e do
with
pal
e im
itatio
ns. E
ngin
eerin
g se
rend
ipity
, how
ever
, is a
toug
her p
ropo
sitio
n.
Ale
ks K
roto
ski m
ight
be
able
to h
elp.
She
is a
kee
n ob
serv
er o
f ou
r in
form
atio
n ec
osys
tem
, and
has
bee
n do
ing
the
conf
eren
ce r
ound
s w
ith a
n in
trigu
ing
cont
rapt
ion
calle
d th
e ‘S
eren
dipi
ty E
ngin
e’, w
hich
is tw
o pa
rts a
rt in
stal
latio
n an
d on
e pa
rt te
achi
ng to
ol.
Unt
angl
ing
the
Web
is a
col
lect
ion
of 1
7 th
ough
tful e
ssay
s on
the
impa
ct o
f co
mpr
ehen
sive
net
wor
king
on
our l
ives
. The
y co
ver t
he sp
ectru
m o
f stu
ff w
e ne
ed to
thin
k ab
out –
from
the
obvi
ous
(like
priv
acy,
iden
tity
and
the
soci
al im
pact
of t
he n
et) t
o to
pics
whi
ch d
on’t
rece
ive
enou
gh a
ttent
ion
(for
exa
mpl
e,
wha
t med
ics,
with
a sn
iff, c
all ‘
cybe
rcho
ndria
’ – h
ow th
e ne
t can
incr
ease
hea
lth a
nxie
ties)
. A
lthou
gh
she’
s a
glam
orou
s m
edia
‘s
tar’
(h
avin
g fr
onte
d a
TV
serie
s ab
out
the
inte
rnet
), pe
ople
un
dere
stim
ate
Kro
tosk
i at t
heir
peril
. She
’s a
rare
com
b ina
tion
of a
cade
mic
, gee
k, re
porte
r and
ess
ayis
t, w
hich
her
ch
apte
r on
the
conc
ept o
f frie
ndsh
ip o
nlin
e ex
empl
ifies
: she
’s re
ad w
hat t
he k
ey s
ocia
l the
oris
ts s
ay o
n th
e su
bjec
t, bu
t she
’s a
lso
aler
t to
wha
t she
exp
erie
nces
as ‘
emot
iona
l ana
emia
’ – ‘t
he se
nse
that
…..y
ou m
ight
not
feel
the
onlin
e lo
ve fr
om th
e pe
ople
you
sho
uld,
bec
ause
you
r nea
rest
and
dea
rest
may
be
drow
ned
out i
n th
e oc
ean
of s
ocia
bilit
y.’
Whi
ch, i
n a
way
, brin
gs u
s ba
ck to
Zuc
kerm
an’s
thou
ghts
abo
ut th
e di
ffer
ence
bet
wee
n w
hat n
etw
orke
d te
chno
logy
co
uld
do a
nd w
hat i
t act
ually
doe
s.
line
13
line
36
line
38
line
40
31
The
revi
ewer
sta
rts w
ith th
e m
etap
hor o
f a c
ity m
ap in
ord
er to
illu
stra
te
A
the
diffi
culty
in u
nder
stan
ding
the
com
plex
ity o
f the
inte
rnet
.
B
the
degr
ee to
whi
ch th
e in
tern
et c
hang
es a
s tim
e pa
sses
.
C
the
diffe
renc
e be
twee
n po
tent
ial a
nd re
al in
tern
et u
se.
D
the
impo
rtanc
e of
the
inte
rnet
in p
eopl
e’s
lives
toda
y.
32
W
hat d
o th
e w
ords
‘tha
t tes
t’ in
line
13
refe
r to?
A
pr
ovid
ing
mor
e w
ides
prea
d ac
cess
to in
form
atio
n
B
conn
ectin
g in
a s
ubst
antia
l way
with
oth
er c
ultu
res
C
es
tabl
ishi
ng p
rinci
ples
for d
evel
opin
g th
e in
tern
et
D
ac
cept
ing
that
not
eve
ryon
e in
the
wor
ld is
the
sam
e
33
Wha
t poi
nt is
mad
e ab
out t
he in
tern
et in
the
third
par
agra
ph?
A
P
eopl
e of
ten
stru
ggle
to fi
nd w
hat t
hey
are
look
ing
for o
n it.
B
It in
fluen
ces
how
peo
ple
rela
te to
fam
ily a
nd fr
iend
s.
C
A
ll us
ers
have
som
e re
spon
sibi
lity
for i
ts e
volu
tion.
D
The
way
in w
hich
it w
orks
is fa
r fro
m n
eutra
l.
34
W
hat d
oes
the
revi
ewer
sug
gest
abo
ut Z
ucke
rman
in th
e fif
th p
arag
raph
?
A
H
is re
com
men
datio
ns a
re le
ss im
pres
sive
than
his
ana
lysi
s.
B
H
e us
es te
rms
that
are
har
der t
o un
ders
tand
than
nee
d be
.
C
He
has
the
sam
e fa
iling
s th
at h
e id
entif
ies
in o
ther
peo
ple.
D
His
acc
ount
of i
mpo
rtant
dev
elop
men
ts is
too
nega
tive.
35
Whi
ch o
f the
follo
win
g w
ords
is u
sed
to s
ugge
st d
isap
prov
al?
A
roun
ds (l
ine
36)
B
co
ntra
ptio
n (li
ne 3
6)
C
st
uff (
line
38)
D
sn
iff (l
ine
40)
36
W
hat d
oes
the
revi
ewer
sug
gest
abo
ut A
leks
Kro
tosk
i in
the
final
par
agra
ph?
A
Her
insi
ght i
nto
the
natu
re o
f onl
ine
frien
dshi
p is
per
cept
ive.
B
She
has
bee
n in
fluen
ced
by E
than
Zuc
kerm
an.
C
P
eopl
e ar
e of
ten
mis
led
by h
er a
cade
mic
cre
dent
ials
.
D
She
take
s on
too
man
y di
ffere
nt ro
les.
24 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
6
You
are
goi
ng to
read
four
ext
ract
s fro
m a
rticl
es in
whi
ch a
cade
mic
s di
scus
s th
e co
ntrib
utio
n th
e ar
ts
(mus
ic, p
aint
ing,
lite
ratu
re, e
tc.)
mak
e to
soc
iety
. For
que
stio
ns 3
7 –
40, c
hoos
e fro
m th
e ac
adem
ics
A –
D. T
he a
cade
mic
s m
ay b
e ch
osen
mor
e th
an o
nce.
M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
The
Con
trib
utio
n of
the
Art
s to
Soci
ety
A
L
ana
Ess
lett
Th
e ar
ts m
atte
r bec
ause
they
link
soc
iety
to it
s pa
st, a
peo
ple
to it
s in
herit
ed s
tore
of i
deas
, im
ages
and
wor
ds;
yet t
he a
rts c
halle
nge
thos
e lin
ks in
ord
er to
find
way
s of e
xplo
ring
new
pat
hs a
nd v
entu
res.
I rem
ain
scep
tical
of
clai
ms
that
hum
anity
’s lo
ve o
f th
e ar
ts s
omeh
ow r
efle
cts
som
e in
here
nt in
clin
atio
n, fu
ndam
enta
l to
the
hum
an
race
. How
ever
, exp
osur
e to
and
stu
dy o
f the
arts
doe
s st
reng
then
the
indi
vidu
al a
nd fo
ster
s in
depe
nden
ce in
the
face
of
the
pres
sure
s of
the
mas
s, th
e ch
arac
terle
ss, t
he u
ndiff
eren
tiate
d. A
nd ju
st a
s th
e sc
ienc
es s
uppo
rt th
e te
chno
logy
sec
tor,
the
arts
stim
ulat
e th
e gr
owth
of a
cre
ativ
e se
ctor
in th
e ec
onom
y. Y
et, t
rue
as th
is is
, it s
eem
s to
me
to m
iss
the
poin
t. Th
e va
lue
of th
e ar
ts is
not
to b
e de
fined
as
if th
ey w
ere
just
ano
ther
eco
nom
ic le
ver t
o be
pul
led.
The
arts
can
fai
l ev
ery
mea
sura
ble
obje
ctiv
e se
t by
eco
nom
ists
, yet
ret
ain
thei
r in
trins
ic v
alue
to
hum
anity
. B
Se
th N
orth
W
ithou
t a d
oubt
, the
arts
are
at t
he v
ery
cent
re o
f soc
iety
and
inna
te in
eve
ry h
uman
bei
ng. M
y pe
rson
al, t
houg
h ad
mitt
edly
con
trove
rsia
l, be
lief
is t
hat
the
bene
fits
to b
oth
indi
vidu
als
and
soci
ety
of s
tudy
ing
scie
nce
and
tech
nolo
gy, i
n pr
efer
ence
to a
rts s
ubje
cts,
are
vast
ly o
verr
ated
. It m
ust b
e sa
id, h
owev
er, t
hat d
espi
te th
e cl
aim
s fr
eque
ntly
mad
e fo
r th
e ci
vilis
ing
pow
er o
f th
e ar
ts, t
o m
y m
ind
the
obvi
ous
ques
tion
aris
es: W
hy a
re p
eopl
e w
ho a
re u
nden
iabl
y in
tole
rant
and
selfi
sh st
ill c
apab
le o
f enj
oyin
g po
etry
or a
ppre
ciat
ing
good
mus
ic?
For m
e, a
m
ore
conv
inci
ng a
rgum
ent
in f
avou
r of
the
arts
con
cern
s th
eir
econ
omic
val
ue. N
eedl
ess
to s
ay, d
isco
verin
g ho
w m
uch
the
arts
con
tribu
te to
soci
ety
in th
is w
ay in
vol v
es g
athe
ring
a va
st a
mou
nt o
f dat
a an
d th
en e
valu
atin
g ho
w m
uch
this
aff
ects
the
econ
omy
as a
who
le, w
hich
is b
y no
mea
ns st
raig
htfo
rwar
d.
C
Hea
ther
Cha
rlto
n It
goes
with
out s
ayin
g th
at e
nd-p
rodu
cts
of a
rtist
ic e
ndea
vour
can
be
seen
as
com
mod
ities
whi
ch c
an b
e tra
ded
and
expo
rted,
and
so
add
to t
he w
ealth
of
indi
vidu
als
and
soci
etie
s. W
hile
thi
s is
und
enia
bly
a su
bsta
ntia
l ar
gum
ent i
n fa
vour
of
the
arts
, we
shou
ld n
ot lo
se s
ight
of
thos
e eq
ually
fund
amen
tal c
ontri
butio
ns th
ey m
ake
whi
ch c
anno
t be
easi
ly tr
ansl
ated
into
mea
sura
ble
soci
al a
nd e
cono
mic
val
ue. A
nthr
opol
ogis
ts h
ave
neve
r fou
nd
a so
ciet
y w
ithou
t the
arts
in o
ne fo
rm o
r ano
ther
. The
y ha
ve c
oncl
uded
, and
I ha
ve n
o re
ason
not
to c
oncu
r, th
at
hum
anity
has
a n
atur
al a
esth
etic
sen
se w
hich
is b
iolo
gica
lly d
eter
min
ed. I
t is
by th
e ex
erci
se o
f thi
s se
nse
that
w
e cr
eate
wor
ks o
f ar
t whi
ch s
ymbo
lise
soci
al m
eani
ngs
and
over
tim
e pa
ss o
n va
lues
whi
ch h
elp
to g
ive
the
com
mun
ity it
s sen
se o
f ide
ntity
, and
whi
ch c
ontri
bute
eno
rmou
sly
to it
s sel
f-re
spec
t.
D
Mik
e K
onec
ki
Stud
ies
have
long
link
ed in
volv
emen
t in
the
arts
to in
crea
sed
com
plex
ity o
f th
inki
ng a
nd g
reat
er s
elf-
este
em.
Nob
ody
toda
y, a
nd r
ight
ly s
o in
my
view
, wou
ld c
halle
nge
the
huge
impo
rtanc
e of
mat
hs a
nd s
cien
ce a
s co
re
disc
iplin
es.
Nev
erth
eles
s, so
le e
mph
asis
on
thes
e in
pre
fere
nce
to t
he a
rts f
ails
to
prom
ote
the
inte
grat
ed
left/
right
-bra
in th
inki
ng in
stu
dent
s th
at th
e fu
ture
incr
easi
ngly
dem
ands
, and
on
whi
ch a
hea
lthy
econ
omy
now
un
doub
tedl
y re
lies.
Mor
e si
gnifi
cant
ly, I
bel
ieve
that
in a
n ag
e of
dul
l uni
form
ity, t
he a
rts e
nabl
e ea
ch p
erso
n to
ex
pres
s hi
s or
her
uni
quen
ess.
Yet
whi
le th
ese
bene
fits
are
enor
mou
s, w
e pa
rtici
pate
in th
e ar
ts b
ecau
se o
f an
in
stin
ctiv
e hu
man
nee
d fo
r in
spira
tion,
del
ight
, jo
y. T
he a
rts a
re a
n en
light
enin
g an
d hu
man
isin
g fo
rce,
en
cour
agin
g us
to
com
e to
geth
er w
ith p
eopl
e w
hose
bel
iefs
and
liv
es m
ay b
e di
ffer
ent
from
our
ow
n. T
hey
enco
urag
e us
to li
sten
and
to c
eleb
rate
wha
t con
nect
s us,
inst
ead
of re
treat
ing
behi
nd w
hat d
rives
us a
part.
Whi
ch a
cade
mic
has
a di
ffere
nt v
iew
from
Nor
th re
gard
ing
the
effe
ct o
f the
arts
on
beha
viou
r tow
ards
ot
hers
? 37
has
a di
ffere
nt v
iew
from
Kon
ecki
on
the
valu
e of
stu
dyin
g th
e ar
ts c
ompa
red
to o
ther
ac
adem
ic s
ubje
cts?
38
expr
esse
s a
diffe
rent
opi
nion
to th
e ot
hers
on
whe
ther
the
hum
an s
peci
es h
as a
gen
etic
pr
edis
posi
tion
tow
ards
the
arts
? 39
expr
esse
s a
sim
ilar v
iew
to E
ssle
tt on
how
the
arts
rela
te to
dem
ands
to c
onfo
rm?
40
25CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
7
You
are
goi
ng t
o re
ad a
n ex
tract
fro
m a
mag
azin
e ar
ticle
abo
ut M
acqu
arie
Isl
and.
S
ix p
arag
raph
s ha
ve b
een
rem
oved
from
the
extra
ct.
Cho
ose
from
the
para
grap
hs A
– G
the
one
whi
ch fi
ts e
ach
gap
(41
– 46
). T
here
is o
ne e
xtra
par
agra
ph w
hich
you
do
not n
eed
to u
se.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
Mac
quar
ie Is
land
Jo
urna
list M
atth
ew D
enho
lm jo
ins
a gr
oup
of s
cien
tists
, atte
mpt
ing
to s
ave
Mac
quar
ie Is
land
, whi
ch
lies h
alfw
ay b
etw
een
Austr
alia
and
Ant
arct
ica.
I am
stu
mbl
ing,
blin
ded
by ti
ny m
issi
les
of ic
e an
d sn
ow d
riven
hor
izon
tally
into
my
face
by
a ho
wlin
g ga
le.
One
min
ute
I’m
blo
wn
back
war
ds.
The
next
I’
m l
eapi
ng s
kyw
ard
in u
ndig
nifie
d pa
nic
as a
foo
t na
rrow
ly
mis
ses
an
outra
ged
elep
hant
se
al.
Squi
ntin
g pa
infu
lly t
hrou
gh t
orch
light
, I’
ve l
ittle
ho
pe o
f see
ing
the
beas
ts.
41
Late
r, in
side
a c
osy
hut,
spor
ting
a pa
tch
over
the
so
rer o
f my
eyes
, I h
ave
to a
dmit
that
it p
roba
bly
is.
This
is, a
fter a
ll, th
e su
b-A
ntar
ctic
. Or t
o be
pre
cise
, M
acqu
arie
Isla
nd: a
sliv
er o
f lan
d co
njur
ed a
brup
tly
from
the
vast
wild
erne
ss o
f the
Sou
ther
n O
cean
. The
da
rkes
t, co
ldes
t m
onth
s ar
e ge
nera
lly t
he q
uiet
est
time
of y
ear f
or h
uman
act
ivity
her
e, b
ut th
is y
ear i
s di
ffer
ent.
I’m
with
a t
eam
of
scie
ntis
ts w
ho a
re
unde
rtaki
ng a
see
min
gly
impo
ssib
le ta
sk: t
o rid
the
entir
e is
land
of e
very
rabb
it, ra
t and
mou
se.
42
Nex
t mor
ning
, I a
brup
tly c
hang
e m
y m
ind,
how
ever
, w
hen
I aw
ake
to a
vie
w th
at ju
stifi
es th
e th
ree-
day
voya
ge t
o th
is r
emot
e ou
tpos
t of
Aus
tralia
. A
fter
over
nigh
t sn
owfa
lls t
he i
slan
d is
pai
nted
whi
te,
from
hig
hlan
d pl
atea
us, w
ith f
roze
n la
kes,
to r
ocky
bl
ack
sand
and
peb
ble
shor
e. A
ll gl
iste
ns i
n ra
re
sub-
Ant
arct
ic
suns
hine
. B
esid
es,
the
prev
ious
af
tern
oon’
s dis
com
forts
wer
e en
tirel
y ou
r ow
n fa
ult.
43
The
dela
y w
hile
w
e do
uble
d ba
ck
mad
e it
impo
ssib
le t
o re
ach
the
hut b
efor
e du
sk. I
had
als
o bl
unde
red,
dec
idin
g sn
ow g
oggl
es w
ere
unne
cess
ary.
W
e ha
d be
en
taug
ht
a va
luab
le
less
on.
Whi
le
offic
ially
par
t of
Aus
tralia
, thi
s is
land
is a
diff
eren
t w
orld
. D
iffer
ent
rule
s ap
ply.
Eve
ry m
ove
mus
t be
pl
anne
d an
d pr
ecau
tions
ta
ken
beca
use
of
the
dang
ers p
osed
by
clim
ate
and
terr
ain.
44 This
ext
rem
e is
olat
ion
mea
ns n
o ac
tivity
is e
asy
on
the
isla
nd. O
ur f
irst c
halle
nge
was
get
ting
asho
re a
s th
ere
is n
o sa
fe a
ncho
rage
. But
whe
n w
e ev
entu
ally
re
ache
d th
e be
ach,
I c
ould
ins
tant
ly s
ee t
hat
the
isla
nd’s
repu
tatio
n as
‘the
Gal
ápag
os o
f the
sou
th’ i
s ju
stifi
ed.
Ove
r th
e ne
xt f
ew d
ays,
seal
s, pe
ngui
ns
and
a ho
st o
f sea
bird
s ar
e a
cons
tant
pre
senc
e. A
s in
th
e G
aláp
agos
Isl
ands
, som
e sp
ecie
s ar
e ab
unda
nt –
th
ere
are
an e
stim
ated
100
,000
seal
s and
four
mill
ion
peng
uins
. Th
ough
hun
ted
in th
e pa
st, t
hese
day
s th
e m
ain
thre
at t
o th
e is
land
’s f
auna
com
es n
ot f
rom
m
an b
ut fr
om o
ur le
gacy
.
45 Una
ccus
tom
ed t
o th
e he
rbiv
ores
’ te
eth,
the
isl
and
flora
has
bee
n ov
ergr
azed
and
red
uced
to
stub
ble.
Th
e hi
lls a
nd p
late
aus
are
pock
-mar
ked
with
hol
es
and
soft
surf
aces
are
und
erm
ined
by
thei
r bu
rrow
s. O
n th
is tr
eele
ss is
land
, the
ove
rgra
zing
has
als
o le
ft th
e ho
mes
of
na
tive
bird
s ex
pose
d.
Petre
l an
d al
batro
ss
chic
ks
are
thus
m
ore
vuln
erab
le
to
pred
atio
n an
d th
e ha
rsh
elem
ents
. Th
e de
vast
atio
n re
ache
d su
ch a
poi
nt th
at in
200
7 th
e W
orld
Her
itage
C
onve
ntio
n di
scus
sed
whe
ther
the
isla
nd s
houl
d lo
se
its W
orld
Her
itage
stat
us.
46
How
ever
, th
e st
atus
was
als
o co
nfer
red
beca
use
of
its
‘out
stan
ding
na
tura
l be
auty
an
d ae
sthe
tic
impo
rtanc
e’.
Giv
en
that
th
e w
ild
hills
ides
th
at
shou
ld b
e lu
shly
cov
ered
are
bar
e, a
nd a
re a
nim
ated
no
t by
the
mov
emen
t of
win
d in
tus
sock
but
by
rabb
its r
unni
ng a
mok
, it
is n
ot s
urpr
isin
g th
at t
he
wor
ld w
as b
egin
ning
to a
sk w
heth
er th
e de
scrip
tion
still
app
lied.
A
B
C
D
This
is
m
ainl
y in
th
e fo
rm
of
rabb
its.
Intro
duce
d in
187
7 as
a f
ood
sour
ce,
they
to
ok
to
the
isla
nd
with
gu
sto.
R
ecen
t es
timat
es o
f the
rabb
it po
pula
tion,
bef
ore
the
erad
icat
ion
prog
ram
be
gan,
ra
nged
fr
om
100,
000
to 1
50,0
00.
It’s
a re
alis
atio
n th
at m
akes
all
the
mor
e im
pres
sive
th
e en
deav
ours
of
th
e fir
st
expl
orer
s to
com
e he
re.
Her
e at
Bro
ther
s Po
int,
perc
hed
on a
hea
dlan
d of
f th
e is
land
’s
east
coa
st,
we
coul
d be
the
las
t hu
man
s on
Ea
rth.
In
a ge
ogra
phic
al
sens
e,
we
very
ne
arly
are
.
The
wal
k –
just
un
der
10km
fr
om
the
rese
arch
sta
tion
to th
e ca
bin
– w
asn’
t mea
nt
to b
e in
dar
knes
s. S
ome
time
afte
r se
tting
ou
t, ho
wev
er,
my
phot
ogra
pher
rea
lised
he
had
left
a pi
ece
of c
amer
a eq
uipm
ent b
ehin
d.
It’s o
ne o
f the
mos
t am
bitio
us p
rogr
ams o
f its
ty
pe
ever
at
tem
pted
. A
w
orth
y pr
ojec
t in
deed
, but
as
the
inte
nse
win
ds ra
ge o
utsi
de,
I ca
n em
path
ise
with
Cap
tain
Dou
glas
s, an
ea
rly v
isito
r to
the
isl
and.
Arr
ivin
g in
182
2,
Dou
glas
s ca
lled
Mac
quar
ie
‘the
mos
t w
retc
hed
plac
e’.
E F G
The
resu
ltant
la
ndsl
ips
have
de
vast
atin
g co
nseq
uenc
es.
They
hav
e ha
rmed
hun
dred
s of
pen
guin
s as
wel
l as
des
troyi
ng n
estin
g si
tes
leav
ing
loca
l wild
life
at ri
sk.
I beg
in to
re
alis
e ju
st h
ow d
amag
ed th
is w
ilder
ness
is.
At n
ight
, the
y ar
e in
dist
ingu
isha
ble
from
the
rock
s th
at
cove
r th
e gr
ound
; on
ly
thei
r gu
rglin
g ba
rks
tell
me
whe
n to
jum
p. A
s I
lose
feel
ing
in m
y fin
gers
, num
bed
by g
laci
al
tem
pera
ture
s, I
ask
mys
elf:
Is t
his
wha
t I
saile
d to
the
botto
m o
f the
wor
ld fo
r?
Mac
quar
ie
achi
eved
th
e lis
ting
10
year
s ea
rlier
, par
tly in
reco
gniti
on o
f the
fact
that
it
is a
geo
logi
cal
frea
k. T
he i
slan
d is
oce
an
floor
fo
rced
to
th
e su
rfac
e by
th
e co
nver
genc
e of
tw
o te
cton
ic
plat
es
– an
on
goin
g pr
oces
s.
26 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Pa
rt 8
Y
ou a
re g
oing
to re
ad a
n ar
ticle
by
a ps
ycho
logi
st a
bout
laug
hter
. For
que
stio
ns 4
7 –
56, c
hoos
e fro
m
the
sect
ions
(A –
D).
The
sect
ions
may
be
chos
en m
ore
than
onc
e.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
. W
hich
sec
tion
co
mm
ents
on
whi
ch p
erso
n la
ughs
with
in a
ver
bal e
xcha
nge?
47
us
es a
com
paris
on w
ith o
ther
phy
sica
l fun
ctio
ns to
sup
port
an id
ea?
48
gi
ves
reas
ons
why
und
erst
andi
ng la
ught
er s
uppl
ies
very
use
ful i
nsig
hts?
49
re
fers
to s
omeo
ne w
ho u
nder
stoo
d th
e se
lf-pe
rpet
uatin
g na
ture
of l
augh
ter?
50
ci
tes
a st
udy
that
invo
lved
wat
chin
g pe
ople
with
out t
heir
know
ledg
e?
51
de
scrib
es la
ught
er h
avin
g a
detri
men
tal e
ffect
? 52
cr
itici
ses
othe
r res
earc
h fo
r fai
ling
to c
onsi
der a
key
func
tion
of la
ught
er?
53
ex
plai
ns th
at la
ughi
ng d
oes
not u
sual
ly ta
ke p
rece
denc
e ov
er s
peak
ing?
54
de
scrib
es p
eopl
e ob
serv
ing
them
selv
es?
55
en
cour
ages
che
ckin
g th
at a
pro
posi
tion
is c
orre
ct?
56
W
hy d
o pe
ople
laug
h?
Psyc
holo
gist
Rob
ert P
rovi
ne w
rite
s abo
ut w
hy a
nd w
hen
we
laug
h.
A
In 1
962,
wha
t be
gan
as a
n is
olat
ed f
it of
lau
ghte
r in
a g
roup
of
scho
olgi
rls i
n Ta
nzan
ia r
apid
ly r
ose
to
epid
emic
pr
opor
tions
. C
onta
giou
s la
ught
er
spre
ad
from
on
e in
divi
dual
to
th
e ne
xt
and
betw
een
com
mun
ities
. Flu
ctua
ting
in i
nten
sity
, the
lau
ghte
r ep
idem
ic l
aste
d fo
r ar
ound
tw
o an
d a
half
year
s an
d du
ring
this
tim
e at
leas
t 14
scho
ols
wer
e cl
osed
and
abo
ut 1
,000
peo
ple
affli
cted
. Lau
ghte
r epi
dem
ics,
big
and
smal
l, ar
e un
iver
sal.
Laug
hter
yog
a, a
n in
nova
tion
of M
adan
Kat
aria
of M
umba
i, ta
ps in
to c
onta
giou
s la
ught
er f
or h
is L
augh
ter
Yoga
clu
bs. M
embe
rs g
athe
r in
pub
lic p
lace
s to
eng
age
in la
ught
er e
xerc
ises
to
ener
gise
the
body
and
impr
ove
heal
th. K
atar
ia re
alis
ed th
at o
nly
laug
hter
is n
eede
d to
stim
ulat
e la
ught
er –
no
joke
s ar
e ne
cess
ary.
Whe
n w
e he
ar la
ught
er, w
e be
com
e be
asts
of t
he h
erd,
min
dles
sly
laug
hing
in tu
rn,
prod
ucin
g a
beha
viou
ral c
hain
reac
tion
that
swee
ps th
roug
h ou
r gro
up.
B Laug
hter
is a
ric
h so
urce
of
info
rmat
ion
abou
t com
plex
soc
ial r
elat
ions
hips
, if
you
know
whe
re to
look
. Le
arni
ng t
o ‘r
ead’
lau
ghte
r is
par
ticul
arly
val
uabl
e be
caus
e la
ught
er i
s in
volu
ntar
y an
d ha
rd t
o fa
ke,
prov
idin
g un
cens
ored
, hon
est a
ccou
nts o
f wha
t peo
ple
real
ly th
ink
abou
t eac
h ot
her.
It is
a d
ecid
edly
soci
al
sign
al. T
he so
cial
con
text
of l
augh
ter w
as e
stab
lishe
d by
72
stud
ent v
olun
teer
s in
my
clas
ses,
who
reco
rded
th
eir
own
laug
hter
, its
tim
e of
occ
urre
nce
and
soci
al c
ircum
stan
ce i
n sm
all
note
book
s (la
ugh
logb
ooks
) du
ring
a on
e-w
eek
perio
d. T
he s
ocia
lity
of la
ught
er w
as s
triki
ng. M
y lo
gboo
k ke
eper
s la
ughe
d ab
out 3
0 tim
es m
ore
whe
n th
ey w
ere
arou
nd o
ther
s tha
n w
hen
they
wer
e al
one
– la
ught
er a
lmos
t dis
appe
ared
am
ong
solit
ary
subj
ects
. C
Fu
rther
clu
es a
bout
the
soc
ial
cont
ext
of l
augh
ter
cam
e fr
om t
he s
urre
ptiti
ous
obse
rvat
ion
of 1
,200
in
stan
ces
of c
onve
rsat
iona
l lau
ghte
r am
ong
anon
ymou
s pe
ople
in p
ublic
pla
ces.
My
colle
ague
s an
d I n
oted
th
e ge
nder
of
the
spea
ker
and
audi
ence
(lis
tene
r), w
heth
er th
e sp
eake
r or
the
audi
ence
laug
hed,
and
wha
t w
as s
aid
imm
edia
tely
bef
ore
laug
hter
occ
urre
d. C
ontra
ry to
exp
ecta
tion,
mos
t con
vers
atio
nal l
augh
ter w
as
not a
resp
onse
to jo
kes
or h
umor
ous
stor
ies.
Few
er th
an 2
0% o
f pre
-laug
h co
mm
ents
wer
e re
mot
ely
joke
-lik
e or
hum
orou
s. M
ost l
augh
ter f
ollo
wed
ban
al re
mar
ks s
uch
as ‘A
re y
ou s
ure?
’ and
‘It w
as n
ice
mee
ting
you
too.
’ Mut
ual p
layf
ulne
ss, i
n-gr
oup
feel
ing
and
posi
tive
emot
iona
l ton
e –
not c
omed
y –
mar
k th
e so
cial
se
tting
s of
mos
t na
tura
lly o
ccur
ring
laug
hter
. A
noth
er c
ount
erin
tuiti
ve d
isco
very
was
tha
t th
e av
erag
e sp
eake
r la
ughs
abo
ut 4
6% m
ore
ofte
n th
an t
he a
udie
nce.
Thi
s co
ntra
sts
with
the
sce
nario
in
stan
d-up
co
med
y –
a ty
pe o
f co
med
y pe
rfor
man
ce i
n w
hich
a n
on-la
ughi
ng s
peak
er p
rese
nts
joke
s to
a l
augh
ing
audi
ence
. C
omed
y pe
rfor
man
ce i
n ge
nera
l pr
oves
an
inad
equa
te m
odel
for
eve
ryda
y co
nver
satio
nal
laug
hter
. A
naly
ses
that
foc
us o
nly
on a
udie
nce
beha
viou
r (a
com
mon
app
roac
h) a
re o
bvio
usly
lim
ited
beca
use
they
neg
lect
the
soci
al n
atur
e of
the
laug
hing
rela
tions
hip.
D
A
maz
ingl
y, w
e so
meh
ow n
avig
ate
soci
ety,
laug
hing
at j
ust t
he ri
ght t
imes
, whi
le n
ot c
onsc
ious
ly k
now
ing
wha
t w
e ar
e do
ing.
In
our
sam
ple
of 1
,200
lau
ghte
r ep
isod
es,
the
spea
ker
and
the
audi
ence
sel
dom
in
terr
upte
d th
e ph
rase
stru
ctur
e of
spe
ech
with
a h
a-h a
. Thu
s, a
spea
ker
may
say
‘Y
ou a
re w
earin
g th
at?
Ha-
ha,’
but r
arel
y ‘Y
ou a
re w
earin
g… h
a-ha
… th
at?’
The
occ
urre
nce
of la
ught
er d
urin
g pa
uses
, at t
he e
nd
of p
hras
es,
and
befo
re a
nd a
fter
stat
emen
ts a
nd q
uest
ions
sug
gest
s th
at a
neu
rolo
gica
lly b
ased
pro
cess
go
vern
s th
e pl
acem
ent o
f la
ught
er. S
peec
h is
dom
inan
t ove
r la
ught
er b
ecau
se it
has
prio
rity
acce
ss to
the
sing
le v
ocal
isat
ion
chan
nel,
and
laug
hter
doe
s no
t vi
olat
e th
e in
tegr
ity o
f ph
rase
stru
ctur
e. L
augh
ter
in
spee
ch i
s si
mila
r to
pun
ctua
tion
in w
ritte
n co
mm
unic
atio
n. I
f pu
nctu
atio
n of
spe
ech
by l
augh
ter
seem
s un
likel
y, c
onsi
der t
hat b
reat
hing
and
cou
ghin
g al
so p
unct
uate
spe
ech.
Bet
ter y
et, w
hy n
ot te
st m
y th
eory
of
punc
tuat
ion
by e
xam
inin
g th
e pl
acem
ent o
f lau
ghte
r in
conv
ersa
tion
arou
nd y
ou, f
ocus
ing
on th
e pl
acem
ent
of h
a-ha
lau
ghs.
It's
a go
od t
hing
tha
t th
ese
com
petin
g ac
tions
are
neu
rolo
gica
lly o
rche
stra
ted.
How
co
mpl
icat
ed w
ould
our
live
s be
if w
e ha
d to
pla
n w
hen
to b
reat
he, t
alk
and
laug
h.
27CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Answer key
Candidate answer sheet
READING AND USE OF ENGLISH | ANSWER KEY AND CANDIDATE ANSWER SHEET
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Q Part 1
1 D
2 D
3 B
4 A
5 A
6 C
7 B
8 C
Q Part 2
9 SUCH
10 AT
11 PUT
12 THAN
13 WITH/BY
14 LIKE
15 LEAST
16 DESPITE
Q Part 3
17 PURSUIT
18 UNPREDICTABLE
19 ENTHUSIASTS
20 DISTINGUISH
21 COMPETITORS
22 INCREASINGLY
23 REPLACEMENTS
24 INNOVATIVE
Q Part 4
25 YOU GIVE | A CLEAR EXPLANATION OF/ABOUT
26 IS ALLEGED | TO HAVE DAMAGED
27 MAKES NO/(VERY) LITTLE DIFFERENCE | TO ME
28 HADN’T/HAD NOT BEEN | FOR JOE’S
29DO WHAT(EVER)/EVERYTHING/ALL/ANYTHING | IT TAKES
30 WAS WITHDRAWN | IN (THE) LIGHT OF
Q Part 5
31 C
32 B
33 D
34 A
35 D
36 A
Q Part 6
37 D
38 B
39 A
40 D
Q Part 7
41 F
42 D
43 C
44 B
45 A
46 G
Q Part 8
47 C
48 D
49 B
50 A
51 C
52 A
53 C
54 D
55 B
56 D
28 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | CANDIDATE ANSWER SHEET
READING AND USE OF ENGLISH
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