XI

2010 . III () !
"#$%&'#'(
)*$+ 1
Listen to the dialogue and decide to whom John (A), Sarah (B) or to both of
them (C) refer the following statements. Youll hear the dialogue twice.
John Sarah Both
1 !a"e#has fathers birthda$ in August , -
2 %hin&#s that Susans newborn bab$ is big , -
. %hin&#s that Susans bab$ got a good name , -
/ Suggest#s "isiting Susan and her bab$ , -
0 !a"e#has a car which needs re'air , -
1 Li"e#s ne(t to the State Ban& , -
2 Suggest#s 'resenting to Susan a 'lant in a 'ot , -
3 Suggest#s chocolates as a 'resent for Susan , -
4 Suggest#s bu$ing a soft to$ as a 'resent for the bab$ , -
10 )ro'ose#s to bu$ all the 'resents , -
)*$+ 2
Listen to a 'art of a lecture and decide whether the following statements are
%rue (A) or *alse (B). Youll hear the te(t twice.
According to the lecturer... %rue *alse
11 ... the culture shoc& is e('erienced b$ e"er$ 'erson ma&ing the
first tri' to another countr$.
5
12 ... the culture shoc& is "iewed as a''lication of different cultural
rules.
5
1. ... the culture shoc& is a relati"el$ sim'le thing. 5
1/ ... he 'lans to conclude his lecture describing his own e('erience
with the culture shoc&.
5
10 ... a 'erson grows u' rel$ing on the rules e(isting in his#her
social grou'.
5
11 ... a 'erson alwa$s has &nowledge of the e(isting social rules. 5
12 ... the social rules are not im'ortant if a 'erson doesnt encounter
a social grou' li"ing under a different set of rules.
5
13 ... the culture shoc& is sure to ta&e 'lace when $ou are ha"ing
cold water 'oured o"er $ou.
5
14 ... the culture shoc& ser"es as a beha"iour guide in a different
culture.
5
20 ... e('eriencing the culture shoc& 'eo'le often beha"e
unreasonabl$.
5
)6*'$7&6 89:6 *'$;&6$ %9 %<& ,=>?@A >B@@)C
"#$%&'#'(
XI
2010 . III () !
"I>)@=I=D EFGHA@B@=>IF=
)*$+ 1
Listen to the dialogue and decide to whom John (A), Sarah (B) or to both of
them (C) refer the statements +,+- in $our boo&let. Youll hear the dialogue twice.
Sarah. John, /"e 0ust had some good news. Susan has had her bab$.
John. 1o $ou &now when she had it2
Sarah. Yesterda$. %he tenth of August.
John. 3h, m$ father was born on August the tenth. 4i"e me the details and /ll ma&e a
note for e"er$one at wor&.
Sarah. 35.
John. 6ell, was it a bo$ or a girl2
Sarah. /ts a bo$.
John. And what are the$ going to call him2
Sarah. %om. %om Lightfoot. /t sounds 7uite good, dont $ou thin&2
John. Yes, that has 7uite a good ring to it.
Sarah. You &now hes 7uite a big bab$. !e weighed four and a 7uarter &ilos when he
was born.
John. %hat does sound big, four and a 7uarter &ilos.
Sarah. And hes long too, fort$,si( centimeters.
John. 8mmmm. %all 'arents. !ell grow u' to be o"er two meters. /d sa$.
Sarah. 6ith masses of blac& hair, curl$ blac& hair. You &now, we should go and "isit
them in hos'ital. 6hat about tomorrow afternoon at around + 'm2
John.Yes, 35.
Sarah. 6here should we meet2 ...Ah, / could come and 'ic& $ou u' at $our house if
$ou li&e.
John. Yes, that would be wonderful. 8$ car is still off the road.
Sarah. Just refresh m$ memor$. 6hats the address again2
John. /ts +9 Chesterfield :oad, )addington.
Sarah. /ts ne(t to the librar$, isnt it2
John. ;ot e(actl$. /ts ne(t to a ban&. %he State Ban& actuall$. %he librar$ is o''osite
us, on the corner.
Sarah. %hats right, and theres a garage on the other street corner. / remember now.
John. So, $oull 'ic& me u' at a 7uarter to one and well be there at one easil$.
Sarah. ;ow what should we ta&e2 6e must ta&e them something.
John. / alwa$s thin& flowers are good to ta&e to someone in hos'ital, dont $ou2
Sarah. 6ell, not reall$. <"er$one alwa$s brings flowers and the$ dont last. / thin& its
much better to ta&e a 'ot 'lant, so she can ta&e it home with her.
John. Yes, but then she has to remember to water it. 6hat about a big bo( of
chocolates2
Sarah. 35, chocolates sound fine. 6e should get something for the bab$ too. 6hat
do $ou thin&2
XI
2010 . III () !
John. Yes, $oure right. 6hat do $ou thin& of something li&e bab$ sham'oo or talcum
'owder2
Sarah. 3r we could get a little hat, or something li&e that.
John. 6e dont &now the si=e, or the right colour, do we2
Sarah. / thin& we should get something the$ wouldnt normall$ bu$. 6hat about a
soft to$ of some sort2
John. Yes, a soft to$.
Sarah. 6hat about a tedd$ bear2
John. / could get one earl$ tomorrow at the mar&et and / could 'robabl$ get the
chocolates there too.
Sarah. 4ood.
John. So $oull 'ic& me u' at a 7uarter to one at m$ 'lace and /ll ma&e sure that /"e
got the 'resents.
Sarah. You must remember how much $ou 'aid for the gifts, so / can 'a$ $ou bac&
for the half. /f the$re going to be from both of us, + would li&e to go shares.
John. 35. /d sa$ the chocolates would be about >+9 for something nice and not too
small and the to$ would be around >?9 or so, /d thin&.
Sarah. 4ood, thatll be fine. About >@9 each then. 4ood, /ll 'ic& $ou u' then on
Sunda$ at twel"e fort$,fi"e.
John. 35.
Sarah. See $ou then. B$e.
<Pause 20 seconds>
Listen to the te(t again.

<Text repeated>
<Pause 30 seconds>
)*$+ 2
Listen to a 'art of a lecture and decide whether the statements ++,@- in $our
boo&let are %rue (A) or *alse (B). Youll hear the te(t twice.
%he sub0ect of toda$s lecture is Culture Shoc& 4rou' )ressure in Action.
Culture shoc&, as $ou &now, is the term used to describe the e('erience man$
'eo'le ha"e when the$ tra"el to another countr$, and it can be seen as a manifestation
of grou' 'ressure in action. /ts a good e(am'le of grou' 'ressure, because it shows
what ha''ens when an indi"idual suddenl$ e('eriences different cultural rules , the
rules of another cultural grou'.
;ow culture shoc& is a com'le( 'henomenon, but /m going to focus on three
main ideas in this lecture. *irst of all, we will consider the reasons wh$ 'eo'le
e('erience culture shoc&. Secondl$, / will describe the different stages of this
e('erience. *inall$, /ll mention some 'ossible a''lications of this research because
although $ou might thin& that culture shoc& affects, sa$, onl$ tra"elers, that is not the
XI
2010 . III () !
case. /n fact, cross,cultural studies ha"e immense 'ractical "alue for modern societ$.
*irst, then, wh$ do 'eo'le e('erience culture shoc&2 %hin& about this for a
minute. 6hen $ou grow u' in a 'articular set of surroundings, naturall$ $ou get used
to the rules and guidelines that go"ern the beha"ior of the 'eo'le around $ou. /n a
sense, $ou become totall$ de'endent on the rules of $our social grou'. You tend not
to 7uestion themA $ou 0ust acce't them without thin&ing. %hese rules are often not
clearl$ articulated, and therefore, $oure not aware of their im'act. /n other words,
$ou are not necessaril$ conscious of them. %he$ onl$ become im'ortant when, for
e(am'le, $ou go to another countr$ or a different en"ironment thats go"erned b$ a
different set of rules. /n fact this e('erience can be so shoc&ing that it has been
com'ared to ha"ing a buc&et of cold water thrown o"er $ou. Culture shoc& ha''ens
'recisel$ because $ou cannot use $our own culture as a ma' to guide $our own
beha"ior and $our own understanding of what surrounds $ou. Youre totall$ out of
control, 0ust as if $ou were dri"ing along a highwa$ in the dar&, without a road ma'.
And because of this, 'eo'le often beha"e irrationall$. /ts a highl$ stressful
e('erience, and there are different s$m'toms in different stages.
<Pause 20 seconds>
Listen to the te(t again.
<Text repeated>
<Pause 30 seconds>
Listening com'rehension 'art is o"er. %ransfer $our answers to the Answer SheetB
"#$%&'#'(
A;S6<: S!<<%
1 + @ 3
XI
2010 . III () !
2 + 2 ?
. + 2 ?
/ + 2 ?
0 1 @ ?
1 + @ 3
2 + @ 3
3 1 @ ?
4 + 2 ?
10 1 @ ?
11 + 2 ?
12 + 2 ?
1. 1 @ ?
1/ + 2 ?
10 + 2 ?
11 1 @ ?
12 + 2 ?
13 + 2 ?
14 + @ 3
20 + @ 3
I$& 97 @'(J#$<
Time: 45 minutes
)*$+ 1
For questions 1-10 read the text below and decide which word ( ! " or #$
%its the s&ace best'
(xam&le: (0$ )ust
XI
2010 . III () !
F' %<& 9%<&6 <*'KL
6e left,handed 'eo'le lac& collecti"e 'ride. 6e (0) M:$% tr$ to get b$, in our
clums$ wa$. 6e ma&e (1)CCCCCC demands and we a"oid a fuss. / used to sa$
whene"er someone watched me sign m$ name and remar&ed that he or she was also
left,handed. DYou and me and Leonardo da EinciBD %hat was a wea& 0o&e, (2) CCCCCC
it contained m$ often unconscious desire to belong to Left Pride, a social mo"ement
that (.)CCCCCC far doesnt e(ist but / ho'e ma$ one da$ come. %here are man$ false
stories about the left,handed (/)CCCCCC circulation. for e(am'le, a few decades ago
someone wrote that )icasso was left,handed, and others &e't re'eating it, but the
'roof is all (0)CCCCCC the contrar$. %he great genius <instein is often still claimed as
one of ours, also (1)CCCCCC 'roof. And sadl$ there is also no truth in the m$th that the
left,handed tend to be smarter and more creati"e.
(2)CCCCCC the amount of research that has been carried out, researchers in the field
still find it hard to decide 'recisel$ what we mean b$ left,handed. A''arentl$ a third
of those who write with their left hand throw a ball with their right. (3)CCCCCC, those
using their right hand for writing rarel$ throw with their left. A difficult s&ill that
becomes crucial at a most im'ressionable age, writing defines (4)CCCCCC $ou will
call $ourself. / ha"e ne"er used scissors, baseball bat, hoc&e$ stic& or com'uter
mouse with an$thing but m$ rightA (10)CCCCCC so, / thin& /m left,handed as does
e"er$one else.
1 , some few - little N an$
2 , $et while - still N e"en
. , so as - this N b$
/ , on b$ - in N under
0 , for at - to N on
1 , des'ite without - lac&ing N be$ond
2 , Although !owe"er - ;e"ertheless N 1es'ite
3 , !owe"er 6hereas - 1es'ite N Fnli&e
4 , what how - this N which
10 , more $et - e"en N and
)*$+ 2
For questions 11-20 match two &arts o% 10 idioms' There is one extra &art in
the second column'
11 %o be as ali&e as , chal& and cheese
12 %o be as different as daughter
1. %o be the a''le of - the famil$
XI
2010 . III () !
1/ %o be the blac& shee' of N the mice will 'la$
10 %o be tied to @ thic&er than water
11 %o be $our mothers O two 'eas in a 'od
12 Blood is D two sisters
13 *ollow in B $our fathers e$e
14 %wist someone round I $our fathers footste's
20 6hile the cats awa$ P $our little finger
Q $our mothers a'ron
strings
)*$+ .
For questions 21-31 *ol+e the clues and com&lete the &u,,le' The &u,,le deals
with di%%erent as&ects o% tourism' The sentence (0$ is done %or -ou as an exam&le'
0. %he 'lace where someone is going or where something is being sent or ta&en is
called destination'
21. A time, often one or two wee&s, when 'eo'le are free to do what the$ want is
&nown as a#an CCCCCCCCCCCCCCCCCC.
22. A business, which re'resents one grou' of 'eo'le when dealing with another
grou', is called a#an CCCCCCCCCCCCCCCCCC.
2..
CCCCCCCCCCCCCCCCCC
is the business of 'ro"iding ser"ices for 'eo'le who are on
holida$.
2/. An act of tra"elling in which $ou go somewhere, usuall$ for a short time, and
come bac& again is called a#an CCCCCCCCCCCCCCCCCC.
20. CCCCCCCCCCCCCCCCCC is an agreement in which $ou 'a$ a com'an$ mone$ and
the$ 'a$ $ou costs if $ou ha"e an accident or in0ur$.
21. An act of tra"elling from one 'lace to another, es'eciall$ in a "ehicle is &nown as
CCCCCCCCCCCCCCCCCC.
22. !e was a $oung sailor on his first sea CCCCCCCCCCCCCCCCCC.
23. An American word meaning a 'eriod of time when $ou are allowed to be awa$
from wor& or school is called a CCCCCCCCCCCCCCCCCC.
24. A#an CCCCCCCCCCCCCCCCCC is a short tri' arranged for a grou' of 'eo'le so that
the$ can "isit a 'lace of interest, es'eciall$ while the$ are alread$ on holida$.
.0. A 'lace at a border where tra"ellers bags are loo&ed at to find out if an$ goods
are being carried illegall$ is &nown as CCCCCCCCCCCCCCCCCC.
.1. %he air'ort was 0ammed with thousands of CCCCCCCCCCCCCCCCCC from dela$ed
or cancelled flights.
XI
2010 . III () !
0
21 N
22 @
2. >
2/ )
20 I
21 =
22 ,
23 )
24 I
.0 F
.1 =
)*$+ /
For questions 32-3. loo/ at the notices below with their 0translations0 into
e+er-da- (n1lish' Fill in the 1a&s' The sentence (0$ is done %or -ou as an exam&le'
2otices 0Translations0
0. A educe s'eed now. Start going more slowl$.
XI
2010 . III () !
.2. )CCCCCCCCC will be 'rosecuted. )eo'le who wal& on this 'ri"ate land will
be ta&en to court.
... 5indl$ 6CCCCCCCCC from smo&ing in
the auditorium.
)lease dont smo&e in the theatre#hall.
./. C$clists KCCCCCCCCC here. C$clists should get off their bi&es here.
.0. ,CCCCCCCCC for tic&et holders onl$. You can enter onl$ if $ou ha"e a tic&et.
.1. HCCCCCCCCC for dro''ing litter u' to
G+-- fine.
You can be ta&en to court and made to
'a$ G+-- for dro''ing rubbish.
)*$+ 0
For questions 33-40 loo/ at this 1ender-biased ad+ertisement %or an airline'
4han1e the underlined words into more neutral equi+alents to ma/e the
ad+ertisement &oliticall- correct'
@R*STJ&U 0. businessman business &erson
=9;C @*(J& ,#6J#'&$ 977&6$ &V&' S96& %9 %<9$& ;<9 '&&K W9S796%.
An$ 0. businessman &nows .2. he must arri"e fresh and read$ for wor& no matter
how long the 0ourne$. 6ith <agle 1i'lomat,Class $ou can do 0ust that. Let us fl$
$ou to $our destination in first,class comfort, loo&ed after b$ the best,trained .3. air
hostesses in the world. And, whats more, $our .4. wife can tra"el with $ou on all
international flights for onl$ @9H of the normal fareB 6e e"en sell fanc$ /0.
American /ndian crafts on boardB
.2. he %CCCCCCCCC
.3. air hostesses 7CCCCCCCCC *CCCCCCCCC
.4. wife $CCCCCCCCC
/0. American /ndian =CCCCCCCCC ,CCCCCCCCC
%:A;S*<: ALL Y3F: A;S6<:S %3 Y3F: A;S6<: S!<<%
XI
2010 . III () !
I$& 97 @'(J#$<
5<YS
/tem
+ I
@ A
? A
J K
9 K
L I
M 1
N A
O A
+- K
++ *
+@ A
+? !
+J K
XI
2010 . III () !
+9 5
+L B
+M <
+N /
+O J
@- 1
@+ holiKa$
@@ ag&nc$
@? touri$m
@J %ri'#%our
@9 #nsurance
@L 0our'e$
@M "o$*ge
@N "aca%ion
@O e(curs#on
?- cust9ms
?+ 'asse'gers
?@ %res'assers
?? 6efrain
?J Kismount
?9 *dmission#*ccess
?L Tenalt$
?M %he$
?N 7light *ttendant
?O $'ouse
J- =ati"e ,merican
A&*K#'(
Time: 45 minutes
)&R% 1
)*$+ 1
A&*K %<& *6%#WJ& *'K S*%W< %<& T*6*(6*T< $:SS*6#&$ (,XD) 769S %<& Y9R
Y&J9; ;#%< &*W< T*6*(6*T< (1X2).
, A language 5en hel'ed sa"e
5ens abilit$ to learn languages 7uic&l$
- !ow 5en learnt languages
N 5ens origins
@ :easons for 'rotecting languages under threat
O 5ens in"ol"ement in language theor$
D %he biological basis of language
Z&''&%< B*J&[ G*$%&6 "#'(:#$%
XI
2010 . III () !
1 S38<%/8<S 5enneth !ale was as&ed how long it would ta&e him to learn a
new language. !e thought ten or fifteen minutes would be enough to 'ic& u'
essentials if he were listening to a nati"e s'ea&er. After that he could 'robabl$
con"erseA ob"iousl$ not fluentl$, but enough to ma&e himself understood. %o
those whose education, howe"er admirable in other res'ects, had 'ro"ided
onl$ rudimentar$ language s&ills, he seemed a mar"el.
3
2 As man$ of these languages had no written grammar or "ocabular$, and
indeed were s'o&en b$ few 'eo'le, 5enneth 'ic&ed them u' orall$. !is ti' for
an$one who 'ressed him for ad"ice on learning a language was to tal& to a
nati"e s'ea&er. Start with 'arts of the bod$, he said, then common ob0ects.
After learning the nouns, $ou can start to ma&e sentences and get attuned to
the sounds.
4
. %his is all the more confusing as language is much more com'le( than, sa$,
sim'le arithmetic, which often ta&es $ears to master. /t is often h$'othesised
that language is an innate human facult$, with its own s'ecialised s$stem in
our brain.
10
/ !e s'ent his childhood on a ranch in Ari=ona and started his education in a
one,roomed school in the desert. 8an$ $ears later, lecturing at 8/%, he still
felt most comfortable in cowbo$ boots. 3n his belt was a buc&le he had won
at a rodeo b$ riding bulls, and he had the slightl$ bowed legs of a horseman.
!is students were im'ressed that he could light a match with his thumbnail.
11
0 3ne /ndian language at its last gas' was s'o&en b$ the 6o'anaa&, the tribe
that greeted the )ilgrim *athers in +L@-. /t is now s'o&en again b$ se"eral
thousand 'eo'le around Ca'e Cod. A 6o'anaa& who studied under 5enneth is
're'aring a dictionar$ of her language. 5en was a "oice for the "oiceless,
said ;oam Choms&$. And he wor&ed tirelessl$ to learn endangered languages.
12
1 1es'ite these setbac&s, 5en did contribute to an understanding of the
a''arentl$ innate human ca'acit$ for s'eech. !e made a number of what he
called neat disco"eries about the structure of language, and had an instincti"e
sense of what all languages had in common. After his retirement from 8/%, he
said he would reall$ get down to wor&, an ambition he was unable to achie"e,
though his other achie"ements were considerable.
1.
2 And these 'eo'le are often 'articularl$ u'set b$ a scholarl$ argument which
XI
2010 . III () !
surfaces from time to time about the desirabilit$ of &ee'ing ali"e languages
that ha"e little chance of sur"i"al. 3ccasionall$ the argument turns
nationalistic. *or e(am'le, is what 5enneth called the re"italisation of 6elsh
merel$ a nuisance in Britain where, ob"iousl$, <nglish is the wor&ing
language2 5enneth !ale had an indignant answer to that 7uestion. 6hen $ou
lose a language, he told a re'orter, $ou lose a culture, intellectual wealth, a
wor& of art. %he damage thats done is irre'arable. /ts li&e dro''ing a bomb
on a museum, the Lou"re.

)*$+ 2
=9; W<99$& 769S %<& T*6*(6*T<$ ,XD %<& 9'& ;<#W< 7#%$ &*W< (*T #' %<&
%&R% (3X1.). )<&6& #$ 9'& T*6*(6*T< ;<#W< 89: K9 '9% '&&K %9 :$&.
, And he had disco"ered his talent for language when 'la$ing with /ndian
friends who taught him !o'i and ;a"a0o. Learning languages became an
obsession. /n S'ain he 'ic&ed u' Bas7ue, in /reland he learnt 4aelic, and he
mastered 1utch within a wee&. !e sought to rescue languages that were d$ing
out.
\ And so he was. !e had a gift. But he was also an academic, a teacher of
linguistics at the 8assachusetts /nstitute of %echnolog$ (8/%). !e was aware
that man$ otherwise cle"er 'eo'le find learning a second language e(tremel$
hard. !e sought to find laws and structures that could be a''lied to all
languages and the search too& him into man$ linguistic b$wa$s, to the
languages of ;ati"e Americans and Australian aborigines and the Celtic
fringes of <uro'e.
E !owe"er, for 5enneth bilingual dictionaries were an anathema and banned in
his classes. !e held that meanings were too fluid to be ca'tured and readil$
translated word,for,word from one language to another. !e alwa$s told his
students that meaning was intuiti"e. $ou either gras'ed it, or $ou didnt.
N /n addition to his feat of learning so man$ languages, he is li&el$ to be
remembered b$ The Green Book of Language Revitalisation, which he hel'ed
to edit. /t was warml$ welcomed, es'eciall$ b$ those who ma$ be a touch
aggrie"ed b$ the s'read of <nglish, which is blamed for brutall$ swee'ing
other languages aside.
@ 5enneth could con"erse in about 9- languages, 'erha's a world record. !e
was the last 'erson on earth to s'ea& some languages. !undreds are
disa''earing, he said. %he$ became e(tinct, and / had no one to s'ea& them
with.
O Some students of linguistics belie"e that such an abilit$, if it e(ists, is
normall$ lost at the age of +@. But for 5enneth it was around this age that his
interest in language was 0ust starting.
D Still, there is much more to language than that. ;oam Choms&$, li&e 5enneth
a teacher of linguistics at 8/%, wrote. Language is reall$ weird. %here is
nothing else in the natural world that e"en a''roaches its com'le(it$.
XI
2010 . III () !
Although children recei"e no instruction in learning their nati"e language,
the$ are able to full$ master it in less than fi"e $ears.
)&R% 2
)*$+ .
]9: *6& (9#'( %9 6&*K *' &R%6*W% 769S *' *:%9Y#9(6*T<8. O96 ^:&$%#9'$ 1/X
20[ W<99$& %<& *'$;&6 (5[ [ - 96 N) ;<#W< 89: %<#'+ 7#%$ Y&$% *WW96K#'( %9 %<&
%&R%.
, _#$#% B9S&
Amid the swarming, clattering tra"ellers, railwa$ staff and suitcases, / saw the
thic&, dar& e$ebrows of m$ brother 4u$ lift b$ a''ro(imatel$ one millimetre in
greeting as / came down the ste's of the footbridge and out into the station forecourt.
4u$ s'ea&s li&e most men in the "illage we come from, i.e. not at all until he has
s'ent fi"e minutes considering whether there are other means of communication he
can use instead. !is fa"ourites are the e$ebrow,raise, the shrug, and the brief tilt of
his chinA if he is feeling particularl e!otional" he !a perfor! all three together.
%hat morning, as / wor&ed m$ bags through the other 'assengers, he &e't his
e$ebrows raised. Standing in his wor& clothes, he loo&ed rather out of 'lace,
resembling a large, solitar$ rust$ nail in the midst of, but a'art from, the crowd of
'eo'le. his steel,ca''ed boots, battered, formless 0ac&et and hea"$ stubble seemed to
be causing man$ 'eo'le to gi"e him a #ide $erth
%
, di"erting their 'ath to the e(it
rather than heading for it directl$.
!ello, 4u$, / said.
;ow then, he re'lied. 4i"e me one of $our bags.
%han& $ou, / said, and 'assed him a large bag.
6hate"er ha"e $ou got in here2 he e(claimed.
8$ brother is a''alled b$ indulgences such as luggage, although his
e(clamations are less aggressi"e than resignedl$ bemused. 6ith 4u$, $ou ha"e to
understand that when he as&s what on earth $ou"e got in a bag, it is a wa$ of sa$ing,
!ello, how are $ou2
/tll be the com'uter thats hea"$. And there are some boo&s, / e('lained.
Boo&s, he said wearil$, sha&ing his head.
Sorr$.
1oesnt matter, he said. /ts not that hea"$. !e $an&ed the bag u' onto his
shoulder.
/ts nice to see $ou, 4u$.
4u$ raised his e$ebrows and chin fi"e millimetres, and strode off towards the
car 'ar&.
/ felt relie"ed b$ his distracted, unemotional e('ression because it was usual.
since he was a small child he had gone through much of life loo&ing as if he was
'ondering
@
the answer to a com'le( mathematical 'roblem. But as / caught u' with
+
a berth a 'lace for a shi' or boat to sta$ in a 'ort
@
to 'onder to thin& about something for a long time
XI
2010 . III () !
him and loo&ed at him from the side, / noticed dar& half,circles below his e$es.
Are $ou all right, then2 / said.
!e raised his e$ebrow again, and blew out through 'ursed li's. !e loo&ed as if
he were tr$ing to 'o' the features off his face. %hen he ga"e me the sort of
consolation smile $ou gi"e 'eo'le when the$"e as&ed a stu'id 7uestion, batted his
lash$ blac&,brown e$es and shrugged.
You loo& a bit worn out, / said.
/ should thin& / do, he said. /"e been doing twel"e,hour da$s on the farm since
Jul$. Sling $our bags into the bac& of the "an then.
%his was not as straightforward as he made it sound. !e used the "an as a
wor&sho', storage unit and mobile home, and so as well as the usual dri"ing,dregs of
sweet wra''ers and 'lastic bottles, there was farm e7ui'ment of an often sur'rising
scale straw bales, blac& 'ol$thene barrels, bundles of sho"els and for&s, metal
toolbo(es which were themsel"es almost as large as small cars, and other tools which
/ did not recognise or understand. /ntermingled with that were random, ine('licable
household articles. sofa cushions, half a do=en 'lant 'ots and a roll of car'ets.
/ gingerl$
?
balanced m$ bags on some bo(es, and then wal&ed round the "an and
climbed into the front 'assenger seat. 4u$ stam'ed down the accelerator and we shot
out of the car 'ar&. 4u$ loo&ed straight ahead into the traffic, lifted his e$ebrows and
mo"ed his mouth in what ma$ or ma$ not ha"e been a grin. As we dro"e through the
cit$, / watched his face to tr$ to catch his e('ression when the half,grin la'sed, but he
0ust lost himself in nonchalant concentration on the other cars and "ans around us.
*or something to do, / turned on the radio and began retuning it. %his caused a "er$
loud static noise to fill the cab, and 4u$ to 0er& round in his seat, shouting, 1ont
fiddle with that radio.
/ sna''ed it off, and loo&ed at him again. Sorr$.
;e"er mind, he said. /t onl$ 'la$s one station and it ta&es me ages to get that.
%here are some C1s in the glo"e com'artment. )ut one of those on instead.
/ 'ut a C1 on but as we accelerated off at the b$'ass roundabout the music was
drowned out b$ the engine noise an$wa$.
/t ta&es onl$ twent$ minutes to dri"e through the hills to our "illage, but that da$
the 0ourne$ seemed to ta&e fore"er. ;either of us could thin& of an$thing to sa$ to
each other so 4u$ 'retended to concentrate on the s'eed of his windscreen wi'ers
which were &ee'ing the dri"ing rain off the windscreen so he could see the road
ahead. /, on the other hand, leant m$ forehead against the side window, loo&ing out at
the scener$ which was so familiar to me but was actuall$ obliterated b$ the hori=ontal
rain.
1/. 6hat as'ect of 4u$s 'ersonalit$ is the writer reinforcing when he sa$s 0i% he is
%eelin1 &articularl- emotional he ma- &er%orm all three to1ether02
, !is facial e('ressions are difficult to inter'ret.
!is s'eech is alwa$s bac&ed u' b$ non,"erbal e('ressions.
- !e is "er$ controlled when e('ressing his feelings.
?
gingerl$ in a wa$ that is careful or cautious
XI
2010 . III () !
N !e can gi"e out conflicting messages about what he is thin&ing.
10. 6hat is meant b$ man$ 'eo'le gi"ing 4u$ 0a wide berth02
, )eo'le were staring at him because of the wa$ he loo&ed.
)eo'le were getting anno$ed with him because he was in their wa$.
- )eo'le did not understand what he was doing there.
N )eo'le did not feel comfortable getting too close to him.
11. !ow does the writer feel when 4u$ com'lains about his bag2
, !e &nows he shouldnt ta&e the com'laint seriousl$.
!e thin&s 4u$ is ma&ing an unnecessar$ fuss.
- !e wishes 4u$ had not greeted him with a com'laint.
N !e is embarrassed about bringing so much luggage.
12. As the$ wal& towards the car 'ar&, the writer realises that
, he is not being sensiti"e enough about 4u$s situation.
there is a change in 4u$s normal beha"iour.
- 4u$s e('ression seems more worried than usual.
N he had more reason to be concerned about 4u$ than he initiall$ thought.
13. 6hat does the writer e(aggerate when he is describing the bac& of the "an2
, the combination of items
the si=e of the items
- how old the items were
N how man$ items were unnecessar$
14. 4u$ gets anno$ed in the "an because
, the radio doesnt wor& 'ro'erl$.
he 'refers to listen to C1s.
- the radio made a terrible noise.
N his brother touched the radio.
20. 6hat does the writer sa$ about the 0ourne$ in the "an2
, !e 'referred to loo& out at the countr$side rather than tal&.
!e didnt s'ea& to 4u$ because the dri"ing conditions were difficult.
- %he fact that the$ tra"elled in silence seemed to ma&e it longer.
N /t was much slower than usual because of the weather.
%:A;S*<: ALL Y3F: A;S6<:S %3 Y3F: A;S6<: S!<<%
XI
2010 . III () !
&' ()*'+,-. /012343/ 54(6 5/(1.7 38 3/209,10:,, 8*023-43/,-.*;9323
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10?,); 540B5'=
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+) PQRST @) SQPQRST ?) P UQVWUQ SQ WVXYXST
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XI
2010 . III () !
51 \9Y 97%&' (9&$ %9 %<& %9;' W&'%6& 9' >:'K*8.
+) PQRST @) SQPQRST ?) P UQVWUQ SQ WVXYXST
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384.5,-. :,H/( 1" 2 ,*, 3" )33-4.-)-4(CI(C 4'8/0993D( 40D, 40/,09-( 3-4.-0=
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AM ?<&' N&YY#&a$ 7*%<&6 %&JJ$ <&6 %9 aO#6& *;*8Ca[ <& S&*'$ $<&
+) should not disturb him at that time.
@) must 'ut something awa$ first.
?) can as& him lots of 7uestions.
,3 N&YY#&a$ 7*%<&6 $:((&$%$ %<*%
+) he has no control o"er what his 0ob is called.
@) his 0ob title changes e"er$ time he is 'romoted.
?) he is allowed to create his own 0ob title.
,4 N&YY#&a$ 7*%<&6 6:'$ * %&*S 97 T&9TJ& ;<9
+) manufacture a certain 'roduct.
@) 'romote the com'an$s 'roducts.
?) build "arious 'ublic buildings.
,10 ,WW96K#'( %9 N&YY#&a$ 7*%<&6[ S*6+&%#'( *% <#$ W9ST*'8 #'V9JV&$
+) 'ast, current and future 'roducts.
@) current and future 'roducts onl$.
?) future 'roducts onl$.
,11 N&YY#&a$ 7*%<&6 $T&'K$ S9$% 97 * %8T#W*J K*8
+) dri"ing around the countr$.
@) sitting down in an office.
?) "isiting customers.
,12 B& 7&&J$ %<*% %<& S&&%#'($ <& <*$
+) often create 'roblems.
@) are often en0o$able.
?) are often boring.
,1. N&YY#&a$ 7*%<&6 $:((&$%$ <&a$ K#77&6&'% %9 9%<&6 T&9TJ& *% ;96+ #' %<*% <&
+) doesnt get angr$ in meetings.
@) is res'ected b$ e"er$one else.
?) en0o$s watching 'eo'le get anno$ed.
&' ()*'+,-. 4')@01'409,E *C5.7 4 ).D, /01*,<9'6 ),-(0:,E6=
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XI
2010 . III () !
()*'+,-. @0B53. 4')@01'409,. 540B5'=
51/ ]9: ;#JJ <&*6 * ;9S*' %*J+#'( *Y9:% <&6 M9Y. B9; K9&$ $<& 7&&J *Y9:% <&6
Y9$$L
+) She admires him.
@) She is 0ealous of him.
?) She feels sorr$ for him.
510 ]9: ;#JJ <&*6 * S*' %*J+#'( *Y9:% * )_ K9W:S&'%*68. ?<*% K#K <& %<#'+
;*$ S#$$#'( 769S %<& T69(6*SS&L
+) the o''osite 'oint of "iew
@) inter"iews with 'eo'le in"ol"ed
?) the historical conte(t of the 'roblem
511 ]9: ;#JJ <&*6 * Y98 %*J+#'( *Y9:% <#$ 7*V9:6#%& 799%Y*JJ %&*S. ?<*% K9&$
<& $*8 *Y9:% %<&SL
+) %he$ ha"e achie"ed a lot recentl$.
@) %he$ were a better team in the 'ast.
?) %he new 'la$ers ha"e 'erformed badl$.
512 ]9: ;#JJ <&*6 * ;9S*' K&$W6#Y#'( *' *6% (*JJ&68 $<& V#$#%&K. B9; K#K $<&
7&&J *Y9:% %<& (*JJ&68L
+) She found it dull.
@) She found it interesting.
?) She found it tiring.
513 ]9: ;#JJ <&*6 * S*' %*J+#'( *Y9:% <#$ Y:$#'&$$. ?<9 K9&$ <& <*V&
T69YJ&S$ ;#%<L
+) his business 'artners
@) his su''liers
?) his customers
514 ]9: ;#JJ <&*6 *' *KV&6%#$&S&'% 796 * J*'(:*(& W9:6$&. ?<9 #$ %<& W9:6$&
796L
+) 'eo'le who dont &now an$ of the language
@) 'eo'le who alread$ &now some of the language
?) 'eo'le who alread$ &now a lot of the language
520 ]9: ;#JJ <&*6 * ;9S*' %*J+#'( *Y9:% <&6 <9S& %9;'. ?<8 K#K $<& J&*V&
%<& %9;'L
+) She went awa$ to uni"ersit$.
@) She got bored with it.
?) She got 'romoted at wor&.
XI
2010 . III () !
,1X1
,1. ? 52. @ 5.. @ 5/. @ 50. + 51. ?
52X1.
52. ? 53. + 54. @ 510. + 511. @
512. @ 51.. +
)*T&$W6#T% b ,1X1
#ob. !i AngelaB
5n1ela. !i BobB /m glad / ran into $ou,
actuall$. / was wondering if $oud s'onsor
me.
#ob. 6hat do $ou mean e(actl$2
5n1ela. 6ell, /m a member of the *riends
of St 8ar&s. !a"e $ou heard of it2
#ob. ;o. 6hat is it2
5n1ela. /ts a charit$. 6e raise mone$ to
hel' the heal hos'ital. You &now, St 8ar&s
!os'ital, in the town centre.
#ob. 3h $es, / &now. 4ood hos'ital. / had
some tests done there a cou'le of $ears ago.
%he doctor was "er$ 'olite and hel'ful. ;ice
nurses, tooB
5n1ela. BobB An$wa$, were doing a
s'onsored wal& ne(t Sunda$ and /m tr$ing
to get as man$ 'eo'le to s'onsor me as
'ossible.
#ob. Yeah, all right. /ll gi"e $ou G+9
towards it.
5n1ela. 6owB %han&sB But it doesnt
actuall$ wor& li&e that. You see, were not
as&ing for donations. 6ere as&ing 'eo'le to
s'onsor us 'er mile.
)*T&$W6#T% b ,2X1.
6irl. 1ad, were doing a 'ro0ect at school on
0obs and / want to write about what $ou do,
but /"e realised / dont &now an$thing at all
about what $ou do at wor&B Can / as& $ou a
few 7uestions2
7ad. Sure, 1ebbieB *ire awa$B
6irl. 6ell, first of all, what e(actl$ is $our
0ob title2
7ad. /t &ee's changingB /"e been in the
same 'osition at wor& for about two $ears
now, but in that time m$ actual 0ob titles
changed three times. 6hen / started, / was
Senior Sales 8anager. After about si(
months, the$ decided to call me Senior Sales
and 8ar&eting 8anager and then about two
months ago / became Sales and 8ar&eting
1irector. 6ho &nows2 /t might change again
soon. %he com'an$ cant ma&e u' its mindB
6irl. :ight. And, $oure the boss, are $ou2
7ad. 6ell, /m the boss of m$ de'artment,
so there are 'eo'le under me, $es. About
twent$,fi"e, actuall$. But /m not the boss of
the com'an$. %here are lots of 'eo'le with
more 'ower and res'onsibilit$ than /"e got.
And bigger salaries too, of courseB
XI
2010 . III () !
#ob. )er mile2
5n1ela. Yes. /f $ou want to s'onsor me
and / ho'e $ou doB $ou ha"e to sa$ a
certain amount of mone$ $oull gi"e me for
each mile / wal&.
#ob. So, if / sa$ ten 'ence, for e(am'le, then
/ gi"e $ou ten 'ence 'er mile.
5n1ela. %hats right.
#ob. And how man$ miles are $ou 'lanning
to wal&2
5n1ela. 6ell, thats the thing. 6e wont
&now until we do it. 6e start at ten in the
morning, and sto' at si( in the e"ening.
6ere 0ust wal&ing round and round the town
centre. !ow man$ miles do $ou thin& /ll do2
#ob. 6ell, most 'eo'le wal& about three
miles an hour, / thin&. /f $oure wal&ing for
what is it2 eight hours, thats about @J
miles, but $oull get tired, so lets sa$ @-
miles. Youre not going to cheat and run, are
$ou2
5n1ela. ;o, no. /m going to wal& normall$B
#ob. 3&a$. So, if m$ calculations are right, /
can gi"e $ou M9' a mile. %hatll be G+9 if
$ou wal& the distance / thin& $oure going to
wal&.
5n1ela. M9 'ence a mile2 %hats fantasticB
But if / do wal& more than $ou thin& / will,
$oull ha"e to 'a$ me a bit more. You realise
that, dont $ou2
6irl. And what are $our main
res'onsibilities, then2 / mean, what do $ou
do on a da$,to,da$ basis2
7ad. %here are two main areas sales and
mar&eting but within them there are lots of
different things /m res'onsible for. Lets
ta&e sales first. /"e got a team of sales
'eo'le who go round the countr$ selling, or
tr$ing to sell, our 'roducts to 'otential
customers. 6e ma&e fire e(tinguishers, so
most of the 'eo'le bu$ing our 'roducts wor&
for 'ublic organisations li&e hos'itals,
libraries, things li&e that. / train the team and
deal with an$ 'roblems that the$ ha"e.
6irl. And what about the mar&eting2
7ad. 8ar&etings se"eral things, reall$. /ts
doing mar&et research to find out what
'roducts 'eo'le want us to ma&e in the
future. /ts creating ad"ertising cam'aigns
and brochures things li&e that for the
'roducts we"e got now. And its ma&ing
sure $our e(isting customers are ha''$ with
the 'roducts $ou"e alread$ sold them e"en
if that was fi"e $ears ago and dealing with
an$ 'roblems the$ ha"e.
6irl. / thin& / see. So, tell me about a t$'ical
da$.
7ad. 6ell, for the team, most of their da$Zs
s'ent in the car, when the$re not seeing
customers, of course. *or me, its mainl$
com'an$ meetings. %al&ing to our actual
customers onl$ ta&es u' a small amount of
m$ time nowada$s. And when /m not in
meetings, /m re'l$ing to e,mails, ma&ing
and answering 'hone calls and 'lanning for
future meetings.
6irl. /t sounds reall$ boringB
7ad. 6ell, $oure sol"ing 'roblems and
being creati"e a lot of the time, so / get a lot
out of them, actuall$.
6irl. 1o the$ alwa$s go well2
7ad. )eo'le do sometimes get anno$ed or
lose their tem'er or 0ust sa$ something
stu'id. %hats 7uite fun too, thoughB / find
the secret is to sta$ calm whate"er an$one
\.
1 2 . / 0 1
+ - - - + -
,1/X20
,1/. ? ,10. + ,11. ? ,12. @ ,13. J
,14. ? ,20. @
\/X11
\/ were
de"elo'ed
\3 do not#donZt
need
\0 meant \4 being
\1 did not#didnZt
send
\10 used
XI
2010 . III () !
else sa$s or does. %hat wa$, $ou ne"er lose
'eo'les res'ect.
6irl. %han&s, 1ad. %hais been reall$ useful.
7ad. Let me &now if $ou"e got an$ more
7uestions, wont $ou2
6irl. / willB
c 2 d!
2
1< 2C .1 /B 04 1A
\2 ha"e changed \11 will become
\12X13
\12
unem'lo$ment
\11 'ossibilit$
\1. [ualifications \12 location
\1/ difficult$ \13 a''lication
\10 training
,21X23
,21. @ ,22. ? ,2.. + ,2/. J ,20. @
,21. + ,22. @ ,23. ?
Q!e !Xf -g
?*6S :T
1 B9; 97%&' K9 89: (9 %9 %<& W#'&S*L
2 ?<*% +#'K 97 7#JS$ K9 89: &'M98 S9$%L ?<8L
. N9 89: T6&7&6 ;*%W<#'( 7#JS$ 9' 89:6 9;' 96 ;#%< 9%<&6 T&9TJ&L ?<8L
I'%&6J9W:%96 E*6K
)*$+ 1 (.X..0 S#':%&$)
Let the student tal& for 1.0X2 S#':%&$.
As& onl$ %<9$& ^:&$%#9'$ which the student has not co"ered while gi"ing a tal&.
1 6hat 0ob do $ou want to do in the future2
6h$2
. 1o $ou want to "isit other countries in the
future2
2 6here do $ou want to li"e in the future2
6h$2
/ 6hat other things do $ou want to do when
$oure older2

All of these ideas must be co"ered.
O#'*JJ8, $ou must as& &*W< $%:K&'% the following 7uestion.
I' 89:6 9T#'#9'[ ;#JJ 89:6 J#7& #' %&' 8&*6$a %#S& Y& V&68 K#77&6&'% 769S 89:6 J#7&
%9K*8L
2adine. 1idnt he tell $ou2 6e"e had to
mo"e it to a local hotel because )aul
remembered hes got an e(am on 8onda$.
#en. 3h, o&a$. /tll be better because well
ha"e more room. %here should be lots of
'eo'le there, shouldnt there2 !ow man$
ha"e $ou in"ited2
>#%:*%#9' .
Teena1e bo-. %he thing about Fnited is that
the$"e alwa$s been a strong team. /ts 0ust
that thats rarel$ been reflected in the results
because the$ ha"ent had a manager who is
willing to ta&e ris&s. Last season was
different, though, and that was all down to
XI
2010 . III () !
2adine. 6ell, /"e sent out about fift$
in"itations and there are about a do=en left
still to go. %here might be si(t$ 'eo'le
altogether.
#en. 6hat time are we starting2 6ill there
be food2
2adine. 6e"e told e"er$one to be there at
se"en, so / imagine the$ll all be 7uite
hungr$ a cou'le of hours later. %he hotel said
that the$ could as& their restaurant to
'ro"ide the food, but their 'rices were 7uite
high. / decided to 0ust do it m$self. 6ell
ha"e sandwiches and snac&s.
#en. Sounds good. And therell be music, of
course.
2adine. 3h, / hadnt reall$ thought about
that. Youre right. 1o $ou &now an$one who
can do it2
#en. /"e got a cousin whos a 1J in a night
club. / could borrow his e7ui'ment. / dont
mind being in charge of the entertainment.
2adine. %hat would be great. 8$ onl$
'roblem now is getting !elen to the hotel
without her guessing what its for.
#en. Let me thin&. She wants to be a model,
doesnt she2 %ell her $ou"e arranged a
meeting with a maga=ine and the$re loo&ing
for models. Shell definitel$ come for that.
2adine. Yes. 4ood idea. / thin& thats
e"er$thing. /ll call $ou to chec& that $ou"e
got e"er$thing $ou need. !ow about
tomorrow e"ening, about si(2
#en. /ll be there. S'ea& to $ou then. B$e.
2adine. B$e, Ben.
,2X1.
,2. @ ,3. @ ,4. + ,10. @ ,11. @
,12. ? ,1.. ?
)*T&$W6#T% b ,2 X1.
>#%:*%#9' 1
8oman. /"e been in the 0ob for a $ear and a
half now. 8$ boss is a man called John
)hili's and /m sorr$, but hes been there less
time than / ha"e and hes alread$ been
'romoted abo"e me. <"er$one admires him
for succeeding so 7uic&l$, but hes not the
onl$ one who deser"es it. /m not sa$ing hes
one man being 're'ared to bring in new
'la$ers and ta&e a bit of a gamble.
>#%:*%#9' /
8oman. / went to the new galler$ in town
recentl$. / was e('ecting the dis'la$s of
modern art to be boring, so / was 7uite
relie"ed to see that it wasnt the same old
tired ideas being rec$cled again and again. /
ended u' sta$ing for a cou'le of hours and
being 7uite ins'ired, actuall$.
>#%:*%#9' 0
9an. /ts been hell at wor& recentl$. 3ur
com'an$ e('orts oli"es and m$ two 'artners
are abroad tr$ing to secure orders from new
customers, which can be 7uite difficult.
%he$ll be coming bac& to a shoc& when the$
find that three of the oli"e growers ha"e let
us down at the same time. /m des'eratel$
tr$ing to find new sources, but / ha"ent had
much luc& so far.
>#%:*%#9' 1
8oman. !a"e $ou e"er wondered what the
difference is between a good s'ea&er of a
language and a great s'ea&er of a language2
4o ;ati"e is the new com'uter,based
language course from Linguacor'. 4o
;ati"e uses all the latest techni7ues to
con"ert $our ad"anced le"el language into
e('ert le"el language. *ocusing on
'ronunciation, "ocabular$ and a few other
things $ou 'robabl$ thought were onl$ for
beginners, 4o ;ati"e will hel' $ou reach
$our ultimate goal.
>#%:*%#9' 2
8oman. *unn$, reall$, but / alwa$s assumed
that / would 0ust grow u' and s'end the rest
of m$ life in the same small town. 6hen /
finished school, / went to wor& in a ban&. /
would occasionall$ "isit friends at
uni"ersit$, but / alwa$s en0o$ed coming
home to the life that the$ now thought was
7uite boring. /t was onl$ when the$ needed
someone to ta&e o"er the branch @--
&ilometres awa$ that / finall$ mo"ed. /t was
a great o''ortunit$ and / couldnt turn it
down.
c 2 d!
XI
2010 . III () !
not good at his 0ob, but so am /. /f / dont get
the same recognition soon, then /ll ha"e to
start considering m$ o'tions.
>#%:*%#9' 2
9an. /t was about the 'ollution 'roblems in
the local ri"er. /t seems that things are
getting 'rett$ bad, and the 'ictures of dead
fish were 7uite shoc&ing, although getting
local 'eo'le themsel"es to describe it might
ha"e had a bit more of an im'act. %he$ had
some ama=ing statistics, going bac& for 7uite
a few $ears, and it 'laced the blame s7uarel$
on the shoulders of the factor$ outside town.
%he factor$ owners tried to argue that it
wasnt a 'roblem, but their 'osition 0ust
loo&ed ridiculous. Lets ho'e it ma&es a
difference.
2
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2010 . III () !
H*6%#W#T*'%a$ IN ':SY&6
E6&*%#V& ?6#%#'(
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]9: $<9:JK ;6#%& *Y9:% 2.0X220 ;96K$.
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Juring the Khrist!as rush in London the intriguing stor #as reported of the
tra!p
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#ho apparentl through no fault of his o#n found hi!self locked in a #ellL
kno#n chain store late on Khrist!as Mve=NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
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The tra!p #as released fro! prison after seven das= The Oudge a#arded no
co!pensation to the store for the food and drinks the tra!p had consu!ed=
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XI
2010 . III () !
Y3F CA; FS< %!< 3))3S/%< S/1<
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7eli+er a mini re&ort usin1 the in%ormation %rom 4:5;T 1 (9onolo1ue<
Time: 15-2 minutes$'
Then answer 3 questions o% -our &artner usin1 the in%ormation %rom 4:5;T
1 (7ialo1ue< Time: 2 minutes$'
4:5;T 1
E<*'(&$ #' S9K&$ 97 %6*V&J #' @'(J*'K Y&%;&&' 1430 *'K 2000
A"erage distance in miles tra"elled 'er 'erson 'er $ear, b$ mode of tra"el.
1430 2000
6al&ing @99 @?M
Bic$cle 9+ J+
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3ther J9- 9N9
All modes J,MJ- L,JM9
XI
2010 . III () !
)*$+ 2
=isten to the re&ort o% -our &artner based on 4:5;T 2 and as/ 3 questions
about the in%ormation &resented in 4:5;T 2 (7ialo1ue< Time: 2 minutes$'
4:5;T 2
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