ky Reading and Use of English (1 hour20mine) Part 4 or questions 1-8, ead the text below and decide which answer (A,B,C or D) best Hs each 98°. There is ‘an example at the beginning (0). Mark your answers on the separate answer sheet. Example: 0A thoughts B ideas © wits emotions a Why do we love horror films? wry wil some people pay 9008 mane to be eared out of te 0)» 7 As someone who has Set lust one horror fim in ther if, this never ceases to (1) ‘me. You can Keep your hora, to be (2). would rather parm ugery without anaestetc, But accorsng to psychologists, the fear we (9). safe: we know a when, the film ends, we'llbe unarmes. oor ine make our heats (4). thats part of what (9) tous ourve are uneversi we seek ‘excitement =n fact t's good for our nervous system. ‘study carted out in 1995 showed thatthe higher people 6) ——--»-» 09 sale tat measures sensation-seoking, the more ihly they ae to be fans of horor fimo. Peopein thei eens and twertis tnd to seek out (7) sepavences, end this makes them tho biggest auxence for horror ln, That usualy (@)———- wih ae rmayoe we ‘start to realise that real fe is scary enough. 4 Acaze Bootle elude Dety 2 Adirect Belear Gdistinct Dyronest 3 Rorave Bwish year Dong 4 Ashako Batter pound Dknock 5 Aatracts —Beengazes Centices Dappeals © Ascore Benak rade Dpoint 7 Aseere = BbunNg intense Diirce 8 Atades Bcissolves CE dsintegrates Dpales a2 | Tests Randing and Use of Engoh Part 2 aReading and Use of English Part 2 For questions 9-16, read the text below and think ofthe word which best fits each gap. Use only one word in each gap. Thereis an example at the beginning (). \rite your answers IN CAPITAL LETTERS on the separate answer sheet. fo) bINfel TTI CIT Exampl Attention all teachers! Donna-May Photogaphy I () ofthe leading gal photography services in the region. Whatever the event rmaty be — concer, sports day, prize-gvin, etc. - your school needs photographs ofthe pupils, (). ‘come in. We pride (10) ‘on offering top-quality service and memorable photos. iswhere we But (11) coo headteacher? f just stening to us (and of course were biased), (12) not read this letter from a happy “huge thank you fo the photos you took of our school concert. We're sure our pupils will regard ther (13) perfect mementos of a very special occasion (14) ...» Several complications arose before the concert began, Jane, your photogrepher, stayed calm and unperturbed. [Numerous parents were present, and many have commented to me on (18) wall Jane inteacted with the . eee ee kw Reading and Use of English Part 3 For questions 17-24, ri ‘Write your answers IN CAPITAL LETTER: Exampl 9} ead the text below. Us form a word that fits in the gap in the same tir 1 the word given in capitals atthe end of some ofthe lines to ine. There is an example at the beginning (0). 1S on the separate answer sheet. ple aslo TTI Ahistory of science and scientists ‘Science can be a very (0) vith few (17. byadesivefor ory or weath, butby aneedtosatisy their own (18). ‘about the world around them. Some have kept their (19) (20) of others. ‘activity Throughout history, seentists, have cartiod out ther investigations, motivated not fe have gained lasting fame, while others to themselves, not caring about the Scientists bud on the research of their predecessors, but they usually make their own contribu en Jone Incividually. | therefore decided to take @ approach to the history of science, in the hope of leaning, tosome degre, what makes scientists tick, There are even think, one or two somewhat surprising (2), ‘This approach is ot Tost 5 contained in this book. ut of favour with today's (23) «who may wall miss me as being old-fashioned. But rst that even i they consider my approach (24) «they wil stil give my comments a fir hearing PERSON EXCEPT ‘cuRIOUS pIscovER RECOGNISE BIOGRAPHY REVEAL HISTORY ACCEPT Reading and Use of Engish Pert 3kw Reading and Use of English Part 4 oc questions 25-90, complete the second sentence so that ithasa similar mesing the first sentence, rerate word given. Bo not change the word given, You must use between three and six words, including the word given. Here is an example (0). Example: © rm-ur the colage vil fer Manca assistance to students who can afford te fees BOUND students who can'tatford the collage fees financial assistance. “The gap can be filed wth the words ‘are bound to be eflere, so you write Example: rte only the missing words IN CAPITAL LETTERS on the separate answer sheet 25 Well have to cancil the mesting if we can find a suitable venue. cae ‘well have to we find a suitable venue 26. Henry never misses a party ithe can hep up Henry opportunity. 27 Many peoole wrongly belove that al Australians spend thea ie onthe Peach POPULAR, Contrary ait Austraans spend thee ree time on the beach. 128 Karon hasnt gotany money which s why her clothes are quite shabby ove ‘The shabbiness of Karen's clothes ‘of money. comy wnen Sarah dit become ar how much she ha contrat to the companys sie exTENT was not cof her contribution to the company’s success became clear Jeremy struggles to fll understand the sheer scale ofthe chalonge ne fared HARD Jeremy found rips with the sheer scale ofthe challenge he faced, Reading nd Use of English Part 4Ky Reading and Use of English Part 5 ‘You are going to read the introduction to a book about déja vu. For questions 81-36, choose the answer (A, B, C or D) which you think fits best according to the text. ‘Mark your answers on the separate answer sheet. ‘ve been here before’: the déja vu feeling Most people ~ two out of thee, according to surveys ~ have experianced di vu (French for ‘aready seen). tis that Weld sensation of having ‘been here before’ or having ‘lived this moment already’. You may be visting some entraly Unfamiliar town, for instance, and ‘ealse that you have already been in that precse spot, even though you know its Impossible. The fesing goes way beyond any vague sense of having seen or done something similar before ~ it fale identical to a past experience. Yet tying to pin down the memory is ke trying to catch a dream ~ just as you think you are homing in ont, turns to vapour. The eerness ofthis has led to al sorts of spooky theories. A popular one s that ts the memory of a dream in which the person has lived through the current moment in advance. In recent years, however, neuroscientists have discovered enough about perception and memory to piece together a more plausible explanation. Every conscious experience we have is ‘constructed’ by our brain out of lots of cffrent components, rather as a car ‘might be made in a factory. We tendo think ofan event as a bundle of sensations: sight, sound, etc, but there actualy ‘much more to you iterally) bump into someone inthe street, for example, you wil be aware ofthe sight of them, the touch of them as you bump, the sound each of you makes, and so on. But you wil also be aware ofthe meaning, tone ‘and intention ofthe sound, the pain from the bump, a songs of irtation or embarrassment; a thought, perhaps, that you, forthe other person, is clumsy, and so on. There is much more to experience than simple sensations. ‘One very important ‘component’ that often gets added is a sense of familar. This Is generated in the deep part ofthe brain that creates emotions. The sense of ‘Ah yes! I recognise this! usually only gets attached to experiences which ‘match’ stored memories. Sometimes, though, the part ofthe brain which generates the feeling of fariiaty attaches It to an experince that is actually quite novel. This is what seems to happenin dé vu. The brain then ties to dig out ‘matching memories, but of course they arent there — hence the maddening feeling of chasing shadows. For most people, dé vu is @ rare and fleeting phenomenon, intriguing rather than disturbing. And it doesn't seem to 'be unhealthy ~ indeed, dsjé vu is most commonly reported by people who are young, inteligent and well-educated, {Given that it is actualy @ minor brain malfunction, this may seem strange. The explanation may be that young braine are more ‘acognition sensitive, so they are more easy triggered into famiarty mode. Siilar sensitivity may also be a ‘acto in intaligance bright people ‘sae things’ more ready than others, and inteligent people tend to go onto higher ‘ecation. So dé ws may be a side efect of having a brain that is quick to recognise things. For an unfortunate few, though, ajé vu is a constant companion, and a serious blight on thir lives. Dr Chris Moulin is ‘a paychologst who is studying ths strange disorder. He fist came across it when he was working in @ memory clinic "We had a pecularreteral fom a man who said there was no point visiting the clinic because he'd already been there, ‘though this would have been impossible. Deja vu had developed to such an extent that he had stopped watching TV ‘because it seemed to be a repeat. He even beleved he could hear the same bird singing the same song inthe same tree ‘every time he went out ‘Apar rom the sheer tedium of chronic ct vu, the condition can also get people into socal dificules. ‘Some patents feo! that everyone they meet is familiar, and this makes them dangerously trusting of strangers, says Moulin. "If they don't constantly remind themselves that the sensation is false, they are at risk of being exploited." So next time you find YyoUrsel 're-ving'an experience, don't struggle to recall the previous time. Just sit back and relax. And make sure that you don't sign on the dotted ine untl the moment has passed, 156 | Tests ‘Reading and Use of EnfishWhat point does the writer make about dé vu in the fest paragraph? 'A. Scientists tod to disbelieve people who claim to have had the experience, B. The experience is more common than scientists are prepared to admit © Many previous attempts to explain it were based on unscientific belt. 1D. Some evidence of a non-scientific cause cannet be dlsproved. Why does the wrter mention manufacturing a car? ‘A tolinicate thet our experiences are more complex than we realise B to suggest thet many ofthe experiences people have are similar © toshow that ciferent experiences tend to consist ofthe same components toemphasisethe role of other peopl inthe experiences we have ‘According tothe third paragraph, oj wu sgeme tobe caused by ‘emotions that ae normally linked with diferent experiences becoming confused an experience arousing an emotion whichis inked with similar previous experiences, the brain fang to distinguish between cifferent emotional responses. afealing of recognition mistakenly being linked with @ new experience. com> ‘According tothe fourth paragraph, ja vu is probably caused by A. a person's lack of patience, the love of education that a person achieves. © a usolu attribute of some people's brane, the environment in which some people are brought up. ‘Chris Moulin gives the example of aman ‘A. whose experience of aja vu could not be treated, who thought that actual and potential experiences duplicated previous ones. ‘© who blamed telovsion for making his condtion worse, 'D_ who found the family of his experiences somewhat comforting \What advice does the writer give to people who frequently experience dé vu? ‘A. to avoid stuatons where there is a risk of experiencing da wu not to trust others until they have evidence that they will not be exploited © to.check wth people they meet whether or not they have met previously D not to commit themselves to something on the bass of ts apparent familiarityky Reading and Use of English Part 6 rude Doing to read four reviows ofa production of Shakespeare's play Namie. For ‘questions 37-40, hooee from the reviews A-D. The reviews may be chosen more than once ‘Mark your answers on the separate answer sheet. Hamlet, by William Shakespeare, at the Granary Theatre Directed by Caro! Barow, staring Paul Mason as Hamlet a tonsa nas 28 up witha great number of ingenious devices to cstnguch her production of Hamiet from the have Boon enya gor Before. just wasn’ sur how tay fed tegen a mane eo Whole, and would th taproner tt ewer notes, beter thought though, Pemape Baws en ne up a minor to Ore eat of today’s word, and so, she could be ea to hae oucoscaee eae Mason, playing the role cra er ars 8, cera davr is ines ting, the range andrea of a contributing in no an ectoe he teen caaed a perermance: hs gestures and mannerisms kept roma oy oe wore watching ‘Sn ctor A he final curtain fo, realsed | knew the character of Hamlet no beter an fcr beginning. Shakaepeae cnn wersions focus on notions of mental dsorder, bu Garows moacary saan nothing about ‘Shakespeare's own tine, or about today’s wort, ce amc aan obvious chica to play Hamlet ~ he's tooo, and heating idiosyncratic; yet somehow he pulls Iai Gus an eccenrities convey ho depth of Halts deepal and he oc resent a mask to the world, faced fs dolvary mannered, bu soon dew mein, an immersed ne hie coo Predicarent art his fete of eral By the end, coud Rave gone on stoning to him or hore Hower ee the redeeming istae sean Saow coninualy gas the audience now and highy denary things to think about. For a snd ance amietn he 1820s, andthe costumes, gorgeous though hey ae hac ena to carying ofthe neo te nate acters G.I st made the setng nth modern traf Shakespeare eee or even ofthe time ofthe historical Hamlet Seachallenge with astonishing bravura. By moving it ino the 1920s, she sheen Luniversaty of the play’ theres, conn us rowed bythe suring costes. Slay, Baows shone irene oc ene on the brink (dos aang us and overhang the play, but ust stops shor My aw drome oe on galing and exhisrating Chaat nes ater. But Pau Mason's Hamlet! Why on earth dd Barb choses tee art? As @ comic sector ajmht get avay vith his overthetop facalexpressine, but os ics re Impossible for the ay atone ea et alone tent, wth him. His delivery was a paras, weesco ‘tess bearing ‘any relation to the meaning of Shakespeare's lines, 188 | Tests ‘Reading and Use of English Part 6Which reviewer ‘fares revamer 8 opionregaring the production's relevance tothe present cay? holds a ctterent opinion from character of Hamlet? ‘he other reviewers as to whether Mason gives insight into the a8 5 iH has the same view as reviewer Con the way Mason speaks? Lt ‘as. diferent vew from reviewer A about the dector’s ideas forthe production? B [g nding ad Use of English Part ¢Reading and Use of English Part 7 ‘You are going to read part of a newspaper article about an Australian cyciing champion. Six paragraphs ‘Choose from the paragraphs A-G the one which fits each gap (4146). ‘There is one extra paragraph which you do not need to use, have been removed from the article. Mark your answers on the separate answer sheet. ‘The forgotten story of a phenomenal Australian cyclist With his glasses taped to his head and a heavy, bone- shaking push bike for arid, the lanky 18-year-old seemed an unlikely prespact when he turned up for his fist cub cycling race one day in 1946, Ye, when he died 12 years later, there was a feeling that Russell Mockridge had not yet reached hs full potential. a] ‘Someone who achieved this degree of success throughout his eycing career was likely tobe slt-confident, and might even be forgiven for arrogance. Yt, with his two feet on the pavement, Mockridge was a retiring and painfully shy man. He couldn't handle the ‘roughness! of most other eycist, who refered to him in his young days as The Crina Do For his part, Mockridge preferred to spend time with English iterate a Officials looked at the skinny Mockridge, at his do-t- yourself bike shoes and at his battered roadster with its handlebars turned down, and wondered what they were seeing. The disbelief grew when Mockridge innocenty ‘asked I it would be allright if he stayed out infront all the way ~ he was concerned that his poor eyesight might ‘cause an accident and endanger other cyelist, = =e The ofcil was amazed. ‘Wel you carinly won the race and probably have the fastest time, but we don't actually know wat your te forthe distance is, 0 we can't give ‘yu that one’ he told Mockridge. However impressed he might have been, he could hardly have foreseen that this ‘was ust the start of Mockridge's run of victories. a [At the Australian 200km road championship, Mockvidge \was the sole member of his team let riding when it came down to the last few hundred metres, The pack was well ‘and beginning their final sprint while Mocks, whose appetite was astounding, lagged behind finishing off a snack from his food bag, ahead [Another of Mockridge's mad final dashes, on the last day ‘of the 1957 Sun Tour, was one of the most memorable Fides of his careet. Neck and neck with George Goodwin, Mockridge threw himself into the wending steep Filsides. Goodwin then found himself desperately hanging onto Mockridge’s back wheel as the champion unleashed a ride that simply destroyed 28 of Australia's best riders. Goodwin crossed the fish tine ina final sprit just ahead of Mockridge - a very rare defeat that Mocka suffered in what can only be considered a brillant and inspirational ‘career. He deserves to be remembered as one of the greatest cyclist of al time, Reading nd Use of English Part 7How fast were the pair pedaling? About 100knVh or more. In fact, they were traveling so quickly that the two police motoreyele escorts had sparks shooting Up fom their footests hitting the bitumen as they negotiated the treacherous curves. “This impression of weakness that Mockridge gave was reinforced by his weak vision ~ he couldn't see F the other side of the road without glasses. It was a fect that barre him from most sports, particulary his beloved Australian Rules Football He was 18 when he entered the week Geelong Amateur Cycling Club 4Okm road race because he was suffering from lack of © The next week, and the next, Mockcidge again won, G and a eycing lagend was bor. In the folowing few montis, he won eight of his 11 starts. Mockridge was halled as an emerging champion and his rise trom club rider to Olympic champion was meteor. D_ Despite his disappointment, it was during this tour that Mockridge seis sights on making the Australian team forthe next Olympic Games. Inthe lead-up £0 selection, he won al ter Olympic qualifying races in ‘Australia, then lft ‘or Europe. Reading and Use of Engsh Part 7 ‘Any laughter dad when Mockridge settled down tohis ‘machine-lke mytim and burned off ther competitors. ‘Alex McPherson, who was timing the eyelsts for the ‘ub, waved them past the hafway mark, and hopped {nto his car to greet the finishers. When hearived, he found Mockridge waiting and puzzled His coaches and teammates had given up on him, ‘as Mockridge stil trailed wall n the rea, but once he was ready to get back to the matter in hand, he ‘ettied into some serous pedaling. Ken Graves was being acclaimed the winner by announcars just as Mockridge burst through the pack and cut him down, snatching vietary out of almost certain defzat By then ‘Mocka’, a freakish and courageous talent, had won two Olympic and two Empire gold medals ‘and courtless world records. In his day his feats were 3 acclaimed as those of other Australian sporting icons, such as cricketer Don Bradman,Reading and Use of English Part 8 ‘You are going to read four descriptions of research being carried out by staf of a music college. For ‘questions 47-56, choose from the extracts (A-D). The extracts may be chosen more than once. Mark your answers on the separate answer sheet. Which section mentions the following? some unexpected information concerning a particular musician 1 description ofthe methodology used to gonerate data the researchers hope that future research wl be carted out into the same materiats how some of the material ina planned book willbe structured «a wish to assist performers the use of source material not previously known “exploration ofthe business context in which performances were given in a particular period the infuence that artsts had on one another how discoveries inthe fed of music relate to ones in an academic discipline other than musie the use of materials that nave previously been studied from a diferent perspective 62 | Tests Reading and Use of Engish * =| [2] (Rl fel (a) | A‘Some current research by staff of the Department of Music A Bernice Mitchell is engaged in researching law-court records from London in he fist half ofthe 18th century, {or the light they throw en the city’s professional music ‘World ofthe time. While the materials are familar to legal researchers, this is thought to be the fist time that thelr relevance to the history of music has been recognised. ‘One objective ofthe rescarch is to provide guidance on ‘access tothe materials and on thelr Iterpetation, inthe expectation that more scholars wil be encouraged to Investigate this fascinating resource. To date, Mitchel! research has concentrated on the opera houses, and the documents have yielded considerable new insights into numerous issues, including their management, contracts with singors, musicians and composers, their working Conditions, and performance fees. Mitchel is about to broaden her research, to include a detaled comparison ‘between the 18th- and 2ist-century conditions in which ‘opera houses flourished ~or not, as the case may be. 8 James Rowe's projec is bxing carried out in collaboration with London's Science Museum. Visitors are asked to Participate in a series of experiments designed to yield Information about the effect of music on the perception of time passing, and so far, more than 800 people have taken part. Participants listen to apiece of music, and are then asked about its duration and their responses to it, including enjoyment and ‘amiliarty. They are also asked ‘about personal deta, incuding their musical preferences ‘and level of musical trainng, if any. Proiminary findings Indicate that people who enjoy the music thnk it lasted longer than these who dsike it Ina follow-up experiment, Visitors ar asked to memarge alist of random words while listening: this appears to have the effect of shortening the perceived duration of the music. Some of the findings ‘ae inline with current theories In psychology about the perception of time, while others appear to contract them, The results of the research will be published next year Reading and Use of Eneish Part 8 c The topic that Colin Saunderson has chosen for his ‘current research is the creative miley of Pars in the ‘arly 20th century, when musicians, painters, sculptors, intellectuals and many others contributed to a ferment ‘of creativity that loft its mark on al concerned. Although the topic has already been well researched, a recently discovered archive of unpublished letters Is oroving a ‘mine of information onthe response ofthe commen man ‘and woman ~ the concert audiences ~ to the immense croatiiy they observed. Itis also adding some suprising Ray Hutchinson has published numerous books and aticles on the physical and psychological demands of ‘music-making, and in his latest research, he is focusing fon how musicians manage the dally challenge of making lends meet, and the influence of career insecurity on thelr ‘way of life. Many of those who are not on the payroll of ‘8 permanent orchestra ot music college lve a hand-to- ‘mouth existence allo often forced to supplement their meagre and sporadic income by working in ways that will allow them to take time off when the musical engagements for example, Hutchinson intervened a professional flautist whose bread-and-buterjeb, rather incongruously, Is as a butler who can be hired by the yenus NOK UH NOK OHM ‘ol sain ynoge ued eyeads yoo 24 (4) 14 947 wo as00UD ‘op~82 SUORSEND 104 pee yn OveISIU OM (HEV noge Bupyes axe aydoad Yowm w SoBsX0 UUs any JOU Im MOK GOED \qouodses Bussed ouypeop 2 Buss 9, son Jo youaig ajqiesod e yodas 0} Guy suoyonnsul Bupuesepunst 3 enBeaqoo ® 0 epru 6ueq a fs fueduoo @ Buneaig 9 ivp oau094 BuyOwL foogeuwos esuBoce 0 Bue ¥ "90 youn uy pews soyeods uy woy as00y>'gz-12 SuonsonD 104 NO SVL i y 4 370 | Tost 5Speaking (smite) Part 1 (EBB 2 minutes ( minutes for groups of three) ‘The interlocutor will ask you some questions about yourself, your home, work or studies and familiar topics. Good moming/aterncon/evening. My name i... and this is my colleague ‘And your names are? ‘Can Ihave your nark sheets, please? ‘Thank you. First of all, we'd Ike to know something about you. ‘+ Where are you from? *+ How long have you lived herethere? + Where do you study English? ‘+ How do you lan to use English inthe future? ‘The interlocutor will then ask you some questions about one or two other topics, for example: ‘+ How do you think the place where you live will change over the next few years? ‘+ How importart is reading in your ite? ‘+ Tellus about fim that you have recently seen * Where would you go if you had a month's holiday and alot of money? Speaking Part Tests anKw Speaking Part 2 Interocutor © Aor mite © Aer approximately 20 seconds Aor inte © 30 esconas a72 | tests Work in groups of three if possible. One of you is the interlocutor and the other two are the candidates. The interlocutor should lead the task using the script below. Refer to the pictures on pages S16 and S17. The interlocutor will give you three pictures and ask you to talk about two of them on your own for about a minute. You will then be asked a question about your partner's pictures which you will need to answer in no more than 30 seconds. 4 minutes (6 minutes for groups of three) In this part of the test, 'm going to give each of you three pictures.’ ke you to talk about two of them on your un for about a minute, and also to answer a question briefly about your partner's pictures. (Cancisate A), i's your tun fist. Here are your pictures. They show people doing diferent leisure activites. Idk you to compare two ofthe pictures and say why the people might have chosen to do these activities, and how beneficial doing these activities might be forthe people. Alright? Thank you. (CancicoteB), which of these leisure activites do you think appeals to most ‘people? (Why?) Thank you: "Now, (Candidate 8), here are your pictures. They show people wearing some ‘unusual clothes. "dike you to compare two ofthe pictues, and say why the people might be dressed in these ways, and how Important you think the clothes are to the people. Allright? Trank you. (Cancidate 4), which people do you think are enjoying dancing the most? (Why?) Thank you, Speaking Part 2Speaking Parts 3 and 4 | (PRED inten rinses gon of | | Work in groups of three if possible. One of you is the interlocutor and the other two are the candidates. The interlocutor should lead the task using the script below. Refer to the task sheet on page S18. ‘The interlocutor will give you a task sheet to discuss together. Interlocutor Now, dike you to talk about something together for about two minutes. Hore are some aspects of life which are influenced by technology and a question for, you to discuss. Fst you have some time to look at the task. (About 15 seconds) Now, talk to each other about how technology Impacts on these aspects of ie Afor2 minutes Thankyou. Now you have a minut to decide which aspect of lite is influenced by i O ‘technology in the most significant way. } [ene Thank you (ERED 5 eiewtos(@ minutes for groups of tree) ‘Work in groups of three if possible. One of you is the interlocutor and the other two are the candidates. The interlocutor should lead the task using the script below. ‘The interlocutor willask some general questions which follow on from the topic in Part 3. Interlocuter + How do you think technology wil develop in the future? (Why?) * How do the attitudes of older and younger generations towards technology cifr? (Why?) | + Which technological development do you think has had the most positive effect on society? (wny2) + Do you think parents should impose time lets on a child's use of the computer? (wy? 7 Wry not) f | + What effects do you think computer use has had oniteracy’? (Why?) ‘Thank you. That isthe end of the test. Speaking Parts 3 and ¢ Tests 1 a73Reading and Use of English Part 1 1B ‘THsisthe only oto thes cart wend why People py oe sare "Daz mets to st ordi Someone, physealy or pschlopely laden fo soi ely caght oracined D-Day’ mens orl toby 2D. Theadherialpae oe honest i wed o daw tention to ‘he nah of what sad or writen AD hasan sng ‘stn normaly wed ar cure, Bete ma seen sone pease let emake clea C. ‘De ante to ‘esting way tha ca any be bed A. Hemens to want somthing very mu’ and ites eet. ‘ject he ber te pos followed yr © Useof he bean it means st stony and fast The other ons array sed of he esr, Tiss the oly option hati fled bythe repos theothes ae followed the diet bert A Here, Yo score’ meas to ahive dma’ B aed CMa ‘naga’ tosh mean to give ps we pee of wok Bea a ‘er, pola has meanings suas ‘o da someon ston a ‘ometing, whl somebody can vn points mou) game © This only oon hat caloetes wih experiences ‘A Severs ofen edo dsr seeing tes Nrdhip fin og “asevereaiety”B Meaning sang, hareg collocts wid ds, anbtion’ an sem thr sans De Pee’ colloses with "compen. appt ee 5 A Moris and strong ftings etn sid “ade with ge’ the tier options ate nt ted nhs cote Reading and Use of English Part 2 9 wich: Tiss ete pronoun efetng othe ase “your ‘cbl neds phtorapato pple 10 ourseves: “Tope oneself on (sethin) is eexive phrasal Instead: ‘ose of he ‘ater tha’ nce smseing tat ‘sto be replaced by whats in he man clase (Wa Ws ete 12 why 13 ss “Torepard he pots pfs nets! means the cilden ‘conte te pos tobe pet mementos Note tha a Plural forms memento ed emer sn, 14 Athos Thong WhiteWhit Any ofthese word can ‘nde a coast hetwecs he expectation that ree hy he slo. nd what actualy tappene here, he weer cpl te cmplictons th ose woud mae the hotpages el ‘ous or pst but hat i apn, "Why no is acomnon way of making «sgt. 18 how: How wl can mean very walla ides here, Jane intact ery wel with th cen rca alo mea te depee ‘0 ich somethings the cas eg" wonder how wl ta tng on wth th children av open sto whet ss {sting on wel or bal oro any degre in haven, 16 ett: To ef in uch sith someone} means oat he Reading and Use of English Part 3 17 excepton: Few show ht lira nou is equi 18 curls Tr own eed nou fellow it Notte ‘fcr somite in “anos Sim he adele faa "numa" amore thou the second 238 | Test 5 key 19 scones: [Theil by amt spa a the covers relate o mare thn ones eet ‘ach one has only mae nese th ean oe a ‘ol recngiton: A nea i neded feo the ‘Sographial: An ajive is euiced fs.-spproch Sarin dase be pe of apa mel oes 22 reveltons [O}n or 0 nd the acti wun need wo 'eollowed ty a oon, and “ono two egies be psn ose ‘ral Note athe of reveal ote in reelan 25 hstrians ‘hays’ requires a noun and wh” sn a ‘efersto pron a pt: hyn amin een kes iter that he unt earl 2 unacceptable: This ian tive o dsb apse even IP Sows that ere ping to beacons eo ‘give my comments far hearing Reading and Use of English Part 4 The vertical in| hows where the answers ipl i vo pa for 28 CALL of the meting CALL the mecting of unless When ‘he second word ina vase pm verbs an ar ke ‘athe than pepsin, can go befre osc oan, oun pas; homes, he object rowan tear ‘mas go afer (eal io"). WF pa negate (if ween?) aunt "ules ls 3 posits (unless nes) ad ee ‘ers if we can = "ales ween), 26 tuenshows UP at partis | a very The pel ves ‘show up an bah mes Yo a or tend asl tin [pour people. They aot appl omega "Avery oppor bs Fxed frase meaning whoa te pose 2 lo POPULAR beletopinton | wot “Coetary is flowed by he reposition to" Popul refers fo peop a pence oppo tothe ses of beg ie ty may pose So ope tle and ‘popular pon tan someting tat mst ere tele 28 fs DUE to| (era ack Toe deo inode he ene ack sf r008) ofa sofas he hanes of Karen clos) “wich hy inode teres The noun cas bead wih or withow an are poses pono, 2 un Sarah left | thatthe EXTENT "Not wt ik ony wn implies suprise hat the action dont happen cao “The neat of egress dere and egal ow mach 9 ILTARD [to et to isn duty objet ed ose he emai screen fond etn to rp ith te sser Sele othe challenge he ced an Reading and Use of English Part 5 SIC The wee reese sever pc tere and nase with he “ore plas explant? sen by ecient A: Neuss hive posed pcr an planation, which sb hey tle tha peopl lave the expec 8: The weir clans tat mot peop’ fad he ‘pene, bt ere so sigeton ha etn Bele ais lesscommon. D:The iter mein lor tes soe hn-scesi case sb dos mo coment on neti o ot ey an be dgeoned32 A. The writer compares comctng a consciou epic oa ‘components wit unustaring at and pos ono explain lhe cmplesiy ofan eaperence,pitng ot hat “there ataly mich more to tan we a avareof and ©: The wee, ‘spies tha experiences are mae up ol many compen ith no soggeston hat Bor Cnt case.D: Other pee pay tat inbumping imo someone. bch san cna fe expense = teres no suggestion ta ht oops always have se 38 D_Accuding to the writen. feta of ecogsito amit) ‘susually aad exprns ta much memors bet e Sometimes mistakenly ata to em experince, A Band C ‘These oes on emoon, be ahough be expanan snes the pst ofthe aah ees emesons dw i expand a ‘ers of recopnion, ao etn, 4 C The atibateiheing quik to recognise things, whichis ‘ef beease ima be a rin ntligence A’ Alboagh the brain being usc recs hing meted tee ro sggeton that iss ela oko paece Level i edteaion und vu mbt be caused seme xen By inelgene the orm dos tease the ate D: Date Tike with he ran, nt non envionment 35 B Moulin meatons aman someone to whom di yi ‘estat companion ~ umber fara sd pct experiences {st mentioned that seem to hn repeat air ones A Tee ndeation of wheter ont tu can be weed Wc {Vs given as an exampi ofthe mas eapeine ofdi bt te no waggeston that TV ales i endian Bs The man's stds towards the condi tnt speed bel he impicon isa he fund aso not confring hes enone a an ‘ample of an nfortarate ew with an eis lah tnd nthe ext paragraphs dese tc [36 D_‘And make seth you sign on he ded in wa the manent as pase" A Boh he wie and Malin fea on ‘ling with stuns fd vt dnt sugges th experience {smore lily to ec in Spe stations which can be ide B: Molin warns da ther of tus ranges a eng trol bat ete enor he mtr menos evince that hey wnt be expoed © Mouin ave stares cons ‘mind theseles ha the seta fale ut cat mon ‘hecking with aber peopl. Reading and Use of English Part 6 {37 © Reviewer B ays the proton ls us ota tou td's ‘orl and acoraing to reeves edn mate he seting ‘rs, Reviewer Aas adie open Pe Baio’ incon was to hold up more te rgmentay nacre of today's worl and ifs, se eld heed to ave ceeded fevewer D bleves the prion shows he vee fe pyr theme 38 C_ ReviwerC bese Mase gies ing inthe character: "is qui and eens casey the deh of Hanes dap ands ned o pose smh he wed The te tee ‘viewers do tage reveweA ends by ayn Asef oan el, eased knee character of Hamlet no beer ‘hun id the egies Sys Mason's performance "lls sting about Hat haw? an reve D imple sorshing snare made impose for he acne Spat, et lone ont wh hie 39. Reviewer coded up elng pose towards Mason's ‘very Byte end Tele gnc ening to im for ours ae reviewer tees Mason lr sine tiling in conta essewer 8 dost wart Mason's "oe {sland elewerD caller line yay 4 D_ Reviewer A eles Bows ret nate of ingsous ‘evs’ don foe to make soko whole eiewer Dhasa postive view ~ Brow comes cle oof at Js stoe sho’ andthe reviewer desis the desors des& iod-ogsing and exilatieg™The er wo even ate wth reviewer A: revewer Belle the estima ‘evewer Clin heres gy dito Reading and Use of English Part 7 441 G_‘By then refers to when Mocrie ded and summaries is achievements, whch ate fered ine along pean its degre of aces 42 8 “Thisimpreson of weakne refe to Mockridge's snes saucy with ang “toughness 49 E Any nape is pat ofthe ofl wonder ad beet when they me Mockndge "Alex McPherson, ww mig els forthe bis mentone gan nth lowing pap (Trea, 44 “The next wee, andthe nex, Mocs again won’ ges ore deta abot this as atthe at of Mocs a "tre in the previous parsrigh 45 P_ Thephrae ‘ele wll inthe rea” means the same gg ind inthe peso asgraph ad pt ck oe mae an refering opal pn 46 A ‘Tie pai’ refersto Mochrie and Goodin Reading and Use of English Part 8 4D The ‘unrpeted infomation out th ants working rater compro” ater ateugh Cres some sercsing deta elas sever amos nan” mos ‘4 Thissoctin decries the rede of Rowe's sia ‘experiment in which rcpt Tien plre of rk and then answer sme questions a of hi follow op experimen, “at ref othe Hiding othe xposimee, 9 A. (Tih expectation tat more schors wl be encouraged to investigate contin ecu $0 © Ove seton of Saunders bok willbe devoted texts from the eters presented ons month: tahbss One of Hutchins’ sims is" hae tps nd esos, ‘nore ei scans to maximise he poesia ‘pps ‘52 C Saankeron saving on“ resely discovered rhe of pedis ete $3 A Thetusiness context of opera houses in th half ef the 1th cen inte "her management contacts Wi Singers, mists sd corps ter meng coon nd evtrmance es 4 C Thissecton mentions the st that mics. pinen, culos tells and ny eters Cotte ome of ‘reality hat tts mak onal coer {5 B Rowe's indngs ar rele nun thos in psychology ‘out he perp ine 56 A. [Tne materials te far eal eset Test 5 Key 239