SECTION 1 Questions 1-10 Questions 1-6 Complete the following sentences using NO MORE THAN THREE WORDS for each gap. 1 aa ee One walk includes a break at the oldest pub so that the walkers can get some The castle walk allows more time to see the. and walk on the castle wall. You have to. if you want to go on the Ghost Walk. The Ghost Walk goes to the castle and the The walks are suitable for adults and , The fourth walk shows people the of the writer Robert Jones. Questions 7-10 Complete the following table of information about the walks. Walk Price Start - Finish City sights tour £10 7 Castle tour 7 8 Ghost Walk £7 8 p.m. - 10 p.m. Robert Jones Walk £8 2 p.m. -5 p.m. * Discounts available for groups of five or more people * Walks take place every day except 9. * Visit our website - 10. 140 | ListeningTEST SECTION 2 Questions 11-20 Questions 11-15 Complete the following sentences using NO MORE THAN TWO WORDS for each gap. 11. You can have paid direct from your account. 12. Ask your to tell you when and how much money will arrive 13. Having a Cirrus or Maestro card may allow you to spend money from your 14. Debt and not paying are key things to avoid. 15. The. at your educational institution will be able to give you advice, Questions 16-20 Answer the following questions using NO MORE THAN THREE WORDS for each answer. 16. What should you go to different companies for? 17. Where can you find a list of insurance companies? 18. Which policies pay the full price of replacing possessions? 19. What medical conditions are not always covered by medical insurance? 20. What activity might be an exemption? Listening | 141SECTION 3 Questions 21-30 Questions 21-26 Complete the sentences using NO MORE THAN THREE WORDS for each gap. 21. The professor wants the students to pretend that they are 22. Sandra points out that recruiters need to know if people have the wight = not just qualifications and experience. 23. Sandra also points out that a new person can change the 24, The professor says that doesn't usually have an effect on a person's character. 25. Mike says that ina employees have to trust each people to do their job. 26. Mike thinks that asking people about their can tell you something about them. Questions 27-28 Which two people are most in favour of personality questionnaires? A. The professor. B. Sandra. C. Mike. Questions 29-30 Which two people are most in favour of setting applicants problems? A. The professor. B. Sandra. C. Mike, 142 | ListeningSECTION 4 Questions 31-40 Questions 31-32 Answer the following questions using NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. 31. In which year did the SPI introduce the recycling symbol? 32. Whats the minimum size of the symbol? Questions 33-40 Complete the following table of information using NO MORE THAN THREE WORDS for each gap. Number Easily Used for... recycled? (yes/no) 1 yes bottles, containers, fibre-fill, bean bags, rope, ear bumpers, tennis ball felt, 88 , cassette tapes, sails 2 yes containers, 34 , Piping, plastic lumber, rope 3 no 35 , shower curtaing, medical tubing, vinyl dashboards, baby bottle nipples 4 36 wrapping films, 87 , sandwich bags, containers 5 no containers, e.g. Tupperware 6 38 coffee cups, 39 meat trays, packing "pea-nuts", 40 , cassette tapes 7 no special products Listening | 143READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. THE GENUINE ARTICLE A Many business books assume that potential leaders are a blank canvas onto which must be hurled a particular set of habits and characteristics in order to form the perfect chief executive of the future. Others assume that to become a better boss executives need do no more than ape other corporate high-flyers or draw inspiration from leaders in other walks of life. In this vein, for example, there is the Jack Welch model and the Richard Branson model. B_ Military commanders are a favourite — military metaphors still abound in the corporate world and Napoleon and Alexander feature frequently. Alexander's record on globalisation, however, is the more appealing in the current business climate. Failure to make it in Moscow and being offshored on St Helena are not to be found on the CVs of potential business leaders of today. C Rob Goffee and Gareth Jones, two British academics, eschew the notion that effective bosses can be constructed piecemeal. Their implicit message is that bosses are born, or at least made before they delve into books on management. Rather than suggesting that high- quality leaders can be constructed from what they dismiss as an "amalgam of traits", they stress that there are "no universal leadership 144 | Readingcharacteristics". The talent that the pair thinks most vital is "authenticity". After 25 years spent observing well-regarded chief executives and good managers further down the ladder, the authors conclude that those who are true to characteristics they already possess make the best bosses. Their message to the aspiring high-flyer is "be yourself", have a lot of self-knowledge and be comfortable with who you are. Identikit executives hiding behind the latest management fad, ambitious role players, time-servers and office politicians may manage to creep to the top. However, Messrs Jones and Goffee insist that those they seek to lead will soon find them out. Authenticity cannot be faked, they say, and a little eccentricity won't hurt either. The authors approvingly cite Mr Branson's casual style and endearing difference from the norm that his followers appreciate. Displaying other differences, foibles or even shortcomings, they say, adds to the authenticity, and they give examples of the kinds of differences that bosses should exude. When CEO of Unilever, Niall FitzGerald gave free vent to his Irishness; Franz Humer's passion was on display for all to see at Roche; and the BBC revelled in Greg Dyke's "blokeishness". The authors do concede that there are techniques which can improve leadership. Some characteristics work better than others, so play these up. However, they warn against phoney sincerity, and (perhaps surprisingly) they advocate displays of weakness. Mr Dyke had a notoriously bad temper; Alain Levy of PolyGram could be blunt and emotional. Appear human and your leadership will seem more attractive. The authors go on to make some fairly obvious points that the truly authentic and self-aware could probably work out for themselves: be Reading | 145conscious of how well you read situations (and try to get better); conform (but not too much); get close to your underlings (but not too close); and communicate authentically too. Are you better on e-mail or face-to-face? They cite Mr Welch's use of experiences from his boyhood in his communiques as a way of conveying authenticity. They suggest trying a little humour — which is surely not a good idea if you are not authentically funny. G It is a shame that the British authors offer many more examples from Europe than they do from America. The reader is left wondering whether revealing eccentricities in a land where conformity is more highly prized (and weaknesses where capitalism is reddest in tooth and claw) would meet with less success. Wal-Mart, Microsoft and other hugely successful American companies have been led by rather unexceptional people with little sense of humour. H_ Readers looking for detailed and specific advice on being a good manager may feel that the authors’ message is a little too vague. Managers who are unpleasant by nature may also want to try another approach. That said, "be yourself" is doubtless good advice for anyone yearning to lead hundreds and thousands of employees. Or indeed anyone merely wishing to lead a happy life. 146 | ReadingQuestions 1-4 The text has 8 paragraphs (A-H). Which paragraph contains each of the following pieces of information? 1. People who try to be good managers simply by following the latest book's advice will be seen as they really are by those they manage. A brief comparison of overall European and American business styles Ideas that conventional book suggest to those who wish to be business leaders How childhood experiences can help business leaders. Questions 5-8 Complete the following sentences using NO MORE THAN THREE WORDS from the text. Goffey and Jones do not believe business leaders are created by putting personal qualities on a The surprising thing that Goffey and Jones recommend is occasionally showing Really people probably dont need to read Goffey and Jones' book to discover many of their ideas about what makes a good business leader. The article suggests that authenticity is good advice for people who want as well as for potential business leaders. Reading | 147Questions 9-13 Do the following statements agree with the information given in the text? Write: TRUE if the information in the text agrees with the statement. FALSE if the information in the text contradicts the statement. NOT GIVEN if there is no information on this. 9. Alexander is currently more fashionable as a model for business leaders than Napoleon. 10. Goffee and Jones believe that business leaders should act naturally. 11. A good business leader should be very friendly with the people working under him/ her. 12. The writer thinks that using humour is not always a good idea 13. The examples given in the article prove that business leaders in Europe and in America need different characteristics. 148 | ReadingREADING PASSAGE 2 You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below. TROUBLE IN PARADISE VALLEY A On one side of the argument there are eagles, wolves and orchids; on the other side there are endless heavy lorries and burgeoning economic growth. Welcome to Europe's new environmental battleground. The conflict is coming to a head for the first time in a pristine valley in north-east Poland, crammed with spectacular wildlife, which has been earmarked as the route for a badly-needed motorway to the Baltic states. The clash of priorities has bitterly divided public opinion in Poland itself and has now set the country on collision course with the European Union. Yet the struggle to save the Rospuda valley is only the first of many conflicts likely to arise between economic development in the new EU member nations of central and Eastern Europe, and their wildlife heritage. B_ Species which have long been rare or extinct in western European countries, such as lynx, elk, wolf and beaver, along with scores of uncommon bird species, from eagles to corncrakes, still have substantial populations in the ten central and eastern European nations which have recently joined the EU. In Poland and the other member states which joined in 2004 (the Czech Republic, Slovakia, Slovenia, Hungary and the three Baltic countries of Estonia, Latvia and Lithuania), as well as in Bulgaria and Romania, which joined this year, two remarkable habitats in particular act as giant wildlife reservoirs for Europe as a whole. One is the vast extent of ancient forests, some of which are still primeval—meaning they have never been cut down and replanted—and the other is the great range of wetlands in river valleys, flood plains and deltas. The Rospuda valley combines both. The Rospuda river flows through the ancient Augustow Forest near Poland's border with Lithuania, one of the most pristine forest regions in all of Europe; and the river's course is bracketed by a peat bog which is astonishingly rich in mammals, rare birds, plants and insects. In environmental terms, the Reading | 149valley is a jewel Yet it sits squarely astride the route for one of Europe's most ambitious road schemes, the so-called Via Baltica expressway from Warsaw to Helsinki, which will pass through the Baltic states, The section of the new road which is intended to be the bypass for the small town of Augustow, where two routes from Warsaw join, is planned to go right through the valley's heart D_ Environmentalists contend that the road will irreparably damage the valley, and insist an alternative route, further to the west, must be used; the Polish government, riding a wave of new prosperity with annual economic growth running at six per cent, and desperate to upgrade its transport links with its neighbours as quickly as possible, insists that the Rospuda route is the right one, wildlife or no wildlife. The people of Augustow, who are sick of the unending procession of heavy lorries through their town, heartily agree. EA survey carried out by the Polish Bird Protection Society, Otop, has found that within 750 metres each side of the centreline of the proposed expressway as it passes through the valley, no fewer than 20 species of birds are breeding which are specifically protected, as rare or threatened, under European law. They represent a_ British birdwatcher's dream, ranging from the white-tailed, short-toed and lesser-spotted eagles, through the black grouse and the capercaillie, to the corncrake, the crane and the great snipe. There is much more. Among a profusion of rare wild/lowers, there are 20 orchid species in the valley, including the last colony in Poland of the musk orchid Herminium monorchis, and mammals which are resident or pass through the forest and the marsh include lynx, wolf, elk, wild boar, otter and beaver. F The Polish centre-left national daily newspaper, Gazeta Wyborcza, has taken up the cause of saving Rospuda, and has given away green lapel ribbons for supporters to wear. An electronic petition on its website, to shift the road to an alternative route, has attracted 150,000 signatures, and last month, when it was thought the first tree-cutters were about to move in, a group of green activists from all over Poland set up a camp in the snowy forest and climbed into the trees to stop them. Not everyone agrees with them. Two weeks ago last Sunday, several hundred people from Augustow, encouraged by local politicians, came out to confront the greens, shouting: "Ecologists, murderers.”. They 150 | Readingdistributed wooden crosses which they said represented the children knocked down and killed by the heavy lorries passing through the town. A heavy police presence was necessary to stop an ugly clash turning violent. Now the conflict has intensified still further, and moved on to an international level. The European Commission in Brussels is taking up the case, and the Polish government is finding that EU membership carries duties as well as benefits. Poland's membership of the European Union is giving the country an economic boost — it has already received $14 billion in EU funding — but it is its EU membership which means the government may have to think again about Rospuda. For when the country acceded in 2004, it was obliged under EU law to declare some of its best wildlife sites as protected areas in the EU's Europe-wide Natura 2000 network. Rospuda is one of these, part of the Augustow primeval forest special protection area (SPA), declared under the EU's 1979 wild birds directive. This lays down that if a development is likely to harm a protected site, alternatives have to be explored. Polish environmentalists have complained to Brussels that this has not been properly done with Rospuda, nor has it been done in four more SPAs that the Via Baltica is likely to damage. The EU environment commissioner, Stavros Dimas, has accepted their argument, and asked the Polish government to refrain from pushing the road through the valley — or face prosecution in the European Court of Justice. Last week, Poland delivered its answer to Brussels, which, although it has not yet been published, is credibly rumoured to have been negative. It is hard not to feel some sympathy for the Poles, who have been pushed around by stronger nations throughout their history; many Polish politicians feel this is happening with the EU now, and resent it strongly. Also, it is hard not to sympathise with the citizens of Augustow who have to live with an ever-increasing procession of heavy lorries. Reading | 151Question 14-17 The text has 8 paragraphs (A-H). Which paragraph does each of the following headings best fit? 14. Habitats in new EU countries. 5. Birds, flowers, mammals. 16. Special forest-prime location. 17. Emotional issue. Questions 18-22 According to the text, FIVE of the following statements are true. Write the corresponding letters in answer boxes 18 to 22 in any order. A. The fight over the Rospuda valley is the biggest wildlife issue in Europe B. Primeval forests have not been destroyed by people. C. The Via Balticz has almost been completed. D. The Polish government is emphasising policies that aid transport links. E. There are no musk orchids outside Poland. F. Arecent protest almost became violent. G. Several Polish wildlife sites are protected under the Natura scheme. H. Via Baltica may damage other protected areas. 152 | ReadingQuestions 23-26 According to the information given in the text, choose the correct answer or answers from the choices given. 23 24. 25. 26. The road is causing tensions, or is expected to cause tensions, between A. different groups of Polish citizens. B. Poland and the EU. C._ two groups of residents in Augustow. The Rospuda valley is special because it has A. forests. B. wetlands. C. peat bogs. People who are against the road have A. climbed trees to prevent them being cut down. B. signed a petition C. called their opponents "murderers. Polish politicians A. do not want many areas of wildlife to be protected. B. want the FU to pay for the new road. C._ think the EU is telling them what to do. Reading | 153READING PASSAGE 3 You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below. THE MAGNETIC ATTRACTION OF PHYSICS + It's amazing what you can do with a few paperclips and margarine tubs, says Richard West, head of science and physics at St Peter's school in Wolverhampton. A group of his students has been taking part in the annual "paperclip challenge" at Leicester University, part of the school's attempts to get pupils interested in physics. These extend to an after-school animal club for year 7s, with a posse of rats, rabbits and geckos to look after. Efforts to "sell physics very hard" to the younger pupils has paid off, and this year the school has a record forty students studying A-level physics, and helping to make the science results the best of any subject in the school. "Success breeds success," West explains. "We'd like more girls doing physics, but we are proud of what we are achieving. Physics is successful in this school, first and foremost because of the people who teach it." And the animal club? "It makes the pupils love science, so they go on to love physics." What this school is doing goes against the national trend, where the take-up of physics — at school and university level — has been in free-fall for the past two decades. It has become a big concern to the scientific and business communities, and to education ministers. Even given the likelihood of extra funding and new initiatives to boost the take-up of science in tomorrow's budget, the reality is that physics is seen by many teenagers as too difficult. There is a widening gender gap, and attempts to encourage more girls to study physics have stalled. + Two reports funded by the Gatsby charitable foundation and carried out by the Centre for Education and Employment (CEE) have analysed the trend. They have noted that, amid the general drift downwards, there are schools where the numbers taking physics are holding up at twice the national average. Most are grammar and independent schools, which select their intakes and can attract high-quality teachers. However, there are a sizeable number of comprehensive schools enjoying a healthy take-up. Today the Buckingham University- 154 | Readingbased CEE publishes its third study, Bucking the Trend, reporting on visits to such state schools, to discover what they are doing right, and what other schools can learn from them. The report, by Professor Alan Smithers and Dr Pamela Robinson, has a practical aim: to suggest what might be done to reverse the swing away from physics in schools. The new study contrasts with the first two, both of which made gloomy reading. The first carried the results of a survey which indicated that physics — through redefinition and teacher shortages — was in danger of disappearing as an identifiable subject from much of the state sector. The second showed that A-level physics entries have halved since 1982. This has impacted on universities: more than a quarter of them have stopped teaching physics since 1994. With fewer students studying physics at university, the pool of prospective teachers is also shrinking. For the new report, Smithers and Robinson visited fourteen comprehensives with the highest proportions of A-level physics students in the earlier national survey (including the two mentioned above), and three at the bottom. In "high-physics" schools, they found physics being taught as a recognisable subject from year 9 onwards, by expert and enthusiastic teachers. For this to happen successfully, they say, a number of things have to come together: a desire to do it, good leadership, a core of well-qualified teachers, a focused and fun curriculum, good results, and a critical mass of able pupils. The head of science at a "low-physics" school that has recently achieved science specialist status told the researchers: "At the moment, there is precious little specialist physics at key stage 3, which leaves year 10 with the mind-set that they can't do physics. When a physicist says to a student ‘you are good at this’, the student will believe them. They have confidence in our comments, when they might not have if they were coming from a non-specialist." For the decline in physics to be reversed, it has to be important to the schools, the authors of the report say. The top physics school in the study (which is not identified) had turned itself around by appointing a determined head of physics, who re- structured the curriculum and brought together a strong team of staff. In contrast, a school with hardly any pupils doing A-level physics prided itself on its performing arts; pupils were frequently taken out of science lessons for drama and music rehearsals. The report warns that, because there are not enough good physics teachers to go round, some schools may be teaching science, rather than physics as a separate subject, simply because they are unable to recruit specialist staff. "It is Reading | 155a chicken-and-egg situation," says Smithers. "The physicists teaching tend to gravitate to schools where they can teach their subject, rather than the sciences generally. If a school declares itself for physics, and offers specialist teaching, it will find it more possible to attract high- quality physics teachers. For there to be a major revival of school physics, teacher shortage must be addressed. Not only is it difficult to recruit physics graduates to teaching, it is hard to retain them." Robinson adds: "One reason is that they sometimes find themselves the only physicist in a school straight after training, and all the responsibilities are heaped on their shoulders before they are ready. Improving retention would do much to reduce the shortage of physics teachers." Several of the successful schools suggested that they could play a part in smoothing the entry of the newly qualified into teaching. "We'd love to provide a specialist training centre for the newly qualified," says West. The report recommends a feasibility study leading, in the event of a favourable outcome, to the funding of a pilot scheme along these lines. 156 | ReadingQuestions 27-30 For each question, only ONE of the choices is correct. Write the corresponding letter in the appropriate box on your answer sheet. 27. Teachers at St. Peter's school have failed to A. help students to achieve better results in physics. B. persuade students to enjoy physics more than biology. CC. persuade as many girls as they would like to study physics. 28. Not enough students are studying physics because A. there is not enough money to fund courses. B. itis perceived as too difficult. C. people do not see the value of studying it 29. The third CEE report A. says that more schools are teaching physics well. B. says that it is inevitable that the teaching of physics will decline further C. focuses on how the teaching of physics can be widened and improved 30. Physics teachers tend to go to schools where they A. are paid more money. B. can teach physies rather than science. C. can work alone. Reading | 157Questions 31-35 Complete the following sentences using NO MORE THAN THREE WORDS from the text. 31. Students at St. Peter's school take care of 32. There isa even though there have been attempts to get more girls to study physics. 33. The number of is decreasing because fewer people are studying physics at university. 34. The latest CEE report looked at “high physics’ schools. 35. The CEE report suggests that a be done to see if it worth funding a programmer to give specialist training to newly qualified physics teachers. Questions 36-40 Do the following siatements agree with the information given in the text? Write: TRUE if the information in the text agrees with the statement. FALSE if the information in the text contradicts the statement. 36. 37. 38. 39. 40. NOT GIVEN if there is no information on this. The paperclip challenge is designed to see how creative physics students can be with paperclips. Grammar and independent schools can choose their students. A-level physics entries have gone down every year since 1982. Schools that teach performing arts are not good at teaching physics. Keeping physics teachers at many schools is also a problem. 158 | ReadingWRITING TASK 1 You should spend about 20 minutes on this task. The chart shows the number of days the average employee has off work per year in four different countries. Summarise the information by selecting and reporting the main features and by making comparisons where relevant Write at least 150 words. Country Public holidays Annual leave Total days off USA 10 12 22 Japan 13 ay 24 Italy 9 31 40 UK 8 27 35 Writing | 159WRITING TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Some people think that the purpose of museums should be to attract and entertain young people. Others believe that the purpose of a museum is to educate, not entertain. Discuss both viewpoints and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. 160 | WritingEST PART 1 The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics. EXAMPLE Work - Do you work or are you a student? = What work do you do? - Why did you choose that kind of work? - How do you feel about your job? - What is the most interesting thing about your job? Transport - How do you usually go to work? How good is the public transport system in your city? - If you go ona long journey, how do you prefer to travel? - Are traffic jams a problem where you live? Weather and climate What is your favourite time of the year? - Do you do different things in summer and in winter? - What do you do when the weather is wet? = What kind of clothes do you wear in the winter? * Is it often very hot or cold in your country? PART 2 Tell me about a famous person who you particularly You will have to talk about admire. You should say: the topic for one to two = who the person is (was) and why they are (were) famous minutes. You will have - why you particularly admire them one minute to think about what you're going to say. You can maké some notes to help you if you wish - how they contribute(d) to society and say what questions you would ask this person if you met them. PART 3 Discussion topic: Famous People Example questions: Do famous people have special responsibilities to society? - Some famous people are very rich. Is this fair? - What kinds of people are famous or admired in your country? - Should the private lives of famous people be made public? - Do you think that monuments to famous people are a waste of money? - In Britain, for example, certain famous people receive honors and titles. What do you think of this? Speaking | 161