errr Lice of English PAPER 2 Writing PAPER 3 Ustening PAPER @ speaking For quostions 1 8, road the toxt below and decide which anewor (A, B, C or D) best fits each gap. There is an example at the beginning (0). ‘Mark your answers on the separate answer sheet. Example: © A presents appears © springs D- tanus Essential tips > Read through the tex fret for ‘general understanaing. > Remember that the gapped ‘word or words will often be ‘part ofa collocation or a fixed phrase. > Check the words on och side cof the gap carefully. Often, {he options nave very similar ‘meanings but only one is. ‘correct because of a word (ag. particular verb! before the gap or another word (eg. ‘a prepesition) ater i > Remember to read the whole ‘ext through again when you hhave completed the task to ‘chock whether it makes sense. ‘Question 1: Whicn verb often ‘905 with itt0 mean ‘be successful"? Question 3: The idiom to go to ‘any... 10 do someining means ‘to make a big effort to achieve something, including taking ‘extreme or unusual steos. Which word completes the idiom? ‘Question 5: Ait tour woras can ‘orm phrases with in. However, three of them express the idea of 2 series of things. but only one ‘Sxprasses the idea ofthe raul ‘fe 2orice of things, Tho rooult here is boosted sales. Question 7: We often use one Df thoea adjactivas tn daceriba ‘Something abstract ike an aim “Sram ita which in difficult to define or achieve. Ths is the Meaning here. The other words ‘are used to describe places that sre hard 0 reec or things that ola cp Word-of-mouth success - what publishers dream of ‘Word of mouth’, a phraco that firet (0) the kind of publi in Shakespeare's play Twelfth Night, is ity all publichore want for their hooks. Positive reviews ara useful, but ‘e only whan lnts of panple start talking about a book that it really (1)... it ssales-wise. Word af mouth is what (2)... behind the initial success of JK Rowlina’s Harry Potter books. for example. Some publistrers will yo t9 any (8) crue imullate the phenomenon. Years ago, one ‘company paid its own staff to read books published by the company whenever they travelled on public tranoport. The thinking wae that the bright yellow covers would ” would in 8) ...... boost salos and become the eubject of eaeual conversations among passengers, which With tne (6) ...... Of social networking, creating word of mouth has almost become a sclence. However, despite Twitter, Facebook and the rest, publistiers still find it a3 Uifficult as ever to yeterate that (7)... thing, @ viral conversation ebout @ new book that persuades lots of people to buy it It still seems to be unt » what the (8). to ochieving word of mouth is. 1A pushes Bh © makes > 2 A formed B ren © rested > 2 A longthe B oxtonte © torme > 4A chow off B stick up. © stand out D 5 A order Bturn ec D 6 A advent B entrance c D opening 7 A remote B isolated © hidden D elusive 8 A root B key C base D guide r Compre Ents Aovenced Test 2 >> PAPER 1 Reading and Use of English >> Part 1ose c RSI For questions 9-16, read the text below and think of the word which best fits each PAPER 2. writing {99p. Use only one word in each gap. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. TPAPER 5 ustening rece 4 soeating ¢| example [ONCE LEE Ice water diver Rhian Waller is @ marine biologist with a special interest (0) ...... deep-ses corals. FRead the text quickly for ‘She admits that, as (9)... little is known about these corals because they are very ‘general meaning isknown rari Sets atom is that they are being damaged by fishing nets, and research is needed to support itoms ike articles, pronouns, eaneeen eis let i conservation work fewimayform prt commen | 4) expressions. aad the whole santenca 0 see wheter the word you shallow (12) ealclemetrelne ether... | faced Rhian initially: (13)... only was the water i Sror onthe one and. on ae pr sioe te on freezing, but she had never actualy dived before. Remember that there could be | She describes the experience as ‘intense’. Within five minutes (14)... being in Baretnanenecoreeenswer | ene water, her head and hands were completely numb, and she often had (18). hard to reach, 1000 metres below the ocean's surface. However, (10) recently, Rhian had only been able to study the coral through film sent from robotic subm: nes, but then some were discovered in Alaskan fjords that were to dive in, This was a wonderful opportunity, but two problems the fjords scarcely above poor visibility she couldn't even see her own elbow. Despite the extreme condition of 2 kind that is however, Rhian’s team were able to gather data on the coral (16) ...... but impossible in the deep ocean. ‘entanes that followe the ‘oF both. In this case 'ook ily at what comes aftr it. text telis us that previously 00d only sty the corals ‘robotic submarines, but with recently to give the idea ‘previously’? 12: Thi isan example Js onge, perl rte: Mi 16; Can you think of 3m structural word to {an expression that ‘almost impossible’? cambrigge Engitsh: Advanced Test 2>> PAPER 1 Reading and Use of Englisn >> Part2 33ey eeu PAPER 2 Writing PAPER 3 Listening PAPER 4 Speaking For questions 17-24, read the text below. Use the word given in capitals at the end ‘of some of the lines to form a word that fits in the gap in the same line. There is an ‘oxample at the beginning (0) Write your arswers IN CAPITAL LETTERS on the separate answer sheet, Example: [0 | PIRIETSIIDIEINITIIIALL TO Essential tips > Read through the text for oneral understanding. > Remambar te think about the ‘ype of word that should go In each gap ~e verb, noun, adjective or adverb? > Remombor that some words ‘will need more than one ‘change ~a prefix and a suffix. > tthe word needed is a noun. ‘check whether it should be singular oF plurel. > When you've finished the tusk, read through it again and ‘check that it all makes senso. Question 17: A noun is needed hove. Be oaraful with tho spelling. Question 18: Ifthe gap is the first word in @ sentence and itis {ollownd by 4 comma. what tyne ‘of word ist ikely to be? ‘auestion 19: Faciaris an Adjective, so the gapped word hhere will be a noun. Should it be singular or peal? ‘Question 20: The word needed hnere isa noun. But does refer ‘to people ora more abstract ‘idea? Read the whole paragraph betore deciding, Leaders with long faces In most (0) ..... elections in the USA in the twentieth century, the taller of the two candidates won, This association of (17) «1. with success is something that has beon widely accepted. (18)... Some recent research suggests that people’ confidence in a potential leader can also be influenced by how {ong that person's face is. ‘According to Daniel Re, one of the main researchers, our natural attraction to facial (19) ..... that suggest tallness, as long faces do, is thought to have evolved long ago when the (20) .n..m of ‘9 community depended on choosing the right leader. “Especially when we're faced with 2 (21) «nem situation, we 1m to profer the moet dominant.looking peopl far leadership,’ he eaye In the study, (22)... were asked to manipulat ‘computer screen in order to make them look like people they faces ona would want as national leaders. A significant number chose 10 (23) «nu the faces, particularly for male leaders in difficult times. ‘As Dr Re noted, the implication is that ‘leadership choices are attected by physical teatures that are (24) ...... to political expertise. 34 cambridge English. Advanced Test 2 >> PAPER 1 Reading and Use of English » + Part 5 PRESIDENT HIGH INTEREST SURVIVE THREAT VOLUNTARY LONG RELEVANTere aed For questions 25-30, complete the second sentence so that it has a similar meaning |_ to the first sentence, using the word given. Do not change the word given. You must ee hone use between three and six words, including the word given. Here is an example (0). PERS Lictening eae pease 0 Chloe would only eat a pizza if she could have a mushroom topping. ‘on C100 essnsennnnnnnssninsen @ Mushroom topping when she had a pizza. ‘The gap can be filled with the words ‘insisted on having’, so you write: Example:[0 INSISTED ON RAVING] Write only the missing words IN CAPITAL LETTERS on the separate answer sheet. 25 | only watched that film because you recommended it to me. NEVER Iwould you hadn't recommended it to me. 26 It sooms as if wo misunderstood what the aims of the course were. DEEN There seems what the aims of the course 27 The traffic was 0 bad that there was obviously no way we would get to the theatre on time, so we went home. ‘STAND The traffic was 80 bad that we obviously didn’t to the theatre on time, so. we went home. 28 Michelle's brother talks o lot more than she does. NOWHERE Michelle is her brother. 29 There's a rumour that Jordi Marse, the Barcelona manager, has resigned this morning. HANDED Jordi Marse, the Barcelona manager, resignation this morning, 20 I'm sure people will abject to the idea of building a new runway at the city. airport BOUND There the city, the idea of building @ new runway at Cambridge Enalsh: Advanced Test 2 >» PAPER 4 Reading and Use of Enolish >> Parez 35}tine 37 a cl (ema PAPER 2: Writing PAPER 3 Ustening You are going to read a newspaper article. For questions 31-36, choose the answer (A,B, Cor D) which you think fits bast according to the text ia or ah Sk i pao ements PAPER 4 Speaking ee. oer Cycling Keen cyclist Simon Usborne looks at some research on cycling. You need only look at a professional cyclist to appreciate the potential effects of cycling on the body. But what about the mind? It @ question thet hes long challenged psychologists, neurologists and anyone who hes wondered how. sometimes. riding a bike can induce what feels close to a state of meditation. rm usually incapable of emptying my mind but there nave been occasions on my bike when | realise | have no recollection of the preceding kilometres. Whether riding alang country lanes in spring, or daing city commutes, time can pass unnoticed in a blissful blur of rhythm and rolling, and I'm not alone in feeling this. But what do we really know about how cycling affects us? Danish scientists who set out to measure the henofits of breakfast and lunch for academic achievement among children found diet helped, but that the way pupils travelled to schoo! was far more significant. Those who cycled or walked did Detter than those who travelled by car or public transpart Another study by the University of California showed that old nenple who were most active, including those who cycled, had five per cent more grey matter than those who were least active. But what ie it about cycling that makes us believe it has a special effect? Peychiatrist John Ratey thinks cycling increases ‘the chemistry in your brain that makes you feel calm,’ but also that carrying out multiple operations, like negotiating a junction or jostling for space in a race, can be an effective therapy. He is currently leading @ study in which more than 20 pupils with attention deficit hyperactivity disorder (ADHD), a condition affecting the ability to apply one’s mind to something, are expected to show improved symptoms after a course of cycling. The link between cycling and ADHD is well-established. It's “ike taking a little bit of Ritalin, Dr Ratey says, Ritalin being a stimulant commonly used to treat ADHD. Exercise can achieve the same effect as praserihed medicine, but not all exercise is equal, as shown in a German study involving 115 students, half of whom did activities such as cycling that involved complex coordinated movements, while the rest performed more straightforward exercises with the same aerobic demands. Both groups did better than they previously had in concentration tests, but the ‘complex’ group did a lot better. There have been other interesting findings too. In 2003, nouroscientist Dr Jay Alberts rode a tandem bicycle ‘across the American state of Ohio with a friend who has Parkinson's disease (a condition affecting the nervous system). Ine idea was to raise awareness ot the disease, but to the surprise ot both riders, the patient showed significant improvements. Pr Alherts then scanned the brains of 26 Parkinsan’s patiants during and after an sight: week exercise programme using stationary bikes. Half the patients were allowed to ride at their own pace, while the others were pushed incrementally harder, just as the scientist's tandem companion had been. All patients improved. and the ‘tandem’ group showed particularly significant increases in connectivity hetween areas of grey matter responsible for functions such as walking and picking things up. Cycling, and cycling harder, was helping to heal their brains. We don't know how this happens, but there is more startling evidence of the link between Parkinson's and cycling. A video on the internet teatures a 58-year-old Dutchman with severe Parkinson's. At first, we watch the patient trying to walk along a hospital ward He can barely stand and his hands shake uncontrollably. Cut to the car park, where we find the man on a bicycle being supported by staff. With a push, he’s off, cycling past ‘cars with perfect balance and coordination. after @ oop, he comes to a stop and hops to the ground, where ha is immediataly immobile again. Doctors don't fully understand this diserenancy either, but say the bieycle's rotating pedals may act as some sort of visual cue that aided the patient's brain. The science of cycling is evidently incomplete, but perhaps the most remarkable thing about it for the everyday rider, its effects on hyperactive children notwithstanding, is that it can require no conscious focus at all. The apparent mindlessness ot pedalling can not only make us happier, but also leave room for other thoughts. On the seat of my bike, I've solved problems at work, made life decisions and reflected usefully on emotional troubles, as, I'm sure, have countless others. 36 Cambricige English: Advanced Test 2 >» PAPER 1 Reading and Use of English >» Part 5Coens You are going to read four comments in a dahate about 2008, Far questions 37-40, choose from the comments A-D. The comments may be chosen more than once. PAPER'S Listening ‘Mark your answers on the separate answer sheet. PAPER A Speaking Zoos Zoos are notable tourist attractions as well 2s being centree of reeearch and conservation. However, there is @ long-running debate about whether it is right to keep wild anime {in captivity, particularly in urban locations. Here are four contributions to a recent online discussion about the subject. A With the destruction of natural habitats in so many parts af the world, 2008 play an increasingly important role in conservation. Without their intervention, many more of the world’s surviving species would become extinct, Zoos are able to intervene because of their expertise, which Is developed through long-term, sustained studies at the 200s themselves, but also in support of field work in the wild. One advantage of having thie scientific work done in 2008 is that it becomes more easily accessible to the wider public. Zoos are great vehicles for informing People of all ages, though particularly younger ures, in a direct and memorable way, about the proper treatment ‘of animals, and how crucial they are to the world's different ecosystems. This has not always heen the ease, but modern 2008 look after animals well and, as such, present a valuable model to the wider population, There have been many bad zo08 in the past, hut 700 animals today are well-fed and cared for in epacious surroundings. Zoologists and animal psychologists are brought in to design species-appropriate enclosures and ectivities. Studies of animals in zous provide information that would be very hard to obtain in the wild. A study of Gorillas at zoos in the UK and the USA. for example, discaverad that happiness can increase the primatee’ lives by upto 11 years, and findings of this kind are useful for zoologists in both zoos and the wild. Sadly, z00s' efforts to breed animals that are close tv extinction have mostly falled. The issue here is that the odds against reviving a species from a tiny captive community are very high. But generally, as institutions of scientific endeavour, 2008 are crucial in the wider dissemination of knowledge, skills and values with regard to wildlife. c Core of wild animals in captivity tends to be much more humane than it was in the past, but the fact is that z00s are for commerce and entertainment. Most visitors go to zoos to be diverted by weird and wonderful ‘creatures rather than to learn. One zoo study found that visitors spent less than eight seconds per snake and ‘one minute per lion. What could possibly be learned from that? It is alao widely acknowledged that, despite the best intentions of scientists, most z00-based attempts to breed species in order to stave off extinction have been strikingly unsuccessful. Captive breeding programmes will only ever work in large nature reserves. Moreover, claims that z009 ore ideal locations for atudying animal behaviour conveniently ignore the point that environments affect behaviour, and so studies of animals in zoos may only tell us about captive populations and provide little data about animals in their natural habitats. However well intentioned zoo-keepers may be, z003 can nover replicate the natural habitate of moot wild animals. As a result, zoo animals are psychologically affected and often display abnormal, even self-destructive, behaviour. Attempts to use zoos for breeding threatened species are also well intentioned, but, with rare exceptions, they fail to bear fruit. The key factor agoin ia probably that zoos aro nothing like nature, and wild animals simply do not breed well in confinement. The notion that zoos can be places of learning, enlightening the population about wildlife, is also well meant, but how much can visitors really discover about wild animals from seeing thom in cages and small enclocures? The only way to understand an animal properly is to. its natural environment, and, if that is not possible, then film and books will give a more accurate picture than the artificial and misleading context of @ zoo. fF Cansbirsioe Enollsh: Advanced Test 2 >> PAPER 1 Readina and Use of Enalish + Part 6Which writer tokes view to D regarding the role 200s play in edueating the public? has a different opinion from the others about the ‘well-being of animale kept in 20087 takes 2 different view from the others regarding +2008 and endangered specios in 2008? AAA A shares A's opinion of zoos as centres of research? nt the kay wards jn each question, th toed nies pele relate to ralevant places, Do the same for each text, a -and decide wich ones are similar and which Camincione English: Advanced Test 2 >» PAPER 4 Reading and Use of English >> Parte 39ean PAPER 2 writing PAPER 5 Listening PAPER 4 Speaking to teens You are going to read @ newspaper article about a special farm which provides help. jers with behavioural problems. Six paragraphs have bean removed from, the article. Choose from the paragraphs A-G the one whi There is one extra paragraph which you do nol wed to use. fits each gap (41-46), ‘Mark your answers on the separate answer sheet. Care farms Before breakfast, two young people head down to the woods, struggling a liile with the heavy bag of food for the pigs. ‘Scatter them in different piles,’ says the farm staff member. ‘If you put them in one place, the smaller pigs won't be able to get anything.’ The pigs, which are enormous, surge towards us, and their new feeders step backwards. ‘I'm not doing that,’ says 15-year-old Daniel firmly. —_—_ The teenagers are part of a group from a London secondary school who are staying at Jamie Fielden's farm, one of a number of ‘care farms’ providing a type of eco-therapy. The pupils brought here havo been chosen by their teachers: 14 year-old Sofia, for example, has @ ditticult home life, Georgia, 14, is extremely quiet, and Sam, 13, has challenging behaviour. Besides farmwork, the young people have group sessions with the farm psychotherapist who teaches them techniques for calming down, or for dealing with difficult situations. They can do ‘horse-whispering’ with her, one-to-one therapy making use of one of the farm horses. Phones and sweets are banned, as part of the focus on creating a calm, supportive atmosphere and reducing over-stimulation, And the young people seem to be thriving. Aaron, a ‘12-year-old with serious attendance issues, is clearly taken with the horse whispering: ‘I feel as though the horse is calm and I'm calm. | had to work out how to: Speak calmly to make her do what | wanted,’ And this is what Fielden aims to provide. Trained as @ teacher, he wants to ‘give young people a chance to, have the experiences that | had as a kid growing up on a farm’, He set up the farm with # couple of other teachers and his mother, a psychotherapist, a few years ‘ago. The farm’s main source of income is the fees schools pay to send pupils there, and since oper ‘more than 700 children have attended Care farms first appeared over a decade ago in the UK. Now, there are more than 80, and they have their own ion called Care Farm UK. Founder member lan Egginton-Metters says: ‘There is evidence that ‘green ‘care’ works. Charities give funding for our eco-therapy, projects, which are focused around taking people out of institutions and putting them in the natural environment.’ ae] Whatever the reasons, however, there is clearly an impact. A week afler the pupils arrive back at school in west London from Jamie's Farm, teachers report on @ difference in behaviour. Georgia gave a talk to her class about her experiences, Sofia's participation in class is better than it has ever been, and Sam says he wants to go back to the farm next year. There is no doubt amongst the teachers that they will continue to send troubled pupils to the farm in years to come. Test 2>) PAPER 1 Reacing and Use of English >» Part 7Acclassmate, Hasan, describes a similar sense of tranquillity. ‘I expected to be really annoyed and bored here, but as soon as we arrived it was fantastic, There's 30 much space, You don't get stressed out. Ihere’s time to think.’ Like his Peers, he hae a complicated home life and needs Support. Along with this, the teachers accompanying them are encouraged to form closer bonds with their charges and to observe the way tat farm staff interact with the young people, and the methods they use to get the bettaviour they want, This expansion of the sector is evident, but there are differing explanations as to why care farming makes a difference, ranging from those pointing to the therapeutic aspect of the physical labour and the contact with plants and animals, to thers claiming it ie all to do with taking people away from their problems at home. Before coming here he was sceptical, but no longer. ‘There's something about coming here, from very chaotic environments, as most of tips Remember that in this part of the test you need to understand the organisation of a text — how the ‘paragraphs work together. ‘Read through the mein tox first for a general ‘understanding of its subject aru organisation, ins oe Se snes orarartin Ad om see ‘you know what each one is about “Look for links bstwaan tha main text and the gapped ‘saragraphs. Remember that a gapped paragraph may ‘have links tothe paragraph before it, or the paragraph after it, oF t bow. {he links may be connected ideas, related vocabulary, ‘pronouns, linking adverbs and exoressions and $0 on. ‘Sometimes more than one of the paragraphs A-G look ‘possible for 2 gap, but thor je only one eorrect anewer. you look carefully, you will ind reasons to exclude al ive-looking paragraphs except the correct one. *t forget to read through the completed text to check it makes sense. Cambridge English: Advanced Test 2'>* PAPER 4 Reading an Use of English >> Part 7 these young people do, that does them good. You have to work hard, take responsibility, and you're a valued member of the community.” E_ Sofia, however, who is a good head shorter than her fellow pupil, moves forward, methodically, pouring out a dozen small heaps under the trees. ’She's a natural,’ says her supervisor admiringly. Sofia does not look up, but a littie smile flickers: across her young face. F An impressive figure, but isn't it an expensive option for schools? Fielden believes the results justify the cost. Eight out of ten childran who stay at the farm show a persistent improvement in behaviour. ‘Head teachers tell me they're tebooking because they're no longer seeing those children in trouble, That's what we want G Most of them, they soon tell me, have never been to the countryside before. For five days, they get up early, eat wholesome food and do various chores dependent on the season. It is ‘summer and they are pulling up coriander from the vegetable beds, feeding animals and helping with the harvest. ‘Question 41: The fst main text paragraph mentions two, ‘young people.» member f the farm staf. pigs and Denial wha is ane af the two young people you look quickly ‘thoes gapped parogrophe all ok posoibe: A, & na Ge paragraph A. Hasan could be Danis classmate, but fh at ote i erence nA neta fist sentence seems to follow from the ‘but does the rest ofD follow? In paragraph & Sal Danie’ fellow ppl = does tho ret of EF? thoy could refer te Sofa and Daniel, but does nae sens ae he stain paragraph ‘Question 42: The previous paragraph ehildren trom a schoo! in London. ould also rte this group? ‘Question 43: The previous narsaranh therapy forthe young peas ‘Question 44: The first sentence is: ‘And this is what Fielden. this rer to? aee cas edu PAPER 2 Writing PAPER 3 Ustening PAPER 4 Speaking: Essential tips > Remember that in this part of the tast vou read one long text ‘ra few short texts to find pecs information, which ‘may include @n opinion of the ‘expression of an aude, ead tne instructions ana tne tile, > Thon, either skim read the text frst before you read. the queetione, of read the ‘questions first before you ‘shiny ceo the text. Experian ‘and see which way works Deter tor you. > When you read the questions, highlight the kev words that ‘show you what you should Took for in tha tent. Remember thatthe part of the ‘ext that gives the answer to ‘question wal almost certainly ot use the same words, and ‘the meaning may be implied rather than stata eiearly 1» Alco, eimilar pointe may be ‘made in two or three tents, $0. fetven you match @ question ‘with a text. make sure they. have exactly the same. ‘meaning. ‘Question 47: A key word here is function. Which review refers ro ‘wnat tne book might De used for? Question 48: Tho key dose hhore are the style of writing and difficult to reed. You ave uniely {0 find these exact words in the ‘eviews, but can you find any pbaraphrases of them? ‘Question 49: The exprossion of to.architects or buildings that hhave been left out ofthe books. ‘Which review says that very fow Important once have bean lft out? You ate going to r 1d reviews of books about architecture. For questions 47-56, choose from the reviews (A-D}. The reviews may be chosen more than once. Mark your answers on the separate answer sheet. About which book is the following stated? The exact function of the book is difficult to determine, ‘Sometimes the style of writing can be difficult to read. Very few architects or buildings of note are left out of it. It contains examples of well-directed humour. Useful references to little-known architectural work are included. I ig hased an other writing by tha same author It provides evidence that one view of architects is fal gi ‘on the same subject 2 @ more accurate account then previous books The size of itis misleading, ‘The author is rightly eritical of architecture from a particular perlod. 142 Cambridge Enalish: Aelvanced Test 2 >» PAPER 4 Reading and Use of English >> Part 8Reviews of books about architecture The Meaning of Homeby Edwin Heathcote This book is s0 slim and whimsical-looking you could easily mistake it for ‘bookshop candy’ - those cute, little tomes perched around cash registers ~ but don't be fooled. While entertaining enough, it also draws on the work of such heavy- hitting ‘intellectuals as Ludwig Wittgenstein, Walter Benjamin and Carl Jung. It grew from Heathcote’s popular series of newspaper columns but here he expands on those pieces with each ‘of the 34 chapters focussing on an individual household room or a discrete building component {floor, eciling, roof, eto.). Each chapter is a donooly packed mixture of observations and curiosities, delivered in an almost stream-of-consciousness narrative, drawing on tidbits of history, folklore, mythology, philosophy, architectural innovation, ‘scientific research, symbols, rituals and literature, plus cinema and other areas of popular culture. Many of the ideas are fascinating, though some fooms get far more interesting treatment than = and certain observations (such as the Sicaionthottrodiionalcslersinleyend, movies, ena ‘eal life are often dark, creepy places, harbouring unknowns) state the obvious. Nonetheless, whal comes across overall is how passionately Heathcote has reconsidered the home and how broadly he has read and observed. Why We Build by Rowan Moore Rowan Moore, a trained architect and architecture critic for The Observer newspaper, has produce: @ thought-provoking, philosophical look at the ‘elationship between people and buildings. from the often power-crazed planners and architects fo those who come later, and work and. live jin them. One could say there are almost two ‘books here: partly a biography of the brilliant Brazilian architect, Lina Bo Bardi, it is also a ‘much wider exploration of the impetuses behind modern architecture. Moore takes us from the ‘extraordinary artificial Palm Islands in Dubai to the ‘Dome in London, via many buildings, periodically returning to descriptions of Bo Bardi’s poetic and humane work. Justifiably hard-hitting in his treatment of many of the skyscrapers that have gone up in London in the last two decades, his egant, sharp wit is regularly put to good use, ‘sevealing the waste, vanity and muddied-thinking ‘sssociated with many of the larger construction projects. C The Architect's Home by Peter Gossel A favourite fiction about modern architects is that they don't live in their own creations but favour elegant historical houses while condemning others to their concrete monstrosities, The 480 pages devoted to 100 projects by European architects, mostly from the past 100 years, Poter Gosse’s book amply refute this charge. Beautifully produced. with well-chosen images and prose that is informative if not always very Uigestible, The Architect's Home shows how absolutely wonderful modern architecture can be. We have the fabulous creations of some of the twentieth century architectural greats such as Le Corbusier, Groplus and Aalto, but alongside them Gossal has unearthed a number of unfamiliar gems such as Charlotte Perriand’s house in the Savole mountains of France and the bisck-painted studio of the Swede, Sigurd Lewerents. There are a fair number of strange omissions such 23 Konstantin Meinikov's amazing house in Moscow, but, on the whole, the demonstration that. when given the chance, modern architects do in fact build adventurous and imaginstive nomes for themselves is very welcome. D 20th Century World Architecture by Phaidon editors In the middle of the last century, writers such as Nikolaus Pevsner tried to define the architecture of their epoch. Itwas about the inevitable progression to an architecture suitable to the machine age. This so-called ‘modern movement’ was led by a small number of masters ~ Walter Gropus. Le Corbusier and Mies van der Rohe — and its advance was marked out by a few canonical works. such as villas, exhibition pavilions and factories. When the inevitable reaction came, and traditionalists called for a return of decoration and historical styles, the distilled version of modern architecture promoted by Pevsner and others become 8 useful cariesture. The reality was more complicated, and now the publishers Phaidon have produced this huge book to put the record straight They have largely succeeded. Setting architecture in wider geographical and cultural contexts, the book's hly impressive. It is hard to quibble with any inclusions or exclusions of either people reservation that it suffers from some uncertainty of purpose Clearly not a guidebook ~ with 3800 photographs of 757 buildings it is almost too heavy to lift ~ i's not quite an encyclopedia either. Cambridge English: Advances! Test 2>> PAPER Reading and Use of Englisn >> Parte 43PAPER 4 Reading and Use of Engish Ee PAPER 3 Ustening eee Essential tips > Part 1s always an essay in response to» proposition of some kind, made, for ‘example, in 8 seminar oF lecture of pane! discussion. Your task isto develop and support an argument on the particular topic supplied, You cannot predict what the ‘opie willbe, but you can learn to identity the advamtages and cisadvantages of ‘various propositions and how to present them in 8n organised way. You should practise working on for and against’ essays and familiarise yourself withthe correct structure: an introduction, main body (usually two paragraphs) and conclusion > Use formal language in the Part 1 eceay and present your argumontclaarly. State the topic, then provide the key points for and against the proposal, supporting these ‘eas, where possible, with examples or justifications. Ifyou happen to feel strongty about the topic, be sure to remain objective. Don't use emotional language and don't express your own opinion until the final ‘paragraph of the essay. Practise using appropriate linking words and phrases to introduce points, to add points, to.contrast points and to conclude the essay > Read carefully through quectione 2, 3 and 4 in Par 2 bofore dociding which tom ‘you will write. Make sure you know how to structure the text type you choose and that you know the appropriate vocabulary to use. Remember that all questions in Part 2 could require formal or informal writing. The ‘question will nt specify which register you should use; you will need to figure this ‘Out from the input text. To determine this, pay close attention to the style and tone fof the input tex, ane wha tha target render ofthe piace will ba > Read as many letters, reports, proposals and reviews at possible. Vou can find ‘2 wide rango of professional reviews, for example, online. Ensure these are on reputable end professional websites.) Pay attention to how they are structured end ‘the language that they use. > inte test. there wil be Blank pages in the question booklet where you can jot ‘down some notes it you wish, Don't spend too long planning at the expense of ‘comoleting your written piece. > Resic tha temptation to reuse any points provided in the input text. You cen ‘certainly refer to them. but do so in your own words rather than aproducing them ‘croctly 6s hey eppent in the tant. Its important to demonstrate your own range of language. > You wil not be atiowes to use & sietonary during the test. 144° Comoriige English: Aavanced Test 2>> PAPER 2. writingi PAPER 1 Reading and Use of Enotish PER 2 wrung PER 3 tistening PER A Speaking Decide which two points you fare going fo focus on, Then think about how you can ‘expand an and davelop each one. Be sure to stick to the point aad keep te essay un trac ‘Avoid repeating yoursett. omember, thi is an -acadnmie nesay and the ‘opietor should be formal. _ Don't use slang or other Informal language. ‘Think about the words and ‘You oan argue for or againet ‘the proposal, but do 30. ‘objectively. Try not 0 let ‘your poreonal feelings come through as vou write the ‘ereay, Romernber, you may "state your own opinion in the “conclusion, but shows skil ‘you ean maintain a distance and present the facts clearly, ‘You tan also argue both sides al snd writ 3 Dalanced, objective argument overall. Use examples to support each exercise, the exemples do not “have (0 be real or true. ‘You must answer this question. Write your answer in 220-260 words in an appropriate style on the separate answer sheet 1. One of your professors is 2 committad vagstarian. In a recent lecture. she proposed that all meat vishies be removed frum Une yer in the cafeteria. You have made the notes below. Why we should ban meat from our safeteria ‘+ healthier for everyone © what about animals’ rights? ® better environment if no meat consumption Other students expressed these opinions during the lecture: “Eating meat is natural and normal and lways hae been.” “*But where does all this stop? Should we also bban milk, cheese and eggs?” “What about personal choiee and people's right to eat whatever they want?” Write an essay for your professor discussina two of the points she made. You should explain whether or not you think banning meat from the canteen is the best choice for everyone and provide reasons to support your opinions. ‘You may. if you wish. make use of the opinions expressed in the lecture, but you should use your own words as far as possible. Camoridge English: Advanced Test 2>* PAPERE Wammge* Pat 45)PAPER 1 Reading and Use of English PAPER 3 Listen a PAPER 4 Speaking Informal, or you could be ashes towrite on email > “The review question could be ‘based on 2 book or a film, Dut Yyou might also be asked to review a product or service, or fn event oF performance. You ‘may invant any of these items you wish. Question 2 > What i the stvie of the input text? What register should you ee? > Don't make the mistake of thinking that an email ‘does not require the some attention to dotall asa letter; ‘organisation and layout are equally imoortant here. > What ean you tearm from the instructions and from Dan's email? Undortine tho information thet wil be Important to consider in your reply. > omember. you can also ‘come up with other points not featured in the input text. ‘Question 3 > As you consider answering this question, ask yourself whether you have an adequate range of vocabulary fon the opie of transport, > Structure in al text types 's very important, but in 2 report itis vital thatthe Jnformation is presented in an ‘organised way. making it easy orthe reader to follow and understand. Ite 2 good idea 40 use headings in @ report. 1age English: Aavanc Write an answer to one of the questions 2-4 in this part. Write your answer in 220-260 words in an appropriate style on the separate answer sheet. Put the ‘question number in the box at the top of the page. 2 A.couple of years ago you did @ Volunteering Abroad programme in South ‘Africa. Your 17-year-old cousin, Dan, is thinking of doing the same thing and has. written to you asking about it Read the extract from Dan's email The enimal conservation work you did sounds interesting ~ can you tell me a bit more about it, for example, which animals did you work with? | definitely hope to do a lot of travelling while I'm there too. Can you suggest anywhere | can visit? | suppose what I'm wondering more than anything is whether you think I'll enjoy it. ‘Thanks, Paull! Dan Write your email 3. You see this post on a community website: ‘Your local council is compiling a web page about public transport options in your town. They would like local people to send in reports about the public transport ‘services they uso. In your report, you should: + mention which services you use and how often you use them + describe the quality of the service including factors such as cost and reliability ‘= recommend or suggest any services and facilities that you think are missing, Write your report. 4. You receive this flyer from a local arts group. Tim Event On the grounds of City Hall every Friday this summer we will sereen film free of charge. We would like you to suggest suitable titles, but we specifically want films that are socially relevant today. The screenings will begin at 9.00 p.m. each Friday. Please send us your review of a film that you think would be suitable, giving reasons for your choice. Write your review. > Pay atnntion to the areas: > What does socially relevant ‘mentioned i the input text snd ‘ean? You need to demonstrate {ont leave any of thom out In your review that your choven film has social oiovance, > Notice that you are siso required to Include some suggestions > Bear in mind that this wil be & or recommendations in your paublc screening. Wil he event report. ‘mainly be for aduts? How can eer you tel?” > Bo careful not torush in and write >The film you write about does, ‘2 reviow of any film you het have tobe real: you ean Seeccleniinctery Tau eset nego ‘must be socially relevant. ‘The importent thing is thet you provide a proper assessment of {he film and snow how ft would ‘be a suitable choice for the event. rest 2>> PAPER 2 Writing >> Part 2PAPER 1 Reading and Use of English Tare 2 writing ‘Always try 1u ehuvse your answer after the frst listening, and confirm it after the ‘second. information, either for specific Jataile oF for lating you brows hhow the speaker feels, 2: You need to identity ing that surprised the Qrteck s You will hear three different axtracte For quastinne 1-8, chonee the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. | Extract One You hear # men meking phone call to deliver some goad news. 11 Is the woman busy when her friend phones her? A. She is very busy. B She is not busy at all. © She isa litle busy. 2 What surprised the man? ‘A that he had actually passed the driving test B that he had felt so nervous before the test G that nis friend was nervous before her test Extract Two You hear a woman telling a friend about her experience at a cat 2 What is the woman's attitude? A pessimistic B bored © angry 4 What does the man advise the woman to do? ‘A speak to her parents B become an accountant © make a focused plan Extract Three You hear a woman discussing plans for her cousin's visit with a friend. 5 What is the man’s criticism of the woman's plan? ‘A There won't be enough time to visit all the places, B He Is concerned that it might be too boring. © Her cousin donsn’t like museums or galleries. 6 Does the woman agree with the man’s suggestion? A Yes, she does. B No, she doasn't © She is undecided. Cambridge English: Advanced Test 2 PADER 3 Listening »* FaePAPER 1 Reading andt Use of English Artis PAPER 2 Writing speaking > Practise for this part of the test by listening to podcasts of lectures or presentations. > Make the most ofthe time ‘before the recording is first ‘played by reading carefully “trough the rune, the te ‘and the set of statements. ‘These will help you to think ‘about the type of information ‘you need. > inthis part of the test, at! correct answers are the exact words or phrases as they 2¢@ used in the recording. ‘The statements may be paraphrased, but the missing words are nat 1 Weyou are really net eure, you ‘should make your best guess Father ther leaving @ Were ‘space. No marks are deducted {or geting an answer wrong, ‘and you may have understood more than you realise Question 7: What doss the ‘speaker ike doing when she travels? What part of speech. follows for? What other words ‘can you think of for sleop? ‘Question 8: Listen for a reference 10 the Idea of travel being ‘extended or stoopina. This is ‘where you wil find the missing ‘ord phrsee ‘Question 10: The use of the word ‘more suggests that the speaker ‘makes a comparison. and vou iknow from the sentence stricture thet you need on adjective hora. ‘What adjective does she use? ‘Question 13: There isa reference {to tend hare, What trand does ‘the woman mention? Remember, ‘she may veo storm other then ‘end. You will hear a travel writer daserihing her ralatianship with sleep. Far questions 7-14, complete the sentences with a word or short phrase, SLEEP, WONDERFUL SLEEP ‘The woman's guilty secret is that she schedules time for a con her trips. According to the woman, a ( of travelling is sleeping better. The women believes thet our Wevel experience is exterided when we st (9). pr Wisn't su from it ‘She comments that the sleep we experience when travelling tends to be significantly more (10)... For the speaker, getting over long-distance travel is particularly affected by (.. adjustments. ‘She finds that sleep while travelling is more (12) than what we experience at hom ‘The speaker refers to @ trend called (19) «which involves not rushing journeys. {In the end the speaker thinks she might (14)... to her fellow travellers how much she actually sleeps when she's on the road. r ‘Camere Enetsh Acvencen Test 2>» PAPER S Listening > pare 2PAPER 4 Reading and se of Bngtsh PAPER 2 Writing PAPER A Speaking ‘This js the longest part of ‘the Listenina paner. Practise ligtaning ta earings af this ongth 20 that you don't lose ‘your focus before the end of ‘the recording in the test attention tothe question Fache erin Vga ‘rooordl For 3 may be perephresed “rom the recording, so listen carefully forthe Key ideas. 16. Notice the ‘overall in the question, might mention various but this tells you that Martin say about thom? Qrear You will hear a radio interview about the challenges which first-year collage students often face. For questions 15-20, choose the answer (A, B, C or D) which fits best according to what you hear 15 What does Martin Fergusun say about his job as an Information and Advice Officer? A lis professional background is working in customer service. B He recruits students and enrols them at Stanmere College. © He helps students before and after they begin their course. 1D He works exclusively with the first year university students. 16 Martin says that, overall, tha most comman difficulty for students starting college is A the new environment. B the volume of work. © too much freedom. D_ time management. 17 What does Martin emphasise to students? ‘A that there isn't any shame in being weak B that how they're feeling is very corn that all of their friends are struggling too D that it’s important to show their feelings 18 Regarding finances, what does Martin give his students? ‘a course in financial management tricks for saving their money a pre-made budget for students tips on how to spend less money ona 19 Primarily, according to Martin, additional difficulties include students’ physical and peychological well-being. concerns about failing their exams. anxieties about their family hack home, lack of meaningful friendships. voo> 20. Who does Martin recommend study groups to? A students who are worried about exams B students who like clubs and societies © students who are not very outgoing students who might be depressed Cambncge Englist; Advanced Test 2>> PAPER'S Lstaning >> part's 49)PAPER Y Keaaing ara Use of Ergtish PAPER 2 writing PAPER @ Speaking ‘Ae thie part ofthe toe fosuzee 1 pm eclaticte's pod ‘way to practise for tis to “study the kind of vocabulary ‘that expresses feels and attitudes. The carina of fv abet ‘ecordinge wil be played ‘through once and tan replayed. Uniike in Part 1. ‘they will not be played an ‘replayed one ata time. > Practise working on two tasks once. > Te instructions wilt you ratty coven tems pred wur you mig "au might har In the recording. » Even though the speakers may ‘mention oractices you have ‘never hoard of before, don't worry. You won't be asked ‘questions about the practices ‘themselves, only how the ‘speeker started doing them ‘and how they feel afterwards. ‘Questions 21 ‘Option B: What does relocating ‘mean? Do any of the speakers ‘alk about this? ‘Option E: Last a farnily member Is another way of saying wnat? Does anyone make reference to i Option F: Does anyone mention. ‘he gym ang, important, oo they say anyhing about nt paying fees? Ouestons 26-20: Option Whats another way of saying tranqui Who. if anyone. take spect reterance to this) Option B: Bo sur to coniaor {he entire phrase in each option Does anyone mention sleep and, io, do tey aay hey ase more 50 Capbrisige Enolish: Advanced Test 26» PAPER § Ustening » ‘Option H: More than one speakor ‘may describe their life @s being hectic, but dows anyone secifially ay the ofect of the practice is that their life now. feels loss crazy? Cr Tracks You will hear five short extracts in which people talk about the things they doto reduce stress, | ‘While you listen you must complete both tasks. | ‘TASK ONE For questions 21-25, choose trom the list (A-H) what each speal brought them to this particular practice. F Says about what A. was worried about taxes B_ was busy relocating Speaker 1 © takes on too much Speaker 2 D had left @ busy job Speaker 3 E ost a family member ‘Speaker 4 ukeea F does it for tree at tne gym Speaker 5 G lacked a healthy balanve Hoo a vory physical job TASK TWO For questions 26-0, choose from the list (A-H) what each speaker says about the effect the practice has on them. A. gots a tranquil feeling B loops more often Speaker 1 [By © feels a burden lited Speaker 2 D_ oained some weight Speaker [fi E fools their mind has cleared Speaker 4 [— [59 F istotally relaxed Speakers [_ [305 no longer has nightmares H_ thinks life seems less hectic PareReatling anc Use of English Writing Ustening tips In this part ofthe test the ‘examiner (or interlocutor) wil ‘not direct you to interact with ‘your partner, but ite fine if you do, Remember to speak cle v's understandable thet you may feel nervous but ty not to rush what you are saying, Always vive complete amovers father than a bref yes or no. ‘Make a habit of repeating part ‘of the quastion, which will ‘ensure that you address what ‘You are being asked, e.9. What are your nobbies? My novoies ore ‘Wherever possible, try to ‘offer additional information, ‘for example, include a brief ‘reason for the answor you 2 ‘Ip this part ofthe test, vou _s ong tie, 99 make sure ‘hat you prepare forthe test ‘by practising talking fortis unt of time. examiner could ask you to or contrast pictures, things in them oto ‘bout thom. You will vive nee piu ad ys ‘ave to ak about two of them, il probably be two ‘phrases. eg, let me seem not ‘S12 about tat let me think “about that fora moment. carefully while the Part 1 (2 minutes) The examiner will ack you a few questions about yourself and about @ general topic For example, the examiner may ask you: ‘* What are your hobbies? + Do you like watching films in English? What kind of career interests you the must? Part 2 (4 minutes) You will each be asked to talk on your own for about a minute. You will each be ‘given three different pictures to talk about. After your partner has finished spe: ‘you will be aeked a brief question connected with your partner's photographs Restaurants (compare, contrast and speculate) ‘Turn ta pictures 1-2.0n page 172, which show differant restaurants, (Candidate A), of restaurant. Fd like you tw compare two of the pictures and say what kinds of dishes ore probably served in each one and who might typically dine in these restaurants. (Candidate 8), which of these restaurants appeals to you the most? Why? 's your turn first. Here are your pictures. They show different types Collector tems (compare, contrast and speculate) Turn to pictures 1-3 on page 173, which show different collector items, Now, (Candidate 6}, here are your pictures, They show various items that people collect. Vd like you to compare two of the pictures and describe what kind of person would collect these items and why people collect things. (Candidate A), which of these collections do you think is the most interesting? Why? Part 3 (4 minutes) Look at page 174, which shows some potential bonofits of online learning. Online learning (discuss, evaluate and negotiate) Hore are come benefits of online learning and a question for you to discuss. Firat, you have como time to look at the tack, {Pause 15 seconde) Now talk to each other about ways in which students can benefit from online learning and how relevant you feel these benefits are. Now you have a minute to decide what you feel is the main disadvantage of online learning, and why. Part 4 (5 minutes) ‘The examiner will encourage you to develop the topic of your discussion in Part 3 by ‘asking questions euch as: ‘+ Which do you prefer between online learning and learning in the traditions! classroom? Why? ‘* With ontine learning, is it possible to have interaction witn omer learners? ‘inthe nk future, do you think people will only study ontine? Why (not)? Cambridge English: Advances Test 2>» PAPER 4 Speaking 51