CHET TILINI BILISH DARAJASINI BAHOLASH MILLIY TIZIMI

TIL: INGLIZ
DARAJA: C1

NATIONAL SYSTEM
OF ASSESSMENT OF FOREIGN LANGUAGE PROFICIENCY
LANGUAGE: ENGLISH
LEVEL: C1

The test booklet consists of four sub-tests.

Sub-Test 1: Listening (Questions 1-30)

Sub-Test 2: Reading (Questions 1-30)
Sub-Test 3: Lexical and Grammar Competence (Questions 1-30)
Sub-Test 4: Writing (Tasks 1-3)

The total time allowed 3 HOURS 30 MINUTES

You will NOT be allowed EXTRA TIME to copy your answers to the answer sheet.

YOU MUST COPY ALL YOUR ANSWERS TO THE ANSWER SHEET.

_______________________________________ ________________
(Candidate’s full name) (Signature)

FOLLOW THE INSTRUCTIONS OF THE INVIGILATORS!

AT THE END OF THE EXAMINATION, YOU MUST RETURN BOTH
THE TEST BOOKLET AND THE ANSWER SHEET TO THE INVIGILATOR.
NO MATERIALS CAN BE REMOVED FROM THE EXAMINATION ROOM.
DO NOT OPEN THE TEST BOOKLET UNTIL YOU ARE TOLD TO DO SO!

© DTM 2022

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 SUB-TEST 1: LISTENING

The Listening Sub-Test consists of FOUR parts:

Part 1: Questions 1-6

Part 2: Questions 7-12

Part 3: Questions 13-16

Part 4: Questions 17-24

Part 5: Questions 25-30

Each question carries ONE mark.

You will hear each recording once only.

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 Part 1

You will hear people speaking in six different situations.

For questions 1-6, choose the best answer A, B, or C.

Q1. What does the woman want?

A) a different thing
B) the same thing but in a different size
C) her money back

Q2. Tomorrow, the weather in the east of the country will be …

A) stormy in the morning.
B) sunny in the afternoon.
C) foggy in the evening.

Q3. What does the woman enjoy most about it?

A) getting some exercise each morning
B) avoiding the traffic into town
C) thinking about the day ahead

Q4. The man says that one of the rules is that …

A) you have to be over sixteen to enter.
B) you can submit more than one entry.
C) your entry must be emailed.

Q5. The man enjoys reading books which

A) have characters that remind him of people he knows.
B) describe situations that he finds highly amusing.
C) are set in places that he is unlikely ever to visit.

Q6. What do the people agree about?

A) the advantages of buying films online
B) the usefulness of reading fi lm reviews
C) the pleasure of watching films at home

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 Part 2

You will hear people speaking in six different situations.

For questions 7-12, match the speakers (1-6) with the statements (A-H).

There are TWO EXTRA answers that you do no need to use.

A) A uniform makes the school a better organized place.

Q7. Speaker 1 … B) Uniforms help improve the discipline at schools.
Q8. Speaker 2 … C) Uniforms can help prevent crimes at school.
Q9. Speaker 3 … D) Uniforms will not make life at school better.
Q10. Speaker 4 … E) Uniforms can teach students how to behave professionally.
Q11. Speaker 5 … F) Getting used to uniforms is good for a future career.
Q12. Speaker 6 … G) Uniforms make students focus more on their learning.
H) Uniforms can tell much about your personality.

Part 3

You will hear people speaking in four different situations.

For questions 13-16, choose from the list (A-F) what made each speaker decide to give up office
work.

There are TWO EXTRA answers that you do no need to use.

A) poor motivation
Q13. Speaker 1 … B) lack of exercise
Q14. Speaker 2 … C) overcrowded workplace
Q15. Speaker 3 … D) dull colleagues
Q16. Speaker 4 … E) few career prospects
F) stressful deadlines

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 Part 4

You will hear four different extracts. For questions 17-24, choose the best answer A, B, or C.
There are two questions for each extract.

EXTRACT ONE
You hear two friends discussing the topic of marketing.
Q17. Which aspect of college publicity material do the friends disagree about?
A) how useful the environmental rating system is
B) how well the different courses are described
C) how visually attractive the brochures are
Q18. In the woman’s opinion, companies link themselves with charities in order to …
A) boost their profits.
B) improve their image in society.
C) distract attention away from other issues.
EXTRACT TWO
You hear two friends talking about ways of keeping fit.
Q19. What is the woman’s criticism of exercising in gyms?
A) Members get limited access to the facilities.
B) The membership cost is too high for the services offered.
C) It encourages exercise habits that lead to unhealthy lifestyles.
Q20. How does the man respond to his friend’s criticism?
A) He objects to her making sweeping generalisations about gyms.
B) He questions the value of excessive gym attendance.
C) He suspects she’d enjoy a different type of gym.
EXTRACT THREE
You hear a woman telling a friend about living in her capital city as a student.
Q21. What is she doing during the conversation?
A) admitting to regrets about her choice of place to study
B) complaining about challenges she’s had to face
C) expressing her admiration for people in the city
Q22. Why does the man give the example of trees?
A) to support her main point
B) to present a counter-argument to hers
C) to express a reservation about her interpretation
EXTRACT FOUR
You hear two students talking about a work-experience scheme they took part in.
Q23. Why does the girl regret her choice of company?
A) The office was poorly equipped.
B) The staff tended to ignore her.
C) The work lacked variety.
Q24 They both think that the work-experience scheme has …
A) been good preparation for a future job.
B) made them appreciate student life more.
C) taught them a lot about the business world.

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 Part 5

You will hear part of a lecture.

For questions, 25-30 choose the best answer A, B, or C.

Q25. The decompression zone is generally for ...

A) customers.
B) retailers.
C) spending money.

Q26. The main function of the dwell zone is to…

A) get relaxed and browsed.
B) offer promotions.
C) sell newspapers and flowers.

Q27. The power aisle is the place where the…

A) healthiest offers are showed.
B) most powerful suggestions are exhibited.
C) strongest parts are presented.

Q28. Flowers and newspapers are referred to as …

A) consumer goods.
B) distressed merchandise.
C) household products.

Q29. According to the speaker, products like milk or cereals are frequently …
A) bought as everyday products.
B) called as final goods
C) considered as destination goods.

Q30. Places of some items of the check-out are often changed in the supermarket, because...
A) children can get them easily.
B) sometimes it is sunny or sometimes it is rainy.
C) the stock of the goods should be rotated.

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 SUB-TEST 2: READING

The Reading Sub-Test consists of THREE parts:

Part 1: Questions 1-10

Part 2: Questions 11-16

Part 3: Questions 17-30

Each question carries ONE mark.

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 Part 1
Questions 1-10 are based on the following text.

Paragraph 1

Computer technology was supposed to replace paper. But that hasn’t happened. Every country in
the Western world uses more paper today, on a per-capita basis, than it did ten years ago. The
consumption of uncoated free-sheet paper, for instance – the most common kind of office paper –
rose almost fifteen per cent in the United States between 1995 and 2000. This is generally taken as
evidence of how hard it is to eradicate old, wasteful habits and of how stubbornly resistant we are
to the efficiencies offered by computerization. A number of cognitive psychologists and
ergonomics experts, however, don’t agree. Paper has persisted, they argue, for very good reasons:
when it comes to performing certain kinds of cognitive tasks, the paper has many advantages over
computers. The dismay people feel at the sight of a messy desk – or the spectacle of air-traffic
controllers tracking flights through notes scribbled on paper strips – arises from a fundamental
confusion about the role that paper plays in our lives.

Paragraph 2

The case for paper is made most eloquently in “The Myth of the Paperless Office”, by two social
scientists, Abigail Sellen and Richard Harper. They begin their book with an account of a study they
conducted at the International Monetary Fund, in Washington, D.C. Economists at the I.M.F. spend
most of their time writing reports on complicated economic questions, work that would seem to
be perfectly suited to sitting in front of a computer. Nonetheless, the I.M.F. is awash in paper, and
Sellen and Harper wanted to find out why. Their answer is that the business of writing reports – at
least at the I.M.F. – is an intensely collaborative process, involving the professional judgments and
contributions of many people. The economists bring drafts of reports to conference rooms, spread
out the relevant pages, and negotiate changes with one other. They go back to their offices and jot
down comments in the margin, taking advantage of the freedom offered by the informality of the
handwritten note. Then they deliver the annotated draft to the author in person, taking him, page
by page, through the suggested changes. At the end of the process, the author spreads out all the
pages with comments on his desk and starts to enter them on the computer – moving the pages
around as he works, organizing and reorganizing, saving and discarding.

Paragraph 3

Without paper, this kind of collaborative and iterative work process would be much more difficult.
According to Sellen and Harper, the paper has a unique set of “affordances” – that is, qualities that
permit specific kinds of uses. Paper is tangible: we can pick up a document, flip through it, read
little bits here and there, and quickly get a sense of it. Paper is spatially flexible, meaning that we
can spread it out and arrange it in the way that suits us best. And it’s tailorable: we can easily
annotate it, and scribble on it as we read, without altering the original text. Digital documents, of
course, have their own affordances. They can be easily searched, shared, stored, accessed
remotely, and linked to other relevant material. But they lack the affordances that really matter to
a group of people working together on a report. Sellen and Harper write:
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Paragraph 4

Paper enables a certain kind of thinking. Picture, for instance, the top of your desk. Chances are
that you have a keyboard and a computer screen off to one side, and a clear space roughly
eighteen inches square in front of your chair. What covers the rest of the desktop is probably piles
– piles of papers, journals, magazines, binders, postcards, videotapes, and all the other artefacts of
the knowledge economy. The piles look like a mess, but they aren’t. When a group at Apple
Computer studied piling behavior several years ago, they found that even the most disorderly piles
usually make perfect sense to the piler, and that office workers could hold forth in great detail
about the precise history and meaning of their piles. The pile closest to the cleared, eighteen-inch-
square working area, for example, generally represents the most urgent business, and within that
pile, the most important document of all is likely to be at the top. Piles are living, breathing
archives. Over time, they get broken down and resorted, sometimes chronologically and
sometimes thematically and sometimes chronologically and thematically; clues about certain
documents may be physically embedded in the file by, say, stacking a certain piece of paper at an
angle or inserting dividers into the stack.

Paragraph 5

But why do we pile documents instead of filing them? Because piles represent the process of
active, ongoing thinking. The psychologists Alison Kidd, whose research Sellen and Harper refer to
extensively, argues that “knowledge workers” use the physical space of the desktop to hold “ideas
which they cannot yet categorize or even decide how they might use.” The mess y desk is not
necessarily a sign of disorganization. It may be a sign of complexity: those who deal with many
unresolved ideas simultaneously cannot sort and file the papers on their desks, because they
haven’t yet sorted and filed the ideas in their head. Kidd writes that many of the people she talked
to use the papers on their desks as contextual cues to “recover a complex set of threads without
difficulty and delay” when they come in on a Monday morning, or after their work has been
interrupted by a phone call. What we see when we look at the piles on our desks is, in a sense, the
contents of our brains.

Paragraph 6

This idea that paper facilitates a highly specialized cognitive and social process is a far cry from the
way we have historically thought about the stuff. Paper first began to proliferate in the workplace
in the late nineteenth century as part of the move toward “systematic management.” To cope with
the complexity of the industrial economy, managers were instituting company-wide policies and
demanding monthly weekly, or even daily updates from their subordinates. Thus was born the
monthly sales report, and the office manual and the internal company newsletter. The typewriter
took off in the eighteen-eighties, making it possible to create documents in a fraction of the time it
had previously taken, and that was followed closely by the advent of carbon paper, which meant
that a typist could create ten copies of that document simultaneously. Paper was important not to
facilitate creative collaboration and thought but as an instrument of control.

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Questions 1-6

Choose the correct heading for paragraphs 1-6 from the list below. There are TWO EXTRA
headings which you do not need to use.

A) Paper continued as a sharing or managing must

Q1. Paragraph 1 … B) Piles can be more inspiring rather than disorganising
Q2. Paragraph 2 … C) Favorable situations that economists used paper pages
Q3. Paragraph 3 … D) Overview of an unexpected situation: paper survived
Q4. Paragraph 4 … E) Comparison between efficiencies for using paper and using computer
Q5. Paragraph 5 … F) There are advantages of using a paper in offices
Q6. Paragraph 6 … G) Piles reflect certain characteristics in people’s thought
H) Joy of having the paper square in front of a computer

Questions 7-10
Choose the correct letter, A, B, C or D.

Q7. What do the economists from IMF say that their way of writing documents?
A) they note down their comments for freedom on the drafts
B) they finish all writing individually
C) they share ideas on before electronic version was made
D) they use electronic version fully

Q8. What is the implication of the “Piles” mentioned in the passage?

A) they have underlying orders
B) they are necessarily a mess
C) they are in time sequence order
D) they are in alphabetic order

Q9. What does the manager believe in a sophisticated economy?

A) recorded paper can be a management tool
B) carbon paper should be compulsory
C) Teamwork is the most important
D) monthly report is the best way

Q10. According to the end of this passage, what is the reason why the paper is not replaced by
electronic vision?
A) paper is inexpensive to buy
B) it contributed to management theories in western countries
C) people need time for changing their old habit
D) it is collaborative and functional for tasks implement and management

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 PART 2

Six sentences have been removed from the text. Choose from sentences A-H the one which
fits each gap (Q11-Q16). Note: there are two extra sentences which you do not need to use.

A) Cosmetics were also connected with cultic worship and witchcraft.

B) Great importance was attached to the care for hair in ancient times.
C) Evidence also appears in the Bible and other classical writings.
D) The next morning, they would wash it off with asses’ milk.
E) However, within time, the use of cosmetics became the custom of that period.
F) Egyptian women colored the upper eyelid black and the lower one green.
G) They used to spread various scented creams on the face and to apply makeup in vivid and
contrasting colors.
H) Therefore, they were luxury products, used mainly in the temples and in the homes of the
noble and the wealthy.

Since cosmetics and perfumes are still in wide use today. It is interesting to compare the
attitudes, customs and beliefs related to them in ancient times to those of our own day and age.
Cosmetics and perfumes have been popular since the dawn of civilization. It is shown by the
discovery of a great deal of pertinent archeological material, dating from the third millennium BC.
Q11 … Spices and perfumes were prestigious products known throughout the ancient world and
coveted by kings and princes. The written and pictorial descriptions, as well as archaeological
findings, all show how important body care and aesthetic appearance were in the lives of the ancient
people. The chain of evidence spans many centuries, detailing the usage of cosmetics in various
cultures from the earliest period of recorded history.
In antiquity, however, cosmetics served in religious ceremonies and for healing purposes.
Q12 … To appease the various gods, fragrant ointments were applied to the statuary images and
even to their attendants. From this, in the course of time, developed the custom of personal use, to
enhance the beauty of the face and the body, and to conceal defects.
Perfumes and fragrant spices were precious commodities in antiquity, very much in demand,
and at times even exceeded silver and gold in value. Q13 … The Judean kings kept them in treasure
houses. And the Queen of Sheba brought to Solomon “camels laden with spices, gold in great
quantity and precious stones.”. Q14 … The use of cosmetics became widespread among the lower
classes as well as among the wealthy; in the same way they washed the body, so they used to care
for the body with substances that softened the skin and anoint it with fragrant oils and ointments.
Facial treatment was highly developed and women devoted many hours to it. Q15 … An
Egyptian papyrus from the 16th century BC contains detailed recipes to remove blemishes, wrinkles,
and other signs of age. Greek and Roman women would cover their faces in the evening with a
“beauty mask” to remove blemishes, which consisted mainly of flour mixed with fragrant spices,
leaving it on their face all night. Q16 … The very common creams used by women in the ancient Far
East, particularly important in the hot climate and prevalent in that area of the globe, were made up
of oils and aromatic scents.

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 Part 3
Questions 17-30 are based on the following text.

Excavations at the site of prehistoric Akrotiri, on the coast of the Aegean Sea, have revealed much
about the technical aspects of pottery manufacture, indisputably one of the basic industries of this
Greek city. However, considerably less is known about the socio-economic context and the way
production was organised.

The bulk of pottery found at Akrotiri is locally made, and dates from the late fifteenth century BC. It
clearly fulfilled a vast range of the settlement’s requirements: more than fifty different types of pots
can be distinguished. The pottery found includes a wide variety of functional types like storage jars,
smaller containers, pouring vessels, cooking pots, drinking vessels and so on, which all relate to
specific activities and which would have been made and distributed with those activities in mind.
Given the large number of shapes produced and the relatively high degree of standardisation, it has
generally been assumed that most, if not all, of Akrotiri pottery was produced by specialised
craftsmen in a non­domestic context. Unfortunately neither the potters’ workshops nor kilns have
been found within the excavated area. The reason may be that the ceramic workshops were located
on the periphery of the site, which has not yet been excavated. In any event, the ubiquity of the
pottery, and the consistent repetition of the same types in different sizes, suggests production on
an industrial scale.

The Akrotirian potters seem to have responded to pressures beyond their households, namely to
the increasing complexity of regional distribution and exchange systems. We can imagine them as
full­time craftsmen working permanently in a high production-rate craft such as pottery
manufacture, and supporting themselves entirely from the proceeds of their craft. In view of the
above, one can begin to speak in terms of mass-produced pottery and the existence of organised
workshops of craftsmen during the period 1550-1500 BC. Yet, how pottery production was organised
at Akrotiri remains an open question, as there is no real documentary evidence. Our entire
knowledge comes from the ceramic material itself, and the tentative conclusions which can be
drawn from it.

The invention of units of quantity and of a numerical system to count them was of capital importance
for an exchange-geared society such as that of Akrotiri. In spite of the absence of any written records,
the archaeological evidence reveals that concepts of measurements, both of weight and number,
had been formulated. Standard measures may already have been in operation, such as those
evidenced by a graduated series of lead weights - made in disc form - found at the site. The existence
of units of capacity in Late Bronze Age times is also evidenced by the notation of units of a liquid
measure for wine on excavated containers.

It must be recognised that the function of pottery vessels plays a very important role in determining
their characteristics. The intended function affects the choice of clay, the production technique, and
the shape and the size of the pots. For example, large storage jars (pithoi) would be needed to store
commodities, whereas smaller containers would be used for transport. In fact, the length of a man’s
arm limits the size of a smaller pot to a capacity of about twenty litres; that is al so the maximum a
man can comfortably carry.

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The various sizes of container would thus represent standard quantities of a commodity, which is a
fundamental element in the function of exchange. Akrotirian merchants handling a commodity such
as wine would have been able to determine easily the amount of wine they were transporting from
the number of containers they carried in their ships, since the capacity of each container was known
to be 14-18 litres. (We could draw a parallel here with the current practice in Greece of selling oil in
17 kilogram tins)

We may therefore assume that the shape, capacity, and, sometimes decoration of vessels are
indicative of the commodity contained by them. Since individual transactions would normally involve
different quantities of a given commodity, a range of ‘standardised’ types of vessel would be needed
to meet traders’ requirements.

In trying to reconstruct systems of capacity by measuring the volume of excavated pottery, a rather
generous range of tolerances must be allowed. It seems possible that the potters of that time had
specific sizes of vessel in mind, and tried to reproduce them using a specific type and amount of clay.
However, it would be quite difficult for them to achieve the exact size required every time, without
any mechanical means of regulating symmetry and wall thickness, and some potters would be more
skilled than others. In addition, variations in the repetition of types and size may also occur because
of unforeseen circumstances during the throwing process. For instance, instead of destroying the
entire pot if the clay in the rim contained a piece of grit, a potter might produce a smaller pot by
simply cutting off the rim. Even where there is no noticeable external difference between pots meant
to contain the same quantity of a commodity, differences in their capacity can actually reach one or
two litres. In one case the deviation from the required size appears to be as much as 10-20 percent.

The establishment of regular trade routes within the Aegean led to increased movement of goods;
consequently a regular exchange of local, luxury and surplus goods, including metals, would have
become feasible as a result of the advances in transport technology. The increased demand for
standardised exchanges, inextricably linked to commercial transactions, might have been one of the
main factors which led to the standardisation of pottery production. Thus, the whole network of
ceramic production and exchange would have depended on specific regional economic conditions,
and would reflect the socio-economic structure of prehistoric Akrotiri.

For questions 17-19, choose the best answer A, B, C, or D.

Q17. What does the writer say about items of pottery excavated at Akrotiri?
A) There was very little duplication.
B) They would have met a big variety of needs.
C) Most of them had been imported from other places.
D) The intended purpose of each piece was unclear.

Q18. The excavated place bore no evidence of manufacturing, because the workshops …
A) were already destroyed.
B) might be located deeper.
C) might be situated elsewhere.
D) were impossible to find.

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Q19. The assumption that pottery from Akrotiri was produced by specialists is partly based on …
A) The discovery of kilns.
B) The central location of workshops.
C) The sophistication of decorative patterns.
D) The wide range of shapes represented.

For questions 20-23, match the sentence beginnings with their endings (A-F).
Note: There is one extra ending, which you do not need to use.

Q20. The assumption that standard units of weight were in use could be based on …
Q21. Evidence of the use of standard units of volume is provided by …
Q22. The size of certain types of containers would have been restricted by …
Q23. Some assumptions could be made about the commodity by …
Q24. Attempts to identify the intended capacity of containers are complicated by …

A) the variety of commodities for which they would have been used.
B) the size and type of the sailing ships in use.
C) variations in the exact shape and thickness of similar containers.
D) the physical characteristics of workmen.
E) marks found on wine containers.
F) the discovery of a collection of metal discs.

For questions 25-29, decide if the following statements agree with the information in the text.
Q25. There are plans to excavate new areas of the archaeological site in the near future.
A) true B) false C) not given
Q26. Some of the evidence concerning pottery production in ancient Akrotiri comes from written
records.
A) true B) false C) not given
Q27. Pots for transporting liquids would have held no more than about 20 litres.
A) true B) false C) not given
Q28. It would have been hard for merchants to calculate how much wine was on their ships.
A) true B) false C) not given
Q29. The capacity of containers intended to hold the same amounts differed by up to 20 percent.
A) true B) false C) not given

For question 30, choose the best answer A, B, C, or D.

Q30. What is probably the main purpose of the text?
A) To evaluate the quality of pottery containers found in prehistoric Akrotiri.
B) To suggest how features of pottery production at Akrotiri reflected other developments in the
region.
C) To outline the development of pottery-making skills in ancient Greece.
D) To describe methods for storing and transporting household goods in prehistoric societies.

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 SUB-TEST 3: LEXICAL AND GRAMMAR COMPETENCES

The Lexical and Grammar Competences Sub-Test consists of THREE parts:

Part 1: Questions 1-10

Part 2: Questions 11-20

Part 3: Questions 21-30

Each question carries ONE mark.

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 PART 1

For questions 1-10, read the text below and choose the correct word for each space.

After years studying North America’s black bears in the Q1 … way, wildlife biologist Luke Robertson
felt no closer to understanding the creatures. He realised that he had to Q2 … their trust. Abandoning
scientific detachment, he took the daring step of forming relationships with the animals, bringing
them food to Q3 … their acceptance.

The Q4 … this has given him into their behaviour has allowed him to dispel certain myths about
bears. Q5 … to popular belief, he contends that bears do not Q6 … as much for fruit as previously
supposed. He also Q7 … claims that they are ferocious. He says that people should not be Q8 … by
behaviour such as swatting paws on the ground, as this is a defensive, rather than an aggressive, act.

However, Robertson is no sentimentalist. After devoting years of his life to the bears, he is under no
Q9 … about their feelings for him. It is clear that their interest in him does not Q10 … beyond the
food he brings.

Q1. A) straight B) common C) everyday D) conventional

Q2. A) catch B) win C) achieve D) receive
Q3. A) gain B) fulfill C) capture D) procure
Q4. A) perception B) awareness C) insight D) vision
Q5. A) Opposite B) Opposed C) Contrary D) Contradictory
Q6. A) care B) bother C) desire D) hope
Q7. A) concludes B) disputes C) reasons D) argues
Q8. A) misguided B) misled C) misdirected D) misinformed
Q9. A) error B) doubt C) illusion D) impression
Q10. A) expand B) spread C) widen D) extend

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 Part 2

Questions 11-20
In the following text, each line (11-20) has three highlighted words or phrases marked A, B, or C.
Find the word or the phrase which has a mistake and must be changed in order for the sentence to
be correct. If there is no mistake in the line, choose D (no mistake).

Q11. Do you find the idea of sitting through (A) yet another (B) slide show D) no
presentation fill (C) you with dread? mistake

Q12. Do you find it hardly (A) to stay awake when confronted (B) with slide D) no
after slide and an hour-long (C) talk? mistake

Q13. Well, don’t worry, there is a solution. Presentations don’t have to (A) D) no
be long and boring; they can (B) be short, attention grabbing and even mistake
(C) a competitive sport.

Q14. In Japan in 2003 Astrid Klein and Mark Dytham were looking on (A) a D) no
better way for (B) ambitious young architects to show (C) their work mistake
easily, efficiently and informally.

Q15. They wanted to increase the number of (A) presenters talking at events D) no
and raising (B) audience attention and realised they needed to limit the mistake
length of presentations and make them (C) more concise.

Q16. They came up with something called (A) Pecha Kucha; a presentation D) no
format which (B) permits only 20 slides and only 20 seconds to talk mistake
about every (C) one.

Q17. This (A) means a whole (B) presentation lasts exactly (C) 6 minutes and D) no
40 seconds. mistake

Q18. Once (A) you start with (B) the first slide there is (C) no stopping and no D) no
going back. mistake

Q19. Pecha Kucha events now have taken (A) place throughout (B) the world D) no
and are immensely (C) popular. mistake

Q20. The Pecha Kucha format is now being (A) used in all types of settings D) no
including (B) business and academia in cities so (C) far apart as mistake
Auckland and Vancouver.

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 Part 3

Questions 21-30

Choose the words from the list, A-L. There are two extra words in the list.

A) replace D) rapid G) politicians J) careful

B) shortage E) still H) existence K) specialize

C) existing F) market I) online L) construction

In twenty years’ time, which jobs will people Q21 … be doing, and which is it reasonable to assume will have
gone forever? Today’s young people should give that question Q22 … consideration before choosing a career.
Clearly there will continue to be a need for staff in Q23 … professions such as medicine that involve caring for
others, and also for people able to persuade, like Q24 … and lawyers.

There will of course be no Q25 … of jobs in science and technology, particularly for individuals able to Q26 …
in newer fields such as biotechnology and microbiology. On the other hand, the already Q27 … loss of jobs to
robots will speed up even further, as they Q28 … workers not only in manufacturing but also in the Q29 …
industry. And as robots learn how to stack shelves, take over at check-outs or send us our Q30 … shopping, it
won’t be long before most supermarket jobs have appeared, too.

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 SUB-TEST 4: WRITING

The Writing Sub-Test consists of TWO tasks:

Task 1 carries TEN marks.

Task 2 carries FIFTEEN marks.

Task 3 carries FIVE marks.

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 Task 1

You have recently bought a DVD player from an online shop. The web page said that it would play
MP3 discs but after taking it home you find out that it will only play CDs and DVDs.
Write an e-mail letter to the store manager. In your e-mail:
● say who you are;
● explain the problem;
● say what action you would like the store to take.
You should write at least 150 words.

You do NOT need to write your own address.

Task 2

Do good exam results at school or college guarantee success in life?

Discuss the advantages that a good education can have on your future.
Do you believe that studying hard will bring a better life?
Give reasons for your answer and include any relevant experience or knowledge.
Write at least 250 words.

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 Task 3

Summarize the following text in NO MORE THAN 100 words. Avoid using original wording as far
as possible.

There are still a few people in northern Europe who think that global warming might not be such a
bad thing. In Britain, where summer can sometimes seem to last little more than a few weeks,
many would welcome the idea of it getting a bit hotter.

Unfortunately, things are not so simple. Global warming doesn't just mean that the world will
slowly get warmer. Paradoxically, it could cause certain areas to get colder - a lot colder. The latest
predictions are that northern Europe could even be plunged into an ice age. While areas of south-
eastern Europe, such as Greece, would continue to get hotter and drier, Britain could find itself, in
the winter months at least, surrounded by sea ice.

The reason for this concerns the Greenland ice sheet. This is one of the biggest expanses of ice in
the world - around 1,500km long and 600km wide. It is so big that if it all melted sea levels would
rise by 7 metres. Due to rising emissions of greenhouse gases, such as carbon dioxide from the
combustion of fossil fuels, this ice sheet is melting at an alarming rate. But how could the melting
of the Greenland ice sheet threaten to plunge northern Europe into a new ice age?

The link in the chain of events is what some call the Gulf Stream and others call the Atlantic
Conveyor. This is the stream of warm water that comes up from central America and flows across
the Atlantic to northern Europe. It is this huge mass of warm water which accounts for the
relatively high temperatures enjoyed by Britain, for instance, compared with parts of Canada and
Russia which are equally far north of the equator. Warm water is conveyed across to Europe near
the surface of the Atlantic, and at its northernmost point it cools and sinks because the water from
the tropics has a higher salt content, making it denser and so heavier than the water near the
arctic. The cold, dense water then flows south close to the ocean floor, back towards central and
south America to complete the cycle.

Scientists are beginning to make bleak predictions of an impending ice age in the northern
hemisphere because they have observed that the water flowing from the melting Greenland ice
sheet is flowing into the path of the Gulf Stream. The water from the melted ice will reduce the
density of the water in the Gulf Stream, stopping the water sinking in the north, thereby cutting off
the deep southerly current, which, in turn, will cut off the northerly flow of warmer water. At that
point the seas around Britain will begin to freeze.

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Answer key

Listening Reading Grammar

1 B 1 D 1 D
2 B 2 C 2 B
3 A 3 F 3 A
4 B 4 B 4 C
5 C 5 G 5 C
6 A 6 A 6 A
7 C 7 C 7 B
8 D 8 A 8 B
9 A 9 A 9 C
10 F 10 D 10 D
11 G 11 C 11 C
12 E 12 A 12 A
13 B 13 H 13 D
14 D 14 E 14 A
15 F 15 G 15 B
16 C 16 D 16 C
17 A 17 B 17 B
18 B 18 C 18 D
19 C 19 A 19 D
20 A 20 F 20 C
21 C 21 E 21 E
22 A 22 D 22 J
23 C 23 B 23 C
24 B 24 C 24 G
25 A 25 C 25 B
26 A 26 B 26 K
27 A 27 A 27 D
28 B 28 B 28 A
29 C 29 A 29 L
30 C 30 B 30 I

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