Etlp Cae V SB06

ERICAN ONLINE EDUCATION
Erican Teen Learners Programme

CAE
Certificate in
Advance English
Venus
Arts and Lifestyle

Class Code: ETLP-CAE-V-SB06
ETLP-CAE-V-01 SB TA -06
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READING TASK 1
PAPER 1 READING PART 2
1 Work in pairs. You are going to read a review about an art exhibition. Before
you read:
1. What are the 7 elements of art?

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2. Why is art so important?

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3. What is the main goal of art exhibition?

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2 Six paragraphs have been removed from the article. Read the article (but not
the paragraphs which have been removed) and:
 Note down in a few words what each paragraph in the article is about.
 Underline any words and phrases that link the text together, which help you to
place the missing paragraphs when you read them.
AN EXHIBITION OF WORKS BY THE ARTIST JOHN CRAXTON
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‘A World of Private Mystery: John Craxton RA’ at the Fitzwilliam Museum is a small
show, but it does full justice to an artist whose career divides into two parts: the years
before and during the Second World War, and the work he did afterwards, when for
long periods he lived outside England. It begins with his small-scale landscapes in pen
and ink, pastel, gouache and watercolour. His subject is arcadia, but a distinctly
English one in which poets and shepherds sleep and dream amid blasted landscapes
under darkening skies. Suffused with longing and foreboding, these works reflect the
reality of living in a rain-sodden country under constant threat of foreign invasion.
1. ____
Most of the early work is monochrome. In many landscapes, writhing branches and
gnarled tree trunks fill our field of vision. Beneath the surface of the self-consciously
‘poetic’ motifs, the country he shows in these pictures feels claustrophobic and joyless.
2. ____
As this exhibition makes clear, by the age of 25 Craxton’s artistic identity had matured.
With his style, subject matter and working method all fully formed, it is hard to imagine
how he would have developed had he remained in England after the war.
3. ____
On his first visit to Greece in 1946, Craxton was swept away by the light, colour,
landscape, food and people. The dark cloud that hung over the work he did in England
lifts and overnight his palette changes to clear blue, green and white.
4. ____
Goats, fish, cats or a frieze of sailors dancing on the edge of the sea: in the Greek
paintings beautiful creatures move naturally across bare rocks and blue waters. The
compressed joy you find in these pictures doesn’t exist elsewhere in British post-war
art. With a few interruptions, Craxton would spend the rest of his life in Crete.
5. ____
But if there is little exploration or discovery in Craxton’s later work, you find instead a
sense of fullness and completion, a feeling that in accepting his limitations, he
remained true to himself. As he once said, it can work best in an atmosphere where
life is considered more important than art; then I find it’s possible to feel a real person
– real people, real elements, real windows – real sun above all. In a life of reality, my
imagination really works. I feel like an emigre in London and squashed flat.’
6. ____
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It’s most noticeable in the works on canvas, especially in formal portraits like his 1946
‘Girl with a Cock’ and it’s there too in the faceted geometric planes of Greek
landscapes like his panoramic view of Hydra of 1960-61.Craxton wasn’t an artist of
the first rank but he was inimitable. This show is just the right scale and it comes with
a beautifully illustrated book about his life and work.
3. Choose from the paragraphs A – G the one which fits each gap (1 – 6). There
is one extra paragraph which you do not need to use.
A It comes across this way even when he uses strong colour, as in one sunlit
landscape in particular, where the yellow is harsh and the red murky. It’s as though
he’s painting something he’d heard about but never actually seen: sunlight.
В It was not only London that oppressed his spirit, I think, but the overwhelming
power of the new art being made in Paris by Picasso, Miro and Leger. In assessing
Craxton’s work, you have to accept his debt to these artists, and particularly Picasso.
C And though he would paint large scale murals and design stage sets and
tapestries, neither his subject matter nor his style changed in any fundamental way
during that period. It may sound harsh, but when he decided to live there
permanently, he elected to write himself out of the history of art.
D Indeed, I well remember how I’d step into a large gallery, hung floor to ceiling with
paintings, and out of the visual cacophony a single picture would leap off the wall. It
was always by John Craxton.
E My guess is he’d have responded blindly to market forces and critical pressure to
do new things. What he needed was to develop at his own pace – even if at times
that meant standing still. But to do that he had to leave the country.
F They do so through tightly hatched lines and expressive distortion which ratchet
up the emotional intensity, as in his illustrations for an anthology of poetry. In these,
a single male figure waits and watches in a dark wood by moonlight.
G Gone are his melancholy self-portraits in the guise of a shepherd or poet – and in
their place we find real shepherds (or rather goat-herd) tending living animals. Now
Craxton is painting a world outside himself, not one that existed largely in his
imagination.
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1. Read the article about watercolour painting quickly. Then, match the painters
and painting titles with the paintings given below. Write the answer in the given
space.
2 Read the questions below and underline the key idea in each one.
Of which painting is the following stated:

1. It is of something that no longer exists? _____
2. The artist points out that it is based on things actually _____

observed, even though it doesn’t depict them accurately?
3. The artist specialises in things that most people regard as _____

ugly?
4. A deduction that could be made about what is happening in _____

this picture is not what artist is actually showing?
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5. The artist took a risk while creating it? _____
6. The artist checks that nothing important is missing from _____

preparatory work?
7. It was completely altered in order to produce various _____

connections?
8. Its artist produces paintings in different locations? _____
9. In one way, it is unlike any other painting the artist has _____
produced?
10. The artist likes to find by chance subjects that have certain _____
characteristics?
3 Read the article about various paintings again. For questions 1 – 10, choose
from the sections of the article (A-D). The sections may be chosen more than
once.
WATERCOLOUR COMPETITION
First prize
A Carol Robertson – Interrupted
Field Carol Robertson’s Interrupted Field is a worthy winner, a more or less geometric
composition that exploits the qualities of evenly-applied washes of colour. The painting
is vast – ‘the largest I’ve ever attempted’- so the big, even area of blue in the centre
is, apart from anything else, something of a technical achievement.
Robertson is keen to stress that her abstract compositions are firmly rooted in reality.
Though she does not ‘seek to confirm or record the way the world looks’, her work is
never disconnected from the natural world, so the coloured stripes and bands in this
painting have a specific source. Over the past five years, Robertson has been working
in Ireland, on the northwest coast of County Mayo. The coloured stripes stimulate
‘memories of coastal landscape, brightly painted cottages, harbours and fishing boats,
things seen out of the corner of my eye as I explored that coastline by car and on foot.
The colour mirrors the fragments of life that caught my eye against a background of
sea and sky.’
Runners up
В Geoffrey Wynne – Quayside
Geoffrey Wynne describes himself as ‘an open-air impressionist watercolour painter’,
though he adds that ‘larger works’, this prize-winning picture among them, ‘are
developed in the studio’.
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Perhaps the most noteworthy aspect of this painting is the sheer number of people in
it. According to the title, they are on a quay somewhere, and the number of suitcases
they have with them suggests they have just landed from a boat on the first stage of a
holiday. ‘Yes, that’s almost right,’ Wynne told me, ‘except that we’re on the boat in the
early morning, just arrived back from Mallorca, and the people are waiting to get on.
This painting took a long time to finish, and many earlier attempts were abandoned.
To achieve a unity, I immersed the half-finished painting in the bath, then added the
black with a big brush. It’s dangerous to do, because you can’t really control the
effects. Then I reworked everything, establishing links with colour and tone throughout
the composition, creating a kind of web or net of similar effects.’
C Arthur Lockwood – Carbonizer Tower

Arthur Lockwood has a big reputation among watercolour painters and watercolour
enthusiasts, chiefly for his accomplished pictures of industrial sites, subjects that are
generally thought to be unsightly, but have striking visual qualities all their own. Among
them is a kind of romanticism stimulated by indications of decay and the passing of
irrecoverable time. Lockwood’s subjects are, after all, ruins, the modern equivalent of
Gothic churches overgrown by ivy. He aims not only to reveal those qualities, but to
make a visual record of places that are last being destroyed.
This painting, a good example of his work in general, is one of an extensive series on
the same subject. What we see is part of a large industrial plant that once made
smokeless coal briquettes. It has now been closed and demolished to make way for a
business park.
D Michael Smee – Respite at the Royal Oak

Michael Smee was once a successful stage and television designer. This is worth
stressing, because this prize-winning painting makes a strong theatrical impression.
Smee agrees, and thinks it has much to do with the carefully judged lighting. ‘As a
theatre designer, you make the set, which comes to life only when it’s lit’.
Smee prefers to happen on pubs and cafes that are intriguing visually and look as
though they might be under threat, lie has a strong desire to record ‘not only the
disappearing pub culture peculiar to this country, but also bespoke bar interiors and
the individuals therein’, He works his paintings up from informative sketches. ‘I get
there early, before many people have arrived, sit in the corner and scribble away.
Then, once the painting is in progress in the studio, I make a return visit to reassure
myself and to note down what I’d previously overlooked.’ His main aim isn’t
topographical accuracy, however; it’s to capture the appearance of artificial and
natural light together, as well as the reflections they make.
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VOCABULARY TASK 1
Collocations with give, do and make
1 Fill in the gaps with either DO or MAKE.
1. Will you _______ me a favour?
2. It’s your turn to _______ the dishes today.
3. I will _______ a list of the things we need.
4. Ok, I will _______ an exception for you.
5. Please, don’t _______ mistakes.
6. I need to go out now, it’s urgent. I have to _______ a phone call.
7. The good students always _______ their homework.
8. My father won’t _______ the cleaning.
9. My husband never helps me _______ dinner.
10. The workers I hire always _______ a good job.
2 CAE candidates often use the wrong verb when they should use give, do or
make. In most of the sentences below, the underlined verb is wrong. Replace
the underlined verb with either give, do or make, or write correct if you think
there is no mistake.
1. When you print the article, we also expect you to give an make
apology.
2. Carla always gives her best, even if she does not always __________
manage to get very high marks.
3. Her report on the trip did not show accurate information so __________
we were quite confused.
4. I have some suggestions to give before the forthcoming trip.' __________
5. I hope your company will give me at least a partial refund. __________
6. I'm so grateful that you have made me the chance to attend __________
the course.
7. In my boss's absence, I give telephone calls to customers, __________
clean desks and write emails.
8. Installing modern technology will give a good impression of __________
the college.
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3 Words which are often used together (e.g. make an apology) are called
collocations. Which verb often forms a collocation with these nouns? Write give,
do or make in each gap.
1. _____________ a speech, lecture, talk or performance
2. _____________ someone information, details, advice or
instructions
3. _____________ a recommendations, comment, apology,
suggestion
4. _____________ someone a chance, opportunity
5. _____________ someone a refund, their money back
6. _____________ your best, the best you can
7. _____________ a telephone call
8. _____________ an impression on someone
9. _____________ someone an impression
4 Write your own sentences for the given collocations below.

1. gave a speech
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2. was given a refund
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3. made the first move
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4. given a chance
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5. made an effort
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GRAMMAR TASK 1
Phrasal Verbs
1 Complete the sentences. Choose the correct particles.
1. Maya picked the bags on/in/up and left the restaurant.
2. He took the suitcases down/back/into upstairs.
3. I took my cup of coffee into/over/under the living room.
4. The children threw snowballs on/in/at each other.
5. He turned on/in/away the shower.
6. Tommy helped me put my new desk on/out/together.
7. Jennifer put her glass with/away/down on the table.
8. Put your hand up/over/with if you know the answer.
9. Would you mind holding out/on/back while I call Mr Smith?
10. He’s not here at the moment. Can I ask him to call you up/back/out
2 Decide if the following sentences are true (T) or false (F).

1. If you let someone in, you allow them to leave a place. _______
2. If you light something up, you shine light on or in it. _______
3. If you put something back, you move it to a new place. _______
4. If you throw something in, you drop it into something. _______
5. If you turn something off, you make it start working. _______
6. If you take something away, you take it to where it was before. _______
7. If you put something down, you put it on the floor or on a table etc. _______
8. If you put something up, you move it to a lower position. _______
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3 Make these sentences less formal. Replace the underlined verbs with the
phrasal verbs.
put back let in put together lit up looking for throw away
1. The management will only admit people who have tickets. ________________
2. She replaced the phone. ________________
3. The sun illuminated the sky. ________________
4. It takes eight hours to assemble each device. ________________
5. She decided to discard her old shoes. ________________
6. We are seeking a new car. ________________
4 Match sentence halves to make complete sentences.

1. I called her up last night … ______
2. We haven’t heard … ______
3. I really need to talk to … ______
4. It was dark and it was hard to make out … ______
5. I put it to him that he might make … ______
6. In the end he decided to … ______
A. …to ask how she was.

B. …turn down the offer.
C. …what the sign said.
D. …from him in a long time.
E. …you about something.
F. …money from the scheme.
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USE OF ENGLISH TASK 1
1 Exam Part 1 - For questions 1-8, read the text below and decide which answer
(А, В, C or D) best fits each gap. There is an example at the beginning (0).
Our obsession with recording every detail of our happiest moments could be (0)
__________ our ability to remember them, according to new research.
Dr Linda Henkel, from Fairfield University, Connecticut, described this as the ‘photo-
taking impairment effect’. She said, ‘People often whip out their cameras almost
mindlessly to (1) __________ a moment, to the point that they are missing what is
happening (2)__________ in front of them. When people rely on technology to
remember for them — (3) __________on the camera to record the event and thus not
needing to (4) __________ to it fully themselves — it can have a negative (5)
__________ on how well they remember their experiences.
In Dr. Henkel’s experiment, a group of university students were (6) __________ on a

tour of a museum and asked to either photograph or try to remember objects on
display. The next day each student’s memory was tested. The results showed that
people were less (7) __________ in recognising the objects they had photographed
(8) __________ with those they had only looked at.
Example:
E.g(0) A interfering B upsetting C damaging D intruding
1 A seize В grasp C capture D snatch
2 A quite В right C merely D barely
3 A counting В settling C assuming D swearing
4 A engage В apply C attend D dedicate
5 A result В aspect C extent D impact
6 A steered В run C led D conveyed
7 A accurate В faithful C exact D factual
8 A measured В compared C matched D confronted
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2 Exam Part 4: Key Word Transformation – Complete the sentence so that it has
a similar meaning. Do not change the word given. You must use between two
and six words, including the word given.
1. Darius soon recovered after the operation on his knee and was able to rejoin the
team.
MADE
After the operation on his knee, Darius ________________________ and was able to
rejoin the team.
2. I always hated pasta when I was a child but now I cook it regularly.
USE
I ________________________ pasta when I was a child but now I cook it regularly.
3. It was a mistake not to write the telephone number down.

POINT
I should ________________________ writing down the telephone number.
4. If Marc hadn´t taken up politics, he might have become a famous art historian.
NAME
If Marc hadn’t taken up politics, he might have ________________________ himself
as an art historian.
5. This holiday is within our price range, provided we don’t go to the expensive
restaurants in the tourist centre.
AFFORD
We ________________________ as we avoid the expensive restaurants in the tourist
centre.
6. Yesterday I informed my boss in writing that I would be leaving the company.

NOTICE
I ________________________ to my boss yesterday.
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LISTENING TASK 1
1 You will hear three different extracts. For questions 1-6, choose the answer
(A, В or C) which fits best according to what you hear. There are two questions
for each extract. (ETLP-CAE-V-06-Listening Task 1 (1))
Extract One
You hear part of an interview with a woman who works in retail management.
1. How does the woman feel now about her first job in retailing?
A. pleased by the way she handled the staff.
B. confident that it gave her a good start.
C. relaxed about the mistakes she made.
2. What is the woman advised to do next?
A. reflect on her skills.
B. volunteer for extra work.
C. discuss her situation with her boss.
Extract Two
You overhear a woman telling a friend a story about a swan.
3. What problem did the woman have with the swan?
A. She misunderstood its intentions.
B. She underestimated the speed of its approach.
C. She failed to realise the consequences of disturbing it.
4. What is the man’s reaction to the story?
A. He feels he would have handled the situation better.
B. He is unconvinced by the woman’s version of events.
C. He fails to see quite how serious the problem was.
Extract Three
You hear part of an interview with Bruce Loader, a successful businessman who
is talking about his early life.
5. Why did Bruce decide to give up the idea of studying art?
A. He failed to gain a place at art college.
B. He became tired of doing representational art.
C. He was persuaded that he could not realise his ambition.
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6. What was his father’s reaction to Bruce’s decision?
A. He was anxious to discuss alternative employment options.
B. He was angry that a good opportunity had been wasted.
C. He was dismissive of the advantages of higher education.
2 You will hear an explorer called Richard Livingstone talking about a trip he
made in the rainforest of South America. For questions 1-8, complete the
sentences. (ETLP-CAE-V-06-Listening Task 1 (2))
A Trip to the Rainforest

Richard and Matthew abandoned their boat because they couldn’t get past a (7)
___________. They decided to walk through the jungle as far as the (8) ___________
marked on the map. Richard says that during the walk, they were always both (9)
___________ and (9) ___________. The first sign of human activity that they found
was a (10) ___________. In a deserted camp, they found some soup made from
unusual (11) ___________ and (11) ___________. Richard says that by the time they
had reached the camp, they were lacking in (12) ___________. Richard says that after
the meal, they began to feel (13) ___________ about what they’d done. Before leaving
the camp, they left the sum of (14) ___________ to thank their host.
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3 You will hear part of an interview with the astronaut Charles Duke, who is
talking about his trip to the moon. For questions 1-6, choose the answer (А, В,
C or D) which fits best according to what you hear.
(ETLP-CAE-V-06-Listening Task 1 (3))
1. How did Charles feel about space travel as a boy?
A. He thought it was unlikely to happen.
B. He regarded it as more than science fiction.
C. He was fascinated by the idea of it.
D. He showed no particular interest in it.
2. What did Charles consider to be the hardest part of the training?

A. Feeling trapped in the heavy spacesuit.
B. Endlessly practising the lunar surface landing.
C. Constantly being afraid of making a mistake.
D. Being unable to move his arms and hands.
3. What was Charles’s reaction when he first found out he was going to the moon?
A. He realised he had to be cautious
B. He felt proud to be given the opportunity
C. He tried to control his excitement
D. He reflected on his chances of survival.
4. How did the crew feel when they had landed on the moon?
A. They felt as if they were coming home.
B. They realised they had achieved something special.
C. They were afraid of what they might find on the surface.
D. They were worried about how they would take off again.
5. What feature of the moon made the greatest impact on Charles?

A. The brightness of the moon.
B. The vastness of the sky.
C. The loneliness of the place.
D. The absence of any stars.
6. What does Charles feel was the most memorable part of his mission?
A. Nearly falling into a crater.
B. Walking on the moon’s surface.
C. Seeing things never seen before.
D. Holding a piece of the moon.
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SPEAKING TASK 1
SPEAKING PART 2
Speaker A
1 The pictures below show people taking a break. Compare any two of the
pictures and discuss why people might need to take a break in this situation and
how they might be feeling.
 Why people might need to take a break in these situations?

 How they might be feeling?
Speaker B
2 The pictures below show people travelling somewhere. Compare any two of
the pictures and say why people might have chosen to travel that way and how
important it is for them to be on time.
 Why people might have chosen to travel that way?

 How important it is for them to be on time?
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WRITING TASK 1
1 A Letter – Work in pairs. Read the writing task below and answer the questions
which follow.
You are studying at an international college for a few months. Your friend, Elena, is
thinking of studying at the same college this summer and has written to you asking
about it. Read the extract from her email and your notes. Then write her a letter saying
whether you think she should study al the college or not and giving your reasons.
Extract from her email:
2 Read Toni's letter on the right and answer the questions.

1. Has he dealt with all the points in the task?
___________________________________________________________________
2. Has he written in a formal or an informal style?
___________________________________________________________________
3. What has he said to persuade Elena to come to the college?
___________________________________________________________________
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Dear Elena,
Thanks for your letter asking about coming to Millwall College. I think it's a really good
idea because you’ll learn so much English. And don't worry about loneliness at all
because you'll make plenty of friends.
One really good friend (1) I made / I’ve made is Martyna, who I (2) actually met /
have actually met before I even arrived! It was quite a coincidence because we (3)
sat/ were sitting next to each other on the bus and we got chatting and discovered
we (4) have been / had been on the same plane coming here and were going to the
same college! Anyway, she's really good fun and (5) we've been doing / we did lots
of things together.
That brings me to free time. We get plenty of it, by the way, and (6) I've already visited
/ I already visited quite a few places round about. Last week Martyna and I (7) have
joined /joined a local sports club and (8) we've played / we've been playing tennis
there several times. I know it's your summer holiday, but, speaking for myself, (9) I've
been having / I've had a really good time!
As for your last worry: yes, the college is expensive, but my teacher, Jackie, is
excellent. (10) She's taught / She's been teaching in several different countries, so
she's pretly experienced and interesting. Apparently, her first teaching job (11) has
been / was in Thailand, where she (12) actually used to teach / has actually taught
some members of the royal family!
Do come if you can -you won't regret it!
Best wishes,
Toni
3 Read the letter again and circle the correct verb form from the alternatives in
italics.
4 Work alone and write your own answer to the Writing task in Exercise 1.
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READING TASK 2
1 Work in pairs. You are going to read a magazine article about an online school.
Before you read:
1. Have you attended any online lessons?

________________________________________________________________
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2. What are advantages of online lessons or classes?

________________________________________________________________
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2 You are going to read a magazine article about Khan Academy, an online
project.
THE MAN WHO WANTS TO TEACH THE WORLD
Helena de Bertodano meets Salman Khan
What Salman Khan, the founder of the non-profit online school Khan Academy has to
say to the parent of an eleven-year-old in the USA is frankly terrifying: ‘If your child is
not placed in the fast track for math in sixth grade, his chances of becoming a doctor
or an engineer are probably zero. And it’s decided when he’s eleven years old.’
This is exactly what happened to his cousin Nadia. Usually a straight-A student, she
had done poorly in a maths streaming test in sixth grade because she had failed to
understand one concept. This one test result, Khan says, might have harmed her
academic destiny. Nadia’s distraught mother turned to Khan for help. Khan tutored her
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remotely over the phone and Nadia passed her retake with flying colours. Soon, many
more relations and friends wanted Khan’s help. Unable to handle the volume of
requests, at the suggestion of a friend, he started to record his lessons on video and
post them on YouTube. ‘At first I was dismissive,’ Khan says. ‘I thought YouTube was
for dogs on skateboards.’
Now Khan has more than 3,000 videos to his name, which are watched by nearly three
million unique users a month, via YouTube and his own website. His friendly,
avuncular style, coupled with his knack for making difficult concepts seem simple, has
helped children – and adults – all over the world move into the fast track. He says his
aim is to create ‘the world’s first free, world-class, virtual school where anyone can
learn anything’. Some teachers are wary of him, thinking that he is trying to supplant
them, but many more embrace his approach and have started ‘flipping’ the classroom,
encouraging students to watch Khan’s videos at home and then tackling maths
problems together in class.
You might expect a man with such influence to have state-of-the-art headquarters but
Khan’s premises are unprepossessing. Arriving at an unmarked red door, sandwiched
between a clothes shop and a Chinese restaurant, I decide I have the wrong address
– especially after ringing the bell for ten minutes with no response. Eventually, I rouse
someone on the telephone and the door is opened. When his assistant shows me in,
Khan appears at first to be slightly annoyed at this interruption. Sitting on a leather
swivel chair behind a heavy oak desk surrounded by pictures of his wife – a doctor –
and their two young children, he continues to work for a few minutes. But once he
warms up, it becomes clear that the initial awkwardness is down to shyness, not
rudeness. ‘I’m not very good when people want to meet me,’ he says. ‘I want to hide
a little bit.’
Khan believes that the rigidity of the school system is outdated and deadens a child’s
natural curiosity. ‘Aged one to four, kids are excited by anything new, they want to
figure it out, then all of a sudden, when they turn five, you start seeing fewer curious
kids, by nine or ten you see very few with any curiosity, and by eighteen it’s very much
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the exception. Curiosity is just stamped out of them. I’m convinced it’s indoctrination,
not a genetic thing. Kids are herded together, the bell rings, you’re rewarded for
passivity, you’re rewarded for compliance, that’s what keeps you moving through the
system.’
Private school education makes little difference, he says. Nor does he believe that
student-teacher ratio is an issue. ‘The idea that smaller classes will magically solve
the problem of students being left behind is a fallacy. ’ As he points out, if a teacher’s
main job is lecturing to the students, it doesn’t really matter how many students are in
the classroom. What matters is the ‘student-to-valuable-human-time-with-teacher’
ratio. What his videos do, Khan says, is free teachers up for more personal interaction.
He thinks bigger classes with more teachers would provide a more creative learning
ground. In his ideal classroom there would be 75-100 students of widely varying ages,
with three or four teachers. Some students would be working at computers; others
would be learning economics through board games; others would be building robots
or designing mobile apps; others would be working on art or creative writing. His dream
is nothing short of revolutionary.
‘In 500 years I hope people look back and say, “Imagine, kids had to learn in
classrooms that were like factories and it was unheard of for an eight-year-old to truly,
deeply understand quantum physics. Isn’t that strange?
3 Choose the answer (A, B, C or D) which you think fits best according to the
text.
1. Why did Khan initially start to record videos?

A. It was easier to explain concepts in a video than on the phone.
B. It enabled him to advertise his services worldwide.
C. It was impossible for him to respond personally to each request for assistance.
D. It was a more popular medium for young people to use.
Page 23 of 60
2. One value of the videos is that they can
A. be used as an additional tool for teachers in class.
B. be shown to students as a reward for hard work.
C. act as a substitute for formal learning.
D. help students prepare for a topic they will study.
3. When visiting Khan the writer is

A. annoyed by Khan’s lateness.
B. surprised by Khan’s choice of location.
C. embarrassed by the way Khan addresses him.
D. impressed by the style of furnishings in Khan’s home.
4. The writer mentions different children’s ages to illustrate his idea that
A. it is quite natural for children to grow disillusioned with formal education.
B. the older a child is, the less able they are to assimilate new information.
C. a child’s growing lack of interest in learning is a result of experience at school.
D. younger children need more motivation to remain interested in education.
5. In Khan’s opinion, the suggestion that a lower student-teacher ratio solves the
problem of ineffective learning is
A. illogical.
B. unproven.
C. unworkable
D. counterproductive.
6. When Khan compares classrooms to factories in the final paragraph, he is implying

that
A. classrooms produced what industry demanded.
B. children were part of an inflexible system.
C. teaching methodology produced student clones.
D. small numbers of teachers dealt with large numbers of students.
Page 24 of 60
1 You are going to read about four independent jewellery designers
2 For questions 1 – 10 , choose from the sections of the article (A-D). The
sections may be chosen more than once.
Which designer …….

1. is concerned about the sourcing of her materials? _____
2. is claimed to have the wrong attitude to business? _____
3. uses the same combination of metals and precious stones in each _____
piece of jewellery?
4. creates designs that feature different versions of the same symbol? _____
5. intends her jewellery to stand the test of time? _____
6. designs pieces to reflect her beliefs that everything is linked by _____
patterns?
7. uses inspirations from experiences when she was young? _____
8. makes jewellery that is easily attributable to her? _____
9. does not work exclusively on making jewellery? _____
10. was originally inspired by a social connection? _____
Page 25 of 60
SHINING LIGHTS
(A) Emma Franklin
‘It has always been about animals,’ Emma Franklin says. ‘My friend’s grandmother
had an amazing stag brooch with huge antlers and that’s where it started. Everyone
has a relationship with an animal in my collection.’ Franklin has focused on jewellery
design since her teens and graduated from Central Saint Martins in 2005, setting up
her own business immediately. Based in east London, Franklin, twenty-nine, hand-
makes each necklace, bangle, ring, cuff link and pin, featuring any of fourteen animal
heads, from a pig to a triceratops, as well as a shotgun. All her pieces are made in
solid silver, plated in twenty-two-carat yellow gold or black rhodium, with black
diamonds and freshwater pearls. Bespoke commissions, predominantly engagement
rings, not all animal-related, are becoming more frequent. Franklin’s robust designs
are instantly recognisable, as she has discovered. ‘Recently in a pub this girl was
wearing one of my rings at the bar, so I introduced myself. She was completely star-
struck and fetched over her dad, who had bought it for her. I had to explain that it was
really me who was excited.’
(В) Alexandra Jefford

‘My design style constantly evolves,’ Alexandra Jefford says. ‘But even though I try
new things, I can’t kick my art background. I’m really inspired by art, architecture,
design, furniture design.’ Jefford, forty-two, graduated in 1992 with a degree in fine art,
began designing jewellery in 2003 and sold her first piece, a gold ring, on its first
outing, at dinner with a friend. Her designs, produced on a project-by-project basis
rather than as collections, include her signature Alphabet series for which she
designed a slim font. Her recent О project interprets that letter in various typefaces.
She combines jewellery design with other artistic pursuits such as sculptural welding
and life drawing. Fans range from her daughter’s friends to her mother’s friends,
although she doesn’t always want to sell. ‘I become emotionally involved with all my
pieces, so I find it really hard to let go. There are still some pieces that I hide “for the
family museum”. My husband says that I work as a shopper rather than a seller.’
Page 26 of 60
(C) Hattie Rickards
Hattie Rickards’ first collection of twelve rings, entitled Revealed, was launched last
November and was an instant success. Her second, Geo, came out last month to even
greater acclaim. ‘The ethos behind Geo is connection and relationships, bringing
tessellating or geometrical shapes together making one, for example, the Kindredring,
where two puzzle pieces fit neatly together.’ Hampshire-born Rickards, set up on her
own last year. ‘I wanted to create a high-end, luxury jewellery brand with an ethical
backbone, which coincided with a gap in the market.’ All Hattie Rickards’ jewellery is
made using Fairtrade precious stones from Thailand and India and eighteen-carat,
Fairtrade, fair-mined gold from Colombia. HRJ is one of the first twenty companies to
become a certified user of this type of gold, many of its pieces having the premium
‘ecological’ label. There are no plans for e-commerce, as Rickards believes this
detracts from the meaning behind the piece. ‘I am passionate that people understand
the symbolism behind my work. I don’t want it to just be a ring on a website. The story
is so important.’
(D) Mawi Keivom

Mawi Keivom, thirty-nine, is known for her architectural statement jewellery: chunky
box chains with coloured pearls, spiked gold rings and brightly-coloured gems. Born
in the north-east of India, forty miles from the Burmese border, into the Mahr tribe,
Keivom draws her influences from a peripatetic childhood with her diplomat parents
that took them to Africa, the Middle East, south-east Asia and Europe. Keivom studied
fashion design in New Zealand, then, after a stint in New York, moved to London in
1993, where she met her husband, Tim Awan, and together they set up Mawi in 2001
– she as the jewellery designer, he as the business brain. ‘My style of jewellery is very
individual and not for the faint-hearted. I have a very strong vision that translates into
an industrial, graphic aesthetic offset with crystals and pearls that are a little bit
feminine. I don’t try to do something that is for the moment. My pieces are classics in
their own right, not trend-specific.’
Page 27 of 60
VOCABULARY TASK 2
Chance, occasion, opportunity and possibility
1 Match the words with its definitions.
1. Occasion ______
2. Opportunity ______
3. Possibility ______
4. Chance ______
A. An occasion which allows something to be done / an opportunity

B. A particular time when something happened or happens
C. A situation where something may or may not happen
D. A situation in which it is possible to do something you want to do
2 Read the definitions again and then circle the correct alternatives in italics in
the sentences below.
1. I didn’t get the chance / occasion to tell him the good news.
2. My sister’s wedding was a very special occasion / possibility.
3. I’m going to work in South America for a year. It’s indeed a great opportunity /
possibility.
4. There’s definitely possibility / chance of a strike by refuse collectors next week.
5. Schools try to ensure that every student has an equal opportunity /possibility to
succeed.
6. On several occasions / opportunities recently the university has made changes
to the syllabus without consulting students.
7. If you study abroad, you should take every occasion / opportunity to learn the
language.
8. There's a strong opportunity / possibility that you will win one of the three
available scholarships.
9. Our graduation ceremony next week will be a very special opportunity / occasion.
According to the weather forecast, there's a distinct possibility / occasion of rain
tomorrow.
Page 28 of 60
3 Now read the extract below and complete the sentences it with either chance,
occasion, opportunity or possibility. Sometimes two answers are possible.
Chance can mean possibility or opportunity, but is generally used less formally than
these words.
1. If you don't do well in your exams, you'll have the chance to retake them again
next summer.
2. Our education system is based on the principle of equal_________________.
3. Have you ever considered the_____________of training to be a teacher?
4. If you go on working hard, you stand a good _____________ of getting to Harvard.
5. Your exams start on Monday, so this weekend is the last ______________ you’ll
have to revise.
6. I think there's a real ______________ that I’ll get the grades I need.
7. We're having a party to celebrate the end of our exams – it’ll be a great
______________.
8. Is there any ______________ that you could help me with my homework?
4 Complete these sentences with your own words, then compare ideas with a
partner.
1. I hope one day I’ll have the opportunity of ……..
___________________________________________________________________
__________________________________________________________________.
2. Next year there's a possibility that I’ll……..
___________________________________________________________________
___________________________________________________________________
3. Unfortunately, I have very little chance of ever….
___________________________________________________________________
___________________________________________________________________
4. I hope the occasion never arises, when I…….
___________________________________________________________________
___________________________________________________________________
Page 29 of 60
GRAMMAR TASK 2
Modal verbs expressing ability, possibility and obligation
1 Discuss the questions about the extracts given below.
1. Which extracts express ability, which possibility and which obligation?
2. Do the extracts refer to the past, the present, any time or the future?
a. If I do well enough in my end-of-year exams, I’ll be able to get

on to a degree course. ability, future
b. The fact that you can get to London in just 35 minutes really
appealed to me.
c. We had to write an essay every week, which was really hard
work.
d. But I needn’t have worried, it's been a fantastic experience.
e. I can speak English a hundred per cent better than when I
arrived.
f. I always managed to contact the university whenever I needed
to.
2 Read these pairs of sentences and decide if both in each pair are correct. If
both are correct, discuss the difference in meaning between them.
1. a. I have to finish this essay, so I can’t go Both are correct. a, the pressure
out. to finish is from an external
b. I must finish this essay. It’s really source, in b, from the speaker
important for me to do well. him / herself.
2. a. I didn’t need to worry about getting home
from the airport. My brother said he’d
pick me up.
b. I needn’t have worried about getting
home from the airport. My brother picked
me up.
3. a. You don’t have to go to the lecture this
afternoon. It’s completely optional.
b. You mustn’t go to the lecture this
afternoon. It’s only for first year students.
4. a. After a lot of effort, I could finally start the
car engine.
b. After a lot of effort, I finally managed to
start the car engine.
Page 30 of 60
3 Ability - Choose the most appropriate answer for expressing ability.
1. Maria __________ type 80 words per minute.
A. may
B. can
C. could
D. has to
2. Ella __________ speak French and German.
A. may
B. can
C. could
D. has to
3. Tom's teacher says that he __________ play the violin pretty well in half a year.
A. can
B. could
C. will be able to
D. will have to
4. I__________ meet him at the airport tomorrow.
A. can
B. could
C. should
D. would
5. I'm sure that Nina__________ explain everything when she returns.
A. can
B. could
C. will be able to
D. will have to
6. My dog__________ very high when he was younger.
A. could jump
B. could have jumped
C. might be able to jump
D. might have been able to jump
Page 31 of 60
7. One of the boys __________ get out of the cave. He ran to the village for help.
A. could
B. might
C. was able to
D. had to
8. Several criminals__________ escape into the woods.
A. could
B. might
C. managed to
D. had to
9. I wanted to talk to Jim yesterday, but I__________ find him.
A. didn't
B. might not
C. wouldn't
D. couldn't
10. Anyone__________ make a mistake.
A. may
B. can
C. could
D. is able to
Page 32 of 60
1 Exam Part 3 – For questions 1-8, 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 example at the beginning (0).
Sleeping: Not as Simple as it Seems
It seems our (0) PERSONALITY (PERSON) is affected by many things, including the
position we sleep in! This is because our sleeping position partly determines how we
feel when we wake up. To (1) ________________ (CLEAR), people who sleep on
their backs with their arms stretched out typically awake feeling (2)
________________ (VITAL), and eager for the day ahead. Conversely, those who
sleep face down with arms outstretched awake feeling fatigued, as this position seems
to generate a sense of losing control. (3) ________________ (APPEAR) those who
sleep lying straight tend to show signs of (4) ________________ (STUBBORN),
although whether this is simply because they feel stiff in the morning is (5)
________________ (DEBATE)! Most people appear to sleep on their side with their
knees drawn up, often described as ‘the foetal position’. Actually, this is (6)
________________ (SURPRISE) because although the position is often said to
denote stress, people who sleep like this awake feeling (7) ________________
(FRESH), having somehow worked through their problems. It’s unclear what it means
if you are a (24) ________________ (REST) sleeper and change your position
frequently!
Page 33 of 60
2 Exam Part 4: Key Word Transformation – For questions 1-6, 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 use between three and six
words, including the word given.
1. I was just about to call you to tell you about the rearranged meeting.
POINT
I was __________________________ you to tell you about the rearranged meeting.
2. My sister was totally shocked when she won the lottery.

CAME
Winning the lottery __________________________ my sister.
3. Joe originally intended to drive but the bad weather caused him to change his mind.
WAS
Joe’s __________________________ drive but the bad weather caused him to
change his mind.
4. It was heavy snow on the line that delayed the train.

HELD
The train would have arrived on time if it __________________________ heavy snow
on the line.
5. She realised she’d lost her keys the moment she arrived home.
SOONER
No __________________________ she realised she’d lost her keys.
6. He clearly felt very strongly about the situation, which took me by surprise.
STRENGTH
It __________________________ about the situation that took me by surprise.
Page 34 of 60
LISTENING TASK 2
1 You will hear a guide taking a group of visitors around a museum. For
questions 1-8, complete the sentences. (ETLP-CAE-V-06-Listening Task 2 (1))
Museum Tour
This museum houses objects collected by the (1) _____________ based in the city. It
has one of the country’s best galleries containing (2) _____________ exhibits. The
museum’s displays of (3) _____________ and (3) _____________ are closed to
visitors at present.
The section called (4) _____________ is popular with young people. The picture
galleries contain works on various themes by (5) _____________. The museum’s (6)
_____________ needs modernising.
The guide uses the word (7) _____________ to describe the Rutland Dinosaur’s effect
on people. Polystyrene was used to reconstruct most of the Rutland Dinosaur’s (8)
_____________.
2 You will hear part of a radio interview in which Harry and Jennifer, two
members of an after-work adult drama class, are asked about their reasons for
attending the class. For questions 1-6, choose the answer (А, В, C or D) which
fits best according to what you hear. (ETLP-CAE-V-06-Listening Task 2 (2))
1. How does Jennifer feel about working with strangers in the class?
A. Resigned to the need for it.
B. Doubtful about the value of it.
C. Relaxed in her attitude towards it.
D. Excited at the thought of it.
2. According to Harry, the improvisation sessions

A. require some careful preparation.
B. enable him to use his imagination.
C. allow him to show his acting talent.
D. encourage him to relate to the group.
Page 35 of 60
3. What does Jennifer say about improvisation?
A. It is important not to make a mistake.
B. It is necessary to be aware of the timing.
C. You should be familiar with the character you invent.
D. You need to be completely involved in the activity.
4. In Jennifer’s opinion, playing written parts will

A. be less challenging than improvisation.
B. include research into previous performances.
C. involve guidance from an expert.
D. lead to competition for parts.
5. Jennifer says that the drama classes have taught her how to
A. improve her interaction with people.
B. manage groups of people.
C. develop her natural acting skills.
D. be satisfied with minor achievements.
6. Harry was annoyed because the newcomer to the group

A. interrupted the class by arriving late.
B. was reluctant to participate.
C. seemed unaware of the mood of the group.
D. wasted the tea break with pointless questions.
Page 36 of 60
3 You will hear five short extracts in which British people are talking about living
abroad. (ETLP-CAE-V-06-Listening Task 2 (3))
TASK ONE TASK TWO

For questions 1-5, choose from the For questions 26-30, choose from the
list A-H each speaker’s present list A-H the main advantage each
occupation. speaker mentions about living where they
do
A business Speaker 1 1. ___ A a beautiful Speaker 1 6. ___

person Speaker 2 2. ___ language Speaker 2 7. ___
B pensioner B friendly
C doctor Speaker 3 3. ___ people Speaker 3 8. ___
D farmer Speaker 4 4. ___ C luxury Speaker 4 9. ___
E diplomat accommodation
F student Speaker 5 5. ___ D a good Speaker 5 10. ___
G engineer climate
H architect E interesting
challenges
F varied sports
G a high salary
H excellent
food
Page 37 of 60
SPEAKING TASK 2
Speaker A
1 The pictures below show people at work. For Speaking Part 2, you will have to
compare any two of the pictures and say what might be the challenges that
people face while working and whether they enjoy what they do.
 What might be the challenges that the people have to face while working?
 Do they enjoy what they do?
Speaker B
2 The pictures below, in which you can see people celebrating something.
Choose any two of the pictures and compare and say what might they be
celebrating and how they might be feeling.
 What might the people be celebrating?

 How might they be feeling?
Page 38 of 60
WRITING TASK 2
Part 2 – An Article
1 Work in pairs. Answer question 1 or 2.
1. Have you ever worked abroad? What did you learn from the experience?
___________________________________________________________________
___________________________________________________________________
2. Would you like to work abroad? What would you expect to gain from the
experience?
___________________________________________________________________
___________________________________________________________________
2 Look at the writing task below.

1 Who will read the article?
___________________________________________________________________
2 What style would be suitable?
___________________________________________________________________
3 In what ways would you have to use your imagination to do the task? Work together
and invent the details you need.
___________________________________________________________________
___________________________________________________________________
3. You spent last summer doing a temporary job in another country. An

international magazine has asked you to write an article describing your
experience, saying what you learnt from it and saying whether you would
recommend it to other readers.
Write your article.
Page 39 of 60
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 40 of 60
READING TASK 3
1 You are going to read extracts from four articles in which museum directors
give their views on museums.
MUSEUMS
A
Statistics show that museums are going from strength to strength in terms of visitor
numbers, which is an encouraging sign in our computer-obsessed society. Online
access increasingly rules how we approach information today, and museums have to
engage with this to stay relevant. That said, a picture on a screen cannot replace
material engagement with an object. Unfortunately, many people still have rather
outdated ideas of what museums are like, including believing that they are high-brow
institutions aimed at some international elite, which is clearly no longer the case,
particularly with the smaller ones. With effort, a museum can be the heart of a
community, preserving the stories which are important to those who live nearby, and
I know of many such museums all over the country which are thriving.
B
It is interesting that people who do not think twice about visiting a museum when on
holiday very rarely set foot in one the rest of the time, but this is nothing to do with a
failure to accommodate a wide range of people – museums definitely do that
Page 41 of 60
nowadays. I think it is more that, when we are entrenched in our daily routine,
museums are not high on our list of priorities. Breaking out of that routine gives you
the opportunity to do different things, among them things like visiting museums. Part
of the appeal of museums, of course, is the chance to view objects from around the
world and get a taste of another culture. Although there are rigorous export controls
stopping objects of national significance being sold abroad, thanks to the internet
museums can co-operate to arrange reciprocal loans for special exhibitions.
C
Museums are clearly keen to capitalise on the possibilities offered by the internet, and
it is a valuable tool for extending access. Exhibitions can remain on view on our
website indefinitely after a physical show has been dismantled, and people have the
opportunity to examine fascinating artefacts and works of art from all corners of the
globe in much greater detail than they can in the gallery. The only downside of the
increasing expectation of online access that I can see, is that provincial museums lose
out to the large nationals, as their more limited resources mean they cannot hope to
compete. I am convinced that this is what is behind their falling visitor numbers. Having
said that, on a national level, more people feel that museums are relevant to everyone,
rather than just a select few, and this has clearly made a difference.
D
I would love to think that people come through the door of institutions such as mine
because they want to open their minds to new things, but, while that may be true of a
few, I know that the majority are visitors to the city who are including one or two
museums in their itinerary in order to add variety. Having said that, I really hope that
they leave with a wish to come back, or to try other museums. I also think there is still
a long way to go in terms of winning over visitors from less privileged backgrounds. In
this age of fast changing, user-friendly digital technology, many people feel intimidated
by the rather dry, academic way in which many still display their exhibits. We are now
working a great deal more with overseas museums, and, in addition to allowing us to
constantly change the items we have on display, we have found that this encourages
museums, and even governments, to engage in dialogue.
Page 42 of 60
2 For questions 1 – 4, choose from the reviews A-D. The reviews may be chosen
more than once.
Which museum director …
1. has a different opinion from C on the value of using digital media to
present exhibits? _______
2. shares B’s view on the further benefit of museums exhibiting objects _______
from other countries?
3. has a different opinion from A about the success of local museums? _______
4.has a different opinion from the others about how well museums cater _______
for all levels of society?
Page 43 of 60
1 You are going to read a magazine article about ways of reusing escaped heat.
Six paragraphs have been removed from the article.
CITY OF HEAT
Escaped heat costs us money and affects our climate. Chelsea Wald reports on a
grand plan to capture it and put it to good use.
Deep in the tunnels of London’s underground railway, as in many around the world,
it’s so hot it can feel very uncomfortable. And yet in the basement of a building only a
few metres away from the station a boiler is firing to heat water for someone’s shower.
1. ______
Recapturing it wouldn’t just benefit our wallets. It would reverse some of the damaging
effects on the climate. The good news is that several cities have found a way to hunt
down their surplus heat in some unexpected places. These cities are building systems
that deliver heat in much the same way that suppliers handle electricity and water.
Could they point the way to the next energy revolution?
2. ______
It was also estimated that given the right technologies, we could reclaim nearly half of
that energy, although that’s easier said than done. ‘We often talk about the quantity of
waste heat’, says David MacKay, chief scientific adviser to the UK Department of
Energy and Climate Change, ‘but not the quality’. Most of what we think of as ‘waste
heat’ isn’t actually all that hot; about sixty percent is below 230°C. While that may
sound pretty hot, it is too cold to turn a turbine to generate electricity.
3. ______
There, buildings tap into the system to warm their water supplies or air for central
heating. Many countries are encouraging such cogeneration, as it is called. A US
initiative, for example, might save the country $10 billion per year. And cogeneration
allows power plants to bump up their efficiencies from thirty percent to almost ninety
percent.
Page 44 of 60
4. ______
As it happens, there is an existing technology that can siphon energy from such
temperatures, although applying it on a large scale to capture waste heat is as yet
unachievable. Ground source heat pumps have been helping homeowners save on
heating bills since the 1940s, when US inventor Robert Webber realised he could
invert the refrigeration process to extract heat from the ground.
5. ______
The mechanism for this is simple. A network of pipes makes a circuit between the
inside of the dwelling and a coil buried underground. These pipes contain a mix of
water and fluid refrigerant. As the fluid mixture travels through the pipes buried
underground, it absorbs the heat from the 10°C soil.
6. ______
This system is powerful enough to efficiently provide heat even in places as cold as
Norway and Alaska. It is also cheap. Scientists around the world are now working on
the idea that the way ahead is to develop city-wide grids using source-heat pumps to
recycle waste on a grander scale, from sources such as subways and sewers.
2 Choose from the paragraphs A – G the one which fits each gap (1-6). There is
one extra paragraph which you do not need to use.
A But that’s not all it can do. Reverse the process and it can cool a home in summer.
If the ground is cold enough, it simply absorbs the heat from inside the building instead
of from the ground.
B It’s an attractive proposition. A report in 2008 found that the energy lost as heat each
year by US industry equalled the annual energy use of five million citizens. Power
generation is a major culprit; the heat lost from that sector alone dwarfs the total
energy use of Japan. The situation in other industrialised countries is similar.
Page 45 of 60
C Yet even this is just a drop in the ocean compared with the heat lost from our homes,
offices, road vehicles and trains. However, waste heat from these myriad sources is
much harder to harness than the waste heat from single, concentrated sources like
power plants. What’s more, it’s barely warm enough to merit its name. Reclaiming that
would be an altogether more difficult proposition.
D A more successful way of using the heat is to move the heat directly to where it is
needed. A number of power plants now do exactly that. They capture some or all of
their waste heat and send it – as steam or hot water – through a network of pipes to
nearby cities.
E The system takes advantage of the fact that in temperate regions – regardless of
surface temperature – a few metres underground, the soil always remains lukewarm
and stable. These pumps can tap into that consistent temperature to heat a house in
the winter.
F While this is not what you might consider hot, it nonetheless causes the liquid to
evaporate into a gas. When this gas circulates back into the building, it is fed through
a compressor, which vastly intensifies the heat. That heat can then be used by a heat
exchanger to warm up hot water or air ducts.
G Rather than stewing in that excess heat, what if we could make it work for us?
Throughout our energy system – from electricity generation in power plants to
powering a car – more than fifty percent of the energy we use leaks into the
surroundings.
Page 46 of 60
VOCABULARY TASK 3
Learn, find out and know; offer, give and provide
1 Match the words with their definition. (Two of the words have two meanings.)
1. Know ___________
2. Find out ___________
3. Learn ___________
a. to get information about something because you want to know more about it, or to
learn a fact or piece of information for the first time
b. to get knowledge or skill in a new subject or activity
c. to have the information in your mind
d. to make yourself remember a piece of writing by reading or repeating it many times
e. to be certain
2 CAE candidates often confuse offer, give and provide*. Complete the
statements below by writing offer, give or provide in the correct form in the
spaces.
* provide somebody with something / provide something for somebody
1. The other day she was really looking dead tired so I____________ to get her a
coffee afterwards.
2. Her salary here's enough to _____________their schooling, their clothing and all
sorts of other things back home.
3. They're already doing so well that they've even been able to _____________ jobs
to a couple of locals as well.
3 Provide, offer and give often have very similar meanings. However, sometimes
their meanings are slightly different. When their meanings are different, which
word, provide or offer, means:
1. to give someone something they need? _____________
2. to ask someone if they would like to have
something or if they would like you to do something? _____________
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4 Each of the sentences below contains a mistake made by CAE candidates with
learn, find out, know; provide, offer and give. Correct the mistakes.
1. I phoned a taxi company to know the average rate from the find out
airport to the city centre.
2. You should go to the information desk to know where to _____________
pick up your luggage.
3. While studying English, you also know about their customs _____________
and traditions.
4. I’ve checked the timetable to learn the time of the next train _____________
to Lodz.
5. Comfy Catering Services aims to give good food for _____________
students at low cost.
6. We feel that the authorities should be prepared to give a _____________
solution to those parents who wish to take it.
7. Studying at the Ace School in London will offer you the _____________
opportunity to make new friends and meet people.
8. I'm writing to complain about the service you offered during _____________
our stay in your hotel.
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GRAMMAR TASK 3
Comment Adverbials
1 Look at these sentences below. Underline the word or phrase in each sentence
shows the speaker's attitude or opinion about what he says.
You see, unfortunately I'm one of those typical expatriates who spends two years
working in this country and three years working in that. I don't think I could ever go
back to my home country because quite honestly I just wouldn't fit in.
2 Rewrite each sentence below, replacing the underlined words with a comment
adverbial from the box in each gap.
apparently Fortunately generally speaking kindly

obviously personally to be honest undoubtedly
1. It's lucky that she comes from a very supportive family.

_____________, she comes from a very supportive family.
2. I’m absolutely certain that he's the best player.

He's _____________ the best player.
3. Most of the time the weather here is pleasant.

_____________, the weather here is pleasant.
4. I'm telling you the truth when I say that I found the journey very uncomfortable.
_____________, I found the journey very uncomfortable.
5. From what I've heard, Bill is thinking of emigrating to Canada.

_____________, Bill is thinking of emigrating to Canada.
6. Anaya's parents have invited me to stay with them, which is very kind of them.
Anaya's parents have _____________ invited me to stay with them.
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7. It's clear that he wasn't happy with the way he was treated.
_____________, he wasn't happy with the way he was treated.
8. To give you my opinion, I wouldn't buy that car.

_____________, I wouldn't buy that car.
3 Fill in each blank with a comment adverbial from the box in each gap.
definitely wrongly carefully obviously
wisely critically carelessly confidentially
1. The sun ________ rises in the East.

2. I had _______ conveyed the secret message.
3. He was ________ walking on the road.
4. He _________ dozed off while driving.
5. I will ________ help you.
6. He reacted ________ by agreeing to their demands.
7. Mohit _______ estimated the expenses.
8. Some species of turtle are ________ endangered.
Page 50 of 60
1 Exam Part 1 – Read the text below and decide which answer (А, В, C or D) best
fits each gap. There is an example at the beginning (0).
Solar Power for Indian Villages

Gulab Devi looks like a (0) ___________ rural woman from Rajasthan in north-west
India. She can neither read nor write, but is (1) ___________ a successful pioneer in
the Barefoot Solar Engineering Project, a scheme (2) ___________ to bring solar
power to hundreds of villages across India. The availability of solar power (3)
___________ women from the arduous task of searching for wood for fuel and also
reduces their (3) ___________ to unhealthy wood smoke.
Gulab is her family’s sole breadwinner. Her job as a solar engineer (5) ___________
making electronic circuits and chargers for solar lighting panels, and she and her
family are able to live comfortably on her salary.
Most of the engineers in the scheme are women, and are trained at the Barefoot
College (6) ___________ by social worker Bunker Roy. His (7) ___________ is to
address problems by building on skills that people already have, and then place the
solutions to their problems in their own hands. Early (8) ___________ are that the
project is having a powerful impact on the lives of women like Gulab.
0 A typical B usual C classic D standard
1 A furthermore В besides C nevertheless D alternatively
2 A decided В inspired C proposed D designed
3 A eases В frees C lightens D lifts
4 A appearance В liability C exposure D situation
5 A demands В implies C concerns D involves
6 A set down В set in C set up D set aside
7 A pursuit В aim C determination D tendency
8 A signals В hints C suggestions D indications
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2 Exam Part 2 – The text below and think of the word which best fits each gap.
Use only one word in each gap. There is an example at the beginning (0).
ARE YOU HAPPY WHERE YOU WORK?
Finding a job you love is the first step to being happy at work, but (0) having the right
workplace environment is equally important. Creativity, hard work and bright ideas
come (1) ___________ positive, happy working environments in (2) ___________
people are allowed the freedom to think, develop and express themselves. It’s
important for everyone to have (3) ___________ own clearly-defined work space,
even if the workplace adopts an ‘open plan’ style, as so many offices now (4)
___________. Relaxation areas where people meet to chat and discuss ideas during
office hours are regarded (5) ___________ particularly beneficial.
Adding plants to the working environment can also (6) ___________ offices to life,
since they increase oxygen levels, purify the air and can create a calming and more
productive environment. Finally, the lighting (7) ___________ be right, because it can
have a huge effect on people’s moods. If offices are too harshly lit, (8) ___________
can result in anger and headaches and lead to a lack of concentration.
Page 52 of 60
LISTENING TASK 3
1 You will hear three different extracts. For questions 1-6, choose the answer
(A, В or C) which fits best according to what you hear. There are two questions
for each extract. (ETLP-CAE-V-06-Listening Task 3 (1))
Extract One
You hear two colleagues, Eva and Colin, talk about a problem at work
1. What is Colin’s opinion of their new boss?
A. She fails to consult with colleagues.

B. She is too keen to establish new working practices.
C. She has little understanding of the organisation’s history.
2. When talking about the problem, Eva is
A. trying to suggest that it is unimportant.

B. comparing alternative ways of solving it.
C. encouraging Colin to take a more positive attitude to it.
Extract Two
You hear an interview with an expert who repairs antique vases
3. What is the expert doing at the start of the interview?
A. Explaining what can ruin a restoration job.

B. Comparing various methods of restoration she uses.
C. Describing the difficulties of matching colours during restoration.
4. How does the expert feel about leaving visible cracks in the finished vase?
A. They should be avoided if at all possible.

B. They are part of the vase’s history and should be seen.
C. They affect the value of the vase rather than its appearance.
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Extract Three
On the radio, you hear a visitor talking to a man about the remote island where
he lives
5. The man wants a ferry service between the mainland and the island because
A. he is keen to develop tourism on the island.

B. he thinks more young people would come to live on the island.
C. he feels the island people should not be isolated from modern life.
6. The speakers have different opinions about whether
A. creating an airport would be advantageous.

B. building houses on the beach would be advisable.
C. commercial development would spoil the island’s unique nature.
2 You will hear an interview with an architect called Lucy Collett who designs
small buildings. For questions 1-6, choose the answer (А, В, C or D) which fits
best according to what you hear. (ETLP-CAE-V-06-Listening Task 3 (2))
1. Lucy enjoyed building the tree-house because it

A. gave her children somewhere to play.
B. presented an interesting design problem.
C. demonstrated the type of work she does.
D. allowed her to fulfil a childhood ambition.
2. What fascinated Lucy about the historical phone boxes?

A. Their international character.
B. Their luxurious interiors.
C. Their range of styles.
D. The quality of their construction.
3. At college, Lucy designed small buildings so that they

A. could be assembled in a shorter time.
B. would comply better with safety rules.
C. would have a wider range of uses.
D. could be built in a simpler style.
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4. Lucy got the idea for a folding market stall
A. from her parents.
B. from travelling salesmen.
C. while she was at a trade fair.
D. while she was on an overseas trip.
5. What did Lucy like best about her award-winning design?

A. the shape
B. the display space
C. the decoration
D. the building material
6. The hotel phone booths which Lucy worked on were

A. developed with mobile phone users in mind.
B. designed for countries with relatively few mobile phones.
C. placed at the entrance to the hotel lobby.
D. intended to be the largest feature of the lobby.
Page 55 of 60
3 You will hear five short extracts in which people are talking about problems
related to their work. (ETLP-CAE-V-06-Listening Task 3 (3))
TASK ONE TASK TWO

For questions 21-25, choose from the list A- For questions 26-30, choose from the list A-
H the problem each person encounters. H each person’s current feeling
Aa Speaker 1 1. ___ A keen to bring in Speaker 1 1. ___

troublesome changes
client Speaker 2 2. ___ B willing to Speaker 2 2. ___
B poor pay Speaker 3 3. ___ accept their Speaker 3 3. ___
and conditions situation
C a difficult Speaker 4 4. ___ C sure that things Speaker 4 4. ___
colleague Speaker 5 5. ___ will improve Speaker 5 5. ___
D conflict with D reluctant to
management make a complaint
E a failed E annoyed by
project messages from
F excessive F aware of their
responsibility own failings
G a lack of G miserable in
promotion their present job
H an inefficient H unsure what to
IT system do about the
problem
Page 56 of 60
WORDLIST
Reading Task 1
Article 1 - AN EXHIBITION OF WORKS BY THE ARTIST JOHN CRAXTON
Suffuse (v) — to spread over something, to cover, to fill.
Long (v) — want something very much.
Threat (n) — danger.
Branches (n) — secondary wooden stems of a tree.
Self-conscious (adj) — embarrassed.
Exhibition (n) — public display of things such as works of art, animals, cars.
Overnight (adv) — happening over a course of one night, suddenly.
Emigre (n, french) — emigrant.
Squashed (adj) — cramped, small in volume. A cheap, squashed apartment on the
edge of town.
Inimitable (adj) — impossible to imitate or duplicate. Unique.
Article 2 - WATERCOLOUR COMPETITION

Harsh (adj) — rough, severe or cruel.
Murky (adj) — gloomy, dark or covered with fog.
Overwhelm (v) — to overpower, to affect with irresistible strength.
Debt (n) — amount of money you owe and should pay to someone.
Distort (v) — twist and pull out of shape.
Guise (n) — external appearance, form.Exist (v) — to be, to be real, to be alive.
Depict (v) — to show in a drawing, sculpture etc.
Alter (v) — to change, to make different.
Exploit (v) — to take advantage of something or someone.
Keen (adj) — eager, enthusiastic; intense or strong.
Explore (v) — examine, investigate; travel to an unfamiliar region to discover
something.
Noteworthy (adj) — notable.
Sheer (adj) — complete, absolute.
Quay (n) — pier or dock parallel to the shoreline.
Abandon (v) — to leave behind, to forsake.
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Immerse (v) — to deeply involve. I immersed myself in the book.
Unsightly (adj) — not presentable, not pretty.
Decay (n) — decline in health, condition, or spirit.
Ivy (n) — climbing or trailing wine, often used as a decorative element.
Coal (n) — black or brown carbon rock, usually used as fuel.
Peculiar (adj) — unusual, odd; distinct. There is something peculiar about
Kandinsky’s picture.
Therein (adv) — (formal) in that place.
Overlook (v) — not to notice or take into account.
Artificial (adj) — not natural, man-made.
Reading Task 2
Article 1 - THE MAN WHO WANTS TO TEACH THE WORLD
Founder (n) — person who established an institution, company or anything else. The
original owner.
Destiny (n) — Fate or fortune, the future destined for someone or something.
Distraught (adj) — distracted, nervous or mad.
Dismissive (adj) — not willing to accept something.
Avuncular (adj) — helpful and friendly in a way your uncle would be.
Knack for (n) — a talent for something, especially intuitive one.
Wary of (adj) — cautious or alert of something.
Supplant (v) — to take somebody else’s place, by force or trickery.
State-of-the-art (adj) — the newest, most advanced.
Unprepossessing (adj) — unattractive, not creating a good impression
Rouse (v) — to bring out of sleep; to stir, to excite, to arouse.
Rigidity (n) — the state of being rigid — very strict, stern and inflexible.
Deaden (v) — to make less sensitive or intense, to make dull.
Indoctrination (n) — forcibly giving a point of view, usually done by a person in power
(e.g. the government, teachers).
Herd together (v) — to gather in one group, usually used when talking of cattle.
Compliance (n) — quality of being obedient, willing to obey.
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Ratio (n) — proportion. A teacher to student ratio of 1 to 10 means there is one
teacher for every ten students.
Fallacy (n) — a misleading or incorrect idea.
Article 2 - SHINING LIGHTS

Stag (n) — a male deer.
Antlers (n) — Horns of a deer.
Bangle (n) — a bracelet worn around one’s arm or ankle.
Pin (n) — a thin piece of metal with one end pointy and the other having a flattened
end or a ball.
Bespoke (adj) — made to customer’s specification.
Font, typeface (n) — a set of type of one size and style.
Coincide (v) — take place at the same time.
Detract (v) — to take away a part from the whole. To diminish.
Peripatetic (adj) — wandering, travelling.
Stint (n) — a fixed amount of work one has to do.
Reading Task 3
Article 1 - MUSEUMS
Relevant (adj) — related to the immediate topic; true and applicable.
Preserve (v) — to save, to keep intact.
Thriving (adj) — successful, growing, developing.
Accommodate (v) —here: to provide something to someone who is need of it.
Entrench (v) — to establish something firmly, in way it can no longer be changed.
Appeal (n) — the good side or attraction of something.
Reciprocal (adj) — involving two or more parties doing the same thing to each other.
Capitalise on something (phr) — to use something one is strong at to benefit from it.
Indefinitely (adv) — With no known end date, infinitely.
Dismantle (v) — to take something apart; to destroy something or stop it from
functioning. The factory equipment had to be dismantled because there was no
documentation to prove it had been bought legally.
Page 59 of 60
Article 2 - CITY OF HEAT
Surplus (n) — extra amount of something; more than required.
Dwelling (n) — a place of living, e.g. a house or an apartment.
Culprit (n) — something or someone who is the cause of trouble.
Dwarf (v) — to make something look small or insignificant in comparison.
Merit (something) (v) — to qualify for or to be worthy of something.
Lukewarm (adj) — barely or unpleasantly warm.
Page 60 of 60

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ERICAN ONLINE EDUCATION

Erican Teen Learners Programme

Arts and Lifestyle

1. What are the 7 elements of art?

2. Why is art so important?

3. What is the main goal of art exhibition?

AN EXHIBITION OF WORKS BY THE ARTIST JOHN CRAXTON

Of which painting is the following stated:

2. The artist points out that it is based on things actually _____

3. The artist specialises in things that most people regard as _____

4. A deduction that could be made about what is happening in _____

6. The artist checks that nothing important is missing from _____

7. It was completely altered in order to produce various _____

8. Its artist produces paintings in different locations? _____

C Arthur Lockwood – Carbonizer Tower

D Michael Smee – Respite at the Royal Oak

4 Write your own sentences for the given collocations below.

2. He took the suitcases down/back/into upstairs.

3. I took my cup of coffee into/over/under the living room.

4. The children threw snowballs on/in/at each other.

5. He turned on/in/away the shower.

6. Tommy helped me put my new desk on/out/together.

7. Jennifer put her glass with/away/down on the table.

8. Put your hand up/over/with if you know the answer.

9. Would you mind holding out/on/back while I call Mr Smith?

2 Decide if the following sentences are true (T) or false (F).

2. If you light something up, you shine light on or in it. _______

3. If you put something back, you move it to a new place. _______

4. If you throw something in, you drop it into something. _______

5. If you turn something off, you make it start working. _______

8. If you put something up, you move it to a lower position. _______

4 Match sentence halves to make complete sentences.

A. …to ask how she was.

In Dr. Henkel’s experiment, a group of university students were (6) __________ on a

E.g(0) A interfering B upsetting C damaging D intruding

1 A seize В grasp C capture D snatch

2 A quite В right C merely D barely

3 A counting В settling C assuming D swearing

4 A engage В apply C attend D dedicate

5 A result В aspect C extent D impact

6 A steered В run C led D conveyed

7 A accurate В faithful C exact D factual

8 A measured В compared C matched D confronted

3. It was a mistake not to write the telephone number down.

6. Yesterday I informed my boss in writing that I would be leaving the company.

A Trip to the Rainforest

2. What did Charles consider to be the hardest part of the training?

5. What feature of the moon made the greatest impact on Charles?

 Why people might need to take a break in these situations?

 Why people might have chosen to travel that way?

Extract from her email:

2 Read Toni's letter on the right and answer the questions.

1. Have you attended any online lessons?

2. What are advantages of online lessons or classes?

1. Why did Khan initially start to record videos?

3. When visiting Khan the writer is

6. When Khan compares classrooms to factories in the final paragraph, he is implying

Which designer …….

(В) Alexandra Jefford

(D) Mawi Keivom

A. An occasion which allows something to be done / an opportunity

a. If I do well enough in my end-of-year exams, I’ll be able to get

Sleeping: Not as Simple as it Seems

A business Speaker 1 1. _ A a beautiful Speaker 1 6. _

Aa Speaker 1 1. _ A keen to bring in Speaker 1 1. _