21 and the process of administering pharmaceutical compounds or circulating fluids Associate Professor Michelle Monje has discovered that brain tumors wire into a network of 2, , leading to what is called 23 which plays a erucial role in the development of certain brain cancers. A scientist in Helsinki has come up with a novel idea to spot tumours in the body by 24, viruses, thereby tricking the immune system into thinking that tumours are infections and activating 25. to respond. IL. LEXICO-GRAMMAR (20 POINTS) Part 1. For questions 26-40, choose the correct answer A, B, C or D to each of the following questions and write your answers in the corresponding numbered boxes provided. 26. Google is the first major company to refuse China's demands for control A. blissfully B. sorely C. steadfastly D. woefully 27. The gentle colour creates a relaxing ambience for the bedroom of my little daughter. A. complexion B. palette C. structure D. scheme 28. Because of the fierce storm, the rescue mission had to be to avoid unnecessary loss of life A. aborted B. absconded C. banished D. ruptured 29, Factories are to produce enough masks and protective clothing for health workers during the pandemic A. raising red flags B. firing on all cylinders C. raking over the ashes D. packing heat 30. He had occasionally the idea of starting his own business, but he had never actually done anything about it A. simmered down B. gobbled up —_—_C. dallied with D. lavished on 31. John keeps himself so closed off that I've never understood the of his thoughts. A. rock bottom B, bare bones C. think tank D. uncharted waters 32. Although it takes quite a bit of time at the beginning, once you have acquired the basic knowledge, a quick learner like you will surely A. forge ahead B. plunge ahead “C. plough ahead D. press ahead 33. I have every right to at unfair, and possibly illogical, situations — most because of the decisions of higher-ups. A. rack and ruin B.hemandhaw — C. rant and rave D. wax and wane 34, The students were still able to cheat without being caught by the camera, high-tech supervision. A. so much for B. very much of —C. thus be it D. so it be 35. She was a Catholic and, so far as I am aware, morally unassailable. A. firm B. devout C. staunch D. strict 36. Given the appalling weather conditions on top of the mountain, I'd say the chances of their finding any survivors are very indeed. A. narrow B. lean C. remote D. shallow 37. Her ambition and determination ensured that she rose to the top of her profession A. hounded B. wormed C. ducked D. dogged 38. As I said before, the report will be released in the of time. I can't estimate when that will be. A. tightness B. fullness C. greatness D. correctness 39. Regional parliaments allow for remote parts of the country or islands far from the capitalA. self-government B. self-sufficiency C. self-regulation D. self-support 40. She is again! Every time I open Facebook she has a new post telling us why her life is miserable, she is always looking for sympathy! A. sadbunting B. sadfishing C. sadtrawling D. sadseeking Your answers 26. oA 2, Dw 30, a om ] 33. 34. 35. 36. 37. 38. 39. | 40. Part 2. For questions 41-45, write the correct form of each bracketed word in the numbered boxes provided. 41. She had had the to prepare herself financially in case of an accident, (SIGHT) 42. The message is clear and concise and displays no that one would expect to find in more courtly love scenes. (VERB) 43, Many students consider coding as an utterly language distinet from human language in general. (SCRUTINY) 44, They were in the tradition of ‘public service’ from their contact with older regimes. (CULTURE) 45. They found it amusing that this hot-shot chef couldn't even use a tomato slicer. (ROAR) ‘Your answers i. a2. 4B. cr 5. II. READING (50 POINTS) Part 1. For questions 46-55, fill each of the following numbered blanks with ONE suitable word and write your answers in the corresponding numbered boxes provided. Both women and men, it seems, have always had a fascination for changing their appearance with the aid of paints, powders, dyes and other 46 devices. The use of cosmetics, far from being a 47 of civilisation, originates from an inherent human desire for self-decoration, As far back as 100,000 years ago, man is believed to have painted his body, and at a later period the people of the Stone Age probably decorated themselves in a similar 48 However, the original motivation for prehistoric man's use of paint was different from 49. which inspired civilised cultures to adopt cosmetics as a way of enhancing or creating 50 Prehistoric man must have been conscious that he was a weak animal 51 against a hostile environment. He had to develop his own tools for hunting because Nature had not provided him with sharp teeth or claws or the overwhelming, physical strength of the wild beasts which 52. the ancient world. He decorated his, skin with the markings of the most powerful animals because he believed that by representing their physical characteristics on his own body he acquired some of their 53 But his fear of wild beasts remained as a 54 disturbing and inexplicable phenomenon, and inspired in primitive man the belief that mysterious 55 which he was able neither to understand nor control were at work around him. ‘Your answers 46. 47. a8 ®. 50.SI. 52. 53. 34 35. Part 2. For questions 56-68, read the following passage and do the tasks that follow. Gesture ‘A Gesture is any action that sends a visual signal to an onlooker. To become a gesture, an act has to be seen by someone else and has to communicate some pieces of information to them, It can do this either because the gesturer deliberately sets out to send a signal or it can do it only incidentally. The hand-wave is a Primary Gesture, because it has no other existence or function. Therefore, to make it a gesture, fist, it should be clear and unambiguous. Others would be able to understand it instantly when it is shown to them, Nor may any component of a gesture, its force, its direction and amplitude of movement, be altered: otherwise, confusion or misunderstanding may occur. B Most people tend to limit their use of the term “gesture” to the primary form the hand-wave type—but this misses an important point. What matters with gesturing is not what signals we think we are sending out, but what signals are being received. The observers of our acts will make no distinction between our intentional primary gestures and our unintentional, incidental ones. This is why it is preferable to use the term “gesture” in its wider meaning as an “observed action”. This can be compared to the ring of a telephone. The speed, tone and intensity of a telephone remain the same for any phone call. Even the length of time before being told that the number you are dialing is not answering, unless the caller hangs up, is the same. C Some gestures people use are universal. The shoulder shrug is a case in point. The shrug is done by bringing the shoulders up, drawing the head in, and turning, the, palms upwards so as to reveal that nothing is hidden. The shoulder shrug can also demonstrate submission or that what is being said isn’t understood. Another example is that an angry person usually expresses his rage by waving his clenched fist rapidly and forcefully. Surprisingly, you may find that people of different cultures will do the same when they are offended. That is to say, a commonly accepted gesture is shared by them. But if the way the hand is clenched changes, or the amplitude of force and the direction the fist is waved alters, the gesture no longer means the same, D So, is gesture born with us or is it developed as we grow up? Recent research found that gesture is more like a spontaneous reaction when we face certain situations. And we just do that automatically. When people talk, they almost always gesture with their hands. This expressive movement can be coaxed into a choreographic form if observed carefully. People can practice spontaneous gesture by forming pairs, then observing and questioning each other. They then show the group what they have collected from their partners. It is fun to surprise a group using this technique. Because spontaneous gestures are often unconscious, people will sometimes be surprised to have their gestures mirrored back to them, saying “Did I really do that?” E The attention of research was also drawn to cultural themes. Researchers discovered that if a person has a good set of teeth, he or she would be prone to have a bigger smile than he or she should when good things happen, And if a person possesses a bad set of teeth, he or she would tend to have his or her mouth shut when being teased. And people’s reaction to the same joke also varies: some laugh out loud while others titter. However, this does not cause confusion and it helps to develop our “behavioural”, which is an important aspect of our identity. It was referred to as a Gesture Variant, which indicates that individuals’ gesture production is a 5complex process, in which speakers’ internal and external factors and interactions could play a role in multi-modal communication F During the research, an interesting phenomenon soon caught researchers’ attention, A hand purse gesture, which is formed by straightening the fingers and thumb of one hand and bringing them together so the tips touch, pointing upwards and shaping like # cone, carries different ‘meanings in different countries. In Malta, it means heavy sarcasm: “you may seem good, but you are really bad.”; in Tunisia, itis against recklessness, saying “slow down”; in Italy, it means “What's the matter?” or “What are you trying to say?”; in France, it means “I am afraid” However, this gesture has no clear meaning in American culture. And of course, the way the gesture is conducted is similar in different eountri G But what will happen if the gestures of different countries confront each other? The situation is further complicated by the fact that some gestures mean totally different things in different countries. To take one example, in Saudi Arabia, stupidity can be signalled by touching the lower eyelid with the tip of the forefinger. But this same gesture, in various other countries, can mean disbelief, approval, agreement, mistrust, scepticism, alertness, secrecy, craftiness, danger, or criminality. So people are faced with two basic problems where certain gestures are concerned: either one meaning may be signalled by different actions, or several meanings may be signalled by the same action, as we move from culture to culture. The only solution is to approach each culture with an open mind and lear their gestures as one would learn their vocabulary. These all require considerable skill and training and belong in a totally different world from the familiar gestures we employ in everyday life. Questions 56-62 ‘The passdige has Seven paragraphs, A-G. Choose the correct heading for paragraph A-G and from the list of headings below. Write the correct number, i-x, in boxes 56-62. List of Headings T The subconscious nature of gestures Hi The example of regional differences iii The key factors of gestures iv Sending out important signals V___ Howa well-known gesture loses its meaning vi Performance in a specific setting vii Recent research of Gesture Variant viii Comparison to an everyday-use object ix How will conflict be handled x Individual deviation of cultural norms 56 Paragraph A57 Paragraph B 58 Paragraph C 59 Paragraph D 60. Paragraph E 61. Paragraph F 62. Paragraph G ‘Your answers 56. 57. | 58. | 59. 60. 61. 62. Questions 63-68 Do the following statements agree with the information given in the passage. In boxes 63-68, write TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this 63. A gesture is a form of communication in which imperceptible bodily actions communicate particular messages. 64, Gestures can be likened to the unchanging sound of the ringing. 65. Angry people are often in the same age range or group. 66. A Gesture Variant can still be understood by the members of the same culture. 67. In Malla, the gesture “Hand Purse” should be treated with caution. 68, The main aim of the writer in writing this passage is to clarify the origin of gesture-based communication Your answers 63. 64. | 65. | 66. 7. 68. Part 3. In the passage below, seven paragraphs have been removed. For questions 69-75, read the passage and choose from the paragraphs A-H the one which fits each gap. There is ONE extra paragraph which you do not need to use. Write your answers in the corresponding numbered box provided. Crying Wolf When Bill Feeney stood out under the full moon on a frigid early April night in Northem Wisconsin in 1944 and gave a deep, full-throated howl, he was not expecting what he received: an equally deep, full-throated response from a wolf he and his colleagues from the Wisconsin 7Conservation Department had been tracking. Rather than calling out the names of fellow researchers whom he believed to be nearby, Feeney had howled as a bit of a joke. 69. Mimicking calls has spread far beyond wolves, however, and beyond voice to new devices and digital recordings, as researchers now use vocalizations to get a peek into many comers of the animal kingdom, Feeney reportedly howled just that one time. This was likely because he was leading the wolf study in secret and felt nightly howling sessions would not be a good way to keep the research clandestine. 70. In fact, Wisconsin, Minnesota, and Michigan now each have wolf hunting seasons and cull quotas. Officially, Feeney was conducting a major deer study, but the secret wolf study was an offshoot. He focused on counting and better understanding wolves’ social and hunting habits - knowledge he knew might be unattainable in the future, given that the state was paying a bounty of 20 dollars for a dead adult wolf and 10 dollars for a pup. 1. Feeney and the biologists who worked for him disagreed with the bounty and hoped the species would persist, and Feeney even told the famed ecologist Aldo Leopold that he would publish the wolf study findings, which showed that wolves did not significantly affect deer population. 72. Indeed, they did. That planted the seed, and he and his colleagues began howling as a means of locating wolves during late summer, when lack of snow and thick foliage prevents conventional surveys, which are done mostly by tracking paw prints and conducting visual surveys during the winter. After testing out their voices, they realized their own howls were as convincing to the wolves as the recordings of real wolves. BB. Then, he waits and listens. If there is no response, he will repeat the four-howl sequence, at the same cadence but louder. If this fails to elicit a response the howler might try a third time or move to a different location before howling again, Biologists have long been using vocalizations not just to locate animals but also to better understand animal communication and social structure, 74, "With digital files we can manipulate them. You can take a single note and change its frequency and do playbacks right away and see how the animal we are studying responds. With tape, you have to splice and it takes hours on end.’ Webster says vocalizations let researchers start to unlock animal language, which is especially important with birds because they use sound to identify species and find mates and rivals. 15.‘Birds in cities sing differently than those in the country, because we humans make a hell of a lot of noise, so they shift the way they sing to make it louder.’ Animal vocalization has a considerably longer history in hunting than it does in wildlife research, In both applications, vocalizing is the art of fooling wild animals by imitating their ilk, but the motivations are vastly different. For wildlife biologists and other researchers, vocalization is a tool for conserving or arguably, saving wildlife, Hunters use vocalizations, as well as decoys and olfactory attractants - smells, to lure animals to within their gun or bow range The Paragraphs ‘A While wolves are fairly easy to imitate with the human voice, many other species are more difficult to mimic closely enough. Instead, researchers rely on recordings. 'It's far easier to do the kinds of studies we do than it was a few years ago because now we're using digital files,’ says Mike Webster, a professor in Cornell's Department of Neurobiology and Behavior and the director of the Macaulay Library, which holds the world’s largest archive of wildlife sounds and videos B In fact, many types of animals use language in important and fascinating ways - whales are a focus area because their calls travel across thousands of miles under water. ‘We can't talk to birds in bird-ese, but we're getting closer to understanding birdsongs,’ says Webster. We're basically writing the translation dictionary.’ Studying recordings lets researchers discern things like the emotional state of individual birds, and it has revealed clues as to how animals adapt to changing environments. C But the war disrupted academic publication schedules, and the public's abhorrence of wolves grew more intense at each public meeting about deer-management policies. Feeney become quite reticent, eventually sequestering all the research notebooks, The stidy remained secret and the researchers mum. In the late 1950s, biologist Douglas Pimlott began broadcasting recordings of wolf howls in Ontario's Algonquin Provincial Park, wondering if they might respond. D Though the woods of Iron County were sparsely populated, they were frequented by trappers trying their damnedest to kill every wolf they could. In the 1940s, Wisconsin was only one of four states where wolves were still extant - the last known gray wolf in that state was killed in 1958. The species has now retuned and has been removed from the state's endangered species list E The first auditory attractants used in North America were developed thousands of years ago by Native American hunters, who imitated the animals they sought both by using their own voices and by constructing calls using wood or bone. Hunters also camouflaged themselves, sometimes in the hides of the animals they sought. In the late 1800s, non-indigenous hunters began using their voices, and eventually fashioned mechanical duck and turkey calls made from ‘wood, using designs similar to those of Indian hunters. F Deer hunters were already steamed over the recent introduction of hunting regulations, and considered wolves @ major competitor. "The public was so anti-predator and specifically anti- wolf that it would have been committing employment (and possibly life) suicide to admit to doing any investigation on wolves,’ says Richard Thiel, a wolf biologist who led Wisconsin's wolf recovery plan in the 1980s. G This meant Pimlott and his crew could ditch the truck from which they broadcast the recordings, and set out on foot into the forest, armed only with their voices and notebooks. Over time, a protocol was developed that wildlife biologists still use today. The vocalist issues an 9initial howl - not too loud in case the pack is nearby - and then repeats the how! three times, turning 90 degrees each time, to ensure it is amplified to each of the cardinal directions. H Since he is deceased, we can't ask him whether he considered this to be a new research tool that built on tracking wolf prints, examining scat, and searching for dens. Feeney's call and response came years before wildlife biologists began to use vocalizations as a tool to study wolf packs. Imitation is a surprisingly good way to locate dens and estimates pack sizes and composition Your answers 69. 70. 7. 72. TB. 74. 75. Part 4. For questions 76-85, read an extract from an article and choose the answer A, B, C or D that fits best according to the text. Write your answers in the corresponding numbered boxes provided. Using video gaming in education It has become conventional wisdom that spending too much time playing video games has a detrimental effect on children’s studies and their social development. However, some educationalists are now questioning this theory and are using video games as effective educational tools thus bridging the gap between recreational and educational activities. Due to the sophisticated nature of today’s games, teachers are able to justify the inclusion of video and online games for many pedagogical reasons. There may, for example, be sociological, psychological, and ethical implications built into the gameplay. Harvey Edwards, who teaches IT classes in London, was one such educator who decided to use video gamés in his lessons. To do this, he chose Minecrafi, an online game in which players create and develop imaginary worlds. He was somewhat uneasy about attempting such an unconventional approach, not because of some students’ unfamiliarity with the game but rather due to them not being able to make sense of what he was trying to do with it, He worried that it might interfere with his eamers’ focus, but he couldn’t have been more surprised by the results. Minecraft is an example of a ‘sandbox game’, in which gamers roam around and change a virtual world at will, Instead of having to pass through numbered levels to reach certain places, sh. The original version can be adapted to control which ach student can then be allocated tasks — such as house- building, locating items or problem-solving — which they must complete within the game. there’s full access from start to fin characters and content are left in, Elements of more general skills can be subtly incorporated into the lessons, such as online politeness and safety, teamwork and resolving differences. Edwards feels that presenting such lessons in the context of a game students probably already know and enjoy enables him to connect with them at greater depth, and in more motivational ways. Bolstered by his success, Edwards introduced his approach to another school nearby. He recalls that the first couple of sessions didn’t live up to his expectations. Those who had played Minecraft before were keen for others to adopt their own style of play. Unsurprisingly, this assortment of styles and opinions as to how the game should proceed were far from harmonious. However, the sessions rapidly transformed into something more cohesive, with the learners driving the change. With minimal teacher input, they set about choosing leaders and established 10several teams, each with its own clearly-defined role. These teams, now party to clear common goals, willingly cooperated to ensure that their newborn world flourished, even when faced with the toughest of challenges. ‘Human’ inhabitants in a Minecraft ‘society’ are very primitive and wander around the imaginary world, waiting for guidance from players. [A] This dynamic bears a resemblance to traditional education, an observation highlighted by Martina Williams, one of the leaders of the group. [B] ‘Through the game, we were no longer passive learners in the classroom, being told what and how to learn, but active participants in our own society. [C] The leaders, meanwhile, had a vision for their virtual world as a whole, encouraging everyone to play their part in achieving the group’s goals. [D] Through creating the their own ‘world’, students will have gained some experiential understanding of societal ‘own characters and using these to build structure and how communities work. But not everyone is convinced by video games’ potential a progressive commentators cite extensive evidence to maintain that video games encourage collaboration and build problem-solving skills, more traditional factions continue to insist they are a distraction that do not merit inclusion in any curriculum. Even less evangelical eynies, who may grudgingly acknowledge games have some educational benefit, assert that this is only the case in the hands of creative educators. However, the accusation most often levelled at video games is that they detract from the social aspect of the classroom, particularly taking part in discussions. Dr Helen Conway, an educational researcher, argues that video games can be used to promote social activities. ‘Students become animated talking about the game and how to improve their gameplaying and problem-solving skills,” she says..‘I find it strange, this image that many people have,” Conway Says. ‘Children are often totally detached from their peers when undertaking more traditional activities, like reading books, but we never suggest that books are harmful because they're a solitary experience, fademic value. While many 76. The first time Edwards used a game in his classes, he was ‘A. convinced that learners would realise why he wanted them to play it. B. convinced that learners would see the reasons for playing it. C. anxious that he had chosen the wrong one for leamers to play. D. sure that his reasons for getting learners to play it were valid. 77. The writer suggests that Minecraft is a good choice of educational game because ‘A. any number of leamers can use it simultaneously. B. teachers can remove any inappropriate material. C. gamers can create educative tasks whilst playing it D. players can develop their skills in a step-by step way. 78. Which of the following words in the fourth paragraph is used to convey a feeling of approval? aA. keen B. harmonious C. driving D. newborn 79. In the fifth paragraph, the writer draws a comparison between a Minecraft ‘society’ and A. relationships within the group as they played, B. the way in which countries organise themselves. C. typical students in a school environment, D. how leadership operates in different situations. 80. In the sixth paragraph, the writer feels that critics of video games in education A. are unwilling to admit that using them in class has benefits. B. make accurate observations about teachers who use them. C. use flawed research to support their objections to using them. D. acknowledge the drawbacks of more traditional teaching methods. 81. The words ‘this image’ in the sixth paragraph refer to A. people who criticise gaming in education. B. students discussing a game in a group. C. a group of students reading individually D. a solitary player absorbed in a game. 82. Where does this sentence belong to in the fifth paragraph? Each group member had ideas as to how their function should develop. A. TA] B. [B] C. [C] D.(D] 83. The word ‘subtly’ in the third paragraph is closest in meaning to A. intricately B. ingeniously C. ingenuously _‘D. haphazardly 84, The word ‘grudgingly’ in the sixth paragraph is close ‘A. gleefully B. vivaciously _C. genially D. reluctantly 85. Which of the following best describes the author into education? {titude towards the application of gaming A. supportive B. neutral C. cynical D. satirical Your answers 76. 77. 78. 79. 80. ai 2. ws. om 35. 2Part 5. The passage below consists of four paragraphs marked A, B, C and D. For questions 86-95, read the passage and do the task that follows. Write your answers in the corresponding numbered boxes provided. The Graduate (A) THE NY TIMES The Graduate, the pungent story of the sudden confusions and dismays of a bland young man fresh out of college who is plunged headlong into the intellectual vacuum of his affluent parents’ circle of friends, it fashions a scarifying picture of the raw vulgarity of the swimming-pool rich, and it does so with a lively and exciting expressiveness through vivid cinema. Further, it offers an image of silver-spooned, bewildered youth, standing expectantly out with misgiving where the brook and the swimming-pool meet, that is developed so wistfully and winningly by Dustin Hoffman, an amazing new young star, that it makes you feel a little tearful and choked-up while it is making you laugh yourself raw. That's all. And yet in pursuing this simple story line, which has been adorned with delicious incidents and crackling dialogue in the screenplay by Calder Willingham and Buck Henry, based on a novel by Charles Webb, the still exploring Mr. Nichols has done such sly and surprising things with his actors and with his camera, or, rather, Robert Surtees's camera, that the overall picture has the quality of a very extensive and revealing social scan, Funny, outrageous, and touching, The Graduate is a sophisticated film that puts Mr. Nichols and his associates on a level with any of the best satirists working abroad today. (B) The Guardian If ever a movie captured the audience's imagination with its musical soundtrack, it was The Graduate, that irresistibly watchable 1967 classic. Simon and Garfunkel’s eerie and sublime The Sound of Silence perfectly captures both Ben's alienation and bewilderment about what he should do with his life, and then his post-coital disenchantment and self-loathing. The Graduate itself does not seem the same in 2017 as it did in 1967. Then the emphasis was on sophisticated, black comedy with a hint_of 60's radicalism and student discontent, mediated through the older generation of suburbanites. Watched in the present day, the clement of predatory abuse is inescapable. You cannot see it without wondering how it might look and feel if the sexual roles were reversed. But a modern audience might also, paradoxically, be much less content with the villainous role the film finally assigns to Mrs Robinson, be more sympathetic to her midlife crisis, and remember the pathos of her abandoned interest in art Calder Willingham and Buck Henry's screenplay, adapted from Charles Webb's 1963 novel, cleverly allows you to wonder if Mr Robinson was, in some conscious or subconscious way, complaisant in his wife's adventure. The excellence of Katherine Ross as Mrs Robinson's daughter, Elaine, is often overlooked. A hugely pleasurable film. (C) The Telegraph The Graduate, starring Dustin Hoffman and Anne Bancroft and directed by Mike Nichols, is actually a very nasty film, and a very, very funny one. As the benchmark for every inter- generational relationship film since, it tends to live in the male public imagination largely as a reference point for cheeky forbidden fantasies regarding older women the world over. It takes about three minutes, roughly the length of time it takes Hoffman to get down the moving walkway to Simon and Garfunkel's Sound of Silence and from the airport to the suffocating atmosphere of his graduation party, where he gets gradually trapped into a relationship with one of his parents’ friends, to realise that The Graduate is actually a very nasty film, and a very, very funny one. Directorially, it is as cutting-edge late-Sixties as you can get, all fish-bowl juxtapositions, dappled light and pensive close-ups. But the world we're in here is essentially a Fifties hangover, a staid, suburban one still ruled over by The Old Folk, a place where the reason you get together with 2 seductively smoking alcoholic in her forties is not so much because you find her attractive but because she's the only person in the vicinity as bored as you. The result isan exercise in claustrophobia that makes Panic Room look like a westem by Bcomparison. By the end, it doesn't matter that the lesson he's learned is the one that the old folks were telling him in the first place, that he should find a nice girl his own age. The feeling of freedom is immense. (D) Variety The Graduate is a delightful, satirical comedy-drama about a young man’s seduction by an older woman, and the measure of maturity which he attains from the experience. An excellent screenplay by Calder Willingham and comedy specialist Buck Henry, based on the Charles ‘Webb novel, focuses on Hoffman, just out of college and wondering what it's all about. Predatory Miss Bancroft, wife of Murray Hamilton, introduces Hoffman to mechanical sex, reaction to which evolves into true love with Miss Ross, Miss Bancroft’s daughter. In the 70 minutes which elapse from Hoffman's arrival home from school to the realization by Miss Ross that he has had an affair with her mother, the pic is loaded with hilarious comedy and, because of this, the intended commentary on materialistic society is most effective. Only in retrospect does one realize a basic, but not overly damaging, flaw that Hoffman's achievements in school are not credible in light of his basic shyness. No matter, or not much, anyway. Only in the final 35 minutes, as Hoffman drives up and down the LA-Frisco route in pursuit of Miss Ross, does the film falter in pacing, result of which the switched-on cinematics become obvious, and therefore tiring, although the experience is made tolerable by the excellent music of Simon and Garfunkel. Which review 86) uses more than one contradiction to make its point? 87) neglects to identify the powerful role played by music in this film? 88) is critical of the rhythm of the film? 89) suggests the film contains elements which are hard to believe? 90) feels an actor's contribution was not appreciated as much as it should have been? 91) makes the point that the story on which the film was based is distasteful? 92) offers the suggestion that this film has become a cinematical reference? 93) looks at the film from different points in time? 94) offers a fleeting glimpse into the unfair way male and female behaviour is judged in society? 95) seems unnecessarily preoccupied by the timing of various elements of the fil ? ‘Your answers 86. 87. 88, 89, 90. on. 92. 93. 94, 95. IV. WRITING (60 points) Part 1. Read the following extract and use your own words to summarise it. Your summary should be between 100 and 120 words long. If we are asked to envisage an archetypal human being, the picture that comes into our minds may be male or female. It may be black, white or yellow, but it will almost certainly be an adult, We take it for granted that adulthood is the meaningful part of our existence, and everything prior to it is merely preparation. The old adage quoted by Samuel Butler is often cited but has 14not yet been fully assimilated: 'A hen is an egg's way of making another egg.' It is very difficult for any of us to think of ourselves as a baby's way of making another baby. So there is a tendency in discussions about human evolution to overlook the fact that at every step of the journey there were not only males and females, but also babies, infants and children, and natural selection would never have favoured one age group at too great cost to any of the others. Regarding children as smaller, imperfect copies of ourselves, we explain much of their behaviour in the way we explain the rough-and-tumble play of cubs and kittens, calling it ‘preparation for adult life’ or ‘developing the skills that they will later need.’ That is strange, because it is one of the inviolable tenets of evolutionary theory that what an animal is or does is governed by events that have happened, not events that are going to happen. Only in describing the young is it acceptable to believe that a mammal's behaviour is governed by the future that awaits it, rather than the history that lies behind it. Part 2. The charts below compare the age structure of the populations of France and India in 1984. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. You should write about 150 words. 1sPart 3. Write an essay of 350 words on the following topic: Scholars and researchers should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem. Present your perspective on this issue, using relevant reasons and examples to support your views. vY. SPEAKING (20 POINTS) Some people think that modem technologies play a role in limiting our creativity by decreasing the amount of creative ideas. Others think otherwise, claiming that they are producing the opposite effect. Discuss both views and give your opinion. 18MOCK TEST 1 - ANSWER KEY 1, LISTENING (50 POINTS) Part 1 1. FALSE 2. TRUE 3, NOT GIVEN 4. FALSE, 5. FALSE Part 2 1. rotten tomatoes 0.16 2. hunger games-esque 0.56 3. widespread appeal 1.57 4. horror elements 2.13 5. allegorical social commentary 2.37 Part 3 ILA 12.B 13.A 14.B I5.A Part 4, 16, sense magnetic fields 0.58 17. microfluidie system 1.02 18. bugging 1.18 19. programmed micromagnet 2.04 20. locomotion modalities 2.07 21. liquid biopsies 2.24 22. neural circuits 3.03 23. electrical signaling 3.09 24, dressing up 3.24 1925. T-cells 3.43, I. LEXICO-GRAMMAR (20 POINTS) Part 1. 26. C27. D [2% A [29. B |30._C [ai 32. x 33. C (34 A 135. B (36 C 137. D (38. 39. A 40. Be Part 2. lL. foresight 42. verbosity 43. inscrutable 4. acculturated 45. uproariously IM. READING (50 POINTS) Part 1. 46. artificial 47. product 48, fashion’ 49. that 50. beauty 31. struggling 52. roamed 53. power 54, constantly 35. forces Part 2. 56. iii 317. viii 58. ¥ 59.1 60. x 61. ii 62. ix 63. FALSE 64, TRUE 65. NOT GIVEN 66. TRUE 67. TRUE 68. FALSE Part 3. 69. 70.D 1 n B 74, 75. wear 20