Readlng and use of English (1 hour 30 minutes)

Test 1 Training
Task inforn,ation • The gaps focus on vocabulary ítem
• Ir, th1s task. there is a text with eight gaps (plus s rati..1
grammar words. ' er ti·
'li¡~
one e~ample). • To fill sorne of the gaps correctl\/ y
• F-or each gap, t here is a choice of four words or ,, ou vv·11
know how words often combine in 1 llee
phrases: A, 8, e and D. You have to choose the and set phrases. Collocat¡ 0 ~ ta
correct one to fill t he gap.
• You need toread the t ext ca refully and think
about its meaning in order t o f ill the gaps
correctly.

Useful language: putting words in context

~ Sometime
i.[fJ, Explain why t he underlined words do not fit in these sentences. Then suggest a ~ saw
Will not fit b Ord
ecau
word whtch could replace lt wlthout maklng any other changes to the sentence. of something . se
1 Jackie has got a good work as PA to a successful novelist. grammar arou1n the
íld 1t,
2 You can count George to be willing to help you out if you encounter any
problems.
3 Don 't worry to ask if you need any help with your project.
4 The hotel receptionist will explain you how to get to the conference centre.
5 The train travel from Moscow to Beijing tak~s several days.
6 A police is questioning the person who they suspect of stealing my bike.

Useful Janguage: identifying collocations

1 ~ Three of the words in each set collocate with the given verb. One does not. Q'ip! Sometimes choosing
the right word is a
Which are the three correct collocations?
matter of identifying
1 give permission / someone a favour / a presentation / someone a hand the right collocation.
2 lay claim to/ the blame on / the table/ an excuse
3 make a mistake / plans / a noise / your best
4 pay attention / a ticket/ tribute to/ a compliment
5 run an exercise / a business/ a race / a campaign
6 shoot a film / past someone / an arrow / a camera ·
7 stand a possibility / a chance/ trial / for parliament
8 take care / measurements / a promise / the train

2 Now choose one of the collocations from Exercise 1 to complete each se t

1 lt . 't f . th h n ence.
tsn . atr at t ey ................................................... you for other people's mistakes
2 lt says tn the papers that four men are to .
bank. ············ ................... next month for that robbery at our local

3 Paul crept in at about 2 am trying his best not to

4 l've got to b ··············• .................................... and wake his parents.
········• .......................................... a out my research at ·
5 The engineer ................................................... very careful ª semmar next week.
6 We've chosen a new advertising a en .............. ............................. before he cut the metal panel.
7 The Mínister made a speech to 9 cy to ................................................... for our latest range of products.
8 1was winning the race until th~.. ~~~;· ~·~·~· :h~~·~· ·•. . . . th
e soldiers who had fought for their country.
o ................................................... me.

10 Test 1 Tralnlng
l. Readln
. h part 1
Use of Englis
 3 ~ Choose the correct optlon to complete each sentence. In each case, the
answer wlll depend on a collocatlon.
1 The sales team ............................. a very successful time at the exhibition.
A spent B passed C had D made
2 When she was transferred to the New York office, Sarah joined an evening
class
in order to ............................. friends.
A have B find C meet
D make
3 The proud father was very excited when his son ............................. his first
steps.
A made B took C gave D did
4 The lecturer ............................. the class's attentio n toan error in the calculations.
A drew B attracted C put D showed
5 My parents contributed a ............................. amoun t of money to the fund.
A big B large C grand D high
6 There was a time when the ............................. person could not afford a mobile
phone.
A usual B normal e regular D ordinary
7 The CEO will ................ a meeting with her management team this morning.
A visit B join C attend D follow
8 AII the students on the course are required to ............................. sport every afterno
on.
A go B do e train D practise

Thinking about meaning

clip! To find the correct
(tf} Choose the correct option to complete each gap. option, you need to
1 The gradua tion ball promises to be the social ................. ............ of the year. think carefully about
A event B activity C programme the meaning of ali the
D festival
different options.
2 People often find it difficul t when someone in their own family tries to
............................. them how to drive.
A learn B practise C teach D qualify
3 Computer program ming is certainly not my ............................. of expertise.
A part B section C system D area
4 The college offers a ............................. range of evening courses.
A wide B distinct C changeable D various
5 At the moment, the country has a number of ............................. economic problems.
A tricky B serious C difficul t D hard
6 The students would find the flat more ............................. if it were closer to the
university.
A reasonable B adequate C convenient D helpful

Readlng and Use of Engllsh Part 1

Test 1 Tralnlng I U
 Test 1 Exam practice Reading and Use of English

Action plan
1 Read the title and, if there is one, look at the 5 Consider each of the options, eli .
you know are incorrect. rn,nat ¡n
picture - these tell you the topic of the text. g th
2 Read the whole text before you start answering 6 Check that the word you choose fo Cls~
the questions. makes sense. r each
7 Check that the answer you choose . 9
3 When you answer each question, look at both Qri
what comes before and what comes after the sentence grammat ically. fits the
gap. 8 When you have finished, read th
4 Think of a word you might expect to f ill the gap whole t ext to make sure it make rough the
s sense
before looking at the options.

Follow the exam instructions, using the advice to help you.

For questions 1-8, read the text below and decide which answer (A, B, Cor D) be5t fits each gap,
an example at the beginning (O). 1
here is

Mark your answers on the separate answer sheet.

Example:
o A chief B vital e principal D focal

o A
= -B
=
e
=
D

Three theories about sleep

People spend about one-third of their lives asleep. lt seems certain, therefore, that sleep has a (O) ....................
·········••,.,,
function. However, what that function might be is still in (1) .................................... · Scientists are far frorn being in
agreement about (2) .................................... why so much of our precious time is given over to sleep.

There seem to be three main theories. The most popular states that the functions and (3) ........................ ..........
of sleep are primarily physiological. lt claims that we sleep in order to (4) .................................... the health of our
body. In other words, biological processes work hard as we sleep to repair any damage done during the day
and to restore ourselves to (5) .................................... efficiency. However, a second theory places more emphasis
on the learning benefits of sleep. This theory holds that sleep allows us to process the information that we
(6) .................................... during the day, and asserts that, without sleep, learning would not take place. A
third
popular theory is (7) ......................... ........... on ideas about energy, saying that we need (8) .................................... of sleep
in order to, in a sense, recharge our batteries and so have an adequate supply of energy for the coming day.

12 1 Test 1 Exam practlce Readlng and Use of English Part 1

1 A discussion B dispute e argument O debate
14!
1 Only one of these col/ocates
2 A correctly B absolutely e actually
: with 'is st/11 in ... 'and ñts In
O precisely terms of meaning.
2 One of these adverbs
collocates strongly with 'why'.
3 A purposes B targets C intentions O points 3 Only one of these words is
appropriate when discussing
a physical function of the
4 A take B maintain
1
body rather than conscious
e stay O keep
' behaviour.
4 You need to think about both
5 A strong meaning and collocation here
B utter C full O entire to get the correct answer.
5 On/y one of the options
collocates with 'efficiency' to
6 A achieve B complete C reach o acquire give the idea of 'total'.
6 Only one of these verbs
co//ocates with 'information'.
7 A rooted B supported e based O developed 7 Only one of these words tits
with the preposition 'on'.
8 AII these words ñt the
8 A periods B eras C moments grammar of the sentence and
O episodes
collocate reasonably well, so
think about the meaning here.

Follow-up
What procedure did you follow when you did this task?

Readlng and Use of Engllsh Part 1

Test 1 Exam practlce 1 13
 use of English
Reading and
Test 1 Training
~ T h e word Sth '
ras k lnfo rma tion
> ~ '
. . h (plus one exam p 1e . need to w . at. YolJ ~
rite
J

fn this task ther e is a text w1th eig t gaps are usua 11 'Ir ~ ,,11
• d to fill each gap. Yo ºrt r
' •
opna te wor . anin g in orde r to types : Prepo rie Of tn¿ !
• You have to suggest an appr connecto rs• Sitios''S· ~¡,,
You need to read the text care fully ª
nd th ink abou t its me
• moda l or , cllJ~ilia , ,
b I ry items. ve b Other b ,Y,
fill the gaps correctly. ther than voca uª r s; deterrr¡· os·ic
d
wor s ra . (/'//
The missing words are gram mar
1
• mber that contract1ons , articles·, Pror¡ t'i ers Or '
.
le word . Rem e adve rbs s ºLJns ba
• The answer will always be a sing Uch '
d 1 · is the
·t th 15 enough, rnore as too, s~,'
don't, etc.) coun t as two words.
ible answer an ' or 0ot.
• Sometimes there may be more than one poss
t d
case, the mark scheme allows for it. th p e ·
UK spellings are bo acce
• You must spell each word correctly - US and

Useful language: using prepositions

s with prepositions.
1 ~ Correct the errors made by exam candidate
after-sales service.
1 A number of customers complained for the
2 AII the work w ill be done from volunteers.
related at the broa dban d conn ectio n
3 Delegat es experienced a num ber of problems
at the conference centre.
4 Alexandra was able to make good use
of her knowledge in fore ign lang uage s.
vities.
5 Many people took part to the anniversary festi
work.
6 1 must congratulate you for your excellent
tion.
7 1hope my lette r will be taken in considera .
8 The inspector drew the management's
atten tion in sorne problems in the work shop
9 There is an urge nt need of fresh wate
r supplies in the region.
10 Have you seen the new advertisement
of Lotus shampoo?

sal verb.
2 ~ Sometimes the preposition that is missing is part of a s.phra ~p! Whenever you note down
a phras al verb inyour
these sentence
Find the correct preposition to fill the gap in vocabulary notebo ok
t ff f h pen·od.
1 The company always takes ............................. new s a or t e summer write it down in its fu,II
· ·
2 Negotiations broke ............................. because of a d 1sag reement abo ut trad ing conte xt, as this will help
arrangements. you remember what it
t k . .
3 The lecturer talks so fast _ 1just can' eep ............................. w1th her train of means and how it is 1
th oug ht. used .
make .
4 lt was so noisy in the room that I coul dn't ............................. wha t J1II was sayi ng ·
5 The new plans to brin
management team 9 ............................. ª num ber of changes in the
company.
would catch .
6 No one expected that the new fashion ............................. as quic kly as it has ·
'th
7 The robbers made .. ........................... wi a large amou t f
8 Wanda asked the bank for a loan in orde
r to set n o money.
.. ........................... a consultancy business
9 However hard things may seem it is . ·
10 M k th·in ks there are problems' in the rmportant not to give . .. ........................... and stop tryin g .
ar cont r
· . act and he 1s dead. set ............................. our sign ing it.
11 The noise in the rb1 rary 1 mmed1ately put me..............
12 Many people don' t have much mone . .. ............. the idea of stud ying th
Just enou gh to get ............. ere .
Y, ............... .

14 1 Test 1 Tralnlng
_ J,,,h Part 2
Useful language: using connectors
1 Choose a word from the box to complete each sentence In a loglcal way. ~ Thinking about the

although because provided unless meaning of the

surrounding text will help
until whatever whenever whereas
you to choose the right
connector.
1 Nina is good at maths, ............................. her twin brother is better at languages.
2 Dan will go to university next year ............................. he passes all his exams.
3 1'11 do ............................. you want me to do.
4 You'II never be able to afford a car like that - ............................. you win the lottery.
5 Sally enjoys her work, ............................. she doesn't get very much free time.
6 lt was not ............................. 1got on the train that I realised l'd left my laptop at
home.
7 l'm really lucky - 1 can take a coffee break ............................. 1 want one.
8 1 like my desk ............................. 1 have a very good view of the sea while l'm working.

2 Sorne connectors are made up of more than one word. Choose the correct phrase
from the box to complete each sentence.

as if as long as as soon as despite the fact that even though

in accordance with in case in order to no sooner so as not to

1 You must fill in the form ............................. the instructions on the opposite page.
2 Ursula has taken on extra work ............................. earn enough money for a holiday.
3 My father said I could go to the party ............................. l'm home by midnight.
4 1 managed to complete the essay on time ............................. 1 was suffering from a heavy cold.
5 We closed the door very quietly ............................. wake the baby.
6 You'd better take a notebook with you ............................. you want to write something down.
7 Simon looks ............................. he didn't sleep a wink last night.
8 Please call me ............................. you get this message.
g I feel I know him quite well ............................. we've only meta few times.
10 ............................. had we left the house than the rain started.

Useful language: using pronouns

~ Fill each gap with the necessary pronoun. · ..
ÍTin! Make a note of any
\2:.:_ grammar errors that your
1 1 meta footballer from our national team, ............................. 1 found very exc1tmg as
teacher corrects in your
l'd never met anyone famous before. homework and do sorne
2 Final-year students told the freshers about everything ............................. would help extra practice using this
them settle into life at the college. language correctly.
3 ............................. the psychologist focuses on in his book is the way people from
different countries behave in trains.
4 Do you know ............................. mobile phone this is? .
5 ............................. being an unexpectedly pleasant day, the students decided toread the1r books
outdoors. .
6 The professor was sat1sf1ed · · w1t · h t he way ·m ............................. the students had dec1ded to deal
with their project.
7 That's the car ............................. owner I was just telling you about. .
8 ............................. was suggested that the problem could be tackled in a number of d1fferent ways.

Test 1 Tralning 1 15
Readlng and Use of English Part 2
 Reading and Use of EnglislJ

~ Actlon plan 1
Go back to the more difficuft
. th ' 9aps
. one look at the 8 Af ways wrrte son:1e. tng, even if ªt th
1 Read t he t1tle and, if there is . ~f the text. totally sure that ,t 1s the corre et ar¡ Yot.i ~ ~r
ilr~ 1~
th
plct ur e - these tell you e t opic t w hat it ali the s1,y~r ~r,!
9 Check you have spelt VVor
d think aboU sp _ds ca ·
2 Read throu gh the tex~ anth uestions. Remem
ber that US and UK
e1lir¡ rr~
means be fore answenng e q ch ap accepted. 9s ilr~ ct1i.
d atter ea g · b,
3 Look at the words before an . d d (e.g. 10 Read throug h the wh~le text to e º1~
f peech ,s nee e
before transf emng Your an hec~it.
4 Think about what part
O s lete the gap. e
sens 5
a preposition or prono un) to comp . f' st answer sheet. ""ers t l)icl(
t~~
er easily ir · ()
5 Do the q uest ions you can answ ~

6 W rite your answers in ca~it al lett~~ -;:~em ber

answe r w lll alway s be a single wo · tas two
that contra ctíons (/'//, don't, etc.) coun
words.
CTip! Even if you are s
e advice to help you. are possible ure llvo
, on1y . a~
Follo w the exam instru ctlon s, using th them. Write O s•,,,.
~ec¡ .
think of the word which
nd
For quest lons 9-1 6, read the text belo~ ª a There ;san example
best fits each gap. Use only one word 1n each 9 P·
h t
at the begin ning (O).
the separate answer s ee .
Write your answe rs IN CAPITAL LETTERS on

Example: @J /8 J Y J J J 1 1 1 1 J j I j j I j j j j

Hedgehogs
R Mt~
9 Read the Who/
befare deciding e sentenc,
What ¡
. (O) ............... .............. the sharp spines needed to fil/ th.IS gap,s
A hedgehog is a small mammal charactensed
. . h d ehogs are found in many different parts 10 Which WOrd is
wh1ch cover 1ts body. (9) ............................. e 9 follow 'have the abm,ost like11 ·:
11/y .. .'?
of the world, none is native to either America or Australia.
11 The word you need
a tight ball when
Ali specie s of hedgehog share the ability (10) ............................. roll into combin es with 'that· 1oexp1,.
eness of this the purpose far an action.
attack ed, (11) ............................. that their spines point outwards. The effectiv
numbe r of spines 12 /f you ignore the Phrase"
as a defence mechanism, depends, of course, (12) ............................. the parent hesis ('of course ).Joi
(13) .............................
the hedgehog has. Sorne desert hedgehogs have evolved to carry may find it easier to fil/ this
likely to attem pt gap.
weígh t, and consequentty, they have fewer spines and are thus more
to run lnto their attacker, using thelr ball rolling ability (14) ...............
.............. a last resort . 13 This gap could be filled
with either ·/ess · or 'more·, bL:
either under cover which matches the meanmg,
Hedge hogs are primarily nocturnal and sleep for much of the day,
(16) ............................. this contex t?
of bushes (15) ............................. in a hole in the ground . Despite the
e condit ions, 14 This is part of a fixed
that ali hedge hogs can hibernate, not ali choose to do so; in suitabt expression.
sorne will stay awake all year round.
15 The word you need here
often follows on from aphras,
Follow-up
beginn ing with 'either'.
it ali made
Dld you remember to read through the text at the end to make sure 16 The word you need is parr
sense? of a fixed phrase.

. h partl
l15
16 1 Test 1 Exam practlce Readlng and Use of Eng
_...J
Test 1 Training Readlng and Use of English Part 3

Task information
• In this task, there is a text with eight gaps (plus
one example).
• At the end of each line with a gap, you will see a
word in capital letters, e.g. USE.
• You have to form a new word based on the word
in capitals to fill the gap. So from USE, you might
form useful, usefulfy, usefulness, use/ess, user,
usage, etc.
• You need to decide what kind of word goes in
the gap - an adjective (e.g. strong), a verb (e.g.
strengthen), a noun (e.g. strength) or an adverb
(e.g. strongly).
• You must spell each word correctly to get the mark
- US and UK spellings are both accepted.
• You need to know how prefixes and suffixes are
used in forming words -you might add the prefix
im- to PERFECTto make imperfect, for example, or
the suffix -ion, to make perfection, or even both,
to make imperfection.
• You need to know about compound words in
English - kind-hearted, cold-hearted and hard-
hearted, for example, are compound adjectives
(formed by combining two words).
• You also need to think about the meaning of the
text - if the gap needs an adjective, should it be
positive (e.g. comfortable , usefun or negative (e.g.
uncomfortable, useless), for example?

Useful language: identifying parts of speech

,
1 What part of speech is needed to complete each gap - an adjective, an adverb
fill each gap.
a verb or a noun? How do you know? Suggest a word that could
y. A few years
Carneo is one of the most (1) ............................. companies in the countr
h programme.
ago, it hit the (2) ............................. because of its controversia! researc
...............
Since then, scarcely a month has gone by when it has not (3) ..............
compa ny
in the news for sorne (4) ............................. or another. But if you visit
headquarters, there is every likelihood that you will be (5) ..............
...............
irnpressed by what you see.
c l ip! When you learn a new word,
2 Complete this table. The first row has been completed as an example. use a good dictionary to find
adverb out what other words are in
noun verb adjective
the same word family (e.g.
compare comparative comparatively
comparison broad, broaden, breadth ,
(in)comparable (in)comparably
broad/y, broadminded, etc.
(in)stability = a word family).
stabiliser
high
CTip! Learning about prefixes
power and suffixes will also
observe sometimes help you
work out the meanings of
develop
words you do not know,
doubt which can be useful for
doubter the Reading and Use of
English and Listening
papers.

Test 1 Tralnlng 1 17
Readlng and Use of Engtish Part 3
 Useful language: understandlng sufflxes te the table wlth sorne exarnptes
1 Her-e are just a few of the suffixes use d In Engllsh CompIe .
suffíx effect meaning examples
-er, -or makes a noun from a verb • person who does comptd:er , n~ct~
something fi.gnter) e.oro rnu.tJ )
• object that does soll.or, infü.troJ:oi-
)
something proce.ssor > c.ornpi-es
-dom SOt-
makes a noun from another • state or condition
noun oran adjective • real m or t erritory ~
-ee makes a person noun from person affected by the verb
a verb ~
-en makes a verb from an cause to have a quality
adjective ~
-hood makes an abstract noun t he state of being a
from a person noun particular type of person ~
-less
makes an adjective from a being without something
noun ~
-ment
makes a noun from a verb process or result of making
or doing something
-proof
combines w ith a noun to cannot be harmed by
----------
form an adjective
--------
2 Make new words from the words in CAPITALS al the end of each line to complete lhe sentences.
The words all use a suffix from Exercise 1.
--------
1 The writer spent his ............................. in a quiet seaside village. BOY
2 We were so busy at work that there was no time to suffer from ............................. . BORE
3 Can you lend me your penknife? 1just need to ............................. my pencil. SHARP
4 We had four good applicants for the job, so it was hard to decide who would
make t he best ............................. . APPOINT
5 lt was very ............................. of you not to give Sue a call on her birthday. THINK
6 The presidential car will, of course, be completely .............................. BULLET
7 The morning trains to the city are always packed with ............................. . COMMUTE
8 We are looking for staff who will offer tota_l............................. to the company. COMMIT

18 Test 1 Tralnlng
Useful language: understanding prefixes
1 Match the underllned prefixes In these sentences to the meanings of
the preflxes In the box. Then explaln the meanlngs of the words with the
underllned preflxes.

again not against not below not enough not too much

1 Luke's very late -1 guess he must have overslept again.

2 The teacher asked us to ~write the exercise correcting all our mistakes.
3 We .!m..®[estimated the amount of money we would spend on holiday.
4 There have been a number of fillli:government demonstrations in
the
last year.
5 The little boy excitedly unwrapped the parcel.
6 lt's very i[responsible to go climbing without telling anyone your plans.
7 Unfortunately, this work is sub-standard.
8 Fletcher though t he had scored, but the goal was disallowed by the
referee.

2 Suggest three more examples of words for each of the prefixes in Exercise 1.

3 Make new words from the words in CAPITALS at the end of each line to comple
te the sentences.
The words all use a prefix from Exercise 1. You may need to add a suffix
as well.
1 We had an unusually cold winter, with ............................. temperatures ZERO
for two months.
2 Everyone ............................. his story - it just didn't seem at ali plausible. BELIEVE
3 Teachers sometimes complain of being ............................. and overworked. PAY
4 Students often tend to be a bit ............................. , but they usually become ESTABLISH
less radical
with age.
S l'm sorry to be so ............................. - l'd like to think things over for anothe DECIDE
r day or two.
6 George means well, but his contributions to our meetings are often rather HELP
............................. .

Test 1 Tralnlng 1 19
Readlng and Use of Engllsh Part 3
 Test 1 Exam practice
Reading ancl use of Engll•b ""11 a
Action plan S Check you have spelt t he words You
th ,orrec.tly. Re member that US and U~ ';ri t~
1 Read the title and, if there is one, look at e
picture - these tell you the topic of th e te.xt. a re both accepted. ,p~II¡"·1r}
1
2 Read the whole text through before fü ling any At the end of the test, carefully tr
6
an ~wers (using CAPITAL LETTERS) o th , i1,r
of the gaps. t ll'if er '' n
a
;;,
3 For each gap, think about what part of speech sheet. ~ -11¡,.
A¡ ~t
is needed - a noun, verb, adject ive or adverb.
4 When you have completed t he t ask. n~ad
through the text to make sure it makes senlé,

Follow the exam instructions, uslng the advlce to help you.

~ There are o~en clues
· in after the gap. botn be10r,
Far questions 17-24, read the text beJow. Use the word given . ·1r

capitals at the end ot some of the lines to torm a word that fits in r:nr;;--
\.:..:.::..:...
lf an adject ive ar ad
Verb ,.,
the gap in the same fine. There is an example at the beginning (O). remember to th,nk <•"b Out """'r',·~o
has a pos,tive or a n wh"''h~
egat11;"' rri r'
Write your answers IN CAPITAL LETTERS on the separate answer sheet. ~a, 11 1

Example: 0 1E IX j P Il IO IR IA j T 1 1O IN 1 1 1 1 l J 1 1j
- -- - - - - - - - - -- -- - - - -- - - ----. -
Exploring the wor1d by sea
People have been c arrying o ut (O) ..._............ --···-· oy sea for 1h-ousands ot yoars. EXPLORE
RNtLJ
Our distant ancestors set out on (17) . .. .... .... ........... voyog-es on pnmtttva mfts PERtl 1 7Wt1,1t,,.,,, t·
J ,,.,,...,
you ,.,, .• ,, , , "
and ships with no guarantee of everseeing land again. (18) though BELIEVE
1 8 ¡, 1 11rJ ' " '
it may seem, there is evidence to suggest that sailors from Polyne!Sla bagan to neg,,11.,,. ,1,, 1,1 '" ',
n1-w ,i,-,1J 1.,
undertake long and (19) ............................ journeys, as far back as 1200 BC. They RISK
.L9 Wt 11, r , ,
¡'
may even have travelled as far as South America. (20) ... ot fossJlísed ANALYSE to fon ,, I 1, r t ,,. ~·

2 0 ¡.,, .,,
chicken bones found in Chile suggests that ?olynesian sa1tors h.ad m ade
Nú f (j ·,-,.,,
' ,

their way to South America long before the (21) ------·---- -·----· .. of me Sparnsh. AARIVE 2 1 Wt " r , "
While Polynesians were exploring the Pacific, Vikings were sading the Atfamic.
te; !Tic,/<, ' , r

Sp t1t-;1_t 1
, ~,
Viking explorers reached North America but d id not estabiish
. a perrnanent 22 u,, ,,, . ' •/ 1 ' •

a land where grapes or d fJlur , , , ~•P

(22) ····························· there. They retumed home with tales of
SETTLE
grew in profusion and fish were {23) . 23 Q(J ¡1,1.1 .-¡-,/ :•
·············--------······-· too. tt is impossibte not to feet PLENTY adJec;v•w ,,, 1r io,~,r
great respect tor the (24) ·····•....................... or· these 1ntrepid
• early 8 1 here?
xp orers. BRAVE 24 Her¡; ,, t· • ,

relar,vt:lJ 1 -' ....... , .... 1

for1111ng ,,e:,•,.,.'

2-0 1 Test 1 Exam practlee

Readlng aod Use at Engit,.n ?"~ ~
Test 1 Training Reading and Use of English Part 4

Task information
• Part 4 consists of six questions (plus one example). • You will need to write between three and six
• Each question consists of an example sentence, a words to complete each gap.
key word and a second sentence with a gap in the • Part 4 tests the ability to express an idea in
middle of it. different ways, as well as knowledge of vocabulary
• You have to complete the second sentence using and grammar. The mark scheme divides the answer
the key word, so that it has the same meaning as into two parts and you get a mark for each part
the example sentence. that you write correctly.
• You must not change the form of the key word. • You need to spell the words correctly to get the
marks. US and UK spellings are both accepted.

Useful language: correcting sorne common mistakes

1 rtf}J Choose the correct alternative in these examples where exam candidates made mistakes.
1 l'm sure you won't have any difficulties finding / to find the solution to the problem.
2 Did you have the chance of getting / to get to know any Native Americans when you were living in
the States?
3 Everybody who work / works here get / gets a good salary.
4 1 suggest you buy I to buy a telephone card as soon as you arrive in the country.
5 You either can/ can either finish reading this book or choose another one.
6 Not only was the food I the food was bad, but the sports facilities were notas you stated in the brochure.
7 The hotel offers French traditional / traditional French cuisine.
8 Sorne of the lessons that we attended in the last course could be/ cou/d have been better prepared.

2 Complete the second sentence so that it has a similar meaning to the first sentence. You must use between
three and six words, includlng the word in capitals, without changing it.
1 l like all the people working as managers in this company.
WHO
1like everyone .......................................................................................................................................................... position in this company.
'
2 The service was first-class and the rooms were excellent too.
ONLY
Not .......................................................................................................................................................... the service was fi rst-class too.
3 You have two possibilities - driving there or going by train.
EITHER
You .......................................................................................................................................................... there by train .
4 At the concert I didn't play as well as I expected.
SHOULD
1............................................ .............................................................................................................. at the concert.
5 You'II easily manage to fin ish the work by Friday.
DIFFICULTY
You ............................................ .............................................................................................................. the work by Friday.
6 The food at this restaurant is delicious, and the prices are very reasonable.
MEALS
This restaurant ..................................................................................................................................... ..................... very reasonable prices.

Readlng and Use of Engllsh Part 4 Test 1 Tralnlng 1 21

 _¡¡;:¡¡i(!:;;:..;;.;:;.::.,;,..- - :;;;: '.;:" .: : : :
: : .d~be~ : i:
the ; :e;h:oice for you .
best
- b·le pho ne wou l .
7 1think this type of rno 1 this typ e of mob 1le Pho n
.................. .
SUGGEST e.
........................... ................ I'~ in Moscow.
........................ . llet when
: ·~·~·~·~..¡~·~~ . ~~·1~..¡~ see the Bolsh 01 6
ª
8
CHANCE
.................... to the Bolshoi Ballet
.................................................... ....
1 hop e 1 .................. ....................
vv~~n
ÍTl n! Often the answers d
l'rn in Moscow. \..'.. ::_
ces is EYE- know1e d ge of typic epet'ld on
tlon senten I
3 1
The key word for all the folloW n g transforma each collo cations or idioª tnglisn
the bOX to complete 1'11s.
Choose one of the expresslons fromar changes.
sentence, making all the necess y
blind eye to
catch sorneone 's eye turn on in the publiC eye ª
see eye to eye keep an eye

1 Although I lave rny sister, 1 don 't alwa

s agre e with her.
y .................. .. with her.
1 love rny siste r desp ite ...........................
....~~~· ;~·~..~~¡·ldren wer e doin g ..
2 The teac her pret end ed not to see
w ........ the children's behav.1our.
The teac her ....................................................................
an privacy, mustn't 1t7· , .
3 lt must be hard for celebrities never to
have Y ........................... , mus tn t 1t?
lt rnust be hard for celebrities always ..................
.:.............. t'ces we' re wai ting .
4 We' II pay the bill and leave as soon s the wa1ter no 1
ª e'II ay the bill and leav e.
As sOon as ............................................................................ , w
• P · the gar d en.
s Sarah watched the children while they :~~=r~~a:~~~~he
Sarah ............................................. ............................... e y wer e play ing in the gar den .

Test 1 Exam practice Reading and Us e of English Part 4

Action plan
1 Read the first sentence carefully.
6 Cou nt t he num ber of wor ds t o mak
2 Make sure the second sentence conveys e sure you
exactly hav e not wri tten mo re tha n síx o r less
the same meaning as the first one and that than
you thre e.
have not add ed any new ideas or left any
thing 7 Rem emb er tha t con trac tion s (/'//, don
out. 't, etc.)
3 Write your answer in CAPITAL LETTERS. cou nt as two wor ds.
4 Use the key wor d exactly as it is writ 8 Check you r spel ling .
ten - do not
chan ge it in any way. 9 At the end of the test , caref u lly tra nsfe
r your
~ 5 (:h,ec~ t,h at wha t yo u write fits.with both answ ers to the ans wer she et.
t _g~es b~fore and wh~t com~s afte r the gap.
wha t

22 1 Test 1 Exam practlce

D _t r: ... dl iSh par1

 Follow the exam ln1tructlon1, u1lng the advlce to help you.

For questions 25-30, complete the second sentence so that it has a similar ÍTip! lf you are not sure of
meaning to the first sentence, using the word given. Do not change the word \.::.... the answer, wrlte what
you can - you may get
given. You must use between three and six words, including the word given.
one mark.
Here is an example (O).

Example:
O Mark told Pattl he thought her dress was beautiful.
ON
~ Check that (a) you
Mark ............................. dress. have not used too
many or too few words,
Toe gap can be filled with the words 'complimented Patti on her beautiful', so you write:
(b) your spelling is

Example: 0 1 COMPLIMENTED PATTI ON HER BEAUTIFUL

correct, and (e) what
you have written fits
grammatically.

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

25 Could you watch my suitcases while I go and buy my ticket?

EYE
f4!Nt&J
25 Which expression with 'eye' means
'watch' in the sense of 'look after'?
Would you mind ............................. my suitcases while I go and buy my ticket?
26 What form of a verb fol/ows
26 The rainfall in the west of the country usually exceeds that in the east. 'tends'?

HIGHER 27 Here you need an expression

with 'tell' meaning 'from what I have
The rainfall in the west of the country tends ............................. is in the east. noticed or understood'.
28 Which idiom based on 'feet'
27 lt's hard to be sure, but I think unemployment rates are beginning to fall. means 'relax'?
TELL 29 Which phrasa/ verb is often used
As ............................. , unemployment rates are beginning to fall. with words like 'suggestion ' or 'idea ' to
mean 'think of'?

28 lt would be wonderful to sit down and relax for a few minutes. 30 Which tense is used after 'in
case' when you're thinking about the
FEET future?
1wish that 1............................. for a few minutes.

29 We were very grateful that Kate thought of suggesting we ask Max for help.
CAME
We were very grateful that Kate ............................. asking Max for help.

30 Don't forget to take gloves, as it may well be cold in the mountains.

CASE
You should ............................. cold in the mountains.

Follow-up
How could you help yourself to improve your performance in this part of the test?

Readlng and Use of Engllsh Part 4 Test 1 Exam practlce 1 23

4
 use of English
Readlng and

• The questions will f~cus on thing s sucn

Task intor mati on ain idea and deta,I s of the conte of as th e
. . d . nt
• In Part 5, }' OU wi ll read a t ext followed by six m
the writer's opm1on an att,tu de, the the te~
tour-o ption mult iple-c hoice questions. PLJrp0 5 t.
and ;mplications of the htext, and fe ature
Of
urces such as . e
• The text may come from a range so k 0f
text organisat,on, e.g. t e use of exarn s of
a news paper, a magazine or journal, ora boo comparisons or refere nce words. Ples,
fictio n or non-f iction .
R ading and Use of English Part 5.
th e
Choose the best optlon (A, B or C) to complete e tlps for
1 You wi ll find the answer to each question
A in your own knowledge of the topic.
B only in the text itself.
C in a combination of A and ~· . ould all
sh k b tt r
2 Tit les, sub-headings and, occas,onally, v,suals
k the page loo e e ·
A be ignored as they are only there to ma e
th
B be looked at after reading the main body of e text.
. . b th ntent of the text.
C give you usefu l inform at,on a out e co
3 The conte xt will often help you to work out t he
A origin of a word .
B meaning of a word .
C pronunciat ion of a word .

Using the title

the text is likely to be about. What do you think articles
Titles are important as they give readers an idea of what
with the following titles will be about?
Example: 8/izzards bring count ry to standsti/1- abou
t snowstorms causing serious t ransp ort probl erns

4 Fashion to cheer you up

1 Gettin g air traffic under control
5 Secrets of stunn ing photo graph y
2 Worlds collide at the National Gallery's new exhibition
6 How t o eat well: it's all in the presentation
3 Diary of a teenage millio naire

Wor king out mea ning from context

However, often it is possi ble to
You almo st certalnly wlll not know every word in the text.
helps you guess what the unde rlined
unde rstan d roughly what it means from the context. What
about the whole context, not just
words in these sentences mean? Note that you need to think
the sentence in whlch the word appears.

Exam ple: Many of us share elements of a globa lised

culture, at /east, perha ps wat ching Japanese
that K-pop is some thing
movies, listening to K:/2QQ, or eating lndian food. - lt is clear
music. Toe conte xt s ugge sts that
t hat people listen to and is going to be some kind of popula r
in fact).
the 'K' is likely to refert o some area of the world (South Korea,
global comm unica tion?
1 Why is it, then, that so many of us tussle with the basics of
· 1
devoi d of id 1 · 1 po r,t,ca
2 As an artific ial language, it is appreciated as being ==='- "<.!. eo ogrca or
connotations.

Ush par! 5
24 1 Test 1. Tralnlng Readlng and Use :::: ::... .
 3 E~peranto may well be the answer that second-language learners have been
seeking.
4 The main criticism of Esperanto is that, despite its 12fu'. idea Is, the language never
really caught on.
5 lt may even be considered as maintaining a primarily Western point of view,
something the creator of Esperanto initially set out to mitigate.
6 However, advocates of Esperanto would counter this criticism by maintaining that
all languages can be considered as artificial.
7 Proponents of the language assert that it has succeeded in areas where English
might have failed.
8 The global uptake of Esperanto may not eventually ~ English from its perch,
consigning it to a status similar to that of modern-day Latin.

Useful language: paraphrasing

Texts often use different words to refer to the same thing rather than repeating the same
word. In a text, a dance might also be referred to, more generally, as a party or a social
event or, more specifically, depending on the context, as a ball or a disco. Similarly, options
in Reading and Use of English Part 5 will usually use different words to convey the ideas
in the text.

1 Put the words in the box into pairs of synonyms.

adveeates at first be aware connections consequence fascinating

for certain have in common initially intend interesting key main
realise result share supperters ties undeniable wish

Example: advocates - supporters

2 Rewrite these sentences so they do not use any of the underlined words.
Example: Why is it, then, that so many of us tuss/e with the basics of global
communication?
Why is it, then, that so many of us struggle wit h even simple aspects of global
communication'?

1 What is interesting is that, overa hundred years ago, a Dr Ludwig Zamenhof

published a book about a new language that he had developed.
2 lt is claimed to be easy to master.
3 lt is appreciated as being devoid of the ideological or political connotations that
accompany languages of former colonial powers.
4 The language never really caught on among the global population in the way its
creator intended.
5 What Esperanto lacks in culture it makes up far in efficiency.
6 Esperanto has built upa history of its own, one shared by the thousands who
speak it and use itas an international means of communication.

Readlng and Use of English Part 5 Test 1 Tralning 1 25

 . g and use of Eng118 1¡
Aead_
1n
Test 1 Exam practice

Actlon plan 5 lf t he answer is not obvious 1

.
el¡,-,.,. .
¡dea of tions you are sure are Wro ·, lit).:,
1 Rend ·the title. This will give you sorne oP • . n9. ~t~
6 lf you find one quest1on difficlJlt 1~~
the topic of the text. stior'I ver/ the next one. , t)-io
2 Reod the text first, thM read each ~tin the .. h v~
When you have f 1nis ed, 90 ba o~ t
cl3refully in tum. Underline key wor 7
~uestion.
questions that you left out and Ck ta i:l ~
der of again. They may seem easier no 'ººk i:l;Y
3 Remember that quest1on . fO110w the or
s h question not, just choose one of the opr 1/v. lf t~ t~~
the text Find the part of the text t ~
not eliminated. Do not leave anyris Yo~~Y~~
10
refers ~ - Check the text carefully be ore ~ ~
answering. f note
blank. %~sr ~v~
4 Are you confide nt about t he an swer · 1 so,
7 'º~s
it down and move on.

e advlce to help you. ÍTinl You rnay f .

\..:.=_ lt'ld1tu
Follow the exam lnstructions, using th -3 questions b seru¡
' Ut to
nto For questions 3 1 6, befare You
read
l'lot th 'ia
'o 1, 0

k
You are going to read an article about Espera . ns best according may help Y
ou foc
the te Ptir.._1
Xt ·1
choose the answer (A, e, C or O) which you thin 1 appropriate bit Us ºn~' ~.¡
to the text. s Ofth el';¡,
e telt ~,.
~ Do not expect .
Mark your answers on the separate answer sheet. \..:.=_ to u
every Word o ílderst
r Phra a~
The general e se intn
ontext e~
you to underst ~ i
Breaking down the language barrier? and fllay ,1e1p
unfarniliar word rough111 ~
mean. sor exPress; ·1
A /ook at Esperanto ,O·;

. . . ,
We are suppose d to ltve In a 'globaltsed worId, or so we are increasingly ~ The answer rnust
~ . say th
taught in school. Many of us share elements of a globalised culture, at as what 1s in the t esar•,
ext ·
least, perhaps watching Japanese movies, listening to K-pop, or eating choose an option . 'dono¡
. JlJst b
It states sorneth· ecau5¡
lndian food. Why is it, then, that so many of us tussle with the basics of ing true ·11
truth is not in the ' 1h;1
1ext. And ..
global commun ication in this age of instant messaging, email and video choose an option . "l:,
JUst be ·
conferen cing? English may certainly be the (self-appointed) lingua franca uses sorne words f caus, ,
rorn the l,1
of the globalised world, with millions of students struggling daily to learn
its phrasal verbs and idioms. But English is the mother tongue of only
a relatively small percentage of the global population, so wouldn't it be
easier if we ali spoke a simpler language? Perhaps what is needed is an
international language.

What is interesting is that, over a hundred years ago, a Dr Ludwig

Zamenh of published a book about a new language that he had
developed, with the íntentíon of providing an appropriate international
means of communication. He called this language 'Esperanto', and it
is said that hundred s of thousands of people have learned to speak ít,
with about one thousand today even using it as their first language. lt
is claimed to be easy to master and, more significantly, as an artificial
language, it is appreciated as being devoid of any of the ideologic al
or political connotations that accompany languages of t •
ormer co1ornal
26 Test 1 Exam practico
lish partl
Readlng and Use of Eng •
 powers, such as Engllsh. lt Is sald to be learnt much faster than English, with a one-
symbol-one-sound wrltlng system (maklng spelling easier) and a grammar with a
limitad number of rules. Vocabulary even borrows a number of words that are already
shared lnternationally, such as telefono (telephone) and matematiko (mathematics). In
short, Esperanto may well be the answer that second-language learners have been
seeking.

The problem is that it is likely that, before reading this article, you might never have
heard of Esperanto, and you would almost certainly not be alone on that point. The
main criticism of Esperanto is that, despite its lofty ideals, the language never really
caught on among the global population in the way its creator intended. Whether there
was a vested interest in preventing the language from spreading is hard to say. The
key factor is that the language does, in fact, look rather similar to Romance languages
such as French, Spanish or ltalian, at the expense of other popular languages such as
Arabic or Mandarin. As such, the 'international' language is perhaps not international
enough, and may even be considered as maintaining a primarily Western point of
view, something the creator of Esperanto initially set out to mitigate.

As mentioned, Esperanto is what is known as an 'artificial language'. Those involved

with the development of its vocabulary and structures were well aware that the
language they were creating had few ties with languages of the past, and so one
of the basic features of any other language - that of a cultural heritage - can be
considered missing far speakers of Esperanto. However, advocates of Esperanto
would counter this criticism by claiming that ali languages can be considered as
artificial, in the sense that the creators of any language were human. What Esperanto
lacks in culture, it makes up for in efficiency, and as language learners in the busy
modern world are constantly under pressure of time, it is possible that, for sorne, it
is worth developing communicative efficiency at the expense of a certain prestige.
In addition, as Esperanto itself is now a overa century old, one might argue that this
language, too, has built up a history of its own, one shared by the thousands who
speak it and use it as an international means of communication.

Whether we consider the Esperanto experiment a success or failure, one thing is for
certain: an international language should reflect ali aspects of global society, while at
the same time be easy to learn, free from ambiguity, and neutral in terms of ideology.
Crítics of Esperanto claim its failure in each of these aspects, while proponents of the
language assert that it has succeeded in areas where English might have failed. While
there may not be enough global uptake of Esperanto to eventually topple English
from its perch, there is no doubt that it has provoked increased interest in the debate line 56

on language in the shadow of globalisation, and this debate is far from over.

Readlng and Use of Engllsh Part 5 Test 1 Exam practlce 1 27

 · ·rs mok
. . the r,rst paragraph?
rng 111
Ianguag •
e
Efl«t&
· Title Wh
at ao
1
31 Wh et Is the ma in polnt th9 wn ter r e gtob 81
d tOday .
, You about est ti) et·
the
··11 bo an etteo tv 31 Read th e!rt, '11e,•e,,
511 ;n the wo rl • .
s. bu! onn b. usatlon
A Englísh has dlfficult· f~ ture 1 oxtent of glo 11 b , paragraph e 'Who¡
ta 1 16 ' d man ít shOuld e. ,' this QUest· before enOf tk''e
8 Sch ool s tend to e;i,.aggr-ro 'ºn• ª S1y r,,
forw~r ly globalised. '
e Global oornmunloatlon l$ less S!ra8ight easrng 32 Look f, e,;r¡ ¾
Oíll incr º'
a
, suggests so Phras e
D 11\torld culture oontfnu&S t'O b0C to appeals to learners? ':1ªin reaso rneth;ng~1 lh¡¡t
· son whY Esp era n Just on n, rau., s th
Is the niarn rea e of severa¡e, lhilr¡e
ter sug ges t
32 \"lh al doe:s the wri 3 3 The fina¡ re¡¡so Oe1r¡
third Par.agrasem en r¡s_ €
s its pronunci~tfon . pl) ce
A lts speiltng sccurately reflect ·
you find the ªns,,, Shou¡ tne º'
relatively simple. ri •
8 lts 9-rammar and vocabulary are ·
34 ••er ''%
·
Read the
ely spoken . º'
C tt Is beeoming increasingly wid fourth Par.ag 'Who /e
tn
a speclfic culture. 'ªP h
D lt laoks assoclations with ehoosing y our a be~º'e e
h been less successful than question. nswe, 1
ot•·
.•
33 How doe s the writer exp
lain the fact that Esperanto as 3 Remember th
. 5
, question is ask · at the
lnit iaUy hopeen ,~g ª bour tn
r writer's con c¡us,o n
.
ociated with European languages. t
' JUS a POi nt ma de b ' 'ªth erthe
A Esperanto is too closely ass y lhe dr¡
.
more interesting than Esperanto . 36
B Many lea mers find English Try rep/ac,·ng 'it' Write
'
ea .
nese find Esperanto difficult. , ot the opt ions t W ith
C Sp eak ers of Arabic and Chl o se e n
. one makes the e W hicn
moted widely enough.
D Esperanto has not been pro sense. senrence rn0
ke
'

t that Esperanto is now changing?

34 How doe s the writer sugges

artificial.
A lt can no longer be considerad
ure.
B lt is developing its own cult
C lts vocabulary is rapidly
expanding.
O lts prestige is beginning
to increase.

35 The writer concludes tha

t

superior to English .
A Esperanto is in sorne ways
B Esperanto meets ali the crit
eria for an ínternational language.
re tate of Esperanto wíll be.
C it is hard to predict what the futu
ful discussions about language.
D Esperanto has prornpted use

36 What do es 'ít' in fine 56

refer to?

A Esperanto
e uptake
e perch
O English

Follow-up
the Actlon plan?
Dld you tollow ali the steps In

11sh part 5
28 I Test 1 Exam practlce Readlng and Us e of~
 Reading and Use of English Part 6
Task information
• In Part 6, you have to read four short texts on the
• The questions will ask you to say which expert
same topic, and answer four multiple-matching
shares an opinion with or has a different opinion
questions about the texts.
from another of the text(s) .
• The questions require you torea d across the texts • lt is unlikely that there will be one answer for each
in order to find the answers.
of the texts - one of the texts will probably have
• The questions will require you to find opinions in two answers while another has none.
the texts.

Approaching the task

Read the rubrlc carefully, as it will introduce you to the subjec
t of the texts. The
best way to approach the task is to make a note beside each
question of the letters
that could provide the answers to that question. For example,
if the question asks
Whlch expert shares Cs opinion about the quality of the main
actors performance
in the film?, then you would note down A, B, D, as clearly
C cannot be the answer
here. Toen, as you read the texts, you can put a line through
any of the letters that
you are certain do not provide the required answer.

1 Read these questions and note down the letters for possible
answers after
each question.
Which expert
1 shares expert B's interest in the historical aspects of the issue?
2 shares expert /ú opinion on the impact that the type of
course that is
chosen has?
3 holds a different view from expert B on the value of making
more degree
places available?
4 shares expert D's doubts about the financia! benefits of taking
a degree?
2 When you first read the texts, it can be useful to think about CTip! Getting a sense of the main points
how you
would summarise each of the expert's opinions. Read each the expert is making will help you
of the four
texts dealing with the question of the value of doing a univer find the answers more quickly .
sity
degree course (see page 30). Make notes on each text.
CTip! As will often be the case in the
3 Now look at the texts again and choose your answers to the exam , one of the texts is the
questions answer to two of the questions.
in Exercise 1.

4 Check the answers to the task by answering these questi

ons.
1 Which phrases in the text that answers question 1 suggest a
historical approach?
2 How does the writer of the text that answers question 2 make
it clear
that he or she believes that the choice of course is crucially impor
tant?
3 Which sentences give B's opinion on the value of degree course
s, even
in less vocational subjects?
4 Which sentences in the text that answers question 4 expres
s a degree of
scepticism about whether taking a degree is financially worthwhile
?

Readlng and Use of English Part 6 Test 1 Training 1 29

..-==~-"''=",.,:_¡:z.,;;¡¡--;;-~-.,¡¡¡Q:;,:::;;.l:;:.t!<s.S.t::i;¡¡;i:;!:.~= =f r the individual, of doing a de
he value, o .
us was t hat attend mg university 9ree e
i
A . hese days over t "Va ()~
. . of v,ews t he consens h ·tt .
k In the past. t ut this attitu de has s I ed in rece s ill~ \
There is increasmg d1vergence lace. B · hº h nt Ye Qy,
·
· ht into wor b"l·ty P r four years m 19 er educa t· ilrs i
as opposed to going stra1g to gain a 1 ' ~o
hO had the a 11 of spen d",ng three ds in large part on what any 0n · ric\l¡E! t!.,
O Lo

worthwhile for anyone w • cost Parr1 ~~ ·.

1 increas
d"ly in9 . sity depen or specif ¡ ClJl;ir '·1
. d ntage of univer t·cal under standi ng
in part beca use of the stea d theore I e trar¡ eo
h
must be stressed that t_ ~ p
otent1 al a va
ical e.xperie nce, a soun lected course are the key factor s to b sfer;ib1 ~r,
d h quality of t he se ·11 be worth the inv e t;ike e1¡
offers in terms of prov1dmg. pract
· rin e an t. e hether a degree course W1 estrne ~¡ ·
l"lt. ~~
The nature of the chosen discip
· considenng w
account when a school leaver 15
.
mber of institutions in the UK Prov1diri
B . crease in the nu
ble to ~tude nts. As a result~de9r~
Since the 1980s, there has been a~ eno~mo~s '~n the range of courses ~vaila
.
steadily growing d1vers1ty raduat have claimed that th1s has led to a decliriea.far
1
1 as a es. sorne
courses, as we
now g . ,~~..
r: ít remains a fact that gradu ates earn cor¡ s1der
higher proportion of young people are f d ree Howeve , .
and success, figure s show th ab1¡
the quality and the economic va lue o a eg is. no guarantee of wealth . . at it.1
h d gree ious JOb. Th1s gener al tende n s
more than non-graduates. Althoug a her e e prestig cy hold
. h"1 salary anda mor . 5
. . k •th traditionally well-pa,d professions. ~1.:
signifi cantly more hkely to lead to ah 9 obv1 ous lin s wi
. O
even for graduates in subJects that ave n

C b 1. ve that an increase in confid ence and maturitYWas

• · d h ported that they e ,e . Those who select a vocati onal d
Many univers1ty stu ents ave re • h"gher educat1on. egree su h
m 1 . d risingl y focus more on th . , e as
their main gain from the years.they spent . . 1·nvanably an unsurp e 1mport
. . anee e'
veterinary science or aeronautical engineenng, • 1 ºd f univers1.ty life t ends to be appre c,ated by st
O . . udents ,,
the knowledge and skills they acquired. The sociad si estudents claim to have had msuff1c1ent leisure t .
•
. . . I . o en¡01
all disciplines, although medica 1, engineenng an aw .
. aspect of t he expen.ence. Wh"le the most advanced profess1onal sk1lls. proba bly need to be learnt inah'1gf,.
t h 1s 1 nd
education institute, improv ed confid ence can be achieved equally effect,vely ª proba bly more rapidlywhii:,
th ive prero gative of university studenu
salaried employment, andan e.xciting social lite is similarly not e exclus

D
contin gent of stud e nts is that it is
The problem with providing university education toan increasingly large
of caree r oppo rtun it ies that will
unrealistic in the way that it raises young people's expectations of the kinds
fo r those who bel ieve - usuallyright:
open up for them. There simply are not enough graduate posts available
ion they face is d ishea rtening, as istrE
- that they are qualified to take on such a role. The size of the competit
in unem ploye d or take on a job
inevitable disappointm ent experienced by young gradua tes who either rema
. Were they to have gone straight ir::
that could be done equally well by someone who has only just left school
spend ing mone y on fees, and they
employment at the age of 16, t hey would have been earning rather than
e job.
would probably be better a ble to tolerate the humdrum aspects of a routin

30 1 Test 1 Tralnlng f Engtish P

Reading and Use 0
 Test 1 Exam practice Reading and Use of English Part 6
Actlon plan
1 Rea.d the introduction to the texts, noticing the 6 Go back to each of the relevant texts and
topIc.
think about whether it is the answer or not. lf
2 Read the questions to get an idea of what you not, puta line through that letter next to the
are looking out for. question. lf you are not sure, put a question
3 Read each of the texts, thinking about the mark next to that letter.
writer's opinions as you do so. 7 Befare finally choosing your answer, check that
4 Read each question carefully and underline any you have been focusing on the correct attitude,
key words or phrases in it. for example a shared opinion rather than a
differing opinion.
5 Write the letters of the texts that might provide
1 the answer next to the question.
\
~ --=--..~---"""''--'••- ,.. .

Follow the exam instructions, uslng the advlce to help you.

You are going toread four reviews of a work of art on show at the Museum of Modern Art PS1 (MoMA PS1)
in New York. For questions 37-40, choose from the reviews A-D. The reviews may be chosen more than
once.
Mark your answers on the separate answer sheet.

Review of a work of art

A
Olafur Eliasson's installation at the Museum of Modern Art PS1 in New York, Your Waste of Time, consists of broken
chunks of lceland's Vatnajokull, Europe's largest glacier. The museum had to turn one of their main galleries into a walk-in
freezer to be able to display them, a costly exercise but one that is justifiable in terms of its powerful impact. According to
the museum, the pieces of ice chosen for the project are about 800 years old. That sounds about right to Ted Scambos,
lead scientist at the National Snow and Ice Data Center. Scambos speculates that the ice carne from the 'Little Ice
Age', the period between the 16th and 19th centuries during which glaciers grew larger than they ever have since - and
advanced quickly. 'These glaciers bear testimony to our history - being suspended and frozen for thousands of years -
and now they are melting away, as if our whole history is fading,' said Eliasson. Stunning to look at, sad message.

B
Deep in the basement of MoMA PS1 , there's a freezing cold room. This contains a number of large chunks of bluish-
white ice brought together by the controversia! artist Olafur Eliasson. The installation is called Your Waste of Time and
its lesson would appear to be that global warming is having a devastating impact on our world. But that's hardly news.
lronically, the piece is itself contributing not inconsiderably to the problem, as an extraordinary amount of electricity is
required to stop the installation from melting over the floor of the basement gallery. lt's a curious piece with a carbon
footprint that seems hard to justify on artistic grounds. lt lacks beauty, and the skills involved in the installation's creation
would seem to be less those of the artist whose name is on the gallery wall than of the technical staff who transported
the ice blocks from the Arctic to New York. Are they in fact the people who have been wasting their time?

See next page

Test 1 Exam practice 1 31

Reading and Use of Engllsh Part 6
e ses and con
sequ ence s of glob al warm ing
.
n, y.
• Parr
'ClJIS/1 y ¡,.1
l
the cau . ,oduced hiS lates! installatio our VII
More and more artists are beginning to tackl.e Olafur E11asson p .
. glaciers) maY have cont nbut ecJ to th aste
• ~ r~ o,
~
st
retreatmg pola r ice caps . Thus, when the art' ving nurnerous
e,. for habut at the sarne ¡;me e1egantly craft ed exposé on tne d• ••t\~)¡, \
lcelandic background (notable, of couis. . . .
al"\g •ta" (l¡ ,.·\
, . h·rn for the insta llatio n rtsel f, cons t t\Jct
conveyed by this thou ght-p rovo king, mfunattn9k ound wrth I o¡ •
. . the exhi bitio n, at a cost ot' arglJ Se! l.Jir'Og 1 !,
extm.ct,on . He even brou ght sorne of that bac. tgr
the dura
.
tion of
. eeded to main tain such an icy ternperatably, ""' IJk, . ~.\
~
ing or '\
glac,al .ice whic h mus t be kept below .freez t the power n 0
, co 11 LJre fo rt 'll~ t:,,
man ner of this insta llatio ns
lceland1c
. back
. grou nd in years to come ,n terms
O .
the ironY of th e 'º , .
Struct· lir,. ·¡
espit e Ehasson's positive environmental mess
age, ~ol •.
D nis \....
on the observer.
. . ·nst the sand s of time , a froze n stat e t
.
o .
t ( worst) effor ts the reall ty of the ·
s anding firrr,
The · ·very not,on ot a glacier is
an unrnov1ng edifice agai
one of
fiu,d1ty and pace of the modem world. Yet, through
our bes or·nning to featu're in the art of th irnpa
0
c¡ f 91obag,
a1w¾ •
'h
now
rf b ·
regula· Y eg, 11 b th d Wh 1·1 · ose Who0 I'ive i
e last remn ants of the ancie nt world is
on thes
er Y e ay. ·n he18 his Portf0¡¡ cantan·th,,~c-·;
e 1s getting sma
of such edifices, a shadow that Eliasson is surely awar · · b' t h n rega rd 1 '

phs and other works focused on this appealing 1cy su ¡ec ' w e
· h' · t 11 t' at t
9 new installat,on 'º'••··
. \, '1',
0 photogra ,' '
f ·
ice used
. 1n I is ,ns a a ion emperatures below fre • •oo,
.1 1,,.,
rme,. 1t then begs the question that if preserving !he 11 .
0 f T, r need ed to pres erve his insta at1 on e2: rigfOr¡,,\
not of the utmo st irony, then how does he reconc1le the powe
.
wee ks . Is . Ca~
,,,'
Who se time has been was ted here ? at th,
envir onrnental herilage?
preserv1ng h1s own cultural and

Which reviewer
· that Your Waste of Trme is
shares reviewer A's vrew
visually [i [J 14:fflti)
37 Which word
attractive? synonyms for , s cou/d be

~hares reviewer D's interest in reflecting on

the title of the [i ll attra ctive ' ? v1sua11y

38 Wha t is the 5
rnstallation? in rallation
calle d?
has the same
. · ·on as reviewer D abou t the attraction
op,rn
thªt glac,ers possess for artists?
~ 39 First checJ..
reviewer D exawy ivha1 ,
a say~ about the

~
· from the other reviewers on the
has.a different op·,rnon ppea l of glac,c,s '~r SUbje<:¡
m t
n? a ter for the <1rtist.
env,ronmental contradictions of the installatio
40 Whal exactly ,s t11e
environme nwl contrad1cuonG1
Follow-up the fnsta/la tion?
Actlo n plan?
Is there anyt hing you wou 1d now like to add to or mod lfy in the

pa~¡
32 1 Test 1 Exam practlce j
Read lng and Use of Engllsh
Test 1 Training Readlng and Use of English Part 7

Task informatlon
• Part 7 consist s of one long text w ith six gaps
numbered 41-46.
• Six paragraphs have been removed from the text
and placed after it in random order. There is also a
seventh paragraph that does not fit in the text at
all. These paragraphs are labelled A-G.
• You have to decide which of the paragraphs A-G
fits in each of the six gaps in the text.
• The text has a title, and there is often also sorne
general information about the content of the text
under the title.
• The task checks your understanding of the overall
structure of the text and the way in which it
develops its ideas.

Useful language: working with reference clues

1 Look at this text, which has sorne missing paragraphs. Underline any words both before and
after the gap that might help you find what is missing.

Trees and the urban environment

Who doesn't like trees? Nobody. Everybody
likes trees. But sorne people really, really like
trees. The staff of an organisation in the UK
called The Woodland Trust, for example.
1
1 1
How can this possibly be? Well, unexpected
heatwaves can cause serious health problems,
the argument goes, and cities get hotter
than rural areas, because buildings retain
warmth. But trees have the opposite effect:
while shade from their branches cools people
under them, evaporation from their leaves
cools the air around them. Researchers at
the UK's Manchester University estimate that
increasing the city's green spaces by ten per
cent could bring the city's temperature down
by several degrees. Which might not have the
residents of Manchester cheering now, but
once global warming kicks in, they might be a
bit more grateful.
2
For example, The Woodland Trust goes on
to argue, albeit in a tone more hopeful
than forceful, 'there is strong evidence' that
green spaces 'promote inward investment
by creating a more attractive environment
for businesses and their staff'. True or not,
greenery is certainly good .for city birds and
· animals.
Given such striking benefits, the trust's
report concludes that 'it is vital that the
government sets targets for new woodland'.
Really, though? lt seems unlikely to become a
government priority in these straitened times,
whatever the long-term financia! benefits.
AII the same, just reading about sitting in the
cool shade under a leafy tree seems to be
having a positive effect on my mental health.
Stature and beauty alone can be enough to
doit.

Readlng and Use of Engllsh Part 7 Test 1 Training 1 33

...._ _.::.::::.;::;;;;:,:.::::::::;;;;.¡.;:;;;~¡¡¡¡¡;.:..;~" ",'.~Wtiat

2 Thlnk about each of the gaps

toplc of the text that flil 5 th e gap?
In Exercise 1.
~~;IS :::;,
111<e y~t;obethe

. 1. underllne the
ÍTiñ! Connecti
~
~
ng,..,,
• Exercise h moreove oras
h flll the gaps in her parts of t e r and . Q¡
3 Now look at options A-D whic you Work in CQ tl!-,
hlch connect it to ot
phrases In each of these optlons w
ate were fit togeth ºut ho\v i~~\
nd whY• HoW accur er. " li: 1, ,

text. Then decide which optton fits wtiere a ~'\

your predictlons In Exerclse 2? C_Tip! Words like th .
mi ht be pleased to know t~at etc. that ref ey, so ..
er · lfl
A Before that happens, however, th ey 9 d by its plant life, which text Will al to ºth ~~-~
so ProVid i:r ~,-:',
the city's rainfall is being quietly manage h t tree cover in cities i: \J~ ~,
reduces water run-off: research ·ind',catest a '-~f ~
. management issues . '~.
reduces the cost of drainage and ºth er water
And there are other economic advantages, too.

. . b. h ky AII but 284 of

B Bes,des, sorne of the report's cla1ms are a 1t s a ·
those who died in the most recent heatwave were over 75; trees
would not have saved most of them for long. And, with press
accounts of aggressive foxes venturing into cities, maybe being
kind to urban wildlife isn't as valued as it might be.

e Business covered, the report turns back to health issues. Poor air
quality shortens 24,000 lives ayear; trees absorb the filth . Without
green spaces to walk in, city people get fat, lazy and stressed·
trees ~elp with that, too. There are reports that link greenery with
~educ,~g blood pressure, raising self-esteem and even controlling
ehavioural problems in children.

D 'We need more native trees and

Trust's report Greenin the C woo ds .in urban areas, ' insists the
aside, trees have a g_ . oncrete Jungle. Stature and beauty
h . pos1t1ve effect on h • 1
t ey bnng financia! be t· .. p ys1ca and mental health
are ne its to the c1t1es wh h
good for urban wildlife. The ere t ey grow and they,
Ycan even save lives, possib ly.

34 1 . . • "'
Test 1 Tralnlng