rest 1 answer key

Reading and Use of English

Answer key

part 1
18 2A 3B 4D SB 6C 7A SC
g with extra
explanations in
Resource bank

part 2
g from 10 there 11 being 12 as 13 on 14 of
15 few 16 to

Part 3
17 amusement 18 underground 19 accidentally 20 anxiety
21 shortage 22 relief 23 researchers 24 exploration

Part 4
25 so ABSORBED \ by/in (reading)
26 IF (only) we \ 'd/had left
27 is/'s /will be/'11 be CAPABLE of I solving
28 as/so LONG as \ you take
29 was not/wasn't WILLING\ to help
30 was DETERMINED I she would go/she'd go/to go

Part 5
31 D 32 C 33 A 34 B 35 D 36 C

Part 6
37 F 38 C 39 G 40 B 41 E 42 A

Part 7
43 C 44 B 45 D 46 A 47 C 48 D 49 C 50 B 51 D 52 A

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Test 1 answer key

Listening
Answer key

Part 1
1 A 2 B 3 B 4A 5A 6A 7C SA ll with extra
explanations in
Resource bank

Part 2
9 animation 10 physics 11 round 12 crocodile
13 drawings 14 visitors 15 sound(s) 16 dinosaur
17 football stadium 18 dimensions

Part3
19 E 20 D 21 H 22C 238

Part4
24 8 25C 268 27 A 28C 29A 308

Audioscript Test One.

I am going to give you the instructions for this test. I shall introduce each part of the
test and give you time to look at the questions. At the start of each piece you will hear
this sound: ·
tone
You will hear each piece twice.
Remember, while you are listening, write your answers on the question paper. You will
have five minutes at the end of the test to copy your answers onto the separate answer
sheet.
There will now be a pause. Please ask any questions now, because you must not speak
during the test.
[pause]
Now open your question paper and look at Part One.
[pause]

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 Test 1 answer key

You will hear people talking in eight different situations. For questions 1 to B, choose
pAFIT 1 the best answer (A, B or CJ.
You hear two students discussing some research into the behaviour of fish.
auestion 1
[pause]
tone
Boy: What are you reading, Josie?
Girl: An article about some new research. Apparently, some scientists decided to try and
find out if fish could recognise different people's faces.
Boy: That's a funny topic to choose! Surely fish can't do that!
Girl: Oh, I dunno. I've always felt my goldfish can tell the difference between me and my
brother.
Boy: That sounds unlikely. But what did the researchers actually discover?
Girl: Well, they claim to have found that the fish learnt to identify specific faces of the
people who fed them. But don't ask me how they went about proving that - it sounded
very complicated. And, I'm not entirely sure whether it's a serious bit of work or not.
[pause]
tone
[The recording is repeated.]
[pause]
Question 2 You hear a boy telling his friend about an important football match he will play in soon.
[pause]
tone
Girl: It's your big match next week, isn't it?
Boy: Yeah - and I'm not looking forward to it. The other team's really strong. And to be
honest, I hate playing in midfield.
Girl: But you did well in your last match.
Boy: I'm better as a striker, though. I might see if the coach would swap me.
Girl: It's too close to the match now. You could always ask him to fit in more training this
week.
Boy: I don't think there's any choice, is there? I'll do that. I was going to suggest that James
in our class could play - he's brilliant - he doesn't think he can it make though.
[pause]
tone
[The recording is repeated.]
[pause]

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Test 1 answer key

Question 3 You hear two friends talking about a rock band.

[pause]
tone
Boy: Have you heard about that band, The Comets? Apparently they've split up.

Girl: People are saying online that they all disagree about what musical direction to take -
some want to do heavy rock, others prefer pop stuff.
Boy: They're just rumours and gossip, if you ask me. There are some strong personalities in
the band, though. They were bound to fall out eventually. -
Girl: Well, that's what seems to happen with most bands, isn't it?
Boy: Just overdoing it might be a factor, you know. They probably burnt themselves out.
Girl: I suppose that is a reason why many bands split. Look at the facts, though - they've
only done two concerts in the last year.
[pause]
tone
[The recording is repeated.]
[pause]
Question 4 You hear a teacher talking to his class after a discussion on space exploration.
[pause]
tone
Man: During the class discussion we had today many of you expressed the opinion that
space exploration is a huge waste of money. You put forward the argument that we
can't afford it when we have so many problems on Earth that need tackling first. That
makes sense on the face of it and you certainly had a good discussion. But of course
one of the problems we're likely to have one day is lack of resources - particularly
minerals. On other planets in the solar system we might be able to locate and extract
such minerals. Therefore all the money spent now may well turn out to be worthwhile
in the long run.
[pause]
tone
[The recording is repeated.]
[pause]

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 Test 1 answer key

Question 5 You hear two friends talking about a riverboat trip they've been on.
(pause]
tone
Girl: Did you enjoy the boat trip?
Boy: Yeah. It was great to see the city from the river, wasn't it?
Girl: I've done that trip once before and the buildings are pretty amazing - no more than
when you're looking at them from the bank, though really. What I didn't get last time
was an explanation of what I was looking at - I appreciated that.
Boy: Normally I'm not a fan of commentaries over loud speakers but it added something to
the trip.
Girl: And then having music played as we travelled down the river at night made it really
cool.
Boy: It was a fantastic evening anyway, so that didn't really make any difference to me.
[pause]
tone
[The recording is repeated.]
[pause)
Question 6 You hear a boy talking about working as a volunteer in a nature reserve.
[pause]
tone
Boy: Last summer I worked as a volunteer in a nature reserve. I'd often been there when I
was younger and was keen to let everyone see what I'd learnt about the place. I didn't
know what to expect, but obviously I never thought we'd be given a whole list of easy
options. And I was right. I was given some gardening jobs - not really my thing as I've
always thought of gardening as pretty dull and for old people. It turned out, though,
that I actually managed to make a difference to the place and it was cool just standing
back and having a look at what I'd done.
[pause]
tone
[The recording is repeated.]
[pause]

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Test 1 answer key

ona l Ice Cre am Mon th in the USA.

Question 7 You hea r a radio new s item abo ut Nati
[pause]
tone
then
So muc h so that in 1984 the cou ntry 's
Woman: Ice cream is the USA's favourite dessert. month
m Mon th', and the third Sun day of that
president made July 'National Ice Crea of
are sup pos ed to celebrate by eating lots
'National Ice Cream Day'. All Americans plen ty of low-
the calories involved, there are
ice cream. If they're concerned abo ut is
a leading US ice cream manufacturer
calorie ice creams available. And this year can
ur to its repertoire each wee k. People
marking the month by adding a new flavo pos t
ng a set of five stam ps prod uce d by the
also celebrate the occasion by purchasi
ice cream on it.
office, each with a picture of a different
[pause]
tone
[The recording is repeated.]
[pause]
proj ect she did at sch ool.
Question 8 You hea r a girl talking abo ut a scie nce
[pause]
tone
to
groups to do a proj ect - our grou p had
Girl: Last term our science teacher put us into way s
er things. We spe nt ages wor king out
look at how people learn and rememb wha t
in other grou ps were keen to find out
to test different learning styles. Students t by
myself. My results sho wed I learnt bes
sort of learners they were - then I tested I've nev er bee n
g to write anything dow n.
listening to information first without tryin did seem to
out in my Spanish classes and it
any good at languages - so I tried that
to learning thin gs in a new way.
work! Although it did take time to get used
[pause]
tone
[The recording is repeated.]
[pause]
That is the end of Part One.
Now turn to Part Two.
[pause]

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 Test 1 answer key

You wlll h~ar a ?7~n called Ben Gardener talking about his job, making large models
p,A~'f 2 from plastic bu,ldmg blocks. For questions 9 to 18, complete the sentences with a
word or short phrase.
You now have forty-five seconds to look at Part Two.
[pause]
tone
Hi! I'~ Be~ ~arde~er, here to tell you about my unusual jobl You may have played with
plastic building bricks when you were younger? Well, I now use bricks just like those
to make models for a special theme park. People go there to see the models as well
as to go on the rides. '
How did I get this job? Well, I'd already had several jobs in theme parks. I'd worked in
plumbing, repairing things like the fountains and water slides there. And I'd also had
a job as an engineer, where I worked in animation - getting large models to move and
look lifelike.
To get work like mine, it's also important to have qualifications in certain subjects, like
design to help with the model building itself, and art, for creative ideas to make more
interesting new rides. My degree in physics has helped me understand important
things like speed on the rides and the forces involved.
When I applied to work at the theme park, I attended a selection day. I had to
demonstrate I could make models from plastic bricks. They're obviously square or
rectangular. I had no problem building trucks, robots - objects like that, even star
shapes weren't too tricky. One task, though, was to produce something round - a
head, or the moon - something like that. It was tough!
Later we had to make a more complex model that we'd planned beforehand. We'd
been shown things that had been done before - a house with furniture, and one I
thought was great - a racing car complete with driver. I decided on a crocodile, which
they must have liked because it got me the job! I was more impressed by someone
who'd built a giraffe. Spectacular!
Now I'm actually doing the job, I've found the design stage is very important. I'm
always at my desk, which is covered with pieces of graph paper, for making plans
of models, and loads of pencils, all different thicknesses. And then my drawings -
nothing's more important than those, cos obviously they form the basis of the design.
I also have several cameras to take photos I need for background information.
The plastic bricks I use to make my models all clip together by themselves, but I use
glue as well, to actually stick the bricks into place. They're permanently outside so
they're designed not to be affected by the weather. But they do get a lot of handling
by visitors, so it's really vital to do this if the models are going to stay in one piece!
Recently I've been asked to use the experience I'd gained working at other theme
parks to design models which move. I work with the team that's doing the installation
of a new model. That means I sort out things like the electrical controls, how to use
lighting effectively for atmosphere, and I create the sounds the model will make -
that's the most thrilling bit for me - just experimenting.
Some models I've made have problems. I remember one of a horse, which took six of
us to put into position. And another of a dinosaur w?s ~ricky-_it was already ~uilt, but
had to be made safe by tightening screws from the inside - a 10b that I was given. And
I've had positive comments about the model of a whale I made - mainly about the size
of it!

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Test 1 answer key
t of br ic ks , like
el bu ild in gs no w - all m ad e ou
? Well, I'm in to m od castle, wh ic h
And new projects cu la rly pr ou d of - a m od el
tower. And one I'm
pa rti iu m , including
an incredibly tall as ke d to m ak e a fo ot ba ll st ad
been
realistic. I've no w co ul d be qu ite pr
ob le m at ic !
people say is very t st an ds - th at
and refreshmen of th e real
changing rooms I ne ed to see an ex am pl e
a bu ild in g, p /acEt__
Anyway, whenev
er I'm working on te id ea of th e di m en si on s of th e
an accura al so ge t th e
ternet, bu t I need while I'm there, I
thing. I use the in at is vis it it. An d
ct s of m y
ble way to get th e details - all as pe
and the only relia e pl ac e, an d se e th
atmosphere of th
impression of the
design.
ns?
So ... any questio
[pause] .
Part Two again.
Now you will hear
tone
repeated.]
(The recording is
(pause]
rt Two.
That is the end of Pa
ree.
Now turn to Part Th
[pause]

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 Test 1 answer key

PART3 You will hear five short extracts in which teenagers are talking about their experience
of speaking in public. For questions 19 to 23, choose from the list (A to H) what each
speaker felt about the experience. Use the letters only once. There are three extra
letters which you do not need to use.
You now have thirty seconds to look at Part Three.
[pause]
tone
Speaker 1
In my geography class we spent a week giving class presentations. Unfortunately I
hadn't checked what topics other people were doing as we were supposed to. Then
one of my classmates did virtually the same presentation I was going to do - I'd spent
a long time preparing it and was very pleased I'd got it all done in time. Now I had
no choice but to talk about something else and felt a bit uncomfortable having to
explain to my teacher what had happened. Some presentations were quite impressive.
It motivated me to do my best, even though I did the second one without any
preparation. Anyway, people were quite complimentary, which was something.
[pause]
Speaker 2
I was a member of the school debating society and we entered a competition against
some other schools. When my turn came to speak I know I must've sounded and
looked very nervous, but it was the same for everyone, I guess. Anyway, I'm glad to
say I got through it without slipping up or forgetting key facts. I really felt I could've
done more thorough research, even though I spent ages on it. My sister had tried to
be helpful because she'd done a similar project last year, so I couldn't really tell her
I was managing okay without her. Anyway, the main thing was my school won the
competition!
[pause]
Speaker3
I gave a short speech in front of the whole school at our annual prize day. I'd expected
to be nervous and sure enough I was, despite all the encouragement from my class
teacher. I didn't actually take any of the advice I was offered. I was too busy endlessly
rehearsing in front of the mirror. I just thought that repeating it would pay off. Oh
well, my pretty average performance was quickly forgotten as it turned out. Nobody
commented on it at all, in fact, because one of the teachers made a brilliant speech
straight after me and that's all anyone talked about, and fair enough - it was very
funny.
[pause]
Speaker4
I was interviewed live on lV about playing football , because I'd just won an award. I
was given plenty of time to think carefully about what I was going to say and make
some notes, but it still wasn't enough. The interviewer ran through the questions with
me in advance. I just switched off though so that wasn't helpful. I was just in a panic
and wasn't able to calm down - it was a shame and I was cross with myself because
I've always wanted to be on lV. Friends and relatives were really nice afterwards,
saying I came across well but I didn't listen - I know it wasn't true.
[pause]

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Test 1 answer key

Speakers
[pause]
We had a class discussion last week. I've got some very clever, confident classmat
and I felt I had to make a reasonable contribution. It wasn't a formal debate so I trie~S,
talking without notes, but it was difficult to avoid getting things wrong doing that. It
was only my class so I shouldn't have felt nervous- I still did though when it came
to it. And I found I didn't need all the research I'd done, but still thought it was an
achievement to have covered as much as I did. Our teacher is usually very helpfui _
giving us notes and things. This time he left us to cope on our own though.
[pause]
Now you will hear Part Three again.
tone
[The recording is repeated.)
[pause)
That is the end of Part Three.
Now turn to Part Four.
[pause)

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 Test 1 answer key

PART4 You will hear an interview with a student called Laura Benson, who is talking about her
experience of studying caterpillars and other insects in a rainforest in Central America.
For questions 24 to 30, choose the best answer (A, B or C).
You now have one minute to look at Part Four.
[pause]
tone
Interviewer: Laura Benson and nine other students recently spent three weeks in a rainforest in
Costa Rica in Central America. They were there to help some scientists carry out a
study of insects. Laura have you ever been anywhere like that before?
Laura: We have forests in Scotland where I'm from, so I had an idea what being surrounded
by trees was like - there are so many incredible shades of green. In Scotland, though,
forests are peaceful places, whereas in Costa Rica they're totally the opposite - full of
insects, parrots and other wildlife all calling out to each other. That's what really struck
me when I got there. It was over thirty degrees centigrade and extremely humid, but I
knew Costa Rica was tropical.
Interviewer: As I understand it, the scientists were studying varieties of butterflies and the
caterpillars that turn into those butterflies. Were you involved in collecting caterpillars
for them?
Laura: Yes. There are hundreds of different kinds of caterpillars there - thin, fat, smooth, hairy
... some look like the leaves around them. The scientists knew exactly where to find
them - they'd spot half-eaten leaves and the caterpillars would be there. I didn't have
those skills, though. I had to crawl around searching under plants. I used a special
scoop tool to pick caterpillars up - that was to avoid damaging them rather than any
fear of touching insects.
Interviewer: Did you help the scientists in other ways?
Laura: Yes. I helped a Mexican biologist called Ana. She was researching various caterpillars,
from tiny ones, to some huge ones the size of your finger. They'd be on a leaf eating it
- you know, having dinner - and she'd push them with a stick to see how they'd react.
The idea was to find out what methods of self-protection they have. Many would
suddenly drop off the leaf and disappear, for example.
Interviewer: I believe you were asked to take photographs of caterpillars.
Laura: Yes. That was fun. When they heard I was into photography, two of the scientists
asked me to help. They'd found some rare caterpillars, which had only ever been seen
in Colombia before, and they wanted to see what kind of butterflies these species
would turn into. For their research, they wanted pictures of the caterpillars in different
positions - curled up, stretched out, crawling across leaves, munching away at
something. It was very interesting.
Interviewer: You must've learned a lot about caterpillars.
Laura: Yes, although the researchers said they still don't know much about caterpillars - and
we need to know more. Some species cause major problems for farmers. In Costa
Rica, for example, where they grow lots of fruit, caterpillars often invade and destroy
it. The more scientists discover, the better they will be at preventing that happening.
What's even more crucial, though, is that caterpillars are food for other animals like
birds and bats. Also, butterflies. which caterpillars turn into, help plants produce fruit.

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Test 1 answer key

Interviewer: Did you travel around the jungle much?

Laura: We went on a few trips. I'll never forget one long hike. There was a storm and
everything got incredibly muddy, and our guide kept warning us about poisonous
snakes. I'm usually pretty calm, but when I got attacked by some mosquitoes and
then fell over in a stream, I got very upset and said I wanted to give up. We kept going,
though. I can see I was being rather ridiculous and I wish I hadn't reacted in that wey,_
I suppose you can learn from experiences like that, and I'd probably cope better if I
ever had that sort of adventure again.
Interviewer: Has your time in Costa Rica affected your ideas about what you'll do in the future?
Laura: Well, I was really lucky to travel to such an amazing place. I don't know if I'll ever get
the chance to go somewhere like that again, but it's changed me. I used to think of
insects like caterpillars as just annoying really, but now I can see how important they
are in nature and how they need to be respected. And watching the researchers there
made me realise that a university degree in biology is something that'd suit me when I
finish school.
Interviewer: Thank you Laura. That was very interesting.
[pause]
Now you will hear Part Four again.
tone
[The recording is repeated.]
[pause]
That is the end of Part Four.
There will now be a pause of five minutes for you to copy your answers onto the
separate answer sheet. Be sure to follow the numbering of all the questions. I shall
remind you when there is one minute left, so that you are sure to finish in time.
[pause - four minutes]
You have one more minute left.
[pause - one minute]
That is the end of the test. Please stop now. Your supervisor will now collect all the
question papers and answer sheets.

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