Cambridge 19 Text

Test 1
Questions
READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1—13, which are based on
Reading Passage 1 below.
How tennis rackets have changed

In 2016, the British professional tennis player Andy Mt11Tay was ranked as the world's number
one. It was an incredible achievement by any standard — made even more remarkable by the
fact that he did this during a period considered to be one of the strongest in the sport's history,
competing against the likes of Rafael Nadal, Roger Federer and Novak Djokovic, to name just a
few. Yet five years previously, he had been regarded as a talented outsider who entered but never
won the major toumaments.
Of the changes that account for this transformation, one was visible and widely publicised: in
201 1, Murray invited former number one player Ivan Lendl onto his coaching team — a
valuable addition that had a visible impact on the player's playing style. Another change was so
subtle as to pass more or less unnoticed. Like many players, Murray has long preferred a racket
that consists of two types of string: one for the mains (verticals) and another for the crosses
(horizontals). While he continued to use natural string in the crosses, in 2012 he switched to a
synthetic string for the mains. A small change, perhaps, but its importance should not be
underestimated.
The modification that Murray made is just one of a number of options available to players
looking to tweak their rackets in order to improve their games. 'Touring professionals have their
rackets customised to their specific needs,' says Colin Triplow, a UK-based professional racket
stringer. 'It's a highly important part of performance maximisation. ' Consequently, the specific
rackets used by the world's elite are not actually readily available to the public; rather, each
racket is individually made to suit the player who uses it. Take the US professional tennis
players Mike and Bob Blyan, for example: 'We're vety particular with our racket specifications,'
they say. 'All our rackets are sent from our manufacturer to Tampa, Florida, where our frames go
through a . . . thorough customisation process. ' They explain how they have adjusted not only
racket length, but even experimented with different kinds of paint. The rackets they use now
weigh more than the average model and also have a denser string pattern (i.e. more crosses and
mains).
The primary reason for these modifications is simple: as the line between winning and losing
becomes thinner and thinner, even these slight changes become more and more important. As a
result, players and their teams are becoming increasingly creative with the modifications to their
rackets as they look to maximise their competitive advantage.
Test 1
2
Reading
Racket modifications mainly date back to the 1970s, when the amateur German tennis player
Werner Fischer started playing with the so-called spaghetti-strung racket. It created a string bed
that generated so much topspin that it was quickly banned by the International Tennis Federation.
However, within a decade or two, racket modification became a regularity. Today it is, in many
ways, an aspect of the game that is equal in significance to nutrition or training.
Modifications can be divided into two categories: those to the string bed and those to the racket
frame. The former is far more common than the latter: the choice of the strings and the tension
with which they are installed is something that nearly all professional players experiment with.
They will continually change it depending on various factors including the court surface, climatic
conditions, and game styles. Some will even change it depending on how they feel at the time.
At one time, all tennis rackets were strung with natural gut made from the outer layer of sheep or
cow intestines. This all changed in the early 1990s with the development of synthetic strings that
were cheaper and more durable. They are made from three materials: nylon (relatively durable
and affordable), Kevlar (too stiff to be used alone) or co-polyester (polyester combined with
additives that enhance its performance). Even so, many professional players continue to use a
'hybrid set-up', where a combination of both synthetic and natural strings are used.
Of the synthetics, co-polyester is by far the most widely used. It's a perfect fit for the style of
tennis now played, where players tend to battle it out from the back of the court rather than
coming to the net. Studies indicate that the average spin from a co-polyester string is 25% greater
than that from natural string or other synthetics. In a sense, the development of co-polyester
strings has revolutionised the game.
However, many players go beyond these basic adjustments to the strings and make changes
to the racket frame itself. For example, much of the serving power of US professional
player Pete Sampras was attributed to the addition of four to five lead weights onto his
rackets, and today many professionals have the weight adjusted during the manufacturing
process.
Other changes to the frame involve the handle. Players have individual preferences for the
shape of the handle and some will have the handle of one racket moulded onto the frame of a
different racket. Other players make different changes. The professional Portuguese player
Gongalo Oliveira replaced the original grips of his rackets with something thinner because
they had previously felt uncomfortable to hold.
Racket customisation and modification have pushed the standards of the game to greater levels
that few could have anticipated in the days of natural strings and heavy, wooden frames, and it's
exciting to see what further developments there will be in the future.
Questions 1—7
Do the following statements agree with the information given in Reading Passage 1?
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Test 1
In boxes 1—7 on your answer sheet, 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
1 People had expected Andy Murray to become the world's top tennis player for at
least five years before 2016.
2 The change that Andy Murray made to his rackets attracted a lot of attention.
3 Most of the world's top players take a professional racket stringer on tour with
them.
4 Mike and Bob Bryan use rackets that are light in comparison to the majority of
rackets.
5 Werner Fischer played with a spaghetti-strung racket that he designed himself.
6 The weather can affect how professional players adjust the strings on their rackets.
7 It was believed that the change Pete Sampras made to his rackets
contributed to his strong serve.
Questions 8—13
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer. Write
your answers in boxes 8—13 on your answer sheet.
4
Reading
The tennis racket and how it has changed

Mike and Bob Bryan made changes to the types of 8 used on
their racket frames.
Players were not allowed to use the spaghetti-strung racket because of the
amount of 9 .. it created.
Changes to rackets can be regarded as being as important as players' diets or
the 10 . they do.
All rackets used to have natural strings made from the 11
of animals.
Pete Sampras had metal 12 . . put into the frames
of his rackets.
Gonqalo Oliveira changed the 13 on his racket handles.
READING PASSAGE 2
The pirates of the ancient Mediterranean

In the first and second millennia BCE, pirates sailed
around the Mediterranean, attacking ships and avoiding
pursuers
A When one mentions pirates, an image springs to most people's minds of a crew of misfits,
daredevils and adventurers in command of a tall sailing ship in the Caribbean Sea. Yet
from the first to the third millennium BCE, thousands of years before these swashbucklers
began spreading fear across the Caribbean, pirates prowled the Mediterranean, raiding
merchant ships and threatening vital trade routes. However, despite all efforts and the
might of various ancient states, piracy could not be stopped. The situation remained
unchanged for thousands of years. Only when the pirates directly threatened the interests
of ancient Rome did the Roman Republic organise a massive fleet to eliminate piracy.
Under the command of the Roman general Pompey, Rome eradicated piracy, transforming
the Mediterranean into 'Mare Nostrtnn ' (Our Sea).
B Although piracy in the Mediterranean is first recorded in ancient Egypt during the reign of
Pharaoh Amenhotep Ill (c 1390—1353 BCE), it is reasonable to assume it predated this
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Test 1
powerful civilisation. This is partly due to the great importance the Mediterranean held at
this time, and partly due to its geography. While the Mediterranean region is
predominantly fertile, some parts are rugged and hilly, even mountainous. In the ancient
times, the inhabitants of these areas relied heavily on marine resources, including fish and
salt. Most had their own boats, possessed good seafaring skills, and unsurpassed
knowledge of the local coastline and sailing routes. Thus, it is not surprising that during
hardships, these men turned to piracy. Geography itself further benefited the pirates, with
the numerous coves along the coast providing places for them to hide their boats and strike
undetected. Before the invention of ocean-going caravels in the 15th century, ships could
not easily cross long distances over open water. Thus, in the ancient world most were
restricted to a few wellknown navigable routes that followed the coastline. Caught in a
trap, a slow merchant ship laden with goods had no other option but to surrender. In
addition, knowledge of the local area helped the pirates to avoid retaliation once a state
fleet arrived.
C One should also add that it was not unknown in the first and second millennia BCE for
governments to resort to pirates' services, especially during wartime, employing their skills
and numbers against their opponents. A pirate fleet would serve in the first wave of attack,
preparing the way for the navy. Some of the regions were known for providing safe
harbours to pirates, who, in return, boosted the local economy.
• caravel: a small, highly manoeuvrable sailing ship developed by the Portuguese
D The first known record of a named group of Meditenanean pirates, made during the rule of
ancient Egyptian Pharaoh Akhenaten (c 1353—1336 BCE), was in the Amarna Letters.
These were extracts of diplomatic correspondence between the pharaoh and his allies, and
covered many pressing issues, including piracy. It seems the pharaoh was troubled by two
distinct pirate groups, the Lukka and the Sherden. Despite the Egyptian fleet's best efforts,
the pirates continued to cause substantial disruption to regional commerce. In the letters, the
king of Alashiya (modern Cyprus) rejected Akhenaten's claims of a connection with the
Lukka (based in modern-day Turkey). The king assured Akhenaten he was prepared to
punish any of his subjects involved in piracy.
E The ancient Greek world's experience of piracy was different from that of Egyptian rulers.
While Egypt's power was land-based, the ancient Greeks relied on the Mediterranean in
almost all aspects of life, from trade to warfare. Interestingly, in his works the Iliad and the
Odyssey, the ancient Greek writer Homer not only condones, but praises the lifestyle and
actions of pirates. The opinion remained unchanged in the following centuries. The ancient
Greek historian Thucydides, for instance, glorified pirates' daring attacks on ships or even
cities. For Greeks, piracy was a part of everyday life. Even high-ranking members of the
state were not beyond engaging in such activities. According to the Greek orator
Demosthenes, in 355 BCE, Athenian ambassadors made a detour from their official travel
to capture a ship sailing from Egypt, taking the wealth found onboard for themselves! The
Greeks' liberal approach towards piracy does not mean they always tolerated it, but attempts
6
Reading
to curtail piracy were hampered by the large number of pirates operating in the
Mediterranean.
F The rising power of ancient Rome required the Roman Republic to deal with piracy in the
Mediterranean. While piracy was a serious issue for the Republic, Rome profited greatly
from its existence. Pirate raids provided a steady source of slaves, essential for Rome's
agriculture and mining industries. But this arrangement could work only while the pirates
left Roman interests alone. Pirate attacks on grain ships, which were essential to Roman
citizens, led to angry voices in the Senate, demanding punishment of the culprits. Rome,
however, did nothing, further encouraging piracy. By the 1st century BCE, emboldened
pirates kidnapped prominent Roman dignitaries, asking for a large ransom to be paid. Their
most famous hostage was none other than Julius Caesar, captured in 75 BCE.
G By now, Rome was well aware that pirates had outlived their usefulness. The time had
come for concerted action. In 67 BCE, a new law granted Pompey vast funds to combat the
Mediterranean menace. Taking personal command, Pompey divided the entire
Mediterranean into 13 districts, assigning a fleet and commander to each. After cleansing
one district of pirates, the fleet would join another in the next district. The process
continued until the entire Mediterranean was free of pirates. Although thousands of pirates
died at the hands of Pompey's troops, as a long-term solution to the problem, many more
were offered land in fertile areas located far from the sea. Instead of a maritime menace,
Rome got productive farmers that further boosted its economy.
7
Test 1
Questions
14—19
Reading Passage 2 has seven paragraphs, A—G.

Which paragraph contains the following information?
Write the correct letter, A—G, in boxes 14—19 on your answer sheet.
NB You may use any letter more than once.
14 a reference to a denial of involvement in piracy

15 details of how a campaign to eradicate piracy was carried out
16 a mention of the circumstances in which states in the ancient world would make
use of pirates
17 a reference to how people today commonly view pirates
18 an explanation of how some people were encouraged not to return to piracy
19 a mention of the need for many sailing vessels to stay relatively close to land
Questions 20 and 21
Choose TWO letters, A—E.
Write the correct letters in boxes 20 and 21 on your answer sheet.
Which TWO of the following statements does the writer make about inhabitants of
the Mediterranean region in the ancient world?
A They often used stolen vessels to carry out pirate attacks.
B They managed to escape capture by the authorities because they knew the
area so well.
8
Reading
Questions
C They paid for information about the routes merchant ships would take.
D They depended more on the sea for their livelihood than on farming.
E They stored many of the goods taken in pirate attacks in coves along the
coastline.
22 and 23
Choose Two letters, A-E.
Which TWO of the following statements does the writer make about piracy and
ancient Greece?
A The state estimated that very few people were involved in piracy.
B Attitudes towards piracy changed shortly after the Iliad and the Odyssey
were written.
C Important officials were known to occasionally take part in piracy.
D Every citizen regarded pirate attacks on cities as unacceptable.
E A favourable view of piracy is evident in certain ancient Greek texts.
9
Test 1
Questions
24-26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 24—26 on your answer sheet.
Ancient Rome and piracy

Piracy was an issue ancient Rome had to deal with, but it also brought some benefits
for Rome. For example, pirates supplied slaves that were important for Rome's
industries. However, attacks on vessels transporting 24 . to Rome
resulted in calls for 25 for the pirates responsible. Nevertheless,
piracy continued, with some pirates demanding a 26 . . for the return
of the Roman officials they captured.
10
Test 1
Questions
READING PASSAGE 3
The persistence and peril of misinformation

Brian Southwell looks at how human brains verify information and
discusses some of the challenges of battling widespread falsehoods
Misinformation — both deliberately promoted and accidentally shared — is perhaps an

inevitable part of the world in which we live, but it is not a new problem. People likely have
lied to one another for roughly as long as verbal communication has existed. Deceiving others
can offer an apparent opportunity to gain strategic advantage, to motivate others to action, or
even to protect interpersonal bonds. Moreover, people inadvertently have been sharing
inaccurate information with one another for thousands of years.
However, we currently live in an era in which technology enables information to reach large
audiences distributed across the globe, and thus the potential for immediate and widespread
effects from misinformation now looms larger than in the past. Yet the means to correct
misinformation might, over time, be found in those same patterns of mass communication and
of the facilitated spread of information.
The main worry regarding misinformation is its potential to unduly influence attitudes and
behavior, leading people to think and act differently than they would if they were correctly
informed, as suggested by the research teams of Stephan Lewandowsky of the University of
Bristol and Elizabeth Marsh of Duke University, among others. In other words, we worry that
misinformation might lead people to hold misperceptions (or false beliefs) and that these
misperceptions, especially when they occur among large groups of people, may have
detrimental, downstream consequences for health, social harmony, and the political climate.
At least three observations related to misinformation in the contemporary mass-media

environment warrant the attention of researchers, policy makers, and really everyone who
watches television, listens to the radio, or reads information online. First of all, people who
encounter misinformation tend to believe it, at least initially. Secondly, electronic and print
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Test 1
media often do not block many types of misinformation before it appears in content available
to large audiences. Thirdly, countering misinformation once it has enjoyed wide exposure
can be a resource-intensive effort.
Knowing what happens when people initially encounter misinformation holds tremendous
importance for estimating the potential for subsequent problems. Although it is fairly routine
for individuals to come across information that is false, the question of exactly how — and
when — we mentally label information as true or false has garnered philosophical debate. The
dilemma is neatly summarized by a contrast between how the 17th-century philosophers René
Descartes and Baruch Spinoza described human information engagement, with conflicting
predictions that only recently have been empirically tested in robust ways. Descartes argued
that a person only accepts or rejects information after considering its truth or falsehood;
Spinoza argued that people accept all encountered information (or misinformation) by default
and then subsequently verify or reject it through a separate cognitive process. In recent
decades, empirical evidence from the research teams of Erik Asp of the University of Chicago
and Daniel Gilbert at Harvard University, among others, has supported Spinoza's account:
people appear to encode all new information as if it were true, even if only momentarily, and
later tag the information as being either true or false, a pattern that seems consistent with the
observation that mental resources for skepticism physically reside in a different part of the
brain than the resources used in perceiving and encoding.
What about our second observation that misinformation often can appear in electronic or print
media without being preemptively blocked? In suppolt of this, one might consider the nature
of regulatory stmctures in the United States: regulatory agencies here tend to focus on post
hoc detection of broadcast information. Organizations such as the Food and Drug
Administration (FDA) offer considerable monitoring and notification functions, but these
roles typically do not involve preemptive censoring. The FDA oversees direct-to-consumer
prescription drug advertising, for example, and has developed mechanisms such as the 'Bad
Ad' program, through which people can report advertising in apparent violation of FDA
guidelines on drug risks. Such programs, although laudable and useful, do not keep false
advertising off the airwaves. In addition, even misinformation that is successfully corrected
can continue to affect attitudes.
This leads us to our third observation: a campaign to colTect misinformation, even if

rhetorically compelling, requires resources and planning to accomplish necessary reach and
frequency. For corrective campaigns to be persuasive, audiences need to be able to
comprehend them, which requires either effort to frame messages in ways that are accessible or
Reading
Questions
effort to educate and sensitize audiences to the possibility of misinformation. That some
audiences might be unaware of the potential for misinformation also suggests the utility of
media literacy efTorts as early as elementaw school. Even with journalists and scholars
pointing to the phenomenon of 'fake news', people do not distinguish between demonstrably
false stories and those based in fact when scanning and processing written information.
We live at a time when widespread misinformation is common. Yet at this time many people
also are passionately developing potential solutions and remedies. The journey forward
undoubtedly will be a long and arduous one. Future remedies will require not only continued
theoretical consideration but also the development and maintenance of consistent monitoring
tools — and a recognition among fellow members of society that claims which find
prominence in the media that are insufficiently based in scientific consensus and social reality
should be countered.
Misinformation arises as a result of human fallibility and human information needs. To
overcome the worst effects of the phenomenon, we will need coordinated efforts over time,
rather than any singular one-time panacea we could hope to offer.
Do the following statements agree with the claims of the writer in Reading Passage 3?
YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
37 Campaigns designed to correct misinformation will fail to achieve their purpose

if people are unable to understand them.
38 Attempts to teach elementary school students about misinformation have been

opposed.
39 It may be possible to overcome the problem of misinformation in a relatively

short period.
13
Test 1
Reading
Questions
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The graph below gives information on the numbers of participants for

different activities at one social centre in Melbourne, Australia for the period
2000 to 2020.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
Number of participants, by activity 2000-2020

70
- -A- - Martial arts

Amateur dramatics
—.-C}—.- Table tennis
Musical performances
2000 2005 2010 2015 2020
15
Test 1
Year
Writing
WRITING TASK 2
Write about the following topic:
Some people think that competition at work, at school and in daily life is a
good thing. Others believe that we should try to cooperate more, rather than
competing against each other.
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
17
Test 1
SPEAKIN
G
PART 1
The examiner asks you about yourself, your home, work or studies and other
familiar topics. EXAMPLE
International food
o Can you find food from many different countries where you live? [Why/Why not?]
o How often do you eat typical food from other countries? [Why/Why not?] o Have
you ever tried making food from another country? [Why/Why not?]
o What food from your country would you recommend to people from other
countries? [Why?]
PART 2
Describe a law that was introduced in your
country and that you thought was a very good
idea.
You should say:
what the law was who
introduced it when and why it
was introduced
and explain why you thought this law was
such a good idea.
You will have to talk about the topic for one to two minutes. You have one minute to
think about what you are going to say. You can make some notes to help you if you
wish.
PART 3
Discussion topics:
School rules
Example questions:
What kinds of rules are common in a school?
How important is it to have rules in a school?
What do you recommend should happen if children break school rules?
18
Working in the legal profession
Example questions:
Can you suggest why many students decide to study law at university?
What are the key personal qualities needed to be a successful lawyer? Do
you agree that working in the legal profession is very stressful?
Test 2
LISTENING
PART 1 Questions 1—10
Questions 1—6
Complete the form below.
Write ONE WORD AND/OR A NUMBER for each answer.

Guitar Group
Gary 1
2 the 3
Coordinator:
Level:
Place:
4 Street
Time: First floor, Room T347 Thursday
Recommended morning at 5 .
website: 'The perfect 6 .
19
Test 2
Questions
7—10
Complete the table below.
Write ONE WORD ONLY for each answer.
A typical 45-minute guitar lesson

Time Activity Notes
using an app or
5 minutes tuning guitars
by 7
keeping time while the
1() minutes
strumming chords using our thumbs teacher is 8
often listening to a
15 minutes
playing songs 9 . of a song
playing together, then
10 minutes
playing single notes and simple tunes 10
5 minutes noting things to practise at home
20
Listening
PART Questions
2 11-20
Questions 11—16
Choose the correct letter, A, B or C.
Working as a lifeboat volunteer

11 What made David leave London and move to Northsea?
A He was eager to develop a hobby.
B He wanted to work shorter hours.
C He found his job in website design unsatisfying.
12 The Lifeboat Institution in Northsea was built with money provided by
A a local organisation.
B a local resident.
C the local council.
13 In his health assessment, the doctor was concerned about the fact that
David
A might be colour blind.

B was rather short-sighted.
C had undergone eye surgery.
14 After arriving at the lifeboat station, they aim to launch the boat within
A five minutes.
B six to eight minutes.
C eight and a half minutes.
21
Test 2
Questions
15 As a 'helmsman', David has the responsibility of deciding
A who will be the members of his crew.
B what equipment it will be necessary to take. C if the lifeboat should be
launched.
16 As well as going out on the lifeboat, David
A gives talks on safety at sea.
B helps with fundraising.
C recruits new volunteers.
17 and 18
Which TWO things does David say about the lifeboat volunteer training?
A The residential course developed his leadership skills.
B The training in use of ropes and knots was quite brief.
C The training exercises have built up his mental strength.
D The casualty care activities were particularly challenging for him.
E The wave tank activities provided practice in survival techniques.
Questions 19 and 20
Choose TWO letters, A-E
Which TWO things does David find most motivating about the work he does?
A working as part of a team
B experiences when working in winter
C being thanked by those he has helped D the fact that it keeps him fit
E the chance to develop new equipment
22
Listening
PART Questions
3 21-30
Questions 21—24
21 At first, Don thought the topic of recycling footwear might be too

A limited in scope.
B hard to research.
C boring for listeners.
22 When discussing trainers, Bella and Don disagree about
A how popular they are among young people.
B how suitable they are for school. C how quickly they wear out.
23 Bella says that she sometimes recycles shoes because
A they no longer fit.
B she no longer likes them.
C they are no longer in fashion.
24 What did the article say that confused Don?
A Public consumption of footwear has risen.
B Less footwear is recycled now than in the past.
C People dispose of more footwear than they used to.
25—28
What reasons did the recycling manager give for rejecting footwear, according to
the students?
23
Test 2
Questions
Choose FOUR answers from the box and write the correct letter, A—F, next to
Questions 25—28.
A
Reasons
B one shoe was missing the colour of
C one shoe had faded one shoe had a
hole in it the shoes were brand new
D the shoes were too dirty the stitching
E on the shoes was broken
F
Footwear
25 the high-heeled shoes
26 the ankle boots 27 the baby shoes
28 the trainers
Questions 29—30
29 Why did the project to make 'new' shoes out of old shoes fail?
A People believed the 'new' pairs of shoes were unhygienic.
B There were not enough good parts to use in the old shoes. C The shoes
in the 'new' pairs were not completely alike.
30 Bella and Don agree that they can present their topic
A from a new angle.
B with relevant images.
C in a straightforward way.
24
Listening
PART Questions
4 31-40
25
Test 2
Questions
Tardigrades
more than 1 ,000 species, 0.05—1.2 millimetres long
also known as water 'bears' (due to how they 31
. .............) and 'moss piglets'
Physical appearance a 32 . round body and four pairs of

legs o claws or 33 .. for gripping absence of respiratory
organs body filled with a liquid that carries both 34 and
blood mouth shaped like a 35 with teeth called stylets
Habitat often found at the bottom of a lake or on plants very
resilient and can exist in very low or high 36
Cryptobiosis
In dry conditions, they roll into a ball called a 'tun'.
They stay alive with a much lower metabolism than usual.
A type of 37 ensures their DNA is not damaged.
Research is underway to find out how many days they can stay
alive in 38
Feeding consume liquids, e.g., those found in moss or 39

may eat other tardigrades
Conservation status o They are not considered to

be 40
26
Reading
READING
READING PASSAGE 1
The Industrial Revolution in Britain

The Industrial Revolution began in Britain in the mid-1700s and by the 1830s and 1840s
had spread to many other parts of the world, including the United States. In Britain, it
was a period when a largely rural, agrarian* society was transformed into an
industrialised, urban one. Goods that had once been crafted by hand started to be
produced in mass quantities by machines in factories, thanks to the invention of steam
power and the introduction of new machines and manufacturing techniques in textiles,
iron-making and other industries.
The foundations of the Industrial Revolution date back to the early 1700s, when the
English inventor Thomas Newcomen designed the first modern steam engine. Called the
'atmospheric steam engine', Newcomen's invention was originally used to power
machines that pumped water out of mines. In the 1760s, the Scottish engineer James
Watt started to adapt one of Newcomen's models, and succeeded in making it far more
efficient. Watt later worked with the English manufacturer Matthew Boulton to invent a
new steam engine driven by both the forward and backward strokes of the piston, while
the gear mechanism it was connected to produced rotary motion. It was a key
innovation that would allow steam power to spread across British industries.
The demand for coal, which was a relatively cheap energy source, grew rapidly during
the Industrial Revolution, as it was needed to run not only the factories used to produce
manufactured goods, but also steam-powered transportation. In the early 1800s, the
English engineer Richard Trevithick built a steam-powered locomotive, and by 1830
goods and passengers were being transported between the industrial centres of
Manchester and Liverpool. In addition, steam-powered boats and ships were widely
used to carry goods along Britain's canals as well as across the Atlantic.
Britain had produced textiles like wool, linen and cotton, for hundreds of years, but prior
to the Industrial Revolution, the British textile business was a true 'cottage industry',
with the work performed in small workshops or even homes by individual spinners,
weavers and dyers. Starting in the mid-1700s, innovations like the spinning jenny and
the power loom made weaving cloth and spinning yarn and thread much easier. With
these machines, relatively little labour was required to produce cloth, and the new,
mechanised textile factories that opened around the country were quickly able to meet
customer demand for cloth both at home and abroad.
' agrarian: relating to the land, especially the use of land for farming
27
Test 2
The British iron industry also underwent major change as it adopted new innovations.
Chief among the new techniques was the smelting of iron ore with coke (a material
made by heating coal) instead of the traditional charcoal. This method was cheaper and
produced metals that were of a higher quality, enabling Britain's iron and steel
production to expand in response to demand created by the Napoleonic Wars (1803—
15) and the expansion of the railways from the 1830s.
The latter part of the Industrial Revolution also saw key advances in communication
methods, as people increasingly saw the need to communicate efficiently over long
distances. In 1837, British inventors William Cooke and Charles Wheatstone patented
the first commercial telegraphy system. In the 1830s and 1840s, Samuel Morse and
other inventors worked on their own versions in the United States. Cooke and
Wheatstone's system was soon used for railway signalling in the UK. As the speed of
the new locomotives increased, it was essential to have a fast and effective means of
avoiding collisions.
The impact of the Industrial Revolution on people's lives was immense. Although
many people in Britain had begun moving to the cities from rural areas before the
Industrial Revolution, this accelerated dramatically with industrialisation, as the rise
of large factories turned smaller towns into major cities in just a few decades. This
rapid urbanisation brought significant challenges, as overcrowded cities suffered
from pollution and inadequate sanitation.
Although industrialisation increased the country's economic output overall and

improved the standard of living for the middle and upper classes, many poor people
continued to struggle. Factory workers had to work long hours in dangerous conditions
for extremely low wages. These conditions along with the rapid pace of change fuelled
opposition to industrialisation. A group of British workers who became known as
'Luddites' were British weavers and textile workers who objected to the increased use
of mechanised looms and knitting frames. Many had spent years learning their craft,
and they feared that unskilled machine operators were robbing them of their
livelihood. A few desperate weavers began breaking into factories and smashing textile
machines. They called themselves Luddites after Ned Ludd, a young apprentice who
was rumoured to have wrecked a textile machine in 1779.
The first major instances of machine breaking took place in 1811 in the city of
Nottingham, and the practice soon spread across the country. Machine-breaking
Luddites attacked and burned factories, and in some cases they even exchanged
gunfire with company guards and soldiers. The workers wanted employers to stop
installing new machinery, but the British government responded to the uprisings by
making machine-breaking punishable by death. The unrest finally reached its peak in
April 1812, when a few Luddites were shot during an attack on a mill near
Huddersfield. In the days that followed, other Luddites were arrested, and dozens were
hanged or transported to Australia. By 1813, the Luddite resistance had all but
vanished.
28
Reading
Questions 1—7
Britain's Industrial Revolution

Steam power
Newcomen's steam engine was used in mines to remove water.
In Watt and Boulton's steam engine, the movement of the 1

was linked to a gear system.
A greater supply of 2 . was required to power steam engines.

Textile industry
Before the Industrial Revolution, spinners and weavers worked at home and
in 3
Not as much 4 was needed to produce cloth once the

spinning jenny and power loom were invented.
Iron industry
Smelting of iron ore with coke resulted in material that was better
5
• Demand for iron increased with the growth of the 6

Communications
• Cooke and Wheatstone patented the first telegraphy system.
The telegraphy system was used to prevent locomotives colliding.
Urbanisation
Small towns turned into cities very quickly.
The new cities were dirty, crowded and lacked sufficient 7
Questions 8—13
29
Test 2
Do the following statements agree with the information given in Reading Passage I?

8 Britain's canal network grew rapidly so that more goods could be transported
around the country.
9 Costs in the iron industry rose when the technique of smelting iron ore with coke
was introduced.
10 Samuel Morse's communication system was more reliable than that developed by
William Cooke and Charles Wheatstone.
11 The economic benefits of industrialisation were limited to certain sectors of society.

12 Some skilled weavers believed that the introduction of the new textile machines
would lead to job losses.
13 There was some sympathy among local people for the Luddites who were arrested
near Huddersfield.
30
Reading
READING PASSAGE 2
Athletes and stress

A It isn't easy being a professional athlete. Not only are the physical demands
greater than most people could handle, athletes also face intense psychological
pressure during competition. This is something that British tennis player Emma
Raducanu wrote about on social media following her withdrawal from the 2021
Wimbledon tournament. Though the young player had been doing well in the
tournament, she began having difficulty regulating her breathing and heart rate
during a match, which she later attributed to 'the accumulation of the excitement
and the buzz'.
B For athletes, some level of performance stress is almost unavoidable. But there
are many different factors that dictate just how people's minds and bodies
respond to stressful events. Typically, stress is the result of an exchange between
two factors: demands and resources. An athlete may feel stressed about an event
if they feel the demands on them are greater than they can handle. These
demands include the high level of physical and mental effort required to succeed,
and also the athlete's concerns about the difficulty of the event, their chance of
succeeding, and any potential dangers such as injury. Resources, on the other
hand, are a person's ability to cope with these demands. These include factors
such as the competitor's degree of confidence, how much they believe they can
control the situation's outcome, and whether they're looking forward to the event
or not.
C Each new demand or change in circumstances affects whether a person responds
positively or negatively to stress. Typically, the more resources a person feels they
have in handling the situation, the more positive their stress response. This
positive stress response is called a challenge state. But should the person feel
there are too many demands placed on them, the more likely they are to
experience a negative stress response — known as a threat state. Research shows
that the challenge states lead to good performance, while threat states lead to
poorer performance. So, in Emma Raducanu's case, a much larger audience,
higher expectations and facing a more skilful opponent, may all have led her to
feel there were greater demands being placed on her at Wimbledon — but she
didn't have the resources to tackle them. This led to her experiencing a threat
response.
31
Test 2
D Our challenge and threat responses essentially influence how our body responds
to stressful situations, as both affect the production of adrenaline and cortisol —
also known as 'stress hormones'. During a challenge state, adrenaline increases
the amount of blood pumped from the heart and expands the blood vessels,
which allows more energy to be delivered to the muscles and brain. This increase
of blood and decrease of pressure in the blood vessels has been consistently
related to superior sport performance in everything from cricket batting, to golf
putting and football penalty taking. But during a threat state, cortisol inhibits the
positive effect of adrenaline, resulting in tighter blood vessels, higher blood
pressure, slower psychological responses, and a faster heart rate. In short, a threat
state makes people more anxious — they make worse decisions and perform more
poorly. In tennis players, cortisol has been associated with more unsuccessful
serves and greater anxiety.
E That said, anxiety is also a common experience for athletes when they're under
pressure. Anxiety can increase heart rate and perspiration, cause heart
palpitations, muscle tremors and shortness of breath, as well as headaches,
nausea, stomach pain, weakness and a desire to escape in more extreme cases.
Anxiety can also reduce concentration and self-control and cause overthinking.
The intensity with which a person experiences anxiety depends on the demands
and resources they have. Anxiety may also manifest itself in the form of
excitement or nervousness depending on the stress response. Negative stress
responses can be damaging to both physical and mental health — and repeated
episodes of anxiety coupled with negative responses can increase risk of heart
disease and depression.
F But there are many ways athletes can ensure they respond positively under
pressure. Positive stress responses can be promoted through the language that
they and others — such as coaches or parents — use. Psychologists can also help
athletes change how they see their physiological responses — such as helping
them see a higher heart rate as excitement, rather than nerves. Developing
psychological skills, such as visualisation, can also help decrease physiological
responses to threat. Visualisation may involve the athlete recreating a mental
picture of a time when they performed well, or picturing themselves doing well in
the future. This can help create a feeling of control over the stressful event.
Recreating competitive pressure during training can also help athletes learn how
to deal with stress. An example of this might be scoring athletes against their
peers to create a sense of competition. This would increase the demands which
32
Reading
players experience compared to a normal training session, while still allowing

them to practise coping with stress.
Questions 14—18
Reading Passage 2 has six paragraphs, A—F.
Write the correct letter, A—F, in boxes 14—18 on your answer sheet.
14 reference to two chemical compounds which impact on performance 15
examples of strategies for minimising the effects of stress
16 how a sportsperson accounted for their own experience of stress

17 study results indicating links between stress responses and performance
18 mention of people who can influence how athletes perceive their stress responses
Questions 19—22
Complete the sentences below.
19 Performance stress involves many demands on the athlete, for example, coping with
the possible risk of .......
20 Cortisol can cause tennis players to produce fewer good

21 Psychologists can help athletes to view their physiological responses as the effect of
a positive feeling such as
22 ... is an example of a psychological technique which can reduce an

athlete's stress responses.
Questions 23 and 24
33
Test 2
Choose TWO letters, A-E.
Which TWO facts about Emma Raducanu's withdrawal from the Wimbledon tournament
are mentioned in the text?
A the stage at which she dropped out of the tournament
B symptoms of her performance stress at the tournament
C measures which she had taken to manage her stress levels
D aspects of the Wimbledon tournament which increased her stress levels
E reactions to her social media posts about her experience at Wimbledon
Questions 25 and 26

Which TWO facts about anxiety are mentioned in Paragraph E of the text?
A the factors which determine how severe it may be
B how long it takes for its effects to become apparent
C which of its symptoms is most frequently encountered
D the types of athletes who are most likely to suffer from it
E the harm that can result if athletes experience it too often
READING PASSAGE 3
An inquiry into the existence of the

gifted child
Let us start by looking at a modern 'genius', someone as special as Mirzakhani must have
Maryam Mirzakhani, who died at the early age been one of those 'gifted' children, those who
of 40. She was the only woman to win the have an extraordinary ability in a specific
Fields Medal — the mathematical equivalent of sphere of activity or knowledge. But look
a Nobel prize. It would be easy to assume that closer and a different story emerges.
34
Reading
Mirzakhani was born in Tehran, Iran. She went There has been a considerable amount of
to a highly selective girls' school but maths research on high performance over the last
wasn't her interest — reading was. She loved centtll•y that suggests it goes way beyond
novels and would read anything she could lay tested intelligence. On top of that, research is
her hands on. As for maths, she did rather clear that brains are flexible, new neural
poorly at it for the first couple of years in her pathways can be created, and IQ isn't fixed. For
middle school, but became interested when her example, just because you can read stories with
elder brother told her about what he'd learned. hundreds of pages at the age of five doesn't
He shared a famous maths problem from a mean you will still be ahead of your
magazine that fascinated her — and she was contemporaries in your teens.
hooked.
While the juty is out on giftedness being
In adult life it is clear that she was curious, innate and other factors potentially making
excited by what she did and also resolute in the the difference, what is certain is that the
face of setbacks. One of her comments sums it behaviours associated with high levels of
up. 'Of course, the most rewarding part is the performance are replicable and most can be
"Aha" molnent, the excitement of discovery taught — even traits such as curiosity.
and enjoyment of understanding something
new . . . But most of the time, doing According to my colleague Prof Deborah Eyre,
mathematics for me is like being on a long hike with whom I've collaborated on the book Great
with no trail and no end in sight.' That trail took Minds and HO"' 10 GIT)"' Thenl, the latest
her to the heights of original research into neuroscience and psychological research
Inathematics. suggests Inost individuals can reach levels of
associated in school with the gifted
Is her background unusual? Apparently not. and talented. However, they must be taught the
Most Nobel prize winners were unexceptional right attitudes and approaches to their lemming
in childhood. Einstein was slow to talk as a and develop the attributes of high performers
baby. He failed the general part of the entry test — curiosity, persistence and hard work, for
to Zurich Polytechnic though they let him in exalnple — an approach Eyre calls 'high
because of high physics and maths scores. He performance learning'. Critically, they need the
struggled at work initially, but he kept plugging right support in developing those approaches at
away and eventually rewrote the laws of home as well as at school.
Newtonian mechanics with his theory of
relativity. Prof Anders Ericsson, an eminent education
psychologist at Florida State University, US, is
the co-author of Peak: Secretsfrom the New
Science ofExpertise. After research going back
to 1980 into diverse achievements, from music
to memory to sport, he doesn't think unique and
innate talents are at the heart of performance.
Deliberate practice, that stretches you evet•y
step of the way, and around 10,000 hours of it,
is what produces the goods. It's not a magic
number — the highest performers move on to
35
Test 2
doing a whole lot more, of course. Ericsson's a group of schools, both in Britain and abroad.
memoiY research is particularly interesting Some spin-off research, which looked in detail
because random students, trained in memory at 24 of the 3,000 children being studied who
techniques for the study, went on to outperform were succeeding despite difficult
others thought to have innately superior circumstances, found something remarkable.
memories — those who you might call gifted. Half were getting free school meals because of
poverty, more than half were living with a
But it is perhaps the work of Benjamin Bloom, single parent, and four in five were living in
another distinguished American educationist disadvantaged areas. Interviews uncovered
working in the 1980s, that gives the most pause strong evidence of an adult or adults in the
for thought. Bloom's team looked at a group of child's life who valued and supported
extraordinarily high achieving people in education, either in the immediate or extended
disciplines as varied as ballet, swimming, family or in the child's wider community.
piano, tennis, maths, sculpture and neurology. Children talked about the need to work hard at
He found a pattern of parents encouraging and school, to listen in class and keep trying.
supporting their children, often in areas they
enjoyed themselves. Bloom 's outstanding Let us end with Einstein, the epitome of a
people had worked very hard and consistently genius. He clearly had curiosity, character and
at something they had become hooked on when determination. He struggled against rejection
at a young age, and their parents all emerged as
in early life but was undetel•red. Did he think
having strong work ethics themselves.
he was a genius or even gifted? He once
wrote: 'It's not that I'm so smart, it's just that I
Eyre says we know how high performers learn.
stay with problems longer. Most people say it
From that she has developed a high performing
is the intellect which makes a great scientist.
learning approach. She is working on this with
They are wrong: it is character. '
Questions 27—32
Complete the summary using the list of phrases, A—K, below

Write the correct letter, A—K, in boxes 27—32 on your answer sheet.
36
Reading
Maryam Mirzakhani
Maryam Mirzakhani is regarded as 27 .... in the field of
mathematics because she was the only female holder of the prestigious Fields
Medal — a record that she retained at the time of her death. However, maths held
little 28
for her as a child and in fact her performance was below average
until she was 29 by a difficult puzzle that one of her siblings
showed her.
Later, as a professional mathematician, she had an inquiring mind and proved
herself to be 30 . when things did not go smoothly. She said
she got the greatest 31 „ . from making ground-breaking
discoveries and in fact she was responsible for some extremely 32
mathematical studies.
A appeal determi C intrigued

D single ned devoted
G involve B achieve F innovative
d EH ment
J satisfac K unique
tion intent
Questions 33—37
Do the following statements agree with the claims of the writer in Reading Passage 3?
YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer
33 Many people who ended up winning prestigious intellectual prizes only reached an
average standard when young.
34 Einstein's failures as a young man were due to his lack of confidence.
35 It is difficult to reach agreement on whether some children are actually born gifted.
36 Einstein was upset by the public's view of his life's work.
37
Test 2
37 Einstein put his success down to the speed at which he dealt with scientific
questions.
Questions 38—40
Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 38—40 on your answer sheet.
38 What does Eyre believe is needed for children to equal 'gifted' standards?
A strict discipline from the teaching staff
B assistance from their peers in the classroom
C the development of a spirit of inquiry towards their studies
D the determination to surpass everyone else's achievements
39 What is the result of Ericsson's research?
A Very gifted students do not need to work on improving memory skills.
B Being born with a special gift is not the key factor in becoming expert.
C Including time for physical exercise is crucial in raising performance. D 10,000
hours of relevant and demanding work will create a genius.
40 In the penultimate paragraph, it is stated the key to some deprived children's success is
38
Reading
A a regular and nourishing diet at home.

B the loving support of more than one parent.
C a community which has well-funded facilities for learning.
D the guidance of someone who recognises the benefits of learning.
WRITING
WRITING TASK 1
You should spend about 2() minutes on this task.
The plans below show a harbour in 2000 and how it looks today.

Porth Harbour (in 2000)
Porth Harbour (today)
39
Test 2
40
Writing
WRITING TASK 2
You should spend about 4() minutes on this task.
The working week should be shorter and workers should have a longer
weekend.
Do you agree or disagree?
41
Test 2
SPEAKING
PART 1
The examiner asks you about yourself, your home, work or studies and other
familiar topics.
EXAMPLE
Travelling by plane
• Have you travelled a lot by plane? [To where?/Why not?] o Why do you think some
people enjoy travelling by plane? o Would you like to live near an airport? [Why/Why
not?] o In the future, do you think that you will travel by plane more often?
[Why/Why not?]
PART 2
Describe a person from your country who has
won a prize, award or medal.
You should say:
who this person is which prize, award or
medal they received what they did to win
this
and explain whether you think it was right that
this person received this prize, award or medal.
You will have to talk about the topic for one to two minutes. You have one minute to
think about what you are going to say. You can make some notes to help you if you
wish.
PART 3
Discussion topics:
Rewards for children at school
Example questions:
What types of school prizes do children in your country receive?
What do you think are the advantages of rewarding schoolchildren for good work? Do
you agree that it's more important for children to receive rewards from their parents
than from teachers?
42
Rewards for sportspeople
Example questions:
Do you think that some sportspeople (e.g., top footballers) are paid too much money?
Should everyone on a team get the same prize money when they win?
Do you agree with the view that, in sport, taking part is more important than winning?
Test 3
LISTENI
NG
PART 1 Questions 1—10
Questions 1—6

Local food shops
Where to go o Kite Place — near the 1
Fish market
cross the 2 and turn right
best to go before 3 . .. .. pm, earlier than closing
time
Organic shop
called 4 '
below a restaurant in the large, grey building

look for the large 5 .. outside
Supermarket
take a 6 minibus, number 289
43
Test 3
Questions
7—10

Shopping
To buy Other ideas
Fish market a dozen prawns a handful of 7 .
(type of seaweed)
Organic shop beans and a 8 spices and 9

for dessert
Bakery a brown loaf a 10 . tart
2 11-20
Questions 11—16
What information is given about each of the following

festival workshops?
Choose SIX answers from the box and write the correct letter, A—H, next to
Questions 11—16.
44
Listening
PART Questions
A Information involves
painting and drawing will be led by a
B prize-winning author is aimed at
C children with a disability involves a
D drama activity focuses on new
relationships is aimed at a specific age
E group explores an unhappy feeling
F raises awareness of a particular
culture
G
H
Festival workshops
11 Superheroes
12 Just do it 13 Count on me
14 Speak up
15 Jump for joy
16 Sticks and stones
17 and 18
Which TWO reasons does the speaker give for recommending Alive and
Kicking?
A It will appeal to both boys and girls.
B The author is well known.
C It has colourful illustrations.
D It is funny.
E It deals with an important topic.
Questions 19 and 20
45
Test 3
Questions
Which TWO pieces of advice does the speaker give to parents about reading?
A Encourage children to write down new vocabulary.
B Allow children to listen to audio books.
C Get recommendations from librarians.
D Give children a choice about what they read.
E Only read aloud to children until they can read independently.
S P. 124 [jj@jj01
3 21-30
Questions 21—25
Science experiment for Year 12 students

21 How does Clare feel about the students in her Year 12 science class?
46
Listening
PART Questions
A worried that they are not making progress
B challenged by their poor behaviour in class
C frustrated at their lack of interest in the subject
22 How does Jake react to Clare's suggestion about an experiment based on

children's diet?
A He is concerned that the results might not be meaningful.

B He feels some of the data might be difficult to obtain.
C He suspects that the conclusions might be upsetting.
23 What problem do they agree may be involved in an experiment involving

animals?
A Any results may not apply to humans.
B It may be complicated to get permission.
C Students may not be happy about animal experiments.
24 What question do they decide the experiment should address?

A Are mice capable of controlling their food intake?
B Does an increase in sugar lead to health problems?
C How much do supplements of different kinds affect health?
25 Clare might also consider doing another experiment involving

A other types of food supplement. B different genetic strains of mice.
C varying amounts of exercise.
47
Test 3
Questions
26—30
Complete the flowchart below.
Choose FIVE answers from the box and write the correct letter, A—H, next to
Questions 26—30.
A
size
B escape
C age
D water
cereal
E calculati
F ons
G changes
colour
H
Choose mice which are
all the same 26
Divide the mice into two

groups, each with a
different 27
Put each group in a

separate cage.
Feed group A
commercial mouse food.
Feed group B the
same, but also sugar
contained in 28
Take measurements
using an electronic
scale. Place them in a
weighing chamber to
prevent 29
Listening
PART Questions
Do all necessary 30
4 31-40

Microplastics
Where microplastics come from fibres from some 31
.. during washing
the breakdown of large pieces of

plastic waste from industry the action of
vehicle tyres on roads
Effects of microplastics
They cause injuries to the 32 . of wildlife and affect their
digestive systems.
They enter the food chain, e.g., in bottled and tap water, 33
and seafood.
They may not affect human health, but they are already banned in skin
cleaning products and 34 ... in some countries.
Microplastics enter the soil through the air, rain and 35
Microplastics in the soil — a study by Anglia Ruskin University

Earthworms are important because they add 36 ........ to the soil.
The study aimed to find whether microplastics in earthworms affect the
37
of plants.
The study found that microplastics caused:
38 . . loss in earthworms
— fewer seeds to germinate
— a rise in the level of 39 ........................ in the soil.
49
Test 3
The study concluded:

— soil should be seen as an important natural process. —
changes to soil damage both ecosystems and 40
READIN
G
READING PASSAGE 1
Archaeologists discover evidence of

prehistoric island settlers
In early April 2019, Dr Ceri Shipton and his colleagues from Australian National
University became the first archaeologists to explore Obi, one of many tropical
islands in Indonesia's Maluku Utara province. The research team's discoveries
suggest that the prehistoric people who lived on Obi were adept on both land and
sea, hunting in the dense rainforest, foraging on the seashore, and possibly even
voyaging between islands.
The excavations were part of a project to learn more about how people first dispersed
from mainland Asia, through the Indonesian archipelago and into the prehistoric
continent that once connected Australia and New Guinea. The team's earlier research
suggested that the northernmost islands in the group, known as the Wallacean islands,
including Obi, would have offered the easiest migration route. It also seemed likely that
these islands were crucial 'stepping stones' on humans' island-hopping voyages through
this region millennia ago. But to support this idea, they needed archaeological evidence
for humans living in this remote area in the ancient past. So, they travelled to Obi to
look for sites that might reveal evidence of early occupation.
Just inland from the village of Kelo on Obi's northern coast, Shipton and his colleagues
found two caves containing prehistoric rock shelters that were suitable for excavation.
With the permission and help of the local people of Kelo, they dug a small test
excavation in each shelter. There they found numerous artefacts, including fragments
of axes, some dating to about 14,000 years ago. The earliest axes at Kelo were made
using clam shells. Axes made from clam shells from roughly the same time had also
previously been found elsewhere in this region, including on the nearby island of
Gebe to the northeast. As on Gebe, it is highly likely that Obi's axes were used in the
construction of canoes, thus allowing these early peoples to maintain connections
between communities on neighbouring islands.
50
Listening
PART Questions
The oldest cultural layers from the Kelo site provided the team with the earliest record
for human occupation on Obi, dating back around 18,000 years. At this time the climate
was drier and colder than today, and the island's dense rainforests would likely have
been much less impenetrable than they are now. Sea levels were about 120 metres
lower, meaning Obi was a much larger island, encompassing what is today the separate
island of Bisa, as well as several other small islands nearby.
51
Test 3
Roughly 1 1 , 700 years ago, as the most recent ice age ended, the climate became
significantly warmer and wetter, no doubt making Obi's jungle much thicker. According
to the researchers, it is no coincidence that around this time the first axes crafted from
stone rather than sea shells appear, likely in response to their heavy-duty use for
clearing and modification of the increasingly dense rainforest. While stone takes about
twice as long to grind into an axe compared to shell, the harder material keeps its
sharp edge for longer.
Judging by the bones which the researchers unearthed in the Kelo caves, people living
there mainly hunted the Rothschild's cuscus, a possum-like creature that still lives on
Obi today. As the forest grew more dense, people probably used axes to clear patches
of forest and make hunting easier.
Shipton's team's excavation of the shelters at the Kelo site unearthed a volcanic glass
substance called obsidian, which must have been brought over from another island,
as there is no known source on Obi. It also revealed particular types of beads, similar
to those previously found on islands in southern Wallacea. These finds again support
the idea that Obi islanders routinely travelled to other islands.
The excavations suggest people successfully lived in the two Kelo shelters for about
10,000 years. But then, about 8,000 years ago, both were abandoned. Did the residents
leave Obi completely, or move elsewhere on the island? Perhaps the jungle had grown
so thick that axes were no longer a match for the dense undergrowth. Perhaps people
simply moved to the coast and turned to fishing rather than hunting as a means of
survival.
Whatever the reason for the departure, there is no evidence for use of the Kelo shelters
after this time, until about 1,000 years ago, when they were re-occupied by people who
owned pottery as well as items made out of gold and silver. It seems likely, in view of
Obi's location, that this final phase of occupation also saw the Kelo shelters used by
people involved in the historic trade in spices between the Maluku islands and the rest
of the world.
Questions 1—7

52
Reading
1 Archaeological research had taken place on the island of Obi before the arrival of
Ceri Shipton and his colleagues.
2 At the Kelo sites, the researchers found the first clam shell axes ever to be
discovered in the region.
3 The size of Obi today is less than it was 18,000 years ago.
4 A change in the climate around 1 1 ,700 years ago had a greater impact on Obi
than on the surrounding islands.
5 The researchers believe there is a connection between warmer, wetter weather

and a change in the material used to make axes.
6 Shipton's team were surprised to find evidence of the Obi islanders' hunting
practices.
7 It is thought that the Kelo shelters were occupied continuously until about 1 years
ago.
Questions 8—13
53
Test 3
Archaeological findings on Obi

Excavations of rock shelters inside 8 ...... .... .... ,.... .... . ..... .... ..... .... . near
the village of Kelo revealed:
axes from around 14,000 years ago, probably used to make canoes axes
made out of 9 dating from around 11 , 700 years ago
10 . of an animal: evidence of what ancient islanders

ate
evidence of travel between islands:
obsidian: a material that is not found naturally on Obi

11 . which resembled ones found on other islands.
It is thought that from 8,000 years ago, Obi islanders:
may have switched from hunting to fishing had 12
. . as well as items made out of metal
probably took part in the production and sale of 13
READING PASSAGE 2
The global importance of wetlands

A Wetlands are areas where water covers the soil, or is present either at or near the surface of
the soil, for all or part of the year. These are complex ecosystems, rich in unique plant and
animal life. But according to the World Wide Fund for Nature (WWFN), half of the world's
wetlands have disappeared since 1990 — converted or destroyed for commercial
development, drainage schemes and the extraction of minerals and peat*. Many of those
that remain have been damaged by agricultural pesticides and fertilisers, industrial
pollutants, and construction works.
B Throughout history, humans have gathered around wetlands, and their fertile ecosystems
have played an important part in human development. Consequently, they are of
considerable religious, historical and archaeological value to many communities around
the world. 'Wetlands directly support the livelihoods and well-being of millions of people,'
54
Reading
says Dr Matthew McCartney, principal researcher and hydrologist at the International

Water Management Institute (IWMI). 'In many developing countries, large numbers of
people are dependent on wetland agriculture for their livelihoods. '
C They also serve a crucial environmental purpose. 'Wetlands are one of the key tools in
mitigating climate change across the planet,' says Pieter van Eijk, head of Climate
Adaptation at Wetlands International (WI), pointing to their use as buffers that protect
coastal areas from sea-level rise and extreme weather events such as hurricanes and
flooding. Wetland coastal forests provide food and water, as well as shelter from storms,
and WI and other agencies are working to restore those forests which have been lost. 'It can
be as simple as planting a few trees per hectare to create shade and substantially change a
microclimate,' he says. 'Implementing climate change projects isn't so much about money. '
D The world's wetlands are, unfortunately, rich sources for in-demand commodities, such as
palm oil and pulpwood. Peatlands — wetlands with a waterlogged organic soil layer — are
particularly targeted. When peatlands are drained for cultivation, they become net carbon
emitters instead of active carbon stores, and, according to Marcel Silvius, head of
Climatesmart Land-use at WI, this practice causes six per cent of all global carbon
emissions. The clearance of peatlands for planting also increases the risk of forest fires,
which release huge amounts of C02. 'We're seeing huge peatland forests with extremely
high biodiversity value being lost for a few decades of oil palm revenues,' says Silvius.
peat: a brown deposit formed by the partial decomposition of vegetation in wet acidic conditions, often cut out and dried for use as
fuel
E The damage starts when logging companies arrive to clear the trees. They dig ditches to
enter the peat swamps by boat and then float the logs out the same way. These are then
used to drain water out of the peatlands to allow for the planting of corn, oil palms or
pulpwood trees. Once the water has drained away, bacteria and fungi then break down the
carbon in the peat and turn it into C02 and methane. Meanwhile, the remainder of the solid
matter in the peat starts to move downwards, in a process known as subsidence . Peat
comprises 90 per cent water, so this is one of the most alarming consequences of peatland
clearances. 'In the tropics, peat subsides at about four centimetres a year, so within half a
century, very large landscapes on Sumatra and Borneo will become flooded as the peat
drops below water level,' says Silvius. 'It's a huge catastrophe that's in preparation. Some
provinces will lose 40 per cent of their landmass. '
F And while these industries affect wetlands in ways that can easily be documented, Dr Dave
Tickner of the WWFN believes that more subtle impacts can be even more devastating.
'Sediment run-off and fertilisers can be pretty invisible,' says Tickner.
'Over-extraction of water is equally invisible. You do get shock stories about rivers running
red, or even catching fire, but there's seldom one big impact that really hurts a wetland.'
Tickner does not blame anyone for deliberate damage, however. 'I've worked on wetland
issues for 20 years and have never met anybody who wanted to damage a wetland,' he says.
55
Test 3
'It isn't something that people generally set out to do. Quite often, the effects simply come
from people trying to make a living.'
G Silvius also acknowledges the importance of income generation. 'It's not that we just want
to restore the biodiversity of wetlands — which we do — but we recognise there's a need
to provide an income for local people. ' This approach is supported by IWMI. 'The idea is
that people in a developing country will only protect wetlands if they value and profit from
them,' says McCartney. 'For sustainability, it's essential that local people are involved in
wetland planning and decision making and have clear rights to use wetlands.'
H The fortunes of wetlands would be improved, Silvius suggests, if more governments

recognised their long-term value. 'Different governments have different attitudes,' he says,
and goes on to explain that some countries place a high priority on restoring wetlands,
while others still deny the issue. McCartney is cautiously optimistic, however. 'Awareness
of the importance of wetlands is growing,' he says. 'It's true that wetland degradation still
continues at a rapid pace, but my impression is that things are slowly changing. '
subsidence: the sinking of the Earth's surface, most often caused by the removal of resources from the ground
Questions 14—17
Reading Passage 2 has eight paragraphs, A—H.
Write the correct letter, A—H, in boxes 14—17 on your answer sheet.
14 reference to the need to ensure that inhabitants of wetland regions continue to

benefit from them
15 the proportion of wetlands which have already been lost

16 reference to the idea that people are beginning to appreciate the value of wetlands
17 mention of the cultural significance of wetlands
56
Reading
Questions 18—22
Complete the sentences below.
18 Peatlands which have been drained begin to release . ... instead of

storing it.
19 Once peatland areas have been cleared, . are more likely to occur.
20 Clearing peatland forests to make way for oil palm plantations destroys the
. of the local environment.
21 Water is drained out of peatlands through the which are created

by logging companies.
22 Draining peatlands leads to . a serious problem which can

eventually result in coastal flooding and land loss.
Questions 23—26
Look at the following statements (Questions 23—26) and the list of experts below.
Match each statement with the correct expert, A—D.
Write the correct letter, A—D, in boxes 23—26 on your answer sheet.
23 Communities living in wetland regions must be included in discussions about the

future of these areas.
24 Official policies towards wetlands vary from one nation to the next.
25 People cause harm to wetlands without having any intention to do so.
26 Initiatives to reverse environmental damage need not be complex.
57
Test 3
A
List of Experts
Matthew McCartney
B Pieter van Eijk
C Marcel Silvius
D Dave Tickner
READING PASSAGE 3
Is the era of artificial speech translation upon us?

Once the stuff ofsciencefiction, technology that enables people to talk using di./ferent
languages is now here. But how effective is it?
Noise, Alex Waibel tells me, is one of the major challenges that artificial speech translation has
to meet. A device may be able to recognise speech in a laboratory, or a meeting room, but will
struggle to cope with the kind of background noise I can hear in my office surrounding
Professor Waibel as he speaks to me from Kyoto station in Japan. I'm struggling to follow him
in English, on a scratchy line that reminds me we are nearly 10,000 kilometres apart — and
that distance is still an obstacle to communication even if you're speaking the same language,
as we are. We haven't reached the future yet. If we had, Waibel would have been able to speak
more comfortably in his native German and I would have been able to hear his words in
English.
At Karlsruhe Institute of Technology, where he is a professor of computer science, Waibel and

his colleagues already give lectures in Geman that their students can follow in English via an
electronic translator. The system generates text that students can read on their laptops or phones,
so the process is somewhat similar to subtitling. It helps that lecturers speak clearly, don't have to
compete with background chatter, and say much the same thing each year.
The idea of artificial speech translation has been around for a long time. Douglas Adams' science
fiction novel, The Hitchhiker's Guide to the Galaxy, published in 1979, featured a life form called
the 'Babel fish' which, when placed in the ear, enabled a listener to understand any language in
the universe. It came to represent one of those devices that technology enthusiasts dream of long
before they become practically realisable, like TVs flat enough to hang on walls: objects that we
once could only dream of having but that are now commonplace. Now devices that look like
prototype Babel fish have started to appear, riding a wave of advances in artificial translation and
voice recognition.
58
Reading
At this stage, however, they seem to be regarded as eye-catching novelties rather than steps
towards what Waibel calls 'making a language-transparent society'. They tend to be domestic
devices or applications suitable for hotel check-ins, for example, providing a practical
alternative to speaking traveller's English. The efficiency of the translator is less important than
the social function. However, 'Professionals are less inclined to be patient in a conversation,'
founder and CEO at Waverly Labs, Andrew Ochoa, observes. To redress this, Waverly is now
preparing a new model for professional applications, which entails pet'formance improvements
in speech recognition, translation accuracy and the time it takes to deliver the translated speech.
For a conversation, both speakers need to have devices called Pilots (translator earpieces) in
their ears. 'We find that there's a barrier with sharing one of the earphones with a stranger,' says
Ochoa. That can't have been totally unexpected. The problem would be solved if earpiece
translators became sufficiently prevalent that strangers would be likely to already have their
own in their ears. Whether that happens, and how quickly, will probably depend not so much
on the earpieces themselves, but on the prevalence of voice-controlled devices and artificial
translation in general.
Waibel highlights the significance of certain Asian nations, noting that voice translation has
really taken off in countries such as Japan with a range of systems. There is still a long way to
go, though. A translation system needs to be simultaneous, like the translator's voice speaking
over the foreign politician being interviewed on the TV, rather than in sections that oblige
speakers to pause after every few remarks and wait for the translation to be delivered. It needs
to work offline, for situations where internet access isn't possible, and to address apprehensions
about the amount of private speech data accumulating in the cloud, having been sent to servers
for processing.
Systems not only need to cope with physical challenges such as noise, they will also need to be
socially aware by addressing people in the right way. Some cultural traditions demand solemn
respect for academic status, for example, and it is only polite to respect this. Etiquette-sensitive
artificial translators could relieve people of the need to know these differing cultural norms. At
the same time, they might help to preserve local customs, slowing the spread of habits
associated with international English, such as its readiness to get on first-name terms.
Professors and other professionals will not outsource language awareness to software, though.
If the technology matures into seamless, ubiquitous artificial speech translation, it will actually
add value to language skills. Whether it will help people conduct their family lives or
relationships is open to question — though one noteworthy possibility is that it could overcome
the language barriers that often arise between generations after migration, leaving children and
their grandparents without a shared language.
Whatever uses it is put to, though, it will never be as good as the real thing. Even if
voicemorphing technology simulates the speaker's voice, their lip movements won't match, and
they will look like they are in a dubbed movie. The contrast will underline the value of shared
languages, and the value of learning them. Sharing a language can promote a sense of
belonging and community, as with the international scientists who use English as a lingua
59
Test 3
franca, where their predecessors used Latin. Though the practical need for a common language
will diminish, the social value of sharing one will persist. And software will never be a
substitute for the subtle but vital understanding that comes with knowledge of a language.
60
Reading
Questions
27—30

27 What does the reader learn about the conversation in the first paragraph?
A The speakers are communicating in different languages.
B Neither of the speakers is familiar with their environment.
C The topic of the conversation is difficult for both speakers.
D Aspects of the conversation are challenging for both speakers.
28 What assists the electronic translator during lectures at Karlsruhe Institute of

Technology?
A the repeated content of lectures

B the students' reading skills
C the languages used
D the lecturers' technical ability
29 When referring to The Hitchhiker's Guide to the Galaxy, the writer suggests that
A the Babel fish was considered undesirable at the time.
B this book was not seriously intending to predict the future.
61
Test 3
Questions
C artificial speech translation was not a surprising development. D some
speech translation techniques are better than others.
30 What does the writer say about sharing earpieces?

A It is something people will get used to doing.
B The reluctance to do this is understandable.
C The equipment will be unnecessary in the future.
D It is something few people need to worry about.
31—34
Complete each sentence with the correct ending, A—F, below.
31 Speech translation methods are developing fast in Japan

32 TV interviews that use translation voiceover methods are successful 33 Future
translation systems should address people appropriately
34 Users may be able to maintain their local customs
62
Reading
Questions
A
but there are concerns about this.
B as systems do not need to conform to standard practices.
C but they are far from perfect.
D despite the noise issues.
E because translation is immediate.
and have an awareness of good manners.
F
35—40
Do the following statements agree with the views of the writer in Reading Passage 3?
YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer
35 Language translation systems will be seen as very useful throughout the academic
and professional worlds.
36 The overall value of automated translation to family life is yet to be shown.
37 Automated translation could make life more difficult for immigrant families.
38 Visual aspects of language translation are being considered by scientists.
63
Test 3
Questions
39 International scientists have found English easier to translate into other languages
than Latin.
40 As far as language is concerned, there is a difference between people's social and

practical needs.
64
WRITING
WRITING TASK 1
The diagram below shows how a biofuel called ethanol is produced.

Biofuel production: how ethanol is made

Energy
(sunlight + carbon dioxide)
65
Test 3
WRITING TASK 2
It is important for everyone, including young people, to save money for

their future.
To what extent do you agree or disagree with this statement?
66
SPEAKING
PART 1
The examiner asks you about yourself, your home, work or studies and
other familiar topics. EXAMPLE
Holidays
o Do you prefer spending holidays with friends or with family? [Why?] 0
What kind of holiday accommodation do you like to stay in? [Why?] o
What plans do you have for your next holiday?
o Is your city or region a good place for other people to visit on holiday?
[Why/Why not?]
PART 2
Describe a car journey you made that took You will have to talk about
longer than expected. the topic for one to two
You should say: minutes. You have one
where you were going who minute to think about
you were with how you felt what you are going to say.
during the journey You can make some notes
and explain why this car journey took longer to help you if you wish.
than expected.
PART 3
Discussion topics:
Driving a car
Example questions:
How interested are young people in your country in learning to drive?
What are the differences between driving in the countryside and driving in the city?
Do you consider most drivers where you live to be good drivers?
Electric cars
Example questions:
How popular are electric cars in your country?
In what ways could more people be persuaded to buy electric cars?
Do you think all cars will be electric one day?
67
Test
4
LISTENING
PART Questions 1—10
Questions 1—6
Responsibilities
Task 1 Task 2 Notes
Bakery Check sell-by dates Change price labels Use 7
section labels
Sushi takeaway Re-stock with Wipe preparation Do not clean
counter 8 area and clean the any knives
boxes if sink
needed
Meat and fish Clean the serving Collect 9 . Must wear special
counters area, including 10
the weighing for the fish from the
scales cold-room
First day at work

Name of supervisor: 1
Where to leave coat and bag: use 2 .. in staffroom
See Tiffany in HR: to give 3 . number
to collect 4
Location of HR office: on 5 . floor
Supervisor's mobile number: 6
Questions 7—10

2 11-20
68
Listening
PART Questions
Questions 11 and 12
Which TWO problems with some training programmes for

new runners does Liz mention?
A There is a risk of serious injury.
B They are unsuitable for certain age groups.
C They are unsuitable for people with health issues.
D It is difficult to stay motivated.
E There is a lack of individual support.
Questions 13 and 14
Which TWO tips does Liz recommend for new runners?

A doing two runs a week
B running in the evening
C going on runs with a friend
D listening to music during runs
E running very slowly
4
15—18
What reason prevented each of the following members of the Compton Park
Runners Club from joining until recently?
Write the correct letter, A, B, or C next to Questions 15—18.

Reasons
A a lack of
confidence a
B dislike of running a
C lack of time
69
Test
Questions
Club members
15 Ceri 16 James
17 Leo
18 Mark
Questions 19 and 20
19 What does Liz say about running her first marathon?
A It had always been her ambition.
B Her husband persuaded her to do it. C She nearly gave up before the end.
20 Liz says new runners should sign up for a race
A every six months.
B within a few weeks of taking up running.
C after completing several practice runs.
3 21-30
Questions 21—25

21 Kieran thinks the packing advice given by Jane's grandfather is
A common sense. B hard to follow.
C over-protective.
22 How does Jane feel about the books her grandfather has given her?
A They are not worth keeping.
B They should go to a collector.
C They have sentimental value for her.
23 Jane and Kieran agree that hardback books should be

A put out on display.
B given as gifts to visitors.
Listening
PART Questions
C more attractively designed.
24 While talking about taking a book from a shelf, Jane

A describes the mistakes other people make doing it.
B reflects on a significant childhood experience.
C explains why some books are easier to remove than others.
25 What do Jane and Kieran suggest about new books?

A Their parents liked buying them as presents.
B They would like to buy more of them. C Not everyone can afford them.
71
Test
Questions
4
26—30
Where does Jane's grandfather keep each of the following types of books in his shop?
Choose FIVE answers from the box and write the correct letter, A—G, next to Questions 26—
30.
A
Location of books near
B the entrance in the attic at
C the back of the shop on a
D high shelf near the stairs in a
specially designed space
E within the café
F
G
Types of books 26 rare books
27 children's books 28
unwanted books 29 requested
books 30 coursebooks
4 31-40
72
Listening
PART Questions
Tree planting
Reforestation projects should:
include a range of tree species not include invasive species because of
possible 31 . with native species aim to capture carbon,
protect the environment and provide sustainable sources of 32
. . for local people use tree seeds with a high genetic diversity
to increase resistance to 33 .. and climate change plant trees
on previously forested land which is in a bad condition, not select land
which is being used for 34
Large-scale reforestation projects o Base planning decisions on information
from accurate 35 o Drones are useful for identifying areas in
Brazil which are endangered by keeping 36 and illegal logging.
Lampang Province, Northern Thailand o A forest was
restored in an area damaged by mining.
o A variety of native fig trees were planted, which are important for supporting
many wildlife species increasing the 37 . of recovery by
attracting animals and birds,
e.g., 38 . were soon attracted to the area.
Involving local communities
Destruction of mangrove forests in Madagascar made it difficult for people to
make a living from 39
The mangrove reforestation project:
provided employment for local people restored a
healthy ecosystem protects against the higher risk
of 40
READI
73
NG
READING PASSAGE 1
The impact of climate change on butterflies in Britain

According to conservationists, populations of around two thirds of butterfly species
have declined in Britain over the past 40 years. If this trend continues, it might have
unpredictable knock-on effects for other species in the ecosystem. Butterfly eggs
develop into caterpillars and these insects, which are the second stage in a new
butterfly's lifecycle, consume vast quantities of plant material, and in turn act as prey
for birds as well as bats and other small mammals. Only by arming themselves with an
understanding of why butterfly numbers are down can conservationists hope to halt
or reverse the decline.
Butterflies prefer outdoor conditions to be 'just right', which means neither too hot nor
too cold. Under the conditions of climate change, the temperature at any given time in
summer is generally getting warmer, leaving butterflies with the challenge of how to
deal with this. One of the main ways in which species are ensuring conditions suit them
is by changing the time of year at which they are active and reproduce. Scientists refer
to the timing of such lifecycle events as 'phenology', so when an animal or plant starts
to do something earlier in the year than it usually does, it is said to be 'advancing its
phenology'.
These advances have been observed already in a wide range of butterflies — indeed,
most species are advancing their phenology to some extent. In Britain, as the average
spring temperature has increased by roughly ().5 oc over the past 20 years, species have
advanced by between three days and a week on average, to keep in line with cooler
temperatures. Is this a sign that butterflies are well equipped to cope with climate
change, and readily adjust to new temperatures? Or are these populations under stress,
being dragged along unwillingly by unnaturally fast changes? The answer is still
unknown, but a new study is seeking to answer these questions.
First, the researchers pulled together data from millions of records that had been
submitted by butterfly enthusiasts — people who spend their free time observing the
activities of different species. This provided information on 130 species of butterflies in
Great Britain every year for a 20-year period. They then estimated the abundance and
distribution of each species across this time, along with how far north in the country
they had moved. The data also, crucially, allowed researchers to estimate subtle
changes in what time of the year each species was changing into an adult butterfly.
74
Reading
Analysing the trends in each variable, the researchers discovered that species with
more flexible lifecycles were more likely to be able to benefit from an earlier
emergence driven by climate change. Some species are able to go from caterpillar to
butterfly twice or more per year, so that the individual butterflies you see flying in the
spring are the grandchildren or great-grandchildren of the individuals seen a year
previously.
Among these species, researchers observed that those which have been advancing their
phenology the most over the 20-year study period also had the most positive trends in
abundance, distribution and northwards extent. For these species, such as Britain's
tiniest butterfly, the dainty Small Blue, whose colonies are up to a hundred strong, some
develop into butterflies early in spring, allowing their summer generations to complete
another reproductive cycle by autumn so that more population growth occurs.
Other species, however, are less flexible and restricted to a single reproductive cycle per
year. For these species, there was no evidence of any benefit to emerging earlier.
Indeed, worryingly, it was found that the species in this group that specialise in very
specific habitat types, often related to the caterpillar's preferred diet, actually tended to
be most at harm from advancing phenology. The beautiful High Brown Fritillary, often
described as Britain's most endangered butterfly, is in this group. It is found only in
coppiced woodland and limestone pavement habitats. It is also a single-generation
butterfly that has advanced its phenology. This suggests that climate change, while
undoubtedly not the sole cause, might have played a part in the downfall of this species.
All is not lost, howeven Many of Britain's single-generation species show the capacity,
in continental Europe, to add a second generation in years that are sufficiently warm.
Therefore, as the climate continues to warm, species like the Silver-studded Blue might
be able to switch to multiple generations in the UK as well, and so begin to extract
benefits from the additional warmth, potentially leading to population increases.
More immediately, conservationists can arm themselves with all this knowledge to spot
the warning signs of species that may be at risk. The White Admiral of southern England,
a much sought-after butterfly, experienced a significant increase in numbers from the
1920s but has shown a considerable decline in the past 20 years. This may be because
the caterpillar exists solely on a diet of a plant called honeysuckle. But it is also likely to
be due to climate change.
Questions 1—6

75
Test 4
1 Forty years ago, there were fewer butterflies in Britain than at present.
2 Caterpillars are eaten by a number of different predators.
3 'Phenology' is a term used to describe a creature's ability to alter the location of a

lifecycle event.
4 Some species of butterfly have a reduced lifespan due to spring temperature

increases.
5 There is a clear reason for the adaptations that butterflies are making to climate
change.
6 The data used in the study was taken from the work of amateur butterfly
watchers.
Questions 7—13
Choose ONE WORD ONLY from the passage for each answer. Write your answers
in boxes 7—13 on your answer sheet.
76
Reading
Butterflies in the UK
The Small Blue
lives in large 7 first appears
at the start of 8
0 completes more than one reproductive cycle per year
The High Brown Fritillary has

one reproductive cycle
is considered to be more 9 .. ......... .... .......... .................. than
other species its caterpillars occupy a limited range of 10
The Silver-studded Blue is already able to reproduce twice a year in warm areas of
11
The White Admiral o is found in 12
. .......... areas of England
both climate change and the 13 of the caterpillar are possible
reasons for decline
READING PASSAGE 2
Reading Passage 2.
Deep-sea mining
Bacteria from the ocean floor can beat superbugs and cancer. But habitats are at risk from
the hunger for marine minerals
A When Professor Mat Upton found that a microbe from a deep-sea sponge was killing
pathogenic bugs in his laboratory, he realised it could be a breakthrough in the fight against
antibiotic-resistant superbugs, which are responsible for thousands of deaths a year in the
UK alone. Ftllther tests confirmed that an antibiotic from the sponge bacteria, found living
more than 700 metres under the sea at the Rockall trough in the north-east Atlantic, was
previously unknown to science, boosting its potential as a life-saving medicine. But Upton,
77
Test 4
and other scientists who view the deep ocean and its wealth of unique and undocumented
species as a prospecting ground for new medicines, fear such potential will be lost in the
lush to exploit the deep sea 's equally rich metal and mineral resources.
B 'We're looking at the bioactive potential of marine resources, to see if there are any more
medicines or drugs down there before we destroy it for ever,' says Upton, a medical
microbiologist at the University of Plymouth. He is among many scientists urging a halt to
deep-sea mining, asking for time to weigh up the pros and cons. 'In sustainability terms, this
could be a better way of exploiting the economic potential of the deep sea,' he argues.
Oceanographers using remotely operated vehicles have spotted Inany new species. Among
them have been sea cucumbers with tails allowing them to sail along the ocean floor, and a
rare 'Dumbo' octopus, found 3,000 metres under the Pacific Ocean, off the coast of
California. Any one of these could offer lifesaving potential. Upton estilnates it could take
up to a decade for a newly discoveæd antibiotic to become a medicine — but the race
towards commercial mining in the ocean abyss has already begun.
C The deep sea contains more nickel, cobalt and rare ealth metals than all land resewes
combined, according to the US Geological Survey. Mining corporations argue that deepsea
exploration could help diversify the supply of metals and point to the fict that demand for
resources such as copper, aluminium, cobalt for electric car batteries and other metals to
power technology and smartphones, is soaring. They say that deep-sea mining could yield
far superior ore to land mining with little, if any, waste. Different methods of extraction
exist, but most involve employing some form of converted machinelY previously used in
tel•restrial mining to excavate materials ['rom the sea floor, at depths or up to 6,()()()
metres, then drawing a seawater slurlY, containing rock and other solid particles, fronn the
sea floor to ships on the surfhce. The slurry is then 'de-watered' and transferred to another
vessel fi)l' shipping. Extracted seawater is ptilnped back down and discharged close to the
sea floor.
D But environmental and legal groups have urged caution, arguing there are potentially
massive and unknown ramifications for the environment and for nearby communities, and
that the global regulatory framework is not yet drafted. 'Despite arising in the last half
century, the "new global gold rush" of deep-sea mining shares many features with past
resource scrambles — including a general disregard for environmental and social impacts,
and the marginalisation of indigenous peoples and their rights,' a paper, written by Julie
Hunter and Julian Aguon, from Blue Ocean Law, and Pradeep Singh, from the Center for
Marine Environmental Sciences, Bremen, argues. The authors say that knowledge of the
deep seabed remains extremely limited. 'The surface of the Moon, Mars and even Venus
have all been mapped and studied in much greater detail, leading marine scientists to
commonly remark that, with respect to the deep sea, "We don't yet know what we need to
know". '
E Scientific research — including a recent paper in Marine Policy journal — has suggested
the deep seabed, and hydrothermal vents, which are created when seawater meets volcanic
magma, have crucial impacts upon biodiversity and the global climate. The mineral-rich
vents and their surrounds are also home to many well-known animals including crustaceans,
78
Reading
tubeworms, clams, slugs, anemones and fish. 'It is becoming increasingly clear that deepsea
mining poses a grave threat to these vital seabed functions,' the paper says. 'Extraction
methods would produce large sediment plumes and involve the discharge of waste back into
the ocean, significantly disturbing seafloor environments,' the paper continues. 'On deep sea
vents, scientists are clear,' says Dr Jon Copley of the National Oceanography Centre,
Southampton: 'we don 't want mining on them.'
F The oceans occupy around 70% of the planet and are relatively unexplored, says
Mike Johnston, chief executive of Nautilus, a Canadian underwater exploration company:
'It makes sense to explore this untapped potential in an environmentally sustainable way,
instead of continually looking at the fast depleting land resources of the planet to meet
society's rising needs. ' Those leading the global rush to place giant mining machines
thousands of metres below the sea surface say the environmental impacts will be far
lower than on land. But critics say exotic and little-known ecosystems in the deep oceans
could be destroyed and must be protected. 'Mining will be the greatest assault on deep-sea
ecosystems ever inflicted by humans,' according to hydrothermal vent expert Verena
Tunnicliffe, at the University of Victoria in Canada. She argues that active vents must be
off-limits for mining to protect the new knowledge and biotechnology spin-offs they can
deliver, and that strict controls must be in place elsewhere.
Questions 14—17
Reading Passage 2 has six paragraphs, A—F.
14 reference to the rapidly increasing need for one raw material in the transport
industry
15 a rough estimate of the area of the Earth covered by the oceans
16 how a particular underwater habitat, where minerals and organisms co-exist, is
formed
17 reference to the fact that the countries of the world have yet to agree on rules for
the exploration of the seabed
Questions 18-23
Look at the following statements (Questions 18—23) and the list of people below.
Match each statement with the correct person or people, A—E.
Write the correct letter, A—E, in boxes 18—23 on your answer sheet.
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Test 4
18 A move away from the exploration of heavily mined reserves on land is a good idea.
19 The negative effects of undersea exploration on local areas and their inhabitants
are being ignored.
20 There are more worthwhile things to extract from the sea than minerals.
21 No other form of human exploration will have such a destructive impact on marine
life as deep-sea mining.
22 More is known about outer space than about what lies beneath the oceans.
23 There is one marine life habitat where experts agree mining should not take place.
List of People
A
Professor Mat Upton
B Julie Hunter, Julian Aguon and Pradeep Singh
C Dr Jon Copley
D Mike Johnston
E Verena Tunnicliffe
Questions 24—26
Choose ONE WORD ONLY from the passage for each answer. Write your answers in
boxes 24—26 on your answer sheet.
Mining the sea floor

Mining corporations believe that the mineral resources lying under the sea may
be superior to those found in the earth. They also say that these can be
removed without producing much 24 .
The extraction is often done by adapting the 25 that has already
been used to work on land. The method of excavation involves removing the
seawater from the slurry that is brought up to ships and returning it to the seabed.
However, concerned groups strongly believe that 26 . is necessary
due to the possible number of unidentified consequences.
80
Reading
READING PASSAGE 3
The Unselfish Gene

A psychologist gives his view on how humans became self-centred
There has long been a general assumption that human beings are essentially selfish.
We're apparently ruthless, with strong impulses to compete against each other for
resources and to accumulate power and possessions. If we are kind to one another, it's
usually because we have ulterior motives. If we are good, it's only because we have
managed to control and transcend our innate selfishness and brutality.
This bleak view of human nature is closely associated with the science writer
Richard Dawkins, whose 1976 book The Selfish Gene became popular because it fitted
so well with — and helped to justify — the competitive and individualistic ethos that
was so prevalent in late 20th-century societies. Like many others, Dawkins justifies his
views with reference to the field of evolutionary psychology. Evolutionary psychology
theorises that present-day human traits developed in prehistoric times, during what is
termed the 'environment of evolutionary adaptedness'.
Prehistory is usually seen as a period of intense competition, when life was such a brutal
battle that only those with traits such as selfishness, aggression and ruthlessness
survived. And because survival depended on access to resources — such as rivers,
forests and animals — there was bound to be conflict between rival groups, which led to
the development of traits such as racism and warfare. This seems logical. But, in fact,
the assumption on which this all rests — that prehistoric life was a desperate struggle
for survival — is false.
It's important to remember that in the prehistoric era, the world was very sparsely
populated. According to some estimates, around 15,000 years ago, the population of
Europe was only 29,000, and the population of the whole world was less than half a
million. Humans at that time were hunter-gatherers: people who lived by hunting wild
animals and collecting wild plants. With such small population densities, it seems
unlikely that prehistoric hunter-gatherer groups had to compete against each other for
resources or had any need to develop ruthlessness and competitiveness, or to go to war.
There is significant evidence to back this notion from contemporary hunter-gatherer

groups, who live in the same way as prehistoric humans did. As the anthropologist Bruce
Knauft has remarked, hunter-gatherers are characterised by 'extreme political and
sexual egalitarianism'. Knauft has observed that individuals in such groups don't
accumulate property or possessions and have an ethical obligation to share everything.
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Test 4
They also have methods of preserving egalitarianism by ensuring that disparities of

status don't arise.
The !Kung people of southern Africa, for example, swap arrows before going hunting
and when an animal is killed, the acclaim does not go to the person who fired the arrow,
but to the person the arrow belongs to. And if a person becomes too domineering, the
other members of the group ostracise them, exiling the offender from society. Typically
in such groups, men do not dictate what women do. Women in hunter-gatherer groups
worldwide often benefit from a high level of autonomy, being able to select their own
marriage partners, decide what work they do and work whenever they choose to. And if
a marriage breaks down, they have custody rights over their children.
Many anthropologists believe that societies such as the !Kung were normal until a few
thousand years ago, when population growth led to the development of agriculture and
a settled lifestyle. In view of the above, there seems little reason to assume that traits
such as racism, warfare and male domination should have been selected by evolution —
as they would have been of little benefit in the prehistoric era. Individuals who behaved
selfishly and ruthlessly would be less likely to survive, since they would have been
ostracised from their groups.
It makes more sense, then, to see traits such as cooperation, egalitarianism, altruism
and peacefulness as innate characteristics of human beings. These were the traits that
were prevalent in human life for tens of thousands of years. So presumably these traits
are still strong in us now.
But if prehistoric life wasn't really as brutal as has often been assumed, why do modern
humans behave so selfishly and ruthlessly? Perhaps these negative traits should be seen
as a later development, the result of environmental and psychological factors. Research
has shown repeatedly that when the natural habitats of primates such as apes and
gorillas are disrupted, they tend to become more violent and hierarchical.
So, it could well be that the same thing has happened to us. I believe that the end of the
hunter-gatherer lifestyle and the advent of farming was connected to a psychological
change that occurred in some groups of people. There was a new sense of individuality
and separateness, which led to a new selfishness, and ultimately to hierarchical
societies, patriarchy and warfare. At any rate, these negative traits appear to have
developed so recently that it doesn't seem feasible to explain them in adaptive or
evolutionary terms.
Questions 27—30

27 What is the writer doing in the first paragraph?
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Reading
A setting out two opposing views about human nature

B justifying his opinion about our tendency to be greedy
C describing a commonly held belief about people's behaviour
D explaining why he thinks that humans act in a selfish manner
28 What point is made about Richard Dawkins' book The Selfish Gene?
A Its appeal lay in the radical nature of its ideas.
B Its success was due to the scientific support it offered.
C It presented a view that was in line with the attitudes of its time.
D It took an innovative approach to the analysis of human psychology.
29 What does the writer suggest about the prehistoric era in the fourth paragraph?
A Societies were more complex than many people believe.
B Supplies of natural resources were probably relatively plentiful.
C Most estimates about population sizes are likely to be inaccurate.
D Humans moved across continents more than was previously thought.
30 The writer refers to Bruce Knauft's work as support for the idea that
A selfishness is a relatively recent development in human societies.
B only people in isolated communities can live in an unselfish manner.
C very few lifestyles have survived unchanged since prehistoric times. D
hunter-gatherer cultures worldwide are declining in number.
Questions 31—35
83
Test 4
Contemporary hunter-gatherer societies

Bruce Knauft's research shows that contemporary hunter-gatherer societies tend to
exhibit a high level of 31 ... in all areas of life. In these cultures,
distributing resources fairly among all members is a moral obligation. These
societies also employ strategies to prevent differences in 32 .
occurring: for example, the !Kung follow a custom whereby the credit for one
person's success at 33 . is given to another member of the group.
Individuals who behave in a 34 . manner are punished by being
excluded from the group, and women have a considerable amount of 35 .
in choices regarding work and marriage.
Questions 36—40
Do the following statements agree with the views of the writer in Reading Passage 3?
YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer
36 Some anthropologists are mistaken about the point when the number of societies
such as the !Kung began to decline.
37 Humans who developed warlike traits in prehistory would have had an advantage
over those who did not.
38 Being peaceful and cooperative is a natural way for people to behave.
39 Negative traits are more apparent in some modern cultures than in others.
40 Animal research has failed to reveal a link between changes in the environment and
the emergence of aggressive tendencies.
WRITING
WRITING TASK 1
The charts below give information on the location and types of dance classes
young people in a town in Australia are currently attending.
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Reading
Location of dance classes

Community halls &
other
18%
Private studios
48%
School halls
(after-school)
24%
College-based studios
10%
Types of dance classes (by age group)

•11-16
Ballet
Tap
Modern
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Test 4
o 100 200 300 400 500 600 700

Number of students
86
Writing
WRITING TASK 2
In many countries nowadays, consumers can go to a supermarket and buy food

produced all over the world.
Do you think this is a positive or negative development?
87
Test 4
SPEAKING
PART 1
The examiner asks you about yourself, your home, work or studies and other familiar
topics.
EXAMPLE Cafés
o Do you have a favourite café? [Why/Why not?]
o Do you often go to cafés by yourself? [Why/Why not?] o What do you think
helps to make a café very popular? [Why?] o Why do some people prefer cafés that
are part of large chains, rather than small, local cafés?
PART 2
Describe a place you visited that has
beautiful views. You will have to talk about the
topic for one to two minutes.
You should say: You have one minute to think
where this place is when and why you about what you are going to
visited it what views you can see from say. You can make some notes
this place to help you if you wish.
and explain why you think these views are
so beautiful.
PART 3
Discussion topics:
The beauty industry
Example questions:
Do you agree that most beauty products are a waste of money?
How does the beauty industry advertise its products so successfully? What do
you think of the view that beauty products should not be advertised to
children?
Beauty and culture

Example questions:
Why do many people equate youth with beauty?
Do you think that being beautiful could affect a person's success in life? Why
might society's ideas about beauty change over time?
Audioscripts
TEST 1
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PART 1
SALLY: Good morning. Hinchingbrooke Country Park, Sally speaking. I'm one of
the rangers.
JOHN: Oh hello. My name's John Chapman, and I'm a teaching assistant at a
local primary school. I've been asked to arrange a visit to the park for
two of our classes.
SALLY: OK. What would you like to know?
JOHN: Well, I'm new to this area, so perhaps you could tell me something about the
park first, please.
SALLY: Of course. Altogether the park covers 170 acres, that's $9 hectares. There are
three main types of habitat: wetland, grassland and woodland. The woods are
well established and varied, with an oak plantation, and other areas of mixed
species.
JOHN: Right.
SALLY: The wetland is quite varied, too. The original farmland was dug up around 40
years ago to extract gravel. Once this work was completed, the gravel pits
filled with water, forming the two large lakes. There are also several smaller
ones, ponds and a stream that flows through the park. Q2
JOHN: OK, so I suppose with these different habitats there's quite a variety of wildlife.
SALLY: There certainly is — a lot of different species of birds and insects, and also
animals like deer and rabbits.
JOHN: And I understand you organise educational visits for school parties.
SALLY: That's right. We can organise a wide range of activities and adapt them to suit
all ages.
JOHN: Can you give me some examples of the activities?
SALLY: Well, one focus is on science, where we help children to discover and study
plants, trees and insects. They also collect and analyse data about the things Q3
they see.
JOHN: I-Jhuh.
SALLY: Another focus is on geography. The park is a great environment to learn and
practise reading a map and using a compass to navigate around the park.
JOHN: Do you do anything connected with history?
SALLY: Yes, we do. For instance, the children can explore how the use of the land has
changed over time. Then there's leisure and tourism.
JOHN: That focuses on your visitors, I would imagine. Q5
SALLY: Yes, mostly. The children find out about them, their requirements, the
problems they may cause and how we manage these. And another subject we
cover is music: here the children experiment with natural materials to create
sounds and explore rhythm and tempo.
JOHN: That must be fun!
SALLY: Most children really enjoy it.
SALLY: And of course, all the activities are educational, too. Learning outside the classroom
encourages children to be creative, and to explore and discover for themselves.
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Audioscripts
JOHN: I would imagine they get a sense of freedom that might not be a normal part of their lives.
SALLY: That's right. And very often the children discover that they can do things they
didn't know they could do, and they develop new skills. This gives them greater
self-confidence.
JOHN: It sounds great. So, what about the practical side of it? How much does it cost for
a full-day visit? We would expect to bring between 30 and 40 children.
SALLY: If there are over 30, it costs E4.95 for each child who attends on the day. We
invoice you afterwards, so you don't pay for children who can't come because of
sickness, for example. There's no charge for leaders and other adults — as many as
you want to bring.
JOHN: That sounds very fair. Well, thanks for all the information. I'll need to discuss it Q9
with my colleagues, and I hope to get back to you soon to make a booking.
SALLY: We'll look forward to hearing from you. Goodbye. JOHN: QIO
Goodbye, and thank you,
PART 2
It's great to see so many members of the Twinning Association here tonight. Since the
twinning link between our two towns, Stanthorpe here in England and Malatte in France, was
established, the relationship between the towns has gone from strength to strength.
Last month, 25 members of the association from Stanthorpe spent a weekend in Malatte. Our
hosts had arranged a great programme. We learned how cheese is produced in the region and
had the chance to taste the products. The theme park trip had to be cancelled, but we all had
a great time on the final boat trip down the river — that was the real highlight.
This is a special year for the Association because it's 25 years since we were founded. In
Malatte, they're planning to mark this by building a footbridge in the municipal park. We've been
discussing what to do here and we've decided to plant a poplar tree in the museum gardens. We QII
considered buying a garden seat to put there, but the authorities weren't happy with that idea.
In terms of fundraising to support our activities, we've done very well. Our pancake
evening was well attended and made record profits. And everyone enjoyed the
Q12
demonstration of French cookery, which was nearly as successful. Numbers for our film
show were limited because of the venue so we're looking for somewhere bigger next year.
Q13
We're looking forward to welcoming our French visitors here next week, and I know that
many of you here will be hosting individuals or families. The coach from France will arrive at 5
pm on Friday. Don't try to do too much that first evening as they'll be tired, so have dinner in
the house or garden rather than eating out. The weather looks as if it'll be OK so you might
like to plan a barbecue. Then the next morning's market day in town, and that's always a good
place to stroll round.
On Saturday evening, we'll all meet up at the football club, where once again we'll have Toby
Sharp and his band performing English and Scottish country songs. Toby will already be well
known to many of you as last year he organised our special quiz night and presented the
prizes. Q15
Now on Sunday, we'll be taking our visitors to Farley House. You may not all be familiar with
it, so here's a map to help you. You can see the car park at the bottom of the map. There's an
Q16
excellent farm shop in the grounds where our visitors can buy local produce — it's in the old
stables. which is the first building you corne to. They're built round a courtyard, and the
90
Test
shop's in the far corner on the left. There's also a small café on the right as you go in.
1
of Q17
Q18
Q19
Q20
an
uite
Q21/22
d Q21/22
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Audioscripts
d Q23/24
Q23/24
MARIE: yes, there's all sorts of possibilities.
COLIN: I was reading an article about food trends predicting how eating habits might
change in the next few years.
MARIE: Oh — things like more focus on local products? That seems so obvious, but the Q25
shops are still full of imported foods.
COLIN: Yes. they need to be more proactive to address that.
MARIE: And somehow molivale consumers 10 changej yes.
COLIN: One thing everyone's aware of is the need for a reduction in unnecessary Q26
packaging — but just about everything you buy in supermarkets is still covered
in plastic. The government needs to do something about it.
MARIE: Absolutely, It's got to change.
COLIN: Do you think there'll be more interest in gluten- and lactose-free food?
MARIE: For people with allergies or food intolerances? I don't know. Lots of people know Q27
have been buying that type of food for years now.
COLIN: Yes eve if he ven't been dia nosed with a Iler
MARIE: That's right. One thing I've noticed is the number of branded products related to
celebrity chefs — people watch them cooking on TV and then buy things like spice
mixes or frozen foods with the chef's name on . . I bought something like that Q28
once. but I won't again.
COLIN: Yeah — I bought a ready-made spice mix for chicken which was supposed to be
used by a chef I'd seen on television, and it didn't actually taste of anything.
MARIE: Mm. Did the article mention 'ghost kitchens' used to produce takeaway food?
COLIN.' No. What are they?
MARIE: Well, they might have the name of a restaurant, but actually they're a cooking
facility just for delivery meals — the public don't ever go there. But people aren't Q29
aware of that — it's all kept very quiet.
COLIN: So people don't realise the food's not actually from the restaurant?
MARIE: Right.
COLIN: Did you know more and more people are using all sorts of different mushrooms
now, to treat different health concerns? Things like heart problems?
MARIE: Hmm. They might be taking a big risk there. Q30
COLIN: Yes. it's hard to know which varieties are safe to eat.
Anyway maybe now .
PART 4
For my presentation today, I'm going to talk about the Céide Fields in the northwest of
Ireland, one of the largest Neolithic sites in the world. I recently visited this site and observed
the work that is currently being done by a team of archaeologists there.
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Test
The site was first discovered in the 1930s by a local teacher, Patrick Caulfield. He noticed that
when local people were digging in the bog, they were constantly hitting against what
seemed to be rows Of stones. He realised that these must be walls and that they must be Q31
thousands of years old for them to predate the bog which subsequently grew over them.
He wrote to the National Museum in Dublin to ask them to investigate, but no one took
him seriously. It wasn't until 40 years later, when Patrick Caulfield's son Seamus who had become (232
an archaeologist by then, began to explore further. He inserted iron probes into the
bog to map the formation of the stones, a traditional method which local people had always 033
used for finding fuel buried in the bog for thousands of years. Carbon dating later proved that
the site was over 5,000 years old and was the largest Neolithic site in Ireland.
93
Audioscripts
Thanks to the bog which covers the area, the remains of the settlement at Céide F
is over 5,000 years old, are extremely well-preserved. A bog is 90 percent water; it
saturated that when the grasses and heathers that grow on its surface die, they do
decay but accumulate in layers. Objects remain so well preserved in these conditio
of the acidity of the peat and the deficiency of oxygen. At least 175 days of rain a y
required for this to happen; this part of Ireland gets an average of 225 days.
The Neolithic farmers at Céide would have enjoyed several centuries of relative
stability. Neolithic farmers generally lived in larger communities than their pre
with a number of houses built around a community building, As they lived in p
settlements, Neolithic farmers were able to build bigger houses. These weren't
people often assume. but rectangular with a small hole in the roof that allowed
escape. This is one of many innovations and indicates that the Neolithic farmers
first people to cook indoors. Another new technology that Neolithic settlers b
Ireland was pottery. Fragments of Neolithic pots have been found in Céide and els
Ireland. The pots were used for many things; as well as for storing food, pots w
with a small amount of fat and when this was set alight, they served as lamps.
It's thought that the Céide Fields were mainly used as paddocks for animals to
Evidence from the Céide Fields suggests that each plot of land was of a suitab
sustain-an-extended-family. They may have used a system of rotational grazing i
prevent over-grazing and to allow for plant recovery and regrowth. This must ha
year-round activity as no structures have been found which would have bee
shelter anim I in e .
However, archaeologists believe that this way of life at Céide ceased abruptly. Wh
Well, several factors may have contributed to the changing circumstances. The
have become less productive and led to the abandonment of farming. The cr
system was partly responsible for this as it would have been very intensive a
sustainable. But there were also climatic pressures too. The farmers at Céide w
enjoyed a relatively dry period, but this began to change and the conditions bec
as there was a lot more rain. It was these conditions that encouraged the bog to
the
area which survives today.
WOMAN: Hi Coleman, how are you?
COLEMAN: Good, thanks.
WOMAN: I wanted to have a chat with you because our friend Josh told m
you've joined a guitar group and it sounds interesting. I'd really like t
myself.
COLEMAN: Why don't you come along? I'm sure there's room for another person
WOMAN: Really? So — who runs the classes?
COLEMAN: He's called a 'coordinator' — his name's Gary Mathieson.
WOMAN: Let me note that down. Gary. . . . How do you spell his surname?
COLEMAN: It's M-A-T-H-I-E-S-O-N.
WOMAN: Right, thanks.
So now I'd like to show you some .
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Test 2
TEST 2
PART 1
COLEMAN: He's retired, actually, but he's a really nice guy and he used to play in a lot
of bands.
WOMAN:
Thanks. So how long have you been going?
COLEMAN: About a month now.
WOMAN: And could you play anything before you started?
COLEMAN: I knew a few chords, but that's all.
WOMAN: I'm sure everyone will be better than me.
COLEMAN: That's what I thought, too. When I first spoke to Gary on the phone, he said it
was a class for beginners, but I was still worried that everyone would be better
than me, but we were all equally hopeless!
WOMAN: Oh, that's reassuring. So where do you meet?
COLEMAN: Well, when I joined the group, they were meeting in Gary's home, but as the
group got bigger, he decided to book a room at the college in town. I prefer Q3
going there.
WOMAN: I know that place. I used to go to tap dancing classes there when I was at
secondary school. I haven't been since, though and I can't remember what road
it's in . . . is it Lock Street?
COLEMAN: It's just beyond there at the bottom of New Street near the city roundabout. Q4
WOMAN: Yes, of course.
COLEMAN: The guitar club is on the first floor in Room T 347.
WOMAN: Right. And when do you meet? Is it at the weekend?
COLEMAN: We meet on Thursdays. It used to be 10.30 and that suited me well, but now we
meet at 11. The class that's in there before us asked if they could have the room
for another 30 minutes.
WOMAN: Oh, I see. Well, I'd love to come, but I don't have a guitar.
COLEMAN: Well, you can always buy a second-hand one. There's a website called 'The perfect
instrument' that sells all kinds of guitars, violins and so on. I'm sure you'll find
something there.
WOMAN: So what's a typical lesson like with Gary?

COLEMAN: Well, he always starts by getting us to tune our guitars. That takes about five
minutes.
WOMAN:
Uhuh.
COLEMAN:
Some people have an app they use, but others do it by ear. Gary goes round and
helps them. And while he's doing that, he tells us what he's going to do during
the lesson.
WOMAN:
COLEMAN: Right.
WOMAN: First, we usually spend about ten minutes doing some strumming.
COLEMAN: So is that using . . . what are they called . . plectrums?
WOMAN: No — we just use our thumbs.
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Audioscripts
COLEMAN: Much easier.

Gary reminds us where to put our fingers for each chord and then we
together. Sometimes we all just start laughing because we're so bad a
WOMAN: time, so Gary starts clapping to help us.
COLEMAN: Do you learn to play any songs?
Yes — we do at least one song with words and chords. I mean that's
WOMAN.'
you think.
COLEMAN:
Oh, I'm sure it is!
That part of the lesson takes about 15 minutes. He often brings a reco
WOMAN: the song and plays it to us first. Then he hands out the song and if the
chord in it, we practise that before we play it together — but really slo
you do any finger picking?
The training we get is a continuous process, focusing on technical competenc
handling techniques, and it's given me the confidence to deal with extreme
without panicking. I was glad I'd done a first aid course before I started, as that's
with the casualty care activities we do. We've done a lot on how to deal with ro
knots — that's an essential skill. After a year, I did a one-week residential cou
specialists. They had a wave-tank where they could create extreme weather cond
we could get experience at what to do if the boat turned over in a storm a
example.
COLEMAN: That's the last ten minutes of the lesson, when we pick out the individ
from a tune he's made up. It's always quite simple.
WOMAN: That must be hard, though.
COLEMAN: It is, but people like it because they can really concentrate and if we're
well, it sounds quite impressive. The only trouble is that he sometime
play one at a time — you know, alone.
WOMAN: That's scary.
COLEMAN: It is, but I've got used to it now. At the end he spends about five minu
what to practise for the following week.
WOMAN: Well, thanks Coleman. I'll go and have a look at that website, I think.
PART 2
I never really planned to be a lifeboat volunteer when I came to live in Northsea. I
working in London as a website designer, but although that was interesting, I didn
city life. I'd been really keen on boats as a teenager. and I thought if I went to live
sea. I might be able to pursue that interest a bit more in my free time. Then I foun
the Lifeboat Institution was looking for volunteers, so I decided to apply.
The Lifeboat Institution building here in Northsea's hard to miss, it's one of the lar
country. It was built 15 years ago with funds provided by a generous member of th
who'd lived here all her life. As the Lifeboat Institution is a charity that relies on th
donation, rather than funding provided by the government, that was a huge help
When I applied, I had to have a health assessment. The doctors were pa
interested in my vision. I used to be short-sighted, so I'd had to wear glasses, bu
laser eye surgery two years earlier so that was OK. They gave me tests for colour
and they thought I might have a problem there, but it turned out I was OK.
When the coastguard gets an alert, all the volunteers are contacted and rush to
station. Our target's to get there in five minutes, then we try to get the boat off th
out to sea in another six to eight minutes. Our team's proud that we usually ach
the average time across the country's eight and a half minutes.
I've recently qualified as what's called a 'helmsman', which means I have th
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Test 2
responsibility for the lifeboat. I have to check that the equipment we use is in working order
— the crew have special life jackets that can support up to four people in the water. And it's
ultimately my decision whether it's safe to launch the boat. But it's very rare not to launch
it, even in the worst weather.
As well as going out on the lifeboat, my work involves other things too. A lot of people
underestimate how quickly conditions can change at sea, so I speak to youth groups and
sailing clubs in the area about the sorts of problems that sailors and swimmers can have if
the weather suddenly gets bad. We also have a lot of volunteers who organise activities
to raise money for us, and we couldn't manage without them.
Q16
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Audioscripts
BELLA: So let's find some examples in the article of footwear that was rejecte
recycling.
DON: OK. I think there are some in the interview with the recycling mana
here it is.
BELLA: Mmm. Let's start with the ladies' high-heeled shoes. What did he
about those?
DON: He said they were probably expensive — the material was suede
beige in colour — it looked like someone had only worn them once, b
wet field so the heels were too stained with mud and grass to re-sell t
Since I started, I've had to deal with a range of emergency situations.
But the work's hugely motivating. It's not just about saving lives — I've learned a l
technology involved. My background in IT's been useful here, and I can use my exp
help other volunteers. The 're a reat rou — we're like a famil reall , which helps wh
dragging yourself out of bed on a cold stormy night. But actually, it's the colder mo
be the most rewarding time. That's when the incidents tend to be more serious, a
that you can make a huge difference to the outcome.
So if any of you listeners are interested.
PART 3
BELLA: Hi Don — did you get the copy of the article on recycling footwear tha
you?
DON : Yeah — it's here . . . I've had a look at it.
BELLA: So do you think it's a good topic for our presentation?
DON : Well, before I started reading it, I thought recycling footwear, well, alt
quite interesting, perhaps there isn't enough to say about it, cos we p
recycling bins, they go to charity shops and that's about it.
BELLA: . but there's much more to it than that.
DON: I realise that now and I'm keen to research the topic more.
BELLA: That's great.
DON : One of the things I didn't realise until I read the article was just how m
trainers get recycled!
BELLA: Well, a lot of young people wear them all the time now. They've
popular than ordinary shoes.
DON: I know. I guess they are very hard-wearing, but don't they look a
school uniform? I don't think they're right for that.
BELLA: Actually. I think some of them look quite smart on pupils . better than
pair of shoes.
So do you keep shoes a long time?
DON : Yes. Though I do tend to wear my old pairs for doing dirty jobs like cle
BELLA: I must admit, I've recycled some perfectly good shoes. that haven't
Qt fashion and still fit. just because they don't look great on me a
That's awful isn't it?
DON: I think it's common because there's so much choice. The article
recent sales of footwear have increased enormously.
BELLA: That didn't surprise me.
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Test 2
DON: No. But then it said that the amount of recycled footwear has fallen: it's 6 percent Q24
now compared to a previous level of 11 percent. That doesn't seem to make sense.
BELLA: That's because not everything goes through the recycling process. Some footwear
just isn't good enough to re-sell, for one reason or another, and gets rejected.
BELLA: OK . . . and the leather ankle boots. What was wrong with them?
DON: Apparently, the heels were worn — but that wasn't the problem. One of the Q26
shoes was a much lighter shade than the other one — it had obviously been left
in the sun. I suppose even second-hand shoes should look the same!
BELLA: Sure. Then there were the red baby shoes.
DON: Oh yes — we're told to tie shoes together when we put them in a recycling bin, but
people often don't bother.
BELLA: You'd think it would have been easy to find the other. but it wasn't. That was a Q27
shame because they were obviously new.
DON: The trainers were interesting. He said they looked like they'd been worn by a
marathon runner.
BELLA: Yeah — weren't they split?
DON: Not exactly One of the soles was $0 worn under the foot that you could put your Q28
finger through it.
Well, we could certainly use some of those examples in our presentation to
explain why 90 percent of shoes that people take to recycling centres or bins
get thrown into landfill.
BELLA: Mmm. What did you think about the project his team set up to avoid this by
making new shoes out of the good parts of old shoes?
DON: It sounded like a good idea. They get so many shoes, they should be able to
match parts. I wasn't surprised that it failed, though. I mean who wants to
buy second-hand shoes really? Think of all the germs you could catch!
BELLA: Well, people didn't refuse them for that reason, did they? It was because the Q29
pairs of shoes weren't identical.
DON'. They still managed to ship them overseas, though.
BELLA: That's another area we need to discuss.
DON: You know I used to consider this topic just from my own perspective, by
thinking about my own recycling behaviour without looking at the bigger
picture. So much happens once shoes leave the recycling area.
BELLA: It's not as simple as you first think, and we can show that by taking a very 030
different approach to it.
DON: Absolutely. So let's discuss . . .
PART 4
For my project on invertebrates, I chose to study tardigrades. These are microscopic — or to
be more precise — near-microscopic animals. There are well over a thousand known species
of these tiny animals, which belong to the phylum Tardigrada. Most tardigrades range in
length from 0.05 to 1 millimetre, though the largest species can grow to be 1.2 millimetres in
length. They are also sometimes called 'water bears': 'water' because that's where they
thrive
best, and 'bear' because of the way they move. 'Moss piglet' is another name for Q31
tardigrades because of the way they look when viewed from the front. They were first
discovered in Germany in 1773 by Johann Goeze, who coined the name Tardigrada.
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Audioscripts
As I say, there are many different species of tardigrade — too many to describe he
generally speaking, the different species share similar physical traits. They have a
is short, and also rounded — a bit like a barrel — and the body comprises four
Each segment has a pair of legs, at the end of which are between four and eight sh
I should also say that some species don't have any claws; what_they-haye-are-d
these work by means of suction. They enable the tardigrade to cling on to surfa
grip its prey. Within the body, there are no lungs, or any organs for breathin
Instead,
As far as the tardigrade's head is concerned, the best way I can describe this is th
rather strange — a bit squashed even — though many of the websites I looked at
its appearance as cute, which isn't exactly very scientific. The tardigrade's mouth
of tube that can open outwards to reveal teeth-like structures known as 'stylets'.
sharp enough to pierce plant or animal cells.
So, where are tardigrades found? Well, they live in every part of the world, in
habitats: most commonly, on the bed of a lake, or on many kinds of plants or
environments. There's been some interesting research which has found that tard
capable of surviving radiation and very high pressure, and they're also able to
temperatures as cold as. —200 degrees centigrade. or highs of more than 1
centigrade, which is incredibly hot.
It has been said that tardigrades could survive long after human beings have been
even in the event of an asteroid hitting the earth. If conditions become too extrem
tardigrades are at risk of drying out, they enter a state called cryptobiosis. They cu
ball, called a tun — that's T-U-N — by retracting their head and legs, and their me
drops to less than one percent of normal levels. They can remain like this until the
introduced to water, when they will come back to life in a matter of a few hours. W
state of cryptobiosis, tardigrades produce a protein that protects their DNA. In 201
scientists revived two tardigrades that had been tuns for more than 30 years. Ther
report that, in 1948, a 120-year-old tun was revived, but this experiment has neve
repeated. There are currently several tests taking place in space. to determine how
tardigrades might be able to survive there. I believe the record so far is 10 days.
So, erm, moving on. In terms of their diet, tardigrades consume liquids in order
Although they have teeth, they don't use these for chewing. They_ suck the j
moss. or extract fluid from seaweed, but some species prey on other tardigra
other species or within their own. I suppose this isn't surprising, given that tardi
mainly comprised of liquid and are coated with a type of gel.
Finally, I'd like to mention the conservation status of tardigrades. It is estimated th
have been in existence for approximately half a billion years and, in that time, they
survived five mass extinctions. So, it will probably come as no surprise to you, that
have not been evaluated by the International Union for Conservation of Nature an
on any endangered list. Some researchers have described them as thriving.
LEON: Hi Shannon — how are you settling into your new flat?
SHANNON: Really well, thanks.
LEON: You look like you're going shopping.
SHANNON: Yes, I am. My cousins are coming to stay for a couple of days, and I h
for them.
LEON: Well, there are plenty of places to buy food in Kite Place — it's the
the harbour.
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Test 2
SHANNON: Oh, OK, I'll find that on the map. Thanks.

LEON.' What sort of food do you need to get?
SHANNON: Well, neither of them eats meat but they both like fish.
Does anyone have any questions they'd like to ask?
TEST 3
PART 1
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Audioscripts
LEON: Well, there's a really good fish market there.

SHANNON: Oh great — where is it exactly?
LEON: It's at the far end of Kite Place, so you have to go over the bridge and then it's on Q2
the right.
SHANNON: OK — is it open all day?
LEON: It doesn't close until four, but I'd recommend going earlier than that — it does run
out of some things.
SHANNON: Oh, I don't want that to happen.
LEON: As long as you get there by 3±30, you should be fine. It's only 11 now, so plenty Q3
of time.
SHANNON: Right.
LEON: Do you need to buy vegetables too?
SHANNON: I do, and I want to avoid all the plastic packaging in the supermarket!
LEON: Well, there's a really nice organic shop there. Now what's it called it's the
name of a flower. I know, it's 'Rose'.
SHANNON: That's a nice name.
LEON: Yeah — it sells vegetables and quite a lot of other stuff.
SHANNON: And where's that?
LEON: Well, as you reach the market, you'll see a big grey building on your left — I
think it used to be a warehouse. Anyway, now it's a restaurant upstairs, but the
ground floor has two shops either side of the entrance and it's the one on the
left.
SHANNON: That's easy enough.
LEON: You can't miss it — there's also a big sign on the pavement so you can look
for that.
SHANNON: Fine! I guess if I need anything else, I'll have to go to the supermarket.
LEON: Yeah — you should be able to get everything you need, but there's a minibus that
goes to the supermarket if you need it. It's purple and the number is 289.
SHANNON'. Thanks, that's great.
LEON: So what do you need to get at the fish market? The salmon is always very good
and the shellfish.
SHANNON: I'm going to make a curry, I think, and I need about 12 prawns for that.
LEON: They'll have plenty of those.
SHANNON: OK.
LEON: Have you ever tried samphire? Q7
SHANNON: No — what's that?
LEON: It's a type of seaweed. I just ask for a handful and you fry it in butter. It's delicious!
SHANNON: Oh, I might try that — how do you spell it?
LEON: It's S-A-M-P-H-I-R-E.
SHANNON: Great — it's always good to try something different.
LEON: Yeah.
SHANNON: I'll see what beans they have in the organic shop and I think I'll get something for
dessert there.
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Test 3
LEON: How about a mango?

SHANNON: I'm not sure — they're not always ripe. I'd prefer a melon — it's bigger too.
LEON: Good idea. The owner also sells a lot of spices there that you can put in a
curry,
and things like coconut. Q9
SHANNON: Oh, that's very helpful. I'll have a look.
LEON: No problem.
SHANNON: I know bread doesn't really go with curry but I always like to have some in case.
LEON: As I said — all the bread is home-made and there's lots of variety. I like the brown
bread myself.
SHANNON: Mm, sounds good.
LEON: They sell other things there too.

SHANNON:Like cakes? I love chocolate cake.
LEON: Well — not that, but they have a whole range of tarts and the best are the
strawberry ones. QIO
SHANNON: Perfect — hopefully I won't even have to go to the supermarket!
PART 2
PRESENTER: The children's book festival is coming up again soon and here to tell us all about
it is the festival's organiser, Jenny Morgan. So tell us what we can expect this
year, Jenny.
JENNY: Well, as usual we've got five days of action-packed exciting events for children,
with writers coming from all over the country getting involved.
Just to give you an idea of what's on offer in the workshops, first of all, there's
a very special event called Superheroes. This is a chance for deaf children QII
share their reading experiences with author Madeleine Gordon, who is
herself hearing impaired.
'Just do it' is a practical workshop led by the well-known illustrator Mark Keane.
He'll take participants on a magical journey to faraway lands with an opportunity Q12
for s irin actors to do some role I
'Count on me' is an inspiring and entertaining look at the issues of friendship
for 13—14-year-olds. It looks at some of the friendships described in popular Q13
books and asks participants to compare these with their own experiences.
'Speak up' is part of a series of workshops on the subject of mental health. This
is a creative writing workshop encouraging children to describe situations Q14
where young people experience loneliness. A recent survey revealed that
children can be lonely even when they're at home with their families.
'Jump for joy', as many of you will know, is the heart-warming, best-selling story
by Nina Karan about a young girl's trip to visit her relatives in India. It recently Q15
received the gold medal at the Waterford Awards. Nina will get children to GA—
rate the word 'joy' by writing a poem.
'Sticks and stones' is the beautifully illustrated picture book for young readers
about a community who organise an African-Caribbean festival to help local Q16
children learn about their Jamaican roots. This will be a musical event where
children will have the chance to play steel drums. This is bound to be very
popular, so please book as soon as possible.
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Audioscripts
PRESENTER: Thanks Jenny. That all sounds really interesting. I'm just wondering if you have a
favourite book you could recommend for our readers?
JENNY: It's hard to choose, but Alive and Kicking is definitely worth mentioning. You
won't have heard of the writer as it's her first book — which is really impressive.
It's basically the teenage diary of a boy from Somalia who comes to live in the UK.
It deals with the serious issue of immigration and all the challenges the boy has Q17
to face at school and with the language barrier, etc. Usually, books like this are
quite sad, but this one actually made me cry with laughter. On each page, there Q17
are simple but hilarious black and white stick drawings of the boy with his friends
and teachers. At the end of each diary entry, there are new English words the
boy learns each day, which may help develop some children's vocabulary.
PRESENTER: I think my kids would enjoy that. What about any advice for parents on how to
encourage their children to read more?
JENNY: Well, this is something I get asked about a lot. There are so many distractions
for kids these days that it can be hard to find time for reading. One thing I'd say
is to make time to sit down with your child and share books with them. A lot of
parents give up reading aloud to their children as soon as they learn to read
independently, but this is a mistake. It's good to read more advanced books to
them as it helps to develop their vocabulary. If you don't have time for this, then
let them listen to audio books. Often, they'll want to read books they've listened (219
to for themselves. I think it's a good idea to make a mental note of the type of
books your child is reading — often they just read the same genre all the time,
which can get a bit boring. You can introduce new authors and genres to Q19/
them. Librarians should be able to help you with this. PRESENTER: Well Jenny, I think that's
really useful. .
PART 3
CLARE: Hi Jake. How are you getting on with the practical teaching?
JAKE: It's harder than I expected, but I've got some great classes. How about you?
CLARE: Not brilliant. I'm really struggling with my Year 12 science class.
JAKE: Are they hard to control?
CLARE: Well, I don't have discipline problems as such. It's just that they don't seem to (021
think that science has anything to do with their lives. It's depressing. They
listen to what I say, and I gave them a test last week and the results weren't too
bad, but there's no real engagement.
JAKE: Right.
CLARE: And as part of my teaching practice, I have to design an experiment for them to
do. I was wondering about something on the children's diets . . . you know,
asking them to record what they eat and maybe linking it to their state of
health.
JAKE: Mmm. Let's think. So your methodology would involve the children recording
what they eat. OK, but you'd also need to have access to the children's medical Q22
records and I don't think people would be happy about that; confidentiality would
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Test 3
be an issue. If you could get the right data, the conclusions might be significant,
but I suspect it's not going to be easy.
CLARE: Right.
JAKE: Have you thought about doing an experiment using animals?
CLARE: Wouldn't that be upsetting for the children?
JAKE: Well, the animals don't have to be harmed in any way. It could just be an
experiment where they're given a certain diet and the effects are observed.
CLARE: Would I have to get permission to use animals?
JAKE: Yes, you'd have to submit an outline of the experiment and fill in a form, but it's
quite straightforward.
CLARE: But if we found out that, say, a particular diet affects the health of animals,
the same thing wouldn't necessarily be true for people. would it? Q23
JAKE: No that's true, but the findings for any experiment are going to be limited. It's
inevitable.
CLARE: I suppose so. So what animals could I use to investigate the effects of diet? Mice?
JAKE: Yes. You'd need experimental mice — ones that have been specially bred for
experiments.
OK, so what will your experiment be investigating exactly?
CLARE: Well, something to do with nutrition. So maybe we could look at food
supplements . things like extra iron and extra protein, and their impact
on health.
JAKE: Mmm. That might be rather broad. Maybe just look at the effects of one
supplement, like sugar, on the health of the mice?
CLARE: In fact, maybe the focus could be on whether mice can control their own diet. Q24
JAKE'. So, what happens when they have access to more sugar, that they don't really
need?
CLARE: Exactly. Do they eat it or do they decide to leave it?
JAKE: Great. Then later on, you could do a follow-up experiment adding another variable.
Like, you could give some of the mice the chance to be more active. running on a Q25
wheel or something. and the others just sit around and don't do much.
CLARE: Or I could repeat the experiment but change the type of food I provided
or use mice with a different genetic structure. But I think your idea
would be more interesting, I might think about that some more.
CLARE: So can I talk through a possible procedure for the experiment where mice are
given a sugar supplement?
JAKE: Sure. I did a similar experiment in college actually.
CLARE: Great. So how many mice would I need?
JAKE: I'd say about 12. And all young ones. not a mixture of old and young. Q26
CLARE'. OK. And I'd need two groups of equal sizes, so six in each group. And how would I
tell them apart? I suppose I could put some sort of tag on one group . . or just
mark them in some way? Q27
JAKE: You could use food colouring, that wouldn't hurt them.
CLARE: Perfect. Then each group would go into a separate cage, and one group, let's call
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Audioscripts
them group A, would be the control group. So they'd just have ordinary mouse
food. I suppose you can buy that?
JAKE: Yes, it comes in dry pellets.
CLARE: And the other group would have the same as the first group, but they'd also have
the extra sugar.
JAKE: Would you just give them straight sugar?
CLARE: It might be better to give them something like cereal with it. Q28
JAKE: Mmm. Then you'd need to weigh the mice, I should think once a week. And you'd
need an electronic balance.
CLARE: But we can't hold them on the balance, or it'd affect the reading.
JAKE: Exactly. So you need something called a weighing chamber to stop the mice from Q29
runnjng_away. It sounds complicated, but actually you can just use a plastic box
with holes in the top.
CLARE: OK. So once we've measured the weight gain of each mouse we can work out Q30
the average for each group. as well as the standard deviation. And then see
where we go from there. That sounds cool, I think the students will enjoy it.
JAKE: Yes. One thing .
PART 4
In today's lecture, I'm going to be talking about microplastics.
Microplastics are tiny pieces of plastic smaller than five millimetres in size. Recently there's
been a greater awareness that there are large quantities of plastic waste — big and small —
in the environment. The amount of plastic waste in the oceans has received widespread
attention, but far less is known about the effects of microplastics in freshwater and
particularly in soil.
Microplastics can enter the environment via a number of different sources. Threads and
microfibres detach from synthetic clothing every time they're put in a washing machine, and Q31
these find their way into the water system. Other sources include big pieces of plastic
waste that are already in the environment, and these break down into microscopic
particles over a period of time. On a larger scale, factory waste is another route, as are
tyres which wear down as cars, lorries and so on travel along road surfaces.
We already understand some of the impacts of microplastics from studies involving fish and
other animals. There is evidence that microplastics harm small creatures in a variety of ways,
such as by damaging their mouths, or by impairing their ability to feed, for example when
microplastics get lodged in their digestive system. Q32
Surprisingly perhaps, it is likely that humans consume microplastics, as these have been
detected in a wide range of food and drink products, including bottled water, as well as in
water that comes direct from the tap. What's more, salt and many kinds of seafgod have
also been found to contain microplastics. Q33
However, it's important to underline that there is not yet conclusive proof that
microplastics cause significant harm to people. In many countries, including here in the
UK, there is legislation which prevents manufacturers from adding plastic microbeads to
shower gels. facial cleansers and toothpaste. Q34
It is very difficult to accurately estimate the total amount of microplastic particles in the
soil as they can be hard to detect, but we do know they are carried in the air and
deposited in the soil by rain. What's more, many of the fertilisers used by both farmers
Q35
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Test 3
and gardeners contain microplastics.
A team from the Anglia Ruskin University in Cambridge has carried out a study of the
effects
of microplastics on the digestive tracts of earthworms. These worms, which live in topsoil,
are
an essential component of our agricultural system. By feeding on soil. they mix nutrients
into
it. thereby making it more fertile.
The researchers set out to discover whether the introduction of microplastics into the soil
— and the subsequent ingestion of these by earthworms — would impact soil quality and
ultimately inhibit plant growth. The short answer was, yes, it did. After placing three
different
types of microplastic particles into the soil, they planted perennial rye grass. The particles
of
microplastic, which included biodegradable PLA and conventional high-density

polyethylene,
or HDPE, were then ingested by the earthworms in the soil. The result was that the worms
lost-Light-rapjdl.y. What's more, a lower percentage than normal of the rye grass seeds
germinated, and the researchers concluded that this was a direct result of the earthworms
being unable to fulfil their normal role in making soil more fertile. The team also discovered
that there was an increase in the amount of acid found in the soil, and this was attributed
mainly to the microplastic particles from conventional HDPE plastic.
The conclusions of the study make for very interesting reading — I've included the
reference
in the notes to give you at the end of this session. To summarise, the authors proposed the
idea that we need to regard soil as we would regard any other process in nature. This
means
we should accept the implications of soil being dependent on decaying and dead matter
constantly being passed through the bodies of earthworms. That is, when soil becomes
107
Audioscripts
impoverished by the presence of microplastics, noronly-ecosystems-hutalÄhe—tm-Je-of
society are negatively impacted.
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Audioscripts
TEST 4
PART 1
KAEDEN: Hello Charlotte. I'm Kaeden, one of the supervisors. Welcome to the team.
CHARLOTTE: Hi Aiden.
KAEDEN: Il's Kaeden.
CHARLOTTE.• I'm so
sorry.
KAEDEN: Don't worry. People often get my name wrong; they never know how to spell it.
It's K-A-E-D-E-N, in case you ever need to write it.
CHARLOTTE: I'll try and remember.
KAEDEN: So, there are a few practical things you need to sort out this morning. Then I'll
show you what you're going to do today.
CHARLOTTE: The email I received said to go to the front desk, to show my letter of
appointment and pick up my badge.
KAEDEN: You'll need that for the staffroom and other areas of the supermarket where
shoppers aren't allowed.
So, after you've finished at the front desk, I'll take you to the staffroom. Put your
coat and rucksack in one of the lockers there. Take whichever one is free. Q2
CHARLOTTE: Will I have a key?
KAEDEN: Yes. Try not to lose it. At the end of the day, leave it in the door for the next
person to use.
CHARLOTTE: Will do.
KAEDEN: You also need to go to the HR department to see Tiffany. She's really helpful.
CHARLOTTE: I was told to bring my passport with me. HR need to take a note of the number in it.
KAEDEN: That's right. Or you can show your ID card.
CHARLOTTE: I don't have one of those.
KAEDEN: OK. Tiffany will give you a uniform. They have lots in different sizes, so you just
tell her what you need. I won't come with you to HR — I've got to go and sort
something else out. Problem with a bread slicer.
CHARLOTTE: Is the HR office near the staffroom?
KAEDEN: The staffroom's on the first floor, and HR are a couple of floors above that, on the
third floor. There's a staircase outside the staffroom.
CHARLOTTE: OK.
KAEDEN: When you've finished with HR, come and find me in the bakery section of the
shop.
CHARLOTTE: I'm looking forward to getting started.
KAEDEN: I'll just give you my phone number, in case you can't find me. Have you got your
phone there?
CHARLOTTE: Yes . . . OK, ready.
KAEDEN: It's oh-four-one-two double-six-five nine-oh-three.
CHARLOTTE: OK, done.
KAEDEN: So, Charlotte, your tasks today are in the bakery section, on the sushi counter,
and on the meat and fish counters. The first job is to check sell-by dates on the
Audioscripts
bread and cakes. If any of the dates are today's, put a new price label on the
packaging.
CHARLOTTE: What if any of the labels are yesterday's dates, or older? Do I throw those
items away?
1 14
KAEDEN: Yes, but that shouldn't happen — we check the stock every day. When something
needs a new price label, put a yellow one on the package, next to the original
price.
CHARLOTTE: OK.
KAEDEN: After that, you'll go to the sushi takeaway counter.
CHARLOTTE: Will I be preparing boxes of food?
KAEDEN: For today, you'll just be helping the staff.
CHARLOTTE: Yes, of course.
KAEDEN: You'll see lots of flat cardboard boxes at one end of the counten Beneath those
is where we keep the plastic boxes — we run out of those really quickly, so you 08
should bring more from the storeroom.
CHARLOTTE: Is that my only task on the sushi counter?
KAEDEN: No. You also need to clean the area where they prepare the dishes. There are
cloths and bottles of spray by the sink. Oh, and please make sure you clean
that too.
CHARLOTTE'. Sure. That's important, isn't it?
KAEDEN: Absolutely. But you mustn't wash up knives. You have to do some training before
you're allowed to touch sharp objects.
CHARLOTTE: What should I do if there are any?
KAEDEN: Ask someone to put them in the dishwasher.
CHARLOTTE: OK, thanks. I don't want to get anything wrong.
KAEDEN: Don't worry. You'll be fine. And I'll be around to help.
CHARLOTTE: Right.
KAEDEN: Finally, the meat and fish counters. You need to clean the area where staff serve
customers, including wiping the weighing scales.
CHARLOTTE: OK. Anything else?
KAEDEN: The fish is laid on ice, but when that starts to melt, you'll need to get more from Q9
the cold-room.
CHARLOTTE: I know the staff on the food counters wear a hat. Will that be the same for me?
KAEDEN: You won't be serving customers directly, so no. But make sure you put on
thermal gloves when you take anything out of the cold-room. The temperature's QIO
low enough in there to get frostbite from touching things.
CHARLOTTE: Understood.
PART 2
My name's Liz Fuller and I'm a running coach with Compton Park Runners Club.
Welcome to my podcast. If you're thinking about taking up running f— I'm here to help.
There are many training programmes available online which aim to help people build up to
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Test 4
running 5 kilometres. Some of them are great and thousands of people of all ages are taking
part in 5-kilometre races across the country as a result. People like them because they're
easy
to follow and don't push them too hard. However, they don't work for everyone — especially if (211/12
, because they're aimed at people
with average fitness and running ability. Another thing is that everyone is different — and jf_you Q11/12
have any specific questions related to your needs. there's no one to provide any answers.
I have a couple of simple tips I always give to new runners. I expect you've been told to run
very slowly until your fitness increases — well, I find that can prevent progress. You should
run at a speed that feels comfortable, but time yourself and try to run a bit faster each
time.
Listening to music can be very helpful — it takes your mind off things and helps your body get Q13/14
into a rhythm. I'd say that is better than running with a friend — especially as most people are
competitive and that's not what you want when you're just starting. I don't think the time of
day is especially important — some people are better in the evening, while others are
morning
people — but you need to be consistent, so aim to train regularly — twice a week is enough
to Q13/14
begin with.
New members often say to me that they've been put off running either because they lack Q15
confidence, or they don't have time, or they think they dislike running. Ceri, for example,
joined the club two years ago at the age of 40. She'd always enjoyed running at school but
wasn't sure if she'd be able to do it. She was worried about being left behind and being the
Q16
slowest runner. But she says she was made to feel so welcome she soon forgot all about that.
James had always hated the idea of running but a friend encouraged him to come along for a
taster session and he hasn't looked back. He never misses a training session despite having a
really demanding job. 017
Leo was worried about having to commit himself to training sessions every week and wasn't
sure he'd be able to fit training into his busy schedule. But after experiencing a lot of stress at
work he came along to us and gave it a go. Now he says he feels much more relaxed and he
looks forward to his weekly run.
Mark is quite typical of our new members. He's never considered himself to be a sporty Q18
person and it was only when he retired that he decided to take up the challenge of trying to
run 5 kilometres. It took him months to find the courage to contact us but felt reassured
immediately as there were other people his age who were only just taking up running for
the first time.
My own journey hasn't been easy. I did my first marathon when I was 37, after having had Q19
two kids. My husband had been running marathons for years, but I never dreamed I'd be
doing one with him. I managed to complete it in four hours, but I felt like giving up
halfway through — it was only the support of the spectators that kept me going.
I do think signing up for a race of whatever length is motivating — whether it's 5K or 25K
— because it's good to have something to work towards and it gives you a sense of Q20
111
Audioscripts
achievement. I did my first 10K after only six months, which was certainly very challenging Q21
and not something I'd necessarily recommend. But after you've been training for a few
weeks, it's worth putting your name down for a 5K — some people find they only need a
few practice runs before taking part in a race, but I'd give yourself a couple of months at
least.
Well, I hope that's given .
PART 3
KIERAN: So Jane — you'll be off to Denmark soon to do your work placement.
JANE: Yes, I'm really looking forward to it and I've just started packing up all my books
to put in storage.
KIERAN: Well, I hope they don't get spoilt.
JANE: It's OK — my grandfather works in a bookshop and he told me how to pack them. KIERAN:
Oh, that's helpful.
JANE: He says you have to support the spine otherwise the paper can come away from
the cover.
KIERAN: Yeah — that's obvious.
JANE: He also told me to pack them flat in the box not on their side — again because
they can bend and if you leave them like that for. say. a year, it's quite hard to get
them back to their normal shape.
KIERAN: Well. it's pretty clear that ruins them, but a lot of people just can't be bothered
to protect their books.
JANE: He always says it's such a shame that publishers don't use better-quality paper.
KIERAN: It's the acid in the paper that causes the problem, isn't it?
JANE: Yeah — that's why old books go yellow. You know some of the books my
grandfather's given me are like that already.
KIERAN: Oh
JANE: I should dump them really if they're going to deteriorate further. but I'd feel bad. Q22
They'll always remind me of him. He's quite a collector, you know.
KIERAN: Well, if they're important to you
JANE: Yeah — I'd regret just throwing them away.
KIERAN: You know, maybe it's because I was taught to treasure books . . . but I hate
seeing students force open the pages — of paperbacks. They press so hard they
end up breaking the spine.
JANE: I know, but unfortunately, paperbacks aren't designed to last a long time and
people know that. Hardbacks aren't quite as weak.
KIERAN: Yeah, they're different, I suppose. But I still don't think people value hardbacks
like they used to.
JANE: Well, they aren't decorative, are they, like other objects. Plus, nowadays, people
don't keep them out on shelves as much as they used to.
KIERAN: That's such a pity. When I visit someone — if they have. say, a colourful book on Q23
a table, it's the first thing I'm drawn to.
JANE: I agree — and book covers can be a work of art in themselves. Some are really. eye-
catching.
KIERAN: I've always been taught to handle books carefully. If you watch someone take a
book off a shelf, well, they usually do it wrong.
JANE: Ah, my grandfather says, you should put your hand right over the top of the
book . or if you can't do that, pull the other books on the shelf aside so that
112
Test 4
you can hold the whole cover.

KIERAN: When did you learn all this?
JANE: He watched me pull a heavy book off the shelf when I was small. and it fell on the Q24
floor and broke apart.
KIERAN: Oh dear!
JANE: I can still remember it!
KIERAN: You know what I really like?
JANE: What?
KIERAN: The smell of new books.
JANE: Me too.
KIERAN: My parents used to laugh at me when I was a kid because I loved putting books
up to my nose. Almost as much as reading them!
JANE: Q25
KIERAN: I guess we're lucky we can buy them.
JANE: My grandfather stocks second-hand books as well as new ones and they don't
smell quite as good.
KIERAN: I'd love to have a bookshop like your grandfather. What's it like?
JANE: Well, it's quite big — it's got two floors and an attic, and he stocks all kinds of
books really.
KIERAN: I guess he treasures things like first editions and other rare books.
JANE: Yeah — you might think he'd keep those in the attic or somewhere. KIERAN:so
they'd be hidden?
JANE: Yeah. But he likes people to know that he has them. So, he puts them out in the Q26
shop but makes sure you need a ladder to get them.
KIERAN: Right. That would prevent any thefts!
JANE: Uhuh.
KIERAN: Does he stock books for children?
JANE: He does. He particularly likes to encourage kids to read; he always says that he used
to sit under the stairs as a child with a pile of books and read them all.
KIERAN: Is that where he keeps them, then?
JANE: Not exactly — he's got a dedicated area on the ground floor with cushions so Q27
that parents can enter with their toddlers, go there and spend some time
reading to them.
KIERAN: Oh cool.
JANE: And then there's a place for pushchairs by the front door. And a café if anyone
needs refreshments.
KIERAN: That's good to know.
JANE: As I said, it's a big shop and there's a storage area out the back as well.
KIERAN: Oh, what does he keep there? Books he wants to throw away?
JANE: He hardly ever throws anything away — he just leaves unwanted books by the Q28
front door for customers to take.
KIERAN: Well, that's very nice.
JANE: Yeah — and books people or institutions have requested. they all go at the Q29
far end.
113
Audioscripts
KIERAN: Oh.
JANE: He thinks it's best to keep these out of the main shopping area as they're boxed
and new.
KIERAN: Did you get your coursebooks from him?
JANE: Naturally. He stocks books for a lot of the colleges. He used to keep these books
on the first floor, but now there's a new university in my hometown, he's Q30
moved them downstairs to attract the students. They're actually part of the
coffee shop. on low shelves all around it.
KIERAN: Pretty central then. You'll have to take me there some time!
PART 4
Tree planting now dominates political and popular agendas and is often presented as an easy
answer to the climate crisis, as well as a way for business corporations to offset their carbon
emissions. But unfortunately, tree planting isn't as straightforward as some people think.
When the wrong trees are planted in the wrong place, it can do considerably more damage
than good, failing to help either people or the environment.
Reforestation projects are currently being undertaken on a huge scale in many countries and
it's crucial that the right trees are selected. A mix of species should always be planted, typical
of the local natural forest ecosystem and including rare and endangered species in order to
create a rich ecosystem. It's important to avoid non-native species that could become
invasive. Invasive species are a significant contributor to the current global biodiversity crisis (031
and are often in competition with native species and may threaten their long-term survival.
Restoring biodiversity that will maximise carbon capture is key when reforesting an area, but
ideally any reforestation project should have several goals. These could include selecting
trees that can contribute to wildlife conservation, improve the availability of food for the Q32
local community and maintain the stability of soil systems. Meeting as many of these goals
as possible, whilst doing no harm to local communities, native ecosystems and vulnerable
species, is the sign of a highly successful tree-planting scheme. To ensure the survival and
resilience of a planted forest, it's vital to use tree seeds with appropriate levels of genetic
diversity: the amount of genetic variation found within a species essential for their
survival. Using seeds with low genetic diversity generally lowers the resilience of restored
forests. which can make them vulnerable to disease and unable to adapt to climate
change.
Choosing the right location for reforestation projects is as important as choosing the right Q33
trees. Ultimately, the best area for planting trees would be in formerly forested areas that
are in poor condition. It's better to avoid non-forested landscapes such as natural
grasslands, savannas or wetlands as these ecosystems already contribute greatly to
capturing carbon. It would also be advantageous to choose an area where trees could
provide other benefits, such as recreational spaces. Reforesting areas which are currently
exploited for agriculture should be avoided as this often leads to other areas being
deforested. Q34
Large-scale reforestation projects require careful planning. Making the right decisions about Q35
where to plant trees depends on having the right information. Having detailed and up-to-date
maps identifying high-priority areas for intervention is essential. Drone technology is a useful
tool in helping to prioritise and monitor areas of degraded forest for restoration. In Brazil, it's Q36
being used to identify and quantify how parts of the Amazon are being devastated by human
activities such as rearing cattle and illegal logging.
114
Test 4
A good example of where the right trees were picked to achieve a restored forest is in Q37
Lampang Province in Northern Thailand. A previously forested site which had been
degraded through mining was reforested by a cement company together with Chiang Mai
University. After spreading 60 cm of topsoil, they planted 14 different native tree species
which included several species of fig. Figs are a keystone species because of the critical role Q38
they play in maintaining wildlife populations. They are central to tropical reforestation
projects as they accelerate the speed of the recovery process by attracting animals and birds
which act as natural seed dispersers. This helps to promote diversity through the healthy
regrowth of a wide range of plant species. Unlike the majority of fruit trees, figs bear fruit all
year round, providing a reliable food source for many species. At this site. for example. after
only three rainy seasons. monkeys started visiting to eat the fig fruits, naturally dispersing
seeds through defecation. Q39
Reforestation projects should always aim to make sure that local communities are consulted
and involved in the decision-making process.
The restoration of mangrove forests in Madagascar is an example of a project which has
succeeded in creating real benefits for the community. Destruction of the mangrove forests Q40
had a terrible impact on plant and animal life. and also badly affected the fishing industry,
which was a major source of employment for local people living in coastal areas. The
reforestation project involved hiring local people to plant and care for the new mangrove
trees. Millions of mangrove trees have now been planted which has resulted in the return of
a healthy aquatic ecosystem. The mangroves also act as a defence against the increased
threat of flooding caused by climate change. What's more, the local economy is more stable
and thousands more Madagascans are now able to send their children to school.
One other important point to consider
115
Listening and Reading answer
keys
TEST 1
LISTENING
Answer key with extra explanations
in Resource Bank 14 c
16
Part 1, Questions 1—10 0-18 19-28
you are unlikely to get an you may get
acceptable score under under exam
examination conditions and we but we reco
I 69 / sixty-nine recommend that you spend a lot think about
2 stream of time improving your English practice or le
before you take IELTS. take IELTS.
3 data
17 c
4 map
18
5 visitors
6 sounds
19
20
7 freedom
8 skills
9 4.95
10 leaders
Part 2, Questions 11— If you score ...

20 Part 3, Questions 21-30
21&22 IN EITHER ORDER
11
12 D
13
116
READING
23&24 IN EITHER ORDER in Resource Bank
25 D Reading Passage 1,
26
Questions 1—13
27 c
28 1 FALSE
29 2 FALSE
30 3 NOT GIVEN
4 FALSE
Part 4, Questions 31— 5 NOT GIVEN
40 6 TRUE
31 walls
7 TRUE
32 son
33 fuel
8 paint
34 oxygen 9 topspin
35 rectangular 10 training
36 lamps 11 intestines / gut
37 family 12 weights
38 winter
13 grips
39 soil
40 rain Reading
Passage 2,
TEST 1 Questions 14
Answer key with extra explanations —26
14 D
117
Listening and Reading answer keys
LISTENING
15 G 16 c 40 NOT GIVEN
17 A
18 G
19 B
20&21 IN EITHER ORDER 22&23 IN
EITHER ORDER c
24 grain
25 punishment
26 ransom
Reading Passage 3,
Questions 27—40
27
28
29 c
30 D
31
32
33
34
35
36 c
37 YES
38 NOT GIVEN
39 NO
118
TEST 2
READING
If you score . . .
0-18 19-27 28-40
you are unlikely to get an you may get an acceptable score you are likely to get an
acceptable score under under examination conditions acceptable score under
examination conditions and we but we recommend that you examination conditions but
recommend that you spend a lot think about having more remember that different
of time improving your English practice or lessons before you institutions will find
before you take IELTS. take IELTS. different scores acceptable.
Answer key with extra explanations in
Resource Bank
Part 1, Questions 1—10 Part 3, Questions 21

I Mathieson —30
2 beginners 22
12 B 32 short
13 A33 discs
14 B 34 oxygen
15 c 35 tube
16 A 36 temperatures
17&18 IN EITHER ORDER 37 protein c 38 space
39 seaweed
119
LISTENING
19&20 IN EITHER ORDER 40 endangered
If you score
0-20 21-29 3040
120
READING
TEST 2
Answer key with extra
explanations
in 6 r
Reso a
urce il
Bank w
a
y
Rea (
ding s
Pass )
age 7 s
a
1, n
Que it
a
stio ti
ns 1 o
n
—
8 N
13 O
1 piston T
2 coal
3 works
G
hops I
4 labour V
/ E
labor N
5 quality
121
LISTENING
9 FALS 1
E 8
10 NOT
GIV
EN
19 inj
ur
11 TRUE y
12 TRUE 20 se
13 NOT rv
es
GIV
21 ex
EN
cit
e
Rea m
ding en
Pass t
age
2,
Que
stio
ns
14
—
26
14
15
16
1
7
122
READING
liz
0-18 19-26 27-40
of time improving your English practice or lessons before you institutions will find different
before you take IELTS. take IELTS. scores acceptable.
If a
ti
you o
scor n
23&24
e.. IN
. EITHER
22 V ORDER
i
s 25&26
u IN
EITHER
a
ORDER
l
i
s
a Readi
t ng
i
Passa
o
n ge 3,
Ques
/
tions
V 27—
i 40
s
2
u
a 7
123
LISTENING
35 YES
36 N
2 O
8 T
G
IV
29 E
c N
30
37 N
O
31
38 c
3 3
2 9
33 4
YES 0
34
NOT D
GIVE
N
A
n
s
w
e
r
k
e
y
w
i
124
READING
t
h
e
x
t
r
a
e
x
p
l
a
n
a
t
i
o
n
s
i
n
R
e
s
o
u
r
c
e
B
a
n
k
125
TEST 3
LISTENING
Part 1, Questions 1—10
.1 harbour / harbor 21 c
2 bridge 22
3 3.30 / three thirty / 1/2 / half 3 / three 23
4 Rose / rose 24
5 sign 25 c
6 purple 26 c
7 samphire 27
8 melon 28
9 coconut 29
0-17 18-27
you are unlikely to get an you may get an accepta
acceptable score under under examination con
examination conditions and we but we recommend tha
recommend that you spend a lot think about having mor
of time improving your English practice or lessons befo
10 strawberry 30
Part 2, Questions 11-20
11 c 31 clothing
12 D 32 mouths
13 F 33 salt
14 G 34 toothpaste
15 B 35 fertilisers / fertilizers
16 H 36 nutrients
38 w
e
i
126
READING
g
h
t
39 a
c
i
d
If you score .
TEST 3
explanations
in 1
Res
—
ourc
e 13
Ban 1 FAL
k SE
2 FAL
Rea SE
din 3 TR
g U
Pas E
sag 4 NO
T
e 1,
GI
Qu V
esti E
ons N
127
LISTENING
5 TRU 14
E —
6 NOT 26
GI
1
VE
4
N
7 FAL
SE 15
8 cave
s 1
9 ston 6
e
10 bone
s 1
11 bead 7
s
12 potte
ry 18 car
13 spice bon
s 19 fires
20 biod
Rea iver
din sity
g
Pas
sag
e 2,
Qu
esti
ons
128
READING
sa
0-17 18-26
If ge
yo 3,
u Q
sco ue
re . sti
.. on
21 ditch s
es 27
22 subsi —
denc
e 40
23 2
7
24 c 2
2 8
5 29 c
2 30
6 31 c
3
Rea 2
din 3
g 3
Pas
129
LISTENING
3 39 NO
4 T
35 GI
NO VE
36 N
YES 40
37 NO YE
38 NOT S
GIV
EN
A
n
s
w
e
r
k
e
y
w
i
t
h
e
x
t
r
a
e
x
p
l
a
n
130
READING
a
t
i
o
n
s
i
n
R
e
s
o
u
r
c
e
B
a
n
k

1 Kaeden
2 locker(s) 22 c
3 passport 23
4 uniform 24
5 third / 3rd 25 c
6 0412 665 903 26 D
7 yellow 27
8 plastic 28
9 ice 29 c
131
TEST 4
LISTENING
10 gloves 30
0-19 20-28
you are unlikely to get an you may get an accepta
acceptable score under under examination c
examination conditions and we but we recommend
recommend that you spend a lot think about havin
of time improving your English practice or lessons be
11&12 IN EITHER
ORDER 31
competition c
32 food
3
3
di
se
as
e
35 m
a
p
s
36 c
a
t
t
l
e
37 s
p
e
132
READING
e
d
16 38 monkeys
17 c 39 fishing
40
flo
odi
ng
19 c
20
If you score .
TEST 4
explanations
in Q
Res
ue
ourc
e sti
Ban on
k s
1
Rea —
din 13
g
1 FA
Pas
LS
sag
E
e 1,
133
LISTENING
2 TRU Re
E ad
3 FAL in
SE g
4 NOT Pa
GI ss
VE ag
N e
5 FAL 2,
SE Qu
6 TRU es
E
tio
7 colo ns
nie
s
14
8 sprin
—
g 26
9 enda 14 c
nge 15
red
10 habi 1
tat( 6
s)
11 Euro
pe 1
12 sout 7
her
n
D
13 diet 1
8
134
READING
2
2
1 23 c
9 24 was
te
25 mac
2 hin
0 ery
26 cau
tion
Re
ad
0-18 19-27 28—40
in
g
Pa
If ss
yo ag
u e
sco 3,
re . Q
.. ue
2 sti
1 on
135
LISTENING
s 40 NO
27
—
40
27 c
28 c
2
9
31 egalit
arian
ism
32 statu
s
33 hunti
ng
34 domi
neeri
ng
35 auto
nom
y
36 NOT
GIV
EN
37 NO
38
YES
39 NOT
GIV
EN
136

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Test 1

How tennis rackets have changed

In boxes 1—7 on your answer sheet, write

TRUE if the statement agrees with the information

5 Werner Fischer played with a spaghetti-strung racket that he designed himself.

Complete the notes below.

The tennis racket and how it has changed

The pirates of the ancient Mediterranean

• caravel: a small, highly manoeuvrable sailing ship developed by the Portuguese

Reading Passage 2 has seven paragraphs, A—G.

NB You may use any letter more than once.

14 a reference to a denial of involvement in piracy

Write the correct letters in boxes 20 and 21 on your answer sheet.

Write your answers in boxes 24—26 on your answer sheet.

Ancient Rome and piracy

The persistence and peril of misinformation

Misinformation — both deliberately promoted and accidentally shared — is perhaps an

At least three observations related to misinformation in the contemporary mass-media

This leads us to our third observation: a campaign to colTect misinformation, even if

In boxes 37—40 on your answer sheet, write

YES if the statement agrees with the claims of the writer

37 Campaigns designed to correct misinformation will fail to achieve their purpose

38 Attempts to teach elementary school students about misinformation have been

39 It may be possible to overcome the problem of misinformation in a relatively

The graph below gives information on the numbers of participants for

Write at least 150 words.

Number of participants, by activity 2000-2020

- -A- - Martial arts

2000 2005 2010 2015 2020

Write about the following topic:

Write at least 250 words.

Write ONE WORD AND/OR A NUMBER for each answer.

Complete the table below.

Write ONE WORD ONLY for each answer.

A typical 45-minute guitar lesson

5 minutes noting things to practise at home

Choose the correct letter, A, B or C.

Working as a lifeboat volunteer

A might be colour blind.

21 At first, Don thought the topic of recycling footwear might be too

Write ONE WORD ONLY for each answer.

Physical appearance a 32 . round body and four pairs of

Feeding consume liquids, e.g., those found in moss or 39

Conservation status o They are not considered to

The Industrial Revolution in Britain

Although industrialisation increased the country's economic output overall and

Britain's Industrial Revolution

In Watt and Boulton's steam engine, the movement of the 1

A greater supply of 2 . was required to power steam engines.

Not as much 4 was needed to produce cloth once the

• Demand for iron increased with the growth of the 6

The new cities were dirty, crowded and lacked sufficient 7

TRUE if the statement agrees with the information

11 The economic benefits of industrialisation were limited to certain sectors of society.

Athletes and stress

players experience compared to a normal training session, while still allowing

NB You may use any letter more than once.

14 reference to two chemical compounds which impact on performance 15

examples of strategies for minimising the effects of stress

16 how a sportsperson accounted for their own experience of stress