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Test 3
LISTENING
SECTION 1 Questions 1-10
Questions 1-5
Complete the table below.
Write ONE WORD AND/OR A NUMBER for each answer.
Apartments Rose Garden Apartments Facilities studio flat Other Information Cost Example ￡219 Entertainment programme: Greek __dancing___ large salt-- just 1 ______ ￡275 water swimming metres pool From beach -near shops terrace Watersports ￡490 -Greek paintings -3 ______ -overlooking 4 5￡______ ______ -near a supermarket and a disco Blue Bay Apartments 2 _____ Apartments The Grand Questions 6-10
Complete the table below.
Write ONE WORK AND/OR A NUMBER for each answer.
GREEK ISLAND HOLIDAYS Insurance Benefits Maximum Amount Cancellation 6 ￡______ Hospital ￡600. Additional benefit allows a 7 ______ to travel to resort 8 ______ departure Up to ￡ 1000. Depends on reason Personal belongings Up to ￡3000; ￡500 for one 9 ______ Name of Assistant Manager: Ben 10 ______ Direct phone line: 081260 543216
SECTION 2 Questions 11-20
Questions 11-13
Choose the correct letter, A, B or C.
Winridge Forest Railway Park
11 Simon’s idea for a theme park came from
A his childhood hobby.
B his interest in landscape design. C his visit to another park.
12 When they started, the family decided to open the park only when
A the weather was expected to be good. B the children weren’t at school.
C there were fewer farming commitments. 13 Since opening, the park has had
A 50,000 visitors. B 1,000,000 visitors. C 1,500,000 visitors.
Questions 14-18
What is currently the main area of work of each of the following people?
Choose FIVE answers from the box and write the correct letter, A-H, next to questions 14-18.
Area of work A advertising B animal care C building D educational links E engine maintenance F food and drink G ales H staffing People
14 Simon (the speaker) _______
15 Liz _______ 16 Sarah _______ 17 Duncan _______ 18 Judith _______
Questions 19 and 20
Complete the table below.
Write ONE WORK AND/OR NUMBERS for each answer.
Feature Railway Go-Kart arena Size Biggest challenge Target age group 20 ______ year-olds 1.2 km Making tunnels 19 ______ Removing mounds on m2 the track SECTION 3 Question 21-30
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
Study Skills Tutorial-Caroline Benning
Dissertation topic: the 21______ Strengths: ● 22______
● computer modeling
Weaknesses: ● lack of background information
● poor 23 ______ skills
Possible strategy Benefits Problems peer group increases 24 ______ d issertations discussion tend to contain the same 25 ______ use the 26 ______ provides structured Limited 27 service programme ______ consult study skills are a good source of Can be too books reference 28 ______ Recommendations: ● use a card index
● Read all notes 29 ______
Next tutorial date: 30 ______ January SECTION 4 Questions 31-40
Questions 31 and 32
Choose the correct letter, A, B or C.
31 The owners of the underground house
A had no experience of living in a rural area. B were interested in environmental issues. C wanted a professional project manager.
32 What does the speaker say about the site of the house?
A The land was quite cheap.
B Stone was being extracted nearby.
C It was in a completely unspoilt area.
Questions 33-40
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.
The Underground House Design Built in the earth, with two floors The south-facing side was constructed of two layers of 33______ Photovoltaic tiles were attached A layer of foam was used to improve the 34 ______ of the building Special features To increase the light, the building has many internal mirrors and 35 ______ In future, the house may produce more 36 ______ than it needs Recycled wood was used for the 37 ______ of the house The system for processing domestic 38 ______ is organic Environmental issues The use of large quantities of 39 ______ in construction was environmentally harmful But the house will have paid its ‘environmental debt’ within 40 ______ READING READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Attitudes to language
It is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.
Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticized. No part of
society or social behaviour is exempt: linguistic factors
influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.
In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to
pronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write
‘correctly’; deviations from it are said to be ‘incorrect’. All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of
grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the language. The authoritarian nature of the approach is best characterized by its reliance on ‘rules’ of grammar. Some usages are
‘prescribed’, to be learnt and followed accurately; others are ‘proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them. These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be
maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement that it is the task of the grammarian to describe, not
prescribe-to record the facts of linguistic diversity, and not
to attempt the impossible tasks of evaluating language
variation or halting language change. In the second half of the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language’. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis.
In our own time, the opposition between ‘descriptivists’ and ‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been
presented in quasi-political terms — of radical liberalism vs elitist conservatism.
Questions 1-8
Do the following statements agree with the claims of the writer in Reading Passage 1?
In boxes 1-8 on your answer sheet, write
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
1 There are understandable reasons why arguments occur about language.
2 People feel more strongly about language education than
about small differences in language usage.
3 Our assessment of a person’s intelligence is affected by
the way he or she uses language.
4 Prescriptive grammar books cost a lot of money to buy in the 18th century.
5 Prescriptivism still exists today.
6 According to descriptivists it is pointless to try to stop language change.
7 Descriptivism only appeared after the 18th century. 8 Both descriptivists and prescriptivists have been misrepresented.
Questions 9-12
Complete the summary using the list of words, A-I, below. Write the correct letter, A-I, in boxes 9-12 on your answer sheet.
The language debate
According to 9______, there is only one correct form of
language. Linguists who take this approach to language place great importance on grammatical 10 ______.
Conversely, the view of 11 ______, such as Joseph Priestly, is that grammar should be based on 12 ______.
A descriptivists B language experts C popular speech D formal language E evaluation F rules G modern linguists H prescriptivists I change Question 13
Choose the correct letter, A, B, C or D.
Write the correct letter in box 13 on your answer sheet.
What is the writer’s purpose in Reading Passage 1?
A. to argue in favour of a particular approach to writing
dictionaries and grammar books
B. to present a historical account of differing views of
language C. to describe the differences between spoken and written
language D. to show how a certain view of language has been discredited
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Tidal Power
Undersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs are that they will play a significant role in the future
A. Operating on the same principle as wind turbines, the power
in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tides are predictable and the power input is constant. The technology raises the PROSPECT of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand.
B. Tidal sites have already been identified that will produce
one sixth or more of the UK’s power-and at prices
competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea, and another at Alderney in the Channel Islands three times the 1,200 megawatts of
Britain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland.
C. Work on designs for the new turbine blades and sites are
will advance at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the
technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind
because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade
design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded ￡215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.
D. A marine turbine blade needs to be only one third of the
size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikely to be environmental objections. Fish and other creatures are though unlikely to be at risk from the
relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.
E. Dr Bahaj has done most work on the Alderney site, where
there are powerful currents. The single undersea turbine farm would produce far more power than needed for the
Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.
F. One technical difficulty is cavitation, where low pressure
behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not
know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’
Questions 14-17
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 14-17 on your answer sheet.
NB You may use any letter more than once. 14 the location of the first test site
15 a way of bringing the power produced on one site back into Britain
16 a reference to a previous attempt by Britain to find an
alternative source of energy
17 mention of the possibility of applying technology from another industry
Questions 18-22
Choose FIVE letters, A-J.
Write the correct letters in boxes 18-22 on your answer sheet.
Which FIVE of the following claims about tidal power are made by the writer?
A It is a more reliable source of energy than wind power. B It would replace all other forms of energy in Britain. C Its introduction has come as a result of public pressure. D It would cut down on air pollution. E It could contribute to the closure of many existing power stations in Britain. F It could be a means of increasing national income. G It could face a lot of resistance from other fuel industries. H It could be sold more cheaply than any other type of fuel. I It could compensate for the shortage of inland sites for energy production. J It is best produced in the vicinity of coastlines with particular features. Questions 23-26
Label the diagram below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 23-26 on your answer sheet.
An Undersea Turbine
Whole tower can be raised for 23 ______ and the extraction of seaweed from the blades
Sea life not in danger due to the fact that blades are comparatively 24 ______
Air bubbles result from the 25 ______ behind blades. This is known as 26 ______ READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Information theory-the big idea
Information theory lies at the heart of everything-from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our lives
A. In April 2002 an event took place which demonstrated one of
the many applications of information theory. The space probe, Voyager I, Launched in 1997, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25
years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA expers
realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.
B. It was the longest-distance repair job in history, and a
triumph for the NASA engineers. But it also highlighted the
astonishing power of the techniqu4es developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer
technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the
resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes-any area, in short, where data has to be conveyed rapidly yet accurately.
C. This all seems light years away from the down-to-earth uses
Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the
prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether
something is true of false — which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having
identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered
something surprising: it is always possible to guarantee information will get through random interference — ‘noise’ — intact.
D. Noise usually means unwanted sounds which interfere with
genuine information. Information theory generalizes this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of
packaging up —‘coding’ — information to cope with the
ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.
E. Over the years scientists have devised many such coding
methods, and they have proved crucial in many technological feat. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of
information; the result was an error rate of just one bit in 10,000-and stunningly clear pictures of the planets. Other codes have become part of everyday life-such as the
Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major
breakthrough by discovering so-called turbo codes-which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliable, and now play a key role in the mobile videophone revolution.
F. Shannon also laid the foundations of more efficient ways of
storing information, by stripping out superfluous
(‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correcting, however, there’s a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.
Questions 27-32
Reading Passage 3 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 27-32 on your answer sheet.
27 an explanation of the factors affecting the transmission of information
28 an example of how unnecessary information can be omitted 29 a reference to Shannon’s attitude to fame
30 details of a machine capable of interpreting incomplete information
31 a detailed account of an incident involving information theory
32 a reference to what Shannon initially intended to achieve in his research
Questions 33-37
Complete the notes below.
Choose NO MORE THAN TWO WORDS form the passage for each answer. Write your answers in boxes 33-37 on your answer sheet.
The Voyager 1 Space Probe
The probe transmitted pictures of both 33______ and ______, then left the 34 ______.
The freezing temperatures were found to have a negative effect on parts of the space probe.
Scientists feared that both the 35 ______ and ______ were about to stop working.
The only hope was to tell the probe to replace them with 36
______ — but distance made communication with the probe difficult.
A 37 ______ was used to transmit the message at the speed of light.
The message was picked up by the probe and the switchover took place.
Questions 38-40
Do the following statements agree with the information given in Reading PassGE 3?
In boxes 38-40 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
38 The concept of describing something as true or false was
the starting point for Shannon in his attempts to send message over distances.
39 The amount of information that can be sent in a given
time period is determined with reference to the signal strength and noise level.
40 Products have now been developed which can convey more
information than Shannon had anticipated as possible.
WRITING
WRITING TASK1
You should spend about 20 minutes on this task.
The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. WRITING TASK2
You should spend about 40 minutes on this task. Write about the following topic:
Some people say that the best way to improve public health is by increasing the number of sports facilities. Others, however, say that this would have little effect on public health and that other measures are requires. Discuss both these views and give your own opinion. Give reasons for you answer and include any relevant examples from your own knowledge or experience. Write at least 250 words.
SPEAKING
PART 1
The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics. EXAMPLE
Telephoning
How often do you make telephone calls [Why/Why not]
Who do you spend most time talking to on the telephone[Why]
When do you think you’ll next make a telephone call[Why]
Do you sometimes prefer to send a text message instead of telephoning [Why/Why not]
PART 2
Describe a journey [e.g. by car, plane, boat] that you remember well. You should say: where you went how you travelled why you went on the journey and explain why you remember this journey well. 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. PART 3
You can make some notes to help you if you wish.
Discussion topics:
Reasons for daily travel
Example questions:
Why do people need to travel every day?
What problems can people have when they are on their daily journey, for example to work or school Why is this
Some people say that daily journeys like these will not be so common in the future. Do you agree or disagree Why
Benefits of international travel
Example questions:
What do you think people can learn from travelling to other
countries Why
Can travel make a positive difference to the economy of a
country How
Do you think a society can benefit if its members have experience of travelling to other countries In what ways
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