003 - Prof Pr Tests - UoE & R

PAP6R 1 Readmg

PAPER 2 Wríting

PAPER 3 Use ov &Vjl!»n

PAPER 4 Listening

PAPER 5 SRfSKií'S

Essentia! típs> Read each text quickly to :

understand its general ;meaning before you attempt ;the task. i

> The gapped word or phrass jmay be parí of a fixed \, collocation or

phrasal verb, or it may be a !discourse marker which affects ;the meaning of the text as awhole. i

f Check the words before and ¡after the gap carefully to decide •what type of word you are (tooking for. ,

h Once you have finished the \, read the whole text again \o check that your cholees make

sense in the text as a whole. \n 2: Which of the options ;

forms a phrasal verb with 'off,meaning 'do something toprotect yourself from'?

Question 3: The preposition afterthe gap is reguiarly used withone of the options.

Question 4: The sentence talksabout the activity of decoratingegg shells and how this candemónstrate artistic íalent.Which option can be used todescribe how something isconveyed?

Questton 6: One of the options isoften used with a reflexívepronoun and the preposition 'to'to mean 'be suitable for beingused in a particular way'.

Question 7: One of the optionsoften collocates with 'collections'that are on display in museumsand art galleríes.

Question 9: The correct option isoften used to express thatsomeone or something possessessomething impressive.

Question 12: The correct optionmust mean 'open a buildingofficially for the first time'.

For questíons 1-18, read the three texts below and decide which answer (A, B, C or D)

best fits each gap.

Mark your answers on the sepárate answer sheet.

The Power of EggsIn ancient times the egg was a symbol of Ufe, birth and fertiltty, and it featuredprominently ¡n several creation rnyths, representing the (1) beginnings of timeand the birth of íhe universe. It was also believed that the egg had magical powers:it could (2) off storms, illnesses and the evil eye. In many societies decoratedeggs wereat the centre of rituals and ceremoniesthat (3)...... with the spring-a time

of new Ufe and growth after the long hard winter,

Today eggs continué to be important in many cultural and religious events - süch asEaster - and shell decoration is an effective (4) , for demonstrating artistic skills.The symmetrical form of the egg - often (5) one of the most aestheticallypleasing shapes ¡n nature - (6) itself to a great variety of decorative techniques:it can be dyed, painted and embellished with leaves and flowers, and even gold, siiver

and precíous jewels.

Essentioi f ips The Ear|v Bird

1 A total2 A ward3 A occurred4 A method5 A regarded6 A helps

B completeB putB happenedB meansB consideredB lends

C absoluteC fendC resultedC vehicleC viewedC offers

D veryD sendD coincidedD driveD seenD provides

The Burlington MuseumThe Burlington Museum was recently re-opened after an extensiva developmentprogramme that aims to make the collections (7) there more appealing to a widerpublic. The Museum's fine collections can now be seen ¡n more insplring(8) , and exhibitions ¡nclude a wide range of innovative displays which allowvisitors to make use of the latest interactive Information technology. The Museumalso (9) an excellent new education centre and art room, as well as a gift shop.Finally, ramps and wider doorways offer improved (10) for the disabled and

people with limited mobility.

The Museum worked closely with community groups to achieve its goals. One of the(11) of this coilaboration ¡s a Buddhist shrine created with the assistance andadvice of the local Buddhist community. A prlest (12) this signiflcam exhlbitionand more than two hundred people of different faiths attended the event.

7 A set8 A backgrounds9 A boasts

10 A entrance11 A effects12 A installed

B placedB contextsB pridesB accessB outputsB presided

C housedC frameworksC scoresC admissionC fruitsC commenced

D homedD circumstancesD acquiresD admittanceD benefitsD inaugurated

10 CPs Test 1 * ¡ PAPER 1 Reading > : parí i

Question 14: The correct optionmust mean 'unexpected'.

Question 15: There is a 'trap'here, so think carefully about thestructure of the sentence and themeaning intended!

Question 17; The correct optionmust mean 'lift something heavy'.

Peter's plañe was due to leave at 8.40 am. My father, having little (13) , in mybrother's ability to get himself to the airport on time, had offered to drive him there.A punctual man himself by nature, he detested the thought of any (14) delays,and so roused Peter as early as he dared. (15) , they arrived atthe airport weíl inadvance of the recommended two hours prior to departure. They made their wayover to the check-in desk, where a queue was only just starting to (16) up.

When his turn carne, Peter handed over his passport and ticket and (17) his bagsonto the conveyor belt. The check-in attendant frowned. Tm sorry, sir, bul you aren'ton the passenger list,' she said. Then she took a closer look at his ticket and her eyeswidened in surprise. 'Now I see the problem. You're booked on tomorrow's flight!You've come a day too early!' She turned to my father, who was temporarily (18}......for words, and asked, 'Does he do this often?'

13 A credit14 A improper15 A Subsequently16 A build17 A settled18 A stunned

B faithB unfoundedB OulyB gatherB holstedB shocked

C bellefC groundlessC ConsequentlyC collerí ;C elevateoC lost

D assuranceD untowardD FinallyD growD handedD struck

C?3 Test 1 > ; PAPER 1 Reading >: Parí -i 11

'APER 2 Writing

'APER 3 Use of English

'APER 4 Listening

5 Sp

You are going to read an article about palaeoanthropology. Seven paragraphs havebeen removed from the article. Choose from the paragraphs A-H the one which fitseach gap (27-33). There is one extra paragraph which you do not need to use.


If these bones could tulk...To a palaeoanthropologist, the past is an open book, but onethat fails to tell the whole story.The covers are missing.Thefirst chapters may never be found. There are hardly anypages, and most are so smeared and crumpled, so foxed andfaded, that the text could mean almost anything.The cast ofcharacters is confusing and narrative thread anybody's guess.Is it a detective story, a cliffhanger, or a romance? Can therebe a happy ending?

I 27 I " IHomo Jloresiensis was the mysterious survivor unearthed froma cave on the island of Flores in Indonesia: a pygniydescendant, perhaps, of Homo erectus, perhaps even connectedto an earlier human species, but with this special feature: thebones were only 18,000 years oíd. So Homo sapiens, Homoerectus, Homo neanderthalis and Homo Jloresiensis must have allshared the planet at the same time, tantalisingly recently:within the last 100,000 years perhaps. Now only Homosapiens survives.

humans are somehow special. The evidence shows us thatour evolution was as complex and as undirected, I suppose,as that of any other species we have studied.'

28

Stringer, 57, is head of human origins at the Natural HistoryMuseum in London. One of palaeoanthropology's bigplayers, he has spent his career in pursuit of Homoneanderthalis and is also one of the great proselytisers of theOut-of-Africa theory, the one that says the human storybegins on just one continent. Homo _floresiensis, however,astonished him.

29

'Nature is constantly experimenting. I think a lot of peoplethought that humans were somehow different; that we hadthis all embracing culture and this unifying adaptation,which meant that human evolution progressed in asomewhat different way, because of our technology and theway we probably vainly think we are partly controlling theworld now. So people project backwards and think that

30

Modern humans probably popped up within the last200,000 years, but the things that make modern humans sodistinctive in the fossil record — symbolic art, pottery andjewellery - bloomed only about 50,000 years ago. Nobodyin the world of palaeoanthropology considers modernhumanity to be the flower of creation, either. A temporarybloom, maybe.

31

Genetic evidence suggests humans may have come cióse toextinction a number of times in the past. Modern humansshared the Middle East with Homo neanderthalis 120,000years ago, and as Cro-Magnons became the solé tenants ofEurope 30,000 years ago, a terrain held successfully by theNeanderthals for moré than 100,000 years. Did theycompete? Did they co-exist? Did they trade, or cohabit?

32

'I still tend to the view that the primary message would havebeen: different. They would have had a different bodylanguage, a completely different way of communication;they would have had difFerent behaviours.'

33

He and his co-author Peter Andrews — a former head ofhuman origins at the Natural History Museum, and anexpert on the early part of the human story - tried to tellthe story of human evolution not just through time, butthrough its context, Stringer says: how you set aboutexcavating a site, what a piece of tooth or jaw can tell youabout ancient human behaviour. In that, the tille of the bookmeans what it says: complete.

A It's humbling, Stringer says. 'We shouldn't see ourselves asthe summit of the perfection of whatever evolution istrying to achieve. We seem to be very successíul at themoment in terms of our numbers but, looking at it on ageological timescale, how successful wiU we look in50,000 years, which is a very short time, geologicallyspeaking?'

B 'Neanderthals were certainly human and evolved as usin their own way, but they were different. They hadseveral hundred thousand years of evolving their ownanatomy and behaviour. But when these people met inEurope would they have seen each other as people? Oras someone different?' he says.

C What stories could these bones tell? And who could havedreamed, before their discovery that some tree-climbing,pygmy-elephant-hunting human candidate could havesurvived on a tropical island while Homo sapiens movedinto the Fertile Crescent, preparing to invent agriculture,civilisation and global terrorism?

D He thinks the Neanderthals perished at a moment ofmáximum stress in the stop-go, hot-cold pattern ofclimate during the last ice age. Though they left theirmark in the Pyrenees, they never got to Britain at all. Butthen the human occupation of Britain itself is a bit of ariddle. There is evidence of it, most of it indirect, of littlepulses of human occupation, and then a gap of 100,000years when no humans appeared to have visited Britain atall. Modern humans finally moved in and stayed only12,000 years ago.

Essentíal tips> This part of the exam tests your understanding of how a

text is organised and, in particular, how paragraphs relate toeach oíher.

> Read the main text through first to get an ¡dea of what it ¡sabout and how the writer develops his or her subject matter.

> Read the paragraphs before and after each gap carefully tosee how they are connected.

^ Underline the ñames of people, organisations or places.Also, underline reference words such as 'this', 'it', 'there',etc. They will help you see connections between sentencesand paragraphs.

^ Read paragraphs A-H and do the same, noting how eachmay be linked to the subject matter of the main article.

E These people were capable of making tools andbutchering large beasts like rhinos. They may not havekilled these beasts themselves - they were, after all,dangerous animáis - but even if they were just scavenging,it must have taken some degree of cooperation andorganisation to have driven off the lions or wolves, andsecured the carcass for themselves.

F There is a story-so-far, but that potted versión of events isforever being revised, and nobody knows that better thanChris Stringer, one of the authors of a book publishedtoday called The Complete World of Human Evolution.Complete? Stringer spent eight years on the text. Then,late last year, he had to sit down in one night and composean entirely new chapter to incorpórate the discovery ofHomo Jloresiensis, also known as the Hobbit.

G Here is the orthodoxy, pieced together over a century ormore by Darwin's disciples: primate creatures with acapacity for walking upright emerged perhaps twentymillion years ago. From these emerged the ancestors of allgorillas, all chimpanzees and all humans. There is no uneof evolution: think, instead, of foliage, and the survivinghumans and two species of chimpanzees are just nearbybuds at the ends of twigs cióse together on the tree of ufe.

H 'Until that turned up, we had no idea that ancient humanshad ever reached as far as Flores. We certainly had no ideathat there was a completely new kind of human - or is iteven human? That is still being argued about - livingthere, and the fact that it was still around there whenmodern people passed through the región. Each of thoseis astonishing and that shows how little we knew abouthuman evolution in that part of the world. We arebuilding up the pieces of a huge, complex jigsaw, and westill have a lot of spaces to fill in,' he says.

> Underline time referen^, g id notice any changes in tensewithin a text. The writer may be comparing a past situationwith the present.

> When you have finished the task, read through thecompleted text to make sure it makes sense.

Question 30: Compare the paragraph before the gap with thatwhich comes after it. Notice that in the paragraph after thegap, the writer makes use of a metaphor. Look for an optionwhich employs a similar use of language.

Question 32: In the paragraph before the gap, Homoneanderthalis is mentloned and questions are asked. Look foran option whieh addresses these questions ¡n some way.

16 CPE Test 1 >; PAPER 1 Reading >: Part í

PAPER 3 Use of tnglish

PAPER 4 Ustenkig

PAPER 3 Spsak¡ng

You are going to read an extract from a short story. For questions 34-40, choose theanswer (A, B, C or D) which you think fits best according to the text.


Time to go, Joe.' Officer Dicks stands in the nowopen doorway to freedom. I hesitate andcontémplate this fact with some trepidation,oscillatmg between a feeling of excitement and oneof utter dread. I suddenly feel as if I am standing atthe top of a precipice, parachute attached and readyto jump, but tortured by the overwhelming fear thatwhen I jump the chute won't open. After dreamingof this moment for years, endlessly counting off the

days, over and over - ever since I carne here, in fact- I am now gripped with a sense of terror at thethought that the time has actually arrived.

Bill, my soon-to-be erstwhile neighbour, noticesmy sudden reluctance and smiles, nodding sagely.Hard, isn't it?' he says. You spend all your timewaiting for your reléase only to find that when itcomes down to it, you don't want to go. Much asyou hate to admit it, this dump has become yourhome, and the lads, even the warden, bless him,well, they've become family.'

A sarcastic quip in response to this last remarkdies in my throat. It strikes me that this motleybunch of miscreants with whom I have co-existedfor the last five years have indeed come to meansomething to me, and that in spite of myself I willmiss them. Like a worn-out oíd coat that you can't

throw away, we have moulded together, an unlikelyyet close-knit group, not particularly fond of eachother, perhaps, but comfortable in the familiarity ofeach other's presence. Bill, with his weather-beaten,pock-marked face and his infimating habit ofwhistling the same tune over and over again hasbecome like a brother to me. He may irrítate me toscreaming point several times a day, and no doubt ifyou were to ask him about me, the feeling would bemutual, but we have grown used to sharing a fagand taUdng about nothing in particular. It suddenlydawns on me that he understands me in a waynobody else ever has and I never have to pretend tobe something I am not with him. He just seems toknow what is going on in my head and doesn't

question it, but rather accepts it philosophically. I

realise there is something comforting about wakingup every morning to the sounds of Bill movingaround his domain next door.

Sighing, I take a last look around the walls of mycell. Not much to look at because I never reallybothered to decórate it, my mind determinedlyfocused on the temporary nature of my stay. Evenso, it is amazing how we unwittingly leave traces ofourselves wherever we go, stamping our self oneverything we touch. There is the rubber mark onthe wall above my bed, made by my throwing asmall ball at it every day, an activity which gratedon Bill's nerves but which helped me calm my own.Then the wall against which my bunk stands isspattered with writing: the lyrics of songs and theUnes of poems that I have stmggled not to forget.Wherever I look, I see things that are familiar. Theydefine me in some way and give me my identity bywhich others recognise me. Out there the unknownwaits to engulf me, and the loneliness of beingmarginalised by society; I will be branded by thefact that I have done time - just another bad apple.

It occurs to me that we convicts spend all ourtime cooped up and trapped, longing for themoment we will be free again, not realising thatthere is a perverse freedom to being inside: afreedom from all forms of responsibüity. Youraccommodation, food, clothing and essentials are allprovided free of charge. There is no need to workand you can spend all day reading or just doingnothing if you want to. Such luxuries are hard tocome by on the outside because out there you are1

forced to fend for yourself and perhaps for others inan unforgiving society, and it's tough. Out there,you must face life. Here, you can turn your back onit, and that seems cosy and appealing to me right

now.

Reaching the door, my threshold to freedom, Ilook over at Bill and say wryly: TU be back beforeyou know it.'

Issentiai fifis> This part of the exam tests

your detailed understanding ofa text, ¡ncluding the views andattitudes expressed,

> Read the whoie text quickly forits genera! meaning - the gist.

> The questions foilow the orderof the text, althpugh the lastquestion may refer to the textas a whole or ask about theintention or opinión of thewriter.

> Read each question orquestion stem and try toidentify the part of the textwhich it relates to. Then readthe relevant part of the textcarefully and think of themeaning of what you arereading. Look for the optionthat expresses this meaning,probably ¡n other words.

> Be careful: some options maystate facts that are true inthemselves but whích do notanswer the question orcomplete the question stemcorrectly; others may includewords used in the text, but thisdoes not necessarily mean thatthe meaning is correct; yetothers may be only partly true.

> Check that the option you havechosen is correct by trying tofind out why the other optionsare incorrect.

Question 34: An option may be atrue statement in itself, but thisdoes not necessarüy mean iíanswers the question correctly.What does the writer actually tellus about his feelings ¡n thisparagraph?

Question 38: if you do not knowíhe meaning of the words ¡n theoptions, guess. For example, ifyou do not know what 'ostracised'means, imagine how someonewho has done time in prisonmight be treated by the rest ofsociety.

Question 39: Make sure youknow what 'ironic' means. ironycan be difficuitto detect in a textand you must be alert to thewriter's intentions.

34 In the first paragraph, how does the writer allude to his situation?A He has mixed feelings about ¡t.B He ¡s afraid of heights.C He thinks there may be disastrous consequences.D He regrets wasting so much time.

35 How did the writer react to Bill's comment?A He couldn't think of anything clever to say.B He realised that Bill would miss him.C He suddenly saw the warden as a member of his family.D He thought Bill had made a good point.

36 The writer and BillA have nothing much in common.B dislike each other.C find solace ¡n each other's company.D have developed some peculiar habits.

37 The writer finds it surprising thatA he didn't decórate his cell after all these years.B he has left evidence of his personality in the cell.C he has spoiled the wall near his bed.D he has forgotten the words to some songs.

38 How does the writer feel about leaving prison?A He is aware that there will be nothing familiar around him.B He ¡s worried that people won't recognise him any more.C He is afraid that he will be ostracised as an ex-convict.D He ¡s concerned about leaving his oíd friends behind.

39 In the penultimate paragraph, what does the writer imply ¡s ironic?A that prison offers certain libertiesB thatfree people have many responsibilitiesC that luxuries are rare in the outside worldD that prison life is more comfortable than life outside

40 Overall, the writer implies that leaving prisonA is an eventthat ¡s long overdue.B ¡s a reason for celebrating.C is not as joyful as he thought it would be.D ¡s only a temporary situation.

Question 40: This question refersto the whole of the text. Some ofthe options may be mentionedsomewhere in the text and soappear to be correct, but this doesnot mean that they express whatthe writer is implying overa!!.

18 CPE Test 1 V i PAPER 1 Reading >! Part n CP2 Test 1 > i- PAPER 1 Reading > !• P?;.: f.

xAPEií 1 ñsBCiíncí

ptspFf : ' ; , ;

PAPER <¡

PAPER 5 Spealrincj

Parí: 2

Part 3Par; íPart 5

issewtial tips> Read the whole text for gist

before you attempt the task, Itis important to notice ifnegative ideas are expressed,or where there is antithesis orcontrast.

> Think about the type of wordthat is missing. Most gappedwords form part of thegrammatical structure of asentence, but some may formpart of a phrasal verb or a fíxedphrase.

^ Check the words before andafter the gap carefully.Remember, the gapped wordmust fit into the meaning ofthe text as a whofe. Sometimesa gapped word will affect thedevelopment ofthe text, so becarefu!.

^ When the gapped word is aquantifier, think about whetherit is posiíive or negative. Whenit is a connector, does itintroduce a supporting point ora contrastíng one?

> Once you have completed thetask, read through the textagain to rnake sure ¡t makessense. Check your spelling:marks are not awarded formisspelt words.

Question 2: Think of anexpression with 'to' whichmeans 'as a result of.

Question 4: Which particlefolíows 'stumble' to form aphrasal verb meaning 'find ordiscover by chance'?

Question 8: Look at thegrammatical structure¡mmediately after the gap. Whattype of word are you looking for?

For questions 1-15, read the text below and think of the word which best fits eachspace. Use only one word ín each space. There is an example at the beginning (0).

Write your answers ín CAPITAL LETTERS on the sepárate answer sheet.

Example:

0 ONE ,=,0=

The Rosetta Stone

For centuries Egyptian hieroglyphics representad (0) of the

world's greatest linguistic challenges. They (1) scholars baffled

until they were finally deciphered in the nineteenth century, (2) to

the discovery of the Rosetta Stone.

In the year 1799 some Frenen soldiers found a slab of black basalt

(3) working on a fortress near the small town of Rosetta. One

officer, Fierre Francois Bouchard, realised they had stumbled (4)

a finding of great significance and handed ¡t over to scholars.

The Rosetta Stone has inscriptions in two languages, Egyptian and Greek,

(5) there are, ¡n fact, three scripts carved on it. The

(6) script is hieroglyphics, a pictorial form of writing used

(7) transcribe the language of Ancient Egypt, and which

(8) be found on many Egyptian buildings and monuments. The

hieroglyphics are followed by Demotic, (9) Egyptian script. The

third script is Ancient Greek, and it was (10) that alerted

Bouchard, who recognised ¡t, to the ¡mportance of the discovery.

Many scholars became involved (11) the task of deciphering

hieroglyphics, but ¡t was (12) until 1822 that there was a major

breakthrough. The French linguist, Jean Francois Champollion was familiar with

(13) Greek and Coptic, the language of the Christian descendants

of the Ancient Egyptians. He was able to (14) out the Demotic

signs ¡n Coptic and from there traced a path back to hieroglyphics,

(15) making their decipherment possible.

Question 12: Which word goeswith 'untií' to express that ítwas 'only' in 1822 that scholarscarne cióse to finding asolution?

Question 15: Which wordconveys the idea of 'in thisway'? Sometimes more trianone word can complete a gapcorrectiy.

PAPEf: 1 ÍCeacSrsg

PAPER 2 Writíng

PAPER 4 Ustening

PAPER 5 Speaking

íssetif ¡di tips^ Read the whole text for gist

before you attempt the task.

^ Look at each gap carefully anddecide what part of speech ¡smissing - noun, verb,adjectíve,or adverb.

^ Look at the context to decidewhether the gapped wordshould have a positive ornegative meaning.

^ If the gapped word is a noun,should it be singular or plural?If it is a verb, what tense orform should ¡t be?

>• Check if the gapped word is anadjective or an adverb.

V You may need to add one ormore prefíxes and/or suffixesto the word ¡n capitals, and youmay also need to make internalchanges. Also, look out forcompound words. Be preparedto experiment!

^ Once you have completed thetask, read through the textagain to make sure it makessense. Check your spelfing:marks are not awarded formísspelt words.

Question 16: Here, you need anadjective, Thtnk carefully howthis ¡s formed.

Question 17; is the gapped worda noun, verb, adjective oradverb? Should ¡t have a positiveor negative meaning?

Question 19: Notice theantithesis in the sentence.

Question 21: A vaccine ¡s asubstance given to people oranimáis to protectthem againstdisease. Is the meaning oftheword you need here positive ornegative?

Question 25: Has public opiniónof bats so far been positive ornegative?

For questions 16-25, read the text below. Use the word given ¡n capitals at the endof some of the Mnes to form a word that fits ¡n the space ¡n the same line. There isan example at the beginning (0).

Write your answers in CAPITAL LETTERS on the sepárate answer sheet.

Example:

0 VARIOUS ^0^

Bats

There are (0) myths surrounding bats, those VARIETY

(16) creatures of the night: that they are blind ENIGMA

andcarry rabies, and ¡f you (17) wander into their SUSPECT

lair, they panic and flap around wildly. They may even become

(18) in your hair. You may, therefore, be TAIMÓLE

surprised to learn that in fact, these wonderful mammals have

good eyesight and depend on sonar for nocturnal navigation. Their

talent for echolocation makes it virtually ¡mpoa<\¡3.!e for them to

bump into you, let alone get caught up in ypCí hair. Another

(19) view of bats is that they are dirty; ¡n reality, GUIDE

they groom themselves (20) Few of them carry DAY

rabies and you wouid be more Hkely to contract the disease from

an (21) dog or cat. VACCINE

Bats play an important role in the environment. About seventy

percent of bat species feed almost (22) on EXCLUDE

insects, thus assisting farmers with pest control. But they are

important in other ways, too. Some species feed primarily on fruit

and so aid in seed (23) , while others feed on DISPERSE

néctar and pollen and many plants depend on them for

(24) POLLEN

So bearing all this in mind, isn't it time we stopped speaking of

bats with (25) and started to see them as the RESPECT

amazing animáis they really are?

22 = Test 1 >: PAPER 3 Use of English c?>s Test 1 t; PAPER 3 use of Engüsh >: Part 2

PAPER 1 Reading

PAPER 2 Writing

PAPER 4 Listening

PAPER 3 SpeakH'tC!

Essential fifis^ Make sure you read all three

sentences in a set. A word maymake sense in one or two ofthe sentences, but it ¡s notcorrect unless it makes sensein all three!

> The gapped word must be thesame part of speech and havethe same form ¡n eachsentence ¡n a set.

> The gapped word may have anunusual or unfamiliar usage, orform part of an expressíon orphrasaf verb.

Question 26: Read the secondsentence; ¡t will hefp if you knowwhat a syrnphony ¡s and whoBrahms and Schumann were.

Question 28: You should be ableto guess the gapped word byreading the first sentence, but ifyou can't, the adjective in thesecond sentence has themeaning of 'strong and able todeal with difficult situations'.

Question 30: The gapped wordhas a similar meaning in thesecond and third sentences:'make ionger in time ordistance'. In the first sentencethe word is part of anexpression.

For questions 26-31, think of one word only which can be used appropriately in allthree sentences. Here is an example ÍO).

Example:

O « We are setting off at first , so please go ío bed early.

• She had to explain the matter to me again before I saw the

* Some interesting new findings have come to .

0 LIGHT =0=

Write only the missing word ¡n CAPITAL LETTERS on the sepárate answer sheet.

26 • Before the interview Brian took a deep breath and tried to ,himself.

• Did Schumann this syrnphony, or was ¡t Brahms?

• Try to your thoughts before you start on the essay,

27 • My grandmother managed to five children single-handedly.

• Before ending the meeting, the Managing Director asked if anyone wantedto any objections.

• They will the flag while we sing the national anthem.

28 • The steak was so that you couldn't cut ¡t, let alone chew ¡t!

• Gerald thinks he looks ¡n that black leather jacket with thestuds.

• This new washing powder is really on stains!

29 • Why don't more women . for public office?

• Does your car on unleaded petrol or diesel?

• We are going to a series of advertisements in the localpaper.

30 • I would Mke to a warm welcome to you all and thank youfor being with us tonight.

• They are planning to the road by twenty kilómetros.

• They originally intended to spend ten days ¡n Egypt but now they'vedecided to their visit.

31 • They the monument to the memory of the soldiers whodied ¡n the war.

• The doctor his life to finding a cure for this fatal disease.

• She the song to her husband, who had helped herthrough all the difficult times.

24 CPE Test 1 >; PAPER 3 Use of Engllsn > > Part 3

PAPER 1 Reading

PAPER 2 Writing

PAPER 4 üsterang

PAPER 5 Speaking

Essential fíps^ Read both sentences carefully.

The gapped sentence mustexpress all the Informationcontained ¡n the promptsentence, but ¡n differentwords.

^ You must use the key word tocomplete the gapped sentence,but you must not change itsform in any way.

> The key word may be part ofan expression.

^ You may need to change theform of words in the promptsentence, and the order ¡nwhich you express theinformation.

^ Be prepared to experiment.For example, you may have tochanga an active structure to apassive one, or a positívesentence to a negative one.

> Your answer must be betweenthree and eíght words inlength. If you write too few ortoo many words, you will bepenaíised.

Question 32: Which expressionwith.'under' conveys the idea of'there is no way'? A sentencebeginning in this way will needan inversión.

Question 33: 'Averse' suggestsyou dislike something. What doyou need to say here in order togive the gapped sentence thesame meaning as íhe promptsentence?

Question 36: The key word ispart of a fixed expressionmeaning 'not consistent with'.

Question 39: You wíil need touse inversión here.

For questions 32-39, complete the second sentency so that ¡t has a similar meaninto the first sentence, using the word given. Do not change the word given. Youmust use between three and eight words, inciuding the word given. Here is anexampie (0).

Example:

O He struggled to open the door.

difficult y

He , , .........; the door.

0 had difficulty in opening 0cm r— - 1

Write only the missing words on the sepárate answer sheet.

32 There ¡s no way l'm letting you go to that party!

allowing

Under to that party!

33 I quite like snails, but they wouldn't be my first chpice.

averse

Although I they wouldn't be my firschoice.

34 You shouldn't expect your mother to do everything for you!

taking

Stop your mother wiíl do everythingfor you!

35 We wouldn't have got out alive without the fire fighter's help.

been

Had , we wouldn't have got out aliv(

36 It's not like her to behave like that as she's normally very calm.

keeping

Her behaviour her normally calm nature.

37 Your examination results will determine whether or not you get into universit^

on

Your entry your examination results.

38 The rumours of his being fired are not true.

contrary

Despite , he has not been fired.

39 She was very nice to me at first and I never ¡magined she could be so cruel!

little

She was so nice to me at first shecould be so cruel!

CPE Test 1 > ¡ PAPER 3 Use of English > : Parí a

IÍHMI» A. -

PAPER 2

PAPES 3 use ni

PAPER í listen'ng

PAPER 5 Speaking

fissentmí fifisQuestion 1: Two of the optionsare often used ¡n a militarycontext; one option ¡s often usedwhen taking about a school,college or course; one is notgenerally used to refer to aprocess. The correct optionmeans 'the process of findingnew people to work in abusiness or organisation'.

Question 2: Look at the wordsbefore and after the gap. Thegapped word is part of anexpression that means 'be veryiikely to get something'.

Question 4: The options aresomewhat formal words andsome of them are not used oftenany more. The meaning of thecorrect word is 'in that way'.

Question 7: Which option ¡s usedto refer to a single individual orÍtem that represents a group orclass?

Question 9: The options all havea similar meaning, but thecorrect one can be used todescribe something that ¡s hardto catch or find. The otheroptions describe things orpeople that are hard to define,describe, see or touch.

Question 11: The options allhave a similar meaning, but onlyone collocates with 'on film'.

Question 12: Three of theoptions can be used to describea person who follows anotherperson or trespasses on prívateproperty. Only one option can beused to refer to a huntinganimal.

For questions 1-18, read the three texts below and decide which answer (A, B, C or D)best fits each gap.

Mark your answers on the sepárate answer sheeí.

Graphology

Graphology is not a new science but it is being used ¡ncreasingly by businesses toassist employers in the (1) process. Some companies have been usinggraphology consultaras for years to analyse the handwriting samples of Jobapplicants or even employees who are in (2) for promotion. They claim thathandwriting can revea! a great deal about a person's personality, and this is (3} ,not only in deciding whom to employ but also which people can work togetherwithout friction, (4) contributing to a positive atmosphere in the workplace. Bystudying a person's handwriting, graphologtsts claim they can reveal personality(5) ...... more precisely than is possible through a standard interview. A furtheradvantage of handwriting analysis is that assessments are not affected by anypersonal (6) ...... , as the writer's race, religión and age remaín unknown.

Essenf ¡di tiflS Reflections

1 A employment2 A standby3 A expendable4 A henceforth5 A qualities6 A biases

B recruitmentB trackB dispensableB therebyB attributesB predispositions

C enrolmentC reviewC pricelessC wherebyC traitsC partialities

D conscriptionD lineD ¡nvaluableD whereforeD charactersD suppositions

Giant SquidScientists are excited by recent photographs of the world's largest ¡nvertebrate, thegiant squid. Although (7) have previously been found ¡n the stomachs of spermwhales or (8) up on shores, this is the first time that a live animal has beenphotographed in its natural environment. A team of Japanese scientists managed tolócate the squid by tracking sperm whales, which are known to hunt these (9)animáis, in the North Pacific. They lowered cameras attached to a baited line to adepth of about 900 metres - so far below the surface that no llght can (10) evenduring the day-and succeeded ¡n attracting an eight-metre squid and (11) it onfilm. In fact, the squid appeared to be attacking the baited line.

For centuries this behemoth of the deep has been something of a mystery, withnothing at all known about ¡ts behaviour. Now it seems that the giant squid may bemore of a (12) than was previously thought.

7 A examples8 A washed9 A obscure

10 A probé11 A selzing12 A marauder

B samplesB pouredB elusiveB plerceB arrestingB prowler

C specimensC driftedC indefiniteC perfórateC capturingC predator

D ¡nstancesD wavedD intangibleD penétrateD captivatlngD stalker

Question 13: The correct option¡s used to refer to a feeling thatsomething bad is going to occur,

Question 15: Only one of theoptions can be used ío describehair that is thin and messy. Theother options can be used todescribe meat that is tough tochew, limbs that show strongmuscles or a rocky mountain!

Question 18: Only one of íheoptions collocates with 'dust'.The other options can be used torefer to small patches or piecesof coíour or paint, or microscopicinsects!

With a feeling of dark {13} I returned the mirror to the shop this morningNonetheless, I was barely surprised to find the oíd woman was expecting me.

'You managed to keep it longer than the others/ she said, as I laid my parcel dowrin the space she had cleared amongst the junk thaj-<14) ...... the table,

Thanks for the experience,' I said, 'but I thinjr-'ío' better get on with my own lifinow.'

The oíd crone smiled knowingly as she removed the string and newspaper an<lifted the mirror up, presumably to check it for signs of damage. I had the chance tisee my face ¡n ¡t one last time: the same (15) ...... blond hair with wisps of grey, m1

duíl, tired eyes and the (16) ...... ¡n my brow that the events of last year had scarreíme with.

As I turned to leave she put a (17) hand on my shoulder and said, 'You di(weli, Caroline. Remember ít is better to reflect, not regret.'

A chill ran through me as she flashed her toothless gums at me and opened thidoor. I turned and made my way out through the swirling (18) of dust into thibright sunlight of the street outside.

13 A intuition14 A cluttered15 A gristly16 A furrows17 A distorted18 A flakes

B forebodingB disorderedB stragglyB groovesB gnarledB flecks

C premonitionC jumbledC sinewyC tracksC knottedC motes

D prescienceD muddledD craggyD troughsD warpedD mites

34 CP"; Test 2 * PAPER 1 Reading > i- Part 1 CPE Test 2 > PAPER 1 Reading

PAPER 2 writing

PAPER 5 use of English

PAPE;"; 4 Lisíening

»'APÍS 3

You are going to read an article about species loss. Seven paragraphs have beenremoved from the article. Choose from the paragraphs A-H the one which fits eachgap (27-33). There ¡s one extra paragraph which you do not need to use.


Ringing the Alarm for E0rthPeter Raven is a botanist. He knows about photosynthesis,primary productivity and sustainable growth. He knowsthat all flesh is grass; that the richest humans and thehungriest alike depend ultimately on plants for food, fuel,clothing, medicines and shelter, and that all of these comefrom the kiss of the sun on warm moist soils, to quickengrowth and ripen grain.

27

The global population is about to soar from six billion tonine billion ¡n less than a lifetime. Around 800 millionhumans are starving, and maybe two billion aremalnourished, while three billion survive on two dollars aday.

28

By many, Raven means perhaps half to two thirds of allthe other species on the planet ¡n the next 100 years.There could be ten million different kinds of fern, fungus,flowering plant, arthropod, amphibian, reptile, bird, fishand mammal on Earth. Nobody knows. People such asRaven, director of the Missouri Botanic Gardens in StLouis, are doing their best to count and preserve them.

Some of these organisms are now being chased tooblivion by human population growth at levéis thatecosystems cannot sustain.

30

There are ways of confirming species loss, even if ¡tcannot be established how many species there were in thefirst place. Look at the vértebrates and molluscs in fossilrecords, Raven says, just for the past sixty-five millionyears or so. 'You find that the average life of a species ¡s

two to three million years and you get about one speciesper million becoming extinct per year in the fossil record.Those particular groups are a small sample, but they are areal sample,' he says.

31

That works out at hundreds of creatures per year over thepast four centuries, and even more when humans, rats andother ¡nvaders started colonising islands: 2,000 specieshave vanished from the Pacific basin alone since thePolynesians got there 1,200 years ago.

I 32 I IThere are various wild creatures that get along withhumans and foliow them everywhere: cockroaches, fleas,ticks, rats, cats, pigs, cattle, scavenger birds, lusty weeds.These invade little islands of ancient biodiversity, takeover, and see the natlves off the premises. And not ]ustislands: one third of all endangered plants in thecontinental US are threatened because of alien ¡nvaders,Raven says. In Hawai!, it is 100 percent.

33

Ecosystems are not static. They change, naturaliy. Theyburn, are grazed or browsed, they regenérate, flood andsilt up. But left to themselves, they go on providingservices that humans and other creatures valué. Amangrove swamp provides a habitat for shrimps. It cannotbe ¡mproved by draining it for a tourist beach, or buildinga large city on ¡t. Its natural valué would be dissipated. 'Anecosystem ¡tself undamaged ¡s very, very resilient, and themore simplified it gets, the less resilient. Globaily, whatwe are doing is simplifying them all, simultaneously,which is a very dangerous large-scale experiment,' Ravensays.

A Ecosystems, Raven says, can be whatever you like.Hedgerows ¡n Hampshire are an ecosystem; so areweeds on a railway Une at Hammersmith. Savannahs,grasslands, prairies, rainforests, dry forests, pineforests, uplands, heathlands, downlands, wetlands,mangrove swamps, estuaries, oxbow lakes and coralreefs are all ecosystems, and they survive ondiversity. The greater the variety of microbes, plantsand animáis in an ecosystem, the more resilient it isand the better ¡t works for all, including humans. So ¡twould not be a good idea to evict at least half ofthese creatures, especially if nothing is known aboutthem. But, Raven says, that is what is happening.

B Then you can start with the literature in about 1600,when people began to care enough about organismsto be able to document them well, and for the groupsthat they were documenting - bírds, mammals,amphibians, reptiles, butterflies and plants - then youcan say, "What was the rate over the past 400 years?It's tens of times or hundreds of times the level ¡t wasbefore."'

C Global warming ¡s not going to help, either. Whathappens to the unique assembly of plants ¡n the Caperegión of África as the thermometer rises? Theycannot migrate south, There is no land south of theCape. So many will perish.

D As he keeps pointing out, the human species is livingas if it had more than one planet to occupy. Fortyyears ago, he and colleagues tried to calcúlate theeconomic cost of exporting humans to a star systemHkely to be orbited by habitable planets. They workedout that it would cost the entire gross economicproduct of the planet to ship just twelve people ayear to Próxima Centauri or beyond. His message forthe planet ¡s, Think, look at the big picture, and thinkagain'.

Essentíol tipsCuestión 28: Look at the beginnirig of the paragraph afterthe gap. There is a key word here which also occurs ¡n thecorred option.

üuestion 29: The paragraph after the gap mentions'organisms', 'human populaíion growth' and 'ecosystems'.Which option also mentions these key words and could fithere?

E But the human population is growing at the rate ofabout 10,000 an hour, and each human depends on ahectare or two of land and water for what economistsnow cali 'ecosystem services' - the organisms thatultimately recycle waste and deliver new wealth toprovide oxygen, fresh food, clean water, fuel, newclothes, safe shelter and disposable income.

F Valuable agricultural land is being poisoned or parchedor covered in concrete, soils eroded, rivers emptiedand aquifers drained to feed the swelling numbers.Something has got to give, and the first things to goare many of the plants and animáis.

G So botanists such as Raven begin with the big pictureof sustainable growth and can calcúlate to the nearestplanet how much land and sea it would take tosustaín the population of the world if everybody livedas comfortably as the Americans, British or Frenen.The answer is three planets.

H There is another way of checking, Raven says,pioneered by, among others, sociobiologist andevolutionary psychologist Edward O. Wilson. There isa logarithmic relationship between the área of habitatand the species that inhabit it. Measure a patch offorest and count a sample of the species in ¡t. Thencompare ¡t with another patch of forest ten timessmaller. The smaller one will have only half thesample species count. This has been shown inthousands of individual observations, he says. Sodestroying forests piecemeai is a way of extinguishingcreatures.

Questíon 30: The sentence after the gap suggests that thecorrect opíion talks about species loss. The gappedparagraph may also be linked to the paragraph before it.

Question 31: Look at the first sentence in the paragraphafter the gap. it appears to be an answer to a question. Canyou fínd the question in one of the options?

40 ; Test 2 > ¡ PAPER 1 Readlng > i- Parí 3 CPS Test 2 > i PAPER 1 Reading > : psrí •

PftPKS 2 íñ/riU.ig

PAPER 3 Use of Englisli

PAPcR 4 Ustensng

PAPER 5 Sae3:CÍ!K¡

You are going to read an extract from a book. For questions 34-40, choose theanswer (A, B, C or D) which you think fits best according to the text.


Reviewers and students have educated me not only2 about how I write, but about why I write. Apparently,

I wish to capture the immigrant experience, todemystify Chínese culture, to show the differencesbetween Chínese and American culture, to pave theway for other Asian-American writers - and I have awhole host of other equally noble motivations.

The truth is, I write for more self-serving reasons -that is, I write for myself. I write because I enjoystories and make-believe. I write because if I didn't, I'dprobably go crazy. Thus I write about questions thatdisturb me, images that mystify me, or memories thatcause me anguish and pain. I write about secrets, lies,and contradictions, because within them are manykinds of truth. In other words, I write stories about Ufeas I have misunderstood it. To be sure, it's a Chinese-American life, but that's the only one I've had so far.

Contrary to what some students, professors,reporters, and fund-raising organizations assume, Iam not an expert on China, Chinese culture, mah jong,the psychology of mothers and daughters, generation,gaps, immigration, illegal aliens, assimilation,acculturation, racial tensión, Tiananmen Square, MostFavoured Nation trade agreements, human rights,Pacific Rim economics, the purported one millionmissing baby girls of China, the future of Hong Kongafter 1997, or, I am sorry to say, Chinese cooking.Certainly I have personal opinions on any of thesetopics, especially food, but by no means do mysentiments or my world of make-believe make me anexpert.

And so I am alarmed when reviewers and educatorsassume that my very personal, specific, and fictionalstories are meant to be representative, down to thesmallest detail, of not just Chinese-Americans butsometimes all Asian culture. Is Jane Smiley's AThousand Acres supposed to be representative of allAmerican culture? Do all American daughters servetheir tyrannical fathers the same breakfast everymorning? Do all sisters betray each other? Are allconscientious objectors flaky in love relationships?Why do readers and reviewers assume that a bookwith Chinese-American characters can encompass allthe demographics and personal histories of ChineseAmerica?

42 CPE Test 2 >\R 1 Reading >: Part a

My editor at Putnam tells me that over the yearsshe has received hundreds of permission requests frompublishers of college textbooks and multiculturalanthologies, wishing to reprint my work foreducational purposes. One publisher wanted to includean excerpt from The Joy Luck Club, a scene in which awoman invites her non-Chinese boyfriend to herparents' house for dinner. The boyfriend brings abottle of wine as a gift and commits a number of socialgaffes at the dinner table. Students were supposed toread this excerpt, then answer the following question:'If you are invited to a Chinese family's house fordinner, should you bring a bottle of wine?' My editorand I agreed to turn down that permission request.

I hear that my books and essays are npw on therequired-reading lists for courses in ethnic studies,Asian-American studies, Asian-American literature,Asian-American history, women's literature, feministstudies, feminist writers of colour, and so forth. I amproud to be on these lists. What writer wouldn't wanther work to be read? But there's a small naggingquestion that whispers into my ear once in a while:'What about American literature?'

I know I'm not supposed to complain, or at least nottoo loudly. After all, I am one of the lucky writers to beread, in classrooms, by the mainstream, and inCliffNotes. I have had many readers tell me that theyread my books because they feel the stories are aboutuniversal emotions between mothers and daughters.

But as my mother has often told me, I have anattitude. I have an attitude not just about my booksbut about literature in general. I have this attitudethat American literature, if such a classification exists,should be more democratic than the colour of yourskin or whether rice or potatoes are served at yourfictional dinner table. And so I ask myself andsometimes others: Who decides what is Americanfiction? Why is it that works of fiction by minoritywriters are read mainly for the study of class, gender,and race? Why is it so hard to break out of this literaryghetto?

Essentíal típsQuestion 34: What ¡s the writer'stone here? If you compare thefirst sentence of the secondparagraph with the sentence ¡nquestion, you should notice achange in tone and thls shouldhelp you choose the correctoption.

Question 36: What point ¡s thewriter making in this paragraphabout her own work? How doesmentioning another novelstrengthen her argument?

Question 37: To flnd the answerto this question, you have to readbetween the Unes. What had thewriter intended to express in hernovel? What dld the question onthe excerpt from the novel show?

Question 39: Why does the writermention rice and potatoes ¡n thelast paragraph? Can you detect ahint of sarcasm here?

34 Why does the writer use the word 'Apparently' in line 2?A to emphasise that some readers misunderstand her reasons for writingB because she had not been aware of how her work was perceived by othersC to indícate that she has not given much thought to her true reasons for

writingD to show that she is not interested ¡n any of the subjects mentioned

subsequently

35 Why do some people assume that the writer is an expert on China?A because she writes about topical Chinese issuesB because she expresses her views about Chinese culture ¡n her fictionC because she has strong feelings about anything to do with ChinaD because she often touches upon Chinese themes in her fiction

36 The writer mentions Jane Smiley's novel in the fourth paragraph becauseA it contains untenable generalisations about American life and culture.B although ¡t is an American novel, the reader does not expectto draw

conclusions about American culture from it.C ¡t deals with the same themes as the onecVn her Own novéis and is

peopled by similar characters.D ¡t deals with the difficult relationship between daughters and fathers.

37 Why did the writer and her editor refuse a request to publish an excerptfrom The Joy Luck Club?A because the excerpt would have given readers an inaccurate idea of

Chinese cultureB because the excerpt might have misled readers about correct Chinese

etiquetteC because one of the questions on the text showed that the point of the

scene had been misunderstoodD because one of the questions on the text would have been unfair to

students

38 The writer implies that her booksA are popular with ordinary readers.B are read mainly by academics.C are studied by mothers and daughters.D are largely unknown to the general public.

39 What is the writer's main point in the last paragraph?A She thinks academics classify American literature incorrectly.B She does not consider the way American literature ¡s classified to be fair.C She thinks nobody is properly qualified to classify American literature.D She thinks socio-political issues in literature should not be the subjects of

study.

40 We can infer from the text that the writer isA an American citizen with Asian roots.B a Chinese citizen with an American background.C an Asian-American living ¡n Hong Kong.D an illegal Chinese ¡mmigrant living in America.

CPP Test 2 > :• PAPER 1 Reading > Pare 4

Issentiai fifisQuestion 4: The gapped word ispart of a phrase that describeswhen something happened.Which word can be used with'back' to talk about a long timeago?

Question 9: The gapped wordforms part of an adverbialphrase with 'at', indicating amínimum number or amount

Question 10: The word'consistent' is often followed bya preposition.

Question 13: The gapped word isa very common verb. Here it isused in an old-fashioned sensewith 'would' to mean 'wanf or'wish for'.

Question 14: If you read the textcarefully, you will see that thesentence in which this gapoccurs must have a negativemeaning. The gapped word ispart of a somewhat unusualstructure, but one which addsemphasis to the point the writeris making.

For questions 1-15, read the text below and think of the word which best fits eachspace. Use only one word in each space. There is an example at the beginning (0).


Example:

0 WERE=°c=

The Mysteries of Giza

Egyptologists tell us that the Sphinx and the pyramids at Giza (0)

built approximately 4,500 years ago by an Egyptian pharaoh, but in recent years a

great (1) of evidence has surfaced to challenge this. A growing

(2) of independen! researchers claim that these monuments may ín

(3) have been built as (4) back as 12,500 years ago!

According to (5) , the Giza pyramids precisely line

(6) with the position of certain stars in the year 10,450 BC. It is

interesting to note that on that date the leonine Sphinx (7) have

faced the exact location on the horizon where the constellation of Leo rose

(8) dawn on the Spring equinox. Equally interesting is the claim

made by at (9) one geologist that weathering patterns on the body

of the Sphinx are consistent (10) those left by precipitaron over a

substantial period of time, yet Egypt (11) saw heavy rainfall.over

7,000 years ago.

Could it be that both the pyramids and the Sphinx were built by a highiy civilised race

thousands of years (12) the Age of the Pharaohs, at a time when

hístorians would (13) us believe humans had

(14) the know-how to construct such amazing structures? If

evidence (15) surface that can support such claims, the history

books will undoubtedly have to be rewritten.

PAPER 1

PAPER 2 writing

PAPER 4 Listening

PAPER 5 Speaking

issenf ¡di tipsQuestion 16: The word beforethe gap ¡s an adjective and it ¡sapparent that the gapped word isa noun, You shouíd be familiarwith the most common ways offorming nouns from verbs, butbe careful here - an iníernalchange to the word in capitals isalso needed.

Question 17: 'Vary' means'change' or 'differ'. From thecontext it seems clear that thegapped word must be an adverbthat describes the way in whichgiris are expected to show theirfeelings. Also, a negative form ofíhe adverb is needed in order forthe sentence to make sense.

Question 18: You need to forman adjective meaning '¡ncorrecf.If you do not know the word youneed, experiment with differentpossibilities - apart from a suffix,you wilí need to make aninterna! change to the word ¡ncapitals.

Question 19: 'Incline' can beeither a noun or a verb, but hereyou need to form a nounmeaning 'tendency'. If you donot know the word you need,experiment with different nounendings - you will need to leaveoff the final 'e' from the word incapitals.

Question 20: The word after thegap is a noun, so the gappedword is probably an adjective.

For questions 16-25, read the text below. Use the word given rn capitals at the endof some of the unes to form a word that fits in the space in the same line. There isan example at the beginning (0).


Exampie:

0 EXCEPTION <=,°<=,

Boys don't cry

Almost without (0) when a little boy starts to cry,

he's told to put a brave face on ¡t. 'Boys don't cry!' ¡s the familiar

(16) , and with this, we exert enormous pressure

on our sons to hide their emotions. Girls are almost

(17) expected to express their feelings, but it

would be (18) to believe that they are born

weaker, more sensitiva or with a greater natural

(19) to cry. Boys have feelings too.

According to several leading psychiatrists, boys are more

vulnerable to psychological and other problems later ¡n life. Social

pressures on them to be 'tough' can affect their

(20) performance, and even lead to antisocial

behaviour. This, in turn, can manifest itself in acts of violence and

(21) It ¡s even suspected that the

(22) higher rate of suicide among young men ¡s a

result of boys being unable to 'get ¡t off their chest', as compared

to girls and women, who confide more (23) ¡n

others and are more likely to seek professional help ¡f they are

emotionally distressed.

What boys really need is more encouragement in their

(24) years in order not to succumb to feelings of

depression later on. This will help them to become more mature

emotionally and it may even lead to a reduction in juvenile

(25) among young males.

EXCEPT

EXCLAIM

VARY

ERROR

INCLINE

ACADEMY

RECKLESS

SIGNIFICAN

READY

FORM

DELINQUE!*

46 CPS Test 2 > ! PAPER 3 Use of Engllsh >: ?art 1 PE Test 2 u PAPER 3 Use of English

TESTPAPER i Readíng

PAPE!? 2 Writing

PAPER 4 Usiening

PAPER 5 speaking

Essenfíd! lipsQuestion 26: In the first twosentences the gapped word isused as part of an expression. Ifyou don't know the expressions,the third sentence will probablyhelp you. Which verb collocateswith 'highly' and 'of and can beused to express what Mr Jonesdoes to his friends?

Question 27: In the first sentencethe gapped word collocates with'party'. You can 'nave' a party,but 'nave' doesn't work in theother sentences. What other verbcan be used with 'party'? In thesecond sentence the gappedword forms part of anexpression meaning 'explain'. tnthe third sentence the gappedword is used idiomatically,although the sense of thesentence is negative, soprobably a great distance ¡s notmeant here!

Question 28: In the first sentencethe gapped word forms part ofan expression with 'time',meaning 'make time pass quicklyby doing something'. In thesecond sentence the gappedword probably rheans somethinglike 'destroy'. In the thirdsentence the gapped word formspart of an expression meaning'dressed up in order to attractthe atteníion or envy of others'.

For questions 26-31, think of one word only which can be used appropriately in allthree sentences. Here ¡s an example ÍO).

Example:

O • We are setting off at first , so please go to bed early.

* She had to explain the matter to me again before I saw the

• Some interesting new findings have come to

0 LICHT 0CZD czr3


26 • The way he looks at you volumes about his feelings.

• Sylvia usually , her mind, so she'll tell us what she reallythinks.

• Mr Jones often highly of you to his friends.

27 » Celia and Dan are going to a party at the weekend.

• The pólice hope the investigaron will some light on whathappened that night.

• I wouldn't trust that man as far as I could him.

28 • I had plenty of time to before my train left.

• Gerald managed to everyone's enthusiasm for the film byrevealing the ending!

• Susanna, wearing a stunning black number, was dressed to

29 • In to increased demand, the company have doubled theiroutput.

• I was surprised to receive an ¡mmediate to my query.

» The to our plea for ¡nformation was overwhelming.

30 « I didn't meet a interesting person at the party.

• As a mother, 1 know how difficult it is to raise children.

• A ticket to Northampton costs £28 and a return costs £40.

31 » Children can on very quickly, so be careful what you say.

• Roger tried to me out by saying he knew where I had beenthat day.

• If you aren't careful, you'll your death!

PAPER 1 Readíng

PAPER 2 Writing

PAPER 4 Listening

PAPER 5 Speaking

Essential tif»sQuestion 32: You need a phrasalverb formed from the verb'dawn', meaning 'reafisesomething gradually'. If you getthis right, you will be awardedone of the two marks for acorrect answer. For the secondmark, you need to convoy, theidea of certainty {'l'm sure'} witha suitable modal in the correctform,

Question 33: You need a phrasalverb with 'down', meaning'refuse an offer'. The object cango between the verb and 'down',or after the phrasal verb. Aíso,what is the object? What is beingrefused?

Question 34: You need to use aphrase that emphasises whenyou remembered to dosomething. This phrase beginswith 'Not', so it involvesinversión.

Question 35: Think carefuílyabout the tense you need. Thetime is the future, when we canlook back on an event that hadiís beginnings in the past andcontinued over a period oftwenty years.

For questions 32-39, complete the second sentence so that ¡t has a similar meaningto the first sentence, using the word given. Do not change the word given. You mususe between three and eight words, including the word given. Here ¡s an example(0).

Example:


difficulty

He the door.

0 had difficulty in openins ^J}^


32 l'm sure John eventually realised that we'd be late.

dawnect

It tl.dt,we'd be late.

33 That's the second time this year that Kathy has refused to marry him.

down

Kathy twice this year.

34 It was only when the film had ended that I remembered to switch off the oven

did

Not to switch off the oven.

35 Our twentieth wedding anniversary is this coming Friday.

will

By this Friday twenty years.

36 They think the manuscript was written by a fourteenth century schoiar.

attributed

The manuscript a fourteenth centuryschoiar.

37 l'm afraid it's none of your business what I do in my spare time!

no

What I do ¡n my spare time , l'm afra

38 You cannot justify your recent behaviour with that excuse.

no

That excuse is behaving recently.

39 It appears to me that Sam is miserable at university.

tell

As , Sam is miserable at university.

48 CPS Test 2 > ;• PAPER 3 Use of English > ;• Part; 3 L 'I: Test 2 * : PAPER 3 Use of English > '•. Part 4

PAPER 1

PAPER ,7

PAPER 3

PAPES «

Reading * P¡i77|

Writing

Use of English

Part 2Parí 3P3rí 4

For questions 1-18, read the three texts below and decide wh'ichbest fits each gap.

Mark vour answers on the sepárate answer sheet.Listenlng

answer (A, B, C or D)

And Dave ¡s Wearing ...Why is it that the average man has a(n) (1) to buying clothes? In fact, shoppingprobably (2) as high as visits to the dentist or doing the washing up on the male'Most Hated Chores' list. While a woman may sit happily (3) through glossyfashion magazines, then spend hours trying to (4) her favourite top model, hermale partner spends approximately five minutes deciding what to wear, even lesstime putting it on, and is out of the front door before she has even (5) herunderwear. Women seek out ways to look different, while men generally chooseclothes which are as (6) as possible. She will be horrified if another woman ¡swearing the same dress at a party, whereas for him, finding someone else in the sameattire will simply confirm that he belongs and is not a freak.

1 A hatred2 A ranks3 A roaming4 A emú late5 A dressed6 A indescribable

B distasteB standsB turningB envisageB wornB nondescript

C aversiónC placesC riflingC visualiseC donnedC obscure

D horrorD aimsD leafingD embodyD adornedD nonexistent

All Aboard!An oíd, ostensibly obsolete Thames barge has gained an unexpected (7) of ufe.A young couple have bought it and intend to (8) ¡t into a floating home. Thismove (9) a major change ¡n the couple's lifestyle. 'We had been feeling(10) boxed in by our small fíat ¡n the centre,' says Cathy Smythe, 'but with such(11) house pnces, the possibility of moving anywhere else ¡n the city seemed amillion years away. Then someone jokingly mentioned houseboats, and that gave usthe idea.'

A broker showed them various vessels and the Smythes saw potential ¡n the barge.'We (12) for the Thames barge because of ¡ts broadness,' explains David, Cathy'shusband. 'It's actually very spacious below. And, of course, the price was right!'

Let's hope that life afloat lives up to their expectations.

7 A spark8 A convert9 A rates

10 A exclusively11 A extortionate12 A chose

B léaseB alterB marksB extensivelyB opulentB decided

C additionC transferC infersC decidedlyC stupendousC agreed

D loanD adaptD announcesD drasticallyD lavishD opted

The Trouble with NumbersI need help. I can't work, I can't sleep; the situation's getting out of (13) Try as I(14) I just can't resist opening the paper every morning at the puzzle page. It'sthis Su Doku numbers game everyone's been (15) about. Although it looksstraightforward at first (16) , it's fiendishly deceptive. You start with a simple-looking grid of nine rows by nine, split into nine boxes with nine squares ¡n each. The(17) of the game is to fill in the gríd so that every row, column and boxcontainsthe numbers one to nine. You think, no probiem, Til just have a quick go. Five minutesand l'll (18) this. But oh, no! You get hooked. The tricky ones niggle you and youcan't stop. Tve been late for work twice this week. And now there's talk of themadding the game to mobile phones!

13 A sorts14 A could15 A craving16 A glance17 A task18 A break

B worldB mightB longingB lookB objectB win

C handC canC ragingC peepC exerciseC crack

D mindD shouldD ravingD glimpseD goalD split

58 CPF, Test 3 >! PAPER 1 Reading > ¡- Part i « Test 3 >: PAPER 1 Reading > ;• Part 1

PAPER 2 Writing

PAPER 3 Use of Engiish

PAPER 4 Listening

PER 5 Speaklng

You are going to read an article about a chess grandmaster. Seven paragraphs havebeen removed from the article. Choose from the paragraphs A-H the one which fitseach gap (27-33). There ¡s one extra paragraph which you do not need to use.

Mark your ansvvers on the sepárate answer sheet.

The Grandmaster and the RookieMy first thought is that it's a long way from Leigh inLancashire, where Nigel Short was born. I am interviewinghim on the terrace overlooking the garden of his ramblinghouse in southern Greece. The early evening sun beatsdown and the Mediterranean shiramers in the distance.The life of a professional chess player is an arduous one.

Short is now forty and, as in all sports, anno Domini takesits toll. He is down to thirtieth in the world - grandmastersare precisely, mercilessly even, graded according to theirperformance, and Short has slipped below all those hungryyoung Russians, Ukrainians and Armenians looking fortheir own place in the sun. He stiil loves - lives for - thegame, the adrenaline rush of corapetition, but realises hewill never ágata make the top ten.

28

Not that everyone, hitherto, has quite appreciated theappeal. Chess as an international sport gets tucked away intiny paragraphs in the press; the world's leading playersremain nothing more than exotic ñames. Until the all-too-mortal nature of the struggle over the chessboard iscommunicated, chess will continué to be jammed, in tinyprint, between bowls and darts. That will be Short'sdemanding job - to make chess come alive.

My chess credentials are ropey: learned the game ateleven; played for my school but always on lower boards toavoid strong oppdnents; carne third in Newport under-eighteen championship (my solé chess prize). Now I playendless low-grade chess on the internet, against unnamedamnesiacs all around the world. I am not promisingmaterial.

30

Viktor Korchnoi in a simultaneous exhibition at the age often, played in the British championship at twelve(defeating the ten times British champion JonathanPenrose), beat grandmaster Tony Miles at fourteen andbecame a grandmaster himself at nineteen.

31

We had been looking at a chess website detailing all theélite games that had been played worldwide in the pastweek - 2,500 of them, any one óf which might contain someimportant opening innovation. 'Even if you just cast youreye over these things, spend three minutes on each ... '. Helaughs and leaves the implication hanging, but I calcúlatelater that spending three minutes studying each of thbsegames would take 125 hours a week.

The 1993 match against Kasparov was a watershed forShort, and he never quite climbed those heights again.'Getting to the world championship final was probablyabout as good as I could manage,' he says. 'It's difficult tomotívate yourself and it becomes self-fuífilling. You think,"Well, maybe if I work very, very hard again, I can doexactly the same again and then lose to Kasparov." It's adepressing feeling.'

33

Short has lived and breathed chess since the age of six,when his father showed him the moves. He beat the great

Meanwhile, he is optimistic about the future of the sport.'If, and when, some new people come in who are morebusiness-minded, I think chess will take off again,' he says.'Chess has huge advantages over many other sports in that-it is played all over the world. It's a game for the internetage, a game where I can be sitting here in a village withgoats and chickens and donkeys, and I can go on theinternet and be playing some leading grandmaster inRussia or the Philippines.' The whole world in sixty-foursquares.

A But he has an even harder task, which is why I haveturned up in Greece to wreck his family's summerholiday. He has to try to teach me to play well. I havebeen playing chess for almost forty years, and I am stilltraly hopeless. Turning me into a 'strong' player will,he admits, be his greatest challenge.

B Short's career was dominated by his rivalry with GarryKasparov, the player with the highest rating of all time.They met as juniors, then as grandmasters, and fínallyin the 1993 world championship. Kasparov carne outon top in 1993, as he usually had. 'I had him on theropes in several games,' recalls Short, 'but he wasincredibly tenacious. He suffered in a lot of the games,but because of his resilience I wasn't able to put himout. I discovered there was more to his genius than justhis opening preparation, though that is one of his greatstrengths.'

C But if Short will be playing less chess, he will instead becommentating more and evangelising on behalf of asport that has lost its way in recent years. He will bewriting a weekly column and occasional longer articleson the characters who popúlate chess's fascinatingworld.

D Actually, it is: a continuous round of cheap hotels andcut-throat tournaments for not much prize money.Like the game itself, it's a constan! battle for survival.But Short has been lucky. He has been lucky becausehe is good: once rated third in the world, hechallenged Garry Kasparov for the worldchampionship in 1993 in a match, played in London,that briefly got chess onto live national televisión.

E Former world chess champion Emanuel Lasker oncesaid that, given 100 hours with a novice player, hecould turn him into an expert. Actually, this is one ofthose quotes, like 'You dirty rat', that is difficult tosource. But you get the gist: chess has a clear set ofrules and stratagems that you don't have to be a geniusto absorb; we can all aspire to mastery.

F The Short-Kasparov match was also a watershed forworld chess, creating a schism that has still not beenhealed. The two protagonists fell out with Fide, thesport's world governing body, over money, andorganised the final themselves, with a purse of 1.7million pounds. Fide organised a rival final betweenthe two players beaten by Short in previous rounds,and world chess has since endured a boxing-style split,with at least two players claiming to be worldchampion. It's a mess, but there are hopes that over thenext twelve months the world title will be reunified,starting with the Fide world championship tournamentbeing played in Argentina from September 27 toOctober 16. Short will be at that eight-playerchampionship as commentator rather than player - thepoacher turned gamekeeper.

G Short knows it, too. 'Chess is inherently a difficultgame,' he cautions me 'There aren't any very easyanswers. You often fir.d in the course of chessdevelopment that you have to unlearn what you havealready learned. You have to take a step backwards inorder to move forwards.'

H He never wanted to be anything else other than aprofessional chess player. 'As soon as I knew thatprofessional players existed, I wanted to be one,' hesays. T loved the game and wanted to devote myself toit. Chess is a very demanding mistress. It requires acolossal amount of time. If you are to study chessseriously, the amount of work is endless. You got somesense of that this afternoon.'

64 en; Test 3 > ; PAPER 1 Reaaíng > > pare;CPE Test 3 > • • PAPER 1 Reading > • Part 3

PAPER 2 Writing

PAPER 3 Use of

PAPER 4 Listening

PAPER á Soeaking

You are going to read an extract from a book about an architect. For questions 34-40,choose the answer (A, B, C or D) which you think fits best according to the text.


T he first ¡mpression created by Tadaó Ando'sarchitecture ¡s that of its materiality. His powerful

concrete walls set a limit. Beyond this point there is nopassage but that which is opened by his will. A second¡mpression of Tadao Ando's architecture ¡s its tactility.Hard walls seem soft to the touch. They exclude thenendose, admitting light, wind and the passing visitar, wholeaves behind the disorder of everyday existence to besheltered in a realm of stillness. A third ¡mpression ofTadao Ando's architecture is its emptiness. Within, onlylight and space surround the visitor.

Enso, the mysterious circles drawn by Zen Buddhistmonks ¡n a single stroke, symbolise emptiness, oneness,and the moment of enlightenment. The circle and otherrigorous geometric forms are the vocabulary of Ando,related as much to Western architecture as to any Easternthought. He cites the Pantheon in Rome as an influenceon his work; proof that simple shapes fashioned with amastery of light and materials can créate a transcendentspace. He speaks also of the 'Prisons' in Piranesi's Carcerid'invenzioni whose 'dynamic verticality' contrasts withthe horizontal emphasis of much traditional Japanesearchitecture, which is 'non-geometric and irregular' bynature. Tadao Ando has said that a goal of his work is tobring together these apparently divergen! ideas of space ina 'unified transcendent architecture'. What Ando seeks,and what he finds ¡n his best work, is the simplicity ofperfection, a faultless circle drawn by a steady hand ¡n asingle stroke.

Winner of the 1992 Carlsberg prize, the 1995 Pritzkerprize, the 1996 Praemium Imperiale, and the 2002 Kyotoprize, Tadao Ando ¡s today at the height of his career,called on to build major buildings from Fort Worth toNaoshima in the Inland Seaof Japan. Lookingoutfrom thehilltop annex of the Naoshima Museum of ContemporaryArt toward the framed view of cone-shaped islands,feeling the gentle breeze on a sunny day, one feels ascióse to architectural perfection as possible. A great dealof the meaning of Tadao Ando's work can be captured inthose fleeting ¡nstants when nature's presence ebbs andflows past his concrete walls.

Born ¡n Osaka ¡n 1941, Tadao Ando is unusual in thathe was self-educated as an architect, largely throughtravels in the United States, Europe, and África(1962-1969). He founded Tadao Ando Architect &

Associates in Osaka ¡n 1969. When asked how he carne tobe interested ¡n architecture, he replied, 'As it happenswork was carried on where I lived when I was 15, and Igot to know some of the carpenters. About the same time, .in a used bookstore, I saw a book on the complete workof Le Corbusier. I recopied some of his drawings, and I \d say that that ¡s how I began to be interested in i

architecture.' iAlthough the ¡nfluence on Ando of Le Corbusier and '

others such as Louis Kahn ¡s often cited, it is interesting to 'note that the first project that brought him public 'attention, the so-called Azuma House (Row House, :

Sumiyoshi, Osaka, 1975-76) is already very much a :

personal creation. On a small site (57.3 square metres)¡nserted ¡nto a row of narrow houses, the simple concretefacade and equally unadorned doorway stand out withoutbreaking the rhythm of the street. Oíd wood houses thatformerly lined the street have given way to a hodgepodgeof generally undistinguished modern residences. Althoughthis residential área of Osaka ¡s somewhat less chaotic ¡nappearance than many other parts of a metrópolis with apopulation density of 11,793 persons per squarekilometre (1995), there ¡s a marked contras! between thisconcrete slab and ¡ts environmenl. Stepping íhrough thedoor, the visitar need no longer be conscious of íheoulside world. The house ¡s divided inlo three equalsections - a living room and kitchen below, and twobedrooms above, separated by an external courtyard, andthe stairway up to the second floor. Access to thebathroom on the ground floor from the bedroomsrequires the residen! to pass through the courtyard. Thisfact surprises Western visitors but seems to be of littleconcern to the Japanese, who, as Ando says, 'are used íoliving wilh the rhythms of nature.' As for its limiteddimensions, with total floor space of 64.7 square metres,the Sumiyoshi Row House exceeds the average size of anOsaka dweiling (estimated at 61 square metres in 1993).Despite its rigorously geomeíric design, this house, wilh¡Is unusual facade and open ceníral courtyard, ¡s closelyrelaled both to local archüeclure and to JapaneseIraditions. By excluding the chaotic environment andadmitting nature, Ando also developed what wouldbecome one of the central themes in his work in thishouse, which won a prize from the Japanese ArchitecturalAssotiation.

34 What does the writer mean by the 'materiality' of Ando's buildings?A the limits set by his concrete wallsB the sense of control reflected ¡n the solid wallsC the type of building materials he employsD the passages that penétrate their concrete walls

35 Why does the writer mention Enso?A to ¡Ilústrate how Ando's work is influenced by geometric shapesB to emphasise the simple perfection of the circle ¡n architectureC because it ¡s a word Ando often uses to talk about architectureD because it contributes to the beauty of buildings like the Pantheon

36 Ando's aim in creating a 'unified transcendent architecture' ¡sA to créate a fashion ¡n the use of geometric shapes ¡n architecture.B to emulate the work of Piranesi.C to break free from the irregular nature of traditional Japanese architecture.D to créate a harmonious marriage of conflicting principies ¡n architecture.

37 What does the writer imply ¡s 'architectural perfection'?A the contrast created between a buiiding and the natural environment

around ¡tB the use of nature to transcend the structure of a buildingC buildings which acknowledge and welcome the presence of natureD buildings which go beyond the usual limits of architecture

38 Ando's interest ¡n architecture was stimulatedA by his travels abroad.B by a second-hand book.C when he got involved in construction work.D when some carpenters re-built his home.

39 The Azuma HouseA contrasts with the oíd wood houses lining the rest of the street.B ¡s easily distinguished yet blends into its surroundings.C ¡s limited in space by Japanese standards.D bears the mark of Le Corbusier's influence on the architect.

40 We can infer from the text that the writer particularly admiresA the use of contrasting shapes in Ando's designs.B the mastery Ando has over his choice of materials.C the lighting effects that Ando ¡s able to créate in his buildings.D the sense of peace and harmony in Ando's buildings.

66 ¡:¡>í Test 3 > ' • • PAPER 1 Readlng > < pait ¡ ;::?= Test s > ¡ PAPER 1 Reading

PAPER 3 Use of English* Part 1

Part 2Part 3pEit 4

Parí S

For questions 1-15, read the text below and think of the word which best fits eachspace. Use only one word ¡n each space. There ¡s an example at the beginning (0).

Write your answers ¡n CAPITAL LETTERS on the sepárate answer sheet.

Example:

0 MOST 0r—i cz=3

The Cold and Colds

The common cold is the world's (0) common illness, which ¡s

probably why there are more myths about it than any of the other plagues that flesh

¡s heir to. The most common fallacy (1) all is that colds are caused

by cold. They are not. You may certainly feel (2) comfortable if you

go out ¡n winter with wet hair, but you won't be any (3) susceptible

to rhinoviruses, which are the true cause of colds. (4) , you wil! catch

a cold more easily by (5) in cióse proximity to others infected

(6) the virus. The reason why we (7) to catch more

colds in winter is because we (8) up the heating and cióse the

Windows. The resulting poor ventilation and higher relative humidity can

(9) to easier transmission of the cold virus. The Inuit of the Arctic

regions, however, (10) living in inhospitable conditions, rarely catch

colds. In fact, you are more likely to suffer (11) hypothermia

(12) you are over-exposed to cold temperatures.

Numerous scientific studies have found no correlation (13) lower

body temperatures and susceptibility to colds. Conversely, studies seem to

(14) that psychological stress, allergic disorders, poor diet and a

weaker immune system can (15) a person susceptible to colds.

PAPER 1 Reading

PAPER 2 Writing

PAPER 4 Ustening

PAPER 5

For questions 16-25, read the text below. Use the word given ¡n capitals at the endof some of the unes to form a word that fits ¡n the space in the same line. There isan example at the beginning (0).


Example:

0 ENDURING 0

Cacti

Cacti have enjoyed an (0) popularity among

gardeners spanning several centuries. Perhaps this is due in part

to their unusual appearance: more often than not, they consist of

(16) stems covered ¡n spines. Unlike other plants,

cacti can squat in their pots, (17) jn suspended

animation, for months, showing little sig¡i ..o growth or

development; then suddenly, their flowers will burst forth, dazzling

observers with their (18) vibrant colours. Added

tothis is the fact that they come in a huge (19) of

shapes, sizes and forms, so many gardeners, myself included, find

themselves (20) drawn to tríese extraordinary

plants.

You do not have to be an expert to grow cacti, and the

(21) needn't be concerned about cultivating them

because they are among the easiest of plants to care for. Their

(22) are simple and few. Plenty of light, a little

compost and occasional watering will keep them happy and

healthy. Also, their hardy constitution (23) them

to withstand harsh climatic conditions in the wild. So should you

neglectto water them, they are (24) to object. For

this reason, I recornmend them to the young (25)

who ask me about starting their own windowsill gardens.

ENDURE

SWELL

ARPEAR

GLORY

VARiOUS

RESIST

INITIATE

REQUIRE

ABLE

LIKE

ENTHUSE

70 •S Test 3 > PAPER 3 Use of English •fi Test 3 > PAPER 3 use of English

PAPER. 1 Reading

PAPER 2 Writing For questions 26-31, think of one word only which can be used appropriately in allthree sentences. Here is an example (0).

Example:

O » We are setting off at first , so please go to bed early.

• She had to explain the matter to me again before I saw the .


LIGHT O

Write only the missing word in CAPITAL LETTERS on the sepárate answer sheet.

26 • Ann is astute and can her own in any meeting.

• Can you the line while I connect you to Mr Brown's office?

• He is very restless and finds ¡t drm'cult to down a Job forlong.

27 • She seems to have a sixth about people's foitales.

• There was a of longing ¡n her voice as she spoke of herhome.

• I couldn't understand your argument; ¡t just didn't make .

28 » She put the cash ¡n the office safe, locked up and wenthome.

• He was convicted of theft and sentenced to two months ¡nprison.

• I think it's of you to argüe about such a minor matter!

29 • Just because she's a girl, it doesn't necessarily that shelikes pink!

• Whatever Sally did, Tina would suit, never taking theinitiative herself.

• I can usually what he says, but all that jargon confusedme.

30 • Having read the of the contract, she signed her ñame.

• In of its contení, the book lacks substance.

» They've just moved ¡n but they are already on first ñamewith their neighbours.

31 • When I saw her, she was still from the shock ofdiscovering the body.

• While he was ¡n the fish, it broke free and swam away.

• He was off the ñames of the players ¡n the various teams.

PAPER i Reading

PAPER 2 Writing

PAPER 4 üsíening

-PAPER 5 Speasing

For questions 32-39, complete the second sentence so that it has a similar meaningto the first sentence, using the word given. Do not change the word given. Youmust use between three and eight words, including the word given. Here ¡s an

rt 2 example (0).

Example:

O . He struggled to open the door.

difficulty

He the door.

had difficulty in openins


32 David never expressed regret for hurting his mother.

time

At regret for hurting his mother.

33 There are plans to cióse down the cinema due to poor attendance levéis.

threat

The cinema due to poor attendancelevéis.

34 The machine looks dangerous, but l'll believe ¡t's safe ¡f you say so.

take

The machine doesn't look safe, but it.

35 Once signed, this contract ¡s binding.

by

As soon as you sign, this contract.

36 Looking back, I really believe I did everything I could to stop her.

hindsight

I can honestly say, more to stop her.

37 If you refuse to go to bed until three, naturally you're going to be tired!insist

If you until three, naturally you'regoing to be tired!

38 She has become a famous novelist.

ñame

She has a novelist.

39 He often gets ill at this time of year.

prone

He at this time of year.

72 CP'= Test 3 > : PAPER 3 Use of English > :• ?art s CPE Test 3 > ; PAPER 3 Use of English > > Parí e, T.

PAPER 2 Writing

PAPER 3 Use of English

PAPER 4 LiStéiliUS

PAPER 5 Speaking

For questions 1-18, read the three texts below and decide which answer (A, B, C or D)

best fits each gap.


Rubik's CubeOne of the most recognisable fad ¡cons of the 1980s has to be Rubik's cube - a three-dimensional toy made up of twenty-six smaller ¡nterconnecting cubes, which can be(1) either vertically or horizontally to form 'faces' of six different colours.

The cube was ¡nvented ¡n the mid 1970s by Erno Rubik, a Hungarian engineerfascinated by geometrical (2) , although it wasn't until the end of the decade thatpeople began to show an interest in the toy. Then suddenty, almost overnight, thecraze went ¡nternational. Demand for the cubes soon far (3) the originalproduction order of one million and pirated versions (4) the market. It isestimated that over 100 million cubes had been sold by the end of 1982.

It has been calculated that Rubik's cube has over forty-three quintillion (that's 43followed by 18zeros) (5) -only one of which will result ¡n the cube displaying allsix sides with the same colour. The official record for the fastest (6) belongs to aJapanese student who completed it in just under fifteen seconds.

123456

AAAAAA

revolvedconundrumsexpandeddrownedpermutationsundoing

BBBBBB

rotatedenigmasextendedfloodedtransformationsunravelling

CCCCCC

swivelledriddlesexceededwashedincarnationsunscrambling

DDDDD0

spunpuzzlesexcelledsoakedconversionsunwinding

Strange MeetingThe moment Daniel Wiikins waiked ¡nto her office that October morning, Cynthia wasstruck by a(n) (13) feeling of deja vu-she wassure she had seen him before, butshe couldn't quite put her finger on where. She noted that he (14) an almosttangible air of self-assurance, but with her trained (15) , she could also see thathe (16) a heavy burden. On the phone earlier that week, he had explained whathe needed and she had conceded that she might be able to help him. But now, as hesettled himself into one of the leather armchairs ¡n her office, she wondered ifperhaps she was biting off more than she could (17)

Cynthia listened attentively as Daniel told her a little about himself. While he wasspeaking, she stood by the window, (18) out at the blustery tops of the trees inthe park, watching the starlings circle as they massed together for their longmigration. She had gooseburnps on her arms, but they weren't from the cold.

13 A supernatural14 A absorbed15 A eye16 A dragged17 A mastícate18 A gaping

B unwieldyB attractedB viewB heavedB eatB gazing

C mystícC exudedC sightC shoulderedC swallowC glimpsíng

D uncannyD retainedD perceptíonD weighedD chewD gawkíng

Underfloor Heating SystemsUnderfloor heating systems are becoming increasingly popular as an efficient andeconomical means of heating your home. They are easy to (7) into any newbuilding or renovation, and can be installed ¡n most homes with few restrictions onthe type of floor covering required. Because they (8) at a much lowertemperature than conventional heating, Underfloor heating systems (9) far lessfuel and are therefore also more eco-friendly. Another advantage is the absence ofradiators, which can be (10) and take up a great deal of valuable space. What ¡smore, underfioor heating systems are far more effective than conventional radiators:heat ¡s (11) to the cooter air at floor level, where it is most needed. The nowwarm air rises upwards towards the ceiling, resulting in a(n) (12) distribution of

heat across the whole room.

82 CPE Test 4 > •• PAPER 1 Readlng > t- Part 1

789

101112

H-Par

AAAAAA

1 1

fuseactívateconsumeblatantdraftedstandardised

BBBBBB

assimilateopératedevouroutstandingtransferredlevel

CCCCCC

amalgámatestimulategulpobtrusivecarrieduniform

DDDDDD

intégratepro motedisposeprominentrelocatedunswerving

CFE Test 4 >! PAPER 1 Readlng > Pen i 8

PAPER 2 Writing

PAPER 3 Use of Engüsf!

PAPER 4 llstening

PAPER 5 speaking

You are going to read an article about twins. Seven paragraphs have been removedfrom the article. Choose from the paragraphs A-H the one which fits each gap(27-33). There ¡s one extra paragraph which you do not need to use.


The Mystery of TwinsA festival that takes place this weekend in Twinsburg,Ohio, must rank as one of the strangest scientíficgatherings in the world. Coloured tents stand dottedaround Glen Chamberlain park, each containingresearchers from around the world hoping to huntdown some elusive medical clues. Outside the tentsstand long Uñes of people, each of them willing toendure the 32°C heat in order to take part in theirresearch. But it's not a normal queue, because manyparticipants look disarmingly alike, even down towearing the same dresses. They are human guinea pigswith a difference: each is a twin or a triplet.

analysed the test results in mathSi reading and generalintelligence for almost 3,000 pairs of twins when theywere seven years oíd. The influence óf genes inheritedfrom parents could be analysed by comparing the testresults from idéntica! and non-identical twins. Shefound that there was a significant genetic overlapbetween their maths ability and reading, as well asbetween their maths and their general intelligence. Butsome DNA markers also appeared to Work morespecifically in favour of maths.

27

Down the centuries, a certain mystique has alwayssurrounded twins. They have long been thought tohave an unspoken psychic bond that allows each ofthem to know what the other is feeling without it beingobvious to anyone else. But now twins are becomingvaluable to science because of their genes. Their DNAis helping to answer some of the questions in the age-old debate over whether it is your genes or theenvironment in which you were brought up thatdetermines your behaviour and your health.

28

Parents often complain that twins are treated as oneunit, ráther than as sepárate children, but from ascientist's point of view this is researeh heaven,because it allows them to unravel the complexinteraetions hetween environment and genes in a waythat would be impossible from other studies.

29

30

Professpr Robert Plomin, professor of behaviouralgenetics at the institute, said recently: 'The idea is thatDNA is an early warning system. If we can read itproperly, we can predict problems and hopefullyintervene to help.'

31

'The discovery that psychopathic tendencies arestrongly heritable suggests that we need to get help forthese youngsters early on,' she said. 'Any behaviour isinfluenced by múltiple genes and an unluckycombination of genes may increase vulnerability to adisorder.'

32

The sight of two people who appear so similar that wecan't tell them apart can pose its own problems. Fromchildhood, parents are tpld by schools, birth expertsand well-meaning friends that they should dress theirchildren differently and sepárate them in as many waysas póssible.

Yulia Kovas, part of the institute's social, genetic anddevelopmental psychiatry centre, described how thetwins had helped her study how genes can make it hardfor some children to grasp mathematical concepts - anárea that has always been little understood. She

33

But many identical twins, although they cherish theirown identity, actually like being so similar. They don'tregard it as a negative condition, or 'freakish' in anyway, even if other people find it hard to tell thern apart.

A Most schools still have a policy of placing twins indifferent classes, because they think they will havea better chance of developing their own identity.Often the children will be described as 'the onewith more freckles', or 'the one with longer hair',ráther than by their own ñames.

B 'What we think is that there may be a pool ofbetween fifty and a hundred DNA markers thateach have a small effect, but actually influence ourgeneral cognitive ability,' she said. 'They have astream-like effect, ráther than one particular genemaking you good or bad at sums.'

C The same Teds group has allowed anotherresearcher, Dr Essi Viding, to analyse the geneticbasis for psychopathic tendencies. By comparingidentical and non-identical twins who displayedboth anti-social behaviour and psychopathictendencies, such as callousness and a lack ofremorse or empathy towards others, she was ableto find that there were very strong genetic factorsinfluencing those who displayed callous,unemotional traits - but no such factors in thosewho were simply very aggressive and anti-social.

D Meanwhile, the parents of twins have to live withthe fact that their children's genes may bind themto each other in a way that at times appears to beslightly spooky. It's often a problem of how theyare perceived from the outside, ráther than for thefamilies themselves.

E Linda and Diarmaid Lee, who live near Crewkernein Somerset, have had a real learning experienceby having had identical twin boys, James andMatthew, who are now three and a half, and non-identical twins, Ben and Rachel, who are two. Theyounger two are quite different in many ways.

'Rachel has some more female traits. When theywere all drawing once, their dad bought them alllittle lawnmowers and the boys were all off withthem, but she looked at hers and put it down andcarried on drawing.'

F Identical twins have identical DNA. Non-identical,or fraternal, twins sh¿fe only 50 percent of theirgenetic make-up, huín the same as any othersiblings would. But twins of both kinds are alsooverwhelmingly likely to have shared very similarenvironments, unless they are separated inchildhood. They tend to have the same diet, thesame housing, and are exposed to the same factorssuch as pollution. Their very closeness makes themspecial.

G At the Institute of Psychiatry in London, morethan 15,000 pairs of twins have been tracked overthe past ten years. These children, now agedeleven, ten and nine, are part of the Twins EarlyDevelopment Study (Teds), an invaluable resourcebecause scientists searching for particular genescan compare identical twins with non-identicaltwins. The samples of their DNA, which is storedcarefully in laboratories in south London, couldunlock clues to a host of diseases and conditionsthat are as yet not understood.

H Jeremy Wilmer has come here to find as manytwins as póssible to help him understand moreabout how people see. 'There is a strong inheritedfactor involved in how well you can see in three-D,'explained Wilmer, a PhD student. Tm hoping toget some twins to wear special glasses and look atmy computer screen, so that I can measure howgood their visual skills are. Frankly, this festival isa godsend for medical research.'

88 CPE Test 4 > i- PAPER 1 Reading > t- Part 3

V

CPE Test 4 >: PAPER 1 Reading >; parí z 8

PAPER 2 Wntíng

PAPER 3 Use c-f cn

PAPER 4 Usteranc

PAPER ? Speakina

Pan iPare 2 You are going to read an extract from a book. For questions 34-40, choose theParí 3 answer (A, B, C or D) which you think fits best according to the text.


To say the least, Alexander Trevozhov's was anunusual interpretador! of the ballade's beginning.

He did not play the opening chords forte and pesante,as is written, but so softly that they were almostinaudible. In any ordinary concert they would havebeen, but his unexpected use of understatement, alongwith his formidable presence, had commandedabsolute silence in his audience. I began to understandthe praise of him I had heard.

I did not open my eyes, but I listened intently. It wasimpossible not to: the music caught and bound me as ithad caught and bound the entire house. The anxietyaccrued during Mr Trevozhov's long delay may haveshifted as he began to play, but it had not abated. Itseemed that the tensión his presence had unfurled wasslowly weaving into the music, becoming so ingrainedthat the familiar score sounded entirely alien.

Technically, he was perfect. But the pain emanatingfrom every note he played was something significantlymore potent than the regretful melancholy Chopinhad written into the piece. Each note was askew, itsemotion turned inward on itself to reverberate assomething cióse to horror. I wanted the music to endbut also to go on forever. My intense desire to run awayhad not dissipated, but equally strong was theridiculous desire to run to him. I was unaware ofhaving heard the final chords until I realized that wehad been sitting for several moments in absolutesilence - a sound I had never heard ¡n that hall in mylife, and which I doubt will ever be heard there again.

The hush dangled, as unresolved as the music hadbeen. Then, all at once, it was filled with uproariousapplause, a standing ovation. But I could not clap, ñorstand; I could only sit staring at the light-box of thestage, for once completely unaware of myself. I did noteven sense the tears streaming down my face. Mygrandfather looked down at me with troubled eyes. Athis side, Mary looked hazily triumphant.

'Still think it's only the best that a dying man coulddo, love?' she asked.

Although I knew that it was only her way of tellingme that I did not yet know everything there was toknow, I shook my head. 'No,' I said softly, but withmore vehemence than her mild gibe deserved. 'It's notthe music. He could have played scales, and it would

have been the same. That's no ordinary man on thatstage. His music isn't human.'

Before either of them could answer, Mr Trevozhovwas playing again, this time Debussy. Again 1 waslistening to a sound that transcended, even ridiculedthe lines and notes composing the music spilling frombeneath his fingers. All too soon the incredible soundhad been swallowed again by applause.

When the concert ended, I insisted on meeting him,but the crowd around his dressing room wasimpenetrable. Mary and my grandfather wanted to go,she complaining of weariness, he oían ache in his armsand chest; grudgingly I agreed. I turned once, though,as we retreated, to have a last look at Mr Trevozhov. Byfate or chance he turned as well. His eyes snagged fora moment on my grandfather's fragile forra, thenmoved on to me. Recovering from what seemed a greatsurprise, he smiled. He gestured as though to movetoward us, but at the same moment my grandfatherstepped between us, blocking my view of him.

'The car's waiting, Eleanor,' he said. There was noquestion of contradictirig the steely authority in hisvoice; it was a tone he used with me seldom, and neverwithout good cause. I looked at him, puzzled, but hewouldn't meet my eyes. Mary tugged gently at myhand, urging me toward the lobby, and though I triedagain to catch the pianist's eye, the crowd had closedaround him once more, sealing him off from me aseffectively as my grandfather could have wished.

'Do you know him?' I asked, as we made our way outinto the snowy night.

'No,' he answered shortly, looking straight ahead.'He seemed to know you - or to have something to

say to us, anyway.'He didn't answer, ñor look at me. Mary smiled

sympathetically as we climbed into the car, but thetruth was, I had nearly put the incident out of my mindagain, turning instead to more frivolous thoughts. Ihad not begun to examine the intricacies of the feelingthe foreign pianist's eyes had stirred in me. It seemedenough, at the time, that he had noticed me. Yet Iwould find myself replaying the scene many times inthe months to come, sometimes with regret, sometimeswith pleasure, but always with a recondite feeling ofemptiness and longing.

34 When Trevozhov began to play, absolute silence prevailed becauseA he himself had insisted on it.B he interpreted the music in such an unusual way.C the audience were awed by his charisma and style.D the audience had to strain to hear the music.

35 The narrator noted that Trevozhov's interpretation of Chopin's musicA was far superior to the composer's original intentions.B contained barely perceptible musical flaws.C caused the audience to feel increasingly tense.D was infused with so much raw emotion that it unsettled her.

36 When Trevozhov had finished playing the first piece, the audienceA immediately began cheering and clapping enthusiastically.B made no sound whatsoever.C leaptto theirfeet in unisón.D stood and clapped after a moment of stunned silence.

37 The narrator clearly feltA that the music had not ended properly.B that she had overreacted to Mary's comment.C jealous of Trevozhov's extraordinary talent.D that Trevozhov had superhuman powers.

38 The narrator was unable to meet Trevozhov after the performance becauseA there were too many people around him.B her companions wanted to leave early.C their car was about to leave.

. D her grandfather forbade ¡t.

39 After that night, the narratorA tried to forget about the way she'd felt when she saw Trevozhov.B went back to thinking about inconsequential matters.C would often think about the moment Trevozhov had looked at her.D regretted not having spoken to Trevozhov when she had had the chance.

40 Trevozhov seemsA to be an artist of some renown.B to know Eleanor's grandfather well.C to habitually rnake his audiencesfeel nervous.D to have suffered acutely during his life.

90 CPK Test 4 > ',• PAPER 1 Readlng > / Pan /i CPB Test a > ; PAPER 1 Reading >:•• Pa¡t e

•

PAPER 3 Use of Erigtish* Part •

Part 2PartS

Part 4Part 5

For questions 1-15, read the text below and think of the word which best fits eachspace. Use only one word ¡n each space. There is an example at the beginning (0).


Example:

0 FACT 0£ — i c=n

The Origins of CricketCricket is often considerad the quintessential English sport, but ¡n

(0) , there are many theories about how the game originated. One

theory suggeststhat the game (1) devised by shepherds, who would

hit balls of wool with their crooks or 'cricces'. (2) speculates that ¡t

was started by children. The idea was that the person holding the crook

(3) defend the wicket gate to the sheep-pen (4) the

person throwing the wooilen ball. However, ¡t ¡s (5) that the game

we know today would (6) evolved from a single inspiration, and

cricket probably carne (7) as an amalgamation of different games

played (8) the centuries.

The earliest reference in history to a game (9) to cricket dates back

to 1300, when King Edward I, also (10) as Edward Longshanks, is

noted (11) playing a game called 'creag'. In 1597 we come across a

reference to the game ¡n Surrey, where a witness in a land dispute stated he

remembered playing 'krekett' almost fifty years (12) The first

recorded match took place in 1646 and (13) .' the end of the century it

was so popular that (14) missed church to attend a game was

subject to a fine! The first written rules of cricket weren't drawn

(15) until 1744.

PAPER i Reading

PAPER 2 Writing

PAPER 4 Listening

PAPER 5 Speaking

For questions 16-25, read the text below. Use the word given in capitals at the endof some of the Unes to form a word that fits ¡n the space in the same line. There isan example at the beginning (0).


Example:

0 MAJORITY 0rzzn c=n

Animal Free Circuses

A recent poli on the use of animáis ¡n circuses showed that the

(0) of people ¡n the UK now disapproves of it. MAJOR

Circuses which employ animáis are no longer seen as a form of

(16) entertainment; in fact, most people think HARM

they should be.banned outright. Eighty percent of those

interviewed (17) declared that the use of EQUIVOCA!.

endangered wild animáis such as elephants and tigers should be

prohibited, while sixty-five percent said no animáis

(18) should be used ¡n circuses. WHAT

A large proportion also claimed they were opposed to the

inevitable (19) ¡nvolved ¡n training animáis to BRUTAL

perform tricks. Animáis in the wild do not juggle balls, ride

monocycles, leap through (20) hoops or wear FIRE

clown costumes. Furthermore, besides b'-i-ig kept in

(21) , circus animáis travel for in'st of the year, CONFINE

living a life of (22) Unfortunately, there is DEPRIVE

evidence to indícate that most animáis face (23) TREATon a daily basis.

The number of people who visit animal free circuses these days ¡s

over twice the number of those who visit traditional circuses.

Animal free circuses are growing ¡n number as well as

(24) and many say that the quality of the acts POPULAR

performed by humansfar (25) those acts that use EXCESSanimáis.

94 CPE Test 4 > ;• PAPER 3 Use of English >' Part i ~'¿ Test 4 > i- PAPER 3 Use of English > :• Part 2

3APER 1 Reading

WER 2 .Writing

'APER 4 Ustening

R 3 Speskíng

For questions 26-31, think of one word only which can be used appropriately in allthree sentences. Here ¡s an example (0).

Example:O » We are setting off at first , so please go to bed early.

• She had to explain the matter to me again before I saw the


LIGHT


26 * Milton received a to his pride when he failed to get the Job.

* The victim was knocked unconscious by a violent to the head.

• The witness gave the pólice a blow tay account of what he had

27 • Expecting me to cook a meal for six with only an hour's warning ¡s a bit of aorder!

• John told a story to his teacher about the dog eating hishomework!

• That very tree has been on our property since mygrandmother's day.

28 • You could have me down with a feather when she told me shewas getting married.

• He didn't look where he was going and a boy off his bike.

• We've down our prices by an extra twenty-five percent!

29 • Lucy made a sketch before she started to work on thepainting.

• He had an unusual accent and spoke in a voice.

» I wish Jeremy wouldn't be so with the puppies.

30 • Gill's been going to school since she was three and she enjoys¡t.

• Our mother used to sing us rhymes at bedtime.

• They have some beautiful yellow roses in the across thestreet.

31 • Michael's been up at school again according to his teacher.

• If Elizabeth likes Tom so much, why is she hard to get?

• If you get involved, you'll be with fire!

PAPER 1 Sesding

PAPER 2 Writing

PAPER 4 üstening

PAPER 5 Speaking

For questions 32-39, complete the second sentence so that it has a similar meaningto the first sentence, using the word given. Do not change the word given. Youmust use between three and eight words, including the word given. Here ¡s anexample (0). ¡

Example:


difficulty

He the door.

had difficulty in opening


32 Being able to grow my own vegetables gives me great pleasure.

derive

I my own vegetables.

33 We will ultimately all feel the effects of pollution.end

In us all.

34 They started building the new theatre two years ago.under

The new theatre for the past twoyears.

35 Only the usual, everyday things happen here.outNothing here.

36 As ¡t was my first offence, I was just given a warning.let

' because ¡t was my first offence.

37 Whatever happens, you must not go into my office without permission.account

On into my office without permission.

38 Why on earth did you mention the subject of money?brought

I wish the subject of money.

39 Have you seen my glasses anywhere by any chance?happen

You my glasses anywhere, do you?

)6 UPE Test a >: PAPER 3 Use of Engllsh > : • Part 3 CFE Test 4 > ;> PAPER * Use of English >: Partí! 97

=f,PER 2

'APER 3 use of EngSsh

PAPER 4 Usíemng

PAPER 5 Speaking

You are going to read an extract from a novel. Seven paragraphs have beenremoved from the extract. Choose from the paragraphs A-H the one which fits eachgap (27-33). There is one extra paragraph which you do not need to use.


School TíeThe bus journey seemed interminably long. It was awarm day for March and the atmosphere inside the buswas stifling. My crisp new uniform felt like astraitjacket, the infuriating scarlet tie round my neckthreatening to choke me. Ties! We have to wear a tie toschool, in this day and age? An outrage, anabomination! My aesthetic senses were affronted.

27

That I was the focus of some speculation wasunderstandable. A new girl starting in the middle ofthe school year was bound to arouse interest. It bodedchange - of both a demographic nature in theclassroom and a geographical one, for where would Isit? And beyond that, a readjustment in the socialdynamics of the group, a potential reshuffle inhierarchy.

'Let's see you do it, then, mother! I mean women wearthem all the time, don't they? So it's natural that theirdaughters should wear them to school!' Sarcasmremained my strongest weapon against my patient,care-worn mother. Frustrated, I tore the offensiveobject from my neck and threw it unceremom'ously onthe floor. 'Just another yoke around our necks to forcéus to submit to their authority!'

28

'Come on, dear. It's not so bad. It's only a uniform, andyou'll look so smart.' My mother always tried to avertpotential head-on collisions between my father and me.Tm not wearing it! And I'm not going to that crummyschool! Why did we have to move? Why couldn't dadhave stayed where he was?' I ranted on, relentless,fighting back angry tears, lamenting the injustice ofthe situation forced upon me.

79

With the benefit of hindsight, of course, I realise thatshe was undoubtedly the person who suffered mostfrom that move. It had been thrust upon her just asmuch as on us chüdren, and had rocked her world too.She had been happy with her life, her circle of friends,her daily routine. Suddenly, she too found herself in analien environment, keenly aware not only of her ownproblems in readjusting, but of those of her offspring aswell.

30

31

Sinking lower in my seat, I silently cursed my father'sappalling timing in being relocated, thus bringing uponhis daughter anguish and embarrassment for thesecond time in six months. Was the youngest memberof the family sufferingthe same humiliation? I doubtedit. Sporting an equally crisp new uniform, with anequally constrictive tie, but seemingly unaware of it,my sibling had casually strolled off to school thatmorning as if it were no big deal.

'Helio.' A voice cióse to my ear broke through myjumbled thoughts and returned me abruptly to thepresent. It seemed that one of the girls could containher curiosity no longer. 'What's your ñame?' Istruggled against an urge to be sick, forcing down thelump in my throat, and eyed her suspiciously. Staringat me was an open, fun-loving face, with eyes thatsparkled with mischief. It showed potential. At leastshe was making an effort. I had to give her that.

33

The contení of that first conversation escapes me now.All that remains is the feeling of relief I enjoyed as theknot of fear and embarrassment that had beenchurning in my stomach gradually dissipated, and evenmy tie seemed to loosen its stranglehold on my throat.I began to breathe normally again and the prospect ofentering a new phase in my life no longer seemed sodark and terrifying.

A The egocentricity of youth often prevenís us fromperceiving the pain of others. So concerned are wewith our own feelings, we believe that no one canbe suffering with the same intensity as ourselves.In the emotional turmoil caused by the upheaval ofmoving house and changing school, of having myworld turned upside down, I failed to evenconsider, let alone comprehend, the pressuresupon my parents. Rather, I callously blamed themfor the situation, and as usual, mother bore thebrunt of my rage.

B My mother thought I was overreacting, as always.'Ever the drama-drawers!' she would say,exasperatedly. 'Everything is of major importancewhen it concerns you. Think of your father foronce! It's not easy for him, either. Don't be sodifficult!'

C The root of my present discomfort lay in the factthat my new classmates were being about as subtleas a couple of sledgehammers, standing up in theirseats and peering over at me, then falling back andgiggling at some not very prívate joke concerningmy appearance.

D 'What kind of establishment are you sending me tothis time?' I had berated my mother. It had takenme an age to learn how to do the tie up, standingin front of the mirror, with my father ostensiblyshowing me how. He soon despaired of mymiserable efforts, however, patience not being oneof his strong points.

E Sitting there sweltering on that bus, however, thetie now neatly in place - my father had seen to that- understanding and compassion were beyond meas I cursed my misfortune in being forced tochange school again. T Srared mournfully out of thewindow and despe..' ,-ely tried to ignore thesniggering and whispering from the seat behindmine.

F While the other girls tittered inanely in thebackground, we made our first connection. Soimprisoned did I feel in my isolation, exiled on theisland of that lonely seat, the space next to metaunting me with its emptiness, that this gesture,this reaching out felt like a lifeline pulling me backto civilisation.

G Peter generally went through life with an air ofpolite aloofness. Unperturbed by emotionalattachments, seemingly untroubled by fear,insecurity or self-doubt - all of which clouded myown troubled, adolescent mind - he drifted intonew environments and new experiences cushionedby an inherent sense of self-assurance, How Ienvied him!

H I was full of such proclamations at that age, .muchto my parents' consternation. I wore them outwith grand statements on independence and freethinking. 'Frank and outspoken' were commentsfrequently made by the teachers at my previousschool, euphemisms, no doubt, for 'pig-headed andcontrary'. My comment on the present state ofaffairs caused my father's face to go a dangerousshade of red.

112 CPE Test 5 > , PAPER 1 Reafllng \t 3 CPE Test 5 > (• PAPER 1 Readíng > Parí s 11

• =K1I

PAPER 2 Wfttinq

PAPER 5 Use of En

PAPER 4 Listening

'"'APER • ípsWM'ig

You are going to read an article about music. For questions 34-40, choose theanswer (A, B, C or D) which you think fits best according to the text.


Deciphermg the Grammarof Mind, Music and Maths

Imagine a locked room in which a person sits alone staringinto space.There is nothing to look at. Most of the world is

stripped away. Except for sounds.Bul these sounds resemble nothing heard befóte. They lack

all similarity to experience and any reference to surroundings.Now imagine that those sounds - heard for the first time - arethe sounds of a Beethoven symphony. What would thatdisembodied ear and mind make of them? How much wouldbe understood?

In recent decades such a situation would have beenconsidered artificial, abstract and irrelevant. What kind ofmusical understanding can grow out of this kind of isolation,lacking the expectations provided by the knowledge of a styleand lacking some sense of historical and political context? Tounderstand music, we have been taught, that room has to beunlocked, the windows open and the world fully engaged.

But now the emphasis may be changing. The appeal of amore abstract way of thinking about music may be growing.There is a search for timeless laws and principies; it may be thatsomething can be learned from the listener in the lockedroom,

A new field, for example, sometimes called biomusicology,is preoccupied with how music affects the brain.What regionsof the brain respond to changes in harmony or melody? Isthere a single región that makes sense of music? Is there adiíference between the way neurons react to frequencydifferences in speech (íntonation) and frequency difTerences inpitch (melody)? In such research the contingencies of cultureand history are often stripped away. The foundations of musicalperception are sought, as are the biological laws that makemusic a human universal.

This change in emphasis may also be contributing to arenewed interest in the relationship between music andmathematics. For all of music's deep connections to humanexperience and social life, music is also similar to mathematicsin important respecte, as ancient philosophical and musicaltexts insist.

Harmony and counterpoint, aftér all, are sonic reflections ofrano and number. Musical languages seem to possess their ownpremises and laws. And a coherent and eíegandy phrasedcomposition can display the beauty and inevitability of amathematical proof. Mathematicians and musicians have longhad reciproca! interests. For a time, though, such musicalidealism became something of an eccentricity.

But more recently seminars in music and mathematics havebeen proliferating at universities. Last autumn OxfordUniversity Press published an anthology, 'Music andMathematics: From Pythagoras to Fractals'.

What sort of picture of musical understanding is tafcingshape with this renewed interest? Much of the brain researchis teasingly inconclusive. Every effort to examine the effects ofsingle musical variables - pitch, metre, harmony -inadvertently shows just how much more music is than thesuní of its parís. Despite attempts to identify a particularmusical región of the brain, for example, Dr Tramo, director ofthe Institute for Music and Brain Science at HarvardUniversity, has shown that many regions are active when musicis heard: even motor áreas of the brain can become activethough the body might be at rest.

The relationship between music and language is alsocomplex.The Russian composerVissarion Shelabin continuedto write music for a decade after a stroke in 1953 damaged hisspeech and language understanding. In one classic study, brain-damaged patients could identify instruments and wrong notesbut could not recognise melodies. Some acoustic phenomena- say variations in pitch - are interpreted differently whenheard in music and in speech. A recent paper on the tone-deafby researchers who included Amruddh D. Patel at theNeurosciences Institute in San Diego shows that while suchindividuáis may have no trouble discriminating intonations inspeech, they are stymied by sliding musical imitations of thoseintonations.

Sonic events may be experienced differently when theybecome part of music.This is where that locked room becomesso suggestive.We have all been in the position of that abstractlistener, particulaiiy when hearing music of an alien culture forthe first time that can at first seem like little more than randomsounds.

But music has a power unique among forms of humancommunication: it can teach itself. Gradually, over repeatedhearings, without the use of a dictionary or any reference tothe world outside, music shows how it is to be understood.Thelistener begins to hear patterns, repeated motáis and changes inmetre and realises that sounds have punctuation, that pirrasesare being manipulated, transformed and recombined.

Nothing else is quite like this self-contamed, self-teachingworld. Music may be the ultimate self-revealing code; it can becomprehended in a locked room. This is one reason thatconnections with mathematics are so profound. Though mathsrequires reference to the world, it too proceeds by notingsimilarities and variations in patterns, in contemplating thestructure of abstract systems. Mathematics is done the waymusic is understood.

34 Why does the writer mention the Beethoven symphony ¡n the secondparagraph?A to ¡Ilústrate that certain kinds of music do not make sense when heard ¡n

isolationB to emphasise the difference between a well-known piece of music and musk

that has never been heard beforeC to demónstrate that music needs to be related to the outside world ¡n order

be appreciatedD to speculate what it would sound like to a person with no previous experieni

of this kind of music

35 What preconception about musical thinking is now under question?A that music has to be heard in a suitable environment in order to be

understoodB that an understanding of music depends on the Mstener's cultural conditionirC that people lack the histórica! and cultural background to make sense of

musicD that our knowledge of music ¡s essentially abstract and artificial

36 BiomusicologyA is the study of how the brain understands and reacts to music.B examines the relationship between language and music.C is the study of how neurons react to language and music.D examines which regions of the brain respond to changes in ¡ntonation.

37 According to the writer, the patterns ¡n a musical compositionA ¡Ilústrate the connection between philosophy and mathematics.B can only be understood in a mathematical context.C can be compared to the patterns studied ¡n mathematics.D no longer express the range of human experience.

38 Research indícalesA that the relationship between music and the mind is unexpectedly complex.B that several áreas of the brain respond exclusively to music.C that when the listener is in motion, certain áreas of the brain are activated.D that pitch, metre and harmony stimulate all parís of the brain.

39 Studies have also shown that some people with brain damageA can tell the difference between notes and ¡ntonations in speech,B are unable to distinguish or identify specific tunes.C are unable to recognise notes played on certain instruments.D fail to notice when a musician strikes a wrong note.

40 In the last paragraph, the writer suggests thatA music can only be successfully interpreted ¡n a locked room.B ultimately music can be appreciated in any context.C we understand music in the same way that we approach mathematics.D the brain responds to music in the same way it responds to language.

114 Test 5 > PAPER 1 Readlng >: Part a CPE Test 5 > ¡ PAPER 1 Readlng > pa 11

'APER 2

F;G

Writing

PAPER 3 use of English* part

PAPER

PAPER

4

5

Lir

Sp

temng

saking

Part

For questions 1-15, read the text below and think of the word which best fits eachspace. Use only one word in each space. There ¡s an example at the beginning (0).

*Part 3

PartflPart 5

Example:. . . 10 OF 0

cm r-—<

The Skin

Constituting the largest organ (0) the body, the skin boasts a surface

área of between 1.5 and 2 square metres in adults. It has a complex structure,

(1) of two main layers which lie on top of an inner stratum of

subcutaneous fat. The outer layer, (2) as the epidermis, ¡s largely

made up of keratinocytes, (3) called because they produce the

protein keratin. This protein ¡s responsible for (4) of the skin's

durability as (5) as for keeping it waterproof. (6)

the epidermis lies the dermis, which is about four (7) thicker than

the outer layer. (8) ¡s the 'powerhouse' of the skin, containing many

supporting tissues, (9) with blood vessels, sweat glands, hair roots

and nerve endings. Composed of collagen fibres intertwined (10)

elastic fibres, ¡t helps to keep the skin supple.

The skin ¡s remarkable because it performs so many functions that are essential for

survival. Not only (11) it involved in the regulation of heat in the

body, (12) also in metabolic functions (13) the

formation of vitamin D, and the absorption and excretion of certain substances.

(14) this, ¡t acts as the main defence barrier against ultraviolet light

and invasión by bacteria and Chemicals, and has a talent for repairing

(15) when minor injuries occur in the form of cuts or bruises.

PAPER 1 Read!A5

PAPER 2 Writing

PAPER 4 Listeníng

PAPER 5 Speaking

For questions 16-25, read the text below. Use the word given ¡n capitals at the endof some of the lines to form a word that fits ¡n the space ¡n the same line. There isan example at the beginning (0).


Example:

0 DISILLUSIONED 0r— i cm

Book of Changes

I was at a difficult point ¡n my Ufe. Feeling (0) by ILLUSION

both work and home ufe, I realised I had reached a

(16) The thing was, where to go from here? ROAD

I talked to various friends, most of whom soon tired of my

whimsical rambling and (17) One, however, DECISIVE

gave me a book, the contents of which, (18) , CREDIBLE

were to be my (19) SALVAGE

Called The Everyday I Ching', this book (20) the REVOLUTO

way I look at life. 'I Ching' is Chínese for 'Book of Changes'. It was

originally written in China centuries ago, (21) by REPUTE

King Wen and his son, and later developed by the Chínese

philosopher Confucius, in order to give people

(22) in their daily life. As a result of ¡ncreased GUIDE

¡nterest in Chínese philosophy, Sarah Dening decided to write The

Everyday I Ching' ¡n a (23) rnanner that would FORWARD

render it (24) to people ¡n the West. She ACCESS

succeeded in creating a wonderful self-help manual that describes

the most sensible way to deal with difficult situations, and how to

learn from the experience.

It certainly helped me ¡mmensely when I needed, ,̂1v¡ce, and has

continued to give me (25) suppu,*since then. VALUÉ

118 sr-'E Test 5 > i- PAPER 3 Use of EnglishCPK Test 5 > ; PAPER S Use of English >: Part 2 11

\PER 4 Listening

¡\PER 5 Speaking

For questions 26-31, think of one word only which can be used appropriately in allthree sentences. Here is an example (0).

Example:O * We are setting off at first , so please go to bed early.

She had to explain the matter to me again before I saw trie .

Some interesting new findings nave come to

LIGHT

Write only the missing word in CAPITAL LETTERS on the sepárate answer sheet.

26 • The importance of security was upon them as they enteredthe building.

• I was by how well she handled those customers.

• As the dog trotted across the wet cement, its paw prints wereinto the surface.

27 • She ran up the last of stairs to the door of his office.

• His from persecution led him to Australia.

• I love to watch Canadá geese in

28 • The annual conference ¡s being held ¡n Blackpool this year.

• The horse is going to auction, and any ¡nterested maymake a bid for her.

• A search was organised to look for the missing children.

29 • How can anyone track of what's going on in this mess!

• You're doing really well, so please ¡t up!

• I try to up with the latest news via the Internet.

30 » Last night's events are still in my mind and I don't think l'llever forget them.

• The artist uses wonderfully colours that jump out at you.

« She has a imagination and writes amazing stories.

31 • My to see the hotel manager went unheeded, so I left indisgust.

• This computer game ¡s ¡n such that we have run out ofstock.

• All our producís are half price this month, and credit is available on

PAPER 1 Reading

PAPER 2 writíng

PAPER 4 Listening

PAPER 5 Speaking

For questions 32-39, complete the second sentence so that it has a similar meaningto the first sentence, using the word given. Do not change the word given. Youmust use between three and eight words, ¡ncluding the word given. Here ¡s anexample (0). ,

Example:


difficulty

He the door.

had difficulty in opening


32 There have been rumours that he may become the next president.

Une

It for the presidency.

33 Given the rules of the competition, they disqu?!i,'ied him.

accordance

He the rules of the competition.

34 The new speed limit will be in operation from eight o'clock tomorrow morning.effect

The new speed limit at eight o'clocktomorrow morning.

35 If he hadn't stumbled in the second lap, he wouldn't have lost the race.for

He ¡n the second lap.

36 Fancy James becoming a doctor!

thought

Who become a doctor!

37 Surely they can't believe that this ¡s one of Degas' paintings!ascribed

In no way Degas!

38 Her business ¡s starting to suffer as a result of her ¡nvolvement in local politics.detrimental

Her involvement ¡n local politics herbusiness.

39 l'm not normally keen on cycling at the weekend.

in

1 don't at the weekend.

10 CPE Test 5 > ',• PAPER 3 Use of English > i Pan 3 CPE Test 5 > i- PAPER 3 Use of English > i- Part 4 121

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