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20 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
1
For q
uest
ions
1
8, r
ead
the
text
bel
ow a
nd d
ecid
e w
hich
ans
wer
(A, B
, C o
r D) b
est f
its e
ach
gap.
Th
ere
is a
n ex
ampl
e at
the
begi
nnin
g (0
).
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
. Ex
ampl
e:
0
A
depo
sits
B
pi
les
C
stor
es
D
stoc
ks
0
A
B
C
D
New
use
s fo
r sal
t min
es
Geo
logi
cal (
0)
..
of s
alt w
ere
form
ed m
illio
ns o
f yea
rs a
go, w
hen
wha
t is
now
land
, lay
und
er th
e
sea.
It
is h
ard
to b
elie
ve th
at s
alt i
s no
w s
uch
a ch
eap
(1)
..
, bec
ause
cen
turie
s ag
o it
was
the
com
mer
cial
(2)
..
of to
day
s oi
l. T
he m
en w
ho m
ined
sal
t bec
ame
wea
lthy
and,
alth
ough
the
wor
k
was
(3)
..
and
frequ
ently
dan
gero
us, a
job
in a
sal
t min
e w
as h
ighl
y (4
)
.. .
Now
aday
s, t
he s
peci
fic m
icro
clim
ates
in
disu
sed
min
es h
ave
been
(5)
.. fo
r th
e tre
atm
ent
of
resp
irato
ry i
llnes
ses
such
as
asth
ma,
and
the
sile
nt,
dark
sur
roun
ding
s in
a m
ine
are
cons
ider
ed
(6)
..
in e
ncou
ragi
ng p
atie
nts
to re
lax.
In a
dditi
on,
som
e di
suse
d m
ines
hav
e be
en (
7)
..
to d
iffer
ent
com
mer
cial
ent
erpr
ises
, al
thou
gh
keep
ing
up-to
-dat
e w
ith th
e te
chno
logy
of m
inin
g is
ess
entia
l to
(8)
..
visi
tors
saf
ety.
Som
e of
the
larg
est u
nder
grou
nd c
ham
bers
eve
n ho
st c
once
rts, c
onfe
renc
es a
nd b
usin
ess
mee
tings
.
1 A
pr
ovis
ion
B
utili
ty
C
mat
eria
l D
co
mm
odity
2 A
m
atch
B
si
mila
rity
C
para
llel
D
equi
vale
nt
3 A
cr
itica
l B
de
man
ding
C
ex
trem
e D
st
rain
ing
4 A
re
gard
ed
B
adm
ired
C
appr
oved
D
ho
nour
ed
5 A
ex
ploi
ted
B
extra
cted
C
ex
pose
d D
ex
tend
ed
6 A
pr
ofita
ble
B
agre
eabl
e C
be
nefic
ial
D
popu
lar
7 A
pu
t dow
n B
tu
rned
ove
r C
m
ade
out
D
set a
bout
8 A
en
able
B
re
tain
C
en
sure
D
su
ppor
t
21CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Part
2
For
ques
tions
9
16,
rea
d th
e te
xt b
elow
and
thin
k of
the
wor
d w
hich
bes
t fits
eac
h ga
p.
Use
onl
y on
e w
ord
in e
ach
gap.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
W
rite
your
ans
wer
s IN
CA
PITA
L LE
TTER
S on
the
sepa
rate
ans
wer
she
et.
Exa
mpl
e:
0
T O
Man
agin
g ch
ange
Mos
t peo
ple
find
chan
ge u
nset
tling
and
diff
icul
t to
adap
t (0)
.. .
Man
y so
ciet
ies
have
exp
erie
nced
(9)
..
rapi
d ch
ange
in th
e ea
rly y
ears
of t
he 2
1st c
entu
ry th
at li
fe c
an fe
el v
ery
daun
ting
(10)
..
times
. V
ario
us c
omm
enta
tors
hav
e (1
1)
..
forw
ard
sugg
estio
ns f
or c
opin
g w
ith c
hang
e on
a
pers
onal
leve
l.
One
sug
gest
ion
invo
lves
thin
king
of t
hree
sol
utio
ns to
a p
robl
em, r
athe
r (1
2)
..
two.
A
ppar
ently
,
man
y pe
ople
fac
ed (
13)
..
chan
ge r
espo
nd b
y co
nsid
erin
g tw
o po
ssib
le c
ours
es o
f ac
tion,
but
inva
riabl
y te
nd t
o re
ject
bot
h of
the
se.
How
ever
, th
inki
ng i
nste
ad o
f th
ree
pote
ntia
l so
lutio
ns i
s a
stra
tegy
whi
ch,
acco
rdin
g to
res
earc
h, p
rovi
des
a re
liabl
e w
ay o
f fin
ding
a s
olut
ion
to t
he i
nitia
l
prob
lem
.
Ano
ther
stra
tegy
adv
ocat
es le
arni
ng t
o av
oid
set
patte
rns
of r
outin
e be
havi
our.
Som
ethi
ng s
impl
e,
(14)
.. ta
king
ano
ther
rou
te t
o w
ork
at (
15)
..
once
a w
eek,
is
seen
as
enco
urag
ing
conf
iden
ce in
the
face
of u
ncer
tain
ty.
(16)
.. th
e si
mpl
icity
of t
hese
idea
s, th
ey n
ever
thel
ess
help
prep
are
peop
le m
enta
lly to
man
age
maj
or c
hang
e if
nece
ssar
y.
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
3
For q
uest
ions
17
24
, rea
d th
e te
xt b
elow
. U
se th
e w
ord
give
n in
cap
itals
at t
he e
nd o
f som
e of
the
lines
to fo
rm a
wor
d th
at fi
ts in
the
gap
in th
e sa
me
line.
The
re is
an
exam
ple
at th
e be
ginn
ing
(0).
W
rite
your
ans
wer
s IN
CA
PITA
L LE
TTER
S on
the
sepa
rate
ans
wer
she
et.
Exa
mpl
e:
0
D I
SS
I
M
I L
AR
Fash
ion
and
Scie
nce
At
first
gla
nce
scie
nce
and
fash
ion
coul
d no
t be
mor
e (0
)
.. .
Sci
ence
is
gene
rally
con
side
red
to b
e a
(17)
.. th
at is
slo
w-p
aced
, ser
ious
and
wor
thy,
whe
reas
fash
ion
is fr
ivol
ous,
impu
lsiv
e an
d of
ten
(18)
.. .
But
fas
hion
ow
es m
ore
to s
cien
ce t
han
som
e (1
9)
..
mig
ht li
ke t
o ad
mit.
Fash
ion
hous
es a
dopt
new
mat
eria
ls in
ord
er t
o (2
0)
..
them
selv
es f
rom
thei
r var
ious
(21)
.. .
One
des
igne
r rec
ently
sho
wed
off
a liq
uid
that
can
be
used
to p
rodu
ce c
loth
es th
at a
re s
eam
less
.
As
cotto
n is
(22
)
.. ha
ving
to
com
pete
with
oth
er c
rops
for
land
, an
d oi
l-
base
d fa
bric
s be
com
e le
ss a
ccep
tabl
e, s
cien
tists
are
wor
king
to
deve
lop
(23)
.. fo
r the
se p
rodu
cts.
Spo
rtsw
ear,
for e
xam
ple,
has
bee
n tra
nsfo
rmed
than
ks t
o th
e us
e of
(24
)
.. m
ater
ials
and
sci
entif
ic d
esig
ns,
grea
tly
impr
ovin
g th
e pe
rform
ance
of a
thle
tes.
SI
MIL
AR
PUR
SUE
PRED
ICT
ENTH
USE
DIS
TIN
CT
CO
MPE
TE
INC
REA
SE
REP
LAC
E
INN
OVA
TE
22 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
4
For
ques
tions
25
30
, co
mpl
ete
the
seco
nd s
ente
nce
so t
hat
it ha
s a
sim
ilar
mea
ning
to
the
first
se
nten
ce, u
sing
the
wor
d gi
ven.
Do
not c
hang
e th
e w
ord
give
n. Y
ou m
ust u
se b
etw
een
thre
e an
d si
x w
ords
, inc
ludi
ng th
e w
ord
give
n. H
ere
is a
n ex
ampl
e (0
). Ex
ampl
e:
0 Ja
mes
wou
ld o
nly
spea
k to
the
head
of d
epar
tmen
t alo
ne.
O
N
Ja
mes
to
the
head
of d
epar
tmen
t alo
ne.
The
gap
can
be fi
lled
with
the
wor
ds i
nsis
ted
on s
peak
ing
, so
you
writ
e:
Exa
mpl
e:
0 I
NSIS
TED
ON S
PEA
KING
W
rite
only
the
mis
sing
wor
ds IN
CA
PITA
L LE
TTER
S on
the
sepa
rate
ans
wer
she
et.
25
As
long
as
you
expl
ain
the
proc
ess
clea
rly a
t the
con
fere
nce,
you
r bos
s w
ill b
e pl
ease
d.
G
IVE
If
.... t
he p
roce
ss a
t the
con
fere
nce,
you
r bos
s w
ill b
e pl
ease
d.
26
They
say
that
a v
isito
r to
the
natio
nal a
rt ga
llery
dam
aged
an
18th
-cen
tury
pai
ntin
g.
A
LLEG
ED
A
vis
itor t
o th
e na
tiona
l art
galle
ry
...
. an
18th
-cen
tury
pai
ntin
g.
27
I rea
lly d
ont
min
d w
heth
er J
ill c
hoos
es to
com
e on
hol
iday
with
us
or n
ot.
D
IFFE
REN
CE
It
real
ly
...
. whe
ther
Jill
cho
oses
to c
ome
on h
olid
ay w
ith u
s or
not
.
28
With
out t
he h
elp
that
Joe
gav
e m
e, I
don
t thi
nk I
d ha
ve fi
nish
ed th
e co
urse
.
B
EEN
If it
.... h
elp,
I do
nt t
hink
Id
have
fini
shed
the
cour
se.
29
We
can
assu
re o
ur c
usto
mer
s th
at w
e w
ill ta
ke e
very
pos
sibl
e m
easu
re to
mai
ntai
n th
e qu
ality
of th
e pr
oduc
ts o
n ou
r she
lves
.
TA
KES
We
can
assu
re o
ur c
usto
mer
s th
at w
e w
ill
...
. to
mai
ntai
n th
e qu
ality
of th
e pr
oduc
ts o
n ou
r she
lves
.
30
Follo
win
g so
me
com
plai
nts
by lo
cal r
esid
ents
, the
gov
ernm
ent w
ithdr
ew it
s pr
opos
al to
bui
ld a
new
runw
ay a
t the
airp
ort.
LI
GH
T
The
gove
rnm
ents
pro
posa
l to
build
a n
ew ru
nway
at t
he a
irpor
t
....
som
e co
mpl
aint
s by
loca
l res
iden
ts.
23CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Pa
rt 5
Y
ou a
re g
oing
to r
ead
a re
view
of t
wo
book
s ab
out t
he in
tern
et. F
or q
uest
ions
31
36
, cho
ose
the
answ
er (A
, B, C
or D
) whi
ch y
ou th
ink
fits
best
acc
ordi
ng to
the
text
. M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
Th
e in
tern
et to
day
Jam
es B
axte
r rev
iew
s tw
o bo
oks
abou
t the
inte
rnet
: Re
wir
e by
Eth
an Z
ucke
rman
, and
Unt
angl
ing
the
Web
by
Ale
ks K
roto
ski.
Ope
n a
stre
et m
ap o
f any
city
and
you
see
a d
iagr
am o
f all
the
poss
ible
rout
es o
ne c
ould
take
in tr
aver
sing
or
expl
orin
g it.
Sup
erim
pose
on
the
stre
et m
ap th
e ac
tual
traf
fic fl
ows
that
are
obs
erve
d an
d yo
u se
e qu
ite a
diff
eren
t ci
ty: o
ne o
f flo
ws.
The
flow
s sh
ow h
ow p
eopl
e ac
tual
ly tr
avel
in th
e ci
ty, a
s di
stin
ct f
rom
how
they
cou
ld. T
his
help
s in
thin
king
abo
ut th
e in
tern
et a
nd d
igita
l tec
hnol
ogy
gene
rally
. In
itsel
f, th
e te
chno
logy
has
vas
t pos
sibi
litie
s, as
sev
eral
rec
ent
book
s em
phas
ise,
but
wha
t w
e ac
tual
ly w
ind
up d
oing
with
it
is, a
t an
y po
int
in t
ime,
lar
gely
un
know
n.
Etha
n Zu
cker
man
is
exci
ted
by t
he p
ossi
bilit
ies
the
web
pro
vide
s fo
r lin
king
far
-flu
ng p
opul
atio
ns,
for
sam
plin
g di
ffer
ent w
ays o
f life
, for
mak
ing
us a
ll di
gita
l cos
mop
olita
ns. H
is c
entra
l the
sis,
how
ever
, is t
hat w
hile
the
inte
rnet
doe
s, in
prin
cipl
e, e
nabl
e ev
eryo
ne to
bec
ome
genu
inel
y co
smop
olita
n, in
pra
ctic
e it
does
not
hing
of
the
kind
. As
the
philo
soph
er A
ntho
ny A
ppia
h pu
ts i
t, tru
e co
smop
olita
nism
ch
alle
nges
us
to e
mbr
ace
wha
t is
ric
h,
prod
uctiv
e an
d cr
eativ
e a
bout
diff
eren
ces;
in o
ther
wor
ds, t
o go
bey
ond
mer
ely
bein
g to
lera
nt o
f th
ose
who
are
di
ffer
ent.
Muc
h of
the
early
par
t of R
ewir
e is
take
n up
with
dem
onst
ratin
g th
e ex
tent
to w
hich
the
inte
rnet
, and
our
us
e of
it, f
ails
that
test
. W
e sh
ape
our t
ools
, sa
id th
e ph
iloso
pher
Mar
shal
l McL
uhan
, an
d af
terw
ards
they
sha
pe u
s. T
his
adag
e is
co
rrob
orat
ed e
very
tim
e m
ost
of u
s go
onl
ine.
We
ve b
uilt
info
rmat
ion
tool
s (li
ke s
earc
h an
d so
cial
net
wor
king
sy
stem
s) th
at e
mbo
dy o
ur b
iase
s tow
ards
thin
gs th
at a
ffec
t tho
se w
ho a
re c
lose
st to
us.
They
giv
e us
the
info
rmat
ion
we
thin
k w
e w
ant,
but n
ot n
eces
saril
y th
e in
form
atio
n w
e m
ight
nee
d.
Des
pite
all
the
conn
ectiv
ity, w
e ar
e pr
obab
ly a
s ign
oran
t abo
ut o
ther
soci
etie
s as w
e w
ere
whe
n te
levi
sion
and
ne
wsp
aper
s w
ere
our
mai
n in
form
atio
n so
urce
s. In
fac
t, Zu
cker
man
arg
ues,
in s
ome
way
s w
e w
ere
bette
r th
en,
beca
use
serio
us m
ains
tream
med
ia o
utle
ts s
aw it
as
thei
r pro
f ess
iona
l dut
y to
cur
ate
the
flow
of n
ews;
ther
e w
ere
edito
rial g
atek
eepe
rs w
ho d
eter
min
ed a
new
s ag
enda
of w
hat w
as a
nd w
asn
t im
porta
nt. B
ut, a
s th
e in
tern
et w
ent
mai
nstre
am, w
e sw
itche
d fr
om c
urat
ion
to s
earc
h, a
nd th
e tra
ditio
nal g
atek
eepe
rs b
ecam
e le
ss p
ower
ful.
In
som
e re
spec
ts,
this
was
goo
d be
caus
e it
wea
kene
d la
rge
mul
timed
ia c
ongl
omer
ates
, bu
t it
had
the
unan
ticip
ated
co
nseq
uenc
e of
inc
reas
ing
the
pow
er o
f di
gita
l se
arch
too
ls
and
, in
dire
ctly
, th
e po
wer
of
the
corp
orat
ions
pr
ovid
ing
them
. Zu
cker
man
a
true
cos
mop
olita
n w
ho c
o-fo
unde
d a
web
ser
vice
ded
icat
ed to
real
isin
g th
e ne
ts c
apac
ity to
en
able
any
one
s vo
ice
to b
e he
ard
pr
ovid
es a
n in
stru
ctiv
e co
ntra
st to
exc
essi
vely
opt
imis
tic n
arra
tives
abo
ut th
e tra
nsfo
rmat
ive
pow
er o
f ne
twor
ked
tech
nolo
gy, a
nd a
pow
e rfu
l dia
gnos
is o
f w
hats
wro
ng. W
here
he
runs
out
of
stea
m s
omew
hat
is i
n co
ntem
plat
ing
poss
ible
sol
utio
ns,
of w
hich
he
iden
tifie
s th
ree:
tra
nspa
rent
tra
nsla
tion
sim
ply
auto
mat
ed, a
ccur
ate
trans
latio
n be
twee
n al
l lan
guag
es;
brid
ge f
igur
es
bl
ogge
rs w
ho e
xpla
in id
eas
from
on
e cu
lture
to a
noth
er; a
nd
engi
neer
ed s
eren
dipi
ty
ba
sica
lly, t
echn
olog
y fo
r en
ablin
g us
to e
scap
e fr
om f
ilter
s th
at li
mit
sear
ch a
nd n
etw
orki
ng s
yste
ms.
Even
tual
ly, t
he te
chno
logy
will
del
iver
tran
spar
ent t
rans
latio
n; c
loni
ng
Etha
n Zu
cker
man
wou
ld p
rovi
de a
sup
ply
of b
ridge
fig
ures
, bu
t, fo
r no
w,
we
will
hav
e to
mak
e do
with
pal
e im
itatio
ns. E
ngin
eerin
g se
rend
ipity
, how
ever
, is a
toug
her p
ropo
sitio
n.
Ale
ks K
roto
ski m
ight
be
able
to h
elp.
She
is a
kee
n ob
serv
er o
f ou
r in
form
atio
n ec
osys
tem
, and
has
bee
n do
ing
the
conf
eren
ce r
ound
s w
ith a
n in
trigu
ing
cont
rapt
ion
calle
d th
e S
eren
dipi
ty E
ngin
e, w
hich
is tw
o pa
rts a
rt in
stal
latio
n an
d on
e pa
rt te
achi
ng to
ol.
Unt
angl
ing
the
Web
is a
col
lect
ion
of 1
7 th
ough
tful e
ssay
s on
the
impa
ct o
f co
mpr
ehen
sive
net
wor
king
on
our l
ives
. The
y co
ver t
he sp
ectru
m o
f stu
ff w
e ne
ed to
thin
k ab
out
from
the
obvi
ous
(like
priv
acy,
iden
tity
and
the
soci
al im
pact
of t
he n
et) t
o to
pics
whi
ch d
ont
rece
ive
enou
gh a
ttent
ion
(for
exa
mpl
e,
wha
t med
ics,
with
a sn
iff, c
all
cybe
rcho
ndria
h
ow th
e ne
t can
incr
ease
hea
lth a
nxie
ties)
. A
lthou
gh
she
s a
glam
orou
s m
edia
s
tar
(h
avin
g fr
onte
d a
TV
serie
s ab
out
the
inte
rnet
), pe
ople
un
dere
stim
ate
Kro
tosk
i at t
heir
peril
. She
s a
rare
com
b ina
tion
of a
cade
mic
, gee
k, re
porte
r and
ess
ayis
t, w
hich
her
ch
apte
r on
the
conc
ept o
f frie
ndsh
ip o
nlin
e ex
empl
ifies
: she
s re
ad w
hat t
he k
ey s
ocia
l the
oris
ts s
ay o
n th
e su
bjec
t, bu
t she
s a
lso
aler
t to
wha
t she
exp
erie
nces
as
emot
iona
l ana
emia
t
he se
nse
that
..y
ou m
ight
not
feel
the
onlin
e lo
ve fr
om th
e pe
ople
you
sho
uld,
bec
ause
you
r nea
rest
and
dea
rest
may
be
drow
ned
out i
n th
e oc
ean
of s
ocia
bilit
y.
Whi
ch, i
n a
way
, brin
gs u
s ba
ck to
Zuc
kerm
ans
thou
ghts
abo
ut th
e di
ffer
ence
bet
wee
n w
hat n
etw
orke
d te
chno
logy
co
uld
do a
nd w
hat i
t act
ually
doe
s.
line 13
line
36
line 38
line
40
31
The
revi
ewer
sta
rts w
ith th
e m
etap
hor o
f a c
ity m
ap in
ord
er to
illu
stra
te
A
the
diffi
culty
in u
nder
stan
ding
the
com
plex
ity o
f the
inte
rnet
.
B
the
degr
ee to
whi
ch th
e in
tern
et c
hang
es a
s tim
e pa
sses
.
C
the
diffe
renc
e be
twee
n po
tent
ial a
nd re
al in
tern
et u
se.
D
the
impo
rtanc
e of
the
inte
rnet
in p
eopl
es
lives
toda
y.
32
W
hat d
o th
e w
ords
tha
t tes
t in
line
13
refe
r to?
A
pr
ovid
ing
mor
e w
ides
prea
d ac
cess
to in
form
atio
n
B
conn
ectin
g in
a s
ubst
antia
l way
with
oth
er c
ultu
res
C
es
tabl
ishi
ng p
rinci
ples
for d
evel
opin
g th
e in
tern
et
D
ac
cept
ing
that
not
eve
ryon
e in
the
wor
ld is
the
sam
e
33
Wha
t poi
nt is
mad
e ab
out t
he in
tern
et in
the
third
par
agra
ph?
A
P
eopl
e of
ten
stru
ggle
to fi
nd w
hat t
hey
are
look
ing
for o
n it.
B
It in
fluen
ces
how
peo
ple
rela
te to
fam
ily a
nd fr
iend
s.
C
A
ll us
ers
have
som
e re
spon
sibi
lity
for i
ts e
volu
tion.
D
The
way
in w
hich
it w
orks
is fa
r fro
m n
eutra
l.
34
W
hat d
oes
the
revi
ewer
sug
gest
abo
ut Z
ucke
rman
in th
e fif
th p
arag
raph
?
A
H
is re
com
men
datio
ns a
re le
ss im
pres
sive
than
his
ana
lysi
s.
B
H
e us
es te
rms
that
are
har
der t
o un
ders
tand
than
nee
d be
.
C
He
has
the
sam
e fa
iling
s th
at h
e id
entif
ies
in o
ther
peo
ple.
D
His
acc
ount
of i
mpo
rtant
dev
elop
men
ts is
too
nega
tive.
35
Whi
ch o
f the
follo
win
g w
ords
is u
sed
to s
ugge
st d
isap
prov
al?
A
roun
ds (l
ine
36)
B
co
ntra
ptio
n (li
ne 3
6)
C
st
uff (
line
38)
D
sn
iff (l
ine
40)
36
W
hat d
oes
the
revi
ewer
sug
gest
abo
ut A
leks
Kro
tosk
i in
the
final
par
agra
ph?
A
Her
insi
ght i
nto
the
natu
re o
f onl
ine
frien
dshi
p is
per
cept
ive.
B
She
has
bee
n in
fluen
ced
by E
than
Zuc
kerm
an.
C
P
eopl
e ar
e of
ten
mis
led
by h
er a
cade
mic
cre
dent
ials
.
D
She
take
s on
too
man
y di
ffere
nt ro
les.
24 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Part
6
You
are
goi
ng to
rea
d fo
ur e
xtra
cts
from
arti
cles
in w
hich
aca
dem
ics
disc
uss
the
cont
ribut
ion
the
arts
(m
usic
, pai
ntin
g, li
tera
ture
, etc
.) m
ake
to s
ocie
ty. F
or q
uest
ions
37
40
, cho
ose
from
the
acad
emic
s A
D
. The
aca
dem
ics
may
be
chos
en m
ore
than
onc
e.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
.
The
Con
trib
utio
n of
the
Art
s to
Soci
ety
A
L
ana
Ess
lett
Th
e ar
ts m
atte
r bec
ause
they
link
soc
iety
to it
s pa
st, a
peo
ple
to it
s in
herit
ed s
tore
of i
deas
, im
ages
and
wor
ds;
yet t
he a
rts c
halle
nge
thos
e lin
ks in
ord
er to
find
way
s of e
xplo
ring
new
pat
hs a
nd v
entu
res.
I rem
ain
scep
tical
of
clai
ms
that
hum
anity
s lo
ve o
f th
e ar
ts s
omeh
ow r
efle
cts
som
e in
here
nt in
clin
atio
n, fu
ndam
enta
l to
the
hum
an
race
. How
ever
, exp
osur
e to
and
stu
dy o
f the
arts
doe
s st
reng
then
the
indi
vidu
al a
nd fo
ster
s in
depe
nden
ce in
the
face
of
the
pres
sure
s of
the
mas
s, th
e ch
arac
terle
ss, t
he u
ndiff
eren
tiate
d. A
nd ju
st a
s th
e sc
ienc
es s
uppo
rt th
e te
chno
logy
sec
tor,
the
arts
stim
ulat
e th
e gr
owth
of a
cre
ativ
e se
ctor
in th
e ec
onom
y. Y
et, t
rue
as th
is is
, it s
eem
s to
me
to m
iss
the
poin
t. Th
e va
lue
of th
e ar
ts is
not
to b
e de
fined
as
if th
ey w
ere
just
ano
ther
eco
nom
ic le
ver t
o be
pul
led.
The
arts
can
fai
l ev
ery
mea
sura
ble
obje
ctiv
e se
t by
eco
nom
ists
, yet
ret
ain
thei
r in
trins
ic v
alue
to
hum
anity
. B
Se
th N
orth
W
ithou
t a d
oubt
, the
arts
are
at t
he v
ery
cent
re o
f soc
iety
and
inna
te in
eve
ry h
uman
bei
ng. M
y pe
rson
al, t
houg
h ad
mitt
edly
con
trove
rsia
l, be
lief
is t
hat
the
bene
fits
to b
oth
indi
vidu
als
and
soci
ety
of s
tudy
ing
scie
nce
and
tech
nolo
gy, i
n pr
efer
ence
to a
rts s
ubje
cts,
are
vast
ly o
verr
ated
. It m
ust b
e sa
id, h
owev
er, t
hat d
espi
te th
e cl
aim
s fr
eque
ntly
mad
e fo
r th
e ci
vilis
ing
pow
er o
f th
e ar
ts, t
o m
y m
ind
the
obvi
ous
ques
tion
aris
es: W
hy a
re p
eopl
e w
ho a
re u
nden
iabl
y in
tole
rant
and
selfi
sh st
ill c
apab
le o
f enj
oyin
g po
etry
or a
ppre
ciat
ing
good
mus
ic?
For m
e, a
m
ore
conv
inci
ng a
rgum
ent i
n fa
vour
of
the
arts
con
cern
s th
eir
econ
omic
val
ue. N
eedl
ess
to s
ay, d
isco
verin
g ho
w m
uch
the
arts
con
tribu
te to
soci
ety
in th
is w
ay in
vol v
es g
athe
ring
a va
st a
mou
nt o
f dat
a an
d th
en e
valu
atin
g ho
w m
uch
this
aff
ects
the
econ
omy
as a
who
le, w
hich
is b
y no
mea
ns st
raig
htfo
rwar
d.
C
Hea
ther
Cha
rlto
n It
goes
with
out s
ayin
g th
at e
nd-p
rodu
cts
of a
rtist
ic e
ndea
vour
can
be
seen
as
com
mod
ities
whi
ch c
an b
e tra
ded
and
expo
rted,
and
so
add
to t
he w
ealth
of
indi
vidu
als
and
soci
etie
s. W
hile
thi
s is
und
enia
bly
a su
bsta
ntia
l ar
gum
ent i
n fa
vour
of t
he a
rts, w
e sh
ould
not
lose
sig
ht o
f tho
se e
qual
ly fu
ndam
enta
l con
tribu
tions
they
mak
e w
hich
can
not b
e ea
sily
tran
slat
ed in
to m
easu
rabl
e so
cial
and
eco
nom
ic v
alue
. Ant
hrop
olog
ists
hav
e ne
ver f
ound
a
soci
ety
with
out t
he a
rts in
one
form
or a
noth
er. T
hey
have
con
clud
ed, a
nd I
have
no
reas
on n
ot to
con
cur,
that
hu
man
ity h
as a
nat
ural
aes
thet
ic s
ense
whi
ch is
bio
logi
cally
det
erm
ined
. It i
s by
the
exer
cise
of t
his
sens
e th
at
we
crea
te w
orks
of
art w
hich
sym
bolis
e so
cial
mea
ning
s an
d ov
er ti
me
pass
on
valu
es w
hich
hel
p to
giv
e th
e co
mm
unity
its s
ense
of i
dent
ity, a
nd w
hich
con
tribu
te e
norm
ousl
y to
its s
elf-
resp
ect.
D
M
ike
Kon
ecki
St
udie
s ha
ve lo
ng li
nked
invo
lvem
ent i
n th
e ar
ts to
incr
ease
d co
mpl
exity
of
thin
king
and
gre
ater
sel
f-es
teem
. N
obod
y to
day,
and
rig
htly
so
in m
y vi
ew, w
ould
cha
lleng
e th
e hu
ge im
porta
nce
of m
aths
and
sci
ence
as
core
di
scip
lines
. N
ever
thel
ess,
sole
em
phas
is o
n th
ese
in p
refe
renc
e to
the
arts
fai
ls t
o pr
omot
e th
e in
tegr
ated
le
ft/rig
ht-b
rain
thin
king
in s
tude
nts
that
the
futu
re in
crea
sing
ly d
eman
ds, a
nd o
n w
hich
a h
ealth
y ec
onom
y no
w
undo
ubte
dly
relie
s. M
ore
sign
ifica
ntly
, I b
elie
ve th
at in
an
age
of d
ull u
nifo
rmity
, the
arts
ena
ble
each
per
son
to
expr
ess
his
or h
er u
niqu
enes
s. Y
et w
hile
thes
e be
nefit
s ar
e en
orm
ous,
we
parti
cipa
te in
the
arts
bec
ause
of
an
inst
inct
ive
hum
an n
eed
for
insp
iratio
n, d
elig
ht,
joy.
The
arts
are
an
enlig
hten
ing
and
hum
anis
ing
forc
e,
enco
urag
ing
us t
o co
me
toge
ther
with
peo
ple
who
se b
elie
fs a
nd l
ives
may
be
diff
eren
t fr
om o
ur o
wn.
The
y en
cour
age
us to
list
en a
nd to
cel
ebra
te w
hat c
onne
cts u
s, in
stea
d of
retre
atin
g be
hind
wha
t driv
es u
s apa
rt.
Whi
ch a
cade
mic
has
a di
ffere
nt v
iew
from
Nor
th re
gard
ing
the
effe
ct o
f the
arts
on
beha
viou
r tow
ards
ot
hers
? 37
has
a di
ffere
nt v
iew
from
Kon
ecki
on
the
valu
e of
stu
dyin
g th
e ar
ts c
ompa
red
to o
ther
ac
adem
ic s
ubje
cts?
38
expr
esse
s a
diffe
rent
opi
nion
to th
e ot
hers
on
whe
ther
the
hum
an s
peci
es h
as a
gen
etic
pr
edis
posi
tion
tow
ards
the
arts
? 39
expr
esse
s a
sim
ilar v
iew
to E
ssle
tt on
how
the
arts
rela
te to
dem
ands
to c
onfo
rm?
40
25CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
EXAM | LEVEL | PAPER SAMPLE PAPER
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Pa
rt 7
Y
ou a
re g
oing
to
read
an
extra
ct f
rom
a m
agaz
ine
artic
le a
bout
Mac
quar
ie I
slan
d.
Six
par
agra
phs
have
bee
n re
mov
ed fr
om th
e ex
tract
. C
hoos
e fro
m th
e pa
ragr
aphs
A
G th
e on
e w
hich
fits
eac
h ga
p (4
1
46).
The
re is
one
ext
ra p
arag
raph
whi
ch y
ou d
o no
t nee
d to
use
. M
ark
your
ans
wer
s on
the
sepa
rate
ans
wer
she
et.
M
acqu
arie
Isla
nd
Jour
nalis
t Mat
thew
Den
holm
join
s a
grou
p of
sci
entis
ts, a
ttem
ptin
g to
sav
e M
acqu
arie
Isla
nd, w
hich
lie
s hal
fway
bet
wee
n Au
stral
ia a
nd A
ntar
ctic
a.
I am
stu
mbl
ing,
blin
ded
by ti
ny m
issi
les
of ic
e an
d sn
ow d
riven
hor
izon
tally
into
my
face
by
a ho
wlin
g ga
le.
One
min
ute
Im
blo
wn
back
war
ds.
The
next
I
m l
eapi
ng s
kyw
ard
in u
ndig
nifie
d pa
nic
as a
foo
t na
rrow
ly
mis
ses
an
outra
ged
elep
hant
se
al.
Squi
ntin
g pa
infu
lly t
hrou
gh t
orch
light
, I
ve l
ittle
ho
pe o
f see
ing
the
beas
ts.
41
Late
r, in
side
a c
osy
hut,
spor
ting
a pa
tch
over
the
so
rer o
f my
eyes
, I h
ave
to a
dmit
that
it p
roba
bly
is.
This
is, a
fter a
ll, th
e su
b-A
ntar
ctic
. Or t
o be
pre
cise
, M
acqu
arie
Isla
nd: a
sliv
er o
f lan
d co
njur
ed a
brup
tly
from
the
vast
wild
erne
ss o
f the
Sou
ther
n O
cean
. The
da
rkes
t, co
ldes
t m
onth
s ar
e ge
nera
lly t
he q
uiet
est
time
of y
ear f
or h
uman
act
ivity
her
e, b
ut th
is y
ear i
s di
ffer
ent.
Im
with
a t
eam
of
scie
ntis
ts w
ho a
re
unde
rtaki
ng a
see
min
gly
impo
ssib
le ta
sk: t
o rid
the
entir
e is
land
of e
very
rabb
it, ra
t and
mou
se.
42
Nex
t mor
ning
, I a
brup
tly c
hang
e m
y m
ind,
how
ever
, w
hen
I aw
ake
to a
vie
w th
at ju
stifi
es th
e th
ree-
day
voya
ge t
o th
is r
emot
e ou
tpos
t of
Aus
tralia
. A
fter
over
nigh
t sn
owfa
lls t
he i
slan
d is
pai
nted
whi
te,
from
hig
hlan
d pl
atea
us, w
ith f
roze
n la
kes,
to r
ocky
bl
ack
sand
and
peb
ble
shor
e. A
ll gl
iste
ns i
n ra
re
sub-
Ant
arct
ic
suns
hine
. B
esid
es,
the
prev
ious
af
tern
oon
s dis
com
forts
wer
e en
tirel
y ou
r ow
n fa
ult.
43
The
dela
y w
hile
w
e do
uble
d ba
ck
mad
e it
impo
ssib
le to
rea
ch th
e hu
t bef
ore
dusk
. I h
ad a
lso
blun
dere
d, d
ecid
ing
snow
gog
gles
wer
e un
nece
ssar
y.
We
had
been
ta
ught
a
valu
able
le
sson
. W
hile
of
ficia
lly p
art o
f A
ustra
lia, t
his
isla
nd is
a d
iffer
ent
wor
ld.
Diff
eren
t ru
les
appl
y. E
very
mov
e m
ust
be
plan
ned
and
prec
autio
ns
take
n be
caus
e of
th
e da
nger
s pos
ed b
y cl
imat
e an
d te
rrai
n.
44
This
ext
rem
e is
olat
ion
mea
ns n
o ac
tivity
is e
asy
on
the
isla
nd. O
ur f
irst c
halle
nge
was
get
ting
asho
re a
s th
ere
is n
o sa
fe a
ncho
rage
. But
whe
n w
e ev
entu
ally
re
ache
d th
e be
ach,
I c
ould
ins
tant
ly s
ee t
hat
the
isla
nds
repu
tatio
n as
the
Gal
pag
os o
f the
sou
th i
s ju
stifi
ed.
Ove
r th
e ne
xt f
ew d
ays,
seal
s, pe
ngui
ns
and
a ho
st o
f sea
bird
s ar
e a
cons
tant
pre
senc
e. A
s in
th
e G
alp
agos
Isl
ands
, som
e sp
ecie
s ar
e ab
unda
nt
th
ere
are
an e
stim
ated
100
,000
seal
s and
four
mill
ion
peng
uins
. Th
ough
hun
ted
in th
e pa
st, t
hese
day
s th
e m
ain
thre
at t
o th
e is
land
s f
auna
com
es n
ot f
rom
m
an b
ut fr
om o
ur le
gacy
.
45
Una
ccus
tom
ed t
o th
e he
rbiv
ores
te
eth,
the
isl
and
flora
has
bee
n ov
ergr
azed
and
red
uced
to
stub
ble.
Th
e hi
lls a
nd p
late
aus
are
pock
-mar
ked
with
hol
es
and
soft
surf
aces
are
und
erm
ined
by
thei
r bu
rrow
s. O
n th
is tr
eele
ss is
land
, the
ove
rgra
zing
has
als
o le
ft th
e ho
mes
of
na
tive
bird
s ex
pose
d.
Petre
l an
d al
batro
ss
chic
ks
are
thus
m
ore
vuln
erab
le
to
pred
atio
n an
d th
e ha
rsh
elem
ents
. Th
e de
vast
atio
n re
ache
d su
ch a
poi
nt th
at in
200
7 th
e W
orld
Her
itage
C
onve
ntio
n di
scus
sed
whe
ther
the
isla
nd s
houl
d lo
se
its W
orld
Her
itage
stat
us.
46
How
ever
, th
e st
atus
was
als
o co
nfer
red
beca
use
of
its
out
stan
ding
na
tura
l be
auty
an
d ae
sthe
tic
impo
rtanc
e.
Giv
en
that
th
e w
ild
hills
ides
th
at
shou
ld b
e lu
shly
cov
ered
are
bar
e, a
nd a
re a
nim
ated
no
t by
the
mov
emen
t of
win
d in
tus
sock
but
by
rabb
its r
unni
ng a
mok
, it
is n
ot s
urpr
isin
g th
at t
he
wor
ld w
as b
egin
ning
to a
sk w
heth
er th
e de
scrip
tion
still
app
lied.
A
B
C
D
This
is
m
ainl
y in
th
e fo
rm
of
rabb
its.
Intro
duce
d in
187
7 as
a f
ood
sour
ce,
they
to
ok
to
the
isla
nd
with
gu
sto.
R
ecen
t es
timat
es o
f the
rabb
it po
pula
tion,
bef
ore
the
erad
icat
ion
prog
ram
be
gan,
ra
nged
fr
om
100,
000
to 1
50,0
00.
Its
a re
alis
atio
n th
at m
akes
all
the
mor
e im
pres
sive
th
e en
deav
ours
of
th
e fir
st
expl
orer
s to
com
e he
re.
Her
e at
Bro
ther
s Po
int,
perc
hed
on a
hea
dlan
d of
f the
isla
nds
ea
st c
oast
, w
e co
uld
be t
he l
ast
hum
ans
on
Earth
. In
a
geog
raph
ical
se
nse,
w
e ve
ry
near
ly a
re.
The
wal
k
just
un
der
10km
fr
om
the
rese
arch
sta
tion
to th
e ca
bin
w
asn
t mea
nt
to b
e in
dar
knes
s. S
ome
time
afte
r se
tting
ou
t, ho
wev
er,
my
phot
ogra
pher
rea
lised
he
had
left
a pi
ece
of c
amer
a eq
uipm
ent b
ehin
d.
Its o
ne o
f the
mos
t am
bitio
us p
rogr
ams o
f its
ty
pe
ever
at
tem
pted
. A
w
orth
y pr
ojec
t in
deed
, but
as
the
inte
nse
win
ds ra
ge o
utsi
de,
I ca
n em
path
ise
with
Cap
tain
Dou
glas
s, an
ea
rly v
isito
r to
the
isl
and.
Arr
ivin
g in
182
2,
Dou
glas
s ca
lled
Mac
quar
ie
the
mos
t w
retc
hed
plac
e.
E F G
The
resu
ltant
la
ndsl
ips
have
de
vast
atin
g co
nseq
uenc
es.
They
hav
e ha
rmed
hun
dred
s of
pen
guin
s as
wel
l as
des
troyi
ng n
estin
g si
tes
leav
ing
loca
l wild
life
at ri
sk.
I beg
in to
re
alis
e ju
st h
ow d
amag
ed th
is w
ilder
ness
is.
At n
ight
, the
y ar
e in
dist
ingu
isha
ble
from
the
rock
s th
at
cove
r th
e gr
ound
; on
ly
thei
r gu
rglin
g ba
rks
tell
me
whe
n to
jum
p. A
s I
lose
feel
ing
in m
y fin
gers
, num
bed
by g
laci
al
tem
pera
ture
s, I
ask
mys
elf:
Is t
his
wha
t I
saile
d to
the
botto
m o
f the
wor
ld fo
r?
Mac
quar
ie
achi
eved
th
e lis
ting
10
year
s ea
rlier
, par
tly in
reco
gniti
on o
f the
fact
that
it
is a
geo
logi
cal
frea
k. T
he i
slan
d is
oce
an
floor
fo
rced
to
th
e su
rfac
e by
th
e co
nver
genc
e of
tw
o te
cton
ic
plat
es
an
on
goin
g pr
oces
s.
26 CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
READING AND USE OF ENGLISH | SAMPLE PAPER 2
READING AND USE OF ENGLISH | SAMPLE PAPER 2
Pa
rt 8
Y
ou a
re g
oing
to re
ad a
n ar
ticle
by
a ps
ycho
logi
st a
bout
laug
hter
. For
que
stio
ns 4
7
56, c
hoos
e fro
m
the
sect
ions
(A
D).
The
sect
ions
may
be
chos
en m
ore
than
onc
e.
Mar
k yo
ur a
nsw
ers
on th
e se
para
te a
nsw
er s
heet
. W
hich
sec
tion
co
mm
ents
on
whi
ch p
erso
n la
ughs
with
in a
ver
bal e
xcha
nge?
47
us
es a
com
paris
on w
ith o
ther
phy
sica
l fun
ctio
ns to
sup
port
an id
ea?
48
gi
ves
reas
ons
why
und
erst
andi
ng la
ught
er s
uppl
ies
very
use
ful i
nsig
hts?
49
re
fers
to s
omeo
ne w
ho u
nder
stoo
d th
e se
lf-pe
rpet
uatin
g na
ture
of l
augh
ter?
50
ci
tes
a st
udy
that
invo
lved
wat
chin
g pe
ople
with
out t
heir
know
ledg
e?
51
de
scrib
es la
ught
er h
avin
g a
detri
men
tal e
ffect
? 52
cr
itici
ses
othe
r res
earc
h fo
r fai
ling
to c
onsi
der a
key
func
tion
of la
ught
er?
53
ex
plai
ns th
at la
ughi
ng d
oes
not u
sual
ly ta
ke p
rece
denc
e ov
er s
peak
ing?
54
de
scrib
es p
eopl
e ob
serv
ing
them
selv
es?
55
en
cour
ages
che
ckin
g th
at a
pro
posi
tion
is c
orre
ct?
56
W
hy d
o pe
ople
laug
h?
Psyc
holo
gist
Rob
ert P
rovi
ne w
rite
s abo
ut w
hy a
nd w
hen
we
laug
h.
A
In 1
962,
wha
t be
gan
as a
n is
olat
ed f
it of
lau
ghte
r in
a g
roup
of
scho
olgi
rls i
n Ta
nzan
ia r
apid
ly r
ose
to
epid
emic
pr
opor
tions
. C
onta
giou
s la
ught
er
spre
ad
from
on
e in
divi
dual
to
th
e ne
xt
and
betw
een
com
mun
ities
. Flu
ctua
ting
in i
nten
sity
, the
lau
ghte
r ep
idem
ic l
aste
d fo
r ar
ound
tw
o an
d a
half
year
s an
d du
ring
this
tim
e at
leas
t 14
scho
ols
wer
e cl
osed
and
abo
ut 1
,000
peo
ple
affli
cted
. Lau
ghte
r epi
dem
ics,
big
and
smal
l, ar
e un
iver
sal.
Laug
hter
yog
a, a
n in
nova
tion
of M
adan
Kat
aria
of M
umba
i, ta
ps in
to c
onta
giou
s la
ught
er f
or h
is L
augh
ter
Yoga
clu
bs. M
embe
rs g
athe
r in
pub
lic p
lace
s to
eng
age
in la
ught
er e
xerc
ises
to
ener
gise
the
body
and
impr
ove
heal
th. K
atar
ia re
alis
ed th
at o
nly
laug
hter
is n
eede
d to
stim
ulat
e la
ught
er
no
joke
s ar
e ne
cess
ary.
Whe
n w
e he
ar la
ught
er, w
e be
com
e be
asts
of t
he h
erd,
min
dles
sly
laug
hing
in tu
rn,
prod
ucin
g a
beha
viou
ral c
hain
reac
tion
that
swee
ps th
roug
h ou
r gro
up.
B Laug
hter
is a
ric
h so
urce
of
info
rmat
ion
abou
t com
plex
soc
ial r
elat
ions
hips
, if
you
know
whe
re to
look
. Le
arni
ng t
o r
ead
lau
ghte
r is
par
ticul
arly
val
uabl
e be
caus
e la
ught
er i
s in
volu
ntar
y an
d ha
rd t
o fa
ke,
prov
idin
g un
cens
ored
, hon
est a
ccou
nts o
f wha
t peo
ple
real
ly th
ink
abou
t eac
h ot
her.
It is
a d
ecid
edly
soci
al
sign
al. T
he so
cial
con
text
of l
augh
ter w
as e
stab
lishe
d by
72
stud
ent v
olun
teer
s in
my
clas
ses,
who
reco
rded
th
eir
own
laug
hter
, its
tim
e of
occ
urre
nce
and
soci
al c
ircum
stan
ce i
n sm
all
note
book
s (la
ugh
logb
ooks
) du
ring
a on
e-w
eek
perio
d. T
he s
ocia
lity
of la
ught
er w
as s
triki
ng. M
y lo
gboo
k ke
eper
s la
ughe
d ab
out 3
0 tim
es m
ore
whe
n th
ey w
ere
arou
nd o
ther
s tha
n w
hen
they
wer
e al
one
la
ught
er a
lmos
t dis
appe
ared
am
ong
solit
ary
subj
ects
. C
Fu
rther
clu
es a
bout
the
soc
ial
cont
ext
of l
augh
ter
cam
e fr
om t
he s
urre
ptiti
ous
obse
rvat
ion
of 1
,200
in
stan
ces
of c
onve
rsat
iona
l lau
ghte
r am
ong
anon
ymou
s pe
ople
in p
ublic
pla
ces.
My
colle
ague
s an
d I n
oted
th
e ge
nder
of
the
spea
ker
and
audi
ence
(lis
tene
r), w
heth
er th
e sp
eake
r or
the
audi
ence
laug
hed,
and
wha
t w
as s
aid
imm
edia
tely
bef
ore
laug
hter
occ
urre
d. C
ontra
ry to
exp
ecta
tion,
mos
t con
vers
atio
nal l
augh
ter w
as
not a
resp
onse
to jo
kes
or h
umor
ous
stor
ies.
Few
er th
an 2
0% o
f pre
-laug
h co
mm
ents
wer
e re
mot
ely
joke
-lik
e or
hum
orou
s. M
ost l
augh
ter f
ollo
wed
ban
al re
mar
ks s
uch
as A
re y
ou s
ure?
and
It w
as n
ice
mee
ting
you
too.
Mut
ual p
layf
ulne
ss, i
n-gr
oup
feel
ing
and
posi
tive
emot
iona
l ton
e
not c
omed
y
mar
k th
e so
cial
se
tting
s of
mos
t na
tura
lly o
ccur
ring
laug
hter
. A
noth
er c
ount
erin
tuiti
ve d
isco
very
was
tha
t th
e av
erag
e sp
eake
r la
ughs
abo
ut 4
6% m
ore
ofte
n th
an t
he a
udie
nce.
Thi
s co
ntra
sts
with
the
sce
nario
in
stan
d-up
co
med
y
a ty
pe o
f co
med
y pe
rfor
man
ce i
n w
hich
a n
on-la
ughi
ng s
peak
er p
rese
nts
joke
s to
a l
augh
ing
audi
ence
. C
omed
y pe
rfor
man
ce i
n ge
nera
l pr
oves
an
inad
equa
te m
odel
for
eve
ryda
y co
nver
satio
nal
laug
hter
. A
naly
ses
that
foc
us o
nly
on a
udie
nce
beha
viou
r (a
com
mon
app
roac
h) a
re o
bvio
usly
lim
ited
beca
use
they
neg
lect
the
soci
al n
atur
e of
the
laug
hing
rela
tions
hip.
D
A
maz
ingl
y, w
e so
meh
ow n
avig
ate
soci
ety,
laug
hing
at j
ust t
he ri
ght t
imes
, whi
le n
ot c
onsc
ious
ly k
now
ing
wha
t w
e ar
e do
ing.
In
our
sam
ple
of 1
,200
lau
ghte
r ep
isod
es,
the
spea
ker
and
the
audi
ence
sel
dom
in
terr
upte
d th
e ph
rase
stru
ctur
e of
spe
ech
with
a h
a-h a
. Thu
s, a
spea
ker
may
say
Y
ou a
re w
earin
g th
at?
Ha-
ha,
but r
arel
y Y
ou a
re w
earin
g h
a-ha
th
at?
The
occ
urre
nce
of la
ught
er d
urin
g pa
uses
, at t
he e
nd
of p
hras
es,
and
befo
re a
nd a
fter
stat
emen
ts a
nd q
uest
ions
sug
gest
s th
at a
neu
rolo
gica
lly b
ased
pro
cess
go
vern
s th
e pl
acem
ent o
f la
ught
er. S
peec
h is
dom
inan
t ove
r la
ught
er b
ecau
se it
has
prio
rity
acce
ss to
the
sing
le v
ocal
isat
ion
chan
nel,
and
laug
hter
doe
s no
t vi
olat
e th
e in
tegr
ity o
f ph
rase
stru
ctur
e. L
augh
ter
in
spee
ch i
s si
mila
r to
pun
ctua
tion
in w
ritte
n co
mm
unic
atio
n. I
f pu
nctu
atio
n of
spe
ech
by l
augh
ter
seem
s un
likel
y, c
onsi
der t
hat b
reat
hing
and
cou
ghin
g al
so p
unct
uate
spe
ech.
Bet
ter y
et, w
hy n
ot te
st m
y th
eory
of
punc
tuat
ion
by e
xam
inin
g th
e pl
acem
ent o
f lau
ghte
r in
conv
ersa
tion
arou
nd y
ou, f
ocus
ing
on th
e pl
acem
ent
of h
a-ha
lau
ghs.
It's
a go
od t
hing
tha
t th
ese
com
petin
g ac
tions
are
neu
rolo
gica
lly o
rche
stra
ted.
How
co
mpl
icat
ed w
ould
our
live
s be
if w
e ha
d to
pla
n w
hen
to b
reat
he, t
alk
and
laug
h.
27CAMBRIDGE ENGLISH: ADVANCED HANDBOOK FOR TEACHERS
Answer key
Candidate answer sheet
READING AND USE OF ENGLISH | ANSWER KEY AND CANDIDATE ANSWER SHEET
READING AND USE OF ENGLISH | SAMPLE PAPER 2
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Q Part 1
1 D
2 D
3 B
4 A
5 A
6 C
7 B
8 C
Q Part 2
9 SUCH
10 AT
11 PUT
12 THAN13 WITH/BY14 LIKE15 LEAST16 DESPITE
Q Part 3
17 PURSUIT
18 UNPREDICTABLE
19 ENTHUSIASTS
20 DISTINGUISH
21 COMPETITORS
22 INCREASINGLY
23 REPLACEMENTS
24 INNOVATIVE
Q Part 4
25 YOU GIVE | A CLEAR EXPLANATION OF/ABOUT
26 IS ALLEGED | TO HAVE DAMAGED
27 MAKES NO/(VERY) LITTLE DIFFERENCE | TO ME
28 HADNT/HAD NOT BEEN | FOR JOES
29DO WHAT(EVER)/EVERYTHING/ALL/ANYTHING | IT TAKES
30 WAS WITHDRAWN | IN (THE) LIGHT OF
Q Part 5
31 C
32 B
33 D
34 A
35 D
36 A
Q Part 6
37 D
38 B
39 A
40 D
Q Part 7
41 F
42 D
43 C
44 B
45 A
46 G
Q Part 8
47 C
48 D
49 B
50 A
51 C
52 A
53 C
54 D
55 B
56 D
