Reading and Use of English

Part 1
For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is
an example at the beginning (0).

Mark your answers on the separate answer sheet.

Example:
0 A dream B wish C hope D plan

0 A B C D

Grand Canyon

In 1999, the stuntman Robbie Knievel fulfilled his father’s (0) . He soared across the Grand

Canyon on his 500cc motorbike to (1) a new world record.

Millions watched on television as Knievel, son of the (2)  daredevil Evel Knievel, roared up a ramp at

145 kilometres per hour and (3)  himself into the air, sailing 70 metres over a gorge to break his own world

record by 1.5 metres.

He had been planning to (4)  a go at the same jump the previous month but it was cancelled at the last

(5)  because of wind and cold. ‘It’s a jump my father always wanted to do but never got the (6)  ,’ he

said. His father, who died in 2007, was full of (7)  for his son. ‘Robbie is the true (8)  to the Knievel

name. He cannot only jump better than me but he does it with no hands on the handlebars.’

1 A  put B  do C  set D  bring

2 A  ancient B  antique C  veteran D  obsolete

3 A  flew B  launched C  expelled D  blew

4 A  have B  take C  give D  try

5 A  point B  time C  thing D  minute

6 A  possibility B  moment C  chance D  luck

7 A  praise B  tribute C  congratulations D  applause

8 A  benefactor B  heir C  honour D  credit

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 Part 2
For questions 9 – 16, read the text below and think of the word which best fits each gap. Use only one word
in each gap. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 W H A T
__________________________________________________________________________________________

Team building

Many companies are now organising (0) are called team-building weekends for their staff. Employees get

together somewhere well (9) from their usual workplace and engage in leisure activities that (10)

for teamwork and co-operation. The idea is that this will improve their working relationships back in the office.

The success of these events, however, can depend on (11) suitable the activity chosen is for the

individuals involved. Abseiling and paintballing are unlikely to appeal to all employees equally, and some people

may resent (12) to take part in activities which they regard (13) too physically challenging.

Another potential issue is that managers may feel uncomfortable with the idea of competitive activities in

(14) they might be defeated by more junior members of staff. By the same token, junior members

of staff may be unsure exactly what is expected of them. Should they (15) all out to impress their

superiors by doing their best to win, or should they hold back (16) that their superiors don’t lose face?

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 Part 3
For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the lines to
form a word that fits in the gap in the same line. There is an example at the beginning (0).

Write your answers IN CAPITAL LETTERS on the separate answer sheet.

Example: 0 A C C O R D I N G

Eating out in London

(0) to the results of a recent survey, London now ranks ACCORD
amongst the world’s (17) cities in terms of the quality of LEAD
the food that is available in its restaurants. The survey, which took
into (18) the views of diners in over seventy of the world’s COUNT
largest urban centres, also noted a (19) improvement in REMARK
the quality of the whole dining experience in London’s restaurants,
compared to a similar survey conducted ten years ago. In many more
(20) the overall level service is now judged to be of an ESTABLISH
(21) high standard. EXCEPT
Asked whether Londoners were becoming more (22) DISCERN
with regard to food, the authors of the survey point to the fact that
London is now a very cosmopolitan city with a highly multicultural
population. In terms of the sheer (23) of types of cuisine DIVERSE
available in the city’s restaurants, London has an (24) EQUAL
position amongst the world’s capitals.

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 Part 4
For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first sentence,
using the word given. Do not change the word given. You must use between three and six words,
including the word given. Here is an example (0).

Example:

0 You should try to think only about your own work and not bother about mine.
ON

You should try to you need to do and not bother about my work.

The gap can be filled with the words ‘not in the mood for’, so you write:

Example: 0 CONCENTRATE ON THE WORK

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet.

25 Sally often reminds me of my younger sister.

THINK
Sally often younger sister.

26 I really hate that kind of film.

AVERSION
I that kind of film.

27 All parents want only the best for their children.

NOTHING
Every for their children.

28 Someone is installing cable TV at my house this afternoon.

PUT
I’m at my house flat this afternoon.

29 Tim didn’t object when I took over responsibility for the project.
RAISED
Tim taking over responsibility for the project.

30 The odds are against Maria getting such an important job.

LIKELY
Maria such an important job.

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 Part 5
You are going to read an extract from a book. For questions 31 – 36, choose the answer (A, B, C or D)
which you think fits best according to the text.
Mark your answers on the separate answer sheet.
The Lives of Diplomats’ Children
During the writing of this book about the lives of
diplomatic wives, I was reminiscing with my oldest
friend, a diplomat’s child like myself, whom I have
known since we were at boarding school together,
aged ten. I was not at all surprised to find that, like
me, she has the most vivid memories surrounding the
arrival of the post: the staircase, the old chest, the
anxious craning over the banisters for that glimpse of a
familiar envelope or handwriting. ‘There was one time
when I did not hear from my parents for nearly three
months,’ she recalls. ‘I thought they must be dead.’
Now an English literature academic, she believes that
her chosen field of expertise – eighteenth century
epistolatory novels and letters – is no accident.
Like that of our mothers, the experience of diplomatic
children is enormously varied. ‘The myth is that
diplomatic life, with all the travelling, new places, new
faces, is attractive and exciting for children,’ wrote
Jane Ewart-Biggs, ‘but I believe that nothing could
be further from the truth.’ Although the necessity of
changing houses, schools, friends, food and even
languages every few years can be problematic for
many children, others happily adapt.
My own feelings, while principally positive, are not
wholly uncomplicated. I was brought up in Spain (in
Madrid and Bilbao) and in Singapore. My memories
of both places are startlingly happy. In Bilbao, when I
was six, we lived in an apartment overlooking the sea. I
learnt not only to speak but to read and write Spanish;
bizarrely, I came top in Spanish and bottom in English.
I became unhealthily obsessed with Velazquez and the
gorier paintings of Goya. The teaching was somewhat
old-fashioned, even for those days, and I was required
to write essays on subjects like ‘My Father’s Job’,
‘My Wonderful Mother’ and ‘My Wider Family’. To my
parents’ mingled pride and dismay, I wrote page after
page of repetitive, banal drivel in laboriously crafted
script, full of curls and flourishes, which I insisted they
read.
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In Singapore, when I was eight, my brother and I ran
wild in a tropical garden filled with bougainvillaea and
frangipane trees. We swam in jellyfish-infested seas
and went barefoot for two years. I wrote my first stories
and it was always hot. England was a far away, drizzle-
grey dream, from whence letters and comics turned
up occasionally, as emotionally distant as the moon.
The utter despair, which I experienced two years later,
when I was sent to boarding school there, has stayed
with me all my life.
Adults are often tempted to believe that, because
children are not yet physically or emotionally mature,
they do not experience the ‘big’ emotions of grief
or rage in quite the same way that we do. The pain I
experienced on being separated from my family was
like a bereavement. For many children in boarding
school for the first time, it is the nights which are the
worst, but for me it was always the mornings. I would
wake up in the cold first light to see the stark little
chest of drawers at the foot of my bed, and beyond
it the melancholy autumn beech leaves, dripping and
tapping at the window panes. Then I would hide under
the bedclothes, sick to my stomach at the thought of
another day to get through.
After half a term of this complete misery – after which I
was supposed to have ‘settled in’ like everyone else –
in some trepidation, I wrote a letter: ‘Mummy, Mummy,
Mummy, Oh my Mummy ...’ it began. I don’t remember
the exact wording of the rest of the letter, but I was sure
that the hidden message which lay behind these words,
the plea to be taken away, could not be mistaken. It was
the only letter to which, although I doubtless received
a letter back, I never received a reply. So I stayed at
school and learnt to survive.
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 31 What is the main theme of the first paragraph?
A the children’s fear of something bad happening to their parents
B the importance of letters in the lives of a boarding school pupil
C the close friendships made by boarding school children at school
D the fact that the children of diplomats attended similar schools

32 What did Jane Ewart-Biggs believe about diplomats’ children?

A They love the excitement of a life full of change.
B They are often unhappy.
C They adjust to change more easily than other children.
D Their happiness depends on their mothers.

33 What point does the writer make about her schooling in Spain?
A She was very unsuccessful at school.
B She developed artistic skills.
C She felt uncomfortable at school there.
D She was good and bad in unexpected areas.

34 Why did the writer’s parents experience dismay when they read her schoolwork?
A What she wrote was uninteresting.
B She seemed to be learning little at school.
C She exaggerated her family’s importance.
D Her handwriting was very poor.

35 The writer’s initial feeling about boarding school can best be summed up as
A extremely angry.
B very cold.
C desperately unhappy.
D rather ill.

36 How did the writer’s parents respond to the letter described in the last paragraph?
A They ignored her pleas.
B They refused her request.
C They told her that she’d learn to survive.
D They were too busy to reply to her.

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 Part 6
You are going to read four extracts from articles by psychologists on the effect taking and looking at
photographs has on memories. For questions 37 – 40, choose from the psychologists (A – D). The
psychologists may be chosen more than once.

Mark your answers on the separate answer sheet.

According to the extracts, which psychologist

has a similar view to B on the extent to which photographs will help future historians? 37

has a different opinion from C on whether looking at photographs alters our existing
memories? 38

has a similar opinion to A on whether taking photographs discourages people from

forming memories? 39

has a different view from all the others on how often people look at the photographs
they have taken? 40

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 Photography and memory
A

The fact that so many people have access to cameras nowadays has resulted in vast numbers of
photographs lingering on memory cards for years. I suspect that few of these have ever been transferred
to computers, printed, or even viewed more than once. This does not mean, however, that their impact is
negligible. On the contrary, I would assert that people are increasingly using their cameras as a substitute
for actively attempting to remember what they see. After all, why make the mental effort when a camera
can do the job for us? Furthermore, when people do actually look back at photographs they, or others, have
taken, there is convincing evidence that these pictures eventually replace genuine memories of an event.
Rewriting personal histories in this way is not necessarily harmful. Nevertheless, research may show that
we should, as a society, be more concerned about this than we currently are.

Over future decades, historians will doubtless thank us as a society for taking so many millions of photographs.
As an archive to delve into for a true representation of our times, what could be more welcome? There
are those who say that our personal memories of the things we have done or seen is distorted by the fact
that so many visual records of these are now available to us. In my opinion, however, there is little to prove
that this is the case; despite taking and storing photographs in vast numbers, I believe that people rarely
actually retrieve them and examine them in any detail. It would therefore be surprising if these pictures had
anything but a minimal effect on perceptions of past events. Similarly, claims that we are becoming too lazy
to create memories, relying instead on cameras to do this for us, are equally tenuous.

People everywhere seem to be taking photographs almost all the time, and inevitably, this has changed
both the way people lead their lives and the ways in which they look back on them. One major finding, backed
up by reliable research, is that every time we look at a photograph, our recollection of the circumstances
in which it was taken is adversely affected. And given that my own research suggests that people treasure
and regularly revisit their photographs, be they on paper, on a hard drive, or online, this amounts to a
significant collective effect on human memory. It might seem obvious that this large amount of information
about our everyday lives will prove to be a great gift for future historians. I would dispute this, though, as
so little of it will last in any useful physical form. CDs crumble, computer files are deleted, unlike the photo
albums our grandparents treasured and we can still enjoy.

As so many photographs are taken every day, the people who take them rarely have the time to study and
enjoy them. This should come as no surprise, and yet I believe that taking all the photographs we do has
a great influence on our brains nonetheless. Humanity has depended for millennia on being able to store
our experiences accurately in our minds for future retrieval. Being able to use a camera instead somehow
permits us not to even attempt this. This is potentially a great loss, but it is hard to see how the trend can
be reversed. I console myself with the thought that all future studies of our current era will benefit from
the wealth of material we are accumulating and will leave behind us for analysis. We would be delighted to
have a comparable insight into the fifteenth century!

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 Part 7
You are going to read a newspaper article about kitesurfing. Six paragraphs have been removed from
the article. Choose from the paragraphs A – G the one which fits each gap (41 – 46). There is one extra
paragraph which you do not need to use.

Mark your answers on the separate answer sheet.

Learning to kitesurf in Costa Rica

Rebecca Newman visits Bahia Salinas on the Pacific coast of Costa Rica and discovers that it is the perfect
location to learn how to kitesurf.
Above Isla Bolanos, a small rocky outcrop in the sea off 44
north-west Costa Rica, magnificent frigate birds fly in
wide circles. In the bay behind them, a single, brightly Nothing too ambitious though. The wind is strong
coloured sail swoops and, like a huge wing, lifts a lone and can lift you several metres up into the air at great
figure through the air with marvellous height and speed. Even for the experts that’s hard to control and
speed. This was my first view of kitesurfing at Bahia accidents can easily occur. Bahia Salinas rarely gets
Salinas. crowded, however, so kitesurfers here seldom collide.
This makes it safer than better-known kitesurfing
41 destinations where crashes are a common hazard. ‘The
most kitesurfers I’ve ever counted in the air here at any
One of the first to recognize these ideal conditions
one time is 22,’ says Nico, pointing to the vast empty
was an Italian, Nico Bertoldi, who came across the
expanse of the bay.
area when travelling around Costa Rica in 2000. A
novice kitesurfer at the time, he spent months teaching
himself. Now an expert, he is bringing his experience
45
to bear as an instructor, ‘so other people learning can
I prefer more active pursuits, but after a couple of days I
avoid making my mistakes’.
decide to take a break from kitesurfing and drive south.
I first head inland to the green foothills surrounding the
42 Arenal volcano and then drive round the large lake that
lies beneath the volcano. Then I head back to the coast
It is reassuring, therefore, that Nico is well-versed in
and end up at Playa Coco, where I hire a boat to take
all manner of risks and takes me through basic safety
me out to Roca Bruja, or Witch’s Rock.
precautions. He explains why it’s a good idea to wear
water boots: ‘In case you step on a sting ray. The sting
wouldn’t kill you but it really hurts.’ Before having a go
46
myself, I watch Nico perform a few basic manoeuvres
A similar feeling surges through me the next morning
which I am meant to try and copy. It doesn’t look too
back at Bahia Salinas as the wind catches my kite and
difficult.
I glide across the water at impressive speed. Nico sails
past and applauds me. He goes on to jump, suspended
43 in the air for six or seven seconds, before landing with
a flourish. It’s a standard of kitesurfing I can aspire to
I certainly need them. Much like skiing, learning to
one day.
kitesurf is tiring and deeply uncool. Each time I flop
into the water I lose my board. I must then pull my
kite low in the sky against the strong wind while I look
for the board. In the process, I swallow spectacular
quantities of salt water.

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 A 
My eyes follow the line of his arm across the
water to the Blue Dream Hotel. Its 14 simple
bedrooms are cut into the hillside. Any guests
not wanting to go to the beach can idle in the
hotel spa or practice yoga on the terrace.
B 
I step into the water, slide my feet into the
straps on the board, move my kite for the
wind to catch it and fall flat on my face. I get
up, try again and the same thing happens.
From the beach, Nico shouts instructions and
encouragement.
C 
This great chunk of stone was thrown here in
a monumental volcanic eruption. Huge Pacific
waves break on it and the location is famed
among surfers for the quality of the surfing.
From the safety of the deck, I watch experts
disappear into massive waves and emerge
euphoric seconds later.
D 
Costa Rica is known as a surfer’s paradise,
but is little known as a kitesurfing destination.
The geography of its western coast makes the
bay at Bahia Salinas the only suitable place to
kitesurf. The curve of the coast means that a
strong, constant wind blows towards the shore
at Bahia Salinas, making it safe for kitesurfing.
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E 
I’ve tried surfing, with reasonable success, and
also some windsurfing. I’m also fairly fit, so
logic tells me I should be able to get to grips
with the basics of kitesurfing before too long.
F 
And kitesurfing is by no means the easiest
sport to master. A hybrid of windsurfing,
wakeboarding and kite-flying, doing it properly
requires strength, balance, stamina and a
degree of fearlessness. It’s an extreme sport
with the hazards that term implies.
G 
However, the embarrassment and the
exhaustion from endlessly thrashing about
in the water are eventually erased by the joy
of a few minutes riding on the board. When I
get it right, the wind fills my kite and pulls me
thrillingly across the water. I even manage a few
little jumps over the small waves.
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 Part 8
You are going to read an article that contains information about underground railway systems. For
questions 47 – 56, choose from the cities (A – D). The cities may be chosen more than once.

Mark your answers on the separate answer sheet.

About which railway system is the following stated?

Some passengers may not be allowed on certain parts of the train. 47

The system was renovated to high aesthetic standards. 48

Sometimes extra employees are needed to help people get into crowded trains. 49

The underground is a great contrast to the rest of the city. 50

It may require some effort to get to another line. 51

Although trains are crowded, service is frequent. 52

Passengers are shown where to board the trains. 53

Its construction was a historical landmark in the city’s development. 54

Train drivers’ wages used to be reduced if their trains were late. 55

It depends on substantial government support to keep it open. 56

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 A C
Paris
Passengers carried per day: 4.5m
Cost of ticket: 1.70 euros flat fare
Length: 214 kilometres
Lines: 14
Stations: 300
In Paris, there are pleasures for those who use the
Metro – many of them aesthetic. The gracefully
curvaceous Art Nouveau dragon-fly entrances
are just the most prominent on a Metro system
which celebrated its centenary by spending
millions of euros on refurbishing its stations and
making them works of art. On my way home, I
pass Bonne Nouvelle station in the heart of Paris’s
cinema district. There, during the cinema festival
this summer, special lighting effects dapple
the platforms and films are projected onto the
advertising hoardings. More than anything the
metro is efficient. ‘When I worked on line 4,’ says
a retired driver, ‘we had exactly 30 minutes and
15 seconds to complete the journey. If it took
any longer, they docked our pay.’ But there are
drawbacks. Many Metro stations have too many
stairs, and changing lines at big interchanges can
be tiresome.
B D
Moscow
Passengers carried per day: 6.6m
Cost of ticket: 28 rubles (0.70 euros)
Length: 301 kilometres
Lines: 12
Stations: 182
The first tunneling for the Moscow Metropolitan
started in 1932. Three years later, the trains started
running. They haven’t stopped since – every 90
seconds or two minutes during rush hour, every five
minutes the rest of the time, from 6 a.m. till 1 a.m.
There may be a crush but there is seldom a wait.
The trains take you through a parade of marbled,
stuccoed, spacious, spotless stations. For tourists
it’s a major draw: from Russian art deco to neo-
classical, the Metro stations are not to be missed. In
short, the Metro was a central, perhaps the central,
element in the building frenzy of the 1930s that
changed the face of Moscow forever.
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Tokyo
Passengers carried per day: 8.7m
Cost of ticket: 160 – 300 yen (1.40 – 2.50 euros)
Length: 328 kilometres
Lines: 14
Stations: 282
Trains do not just arrive on time in Tokyo, they stop
right on the platform mark so that passengers
can line up knowing exactly where the doors
will open. Train driving is a prestigious job for life
for which the applicants must pass a rigorous
screening of health checks, interviews and
written exams before they can don the usually
meticulously turned out uniform, cap and white
gloves. However, overcrowding means it is far from
a commuter paradise. At peak morning hours,
some stations employ part-time platform staff to
cram in passengers. Carriages can be filled to 183%
of capacity. The main reason for such cramped
conditions is that the Tokyo subway system has only
24 kilometres of track for every 1 million people,
compared to 58 on the London Underground.
New lines are under construction, but at a cost of
575,000 euros per metre of rail, progress has been
slow.
Mexico City
Passengers carried per day: 5m
Cost of ticket: 3 pesos (0.15 euros) flat fare
Length: 451 kilometres
Lines: 11
Stations: 175
Fast, relatively safe, and very cheap, Mexico City’s
underground is an oasis of order and efficiency
under the chaos above. The Mexican capital’s
underground system is the biggest in the continent
and one of the most subsidized networks in the
world. Built in the 1960s, it boasts rubber-tyred
carriages and connecting walkways that recall
the Paris Metro. An army of vendors wind their
way through the cars selling everything from
briefcases to potato peelers. The first trains leave
the terminuses at 5 a.m. and the last after midnight
as the masses move from the outskirts of the 20
million-strong megacity. Mexico City’s Metro also
attracts a sizeable contingent of passengers who
are unwilling to spend hours in choking traffic jams.
Without the Metro, the city would grind to a halt,
but expansion is desperately needed to relieve the
crowding. At peak times, two carriages on each
train may be reserved for women and children only.
There is a master plan to build new lines and extend
existing ones, but financial constraints complicated
by the fact that the system runs through different
jurisdictions mean progress is slow.
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 Writing
Part 1
You must answer this question. Write your answer in 220 – 260 words in an appropriate style on the
separate answer sheet.

1 Your class has attended a panel discussion about what kind of mass transportation would be best in the city
centre. You have made the notes below:

What modes of mass transportation should be

encouraged in the city centre?

• cycling
• metro trains
• walking Some opinions expressed in the discussion:

“Cycling is the transportation mode of the future.”

“The money spent on huge engineering projects will be passed

onto the commuter through high ticket prices.”

“The streets should be cleared of cars and given back to the

pedestrians.”

Write an essay discussing two of the modes of transportation in your notes. You should explain which mode of
transport you think should be encouraged in the city centre and provide reasons to support your opinion.

You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words
as far as possible.

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 Listening paper
Part 1
You will hear three different extracts. For questions 1 – 6, choose the answer (A, B or C) which fits best
according to what you hear. There are two questions for each extract.

Extract One

You hear a woman telling her friend about a dance class she has been attending.

1 Why did she decide to join the class?

A She thought it would be a good way to get fit.
B She hoped it would help her to relax.
C She wanted to relive childhood memories.

2 What did she find surprising about the first class?

A how much concentration was needed
B how repetitive the movements were
C how satisfied it made her feel

Extract Two

You hear part of an interview with the manager of a football team.

3 What does he think has been his most important achievement this season?
A winning more matches than in the previous season
B introducing young players into the team
C improving the attitude of staff at the club

4 In his opinion, professional footballers these days

A are paid too much money.
B receive too much media exposure.
C need to improve the way they behave.

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 Extract Three

You hear part of a radio discussion in which two people are reviewing a new computer game.

5 What overall opinion does the woman have of the game?

A It encourages players to be imaginative.
B It will appeal to a wide range of people.
C It presents a new idea for a computer game.

6 What do they agree is a weakness of the game?

A Some tasks are not challenging enough.
B The soundtrack does not have enough variety.
C Some visual images are not very interesting.

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 Part 2
You will hear a diver called Coleen Mason talking about visiting a coral reef in a small submarine. For
questions 7 – 14, complete the sentences.

Coleen says that north-east Atlantic coral is similar in shape to a (7) .

Coleen mentions seeing a species of yellow (8)

as well as coral on her trip.

The submarine Coleen went in had a length of 2.5 metres and a width of (9) .

The submarine was put into the water by a (10) .

Coleen found it difficult to know exactly where the submarine would touch down because of the

(11) .

Coleen explains that water depth can be estimated naturally based

on the (12) .

Coleen was particularly impressed by the large numbers of shrimps and (13)

she spotted on the reef.

Coleen says the only sound in the ocean during her dive was that made by the

(14) .

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 Part 3
You will hear a radio interview in which a man called Frank Williams, the presenter of a television series
about archaeology, is talking about his work. For questions 15 – 20, choose the answer (A, B, C or D) which
fits best according to what you hear.

15 Frank was chosen to present the television series about archaeology because of
A his experience of difficult environments.
B his knowledge of the subject.
C his ability to communicate.
D his research background.

16 What does Frank say about the way subjects for his programmes are selected?
A He thinks too much attention is paid to the way things look.
B He would like to contribute more to the decision-making.
C He feels that topics are sometimes chosen too quickly.
D He approves of the variety of people involved.

17 What has been the most difficult thing for Frank in making his programmes?
A Keeping fit enough to cope with the type of work he does.
B Learning about a different subject for each programme.
C Writing the book that goes with the television series.
D Travelling long distances on a regular basis.

18 The main difference between Frank’s projects and conventional archaeological research is that they
A have a limited time scale.
B have less scientific value.
C produce definitive answers.
D avoid dealing with difficult ideas.

19 Frank thinks the programmes he presents are so popular because

A they treat audiences as intelligent people.
B they remind people of some well-known films.
C they cater for a growing interest in ancient history.
D they have interesting storylines for viewers to follow.

20 As a result of the success of the series, Frank thinks that in future

A the subjects investigated will have to be more exciting.
B he will be able to present other types of television programmes.
C his archaeology programmes will attract extra financial backing.
D more people will feel encouraged to take up archaeology as a profession.

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 23
Part 4
You will hear five short extracts in which university students are talking about a period of work placement they did as part of their course.

Adv p001-03B Practice Test B.indd 23

TASK ONE TASK TWO

For questions 21 – 25, choose from the list A – H, what For questions 26 – 30, choose from the list A – H, what each
led each speaker to do their particular work placement. speaker gained most from the experience.

While you listen you must complete both tasks.

A the intervention of a tutor A increased confidence
Speaker 1 21 Speaker 1 26
B a family connection B a wider range of skills

C another student’s recommendation Speaker 2 22 C an insight into office procedures Speaker 2 27

CAMBRIDGE ENGLISH: ADVANCED | TEST B

D a chance meeting D useful contacts

Speaker 3 23 Speaker 3 28
E responding to an advertisement E a lucrative job offer

F an online search F ideas for a study assignment

Speaker 4 24 Speaker 4 29
G being approached by the company G seeing how to run training sessions

H using a recruitment agency Speaker 5 25 H observing how colleagues Speaker 5 30

interacted

© Cambridge University Press 2014

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