Listening Section I euestions 1-10

Questions 1-10

=:? the notes below.

\O MOHE THAN TWO WORDS AND|OR A NUMBER for each answer

Midbury Drama Club

Background

Example

club started in

Answer

.....1.9.27_..........

. prize recently won by 1 .......................... section

. usual ly performs 2,. . , . . . . . . . . . . . . . . . . . . . . . . p lays

Mêetings

. next auditions will be on Tuesday, 3 ..........................

. help is needed with 4. . . . . . . . . . , . . . . . . . . . . . . . . . and . . . . . . . . . . . . . . . . . . . . .

. rehearsals take place in the 5 .......................... hall

. nearest car park for rehearsals is in Ashbudon Road opposite

the 6. . . . . . . . . . . . . . . . . . . . . . . . , .

Costs

. annual membership fee is 7 1. . , , . , . . . . . . . . . . . . . . . , . . .

. extra payment for 8. . . . . . . . . . . . . . . . . . . . . . . . . .

Contact

. secretary's name is Sarah I .........,,.,.,...........

. secretary's phone number is 10..........................

Test 3 | 97

=q{

Listening Section 2 Questions I 1-20

ojl Questions 11-15

Choose the correct letter, A, B or C'

11 What does the charily Forward thinking do?

A lt funds art exhibitions in hospitals.B lt Produces affordable materials for art therapy'C lt encourages the use of arts proiects in healthcare'

12 What benefit of Fo rward thinking's work does Jasmine mention?

A People avoid going to hospitalB Patients require fewer drugs.C Medical students do better in tests.

13 When did the organisation become known as Forward thinking?

ABc

1986in the 1990s2005

14 Where does Forwa rd thinking opel€te?

A within Clifton citYB in all Pads of London

. C in several towns and villages near Clifton

15 Jasmine explains that the Colville Centre is

A a school for people with health problems.B a venue for a range of different activities.C a building which needs repairing.

9 8 I Test 3 Listening Sectior, :

Questions 1È20

- :ân take part in each of the classes?

: :1e correct letter A, B or C next to questions 16-20.

ABc

Class participants

children and teenagersadultsall ages

-earn Salsa!

Snooth Movers

.i.t of the Forest

-re Money Maze

r.lake a Play

Test 3 | 99

Listening Section ? Questions 21-3o

-ûl Questions2l-26

Complete the flow-chaft below.

choose slX answers from the box and write the correct letter, A-//, next to questions 21-26'

A air quality

B journey timesC land useD leisure facilitiesE means of transportF parking facilitiesG number of pedestrians

H places of employmentI traffic flow

CITY CENTRE FIELD TRIP

Measured 23 . . . . . . . . . . . . twice a day

100 | Test 3 Listening Section 3

Questtuns274)

rdl be resDonsibb for €ach task?

lE correct letter next to auestions 27-30.

Jraw graphs and maps

:tDose photographs

,vrite report

Jo presentation

A

!

c

StefanLaurenboth Stefan and Lauren

Test 3 | tol

Listening Section 4 Questions 31-4o

6osj qusslions 31-35

Complete the sentences below.

Write ONLY ONE WORD for each answer.

31 In the eighteenth century, the......... stil l determined how most people made a living.

32 ln the ground were minerals which supported the many .........."............... of the region.

33 Since the late sixteenth century the French settlers had made............

34 In Cheshire .......... was mined and transported on the river Mersey.

35 Potters worked in a few.......................... sltuated on the small hills of North Staffordshire.

F-osl QuestionsS64o

Complete the notes below.

Write ONE WOBD for each answer

& ô t 0 ô 0 8 t 8 ô 8 8 8 8 8 0 0 8 8 8 C 0 ô C I t t C I û e 8 { r 8 8 8

?ottery notoô6arlhonuars

. potlrrâ usod 36 .......................... alal

. saved monel on 37 . . . . . . . . . . . . . . . . . . . . . . . . . .

disadvantagos.

. needed lwo firingâ in the kiln To bs 38 ..........................

. {ragili\ led ro high 39 .......................... during manu{a.1uring

âlona{aro

. more ?xpensiv, buT betTgr

. made {rom z 4o . . . . . . . . . . . . . . , . . . . . . . . . . . of c\a1 and f l int

Manufacturing in the English Midlands

J 0 2 Test 3 Listening Sectio.- t

Reading Passage I

: - should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

Seed vault guards resources for the futureFiona Harvey paid a visit to a building whose contents are very precious.

:cout 1,000 km f rom the North Pole, Svalbard is

, ae of the most remote places on earth. For this' :ason, i t is the s i te of a vaul t that wi l l safeguard

: pr ice less component of our common her i tage- the seeds of our staple crops. Here, seeds from

:-e world's most vital food crops will be locked

z,vay for hundreds or even thousands of years. l f

- . f ,meth ing goes wrong in the wor ld, the vaul t wi l l

: -ovide the means to restore farming. We, or our

r-.scendants, will not have to retread thousands of

, :ars of agr icu l ture f rom scratch.

)eep in the vaul t a t the end of a long tunnel , are

: r ree s lorage vaul ts which are l ined wi th insulated

:anels to he ' lp mainta in the cold temperatures.

: ectronic transmitters linked to a satellite

:vstem moni tor temperature, etc . and pass the^format ion back to the appropr ia te author i t ies at

-ongyearbyen and the Nordic Gene Bank which

:rov ide the technica l in format ion for managing the

:eed vaul ts .The seeds are o laced in sealed boxes

.nd stored on shelves in the vaul ts .The min imal^ lo is ture level and low temDerature ensure low^retabolic activity.The remote location, as well as

: re rugged st ructure, prov ide unpara l le led secur i ty'cr the wor ld 's agr icu l tura l her i tage.

-he three vaul ts are bur ied deep in the h i l ls ide.

-o reach them, it is necessary to proceed down a

cng and surpr is ing ly large corr idor . At 93.3 metres

n length, i t connects the 26-metre long entrance

:u i ld ing to the three vaul ts , each of which extends

i further 27 metres into the mountain.Towards

the end of th is tunnel , a f ter about 80 metres,

there are severa l smal l rooms on the r ight -hand

side. One is a t ransformer room to which only

the power company officials have access - this

houses the equipment needed to t ransform the

incoming electrical current down to 220 volts. A

second is an e lect r ica l room housing contro ls for

the ôompressor and other equipment .The other

room is an office which can be heated to provide

comfof table work ing condi t ions for those who wi l l

make an inventory of the samples in and out of the

vau l t .

Anyone seeking access to the seeds has to

pass through four locked doors: the heavy steel

entrance doors, a second door approx imate ly 90

metres down the tunnel and finally the two keyed

doors separated by an airlock, from which it is

possib le to proceed d i rect ly in to the seed vaul ts .

Kevs are coded to allow access to different levels

of the facilitv.

::ding Passage 1 Test 3 | 103

A work of ar t wi l l make the vaul t v is ib le for mi les

around.The vaul t ent rance is f i l led wi th h ighly

reflective sheets of steel and mirrors which form

an installation acting as a beacon. lt reflects polar

l ight in the summer months, whi le in the winter ,

a network of 200 fibre-optic cables will give thepiece a muted g reenish-tu rq uoise ând white light.

Cary Fowler , the mastermind behind the vaul t ,

s tands ins ide the echoing cavern. For h im, th is is

the culmination of nearly 30 years of work. 'lt 's

an insurânce pol icy, 'he expla ins, 'a very cheap

insurance pol icy when you consider what we' re

insuring - the earth's biological diversity.'

Seeds are being brought here from all over the

world, from seed banks created by governments,

univers i t ies and pr ivate inst i tu t ions. Soon, there

will be seed varieties from at least 100 croDs in

the Svalbard vaul t - extending to examples of a l l

o f the 1.5 mi l l ion known crop seed var ie t ies in the

wor ld. l f any more are unear thed, e i ther in the wi ld

or found in obscure col lect ions, they can be added,

too - the vaul t has room for at least 4.5 mi l l ion

samoles.

lnside the entrance area it is more than 10'C

below f reezing, but in the chambers where

the seeds are kept, refrigerators push down

the temperâture even further, to -18' C. At this

temperature, which will be kept constant to stop

the seeds germinating or rotting, the wheat seeds

wi l l remain v iable for an est imated 1,700 years, the

bar ley for 2,000 years and the sorghum for 20,000

vears.

Svalbard's Arctic conditions will keep the seeds

cold. In order to mainta in the temperature at

a constant -10 'C to -20 'C, the cold Arct ic a i r

wi l l be drawn in to the vaul t dur ing the winter ,

automat ica l lv and wi thout human in tervent ion. The

surrounding rock wi l l mainta in the temperature

requi rements dur ing the ext remely co ld season

and, dur ing warmer per iods, ref r igerat ion

equipment wi l l engage. Looking out across the

snow-covered mountains of Svalbard, it is hard

not to feel respect for the 2,300 or so people who

l ive here, main ly in Longyearbyen, a v i l lage a few

mi les away.There are three months wi thout l ight

in winler.

Svalbard is in tended as the seed bank of last

resor t . Each samole is made uo of a few hundred

seeds, sealed inside a watertight package which

wi l l never be tamoered wi th whi le i t is in the vaul t .

The packages of seeds remâin the property of

the collections they have come from. Svalbard

wi l l d isburse samples bnly i f a l l the other seeds

in other collections around the world are gone,'

explains Fowler. lf seeds do have to be given out,

those who receive them are expected to germinate

them and generate new samples, to be returned to

the vaul t .

t04 | Test 3 Reading Passi$

1-6

+ :ne diagram below.

:,:se NO MORE THAN TWO WORDS OR A NUMBER from the passage for each answer

icur answers in boxes 1-6 on Vour answer sheet.

The Svalbard Vault ,; -.

The seeds are conservedby thecold and lack of 6

ïhe entrance to the seed vaultitself is protected with doors with

ïhe 4. . . . . . . . . . . . . . . . . . . . . . . . . . isreduced as it enters the vault.

Seeds are processed in the 3 ..........................before they go into the vault.

A tunnel, which is 2 . . . , . . . . . . . . . . . . . . . . . . . . . . long,connects the entrance building to the vault.

The installation in the entrance consists of 1and metal pan€ls which maximise natural light.

7-13*+'ollowing statements agree with the information given in Reading passage 1?:,=,s 7-13 on vour answer sheet. write-RUE

ÊAISEif the statement agrees with the informationif the statement contradicts the information

rtOT GMN if there is no information on this

--e vault has the capacity to accommodate undiscovered types of seed at a later date.--ere

are different levels of refrigeratlon according to the kinds of seeds stored.

:,ring winter, the flow of air entering the vault is regularly monitored by staff.--ere

is a back-up refrigeration system ready to be switched on if the present one fails.-^e people who work at Svalbard are mainly locals.

l-ce a seed package is jn the vault, it remains unopened.

' seeds are sent from Svalbard to other banks, there is an obligation for the recipient to send.-f,lacements back.

Passage t Test 3 | 1O5

Reading Passage 2

You should spend about 20 minutes on Questions ltl-26, which are based on Reading Passage 2 below.

WHAT COOKBooKS REATLY TEACH Us

cA Shelves bend under their weight of cookery

books. Even a medium-sized bookshop contains

many more recipes than one person could hope

to cook in a liferime. AJrhough the recipes in

one book are often similar to those in another,

their presentation varies wildly from an array of

vegetarian cookbooks to instructions on cooking

the food that historical figures might have eaten.

The reason for this abundance is that cookbooks

promise to bring about a kind of domestic

transformation for the user. The daily rourine can

be put to one side and they liberate the user, if

only cemporarily. To lollow rheir insrrucrions i\ ro'turn a task which has to be performed every day

into an engaging, romantic process. Cookboohs

also provide an opportuniry to delve into distant

cultures without having to turn up at an airport to

ger rhere.

The first Western cookbook appeared just over

1,600 years ago. De re coquinara (it means'concerning cookery') is attributed to a Roman

gourmet named Apicius. It is probably a

compilation of Roman and Greek recipes, some

or all ofthem drawn from manuscriprs thar were

later lost. The editor was sloppy, allowing several

duplicated recipes to sneak in. Yet Apicius's book

set the rone ofcookery advice in Lurope lor

more than a thousand years. As a cookbook ir is

unsatisfacaory with very basic instructions. JosephVehling, a chefwho translated Apicius in rhe

1930s, suggested the author had been obscure on

purpose, in case his secrets leaked out.

But a more likely reason is that Apicius's recipes

were written by and for professional cooks, who

could follow Lheir shorrhand. This siruarion

continued for hundreds ofyears. There was

no order to cookbooks: a cake recipe might be

followed by a mutton one. But then, they were nor

written for careful study. Before the 19'h century

few educated people cooked for themselves.

The wealthiest employed literate chefs; others

presumably read recipes to their servants. Such

cooks would have been capable ofcreating dishes

from rhe vaguesr ofinstructions.

The invention ofprinting might have been

expected to lead to greater clarity but at first the

reverse was true. As words acquired commercial

value, plagiarism exploded. Recipes were distorted

rhrough reproduction. A recipe for boiled capon ir

T/te Good Huswiues Jewell, printed in 1596, advisec

the cook to add three or four dates. By 1653,

when the recipe was given by a different author ir:

A Booh of Fruits t Flowers, the cook was told to -

the dish aside for three or four days.

The dominanr rheme in l6 'h and 17" <enrury

cookbooks was order. Books combined recipes

and household advice, on the assumption thar a

well-made dish, a well-ordered larder and well-

disciplined children were equally important.

Cookbooks thus became a symbol ofdependab::

in chaotic times. They hardly seem to have beer

affected by the English civil war or the revoluric =

in America and France.

D

106 | Test 3 Reading Pass.ç

In the 1850s Isabella Beeton published Tlte BooÉ

of Household Maruagement. Like ea ier cookery

wrirers *he plagiarised freely. liÊing norjusr recipes

but philosophical observations from other books.

IfBeeton! recipes were nor wholly new, though,

the way in which she presented them certainly

was. She explains wh€n the chief ingredients are

most likely to be in season, how long the dish will

take to prepare and even how much it is likely to

cost. Beeton's recipes were well suited to her times.

Two centuries earlieq an understanding ofrural

ways had been so widespread that one writer could

advise cooks to heat water until it was a little

hotter than milk comes from a cow. By the 1850s

Britain was industrialising. The growing urban

middle class needed details, and Beeton provided

them in full.

In France, cookbooks were fast becoming even

more systematic. Compared with Britain, France

had produced few books written for rhe ordinary

householder by the end of che I 9rh century

The most celebrated French cookbooks were

written by superstar chefs who had a clear sense

of codi$'ing a unified approach to sophisticated

French cooking. The 5,000 recipes in Auguste

EscoÊer's Le Guide Culinaire (The Culinary

Guide), published in 1902, might as well have

been written in stone, given rhe bookt reputation

among French chefs, many ofwhom still consider

it the deÊnitive reference book.

V4rat Escoffier did for French cooking, Fannie

Farmer did for l':nerican home cooking. She not

only synthesised American cuisine; she elevated

it to the status ofscience. 'Progress in civilisation

has been accompanied by progress in cookery' she

breezily announced in The Boston Coohing-School

Cooh Book, before launching inro a collecrion

ofrecipes that sometimes resembles a book of

chemistry experiments. She was occasionally

over-fussy. She explained thar currants should be

picked between June 28th and July 3rd, but not

when it is raining. But in the main her book is

reassuringly authoritative. Irs recipes are short,

with no unnecessary chat and no unnecessary

spices.

In 1950 Meditenanean Food 6y Elizabeth David

launched a revolution in cooking advice in

Britain. In some ways Meditetanean Food recalled

even older cookbooks but the smells and noises

thar filled Davidt books were not mere decoration

for her recipes. They were rhe point ofher bools.

V/hen she began to write, many ingredients were

not widely available or affordable. She understood

this, acknowledging in a later edition ofone of

her bools that 'even ifpeople could not very often

make the dishes here described, it was stimulating

to think about them.' David's bool<s were not so

much cooking manuals as guides to the kind of

food people might well wish to eat.

Passage 2 Test 3 | 1O7

Questions 1/t-16

Complete the summary below.

Choose A/O MORE THAN TWO WORDS from the passage for each answer.

Wite your epÉwers in boxes 14-16 on your answer sheet'

Questions 17-21

Reading Passage 2 has nine paragraphs, A-1.

Which paragraph contains the following information?

Write the conect tetter, A-L in boxes 17-21 on your answer sheet'

NB You ry1ay use any letter more than once.

17 cookery books providing a sense of stability during periods of unrest

18 details in recipes being altered as they were passed on

19 knowledge which was in danger of disappearing

20 the negative effect on cookery books of a new develop{nent

21 a Deriod when thôre was no need for cookery books to be precise

Why are therc so many cookery books?

There are a great number rnore cookery books published than is rea[y

necessary and it is their 14............ which makes thetn differ from each

othêr. There are such large numbers because they otfer people an escape

from their 15............ and some give the user ihe chance to inform

themselves about other 16.. . . . . - . . . . . .

lo8 | Test 3Reading

Questions 2-26

Look at the following statements (Ouêstions 22-Æ) and list of books (A-E) below

each statement with the correct book, A-E.

the correct letter, A-E, in boxes 22-26 on your answer sheet.

Its recipes were easy to lollow despite the writer's attention to detail.

tts writer may have deliberately avoided passing on details.

It appealed to ambitious ideas people have about cooking.

Its writer used ideas from other books but added additional related information.

It put into print ideas which are still respected today.

List of cookery booksA De re coquinaraB The Book of Household ManagementC Le Guide CulinaireD The Boston Cooking-SchoolCook BookE Mediterranean Food

Passage 2 Test3 | llt9

lW ReadinsPassaselyou should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

Is there more to video gamesthan people realise?

Many people who spend a lot of t ime playing

video games insist that they have helped

them in areas l ike conf idence-bui ld ing,

presentation skills and debating' Yet this way

of thinking about v ideo games can be found

almost nowhere within the mainstream media,

which st i l l tend to t reat games as an odd mix

of the sl ight ly menacing and the al ien. This

lack of awareness has become increasingly

inappropr iate, as video games and the cul ture

that surrounds them have become very big

business indeed.

Recently, the British government released

the Byron report into the effects of electronic

media on chlldren. lts conclusions set out a

cleat rational basis for exploring the regulation

of video games. The ensuing debate, however,.

has descended into the same old squabbl ing

between partisan factions: the preachers of

mental and moral decline, and the innovative

game designers. In between are the gamers,

busi ly buying and playing whi le nonsense is

talked over their heads.

Susan Greenfield, renowned neuroscientist,

outlines her concerns in a new book. Every

individual's mind is the product of a brain that

has been personalised by the sum total of

their experiences; with an increasing quantity

of our experiences from very early childhood

taking place'on screen'rather than in the world,

there is potentially a profound shift in the way

children's minds work. She suggests that the

fast-paced, second-hand experiences created

by video games and the Internet may inculcate

a worldview that is less empathetic, more risk-

taking and less contemplative than what we

tend to think of as healthY.

Greenfield's prose is full of mixed metaphors

and self-contradictions and is perhaps the

worst enemy of her attempts to persuade

This is unfortunate, because however much

technophiles may snort, she is articulating

widely held fears that have a basis in fact.

Unlike even their immediate antecedents, the

latest electronic media are at once domestic

and work-related, their mobility blurring the

boundaries between these spaces, and video

games are at their forefront. A generational

divide has opened that is in many ways more

profound than the equivalent shifts associated

with radio or television, more alienating for

those unfamiliar with new technologies, more

absorbing for those who are. So how do our

lawmakers regulate something that is too fluid

to be fully comprehended or controlled?

Adam Martin, a lead programmer for an online

games developer, says:'Computer games teach

and people don't even notice they're being

taught. 'But isnt the kind of learning that goes

on in games rather narrow? A large part of the

addictiveness of games does come from the

fact that as you play you are mastering a set of

110 | Test 3 Reading Passag:

- ̂ a I lenges. But humanity 's larger u nderstanding:' the world comes primarily through

:: .r1munication and experimentation, through:-swering the question "What if?" Games excel: : :eaching this too. '

i:=ven Johnson's thesis is not that electronic: = res constitute a great, popular art, but that the-: a n level of mass cu lture has been demanding

::=adily more intellectual engagement from

::^sumers. Games, he points out, generate

:.=: sfaction via the complexity of their virtual,,:'lds, not by their robotic predictability.-:::ing

the nature and limits of the laws of

: - : ̂ imaginary worlds has more in common. ' : r scient i f ic methods than with a point less

:: r iction, while the complexity of the problems

:^ dren encounter within games exceeds that

: ' :nythlng they might f ind at school.

i-=enfield arg ues that there are ways of thinking

:- : : p laying video games simply cannot teach.

l-= has a point. We should never forget, for- ; :ance, the unique abi l i ty of books to engage

:- : expand the human imaginat ion, and to

; , : us the means of more ful ly expressing our

: : ,ât ions in the world. Intr iguingly, the video

:,: res industry is now growing in ways that have- :'e in common with an old-fashioned world

: ' :cmpanionable past imes than with a cyber---:-re of lonely, isolated obsessives. Games- , ' ,h ich fr iends and relat ions gather round a

r: ̂ jo le to compete at act iv i t ies are growing in

: , : :u lar i ty.The agenda is increasingly being set

: , , :he concerns of mainstream consumers -

' - : t they consider acceptable for their chi ldren,

what they want to play at parties and acrossgenerations.

These trends embody a familiar but important

truth: games are human products, and lie

within our control. This doesn't mean we yet

control or understand them fully, but it should

remind us that there is nothing inevitable or

incomprehensible about them. No matter

how deeply it may be felt, instinctive fear is an

inappropriate response to technology of any

kind.

So far, the dire predictions many traditionalists

have made about the death'of old-fashioned

narratives and imaginative thought at the hands

ofvideo games cannot be upheld. Television and

cinema may be suffering, economically, at the

hands of interactive media. But literacy standards

have failed to decline. Young people still enjoy

sport, going out and listening to music. And most

research - including a recent 51 .5m study funded

by the US government - suggests that even pre-

teens are not in the habit of bluning game worlds

and real worlds.

The sheer pace and scale of the changes we

face, however, leave little room for complacency.

Richard Bartle, a British writer and game

researcher, says 'Times change: accept it;

embrace it.'Just as, today, we have no living

memories of a time before radio,we will soon live

in a world in which no one l iv ing experiencedgrowing up without computers. lt is for this

reason that we must try to examine what we

stand to lose and gain, before it is too late.

Passage 3 T e s t 3 | 1 1 1

Questions 27-32

Do the following statements agree with the views of the writer in Reading Passage 3?

ln boxes 27-32 on your answer sheet, write

if the statement agrees with the views of the writerif the statement contradicts the views of the writer

NOT GwEN if it is impossible to say what the writer thinks about this

27 Much media comment ignores the impact that video games can have on many people's lives.

2a The publication of the Byron Report was followed by a worthwhile discussion between those for and

against video games.

Susan Greenfield's way of writing has become more complex over the years.

30 lt is likely thai video games will take over the role of certain kinds of books in the future.

More sociable games are being brought out to satisfy the demands of the buying public.

Being afraid of technological advances is a justifiable reaction.

Questions 3&.37

Choose the conect letter, A, B, C or D.

Write the Conect lettef A4, in boxes 33-37 on your answer sheet'

gt3 According to the writer, what view about video games does Susan Greenfield put forward in hei newbook?

A They are exposing a child to an adult view of the world too soon.B Children become easily frightened by some of the situations in them.C They are changing the way children's view of the world develops.D Children don't learn from them because they are too repetitive.

U According to the writer, what problems are faced when regulating video games?

A The widespread and ever-changing use of games makes it difficult for lawmakers tocontrol them.

B The appeal of the games to a younger generation isn't really understood by manylawmakers.

C The lawmakers try to apply the same rules to the games as they did to radio and television.D Many lawmakers feel it is too late for the regulations to have much effect on the use of

games.

vEsNO

31

32

35 What mainpoint does Adam Martin make about video games?

People are learning how to avoid becoming addicted to them.They enable people to learn without being aware of it happening.They satisfy a need for people to compete with each other.People learn a narrow range of skills but they are stil l useful.

ABcD

1r2 | Test 3 Reading Passage 3

,'ihich of the following does Steven Johnson disagree with?

A the opinion that video games offer educational beneflts to the userB the attitude that video games are often labelled as predictable and undemandingC the idea that children's Iogic is tested more by video games than at schoolD the suggestion that video games can be compared to scientifjc procedures

,', - ch of the following is the most suitable subtitle for Reading Passage 3?

A A debate about the effects of video games on other forms of technology.B An examination of the opinions of young people about video games.C A discussion of whether attitudes towards video games are outdated.D An analysis of the principles behind the historical development of video games.

,-estions 3840- - .:e each sentence with the correct ending, A-E, below.

': :^a correct letter, A-E, on your answer sheet.

-^ere is little evidence for the traditionalists' prediction that

: 'ecent study by the US government found that

: :hard Bartle suggests that it is important for people to accept the fact that

young people have no problem separating their own lives from the ones they play

on lne 9creen.

ievels of reading ability will continue to drop significantly.

new advances in technology have to be absorbed into our lives.

games cannot provide prêparation for the skills needed in real life.

young people will continue to play video games despite warnings against doing so.

ng Passage 3 T e s t 3 | 1 1 3

Writing

Writing Task IYou should spend about 20 minutes on this task.

The graph below gives information about international tourtstarrivals in different part6 of the world,

Summarise the information by selecting and reporting themain features, and make compartsons where relevant,

Write at least 150 words.

International tourist arrivals1 0 0

90

80

70

60

50

40

30

20

'10

0

c.9E

1990 1995 2000 2005

Based on data published by the United Nations Wodd Tourism Orgânization, 2008.

' Central and

Writing Task 2You should spend about 40 minutes on this task.

Write about the following topic:

Some people argue that it is more important to have anenjoyable job than to ean a lot of money. OtheÊ disagreeand think that a good salary leads to a belter life.

Discuss botlr these views and give your own opinion.

Give reasons for your answer and include any relevant examples from your ownknowledge or experience.

Write at least 250 words.

114 | Test 3

Speaking

eaking Part I:xaminer will ask you some questions about yourself, your home, work or

: :s and familiar topics.

:: s talk about your studies (or your job).--. yau studying or do you have a job?

^ere are you studying?-:.r many hours do you spend there in a week?-:

me something about the place where you study.^at are your favourite subjects?

- at is your job?- - ,,,' long have you been doing that job?

- .h paft of your job do you enjoy the most? Why?-. ne about the place where you work.

i {aminer will then ask you some questions about one or two other topics,: - ?mpre:

let's talk about your free time.,'ou soend a lot of time with vour friends?,'ou go out much in the evening?'. much television do you watch?. ou do any sports?

aking Paft 2: : '.aminer will give you a topic on a card like the one on the'' :rd ask you to talk about it for one to two minutes. Before- -= < you'll have one minute to think about what you're going::, The examiner will give you some paper and a pencil so

: :1 make notes if you want to.

: : raminer may ask one or two more questions when you: ' rished. for examDle:

Describe a iourney you remember well.You should say:

how you travelledwhere you wentwhat happened

and explain why the iourney wasmemorable for you.

: ..ou enjoy travelling?- : :/ou good at remembering things that happened a long time ago?

aking Part 3, :.:âminer will ask some more general questions which follow on from the topic in Part2.

- : .,au think too many people are dependent on cars as a means of transpoft?- .' do people prefer to travel by car? ls there a way of changing this attitude?

- , .'., could public transpot't systems be improved?-: ,,.' can the amount of air travel be reduced throughout the world?- : ,',' will people travel in the future, do you think?

Test 3 | 115