Examination papers from University of Cambridge ESOL Examinations: English for Speakers of Other Languages ?? ? ? ??? ?? ? ??? ? ? ? ? ?? ? ? ? ? ? Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 2RU, UK www. cambridge. org Information on this title: www. cambridge. org/9780521544627 © Cambridge University Press 2005 It is normally necessary for written permission for copying to be obtained in advance from a publisher.
The candidate answer sheets at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© UCLES 2005 Photocopiable ’ may be copied.
First published 2005 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this book is available from the British Library ISBN-13 ISBN-10 ISBN-13 ISBN-10 ISBN-13 ISBN-10 ISBN-13 ISBN-10 978-0-521-54462-7 Student’s Book with answers 0-521-54462-9 Student’s Book with answers 978-0-521-54464-1 Cassette Set 0-521-54464-5 Cassette Set 978-0-521-54465-8 Audio CD Set 0-521-54465-3 Audio CD Set 978-0-521-54463-4 Self-study Pack 0-521-54463-7 Self-study Pack Contents Introduction Test 1 Test 2 Test 3 Test 4 10 34 57 81 103 116 4
General Training: Reading and Writing Test A General Training: Reading and Writing Test B Tapescripts Answer key 130 152 Model and sample answers for Writing tasks Sample answer sheets Acknowledgements 174 176 162 Test 1 XL I STE NI NG X S EC T I ON 1 Questions 1–4 Questions 1–10 Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. NOTES ON SOCIAL PROGRAMME Example Number of trips per month: Answer 5 ……… Visit places which have: • historical interest • good 1 …………………………… • 2 ………………………………… Cost: Note: Time: To reserve a seat: between ? . 00 and ? 15. 00 per person special trips organised for groups of 3 ……………… people departure – 8. 30 a. m. return – 6. 00 p. m. sign name on the 4 ……………… 3 days in advance 10 Listening Questions 5–10 Complete the table below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. WEEKEND TRIPS Place St Ives London Date Number of seats 16 45 18 50 16 Optional extra Hepworth Museum 5 ……………………….. 16th February 3rd March 18th March 23rd March 6 ……………………….. S. S. Great Britain Stonehenge ……………………….. Salisbury Bath For further information: 8 ……………………….. Read the 9 ……………………….. or see Social Assistant: Jane 10 ……………………….. 11 Test 1 S E C TI ON 2 Questions 11–13 Questions 11–20 Complete the sentences below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. RIVERSIDE INDUSTRIAL VILLAGE 11 Riverside Village was a good place to start an industry because it had water, raw materials and fuels such as …………………… and …………………… .
The metal industry was established at Riverside Village by …………………… who lived in the area. There were over …………………… water-powered mills in the area in the eighteenth century. 12 13 12 Listening Questions 14–20 Label the plan below. Write NO MORE THAN TWO WORDS for each answer. The 17 …………… The Engine Room The Grinding Shop The 18 …………. The 19 ……. River The Stables The Yard 20 ……………. for the workers The Works Office Car Park The 16 ……………. The 15 ……………. Toilets Entrance 14 …………….
Road 13 Test 1 S E C TI ON 3 Questions 21 and 22 Questions 21–30 Choose the correct letter, A, B or C. Example Melanie could not borrow any books from the library because A B C the librarian was out. she didn’t have time to look. the books had already been borrowed. 21 Melanie says she has not started the assignment because A B C she was doing work for another course. it was a really big assignment. she hasn’t spent time in the library. 22 The lecturer says that reasonable excuses for extensions are A B C planning problems. roblems with assignment deadlines. personal illness or accident. 14 Listening Questions 23–27 What recommendations does Dr Johnson make about the journal articles? Choose your answers from the box and write the letters A–G next to questions 23–27. A B C D E F G must read useful limited value read ? rst section read research methods read conclusion don’t read Example Anderson and Hawker: Answer A ………… Jackson: 23 …………………… Roberts: Morris: Cooper: Forster: 24 …………………… 25 …………………… 26 …………………… 27 …………………… 15 Test 1
Questions 28–30 Label the chart below. Choose your answers from the box below and write the letters A–H next to questions 28–30. Population studies Reasons for changing accommodation g g 100 90 80 70 60 50 40 30 20 10 0 C 28 …… 29 …… 30 …… E G 1 2 3 4 5 6 A B C D E F G H 16 Possible reasons uncooperative landlord environment space noisy neighbours near city work location transport rent Listening S E C TI ON 4 Questions 31–40 Complete the notes below. Write NO MORE THAN TWO WORDS for each answer. THE URBAN LANDSCAPE
Two areas of focus: • the effect of vegetation on the urban climate • ways of planning our 31 …………………… better Large-scale impact of trees: • they can make cities more or less 32 …………………… • in summer they can make cities cooler • they can make inland cities more 33 …………………… Local impact of trees: • they can make local areas – more 34 …………………… – cooler – more humid – less windy – less 35 …………………… Comparing trees and buildings Temperature regulation: • trees evaporate water through their 36 …………………… • building surfaces may reach high temperatures Wind force: • tall buildings cause more wind at 37 …………………… level • trees 38 …………………… the wind force Noise: • trees have a small effect on traf? c noise • 39 …………………… frequency noise passes through trees Important points to consider: • trees require a lot of sunlight, water and 40 …………………… to grow 17 Test 1 XRE A DI NG X REA D I N G PASSAG E 1
You should spend about 20 minutes on Questions 1–14 which are based on Reading Passage 1 below. Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes – about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests – what and where they are, why they are important, what endangers them – independent of any formal tuition.
It is also possible that some of these ideas will be mistaken. Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools. The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot.
The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator. 18 Reading Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.
Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life. The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.
One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth. In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming.
This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important. The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests. Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction.
In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers. 19 Test 1 Questions 1–8 Do the following statements agree with the information given in Reading Passage 1?
In boxes 1–8 on your answer sheet write TRUE FALSE NOT GIVEN 1 2 3 if the statement agrees with the information if the statement contradicts the information if there is no information on this The plight of the rainforests has largely been ignored by the media. Children only accept opinions on rainforests that they encounter in their classrooms. It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school. The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them. The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa? ’ Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.
The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests. A second study has been planned to investigate primary school children’s ideas about rainforests. 4 5 6 7 8 20 Reading Questions 9–13 The box below gives a list of responses A–P to the questionnaire discussed in Reading Passage 1. Answer the following questions by choosing the correct responses A–P. Write your answers in boxes 9–13 on your answer sheet. 9 10 What was the children’s most frequent response when asked where the rainforests were? What was the most common response to the question about the importance of the rainforests? What did most children give as the reason for the loss of the rainforests?
Why did most children think it important for the rainforests to be protected? Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television? There is a complicated combination of reasons for the loss of the rainforests. B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe. C Rainforests are located near the Equator. D Brazil is home to the rainforests. E Without rainforests some animals would have nowhere to live. F Rainforests are important habitats for a lot of plants. G People are responsible for the loss of the rainforests. H The rainforests are a source of oxygen.
I Rainforests are of consequence for a number of different reasons. J As the rainforests are destroyed, the world gets warmer. K Without rainforests there would not be enough oxygen in the air. L There are people for whom the rainforests are home. M Rainforests are found in Africa. N Rainforests are not really important to human life. O The destruction of the rainforests is the direct result of logging activity. P Humans depend on the rainforests for their continuing existence. A 21 11 12 13 Test 1 Question 14 Choose the correct letter, A, B, C, D or E. Write your answer in box 14 on your answer sheet. Which of the following is the most suitable title for Reading Passage 1? A B C D E
The development of a programme in environmental studies within a science curriculum Children’s ideas about the rainforests and the implications for course design The extent to which children have been misled by the media concerning the rainforests How to collect, collate and describe the ideas of secondary school children The importance of the rainforests and the reasons for their destruction 22 Reading REA D I N G PASSAG E 2 You should spend about 20 minutes on Questions 15–26 which are based on Reading Passage 2 below. What Do Whales Feel? An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises
Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacri? ced. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary. The sense of touch has sometimes been described as weak too, but this view is probably mistaken.
Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and freeranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there. 23 Test 1 The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater – speci? ally a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and ? lmed off Argentina and Hawaii – have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the ? eld of vision in baleen whales that they probably do not have stereoscopic vision. On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward.
By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne ? ying ? sh, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small ? sh out of a trainer’s hand provides anecdotal evidence to the contrary. Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and ? ooded plains.
The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light. Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales.
Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science. 1. echolocation: the perception of objects by means of sound wave echoes. 24 Reading Questions 15–21 Complete the table below. Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer. Write your answers in boxes 15–21 on your answer sheet.
SENSE Smell SPECIES toothed baleen Taste Touch Vision some types all 16………… dolphins, porpoises 18………… bottlenose dolphin boutu and beiji Indian susu Hearing most large baleen 21………… whales and ………… whales toothed ABILITY no not certain poor yes yes yes yes yes poor no yes COMMENTS evidence from brain structure related brain structures are present nerves linked to their 15………… are underdeveloped region around the blowhole very sensitive probably do not have stereoscopic vision probably have stereoscopic vision 17………… and ………… probably have stereoscopic vision forward and upward exceptional in 19………… and good in air–water interface have limited vision probably only sense direction and intensity of light usually use 20…………; repertoire limited yes song-like yes use more of frequency spectrum; have wider repertoire 25 Test 1 Questions 22–26
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 22–26 on your answer sheet. 22 23 24 25 26 Which of the senses is described here as being involved in mating? Which species swims upside down while eating? What can bottlenose dolphins follow from under the water? Which type of habitat is related to good visual ability? Which of the senses is best developed in cetaceans? 26 Reading REA D I N G PASSAG E 3 You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below. Visual Symbols and the Blind Part 1 From a number of recent studies, it has become clear that blind people an appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular ? gures until about 1877. Fig. When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter?
The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion. To search out these answers, I created raised-line drawings of ? e different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto. All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signi? d that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly. 27 Test 1 In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only ? gured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects. Part 2 We have found that the blind understand other kinds of visual metaphors as well.
One blind woman drew a picture of a child inside a heart – choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard? All our subjects deemed the circle soft and the square hard.
A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2. ) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to circle. In fact, only a small majority of sighted subjects – 53% – had paired far and near to the opposite partners.
Thus, we concluded that the blind interpret abstract shapes as sighted people do. Words associated with circle/square Agreement among subjects (%) 100 94 94 89 89 87 87 85 81 81 79 79 74 74 62 62 57 53 53 51 SOFT-HARD MOTHER-FATHER HAPPY-SAD GOOD-EVIL LOVE-HATE ALIVE-DEAD BRIGHT-DARK LIGHT-HEAVY WARM-COLD SUMMER-WINTER WEAK-STRONG FAST-SLOW CAT-DOG SPRING-FALL QUIET-LOUD WALKING-STANDING ODD-EVEN FAR-NEAR PLANT-ANIMAL DEEP-SHALLOW Fig. 2 Subjects were asked which word in each pair ? ts best with a circle and which with a square. These percentages show the level of consensus among sighted subjects. 28 Reading Questions 27–29 Choose the correct letter, A, B, C or D.
Write your answers in boxes 27–29 on your answer sheet. 27 In the ? rst paragraph the writer makes the point that blind people A B C D 28 may be interested in studying art. can draw outlines of different objects and surfaces. can recognise conventions such as perspective. can draw accurately. The writer was surprised because the blind woman A B C D drew a circle on her own initiative. did not understand what a wheel looked like. included a symbol representing movement. was the ? rst person to use lines of motion. 29 From the experiment described in Part 1, the writer found that the blind subjects A B C D had good understanding of symbols representing movement. ould control the movement of wheels very accurately. worked together well as a group in solving problems. got better results than the sighted undergraduates. Questions 30–32 Look at the following diagrams (Questions 30–32), and the list of types of movement below. Match each diagram to the type of movement A–E generally assigned to it in the experiment. Choose the correct letter A–E and write them in boxes 30–32 on your answer sheet. 30 A B C D E 31 steady spinning jerky movement rapid spinning wobbling movement use of brakes 32 29 Test 1 Questions 33–39 Complete the summary below using words from the box. Write your answers in boxes 33–39 on your answer sheet.
NB You may use any word more than once. In the experiment described in Part 2, a set of word 33…… was used to investigate whether blind and sighted people perceived the symbolism in abstract 34…… in the same way. Subjects were asked which word ? tted best with a circle and which with a square. From the 35…… volunteers, everyone thought a circle ? tted ‘soft’ while a square ? tted ‘hard’. However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices. associations hundred sighted words blind identical similar deep pairs shallow hard shapes soft Question 40
Choose the correct letter, A, B, C or D. Write your answer in box 40 on your answer sheet. Which of the following statements best summarises the writer’s general conclusion? A B C D The blind represent some aspects of reality differently from sighted people. The blind comprehend visual metaphors in similar ways to sighted people. The blind may create unusual and effective symbols to represent reality. The blind may be successful artists if given the right training. 30 Writing XWRIT I NG X W R I TI NG TASK 1 You should spend about 20 minutes on this task. The table below shows the proportion of different categories of families living in poverty in Australia in 1999.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. Family type Proportion of people from each household type living in poverty 6% 4% 19% 7% 21% 12% (54,000) (48,000) (359,000) (211,000) (232,000) (933,000) single aged person aged couple single, no children couple, no children sole parent couple with children all households 11% (1,837,000) 31 Test 1 WR I TI NG TASK 2 You should spend about 40 minutes on this task. Write about the following topic: Compare the advantages and disadvantages of three of the following as media for communicating information. State which you consider to be the most ffective. • • • • • • comics books radio television ? lm theatre Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. 32 Speaking XSP E A K I NG X PA RT 1 The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics. EXAMPLE Friends • • • • Are your friends mostly your age or different ages? [Why? ] Do you usually see your friends during the week or at weekends? [Why? ] The last time you saw your friends, what did you do together? In what ways are your friends important to you? PA RT 2 Describe an interesting historic place.
You should say: what it is where it is located what you can see there now and explain why this place is interesting. You will have to talk about the topic for one to two minutes. You have one minute to think about what you’re going to say. You can make some notes to help you if you wish. PA RT 3 Discussion topics: Looking after historic places Example questions: How do people in your country feel about protecting historic buildings? Do you think an area can bene? t from having an interesting historic place locally? In what way? What do you think will happen to historic places or buildings in the future? Why? The teaching of history at school Example questions: How were you taught history when you were at school?
Are there other ways people can learn about history, apart from at school? How? Do you think history will still be a school subject in the future? Why? 33 Test 2 XL I STE NI NG X S EC T I ON 1 Questions 1–5 Questions 1–10 Choose the correct letter, A, B or C. Example How long has Sally been waiting? A B C 1 ? ve minutes twenty minutes thirty minutes What does Peter want to drink? A B C tea coffee a cold drink 2 What caused Peter problems at the bank? A B C The exchange rate was down. He was late. The computers weren’t working. 3 Who did Peter talk to at the bank? A B C an old friend an American man a German man 4 Henry gave Peter a map of A B C the city. he bus routes. the train system. 5 What do Peter and Sally decide to order? A B C food and drinks just food just drinks 34 Listening Questions 6–8 Complete the notes below using words from the box. Art Gallery Cathedral Castle Gardens Markets Tourist attractions open all day: 6 ………………………… and Gardens Tourist attractions NOT open on Mondays: 7 ………………………… and Castle Tourist attractions which have free entry: 8 ………………………… and Markets Questions 9 and 10 Complete the sentences below. Write NO MORE THAN THREE WORDS for each answer. 9 10 The ? rst place Peter and Sally will visit is the .. ………………………… . At the Cathedral, Peter really wants to ………………………………… . 35