Listening

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 two people talking about reading books aloud for children. .
1. The second speaker says that she believes that
A her children enjoy listening to her read aloud.
B she shares a reading habit with other parents.
C parents should read aloud to children.

2. What do both speakers talk about?

A their children's reactions when they read aloud to them.
B their selfish motives for reading aloud to their children.
C parents should read aloud to children.
Extract two.
You hear a part of a radio programme.
3. The presenter says that some people start a business with a friend because
A they have worked well together in the past.
B their friend persuades them to do it.
C they lack the courage to do it alone.

4. What was Dean's problem with his partner?

A he refused to take part in an important aspect of the business.
B his personality changed after they started the business.
C he often criticized the business decisions Dean made.
Extract three
You hear two people on a radio program talking about running
5. Who are the two speakers?
A successful athletes.
B fitness experts.
C sports journalists.

6. Both speakers agree that, to improve as a runner, runners should

A limit the amount of training they do.
B develop their own personal training methods.
C vary the focus of their training.
Part 2

You will hear someone who works as a life coach talking about her work. For questions 7-14
complete the sentences with a word or short phrase.

7. The speaker tells people who ask her that her work is connected with the _____________.
8. The speaker says that most people concentrate too much on what she calls their _________.
9. The speaker called to the plan to achieve a specific goal a______________.
10. The speaker gives an example of a personal goal increasing your ability at ____________.
11. The speaker gives as an example of a business goal thinking of new ______________.
12. The speaker says that sessions are conducted in a way that prevents any _____________.
13. The speaker says that sessions do not involve dealing with a person's ______________.
14. The speaker says that life coaches enable people to become _______________.
Part 3
You will hear a radio discussion about children who invent imaginary friends. For questions
15-20 choose the answer (A. B, C or D) which fits best according to what you hear.

15. In the incident that Liz describes, 18. Karen says that one reason why children have
A her daughter asked her to stop the car. imaginary friends is that
B she had to interrupt the journey twice. A they are having serious problems with their real
C she got angry with her daughter. friends.
D her daughter wanted to get out of the car. B they can tell imaginary friends what to do.
16. What does the presenter say about the latest C they want something that they cannot be given.
research into imaginary friends? D they want something that other children haven't
A it contradicts other research on the subject. got.
B it shows that the number of children who have them 19. Karen says that the teenager who had invented a
is increasing. superhero is an example of
C it indicates that negative attitudes towards them are A a very untypical teenager.
wrong. B a problem that imaginary friends can cause.
D it focuses on the effect they have on parents. C something she had not expected to discover.
17. How did Liz feel when her daughter had an imaginary D how children change as they get older.
friend 20. According to Karen, how should parents react to
A always confident that it was only a temporary imaginary friends?
situation A they shouldn't pretend that they like the imaginary
B occasionally worried about the friend's importance friend
to her daughter. B they shouldn't get involved in the child's relationship
C slightly confused as to how she should respond with a friend.
sometimes. C they should take action if the situation becomes
annoying
D they shouldn't discuss the imaginary friend with
their child.
Part 4
You will hear 5 short extracts in which people are talking about the music industry.
While you listen, you must complete both tasks
Task one Task two

For questions 21-25 , choose from the list A-H the event each For questions 26-30 , choose from the list A-H what happened
speaker is talking about. according to each speaker.

A a recording studio A Tastes in music change very

engineer quickly.
B a musician Speaker 1 ____ B music is an important part of Speaker 1 ___
C a reviewer Speaker 2 ____ culture.
C some people who become well Speaker 2 ___
D a club owner Speaker 3 ____
known don't deserve their success.
E a fan Speaker 4 ____ D there are lots of dishonest people Speaker 3 ___
F a website operator Speaker 5 ____ in the music business.
G a manager of performers E artists need to have a realistic Speaker 4 ___
view of the music business.
H a radio presenter
F people with real talent will always Speaker 5 ___
succeed.
G some artists will always be
popular.
H People should only get involved in
music because they love it.

Reading and Use of English

Part 1
For questions 1-8, read the text below and decide which answer (А, В, C or D) best fits each gap.
There is an example at the beginning (0).
Thomas Cook could be 0 said to have invented the global tourist industry. He was born in England in
1808 and became a cabinetmaker. Then he 1 __________ on the idea of using the newly-invented
railways for pleasure trips and by the summer of 1845, he was organising commercial trips. The first
was to Liverpool and featured a 60-page handbook for the journey, the 2 __________ of the modern
holiday brochure.
The Paris Exhibition of 1855 3 __________ him to create his first great tour, taking in France, Belgium
and Germany. This also included a remarkable 4 __________— Cook’s first cruise, an extraordinary
journey along the Rhine. The expertise he had gained from this 5__________ him in good stead when
it came to organising a fantastic journey along the Nile in 1869. Few civilians had so much as set foot
in Egypt, let 6 __________ travelled along this waterway through history and the remains of a vanished
civilisation 7__________ back thousands of years. Then, in 1872, Cook organised the first conducted
world tour and the 8 __________ of travel has not been the same since.

0 A regarded B said C presented D proposed

1 A dawned B struck C hit D crossed
2 A pioneer B forerunner C prior D foretaste
3 A livened B initiated C launched D inspired
4 A breakthrough B leap C step D headway
5 A kept B took C stood D made
6 A apart B aside C alone D away
7 A flowing B going C running D passing
8 A scene B area C land D world

Part 2
For questions 9-16, read the text below and think o f 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) WOULD
Bits of history (of bits) on the auction block

In the spring of 1946, J. Presper Eckert and John Maunchly sent out a business plan for a company
that 0 __________ sell ‘electronic computers’. In their eight-page proposal9__________ financing of
this enterprise, sent to a small group of prospective backers, the two engineers predicted that the
market for 10_________ a machine might consist 11__________ scientific laboratories, universities
and government agencies. Such 12__________ the beginnings o f the Electronic Control Company of
Philadelphia, which produced the Univac, the first computer 13__________ be commercially sold in
the United States.
At an auction around 60 years later, the original typescript of the Eckert-Maunchly proposal was sold
as part of a collection called ‘The Origins of Cyberspace’, which contained about 1,000 books,
papers, brochures and 14__________ artefacts from the history of computing. Two
items 15__________ particular generated interest among prospective bidders. 16__________ were
the Eckert-Maunchly business plan and a technical journal containing the idea for TCP/IP, the
standard system for the transmission of information over the Internet.
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) STARDOM

ALICIA RHETT – THE STAR WHO ONLY APPEARED IN ONE FILM

Alicia Rhett was an actress who rose to international 0__________ in the 0 STAR
1939 film Gone With the Wind. In the film, which enjoyed 17___________ 17PHENOMENON
success and is among the most popular ever made, she played the part of
India Wilkes, the serious young woman whose love for the dull and
timid 18__________ character, Charles Hamilton, is spurned in favour of 18 CENTRE
Scarlett O’Hara. Despite the film’s 19__________ acclaim, however, it 19 LAST
was to be her only screen role.

While Alicia later insisted that she ‘enjoyed the experience immensely’,
20 SUIT
she was 20__________ to the life of a Hollywood star. An intensely private
21CONTEMPORARY
individual, she lacked the drive and ambition of 21__________ like Joan
Crawford or Bette Davis, and went on to reject all subsequent roles from
22 PRODUCE
agents and 22___________. Though fans continued to hound her with
23 SIGN
requests for 23__________ photographs seven decades later, letters
24 ANSWER
went 24__________ and requests for interviews were seldom granted.

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).
0 I didn’t know the way there, so I got lost.
GET
Not_____________________ there, I got lost.
Answer: KNOWING HOW TO GET
25 I’ve been too busy to answer my emails, but I’ll do it soon.
ROUND
I _____________________ my emails yet, but I’ll do it soon.
26 The ambulance came within minutes.
MATTER
It _____________________ before the ambulance came.
27 Experts say that things are bound to improve.
DOUBT
Experts say that there is _____________________ better.
28 Jake was the person who started my interest in collecting pottery.
GOT
It _____________________ in collecting pottery.
29 He really wanted to impress the interviewers.
DESPERATE
He _____________________the interviewers a good impression.
30 Because he was injured he couldn’t play in the next game.
PREVENTED
His ____________________ in the next game.

Part 5
You are going to read an extract from a novel. For questions 31-36 choose the answer (A, B, C or D)
which you think fits best according to the text.

Thirty or so years after he arrived in London, Chanu decided that it was time to see the sights. “All I
saw was the Houses of Parliament. And that was in 1979.” It was a project. Much equipment was
needed. Preparations were made. Chanu bought a pair of shorts which hung just below his knees. He
tried them on and filled the numerous pockets with a compass, guidebook, binoculars, bottled water,
maps and two types of disposable camera. Thus loaded, the shorts hung at mid-calf. He bought a
baseball cap and wore it around the flat with the visor variously angled up and down and turned
around to the back of his head. A money belt secured the shorts around his waist and prevented them
from reaching his ankles. He made a list of tourist attractions and devised a star rating system that
encompassed historical significance, something he termed ‘entertainment factor’ and value for
money. The girls would enjoy themselves. They were forewarned of this requirement.
On a hot Saturday morning towards the end of July the planning came to fruition. “I’ve spent more
than half my life here,” said Chanu, “but I’ve hardly left these few streets.” He stared out of the bus
windows at the grimy colours of Bethnal Green Road. “All this time I have been struggling and
struggling, and I’ve barely had time to lift my head and look around.”
They sat at the front of the bus, on the top deck. Chanu shared a seat with Nazneen, and Shahana
and Bibi sat across the aisle. Nazneen crossed her ankles and tucked her feet beneath the seat to
make way for the two plastic carrier bags that contained their picnic. “You’ll stink the bus out,”
Shahana had said. “I’m not sitting with you.” But she had not moved away.
“It’s like this,” said Chanu, “when you have all the time in the world to see something, you don’t bother
to see it. Now that we are going home, I have become a tourist”. He pulled his sunglasses from his
forehead onto his nose. They were part of the new equipment.
He turned to the girls. “How do you like your holiday so far?” Bibi said that she liked it very well, and
Shahana squinted and shuffled and leaned her head against the side window.
Chanu began to hum. He danced with his head, which wobbled from side to side, and drummed out a
rhythm on his thigh. The humming appeared to come from low down in his chest and melded with the
general tune of the bus, vibrating on the bass notes.
Nazneen decided that she would make this day unlike any other. She would not allow this day to
disappoint him.
The conductor came to collect fares. He had a slack-jawed expression: nothing could interest him.
“Two at one pound, and two children, please,” said Chanu. He received his tickets. “Sightseeing,” he
announced, and flourished his guidebook. “Family holiday.”
“Right,” said the conductor. He jingled his bag, looking for change. He was squashed by his job. The
ceiling forced him to stoop.
“Can you tell me something? To your mind, does the British Museum rate more highly than the
National Gallery? Or would you recommend the gallery over the museum?”
The conductor pushed his lower lip out with his tongue. He stared hard at Chanu, as if considering
whether to eject him from the bus.
“In my rating system,” explained Chanu, “they are neck and neck. It would be good to take an opinion
from a local.”
“Where’ve you come from, mate?”
“Oh, just two blocks behind,” said Chanu. “But this is the first holiday for twenty or thirty years.”
The conductor swayed. It was still early but the bus was hot and Nazneen could smell his sweat. He
looked at Chanu’s guidebook. He twisted round and looked at the girls. At a half-glance he knew
everything about Nazneen, and then he shook his head and walked away.
31 In what sense was the sightseeing trip a ‘project’?
A Chanu felt a duty to do it.
В It was something that Chanu had wanted to do for a long time.
C Chanu took it very seriously.
D It was something that required a good deal of organisation.
32 The descriptions of Chanu’s clothing are intended to
A show how little he cared about his appearance.
В create an impression of his sense of humour.
C create amusing visual images of him.
D show how bad his choice of clothes always was.
33 Chanu had decided to go on a sightseeing trip that day because
A he regretted the lack of opportunity to do so before.
В he felt that it was something the girls ought to do.
C he had just developed an interest in seeing the sights.
D he had grown bored with the area that he lived in.
34 As they sat on top of the bus,
A Nazneen began to regret bringing so much food with them.
В the girls felt obliged to pretend that they were enjoying themselves.
C Chanu explained why he had brought the whole family on the trip.
D the family members showed different amounts of enthusiasm for the trip.
35 When Chanu showed him the guidebook, the conductor
A made it clear that he wanted to keep moving through the bus.
В appeared to think that Chanu might cause a problem.
C initially pretended not to have heard what Chanu said.
D felt that he must have misunderstood what Chanu said.
36 What was strange about Chanu’s use of the word ‘local’?
A It was not relevant to the places he was asking about.
В It could equally have been applied to him.
C He was not using it with its normal meaning.
D He had no reason to believe it applied to the conductor.

Part 6
You are going to read four extracts biographies of a former political leader. For questions 37-40,
choose from the reviews A-D. The extracts may be chosen more than once.
A career at the very top of the political ladder
Four biographers assess one national leader’s political career
A
The overall impression one gets of him is of someone whose true ambitions lay outside politics, and
for whom political leadership was more of a CV item than a duty born of a desire to serve his country.
A shrewd and manipulative operator, he knew how to make the right alliances to get himself into the
positions he wanted, and once his term of office was over he continued in that vein outside politics.
The legacy of his time in office is a contrasting one. Top of the list in the plus column is the
tremendous progress he made in narrowing the gap between rich and poor as a result of policies he
personally championed against considerable opposition. Less creditable is the fact that many of the
problems that resulted from his time in office can be laid at his door too and there were repercussions
he should have foreseen.
В
Seldom can a political leader be said to have been such a victim of bad timing. Many of his policies
made complete sense in themselves and at almost any other time would have had a positive impact,
but circumstances beyond his control conspired to turn them into disasters for the country. It could
perhaps be said that this was made worse by the fact that he was somewhat gullible, setting far too
much store by the questionable advice of key figures around him. He rose to power with a sincere
belief that he could improve the lives of people at every level of society, although it could be said that
self-interest later guided him more than this initial desire. Probably the most positive thing that can be
said about his term of office is that he minimised the impact of some tough economic times, steering
the country through them with reasonable success, which was no mean feat.
C
Views differ widely on what sort of man he was as a leader, with conflicting testimony from those on
the inside. What emerges is someone who appeared decisive but who in reality tended to believe
what he was told by trusted advisers and experts, and was too easily swayed by them. His
unquestioning faith in such people led him to try to implement changes that were far too radical for
the time and it is fair to say that he was at fault for going along with this approach that was advocated
by others. On the positive side, his main achievement was to make the country more competitive
economically by means of some well-considered initiatives, though these later turned out to have only
short-term impact. This reflected the commitment to modernise the country that had been at the
centre of his campaign and the reason why he had aspired to the leadership in the first place.
D
He was driven to the top by a genuine belief that he knew best and that his critics were incapable of
seeing that his policies would indeed produce very real improvements across the board. Though he
made a show of listening to advice from others, he was in reality inflexible. This led him to continue to
pursue policies that were manifestly not working and he should have accepted that a change of
direction was required. He had one of the sharpest minds of any leader in recent history, and an
ability to analyse situations forensically, but at key times he failed to apply these qualities and carried
on regardless of the inadvisability of doing so. Nevertheless, he succeeded in one major way: he
made society more equal and in so doing improved the lot of many of the less well-off members of it.

Which biographer …
37 has a different opinion from the others on the extent to which the subject was personally
responsible for problems caused by his policies?
38 shares biographer D‘s view on the subject’s personal characteristics as a leader?
39 differs from the others on the subject’s motivation for becoming a political leader?
40 expresses a similar view to biographer A on what the subject’s greatest achievement was?
Part 7
You are going to read a newspaper article about singing in choirs. 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.
Introducing choral music to children is like opening a door to a magical world

Here’s an important question. What’s calming, therapeutic, healthier than drugs, and could well
prolong your life? Answer: singing in a choir.
41 …
In fairness, there was a specific angle to this study, which compared the collective experience of
choral singing to that of taking part in team sports. Choirs apparently win hands down, because there
is ‘a stronger sense of being part of a meaningful group’, related to ‘the synchronicity of moving and
breathing with other people’. And as someone who since childhood has used singing as a refuge from
the sports field, I take no issue with that.
42 …
I know there are occasional initiatives. From time to time, I get invited as a music critic to the launch
of some scheme or other to encourage more collective singing among school-age children. There are
smiles and brave words. Then, six months later, everything goes quiet – until the next launch of the
next initiative.

43 …
I know a woman who’s been trying hard to organize a performance of Benjamin Britten’s Noye’s
Fludde – perhaps the greatest work ever devised for young children to sing together – as a tribute to
the composer’s centenary this year. But has she found her local schools responsive? Sadly not: it
was all too much trouble.
44…
We sang Herbert Howells’s Like as the Hart. And whatever it did or didn’t do for my cardiovascular
system, my emotional health, or any of the other things that turn up in research papers, it was the
most significant experience of my childhood. It opened a world to which 11-year-olds from
unfashionable parts of east London don’t generally get access. It was magical, transcendent. It spoke
possibilities.
45…
The other weekend I was in Suffolk, celebrating Britten, where in fact there were a lot of children
privileged enough to be pulled into the centenary events. There was a great Noye’s Fludde in
Lowestoft. And on the actual birthday countless hordes of infant voices piled into Snape Maltings to
sing Britten’s school songs, Friday Afternoons, part of a project that involved 100,000 others,
internationally, doing likewise.
46 …
Just think: if we could finally get Britain’s children singing, it would filter upwards. And we wouldn’t
need university researchers. We’d just do it, and be all the better for it.

A It was an extraordinary experience that many of those children will carry with them all their lives,
like my experience all those years ago. There is a plan for it to be repeated every year on Britten’s
birthday. But that will only happen if there are resources and sustained commitment (for a change).
В In fact, I have no argument with any of these piles of research – bring them on, the more the better
– because what they have to say is true. The only thing I find annoying is that such an endlessly
repeated truth results in relatively little action from the kind of people who could put it to good use.
C One of my enduring life regrets is that I never got the chance to take part in such an event as a
child. I guess I went to schools where it was also too much trouble. But I did, just once, aged 11, get
the chance to go with a choir and sing at Chelmsford Cathedral.
D But being there was even better. And as I was sitting near the choir – who were magnificent – I saw
the faces of the boys and thought how fabulously privileged they were to have this opportunity given
to them.
E And that, for me, is what a choir can offer. All the physical and mental pluses are a happy bonus.
But the joy and thrill of access to that world of music is what counts.
F It’s not a new discovery: there are endless dissertations on the subject, libraries of research, and
celebrity endorsements. But people have short memories. So every time another academic paper is
published, it gets into the news – which was what happened this week when Oxford Brookes
University came up with the latest ‘singing is good for you’ revelation.
G The hard fact is that most state schools don’t bother much with singing, unless someone in the
hierarchies of government steps in to make it worth their while. They say they don’t have the
resources or the time. And even when a worthwhile singing project drops into their lap, they turn it
down.
Part 8
You are going to read an article about various paintings. For questions 47-56, choose from the
sections of the article (A-E). The sections may be chosen more than once.
Of which painting is the following stated?
47 It is of something that no longer exists.
48 The artist points out that it is based on things actually observed, even though it doesn’t depict
them accurately.
49 The artist specialises in things that most people regard as ugly.
50 A deduction that could be made about what is happening in this picture is not what artist is actually
showing.
51 The artist took a risk while creating it.
52 The artist checks that nothing important is missing from preparatory work.
53 It was completely altered in order to produce various connections.
54 Its artist produces paintings in different locations.
55 In one way, it is unlike any other painting the artist has produced.
56 The artist likes to find by chance subjects that have certain characteristics..
 WATERCOLOUR COMPETITION
First prize
A Carol Robertson – Interrupted
Field Carol Robertson’s Interrupted Field is a worthy winner, a more or less geometric composition
that exploits the qualities of evenly-applied washes of colour. The painting is vast – ‘the largest I’ve
ever attempted’- so the big, even area of blue in the centre is, apart from anything else, something of
a technical achievement.
Robertson is keen to stress that her abstract compositions are firmly rooted in reality. Though she
does not ‘seek to confirm or record the way the world looks’, her work is never disconnected from the
natural world, so the coloured stripes and bands in this painting have a specific source. Over the past
five years, Robertson has been working in Ireland, on the northwest coast of County Mayo. The
coloured stripes stimulate ‘memories of coastal landscape, brightly painted cottages, harbours and
fishing boats, things seen out of the corner of my eye as I explored that coastline by car and on foot.
The colour mirrors the fragments of life that caught my eye against a background of sea and sky.’
Runners up
В Geoffrey Wynne – Quayside
Geoffrey Wynne describes himself as ‘an open-air impressionist watercolour painter’, though he adds
that ‘larger works’, this prize-winning picture among them, ‘are developed in the studio’.
Perhaps the most noteworthy aspect of this painting is the sheer number of people in it. According to
the title, they are on a quay somewhere, and the number of suitcases they have with them suggests
they have just landed from a boat on the first stage of a holiday. ‘Yes, that’s almost right,’ Wynne told
me, ‘except that we’re on the boat in the early morning, just arrived back from Mallorca, and the
people are waiting to get on. This painting took a long time to finish, and many earlier attempts were
abandoned. To achieve a unity, I immersed the half-finished painting in the bath, then added the black
with a big brush. It’s dangerous to do, because you can’t really control the effects. Then I reworked
everything, establishing links with colour and tone throughout the composition, creating a kind of web
or net of similar effects.’
C Arthur Lockwood – Carbonizer Tower
Arthur Lockwood has a big reputation among watercolour painters and watercolour enthusiasts,
chiefly for his accomplished pictures of industrial sites, subjects that are generally thought to be
unsightly, but have striking visual qualities all their own. Among them is a kind of romanticism
stimulated by indications of decay and the passing of irrecoverable time. Lockwood’s subjects are,
after all, ruins, the modern equivalent of Gothic churches overgrown by ivy. He aims not only to reveal
those qualities, but to make a visual record of places that are last being destroyed.
This painting, a good example of his work in general, is one of an extensive series on the same
subject. What we see is part of a large industrial plant that once made smokeless coal briquettes. It
has now been closed and demolished to make way for a business park.
D Michael Smee – Respite at The Royal Oak
Michael Smee was once a successful stage and television designer. This is worth stressing, because
this prize-winning painting makes a strong theatrical impression. Smee agrees, and thinks it has
much to do with the carefully judged lighting. ‘As a theatre designer, you make the set, which comes
to life only when its lit’.
Smee prefers to happen on pubs and cafes that are intriguing visually and look as though they might
be under threat, lie has a strong desire to record ‘not only the disappearing pub culture peculiar to this
country, but also bespoke bar interiors and the individuals therein’, He works his paintings up from
informative sketches. ‘I get there early, before many people have arrived, sit in the corner and
scribble away. Then, once the painting is in progress in the studio, I make a return visit to reassure
myself and to note down what I’d previously overlooked.’ His main aim isn’t topographical accuracy,
however; it’s to capture the appearance of artificial and natural light together, as well as the
reflections they make.
Answer Keys
PART 1
1 C — hit. To hit on, also used as to hit upon means to find something by chance, to discover
something unexpectedly. The idea can dawn on you, the idea can also cross your mind, however we
cant use them here because of surrounding words.
2 B — forerunner. Forerunner is a person or thing that comes first and then something else follows.
Also known as precursor. Pioneer here isnt good enough because it doesnt imply that something else
came after it.
3 D — inspired. To inspire is to make someone do something by positive means. For example a
writer needs inspiration to produce a good work. This inspiration can be anything — a friend, a place
he likes, his favourite food or drink. Other suggested variants do not fit here either because of
meaning or context.
4 A — breakthrough. It means that some great progress was achieved or a serious obstacle
overcome successfully. Leap and step arent strong enough to convey the meaning of what is talked
about in the second part of the sentence. Headway implies gradual progress rather than sudden one.
5 C — stood. To stand somebody in good stead means to become useful at some point. In this case
his experience of organizing an even became useful later. Other verbs do not collocate with stead
here.
6 C — alone. ‘Let alone’ means much less, not no mention. It means here than not many people
have been to Egypt and even fewer had the chance to travel the route that Mr. Cook was using for his
tours.
7 B — going. To go back when used with time means the age of it, in this case the Egyptian
civilisation. Other phrasal verbs here do not collocate with context.
8 D — world. ‘The world of …’ phrase means some area of interest, industry etc., for example The
new collection by Armani changed the world of fashion, The world of chemistry was surprised by this
years Nobel Prize winner. Other words do not fit as ‘The world of …’ is a set expression.
PART 2
9 for. A proposal or an offer is usually used with ‘for’ preposition or with to do infinitive. We can only
use the first one because of context limitations.
10 such. For such a machine here means for a machine like this one
11 of. To consist of something means to be something or be made of something. Prospective buyers
for such a machine would be laboratories and government institutions.
12 were. Dont forget that we are talking about events in the past, so verb to be has to be changed
accordingly.
13 to. To be here refers to the future sales. Will be is incorrect because it would need that placed
before the verb.
14 other. Cant use another here because artefacts is in plural. An artefact is something made by
man, as opposed to something made by nature.
15 in. In particular means especially.
16 These/Those/They. Any of these words is fine. We know we have to use plural form because of
the previous sentence and auxiliary were.
PART 3
17 phenomenal. The only difficulty here is spelling the word correctly. It is evident from context that
you need to use an adjective in this case.
18 central. Same as the previous word, mind the spelling.
19 lasting. Lasting means ‘taking place for a long time’. ‘Latest’ is incorrect — it would imply that the
film got it acclaim recently, but in truth it has always been popular.
20 unsuited. Unsuited has the meaning ‘not prepared for, not used to’. ‘Unsuitable’ is wrongas it
implies thatRhettisn’t appropriate to the Hollywood star life, she isn’t fit for it. This isn’t implied by
context.
21 contemporaries. A contemporary is a person that lived in the same period of time, but not
necessarily of the same age.
22 producers. Keep in mind that the word has to be pluralised because it is used in conjunction with
plural ‘agents’. If the word had to be in singular, it would need a definite or indefinite article.
23 signed. Don’t confuse ‘photograph’ and ‘autograph’. Second word would require a different word
— ‘signing’. A signed autograph is an autograph with the person’s signature on it.
24 unanswered. Without an answer. Make sure you use the right negative prefix.
PART 4
25 haven’t/have not got round to answering. ‘Get round to doing something’ means to find time or
opportunity to do it. Don’t forget to use gerund form.
26 was a matter of minutes. ‘Matter of minutes/hours/years’ etc. says how much time said activity
took place, can be used to denote how quick or slow something happens.
27 no doubt (that) things will get. ‘Bound to’ means ‘very likely to’. If there is no doubt about
something, then the speaker is sure of it.
28 was Jake who/that got me interested. Don’t forget to capitalise proper names, if you don’t you
won’t get a point for your answer even if you use the right words.
29 was desperate to give. ‘To be desperate to do something’ means that the person has strong
desire to do it.
30 injury prevented him from playing. ‘To prevent’ means to stop something from happening. Mind
the preposition (‘from’) and the gerund form.

PART 5
31 C. One of the meanings of project is that it requires considerable effort and preparation. The
following sentences describe how seriously and thoroughly Chanu prepared for his sightseeing tour.
Answer A isn’t mentioned — there is nothing about a sense of duty in the text. Answer B is wrong as
the first sentence clearly states that he decided to go sightseeing only after having spent 30 years in
London. Answer D isn’t correct — even though Chanu made serious preparations for it, it isn’t stated
that these preparations werenecessary.
32 C. The phrases used to describe his appearance are clearly used for humorous effect (shorts
hanging mid-calf is clearly an exaggeration).
33 A. Last sentence of second paragraph contains the answer. ‘barely had time to lift my head’
means that he didn’t have time to go see the sights before. He regrets this fact at the beginning of the
paragraph, saying that he ‘hardly left these streets’. Other answers mention insignificant details or
aren’t mentioned at all (like answer B).
34 D. Paragraph 4 and beginning of Paragraph 5 have the answer. When Chanu asks them about
their mood he gets mixed responses: Bibi enjoys it, Shahana seems to be bored and Chanu himself
hums a melody because of his high spirits. Answer A is wrong — nothing is said about Nazneen’s
attitude to the amount of food. Answer B is not correct as Shahana clearly shows her discontent,
therefore she doesn’t pretend to enjoy it. Answer C is incorrect — Chanu explained why he himself
came, and nothing is said about why he brought the family along.
35 B. Paragraph starting with ‘The conductor ….’. At the end of the paragraph-sentence, the
conductor was considering whether to make Chanu get off the bus — he was trying to understand if
he was a possible troublemaker. Answers A and C are not mentioned. Answer D relates to
conductor’s question about Chanu’s home country — he asked that not because he misunderstood
him, but to give better guidance.
36 B.As it was mentioned at the very beginning of this text, Chanu has spent over 30 years living in
London, so the term ‘local’ (person that has been living there since birth or for a very long time) could
be used to describe Chanu as well.
PART 6
37 B. Sentence three says that he was too gullible (believing everything he is said too easily, without
scepticism.) and the ‘questionable advice of key figures around him’ could be blamed for the damage
that his policies caused. Other reviewers believe that he should be blamed personally.
38 A. Reviewer A speakers of policies that he personally championed against considerable
opposition’ — meaning that many people were against these decisions. Speaker D concurs: the
politician ‘carried on regardless of the inadvisability of doing so’ — people advised against continuing
his policy, but he chose to do it his way.
39 A. Speaker A is the only one who believes that the politician pursued his personal interests
(second part of sentence one). Other hold it that his prime motivation was to serve his own country.
40 D. Both A and D believe that the greatest feat was narrowing the gap between the poor and the
rich. Speaker A mentions it in the second part of their paragraph and Speaker Dsays that at the very
end: ‘he made society more equal’ and then clarifying that many ‘not so well-off’ (poor) members of
that society really benefited from his policies.
PART 7
41 F. Paragraph F continues the topic set by the first paragraph of that text and finishes mentioning a
study, dedicated to therapeutic effects of singing in choirs. The next paragraph starts with ‘there was
a specific angle to this study‘. Even though there are some paragraphs with fitting beginnings, their
endings do not fit the following paragraph.
42 B.‘I take no issue’ and ‘I take no argument’ are followed one by another for emphatic (stronger)
effect. At the end of Paragraph B the author complains how this information about singing is never put
to good use, and the next paragraph states that there are occasional attempts to do so.
Paragraph C fits well here, but it’s ending is much better used later on.
43 G. The idea of schools not willing to host such events is expanded in this and the previous
paragraph. At the end of Paragraph G a ‘worthwhile singing project’ is mentioned —this is the project
that starts the next paragraph — ‘Noye’s Fludde’.
44 C. The ending of Paragraph C and the beginning of next paragraph talk about the author’s one-
time experience of singing in choir.
45 E. The main topic of this and the previous paragraph is access to ‘that world’ — the world of
music, the world of possibilities. The health benefits are only a ‘bonus’.
46 A. This paragraph is the only one where Britten is mentioned. The singing sessions, mentioned in
the paragraph above, are told here to be ‘extraordinary experience’ for all the children that
participated.
PART 8
47 C. Last sentence of the text. The tower had been closed and demolished (destroyed)
48 A. Second sentence of paragraph two says that the artist ‘does not seek to confirm how the world
looks’. This means that the works are fairly abstract rather than objective in their nature.
49 C. First sentence of the paragraph mentions that most find the industrial sites ‘unsightly’ — not
very pretty or outright ugly.
50 B. In the middle of second paragraph the author describes his own interpretation of his picture,
which is rather different from other people’s.
51 B. Second paragraph, second half of it tells of how the artist had to put the painting in bathtub to
achieve certain colour or artistic effect.Next sentence says that it can be dangerous because the
results can’t be controlled.
52 D. In the lower part of second paragraph the artist mentions how he comes to the same cafe twice
to make sure that no minor details are missing from his painting.
53 B. The last sentence of second paragraph mentions how the artist reworked everything to
‘establish links throughout the composition’.
54 B. The very first sentence says that he uses both studio and open-air locations for painting. We
can’t use Paragraph A for answer even though the artist mentions exploring the coastline. This is
because the question is asked in Present Simple, meaning that the artist does that on a regular basis.
Paragraph A talks of an experience that is in the past.
55 A. The artist states that the painting is ‘the largest I’ve ever attempted’. It is the size of the painting
that makes it different from other works of the same author.
56 D. The author looks for ‘bespoke interiors’ and individuals that attend those pubs.