STATE TESTING CENTRE UNDER

VAZIRLAR MAHKAMASI THE CABINET OF MINISTERS

HUZURIDAGI OF THE REPUBLIC OF
DAVLAT TEST MARKAZI UZBEKISTAN

CHET TILLARNI BILISH VA EGALLASH DARAJASINI BAHOLASH MILLIY

TIZIMI
CHET TILLARI SERTIFIKATI
TIL: INGLIZ

NATIONAL SYSTEM
OF ASSESSMENT OF FOREIGN LANGUAGE PROFICIENCY
CERTIFICATE OF FOREIGN LANGUAGES
LANGUAGE: ENGLISH

11

LISTENING

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COLLECTED BY THE INVIGILATOR.
NO MATERIALS CAN BE REMOVED FROM THE EXAMINATION ROOM.
DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO!

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 Part 1
You will hear some sentences. You will hear each sentence twice. Choose the correct reply to each
sentence (A, B, or C). Mark your answers on the answer sheet. Questions 1-8.

1) Speaker 5) Speaker
A) He cooks really well. A) No, I went straight home.
B) Ok, I’ll have with milk. B) Yes, we shall go home.
C) Let’s go by bus then. C) Yes, she has already been there.

2) Speaker 6) Speaker
A) It was in London. A) Yes, there is one near the park.
B) They were at home. B) Just my credit card and keys.
C) At home with their family. C) Yes, it was really expensive.

3) Speaker 7) Speaker
A) Yes, I’ve seen him twice. A) I last saw it two hours ago.
B) I will meet him at the gate. B) I will buy it tomorrow.
C) Sounds good! C) Ok, send me location then.

4) Speaker 8) Speaker
A) Yes, I have already got home. A) I was a doctor in the hospital.
B) We had a nice meal there. B) I would be an architect I think.
C) No, was ill yesterday. C) I am lecturer at University.
 Part 2
Questions 9-14.

You will hear someone giving a talk. For each question, fill in the missing information in the
numbered space. Write ONE WORD and / or A NUMBER for each answer.

Children’s Engineering Workshops

Tiny Engineers (ages 4-5)

Create a cover for an 9) ………………… so they can drop it from a height without
breaking it.

● Take part in a competition to build the tallest 10) ………………….

● Make a 11) ………………… powered by a balloon.

Junior Engineers (ages 6-8)

Activities:

 Build model cars, trucks and 12) ………………… and learn how to program them so
they can move.
 Take part in a competition to build the longest 13) ………………… using card and
wood.
Create a short 14) ………………… with special software.
Build, decorate and program a humanoid robot.

Part 3
You will hear people speaking in different situations. Match each speaker (15-18) to the place
where the speaker is (A-F). There are TWO EXTRA LETTERS which you do not need to use.
Mark your answers on the answer sheet.
A) Do not be idle on holiday.
15. Speaker 1 …
B) Extreme sports can ruin your holiday.
16. Speaker 2 …C) A chance to discover more about oneself.

17. Speaker 3 …D) New places are the best places to go.

18. Speaker 4 …E) Holidays are perfect for hobbies and pastimes.

F) Restful holidays involve families and friends.

 Part 4
You will hear someone giving a talk. Label the places (19-23) on the map (A-H). There are TWO
extra options which you do not need to use.
Mark your answers on the answer sheet.

South Gate
19 café ……………
20 toilets ……………
21 formal gardens ……………
22 skateboard ramp ……………
23 wild flowers ……………

Part 5

Questions 24-29 Choose the correct letter, A, B or C.

You will hear an interview with a novelist called Greg Field. For questions 1-7, choose the
best answer (A, B or C).

Q24. What led Greg to start reading as a child?

A. the encouragement of his parents
B. spending time exploring a local library
C. some books he was allowed to look through

Q25. What does Greg say about his schooldays?

A. He found books more interesting than websites.
B. He liked reading books that had been made into films.
C. He was inspired by the way one teacher used books in class.
Q26. How did Greg feel when his first novel was published?
A. calm
B. relieved
C. disappointed

Q27. What does Greg say about the place where he writes?
A. He likes to keep distractions to a minimum.
B. He has a favourite pen that he always uses.
C. He enjoys varying the room where he works.
Q28. What is different about Greg’s next book?
A. the period in which it is set
B. the readers it is intended for
C. the seriousness of the message
Q29. Greg says that writing novels based on your own experiences can…..
A. be very difficult to do well.
B. limit what you can describe.
C. quickly become boring for readers.

Questions 31 – 40
Complete the notes below.
Write ONE WORD ONLY for each answer.
Labyrinths
Definition
● a winding spiral path leading to a central area
Labyrinths compared with mazes
● Mazes are a type of 30) ……………………
31) …………………… is needed to navigate through a maze
- the word ‘maze’ is derived from a word meaning a feeling of 32)…………………
● Labyrinths represent a journey through life
– they have frequently been used in 33) …………………… and prayer
Early examples of the labyrinth spiral
● Ancient carvings on 34) …………………… have been found across many cultures
● The Pima, a Native American tribe, wove the symbol on baskets
● Ancient Greeks used the symbol on 35) ……………………
 CEFR MULTILEVELED TEST
READING

Part 1
The Reading Paper consists of FIVE parts.
Part 1: Questions 1-6; Part 4: Questions 21-29;
Part 2: Questions 7-14; Part 5: Questions 30-35.
Part 3: Questions 15-20;
Responsibilities of having a pet
Having a dog helps a 1) _____________ learn how to act responsibly. As a dog owner, the
child must take care of the animal's daily needs. The dog 2) ____________ be fed and
exercised every day. A dog is completely dependent on its owner for all its needs, including
the need for good health and a safe environment. Therefore, being responsible for a dog also
means taking care of the dog so that it stays healthy. Furthermore, the owner must take
responsibility for the safety of the dog and the safety of the people it comes into contact
with. If the child forgets any of these duties and responsibilities, or ignores any of the dog's
needs, the dog will suffer. This teaches the child that his 3) _____________ to the dog is
more important than his desire to play with his toys, talk on the phone, or watch TV. This is
true not only for the 4) _____________ of a dog, but also for the care of oneself, another
person, or one's job. Learning how to take responsibility for the 5) ____________ and
welfare of a dog leads to learning how to take responsibility for oneself. Another lesson that
a child can learn from having a dog is how to be empathetic. Empathy is the ability to put
oneself in another person's, or in this case 6) ____________ creature's, situation and imagine
that person's or creature's feelings or problems. A dog cannot express itself with speech, so
its owner must learn how to interpret its behavior.
PART 2
Look at the text in each question. What does it say? Choose the correct letter A, B or C.

Why has Josh sent this message?

7)
A) to ask George to go camping with him next weekend
B) to tell George about a new tent he’s going to buy
C) to ask if George will lend him some camping
equipment

8) What should club members do?

A) come to the picnic with food to cook
B) take lots of photos at the picnic
C) tell Tom if they want to go to the picnic
9) A) There will be five workshops each week.
B) You don’t have to be talented to go to the
workshops.
C) The final workshop is on Saturday
15 September

10) Call this number if you want to

A) play music with others
B) learn the guitar
C) join a band

11)
A) The stamps are all very old.
B) Some of the stamps are very unusual.
C) You can buy just a few of the stamps.

12) A) The fitness class will only last for half an hour
this week.
B) There won’t be a fitness class next week.
C) The fitness class will be somewhere different
this week.

13) What should Tara do?

A) buy coffee tomorrow
B) go shopping on her way home
C) give Daisy some money to go to the supermarket

A) You can’t go into the bank on Saturday

14)
afternoons.
B) The cash machine can only be used when the
bank is open.
C) The bank closes at the same time every day.
 PART 3

Read the text and choose the correct heading for each paragraph from the list of headings below.
There are more headings than paragraphs, so you will not use all of them. You cannot use any heading
more than once. Mark your answers on the answer sheet.
List of headings

A) The probable effects of the new 15. Paragraph 1 ______

international trade agreement 16. Paragraph 2 ______
B) The environmental impact of modern 17. Paragraph 3 ______
farming 18. Paragraph 4 ______
C) Farming and soil erosion
19. Paragraph 5 ______
D) The effects of government policy in rich
20. Paragraph 6 ______
countries
E) Governments and management of the
environment
F) The effects of government policy on food
output
G) Farming and food output
H) The effects of government policy on food
output

Paragraph 1
The role of governments in environmental management is difficult but inescapable. Sometimes, the state
tries to manage the resources it owns, and does so badly. Often, however, governments act in an even more
harmful way. They actually subsidise the exploitation and consumption of natural resources. A whole range
of policies, from farm-price support to protection for coal-mining, do environmental damage and (often)
make no economic sense. Scrapping them offers a two-fold bonus: a cleaner environment and a more
efficient economy. Growth and environmentalism can actually go hand in hand, if politicians have the
courage to confront the vested interest that subsidies create.
Paragraph 2
No activity affects more of the earth's surface than farming. It shapes a third of the planet's land area, not
counting Antarctica, and the proportion is rising. World food output per head has risen by 4 per cent
between the 1970s and 1980s mainly as a result of increases in yields from land already in cultivation, but
also because more land has been brought under the plough. Higher yields have been achieved by increased
irrigation, better crop breeding, and a doubling in the use of pesticides and chemical fertilisers in the 1970s
and 1980s.
Paragraph 3
All these activities may have damaging environmental impacts. For example, land clearing for agriculture
is the largest single cause of deforestation; chemical fertilisers and pesticides may contaminate water
supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion;
and the spread of monoculture and use of high-yielding varieties of crops have been accompanied by the
disappearance of old varieties of food plants which might have provided some insurance against pests or
diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries. The United
States, where the most careful measurements have been done, discovered in 1982 that about one-fifth of its
farmland was losing topsoil at a rate likely to diminish the soil's productivity. The country subsequently
embarked upon a program to convert 11 per cent of its cropped land to meadow or forest. Topsoil in India
and China is vanishing much faster than in America.
Paragraph 4
Government policies have frequently compounded the environmental damage that farming can cause. In
the rich countries, subsidies for growing crops and price supports for farm output drive up the price of land.
The annual value of these subsidies is immense: about $250 billion, or more than all World Bank lending
in the 1980s. To increase the output of crops per acre, a farmer's easiest option is to use more of the most
readily available inputs: fertilisers and pesticides. Fertiliser use doubled in Denmark in the period 1960-
1985 and increased in The Netherlands by 150 per cent. The quantity of pesticides applied has risen too:
by 69 per cent in 1975-1984 in Denmark, for example, with a rise of 115 per cent in the frequency of
application in the three years from 1981.
In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The most dramatic
example was that of New Zealand, which scrapped most farm support in 1984. A study of the environmental
effects, conducted in 1993, found that the end of fertiliser subsidies had been followed by a fall in fertiliser
use (a fall compounded by the decline in world commodity prices, which cut farm incomes). The removal
of subsidies also stopped land-clearing and over-stocking, which in the past had been the principal causes
of erosion. Farms began to diversify. The one kind of subsidy whose removal appeared to have been bad
for the environment was the subsidy to manage soil erosion.
In less enlightened countries, and in the European Union, the trend has been to reduce rather than eliminate
subsidies, and to introduce new payments to encourage farmers to treat their land in environmentally
friendlier ways, or to leave it fallow. It may sound strange but such payments need to be higher than the
existing incentives for farmers to grow food crops. Farmers, however, dislike being paid to do nothing. In
several countries they have become interested in the possibility of using fuel produced from crop residues
either as a replacement for petrol (as ethanol) or as fuel for power stations (as biomass). Such fuels produce
far less carbon dioxide than coal or oil, and absorb carbon dioxide as they grow. They are therefore less
likely to contribute to the greenhouse effect. But they are rarely competitive with fossil fuels unless
subsidised - and growing them does no less environmental harm than other crops.
Paragraph 5
In poor countries, governments aggravate other sorts of damage. Subsidies for pesticides and artificial
fertilisers encourage farmers to use greater quantities than are needed to get the highest economic crop
yield. A study by the International Rice Research Institute of pesticide use by farmers in South East Asia
found that, with pest-resistant varieties of rice, even moderate applications of pesticide frequently cost
farmers more than they saved. Such waste puts farmers on a chemical treadmill: bugs and weeds become
resistant to poisons, so next year's poisons must be more lethal. One cost is to human health. Every year
some 10,000 people die from pesticide poisoning, almost all of them in the developing countries, and
another 400,000 become seriously ill. As for artificial fertilisers, their use world-wide increased by 40 per
cent per unit of farmed land between the mid 1970s and late 1980s, mostly in the developing countries.
Overuse of fertilisers may cause farmers to stop rotating crops or leaving their land fallow. That, in turn,
may make soil erosion worse.
Paragraph 6
A result of the Uruguay Round of world trade negotiations is likely to be a reduction of 36 per cent in the
average levels of farm subsidies paid by the rich countries in 1986-1990. Some of the world's food
production will move from Western Europe to regions where subsidies are lower or non-existent, such as
the former communist countries and parts of the developing world. Some environmentalists worry about
this outcome. It will undoubtedly mean more pressure to convert natural habitat into farmland. But it will
also have many desirable environmental effects. The intensity of farming in the rich world should decline,
and the use of chemical inputs will diminish. Crops are more likely to be grown in the environments to
which they are naturally suited. And more farmers in poor countries will have the money and the incentive
to manage their land in ways that are sustainable in the long run. That is important. To feed an increasingly
hungry world, farmers need every incentive to use their soil and water effectively and efficiently.
Part 4

Read the following text for questions 21-29.

Lisa Tyler was weary after a long, hard day at the pottery factory where she works. But as she approached
her home in the English city of Stoke-on-Trent, her heart lightened. Soon she would be having a nice cup
of tea, putting her feet up and watching Friends, her favourite TV series. But first, she needed to change
out of her work clothes and pick up her three-year-old son from his grandmother’s house nearby.
As Lisa walked up her garden path, she noticed a light flashing on and off in an upstairs bedroom. A shiver
went down her back. What if it was a burglar? Quietly, she crept round to the back of the house to see if
there was any sign of a break-in. Sure enough, a window was open and someone’s coat was hanging on the
gatepost!
Well, 26-year-old Lisa didn’t fancy coming face to face with a burglar, so she ran to a neighbor’s house
and rang the police. But as she sat waiting for the police to arrive, Lisa’s curiosity got the better of her and
she decided to go back and see what was going on. That’s when she saw a leg coming out of the downstairs
front window. It was a man climbing out. Lisa gasped in shock. The burglar was carrying her portable
television!
At this point, Lisa saw red. She didn’t have many possessions and she’d saved long and hard to buy that
set. Besides, nobody was going to stop her watching Friends. “Oh, no you don’t, she muttered under her
breath, as the fury swelled inside her. Without even stopping to think, she tore across the garden and started
shouting at the burglar. Give me my TV - drop it now! ‟She screamed.
Ignoring her, the man fled across the garden. So Lisa threw herself at him and successfully rugby-tackled
him to the ground. The burglar struggled to escape, but Lisa hung on like the best kind of guard dog despite
being punched and kicked. As she looked up, she realised that she recognised the burglar’s face. She was
so surprised that she lost her grip and burglar got away, leaving the TV behind in the garden.
By the time the police and her father arrived, Lisa was in tears. ‟I can’t believe you were so foolish, Lisa,'
scolded her father. “You could have been killed.” “I know, but at least he didn’t get my TV,” she replied.
Lisa later remembered the name of the burglar, who had been in the same year as her at school. He was
later caught and jailed for 15 months after admitting burglary and assault. In May last year, Lisa was given
a Certificate of Appreciation by Staffordshire Police, for her „outstanding courage and public action‟. But
in the future she intends to leave household security to a new member of her family, Chan, who is real
guard dog.
21. What first led Lisa to think there was a burglar in her house?
A) Something had been broken.
B) Something had been left outside.
C) Something was in the wrong place.
D) Something was moving inside.
22. Why didn’t Lisa wait in her neighbor's until the police arrived?
A) She was worried about losing her television.
B) She wanted to know what was happening.
C) She noticed something from her neighbor's window.
D) She realised that the burglar was leaving.
23. What does “Lisa saw red” (line 16) mean?
A) She got impatient.
B) She felt frightened.
C) She got angry.
D) She felt brave.
24. What happened when Lisa shouted at the burglar?
A) He tried to explain why he was there.
B) He fell over as he ran towards her.
C) He pretended not to have heard her.
D) He dropped the TV and attacked her.
For questions 25-29, decide if the following statements agree with the information given in the text.
Mark your answers on the answer sheet.
25. Before warning the police Lisa had no intention to encounter a burglar.
A) True B) False C) No Information
26. When Lisa noticed the burglar he was not holding any of her valuable possessions.
A) True B) False C) No Information
27. The burglar had a noticeable scar on his chin.
A) True B) False C) No Information
28. She was able to clarify his face by glancing at him when he was trying to make off.
A) True B) False C) No Information
29. Lisa got a compensation from the offender for her lost properties.
A) True B) False C) No Information
 Part 5
Read the following text for questions 30-35.
Parenting in the 21st Century
I decided to write this book for several reasons. I was dissatisfied with parenting-advice literature, finding
it to be riddled with oversimplified messages, and often unrelated to or at odds with current scientific
knowledge. I also felt certain after years as a professor, researcher, and author of textbooks on child
development, that contemporary theory and research contain many vital, practical messages… ones crucial
for parents to understand if they are to effectively help their children develop. Furthermore, I’ve been
approached on countless occasions by uneasy parents, frustrated by a wide array of child-rearing issues. I
became convinced, therefore, that parents needed a consistent way of thinking about their role to guide
them in making effective decisions.

It’s little wonder that parents are perplexed about what approach to take to child rearing. Today’s world is
one which makes parenting exceedingly difficult. In many industrialised countries, the majority of mothers
of preschool children are in the workforce, though not always through choice. This group in particular tends
to lament the lack of practical advice for parents in their child-rearing roles. Many parents simultaneously
complain that they’re busier than ever and that due to the growing demands of their jobs, they have little
time for their children. Nations of pressured, preoccupied parents have emerged in an era of grave public
concern for the well-being of youth.

It would seem from looking at current media that the younger generation are achieving less well than they
should and that they often display a worrying lack of direction, manifested at its worst in a variety of social
problems. These problems seem to have infiltrated even the most economically privileged sectors of the
population, affecting young people who, on the face of things, have been granted the best of life’s chances.
Accounts of children being deprived of their childhood and growing up too fast, or the dangers of promoting
materialism to young people abound in the media.

In many countries there is a growing sense of ‘youth alienation’ and parents rightly fear for their own
children’s futures. But agreement on what parents can and should do to shield children from
underachievement and demoralisation eludes those who seek it on the shelves of libraries or bookstores.
Parenting advice has always been in a state of flux, at no time more so than the present. While the
fundamental goal of parenting – to instil character and moral development – has stood firm amid the various
passing fashions in child care over the years, the approach to accomplishing this has varied considerably.
Some authors, convinced that parents are in control of what their children become, advise a ‘get tough’
approach. The educational parallel to this ‘parent-power’ stance is to train and instruct as early as possible,
and this has been justified by claims of maximising brain growth or securing high achievement by starting
sooner.
Other authors, however, attribute many of today’s social problems to the excessive pressure put on children
by parents. According to these ‘child-power’ advocates, children have their own built-in timetables for
maturing and learning. Waiting for cues that children are ready, these experts say, will relieve the stress
that fuels youth discontent and rebellion. The reality, however, is that there are no hard-and-fast rules.
Current thinking on child-rearing advice mirrors historical shifts in theories of development and education.
The most disturbing trend in the literature has been a move to deny that parents make any notable
contribution to their children’s development. Indeed, according to one highly publicised book, children’s
genes, and secondarily their peer groups, not parents, dictate how children turn out. This public declaration
of parental weakness comes at a time when many busy parents are poised to retreat from family obligations,
and, indeed, it grants them licence to do so.

From the multitude of theories on nature and nurture, I have chosen one to serve as the framework for this
book: sociocultural theory, which originated with the work of Russian psychologist Lev Vygotsky. Early
in the 20th century, he explained how children’s social experiences transform their genetic inheritance
leading their development forward and ensuring that they become competent, contributing members of
society. Vygotsky championed the idea that as children engage in dialogues with more expert members of
their culture, they integrate the language of those interactions into their inner mental lives and use it to
think, overcome challenges and guide their own behavior.

For questions 30-33, fill in the missing information in the numbered spaces.
Write no more than ONE WORD and / or A NUMBER for each question.

Majority of parents from the 30) ______________ states are obliged to work when their children are due
to start school education. In some cases one can be surprised that parents are 31) ____________ and they
cannot decide which method to choose in order to teach their children some skills. According to the
contemporary media the youth are not getting enough education this issues have almost 32) ____________
some areas no matter to their good financial development. Recommendation of parents has always been
changed soon more than currently. Their 33) ____________ aim is to set some concepts which became
stable over the past period.

34. What does the author say in the fourth paragraph about parenting advice?
A Its core objective has remained constant.
B Its ideology stems from contemporary social issues.
C It traditionally placed strong emphasis on the protection of the child.
D It currently benefits from techniques tried and tested by previous generations.

35. In the fifth paragraph, what point is the author making about bringing up children?
A There is an absence of consensus on child-rearing among the experts themselves.
B Educational policies should be revised in the light of recent findings.
C Strict parents tend to have children who are academically unsuccessful.
D One approach to child-rearing appears to be more effective than all others.
 Writing Task 1

You have been working for a company for some time, and other rival companies are willing to
employ you with a higher salary for all the practical experience you have gained.
Write a letter to your company manager and in your letter
• Explain the situation
• Say what you would like the manager to do (increase the salary etc.)
• Say what action you would take in case the manager fails to meet your demands
Write at least 150 words. You do NOT need to write any addresses.
 Writing Task 2

Some parents believe that students must work hard at school and spend their free time learning their
school lessons, while others believe that students need to spend their free time playing and developing
other skills. With which opinion do you agree? Use specific reasons to support your opinion.
 Answer Key for listening READING ANSWERS
PART 1 PART 1
1 B) Ok, I’ll have with milk. 1 child
2 C) At home with their family 2 must
3 C) Sounds good! 3 responsibility
4 A) Yes, I have already got home 4 care
5 A) No, I went straight home. 5 dog
6 B) Just my credit card and keys. 6 another
7 C) Ok, send me location then 7 C
8 B) I would be an architect I think. 8 A
PART 2 9 B
9 egg 10 A
10 tower 11 B
11 car 12 C
12 animals 13 B
13 bridge 14 A
14 movie/film 15 E
PART 3 16 G
15 F 17 B
16 D 18 D
17 C 19 F
18 A 20 E
PART 4 21 D
19 D 22 B
20 C 23 C
21 G 24 C
22 A 25 A
23 E 26 B
PART 5 27 C
24 C 28 T
25 C 29 C
26 B 30 industrialised
27 A 31 perplexed
28 B 32 infiltrated
29 B 33 fundamental
PART 6 34 A
30 puzzle 35 A
31 logic
32 confusion
33 mediation
34 stone
35 coins