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P/ST ONE: +ISTENING A. There are seven q esti!ns in this "art. #isten care$ ll%. &! 'ill hear each r!c!r(ing t'ice. )!r each q esti!n* circle the c!rrect ans'er (A* + !r ,) (-..m) 1. What does the boy want from the shop? A. a newspaper B. a football DVD 2. Which programme is on first this e ening? A. !"lephants in Danger# B. $he final parts of !%tars# (. What present will the girl gi e )*isa? A. a t+shirt B. a necklace ,. Which instr*ment does the boy play now? A. piano B. g*itar -. What will the weather be like for sports day tomorrow? A. rainy B. s*nny .. Who is the boy phoning? A. a hairdresser B. a doctor C. a bike C. !&erri 'amsey in concert# C. flowers C. iolin C. windy C. an ophthalmologist C. pi00a

/. What food will the boy#s mother b*y? A. ice cream B. chocolate

+. &! 'ill hear "art !$ an intervie' 'ith a girl calle( /all% 0%ers 'h!se $irst b!!1 has recentl% been " blishe(. )!r each q esti!n* circle the c!rrect ans'er (A* + !r ,) (-.2m) 1. Why did %ally decide to write her first book? A. 2eople said her stories were good. B. 3er family bo*ght her a diary. C. 3er penfriend s*ggested it. 4. Why didn#t %ally#s Dad want her to send her book to a p*blisher? A. 3e didn#t like it ery m*ch. B. 3e had gi en her help to write it. C. 3e was worried that they wo*ldn#t be interested. 15. %ally sent her book to a company which A. p*blished books only on the internet. B. p*blished her fa o*rite stories.

C. p*blished books of a similar type. 11. 3ow did %ally feel when the company phoned her 6*m? A. ery e7cited B. e7tremely s*rprised 12. %ally says that8 as a res*lt of her book8 A. she now has more money. B. she has lost some of her friends. C. she is in contact with new people. 1(. What does %ally say abo*t her ne7t book? A. 9t will be :*ite different from her first one. B. 9t will be written for older readers. C. 9t will be abo*t something all children e7perience.

C. an7io*s abo*t the f*t*re

P/ST TTO: P&ONETI!S U GS/MM/S A. ,ircle the '!r( (A* +* ,* !r 3) 'h!se n(erline( "art is "r!n! nce( (i$$erentl% $r!m that !$ the !thers in the gr! " (0..m) 1. A. idiot 2. A. moment (. A. would ,. A. the B. idol B. opponent B. shoulder B. th*s C. icon C. component C. should C. th*mb D. item D. monitor D. could D. mother

+. ,ircle the '!r( (A* +* ,* !r 3) 'h!se main stress is (i$$erent $r!m that !$ the !thers in the gr! " (0..m) 1. A. nat*re 2. A. company (. A. competence ,. A. considerate B. c*lt*re B. employment B. comp*ter B. e:*i alent C. meas*re C. atmosphere C. comm*ter C. agric*lt*re D. mat*re D. miracle D. compliance D. red*ndancy

,. 4 t the verbs in brac1ets int! the c!rrect tense !r $!rm (-m) a. $his candidate ;1. look< === ery promissing. >*st think abo*t his e7perience. 3e ;2. li e< === in 3ong &ong8 A*stralia and the ?%A and ;(. work< === for a n*mber of m*lti+ national companies. 9 ;,. think< === we definitely ;-. inter iew< === him. b. @3ow many times %tephen ;.. telephone< ===?A B @9 ;/. not know< ===8 b*t 9 wish he ;1. stop< === . 9t#s s*ch a bore when he keeps on phoning.A c. Visitors to the castle ;4. show< === aro*nd by an e7perienced g*ide. $hey ;15. not allow< === to wander aro*nd on their own. Co*r answersD 1. ============= (. ============= -. ============= /. ============= 4. ============= 1. 2. (. ,. -. .. /. 1. 2. ============= ,. ============= .. ============= 1. ============= 15. ============..

3. )ill in each blan1 'ith 567 a""r!"riate "re"!siti!n !r "article (-m) All the animals in the forest fled ====== the fire. 6y car is g*aranteed ====== r*sh for eight years. 3e is certainly good ====== maths8 if not m*ch else. $hat ho*se has been *p ====== sale for two years. Come to the party8 ====== all means. 3e came ====== a collection of al*able old coins in the attic. 3ow do yo* deal ====== a class when they are constantly *nr*ly? $heir ho*se was c*t ====== from the illage by the flooding ri er.

4. 9 don#t know if she#ll e er get ====== her h*sband#s death. 15. $he athlete has decided to gi e ====== amate*r competition and become a professional. 7. 8ea( the te9t bel!'. :se the '!r( given in ca"itals at the en( !$ each line t! $!rm a '!r( that $its in the s"ace in the same line. There is an e9am"le at the beginning (-m) T&/T M/$ES / !+OSE VSIEND Eor all of *s8 close ;5< "ers!nal friends are important. Food friends are abo e all ;1< === people who yo* can tr*st to keep a secret. 9f yo* ha e a problem to sol e8 or a ;2< === to make8 they will listen and gi e yo* ;(< === ad ice. $heir ;,< === is s*ch8 that they do not e7pect anything in ret*rn8 b*t they know with ;-< === that yo* wo*ld do the same for them. Close friends are ;.< === e er to let yo* down or make yo* feel ;/< === when yo* tell them abo*t yo*r problems. Gn the contrary they are a real so*rce of ;1< === when yo* feel weak and in need of s*pport. $hey will tell yo* ;4< === what they think8 and help yo* find yo*r way o*t. As a res*lt8 yo*r ;15< === will grow e en stronger. Co*r answersD 1. ============= (. ============= -. ============= /. ============= 4. ============= 2. ============= ,. ============= .. ============= 1. ============= 15. ============.. PESSON SE+W !ONVESS &E+P GENESOXS !EST/IN +I$E SIDI!X+E STSONG SIN!ESE VSIEND

). ,ircle the !ne n(erline( '!r( !r "hrase that m st be change( in !r(er $!r the sentence t! be c!rrect (-m) 1. 9t is yo* that 9 ha e seen in the garden at se en. A B C D 2. 6y father wants that 9 go to college when 9 finish school. A B C D (. 9t was r*de to ref*se to help mother. Co* sho*ld help her. A B C D ,. All her children ha e grad*ated from a *ni ersity8 that is a reason for her to be pro*d. A B C D -. 6y brother was watching $V d*ring 9 was doing my homework. A B C D .. What yo* are saying s*ggests that yo* are *nwilling to agree with me8 does it? A B C D /. 9 really wo*ldn#t like that friend of yo*rs to treat me as something that belongs to him. A B C D 1. Co*ld yo* tell me how yo*r new friend look like? A B C D 4. 9 got her take an *mbrella in case it rained. A B C D 15. 3a ing had a good rest8 the cowboy set o*t to co er other 25 miles. A B C D P/ST T&SEE: SE/DING !OMPSE&ENSION A. 8ea( an( then circle the !"ti!n (A* +* ,* !r 3) that best $its each s"ace (-m)

OE+IE"E T&E EWES 3ow do yo* know when someone is lying? %cientists st*dying the h*man face with sensiti e cameras may ha e disco ered the answer8 almost by accident. When someone in the laboratory dropped a book8 =;1<= a lo*d noise8 the camera they were *sing to st*dy someone#s face showed an *ne7pected =;2<= . $he s*dden fear had ca*sed the =;(<=of the person#s face aro*nd the eyes to change. $his led the researchers to come *p with the idea that if a s*per+sensiti e camera co*ld spot fear8 it wo*ld be :*ite =;,<= of showing when people were telling a lie. $he researchers then =;-<= *p an e7periment to test o*t their theory. %ome ol*nteers were told a secret which they were forbidden to =;.<= with another set of ol*nteers8 who were told to find o*t what it was. $he res*lts were =;/<=8 with the camera correctly identifying which of the ol*nteers was lying. %ome people belie e that these tests co*ld lead to the de elopment of a camera which wo*ld = ;1<= airport sec*rity staff who8 at the moment8 ha e to rely on their own H*dgement when asking passengers abo*t the contents of their l*ggage. 3owe er8 altho*gh the camera co*ld be more =;4<= than traditional ways of disco ering whether people are lying8 most scientists belie e that more =;15< = tests are needed before it goes into widespread *se. 1. making 2. reply (. ariety ,. skillf*l -. .. inform /. wondering 1. attract 4. acc*rate 15. pro ing A. getting B. ha ing D. doing A. reaction B. relation D. remark A. e7ample B. description D. appearance A. talented B. cle er D. capable A. held B. p*t D. ga e A. arg*e B. spill D. share A. famo*s B. ama0ed D. impressi e A. assist B. appeal D. accept A. right B. correct D. honest A. con incing B. pers*ading D. agreeing IY TESTS 2sychologists ha e long been interested in how we H*dge intelligence in strangers. Iow scientists ha e designed tests =;1<= try to disco er which c*es help people to H*dge 9J acc*rately8 and which ca*se them to get =;2<= wrong. 3igh school p*pils were ideotaped answering tho*ght+ pro oking :*estions and the ideos were then shown to gro*ps of H*dges who were asked to assess the st*dents# physical type and monitor a ariety of beha io*ral c*es. Ie7t the H*dges were asked to rate the st*dents# intelligence. At the =;(<= time8 each st*dent was also re:*ired to sit a standard 9J test. Certain c*es matched the =;,<= of the 9J tests more closely than others. While speaking :*ickly8 *sing a lot of words or displaying ease =;-<= *nderstanding ca*sed the H*dges to rate the st*dents# intelligence highly8 and was reflected in the 9J tests8 =;.<= c*es seemed to gi e the H*dges an entirely false impression of intelligence =;/<= meas*red by the 9J test. =;1<= the c*es that led H*dges to assess st*dents as d*ll were factors =;4<= as *sing halting speech or slang. C*es that led C. C. C. C. C. set C. C. C. C. C.

+. )ill in each blan1 'ith 567 a""r!"riate '!r( (;ms)

H*dges to iew st*dents as bright incl*ded talking lo*dly and *sing proper "nglish. =;15<= of these traits correlated with meas*red 9J8 howe er. Co*r answersD 1. ============= (. ============= -. ============= /. ============= 4. ============= 2. ============= ,. ============= .. ============= 1. ============= 15. ============..

,. 8ea( the $!ll!'ing article. )!r q esti!n -<2* circle the ans'er (A* +* , !r 3) 'hich %! thin1 $its best acc!r(ing t! the te9t (;..ms) TTO +/NGX/GES GOODZ T&SEE +/NGX/GES E"EN OETTES Nin[59[=\5o>] N=omi G\=9 is >iD[ m=n9 O\itish chi>]\[n in th=t ^h[n sh[ 7[ts hom[ _\om schoo>Z sh[ >ov[s to >os[ h[\s[>_ in = &=\\9 Po\t[\ ?ooD. Th=t m=D[s h[\ ]i__[\[nt is th=t sh[ ^i>> h=v[ ch=tt[] to h[\ schoo> _\i[n]s in V\[nch on th[ ?us hom[Z =n] sp[nt h[\ ]=9 ^ith th[m >[=\nin7 h[\ >[ssons in O\[ton. Iaomi is the da*ghter of >ane and D*g Fray8 a translator and stone+mason who li e in Einistere8 the heart of Celtic Brittany in north+west Erance. $hey ha e opted not to bring *p their three children biling*ally in Erench and "nglish8 b*t triling*ally8 by enrolling them in Brittany#s ed*cational system8 Diwan8 whereby all lessons8 bar "nglish and Erench8 are ta*ght in Breton. Aro*nd (8555 children in Brittany are ed*cated ia this immersion method that has played an important role in the re i al of the Breton lang*age. >ane admits that the decision was contro ersialD @Gther British parents saidD @3ow dare yo* do that? Don#t yo*r children ha e eno*gh to take on?A. B*t she had seen how :*ickly the girls absorbed ErenchD @9 felt s*re they co*ld take in another lang*ageA. $he girl#s father8 D*g8 admits to being en io*s of their abilities. @After 1. years in Erance8 9#m comfortable with the lang*age8 b*t the kids still pick me *pon my pron*nciation and grammar mistakes8A he says. 9t was once tho*ght that forcing a child to learn more than one lang*age co*ld slow academic de elopment b*t according to 2rofessor Colin Baker8 a world e7pert on biling*alism8 the efect is opposite. $he e idence is that bi+ and triling*alism act*ally increases mental capacity and that m*ltiling*al children tend to do better at school. @$he latest research shows that in intelligence tests8 children with two or more well de eloped lang*ages ha e higher scores8A he says. @Biling*al children ha e two or more words for obHects and ideas8 so the link between words and concepts are looser8 allowing more fl*ent8 fle7ible and creati e thinking.A 3e adds that children learning lang*ages yo*ng also tend to ha e more confidence and better general comm*nication skills. 2rofessor $ony Cline is an ed*cational psychologist specialising in lang*age de elopment in children. 3e says8 @We *sed to think the brain had a limited capacity8 like a milk bottle8 and that it was impossible to po*r two pints of milk into a pint bottle. Iow we *nderstand that o*r brains are capable of making an infinite n*mber of connectionsK there is no limit to what we can take in.A 3e concedes that there might be minor disad antages in ha ing a bi+ or triling*al childhoodD @$he child sometimes applies the r*les of one lang*age to another8 and so makes mistakes B b*t these grammatical @errorsA are soon o*tgrown8 as long as the child is e7posed to good models of lang*age.A 9t seems that by gi ing yo*r child the option of becoming m*ltiling*al8 yo* are offering them far more than H*st the ac:*isition of a foreign lang*age. $hat certainly seems to be the case for the Fray girls. All three are getting top grades at school and are literate in three lang*ages8 Iaomi has also s*ccessf*lly taken on Ferman8 where she is proof that biling*alism increases lang*age+learning aptit*de. %ays 2rof ClineD @6*ltiling*al children pick *p other lang*ages :*ickly beca*se they ha e a more fle7ible approach and are *sed to handling different forms of synta78 grammar and ocab*lary.A

>ane thinks her da*ghters ha e gained more than H*st lang*ageK they ha e also gained c*lt*rally. 9n fact8 the girls are all enth*siastic abo*t Breton c*lt*reD Iaomi does e7trac*rric*lar Breton step dancing and lo es singing in Breton and attending dance e enings known as fest+no0 while Iina takes part in Breton sport of Fo*ren8 a form of Celtic wrestling. %ays 2rof BakerD @6*ltiling*al children gain the benefits of m*ltiple sets of literat*res8 traditions8 ideas8 ways of thinking and beha ing.A And8 he stresses8 if parents ha e the opport*nity to gi e their child the gift of another lang*age8 they sho*ld H*mp at it. Beca*se in today#s global market+place8 on top of all the abo e8 m*ltiling*als are far more employable than monoling*als. @9 find it a great shame that lang*ages don#t ha e a higher place in the classroom in the ?& beca*se "nglish is a mainstream lang*age of b*siness b*t8 in the f*t*re8 that is going to change.A 1. What does the writer say abo*t the school that Iaomi attends? A. All of the lessons are ta*ght in Breton. B. "nglish and Erench are not ta*ght. C. 9t is helping Breton to regain its pop*larity. D. $he p*pils are all fl*ent in three lang*ages. 2. %ome people criticised the Frays for === A. not enco*raging their children to learn Erench. B. helping to promote a minority lang*age. C. not sending their children to a British school. D. e7pecting too m*ch of their children. (. D*g Fray says that his children === A. sometimes correct him in his *se of Erench. B. are not as fl*ent in Erench as they wo*ld like to be. C. need to impro e their Erench pron*nciation. D. wo*ld like to learn another lang*age. ,. 2rofessor Baker says that8 compared to other children8 m*ltiling*al children === A. work harder at school. B. tend to do better in e7aminations. C. ha e a less rigid way of thinking. D. are generally more talkati e. -. 2rofessor Cline *ses the e7ample of the milk bottle to ill*strate === A. o*r knowledge that the brain has limitations. B. how m*ch lang*age can be stored in the brain. C. the link between brain si0e and intelligence. D. a pre io*s way of thinking abo*t the brain. .. What does 2rofessor Cline say abo*t mistakes made by m*ltiling*al children? A. $hey are only apparent in childhood. B. $hey are only a temporary iss*e8 gi en the right conditions. C. $hey *s*ally only occ*r in one of the child#s lang*ages. D. $hey can increase in n*mber as the child grows older. /. Iaomi#s e7perience is presented as e idence that m*ltiling*al children === A. enHoy taking part in gro*p acti ities. B. are better e:*ipped to learn foreign lang*ages. C. take ad antage of opport*nities they are offered. D. integrate easily into any new c*lt*ral en ironment. 1. What does @itA refer to in the first sentence of the last paragraph? A. the opport*nity B. their child C. the gift D. another lang*age

3. &! are g!ing t! rea( an article giving a(vice t! teenagers ab! t "art<time =!bs. ,h!!se the m!st s itable hea(ing $r!m the list A<> $!r each "art (-<?) !$ the article. There is !ne e9tra hea(ing 'hich %! (! n!t nee( t! se. There is an e9am"le at the beginning (;.-ms) P/ST5TIME `OOS VOS TEEN/GESS /. !=\\9 out som[ \[s[=\ch O. O[tt[\ o__ ^o\Din7 to7[th[\a !. Th[9 cou>] ]o ^ith 9ou D. ThinD positiv[>9 E. Tho to cont=ct 2. I V. Not =>^=9s st\=i7ht_o\^=\] G. To\Din7 _o\ _\[[ &. PicD = s[\vic[ to p\ovi][ I. Incom[ =n] oth[\ ?[n[_its

As a teenager8 yo* are likely to ha e both a fair amo*nt of spare time and a desire to earn some money. By working to earn money yo*rself8 yo* can learn a lot abo*t the al*e of things as well as the world of b*siness. $ypical and ob io*s Hobs for teenagers incl*de working at a fastfood resta*rant8 working as a shop assistant or stacking shel es at a s*permarket. -. What yo* get o*t of a Hob like this depends on yo*r attit*de. 9f yo*r attit*de is @9 hate this HobA then ob io*sly yo* won#t benefit m*ch from itK if8 on the other hand8 yo* look at it as an opport*nity to learn how a b*siness works from the inside o*t8 then the benefits can be great. 6any of the new generation of millionaires8 for e7ample8 are owners of franchise and pri ate resta*rants. Gwning a resta*rant is not easy8 howe er8 and it re:*ires knowledge and skill to be s*ccessf*l8 so start gathering this as a teenager. $ry as many positions as possible and ask lots of :*estions abo*t cash flow8 staffing8 etc. Applying this attit*de to any Hob yo* ha e will really pay offK yo*#ll learn a h*ge amo*nt. .. Eor many teenagers8 there are a ariety of problems associated with getting a Hob. Co* may not be old eno*gh or yo* may lack reliable transportation. Co* may not ha e eno*gh total time a ailable or a reg*lar eno*gh sched*le for someone to be willing to hire yo*. Co* might not e en be able to find a Hob in an area that yo* enHoy. 9f any of these problems holds tr*e for yo*8 then working for yo*rself on a part+time basis may be the best way to go. 4. Baby+sitting8 for e7ample8 is a tried and tested way for responsible teenagers who like being with kids to make money. $here are se eral things yo* can do to make yo*r ser ices more al*able. $hink abo*t taking a first+aid co*rse so that yo* know how to handle emergencies. %econdly8 yo* might want to consider teaming *p with some like+minded friends. $hat way yo*r gro*p will be able to say yes more often8 increasing the amo*nt of work yo*#re offered. b. 9f baby+sitting doesn#t appeal to yo*8 then yo* might want to consider garden care. D*ring the s*mmer yo* mow lawns8 trim hedges and so on8 in the a*t*mn yo* rake lea es and in the winter yo* sho el snowL 9ndoor ho*se painting is another option. Before *ndertaking this8 yo* need to make s*re yo* know what yo* are doing by working with someone with e7perience and practising at home ;b*t get yo*r parents# permission firstL<. Gther acti ities incl*de pro iding in+home pet care when owners are on holidayK errand+r*nning for b*sy peopleK washing cars for neighbo*rs or teaching people how to *se comp*ters or the 9nternet. c. Gne :*estion yo* will ha e as soon as yo* choose an acti ity is @3ow m*ch sho*ld 9 charge?A $his is a :*estion which is best answered by doing a market s*r ey. Co*#ll need to call aro*nd and ask potential c*stomers what they are *sed to paying andMor willing to pay8 or ask yo*r friends what they

charge for similar acti ities. 9n the case of an acti ity like car washing8 yo* co*ld also call garages in yo*r area and ask what they charge. d. Another way of gaining e7perience is to offer yo*r ser ices to a small b*siness. Altho*gh it may not be ob io*s to yo*8 e ery comm*nity has tho*sands of small firms which do all sorts of thingsD printing8 pl*mbing8 comp*ter programming8 ad ertising and so on. 6any of these co*ld really benefit from a part+time helper who is reliable and mat*re. 9n ret*rn8 yo* can learn an ama0ing amo*nt abo*t the b*siness. Co* will be s*rprised at how :*ickly yo* become a al*ed part of the team. e. Vol*nteer positions are another option. Co* can ol*nteer yo*r ser ices at many hospitals8 old people#s homes8 and most charitable organi0ations or political gro*ps. Co* won#t earn any money8 b*t yo* can gain al*able e7perience and colleges and *ni ersities will be impressed by any ol*nteer work yo* ha e done. P/ST VOXS: TSITING A. )inish each !$ the $!ll!'ing sentences in s ch a 'a% that it means e9actl% the same as the sentence "rinte( be$!re it (;ms) "7D $he film was so boring that 9 fell asleep. 9t was such a boring film that I fell asleep.

1. G*r opinions on the s*bHect are identical. We ============================ 2. @9f only 9#d learnt to dri e8A 'oger said 'oger wishes ======================== (. 9t seems that 6ary forgot abo*t o*r meeting. 6ary ===========================. ,. 9t#s tho*ght that the accident was ca*sed by h*man error. $he accident ========================. -. Beca*se of working hard8 she fell ill. %he worked ========================.. .. 6r. 2ike *sed to Hog a lot. 6r. 2ike Hogged ======================= /. 9t is *seless to pers*ade him to do this. $here#s ==========================.. 1. $hey don#t mind which film they go to. 9t doesn#t =========================.. 4. $he patient reco ered more rapidly than e7pected. $he patient made ======================.. 15. 6y father finds maps hard to follow. 6y father has ======================== +. ,!m"lete the sec!n( sentence s! that it has the similar meaning t! the $irst sentence* sing the '!r( given. 3! n!t change the '!r( given (-m) "7D 9 ne er ha e eno*gh time these days. Bsho\tN 9 am sh!rt !$ time these days.

1. >eremy Hoined the cricket cl*b a year ago. Bm[m?[\N >eremy#s ==================== a year. 2. 3e has ne er felt so embarrassed before. B[v[\N 9t#s ===================== embarrassed. (. Being her only niece8 Ann is ery precio*s to her. B=pp>[N Being her only niece8 ==============. eye. ,. 9 always think abo*t transport costs when Hob h*nting. Bconsi][\=tionN 9 always =================== when Hob h*nting. -. %he was pleased that he didn#t get the Hob. Bh[>pN %he ====================. he didn#t get the Hob. ,. This is "art !$ a letter %! receive $r!m an 7nglish $rien(. For my homework project I have to write about a special ay that people celebrate i! your cou!try" #hich special ay shoul I write about$ #hat i!%ormatio! shoul I i!clu e$ 6!' 'rite a letter t! %! r $rien(. @rite %! r letter in ab! t -00 '!r(s !n the s"ace bel!' (-.Am)

Dear 2eter8 ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= ========================================= Iam 555555555555555555 Th[ [n] 55555555555555555