Expert Proficiency SRB

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Nine months before . . .
You’ve already built up a good knowledge of English
and now you’re starting on the final year of preparation

Twitter
On the day . . .
•

•
Make sure you take your identification. It must have
your photo on it and must be the original document,
not a copy.
You will also need a pen, an HB or B pencil and
for the Cambridge English: Proficiency (CPE) an eraser.
examination. Work consistently, study conscientiously –
•You should feel confident, knowing that you have
and above all, enjoy learning!
prepared as well as you can for the exam.


•Establish good habits from the outset.
•There will be a clock in the exam room, but wear a
•Keep vocabulary lists in your notebook that include watch if possible and time each section of the exam
derivations, opposites, useful phrases, etc. very carefully. There won’t be very much time to spare
•Note down any word formations that might present a so it’s important that you know exactly how much time
problem. you have. Try not to run over your timing for each part.
•
Email
Read widely outside the classroom. Use the resources
of the internet to help you (online newspapers,
•Answer all questions as you work through the paper
since you might not have time to check your answers
magazines, etc) plus official Cambridge ESOL guidelines at the end. Ideally, however, you should plan to spend
and advice. time at the end of each paper checking your answers
•Make use of communication websites to listen to so that you can change them if necessary.
interesting talks in English in order to develop your
Did you find this document useful?
listening skills further.

The day before . . .

•You should have a quick look through your most
Six months before . . . important notes, the highlighted points in your
• Start looking back at what you’ve learnt over the vocabulary and word formations, together with any
previous three months. Constant revision is essential other important areas. Do not try to cram in new
to successful learning. It’s no use leaving it all until the material that you haven’t managed to cover before.
last minute! The more often you study a new word •Know when to say enough is enough and get a good
or phrase, the more likely it is to remain fixed in your night’s sleep. Your brain cannot work efficiently on five
memory. hours’ sleep!
•

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Go through your written work. Are you developing
your use of language sufficiently? Make a conscious
effort to use new language in your written work.
One month before . . .
•Having done so much exam practice and preparation,
you should by now feel confident in your knowledge
Three months before . . . of the language and your ability to cope successfully in
•By now, you should have acquired a comprehensive the exam.
understanding of the exam and its requirements and •You know that lexical chunks (verb phrases,
you should be completely familiar with all the exam prepositional phrases, and so on) make up a large part
tasks. of language learning. Revise all the phrases you have
•Revise your vocabulary and word formation lists, learnt, highlighting any particular ones that you find
highlighting any areas that you feel need special attention. difficult to remember.
Spend as much time as possible on your English. •Do a mock exam under exam conditions, whether
•Start to practise the exam tasks under exam conditions: through your school or on your own at home, if
whenever you do an exam task, time yourself so that you are following a course of self-study. Check your
you can finish it within the time limit. performance according to timing, word count, etc.

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Top twenty questions

1 How many papers are there in the revised CPE exam? 11 Have any of the tasks in the Listening paper changed?
Four: Reading and Use of English, Writing, Listening, Yes. The task for Part 4 has changed and is now multiple
Speaking. matching.
2 How long is the exam in total? 12 Should I use a pen or pencil in the written exam?
Just under four hours. A pencil should be used in all papers except the Writing
3 What has changed from the previous format of the paper, where a pen should be used.
CPE exam? 13 Can I use correction fluid?
The Use of English paper and the Reading paper have No. Correction fluid or tape may not be used. Any
been combined into a single paper with 7 parts. The mistakes should be crossed out by drawing a line clearly
summary task has been absorbed into the new Writing through the word or phrase.
Part 1 task: summary and evaluation of two texts. 14 Will I be penalised for using American or other non-
4 How much shorter is the revised exam? UK spelling?
About two hours. No, but a certain amount of consistency is required. If you
5 How long is allowed for each paper? wish to use American spelling, for example, it is advisable
to use it throughout.
Reading and Use of English: 1 hour 30 minutes
15 Is there an age limit for candidates taking CPE?
Writing: 1 hour 30 minutes
No, but the examination contains some texts and tasks
Listening: approximately 40 minutes
which are more suitable for candidates who are able
Speaking: 16 minutes to respond to abstract ideas and concepts in a mature
6 Is the level the same? manner.
Yes. 16 Can Cambridge English: Proficiency also be taken as a
7 What are the seven parts of the Reading paper? computer-based exam?
Part 1: multiple-choice cloze (8 questions with 4 options) Yes, from 2013.
Part 2: open cloze (8 questions) 17 If I take the computer-based exam, will I receive the
same certificate as for the paper-based exam?
Part 3: word formation (8 questions)
Part 4: key word transformations (6 questions) Yes. The certificate is exactly the same.
18 Who recognises the CPE certificate?
Part 5: multiple-choice (long text, 6 questions with 4
options) The CPE certificate is recognised globally by educational
Part 6: gapped text (7 questions) institutions, government bodies, professional and
commercial organisations as evidence of a knowledge of
Part 7: multiple matching (long text or several short texts English at near-native speaker level.
10 questions)
19 How long will it be before I receive my results?
8 What are the options for the Writing paper?
Results are usually available online approximately 5–7
Part 1 is compulsory (summary and evaluation of two weeks after a paper-based exam, and two weeks after a
short texts). computer-based exam. Certificates are usually sent out
Part 2 offers a choice of article, report, review, essay or within three months.
letter, including a set text task. The set texts usually remain 20 Do I have to pass each paper in order to pass the exam?
on the list for two years and the details can be found at
http://www.cambridgeesol.org/exams/cpe/index.html#wr . No. The final mark you receive is the combined score
of all the papers. The Reading and Use of English paper
9 What if I exceed the word limit? accounts for 40 percent of the final mark, with each of the
According to the Cambridge ESOL guidelines, the word remaining papers accounting for 20 percent each. If you
count is a guide only. Candidates will not lose marks for perform poorly on one paper, you can make up for this by
exceeding the upper word limit. However, failing to reach performing well on the other papers. If you do not achieve
at least the lower word count may mean that you have not a pass at Level C2 of the Common European Framework
answered the question satisfactorily. of Reference for Languages (CEFR), but your overall result
10 If I have seen the film version of one of the set texts, but is within the Level C1, you will receive a certificate to
have not read the book, can I still answer Question 5? confirm your ability at Level C1.
Yes. It is possible to write about the film version of a set text,
although reading the book as well is advisable, as it will give
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Writing: set texts

B Relationships
Requirements of the task Make notes on the relationship the protagonist has with other
characters in the book, and how those characters influence
Questions 5(a) and 5(b) in Paper 2, Part 2 of the Cambridge him/her. Make a list of examples in the book which illustrate
English: Proficiency (CPE) focus on your knowledge of a set this influence. You could do this by creating a diagram like the
book. You will be required to write about the following, giving example below:
specific references to the text:
• the overall theme (or themes)
• the main characters: how they evolve, interact and impact
character 3
on the development of the story
+ influence
• the plot: key events, twists and turns, how it reaches a
conclusion
• the language/stylistic devices: how the writer creates and
conveys atmosphere or describes the characters’ feelings
and emotions character 2 character 4
The task type may be an article, essay, letter, report or + influence + influence
review. Where there is a film version of the book available,
you can choose to write about that, if you wish. You will need
to write between 280 and 320 words.

main
Studying the book character

A Theme
As you read the book, make notes on the main themes, e.g.
fear, loneliness, greed, courage, pride, shame, etc. Note down C Plot
how the main character and at least one other character is Note down the key events in the book which affect the
affected by the themes, along with examples which illustrate development of the plot. What are the turning points in the
this. You could do this by creating a table like the example novel in which the protagonist makes an important discovery,
below: or realises the truth about something or someone?
Theme Character Examples in the book
D Use of language
1 fear 1 James 1 .....................................................
How does the writer use language effectively in order to build
2 .................................................... up suspense or give insights into people’s characters? Note
2 Alice 1 ..................................................... down any particularly effective metaphors or other stylistic and
2 ..................................................... literary devices that you feel contribute to the overall success
of the book.
2 courage 1 James 1 .....................................................
2 .....................................................
2 Alice 1 .....................................................
2 .....................................................

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Writing: set texts

Practice
1

The leader of your English language reading group has asked members to write a review of a book they would recommend
including in a book exhibition at the library. You have decided to send in a review of a book you have enjoyed, describing
why it made such an impression on you and how it would appeal to the reading public.

Write your review.

2

Your college’s English language magazine is doing a feature on literature, and has asked readers to send in articles about the
theme of courage, pride, shame, trust, suspicion, secrecy, etc. in a novel of their choice. You have decided to write an article
about the book you have been reading, citing examples of how at least two characters display [courage, pride, shame, trust,
suspicion, secrecy, etc.] in the story, and saying how this affects the development of the plot.

Write your article.

Your teacher has asked you to write an essay on the following topic, based on your reading of a novel: ‘If the protagonist
had not made certain decisions that directly influenced events, the story might have been a very different one.’ Discuss this
statement in relation to two major developments in the novel, giving your opinion on the decisions made and speculating
how events might have turned out differently.

Write your essay.

4

You belong to a book club which has asked its members to write a report on whether a novel you have read recently is
suitable for film adaptation. You should outline in what ways you think the book might be successfully adapted or not for the
screen, giving your reasons.

Write your report.

5

You read this comment recently in a literary magazine about a book you enjoyed reading: ‘The author’s use of language to
build up atmosphere and to give insights into the characters’ thoughts and emotions is not as effective as it could be. This was
a disappointing aspect of the book.’ You disagree and decide to write a letter to the magazine, expressing your opinion.

Write your letter.

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Answer Key

Vocabulary development 1 p. 6 Use of English p. 9

1 1 sequel 4 flashbacks 4 1 such 5 Having
2 stage fright 5 prequel 2 out 6 could/might/may
3 denouement 6 score 3 more 7 with
4 if/when 8 which
2 1 lead role 4 standing ovation
2 film adaptation 5 box office Expert language
3 rave reviews 6 silver screen a come (to a conclusion), have (a tendency), follow
3 1 stretched 4 clambers (a pattern)
2 hobble 5 glid b reach/arrive at a conclusion (preposition = at); show/
3 hoisted 6 twirled demonstrate/display a tendency (no preposition required);
conform to a pattern (preposition = to)
4 1 for/in 4 to
2 of/over 5 on Listening p. 10
3 for 6 to
4 1 A 3 B 5 C
Use of English p. 7 2 A 4 A 6 B
3 1 D 3 D 5 A 7 B
Expert language
2 B 4 D 6 C 8 A
a Q1 to hold out for
Expert language
b Q3 to provoke a reaction
a Q6 gain a qualification c Q3 benefited from
b Q2 to name but a few
c Q4 provides students with Vocabulary development 2 p. 11
1 1 on 4 back
Language development 1 p. 8
2 for 5 toward
1 1 adores 3 into 6 to
2 Do you see 6 was lacking
3 didn’t notice 7 is being 2 1 ring a bell 4 went for a song
4 am enjoying 8 promise 2 pulled out all the stops 5 changed his tune
5 appreciates 3 blowing her own 6 play it by ear
trumpet
2 1 has been doing 5 had told
2 haven’t been attending 6 had only been 3 1 mediocrity, 2 subtleties, setbacks
3 had been talking dancing competitive, 3 deafening
4 have never performed ruthlessness 4 outgoing, tendency

3 1 just now, later 4 lately, since 4 1 come 5 bar

2 currently 5 still 2 sampling 6 dabbling
3 never 6 occasionally 3 wider 7 potential
4 significant 8 ease
4 1 have also earned 7 became
2 trained 8 embarked Reading p. 12–13
3 joined 9 came 5 1 D 4 C 7 C 10 A
4 did not/didn’t exist 10 believes 2 A 5 B 8 B
5 had given 3 B 6 D 9 B
6 were continually
asking Expert language
a clamber, scramble
b leaping, flipping (themselves)
c handstands, leaps

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Answer Key

6 1 doubles as 5 incredibly puny 2a 1 enhance 5 comparisons

2 hands-on experience 6 a new lease of life 2 accessible 6 demands
3 letting myself in for 7 winds down 3 present 7 connection
4 draws to a close 8 throw in the towel 4 similarities
2b Text 1 – E, C
Language development 2 p. 14 Text 2 – F, A
1 1 B 3 B 5 C 7 A 2c A implies D underlines
2 A 4 B 6 B 8 C B suggests E emphasises
C points out F questions
2 1 in 3 for 5 of
2 by 4 until 6 to 3 Students’ own answers

3 1 supposed 5 on the verge of 4 Model answer

2 is expected 6 bound In the first text, the writer emphasises that comparisons
3 due 7 might between comic books and animated cartoons should not
4 set 8 should be drawn since they are very different in the demands they
make on the viewer or reader: the reader has to make much
4 1 is/was bound to be 4 was to more effort than the viewer. The writer also points out that
2 was supposed to be 5 is set to be there are elements to an animation that are not present in a
3 was (just) about to 6 stands to comic book, such as music, movement and sound. I agree
with the writer up to a point, since animated films, like all
5 Suggested answers films, require less creative use of the imagination on the
1 is/was bound to be a huge success part of the viewer than reading a comic does. However, I
2 was going to cry have to say that there are undoubtedly similarities between
3 should have been here by now these two genres, since their main element is the pictorial
4 is set to become very famous image. Whether one is actually better than the other is a
5 the director was supposed to be here to answer matter of personal taste, I would say.
them himself In the second text, the writer questions why people get so
6 she is on the point of giving up concerned over film adaptations of books since, whatever
the film is like, the reader’s connection to the book is not
Use of English p. 15
in any way affected. The writer also implies that modern
2 1 was the first time (that) | Luke had (ever) digital technology can enhance a novel and bring other
2 there any improvement | in the cast’s exciting dimensions to it. I’m not entirely sure whether I
3 as no surprise (to me) | to hear (that) agree with the suggestion that film versions cannot possibly
4 was on the point | of leaving harm the original book. In my experience, many young
5 makes no | difference to Camilla people might watch a film and then feel that they needn’t
6 made an enormous | impression on bother to actually read the book it was based on. This
7 came to the conclusion | (that) he was trend would be nothing short of disastrous for their overall
8 has no intention | of tolerating intellectual development. Personally speaking, I agree that
9 of great | excitement to films are a great form of entertainment – but they can
10 difficulty (in) coming to terms | with the fact never, and should never, replace books.
Writing p. 16
Audio script
1 In Text 1, the writer is implying that there is a mistaken
assumption about comic books and animated films to the Extract One
effect that they are much the same thing. On the contrary, F: I always say to drama students, you know, go to
the writer outlines the differences between the two genres auditions even if you don’t want the part, just for the
showing that the viewer of an animated film does not experience. This profession can be good but they need
really have to interact with the visual image at all whereas to understand that everything won’t always go their
the reader of a comic book needs to actively use their way – so you can’t afford to think you can pick and
imagination to interpret the images. Moreover, an animated choose and stuff like that – ’cos nobody wants to work
film uses a sound track, a musical score and physical action with a diva.
in combination with the images; the comic book only has M: Yeah – it’s important to deserve the respect of your peers.
the images. The biggest audition that I ever flunked was when I went
In Text 2, the writer expresses the opinion that it is to work for a bank. I did an internship and at the end of
unnecessary to worry or get upset about film adaptations it one of the guys said to me: ‘Your heart doesn’t seem
of books because, whatever happens, nothing will actually to be in this,’ and I felt like I’d failed to play the part well
change the book. It is also implied that cutting-edge ... because I was only acting and I’d been busted! It was
developments in film technology can actually turn a book actually my dad who thought I should go into a more
into something greater and more impressive. secure profession. I mean, he is a financier after all.

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Answer Key

2 1 twittering 5 roar
So, when I signed up for drama school, it was a bit of
2 crunch 6 claps
a let-down for him – but it was great when he came to
3 scrabbling 7 whistling
see one of my first plays. I could hear raucous chuckles
4 lapping 8 patter
from the front row and I thought: ‘He gets it now!’
3 1 scientific 5 hydroelectric
Extract Two 2 aquatic 6 euphoric
F: Recently, I was asked to write and present a film that 3 catastrophic 7 realistic
posed the question: ‘Pop, what’s it good for?’ 4 oceanic 8 domestic
M: That sounds provocative – how did you play it?
F: Well, I avoided a glib response like ‘absolutely nothing’
4 1 evolved 5 contact
and got on with talking about some of my own favourite 2 forces 6 captivity
tracks. 3 grounds 7 treatment
4 variety 8 natural
M: Didn’t the film need a bit more shape than just you sat
in a room going through a list? Use of English p. 18
F: Sure. In the end I picked a dozen to represent the
shifting sands of the genre over time and used that as a 2 1 A 3 D 5 B 7 B
hook to hang it on. 2 C 4 A 6 C 8 D
M: Hardly a straightforward choice that dozen.
Expert language
F: Indeed it wasn’t. And, you know, I reckon if I’d made it
sugar-cane (juice/biology), low-tech (methods),
at another moment, in another mood or whatever, it petrol-fuelled (vehicle)
wouldn’t have been the same twelve either.
M: Right. Pop’s great for making lists of favourites . . .
Language development 1 p. 19
F:.. you see them all the time on the internet
M: I guess they express something about your personality . . . 1 1 are currently being 5 have been almost
F: If you ask me, it’s more about inventing yourself – along made completely turned
with the type of clothes, haircut and even car you go for. 2 to be restored 6 being cut down
M: But looking back on those lists, they kind of map 3 have been devastated 7 is often removed
out your changing dreams, your influences and your 4 was formed 8 will also be cultivated
aspirations. 2 1 be 5 allowed/supposed/
F: If you keep them! 2 being permitted, etc.
3 Having 6 been
Extract Three 4 needs
M: Reality television really took off in the year 2000 when
the idea behind the programme Big Brother went 3 1 something would 5 were/are thought to
beyond its Dutch home market to be sold around the be done have been
world and started a revolution in TV business models. 2 was pointed out 6 have been/be
In the ensuing decade, TV talent shows evolved into 3 are said to be considered
elaborate multi-platform profit engines, unlike anything 4 is rumoured to be 7 were assumed to be
the industry had ever seen. The most famous of these, carrying out 8 was estimated
The X Factor, is regarded in the industry as providing a 4 1 have had their fields sown
masterclass in twenty-first century marketing techniques. 2 had the fishing quotas increased
By 2011, versions of the format were being produced in 3 get/have that piece of wasteland converted
over twenty countries across the globe, whilst the final of 4 are currently having the project managed
the original UK version was watched by two-thirds of all 5 will have had their application approved
households who switched on a TV that night. The show is 6 getting/ having a wind turbine installed
alluring for brands: not only will massive audiences catch * Note: have and get are normally interchangeable when
their thirty-second messages in the breaks but there’s an they mean ‘cause something to be done by somebody
entire suite of marketing opportunities both on air and else’ such as in Q3 and Q6. Have and get are not
off. Taking lessons from sports broadcasters, The X Factor interchangeable in Q2 because got in this context is a
uses gladiatorial on-air competition and encourages a reduced form of managed to get.
running commentary on social media sites to build live
audiences on a scale which advertisers find it increasingly Use of English p. 20
hard to reach elsewhere.
2 1 would 3 are 5 with 7 which
Module 2 2 If 4 could 6 puts 8 no

Expert language
Vocabulary development 1 p. 17
to be avoided, to be carefully managed
1 1 decimation 4 evolution
2 desalination 5 proliferation 4 1 expand 3 emit
3 reforestation 6 evaporation 2 threaten

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Answer Key

5 1 famine affects a whole society and people die / hunger Language development 2 p. 25
affects one person and is temporary
1 1 a bring, b brought 4 a place, b placed
2 foreseeable means ‘as far as can we can predict’ /
2 a met, b meet 5 a buy, b bought
foreseen means something was predicted 3 a put, b putting 6 a took, b taking
3 alleviating means making something better /
aggravating means making something worse 2 1 keep 4 taking
4 the meaning of both phrases is similar, but not by any 2 lending 5 get
means is more emphatic 3 taken, make 6 take
Listening p. 21 3 1 In 3 On 5 in 7 On
2 with 4 at 6 by 8 at
3 1 B 4 G 7 B 10 H
2 C 5 A 8 F 4 1 have grave doubts about
3 F 6 C 9 E 2 do significant harm to, having serious consequences for
3 gives priority to, have a clear conscience
5 1 G 4 B 7 E 10 J
4 give some thought to, do without
2 A 5 I 8 D
5 have an informed opinion on
3 H 6 C 9 F
6 does wonders for
Reading p. 22–23 7 give (people) the impression that
8 have no scruples about
2 garbage – is the US term for household rubbish; refuse – is
the formal/technical term for rubbish; compost heap – is a Use of English p. 26
place where garden rubbish is left to rot
3 1 accounts 5 inaccessible
4 1 B 3 B 5 A 2 unforgettable 6 highlighted
2 D 4 C 6 C 3 quickening 7 discouraging
4 rehabilitation 8 untouched
Expert language
a miasmic, gnomic, civic, ironic Expert language
b conclusion, collection, regulations, infraction, prescription, in the hope of seeing, at an ever quickening pace
medication, accommodation, instructions
5 1 flocking 4 on the brink of
2 in close proximity 5 demise
Vocabulary development 2 p. 24 3 glimpsing 6 bleak
1 1 manual 4 beneficial Writing p. 27
2 superior 5 temporary
3 short-sighted 6 complicated 1 a readers of the magazine
b semi-formal/formal
2 1 f 4 a 7 b 10 d c description of the event plus an evaluation
2 c 5 h 8 i d use of interesting vocabulary, good introductory
3 g 6 e 9 j paragraph, address the reader, use of rhetorical
3 1 pros and cons, by and large, sick and tired, peace questions, etc.
e descriptive, narrative, evaluative
and quiet
2 pride and joy, length and breadth, safe and sound 2 Students’ own answers
3 Suggested plan
4 1 strut 3 wade Intro: challenging questions about issues to do with the
2 wallow 4 stalk environment: deforestation, endangered species, etc. to
5 1 general 7 absent arouse interest
2 truly 8 magnetic Para 1: description of talks/demonstrations
3 remotely 9 confined Para 2: description of practical workshops
4 apparently 10 visible Para 3: evaluation of the above
5 acutely 11 asymmetric Conclusion: final assessment of usefulness of this type of
6 faint 12 precisely event and possibilities of other similar events in the future
5 Suggested answers (although there is some overlap between
categories)
Vocabulary
Precise descriptive: squawks, screeches, brightly-coloured
Verb phrases: make my way, attract attention, cross my
mind, get involved in
Phrasal verbs: hand out

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Answer Key

Collocations: loud noise, college lawn, member of Audio script

the public, fly around freely, on loan (prep phr), in
combination with (prep phr)
Speaker One
Topic vocabulary: in captivity, native habitat, bird
M: It’s claimed that today’s zoos are all about conservation
sanctuary, endangered, conservation project
Advanced adjectives/adverbs: beautifully-kept, intrigued, – and first-hand contact with endangered species raises
ostensibly, well-researched visitors’ awareness. But the idea of animals being a
Grammar
form of entertainment always put me off, so I’d steered
Passive: could be heard, not being allowed, were kept, clear of the places. But when a year’s pass to the local
were being handed out one arrived in my inbox out of the blue, courtesy of a
Appropriate tenses: here it is narrative as well as descriptive, grateful niece I’d done a favour, I decided to put my
so past tenses – mostly simple past / past continuous, also reservations aside and check it out. What really struck
one example of reported speech (hastened to explain that me was how much information there was attached to
the birds were on loan) each enclosure and I wasn’t the only person engaging
Register
with it either. And if I’d been expecting the animals to
Formal: use of passive, also phrases such as: hastened to look forlorn in cramped cages, then I couldn’t have
explain, couldn’t fault it been more wrong.
Sentence structure
Complex/varied: starting with -ing participle (Coming Speaker Two
from one corner), with adjective (Intrigued), with adverb F: Although I take animal welfare issues pretty seriously,
(Indeed), with prepositional phrase (In combination with), I’ve always had a soft spot for our local zoo. I’d last been
with impersonal verb (It was all fascinating). Complex: as a kid, but after stumbling across a really glowing
many sentences contain relative clauses (which was write-up on a website – apparently the staff are involved
attracting, where they were kept, how the parrots’ habitat in lots of research and captive-breeding programmes
is endangered, etc.) or subordinate clauses (but the people – I decided to give myself a nostalgic treat. But things
in charge). had changed. The first thing I noticed was how tiny the
cages were and you couldn’t say the information about
6 Model answer the animals was inspiringly presented. But the real eye-
How can I learn more about sustainable energy? Where opener was the families there on day trips. I doubt if
can I learn some bee-keeping skills? These were some of most of them even knew what animal they were looking
the questions that motivated me to attend a one-day event at as they munched through their popcorn. It wasn’t like
at the local college recently, focused on environmental that in my day.
issues. Upon arriving, I decided to attend a talk on
sustainable energy. The speaker was a scientist of some Speaker Three
renown and his talk was accompanied by fascinating slides M: As a teacher, I’ve always seen it as my duty to present
of work being done in various countries around the world. both sides of the argument but actually taking the
I followed this up by taking part in a practical workshop on kids to the zoo was anathema to me. I mean, some
bee-keeping and I’m now thinking seriously about taking of them would be bound to behave inappropriately,
a proper course. I then moved outside the events tent in maybe even upset the rare animals. But when the
search of the exotic birds. letter came formally asking us to participate in their
Coming from one corner of the college grounds could research programme, I couldn’t really say no. Actually,
be heard a variety of loud noises: squawks, screeches and their paper-based educational resources leave a bit
other animal noises. Intrigued, I made my way across the to be desired but the way the researchers interacted
beautifully-kept college lawns. Indeed, there on its perch, with the kids made up for that, going way beyond my
was a lovely brightly-coloured parrot which was attracting expectations. Some of the kids still found the cages dirty
a lot of attention from the younger members of the public. and said the animals looked depressed – and produced
The thought did cross my mind as to why these birds were some really impassioned written work about it.
ostensibly here in captivity and not being allowed to fly
around freely in their native habitat but the people in charge Speaker Four
hastened to explain that the birds were on loan from a local F: Never having been to a zoo for decades, my ideas
bird sanctuary where they were kept in conditions similar about them were rather out-of-date. Locking animals
to their normal surroundings. In combination with the bird up in pokey cages in an unnatural habitat just seemed
attraction, leaflets were being handed out outlining how too cruel to me. But when I got involved in a blog on
the parrots’ habitat is endangered and how members of the the subject, a guy working in a zoo suggested I was just
public could get involved in conservation projects. It was all prejudiced. I bridled at the suggestion. So when he said
fascinating and well-researched. I couldn’t fault it. I should go and see the work they did for myself, I could
Generally speaking, the day seemed to be a resounding hardly refuse. It was an informal visit, and I saw behind
success: it was well-attended by local people, there was the scenes, hearing about the conservation projects
obviously a lot of interest in the issues presented, and I they’re involved in. I was blown away by the state-of-the-
feel that this type of event is definitely the way forward art laboratories actually, much better than anything I’d
for all of us who are concerned about the future of our expected. I ended up having to eat my words.
environment.

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Answer Key

Speaker Five
2 1 if 5 If so
2 would 6 what
M: I mean the animals don’t have a lot of room to run
3 were 7 whether
around, I’ll grant you that but I take issue with people 4 without 8 should
who say the zoo’s cruel. I mean, I couldn’t believe how
the monkeys all responded when the keepers called 3 1 necessary 5 happens
out their names and stuff – and they have a good life 2 Even 6 wouldn’t
– no worries, no hunters coming after them or loggers 3 would 7 hadn’t
cutting down their habitat. I only went actually ’cos I had 4 won’t/don’t
to look after my sister’s kids who were staying for the
weekend. I thought it’d be educational for them. But I’d 4 1 without 3 not
go again – they’ve got some really rare snakes according 2 whether 4 unless
to a review I read on the internet – seeing them close up Use of English p. 31
must be awesome.
4 1 controversially 6 tendency
Module 3 2 psychological 7 doubtlessly/
3 researchers undoubtedly
Vocabulary development 1 p. 28 4 recognition 8 underlines
1 1 Irrespective 5 interpersonal 5 characteristics
2 non-confrontational 6 misunderstanding
3 indecision 7 illogical Expert language
4 misconceptions 8 disapproval bonding, finding
2 1 dissatisfaction, accomplishments, 6
qualifications 1 optimism 4 bonding
2 appreciation, thoughtfulness, consideration 2 self-esteem 5 variant
3 justification 3 run in families 6 symptoms
4 intrusion
Listening p. 32
3 1 disbelief 5 disrespect
2 incomprehensible 6 insecure 4 1 health resort 6 bitter
3 illiterate 7 unstable 2 burnout 7 mood swings
4 irrational 8 non-verbal 3 entities 8 guilt
4 skin type 9 discomfort
4 1 make-up 8 rationalise 5 moderate
2 precursor 9 revert
3 modify 10 stance Expert language
4 insights 11 manifest imbalance, inappropriate
5 interact 12 control
6 premise 13 analytical Vocabulary development 2 p. 33
7 unconsciously 14 dysfunctional
1 1 cranky 4 resentful
Use of English p. 29 2 restless 5 tender
2 1 D 3 A 5 C 7 D 3 wistful 6 adamant
2 B 4 A 6 C 8 B 2 1 by 7 to
2 in 8 for
Expert language 3 on/at 9 for/after
made up of, open up, catch up with 4 to 10 to
3 1 well-being 3 treadmill 5 of 11 to
2 the latter 6 on 12 in

4 A (competence) in C (ability) to 3 1 linked 6 disturbing

B (capacity) for D (expertise) in 2 overcome 7 subconscious
3 recall 8 light
Language development 1 p. 30 4 correlation 9 conventional
5 processing 10 suppress
1 1 a, c 4 a, c
2 b, c 5 b, c 4 1 am in no mood for 4 gets into the festive
3 a 6 a, b 2 mood swings mood
3 lighten his mood 5 when the mood
takes him

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Answer Key

Reading p. 34–35 3 1 did she realise 6 was she

2 she had 7 Howard was
2 a Jill Price is a 34 year-old housewife with an exceptional
3 you should 8 should you
memory.
4 have I 9 had she
James McGraugh is an academic who specialises in the
5 he had 10 had I
study of memory.
Marilu Hamer is an actor who has an exceptional 4 1 had we/I
memory. 2 was he
b with amazement 3 have I heard/has anyone given
c HM is a patient who suffered memory loss. 4 could/was able to give/had given/gave
d It comes from the study of memory loss. 5 to have gone to see/to have seen/to have consulted
3 a It is an introduction to the topic and has information 6 had you taken/if you’d taken
about Jill Price and how her gift came to light. 7 did I know/realise (that)
b It describes McGraugh and Price working together 8 was his
ever since. 9 did she show/betray/let on/was it apparent
c Paragraph B 10 she started
11 did I follow/listen to/take
4 1 B 3 H 5 A 7 C
12 been for
2 D 4 G 6 F
Use of English p. 37
Expert language
recall, misguided, reinforced, recollections, autobiographical, 3 1 (that) nobody | has any
upbeat, invaluable 2 it not | been for
3 there was no recurrence | of my back
4 can we account for | the fact
Language development 2 p. 36
5 had been brought | to Ursula’s attention
1 1 In an office, it is easy to get into bad habits with regard 6 has been a | marked rise in
to the way you sit at your desk, and this can lead to 7 for fear of | scratching
unnecessary tension and strain being placed on your 8 he had no option | but to own
neck and back.
3 Before sitting down at your desk it is important to Writing p. 38
consider how you are going to sit in order to avoid 1 Suggested answers
slumping or sitting at an awkward angle. a Both texts examine factors which affect the way people
4 A lot of people forget how vital it is to have a good learn and study.
chair when sitting at a desk for long hours. b Text 1 looks at the potential benefits of napping on
6 Remember it is essential that you keep your head, people’s short term memory, while Text 2 examines
neck and back aligned as you work, otherwise you will the possible effects drinking coffee may have on
create strain in these areas. people’s ability to concentrate for long stretches while
7 If you are working at a computer or laptop, it is a studying. It suggests that caffeine does not boost a
question of using your eyes to look at the screen, person’s memory.
rather than leaning your neck and shoulders towards it. c Answers will vary.
8 You will probably find it difficult to maintain a good
posture once you become absorbed in what you are 2 Plan B
doing, but it makes a difference if you do so. 3 Suggested plan
9 Finally it is worth mentioning that you should Plan A
keep both your feet flat on the floor and avoid the Paragraph 1: General theme of the two texts. ‘Both texts
temptation to cross your legs. examine factors which affect the way people learn and study’.
Paragraph 2: Summary – Text 1 – potential benefits of
2 1 It’s a shame you missed the party on Saturday, as we napping on people’s short term memory – perform better
had a great time. after a nap; Text 2 – possible effects of drinking coffee on
2 I find it surprising that Karen’s depressed, because she people’s ability to concentrate for long stretches while
seems to have everything she could possibly want. studying. Says caffeine does not boost a person’s memory.
3 Once you’ve admitted that you need to make some Paragraph 3: Evaluation – Text 1 – limitations – doesn’t
changes in your life, it’s a matter of getting started as consider people’s different sleep patterns; Text 2 –
soon as possible. short-term effects of coffee may be beneficial for people
4 It suddenly dawned on me that I no longer felt tired in needing to complete a project. May help a person’s
the morning. ability to focus when cramming for a test, but prolonged
5 It was Melanie who told me about Laughter Clubs. consumption potentially detrimental. Text 2 recognises that
6 It makes no difference to me who you go to see, as coffee affects people in different ways, while Text 1 fails to
long as you get some professional help. examine the effects of different sleep patterns. Conclusion:
7 It’s no good feeling sorry for yourself. You’re the one to Both texts – interesting points – more research needed.
blame for this, and you know it.
8 It’s a question of thinking ‘outside the box’ to solve
this problem.
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Answer Key

Plan B Audio script

Paragraph 1: General theme of the two texts. ‘Both texts
examine factors which affect the way people learn and
study’. Hi there. I’m Amy and I’m a beauty editor by profession. But
Paragraph 2: Text 1 – potential benefits of napping on I haven’t come along to talk about journalism – rather to tell
people’s short term memory – perform better after a nap. you about my experience of going to the Maldive Islands in
No doubt some benefits – limitations – doesn’t consider the Indian Ocean to investigate the benefits of ayurveda – the
people’s different sleep patterns. ancient, traditional Indian system of medicine.
Paragraph 3: Text 2 – possible effects drinking coffee on
people’s ability to concentrate for long stretches while The centre where I stayed was hardly like a hospital, however,
studying. Says caffeine does not boost a person’s memory. and had more the look and feel of a health resort than a
Short-term effects of coffee may be beneficial for people clinic. Although it had all the comforts of a five-star hotel,
needing to complete a project. May help a person’s the centre was run according to ayurvedic principles, and the
ability to focus when cramming for a test, but prolonged guests had the chance to try out some of the treatments. It
consumption potentially detrimental. had been recommended to me as a great place for anyone
Conclusion: Text 2 recognises that coffee affects people in in need of silence, solitude and sleep. Well that was me. After
different ways, while Text 1 fails to examine the effects of a very hectic year at work, with a new baby at home and a
different sleep patterns. Both texts – interesting points – new schedule in the office, to say I was stressed out would be
more research needed. something of an understatement. I was suffering from a very
bad case of burnout – and clearly in need of rebalance if I
4 1 advocates 5 beneficial was going to avoid a complete meltdown in my professional
2 enhance 6 take into account and private life.
3 cites 7 uninterrupted
4 experiment 8 perform Ayurveda is based on the theory that all living and non-
5 Model answer (following plan B) living things are made up of five elements: space, air, fire,
The two texts examine different factors which affect the water and earth. They are all present within us, in the form
way people learn and study, focusing on memory and of three entities, or doshas as they’re known. Even though
concentration respectively. we are all made up of doshas, it is believed that each of us
Text 1 advocates taking a short nap during the day in order has one that is dominant. In order to establish which type I
to enhance your memory, and cites a recent experiment was, I had to fill in a short questionnaire.
which showed that people who napped after studying
performed better on tests afterwards. Undoubtedly, a This asked questions about my body – the usual things
short sleep or rest during the day can be beneficial, but like whether I was large or small framed and how easily
the writer fails to take into account the fact that people I put on weight, no surprises there – and then more
have different sleep patterns and needs according to their intriguingly questions about my skin type – oily or dry,
lifestyle. For instance, individuals who get at least eight and the condition of my hair. Other questions focused on
hours uninterrupted sleep at night may not need to sleep diet and exercise, personality and sleep patterns. This last
during the day in order to perform well. Others may find question was a tricky one for a young mother. Clearly I’d
that they wake up from a midday nap feeling tired and become a light sleeper by necessity over the previous year,
unable to work effectively afterwards. A lot depends on though my natural inclination was to place myself in the
the way an individual sleeps, and how much rest he or she moderate category – I would hardly describe myself as a
needs. heavy sleeper, even if a long interrupted sleep was one of
Text 2, meanwhile, looks at the controversy surrounding the things I was really looking forward to getting!
the effects drinking coffee may have on a person’s ability
to concentrate while studying. It recognises that caffeine After further consultation based on the questionnaire,
does not boost a person’s memory as such, but suggests I learnt that my dosha type was predominantly in the
that it may help people remain focused, thereby helping category known as Pitta – and that I’d be eating foods to
them retain information. The writer admits, however, that nurture that dosha type. These would be foods that would
there is disagreement over the matter. It could be that the calm the heat inside the body and bring coolness to the
short-term effects of drinking coffee may benefit a person’s system. I would be focusing on sweet and bitter flavours
ability to focus when cramming for a test, but prolonged at the expense of spicy foods – and this suited me down
consumption of caffeine is potentially detrimental, and to the ground as I have a famously sweet tooth and don’t
could prove to have the opposite effect. go in for spicy dishes. So I took immediately to the diet of
To my mind, there is certainly some validity to the points vegetable soups with fresh fruit, millet and porridge that
raised in both texts, but the writer of Text 2 holds a more was recommended. Whilst ayurveda is not solely about
realistic view that further research is needed before diet, eating the right foods for your type is considered of
concrete conclusions can be formed. the utmost importance. Get this wrong and your mind and
body can be out of balance, resulting in physical problems
such as fatigue, as well as mood swings and erratic