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61955298 Cambridge CPE Certificate of Proficiency in English 2
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8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
T!e &$bli!er are gratef$l to t!efollo-ing for &ermiion to re&rod$ce
co&yrig!t material8 It !a not al-aybeen &oible to identify t!e o$rceof all t!e material $ed and in $c!cae t!e &$bli!er -o$ld -elcomeinformation from t!e co&yrig!to-ner8
&he )e( *nternationalist for &8 *6 T!e Cot of Cool
by Mic!ael Peel 9 &he )e( *nternationalist+
*ndependent for &8 6 etracted from an article by
'ally 'ta&le% firt &$bli!ed in *ndependent #*
Febr$ary #HH4J Pro&ect P$bli!ing ;td for &8 6
etract from Get o$t of t!e )itc!en by ,ill
'.idel.y% originally &$bli!ed in ,rospect
maga3ineJ Gillon Ait.en Aociate for &8 06 etract
from -is' by A Al:are3 9 #HH# by A Al:are3J
5ar&erCollin P$bli!er for &8 46 etract from &he
.lessings of a /ood &hic' S'irt by Mary R$ell8
Alo for &8 2+6 etract from &&8 ###/#" from )otes
from a Small *sland by Bill Bryon% Co&yrig!t 9
#HH by Bill BryonJ C$rti Bro-n Gro$& ;td for &8
46 etract from &he .lessings of a /ood &hic' S'irt
by Mary R$ell% re&rod$ced -it! &ermiion ofC$rti Bro-n Gro$& ;td% ;ondon on be!alf of Mary
R$ell% 9 Mary R$ell #H4J T!e Peter Fraer
and D$nlo& Gro$& for &8 H6 re&rod$ced from 0%nny
ater by Fran. )ermode KCo&yrig!t 9 Fran.
)ermode "+++L in t!e London -evie( of .oo's by
&ermiion of PFD on be!alf of Profeor 'ir Fran.
)ermode8 Alo for &8 #"6 etract re&rod$ced from
&he Uses of Error by Fran. )ermode KCo&yrig!t 9
Fran. )ermode #HH+L by &ermiion of PFD on
be!alf of Profeor 'ir Fran. )ermode8 Alo for &&8
H"/H26 etract from .rilliant Creat%res by Cli:e
ame% #H4*% re&rinted by &ermiion of PFD on
be!alf of Cli:e ameJ Blac.-ell P$bli!er for &&8
#+/##6 etract from Ret!in.ing -or. by T!eodore
eldin 9 T!e C!ancellor% Mater and 'c!olar of
Oford (ni:erityJ Peng$in P$tnam Inc8 for &8 #6
etract from DREAM PO,ER by Ann Faraday8 (ed
by &ermiion of Co-ard/McCann% Inc8% a di:iion of
Peng$in P$tnam Inc8J T!e Random 5o$e Gro$&
and T!e Peter Fraer and D$nlo& Gro$& for &8 ""6
etract from A;; TOGET5ER NO, by o!n 5ar:ey
one &$bli!ed by 5einemann8 (ed by &ermiion
of t!e Random 5o$e Gro$& ;imited8 PFD on be!alf
of 'ir o!n 5ar:ey oneJ A8 P8 ,att ;td for &8 "26
etract from &he ay to in by ,ill Carling and
Robert 5eller% by &ermiion of A8 P8 ,att ;td on
be!alf of 5eller Art ;td and ,ill Carling8 Alo for
&&8 4*/46 etract from &he -aor3s Edge by ,
'omeret Ma$g!am% re&rod$ced by &ermiion of
A8 P8 ,att ;td on be!alf of t!e Royal ;iterary F$ndJ
Tran-orld P$bli!er for &8 2+ 9 Bill Bryon8
Etracted from NOTE' FROM A 'MA;; I';AND%
&$bli!ed by Tran-orld P$bli!er% a di:iion of t!e
Random 5o$e Gro$& ;td8 All rig!t reer:edJ
Scientific merican for &8 2"6 ada&ted from Di:ided
,e FallJ Coo&eration among ;ion by Craig Pac.er
and Anne E8 P$ey8 Co&yrig!t 9 May #HH0 by
'cientific American% Inc8 All rig!t reer:edJ
C!arlotte Ra:en for &8 2#6 etract from It doe
-!at it ay on t!e label in &he /%ardian
#0+7"+++J &he S%nday &imes for &8 226
etract from Cr$cial C$t6 Bl$r% Par.life by
Robert 'andallJ 5odder and 'to$g!tonEd$cational for &8 26 etract from &each
5o%rself riting a )ovel and /etting ,%blished
by Nigel ,att% re&rod$ced by &ermiion of
5odder and 'to$g!ton Ed$cational ;imitedJ &he
/%ardian for &&8 2/206 etract from Are -e
getting eno$g! by Andy Bec.ett 9 &he
/%ardian #7+7"+++J Arnold for &&8 24/2H6
etract from &elevision .roadcasting 0lo(7 8ey
etaphors in &: &heory KGri&r$dL by C!ritine
Gerag!ty =
Da:id ;$ted KEdLJ P!ili& Allan (&date for &8
#6 etract from T!e Rig!t to Roam by '$an
Care in ,sychology -evie( Febr$ary "+++J
Telegra&! Gro$& ;imited for &&8 4/H6 etract
from T!e Bet Port in a 'torm by o )no-ley
9 Telegra&! Gro$& ;imited "+++8 Alo for &8
#+6 etract from Comfort in t!e Obolete by
,endy Groman 9 Telegra&! Gro$& ;imited
"+++J rchaeology &odayfor &8 H6 etract from
Artificial Anaa3i by George 8 G$merman;c
effrey '8 DeanJ T!e ,omen Pre for &8 +6
etract from &a'ing -eality by S%rprise by'$an 'eller% &$bli!ed in Great Britain by T!e
,omen Pre ;td% #HH#% 2* Great '$tton
'treet% ;ondon EC#1 O;J A = C Blac. for &8 #6
etract from riting ,op%lar 0iction by Rona
Randall% #HH0J F = , P$blication Inc8 for &8 "6
ecer&ted from &he *nsider3s /%ide to riting
for Screen and &elevision Co&yrig!t 9 #HH0 by
Ronald Tobia8 (ed -it! &ermiion of ,riter
Diget Boo.% an im&rint of F = , P$blication%
Inc8 All rig!t reer:edJ &he /eographical
againe for &&8 */6 etract from T!e 5eat
i On by Nic. Middleton% etracted from
/eographical1ol8 0" No8 #%
---8geogra&!ical8co8$.J ITP' ;td for &8 6
etract from aps and &heir a'ers by G R
CroneJ Oford (ni:erity Pre for &8 0#6 etract
from Social and C%lt%ral nthropology by o!n
Monag!an and Peter $t 9 o!n Monag!an and
Peter $t "+++% by &ermiion of Oford
(ni:erity PreJ One-orld P$blication for &8
006 etract from &he 0ifth <imension 9 o!n
5ic.% #HHH8 Re&rod$ced by &ermiion of
One-orld P$blicationJ Pearon Ed$cation
;imited for &8 46 etract from &he ,%rs%it of
=istory by o!n To!J Cambridge (ni:erity
Pre for &8 406 etract from n *ntrod%ction to
nimal .ehavio%r by A$brey Manning and
Marian 'tam& Da-.in% #HH"J Nelon T!orne
;td for &8 446 etract from 0%ndamentals of
Sociology by McNeill = To-nleyJ T!e Aociated
Board of t!e Royal 'c!ool of M$ic for &&8 H+/
H#6 etract from T!e C!allenge A!ead by Dr
'$an 5allam8 T!i article firt a&&eared in
Libretto t!e Qo$rnal of T!e Aociated Board of
t!e Royal 'c!ool of M$ic8 T!e Economit for &8
#+*6 etract from T!e end of -or. 9 &he
Economist Ne-&a&er ;imited% ;ondon% "4
'e&tember #HH8
Colo$r ection &!otogra&!6
All&ort7$lian 5erbert6 *DJ AP P!oto7;enno Mc;endon6 2FJ Pacific 'toc.7Br$ce
ta.e t!e form of t!ree m$lti&le/c!oice ta. and a ga&&edtet ta.8 Part # contain t!ree !ort tet% Part "
contain fo$r !ort tet and Part 2 and * eac! containone longer tet8 T!e tet are ta.en from fiction% non/
fiction% Qo$rnal% maga3ine% ne-&a&er% and &romotional
and informational material8 T!i &a&er i deigned totet candidate ability to $ndertand t!e meaning of-ritten Engli! at -ord% &!rae% entence% &aragra&! and
-!ole tet le:el8
I1
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
T!i &a&er conit of t-o -riting ta. in a range of format Ke8g8 letter% re&ort% re:ie-%article% eay% &ro&oalL8 Candidate are a.ed to com&lete t-o ta.% -riting bet-een
2++ and 28+ -ord for eac!8 Part # K$etion #L conit of one com&$lory ta. baedon intr$ction and a !ort tet8 Part " K$etion "/L conit of one ta. -!ic!candidate elect from a c!oice of fo$r8 $etion " !a a ta. on one of eac! of t!ree
et tet8 Aement i baed on ac!ie:ement of ta.% range and acc$racy of:ocab$lary and grammatical tr$ct$re% organiation% content and a&&ro&riacy of
regiter and format8
Pa&er 3 (e of Engli! T!i &a&er conit of fi:e &art -it! ** S$etion8 T!ee ta.e t!e form of an o&en
clo3e% a -ord formation ta.% ga&&ed entence% .ey -ord tranformation and t-otet -it! com&re!enion S$etion and a $mmary -riting ta.8 T!e &a&er i deigned
to ae candidate ability to demontrate .no-ledge and control of t!e lang$ageytem by com&leting t!ee ta. -!ic! are at tet and entence le:el8
Pa&er * Listening
T!i &a&er conit of fo$r &art -it! "4 S$etion% -!ic! ta.e t!e form of t-o m$lti&le/
c!oice ta.% a entence/com&letion ta. and a t!ree/-ay matc!ing ta.8 Part #
contain fo$r !ort etract and Part " to * eac! contain one longer tet8 T!e tet are
a$dio/recording baed on a :ariety of o$rce incl$ding inter:ie-% dic$ion%
lect$re% con:eration and doc$mentary feat$re8 T!e &a&er i deigned to ae
candidate ability to $ndertand t!e meaning of &o.en Engli!% to etract information
from a &o.en tet and to $ndertand &ea.er attit$de and o&inion8
Paper 5 '&ea.ing
T!e '&ea.ing Tet conit of t!ree &art% -!ic! ta.e t!e form of an inter:ie- ection% a
collaborati:e ta. and indi:id$al long t$rn -it! follo-/$& dic$ion8 T!e tet ideigned to elicit a -ide range of lang$age from bot! candidate8 Candidate are
eamined in &air by t-o eaminer% an Interloc$tor and an Aeor8 T!e Aeora-ard a mar. baed on t!e follo-ing criteria6 Grammatical Reo$rce% ;eical Reo$rce%
Dico$re Management% Pron$nciation and Interacti:e Comm$nication8 T!e
Interloc$tor &ro:ide a global mar. for t!e -!ole tet8Ma*ks and *!s%$s
T!e fi:e CPE &a&er total "++ mar.% after -eig!ting8 Eac! &a&er i -eig!ted to *+
mar.8
A candidate o:erall CPE grade i baed on t!e total core gained in all fi:e
&a&er8 It i not neceary to ac!ie:e a atifactory le:el in all fi:e &a&er in order to
&a t!e eamination8 Pa grade are A% or C% -it! A being t!e !ig!et8 D and U
are failing grade8 T!e minim$m $ccef$l &erformance in order to ac!ie:e Grade C
corre&ond to abo$t +V of t!e total mar.8 E:ery candidate i &ro:ided -it! a
'tatement of Re$lt -!ic! incl$de a gra&!ical di&lay of t!eir &erformance in eac!
&a&er8 T!ee are !o-n againt t!e cale Ece&tional / Good / Borderline / ,ea. and
indicate t!e candidate relati:e &erformance in eac! &a&er8
T!e CPE eamination i recognied by t!e maQority of Briti! $ni:eritie for Engli!
lang$age entrance reS$irement8
F%*$h!* )n+o*#a$)on
For more information abo$t CPE or any ot!er (C;E' eamination contact6 EF;
Information
(ni:erity of Cambridge ;ocal Eamination 'yndicate
# 5ill Road
CambridgeCB# "E(
(nited )ingdom
Tel6 W** #""2 22 Fa6 W** #""2
*+"04 e/mail6 eflX$cle8org8$.
!tt&677---8cambridge/efl8org8$.
In ome area% t!i information can alo be obtained from t!e Briti! Co$ncil8
$or %&estions '1'23 read the three te'ts (elo) and de"ide )hi"h ans)er .A3 B3 C or D0 (est fits ea"h gap*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
A)*1cond)$)on)n"
There is a "hill in the air at ,annons -!#. a fa/o&rite l&n"hti#e ha&nt for ,it! of London )orkers* To deal
)ith this s&##ers &n&s&all! high te#perat&res. the fitness "entre has gone .'0 **** )ith the air"onditioning*
.(0 **** . in fa"t. that at %&iet ti#es. the g!# feels like so#e)here in the r"ti"* This is &st one e'a#ple of
ho) the #odern )orld "as&all! .&0 **** air"onditioning* t has (e"o#e a "entral feat&re of )ork and pla!. a
potent .50 **** of the a(ilit! of h&#anit! to "ontrol the "li#ate. or at least #odif! it*
+an! air"onditioned (&ildings. ho)e/er. "o&ld .-0**** other #ethods of "ooling* The! "o&ld take ad/antage
of da!light and nat&ral /entilation and ha/e thi"ker )alls that a(sor( less heat d&ring the da! and radiate it
a)a! at night* These .60**** #a! so&nd o(/io&s. (&t the! "an ha/e telling res<s and )o&ld "onsidera(l!
red&"e the need for air"onditioning*
1 A o/er)eight 7 o/er(oard C o/erti#e D o/er(lo)n2 A So #&"h so So as to So to speak D So (e it
& A #alf&n"tions 7 o&tdoes " s&peri#poses #is&ses5 A s!#(ol token / e#(le# D la(el- e#po)er 7 engage " e#plo! D enlist6 o&t"o#es 7 #eas&res " resol&tions a"tions
S%nd)as
t is s&rel! #ore than "oin"iden"e that the (eginning of a ne) #illenni&# is (eing .80**** (! rene)ed interest
in s&ndials7 instr&#ents &sed to #eas&re ti#e a""ording to the position of the s&n* h&ndred !ears ago.
the! )ere a /ital ti#ekeeping .20****. essential for an!one )ho hoped to keep their "lo"ks )orking
a""&ratel!* Then. as "lo"ks and )at"hes (e"a#e #ore sophisti"ated and relia(le. the s&ndial )as relegated
to the 89: **** of garden orna#ent a ro#anti" and intrig&ing orna#ent. (&t .'/0**** an ana"hronis#. in a
(ra/e ne) te"hnologi"al age* ;o) the "lo"k has (een t&rned (a"k and the! are again (eing taken serio&sl!*
a/id <ar(er. a s&ndial #aker. (elie/es that their appeal .''0**** in their dire"t link )ith the planets* <e sa!s
that )hen he deli/ers one. there is a .'(0 **** of #agi" )hen it starts )orking* The! are still. "al#. ro#anti"
o(e"ts that re#ind &s of o&r pla"e in the "os#os*
8 A asso"iated 7 a""o#panied / a"%&ainted D aro&sed2 A de/i"e 7 &tensil C pie"e D ite#9 A "l&ster 7 set C gro&p D stat&s
'/ A "on/ersel! 7 after all " nonetheless D in t&rn11 A stands 7 displa!s " e/ol/es D lies'( A #o#ent 7 point " ti#e D pa&se
Pa)n$ =o&r Own Ch)na
+! i#age of "hinapainting .'&0 **** fro# a /isit. long ago. to an arts and "rafts e'hi(ition )here sternlooking
gre!haired ladies de#onstrated ho) to "o/er a tea"&p )ith deli"ate flo)ers &sing a .'50 **** of deft
(r&shstrokes* The spe"ta"le )as .'-0 **** . (e"a&se ea"h stroke for#ed a perfe"t petal or leaf* Their hands
ne/er )o((led. the paint ne/er s#&dged. and the o(ser/er #ight ha/e "on"l&ded that these )o#en had
either (een .'60**** their art for de"ades or had (een (orn )ith an e'traordinar! talent for stead! pre"ision*
.'80**** of this e'perien"e. )ondered )hat kind of people )o&ld ha/e the "o&rage to enrol on a "o&rse in
"hinapainting* Wo&ld e/en the (eginners displa! an .'20 **** artistr!> n fa"t. the at#osphere t&rned o&t to
(e far fro# inti#idating* The st&dents )ere all there to ha/e f&n and not e/en the t&tor )anted to paint
petals on tea"&ps )ith the ro(oti" rapidit! had re#e#(ered*
'& A ste##ed 7 initiated C "o##en"ed D instigated'5 A string 7 "olle"tion C series D pro"ession'- A sensiti/e 7 ri/eting " "haris#ati" D distin"ti/e'6 A pra"tising 7 e'er"ising " )orking D e'pressing'8 A n respe"t :
,aref&l " ?n refle"tion D +indf&l
'2 A int&iti/e 7 in)ard " in/erted integral
*4
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& are going to read fo&r e'tra"ts )hi"h are all "on"erned in so#e )a! )ith a"ti/ities* $or %&estions '91
(63 "hoose the ans)er .A3 B3 C or D0 )hi"h !o& think fits (est a""ording to the te't*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
The Lure of he !"#he$
,!en I -a at $ni:erity I decided I -anted to be a c!ef8 Among my contem&orarie% t!i
-a an $n$$al c!oice8 Coo.ing -a not one of t!e &l$m Qob t!at mot of $ -anted8 It i%
on t!e face of it% an $nattracti:e &rofeion8 C!ef lead notorio$ly !ar! li:e6 t!e -or. i
long% &re$red% menial / and badly &aid8
B$t $c! conideration didnt &$t me off8 I -a $n!a&&y at $ni:erity8 T!e -or. -a !ardJ
t!e ocial cene -a in$lar and elf/im&ortant8 Being a c!ef eemed t!e &erfect antidote
to intellect$al and ocial &ot$ring8 It &romied a erio$ne and integrity lac.ing in my
college life8
B$t my deire to coo. -a not im&ly a reaction to being a t$dent8 It alo e&reed an
aet!etic ideal8 My firt glim&e of t!i ideal came -!en I ate a meal at a famo$ ;ondon
reta$rant8 It -a a re:elation8 I till clearly remember my tarter8 I fini!ed t!at meal-anting to &rotrate myelf% -ee&ing% at t!e feet of t!e c!ef -!o !ad made it8 I felt -arm
and airy for day after-ard8
After t!i% I de:elo&ed an intene deire to $nco:er t!e ecret of t!i trange% fab$lo$
art8 I tranformed my t$dent life into an etended &re&aration for my aa$lt on t!e
c$linary -orld8 My !itory degree became a !ollo- &retence% ditracting me from my tr$e
co$re8 I acS$ired my real ed$cation !a&!a3ardly and deficiently by reading coo.boo.%
roaming mar.et and delicateen and &reå etra:agant meal8
#4What attra"ted the )riter to the idea of (e"o#ing a "hef>
A <e )anted to e'press his "reati/it!*
7 The )ork in/ol/ed see#ed real and )orth)hile*
C <e )anted to stand o&t fro# the "ro)d* <is fello) st&dents )ere &n"on/in"ed (! the idea*
#H<o) did the )riter p&rs&e his st&d! of "ooker!>
rel&"tantl!
7 aggressi/el!
C fer/entl!
D s!ste#ati"all!Extract from a novel
T!e c!ool -imming intr$ctor -a an e/drill ergeant% mall and m$cle/bo$nd% -it!
tattooed arm8 ,!en I a.ed !im to teac! me !o- to di:e% !e told me to it on t!e &ool
edge% &$t my !and abo:e my !ead and roll for-ard% &$!ing myelf off -it! my feet8 I
&ractied t!at manoe$:re $ntil t!e !o$r -a $&8 T!e net :iit% !e got me tanding
$&rig!t% and di:ing off t!e edge8 T!e intr$ctor -a a martinet and e:ery time I $rfaced
!e loo.ed at me -it! ditate6 Dont loo. do-n% loo. $&Z )ee& yo$r leg traig!t8 Point
yo$r toe I aidZ T!e net -ee.% I -ent $& onto t!e !ig! board8 It -a a fied board and
it front edge bent lig!tly do-n-ard8 It eemed o$trageo$ly !ig! a I tood t!ere% trying
to -or. $& my co$rage8 Grad$ally t!e ec!oing :oice dia&&eared and I felt a if I -ere
cocooned in ilence8 I -a:ed my arm :ag$ely in t!e -ay Id been 'ine ## ta$g!t% tried
to loo. $&% not do-n% and la$nc!ed myelf into &ace8 For a brief line #" moment% I -a
flying8 ,!en I !it t!e -ater% I cr$m&led ignominio$ly% and my line #2 leg -ere all o:er
t!e &lace8 T!e intr$ctor loo.ed at me -it! contem&t and !oo. !i !ead8 B$t e:en !e
co$ld not dimini! my e$&!oria8 T!at -!at t!ey line # mean by free a a bird% I
t!o$g!t8
"+The )riter re#e#(ers his instr&"tor as so#eone
A )ho resented hi#*
7 )ho inhi(ited hi#*
, )ho despised his te"hni%&e*
D )ho# he )anted to i#press*
"#Whi"h phrase e'plains the )riters feeling of e&phoria 8line 15:>
A "o"ooned in silen"e 8line 11:
7 @ "r&#pled igno#inio&sl! 8line 13:
C la&n"hed #!self into spa"e 8line 12:
@ )as fl!ing 8line 13:
H
&est 1
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
oy t!oe in it8 I !a:e t$died !o- t!e notion of -!at !$man are ca&able of !a been e&anded in different ci:iliation% and !o- co$rage can be man$fact$red8 I !a:e a&&lied my met!od to t!e maQor &reocc$&ation of o$r time / !a&&
,aper 1 -eading
Part 3
=o& are going to read an e'tra"t fro# an arti"le* Se/en paragraphs ha/e (een re#o/ed fro# the e'tra"t*
,hoose fro# the paragraphs A1H the one )hi"h fits ea"h gap .(81&&04 There is one e'tra paragraph )hi"h
!o& do not need to &se*
+ark !o&r ans)ers on $h! separate answ!* sh!!$4
Work
Theodore Zeldin looks at how our working life could change.
32
The ti#e has "o#e to rethink )hat this ter# denotes fro# a h&#an. not &st a finan"ial angle and to#o/e on fro# traditional "ategorisations* $or #e.)ork is a relationship* ;o) that #an! people are not"ontent )ith relations (ased on o(edien"e. andregard )ork as an assertion of independen"e orte#pera#ent. the! #&st (e gi/en a "han"e todesign their o)n o(s. and "hoose their o)n"olleag&es. e/en their "&sto#ers. )ithin the li#its ofpra"ti"alit! and profita(ilit!*
S
This is a #ore inti#ate en"o&nter. )hi"h "reates a(ond of respe"t (et)een the parti"ipants. and is/al&ed as a )a! of getting inside another personsskin. )ith the likelihood that one )ill (e "hanged (!
the e'perien"e* t is #ore than a rela'ation. (e"a&seit is the #ost effe"ti/e #eans of esta(lishinge%&alit!* E/er! ti#e !o& ha/e a "on/ersation )hi"ha"hie/es that. the )orld is "hanged (! a #in&tea#o&nt*
re !o& as respe"ted and appre"iated as !o&deser/e> S&""ess in a "areer is no longer eno&gh*E/er! profession is "o#plaining that it is notproperl! /al&ed or &nderstood. and e/en a#ongindi/id&als )ho ha/e )on e#inen"e. there is often(itterness (ehind the fa#e* Lo/ing !o&r )ork. &ntilre"entl!. )as eno&gh to #ake !o& a #e#(er of anen/ied #inorit!* C&t no) !o& ha/e to ask !o&rself)hat !o&r o( is doing to !o& as a person. to !o&r
#ind. "hara"ter and relationships*2#30
To "o&nter this. a# tr!ing to dis"o/er ho) )ork"o&ld ha/e the f&lfil#ent of these aspirations as its <o) #an! of &s "an sa/ tnat )e are f&llD ali/e at
first priorit! instead of treating &s as "la! to (e )ork> <o) #an! of &s are reallD Partti#e sla/es #o&lded to s&it ind&strial p&rposes and ho) it "o&ld theoreti"al! na/in9 the ri9ht t0 es"ape fro# o&r (e re"on"ei/ed to s&it &s all. (oth )o#en and #en dr&dFer!. (&t in realit! /irt&al prisoners of o&r t )o&ld ha/e to (e not &st a )a! of "reating )ealth %&alifi"ations and "areers. &sed as instr&#ents (!(&t a )orth)hile st!le of life. a path to a f&ller others )orkin9 not 30 that )e #i9ht (e"o#e (etter e'isten"e. to the dis"o/er! of &ns&spe"ted talents people (&t (e"a&se )e "an see no other GPtion>
and to a )ider /ariet! of h&#an "onta"ts* Take notel )orkers as an e'a#ple. sin"e 10 per HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH "ent of the )orking pop&lation is no) in the
2> hospitalit! ind&str!* The a#o&nt of &n&sed potential*** HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH is &n(elie/a(le* +an! highl! intelligent and li/el!
E/en the #iddle"lass professions. ho)e/er. no People p&t &p )ith lo) prestige. lo) salaries and longlonger ha/e the li(erating appeal the! on"e had* o&rs HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
o"tors are often #ore stressed than their patients ..I and "o#plain a(o&t the fail&re of "lini"al #edi"ine* J 1
""o&ntants. despite &npre"edented infl&en"e. aretro&(led (! do&(ts a(o&t their professions ethi"s* lar 9e proportion of hotel staff are foreigners too.+ost ar"hite"ts ne/er get the "han"e to e'er"ise their keen t0 learn a ne) lan9&a9e and dis"o/er a ne)
i#aginations freel!* d#inistrators are paral!sed (! "l/lllsatlonK (&t MNO ha/e the #ost s&perfi"ialtheir o)n (&rea&"ra"!* The #iddle #anagers. )ho relatlons )itn tneir 9&ests <otels "o&ld (e "<&ral
on"e gloried in their stat&s. are. as a E&ropean st&d! "entres a"tl/e inter#ediaries (et)een the g&est andre/eals. losing their "on/i"tion the "it! gen&ine hosts (ringing together people )ho
ha/e not #et* <oteliers "o&ld &se the kno)ledge ofthe #an! st&dents the! e#plo!. instead of gi/ingthe# onl! #enial tasks*
A This #eans that the! ha/e to kno) ho) to"on/erse a"ross the (o&ndaries of professional
argon. )ith #inds that #a! at first see# %&itealien* E/er!(od! is "lear a(o&t the i#portan"eof "o##&ni"ation. (&t it is a /er! different thingfro# "on/ersation. and traditional "on/ersationis /er! different fro# the ne) kind of"on/ersation )hi"h people feel the la"k of toda!*
7 <o)e/er. this re#odelling )o&ld not #eana(olishing &ne#plo!#ent* This is too si#ple agoal. (e"a&se the #ore people are ed&"ated.the #ore the! de#and o(s that are lifeenhan"ing. interesting and &sef&l* lifeti#e of)ork has to (e seen as a )ork of art. )ith thef&lfilled indi/id&al at its "entre*
C f the! paid "loser attention to their staffs deepesta#(itions. the! )o&ld realise that there )ere#an! other ser/i"es that hotels "o&ld pro/ide*C&t the! are restrained (! the a""o&ntants. )hosa! that fir#s. in order to #a'i#ise their profits.sho&ld "on"entrate on one "ore a"ti/it!*
D This is (e"a&se there has (een no serio&s
rethinking of )hat a hotel is sin"e the da!s of theRitQ. )ith its nineteenth"ent&r! idea of l&'&r!* hotel is not &st a pla"e )here tra/ellers sleep.(&t a United ;ations in #iniat&re* People fro#all o/er the )orld #eet at hotels. tho&gh the!&s&all! pass ea"h other in silen"e*
<a/ing looked at those areas. a# no) fo"&singon the sear"h for #ore satisf!ing )a!s ofearning a li/ing* There is no shortage of e'perts
de/oting the#sel/es to prolonging the life andin"reasing the in"o#e of "orporations andinstit&tions* C&t a&diting o&r finan"es is noteno&gh7 )e need to #ake an a&dit of o&rsel/esas h&#an (eings too. and dis"o/er )ith )hatsort of people )e )ant to spend o&r li/es*
$ +ean)hile. the (&siness "orporations and p&(li"instit&tions in )hi"h these people )ork are
sli##ing* The pana"eas of de"entralisedde"ision#aking. in"reasing ski l ls andperfor#an"erelated re)ards ha/e nots&""eeded in )inning "o##it#ent fro#e#plo!ees* n Critain. onl! per "ent ofe#plo!ees are strongl! of the /ie) that their/al&es and those of their organisations are /er!si#ilar*
- This %&estion is "r&"ial* $or ho)e/er (rilliant !o&rskills. if the! #ake !o& a (ore. &na(le to"on/erse )ith those o&tside !o&r spe"ialit!. if!o& are so (&s! )ith detail that !o& ha/e no ti#eto a"%&ire )isdo# or e'er"ise !o&r i#aginationor h&#o&r. then no a#o&nt of stat&s or finan"ialre)ard )ill "o#pensate for !o&r inade%&a"! as ah&#an (eing*
<otels kno) so little a(o&t their g&ests and oftena(o&t their staff e/en tho&gh the! spend /asts&#s on sophisti"ated T s!ste#s to store therather &nsophisti"ated data the! "olle"t*+anagers "ling to notions of "&sto#er ser/i"e(ased on far too si#ple a /ie) of )hat prod&"esg&est satisfa"tion*
#+
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8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
ion from a boo. of eay8 For S$etion '&(&)* c!ooe t!e an-er +A* B* C or D, -!ic! yo$ t!in. fit bet according to t!e tet8
e %$-/er -hee.
0r""$1 Re2"e/-
0ran' 8ermode examines the craft of revie(?(riting from a practitioner3s point of vie(@
,aper 1 -eading
Mot re:ie- are -ritten and circ$lated $nder
condition -!ic! en$re t!at t!ey !a:e a :ery!ort acti:e life8 T!ere are deadline% t!ere are
retriction% normally S$ite e:ere% on t!eir lengt!Jand -!en &$bli!ed t!ey claim !o$eroom only fora long a t!e ne-&a&er t!ey are &rinted in [ a
day or a -ee.% at mot a mont!8 Moreo:er% t!eliterary tat$ of re:ie- tend to be ettled by
t!eir e&!emerality8 It i $$ally $&&oed% not onlyby t!e &$blic b$t% S$ite often% by t!e -ritert!emel:e% t!at re:ie-ing i -or. t!at nobody
-o$ld do if t!ere -erent ome reaon / !ortageof ca! -o$ld be cited mot often% t!o$g! anot!ergood reaon i t!at yo$ cant -or. all day on a
no:el or a erio$ boo. of any ort / -!ic!&re:ent t!em from occ$&ying t!eir time -it!omet!ing more :al$able8
Yet re:ie-ing i a .illed and m$lti/faceted Qob8 It ione t!ing to be brig!t% bri. and $mmarily fair in
t!e i or eig!t !$ndred -ord of an ordinaryne-&a&er re:ie-% S$ite anot!er to control%-it!o$t looene of arg$ment% t!e i or eig!t
t!o$and -ord ometime allo-ed byinternational Qo$rnal8 And t!e fifteen !$ndred-ord of a leading &iece in t!e -ee.ly maga3ine
&reent ome of t!e &roblem of bot! !ort and
long8 Not t!at lengt! i t!e only conideration8 Forone t!ing% t!e re:ie-er ob:io$ly need to t!in.abo$t t!e &robable a$dience% t!e -ee.end.immer at one end of t!e cale% t!e &eron
already intereted eno$g! in t!e $bQect to tac.lea erio$ re:ie-/article at t!e ot!er8 Finally% are:ie-er need to .no- S$ite a bit abo$t S$ite a
n$mber of t!ingJ and m$t be able to -rite &roet!at intelligent &eo&le can $ndertand and enQoy8 It
=o& #%s$ ans)er this %&estion* Write !o&r ans)er in &//1&-/ )ords in an appropriate st!le*
' #agaQine is in/iting readers to send in arti"les on )hether life in the "o&ntr!side is prefera(le to li fe in
the "it!* =o& read the personal a""o&nt (elo) and de"ide to )rite an arti"le "alled Es"ape to the
"o&ntr! sho&ld !o&>. responding to the points raised and e'pressing !o&r o)n opinions*
,!en -e left t!e city I -a treed by t!e &ace of life and
tra:elling to -or.% and !ad little time -it! my c!ildren8 I -a $re
t!e cleaner air and green &ace -o$ld be good for $8 At firt it
eemed t!e rig!t mo:e8 T!ere -a no comm$ting% noie or dirt%
and o$r money -ent f$rt!er8 B$t t!en I dico:ered t!at life in t!e
co$ntry alo !ad dra-bac.888
Write !o&r a*$)c!4
Pa*$ (
Write an ans)er to on! of the %&estions (1- in this part* Write !o&r ans)er in &//1&-/ )ords in an
appropriate st!le*
22 "o#pan! )ants to la&n"h a ne) soft drink onto the #arket. and is r&nning a "o#petition in/i ting
people to send in proposals for different )a!s of ad/ertising it* The "o#pan! )ants people to "o##ent
on the &se of the #edia. fa#o&s personalities. free gifts. and other ad/ertising te"hni%&es. and e'plain
)h! the! think their ideas )ill (e parti"&larl! effe"ti/e* =o& de"ide to send in a proposal*
Write !o&r ,*o,osa4
2*=o& are a #e#(er of !o&r s"hoolV"ollege theatre gro&p )hi"h has re"entl! perfor#ed a pla! )ith great
s&""ess at an nternational $esti/al of ra#a* The editor of !o&r s"hoolV"ollege #agaQine has asked
!o& to )rite a re/ie) of the nternational $esti/al of ra#a and sa! )hat !o& learned fro# the
e'perien"e*
Write !o&r *!;)!w4
2=o&r "ollege is prod&"ing a hand(ook to #ake ne) st&dents fro# a(road feel )el"o#e* The editor has
asked !o& to )rite a letter for in"l&sion* The letter sho&ld e'plain ho) to #ake the (est &se of "ollege
fa"ilities 8e*g* "anteen. li(rar!. T s&ite. sports hall: and gi/e infor#ation and ad/i"e on "l&(s. so"ieties
and st&dent ser/i"es*
Write !o&r !$$!*4 o not )rite an! postal addresses*
2Cased on !o&r reading of on! of these (ooks. )rite on on! of the follo)ing*
20 nne T!ler7 The Accidental Tourist
=o& see the follo)ing "o##ent in a st&dent #agaQine7 There are fe) (ooks )hi"h #anage to (e (oth
f&nn! and sad* =o& )rite a re/ie) in )hi"h !o& dis"&ss this "o##ent in relation to The Accidental
Tourist.
Write !o&r *!;)!w4
24Bohn W!ndha#7 The Day of the Triffids
&ring a "lass dis"&ssion of The Day of the Triffids, !o&r t&tor %&otes fro# the (ook7 There is #ore to
the Triffids than )e think* =o&r t&tor asks !o& to )rite an essa! in )hi"h !o& (riefl! des"ri(e the triffids.and o&tline their role in the no/el. dis"&ssing their i#pa"t on the so"iet! in the no/el*
Write !o&r !ssa<4
2H-raha# -reene7 Our Man in Havana
literar! o&rnal has p&(lished an arti"le )hi"h arg&es that there )ere no heroes in t)entieth"ent&r!
English literat&re* =o& )rite a letter to the editor in )hi"h !o& respond to this state#ent. referring to
-raha# -reenes portra!al of Wor#old in Our Man in Havana, stating )hether or not !o& think he
a"hie/es the stat&s of a hero*
Write !o&r !$$!*4 o not )rite an! postal addresses*
#* #2
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8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
$or %&estions 5/1553 read the follo)ing te'ts on (&siness pra"ti"e* $or %&estions 5/15&3 ans)er )ith a )ord
or short phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar! a""ording
to the instr&"tions gi/en*
Write !o&r ans)ers to %&estions 5/155 on $h! s!,a*a$! answ!* sh!!$4
B$ine i becoming more and more a matter of intellect$al &ro-e8 B$ine $cce
i baed e:er more directly and &eedily on t!e abilitie of t!e &eo&le in t!e b$ine
-orld to c!ange% foreee trend% ta.e acce&table ri.% be more in t$ne -it! tomorro-
need of today c$tomer and to et t!eir tall o$t for t!e myriad line * economic and
ocial c!ange t!at are occ$rring8 To ei3e ad:antage in t!ee -ay i not a matter of
br$te force% b$t one of finely !oned intelligence% co$&led -it! gen$ine S$alitie of
c!aracter and a contin$o$ dedication to taying a!ead in t!e race8 $t a at!letic
demontrate contin$o$ly t!at not only doe an at!lete !a:e to be in good !a&e b$t
alo in t!e rig!t frame of mind to -in% o it i -it! b$ine8 T!e diffic$lty i t!at% -!ile
fe- -ill contradict t!ee tatement% fe- alo follo- t!e logic of t!eir belief t!ro$g! to a
co!erent and conitent &!iloo&!y -!ic! imb$e t!eir com&any from to& to bottom8 Nor
-ill yo$ find t!ee i$e t!e $bQect of endle board debate and intro&ection8 E:en
com&anie -!ic! !a:e a clearly e&reed and $ndertood com&any tyle% to -!ic! t!ey
attrib$te t!eir com&any ad:antage% !a:e come acro it more by accident t!an by&lanning8 'ome com&anie are &ro$d of t!eir retle tyle of management% -!ic! i
ne:er atified -it! it ac!ie:ement% b$t t!i c!aracteritic deri:e a m$c! from t!e
c!aracter of t!e c!ief eec$ti:e a from dee& &!iloo&!ical debate8
S%cc!ss+% a#@)$)o%s co#,an)!s w)$h c!a* ;)s)ons n!!d s%cc!ss+% a#@)$)o%s ,!o,! who can );! $h!
;)s)on +o* @o$h @%s)n!ss and $h!#s!;!s and -!o s!! $ha$ $h! $wo )n! ( "o hand )n hand4 S%cc!ss+%
Th! ,h)oso,h< h)n"!s on *!!as)n" $h! )n)$)a$);! and a@))$< o+ co#,an)!s3 $!a#s and )nd);)d%as $o
,!*+o*# @!$$!*3 and $o "o on *a)s)n" $h!)* "a#! 1 )n sho*$3 $o #ak! ,*o"*!ss3 a wo*d con;!<)n" $h! !ss!nc!
o+ $*%! s%cc!ss and $h! ,ow!* o+ $*%! ;)s)on4 No$ !;!*<on! can co#! +)*s$3 @%$ an<on! can ad;anc! cos!*
$o )#,o*$an$ "oas3 and ha;)n" *!ach!d $h!# can ,)$ch $h!)* ;)s)on h)"h!* s$)4 Fo* co#,an)!s3 $!a#s and
)nd);)d%as3 s%cc!ss )s n!;!* $o$a3 +o* ,*o"*!ss can awa<s be #ad!4
5( E'plain in !o&r o)n )ords )hat the )riter #eans )hen he sa!s that s&""essf&l "o#panies need people
)ho "an li/e the /ision 8line 2:*
5/ Wh! is the &se of the phrase set their stalls o&t 8line 4: parti"&larl! appropriate in this "onte't> 5& Wh! #ight ?(e!ing orders fro# on high 8lines 1314: (e detri#ental to the de/elop#ent of a (&siness>
5' ""ording to the )riter. ho) are "o#pan! philosophies arri/ed at>55 n a paragraph of (et)een -/ and 8/ )ords. s&##arise )n <o%* own wo*ds as +a* as ,oss)@! the
"o#parisons #ade (! the )riters (et)een s&""ess in (&siness and s&""ess in sport* Write !o&r
s&##ar! on $h! s!,a*a$! answ!* sh!!$4
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8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& )ill hear part of a radio arts progra##e. in )hi"h t)o people. rth&r and ,arla. are dis"&ssing a (ook
"alled Windworld. $or %&estions (&1(23 de"ide )hether the opinions are e'pressed (! onl! one of the
speakers. or )hether the speakers agree*
Write A for rth&r. C for ,arla. or for
Coth. )here the! agree*
(& The portra!al of ke! indi/id&als in the stor! is "onfidentl! handled*
(5 The histori"al infor#ation fits the period in )hi"h the no/el is set*
(- The in"l&sion of too #an! s"ientifi" fa"ts &nder#ines the stor!*
(6 Windworld is ai#ed at a different a&dien"e to that of S)allo)s other (ooks*
(8 The stor! (enefits fro# the in"l&sion of a&to(iographi"al ele#ents*
(2 fil# /ersion of this no/el sho&ld onl! fo"&s on personal ele#ents*
There are t)o e'a#iners* ?ne 8the nterlo"&tor: "ond&"ts the test. pro/iding !o& )ith the ne"essar!
#aterials and e'plaining )hat !o& ha/e to do* The other e'a#iner 8the ssessor: )ill (e introd&"ed to !o&.
(&t then takes no f&rther part in the intera"tion*
Pa*$ ' 83 #in&tes:
The nterlo"&tor first asks !o& and !o&r partner a fe) %&estions )hi"h fo"&s on infor#ation a(o&t
!o&rsel/es and personal opinions*
Pa*$ ( 84 #in&tes:
n this part of the test !o& and !o&r partner are asked to talk together* The nterlo"&tor pla"es a set of
pi"t&res on the ta(le in front of !o&* This sti#&l&s pro/ides the (asis for a dis"&ssion* The nterlo"&tor first
asks an introd&"tor! %&estion )hi"h fo"&ses on one or t)o of the pi"t&res* fter a(o&t a #in&te. the
nterlo"&tor gi/es !o& (oth a de"ision#aking task (ased on the sa#e set of pi"t&res*
The pi"t&res for Part 2 are on pages ,2,3 of the "olo&r se"tion* Pa*$ &
812 #in&tes:
=o& are ea"h gi/en the opport&nit! to talk for t)o #in&tes. to "o##ent after !o&r partner has spoken and to
take part in a #ore general dis"&ssion*
The nterlo"&tor gi/es !o& a "ard )ith a %&estion )ritten on it and asks !o& to talk a(o&t it for t)o
#in&tes* fter !o& ha/e spoken. !o&r partner is first asked to "o##ent and then the nterlo"&tor asks !o&
(oth another %&estion related to the topi" on the "ard* This pro"ed&re is repeated. so that !o&r partnerre"ei/es a "ard and speaks for t)o #in&tes. !o& are gi/en an opport&nit! to "o##ent and a follo)&p
%&estion is asked*
$inall!. the nterlo"&tor asks so#e f&rther %&estions. )hi"h leads to a dis"&ssion on a general the#e
related to the s&(e"ts alread! "o/ered in Part 3*
The "ards for Part 3 are on pages ,10,11 of the "olo&r se"tion*
"#
25
26
"4
,aper " Spea'ing&est 1
Pa*$ 5
,aper 1 -eading
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
$or %&estions '1'23 read the three te'ts (elo) and de"ide )hi"h ans)er .A3 B3 C or D0 (est fits ea"h gap*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
Sand
+&"h as ad#ire sands #ira"&lo&s a(ilit! to (e transfor#ed into &sef&l o(e"ts like glass and "on"rete.
a# not a great fan of it in its .'0**** state* To #e it is pri#aril! a hostile (arrier that stands (et)een a seaside
"ar park and the )ater itself* t (lo)s in !o&r fa"e. .(0**** in !o&r sand)i"hes. and s)allo)s /ital o(e"ts like
"ar ke!s and "oins* When !o& are )et it .&0**** to !o& like st&""o.
and "annot (e .50**********e/en )ith a fire#ans hose* C&t. and heres the strange thing. the #o#ent
!o& step onto a (ea"h to)el. "li#( into a "ar or )alk a"ross a re"entl! /a"&&#ed "arpet. it po&rs off !o&*$or da!s after)ards. !o& tip #!sterio&sl! &ndi#inishing piles of it onto the floor e/er! ti#e !o& take off !o&r
shoes. and spra! the /i"init! )ith lots #ore )hen !o& .-0**** !o&r so"ks* Sand sta!s )ith !o& for longer than
#an! "ontagio&s diseases* ;o. !o& "an .60**** sand. as far as a# "on"erned*
' A nor#al 7 nat&ral C &nrefined D &n#i'ed( A enters 7 seeps C gets D "o#es& adheres 7 attra"ts " fi'es grips5 A shorn 7 s"raped " sho/ed D shifted- A peel off 7 roll a)a! " #o/e off D strip a)a!6 A ha/e 7 keep " hold D store
Lock and !<
The sear"h for a safe ho#e. for pri/a"! and se"&rit!. has e'isted e/er sin"e h&#an (eings first (&ilt aper#anent ho#estead* The ropelifted (ea# (ehind the door #a! ha/e .80 **** to an ele"troni" lo"k
triggered (! a plasti" "ard )ith #ore "o#(inations than there are ato#s in the &ni/erse. (&t the .20 **** to
sh&t o&t the (ad g&!s re#ains* The appeal of a lo"k and ke! is. to so#e .90**** . ps!"hologi"al* Re"entl!.
thro&gh a reader. "ontrol ele"troni" lo"ks (! #eans
of a digital .'/0*********C&t people dont like the#* =o& #a! (e .''0**** to p&t &p )ith it at )ork. (&t at
ho#e. e/er!one )ants the .'(0 **** of t&rning a ph!si"al ke! in a lo"k* s a res<. )hen one lo"ks#ith
"o#pan! de/eloped a ne) ele"troni" s!ste#. the! #ade s&re the! in"orporated a proper #etal ke! into the
de/i"e*
8 A taken on 7 gi/en )a! C handed do)n D passed o/er 2 A for"e 7 "ra/ing C sho/e D &rge9 A e'tent 7 rate " #eas&re s"ale
'/ A dire"ti/e 7 "o##and " r&le D #anip&lation'' A agreea(le 7 lia(le " prepared D geared'( A reass&ran"e 7 g&arantee " endorse#ent D "onfir#ation
Mod!*n A*$
)as ner/o&s a(o&t /isiting the ne) Tate +odern galler! as. like #an! people. "an #ake head nor .'&0 ****
of #odern art* kno) %&ite like so#e of it. f&rr! things in parti"&lar. neon light s"&lpt&res and #assi/e
photographs* Perhaps if )ere (etter infor#ed a(o&t it. d ha/e an opinion on #ore things* There again.
!o&re not #eant to .'50**** a(o&t it in a s"hoolessa! )a!* The point is not to grasp art. (&t to let it
"o##&ni"ate )ith !o&* This is a splendid idea (&t one that ne/er
)orked for #e in .'-044444444444C&t this ne) galler! has tried to gi/e the /isitor a gen&ine insight into
the )h!s and )herefores of the )orks* The first thing noti"ed )ere the la(els. proper la(els that set a )ork
in .'60**** and a"t&all! told !o& )hat it )as tr!ing to sa!* nstead of staring .'80**** at the pi"t&res as &sed to.
these .'20**** of infor#ation helped #e &nderstand*
'& A foot 7 tail C heart D heel'5 A set 7 look C start D p&t
'- A honest! 7 p&rpose " pra"ti"e D a"tion'6 A "onte't 7 pla"e " "ontrast sit&ation'8 A (arel! 7 "learl! " (lankl! D plainl!'2 A n&ggets 7 a(stra"ts " e'tra"ts D "&ttings
2+ ""
,aper 1 -eading&est 2
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& are going to read an e'tra"t fro# a te't(ook* $or %&estions &515/3 "hoose the ans)er .A3 B3 C or D0
)hi"h !o& think fits (est a""ording to the te't*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
BROADA!T"#$% The !ocial !haping of a Technolog& Broadcating originally meant o-ing eed broadly% by !and8 It i% in ot!er -ord% not only
an agric$lt$ral meta&!or% it i alo one of o&timitic modernim8 It i abo$t )n! ( &lanned
gro-t! in t!e -idet &oible circle% t!e &rod$ction% if t!e condition are rig!t% line 2 of a
ric! !ar:et8 T!e meta&!or &re$&&oe a b$c.et of eed at t!e centre of t!e acti:ity% )n! 5
i8e8 t!e eitence of centralied reo$rce intended and $ited for &reading / and line
re&rod$ction8 T!e S$etion to be loo.ed into i -!y a ne- tec!nology t!at tranmitted -ord
and &ict$re electronically -a organied in a -ay t!at made t!i agric$lt$ral meta&!or eem
adeS$ate8
'ince tele:iion a a tec!nology i related to :ario$ t-o/-ay form of comm$nication% $c!
a t!e telegra&! and t!e tele&!one% it i all t!e more tri.ing t!at% from it :ery early day% it
-a en:iaged a a centralied ma medi$m8 5o-e:er% tranmiion to &ri:ate !ome from
ome centralied $nit -a im&ly in .ee&ing -it! bot! ocio/economic tr$ct$re and t!e
dominant -ay of life in modern and moderniing ocietie8 Attem&t or e&eriment -it!
ot!er form of organiation in t!e long r$n remained Q$t t!at /attem&t and e&eriment8 T-olittle/.no-n% ditinct alternati:e deer:e mentioning ince t!ey !ig!lig!t -!at tele:iion
mig!t !a:e been / in a different ocial contet8
E&eriment -it! t-o/-ay tele:iion a a &oible re&lacement for t!e ordinary tele&!one
-ere follo-ed $&% o to &ea.% by radio amate$r in Britain in t!e early #H2+8 1ario$ &o&$lar
cience Qo$rnal% $c! a -adio )e(s !ad detailed article abo$t !o- to contr$ct tele:iion
tranmitter and recei:er and% t!ro$g!o$t t!e #H2+% e&erimenting amate$r -ere acti:e in
many &art of t!e co$ntry8 B$t Big B$ine% re&reented by t!e Briti! Radio Man$fact$rer
Aociation% in #H24 agreed $&on tandard for tele:iion eS$i&ment and c!annel reg$lation
-!ic! dro:e t!e gra/root acti:it o$t8 And o t!ere &aed% at leat in Britain% t!e !itorical
moment for a co$nter/c$lt$ral de:elo&ment of tele:iion a a -idely diff$ed% gra/root%
egalitarian form of comni$nication8
Broadcating in ome form -a% !o-e:er% tied not only to trong economic interet%
b$t alo to t!e dee& tr$ct$re of modern ocietie8 In &ite of t!e acti:itie of T1
amate$r% tele:iion -a alo &rimarily a medi$m for t!eatrical e!ibition in t!e ('A in
t!e early #H2+% and a $c! often t!o$g!t to be a &otential com&etitor of t!e film
ind$try8 In fact% tele:iion -a t!ro$g!o$t t!e #H2+ &redominantly -atc!ed in &$blic
etting alo o$tide of t!e ('A8 For eam&le% in Britain% p%blic :ie-ing of tele:iion
-a t!e -ay in -!ic! mot early a$dience act$ally e&erienced t!e medi$m and t!i
-a e:en more t!e cae in Germany8 ,!ile t!e :iion of gra/root or amate$r% t-o/
-ay tele:iion -a S$ite ob:io$ly doomed to a :ery marginal &oition at t!e :ery bet%
tele:iion ytem largely baed on collecti:e &$blic rece&tion -ere in fact o&erating in
e:eral co$ntrie in t!e #H2+ and may% -it! t!e benefit of !indig!t% be een a !a:ing
&reented more of a t!reat to t!e dometication of t!e medi$m8 B$t it -a a t!reat t!at
-a not to materialie8
Man$fact$rer a- t!e &oibilitie for ma ale of dometic et a oon a t!e &rice
co$ld be red$ced% and gi:en t!e di:iion and relation bet-een t!e &$blic and &ri:ate
domain f$ndamental to modernity% centralied broadcating to a di&ered dometic
a$dience -a clearly t!e mot adeS$ate organiation of t!e medi$m8 A -or.ing/cla
&eo&le ac!ie:ed im&ro:ed tandard of li:ing and entered con$mer ociety from
abo$t t!e #H"+ on-ard% t!e dream of t!e !ome a a f$lly eS$i&&ed centre for
entertainment and di:ere c$lt$ral e&erience became realiable for t!e maQority of
in!abitant of ,etern nation/tate8 And all of t!i i no- alo !a&&ening on a global
cale8
T!ere i a clear relation!i& bet-een t!e baic &rocee of ocial moderniation and
t!e dominant tr$ct$re of broadcating8 ,!ile ocial and economic moderniation
meant increaing centraliation and concentration of ca&ital and &olitical &o-er% t!e
brea./$& of traditional comm$nitie &rod$ced ne- -ay of life8 Mobility -a bot! ocial
and geogra&!ical% and bot! form im&lied t!at indi:id$al and !o$e!old -ere% bot!
literally and meta&!orically% on t!e mo:e in -ay t!at left t!em relati:ely iolated
com&ared to &eo&le in m$c! more table early comm$nitie8 Centralied broadcating
-a bot! an an-er to t!e need felt by central go:ernment to reac! all citi3en -it!
im&ortant information efficiently% and a !ig!ly $ef$l intr$ment in t!e &rod$ction of t!e
!armoniing% tabiliing imagined comm$nity of t!e nation/tate8
T!e &er:ai:ene of t!ee tr$ct$red &rocee and interet rendered broadcating
t!e nat$rally :ictorio$ organiation of bot! radio and tele:iion8 ,!at i left o$t !ere
i t!e more &oiti:e :ie- of broadcating a a ocial form $itable alo for democracy8
In t!e formation of broadcating &olicie bet-een t!e ,orld ,ar% t!e interet in
broadcating a a mean of ec$ring eS$al acce to reo$rce neceary forconcio$% informed and a$tonomo$ &artici&ation in &olitical% ocial and c$lt$ral life
&layed a :ery im&ortant role in many co$ntrie8 Of co$re tele:iion i c!anging% and
t!ere i t!e ri. t!at t!e :ery term broadcating become o$tmoded or at leat
inadeS$ate8 In -!ic! cae% t!i meta&!or -ill be een only a referring to a &artic$lar
organiation of a$dio/:i$al tec!nology d$ring a certain centralied &!ae of ocial
moderniation8
&5 n the #etaphor e'plored (! the )riter in the first paragraph. )hat does the (&"ket of seeds
8line 4: represent>
A planned gro)th 8line 3:
7 a ri"h har/est 8line 4:C the "entre of the a"ti/it! 8line 4:
D "entralised reso&r"es 8line 5:
2H"
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&est 2
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+ n the se"ond paragraph. )hat /ie) does the )riter e'press a(o&t the )a! in )hi"h tele/ision
de/eloped>
A t "onfir#ed the res<s of e'peri#ents* 7 t
refle"ted other so"ial trends* C t )as do#inated
(! other te"hnologies* : t )as li#ited (!
e"ono#i" "onstraints*
#The )riter regards the e'peri#ents (! radio a#ate&rs in the 1930s as
A a #issed opport&nit! to &se tele/ision te"hnolog! in a different )a!*
7 in/estigations into the "o##er"ial potential of tele/ision te"hnolog!*
C a (reakthro&gh in the de/elop#ent of ne) t!pes of tele/ision trans#itters*
D atte#pts to esta(lish a #ore effe"ti/e #eans of "o##&ni"ation than the telephone*
"Looking (a"k. )hat does the )riter feel a(o&t p&(li" /ie)ings of TD in the 1930s>
A The! re"ei/ed a lot of opposition fro# the fil# ind&str!*
7 The! )ere li#ited to s#all a&dien"es o&tside the US*
C The! #ight ha/e pro/ided an alternati/e to the )a! (road"asting de/eloped*
D The! )ere less signifi"ant than the e'peri#ents )ith t)o)a! tele/ision*
2Trans#ission to peoples ho#es (e"a#e a do#inant feat&re of tele/ision (e"a&se
A "hanges in so"iet! had "reated a de#and for this*7 it (e"a#e possi(le to #an&fa"t&re tele/isions on a do#esti" s"ale*
C tele/ision a&dien"es )ere seen as potential "ons&#ers of ad/ertised goods*
D it )as an effe"ti/e )a! of deli/ering the progra##e s"hed&les that people )anted*
* n the si'th paragraph. the )riter sa!s that the a&thorities sa) (road"asting as a #eans of
A "ontrolling the infor#ation that people re"ei/ed*
a""elerating the pro"ess of #odernisation*
C (oosting their o)n politi"al infl&en"e*
D "o&ntera"ting so"ial &phea/al*
n the final paragraph. )hat does the )riter sa! he has o#itted fro# his earlier anal!sis>
A The fa"tors that #oti/ate people in the (road"asting ind&str!*
The reso&r"es needed to operate a (road"asting ser/i"e*C The "apa"it! of (road"asting to e#po)er people*
D The strength of the interests (ehind (road"asting*
PAPER ( WRITING 82 ho&rs:
Pa*$ '
=o& #%s$ ans)er this %&estion* Write !o&r ans)er in &//1&-/ )ords in an appropriate st!le* ' =o& see
the follo)ing t)o letters printed in a #agaQine*
ne/er )ant to gro) old (e"a&se then !o& ha/e nothing to offer so"iet!. and other
people ha/e to look after !o& and )orr! a(o&t !o&*
Ad*)an +56 <!a*s o)
I lo:e being t!e age I am K o/er +L beca$e no- I am free to
enQoy life and do all t!e t!ing I !a:e al-ay -anted to do8 I
!a:e learnt a lot abo$t life% and I ha/e a lot to offer ot!er &eo&le8
;ife i great8
an! K" <!a*s od0
The #agaQine is in/iting readers to e'press their /ie)s on the s&(e"t of gro)ing old* =o& de"ide to)rite a letter to the #agaQine. responding to the points raised and e'pressing !o&r o)n /ie)s*
Write !o&r !$$!*4 o not )rite an! postal addresses*
*+ "0
Part 2&est 2
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"onditions (e #et. to a""ept the proposition as tr&e. or ree"t it as false* $ollo)ing
on .6044444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444
this. if the proposition is of .80**********************a "hara"ter that the ass&#ption of its
tr&th is "onsistent
.20****************an! ass&#ption )hatsoe/er a(o&t the nat&re of the hearers f&t&re
rather than past
e'perien"e. then it is "ertainl! .90**********************a fa"t&all! /erifia(le proposition*
With .'/0****************to %&estions. the pro"ed&re is the sa#e* We ha/e to in%&ire. in
ea"h "ase. )hat
o(ser/ations )o&ld lead to a definiti/e ans)er. and if .''0***************************at all "an
(e dis"o/ered. )e
#&st "on"l&de that the senten"e does not. as .'(044444444444444444444444444444 as )e a re
"on"erned. e'press a
gen&ine %&estion. .'&0*******************strongl! its gra##ati"al appearan"e .'50
*******************************************************s&ggest that it
does* Length! .'-0*******************this pro"ed&re "an (e. it is an essential ele#ent of
logi"al thinking*
The! are e/er!)here. ./0 @!@9@D@@ "&r/ing shapes )hose in"redi(le
.'60***************"ontrasts so sharpl! )ith the rando# )orld aro&nd the#* We "all
the# spirals and heli"es (&t that hardl! does .'80************************to their di/ersit!
or
their signifi"an"e* ?/er the "ent&ries. .'20 444444444444444444444444444 ha/e identif ied
#an!
different t!pes. (&t the #ost intrig&ing are those that .'90************************o""&r i n
the
nat&ral )orld*
The need to .(/0******************the #!steries of the e'isten"e of spirals and hel i"es
has e'er"ised so#e of the (est s"ientifi" (rains in the )orld and opened the
)a! to a n&#(er of .('0**********************in fields as )idel! /aried as geneti"s and
.((044444444444444444
The #ost .(&0 4444444444444444444 spirals on earth are also the #ost &n)el"o#e
SPECTACLE
h&rri"anes* Their .(50******************po)er "o#es fro# the s&ns heat. (&t the! o)e
AWE
their shape to the for"e "a&sed (! the rotation of the earth* fter inn&#era(le
!ears of st&d!. ho)e/er. ;at&res spirals and heli"es ha/e !et to .(-0
$or %&estions 5/1553 read the follo)ing te'ts on )alking in the "o&ntr!side* $or %&estions 5/15&3 ans)er )ith a
)ord or short phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar! a""ording
to the instr&"tions gi/en*
Write !o&r ans)ers to %&estions 5/155 on $h! s!,a*a$! answ!* sh!!$4
n pril dig o&t #! )olking (oots* +! )ifes heart sinks. and a look of "old f&r! "lo&ds her lo/el! feat&res*+! "hildren la&gh s"ornf&ll! and "all #e so sad the t)o #ost "riti"al )ords in the teenage le'i"on*
$ind those (oots #&st* ?ther #en s#oke like "hi#ne!s or follo) foot(all tea#s
to CraQil and (a"k* +! hopeless addi"tion is taking long )alks* a#. in short. an i
in"&ra(le ra#(ler*
The (oots ha/e (een hi(ernating in a "&p(oard sin"e ?"to(er. like a "o&ple of "&rio&sl!shaped #&dd!
tortoises* ?ddl!. #! ra#(ling "o#p&lsion is totall! resisti(le in )inter* kno) of #aso"hists )ho stride
doggedl! o/er #o&ntainsides c )hile Ban&ar! gales lash their )aterproofs and t&rn their ears (l&e* $or #e.
the s&n #&st ha/e #ade so#e slight atte#pt to rise a(o/e the horiQon (efore feel a stirring to strike o&t
for the distant "o&ntr!side*
When do ra#(le. (o!. do go on and on ;ot for #e the gentle stroll aro&nd so#e lo"al "o&ntr! park* t
#&st (e so#e inordinatel! long. e'ha&sting "hallenge in the &nto&"hed )ilderness* t is eas! to get
depressed a(o&t ho) #&"h of the "o&ntr! is disappearing &nder "on"rete and tar#a"* "annot
&nderesti#ate the da#age (eing done (! the relentless #ar"h of ho&se(&ilders. (&t ra#(lers kno). line '8 e/en in this o/er"ro)ded "o&ntr!. there are e'tensi/e tra"ts )here !o& )ander for ho&rs )itho&t seeing
another so&l. g&lping in the e'hilarating fresh air. &st to see )hat is (e!ond the ne't ridge*
5/ E'plain in !o&r o)n )ords the rea"tion of the )riters fa#il! to his ho((!*
Resear"hers ha/e e'plored the reasons )h! so #an! people ind&lge in o&tdoor leis&re p&rs&its. s&"h as
hiking. in the nat&ral en/iron#ent* n general. s&"h indi/id&als appear to ha/e less need for affiliation
)ith others. and a preferen"e for solit&de a )ell a high le/els of a&tono#!*
t is possi(le to #ake so#e o(ser/ations a(o&t #oti/ation fro# this* There i the need for pea"e and
relief of tension fa"ilitated (! solit&de. and en"o&ntering others in the )ilderness red&"es satisfa"tion*
Then there is "onfiden"e (&ilding a"hie/ed (! tr!ing o&t ne) a"ti/ities and a"%&iring ne) skills. s&"h
as skiing and s&r/i/al te"hni%&es* These "an for# an i#portant part of an indi/id&als self"on"ept and
i#pro/e selfestee#* Sti#&lation "an (e o(tained by a "hange in s"ene. and an opport&nit! to ind&lge
in risk! a"ti/ities )ill enhan"e this. as int!e adrenalin r&sh asso"iated )ith a"ti/ities s&"ha (&ngee
&#ping* $inall!. the nat&ral en/iron#ent #a! pro/ide a spirit&al &plift. either d&e to the %&alities of the
s"ener! or the s!#(oli" "onnotations of nat&re as the gi/er of life*
Th&s. "onsidera(le (enefits "an (e gained fro# o&tdoor a"ti/ities. and a range of
fa"ilities sho&ldbe pro/ided to #eet the needs of the &sers* ;e/ertheless. &ser
satisfa"tion de"lines greatl! )hen the o&tdoor en/iron#ent is o/er"ro)ded or
poll&ted* The ne"essar! fa"ilities #&st (e pro/ided in s&ffi"ient %&antit! as )ell as )n! '2
%&alit!* )n!
'9
5( What does the )riter s&ggest a(o&t the personalit! of hikers>
5& E'plain in !o&r o)n )ords )h! leis&re fa"ilities need to (e pro/ided in s&ffi"ient %&antit! as )ell as
%&alit!. 8lines 119:
5' Wh! does the )riter des"ri(e the #ar"h of ho&se(&ilders 8line 1Z: as relentless>
55 n a paragraph of -/18/ wo*ds3 s&##arise )n <o%* own wo*ds as +a* as ,oss)@! )hat. a""ording to
the )riters of the te'ts. #akes people )ant to e'plore the "o&ntr!side* Write !o&r s&##ar! on $h!
s!,a*a$! answ!* sh!!$4
22 #
Parts
Listening,aper 4&est 2
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$or %&estions '1'23 read the three te'ts (elo) and de"ide )hi"h ans)er .A3 B3 C or : (est fits ea"h gap*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
M!$as
t #a! ha/e (een a )ish for selfadorn#ent that .'0**** the interest of Stone ge people in #etals* Sitting (!
the side of a ri/er. )aiting for a fish to "o#e )ithin a spears thro). or &st.(0**** a)a! a #o#ent. one of o&r
earl! an"estors #ight ha/e happened &pon a shin! !ello) pe((le
and pl&"ked it off the ri/er .&0************t did not ha/e the feel of stone. (&t it )as attra"ti/e* n s&"h a
)a!. one "o&ld .50**** that gold entered the li/es of pri#iti/e people*
.-0**** the #allea(ilit! of the #etal. it /er! soon (e"a#e a #&"h so&ghtafter #aterial* ,opper #a! also ha/e
(een dis"o/ered (! a""ident. and on"e the /al&e of "opper tools )as realised. the sear"h for its ores and
for )a!s of getting the "opper o&t of the# )as .60 **** )ith /igo&r* Th&s. #etal)orking )as added to o&r
an"estors (atter! of lifeenhan"ing a""o#plish#ents*
' A aro&sed 7 enli/ened C "<i/ated D in"ited( A passing 7 idling C o""&p!ing D e#plo!ing& A tra"k 7 (ed C floor D path5 A "one"t&re 7 dis"lose C fa(ri"ate D prophes!- A Pro/iding 7 Thanks C -i/en D Res<ing6 A ra"ed 7 "hased C tra"ked D p&rs&ed
S$ I;!s
There )as silen"e as )e .80**** o&r (ags do)n the )inding. "o((led lane that led to the heart of to)n. .20 ****
do&(le against the for"e eight gale and tr!ing in /ain to a/oid the i"! )a/es that .90**** o/er the pro#enade*
There )as no one on the streets and the sh&tters in e/er! "ottage on the )aterfront )ere (olted tight
against the (attering* We had )at"hed the )eather )orsen as )e "h&gged into St /es on the tin! single
tra"k rail)a!* s the o#ino&s gre! skies .'/0**** in. /isiting ,orn)all in the offseason )itho&t a "ar no
longer see#ed s&"h a good idea* had .''0**** #! friend into oining #e )ith the .'(0**** of )alks along the
(ea&tif&l ,ornish "oast. and sn&g e/enings. toasting o&rsel/es (efore open fires*
8 A l&gged 7 "la#(ered C gra((ed D l&#(ered2 A leant 7 (ent C sloped (orne9 A s#ashed 7 eng&lfed C splattered D er&pted
'/ A folded 7 "a#e " "losed D (le)'' A dra)n 7 l&red C trapped led'( A pro/ision 7 proe"t C proposal D pro#ise
Co#,%$!* Mod!)n"
The pro(le# )ith st&d!ing the past is that it is past* The people )ho .'&0**** in ti#es of pea"e and plent!
and str&ggled thro&gh "onfli"t and dro&ght are long dead* The for"es that .'50**** the# to settle here or
#o/e there. that (ro&ght the# together as fa#ilies and "lans. /illages and "ities. ha/e .'-0 **** fro##e#or!* r"haeolog! pro/ides .'60 **** and "l&es. (&t )e "annot test o&r h!potheses )ith e'peri#ents on
"<&res li/ing or dead* We "annot re)ind the tape and )at"h a repla! of the past* Then again. perhaps )e
"an*
,o#p&ter #odelling allo)s &s to re"reate prehistori" lands"apes and en/iron#ents and .'80 4444 the# )ith
/irt&al "o##&nities digital "reations )ith so#e of the needs. independen"e and "apa(ilities of real)orld
h&#ans* We "an esta(lish .'20**** of "ond&"t and repli"ate so"ial &nits* Then )e "an t&rn do)n the rainfall
or t&rn &p the pop&lation and )at"h ho) this "!(er"<&re and its artifi"ial people rea"t*
'& A end&red 7 enri"hed C pre/ailed D prospered'5 A so&ght 7 #ade C dro/e D "hose'- A dissol/ed 7 faded C lapsed D slipped'6 A hints 7 tips C pro#pts D "ri(s1Z A f&lfil 7 inha(it C pop&late D settle
'2 A eti%&ette )a!s C #anners r&les
204
Th! S)o*$ S$o*<
&est ,aper 1 -eading
Pa*$ 2
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
Screenplays n!one )ho kno)s ho) to pla! "hess )ill &nderstand ho) to )rite a s"reenpla! for a fil#*
+ost "hess pla!ers st&#(le fro# (eginning to end* We dont kno) #&"h. (&t -e kno) eno&gh
to pla!* We #o/e )itho&t reall! kno)ing )hats going to happen f&rther on in the ga#e* +a!(e
)e "an see one or t)o #o/es a!ead% and. if )e "an. )ere pleased (! o&r &n"ann! a(ilit! to
see e/en that far ahead* Cetter than the da!s )hen )e "o&ldnt see ahead at all )hen )e
)ere pla!ing (lindl!*
?/er ti#e. as )e learned #ore a(o&t pla!ing "hess. )e #ade a startling re/elation7 "hess
depends #ore &pon longter# strateg! than &pon shortter# ta"ti"s* Up till then. )ed (een
happ! )ith a rather shortsighted approa"h* S&ddenl!. )e (e"a#e a)are of the (ig pi"t&re*
We (egan to see the ga#e as a )hole. not &st a series of indi/id&al #o/es* nd on"e )e
sa) the ga#e as a )hole. )e (egan to see patterns e#erge in the pla!* -a#(its. the! "all
the#* nd the patterns ha/e na#es. s&"h as openings. #iddle ga#es and end ga#es* n
"hess. a in s"reenpla! )riting. the #ore often !o& pla!. the #ore a)are !o& (e"o#e of its
"o#ple'ities*
'ooking at Writing
Man !a an intincti:e tendency to &ea.% a -e ee in t!e babble of o$r yo$ng
c!ildrenJ -!ile no c!ild !a an intincti:e tendency to ba.e% bre-% or -rite8 More
t!an a cent$ry ago% C!arle Dar-in got it rig!t6 lang$age i a !$man intinct% b$t
-ritten lang$age i not8 ;ang$age i fo$nd in all ocietie% &reent and &at8
Alt!o$g! lang$age c!ange% t!ey do not im&ro:e6 Engli! i no more com&le t!an
t!e lang$age of 'tone Age tribeJ modern Engli! i not an ad:ance of Old Engli!8
All !ealt!y c!ildren mater t!eir lang$age -it!o$t leon or correction8 ,!en
c!ildren are t!ro-n toget!er -it!o$t a $able lang$age% t!ey in:ent one of t!eir
o-n8 Com&are all t!i -it! -riting8
,riting ytem !a:e been in:ented only infreS$ently in !itory8 T!ey originated
only in a fe- com&le ci:iliation and t!ey tarted off cr$de and lo-ly im&ro:ed
o:er t!e millennia8 (ntil recently% mot c!ildren ne:er learned to read or -riteJ e:en
-it! today $ni:eral ed$cation% many c!ildren tr$ggle and fail8 A gro$& of
c!ildren i no more li.ely to in:ent an al&!abet t!an it i to in:ent t!e internal
comb$tion engine8 C!ildren are -ired for o$nd% b$t &rint i an o&tional acceory
t!at m$t be &ainta.ingly bolted on8 ,e need to $ndertand !o- t!e contra&tion
called -riting -or.% !o- t!e mind of t!e c!ildren -or.% !o- to get t!e t-o to
me!8
4H ""ording to the )riter. ho) do ine'perien"ed "hess pla!ers feel>
delighted to (e a(le to finish a ga#e
7 en"o&raged (! ea"h i#pro/e#ent
C a#aQed (! ho) %&i"kl! the! learn
D pleased to (e a(le to pla! )ith "onfiden"e
H+The )riter "o#pares "hess and s"reenpla! )riting in order to
A e'plain that )e learn (oth (! trial and error*
7 e#phasise the fi'ed nat&re of (oth pro"esses*
C s&ggest that s&""ess depends on attention to detail*
D de#onstrate the i#portan"e of ha/ing a plan*
H#What point does the )riter #ake a(o&t "hildren>
A The! ha/e no real need for for#al learning*
7 The! are a(le to "reate ne) for#s of lang&age*
C The! are a(le to "o##&ni"ate in the a(sen"e of lang&age*
D Their #inds are sharper than )e think*
H"What point is #ade a(o&t the pro"ess of learning to )rite>
A t is fa"ilitated (! #a"hiner!*
7 t is (est done "olla(orati/el!*
C t prepares &s for other "on"epts*
D t re%&ires a "ons"io&s effort*
2H 2
ragra&! !a:e been remo:ed from t!e etract8 C!ooe from t!e &aragra&!A(H t!e one -!ic! fit eac! ga& +9('',. T!ere i one etra &aragra&! -!ic! yo$ do not need to $e8,aper 1 -eading&est
Pa*$ &
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& are going to read an arti"le on #aps* $or %&estions &515/3 "hoose the ans)er .A3 B3 C or D0 )hi"h !o&
think fits (est a""ording to the te't*
+ark !o&r ans)ers on the s!,a*a$! answ!* sh!!$4
AAs),s
T!e &$r&oe of a ma& i to e&re gra&!ically t! e relation of &oin t and feat$re on t!e eart!
$rface to eac! ot!er8 T!ee are determined by ditance and direction8 In early time ditance -a
often e&reed in $nit of time% for eam&le o many !o$r marc! or a day Qo$rney by ri:er% b$t
$c! mea$rement ga:e more information abo$t t!e relati:e eae of croing t!e local terrain t!an
t!ey did abo$t act$al ditance8 T!e ot!er element i direction% b$t for t!e ordinary tra:eller% -!oe
main concern -a ,!ere do I go from !ere and 5o- far a-ay i it% t!e acc$rate re&reentation of
direction -a not of &rimary im&ortance8 Partly for t!i reaon% -ritten itinerarie for a long time
ri:alled ma&8 E:en today% certain ty&e of ma&% for eam&le t!oe !o-ing rail-ay ytem% may
ma.e little attem&t to !o- tr$e direction8 'imilarly% con&ic$o$ landmar. along a ro$te -ere at
firt indicated by ign% realitic or con:entional% and :aried in i3e to indicate t!eir im&ortance8
Clearly t!e con:ention em&loyed :aried -it! t!e &$r&oe of t!e ma&% and alo from &lace to &lace%
o t!at in t$dying early ma& t!e firt eential i to $ndertand t!e &artic$lar con:ention em&loyed8
T!e !itory of cartogra&!y i largely t!at of t!e increae in t!e acc$racy -it! -!ic! t!ee element
of ditance and direction are determined and in t!e com&re!eni:ene of t!e ma& content8 In t!i
de:elo&ment% cartogra&!y !a called in ot!er cience to it aid8 For eam&le% intead of determining
direction by ober:ing t!e &oition of a !ado- at midday% or of a contellation in t!e nig!t .y% ore:en of a teady -ind% $e -a made of terretrial magnetim t!ro$g! t!e magnetic com&a% and
intr$ment -ere e:ol:ed -!ic! enabled !ori3ontal angle to be calc$lated -it! great acc$racy8
T!e a&&lication of atronomical conce&t% and t!e etenion of t!e .no-ledge of t!e -orld t!ro$g!
TEST ' PAPER - Con+!*!nc! ,*o"*a##! 1 P*!ss%*! a$ wo*k
=o& #%s$ ans)er this %&estion* Write !o&r ans)er in &//1&-/ )ords in an appropriate st!le*
' =o&r t&tor sho)s !o& t)o e'tra"ts fro# arti"les a(o&t e#plo!#ent in the f&t&re*
T!e rie in $nem&loyment cannot be to&&ed8 T!e n$mber of _ $nem&loyed &eo&le -ill contin$e to rie a more and more Qob are done by mac!ine and
com&$ter8 ,e no- li:e in a global _ economy% and more and more &eo&le -ill loe t!eir Qob a J com&etition and &rofit dominate t!e -orld8
The f&t&re offers all kinds of e'"iting o( opport&nities* ;e) kinds of ind&str! are de/eloping all the ti#e. and there )ill : al)a!s(e ne) kinds of e#plo!#ent* The f&t&re of )ork has f
ne/er looked (etter*L
=o&r t&tor asks !o& to )rite an essa! a(o&t e#plo!#ent in the f&t&re. responding to the points raised and gi/ing !o&r o)n /ie)s on the #atter*
Write !o&r !ssa<4
6
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
g to la$nc! a ne- maga3ine called =ealthy Lifestyles for the 5o%ng@ T!e editor -ant to find o$t -!at &eo&le -o$ld li.e to read in t!e maga3ine% and i in:iting &ro&oal abo$t t!e &oible content a -ell a idea on !o- to ma.e t!e m
t%re and ild Life i in:iting reader to end in t!eir idea on !el&ing to &rotect endangered animal% bird and &lant8 Yo$ decide to -rite a letter to t!e maga3ine -it! yo$r $ggetion8
-rite any &otal addree8
a in:ited reader to end in article for t!eir erie on Good Neig!bo$r8 Reader are in:ited to -rite an article entitled Good neig!bo$r are -ort! t!eir -eig!t in gold8 ,rite yo$r article decribing a &artic$lar occaion -!en a neig!b
g of o$e of t!ee boo.% -rite on o$e of t!e follo-ing8
ccidental &o%rist
ader to end in article on t!e t!eme of marital brea.do-n in modern literat$re8 Yo$ -rite an article in -!ic! yo$ dic$ t!e reaon for t!e fail$re of 'ara! and Macon marriage in&he ccidental &o%rist and ay !o- far yo$ agree or
6 &he <ay of the &riffids
a letter to a literary maga3ine6
mans are al(ays represented as being + better than any other life?forms they meet@
Pro#pt ,ard 4"
What are the strengths and )eaknesses of the
d)++!*!n$ +o*#s o+ #ass #!d)aK
ne)s
!d%ca$)on !n$!*$a)n#!n$
Pa*$ (
Write an ans)er to on! of the %&estions (1- in this part* Write !o&r ans)er in &//1&-/ )ords in an
appropriate st!le*
C#"
H
CHALLENGE INFANT
INSTITUTE
EXCLUDE
SEE
,aper Use of English
PAPER & USE OF ENGLISH .' ho%* &/ #)n%$!s0 Pa*$ 2
&est
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
$or %&estions (61&'. think of on! )ord onl! )hi"h "an (e &sed appropriatel! in all three senten"es* <ere is
an e'a#ple ./04
E=a#,!>
/ So#e of the to&rists are hoping to get "o#pensation for the poor state of the hotel. and think
the! ha/e a /er!****************************************"ase*
Theres no p oint in tr!ing to )ade a"ross the ri/er. the "&rrent is far too****************************************************
f !o&re asking #e )hi"h of the "andidates sho&ld get the o(. # afraid dont ha/e an!
***********************************/ie)s ei ther )a!*
/ 0 /
Write on< the #issing )ord in ,PTL LETTERSon $h! s!,a*a$! answ!* sh!!$4
HH fter f&rther****************************************. the "o#pan! de"ided not to appeal against the "o&n"ils
ref&sal of their planning appli"ation*
The fa"t that )e ha/e not asked !o& to do this o( is no***********************************************on !o&r )ork*
$or a #o#ent e/er!one in the roo# )as daQQled (! the***********************************************of the s&n on
the glass*
#++St&art is an e'"ellent a"tor (&t he "annot*******************************************"riti"is# of an! sort*
The ins&rers said the "o#pan! )o&ld ha/e to*********************************************so#e of the "osts of
repairing the da#aged )all*
Coth of the "hildren****************************************a /er! strong rese#(lan"e to their grandfather*
#+#,hildren "an (e /er! diffi"< at the age of t)o. (&t its &st a de/elop#ental
***********************************the! go thro&gh*
;egotiations (et)een the t)o "o#panies are at a "r&"ial***********************************************and a
de"ision is e'pe"ted later toda!*
The #a!ors opening spee"h set the*******************************************for the progra##e of e/ents to
"ele(rate the /illages 00th anni/ersar!*ate "o&ld hear the sighs of i#patien"e gro)ing in the**********************************************of "&sto#ers
(ehind her*
The "o#pan!s ann&al trading fig&res re#ained (roadl! in***********************************************)ith
e'pe"tations*
#+"r Sa&nders )as "o#pletel! o/er)hel#ed (! the********************************************* of )ork she fa"ed
e/er! da!*
f !o& t&rn the***************************************&p an! #ore. )ell get "o#plaints fro# the neigh(o&rs*
The )riters se"ond****************************************of short stories has (een )ell re"ei/ed (! "riti"s.
tho&gh sales are disappointing*
#+2E/er!(od! )ho read the arti"les #&st ha/e (een*********************************************(! the "o&rage
sho)n (! the little (o! in the fa"e of s&"h ad/ersit!*
+r and +rs a/enport (o&ght a ho&se in $ran"e a fe) !ears ago and
$or %&estions 5/1553 read the follo)ing te'ts on ps!"holog!* $or %&estions 5/15&3 )rite a )ord or short
phrase* =o& do not need to )rite "o#plete senten"es* $or %&estion 553 )rite a s&##ar! a""ording to the
instr&"tions gi/en*
Write !o&r ans)ers to %&estions 5/155 on $h! s!,a*a$! answ!* sh!!$4
On t!e one !and% t!e &yc!ology of &erce&tion i connected to t!e ene t!emel:e
Kig!t% !earing% etc8L% and on t!e ot!er !and to t!e enory data recei:ed8 T!e contancyand re&etiti:ene of tim$li% t!e -ay t!ey are re&reented and t!eir reci&rocal
relation!i& are &ercei:ed to different degree by t!e enory organ8 Eac! indi:id$al
learn abo$t t!e -orld t!ro$g! t!ee organ% b$t -!at -e dicern not only de&end on
o$r &re:io$ e&erience% b$t alo on o$r need8
T!e t!ing aro$nd $ create &!ere of tim$li to -!ic! -e react a a -!ole% often
-it!o$t conidering t!e com&onent &art8 For eam&le% -e &ercei:e a &ict$re or a
melody% not flec. of colo$r or indi:id$al note8 'imilarly% -e &lace o$r e&erience
-it!in a frame-or. of time and &ace% o it i nat$ral for $ to acce&t t!e ca$e/and/
effect relation!i& bet-een o$r &reing a -itc! and a lig!t coming on8 Perce&t$al
identification de:elo& in a c!ild &reciely t!ro$g! t!i contancy and re&etition of
e:ent% -!ic! i re&onible for o$r a-arene of t!e &ermanent S$alitie and f$nction
of indi:id$al obQect8
from one t!ing to anot!er% -e belie:e t!at -!at -e are loo.ing at tay -!ere it i% or if it
i mo:ing% t!at it contin$e to mo:eJ in ot!er -ord t!at t!e obQect be!a:e a -e t!in.
it !o$ld8
?&r a)areness of the #aterial )orld re%&ires ph!si"al re"eptors. the fi/e senses )hi"h ena(le &s to
see. hear. feel. taste and s#ell* These re/eal o&r en/iron#ent to &s. (&t onl! those sele"ted aspe"ts
of it in relation to )hi"h )e ha/e to a"t and rea"t* $or in sele"ting. o&r senses e'"l&de #&"h #ore
than the! let in* The! ha/e de/eloped to aid o&r s&r/i/al as organis#s o""&p!ing o&r parti"&lar
e/ol&tionar! ni"he. and the! a""ordingl! f&n"tion as #eshes thro&gh )n! 6 )hi"h onl! a "ertain range
of signals "an pass* f the )hole range of lig!t )a/es affe"ted &s. )e )o&ld (e &na(le to disting&ish
obQect affecting o$r s&r/i/al* f e/er! so&nd )a/e registered in o$r "ons"io&sness. )e )o&ld (e
so "onf&sed (! the &ni/ersal "a"ophon! as to (e &na(le to rea"t to the so&nds that )e need to hear*
The pro"ess (! )hi"h )e are a)are of the ph!si"al en/iron#ent is e'tre#el! "o#ple'* t is also
nor#all! a s&""essf&l pro"ess as other)ise the spe"ies )o&ld not ha/e s&r/i/ed* Ea"h spe"ies has
(een progra##ed thro&gh the e/ol&tionar! pro"ess to interpret the signals of the ph!si"al
en/iron#ent "orre"tl! as the! affe"t that parti"&lar life for#. and this applies to h&#ans too* There are
of "o&rse so#e "<&ral differen"es. altho&gh these do not affe"t the (asi" fa"t that )e ha/e /er! little
"ogniti/e freedo# at this le/el of a)areness*
5( E'plain )h! the )riter sa!s that the senses are like #eshes 8line 6:*
5' E'plain in !o&r o)n )ords ho) "hildren learn to re"ognise things in the )orld*
55 n a paragraph of -/18/ )ords. s&##arise )n <o%* own wo*ds as +a* as ,oss)@! )hat the t)o te'ts
sa! )o&ld (e the effe"t on o&r li/es if o&r senses allo)ed &s to (e f&ll! a)are of all the sti#&li fro#
the ph!si"al )orld* Write !o&r s&##ar! on $h! s!,a*a$! answ!* sh!!$4
20
,aper 4 Listening
PAPER 5 LISTENING .5/ #)n%$!s a,,*o=)#a$!<0 ##"n the speakers opinion. the foot(all tea# lost their re"ent #at"h (e"a&se of
&est
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
Yo$ !ear a m$e$m c$rator tal.ing on t!e radio abo$t a ail t!at -a lat $ed on a ailing !i& abo$t t-o !$ndred year ago8
9 ,!at !a&&ened -!en t!e ail -a &$t on !o- in t!e m$e$m
A T!e m$e$m !ad to re/organie it e!ibition &ace84 T!e c$rator fact$al reearc! -a a&&reciated by t!e &$blic8C T!e e!ibition !ad a more &o-erf$l effect t!an t!e c$rator !a
Part 1
=o& )ill hear fo&r different e'tra"ts* $or %&estions '123 "hoose the ans)er .A3 7 or C0 )hi"h fits (est
a""ording to )hat !o& hear* There are t)o %&estions for ea"h e'tra"t*
E'tra"t 3
=o& hear a foot(all fan talking a(o&t his tea# on a radio phonein progra##e*
A the pla!ers la"k of enth&sias#* 7
ins&ffi"ient training for the tea#* C a
poor #anagerial de"ision*
##2Wh! is the speaker "a&tio&sl! opti#isti" a(o&t the tea#s f&t&re>
A <e is s&re that the tea# "an (e re(&ilt*
7 <e kno)s )ho the ne) goals"orer )ill (e*
C <e is "onfident that the fans )ill s&pport their tea#*
=o& hear part of an inter/ie) )ith a photographer a(o&t his ne) (ook of photographs of fa#o&s )o#en*
& What )as the photographers ai# in prod&"ing the (ook>
A to pro#ote onl! highprofile "ele(rities
to sho) a hidden fa"et of the )o#en
C to e'plore "ontradi"tions in the )o#ens personalities
2 The "&rator des"ri(es the ph!si"al "ondition of the sail in order to stress its
A fragilit!* 7
a&thenti"it!* C (ea&t!*
5 What )as the parti"&lar "hallenge of ea"h photograph>
A "hanging the pop&lar i#age of the
fa#o&s )o#en 7 "apt&ring the essen"e
of the )o#ens fa#e C dealing )ith
infor#ation gi/en in "onfiden"e
0H
I33tssia
*
,aper 4 Listening
Pa*$ &
&est
Part 2
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& )ill hear a "on/ersation in )hi"h ,lare and To#. )ho tea"h English to foreign st&dents at the sa#e
lang&age s"hool. dis"&ss To#s first )eek at the s"hool* $or %&estions (&1(23 de"ide )hether the opinions
are e'pressed (! onl! one of the speakers. or )hether the speakers agree*
Write , for ,lare. for To#. or 7 for
Coth. )here the! agree*
(& The ph!si"al "onditions dont li/e &p to the i#age the s"hool )ants to pro#ote*
(5 The o)ners of the s"hool need to adapt to "ope )ith the realities of "o#petition*
(- S"hools "an sta! independent if the! target spe"ifi" gro&ps of "&sto#ers*
(6 Professionall!. tea"hers (enefit #ore fro# )orking )ith "olleag&es in the sa#e field than
)ith those in different fields*
(8 Tea"hers are responsi(le for #anaging their relationships )ith "lasses*
(2 Bo( satisfa"tion is #ore i#portant than the salar!*
There are t)o e'a#iners* ?ne 8the nterlo"&tor: "ond&"ts the test. pro/iding !o& )ith the
ne"essar! #aterials and e'plaining )hat !o& ha/e to do* The other e'a#iner 8the ssessor:
)ill (e introd&"ed to !o&. (&t then takes no f&rther part in the intera"tion*
Pa*$ ' 83 #in&tes:
The nterlo"&tor first asks !o& and !o&r partner a fe) %&estions )hi"h fo"&s on infor#ation a(o&t
!o&rsel/es and personal opinions*
Pa*$ ( .5 #in&tes:
n this part of the test !o& and !o&r partner are asked to talk together* The nterlo"&tor pla"es a set ofpi"t&res on the ta(le in front of !o&* This sti#&l&s pro/ides the (asis for a dis"&ssion* The nterlo"&tor first
asks an introd&"tor! %&estion )hi"h fo"&ses on one or t)o of the pi"t&res* fter a(o&t a #in&te. the
nterlo"&tor gi/es !o& (oth a de"ision#aking task (ased on the sa#e set of pi"t&res*
The pi"t&res for Part 2 are on pages ,6,Z of the "olo&r se"tion* Pa*$ &
812 #in&tes:
=o& are ea"h gi/en the opport&nit! to talk for t)o #in&tes. to "o##ent after !o&r partner has spoken and to
take part in a #ore general dis"&ssion*
The nterlo"&tor gi/es !o& a "ard )ith a %&estion )ritten on it and asks !o& to talk a(o&t it for t)o
#in&tes* fter !o& ha/e spoken. !o&r partner is first asked to "o##ent and then the nterlo"&tor asks !o&
(oth another %&estion related to the topi" on the "ard* This pro"ed&re is repeated. so that !o&r partner
re"ei/es a "ard and speaks for t)o #in&tes. !o& are gi/en an opport&nit! to "o##ent and a follo)&p
%&estion is asked*
$inall!. the nterlo"&tor asks so#e f&rther %&estions. )hi"h leads to a dis"&ssion on a general the#e
related to the s&(e"ts alread! "o/ered in Part 3*
The "ards forPart 3 are on
pages ,10,11
of the "olo&r
se"tion*
2
23
24
D"
"B"3
?
(2
,aper 1 -eading
&est 49 A in"lined 7 inspired " /&lnera(le s&s"epti(le
10 A d l d 7 h d t i d D
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
$or %&estions 11. read the three te'ts (elo) and de"ide )hi"h ans)er .A3 C. C or D0 (est fits ea"h gap*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
S%*;);)n" )n a Fo*!)"n Land
ha/e (een )el"o#ed )ar#l!* ts a so"ia(le and )ellpro/isioned (ase "a#p in a /er!. /er! isolated pla"e*
t an! one ti#e. there are so#e fort! odd so&ls s"ientists. st&dents. )eather#en. satellite tra"kers in a
81: **** "o##&nit! )here e/er!one #&"ks 82: **** * +! s"hool $ren"h is pro/ing ade%&ate &st to 83: **** .
(&t not to "hat or (anter* #iss the n&an"es. and #! phrase(ook is &seless at (reakfast*
There is no pra"ti"al pro(le# for #e in this. (&t initiall! there )as a pro(le# of self"onfiden"e* fo&nd
#!self slightl! dreading #ealti#es* )o&ld 84: **** . )orried a(o&t )hi"h ta(le to "hoose. terrified at the
silen"e )hi"h 85:**** )hen spoke. an'io&s in a )a! "annot re#e#(er sin"e the first )eeks of s"hool* stillgrin inanel!. or pani" )hen people talk to #e* s&spe"t the "a&se of this o""asional depression is nothing to
do )ith loss of "o#pan! or "o##&ni"ationA its (e"a&se /e lost the so"ial predo#inan"e )hi"h #! o)n gift
of the ga( has al)a!s 86:**** #e*
1 A "loseknit 7 "losefitting C "loser&n D "lose"ropped2 A a(o&t 7 aro&nd C in D &p3 A arti"&late 7 "o##&ni"ate " "on/erse interpret4 A (end (a"k 7 t&rn (a"k " lean (a"k D hang (a"k5 A dropped 7 fell c hit D str&"k6 A afforded 7 e#po)ered " entitled D presented
E)o$
When first #et Elliot. )as &st a !o&ng a&thor like an! other and he took no noti"e of #e* <e ne/er forgot
a fa"e tho&gh. and )hen 8Z:**** hi# here or there he shook hands )ith #e "ordiall!. (&t sho)ed no desire
to 8:**** o&r a"%&aintan"eA and if sa) hi# at the opera. sa!. he (eing )ith a person of high rank. he )as
.90**** not to "at"h sight of #e* C&t then 810:**** to #ake a so#e)hat startling s&""ess as a pla!)right. and
presentl! (e"a#e a)are that Elliot 811:**** #e )ith a )ar#er feeling* ?ne da!. re"ei/ed a note fro# hi#
asking #e to l&n"h and "on"ei/ed the 812: **** that he )as tr!ing #e o&t* C&t fro# then on. sin"e #!
s&""ess had (ro&ght #e #an! ne) friends. (egan to see hi# #ore fre%&entl!*
Z A ran a"ross fell in )ith C sa) thro&gh took &p )ith A a""elerate 7 ad/an"e C f&rther D pro#ote
10 A de/eloped 7 happened " transpired D gre)11 A held 7 o(ser/ed " took D regarded12 A i#pression 7 s&spi"ion " notion D opinion
A+*!d H)$chcock
The fil# dire"tor lfred <it"h"o"k al)a!s insisted that he didnt "are a(o&t the 813: **** #atter of his fil#s. or
814: **** a(o&t the a"ting. (&t that he did "are a(o&t the photograph! and the so&ndtra"k and all thete"hni"al ingredients* $or <it"h"o"k. it )asnt a #essage that 815: **** the a&dien"e. nor )as it a great
perfor#an"eA he (elie/ed that people are aro&sed (! p&re fil#. 816: **** of their "<&ral (a"kgro&nd*
Therefore. if a pi"t&re is designed "orre"tl!. in ter#s of its e#otional 81Z: **** . the Bapanese a&dien"e
sho&ld s"rea# at the sa#e #o#ent as the ndian a&dien"e*
<it"h"o"ks selfappraisal )as al)a!s pre"ise. rational. de"epti/el! &nans)era(leA he )as a #an of reason
and a "rafts#an of geni&s )ho liked to hear an a&dien"e s"rea#* <e didnt deal in spe"&lation. a(stra"tion
or intelle"t&al all&sion. and his assess#ent of his o)n s"reen "hara"ters )as not e'plorator!* <e set his
81: **** on fil#. p&re fil#. and the #ost dispassionate. #athe#ati"all! "al"&la(le (ea&t! of )hat a strip of
fil# "an (e #ade to do to an a&dien"e*
13 A topi" 7 "ontent C s&(e"t D the#e14 A )hether 7 indeed c instead D rather
15 A stirred 7 riled " raised sparked16 A &nre#arked 7 &nrelated " irrele/ant irrespe"ti/e1Z A in/ol/e#ent 7 feed(a"k " i#pa"t D response1 A /ie)s 7 targets " ai#s D sights
4* 0
,aper 1 -eading
Part 2 T!ere are t-o main a&&roac!e to animal cience / t!e &!yiological and t!e -!ole
&est 4
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& are going to read an e'tra"t fro# a no/el* $or %&estions &515/3 "hoose the ans)er .A3 B3 C or D0
)hi"h !o& think fits (est a""ording to the te't*
+ark !o&r ans)ers on $h! s!,a*a$! answ!* sh!!$4
Yo$ dont ta.e $gar% do yo$ !o$ted !i ecretary% not o m$c! a.ing a S$etion a
tating a fact / a -ell !e mig!t% beca$e !e !ad been ma.ing ;ancelot c$& of coffee
for many mont!8 5er ec$e for forgetting $c! t!ing -a t!at !e -ant normally
$&&oed to be t!ere8 Act$ally no-aday !e -a $$ally t!ere all t!e time% !a:ing
dico:ered t!at to ta.e $& !i &ro&rietorial &ri:ilege of taying a-ay -a tantamo$nt to
o&ening t!e floodgate8 Not for t!e firt time !e &ondered t!e eay% im&erce&tibly di:ided
tage by -!ic! !e !ad &rogreed from :al$ed co$nellor% meeting a$t!or and
&lay-rig!t o:er l$nc! at caref$lly &lanned &lanning meeting com&lete -it! agenda% to
!a&le dogbody mo:ing one te& a!ead of catatro&!e% -it! no-!ere to &ar. -!en !e
arri:ed at -or. in t!e morning8
T!i came% !e yelled% :ag$ely -a:ing a manila folder before &$tting it do-n in front of
!im8 From t!at c!a& in ;o Angele8 Yo$ aid yo$ -anted to ee it8 A ty&ed label aid6
,orld 5itory of t!e '!ort% by Ian C$t!bert $t $nder t!at it aid An E&anded 'yno&i8
;ancelot did not -ant to ee t!at -ord yno&i8 At t!e :ery leat !e -anted to ee a
label aying Firt Draft8 ;ancelot !ad already een a yno&i of t!i boo. and did not
really -ant to ee anot!er% !o-e:er !ea:ily re:ied8 Ian C$t!bert !ad been gi:en an
ad:ance of e:eral t!o$and of &o$nd for t!i boo. d$ring t!e initial fl$rry of acti:ity
-!en ;ancelot !ad bo$g!t t!e firm8 One of e:eral old friend )n! '2 from -!om ;ancelot
!ad made t!e ca&ital error of commiioning boo.% Ian C$t!bert line #H -a a &artic$larly
flagrant &roof t!at in $c! circ$mtance t!e &oeor of a -ay-ard )n! (/ tem&erament%
far from ner:ing !imelf to be!a:e more &redictably for friend!i& )n! (' a.e% -ill
act$ally become le &indo-nable t!an e:er8
;ancelot .i&&ed t!e bl$rb come &reamble -!ic! !e !ad read for -!at eemed li.e t!e
!$ndredt! time and am&led t!e yno&i &ro&er8 T!ere -a carcely a &!rae t!at !e did
not recognie at a glance8 5e cloed t!e folder and !ifted it to one ide8 Plainly at t!i
rate Tan man$cri&t -o$ld ne:er be fort!coming8 A -ell a almot -!olly lac.ing t!e
brilliance for -!ic! it a$t!or -a $&&oed to be famo$% t!e yno&i% $nder it
doggedly frolicome tone% !ad t!e $nmita.able dead ring of a lot con:iction8 ;ancelot
remembered tale of a famo$ a$t!or/abo$t/to-n -!oe lat boo.% &$bli!ed incom&leteafter !i deat!% !ad been coaed from !im c!a&ter by c!a&ter% one &ayment at a time8
B$t in t!at cae% t!e &ayment -ere fraction of a !y&ot!etical ad:ance -!ic! !ad ne:er
been gi:en in t!e firt &lace8 lan ad:ance !ad been enormo$J a blatant re:eral of t!e
o$nd b$ine &rinci&le by -!ic! a$t!or m$t deli:er a man$cri&t no- in order to be
&aid -it! inflated c$rrency later8
;ancelot% -!o !ad read modern lang$age at Oford% co$ld remember t!e day -!en Ian
C$t!bert !ad been t!e mot &romiing talent in a Cambridge o f$ll of &romie t!at it !ad
made e:ery-!ere ele feel &ro:incial8 lan contem&orarie !ad &lotted to ta.e o:er t!e
Briti! t!eatre and in a remar.ably !ort time t!ey !ad act$ally done o8 B$t t!eir mental
been t!ere to o:er!ear it8 Yet for ome reaon% t!e -!ole frotily cor$cating galay of
lan creati:e intellect !ad remained loc.ed in it cloet8 ,!ile le gifted de:iant
came o$t and conS$ered% Ian -ent f$rt!er in8 At t!e !eig!t of !i infl$ence a a literary
tate/ma.er !e -a already notorio$ly diffic$lt to deal -it!8 Officially a&&ointed by t!e
rele:ant &$blic agency to edit a com&re!eni:e maga3ine of t!e art% !e -a li.e a
general -it! a million ton of eS$i&ment &inned do-n on t!e beac! by not!ing ece&t
an ece of o&&ort$nity8 T!e maga3ine $ed $& t!e b$dget for a do3en i$e -it!o$t
a&&earing once8 'imilarly% !i t!rice/rene-ed t!ree/year contract -it! one of t!efa!ion maga3ine engendered little ece&t legend abo$t t!e i3e of !i emol$ment%
-!ic! -a increaed from generoity to etra:agance in an attem&t to ma.e !im
&rod$ce more% and t!en from etra:agance to m$nificence in an attem&t to ma.e !im
&rod$ce anyt!ing8 At t!e editorial -or.ing brea.fat / t!ere -ere al-ay at leat t-o
of t!e titled &!otogra&!er &reent to ca&t$re t!e cene for &oterity / Ian &at -itty
:enom t!ro$g! clenc!ed teet!% and &o$red nitric acid on ot!er &eo&le idea8 Ten
year later% !e co$ld carcely be de&ended $&on to t$rn $& for !i o-n f$neral8
;ancelot -a on t!e :erge of admitting to !imelf t!at ,orld 5itory of t!e '!ort !ad
been a mita.e from it ince&tion8
#"0What does the reader learn a(o&t Lan"elot in the first paragraph>
A <e regrets ha/ing delegated i#portant )ork to his se"retar!*7 <is (&siness no longer r&ns as s#oothl! as it &sed to*
C <e prefers entertaining "lients to doing ro&tine offi"e )ork*
D <is s"hed&le is al)a!s tightl! pa"ked )ith appoint#ents*
#"4Whi"h phrase. as it is &sed in the te't. has a do&(le #eaning in the "onte't of Lan"elots
(&siness initiati/es>
A fl&rr! of a"ti/it! 8line 1:
7 "apital error 8line 19:
C flagrant proof 8line 20:
D )a!)ard te#pera#ent 8lines 2021:
H" #
,aper 2 riting
#"H ""ording to the )riter. ho) did Lan"elot feel a(o&t an )hen he first "o##issioned hi#>
A <e )as a)are that he )as doing an a #&"hneeded fa/o&r*
7 <e (elie/ed that his friendship )ith an )o&ld de/elop f&rther*
&est 4
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
prospe"t of a rather dr! histor! lesson. then #&st stress ho) &nlike a lesson these
arti"les )ill
(e* .80************the e'tent to )hi"h !o& #ight (e fa#iliar .20***********************the hi stori"al
(a"kgro&nd. !o&
#&st read these arti"les for the insight the! gi/e .90********************the #&si" itself*
n .'/0***********to this. the series )ill represent a g&ide for readers )hose ai# is to (&ild
an essential
#&si" "olle"tion* ;o) .''0****************this strike !o& .'(0*****************!et another /o!age
thro&gh fa#iliar
territor!. then !o& #a! (e in for so#e s&rprises. (e"a&se o&r e'pert )riters are
nothing if .'&044444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444
&npredi"ta(le* n /ie) of the rep&tation of those in/ol/ed. .'50
Write !o&r ans)ers to %&estions 5/155 on $h! s!,a*a$! answ!* sh!!$4
5itory i f$ll of &rediction t!at ne- mac!ine -ill ca$e ma $nem&loyment8 In Britain
in t!e early #H\ cent$ry% a gro$& called t!e ;$ddite ma!ed t!e ne- mac!inery t!at
t!ey &ercei:ed a t!reatening t!eir li:eli!ood8 'imilarly% in t!e #H2+% factory a$tomation-a blamed for !ig! $nem&loyment8 And no- doom/monger are again &redicting a
Qoble f$t$re a robot and com&$ter ta.e o:er8 E:en t!oe l$c.y eno$g! to !ang on to
a Qob -ill% t!ey ay% face inec$rity and lo- -age8
If !itory i any g$ide% !o-e:er% t!ey are -rong8 O:er t!e &at t-o cent$rie of !$ge
tec!nological ad:ance% em&loyment and real income in ric! ind$trial co$ntrie !a:e
rien almot contin$o$ly and li:ing tandard !a:e rien beca$e of tec!nological
c!ange% not in &ite of it8 'ome of t!e -orld mot tec!nologically ad:anced ocietie
&redicting t!at by t!e middle of t!e "#t cent$ry% !$ndred of million of -or.er -ill be
left &ermanently idle8
It i tr$e t!at million of Qob -ill be detroyed by tec!nology% Q$t a t!ey !a:e been
o:er t!e &at t-o !$ndred year8 B$t in t!e &at% t!oe Qob loe !a:e al-ay been
offet by Qob gain% o total em&loyment !a contin$ed to gro- along -it! t!e &o&$lation8A blac.mit! and coac!men dia&&eared% car mec!anic and alemen too. t!eir
&lace8 Tec!nology c!anged t!e ty&e of Qob on offer% b$t t!e :ol$me contin$ed to gro-8
and &end !i day learning $&/to/t!e/min$te -!i33erie8 Gi:en t!i% yo$d e&ect Bill to be
line *
t!e ty&e of &eron -!o al-ay telling yo$ !o- yo$r latet &iece of eS$i&ment !a already
been $&ereded% or t!at yo$r -!ole -ay of life i going to be totally c!anged by t!e net
ro$nd of inno:ation8 B$t yo$d be -rong8 On t!e -all of !i office% Bill !a a large &a&er
calendar% -!ic! !e $e to trac. all !i a&&ointment8 It con:enient% !e ay% and !e can ee
at a glance -!at !e $&&oed to be doing on any gi:en day8 5e -rite on it in &encil o t!at
it eay to c!ange8
Bill i% I am con:inced% ty&ical8 De&ite t!e -ay &eo&le tal. abo$t tec!nological c!ange%
de&ite all t!e o$tlandi! &rediction abo$t !o- it -ill com&letely c!ange o$r -ay of
life% certain t!ing !a:e a !abit of taying m$c! t!e ame8 In tr$t!% ne- tec!nologie
rarely re&lace older one com&letely6 mo:ie and radio -erent .illed off by tele:iion%
and &en and &encil are till :al$able de&ite -ord &roceor8 I bet Q$t abo$t
e:eryone !a ome-!ere a &iece of obolete tec!nology% li.e Bill calendar% .e&t
eit!er beca$e it i comforting or beca$e it doe a Qob o etremely -ell t!at t!ere
not!ing to be gained by c!anging it8
5( Whi"h )ord else)here in the first paragraph repeats the idea of )hiQQeries in line 4>
5/ Whi"h phrase in the first paragraph tells &s the )riters /ie) of the #odernda! L&ddites he talks a(o&t
in paragraph 2>
5' n !o&r o)n )ords. e'plain )hat the )riter is referring to in the phrase the sa#e pattern in line 19*
5& n !o&r o)n )ords. e'plain )h! )e #a! (e s&rprised to learn a(o&t Cills "alendar*
55 n a paragraph of (et)een -/ and 8/ )ords. s&##arise )n <o%* own wo*ds as +a* as ,oss)@! the
)a!s in )hi"h. a""ording to the t)o te'ts. peoples predi"tions a(o&t te"hnologi"al "hange "an (e
)rong* Write !o&r s&##ar! on $h! s!,a*a$! answ!* sh!!$4
#+* 4
o$ !ear &art of a radio &rogramme on claical m$ic8
,!at -a Carl R$ggle attit$de to-ard ot!er com&oer
A Qealo$
4 reentf$l 5 C dimii:e
,aper 4 Listening
PPER 4 LSTE;;- 840 #in&tes appro'i#atel!:
Part 1
=o& hear part of a radio progra##e in )hi"h a so"iologist talks a(o&t (ags*
&est 4
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
=o& )ill hear fo&r different e'tra"ts* $or %&estions '123 "hoose the ans)er .A3 7 or C0 )hi"h fits (est
a""ording to )hat !o& hear* There are t)o %&estions for ea"h e'tra"t*
E=$*ac$ &
- The speaker thinks that (ags are signifi"ant (e"a&se
A the! are an essential a""essor!*
7 the! prote"t the sensiti/e parts of o&r (odies*
C the! represent a link (et)een different areas of o&r (odies*
6 The speakers p&rpose in dis"&ssing the e'pression to gi/e so#eone the sa"k is
A to sho) that (ags "an signif! %&ite "ontradi"tor! "on"epts*
to e'e#plif! ho) lang&age "an (e #is&sed*
C to de#onstrate that the s!#(olis# of (ags "rosses "<&res*
( What is the speaker doing )hen he speaks>
A s&##arising a #&si"al trend
7 pro/iding a link for (road"ast ite#s
C re/ie)ing a ne) re"ording
=o& hear part of a radio re/ie) of a $ren"h no/el )hi"h has re"entl! (een translated intoEnglish*
& The re/ie)er des"ri(es the (a(!sitter in the no/el as
A
&nreason
a(le* 7
irrespons
i(le* C
ine'perie
n
"
e
d
*fa"t 4
=o& hear t)o friends talking a(o&t #odern fil#s*
#*4What /ie) of the fil# ind&str! do (oth speakers share>
A St&dios spend too #&"h on fil#s*
7 $il# plots are predi"ta(le*
C ,ine#a a&dien"es are #ore dis"erning*
#*H ""ording to the speakers. )h! are the fa"ts i n tr&e stories "hanged for
fil#s>
A The fil# #akers "o&ld (e s&ed*
7 The fa"ts #a! not lend the#sel/es to (eing fil#ed*
C The fa"ts "o&ld (e diffi"< to esta(lish*
8
5 The re/ie)er finds the translation of the no/el &nsatisfa"tor! (e"a&se
A it is diffi"< to relate to the "hara"ters*
7 the "on"erns of the "hara"ters are &ninteresting*
C the friendship (et)een the "hara"ters is i#pla&si(le*
H106
to get $ed to Antarctic condition8
on ea ice8
,aper 4 Listening
=o& )ill hear a s"ientist talking a(o&t his first /isit to the ntar"ti"* $or %&estions 91'83 "o#plete the =o& )ill hear part of a radio inter/ie) )ith a so"ial )orker* $or %&estions '21((3 "hoose the ans)er .A3 B3 C
&est 4
Pa*$ ( Pa*$ &
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
Content +aor &oint6Dic$ion of / &roblem of city life
ad:antage of co$ntry life
&roblem of co$ntry life
F$rt!er &oint6
Any &oint rele:ant to t!e area of dic$ion8 -ange
;ang$age for e&reing and $&&orting o&inion8
ppropriacy of register and format
Regiter a&&ro&riate to an article for a maga3ine8 Article may ma.e $e of !eading8
Irganisation and cohesionClear de:elo&ment of arg$ment and idea8 AdeS$ate $e of lin.ing and
&aragra&!ing8
Decri&tion and dic$ion of t!e different met!od for ad:ertiing t!e oft drin.% -it!reference to t!e idea &ro:ided% and e&lanation a to -!y t!e -riter idea are
&artic$larly effecti:e8
-ange
;ang$age for decribing% analying% e&laining and ma.ing recommendation8
ppropriacy of register and format
Regiter and format a&&ro&riate for t!at of a &ro&oal / co$ld ma.e $e of rele:ant
ection !eading8 Regiter can be formal or ne$tral in tone% b$t m$t be conitent8
Irganisation and cohesion
Preentation of idea and information !o$ld be -ell/tr$ct$red8 AdeS$ate $e of lin.ing
and &aragra&!ing8
&arget reader
T!e com&any -o$ld !a:e a clear idea of -!at i being recommended8
>%estion 7 *nternational 0estival o f <rama -evie( Content
Re:ie- of t!e drama feti:al and comment on -!at t!ey learned from t!e e&erience8
-ange
;ang$age of decri&tion% analyi and e:al$ation8
ppropriacy of register and format
Regiter and format !o$ld be a&&ro&riate for a re:ie- in a c!ool7college maga3ine8
Regiter can be formal7informal% b$t m$t be conitent8
Irganisation and cohesion
Clear de:elo&ment of &oint8 AdeS$ate $e of &aragra&!ing and lin.ing8&arget reader
,o$ld be informed abo$t t!e drama feti:al and -!at t!e -riter learned from t!e
e&erience8
>%estion 47 College handboo' for ne( st%dents Content
8etter !o$ld gi:e information abo$t t!e college and t!e ocial organiation% and ma.ene- t$dent feel -elcome8
-ange
;ang$age for gi:ing information8
ppropriacy of register and format
Informal7ne$tral% b$t m$t be conitent8'!o$ld be enco$raging and li:ely in tone% friendly and -elcoming8
##"
min$te
0"
&est 1 8ey
Irganisation and cohesion ,ell/organied%
&oibly -it! $b/!eading8
&arget reader
Clear &reentation and de:elo&ment of idea% -it! a&&ro&riate lin.ing and
&aragra&!ing8 Clear concl$ion8
&arget reader
&est 1 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
Etract 4 &a$e tone/nter/ie)er7 So. )h! did !o& de"ide to )rite this (ook on
the US nowK
&thor7 Well a fe) !ears ago. )hen )as there. )as asked to )rite a (ook a(o&t itA and #&st
ha/e spent at least fo&r or fi/e #in&tes "onte#plating this e'er"ise* The States is
#ore like a )orld than a "o&ntr!A !o& "o&ld as )ell )rite a (ook a(o&t people. or
a(o&t life* Theres so #&"h #aterial its all e#(ra"ing* Then. !ears later. as )as
e#pt!ing o&t #! desk dra)ers to gather together a sele"tion of past pie"es d )ritten.
fo&nd that d alread! )ritten a (ook a(o&t the US. (&t it )as &npre#editated.
a""idental. and in instal#ents* ?f the h&ndreds of tho&sands of )ords see# to ha/e
)ritten for ne)spapers and #agaQines in the last fifteen !ears. a(o&t half of the#
see# to (e a(o&t the US* C&t hope these disparate pie"es add &p to so#ething*
kno) !o& "an approa"h the s&(e"t onl! if !o& "o#e at it fro# at least a doQen
different dire"tions*
&a$e tone
T!e recording i re&eated8L
&hat3s the end of ,art Ine@
)o( t%rn to ,art &(o@
5o% no( have forty five seconds in (hich to loo' at ,art &(o@
&a$e
tone
f !o&/e e/er (een to )at"h an! of Critains professional i"eho"ke! tea#s. !o&/e no
do&(t thrilled at the speed and agilit! of great athletes skating on indoor i"e* C&t
!o&/e pro(a(l! taken for granted the s&rfa"e that #akes it all possi(le* ;e/ertheless.the te#perat&re and other "hara"teristi"s of the s&rfa"e "an #ake the differen"e
(et)een a "ha#pionship)inning perfor#an"e and an e#(arrassing spill* ndoor i"e
rinks are &sed for all sorts of sports and re"reational a"ti/ities. in all of )hi"h the
%&alit! of the i"e #akes a (ig differen"e*
"eskating (egan as a #eans of transporting goods on the froQen ri/ers and "anals
thro&gho&t northern E&rope long (efore an!one e/er sa) it as the re"reational a"ti/it!
)hi"h it later (e"a#e* ,onsidering that skating for pleas&re )as done o&tdoors in the
freeQing )inter )eather. its fair to sa! that indoor i"e rinks )ere "reated (e"a&se in
those "onditions the! pro/ided )el"o#e shelter for those )ho eno!ed skating* t )as
onl! )hen i"e (e"a#e a/aila(le !earro&nd that sports s&"h as ho"ke! and skating
had a "han"e to flo&rish*
n 1Z6 the first indoor rink opened in London. altho&gh the idea )as not repli"ated
&p and do)n the "o&ntr! as had (een predi"ted. as the pro"ess entailed #aking the
i"e (! p&#ping a #i't&re of gl!"erine and )ater thro&gh "opper pipes. a #aterial
)hi"h )as e'pensi/e at that ti#e* The first ?l!#pi" fig&reskating "o#petition )as
held on a refrigerated indoor rink as part of the S&##er -a#es in London in 190.tho&gh it )as not &ntil 19Z6 that i"edan"ing. that is. interpreting #&si" on skates.
(e"a#e a Winter ?l!#pi"s sport* n the earl! t)entieth "ent&r!. ele"tri" refrigeration
and indoor rinks #ade i"eskating pop&lar e/er!)here*
The te"hnolog! that #akes indoor rinks possi(le is also fo&nd in refrigerators and
air "onditioning in o&r ho#es* n an indoor i"e rink. the refrigerant doesnt "ool the i"e
dire"tl!. as ho#e s!ste#s do* nstead. it "ools salt )ater that is p&#ped thro&gh an
intri"ate s!ste# of pipes &nderneath the i"e*
La!ing do)n a good skating s&rfa"e isnt as si#ple as #aking a tra! of i"e "&(es*
$reeQing a rink "orre"tl! takes no less than a doQen stages. )ith so#e stages la!ing
i"e that is )afer thin* nd )hats (est for one sport #a! (e "o#pletel! &na""epta(le
for another t takes &p to se/ent! tho&sand litres of )ater to #ake a rink* The first t)o
la!ers of i"e. )hi"h are less than one #illi#etre thi"k. are applied /ia a spra! to "reate
a fine #ist of )ater* The first la!er freeQes al#ost i##ediatel! after its spra!ed on.
and then the se"ond is applied* The
0 119
&est 1 8ey
se"ond froQen la!er is painted )hite. allo)ing for a strong "ontrast. for e'a#ple. in
ho"ke!. (et)een the (la"k dis" kno)n as the p&"k and the i"e* The third la!er a"ts as
a sealer for the paint* This la!er then re%&ires painting to "reate de"orati/e
(a"kgro&nds and. in the "ase of ho"ke!. pro/ide "lear #arkings and displa! sponsors
logos ?n"e all the #arkings ha/e dried the final la!er is grad&all! applied This &ses
de"ided. #ore or less on i#p&lse. to sing one of #! songs. (e"a&se it happened to fit rather neatl!
into a sket"h that Benn! $isher and )rote. )hi"h )as a spoof opera* nd it kind of stole the sho)*
!ear later a s"hooltea"her friend. )hod (een in the "ast. got in to&"h )ith #e he )anted a short
#&si"al for a "on"ert at his s"hool* n fa"t. &st as an e'peri#ent. Benn! and had alread! )orked &p
the opera sket"h into so#ething )e rena#ed Goldringer )itho&t an! real idea of )hat to do )ith it
&est 1 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
logos* ?n"e all the #arkings ha/e dried. the final la!er is grad&all! applied* This &ses
fort! tho&sand litres of )ater )hi"h #&st (e p&t on slo)l! )ith a hose at a rate of t)o
to three tho&sand litres per ho&r* That #eans at least 15. at #ost "+ ho&rs for this
final la!er* The less )ater is p&t on the floor at one ti#e. the (etter the i"e )ill (e*
Crand ne) i"e is "alled green i"e (e"a&se it hasnt (een (roken in !et* When
"reating a ne) rink. indoor "onditions are /er! i#portant. )ith the skating s&rfa"e kept
at 4*5 to /2] ,elsi&s. the (&ilding te#perat&re at a(o&t #0] ,elsi&s. and the indoorh&#idit! at a(o&t 2+V8 C&t if its )ar# o&tdoors. the te#perat&re has to (e re
ad&sted a""ordingl!* E/en one degree "an #ake a (ig differen"e in the %&alit! of the
i"e* n addition. a fog o/er the i"e "an (e "reated (! high h&#idit! indoors )hi"h. of
"o&rse. )o&ld hold a ho"ke! ga#e &p*
So. on a hot s&##ers da! )hen !o&***
&a$e
)o( yo%3ll bear ,art &(o again@
tone
T!e recording i re&eated8
&a$e
&hat3s the end of ,art &(o@
)o( t%rn to ,art &hree@
&a$e
5o% (ill hear the beginning o f a radio intervie( (ith Stephen ,errins a
composer of m%sicals@ 0or K%estions 1$ to 22 choose the ans(er O . C
or < (hich fits best according to (hat yo% hear@
5o% no( have one min%te in (hich to loo' at ,art &hree@
&a$e
tone
+! g&est toda! started o&t in the )orld of serio&s #&si" and sho)ed great pro#ise as
an a/ant garde "o#poser. (&t he #ade the s&rprising leap into the )orld of the
#&si"al theatre* Wel"o#e. Stephen Perrins* Thank !o&*
Stephen. )hat #ade !o& "hange fro# serio&s #&si" to #&si"als>
Well. #! parents )ere (oth professors of #&si". so d&tif&ll! )ent to #&si"
"ollege. st&died "o#position. and )rote rather ina""essi(le #&si"* C&t s&pposereall! #! hearts al)a!s (een in the theatre. and soon fo&nd #!self )riting
songs in se"ret. dra)ing #! inspiration fro# #&si"als*
id !o& tr! to get the# p&(lished>
Stephen Perrins7 ;o. for a long ti#e kept the# to #!self. e/en tho&gh tho&ght
the! )ere
"o##er"ial* s&ppose had so#ething of an inferiorit! "o#ple' a(o&t the#.
(e"a&se the! )ere a (it sl&sh!. and )as s&re #! fa#il! and "ollege )o&ld
think the! )ere (elo) #e* nter/ie)er7 So )hat happened>
Stephen Perrins7 Well. )e had a /er! lighthearted endof!ear sho) at "ollege. and
the opera sket"h into so#ething )e rena#ed Goldringer, )itho&t an! real idea of )hat to do )ith it
ne't. so it &st needed a (it of tinkering* nter/ie)er7 That )as l&"k!*
Stephen Perrins7 The real (reak )as that the #&si" "riti" of a national paper had a "hild at the
s"hool. and the follo)ing S&nda! )e read this ra/e re/ie) sa!ing that Benn! and )ere the f&t&re of
the #&si"al. and of "o&rse )e )ere on "lo&d nine. and )e i##ediatel! had #&si" p&(lishers lining
&p* nter/ie)er7 <o) did !o&r fa#il! rea"t>
Stephen Perrins7 ?h. the! )ere aghast at first. (&t the! "a#e ro&nd. and the!/e (een right (ehind &se/er sin"e*
nter/ie)er7 =o&/e al)a!s said !o& )ont do the l!ri"s of !o&r songs* pres&#e !o&/e tried*
Stephen Perrins7 did )ith #! earl! songs* n fa"t "o&ld kno"k the# off )ith a rather s&spe"t
fa"ilit!* C&t realised that if )rote (oth the )ords and the #&si" d (e )orking in a
kind of /a"&&#. and )hat eno! #ost is the "olla(oration and sparking off ea"h
others ideas*
nter/ie)er7 There )as a stor! in the papers re"entl! that !o& )anted to dire"t !o&r #&si"als.
too* <as an!thing "o#e of that> Stephen Perrins7 ;o. that &st )asnt tr&e* ne/er
"lai# to (e a dire"tor. al)a!s think )hen !o&/e
a"t&all! appointed the dire"tor for a sho). !o& sho&ldnt &nder#ine the#* $or
e'a#ple. in one of #! sho)s. )hi"h <elen o)nes dire"ted. )asnt that happ!
)ith the design. (&t she )as passionate to ha/e it. and it )as right not to interfere*
nter/ie)er7 ;o) in the last fe) !ears !o&/e had great international s&""ess. (&t for so#e of
the #ore &p#arket ne)spapers. it see#s. !o& si#pl! "ant p&t a foot right* Stephen
Perrins7 ;o. and dont reall! kno) %&ite )h!* +a!(e # (eing (igheaded. (&t dont
think its (e"a&se of the #&si"* think its #ore that # not reall! that (othereda(o&t #! i#age. so dont do #asses of PR* Whi"h #eans lea/e #!self open to
that "arping sort of "riti"is#* nter/ie)er7 t see#s to #e its a kind of distaste for the
pop&larit! of !o&r #&si"* Stephen Perrins7 ts like the ti#e )hen serio&s art "riti"s looked do)n on
the late 19th"ent&r!
artists. and their paintings )ere "onsidered )orthless* The fa"t is that if !o& )ent
into an art galler!. g&ess )here the p&(li" )ere* nter/ie)er7 B&st as the p&(li" are
al)a!s to (e fo&nd at !o&r #&si"als* Stephen Perrins. thank
!o&*
Stephen Perrins7 Thank !o&*
&a$e
)o( yo%3ll hear ,art &hree again@
86 #"#
&est 1 8ey
tone
T!e recording i
re&eated8 &a$e I
&hat3s the end of ,art Three.
rth&r7 )as intrig&ed (! so#e of these set episodes. like the in"ident )ith the (irds* t )as
gen&inel! fas"inating. tho&ght* &nderstand the fil# rights ha/e (een (o&ght* o !o&
think itll )ork as )ell as the (ook does>
,arla7 ;o %&estion if the! keep a)a! fro# too #&"h so"ial realis# and #iser!* f the! dont
#ake Boes stor! the "entral one. itll die a death*
th W ll t ( t ll th t i lik l t th h ll i i i W ll
&est 1 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
Dic$ion of6 / -!et!er or not old &eo&le !a:e omet!ing $ef$l to offer ociety
-!et!er or not ot!er &eo&le !a:e to loo. after old &eo&le
t!e ad:antage and diad:antage t!at belong to old age
$&rther points7
Rele:ant eam&le to $&&ort eit!er or bot! of t!e :ie- e&reed8
-ange
;ang$age for e&reing and $&&orting o&inion% and for e&reing agreement and
diagreement8
ppropriacy of register and format
Formal7emi/formal letter format8 Regiter a&&ro&riate to t!e -riter role a reader of
a maga3ine -riting in to e&re o&inion8Irganisation and cohesion
y & y
!o$ld be $ggetion on -ay of !el&ing to red$ce t!e difference bet-een ric! and
&oor% &l$ comment on -!y t!ee idea mig!t -or.8
-ange
;ang$age for decribing% analying% e:al$ating and ma.ing recommendation8
ppropriacy of register and format Regiter and format a&&ro&riate for t!at of a &ro&oal / co$ld ma.e $e of rele:ant
ection !eading8 Regiter can be formal or ne$tral in tone% b$t m$t be conitent8
Irganisation and cohesion
Preentation of idea and information !o$ld be -ell/tr$ct$red8 AdeS$ate $e of lin.ing
and &aragra&!ing8
&arget reader
T!e reader -o$ld !a:e a clear idea of -!at $ggetion are being made8
>%estion 7 )e( leis%re centre library or playgro%ndD Content
Decri&tion and analyi of -!at local reident t!in. abo$t t!e t!ree &ro&oal%
incl$ding recommendation baed on t!e o&inion t!at local reident !a:e e&reed8
-ange
;ang$age of decri&tion% analyi and recommendation8
ppropriacy of register and format
Regiter and format a&&ro&riate for a re&ort for t!e local co$ncil / co$ld ma.e $e of
ection !eading8 Regiter m$t be conitent8
Irganisation and cohesion
Clear organiation of content -it! adeS$ate $e of lin.ing and &aragra&!ing8
&arget reader
T!e local co$ncil -o$ld !a:e a clear idea of -!at t!e local reident t!in. t!e
money !o$ld be &ent on8
>%estion 47 Q Co%ntry of Contrasts3 Content
Decri&tion of t!e different ty&e of &lace t!at can be fo$nd8
O&inion abo$t t!ee different &lace8
O&inion of !o- t!ee contrat ma.e t!e co$ntry an intereting &lace to :iit8
-ange
;ang$age of decri&tion% com&arion and o&inion8
04
min$te
#"
&est 2 8ey
ppropriacy of register and format A&&ro&riate
to an article in a tra:el maga3ine8
Irganisation and cohesionMaga3ine/tyle article &oibly -it! !eading to introd$ce different &lace8
Clear &reentation and de:elo&ment of idea8 A&&ro&riate &aragra&!ing andlin.ing8 T!e t-o &art of t!e S$etion can be dealt -it! e&arately or toget!er8Clear concl$ion8
Irganisation and cohesion
Ne$tral eay
&est 2 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
la&gh so #&"h that there are a"t&all! ind&stries (&ilt aro&nd la&ghter* $or &s it see#s
so nat&ral. (&t la&ghter is a distin"tl! h&#an response* Philosopher Bohn +orreall
(elie/es that the first h&#an la&ghter #a! ha/e (eg&n as a gest&re of shared relief at
the passing of danger* The rela'ation that res<s fro# a (o&t of la&ghter inhi(its the
(iologi"al fightorflight response. la&ghter #a! signal tr&st in ones "o#panions*
St&dies ha/e also fo&nd that do#inant indi/id&als )hether (oss. tri(al "hief or fa#il!
patriar"h &se h&#o&r #ore than their s&(ordinates* f !o&/e often tho&ght that
people at )ork la&gh s!"ophanti"all! )hen the (oss la&ghs. !o&re /er! per"epti/e* n
s&"h "ases. +orreall sa!s. "ontrolling the la&ghter of a gro&p (e"o#es a )a! of
e'er"ising po)er (! "ontrolling the gro&p d!na#i"s* So la&ghter. like #&"h h&#an(eha/io&r. #&st ha/e e/ol/ed to infl&en"e the )a! people intera"t* nd there ha/e
(een n&#ero&s interesting***
&a$e
tone
T!e recording i re&eated8
&a$e
Etract * &a$e tone
?ne da! in 1993 got a "all fro# TD prod&"er Ti# Ta!lor. asking #e to #eet hi# to
dis"&ss a ne) series pop&larising histor!* d ne/er heard of Ti# (&t he e'plained
historian +ike Le)is )as the other person fronting the progra##e* d #et +ike
(efore and "o&ldnt think of an!one d rather e#(ark on a proe"t )ith* We #et and.
tho&gh had so#e reser/ations a(o&t the )a! it )o&ld all t&rn o&t. agreed to sign &p
for the pilot progra##e. hoping that the TD "o#pan! )o&ld like this initial episode*
No- the pro(le# )ith a pilot is that e/er!one kno)s (est &ntil its finished !o&
"ant tell )hos right* We )erent "onfident that histor! alone )o&ld gal/anise an
a&dien"e* +! e'perien"e of stor!telling #ight pro/e &sef&l in getting histor! a"ross*
tho&ght this )as a great idea and got reall! engrossed in #! solo a(o&t a fanati"al
#edie/al #onk* Looking (a"k. this does look terri(l! selfind&lgent and red&"es the
progra##e to a snails "ra)l* C&t )e s&(#itted it to the (road"asters )ho )ere
"riti"al of this. (&t the! offered &s a series and the rest i histor! %&ite literall!
&a$e
&hat3s the end of ,art Ine@
)o( t%rn to ,art &(o@
&a$e
PRT 5o% (ill hear an engineer giving a tal' on the radio abo%t f%t%redevelopments in robot design@ 0or K%estions 9 to 1# complete the
sentences (ith a (ord or short phrase@
5o% no( have forty?five seconds in (hich to loo' at ,art &(o@
&a$e
tone
C! dint of (r&te for"e and #assi/e &se of e'ternal energ! )e "an o&tpa"e all other
ani#als. (&t )hen it "o#es to sheer finesse and the &se of "&nning tri"ks of
aerod!na#i"s. the ani#al kingdo# lea/es &s standing* n"reasingl!. engineers are
looking to Qoolog! for "l&es on i#pro/ing perfor#an"e or #aking ro(ots that "an "ope
)ith harsh en/iron#ents* C&t altho&gh it takes #odern s"ien"e to fatho# e'a"tl! ho)
ani#als do things. theres nothing ne) a(o&t the (asi" prin"iple of tr!ing to "op!
nat&re* $or instan"e )o&ld )e ha/e tried so hard to "reate fl!ing #a"hines if it )asnt
for the e'a#ple of (irds> C&t in the earl! da!s of aerona&ti"al engineering. s"ientists
had inade%&ate o(ser/ation te"hni%&es. the! relied solel! on the h&#an e!e* nitiall!.as a "onse%&en"e of that. the! tho&ght that the se"ret of ho) (irds fle) la! in the
flapping #o/e#ents that the! #ade and the pattern of feathers alone* f the!d looked
at the right aspe"ts of engineering and (ird flight. the! )o&ld ha/e a"hie/ed po)ered
flight and #anned flight earlier*
nterestingl!. flapping )ings are no) #aking a "o#e(a"k* fter a "ent&r! in )hi"h
po)ered flight &sed onl! fi'ed and rotating )ings. engineers are redis"o/ering the
(enefits of ho) inse"ts fl!* The!re tr!ing to prod&"e a fifteen"enti#etre fl!ing ro(ot.
deri/ed in part fro# the (ee* The potential &ses of s&"h a #a"hine are li#ited onl! (!
the i#agination* $or e'a#ple. it "o&ld (e &sed )here (&ildings ha/e "ollapsed and
there are possi(le "as&alties to (e res"&ed* f a person is trapped and is still (reathing.
then there is an opening thro&gh )hi"h air is coming in and a ro(ot "o&ld fl! in
thro&gh this opening and take a photograph
4# #2#
&est 2 8ey
)hi"h )o&ld help the res"&ers to assess the position and plan the operation (etter*
C&t )h! #odel the ro(ot on inse"t flight at all> The ans)er to this is that onl! an
inse"t is &p to the de#ands of the o(* f !o& think of )orking inside (&ildings.
#anoe&/ring at lo) speeds is essential (e"a&se other)ise the ro(ot )ill "ollide )ith
o(str&"tions* t )ill need to (e a(le to ho/er. (e"a&se if it finds so#ething of interest. it
)ill ha/e to sta! still to take a "lear pi"t&re of it nd finall! and this is a /er! i#portant
Presenter7 nd its )ellti#ed. too. isnt it>
<aQel7 Der! )ellti#ed. (e"a&se a lot of people dont hold o&t #&"h hope for "lassi"al
#&si" sales* <ere at last. tho&ght. )o&ld (e re"ognition for all those s#all re"ord
"o#panies )ho "ontin&e to prod&"e )orth)hile releases. )hile the #aor "o#panies
are &st "on"erned )ith a safe repertoire and endlessl! reiss&ing their old re"ordings*
nd at the sa#e ti#e it )o&ld help all those perfor#ers )ho prod&"e e'"ellent #&si"
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
)ill ha/e to sta! still to take a "lear pi"t&re of it* nd finall!. and this is a /er! i#portant
re%&ire#ent. the ro(ot #&st fl! in a po)ereffi"ient )a!. (e"a&se it )ill (e fairl! s#all
so there )ont (e #&"h spa"e to p&t in an energ! so&r"e* So the first tho&ght of the
design tea# )as to &se so#e "on/entional design like a fi'ed)ing for)ard thr&st. as
in the &s&al plane. or alternati/el!. rotar! )ings. fo&nd in a heli"opter. and s"ale the#
do)n to fifteen "enti#etres* The pro(le# is that planes re%&ire "onsidera(le speed to
a"hie/e takeoff. so the! "ant fl! /er! slo)l! and also the! "ant ho/er or #anoe&/re
in a /er! agile )a!* So )o&ld heli"opters (e #ore appropriate> The! "an "ertainl! fl!
/er! slo)l! and ho/er and the! are /er! #anoe&/ra(le. (&t the! ha/e other pro(le#s7
the! generate "onsidera(le noise. so that )o&ld r&le o&t an! sit&ations )here the
ro(ots )o&ld need to re#ain &ndete"ted s&"h as in &nder"o/er s&r/eillan"e or data
gathering proe"ts* So. ha/ing eli#inated the tried and tested designs. the %&estion
)as )hat other pro/en design )as there> n 300 #illion !ears flapping)ing inse"ts
ha/e "ertainl! pro/ed their effi"ien"!* The! offer agilit! e/en at o) speed. the! "an do
a#aQing aero(ati"s. the! "an ho/er. and &nlike heli"opters their flight #e"hanis#
generates /er! little noise*
Theres #ore to inse"t flight than &st flapping )ings tho&gh* The #o/e#ents of
those )ings are re#arka(l! "o#ple'* $or engineers to "reate a s&""essf&l fl!ing ro(ot
the! )ill ha/e to dra) on the a""&#&lated kno)ledge of Qoologists* ts going to (e a
hard (&t fas"inating o&rne! of dis"o/er!*
&a$e
)o( yo%3ll hear ,art &(o again@
tone
T!e recording i re&eated8
&a$e
&hat3s the end of ,art &(o@
)o( t%rn to ,art &hree@
&a$e
5o% (ill hear a radio intervie( (ith a m%sic critic =ael 0isher abo%t some
classical m%sic a(ards@ 0or K%estions 1$ to 22 choose the ans(er O ,R
C or < (hich fits best according to (hat yo% hear@
5o% no( have one min%te in (hich to loo' at ,art &hree@&a$e
tone
Presenter7 ;o) heres o&r reg&lar "riti" <aQel $isher. )hos (een in/ited to /ote in a
ne) initiati/e. the ,lassi"al +&si" )ards* <aQel. gi/ing a)ards for "lassi"al
#&si" is s&rel! a health! de/elop#ent. isnt it> <aQel7 ?n the fa"e of it. !es*
When these a)ards )ere anno&n"ed re"entl!. it see#ed like a gen&inel!
enlightened idea* Theres the prospe"t of a h&ge a#o&nt of p&(li"it! s&rro&nding
the e/ent. so it see#ed like a highprofile (oost for the serio&s "lassi"al #arket*
nd at the sa#e ti#e. it )o&ld help all those perfor#ers )ho prod&"e e'"ellent #&si"
)itho&t an! of the trappings of etset "ele(rit!* =o& kno). it #akes #e so "ross that
the glossiest ne) re"ordings no)ada!s are &s&all! t&rned into an international "ir"&s
of the sa#e (anka(le na#es* t "ertainl! )o&ldnt "o#e a#iss if a )ider range of
perfor#ers )ere (ro&ght into the li#elight for a "hange*
Presenter7 So )h! did !o&r enth&sias# e/aporate>
<aQel7 t )as )hen the list of no#inations )as anno&n"ed* t )as "lear that the )hole
e'er"ise )as nothing #ore than a "!ni"al #arketing e'er"ise. )ith t)o ai#s* ?ne )as
to eat e/en f&rther into the distin"tion (et)een )hats )orth)hile and )hats &st
opport&nisti" r&((ish* nd the se"ond )as to (olster the sales of the ind&str!s
hea/!)eight "o#panies. )ho ha/e in/ested so hea/il! in these "rosso/er prod&"ts.
that )ont stand the test of ti#e*
Presenter7 ,rosso/er>
<aQel7 Thats )hen "lassi"al singers. or"hestras. and so on. pla! non"lassi"al #&si". like
#&si"als or pop or aQQ*
Presenter7 Right* ;o). !o& also o(e"t to the )a! the final "hoi"es are going to (e #ade. dont
!o&>
<aQel7 =es. do* Ten no#inations/e (een #ade in ea"h "ategor!. and the )inners )ill (e
"hosen (! an a"ade#! of re"ording ind&str! stal)arts* So if theres no (ias there.
)ill eat #! hat* t hasnt (een #ade p&(li" ho) the /oting )ill )ork. (&t r&#o&r has it
that its prett! opa%&e. tho&gh designed to (e as fair as possi(le* -oodness kno)s
ho) long the )hole thing )ill take. espe"iall! as there are a lot of se"tions. (&t thatstheir pro(le#* The!/e allo)ed se/eral #onths (efore the a)ards "ere#on!*
Presenter7 nd )hat do !o& think a(o&t the no#inations the#sel/es>
<aQel7 find those a(sol&tel! #ind(oggling* ts still a #!ster! )ho a"t&all! "o#piled these
shortlists. (&t the! )o&ld ha/e &s (elie/e that fil# #&si" and other light)eight )ork
are a#ong the ten (est "lassi"al al(&#s of the !ear* nd the fa"t that the! onl!
in"l&de one or t)o gen&ine "lassi"al ite#s in ea"h list sho)s )hat the!re reall!
interested in* $or instan"e. take the +ale rtist of the =ear "ategor!7 its (e!ond #e
ho) an!one "an "hoose (et)een. sa!* a singer spe"ialising in 1Zth and 1th "ent&r!
operas and a "o#poser of fil# s"ores* t )o&ld take a #ore sophisti"ated kno)ledge
of the #&si"al )orld than ha/e*
Presenter7 So )hats !o&r /erdi"t>
4"
&est 2 8ey
<aQel7 Well. its hard to es"ape the "on"l&sion that the organising gro&p. and the re"ord "o#panies
that "onstit&te it. are happ! to #o/e the goalposts )hene/er it s&its the# "o##er"iall!* Whi"h
(rings &p a )onderf&l iron! too* Re"entl! the re"ord "o#panies ha/e (een "o#plaining (itterl!
(e"a&se a , of pop&lar "lassi"s gi/en a s!nthesiser #akeo/er )as in"l&ded in the "lassi"al
(estsellers "hart* C&t no) the! see# onl! too happ! to go along )ith this farrago. )hi"h does #ore
to "onf&se the (o&ndaries (et)een )hats "lassi"al and )hats pop&lar 8if thats the right
+elinda7 kno). often ha/e diffi"<! finding a spa"e* #ean it took #e a %&arter of an
ho&r the other da!* What reall! gets #e is the )a! all this has (een #anaged* ts so
&nderhand #ean. )e s"ot"hed the plan )hen it s&rfa"ed fi/e !ears ago. and no).
)itho&t a )ord of )arning to an! of &s lo"als. its reared its &gl! head again*
-raha#7 We reall! sho&ld ha/e (een gi/en the "han"e to ha/e o&r sa!. sho&ldnt )e> Thats the
least !o&d e'pe"t* =o& kno). )as &st )ondering***
est 2 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
#ean for sport. "o&ldnt it> nd )e kno) the!re going to p&t t)o foot(all pit"hesand a "ri"ket gro&nd on it* -raha#7 =es. and )hat the! "all a hospitalit! (&ilding right
in the #iddle* Thats (eing paid
for (! one of the lo"al "o#panies. !o& kno)*
+elinda7 ?h dear "an &st see it (eing &sed to host parties e/er! )eekend. and then
peoplell (e "o#ing and going at all ho&rs of the night <o) are )e e/er going to get a
de"ent nights sleep>
-raha#7 ?h. think the trees )ill pro(a(l! #&ffle the so&nd %&ite a (it. after all the!re %&ite dense
ro&nd here* # #ore )orried a(o&t the parking* This is going to attra"t a lot of people
and the roads (&s! eno&gh as it is*
! p . g
+elinda7 What> -o on*
-raha#7 Well. of "o&rse. its &st a s&spi"ion. ha/ent an! proof as s&"h. (&t )as &st
)ondering if an!(od! on the "o&n"il had (een. !o& kno). got at (! the de/elopers*
#ean. its %&ite a (ig proe"t* Therell (e so#e l&"rati/e "ontra"ts in there*
,o$ld be intereted in reading t!e tory of t!e e:ent% $ndertand -!y t!e
neig!bo$r -a o a&&reciated by t!e -riter and -!at% in t!e o&inion of t!e -riter%
ma.e a good neig!bo$r8
>%estion "Oa7 &he ccidental &o%rist Content
Clear reference to t!e boo. c!oen8
Decri&tion and analyi of reaon for t!e fail$re of t!e marriage of 'ara! and
Macon8 E:al$ation of -!et!er Macon comment i tr$e or not8
-ange;ang$age of decri&tion% narration and e:al$ation8
ppropriacy o f register and format
Ne$tral article8
Irganisation and cohesion
Clear &reentation and de:elo&ment of idea8 A&&ro&riate lin.ing and
&aragra&!ing8 Clear concl$ion8
&arget reader
,o$ld $ndertand t!e :ie-&oint of t!e -riter and !a:e a clear idea of t!e
reaon for t!e fail$re of t!e marriage of 'ara! and Macon8
>%estion "Ob7 &he <ay of the &riffids Content
Clear reference to t!e boo. c!oen8
E:al$ation of -!et!er t!e tatement i tr$e or not8
Decri&tion of -!at t!e triffid are and -!at t!ey do% and reference to ot!er
c!aracter and !o- t!ey re&ond to t!e it$ation8
-ange
;ang$age of decri&tion% narration% com&arion and e:al$ation8
ppropriacy o f register and format
Formal letter a&&ro&riate for a literary maga3ine8 Regiter m$t be conitent
t!ro$g!o$t8
Irganisation and cohesionClear &reentation and de:elo&ment of idea -it! a&&ro&riate lin.ing of&aragra&! from t!e introd$ction to t!e main body of t!e letter8 Clear concl$ion8
&arget reader
,o$ld be clear abo$t t!e -riter :ie-&oint on t!e matter8
>%estion "Oc7 I%r an in =avana
Content
Cloe reference to t!e boo. c!oen8
Decri&tion of t!e &ortrayal of ,ormold a a ecret agent% and an analyi of !o-
Re:ie- -it! regiter and format a&&ro&riate to t!e Art 'ection of a ne-&a&er8
Regiter m$t be conitent t!ro$g!o$t8
Irganisation and cohesion
Clear &reentation and de:elo&ment of idea8 A&&ro&riate &aragra&!ing and
lin.ing8 Clear concl$ion8
&arget reader
,o$ld be informed abo$t t!e boo. and t!e &ortrayal of ,ormold a a ecretagent% and !o- far t!e no:el i a ty&ical &y tory8
Pa,!* & Us! + En")sh .) !o$r &/ min$teL
,art 1 Kone mar. for eac! correct an-erL
# -!o " to 2 -!en * !a:ing - of d$e 7 t!an. 7 o-ing
8 -!at 4 it 7 t!e H no #+ it ## into #" only
#2 -!oe #* beca$e 7 a 7 ince # co$ld 7 may 7 mig!t
thro)n in the to)el !et. so pro/ided )e get a good repla"e#ent for <arris. 8and the
#anagerd (etter get it right this ti#e: #a!(e therell (e light at the end of the t&nnel
after all*
&a$e
tone
T!e recording i re&eated8
&a$e
Etract * &a$e tone
When )e #anaged to get it hoisted. for the first ti#e sin"e 100. )ell. it )as a
str&ggle. (&t thank goodness. )e did it* So then this i##ense a#o&nt of sail )as
hanging in the #&se&#* tho&ght people )o&ld "o#e in and go Wo) and then read
the rele/ant infor#ation (oards )ed p&t &nderneath* C&t there )as a ne) di#ensionto this e'hi(ition that si#pl! hadnt en/isaged* People felt as if the! )ere tra/elling
(a"k in ti#e. (e"a&se here the! "o&ld see for the#sel/es the realit! of da#age to a
sailing ship on the high seas t)o "ent&ries ago* =o& "an
see this great rent. )hi"h is a(o&t eight #etres deep in the "entre. and as !o& go
"loser to the "loth. not onl! do !o& get this sort of shine on the "loth itself. and !o& "an
see ho) its aged and "olo&red. (&t at /ario&s points there are g&npo)der stains of
shots that #&st ha/e passed thro&gh it. so again theres the realit!* This isnt &st a
te't(ook or a "o#p&ter ga#e a(o&t histor! for !o& to look at. this is the***
&a$e
)o( t%rn to ,art &(o@
&a$e
PRT 2 5o% (ill hear a short tal' abo%t a bird of prey called the 'estrel@ 0or K%estions 9 to 1# complete the sentences (ith a (ord or short phrase@
5o% no( have forty?five seconds in (hich to loo' at ,art &(o@
&a$e
tone
nter/ie)er7 Toda! )ere /er! pleased to )el"o#e Sean Pear"e. fro# the Critish ;at&re Tr&st. )ho is
going to talk a(o&t one of the #ost (ea&tif&l (irds to (e seen in Critain7 the kestrel*
Sean***
Sean Pear"e7 Thank !o&* # here to la&n"h the Tr&sts p&(li"it! "a#paign* Re"ent. relati/el! s#all
s"ale resear"h )e/e "arried o&t is indi"ating a signifi"ant de"line in kestrel n&#(ers
and (asi"all! )ere asking the p&(li" to help &s get o&r statisti"s e/en #ore a""&rate*
C&t first. let #e gi/e !o& a fe) fa"ts on the (ird to help in sighting and a little
(a"kgro&nd infor#ation and an e'planation of the "a&se of so#e of its pro(le#s* The
kestrel its &n&s&al na#e "o#es fro# the old $ren"h for a rattle and that refers not
to the fl&ttering )ing #o/e#ent (&t to its "r!* This is /er! distin"ti/e* t has the"apa"it! to hang in the air for long periods )ith its )ings /i(rating so rapidl! !o& "an
hardl! see the #o/e#ent* This is a pi"t&re of a #at&re #ale ho/ering* ;oti"e its
(ea&tif&l pl&#age in different shades of (ro)n and "rea# and its easil! re"ognised
fl&ted tail the pi"t&re is reprod&"ed for !o& in the s&r/e! #aterial to help in
identifi"ation*
;o). (efore the di/ersifi"ation of their ha(itat in the last h&ndred !ears or so.
kestrels )ere solel! to (e fo&nd nesting on "liff fa"es and their #ain pre! )as the /ole
a s#all #o&selike "reat&re in the "o&ntr!side (&t )hi"h no) )ill (e &nfa#iliar to
#an! of !o&* C&t. now, kestrels are in"reasingl! #aking their ho#e in to)ns )here
the!re not an &n"o##on sight these da!s. the! settle on the )indo) sills of ho&ses.
sk!s"rapers et"* ;o). t&rning to food in this ne- ha(itat. the! depend not on their
r&ral staple of /oles. )ho dont appear to do /er! )ell in this setting. (&t on )hi"he/er
s#all rodents the! "an find. and these are to (e
40
Presenter7
Ro(in da#s7
&est 8ey
fo&nd in a(&ndan"e* estrels ha/e also fo&nd a /ia(le ha(itat in &pland areas. #ainl!
the preser/e of sheep far#ing. )hi"h is pro/ing to (e a pro(le#. as )e shall see*
estrels ha/e a"t&all! (een kno)n to (e highl! s&""essf&l in keeping &p their
n&#(ers o/er the !ears (e"a&se of their nota(le a(ilit! to %&i"kl! repop&late* <o) this
)orks is si#ple the! arent dependent on one lo"ale and "an grad&all! #o/e to )here
the ha(itat is #ore fa/o&ra(le* C&t this is onl! effe"ti/e )hen pro(le#s affe"t a s#all
nter/ie)er7 We )el"o#e toda! Professor -eorge a/ies fro# the Uni/ersit! of Wales*
Professor a/ies is an e'pert on so"iet! in si'teenth"ent&r! England. the ti#e of F&een EliQa(eth
the $irst and. of "o&rse. Shakespeare* So ho) )o&ld !o& "ategorise so"iet! at that ti#e* Professor>
Professor7 Well. it )as "ertainl! a so"iet! &ndergoing dra#ati" "hanges in )hi"h there )as an
e'plosion of interest in the lang&age. e/en tho&gh the printed )ord hadnt (e"o#e &ni/ersall!
a/aila(le* We dont %&ite kno) e'a"tl! ho) #an! people "o&ld read and )rite (&t litera"! )o&ld not
&est 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
in pop&lation a (&iltin "ontrol. if !o& like* ?nl! a proportion s&r/i/e #an!
s&""&#(ing in infan"! (e"a&se of their parents deli(erate negle"t* ;o). (e"a&se of
the "hanges #entioned earlier. the pop&lation is falling f&rther and )ill soon. )e
(elie/e. not (e a(le to re"o/er* So#ething (ust (e done and thats )here the p&(li"
"o#e in
What )e ask of !o& is to take t)o or three of these sighting for#s. ll pass so#e o&t
in a #o#ent. (&t ll also lea/e a pile at the (a"k. )hi"h !o& "an fill in )hen !o& ha/e a
sighting* The! ask for infor#ation a(o&t n&#(ers. ti#ing and. crucially, lo"ation* There
is a pi"t&re. as pro#ised. and si#ple diagra##ati" infor#ation to help !o& esta(lish
)hether )hat !o& ha/e seen is reall! a kestrel and not "onf&se it )ith. for e'a#ple. a
peregrine fal"on*
Thank !o& /er! #&"h indeed for !o&r ti#e and attention* hope !o&ll (e a(le to
help &s*
`pa&se
)o( yo%3ll hear ,art &(o again@
tone
The recording is repeated*
pa&se
&hat3s the end of ,art &(o@
)o( t%rn to ,art &hree@
`pa&se
PRT 2 5o% (ill hear the historian /eorge <avies tal'ing abo%t society and the
theatre in England in the time of illiam Sha'espeare@ 0or K%estions 1 $
to 22 choose the ans(er O . C or < (hich fits best according to (hat
yo% hear@
5o% no( have one min%te in (hich to loo' at ,art &hree@
&a$e
tone
ha/e e'tended to all le/els of so"iet!* So#e historians "all it an illiterate so"iet!. (&t that see#s rather
peorati/e* ;o. the (est )a! of p&tting it. in #! /ie). is to refer to it as a preliterate so"iet!. like #ost
so"ieties that ha/e e/er (een on the planet* n fa"t o&r so"iet!. in )hi"h )e tend to e'pe"t e/er!(od!
to (e literate. is the one )hi"h is o&t of step*
nter/ie)er7 So ho) did this prelitera"! affe"t a(ilit! to "o##&ni"ate at that ti#e> Professor7 Whatit #eant )as that the pri#e for# of "o##&ni"ation )as dire"t spee"h. fa"e to fa"e. )hi"h #eans
"o##&ni"ation in/ol/ing the (od!. the stan"e. the distan"e (et)een people* t also #eant that
people )ere #&"h #ore finel! t&ned to the spoken )ord. the! "o&ld take in #ore of it. the! "o&ld
listen in a #ore a"&te )a!* ts therefore %&ite nat&ral that the art for# )hi"h "orresponds to that
parti"&lar sit&ation sho&ld (e dra#a*
nter/ie)er7 ?ne thing that has al)a!s p&QQled #e is )here did the a"tors in the si'teenth "ent&r!
learn their "raft> Were there an! dra#a s"hools then> Professor7 Well. Shakespeares a"tors. the
(o!s and the older #en in his "o#pan!. didnt a"t&all! ha/e an! a"ting training (efore the! oined
his "o#pan!* =o& see. in Shakespeares da! !o& learned !o&r s"hool )ork (! repeating it o&t lo&d
all da! long* The arts of orator! and rhetori" )ere part of !o&r nor#al ed&"ation and the! )ere also
the #eans (! )hi"h !o& learned* So the! had )onderf&l /oi"e training. )hi"h ena(led the# to
de/elop an indi/id&al st!le*
nter/ie)er7 /e al)a!s tho&ght of the EliQa(ethan so"iet! as one that re/elled in its /oi"e. that at its
heart delighted in gi/ing /oi"e to )ords* Wo&ld that (e "orre"t> Professor7 )o&ld "ertainl! think
that the at#osphere in the a/erage theatre of the ti#e
)o&ld s&rprise &s toda!* (elie/e it )o&ld so&nd and feel #ore like a present da!foot(all gro&nd n a #odern theatre theres a sort of re/erential h&sh as the darkness
des"ends and )e feel. !o& kno). that )ere in so#e sort of te#ple de/oted to the
)orship of great art* C&t then. the at#osphere )o&ld ha/e (een #&"h noisier*
Re#e#(er Shakespeare and his "onte#poraries had theatres )hi"h )ere open to the
sk!. and so the noise of the "it!. the sho&ts of the street sellers. the neighing of horses
and so forth )o&ld add to and #i' )ith the so&nds of the stage and indeed. in #!
/ie). )o&ld "o##ent on the#*
nter/ie)er7 So. in the sa#e )a!. this )as not a )orld for the sh! or the softl! spoken> Professor7
;ot at all* Peoples /oi"es in the si'teenth "ent&r!. it see#s to #e. )o&ldnt ha/e (een geared to the
e'"hange of inti#ate re/elations a(o&t the self* This is a notion of speaking that is a t)entieth
"ent&r! "on"ept. as is o&r notion that a pla! sho&ld gi/e !o& the inti#ate. personal feelings of the
a&thor or of a "hara"ter on the stage* Then. art )as largel! a(o&t e'ternal iss&es. ho) a "o&ntr!
sho&ld (e go/erned. ho) one sho&ld deal )ith re(ellion. %&estions of that order*
144
&est 8ey
nter/ie)er7 $as"inating. Professor* d like at this point to (ring in another speaker -!o is going to
tell &s a(o&t EliQa(ethan "o&rt life and ho) Shakespeare***
&a$e
)o( yo%3ll hear ,art &hree again@
tone
sa!. #ight gi/e !o& fresh ideas that !o& "an appl! in tea"hing English or #aths* ,lare7 /e
al)a!s fo&nd it a real e!eopener talking to other English tea"hers* Ce"a&se peoples
approa"hes to tea"hing the sa#e s&(e"t "an /ar! so #&"h* so#eti#es feel # not on the
sa#e )a/elength as s"ien"e tea"hers
To#7 ?h ,lare. honestl!
,lare7 Well #a!(e # e'aggerating a (it. (&t !o& kno) )hat #ean* To#7 "t&all!
&est 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
,o$ld !a:e a clear idea of -!at .ill t!e -riter -anted to learn and -!at t!ey
-o$ld do -it! it8
>%estion "Oa7 &he ccidental &o%rist Content
Clear reference to t!e boo. c!oen8Recommendation of t!e boo. leading to em&!ai on &ortrayal of Aleander and!i relation!i& -it! !i mot!er% M$riel% and -it! Macon8
-ange
;ang$age of decri&tion% narration and recommendation8 'ome lang$age of
decri&tion and narration relating to t!e c!aracter in S$etion and t!eir
relation!i&8
ppropriacy of register and format
Formal letter8
Irganisation and cohesion
Clear &reentation and de:elo&ment of idea -it! a&&ro&riate lin.ing of
&aragra&! from t!e introd$ction to t!e main body of t!e letter and t!e
concl$ion8
&arget reader ,o$ld .no- -!et!er t!e no:el -o$ld be $itable for t!e &ro&oed e!ibition8
>%estion "Ob7 &he <ay o f the &riffids Content
Clear reference to t!e boo. c!oen8
Decri&tion of t!e dramatic e:ent in t!e tory% and a decri&tion of t!e im&act on
t!e c!aracter8
-ange;ang$age of decri&tion and narration8
ppropriacy of register and format Conitent and a&&ro&riate tyle for t!at of a re&ort8
Irganisation and cohesion
Clear &reentation and de:elo&ment of idea% -it! a&&ro&riate lin.ing and
&aragra&!ing8 May ma.e $e of ection !eading8 Clear concl$ion8
&arget reader ,o$ld be informed abo$t t!e e:ent and c!aracter in t!e no:el8
>%estion "Oc7 I%r an in =avana
Content Cloe reference to t!e boo. c!oen8
Reference to !o- t!e relation!i& de:elo& o:er t!e t!ree :iit ,ormold ma.eto Dr 5aelbac!er flat8
-ange
;ang$age of decri&tion% narration and e:al$ation8
&arget reader
,o$ld !a:e a clear idea of t!e c!aracter of ,ormold and Dr 5aelbac!er% and!o- t!eir relation!i& de:elo&8
Pa,!* & Us! o+ En")sh .) !o$r &/ min$teL
,art 1 Kone mar. for eac! correct an-erL
# to 2 it 2 gi:ing 7 conidering * b$t 7 yet 7 KalLt!o$g! more &$t 0 De&ite 2 -it! 9 into #+ addition ## !o$ld
So"iologi"all! speaking. (ags are an interesting feat&re of #odern so"iet!* <o) )e
"arr! the# is i#portant* The!re "arried in the hand. on the "rook of the ar#. o/er the
sho&lder. on the (a"k. in the for# of po"kets* Cags in fa"t are a )a! of keeping and
displa!ing "onne"tions (et)een o&r front and other parts of &s. less /isi(le. #ore
/&lnera(le* re"ent trend on the <igh Street )as for girls to )ear e'%&isitel!
f&n"tionless little r&"ksa"ks in the #iddle of their (a"ks*
We often "arr! o&r "ash. "redit "ards and other /al&a(les in (ags of one for# or
another. so the! can sho) )ealth and (&!ing po)er* <o)e/er. the! also s!#(olise
po/ert! and red&ndan"!* The e'pression to gi/e so#eone the sa"k pro(a(l! dates
fro# 1Zth "ent&r! $ran"e* n those da!s )ork#en pro/ided their o)n tools and
"arried the# in a (ag. sac in $ren"h. )hi"h the! took a)a! )ith the# &pon lea/ing*
So the )ord sac! e/ol/ed fro# referring to the "ontainer for the )ork#ans priQed
possessions. to the asso"iated a"tion of lea/ing a o(. )ith the e#phasis on
unwilling depart&re*
&a$e
tone
T!e recording i re&eated8
&a$e
Etract * &a$e tone
=o& kno) dont reall! eno! going to the "ine#a an!#ore* #ean the! spend #illions no) on #aking
fil#s and for )hat>
+##. that le/el of e'pendit&re see#s to pa! di/idends* ,ine#a a&dien"es ha/e "hanged.
and it looks to #e as if #ost fil#s &st tr! to appeal to #ass a&dien"es* =es. the! see# to
#ake the# to a for#at*
ts ?h. a disaster to o/er"o#e and then all li/e happil! e/er after* n!thing re#otel!
sophisti"ated ne/er #akes it to the s"reen*
Well. the! sa! "ine#a a&dien"es ha/e "hanged and it looks to #e as if the!re &sttr!ing to appeal to the lo)est "o##on deno#inator* +ind !o&. !o& still get a good
"rossse"tion going*+an7 The ones do eno! are (ased on tr&elife stories* t least !o& feel !o&re seeing
so#ething real*
Wo#an7 <##*** # not s&re a(o&t that* The! al)a!s t)ist the fa"ts to #ake it #ore e'"iting
s&ppose*
+an7 =eah. (&t (et the! do it (e"a&se other)ise an!(od! in the stor! )ho is still
aro&nd "o&ld see the#sel/es reall! (adl! set &p on s"reen and )o&ld pro(a(l! take the# to
"o&rt. )laughs* Wo#an7 =es*** n!)a!. real life is &st #&"h #ore #&ndane. isnt it> +an7
&hat3s the end of ,art Ine@
)o( t%rn to ,art &(o@ &a$e
PRT 5o% (ill hear a scientist tal'ing abo%t his first visit to the ntarctic@ 0or K%estions 9 to 1# complete the sentences (ith a (ord or short phrase@
5o% no( have forty?five seconds in (hich to loo' at ,art &(o@
&a$e
tone
Presenter7 oQens of s"ientists tra/el to the ntar"ti" e/er! !ear to gather infor#ation on a range
of s&(e"ts* Ri"hard <ollingha# is one of those s"ientists and hes here toda! to tell &s a(o&t his
first trip so&th and the s&r/i/al "o&rse he and all other s"ientists ha/e to go thro&gh )hen the!
arri/e in the ntar"ti"* Ri"hard7 Well. the first da! )as spent getting a""&sto#ed to the s&(Qero
te#perat&res. )hi"h #eant sliding do)n a gla"ier on o&r (otto#s follo)ed (! a night sleeping o&t
on the sno)* This is )hat the! "all field training and an!one )ho has to spend signifi"ant periods
of ti#e )orking a)a! fro# the #ain (ases has to do it* nd reall! needed this training (e"a&se
on that first trip )as heading to an area of sea i"e. )here )o&ld ha/e to spend three #onths. in
a tent ,an !o& i#agine> This )as going to (e %&ite an e'perien"e*
n!)a!. the setting for o&r first da!s training )as in the shado) of +o&nt Ere(&s. a
/ol"ano on the edge of the Ross "e shelf* When )as there. a fe) )isps of
s&lph&ro&s s#oke rose fro# the s&##it of the "rater* Cehind &s )as a gla"ier and
ahead a flat )hite plain )hi"h )ent all the )a! to the So&th Pole* The first da!s
training "&l#inated in the "onstr&"tion of sno) shelters* We )ere l&"k! )ith the
)eather* t )as aro&nd #in&s ten and (right s&n* There )ere t)el/e of &s on this
"o&rse and )e split into tea#s and ea"h tea# opted for a different t!pe of shelter* The
,anadians "hose the igloo t!pe. the ;e) bealanders the dig thro&gh a pile of sno)
option and )e )ent for a tren"h* We foolishl! tho&ght it )o&ld (e the easiest* So )e
set to )ork and after a "o&ple of ho&rs. it )as (ea&tif&l. it )as
#
Wo#an7
+an7
Wo#an7
+an7
Wo#an7
&est 4 8ey
deep and long (&t &nfort&natel! far too )ide* E/er!one else had reso&nding s&""ess
)ith their efforts (&t )e )ere #isera(le fail&res* The idea )as that )hat )ed d&g
sho&ld then (e a(le to take a roof. (&t no #atter ho) hard )e tried. )e "o&ldnt get
eno&gh sno) in (lo"ks to (ridge the gap* So in the end all )e had )as a long hole and
thats ho) )e "a#e to sleep o&tside at night in one of the "oldest pla"es in the )orld*
This )asnt e'a"tl! the start )ed hoped for and )e )istf&ll! re#e#(ered )hat )ed
seen of (ase "a#p at +"+&rdo"h So&ndA it )as #ore like a to)n* ?f "o&rse. there are
the la(oratories. (&t its e/en got "a(le tele/ision* So"iet! on (ase is fas"inating*
Th (l k k t i h t t fi t lik l thi Thi lik
Presenter7
Ti# Bar#an7
Presenter7
n 190 Ti# Bar#an left a "o#forta(le &ni/ersit! post for the insal&(rio&s ;orthdo)n
"o&n"il estate. )here ho&sing is pro/ided for the &ne#plo!ed and those )ith lo)
in"o#es* <ere he set &p a proe"t to pro/ide !o&th a#enities* Ti#. )h! did !o& gi/e
&p !o&r position at a &ni/ersit! for a o( on an estate> Well. )as )riting a (ook a(o&t
so"ial poli"! at the ti#e. and felt a (it of a h!po"rite )riting a(o&t po/ert!. telling
people )ho )ork )ith the &nderpri/ileged )hat to do and not doing it #!self* So
#anaged to get a grant fro# a "harit!. )ho helped #e set &p the ;orthdo)n Proe"t*
When !o& got there. !o& #o/ed into a ho&se. an old do"tors s&rger!> =es* didnt
ll k h t i t d t th t i t ( t d i th
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2
Theres a (la"k #arket in )hat at first see# /er! &nlikel! things* Things like
ne)spapers and #ineral )ater "an "hange hands for "onsidera(le a#o&nts of #one!A
theres a r&#o&r that salad greens. the #ost so&ghtafter thing )hi"h are onl!
o""asionall! shipped in. "an fet"h &p to a #onths salar! for a dinners )orth*
The )hole area aro&nd the (ase "a#p is f&ll of re#inders of so#e of the earlieste'plorers to that regionA people like the Critish e'plorers. Sha"kleton and S"ott* n fa"t.
a fe) #iles &p the "oast. the h&t )hi"h Sha"kleton and S"ott sta!ed in has still got the
"lothing the! )ore on displa!* $&rther on again. theres a (ase "alled the S"ott Case
and its f&ll of photographs of hi#. !o& kno) he lost his life on the ret&rn o&rne! fro#
the So&th Pole* The odd thing is there are no pi"t&res of the #an )ho a"t&all! got to
the So&th Pole first. a ;or)egian "alled #&ndsen* p&t this to a ;or)egian on o&r
s&r/i/al "o&rse and he said #&ndsen #ade it all look so eas! )hereas S"ott had
#ade it look #&"h harder. the st&ff of legends* So )e "arried on that Critish tradition of
#aking things see# hard* ?&r training offi"er la(elled &s the heroi" fail&res (e"a&se
hed ne/er seen an!(od! get a shelter so )rong despite p&tting so #&"h effort into it*
`pa&se
)o( yo%3ll hear ,art &(o again@ tone
`The re"ording is repeated* `pa&se
&hat3s the end of ,art &(o@
)o( t%rn to ,art &hree@ `pa&se
5o% (ill hear part o f a radio intervie( (ith a social (or'er@ 0or K%estions
1$ to 22 choose the ans(er O . C or < (hich fits best according to (hat
yo% hear@
5o% no( have one min%te in (hich to loo' at ,art &hree@
`pa&se
tone
Presenter7
Ti# Bar#an7
Presenter7
Ti# Bar#an7
Presenter7
Ti# Bar#an7
Presenter7
Ti# Bar#an7
Presenter7
reall! kno) )hat )as going to do. e'"ept that )as going to (e rooted in the
"o##&nit!* )as fort&nate in #aking a friendship )ith a lo"al teenager* We &st
kno"ked on doors. and said. What do you think )e sho&ld do> +ost people said. o
so#ething a(o&t the kids in the street* The kids in the street )ere sa!ing. ts (oring.
)e need things to do. and o&t of that "a#e /er! e'tensi/e !o&th "l&(s. )hi"h for the
first fe) !ears. in fa"t. #et in #! ho&se* What did the !o&ngsters do there>
!o&. to see ho) these teenagers had got on> Whatd happened to the#> Well. d
fo&nd a )a! of #eas&ring the likelihood of their getting into tro&(le* When the! first
"a#e to &s. #ost of the# )ere (ro&ght &p in diffi"< "ir"&#stan"es. had pro(le#s at
s"hool. )ere in tro&(le )ith the poli"e and so on* set &p a kind of risk ta(le and
)orked o&t that 39 )ere at high risk of f&t&re &ne#plo!#ent. "ri#e and &nsta(le
relationships* C&t the en"o&raging feat&re is that. no) in their 30s. the #aorit! of the
!o&ngsters ha/e kept o&t of tro&(le. are in )ork and eno! sta(le relationships* So thepredi"tion )as )rong. (e"a&se so#ething inter/ened to set things right* # not
"lai#ing o&r proe"t )as the )hole fa"tor. (e"a&se "learl! the a/aila(ilit! of o(s.
finding the right partner. #aking a good relationship )ere i#portant. (&t all the 50
!o&ngsters )e inter/ie)ed said the proe"t pla!ed a #aor part in their li/es*
So. is there a for#&la !o& think "o&ld (e applied else)here> =es. the longter# nat&re
of it. the "o#(ination of !o&th "l&(s and ha/ing so"ial )orkers resident in the area
)ho reall! get to kno) the !o&ng people* Thats the "ore of it* The tro&(le is. o&r kind
of proe"ts no longer in the #ainstrea#* +odern proe"ts are /er! different. (e"a&se
the a&thorities are #&"h keener on s)ift inter/ention. on targeting !o&ngsters )ith
pro(le#s. not treating the# on a neigh(o&rhood (asis. a %&i"k fi'. in other )ords*
kno) !o&re "riti"al of the initiati/es so#e go/ern#ents are adopting. gi/ing
people ad/i"e and "o&nselling on ho) to (e good parents*
`pa&se
H*
&est 4 8ey
)o( yo%3ll hear ,art &hree again@
tone
T!e recording i
re&eated8 &a$e
&hat3s the end of ,art &hree@
)o( t%rn to ,art 0o%r@ &a$e
s!ste# no). )hi"h think is %&ite a positi/e #o/e* +ar!7 oes that #ean the! take
dinosa&r skeletons and paintings ro&nd the "o&ntr! in a
/an
$rank7 t )o&ld need a /er! large /an for a dinosa&r ;o the! send so#e of their
"olle"tion. paintings et"* o&t to s"hools. li(raries. "o##&nit! "entres on te#porar!
loan*
+ar!7 ?h. see* Well. it is a long )a! to the (ig #&se&#s fro# little to)ns like this*
<##. s&ppose thats %&ite a "reati/e &se of reso&r"es*
$ k d d
&est 4 8ey
8/21/2019 61955298 Cambridge CPE Certificate of Proficiency in English 2