Content Page

I. Multiple-choice questions 2
II. Answering short-answer questions 5
III. Completing tables and flow charts 7
IV. Completing sentences 9
V. Completing and labelling diagrams 11
VI. Completing notes and summaries 15
VII. Matching information 17
VIII. Matching sentence endings 19
IX. Matching features 21
X. Matching headings 23
XI. True/False/Not Given questions 25
XII. Yes/No/Not Given questions 27

ANSWER KEY 29

1
 I. Multiple-choice questions
Exercise 1.
The value of friendship
Recent research into the world of teenagers has suggested that they value friendship above
everything else. Children aged between 12 and 15 were asked what was important to them. Their
answers included possessions such as money and computer gadgets but also relationships with
people. The teenagers questioned said that friends were the most important to them, more even
than family, or boyfriends and girlfriends.
We wanted to find out more about the results of this research so w e asked our readers what
they thought about the value of friendship. Here are some examples of what they said about their
friends:
Ben, 15: Every time I have a fight with my parents, I need some time
on my own. But after that, the first thing I do is meet up with my friends. After playing
football for a while, or skateboarding, I usually feel much happier again.
Rory, 13: When I moved to a village in the countryside, I thought that it would be the end of my
friendships. But my old friends have kept in touch and they come and visit in the holidays.
There's a lake nearby, so we often go sailing, water-skiing or windsurfing. And I have made some
new friends here too, at school, and since I joined the rugby club.
Carlos, 11:
Last year, I broke my arm on a skiing holiday. Unfortunately, it was my left arm and I am left-
handed. My school friends all helped and copied their notes for me. It seems that our readers
value their friendships very highly. From what they told us, they spend a lot of time with
their friends, just hanging out, or sharing hobbies and interests. They seem to need their friends
for advice, help, chats, and for having fun. Clearly, friends make each other feel better. Looking
at what our readers told us, the results of the recent research are not really surprising.

1. Why are Ben, Rory and Carlos mentioned in the article?

a. They know why teenagers value friendship.
b. They gave information about themselves.
c. They read magazines.
d. They are teenage boys.
2. Which of the following best describes Ben?
a. He often has fights.
b. He likes being alone.
c. He is happier than his friends.
d. He likes some sports.
3. What do we know about the lake that Rory visits?
a. It is near the school.
b. It is near his home.
c. It is used by a lot of people who do water sports.
d. It is in a village.
4. Carlos mentions that he is left-handed because ...
a. it makes skiing harder.
b. it makes it worse that he broke the arm he uses most.
c. it is an interesting fact about himself and he was talking about his left arm.
d. it is very unfortunate when you break your left arm.

2
5. The answers to the recent research a n d the answers from the readers ...
a. were surprising.
b. were the same .
c. were similar.
d. were both about sports.

Exercise 2.
It is said that most people have no more than 30 friends at any given time, and 400 over
the whole of their lives. However, on social networking sites, most users have about 150 friends.
If these numbers are correct, then friendship means different things in different situations.

One of the reasons for having more online friends than real friends at a certain point in time is
that online friendships do not require much time and energy: it is easy to accept friendships and
keep them forever. Another possibility is that it is difficult to say 'no' when somebody asks us
to be their friend online, even if we feel we don't really know them. The fact that they ask us
suggests that they do consider us a friend, which is a nice feeling. Alternatively, they may be
'collectors' of online friends and just want to use us to get a higher number of friends and appear
to be popular.

Online friendships are quite easy, but in the real world decisions about friendships are harder to
make. There are no rules about friendship. There are no guidelines about how to make friends,
how to keep friendships going, and how to finish friendships if we want to move on. People have
very different opinions about this: some people would die for their friends and they value them
more than family. Others say that friends are temporary, only there to help each other until they
are no longer needed. If people with such different views become friends, this can lead to
problems.

Because of these different definitions of friendship, it is easy to be unhappy about our

friendships. We may want them to be deeper or closer, or we may want to have more friends in
our lives. Sometimes we simply do not have the time to develop our friendships, or we fear we
have left it too late in life to start. If we move to another country or city, we have to find ways to
make new friends again.

This dissatisfaction shows us how important friendships are for most of us. We should not think
that it could be too late to build friendships. We also need to understand that the need to be
around other people is one that is shared by many. Therefore, we should not be too frightened
about starting to talk to people who in the future may become our friends: it is likely that they
too would like to get closer to us. Remember what people say: strangers are friends we have not
met yet.

3
Questions 6-11
Choose the appropriate letters a, b, c or d.
6. How many friends do the majority of people probably have?
a. 30 real friends or fewer
b. a minimum of 30 real friends
c.150 internet friends
d.400 internet friends over the course of their lives
7. It is difficult ...
a. to believe the numbers about friendship.
b. to keep your friends happy.
c. to trust what you read on social networking sites.
d. to give a definition of 'friendship.
8. Friendship means . . .
a. different things to different people.
b. dying for your friends if you need to.
c helping each other until it is no longer necessary.
d accepting people with different views.
9. Sometimes people worry because . . .
a they think that they have too many friends.
b they spend too much time with friends.
c they think they are too old to make friends.
d there are no guidelines about friendship.
10. Most of us . . .
a. are dissatisfied with our friends.
b. build friendships late in life.
c are frightened to talk to strangers.
d need to be with others.
11. What does 'Strangers are friends we have not met yet' mean?
a. We have not met strangers before.
b. Strangers are also our friends.
c. We should not talk to strangers.
d. Strangers may become our friends.

4
 II. Answering short-answer questions

The body

The concept of 'the body' is closely related to the ideas of 'illness' and 'health'.
All of us exist in 'bodies' of different shapes, heights, colours and physical abilities. The main
reasons for the differences are genetic, and the fact that people's bodies change as they age.
However, a huge range of research indicates that there are social factors too.

Poorer people are more likely to eat 'unhealthy' foods, to smoke cigarettes and to be employed in
repetitive, physically difficult work or the opposite: boring, inactive employment. Moreover,
their housing conditions and neighbourhoods tend to be worse. All of these factors impact upon
the condition of a person's health: the physical shapes of bodies are strongly influenced by social
factors.

These social factors are also closely linked to emotional wellbeing. People with low or no
incomes are more likely to have mental health problems. It is not clear, however, whether
poverty causes mental illness, or whether it is the other way around. For example, certain people
with mental health issues may be at risk of becoming homeless, just as a person who is homeless
may have an increased risk of illnesses such as depression.

There are other types of social factors too. Bodies are young or old, short or tall, big
or small, weak or strong. Whether these judgments matter and whether they are positive or
negative depends on the cultural and historical context. The culture - and media - of different
societies promote very different valuations of body shapes. What is considered as attractive or
ugly, normal or abnormal varies enormously. Currently, for example, in rich societies the idea of
slimness is highly valued, but historically this was different. In most societies the ideal body
shape for a woman was a 'full figure' with a noticeable belly, while in middle-aged men, a large
stomach indicated that they were financially successful in life. In many traditional African and
Pacific island cultures, for example, a large body shape was a sign of success and a shape to be
aimed at.

It is easy for people to feel undervalued because of factors they have no power to change, for
example, their age and height. Equally, they can feel pressured into making changes to their
appearance when there is a choice, which in extreme cases can lead to obsessions with weight
loss and fitness regimes.

Sociologists, then, are suggesting that we should not just view bodies and minds in biological
terms, but also in social terms. The physical body and what we seek to do with it change over
time and society. This has important implications for medicine and ideas of health. Thus, the idea
of people being 'obese' is physically related to large amounts of processed food, together with
lack of exercise, and is therefore a medical issue. However, it has also become a mental health
issue and social problem as a result of people coming to define this particular body shape as
'wrong' and unhealthy.

5
Questions 1-10
Using NO MORE THAN FOUR WORDS for each, answer the following questions.
1. In what ways do our bodies physically differ?
………………………………………………
2. Why do our bodies differ physically?
………………………………………………
3. What types of jobs are poor people likely to have?
………………………………………………
4. What aspects of poor people's living environments are not good?
………………………………………………
5. What influences how groups of people value bodies?
………………………………………………
6. What have wealthy cultures changed their opinion about?
………………………………………………
7. In the past, what part of the body could indicate that people were rich?
………………………………………………
8. According to sociology, in what ways should we think about the body?
………………………………………………
9. Which two physical factors contribute to whether people are obese or not?
………………………………………………
10 What does society say that being obese is?
………………………………………………

6
 III. Completing tables and flow charts

Applying to Stellinga College

Why Stellinga?
Thank you for your interest in Stellinga International College. As an international student, we are
sure you will find our university college an exciting place to study, with like-minded and
ambitious individuals.

Preparing and submitting your application

We have tried to make the application process as easy as possible for you, but there are a number
of procedures you must follow. All our courses are taught in English, so first of all you will
probably need to submit proof of your English language ability. We require an IELTS score of
6.5 or another test result which is equivalent (see appendix). You will also have to send us your
secondary school diploma, so that we can evaluate it. If you have the International Baccalaureate
or a Dutch VWO diploma, you don't need to provide English language test results.

We will also require a personal statement. This is a text of up to 1000 words in which you
introduce yourself, explain your interest in our college, and why you want to study
your chosen course.

If you are from outside the European Union (EU), it is important that you have an entrance visa
before you come to study in the Netherlands, but we will apply for this for you.

We now only accept online applications, so please ensure that you have all yourdocuments ready
to upload before you begin. Any documents that are not in English originally will also need to be
translated and the translations also uploaded

You will need a passport photograph; a copy of your passport; copies of all your certificates,
diplomas, etc.; your proof of language ability (see above); and your personal statement in
English.

What happens next?

Your application will then be considered If your initial application is successful, you will be
invited for an interview. This will be conducted in English via Skype, over the phone or on site,
depending on whether you can c o m e and visit us. You will talk to two or three members of
staff for up to 30 minutes, and will be asked to elaborate on your application documents and your
personal statement . W e aim to inform you of our decision in writing, within 4 weeks.
There are several possible outcomes: you may not have been successful; you may be offered a
place at the college or you may be offered a place on the waiting list. You will need to reply to
any offers within two weeks, otherwise your place may be offered to somebody else.

Good luck with your application.

7
Questions 1-11
Using NO MORE THAN TWO WORDS from the passage for each answer, complete the table
and the flow chart below.

The required documents:

Evidence of language ability IELTS 6.5 or (1) …………………………………
Evidence of studies (2) …………………
Dutch VO diploma, or other secondary school diploma
Information about motivation (3) ………… with a maximum length of (4) ………………
Proof of identity …………………………………and passport photo
Other ………………………… if originals are in a foreign language

The online application process for people outside the EU:

8
 IV. Completing sentences

Cupcakes are made from a mixture of ingredients. Different flavoured cupcakes have different
mixtures. The icing used to decorate the cakes contains sugar, water, colouring and flavouring.
Water and sugar are different types of compounds. These compounds are made from elements.

Elements, compounds and mixtures

Chemical substances occur in three types.
• Elements - these contain one type of atom only. They cannot be chemically broken down into
simpler substances.
• Compounds - these contain two or more different elements bonded together. A chemical
reaction is needed to break up a compound. This will involve energy.
• Mixtures - these may contain two or more elements and/or compounds. They are mixed in any
proportion and can be separated out.

When a baker mixes the flour, sugar, fat, eggs, flavouring and colour together to make cupcakes,
he or she is making a mixture. The icing sugar, water and colour make a different mixture. The
sugar and water are compounds. The compound water is made from the elements hydrogen and
oxygen. Sugar contains the elements hydrogen, oxygen and carbon.

In this unit, we will be looking at flavourings, the substances that are added to food or drink to
give it a particular taste. They are added because people would probably refuse to eat certain
products without them. Margarine and ice cream, for example, would have unacceptable
tastes, whereas certain jellies, some other sweets, and meat replacement products
would have little or no taste.

Natural flavours are those found in nature. Those from vegetable sources include vanilla,
strawberry, lemon and nuts. An example of an animal source is beef flavouring, added for
example to chips. Essential oils and fruit juices can also be used to flavour foods. They are
sourced in nature and obtained through physical processes such as distillation and fermentation.

Some animal flavours, such as bacon and beef flavour in crisps, are vegetarian because they are
artificial rather than made from animal sources.

There are also nature-identical flavourings. An example is vanillin, which is often produced
cheaply from lignin, a polymer, rather than from vanilla pods. These flavourings are chemically
identical to natural flavourings, but have been produced chemically rather than naturally, e.g. by
a process of chemical extraction. The human body does not notice the difference as their
molecules are identical to natural ones.

9
Artificial flavourings consist of chemically synthesized compounds which have no source
whatsoever in nature. Although the word natural has positive connotations, some natural flavours
may have contaminated sources, which are harmful. Artificial flavours undergo strict testing
because they are subject to laws (e.g. The European Flavouring Regulation (1334/2008) and may
therefore be purer and safer. Using natural flavourings is also more expensive and may be
considered a waste at a time when we are trying to preserve nature.

Questions 1-5
Complete the sentences below. Choose NO MORE THAN TWO WORDS OR NUMBERS from
the text for each answer.
1. A compound cannot be separated without energy and a ...............................
2. Although mixtures consist of a combination of elements and compounds, it is possible
for these to be ...............................
3. If flavourings were not added, people would probably ............................... to
consume margarine.
4. Flavours can only be described as natural if they have a natural ...............................
5. Vanillin is chemically produced, but ................................ in chemical composition to a natural
flavouring.

10
 V. Completing and labelling diagrams
Exercise 1:
The beach, a natural treasure trove
Nature walks can be fun, energizing and educational at the same time. In Part One, we will look
at what we can find on a marine walk. In Part Two, we will discuss our fascinating forests.

First of all, when you are walking on the beach you may be able to spot tracks. Birds and crabs
leave footprints behind, especially in wet sand. On sandy beaches you will also be able to find
interesting holes, made by crabs that were digging for food in the mud.

You may also come across jellyfish, as these are often washed up on the beach by the tides. They
have no eyes, ears, heart or head and are mostly made of water. They look like a bag with arms,
which are called tentacles. These contain poison, which helps them catch food. Even when they
are out of the water or in pieces the tentacles may sting you, so they are best left alone.

Other animals you may find are coral and barnacles. The latter are marine animals that are
related to crabs and lobsters and live in shallow waters. They like to attach themselves to hard
materials, so you are likely to find them stuck to a piece of wood.

You may also see what look like small gelatinous blobs but are actually fish or worm eggs.

If you are lucky, you may find a fossil. In essence, this is an animal that died and got buried in a
sea bed. They are likely to look like a piece of rock with an imprint of an animal skeleton. Their
history is very interesting.

For an animal to become fossilized, it has to be buried in mud, sand or soil. If an animal dies but
is not buried, it is more likely to rot away, be swept away by wind or water, and/or be eaten by
another animal. Over millions of years, the animal remains become buried deeper and deeper; the
mud, sand or soil compresses and slowly becomes rock. Their bone or shell starts to crystallize,
because of surrounding minerals and chemicals. Ideally, the temperature stays relatively constant
throughout this process. Sometimes the fossil dissolves completely and just leaves an imprint. At
other times, waves, tides and currents slowly make the rocks erode, which allows the animal
remains to break off, ready for you to find.

What you will definitely find a beach are shells. These were once the homes of animals such as
snails, barnacles and mussels, consisting of a hard layer that the animal created for protection as
part of its body. After the animal has died, its soft parts have rotted or have been eaten by other
animals, such as crabs. What is left is a beautiful seashell for you to admire and take home if you
wish.

11
Using NO MORE THAN FOUR WORDS from the passage, complete each gap in the diagram.

12
Exercise 2: Using NO MORE THAN TWO WORDS from the passage, complete each gap in the
diagram.
The many uses of the Moringa tree

The Moringa tree, Saragwa, or Drumstick tree, is relatively unknown in the West, despite the
fact that it is incredibly useful. Miriam Tayne reports about its culinary, medicinal and other
uses.

The Moringa tree is a relatively small tree that typically grows to between three and ten
metres tall. Its flowers are creamy-coloured and have been compared to small orchids. The plant
has long and round green pods that can grow to 30 cms and which look a bit like drumsticks,
hence the tree's common name. The pods consist of three parts, which contain round dark brown
seeds. Planting needs to be done in sandy or muddy soil, using these seeds or tree cuttings. The
plant does not tolerate frost but thrives in hot climates. It is very common in South and South-
east Asia, Africa and America.

The leaves are reputed to have anti-inflammatory and anti-bacterial properties, so are used for
eye and ear infections, fevers, etc. They are also held
against the forehead to reduce headaches, or made into tea to treat stomach complaints. As
they contain a lot of iron they have been used for the treatment of anaemia, a medical condition
in which there are too few red cells in the blood, causing tiredness. The plant also contains many
other nutrients, such as phosphorus, calcium, potassium, and vitamins A and C.

The ground-up seeds are commonly used to treat certain skin infections, but can be used for
much more. Ground seeds can be mixed with salt or oils to apply to the body to treat cramp, back
ache and forms of arthritis, a medical condition in which the joints are swollen and painful. The
oil, called Ben oil because it contains behenic acid, is also used as a hair treatment or a perfume,
and to deter mosquitoes and treat their bites. The by-products of the oil manufacturing process
are used for fertilization and water purification.

The roots work in exactly the same way as the seeds, but are much stronger, so are not used as
often. They have additional uses for heart and circulation problems, whereas the gum is
sometimes used to treat asthma. The bark has quite a pleasant taste and is sometimes eaten to
encourage digestion.

The plant's main use is as food: for livestock, and for human beings, because it contains high
concentrations of fibre and protein. The drumsticks are eaten in soup and/or as green beans, often
in combination with shrimp (see picture), whereas the seeds are eaten like peas, or roasted. The
leaves are eaten fresh or cooked in similar ways to spinach. Chopped, they are used as a garnish
on soups and salads. They are often pickled or dried so that they are always available to use in
sauces, stir-fries, soups and in sweet and sour or spicy curries.

Like every other part of the tree, its flowers are not just decorative but also functional. They taste
a bit like wild mushrooms and are considered a delicacy. They are used to make tea to treat the
common cold, mixed with honey to make cough medicine, and made into juice to be drunk
during breastfeeding as it is said to increase milk flow.

13
There is not a part of the tree that is not used. The Moringa tree is probably the most beneficial
tree in the world.

14
 VI. Completing notes and summaries

Exercise 1. Answer the following questions about the passage below within two minutes. Use
words from the passage for your answers. Note that these questions follow the order of the
information in the text and have no word limit (just for this exercise).

i Name a complaint that is often made about managers in the United Kingdom.
ii What is the cause of the loss of international business?
iii What is a requirement for managers to do a good job?
iv Which groups of people outside their company do managers have to communicate with?

One criticism of UK managers is that relatively few speak a second language fluently. This can
cause obvious problems for businesses that trade in a global market. Research suggests that
UK companies lose around 13 per cent of the international deals they try to complete due to
'communication problems. Managers also need effective written skills if they are to carry out
their jobs effectively. The ability to quickly summarize key points in the form of a report for
others in the business is of real value. So is the skill of reading a report written by someone
else and being able to draw out the important elements.

As well as their own staff, managers have to work with other people too. They interact with
customers, more senior managers, suppliers, trade union officials, government officials and
the local community. Managers need to be comfortable in the company of diverse groups,
and they need to able to communicate formally when required and to engage in informal
small talk.

Exercise 2. Complete summaries A and B with words from the corresponding passages below.
Use NO MORE THAN ONE WORD for each answer.

Summary A
There should be a small number of (1) ………………... at meetings and there needs to be a (2)
……………….... for any meeting, which will include a clear agenda. During the meeting there
needs to be good (3) ………………... management and clarity about what the meeting should
hopefully (4) ……………….... At the end, there should be a summary and agreement about (5)
………………... action.

Passage A
Managers need a range of communication skills to carry out their jobs effectively. They need
to be able to articulate their ideas and vision and to convey enthusiasm. Good managers may,
at times, need to be able to argue points cogently and to persuade people to their point of view.
However, good managers appreciate that communication is a two-way process, and that
listening is an important element of communication. Listening to the views of others can help
to test ideas as well as to develop new products and methods of production.

The most common forum in which managers are required to communicate are meetings. It is
important for managers to plan for meetings, whether with a single person or with a group.

15
 Managers should not invite too many participants to keep numbers to a minimum. They should
have a clear agenda for discussion and should exercise tight time controls to prevent meetings
dragging on. Managers should enter each meeting with a clear idea of what they want it to
achieve. At the end of a meeting it is good practice to summarize what has been agreed and
what needs to happen in the future.

Summary B
Working with other people is not always easy, but it is (6) ……………for the role of managers
that they have interpersonal skills that are (7) ………………... Their (8) ………... may need
encouragement and help with (9) ………………... and solving problems between colleagues.

Passage B
Communication skills should not be taken for granted. Many managers require training in
written and oral communication skills and many businesses would benefit from employing
managers who speak at least one other language.

Interpersonal skills are also necessary if a manager is to work successfully with other people.
If managers lack interpersonal skills, then they are likely to be of limited effectiveness in their
role. Managers with effective interpersonal skills can motivate others and can co-ordinate the
work of their employees. To do this, managers may need to coach and encourage employees as
well as solving disputes and, perhaps more importantly, preventing conflict.

16
 VII. Matching information
Questions 1-6
The passage below has nine paragraphs A-l. Which paragraphs mention the following
information? You may use any letter more than once.

1. physical and mental problems that a business owner can face

2. leadership and team improvement ideas
3. the advantage of not expanding in business
4. individuals and larger groups that are available to help people who are new to business
5. the reasons why the more basic jobs in a small company should not be not be carried
out by employers
6. external reasons why companies should try to keep their employees' knowledge and
expertise up-to-date

Setting up in business

A. It takes a considerable commitment to set up and run a small business. Owners must be
able to do all the tasks necessary to run the business or have sufficient funds to buy in
appropriate external help, and even then they must be able to check the quality of the service
they are receiving.

B. Anyone planning to start a business must be realistic about what can be achieved, and in
what time frame. Entrepreneurs often work extremely long hours, not just during 'trading' hours,
but also after hours doing all the associated paperwork. If entrepreneurs overwork, they will find
it difficult to make good decisions and will lack the energy to analyse and evaluate marketing
and finance data. If an entrepreneur becomes over tired and over anxious, they can undermine
their businesses by giving the impression that things are bad and the business is just about to
close down.

C. Many organizations provide support networks for entrepreneurs running small

businesses. These networks provide training and access to experienced business mentors for little
or no. charge. The Business Link network, funded by Department of Trade and Industry, is one
source of this kind of support. If entrepreneurs are under 30 years of age, the Prince's Trust also
provides training and mentoring for business start-ups. There are various other privately run
business networking groups which can be both fun and mutually supportive.

D. Owners need to consider four key issues: training, leadership and team development,
delegation and management systems.

E. Investment in training is necessary to ensure that staff have the skills to do their jobs
efficiently and they can meet the requirements of current legislation such as health and safety.
Staff may also need training to develop skills to meet internationally recognized quality
standards for products and service delivery. Research shows that small and medium-sized firms
often find it very difficult to organize effective training.

17
F. Ideally, workplace teams should be happy, creative working groups of individuals who
support each other, work to each other's strengths and work towards the business's goals. This
might require the owners to undertake self-assessment and target-setting reviews to ensure that
the business is staying focused on its objectives. Team development can be fostered by
organizing events such as team lunches and days out walking together.

G. Owners should delegate and employ appropriate people to do the tasks that they cannot
do or do not have time to do. By freeing themselves from some of the easier day-to-day tasks of
the business, owners can spend their time monitoring the overall business and thinking about
where the business should be going. Certainly if the owners are passionate about the business,
they need time to step back and focus on the long-term goals and vision of the organization.
They also need time to network, to build up sales leads and to explore further investment
opportunities for the business.

H. In time, owners need to be able to let go of control of some aspects of the business and
to develop more formal management systems. This is probably the most difficult task for any
entrepreneur. Many entrepreneurs find it very difficult to trust paid employees to run their
businesses.

I. At this stage in their development, without outside help and guidance, many businesses
simply reach their 'natural' capacity and they do not develop or grow any further.
Entrepreneurs need to decide whether they want to keep their business small - so that they retain
control of all decisions - or whether they want to go on growing their business and therefore
accept that this will necessarily change their role in the business.

18
 VIII. Matching sentence endings

Questions 1-5. Complete each sentence with the correct ending A-l.

1. Students ' views are likely to be taken seriously if there are .............
2. Rules related to uniform are most likely to be discussed at ... ..........
3. Year councils may get involved in ........
4. In the Year 8 council that is mentioned, teachers make sure that students are ..........
5. Those in power are . . . .

A. bullying and fundraising.

B. more likely to bully others.
C. not always the best listeners.
D. not left on their own.
E. organizing events.
F. representative from the different year groups.
G. school and year councils as well as peer mentoring schemes.
H. school councils.
I. teachers and parents of older students.

Participating in the school community

It is important that students' feelings, opinions and suggestions are listened to, taken into
account, and that the right action is taken. There are a number of ways that this can be achieved,
i.e. school councils, year councils and peer mentoring.

School councils
Most schools have a school council which exists to let the teachers and head teacher know what
students' opinions are on a range of school issues. The school council usually consists of two or
three elected representatives from each year group.

A school council might meet once or twice a month to discuss issues such as the dress code, the
use of social areas, charity fundraising and bullying.

Year councils
Because school councils are sometimes dominated by older students, some schools have
introduced year councils. The aim of a year council is to give students the opportunity to express
opinions on matters of importance to that particular year group. The following is an example of
the rules relating to a school's council for year 8 (pupils aged 12-13).

1 The council's purpose is to act as a forum for discussion of school issues relevant to Year
8, and to let the teachers and head teacher know what student opinion is on these issues.
The council will also take responsibility for cooperating with year staff in the organization
of one social event per term for Year 8.
2 Membership of the council will consist of three representatives from each class, elected
on a termly basis.

19
 3 Meetings will be held once a fortnight. The council members will elect a chair to control
the meetings and a secretary who will be responsible for circulating the agenda for each
meeting and taking and circulating minutes of meetings.
4 The class representatives will be responsible for giving a report of the council's meetings
to their class. Agenda and minutes of meetings will be put up in each classroom.
5 The Year 8 council will elect two of its members to be members of the school council,
with responsibility for raising issues on behalf of Year 8 students at school council
meetings.
6 The chair, secretary and school council representatives will be responsible for taking up
matters raised at council meetings with the year head and other teachers, and for reporting
back on such matters to the Year 8 council.
7 The head of year will attend all council meetings as an observer and both they and the
other year staff will be available as required to offer support and advice to council
members and to assist in the settlement of disputes.

Peer mentoring
There are other ways in which students' voices can be heard. One of the most popular schemes
involves peer mentoring. Those who express an interest receive training to become mentors so
that they are better equipped to help others. This starts from primary school age, when the
mentors may get involved in issues related to conflict resolution. At secondary school and at
university, mentors are likely to deal with a larger variety of issues, such as educational and
health-related matters.

The underlying belief in schemes like these is that being heard by your peers can be more
effective and helpful as fellow students may have more time and understanding than
teachers or others in authority.

20
 IX. Matching features
Questions 1-9
Match each item 1-9 with the correct group A-D. You can use any letter more than once.

1. people feel safe here ……………..

2. these exist in different forms ……………..
3. people support each other ……………..
4. it is difficult to say exactly what they are ……………..
5. they have a lot to offer their members ……………..
6. people can do things on a bigger scale ……………..
7. the members m e e t up in person ……………..
8. people are prepared to take on other people's responsibilities ……………..
9. people are strangers ……………..

This is true for:

A. all communities
B. online communities
C. traditional communities
D. none of the mentioned communities

The importance of community

'Community' is not a concept that is easy to define. In this essay, I will examine what transforms
individuals into a community, and discuss some different types. I will also look at what all
communities have in common, the benefits they offer and draw conclusions about their
increasing importance.

The word 'community' may trigger images of traditional communities in the developing world,
where large families live together. Elderly parents live with their children and grandchildren in
one house. Parents have relative freedom: if they leave the house there is always someone left
behind to look after their children. If it is their own parents who need to support, their older
children can take care of this. We may also imagine the neighbours as people who are happy to
help out whenever it is needed. The stereotypical view is that of a village, where people have
little but can feel very rich because everyone takes responsibility for the welfare of the others.

At the other end of the spectrum, there are other types of communities: ultra-modern ones, where
the community members are unlikely to have actually met each other. These are online
communities, where people blog or chat about particular issues that are important to them. They
come across others on websites and may develop a relationship there with like-minded people,
discussing the same topics. The view is often that these are artificial bonds between people who
are, in effect, still isolated strangers.

In reality, of course, this is not true, as the connections are real. Moreover, there are many types
of communities in between these extremes: people who join sports and leisure clubs, who sign up
with voluntary, political, religious or other organizations, who attend events such as coffee

21
mornings (e.g. fundraising circles, mother and baby groups), or who take part in group
discussions in their local area. They may be campaigning about issues or simply getting together
for companionship and support.

Human beings are social by nature, so it should not be a surprise that we organize ourselves in
groups. However, there is more going on: these groups provide something that we cannot
achieve on our own. The main benefit of being part of a larger group is strength in numbers. For
example, we can access and share more information, we can take part in team sports, we can
complain and campaign more effectively and even if we are just having a chat, online or in
person, we can feel supported in whatever we do.

The stereotypical views of the happy village and the isolated computer users may not be
completely true, but what we do know is that whatever forms communities take, what defines
them is the sense of identity and security that they provide for their members: the knowledge that
there are people who we have something in common with and who can be relied on to be there
when we need each other.

22
 X. Matching headings

The reading passage has five sections, A-F. Choose the correct heading for sections A-F
from the list of numbered headings below. Write the correct number i-x next to sections A-F.

List of headings
i. the disappearance of traditional playground sports
i. the disappearance of classic playground games
iii. the dangers of the playground
iv. the best traditional games in Britain
v. possible explanations for the bans
vi. not a very British bulldog
vii. no real support for the bans
viii. differing opinions about the bans
ix. different ways of playing
x. a closer look at some traditional games

Sections
Section A: ..........
Section B:..........
Section C: ..........
Section D: ..........
Section E:..........
Section F:..........

Is this the end of traditional British playground pastimes?

A. A survey has suggested that traditional pastimes are increasingly being banned at break
times in primary schools. Number one on the list is chasing game British Bulldog, followed by
leapfrog and conkers.

B. Despite its name, British Bulldog is a game that does not involve animals, and is played
all over the world in a number of variations. In its basic form it involves runners trying to get to
the other side of the playground without being caught by the chaser, the 'bulldog'. If caught, they
become a bulldog too, until there is only one person left: the winner of the game. 'Conkers' on
the other hand, is genuinely British, as it is a game that was invented in England.
The players bring their own 'conker': a horse chestnut attached to a thick piece of string that goes
through the middle of the nut and is knotted underneath. Players pair up, wrap the string around
one of their hands and try up to three times to hit the other person's conker by swinging their
hand back and forth. They take this in turns until one of the conkers is destroyed. That could be
the end of the game, or the winner could go on to 'fight' others. There are different types of
scoring methods in place. The game is also played outside the school playground, with a world
championship taking place in England every year.

C. It will come as no surprise that people have had accidents resulting in a broken arm or leg
while playing British Bulldog, or by simply walking across the playground when a game is

23
taking place! It is also not difficult to imagine that many conker players manage to hit their
opponent's hand rather than their conker. Horse chestnuts are very hard and being hit with one
hurts, as many school children will - proudly - tell you.

D. This whole situation is not new. In the past, we have also heard stories about the banning
of kiss chase and of musical chairs. There is also anecdotal evidence that some schools ban
marbles, and even hopscotch, duck-duck-goose and skipping. The main reason for forbidding
these games is again fear of injury. Sometimes the justifications are stranger and perhaps not
actually true. For example, kiss chase, a chase game where the person who has been caught
receives a kiss before becoming the chaser, may pass on germs. And conkers might also be a
problem for children with nut allergies.

E. Sporting activities are also becoming rarer on the playground, often because there is a
lack of staff available to supervise them. Apart from banning these, there are also more original
solutions, such as allowing students to play touch rugby only - a form of rugby where tackles are
not allowed, and playing football with a soft ball rather than the traditional leather one. Having
said that, these activities are often not popular with the kids, and this may discourage them from
playing at all.

F. Your comments :
This is just ridiculous! Illnesses and injuries are part of growing up! Sean, Watford

I used to play all these games, and more. I think I split my lip once when I fell over during a
circle game, but so what? It can't compete with the hours of fun I had with my friends. Susan,
Bournemouth

I don't think it's wrong to question whether we should allow violent games in schools. After all,
violence should not be tolerated in an educational environment. Perhaps this is something that
could lead to healthy group discussions involving teachers and pupils about rules and behaviour,
but in my opinion this should not result in a ban of healthy running games such as circle, tag or
chase games. Otherwise all PE. and sports activities should also be banned on health and safety
grounds, which would be mad: it's just not necessary to do any of this. Kiran, Cardiff

Let's ban active playground activities. Let's keep the kids inside the classrooms during break
times and pay extra staff to stay indoors to supervise them and keep them safe. Let's watch them
become very fat and very boring adults! A. Watson, Sheffield

Allowing children to play games that involve the occasional risk, such as British Bulldog,
teaches them to make intelligent decisions about their safety. Mohammed, Scotland

I blame lawyers and society: we always feel somebody should be to blame if anything goes
wrong, so we can sue them for a lot of money. Alison, London

24
 XI. True/False/Not Given questions
Questions 1 – 8
Do the following statements agree with the information in the text? Write:

TRUE if the text confirms the statement

FALSE if the text contradicts the s t a t e m e n t
NOT GIVEN if it is impossible to know from the text

Statements :
1. The police may ask the people who are at the crime scene to wait together until they can talk
to them
2. SOCOs are not normally first at a crime scene
3. Sometimes hair, skin cells, etc. from a SOCO are left at the crime scene, even though
they wear protection to try to stop this
4. Every item at a crime scene is photographed five times
5. Fibres are an example of trace evidence.
6. If evidence is burnt, it cannot be dealt with
7. A SOCOs job is to help get good evidence to court
8. SOCOs may have to go to court to provide evidence

Investigating a crime scene

Assessing the scene
On arrival, the police officer's first job is to carry out an initial assessment of the scene. If they
are at first unsure whether or not a crime has taken place, it's best to assume that it has. Valuable
time and evidence in the investigation could be lost otherwise. First they must deal with anyone
at the scene needing medical help. Any other people present at the scene must be kept apart, as
they may be eyewitnesses or suspects. Witnesses at crime scenes are not allowed to talk to each
other. A person's perception of what happened can get distorted during conversation.

The police officer then calls for a Scene of Crime Officer (SOCO).

Preserving the scene

When the SOCO arrives at the crime scene, they put on a full protective body suit, gloves, a
mask, and plastic overshoes. Without this, the SOCO's skin cells, hair, fibres, fingerprints or
shoeprints could be added to the crime scene.

Recording the scene

The SOCO must produce a permanent record of the crime scene, using detailed written notes,
sketches, photographs and videos. It is essential that the original position of items at the scene is
recorded. Some biological and chemical evidence may quickly deteriorate. Other evidence may
be very fragile, and might be destroyed as the SOCO tries to recover it. Other evidence from the
scene of crime will be sent to the forensic lab for analysis.

Photographing the scene

When photographing a crime scene, the SOCO follows four rules:
1 Photograph the whole crime scene.

25
 2 Photograph each item at the scene before doing anything to it.
3 Add a scale and photograph the item again.
4 After collecting trace evidence from the item, or removing it for analysis, photograph the
same part of the crime scene again.

The search for evidence

Any evidence at the crime scene may turn out to be important at some stage in the investigation,
so it's important that the team's search is thorough and systematic.
• Some of the evidence, such as a cigarette butt, may be immediately obvious to the SOCO
• Some of the evidence, such as fibres, may be present in very small amounts. This iss
called trace evidence.
• Other evidence, such as fingerprints, may be invisible to the naked eye, and special
techniques are needed to reveal it.
• Some evidence may have been damaged, for example burnt. Special procedures are then
needed.

Storing the evidence P2

Each item of evidence must be packaged separately, labelled and sealed before it is stored. Small
items, such as hairs, fibres, glass fragments and paint, are put into plastic bags or bottles and
sealed. Clothing and shoes are put into paper sacks. Evidence must be stored in secure facilities.
Most types of evidence are kept in cool, dry rooms. Biological samples are refrigerated or frozen
to prevent their decay.

Using the evidence in a criminal investigation

SOCOs must always use standard methods to process evidence. Only then will it provide valid
information that can be used, or be admissible, in court. If fingerprint and DNA evidence are
absent, incomplete or damaged, other types of evidence may be very important in solving the
crime. The way in which the SOCO team searches for, collects, packages and stores such
evidence is important in preserving it. Badly preserved evidence may not provide useful
information for the investigation and may not b e admissible in court.

26
 XII. Yes/No/Not Given questions

Questions 1-12
Read the following passage. Do the statements agree with the views of the writer?
Write:

YES if the statement agrees with the views of the writer

NO if the statement contradicts what the writer thinks
NOT GIVEN if it is impossible to know what the writer's point of view is

1 Another name for the East-West trading route is 'silk road'

2 Zhang Qian is admired by Chinese schoolchildren
3 Zhang Qian was a Chinese adventurer.
4 At least one German used the silk road in the 19th century
5 Silk w a s the main material to b e traded on this route
6 The silk road was used for trade in natural materials, man-made materials and animals
7 We know that Zhang Qian was the first person to use the silk road
8 The Romans may well have u s e d the silk road
9 The reports about a 'stone tower' provide evidence that the Romans used the silk road.
10 Kashgar is a welcoming city
11 People who go in the Taklaman desert never come back out.
12 The journey from West to East was so long and difficult that the travellers probably did
not go all the way to China..

The Origins and Challenges of the Ancient Silk Road

Schoolchildren in China learn that the opening of the East-West trading route popularly known
as the silk road occurred in 139 B.C. when Zhang Cian, the Chinese ambassador-adventurer,
travelled westward across the Pamirs, a mountain range in Central Asia. He was the first known
Chinese person to do so. The term 'silk road' was actually first used late in the nineteenth century
by a German geographer, Baron Ferdinand von Richthofen (1833-1905). Silk was not the only
material that passed along these routes. Other goods are known to have included ceramics, glass,
precious gems and livestock.

However, there are reasons to think that these roads were being used centuries, probably even
millennia, earlier than Zhang's expedition. In Roman times, Pliny the Elder reported a 'stone
tower' which he said existed on the Pamir Plateau where goods had been traditionally exchanged
between traders from the East and the West. In the early second century, Maës Titianus, an
ancient Roman-Macedonian traveller, actually reported reaching this famous Stone Tower, but its
exact location remains uncertain. According to one theory, it was at Tashkurgan in the Pamirs.
(The word 'Tashkurgan' actually means 'stone tower' or 'stone fortress' in the Uyghur language.)
Scholars today, however, believe that its location was probably somewhere in the Alay Valley.
Whatever the truth about the Stone Tower may be, it seems likely that that some form trade was
taking place in this region millennia before more formal recorded trade took place.

On the other hand, it is difficult to believe that people in those times were able to travel such
huge distances. Travelling from West to East, the trader first had to cross the Pamir Plateau,
27
through the 20,000-foot-high mountains. If the weather in the mountains had been kind and
the journey undertaken in the right season, the eastward bound traveller would then finally arrive
at the Kashgar, a logical place for trade and rest, where they could exchange horses or camels
and then start on the return journey back over the mountains before the winter snows started.

It is unlikely that in these earlier times traders or travellers would have continued further
eastwards from Kashgar, as they would have had to go round the Taklamakan Desert. Going
through it w a s not an option a s its n a m e suggests: it literally means 'Go in and you won't
come out'. Beyond this desert, there still would have remained eight hundred miles of a
dangerous journey before they would have found the first true signs of Chinese civilization.

28
 ANSWER KEY:
I. Multiple-choice questions

Exercise 1
1. The correct answer is b
- It is true what is said in d: they are teenage boys, but they are mentioned because what they said
about themselves is part of the article (b). c says that they read magazines, but we only know that
they are readers of the magazine that the text was in, not that they read magazines in general, and
in any c a s e this would not be enough of a reason for them to appear in this magazine. a is not
correct: they say why they value friendship, but we don't know if this is true about all teenagers .
2. The correct answer is d
- we know he likes football and skateboarding. It is true that he has fights with his parents
sometimes (a), but we don't know that he often fights, or that he fights with other people. b says
that he generally likes to be alone, but we only know that that is true after h e h a s had a fight
with his parents. We have no information about (c) because we don't know how happy he and his
friends are.
3. The correct answer is b
- when people say something is nearby, without saying near what, they mean near their house. It
may be in a village (d) or near the school (a) too, but we cannot be sure. As Rory uses the lake
for water sports, it is likely that other people do too, but the text does not tell us that a lot of
people do (c).
4. The correct answer is b
- we have no information about a or d. It may be an interesting fact (c) but there is a reason why
he mentions it: his friends had to copy his n o t e s for him. This is because he is left-handed and
uses his left hand for writing: being left-handed made the situation more difficult for him (b).
5.The correct answer is c
- a is incorrect:
the article says the results were not really surprising. Although sports were mentioned, d is
incorrect because the results were about what teenagers say is important to them. The results
were not exactly the same (b), but they were similar (c) because some aspects of them were the
same : the research said that they value friendship above everything else; the readers said that
they value friendship very highly.

Exercise 2:
6. a
30 real friends or fewer (a) is the s a m e a s no more than 30 friends. b means 30 friends or
more. It is true that most internet users have about 150 friends (c) but it does not say anywhere
that the majority of people are internet users. The number 400 refers to real friends, not internet
friends (d).
7. d
Friendship means different things in different situations (the end of the first paragraph) means
that a definition of friendship is difficult: it depends on the situation. The other items are not
correct. The following are mentioned: the numbers (a), keeping friends (not: keeping them happy
(b)) and social networking sites (c). However, the specific
statements are not true.
8. a

29
The paragraph describes the different views that people have about friendship. The other topics
are mentioned but what is said about them is not in the text.
9. c
In the text, we fear we have left it too late in life to start, corresponds to they worry because they
think they are too old. b is not mentioned. People may have many friends (a) but this is not
something that is described as a worry. d is true, and it may lead to problems, but again, this is
not described as something that people worry about.
10. d
Something that is shared by many is something that people have in common. Here this refers to
the need to be around other people (d). The dissatisfaction refers to the different meanings of
friendship, not to friends themselves (a). b and c may be true, but there is no evidence of that in
the text.
11. d
d is the correct answer a s the text refers to strangers where it says people who in the future may
become our friends. We could say that a is true and b is false, as the definition of 'stranger' is a
person we have not met before. However, this is not mentioned in the text. c is often said, but
again there is no evidence of this in the text. It is important that your answer reflects what is said
in the text, so don't rely on your general knowledge or opinion.

II. Answering short-answer questions

1. shapes, heights, colours, abilities
2. genetics, ageing social factors
3. physically difficult or inactive
4. housing (conditions) and neighbourhoods
5. culture and media
6. the idea of slimness / ideal body shape
7. belly or stomach
8. biologically and socially
9. exercise a n d food
10. wrong and unhealthy

III. Completing tables and flow charts

1. equivalent
2. International Baccalaureate
3. personal statement
4. 41000 words
5. passport
6. translations
7. interview
8. on site
9. phone
10. successful
11. waiting list

IV. Completing sentences

1. chemical reaction

30
 2. separated (out)
3. refuse
4. source
5. v identical

V. Completing and labelling diagrams

Exercise 1:
1. mud, sand or soil
2. deeper (and deeper)
3. rock
4. (start to) crystallize
5. process
6. waves, tides and currents
7. break off
Exercise 2:
1. drumsticks
2. (green) pods
3. green beans
4. nutrients
5. pickled/dried
6. dried/pickled
7. spinach
8. skin infections
9. joints
10. digestion
11. pleasant
12. milk flow
13. delicacy

VI. Completing notes and summaries

Exercise 1
i. relatively few speak a second language
fluently
ii.communication problems
iii. effective written skills
iv. customers, suppliers, trade union officials, government officials, the local community
Exercise 2
Summary A:
1. participants
2. plan
3. time
4. achieve
5. future
Summary B:
6. necessary
7. effective

31
 8. employees
9. preventing

VII. Matching information

1. B
2. F
3. I
4. C
5. G
6. E

VIII. Matching sentence endings

1. G (see introductory paragraph)
2. H ('dress code' refers to 'uniform')
3. E (see point 1 under 'Year councils')
4. D ( see point 7 under 'Year councils')
5. C (see last paragraph)

IX. Matching features

1. A - paragraph 6: whatever forms communities take .. sense . . . of security
2. A - paragraph 4: there are many types of communities in between these extremes,
paragraph 6: whatever forms communities take
3. A - paragraph 5: these groups... larger group... we can feel supported
4. A - paragraph 1: 'Community' is not a concept that is easy to define; paragraph 6: the
stereotypical views . . . may not be completely true... whatever forms communities take ...
5. A - paragraphs 4 and 5: many examples provided, and these groups provide something
that we cannot achieve on our own ... feel supported in whatever we do
6. A - paragraph 5: these groups provide something that we cannot achieve on our own
7. C - paragraph 3: ... members are unlikely to have actually me teach other. These are
online communities …
8. C - paragraph 2: always someone... look after their children... neighbours ...happy to help
out... everyone takes responsibility for the welfare of the others
9. D - paragraph 4: In reality, of course, this is not true, as the connections are real

X. Matching headings
Section A: ii
Section B: x
Section C: iii
Section D: v
Section E: i
Section F: vii

XI. True/False/Not Given questions

1. FALSE - they are kept apart, not together
2. TRUE - a police officer will arrive first

32
 3. NOT GIVEN - we know that they try to avoid this from happening but we don't know if
it sometimes does
4. FALSE - it is photographed four times
5. TRUE
6. NOT GIVEN - there is a suggestion that special procedures may be able to save some
burnt evidence but we cannot be sure that this is what 'special procedures' refers to
7. TRUE - SOCOs ...standard methods ... provide valid information that can be used, or be
admissible, in court... The way in which the SOCO team searches for, collects, packages
and stores such evidence is important in preserving it.
8. NOT GIVEN

XII. Yes/No/Not Given questions

1. YES - popularly known as the silk road
2. NOT GIVEN - this is likely, but not stated in the text
3. YES - Zhang Qian, the Chinese ambassador- adventurer
4. NOT GIVEN - this is likely, but we do not know that the person who used the name first
also used the road
5. NOT GIVEN - this is likely because of its name, but the text does not say it is the main
material
6. YES - examples are given of natural materials, e.g. gems; man-made materials, e.g. glass,
and animals: livestock is mentioned
7. NO - the text says that he was the first Chinese person to do so, but that it is not certain
that others did not go hundreds of years earlier, e.g. the Romans
8. YES - may well expresses a probability, but not absolute certainty
9. NO - the writer suggests that this is not evidence a s its exact location remains uncertain
and that the truth aboutthe tower is unknown: Whatever the truth about the Stone Tower
may be ...
10. NOT GIVEN - The city would have been a welcome sight for travellers, and they would
probably have been welcome because they were doing trade, but none of this is said in
the text
11. NOT GIVEN - this is what the name suggests, but this is just a name, and not necessarily
a fact
12. YES - It is unlikely that in these earlier times traders or travellers would have continued
further eastwards from Kashgar, ... there still would have remained eight hundred miles
of a dangerous journey before they would have found the first true signs of Chinese
civilization.

33