LISTENING

SECTION 1 Questions 1-10

Questions 1-4
Complete the following information using NO MORE THAN THREE WORDS AND/ OR NUMBERS for each gap.

Questions 5-8
Write the appropriate letter on your answer sheet.
Current residence

Future residence

Questions 9-10
Answer the following questions and write the appropriate letter(s) on your answer sheet.
NB More than one letter may be correct for each answer.
9. Which people/organisations are involved in the Haydon housing project?
A. A private company.
B. The government.
C. A housing association.
D. Co-operatives.
10. Which facilities will Mr Glass use at the Haydon housing project?
A. The cinema.
B. The shopping centre.
C. The golf course.
D. The fitness centre.
SECTION 2 Questions 11-20
Question 11
What does EEA stand for?
Questions 12-16
Complete the following notes using NO MORE THAN THREE WORDS for each answer.

Questions 17-20
Complete the following notes using NO MORE THAN THREE WORDS for each answer.
The spouse or child of a non-EEA student can work if they have a stamp that doesn't (17) ______. However, they
may not run (18) ______. Government (19) ______ on working after completion of your studies may change in
the near future. Special roles apply to (20) ______.
SECTION 3 Questions 21-30
Questions 21-23
Complete the following sentences using NO MORE THAN THREE WORDS for each gap.
21. Things that seem exciting and fascinating can later seem ______ according to Ali and Jatinder.
22. Even people from cultures that are ______ to that in the UK can suffer from culture shock.
23. Jatinder didn't attend an ______ because her parents wouldn't let her go early.
Questions 24-26
Answer the following questions using NO MORE THAN THREE WORDS for each answer.
24. Which member of the academic staff can help with culture shock, according to Ali?
25. What scheme does Jatinder talk about?
26. What does Ali say Katarina should do regarding her family?
Questions 27-30
Complete the following sentences using NO MORE THAN THREE WORDS for each gap.
27. The ______ may also have information about national or cultural groups outside the university.
28. Ali suggests that staying ______ can help overcome culture shock.
29. Katarina decides to register at the ______.
30. For religious people, the student union has a register of ______.
SECTION 4 Questions 31-40
Questions 31-34
Answer the following questions using NO MORE THAN THREE WORDS for each answer.
31. Which course is this one based on?
32. What doesn't the course cover?
33. What two items does each participant receive?
34. Can non-professionals take the course?
Questions 35-36

Complete the notes on the benefits of the course using NO MORE THAN THREE WORDS for each gap.
a quick insight into modem electronics
emphasis on practical devices and systems
assumes no 35 ______
can function as a 36 ______ hands on simulations
certificate of completion
Questions 37-40
Complete the following information on the course content using NO MORE THAN THREE WORDS for each
answer.

READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
These invasive species are ruining the retail ecosystem
A Invasive species often triumph as a result of good intentions gone wrong. Take Japanese knotweed (Fallopia
japonica), introduced to Britain by enthusiastic Victorian gardeners who thought it an ornamental delight that
doubled as cattle feed. But from just a scrap of root no bigger than a pea it could grow through tarmac, pavements
and brick walls. A century later, its spread is considered such a threat that planting or dumping knotweed is a
crime. Knotweed is so hated because it suffocates other plants, replacing them with an unproductive, leafy
monotony. Then there is the Nile perch (Lates niloticus), branded one of the world's worst invaders by
conservationists. It's a freshwater fish that can grow to huge proportions. Again, with good intentions, it was
introduced in 1954 to Lake Victoria, straddling Tanzania, Kenya and Uganda. Since then it has helped push over
200 well-established local fish species to extinction. Like the Nile perch, the cane toad (Bufo marinus) eats almost
anything it gets its mouth around. Introduced for pest control, it turned out to be noisy, fast-spreading, and a
greater pest itself.
B As it is in nature, so it is in the economy. Big superstores and chain retailers were allowed to spread by
planners, town councils and governments in awe of big business. But then it started to go wrong. The chains
became the economic equivalent of invasive species: hungry, indiscriminate, often antisocial and destructive.
When no one was paying much attention, the superstores and cloned shops grew to dominate and suffocate the
economic ecosystem. They passed through planning regulations as easily as knotweed pushes through tarmac,
devoured smaller and independent retailers with as much reflection as the Nile perch cleansing Lake Victoria of
competition. They were often introduced to provide a specific service but outgrew their habitats until their cash
till song could be heard on every street corner, forecourt, roundabout and out-of-town shopping centre. Neither in
balance, nor even a boom-bust cycle with other similar, local species of shop; they began permanently to displace
them.
C Natural scientists use a whole new term to describe the current epoch of comprehensive, global human

interference in ecosystems. Our time, they sa5 should be called the "Homogocene" to describe the way that
distinctiveness and difference are being eroded. A combination of the creep of invasive species and habitats
destroyed by development is driving a mass extinction. The World Conservation Union warns that such invasions
are leading to the irretrievable loss of native biodiversity. Typical characteristics of an invasive species include the
absence of predators, hardiness, and a generalist diet. Whatever the reason for their arrival and proliferation,
invasive species tend to cause a disruption of the ecosystem that is catastrophic for native species.
D The big, centralised logistical operations of the supermarkets are likewise driving the homogenisation of
business, shopping, eating, farming, food, the landscape, the environment and our daily lives. In the process,
Britain is being sucked into a vortex of US-style, chain-store-led, clone retailing, both in towns and in soulless
"big-box" out-of-town shopping parkswhat they call in the US, with its associated suburban sprawl, the "dead
zone". They are spreading in the way "invasive species" spread in nature, lacking checks and balances, killing off
diversity and "native" (in other words, local) species. Tesco is not the only guilty party (think of McDonald's,
Starbucks and Gap), but it is possibly the largest driving force. With around 2000 stores in Britain, almost one
third of the grocery market, and rapid international growth, City analysts believe the brand has the land and
resources in place already to double its UK floorspace. Can anything stop it?
E Bear in mind those characteristics of an invasive species: the absence of predators (real commercial
competition or effective regulators to hold them back); hardiness (the legions of corporate lawyers, financial
leverage and endless commercial cost-cutting); and a generalist diet (supermarkets will sell virtually anything, and
chain stores operate according to a low common denominator). If you want diversity in your world rather than one
kind of plant in your garden, one kind of fish in your lake and only one type of venomous, croaking toad under
your shed, then you have to manage for that outcome. When we garden, we hold back aggressive, opportunistic
plants in order to keep space open for a celebration of variety and colour.
F Like it or not (and it is something about which most policy makers and economists are in deep denial), weakly
regulated markets give free rein to economic invasive species and hence tend towards monopoly. This is the great
modern economic irony. Advocates of free markets argue against checks and balances to counter the power of big
business, but in doing so ultimately destroy the possibility of markets that could meaningfully be called free, or,
rather, "open". They resist anti-monopoly regulation in the name of providing consumer choice, and in the process
they ultimately destroy it. In some important ways, we are returning to an earlier phase of corporatism. Henry
Ford told customers they could have any colour of car, as long as it was black. The scale and seriousness of
Tesco's ambition means that, before long, unless we recognise what is happening and have regulators up to the
job, one day we will be able to shop anywhere we like, as long as it's Tesco.
Questions 1-4
The text has 6paragraphs (A-F). Which paragraph contains each of the following pieces of information?
1. The suggestion that the government should legislate to control invasive species of a corporate nature.
2. Examples of the problems with the spread of specific invasive species in nature.
3. A description of how invasive species in nature are different from other ones.
4. Examples of companies that can be considered invasive species.
Questions 5-8
Complete the following sentences using NO MORE THAN THREE WORDS from the text.
5. Japanese knotweed was used for decoration and as ______.
6. "Homogocene" is the word used by natural scientists to describe the ______ we are living in.
7. ______, plenty of money and cost-cutting increase the strength of big supermarkets.
8. The article suggests that ______ allow economic invasive species to do what they want and eventually lead to
monopolies.
Questions 9-13
Do the following statements agree with the information given in Reading Passage 1?

TRUE
if the information in the text agrees with the statement
FALSE
if the information in the text contradicts the statement
NOT GIVEN if there is no information on this
9. The Nile perch was introduced in to Lake Victoria as a source of food for local people.
10. Planning regulations have been ineffective against big supermarkets.
11. Supermarkets in Britain sell a limited range of products.
12. Chain stores only sell low-quality goods.
13. The writer is against the domination of big supermarkets.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Fruit that Falls Far from the Tree
A In the 2002 football World Cup, France, the reigning world champions, suffered a humiliating defeat to
unfancied Senegal. All 11 members of the victorious Senegalese team had played for European clubs. They were
not alone. By 2000, the first and second divisions of Europe's leagues had poached enough African players to field
70 teams. So, have greedy European clubs deprived Senegal of its best footballers, or has the prospect of a
lucrative career in Europe encouraged more Senegalese to take up the beautiful game?
B This question Is posed by a new book, "Give Us Your Best and Brightest", by Devesh Kapur and John McHale.
The authors are development economists first, football fans second (if at all). They see the emigration of African
players as a highly visible example of the "brain drain". Less visible, but more worrying, is the departure of the
poor world's doctors, nurses and teachers to more lucrative job markets in the rich world. Ghana, for example, has
only 6.2 doctors per 100000 people. Perhaps three-quarters of its doctors leave within ten years of qualifying
C The answer to the Senegal conundrum Is of course "both": the best players leave, and the dream of emulating
them motivates many others to take their place. The real question is whether the second effect outweighs the first,
leaving the game in Senegal stronger or weaker than it otherwise would be. A few economists, including Andrew
Mountford, of Royal Holloway (part of the University of London), and Oded Stark, of the University of Bonn.
think the net effect of the brain drain is similarly ambiguous. The prospect of securing a visa to America or
Australia should tempt more people in poor countries to Invest in education. Mr Stark calls this a "brain gain". If
the temptation is strong enough, and the chances of landing a visa low enough, the poor country could even come
out ahead: it might gain more qualified (if disappointed) doctors and engineers than it loses.
D As with all debates about the brain drain, theory has rim ahead of evidence. The numbers on international flows
of people are much patchier than those on cross-border flows of goods or capital. In a recent paper, Mr Stark and
his co-authors investigate internal migration Instead. The rural villages of Mexico lose many of their brightest
sons and daughters to Jobs in titles or border towns, Those Mexicans who leave their home villages tend to be
better-educated than those who stay. Despite this, the example the leavers set (and the job leads they provide)
raises the average level of schooling of those left behind. Because they can aspire to a world beyond the village,
even if they never reach it, young Mexicans have an added reason to stay In school beyond a ninth year, the
authors show.
E Even if the brain drain does leave a country with a better-educated populace, is this necessarily a good thing?
Education is not free, and some of those who gambled on a diploma as a ticket overseas will regret their decision.
Mr Stark assumes that people in poor countries tend to demand too little education. A person's productivity
depends on the skills of those around him, as well as his own. Because of these spillovers, an individuals
education Is worth more to the economy as a whole than it is to himself, and he will underinvest in it as a result.
Mr Stark sees limited emigration as one way to fix this market failure.
F India's software engineers are perhaps an example of this principle at work. Indian students had little reason to
learn computer coding before there was a software industry to employ them. Such an Industry could not take root
without computer engineers to man lt. The dream of a job In Silicon valley, however, was enough to lure many of

India's bright young things into coding and that was enough to hatch an indigenous software industry where none
existed befits.
G India's valley-dwellers represent just one contingent in a much larger diaspora. According to the most
exhaustive study of the brain drain, released last month by the World Bank, there were 1.04m Indian-born people,
educated past secondary school, living in the 30 relatively rich countries of the OECD in 2000. (An unknown
number of them acquired their education outside their country of birth, the report notes.) This largely successful
diaspora is more than just something to envy and emulate. Its members can be a source of know-how and money,
and provide valuable entrees into foreign markets and supply chains.
H Messrs Kaput and McHale think India's relatively happy experience with its educated emigres is more likely to
be the exception than the rule. Its million-strong brain drain represents Just 43% of its vast graduate population,
according to the Bank. By contrast, almost 47% of Ghana's highly educated native sons live in the OECD; for
Guyana, the figure is 89%. This is not a stimulative leeching of talent; it is a haemorrhage.
I Emigration, as Mr Stark suggests, might be a spur to greater accomplishment, and the poor world's talent, like
Senegal's footballers, deserves a chance to compete on a global stage. It is not easy to run a managed "emigration"
policy. The drain of educated minds from poor countries is mostly determined by host countries' rules, not home
countries' Interests, There will be tremendous pressure to loosen those rules in the future, not least because, as the
baby-boom generation retires, it will seek to "backfill the taxpaying workforce behind it", as Messrs Kapur and
McHale put it. The rich world no longer welcomes the tired and the huddled; It looks set to compete ever more
fiercely for the bright and the qualified.
Questions 14-17
The text has 9 paragraphs (A-I). Which paragraph does each of the following headings best fit?
14. Brain gain or brain drain?
15. Brain haemorrhage
16. Migrants can be connectors
17. Opportunities lead to longer education
Questions 18-22
According to the text, FIVE of the following statements are true. Write the corresponding letters in answer boxes
18 to 22 in any order.
A Emigration of health care workers is more important than that of footballers.
B If the chances of getting a visa to a rich country are low, this could benefit poor countries.
C It is difficult to measure the flow of money across national borders.
D A person's productivity depends, to a certain extent, on the productivity of those around him/her.
E Many Indians were unsuccessful in getting to America so they set up coding industries in India.
F Most Indian-born people with degrees got those degrees outside India.
G Most Indian emigrants return to India.
H International migration policy is largely decided by rich countries rather than poor ones.
Questions 23-26
According to the information given in the text, choose the correct answer from the choices given.
23. Senegal
A. was not expected to beat France in the 2002 World Cup.
B. provides most of the African football players in Europe.
C. provides more footballers to Europe than any other African country.
24. Football players leaving Senegal for Europe is good because
A. they are not actually the best players.
B. they encourage other people to play football well.
C. there are too many footballers in Senegal.

25. Oded Stark researched internal migration because

A. he is from Mexico.
B. international migration is hard to measure.
C. Mexicans tend to migrate within their own country.
26. India's brain drain is not a big problem because
A. it represents a small percentage of India's highly educated population.
B. Indian people are spread all over the world.
C. India's government restricts emigration carefully.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Black Gold
Dark chocolate used to be an acquired taste. The trouble is, we've all acquired it. As cocoa prices soar, and a
shortage looms, our changing tastes could be threatening the very source of our pleasure. A 25% jump in dark
chocolate sales in the UK pretty much speaks for itself. As a nation we are turning our backs on the bland taste of
milk chocolate, which is often saturated with vegetable oil. Dark chocolate now dominates counters in many
supermarkets. Chocoholics should brace themselves. Fears over a global chocolate shortage have sparked a run on
the dark stuff on world cocoa markets that has pushed the price up of cacao beans (used to make cocoa) to their
highest level for more than two years. The price of cocoa futures, which is how the beans are traded on world
commodity markets, has climbed steadily since last November, reviving fears of the cocoa crisis of 2002 that
forced major manufacturers such as Nestle to hike the price of some of its chocolate bars.
Although speculators have been fingered for pushing the price of cocoa higher, British chocolate aficionados must
share at least some of the blame for the run on the bean. Soaring demand for dark chocolate in the UK has put a
rocket under the global price of cacao beans, compounding the impact of a severe drought in West Africa, which is
home to much of the world's cacao bean supplies. Consumers are doing the same thing in chocolate as in the rest
of the food market. They are trading up and being more discerning about what they buy. All of the country's top
supermarket chains have added new premium dark chocolate varieties to their own-brand ranges in response to
this phenomenon. Supermarkets have also expanded the number of dark chocolate lines they stock, dwarfing their
milk chocolate variants in some cases.
Of course, it takes more beans to produce a bar of dark chocolate than are needed for a bar of milk and that's at
the root of the problem, Yesterday the cost of cacao beans for delivery in July on the London cocoa exchange shot
to 1028 a tonne on exceptionally heavy trading. This was up 22 on the day and the highest price that the crop
has fetched at any point since November 2004. The cost of buying cacao beans was pushed higher by canny
investors who have placed record bets that prices will keep rising. Hedge funds, which make money by punting on
whether commodity or share prices will rise or fall, have swallowed up a third of the cocoa contracts traded in
New York, the other main cocoa trading centre. So far, industry buyers, such as Cadbury Schweppes, have
refrained from joining the frenzy, although traders believe that a jump in prices will prompt them to build up their
stocks.
Prices have risen nearly thirty par cent since the beginning of December, largely on growing concern about what
farmers in lvory Coast, the biggest cacao bean producer in west Africa, have dubbed the worst drought in living
memory. To make matters worse, demand is outstripping supply as the teeth of consumers in developing markets
begin to sweeten. The International Cocoa Organisation predicts a global cocoa shortfall of around 100000 tonnes
this year alone, although private forecasts warn the deficit could be as much as 250000 tonnes.
Getting the right beans is becoming crucial in a market that is fast following in the footsteps of wine and coffee in
terms of getting consumers to appreciate its effect on the palate. People these days are willing to experiment more
with food and drink. Rather like wine and coffee, people are realising there are varieties of chocolate available.
Dark used to be a niche, but not any longer. With dark chocolate you ere tasting the cocoa, whereas with milk you

are tasting the recipe. There are 450 different flavour elements in a single cacao bean, which itself varies in taste
depending on where it is grown. Chocolate from Colombia might seem peppery, while chocolate from Venezuela
might small like vanilla, for example. This is driving demand for an uber premium version: the so-celled singleestate chocolate bar, which sources its beans from a single location.
Scientists are failing over themselves to complete studies showing that moderate consumption of high-quality
chocolate can be good for you? Only last week a Harvard professor unveiled research suggesting that a nutrient in
cocoa celled epicatechin could lower the risks of cancer, strokes, heart disease and diabetes. Dr Norman
Hollenberg, of Harvard Medical School, based his findings on a study of the Kuna people of Panama, who are
weaned on cocoa and can drink up to 40 cups of the stuff a week. Separete research at the Johns Hopkins
University in Baltimore, Maryland, late lest year found that snacking on dark chocolate decreased the
development of potentially fatal blood dots. And other studies have found that dark chocolate has proportionately
mare antioxidants than other foods that are better known for their health-giving properties, such as red wine, green
tea and berries.
Health has probably played a role, but more as a justification for consumption than anything else. One of dark
chocolate's big selling points is that it doesn't trap the chocoholic in the same downward sugar-craving spiral as
milk chocolate versions. Parents should bear this in mind when they go shopping for snacks for their children. A
new breed of fashionable diets has also helped to promote the cause of dark chocolate. Most dieticians agree that a
little of what you fancy does you mom good than outright denial. Some experts think more people are eating dark
chocolate because the products have got better. The challenge with higher cocoa variants is to get the right tradeoff between the percentage of bitter-tasting cocoa, which is where all the good micronutrients come from, and
sugar. In the past, dark chocolate was bitter and reasonably gritty tasting. Some companies use a gentle-tasting
cocoa bean which, if you're new to dark chocolate, doesn't scare you off. Adding a hint of vanilla can also help.
Vanilla acts as a seasoning to soften the biter notes of the cocoa and to bring out the sweetness.
Questions 27-30
For each question, only ONE of the choices is correct. Write the corresponding letter in the appropriate box on
your answer sheet.
27. In the UK, people are eating more
A. chocolate.
B. dark chocolate.
C. milk chocolate.
28. Cocoa prices are rising for several reasons, but not because of
A. a water shortage in West Africa.
B. speculators.
C. transportation problems.
29. Industry buyers are
A. buying far more cacao beans than usual.
B. not buying enough cacao beans to make chocolate.
C. not yet responding to the price rise in cacao beans.
30. ______ are trying hard to prove that chocolate can be good for you.
A. Manufacturers
B. Scientists
C. Advertisers
Questions 31-35
Complete the following sentences using NO MORE THAN THREE WORDS from the text.
31. A worldwide ______ in chocolate production is expected this year.
32. Chocolate is becoming like ______ in that people are looking for fresh tastes.

33. Dark chocolate can prevent deadly ______.

34. Most dieticians disagree with the concept of ______ when dieting.
35. Some companies have made their dark chocolate less ______.
Questions 36-40
Do the following statements agree with the information given in Reading Passge 3?
TRUE
if the information in the text agrees with the statement
FALSE
if the information in the text contradicts the statement
NOT GIVEN if there is no information on this
36. Not one company has yet increased the price of its chocolate bars.
37. Chocolate consumers in Britain are moving to higher quality brands.
38. London and New York are the biggest cocoa trading centres.
39. The taste of cacao beans depends on the climate where it is grown.
40. Vanilla is used in most types of dark chocolate.
WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The diagram shows how chocolate is made.

Summarise the information by selecting and reporting the main features and by making comparisons where
relevant.
Write at least 150 words.
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Increased measures have been introduced to improve security in many urban areas as a result of increased

crime.
To what extent do the benefits of the measures outweigh the drawbacks?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
SPEAKING
Part 1
The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.
EXAMPLE
Where you live now
Do you like the town or city you are living in now?
How do you usually travel around this town/city?
Would you prefer to live in a larger or a smaller town/city?
Health and fitness
Do you try to keep fit?
Have you ever been a member of a fitness club?
Do you often visit a doctor for a check up?
Do you have to pay to visit a doctor in your country?
Hobbies and interests
What do you do in your free time?
Did you have other hobbies/interests when you were younger?
What does your mother do in her free time?
Are these activities popular in your country?
If you had more free time, what would you do?
PART 2
Tell me about a holiday you have taken.
You should say:
when and where you went on the holiday
if it is a popular holiday destination
what you did on the holiday
and what was special about it.
You will have to talk about the topic for one to two minutes.
You have one minute to think about what you're going to say.
You can make some notes to help you if you wish.
PART 3
Discussion topic:
Holidays and Tourism
Example questions:
What kind of places do people in your country like to go to on holiday to and what do they usually do there?
Do you think that where people go on holiday and what they do on holiday is related to their income?
How are people's holidays different to 20 years ago and how are they still similar?
In the future, what kind of holidays do you think will become popular?
What are the advantages and disadvantages of going on a "package holiday" where everything is prepared for
you by a travel agency?
What is your idea of a perfect holiday?


TEXT 8
SECTION 1
Researcher: Good morning, sir. Are you enjoying the Perfect Home Exhibition?
Man: Yes, I am. It's very interesting. I'm planning on buying a home in the near future and this exhibition has
given me some great ideas.
Researcher: I'm conducting a survey on behalf of the exhibition organisers. Can I take a few minutes of your time
to ask you some questions?
Man: Yes, of course. Can we sit down? I'm rather tired after walking around the different exhibits and stands.
Researcher: Of course. I'll ask my colleague to get you a drink. Coffee?
Man: Yes, please. Milk and one sugar. ... Now, I suppose you'll need my name?
Researcher: Yes, Mr...?
Man: Glass, William Glass. Double S.
Researcher: Do you have an email address, Mr Glass?
Man: I do. It's wglass@email.com.
Researcher: I'll just fill in the date26th February 2007. Right. What do you do, Mr Glass?
Man: I work at the Ministry of Culture. I'm a civil servant.
Researcher: How old are you?
Man: 29.
Researcher: And your marital status?
Man: I live with my girlfriend.
Researcher: Right. Single. Do you have any children?
Man: No.
Researcher: And could I ask how much you earn?
Man: Well, I'd rather not say, to be honest.
Researcher: Could you just look at these ranges and say where you fit in?
Man: Oh, OK. There. 24-36 thousand.
Researcher: OK, that's the personal information I need. Now I'd like to ask you about the property you live in. do
you live in a house or a flat and how big is it?
Man: I live in a flat ... about 100 square metres. A little under.
Researcher: Do you rent or is it yours?
Man: I have a mortgage.
Researcher: Now, you said that you were anticipating buying another home in the near future. Are you intending
to get a house?
Man: Yes, I am. Just a small one.
Researcher: What's your budget like?
Man: Well, the bank has said that they'll allow me a mortgage of up to 100000 pounds, so enough for a small
house.
Researcher: When you say a small house, what kind of size were you thinking?
Man: Oh, perhaps a little under 200 square metres, with a garden of, oh, I don't know, maybe 20 square metres.
Researcher: And when do you think you'll buy the property?
Man: Within the next six months ... hopefully sooner.
Researcher: Ah, here's your coffee. Thank you John. ... Mr Glass, have you seen any particular properties that you

are interested in?

Man: Yes, I have. There's an interesting development going on in the district of Haydon. The government has
joined up with a private company to offer affordable housing there. It's on the outskirts of the city, but the
transportation links look excellent: regular buses to the underground station. That means that it will only take me
an hour to get to work in the morning: not much more than it takes now.
Researcher: They're going to have some nice facilities nearby too.
Man: Yes. I'm looking forward to the cinema complex and the shopping centre, of course. I love films and
shopping will be convenient.
Researcher: There's a golf course nearby too.
Man: Well, I'm sure many of the other residents will appreciate it. I'll join the fitness centre instead. Is your
company involved in the development in any way?
Researcher: Oh, my company just does research. However, the private developer involved in that project is our
client. The smaller houses are about 180 square metres, which suits you perfectly.
Man: Yes. Property is so expensive in this city nowadays. It's good that the government is beginning to help those
of us who don't make large amounts of money.
Researcher: Well, thank you very much. I'd like to give you these free gifts.
Man: Oh, well, thank you very much! A notebook and pen are always useful and the T-shirt will come in useful in
the summer. Goodbye.
Researcher: Goodbye.
SECTION 2
Presenter: Welcome everyone. My name is Pamela Stark and I'm here to tell you about international students
and employment in this country. Let me start by stating the most important thing firstyour ability to work in this
country while you're here as an international student depends on whether you are: an EEA national, that is a
European Economic Area national, not an EEA national with a stamp saying 'restriction on working' in your
passport, or not an EEA national with a 'prohibition on working' stamp in your passport.
Now, if you are an EEA national, you can work freely in this country. You can work for an employer or be selfemployed. If your dependants, such as your spouse or children, come with you to this country, they can work here
as well, no matter what their nationality. This is thanks to EEA roles and these rules also mean that students from
this country studying in other EEA member-states can work freely too.
Now, if you have come here for a course lasting more than six months, the immigration authorities
automatically put a 'restriction on working' in your passport. It is worded in the following way: 'work, and any
changes, must be authorised'. This allows you to work under certain conditions. The first of these conditions is
that, during term-time, you can work no more than 20 hours per week, but you can work longer if the work
placement is an essential part of your course, for example, the work period of a sandwich course. The second
condition is that you cannot run your own business, be self-employed, or work as a professional sports person or
entertainer. The third condition is that you cannot take up a permanent full-time position, though you can do fulltime, short-term work during the holidays.
If you are enrolled on a course lasting more than six months and you do not have this stamp, speak to an adviser
at your institution immediately. Do not start work! It may be that a mistake has been made that needs to be
corrected. However, even if a mistake has been made, if you start work, you are breaking the law. This could have
serious consequences for your future stay here.
Another point that I would like to make is that even if you expect to be given a 'restriction on working', or
already have one, you cannot include your earnings as evidence of your ability to support yourself financially.
However, there are two exceptions to this rule. One is if you will be attending a publicly funded college or
university and the institution guarantees that it will employ you and can provide details of your pay. The other is if
you will be attending a sandwich course at a publicly funded college or university and the institution guarantees

that there will be a job for you and can provide details of your pay. In those two cases, you can include these
earnings as evidence of your ability to support yourself.
If you are from a country outside the EEA and your course in this country lasts six months or less, the
immigration authorities are likely to have put a 'prohibition on working' in your passport. It is worded as follows:
'No work or recourse to public funds'. This means that you are not allowed to work at all while you are here. If
you have come for a course of six months or less and want to be able to work, for example because your course
involves a work placement, you should have explained this when you applied for entry clearance or when you
landed, if you did not get entry clearance in advance. If you have already been given a 'prohibition on working',
you may be able to apply to have it changed. Ask the international officer or student adviser at your institution for
advice. If you can provide evidence that you will be on a placement, your passport stamp will normally be
changed. However, do not begin your placement before getting your stamp changed! Again, that is illegal and
could affect your future studies in this country.
Now, let's take a look at the situation if you are a non-EEA national and have brought your spouse or children
with you. In that case, their passports will show the conditions that apply to them. They may be given either a
'prohibition on working' as explained above, this means they are not allowed to workor they may have been
given an entry clearance or stamp that does not mention employment at all. In this case, they are free to work in
here without any limitations other than the right to start their own business. They will have been given this stamp
if they have shown evidence that you, the student, have been given permission to be here for at least 12 months.
Finally, let's take a look at working after your course ends, if you are a non-EEA citizen. Until now, the majority
of non-EEA students have found it difficult to obtain permission to stay on in this country after their studies for
work, apart from if they were training for a professional or specialist qualification before returning home.
However, the government is currently reviewing its policies, and some changes may be introduced that make it
easier for students to stay on for work. You can find information about the current position if you click on 'work
permits' on the website listed on the leaflet I have given you. I should say that special provisions have always
applied to doctors, dentists and nurses, and these will continue.
SECTION 3
Katarina: So, Jatinder and Ali, how did you deal with culture shock when you first came here to study?
Jatinder: Well, Katarina, when I first arrived in the UK, I was just so excited to be living in a foreign country:
away from my parents ... that I just didn't really notice anything at first. How about you, Ali?
Ali: Yeah. Same here. That's quite typical, isn't it? Everything seems new and fascinating. But, after this initial
enthusiasm wears off, all the new experiences may begin to overwhelm you. Things that you found exciting at
first may now seem strange and a little frightening. Even minor differences, such as being unable to buy your
usual brands of various products, can add to the sense of strangeness.
Jatinder: Yes. That's right. Then you may start to experience sudden mood changes and strong reactions, feeling
lost, disoriented, and even irritated and resentful. Most of all, you may wish you were back among the familiar
people and places at home. All international students can experience culture shock in some form ... even those
coming from countries with very similar lifestyles to those in the UK. It is important to understand that this
reaction is entirely normal and that it will pass.
Katarina: OK. So what suggestions do you have for me?
Ali: Well, I made sure that I arrived early. I got here about ten days, yeah, ten days before most of the other
students, so that I could settle in before things got busy. Many universities run special induction programmes for
international students in the week before term begins. A typical induction programme provides a tour of the
college or university, an overview of its facilities and how to use them, help with registering for your academic
programme, and social events where you can meet other students and staff. This can help you to start to get used
to your new environment.
Katarina: Yeah, I heard about those ... but too late unfortunately. Jatinder, did you go on an induction course like

Ali?
Jatinder: No. I wish I had, but my parents wouldn't let me go a day sooner than absolutely necessary. It was very
annoying.
Ali: Every university has counsellors who can give you practical advice on adjusting to your new environment.
These people have special training in offering advice and support, and they understand the challenges you face.
They can listen to you sympathetically, offer practical suggestions, and refer you to other professionals if
necessary. Your personal tutor and the staff in the international office of your college or university can also be
helpful.
Jatinder: Have you heard about the 'buddy' or mentoring system? Students who have been at the university or
college for a longer period give advice to new arrivals, and are available for help and guidance throughout the
year. There is information on schemes such as these at the students' union or the international student association
will help you become involved. I used the system when I arrived and found it really opened some doors socially:
you know, I got to meet lots of people, like Ali, right?
Ali: Right! Katarina, I think that it's also important to keep in touch with home. Use the telephone, e-mail and
conventional mail to keep in contact with your friends and family at home. In larger towns or cities with large
international communities, like this one, you may be able to find people from your country. Spend some time with
them. Many international students find that it helps to make contact with people from a similar background
because they understand what you are going through. Spending time with people from your country can also be a
relaxing break from the 'strangeness' of the UK. You can speak your own language, eat your own foods and talk
about what is going on back home.
Jatinder: Yes. and don't forget that the university has a variety of cultural societies, as well as an active
international students' association: ask at the student union. They may also have information about national or
cultural groups outside the institution.
Ali: Another thing you should try to do is to keep healthy and active. Make an effort to exercise regularly ... you
will feel better and it can also be a good way to meet people. Eat a balanced diet and find a shop that sells food
from your part of the world, so that you can enjoy familiar meals when you want them.
Katarina: That's a really good idea! I'll sign up at the university sports centre this afternoon!
Jatinder: I don't know whether you believe in God, but if you do, remembering your faith can be helpful and
comforting. If you follow a religion and worship regularly at home, you can keep this up while you are in the
UK ... it can provide a sense of stability and be a link to your life at home. Every major religion in the world is
represented here, and most large cities have Muslim, Hindu, Sikh and Buddhist centres, as well as synagogues and
churches of all denominations. The student union keeps a list of places of worship.
Katarina: I'm not religious, but I do see your point. So, there's plenty I can do ... practical things, I mean. And
above all, I need to remind myself that culture shock is normal: and temporary.
SECTION 4
Presenter: Welcome to this presentation on our online course, An Introduction to Electronics, which runs over
10 weeks and starts on 8th May. Let me just say at the beginning that if you cannot make this date, please send me
an email about the next course and I will send you a list of future dates. My email is the front of your brochures.
Now, let me tell you something about the course. Based upon our popular two-day Overview of Electronics
course, this new online course will introduce you to the basic ideas behind electronic circuits. The course will
consist of ten units each of which will involves around five hours of study. The course is designed to act both as
an introductory course and as a refresher course. After taking the course you should have a good idea of how
electronic systems work and how they are made. In particular, the course focuses on the design of a Hi-Fi
amplifier. The course is limited to "analogue electronics" where signals are represented by continuously variable
voltages and will not cover "digital electronics" where signals are represented by discrete numbers.
Students should normally have a reasonable proficiency in school Maths and Science. Study to GCSE-level is

sufficient for most of the course, though study to A-level will enable a full understanding of the more advanced
topics. Students on the course will be supplied with a copy of Terry Fit's "Fundamentals of Electronics". This will
be used for directed reading, assignments and further study. It also serves as a useful reference source. The student
should have PC available and a basic knowledge of Windows in order to use the simulation software from the CDROM that comes with this book.
Now, who is this course designed for? This course is intended for individuals with little prior knowledge of
electrical or electronic engineering who want to get a feeling for the subject and for individuals whose knowledge
is "rusty" or out of date. A previous exposure to basic science and maths at school will be assumed; maximum
benefit will accrue to those who have attended higher education in a technical subject or who have experience in a
related area. Typical attendees may include those in jobs which bring them into contact with electronics, such as
drafts persons, PCB designers, production and assembly personnel and software designers, those working with
electronic products, such as managers and sales persons, those coming into electronics from a related field, such
as scientists or mathematicians, and those simply curious to find out about this all-pervasive technology.
The benefits of this course are that, first, it gives you a quick insight into modem electronics. It also puts
emphasis on practical devices and systems. Unlike many other courses, no prior knowledge is assumed, but
previous exposure to school-level science and maths is assumed. Fourthly, it can be used as a refresher course.
Fifth, there is the benefit of getting hands-on simulations and, finally, all delegates completing the course will
receive a University of Oxford Certificate of Completion.
The course will be presented by Brian Williams, who started his career working as an electronic engineer for
British Aerospace. Brian then became a lecturer and has taught electronics at Oxford University & Jesus College
for longer than he cares to admit. He is also an active consultant and researcher. Brian is a dynamic lecturer and
particularly enjoys teaching introductory-level courses and interacting with students.
Now, finally, let me just quickly go through the course content. Please remember that this course is intended for
individuals with limited prior knowledge of electrical or electronic engineering.
Unit 1 looks at electronic systems, including an introduction to the idea of signals represented by voltages;
wires used to transfer signals and voltage from one place or box or component to another; and boxes or
components manipulating voltages, particularly amplifying them). Unit 2 takes a look at Ohms' Law: The linear
relationship of voltage & current and the concept of resistance. It also looks at resistors & resistor networks. Unit
3 focuses on Op-Amps, providing an introduction to the ideal op-amp and its applications. The next slide tells us
that Unit 4 is concerned with capacitors and AC circuits: the theory and applications of capacitors and their use in
transient and AC circuits. Unit 5 looks at frequency response and filters, including both passive and active filters.
Unit 6 takes a look at magnetism, inductors and transformers. Looking at this next slide, we can see that Unit 7
covers RL & RLC circuits, including tuned filters and crossover networks. Unit 8 is entitled 'An Introduction to
Semiconductors'. It covers diodes and rectifiers--both theory and applications. This unit also looks at special
purpose diodes. Unit 9 covers transistors, particularly bipolar transistors including theory and typical circuits.
The final unit, Unit 10, is a review unit with a little look at further applications.
TEST 8
LISTENING
Section 1, Questions 1-10
1. wglass@email.com
2. civil servant
3. single
4. 24-36
5. A
6. B
7. B

8. B 9. AB
10. ABD
Section 2, Questions 11-20
11. European Economic Area
12. During term-time
13. permanent full-time
14. (your) earnings
15. on a placement
16. begin your placement
17. mention employment
18. their own business
19. policies
20. doctors, dentists, nurses
Section 3, Questions 2130
21. strange (and) frightening
22. (very) similar
23. induction programme
24. personal tutor
25. buddy/mentoring/mentor (system)
26. keep in touch/contact
27. student union
28. healthy (and) active
29. (university) sports centre
30. places of worship
Section 4, Questions 3140
31. Overview of Electronics
32. digital electronics
33. book, CD-ROM
34. yes
35. prior knowledge
36. refresher course
37. electronic systems
38. magnetism
39. (An) Introduction to
39. (An) Introduction to
40. A review unit
ACADEMIC READING
Reading Passage 1, Questions 113
1. F
2. A
3. C
4. D
5. cattle feed
6. epoch
7. Corporate lawyers/Lawyers
8. weakly regulated markets

9. Not Given
10. True
11. False
12. Not Given
13. True
Reading Passage 2, Questions 1426
14. C
15. H
16. G
17. D
18-22 INANY ORDER
A B D E H
23. A
24. B
25. B
26. A
Reading Passage 3, Questions 2740
27. B
28. C
29. C
30. B
31. shortfall/deficit
32. wine and coffee
33. blood clots
34. outright denial
35. gritty tasting
36. False
37. True
38. True
39. Not Given
40. Not Given
TEST 8, WRITING TASK 1
MODEL ANSWER
The diagram illustrates the process used when making chocolate products from cocoa beans. First of all, the beans
are cleaned and roasted. Afterwards, they are broken and the shells removed. Then, chocolate liquor is made from
the nibs using a process called milling. The chocolate liquor con then be processed in two separate ways,
depending on how the end product is to be used.
If the end product is cocoa powder of cocoa butter, the liquor goes through alkalisation and fat pressing. Fat
pressing produces a substance called presscake and another called cocoa butter. Presscake is broken, ground and
sifted into cocoa powder whereas cocoa butter is mixed with chocolate liquor to make chocolate.
If the end product is chocolate, the chocolate liquor is combined with milk, sugar, flavouring and some of the
cocoa butter produced from fat pressing. The ingredients are mixed and relined before tempering, or cooling, takes
place. Afterwards, the chocolate could be moulded into products such as bars of chocolate. Otherwise, It could go
to enrobing, where it rovers other ingredients as part of chocolate-coated products.
TEST 8, WRITING TASK 2
MODEL ANSWER

In Britain, in recant years, the government has focussed on improving security and reducing crime largely through
the increased use of technology. This has mainly taken the form of more CCTV cameras, particularly in urban
areas where crime rates are higher. In my opinion, these measures have brought benefits, but these are not as great
as we were led to believe. In addition, there are certain drawbacks.
It was said that a major benefit of having CCTV cameras is that they dissuade people from committing crimes
because they know there is a good chance that they will be seen on camera. Whilst this may be true in some cases,
the fact is that many of the people caught committing crimes on camera are not later identified, either because the
picture quality is net good enough or because police officers have too much work to do dealing with bigger crimes
or mountains of paperwork. This in turn is often because manpower budgets have been cut to pay for the CCTV
cameras.
Other, less hi-tech measures include searches of bags and even body searches at certain public events, such as
football matches, to prevent weapons being brought to such events. Such measures also have the ability to
dissuade crime and have been fairly successful. Football hooliganism still exists in Britain, but it has been brought
under control.
There are objections to both these methods on the grounds that they invade our privacy. CCTV cameras record the
movements of innocent people, not only potential or actual criminals. It is often not entirely clear how long the
tapes from CCTV cameras are kept or who has access to them. People are right to raise concerns. However, my
main concern is not privacy, but, as I mentioned before, the fact that these new measures are introduced at the
expense of spending on manpower.
In conclusion, I am not against new or increased security measures to combat crime, but when expenditure on
these things comes at the expense of putting police officers on the streets as a visible deterrent to crime, the
benefits may be outweighed by the drawbacks.
Speaking Test 8
PART 1
Where you live new
Yes, I do. It is a very green city, with plenty of parks. A river runs through the city and the riverside area is quite
beautiful. In the city centre, there are many restaurants, bars and cafes by the river and no cars are permitted there,
so it is tranquil. The local government has preserved many of the older buildings and renovated them, so they have
become tourist attractions. Not all of the city is this niceon the outskirts there are industrial areas.
I usually get around by bus. The buses nm quite regularly during the day, but the night service is not so good.
There is no subway or light railway the local government decided that these forms of transport were too
expensive. The buses are all electric ones, so there is no pollution. The electricity is generated by wind farms
outside the city
I prefer living in a small city, like the one I live in now. It's easy to get around and the countryside isn't far away.
Smaller cities are less polluted too. However, they still have the facilities people needschools, libraries,
hospitals, even a university in my city.
Health and fitness
I'm a little lazy, but I do a lot of walking which keeps me quite fit. Although I don't do too much exercise, I do
have a healthy diet--plenty of fruit and vegetables. I'm not a member or a fitness centre, but I do go swimming
occasionally at the weekends.
I used to be, but I only went for about six months. I found it useful, but I couldn't go on a regular basis because I
was working different hours each day. If I had more regular working hours, I think I might join a fitness centre.
Like most people, I only go to the doctor when there is a serious problem with my health. For minor ailments, I
go to the chemist's and get some medicine. It's not very expensive and saves time. I did have to go for a check up
with a doctor a few years ago when I applied for medical insurance. The insurance company wanted to check that
I didn't have anything wrong with me before I took out the policy.

 Not usually. Only if it's something particularly expensive or if it is not essential for your health, each person is
permitted to go for a free check up each year, but few do.
Hobbies and interests
I love watching old filmsyou know, like Casablanca and Gone With The Wind. I also collect film memorabilia,
like posters. I even have a few items that were used on the sets in some old films. In the summer, I enjoy hiking in
the countryside near my city. My home is near the outskirts of the city, so I don't have too far to walk to get into
the countryside. I usually walk to the nearby villages and maybe relax in a village pub for an hour or two. If the
weather's nice, it's a great way to spend a day. I usually hike near bus routes, just in case it rains!
I used to collect coins when I was a child. I gave it up because it was becoming a little expensive. I still have my
coin collection, but I don't spend any time on it. I'll probably sell it when the coins are more valuable.
She watches a lot of TV, like many middle-aged people in my country. I think that most of the programmes she
watches are useless, but she likes them. Sometimes she goes out with friends. I'm not exactly sure what they do
togetherperhaps a little shopping, or maybe they go to a cafe and chat. My father bought a computer recently
and my mother has started to use the Internet. She's fascinated by eBayyou know, the website where you can
buy and sell things. She sometimes watches me while I bid for items of film memorabilia.
Watching TV is certainly popularalmost everyone watches it each week and most people watch it every day.
Collecting coins isn't as popular as collecting stamps. Collecting in general is quite popular in my country. I have
friends who collect beer bottles, matchboxes and stuffed toys!
If I had more free time, I would probably start collecting antiques. I love old things, but to collect antiques, you
really need to know something about them, especially how to tell the genuine article from a fake. It would take
some time to get to know all that. I sometimes go to the market in the centre of my city at the weekend. Several
stalls sell antiques, so I could buy items there.
PART 2
The best holiday I ever took was a month-long trip around the north of France. I took the train to Paris and stayed
there for four days: I spent those days visiting museums, like the Louvre, and all the man sights, such as the Eiffel
Tower and Notre Dame. Then, I went to the Normandy coast, where I stayed in a few seaside towns. I saw the
famous Mont-St.-Michel, which is a castle built near the coast. At low tide, you can walk across a causeway to get
there, but at high tide it is not possible to walk across and you have to use a boat. I went cycling through the
countryside and, of course, drank some wine. I went alone. In a way it was good because I could do whatever I
wanted. On the other hand, it would have been nice to share the experiences with someone else. The trip was not
too expensive, because I went in the autumn when there were not many tourists. I was lucky with the weatherit
didn't rain once!
PART 3
People in my country either stay at home during their holidays, possibly visiting friends or relatives, or they go
abroad, usually to Spain or another Southern European country. Some people go further away, to Thailand or
America, but it costs more to go to those places. If they stay at home, they often take the time to simply relax,
watch TV or go out with friends to a card or restaurant. If they go abroad, they usually sunbathe on beaches and
visit the local sights.
Definitely. The more money people have, the further away they travelat least in my country. It's almost like a
competition sometimes. Someone goes to Egypt one year, so the next year another person has to go furtherto
Mexico maybe. People with less money are the ones who tend to stay at home. However, there are some people
who have money but don't like going abroad. They don't like foreign food perhaps.
They are different in that holidays now include further away destinations and hotel standards and expectations
have risen. It is much more common to fly nowadays, mainly because flights are so much cheaper than before.
They are similar in that many people still like to sunbathe by the sea or visit local tourist sites.
I think that activity holidays will become increasingly popular. People seem to be getting a little tired of

spending their holidays in the same old way and becoming interested in doing something fresh something
different. Winter sports holidays are slowly becoming more popular, for example.
The good thing about package holidays is that everything is arranged for you from flights and hotels to
excursionsyou don't have to worry about those things. Well, you don't have to worry about them if everything
goes right. Sometimes things go wrong and cause people a lot of trouble, particularly delays at airports. Some
people prefer to travel independently because they want more freedom to do and see what they likewhat they
are interested in. they don't like being told what to do, and when. On a package tour, you often only see what
others want you to see.
The most important thing is that it has to be completely relaxing. I mean, that's what a holiday is all about, isn't
it? Taking time off from your busy everyday life and enjoying yourself. I also like to try something new, perhaps
even unusual, but many other people prefer doing something familiar in a familiar environment.