TEST 3

Listening:
Section 1:
Questions 1-4
Complete the form.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Example
Name of conference: Beyond 2000
Name: Melanie Ms 1 mitchell
66
Address: Room 2
education
Faculty: 3
994578ed
Student No: 4

Section 2:
Questions 5-10
Choose the correct answer A-C
5 Registration for:
☐ A Half day
☐ B Full day
☒ C Full conference
6 Accommodation required:
☐ A Share room/share bathroom
☒ B Own room/share bathroom
☐ C Own room with bathroom
7 Meals required:
☐ A Breakfast
☒ B Lunch
☐ C Dinner
8 Friday SIGs:
☒ A Computers in Education
☐ B Teaching Reading
☐ C The Gifted Child
9 Saturday SIGs:
☐ A Cultural Differences
☐ B Music in the Curriculum
☒ C Gender Issues
10 Method of payment:
☒ A Credit card
☐ B Cheque
☐ C Cash
Section 2:
Questions 11 -20

Name of Location Geographical features Other information

beach

Bandela 1 km from surrounded by 12 safe for children/non-

Bandela 11 pine trees
swimmers
Fishing village

Da Porlata east corner of area around beach is 13 can hire 14

island marshlands sunbed and umbrella

San Gett just past ‘Tip of 15 check 16

longest (2.5 kilometers ,16 flag systems
Cain’ beach on island
on beach in rough
weather

Blanaka 17 surrounded by 18 can go caving and diving

north west
corner white cliffs

Dissidor close to Blanaka need to walk over 19 need to take some 20

sandbanks food and drink

Section 3:
Questions 21-30
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Procedure for Bookshops
› Keep database of course/college details.
› In May, request 21 booklist from lecturers
› Categorise books as:
— essential reading
— 22 recommended reading
— background reading
When ordering, refer to:
— last year’s 23 sale figures
— type of course
— students’ 24 year group
— own judgement
Procedure for Publishers
› Send 25 catalogues to course providers
› Use websites
› Compose personal 26 letter to academic staff
› Send 27 inspection copy to bookstores
Students
Main objective is to find books that are good 28 value/price
Also look for books that are 29 clear and 30 easy to use
Section 4:
Questions 31-40
Question 31
Choose the correct answer A-C
31 At the start of her talk Rebecca points out that new graduates can find it hard
to
☐ A get the right work
☐ B take sufficient breaks
☒ C motivate themselves
Questions 32 and 33
Choose TWO letters A-E
Which TWO of the following does Rebecca say worry new artists?
☐ A Earning enough money
☐ B Moving to a new environment
☐ C Competing with other artists
☒ D Having their work criticised
☒ E Getting their portfolios ready
Questions 34 and 35
Choose the correct answer A-C
34 Rebecca decided to become an illustrator because it
☐ A afforded her greater objectivity as an artist
☐ B offered her greater freedom of expression
☒ C allowed her to get her work published
35 When she had developed a portfolio of illustrations, Rebecca found publishers
☐ A more receptive to her work
☐ B equally cautious about her work
☒ C uninterested in her work
Questions 36-40
Complete the notes below
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer
Suggestions for Developing a Portfolio
Get some artwork printed in magazines by entering 36 competions . You can
also 37 design and print mock up book pages.
Make an effort to use a variety of artistic 38 styles/technique . Aim for recognition
by dividing work into distinct 39 categories .
Possibly use 40 two name .

Reading:
Reading Passage 1:
Indoor Pollution
Since the early eighties, we have been only too aware of the devastating effects of
large-scale environmental pollution. Such pollution is generally the result of poor
government planning in many developing nations or the short-sighted, selfish
policies of the already industrialised countries which encourage a minority of the
world’s population to squander /ˈskwɒndər/ the majority of its natural resources.
While events such as the deforestation /diːˌfɒrɪˈsteɪʃən/ of the Amazon jungle or
the nuclear disaster in Chernobyl continue to receive high media exposure, as do
acts of environmental sabotage /ˈsæbətɑːʒ/, it must be remembered that not all
pollution is on this grand scale. A large proportion /prəˈpɔːʃən/ of the world’s
pollution has its source much closer to home. The recent spillage /ˈspɪlɪdʒ/ of
crude oil from an oil tanker accidentally discharging its cargo straight into Sydney
Harbour not only caused serious damage to the harbour foreshores but also
created severely toxic /ˈtɒksɪk/ fumes which hung over the suburbs for days and
left the angry residents wondering how such a disaster could have been allowed
to happen.
Avoiding pollution can be a full-time job. Try not to inhale /ɪnˈheɪl/ traffic fumes;
keep away from chemical plants and building sites; wear a mask when cycling. It is
enough to make you want to stay at home. But that, according to a growing body
of scientific evidence, would also be a bad idea. Research shows that levels of
pollutants /pəˈluːtənts/ such as hazardous /ˈhæzədəs/ gases, particulate /pɑː
ˈtɪkjələt/ matter and other chemical ‘nasties’ are usually higher indoors than out,
even in the most polluted cities. Since the average American spends 18 hours
indoors for every hour outside, it looks as though many environmentalists may be
attacking the wrong target.
The latest study, conducted by two environmental engineers, Richard Corsi and
Cynthia Howard-Reed, of the University of Texas in Austin, and published in
Environmental Science and Technology, suggests that it is the process of keeping
clean that may be making indoor pollution worse. The researchers found that
baths, showers, dishwashers and washing machines can all be significant sources
of indoor pollution, because they extract /ɪkˈstrækt/ trace amounts of chemicals
from the water that they use and transfer them to the air.
Nearly all public water supplies contain very low concentrations /ˌkɒnsən
ˈtreɪʃənz/ of toxic chemicals, most of them left over from the otherwise beneficial
process of chlorination /ˌklɔːrɪˈneɪʃən/. Dr. Corsi wondered whether they stay
there when water is used, or whether they end up in the air that people breathe.
The team conducted a series of experiments /ɪkˈsperɪmənts/ in which known
quantities of five such chemicals were mixed with water and passed through a
dishwasher, a washing machine, a shower head inside a shower stall or a tap in a
bath, all inside a specially designed chamber /ˈtʃeɪmbər/. The levels of chemicals
in the effluent /ˈefluənt/ water and in the air extracted from the chamber were
then measured to see how much of each chemical had been transferred from the
water into the air.
The degree to which the most volatile /ˈvɒlətaɪl/ elements could be removed
from the water, a process known as chemical stripping, depended on a wide range
of factors, including the volatility /ˌvɒləˈtɪləti/ of the chemical, the temperature of
the water and the surface area available for transfer. Dishwashers were found to
be particularly effective: the high-temperature spray, splashing against the
crockery and cutlery, results in a nasty plume /pluːm/ of toxic chemicals that
escape when the door is opened at the end of the cycle.
In fact, in many cases, the degree of exposure to toxic chemicals in tap water by
inhalation /ˌɪnhəˈleɪʃən/ is comparable /ˈkɒmpərəbl/ to the exposure that would
result from drinking the stuff. This is significant because many people are so
concerned about water-borne pollutants that they drink only bottled water,
worldwide sales of which are forecast /ˈfɔːkɑːst/ to reach $72 billion by next year.
Dr. Corsi’s results suggest that they are being exposed to such pollutants anyway
simply by breathing at home.
The aim of such research is not, however, to encourage the use of gas masks when
unloading the washing. Instead, it is to bring a sense of perspective /pəˈspektɪv/
to the debate about pollution. According to Dr. Corsi, disproportionate /ˌdɪsprə
ˈpɔːʃənət/ effort is wasted campaigning against certain forms of outdoor pollution,
when there is as much or more cause for concern indoors, right under people’s
noses.
Using gas cookers or burning candles, for example, both result in indoor levels of
carbon monoxide /məˈnɒksaɪd/ and particulate matter that are just as high as
those to be found outside, amid heavy traffic. Overcrowded classrooms whose
ventilation systems were designed for smaller numbers of children frequently
contain levels of carbon dioxide /ˌkɑːbən daɪˈɒksaɪd/ that would be regarded as
unacceptable on board a submarine /ˈsʌbməriːn/. ‘New car smell’ is the result of
high levels of toxic chemicals, not cleanliness. Laser printers, computers, carpets
and paints all contribute to the noxious /ˈnɒkʃəs/ indoor mix.
The implications /ˌɪmplɪˈkeɪʃənz/ of indoor pollution for health are unclear. But
before worrying about the problems caused by large-scale industry, it makes
sense to consider the small-scale pollution at home and welcome international
debate /dɪˈbeɪt/ about this. Scientists investigating indoor pollution will gather
next month in Edinburgh at the Indoor Air conference to discuss the problem.
Perhaps unwisely, the meeting is being held indoors.
Questions 1-6

Choose the appropriate letters A-D and write them in boxes 1-6 on your answer
sheet.

1. In the first paragraph, the writer argues that pollution .......

☐A. has increased since the eighties.

☐ B. is at its worst in industrialised countries.
☐ C. results from poor relations between nations.
☒ D. is caused by human self-interest.

2. The Sydney Harbour oil spill was the result of a .......

☐ A. ship refuelling in the harbour.

☒ B. tanker pumping oil into the sea.
☐ C. collision between two oil tankers.
☐ D. deliberate act of sabotage.

3. In the 3rd paragraph, the writer suggests that .......

☐ A. people should avoid working in cities.

☐ B. Americans spend too little time outdoors.
☐ C. hazardous gases are concentrated in industrial suburbs.
☒ D. there are several ways to avoid city pollution.

4. The Corsi research team hypothesised that .......

☐ A. toxic chemicals can pass from air to water.
☒ B. pollution is caused by dishwashers and baths.
☐ C. city water contains insufficient chlorine.
☐ D. household appliances are poorly designed.

5. As a result of their experiments, Dr Corsi’s team found that .......

☐ A. dishwashers are very efficient machines.

☐ B. tap water is as polluted as bottled water.
☒ C. indoor pollution rivals outdoor pollution.
☐ D. gas masks are a useful protective device.

6. Regarding the dangers of pollution, the writer believes that .......

☒ A. there is a need for rational discussion.

☐ B. indoor pollution is a recent phenomenon.
☐ C. people should worry most about their work environment.
☐ D. industrial pollution causes specific diseases.
Questions 7-13

Reading Passage 276 describes a number of cause and effect relationships.

Match each Cause (Questions 7-13) in List A with its Effect (A-J) in List B.

Write the appropriate letters (A-J) in boxes 7-13 on your answer sheet.
List A: CAUSES

7. Industrialised nations use a lot of energy. c

8. Oil spills into the sea. d
9. The researchers publish their findings. a
10. Water is brought to a high temperature. f
11. People fear pollutants in tap water. h
12. Air conditioning systems are inadequate. i
13. Toxic chemicals are abundant in new cars. g
List B: EFFECTS

A. The focus of pollution moves to the home.

B. The levels of carbon monoxide rise.
C. The world’s natural resources are unequally shared.
D. People demand an explanation.
E. Environmentalists look elsewhere for an explanation.
F. Chemicals are effectively stripped from the water.
G. A clean odour is produced.
H. Sales of bottled water increase.
I. The levels of carbon dioxide rise.
J. The chlorine content of drinking water increased.
Reading passage 2:
ROBOTS

A. The modern world is increasingly populated by quasi-intelligent /ˈkwɑːzaɪ/

gizmos /ˈɡɪzmoʊz/ whose presence we barely notice but whose creeping
ubiquity /juːˈbɪkwəti/ has removed much human drudgery /ˈdrʌdʒəri/. Our
factories hum to the rhythm of robot assembly arms. Our banking is done at
automated teller terminals that thank us with rote /roʊt/ politeness for the
transaction. Our subway trains are controlled by tireless robo-drivers. Our
mine shafts are dug by automated moles, and our nuclear accidents – such
as those at Three Mile Island and Chernobyl – are cleaned up by robotic
muckers /ˈmʌkərz/ fit to withstand radiation.
Such is the scope of uses envisioned by Karel Capek, the Czech playwright who
coined the term ‘robot’ in 1920 (the word ‘robota’ means ‘forced labor’ in
Czech). As progress accelerates, the experimental becomes the exploitable at
record pace.
B. Other innovations promise to extend the abilities of human operators. Thanks
to the incessant /ɪnˈsesənt/ miniaturisation /ˌmɪniətʃəraɪˈzeɪʃən/ of electronics
and micro-mechanics, there are already robot systems that can perform some
kinds of brain and bone surgery with submillimeter /ˌsʌbˈmɪlimətər/ accuracy –
far greater precision /prɪˈsɪʒən/ than highly skilled physicians /ˈfɪzɪʃənz/ can
achieve with their hands alone. At the same time, techniques of long-distance
control will keep people even farther from hazard /ˈhæzərd/. In 1994 a ten-foot-
tall NASA robotic explorer called Dante, with video-camera eyes and with spider-
like legs, scrambled over the menacing /ˈmenəsɪŋ/ rim of an Alaskan volcano
while technicians /tekˈnɪʃənz/ 2,000 miles away in California watched the scene
by satellite and controlled Dante’s descent.
C. But if robots are to reach the next stage of labour-saving utility, they will have
to operate with less human supervision /ˌsuːpərˈvɪʒən/ and be able to make at
least a few decisions for themselves – goals that pose a formidable /ˈfɔːrmɪdəbl/
challenge. ‘While we know how to tell a robot to handle a specific error,’ says one
expert, ‘we can’t yet give a robot enough common sense to reliably /rɪˈlaɪəbli/
interact with a dynamic world.’ Indeed the quest for true artificial intelligence (AI)
has produced very mixed results. Despite a spasm /ˈspæzəm/ of initial optimism
in the 1960s and 1970s, when it appeared that transistor circuits and
microprocessors might be able to perform in the same way as the human brain by
the 21st century, researchers lately have extended their forecasts /ˈfɔːrkæsts/ by
decades if not centuries.
D. What they found, in attempting to model thought, is that the human brain’s
roughly one hundred billion neurons /ˈnʊrɒnz/ are much more talented – and
human perception /pərˈsepʃən/ far more complicated – than previously imagined.
They have built robots that can recognise the misalignment /ˌmɪsəˈlaɪnmənt/ of a
machine panel by a fraction of a millimeter in a controlled factory environment.
But the human mind can glimpse /ɡlɪmps/ a rapidly changing scene and
immediately disregard /ˌdɪsrɪˈɡɑːrd/ the 98 per cent that is irrelevant,
instantaneously /ˌɪnstənˈteɪniəsli/ focusing on the woodchuck at the side of a
winding forest road or the single suspicious /səˈspɪʃəs/ face in a tumultuous /tuː
ˈmʌltʃuəs/ crowd. The most advanced computer systems on Earth can’t approach
that kind of ability, and neuroscientists /ˌnʊroʊˈsaɪəntɪsts/ still don’t know quite
how we do it.
E. Nonetheless, as information theorists /ˈθɪərɪsts/, neuroscientists, and computer
experts pool their talents, they are finding ways to get some life-like intelligence
from robots. One method renounces /rɪˈnaʊnsɪz/ the linear, logical structure of
conventional electronic circuits in favour of the messy, ad hoc arrangement of a
real brain’s neurons. These ‘neural networks’ do not have to be programmed.
They can ‘teach’ themselves by a system of feedback signals that reinforce /ˌriːɪn
ˈfɔːrs/ electrical pathways that produced correct responses and, conversely /kən
ˈvɜːrsli/, wipe out connections that produced errors. Eventually, the net wires
itself into a system that can pronounce /prəˈnaʊns/ certain words or distinguish
/dɪˈstɪŋɡwɪʃ/ certain shapes.
F. In other areas researchers are struggling to fashion a more natural relationship
between people and robots in the expectation /ˌekspekˈteɪʃən/ that some day
machines will take on some tasks now done by humans in, say, nursing homes.
This is particularly important in Japan, where the percentage /pərˈsentɪdʒ/ of
elderly citizens is rapidly increasing. So experiments at the Science University of
Tokyo have created a ‘face robot’ – a life-size, soft plastic model of a female head
with a video camera embedded /ɪmˈbedɪd/ in the left eye – as a prototype
/ˈproʊtətaɪp/. The researchers’ goal is to create robots that people feel
comfortable around. They are concentrating on the face because they believe
facial expressions are the most important way to transfer emotional messages.
We read those messages by interpreting /ɪnˈtɜːrprɪtɪŋ/ expressions to decide
whether a person is happy, frightened /ˈfraɪtnd/, angry, or nervous. Thus the
Japanese robot is designed to detect emotions in the person it is ‘looking at’ by
sensing changes in the spatial /ˈspeɪʃl/ arrangement of the person’s eyes, nose,
eyebrows, and mouth. It compares those configurations /kənˌfɪɡjəˈreɪʃənz/ with a
database of standard facial expressions and guesses the emotion. The robot then
uses an ensemble /ɑːnˈsɑːmbl/ of tiny pressure pads to adjust its plastic face into
an appropriate emotional response.
G. Other labs are taking a different approach, one that doesn’t try to mimic
/ˈmɪmɪk/ human intelligence or emotions. Just as computer design has moved
away from one central mainframe /ˈmeɪnfreɪm/ in favour of myriad /ˈmɪriəd/
individual workstations – and single processors have been replaced by arrays /ə
ˈreɪz/ of smaller units that break a big problem into parts that are solved
simultaneously /ˌsaɪmlˈteɪniəsli/ – many experts are now investigating /ɪn
ˈvestɪɡeɪtɪŋ/ whether swarms /swɔːrmz/ of semi-smart robots can generate a
collective intelligence that is greater than the sum of its parts. That’s what
beehives and ant colonies do, and several teams are betting that legions
/ˈliːdʒənz/ of mini-critters working together like an ant colony could be sent to
explore the climate of planets or to inspect pipes in dangerous industrial
situations.
Questions 14-19

Reading Passage 277 has seven paragraphs A-G.

From the list of headings below choose the most suitable heading for each
paragraph.

Write the appropriate numbers (i-x) in boxes 14-19 on your answer sheet.

List of headings

i. Some success has resulted from observing how the brain functions.
ii. Are we expecting too much from one robot?
iii. Scientists are examining the humanistic possibilities.
iv. There are judgements that robots cannot make.
v. Has the power of robots become too great?
vi. Human skills have been heightened with the help of robotics.
vii. There are some things we prefer the brain to control.
viii. Robots have quietly infiltrated our lives.
ix. Original predictions have been revised.
x. Another approach meets the same result.

14. Paragraph A viii

15. Paragraph B vi
16. Paragraph C ix
17. Paragraph D iv
18. Paragraph E i
19. Paragraph F iii

Example Answer

Paragraph G ii

Questions 20-24

Do the following statements agree with the information given in Reading Passage
277? In boxes 20-24 on your answer sheet write -

YES if the statement agrees with the information

NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage

20. Karel Capek successfully predicted our current uses for robots. y
21. Lives were saved by the NASA robot, Dante. y
22. Robots are able to make fine visual judgements. n
23. The internal workings of the brain can be replicated by robots. y
24. The Japanese have the most advanced robot systems. ng
Questions 25-27

Complete the summary below with words taken from paragraph F.

Use NO MORE THAN THREE WORDS for each answer.
Write your answers in boxes 25-27 on your answer sheet.
The prototype of the Japanese ‘face robot’ observes humans through a 25
camera embedded
which is planted in its head. It then refers to a 26 database of typical
‘looks’ that the human face can have, to decide what emotion the person is
feeling. To respond to this expression, the robot alters it’s own expression using a
number of 27 tiny pressure .
Reading passage 3:
Saving Language
For the first time, linguists /ˈlɪŋɡwɪsts/ have put a price on language. To save a
language from extinction /ɪksˈtɪŋkʃən/ isn’t cheap – but more and more people are
arguing that the alternative /ɔːlˈtɜːrnətɪv/ is the death of communities.
There is nothing unusual about a single language dying. Communities have come
and gone throughout history, and with them their language. But what is
happening today is extraordinary /ɪksˈtrɔːdənəri/, judged by the standards
/ˈstændərdz/ of the past. It is language extinction on a massive /ˈmæsɪv/ scale.
According to the best estimates /ˈɛstəməts/, there are some 6,000 languages in
the world. Of these, about half are going to die out in the course /kɔːrs/ of the
next century: that’s 3,000 languages in 1,200 months. On average /ˈævərɪdʒ/,
there is a language dying out somewhere in the world every two weeks or so.
How do we know? In the course of the past two or three decades /ˈdɛkeɪdz/,
linguists all over the world have been gathering /ˈɡæðərɪŋ/ comparative /kəm
ˈpærətɪv/ data /ˈdeɪtə/. If they find a language with just a few speakers
/ˈspiːkərz/ left, and nobody is bothering /ˈbɒðərɪŋ/ to pass the language on to the
children, they conclude /kənˈkluːd/ that language is bound /baʊnd/ to die out
soon. And we have to draw the same conclusion if a language has less than 100
speakers. It is not likely /ˈlaɪkli/ to last very long. A 1999 survey shows that 97 per
cent /pərˈsɛnt/ of the world’s languages are spoken by just four per cent of the
people.
It is too late to do anything to help many languages, where the speakers are too
few or too old, and where the community is too busy just trying to survive /sə
ˈvaɪv/ to care about their language. But many languages are not in such a serious
/ˈsɪəriəs/ position. Often, where languages are seriously endangered /ɪn
ˈdeɪndʒəd/, there are things that can be done to give new life to them. It is called
revitalisation /ˌriːˌvaɪtəlaɪˈzeɪʃən/.
Once a community realises /ˈrɪəˌlaɪzɪz/ that its language is in danger, it can start
to introduce measures /ˈmɛʒəz/ which can genuinely /ˈdʒɛnjuɪnli/ revitalise. The
community itself must want to save its language. The culture /ˈkʌltʃər/ of which it
is a part must need to have a respect /rɪˈspɛkt/ for minority /maɪˈnɔːrəti/
languages. There needs to be funding /ˈfʌndɪŋ/, to support courses /ˈkɔːrsɪz/,
materials /məˈtɪərɪəlz/, and teachers. And there need to be linguists, to get on
with the basic task /ˈteɪsk/ of putting the language down on paper. That’s the
bottom line /ˈbɒtəm laɪn/: getting the language documented /ˈdɒkjʊmɛntɪd/ –
recorded, analysed /ˈænəlaɪzd/, written down. People must be able to read and
write if they and their language are to have a future /ˈfjuːtʃər/ in an increasingly
/ɪnˈkriːsɪŋli/ computer-literate /kəmˈpjuːtə ˈlɪtərət/ civilisation /ˌsɪvɪlaɪˈzeɪʃən/.
But can we save a few thousand languages, just like that? Yes, if the will and
funding were available. It is not cheap, getting linguists into the field, training
/ˈtreɪnɪŋ/ local analysts /ˈænəlɪsts/, supporting the community with language
resources /rɪˈzɔːsɪz/ and teachers, compiling grammars /ˈɡræmərz/ and
dictionaries /ˈdɪkʃəˌnɛriz/, writing materials for use in schools. It takes time, lots of
it, to revitalise an endangered language. Conditions /kənˈdɪʃənz/ vary so much
that it is difficult /ˈdɪfɪkəlt/ to generalise /ˈdʒɛnəraˌlaɪz/, but a figure /ˈfɪɡər/ of
$100,000 a year per language cannot be far from the truth. If we devoted /dɪ
ˈvəʊtɪd/ that amount of effort /ˈɛfərt/ over three years for each of 3,000
languages, we would be talking about some $900 million.
There are some famous cases which illustrate /ˈɪləstreɪt/ what can be done.
Welsh, alone among the Celtic languages, is not only stopping its steady decline
/dɪˈklaɪn/ towards extinction but showing signs of real growth. Two Language
Acts protect /prəˈtɛkt/ the status of Welsh now, and its presence /ˈprɛzəns/ is
increasingly in evidence /ˈɛvɪdəns/ wherever you travel /ˈtrævəl/ in Wales.
On the other side /saɪd/ of the world, Maori /ˈmaʊri/ in New Zealand has been
maintained by a system of so-called /ˌsəʊˈkɔːld/ ‘language nests’, first introduced
/ˌɪntrəˈdjuːst/ in 1982. These are organisations /ˌɔːɡənaɪˈzeɪʃənz/ which provide
children under five with a domestic /dəˈmɛstɪk/ setting in which they are
intensively /ɪnˈtɛnsɪvli/ exposed to the language. The staff are all Maori speakers
from the local community. The hope is that the children will keep their Maori skills
alive /əˈlaɪv/ after leaving the nests, and that as they grow older they will, in turn,
become role models /roʊl ˈmɒdlz/ to a new generation /ˌdʒɛnəˈreɪʃən/ of young
children. There are cases like this all over the world. And when the reviving
language is associated /əˈsəʊʃieɪtɪd/ with a degree /dɪˈɡriː/ of political autonomy
/ɔːˈtɒnəmi/, the growth can be especially striking, as shown by Faroese /ˈfɛəroʊ
ˌiːz/, spoken in the Faroe Islands, after the Islanders received a measure /ˈmɛʒər/
of autonomy from Denmark.
In Switzerland, Romansch /ˈroʊmæntʃ/ was facing a difficult situation, spoken in
five very different dialects /ˈdaɪəˌlɛkts/, with small and diminishing /dɪˈmɪnɪʃɪŋ/
numbers, as young people left their community for work in the German-speaking
cities. The solution /səˈluːʃən/ here was the creation /kriːˈeɪʃən/ in the 1980s of a
unified /ˈjuːnɪfaɪd/ written language for all these dialects. Romansch Grischun
/ˈɡrɪʃʊn/, as it is now called, has official status /əˈfɪʃəl ˈsteɪtəs/ in parts of
Switzerland, and is being increasingly used in spoken form on radio and television.
A language can be brought back from the very brink /brɪŋk/ of extinction. The
Ainu /ˈaɪnuː/ language of Japan, after many years of neglect /nɪˈɡlɛkt/ and
repression /rɪˈprɛʃən/, had reached a stage where there were only eight fluent
/ˈfluːənt/ speakers left, all elderly /ˈɛldərli/. However, new government policies
brought fresh attitudes /ˈætɪˌtjudz/ and a positive interest /ˈɪntrəst/ in survival.
Several ‘semi-speakers’ – people who had become unwilling /ˌʌnˈwɪlɪŋ/ to speak
Ainu because of the negative attitudes by Japanese speakers – were prompted
/ˈprɒmptɪd/ to become active /ˈæktɪv/ speakers again. There is fresh interest now
and the language is more publicly available than it has been for years.
If good descriptions and materials are available, even extinct languages can be
resurrected /ˌrɛzəˈrɛktɪd/. Kaurna, from South Australia, is an example. This
language had been extinct for about a century /ˈsɛnʧəri/, but had been quite well
documented. So, when a strong movement grew for its revival /rɪˈvaɪvəl/, it was
possible to reconstruct /ˌriːkənˈstrʌkt/ it. The revised language is not the same as
the original /əˈrɪdʒɪnəl/, of course. It lacks the range /reɪndʒ/ that the original
had, and much of the old vocabulary /vəˈkæbjʊləri/. But it can nonetheless act as
a badge /bædʒ/ of present-day identity /aɪˈdɛntɪti/ for its people. And as long as
people continue /kənˈtɪnjud/ to value it as a true marker of their identity, and are
prepared /prɪˈpeəd/ to keep using it, it will develop /dɪˈvɛləp/ new functions
/ˈfʌŋkʃənz/ and new vocabulary, as any other living language would do.
It is too soon to predict the future of these revived languages, but in some parts of
the world they are attracting precisely /prɪˈsaɪsli/ the range of positive attitudes
and grassroots /ˈɡræsruːts/ support which are the preconditions /ˌpriːkənˈdɪʃənz/
for language survival. In such unexpected /ˌʌnɪkˈspɛktɪd/ but heart-warming
/ˈhɑːtˌwɔːmɪŋ/ ways might we see the grand total /ɡrænd ˈtoʊtl/ of languages in
the world minimally increased.
Questions 28-32

Do the following statements agree with the views of the writer in Reading Passage
278?

In boxes 28-32 on your answer sheet write

YES if the statement agrees with the writer s views

NO if the statement contradicts the writer s views
NOT GIVEN if it is impossible to say what the writer thinks about this

28. The rate at which languages are becoming extinct has increased. y
29. Research on the subject of language extinction began in the 1990s. ng
30. In order to survive, a language needs to be spoken by more than 100 people. y
31. Certain parts of the world are more vulnerable than others to language
extinction. y
32. Saving language should be the major concern of any small community whose
language is under threat. y
Questions 33-35

The list below gives some of the factors that are necessary to assist the
revitalisation of a language within a community.

Which THREE of the factors are mentioned by the writer of the text?
Write the appropriate letters A-G in boxes 33-35 on your answer sheet.
☐ A. the existence of related languages
☒ B. support from the indigenous population
☐ C. books tracing the historical development of the language
☒ D. on-the-spot help from language experts
☐ E. a range of speakers of different ages
☒ F. formal education procedures
☐ G. a common purpose for which the language is required
Questions 36-40

Match the languages A-F with the statements below (Questions 36-40) which
describe how a language was saved.

Write your answers in boxes 36-40 on your answer sheet.

Languages

A. Welsh
B. Maori
C. Faroese
D. Romansch
E. Ainu
F. Kauma

36. The region in which the language was spoken gained increased
independence. c
37. People were encouraged to view the language with less prejudice. e
38. Language immersion programmes were set up for sectors of the population. b
39. A merger of different varieties of the language took place. d
40. Written samples of the language permitted its revitalisation. f
Writing:
Writing task 1:
The graphs below show the number of men and women in full and part-time
employment in Australia between 1973 and 1993. Summarise the information
by selecting and reporting the main features, and make comparisons where
relevant.

Click or tap here to enter text.

Writing task 2:
In the past, sporting champions used to be motivated primarily by the desire to
win a match or to break world records. These days, they are more likely to be
motivated by prize money and the opportunity to be famous. What message
does this send to young people and how does this attitude to sport affect the
sports themselves? Give reasons for your answer.
Click or tap here to enter text.