CB Objective Adv 4e Practice Test B PDF [PDF]

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Cambridge English: Advanced Practice Test B

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Contents Paper 1 Reading and Use of English Paper 2 Writing Paper 3 Listening Paper 4 Speaking Answer key and recording script Speaking test Examiner’s script Visual materials for Speaking test Acknowledgements

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Reading and Use of English Part 1 For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0). Mark your answers on the separate answer sheet. Example: 0 A dream

0

B wish

B

A

C hope

C

D plan

D

Grand Canyon In 1999, the stuntman Robbie Knievel fulfilled his father’s (0) Canyon on his 500cc motorbike to (1)

a new world record.

Millions watched on television as Knievel, son of the (2)  145 kilometres per hour and (3) 

. He soared across the Grand

daredevil Evel Knievel, roared up a ramp at

himself into the air, sailing 70 metres over a gorge to break his own world

record by 1.5 metres. He had been planning to (4) 

(5) 

a go at the same jump the previous month but it was cancelled at the last

because of wind and cold. ‘It’s a jump my father always wanted to do but never got the (6) 

said. His father, who died in 2007, was full of (7) 

for his son. ‘Robbie is the true (8) 

,’ he

to the Knievel

name. He cannot only jump better than me but he does it with no hands on the handlebars.’

2

1 A  put

B  do

C  set

D  bring

2 A  ancient

B  antique

C  veteran

D  obsolete

3 A  flew

B  launched

C  expelled

D  blew

4 A  have

B  take

C  give

D  try

5 A  point

B  time

C  thing

D  minute

6 A  possibility

B  moment

C  chance

D  luck

7 A  praise

B  tribute

C  congratulations

D  applause

8 A  benefactor

B  heir

C  honour

D  credit

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Part 2 For questions 9 – 16, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example:

W H A T

0

__________________________________________________________________________________________

Team building Many companies are now organising (0) together somewhere well (9)

are called team-building weekends for their staff. Employees get

from their usual workplace and engage in leisure activities that (10)

for teamwork and co-operation. The idea is that this will improve their working relationships back in the office. The success of these events, however, can depend on (11)

suitable the activity chosen is for the

individuals involved. Abseiling and paintballing are unlikely to appeal to all employees equally, and some people may resent (12)

to take part in activities which they regard (13)

too physically challenging.

Another potential issue is that managers may feel uncomfortable with the idea of competitive activities in (14)

they might be defeated by more junior members of staff. By the same token, junior members

of staff may be unsure exactly what is expected of them. Should they (15) superiors by doing their best to win, or should they hold back (16)

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all out to impress their that their superiors don’t lose face?

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Part 3 For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example:

A C C O R D I N G

0

Eating out in London (0)

ACCORD

to the results of a recent survey, London now ranks

amongst the world’s (17)

LEAD

cities in terms of the quality of

the food that is available in its restaurants. The survey, which took into (18)

the views of diners in over seventy of the world’s

largest urban centres, also noted a (19)

improvement in

COUNT REMARK

the quality of the whole dining experience in London’s restaurants, compared to a similar survey conducted ten years ago. In many more (20)

the overall level service is now judged to be of an

ESTABLISH

(21)

high standard.

EXCEPT

Asked whether Londoners were becoming more (22)

DISCERN

with regard to food, the authors of the survey point to the fact that London is now a very cosmopolitan city with a highly multicultural population. In terms of the sheer (23)

of types of cuisine

available in the city’s restaurants, London has an (24)

DIVERSE EQUAL

position amongst the world’s capitals.

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Part 4 For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. Here is an example (0). Example: 0

You should try to think only about your own work and not bother about mine.

ON You should try to

you need to do and not bother about my work.

The gap can be filled with the words ‘not in the mood for’, so you write: Example:

0

CONCENTRATE ON THE WORK

Write only the missing words IN CAPITAL LETTERS on the separate answer sheet. 25

Sally often reminds me of my younger sister.



THINK



Sally often

26

I really hate that kind of film.



AVERSION

I

younger sister.

that kind of film.

27

All parents want only the best for their children.



NOTHING

Every

for their children.

28

Someone is installing cable TV at my house this afternoon.



PUT

I’m

at my house flat this afternoon.

29

Tim didn’t object when I took over responsibility for the project.



RAISED

Tim

taking over responsibility for the project.

30

The odds are against Maria getting such an important job.



LIKELY

Maria

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such an important job.

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Part 5 You are going to read an extract from a book. For questions 31 – 36, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet.

The Lives of Diplomats’ Children During the writing of this book about the lives of diplomatic wives, I was reminiscing with my oldest friend, a diplomat’s child like myself, whom I have known since we were at boarding school together, aged ten. I was not at all surprised to find that, like me, she has the most vivid memories surrounding the arrival of the post: the staircase, the old chest, the anxious craning over the banisters for that glimpse of a familiar envelope or handwriting. ‘There was one time when I did not hear from my parents for nearly three months,’ she recalls. ‘I thought they must be dead.’ Now an English literature academic, she believes that her chosen field of expertise – eighteenth century epistolatory novels and letters – is no accident. Like that of our mothers, the experience of diplomatic children is enormously varied. ‘The myth is that diplomatic life, with all the travelling, new places, new faces, is attractive and exciting for children,’ wrote Jane Ewart-Biggs, ‘but I believe that nothing could be further from the truth.’ Although the necessity of changing houses, schools, friends, food and even languages every few years can be problematic for many children, others happily adapt. My own feelings, while principally positive, are not wholly uncomplicated. I was brought up in Spain (in Madrid and Bilbao) and in Singapore. My memories of both places are startlingly happy. In Bilbao, when I was six, we lived in an apartment overlooking the sea. I learnt not only to speak but to read and write Spanish; bizarrely, I came top in Spanish and bottom in English. I became unhealthily obsessed with Velazquez and the gorier paintings of Goya. The teaching was somewhat old-fashioned, even for those days, and I was required to write essays on subjects like ‘My Father’s Job’, ‘My Wonderful Mother’ and ‘My Wider Family’. To my parents’ mingled pride and dismay, I wrote page after page of repetitive, banal drivel in laboriously crafted script, full of curls and flourishes, which I insisted they read.

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In Singapore, when I was eight, my brother and I ran wild in a tropical garden filled with bougainvillaea and frangipane trees. We swam in jellyfish-infested seas and went barefoot for two years. I wrote my first stories and it was always hot. England was a far away, drizzlegrey dream, from whence letters and comics turned up occasionally, as emotionally distant as the moon. The utter despair, which I experienced two years later, when I was sent to boarding school there, has stayed with me all my life. Adults are often tempted to believe that, because children are not yet physically or emotionally mature, they do not experience the ‘big’ emotions of grief or rage in quite the same way that we do. The pain I experienced on being separated from my family was like a bereavement. For many children in boarding school for the first time, it is the nights which are the worst, but for me it was always the mornings. I would wake up in the cold first light to see the stark little chest of drawers at the foot of my bed, and beyond it the melancholy autumn beech leaves, dripping and tapping at the window panes. Then I would hide under the bedclothes, sick to my stomach at the thought of another day to get through. After half a term of this complete misery – after which I was supposed to have ‘settled in’ like everyone else – in some trepidation, I wrote a letter: ‘Mummy, Mummy, Mummy, Oh my Mummy ...’ it began. I don’t remember the exact wording of the rest of the letter, but I was sure that the hidden message which lay behind these words, the plea to be taken away, could not be mistaken. It was the only letter to which, although I doubtless received a letter back, I never received a reply. So I stayed at school and learnt to survive.

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31

What is the main theme of the first paragraph?



A

the children’s fear of something bad happening to their parents



B

the importance of letters in the lives of a boarding school pupil



C the close friendships made by boarding school children at school



D the fact that the children of diplomats attended similar schools

32

What did Jane Ewart-Biggs believe about diplomats’ children?



A

They love the excitement of a life full of change.



B

They are often unhappy.



C They adjust to change more easily than other children.



D Their happiness depends on their mothers.

33

What point does the writer make about her schooling in Spain?



A

She was very unsuccessful at school.



B

She developed artistic skills.



C She felt uncomfortable at school there.



D She was good and bad in unexpected areas.

34

Why did the writer’s parents experience dismay when they read her schoolwork?



A

What she wrote was uninteresting.



B

She seemed to be learning little at school.



C She exaggerated her family’s importance.



D Her handwriting was very poor.

35

The writer’s initial feeling about boarding school can best be summed up as



A

extremely angry.



B

very cold.



C desperately unhappy.



D rather ill.

36

How did the writer’s parents respond to the letter described in the last paragraph?



A

They ignored her pleas.



B

They refused her request.



C They told her that she’d learn to survive.



D They were too busy to reply to her.

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Part 6 You are going to read four extracts from articles by psychologists on the effect taking and looking at photographs has on memories. For questions 37 – 40, choose from the psychologists (A – D). The psychologists may be chosen more than once. Mark your answers on the separate answer sheet.

According to the extracts, which psychologist

8

has a similar view to B on the extent to which photographs will help future historians?

37

has a different opinion from C on whether looking at photographs alters our existing memories?

38

has a similar opinion to A on whether taking photographs discourages people from forming memories?

39

has a different view from all the others on how often people look at the photographs they have taken?

40

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Photography and memory A The fact that so many people have access to cameras nowadays has resulted in vast numbers of photographs lingering on memory cards for years. I suspect that few of these have ever been transferred to computers, printed, or even viewed more than once. This does not mean, however, that their impact is negligible. On the contrary, I would assert that people are increasingly using their cameras as a substitute for actively attempting to remember what they see. After all, why make the mental effort when a camera can do the job for us? Furthermore, when people do actually look back at photographs they, or others, have taken, there is convincing evidence that these pictures eventually replace genuine memories of an event. Rewriting personal histories in this way is not necessarily harmful. Nevertheless, research may show that we should, as a society, be more concerned about this than we currently are. B Over future decades, historians will doubtless thank us as a society for taking so many millions of photographs. As an archive to delve into for a true representation of our times, what could be more welcome? There are those who say that our personal memories of the things we have done or seen is distorted by the fact that so many visual records of these are now available to us. In my opinion, however, there is little to prove that this is the case; despite taking and storing photographs in vast numbers, I believe that people rarely actually retrieve them and examine them in any detail. It would therefore be surprising if these pictures had anything but a minimal effect on perceptions of past events. Similarly, claims that we are becoming too lazy to create memories, relying instead on cameras to do this for us, are equally tenuous. C People everywhere seem to be taking photographs almost all the time, and inevitably, this has changed both the way people lead their lives and the ways in which they look back on them. One major finding, backed up by reliable research, is that every time we look at a photograph, our recollection of the circumstances in which it was taken is adversely affected. And given that my own research suggests that people treasure and regularly revisit their photographs, be they on paper, on a hard drive, or online, this amounts to a significant collective effect on human memory. It might seem obvious that this large amount of information about our everyday lives will prove to be a great gift for future historians. I would dispute this, though, as so little of it will last in any useful physical form. CDs crumble, computer files are deleted, unlike the photo albums our grandparents treasured and we can still enjoy. D As so many photographs are taken every day, the people who take them rarely have the time to study and enjoy them. This should come as no surprise, and yet I believe that taking all the photographs we do has a great influence on our brains nonetheless. Humanity has depended for millennia on being able to store our experiences accurately in our minds for future retrieval. Being able to use a camera instead somehow permits us not to even attempt this. This is potentially a great loss, but it is hard to see how the trend can be reversed. I console myself with the thought that all future studies of our current era will benefit from the wealth of material we are accumulating and will leave behind us for analysis. We would be delighted to have a comparable insight into the fifteenth century!

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Part 7 You are going to read a newspaper article about kitesurfing. Six paragraphs have been removed from the article. Choose from the paragraphs A – G the one which fits each gap (41 – 46). There is one extra paragraph which you do not need to use. Mark your answers on the separate answer sheet.

Learning to kitesurf in Costa Rica Rebecca Newman visits Bahia Salinas on the Pacific coast of Costa Rica and discovers that it is the perfect location to learn how to kitesurf. Above Isla Bolanos, a small rocky outcrop in the sea off north-west Costa Rica, magnificent frigate birds fly in wide circles. In the bay behind them, a single, brightly coloured sail swoops and, like a huge wing, lifts a lone figure through the air with marvellous height and speed. This was my first view of kitesurfing at Bahia Salinas.

41 One of the first to recognize these ideal conditions was an Italian, Nico Bertoldi, who came across the area when travelling around Costa Rica in 2000. A novice kitesurfer at the time, he spent months teaching himself. Now an expert, he is bringing his experience to bear as an instructor, ‘so other people learning can avoid making my mistakes’.

42 It is reassuring, therefore, that Nico is well-versed in all manner of risks and takes me through basic safety precautions. He explains why it’s a good idea to wear water boots: ‘In case you step on a sting ray. The sting wouldn’t kill you but it really hurts.’ Before having a go myself, I watch Nico perform a few basic manoeuvres which I am meant to try and copy. It doesn’t look too difficult.

43 I certainly need them. Much like skiing, learning to kitesurf is tiring and deeply uncool. Each time I flop into the water I lose my board. I must then pull my kite low in the sky against the strong wind while I look for the board. In the process, I swallow spectacular quantities of salt water.

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44 Nothing too ambitious though. The wind is strong and can lift you several metres up into the air at great speed. Even for the experts that’s hard to control and accidents can easily occur. Bahia Salinas rarely gets crowded, however, so kitesurfers here seldom collide. This makes it safer than better-known kitesurfing destinations where crashes are a common hazard. ‘The most kitesurfers I’ve ever counted in the air here at any one time is 22,’ says Nico, pointing to the vast empty expanse of the bay.

45 I prefer more active pursuits, but after a couple of days I decide to take a break from kitesurfing and drive south. I first head inland to the green foothills surrounding the Arenal volcano and then drive round the large lake that lies beneath the volcano. Then I head back to the coast and end up at Playa Coco, where I hire a boat to take me out to Roca Bruja, or Witch’s Rock.

46 A similar feeling surges through me the next morning back at Bahia Salinas as the wind catches my kite and I glide across the water at impressive speed. Nico sails past and applauds me. He goes on to jump, suspended in the air for six or seven seconds, before landing with a flourish. It’s a standard of kitesurfing I can aspire to one day.

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A  My eyes follow the line of his arm across the water to the Blue Dream Hotel. Its 14 simple bedrooms are cut into the hillside. Any guests not wanting to go to the beach can idle in the hotel spa or practice yoga on the terrace. B  I step into the water, slide my feet into the straps on the board, move my kite for the wind to catch it and fall flat on my face. I get up, try again and the same thing happens. From the beach, Nico shouts instructions and encouragement. C  This great chunk of stone was thrown here in a monumental volcanic eruption. Huge Pacific waves break on it and the location is famed among surfers for the quality of the surfing. From the safety of the deck, I watch experts disappear into massive waves and emerge euphoric seconds later.

E  I’ve tried surfing, with reasonable success, and also some windsurfing. I’m also fairly fit, so logic tells me I should be able to get to grips with the basics of kitesurfing before too long. F  And kitesurfing is by no means the easiest sport to master. A hybrid of windsurfing, wakeboarding and kite-flying, doing it properly requires strength, balance, stamina and a degree of fearlessness. It’s an extreme sport with the hazards that term implies. G  However, the embarrassment and the exhaustion from endlessly thrashing about in the water are eventually erased by the joy of a few minutes riding on the board. When I get it right, the wind fills my kite and pulls me thrillingly across the water. I even manage a few little jumps over the small waves.

D  Costa Rica is known as a surfer’s paradise, but is little known as a kitesurfing destination. The geography of its western coast makes the bay at Bahia Salinas the only suitable place to kitesurf. The curve of the coast means that a strong, constant wind blows towards the shore at Bahia Salinas, making it safe for kitesurfing.

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Part 8 You are going to read an article that contains information about underground railway systems. For questions 47 – 56, choose from the cities (A – D). The cities may be chosen more than once. Mark your answers on the separate answer sheet.

About which railway system is the following stated?

12

Some passengers may not be allowed on certain parts of the train.

47

The system was renovated to high aesthetic standards.

48

Sometimes extra employees are needed to help people get into crowded trains.

49

The underground is a great contrast to the rest of the city.

50

It may require some effort to get to another line.

51

Although trains are crowded, service is frequent.

52

Passengers are shown where to board the trains.

53

Its construction was a historical landmark in the city’s development.

54

Train drivers’ wages used to be reduced if their trains were late.

55

It depends on substantial government support to keep it open.

56

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A

C

Paris

Tokyo

Passengers carried per day: 4.5m Cost of ticket: 1.70 euros flat fare Length: 214 kilometres Lines: 14 Stations: 300

Passengers carried per day: 8.7m Cost of ticket: 160 – 300 yen (1.40 – 2.50 euros) Length: 328 kilometres Lines: 14 Stations: 282

In Paris, there are pleasures for those who use the Metro – many of them aesthetic. The gracefully curvaceous Art Nouveau dragon-fly entrances are just the most prominent on a Metro system which celebrated its centenary by spending millions of euros on refurbishing its stations and making them works of art. On my way home, I pass Bonne Nouvelle station in the heart of Paris’s cinema district. There, during the cinema festival this summer, special lighting effects dapple the platforms and films are projected onto the advertising hoardings. More than anything the metro is efficient. ‘When I worked on line 4,’ says a retired driver, ‘we had exactly 30 minutes and 15 seconds to complete the journey. If it took any longer, they docked our pay.’ But there are drawbacks. Many Metro stations have too many stairs, and changing lines at big interchanges can be tiresome.

Trains do not just arrive on time in Tokyo, they stop right on the platform mark so that passengers can line up knowing exactly where the doors will open. Train driving is a prestigious job for life for which the applicants must pass a rigorous screening of health checks, interviews and written exams before they can don the usually meticulously turned out uniform, cap and white gloves. However, overcrowding means it is far from a commuter paradise. At peak morning hours, some stations employ part-time platform staff to cram in passengers. Carriages can be filled to 183% of capacity. The main reason for such cramped conditions is that the Tokyo subway system has only 24 kilometres of track for every 1 million people, compared to 58 on the London Underground. New lines are under construction, but at a cost of 575,000 euros per metre of rail, progress has been slow.

B

D

Moscow

Mexico City

Passengers carried per day: 6.6m Cost of ticket: 28 rubles (0.70 euros) Length: 301 kilometres Lines: 12 Stations: 182

Passengers carried per day: 5m Cost of ticket: 3 pesos (0.15 euros) flat fare Length: 451 kilometres Lines: 11 Stations: 175

The first tunneling for the Moscow Metropolitan started in 1932. Three years later, the trains started running. They haven’t stopped since – every 90 seconds or two minutes during rush hour, every five minutes the rest of the time, from 6 a.m. till 1 a.m. There may be a crush but there is seldom a wait. The trains take you through a parade of marbled, stuccoed, spacious, spotless stations. For tourists it’s a major draw: from Russian art deco to neoclassical, the Metro stations are not to be missed. In short, the Metro was a central, perhaps the central, element in the building frenzy of the 1930s that changed the face of Moscow forever.

Fast, relatively safe, and very cheap, Mexico City’s underground is an oasis of order and efficiency under the chaos above. The Mexican capital’s underground system is the biggest in the continent and one of the most subsidized networks in the world. Built in the 1960s, it boasts rubber-tyred carriages and connecting walkways that recall the Paris Metro. An army of vendors wind their way through the cars selling everything from briefcases to potato peelers. The first trains leave the terminuses at 5 a.m. and the last after midnight as the masses move from the outskirts of the 20 million-strong megacity. Mexico City’s Metro also attracts a sizeable contingent of passengers who are unwilling to spend hours in choking traffic jams. Without the Metro, the city would grind to a halt, but expansion is desperately needed to relieve the crowding. At peak times, two carriages on each train may be reserved for women and children only. There is a master plan to build new lines and extend existing ones, but financial constraints complicated by the fact that the system runs through different jurisdictions mean progress is slow.

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Reading and Use of English Answer key Part 1

Part 2

Part 3

one mark for each correct answer 1 C 2 C 3 B 4 A 5 D 6 C 7 A 8 B

one mark for each correct answer 9 away 10 call 11 how 12 having / needing 13 as 14 which 15 go 16 so

one mark for each correct answer 17 leading 18 account 19 remarkable 20 establishments 21 exceptionally 22 discerning 23 diversity 24 unequalled

Part 4 up to two marks for each correct answer 25 makes me | THINK of my 26 have an AVERSION | to 27 parent wants NOTHING | but the best 28 having cable TV put in 29 RAISED no objection | to me / my taking 30 is not (very) LIKELY | to get Part 5

Part 6

Part 7

two marks for each correct answer 31 B 32 B 33 D 34 A 35 C 36 A

two marks for each correct answer 37 D 38 B 39 D 40 C

two marks for each correct answer 41 D 42 F 43 B 44 G 45 A 46 C

Part 8 two marks for each correct answer 47 D 48 A 49 C 50 D 51 A 52 B 53 C 54 B 55 A 56 D

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Writing Part 1 You must answer this question. Write your answer in 220 – 260 words in an appropriate style on the separate answer sheet. 1 Your class has attended a panel discussion about what kind of mass transportation would be best in the city centre. You have made the notes below: What modes of mass transportation should be encouraged in the city centre? • • •

cycling metro trains walking

Some opinions expressed in the discussion: “Cycling is the transportation mode of the future.” “The money spent on huge engineering projects will be passed onto the commuter through high ticket prices.” “The streets should be cleared of cars and given back to the pedestrians.”

Write an essay discussing two of the modes of transportation in your notes. You should explain which mode of transport you think should be encouraged in the city centre and provide reasons to support your opinion. You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words as far as possible.

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Part 2 Write an answer to one of the questions 2 – 4 in this part. Write your answer in 220 – 260 words in an appropriate style on the separate answer sheet. Put the question number in the box at the top of the page.

2 You read the following announcement in your local newspaper. There is a 200 m X 200 m piece of land in the centre of our town that can be redeveloped. What do you think this piece of land should be used for? How will it benefit the people of our town and what other advantages will it bring? Send in your proposals to us and we will present the best ones to the town council for consideration.

Write your proposal.

3 You recently bought something online but you experienced several problems while doing so. There were problems with the company’s website itself, the delivery and the quality of the item you bought. Write an email to the Head of Customer Services at the company, explaining what happened and saying what you would like the company to do to rectify these problems.

Write your email.

4 You see this notice in an English-language magazine. We’re looking for readers’ reviews of historical films. We’d like you to send us a review of a film based on a historical event. How historically accurate was the film and did it teach you anything you didn’t already know about that period in history? Who would you recommend the film to? Tell us about the acting, dialogue and costumes and anything else you think we should know.

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Write your review.

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Answer Guidelines for Writing Part 1 Style

The essay needs to be formal as it is written for an academic tutor as a follow-up to a panel discussion. It will also need to interest the reader and hold their attention. Content

You need to respond to the essay topic by addressing the main issues suggested by the notes, supporting your argument with relevant examples. For example, for this task you will need to address the issues surrounding modes of mass transportation within a city (taken from the choice of three given). Your writing will need to communicate complex ideas and use a range of appropriate vocabulary and structures. Organisation

You will need to plan each paragraph of your essay carefully so that there is a clear introduction, sufficient development of the argument and an appropriate conclusion.

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Answer Guidelines for Writing Part 2 2

Organisation

Style

Plan what you want to say in each paragraph of your letter. Decide on which product you bought and the details of the problems you experienced before you start writing. Your final paragraph could be a summary of what you require the company to do.

The proposal is written to submit to a newspaper and so should be neutral or formal. You will need to use a range of structures to make suggestions for what the land could be used for and to present arguments to support your proposal. You will need to use persuasive language and keep your reader’s interest. Content

The content of the proposal needs to be fully relevant to the input material. In this case, you will need to suggest clearly what you think the land should be used for and support your suggestions by giving evidence of how it would benefit the community. Organisation

Plan what you want to say in each section of your proposal. Proposals have a similar organisational structure to a report, so think about a heading and appropriate sub-headings for each section. Each paragraph should keep to the topic suggested in the sub-heading. 3 Style

The email in this case should be formal as it is to the Head of Customer Services in a company that sells online. You will need to use a range of past tenses to explain what the problems were with your order. Functional language for complaining and expressing dissatisfaction will be needed here but you will also have to explain what you would like the company to do to rectify the problems.

4 Style

The review should be neutral, but to keep the reader’s interest, it would be good to use lively expressions in your evaluation of the historical film. Use a range of narrative tenses when telling the story of the film and appropriate vocabulary. Content

You will need to think of a film that you know well on an historical topic. Along with the title of the film and other relevant facts, you will need to evaluate the historical accuracy of the film and the quality of the acting and dialogue etc. You will also need to explain why you think it would be more popular with certain audiences and not others. Organisation

Plan what each paragraph of your review is going to be about. You will need to start with a brief description of the film, but the majority of your review will be your evaluation of it. In your final paragraph, you should make it clear who the film would be most suitable for.

Content

The content of the letter needs to be fully relevant to the input text and make reference to each of the problems listed. Your conclusion might include suggestions for what the company can do to make up for the problems you experienced.

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Listening paper Part 1 You will hear three different extracts. For questions 1 – 6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract.

Extract One

You hear a woman telling her friend about a dance class she has been attending. 1 Why did she decide to join the class?

A She thought it would be a good way to get fit.



B She hoped it would help her to relax.



C She wanted to relive childhood memories.

2 What did she find surprising about the first class?

A how much concentration was needed



B how repetitive the movements were



C how satisfied it made her feel

Extract Two

You hear part of an interview with the manager of a football team. 3 What does he think has been his most important achievement this season?

A winning more matches than in the previous season



B introducing young players into the team



C improving the attitude of staff at the club

4 In his opinion, professional footballers these days

19



A are paid too much money.



B receive too much media exposure.



C need to improve the way they behave.

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Extract Three

You hear part of a radio discussion in which two people are reviewing a new computer game. 5 What overall opinion does the woman have of the game?

A It encourages players to be imaginative.



B It will appeal to a wide range of people.



C It presents a new idea for a computer game.

6 What do they agree is a weakness of the game?

20



A Some tasks are not challenging enough.



B The soundtrack does not have enough variety.



C Some visual images are not very interesting.

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Part 2 You will hear a diver called Coleen Mason talking about visiting a coral reef in a small submarine. For questions 7 – 14, complete the sentences.

.

Coleen says that north-east Atlantic coral is similar in shape to a (7) Coleen mentions seeing a species of yellow (8)



as well as coral on her trip.

The submarine Coleen went in had a length of 2.5 metres and a width of (9)

.

.

The submarine was put into the water by a (10)

Coleen found it difficult to know exactly where the submarine would touch down because of the (11)

.

on the (12)

.

Coleen was particularly impressed by the large numbers of shrimps and (13)



Coleen explains that water depth can be estimated naturally based

she spotted on the reef.

Coleen says the only sound in the ocean during her dive was that made by the



21

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(14)

.

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Part 3 You will hear a radio interview in which a man called Frank Williams, the presenter of a television series about archaeology, is talking about his work. For questions 15 – 20, choose the answer (A, B, C or D) which fits best according to what you hear. 15 Frank was chosen to present the television series about archaeology because of A his experience of difficult environments.

B his knowledge of the subject.



C his ability to communicate.



D his research background.

16 What does Frank say about the way subjects for his programmes are selected?

A He thinks too much attention is paid to the way things look.



B He would like to contribute more to the decision-making.



C He feels that topics are sometimes chosen too quickly.



D He approves of the variety of people involved.

17 What has been the most difficult thing for Frank in making his programmes?

A Keeping fit enough to cope with the type of work he does.



B Learning about a different subject for each programme.



C Writing the book that goes with the television series.



D Travelling long distances on a regular basis.

18 The main difference between Frank’s projects and conventional archaeological research is that they

A have a limited time scale.



B have less scientific value.



C produce definitive answers.



D avoid dealing with difficult ideas.

19 Frank thinks the programmes he presents are so popular because

A they treat audiences as intelligent people.



B they remind people of some well-known films.



C they cater for a growing interest in ancient history.



D they have interesting storylines for viewers to follow.

20 As a result of the success of the series, Frank thinks that in future

22



A the subjects investigated will have to be more exciting.



B he will be able to present other types of television programmes.



C his archaeology programmes will attract extra financial backing.



D more people will feel encouraged to take up archaeology as a profession.

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a family connection

B

25

F

E

ideas for a study assignment

a lucrative job offer

D useful contacts

H observing how colleagues interacted

Speaker 5

24

a wider range of skills

increased confidence

C an insight into office procedures

B

A

H using a recruitment agency

Speaker 4

23

22

21

G seeing how to run training sessions

an online search

F

Speaker 3

Speaker 2

Speaker 1

G being approached by the company

responding to an advertisement

E

D a chance meeting

C another student’s recommendation

the intervention of a tutor

A

Speaker 5

Speaker 4

Speaker 3

Speaker 2

Speaker 1

30

29

28

27

26

For questions 26 – 30, choose from the list A – H, what each speaker gained most from the experience.

For questions 21 – 25, choose from the list A – H, what led each speaker to do their particular work placement. While you listen you must complete both tasks.

TASK TWO

TASK ONE

You will hear five short extracts in which university students are talking about a period of work placement they did as part of their course.

Part 4

Listening Answer key

24

Part 1

Part 2

one mark for each correct answer 1 B 2 A 3 C 4 B 5 A 6 C

one mark for each correct answer 7 cauliflower 8 sponge 9 one metre / meter 10 crane 11 tidal currents 12 light levels 13 lobsters 14 propellers (of the sub)

Part 3

Part 4

one mark for each correct answer 15 C 16 D 17 A 18 C 19 D 20 B

one mark for each correct answer 21 D 22 A 23 C 24 E 25 G 26 C 27 D 28 A 29 F 30 H

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Script for Advanced Listening A1  This is the Cambridge Certificate in Advanced English Listening test.

Test B



I’m going to give you the instructions for this test.

I’ll introduce each part of the test and give you time to look at the questions.

At the start of each piece, you’ll hear this sound:

FX ***** A2

You’ll hear each piece twice.

 Remember, while you’re listening, write your answers on the question paper. You’ll have 5 minutes at the end of the test to copy your answers onto the separate answer sheet. There’ll now be a pause. Please ask any questions now, because you must not speak during the test.

PAUSE 15 SECONDS FX***** Int:  How do you feel about the team’s progress this season? Manager: W  ell, in terms of results and where we are in the league, we’ve advanced a bit on last year, though we haven’t reached the targets we set ourselves. It’s been nice to see some youngsters making their debuts, and though they’ve struggled a bit, the experience will be good for them. I’d say the biggest turnaround has been in the general mindset here – the players, the directors, the junior administrators, everyone. There’s a sense of togetherness which was missing before. Int:

PAUSE 5 SECONDS A3

Now open your question paper and look at Part 1.

PAUSE 5 SECONDS A4 You will hear three different extracts. For questions 1 – 6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. A5

Extract one.

You hear a woman telling her friend about a dance class she has been attending.

 n a different point: professional football has been O criticized a lot in the media recently – financial problems, players getting into trouble, and so on. What are your views on this?

Manager: W  ell, football’s only a sport and I honestly think the focus on it has gone over the top. It’s on TV, the radio, the internet, the newspapers – you can’t get away from it. This makes life really difficult for the players. Like all young men, they’re bound to make mistakes from time to time. They’re fortunate to be earning a lot, but that doesn’t mean they aren’t entitled to a bit of privacy. PAUSE 5 SECONDS FX***** REPEAT EXTRACT 2

Now look at questions one and two.

PAUSE 15 SECONDS

PAUSE 3 SECONDS

FX *****

A7

M: I’m curious. Do a lot of older people go to your tap dance class?

You hear part of a radio discussion in which two people are reviewing a new computer game.

F:

M:

 ell, there are some. It’s supposed to strengthen W your ankles, knees and hips and the older dancers there certainly look lean and lively. So, it shouldn’t do me any harm. But there’s a mix. Quite a few probably have rather hectic lives and do it to unwind, like me. Actually, I had some tap dance classes when I was about 10. But I didn’t get on with the teacher and that put me off it for ages. This is different though.



Now look at questions five and six.

PAUSE 15 SECONDS FX***** M:

How many classes have you been to?

F:  Six. And I’m just starting to get the hang of it. You’ve got to focus all the time. I hadn’t realized how mentally shattered I’d feel after an hour of it. The teacher makes us do the same steps over and over again – you have to do it for them to become automatic. I considered giving it up after a couple of sessions as I thought I’d never learn, but I stuck at it and I’m glad I did.

Extract three.

 he next game we tried out is called Pencil T Adventures. The idea is you have a special multicoloured pencil you can use to draw different objects which you use to overcome obstacles and solve puzzles through various levels of difficulty.

F: Yeah, though it says on the box that it’s for anyone at any age, the likelihood is that it’s kids that will really go for it. There’s nothing wrong with that though, and like many other games in this genre already on the market, it has a lovely focus on self-expression and invention.

FX*****

M:  I also found I really had to concentrate once I’d moved up a couple of levels – the puzzles tend to require quite a bit of thought. I have to say though that some of the graphics were a bit lame. Also, the music got rather samey, once I’d been on it for a while.

REPEAT EXTRACT 1

F:

PAUSE 5 SECONDS

PAUSE 3 SECONDS A6

Extract two.

I thought the tunes were quite amusing actually, though it’s not usually my kind of thing. I must admit I wasn’t too inspired by some of the graphics, especially as it’s a drawing game. I also wondered whether some of the puzzles were a bit too obvious.

You hear part of an interview with the manager of a football team.

PAUSE 5 SECONDS



FX*****

Now look at questions three and four.

REPEAT EXTRACT 3

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A10 You will hear a diver called Coleen Mason, talking about visiting a coral reef in a small submarine. For questions 7 – 14, complete the sentences.

We began to cross the reef and we disturbed rabbit fish and all sorts of exotic creatures, and it was on the top of the reef that we found the largest and healthiest corals. Some of them were several metres in diameter on this top part of the reef. Some corals can reach a height of one metre. As we floated through this scene from some sort of wonderland, the only noise was that of the gentle hum of the propellers of our sub. Finally, we had to turn back. Our journey was over, much too soon.



PAUSE 10 SECONDS

PAUSE 3 SECONDS A8

That’s the end of Part 1.

A9

Now turn to Part 2.

PAUSE 5 SECONDS

You now have 45 seconds to look at Part 2.

PAUSE 45 SECONDS

A11

FX*****

FX*****

Colin: I was really excited as I was standing on the deck of the ship waiting for the moment when I could begin the descent to see one of the ocean’s best kept secrets: a giant coral reef complex. These particular corals in the north-east Atlantic create strange cauliflower-shaped patterns.

REPEAT PART 2

At the end of the last Ice Age, around ten thousand years ago, the continent was locked under ice and as the icebergs broke free and scraped their way across the Norwegian continental shelf, they left their mark on the seabed, scattering rocks and ploughing boulders to either side. You can still see this today and the grooves have become home to these corals and also a type of sponge. These are yellow, just like the ones you can get for your bathroom. We went down to the ocean bed in a tiny sort of submarine, just 2.5 metres long and one metre wide, and altogether we were squeezed into that space for about six hours. As you can imagine, it’s hard to move at all once you’re inside. Our sub was launched over the side of the ship. We checked all our equipment and then a crane finally let us down into the water. Then we were towed some distance from the ship and we made our final communication checks before we made the descent.  We began to descend at roughly one metre a second and at that rate it should have taken about a quarter of an hour to reach the bottom. But with the tidal currents it was difficult to predict exactly where you’d touch down. As we descended, it was hard to appreciate the force of the currents, as we went past swarms of jellyfish and millions of shrimps which were darting around in all directions. The other thing that changed dramatically was the light level. We knew, even without looking at the instruments, that we were reaching deeper waters as the light level dropped. As we approached the coral reef, we put on the sub’s lights. We had a sort of plexi glass viewing dome and believe me, the view was extraordinary. The water was, in fact, crystal clear and on this particular reef I soon began to see, amongst the luminous white coral, hundreds of points of light shine back at me – the reflective eyes of shrimps and lobsters. A wonderful sight. Having seen them in their natural habitat, I could never eat a lobster dinner again.

Now you’ll hear Part 2 again.

PAUSE 5 SECONDS A12

That’s the end of Part 2.

A13

Now turn to Part 3.

PAUSE 5 SECONDS A14 You will hear a radio interview in which a man called Frank Williams, the presenter of a television series about archaeology is talking about his work. For questions 15 – 20, choose the answer (A, B, C or D) which fits best according to what you hear.

You now have 70 seconds to look at Part 3.

PAUSE 70 SECONDS FX***** Int: Our guest today is Frank Williams, who hosts the popular television series about archaeology called Uncovering The Past. Frank, you travel around the world exploring archaeological sites and mysteries. How did you end up doing something so interesting? Frank: Well, I’ve always been fascinated by ancient cultures but I’m not a trained archaeologist. My degree’s in geology and after university I worked for a geological survey team. Then, I was recruited by a travel company to lead tours to areas of special geological interest, like volcanoes, deserts and the Antarctic, and talk about the geology of places we visited. On one of the tours, there was a guy who worked for a TV company which was looking for someone to front a programme they were planning. He must have been impressed by the way I explained things to him because the next thing I knew I was standing in front of a camera. Int:  How do you decide which topic you’re going to cover in each programme? Frank: There’s a team of producers and expert researchers who do that. They know what they’re doing. I have my say, but I’m usually too wrapped up in filming the current episode to worry about what might be coming up down the line. For any topic to get the green light, certain criteria must be satisfied. It should be a genuine archaeological mystery. It also needs an aesthetically pleasing location. We’ve been criticized for being over-glossy, but audiences go for the visually attractive. Another factor is whether there will be opportunities to film me doing things like diving or climbing. And everything has to fit in to a tight schedule. Int:  Your job’s obviously exciting. Is there anything difficult about it?

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Frank: Definitely. I need to know what I’m talking about, so I have to do a lot of background reading for each episode. That said, I have expert researchers to help. They’re also doing the groundwork for the series book. Apart from that, the filming’s often quite demanding physically – diving to the bottom of the ocean to explore ancient ruins, for instance. You need strength and stamina for that, so I have to stay in shape. That’s probably the biggest challenge actually, as it’s hard to squeeze it in, with everything going on, including all the time I spend in planes and cars going from one location to another. Int:  How closely do the archaeological projects we see in your programmes resemble the work real archaeologists do? Frank:  What we do is completely authentic. We usually film projects on sites where long-term studies are taking place. Our project may last as long as any normal study, and our research teams use standard methods of research, so our findings are perfectly valid. We can’t show everything in a onehour programme – we present the main aspects of an investigation. But though we leave out some detail, we don’t shy away from crucial and complex issues. Our job is to make them accessible. The one thing we insist on, though, is that any project we film should produce clear results. For example, in a recent episode investigating an unusual shape on the seabed, we wanted to discover whether it was natural or man-made. The findings had to be one or the other. Archaeological research often generates much fuzzie results. That’s fine, but our viewers would feel frustrated if questions were left unresolved. Int: Some people have suggested that the popularity of your series is down to it being like the Indiana Jones films. Do you agree?

FX***** REPEAT PART 3 PAUSE 5 SECONDS A16 That’s the end of Part 3. A17

Now turn to Part 4.

PAUSE 5 SECONDS A18 Part 4 consists of two tasks. You will hear five short extract in which university students are talking about a period of work placement they did as part of their course. Look at Task 1. For questions 21 – 25, choose from the list (A – H), what led each speaker to do their work particular placement. Now look at Task 2. For questions 26 – 30, choose from the list (A – H), what each speaker gained most from the experience.

You now have 45 seconds to look at Part 4.

PAUSE 45 SECONDS FX***** SPEAKER ONE (M) PAUSE 2 SECONDS You had to set up your own work placement on my course. The tutor made it quite clear it was meant to be part of the challenge. It was alright for anyone with family connections, but for most of us it meant knocking on doors. I hated that if I hadn’t bumped into a guy who worked for the company at a party, I’d still be looking now. Anyway, it wasn’t the world’s best placement – the work was dull and I got hardly any training. But I did see how things get done day-to-day, which you don’t get on the course. Some classmates took the chance to line up a job for later, I came away knowing what to avoid! PAUSE 3 SECONDS

Frank: Comparing me with a great movie star like Harrison Ford is flattering, but though the Indiana Jones character is an archaeologist, the similarity ends there. We don’t have goodies and baddies. We concentrate on archaeology. Having said that, each programme has a plot – a mystery is presented, followed by various stages of complicated investigation, and then we eventually come up with a solution. I suppose that structure is pretty compelling, and probably distinguishes us from other archaeology programmes, which have often been well-made, but rather dry.

SPEAKER TWO (F)

Int: Being part of a highly-rated series must be great but I imagine there’s pressure on you to do even better in the future.

PAUSE 3 SECONDS

Frank: Well, I’m hoping there won’t be any more pressure. I think we’ve found a formula that works. We appeal to people who are passionate about archaeology, but we also attract other viewers, especially younger people. Having said that, now we’ve gained a strong audience, more doors are likely to open for us – access to more archaeological sites and even special deals for hotels, airfares and the like. We have a limited budget and any savings can be used to make the show even better. On a personal note, I’ve been offered the chance to front a new series about the environment, which looks great.

PAUSE 2 SECONDS

PAUSE 2 SECONDS I had a brilliant time on my work placement. The company had actually approached the university to offer places, which cut out a lot of the endless emails and internet searches that some students had to resort to. I was lucky that my tutor put my name forward, because I could’ve gone into my uncle’s company, but fortunately another guy in the course picked that one up – which was better all round. I don’t think I’d have got such good experience with my uncle breathing down my neck all the time. As it was, I got to meet lots of people who might come in handy when I’m job hunting in the future, and that’s a real bonus. SPEAKER THREE (M) I was the last one in my class to fix up a placement. I’d answered advertisements, done the rounds of the agencies – you name it I’d tried it, but I couldn’t find the right thing. My tutor was beginning to lose patience with me! But I was right to hold out because it really was a positive experience and it was good to go somewhere endorsed by someone who’d done a placement there in the past. I feel I’ve really grown as a person as a result of being there, because I was a bit lacking in self-esteem before. I’d love to work for the company after I graduate, so I’m keeping an eye on the recruitment page on their website.

Int: I look forward to seeing that. Many thanks for talking to us, Frank. PAUSE 10 SECONDS A15 Now you’ll hear Part 3 again.

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PAUSE 3 SECONDS SPEAKER FOUR (F) PAUSE 2 SECONDS The thing about my placement was that it really helped me see which way my career was heading. I’d never have chosen to do my dissertation on the subject of ongoing staff development if I hadn’t seen how it was set up in the company I worked for that summer. I didn’t get to attend any of the actual sessions, but I could see from what my workmates said that they’d really got a lot out of them, both in terms of new skills and increased confidence in old ones. Thank goodness I’d clicked on the company’s small ad on the college website. I was in two minds about it at the time, but I couldn’t have asked for a better placement. PAUSE 3 SECONDS SPEAKER FIVE (M) PAUSE 2 SECONDS The thing about my placement was that it was great for people watching. I mean there were some very talented staff in that office, but it was pretty cutthroat at times. I loved the professional development sessions – not because I learnt much, but because they were all so competitive! It was an eyeopener for me. I’d ended up there because I’d got fed up with emailing all the companies thrown up by internet searches and getting nowhere. I decided that a much better idea would be to put an advertisement on my social media page and wait for them to come to me. And, you know, it worked like a dream – in the end I was spoilt for choice! PAUSE 10 SECONDS A19

Now you’ll hear Part 4 again.

FX***** REPEAT PART 4 PAUSE 5 SECONDS A20

That’s the end of Part 4.

There’ll now be a pause of 5 minutes for you to copy your answers onto the separate answer sheet. Be sure to follow the numbering of all the questions. I’ll remind you when there’s 1 minute left, so that you’re sure to finish in time. PAUSE 4 MINUTES A21

You have 1 more minute left.

PAUSE 1 MINUTE A22 That’s the end of the test. Please stop now. Your supervisor will now collect all the question papers and answer sheets.

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Speaking Part 1 2 minutes (3 minutes for groups of three) Good morning/afternoon/evening. My name is

and this is my colleague,

.

And your names are? Can I have your mark sheets, please? Thank you. First of all, we’d like to know something about you. Select one or two questions and ask candidates in turn, as appropriate. •

Where are you from?

•

What do you do here/there?

•

How long have you been studying English?

•

What do you enjoy most about learning English?

Select one or more questions from the following, as appropriate.

29

•

Do you have a daily routine or do you prefer each day to be different? ...... (Why?)

•

Which meal of the day do you enjoy most? ...... (Why?)

•

Which is the most relaxing part of the day for you? ...... (Why?)

•

Do you think people your age do enough sport and exercise? ...... (Why? / Why not?)

•

S  hould towns provide facilities for people to go to if they want to keep fit? ...... (Why? / Why not?)

•

What is the most popular activity in (candidate’s country)? ...... (Why is it popular?)

•

What do you hope you’ll be doing in five years from now? ...... (Why?)

•

D  o you think it’s important to try to keep learning new things when you’ve finished school or college?

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1 Different Ways Of Shopping 2 Different Emotions

Part 2 4 minutes (6 minutes for groups of three)

Interlocutor: In this part of the test, I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a minute and a half, and also to answer a question briefly about your partner’s pictures. (Candidate A), it’s your turn first. Here are your pictures. They show different ways of shopping.

Place Part 2 booklet, open at Task 1, in front of Candidate A.

I’d like you to compare two of the pictures, and say what kind of customers might choose to shop in each way, and what might be the disadvantages of shopping in these different ways.

All right?

Candidate A: 1 minute

Interlocutor: Thank you. (Candidate B), which type of shopping do you think will become more popular in the future? ...... (Why?) Candidate B: approximately 30 seconds

Interlocutor: Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet. Now, (Candidate B), here are your pictures. They show people feeling different emotions.

Place Part 2 booklet, open at Task 2, in front of Candidate B.

I’d like you to compare two of the pictures, and say what feelings are being expressed by the people, and say what you think might have made them feel like this. All right? Candidate B: 1 minute

Interlocutor: Thank you.

( Candidate A), which of these people do you think know each other the best? …… (Why?)

Candidate A: approximately 30 seconds

Interlocutor: Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.

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•  Why might people choose to shop in these ways? •  What might be the disadvantages of shopping in these ways?

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•  What feelings are being expressed by the people? •  What might have made them feel like this?

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21 Living in another country

Part 3 4 minutes (6 minutes for groups of three) Part 4 5 minutes (8 minutes for groups of three)

Part 3 Interlocutor: Now, I’d like you to talk about something together for about two minutes. (3 minutes for groups of three)

 ere are some things that people often think about when deciding where to go H and live in another country.



Place Part 3 booklet, open at Task 21, in front of the candidates.

Talk to each other about why people might consider these things when deciding whether to go and live in another country. You now have some time to look at the task.

Pause 15 seconds. All right? (Could you start now, please?)

Candidates: 2 minutes (3 minutes for groups of three)

Interlocutor: Thank you.

Address question to both candidates.

Now you have a minute to decide which two might be the best reasons for not going to live in another country. (2 minutes for groups of three) Candidates: approx 1 minute (2 minutes for groups of three)



Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet.

Part 4 Interlocutor: Use the following questions, in order, as appropriate:



•





•





•





•





•





•

Select any of the following prompts, as appropriate:

 ould you consider spending a long time living and W • What do you think? working in another country? ...... (Why? / Why not?) • Do you agree? What advice would you give to someone coming to live • How about you? and work in (candidate’s country)? ...... (Why?) Some people say there’s no need to travel to other countries because we can do everything we need to do online at home. Do you agree? ...... (Why? / Why not?) Do you think tourists learn much about people’s lives in the countries they visit? ...... (Why? / Why not?) To what extent do you think the environment in which we live has an effect on our character? Do you think people will travel more or less in the future? ...... (Why?)

Thank you. That is the end of the test.

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job prospects

the climate

leaving friends and family

Why might people consider these things when deciding whether to go and live in another country?

speaking the language

cultural differences

21

Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Text Part 5 p. 6 from Daughters of Britannia by Kate Hickman © 2002. Reprinted with permission of HarperCollins Publishers Ltd; Part 7 p. 10 Adapted from ‘Kite surfing: prepare to realise Da Vinci’s dream’ by Rebecca Newman, The Independent 19.03.11. Copyright © The Independent 2011. Photos Key: T=Top; M=Middle; B=Below p.31T: © Andresr / Shutterstock; p.31M: iStock /© 360; p.31B: © Sergey Chirkov / Shutterstock; p.32T: © Tetra Images / Getty; p.32M: © Pressmaster / Shutterstock; p.32B: iStock / 360.

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