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Listening
SECTION 1. QUESTIONS 1-10

A Japanese girl and a housing officer are talking about her homestay family.
QUESTIONS 1-5
The housing officer takes some details from the girl. Complete the following form with NO MORE
THAN THREE WORDS AND/OR A NUMBER for each answer.
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Question 6

Mark TWO letter that represent the correct answer.

6. Which kind of family does the girls prefer?
A. A big family with many young children.
В. A family without smoker or drinkers.
С. A family without any pets.
D. A family with many animals or pets.

Question 7-10

Fill in the blanks with NO MORE THAN THREE WORDS for each answer.
7. Although the girl is not a vegetarian, she doesn't eat a lot of meat. Her favourite food is _________.
8. The girls has given up playing handball. Now, she just play __________with her friends at weekends.
9. The girl does not like the bus because they are always late. She would rather __________.
10. The girl can get the information about the homestay family that she wants __________.

SECTION 2. QUESTIONS 11-20

You will hear a talk by a tour guide about travel to Enzia.
Complete the notes by filling in the blanks with NO MORE THAN THREE WORDS AND/OR NUMBER for
each answer.

Notes

VISAS
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Now Eznina visas are needed by almost all nationalities.

Normal visas last 11. _________

You need to pay 12. _________ for the visa.
Price may change from time to time
Some Enzian consulates neighbouring countries require you to provide a letter to 13. _________
You can get information of major embassies on 14._________ of the student handbook.
If you want to re-enter Eznia, you must get a multi-entry visa.
SOME MISCELLANEOUS GENERAL ADVICE
If you carry a lot of money, you need to complete a 15. _________
Remember to declare all your items, especially expensive items, on a 16. _________
You are advised to carry a health certificate. The one you need is the 17. _________
NOTES FOR STUDENTS
If you wish to get a youth fare card, you should show your 18. _________
Due to the bureaucracy in Eznia, you are advised to take at least 19. _________
passport photos with you.
CURRENCY
Pounds and US dollars are not very useful now in Eznia, so you should take 20. _________ or
_________ with you.

SECTION 3. QUESTIONS 21-30

You will hear a discussion about shopping habits.

Questions 21-24

Complete the sentences below. Write NO MORE THAN THREE WORDS

AND/OR A NUMBER for each answer.
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21. The woman being interviewed is now working in the bank. Her occupation is __________.
22. The woman usually spends about __________when she goes shopping.
23. The woman often goes to __________ because she finds them convenient.
24. According to the woman, __________ is/are her most difficult thing(s) to buy.

Questions 25-27
Fill in the blanks with ONE WORD AND/OR A NUMBER for each answer.

Questions 28-30

Mark THREE letter that represent the correct answer.

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Most of the people being interviewed think that _________ is/are most difficult to buy.
A. Books
В. Study materials
С. Foods
D. Trousers
E. Shoes
F. Sportswear

SECTION 4. QUESTIONS 31-40

Questions 31-40
Choose the correct letter, A, B, С or D.
31. What does the lecturer provide for those who are interested in doing extra reading?
A.Personal consultation sessions.
B. Extra materials, such as a booklist.
C. Mid-term examination.
D. Free glasses.

32. In the past, time management meant you needed to

A. reduce your stress.
B. plan for every hour of the week.
C. own a good watch.
D. set goals and try to achieve these goals.

33. Today, wise time management means you need to

A. set goals and work in a systematic way.
B. work faster.
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C. set an overview of your assignment.
D. make a list, plan for everything and try to stick to this plan.

34. In this college, students are assigned ____________ at the end of each semester.
A. team projects.
B. final term examinations.
C. essays.
D. time management courses.

35. One sign he lecturer mentions that students feel under pressure is
A. library books go missing.
B. students get angry for no reason.
C. lower class attendance rates.
D. trouble at the library.

36. What kind of suggestion does the lecturer give to the students?
A. Making a very detailed plan of their daily activities.
B. Not being so stressed just because there is an assignment.
C. A regular one-hour session in their personal timetables.
D. Wearing comfortable shoes.

37. According to the lecturer, there are three kinds of planners. They are:
A. one weekly planner, one daily planner and one hour planner.
B. one yearly planner, one weekly planner and one daily planner.
C. one term planner, one monthly planner and one weekly planner.
D. one term planner, one weekly and one daily planner.

38. If you want to set an overview of your time, you should need at least
A. one week.
B. half a week.
C. one month.
D. one term.
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39. The daily planner of time is mainly concerned with
A. the detailed planning.
B. how to plan all available time.
C. TV schedules.
D. an overview of everything you need to do for several days.

40. According to the lecturer, wise time management may have the following benefit:
A. having more time to spend on relaxation and other activities.
B. improving your performance in the final term assignment.
C. helping you write better essays.
D. improving your memory.
Reading Passage 2: THE SACRED PIPE
The sacred pipe was one of the most important artefacts of the indigenous people of North America. In
almost every culture, the sacred pipe was considered a gift from The Great Spirit. The Cree believed that the
pipe, the tobacco, and the fire were given as parting gifts from the Creator, while the Iowa Black Bear clan
believed that the pipe bowl and later the pipe stem emerged from the earth as gifts to the earth's first bears. In
most cases, the sacred pipe was considered a medium through which humans could pray to The Great Spirit,
asking for guidance, health, and the necessities of life. In order for the prayers to reach the Great Spirit, they
had to travel in the plumes of smoke from the sacred pipe. Because of its connection to the spiritual world, the
pipe was treated with more respect than any human being, especially when the pipe bowl was joined to the
stem.
Unlike the common pipe, which was used by average tribesmen for casual smoking purposes, the
sacred pipe was built with precise craftsmanship. Before a pipe was carved, the Catlinite (pipestone) was
blessed and prayed over. The bowl of the traditional sacred pipe was made of Red Pipestone to represent the
Earth. The wooden stem represented all that grew upon the Earth. In the Lakota Society, as in many Native
American tribes, the people believed that the pipe bowl also represented a woman while the pipe stern
represented a man. Joined together, the pipe symbolized the circle of love between a man and woman. The
sacred pipe was the only object that was built by both genders; men carved the bowl and stem while women
decorated the pipe with porcupine quills. In many tribes the man and woman held onto the sacred pipe during
the marriage ceremony.
Cultivating the tobacco was the responsibility of certain members of the tribe. Generally, tobacco was
mixed with herbs, bark, and roots, such as bayberry, mugwort, and wild cherry bark. These mixtures varied
depending on the plants that were indigenous to the tribal area. Ceremonial tobacco was much stronger than
the type that was used for everyday smoking. Rather than being inhaled, the smoke from the sacred pipe was
puffed out the mouth in four directions.
In a typical pipe ceremony, the pipe holder stood up and held the pipe bowl in his left hand, with the
stem held toward the East in his right hand. Before adding the first pinch of tobacco to the pipe bowl, he
sprinkled some on the ground as an offering to both Mother Earth and The East. The East was acknowledged as
the place where the morning star rose. Tribes believed that peace would evolve from wisdom if they prayed to
the morning star.
Before offering a prayer to the South, the pipe holder again offered Mother Earth a sprinkling of
tobacco and added another pinch into the bowl. The South was believed to bring strength, growth, and healing.
While facing west the pipe holder acknowledged Mother Earth and prepared to thank the area where the sun
sets. West was where the tribe believed the Spirit Helpers lived. At this time, they prayed for guidance from the
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spiritual world. The ceremony then proceeded to the North, which was thanked for blanketing Mother Earth
with white snow, and for providing health and endurance.
After these four prayers, the pipe holder held the stem to the ground again and the tribe promised to
respect and protect Mother Earth. Next, the stem was held up at an angle so that Father Sky could be thanked
for the energy and heat he gave to the human body. Finally, the stem was held straight up and the tribe
acknowledged The Great Spirit, thanking him for being the creator of Mother Earth, Father Sky, and the four
directions.
After the pipe holder had worked his way around the four directions, he lit the pipe and passed it
around the sacred circle in the same direction as the ceremonial prayers, starting from the East. Each member
took a puff of smoke and offered another prayer. When the pipe had made a full circle, it was capped with bark,
and the stem was removed. It was important for the stem and bowl to be stored in separate pockets in a pipe
pouch. These pieces were not allowed to touch each other, except during a sacred pipe ceremony.
Pipestone, Minnesota, is considered hallowed ground tor North American tribes. Regardless of their
conflicts tribes put their weapons down and gathered in peace in these quarries. According to the Dakota tribe,
The Great Spirit once called all Indian nations to this location. Here the Spirit stood on the red pipestone and
broke a piece away from the rock to make a giant pipe. He told his people that the red stone was their flesh and
that it should be used to make a sacred pipe. He also said that the pipestone belonged to all native tribesmen
and that the quarries must be considered a sacred place. Thus, people who had sacred pipes in their possession
were considered caretakers, not owners.

Questions 15 - 19: Choose the correct letters from options A - C.

(15) The sacred pipe was important in native American cultures because
A) it was pan of their spiritual practice.
B) it was used in gift exchanges between tribes.
C) it represented traditional handicrafts.

(16) The pipe was made of

A) stone and wood. B) bark and roots. C) red clay from the Earth.

(17) The pipe was sometimes used at

A) funerals. B) births. C) weddings.

(18) During the pipe ceremony, tribe members smoked

A) plain tobacco. B) a combination of plants. C) only bark.

(19) Pipestone, Minnesota, is an important place because it is

A) the site of a major battle. B) the origin of the Dakota tribe. C) source of stone for
pipes.

Questions 20 - 27: Complete the flowchart about the pipe ceremony by writing NO MORE THAN THREE WORDS.

The pipe holder takes the (20) _______________________ in his left hand and the (21)
_______________________ in his other hand.

The pipe holder offers tobacco to Mother Earth and (22) _______________________, the place where the
morning star rises, and then puts some in the pipe.
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The pipe holder prays to (23) _______________________ to bring strength, growth, and healing and then prays
to the remaining directions.

The pipe holder points the pipe stem down and then up and prays to The Great Spirit, in appreciation for (24)
______________, the sky, and (25) _______________________

The pipe holder passes they pipe around the sacred circle, and all members of the circle (26)
_______________________ and pray.

The bowl and stem are (27) _______________________ because they can only touch each other during the
ceremony.

Reading Passage 3: Bathymetry

The ocean floor is often considered the last frontier on earth, as it is a domain that remains greatly
unexplored. Bathymetry, also known as seafloor topography, involves measuring and mapping the depths of the
underwater world. Today much of the ocean floor still remains unmapped because collecting bathymetry data
in waters of great depth is a time consuming and complex endeavour.
Two hundred years ago most people assumed that the ocean floor was similar to the beaches and
coastlines. During the nineteenth century attempts to produce maps of the seafloor involved lowering weighted
lines from a boat, and waiting for the tension of the line to change. When the hand line hit the ocean floor, the
depth of the water was determined by measuring the amount of slack. Each of these measurements was called
a sounding, and thousands of soundings had to be done just to get a rough measurement of a small portion of
the ocean floor. Besides estimating the depth, these surveys helped in identifying large shipping hazards,
especially near the shoreline. A naval officer published the first evidence of underwater mountains in a
bathymetric chart in 1855.
During World War 1, scientists developed the technology tor measuring sound waves in the ocean. Anti-
Submarine Detection Investigation Committee (ASDICs) was the original name for these underwater sound
projectors, but by World War 2 the term sonar was adopted in the United States and many other nations.
Sonar, which stands for Sound Navigation and Ranging, was first used to detect submarines and icebergs. By
calculating the amount of time it took for a sound signal to reflect back to its original source, sonar could
measure the depth of the ocean as well as the depth of any objects found within it. The sonar devices were
passive systems that could only receive sound waves. By the 1930s, single-beam sonar was being used to
transmit sound waves in a vertical line from a ship to the seafloor. The sound waves were recorded as they
returned from the surface to the ship. However, this type of sonar was more useful in detecting submerged
objects than mapping the seafloor. Throughout World War 2, technology improved and active sonar systems
that both received and produced sound waves were being used. It was the invention of the acoustic transducer
and the acoustic projector that made way for this modem sonar. The newer systems made it possible to identify
certain material, such as rock or mud. Since mud absorbed a good portion of a sound signal, it provided a much
weaker echo than rocks, which reflected much of the sound wave.
The multi-beam sonar, which could be attached to a ship's hull, was developed in the 1960s. With this
type of sonar, multiple beams could be adjusted to a number of different positions, and a larger area of the
ocean could be surveyed. Maps created with the aid of multi-beam sonar helped to explain the formation of
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ridges and trenches, including the Ring of Fire and the Mid Ocean Ridge. The Ring of fire is a zone that circles
the Pacific Ocean and is famous for its seismic activity. This area, which extends from the coast of New Zealand
to the coast of North and South America, also accounts for more than 75 percent of the world's active and
dormant volcanoes. The Mid-Ocean Ridge is a section of undersea mountains that extends over 12,000 feet
high and 1,200 miles wide. These mountains, which zigzag around the continents, are generally considered the
most outstanding topographical features on earth.
The invention of the side scan sonar was, another modem breakthrough for the field of bathymetry.
This type of sonar is towed on cables, making it possible to send and receive sound waves over a broad section
of the seafloor at much lower angles than the multi-beam sonar. The benefit of the side scan sonar system is
that it can detect very specific features over a large area. The most modem form of bathymetry, which is also
the least accurate, is done with data collected by satellite altimetry. This method began to be used in the 1970s.
This type of mapping relies on radar altimeters that receive echoes from the sea surface. These signals measure
the distance between the satellite and the ocean floor. Unfortunately, due to water vapor and ionization,
electromagnetic waves are often decelerated as they move through the atmosphere; therefore, the satellite
receives inaccurate measurements. The benefit of using satellites to map the ocean is that it can take pictures
of the entire globe, including areas that have not yet been measured by sonar. At this time, satellite altimetry is
mainly used to locate areas where detailed sonar measurements need to be conducted.
Due to a constant flux of plate activity, the topography of the seafloor is ever changing. Scientists expect
bathymetry to become one of the most important sciences as humans search for new energy sources and seek
alternate routes tor telecommunication. Preserving the ocean's biosphere for the future will also rely on an
accurate mapping of the seafloor.

Questions 28 - 33: Complete the table below. Write NO MORE THAN THREE WORDS for each answer.
MAPPING THE OCEAN FLOOR
Method First Used Used for How it Works
weighted line (28) measuring (29) drop a line until it hits the
______________________ _____________________ bottom
_
(30) 1930s detecting objects send
______________________ underwater (31)___________________
_ ___ to ocean floor
multi-beam sonar (32) mapping larger areas of send multiple sound waves
______________________ the different directions in
_ ocean floor
satellite altimetry 1970s taking pictures of send signals from satellite
(33)___________________
__

Questions 34 - 37: Match each description below with the ocean region that it describes.
Write A - if it describes the Ring of Fire OR B - if it describes the Mid-Ocean Ridge.
(34) It is known for the earthquakes that occur there.
(35) It is over one thousand miles wide.
(36) It is a mountain range.
(37) It contains the majority of the earth's volcanoes.

Questions 38 - 40: The list below gives some possible reasons for mapping the ocean floor.
Which three of these reasons are mentioned in the reading passage?
i) Predicting earthquakes ii) Finding new fuel resources iii) Protecting ocean life
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iv) Understanding weather patterns v) Improving communications systems vi) Improving the fishing
industry

Reading Passage 3
Forests are one of the main elements of our natural heritage. The decline of Europe's forests over the
last decade and a half has led to an increasing awareness and understanding of the serious imbalances which
threaten them. European countries are becoming increasingly concerned by major threats to European forests,
threats which know no frontiers other than those of geography or climate: air pollution, soil deterioration, the
increasing number of forest fires and sometimes even the mismanagement of our woodland and forest
heritage. There has been a growing awareness of the need for countries to get together to co-ordinate their
policies. In December 1990, Strasbourg hosted the first Ministerial Conference on the protection of Europe's
forests. The conference brought together 31 countries from both Western and Eastern Europe. The topics
discussed included the coordinated study of the destruction of forests, as well as how to combat forest fires and
the extension of European research programs on the forest ecosystem. The preparatory work for the
conference had been undertaken at two meetings of experts. Their initial task was to decide which of the many
forest problems of concern to Europe involved the largest number of countries and might be the subject of joint
action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the
Nordic countries therefore had to be discarded. However, this does not mean that in future they will be
ignored.

As a whole, European countries see forests as performing a triple function: biological, economic and
recreational. The first is to act as a ‘green lung’ for our planet; by means of photosynthesis, forests produce
oxygen through the transformation of solar energy, thus fulfilling what for humans is the essential role of an
immense, non-polluting power plant. At the same time, forests provide raw materials for human activities
through their constantly renewed production of wood. Finally, they offer to those condemned to spend five
days a week in an urban environment, an unrivalled area of freedom to unwind and take part in a range of
leisure activities, such as hunting, riding and hiking. The economic importance of forests has been understood
since the dawn of man - wood was the first fuel. The other aspects have been recognised only for a few
centuries but they are becoming more and more important. Hence, there is a real concern throughout Europe
about the damage to the forest environment which threatens these three basic roles.

The myth of the ‘natural’ forest has survived, yet there are effectively no remaining ‘primary’ forests in
Europe. All European forests are artificial, having been adapted and exploited by man for thousands of years.
This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and
that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The
Strasbourg conference was one of the first events on such a scale to reach this conclusion. A general declaration
was made that ‘a central place in any ecologically coherent forest policy must be given to continuity over time
and to the possible effects of unforeseen events, to ensure that the full potential of these forests is maintained’.

That general declaration was accompanied by six detailed resolutions to assist national policy-making.
The first proposes the extension and systematisation of surveillance sites to monitor forest decline. Forest
decline is still poorly understood but leads to the loss of a high proportion of a tree's needles or leaves. The
entire continent and the majority of species are now affected: between 30% and 50% of the tree population.
The condition appears to result from the cumulative effect of a number of factors, with atmospheric pollutants
the principal culprits. Compounds of nitrogen and sulphur dioxide should be particularly closely watched.
However, their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil
imbalances such as soil acidification, which damages the roots. The second resolution concentrates on the need
to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree
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species or at least to preserve the ‘genetic material’ of all of them. Although forest fires do not affect all of
Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that
the Strasbourg conference considers the establishment of a European databank on the subject. All information
used in the development of national preventative policies would become generally available. The subject of the
fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain
ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent population and
development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local
ecosystems. Proposed developments include a preferential research program on mountain forests. The fifth
resolution re-launched the European research network on the physiology of trees, called Eurosilva. Eurosilva
should support joint European research on tree diseases and their physiological and biochemical aspects. Each
country concerned could increase the number of scholarships and other financial support for doctoral thesis
and research projects in this area. Finally, the conference established the framework for a European research
network on forest ecosystems. This would also involve harmonising activities in individual countries as well as
identifying a number of priority research topics relating to the protection of forests. The Strasbourg
conference's main concern was to provide for the future. This was the initial motivation, one now shared by all
31 participants representing 31 European countries. Their final text commits them to ongoing discussion
between government representatives with responsibility for forests.

Questions 27-33: Do the following statements agree with the information given in Reading Passage 3? Write
TRUE - if the statement agrees with the information, FALSE-if the statement contradicts the information or NOT
GIVEN - if there is no information on this.
27. Forest problems of Mediterranean countries are to be discussed at the next meeting of experts.
28. Problems in Nordic countries were excluded because they are outside the European Economic Community.
29. Forests are a renewable source of raw material.
30. The biological functions of forests were recognised only in the twentieth century.
31. Natural forests still exist in parts of Europe.
32. Forest policy should be limited by national boundaries.
33. The Strasbourg conference decided that a forest policy must allow for the possibility of change.

Questions 34-39: Which six of the following statements (A-J) refer to the resolutions that were issued? Match
the statements with appropriate resolutions.

A. All kinds of species of trees should be preserved.

B. Fragile mountain forests should be given priority in research programs.
C. The surviving natural forests of Europe do not need priority treatment.
D. Research is to be better coordinated throughout Europe.
E. Information on forest fires should be collected and shared.
F. Loss of leaves from trees should be more extensively and carefully monitored.
G. Resources should be allocated to research into tree diseases.
H. Skiing should be encouraged in thinly populated areas.
I. Soil imbalances such as acidification should be treated with compounds of nitrogen and sulphur.
J. Information is to be systematically gathered on any decline in the condition of forests.

34. Resolution 1 35. Resolution 2 36. Resolution 3

37. Resolution 4 38. Resolution 5 39. Resolution 6

Question 40: Choose the correct letter, A. B, C or D.

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What is the best title for Reading Passage 3?
A. The biological, economic and recreational role of forests
B. Plans to protect the forests of Europe
C. The priority of European research into ecosystems
D. Proposals for a world-wide policy on forest management

Writing task

For school children, their teachers have more influence on their intelligence and social development than their
parents. To what extent do you agree or disagree?