Choose the best answers:

1.If you do not repay the money we will, as a last……………, take you to court.
A measure B attempt C act D resort
2.At the party conference, the Prime Minister…………….. backing for his new policies.
A won B got C had D held
3.Mary wanted to give Nigel a present that was a little bit out of the………………
A ordinary B normal C average D everyday
4.Most people would…………..at the chance of working for that company.
A dive B grab C seize D jump
5.All but two of the injured were ………………. from hospital within two hours.
A discharged B released C sent D allowed
6. We decided to…………….a coin to see who would go first.
A throw B pitch C roll D toss
7.If you want to know which companies to invest in, George can give you some……………….
A clues B hints
C words = to promise D tips
8.He was awarded a medal in recognition of his ……………………. to the Queen.
A contribution B services C attribute D labour
9.The racing-driver climbed out of the wreckage completely………………….
A unwounded B intact=safe and not damaged
C unscathed D well-preserved
10.The King showed his mercy by…………………………the rebels’ lives.
A saving B sparing C granting D accepting
11.The engine had been ………………..from the rest of the train.
A dismantled B disconnected C demolished " D uncoupled
12.These measures will increase the club’s ability to generate…………..
A income B revenue C earnings D profits
13.I don’t need to know the whole story, just give me the……………..
A gist=the substance or essence of a speech or text.
B details C essence D summary
14.The company is suspected of breaking the trade …………………..
A embargo
B. transaction=  means the activity of buying and selling in between two parties, namely Buyer and Seller

C.dealing D.cease
15.The rocks in this area have been……………….into strange shapes by the wind and rain.
A broken B eroded C moulded D deteriorated
16.You must ……………..from drinking tea or coffee while taking this medicine.
A detain B.retain C.refrain D.obtain
17.William is an authority…………………………..medieval tapestries.
A on B with C about D in
18.Many of his best photographs of the conflict were taken when he was actually …………..fire.
A on=If you say that someone is on fire, you mean they are very enthusiastic, excited, or passionate about
something.
B under C in D to
19.The witness …………….he was a friend of the suspects, but denied all knowledge of their illegal activities.
A.averred B.simulated C.redounded D.envisioned
20.She was……………….with the results of the photo finish, which proved that she had come second in the
race.
A. resentful B.mistrustful C.sceptical D. disappointed
21.It is doubtful whether the momentum of the peace movement can be……………….
A. sustained B.supplied C.supported D. subverted
22.You have to be rich to send a child to a private school because the fees are…………….
A. astrological B.aeronautical C.astronomical D. atmospherical
23.Many of the jobs which have been created in this area can be directly ……………….to tourism.
A. supported B.dedicated C.attracted D.attributed
24.The organization has ……………the support of many famous people raising money to help homeless
children.
A. recruited B.enrolled
C.enlisted=to ask for and get help or support from someone/ sb for help D. raised
25.The documentary showed an eye operation in ………………detail.
A. minute B.careful
C.painstaking= extremely careful and correct, and involving a lot of effort
D. minuscule
Fill in the blanks with THREE words:
1.My mother was upset about his appearance here, not…………………….………….felt it was invading her
privacy.
2.……………………………………………………………….importance in human history, glass is now taken
for granted.
3. Bush was proclaiming victory even before the last votes ………………………………………….
……………………….
4. Our car broke down on the road, but as luck…………………………………., there was a garage nearby.
5. Poland’s power structure included neither more nor fewer Jews ………….power structure in Romania or in
Hungary.
6. You may borrow as many books as you like provided you show them ………………..…………………..at
the desk.
7. I was just getting off the bus when who should ………………………………………….my old school friends
Pat!
8. He may……………………………………gotten down on his hands and knees and begged for it.
9. This allows the bidders more complete information …………………………….…………..........base their
bids.
10. Computers that once took up entire room are now so………………….……………put on desktops and into
wristwatches.
Word forms:
1.I am not a (spend)spendthrift although sometimes if I see something on sale, I’ll get three because it’s a good
deal.
2. He was fined for (person)impersonating a police officer.
3. Following (act) reactivation of the law, new regulations were issued affecting imports and exports of crude
oil.
4. We are (staff)……………and too reliant on contractors to provide us with personnel.
5. Some argue documentation and testing is (burden) burdensome or a violation of disabled people’s civil rights.
6. The thought of how much work she had to do (courage)discourages her.
7. The senator has been in the (light) limelight recently since the revelation of his tax frauds.
8. The university is seeking a (succeed)successor to its vice chancellor , who retires this spring.
= someone or something that follows and takes the job, place, or position that was held by another
9. This unique body coupling in (human) hominids may well have evolved by the virtue of selection for
increased brain power.
= an early form of human
10. He had surgery to remove (fiber)fibrous scar tissue in his knee.= consisting of resembling fibers
11. You place too much (rely)reliance on her ideas and expertise.
12. Psychological problems very often (lie)underlies apparently physical disorders.
Fill in the blanks with the given words:

tainted tempestuous detrimental deplorable consensus intramural

 militant consternation affronted scope

1. You may find that jogging is detrimental to your health rather than beneficial.
= causing harm or damage
2. The power failure at dinnertime caused consternation among the city’s housewives.
= a feeling of worry, shock, or confusion
3. The hostess was affronted by Bill’s failure to thank her for dinner.
= offended
4.His drunken behavior at the wedding was deplorable .
= very bad, unacceptable
5.The tainted meat made him desperately ill.
= spoiled; damaged in quality, taste, or value
6.The consensus among the senators was that the bill would not be passed.= agreement
7.I can jog a few miles, but the Boston Marathon is certainly beyond my scope
= beyond/ outside one’s scope
8 Militant suffragettes demanded the right to vote.
= active, determined, and often willing to use force~ position
9 Tempestuous times preceded the declaration of war.
= If something such as a relationship or time is tempestuous, it is full of strong emotions
10. Participation in intramural sports is required.
= happening within or involving the members of one school, college, or university
Do as directed:
1.By closing down the second warehouse we can save money and save jobs. ABLE
By closing down the second warehouse, we will be able to cut costs and save jobs.
2.We would like you to pay for the delivery of this special order before you receive it. IF
We would appreciate it if you could pay in  advance for the delivery of this special order.
3 Scientists think that there is nothing on that planet to suggest there is any life there. SIGN
According to scientists, there appears to be no sign of life on that planet.
3 When I caught my boyfriend reading my emails, I told him I felt he had invaded privacy. AN
When I caught my boyfriend reading my emails, I told him I regarded it as an invasion of my privacy.
4 It is now 24 hours since Mr William’s boat sank and people think there is little likelihood he will survive.
CHANCES
It is now 24 hours since Mr Williams’s boat sank and his chances of survival are thought to be very low.
5 I regret not having the feeling of achieving anything after reaching the summit but I was too exhausted.
SENSE
I wish I had had the sense of achievement after reaching the summit but I was too exhausted.
6 Jane really wants to have everyone looking at her every time we go out in a group. BE
Jane can’t help wanting to be the center of attention every time we go out in a group.
7.I hoped to persuade the boss of the benefit to me of going away on a camping trip for ten days.WOULD
I hoped to persuade the boss that a camping trip for ten days/ ten-day camping trip would do me good.
8.Although the job meant that he earned money regularly, Tony did not enjoy it. REGULAR
Although the job provided him with a regular source of income, Tony did not enjoy it.
9.The police asked Mr Porter many questions about exactly where he was on the night of his wife’s murder.
EXACT
The police asked Mr Porter many questions in regard to his exact location on the night of his wife’s murder.
10.If we don’t stop the sale of tiger products now it’s possible that there will be no more tigers left within the
next ten years.
We need to stop the sale of tiger products now, otherwise/ or it’s possible that they will die out within the next
ten years.
Lexical text:
Art on TV
Why is it that television so consistently fails when it (1) .... to programmes about the visual arts? Painting and
sculpture should be (2).... subjects for the camera, which has the ability to show a whole work of art, then move
in close to examine the details. Yet I can think of few series on television that have managed to (3).... both the
pleasure and complexity of looking at them.
A good example of what goes wrong can be seen in Robert Hughes’s eight part survey of American art,
American Visions. Hughes is a critic you can trust, he has a personality that commands attention and he has
been given nearly eight hours in which to (4) .... British audiences to a school of art that British galleries have
totally ignored. I had expected the series to (5) .... on great works of art. What I got instead of was one about the
way American history and culture are (6)……in its art and architecture.

1 A applies B takes C addresses D comes

B due
D apparent
2 A natural expected (to happen, arrive, C right
able to be seen or understood
etc.) at a particular time
3 A convey B inflict C cast D emit
To put across a thought, to force someone to send light or shadow  to send out light,
feeling, or idea to experience (an area of darkness) in sound, or a smell, or a gas or
something very unpleasant a particular direction other substance
B disclose
4 A acquaint to make
acquaint so with st something known publicly, or C reveal D introduce
:give in4 about sth to show something that
was hidden
5 A target B focus C aim D cover
D hinted
B conferred to say or do something
6 A borne to exchange ideas on C reflected that shows what
to have or continue to a particular subject, often show, express, or be you think or want, usually in
have something in order to reach a decision a sign of something a way that is not direct
Dealing in Metals
For 20 years I worked as an international metals dealer and gained something of a reputation as a speculator.
Metals are (7) .... far less than other markets. With a bit of luck, a (8).... to take a risk and a good understanding
of how the market works, it’s possible to make a lot of money. Risk-taking is part and (9).... of the industry.The
buccaneering culture (10).... nicely with a free-market global economy. But now the free-trade economists who
claimed the market itself would maintain the price of scarce metals have found the opposite is happening. More
minerals are being (11) ...., and the cost of raw materials is decreasing.Taking inflation into account, the prices
of most metals are about half of what they were 20 years ago. Recently, I was asked to look into (12).... made
against one of the multinational conglomerates that benefit from these cheap raw materials.
7 A Ruled B regulated C governed D legislated
8 A Talent B gift C willingness D propensity
9 A Portion B package C present D parcel
10 A Plays B joins C fits D suits
11 A Expelled B extracted C exhumed D expanded
insinuation
12 A propositions B allegations C suggestions D s
Extract from a Holiday Brochure
Abaco and its off-shore cays are part of the 700 islands of the Bahamas that stretch from Florida, past the
Tropic of Cancer, to Cuba. Each one has its own (13)...., each one has something to offer.
The key to getting anywhere in the islands and cays of Abaco is a boat. If you don’t get one (14) ....in with the
room don’t worry. Be happy. There are ferries (15) And water-taxis. Or, there are plenty of boats to rent if you
prefer to go under your own (16)……………..
But sailing is the most popular (17)…………….. of transport here. Abaco is nicknamed The Sailing Capital of
the World’ for good reason.
Those calm, naturally protected waters are also a paradise for fishing, diving, snorkelling and swimming. The
cays and their beaches stretch for 200 miles like a (18) ............. of pearls. It’s not only at sea that gems can be
found. At night it’s the lights of the restaurants and cafés of Hope Town and Green Turtle Clay that sparkle.

13 A trait B personality C type D distinction

14 A pushed B given C thrown D bought
15 A sundry B galore C legion D replete
16 A propulsionB means C momentum D steam
17 A mode B pattern C way D manner
18 A thread B filament C line D string
Cloze text:
Communication
Throughout our lives, right from the moment when as infants we cry to express hunger, we are engaging in
social interaction of one form or (1)another. Each and (2)every time we encounter fellow human beings, some
kind of social interaction will take place, (3)whether it’s getting on a bus and paying the fare for the journey, or
socializing with friends. It goes without (4)saying , therefore, that we need the ability to communicate. Without
some method of transmitting intentions, we would be (5)at a complete loss when it (6)came to interacting
socially.
Communication involves the exchange of information, which can be (7)anything from a gesture to a friend
signaling boredom to the presentation of a university thesis which may (8)only ever (emphasises "only") be read
by a handful (a small number) of others, or it could be something in (9)between the two.
Our highly developed languages set us (10)apart from animals. (11) But for these languages, we could not
communicate sophisticated or abstract ideas. (12)Nor could we talk or write about people or objects (13)that
immediately present. (14)Were we restricted to discussing objects already present, we would be (15)able to
make abstract generalizations (a general statement or concept obtained ) about the world.
Combine the nouns into 'noun + noun' phrases and then match them with the correct definitions.
cap chase cupboard edge egg head hog hush mother rat
shelf stick stretch set elbow
1. a product usability period
2. one's native language
3. an alcoholic drink before going to sleep
4. a heavy competition for success
5. a most useful advantage over someone
6. a useless search for something
7. a hard manual work
8. the final part of a race, journey etc.
9. money saved for future use
10. an inconsiderate driver
11. an international high society
12. an affection shown only to get something
13. a difficult or dangerous position
14. money paid to keep facts secret
15. a troublesome situation
A razor .............. B home .............. C ............... life D road .............. E the jet ...............
F ............... money G ............... start H ............... tongue I nest .............. J wild goose ..............
K the............... race L ............... grease M night .............. N cleft .............. O ............... love
Reading Comprehension:
Reading 1:
Ralph unlocked the door to his flat and as he entered the dark, motionless hall experienced that momentary
qualm of ownership which even after three years still lightly besieged him sometimes when he returned alone at
the end of the day. When he had first bought the flat, he used to come home in an eager, questioning mood -
often as early as he could - wondering what it had been doing during the hours he had been away. It had
represented a form of welcome to him, a region in which his focus was undisputed and reliable. He supposed
that he should have worried about intruders or burst drains in that moment of reunion, but his flat had always
been sitting waiting for him with an expression of independence or of neglect, depending on whether he’d left it
tidy or not. In the end he had begun to regard it merely as another cloistered annexe of himself, a space into
which the stuffy chambers of his heart and head had gradually overspilled their contents.
He had grown impatient with its inability to be transformed. There was, of course, the small, angular puddle of
letters which sometimes gathered by the door and the red eye of the answering machine which could
occasionally be found resuscitated and blinking with life when he returned. And he was grateful that the glassy
eyes of his windows hadn’t been smashed nor the contents ravished with violence, mind you, he wondered what
the flat would look like afterwards.
From the dreary distance of his shabby third-floor office on the Holloway Road, Ralph often looked forward to
his three or four solitary evenings at home each week. Once he had fled the fabricated world of the office and
felt the memory of himself begin patchily to return on his bus journey home, he no longer needed to be on his
own, a fact which seemed continually to elude him in his social calculations. Sitting exposed at his desk he
would crave isolation, unlimited time alone amongst his possessions, but the relief of escape drained him and he
would vainly wait for some sense of selfhood to return. Instead, there was merely a resounding emptiness,
which made him suspect during his long hours of loneliness that the alien exercise of doing work which did not
suit him had forced him to change, moving him further and further from what he liked to think of as himself. He
would often read or listen to music as the night deepened outside, familiar habits which now, however, he
would find himself asking for whom or what he did them. His points of reference had grown dim, his signposts
muddied: sensations and ideas would arrive and then get lost, circulating around the junctions of his mind,
unable to find a connection.
There had been a time, he supposed, when he had not felt this powerless, when, had he but perceived his own
worth, he might have escaped; but he had been so eager to fix himself up with something that he had been swept
along by this great desire for something, and he had followed the first course which presented itself as if it had
been ordained that he should do so.
He had tried, of course, after he left university, to formulate some plan for his own betterment, but it hadn’t
really surprised him to find, when he searched himself for ambition, merely the desire unobtrusively to survive.
He had applied for the types of jobs which had become familiar to him through the talk of his peers, had latched
himself wearily on to their futures and jogged behind as they rushed towards them, unable to imagine that he
might be put to some use which would manufacture as its by-product his own happiness.
He had attended his only interview gratefully, and in the fever of examination did not think to test the position -
an inexplicit editorial role on a free local newspaper - for its own merits. Relieved at having pulled off twenty
minutes of pleasant conversation with Neil, his boss, he had not considered the future of lengthy encounters by
which he was now daily assaulted. Neil had offered him the job there and then, telling him he was the only
graduate who had applied; a revelation which at the time Ralph had obscurely taken as a compliment.
1.What do we learn in the first paragraph about Ralph’s current attitude towards his flat?
A He resents the responsibilities ownership of it involves.
B He regrets that he cannot put more effort into its upkeep.
C He is aware that he has imposed his personality on it.
D He sees it as an area over which he has supreme authority.
2.What do we learn from Ralph’s thoughts about his answering machine?
A He takes some comfort from its presence. B He dislikes its intrusive nature.
C It increases his feelings of isolation. D It contributes to his sense of security.
3.According to the author, Ralph’s desire to be alone is
A self-indulgent. B conceited. C self-destructive. D misguided.
4.Ralph suspects that his work
A has restricted his other interests. B should be a more sociable experience.
C is too complex for his limited abilities. D has had a negative effect on his personality.
5.Ralph’s initial concern after university had been to
A improve his future prospects. B keep sight of his long-term goals.
C avoid any early mistakes. D follow his own interests.
6.What approach did Ralph take in looking for a job?
A He tried to apply faster than other applicants. B He unthinkingly adopted the ideas of others.
C He rehearsed for interviews with his friends. D He focused on areas in which he had some
experience.
7.What do we learn about Ralph’s interview with Neil?
A Neil took pains to make Ralph feel relaxed. B Ralph failed to find out about the job concerned.
C It was much shorter than Ralph had expected. D The two men shared similar educational
backgrounds.
The Nature of Genius
There has always been an interest in geniuses and prodigies. The word ‘genius’, from the Latin gens (= family)
and the term ‘genius’, meaning ‘begetter’, comes from the early Roman cult of a divinity as the head of the
family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to
perpetuate himself. Gradually, genius came to represent a person’s characteristics and thence an individual’s
highest attributes derived from his ‘genius’ or guiding spirit. Today, people still look to stars or genes, astrology
or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.
The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards
them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if
people are talented in one area, they must be defective in another, that intellectuals are impractical, that
prodigies burn too brightly too soon and burn out (B), that gifted people are eccentric, that they are physical
weaklings, that there’s a thin line between genius and madness, that genius runs in families (F), that the gifted
are so clever they don’t need special help, that giftedness is the same as having a high IQ, that some races are
more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded (H),
that adversity makes men wise (J) or that people with gifts have a responsibility to use them (C).(14-18)
Language has been enriched with such terms as ‘highbrow’, ‘egghead’, ‘blue-stocking’, ‘wiseacre’, ‘know-all’,
‘boffin’ and, for many, ‘intellectual’ is a term of denigration.
The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of
famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius
are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on
the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later
in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the
difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes
and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In
other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling,
etc., we must also take into account information from other historical sources about how common or
exceptional these were at the time.(1) For instance, infant mortality was high and life expectancy much shorter
than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal
punishment were common at the chools and, for the most part, the cases studied were members of the privileged
classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be
carried out on a more objective, if still not always very scientific, basis.(2)

Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are
visible to the particular observer from his or her particular vantage point. Change the observers and the vantage
points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those
whom we recognise for their outstanding achievements and who stand near the end of the continuum of human
abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr
Samuel Johnson’s observation, The true genius is a mind of large general powers, accidentally determined to
some particular direction’. We may disagree with the ‘general’, for we doubt if all musicians of genius could
have become scientists of genius or vice versa (3), but there is no doubting the accidental determination which
nurtured or triggered their gifts into those channels into which they have poured their powers so successfully.
Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.
What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the
manifestations of skills or abilities which are similar to, but so much superior to, our own (4). But that their
minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like
Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and
colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy
of their achievements,(5) which outstrip our own as the sub-four-minute milers outstrip our jogging.
To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each
human brain is uniquely different. The purpose of instruction is to make us even more different from one
another, and in the process of being educated we can learn from the achievements of those more gifted than
ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of
the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we
should also recognize the price they may have paid in terms of perseverance, single-mindedness, dedication,
restrictions on their personal lives, the demands upon their energies and time, and how often they had to display
great courage to preserve their integrity or to make their way to the top. (7)
Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some
precision by defining them and placing them in a context but, whatever we do, we should never delude
ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the
degree to which they have developed the performance of their abilities.

Write the correct letters in boxes 14-18 on your answer sheet.

NB Your answers may be given in any order.
Below are listed some popular beliefs about genius and giftedness.
Which FIVE of these beliefs are reported by the writer of the text?
A Truly gifted people are talented in all areas.
B The talents of geniuses are soon exhausted.
C Gifted people should use their gifts.
D A genius appears once in every generation.
E Genius can be easily destroyed by discouragement.
F Genius is inherited.
G Gifted people are very hard to live with.
H People never appreciate true genius.
I Geniuses are natural leaders.
J Gifted people develop their greatness through difficulties.
K Genius will always reveal itself.
Do the following statements agree with the information given in Reading Passage 2?
In boxes 1-8 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1.Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person’s
upbringing. True
2.Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach. True
3.A true genius has general powers capable of excellence in any area. False
4.The skills of ordinary individuals are in essence the same as the skills of prodigies. True
5.The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance. True
6.Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained
for the human race. Not given
7.Geniuses often pay a high price to achieve greatness. True
8.To be a genius is worth the high personal cost. Not given