- I

PART 1
For questions J-8, reaa Lna text oeiow ana aeciae wnich wora A, B, C or D Dest rite each space.
rhere is an example at tne beginni'ng f0J.
Example,
' 0, A, octs B. ploys C. creoles D. mok9

Transport in The City

Transport (0)........... an important role in our daily lives and in the (1 ).„.,.of
Moreover, the individual decisions we make when we choose how to reach o
.’’ have a(n) t2)........... on otherlonger traffic queues, (3)air quality greatenrumbe
people
” of accidents and health problems. Providing more transport options/choices
system that is safe, efficient, clean and fair.
Increasing (4)........... of the car has led to greater (5)........... of the impact i
(6)........... costs to us - for our health, for the economy and for the environment.
We want our cii to become a successful, cosmopolitan city by the sea, where peo9e can
enjoy a high quality of life in a pleasant environment. To achieve this we need
one has (7›........... to the services and facilities they need, through a choice of
means of transport as possible. We therefore welcome the Government's Wh
integrated Transport published earlier thus year and (8)........... their vision of
transport: Better for Evene’.

\. A. quantity
B. equality C. quality D. equotion
2. A. force
s. Crosh C. problem D. impact
3. A. better
B. open C. difficult D. worsening
4. A. molion
B. use C. sole D. method
5. A. oworeness
B. interest C. campaign O. transfer
6. A. fronk
6. successful C. greedy D. reol
7. A. opening
B. contact C. occess D. touCh
s. A. dream
B. Spoil C. shore D, osk

Por quest ons s-16, reaa me text below and tfiink o/ rhe wora which oest r/t5 each space. use only one wora n
each space. Tr›ere s so example at the beginning rol.
Example:
in Hertford
I picked up my bag of letters and left the post (0) The bag was heavy
and I (0) a lot of letters to deliver. But I was feeling very cheerful. It was 7
on a fine summer morning. The sun was shining. It was (10) ...................... to be a warm d
I started on my long walk through the streets of Hertford with a light heart, lt wasn't
bright morning that (1 1 ) .,.,.....,..,.„.„.,.,.„..,.., me happy. We, my wife and I, had been, unt
recently, living in London. I had (12) ,..,.,...,.,.................... a postman there for a long t
had the chance to get a postman‘s job in Hertford and I decided to take (1J) ..............
I wc›ndered (14)I had done the right thing. It is not always wise to (15)
the place that you are used to.
But nuw, six weeks after the move, I know that it was the right thing tu du. We‘d found
 '4,
use tne era given In capitals at the ena oT some lines to form a wora
tnst its In tne space in tne sdme
line

It's difficult when you want to buy an (0)..... E’*.^.6 //... expensive but
t. Sh be STYLE / ASSIST
very helpful, of course, but they can also be very persuasive. They want to
make a sale and will say anything (1 e you part with
your
money. Sometimes they may suggest you pay in ( INSTA1
they may use other innovative methods. However, if you hav
for good quality clothes and are looking for something (22)............„,..„,.......,........
then you should find your (23).............. II boutiques that sell
clothes of (24)............,.,....................... qualiy — for a price!

For questions 35-30, comp1q(p the second sentence so car c has a s/m’/ar meaning to the rlrst sentence, using
the ’d g 0o not cfienge me word given. You musr use bemeen two anD Avs ›rords. Including tne wor0 given
There is an example at the beginning f0l.

o They thinly the Dwner of the house is In France

The owner of the house .
Tne p can the lined my tne woras “is tf+ougflr ro lie’ so you wrae:

25. If we walk faster, we will get home sooner. the

ill get home.
26. Tony began to learn the violin three years
ago.
................ .. the violin fnr u ree yr
2s, He intends to visit his relatives next summer.
his relatives next summer
Z8. ! expect he was very happy tp hear the news. been
He..............................................................very happy to hear the news.
2s. He failed the test because he hadn't studied.
He he was out.

3O. Someone stole )ane s purse while she was out.

died.

had
 hCE Practice Test 10 Paper I - Reading and Use of English

You re co nq to reaa an excerpt com tne no ei no varas EnO, oY z. u. r-outer wñicn tezes piece c'unag a confer
ror questions 51-56. cooo5e the answer A, B, C ar D viñicn you mthink 0 Dest dccordin9 to the cent

mo is Margaret talking to*” said Mrs. Munt, at the conclusion of the first movement. She was again In
London on a visit to wickham Place. Helen looked down the 1ong line of their party, and said that she 4id
not know.
"would lt be some young man or other whom she takes an interest Tn*'
"I expect so.' Helen replied. Music enwrapped her, and she could not enter Tnto the distinction that divides
voung men wnom one takes an interest in from young men whom one knpws.
7 'You girls are so wonde 'ul in alwa\'s having - of aear! one mustn't talk."

For the Andante nad begun — very beautiful, but bearing a family likeness to all the other beautiful
Andantes that Beethoven has written, and, to Helen's mind, rather disconnecting the heroes and
ship- wrecks of tne first movement from the neroes ano goblins of tne tnird. She heard the tune thrqugn
pnce, and then ner attention w»naerea. and she gazed at the audience, or the organ, or the architecture.
Here Beethoven started decorating his tune, so she heard him tnrougn once more, and tnen sne smiieo
at her cousin Frieda. But FrTeaa, listening to Classical Music, could not respond. Herr Liesecke, too.
looked as if wiid r›orses could not make nim inattentive there were lines across hls forehead, his lips were
parted, his glasses at right angles to his nose, and he had laid a thick, wnite hand on either knee. And
next to her was Aunt Juley. so British, and wanting to tap. How interesting that row of people was! What
diverse influences had gone to the making! Here Beethoven, after humming and hawlng with great
sweetness. said "Heigho-, and the Andante came to an end. Applause, and a round of "wunderschoning•
and "prachtvolleying° from the Cerman audience members. Margaret started talking to her new young
man; Helen said to her aunts "Now comes the wonderful movement. finn of aii tne goblins, and then a
trio of elephants dancing;" and
TttJDj iW@tOf d LM CO/Tt@drTy' gW f/g LO /OOk OUt fiOE t/ 9 tA2/tSi8/C' dl /7d5Sdg9 DN YM d£MM.
"on the what, dears"
On the drum, Aunt Juley.•
"no: look out for tne part where you think you have done with the goblins and they come back," breathed
Helen, as the music started with a goblin walking quietly over the universe, from end to end.

others followed nim. They were not aggressive creatures: it was that that made them so terrible to Helen.
They merely observed in passing that there was no such thing as splendour or heroism in tne world. After
the interlude of elephants dancing, they returned and made tne observation for the second time.
Helen co»ia not contr:aâict tAem, far, c›nce at aJ evenrs. she had felt the same. and had seen the
reliable waiis of youth collapse. Panic and emptiness! Panic and emptiness! The goblins were nght.

Her brother raised his flnger. it was tne transitional passage on the drum. For, as if tnings were going too
far, Beethoven took hold of the goblins and made them do what he wanteo. He appeared in perspn.
He gave them a little push, and they began to walk in a major key instead of in a mtnor, and then -
he blew with his mouth and they were scattered! Gusts of spiendour, goes and demigods contending
with vast
* swords, coiour and fragrance braadcast on the field of battle, magnificent victory, magnificent deatn! or
it all Durst oefore the girl, and sne even stretched out ner gloved hands as it it was
tangtDle.
#l . When the writer says that Helen ’could r\at erder’ in

5 he meons thO
her mind was elsewhere
8. she disoereed.
she hod no
ticket
D. she did not know the young mor›

S2. Why did Mrs Munt stop speaking suddenly in line 7?

She chonged her mind
B. The performance had finlshed
She sow thot Helen was not Interested.
D. The music h0d begun.

33. AS Helen watched The other people |istening, she felt

bored
fascinated by them
C. scornful of Item

Wh0t best describes Helen's view of the goblins?

A. horrible ond violent
not violent, bUl still disturbing
observant and very enleftaining

35. From Helen's reoclion to the music, in porogroph 3, what do we learn

obout her personalily?
She is young cmd lnnocenl
She does nol think muCh about life
She believes life is heroic
O. She is not on idealistic youth

36. What is the meaning of the word tangible” in the 1ost line of the ICfst
paragraph*
A. somethin9 thd con be touched

C. something imaginary
D. something frighJenlng
 FCE Practioe Test 10 Papar I - Reading end Use of English

You are going to read an article aoout what mus/c is, and wnY it exists. six sentences have oeen removed born tne
she. cix›ase from tne sentences •Ifi the one wnich Rts even gap 57-42. Ifiere Is one extra sentence which you
ao not rieea to use.

Where Did Music Come Froml

, What is must? Musical expresslon can be dlvlded Into two groups: vocal muslc or “song” whfch consbts &
complex, leemed vocallsadons and Instrumental muslc whlch conslsts Of structured, communlcatlve sound lino
› oarts of the body other than the volce and sometimes additional objects.
Although the production of music 1s considered unlquely human, musical utterances of various degrees of
complexlty and perfection can be observed \n several specles In the anlmal klngdom. Most research
• he been done on songblrds so far. but also parrots, hummlngblrds. whales. seals and possibly other specles show
. vocai1sa0ons that can be called muslcal according to the above derlnElon,
Birdsong is commoner regarded as the most complex vocal Weiaoce in the animal cm@roe
Tralts of the latter such as an extensive repertoire of meiodles, a sense of dlatonlc Intervals, very preclse pltch
recogn1tlon and Intonation, abllity of transpodtlon, mebdic and oynamlc vacation. imkaton, ImDrovlsatloannd
composi0on have been observed in songblrds In various degrees of perfecton.
Instrumental sound generatlon is very rare among anlmals. our dosest couslns, the Afrzan great
aPes ‹chlmpanzees, bonobos and goriiias›. make drummlng sounds with thalr hands. sometimes with both arms,
on thelr own chesL the ground, on objects like tree roots and even on other IndMduals. Chimpanzees have been
found readily adapting omer surfacas to drumming including holbw walls. orumming sequences typlcally last only
a show dme. between one and twelve seconds. it ls currently un&own whether apes can team rhyLhms. E is aiso
unknown whemer they can creete more cornpiex mythmlc patterns than the simple, steady beat typlcally
observed. However, using both hands to drum seéms to be unQue to the great apes and humans.
But why did music deveioo? This natural question may be ask0d In another way: what, y any, adaptive -unc-
dons does must serve? in omer words. what advantage dv sPeces wlth muslcal Skills have that allowed them to
have more off-sprlng than those that did not* Thls is a question that lmerested aarwln. In I-act. he was probably
the first to ask lt, when he sald 'As neither the en oyment nor the capacity for produclng muslal notes are
facul- ties of me ieast use to man In reference to h!s dally hablts of Ilfe, they must be ranked amongst the most
mysteh- ous wlth whlch he 1s endowed'.
Many researchers have many dfrferent ideas. The I-ollowlng hypotheses about the functlon of
music are among the most common that have been suggested so far. As a nuli hygotheds. It has oeen proposed
that muslc has no adamNe function at all. Pemaps it is a mere by-product of some other abliiw that we need,
such as language. Another often talked aDout purpose for muslc, prominent both in the xientlfic literature and In
the popular pres, \s In mate cholce. Data on blrdsong and what' song support thh hypOthesu. other Ideas Include

of young animals.
FCE Paper I • Reading and Use of English

However, the precise reasons for the existence of music are still a mystery today.

Some species, such as blackbirds, nightingales and white-rumped shamas, deliver vocal
performances of outstanding musical quality that come close to human music in many aspects.

There are a few other drumming species, including palm cockatoos, woodpeckers and kangaroo rats.

o. Simple sounds that are insfinCtive and serve functions like signalling danger are usually not regarded
as music.

Vocalisations of amazingly high complexity and musicality have evolved several times in b‹rds and

Few stones have been left unturned as to potential functions of music since Darwin posed the question.

It seems to be limited to purely rhythmical elements, to drumming, thus lacking any melody or harmony.
FCE Practice Test 10 Paper I - Reading and Use of English

You ara going ro read a magazine article Char contains tne opinions or three people aoour the roles muse can piâY
socPly For QHE'st ore 4fi-fit, choose from rha neoNe xcrhe people may ne ctnsen more. rr›an nnoe.

Which person:
suggest s th‹lt oJl music may be in some way political?

believes music con provide sociol unity7

believes music has a par ticuJorly important role in growing App

’ personally wtt›1essed the role o( music in socipi reform* 16

says musiC Con empower chiJdren facing di}}icuJries*

mentions a charitable organisation? 48

does not mention his or her own occupations

gives the opinion o{ en expert?

suggests how nn interested person could Jeorn more* 51

5lnQles OLft the QdvQPtQQES Ot 0 pOr LICMIOr sale O/ muSfC?

 The role of muszC in our
society

For me, tfte power of music is just about

summed up by the work of a charity called the
National.System.of Youth and Children's Orchestras
of Venmuela, popularly known as °The System". It
provides poor children with their own insbuments,
teaches them to play and groups them into a net-
work of orchestras and choirs. These sLills are
necessary to perform music: synchronisation,
dependability, punctudity and collaboration. The
children that cecure a place in one of the orchestras
are paid a monthly stipend so tkeir parent under•
stand that music-mahing has a real financial
value, and don't make them stop in order to
work.
It was.founded in 197’5 by a professional econp
mist and musician, Jose Antonio Abreu, who
believed that young, deprived boys and girls co ‹d
receive strong skills to overoome poverty 'with the
collective learning experience of music. Abreu
successfully iderrñfied the feetir›gs of alienation and
low self-esteem in the Venezuelan poor as some of
the handicaps lhat forced them to remaln deprived.
Let me give you a quote in which he- highlighted
how these feelings agected the poor, much more
severely than the tacL of inrome:
be most miserable and trcgic thlng about
poverty Ts not the lack of bread qr roof, but the
fee}• ing of being no-one, the lack of identificagon,
the lad‹ of public esteem. Yha‘s why the
children‘s development in the orchestra and the
cboir provides them with a n6ble identity and
makes them a role model for lkeir family and
communñy."
Music has an undeniable effecr on our
emo• tions. Any parent knows that a quiet,
gentle IuIl• aby can s‹x›the a fussy baby. And
a majestic chorus can fiI1 us with excitement.
But more and more research is now showing
tha music also can affect the way we thinlc.
Both as a parent of young children, and es
a primary school teacher 1his is of particular
interest to mv After all, k's my job to help
others
' get the best possible start in life. Jt seems mu6ic
has a role No play. You see, babies are born with ’
billions of brain cells. During the firct years of
life, those brain cetls form connections with
qtker brain cells. Over time, the connections
we use regulady become stronger. Children
" who grow up listening Ip music develop stra«g
music-related connec6ons. And these music-
related connections actually affect the may we
think.
Listening to classical music can improve our
spatial reasoning, at least for a short time.
Learning to play so tnstrumerc can have longer
l69tiftg If C18• Thls seems to be true fOt r_lassi•
cal music, but not other styles of music because
of classkal music's complicated structure.
Wha is reaily amazing is that research shows
that babies as young as 3 months can pick eut
that structure and eveo recognise classical
musfc selections they have heard before.

Apargleid, in South Africa, when the white minority held power over the entire population, was met
with strong internal and external resistance, prompting global boycotts of trade with South Afr The
mast powerful form of resistance, however, was the refuel of South African blacks to remain prisoners
tn their own land.
In the 46 years that the system of Apartheid was in pboe, the resistance movements e'volved from
I sety organised unions of non-violent protestors to powerful armed caalitions. Throughout every stage
of the struggle, the "liberation music" both boleh and united the movement. Exilecl South African
singers also had a rote to play, bringing the struggle intp the global spotlight. Song was a commune)
act c›f expression tkat shed light on the injustices of Apartheid, playing a major role in the eventu&
feform of the South Afridan government.
I had a glimpse of this first-hand growing up in South Africa before my family immigrated to the UK in
my early teens: perhaps thaws what inspired me to study Human Rights law. If you want to know more,
let me recommend Amandfaf A J =nn/ufñzn in Daur-Pszt Harmany, a powerful film that Jbcuses
specifically on the ’liberation music’ of the struggle against white dorninaion in South Artis But can
m«sic ever be separated from ita political contexts This Is investig0tecl with striking cleñty in Daniel
Fischlin's «xd Ajay Heble's book Rebel Musics. The book oudines the diverse ways in whiCh mug and song
kave impacted human rights and cial justice issues, and e«pl•res the concept of music as a dissiderc
prdCtiCe, as power, and as the confradiJ::tiozi of "being silenced°.