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SECTION 1
Questions 1-14
Read the text below and answer Questions 1-7.
Visitor attractions in southern England
A Blackthorn Castle
This famous, historically accurate, reconstructed castle and village enable visitors to travel
back in time. Explore the grounds and experience the atmosphere of an ancient lifestyle. In
the fields, you can see the type of sheep that the original inhabitants of the castle probably
kept. Homemade snacks are on sale.
B Withney Wetland Centre
Visitors will enjoy a visit to Withney whatever the season. In winter, for example, they can
watch from the centrally heated observatory as thousands of swans feed on the water.
Trained wardens give informative talks or lead guided walks round the site. The visitors’
centre may also be hired for private or corporate events.
C Headley Hall
Headley Hall is a large seventeenth-century country house, preserved as it was when it was
built. Take time to admire the various works of art displayed, and visit the huge kitchen
complete with period equipment — demonstrations are given at weekends. In the park, there
is space for the younger visitors to run around, and picnic tables are available.
D Lewis House
Lewis House is the birthplace of Frank Lewis, a renowned painter of the eighteenth century.
More of his works are on display here than anywhere else in the world. Visitors can see
Lewis’s studio and some of the articles he used on a daily basis.
E Canford Wildlife Centre
At Canford we have a new walk-through exhibit called Island Magic. Here visitors can observe
many species from the tropical island of Madagascar and read about some of the urgent
conservation projects that are taking place there to save endangered species from extinction.
F Oakwell Museum
This is an ideal venue for families. They can visit the childhood gallery with its large playroom,
and listen to stories told by actors dressed in the costumes of a hundred years ago. They can
also enjoy the popular games and wooden animals of that period.
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Questions 1-7
Look at the six visitor attractions in southern England, A-F, in the text.
For which visitor attraction are the following statements true?
Write the correct letter, A-F, in boxes 1-7 on your answer sheet.
NB You may use any letter more than once.
1 Visitors can look at animals from another part of the world.
2 People can hold a business conference in this place.
3 Visitors can find out what toys were used in the last century.
4 Activities are available all year round here.
5 You can buy light meals here.
6 Visitors can see how food was prepared in the past.
7 You can visit modern imitations of old buildings here.
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SECTION 1
Questions 1-14
Read the text below and answer Questions 1-6.
Summer activities at London’s Kew Gardens
Climb up to the walkway among the trees, 18 metres above the ground, for a spectacular
experience. Feel as tall as the trees and enjoy a bird’s-eye view over the gardens.
The Nash Conservatory displays stunning images from leading wildlife photographer Heather
Angel. Each photograph explores the wealth of biodiversity at Kew Gardens, from foxes to
birds, tiny insects to towering trees.
A world of pollination comes to life in the Princess of Wales Conservatory. Find yourself in a
tropical environment whilst walking through clouds of colourful butterflies as they fly around
the Conservatory! Come face-to-face with gigantic sculptures of insects, birds and bats, which
will help tell the fascinating stories of how they interact with plants.
An extraordinary sound installation created by Chris Watson. On the hour throughout the
day, the Palm House is filled with the sound of the dawn and dusk choruses of birds that live
in the Central and South American rainforests.
Come and see the fantastic outdoor exhibition of garden, wildlife and botanical photography.
Walk amongst enlarged photographs and admire the wonderful garden photos – all taken by
children aged 16 and under from all round the country. If you are in this age category and
fancy yourself as a photographer, then you can enter for the next show!
Young explorers can discover the new children’s outdoor play area, shaped like a plant, in
Kew’s magical Conservation Area. As you journey through this interactive landscape, discover
the functions of every part of a plant. Tunnel through giant roots, get lost among the leaves
and hide amongst the large fungi, whilst solving puzzles along the way!
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What is biodiversity all about? Did you know that every breath we take and every move we
make depends on plants? Take a guided tour to discover what biodiversity means and why it
matters so much.
Visit our exciting and colourful exhibition of South American botanical paintings, which brings
the continent’s exotic and lush plants to life in works from two hundred years ago and from
this century.
Questions 1-6
The text has eight sections, A-H.
Which sections contain the following information?
Write the correct letter, A-H, in boxes 1-6 on your answer sheet.
1 learning what all the different sections of a plant do
2 seeing art showing plants from a different part of the world
3 the possibility of having your work exhibited
4 learning about why human beings need plants
5 something that happens daily at the same times
6 learning about the relationship between various creatures, insects and plants
Bekzod Turg`unov MS Bekzod Turg`unov MS
SECTION 1
Questions 1-14
Read the text below and answer Questions 1-6.
Sustainable School Travel Strategy
Over the last 20 years, the number of children being driven to school in England has doubled.
National data suggests that one in five cars on the road at 8.50 am is engaged in the school
run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic
than when walking or cycling to school. Reducing cars around schools makes them safer
places, and walking and cycling are better for health and the environment. It has been noted
by teachers that children engaging in active travel arrive at school more alert and ready to
learn.
The County Council has a strong commitment to supporting and promoting sustainable
school travel. We collect data annually about how pupils get to school, and our report on the
Sustainable School Travel Strategy sets out in detail what we have achieved so far and what
we intend to do in the future. Different parts of the County Council are working together to
address the actions identified in the strategy, and we are proud that we have been able to
reduce the number of cars on the daily school run by an average of 1% in each of the last
three years, which is equivalent to taking approximately 175 cars off the road annually,
despite an increase in pupil numbers.
All schools have a School Travel Plan, which sets out how the school and the Council can
collaborate to help reduce travel to school by car and encourage the use of public transport.
Contact your school to find out what they are doing as part of their School Travel Plan to help
you get your child to school in a sustainable, safe way.
Questions 1-6
Do the following statements agree with the information given in the text?
In boxes 1-6 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 More children are injured when walking or cycling to school than when travelling by car.
2 Children who are driven to school are more ready to learn than those who walk or cycle.
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3 Every year the Council gathers information about travel to schools.
4 The Council is disappointed with the small reduction in the number of cars taking children
to school.
5 The number of children in schools has risen in recent years.
6 Parents can get help with paying for their children to travel to school by public transport.
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SECTION 1
Questions 1-14
Read the text below and answer Questions 1-5.
Is Your Child at School Today?
School Attendance Information for Parents/Carers
Introduction
Receiving a good full-time education will give your child the best possible start in life.
Attending school regularly and punctually is essential if children are to make the most of the
opportunities available to them. The law says that parents must ensure that their child
regularly attends the school where he/she is registered.
What you can do to help
• Make sure your child arrives at school on time. This encourages habits of good timekeeping
and lessens any possible classroom disruption. If your child arrives after the register has
closed without a good reason, this will be recorded as an ‘unauthorised’ absence for that
session.
• If your child has to miss school it is vital that you let the school know why, preferably on the
first morning of absence. (Your child’s school will have an attendance policy explaining how
this should be done.)
• If you know or think that your child is having difficulties attending the school you should
contact the school. It is better to do this sooner rather than later, as most problems can be
dealt with very quickly.
Authorised and Unauthorised Absence
If your child is absent and the school either does not receive an explanation from you, or
considers the explanation unsatisfactory, it will record your child’s absence as ‘unauthorised’,
that is, as truancy.
Most absences for acceptable reasons will be authorised by your child’s school:
• Sickness
• Unavoidable medical or dental appointments (if possible, arrange these for after school or
during school holidays)
• An interview with a prospective employer or college
• Exceptional family circumstances, such as bereavement
• Days of religious observance.
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Your child’s school will not authorise absence for the following reasons:
• Shopping during school hours
• Day trips
• Holidays which have not been agreed
• Birthdays
• Looking after brothers or sisters or ill relatives.
Questions 1-5
Do the following statements agree with the information given in the text?
In boxes 1-5 on your answer sheet, write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
1 Children must go to the school where they are registered.
2 All arrivals after the register has closed are recorded as ‘unauthorised’ absences.
3 If your child is absent from school, you must send the school a letter to explain why.
4 Staff who think a child is having difficulties at school will contact the parents.
5 Schools will contact other authorities about children who take frequent unauthorised
absences.
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Part 1
Read the text. Fill in each gap with ONE word. You must use a word which is somewhere in
the rest of the text.
New element
Many of us were taught in school that there are 118 elements in the periodic table. However,
recent research suggests there is a "119th element" that scientists are close to discovering.
This (1) _____________________ has not yet been officially named but is temporarily called
"Ununennium". Chemists now recognize the possibility of adding this new element to the
(2) _____________________ table. Chemistry teachers will now have to prepare to include this
discovery in their lessons. A chemist from the University of California said: "We think it's really
important from an educational viewpoint, as well as from a scientific standpoint, to recognize
the potential of the 119th element."
The (3) ______________________ said discovering Ununennium would change how students
understand (4) _____________________ and atomic structure. They said: "(5) ______________________
learn about the building blocks of matter through the periodic table. If you don't include the
119th element, they miss out on the latest developments in science." They added:
"Ununennium could have unique properties that distinguish it from other elements, making it
a significant addition." The researchers believe that studying this new element will provide
deeper insights into (6) ______________________ theory and the forces that hold atoms together.
Bekzod Turg`unov MS Bekzod Turg`unov MS
SECTION 1
Questions 1-14
Read the text below and answer Questions 1-7.
Evening Courses
A Cooking for today
These are classes for those of you who can already make basic meals by keeping strictly to a
simple recipe, but who would now like to use your imagination as well. We’ll learn how to
make great family meals, discovering how to develop basic recipes into personal creations,
with a few tricks and tips to help you become more confident.
B Entertaining the easy way
This course has plenty of ideas and tips for special occasions that you can enjoy preparing,
love eating and be proud to provide. The recipes are adaptable to your needs and lifestyle,
building on your current skills and aimed at developing your own cooking style.
C Cooking for the family
Keen to make better food for your kids? This course is for parents who want to learn how to
make fun food with the aim of showing their kids how to cook later at home. We’ll learn
plenty of tasty tips for snacks and picnics, family favourites, and dishes with fresh fruit and
vegetables so that you and your family can get really fit and well and enjoy your food.
D Jewellery making
This course aims to enable students to create silver jewellery. Your first project will be to
make a silver ring and then you will have an opportunity to create another piece of your own
design. This is an introductory course. Base metals are supplied free. Please wear suitable
workshop clothing and bring a notebook and pen.
E Photography
This course will allow you to take full advantage of your digital camera. Covering portrait,
landscape and still-life photography, the classes will include effective use of lenses and
lighting. To really benefit from the course, learners should have time to read ahead between
sessions.
F Creative writing
Come and learn how to have fun with stories and other kinds of creative writing. We will try
out some new ideas and techniques for improving style and waking up the imagination.
Writers who have not taken the foundation class will also be able to join, provided they
already have some experience of the subject.
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Questions 1-7
Look at the six advertisements for evening courses, A-F.
For which evening course are the following statements true?
Write the correct letter, A-F, in boxes 1-7 on your answer sheet.
NB You may use any letter more than once.
1 After taking this course, participants will be able to teach their skills to others.
2 Participants will be expected to prepare at home for each class.
3 Certain materials will be included in the course fee.
4 This course aims to teach people to prepare meals for guests.
5 This course will help participants to make the best use of a certain item.
6 This course is for people who want to do more than follow instructions.
7 Following this course should improve participants’ health.
Bekzod Turg`unov MS Bekzod Turg`unov MS
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage
2 below.
Forest management in Pennsylvania, USA
How managing low-quality wood (also known as low-use wood) for bioenergy can encourage
sustainable forest management
A tree’s ‘value’ depends on several factors including its species, size, form, condition, quality,
function, and accessibility, and depends on the management goals for a given forest. The
same tree can be valued very differently by each person who looks at it. A large, straight black
cherry tree has high value as timber to be cut into logs or made into furniture, but for a
landowner more interested in wildlife habitat, the real value of that stem (or trunk) may be
the food it provides to animals. Likewise, if the tree suffers from black knot disease, its value
for timber decreases, but to a woodworker interested in making bowls, it brings an
opportunity for a unique and beautiful piece of art.
In the past, Pennsylvania landowners were solely interested in the value of their trees as
high-quality timber. The norm was to remove the stems of highest quality and leave behind
poorly formed trees that were not as well suited to the site where they grew. This practice,
called ‘high-grading’, has left a legacy of ‘low-use wood’ in the forests. Some people even call
these ‘junk trees’, and they are abundant in Pennsylvania. These trees have lower economic
value for traditional timber markets, compete for growth with higher-value trees, shade out
desirable regeneration and decrease the health of a stand leaving it more vulnerable to poor
weather and disease. Management that specifically targets low-use wood can help
landowners manage these forest health issues, and wood energy markets help promote this.
Wood energy markets can accept less expensive wood material of lower quality than would
be suitable for traditional timber markets. Most wood used for energy in Pennsylvania is used
to produce heat or electricity through combustion. Many schools and hospitals use wood
boiler systems to heat and power their facilities, many homes are primarily heated with
wood, and some coal plants incorporate wood into their coal streams to produce electricity.
Wood can also be gasified for electrical generation and can even be made into liquid fuels like
ethanol and gasoline for lorries and cars. All these products are made primarily from low-use
wood. Several tree- and plant-cutting approaches, which could greatly improve the long-term
quality of a forest, focus strongly or solely on the use of wood for those markets.
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One such approach is called a Timber Stand Improvement (TSI) Cut. In a TSI Cut, really poor-
quality tree and plant material is cut down to allow more space, light, and other resources to
the highest-valued stems that remain. Removing invasive plants might be another primary
goal of a TSI Cut. The stems that are left behind might then grow in size and develop more
foliage and larger crowns or tops that produce more coverage for wildlife; they have a better
chance to regenerate in a less crowded environment. TSI Cuts can be tailored to one farmer’s
specific management goals for his or her land.
Another approach that might yield a high amount of low-use wood is a Salvage Cut. With the
many pests and pathogens visiting forests including hemlock wooly adelgid, Asian longhomed
beetle, emerald ash borer, and gypsy moth, to name just a few, it is important to remember
that those working in the forests can help ease these issues through cutting procedures.
These types of cut reduce the number of sick trees and seek to manage the future spread of
a pest problem. They leave vigorous trees that have stayed healthy enough to survive the
outbreak.
A Shelterwood Cut, which only takes place in a mature forest that has already been thinned
several times, involves removing all the mature trees when other seedlings have become
established. This then allows the forester to decide which tree species are regenerated. It
leaves a young forest where all trees are at a similar point in their growth. It can also be used
to develop a two-tier forest so that there are two harvests and the money that comes in is
spread out over a decade or more.
Thinnings and dense and dead wood removal for fire prevention also center on the
production of low-use wood. However, it is important to remember that some retention of
what many would classify as low-use wood is very important. The tops of trees that have
been cut down should be left on the site so that their nutrients cycle back into the soil. In
addition, trees with many cavities are extremely important habitats for insect predators like
woodpeckers, bats and small mammals. They help control problem insects and increase the
health and resilience of the forest. It is also important to remember that not all small trees
are low-use. For example, many species like hawthorn provide food for wildlife. Finally, rare
species of trees in a forest should also stay behind as they add to its structural diversity.
—–
*Stand – An area covered with trees that have common features (e.g. size)
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Questions 14-18
Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter, A-G, in boxes 14-18 on your answer sheet.
NB You may use any letter more than once.
14 bad outcomes for a forest when people focus only on its financial reward
15 reference to the aspects of any tree that contribute to its worth
16 mention of the potential use of wood to help run vehicles
17 examples of insects that attack trees
18 an alternative name for trees that produce low-use wood
Questions 19-21
Look at the following purposes (Questions 18-21) and the list of timber cuts below.
Match each purpose with the correct timber cut, A, B or C.
Write the correct letter, A, B or C, in boxes 19-21 on your answer sheet.
NB You may use any letter more than once.
19 to remove trees that are diseased
20 to generate income across a number of years
21 to create a forest whose trees are close in age
List of Timber Cuts
A a TSI Cut
B a Salvage Cut
C a Shelterwood Cut
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Questions 22-26
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 22-26 on your answer sheet.
22 Some dead wood is removed to avoid the possibility of ………………. .
23 The ………………. from the tops of cut trees can help improve soil quality.
24 Some damaged trees should be left, as their ………………. provide habitats for a range of
creatures.
25 Some trees that are small, such as ………………., are a source of food for animals and
insects.
26 Any trees that are ………………. should be left to grow, as they add to the variety of species
in the forest.
