SFERA O’QUV MARKAZI +998 94 994 77 55

Test 1
Listening

Part 1

You will hear some sentences. Choose the best reply to each sentences

1. A. Dinner will start promptly at eight.

B. I’m not sure about meal etiquette in Japan.
C. Somewhere with several courses so we can chat.

2. A. Shore excursion experiences are not all equal.

B. There is plenty of time to explore on your own.
C. Unscheduled free time is a great chance to meet others.

3. A. OK. I’ll start with local level ordinances.

B. I’m heading that way later this afternoon.
C. I don’t live near Walton Way you must mean Ted.

4. A.I prefer skirts to dresses, actually.

B. Definitely not the green one. Yikes!
C. I think Zac Posen is the best designer.

5. A. I prefer Thursday.
B. We only buy from the best.
C. Evening hours are better 6 and 10 p.m.

6. A. This piano used to belong to my aunt.

B. I’ll do it if you give me the sheet music.
C. All minors must be accompanied by an adult.

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Part 2

JOB ENQUIRY

Example
Work at: a restaurant
• Type of work: 7 ………………..
• Number of hours per week: 12 hours
• Would need work permit
• Work in the: 8 ............................branch
• Nearest bus stop: next to 9 ………………..
• Pay: 10 £ ......................................... an hour
• Extra benefits:
- a free dinner
- extra pay when you work on 11 …………………
- transport home when you work 12 ……………
• Qualities required:
- 13 ………………………..
- ability to 14 …………………..

Part 3
You will hear people speaking in different situations. Match each speakers (15-18)
to the place where the speaker is (A-F). There are TWO EXTRA places which you
do not need to use.

A. It is difficult
B. It’s funny
15. Speaker 1 … C. It is important
16. Speaker 2 … D. It is interesting
17. Speaker 3 … E. It is easy
F. It is boring
18. Speaker 4…

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Part 4

Choose the exact location for the following places on the map

19. Nursery ---------------

20. Native tree zone ---------------
21. Exotic forest zone --------------
22. Exhibition --------------
23. Shamiana --------------

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1 Part 5

2 You will hear three different extracts. For questions 24-29 choose the answer (A,B
3 or C) which fits best according to what you hear. There are two questions for each
4 extract.
5
6
7 Extract One

8 24. What does the woman think of her husband’s suggestion?

9 A) She has a few reservations about his idea.
10 B) She is horrified by his idea.
11 C) She finds the idea exciting.
12 25. What do they decide to do in the evening?
13 A) have a meal in a restaurant
14 B) go to hear a band
15 C) relax at home
16
17 Extract Two
18
19 26. What does the subject of the poll?
20 A) people’s attitudes to a current social problem
21 B) people’s views on a television programme
22 C) people’s opinions about a proposed development
23 27. What does the woman think about the poll?
24 A) It did not ask the right questions.
25 B) It was just a publicity exercise.
26 C) It was her valuable time.
27
28 Extract Three
29
30 28. What does the man want the woman to do?
31 A) advise him about how to improve his website
32 B) discuss more ideas for a possible website
33 C) prepare some pages for a new website
34 29. What problem does the woman have with doing what the man wants?

35 A) She is not able to do it as quickly as he would like.

36 B) She is currently having problems with her computer.
37 C) She does not have all the information she would need to do the job.

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Part 6

You will hear a part of a lecture. For each question, fill in the missing information
in the numbered space.
Write no more than ONE WORD for each answer.

OUR DAILY BREAD

Supermarket (30)................................................................... believe that baking bread on
the premises attracts customers.
About (31) .................................................................. percent of bread in Britain is no
longer baked in the old-fashioned way.
Nowadays, the fermentation process is faster, and less (32)
…………………………………………. Is used.
Calcium propionate can be sprayed on the bread to prevent it from going
(33) …………………………………………
The speaker believes certain (34)................................................................... may be
caused by modern bread-making methods.
Supermarkets lose (35)................................................................... on the sale of bread.

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READING TEST

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.
Robotic arm

Picking up an 1 and moving it from one place to another might seem like an
easy, everyday task. But for many people with tetraplegia, it is not possible. They have
spinal cord injuries and cannot 2 , move, or feel objects with their hands. This
is because the connection between the brain and limbs is damaged.

In a previous study, we made a device that allowed a person to control a robotic

3. using small implants in their brain. Using their sense of sight, they guided
the arm to an object, picked it up, and placed it in a new location. In this study, we improved
this system to include implants in the part of their 4. that senses touch from
the hand. We found that touch feedback improved a person’s ability to complete tasks with
the robotic arm. The time it took to complete the assigned tasks was cut in half! This is
because the 5 participant could grasp the object faster 6 both
7 .

Part 2
Read the text below and answer questions 8 – 14.
The text has five advertisements labelled A-E.
Which advertisement contains the following information?
Write the correct letter A-E in boxes 8 – 14on your answer sheet.
NB You may use any letter more than once.
8 Payment at this venue is optional.
9 Expert instructors are available for lessons.
10 There is a restriction on what you can wear.
11 Some basic information is published in another place.
12 This has particular provision for very young children.
13 It has a feature especially recommended for educational parties.
14 They will open at unscheduled times if you make an arrangement.

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Your guide to entertainment in Westhaven

A
TRAX INDOOR KARTING CENTRE
Experience the fun and thrills of indoor racing driving in our mini open-topped karts. No
experience necessary. Individuals and groups welcome. Refreshments available in new
burger bar. Spectators welcome.
All drivers must meet the minimum height requirement of 5 feet (1.52 m), and participate
at their own risk.
Open: all year daily 10 am to 6 pm (later times by appointment) except Christmas Eve,
Christmas Day, Boxing Day and New Year’s Day.
Charges: from £11 per person.
B
WESTHAVEN LIFEBOAT MUSEUM
The Westhaven Lifeboat Museum is an exciting display illustrating over 150 years of
courage — photos with texts of epic rescues, models of lifeboats and video displays. Try
our hands-on simulator — take charge of a daring rescue on a stormy sea. Ideal for
school groups! A must for all ages. Souvenir shop. No charge for admission but
donations welcome.
Open: 25th March to 26th October, 10 am to 5 pm.
27th October to 2nd January, 10 am to 4 pm.
C
STAR LEISURE CENTRE
Exciting leisure complex with four pools, wave machine, two thrilling flumes, bubble
pool, fitness suite, special programme for under-fives, organised holiday activities and
much, much more.
Open: all year daily.
Charges: Check our website at www.starfeisute.ca.uk for current rates.
D
LLOYD’S LANES
20 fully computerised ten-pin bowling lanes, amusement area, fast food area, large-
screen Sky TV — Lloyd’s Lanes is ideal for a whole fun day out!
Open: ten-pin bowling daily, 10 am till late — 7 days a week.
Charges: Monday to Friday 10 am to 6 pm: non-members £3.50; members £2.50.
other times: non-members £4.50; members £3.75.
appropriate footgear essential to protect bowling surfaces shoe hire £1.00 at all times
E
WESTHAVEN GOLF CLUB
Beautiful lakeside course; a pleasant, manageable walk through nine challenging holes.
24-bay driving range, suitable in rain, wind or sun; three golf professionals can give
affordable coaching. Restaurant: good food served all day. Visitors welcome.
Open: all year from 7.30 am to 10 pm.
Charges: 9 holes £10; 18 holes £15.

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Part 3
Read the text and choose the correct heading for each paragraph from the list of
headings below. There are more headings than paragraphs, so you will not use all of
them. You cannot use any heading more than once.

Questions 15-20
The following text has eight sections, A-H.
Choose the correct heading for each section from the list of headings below.
Write the correct number, i-x, in boxes 28-35 on your answer sheet.
List of Headings
i Why Perriss chose a career in supermarkets
ii Preparing for customers to arrive
iii Helping staff to develop
iv Demonstrating a different way of organising a store
v The benefit of accurate forecasting
vi Keeping everything running as smoothly as possible
vii Making sure the items on sale are good enough
viii Noticing when customers need assistance
ix How do staff feel about Perriss?
x Perriss’s early career

15 Section A
16 Section B
17 Section C
18 Section D
19 Section E
20 Section F
21 Section G

Part 4
Read the following text for questions 21-28

The animal that regrows its head

In a windowless lab at the University of Galway in Ireland, there’s a fish tank containing
an extraordinary creature. Perched on blue cocktail sticks like lollipops, rows of seashells
are coated in a strange “living hair”, buffeted by gently flowing seawater. This colony of
tiny marine animals – known as “snail fur” – was harvested in Irish rockpools off the
backs of hermit crabs, and is related to jellyfish, corals and sea anemones.

Each no bigger than a baby’s eyelash, they are called Hydractinia, and up close resemble
a tree, each with a foot, a trunk and a tentacled head used for catching tasty passing

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detritus. They also have a superpower: when grazing fish frequently bite off those
tentacle heads, they re-sprout to their former hirsute glory within a week.

The following picture depicts how Hydractinia can grow back a new head:

It’s this talent that has captured the attention of Uri Frank and colleagues at Galway’s
Regenerative Medicine Institute. Along with a growing number of researchers, he claims
that the tissue regeneration seen in creatures like Hydractinia could be an ancient power
possessed by most animals, including humans – it’s just dormant. So, how does this
“snail fur” regrow itself? And could it hold the key to tissue regeneration in human
beings too?

Many animals can regenerate body parts, from starfish to salamanders. But primitive
snail fur is unusual, not least because its abilities are so extreme.

Marshalling stem cells

The key to Hydractinia’s regenerative talent is the fact that it retains its embryonic stem
cells for life. This means that any wound healing process doesn’t just produce a scab and
a scar but a whole new body part as it would in an embryo, even a head.

At a gathering of developmental biologists earlier this year, Frank showed a video of the
creature’s head-budding process in action, embryonic stem cells that had been genetically
altered to glow green rushing to the neck end of a headless Hydractinia. Attendees were
agog. As one tweeted: “Uri Frank shows timelapse movie of Hydractinia stem cells
physically moving across to head (wound site) – Wow!”

Since recording that video the Galway team have been working to understand how
Hydractinia rebuilds its severed body and hope to publish their findings shortly in a
scientific journal. While they’re keeping schtum about the details, the paper will focus on
how the creature marshalls its stem cells to regrow its head – for example, how stem cells
know the head’s missing – and where exactly the embryonic stem cells come from.

Studying Hydractinia has also led Frank and colleagues to ask a bigger question: why can
only a few animals regenerate while most can’t? A salamander can regrow a lost tail but
closely related frogs can’t regrow a lost limb. And if a tiny marine creature can regrow its
own head, why can’t humans even regrow their adult teeth? After all, says Frank, it’s not
as if human and Hydractinia stem cell systems are so very different.

Ancient ancestor

Key stem cell processes are ancient and common to many animal species. For instance,
the complex “Wnt” signalling system, which controls stem cells in developing embryos
and, when uncontrolled, causes cancer, is very similar in all animals, including
Hydractinia and people. It’s one of a handful of complex stem cell systems, each

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involving hundreds of elements, which have remained the same since Hydractinia
branched off the evolutionary tree that eventually led to us around 600 million years ago.

Over the past decade or so, researchers have started to believe that stem cells first
evolved in a creature even more ancient than Hydractinia, whose soft body has long since
dissolved in ancient seabeds. In this as-yet-unknown creature, the power of regeneration
may have first evolved, says Frank, endowing all later animals with a basic toolkit for
regrowing lost body parts – one which mainly lies dormant in present-day life.

“It’s maybe not such a crazy idea. Stem cell systems are enormously complex and 600
million years may not be long enough to reinvent another system from scratch. So it’s
more likely to believe that our stem cell system and Hydractinia’s stem cell system were
actually inherited from a common ancestor,” says Frank. “And if you think about it,
Hydractinia can grow a new head and, although we cannot as adults, we can do that as
embryos when we make our own head. So it is possible that this ability to do so is
switched off in human adults and in Hydractinia it’s not.”

This theory ties in with a study published last year in the journal Nature, about two
varieties of an ancient form of flatworm, the planarian. This worm has been studied for
over a century because of its amazing regenerative powers. Slice them up into tiny pieces
and some planarian worms can regrow their bodies from even the tiniest tailpiece. Others
need most of their body intact to regrow a head. Until now, that is.

Researchers at the Max Planck Institute tested the idea that all planarian flatworms have
the same regenerative superpowers but that in some it’s switched off early in
development. They were right. With a relatively simple tweak to the stem cell system of
a developing embryo they turned a creature that in nature couldn’t regrow a head out of a
tiny tailpiece, into one that could.

In Galway, Frank hopes his research will help to explain the apparently miraculous
results from planarian experiments and unravel other mysteries, too. Why, for instance,
do planarians easily grow new tails when Hydractinia struggles to regrow its foot? One
idea is that body symmetry - front/back or left-right as in planarians and humans but not
snail fur – may dictate where stem cells in the body can migrate to.

In theory, it’s possible that humans may harbour the same dormant regenerative
superpowers as snail fur and flatworms, however far they seem from humans. At the
most basic cellular level there are striking similarities. Studying them could teach us how
to regrow damaged or lost body parts too. “While there’s no market for regrowing human
heads,” says Frank, “wouldn’t it be great if we could repair spinal cords, damaged hearts,
damaged kidneys, hands and any other organs we might lose?”

The flatworm studies imply this might not be quite as unthinkable as once thought. The
Victorian father of regenerative science, Thomas Hunt Morgan carried out flatworm
experiments showed their amazing powers to regrow a whole body from a stump in 1901.

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But he abandoned the study, writing: “We will never understand the phenomena of
development and regeneration.”

Clearly, there are many mysteries of regeneration still to be revealed, yet now it seems
that a tiny creature living in a fish tank in Galway and its ilk could help us unlock the
bizarre process of regrowing body parts sooner than we thought.

Choose the correct letter, A, B or C.

Questions 22-26

22. "Snail fur" is related to jellyfish, corals and sea anemones.

A. True B. False C. Not Given

23. Judging by the picture, Hydractinia can regrow its head in a day.

A. True B. False C. Not Given

24. Uri Frank thinks that even humans can possess regenerating powers.

A. True B. False C. Not Given

25. Snail fur is similar to salamnders and starfish.

A. True B. False C. Not Given

26. Healing in Hydractinia produces new body part.

A. True B. False C. Not Given

Questions 27-29

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-29 on your answer sheet.

27. Which of the following DIDN'T happen at a gathering of developmental biologists?

A. Uri Frank showed a video of Hydractinia regenerating its head.

B. Some stem sells of the creature were glowing green.

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C. Attendants were astonished by the show.
D. Research conference afterwards took place.
29. The Galway team will focus on what in their future paper?

A. How Hydractinia manages to regrow its head.

B. How stem cells know that the head is missing.

C. Where the stem cells come from.

D. All of the above.

30. According to Frank Uri and his team

A. human and Hydractinia stem cells are similar.

B. most organisms can regenerate themselves.

C. frogs can regrow lost limbs.

D. salamander and frogs are not closely related.

Part 5
Read the text below and answer Questions 30-35

Tips for giving an effective business presentation

Preparation
Get someone else to evaluate your performance and highlight your best skills. For
example, go through your presentation in front of a colleague or relative. Think about
who your audience is and what you want them to get out of the presentation. Think about
content and style.
Go into the presentation room and try out any moves you may have to make, e.g. getting
up from your chair and moving to the podium. Errors in the first 20 seconds can be very
disorientating.
Familiarise yourself with the electronic equipment before the presentation and also have
a backup plan in mind, should there be an unexpected problem like a power cut.
Dealing with presentation nervousness
A certain amount of nervousness is vital for a good presentation. The added adrenaline
will keep your faculties sharp and give your presentation skills extra force. This can,
however, result in tension in the upper chest. Concentrate on your breathing. Slow it right
down and this will relax you. Strangely, having something to pick up and put down tends
to help you do this.
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It may seem an odd idea, but we seem to fee! calmer when we engage in what’s referred
to as a displacement activity, like clicking a pen or fiddling with jewellery. A limited
amount of this will not be too obvious and can make you feel more secure at the start.
Interacting with your audience
Think of your presentation as a conversation with your audience. They may not actually
say anything, but make them feel consulted, questioned, challenged, then they will stay
awake and attentive.
Engage with your present audience, not the one you have prepared for. Keep looking for
reactions to your ideas and respond to them. If your audience doesn’t appear to be
following you, find another way to get your ideas across. If you don’t interact, you might
as well send a video recording of your presentation instead!
Structuring effective presentations
Effective presentations are full of examples. These help your listeners to see more clearly
what you mean. It’s quicker and more colourful. Stick to the point using three or four
main ideas. For any subsidiary information that you cannot present in 20 minutes, try
another medium, such as handouts.
End as if your presentation has gone well. Do this even if you feel you’ve presented
badly. And anyway a good finish will get you some applause – and you deserve it!
Questions 30-35
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 30-35 on your answer sheet.
30 Practising your presentation on ................................... or a family member is helpful.
31 Be prepared for a problem such as ………………….
32 One way to overcome pre-presentation nerves is to make your ……………………
less rapid.
33 It is acceptable to do something called .................................... at the start of the
presentation to reassure you.
34 Your presentation should be like ....................................with the people who have
come to hear you.
35 Check constantly for ..................................to the points you are making.

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TEST 2

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 Part 1
You will hear some sentences. You will hear each sentence twice. Choose the correct reply to each
sentence (A, B, or C). Mark your answers on the answer sheet. Questions 1-8.

1) Speaker 5) Speaker
A) They were nice. A) Yes, it was a great match.
B) It was excellent. B) No, we were really bored.
C) it was expensive. C) Of course I like it.

2) Speaker 6) Speaker
A) I saw my uncle A) Yes, there is one near the bank.
B) I bought a car B) Yes, I like this city.
C) With my friend C) No, it was really expensive.

3) Speaker 7) Speaker
A) I am at home now. A) I last saw it two hours ago.
B) I am seeing Anna. B) I will buy it tomorrow.
C) We have a party. C) We were at the party.

4) Speaker 8) Speaker
A) What about having a pizza. A) It takes two hours to get there.
B) I had a cola yesterday. B) Two and the half miles.
C) Yes, I had a hamburger. C) About twenty or thirty.

Part 2

Questions 9-14.

You will hear someone giving a talk. For each question, fill in the missing information in the
numbered space. Write ONE WORD and / or A NUMBER for each answer.

Bankside Recruitment Agency

● Address of agency: 497 Eastside, Docklands

● Name of agent: Becky Jameson

Typical jobs

● It is not important to have business skills for this job.

● Must have good 9) ........................skills

● Jobs are usually for at least one 10)………………..

● Pay is usually 11) £… .................... per hour

Registration process.

● Wear a 12)… .................... to the interview.

● Must bring your 13)… ...................... to the interview

● They will ask questions about each candidate‟s 14)……………….

● They will be no difficult questions about your future.

Part 3

You will hear people speaking in different situations. Match each speaker (15-18) to the place
where the speaker is (A-F). There are TWO EXTRA places which you do not need to use.

Mark your answers on the answer sheet.

A) Ann and her friend make preparation for the evening.

15. Speaker 1 …
B) Zara speculates about other people‟s feelings.

16. Speaker 2 … C) Libby tells Anna to make an arrangement with Mike.

17. Speaker 3 … D) Anna invites her flat mate to join them for dinner.

18. Speaker 4 … E) Mike tells Libby about his argument with Anna.

F) Mike recommends places to visit in Liverpool.

 Part 4

You will hear someone giving a talk. Label the places (19-23) on the map (A-H). There are
THREE extra options which you do not need to use.
Mark your answers on the answer sheet.

19 coffee room …………….

20 warehouse …………….

21 staff canteen …………….

22 meeting room …………….

23 human resources …………….

 Part 5

You will hear three extracts. Choose the correct answer (A, B or C) for each question (24-29).
There are TWO questions for each extract. Mark your answers on the answer sheet.

Street Play Scheme

24. When did the Street Play Scheme first take place?
A) two years ago
B) three years ago
C) six years ago

25.How often is Beachwood Road closed to traffic now?

A) once a week
B) on Saturdays and Sundays
C) once a month

26. Who is responsible for closing the road?

A) a council official
B) the police
C) local wardens

27.Residents who want to use their cars

A) have to park in another street.
B) must drive very slowly
C) need permission from a warden.

28.Alice says that Street Play Schemes are most needed in

A) wealthy areas
B) quiet suburban areas.
C) areas with heavy traffic.

29. What has been the reaction of residents who are not parents?
A) Many of them were unhappy at first.
B) They like seeing children play in the street.
C) They are surprised by the lack of noise.
 Part 6

You will hear a part of a lecture. For each question, fill in the missing information in the
numbered space. Write no more than ONE WORD for each answer.

Early history of keeping clean

Prehistoric times:
● water was used to wash off 30……………..

Ancient Babylon
● soap-like material found in 31 .................... cylinders

Ancient Greece:
● people cleaned themselves with sand and other substances
● used a strigil – scraper made of 32………………

Ancient Germany and Gaul:

● used soap to colour their 33 ....................... Ancient Rome:
● animal fat, ashes and clay mixed through action of rain, used for washing clothes

● from about 312 BC, water carried to Roman 34.........................by aqueducts

Europe in Middle Ages:

● decline in bathing contributed to occurrence of 35……………….

THIS IS END OF THE LISTENING PAPER.

TRANSFER YOUR ANSWERS ON THE ANSWER SHEET.
YOU HAVE FIVE TO TEN MINUTES TO DO SO.
 CEFR MULTILEVELED TEST

READING

The Reading Paper consists of FIVE parts.

Part 1: Questions 1-6; Part 4: Questions 21-29;
Part 2: Questions 7-14; Part 5: Questions 30-35.
Part 3: Questions 15-20;

Each question carries ONE mark. Total time allowed: 1 hour

You may write on the question paper if you wish, but you must transfer your answers to
the Answer Sheet within the time limit. No extra time is allowed to do so.
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.

Chocolate town for chocolate workers

If you love chocolate, maybe you have eaten a bar of Cadbury‟s Bournville chocolate.
But Bournville isn‟t just the name of an English chocolate bar. It‟s the name of a village
which was built especially for workers at the Cadbury‟s 1) factory.

George and Richard Cadbury took over the cocoa and chocolate business from their
father in 1861. A few years later, they decided to move the 2) out of the centre of
Birmingham, a city in the middle of England, to a new location of the factory where they
could expand.

They tried to choose one of the best places in the city which is close to the railways and
canals so that they could receive milk from the 3) stations or
ports in the 4) . They could also deliver them easily and
send the finished products to stores across the country.

Here, the air was much cleaner than in the city centre, and the Cadbury brothers thought
it would be a much healthier place for their employees to work. They named the site
Bournville after a local river called „The Bourn‟. „Ville‟, the French word for town, was
used because at the time, people thought French chocolate was the highest quality.

There used to be many chocolate shops near the 5) bank. The new factory opened in
1879. Close to it, they built a village where the factory workers could live. The 6)
also was famous for its natural
milk and honey. By 1900, there were 313 houses on the site, and many more were built
later.

The Cadbury family were religious and believed that it was right to help other people.
They thought their workers deserved to live and work in good conditions.
 PART 2
Read the texts 7-14 and the statements A-J. Decide which text matches with the situation described in
the statements. Each statement can be used ONCE only. There are TWO extra statements which
you do not need to use. Mark your answers on the answer sheet.
A) Specialist plumbers are wanted for this organisation.
B) You should rise up your finger to show your comprehension.
C) You are not allowed to drive a vehicle which reseeds the height limit.
D) Students are asked to be accompanied by their parents during the assembly.
E) This course enables you to learn specific areas of communication.
F) You should mind the length when you commute through this area.
G) You are asked to apply by yourself for this position.
H) You are required to be a member of the organization to get in the building.
I) The toilet is not operating temporarily.
J) This area is intended only for sellers.
7) 11)

8) 12)

9) 13)

10) 14)
 PART 3
Read the text and choose the correct heading for each paragraph from the list of headings
below.
There are more headings than paragraphs, so you will not use all of them. You cannot use any
heading more than once. Mark your answers on the answer sheet.
List of headings
A) Town facilities
B) Colonisation 15. Paragraph 1
C) Urban devision 16. Paragraph 2
D) Architectural home styles 17. Paragraph 3
E) Types of settlements 18. Paragraph 4
F) Historical foundations 19. Paragraph 5
G) Domestic arrangements 20. Paragraph 6
H ) The residences of rulers

Yoruba Town
1. The Yoruba people of Nigeria classify their towns in two ways. Permanent towns with their own
governments are called “ilu”, whereas temporary settlements, set up to support work in the country are
“aba”. Although ilu tend to be larger than aba, the distinction is not one of size, some aba are large,
while declining ilu can be small, but of purpose. There is no “typical” Yoruba town, but some features
are common to most towns.

2. In the 19th century most towns were heavily fortified and the foundations of these walls are
sometimes visible. Collecting tolls to enter and exit through the walls was a major source of revenue for
the old town rulers, as were market fees. The markets were generally located centrally and in small
towns, while in large towns there were permanent stands made of corrugated iron or concrete. The
market was usually next to the local ruler‟s palace.

3. The palaces were often very large. In the 1930‟s, the area of Oyo‟s palace covered 17 acres, and
consisted of a series of courtyards surrounded by private and public rooms. After colonisation, many of
the palaces were completely or partially demolished. Often the rulers built two storey houses for
themselves using some of the palace grounds for government buildings.

4. The town is divided into different sections. In some towns these are regular, extending out from the
center of the town like spokes on a wheel, while in others, where space is limited, they are more
random. The different areas are further divided into compounds called “ile”. These vary in size
considerably from single dwellings to up to thirty houses. They tend to be larger in the North. Large
areas are devoted to government administrative buildings. Newer developments such as industrial or
commercial areas or apartment housing for civil servants tends to be build on the edge of the town.

5. Houses are rectangular and either have a courtyard in the center or the rooms come off a central
corridor. Most social life occurs in the courtyard. They are usually built of hardened mud and have roofs
of corrugated iron or, in the countryside, thatch. Buildings of this material are easy to alter, either by
knocking down rooms or adding new ones. And can be improved by coating the walls with cement.
Richer people often build their houses of concrete blocks and, if they can afford to, build two storey
houses. Within compounds there can be quite a mixture of building types. Younger well-educated
people may have well-furnished houses while their older relatives live in mud walled buildings and
sleep on mats on the floor.
6. The builder or the most senior man gets a room either near the entrance or, in a two storied house,
next to the balcony. He usually has more than one room. Junior men get a room each and there are
separate rooms for teenage boys and girls to sleep in. Younger children sleep with their mothers. Any
empty room are used as storage, let out or, if they face the street, used as shops.

Part 4
Read the following text for questions 21-29.
NOW FOR THE BAD NEWS: A TEENAGE TIME BOMB

They are just four, five and six years old right now, but already they are making
criminologists nervous. They are growing up, too frequently, in abusive or broken
homes, with little adult supervision and few positive role models. Left to themselves,
they spend much of their time hanging out on the streets or soaking up violent TV
shows. By the year 2005 they will be teenagers–a group that tends to be, in the view of
Northeastern University criminologist James Alan Fox, “temporary sociopaths–
impulsive and immature.” If they also have easy access to guns and drugs, they can be
extremely dangerous.

For all the heartening news offered by recent crime statistics, there is an ominous flip
side. While the crime rate is dropping for adults, it is soaring for teens. Between 1990
and 1994, the rate at which adults age 25 and older committed homicides declined
22%; yet the rate jumped 16% for youths between 14 and 17, the age group that in the
early ‟90s supplanted 18- to 24-year-olds as the most crime-prone. And that is
precisely the age group that will be booming in the next decade. There are currently 39
million children under 10 in the U.S., more than at any time since the 1950s. “This is
the calm before the crime storm,” says Fox. “So long as we fool ourselves in thinking
that we‟re winning the war against crime, we may be blindsided by this bloodbath of
teenage violence that is lurking in the future.”

Demographics do not have to be destiny, but other social trends do little to contradict
the dire predictions. Nearly all the factors that contribute to youth crime–single-parent
households, child abuse, deteriorating inner-city schools–are getting worse. At the
same time, government is becoming less, not more, interested in spending money to
help break the cycle of poverty and crime. Professor of Australian University John
Dallas in his speech in Malaysia warned the whole world about the dangers of “moral
poverty,” He stated that it would be absolutely useless for the nations to invest finance
for education without educating them morally and spiritually no matter to their identity.

Predicting a generation‟s future crime patterns is, of course, risky, especially when
outside factors (Will crack use be up or down? Will gun laws be tightened?) remain
unpredictable. Michael Tonry, a professor of law and public policy at the University of
Minnesota, argues that the demographic doomsayers are unduly alarmist. “There will
be a slightly larger number of people relative to the overall population who are at high
risk for doing bad things, so that‟s going to have some effect,” he concedes. “But it‟s
not going to be an apocalyptic effect.” Norval Morris, professor of law and
criminology at the University of Chicago, finds DiIulio‟s notion of super predators too
simplistic: “The human animal in young males is quite a violent animal all over the
world. The people who put forth the theory of moral poverty lack a sense of history
and comparative criminology.”

Yet other students of the inner city are more pessimistic. “All the basic elements that
spawn teenage crime are still in place, and in many cases the indicators are worse,”
says Jonathan Kozol, author of Amazing Grace, an examination of poverty in the
South Bronx. “There‟s a dramatic increase of children in foster care, and that‟s a very
high-risk group of kids. We‟re not creating new jobs, and we‟re not improving
education to suit poor people for the jobs that exist.”
Can anything defuse the demographic time bomb? Fox urges “reinvesting in children”:
improving schools, creating after-school programs and providing other alternatives to
gangs and drugs. DiIulio, a law-and-order conservative, advocates tougher prosecution
and wants to strengthen religious institutions to instill better values. Yet he opposes the
Gingrich-led effort to make deep cuts in social programs. “A failure to maintain
existing welfare and health commitment for kids,” he says, “is to guarantee that the
next wave of juvenile predators will be even worse than we‟re dealing with today.”
DiIulio urges fellow conservatives to think of Medicaid not as a health-care program
but as “an anticrime policy.”

For questions 21-24, choose the correct answer A, B, C, or D. Mark your answers on the
answer sheet.
21. Young children are making criminologists nervous because
(a) they are committing too much crime.
(b) they are impulsive and immature.
(c) they may grow up to be criminals.
22. The general crime rate in the US is
(a) increasing
(b) decreasing
(c) not changing
23. James Fox believes that the improvement in crime figures could
(a) make us complacent in the fight against crime.
(b) result in an increase in teenage violence.
(c) result in a decrease in teenage violence.
24. According to paragraph 3, the government
(a) is doing everything it can to solve the problem.
(b) is not interested in solving the problem.
(c) is not doing enough to solve the problem.
For questions 25-29, decide if the following statements agree with the information given in the
text. Mark your answers on the answer sheet.

25) It can be really harmless for teens to get weapons with no challenge.
A) True B) False C) Not given
26) The rate of crime has once decreased among adults over the certain period.
A) True B) False C) Not given
27) One of the professors warned against the dangers of spiritual insufficiency.
A) True B) False C) Not given
28) The dwellers of crowded area have more tendencies to commit a crime.
A) True B) False C) Not given
29) It is stated in the passage that violent films may cause teenagers to commit a crime.
A) True B) False C) Not given

Part 5
Read the following text for questions 30-35.
When you picture mountain climbers scaling Mount Everest, what probably comes to
mind are teams of climbers with Sherpa guides leading them to the summit, equipped
with oxygen masks, supplies and tents. And in most cases you would be right, as 97 per
cent of climbers use oxygen to ascend to Everest's summit at 8,850 metres above sea
level. The thin air at high altitudes makes most people breathless at 3,500 metres, and the
vast majority of climbers use oxygen past 7,000 metres. A typical climbing group will
have 8–15 people in it, with an almost equal number of guides, and they'll spend weeks to
get to the top after reaching Base Camp. But ultra-distance and mountain runner Kilian
Jornet Burgada ascended the mountain in May 2017 alone, without an oxygen mask or
fixed ropes for climbing. He did it in 26 hours.
And then, five days later, he did it again, this time in only 17 hours. Born in 1987, Kilian
has been training for Everest his whole life. And that really does mean his whole life, as
he grew up 2,000 metres above sea level in the Pyrenees in the ski resort of Lles de
Cerdanya in Catalonia, north-eastern Spain. While other children his age were learning
to walk, Kilian was on skis. At one and a half years old he did a five-hour hike with his
mother, entirely under his own steam. He left his peers even further behind when he
climbed his first mountain and competed in his first cross-country ski race at age three.
By age seven, he had scaled a 4,000er and, at ten, he did a 42-day crossing of the
Pyrenees.
He was 13 when he says he started to take it 'seriously' and trained with the Ski
Mountaineering Technical Centre (CTEMC) in Catalonia, entering competitions and
working with a coach. At 18, he took over his own ski-mountaineering and trail-running
training, with a schedule that only allows a couple of weeks of rest a year. He does as
many as 1,140 hours of endurance training a year, plus strength training and technical
workouts as well as specific training in the week before a race. For his record-breaking
ascent and descent of the Matterhorn, he prepared by climbing the mountain ten times
until he knew every detail of it, even including where the sun would be shining at every
part of the day.

Sleeping only seven hours a night, Kilian Jornet seems almost superhuman. His resting
heartbeat is extremely low at 33 beats per minute, compared with the average man's 60
per minute or an athlete's 40 per minute. He breathes more efficiently than average
people too, taking in more oxygen per breath, and he has a much faster recovery time
after exercise as his body quickly breaks down lactic acid – the acid
in muscles that causes pain after exercise. All this is thanks to his childhood in the
mountains and to genetics, but it is his mental strength that sets him apart. He often sets
himself challenges to see how long he can endure difficult conditions in order to truly
understand what his body and mind can cope with. For example, he almost gave himself
kidney failure after only drinking 3.5 litres of water on a 100km run in temperatures of
around 40°C.

For questions 30-33, fill in the missing information in the numbered spaces.
Write no more than ONE WORD and / or A NUMBER for each question.
It gets impossible to 30) when climbers reach a certain amount of
height. The amount of 31) can be the same with the amount of climbers.
Jornet 32) more effectively than other individuals .
He tried to struggle in various challenging 33) to figure out the strength of his
organism.

For questions 34-35, choose the correct answer A, B, C, or D. Mark your answers on the answer
sheet.
34) According to the passage after his first unusual challenge Kilianafter tried to……….
A) to exercise more
B) give up his attempt forever
C) improve his result
D) consume more water
35) It is stated in the passage that the main factor of his achievements is…….
A) his hard work with his coach
B) his childhood in mountains
C) his genetics
D) his mental strength
TEST 3
 @azizteach
LISTENING TEST

Mock 4

Part 1

You will hear some sentences. Choose the best reply to each sentence.

1 B
C

2 B

A
3 B

4 B
C

24
 @azizteach

5 B

6 B

7 B
C

8 B
C

25
 @azizteach
Part 2

For each question, write the correct answer in the gap. Write ONE or TWO WORDS
or a NUMBER or a DATE or a TIME. You will hear a man talking to a class of students
bout a language course.

FRENCH FOR BEGINNERS

Class numbers:

Minimum 8 students

Maximum (9) students

Day and time: Tuesday 7.30 p.m.- (10)

p.m. Place: Room 26,

second floor (opposite the (11) )
Coursebook title: (12) French
Price: £8 (if you order now, it will arrive on 1st (13) )
International evening: Each class will provide some (14)

Part 3

You will hear five short extracts in which people are talking about shopping for clothes. For
questions 15–19, choose from the list (A–H), what each speaker enjoys about shopping for
clothes. Use the letters only once. There are three extra letters which you do not need to use.

A. searching for bargains

15. Speaker 1
B. looking at goods in windows
16. Speaker 2
C. keeping up with trends
17. Speaker 3 D. buying occasional designer items
18. Speaker 4 E. trying unusual items on
19. Speaker 5 F. finding copies of expensive items
G. buying things for other people
H. getting employee discounts

26
 Done by: Aziz Abdurasulov
Part 4

Choose the exact location for the following places on the map. Fill in letters A-I next to the
places' names in questions 20-23

20. conference centre

21. new office space
22. stores
23. finance

27
 @sfera_learning_center

You will hear three different extracts. For questions 24-29, choose the answer (A, В or C)
which fits best according to what you hear. There are two questions for each extract.
Extract One
You overhear part of a conversation between the secretary of a golf club and a visitor to the
club
24. What does the visitor feel about installing satellite navigation in her car?
A. worried about its cost
B. unsure of its usefulness
C. doubtful about its reliability
25. When he talks about in-car satellite navigation systems, the secretary is
A. helping his visitor to choose the best model
B. providing his visitor with information about them
C. warning his visitor about the drawbacks of using one
Extract Two
You hear part of a discussion in which the anthropologist Paula Drew and the comedian
Mike Morton are talking about their lives.
26. What does Mike say about his use of comedy as a child?
A. He appeared to have an instinctive talent for it
B. His long-term friendships depended on it
C. It was one of a number of skills he developed
27. Both speakers agree that, for a successful life, people need
A. a belief in themselves
B. a clearly defined goal
C. a commitment to hard work
Extract Three
You hear part of a radio discussion about holiday reading
28. The man reads books which
A. remind him of people he’s met
B. make a change from his work
C. are set somewhere he doesn’t know
29. His work involves
A. a lot of travel
B. looking out for new words
C. studying classical literature
 @sfera_learning_center

You will hear a short radio report about how technology is helping archaeologists who want
to learn more about some texts written over 2,000 years ago known as Roman tablets. For
questions 30-35, complete the sentences.

Roman tablets
The speaker says that an Ancient Roman ‘tablet’ was about as thick as a present-
day 30 .
At the site of an old 31 , archaeologists discovered about 200 tablets.
Roman soldiers often used tablets writing letter or documents of a
32 nature.
On one tablet mentioned, the word 33 is legible as well as people’s
names.
An expert in what’s called 34 says that the project is very
challenging.
Panels on the tablets were once filled with 35 , which provided the
writing surface.
@sfera_learning_center
@sfera_learning_center Done by: Aziz Abdurasulov
READING TEST

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.

The water hyacinth grows in tropical countries. It has beautiful purple-blue flowers, but
everybody hates it. Why?

Millions and millions of these plants 1 in rivers and lakes. Sometimes

the plants become so thick that people can walk on them. People cannot travel in boats on the
water, and they cannot fish in it. The 2 stop the water from
moving. Then the water carries diseases. Farmers cannot use the water on their land.

Now scientists think that 3 hyacinths can be useful. The plants are
really a tree crop. No one has to take care of them. They just grow and grow and grow. What
can 4 use them for?

Some fish like to eat them. Farmers can grow these fish in the lakes and rivers. Workers can
collect and cut the plants with machines. Then they can make fertilizer to make their crops
grow better. They can also make feed for their farm animals. Maybe it will be possible to
make methane gas for energy. (We burn gas from petroleum for
energy. 5 gas comes from plants.)

Then poor tropical countries will not have to buy so much expensive 6 .
Maybe in the future people will love the water hyacinth instead of hating it.
@sfera_learning_center Done by: Aziz Abdurasulov
Part 2
The people below all want to visit a museum. There are descriptions of museums.
Decidewhich museum would be the most suitable for the following people.

7. Jake and Maureen have different interests but want to go somewhere they will both enjoy.
Jake loves anything to do with the sea, while Maureen's interested in social history and
the lives of women.
8. Melanie is a history teacher. She wants to take her class to a museum where they will be
allowed to touch things and have activities to do during their visit.
9. Roger is keen to find out about different forms of transport in towns over the last hundred
years. He would like to attend a talk while he is at the museum.
10.Kazuko studies English literature and thinks that seeing where writers lived will help her
understand their books better. She finds it useful to look at pictures which are connected
with the books.
11.Nick is more interested in learning about the countryside than learning about people from
the past. He needs information for some schoolwork he is doing about what happens to
rivers and hills over time.
12.Ingrid's eldest daughter is learning about English history and would like to go
somewhere to bring this subject to life. Ingrid is really interested in flowers.
13.Trevor is an artist and enjoys drawing wildlife. He recently visited a zoo and drew large
animals and would like to try sketching something smaller.
14.Sarah and her husband would like to spend the day outdoors. They don't like going on
rides but are both interested in history and how people used to live.

Recommended Museums in the

Area

A. Red House
Travel back to the time of the novelist Charlotte Brontë and find out about her friends and
local connections. Discover the comforts and discomforts of the 1830s country home
where Charlotte sometimes stayed as a guest of Joshua Taylor's family and got ideas for
her novel Shirley.
B. Castle Museum
The castle was built looking down on the valley of the River Dean. It is now a museum,
where you can learn how the valley has changed over millions of years. There is a
collection of interesting rocks and fossils found in the area, and pictures showing how the
valley probably looked in prehistoric times.
@sfera_learning_center Done by: Aziz Abdurasulov
C. Hillcrest Museum
Enjoy an experience of digging up the past. Handle pieces of ancient pots, tools and other
objects from many countries. Learn to date them and see what they tell us about how
people lived then. Also try out computer programs which help plan the digging-up of
sites. School groups should book in advance.
D. Shandy Hall
Here in the 1760s, Laurence Sterne wrote Tristram Shandy. His fifteenth-century house is
now surrounded by a large garden full of beautiful and unusual plants. Inside there is an
important collection of Steme's novels plus the original drawings which were included in
his works.
E. Museum of Peace
Situated in beautiful countryside, this is the only museum of its kind in the country. It has
a growing collection of art and objects connected with peace history, non-violence and
the ending of war. It also has material which can be used after the visit back in the
classroom.
F. Fishing Centre
Study the routes used by fishermen over the last two hundred years and see how their
ocean-going boats worked. A new exhibition explores the position of wives and mothers
in the old fishing towns, giving information about their occupations, and their attitudes to
work and home.
G. Viking Centre
Come and experience what life was like 1,200 years ago in this Viking town, rebuilt at
the mouth of the river. Our introductory talk will inform you about the close relationship
the Vikings had with the sea —they were excellent fishermen, sailors and boat-builders.
There are also tools, clothes and everyday items to look at.
H. Horsepower Museum
This museum reminds us just how important horses were to life in the nineteenth and
early twentieth centuries. It has a permanent exhibition of old trams and buses, which
used to be pulled through the streets by horses. The staff here are very knowledgeable and
give daily lectures on this fascinating collection
I. Warwick Castle
Regarded by many as Britain's greatest Medieval Castle. Visit exhibitions, climb the
castle towers, relax as you walk around the gardens, designed and created in 1753 by
Capability Brown. Experience the preparations for battle in the Kingmaker exhibition or
witness a Victorian Royal Weekend. And if your interest is more in the darker side of the
Castle's history visit The Castle Dungeon.
J. Stratford Butterfly Farm
@sfera_learning_center Done by: Aziz Abdurasulov
The biggest butterfly farm in Europe. Whatever the weather come and see these beautiful
creatures as they would live in their natural environment. Walk around a tropical
rainforest as butterflies fly freely around you. See them as they come into the world in the
Caterpillar Room. And don't miss Insect City where you can view huge spiders and our
very own scorpion colony!
K. Black Country Museum
It's been called Britain's friendliest open-air museum. Come to Black Country Museum
and discover an old-fashioned village by the canal. Look around original old-fashioned
shops and houses, see what it's like down a mine and take a ride on a tramcar.
L. Drayton Manner
One of the UK's most popular attractions. The park is home to some of the scariest rides
you'll find like Stormforce 10 and Apocalypse, which has been voted the UK's most
frightening ride. You'll also find an indoor and outdoor play area and of course, Drayton
Manor Zoo with over one hundred different species, including twelve rare breeds from
across the world.
@sfera_learning_center Done by: Aziz Abdurasulov
Part 3

Read the text and choose the correct heading for each paragraph from the list of headings
below.

There are more headings than paragraphs, so you will not use all of them. You cannot use
any heading more than once.

List of headings
A. Guard_your time
B. Make a difference
C. Why Its so hard
D. Set a date
E. Get creative
F. Meet likerninded people
G. Change your life
H. Establish your goals
I. Do what you want
J. Plan a head

15.Paragraph 1
16.Paragraph 2
17.Paragraph 3
18.Paragraph 4
19.Paragraph 5
20.Paragraph 6

Make Most of Your Free Time

1. Studies say that people nowadays have more free time than ever before. Then why
doesn't it feel that way? These days, our free time is usually spent watching television,
using computers or communicating on our phones. Images and information are
constantly flashing into our brains, so it's no wonder we don't feel as if we have really
switched off. To really wind down and help us regain our energy levels, it is important
to use our free time wisely.
@sfera_learning_center Done by: Aziz Abdurasulov
2. Don't let anything else encroach on your free time. Ignore the washing up and the
vacuuming. Don't check your inbox for messages and turn off your mobile phone.
Otherwise, the lines between free time and everyday live will begin to blur, and you
won't feel refreshed.
3. In many free time activities, we take the role of consumer. When we watch TV, play
video games or read, we are only passively involved. Take on the role of producer for
a change. Build a model, write a blog or make an animation film. You will use a
different part of your brains and will feel more energised as a result.
4. But don't go overboard. Many people worry too much about their free time activities.
They want to do things that will impress their friends, look good on their résumés or
help them get a better job. But free time isn't about that. It is about doing an activity for
enjoyment's sake, so don't let outside pressures influence your choice.
5. You'll really know you're using your time wisely if what you're doing helps other
people. So find out what's going on in the community and lend a hand. Visit the
elderly or help out in a children's club. If socialising's not your thing, why not
volunteer for a wildlife organisation?
6. Once you're relaxed and energised, you can think about what you'd like to improve in
your life. Want to get fit? Learn a skill? Improve your job prospects? There are plenty
of groups, clubs and classes you can join that will set you on a completely new life
path. So what are you waiting for? Get out there and enjoy yourself!

Part
4 Read the following text for questions 21-29

Elnino and Seabirds

A. Rhythm of the seasons cannot always be relied upon. At times the tropical Pacific Ocean
and large expanses of the global atmosphere seem to be marching to the beat of a
different drummer, disrupting the normal patterns of countless species of plants and
animals along with hundreds of millions of human beings. So they want anticipate these
occasional lapses in the march of the seasons and help societies plan accordingly,
scientists are seeking to understand these competing rhythms: the strongest of which is
the alternation between the “normal climate” and a different but still recurrent set of
climatic conditions in the Pacific region called El Nino.
@sfera_learning_center Done by: Aziz Abdurasulov
B. Seabirds are prominent and highly visible components of marine ecosystems that will be
affected by global climate change. The Bering Sea region is particularly important to
seabirds; populations there are larger and more diverse than in any similar region in North
America—over 90% of seabirds breeding in the continental United States are found in
this region. Seabirds, so named because they spend at least 80% of their lives at sea, are
dependent upon marine resources for food. As prey availability changes in response to
climatically driven factors such as surface sea temperature and extent of sea ice, so will
populations of seabirds be affected.
C. Seabirds are valued as indicators of healthy marine ecosystems and provide a “vicarious
use value” or existence value—people appreciate and value seabirds simply because
they are there and enjoy them through venues such as pictures, nature programs, and
written accounts without ever directly observing seabirds in their native environment. A
direct measure of this value is demonstrated by Federal legislation that established
specific national wildlife refuges to protect seabirds and international treaty obligations
that provide additional protection for seabirds. Seabirds are also an important subsistence
resource for many who live within the Bering Sea Region. Furthermore, the rich
knowledge base about seabirds makes them a valuable resource as indicator species for
measurement of change in the marine environment.
D. The most abundant breeding species in Alaska are northern fulmars, storm-petrels,
kittiwakes, murres, auklets and puffins. These species also form the largest colonies.
Fulmars, storm-petrels and kittiwakes are surface feeders, picking their prey from the
surface or just below the surface; murres, auklets, and puffins dive for their food. Fulmars
nest primarily on island groups in and around the Bering Sea. They take a wide variety of
prey (e.g., fish, squid, zooplankton, jellyfish) from the surface or just below the surface.
Storm-petrels are strictly nocturnal and nest below ground in either burrows or crevices
between rocks. They forage on zooplankton and squid; in some areas they are dependent
upon small fish such as capelin and sand lance caught at the surface. Black- legged
kittiwakes are widespread throughout Alaska, Canada and Eurasia while red- legged
kittiwakes are found only in the Bering Sea region. Both are surface feeders although
black-legged kittiwakes feed primarily on small fish and forage over the continental shelf
and shelf break; red-legged kittiwakes feed primarily on myctophids and will forage
beyond the shelf break.
E. Marine mammals have exhibited similar signs of food stress in recent years. Harbor seals
at Tugidak Island in the Gulf of Alaska declined by about 85% between 1976 and 1988 .
Steller sea lion populations declined by 36% in the Gulf of Alaska between 1977 and
1985 , and by another 59% between 1985 and . Northern fur seals declined about 35% by
1986 from their average numbers in the 1970s, although numbers had rebounded
@sfera_learning_center Done by: Aziz Abdurasulov
somewhat (20%) by 1990 . Associated with the declines in Steller sea lions are declines
in birth rate, fewer breeding females, fewer pups, decreased adult body condition,
decreased juvenile survival, and a change in population age structure.
F. Walker noticed that monsoon seasons with low-index conditions are often marked by
drought in Australia, Indonesia, India, and parts of Africa. He also claimed that low-index
winters tend to be unusually mild in western Canada. One of his British colleagues
chided him in print for suggesting that climatic conditions over such widely separated
regions of the globe could be linked. In his reply Walker predicted, correctly, that an
explanation would be forthcoming, but that it would require a knowledge of wind patterns
above ground level, which were not routinely being observed at that time.
G. The need for long-term time series It seems obvious that without good baseline data
ornithologists are doomed to be surprised by the arrival of El Nino every few years. Even
when ornithologists and ecologists are at hand to take advantage of an incoming El
Nino, lack of preexisting data, and of monitoring afterwards, makes it difficult 134 F.M.
Jaksic & J.M. Farina to understand responses of birds to the successive El Nino, La Nina,
and “normal” years. Indeed, according to Jaksic, during the last century there were 12 El
Nino years and 12 La Nina years, thus leaving about 76 ‘normal’ years in between. Thus,
by heavily concentrating attention on only 12% of the time span El Nino, and of
neglecting possibly another 12% , ornithologists are essentially ignoring what happens
during 76% of the time. This situation may be remedied only as long as data are logged
on a regular or continuous basis, that is, as long-term time series. The recipe prescribed
by Schreiber & Schreiber to understand El Nino, effects on birds still stands: ‘…carry out
long-term studies that will shed further light on the interactions between global
atmospheric cycles, oceanographic phenomena, and avian populations.’
H. Populations of seabirds in Alaska are larger and more diverse than any similar region in
the Northern Hemisphere. The extensive coastal estuaries and offshore waters of Alaska
provide breeding, feeding and migrating habitats for 66 species of seabirds. At least 38
species of seabirds, over 50 million individuals, breed in Alaska. Eight Alaskan species
breed only here and in adjacent Siberia. Five additional species range through the North
Pacific, but their populations are concentrated in Alaska. In addition to breeding grounds,
Alaskan waters also provide important wintering habitat for birds that breed in Canada
and Eurasia. Shearwaters, which breed in the southern hemisphere, are the most
numerous species in Alaskan waters during the summer.
I. As another indication that food has been limiting in recent years, several largescale die-
offs of seabirds, mostly surface-feeding species, have been observed in the Gulf of
Alaska during the last decade, most notably in 1983, 1989，and 1993 . But Hatch thinks
that it is too early to decide the these die-offs reports are somehow connected with
@sfera_learning_center Done by: Aziz Abdurasulov
effect of El nino. Byrd and Tobish believe that high rainfall can affect survival of chicks
in earthen burrows, and incidence of big storms with high winds during the chick-rearing
period can cause mortality for chicks of species nesting on cliff-ledges, but this view has
not been considered as convincing evidence.

Questions 21-24

Choose the correct letter A, B, c or D.

21. Why do scientists want to investigate El Nino phenomenon at beginning of
theparagraph ?
A. To learn patterns of creatures that live in marine environment.
B. Assist us to map out because it disturbs normal cycle of for wildlife and human.
C. It has profound theory for both the academic side and practical side.
D. Tropical Pacific Ocean is where El Nino affects most.
22. Why do scientists use seabirds as important subjects when observe climate
change World-widely?
A. Seabirds affected by prey changes according to the temperature and ice.
B. Its size is large enough to be observed.
C. El Nino affects seabirds more than other sea creatures.
D. North America is situated in the area where El Nino affects most.
23. What happened for Marine mammals that live in Tugidak Island in Gulf of Alaska?
A. Number of seals declined about 85% from the mid of 20th century.
B. Number of Steller sea lion declined while Number seals grew.
C. Birth rate and breeding females declined on the Tugidak Island.
D. The situation of mammals on the island is not that worse than we expected.
24. According to J. Walker, what happens in the monsoon seasons notably?
A. Flood and drought seriously damage almost everywhere of the planet.
B. Walker’s prediction would soon come true.
C. Drought only affects some parts of Africa.
D. Drought will affect somewhere of the earth such as Australia and Indonesia

Questions 25-29

Do the following statements agree with the claims of the writer in Reading Passage

25. Seabirds are regarded as precious indicators of changes in oceanic environment.

A) True B) False C) Not Given
@sfera_learning_center Done by: Aziz Abdurasulov
26. Seabirds such as Fulmars and Murres feed by the characteristic of prey in
differentways.
A) True B) False C) Not Given
27. Steller sea lions only decline in birth rate and fewer pups, but the
whole population wouldn’t be affected by the changes.
A) True B) False C) Not Given
28. With reply of Walker’s colleague, knowledge of wind patterns will be very helpful.
A) True B) False C) Not Given
29. It is difficult to investigate El Nino for ornithologists and ecologist because lack
ofavailable statistics and inspections.
A) True B) False C) Not Given

Part 5

Ensuring our future food supply

Climate change and new diseases threaten the limited varieties of seeds we depend on for
food. Luckily, we still have many of the seeds used in the past-but we must take steps to save
them.

Six miles outside the town of Decorah, Iowa in the USA, an 890-acre stretch of rolling fields
and woods called Heritage Farm is letting its crops go to seed. Everything about Heritage
Farm is in stark contrast to the surrounding acres of intensively farmed fields of corn and
soybean that are typical of modern agriculture. Heritage Farm is devoted to collecting rather
than growing seeds. It is home to the Seed Savers Exchange, one of the largest non
government-owned seed banks in the United States.

In 1975 Diane Ott Whealy was given the seedlings of two plant varieties that her great
grandfather had brought to America from Bavaria in 1870: Grandpa Ott’s morning glory and
his German Pink tomato. Wanting to preserve similar traditional varieties, known as
heirloom plants, Diane and her husband, Kent, decided to establish a place where the seeds of
the past could be kept and traded. The exchange now has more than 13,000 members, and
the many thousands of heirloom varieties they have donated are kept in its walk-in coolers,
freezers, and root cellars the seeds of many thousands of heirloom varieties and, as you walk
around an old red barn that is covered in Grandpa Ott’s beautiful morning glory blossoms,
you come across the different vegetables, herbs, and flowers they have planted there.
@sfera_learning_center Done by: Aziz Abdurasulov
"Each year our members list their seeds in this,"Diane Ott Whealy says, handing over a copy
of the Seed Savers Exchange 2010 Yearbook. It is as thick as a big-city telephone directory,
with page after page of exotic beans, garlic, potatoes, peppers, apples, pears, and plums- each
with its own name and personal history .For example, there’s an Estonian Yellow Cherry
tomato, which was brought to the seed bank by “an elderly Russian lady” who lived in
Tallinn, and a Persian Star garlic from “a bazaar in Samarkand.”There’s also a bean donated
by archaeologists searching for pygmy elephant fossils in New Mexico.

Heirloom vegetables have become fashionable in the United States and Europe over the past
decade, prized by a food movement that emphasizes eating locally and preserving the flavor
and uniqueness of heirloom varieties. Found mostly in farmers' markets and boutique
groceries, heirloom varieties have been squeezed out of supermarkets in favor of modern
single-variety fruits and vegetables bred to ship well and have a uniform appearance, not to
enhance flavor. But the movement to preserve heirloom varieties goes way beyond the
current interest in North America and Europe in tasty, locally grown food. It’s also a
campaign to protect the world’s future food supply.Most people in the well-fed world give
little thought to where their food comes from or how it’s grown. They wander through well-
stocked supermarkets without realizing that there may be problem ahead.We’ve been hearing
for some time about the loss of flora and fauna in our rainforests.Very little,by contrast,is
being said or done about the parallel decline in the diversity of the foods we eat.

Food variety extinction is happening all over the world - and it's happening fast. In the
United States an estimated 90 percent of historic fruit and vegetable varieties are no longer
grown. Of the 7,000 different apple varieties that were grown in the 1800s, fewer than a
hundred remain. In the Philippines thousands of varieties of rice once thrived; now only
about a hundred are grown there. In China 90 percent of the wheat varieties cultivated just a
hundred years ago have disappeared. Experts estimate that in total we have lost more than 50
percent of the world's food varieties over the past century.

Why is this a problem? Because if disease or future climate change affects one of the handful
of plants we've come to depend on to feed our growing planet, we might desperately need
one of those varieties we've let become extinct. The loss of the world's cereal diversity is a
particular cause for concern. A fungus called Ug99, which was first identified in Uganda in
1999, is spreading across the world's wheat crops. From Uganda it moved to Kenya,
Ethiopia, Sudan, and Yemen. By 2007 it had jumped the Persian Gulf into Iran. Scientists
predict that the fungus will soon make its way into India and Pakistan, then spread to Russia
and China, and eventually the USA.
Roughly 90 percent of the world's wheat has no defense against this particular fungus. If it
reached the USA, an estimated one billion dollars' worth of crops would be at risk.
Scientists believe that in Asia and Africa alone, the portion currently in danger could leave
one billion people without their primary food source. A famine with significant
humanitarian consequences could follow, according to Rick Ward of Cornell University.

The population of the world is expected to reach nine billion by 2045. Some experts say
we’ll need to double our food production to keep up with this growth. Given the added
challenge of climate change and disease, it is becoming ever more urgent to find ways to
increase food yield. The world has become increasingly dependent upon a technology-
driven, one-size-fits-all approach to food supply. Yet the best hope for securing our food's
future may depend on our ability to preserve the locally cultivated foods of the past.

Questions 30-35

Complete the notes below.

Choose ONE WORD AND/OR A NUMBER from the passage for each answer.

The food we grow and eat

Supermarkets

 sell fruit and vegetables that transport well

 want fruit and vegetables to be standard in their 30_ ___________
Public awareness

 while people know about plants disappearing from 31 very

few know about the decline in fruit and vegetable varieties
Extinction of food varieties

 less than 100 of the types of 32 once available in the USA are still grown
 over 33 of food varieties around the world have disappeared in the
last 100 years
Current problems in food production

 a particular fungus is attacking wheat in various countries

 Rick Ward believes the threat to food supplies in Asia and Africa might lead
toa 34
Food production in the future

 climate change and disease may put pressure on food production

 twice the amount of food may be needed because of an increase in 35

Kanalimiz: @sfera_learning_center
TEST 4
 Part
1 sentence twice. Choose the correct reply to
You will hear some sentences. You will hear each
each sentence (A, B, or C).
Mark your answers on the answer sheet.
Mark your answers on the answer sheet.
Example:
0. A) In a few weeks
B) At a new location
C) For an art show

Correct answer: A
1 A) It has five levels
B) We’ll take my car
C) Just around the corner

2 A) They have a new manager

B) Take the stairs to the third floor
C) Can you help me count these?

3. A) Maybe tomorrow
B) It’s cold in here
C) Yes, until last year

4 A) He went to the concert

B) I’ll see you at the meeting later
C) It was really exciting

5 A) To cancel our reservation

B) It’s in the lobby
C) I’ll call everyone else

6 A) I always carry a pen

B) Oh, I’m sure you’ll enjoy it
C) I found it, thanks

7 A) In January
B) To the warehouse
C) Yes, we do

8 A) It’s over there on the shelf

B) No, I couldn’t send the letter
C) He’s leaning on the desk

Page 2
You will hear someone giving a talk. For each question, fill in the missing information in
the numbered space.
Write ONE WORD and / or A NUMBER for each answer.

Spanish Art Holidays

From 8 to 9, breakfast will be served on the patio, it’s a(n) (9) ............................................ buffet-

style breakfast.

At (10) .................................. the group will leave the hotel for its painting destination.

Once there, the teacher will show her students how to paint a (11) ………………………….

Different (12) ................................. will be used, including charcoal and acrylic paint.

A picnic lunch will follow, everyone should get their own from (13) ………………………….

before leaving the hotel.

Then a(n) (14).................................. meeting will follow to discuss the day’s work
 Part 3

You will hear people speaking in different situations. Match each speaker (15-18) to the
place where the speaker is (A-F). There are TWO EXTRA places which you do not need
to use.

Mark your answers on the answer sheet.

15. Speaker 1 …………

16. Speaker 2 …………
17. Speaker 3 …………
18. Speaker 4…………

a. Dream job.
b. What jobs are most popular with students.
c. Difficulties in making a career choice.
d. Work experience.
e. Teenagers should earn their pocket money themselves.
f. How to find a job for summer.
 Part 4

You will hear someone giving a talk. Label the places (19-23) on the map (A-H). There are
THREE extra options which you do not need to use.
Mark your answers on the answer sheet

19. Starting point for walking the walls

20. Bow and arrow display

21. Hunting birds display

22. Traditional dancing

23. Shop
You will hear three extracts. Choose the correct answer (A, B or C) for each question (24-
29). There are TWO questions for each extract.
Mark your answers on the answer sheet.

Extract One

24. Why did businessman Kwabena Osei Bonsu set up Trashy Bags?
a. He wanted to solve a problem.
b. He had seen similar projects overseas.
c. He was given government funding.

25. What does Richard Frost say about the use of plastic bags in supermarkets?
a. Customers should be made to pay for them.
b. The government will eventually have to disallow it.
c. Supermarkets should offer other kinds of bag instead.

Extract Two

26. What did the woman think about hypnotism before she visited a hypnotherapist?
a. She doubted it would permanently stop a bad habit.
b. She believed it could treat psychological issues.
c. She thought it might work for people who believed in it.
26. The two speakers agree that many people
A) have a negative image of hypnotists.
B) are not in control of themselves during hypnosis.
C) are disappointed with the results of hypnotherapy.

Extract Three

28. What does Fiona say about visitors who go on zoos tours?
A) They encounter some animals for the first time.
B) They have strong preferences about which animals to see.
C) They are unaware of the potential danger.

29. How does Fionna feel after the incident with the chimpanzee?
A) She was reluctant to work with chimpanzees again.
B) She realized that she needed to be more careful at work.
C) She was uncertain why the incident had occurred.
@sfera_learning_center @done by: Aziz Abdurasulov

You will hear a part of a lecture. For each question, fill in the missing information in the
numbered space.
Write no more than ONE WORD for each answer.

Dinosaur Exhibition

Frank believes people want to be (30)............................................ which is why they visit the

dinosaur exhibition.

According to Frank, children first look for the interactive (31) ........................................... in

the exhibition.

According to Frank, scientists usually have to work with an incomplete dinosaur

(32) ………………………………………

Frank refers to a huge (33) ........................................... in China which killed many dinosaurs.

Frank believes that the feathers of the Chinese dinosaurs were probably used for

(34) .......................................... purposes.

T
H
I
S

P
A
@sfera_learning_center @done by: Aziz Abdurasulov

READING
TEST
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.

Have you ever wondered why people read? Why reading is one of the few things that has
consistently remained part of society for thousands of years? Even before
1 became available to the general public, stories were told around
campfires, passed down from generation to generation.

First of all, 2 are a good way to escape from your ordinary life, to get
immersed in another world, if only for a little time. While reading, you can imagine yourself
in different situations that range from unlikely to impossible, but in the moment that doesn’t
matter. Whether you’re suffering from depression or are just bored, reading is a great
distraction.

Similarly, another reason 3_ are attracted to stories, is because they are

lonely, very often they feel as if they are the only ones in the world going through
something difficult. Identifying with a fictional character can make a big difference in
helping people understand that they are not alone.

Other people read because it can be a good way to relax. It can be very nice to sit down and
enjoy a good plot unfold, to watch the actions of fictional characters from the side, and to see
the consequences of these 4 , without having to bear any
responsibility.

Lastly, people read because it is the easiest 5 _to gain knowledge in a

certain area. Instead of finding a teacher, you can just find a 6 , sit down,
and spend a few hours reading. This way you can study wherever you want, whenever you
want at your own pace.
@sfera_learning_center @done by: Aziz Abdurasulov
There are countless books in the world, and whoever you are, whatever you’re feeling, there
is definitely a book out there, just waiting for you to discover it.
@sfera_learning_center @done by: Aziz Abdurasulov
Part 2
The people below all want to visit to an interesting city. Decide which city would be
the most suitable for each person.

7. David enjoys walking but he has injured his knee and cannot climb up hills. He would
liketo spend a couple of hours on a quiet walk with well-marked paths.
8. Luigi likes to get as much exercise as possible and particularly likes climbing steep hills
to get a good view. He wants to do a walk that is difficult and offers a range of scenery.
9. Yannis has two sons of 8 and 10. He would like to take them to see some animals in the
countryside. He wants to be able to buy some refreshments.
10.Amada has had an operation and needs plenty of fresh air to help her recover. She wants
to find a short, quiet walk with a beautiful place to visit on the route.
11.Claudia's grandparents are staying with her. They are very fit and enjoy walking. They
would like to visit some of the local villages and need a clearly-marked route so they
don't lose their way.
12.Mike, Kathy and their three children don't have much money, but they want a special day
out this Saturday. They must be back home by 9 p.m.
13.Kirsten is a Dutch student who is studying in Scotland. She doesn't drive, but wants a day
trip to see some beautiful scenery and spend a little time by the sea.
14.Clare and Robert want to enjoy some good food, but would also like to give their two
young children a day to remember. They don't mind if they spend a lot of money.

A. MARIE LIFE, FRANCE. The chance to experience the oceans of the world. Children
will love the observatory, with water all around them and enormous fish swimming above
their heads! Afterwards you eat at a world-famous local restaurant before boarding the
ferry at 9 p.m. Not cheap, but a great day out!
B. SEA PATH. This walk starts at the village of Nye Flats and the excellent signposts lead
you through local streets, fields and pretty neighbouring villages. Although it will take
you half a day, there are no hills at all. You can breathe the sea air and enjoy watching
traditional life in busy villages.
C. CUTTERS WAY. This walk can take anything from 30 minutes to two hours. It's not a
good walk for hill-lovers as the ground is completely flat, but it has good signposts and
simple facilities for the hungry or thirsty walker. A few places or things to see would
improve this walk, which can be a little dull.
D. PADDOCK WAY. This is really a short track across a working farm. There are plenty of
chickens and sheep to see, and the farmer has turned some of the buildings into an
@sfera_learning_center @done by: Aziz Abdurasulov
educational centre with a café. Not a walk for those who like peace and quiet, but good
fun.
E. HURDLES. This is a route for the experienced walker. It crosses two rivers and includes
hills of up to 500 metres, from which you can see the sea. There are several rocky paths
that are unsuitable for children or older people and there are no shops so take plenty of
water.
F. NEVERLAND. This is a walk to take if you have a whole day to spare and want to
escape from other people. It follows a narrow track which is clearly marked and has
different routes for different types of walker. There are hills to climb but views are
limited because of thick forest.
G. FRENCH HYPERMARKET DAY TRIP. Whether you want to buy or just look, you'll
love this tour. The enormous Darney shopping centre is a shopper's dream! You will find
a great number of local goods on sale, and clothes and kitchen goods are excellent value.
Free children's entertainment all day. Leaves 10:00, back at 19:00.
H. GOLD-DIGGERS END. You won't find any gold on this peaceful walk, but you will
find plenty of other things to see including a lovely garden which is open to the public.
It's a half-hour walk with a couple of small cafés on the way.
I. A TASTE OF THE GOOD LIFE IN FRANCE. After a relaxing voyage, you visit a
beautiful area which is famous for its good things to eat. There you can enjoy some
sightseeing and choose from a number of wonderful restaurants. Sail back on the night
crossing. Sorry, adults only!
J. SEA AND MOUNTAINS IN NORTHERN IRELAND. Explore the Northern Ireland
countryside, including the amazing Mountains of Mourne and the small seaside holiday
town of Newcastle. The ferry leaves the port in Scotland at 7:30 and arrives back at
22:20. Transport in Northern Ireland is by air-conditioned coach.
@sfera_learning_center @done by: Aziz Abdurasulov

Part 3

Read the text and choose the correct heading for each paragraph from the list of headings
below.

There are more headings than paragraphs, so you will not use all of them. You cannot use
any heading more than once.

List of headings
A. The controversy around the word “toxic”
B. Effects of different types of stress
C. How to protect children from toxic stress
D. An association of adverse experience with health problems and
unhealthy habits
E. Body’s reactions in response to the perceived harmful event
F. Signs of being under sustained stress
G. Negative impacts of toxic stress on children’s mental health

15. Paragraph 1
16.Paragraph 2
17.Paragraph 3
18.Paragraph 4
19.Paragraph 5
20.Paragraph 6

1. Our bodies are built to respond when under attack. When we sense danger, our brain goes
on alert, our heart rate goes up, and our organs flood with stress hormones like cortisol
and adrenaline. We breathe faster, taking in more oxygen, muscles tense, our senses are
sharpened and beads of sweat appear. This combination of reactions to stress is also
known as the "fight-or-flight" response because it evolved as a survival mechanism,
enabling people and other mammals to react quickly to life-threatening situations. The
carefully orchestrated yet near-instantaneous sequence of hormonal
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changes and physiological responses helps someone to fight the threat off or flee to
safety. Unfortunately, the body can also overreact to stressors that are not life-
threatening, such as traffic jams, work pressure, and family difficulties.
2. That's all fine when we need to jump out of the way of a speeding bus, or when someone
is following us down a dark alley. In those cases, our stress is considered "positive",
because it is temporary and helps us survive. But our bodies sometimes react in the same
way to more mundane stressors, too. When a child faces constant and unrelenting stress,
from neglect, or abuse, or living in chaos, the response stays activated, and may
eventually derail normal development. This is what is known as "toxic stress". The
effects are not the same in every child, and can be buffered by the support of a parent or
caregiver, in which case the stress is considered "tolerable". But toxic stress can have
profound consequences, sometimes even spanning generations. Figuring out how to
address stressors before they change the brain and our immune and cardiovascular
systems is one of the biggest questions in the field of childhood development today.
3. In 1998, two researchers, Vincent Felitti and Robert Anda, pioneered in publishing a
study demonstrating that people who had experienced abuse or household dysfunction as
children were more likely to have serious health problems, like cancer or liver diseases,
and unhealthy lifestyle habits, like drinking heavily or using drugs as adults. This became
known as the "ACE Study," short for "adverse childhood experiences." Scientists have
since linked more than a dozen forms of ACEs - including homelessness, discrimination,
and physical, mental, and sexual abuse - with a higher risk of poor health in adulthood.
4. Every child reacts to stress differently, and some are naturally more resilient than others.
Nevertheless, the pathways that link adversity in childhood with health problems in
adulthood lead back to toxic stress. As Jenny Anderson, senior reporter at Quartz,
explains, "when a child lives with abuse, neglect, or is witness to violence, he or she is
primed for that fight or flight all the time. The burden of that stress, which is known as
'allostatic load or overload,' referring to the wear and tear that results from either too
much stress or from inefficient management of internal balance, eg, not turning off the
response when it is no longer needed, can damage small, developing brains and bodies. A
brain that thinks it is in constant danger has trouble organising itself, which can manifest
itself later as problems of paying attention, or sitting still, or following instructions - all of
which are needed for learning".
5. Toxic is a loaded word. Critics say the term is inherently judgmental and may appear to
blame parents for external social circumstances over which they have little control.
Others say it is often misused to describe the source of stress itself rather than the
@sfera_learning_center @done by: Aziz Abdurasulov
biological process by which it could negatively affect some children. The term, writes
John Devaney, centenary chair of social work at the University of Edinburgh, "can
stigmatise individuals and imply traumatic happenings in the past".
Some paediatricians do not like the term because of how difficult it is to actually fix the
stressors their patients face, from poverty to racism. They feel it is too fatalistic to tell
families that their child is experiencing toxic stress, and there is little they can do about it.
But Nadine Burke Harris, surgeon general of California, argues that naming the problem
means we can dedicate resources to it so that paediatricians feel like they have tools to
treat "toxic stress".
6. The most effective prevention for toxic stress is to reduce the source of the stress. This
can be tricky, especially if the source of the stress is the child's own family. But parent
coaching, and connecting families with resources to help address the cause of their stress
(sufficient food, housing insecurity, or even the parent's own trauma), can help. Another
one is to ensure love and support from a parent or caregiver. Young children's stress
responses are more stable, even in difficult situations, when they are with an adult they
trust.
As Megan Gunnar, a child psychologist and head of the Institute of Child at the
University of Minnesota, said: "When the parent is present and relationship is secure,
basically the parent eats the stress: the kid cries, the parent comes, and it doesn't need to
kick in the big biological guns because the parent is the protective system". That is why
Havard's Center on the Developing Child recommends offering care to caregivers, like
mental health or addiction support, because when they are healthy and well, they can
better care for their children.

PART 4

Read the following text for questions 21-29

TITAN of technology

Gordon Moore is the scientific brain behind Intel, the world’s biggest maker of computer
chips. Both funny and self-deprecating, he’s a shrewd businessman too, but admits to being
an ‘accidental entrepreneur’, happier in the back room trading ideas with techies than out
selling the product or chatting up the stockholders. When he applied for a job at Dow
@sfera_learning_center @done by: Aziz Abdurasulov
Chemical after gaining his PhD, the company psychologist ruled that 1 was okay technically,
but that I’d never manage anything’. This year Intel is set to turn over $28 billion.

When Moore co-founded Intel (short for Integrated Electronics) to develop integrated circuits
thirty-five years ago, he provided the motive force in R&D (Research & Development) while
his more extrovert partner Robert Noyce became the public face of the company. Intel’s ethos
was distinctively Californian: laid- back, democratic, polo shirt and chinos. Moore worked in
a cubicle like everyone else, never had a designated parking space and flew Economy. None
of this implied lack of ambition. Moore and Noyce shared a vision, recognising that success
depended just as much on intellectual pizazz as on Intel’s ability to deliver a product. Noyce
himself received the first patent for an integrated circuit in 1961, while both partners were
learning the business of electronics at Fair child Semiconductor.

Fair child’s success put money in Moore and Noyce’s pockets, but they were starved of
R&D money. They resigned, frustrated, to found Intel in 1968. ‘It was one of those rare
periods when money was available,’ says Moore. They put in $250,000 each and drummed
up another $2.5m of venture capital ‘on the strength of a one-page business plan that said
essentially nothing’. Ownership was divided 50:50 between founders and backers. Three
years later, Intel’s first microprocessor was released: the 4004, carrying 2,250 transistors.
Progress after that was rapid. By the time the competition realised what was happening, Intel
had amassed a seven-year R&D lead that it was never to relinquish.

By the year 2000, Intel’s Pentium-4 chip was carrying 42 million transistors. ‘Now,’ says
Moore, ‘we put a quarter of a billion transistors on a chip and are looking forward to a billion
in the near future.’ The performance gains have been phenomenal. The 4004 ran at
108 kilohertz (108,000 hertz), the Pentium*4 at three gigahertz (3 billion hertz). It’s
calculated that if automobile speed had increased similarly over the same period, you could
now drive from New York to San Francisco in six seconds.

Moore’s prescience in forecasting this revolution is legendary. In 1965, while still head of
the R&D laboratory at Fair child, he wrote a piece for Electronics magazine observing ‘that
over the first few years we had essentially doubled the complexity of integrated circuits
every year. I blindly extrapolated for the next ten years and said we’d go from about 60 to
about 60,000 transistors on a chip. It proved a much more spot-on prediction than I could
ever have imagined, up until then, integrated circuits had been expensive and had had
principally military applications. But I could see that the economics were going to switch
dramatically. This was going to become the cheapest way to make electronics.’
@sfera_learning_center @done by: Aziz Abdurasulov
The prediction that a chip’s transistor-count – and thus its performance – would keep
doubling every year soon proved so accurate that Carver Mead, a friend from Caltech,
dubbed it ‘Moore’s Law’. The name has stuck. ‘Moore’s Law’ has become the yardstick by
which the exponential growth of the computer industry has been measured ever since. When,
in 1975, Moore looked around him again and saw transistor-counts slowing, he predicted
that in future chip-performance would double only every two years. But that proved
pessimistic. Actual growth since then has split the difference between his two predictions,
with performance doubling every 1 8 months.

And there’s a corollary, says Moore. ‘If the cost of a given amount of computer power drops
50 per cent every 1 8 months, each time that happens the market explodes with new
applications that hadn’t been economical before.’ He sees the microprocessor as ‘almost
infinitely elastic’. As prices fall, new applications keep emerging: smart light bulbs, flashing
trainers or greetings cards that sing ‘Happy Birthday’. Where will it all stop? Well, it’s true,
he says, ‘that in a few more generations [of chips], the fact that materials are made of atoms
starts to be a real problem. Essentially, you can’t make things any smaller.’ But in practice,
the day of reckoning is endlessly postponed as engineers find endlessly more ingenious ways
of loading more transistors on a chip. ‘I suspect I shared the feelings of everybody else that
when we got to the dimensions of a micron [about 1986Ị, we wouldn’t be able to continue
because we were touching the wavelength of light. But as we got closer, the barriers just
melted away,’

When conventional chips finally reach their limits, nanotechnology beckons. Researchers are
already working on sci-fi sounding alternatives such as molecular computers, built atom by
atom, that theoretically could process hundreds of thousands times more information than
today’s processors. Quantum computers using the state of electrons as the basis for
calculation could operate still faster. On any measure, there looks to be plenty of life left in
Moore’s Law yet.

Questions 21-23

Choose the correct letter, A, B, C or D.

21. What do we learn about Gordon Moore’s personality in the first two paragraphs?
A. It has changed noticeably as his career has developed.
B. It was once considered unsuitable for the particular type of business he was in.
C. It made him more suited to producing things than to selling them.
D. It is less complicated than it may at first appear.
@sfera_learning_center @done by: Aziz Abdurasulov
22. What do we learn about Intel when it was first established?
A. It was unlike any ocher company in its field at the time.
B. It combined a relaxed atmosphere with serious intent.
C. It attracted attention because of the unconventional way in which it was run.
D. It placed more emphasis on ingenuity than on any other aspect.
23. What is stated about the setting up of Intel in the third paragraph?
A. It was primarily motivated by the existence of funds that made it possible.
B. It involved keeping certain sensitive information secret.
C. It resulted from the founders’ desire to launch a particular product.
D. It was caused by the founders’ dissatisfaction with their employer’s priorities.

Questions 24-28

Do the following statements agree with the information given in Reading -

Passage? 24.Competitors soon came close to catching up with Intel’s progress.

A) True B) False C) Not Given
25. Intel’s Pentium 4 chip was more successful than Moore had anticipated.
A) True B) False C) Not Given
26. Moore’s prediction in 1975 was based on too little evidence.
A) True B) False C) Not Given
27. Flashing trainers are an example of Moore’s theory about the relationship between cost
and applications.
A) True B) False C) Not Given
28. Moore has always been confident that problems concerning the sire of components will
be overcome.
A) True B) False C) Not Given

Part 5
In the Native American Navajo nation, which sprawls across four states in the American
south-west, the native language is dying. Most of its speakers are middle-aged or elderly
Although many students take classes in Navajo, the schools are run in English. Street signs,
@sfera_learning_center @done by: Aziz Abdurasulov
supermarket goods and even their own newspaper are all in English. Not surprisingly,
linguists doubt that any native speakers of Navajo will remain in a hundred years’ time.

Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two
generations - that’s one language lost every ten days. Never before has the planet’s linguistic
diversity shrunk at such a pace. At the moment, we are heading for about three or four
languages dominating the world,’ says Mark Pagel, an evolutionary biologist at the
University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the
loss is difficult to know.’

Isolation breeds linguistic diversity: as a result, the world is peppered with languages
spoken by only a few people. Only 250 languages have more than a million speakers, and at
least 3,000 have fewer than 2,500. It is not necessarily these small languages that are about to
disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a
language endangered is not just the number of speakers, but how old they are. If it is spoken
by children it is relatively safe. The critically endangered languages are those that are only
spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language
Center, in Fairbanks.

Why do people reject the language of their parents? It begins with a crisis of confidence,
when a small community finds itself alongside a larger, wealthier society, says Nicholas
Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in
their culture,’ he says. ‘When the next generation reaches their teens, they might not want to
be induced into the old traditions.’

The change is not always voluntary. Quite often, governments try to kill off a minority
language by banning its use in public or discouraging its use in schools, all to promote
national unity.

The former US policy of running Indian reservation schools in English, for example,
effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who
chairs the Linguistics department at the University of Chicago, argues that the deadliest
weapon is not government policy but economic globalisation. ‘Native Americans have not
lost pride in their language, but they have had to adapt to socio-economic pressures,’ he says.
‘They cannot refuse to speak English if most commercial activity is in English.’ But are
languages worth saving? At the very least, there is a loss of data for the study of languages
and their evolution, which relies on comparisons between languages, both living and dead.
When an unwritten and unrecorded language disappears, it is lost to science.
@sfera_learning_center @done by: Aziz Abdurasulov
Language is also intimately bound up with culture, so it may be difficult to preserve one
without the other. ‘If a person shifts from Navajo to English, they lose something,’
Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of
looking at the world,’ says Pagel. There is mounting evidence that learning a language
produces physiological changes in the brain. ‘Your brain and mine are different from the
brain of someone who speaks French, for instance,’ Pagel says, and this could affect our
thoughts and perceptions. ‘The patterns and connections we make among various concepts
may be structured by the linguistic habits of our community.’

So despite linguists’ best efforts, many languages will disappear over the next century. But a
growing interest in cultural identity may prevent the direst predictions from coming true.
‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the
dominant language,’ says Doug Whalen, founder and president of the Endangered Language
Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large
degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the
erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has
produced about 8,000 new speakers of Polynesian languages in the past few years. In
California, ‘apprentice’ programmes have provided life support to several indigenous
languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native
American tongue to learn a traditional skill such as basket weaving, with instruction
exclusively in the endangered language. After about 300 hours of training they are generally
sufficiently fluent to transmit the language to the next generation. But Mufwene says that
preventing a language dying out is not the same as giving it new life by using it every day.
‘Preserving a language is more like preserving fruits in a jar,’ he says.

However, preservation can bring a language back from the dead. There are examples of
languages that have survived in written form and then been revived by later generations. But
a written form is essential for this, so the mere possibility of revival has led many speakers of
endangered languages to develop systems of writing where none existed before.

Questions 29-32

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
@SFERA O’QUV MARKAZI +998 94 994 77 55

There are currently approximately 6,800 languages in the world. This great variety of
languages came about largely as a result of geographical 29 . But in today’s
world, factors such as government initiatives and 30 are contributing to a
huge decrease in the number of languages. One factor which may help to ensure that some
endangered languages do not die out completely is people’s increasing appreciation of their
31 . This has been encouraged through programmes of language classes
for children and through ‘apprentice’ schemes, in which the endangered language is used as
the medium of instruction to teach people a 32 . Some speakers of
endangered languages have even produced writing systems in order to help secure the survival
of their mother tongue.

Questions 33-35

Look at the following statements (Questions 33-35) and the list of people in the box
below.

Match each statement with the correct person A-E.

NB You may use any letter more than once.

A Michael Krauss

B Salikoko Mufwene

C Nicholas Ostler

D Mark Pagel

E Doug Whalen

33. Endangered languages cannot be saved unless people learn to speak more than one
language.
34. Saving languages from extinction is not in itself a satisfactory goal.
35. The way we think may be determined by our language.
@SFERA O’QUV MARKAZI +998 94 994 77 55

TEST 5
 @SFERA O’QUV MARKAZI +998 94 994 77 55

O‘ZBEKISTON RESPUBLIKASI STATE TESTING CENTRE UNDER

VAZIRLAR MAHKAMASI THE CABINET OF MINISTERS
HUZURIDAGI OF THE REPUBLIC OF
DAVLAT TEST MARKAZI UZBEKISTAN

CHET TILLARNI BILISH VA EGALLASH DARAJASINI BAHOLASH MILLIY

TIZIMI
CHET TILLARI SERTIFIKATI
TIL: INGLIZ

NATIONAL SYSTEM
OF ASSESSMENT OF FOREIGN LANGUAGE PROFICIENCY
CERTIFICATE OF FOREIGN LANGUAGES
LANGUAGE: ENGLISH

Multilevel Masterpiece - Listening mock test 6

The Listening Paper consists of SIX parts.
Part 1: Questions 1-8; Part 4: Questions 19-23;
Part 2: Questions 9-14; Part 5: Questions 24-29 ;
Part 3: Questions 15-18; Part 6: Questions 30-35.
Each question carries ONE mark.
You will hear each recording twice.
Total listening time: approx. 35 minutes.
At the end of the Listening Paper, you will have to transfer your answers to theAnswer
Sheet. You will be allowed 10 minutes extra time to do this.
FOLLOW THE INSTRUCTIONS OF THE INVIGILATORS!
AT THE END OF THE PAPER, THE QUESTION PAPER WILL BE COLLECTED
BY THE INVIGILATOR.
NO MATERIALS CAN BE REMOVED FROM THE EXAMINATION ROOM.
DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO!

Please write your full name here: Please sign here:

_
@SFERA O’QUV MARKAZI +998 94 994 77 55

Part 1

You will hear some sentences. You will hear each sentence twice. Choose thecorrect reply to
each sentence (A, B, or C).

Mark your answers on the answer sheet.

Example:

0. A) She often does.

B) I can’t remember it.
C) Everyone knows her.

Correct answer: B

1. A) I go every weekend.
B) Would you like to come to?
C) I usually stay at home.

2. A) Why don`t you change them?

B) I like your boots.
C) Yes, I will give it back tomorrow.

3. A) Because it`s off.

B) Press the button at the top.
C) I would prefer to watch it at home.

4. A) Please, do it.
B) Twice a week.
C) Take the bus.

5. A) Because I can speak it.

B) I`d like to go to Germany.
C) When will you do it?
@SFERA O’QUV MARKAZI +998 94 994 77 55

6. A) Have you got the time?

B) I have got a pen.
C) Of course, you can.

7. A) What a good idea!

B) I love it.
C) The theatre is over here.

8. A) It isn`t. It is closed by that 6 pm.

B) The office is far from here.
C) I know when he will come.
@SFERA O’QUV MARKAZI +998 94 994 77 55

Part 2

You will hear someone giving a talk. For each question, fill in the missinginformation in the
numbered space.

Write ONE WORD and / or A NUMBER for each answer.

HOTELS IN THE NATIONAL PARK

The Marston Hotel

Good for people who like (9) ……………………… .

If you ask, the hotel will make you a (10) ................................ lunch.

The Bristol Hotel

Price includes (11) ……………………… .

The Ferndale Hotel

Good view of (12) ……………………… .

Firtrees Hotel

Has won prizes for its (13) ……………………… .

Price of a double room (14) £................................ a night.

@SFERA O’QUV MARKAZI +998 94 994 77 55

Part 3

You will hear people speaking in different situations. Match each speaker (15-18) to the place
where the speaker is (A-F). There are TWO EXTRA places which you do not need to use.

Mark your answers on the answer sheet.

A) In a street
15. Speaker 1 … B) In a bank
16. Speaker 2 … C) In an office
17. Speaker 3 … D) On TV
18. Speaker 4 … E) In a hospital
F) In a shop
@SFERA O’QUV MARKAZI +998 94 994 77 55

Part 4

You will hear someone giving a talk. Label the places (19-23) on the map (A-H).There are TWO
extra options which you do not need to use.

Mark your answers on the answer sheet.

19. Mill

20. Museum

21. Laboratory

22. Café

23. Toilet
@SFERA O’QUV MARKAZI +998 94 994 77 55

Part 5

You will hear three extracts. Choose the correct answer (A, B or C) for eachquestion (24-29).
There are TWO questions for each extract.

Mark your answers on the answer sheet.

Extract One

24. Ella suggests that her interest in lighting started with…

A) the lights she once saw at a theatre show.

B) an outstanding light show at a rock concert.

C) the effects of a fireworks display.

25. Ella says that the work of theatre lighting technicians…

A) can vary according to the director they’re working with.

B) can be more complex than she’d initially realised.

C) can be important for people’s understanding of a play.

Extract Two

26. What first made Lucy excited about maths?

A) taking part in a maths activity at school

B) being able to use the basic maths skills she’d learnt

C) recognising a link between maths and the natural world

@SFERA O’QUV MARKAZI +998 94 994 77 55

27. What does Lucy’s dad suggest about some people attending his
training sessions?
A) They don’t realise that maths is easier than they think.

B) A lack of confidence discourages them from using maths.

C) Having to remember so much has put them off maths.

Extract Three

28. Katie says that for her, kitesurfing…

A) is something she wishes she could do more of.

B) is great motivation for completing her school work.

C) is a better alternative for keeping fit than running.

29. What advantage of the sport does Katie point out?

A) It’s relatively low-cost at the beginning.

B) It’s easy to find somewhere to do it.

C) It’s possible to transport the kit yourself.

@SFERA O’QUV MARKAZI +998 94 994 77 55

Part 6

You will hear a part of a lecture. For each question, fill in the missinginformation in
the numbered space.

Write no more than ONE WORD for each answer.

Bird Migration Theory

Most birds are believed to migrate seasonally.

Hibernation theory

● It was believed that birds hibernated underwater or buried

themselvesin (30) …………………… .

● This theory was later disproved by experiments on caged birds.

Transmutation theory

● Aristotle believed birds changed from one species into another in

summerand winter.

– In autumn he observed that redstarts experience the

lossof (31) ................... and thought they then turned
into robins.

– Aristotle’s assumptions were logical because the two species of birds

had
a similar (32) …………………… .

17th century

● Charles Morton popularised the idea that birds fly to the (33) ................................. in
winter.

Scientific developments

● In 1822, a stork was killed in Germany which had an African

spear inits (34) …………………… .
@SFERA O’QUV MARKAZI +998 94 994 77 55

– previously there had been no (35) .............................. that storks

migrate to
Africa

Have you ever noticed facemasks littering the streets?They've become a part of day-
to-day life,but where do they end up?It is estimated that around 1.5 billion ( )___________ entered
the oceans in 2020.And it's not just masks.During the COVID-19 ( ) _______________________ ,
we have made a lot more plastic for different uses.

We wanted to find out how much extra plastic waste there is due to the pandemic.We
also wanted to find out how much enters the ( ) ___________ ,and where it eventually ends
up.

We used data from lots of different sources to work out how much extra ( )_________
has been made for the pandemic.We then used scientific models to ( ) _________________ out
how much of this plastic ended up in the ocean .We found out that over 8 million tons of (
)_______ plastic waste has been made globally due to the pandemic.Over 25,000
( ) _________ of this has entered the ocean,where it can harm marine wildlife.
@SFERA O’QUV MARKAZI +998 94 994 77 55

. You are an accomplished photographer looking for an enjoyable course where you
can improve your skills. You love taking pictures outdoors and are only free at weekends.

. You have painted for 10 years and want to learn about the work of famous painters
from the past. You are looking for a day-time course that will help you improve your painting
skills.

.You are 32 and you would like to do computer studies in Manchester. You want to do
a part-time course which includes theory and practical skills. In your spare time you paint and
draw.

.You would like a course where you can learn the basic concepts of drawing. You
work in the morning but are free at weekends. You are most interested in drawing portraits
but do not need a qualification.

.You are 25. You want to take up an activity that will give you a lot of contact with
other people. You are very talented and like performing.

.You are not very fit. You would like to get fitter, but you find exercise boring. You
are looking for an evening class that is different every week. You would also like to see
how you are improving over time.
.You take sport seriously. You play hockey and tennis and want to improve your skills
and take part in competitions. You are not free from Monday to Friday.
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Have fun and get fit at your local sports During this workshop students will be
centre! Classes every Tuesday and taught the classical methods of oil
Thursday from 6-8 p.m. No two classes are painting used by Italian and Flemish
the same! We organize regular masters of the late 16th and early 17th
competitions and also offer individual centuries. This workshop is suitable for
fitness checks every month, plus the students of all levels of experience.
chance to gain progress certificates. Classes are on Monday and Wednesday
from 9-11 a.m.
.

The aim of this course is to provide

participants with the opportunity to train .
to the highest standards for a The main aim of this short course is to
professional career in Dance and provide an introduction to one of the
Musical Theatre. We offer a chance to most fascinating period of the Italian Art.
meet new friends in a very happy The one week painting course is
environment. suitable for absolute beginners. Classes are
from 6.30-9.30 p.m. Monday to Friday.
.

Our Adult courses give you the chance

to boost your confidence and develop .
your work skills. This cutting-edge We believe sports are for winners! We
course will prepare you for progression to offer training from professional sports
further study in computing and software coaches to help you become a more
development. Full-time and part-time successful player. Choose from a range of
courses are available. team and racket sports. Players are
encouraged to join local and national
.
leagues. Classes: every Saturday and
3D Studio has a fun 34-week photo Sunday, or book an individual lesson with
challenge. All courses are led by a one of our trainers.
professional photographer who has
specific skills to teach you. By learning
with 3D Studio you will be taken to the
best places and venues in the countryside. .
The course takes place on Saturdays, 3.30- This is an informative, intensive and fun
6.00 p.m. weekend course, which teaches
essential drawing skills. Through
@SFERA O’QUV MARKAZI +998 94 994 77 55

various drawing approaches including

life drawing, portraiture and still life, you

will learn to understand texture, line,
measurement and composition.
@SFERA O’QUV MARKAZI +998 94 994 77 55

) lnability to let others help

) Those in charge aware of problem

) Failure to take responsibility

) Employers and workers need to change

) Feeling there is too much to do

) Bad effects at home and at work

) Lacking a clear system

.Paragraph

.Paragraph

.Paragraph

.Paragraph

.Paragraph

.Paragraph

They found that two out of three work 40 hours or more per week, 25 per cent work 50
hours or more. ln addition, 76 per cent of these workers say that continually working
long hours affects their physical health, 47 per cent say their families sufferand 45 per cent feel
their work performance is undermined.

Oddly enough, 90 per cent of employers also see long hours as a problem because of
reduced performance and lowered morale.
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So, what can be done? Obviously one important step is that employers understand
the potentially negative effects of long working hours on their employees' health,family
and performance. However, there are strategies that individuals can engage inthat will help them
manage their time better.

There seem to be at least three different types of time wasters. First there is
the'maflana' type who feels that you should not'do today what you can do
tomorrow'.These are the procrastinators who see the job as 'too big' for them to handle. Some
basic tips for these people are to break up huge tasks into smaller jobs, to draw up a list of
things to do, with the most important tasks at the top and the leastimportant at the bottom, to
balance routine tasks with more enjoyable ones and to deal with each document that comes their
way once only (read it, act upon it, file itor throw it away).

Second, there are the 'poor delegators', the people who feel that nobody can do a job
as well as they can. They either want to retain the power or just feel it is part of the job,
and feel that by not doing it, they are not Iulfilling their responsibilities. Thebasic tips for these
types are: to accept that delegation does not mean giving up responsibility, having delegated a
job, to leave the person to get on with it, and say 'no' politely to work that is outside their area of
responsibility.

Finally, there is the disorganised type who is instantly recognised by piles of paper
around his or her desk. These individuals miss or are late for appointments, forget or
misplace papers and are frequently involved in trying to find lost telephone numbers, diary
dates, and people's names. They need to do some of the following: stick to one task and finish
it, buy a large note pad for writing down all notes, messages,etc., clear the top of their desk and
have only the task they are dealing with in front of them, spend time setting up systems to gain
control of the chaos
@SFERA O’QUV MARKAZI +998 94 994 77 55

In the Himalayas there's an old Sherpa saying that, "There is a Yeti in the back of
everyone's mind; only the blessed are not haunted by it." Many cultures have legends about
solitary man-beasts, and recorded sightings in North America and Asia date back to the early
1800s. Despite numerous sightings, photos and footprints of often questionable origin, there
has never been conclusive proof that these creatures exist.
No droppings, no bones, no hair and no bodies found - alive or dead.

And this week, geneticists at the University of Alberta are putting the legend to the test
as they scrutinise hair alleged to have come from Bigfoot. The results are due on Thursday. The
hair was collected by residents in Teslin, Yukon, who claim to have found it in a massive
footprint left behind by a 3m-tall human-like creature which walked through their gardens
earlier this month.

Wildlife geneticist Dave Coltman expects that the hair will have come from a known
mammal such as a bear or bison, but says he is curious enough to test this theory. "If Bigfoot is
indeed a primate, then we would expect the sample to be closer to humans or chimpanzees or
gorillas. That would be kind of cool, wouldn't it?"

Regardless of his findings, the myth of Bigfoot does not need hard facts to persist.
The creatures are real enough to those who say they have spotted them, but opinion is divided on
the nature of the beast. Some say it is flesh-and-blood; others, including various Native
American tribes, believe it to be a spirit being which appears to humans in times of crisis. Ralph
Gray Wolf, an Athapaskan Indian from Alaska, has told reporters that Sasquatch makes
appearances to help troubled communities "get more in tune with Mother Earth", bringing a
message that there is a need to change.

Nor are such creatures confined to the vast, isolated tracts of land in North America
and Asia - in the UK, such legends date back centuries. Two years ago, investigators and the
media descended on Bolam Lake, near Newcastle, following a spate of sightings of a tall,
shadowy figure over the previous 18 months. In their week in the wooded, lakeside park,
six of the party spotted the so-called Beast of Bolam. Richard Freeman, of the Centre for
Fortean Zoology centre, says one of his colleagues was among the witnesses.
"What they saw was not Bigfoot, or Sasquatch as I prefer to call him; it was an
@SFERA O’QUV MARKAZI +998 94 994 77 55

enormous shadowy figure in the trees, more like a ghost than flesh-and-blood. In a park
not far from a city centre, you're not going to get a nine-foot ape-like creature - England doesn't
have the habitat to support it." His theory is that sightings such as this - and Scotland's Big
Grey Man of Ben MacDhui and the Grey King in Wales - are of a paranormal being. "I don't
mean that these are the ghosts of some creature which has died; I think it is more complex
than that."

In his time as a professional monster hunter, Mr Freeman has travelled the world
gathering tales of weird and wonderful creatures - and in every culture, the same types crop up
time and again. He calls it the "international monster template", which is made up of dragons
and other huge reptiles; large ape-like creatures, such as Sasquatch and the trolls of Medieval
Europe; little people, such as fairies and goblins; giant birds; and phantom dogs and cats. "I
believe these are equivalents of the creatures which inhabited the plains of Africa millions of
years ago, which our ancestors would have had to deal with. We now have a fossil memory of
these creatures. Under certain conditions, the human mind creates 3D images of these
equivalents."

Sceptics such as Benjamin Radford, of the Skeptical Inquirer magazine, also believe
that such sightings are our minds playing tricks on us. For it is actually very easy to fool
ourselves into believing what we want to believe. What often happens, he has said, is that out in
the wilderness, in areas known as Bigfoot locations, someone will see something dark or hairy
or fast out of the corner of their eye that startles them. "If they're already thinking that there's a
Bigfoot in the area, it's easy to make the leap between saying: 'I saw something, I don't know
what it is,' to: 'I saw something and it's Bigfoot.'" As for the latest find, it will soon be
known whether the hair is from a creature thus far unknown to science. And until then, the
truth simply lies in the eye of the beholder.

A) if Bigfoot turned out to be a gorilla

B) if the residents had found real hair
C) if Bigfoot was genetically close to humans
D) if the hair turned out to be human
@SFERA O’QUV MARKAZI +998 94 994 77 55

A Bigfoot couldn't survive hidden in the UK

)
B) the UK is too cold for Bigfoot
C) Bigfoot can't live near cities
D) the witnesses were possibly drunk

A) the animals have survived from Africa

B) we are seeing 3D images of animals that live far away
C) we are mistaking dreams for reality
D) our brains are programmed to see such creatures

A) tell lies about what they see

B) invent more interesting stories to prevent embarrassment
C) misunderstand magic tricks
D) see things that are not there

A)True B)False C)No information

A)True B)False C)No information

A)True B)False C)No information

A)True B)False C)No information

@SFERA O’QUV MARKAZI +998 94 994 77 55

A)True B)False C)No information

Occasionally, in some difficult musical compositions, there are beautiful, but easy
parts– parts so simple a beginner could play them. So it is with mathematics as well. There are
some discoveries in advanced mathematics that do not depend on specialized knowledge,not
even on algebra, geometry, or trigonometry. Instead they may involve, at most, a little arithmetic,
such as ‘the sum of two odd numbers is even’,
and common sense. Each of the eight chapters in this book illustrates this phenomenon. Anyone
can understand every step in the reasoning.The thinking in each chapter uses at most only
elementary arithmetic, and sometimes not even that. Thus all readers will have the chance to
participate in a mathematical experience, to appreciate the beauty
mathematics, and to become familiar with its logical, yet intuitive, style of thinking.

One of my purposes in writing this book is to give readers who haven’t had the
opportunity to see and enjoy real mathematics the chance to appreciate the mathematical way
of thinking. I want to reveal not only some of the fascinating discoveries, but, more importantly,
the reasoning behind them. In that respect, this book differs from most books on mathematics
written for the general public. Some present the lives of colorful mathematicians. Others
describe important applications of mathematics. Yet others go into mathematical procedures,
but assume that the reader is adept in using algebra.

I hope this book will help bridge that notorious gap that separates the two cultures:
the humanities and the sciences, or should I say the right brain (intuitive) and the left brain
(analytical, numerical). As the chapters will illustrate, mathematics is not restricted to the
analytical and numerical; intuition plays a significant role. The alleged gap can be narrowed or
completely overcome by anyone, in part because each of us is far from using the full capacity
of either side of the brain. To illustrate our human potential, I cite a structural engineer who is
an artist, an electrical engineer who is an opera singer, an opera singer who published
mathematical research, and a mathematician who publishes short stories.
@SFERA O’QUV MARKAZI +998 94 994 77 55

Other scientists have written books to explain their fields to non-scientists, but have
necessarily had to omit the mathematics, although it provides the foundation of their
theories. The reader must remain a tantalized spectator rather than an involved participant,
since the appropriate language for describing the details in much of science is mathematics,
whether the subject is expanding universe, subatomic particles, or chromosomes. Though the
broad outline of a scientific theory can be sketched intuitively, when a part of the physical
universe is finally understood, its description often looks like a page in a mathematics text.

Still, the non-mathematical reader can go far in understanding mathematical

reasoning.This book presents the details that illustrate the mathematical style of thinking, which
involves sustained, step-by-step analysis, experiments, and insights. You will turn these pages
much more slowly than when reading a novel or a newspaper. It may help to have a pencil and
paper ready to check claims and carry out experiments.

As I wrote, I kept in mind two types of readers: those who enjoyed mathematics until
they were turned off by an unpleasant episode, usually around fifth grade, and mathematics
aficionados, who will find much that is new throughout the book.

This book also serves readers who simply want to sharpen their analytical skills. Many
careers, such as law and medicine, require extended, precise analysis. Each chapter offers
practice in following a sustained and closely argued line of thought. That mathematics can
develop this skill is shown by these two testimonials:

A physician wrote, ‘The discipline of analytical thought processes [in mathematics]

prepared me extremely well for medical school. In medicine one is faced with a problem which
must be thoroughly analyzed before a solution can be found. The process is similar to doing
mathematics.’A lawyer made the same point, “Although I had no background in law – not even
one political science course — I did well at one of the best law schools. I attribute much of my
success there to having learned, through the study of mathematics, and, in particular, theorems,
how to analyze complicated principles.
Lawyers who have studied mathematics can master the legal principles in a way that most
others cannot.’ I hope you will share my delight in watching as simple, even naive, questions lead
to remarkable solutions and purely theoretical discoveries find
unanticipated applications.
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)Some areas of both music and mathematics are suitable for someone
who is a ___________ _ .

) It is sometimes possible to understand advanced mathematics using no more than

a limited knowledge of ________________ .

)
wellThe
as analytical skills.
writer intends to show that mathematics requires ___________________ thinking, as
leave out the mathematics that is
)Some books written by ______________ have had to
central to their theories.
) The writer advises non-mathematical readers to perform .............................while reading

) A lawyer found that studying _______________ helped even more than other areas of

law.
mathematics in the study of