Tài liệu Cpe entry test

Oxford CPE Entry Test Mark Harrison 2 CPE ENTRY TEST: AN OVERVIEW Timing: 1 hour 30 minutes Part Task Type and Focus Number of questions Number of marks Test Format Similar tasks in revised CPE 1 Open cloze 15 15 A modified cloze text containing 15 gaps. Use of English Part 1 10 10 A text containing ten gaps. Each gap corresponds to a word. The ‘stems’ of the missing words are given beside the text and must be transformed to provide the missing word. Use of English Part 2 12 12 Two modified cloze texts, from a range of sources. Each text contains six gaps and is followed by six fouroption multiple-choice questions. Reading Part 1 7 14 One text from which paragraphs have been removed and placed in jumbled order after the text. Candidates must decide from where in the text the paragraphs have been removed. Reading Part 3 6 12 One text with six four-option multiple-choice questions. Reading Part 4 Grammatical / lexico-grammatical 2 Word formation Lexical 3 Four-option multiplechoice lexical cloze Idioms, collocations, fixed phrases, complementation, phrasal verbs, semantic precision 4 Gapped text Cohesion, coherence, text structure, global meaning 5 Four-option multiple choice Content / detail, opinion, attitude, tone, purpose, main idea, implication, text organisation features (exemplification, comparison, reference) Reproduced by permission of the University of Cambridge Local Examinations Syndicate Page 2 © Oxford University Press CONTENTS Entry Test Overview 2 Part 1 4 Part 2 5 Part 3 6 Part 4 8 Part 5 10 Answer Sheets 12 Answer Key 14 © Oxford University Press Page 3 PART 1 For questions 1–15, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0). Write your answers in CAPITAL LETTERS on the separate answer sheet. Example: 0 A S Is Honesty The Best Policy? R as adical honesty therapy, (0) ………… it is known in the US, is the latest thing to be held up as the key to happiness and success. It involves telling the truth (1) ………… the time, with no exceptions for hurt feelings. But this is not as easy as it (2) ………… sound. Altruistic lies, (3) ………… than the conniving, self-aggrandising variety, are an essential part of polite society. ‘We all lie (4) ………… mad. It wears us (5) ………… . It is the major source of all human stress,’ says Brad Blanton, psychotherapist and founder of the Centre for Radical Honesty. He has become a household (6) ………… in the US, where he spreads his message via day-time television talk shows. He certainly has his work cut out (7) ………… him. In a recent survey of Americans, 93 per cent (8) ………… to lying ‘regularly and habitually’ in the workplace. Dr Blanton is typically blunt about the consequences of (9) ………… deceitful. ‘Lying kills people,’ he says. Dr Blanton is adamant that minor inconveniences are (10) ………… at all compared with the huge benefits of truth telling. ‘Telling the truth, especially after hiding it for a long time, (11) ………… guts. It isn’t easy. But it is better than the alternative.’ (12) ………… , he believes, is the stress of living ‘in the prison of the mind,’ which (13) ………… in depression and ill health. ‘Your body stays tied up (14) ………… knots and is susceptible to illness,’ he says. ‘Allergies, high blood pressure and insomnia are all (15) ………… worse by lying. Good relationship skills, parenting skills and management skills are also dependent on telling the truth.’ Page 4 Oxford CPE Entry Test Part 1 © Oxford University Press Photocopiable PART 2 For questions 16–25, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning (0). Write your answers in CAPITAL LETTERS on the separate answer sheet. Example: 0 R E F E R E N C E The DICTIONARY of NATIONAL BIOGRAPHY Just over one hundred years ago, the last volume of a tremendous work of reference entitled The Dictionary of National Biography rolled off (0) ………… the printing presses. (16) ………… , this 21-volume shelf-filler may not immediately sound like the most thrilling read in the world. As entertainment, you might imagine it ranks some way below a (17) ………… autobiography. But you would be very, very wrong. The DNB, like the Oxford English Dictionary, is one of the great monuments to British culture and also a hugely enjoyable work in its own right. It is, quite simply, an (18) ………… dictionary of potted biographies of all the notable men and women who had lived in Britain since the year dot. It was produced between 1885 and 1900, and it remains (19) ………… an achievement of the Victorian period, richly redolent of 19th century confidence and (20) ………… , energy and optimism. It is also a monument to the enormous variety of the British national character, and the dictionary is immeasurably (21) ………… by this aspect. There are not only great statesmen, generals, writers, but also hundreds of wonderfully (22) ………… characters, who you can discover only by leafing idly through a volume of the DNB on a wet afternoon down at your local library. The way in which the DNB was produced was very British too: on a shoestring, out of sheer dedication, and with no state (23) ………… whatsoever. It was the private endeavour of a group of (24) ………… , scholars and freelance journalists, as (25) ………… to, for instance, the Austrian equivalent, produced under the oppressive auspices of the Imperial Academy of Vienna. Photocopiable © Oxford University Press REFER ADMIT POLITICS ALPHABET EMPHASIS CAPABLE RICH COLOUR INTERFERE ENTHUSE OPPOSE Oxford CPE Entry Test Part 2 Page 5 PART 3 For questions 26–37, read the two texts below and decide which answer (A, B, C or D) best fits each gap. Mark your answers on the separate answer sheet. Al Gross – Inventor AL GROSS, WHO DIED IN 2001 IN ARIZONA, US, aged 82, was the inventor of the walkie-talkie and the telephone pager, and devised the essential technology used in cordless and mobile telephones. Another of his inventions, the lightweight ground-to-air transmitter, was used to great (26) ………… by Allied troops during the Second World War. (27) ………… another, the two-way wrist-watch transmitter, (28) ………… the eye of the cartoonist Chester Gould, who gave it to Dick Tracy. In 1948, the comic strip detective began his career as a crime fighter with the help of a twoway wrist radio. But Gross himself was too far (29) ………… his time to make much money from his electronic inventions. When, in 1949, he suggested that his pager could be of great assistance to the medical profession, doctors (30) ………… that the beeping devices would upset their patients, and might interrupt their (31) ………… of golf. Today, there are more than 300 million pagers in use around the world. 26 A service B effect C outcome D consequence 27 A Besides B Even C Quite D Yet 28 A grasped B hooked C caught D seized 29 A beyond B in front of C ahead of D prior to 30 A protested B resisted C dissented D opposed 31 A laps B rounds C circuits D courses Page 6 Oxford CPE Entry Test Part 3 © Oxford University Press Photocopiable Intelligent Chickens A lthough chickens might not (32) ………… most people’s list of clever animals, their particular abilities can sometimes be surprisingly impressive. For example, they can (33) ………… to a challenge. Readers may be impressed by the chicken that learnt to peck a key to (34) ………… access to a perch suspended over a tank of water. It then crossed the perch, pulled a string three times to unlock a door, turned right at a T-junction, and jumped across water to reach a nestbox. However, this is a crude anthropomorphic example of animal intelligence. In fact most animals can be trained to perform (35) ………… complex tasks with the promise of a food reward. Dr Christine Nicol of the University of Bristol trained the performing chicken to (36) ………… just this point. She says that it is not possible to measure intelligence on a single scale. However, what has impressed her most about chickens is how they can teach and learn. Hens, it seems, recognise when their chicks eat the wrong thing, and intensely peck and scratch at better foods to demonstrate correct conduct. They are also, she says, ‘rather good at (37) ………… new behaviours by watching each other’. 32 A lead B cap C mount D top 33 A meet B rise C equal D handle 34 A take B gain C land D hold 35 A presentably B suggestively C seemingly D externally 36 A prove B clinch C stamp D bear 37 A bringing off B picking up C catching on D making out Photocopiable © Oxford University Press Oxford CPE Entry Test Part 3 Page 7 PART 4 You are going to read an extract from a novel. Seven paragraphs have been removed from the extract. Choose from the paragraphs A–H the one which fits each gap (38–44). There is one extra paragraph which you do not need to use. Mark your answers on the separate answer sheet. Trip to Tonbridge Lisa was frantic to come up with someone she could visit. A girl called Buzz she had once met was the only person she could think of. She had had a letter from Buzz some months before, saying she was living alone in a Volkswagen van in a field outside Tonbridge. She had invited Lisa to visit. ‘Just turn up. Any time.’ Lisa searched frantically for the letter. It contained a list of directions. 38 Lisa felt confident the right one would reveal itself to her.The train journey might jog it into place. She gave up on her search for the letter and prepared to be away for up to a week. She packed a bag and left a note for her mother. The train to Tonbridge took just under an hour. Lisa spent the entire journey matching buses with numbers until she began to feel sick with the effort. She decided that once she had got off the train, everything would come back to her. 39 But when Lisa handed in her ticket and went out into the station forecourt, there was nothing in sight that looked even remotely familiar. She stood dolefully on the concrete strip of pavement and wondered which way she should go.There wasn’t a bus in sight.The people who had travelled with her disappeared into taxis and waiting cars and were sped away. 40 Lisa turned away from it and continued to walk down the hill, which soon evened out into a straight high street of shops, all closed up for the night. In the distance, she could see that the road twisted away out of sight. Page 8 Oxford CPE Entry Test Part 4 41 But when she reached the point where the road curved, she found she had to cross a wooden bridge over a wide and noisy river, and on the other side, around the corner, there wasn’t in fact a bus stop at all, but the ruins of a dimly lit medieval castle that no one, no one at all, could forget to mention. Lisa turned abruptly and began to walk back the way she’d come. She kept walking until she had walked right out through the other side of the town. She walked past a church and then the road sloped up a hill. 42 Despite this doubt, she carried on, until there were no more street lights. The hill, with its overgrown hedges, now lay shrouded in an eerie night. So she traced her way back towards the church.There was a pub near it with warm, orange light seeping through its windows. 43 Lisa went over and peered through a window. The glass was frosted and gave nothing away. She was about to edge her way through the doors when a contingent of bikers roared to a halt in the car park and began to dismount. Lisa flattened herself against the wall of the porch and, as they got off their bikes, she slipped away around the side of the pub. Once on the safety of the road, she resumed her walk back into the town centre. 44 The more she thought about it, the more convinced she became that that was true. And she knew what it was going to be. She would meet someone on the train. Someone with whom she could mark this day as the beginning of the rest of her life. Someone to fall in love with. © Oxford University Press Photocopiable A She imagined Buzz sitting inside with a drink and a table covered with packets of cheeseand-onion crisps. She longed to see her smiling, freckled face, and her twinkling eyes clogged almost shut with mascara. She imagined her at a table of men all vying for attention. B Lisa had to accept that it was unlikely now anything was going to occur to change this day from the failure that it was. She kept her head down as she wandered out. She was ashamed to be back there again so soon. C And then she felt sure she remembered. ‘Get off the train, go down a hill, round a corner and there will be a bus stop.’ She repeated this to herself over and over as she walked on, frightened that these valuable directions would slip away now that she’d finally got a hold of them. D Lisa asked someone the way to the centre of town, and was pointed wordlessly down the sharp slope of a hill where almost immediately she came upon a bus stop. Her heart leapt as she scanned the timetable, but there were so many buses listed and with such foreign-sounding destinations that she felt sure it couldn’t be the right stop. E She started to convince herself that she had made this journey before. That she would know her way to the tobacconist and the sweetshop and the park in the centre of town, like a man in a film she had once seen. The man, who had lost his memory during the war, was astounded to find he knew his way around a sleepy, sepia-coloured village. It emerged that it was the village he had been born in. Photocopiable © Oxford University Press F It was almost utterly deserted now. She stared wistfully into the faces of the occasional passers-by. Mostly young couples wandering aimlessly hand in hand. There was no one scruffy or wild enough to look as if they were a friend of Buzz’s. Lisa clutched the return ticket lying deep in the bottom of her pocket, and headed for the station. The last train to London didn’t leave until ten to ten and she sat down on a bench to wait. ‘Something good has to happen,’ she told herself. G Get a train from Charing Cross, it began. She remembered that. She could remember the rhythm of the directions but not the actual words. Get a train from Charing Cross, get off at Tonbridge, walk into the tum te tum – the town centre? the bus station? Get the number something bus, up a hill, get off, climb over a gate and there’s a field. Get the number 9 bus? The number 19 bus? The 92? H It was possible this might have been the one Buzz had meant in her letter, but if it was the one with the field off it, then why would she have told her to catch a bus when there was no bus or bus stop? Oxford CPE Entry Test Part 4 Page 9 PART 5 You are going to read a magazine article. For questions 45–50, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet. SIMPLE – it’s all in the mind TONY BUZAN IS HIS OWN BEST ADVERTISEMENT when he claims that his latest book can teach you not only how to be brilliant with words, but also to be fitter, live longer and be happier. He has transformed himself from a promising but not outstanding schoolboy into a man with an IQ at genius level, who has contributed to more than 80 books on the brain and is consulted by universities, business organisations and governments. Some 250 million people worldwide have already benefited from his Mind Maps, a diagrammatic learning tool that helps the brain to store and recall information. In his latest book, Head First, subtitled, ‘10 ways to tap into your natural genius’, he redefines intelligence to include not only the familiar verbal, numerical and spatial benchmarks measured by IQ tests, but other skills such as creative, social, spiritual and physical intelligence, to which he gives equal weight. Developing these, he claims, will bring confidence, self-awareness and personal fulfilment. And with this transformation will come physical benefits – less stress, a stronger immune system and even a longer life. It is estimated that we use around one per cent of our brain, so there is plenty of scope for improvement. ‘I have fallen into the usual traps of thinking that IQ was the be-all and end-all, that being academic was better than being artistic and that art and music were unteachable gifts,’ admits Buzan, 58. ‘Bit by bit, I have come to know better. This book is a compact history of my revelations.’ The first moment of truth came when Buzan was at primary school. After scoring 100 per cent in a nature test, he found himself top of the A-stream. His best friend knew far more about ecology than Buzan, but was bottom of the D-stream. ‘That started me wondering. Later, I became aware that many of the so-called intelligent people I knew did not seem very bright at all. They were brilliant at words and numbers, but not particularly interesting to be with, or happy with themselves or even successful. I began working with children and found that many were like my best friend. They were amazing, but they were not able to express their brilliance at school. For instance, I spoke to a boy of eight who had been marked down in an ‘intelligence test’ for ticking a picture of the earth when asked which image was the odd one out – sun, moon, lemon or earth. When I asked him why he had done this, he looked at me as if I were an idiot and said: ‘Because the Page 10 Oxford CPE Entry Test Part 5 earth is the only one that is blue.’ At that point I wondered who was the fool – the eight-year-old ‘slow learner’ or the university lecturer. If we had measured the process by which the child had reached his answer – instead of the expected response – we would have realised the beautiful, sophisticated intelligence behind it.’ Identifying and developing this kind of undervalued intelligence is Buzan’s mission. His starting point is that all people have the potential to excel if they can only rid themselves of the barriers placed in their way by upbringing, education and society’s belief systems and expectations. The first obstacle to overcome is lack of selfbelief. Buzan describes how his marks in maths soared at secondary school after he was told he was in the top one per cent of the population in the subject. ‘I realised that what I thought about my ability in a subject affected how well I did.’ The second hurdle is the conviction most of us have that certain skills – art, music and numerical ability – are gifts from heaven, conferred only on the naturally talented few. Buzan disputes this, claiming that all we have to do is learn the appropriate ‘alphabet’. If we can learn to copy, he insists, we can learn to draw. ‘It is the same with music. The most sophisticated musical instrument is the human voice. Many people think they cannot sing. But everybody sings without realising it. It’s called talking. Listen to somebody speaking a foreign language of which you know no vocabulary; it is pure music.’ Buzan’s third lesson is the recognition that we are all intelligent; otherwise, we could not survive. ‘There is only one true intelligence test,’ he says, ‘and that is life on planet Earth. Sitting in a room answering questions is not as difficult as survival. Every day, we are confronted with new problems that we learn to handle.’ Head First offers a template for each of the 10 kinds of intelligence, including a definition, an outline of its benefits and lots of exercises. ‘Think of each of your multiple intelligences as a finger on a pair of wonderfully adept and agile piano-playing hands. You can play life’s music with just two fingers, but if you use all 10 you can play a concerto where each one supplements and enhances the others. The Moonlight Sonata will sound OK with two fingers. But it sounds much better with 10.’ © Oxford University Press Photocopiable 45 What is implied about Tony Buzan in the first paragraph? A B C D 46 What is said about the book Head First in the second paragraph? A B C D 47 B C D their habit of focusing too much on trivial aspects of everyday life. their belief that too much effort is required to acquire certain skills. their failure to realize how much natural intelligence they have. their tendency to be easily discouraged by the comments of others. Buzan uses the Moonlight Sonata to illustrate his belief that A B C D 50 people who are more interesting than many people considered to be intelligent. people whose intelligence is not allowed to develop fully. people with an attitude that prevents them from being considered intelligent. people whose intelligence is likely to develop later in life. Buzan thinks that one thing that prevents people from excelling is A B C D 49 Buzan accepts that some people may disagree with some of the views expressed in it. In it Buzan argues against beliefs he previously held. It suggests that IQ tests are of no real value. Its main focus is on the relationship between intelligence and physical condition. Buzan uses the boy who ticked a picture of the earth as an example of A 48 His views have caused a certain amount of controversy. Some of the claims he makes are rather exaggerated. It is hard to understand why he has been so successful. His theories are supported by his own life story. his book can benefit everyone who reads it. some things are not as difficult to learn as they may seem. it is desirable but not essential for people to develop their intelligence. his definitions of intelligence are simple enough for everyone to understand. Which of the following best summarises the view expressed by Tony Buzan in the article as a whole? A B C D Too much emphasis in life is placed on how intelligent people are. Most people are inclined to underestimate their own intelligence. Intelligence is something that it is unwise to generalise about. Conventional views on what constitutes intelligence are inaccurate. Photocopiable © Oxford University Press Oxford CPE Entry Test Part 5 Page 11 Page 12 Oxford CPE Entry Test © UCLES Photocopiable Photocopiable © UCLES Oxford CPE Entry Test Page 13 ANSWER KEY Part 1 Part 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 38 39 40 41 42 43 44 all might / may rather like out / down name for admitted / confessed being nothing takes / needs / requires This / That / Worse results / culminates in made Part 2 16 17 18 19 20 21 22 23 24 25 G E D C H A F Part 5 45 46 47 48 49 50 D B A C C D Admittedly politician’s alphabetical emphatically capability enriched colourful interference enthusiasts opposed Part 3 26 27 28 29 30 31 32 33 34 35 36 37 B D C C A B D B B C A B Page 14 Oxford CPE Entry Test © Oxford University Press Photocopiable ENTRY REQUIREMENTS From December 2002, candidates entering for the Certificate of Proficiency in English examination need to fulfil certain entry requirements. The entry requirements include the option of an Entry Test, but CPE candidates are only obliged to take the Entry Test if they do not have one of the other Cambridge EFL qualifying results: • FCE Grade A or B (not grade C) or • CAE Grade A, B or C or • CPE Grade D or • IELTS Band score of 6.5 and above or for those candidates who have not obtained one of the above qualifying results: • Band 2 or Band 3 in the CPE Entry Test. Entry Test and IELTS results are valid for two years only. There is no time-limit on the validity of the other qualifying results mentioned above. RESULTS Candidates receive a score in one of three bands: Band 3 Qualifies for entry to CPE at the next session. Band 2 Qualifies for entry to CPE at the next session, but recommended to undertake at least one year’s further study. Band 1 Does not qualify for entry to CPE. To gain a Band 3, candidates need to achieve a score of approximately 40 marks. To gain a Band 2, candidates need to achieve a score of approximately 25 marks. Candidates achieving a score of less than approximately 25 marks are awarded a Band 1. (Note that one mark is awarded for each correct answer in Parts 1, 2 and 3; two marks are awarded for each correct answer in Parts 4 and 5.) © Oxford University Press Oxford CPE Entry Test Page 15