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D.Education

Advanced exam Test 02 Part 2 for Cambridge FC, Proficiency, Ielts

Dimitris Sclias

Advanced exam Part 2-Test 02 for Cambridge FC, Proficiency, Ielts
INSTRUCTIONS please read carefully:
Time allowed for part2: 45 minutes

There are two parts in the preliminary proficiency test THIS IS PART TWO.
There are 13 questions in this paper. To complete the test you have to answer all 13 questions.
Time allowed to complete the test (all the questions) 45 minutes.
Do not waste any time, if you can't answer one question, guess it and continue.
You must try to complete the test within the time limit, otherwise you'll have to take the test again.
To pass the test successfully you must get at least 80% correct answers.
Questions 38-50 carry two marks.

To verify the results of the quiz, press the button 'Verify'

question 1

test 02 part2

Seven paragraphs have been removed from this extract. Choose from paragraphs A-H
the one which fits each gap(38-44). There is one extra paragraph which you do not need to use.

PARAGRAPHS REMOVED
A… Diversities distress them. They will not see that there are many forms of virtue and wisdom. Yet we might as well say, 'Why all these stars; why this difference; why not all one star?'

B… Another rule for living happily with others is to avoid having stock subjects of disputation. It mostly happens, when people live much together, that they come to have certain set topics, around which, from frequent dispute

C… In the first place, if people are to live happily together, they must not fancy, because they are thrown together now, that all their lives have been exactly similar up to the present time, that they started exactly alike, and that they are to be for the future of the same mind.

D… Evolutions of patience and temper are performed at the fireside, worthy to be compared with the Retreat of the Ten Thousand. Men have worshipped some fantastic being for living alone in a wilderness; but social martyrdoms place no saints upon the calendar.

E… If you would be loved as a companion, avoid unnecessary criticism upon those with whom you live. The number of people who set themselves up as judges is very large in any society. Now it would he hard for a man to live with another who was always criticising his actions, even if it were kindly and just criticism.

F… The various relations of life, which bring people together, cannot, as we know, be perfectly fulfilled except in a state where there will, perhaps, be no occasion for any of them.

G… One of the most provoking forms of the criticism above alluded to is that which may be called criticism over the shoulder. 'Had I been consulted,' 'Had you listened to me,' and such short scraps of sentences may remind many of us of dissertations which we have suffered and inflicted, and of which we cannot call to mind any soothing effect.

H…. There is no place, however, where real politics is of more value than where we mostly think it would be superfluous. You may say more truth, or rather speak out more plainly, to your associates, but not less courteously than you do to strangers.

Choose from paragraphs A-H the one which fits each gap(38-44).

Living happily with Others
The Iliad for war; Odyssey for wandering; but where is the great domestic epic? Yet it is but commonplace to Say, that passions may rage round a tea-table, which would not have misbecome men dashing at each other in war-chariots.
38.
We may blind ourselves to it, if we like, hut the hatreds and disgusts that there are behind friendship, relationship, service and, indeed, proximity of all kinds, is one of the darkest spots on earth.
39.
It is no harm, however, to endeavour to see whether there are any methods which may make these relations in the least degree more harmonious now.
40.
A thorough conviction of the difference of men is the great thing to be assured of in social knowledge.... Sometimes men have a knowledge of it with regard to the world in general; they do not expect the outer world to agree with them in all points, but are vexed at not being able to drive their own tastes and opinions into those they live with.
41.
Many of the rules for people living together in peace follow from the above. For instance, not to interfere unreasonably with others, not to ridicule their tastes, not to question and re-question their resolves, not to indulge in perpetual comment on their proceedings, and to delight in their having other pursuits than ours, are all based upon a thorough perception of the simple fact that they are not we.
42.
There is such a growth of angry words, mortified vanity, and the like, that the original subject of difference becomes a standing subject for quarrel; and there is a tendency in all minor disputes to drift down to it....
43.
It would be like living between the glasses of a microscope. But these self-elected judges, like their prototypes, are very apt to have the persons they judge brought before them in 'the guise of culprits.
44.
Another rule, is not to let familiarity swallow up all courtesy. Many of us have a habit of saying to those with whom we live such things as we say about strangers behind their backs.

question 2

petc02 Please choose the right answer A, B, C or D.

In the language laboratory an attempt is made to redress the balance between the spoken and written forms of the language being learned so that the former achieves its proper importance. In normal classroom teaching it is difficult for the teacher to give her class sufficient opportunity to speak in the foreign language. Simple arithmetic would suggest that a member of a class of thirty children would be fortunate indeed to average half a minute of speaking in the average lesson. This is not, of course, the entire story, since a good teacher organises her teaching in such a way that her pupils are thinking in the foreign language a good deal, even if they are not actually speaking it; most classroom teachers would however agree that this is not adequate preparation for the experience of normal conversation with a native speaker. In particular the pupil does not have an opportunity of" mechanising " the structures of the language by frequent repetition, so that he can use them automatically as the need arises. It may be that the greetings are mechanised, though even here one can find oneself in an embarrassing situation if the person to whom one is speaking is unusually profuse in his welcome or thanks; beyond this simple threshold of language experience, real mechanising is the rare exception rather than the rule.
By using drills in the laboratory, the pupils are given a real opportunity of mastering the structures they need if they are to express themselves. They are able to listen and repeat for the whole of the laboratory period, not having to wait for others to answer, not hearing the mistakes of their classmates, and not inhibited by stress, or for other reasons, from making an attempt to imitate the sounds they hear. This privacy of the individual is one of the most important features of this method of teaching. Every learner can remember his own reluctance to become an object of amusement to the class or to the teacher in attempting to twist his tongue round the strange sounds of the new language. Adults and children alike find the illusion of privacy in the language laboratory to be a real aid to learning; indeed some teachers are so impressed by the value of this privacy that they place the teacher's desk at the back of the room so that the pupils are unaware of the teacher while at practice, or even turn each booth into a completely separate room with its own door and ceiling.
Another important advantage of the laboratory of which we must not lose sight is that the pupil becomes accustomed to hearing native voices, and a mixture of these voices, rather than the voices of his teachers alone. This is a real advantage to the teachers also, since it is only too easy for a teacher imperceptibly to lose her own near-native pronunciation under the constant repetition of incorrect sounds from her pupils: there is much less danger of this if she is herself listening daily to a variety of native voices. Moreover, these voices do not become tired or short tempered as lesson succeeds lesson and day succeeds day; on Friday afternoon the tapes are articulating as clearly, and repeating as freshly and effortlessly, as they were on Monday morning; they never yield to the temptation of giving a written exercise just to occupy the class and save the voice and the temper.

45 We are told that, in the language laboratory, practice in speaking a language is

A exactly balanced by writing practice
B given to all the students in turn.
C given more weight than in the usual classroom.
D insisted upon by the better teachers.

46 According to the passage, in a normal lesson a pupil may be

A prevented from speaking as much as he should.
B unable to speak to his fellow students.
C taught to converse with native speakers.
D content to speak for less than a minute.

47 The writer argues that skilful classroom teachers

A understand the way their pupils think.
B try to make pupils think in the foreign language.
C make pupils think before they speak the language.
D turn the limitations of the classroom to good use.

48 We are told that in a normal classroom "mechanising" is

A not helped by repetition.
B particularly suitable for greetings.
C a simple part of language learning.
D an unusual experience for the pupil.

49 In the language laboratory, pupils learn the foreign language better because

A they need not listen to their fellow students.
B there are fewer students in each class.
C their time is not wasted by the teacher.
D the material is presented more amusingly.

50 We are told that the teacher sometimes sits behind her pupils in the language laboratory so that

A she can have some privacy.
B they will behave better.
C she can see their work better.
D they will feel more relaxed.

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