Reading and Use of English · Part 1
Ballet dancer by chance
After five years of karate lessons, Hans Jensen, 13, (0) swapped his black belt for ballet shoes. Hans (1) his first public performance only a year ago when he danced in The Nutcracker with the local dance school. Hans’s mother said, “He was actually helping (2) his little sister. She was very shy on stage until her brother was given a small part as a soldier. Hans enjoyed it so much that he (3) himself in ballet classes.”
Hans has already (4) attention in the ballet world and recently won a scholarship to join the Royal Ballet School. He loves it there and is working hard to increase his (5) of dance steps. “I want to become stronger, (6) experience and learn as much as I can,” he said.
His teacher, Yevgen Gregorevic, who has danced professionally in a variety of lead (7), said, “Hans has natural ability and always works hard.” Hans has (8) himself the goal of one day dancing for the Bolshoi Ballet.
Reading and Use of English · Part 2
Camels
The most distinctive feature of a camel is the hump, or humps, on (0) its back. In these humps camels store fat (9) is used as energy when they don’t have access to food. They can put (10) with very difficult conditions, drinking only a little (11) no water for up to seven days. When they reach a place where they can drink, they soak up water (12) a sponge – they can drink 135 litres in 13 minutes! And their mouths are (13) tough that they can eat most types of plant.
Camels (14) thought by many to have poor hearing. But although their ears are small, their hearing is actually very sharp. Camels can be almost any shade of brown, from pale cream to almost black, and they have long necks to allow them to reach high branches. Despite the (15) that camels can be trained as useful working animals, they don’t always do (16) is expected!
Reading and Use of English · Part 3
Playing chess
Have you ever played chess? Some say you need to be very (0) skilful to play it well but it is quite easy to learn. I started learning when I was only six years old and it helped me develop my powers of (17). If you want to achieve (18) as a chess player, the main requirement is an ability to analyse a situation (19). Chess even helped me find various (20) to the mathematical problems I was given for homework.
At first, one of my big problems was not having enough (21). Learning chess at school taught me the importance of waiting to make the right move! My teacher was critical of my tendency not to think (22) before making a move. I discovered that every single error in chess gets instant (23), enabling your opponent to take control and putting you at a great (24) in the game.
Words: CONCENTRATE · SUCCEED · EFFECTIVE · SOLVE · PATIENT · CARE · PUNISH · ADVANTAGE
Reading and Use of English · Part 4
Key word transformations
Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. Use between two and five words, including the word given.
Reading and Use of English · Part 5
Sandy on a skiing trip
“How did I ever manage to get myself into this?” Sandy wondered aloud and then groaned, although no one was there to hear her. She looked down again from the top of the slope and quickly shut her eyes to block out the sight.
“Help!” she said pleadingly in barely more than a whisper with her eyes still closed. “Michael? Anyone? Please, oh please… somebody help me out of this mess!” She was louder the second time, but without anyone nearby to respond – not even Michael, her best friend – it did little to resolve her present dilemma.
At thirteen, short-haired Sandy was quite tall for her age, but thin, which only gave her an appearance of greater height. At the moment, she was dressed in a colourful, thick winter jacket with a bright pink and white design on a purple background. Her pants were the same purple colour, with matching gloves, hat, scarf and goggles. Against the white snow, she would have been clearly visible from a long distance away.
Sandy opened her eyes and glanced again at the sign near her at the top of the slope: it was a triple diamond slope, an expert-level ski run. She reproached herself that Michael had had enough sense to get off the lift earlier and go down a more moderate slope. Absorbed by the view from near the top of the Sierra Nevada range, she had foolishly ridden the lift further and found herself facing a slope far above her beginner-level abilities.
Sandy sighed, gripped her ski poles, pointed her skis straight, and pushed back on the poles as all other options seemed closed. Once more than half the length of her skis was sticking out into the air, her balance shifted, her skis followed, and she rapidly picked up speed down the excessively challenging slope.
“How am I supposed to slow down?” Sandy shouted. Everything she had learned in the previous two days seemed to have faded from her mind. Concentrating only on maintaining her balance, she kept her skis pointed straight downhill, which only made her pick up more speed.
“Simone would know how to ski expertly down this slippery slope,” Sandy thought, imagining herself as Simone, international spy and heroine of the adventure series she loved. Ahead, she saw the ski lift where Michael had got off earlier. She desperately hoped to find her friend among the skiers and snowboarders waiting there.
Reading and Use of English · Part 6
Young Inventor
Schoolboy Tim Freeman has come up with a clever idea to improve the efficiency of school buses. Tim was twelve when he had an idea that would make school buses more energy efficient. This would save money and help the environment. Five years later, he finally saw his dream come true.
It began when Tim did a summer course on aerodynamics, the study of the movement of air around objects. 37 He realised the perfect candidate was his school bus. It had a very square front and used fuel inefficiently, travelling 3 km per litre compared to a private car that can average 8.5 km per litre.
Tim came up with the idea of attaching a large piece of strong transparent plastic to the front of the bus, covering the windscreen. It would redirect the flow of air around the bus and make it move forwards more easily. 38 At least, that was the theory.
While his science teachers loved the idea, Tim needed money to build and test a model. 39 Helped by his sister Alice, he obtained a grant from an organisation that helps young people develop ideas.
Over the next year, Tim built a small-scale model and tested it on a toy school bus in a wind tunnel he built in his garage. 40 Because of this, he knew he needed to create a life-sized version for a real bus.
By fifteen, Tim had set up a team of young engineers and obtained another grant. They built initial versions but soon realised they needed expert help. 41 The volunteer was the person who had inspired Tim on the original summer course.
The final version looks different from the original idea. Instead of transparent plastic over the windscreen, it is a smooth ramp-shaped “hat” fixed to the roof. 42 Tests have increased fuel efficiency by 10–20%.
A They began writing to local universities. · B The design would have to be changed. · C This prompted him to look for a way to use what he had learned. · D The data were promising. · E That was the only way to see if the design worked. · F This design provides the same benefits but costs less. · G In this way, the bus would become more efficient.
Reading and Use of English · Part 7
Teenage Summer Camps
A Adam – Nature Camp: We helped on a nature reserve for a week. We did different things every day, though I did get a bit fed up because we had cheese sandwiches every lunchtime. I kept quiet because I didn’t want to seem awkward. One day, instead of our planned activity, we helped staff finish cutting reeds by the lake. That was the toughest day and also the best. They actually needed our help. Every day, teams of five took turns to cook. When it was our turn, we made pasta and salad for everyone. Judging by the fact there was none left, we didn’t do too badly.
B Sarah – Culture Camp: Every morning we had breakfast, then cleaned up the camp. Nobody could opt out, and only when it was completely tidy could we head off. In the city, we were split into teams and given things to spot, like statues and squares. I’d been worried I might miss my parents, but there was something going on nearly every minute. We went to museums and galleries every day, and in the evenings we cooked or went out for pizzas.
C Oliver – Language Camp: We stayed with families who had kids our own age, and because they were on break they came on all the trips. Apart from language class, we spent time with our new friends, which was a great way to practise the language. On the last day, we did a quiz in teams, following clues around town. Our team finished early, so we waited in a café in the main square. While we were there, a film crew arrived and started filming!
D Malika – Theatre Camp: We went into the centre by bus every day. I loved the atmosphere in the old theatre building, and during breaks we could watch rehearsals. The actors were brilliant, and it was inspiring to watch them before going back to our own classes. We learned a great deal and I’m looking forward to putting it into practice at my school drama club next term. The food could have been better, but I don’t think anyone minded much.
