Section 1: Questions 1-14
You should spend about 20 minutes on Questions 1-14 which are based on the text below.
GT Reading: Interesting Day Courses in your Area & Learn
to Skydive
Read the text below and answer Questions 1-7.
Interesting Day Courses in your Area
A Photographing Wildlife
This workshop includes an introduction in the classroom, two photography
sessions with specially arranged access to the zoo enclosures so that you can
take natural-looking close-ups of the most exotic species, and the opportunity
to review and discuss your images as a group.
B
Drawing For Fun
You will learn some basic techniques using soft pencils and charcoal. These and
different types of paper are provided. Just bring yourself and a willingness to
'have a go'. This is a start-up day so people who have already attended courses
should not apply.
C
Find Your Voice
You may feel you can't sing or you may be an established singer who wants to
improve or gain confidence. You will be shown how to sing in tune, how to
breathe correctly and how to project your voice. You may attend this course
more than once and each time have a wonderful experience. Everyone can sing and
it's great fun.
D
Focus On Landscapes
This course is designed for students who are familiar with painting in
watercolours, but are having difficulty with some techniques. We will discuss
choice of materials, colour mixing and any other areas that may be raised.
The day will start with a demonstration, followed by an opportunity to sketch
outdoors. After a light lunch cooked in the studio, there will be a further
practical session.
E
Taking Happy Pictures
The main objective is to introduce you to the skills required to take good
photographs of people at special events, such as parties or weddings.
We will discuss camera settings, dealing with varied light or bad weather, and
how to get a good atmosphere. Lunch is provided at a nearby hotel, followed by
a practical session inside the studio.
F
The Music Takeaway
Get some friends, family or colleagues together for your own music course in a
venue of your choice, which could be your front room, basement or workplace. We
send two guitar tutors to lead a one-day session for you in the style of music
you prefer, such as rock, country, funk or blues.
Questions 1-7
Look at the six advertisements, A-F, on the above text.
For which course are the following statements
true?
Write the correct letter, A-F, in boxes 1-7 on your answer sheet.
NB You may use any letter more than once.
1.
Participants can decide where the course is held.
2.
Different ability levels are welcome.
3. All
the necessary materials are supplied.
4.
Participants will be able to go where the public are not normally allowed.
5. It is
possible to repeat this course.
6. You
can select what to study from a range of options.
7. The
course will provide advice on how to overcome difficult conditions.
Read the text below and answer Questions 8-14.
Learn to Skydive
Accelerated Freefall (AFF) is an intensive skydiving course and you can
experience freefall on your very first jump. We offer the AFF Level 1 course as
a unique introduction to the world of parachuting and skydiving. It's great as
a one-off freefall experience. However, the full eight-level Accelerated
Freefall course is the best way to learn to skydive and attain your licence as
a qualified parachutist, which allows you to jump at skydiving centres across
the world.
The AFF Level 1 course begins with an intensive day of ground training. During
the day, you will learn how your parachute equipment works and how to check and
fit it, how to exit the aircraft, how to maintain the correct body position in
the air, monitor your altitude and deploy your parachute and how to deal with
emergencies. The day will finish with a written test. The training can be both
mentally and physically tiring so you should stay overnight if you wish to do
your first jump the next day. For safety reasons, we require you to return and
jump in less than a month after your training in order to complete the Level 1
course.
When you come to do your jump you will receive refresher training before you
board the aircraft. You will exit the aircraft with two AFF Level 1
instructors. They will provide in-air coaching as they fall alongside you,
holding onto your harness. You will experience about one minute of freefall and
deploy your own parachute, then fly and navigate for around five minutes before
landing on the dropzone. Following this, you will meet your instructors to
debrief the jump and collect your certificate. Shortly after you arrive home,
you will receive an email link to the instructors’ footage of your skydive to
post online.
There are some restrictions for solo skydiving. The maximum acceptable weight
is 95 kg fully clothed and a reasonable level of fitness is required. As far as
age is concerned, the minimum is 16 and a parental signature of consent is
required for students of 16-17 on three forms. Adults over 45 wishing to
skydive must bring a completed Declaration of Fitness form signed and stamped
by their doctor. Acceptance rests with the head instructor.
Questions 8-14
Do the following statements agree with the information given
in the text on the above passage?
In boxes 8-14 on
your answer sheet, write
TRUE if the statement agrees with the
information
FALSE if the statement contradicts the
information
NOT GIVEN if there is no information on this
8. After
doing the AFF Level 1 course, people can skydive in different countries.
9. The
AFF Level 1 course takes more than one day to complete.
10.
Students must do their first jump within a certain period.
11.
Training continues after the student jumps out of the plane.
12.
During a first jump, an instructor will open the student’s parachute.
13.
Instructors usually film the first jumps that the students make.
14.
Students will be divided into age groups when taking the course.
Section 2: Questions 15-27
You should spend about 20 minutes on Questions 15-27 which are based on the text below.
GT Reading: Mistakes when applying for a job & HEALTH
& SAFETY CERTIFICATE FOR THE CONSTRUCTION INDUSTRY (H&S Certificate)
Read the text below and answer Questions 15-20.
Mistakes when applying for a job
There are many mistakes that people make when writing their resume (CV) or
completing a job application. Here are some of the most common and most
serious.
The biggest problem is perhaps listing the duties for which you were
responsible in a past position: all this tells your potential employers is what
you were supposed to do. They do not necessarily know the specific skills you
used in executing them, nor do they know what results you achieved - both of
which are essential. In short, they won’t know if you were the best, the worst,
or just average in your position.
The more concrete information you can include, the better. As far as possible,
provide measurements of what you accomplished. If any innovations you
introduced saved the organization money, how much did they save? If you found a
way of increasing productivity, by what percentage did you increase it?
Writing what you are trying to achieve in life - your objective - is a waste of
space. It tells the employer what you are interested in. Do you really think
that employers care what you want? No, they are interested in what they want!
Instead, use that space for a career summary. A good one is brief - three to
four sentences long. A good one will make the person reviewing your application
want to read further.
Many resumes list ‘hard’ job-specific skills, almost to the exclusion of
transferable, or ‘soft’, skills. However, your ability to negotiate
effectively, for example, can be just as important as your technical skills.
All information you give should be relevant, so carefully consider the job for
which you are applying. If you are applying for a job that is somewhat
different than your current job, it is up to you to draw a connection for the
resume reviewer, so that they will understand how your skills will fit in their
organization. The person who reviews your paperwork will not be a mind reader.
If you are modest about the skills you can offer, or the results you have
achieved, a resume reader may take what you write literally, and be left with a
low opinion of your ability: you need to say exactly how good you are. On the
other hand, of course, never stretch the truth or lie.
Questions 15-20
Complete the sentences below.
Choose ONE WORD ONLY from
the text for each answer.
Write your answers in boxes 15-20 on your answer sheet.
15. It is
a mistake to specify your ........................... in past
positions.
16. Do
not include a description of your ........................... in life.
17.
Include soft skills such as an ability to ........................... successfully.
18. Think
hard about the position so you can ensure that the information in your
application is ........................... .
19. Make
the ........................... between
your abilities and the job you are applying for clear.
20. Do
not be too ........................... about
what you can do.
Read the text below and answer Questions 21-27.
HEALTH AND SAFETY CERTIFICATE FOR THE
CONSTRUCTION INDUSTRY
(H&S
Certificate)
Who should register for this
course?
The H&S Certificate is aimed at people who work as supervisors within the
construction industry (whether or not that is part of their job title), who are
required to ensure that activities under their control are undertaken safely.
Course duration
Option 1 - Conversion Course (for those who have a PHS Certificate - see
below): 10 days, either one day a week or two weeks full-time.
Option 2 - Full Course (for all others): 15 days, either one day a week or
three weeks full-time.
For both options, the written exam and practical assessment take half a day.
About the course
The course provides thorough preparation for the H&S Certificate, which is
an award in health and safety specifically designed for the construction
industry. It combines theory with practice, ensuring that those who gain the
certificate are capable of managing health and safety throughout each stage of
the construction process, from planning and design to use and finally
demolition.
You may already be one step
towards gaining an H&S Certificate
The PHS (Principles of Health and Safety) Certificate can be taken separately
or as part of the H&S Certificate. If you gained this qualification no more
than five years before entering for the H&S Certificate, it will be
recognised as contributing to your Certificate without the need to repeat that
unit of the course.
Course content
The H&S Certificate is divided into three units. Unit 1 covers the
principles of health and safety (and is identical to the PHS Certificate), Unit
2 covers the identification and control of hazards, and Unit 3 deals with
practical applications of health and safety.
How is the course assessed?
Candidates take written examinations for Units 1 and 2. Unit 3 is assessed by a
practical examination testing the ability to identify health and safety issues
in a construction workplace. Unit 3 needs to be taken within 14 days of a
written examination.
A full certificate is issued on successful completion of all three units.
Funding
Candidates from non-EU countries may be eligible for a small number of grants.
These cover the cost of tuition, but not examination fees. For details, please
contact the Registrar.
Enquiries
For further information please contact our administration office.
Questions 21-27
Answer the questions below.
Choose ONE WORD ONLY AND/OR A NUMBER from
the text for each answer.
Write your answers in boxes 21-27 on your answer sheet.
21. Which
position is the Certificate intended for?
22. How
many days must a student without a PHS Certificate study?
23. What
is the last stage of the construction process that is covered by the course?
24. For
how long does a PHS Certificate count towards the H&S Certificate?
25. What
do students learn to identify and deal with in Unit 2?
26. What
type of examination is used for Unit 3?
27. What
will a grant pay for?
Section 3: Questions 28-40
You should spend about 20 minutes on Questions 28-40 which are based on the text below.
GT Reading: Clog dancing’s big street revival
Read the text below and answer Questions 28-40.
Questions 28-34
The following reading passage has seven sections, A-G.
Choose the correct heading for each section from the list of headings below.
Write the correct number, i-x, in boxes 28-34 on your answer sheet.
List of Headings
i. The instructions for old dances survive
ii. Inspired by foreign examples
iii. Found in a number of countries and districts
iv. An enthusiastic response from certain people
v. Spectators join in the dancing
vi. How the street event came about
vii. From the height of popularity to a fall from fashion
viii. A surprise public entertainment
ix. Young people invent their own clog dances
x. Clog dancing isn’t so easy
28.
Section A ...........................
29.
Section B ...........................
30.
Section C ...........................
31.
Section D ...........................
32.
Section E ...........................
33.
Section F ...........................
34.
Section G ...........................
Clog dancing’s big street revival
A.
The streets of Newcastle, in the north-east of England, have begun to echo with
a sound that has not been heard for about a century. A sharp, rhythmic knocking
can be heard among the Saturday crowds in one of the city’s busiest
intersections. It sounds a little like dozens of horses galloping along the
street, but there are none in sight. In fact, it’s the noise of a hundred
people dancing in wooden shoes, or clogs.
The shoppers are about to be ambushed by the UK’s biggest clog dance event. The
hundred volunteers have been coached to perform a mass routine. For ten
minutes, the dancers bring the city centre to a standstill. There are people
clogging on oil drums and between the tables of pavement cafes. A screaming,
five-man team cuts through the onlookers and begins leaping over swords that
look highly dangerous. Then, as swiftly as they appeared, the doggers melt back
into the crowd, leaving the slightly stunned spectators to go about their
business.
B.
This strange manifestation is the brainchild of conductor Charles Hazlewood,
whose conversion to clog dancing came through an encounter with a folk band.
The Unthanks. 'Rachel and Becky Unthank came to develop some ideas in my
studio,’ Hazlewood says. 'Suddenly, they got up and began to mark out the
rhythm with their feet - it was an extraordinary blur of shuffles, clicks and
clacks that was an entirely new music for me. I thought, "Whatever this
is, I want more of it”.’
Hazlewood was inspired to travel to Newcastle to make a television programme,
Come Clog Dancing, in which he and a hundred other people learn to clog in a
fortnight. Yet when he first went out recruiting, local people seemed unaware
of their heritage. 'We went out on to the streets, looking for volunteers, but
nobody seemed to know anything about clog dancing; or if they did, they thought
it originated in the Netherlands.’
C.
The roots of clog dancing go back several hundred years, and lie in traditional
dances of the Dutch, Native Americans and African-Americans, in which the
dancer strikes the ground with their heel or toes, to produce a rhythm that’s
audible to everyone around. In England, clogging is believed to have first
developed in the mid-19th century in the cotton mills of Lancashire, in the
north-west, where workers created a dance that imitated the sound of the
machinery. The style quickly spread and developed a number of regional
variations. In Northumberland, it became a recreation for miners, who danced
solo or to the accompaniment of a fiddle.
'The Northumberland style is very distinct from Lancashire clogging,’ says
Laura Connolly, a virtuoso dancer who worked with Hazlewood on the programme.
'Northumbrian dancing is quite neat and precise with almost no upper-body
movement, whereas the Lancastrian style is more flamboyant.’
D.
Whatever the region, clogging remains very much a minority pursuit. Yet at the
turn of the 20th century, clogging was a fully-fledged youth craze. Two famous
comic film actors, Stan Laurel and Charlie Chaplin, both began their careers as
doggers. But the dance almost completely died out with the passing of the
industrial age. 'People danced in clogs because they were cheap, hardwearing
and easily repaired,’ Connolly says. ‘Yet eventually, clogs became associated
with poverty and people were almost ashamed to wear them.’
E.
Fortunately, the key steps of the dances were preserved and handed down in a
series of little blue books, often named after their inventors. ‘It means that
we still know what Mrs Willis’s Rag or Ivy Sands’s Hornpipe were like,’
Connolly says. ‘It’s my dream that one day there’ll be a little blue book
called Laura Connolly’s Jig.’
F.
Her biggest challenge to date was to teach Hazlewood and 100 other beginners a
routine sufficiently accomplished to perform on television, from scratch, in
less than two weeks. ‘I started people off with something simple,’ she says.
‘It’s a basic shuffle that most people can pick up/ Once Hazlewood had absorbed
the basics, Connolly encouraged him to develop a short solo featuring more
complex steps - though he nearly came to grief attempting a tricky manoeuvre
known as Charlie Chaplin Clicks, so named as it was the signature move of
Chaplin’s film character the Little Tramp.
‘To be honest, I never quite got those right,’ Hazlewood says with a laugh. ‘We
came up with a slightly easier version, which Laura thought we should call
Charlie Hazlewood Clicks. The thing about clogs is that they’re all surface:
there’s no grip and they’re slightly curved so you stand in a slightly peculiar
way. The potential to fall over is enormous.’
On the day, Hazlewood managed to pull off a decent solo, clicks and all. T
wasn’t convinced, until the moment I did it, that I was going to get it right,’
he admits. ‘But in the end, clog dancing is not so very different from
conducting. Both require you to communicate a beat - only 1 had to learn how to
express it with my feet, rather than my hands. But it’s a good feeling.’
G.
‘People forget that clogging was originally a street dance,’ Connolly says. ‘It
was competitive, it was popular, and now young people are beginning to
rediscover it for themselves. As soon as we finished in Newcastle, I had kids
coming up to me saying, “Clog dancing’s cool - I want to do that!”’
Questions 35-37
Complete the summary below.
Choose NO MORE THAN TWO WORDS from
the text for each answer.
Write your answers in boxes 35-37 on your answer sheet.
A clog dancing event in Newcastle
First the city’s shoppers hear a sound that seems to be
created by a large number of 35 ....................., and then over a hundred
people wearing clogs appear and dance. Most dance on the pavement, some on oil
drums. One group uses 36
..................... as part of its dance. The event was
organised by Charles Hazlewood, a 37 ..................... . He was introduced
to clog dancing by a folk band working with him in his studio.
Questions 38-40
Complete the notes below.
Choose ONE WORD ONLY from
the text for each answer.
Write your answers in boxes 38-40 on your answer sheet.
The
origins of clog dancing
• Originated
in the Netherlands and North America
• In
England, probably invented by factory workers copying the noise made by the 38 ..................... in
mills
• In
Northumberland, was danced by 39 ......................
• Very
popular in the early 20th century
• Lost
popularity when clogs were thought to indicate 40 .....................
No comments:
Post a Comment