English Examinationfor selecting good students, Grade t2, 2d round, 201 5 -2016

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PART A: LISTEMNG COMPREHENSION
Questions L- 5. Complete the table below.
Write ONE WORD AND / OR A NUMBER for each answer.
Apartments
Rose Garden

Facilities
studio flat

Apartrnents

Blue Bay Apartments

large salt-water
swimming pool


Other information
Example:
Entertainment pro gramme
Greek ....dancing.....

Cost

f.219

:

just (1).
from beach
-

metres

f.275

- near shops

(2\
terrace

water sports

f

- overlooking (4). ..


(s).f..

Apartments

490

- Greek paintings
The Grand

- (3).

.

- near a supermarket and a disco

Questions 6- 10. Complete the table below.
Write ONE WORD AND / OR A NUMBER for each answer.

GREEK ISLAND HOLIDAYS
Insurance benefits

Cancellation

Maximum Amount

(6).f..


English Examinationfor selecting good students, Grade I 2, 2"d round, 201 5 -20 l 6


Hospital

f600. Additional benefit allows a (7).
to travel to resort

(8). ......

Up to f 1000. Depends on reason

..

deparhre
Up to f3000; f500 for one (9)

Personal belongings

.

Name of Assistant manager: Ben (10).

l

Direct phone line: 081260543?16
Questions 11-13. Choose the correct letter A, B or C.
Winridge Forest Railway park
11. Simon's idea for atheme park came from.......
A. his ihildhood hobby.
B. his interest in landscape design.
C. his visit to another park.

12. When they started, the family decided to open the park only when.....
A. the weather was expected to be good.
B. the children weren't at school.
C. there were fewer farming commitments.
13. Since opening, the park has had. .....
A. 50,000 visitors.
B. 1,000,000 visitors.
C. 1,500,000 visitors.

t2.

11.

13.

Questions 14-18. What is currently the mair area of work of each of the following people?
Choose FIVE answers from A-H, next to questions 14-18.

Area of Work

A advertising
B

animal care

C building
D educational links

People
14. Simon (the speaker)


15.Liz
16. Sarah
17. Duncan

18. Judith

E engine maintenance
F food and drink
G sales
H staffing


EnglishExaminationforselectinggoodstudents, Grade I2,2il round,201S -20t6

Questions lg-z}.Complete the table below.
Write ONE WORD AND/OR NUMBERS for each answer.
Feature
Railway

Size

Biggest challense
Making tunnels
Removing mounds
on the track

l.2knL

Go-Kart arena


Target age grouD

(20),.

year olds

i

PART B: VOCABTJLARY AND GRAMMAR
r. choose the correct answer A, B, c or D to comprete the sentences.

the
nail

21. Most of
A. tooth and

...

. in this workshop do not work very seriously or productively.
B. rank and
c. eager
D. old hand

file

beavers

22.Whenyou do something, you should

A. get through to
B. turn over a new leaf
C. weigh up pros and cons D. go down well with
23. She resigned . . . .. . No one forced her to do so.
A. for her own sake
B. of her own accord C. with a will
D. on purpose
24. Don't carry the boxes all together. We,ll move them .
A. once in a time
B. once and for all C. one and all
D. one at a time
25. The members of Green organization suggest that discharging chemical pollutants into the
environment should be ....

A. encouraged
B. prohibited c. allowed
D. comprehended
26. No matter how we asked him to
..... the news, he would still refuse to dll us anything.
A.launch
B. break
C. notiff
D. clear
27-l'm tryrng this alternative cold remedy. It's...
.. different plant roots and herbs, and tastes
very strange.
A. consisting of
B. containing
C. composed of
D. included


If.

Choose the correct answer A, B, C or D to finish the passage.
For years there have been endless articles stating that scientists are on the verge of (28).
artificial intelligence, that it is just around the comer. The truth is that it may be just around'the corner,
but they (29)......... the right block yet.

Artificial intelligence (30)......... to build machine that can think. One immediate problem is
to define thought, which is harder than you might think. The speciaiists in the (31).
. of urtifi.iul
intelligence complain with some justification, that anything that the machines do is dismissed as not
(32)... For example, computers can now play very, very good chess. They can't beat the greatest
qllfgrs in the world, but they can beat just about (33)......... else. If a human being played Jhess at
this level, he or she would certainly be considered smart. Why not a machine/ The answer is that the
machine doesn't do anything clever in playing chess. It uses its blinding speed to do a brute-force
search of ail (3a).
moves for several moves ahead, evaluates the outComes and picks the best
Humans don't play chess that way. They see patterns, (35).
computers don,t.
This wooden (36).
. to thought charucteizes machine intelligence. Computers have no
judgment, no flexibility, no common sense. So-called expert systems, one of the hottest areas in
artificial intelligence, aim to mimic the reasoning processes of human experts in a limited field, such
(37) medical diagnosis or weather forecasting. There may be limited commercial applications for this
sort of thing, but there is no way to make a machine that can think about anything (38)......... the sun.


English Examinationfor selecting good students, Grade 12,7'd round, 2015 -2016


The hallmark of artificial intelligence to date is that a problem is severely restricted, a machine
can achieve limited success. But when the problem is
to a realistic one, computers fall flat
(40)......... the screens. For example, machines can understand a few words spoken individually by a
speaker that they have been trained to hear. They cannot understand
speech using an
unlimited vocabulary spoken by just (42) . .. . . . . . . speaker.
28. A. achieving
B. setting
C. arriving
D. instructing
29. A. hadn't found
B. haven't
C. didn't find
D. haven't been found
30. A. leads
B. aims
C. acts
D. allows
31. A. field
B. way
C. level
D. kind
32. A. having thought
B. to be
C. being thought
D. thinking
33. A. everybody
B. everyone
C. anything

D. anybody
34. A. available
B. possible
C. adaptable
D. positive
35. A. that
B. which
C. what
D. since
36. A. approach
B. method
C. means
D. key
37. A.like
B. for
as
C.
D. that
38. A. restricted
B. realized
C. concerned
D. retained
39. A. extended
B. exceeded
C. expanded
D. extracted
40. A. in
B. on
C. with
D. at

41. A. continual
B. continuous
C. convenient
D. gradual
42. A. sorhe
B.a
C. any
D. all

(39).

(41).

found

thought

28.

29.

30.

31.

)2.

aa
JJ.


34.

35.

36.

37.

38.

39.

40.

4t.

42.

III. Fill in each numbered lank ONE suitable word.
Our demand for water is constantly increasing. Every year there are more and more people in
the world. Factories tum out more and more (43)... and need more and more water. We live in a world
of water. But (44)... all of it - about 97 percent - is in the oceans. This water is too (45)... to be used
for drinking, farming, and manufacturing. Only about 3 percent of the world's water is fresh. Most of
this water is not easily available to man because it is locked in glaciers and icecaps.
There is as much water on earth today (46)... there ever was or will ever be. Most of the water
we (47)... finds its way to the oceans. There, it is evaporated by the sun, it then falls back to the earth
(48)... rain. Water is used and reused over and over again. It is never used up. (49)... the world as a
whole has plenty of fresh water, some regions have a water shortage. Rain does not fall (50).. . over the
earth. Some regions are always too dry, and (51)... too wet. A region that usually gets enough rain
may suddenly have a serious dry spell and (52)... region may be flooded with too much rain.


PART C: READING COMPREHENSION
I. Read the following passage, then do the exercises below.
Choose the correct heading for each section from the list of headings below.


English Exaninationfor selecting good students, Grade

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iii
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12,

2d round, 20tS -2016

List of Headings
The expansion of international tourism in recent years
How local communities can balance their own needs with
the demands of wildemess tourism

Fragile regions and the reasons for the expansion of tourism there
Traditional methods of food-supply in fragile regions
Some of the disruptive effects of wilderness tourism
The economic benefits of mass tourism

53. Section A
54. Section B
55. Section C

l/

The Impact of Wilderness Tourism

A. The market for tourism in remote areas is booming as never before, Countries all across the world
are actively promoting their "wildemess" regions - such as mountains, Arctic lands, deserts, small
islands and wetlands - to high-spending tourists. The attraction of these areas is obvious: by definition,
wilderness tourism requires lifile or no initial investment. But that does not mean that there is no cost.
As the T992 Unrted Nations Conference on Environment and Development recognized, these regions
are fragile (i.e. highly vulnerable to abnormal pressure) not just in terms of theiiecology, but ai-so in
tenns of the culture of their inhabitants. The three most significant types of fragile environment in
these respects, and also in tenns of the promotion of the earth's surface they cover, are deserts,
mountains and arctic areas. An important characteristic is their marked seasonality, with harsh
conditions prevailing for many months each year. Consequently, most human activiiies, including
tourism, are limited to quite clearly defined parts of the year.
Tourists are drawn to these regions by their natural landscape beauty and the unique cultures of
their indigenous people. And poor govemments in these isolated areas have welcomed ihe new breed
of 'adventure tourist', grateful for the hard currency they bring. For several years now, tourism has
been the prime source of foreign exchange in Nepal and Bhutan. Tourism is also the key element in the
economies of Arctic zones such as Lapland and Alaska and in desert areas such as Ayers Rock in
Australia and Arizona's Monument Valley.


B. Once a location is established as a main tourist destination, the effects on the local community are
profound. When hill-farmers, for example, can make more money in a few weeks working ur po.t.r,
for foreign trekkers than they can in ayeff working in the fields, it is not surprising that many oith.*
give up their farrn-work, which is thus left to other members of the family.-In some hill regions, this
has led to a serious decline in farm output and a change in the local diet, Lecarrs. there is insufficient
labour to maintain terraces and irrigation systems and tend to crops. The result has been that many
people in these regions have turned to outside supplies of rice and other foods.
In Arctic and desert societies, year-round survival has traditionally depended on hunting
animals and fish and collecting fruit over a relatively short season. However, as some inhabitants
become involved in tourism, they no longer have time to collect wild food; this has led to increasing
dependence on bought food and stores. Tourism is not always the culprit behind such changes. AII
kinds of wage labour, or government handouts, tend to undermine traditional survival systems.
Whatever ttre cause, the dilemma is always the same: what happens if these new, external sources of
income dry up?
The physical impact of visitors is another serious problem associated with the gowth in
adventure tourism. Much attention has.focused on erosion along major trails, but perhaps more
important are the deforestation and impacts on water supplies arising from the need to piovide tourists


English Examinationfor selecting good students, Grade 12,2"d round, 2015 -2016

with cooked food and hot showers. In both mountains and deserts, slow-growing trees are often the
main sources of fuel and water supplies may be limited or vulnerable to degradation through heavy use.
C. Stories about the problems of tourism have become legion in the last few years. Yet it does not have
to be a problem. Although tourism inevitably affects the region in which it takes place, the costs to
these fragile environments and their local cultures, can be minimized. Indeed, it can even be a vehicle
for reinvigorating local cultures, as has happened with the Sherpas of Nepal's Khumbu Valley and in
some Alpine villages. And a growing number of adventure tourism operators are trying to ensure that
their activities benefit the local population and environment over the long term.

In the Swiss Alps communities have decided that their future depends on integrating tourism
more effectively with the local economy. Local concem about the rising number of second home
developments in the Swiss Pays d'Enhaut resulted in limits being imposed on their growth. There has
also been a renaissance in communal cheese production in the area, providing the locals with a reliable
source of income that does not depend on outside visitors.
Many of ihe Arctic tourist destinations have been exploited by outside companies, who employ
transient workers and repatriate most of the profits to their home base. But some Arctic communities
are now operating tour businesses themselves, thereby ensuring that the benefits accrue locally. For
instance, a native corporation in Alaska, employing local people, is running an air tour from
Anchorage to Kotlebue, where tourists eat Arctic food, walk on the tundra and watch local musicians
and dancers.

Native people in the desert regions of the American Southwest have followed similar strategies,
encouraging tourists to visit their pueblos and reservations to purchase high-quality handicrafts and
artwork. The Acoma and San Ildefonso pueblos have established highly profitable pottery businesses,
while the Navajo and Hopi groups have been similarly successful with jewellery.
Too many people living in fragile environments have lost control over their economies, their
culture and their environment when tourism has penetrated their homelands. Merely restricting tourism
cannot be the solution to the imbalance, because people's desire to see new places will not just
disappear. Instead, communities in fragile environments must achieve greater control over tourism
ventures in their regions, in order to balance their needs and aspirations with the demands of tourism.
A growing number of communities are demonstrating that, with firm communal decision-making, this
is possible. The critical question now is whether this can become the norm, rather than the exception.
Do thefollowing statements reflect the opinion of the writer of the above reading passage?

Write
YES
NO
NOT GIVEN


if the statement reflects the opinion of the writer
if the statement contradicts the opinion of the writer
if it is impossible to say what the writer thinks about this

56. The low cost of setting up wildemess tourism makes it attractive to many countries.
57. Deserts, mountains and Arctic regions are examples of environments that are both ecologically and

cultrnally fragile.
58. Wilderness tourism operates throughout the year in fragile areas.
59. The spread of tourism in certain hill-regions has resulted in a fall in the amount of food produced
locally.
60. Traditional food-gathering in desert societies was distributed evenly over the year.
61. Government handouts do more damage than tourism does to traditional pattems of food-gathering.
56.

57.

58.

59.

60.

61.


English Examinationfor selecting good students, Grade 12, ?d round, 20t 5 _20t 6

Complete the table below. Choose ONE WORD ONLY from the above passage for each answer.


The positive ways in which some local communities have re;porded to

II.

People/ Location

Activify

Swiss Pays d'Enhaut

Revised production

Arctic communities

Operate (63).

Acoma and san Ildefonso

Produce and sell (64).

Navajo and Hopi

Produce and sell (65)..

tor.tr-

of (62).

...


businesses
.

Read the following passage , then do the exercises

A. A

sense

orserrdeverops in

r",,I;:ililtffi';:J,'.'.::;[:'fi:,L

can useury be thought orin
terms of the gradual emergence of two somewhat separate feature: the self as a subject, anA
the self as
an object. William James introduced the distinction in 1892, and,contemporaries oihis, such
as
Charles Cooley, added to the developing debate. Ever since then psychologists have continued
building on the theory.

B. According to James, a child's first step in the road to self-understanding can be seen as the
recognition that he or she exists. This is an aspect of the self that he labellid ,self-as-subject,, and
he
gave it various elements. These included an awareness of one's own agency (i.e. one's po*e,
to act),
and an awareness of one's distinctiveness from other people. These features gradually .-.rg.
as in'fants
explore their world and interact with caregivers. Cooley (1902) suggested tnx usense of the
self-as-subject was primarily concerned with being able to exercise power. He proposed that

the earlies
t examples of this are an infant's attempts to control physical objects, such as toys or his or her own
limbs. This is followed by attempts to affect the behiviour of other people. For Lxample, infants leam
that when they cry or smile someone responds to them.

C' Another powerful source of information for infants about the effects they can have on the world
around them is provided when others mimic them. Many parents spend a lot of time, particularly
in the
_"qll months, copying their infant's vocalizations and expressions. In addition, young children enjoy
looking in mirrors, where the movements they can see are dependent upon their own movements. This
is not to say that infants recognize the reflection as their own image (a iater development). However,
Lewis and Brooks-Gunn (1979) suggest that infants'developing understanding that the movements
they see in the mirror are contingent on their own, leads to u gro*irrg u*ur.nJ5 that they are distinct
from other people. This is because they, and only they, can cliar,ge the reflection in the mi,or.
D. This understanding that children gain of themselves as active agents continues to develop in their
attempts to cooperate with other in play. Dunn (1988) points out that it is in such day to-day
relationships and interactions that the child's understanding of his or her self emerges. Empiiical
investigations of the self-as-subject in young children *e, ho*euer, rather scarce because of difficultie
s of communication: even if young infants can reflect on their experience, they certainly cannot
express
this aspect of the self directly.

E. Once children have acquired a certain level of self-awareness, they begin to place themselves in a
whole series of categories, which together play such an important part in defining them uniquely as
'themselves'. This second step in the development of a full sense of self is what James called the
'self-as-object'. This has been by many to,be the aspect of the self which is most influenced by social
elements, since it is made up of social roles (such as student, brother, colleague) and characteiistics


English Examination for selecting good students, Grade I 2, 2"d round, 20 r 5 -20 r 6


72.

73.

74.

75.

Complete the summary below
choose oNE woRD oNLy from the passage for each answer

,
How children acquire a sense of identity
First, chidren come to realise that he carhave an effect on the world aound them, for example
by handling objects,_or causing the image to move when they face a (76)..:......... . This
aspect of
self-awarenessisdifficulttoresearchdirectly,because of (77)...........problems.Secondly,children
start to become aware of how they are viewed by others. One importani stage
in this process is the
visual recognition of themseves which usually occurs when they feach the a'ge of
two. In Western
societies at least, the development of self-awareness is often linked to a sens"e
(7g).
of
can lead
to disputes.

PART D: WRITING
I' Task I (79- 85). The graph below gives information from a 2008 report about consumption of

energy in the USA since 1980 with projections until2030. Summariz. the irrfo.mation
by
selecting and reporting the main features, and make comparisons where relevant.
You should write at least 150 words.
U.S Enelgy Consumption by tuel (19fl}.ZB0)
50

Petrol and Oil

45
40

E3s
e30

e

Ers
(!
dzo

Coal

NaturalGas

15
.10

5


Nuclear
SolarAffind
Hydropower

0

1980 1985 1990 1995 2000 2005 2010 201s 2020 2025 2030
History
Projections


English Examinationfor selecting good students, Grade I 2, 2"d round, 20t 5 -20 I 6

II. Task 2 (86 - 100). Write a composition about the following

topic:

Every year several languages die out. Some people think that this is not important
because life will be easier if there are fewer languages in the world.
To what extent do you agree or disagree with this opinion?
Give reasons for your answer and include any relevant examples from your owrt knowledge or
experience.
You should write at least 300 words.
(You mustn't mention any proper name.)


English Examinationfor selecting good students, Grade 12, 2,d round,

l/'


Yt'

20 t

5

-20 t 6


Englkh Examinationfor selecting good students, Grade r 2, 2"d round, 20t5 -20t 6

Total mark: 1A0: 5 = 20

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