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1. Cambridge EnglishAdvancedPractice TestsNic| < Kenny Jacky NewbrookTEACHING NOT JUST TESTINGALWAYS LEARNING
2. Pa-sun Education Limitedhngm GateHa_r"oouExes C3110 ZJEand Associated Companies throughout the world. v. vm*_p: arsonelt. com/ exarns Pearson Education Limited 2014The right of Nick Kenny and Jacky Newbrook to be identied as authors of this Work has been asserted by them in accordance with the Copyright,Designs and Patents Act 1988.All rights reserved;no part of this publication may be reproduced,stored in a retrieval system,or transmitted in any form or by any means,electronic,mechanical,photocopying,recording,or otherwise without the prior written permission of the Publishers. First published 2014ISBN:978-l4479-6620-3 (Cambridge English Advanced Practice Tests Plus New Edition Students Book with Key)ISBN:97814479-6621-0 (Cambridge English Advanced Practice Tests Plus New Edition Students Book without Key)Set in l0.5ptAria1 Regular Printed in Slovakia by NeograaAcknowledgementsWe are grateful to the following for permission to reproduce copyright material: Extract on page 8 adapted from Fragile Iile mystrieuse risks being trampled away.The Guardian,12/08/2010, p.14 (Tearse,G. ), Copyright Guardian News & Media Ltd 2010; Extract on page 12 adapted from How the internet is making us stupid,Daily Telegraph,28/08/2010, p.27 (Carr,N. ), Telegraph Media Group Limited 2010; Extract on page 16 adapted from Watch out Daniel Craig.Sunday Telegraph (Life),19/10/2008, L21 (Benady,A. ), Telegraph Media Group Limited 2008; Extract on page 19 adapted from The way we worked,Sunday Telegraph (Seven),22/08/2010, pp.12l4 (Lyle,P. ). Telegraph Media Group Limited 2010; Extract on page 34 adapted from Net Assets,Eastern Daily Press Norfolk Magazine,pp. l50-51 (Wedge,N. ), August 2010. with permission from EDP Norfolk Magazine;Extract on page 35 adapted from Meat on the menu:bones with cut marks show stone tools in use 3.4m years ago,The Guardian,12/08/2010, p.6 (Sample,1.),Copyright Cs3ltat: $, 3; M. 'e=E EIIIIIIIIIIIIIIThe Inventor of the Bar CodeAlthough you may never have heard of Joe Woodland,youalmost certainly use his invention on a (0) . ... ... . . . basis.DAYFor Joe was the man who came up with the idea of the barcode that little box containing parallel lines of (17) . ... ... . . . REGULARwidth and (18) . ... ... . . . that you nd on the packaging LONGof most products that are offered for sale at retail (19) . ... ... . . . LETworld wide.Joe Woodland actually invented the bar codeway back in 1949, when the manager of a supermarket inPhiladelphia asked him to design an electronic (20) . ... ... . . . CHECKsystem which would be both simple and effective.Thepurpose of the bar code is to store (21) . ... ... . . . information CODED about the product,which (22) . ... ... . . . speeds up the POTENTIAL process of recording sales and restocking the shelves. The idea was way ahead of its time however,and didn'tnd any immediate practical (23) . ... ... . . . .It was the APPLY (24) . ... ... . . . of laser gun technology decades later which ARRIVEallowed Joe's invention to come into everyday use. IU TEST 1: READING AND USE OF ENGLISH
12. Tip Strip Question 25: You need a phrase that talks abouttime.It also has a detinitearticle. Question 26: The key word is an adjective.which verb usually comes before it? Question 27: The key word comes first in the gap,and needs to be followed by an adjective and nouncombination.Change two words from the input sentence to make this expression.You also need to addan article. Question 29: Find the adjective in the input sentence.Use the noun of this word in the new phrase. Part 4For questions 25-30. complete the second sentence so that it has a similar meaning to the rst sentence.using the word given.Do not change the word given.You must use between three and six words.including the word given.Here is an example (0). Example: 0 Chloe would only eat a pizza if she could have a mushroom topping.ONChloe . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....a mushroom topping when she ate a pizza. The gap can be lled with the'= words insisted on having,so you write: Example:El INSISTED ON HAVING AIn the exam,write only the missing words IN CAPITAL LETTERS on the separate answer sheet.25 We were late arriving at the cinema and so missed the start of the lm.BY The lm had . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....we arrived at the cinema. 26 Simon found the recipe book very hard to follow.DIFFICULTY Simon . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....in following the recipe book. 27 The ice-skater performed faultlessly and received full marks.GAVE The ice-skater . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....and received full marks. 28 I was just about to call you to see what time you were coming.POINT I . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....you to see what time you were coming. 29 Harry was disappointed to hear the news that the match had been cancelled.CAME News of the cancellation of the match . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....to Harry. 30 At this time of year,the area is often affected by violent storms.FEELS At this time of year.the area often . ... ... ... ... ... ... ... ... ... ... ... ... ... ... .....violent storms. TEST I:READING AND USE OF ENGLISH
13. Part 5You are going to read an article about the effects of digital media on people's minds.For questions 31-36, choose the answer (A.B,C or D) which you think ts best according to the text. In the exam,mark your answers on the separate answer sheet.In an article in Science,Patricia Grccncld,a developmental psychologist who runs UCLA's Children's Digital Media Center,reviewed dozens of studies on how different media technologies inuence our cognitive abilities.Some of the studies indicated that certain computer tasks,like playing video games,increasethe speed at which people can shift their focus among icons and other images on screens.Other studies,however,found that such rapid shifts in focus,even if performed adcptly,result in less rigorous andmore automatic thinking. In one experiment at an American university.half a class of students was allowed to use Internet-connected laptops during a lecture,while the other half had to keep their computers shut.Those who browsed the web performed much worse on a subsequent test of how well they retained the Icctures content.Earlier experiments revealed that as the number oflinks in an online document goes up.reading comprehension falls.and as more types of information are placed on :1 screen,we remember less of What we see. Greeneld concluded that every medium develops some cognitive skills at the expense of others.Our growing use of scrccn-based media,she said,has strengthened visual-spatial intelligence,which can strengthen [I18 ability to do jobs that involve keeping track of lots of rapidly changing signals.like piloting a plane or monitoring a patient during surgery.However,that has been accompanied by new weaknesses in highcrordcr cognitive processes.including abstract vocabulary.mindfulness,reflection,inductive probIemsolving,critical thinking and imagination.We're becoming,in a word,shallower. Studies of our behaviour online support this conclusion.German researchers found tI'l:1t web browsers usually spend less than ten seconds looking at a page.Even people doing academic research online tend to bouncc' rapidly between documents,rarely reading more than a page or two.according to a University College London study.Such menial juggling takes :1 big toll.In a recent experiment at Stanford University,researchers gave various cognitive rests to 49 people who do a lot of media multitasking and 52 people who multirask much less frequently.The heavy multiraskers performed poorly on all the tests.They were more easily distracted.had less control over their attention,and were muchTEST 1: READING AND USE OF ENGLISHIs the internet making us stupid? less able to distinguish important information from trivia.The researchers were surprised by the results.They expected the intensive multitaskcrs to have gained some mental advantages.That wasnr the case,though.Infacf.the mulritaskcrs werent even good at multitasking.Everything distracts them, said Clifford Nass,one of thc researchers. It would be one thing if the ill effects went away as soon as we turned off our computers and mobiles,but they don't.The cellular structure of the human brain,scientists have discovered,adapts readily to the tools we use to nd,store and share information.By changing our habits of mind,each new technology strengthens certain neural pathways and weakens Othcrs.The alterations shape the way we think even when we're not using the technology.The pioneering ncuroscicnrisr Michael Merzenich bclicvcs our brains are being massively remodelled by our ever-intensifying use of the web and related media.In 2009, he said that he was profoundly worried about the cognitive consequences of the constant distractions and interruptions rhc inrerner bombards us with.The Iongtcrm effect on the quality of our intellectual lives,he said,could be deadly. Not all distractions are bad.As most of us know,if we concentrate too intensively on a rough problem,we can get stuck in a mental rut.However,if we let the problem sir unattended for a time,we often return to it with a fresh perspective and a burst of creativity.Research by Dutch psychologist Ap Dijksrcrhuis indicates that such breaks in our attention give our unconscious mind time to grapple with a problem,bringing to bear information and cognitive processes unavailable to conscious deliberation.We usually make better decisions,his experiments rcvcai,if we shift our attention away from a mental challenge for a time. But Dijksrcrhuiss work also shows that our unconscious thought processes don:engage with a problem until wcv