B2 Reading 07

Time: 1 hour 15 minutes

INSTRUCTIONS TO CANDIDATES

Answer all the questions.
You can change your answers at any time during the test.

INFORMATION FOR CANDIDATES

There are 52 questions in this test.
Each question in Parts 1, 2, 3 and 7 carries one mark.
Each question in Part 4 carries up to two marks.
Each question in Parts 5 and 6 carries two marks.

Time limit: 0

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The Chess Club

When I was a child, every afternoon followed a predictable routine. When the clock struck four, my father would retrieve a tattered wooden box from the cupboard. It was covered in scratches and dents, and had clearly been much loved over the years. He would place the box on the coffee table in our living room and would, for a brief moment, allow his palm to rest on its chequered surface. Finally, he would open the golden latch and reveal the shiny pieces within. It was time for his daily chess game with our elderly neighbour, Henrick.

A few moments later the doorbell would ring, and Henrick would step into the room. Henrick was usually smiling. He adored chess; these matches were a highlight of his day. In my earliest memories, Henrick was able to walk unaccompanied. He would stride across the living room confidently before settling himself in at the table. With the passage of time he lost much of his strength, and came to rely on my father to steady him. But even when his physical condition weakened, mentally he remained sharp. He could plan four or five moves ahead and nearly always finished victorious.

It was Henrick who suggested that I learn to play the game. I didn't have much confidence as a child, perhaps due to my shyness and the mediocre marks I brought home from school. My father agreed that chess might suit me, and it was decided that they would give me my first lesson. "The King is the most important piece," Henrick explained, "but the Queen is the most powerful." My father went on to describe how the other pieces moved. Right away, I decided that my favourite was the Knight. I loved how it could jump over other pieces and catch them unawares.

Once I learned the rules, Henrick and my father began challenging me to matches. After their daily game, they would set up the pieces in preparation for a new battle. At least, that's how I thought of chess. For me, as for so many other players, it was more than just a game. It was as if the pieces truly were warring armies, and their conflict had a meaning that extended far beyond the four corners of the board. It didn't matter that I lost every match for my first six months as I was relishing the thought of how many years it would take me to master this game.

Chess is said to have many benefits, such as building problem-solving skills and teaching patience. Henrick believed that the game required a creative, and sometimes unorthodox, mind to win, and he brought this perspective to each game. I loved playing chess with my father, but matches with Henrick were on another level. I came to see him as an artist, and the board a kind of canvas. The first time I won a game against him I was so surprised that I fell out of my chair. My father came over to look at my work and smiled approvingly. "Beautiful," he said. Henrick agreed. I didn't feel proud that I had won, just pleased to have assimilated some of my teacher's skill.

Chess made me a more focused and attentive student, as Henrick and my father had hoped. More importantly, the afternoons I spent playing taught me that there were other things in life, besides chess, that I could also learn to do. There is no greater gift you can give to another person than this, which Henrick and my father gave to me. If someone else believes in you, you can't help but believe in yourself. Years later, when it came time for me to choose a career, I had this lesson in mind. As my father and I were setting up to play a match, I announced my decision to become a teacher. He supported my choice enthusiastically. Henrick had since passed away, but we felt that he would have agreed too. Not long after, I accepted a position at our local primary school, and founded the school's very first chess club.

31. What does the first paragraph suggest about the narrator's father?

a – It was difficult for him to keep up the tradition of playing with Henrick.
b – Chess matches with Henrick were an important part of his day.
c – It was important to him that Henrick arrive punctually.
d – He needed Henrick to help him in taking care of his son.

32. What is the meaning of the word "sharp" at the end of paragraph 2?

a – original or creative
b – positive or optimistic
c – smart or perceptive
d – hardworking or driven

33. Why was it decided that the narrator should learn to play chess?

a – Henrick and the narrator's father felt it was a good choice of hobby for a timid person.
b – The narrator's teacher expressed concern about the boy's poor marks.
c – They believed that the game could help him to make friends.
d – They noticed that he took interest whenever they were playing games.

34. How did the narrator feel when he first began learning the game?

a – He was glad, because he no longer felt lonely.
b – He felt frustrated because the game was very difficult.
c – He was determined, and couldn't wait to win his first match.
d – He was pleased to have found a hobby that challenged him.

35. Why does the narrator describe Henrick as an artist?

a – No two games with him were ever the same.
b – He played in a way that was original and unique.
c – It took years for him to acquire his skills.
d – He had very high standards for himself.

36. What is the narrator's main purpose in the last paragraph of the text?

a – To explain how chess influenced a decision he had to make
b – To express his belief that everyone should learn the game
c – To relate his emotions in the wake of Henrick's death
d – To describe his plans for his work at the local school

Question 6 of 7

6. Question

Part 6

You are going to read a story about someone who receives a letter. Six sentences have been removed from the article. For questions 37 – 42, choose the correct sentence and move it into the gap. There is one extra sentence which you do not need to use.

An Unexpected Invitation

There are few things in life that bring me more joy than receiving letters in the post. I've always had a fondness for handwritten notes, and in this age of rapid-fire digital communication my appreciation for them has only grown. Examining it, I had no idea who it could be from. There was no return address, and I didn't recognise the delicate lettering.

Sitting down at my coffee table, I gently tore open the envelope. To my surprise, the enclosed card was a wedding invitation. An old friend from university, Ravi, was inviting me to attend his marriage in India. It had been six years since we had last seen each other. Ravi is from a city in northern India called Lucknow, and attended university in England as an international student. After graduation, he returned home to take up a position with a technology start-up.

Looking at the card, I felt incredibly humbled that I had been invited to share in such an important moment in his life. I made up my mind right away that, no matter what, I would be there to celebrate with him. After writing back to accept, I set about looking for flights. I was fortunate to find a decent fare without too much trouble, and that very evening I booked my tickets. Putting in for my visa was slightly more complicated, but I was able to do it in the end. Before bed I dashed off a series of emails to some of our other friends. We'd often talked about travelling to India, and now it seemed we might actually make the trip.

The following morning when I checked my messages, I had no fewer than eight responses to the emails I had sent. Each and every member of our friend circle was planning on attending the ceremony. Ravi said he was very much looking forward to seeing us, and that his fiancée, Prisha, would be thrilled to meet the friends she had heard so much about. Several people suggested that, in addition to visiting Lucknow, we ought to journey to several other cities in northern India. I'd always dreamed of seeing the Taj Mahal, and visiting nearby Agra seemed feasible. As the wedding would take place in the summer, another possibility would be to spend a few days at a hill station in the Himalayas.

Planning the trip inspired a strange combination of excitement and nostalgia. The previous few years had gone by very quickly, and I realised that I didn't have much to show for them. I hadn't had a conversation of that nature in quite some time. Instead, the exuberance of my early twenties had been tempered by the drudgery of working life. Thus, that small orange envelope brought about many changes for me. It inspired me to reach out to my old friends, who in turn reminded me that there is more to life than my career. Next week, when we're toasting Ravi's marriage, I'll try to explain all of this to them. Perhaps some of them might even feel the same.

I gave a lot of thought as to what I should wear to the wedding.
How wonderful it would be if we were able to attend the wedding together.
Originally we had kept in good touch, but gradually our correspondence had grown more infrequent.
That's why I was delighted to open my letterbox on a brisk afternoon last autumn and find a bright orange envelope made out with my name.
I was enthusiastic about that proposal.
As I read the details, my mind was flooded with long-lost memories.
My friends and I used to stay up until all hours, discussing both weighty and cheerful matters with an energy that only young people understand.

Question 7 of 7

7. Question

Part 7

Read the teachers' descriptions of their jobs. For questions 43 – 52, choose the correct section. The sections may be chosen more than once.

Careers in Teaching

A. Naomi Thompson, Primary School Teacher
I always knew that I wanted to be a teacher. When I was a child, I used to arrange my bedroom to look like a classroom and would "teach" lessons to my siblings and friends. At university I completed a qualification focusing on early childhood education, and when I graduated I found a job easily. I worked at a small primary school in Dorset for two years, which I loved. Sadly, since then I've had to change schools. My partner and I moved to London a few years ago, so I had to get a new job. I currently teach at a large, impersonal school in a rundown area. The school doesn't have a lot of resources and it's not uncommon for my students to be dealing with problems at home. That combination means that each day is a challenge. I want to stay in teaching, but soon I'll probably look for a different position.

B. Jack Palmer, Foreign Language Teacher
For many years, I worked for a financial services firm in London. It was a high-pressure environment and 60-hour workweeks were the norm. It wasn't unusual for me to have dinner at my desk, and more than once I had to cancel holidays I had booked. Eventually, I came to the conclusion that I wanted more free time. A friend suggested that I consider teaching. The prospect of having the summer off each year was appealing, so I decided to look into it. I had studied a dual-degree in French and Spanish, so I figured I could probably work as a foreign language teacher. My intuition proved correct, and I was hired by a local secondary school right away. These days, in addition to teaching, I also coordinate my school's study abroad program. That means I get to spend a few weeks each term exploring small towns in France and Spain, all paid for by my job.

C. John Collins, Piano Teacher
Music has always been a big part of my life. I trained as a concert pianist, and made a living playing in shows all over the world. As far as I'm concerned, there is no greater joy than performing before a live audience. At the end of a show, listening to the audience's applause, I always used to feel that I had accomplished something truly important. I would have liked to go on performing forever, but it wasn't meant to be. As I got older, all that travelling got to be a bit much. However, I wasn't ready to retire, so I had a think about what else I might do. I came up with the idea of offering private piano lessons to neighbourhood children. So far, it's worked out well. I wasn't expecting to get so much enjoyment out of teaching. The job tests my patience at times, but it's very fulfilling to see my students make progress. Next week one of my students is playing her first show, and I'm looking forward to being in the audience.

D. Emma Somerfield, University Lecturer
I'm a faculty member in the economics department of a top university. I feel lucky to have landed the position because academia can be very competitive. I'm also fortunate in that I get along well with my colleagues. It is sometimes said that university teaching can be a bit cut throat, but that hasn't been my experience. Everyone is very supportive of each other and we often collaborate on research. The only downside is that some of my students aren't very hardworking. I would have thought they'd be brimming over with enthusiasm for the material. Instead, they often show up late for lectures or spend half the class on their mobile phones. Still, I can't really complain, as that's the only issue I have with the job. I'll certainly stay in the position for the next few years, if not longer.

Which person