剑桥商务英语高级答案

剑桥商务英语高级答案（精选5篇）

1.剑桥商务英语高级答案 篇一

accident insurance 意外保险

accidental death and dismemberment insurance 意外死亡和残疾保险

Act of God 不可抗力

(enrolled) actuary (注册)精算师

air cargo insurance 航空运输保险

all risks insurance 一切险保险

annuity 年金

beneficiary (保险)受益人

business insurance 企业保险

casualty insurance 意外保险

catastrophic health insurance/critical illness insurance 重大疾病保险

claim 索赔

claimant 索赔人

claim adjuster 理赔人员

commercial insurance 商业保险

compulsory automobile liability insurance 强制机动车责任险

consignment insurance 托运保险

contract of insurance 保险合同

contributing insurance 分摊保险

coverage 保险责任

endowment insurance 养老保险

exposure 风险

insurance agent 保险经纪人

insurance broker 保险经纪人

insurance carrier 保险公司

insurance solicitor 保险推销员

insurer 保险人

life insurance 人寿(保)险

personal injury insurance 人身伤害保险

(insurance) policy 保险单

policy holder 保单持有人

premium 保费

reinsurance 再保险

renewal 续保

risk 险种，险别，险项

risk avoidance 风险规避

settlement 理赔

tertiary beneficiary 第三受益人

the insured 被保险人

travel (accident )insurance 旅行(意外)保险

underwriter 承保人

underwriting cycle 承保周期

whole/permanent life insurance 终身人寿保险

wrap-up insurance 综合保险

written business 承保业务

2.剑桥商务英语高级答案 篇二

Kerri Hollingsworth

Modern-day waste is currently being treated with an “out of sight, out of mind” attitude. If we can’t see our waste, it doesn’t exist. But this mindset is directly making businesses complacent, and more importantly financially irresponsible when believing that for reduction of waste means a rise in costs and expenditure.

The way we conduct business through production, transportation, consumption and the discarding of materials, all attribute to the landfill issues that are rapidly becoming a real problem for our government and citizens alike.

But, what if there was a way to create a successful business without the waste? Being mindful of your waste in the workplace isn’t something that is being brushed off like it might have been ten years ago, with more and more employees and managers implementing huge strategies to ensure their businesses are operating in an eco-conscious manner for the betterment of our environment.

According to the Zero Waste Alliance, “Zero Waste is a goal that is ethical, economical, efficient and visionary, to guide people in changing their lifestyles and practices to emulate sustainable natural cycles, where all discarded materials are designed to become resources for others to use.”

“Zero Waste means designing and managing products and processes to systematically avoid and eliminate the volume and toxicity of waste and materials, conserve and recover all resources, and not burn or bury them. Implementing Zero Waste will eliminate all discharges to land, water or air that are a threat to planetary, human, animal or plant health.”

Going beyond a recycling bin by our desks and metal straws in the staff kitchen, here are the top three high-level strategy tips to implement into your business for a zero-waste approach in .

Conduct an audit on your current waste streams

It’s easy to introduce a new piece of tech or office rule to cut down on your waste, but without treating your current waste streams like a business system that needs improvement, these efforts will only act as a band-aid on a much larger issue, which is temporary. Take a step back and fully analyse all aspects of where waste is being produced and how it’s being discarded. Are there ways in which you can stop the creation of the waste or re-route to waste in your business to be reused someplace else? A great example of this is identifying areas in which you might be over providing resources. Instead of delivering corporate reports and document to every staff member on paper, digitalise it and offer physical copies as a back-up to those who might want them.

Designate a role to zero-waste

When you’re serious about waste management, it’s going to be a no-brainer to delegate this work to an existing or new staff member. Having someone (or even a committee!) who always have zero waste on their minds is going to fill in any blanks that might have been missed during your audit and ensure that the new systems being introduced are executed and adopted by staff properly. Knowing that the goal for zero-waste not only comes with the extra added benefits of saving dollars in the long run, it’s also a great initiative for your company’s image and could even be a great PR angle to show that your business is leading the way in real zero-waste implementation.

Set your waste reduction goals

Once you’ve started working with the intention to build a zero-waste business, understand that this might take some time to effectively be implemented (especially in large and established companies). With your waste management employee or team, set realistic goals in-house for you to aim for to one day when the company becomes completely zero-waste! It could be that you want to reach zero-waste by 2025 but have yearly KPIs in place that will build towards that larger, long-term goal. Remember, waste management can be orchestrated on many different levels in the company, and to completely change your current level of waste is not going to happen in one go. Set attainable short, medium and long-term goals, and work towards them!

3.剑桥商务英语高级答案 篇三

· Which passage does each sentence refer to?

· For each sentence 1 - 8, mark one letter A1 B, C, D or E on your Answer Sheet.

· You will need to use some of these letters more than once.

Example:

He has developed his own company to promote his work.

0 A B C D E

1 Others in his field think very highly of him.

2 His ideas have spread beyond the business world.

3 He felt that people should be able to enjoy their work.

4 His ideas are more complex than they seem.

5 He did a variety of interesting things before writing his books.

6 His most successful book was written with a colleague.

7 He is particularly skilled at forecasting important developments.

8 Contact with the military was an early influence on his thinking.

A John Adair

Adair is the pioneering British thinker in the theory of leadership. He was the first person in the UK to hold a professorship in Business Leadership and has published a series of influential books on the subject.

4.高级英语阅读1形成性考核册答案 篇四

一、翻译

You need to reduce your temperature. 你应该退烧。

I feel worried about my exam next week. 我担心我下周的考试。

He is good at web-design, much better than her. 他擅长网站设计，比她好得多。

There are four candidates for this job. 这个工作有四个候选人。

We will make a decision before the 30th September.. 我们将在9月30号前作出决定。

The living room is large and comfortable. 起居室既大又舒适。

I prefer watching TV to reading the paper. 和看报相比，我更喜欢看电视。

The bank is opposite the newsagent’s. 银行在报刊经销点对面。

He borrows a lot of money from me. 他从我这里借了很多钱。

It takes forty minutes to get from the airport to the city center by taxi. 打的从机场到市中心要花40分钟时间。

二、常用时态：

1、在表示比较时，常用形容词比较级 + than的结构，请举出两个例句。除此之外，还可以通过其它一些句子结构来对人或事物进行比较。请写出这些句子结构并举一个例句。(Unit 14 Unit 17)

(1)形容词比较级+than She was warmer than Frank. She was a little faster than him. (2)To be+形容词+as

Shanghai is as modern as London. This book is as thin as that one.

(3)to be the same as

Business life in Shanghai is the same as in London.

2、 这几个单元介绍了多种用于表示将来的时态句子结构，请各举一个例。

(1)一般现在时表示预先安排的日程(Unit 13) Next month I do aerobics on Saturday. (2)现在进行时表示将来的安排(Unit 14) Is she coming back to London on Thursday? (3)一般将来时表示预测(Unit 15)

How much will we need?

(4)一般将来时表示将来的客观事实(Unit 15)

Molly will be here.

(5)一般将来时表示即时的决定(Unit 17) What about the shopping ? There is a lot,

(6)表示将来的计划和意图(Unit 17) Tim is going to borrow his parents’car.

(7)He goes to work by bus. (用how对划线部分提问)

(7)How does he go to work?

(7)She is flying for Paris on Thursday. (用when对划线部分提问) When is she flying for Paris?

(7) The bus stop is outside the post office. (用where对划线部分提问) Where is the bus stop?

5.剑桥商务英语高级答案 篇五

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

Johnson’s Dictionary

For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.

There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.

Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various worlds to conquer — lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.

Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gough Square, in which he set up his ‘dictionary workshop’.

James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.

The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on every subject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law — according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.

After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe“ The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.

Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’

The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.

Questions 1-3

Choose THREE letters A-H.

Write your answers in boxes 1-3 on your answer sheet.

NB Your answers may be given in any order.

Which THREE of the following statements are true of Johnson’s Dictionary?

A It avoided all scholarly words.

B It was the only English dictionary in general use for 200 years.

C It was famous because of the large number of people involved.

D It focused mainly on language from contemporary texts.

E There was a time limit for its completion.

F It ignored work done by previous dictionary writers.

G It took into account subtleties of meaning.

H Its definitions were famous for their originality.

Questions 4-7

Complete the summary.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 4-7 on your answer sheet.

In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks. On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his hard work, he was granted a 7………by the king.

Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes 8-13 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 The growing importance of the middle classes led to an increased demand for dictionaries.

9 Johnson has become more well known since his death.

10 Johnson had been planning to write a dictionary for several years.

11 Johnson set up an academy to help with the writing of his Dictionary.

12 Johnson only received payment for his Dictionary on its completion.

13 Not all of the assistants survived to see the publication of the Dictionary.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Nature or Nurture?

A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically Milgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.

B Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger — severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.

C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.

E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?

F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society — the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.’

H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

Questions 14-19

Reading Passage 2 has nine paragraphs, A-I.

Which paragraph contains the following information?

Write the correct letter A-I in boxes 14-19 on your answer sheet.

14 a biological explanation of the teacher-subjects’ behaviour

15 the explanation Milgram gave the teacher-subjects for the experiment

16 the identity of the pupils

17 the expected statistical outcome

18 the general aim of sociobiological study

19 the way Milgram persuaded the teacher-subjects to continue

Questions 20-22

Choose the correct letter, A, B, C or D.

Write your answers in boxes 20-22 on your answer sheet.

20 The teacher-subjects were told that were testing whether

A a 450-volt shock was dangerous.

B punishment helps learning.

C the pupils were honest.

D they were suited to teaching.

21 The teacher-subjects were instructed to

A stop when a pupil asked them to.

B denounce pupils who made mistakes.

C reduce the shock level after a correct answer.

D give punishment according to a rule.

22 Before the experiment took place the psychiatrists

A believed that a shock of 150 volts was too dangerous.

B failed to agree on how the teacher-subjects would respond to instructions.

C underestimated the teacher-subjects’ willingness to comply with experimental procedure.

D thought that many of the teacher-subjects would administer a shock of 450 volts.

Questions 23-26

Do the following statements agree with the information given in Reading Passage 2?

In boxes 23-26 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

23 Several of the subjects were psychology students at Yale University.

24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.

25 In a sociological explanation, personal values are more powerful than authority.

26 Milgram’s experiment solves an important question in sociobiology.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

The Truth about the Environment

For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.

But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient — associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.

Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.

One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.

Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In , for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.

Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.

A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and . This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures (which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).

The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.

So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.

Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.

So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, and prevent half a billion people from becoming seriously ill.

It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.

Questions 27-32

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 27-32 on your answer sheet, write

YES if the statement agrees with the writer’s claims

NO if the statement contradicts the writer’s clams

NOT GIVEN if it is impossible to say what the writer thinks about this

27 Environmentalists take a pessimistic view of the world for a number of reasons

28 Data on the Earth’s natural resources has only been collected since 1972.

29 The number of starving people in the world has increased in recent years.

30 Extinct species are being replaced by new species.

31 Some pollution problems have been correctly linked to industrialisation.

32 It would be best to attempt to slow down economic growth.

Questions 33-37

Choose the correct letter, A, B, C or D.

Write your answers in boxes 33-37 on your answer sheet.

33 What aspect of scientific research does the writer express concern about in paragraph 4?

A the need to produce results

B the lack of financial support

C the selection of areas to research

D the desire to solve every research problem

34 The writer quotes from the Worldwide Fund for Nature to illustrate how

A influential the mass media can be.

B effective environmental groups can be.

C the mass media can help groups raise funds.

D environmental groups can exaggerate their claims.

34 What is the writer’s main point about lobby groups in paragraph 6?

A Some are more active than others.

B Some are better organised than others.

C Some receive more criticism than others.

D Some support more important issues than others.

35 The writer suggests that newspapers print items that are intended to

A educate readers.

B meet their readers’ expectations.

C encourage feedback from readers.

D mislead readers.

36 What does the writer say about America’s waste problem?

A It will increase in line with population growth.

B It is not as important as we have been led to believe.

C It has been reduced through public awareness of the issues.

D It is only significant in certain areas of the country.

Questions 38-40

Complete the summary with the list of words A-I below.

Write the correct letter A-I in boxes 38-40 on your answer sheet.

GLOBAL WARMING

The writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.

A unrealistic B agreed C expensive D right

E long-term F usual G surprising H personal