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Test 4 76
Listening module 76
Reading module 82
Writing module 94
Speaking module 95
IELTS st~inds for /nternationalEnglish Language The IELTS nine-band scale
Testing System. lt 1s a test of English language
~ills de 1gned for students who want to study in
~he med1um of Enqlish either at uruvers.ty, college
or secondary school. Has fuly operanonet command of the language
appropnate, accurate and fluent with complete
There are two versions of the test: the Academic understanding.
Module and the General Training (GT) Module. Band 8 - Very good user
Students w1sh1ng to study at postgraduate or
H~s fully operat.1onal command ?f the language
undergraduate levels should take the Academic
Module. The General Training Module is designed with only occasiona' unsysternat.c inaccuracies and
for those candidates who plan to undertake training inappropriacies. Misunderstandings may occur m
unfamiliar situations. Handles complex detailed
or secondary school education. The General Training
argumentation well.
Module is also used in Australia, Canada, New
Zealand and the UK to assess the language skills Band 7 - Good user
of incoming migrants. Candidates must decide in Has operational command of the language, though
advance which of the two modules they wish to sit with occasional inaccuracies, inappropriacies and
as the results are not interchangeable. misunderstandings in sorne situations. Generally
handles complex language well and understands
Students sit the Listening, Reading and Writing papers detailed reasoning.
in that order on one day. The Speaking Test may be
held up to two days later, though normally it is taken Band 6 - Competent user
on the same day, after the Writing Test. Has generally effective command of the language
despite sorne inaccuracies, inappropriacies and
A computerised version of the Listening, Reading and misunderstandings. Can use and understand fairly
Writing Tests is available at many IELTS centres, but complex language, particularly in familiar situations.
the paper-based version of IELTS will always be offered
and is the standard format.
Has partial command of the language, coping with
Overview of the test overall meaning in most situations, though is likely
to make many mistakes. Should be able to handle
The test is in four parts reflecting the four basic basic communication in own field.
language skills:
- 1 NTRODUCTION
l
Overview of the IELTS Test
Listening (played once only; approx 30 minutes + 1 O minutes transfer time)
No. of
ttems
Oiscourse types No.of
Sl)ffken
Task types
''.llijitlt ....
Section 1 10 A trensecuonat 2 mulupte chotee hsten1ng for mam
ccnversanon - general ideas
context. short answer questions
Section 2 10 hstening for spec1fic
An inforrnauonal talk - 1 not~table/forn'Vflow chart/
mforrnation
general context. sentence compleuon
Section 4 10 matchmq
A lecture - education/ 1
training context. classification
Overall 40 Up to 3 task types per passage ,
INTRODUCTION
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Listening module (approx 30 minutes + 1 O minutes transfer time)
Guidance
The Listening test is taken by both Academic and General Training candidates.
lt lasts for forty minutes (thirty minutes plus ten minutes transfer time) and
consists of four sections. There are a total of forty questons: ten in each section.
The recording is only played ONCE. As you listen, you must note down your
answers on the question paper. When the recording is finshed you will be given
ten minutes to transfer your answers to the answer sheet.
Sections 1 and 2 relate to social contexts, testing the listening skills you need for
survival in an English-speaking country. Section 1 is a conversation between two
speakers, e.g. two people talking about holiday preparations, and Section 2 is a
monologue, e.g. a podcast about what you can do at a theme park.
Sections 3 and 4 have a more academic or training context. Section 3 is a
conversation between two or more people, e.g. a seminar between a tutor and
a student about a work placement, and Section 4 is a monologue, e.g. a lecturer
presenting the findings of a research project.
Before each section, you will hear a brief introduction explaining who the
speakers are and what the situation is. You will also be given a short time to look
through the questions before the recording for that section starts. In sections 1 to
3, there is a short break in the middle giving you time to look at the questions in
the second half. There is no break in Section 4.
All answers will occur in the correct form in the recording (so you will not change
it), and you will only get a mark if the answer is correctly spelt. You must also
follow the instructions regarding the maximum flumber of words for each answer.
Tip strip endings. You will not get a mark if you leave off
the 's'.
Question 6 and Question 9
Questions 8-1 O
Listen to both speakers. Most of the answers
are supplied by the woman, but not all of There are three suggestions for improvements
them. For Questions 6 and 9. the man suggests listed. Carefully read the words given for each
something and the woman agrees. bullet point: this will tell you where to note each
suggested improvement. You w1ll lose a mark if
Question 8
you do not put the word in the correct gap.
Be careful with answers which require plural
Questions 11-16
Tip strip
Qustions 11-16 Complete the ffow chart below .
As \\1th .ill flow cnert
tasi..) h~tt?n carel ully for Choose SIX answers from the box and write the correct letter, A-G, next to
the words and obrases
wh1ch s19nal the
questions 11-16.
beg1nnin9 of each new
staqe in the sequence.
For thrs type of A air B ash e earth D grass
quesuon. check how F stones G water
many extra options are
E sticks
qiven. m thrs case. there
IS JUSt ONE.
In these tasks. opnons
are only used once (In Making a steam pit
tasks where you can
use opuons more than Diga pit.
once. the mstrucuons
will clearly state thrs.)
J
Arrange a row of 11 over the pit.
Place 12 on top.
Remove 13 .
lnsert a stick.
Questions 19-20
Which TWO pieces of advice does the speaker give about eating wild fung?
uf 'tlt \tl111t1v
1
e glrls were more negativa about school than boys.
C boys were more talkative than girls In class.
Tip strip What did Phoebe find difficult about the different research techniques she useo?
Questions 26-30
Choose FIVE answers from the box and write the cortect letter A-G, next to
For matchmq exerciscs questions 26-30.
like these. 1t 1s important
to be clear on the
specific task In this
case you must listen for Difficulties
what is DIFFICULT about
each of the five research A Obtaining permission
techniques. The focus
w1ll also be indicated in B Deciding on a suitable focus
the heading of the box:
'Difficulttes'. C Concentrating while gathering data
O Working collaboratively
E Processing data she had gathered
F Finding a suitable time to conduct the research
G Getting hold of suitable equipment
Research techniques
26 Observing lessons
27 lnterviewing teachers
28 lnterviewing pupils
29 Using questionnaires
30 Taking photographs
..
Questions 31-40
Background
Tip strip 31 Juniper was one of the first plants to colonise Britain after the last
Question 31
Listen for a synonym
tor 'coloruse'
32 lts smoke is virtually , so juniper wood was used as
Question 32
fuel in illegal activities.
Listen for a synonym
for 'illeqa!'.
33 Oils from the plant were used to prevent spreading.
Question 37
Listen for a synonym
for 'rapid'. 34 Nowadays, its berries are widely used to food and drink.
Question 38
Listen for a synonym
Ecology
for 'novel'. 35 Juniper plants also support several species of insects and .
Problems
36 In current juniper populations, ratios of the are poor.
Solutions
38 Plantlife is trialling novel technque across areas of England.
Guidance
The Academic Reading test lasts for an hour, and rt consists of three parts, so you
should spend about twenty minutes on each part. The first part is generally a bit
easier than the second and third parts, so you mrqht decide to spend a ltttle less
time on this.
As you do the test you can make notes on the question paper. but all your
answers have to be written on a separate mark sheet. so you must allow enough
time to do this.
The test has a total of 40 questions, so in two of the sections there are 13
questions, and in one there are 14 questions.
Reading passages
The reading passages in all three sections are of a similar length, each one
consisting of between 750-950 words. The first passage is usually more factual
than the others, and the third contains more opinion. There is a range of topics.
and these might be related to any academic subject area, such as natural sciences,
history, archaeology or education. However, the subject matter of the passages is
not highly technical, and should be accessible to any IELTS candidate, whatever
their personal educational history.
Reducing electricity
consumption on the Isle of Eigg
Background than dernand, and diesel generators are operating to
back it up- a so-called 'red light day', as opposed
The 1 le of Eigg is situaied off the West Coast to 'green light days' when there is sufficiem
of Scotland, and is reached by ferry from the rencwablc energy. Residents then take steps to
mainland. For the island community of about a temporarily reduce electrici~y demand further
hundred resident it has alway bccn expensive to still, or po tpone dcmand until renewable energy
irnport products, materials and skilled labour from generation has increased.
the mainland, and this ha encouraged a culture
of self- ufficiency and careful use of resources. Energy use on the island has also been reduced
Today, although the island now has most rnodcrn through improved wall and loft insulation in
convenience . C01 emissions per household are homes, new boilcrs, solar water heating, car-
20 percent lower than the UK average, and sharing and various small, energy-saving measures
clectricity use is 50 perccnt lower, in houscholds. New energy supplies are being
developed, including sustainably harvested forests
When Eigg dcsigned its electricity grid, which to supply wood for heating.
was switched on in February 2008, it quickly
became apparent that in order to keep the capital Eigg Heritage Trust has installed insulation in
building coses down, it would be necessary to all of its own properties at no cosr to the tenants.
manage demand. This would also allow the island while private properties have paid for their own
to generate most of its electricity frorn renewable insulation to be installed. The same applies for
source , mainly water, wind and solar power. installations of -solar water heating, although not all
This goal was overseen by the Eigg Heritage Trust properties have rcceived this as yet. The Trust
Trust (EHT). also operates a Green Grants scheme, where residents
can claim 50 percent of the cost of equipment to
reduce carbon emissions, up to a limit of f300.
The technology Purchases included bikes, solar water heating,
sccondary glazing, thicker curtains, and grecnhouses
Eigg manages electricity demand rnainly by capping to grow food locally, rather than importing it.
the in tantaneou power that can be used to five
kilowatts (kW) for a household and ten kW for a
business. lfusage goes over the lirnit, the electricity Environmental benefits
supply is cut off and the maintenance team must
be called to come and switch it back on again. Ali Prior to the installation of the new electricity grid
households and businesses have energy monitors, and 1:enewable ~nergy generation, most households
which display current and cumulative electricity on E1~g u~cd ~1e~el generators to supply electricity,
usage, and sound an alarm when consumption resulting in significant carbon emissions. Homes
reaches a user-defined leve!, usually set a few "'.ere als? poo~ly insulated and had old, inefficient
hundred watts below thc actual limit. The result is oil-burning boilers, or used coa! for heating.
that Eigg residents have a keen sense of how much
power different electrical appliances use, and are Thc work by the Eigg Heritagc Trust to reduce
careful to minimise energy consumption. ?nergy use has rcsulted in significant reductions
in carbon cmissrons from the island's households
Dcmand is also managed by warning the entire and busines es .. The average annual electricity use
island when renewable energy generation is lower per household rs JUSt 2, 160 kilowatt hours (kWh).
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Questions 1-7
Tip strip Do tne following statements agree with the information given in Reading Passage 1?
Questions 8-13
Write
The statemento; follow
the order of the
informanon in the TRUE lf the statement agrees with the information
reedinq passage FALSE if the statement contradicts the information
Sorne of the words m NOT GIVEN if there is no information on this
the statements might
be the same or sirmlar 8 Electricity was available for the first time on Eigg when a new grid was
to words in the readinq switched on.
passaqe, whether the
statement is true, false
or nor 91ven. 9 Eigg's carbon emissions are now much lower than before.
Read the whole
statement carefully 10 Wood will soon be the main source of heating on Eigg.
before you decide
whether it matches 11 Eigg is quieter as a result of having a new electricity supply.
information in the
reading passage
or not. 12 Well-off households pay higher prices for the use of extra electricity.
Question 8
13 The new electricity grid has created additional employment opportunities
There are several references
to 'electricity grid' in the
on Eigg.
reading passage. Look
at each one in turn, to
find where the answer
to Question 8 is.
Question 10
Look carefully at the
words in the reading
passage to see whether
there is a word or phrase
with a similar meaning
to 'rnain'.
Question 12 .
When the reading passage
mentions electricity
prices. it uses the word
'equitable'. Even if you
don't know this word,
you can probably guess
its meaning.
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You should spend ebout 20 mmutes on Questions 14-26 whch are based on
Readmg Passage 2 below.
..
List of periods
The creation of last1ng memories
Man) srudics of the bruin proccsses undcrlying we obviously nccd to have memory ~hat i. crcated
the crcation of mcmory consolidation (Iasting rapidly: reacting t? an ever and rapidly changing
mcmories) have involvcd gh ing various human cnvironment requires that. For cxample, most
and animal subjects treatmcnt, whilc training them currcnt building cede require thai the heights of ali
to perform a task. Thesc have contributed grcatly to step in a stairca e be equal. A.ft~r taking a couple
our undcrstanding. of tcps, up or down, we implicitly remernber thc
heights o the steps and assume that the others
In pioneering studic using goldfish. Bernard will be the samc. lf they are not the same, we are
Agranoff found that protcin synthesis inhibitors' very likely to t~p a_n~ fall. Lack of this kind of
injecred after training caused the goldfish to forget rapidly created implicit mernory would be bad for
whar they had learned. In other experiments, us and for insurance cornpames, but perhaps good
he administered protein synthesis inhibitorsfor lawyers. It would be of little value to us if we
imrnediately befare the fish were trained. The remembered the heights of the steps only after a
rcmarkable finding was thar thc fish learned the delay of many hours, when the memory becomes
task completely normally, but forgot it within a consolidated.
few hours - that is. the protein synthesis inhibitors
blocked mernory consolidation. but did not The hypothesis that lasting memory consolidates
influence short-term memory. slowly over time is supported primarily by clinical
and experimental evidence that the formation of
There is now extensive evidence that short-terrn long-term mernory is inftuenced by treatments
memory is spared by many kinds of treatments, and disorders affecting brain functioning. There
including electro-convulsive therapy (ECT), are also other kinds of evidence indicating more
that block memory consolidation. On the other directly that the memories consolidate over time
hand, and equally importantly, neuroscientist after learning. Avi Kami and Dov Sagi reported
[van Izquierdo found that many drug treatments that the performance of human subjects trained in
can block short-terrn memory without blocking a visual skill did not improve until eight hours after
memory consolidation. Contrary to the hypothesis the training was completed, and that improvement
put forward by Canadian psychologist Donald was e~en greater the following day. Furthermore,
Hebb, in 1949, long-term memory does not require the skill was retained for several years.
short-term memory, and vice versa.
Studies using human brain imaging to study chances
Such findings suggest that our experiences create in neural activity induced by learning have also
parallel, and possibly independent stages of reported that the changes continue to develop for
memory, each with a different life span. All of this hours. after. Iea~ing. In an innovative study using
evidence from clinical and experimental studies functional imagmg of the brain, Reza Shadmehr
strongly indicates that the brain handles recent and and Henry. Holcornb examined brain activity in
rernote memory in different ways; but why does it severa! ~ram regions shortly after human subjects
do that? were trained in a motor learning task requiring
ann and hand movements. They found that whi le
the performance of the subjects remained stable
substances which stop or slow the growth of cells for severa! hours after completion of the training,
..
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Questions 27-40
Questions 27-31
29 In the fifth paragraph, what does the writer want to show by the example
of staircases?
A Prompt memory formation underlies the performance of everyday tasks
B Routine tasks can be carried out unconsciously.
C Physical accidents can impair the function of memory.
O Complex information such as regulations cannot be retained by
the memory.
Write
32 The training which Kami and Sagi's subjects were given was repeated over
several days.
34 The results of Weinberger's studies indicated that the strength of the rats'
learned associations increases with time.
36 Long-term memories in humans are more stable than in many other species.
Questions 37-40
Long-term memory
Various researchers have examined the way lasting memories are formed.
Laboratory experiments usually involve teaching subjects to do something
ti
The results are generally consistent: they show that lasting memories are
the result of a 38 and complex biological process.
The fact that humans share this trait with other species, including animals
with 39 brains, suggests that it developed 40 in
our evolutionary history.
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Writing module (1 hour)
Guidance
The Academic Writing test lasts for an hour, and consists of two parts. The first
part is shorter than the second, and carries only one third of the marks, so you
should spend about 20 minutes on this part and 40 minutes on the second part.
Far each part you should allow enough time to plan what you are going to say
before you begin writing, and to check what you have written afterwards.
Task 1
In the first part, you have to write a mnimum of 150 words altogether. You are
presented with a visual which you have to describe in words, providing a general
overview with supporting details. The visual might be a fine graph, a bar chart, a
pie chart, a diagram ora plan, and the subject of the visuals are varied. Subjects
might include social trends, economics, natural or industrial processes, or health.
but you do not need any specialist knowledge to do the task.
You are expected to write in a neutral ar formal style.
Task 2
In the second part, you have to write an essay with a minimum of 250 words. This
involves commenting on an issue or problem which is presented in the task. You
are expected to discuss various points of view and arrive ata conclusion. Tapies
are varied, and might include health, lifestyles, environment, ar education, but
you do not have to have any special knowledge to be able to do the task.
You are expected to write in a neutral ar formal style.
Tip strip Start with an mtroductory sentence Give data to support the claims you
which summarises what the visual make - citing specic percentages. But
Make sure you understand exactly
shows. Don't simply copy down you don't need to quote exact figures
what the visual shows. In this task. the
what's in the rubric - this is a waste of far every point - you w1ll ga1n marks for
figures in the table:
your time showing that you can be selecnve.
relate to just one university,
Take sorne time befare you start Don't write too much: 150-200 words
are from three different surveys. writing to look far any unprovements. w1ll be enough. You won't be given any
indicate changes in student attitudes. reductions, fluctuations and sirmtanties. extra marks for wriunq a longer piece,
You get this key mformauon from two Report the most strik1ng point first. and you need to leave enough time
sources: the first sentence of the task In thrs task. rt is probably that there for Task 2.
itself and the title of the visual(s). was a great improvement in students'
For Task 1. the second part of the rubric opimons of the uruversity's electroruc
is always the same. resources.
Some say that because many people are living much longer, the age at
which people retire from work shou/d be raised considerably.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Tip strip The second hne of the task in Task 2 give your own opinion and explain
differs from paper to paper. the arguments you frnd particularly
Be clear which specific aspect of the persuaswe.
task you need to discuss. In this task. You could give your point of view
you need to talk about whether the and then provide illustrations and Write us1ng paragraphs and make
age of retirement should be raised evidence to support this opinion. sure each paragraph has a clear
and if so, whether it should be by a Or, you could explore both sides central tapie.
small or large amount. of the question and then go on to
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Speaking module (11-14 minutes)
Guidance
In Part 1, the questions which the examiner asks you are usually factual. and
quite simple, such as 'When ... T', 'Who ... ?', 'How often ... T', or 'What kind
of ... ?'
In Part 2, you will be given a candidate card.
The topic of your presentation is outlined in the first line of the candidate
card. lt starts with 'Describe .. .',
You may be asked about something that happened in the past, or someone
you know, or something you would like to do in the future.
Three separate bullet points tell you what to include in your presentation,
and a fourth line tells you to explain something in more detail, such as your
feelings, or the reason for something.
In Part 3, the questions that the examiner asks you are more complex,
and involve lengthier responses. You may be asked 'What is your opinion
about ... ?';'To what extent do you think ... ?'; 'How important is it to ... T';
compared to 'What do you think ... ?'; or 'What might the reason be for ... ?'
You have one minute to make notes on the following tapie. Then you have up
to two minutes to talk about it.
Tip strip
Describe a place in another part of the world that you would love to vsit in
Choose a place that you
can talk about easily.
the future.
lt is all right to spend You should say:
more time on one bullet
than on others. what you know about the place
Oon't forget to include how you know about it
the last line ('and how you would go there
explain ... ') in your
presentation. and explain why you would love to visit that place.
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you don't understand.
Guidance
General preparation
Although you cannot predict exactly the language which the IELTS test will
contain, there are severa! ways you can prepare for taking the listening test.
Do plenty of IELTS listening practice tests - listen to the recording only once and
try to build up your confidence for taking the real test.
Aim to listen to spoken English in a wide variety of situations and topic areas. Listen
to CDs, radio, TV and Internet broadcasts featuring native speakers of English.
Don't worry if you don't catch every word, you'll understand more with practice.
Preparation for specific sections
To help prepare you for Sections 1 and 3 (two or more people interacting); if
you live in a country where English is spoken, try to listen to people conversing,
particularly in 'transactional situations' (where people are trying to get
something done). e.g. in shops, hotels, clinics. Also try to engage people in
conversation yourself. Listen for particular phrases which signa\ key elements,
such as a speaker's opinion or which point is being emphasised.
To help prepare for Sections 2 and 4, ('long turn' monologues, with one person
speaking for sorne time without interacting with others), try to listen to podcasts
on the Internet and more formal talk shows on radio channels like the British
Broadcasting Corporation (BBC) Radio 4 or the Voice of America (VOA).
Practise reading the question paper quickly, getting a clear idea of what you are
required to listen for.
Use the 'context' information to help you identify the correct answer. Listen
carefully to the information provided at the beginning of each section, telling
you who is speaking, in what situation and for what purpose.
~ELTS rec.ordings are only played ON~E, so it's important you don't worry too much
if you miss the answer to one question. Move on and listen for the answer to the
next question. Try to look for 'clues' ?n t.he question paper, e.g. any sub-headings,
or pa~aphrases of what you hear. This will prevent you from 'losing your place'.
As with ~11 parts of the IELTS, if you aren't sure of the answer take a guess.
You won t lose marks for a wrong answer; and using 'context' information can
often help you make a successful prediction.
Ouesuons 1-10
Tip strip
Questions 1-1 O
Complete the form betow.
Rt,ld 1h~ torm c..1relullv
betore vou l1stt>rl You
\'11111 tw .lhte to gN .1 tot Write NO MORE THAN TWO WORDS ANDIOR A NUMBER for eecn answer.
o u~eful mfcrmancn
.ibout the contoxt 1,1n
Jnam,ll par!..\, purpose of Pinder's Animal Park
the phone CJll (lemporJry
[ob enqu1ry) and who 1\
completang the form (a
Example
xepuorust al tho park)
Question 1 Enquiries about ~'!!~~.?: work
Listen carefully 10 the
drscussion about the Personal Oetails:
spelhng of the surname
the man thrnks there rs Name: Jane 1 .
a double letter in her
name, but the woman
corrects hrrn. Address: 2 .
Question 2
Ex e ter
For Task 1, you often have
to wnte down an address.
lf addresses are not spelt Telephone number: 07792430921
out (as in thrs case). they
contain very familiar Availability: Can start work on 3 .
nouns.
Question 3 Work details:
Listen fer a date. Severa!
are mentioned, but listen Preferred type of work: Assistant 4 .
carefully for the relevant
one. tt is expressed in
the negative 'I can't start Relevant skills: Familiar with kitchen 5 .
work unnl .. .'.
Question 9 Relevant qualifications: A6 certificate
There are different ways
of saying o m phone Training required: A7 ., course
numbers: you can say
'zero' or 'oh'. Also. listen Referee:
for 'double' numbers.
Question 10 Name: Dr Ruth Price
Listen for a type of minar
disabihty.
Position: 8 ..
Phone number: 9 ..
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Questions 11-20
Questions 11-15
Tip strip
Questions 11-1 5 Choose the correct answer, A, 8 or C.
For muftipl~ chotee
quest1ons m Task 2. you
mrght have to listen for
the main idea as well Tamerton Centre
as specific detarls. You
will also sornetimes 11 The Tamerton Centre was set up in order to encourage people
have to listen for
people's opmions, A to enjoy being in the countryside.
Question 12 B to help conserve the countryside.
Listen for the opinion
of the previous year's C to learn more about the countryside.
group and for a past
time reference. 12 Last year's group said that the course
A built their self esteem.
B taught them lots of new skills.
C made them fitter and stronger.
13 For the speaker, what's the most special feature of the course?
A You can choose which activities you do.
B There's such a wide variety of activities.
C You can become an expert in new activities.
Rules
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Questions 21-30
Questions 21-25
Tip strip
Questions 21-30 Label the diagram below.
usien cJretully to lhe
context 1nformat1on. 1t
will help you understand
Write the correct letter, A-G, next to questions 21-25 below.
the sett1ng bettei Thrs
eonversauon features a
student teacher talking
through her plans for (Year 6 Lesson) Biogas Plant
two different lessons wnh
her tutor.
,.
Questions 21-25
You use each option
only once and two
options will not
be used.
The speaker rnenuons
five different parts
of the plant in the
arder they appear on
the question paper ,-/
(Questions 21-25).
and describes their
position and/or shape
and uncnon. ......... .__--~L_____::::~~~L._~~~-=:j
.
Listen for prepositions
and direction mdicators
such as 'on the left', 'at
the top'. and 'on the
bottorn'. Also, listen for
words which indicate
21 Waste container
shape and size.
22 Slurry
23 Water inlet
Teacher: 26 .
Pupils: look and listen
Teacher: 27 .
1
Pupils: 28 and expand
+
Teacher: Display pictures
Pupils: 29 .
Teacher: 30 .
Pupils: write
Otner application5
Guidance
,~, .
As the IELTS test is a proficiency test, it is not based on a specific language
-
syllabus. This means that you cannot predict exactly the language which the
test will contain.
Aim to improve your general language knowledge and skills. as well as to
develop effective strateqies.
Aim to read appropriate matenals about a wide range of topics as often as
possible. Even academic texts about different subjects have a high proportion
of words and structures m common.
Try also to increase your reading speed. The length of time allowed for each
section of the reading test is relatively short, so you will need to be able to
read the texts and the questions quickly.
Over time. your general proficiency in English will increase and your potential
test performance will rise.
When you are preparing to take the Academic Reading test, you should try to
develop strategies for domg the test which work well for you. Sorne strategies
are usef ul for most peo ple, but in other cases what works well for one person
might not work so well for another. For example, sorne people find rt best to
read each text quickly before attempting to do the tasks, while others simply
skim the text and then read parts of it selectively at the same time as they are
doing the tasks.
The types of task found in the Acadermc Reading test are limited, so although
you cannot predict exactly which ones a test might contain, you will be able
to familiarise yourself with all the possible task types. lt is very important that
you know what to expect in general, and have practised doing the tasks before
you do the test. You will be able to develop strategies for doing the tasks which
work best for you.
One strategy which benefrts most people is the use of guesswork. When you
are reading the texts and questrons, you will almost certainly come across words
and phrases which you are unfamiliar with. Use the context, as well as your
knowledge of any other English words that are similar, to guess their meaning.
lf you come across a question which you find particularly difficult, move on to
the next one and then return to it later. lf you still find it too difficult, guess the
answer - you might get it right. You won't lose extra marks for giving a wrong
answer, but you won't gain any mark if you leave a question unanswered.
a rype of engine
a unit for measuring electrical power
Questions 14-20
Tip strip
Questions 14-20 Reading Passage 2 has SEVEN paragraphs, A-G.
The heJdrngs ere not
in the sarne order as
Choose the correct heading for each paragraph from the list of headings below.
thl' mtormauon m the
1t>t\ci1ng pessaqe.
Sornetrmes a paragraph Write the correct number, i-ix.
contams mformauon
whrch is in more than
one of the headmgs List of Headings
Choose the headrng
which best describes
the too of the A better use for large sums of money.
paragraph. ii The environmental costs of manufacture and installation.
You can only use each
headmq once iii Estimates of the number of micro-turbines in use.
lf you choose one of iv The environmental benefits of running a mcro-turbne.
the headrngs and then
find that 1t fits a later v The size and output of the largest type of micro-turbine.
paragraph better. go
back and choose a vi A limited case for subsidising micro-turbines.
different one for the
earher paragraph. vii Recent improvements in the design of micro-turbines.
Don't choose a heading viii An indirect method of reducng carbon emssons.
just because it contains
words from the passage. ix The financia! benefits of running a mcro-turbne.
Make sure that it
expresses the topic of
the whole paragraph.
14 Paragraph A
The reading passage
discusses two types
of cost: financia! 15 Paragraph B
and environmental.
Make sure that you 16 Paragraph C
understand which type
of cost each paragraph
17 Paragraph D <ti
is about.
Question 16
18 Paragraph E
Paragraph C estimares
how much fess carbon
domestic wmd turbines 19 Paragraph F
use than convennonal
forms of power. In other 20 Paragraph G
words, it describes
the benefits for the
environment.
Question 18
Paragraphs D. E and F
are about large sums
of money (government
spendmg). took at each
of these before decidmq
wh1ch one compares ways
of spending money. one
better than the other.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
26 lf people buy a micro-turbine, they have less money to spend on things like
foreign holidays and ,...
-
Questions 27-40
Questions 27-28
Tip strip
Questions 27-28
Choose tne correct tener: A, B. C or D.
Ihe qut'\ton~ follow
the order of mformanon
rn the 1eJd1ng pasSc'lge,
27 What does the writer say about items of pottery excavated at Akrotiri?
so the anwver to
Ouesuon 2 7 can be
A There was very little duplication.
found belore the B They would have met a big variety of needs.
answer to Ouesnon 28.
The mormauon in the C Most of them had been importad from other places.
opnons may not follow
the order of mormauon O The intended purpose of each piece was unclear.
m the readmg passage.
Sorne of the words and 28 The assumption that pottery from Akrotiri was produced by specialists is
phrases in the mcorrect partly based on
options, or words and
phrases with a similar A the discovery of kilns.
meanmg, can probably
be found tn the readtng
B the central location of workshops.
passage So after you've C the sophistication of decorative patterns.
chosen an answer.
check that the other O the wide range of shapes represented.
options are wrong.
lf you can't ftnd the
correct answer. and Questions 29-32
you're runnmg out
of time, u's better to Complete each sentence with the correct ending, A-F, below.
guess than to leave the
quesuon unanswered.
Question 28
Write the correct tetter. A-F.
To ftnd where the
answer rs. look for words
29 The assumption that standard units of weight were in use could be based on
related to 'assurnptron'
and 'specrasts'. then 30 Evidence of the use of standard units of volume is provided by
read the following
sentences carefully. 31 The size of certain types of contajners would have been restricted by
38 Regular trading of goods around the Aegean would have led to the general
standardisaton of quantities.
Question 39-40
39 What does the writer say about the standardisation of container sizes?
"'
A Containers which looked the same from the outside often varied
in capacity.
B The instruments used to control container size were unreliable.
C The unsystematic use of different types of clay resultad in size variations.
O Potters usually discarded containers which were of a non-standard size.
-
Writing module (1 hour)
Guidance
Task 1 tests your ability to summarise the information represented in a visual, such
as a graph, bar chart, pie chart. plan or diagram.
You are expected to analyse the information, and identify the main trends or
patterns. You have to then summarise these, and select appropriate information
to exemplify them. You do not have to mention everything which appears in
the visual.
For Task 1, look for samples of graphs, charts and diagrams, and practise analysing
the information. You can do this in your own language; the important thing is that
you are a ble to process visual information both accurately and quickly.
Then practise summarising the information in English.
For Task 2, read articles from a wide range of suitable sources and subject matter.
In addition, practise writing essays according to the process suggested in the
Writing File.
While practising for both tasks, impose a time limit on yourself so that you get
used to writing quickly, and have enough time left to check your essay. Also, pay
attention to your handwriting. Ask other people to tell you if it is legible, and
practise letter formation to improve your handwriting .
..
Manage your time effectively. Don't spend all your time writing. Allow sufficient
time to read the rubrics and, for Task 1, to analyse the visual. Also allow time to
check and correct your writing afterwards.
- You should spend about 20 minutes on this task.
------1
Tip strip
The diagram below show how leather goods are produced.
)t.1rt wuh cm muoductory
)l.'nten<.(' summausmq Summarise the information by selecting and reporting the msin
what the visual shows features, and making comparisons where relevant.
Don't 1ust copy the task
rubnc aim to moc11fy/add
10 1t shghtly. to make the
Iocus dearer. Write at least 150 words.
You are required to explam
every staqe of the orocess,
but avoid repeat1ng thc A method of producing leather goods
same structures over and
over again. A1m to use a
t~- '-~1
vanety of drfferent verb Animalslcm We1ter..-~
forms - this wrll make the
essay more interestinq ~ ~
and readable.
In process tasks washing
particularly. 1t is irnportent
to use clear sequence
markers, e.g. 'Firstly',
Drying
(We1rer +
Tannin
Veget11b~ matter)
j
le~~-===-
:A.fter that ... and lJ~
phrases which mdicate f +--
sequence such as 'Having Soaking
soak1ng
been deaned . ', 'On
arrival they ... '.
r-N-j)
~
Process tasks require you
to use the passive voice
for many parts of the Flattening
report (e.g. 'The leather
s then transported . .', ~
'They are submerged . ')
because the acuon is more Polishmg
/
irnportsnt than knowing
who performed it
.,.
then expla1n the second
difference and discuss
whether rt rs posmve,
and so on
Guidance
Listen to short talks and dialogues in English about everyday topics. Suitable
sources would be published listening materials, as well as TY. radio or the Internet.
Listen to longer interviews and discussions about more serious, impersonal
topics, selecting from the same types of source.
Take opportunities to talk to English speakers as often as possible. Use
communication strategies to keep the conversation going if necessary.
Practise giving short presentations about experiences you have had or people
you know, etc. lf possible, record yourself and listen to the recording.
Practise giving short presentations to other people, and ask them to give
you feedback.
While you are speaking, don't focus too much on accuracy. lf you think too
much about grammar, your fluency may be affected.
lf there is a word or phrase you can't remember, find other ways to say what
you want to say. You are in control of the language you use in a speaking test.
lf the general topic is one you don't know much about, use your imagination.
You will be assessed on how you speak, not on what you say .
,PART 2 You have one minute to make notes on the following topic. Then you have up
to two minutes to talk about it.
Tip strip
Describe a TV series which you enjoy watching
Choose a series that
you can saya lot about, You should say:
even 1f it's not the one
you eruov the most. what the series is about
Make notes about every who presents iUacts in it
bullet point, and about
how often it is on
the hne at the bottom
(explam ... ). and explain why you enjoy watching the series so much.
Follow-up questions
You can just qive a brief
answer to follow-up Is this series popular with many other people you know?
questrons. Do you watch TV often?
Questions 1-10
Write NO MORE THAN ONE WORD ORA NUMBER for each answer.
e..,.
Car for sale (Mini)
Colour: 1 .
Mlleage: 2 .
Viewing
Addrese:
238, 1 O Road.
Questions 11-14
CALTON
South
River River
15 Bus stop
16 Car park
17 Museum
18 Mill ""'"""6'''"'
19 Potter's studio
20 Caf
Quest1ons 21-24
21 What does Howard say about the experience of writing his dissertation?
A lt was difficult in unexpected ways.
B lt was more enjoyable than he'd anticipated.
C lt helped him understand previous course work.
23 What does Howard say was his main worry a year previously?
A Forgetting what he'd read about.
B Not understandingwhat he'd read.
C Taking such a long time toread each book.
-
Questions 2>-30
Questions 25-26
What TWO things does Howard advise Joanne to do in the first month of
tutorials?
A See her tutor every week.
B Review all the module booklists.
C Buy all the key books.
O Write full references for everything she reads.
E Write a draft of the first chapter.
Questions 27-28
Questions 29-30
"
Choose TWO letters, A-E.
What TWO things does Joanne agree to discuss with her tutor?
A The best ways to collaborate with other students.
B Who to get help from during college vacations.
C The best way to present the research.
D Whether she can use web sources.
E How to manage her study time.
1
~
~~ . ~ -i.....
QiUUIJ ,,.r ~ ga~.. ~~ 36 da ta from ..;""""~
~ n...o;;v 1
~~- lOuriflSsession-assSn1made37 recordings).
+
Gol an expert 39 . . . . . . . . . . . . . . . .. to evaruate lhe quality of
1he lfferentproducts.
You should spend about 20 minutes on Questions 1-13, which are basad on
Reading Passage 1 below.
Six weeks aftcr their release into this conscrvation sitc a tcam returncd to the island to find out how
things were going. Each of the malas had been fittcd ~ith a radio collar that transmits for about 14
months, after which it falls off. The team was able to loca te 29 out of the 30 transmitters - only one carne
from the collar of a mala that had dicd of unknown causes. So far the recovery programme had gone even
better than expected.
Today, there are many signs suggesting that thc mala population on the island is continuing to do well.
-
Questions 1-5
7 For about how long do young malas stay inside their mother's pouch?
8 Apart from being a food source, what value did malas have for the
Yapa people?
Questions 10-13
Write
1 O Natural defences were sufficient to protect the area called Mala Paddock.
11 Scientists eventually gave up their efforts to release captive mala into the
unprotected wild.
13 Scientists were satisfied with the initial results of the recovery programme.
Questions 14-26
Questions 14-19
Choose the corre et heading for sections A-F from the list of headings below.
list of Headings
Outbreaks of plague as a result of military campaigns.
ii Systematic intelligence-gathering about externa! cases of plague.
iii Early forms of treatment for plague victims.
iv The general limitations of early Russian anti-plague measures.
v Partly successful bans against foreign states affected by plague.
vi Hostile reactions from foreign states to Russian anti-plague measures.
vii Various measures to limit outbreaks of plague associated with war.
viii The formulation and publication of preventive strategies.
14 Section A
15 Section B
16 Section C
17 Section O
18 Section E
19 Section F
r
Questions 20-21
Which TWO measures did Russia take in the seventeenth century to avoid
plague outbreaks?
A Cooperation with foreign leaders.
B Spying.
C Military campaigns.
D Restrictions on access to its ports.
E Expulsion of foreigners.
Questions 22-23
Which TWO statements are made about Russia in the early eighteenth century?
A Plague outbreaks were consistently smaller than before.
B Military casualties at Riga exceeded the number of plague victims.
C The design of military camps allowed plague to spread quickly.
O The tsar's plan to protect St Petersburg from plague was not strictly
implemented.
E Anti-plague measures were generally reactive rather than strategic.
Questions 24-26
Choose ONE WORD ONL Y from the passage for each answer.
-
READING .- You should spend about 20 minutes on Questions 27-40, which are based
0n
PASSAGE 3 . Reading Passage 3 below.
The res~onsc of most climate scientist was to cross their fingers and hope for the best, and they kept a
low profilc, Many no. doubt hoped that sub equcnt independent inquirics into the IPCC and CRU would
drav a line under their problcm . Howevcr, although the e were likcly to help, they were unlikely to undo
the harm ca u sed by months of hosti le ncws report and attacks by critics.
The damag~ that has been done should not be undere timated. A Ralph Cicerone, the President of
the US ational Academy of Science , wrote in an editorial in the journal Science: 'Public opinion
has m?ve~ towa.rd tl~e vicw that scicntists oftcn try to suppress alternative hypotheses and ideas and
that scicnnsts will withhold data and try to manipulatc sorne aspect of peer review to prevent dissent.'
He concluded that 'the perceived misbehavior of even a few scientists can diminish the credibility of
sciencc as a whole.'
An opinion poli taken at thc beginning of 201 O found that the proportion of people in the US who
trust scientists as a source of information about global warming had dropped from 83 percent, in 2008,
to 74 percent. Another survcy carricd out by thc British Broadcasting Corporation in February 201 O
found that just 26 pcrcent of British people now belie e that climate change is confirmed as being largely
human-made, down from 41 percent in ovember 2009.
Regaining the confidence and trust of thc public is nevcr easy. Hunkering down and hoping for the
best - climate sciencc s currcnt strategy makc it almost impossible. lt is much better to learn from
the successes and failures of organisations that have dealt with similar blow to their public standing.
In fact, climate science needs profes ional help to rebuild its reputation. lt could do worse than follow
the advice givcn by Le tic Gainc -Ros , a 'rcputation _trategist' at Public. Relati?ns (PR) comp~ny
Weber Shandwick. in her reccnt book Corporute Repu1a11011: 12 Steps 10 Safeguarding and Recovering
Reputation. Gaines-Ros ~ strategy is based on her analysis of how variou~ organisations responded t?
crises such as desktop-printer firm Xerox, whose business plummeted durmg the l 990s, and the USAs
National Aeronautics and Space Administration (NASA) after the Columbia shuttle disaster in 2003.
The fir t step she sugge rs is to 'take .t~e heat lea~er first'. In many ca es, chie~ executives,who publicly
accept rcsponsibility for corporate failings can begin to reve~ e the freefall of thcir compa~y s reputauons. 1
but not always. 1 f the leader is held at lea~t pa~tly respon ible for t~e fall from grace, n can be almost
impossible to convince critic that a new direction can be charted with that same person at the helm. ,
This is thc dilernma facing the heads ofthe IPCC and CRU. Both have been blamed for their organisations '
problems. not least for the way in which they h~\e dealt with crit!cs. and both have. been. subjectc~ '~
public calls for their removal: Yet both orgam auons appear to believe they can repair their reputauon~
without a change of leadership.
Remaining visible is only a ~tart. though; climate scientists also need to be careful what they sar.
They must realise that th~y f acc doubt not just about their published results, but also ~bout their
conduct and honesty, It sirnply won 't work for scientists to continue to appeal to the weight of the
evidence, while refusing to discuss the integrity of their profession. The harrn has been increased by a
perceived reluctance to adrnit even the possibility of rnistakcs or wrongdoing.
The third step put forward by Gaines-Ross is 'don 't underestirnate your critics and competitors '
This rneans .not only recognising thc skill with which the opponents of clirnat~ research ~a~e executed
their campaigns thro~gh Internet blogs and other media, but also acknowledgmg the validity of sorne
of their cnncisrns. It is clear. for instance, that clirnate scientists need better standards of transparency.
to allow for scrutiny not just by their peers, but also by critics frorn outside the world of research.
It is also important to engage with those critics. That doesn 't mean conceding to unfounded arguments
which are based on prejudice rather than evidence, but there is an obligation to help the public understand
the causes of climate change, as well as the options for avoiding and dealing with the consequences.
To begin the process of rebuilding trust in their profession, climate scientists need to follow these three
steps. But that is just the start. Gaines-Ross estirnates that it typically takes four years for a cornpany to
rescue and restore a broken reputation.
Winning back public confidence is a rnarathon, nota sprint, but you can't win at ali if you don't step up
to the starting line.
-
Questions 27-40
Questions 27-32
Do the following statements agree with the views of the writer in Reading
Passage 3?
Write
29 Journalists have defended the CRU and the IPCC against their critics.
31 Since 2010, confidence in climate science has risen slightly in the US.
Questions 33-36
33 In accordance with Gaines-Ross's views, the heads of the CRU and IPC
should have ..
A resigned from their posts.
B accepted responsibility and continued in their posts.
C shifted attention onto more junior staff.
O ignored the criticisms directed at them.
Questions 37-40
The revelation, in 2009, that scientists at the CRU had presented inaccurate
information and concealed sorne of their 37.... had a serious effect on their
reputation. In arder to address the problern, the scientists should turn to
experts in 38 ....
-
Writing module (1 hour)
e of unemployed graduates,
The bar chart below shows the pe~cent:;, a two-year period.
aged 20-24 in one European coun ry o .
' ti and reporting tne mam
Summarise the informatlon by selec mg t
features, and making comparisons where relevan
Men
women
10%
5%
Jan 08 April 08 July 08 Oct08 Jan 09 April09
.
WRITING TASK 2 You should spend about 40 minutes on this task.
Give reasons for your answer, and include any relevant examp/es from your own
knowledge or experience.
An ve 1 tnc qu non
You have one minute to make notes on the following topic. Then you have up
to two minutes to talk about it.
Describe an elderly person in your family who you enjoy talking to.
You should say:
who the person is
what he/she is like
how often you see him/her
and explain why you enjoy talking to this person.
-
Why not?
Questions 1-10
Things to do befare we go
Example
Buy
3 '
a 5mall bag,
a 5pare 4 ,
an electrical 5 . . .. . . . . . . . . .. . . .. .
Book a 6 .
Name: Coln 7 .
Te/: 8 .
Questions 11-20
Questions 11-16
Questions 17-18
What TWO main criteria are used to judge the film competition?
A Ability to persuade.
B Quality of the story.
C Memorable characters.
O Quality of photography.
E Originality.
Questions 19-20
.:"
.. 1
'f:.. . ..
A
,_:~~ ~ 3
.{! .. ~ J
-, .. f , ... --;:~, -:
... . :
.... :
: L ~ .... ', - TEST 4, tlSTEfHNG MODULE
.'
Questions 21-30
Questions 21-24
22 How did Leela and Jake persuade students to take part in their research?
A They convinced them they would enjoy the experience.
B They said it would help them do a particular test.
C They offered to help them with their own research later on.
23 Leela and Jake changed the design of the original questionnaire because
A it was too short for their purposes.
B it asked misleading questions.
C it contained out-of-date points.
-
Questions 25-30
Questions 25-26
What TWO things did respondents say they liked most about doing
the crossword?
A lt helped them spell complex technical terms.
B lt was an enjoyable experience.
C lt helped them concentrate effectively.
O lt increased their general motivation to study.
E lt showed what they still needed to study.
Questions 27-28
In which TWO areas did these research findings differ from those of the
original study?
A Students' interest in doing similar exercises.
B How much students liked doing the crossword.
C Time taken to do the crossword.
O Gender differences in appreciation.
E Opinions about using crosswords far formal assessment.
Questions 29-30
What TWO skills did Leela and Jake agree they had learned from doing
the project?
A How to manage their time effectively.
B How to process numerical data.
C How to design research tools.
O How to reference other people's work.
E How to collaborate in research.
34 Th e vanous
. su b -groups were . . . . . . . . . . . . . . . . . . . . . . . . .in s1ze.
.
GeoffBrash
Geoff Brash. who died in 201 O. was a gregarious Australian businessman and philanthropist w
encouraged the young to reach their potential.
Bom in Melbourne to El a and Alfrcd Brash. he was educated at Scotch College. ~is sister, Barba
became a renowncd arti t and printmakcr. H is father. A 1 fred, ran thc Brash retail mus1c. b~s~nes.s th~t h
been founded in 1862 by his grandfather, thc Gcrman immigrant Marcus Brasch, spec1ahsmg m piano
lt carricd the slogan 'A home i not a home without a piano.'
In his young days, Brash cnjoyed the good life, playing golf and sailing, and spending sorne month
travclling through Europc, having a leisurely holiday. He worked for a time at Myer dep~rtment stor
before joining the family business in 1949, where he quickly began to put his starnp ~n things. In on~
his first management decisions, he diverged from his father s scnse of frugal aesthetics b~ re-carpeting
the old man 's office while he was away. After initially complaining of his extravagance, his father grew
to accept the change and gave his son incrcasing responsibility in the business.
After World War 11 ( 1939-1945), Brash 's had begun to focus on white goods, such as washing machines an
refrigerators. as the consumer boom took hold. However, while his father was content with the business h
had built, the younger Brash viewed expansionas vital. When GeoffBrash took overas managing director i
1957, the company had two stores, but after floating it on the stock exchange the following year, he expanded
rapidly and opened suburban stores, as well as buying into familiar music industry names such as Allans
Palings and Suttons. Evcntually, 170 stores traded across the continent under the Brash 's banner.
Geoff Brash learned from his father s focus on customer service. Alfred Brash had also been a pioneer i
introducing a share scheme for his staff, and his son retained and expanded the plan following the float
Geoff Brash was optimistic and outward looking. As a result, he was a pioneer in both accessing an
selling new technology, and developing overseas relationships. He sourced and sold electric guitars
organs, and a range of other modern instrumenrs, as wcll as state-of-the-art audio and video equipment
He developed a relationship with Taro Kakchashi, the foundcr of Japan 's Roland group, which Jed to
joint venrure that brought electronic musical devices to Australia.
ln 1965, Brash and his wife artended a trade fair in .Guangzhou, the first of irs kind in China; they werc
one of !he rsr Western business p~ople allo~ed mt? the coll!ltry following Mao Zedong 's Cultural
Revolut.10n. ~.~ returned there many time~, help1~g advise t~e Ch mese m establishing a high quality piano
factory m Beijing: he bec~me the fa~tory s age~t m Aust~aha. Brash .also took leadingjazz musicians Don
Burrows and James Morrison to Chma, on a tnp that remtroduced Jazz to many Chinese musicians.
Brash was a committe~ philanthropist who, in the mid- l 980s, cstablished the Bra~h Foundation. which
eventually morphed, with other partners, into thc Soundhousc Music Alliance. This was a not-for-profit
organisation oversecing and promoting multimedia music making and education for teachcr and students.
The Soundhouse offers teachers and young people the opporrunity to gct exposur~ to the latest muste
technology, and to use this to compose and record thcir own rnusic, cithcr alonc or m collaboration. The
organisation has now also established branches in New Zealand, South Africa and Ireland, as wcll as
numerous sites around Australia.
Questions 1-5
Write
4 By the time Geoff Brash took control, the Brash business was selling sorne
electrical products.
Questions 6-1 O
Choose NO MORE THAN THREE WORDS ORA NUMBER from the passage
for each answer.
Choose ONE WORD ONL y from the passage for eecb answer.
:"
. ', . .
.. ;
: ' "'' (.' 1
, '
. '
:"''
. . ..
. .. .
s >
:- .. :
: ~\ l : . . , ...
Questions 14-26
Questions 14-19
..
Reading Passage 2 has SIX paragraphs, A-F.
Choose the correct heading, A-F, from the list of headings below.
List of Headings
A mixture of languages and nationalities
ii The creation of an exclusive identity
iii The duties involved in various occupations
iv An unprecedented population density
v lmports and exports transported by river
vi Transporting heavy loads manually
vii Temporary work for large numbers of people
viii Hazards associated with riverside work
ix The changing status of riverside occupations
14 Paragraph A
15 Paragraph B ..................
,
16 Paragraph C
17 Paragraph O
18 Paragraph E
19 Paragraph F
B Ali of these occupations persisted for many centuries, as did those jobs that
depended upon the trade of the river. Yet, it was not easy work for any of the
workers. They carried most goods upon their backs, since the rough surfaces
of the quays and nearby streets were not suitable for wagons or large carts; the
merchandise characteristically arrived in barreis which could be rolled from the
ship a long each quay. If the burden was too great to be carried by a single man,
then the goods were slung on potes resting on the shoulders of two men. lt was a
slow and expensive method of business.
D It could be said that the first industrial community in England grew up around the
Thames. With the host of river workers themselves, as well as the vast assembly
of anci llary trades such as tavern-keepers and laundresses, food-sellers and
street-hawkers, shopkeepers and marine store dealers - there was a workforce of
many thousands congregated in a re~ativ~ly small.area. There were more va.rieties
of business to be observed by the riverside than m any other part of the cuy. As
a result with the possible exception of the area known as Seven Dials, the East
End wa~ also the most intensively inhabited region of London.
E It was a world apart, with its own language and its own laws. From the sailors
in the opium dens of Limehouse to the smugglcrs on the malaria! ats of the
estuary, the workers of the river werc not par~ of a.ny civilised sociery, The_ alen
world of thc river had entcred thcm. That alienation was also expressed in thc
slang of the docks, which essentially amounted to backslang, or the reversa!
of ordinary words. This backslang also helped in the formulation of Cockney
rhyming slang , so that the vocabulary of Londoners was dircctly affectcd by the
life of thc Thames.
-
F The rcports in thc nincteenth-century press reveal a heterogeneous world of d
labour, in which the crowds of casuals waiting for work at. the dock gate~ck
7.45 a.rn. include penniless refugees, bankrupts. old soldiers, broken-do:t
genrlemcn, discharged servants, and ex-conv1cts. There were sorne 400-s~
permanent workers who eamed a regular wage and who were considered to be
thc patricians of dockside labour. However. there were sorne 2,500 casual workers
who were hired by the shift. The work for which they competed fiercely had
becomc cver more unplcasant. Steam power could not be used for the cranes, for
e~ampl?, beca use of the danger of fire. So the crane~ were powered by treadmills.
S1x to eight men entered a wooden cylinder and, laying hold of rope.s, would tread 1
the wheel round. They could lift nearly 20 tonnes toan average height of 27 feer
(8.2 metres), forty times in an hour. This was part of'the Jife of the river unknown
to those who were intent upon its more picturesque aspects.
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Questions 20-21
1
Choose TWO letters, A-E.
Which TWO statements are made about work by the River Thames before the
eighteenth century?
A Goods were transportad from the river by cart.
B The workforce was very poorly paid.
C Occupations were specialised.
D Workers were generally looked down upon.
E Physical strength was required.
Questions 22-23
Which TWO statements are made about lite by the River Thames in the early
nineteenth century?
A The area was very crowded.
B There was an absence of crime.
C Casual work was in great demand.
D Severa! different languages were in use.
E lnhabitants were known for their f(iendliness.
Questions 24-26
Use NO MORE THAN TWO WORDS from the passage for each answer.
26 Observers who were unfamiliar with London's docks found the River
Thames .
-
You should spend about 20 minutes on Questions 27-40, whch are based
0n
Reading Passage 3 below.
Research in th~ video game markct is typically done at two stages: sorne time close to the end of the
product cycle, m order to get feedback from consumcrs, so that a marketing strategy can be developed;
and.at the very end of the product cycle to 'fix bugs' in the game. While both ofthose types of research
are important, and may be appropriate for dealing with adult consumers, neither ofthem aids in designing
better games. especially when it comes to designing for an audience that may have particular needs, such
as preschoolers or senior citizens. lnstead, exploratory and formative research has to be undertaken in
order to truly understand those audiences, their abilities, their perspective. and their needs. f n the spring
of 2007, our preschool-garne production team at Nickelodeon hada hunch that the Nintendo os: - with
its new fearures, such as the microphone, small size and portability, and its relatively low price point -
was a ripe gaming platform for preschoolers. There were a few games on the market at the time which
had characters that appealed to the younger set, but our game producers did not think that the game
mechanics or design were appropriate for preschoolers. What exactly preschoolers could do with the
systern, however, was a bit of a mystery. So we set about doing a study to answer the query: What could
we expect preschoolers to be capable of in the context of hand-held game play, and how might the child
development literature inform us as we proceeded with the creation of a new outlet for this age group?
Our context in this case was the United States, although the game that resulted were also released in
other regions, due to the broad international reach of the characters. In order to design the best possible
DS product for a preschool audience wc wcrc fully committed to the idea Is of a 'user-centered approach ',
which assumes that users will be at leasr considered, but ideally consulted during the development process.
After ali, whcn it comes to introducing a new interacrive product to the child market, and particularly
such a young age group within ir, we belicve it is crucial to assess the rangc of physical and cognitive
abilities associated with their specific devclopmcntal stage.
Revel le and Medoff (2002) review some of the basic reasons why home entertainment systems, computers,
and other electronic gaming devices, are oftcn difficult for prcschoolers to use. In addition to their still
developing motor skills (which mak~ .manipulating a controller with sm~ll butto~s difficutt),. many of
the major stumbling blocks are co~111t1vc. T!1ou~h prcschoolers a_re lcarning to think ymbolically, and
understand that picturcs can tand for real-Irte objects, thc vast majonry are till unablc toread and wnte.
Thus usinz text-based menu selections is not viable. Mapping is yet another obstaclc since preschoolcrs
may be um~ble to understand that there is a direct link between how the controllcr is used and the activities
that appear before them on screen. Though this aspect is changing, in traditional mapping systems real
life movements do not usually translate mto game-based acuvny .
...
over the C?urse .of our study, w~ gained ma.ny insights into how preschoolers inter:act ~ith vari~~~
platforms., including the f?S. For mst~nce, ali mstructions for pre choolers need to be in vo1ce?ver, ith
include visual representanons, and this has been one of the mo t di fficult a reas for us to negotiate w.
rcspect to g~me desi~n on the OS. Because the game cartridges have vcry limited memory c~pacity,
partic~larly m companso.n to console or computer garnes, the ability to capture large amounts ?f vo1ceover
data via sound files or visual rcpresentations of in tructions become limitcd. Text instructtons take .up
rninimal memolJ:', so thcy ar~ preferable from a technological perspective. Figuring out ways ~~ max1mtse
sound and graphics files, while retammg the clear visual and verbal cues that we know are critica] for our
youngest players, is a .constant givc and take. Anoihcr of our findings indicated that preschoolers may use
either stylus, or their fingers; or both although thcy are not very accurate with either. On~ of the .very
interestmg asp7cts of the OS 1~ that thc interface, which i dcsigned to respond to stylus interacuons.
can also effectivcly be u ed w1t~ the tip of the finger, This is particularly noteworthy rn th~ context of
presc~ool~rs .for ~w? rcasons. Firstly, as they have troublc with fine motor skills and their hand-eye
coordmat1on is still m developmcnt. thcy are less exact with their stylus movernents; and secondly, their
ngers are so small that they mimic the tylus very effectively, and therefore by using their fingers they
can often be more accuratc in thcir game interactions.
Questions 2 7-31
Do the following statements agree with the claims of the writer in Reading
Passage 3?
Write
29 Parents in the US who own gaming equipment generally allow their children
to play with it.
31 Both old and young games consumers require research which is specifrcally
targeted.
Questions 32-36
-
Writing module (1 hour)
CI
Give reasons for your answer, and include any relevant examples from your own
knowledge or experience.
PART 2 18 You have one minute to make notes on the following topic. Then you have up
to two minutes to talk about it.
Describe a present that someone gave you which you liked a lot.
You should say:
what the present was
who gave it to you
why the person gave you a present
and explain why you liked that present a lot.
Questions1-10
Questions 1-2
Exsmpe
Make sure the company te : .IP.<iP.I.
Questions 3-1 O
o
Name Positivepoints Negatlve polnts
Questions 11-15
15 The best form of preparation befare starting their work placement is to read
A the history of the museum on the website.
B the museum regulations and safety guidance.
C notes made by previous work placement students.
-
Questions 16-20
16 Sign-in office
17 Gallery 1
18 Key box
19 Kitchen area
20 Staff noticeboard
Gallery 3
Museum Plan
Central
courtyard Play area
Book Shop a rea
Gallery 2
Entrance
Donations
Questions 21-26
Choose FIVE answers from the box, and write the correct letter, A-H. next to
questions 21-26.
Tutor's opinion
A lt would be very rewarding for the student.
B lt is too ambitious.
C lt would be difficult to evaluate.
D lt wouldn't be sufficiently challenging.
E lt would involve extra costs.
F lt is beyond the student's current ability.
G lt is already being done by another student.
H lt would probably have the greatest impact on the company.
Company projects
21 Customer database
23 Payroll
26 Customer services
Questions 27-30
Questions 27-28
Which TWO problems do Sam and the tutor identify concerning group
assignments?
A Personal relationships.
B Cultural differences.
C Oivision of labour.
o Group leadership.
E Group size.
Strongly nocturnal
Habitat
Mainly lives in 32 , but can a/so be eeen In urban sreee, e.g. parks.
Adaptations:
Short wings and 33 , for navigation
Brown and 34 feathers, for camouflage
Survival
You s~ould spend about 20 minutes on Questions 1-13, which are based on
'
Readmg Passage 1 below.
Reef flats and shallow reef lagoons are accessible on foot without the need for a boat and so allow
wo~en, children ai:id. the ~ld~rly to engage directly in man'ual harvesting, or 'reef-glean'ing'. This is a
significant factor distinguishing reef-based fisheries from near-shore sea fisheries. Near-shore fisheries
are typ!cally the d?1nain o~ adult males, in particular where they involve the use of boats, with women
and children restncted rnainly to shore-based activities. However, in a coral-reef fishery the physical
accessibility of the reef opens up opportunities for direct participation by women, and consequently
increases their independence and the importance of their role in the community. It also provides a place
for children to play, and to acquire important skills and knowledge for later in life. For example, in the
South West lsland ofTobi, in the Pacific Ocean, young boys use simple hand lines with a loop and bait at
the end to develop the art of fishing on the reef. Similarly, in the Surin lslands ofThailand, young Moken
boys spend much of their time playing, swimming and diving in shallow reef lagoons, and in doing so
build crucial ski lis for their future daily subsistence.
Secondary occupations, such as fish processing and marketing activities, are often dominated by women,
and offer an important survival strategy for households with access to few other physical assets (such as
boats and gear), for elderly women, widows, or the wives of infirm rnen. On Ulithi Atoll in the western
Pacific, women have a distinct role and rights in the distribution of fish catches. This is because the
canees, made from mahogany logs from nearby Yap lsland, are obtained through the exchange of cloth
made by the women of Ulithi. Small-scale reef fisheries support the involvement oflocal women traders
and their involvement can give them greater control over the household income, and in negotiating
for loans or credit. Thus their role is not only important in providing income for their families, it also
underpins the economy of the local vil lage.
Poor people with little access to land, labour and financial resources are particularly reliant on exploiting
natural resources, and consequently they are vulnerable to seasonal changes in availability of those
resources. The diversity of coral reef fisheries, combined _with their physical acc~ssibility and the
protection they provide against bad weather, make them relarively stable compared with other fishenes,
or land-based agricultura! production.
In many places, the reef may even actas a ~esource bank, used as a means of ~aving food for future times
of need. In Manus, Papua New Guinea, grant clams are collected and held m walled enclosures on the
reef, until they are needed during periods of rough weath~r. In Palau, sea cuc~mbers. are seldom eaten
during good weather in an effort to conserve their populations for months dunng which rough weather
prohibits good fishing.
-
Coral rcef rcs_ources also act as a buffer against easonal lows in other sectors, ~articularly agriculture
For cxamplc. in co~ stal communitics in northern Mozambique. reef h~rvests prov_1de key sources ~f fooc
ai~d. cash .when agricuhu-n production low, with thc peak in ~shene_ produc_tion coinciding wth th(
period o 10\~e t agncultural stocks. In Papua New Guinea, while a~nculture_ is the ynmary m~ans o
food production, a large proportion of thc coastal population engage m sporadtc subsistence fishmg.
!11many coral-reef arcas. tourism is one of the main industries bringing employment, and in many case
is promotcd to provide alternativcs to fisherics-based livelihood , and to ensure that loca~ r~ef resource
are conscrvcd. In thc Caribbean alonc tour based on scuba-diving have attracted 2_0 million peops i1
m~e ye~r. Thc upgrading of roads and' communications associated with the expanston _of tounsm rna:
also ~n~l~ bencfits to local communities. However, plans for developrnent must be considered carefull)
The ability of thc poorcr rnernbers of the community to access the b~nefits of tou.n 1:11 15 far fron
guarantecd, and. r~qu1re dcvclopment guided by social, cultural and env1ron~ental principles. There 1
gro.w.i~g recogmuo that ustainability is a kcy requirernent, as encornpassed in small-scale eco-touns-
acuvities, for instance.
Where tourism dcvclopment has not bcen carefully planned, and the needs and prioritie.s of the loca
cornmurnty have not been properly recognised, conflict has sornetirnes arisen between tounsm and loca
small-scalc fishers.
Questions 1-7
Write
5 Boats for use by the inhabitants of Ulithi are constructed on Yap lsland.
6 In coral reef fisheries, only male traders can apply for finance.
7 Coral reefs provide a less constant source of income than near-shore sea:
Questions 8-13
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Need for 12 .
..
Questions 14-26
Questions 14-19
Choose the correct heading for paragraphs A-F from tne list of headings beJow.
List of Headings
A suggested modification to a theory about learning.
i The problem of superficial understanding.
iii The relationship between scientific understanding and age.
iv The rejection of a widely held theory.
v The need to develop new concepts in daily lite.
vi The claim that a perceived contradiction can assist mental
development.
vii lmplications far the training of science teachers.
viii An experiment to assess the benefits of exchanging views with
a partner.
ix Evidence far the delayed benefits of disagreement between pupils.
14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph O
18 Paragraph E
19 Paragraph F
D Piaget s hypothesis about how cognitive change occurs was later translated into
an educational approach which is now terrned 'discovery learning'. Discovery
learning initially took what is now considered the 'Ione learner' route. The role
of the teacher was to select situations that challenged the pupils' reasoning; and
the pupils' peers had no real rol~ in this proccs~. However, it was sub_sequently
proposed that interpersor~a.1confl1ct, esp~c1.ally with pe~rs. m.1g_ht play an irnportant
role in promoting cogmtive change. 1 his hypothesis, originally advanced by
Perret-Clermont (1980) and Doise and Mugny ( l 984), has been investigated in
many recent studies of science teaching and learning.
E Christine Howe and her colleagues, for example, have compared children 's
progress in understanding severa! types of science concepts when they are given
the opportunity to observe relevant events. In onc study, Howe comparcd ~he
progress of 8 to 12-year~old childr~n in understanding_ wh~t influences monon
down a slope. In order to ascerta11~ the role of conflict. m gr?up v.rork~ they
created two kinds of groups accordm~ to .pre-test: <?ne 111 wh1ch. t~e ch1~dren
-
had dissimilar views, and a second 111 which the children had similar views.
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Questions 22-23
Questions 24-26
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Piaget proposed that learning takes place when children encounter ideas
that do not correspond to their current beliefs. The application of this theory
gave rise to a teaching method known as 24 At first this
approach only focused on the relationship between individual pupils and
their 25 Later, researchers such as Perret-Clermont became
interested in the role that interaction with 26 might also play
in a pupil's development.
Those past collapses tended to follow sornewhat similar courses constiruting variations on a theme.
Writers find it tempting to draw analogies between the course of human societies and the course
of individual human lives - to talk of a society's birth, growth, peak, old age and eventual death.
But that metaphor proves erroneous for many past societies: they declined rapidly after reaching
peak numbers and power, a~d th~se rapi~ declines must have come a~~ surprise and shock.to their
citizens. Obviously, too, this trajectory rs not one that ali past socienes followed unvaryingly to
completion: di~e:ent . societies collapsed to different degrees and in somewhat different ways,
while many socienes did not collapse at ali.
Today many people feel that environrnental problerns overshadow all the other threats to global
civilisation. These environmental problems include the same eight that undermined past societies, plus
four new ones: human-caused climate change, build up of toxic cbemicals in the environment, energy
shortages. and ful.1 human utilisation of th~ Earth 's photosynthetic capa.city. But the seriousness of
rhese current environmental problems. is vigorously debated. Are the risks greatly exaggerated, or
conversely are they underestimated? Will modern technology solve our problems, or is it creating new
problems faster than it sol ves o!~ ones? When we deplete one resou.rce (e:g. wood, oil, or ocean fish), can 1
we count on being able to substitute s~me new resourc~ ~e.g. plastics, wind and solar energy, or farrned
fish)? lsn 't the rate of human population growth declining, such that we're airead y on course for ihe
world 's population to Jevel off at sorne manageable number of people? ,
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Questions 27-29
29 What does the writer say about ways in which former societies collapsed?
A The pace of decline was usually similar.
B The likelihood of collapse would have been foreseeable.
C Deterioration invariably led to total collapse.
O Individual citizens could sometimes influence the course of events.
Questions 30-34
Do the following statements agree with the views of the writer in Reading
Passage 3?
Write
Question 40
The graph and bar chart below show the average monthly rainfal/ and
temperature for one region of East Africa.
Summarise the information by selecting and reporting the main
features, and maklng comparisons where relevant.
100 20 s
200
so 19 s
190
185
Give reasons for your answer, and include any relevant examples from your ow1
knowledge or experience.
..... ' ~~
An-;,w ".\r uios , que uons
pART 2 : ..' You hav~ one minute to make notes on the following tapie. Then you have up
to two minutes to talk about it.
-
Listening module (approx 30 minutes + 1 O minutes transfer time)
Questions 1-10
~
HOLIDAY RENTALS Dates: Examp/6 . 1.<!.'.:-.?~ ../!&.
Name of Location Features Disadvantage(s) Booking details
Property
SECTION 2 Questions11-20
Questions 11-14
11 According to the speaker, why is ita good time for 0-1-Y painting?
A There are better products available now.
B Materials cost less than they used to.
e People have more free time than before.
Questions 1~16
What TWO pieces of advice does the speaker give about paint?
A Don't buy expensive paint.
B Test the colour befare buying a lot.
C Choose a light colour.
D Use water-based paint.
E Buy enough paint for more than one application.
Questions 17-18
What TWO pieces of advice does the speaker give about preparation?
A Replace any loase plaster.
B Oon't spend too long preparing surfaces.
Q
Questions 19-20
What TWO pieces of advice does the speaker give about painting?
A Puta heater in the room.
B Wash brushes in cold water.
e Use a roller with a short pile.
o Apply paint directly from the tin.
E Open doors and windows.
Questions 21-26
Choose FOUR answers from the box and write the correct letter, A-F, next to
questions 27-30.
Opinions
A helpful illustrations
B easy to understand
e up-to-date
D comprehensive
E specialised
F useful case studies
Books
27 The Science of Materials
28 Materials Engineering
29 Engineering Basics
30 Evolution of Materials
..
'
Ouest/ons 31-40
Questions 31-40
Backeround
Parchment
J
Sheep skin: white in colour end 31 . 1
Vellum
Calf skin: most popular for prestigious work because you can get
33 lettering. 1
Preparatlon of hldes
freated in barreis of lime - where thi~ was not available, skins were
34 (removed hair - more flexible)
38 .
Thc t 960s was an era full of mischievousness and cclebration in the arts, music and cinema. The period
was characteri~cd by frccdom frorn rcstrictions and, in thc fashion world, an acceptance of innovative
iypes of material such as plastic and coatcd polyestcr. Tight-fitting kurtas' and churidars.. and high
eoiffures were a trend among women.
The following decade witnessed an increase in the export of traditional materia Is, and the arrival in India
o international fashion. Synthetics became trendy, and the disco culture affected the fashion scene.
lt was in the early 80s when the first fashion store 'Ravissant' opcned in Mumbai. At that time garments
were retailed for a four-figure price tag. American designers like Calvin Klein became popular. In India
too, contours became more masculinc, and even the salwar kameez'" was designed with shoulder pads.
With the cvolution of designcr stores carne the culture of dcsigner fashion, a long with its hefty price tags.
Whatever a garrnenr was like, consumers wcre convinccd that a higher price tag signified elegant designer
fashion, so garrnents wcrc sold at unbelievable prices. Meanwhile, designers decided to gct themselves
noticcd by rnaking showy outfits and associating with thc right celebrities. Soon, fashion shows became
compctitive. each designer attempting to out-do the other in therne, guest list and media coverage.
In thc last decade of the millennium, the market shrank and ethnic wear made a comeback. During the
rccession, thcre was a push to sell at any cost. With ficrce competition thc inevitable occurred: the once
hefty price tags bcgan thcir downward journey, and the fashion-show industry followed suit. However,
the liveliness of the lndian fashion scenc had not cnded - it had merely reached a stable leve l.
At the beginning of the 21 ~1 century, with new dcsigncrs and n:iod~ls. and 1:riore sensible de~igns, t~e
Iashion industry accelerated once again. As far as the glo.bal fashion mdustry rs concerned, Indian et~n~c
des1gns and materials are currently in dcmand from fashion houscs and garment manufacturers. India is
the third largcst producer of cortn, the second largest producer of silk, and the fifth largest producer of
man~made fibres in thc world.
1
T~e lndian garmcnt and fabric industries have many ~mdame~H~l. advantage~. in terms of a. cheap~r,
sk11led work force. cost-effective production. raw matenal~, flcx1~1hty, anda wide r.ange of.des1gns with
sequins, beadwork, and embroidcry. Jn addition, that India prov1de~ garrnents to mternat~onal ~ash10.n
houses at competitive prices, with a shorter lead time, and an effective monopoly on certam designs, is
* knee-length tunics
** trousers
*** trouser suit
Choose ONE WORD ONL Y from the passage for each answer.
1960~
New materiaIs, e.g. 3 and polyester
1970s
Overeeee sales of 4 fabrcs rose
1980s
Opening of fashion etore in Mumbai
~
Popularity of American deeiqner
1990s
Fa// in demand for expenelve fashion wear
Return to 7 clothing
Do the following statements agree with the information given in Reading Passage 1?
Write
8 At the start of the 2151 century, key elements in the lndian fashion
industry changed.
"
B
Recent experience in Didcot has demonstrated that large greenfield' developments cannot resource ali
the necessary infrastructure and low-cost housing requirements. The ensuing compromises create a legacy
of local transport, infrastructure and community services deficits, with no obvious mcans of correction.
\Ve wish to ensure that there is grcater recognition of the cost attached to housing growth, and that a
means is found to resource the establishment of sustainable communities in growth areas.
e
Until the l 950s, the developmcnt of job opportunities in the railway industry, and in a large, military
ordnance depot, was the spur to Didcot's expansion. Oevelopment at that time was geared to providing
homes for the railway and depot workers, with limited invcstment in shopping and other services for the
local population. Didcot failed to devclop Broadway as a compact town centre, and achieved only a strip
of shops along one side of the main street hemmed in by low density housing and service trade uses.
D
From the l 970s, strategic planning policies directed significant new housing development to Didcot.
Planners recognised Didcot s potential, with rapid growth in local job opportunities and good ral
connections for those choosing to work farther afield. However, the town is bisected by the east-west
railway, and people living in Ladygrove, the urban extension to the north which has been built since the
1980s. felt, and still feel, cut ofT from the town and its community.
E
Population growth in the new housing areas failed to spark adequate prvate-sector investment in town
centre uses. and the timitcd investment which did take place - Didcot Market Place development in
1982, for instance - did not succced in dclivering the numbcr and range of town centre uses needed by
the growing population. In 1990. public-sector finan~e was used to buy the land required f?r the Orchard
Centre development, comprising a superstore, parking and a new street of stores runrung parallel to
Broadway. The development took 13 years to complete.
!he idea that, by obliging developers of new housing to contribute to the cost o~ infrastructure lJ1d
scrvice requ1rem,en t .. a 11 the ncccssary financc could be rarse
blic f'
d. h'as. P roved. unachievable
Subsi antia
.
~~ts~~ ~nar~cc v as suu nccded to deliv cr major projects uch as thc new link ~oad to the A34 on the
S .l ns .of the town at Milton, thc improved railway crossing at Marsh Bridge and new schools.
b~1~k1~~!~,~tt
P
wer~ ~~layed due t.o diffi~ulti~s in securing public finance. The sarnc problem also held
on ot hcalth and social scrviccs 111 the town.
G
!~/~ce.nt ~cars. governmcnt policy, in particular the requirement for developers that forty percem of
1 iruts in. a nev housing de elopmcnt should be low cost homes, has h.ad ~ major rmpact on
~~~re~conomics of such deveopmenr, as it has limited the developers ' .contr.1b~t~o.n to the. costs of
. a:structure. The planning authorities are facing ditTcult choices m pnonnsmg the iterns of
t~frastructure which must be funded by development and this in turn means that from now on public
fina nce w111 need to provide
a greatcr proportion of infrastructure
' project
' costs.
H
The G?vernme~t's Sustainable Communities Plan seeks a holistic approach to new urban developmeni
in which housing, employrnent. services and infrastructure of ali kinds are carefully planned and
deltvered in a way which avoids the infrastructure deficits that have occurred in places like Didcot in the
past. This report, therefore, is structured around the individual components of a sustainable community,
and shows the baseline position for each component.
1
Didcot has been identified as one of the towns with which the Government is working to evaluate
whether additional growth will strengthen the econornic potential of the town, deliver the necessary
infrastructure and improve environmental standards. A programme of work, including discussions with
the local community about their aspirations for the town as well as other stakeholders, will be undertaken
over the coming months, and will lead to the development of a strategic master plan. The challenge will
be in optimising scarce resources to achieve maximum benefits for the town.
Quest1ons 14-19
Questions 20-23
20 Broadway
21 Market Place
22 Orchard Centre
23 Marsh Bridge
List of statements
A lt provided extra facilities for shopping and cars.
8 lts location took a long time to agree.
e lts layout was unsuitable.
o lts construction was held up due to funding problems.
E lt was privately funded.
F lt failed to get Council approval at first.
Ouestions 24-26
Choose NO MORE THAN THREE WORDS from the passage for each answer.
26 The views of Didcot's inhabitants and others will form the basis
of a fer the town .
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You should soena about 20 minutes on Questions 27-40 which are based on
Reading Passage 3 below.
Languagediversity
onc of rhe mo~t inlucnt~al ideas in (the st~dr of_ languages is that of univer al grarnmar (UG). Put
forward by Noam Chomsky 111 thc 1 )60s~ t. is widcly intcrpreted as mcaning that ali Janguagcs a~e
basically thc sume, and that thc human bra1~ is born language-ready, with an in-built programmc that is
ablt: to 111tcrpret thc ~on~mo~ rules underlying any mothcr tengue. For five decades this idea prevailed,
~nd influcnced work 111 lmguistic~. ps~chology and cognitivo scicncc. To understand language, it implied,
you must swcep asidc thc huge diversity of languagcs. and find their common human core.
Since rhe rhcory of UG was pr~poscd, linguists havc identificd many universal languagc rules. However,
therc ar~ alm.ost always excepnons .. Jt was once belicved, for example, that if a Janguagc had syllables*
that bcgrn with a vowe~ and cnd wirh a consonan: (VC). it would also have syllable that begin with
a consonant and cnd w~th a vowcl (C~'). This universal lasted until 1999, when linguists showed that
Arrcrntc. spoken by lndigenous Australians from the area around Al ice Springs in the Northern Tcrritory,
has ve syllables but no cv syllablcs.
Other non-universal ~niversals describe the ba ic rules of putting words together. Take the rule that
every language contams four baste word classes: nouns, verbs, adjcctives and adverbs. Work in the past
two decades has shown that severa! languages lack an open adverb class. which means that new adverbs
cannot be readily formed, unlike in English where you can turn any adjective into an adverb, for example
'soft' into 'softly'. Others, such as Lao, spoken in Laos. have no adjectives at ali. More controversially,
some linguists ar~ue that a few languages, such as Straits Salish, spoken by indigenous people from
north-western regions of North America, do not even have distinct nouns or verbs. Instead, they have a
single class of words to include events, objects and qualities.
Even apparently indisputable universals have been found lacking. This includes recursion, or the ability
to infinitely place one grammatical unit inside a similar unit, such as Jack thinks that Mary thinks
that ... the bus will be on time. lt is widely considered to be the most essential characteristic of human
language, one that sets it apart from the communications of ll other animals. Yet Dan Everett at lllinois
State University recently published controversia! work showing that Amazonian Piraba does not have
this quality.
But what if the very diversity of languages is the key to understanding human communication? Linguists
Nicholas Evans of the Australian National University in Canberra, and Stephen Levinson of the Max
Planck lnstitute for Psycholinguistics in Nijmegen, the Netherlands, believe that languages do not share a
common set of rules. Instead, they say, their sheer variery is a detining feature ofhuman communication-
something not scen in other animals. While there is no doubt that human thinking influences the form
that language takcs, if Evans and Levinson are correct, language in turn shapes our brains. This suggests
that humans are more divcrse than we thought, with our brains having differences depending on the
language cnvironment in which we grew up. And that leads to a disturbing conclusion: every time a
language becomes extinct, humanity loses an important piecc of diversity.
lf languages do not obey a single set of shared rules, then how ~re thcy cr~ated? 'Instead of unver.sals~
you get standard engineering solutions tha~ l~nguagcs adopt ~gam and aga1~, and then you get outliers,
says Evans. He and Levinson argue that th1.s is becau_se any given languagc rs a comple~ system s~aped
by rnany factors, including culture, genencs an~ history. There are no absol~tely universal t~a1ts of
~a~guage, they say, only tendencies. And it is a rmx of strong and weak tendencies that charactenses the
bio-cultural' mix that we call language.
Levinson and Eva.ns are ~ot the first to question the theory of universal grammar, but. no one has
summansed these ideas quue as persuasively, and given them as much reach. As a result, their argumem,
have genera.ted widespread enthusiasm, particularly among those linguists ~h? are tired o~ trymg t?
squeeze t~e1r findings mto thc straitjacket of 'absolute universals'. To sorne, 1t is the final nail m UGs
co~n: Michael Tomasello, ca-director of the Max Planck Institute for Evolutionary Anthropology in
~etJ?ztg, Germany, has been a long-standing critic of the idea that all languages conform to a set of rules. 1
Universal grammar is dead,' he says.
a unit of sound
Questions 27-32
Do the following statements agree with the views of tne wrter in Readng
Passage 3?
Write
30 The search for new universal language rules has largely ended.
31 lf Evans and Levinson are right, people develop in the same way no matter
what language they speak.
32 The loss of any single language might have implications for the human race.
Questions 33-37
33 Which of the following views about language are held by Evans and
Levinson?
A Each of the world's languages develops independently.
B The differences between languages outweigh the similarities.
e Only a few language features are universal.
o Each language is influenced by the characteristcs of other languages.
36 What does the writer suggest about Evans' and Levinson's theory of
language development?
A lt had not been previously considered.
B lt is presented in a convincing way.
e lt has been largely rejected by other linguists.
D lt is not supported by the evidence.
Questions 38-40
40 lt has now been suggested that Amazonia Piraha does not have
A words of a certain grammatical type.
B a sequence of sounds predicted by UG.
C words which can have more than one meaning.
O the language feature regarded as the most basic.
E sentences beyond a specified length.
Plan A. below shows a health centre in 2005. Plan B shows the same
place m the present day.
Summarise the information by selectlng and reporting the maln
features, and make comparisons where relevant.
,~ 'k Physiotherapy
,\1r,
Minor operat1ons Physioth~rapy
~
il~
'"
CR4
'\~ CR3
~", ...,
e
:! CR3
l~
...;; CRl CIU
00 Present Day
CR Consulting room
"
You should spend about 40 minutes on this task.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
-
-------111
Speaking module (11-14 minutes)
Answer these questtons
Describe a sports match which you saw and which you found enjoyable.
You should say:
what the sport was
who was playing in this game
where you watched it
and explain why you enjoyed watching the match so much.
Questlons 1-10
Questions 1-10
Wrte NO MORE THAN TWO WORDS ORA NUMBER for each answer.
-
SECTION 2 Questlons 11-20
Questions 11-16
Choose FOUR answers from the box and wrlte the correct letter, A-F, next to tne
questions 17-20.
Rides
17 River Adventure
18 Jungle Jm Rollercoaster
19 Swoop Slide
20 Zip Go-carts
~
.
-
Questions 21-30
Ouestions 21-22
What TWO things do Brad and Helen agree to say about listening in groups?
A Listerunq skills are often overlooked in business training.
B learning to listen well is a skill that's easy for most people to learn.
C lt's sometimes acceptable to argue against speakers.
D Body language is very important when listening.
E Listeners should avoid interrupting speakers.
Questions 23-24
Questions 2~26
What TWO things do Brad and Helen agree are weak points in the article's
section on conflict resolution?
A lt doesn't explore the tapie in enough detail.
B lt only discusses conservative views.
e lt says nothing about the potential value of conflict.
O lt talks too much about 'winners and losers'.
E lt doesn't provide definitions of key terms.
Choose FOUR answers from the box and write the correct tetter. A-F, next to
the number.
Action
A Contact the tutor for clarification.
B Check the assignment specifications.
C Leave it until the last task.
O Ask a course-mate to help.
E Find information on the Internet.
F Look through course handbooks.
Preparation tasks
29 Creating a handout .
30 Drawing up a bibliography .
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Quest/ons 31-40
New 9reenhouse
Social benefits
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ng module (1 hour)
~ea d
You s?ould spend about 20 minutes on Questions 1-13. which are based on
Readmg Passage 1 below.
Roman roads were constructed with a d~ep stone surface for stability and load-bearing. They had straight
alignments and therefore ~ere often hilly. The Roman roads remained the main arteries of European
transport for. ma~y cent~nes, and even. today many roads follow the Roman routes. New roads were
generally of inferior quality, and the achievements of Roman builders were largely unsurpassed until the
resurgence of road-bui lding in the eighteenth century.
With horse-drawn coaches in mind, eighteenth-century engineers preferred to curve their roads to avoid
hills. The road surface was regarded as merely a face to absorb wear, the load-bearing strength being
obtained from a properly prepared and well-drained foundation. lmmediately above this, the Scortish
engineer John McAdam (1756-1836) typically laid crushed stone, to which stone dust mixed with water
was added, and which was compacted to a thickness of just five centimetres, and then rolled. McAdam's
surface )ayer - hot tar onto which a layer of stone chips was Jaid - became known as 'tarmacadam',
ortarmac. Roads ofthis kind were known as flexible pavements.
By the early nineteenth century - the start of the railway age - men such as John McAdam and Thomas
Telford had created a British road network totalling sorne 200,00G km, of which about one sixth
was privately owned toll roads called turnpikes. In the first half of the nineteenth century, many roads
in the US were built to the new standards, of which the National Pike from West Virginia to Illinois was
perhaps the most notable.
In the twentieth century, the ever-increasing use of motor vehicles threatened to break up roads built to
nineteenth-century standards, so new techniques had to be developed.
On routes with heavy traffic, flexible pavem.ents were replaced by rigid pavernents, in which .the t.op. layer
was concrete, 15 to 30 centimetres thick, laid on a prepared bed. Nowadays steel bars are laid within the
concrete. This not only restrains shrinkage ~uring setting, but also reduces expansion in warm weather.
As a result. it is possible to lay long slabs without danger of cracking.
The demands of heavy traffic led to the concept of h.igh-speed long-distance roads, with access - or
sltp-lanes - spaccd widely apart. The US Bronx River Parkway of 1925 was followed by several
variants - Germany's autobahns and the Pan ~merican Highway. ~uch. roads - especially the intercity
autobahns with their separate multi-lanc camageways for each direction - were the predecessors of
today's rnotorways .
. Bridges
T~e development by the Romans of the arched bri~ge .marked the beginning of scientific
bndge-building; hitherto, bridges had generally been c.rossmgs in the form of felled trees ~r lat stone
bl0cks. Absorbing the load by compression, arched bndges are very strong. Most were built of stone,
-
but brick and timber . is at Alcantara in Spain, built of &Ta .
the Romans in AD were also u cd. A fine early examp 1 e . metal and concrete arch d n1tt~
h b 105 to span thc Rivcr Tagu . In modern u mes, . e brjd
ave een con tn1cted Th f . ifi t 1 bridge built of cast iron in 1779 , Shll Sta d~
lronbridgc in England. e irst sigm icant me a ns -
Steel, with its superior strength-to-wei ht ratio soon replaced iron in metal bridge-work. I~ the taitv,
:~~ lthc, truss ~ or girder) bridge bccameg popular~ Built of wood or metal, the truss beam cons1sts of u~
ower horizontal booms joined by vertical or inclined members.
{he u~pcnsion bridge has a deck supported by suspenders that dropfrorn one or more overhead cab
t requ1res strong anchorage at each end to resist the inward tension of ~he cables, and the deck~
strengthened to control distortion by moving loads or high winds. sucb bndg~s ar~ nevertheless li~
and therefore the most suitable for very long spans. The Clifton Suspe~sion Bndge 1.n the UK, desi&ned
~y lsam?ard Kingdom Brunei ( 1806-59) to span the Avon <;Jorg~ m E~glan~ 15 famous both r'-
its beautiful settmg and for its elegant design. The 1998 Akash Kaikyo Bndge m Japan has a spanOf
t ,99 i metres, which is the longest to date.
Cantilever bridg~s, such as the 1889 Forth Ral Bridge in Scotland exploit th.e potential of steel construct10Q
to produce a wide clearwater space. The spans have a central s~pportmg pier and meet midstreani,
The downward thrust, where the spans meet, is countered by firm anchor~ge of. the spans ar hctr
other ends, Although the suspension bridge can span a wider gap, the ca?t1lever is relativelv Stable.
and this was ~mportant for nincteenth-century railway builders. The. world s longest cantilever span ~
549 rnetres - is that of the Quebec ral bridge in Canada, constructed m 1918.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from tne passage for
each answer.
Flexible Pavement
Surface layer
Tarmacadam (1 .. and stone chips)
Mddle layer
(2... deep) Crush~ stOM
dust and 3 ...
~//~~ff#d/J~
Questions 4- 7
Do the following statements agree wth the nformaton gven in Reading Passage 1?
Wrte
Use ONE WORD ONL y from tne passage for each answer.
..
B //~'"''~ 11c:t111dC't't/l(t/<'11s/s, lo givc its propc: n1111c, hvcrl in b1ropc nnd ~ar~1-1
ot ~sll. trom 400,000 ycnrs agolo 10,000 ycnrs 11go. 'lownrd-, lhc cnd of tht8
pcriod 11 shnrcd its rangc with intcrlopcr in rhc li11111 ol l lonu, vmlens ... who
wcrc sprcading out Irom Alricn. l lowcvcr, tite wo 'ipccic'i did not sculc down
to a stublc cohuhitnrion. For n.:nsnni, which are m1 ycl unknown, thc arrival of
llomu sapieus in a rcgiou was nlways quickly lollowcd by thc dlsappcarancc
of Ncundcrthals.
C Bcfore 2009. Dr l'auho uud hiH tcam had conducted only a superficial
comparison hctwecn thc UN/\ ni' Ncanderthals und modern hurnans. Sincc
then, thcy llave pcrformcd a 111or1.: thorough study and, i11 doing so, havc shcd
a Iascinating light on (he intcrtwincd history ol'thc two spccics. 1 hat history
turns out to he mure intcrtwincd thun many had prcviously bclicvcd.
E That is intriguing. lt shows thal cvcn aflcr severa! hundrcd thousand ycars
or scparalion, thc two spcci1.:s wcrc intcr-lcrtilc. lt is strangc, though, that
no Ncandcrthal mitochondrial DN/\ has turncd up in modcrn humans, sincc
thc usual pallcrn of invasion in hislorical times was for thc invadcrs' males
to mate with thl! invadcd's lema les. Onc piccc of sel f-knowlcdgc, thcn al
lcast for non-/\fricans is 1ha111tcy havc a da~h of Ncandcrthal in thcm. But
Dr Paabo's work also illuminutcs th1.: dill'crl!nccs bctw1.:cn thc spccics. By
comparing modcrn humans, Ncandl!rthals, and chimpanzccs, it is possiblc to
distinguish gcnctic ch:mgcs which are sh.arccl by ~cvcral spccic.s huma.n in or
thcir cvolution away from thc grcat-apc lmeagc, from thosc wh1ch are umquc
to Humo sapiens.
-
F More than 90 perccnt of the human ~ccelerated regions that hav
idcruified in modcrn pcoplc are found in Neanderthals too. However e~
are not. Dr Paabo has idcntificd 212 parts of t~e gen.orne that seen{ 10the resi
undcrgonc significan! cvolution sincc .thc species spht. The state of hai,
science is still quite primitive, and rt is often unclear what any giv gen?ll'ic
DNA is actually doing. But an examination of t~e 20 largest regionsen b11 of
that havc cvolved in this way shows rhat they mclude several genefD~A
are associated with cognitive ability, and whose malfunction causesss"'~1Ch
mental problcms. Thesc genes therefore look like good places to eriC>ti\
scarch for modcrn humanity's essence. Stan t~
G The newly evolved regions of DNA also include. a gene cal~ed RUNx2 .
controls bonc growth. That rnay account for d1fferences m the sha 'Wh1cJi
skull ami thc rib cagc bctween the two species. By contrastan earlie~e or t"
thc study had airead y shown that Neanderthals and moderns share 1~hase~
vcr~1011 ?r a gene cal lcd FOX P2, which is involved in the ability 10 s esa~
which differs in chimpanzees. 11 is ali, rhen, very promising - anl.111>1
coup m quick succession for Dr Paabo. Another of his teams has revea"'llJj
existencc of a hitherto unsuspected species of human, using mitoch led ti~
DNA found in a liule-finger bone. If that species, too, could have nd~
gfuenome read, humamty's ability to know itself would be enhan dtts fulJ
rther. ce e\'en
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TEST 7, READING MODULE
1: '
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Questions 14-26
Questions 14-18
15 Originated in Africa.
List of species
A Homo neanderthalensis
B Homo sapiens
C both Homo neanderthalensis and Hamo sapiens
..
-
Questions 19-23
Reading Passage 2 has seven paragraphs, A-G.
formation?
Which paragraph contains the fol/owmg m
Questions 24-26
Choose NO MORE THAN THREE WORDS from tne passage for each answer.
The poten ti al for this line of research to shed light on the nature of modern
humans was further strengthened when analysis of a 26 led
to the discovery of a new human species.
For centuries, as fishing and. cor~1me~ce have expanded, we have held onto the notion that the sea is
differe~t from the land. We st1JI vrew it as a place where people and nations should be free to come and
go at will, as well as somewhere that should be free for us to exploit. Perhaps this is why we have been so
reluctant to protect the sea. On land, protected areas have proliferated as human populations have grown.
Here. comp~re~ to the sea, we have made greater headway in our struggle to maintain the richness and
variety of wildlife and l~nds~ape. Twelve percent of the world's land is now contained in protected areas,
whereas the correspondmg f1.gu~e for the sea is but three-fifths of one percent. Worse still, most marine
protected areas allow sorne fishing to continue. Areas off-limits to ali exploitation cover something like
one five-thousandth of the total area of the world 's seas.
Today, we are belatedly coming to realise that 'natural refuges' from fishing have played a critica! role
in sustaining fisheries, and maintaining healthy and diverse marine ecosystems. This does not mean
that marine reserves can rebuild fisheries on their own - other management measures are also required
for that. However, places that are off-limits to fishing constitute the last and most important part of our
package of reform for fisheries management. They underpin and enhance ali our other efforts. There are
limits to protection though. ,,
Reserves cannot bring back what has died out. We can never resurrect globally extinct species, and
restoring locally extinct animals may require reintroductions from elsewhere, if natural dispersa! from
remaining populations is insufficient. We are also seeing, in cases such as northern cod in Canada,
that fishing can shift marine ecosystems into different states, where different mixes of species prevail.
In many cases, these species are less desirable, since the prime fishing targets have gone or are much
reduced in numbers, and changes may be difficult to rever~e, even ~ith a complete moratorium on
fishing. The Mediterranean sailed by Ulysses, the legendary kmg of ancient Greece, supported abundant
monk. seals loggerhead turtles and porpoises. Their disappearance through hunting and overfishing has
totally restr'uctured food webs, and recovery is likely t? be. much harder to a~hiev~ than their destruction
was. This means that the sooner we act to protect manne life, the more certam will be our success.
To some people, creating marine reserves is an admission o~ failure. According to their logic, reserves
should not be necessary if we have done our w?rk properly in man~gmg the us.es we make of t?~ ~ea.
M.any fisheries managers are still wedded to the 1d~a that one day the1~ models ~tll work, and politicians
wilt listen to their advice. Just give the appro~ch time, and success will be theirs. How much time have
we got? This approach has been tried and ref med for the last 50 years. There have been few successes
-
with which to fcath, . .
the Europ~an un cr.~h.e managers' caps, but a growing litany of failure. Thc Common F1sheries p .
worst pitfalls: n~~~s instrumcnt for thc management of fishcrics and aquaculture. exemplific''cy,
~ure~ucrats and ther d !n~dcls. la~cd advicc, warcred-down . r~~ommendat 1?ns from gover s the
me uably had to E 1 ~he diim.:g.ard of much of this advice by pollt1cians. ~he~ 1t ali went wron nnien1
wcrc actually wo' uiope sent its boats to other countrics in order to obtain fish for far less thag' as 11
rt 11. n they
We are squanderin , h . .
lose a kcy sour gft e wealth of oceans. 1 f we don 't break out of this cycle of fai lure, humanit .
water purifica/e 0 protcm, and much more bcsides. Disrupting natural ecosystem processes s Y h''"
We can go a nutncnt cy.cling, and carbon storagc, could have ramifications for human ti.fe~e as
1~on,
Marine reservesnl~ewa\to avo1ding this catastrophic mistakc with si'!1ple c.ommon s~nse managellsclf.
here and there to sl~t t e heart of the r~form .. B.ut they will n~t be su.mc1~nt .r they are 1mplementedrnen1.
sc1ent1sts in the up the crumblmg edifice of the 'rational fisheries management envision ~nly
everything we d 1940re
. ~ and l 950s. They have to be placed centre stage as a fundamental underpinni~ gy
0 m t 1e oceans. Reserves are a first resort, nota final resort when ali else fails. g 0r
_.... .
Questlons 27-40
Questions 27-31
37
Do the following statements agree with the views of the writer in Reading Passage
Write
27 lt is more than a thousand years since people started to catch fish for
commercial use.
Questions 32-34
32 What does the writer mean with the question, 'How much time have we got?'
in the fifth paragraph?
A Fisheries policies are currently based on uncertain estimates.
B Accurate predictions will allow governments to plan properly.
C Fisheries managers should provide clearer information.
O Action to protect fish stocks is urgently needed.
-
33 What is the wrlter's comment on tne Common Fisheries Policy?
A Measures that it advocated were hastily implementad.
. f it commendations.
B Offlcials exaggerated sorne o 1 s re
C lt was based on predictions which were inaccurate.
O The policy makers acquired a good reputation.
Questions 35-40
Up till the twentieth century the world's supply of fish was sufficient
for its needs. lt was unnecessary to introduce 35 of any
kind. because large areas of the oceans were inaccessible. However,
as 36 improved, this situation changed, and in the
middle of the twentieth century, policies were introduced to regulate
37 .
o
Despite the doubts that many officials have about the concept of
39 , these should be at the heart of any action taken.
The consequences of further 40 are very serious, and
may even affect our continuing existence.
The charts be_low show the percentage of time younger and older pe?ple
spend on venous Internet activities in their free time (excluding email).
Social
networking
24'!1.
)
Malng boo1dn91
e.g. c1-.1t..wl
29'llt
Makong bookings
e.g. cnema/travcl
5%
WRITING TASK.2 ..., You should spend about 40 minutes on tnis task.
Some people feel that the legal age at which people can marry should
be at /east 21.
To what extent do you agree or disagree?
Give reasons tor your answer and include any relevant examples from your own
knowledge and experience.
Describe an occasion when you met someone you hadn't seen for severa!
years.
You should say:
how and when you met the person
who the person was
how long it was since you had last seen him/her
and explain how you felt about meeting this person again.
Now let's consider the ways in which peop/e changa as they grow older.
What are the reasons why people change as they grow older?
Why do you think some people change more than others?
At about what age do you think people change the most? Why/Why not?
Guidance
-
The General Training Reading test contains three sections, and lasts for one hour, so
you have twenty minutes to do each section. The first and second parts of the test are
generally easier than the third, so you might decide to spend less time on these. You
can make notes on the question paper, but all your answers have to be written on a
separate mark sheet, so you must allow enough time to do this. The test has a total
of 40 questions, so in two of the sections there are 13 questions, and in one there
are 14 questions.
The first section of the test consists of two texts about sorne aspect of everyday life.
Topics are varied and might include accommodation, travel, leisure, entertainment or
driving. Each of the texts is approximately 300-350 words in total.
The second section contains two texts about sorne aspect of work or training. Again,
topics are varied, and could include careers, jobs, qualifications, health and safety,
salary and benefits. Each of the texts is between 350 and 400 words in length.
The third section has only one text of about 850-900 words, and is about any subject
of general interest. Topics might include geography, history, science, nature or sport,
but the texts will be generally accessible to readers of any background.
The General Training Reading paper uses a variety of task types, including:
Giving short answers to questions. ~
Deciding whether statements/opinions correspond to what is written in a
reading passage.
Matching statements to people or events which are mentioned in a reading passage.
Completing a summary, or individual sentences based on a reading passage.
Completing a table, a diagram, a flow chart, or notes based on a reading passage.
Choosing a statement about a reading passage from several options.
Choosing the answer to a question about a reading passage from severa! options.
Choosing the best heading for each of the paragraphs in a reading passage.
In sorne tasks you will have to write words or phrases, and in other tasks you will
have to write letters or numbers.
The testing focus of the General Training test is similar to that of the Academic
Training test. See page 39 for more information.
You can use the same preparation tips and strategies for the General Reading test as
you canfor the Academic Reading test. See page 39 for more information.
-
SECTION 1 .
You should spend about 20 mmutes on Qu estions 1-14.
CREATIVE TOYS
B
A
Bath time animals Chef's outfit
e D
E F
Cardboard playhouse Doll-making kit
A unique playhouse providing A great creative kit for making an
hours of fun and imaginative adorable ballerina doll. Children
play for young children. lt is can give her a name and make
constructed in durable cardboard it official with the birth certificate
and is 100 percent recyclable! which is included! No pins or
lt is easy to assemble, and can needles required. Contains one
be folded flat or used as extra soft doll body, wool, lace, ribbon.
storage when not in use. Pink, adhesiva tape, coloured pencils,
blue, green, silver or brown - birth certificate and detailed
please state preference. Overall instructions. NB: Not suitable tor
size 90 x 67.5 x 128 centimetres. children under five years.
NB: This tem is not available for
overseas delivery or our gift-
wrapping service.
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Dcar rtr und frs Burton,
Tip strip ith s at the Loch Cullen Hotel
Questions 8-14 1 han". you for booking your stay ""'. u h t Is ' one of
Slutlan<l' bcst-known and oldest family-run ore
1 h1 ,l,ltt'llll'llt\ ,Hl' in
th~' '>..llllt' Otd<'r ,l') th\? Wc are delightcd to confirm your rcservati.on frorn 1 lb6l Juned to 20 Jun
quested is not avai a e, an we onJ e.
rnlvrm,111011 in the lt'tt(.'1 U. nlortunatcly. thc double room Y?U re . d We have reserved . Y have
011\t> ol lh~ wortls 11) single or l\.\ in rooms to offer dunng thar peno . 1 twin r0olll
the '>t,lteml'nh m1yh1 be for you, but picase Jet us know if you would prefcr two smg es.
the xime or srmilor to
word-, "' the lettN Th Thc rate will be .(55.00 pcr person per night ', which includes a ful) s~Ottish
doe
sn t mean that theIS brcakfast and tax Wc are currcntly offering a spcci~~rat~f for Su~day n1gti15
statement mu~t be true t:25 pcr pcrson picase contact us as soon as possi e 1 you wish to extcnd
Read the whole
your stay and take up this offer.
statement carefully befare
you decide whether 1t Check-in is from 2 p.m. and check-out is 1 1 a.m.- on the morning of Your
matches mformat1on in departure, 1 f for any reason you require a di fferent time then please let us kno\\
lhe letter or not.
111 ad vanee and we 11 do our best to help you.
For your answer, write T
or F or NG. Don't wnte The Loch Cullcn Hotel has achoiceoftwodistinctlydifferentdiningexperience
complete words. Choose cither the Lounge Bar where you.'11. find fres~ly produced light meai~:
Question 8 or the Loch Restaurant for more formal dining, but with a relaxed atmosphere
!0 find where the answer We can offer you a range of locally-sourced food, such as our award-winning
is, look for a word which haggis or Scottish smoked salman. Throughout the hotel we use the very best
has a srrrular meanmg to fresh Scottish produce.
'managed' Then read the
sentence carefully. On ~eparture. guests can settle the~r bill in cash, or by cheque., debit card or
Question 10 cre~tt ca~d. Thank you for guaranteeing your booking w1t~ a credit card number,
To fmd where the answer which will only be used in the event of a late cancellation. If cancelled up 10
is. look Ior the place where 24 hours befare the day of arrival no fec will be charged. lf cancelled later, orin
pnces and breakfast are the case that a guest doesn 't arrive. then the first night wi 11 be charged in full 1
mentioned Then read the
sentence carefully. lf )'.OU have any questions about your rcservation or the hotel, please don't
Question 12 hesitare to contact us. We look forward to welcoming you on your arrival.
Ftnd a word which is related Yours sincerely,
m mearunq to 'arrival'. Then
check what the letter says Sarah Peterson (Manager)
about the 'earliest' time
guests can arrive.
Questions 8-14
Do the following statements agree with the information given in the text above?
Write
-
14 lf less than 24 hours' notice of cancellation .
is g1ven, there 1s no charge.
GENERAL TRAINING TEST, READING MODULE
You should spend about 20 minutes on Questlons 15-21
Minnesota Department
of Natural Resources (DNR)
Voluntccring program Arrivc on time (or a little carly) to
work on thc project for which you
Voluntccrs work with DNR managers, rcgistcrcd to work. The schedule you
profcssionats and tcchnicians to hclp agrcc to is important: be sure to call
managc thc statc 's di verse natural if you will be ab ent or nccd to lcave
r_esourc.cs. Volunt?~r positions rangc carly. Thc DNR is counting on you to
f rom . jobs rcqumng no prcvious be a dcpcndablc voluntccr.
cxpc!1~nce to . pccialist positions
requmng extensivo skill and While working for the DNR, take
expcricnce. Volunteers provide work account of thc following guidelncs:
which supplcmcnts DNR pcrsonncl.
Voluntccrs hclp to pre. crve and Rcpresent the DN R in a positive
enhance Minnesota 's natural beauty fashion. You are not expected to
for t~e cnjoymcnt of pcoplc of ali be knowledgeable in ali arcas
ages, mterests and abilitics. concerning the O R. lf working
with thc public in your voluntcer
Follow these stcps to sign up as a position, ali qucstions from thcm
voluntccr for DNR: related to DNR policics and
procedures are to be passed on to
Yoluntccr opportunities are available your supervisor, or to the D R
throughout thc state at Statc Parks, lnformation Line at 1-888-646-
Statc Forest Campgrounds, Wildlife 6367. Avoid cxpressing a personal
Managcment Arcas, fishcrics and opiruon.
hatchcrics, the 150+ DNR arca officcs,
four regional hcadquartcr offices, thc Kecp a note of your hours. This is
St. Paul Central Office and at spccial important for liablity coverage,
event si tes. Check our websitc to lcarn for rcporting to the legislature,
about voluntecr positions availablc in and for volunteer recognition.
your arca. When the project is finished, turn
in your records to your supervisor,
Contact the DNR officer who is who wi 11 pass them on to the
designated for the project you are programme manager.
intere ted in. (lf you live in Greater
Minnesota, you may use our toll free Your supervisor will be happy to
numbcr at 1-555 646-6367. Hearing discuss any worrie: that you may
impaired individuals may call (651) have, as well as any spccial necds,
296-5484. Thc DNR officer will and try to offcr solutions that rnay
inform you if thc position is still open hclp you perform your volunteer
and wi 11 register you. duties bcuer,
-
Questions 15-27
Tip strip Ouestions 15-21
Questions 15-21
The informat1on in the Complete the f/ow chart below.
flow chart follows the
arder of mformat1on in Choose ONE WORD ONL Y from tne text for each answer.
the text.
Don 't wnte more than
one word in each space
Volunteering for the DNR
Don' change any
words Write your
answers exactly as they Find out about local vacancies from the DNR's 15 .. .. .......
appear tn the text.
When you wnte your
answers, check that
the grammar of the L__ Get in touch with the named DNR 16 . -----.
____
~entences is correct. lf it
rsn't, you've chosen the
wrong words.
Question 16
t
1___
Register for the post. -----
__
Find a word in the text
that means 'get in touch
with', then look for the
answer.
t
Question 17 Turn up punctually for work (call if you need to change your 17 ).
t t
The flow chart has 'your'
in front of the space, so
the answer rs a noun.
t
Question 21 Refer questions Give a record of your Tell your supervisor
To find where the answer about the DNR from 20 to if you have any
is, fnd the place where the 18 . your supervisor. concerns or particular
'supervisor' is mentioned to your supervisor 21 .
then read carefully. ' (do not give your own
'Wornes' has a similar
meaning to 'concerns'. 19 ).
This is the first thing to
tell your supervisor about.
Now look for the second
thing.
The followi1~g tips can help you take control of your career and make yourself
more attractive to both your current and any future employer:
Keep up with industry developments
Ensuring you are up-to-date with the latest trends in your industry through
attending confcrences can make you an invaluable employee, and change
the '!'Y managers see you, says John Grange, an adviser at free business
advice and support service Business link.
But Leon Benjamn, author of the book Winning By Sharing, warns that
the effectiveness of such sites in advancing your career vares considerably,
depending on your industry sector 'For people who're working in digital
media its everything, but in the building trade it's almost pointless because
of its low leve! of take up,' he says.
Finding the right type of training, though, is vital. Apart from on-the-
job training, there are self-help books that can be found in book shops or
libraries, as well as formal courses. lndividuals should decide what their
genuine areas of weakness are, and then talk about them with their Staff
Oevelopment coordinator to find out what kind of training might be best.
-
ation of what goes on Within
1..., an appreci,
h business b ali
Grangc says, 'JI you nave more valuable to t e , ' ecause Yo
dcpartments you bccome much . over here, there s a knock-on en- u
. , k an act10n 1eci
uudcr-tand that if you ta e
ovcr thcre.'
Questions 22-27
....
s: s~ould spend about 20 minutes on Questlons 28-40 which are based on
eadmg Passage 3 below.
Questions 39 to 40.
Guidance
The General Training Writing test lasts for an _hour and cons_ists of two parts. The
first part is shorter than the second, and carnes only o~e thrrd of the marks, so You
should spend about 20 minutes on this part and 40 mrnutes on the second Part.
For each part you should allow enough time to plan what. you are going to say
before you begin writing, and to check what you have wntten afterwards.
Task 1
In the first part, you have to write a letter with a mnimum of _150 ~ord~ altogether,
in response to a situation which is described in the task. The situatton m19ht be
related to social life, or it might be related to work life. and it might be a letter to a
friend ora letter to an official or a work colleague.
You are provided with a list of three things which your letter should include.
You have to write in an appropriate style according to the situation.
Task 2
In the second part you have to write an essay with a minimum of 250 words.
This involves giving your own opinion about a situation or point of view which
is described in the task. Topics are varied, and might include health, lifestyles,
environment, or education, but you do not have to have any special knowledge to 1
be able to do the task.
The testing focus for the General Training Writing test is similar to that of the
Academic Writing test. See page 52 for more information.
As you cannot predict what the topics of the General Training Writing test will be,
you sh?uld read about different topics using a wide variety of sources, such as
magazrnes. n~wspapers. letters, lea~lets, ~~vertisements and websites. 1
At the same trme, you should pract1se wntrng both letters and essays to a time limit.
fip striP
0 ihe nrst two
=. want something that you cen't buy In your own country. You
decide to asl< an English frlend to help you.
ReJtences carefully, as
se" ,,pla1n the reason
th.'\,~111119 J letter Write a letter to the friend. In your letter
tor v
, irnportant to realtse
'lt 1
thetvloW 19 say what you want,
, Yoifre w11t1ng to a
mend, so your tone explain why you want it,
rnu~t be informal and
nla,.ed. suggest how the friend could help.
, Tht.' fr1end rs Enghsh.
, choose somethmg
which you rmqht Write at least 150 words.
rt'<'lsonably ask a fnend
10 help you to buy.
, You rnust cover ali three
You do not need to write any addresses.
tiullet points in your
!etw: you will lose marks Begin your letter as follows:
1f you miss any of them.
, 11 often helps to imagine Dear ,
a real person when you
are writing the letter.
, Airn to use a wide
range of vocabulary
and grammar.
Divide your letter into
suitable paragraphs.
Don't write too much or
write an address -you
won't get any extra rnarks.
-
agree or disagree.
Watch the
full test on
your DVD.
a reason or reasons.
Take care when you hear 'like' in a question: 'Do you like ... ?' has a completely
different meaning to 'What is X like?'.
Reply to the examiner's questions as fully as you can: don't just say 'Yes' or 'No'.
You can make your reply full in various ways, such as giving examples.
lf you make a mistake while you are speaking, don't worry about it. You can
correct yourself, or just continue speaking.
Remember that the examiner will only assess your speaking ability, not the content
of your replies: there are no 'right' or 'wrong' answers to the questions.
1
Useful language
Communication strategies
Pardon/Sorry?
Could you say that again please?
Wou/d you mind repeating the question?
What does X mean?
-
At the weekend, ...
SPEAKING FILE
t
In P'! two of the test, the examiner gives you a familiar topic to talk about. .Y~~e
are g1Ven a card with points to include in your talk, and you will neve one mm
to make notes befare you begin.
-
Read the card carefully, so that your talk is relevant to the topc you are given.
Decide exactly what you will talk about (which person, place, occasion, etc.).
Make a few notes about each separate point on the card (there are tour things
to include).
Use the card and your notes as a plan.
Begin talking when the examiner tells you to, and don't worry about the time:
you will be told when to stop talking.
Make sure you use the correct tense.
When you are moving from one idea to another, make the change clear to the
examiner by using linking words or phrases such as, 'Also .. .', 'Another thing
1 know is .. .',
lf you make a mistake while you are speaking, don't worry about it. You can
correct yourself, or just continue talking.
Useful language
Giving reasons
... because/solso that .
The main reason that .
SPEAKING FILE
-
In Pen 3 of the test the examinar will ask you soma q':'estions related to the to
of your tet in Psn 2, and then discuss your replie~ wit~ Y~ ~~e questions w~ic
be more general and tess personal than me questJOns m 0
er two Parts.
Useful language
.,
Expressing an opinion
l'm not sure. but ...
I agreeldon't real/y agree with that.
I think people general/y ...
I think one of the main reasons for this is ...
In my opinion it's better to .
t'm not sure how important .
Personal/y t'm againstlin favour of ...
Comparing
X is betterlbiggerleasierlmore commonlless frequent than y
Compared to X . . .
More people ... than ...
By contras! with X ...
Qualifying statements
To a certain extent ...
People tend to ...
In general ...
On the whole ...
lt mightlmay/could be the case that ...
In certain circumstances ...
/t's possible/like/y/unlikely that ...
SPEAKING FILE
rest 1
ACADEMIC WRITING
Task achievement lt should be task-focused.
WRITING TASK 1 free of irrelevant mforrnation
and comment, and of the
sa111ple question
appropriate length.
see Test 1. Task 1 on page 2 9. Coherence and lt should be organised in
sa111ple answer
cohesion a loqrcal sequence, wnh
appropriate paragraph divisions,
and should use linkmg words
fht table sh~ the reeutte of three surveys, conducted
and phrases to show the reader
()\-tr 10 yearv!7, indicating changes in students
what the connection between
vieW5 about different sepecte of provision at one
the different parts is.
unJeurmined university.
Lexical resource The vocabulary should be
fj~t of all, the most significant changc is the accurate and appropriate.
con5iderable improvement in etudente' opinion of Grammatical range A variety of structures should
&he electronic reeourcee offered by this university. and accuracy be used as appropriate.
The number of positive responses almost doubled, Exam help
increasing from 45 percent, in 2000, to 88 percent, in
Look very carefully at the task input. including the
2010. Another intcresting point s a slight riee in the
instructions, the main title, the label on the two axes
spprobation of tcaching quality. In 2000, the quality
(graphs and bar charts). the column headings (tables).
of teaching was commended by 65 percent: of the
the segment labels (pie charts). the key, etc. Make sure
5wdenr;s. By 2010, this figure had rieen to 69 percent:
that you understand the information you have been
Oru: aspect of university provieion declined in popularity given befare you begin writing.
- ratings for the range of modules offered dec/ined by Decide what the main patterns are in the information.
5 percent, from 32 percent: in 2000 to 27 percent: in For example- what is the shape of the line in a line
2010. Attitudes to print reeourcee fluctuatcd slightly - graph, and what does this show? Or, where there are
~itive responses rose from 87 percent: in 2000 to two pie charts. how does the structure of one compare
89 percent in 2005 but: went down again to 88 percent: with the structure of the other?
in 2010. Finally, attitudes to buildingslteaching facilities Make a brief plan. Decide how you will orqamse the
were good and stable throughout at 77 pcrccnt. morrnauon you are going to report. Start with the
overall patterns and go on to support your statements
with specific details from the visual.
Wnte your answer according to your plan .
The answer would get a high IELTS band because: Check the length of your answer.
I A clear overview is presented at the beginning. Read your answer through and make any changes
I There is a clear overall progression throughout which you think will improve it.
the response. Correct the grammar. spelling and punctuation
1 Key fndings from the survey are clearly highlighted. as necessary.
1
Not every statistic is reported, indicating selection of Useful language
data.
1 the proportion of X; the percentage of X; more than half
There is sorne good use of cohesive devices ('First of
of X; less tiien a third of X; a quarter
all', 'Another interesting point', 'Finally').
1 most of the X; sorne of the X; a bigger number of X ...
~orne appropriately sophisticated vocabulary is used
( approbation of teaching quality'). than of Y
1
There are virtually no errors of grammar, spelling rose; fell; increased sharply; gradually decreased;
or Punctuat1on. fluctuated; remained the same; went up;
~arking criteria went down; remained stable
~~s~110 the max1mum number of marks, you~ answer to over the whole period; during the first year; by the end of
the period
follo should reach the required level accordinq to the
wing critena:
-
shows tbet: indicates tbst; suggests that
WRITING FILE
------------------.~
Academic Writing Task 2
I A wide range of structures is used.
.ty of sentences are error-free.
Sample question The ma1or1 h
I Punctuat1on is accurate throug out.
See Test 1. Tasi< 2 on page 29.
Marking criteria
Sample answer or less the same as for Task 1, except ti..:\t
These are. more
ents for task ach1evemen t are rat h er more11"'
the requ1rem
lt 16 a isct: that ~ .
ror a vsnety of rea90n5, people live extensive. d df
uld be task-focuse an ree of 1rrel""a
longer than they used to. The queestion 15: eshould thl6 17e Your answ er Sho h "' nt
reason for ralsing the age at which people retire? . f t n and of the appropnate 1 engt as for Task 1
in arma 10 b ted to . .
At the same time, you w1ll e expec recognrse the
One advan~ge of increaesing the sge at which people 't of the essay topic, and where relevant, give
stop worlc 16 that lt wi/l help the i;tate l7y generating comp 1 ex1 y . d .
an account of differing viewpo1nt~d~n exp1enen~es. You
r:iore money. People in worlc pay the pensionis of tho9e should expand your ideas by prov1 ing exp anat1o~s and
tn retlrement, 60 the longer people estay in worlc. the les and most importantly, you should prov1de a
le55 the rest of the population wlll have to pay toward6 examp 11 b st r
clear conclusion for your essa~. usua Y Y a ing your OWn
pensioM.
position in relation to the top1c. .
Another advantage of having a later retirement age As the content of the writing in Task 2 is lo~ger and more
ia that sn occupation tendes to lceep people fullled complex than that for Task 1 , 1t 1s even more 1mportant
and even hea/thier; and 60 it is 17enecial to keep them that you plan and organise your essay cl~arl~. and create
working longer. Current./y the normal retirement age is suitable paragraphs to reflect that orgarnsat1on. In addition.
al7out 55 or 60. In the past. when people died younger; connections between sentences and paragr~phs s~ould be
they could look forward to only a few year-5 more llfe. made clear by the appropriate use of co~es1v~ dev1Ces such
Nowadays, they may have 30 or 40 year-5of leisure as adverbials. relative pronouns and con1unct1ons.
ahead of them, feeling that they no longer contril7ute
Examhelp
anything valual71e to oociety.
Carefully read the statements and the question(s}.
However; for me the disadvantages of postponing which together represent the tapie of your essay. Refer
retirement outweigh the advantages. Firstly, although to these frequently as you plan your essay, to make
older people obviously bring to their profeessiona sure that your writing is properly focused.
great deal of experience, they 13radually become less Note down any ideas that come into your head.
enthusiastic and less wllling to adapt to changes. Make a plan. Select the ideas you want to use, and
Young peopte are more adaptable and should not have then decide how you will organise them.
to wait until their eerore leave to get a job. Secondly. Write you(.answer according to your plan.
many peop'o simply don't want to spend so much of Check the length of your answer.
their fives working - they w8nt to epen time with their Read your answer through and make any changes
children or grandchildren. orto use that time for things which you think will improve it.
/ike travelllng before they grow too old to enjoy it. 1 Correct the grammar, spelling and punctuation as
therefore feel the retirement age should 17e raised only necessary
slightly. if at ali.
Useful language
a lot of people, some people; many people; a few people
The answer would get a high IELTS band because: on the one hand ... on the other hand; however;
.! There is a clear. direct and original opening response to nevertheless; although
the task. firstly, secondly; finally; then; next; furthermore;
.! The position is strong and consistent.
moreover; m addit1on; besides; as a result; for
.! Main points are clear and well-suppo~ed.
one thing ... for another thing; by comparison
.! Paragraphing is clear with central tapies clearly
it appears that; 1t is apparent that; it seems that; this
signposted. d 1
id of the debate are presente suconct Y suggests that; people tend to; it is Jikely
.! Bot h s1 es nion only
h h the task calls for the wnter s or i that; m general; generally; usually; normal/y
~a~t ofug h lpful to explore the other side as well).
1t 1s o ten e 1 1 in conclusion; to conclude; in summary
d. l'ne and point rs a litt e rrumrnat.
1- The conclu ing i od mix of stra1ghtforward language
.1 Vocabulary - a go
. t'cated sentence construct1on.
and sop h rs 1
- WRITING FILE
General Training Marking criteria
WRITING TASK 1 To qam the maxrmurn number of marks, your answer to
Task 1 should reach the required level according to the
le question
sal11 P . w . ollowmq criteria:
see General Tra1rnng nting test, Task 1 on page 16S. Task achievement lt should be task-focused. free
le answer and of the of irrelevant 1nformat1on and
sal'Tl P appropriate length. comment.
CeJr Simort. Coherence and lt should be organised in
cohesion a loqical sequence, with
HOW are you my friend?Are you enjoying your summer in appropnate paragraph
flymouth? /'ve heard that, unfortunately, the weather i5 divisions, and should use linking
i-efY bad oer there. words and phrases to show the
Wefl. a5 you're in Enqland, I should a5k you whether reader what the connection
'f)U could buyju5t a couple of thinqs for me. You know between the different parts is.
that f'm a supporter of Plymouth Arqyle Football Club lexical resource The vocabulary should be
O could you just look tound the city to find an offlcia; accurate and appropriate.
r-5hirt of the current season, please? My etze is M. Grammatical range A variety of structures should
don't know if you can find them in Plymouth, but /a/so and accuracy be used as appropriate.
riud the ismoue Scottish Chocolate Chip 5hortbread Exam help
C811ed Walkers'; 1 totd you that both my perenz adore
Look very carefully at the task input, that is: the
Uiem and so do /! Final/y 1 a/so need a new wetsuit
description of the situation. the person you have to
b@u5e the one 1 bouqht fewyears ago is too smal/ now
send a letter to, and the three points that you have
arid / know that there are sorne qood shops in Plymouth
to include. Decide whether the letter should be quite
with that kind of thinqs.
informal (e.g. if it is to a friend) or more formal (e.g. to
Could you buy this thinqs for me and eend them to an official).
me to my ltalan edareee; please. Reply mt: a5 eoon as Decide what kind of information you will provide
po55ble, please. and t:njoyyour holiday. yourself, and make a few notes.
Using the three bullet points as your plan. write your
answer.
The answer would get a high IELTS band because: Check the length of your answer.
1 Answers all the requirements of the task fully and Re~d your answer through and make any changes
clearly (although it might be better to focus on one, or which you think will improve it.
possible, two items rather than three). Correcrthe grammar, spelling and punctuation as
necessary.
I The ~urpose of the letter is clear and the tone is very
consistent and suitable for writing to a friend. Useful language
I The sequence of requests is logical and well separated. with referenceto; conceming X, about X
I Opening is efecnve and appropriate to context.
1 The vocabulary is sophisticated, natural and confidently unfortunately; f'm sorry to say that ... ; l'tn afraid that ... ;
used. There is good use of colloquial language suitable fortunately; luckily
for an informal letter. /'d be grateful if . . ; could you ... ; l'd like to ...
1 The~e are very few grammatical errors.
1 Yours sincere/y; Yours faithfully; Best wishes; Love
A w1de range of sentence structures used and different
tenses are used accurately.
1
Good use of paragraphing.
WRITING FILE
WRITING TASk 2 ./ There are hardly any errors in spelling and Word
Sampfe question formation.
See General Tra1ning Wnting test. Task 2 on page 165. , There 15 a wide range of complex structures is used .
Sample answer ./ The punctuation is accurate throughout.
Marking criteria
The import.ance of C8"5 is indlepucable. Over the lse;t
These are more or less the sa~e as for Iask 1, except that
the requirements for task ach1evement are rather more
~ewdecad~6 the 5ignificsnce of prvate tran!5portatlon
d~6 eteadily mc~ased. In thi6 eee;ay, /'m golng to extensive. . . . f
iecuss what factors favour mort or fewercsrs on Your answer should not conta1n irre1 ev~nt in orrnation or
the road6. The aepects /'m going to iocue on are roed opinion, and it should be of the a~p_ropnate len~th. You
design, safety and pollution. should back up your ideas by prov1ding explanat1ons and
examples, and most importantly, a~ the end of the essay
Fi~t of al/, 1 would like to consider whether the~ are
too many CaN> or too smal/ rosd6. Many towm; and
y ou should provide a .clear conclus1on,
. t usually by stating or
re-stating your own v1ew~o1n
citles real/y seem 9poilt by trafflc but this may be As the writing in Task 2 1s lon~er and more complex than
mainly due to the nsrrowness of the street5. They that for Task 1, it is even more 1mportant. that you plan and
real/y have to be widened so cars can get through organise your essay clearly, and crea te su1table paragraphs
easl/y, and lorriee can transport goods mo~ effectively to separate the different ideas. You should also make the
on them.
connections between sentences and paragraphs clear
Another reeeon for thinking that there are too many to your reader by using appropriate connectives such.as
caro are the number of sccldente caused by them.
first. second. final/y, however, and so, as well as relat1ve
lf we had fewer cere, fewer peope would be njured or
pronouns like who and which.
killed on our roede. Exam help
Damage to the environment: is for many people the Carefully read the description of the problem or
most importent: evidence that ther is too much situation or opinion, and the question(s), which
trafflc on our roede. The effects on local sreee are together represent the topic and purpose of
eerioue. Cerbon monoxide and otner harmful cnemicsie your essay. Refer to these frequently ~s. yo~ plan
produced by cere damaging buildings and cause your essay, to make sure that your wnting 1s
reepiretory dieesee and other hea/th prooisme for properly focused.
reeidente. Noiec and emeile fromcsre a/so make our Note down any ideas that come into your head.
towns and ciue teee pleasant to live and work in. Select the ideas you want to use, and then decide
On a global sea/e, poutente are changing our cmste how you will organise them.
causing extreme weather which affects al/ our lives. Write YOllf answer according to your plan.
Check the length of your answer.
/ believe strongly that we must reduce the number Read your answer through and make any changes
of csre in citiee. Although moet: of us tove our cere. which you think will improve it.
and modern lifestyles make it difflcu/t to stop Correct the grammar, spelling and punctuation
our aependcncc on them, we should ~ake fewer as necessary.
journeys and use public trsneporteuon more as ~n.
environment-friendly eoiuuon to trafflc-clogged c1t1es.
Useful language
a lot of people; some people; many peop/e; a few people
on the one hand ... on the other hand; however;
The answer w ould get a high IELTS band because: nevertheless; although
lt covers all parts of the task. ..
./ t a clear and consistent posmon throughout. firstly; secondly; final/y; then; next; furthermore; in addition;
./ lt presen Is . matches the position drawn throughout besides; as a result; for one thing ... for another thing;
./ Theconcu~on d by comparison
the response a nd is clearly and. effectively presente .
h id are supported by evidence. it appears that; it is apparent that; it seems that; this
./
./ T e ~
The ideas are logically organised and the answer
eas suggests that; people tend to; it is /ikely that; in general;
general/y; usual/y; normal/y
progresses well. phing and each paragraph has a
.; There is clear pa~agra in conclusion; to conclude; in summary
clear central. topic. of vocabulary ('indisputable',
.; There is a wide rahnget ets' 'on a global scale') which
, ss of t e s re
narrowhne riter present meaning precisely.
helps t e w
- WRITING FILE
fer to the multi-Rom for the audioscripts
~~~ .. 7 greenhouses PARAGRAPH 6
'The Trust also operates a Green
rest 1
l
Grants scheme. where res1dents
can clarrn 50 percens-o the cost of
equipment .... Purchases mduded ...
CflON 1 greenhouses . '
SE ( n) accountant 2 over SO
1 f:rnrly (membership) 4 nine/9 s doctor 8 F PARAGRAPH 7 tells us that electricity
3 (sw1rnming) pool 7 pay (extra) 8 social events was avauable pnor to the installat1on
of the gnd, mostly via dreset
: air condit1oning 1 O (the) restaurant
generators.
-
at no cost to the tenants ... , '
ANSWER KEY
18 e PARAGRAPH C shows that in the later 28 e PARAGRAPH 4
'Such findings suggest that our
pan of the industrial age, demand experiencescreate para/le/, and POssib
for products was high, outstripping
independent stages of m:mory, each ~
supply: thrs rneant that customers with a diHerent Me span.
were pleased to obtam goods and
could not be too dernanding about PARAGRAPH 5 ---.......
29 A
the particular f eatures of the product. The writer uses an :xample of en
19 e PARAGRAPH C explains that: everyday task ~walkmg up stairs) to
'In the neo-industrial age ... as illustrate how nnportant to our lives
technological advancements brought it is to crea te immediate memory (A).
about mcreased productivity, supply B is tempting, but does not spell out
overtook demand. ' the importance of memory creation 10
20 B enable unconscious task performance.
PARAGRAPH B notes that in the e is not dealt with in the fihh
industrial age, organisations were: paragraph. D is not suggested.
"'task-oriented", with effort being
put into increasing production 30 D PARAGRAPH 6 shows the observatio;
through more effective and efficient by Kami and Sagi to confirm other
production processes.' findings: '... there are a/so other kinds
21 A 0 evidence indicating more directly
PARAGRAPH A describes the
that the memories consolidate over
agricultura! period as being one where
time after learning ... 'Kami and Sagi's
both customer and labour markets
were local. work supported previous findings (O).
lt did not cast doubt on earlier wo
22 e PARAGRAPH C says that: 'In the (as in A) and used a visual test (not
neo-industrial age, people became involving hearing, as in ().
more discriminatingin the goods and
services they wished to buy, . . . tbe 31 B PARAGRAPH 7
emphasis moved towards adding value ' ... different regions of the brain
to goods and services ... r were predominantly active at different
times over a period of severa/ hours
23 B PARAGRAPH B says that the industrial after the training.' (B) The experiment
age 'was characterisedby a series of by Shadmehr and Holcomb used
inventions and mnovations... r
only one task, so A cannot be
24 temporary PARAGRAPH F correct.' They found that ... subjects'
' ... Leach anticipates that: "In performance remained stab/e for
20 years time, 2025 percent of o
severa/ hours after completion of the
the workforce will be ternporary training.' This contradicts C. There is
workers ... "' no reference to a 'treatrnent', as in D.
25 home PARAGRAPH F 32 NG In PARAGRAPH 6 we learn that
' . . . 50 percent will work from home ' ... the performance of human
in some form.
r
-
carne to associate a tone of specific
READING PASSAGE 3 frequency with footshock.
34 y
PARAGRAPH 8
27 A PARAGRAPH 2
The author states that the fish were ' ... the selectivity of the neurons'
injected before and aher t.he fish response to the specific tone used
were trained: therefore A rs the in training continued to increase for
correct answer. severa/ days after the training was
terminated.'
- ANSWER KEY
PARAGRAPH 9 contradicts the
(s N statement: '/t is not mtumvely obvious
at 77 percent. Fmally, there were poor ratings at th~ered
beqmrunq of the penod for the range of modules 0
why our lastmg memories consolidate (32 percent in 2000} and they got worse, falhng steadi 1 Y
slowly. from to 30 percent in 2005 and 27 percent in 201 O.
~ ----
NG
PARAGRAPH 9
'Ali species of animals studied to
date have both sbon- and Jong-term
Task 2 Model answer
Currently, in many countnes. the age at which people stop
paid work tends to be between 55 and 65. In the past,
memory; and ali are susceptible to
wrth few people living beyond the age of 80, rt was rare
retrograde amnesia. ihe passage
for anybody to enJOY more than 20 years of retirement.
does not show a difference between
the stability of long term memory of However nowadays, that figure rs much more likely to be
humans and of other species, but 30, or even 40 years. This is often oted as a reason for
neither does it specif1cally say they are requmng people to work to a later age.
the same. Advocates of this pomt of v1f!tN dairn that rt rs extremely
i....-- expensive to support people for so long in retirement.
PARAGRAPH 1 Pensions are paid for partly by people m their workmq lives,
37 f
The answer must be 'new' as 1f but today pension schemes usually yield far less money
subjects could already do the task they
--
1 than necessary because they were designed to mamtain
could not be 'trained' to do u.
people for much shorter penods. lncreasmqly, rt is argued,
E PARAGRAPH 6 the burden falls on younger people who end up workinq
138 Tbe hypothesis tbet lasting memory harder to pay for the enjoyment and relaxation of the old in
consolidates slowly over time is their extended reurernent Thrs, they say, is fundamentally
supported pnmarily by clinical and unfair,
1 experimental evidence... ' Although 1 acknowledge the validity of this argument,
39 H PARAGRAPH 9 1 beheve it is outwerqhed by two very powerful counter-
' ... maybe we consoltdate memories arguments. Firstly, when older people retire later they
slowly because our mammalian brains deprive young people of the opportunity to work and
are large and enormously complex. develop professionally. Secondly. 1 beheve that people aren't
We can readily relea these ideas. just valuable members of society when they are eaming
Ali soeces of animals stud1ed to money. Retired people can contribute a great deal through
date have both short- and long-term shanng in farmly respcnsbihnes such as chrld care, and also
memory; and ali are susceptible to in the wider community, by doing voluntary work. 1 think
retrograde amnesia ' we should mamtain the current reurernent age and allow
40 A PARAGRAPH 9 people to flourish in d1tferent ways when they finish paid
employment
'Consolidation of memory clearly
emerged early in evolution, and was
.
conserved. ' 1
Test 2
SECTION 1
Task 1 Model answer 1 Lamerton 2 42 West Lane
roe table shows the change in attitude, over ten years, of 3 11111 June/l 1.06/06.11 4 cook 5 equipment
ltudents ata particular university to different aspects of its 6 food-handling 7 First Aid 8 (college) tutor
academ1c provision. 9 0208 685114 1 O colour/color blindness
firstly, the most strikmq set of statistics relate to approval
for electronic resources. There was a sharp increase in the SECTION 2
l'\Jmber of students giving these resources a good rannq, 11 A 12 A 13 B 14 A 15 e
Particularly in the first five years: from 45 percent in 2000, 16 e 17 A 18 B 19 e 20 B
to 72 percent in 2005, and 88 percent in 201 O There
vias ~lso an overall improvement in raunqs for teaching SECTION 3
Quality, though the increase was relanvely small (65 percent
1112000 ' .
21 e 22 G 23 A 24 E 25 F
dec . ns1ng to 69 percent in 201 O) and there was a 26 o 27 G 28 e 29 A 30 E
afl~ne m the_ interim (63 percent in 2005). T~~re was also
Oer ctuation in attitudes to print resources, nsing from 87 SECTION 4
i... cent to 89 percent in the first five years and then falhng 31 heavy 32 surgery 33 beetles 34 gas
"JOOe 35 moving 36 surf ace area 37 tubes
~ild Percent in 201 O. Good ratings for the uruversity s
ings and teaching facilities were identical throughout. 38 pressure 39 subrnarines/a submarine 40 fuel
ANSWER KEY
-
13 NG There is nothing in the passage wh
comments on funding for sports ic~
READING PASSAGE 1 science and related degrees.
1 unfit
PARAGRAPH 2
'
... many of the men who were READING PASSAGE 2
essesse: for military duty had been
dedared~.' 14 v Paragraph A explains t.he size, output
2 schools and costs of a large wind turbine lor
PARAGRAPH 2 prvate use.
'... the solution in the providingof
Physica/ Education (PE)programs in 15 il Paragraph B estimates the greenhouse
~ ... .' gas emissions ~i.e. the e~vironmental
3 PE teachers cost) involved m produc1ng and
PARAGRAPH 2
'... installing the turbine.
better prepared and specifically
educated PE teachers.' 16 iv Paragraph C describes the carbon
4 surplus savings (i.e. the environmental
PARAGRAPH 3
'... the ~ benefits) of using a turbine to produce
of Australians
electricity rather than the typical grid.
graduating with a PE degree ... '
5 employment 17 IX Paragraph D shows the financia!
PARAGRAPH 3
opportu nitie~ '... obliged institutionsdelivering incentives given by the UK government
caree~routes to encourage individuals to install
this qualificationto identify new
turbines.
emglQ~ment OQQOrtuniti~s ... '
6 T 18 Paragraph E questions the
PARAGRAPH 5 confirms that business
government's spending on subsidies
people now see sport as having good
to individuals, arguing that the money
potential asan investment.
7 may have been better spent on
NG Although the passage shows that offshore wind farms.
Rupert Murdoch has invested in a
19 vi Paragraph F accepts that there has
range of sport ventures, the passage
does not state that he has a personal been sorne benefit in the subsidies to
individuals.
interest as distinct from a business
interest. 20 VIII Paragraph G suggests that by
8 T PARAGRAPH 6 shows that there spending on turbines individuals may
are: 'new and developing career paths have less money to spend on carbn-
for graduates of human movement producing consumer goods.
science, sport science, exercise science 21 B PARAGRAPH A:
and related degrees. ' ... a 15-kW micro-turbine... is
9 T PARAGRAPH 7 shows the mutual capable of delivering 25,000 kilowatt-
dependence of business and university hours of electricity each year if placed
courses. Businesses need returns on on a suitable windy site. '
their money, so universities must PARAGRAPH D: 'The carbon
provide courses which enable this. investment pays back in just over
ayear, and every year after that
10 F PARAGRAPH 8 notes the opposite, i.e.
is a 25-tonne carbon saving. (lt's
governments have focused ~oo heavily
important to remember that ali these
on cure rather than prevennon.
sums re/y on a wind turbine having a
11 T PARAGRAPH 8 says: favourable location.)'(B)
'/f tbe change 1s not brought about 22 E PARAGRAPH D again:
for philosophicalreason~, .'t will oc~ur
'The UK government. .. introduced
natural/y, because insuff1oent fundmg
a subsidy for renewable energy that
will be available to address the ever-
pays producers ... 24p per energy
increasing costs of medica/support. ' unit '(E)
12 F PARAGRAPH g says that graduates of 23 offshore wmd PARAGRAPH E
human movement. exercise science farms
'... had the government invested
and sport science degrees. 'who
its money in ottshore wind farm..J,
already have the ski/Is, knowledge~nd
instead of subsidising smaller domestic
understanding to initiatecomrr;umty
turbines, they would have broken
health education programs ...
even after eight years. '
- ANSWER KEY
/
z
deVfloping
technology
PARAGRAPH F
'In addtion, such investment he/ s 33 NG
..
There is nothmq in the passage to
to promote and sustain 2fvel .P
t~hnQlogy.' QQIQg 1nd1cate whether there are plans for
further excavation.
v i.-- .
negat1ve PARAGRAPH G 34 N
zs ... it is actual/y quit~ difficu/tto s n
PARAGRAPH
, 3
... there is OQ re' dos;1Jmen1a~
money ~1thout havmg a negati oe d ev1dence. Our entire knowledge comes
carbon 1mpact. ' ~
,__ from the ceramic material itself ... '
L.- cars PARAGRAPH G 35 y
26 PARAGRAPH 5
'So if the subsidy encourages '
... the length of a man 's arm limits
people to spend their money on a the sue of a smaller pot to a capacity
car~on-reducing technology such as of about twenty litres .. '
a wmd ~urbme, rather than on carbon- 36 N
producmg goods like ~ ... , PARAGRAPH 6
i..-- '... merchants handling a commodity
-
RfADING PASSAGE 3 such as wine would have been 2.bJe.jQ
determine easily the amount of wine
27 B PARAGRAPH 2 they were transporting ... '
'Th~ pottery found includes a wide 37 y
PARAGRAPH 8
v~wety Qf f!,.!n~iQn~ types like storage 'In one case the dev1at1on from the
ars, smaller ~ontamers, pouring required size appears to be as much as
= ~~
vessels, cookmg pots, drinking vesse/s
on, ~hich ali relate to specific
acttv1t1es ...
38 y
1 Q tQ ZQ percent '
PARAGRAPH 9
'
... regular trade routes within the
28 D PARAGRAPH 2 Aegean led to mcreased movement
'Given tbe large number of shaR~ of goods . . The increased demand
produced ... it has general/y been for ~ndar!.;!1sed exchnges,
assumed that most ... Akrotiri inextricably linked to commercia/
pottery was produced by specialised transactions, might have been one
craftsmen ... ' of the main factors which led to the
29 A PARAGRAPH4 standardizationof pottery production. '
39 A PARAGRAPH 8
'Standard measures may already have
been in operation, such as those 'Even where there is no noticeable
evidenced by a graduated series of externa/ difference between pots
lead weigbts - made m disc form - .. meant to contain tbe same quantity
found at tbe site.' of a commodity, differences in their
30 E capacity can actual/y reach one or
PARAGRAPH 4 two litres.'
'The existence of units of capacity 40 B
in Late Bronze Age times is a/so Only B summarises the overall purpose
evidenced, by ne nQ11iQn Qf !,.!nit~ of the passage, showing the place of
Qf liguid measure for wine QO pottery production in Akrotiri within
~ ex~vated container~.' the overall socio-economic context.
31 D PARAGRAPH 5
' .. the length of a maa's rm hmi1~
he size of a smaller pot to a capacity
of about twenty litres; that is a/so the Task 1 Model answer
t--.. maximum a man can comfortably carry.' The diaqrarn shows the different stages in the process of
32 e PARAGRAPH 8 convertmq an animal hide mto leather goods.
' ... it would be ... difficult for them The first stage rs to hang out the hide on a line, in the
to achieve the exact see required open atr to dry. After this, 1t is transported by lorry to the
every time, without any mechanical factory far processing. On arrival, it is submerged 1n vats
means of regulating symmetry and of soap and water, and washed and then transferred to
wall thickness .... Even where there another vat where it is soaked in lime. Having been cleaned
is no noticeable externa/ difference in this way. the hide is then sent to a large rolling machine
between pots meant to contain . where it 1s smoothed and flattened. In the next stage it
the same quantity of a commod1ty, is submerged in a liquid called tannin, which is a mixture
differences in their capacity can of vegetable matter and water. Th1s is followed by the
<,
actual/y reach one or two litres. ' polishing stage where small roflers are moved over the
ANSWER KEY
-
surface to produce a shine. The leather is then transported
SECTION 4 . 32 autobiography
to a different factory where 1t is man uf actured into the
31 English hterature34 pract1cal skills
leather products we see in the shops, for example, shoes.
handbags and sports equ1pment. 33 lab(oratory) 36 experimental
35 nov1ces/beginners rk 39 editor
37 video 38 tramewo
Task 2 Model answer
40 sequence/order
Although sorne prople would argue that we don't
change in any fundamental ways as we develop from
young children to adults, 1 feel there are sorne marked
dif_f erences in our social behavcur as we get older.
F1rstly, most young children tend to express themselves
much more openly than they do when older, showing great
extremes of happiness and misery. However, when they
READING PASSAGE 1
1 10/ten
million
PARAGRAPH 1
'At one time, there may have been
-
are adults they learn to hide their real feelings. This can as many es, ten million of trese fittle
mean that children have very volatile relationships - for anmals ...
example, groups of youngsters will often fall out and row cats and PARAGRAPH 1
2
with each other at one moment, and then immediately foxesl ... their populatons ... were
afterwards they have mended their differences and are foxes and destroyed by the introductonof ~
back as close companions. Sorne people say this change cats and fQxes ... '
in behaviour is good, that showing extreme feelings is PARAGRAPH 2
3 morutored
selfish and being a member of any community requires '... scientists from the Parks and
moderation of expression. Other people condemn this WldlifeCommisson of the Northern
change, saying childrsh openness about feelings is more Terrtorymo~itored these two
honest and as such, it should be valued. In many cultures populations.
there are proverbs which say something like 'truth comes
4 tire PARAGRAPH 2
from mouths of the very young', and adults sometimes
'... a wild-~ destroyedthe entire area
lament the fact that they no longer feel things as deeply
occupiedby the remaining colony. '
as they did when they were children. They regard this as a
great loss. . 5 extinct PARAGRAPH 2
In my view, it is a good thing if adults can retam sorne . '... in Odober 1991, a wld-fire
childlike qualities in their social behaviour throughout their destroyedthe entire area occuped
life. 1 feel that, within reason. it is healthy to show feelinqs by the remaining colony Thus t~e
openly because it leads to stronger relationships. However, mala was final/ypronounced extind
adults should always keep in mind the consequ~nces of in the wild.'
expressing what they feel ~he mo~ent they f eel 1t. Th~y 6 5/five PARAGRAPH 3
need to realise that sometrrnes saying what they feel is months ... the fema/e can breed when she is
simply selfish and if it hurts others. then they should keep just fiv~ mQnth~ old ... '
their thoughts to themselves. 7 15/fifteen PARAGRAPH 3
weeks ... the mother carries her young ... in
her pouch for about fifl~n weeks ..
8 (strong) PARAGRAPH 4
1
medicinal '... dscuss tbis with the leaders of the
powers Yapa peop/e. Traditionallythe mala .
SECTION 1
1 grey/gray 2 sz.ooo 3 teacher 4 shopping had been an important animal in thelf
5 (f)1, 100 6 tax 7 tyre/tire 8 headlight culture, wth strong medicinal oowers
1 o London for old people. '
9 Thursday
9 skills and
-
PARAGRAPH 4
SECTION 2 knowledge/ 'The skills nd knowledge of tbe Y~pa
11 A 12 A 13 B 14 e 15 H knowledge would play a significant and end~nng ,
18 A 19 B 20 D and skills role in ths and al/ other mala pro;~
16 F 17 E
10 F
PARAGRAPH 5 shows that although
SECTION 3 an electric fence was able to protecth
21 e 22 e 23 A 24 B
the mala, they could not survive in t e
25/26 B/E 27/28 ()D 29/30 B/D 'unfenced wild'.
- ANSWER KEY
-
T PARAGRAPH 5 shows that 24 Astrakhan PARAGRAPH F
the reintroduct1on programme had to
be abandoned 'The f1rst ettempts to organise
procedures and carry out proad!Ve
There is no information in the passage steps to control plague date to tbe
as to whether the mala population aftermath of tbe 1727-1728 epKiemJC
size incrcased in sue. in Astrakbao.
PARAGRAPH 7 confirms that the 25 houses PARAGRAPH F
scienusts felt the programme had 'The ~ of infected cetsot were
surpassed their expectations. to be burned along with ali of tbe ,
personal property they contamed ..
READING PASSAGE 2 26 tire PARAGRAPH F
14 ii Section A describes how in the '. . lerters brought by couriers were
seventeenth century Russian heated above a ~ before bemg
authorities used a variety of means to cop1ed.'
find out about and prevent the import
of plague from foreign countries. READING PASSAGE 3
-
sign of plague. '(E) and the public ...
ANSWER KEY
35 e Task 2 Model answer .
P~RAGRAPH 12 says that make the assumptron that the producti 0n
71imate sc1entists should not be Many peop 1 e . d h.
of more and more goods is always a goo t ing tor ali
concedmg to unfounded . They say that this growth generates wealth
arguments which are based on econom1es. f 11
. f the wealthy few but or a strata of society
pre1udicerather than evidence ... ' not ust or . b
36 D that increasing product1on nngs 1mmedi~t" e
PARAGRAPH 14 They argue
benefit to rich industrialists but that, rn t~rn. they Provicte
Uses the terrn marathon to indicate r and buy goods and. servces rom, Oth er
the time rt will take to rebuild ernp 1 oymen t fo . Al . .
eople in the communrty. so rt rs argued
confidence: a marathon race being 1 ess wea lth Y P .11 .
that the wealthy individuals w1 P.Y more in taxes and thus
a long distance race rather than a from growth will benefit everyone. through
short sprint. t h e money . d th t h .
37 e PARAGRAPH 1
improved health and educat1on_, an . a a app1er, more
'
stable and more developed society will result. .
... sorne of the televant statistics H ever other people argue that such growth m
had been withheld from pro~:ctio~ can have the opp?site effect. They contend
publication.'
38 that any riches tend to be daimed by th~ few and trickle
F PARAGRAPH 6 down to very few others in th~ communi.ty. Also, wealthy
'... climate science needs people know how to use a vanety of devr.ous measures to
professional help to rebuild its evade paying tax. Another argu~ent aqamst such growtn
reputation. lt cou/d ... follow tbe is that even if this wealth does filter down to all c1t1zens 11
advice given by Leslie Geines-Ross, does not in itself bring about a better society. lnstead it
a 'reputation strategist' at Public can produce a consumerist mentality which draws a simple
Relations (PR) company Weber equation between having 'things' and being happy This is
Shandwick.'
bad for the moral and spiritual life of the country and also
39 D PARAGRAPH 6 can damage the environment as people want more and
'In her recent book ' ... 2 steps more objects. creating pollution through production and
tQ safeguarding and recov~ring disposal of waste.
reputation'. Gaines-Ross's On balance, 1 feel that a compromise position is the
strategy ... ' healthiest one - sorne economic growth should be
40 A PARAGRAPH 12 encouraged as long as there are safeguards intended to
'tt is a/so importen: to engage with ensure fair distribution of wealth and reduce the negative
tbose critics.' impact on the environment.
Test 4
- ANSWER KEY
13 branches PARAGRAPH 9
'The organsation has now a/so
READING PASSAGE 1 established branches in New Zealand,
T PARAGRAPH 2 South Afr1ca and Jreland, as we/l as ...
1 Australia. '
'His.father ... ran the Brash retail music
business that had been founded in
1862 ... sge~ialising in RianQs.' READING PASSAGE 2
i.--- 14
F PARAGRAPH 3 111 PARAGRAPH A identifies the variety of
2
Brash's first job was with Myer occupations undertaken around the
department stores befare he joined the Thames river in medieval times and
family business. outlines what each involved .
.....--- 15
T PARAGRAPH 3 VI PARAGRAPH B describes the physical
3
'After initially complaining of his difficulties of transporting goods and
extravagance. his father grew to accept the ways men worked to overcome
the change, and gave Geoff increasing those.
responsibility ... ' 16 ix PARAGRAPH C outlines the change in
~ status of river work over the centuries,
4 T PARAGRAPH 4 tells us that after
World War 11 Brash's had focussed on from well-regarded in the fourteenth -
'white goods' before Geoff Brash took eighteenth centuries to disreputable
over in 1957. in the late eighteenth and early
nineteenth centuries.
5 NG Although the passage describes
relationships with businesses in Japan 17 iv PARAGRAPH D describes the
and China, it does not tell the reader composition of 'a workforce of many
if Brash considered opening stores in thousands congregated in a relatvely
other countries. small area. '
18 PARAGRAPH E shows the river
6 (a) share PARAGRAPH 5
community as being '... a world apart
scheme 'Alfred Brash hada/so been a pioneer
with its own language and laws. '
in introducing a share scheme for
his staff .. .' 19 vii PARAGRAPH F outlines the great
numbers of people employed on a
7 Roland/ PARAGRAPH 6 casual basis compared to a relatively
Roland 'He developed a relationship with ... , small number of permanent workers.
group/ the founder of Japan 's Roland
, 20 and Cand Paragraph A identifes nine different
the Roland grQJ.!Q ...
group 21 E occupatons of workers making their
living by the river.(C)
8 (a) trade PARAGRAPH 7 Paragraph B details the heavy lifting
fair 'In 1965, Brash ... attended a and carrying required of the men when
!rd~ fir ... ' quays and streets were unsuitable for
9 jazz PARAGRAPH 7 wagons or large carts.(E)
' ... a trip that reintroduced jzz to Aand Paragraph D notes the many
22
many Chinese musicians. ' 23 e thousands of people employed in
10 1998 PARAGRAPH 8 a small area and describes the East
'The company was sold to Singaporean End as 'tbe most intensively inhabited
interests and continued to trade until region of London. '(A)
, Paragraph F notes ' ... crowds of casuals
1998 , ..
watng for work at the dock gates ... '
11 education PARAGRAPH 9 and '... some 2, 500 casual workers
' ... promoting mu/ti-media music who were hired by the shift.'(C)
making and education for teachers
and students' 24 regular PARAGRAPH F
wage '... 400-500 permanent workers who
12 technology PARAGRAPH 9 earned a regular wagg ... But there
' ... offer teachers and young people were some 2, 500 casual workers who
the opportunity to get exposure to were hired by tbe shift. '
- the latest music technology ... '
ANSWER KEY
25 steam PARAGRAPH F PARAGRAPH 4
power 35 A
'Steam PO't\!fr could not be used for '... preschoolers may b_e unab/e to
the cranes ... because of the danger nderstand that there 1s a direa link
of fire. ~etween how the control!er is used 1
26 p1cturesque PARAGRAPH F and tne activitie~ that appear before
them on screen.
'This was pan of the life of the river
unknown to tbose who were intent 36 PARAGRAPH 4
uoon its more Dictyr~g~~ aspects. ' the vast majority are stifl unable
t~ read and wrne. Thus, using
READING PASSAGE 3 text-based menu selections is
27 NG not viable. '
Although the passage tells us in
PARAGRAPH 1 how many preschool 37 B PARAGRAPH 3 tells us that in ,
children in the US had played video 2007 statf at Nickelo~eon had en
games, there is no comparison with idea that their new Nintendo DS
usage in other countries. might be suitable for preschoolers.
28 y
PARAGRAPH 1 says: 38 e PARAGRAPH 3 shows that the aim
' ... we predict that preschoolers of the study was to find out what
will both continue and increasingly preschoolers might be able to do
begin to adopt video games for with a hand-held game and what
personal enjoyment. the literature could tell them about
29 NG child development.
Although we are told in
PARAGRAPH 1 that 'once a game 39 A PARAGRAPH 5 suggests that one of
system enters the household it is the limitations of game cartridges
potentiallyavailable foral/ family is the limited memory capacity and
members, including the youngest' that spoken instructions use a lot
this does not necessarily mean of memory.
that parents are explicitly giving 40 B B is the best title as the passage
their permission far children to use deals with a piece of research
the game.
which helped to design video
30 N PARAGRAPH 2 notes that research games far preschool children.
in this field tends to facus on The passage does not deal with
marketing and fault finding rather the issues.
than original design far targeted
users.
31 y PARAGRAPH 2 says that
... research has to be undertaken
in order to truly understand Task 1 Model answer
those audiences, [preschoolers or The two pie charts show that low and high income .
senior citizens/ their abilities, their groups spend their disposable income (earni~gs ~xclud1ng
perspective, and their needs.' house rent or purchase) on similar items but in dfterent
e proportions. .
32 PARAGRAPH 4
'In addition to their stil/ developing Regarding the low income group, the highest proporuon
motor ski/Is ... many of the major of their money is spent on food and drink - 29 percent,
stumbling blocks are cognitive.' compared to just 15 percent for the high income group.
This is closely followed by 24 percent paid out on fuel
33 E PARAGRAPH 5
'they are Jess exact with their stylus bills, which contrasts with a much lower figure far this
movements ... Ibutl their fingers are item far the high income group (only 7 percent). The
so small that they mimic the stylus most popular tem far the high earners is recreation and
very effectively, and therefore by cultural activities - 21 percent compared with 11 percent
using their f ingers they can often by the low earning group. The higher group also spend
be more accurate in their game a much higher proportion than the lower income group
interactions. on restaurants and hotels (12 percent and 4 percent
PARAGRAPH 4 respectively) and on transportation (16 percent and 9
34 F
'Though preschoolers ... unders:and percent respectively). The proportion of expenditure on
that pictur~s can stand for real-ltfe clothing for the two groups is very similar, with only ~ne
objects ... percent difference between the two (six percent for h19h
income group and f1ve percent for the low).
- ANSWER KEY
k 2 Model answer 2 T PARAGRAPH 2 goes on to say that by
ras -0uld argue that technoloqies developed in recent being able to diredly participate in
f;?'" whave had a s1gnificant impact on the way books and coral-reef f ishinq. the independence
)
01S are shared. The Internet enables very cheap, or even and unportance of women are
1051c
~ompletelY free. acc~~ to words and. sounds. enhanced.
fo( many peopl~ this 1s a very neg~t1ve development. Firstly, T PARAGRAPH 2 shows that the coral-
3
heY make the point that downloadinq words and music reef enables to acquire important skills
t thout paying rs morally wrong - it is, after all, a farm of and knowfedge far later life.
;eahng, just as much as i~ someone had shop-lifted a CD.
4 T PARAGRAPH 3 confirms that
secondly, they dairn that 1f nobody actually buys music or on Ulith1 Atoll 'women have a d1stinct
t)O()ks ihen the ~ple who_ ~roduc~ thern, far example, role, and rights, in the d1stnbution of
novelists. 1oumahsts or rnusioans. w1ll no longer be able to fish estebes.'
rnake a living from such ~ork. Event_ually new work will stop
5 NG While the passage notes in
l)elng created. no one will perform hve and whole industries
PARAGRAPH 3 that the canoes are
w,11 cease to function .. They say that_ eventually the only way to 'made from mahogany logs from
rnake money from wnt1ng and muse will be through things nearby Yap /stand . . . : 1t does not
like celebrity endorsements, and mediocrity will flourish. speofy where the canoes are actually
1 believe. however. that freer access to books and music on constructed.
the Internet is a liberating development, allowing more people
6 F PARAGRAPH 3 tells us that
10
enjoy what was once the preserve of the few. lt is particularly
reef fisheries give women greater
good that young people can freely experience a wide range control over the household income
of mus!C and writing. 1 feel the only way to prevent accessing and allow them to in negotiate for
boOks and music ~s by stricter monitoring and harsher penalties loans or credit.
and that this would be extremely damaging, because it would
7 F PARAGRAPH 4 says that
increase surveillance and control. 1 believe it would stifle
coral reef fisheries are 'relativefy stable
creativity and undermine creative industries much more than
compared with other fisheries, or
free access is said to do now. 1 believe writers and musicians land-based agricultura/production.
will find a way of benefiting from the new situation and good
artists will be able to make a living as they always have done. 8 sea PARAGRAPH 5
cucumbers 'In Palau, sea cucumbers growing on
Test 5 the reef are se/dom eaten during good
weather in an effort to conserve their
populations.'
9 agricultura! PARAGRAPH 6
SECTION 1 .. '. - _ in coastaf communities in northern
1 weekend(s) 2 plasdeco 3 clear Mozambique, reef harvests provide
4 late/unreliable 5 cheaper 6 messy key sources of food and cash when
7 designs 8 expensive 9 painting gricultural production is low ...
1 O ladder(s)
10 scuba PARAGRAPH 7
SECTION 2 diving 'In the Caribbeanafone, tours besed
11 B 12 C 13 A 14 B 15 e on scuba-diving ...
16 e 11 1 18 H 19 D 20 G 11 communi- PARAGRAPH 7
cations 'The upgrading of roads and
SECTION 3 com~unications ... maya/so bring
21 D 22 B 23 A 24 H 25 F benef1ts to focal communities.'
26 E 27 /28 B/E 29/30 NC
12 sustam- PARAGRAPH 7
SECTION 4 ability 'There 1s growingre<ognft1on that
31 common 32 woodland/woods/farest(s) 33 tail ~!.!Stainb1lit~ 1s a key requirement ...
34 grey/gray 35 humans/people 36 memory 13 conflict PARAGRAPH 8
37 hearing 38 birds 39 year 40 water 'Where tourism development has not
been carefuffy pfanned ... ~ has
sometimes arisen betvveen tourism
and local. smaff-scafe fishers.
~DING PASSAGE 1
1 READING PASSAGE 2
F PARAGRAPH 2 tells that
.. in a coral-reef fishery the physicaf 14 V The theme of PARAGRAPH A is that
accessibiHty of the reef opens up '.. in order to learn science, people
-
opportunfties for direct participation often have to change the way they
by wornen .. .' think in ordinary situations ...
ANSWER KEY
d1scovery PARAGRAPH D
15 11 24 p1aget's hypothesis about how
PARAGRAPH 8 tllustrates learning
the problem of superficial cognitJVe change occurs was lat
understand1ng by explatning how translated mto en educationaf er
students can learn tnformation but approach which is ?,~W termed
be unable to apply n -~f~QveD'. learoing .
16 \11 PARAGRAPH C explams Piaget's idea teacher PARAGRAPH D
that learntng results from conflicts 25 'Discovery leammg mit1ally took
between existmq concepts and new what is now consuiered the 'lone
mforrnauon which challenges them. /earner' route. Tne role of the 1
19 viii
group work. ' 27 o PARAGRAPH 2 emphasises the
fascination monumental ruins
l
PARAGRAPH F describes a study
whteh investigated whether the hold for us and our wonder at the
exchange of ideas in pair work mysteries they hold. This might be
could aid learning. termed a 'rornantic' appeal.
20 and B and PARAGRAPH C 28 e PARAGRAPH 3
21 o According to Piaget. learning takes 'Ibls suspicion of unmtended
place when pupils are actively ecological suicide (ecocide) has been
engaged in solving problems that confirmed ... by archaeologists,
challenge their current thinking (B). climatologists, historians,
Although the teacher is important (as paleontologists, and palynologists
in A). it is the inner dynamics of the (poi/en scientists).'
pupil's thinkmg wrnch is key. 29 A PARAGRAPH 4 notes that many
Young children - according to Piaget -
do not always accept the need to . civilisations 'declined rapidly
after reaching peak numbers and
change their ideas tn the f ace of new
power ... '
and conflicttng information: they may
30 y PARAGRAPH 5
reject the new information to preserve
their old way of thinktng.(D) 'Today many people feel
Repetition and consistency of input that envronmental problems
(C) is not mentioned and children's overshadow al/ the other threats to
ability to help each other (E) was not global civaisetior; '
noted by Piaget. 31 y
PARAGRAPH 5 notes the build up of
22 and Aand PARAGRAPH E toxic substances as one of tour new
23 E 'Howe compared tne progress environmental threats.
of 8 12 year-old children m 32
-
N
understanding what influences PARAGRAPH 5 shows that there is
motion down a slope.' (A) much debate about the seriousness
of the current environmental
Howe and colleagues created two problems. ~
groups according to a pre-test; a 33 NG
post test was given immediately after The passage states in PARAGRAPH
the sessions and another four weeks 6 that:
later. (E) 'We differ from past societles in
The children did not work in mixed- some tesoeas tbst put us at /ower
ab1ltty groups (B), the talkauveness of risk than them . We a/so dlffer from
the children is not mentioned (C); past societies in some respects that
the teacher was not actively involved put us at greater risk tben them'
(D). but. u _does not compare individual
societies past and present.
ANSWER KEY
---y
34
The final sentence of PARAGRAPH 6
warns us that wc can learn lessons
The excepuon to th1s pattern - of warmer weather being
damper - is January/February and September where there
from the past but we must be a re relat1vely hiqh temperatures (22-23() but low rainfall
careful about the comparisons. (1 ess than 20mm).
L..---""
35
e PARAGRAPH 2
'The monumental rums left behind T.ask 2 Model answer
by those past societ1es hold a 1 strongly agree with the suqqesuon that humankind
tesoneuor, for ali of us. s hould consume less meat and mstead have more
i--
PARAGRAPH 4 V egetables m their dret, and 1 beheve that a number of
36 A
' ... 1t {1s/ temptmg to draw analog1es s teps can be taken to persuade people to do trus
between the course of human Firstly, 1 feel that educauon has a maor role to play m
sooeties and the course of bring1ng about thrs change of hfestyle. A well-mformed
individual human lives.. But that mmonty of the world's populatton may be fully aware of
metaphor proves erroneous for the fact that rt is much cheaper and more envrronmentally
many past soaee: ... sound to eat vegetables, thereby cuttmq out one whole
.- stage of producuon, rather than consuming the animals
37 F PARAGRAPH 5
whrch graze on veqetanon. However, 1 believe that the
'These env1ronmental problems
maonty are not consoous of this. Figures should be made
include the same e1ght that
widely available showmq the savinqs to be made from this
undermined past sooeties, plus
four new ones ... ' option - both finanetal and ecological. From a young age,
~ children should also be taught this as an essential part of
38 D PARAGRAPH 6 the curriculum and to set an example, school meals should
... sorne of those {differences} often be redesigned to reflect a shift from meat to vegetables.
mentioned include our powerful A second measure would be financial. laxes can be put
technology (i.e. its beneficia/ on meat to make it a luxury rtern to be ea ten fairly rarely,
effects) ... We a/so differ from past at most three of four times a week. rather than two or
societies in some respects that put three times a day as is the practice in many parts of the
us at greater risk than them: again, developed world. There is. however, a danger in too much
our potent technology (i.e. its , interference in people's choice. lt is often the case that
unintended destructive effects) ... resistance builds up aqamst lectunng and fiscal penalties,
39 E PARAGRAPH 6 meaning that people will react by ignoring all the advice.
'We shouldn 't be so nai've as to Perhaps a compromise position would be to encourage.
think that study of the past will tess wastage in food production and retail, particularly rn
yield simple solutions, directly the developed world. Huge amounts of perfectly usable
transferable to our soaeues today.' food are thrown away by households and restaurants
40 A Only A sums up the argument. The and supermarkets. Less wastage would mean less food
issues mentioned in B, C and D are production in the first place.
either not referred to in the passage
or form only a small part of the Test 6
argument.
SECTION 1
1 Moonfleet 2 f1elds 3 shops
4 summerhouses 5 nver 6 dining
Task 1 Model answer 9 parking 1 O agent
7 sea 8 garden
The graph shows the average weather condiuons in one
reg1on of East Africa. lt shows that there are s1gnificant
SECTION 2
differences in the average monthly preci~itation and sorne 14 B
11A 12B 13(
variat1on in temperature. The range of ramfall figures 19/20 B/E
15/16 B/D 17/18 A/C
ts very large a cross the year (from approx1mately f ive to
280 m1llimetres) whereas the temperature only fluctuates
SECTION 3
by three degrees, from 20.5-23.SC. f 21 A 22 B 23 A 24 e 25 B
Broadly speaking, in this region penods of h1gh rai~ a 11 28 A 29 D 30 e
26 B 27 B
tend also to be periods of slightly hotter weather, wit~ two
noticeable peaks m the year. Temperatures ar~ fa_irly ht~h
SECTION 4
in March and April (just over 23(). which coincides with
31 (very) thin 32 court documents
a time of very heavy rainf all (wrth a top figure of 280mm 33 high-qualtty 34 buned 35 th1ckness
in April). Both ramfall and temperature figures fall "' t~e
-
36 bleached/whitened 37 dialect 38 basehne
middle of the year (to a yearly low of 20 SC, and JUSt we 39 evolut1on 40 trade routes
mm of rain 1n July).
ANSWER KEY
-__,----r~~~;;----
T
PARAGRAPH 9 describe: the
popularity of f abnc d~s1gns
originally used for a simple wrap,
use of beads for accessory
an d .
READING PASSAGE 1 items and eventng wear.
1 la beis PARAGRAPH 1
'During the 7 950s ... There were no
celebrity designers or m~dels, nor READING PASSAGE 2
were there any l.aQfils ... PARAGRAPH H .
H
2 bargain PARAGRAPH 1
14 'This r~2Qrt. th~r~fQre, is W!.!'11.1red
'even ... high-society women ...
were proud of getting a bargaio'
"
a sustainable commumty, ...
ound the ind1v1dualcomponents of
I
5 masculine PARAGRAPH 4
'In India too, contours became
17 e PARAGRAPH C
'... the development of job
more ms~yline ...
I
opportunities in ~~e
railway industry,
6 showy PARAGRAPH 5 and in a /arge, mtl1tary ordnance
'designers decided to get ~ was the spur to Didcot's
r
themselves noticed by making expansion.
~outfits ...
I
18 1 PARAGRAPH 1
ANSWER KEY
,..----.- PARAGRAPH F 33 A PARAGRAPH 6
-
---
Q!.!bli~ f inan~e. history.
2
low cosV PARAGRAPH G 34 e PARAGRAPH 7
affordable ... the requirement for developers tinqurstic elements may build on
that forty percent of the units in a human reasornnq We perceive the
new housmg development should be world in a certam way before we
IQW ~QS1 bsmes ... ' learn to speak.
i.---
25
infrastruc- PARAGRAPH H 35 e PARAGRAPH 8
ture 'The Government's Sustainable Notes that middle ear infections
Communities Plan seeks a holistic are common among mdrqeoous
approach to new urban development Austrahan children and therr
in which ... infrastructure of all language lacks sounds wtuch would
kinds are carefullyplanned and be difficult to hear, given an ear
delivered ... ' infection. There may be a cause-
....--
strategic PARAGRAPH 1 and-effect relationship here .
26
master plan 'discussionswith the local 36 B PARAGRAPH 9
community ... as well as other 'tevinson and Evans are not the
stakeholders, will be undertaken ... first to question the theory of
and will lead to the development of a universal grammar, but no one has
strategic master glan. ' summarised these ideas quite as
persuasively'.
READING PASSAGE 3 37 D The passage compares in an
y PARAGRAPH 1 says that one of objective manner the differing views
27
the most influential ideas is that of of linguists.
universal grammar which prevailed 38 B PARAGRAPH 2
from the 1960s for the next five '... Arrernte ... has VC syllables but
decades. no CV syllables. '
28 N PARAGRAPH 2 shows that 39 A PARAGRAPH 3
'linguists have identified many 'otnets. such as Lao ... have no
universal language rules. However, .. adjectives at ali.'
there are almost always exceptions. ' 40 D PARAGRAPH 4
29 y PARAGRAPH 3 confirms that sorne 'Even apparently indisputable
linguists are controversia! in arguing universals have been found
that languages, such as Straits lacking. Ihls includes recursion ...
Salish do not even have distinct Amazonian Piraha does not have
nouns or verbs. this quality.'
30 NG Although the passage tells us
that sorne linguists are pleased
to move away from the search
for universal language rules. it Task 1 Model answer
does not say if this is a majority The plans show the changes to a health centre ove~ the
of linguists. last six years. Since 2005, the centre has expanded rn a
31 N PARAGRAPH 5 number of different ways. Firstly, an extension has been
The Evans and Levinson ideas added to accommodate a minor operations room. Also,
suggest that human brains are the interior has been s1gnificantly remodelled. In 2005,
-
different depending on the there was a large entrance area with wide doors anda
language environment. lot of open space for waiting, with the reception desk in
32 y the middle. There were only three consulting rooms and a
PARAGRAPH 5
... evety time a language ~ecomes physiotherapy room. Thrs room has stayed the same size
--
extina. humanity loses an imoottsnt but the consulting rooms have been made smaller and
piece of diversity.' increased to four in number. The office has been made
ANSWER KEY
-
38 site/location/place
36 grass 37 solar
srnaller and the reception desk put in front of it. A children's 40 wornen
play area has been added in the comer near the entrance. 39 walls
Outs1de there have also been changes. The car park has
bcen expended wrth room for 18 more cars. The garden is
decrea!>ed in size to accommodate the extra parking space.
REA DING PASSAGE 1
Task 2 Model answer PARAGRAPH 3
1 hot tar
' ... b.Q1..1! onto w~ich a /ayer of
In many parts of the world, and in many different sectors,
stone chips was teid - became
more and more people are staying at home rather than
known as "tarmacadam" ...
-
r
cornmutinq to work.
. Opponents of home-working say that being together 5/five cm/ PARAGRAPH 3
2 'lmmediate/y above this ... and ...
in a ~orkplace with colleagues is an important part of centimetres
keep1_ng people healthy and happy. Stayinq at home, never compacted to a thickness of just fiYf
meeting people can lead to depression. They also say that,
from a professional point of view, it is important to spend
~otim~tre.s '
PARAGRAPH 3
-
3 water
time in formal and less formal situations with co-workers. ... stone dust mixed with water .. .'
Although it is argued that interaction can happen via PARAGRAPH 2 says that new roads
computers, especially with a visual element such as video 4 F
were generally of inferior quality,
conferencing, they don't believe this can ever replace face and that the achievements of Roman
to face contact. builders were largely unsurpassed
For me, the advantages of working from home more until the eighteenth century.'
than outweigh the disadvantages. Firstly, many workers
prefer home working, saying they function more effectively NG Although PARAGRAPH 4 states that
5
because they can relax, without the pressure and waste privately owned toll roads were built
of the long commute. With new technologies placing in the nineteenth century, it does not
comrnent on who could afford to
people in the same room metaphorically, it is becoming
much easier to do this. With less travel there is a smaller use them.
carbon footprint. although this is a claim which has yet to 6 T PARAGRAPH 5 confirms that the
be preved because many people choose to live in remoter advent of heavy traffic meant that
areas and car use is not significantly reduced when working roads were inadequate:
at home. ', . . tbe ever-increasing use of motor
Finally, what clinches the argument for me is the fact vehicles threatened to break up
that working at home enables many people to join the roads built to nineteenth-century
workforce who would not otherwise be able to do so. standards ... '
This option is particularly liberating for women because 7 NG Paragraph 7 details the development
they often have more caring responsibilities. of high speed roads but does not
To sum up, 1 believe strongly that working from home is mention the use or non-use of speed
the f airest and most efficient option for most people. restrictions.
8 Roma ns PARAGRAPH 8
Test 7
'The development by the Romans of
the arched bridge ... r
9 stone PARAGRAPH 8
SECTION 1
1 terminal 2 Pantera 3 east 'Most were built of ~ ... '
4 07765 328411 5 hotel (restaurant) 6 raincoat 10 light PARAGRAPH 1 O
7 (walking) shoes 8 Mountain Uves 'Sucb bridges are nevertheless
9 chocolate(s) 1 O (a) calendar li9b1 .. .' -
11 longest PARAGRAPH 1 O
SECTION 2 'The 1998 Akashi Kaikyo Bridge in
11 C 12 B 13 A 14 A 15 e
20 E Jap~n has aspan of 1,991 metres.
16 B 17 F 18 B 19 D
wh1ch is the IQng'st to date.' ~
12 steel
PARAG RAPH 11
SECTION 3
21/22 ND 23/24 B/E 25/26 B/C 'Cantilever bridges ... exploit the
27 C 28 B 29 D 30 F potential of ~ construction. ...:__
13 stable
PARAGRAPH 11
SECTION 4 'Although the suspension bridge ~an
31 rainfall 32 air/plane 33 freezing span a wider gap, the canti/ever is
--
unsuccessful 35 cheap/inexpensive relatively~ ... r
......
34
ANSWER KEY
fAOING PASSAGE 2
~.-- PARAGRAPH B 25 shape/ PARAGRAPH G
14 e growth
Homo neanderthalensis lived n 'The newly evo/ved regions of DNA
Europe and parts of Asia. as did a/so mclude a gene called RUNX2,
Horno sapiens. which controls booe growth. That
~- PARAGRAPH B may account for d1fferences in tbe
15 B ~ of the skul/.. '
... interlopers in the form of Homo 26 1 i ttle-f i nger PARAGRAPH G
sapiens, who were spreading out bon e
from Africa. 'Another of hls teams has revealed
~~ the existence of a h1therto
t6 A PARAGRAPH B
unsuspected species of human,
. . . the arnva/ of Homo sapiens using mitochondria/ DNA found in
in a region was always quickly a little:finger bone.
followed by the disappearance of
-
17 e
Neanderthals.
PARAGRAPH E tells us that
the two species, i.e. Homo
READING PASSAGE 3
27 y
PARAGRAPH 1 tells us that
neanderthalensis and Homo sapiens the f irst commercial fishermen
were inter-fertile. cast their nets and hooks over a
thousand years ago.
18 A PARAGRAPH E says that y
28 PARAGRAPH 2 supports the
' ... no Neanderthal mitochondrial
statement by stating that, in general,
DNA has turned up in modern
humans.' we view the oceans as something
which should be open to all.
19 D PARAGRAPH D explains the change 29 N PARAGRAPH 2 contradicts the
in thinking about the relationship statement when it says that
between the two species: '... most marineproteaeo areas
'Previous genetic analysis ... had al/ow some fishing to continue.
suggested no interbreeding between
30 NG The passaqe focuses on ways of
Neanderthals and modern humans.
The new ... examination ... shows protecting supplies of fish; it does
this conclusion is wrong. ' not discuss the option of hmiting
consumer demand.
20 B The final sentence of PARAGRAPH 31 N PARAGRAPH 4 makes it clear
B explains that we do not yet know
that destruction of the variety of
why the arrival of Homo sapiens in a " mammals has been much easier
region was always quickly followed by than their recovery will be to
the disappearance of Neanderthals. manage.
21 G PARAGRAPH G says that Neanderthals D
32 The writer means that pleas from
and modern humans share the same fisheries' managers for more time
version of a gene which is involved in to make their models work, delay
the ability to speak. action which might lead to real
22 A PARAGRAPH A sets out the success.
groundbreaking nature of the . 33 e None of the statements A, B or D
analysis by Svante Paabo and his is supported by the passage, but in
colleagues. PARAGRAPH 5 the writer says:
23 E PARAGRAPH E notes that it is 'Ibe Common Fisheries Policy
exemplifies the worst pitfalls: flawed
strange, 'the: no Neanderthal
mode/s .... ' Which agrees with
mitochondrial DNA has turned up
statement C.
in modern humans, sin~e th.e us~al
pattern of invasion in h1stoncal times 34 A In PARAGRAPH 6 the writer says:
was for the invaders' males ,to mate 'We can go a long way to a.voi~ing
,_ with the invadeds' fema/es. this catastrophic mistake w1th simple
24 common-sense management r
in ter- PARAGRAPH E thus supporting statement A.
breeding . even after severa/ hundred
-
Statements B. C and D are
/crossbreed- th~usand yeers of separati~n., the contradicted in the passage.
ing two species were inter-fert1l.e.
ANSWER KEY
-
35 B Task 2 Model answer .
PARAGRAPH 1
lt IS WI d e1 Y agree
d that a happy and stable
relat1onship 1-
'b.y the nineteenth century it was 11
marnage is the bedrock of any commu~1ty, wnh a greater
stil/ felt, iustifiably, tbet the plentiful
resources of the sea were ... beyond likelihood of responsible partners, ~n~ '~ c~1ldren result,
the ~ach of fishing, and so ~ harmonious families. Because ~f thi~, 1t is important to
~as httJe need tQ restrio fbiog Q[ support the institution of mam~ge in ev~~ way Possible.
~reate R(Qte~ted sueas, One important question in relation ~o this is: at what age
36 F should couples be allowed to marry.
PARAGRAPH 1
There are a number of reasons for rnakmq the minimul'll
. mo.dern fisbing te~hoQIQgies
legal age for matrimony as late as possible. Many would
lea ve f1sh no place to bide ...
37 D argue that people in their 20s are able to make much more
PARAGRAPH 1 rational and informed decisions than teenagers can. Older
'... the only refuges from fishing are people will have seen enough of the world to ~now that
those we deliberately creete'
that the feelings they hold for someone ~t. given moment
PARAGRAPH 5
may not last. They will realise that superficial characteristics
'creating marine reserves ... has
like physical beauty or sporting prowe~s ma~ not be the
been tried and refined for the test
fifty years. ' only ones to bring happiness in a r~lat1on.sh1p. Older
38 1 couples are likely to give more consideration to 1s~ues such
PARAGRAPH 1 as income and job prospects, but also to less obv1ous but
'... the sea trails far behind the ~
important personality traits such as tolerance. kindness or
in terms of the area and the quality
of protection given.' moral strength.
However, other people contend that it is unrealistic to
39 H PARAGRAPH 5 make couples wait until their 20s befare marrying. They
'To some people, creating marine suggest that as soon as the boy and girl have reached
re:erves is en admission of failure.' puberty they should be allowed to marry. To prevent
40 e PARAGRAPH 6 them doing so would result in resentment between the
'lf we don't break out of this ~ generations. frustration and an increase in the numberof
of failure, humanity will lose a unsupported pregnancies. lf married teenagers are given
key source of protein, and much enough help and support, they can have chlidren when
more besides. Disrupting natural they are young and healthy enough to enjoy them.
ecosystem processes ... could have Taking into account both these sets of arguments, 1 feel
ramifications for human life itself. ' that 21 is probably too old but that 18 should be made
the legal mnimum at which couples can marry.
General training
Task 1 Model answer
Readin~
The pie charts indicate that there are sorne major
SECTION 1
differences but afso a number of similarities in the
proportion of time younger and older peopfe spend on 1 E 'Pink, blue, green, si/ver or brown -
six different activities in the Internet. please state preference.'
The most noticeable difference relates to the most 2 B 'this set is suitable for a broad range
popular activity for each of the groups. Social networking of sizes'
is the most favoured activity for the younger group, 3 E
accounting for 24 percent of their time on the Internet. 'This tem is not available for
This contrasts with just eight percent spent on this by overseas delivery'
4 D 'foral/ young children who want
60 to 70 year olds. The largest percentage of Internet time
for older users (29 percent) was spent on making bookings, to copy adults and do sorne real
for example for travel, while for younger users this was woodworking.'
their least popular activity. at just five percent. 5 A 'A great product for keeping
In other activities there were surprisingly similar young children entertained in the
percentages for the two groups. Bo~h groups spent a bath. ' (implies the product 1s made
fairly large amount of time researching, for example, to be used in water) _
health matters (26 percent for older people, 20 percent 6 F
'A great creative kit for making an
for younger). The younger ~ge gro~p spent 2 ~ percent adorable ballerina do//.' -
of their time accessing muste and films but th1~ was only 7 e
four percent more than the older age group. Finally, there 'This smal/ xylophone ... -
8 F
was only two percent difference betwee~ the ~wo groups The letter tells us in PARAGRAPH 1
in the proportion of time they spent buyinq thinqs on that the Campbell Hotel 1s 'one of .
the Internet. Scotland's oldest family-run hotels.
ANSWER KEY
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----r
9
PARAGRAPH 2 says 'We beve
reserved a twin room for you ...
22 online
networking
PARAGRAPH 4:
... Qnline oetwQrking, using
In the UK. a twin room means a corporate sites such as Linkedln,
room with two beds. has a/so given employees tbe ability
V- NG The letter does not say whether to liaise with
,
people doing similar
10 prices will be reduced or not for work ...
guests who do not have breakfast. 23 building PARAGRAPH 5
....---- PARAGRAPH 3 says 'We are trade '/For people who 're working in
11 T
currently offering a special rate for digital media it's everything}, but
Sunday nights - f 25 per person ... ' in the building trade it's almost
(as opposed to the fSS normal pointless ... '
rate). 24 formal PARAGRAPH 7
---
12 T PARAGRAPH 4 of the letter informs
guests that: 'Check-in is from
courses 'Apart from on-the-job training,
there are self-help books ... as well
2 p.m ... .' as formal courses.'
~ 25 Staff PARAGRAPH 7
13 NG The letter does not indicate whether
dinner in the Loch Restaurant must Development ... decide what their genuine
I
then the first night will be charged shadowing can give you a more
in iuli.' rounded view of tbe organisation.'
27 targets PARAGRAPH 1 O
SECTION 2 'One of the key ski/Is is dealing
with your boss, and part of tbet is
15 website PARAGRAPH 2 knowing what your boss is being
'Check our website to learn about judged by. They al/ have targets ... '
volunteer positions
, available in
your area. SECTION 3
16 officer PARAGRAPH 3 28 111 PARAGRAPH A
'Contact the DNR officer who is describes the wide range of
designated for the project ... ' e
geographical areas in which the
17 schedule PARAGRAPH 4 Spotted Flycatcher has been
'Arrive on time (ora little early) to observed at different times of
work on the project for which you the year.
registered to work. The schedule 29 V PARAGRAPH B outlines records kept
you agree to is important: be sure in the eighteenth century of very
to cal/ if you will be absent or need regular patterns of the bird's arrival
to leave early. in England and compares this with
18 public PARAGRAPH 5 bullet point 1 modern records.
'/f working with tbe public in your 30 i PARAGRAPH C shows how the
volunteer position, al/ questions female undertakes most of the nest
from them ... are to be passed on building and incubation, but that
to your supervisor.' the male ensures the eggs are kept
19 opinion PARAGRAPH 5 bullet point 1 warm while the female leaves the
'Avoid expressing a personal nest to feed.
,
~ opinion. 31 VIII PARAGRAPH D does briefly refer to
20 hours PARAGRAPH 5 bullet point 2 predators, but mainly describes the
Keep a note of your ~ ... turn way the parent birds care for the
....__ in your records to your supervisor. ' chicks in the early days .
21 needs PARAGRAPH 5 bullet point 3 32 IV PARAGRAPH E describes the way the
'Yout supervisorwill be happy to birds change their insect-catching
discussany concerns that you may pattern according to changes in
have, as well as any special~ ...
I
temperature.
ANSWER KEY
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have two younger brothers. 1 thought you might
33 ix
PARAGRAPH F outhnes the As you estions about what he would enoy.
appearance of the brrd and other have sorne sugg a couple of boo ks J asrrune
would be
means of rdennhcauon. lf you cou Id c h oo Se f h
d money to cover the cost o t e books
34 vi1 veryd happy to lshenopeyou don't rnrnd my asking you to do
PARAGRAPH G shows the work an postage. , yth' 1
being carned out to gather and this. and d o 1 et me know tf there s an ing can send you
understand data on dechmnq from here to say thank you.
numbers as a f1rst step towards
conservauon. Best wishes
35 drab/dull Sasha
PARAGRAPH A: 'Oespite its
rather <iY.ll plumage Task 2 Model answer
PARAGRAPH F: 'The Spotted Unquestionably there are many more cars on the roads
Flycatcher lacks the more brightly now than there were even ten years ago but whethe: there
marked plumage of many other are 1QQ many, and they are ruining our urban areas, rs a
buds, and . . . it can be m1staken for matter of sorne dispute. . .
another, equal/y -@b soecies ... ' The main arguments against this point of v1ew are as
36 perch PARAGRAPH F: ' ... se/dom seen on follows. Firstly, we cannot clai~ ~hat there are too many
the ground, but usual/y feed from cars in a given place if the majority of people there feel
a~ making sallies after aerial the numbers are acceptable. Secondly, rt is wrong to
insects.' deprive people of the right to drive their ow~ c~rs. P~blic
37 family PARAGRAPH F: ' ... it is rare to transport is often so poor that it is not a realistic optron
see severa/ Spotted Flycatchers Only private cars can enable people to go about their daily
together unless they happen to be lives efficiently and comfortably. for example, commuting
a family ... ' to work and going shopping. Thirdly. in most urban areas,
38 snapping PARAGRAPH F 'the audible snapping even the most congested ones, it is still possible to drive
sound sound that the bill sometimes round fairly easily. Buses and bicycles often have special
makes when the bird snatches lanes so all forms of transport can co-exist happily together.
an insect from the elr.' However, 1 feel strongly that there are too many cars in
39 D PARAGRAPH A tells us that the birds our towns and cities. Roads are becoming more dangerous,
have been sighted in the northern with many more serious road accidents occurring, affeding
hemisphere (Britain) and the everyone, including those in cars. Pedestrians and cyclists
southern hemisphere (Africa). (D). have less and less space and freedom to move safely.
Statements A. B and e are Another point to consider is that large numbers of cars
contradicted in PARAGRAPHS A are causing severe pollution, making the air of our cities
and B of the passage. unpleasant.jit times. almost unbreathable. There has
40 B PARAGRAPH D confirms that the been a sharp rise in the number of people suffering from
nest may be used for more than one respiratory diseases. and old and valued buildings are being
brood (B). destroyed by chemicals from car exhausts.
A cannot be chosen as PARAGRAPH Th.us, alth~ugh many people fiercely defend the right of
C describes the nest as 'delicate'. choice to dnv~ cars in cities, 1 believe steps should be taken
C and D are also contradicted in to. r~duce their number befare they end up taking over and
PARAGRAPH C. ruming our urban environments.
- ANSWER KEY
1
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