Copyright 1996

School of Language and Literacy Education, University of South Australia

This pulication is copyright! E"cept as e"pressly provided in the Copyright Act
196# and
suse$uent a%end%ents, no part of this pulication %ay e reproduced y any
%eans &including
electronic, %echanical, %icrocopying, photocopying, recording or other'ise(
'ithout prior
'ritten per%ission of the copyright o'ner!
)S*+ ,#6#,- 1./ 9
AC0+12LE34E5E+TS
The authors and pulisher 'ould li6e to e"press their gratitude to Stephen Slater
their editor and
to 7ran6 8ac6enha% for page layout, typesetting, visuals and editing assistance!
Than6s to9 all
teachers and students at CALUSA 'ho helped to trial the test practice %aterials,
in particular
Steve Coo6, :oan Toella and *arara ;eichert< to the students of EL8,
Universitas )sla% )ndonesia
for their assistance 'ith trialling %aterials< the follo'ing people for their
assistance 'ith the
recording of Listening and Spea6ing Test %aterial=8ehr Araha%sson, 0irill
8ogorelov, 5aria
5aha%ood, ;achael 0ir6ha%, ;ose%ary 8i%lott, 8eter 7or'ard, Alison *an6s,
5andy ;ego,
4raha% ;oss, +eil Lo', 8eter Co'ling and Shane 5cCarthy! 7inally, than6s to
copyright o'ners
for per%ission to reproduce copyright %aterial!
Cover design y Caroline ;annerserger!
Line dra'ings on pages 1#,19,/., /9, -1,-/ y 5idori +a6a%ura and page 9- y
8eter 7or'ard!
&&1>Art clip art and Australian ?eritage )llustrations y +e' ?ori>ons!
Set in 8ala*no using 8age5a6er @!,!
Aaptinted y 8rinting and 8ulications Unit, University of South Australia!
Contents
The%es!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!/
The )ELTS Test!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.
Using this *oo6!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!6
?elpful ?ints!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!9!!!!!!#
Listening 8ractice Tests!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!9!!!!!!!!!!!!!!!!!!!!!!!!!1-
Test 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1@
Test /!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!/.
Test-!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!-1
;eading 8racticeTests!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!-B
Test 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!-9
Test /!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!.9
Test -!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!@9
Test .!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!6#
Test @!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!B#
Test 6!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!#B
Test B!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!96
Test #!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1,.
Test 9!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!111
2riting 8ractice Tests .........................................................................................1/1
Test 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/-
Test /!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/.
Test -!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/@
Test .!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/6
Test @!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/B
Test 6!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/#
Test B!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1/9
Test #!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1-,
Test 9!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1-1
SelfC;ating 4uide!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1-@
Spea6ing Tests!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1-B
Test 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1-#
Test /!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1.B
Transcriptions!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1@9
Ans'er 0ey!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1BB
Sources!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1#/
The%es C ;eading Tests
Title The%e
Test l
1 7inding the lost freedo% ;educing city traffic
/ ;ising seas The 'ar%ing of the EarthDs oceai
- +e' rules for the paper ga%e 8ollutionCfree paper %a6ing
Test /
1 ?o' to raise a right child Theories of childhood education
/ The value of driver training 3o driver training progra%s 'or
- ?u%an po'ered pu%ps for 8ri%ary technology in Africa
African far%ers
Test -
1 Traditional Eietna%ese %edical +atural food as %edicine
theory
/
-
The ne' supersonic oo%
CoChousing
*uilding the ne' Concorde
Sharing do%estic living space
Test .
1 That 5onday %orning feeling 5onday %orning is a health ris6
/ 3o%estic division of laour ?o' husands and 'ives share
household tas6s
- The 4reat *arrier ;eef A fragile ecology at ris6
Test @
2rap up your visit 'ith the 4ift giving in various countries
perfect gift
/ Earth$ua6es Causes and effects of
- 2hy 'e canDt afford to let Asia A ne' loo6 at food production
starve and distriution
Test 6
1 )ntellectual disaility Social responses to intellectual
disaility
/ 7uel cells9 /1st century electricity Efficient energy use in the future
- The ne' )ce Age Living in the Antarctic
Test B
1 Tools for to%orro'Ds Teleco%%unications
co%%unications
/ Characteristics of open and Studying 'ithout going to schoo
distance learning
- Associations provide therapy for The enefits of elonging to
society groups
Test #
1 Sustainale production ;ecycling
/ Searching the s6ies Loo6ing for e"traCterrestrial life
- The prole%s of %ature Ao Age discri%ination in the Ao
hunters %ar6et
Test 9
1 A different taste of things to co%e 7ood preferences
/ , 7ire tests 3iscovering ho' fires start
- F So%e %isconceptions aout E"a%ining ne' findings aout
Aoriginal Australia Aoriginal history
Title The%e
Test 1
1 Causes of inAury Types of inAury a%ong different age
groups
/ Eegetarianis% A %eatless diet for godd health
Test /
1 8opulation gro'th Co%parison et'een cities over a
/@ year period!
/ Training for safe driving The est 'ay to reduce traffic accidents
Test -
1 A 'aste disposal unit 3escription of the unAft and ho' it
'or6s
/ 7orests9 the lungs of the )%pact of the destruction of forests
earth life for%s
Test .
1 Leisure at ho%e ?o' people spend their free ti%e
at ho%e
/ Safety standards for 4overn%ent role in enforcing safety
uilding construction standards
Test @
1 2or6 ti%e to uy Changing a%ount of 'or6 needed!
to purchase consu%er ite%s
/ Children learn est y ?o' children learn
oserving adults
Test 6
1 Spending on civilian Co%parison of spending et'een
applications 'orld 'ide countries
/ Goos The value of 6eeping ani%als in >oos
Test B
1 1ne person households The rise in one person households
during a 1, year period
/ Co%pulsory education Education is vital for the future
Test #
1 2o%en today The status of 'o%en around the
'orld
/ Touris% Touris% as an i%portant source of
national revenue
Test 9
1
Sports inAuries
E%ergency treat%ent for unAuries
fro% different sports
/ 2ater Sufficient clean 'ater for the future
The%es C 2riting Tests
The IELTS Test
)ELTS %eans )nternational English Language Testing Syste%! )t is an
internationally accepted English language test 'hich assesses 'hether or not
your
English language s6ills are strong enough to co%%ence studying at a university
or at a vocational college in an English spea6ing country!
1ver .,,,,, candidates sit for the )ELTS test 'orld'ide every year!
The )ELTS test is not a test 'hich you can pass or fail! )ELTS tells you
so%ething
aout your English language 'ea6nesses and strengths!
There are . sutests=Listening, ;eading, 2riting and Spea6ing!
Hour result fro% each of these sutests is given individually on a scale fro% 1C9
and then all . scores are averaged to give the 1verall *and Score!
An outline of each 1verall *and Score is given elo'!
9 E"pert User! ?as fully operational co%%and of the language9 appropriate,
accurate and fluent 'ith co%plete understanding!
# Eery 4ood User! ?as fully operational co%%and of the language 'ith only
occasional unsyste%atic inaccuracies and inappropriacies! 5isunderstandings
%ay occur in unfa%iliar situations! ?andles co%ple" detailed argu%entation
'ell!
B 4ood User! ?as operational co%%and of the language, though 'ith occasional
inaccuracies, inappropriacies and %isunderstandings in so%e
situations! 4enerally handles co%ple" language 'ell and understands detailed
reasoning!
6 Co%petent User! ?as generally effective co%%and of the language despite
so%e inaccuracies, inappropriacies and %isunderstandings! Can use and
understand fairly co%ple" language, particularly in fa%iliar situations!
@ 5odest User! ?as partial co%%and of the language, coping 'ith overall
%eaning in %ost situations, though is li6ely to %a6e %any %ista6es!
Should e ale to handle asic co%%unication in o'n field!
. Li%ited User! *asic co%petence is li%ited to fa%iliar situations! ?as fre$uent
prole%s in understanding and e"pression! )s not ale to use co%ple"
language!
- E"tre%ely Li%ited User! Conveys and understands only general %eaning in
very fa%iliar situations! 7re$uent rea6do'ns in co%%unication occur!
/ )nter%ittent User! +o real co%%unication is possile e"cept for the %ost
asic
infor%ation using isolated 'ords or short for%ulae in fa%iliar situations and
to %eet i%%ediate needs! ?as great difficulty understanding spo6en and
'ritten English!
1 +on User! Essentially has no aility to use the language eyond possily a
fe'
isolated 'ords!
2hen you decide that you 'ould li6e to do further study in an English spea6ing
country, the university or college you apply to 'ill say 'hat %ini%u% score
you
'ill need in order to enrol in the course of study you have chosen! This score
'ill
proaly e et'een @!@ and B!,! So%e universities also re$uire a %ini%u%
andscore on a particular sutest, such as 2riting or Spea6ing!
The Listening and Spea6ing sutests focus on general English!
The ;eading and 2riting sutests are %ore closely related in content to
acade%ic
styles of English!
The subtests are always taken in the following order
L)STE+)+4
. sections, around .,
ite%s
-, %inutes

;EA3)+4
- sections, around .,
ite%s
6, %inutes

2;)T)+4
/ tas6s &1@, I /@,
'ords(
6, %inutes

S8EA0)+4
1,C1@
%inutes

Total Test Ti%e9 / hours .@ %inutes
Juestions %ost often as6ed aout the )ELTS test
3o K have to do all 4 sections of the test?
Hes you do! The 1verall score is calculated as an average of all . sutests!
If I don't get the score I need, can I do the test again?
Hou 'ill have to 'ait - %onths efore you can do another test!
?o' soon can I get my results?
5ost )ELTS test centres can give you your results 'ithin 1 'ee6!
7or further infor%ation aout the )ELTS test, you can refer to The IELTS
Handboo,
Using this *oo6
To the student
These - co%plete Listening tests, 9 co%plete ;eading tests, 9 co%plete 2riting
tests and / Spea6ing tests, have een prepared so that you can practise on your
o'n or in a classroo% 'ith the help of a teacher! They have een trialled 'ith
students at different levels and at language centres internationally! 7eedac6
fro%
trialling has een incorporated at each stage of develop%ent!
8rocedure for Listening, ;eading and 2riting Tests
3o these practice tests under strict test conditions!
Ti%e yourself carefully and do not use a dictionary!
Hou %ay photocopy the lan6 ans'er sheets at the eginning of each test
section
or use your o'n paper!
Hou can practise the tests in the correct order or select tests according to
the%atic
interest, using pages / and -!
Listening tests
)n each test there are . sections!
F All dialogues and instructions for each test are on the audio tape, cassette 1!
F 8lay the audio tape right through once 'ithout stopping!
F 2rite your ans'ers as you listen!
F 8hotcopy the ans'er sheet and practise transferring your ans'ers onto it!
;eading tests
)n each test there are - reading passages!
F ;ead the instructions carefully!
F Start at the eginning!
F 7ollo' the suggested ti%e for each set of $uestions!
F 8hotcopy the ans'er sheet and 'rite your ans'ers directly onto it!
2riting tests
)n each test there are / tas6s!
F ;ead the $uestions carefully!
F Ans'er oth tas6s!
F 7ollo' the suggested ti%e and length for each tas6!
8rocedure for Spea6ing Tests
F 2or6 through the e"ercises using the audio tape, cassette /!
F Use the transcripts at the end if you 'ant to listen to and read the intervie's!
F 8ractise 'ith a partner if you can!
This sy%ol appears in various places! )t is there to re%ind you to carry out
one or %ore of the follo'ing activities after you have finished a tas6 or a test!
Chec6 your ans'ers to the Listening, ;eading and Spea6ing tests using the
Ans'er 6ey at the ac6 of the oo6!
F ;ate your perfor%ance on the 2riting tas6s using the SelfC;ating 4uide on
pages 1-@ and 1-6!
F Carry out the ;eflection tas6s at the end of each sutest section!
To the teacher
)f the )ELTS test is ne' to you, you 'ill find the introductory description of the
test on pages . and @ useful! Hou 'ill proaly also 'ish to go through that
section
'ith your students to forestall so%e of their $ueries! )f your students have not
done the )ELTS Test efore you %ay find it helpful to go through a test, section
y
section in class, discussing the $uestion types at so%e length! Hou %ay also 'ish
to dra' your studentsD attention to the ?ints and ;eflections for each sutest and
discuss the% further as you thin6 necessary! ?ere are so%e $uic6 hints for you to
follo' as you prepare your students for the test using IELTS !ractice "o#.
Listening Tests
F 2or6 through one section at a ti%e efore doing a full test!
F 3o under test conditions so that students get used to hearing the %aterial once
only!
F 4ive students practice in transferring their ans'ers to separate sheets of paper
as re$uired in the real test!
F 4o over the ans'ers 'ith your class, playing the tape again to clarify any
difficult $uestions!
F 3iscuss strategies C ?o' to use the ti%e given to scan $uestions!
C 2hat to do if a $uestion is %issed or not understood!
;eading Tests
F Use The%es=;eading Tests, page /, for guidance as to the content of the
reading tests, in case you 'ish to concentrate on a particular the%e!
F 2or6 through one section at a ti%e, pointing out the different $uestion types,
efore doing a full test! 7ocus on the $uestion types your students find
difficult!
2riting Tests
F Set as ho%e'or6 tas6s or do in the classroo% under strict test conditions!
F 4ive the students ti%ed practice to help the% organise the%selves under test
conditions!
F 3o follo'Cup 'or6 on the particular aspects of 'riting you feel need
developing, such as understanding and ans'ering the $uestion, developing an
argu%ent, using appropriate register, i%proving sentence structure, or any
!other s6ills nor%ally re$uired for acade%ic 'riting!
Spea6ing Tests
F 3o the e"ercises individually or in s%all groups!
F 4ive students opportunities to practise all four phases
F ;e%e%er that your role as %oc6 e"a%iner 'ill e i%portant here in providing
authentic practice and relieving the stress that this sutest tends to cause!
F ?elp students to develop e"pressions 'hich are useful 'hen handling
hesitation or %isunderstanding!
F Use the transcripts to point out any features of conversational aility that
de%onstrate a candidate is co%fortale 'ith English in an intervie' situation!
?elp the students understand that the s6ills re$uired are useful, not Aust for the
test, ut for reading and 'riting in acade%ic conte"ts and for listening to and
spea6ing 'ith native spea6ers!
HELPFUL HINTS
Hints for Test Day
Eat a healthy rea6fast
Arrive at least half an
hour
efore the test starts
so you can re%ain cal%!
5a6e sure you 6no'
'hen and 'here
your spea6ing test is!
3onDt panic!
8anic %a6es you lose concentration!
5a6e sure you 6no' your candidate nu%er!
Listen carefully to all the instructions!
)f the roo% is too noisy, tell the teacher!
)f you canDt hear the
tape clearly
in the listening test,
tell the teacher!
3rin6 'ater!
3uring the rea6 et'een the
reading and 'riting tests,
leave the roo%, have a drin6 of
'ater and 'al6 around!
Hints for the Listening Test
Questions Hints







2hat if ) canDt hear
the tape very 'ellL
Hou should tell the
teacher i%%ediately!
2rite the% in the $uestion
oo6let! At the end of the
test transfer your ans'ers
to the ans'er sheet!
2here do ) 'rite
%y ans'ersL
Hes! 3onDt 'ait till the end
of the section ecause youDll
forget the ans'ers!
Should ) ans'er the
$uestions as ) listenL
2hat if ) %iss
a $uestionL
3onDt panic! 0eep going!
Hou %ay have a chance
to go ac6 to do it later!
Can ) loo6 at
the $uestions
efore hear the
dialoguesL
ThereDs ti%e efore each
section for you to loo6
ahead at the $uestions !
)s there
ti%e to chec6 %y
M ans'ersL
ThereDs ti%e to chec6 your
ans'ers at the end of each
section and at the end of the
'hole test!
Hints for the eading Test
Questions Hints





Can ) 'rite the
ans'ers in the
$uestion oo6letL
?o' can
)
use ti%e
Hints for the !riting Test
Questions Hints







Ans'er the tas6 you feel
%ost confident aout first!
)f Tas6 1 loo6s easier than
Tas6 /, do that first!
Should ) do 2riting
Tas6 1 efore
Tas6 /L
5y spelling is
'ea6!
2ill %y spelling
%ista6es ruin %y
A fe' spelling %ista6es
should not affect your score!
scoreL!
The ti%e lines are suggestions
only ut itDs 'ise to spend /,
%inutes on Tas6 1 and .,
%inutes on Tas6 $, since Tas6 /
is 'orth %ore than Tas6 1!
2hat if ) donDt
6eep to the
reco%%ended
= ti%esL MM
8encil is allo'ed ut %a6e
sure it is dar6 enough to e
easily read y the assessor!
)s it 10 to 'rite
in pencilL
r
Hints for the S"eaking Test
Questions Hints






8ractise spea6ing as %uch
English as possile in a
rela"ed and friendly 'ay!
3onDt rehearseN
?o' can ) prepare %yself
for the spea6ing intervie'L
As6 the intervie'er to
repeat the $uestion! 3onDt
panic!
2hat should ) do if
) donDt understand
the intervie'erL
As6 the intervie'er to
give you a fe' %o%ents
to thin6!
2hat if ) canDt thin6
of anything to say
! straighta'ayL .
The est spea6ing is a
natural conversation!
S%ile and enAoy yourself!
)s it etter to spea6
accuratelyL
2hat if %y
pronunciation is
not very goodL
Try to give your voice variety
of tone to sho' that you are
lively and interested!
LISTENIN# P$%TI%E TESTS
There are & listening "ra'ti'e tests
Time allo#ed for each test% &' minutes
*efore vou start
All the dialogues and instructions for each test are on the audio
tape!
2hen you are ready to egin the test, start the tape!
31 +1T ST18 T?E TA8E *E71;E T?E TEST )S 7)+)S?E3!
8hotocopy the ans'er sheet on the ne"t page and practise
transferring your ans'ers onto it!
2hen you have finished each test, chec6 your ans'ers 'ith the
ans'er 6ey on page 1BB!
L)STE+)+4 A+S2E; S?EET
8hotocopy this page to 'rite your ans'ers to each Listening test you practise!
Test nu%er9
Enter the nu%er
in the o"es and
shade the nu%er
in the grid!
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
/6
/B
/#
/9
-,
-1
-/
--
-.
-@
-6
-B
-#
-9
.,
*and Score Listening Total
LISTENIN# TEST (
SE%TI)N (
Questions 1-9
(uestions /C.
)rite your ans#ers in the s*aces *rovided.
E+am*le%
C158UTE;
,oom -.''
C158UTE;S )+
T?)S ;115
C158UTE;S 71;
USE 1+LH
5AO)5U5 T)5E
71; EAC? *110)+4
4.
18E+)+4 T)5ES
51+C7;T
SATCSU+
(uestions /01
2om*lete the follo#ing statements as briefly as *ossible.
@! To otain paper for printing insert
6! Auto%atic MMMMMMMMMMMMMMMMMMMMMMMMMMMM chec6s for co%puter virus!
B! *araraDs student nu%er isMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
#! To oo6 a co%puter, students have to 'rite theirMMMMMMMMMMMMMMMMMMMM
and MMMMMMMMMMMMMMMMMMMin the oo6!
9! +o CCCCCCCCCCCCCCCCCCCCCCCCCCCor MMMMMMMMMMMMMMMMMMMMin the co%puter
roo%!
SECT)1+ /
(uestions .'0.3
2ircle the correct letter.
E+am*le% *arara and ;icardo have
A passed their e"a%s
C finished their course
&*( finished their e"a%s
3 failed their e"a%s
1,! 2ircle the correct letter.
?o' %uch 'ill it cost each person for the riveroat tripL
A P-,
* P/,
C P/@
3 P@
11! 2ircle T)4 correct letters.
)ndicate the T21 reasons 'hy *arara and ;icardo decide +1T to go
horseriding!
A itDs too e"pensive
* they havenDt got the right e$uip%ent
C itDs too far a'ay
3 ;icardo canDt ride a horse
E they donDt 'ant to catch a us
1/! 4lide the correct letter.
?o' %uch 'as $uoted in the rochure for the hire of a %ountain i6eL
A P/, per day Q P1, deposit
* P1, per day Q P/, deposit
C P-, per day Q P1, deposit
3 P-, per day Q P/, deposit
1-! 2ircle the correct letter.
2here is the icycle hire placeL
1.! 2ircle the correct letter.
2hat is included in the hire chargeL
A hel%et, panniers and lights
* panniers and repair 6it
C hel%et and repair 6it
3 repair 6it, hel%et and lights
1@! 2ircle the correct letter.
2hat did *arara and ;icardo hireL
A *

c 3
16! 1+ the recei*t belo#, #rite in the correct total amount *aid by -arbara
and ,icardo.
;eceipt for *icvcle ?ire
A%ount received9
P
3ate9 MMMM 6 5une 66
SE%TI)N &
Questions (*+&,
(uestions 1BC/-
Loot at the statements numbered 1BC/-! 7s you listen, circle T if the statement is
true, 8 if the statement is false or " if there is no information given.
E+am*le%
All students have to 'rite an assign%ent T 7 &+(
1B! 2or6 e"perience is organised y the student T 7 +
1#! 2or6 e"perience is partCti%e 'or6 T 7 +
19! *arara has al%ost co%pleted her course T 7 +
/,! 2or6 e"perience is paid T 7 +
/1! The student has to 'rite a report aout the co%pany T 7 +
//! The co%pany has to 'rite a report aout the student T 7 +
/-! *arara has applied to other co%panies T 7 +
/.! 2ircle the correct letter.
A *arara felt confident that she 'ould e accepted y the co%pany
* The secretary assured *arara she 'ould e accepted y the co%pany
C *arara hoped she 'ould e accepted y the co%pany
3 *arara did not feel confident she 'ould e accepted y the co%pany
(uestions /@C-,
2om*lete the message belo#.
/@
5ESSA4E
+a%e
/6
/B
5iss 5s 5rs 5r 92ircle one:
Address +o
Street9
/#
Suur9 8orestville.
8ostcode9
/9 8hone9
-, *est ti%e to call9
SECT)1+ .
(uestions &.04'
-1! 2ircle the correct letter.
2hich is the %ost dangerous seat in a carL
A front left * front right
C ac6 left 3 ac6 right
-/! 2ircle T)4 letters.
7ro% the follo'ing list, 'hich T21 things have the greatest effect
on
the severity of inAury in a car accidentL
A age of driver
* lood alcohol level
C se" of driver
3 seating position
E 6ind of vehicle
7 age of vehicle
(uestions &&0&4
2hat T21 factors have previously een the focus of safe driver
educationL
--!MMMMMMMMMMMMMMMMMMMMMMMMMMMM
-.! MMMMMMMMMMMMMMMMMMMMMMMMMMM
-@! 2rite T21 'ords!
2hich 6ind of vehicle is the %ost dangerousL
(uestions &30&1
2om*lete the table belo# #ith information from the tal.
Speed
of car
&6ph(
8ercentage chance of inAury
re$uiring treat%ent at
1( scene of accident /( hospital
8ercentage
chance of
death
8assenger ./ 1,C/, 6,CB, -6!
3river -B!
B,

-,
-#!
-9! 6, ., ,
.,! 2ircle T)4 letters.
2hich T21 reasons are suggested to e"plain 'hy passengers are %ore at
ris6 than drivers, in an accidentL
A drivers auto%atically turn to the right
* drivers usually protect the%selves
C cars tend to turn to the right 'hen the driver ra6es
3 cars are not designed very 'ell
LISTENIN# TEST -
SE%TI)N (
Questions 1-12
2ircle the correct letter.
E+am*le%
Ale" has recently!!!
A started at university
* egun a ne' Ao

3
co%pleted university
finished 'or6
1! )rite your ans#er in the s*ace *rovided.
?o' long is the train trip to the cityLMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
/! 2ircle the correct letter.
2hat ti%e does Ale"Ds train leave the cityL
1,9-,
A
//9-,
*
1,91-
C
/,9-
,
3
-! 2rite your ans#er in the s*ace *rovided.
2here can the pulic see the su%arineL MMMMMMMMMMMMMMMMMMMMMMMMMMMMM
.! 2ircle the correct letter.
2hich is Ale"Ds current carL
A *

C
3
(uestions /03
"ame t#o inds of movies ;ohn #ould en<oy very much.
@MMMMMMCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
6!CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
(uestions BC//
2om*lete the form belo#.
8anora%a Ca%era Store
;epair 7or%
B! Custo%er na%e9 7le+
#! Address9
Ho#ell
1. 8ost code9
1,! Telephone nu%er9
11! 3ate ready for collection9
1/! 3ate custo%er 'ill collect9
SE%TI)N -
Questions .&0$'
7s you listen, fill the ga*s above the numbers. The first one, Wine Science, has been
done as an e+am*le
SE%TI)N &
(uestions $.0&.
/1 2ircle the correct letter.
2hat is TerryDs AoL
A Environ%ent ;eports 1fficer
* Environ%ent and ;esources 1fficer
C 1ffice 'or6er
3 University ;esources 1fficer
//! "ame T)4 sources of office *a*er #aste.
/-! "ame T)4 of the *a*er *roducts that are *roduced from recycled
office *a*er.
/.! 2ircle the correct letter.
Juestions /@C-,
8ill in the table belo#.
8aper categories 3efinitions
/@! paper paper used on one side only
/6! paper paper used on oth sides
scrap paper paper that is /B! or
/# and is other'ise
not useful
/9! paper
includes uffCcoloured envelopes and
-,!
-1 2hich 1+E 'ord does Terry use to descrie paper recycling as increasing in
popularityL
SE%TI)N .
(uestions &$04'
(uestions &$0&4
2ircle the correct letter.
-/ Technology is often descried as9
A develop%ent of innovation * generation of research
C transfor%ation of 6no'ledge 3 application of scientific ideas
--! 2hich part of the diagra% elo' is co%pared to scienceL
-.! 3evelop%ent is9
A processing an idea then controlling the product or service
* researching a product or service then developing an idea
C producing a product or service then selling it
3 generating an idea then turning it into a product or service
(uestions &/0&=
7ns#er >uestions -@C-# using +1 51;E T?A+ T21 #ords.
-@! 2hy is it that co%panies do not develop %ore ne' productsL
-6! 2hy is invest%ent in record players not reco%%endedL
-B! 2here can large research and develop%ent units still e foundL
-#! +a%e T21 places 'here co%%ercialisation assistance can e otained!
(uestions &104'
2ircle the correct letter
-9! The co%%ercialisation %ove%ent is9
A very popular * international
C national 3 innovative
.,! )s the spea6er opti%istic aout the future of the co%%ercialisation of science
and technologyL
A yes * no
C perhaps 3 does not say
r
LISTENIN# TEST &
SE%TI)N (
Questions 1-12
(uestions .04
2ircle the correct letter.
E+am*le%
The canteen closes at9 C
A -!.@ &*( .!,,
C .!-, 3 @!,,
1! The usiest ti%e is!
A 1,!-, * 11!-,
C 1/!-, 3 -!,,
/! The %ost popular dessert is the9

A chocolate crea% ca6e * stra'erry tart


C apple pie D 'rea/
'ake
-! Staff li6e9

A sand'iches * croissants


C rolls 3 hot %eal on a plate
.! 2hat do students do 'ith their dirty dishesL

3
A
*
C
(uestions /0.$
is )K10 listen, fill in the details on the re*ort #ith the information you hear.
@!
6!
B!
#!
9!
1,!
11!
1/!
81L)CE ;E81;T
Surna%e
Address ,ose street
Suur
8assport no
Ti%e lost -et#een and
*us no!
2here else reportedL
2hat else %issingL
SE%TI)N -
Questions (&+--
-elo# is a summary of 7dam and Sue's conversation. 2om*lete the summary by
#riting
4"E suitable #ord in the numbered s*aces.
As a solicitor, Sue advises people aout their 1-CCCCCCCCCCCCCCCCin %any different
topic areas! 1ne of the %ost interesting areas for overseas students is
1.MMMMMMMMMMMMla's! 8eople are often surprised to find that you are not allo'ed
to ring 1@MMMMMMMMMMMMinto Australia ecause in %any countries custo%s
regulations pay little attention to this %atter! They attach %ore i%portance to
16MMMMMMMMMMMMand 1BMMMMMMMMMMMMM! ?o'ever, in Australia, you canDt even
ta6e 1#MMMMMMMMMMMMfro% one state to another! )t doesnDt %atter 'hether you are
travelling y 19MMMMMMMMMMMMor y /,CCCCCCCCCCCCCCCCCCCThere are /1! C
MMMMMMMMMMMMMMMMMMMMMMMM
to re%ind you not to ring in any fruit! This is ecause of the need to protect
//MMMMMMMMMMMMagainst pests!
SE%TI)N &
Questions -&+-0
7ns#er each of the follo#ing >uestions #ith "4T ?4,E TH7" T)4 #ords.
/-! 2hat 'as the Eietna%ese student ringing inL
/.! 2hat %ust every passenger co%ing into Australia signL
/@! 3id the student ad%it that he 'as carrying food in his luggageL
/6! 2hat %ade it difficult for hi% to understand the officerDs $uestionsL
/B! 3id he get his visa at the ti%e he needed itL
/# 2ho %ight have done his pac6ing for hi%L
/9 2hat did his %other proaly 'ant to doL
SECT)1+ .
(uestions &'0&=
2om*lete the advice belo# by #riting "4 ?4,E TH7" TH,EE #ords in the
s*aces
*rovided.
-,! 2hen you go out, re%e%erCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
-1! 3onDt 6eep CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC at ho%e!
-/! 3onDt let other people see you 'ithCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC!
--! Carry yourMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM 'ith you at all ti%es
'hen a'ay fro% ho%e!
-.! +ever leave your car or icycleMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
-@! 2hen you go out at night 6eep toCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
-6! 1nly go out 'ith peopleCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
-B! 2hile you are settling in, it is etter to go outMMMMMMMMMMMMMMMMMMMMMMM
-#! +ever get intoMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM!
efle'tions on the Listening Test
After you have finished each Listening test, chec6 your ans'ers in the Ans'er
0ey on page 1BB, then 'or6 through these reflection tas6s! Thin6ing aout each
test and recalling ho' you felt efore, during and after it, %ight help you 'hen
you eventually ta6e the )ELTS test!
1! 2ere you pleased 'ith your perfor%anceL
yes no
/! ?o' did you feel aout the listening testL 2as it
easy not too ad difficultL
-! ?o' %uch of 'hat each spea6er 'as saying could you follo'L
all of it %ost of it very little
.! ?o' 'ell could you understand the vocaulary in each test
easily reasonaly 'ell 'ith difficultyL
@! )f you got less than a perfect score, identify the sections of the test 'here
you had prole%s! Locate each section in the transcript and thin6 aout 'hy
you had prole%s! 2as it to do 'ith9
a rate of speechL
un6no'n vocaularyL
c unfa%iliar accentL
d not understanding the $uestionL
e nervousnessL
f otherL
rate of speech9 )f one, or %ore than one of the spea6ers spo6e too fast for
you, listen to that part of the recording again! 7irst, concentrate only on that
section and see if you can follo' the spea6er! Listen once, 'ithout reading
fro% the transcript! Then, chec6 the transcript!
un6no'n vocaulary9 )f there 'ere 'ords you didnDt 6no', find any
un6no'n vocaulary in the transcript and then loo6 up these 'ords in a
dictionary, or as6 so%eone!
nervousness9 5any people suffer fro% Dtest nervesD ut those 'ho do 'ell in
tests are people 'ho control their nerves rather than letting their nerves
control the%! 2e all 6no' aout and proaly even have our o'n %ethods
for coping 'ith an"iety! )f you eca%e nervous during the practice tests, try
to understand 'hy! 2hen you feel you can identify so%e reasons, %a6e a list
of so%e of the 'ays you %ight reduce the stress of ta6ing a test! Thin6 aout
ho' you can control your an"iety, 'hen you eventually sit for the )ELTS test!
E$DIN# P$%TI%E TESTS
There are 0 reading "ra'ti'e tests
Time allo#ed for each test% 3' minutes
*efore you start
8hotocopy a reading test ans'er sheet on the ne"t page!
2rite your ans'ers on the ans'er sheet!
2hen you have finished each test, chec6 your ans'ers 'ith the
ans'er 6ey on pages 1B#C1#1!
;EA3)+4 A+S2E; S?EET
8hotocopy this page to 'rite your ans'ers to each ;eading test you practise!
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
/6
/B
/#
/9
-,
-1
-/
--
-.
-@
-6
-B
-# D
-9
.,
.1
./
.-
..
*and Score ;eading Total
5odule ta6en9 Test nu%er9
Enter the nu%er
Acade%icin the o"es and shade the nu%er
4eneral Training in the grid!

;EA3)+4 TEST 1
(@ESTI4"S .0.4
Aou art advised to s*end about ./ minutes on (uestions .0.4 #hich refer to
,eading
!assage . belo#
;EA3)+4 8ASSA4E 1
1 The private car is assu%ed to have 'idened local co%%unity! As fe'er children and adults
our hori>ons and increased our %oility! 2hen use the streets as pedestrians, these streets
'e consider our childrenDs %oility, they can eco%e less sociale places! There is less
e driven to %ore places &and %ore distant opportunity for children and adults to have the
places( than they could visit 'ithout access to a spontaneous e"changes that help to engender a
%otor vehicle! ?o'ever, allo'ing our cities to feeling of co%%unity! This in itself %ay
e do%inated y cars has progressively eroded e"acerate fears associated 'ith assault and
childrenDs independent %oility! Children have %olestation of children, ecause there are
lost %uch of their freedo% to e"plore their o'n fe'er adults availale 'ho 6no' their
neighourhood or city 'ithout adult neighoursD children, and 'ho can loo6 out for
supervision! )n recent surveys, 'hen parents in their safety!
so%e cities 'ere as6ed aout their o'n
childhood e"periences, the %aAority @! The e"tra traffic involved in transporting
re%e%ered having %ore, or far %ore, children results in increased traffic congestion!
opportunities for going out on their o'n, pollution and accident ris6! As our roads
co%pared 'ith their o'n children today! They eco%e %ore dangerous, %ore parents drive
had %ore freedo% to e"plore their o'n their children to %ore places, thus contriuting
environ%ent! to increased levels of danger for the re%aining
pedestrians! Anyone 'ho has e"perienced
/! ChildrenDs independent access to their local either the reduced volu%e of traffic in pea6
streets %ay e i%portant for their o'n hour during school holidays, or the traffic Aa%s
personal, %ental and psychological near schools at the end of a school day, 'ill not
develop%ent! Allo'ing the% to get to 6no' need convincing aout these points! Thus,
their o'n neighourhood and co%%unity there are also i%portant environ%ental
gives the% a Dsense of placeD! This depends on i%plications of childrenDs loss of freedo%!
Dactive e"plorationD, 'hich is not provided for
'hen children are passengers in cars! &Such 6! As individuals, parents strive to provide the
children %ay see %ore, ut they learn less!( est upringing they can for their children!
+ot only is it i%portant that children e ale to ?o'ever, in doing so, &e!g! y driving their
get to local play areas y the%selves, ut children to sport, school or recreation( parents
'al6ing and cycling Aourneys to school and to %ay e contriuting to a %ore dangerous
other destinations provide genuine play environ%ent for children generally! The idea
activities in the%selves! that Dstreets are for cars and ac6 yards and
playgrounds are for childrenD is a strongly held
-! There are very significant ti%e and %oney elief, and parents have little choice as
costs for parents associated 'ith transporting individuals ut to 6eep their children off the
their children to school, sport and to other streets if they 'ant to protect their safety!
locations! ;esearch in the United 0ingdo%
esti%ated that this cost, in 199,, 'as et'een B! )n %any parts of 3utch cities, and so%e
1, illion and /, illion pounds! traffic cal%ed precincts in 4er%any, residential
streets are no' places 'here cars %ust give
.F The reduction in childrenDs freedo% %ay
also contriute to a 'ea6ening of the sense of
'ay to pedestrians! )n these areas, residents are
accepting the vie' that the function of streets
is not solely to provide %oility for cars!
Streets %ay also e for social interaction,
'al6ing, cycling and playing! 1ne of the %ost
i%portant aspects of these European cities, in
ter%s of giving cities ac6 to children, has een
a range of Dtraffic cal%ingD initiatives, ai%ed at
reducing the volu%e and speed of traffic!
These initiatives have had co%ple" interactive
effects, leading to a sense that children have
een ale to DrecaptureD their local
neighourhood, and %ore i%portantly, that
they have een ale to do this in safety! ;ecent
research has de%onstrated that children in
%any 4er%an cities have significantly higher
levels of freedo% to travel to places in their
o'n neighourhood or city than children in
other cities in the 'orld!
#! 5odifying cities in order to enhance
childrenDs freedo% 'ill not only enefit
children! Such cities 'ill eco%e %ore
environ%entally sustainale, as 'ell as %ore
sociale and %ore livale for all city residents!
8erhaps it 'ill e our concern for our
childrenDs 'elfare that convinces us that 'e
need to challenge the do%inance of the car in
our cities!
Juestions 1C@
;ead state%ents 1C@ 'hich relate to 8aragraphs 1,/, and - of the reading passage!
Ans'er T if the state%ent is true, 7 if the state%ent is false, or +) if there is no
infor%ation given in the passage! 2rite your ans'ers in the spaces nu%ered 1C@
on the ans'er sheet! 1ne has een done for you as an e"a%ple!
E+am*le%
7ns#er%
The private car has %ade people %ore %oile!
T
1! The private car has helped children have %ore opportunities to learn!
/! Children are %ore independent today than they used to e!
-! 2al6ing and cycling to school allo's children to learn %ore!
.! Children usually 'al6 or cycle to school!
@! 8arents save ti%e and %oney y driving children to school!
(uestions 301
)n 8aragraphs . and @, there are F)U prole%s stated! These prole%s,
nu%ered as $uestions 6C9, are listed elo'! Each of these prole%s has a cause,
listed $+#1 7ind the correct cause for each of the prole%s and 'rite the
corresponding letter $+#2 in the spaces nu%ered 6C9 on the ans'er sheet! 1ne
has een done for you as an e"a%ple!
There are /ore 'auses than "roble/s so you will not use all of the/ and you
/ay use any 'ause /ore than on'e1
Proble/s
E+am*le%
lo' sense of co%%unity feeling
7ns#er
7
6!
B!
#!
9!
streets eco%e less sociale
fe'er chances for %eeting friends
fears of danger for children
higher accident ris6
A fe' adults 6no' local children
* fe'er people use the streets
C increased pollution
3 streets are less friendly
E less traffic in school holidays
F 7 reduced freedo% for children
4 %ore children driven to school
(uestions .'0.4
Juestions 1,C1. are state%ent eginnings 'hich represent infor%ation given in
8aragraphs 6, B and #! )n the o" elo', there are so%e state%ent endings
nu%ered iC"! Choose the correct ending for each state%ent! 2rite your ans'ers
iC", in the spaces nu%ered 1,C1. on the ans'er sheet! 1ne has een done for
you
as an e"a%ple!
There are %ore state%ent endings than you 'ill need!
E+am*le%
7ns#er.
*y driving their children to school, parents help create !!!
)
1,! Children should play !!!
11! )n so%e 4efrrfan to'ns, pedestrians have right of 'ay !
1/! Streets should also e used for !!!
1-! ;educing the a%ount of traffic and the speed is !!!
1.! All people 'ho live in the city 'ill enefit if cities are !!!
Lisl of state/ent endings
ii
!! a dangerous environ%ent!
!! %odified!
in !! on residential streets!
)E
E
vi
vii
viii
!! %odifying cities!
!! neighourhoods!
!! socialising!
!! in ac6yards!
!! for cars!
)O
O
!! traffic cal%ing!
!! residential!
%auses
(@ESTI4"S ./0$=
Aou are advised to s*end about $/ minutes on Questions ./0$= #hich refer to
,eading
!assage $ belo#.
;EA3)+4 8ASSA4E /
8aragraph 1! )+C;EASE3 TE58E;ATU;ES
The average air te%perature at the surface of
the earth has risen this century, as has the
te%perature of ocean surface 'aters! *ecause
'ater e"pands as it heats, a 'ar%er ocean
%eans higher sea levels! 2e cannot say
definitely that the te%perature rises are due to
the greenhouse effect< the heating %ay e part
of a DnaturalD variaility over a long ti%eCscale
that 'e have not yet recognised in our short
1,, years of recording! ?o'ever, assu%ing the
uild up of greenhouse gases is responsile,
and that the 'ar%ing 'ill continue,
scientists = and inhaitants of lo'Clying coastal
areas = 'ould li6e to 6no' the e"tent of future
sea level rises!
te%perature effect on the oceans< it does not
consider changes in sea level rought aout y
the %elting of ice sheets and glaciers, and
changes in ground'ater storage! 2hen 'e add
on esti%ates of these, 'e arrive at figures for
total seaClevel rises of 1@ c% and B, c%
respectively!
8aragraph /
Calculating this is not easy! 5odels used for
the purpose have treated the ocean as passive,
stationary and oneCdi%ensional! Scientists
have assu%ed that heat si%ply diffused into
the sea fro% the at%osphere! Using asic
physical la's, they then predict ho' %uch a
6no'n volu%e of 'ater 'ould e"pand for a
given increase in te%perature! *ut the oceans
are not oneCdi%ensional, and recent 'or6 y
oceanographers, using a ne' %odel 'hich
ta6es into account a nu%er of sutle facets of
the sea = including vast and co%ple" ocean
currents = suggests that the rise in sea level
%ay e less than so%e earlier esti%ates had
predicted!
8aragraph .
)tDs not easy trying to %odel accurately the
enor%ous co%ple"ities of the everCchanging
oceans, 'ith their great volu%e, %assive
currents and sensitivity to the influence of land
%asses and the at%osphere! 7or e"a%ple,
consider ho' heat enters the ocean! 3oes it Aust
DdiffuseD fro% the 'ar%er air vertically into the
'ater, and heat only the surface layer of the
seaL &2ar% 'ater is less dense than cold, so it
'ould not spread do'n'ards!( Conventional
%odels of seaClevel rise have considered that
this is the only %ethod, ut %easure%ents
have sho'n that t:ie rate of heat transfer into
the ocean y vertical diffusion is far lo'er in
practice than the figures that %any %odellers
have adopted!
8aragraph -
An international foru% on cli%ate change, in
19#6, produced figures for li6ely seaClevel rises
of /, c%s and 1!. %, corresponding to
at%ospheric te%perature increases of 1!@R and
.!@S C respectively! So%e scientists esti%ate
that the ocean 'ar%ing resulting fro% those
te%perature increases y the year /,@, 'ould
raise the sea level y et'een 1, c%s and .,
c%s! This %odel only ta6es into account the
8aragraph @!
5uch of the early 'or6, for si%plicity, ignored
the fact that 'ater in the oceans %oves in three
di%ensions! *y %ove%ent, of course, scientists
donDt %ean 'aves, 'hich are too s%all
individually to consider, ut rather %ove%ent
of vast volu%es of 'ater in huge currents! To
understand the i%portance of this, 'e no'
need to consider another process = advection!
)%agine s%o6e rising fro% a chi%ney! 1n a
still day it 'ill slo'ly spread out in all
directions y %eans of diffusion! 2ith a strong
directional 'ind, ho'ever, it 'ill all shift
do'n'ind! This process is advection = the
transport of properties &notaly heat and
salinity in the ocean( y the %ove%ent of
odies of air or 'ater, rather than y
conduction or diffusion!
8aragraph 6
5assive ocean currents called gyres do the
vingC These currents have far %ore capacity
store heat than does the at%osphere! )ndeed,
Aust the top - % of the ocean contains %ore heat
than the 'hole of the at%osphere! The origin
f eyres lies in the fact that %ore heat fro% the
Sun reaches the E$uator than the 8oles, and
naturally heat tends to %ove fro% the for%er
to the latter! 2ar% air rises at the E$uator, and
dra's %ore air eneath it in the for% of 'inds
&the DTrade 2indsD( that, together 'ith other air
%ove%ents, provide the %ain force driving the
ocean currents!
%eans that 'ater %oves vertically as 'ell as
hori>ontally! Cold 'ater fro% the 8oles travels
at depth = it is denser than 'ar% 'ater = until
it e%erges at the surface in another part of the
'orld in the for% of a cold current!
8aragraph #! ?12 T?E 4;EE+ ?1USE
E77ECT 2)LL C?A+4E 1CEA+
TE58E;ATU;ES
1cean currents, in three di%ensions, for% a
giant Dconveyor eltD, distriuting heat fro% the
thin surface layer into the interior of the oceans
and around &he gloe! 2ater %ay ta6e decades
to circulate in these -C3 gyres in the top
6ilo%etre of the ocean, and centuries in the
deeper 'ater! 2ith the increased at%ospheric
te%peratures due to the greenhouse effect, the
oceansD conveyor elt 'ill carry %ore heat into
the interior! This suduction %oves heat
around far %ore effectively than si%ple
diffusion! *ecause 'ar% 'ater e"pands %ore
than cold 'hen it is heated, scientists had
presu%ed that the sea level 'ould rise
unevenly around the gloe! )t is no' elieved
that these ine$ualities cannot persist, as 'inds
'ill act to continuously spread out the 'ater
e"pansion! 1f course, if gloal 'ar%ing
changes the strength and distriution of the
'inds, then this DeveningCoutD process %ay not
occur, and the sea level could rise %ore in so%e
areas than others!
8aragraph B!
2ater itself is heated at the E$uator and %oves
pole'ard, t'isted y the EarthDs rotation and
affected y the positions of the continents! The
resultant roadly circular %ove%ents et'een
aout 1,S and .,S +orth and South are
cloc6'ise in the +orthern ?e%isphere and
anticloc6'ise in the Southern ?e%isphere!
They flo' to'ards the east at %id latitudes in
the e$uatorial region! They then flo' to'ards
the 8oles, along the eastern sides of continents,
as 'ar% currents! 2hen t'o different %asses
of 'ater %eet, one 'ill %ove eneath the other,
depending on their relative densities in the
suduction process! The densities are
deter%ined y te%perature and salinity! The
convergence of 'ater of different densities
fro% the E$uator and the 8oles deep in the
(uestions /@C/,
There are # paragraphs nu%ered 1C# in ;eading 8assage /! The first paragraph
and the last paragraph have een given headings! 7ro% the list elo' nu%ered
AC), choose a suitale heading for the re%aining 6 paragraphs! 2rite your
ans'ers AC), in the spaces nu%ered 1@C/, on the ans'er sheet!
There are %ore headings than paragraphs, so you 'ill not use all the headings!
List of headings
A T?E 4H;E 8;)+C)8LE
* T?E 4;EE+?1USE E77ECT
C ?12 1CEA+ 2ATE;S 51EE
3 STAT)ST)CAL EE)3E+CE
E T?E A3EECT)1+ 8;)+C)8LE
7 3)77US)1+ EE;SUS A3EECT)1+
4 7)4U;)+4 T?E SEA LEEEL C?A+4ES
? EST)5ATE3 7)4U;ES
) T?E 3)77US)1+ 513EL
./. 8aragraph /
.3. 8aragraph -
.B. 8aragraph .
.=. 8aragraph @
.1. 8aragraph 6
$'. 8aragraph B
(uestions $. and $$
Ans'er $uestions /1 and // y selecting the correct ans'er to co%plete each
sentence according to the infor%ation given in the reading passage! 2rite your
ans'ers A, *, C or 3 in the spaces nu%ered /1 and // on the ans'er sheet!
/1! Scientists do not 6no' for sure 'hy the air and surface of ocean te%peratures
are rising ecause9
A there is too %uch variaility * there is not enough variaility
C they have not een recording 3 the changes have only een
these te%peratures for enough noticed for 1,, years
ti%e
// +e' research leads scientists to elieve that9
A the oceans are less co%ple" * the oceans are %ore co%ple"
2 the oceans 'ill rise %ore than 3 the oceans 'ill rise less than
e"pected e"pected
(uestion $&
Loo6 at the follo'ing list of factors AC7 and select T?;EE 'hich are %entioned
in
the reading passage 'hich %ay contriute to the rising ocean levels! 2rite the
T?;EE corresponding letters AC7, in the space nu%ered /- on the ans'er sheet!
List of factors
A ther%al e"pansion
* %elting ice
C increased air te%perature
3 higher rainfall
E changes in the 'ater tale
7 increased ocean %ove%ent
(uestions $40$=
;ead each of the follo'ing state%ents, /.C/#! According to the infor%ation in
the
reading passage, if the state%ent is true, 'rite T, if it is false, 'rite 7 and if there
is
no infor%ation aout the state%ent in the reading passage, 'rite +)! 2rite your
ans'ers in the spaces nu%ered /.C/# on the ans'er sheet!
/.! The surface layer of the oceans is 'ar%ed y the at%osphere!
/@! Advection of 'ater changes heat and salt levels!
/6! A gyre holds less heat than there is in the at%osphere!
/B The process of suduction depends on the 'ater density!
The sea level is e"pected to rise evenly over the EarthDs surface!
(@ESTI4"S $104'
Aou are advised to s*end about $' minutes on (uestions $104' #hich refer to
,eading
!assage - belo#.
;EA3)+4 8ASSA4E -
+E2 ;ULES 71; T?E 8A8E; 4A5E
1! Co%puterised data storage and electronic .! Since the early 19#,s, %ost of the 'orldCscale
%ail 'ere to have heralded the paperless pulp %ills in Scandinavia and +orth A%erica
office! *ut, contrary to e"pectations, paper have %odernised their operations, outlaying
consu%ption throughout the 'orld sho's no sustantial a%ounts to i%prove production
sign of aating! )n fact, consu%ption, especially %ethods! Changes in %ill design and processes
of printing and 'riting papers, continues to have een ai%ed at %ini%ising the
increase! 2orld de%and for paper and oard is environ%ental effects of effluent discharge
no' e"pected to gro' faster than the general 'hile at the sa%e ti%e producing pulp 'ith
econo%ic gro'th in the ne"t 1@ years! Strong the 'hiteness and strength de%anded y the
de%and 'ill e underpinned y the gro'ing international %ar6et! The environ%ental
industriali>ation of SouthCEast Asia, the reC i%petus is ta6ing this industry even further,
e%ergence of paper pac6aging, greater use of 'ith the focus no' on developing processes
facsi%ile %achines and photocopiers, and the that %ay even eli%inate 'asteC'ater
popularity of directC%ail advertising! )t is discharges! *ut the ghost of the old %ills
possile that y /,,B, 'orld paper and oard continues to haunt the industry today! )n
de%and 'ill reach .@@ %illion tonnes, Europe, co%panies face a flood of
co%pared 'ith /.1 %illion tonnes in 1991! environ%entCrelated legislation! )n 4er%any,
co%panies are no' eing held responsile for
/! The pulp and paper industry has not een the 'aste they create!
adly affected y the electronic technologies
that pro%ised a paperless society! *ut 'hat has @! 8ulp is the porridgeCli6e %ass of plant fires
radically altered the industryDs structure is fro% 'hich paper is %ade! 8aper %a6ers
pressure fro% another front = a %ore choose the type of plant fire and the
environ%entally conscious society driving an processing %ethods, depending on 'hat the
irreversile %ove to'ards cleaner industrial end product 'ill e used for9 'hether it is a
production! The environ%ental conse$uences sturdy pac6ing o", a s%ooth sheet of 'riting
of anti$uated pulp %ill practices and paper or a fragile tissue! )n 'ood, 'hich is the
technologies had %ar6ed this industry as one source of aout 9,T of the 'orldDs paper
in need of refor%! 4raphic descriptions of production, fires are ound together y
defor%ed fish and thinning populations, lignin, 'hich gives the unleached pulp a
particularly in the *altic Sea 'here old pulp ro'n colour! The pulping stage separates the
%ills had discharged untreated effluents for 'ood into fires so they are suitale for paper
1,, years, have distured the international %a6ing! 8ulping can e done y %echanical
co%%unity! grinding, or y che%ical treat%ent in 'hich
'oodchips are Dcoo6edD 'ith che%icals, or y a
-! Until the 19@,s, it 'as co%%on for pulp co%ination of oth %ethods!
%ills and other industries to discharge
untreated effluent into rivers and seas! The 6! 0raft pulping is the %ost 'idely used
environ%ental effects 'ere at the ti%e either che%ical process for producing pulp 'ith the
not understood, or regarded as an acceptale strength re$uired y the highC$uality paper
cost of econo%ic prosperity in an increasingly %ar6et! )t is no' usually carried out in a
i%portCoriented 'orld econo%y! *ut greater continuous process in a large vessel called a
environ%ental a'areness has spurred a digester! 2oodchips are fed fro% a pile into the
funda%ental change in attitude in the top of the digester! )n the digester, the chips are
co%%unity, in govern%ent and in industry itself! coo6ed in a solution called 'hite li$uor,
osed of caustic soda &sodiu% hydro"ide(
and sodiu% sulphide! The chips are coo6ed at
high te%peratures of up to 1B,S C for up to
three hours! The pulp is then 'ashed and
eparated fro% the spent coo6ing li$uor 'hich
has turned dar6 and is no' appropriately
called lac6 li$uor! An i%portant feature of
6raft pulping is a che%ical recovery syste%
'hich recycles aout 9@T of the coo6ing
che%icals and produces %ore than enough
energy to the %ill! )n a series of steps
involving a furnace and tan6s, so%e of the
lac6 li$uor is transfor%ed into energy, 'hile
so%e is regenerated into the original 'hite
coo6ing li$uor! The recovery syste% is an
integral part of production in the pulp and
paper industry! The pulp that co%es out has
little lignin left in the fires! *leaching re%oves
the last re%ainCing lignin and rightens the
pulp! 5ost %odern %ills have %odified their
pulping processes to re%ove as %uch of the
lignin as possile efore the pulp %oves to the
leaching stage!
(uestions /9C-/
*elo' is a list of possile factors, AC4, 'hich 'ill influence the a%ount of paper
eing used in the future! 7ro% the list, choose 71U; factors 'hich are %entioned
in 8aragraph 1 of the reading passage! 2rite your ans'ers $+#2 in the spaces
nu%ered /9C-/ on the ans'er sheet!
List of factors
A %ore people read ne'spapers
* increased use of paper ags
C increased oo6 production for education
3 'ider use of sign post advertising
E increased use of fa" %achines
7 'ider use of leaflet advertising
4 greater use of duplicating %achines
(uestions &&0&/
The follo'ing T?;EE state%ents are su%%aries of 8aragraphs /, - and .
respectively! ?o'ever, they are inco%plete! Co%plete each of the state%ents using
+1 51;E T?A+ T?;EE 21;3S 7;15 T?E TEOT! 2rite your ans'ers in
the spaces nu%ered --C-@ on the ans'er sheet!
--! The international co%%unity has egun to de%and !!!
-.! )n the past, the environ%ental effects of pulp %ill practices, 'ere proaly a
price to pay for!!!
-@! So%e paper %ills have recently %odernised their %ill design in order to
decrease!!!
(uestions -6C.,
*elo' is a list of possile steps in the 6raft process of turning 'ood chips into
paper! They are nu%ered 1C#! 1nly 7)EE of the steps listed elo' are %entioned
in the passage! The steps are not listed in the correct order! 3ecide 'hich steps are
%entioned and 'rite the% in the correct order! 2rite the appropriate nu%er for
each step in the correct order in the spaces nu%ered -6C., on the ans'er sheet!
1 the chips are coo6ed
/ the fires are ound y lignin
- the pulp is leached
. 'oodchips are put into a pile
@ the pulp is dried
6 the pulp is re%oved fro% the lac6 li$uor
B the chips are put into the 'hite li$uor
# the pulp is 'ashed
;EA3)+4 TEST /
JUEST)1+S 1C1.
Aou are advised to s*end about ./ minutes on (uestions 1C1. #hich refer to
,eading
!assage . belo#
;EA3)+4 8ASSA4E 1
?12 T1 ;A)SE A *;)4?T C?)L3
Teachers and other specialists in early children Say this is a red apple, that is a green
childhood education recognise that children one 8lease get three eggs out of the fridge for
develop at different rates 4iven anything that %e
rese%les a 'ellCrounded life = 'ith adults
and other children to listen to, tal6 to, to do The technical ter% in vogue for this sutle
things 'ith = their %inds 'ill ac$uire naturally structuring of childrenDs early learning is
all the s6ills re$uired for further learning DscaffoldingD *ased on recent e"tensions of the
'or6 of the ;ussian psychologist Lev
Ta6e, for e"a%ple, reading The t'o strongest Eygots6y, the idea is that there are things a
predictors of 'hether children 'ill lea% to child %ay e al%ost ready to do Anna, for
read easily and 'ell at school are 'hether they e"a%ple, cannot tie a shoelace y herself, ut if
have learned the na%es and the sounds of the an adult or a co%petent child for%s one of the
letters of the alphaet efore they start school loops for her, she 'ill soon lea% to do the rest
That %ay see% to i%ply that letter na%es and Applying this concept to older children, one
sounds should e delierately taught to young 'onderful teacher has her children 6eep lists of
children, ecause these s6ills 'ill not happen D2ords ) Can Al%ost SpellD
DnaturallyD
2hile this has all the hall%ar6s of co%%on
*ut in all the research progra%s 'here they sense, it represents a significant change of
have done Aust that = instructed children, e%phasis fro% the ideas of 8iaget, 'hich have
rehearsed the na%es and sounds over and over do%inated the theory of early childhood
= the results are disappointing The 'idely learning The child in 8iagetDs theory loo6s,
accepted e"planation is that 6no'ledge of the %ore than anything, li6e a little scientist =
alphaet, for it to 'or6 in helping one to read, e"ploring the environ%ent, oserving,
has to e deeply e%edded in the childDs %ind e"peri%enting, thin6ing and slo'ly co%ing to
That co%es fro% years of e"posure and his or her conclusions aout ho' the 'orld
fa%iliarity 'ith letters, fro% eing read to, 'or6s The i%age is of a rather solitary pursuit
fro% playing 'ith %agnetic letters, dra'ing 'ith all the real action in the childDs head
and fiddling 'ith co%puters
The Eygots6y %odel reCintroduces all the
So parents can do so%e things lo help! people 'ho also inhait the childDs 'orld =
although %any do these things spontaneously parents, careCgivers, relatives, silings and all
)nstead of reading a story straight through, the those other children at play or school They are
reader should pause every so often and as6 not si%ply noise, clattering in the ac6ground
$uestions = ut not $uestions 'hich can e 'hile the childDs developing %ind struggles on
ans'ered y a yes or no E"tend their ans'ers, its o'n The cognitive develop%ent of the child,
suggest alternative possiilities and pose that is, the learning of colours or nu%ers or
8rogressively %ore challenging $uestions letters = depends on learning ho' to interact
socially, ho' to lea% fro% the people &as 'ell as
And 'ith arith%etic, do not e"plicitly sit do'n the things( in the environ%ent
and teach children aout nu%ers, ut all
through those early years count 'hen 'al6ing 2hat is i%portant is that the child develops the
up steps ;ecite nursery rhy%es Tal6 to range of social s6ills = eing ale to e"press a
preference, 6no'ing ho' to ta6e turns, eing
ale to stand up for the%selves, eing ale to
get into a group, eing ale to %a6e decisions,
eing ale to share, having confidence to go off
on their o'n! These all re$uire careful
nurturing! +o one is telling parents to not
thin6 aout their childrenDs develop%ent!
)t is Aust that it is %ore i%portant to thin6 aout
a childDs desire to chat and the i%portance of
social ehaviour and play activity, than the
actually %ore trivial %ar6ers of intellectual
achieve%ent such as eing the first 6id in the
group to cut out a circle that loo6s li6e a circle!
(uestions .0&
;ead each of the follo'ing state%ents! According to the infor%ation in the passage,
if the state%ent is true 'rite T, if the state%ent is false 'rite 7, and if there is no
infor%ation aout the state%ent in the passage, 'rite +)! 2rite your ans'ers in the
spaces nu%ered 1C- on the ans'er sheet! 1ne has een done for you as an e"a%ple!
E+am*le%
7ns#er.
)t is generally accepted that children learn at different rates
T
1! Sounds of letters have to e taught!
/! Children learn y as6ing $uestions!
-! Children should e taught to count efore they start school!
(uestions 40=
Each of follo'ing state%ents represents theories of childhood learning! ;ead each
state%ent! )f the state%ent represents the theory of Eygots6y, 'rite E! )f the state%ent
represents the theory of 8iaget, 'rite 8! )f the state%ent does not represent the theory
of either 8iaget or Eygots6y, 'rite +! 2rite the ans'ers in the spaces nu%ered .C#
on the ans'er sheet! 1ne has een done for you as an e"a%ple!
E+am*le%
7ns#er%
DScaffoldingD is a ter% %eaning sutle structuring!
E
.! There is al'ays so%ething a child can Aust aout do or learn!
@! Children learn y 'atching and doing!
6! Children learn 'hen they have ti%e alone to reflect!
B! ;egular study haits are i%portant for cognitive and %oral develop%ent!
#! 8lay helps learning!
(uestions 10.4
The follo'ing paragraph is the final paragraph of the reading passage! There are
so%e 'ords %issing! Choose 1+E 'ord for each space fro% the list of 'ords
elo'!
2rite the correct 'ord in the spaces nu%ered 9C1. on the ans'er sheet! 1ne has
een done for you as an e"a%ple!
There are %ore 'ords than spaces so you 'onDt use all the 'ords!
2hat in fact, 'orries the ...E+am*le... and professional careCgivers far %oreU
7ns#er% teachers
than any possile slo'ness in a childDs developing a fe' 9CCCCCCCCCCCCCCCCCtas6s is
the pressure that so%e parents e"ert for their children to e %ade to learn too
$uic6ly!
)t has to e ad%itted that 1,CCCCCCCCCCCCCCCCCCoften appears to 'or6! )t is possile to
speed up their ac$uisition of acade%ic 11CCCCCCCCCCCCCCCCCC, to give the% an edge, as
it 'ere! *ut there is a price=ecause there is a parado"! Though it loo6s as if the
children are 1/CCCCCCCCCCCCCCCCC, %ore often than not they are losing the one
ingredient
that 'ill deter%ine 1-CCCCCCCCCCCCCCCCin the longer ter%! Their selfCdirection, selfC
%otivation, is eing ta6en a'ay fro% the%! *y eing told 'hat to do, y eing
told
'hat is really i%portant, y eing channelled, they do not develop the essential
aility of finding 1.CCCCCCCCCCCCCCCCCCfor the%selves!
List of 'ords
success teachers cognitive
aility goals achieve%ent
successful intelligent s6ills
pushing achieving acade%ic
(@ESTI4"S ./0$B
Aou are advised to s*end about $' minutes on (uestions ./0$B #hich refer to
,eading
!assage / belo#.
;EA3)+4 8ASSA4E /
T?E EALUE 17 3;)EE; T;A)+)+4
1! 5ost fatal accidents involve a
disproportionately high nu%er of %en under
the age of /@! A report on young driver
research prepared last year y 5onash
UniversityDs accident research centre found
that in 199, and 1991, al%ost a third of the
people 6illed in road crashes 'ere drivers
under /@, yet this age group represents only 1.
per cent of the population! The report, 'hich
also updated a revie' of international
literature aout, a%ong other things, driver
training, also reached 'hat %any 'ould
consider a startling conclusion9 training and
education 'here they occur = principally in the
US = do not appear to reduce younger driversD
ris6 of crashing!
/! The 5onash University researchers loo6ed
at crash infor%ation fro% +e' South 2ales for
19#6 to 199,, fro% Eictoria for 19#. to 199,
fro% South Australia for 19#6 to 199,! The only
Australian evidence 'hich possily indicates
that counterC%easures targeted specifically at
youngKnovice drivers have een effective
co%es fro% evaluations of >ero lood alcohol
concentration legislation! &)n 19#9, all
Australian govern%ents agreed fro% 1991 on,
to an provisional drivers fro% drin6Cdriving
at anyClevel, and to e"tend the provisional
licence to three years(!
-! The 5onash researchers also loo6ed at
United States roadCcrash infor%ation for 19#9
on 6!6 %illion policeCreported crashes
involving fatalities, inAuries and %otor vehicle
da%age! The researchers loo6ed at a sa%ple of
..,,,, crashes! The conclusion 'as that the
availale literature gives a pessi%istic vie' of
the efficacy of driver training and education,
reflected in the inaility to produce drivers
safer than those 'ho have not een trained!
1ne study on driver training in the US 'as
conducted in 3e0al county, 4eorgia et'een
19BB and 19#1! 16,,,, school students 'ere
split into three groups9 one group received B,
hours practical driver education training,
another a rief, school ased course and the
third no schoolCased driver education! Those
co%prehensively trained 'ere 16 per cent %ore
li6ely to get their licences, ut 11 per cent %ore
li6ely to crash and eight per cent %ore li6ely to
get traffic fines!
.! )n 19#@, the researchers 'ho conducted that
study then revie'ed 1. studies of defensiveC
driver training courses and concluded that
though people 'ho attended such courses
received fe'er traffic fines, they did not have
fe'er crashes! 3espite the intuitive conclusion
that safe driving should e teachale &li6e
%any practical s6ills(, there is insufficient
evidence aout the aility of practical driverC
training to reduce crashes for the general
driving population!
@! The 5onash University report into young
drivers concluded that younger drivers 'ere
%ore li6ely to ta6e ris6s at night, younger %en
'ere %ore li6ely to ta6e ris6s than younger
'o%en, ut younger 'o%en appeared to have
Dgreater s6ills deficiencyD! 1verall, the
researchers concluded that it appears that
vehicleCcontrol s6ills i%prove rapidly 'ith
increasing e"perience ut that their
develop%ent is still inco%plete after one or
t'o years and possily after consideraly
longer periods!
(uestions ./0.=
The paragraphs in the reading passage are nu%ered 1C@! *elo' is a list of
paragraph headings laelled AC)! 7or each $uestion 1@C1#, select the %ost suitale
paragraph heading fro% the list and 'rite your ans'ers AC), in the spaces
nu%ered 1@C1# on the ans'er sheet! The first one has een done for you as an
e"a%ple!
There are %ore headings than you 'ill need, so you 'onDt use the% all!
E+am*le% 8aragraph 1
7ns#er. 4
1@! 8aragraph /
16! 8aragraph -
1B! 8aragraph .
1#! 8aragraph @
List of headings
A Loo6ing at young drivers
* 3o driving courses prevent accidentsL
C ;esults of safety ca%paigns
3 A United States study
E 3efensive driving = fe'er traffic fines
7 5ale and fe%ale drivers
4 The 5onash University report
? An international revie'
) The situation in the United States
(uestions .10$&
;ead each of the follo'ing state%ents nu%ered 19C/-! )f the state%ent is true, 'rite
T, if the state%ent is not true, 'rite 7, and if there is no infor%ation aout the
state%ent
in the passage, 'rite +)! 2rite your ans'ers in the spaces nu%ered 19C/- on the
ans'er sheet! 1ne has een done for you as an e"a%ple!
E+am*le%
7ns#er%
Appro"i%ately one third of people 6illed in road accidents are
under /@ years old!
T
19! 5ore %en than 'o%en are 6illed in road crashes!
/,! The la's against drin6Cdriving have helped prevent road accidents!
/1! Houng drivers 'ho are taught to drive at school have fe'er accidents!
//! 3river training for young drivers is co%pulsory in the United States!
/-! All young people 'ho undergo driver training get a driving licence!
(uestions /.C/B
Juestions /.C/B are ased on infor%ation fro% 8aragraphs . and @ of the reading
passage! The state%ents are inco%plete! Choose the correct ending for each state%ent
fro% the list of state%ent endings AC4, in the o" elo'! 2rite your ans'ers AC4,
in the spaces nu%ered /.C/B on the ans'er sheet! 1ne has een done for you as an
e"a%ple!
There are %ore endings than you 'ill need, so you 'onDt use the% all!
E+am*le%
7ns#er%
The researchers !!! ,
?!
/.! 5ost people 'ould e"pect that safe driving !!!
/@! 8eople 'ho do driver training courses !!!
/6! Houng fe%ale drivers !!!
/B! Houng %ale drivers !!
List of state%ent endings
A !
* !
C !
3 !
!! drive %ore at night!
! drive %ore carefully!
! can not e taught!
! have %ore traffic accidents!
E
7
4
?
!! have fe' traffic fines!
!! have etter driving s6ills!
!! can e taught!
!! revie'ed 1. studies!
JUEST)1+S /#C.-
Aou are advised to s*end about $/ minutes on Questions /#C.- #hich refer to
,eading
!assage & belo#
;EA3)+4 8ASSA4E -
Human-powered Pumps
for African Farmers
Traditional arrangement for
vertical #ells
African far%ers are oth ingenious and The failure of such sche%es in %any parts of
6no'ledgeale, and the 'or6 descried here Africa is 'ell docu%ented &5orris and Thorn,
uilds on these indigenous s6ills The 199,( and there is little hope of significant
provision of effective and affordale hu%an e"pansion in this sector
po'ered pu%ps transfor%s the possiilities of
'ater supply for oth s%all scale irrigation 5ost of these irrigation sche%es depend on the
and do%estic use The field 'or6 'as carried utili>ation of surface 'ater resources!
out predo%inantly in Gi%a'e, although principally through the construction of da%s
%ore recently the pu%ps descried here have There is grave concern over the use of such
een introduced in 0enya da%s ecause of their adverse i%pact on
health, their displace%ent of successful far%ers
The need for 'ater and the severe li%itations on their useful life
An ade$uate supply of do%estic 'ater is vital due to siltation &2right, 19#6, Arlosoroff el al
for hu%an health and hygiene 3espite the 19#., *ell el al, 19#B(
great progress %ade in the recent decade, the
achieve%ent of the goal of clean 'ater for all is )n order to develop ground'ater resources a
still a long 'ay off An ade$uate 'ater supply suitale 'ater lifting technology %ust e
is also vital for the production of food )n %any e%ployed 2hile %uch 'or6 has een done on
parts of Africa, rainfall is a very unreliale the develop%ent of po'er sources for 'ater
provider of such 'ater 7or e"a%ple, in pu%ping &?of6es and Eisscher, 19#6(, for
Gi%a'e, 5upa'ose &19#.( states that %any people in rural Africa the use of hu%an
unreliale rainfall and the incidence of %idC energy re%ains the only practical option
season drought represent the single %ost &La%ert and 7aul6ner, 1991( )n recent years
critical uncertainty facing the Gi%a'ean there have een significant i%prove%ents in
far%er today the design of handpu%ps for co%%unity use
?o'ever, co%%unity 'ater points still suffer
2hile staple foods such as %ai>e and nee rea6do'ns and atte%pts to re%edy this,
produced during the rainy season can e through co%%unity %anaged pu%p
stored for consu%ption in the dry season, the %aintenance sche%es, are still far fro%
sa%e is not true of vegetales and fruit 'hich universally successful
are essential for good nutrition Since the early
part of this century, the ans'er to the prole% The prole%s of co%%unity %anage%ent
of inade$uate rainfall has een through the could e avoided through the pro%otion of
provision of conventional irrigation sche%es household supplies, 'here these are feasile
The plight of %any African far%ers and
fa%ilies in their search for 'ater is 'ell
pulicised in ter%s of disaster relief
Het in %any areas there are s%all dispersed
sources of shallo' ground 'ater, 'hich
constitute a considerale resource
This is often not ac6no'ledged y govern%ent
agencies 'hich thin6 only in ter%s of large
da%s and perennial rivers
An e"a%ple of such a strategy in Gi%a'e is
&he progra% of upgrading fa%ily 'ells &5tero
and Chi%unde, 1991(! ?o'ever, %ost of the
pu%ps developed for co%%unity use are
either not availale to individual households or
are too e"pensive!
)n recognition of the need for si%ple 'aterC
lifting technology, research 'as carried out to
identify suitale 'aterClifting devices! Al%ost
all e"isting hu%an po'ered pu%ps tested
could not supply 'ater at %ore than aout ,!-
litres per second, 'hich is not sufficient for
irrigation! T'o designs 'ere finally selected as
the %ost pro%ising for further develop%ent,
the ropeC'asher and the treadle &La%ert and
7aul6ner, 1991(!
n! ?odification for unlmed *onds or streams.
(uestions $=0&'
;ead the follo'ing state%ents! According to the infor%ation in the reading
passage, if the state%ent is true, 'rite T, if the state%ent is false, 'rite 7, and if
there is no infor%ation aout the state%ent in the reading passage, 'rite +)!
2rite your ans'ers in the spaces nu%ered /#C-, on the ans'er sheet! 1ne has
een done for you as an e"a%ple!
E+am*le%
7ns#er%
The difficulty in finding 'ater in Africa is highly pulicised!
T
/#! 4overn%ent agencies only consider da%s and rivers as sources of 'ater!
/9! The pu%ps 'ill help African villagers develop s%all industrial proAects!
-,! 5ost of the e"peri%ental 'or6 has een done in Gi%a'e and 0enya!
(uestions -1C-6
)n the section after the suheading, The need for 'ater, there are B references
cited! Juestions -1C-6 list 6 of the references! *elo' is a list of state%ents AC0
'hich are supported y the references! 5atch each reference &Juestions -1C-6(
'ith its corresponding state%ent! 2rite the ans'ers AC0, in the spaces nu%ered
-1C-6 on the ans'er sheet! 1ne has een done for you as an e"a%ple!
There are %ore state%ents than references so you 'onDt use the% all!
E+am*le %
7ns#er.
La%ert and 7aul6ner, 1991
0
-1! 5upa'ose, 19#.
-/! 5orris and Thorn, 199,
--! 2right, 19#6< Arlosoroff et al, 19#.< *ell et al, 19#B
-.! ?of6es and Eisscher, 19#6
-@! La%ert and 7aul6ner, 1991
-6! 5tero and Chi%unde, 1991
List of state%ents
A 3a%s usually ta6e up a lot of land so that far%ers have to %ove so%e'here
else!
* There has een little success 'ith irrigation proAects!
C )t is i%portant to have an ade$uate 'ater supply!
3 ?u%an po'er is still cheaper and %ore readily availale!
E ;ainfall is too little and too irregular 'hen %ost needed!
7 *uilding da%s has helped i%prove health!
4 There is a plan to i%prove individual do%estic 'ells!
? E"peri%ents have een done to provide energy to pu%p 'ater!
) 5ost fa%ilies cannot afford to uy pu%ps!
: The design of hand pu%ps has i%proved lately!
0 The rope 'asher and treadle 'ill help solve the prole%!
(uestions &B04&
-elo# is a paragraph e"plaining the design and develop%ent of the 'ater
pu%p!,
Trere are so%e 'ords %issing fro% the paragraph! 7ro% the list of 'ords elo'
select 1+E correct 'ord for each space! 2rite your ans'ers in the spaces
nu%ered -BC.- on the ans'er sheet!
8u%p design and develop%ent
The principle of the ropeC'asher pu%p is very oldL 3ating ac6 to ancient ;o%e and
ChinaK A pipe e"tends fro% the surface do'n to elo' the 'ater -B! MMMMMMMMMMM! A
loop of rope 'ith 'ashers attached is pulled y a -#! MMMMMMMMMMMMMMM up through
the pipe! Attached to the rope at intervals are 'ashers travel up .,!
MMMMMMMMMMMMMMMM the pipe, they dra' 'ater 'ith the% 'hich discharges at the top
of the pipe! ?istorically the pulley 'as fashioned fro% 'ood or steel 'ith teeth to
.1! MMMMMMMMMMMMM the 'ashers on the rope! Considerale ./! MMMMMMMMMMM 'as
needed to %a6e a pulley capale of pulling a 'et and slippery rope 'hich 'as under
tension fro% the .-! MMMMMMMMMMMMMMMMM of 'ater in the pipe!
grip
height level
length inside dia%eter
s6ill 'eight tension
centre pulley handle
si>e depth 1ver
Strength 5iddle 8u%p
List of 'ords
;EA3)+4 TEST -
(@ESTI4"S .0.B
Aou are advised to s*end about $' minutes on Questions .0.B #hich refer to
,eading
!assage . belo#
;EA3)+4 8ASSA4E 1
Traditional 3ietna/ese 4edi'al Theory
1 The eliefs of Eietna%ese fol6 %edicine
associate illness 'ith the asence of any of the
three souls 'hich %aintain life, intelligence,
and the senses, or of the nine spirits 'hich
collectively sustain the living ody A nu%er
of rituals perfor%ed at childirth, 'hich are
ai%ed at protecting the %other and the infant
fro% %edical and %agical dangers, derive
fro% these eliefs, ut they play a relatively
li%ited role in %edical ehaviour generally
Conversely, Chinese %edicine plays a %aAor
role in the %aintenance and restoration of
health and i oserved y ethnic Eietna%ese
and y Eietna%eseCChinese 8rinciples
fro% Chinese %edicine provide the
scripting for the %anage%ent of
irth for oth groups, and %ore
generally, estalish guidelines
'herey good health %ay e
%aintained
/ According to SinoCEietna%ese
%edical theory, the ody has t'o
vital and opposite life forces 'hich
capture the essence of ym &reath( and yang
&lood( in accordance 'ith the Dfive evolutive
phasesD &'ood, fire, earth, %etal and 'ater(
The proper circulation and alance of the y%
and ymig ensure the healthy circulation of
lood and thus good health, dise$uiliriu%
nnd dishar%ony cause ill health )llness,
physical and %ental, can e identified y the
i%alance or e"cess of y% over yang oryang
over y% 7oods and %edicine, also classified
according to their reputed intrinsic nature as
y% &cold( and ynng &hot(, %ay e ta6en
therapeutically to correct the i%alance
resulting fro% ill health, or to correct
i%alance due to the overindulgence in a food
%anifestly e"cessively DhotD or DcoldD, or due to
age or changed physiological status &for
e"a%ple, pregnancy(
-! 7oodstuffs %ay also e identified as tonic or
antitonic, to"ic or poison, or as having 'ind A
further s%all group of foods are ascried
%agical properties 1ther foods %ay e
classified as neutral or re%ain outside any
classification syste%, and hence have no overt
therapeutic use
. 2hile the classification of foods as hot, cold,
tonic, poison, 'indy, %agic and neutral is
ased on the intrinsic nature of the foods, in
practice they are identified predo%inantly
according to their physical
effects on the ody
Ulti%ately, the syste% is oth
individual
and aritrary, and there
appears no
fir% correlation to the ra' and
coo6ed states of the food, the
%ethod of coo6ing, the
spic%ess, or the calorific value
of the food
@ )n general, leafy vegetales,
and %ost fruit are classified as
cold and are said to cool the ody,
%eat, condi%ents, alcohol, and fatty
foods are classified as hot and are said to heat
the ody Tonic foods, elieved to increase the
volu%e of lood and to pro%ote health and
energy, include DproteinCrichD foods, high fat,
sugar, and carohydrate foods &fried food,
s'eet fruit, honey and rice(, and %edicines
&alcohol and vita%ins( Sour foods, and
so%eti%es ra' and cold foods, tend to e
considered antitonic and are elieved to
deplete the volu%e of lood 2ind foods
include ra' foods, leafy vegetales, and fruit,
and often are classified as cold, they reputedly
cause 'ind illness such as rheu%atis% and
arthritis *eef, %utton, fo'l, fish, glutinous
rice, and long ananas are considered
potentially to"ic and %ay cause convulsions,
s6in irritation and infection
(uestions .04
There are @ paragraphs in ;eading 8assage 1 Traditional Eietna%ese 5edical
Theory! *elo' is a list of possile headings for the paragraphs! The headings are
nu%ered AC?! 7ro% the list, choose the est heading for each paragraph! 2rite
your ans'er AC?, in the spaces nu%ered 1C. on the ans'er sheet! 1ne has een
done for you as an e"a%ple!
There are %ore headings than paragraphs, so you 'onDt use all of the%!
E+am*le%
7ns#er%
8aragraph -
*
List of headings
A ;ituals for childirth
* Si%ple classification of foods
C *lood and reath
3 3etailed classification of foods
E The develop%ent of Eietna%ese %edical theory
7 Cooling and heating foods
4 Theory and practice in food classification
? The co%ponents of the ody life forces
. 0 8aragraph 1
/! 8aragraph /
-! 8aragraph .
.! 8aragraph @
JiKeslioVs @C9
Ans'er $uestions @C9 using +1 51;E T?A+ T21 21;3S TA0E+ 7;15
T?E TEOT! 2rite your ans'ers in the spaces nu%ered @C9 on the ans'er sheet!
@! 2hat are the life forces of the odyL
6! 2hat T21 6inds of illness can e caused y a lac6 of alance et'een the
life forcesL
B! +a%e T21 life changes 'hich %ay cause an i%alance of life forces in the
ody!
#! 2hat criterion decides the theoretical classification of foodsL
9! 2hat criterion decides the actual classification of foodsL
(uestions .'0.B
*elo' is a tale representing the classification of foods into the therapeutic types
according to traditional Eietna%ese %edical theory! There are so%e gaps in the
infor%ation! Co%plete the tale using infor%ation fro% the reading passage!
2rite +1 51;E T?A+ T?;EE 21;3S 71; EAC? A+S2E;! 2rite your
ans'ers in the spaces nu%ered 1,C1B on the ans'er sheet!
Tale of food classification
CLASS 7113 E77ECT
cold leafy vegetales,
so%e fruit
cooling
hot %eat,
alcohol,
fatty foods
heating
1, honey,
rice
11!
1/! 1-! deplete lood volu%e
'ind ra' foods,
fruit
1.
1@ eef, fo'l 16
1B! &not descried( &not descried(
(@ESTI4"S .=0$=
Aou are advised to s*end about $' minutes on Questions .=0$= #hich refer to
,eading
!assage $ belo#
;EA3)+4 8ASSA4E /
The 1eui Supersonic 3oo%
As the 'orldDs only supersonic passenger Aet direct flights 'ith increased co%fort
approaches its /6th irthday, a 'orld'ide race Supersonic flights %ust not cost significantly
is under'ay to uild the Concorde )) The %ore than nor%al flights and that %ust e one
*ritish Air'ays fleet of seven has as little as 1, of the pri%ary oAectives The %ar6et for a ne'
yearsD flying ti%e left *ritish Air'ays has co%%ercial supersonic aircraft could e
challenged designers to co%e up 'ith its et'een @,, and 1,,,
successor efore the fleets, operated y *A and
Air 7rance for nearly /, years, have e"hausted )n the United States, *oeing and 5c3onnell
their co%%ercial lives *ritish Aerospace is 3ouglas are 'or6ing on a successor plane 'ith
'or6ing 'ith 7rench and 4er%an partners to the aid of a P1 @ illion grant fro% the +ational
develop a successor capale of carrying three Aeronautics and Space Ad%inistration
ti%es as %any passengers ;acing against the% &+ASA( The first phase of the proAect egan in
are the A%ericans, also 'or6ing to'ard a the US in 19#9, 'ith +ASADs ?igh Speed
supersonic passenger plane for the /1st ;esearch 8rogra% &?S; )(, 'hich focused
century solely on environ%ental issues, such as noise
and pollution, associated 'ith upersonic
The proAected develop%ent cost is a %ini%u% travel The second phase, ?S; )), 'ill %ove
P1, illion = so high that only one version is to'ard the construction of an aerodyna%ic
li6ely to e uilt in the foreseeale future *Ae craft capale of 'ithstanding the rigours of
and Aerospatiale, 'hich pioneered Concorde ), daily supersonic travel
have een Aoined y 3ai%ler *en> Aerospace
on the Aoint Concorde )) research proAect The *oeing and 5c3onnell 3ouglas have
European Supersonic ;esearch 8rogra% de%onstrated that supersonic travel could e
&ES;8( 'ill e funded y all three countries econo%ically feasile and that de%and e"ists
They also are involved in 'iderCranging tal6s for ti%eCsaving travel 3evelop%ents are
'ith )talian, :apanese and ;ussian e"pected to %ore than halve the ti%e it no'
organi>ations under the u%rella of the ta6es to fly et'een London and +e' Hor6,
)nternational Supersonic Study 4roup and et'een Los Angeles and To6yo Even
:apanese Aircraft )ndustries, the Alenia though it is accepted supersonic Aets 'ill e
Co%pany of )taly and the Tupolev 3esign anned fro% flying over populated areas, there
*ureau have een loo6ing at environ%ental are still 1@, routes of %ore than -,,,6%
re$uire%ents, certification ases, %ar6et et'een #1 %aAor cities 'hich they could use
potential, gloal co operation and usiness ;olls ;oyce is 'or6ing on a suitale Eariale
co%patiility Cycle Engine 'hich 'ill e $uieter and faster
than anything no' availale )t is hoped it 'ill
*ritish Aerospace is loo6ing for a plane e acceptale for so%e overland flights, such as
holding a %ini%u% of /,, passengers! Sieria and northern Canada )t 'ill have to e
co%pared to Concorde )Ds 1,, The aircraft capale of cruising co%fortaly and
'ould have to e capale of flying et'een econo%ically at susonic speeds using a
@@,, and 6@,, %iles at a cruising speed of turofan, efore the turoAet ta6es the craft up
5ach / @ The *ritish Aerospace idea is for a to supersonic speeds over the seas )t is
9,%Clong aircraft carrying /#9 passengers elieved that Concorde 11 i feasile and that
instead of 6,%Clong Concorde )Ds .,,, %iles at technically it could e produced tod!i( The
5ach / Long distance air travel is constantly *oeing group is loo6ing at R@,, seal @,,, nullC
increasing and passengers are as6ing for %ore &#,,,6%( range, 5ach / . aircraft 'hich could
%a6e e"tensive use of co%posite %aterials! )t
proaly 'ill ta6e the full coCoperation of
Europe, the US and :apan to achieve!
)t appears that there are also plans to uild
Concorde ))), an e"clusive supersonic Aet to
carry 1/ passengers = a *ritish Aerospace
lueprint designed for 'orld leaders and the
'ealthy! And there is a Aoint A%ericanC;ussian
venture for a si%ilar aircraft, involving
4ulfstrea% Aerospace Su6hoi 3esign *ureau!
2hile %any share this drea%, it is not e"pected
that such aircraft 'ill enter service efore the
year /,1,!
(uestions .=0$&.
*elo' is a tale 'ith co%parative infor%ation aout Concorde I, the European
version of Concorde )) and the A%erican version of Concorde ))! There is so%e
infor%ation %issing fro% the tale! Co%plete the tale using infor%ation fro% the
reading passage! 2rite your ans'ers in the spaces nu%ered 1#C/- on the ans'er
sheet! 1ne has een done for you as an e"a%ple!
C1+C1;3E )
C1+C1;3E ))
European version A%erican version
capacity E"a%ple9 1,,
1# -,,
distance .,,, %iles
19 /,
speed /1
/,@ 5ach //
length 6, %
/- &not given(
(uestions $40$B
Loo6 at the follo'ing state%ents AC?! According to ;eading 8assage /, 'hich
71U; state%ents are T;UE! Choose fro% the appropriate letters, AC?, and
'rite the% in the spaces nu%ered /.C/B on the ans'er sheet! The ans'ers
%ay e 'ritten in any order!
List of state%ents
A Concorde )) 'ill e ready for co%%ercial use in 1, years!
* 3aily use of supersonic aircraft causes structural prole%s!
C The ne' supersonic Aet should e t'ice as fast as the current one!
3 1nly 'ealthy people 'ill e ale to travel on the ne' planes!
E There is 'orldC'ide coCoperation in this proAect!
7 The prole%s of noise and air pollution have already een researched!
4 Supersonic Aets can fly long distances over Canada and ;ussia!
? Concorde is a co%%ercial aircraft!
(uestion $=
?o' %any countries are involved in developing versions of Concorde ))L
JUEST)1+S /9C.,
Aou are advised to s*end about $' minutes on (uestions $104' #hich refer to
,eading
!assage - belo#
;EA3)+4 8ASSA4E -
CoChousing see6s to alance of co%%unity, ut often at the W A range of different
the need for co%%unity and e"pense of privacy o'nership structures can e
privacy in shared living %atched 'ith coChousing
arrange%ents The four The 3anish 5odel 8rivate o'nership, rental, and
characteristics essential to coC W CoChousing see6s to provide housing coCoperatives have all
housing are not ne', ut the co%%unity and privacy in a een used in coChousing
co%ination i9X uni$ue to coC 'ay that gives people the develop%ents
housing fle"iility to find their o'n W This %a6es possile a
alance and so appeals to a greater range of household
W 8articipatory process %uch 'ider range of people types than 'ould other'ise
W )ntentional neighourhood fro% %ore diverse e possile couples 'ith
design ac6grounds than house young children or teenagers!
W Co%%on facilities sharing or conventional ho%e single parents, retired couples
W ;esident %anaged o'nership and single people This %a6es
W Each household has its o'n it possile for everyone to
?istory d'elling, 'ith edroo%s, have social relationships 'ith
W The first coChousing athroo%, living and dining people of all ages
develop%ent 'as uilt in areas, and a s%all 6itchen W There are no' coChousing
3en%ar6 in 19B/ The ideas W 3'ellings are clustered co%%unities estalished right
'ere not entirely ne', ut around the co%%on house, across Europe and in other
interest gre' fro% 'ith cars 6ept to the parts of the 'orld )n si>e they
dissatisfaction 'ith the periphery This type of proaly average around
li%ited conventional options intentional neighourhood thirty households, 'ith so%e
that 'ere availale design is pedestrian friendly as large as si"ty or %ore, so%e
W 2hat 'e accept as and pro%otes co%%unity as s%all as seven or eight
conventional suuria is not through increased households
traditional and has really only opportunities for spontaneous
een 'ith us, or at least social interaction Co%%on ?ouse
regarded as nor%al, since W 8articipatory process is W The %a% feature of the
2orld 2ar )) )t e%phasi>es crucial in developing a coC co%%on house is the 6itchen
privacy at the e"pense of housing proAect 8eople get to and dining roo% Shared
co%%unity, and o'nership 6no' one another, and a sense dinners are held there
over aness of co%%unity gro's y regularly )n so%e
W The ui$uitous $uarter acre 'or6ing together through the co%%unities that is as fe' as
loc6 necessitates car Aourneys various stages of the / nights a 'ee6, in others up
for %ost asic activities, such develop%ent process to B Everyone ta6es a turn
as shopping or visiting W ;esident %anage%ent coo6ing dinner *rea6fasts
friends %eans that once different and lunches &and dinners
D Suuran living is thus an decisions are %ade, people 'hen there is no co%%on
isolating e"perience for %any usually respect the% ecause %eal( can e prepared in oneDs
people, its very structure they had a say o'n 6itchen and eaten at
%itigates against spontaneous ;esponsiilities are typically ho%e or rought to the
casual social interaction divided a%ong s%aller 'or6 co%%on house
W ?ouse sharing helps groups, 'ith all adults W The laundry is the other
pro%ote sharing and a sense participating essential feature of the
co%%unity house! 3anish
co%%unities have found that
/ 'ashing %achines and 1
dryer is sufficient for one
hundred people!
F There are usually 'or6shops
for carpentry Kho%e handy
people, car and icycle
%aintenance, and te"tiles! )n
one co%%unity a resident had
a pottery 'or6shop in the
co%%on house, and in
another there 'as a
photography dar6roo%!
W A casual sitting area near the
dining area has een
instru%ental in the success of
so%e co%%unities!
W A couple of soundproof
roo%s are also a co%%on
inclusion! These can e used
as a childrenDs playroo%, for
%usic practice, or for
teenagers to congregate and
%a6e as %uch noise as they
li6e 'ithout disturing others!
Uses for these roo%s can
change over ti%e as the needs
of the co%%unity change!
W So%e co%%unities have
included guest roo%s in the
co%%on house, 'hich have
een $uite successful! They
can e rented out to visitors,
or to teenagers in the
co%%unity!
(uestions /9C-/
Ans'er each of the follo'ing $uestions using +1 51;E T?A+ T21 21;3S!
The 'ords should e ta6en 7;15 T?E TEOT! 2rite your ans'ers in the spaces
nu%ered /9C-/ on the ans'er sheet!
/9! 2rite T21 characteristics of suuran housing!
-,! 2rite 1+E negative result of suuran housing!
-1! 2rite T21 positive aspects of coChousing!
-/! 2rite 1+E negative result of house sharing!
(uestions --C-@
;ead the follo'ing state%ents AC4! Choose the T?;EE state%ents 'hich reflect a
positive outco%e of coChousing, according to the section of the te"t headed The
3anish 5odel! Choose the ans'ers AC4, and 'rite the% in the spaces nu%ered
--C-@ on the ans'er sheet! Hou %ay 'rite the% in any order!
A 8rivacy is carefully protected!
* 8eople are not per%itted to o'n cars!
C The co%%on house is the focus of the co%%unity!
3 8eople respect decisions if they help %a6e the%!
E All adults help to loo6 after the children!
7 8eople of all ages and interests can interact %ore!
4 A s%aller nu%er of households is etter!
(uestions &304'
The follo'ing is a su%%ary of the final section of the te"t, Co%%on ?ouse! There
are so%e 'ords %issing fro% the su%%ary! 7ro% the list of 'ords elo', select
1+E 'ord to fill each space! 2rite your ans'ers in the spaces nu%ered -6C., on
the ans'er sheet!
Su%%ary of Co%%on ?ouse
Although each -6CCCCCCCCCCCCCCCCCCChas its private -BCCCCCCCCCCCCCCCCCCCC, everyone
shares activities in the co%%on house! The co%%on house %ight have roo%s for
coo6ing and eating or Aust for sitting and tal6ing! There is usually a co%%on space
for 'ashing and drying clothes! So%e coChousing proAects have special shared
roo%s for -#MMMMMMMMMMMMMsuch as photography, pottery or for playing
-9CCCCCCCCCCCCCCCCCCCCThis co%%on house gives people of all ages the opportunity
to %eet each other and socialise! The .,CCCCCCCCCCCCCCCCCCcan %a6e their o'n
decisions on ho' they use the co%%on space!
List of 'ords
ga%e household 'or6shops
hoies o'ner fa%ilies
houses d'elling practice
residents children roo%
%usic activity fa%ily
;EA3)+4 TEST .
(@ESTI4"S .0./
Aou are advised to s*end about ./ minutes on (uestions .0./ #hich refer to
,eading
!assage . belo#
;EA3)+4 8ASSA4E 1
???????
A! That D5onday %orning feelingD could e a heart rate go up and there are hor%onal
crushing pain in the chest 'hich leaves you changes in their odies,D 2ilhch e"plained DAll
s'eating and gasping for reath ;ecent these things can have an adverse effect in the
research fro% 4er%any and )taly sho's that lood syste% and increase the ris6 of a clot in
heart attac6s are %ore co%%on on 5onday the arteries 'hich 'ill cause a heart attac6
%ornings and doctors la%e the stress of D2hen people return to 'or6 after a 'ee6end
returning to 'or6 after the 'ee6end rea6 off, the pace of their life changes They have a
higher 'or6load, %ore stress, %ore anger and
* The ris6 of having a heart attac6 on any %ore physical activityK said 2ilhch D2e need
given day should e one in seven, ut a si"C to 6no' ho' these events cause changes in the
year study coordinated y researchers at the ody efore 'e can understand if they cause
7ree University of *erlin of %ore than /,6,, heart attac6s D
4er%ans revealed that the average person had
a /, per cent higher chance of having a heart 4 *ut although it is te%pting to elieve that
attac6 on a 5onday than on any other day returning to 'or6 increases the ris6 of a heart
attac6, oth 2ilhch and the )talian researchers
C! 2or6ing 4er%ans are particularly ad%it that it is only a partial ans'er *oth
vulnerale, 'ith a -- per cent higher ris6 at the studies sho'ed that the overC6@s are also
eginning of the 'or6ing 'ee6 +onC'or6ers, vulnerale on a 5onday %orning even though
y co%parison, appear to e no %ore at ris6 on %ost no longer 'or6 The reason for this is not
a 5onday than any other day clear, ut the )talian tea% at the Luigi Saddo
?ospital % 5ilan speculate that social
3 A study of 11,,,, )talians identified # a% on interactions = the thought of facing another
a 5onday %orning as the %ost stressful ti%e 'ee6 and all its pressures = %ay play a part
for the heart, and oth studies sho'ed that
Sunday is the least stressful day, 'ith fe'er ?! 2hat is clear, ho'ever, is that the 5onday
heart attac6s in oth countries %orning pea6 see%s to e consistent fro%
northern 4er%any to southern )taly in spite of
E! The findings could lead to a etter the differences in diet and lifestyle
understanding of 'hat triggers heart attac6s,
according to 3r Stefan 2ilhch of the 7ree ) 2ilhch is reluctant at this stage to %a6e
University D2e 6no' a lot aout longCter% ris6 specific reco%%endations, ut he suggests that
factors such as s%o6ing and cholesterol ut 'e anyone 'ho suffers fro% heart disease should
donDl 6no' 'hat actually triggers heart ta6e it easy on 5onday %ornings and leave
attac6s, so 'e canDt %a6e specific reco%%enC potentially stressful %eetings until %id'ee6
dations aout ho' to prevent the%,D he said D8eople should try to create a pleasant 'or6ing
environ%ent,D he added D5aye this ris6
7! 5onday %ornings have a doule helping of applies only to those 'ho see 'or6 as a
stress for the 'or6ing ody as it %a6es a rapid urden, and people 'ho enAoy their 'or6 are
transition fro% sleep to activity, and fro% the not so %uch at ris6 2e need to find out %ore D
rela"ing 'ee6end to the pressures of 'or6
D2hen people get up, their lood pressure and
(uestion .
2rite your ans'er in the space nu%ered 1 on the ans'er sheet!
1n 'hich day are people least li6ely to have a heart attac6L
(uestions $0/
;ead the follo'ing state%ents /C@! According to the reading passage, if the
state%ent is true 'rite T, if the state%ent is false 'rite 7, if there is insufficient
evidence 'rite )E! 2rite your ans'ers in the spaces nu%ered /C@ on the ans'er
sheet! An e"a%ple is sho'n elo'!
E+am*le%
7ns#er.
)t 'as once elieved that there 'as an e$ual chance of suffering a
heart attac6 on any day of the 'ee6!
T
/! Une%ployed 4er%ans have a higher ris6 of heart attac6 than e%ployed
4er%ans!
-! Une%ployed )talians have a lo'er ris6 of heart attac6 than une%ployed
4er%ans!
/! 4er%ans ris6 heart attac6 ecause of their high consu%ption of fatty food!
-! Cholesterol and s%o6ing cause heart attac6s!
(uestions 30.4
;ead ;eading 8assage 1 and fro% the list of headings elo', select the est
heading for each paragraph AC)! 2rite the appropriate nu%er iCi", in the spaces
nu%ered 6C1. on the ans'er sheet! Use each heading 1+CE only!
6! ?eading for 8aragraph A
B! ?eading for 8aragraph *
#! ?eading for 8aragraph C
9! ?eading for 8aragraph 3
1,! ?eading for 8aragraph E
11! ?eading for 8aragraph 7
1/! ?eading for 8aragraph 4
1-! ?eading for 8aragraph ?
1.! ?eading for 8aragraph )
List of headings
i E"act cause of heart attac6s
ii The safest day
iii *reathless, s'eaty and crushed
iv ;educing heart attac6 ha>ard
E ?ighCris6 5onday
vi 5ondays9 ris6ier than food and 'ay of life
vii :oless ut safer
viii Elderly also at ris6
i" *odily adaptations
(uestion 1@
;eading 8assage 1 is untitled! Select the est title for the entire passage fro% the
choices AC3 elo'! 2rite your ans'er in space nu%ered 1@ on the ans'er
sheet!
A ;educe your chance of having a heart attac6
* 2arning9 5ondays are ad for your heart
C The over'eight and s%o6ers ris6 heart attac6s
3 ?appy and healthy
(@ESTI4"S .30$=
Hou are advised to s*end about $/ minutes on Questions 16-28 #hich refer to
,eading
!assage $ belo#
;EA3)+4 8ASSA4E /
3o%estic 3ivision of Laour
8aragraph 1 to do e"actly half the read'inning and a
2or6 'ithin the fa%ily conte"t ta6es a variety 'o%an to do e"actly half the child rearing
of for%s )n %any 2estern households in the
199,s, it %ay include tas6s such as caring for 8aragraph .
%e%ers of the fa%ily, contriuting to the The collaorative style is a co%pro%ise et'een
household finances, %aintaining the house, the t'o e"tre%es of traditional and egalitarian
interacting 'ith 6% and estalishing and )n these fa%ilies, partners can specialise in
sustaining co%%unity relationships As a 'ay household activities and the inclination is
of fostering do%estic har%ony and creating a to'ards doing 'hat one is e"pert at or prefers
%anageale routine, so%e couples choose one of Typically, a 'o%an %ay do all the cleaning 'hile
three different styles of household role division a %an %ay do all the coo6ing ecause they
traditional, egalitarian or collaorative choose to do so )t does not follo' patriarchal
prescription 'here a father al'ays has fore%ost
8aragraph / fa%ily authority and 'here the %otherDs do%ain
5ost people 'ho fit the traditional pattern are is centred around the children and the household
characteristically %en and 'o%en 'ho are )t is guided y personal interest rather than social
conventionally %arried, or have een living convention As such, decisions %ay e deferred
together as a couple for so%e ti%e The %an and to the one 'ho is the specialist in the particular
'o%an have totally separate spheres of influence area )n so%e cases, couples %ay reverse their
and responsiility 7or instance, the husand or selected roles and the 'o%an %ay eco%e the
%ale partner is usually the chief decision %a6er %ain read'inner, 'hile the %an %ay in turn
and the %aAor financial provider ?e rings in e the pri%ary child careCgiver
the ul6 of %oney and has the final say over
%aAor household purchases and i%portant 8aragraph @
financial transactions The 'ife or fe%ale partner Traditional, egalitarian and collaorative styles
engages in child care and household are vie'ed y so%e as eing dependent on
%anage%ent, of 'hich the latter also includes fe%ale and %ale genderCrole attitudes, oth of
%aintaining contact 'ith relatives and fa%ily self and partner )n other 'ords, personality
%e%ers 'ho %ay not live under the sa%e roof differences are said to deter%ine 'hether %en
and 'o%en adopt one division of laour style
8aragraph - in preference to another 7e%ininity, or fe%ale
)n ideal situations, an egalitarian style is typified genderCrole stereotypes are co%%only associated
y an e$ual interchange in household tas6s for 'ith the e%otional, nurturing $ualities usually
e"a%ple, one partner does the dishes for one ascried to a 'o%an, 'hile %asculinity, or a %ale
'ee6, 'hile the other coo6s Then, the roles are genderCrole stereotype is seen in the conte"t of
reversed for the ne"t 'ee6 As an alternative, ris6Cta6ing, assertiveness and independence =
individual Aos %ay e divided e$ually, so that usually attriuted to %en
one partner handles half of the household tas6s
and the other partner ta6es on the re%aining 8aragraph 6
e$ual proportion ?o'ever, this @,K@, scenario An opposing vie' sees the three fa%ily division
does not usually result in a per%anent of laour styles as a reflection of the progressive
arrange%ent, so%e specialisation does tend to changes couples %a6e in response to changing
creep in ?u%an eings are not %achines to e life situations, rather than eing an aspect of
s'itched on and off at precise %o%ents, nor is personality Essentially, adult 'o%en and %en
society organised in such a 'ay as to allo' a %an %odify their ehaviour 'ithin the conte"t of
A ho%e tas6s
* ho%e'or6
C house'or6
3 %ale and fe%ale 'or6
E distriution of household tas6s
(uestions 1BC//
Seven sentences have een left out of ;eading 8assage /! Each sentence has a
5eginning of Senten'e and an End of Senten'e1 Co%plete the sentences
nu%ered 1BC// y adding an end of sentence fro% the selection $+# elo'!
2rite your ans'ers $+# in spaces nu%ered 1BC// on the ans'er sheet! The first
one has een done as an e"a%ple!
E+am*le%
7ns#er%
E"a%ples of 2estern households !!
*
5eginning of Senten'e
1B! Social scientists!!!
1#! ;ole e"pectations !!!
19! 3ecisions and po'er 'ithin %arriage !!!
/,! )n traditional fa%ilies, %ales !!!
/1! Stereotypes!!!
//! 5ales and fe%ales !!!
(uestion .3
)n ;eading 8assage /, a nu%er of the%es are %entioned! 7ro% the selection
of the%es AC E elo', choose 1+E 'hich est represents the %ain the%e of
theentire passage! 2rite the appropriate letter in the space nu%ered 16 on
the ans'er sheet!
8aragraph B
So, depending upon de%ands in life situations,
%en and 'o%en assign 'hat they elieve are the
appropriate %asculine and fe%inine
characteristics to particular conte"ts! 5oreover,
depending upon ho' stereotyped the activities
are that they are involved in, genderCroles %ay
alter!
fa%ily life, in accordance 'ith current situations
)t is these life situations, rather than people, tha
should e calegorised as typically fe%inine ,1
%asculine! 7or e"a%ple, 'hen a couple egins a
loving relationship, attends to a ay or cares for
a sic6 relative, it is the fe%inine $ualities that are
fore%ost! )n contrast, co%petition and the degree
of aggressiveness often re$uired in outside
e%ploy%ent, are associated 'ith stereotypical
%asculine $ualities!
End of Sentence
A ! !! are divided y gender!
* ! !! 'ere considered!
C ! !! are often difficult to change!
3 ! !! are often in agree%ent around the ho%e!
E ! !! and tas6s are typically along traditional lines!
7
4!
!! %a6e the 6ey difference!
! are divided in their vie' of 'hat is responsile for the different patterns
of do%estic division of laour!
(uestions /-C/#
8aragraphs /CB in ;eading 8assage / each contain one 'ord highlighted in old
type! Each highlighted 'ord can e paired 'ith a 'ord of appro"i%ately opposite
%eaning 'hich is in the list AC+ elo'! 7ro% the list of highlighted 'ords,
choose
the %ost suitale opposite %eaning! Use each 'ord 1+CE only! 2rite your
ans'ers in spaces nu%ered /-C/# on the ans'er sheet! The first one is an
e"a%ple!
E+am*le%
7ns#er%
fostering &8aragraph 1(
0
?ighlighted 'ords
/-! ul6
/.! read'inning
/@! prescription
/6! adopt
/B! categorised
/#! stereotyped
1pposite %eanings
A differentiated 7 choice 0 discouraging
* average 4 loss L na%ed
C unclassified ? assu%e 5 outgoings
3 o'ned ) repudiate + encourage
E %ini%u% : pattern
(@ESTI4"S $104'
Aou are advised to s*end about $' minutes on
(uestions $104' #hich refer to ,ending
!assage & belo#.
;EA3)+4 8ASSA4E -
The 4reat *arrier ;eef
All along &he Jueensland coast, inshore coral
reefs, s%othered y silt and algae, are dying!
So%e lagoons and reefs, once pristine e"a%ples
of a tropical paradise, no' consist of ro6en
s6eletons of dead coral, uried in layers of silt!
Even the %ost re%ote reefs are at ris6 of pollution
fro% tourist resorts releasing se'age and ships
du%ping their ruish! Tourists too are so
nu%erous that at one popular reef, urine fro%
s'i%%ers, and droppings fro% fish they feed,
have increased the nutrient level in the 'ater so
%uch that algal loo%s flourish and threaten the
very e"istence of the colourful corals!
5arine e"perts say aout B,T of coral reefs
around the 'orld are dead or severely degraded!
AustraliaDs 4reat *arrier ;eef, the gloeDs largest
reef syste%, stretching /-,, 6ilo%etres and
co%prising /9,, separate reefs, is in etter shape
than %ost! *ut e"perts 'arn that it re$uires
concerted effort and diligence to 6eep it that 'ay
and in so%e places it is already too late!
The 4reat *arrier ;eef is internationally
reno'ned for its spectacular %arine life and the
tourist and fishing industries are econo%ically
i%portant! ;eefCased touris% and fishing have
a co%ined econo%ic 'orth of %ore than P1
illion a year! ;eef touris% is no' %ore valuale
than sugar e"ports and tourist nu%ers are
forecast to $uadruple 'ithin eight years! The
industry depends on protecting a spectacular
%arine environ%ent that is ho%e to at least
1,,,,, species of ani%als &including .,, varieties
of coral( and plants! They include such
endangered creatures as the dugong, the giant
cla% and the hu%pac6 'hale!
)t is an environ%ent so little 6no'n that
thousands %ore species al%ost certainly a'ait
discovery< during one recent 1/ %onth field
study, /,,,,,, ne' iological records,
!infor%ation not previously 6no'n to science,
'ere %ade! 5any pro%ising co%pounds for ne'
%edical treat%ents and other products are eing
discovered on the reef! Co%pounds derived fro%
F Catches of reef fish y co%%ercial and
recreational fisher%en are falling
F Ships are illegally discharging oil and
du%ping garage< 'ith only one ranger per @/,,
s$uare 6ilo%etres of the 4reat *arrier ;eef
5arine 8ar6, it is difficult to stop the%!
F )n a controversial %ove, the oil industry =
'ith the govern%entDs lessing = plans to e"plore
'aters off the reef for petroleu% 'ithin the ne"t
decade!
Australia is regarded internationally as eing in
the forefront of reef %anage%ent and research
and is providing P/ %illion 'orth of advice on
%arine issues this year to other countries!
Australian scientists have advised Ecuador on
ho' to protect the seas around the fa%ed
4alapagos )slands and are helping the
Association of SouthCEast Asian +ations to
%onitor their %arine environ%ent, 'here #,T
of reefs are ruined and fish stoc6s are close to
collapse! The hope is that the 4reat *arrier ;eef
'ill avoid a si%ilar fate!
(uestions $10&$
Ans'er the follo'ing $uestions, using infor%ation fro% ;eading 8assage -!
Select
A, *, C or 3 as the est ans'er and 'rite your ans'ers in the spaces nu%ered
sponges and other reef organis%s are eing
evaluated in the United States for possile use
in drugs to fight cancer and A)3S! Through
ne'ly developing technology, corals are giving
us an e"traordinary insight into past 'eather
patterns!
Scientists have discovered that longClived
on the 4reat *arrier ;eef are vast storehouses
'eather infor%ation! 1ver the centuries, corals
have asored hu%ic acid fro% plant %aterial
'ashed into the reef fro% %ainland rivers! *y
e"a%ining ands in coral s6eletons &analogous
to tree rings( under ultraviolet light, scientists
have een ale to trace rainfall levels ac6 to
16.,s< eventually, they 'ill 6no' 'hat the
rainfall 'as at least 1,,, years ago!
Sadly, after several years of research, %arine
e"perts agree that inshore reefs are eing
devastated y a vast deluge of sedi%ent and
nutrients 'ashed into the sea as a result of
develop%ent on the %ainland! So%e clai% that
outer reefs 'ill eventually %eet the sa%e fate!
As internationally reno'ned %arine scientist
Leon Gann su%s it up9 D)tDs not the 'aste on the
eaches 'e have to 'orry aout, itDs 'hat 'e
canDt see elo' the surfaceD!
The reef is eing assaulted on other fronts9
F ;esearch suggests that a ne' invasion of
cro'nCofCthorns starfish, a coral devouring
creature, %ay e i%%inent! Authorities elieve
that hu%an activities are i%plicated in such
population e"plosions!
F 7resh outrea6s of coral leaching = 'hich
occurs 'hen rising te%peratures cause polyps
to discard the tiny algae that give reefs their
colours and 'hich is lin6ed y so%e scientists
to the greenhouse effect, are eing recorded!
/9C-/ on the ans'er sheet! The first one is an e"a%ple!
E+am*le% Jueensland is in9
A
*
C
3
Ecuador
Austria
Australia
The United States
7ns#er% C
/9! The 4reat *arrier ;eef9
A has %ostly een destroyed
* could die in the ne"t decade
C is healthier than %ost other reef syste%s
3 is in good condition
-,! Corals are scientifically valued ecause9
A they can e %ade into %edicine
* they provide shelter for plants
C fish feed on the%
3 cli%atic change is recorded in the%
-1! 3angers to the %arine environ%ent include9
A 'ar%er 'ater
* coral s6eletons
C ne' fish species
3 high rainfall levels
-/! 1il e"ploration9
A has provided an inco%e to the 4reat *arrier ;eef 5arine 8ar6
* 'ill continue for 1, years
C although supported y the govern%ent, is not popular
3 can help scientists %onitor %arine life
(uestions &&0&/
The state%ents elo' are ans'ers to $uestions! Choose )NE state%ent fro% the
list laelled es"onses and %atch it to the list laelled Questions1 2rite your
ans'ers using the appropriate letter fro% the list of es"onses AC:, in the spaces
nu%ered --C-@ on the ans'er sheet! The first one is an e"a%ple!
There are /ore res"onses than you need1
E"a%ple
7ns#er%
2here do the iological 'astes co%e fro%L
E
Questions
--! 2hat causes the %ost devastation to the coral reefsL
-.! 2hy are scientists still ale to %a6e discoveries in the reef syste%L
-@!! 2hat is destroying the reefs near the %ainlandL
;esponses
A sedi%ents and nutrients
* technology
C there are too fe' %arine scientists
3 fishing
E fish and s'i%%ers
7 there are so %any %arine species
4 it is still largely une"plored
? da%age
) pollution
: tourists and ships
(uestions &30&=
The follo'ing sentence has three 'ords %issing! Co%plete the sentence y adding
1+E 'ord fro% ;eading 8assage - for each space! 2rite your ans'ers in the
spaces nu%ered -6C-# on the ans'er sheet!
The 4reat *arrier ;eef, the %ost e"tensive reef syste% in the -6CCCCCCCCCCCCCCCCCC, is
i%portant to 'eather e"perts 'ho, y studying the structure of -BCCCCCCCCCCCCCCCCCCC,
can learn %ore aout a%ounts of -#CCCCCCCCCCCCCCCCCCCCcenturiesDago!
(uestions &104'
2rite your ans'ers in the spaces nu%ered -9C., on the ans'er sheet! Use a
%a"i%u% of T21 'ords for each ans'er!
-9! 2hich %arine ani%al is seriously threatening coralL
.,! 2hose Ao is it to protect the reefL
;EA3)+4 TEST @
(@ESTI4"S .0./
Aou are advised to s*end about ./ minutes on (uestions .0./ #hich refer to
,eading
!assage . belo#.
;EA3)+4 8ASSA4E 1
!$P UP 6)U 3ISIT !ITH THE PEFE%T #IFT
Section 1A Section )*
D)t is etter to give than to receiveD< D+ever loo6 ?ong 0ong Chinese greatly appreciate si%ple
a gift horse in the %outhD< *e'are of 4ree6s greeting cards, though oviously they 'ill not
&ancient, of course( earing giftsD! 4ifts are a refuse s%all to6ens of friendship in the for% of
funda%ental ele%ent of culture and our lives gifts!
as social creatures! They are also an i%portant
part of our usiness relationships! *oo6s 'ith plenty of illustrations are %ost
There are occasions 'hen giving a gift appreciated in )ndonesia! )nappropriate ite%s9
surpasses spo6en co%%unication, since the alcohol, products %ade fro% pigs, 'ar%
%essage it offers can cut through arriers of clothing! Ties and cuff lin6s are not co%%only
language and cultural diversity! 8resent a 'orn!
si%ple gift to your host in a foreign country
and the chances are he or she 'ill understand )n )ran, shortCsleeved shirts and any visual
you perfectly, though you %ay not understand representation of na6ed or partially dressed
a single 'ord of each otherDs languages! )t can people, %ale or fe%ale are highly
convey a 'ealth of %eaning aout your inappropriate! 3onDt other 'ith ties, videos
appreciation of their hospitality and the or records! As in all )sla%ic countries, there is a
i%portance you place upon the relationship! strict taoo on any por6 products!
Co%ine the act of giving 'ith so%e
6no'ledge of and sensitivity to the culture of ;especting the Ara tradition, gifts should
the recipient and you have an invaluale endeavour to praise the recipient in )ra$ and
chance to earn respect and lay the foundations should never e of an order that cannot
of a durale and %utually eneficial usiness reasonaly e reciprocated!
relationship!
7or all countries, ta6e account of cli%ate, Avoid certain colour co%inations9 red, 'hite
especially in regard to clothing! So%e gifts can and lac6 &colours of the +a>i flag(< and red,
e ruined y e"tre%ely hot or hu%id cli%ates, green and lac6 &the 8alestinian flag( in )srael!
possily causing their receiver considerale
anguish! Consider the 6inds of products that 4ifts are nor%ally e"changed at the eginning
are aundant in the country concerned and try of %eetings 'ith :apanese and should e given
for so%ething that is unco%%on there! Thin6 and received 'ith oth hands! )t is seen as
aout the level of language s6ills9 a oo6 'ith i%polite to give an un'rapped gift! The
hundreds of pages of English te"t %ay e at
est useless, at 'orst e%arrassing, to a person
'ith li%ited English! )nfor% yourself as %uch
e%phasis should e on high $uality, though not
necessarily e"pensive, ite%s!
as possile aout local custo%s, rules and 2hen in :ordan, it is preferale, ut not vital,
eti$uette, especially to do 'ith 'rapping! to avoid green in pac6aging! 3o not give oo6s!
presenting, superstitions, taoos and videos, etc that %ention )srael! +or%al Ara
i%portantly, custo%s and $uarantine
regulations! The follo'ing is a rief account of
the eti$uette of giftCgiving in so%e countries
of Asia and the 5iddle East!
custo%s apply, so no alcohol, por6, 'o%enDs
clothing etc! Aras generally do not greatly
appreciate handcrafts in 'ood, faric or
pottery! 4ifts should ideally appear valuale!
Again, the e"change should e %ade 'ith oth
hands in 0orea! Also, si%ilar to :apan, is the
e%phasis on presentation! 3o not use red in6
to 'rite the na%es of the recipients! )t is 'orth
re%e%ering that it is custo%ary for a gift
given to a co%pany to e shared out around
the office concerned, so ite%s that lend
the%selves to this practice = li6e a ottle of
good 'his6y = are very 'ell received!
Laos has virtually no cultural taoo ite%s! )t
'ould e difficult to offend 'ith virtually any
giftDC
*usiness contacts in the 8eopleDs ;epulic of
China are 6een recipients of good Scotch
'his6y and A%erican cigarettes, to the point
'here it is al%ost oligatory to ta6e so%e along
'hen you go there! 1r, if not oligatory, it
certainly helps to 'ar% relations!
3o not open gifts in the presence of the giver
in the 8hilippines! +ot reco%%ended are ite%s
alluding to religion! 5any people are Catholic
and %any others 5osle%s! This also %eans
literature and art 'ith any possile suggestions
of le'dness or racis% are to e strictly avoided!
7or Thailand, gifts should not e 'rapped or
pac6aged in lac6! 5odest gifts, li6e ties,
scarves and 6ey rings, are %uch appreciated!
Traditionally, sharp oAects li6e 6nives or even
letter openers are not given as gifts!
+o special giftCgiving custo%s in Eietna%, ut
the Eietna%ese are enthusiastic gift givers and
li6e very %uch to receive the% as 'ell! Li$uor
and 'ine can e prole%atic, for reasons
pertaining to Eietna%ese tastes rather than
%orality or religion!
(uestions .04
State%ents 1C. are ased on ;eading 8assage 1! Co%plete the state%ents y
using 1+E 'ord fro% ;eading 8assage 1 for each ans'er! 2rite your ans'ers in
the spaces nu%ered 1C. on the ans'er sheet!
1! 3ifferences in culture andMMMMMMMMMMM can e overco%e y gifts!
/! 1verseas visitors are advised to give gifts to theirMMMMMMMMMMMM
-! MMMMMMMMMMMshould e considered 'hen giving gifts such as thic6 clothing!
.! To present a gift of chocolates in a tropical country %ight createCCCCCCCCCCCCF
(uestions /0.'
;ead each of the follo'ing state%ents! 2rite T if the state%ent is true, 7 if the
state%ent is false and )E if there is insufficient evidence, according to
;eading 8assage 1! 2rite your ans'ers in the spaces nu%ered @C1, on the
ans'er sheet!
@! An )sraeli usiness %anager 'ould undoutedly appreciate the gift of a
lac6, 'hite and red striped tie!
6! )t is reco%%ended to give 'ine to Eietna%ese!
B! An ine"pensive pigs6in 'allet 'ould proaly e appreciated in :apan,
Eietna% and Laos!
#! A sil6 scarf is an appropriate gift for a :ordanian hostDs 'ife!
9! U%rellas are popular gifts in ?ong 0ong!
1,! 2his6y 'ould e a 'elco%e gift in Laos!
(uestions ..0./
The paragraph elo' is a su%%ary ased on infor%ation in ;eading 8assage 1!
There are so%e 'ords %issing! Co%plete the paragraph y using 1+E 'ord for
each space! All the 'ords you 'ill need to use co%e fro% ;eading 8assage 1!
2rite your ans'ers in the spaces nu%ered 11C1@ on the ans'er sheet!
There are i%portant details to consider 'hen 11! MMM M! !!! So%e cultures have
prohiitions on ani%al products such as those fro% a 1/! M ! 1thers have
political aversions to specific 1-CCCCCCCCCCCCCecause of their use on certain
countriesD flags! Si%ilarly, Thais do not li6e 1.CCCCCCCCCCCCcovered gifts, and in
0orea it is suggested that na%e tags 'ritten in red should e avoided! *ut
presentation is not only restricted to 'hat 'rapping or pen you use, in :apan care
should also e ta6en in selecting gifts that are of superior 1@! ! !
JUEST)1+S -6C/@
Hou nre advised to s*end about $' minutes on (uestions .30$/ #hich refer to ,eading
!assage $ belo#
;EA3)+4 8ASSA4E /
A Earth$ua6es can rip apart entire cities and outlying districts, as the 199@ disaster in 0oe, :apan
sho'ed Seis%ologists, scientists 'ho study earth$ua6es and related pheno%ena, have records
dating ac6 to 1@@6, fro% the Chinese province of Shensi, 'hich indicate that earth$ua6es have
een devastating our 'orld for centuries )n that instance, a %aAor earth$ua6e is esti%ated to have
6illed nearly #1,,,,, people, 'hile destroying 'hole to'ns and villages 5ore recently, a death toll
of %ore than 66,,,, 'as recorded in northern 8eru in 19B,, and /-,,,, died in the 4uate%ala
$ua6e
of 19B6
*! The destructiv e forces vY hich produce earth$ua6es, usually egin deep elo' the ground, along
a fault in 'ea6er areas of the earthDs roc6y outer shell, 'here sections of roc6 repeatedly slide past
each other The speed at 'hich the fracture spreads at point of 'ea6ness depends upon the type of
roc6 ut %ay average aout - 6% a second in granite or other strong roc6 At that rate, a fracture
%ay spread %ore than @6, 6% in one direction in less than a %inute As the fracture e"tends along
the tault, loc6s of roc6 on one side of the fault %ay drop do'n elo' the roc6 on the other side,
%ove up and oYer the other side, or slide for'ard past the other The violent shattering of roc6
releases energv iruu travels in vYaves, and these seis%ic 'aYes %ove out fro% the focus of the
earth$ua6e in all directions As the YYaYes traYel a'ay fro% the focus, they gro' gradually 'ea6er
generally resulting in the ground sha6ing less as distances increase
C 4eological %ove%ents are not the only occurrences to trigger an earth$ua6e ?u%an activity
%ost often the filling of reservoirs 'ith e"traord%anlY large a%ounts of 'ater, can also causi
earth$ua6es 1 a6e 5ead, on the Colorado ;iY er in the United tates, 'as filled in 19-@ and 'as the
first e"a%ple of an artificial la6e eing responsile for earth$ua6e activity Si%ilarly, %assive
e"plosions, such as $uarrv lasting and nuclear tests can also 'rea6 havoc
3 1 arlh$ua6es al%ost neY er 6ill people directly, although that fact is not of %uch consolation to
reliiliv es and friends 'ho h!u e lost lov ed ones in an earth$ua6e )nstead, %any deaths and inAuries
result fro% falling oAects and collapsing uildings, 'hile fire resulting fro% ro6en gas or fallen
po'er )nns is another danger The 0oe earth$ua6e in :anuary 199@, lasted only /, seconds, yel
resulted in a death toll of oYer @,,,, and inAured appro"i%ately /6,,,, people 7ires urnt out ol
control for several days after the earth$ua6e, 'hich 'as follo'ed y hundreds of afterCshoc6s
liec!uise of &cars of da%age to gas pipelines and any lea6s eing potentially disastrous, inhaitant
endured )neKing u inter conditions
E ) ven though earth$ua6e prone countries spend enor%ous hu%an and financial resources ,1
si is%ograpli0 %easure%ent, as a %eans of predicting earth$ua6es, there is a danger in paying toi
%ueh heed lo see%ingly high ris6 >ones and erecting less stale uildings solely ecause of then
)? ing in !1 lo' ris6 Kone 8rior lo the earth$ua6e, 0oe 'as not regarded as at serious ris6, ut afte i
the disaster investigation of the da%age revealed that nearly all deaths occurred in s%all uilding
that shattered rather than t' isted 'hen stressed Coupled 'ith the prole% of soft soils, the
uilding
had little fir% support and %any cru%led )f countries 'ish to 'ithstand the devastating forces ,1
sustantial earth$ua6es and reduce death, inAury and property da%age, it is i%portant to design
and construct uildings that are earth$ua6e resistant, as 'ell as %onitor seis%ic forces
(uestions .30.=
Select 'ords fro% paragraph * to ans'er Juestions 16C1#! Use 1+E 'ord for
each ans'er! 2rite your ans'ers in the spaces nu%ered 16C1# on the ans'er
sheet!
16! +a%e the precondition needed in roc6 for elo' surface fractures to occur!
1B! 2hich ter% is used for the location of the greatest a%ount of %ove%entL
1#! 2hat action elo' the surface roc6 results in seis%ic 'avesL
(uestions .10$$
The notes elo' are a su%%ary of paragraph C of ;eading 8assage /!
Choose 'ords fro% paragraph C to co%plete the notes and 'rite your
ans'ers in the spaces nu%ered 19C//! Select either 1+E or T21 'ords for
each space!
*oth natural and 19CCCCCCCCCCCCCCCactivity can cause an /,CCCCCCCCCCCCCCCCC
/1MMMMMMMMMMfor%ation of la6es y discharge of //!MMMMMMMMMMMcan initiate a
$ua6e!
(uestions $&0$/
2rite the appropriate letter A, *, C or 3 in the spaces nu%ered /-C/@ on
the ans'er sheet!
/-! )t is no' elieved that9
A lo'Cris6 >ones are relatively safe!
* highCris6 >ones are %ore dangerous than lo'Cris6 >ones!
C lo'Cris6 >ones %ay in fact e very dangerous due to poorly
constructed uildings!
3 highCris6 >ones have stale uildings!
/.! Soft soils9
A together 'ith poorly constructed uildings and eing in highCris6
>ones greatly contriute to earth$ua6e devastation!
* cause earth$ua6es!
C cause uildings to t'ist rather than shatter!
3 cru%le uildings!
/@! Seis%ologists9
A can predict the potential destruction of a city y an earth$ua6e!
* cannot predict 'here an earth$ua6e %ay occur!
C had een investigating 0oeDs potential for an earth$ua6e and had
'arned the inhaitants!
3 could 'or6 'ith other professionals to understand and try to %ini%ise
the level of death and inAury caused y %aAor earth$ua6es!
(@ESTI4"S $304'
Aon me advised la s*end about /@ minuter on (uestions $304' ivlnch refer to
,ending
!rimage & belo#
;EA3)+4 8ASSA4E -
2?H 2E CA+DT A771;3 T1 LET AS)A STA;EE
A A%ong the prole%s afflicting a E Such issues, La%pe argues, 'hile seen as
urgeoning 'orld population, overcro'ding, re%ote y %any countries and international
poverty and environ%ental degradation are corporations, 'ill stri6e at their econo%ic ase
co%ining to put at risX6 the very essence of our as 'ell Societies that are too poor or driven y
survival = food internal strife and civil 'ar 'ill e ad for
invest%ent or as %ar6ets for goods 8ressure
* D)f y the eginning of the ne"t century 'e fro% a rising tide of environ%ental and
have failed to satisfy the very asic needs of political refugees %ay also e felt
the t'o illion very poor and four illion poor!
life for the rest of us could e e"tre%ely ris6y 7! 1ne significant factor under%ining the
and unco%fortale,D predicts 3r 0laus La%pe agricultural econo%ies of developing countries
of the )nternational ;ice ;esearch )nstitute has een the far% trade 'ar et'een the US
&);;)( % the 8hilippines This is a highly and the EC D2e tal6 aout environ%ental
threatening, even terrifying prediction for Asia, degradation and dangerous che%icals, yet
'here B, per cent of the 'orldDs poor live ut spend illions of US dollars and ECUs
'here reserves of good $uality arale land producing things 'e donDt 'ant 'hich ruin
have practically run out local production syste%s and inco%es for poor
people,D La%pe says And instead of developed
C Although the 'orld regards Asia as the countries helping struggling nations to develop
focus of an econo%ic and industrial %iracle, sustainale food production syste%s their
'ithout ade$uate supplies of food, La%pe policies tend to erode and destroy the%
says, chaos could easily result in %any
countries And the i%pact 'ill e felt 'idely 4 2hen 'orld grain prices are ad far%ers in
throughout the region )n the 199,s alone, he Asia s uplands turn fro% rice to cash crops to
says, the cities of Asia 'ill e s'ollen y a supple%ent falling inco%es, or clea
r
larger
further @,, %illion people = nearly e$ual to the areas of rainforest 'ith catastrophic
population of the United States and European environ%ental conse$uences 'ithin Aust a fe'
Co%%unity co%ined DThe only gro'ing years Cleared rainforest soils are highly
population in Asia is that of the poor 8ri%e erosive, even 'here they arc not, they rapidly
productive land is eing used for city eco%e acid and to"ic under intense
e"pansion and uilding roads, 'hile thousands cultivation and plants die, forcing the clearing
of hectares are eing ta6en out of production of everClarger areas
each year ecause of salinity or al6alinity D
? ;esearch at the );;) has indicated that
3 7ro% the %idC196,s 'hen the 4reen intensive rice production = gro'ing t'o or
;evolution egan, Asian food production three crops a year on the sa%e land = is
douled through a co%ination of highC sho'ing signs of yield declines as great as 1,
yielding crops, e"panded far%ing area and per cent Evidence for this co%es fro% as far
greater intensification 7ro% no' on, gro'ing afield as )ndia, The 8hilippines and )ndonesia
enough food 'ill depend al%ost entirely on At the sa%e ti%e, agricultural research
increasing yield fro% the sa%e, or s%aller, area 'orld'ide has een contracting as
of land ?o'ever, a %ysterious threat is govern%ents, nonCgovern%ent odies and
e%erging % the noticealy declining yields of private donors reduce funding i"ause of
rice fro% areas that have een %ost intensively do%estic econo%ic pressures 3% %eans!
far%ed Unless scientists can unravel 'hy this La%pe says, that at ris6 is the capacity to solY e
is so, food output in Asia %ay actually stagnate such prole%s as rice yield decline and
at a ti%e 'hen population 'ill doule research to reed the ne' generation of superC
yielelding crops! Het rice 'ill e needed to feed
%ore than half the hu%an population = an
esti%ated . @ illion out ot # - illion people y
/,-,
1 Co%pared 'ith the uilding of 'eapons of
%ass destruction or the %ounting of space
%issions to 5ars, La%pe says, the devising of
sustainale far%ing syste%s has little political
appeal to %ost govern%ents DTo the% ) say )
hope you can sleep 'ell at night D
(uestions /6C--
;eading 8assage - has 9 paragraphs! Choose the %ost suitale heading for each
paragraph fro% the list iC"ii elo'! Use each heading 1+CE only! 2rite your
ans'ers in the spaces /6C-- on the ans'er sheet! The first one is an e"a%ple!
There are %ore headings than paragraphs, so you 'onDt use all the headings!
E+am*le. 8aragraph A!
7ns#er% iv
/6! 8aragraph *
/B 8aragraph C
/# 8aragraph 3
/9 8aragraph E
-, 8aragraph 7
-1 8aragraph 4
-/ 8aragraph ?
-- 8aragraph )
List of ?eadings
i 3ecrease in food yields
ii 3rop in yield affected y reduction in research
iii 8ollution ruining crops
iv 2orld at ris6 due to predicted food shortage
E Lac6 ot international interest
vi *id to retrain Asian far%ers
vii 3esperate situation for Asia
viii Environ%ental degradation due to changed far%ing %ethods
i" +eed to increase soil fertility
O 8opulation e"plosion co%pounds AsiaDs prole%s
"i )nternational co%%erce threatens Asian agriculture
"ii 7ood shortages have 'ide effects
(uestions -.C-@
+a%e T21 reasons for loss of far% land! Use a %a"i%u% of T21 'ords in oth
of your ans'ers! 2rite your ans'ers in spaces -.C-@ on the ans'er sheet!
(uestions &304'
The flo' chart elo' descries so%e conse$uences of Asian agriculture! Each step
follo's the previous step, for%ing a chain of conse$uences! Co%plete the flo'
chart y selecting the appropriate letter fro% the list of conse$uences elo', to fill
spaces nu%ered -6C., on the ans'er sheet!
So%e letters %ay e used %ore than once!
Conse$uences
Z
A vegetation destroyed
* need to supple%ent inco%e
C poor 'orld grain price
3 rainforest cleared
E acid soil
;EA3)+4 TEST 6
(@ESTI4"S .0.4
Hou are advised to s*end about $' minutes on (uestions .0.4 #hich refer to
,eading
!assage . belo#
;EA3)+4 8ASSA4E 1
INTELLE%TU$L DIS$5ILIT6
A 8eople 'ith intellectual disaility for% one anor%al chro%oso%e count resulting in, for
of the largest single disaility groups in a e"a%ple, 3o'n Syndro%e
co%%unity )ntellectual disaility refers to a
general slo'ness to learn and function 'ithin 3! Li6e everyone else, people 'ilh an
society, and the identification of intellectual intellectual disaility need a re'arding Ao, a
disaility is usually ased on an assess%ent of satisfying place to live and a good social life
a personDs perfor%ance in a Y anety of tests An *ut they %ay need e"tra support lo achieve
individualDs level of perfor%ance, as assessed, these things 4ood support services are ased
can change 'ith ti%e and circu%stances 1n on the principle of nor%alisation = 'hich %eans
occasions, an intellectually disaled person %ay enaling people to e part of the co%%unity
perfor% etter than at other ti%es Evidence for li6e everyone else )n turn, nor%alisation needs
this inconsistent level of perfor%ance co%es to e 'ellCintegrated into the co%%unity, in
fro% %odern research and practice 'hich have order to e effective So%e of the services
sho'n that 'ith s6illed training and needed include assess%ent centres, training for
opportunity for develop%ent, people 'ith e%ploy%ent and support to 6eep Aos once they
intellectual disaility have %uch greater get the%, residential acco%%odation that is
potential for ac$uiring s6ills and for ho%eli6e 7or children, early education and
participation in co%%unity life than preY lously school education appropriate to the childDs
had een thought possile needs, are essential 2ithout a strong
co%%unityCased syste% of care, the
* )n %any 'estern societies, five categories of intellectually disaled run the ris6 of eco%ing
intellectual disaility have traditionally een a huge underclass as in the United States, 'here
used in order to indicate the perceived degree thousands of intellectually disaled are
of difficulty an individual has 'ith learning All ho%eless ecause of the A%erican policy of deC
five %ay onur in either children, adolescents institutionalisation
or adults, and sho' as %ild %oderate severe!
profound o %ultiple intellectual disaility E 2ith the introduction of the intellectually
?o'ever in due reliance on such categories and disaled into co%%unities, there is a need to
the ipiise$i Cill pigeonholingD of individuals pro%ote a'areness of co%%unication
into one p[ tl F lueiategonesLan result in failure Although %any people %ay have little
)8 pros ide 1 e opportunities for each person to e"perience in tal6ing 'ith an intellectually
di Y i lop disaled person, and anticipate great difficulty
in co%%unication, there are co%%on guidelines
C lor tin %!i[only of in6 llec!tual disailities! that can si%plify the interaction 7irstly, it is
thenD is no idi nliliale cause ut there are so%e useful to re%e%er that people 'ith disailities
causes that are u ell docu%ented They include have feelings and can usually understand 'hat
rain da%age at irth due to lac6 of o"ygen = is said, even though they so%eti%es %ay ta6e
prolonged laour during childirth, rain longer to respond Spea6ing in the sa%e friendly
da%age efore irth due to factors such as %anner as you 'ould to anyone else, and using
ruella, drug or dietCrelated prole%s, da%age straightfor'ard language and unco%plicated
after irth due to illnesses such as encephalitis sentences, is also reco%%ended *eing prepared
or accidents, hereditary defects in the genes, to 'ait a little longer for replies during a
conversation 'ith an intellectually disaled
person, 'ould undoutedly enefit the
e"change! Aove all, it is suggested not to tal6
aout the person 'ith so%eone else 'ithin their
hearing! Ulti%ately, the idea is to encourage
intellectually disaled people to do things for
the%selves!
(uestions .0&
Co%plete the follo'ing state%ents y 'riting 1+E 'ord fro% ;eading 8assage
/ in the spaces nu%ered 1C- on the ans'er sheet!
1! Training helps intellectually disaled people e a part of aMMMMM MMMMM MMMM !
/! )n order to retain a Ao people 'ith disailities needMMMMMMMMMMMMMM !
M ! !
-! ?ousing for intellectually disaled people needs to eMMMMMMMMMMMMMMMMM!
Juestions .C#
;ead each state%ent and according to the te"t, 'rite T if the state%ent is true, 7
if the state%ent is false and )E of there is insufficient evidence! 2rite your
ans'ers in the spaces nu%ered .C# on the ans'er sheet!
.! )ntellectual disaility is an unchanging disorder!
@! 8oor nutrition in %others can lead to rain da%age in ne'orns!
6! 3o'n syndro%e is the result of a shortage of o"ygen at irth!
B! 2or6 is the %ost urgent need for a person 'ith disailities!
#! )ntellectually disaled people usually have hearing prole%s!
(ucst?iis 10.'
According to ;eading 8assage 1, 'hich T21 causes of rain da%age are not
related to irth or genes! Use 1+E 'ord for each ans'er! 2rite your ans'ers in
the spaces nu%ered 9C1, on the ans'er sheet!
(uestions ..0.4
Select the est heading fro% the list elo' for each paragraph ACE in ;eading
8assage 1! Use each letter 1+CE only! 2rite the appropriate letter ACE, in the
spaces nu%ered 11C1. on the ans'er sheet!
There are %ore headings than paragraphs, so you 'onDt use all of the headings!
E+am*le%
7ns#er%
8aragraph A
iii
11! 8aragraph *
1/! 8aragraph C
1-! 8aragraph 3
1.! 8aragraph E
List of ?eadings
i ?o' is intellectual disaility assessedL
ii 2hat do people 'ith an intellectual disaility needL
iii 2hat is intellectual disailityL
iv ?o' do people 'ith an intellectual disaility tal6L
E 2hat are the for%s of intellectual disailityL
vi 2hat causes intellectual disailityL
vii ) lo' do you tal6 to a person 'ith an intellectual disailityL
viii 2hich co%%unityCased intellectual disaility services are availaleL
QUESTIONS 75-24
Aou are advised to s*end about ./ minutes on (uestions B@C/. GCK)0K) refer to
,ending
!assage $ belo#
;EA3)+4 8ASSA4E /
FuelCells: 21st Century Electricity
The /1st centuryDs leading energy source %ay *yCproducts fro% fuel cells are high $uality
very 'ell depend on the develop%ent of a heat, caron dio"ide and stea% The
technology that 'as first discovered in 1#-9 te%perature of the e"haust gases is 'ell aove
)ndeed, %any e"perts elieve that the future of @,,R C, %eaning that solid o"ide fuel cells are
electricity generation 'ill not co%e fro% very attractive for electricity and heat
further refine%ent of solar, 'ind, coal or generation as, in addition to supplying
nuclear energy, ut fro% fuel cells A%ong the electricity, the leftover a%ounts of heat
various types of fuel cells, the cera%ic or solid created during the process could e used to
o"ide fuel cell pro%ises to achieve the greatest produce heat for industries, provide hot 'ater
efficiency of conversion of fossil fuels such as supplies or 'ar% uildings
gas and coal to electricity 'hile producing only
very lo' levels of pollutants To this end, a 7uel cell technology is not ne' )n fact, the
consortiu% co%prising five leading principles of fuel cell operation 'ere first
organisations has estalished Cera%ic 7uels reported y *ritish scientist Sir 2illia% 4rove
Ltd, initially to e"pand fuel cell research and in 1#-9 ?is prototype used dilute sulphuric
develop%ent and secondly, to ring the acid and operated at roo% te%perature
technology to co%%ercial application Cera%ic fuel cells developed %uch later, 'ith
the first one operating at 1,,,S C in 19-B
Cera%ic fuel cells are electroche%ical devices
that directly convert fuels such as gasified coal Cera%ic fuel cells offer %any advantages over
or natural gas into electricity 'ithout the other energy syste%s
li%itation of the Carnot cycle &an ideal F they have the potential to produce
ther%odyna%ic cycle in 'hich heat is ta6en electricity efficientN( fro% several 0iel
onto a 'or6ing fluid at a constant upper sources
te%perature and reAected at a constant lo'er F they can generate large a%ounts of
te%perature( )n %any respects, fuel cells electricity
'or6 li6e atteries As long as they are F they are relatively $uic6 to install
constantly supplied 'ith fuel and o"idant,
fuel cells can continuously produce po'er, 7uel cell research and dev elop%ont is
re%oving the need for recharging e"tre%ely co%petitive 'orld'ide, 'ith the
USA, :apan and so%e European countries
7uel cells offer several advantages over leading the charge to co%%ercialise this
traditional ther%al po'er plants The %aAor pro%ising technology 7or instance, a 3utch
difference et'een these t'o po'er *elgian co%pany has developed a fuel cell for
generators is that the che%ical energy of the a Eol6s'agen van and is also 'or6ing on a
fuel cell is converted directly to electrical larger unit to po'er a us Additionally, a
po'er 'ithout inter%ediate conversion first 4er%an co%pany is 'or6ing on a fuel cell lor
to heat The efficiency of a coalCfired ther%al the European space shuttle progra% and for
plant is typically in the range of -,TC-@T )n su%arines, 'hile a Canadian co%pany is
a co%ined cycle gas turine syste% running evaluating a fuel cell to e used in s%all
on natural gas, the %a"i%u% efficiency is in uses
the range .@TC@,T 5any e"perts elieve
high te%perature fuel cells could reach ;ecent reports point to pro%ising large
efficiencies of #,TC#@T Cera%ic fuel colls international %ar6ets for cera%ic fuel icDlls
thus offer a %ore efficient and less polluting 8rospects for fuel cells in South East Asian
alternative to current po'er generation %ar6ets appear good Several countries!
technologies including )ndonesia, Thailand and The
8hilippines are e"pected to de%onstrate high
rates of gro'th in de%and for po'er an
encouraging situation for those countries
$uic6 enough to develop and co%%ercialise
fuel cell technology
Energy is a Y ital co%ponent of a technology
ased society and the gro'ing need for
electricity generation y the %ost efficient
%ethod 'ill ensure a pro%ising future for
cera%ic fuel cell technology The Cera%ic 7uel
Cells Ltd initiative represents a %aAor
collaorative venture et'een pulic and
private sectors )t is envisaged that this
venture 'ill go a long 'ay to'ards achieving
a greater efficiency of energy use 'orld'ide
(uestionC 1@C19
Use a %a"i%u% of T21 'ords fro% the reading passage to ans'er each of
$uestions 1@C19 2rite your ans'ers in spaces nu%ered 1@C19 on the ans'er
sheet
1@
2hich group has predicted a significant change % future energy generation
B
1@
7uel cells are positive for the environ%ent ecause they release %ini%al
a%ounts of 'hich sustances
B
16
2hich co%%on energy sources have een co%pared to fuel cells
B
16
2hat is the potential percentage ga% in efficiency 'hen co%paring old style
energy generators and fuel cells
B
1B
2hen 'ere cera%ic fuel cells, first used
B
(uestionC $'0$4
3ecide 'hether the state%ents elo' support infor%ation in ;eading 8assage /
)n the spaces nu%ered /,C/. on the ans'er sheet, 'rite
Hes if the state%ents support infor%ation
+o if the state%ents do not support infor%ation
+ot 4iven if the state%ents do not refer to infor%ation
An e"a%ple has een done for you
E#m*le
7ns#er
Sir 2illia% 4rove 'as a physicist
+ot 4iven
/, ) uture transport vehicles %ay e po'ered y fuel cells
/1 Turopean co%panies 'ere first in the race to develop fuel cell technology
// So%e rapidly developing South East Asian countries 'ill soon %ar6et fuel
cells
/- )ndonesia has an enor%ous need for fossil fuels
/. Cooperation et'een private co%panies and govern%ents 'ill encourage
'ider use of efficient energy sources
(@ESTI4"S $/D'
Aou are advised to s*end about /@ minuteC on (uestions $/04' #hich refer to
,eading
8rtssrtge - belo#
;EA3)+4 8ASSA4E -
The New Ice Age
AntarcticaDs long dar6 'inter evo6es visions of *ecause the su%%erCti%e 'or6 of scientists
early e"plorers arely surviving in huts, their tends to capture the pulicDs i%agination, 'ith
hus6ies and sleds sno'ound outside in the revelations aout the o>one hole or 'hale
harshest conditions i%aginale *ut ti%es have nu%ers, people tend to overloo6 the efforts of
changed the /, or so 'interers at each ase = %ostly
tradespeople = 'ho 6eep the ases going long
Although e"peditioners li6e 5a'son, Scott after Dthe offinsD &research scientists( have
and A%undsen e"plored and 'intered on the %igrated to 'ar%er cli%ates )n doing so, they
continent in the early years of the century, the also 6eep alive clai%s to sovereignty of
notion of operating per%anent yearCround sections of the continent and %aintain their
ases in Antarctica 'as relatively ne' until the environ%ental interest in this sensitive part of
19@,s and 196,s Even after the Second 2orld the planet Aside fro% its 'ealth of %arine
2ar, Antarctica 'as still eing opened up and resources, Antarctica controls %uch of the
there 'ere %any lan6 spots on the %ap southern he%isphereDs cli%ate As the only
5a'son station, opened in 19@., and 3avis in other 'holly southern he%isphere continent
19@B are AustraliaDs t'o oldest, continually Australia, %ore than any other large nation
operated ases on the continent has the %ost at sta6e in 'hat happens here
)n the past, life at these ases 'as hardly So 'hat is life li6e do'n there
B
1ver the past
lu"urious )t %eant ca%ping in cra%ped >incC year, 'intering on an Antarctic ase has
alu% sheds, listening to 6ataatic 'inds eco%e positively civilised The conclusion last
screa% in the long 'inter night su%%er of a 1, year uilding progra% has
Co%%unication 'ith the outside 'orld 'as seen the historic >incCalu% shac6s and es en
restricted to Aust a fe' telegraphed lines older 'ooden sheds uilt at an early Antarctic!
E"ped%oners heading south 'ere issued 'ith ase, on ?eard )sland in 19.B, supplanted y
pa%phlets listing fiveCletter codes covering vast, rightCcoloured uildings 'ith avC
al%ost every conceivale situation so they '%do' vie's and s6iClodge decor There are
could co%%unicate 'ith their fa%ilies and still video lounges, gy%nasiu%s, ars and liraries
6eep 'ithin strict D'ord li%itsD during their The 'or6shops are co%parale to anything in
year on ase ?u%our oosted %orale and 'as %odern industrialised countries The food is
an i%portant ele%ent of life there 7or instance plentiful There are even field huts that doule
DH)0LAD 'as code for DThis is the lifeD as 'ee6enders for those 'ho feel the need to
get a'ay fro% it all The %oneyDs good and
Today, living yearCround in Antarctica is everything fro% eer to soc6s is supplied free
consideraly easier The 'eather hasnDt +ot everyone is pleased 'ith the neu lu"ur(
changed of course, ut you can pic6 up a +o'here 'ere the changes felt %ore 6eenly
telephone and dial direct any'here in the than at 5a'son, 'here the old $uarters is ilh
'orld The cost is very %odest and is their rugged outpost at%osphere uere shut
susidised at 9, cents a %inute All that and the last tea% of hus6ies ren"%d lo %!inA
individuals need to do is to collect the ill at old Antarctic hands, it %ar6ed the end of the
the end of the year great D)ntrepid AgeD in Antarctica
There are so%e things aout life in Antarctica,
ho' eY er that cY en central heading and
u iitihing a )iY e Y la satellite sports roadcast
cannot ihange The Antarctic Territor( is still
one of the %ost e"otic places on Earth 7e'
people 'ill ever get there There are no flights
'hich land there = (ou have to traYel as the
early e"plorers did, al%ost a century ago, y
sea 4oing to 5a'son, for e"a%ple, %eans a
t'oC'ee6 voyage on an icerea6er such as
7urora 7ustralia, across @,,, 6ilo%etres of the
Southern 1iean, one of the roughest stretches
of 'ater on Earth 2a" es can e"ceed 1@ %etres,
the ship can pitch ., degrees and, if youDre not
a good sailor, even the industrial strength
Avo%ine prescried y Antarctic 3ivision
doctors 'onDt 6eep rea6fast do'n 5ost often
though, tourist ships sail fro% South A%erican
ports, 'hich offer the easiest access to the
spectacular coastal scenery of the Antarctic
8eninsula
1nce there, after the short shipping season has
ended so%e ti%e in 7eruary 'hen the ice
closes in, there is no changing your %ind and
heading ho%e Hou are there for the duration,
at least until the pac6 ice rea6s up the
follo'ing +ove%er Li6e the early e"plorers,
you are confronted 'ith the challenge of
getting along 'ith a s%all, isolated group of
people through the long 'inter night Learning
to put up 'ith their foiles the 'ay they have
to put up 'ith yours 2hich is 'hy everyone
applying for a Ao in Antarctica is intervie'ed
y a psychologist efore eing accepted As
one veteran diesel %echanic at 3avis put it D)f
you %a6e an ass of yourself do'n here, thereDs
no place you can go D
(uestionC /@C/9
The paragraph elo' su%%arises infor%ation fro% ;eading 8assage - Select
1+E 'ord fro% the reading passage to fill each gap 2rite your ans'ers in the
spanDs nu%ered /@C/9 on the ans'er sheet
AnU%litti in the 21s 'as a very different place fro% the Antarctica of the 199,s
)n those early daYs, /@ 'as li%ited ut today, 'ith advance%ents in
tiD6Dio%nuiii0!ations, /6 calls are not only convenient, they are $uite
ihiD!ip *ut ho'ever ninth life in Antarctica i%proves to eco%e %ore
/B in ter%s of facilities, acco%%odation and food, the /# MMMMM
neYer changes *ecause of this, scientists, tradespeople, or tourists cannot travel
out of Antarctica until at least /9MMMMMMM
(uestions &'0&&
2rite the appropriate letter A, *, C or 3 in the spaces nu%ered -,C-- on
the
ans'er sheet!
-,! The early Antarctic e"plorers9
A travelled to the continent during 'inter!
* first e"plored Antarctica in the 19@,s!
C opened per%anent ases in Antarctica!
3 'ere isolated y heavy sno' falls!
-1! Those currently e%ployed in Antarctica9
A 'or6 only in su%%er!
* %aintain per%anent all season ases!
C are all pulicly ac6no'ledged!
3 are all scientists studying the environ%ent!
-/! ;ecreational opportunities include9
A staying in short ter% holiday huts!
* 'or6ing in %odern 'or6shops!
C rela"ing in s6i lodges!
3 sailing to South A%erica!
--! The closure of 5a'son ase9
A caused %any e"plorers to leave Antarctica!
* occurred in 199@!
C sy%olised the change to %odern 'or6ing conditions!
3 'as 'elco%ed y e"perienced Antarctic e"plorers!
(nestions &40&B
7ive sentences have een left out of ;eading 8assage - Each sentence is divided
into *eginning of Sentence and End of Sentence Co%plete $uestions -.C-B y
adding a phrase fro% ACE 2rite your ans'ers in the spaces nu%ered -.C-B on
the ans'er sheet
E+am*le0
7ns#er.
All 'or6ers !
*
*eginning of Sentence
-. A %aAor prole% is to
-@ E"peditioners learn
-6 The preCdeparture progra%s
-B LongCter% Antarctic residents learn
End of Sentence
A
*
C
3
E
concentrate on the vital aspects of living in a s%all, isolated
co%%unity
underta6e intensive training efore going to Antarctica
tay through 'inter 'ith no physical contact 'ith the outside 'orld
to survive in free>ing conditions, e%ergency rescue procedures,
%ountain cli%ing, radio co%%unications and vehicle use and care
to 'ait until su%%er for %ail fro% ho%e
(uestion%, &=04'
)n ;eading 8assage - a nu%er of difficulties and their solutions are %entioned
Ans'er uestions -#C., y listing a solution for each difficulty Use 1+E 'ord for
each solution All the 'ords you use 'ill co%e fro% ;eading 8assage - 2rite
your solutions in the spaces nu%ered -#\1, on the ans'er sheet
-# lo' spirits of the early e"peditioners
0
-9 seasic6ness
., ho' to chec6 the personality of an Antarctic (oCsee6er
;EA3)+4 TEST B
(@ESTI4"S .0.4
Aon are advised to s*end about $' minutes on (uestions .0.4 #hich refer to
,eading !assage belo#
;EA3)+4 8ASSA4E 1
7or so%e ti%e yet, %uch of our using coa"ial cale, %icro'ave or satellite
teleco%%unicating 'ill continue to depend on trans%ission lin6s This part of the net'or6 is
the e"isting 'e of thin copper 'ires that referred to as the core net'or6 2ithin the core
telepho%cally lin6 %ost of our ho%es and net'or6, a techni$ue 6no'n as %ultiple"ing is
'or6places 5a6ing it possile for thnt used so only a s%all nu%er of physical
net'or6 to %atch the co%%unications connections are needed et'een each
de%ands of the near future 'ill re$uire ne' telephone e"change As a result, each
technologies that 'iden the lanes on the trans%ission lin6 %ay carry thousands of
infor%ation high'ay telephone conversations si%ultaneously
The standard telephone service is so%ething Traditionally the telephone net'or6 used
'e ta6e for granted in todayDs %odern 'orld analogue s'itching and trans%ission
The pulic teleco%%unications net'or6 techni$ues Since the 19B,s, the core net'or6
provides a reliale and highly accessile has een progressively changed fro% an
service = 'e have high e"pectations and react analogue to a digital net'or6 3igital
strongly 'hen the service is unavailale To technology offers etter $uality, 'ith the
%eet the de%and for high reliaility, and to capaility to actively regenerate the original
provide services econo%ically the pulic trans%itted signal even 'hen uried in
net'or6 is eing progressively upgraded un'anted noise 8ulse C ode 5odulation
&8C5( is the process in 'hich )he analogue
Het consu%ers are still 'aiting for the telephone signal is converted to a digital one
'idespread use of ne' services such as the Each analogue voice signal is sa%pled at a rate
video phone, 'hich 'as first de%onstrated -, of #,,, ti%es a second, Yv ith one sa%ple
years ago 2hat then is re$uired to %a6e ne' represented y eight its of digital %for%aD!ion
services such as video teleco%%unications Each voice signal therefore re$uires a 6.
possile and 'idely availale
B
Apart fro% the 6iloitsKsecond trans%ission channel
availaility of ine"pensive video ter%inal
e$uip%ent, the 6ey re$uire%ent is increased The physical connections in the core net'or6
and'idth &that is, %ore availale fre$uencies have in recent years een changed to fire optic
for trans%ission( 'hich %ust e provided y cale A large fire optic net'or6 can connect
)he net'or6 at an affordale cost %any %aAor %etropolitan centres fire optic
Understanding ho' this oAective %ight e cale is funda%entally the %ost i%portant
achieved re$uires a revie' of the e"isting trans%ission technology ecause of the high
teleco%%unications net'or6 and the ne' and'idth that it offers
technologies that are e"pected to i%prove and
e"tend its capacity The shift fro% the analogue to digital 'orld
'ithin the core net'or6 e"changes %eans that
The traditional telephone net'or6 consists of a a %aAority of local e"changes are no' digital
pair of copper 'ires connecting the custo%er e"changes 2hat then of the custo%er access
pre%ises to a local e"change This is 6no'n as net'or6D A long ter% goal is to upgrade the
)he custo%er access net'or6 The local custo%er access net'or6 using fire optic
e"change is connected to other local e"changes cale, 'hich 'ill allo' the delivery of ne'
through a series of inter%ediate e"changes, high and'idth services such as videoCon
Questions 1-4
Ans'er the follo'ing $uestions 'ith +1T 51;E T?A+ T?;EE 'ords 'hich
5UST C15E 7;15 T?E TEOT! 2rite your ans'ers in spaces nu%ered 1C.
on
the ans'er sheet
1 2hat does todayDs teleco%%unicating depend on
B
/ 2hat are the 'ords used to descrie todayDs standard telephone service
B
-C. 2hat are T21 %ain re$uire%ents to %a6e ne' services accessile
B
(uestion /0=
3ecide 'hich of the follo'ing state%ents according to the te"t are true T, false 7
or for 'hich there is insufficient evidence )E and 'rite T, 7 or )E in the spaces
nu%ered @C# on the ans'er sheet
@ The custo%er access net'or6 does not include any physical connections
6 5ultiple"ing reduces the need for nu%erous physical lin6s et'een
e"changes
B There are three %ain 'ays of %a6ing connections across the core net'or6
# There is a li%it to the nu%er of telephone conversations that %ay ta6e place
at any given ti%e
(uestionC 9C1.
3ecide 'hich of the follo'ing features refer to present, past &traditional( or
future
technology and 'rite 8 for present, T for past &traditional( or 7 for future in
spaces
nu%ered 9C1. on your ans'er sheet 1ne has een done for you as an e"a%ple
E+am*le
7ns#er
6. itsKsec trans%ission channel
8
9 video on de%and
1, analogue trans%ission
11 8ulse Code 5odulation
1/ fire optic cale in core net'or6
1- digital e"change
1. use of fire optic cale in custo%er access net'or6
de%and ?o'ever this final step )ro% the local
eYv!hang&! to the custo%er is an e"pensive one,
due tii the large nu%er of connections
invo6ed 1nl( uhen the de%and for these
ne' services is 'ell estalished can the cost of
large scale deploy%ent of fire optic cale in
the custo%er net'or6 e Austified
(@ESTI4"S 1@C/B
H1? are advised to s*end about $' minutes on Questions ./0$B #hich refer to
,eading
!assage $ belo#
;EA3)+4 8ASSA4E /
2haracteristics of 4*en and Eistance Learning
1pen learning is generally seen as a goal of
education, characterised y increasing
fle"iility of %ethodological and
ad%inistrative practices in the interests of
%a"i%ising the options and support availale
for students 3istance teaching is characterised
y four things 1( the need to individualise
learning, /( the use of a range of teaching and
supervisory strategies 'hich are not pri%arily
face toCface, -( the need to deter%ine, in
advance of teaching, the activities, interactions
and resources necessary to achieve the
purposes of a course unit or suAect, and .( an
openness to the educational possiilities
afforded y develop%ents in co%puter and
co%%unications technologies
;
The %a]or educational distinction et'een onC
ca%pus and distance teaching is the reliance on
groupCased strategies in the for%er and the
oligation to individualise instruction in the
latter These individualised strategies also need
to e supported y a co%patile ad%inistrate e
syste% 7or acade%ics 'hose e"perience is
pri%arily of study onCca%pus, there is so%e
challenge in distance education, ecause the
assu%ptions 'hich underpin individualised
learning %ay e $uite different fro% those 'ith
'hich they are fa%iliar The 3istance
Education Centre provides support to
acade%ics 'ho are teaching students at a
distance 'ith the ai% of helping the%
understand the different de%ands of this 6ind
of leaching
r
5aAor differences et'een the teaching %odes
result fro% the follo'ing factors
F the logistics of co%%unication
F the degree to 'hich the lecturer is ale to
respond to student input
F the role of peerCgroup influence
F student access to learning resources
F the co%ple"ity of the ad%inistrative
arrange%ents 'hich support the learning
progra%
F the e"tent to 'hich the lecturer can
influence the learning environ%ent of the
student
The university elieves that good teaching
re$uires that these distinctive characteristics e
recognised
n
8erhaps the %ost critical ele%ent of this vie'
of distance education is the reliance it places on
students ta6ing a greater degree of
responsiility for their o'n learning than is
generally the case for onCca%pus study This
e"pectation sits reasonaly co%fortaly 'ith
ele%ents of adult learning theories uhich
encourage respect for students and their
e"perience as 'ell as the fa%iliar patterns of
higher degree study
7
)t is i%portant to understand that there is a
general %ove%ent in higher education to'ards
the individualisation of learning generally 1ld
distinctions et'een internal and e"ternal
enrol%ents 'ill have less %eaning o"er ti%e as
the range of resources and strategies in oth
onCca%pus and distance teaching are
increasingly shared et'een these %odes
2hile so%e ad%inistrative distinctions 'ill
necessarily prevail, the characteristics of good
teaching 'ill increasingly e those 'hich allo'
individual students to pursue their studies in
fle"ile and supportive 'ays
(uestions 1@C19
)n the o" elo' is a list of headings for the @ paragraphs of ;eading 8assage /!
Choose the appropriate heading for each paragraph and 'rite the corresponding
nu%er iCvii in the spaces nu%ered 1@C19 on the ans'er sheet!
+ote that there are %ore headings than you need!
1@! 8aragraph A
16! 8aragraph *
1B! 8aragraph C
1#! 8aragraph 3
19! 8aragraph E
List of ?eadings
i Anticipated changes in course delivery
ii 7actors influencing the differences et'een onCca%pus and distance
teaching
iii 8role%s e"perienced y acade%ics
iv 2hy support is i%portant
v ?o' acade%ics adAust to distance teaching
vi Student responsiility
vii The %ain features of teaching at a distance
(uestions $'0$B
The %aAor characteristics of onCca%pus and distance learning are listed elo',
together 'ith those features 'hich are co%%on to oth %odes! Sort the% into
their groups and 'rite either 1C &1nCCa%pus(, 3L &3istance Learning( or *5
&co%%on to *oth 5odes( in the spaces nu%ered /,C/B on the ans'er sheet! 1ne
has een done for you as an e"a%ple!
E+am*le%
7ns#er%
The lecturer does not see the students!
3L
/,! There are opportunities for the e"ploitation of co%%unications technologies!
/1! The lecturer is ale to treat the class as a group!
//! Acade%ics %ay e"perience difficulty 'ith a different %ode of delivery!
/-! The teaching %ethods are fa%iliar!
/,! Ad%inistrative and support services need to consider studentsD personal
learning needs!
/1! Students need to e independent learners!
//! )ndividual students are encouraged to pursue their studies in the 'ays
'hich suit the% est!
/-! There is increasing fle"iility in the 'ay students are encouraged to
achieve
their goals!
(@ESTI4"S $=0&1
Aon ate advised to s*end about $' minutes on (uestions $=0&1 #hich refer to
,eading
!assage & belo#
E$DIN# P$SS$#E &
ASS1C)AT)1+S 8;1E)3E T?E;A8H 71; S1C)ETH
A century and a half ago, Ale"is de Toc$ucville Television, tapes, C3s, EC;s and audioCvisual
travelled across the United States to learn %ore ca%eras have turned the ho%e into an
aout de%ocracy 1ne of its underpinnings, he entertain%ent centre Another giant leap is
ca%e to elieve, 'as a pheno%enon he had not occurring through the use of the )nternet, the
oserved in Europe, na%ely %e%ership y electronic net'or6, that is ulti%ately li6ely to
citi>ens in voluntary social groups e the %ost revolutionary of all ehaviourC
%odifying technologies
*y the 19@,s Dvoluntaris%D, as it ca%e to e
6no'n in the US, 'as eing studied diligently 8utna%Ds provocative study provides the
y sociologists Uni$uely, A%ericans continued conte"t 'ithin 'hich to consider the
to increase their participation in organisations i%plications +o eyeCtoCeye contact, not even
such as the parentCteacher associations, league the voice recognition of the phone :ust a
aseall, girl and oy scouts, choral societies, depersonalised screen 'ith its 'ritten
o'ling leagues, Aunior leagues of 'o%en %essages on thousands of electronic ulletin
voters = the list see%ed endless oards 2orld'ide, the Dco%%unityD of
)nternet users is gro'ing 5ore than /6 %illion
Then, in the 196,s, voluntary participation are already 'ired in According to one
egan a steep slide ;oert 8utna%, a political electronic pioneer, y /,,@, if the gro'th rate
scientist, in an ingenious study entitled continues, every country in the 'orld e"cept
-o#ling 7lone Ecmoiraiy al the End of the Africa 'ill e connected to this gloal net'or6
T#entieth 2entury, egan to interpret the )t see%s unli6ely that there 'ill e %uch ti%e
i%plications of the falling figures +ot for group activity 2hy %ight this social
surprisingly, he forecasts a threat to de%ocracy isolationD%a6e a difference
B
8utna%Ds figures
in the decline of a once vital part of A%erican rev eal that eing socially connected yields
life enefits for individuals and society )t is good
for your health
The reasons for these continuing changes are as
nu%erous as the organisations e"periencing :oining one group cuts your %ortality ris6 in
the% The rapid %ove%ent of 'o%en into the half, t'o groups are t'ice as good )f you are
uor6lorce is often cited, incorrectly, 1 elieve! part of a social net'or6, so%eone 'ill notice
as the priniar( reason for the drop in 'hether you loo6 'ell or have een asent
participation, ecause they are no longer free to fro% the group Eoluntaris% cuts cri%e )f you
Y olunteer for co%%unity actiY ities or school 6no' your neighoursD first na%es it is %ore
nu i lings of a deterrent to cri%e than %ore police
)ncreasing 8arent Teacher Association
1ln lousl(, it is only one variale *eginning in involve%ent in schools is %ore effective than
the 19B,s, real inco%e dropped, 'hich led to increasing teachersD salaries 1, per cent Living
the increase in ) ho nu%ers of people 'or6ing on a loc6 u here people go to church, even if
at %ore than one Ao = it no' re$uires t'o you do not go, %eans that you 'ill hear aout
inco%es to %aintain a si%ilar standard of Aos and conse$uently, 'ill e less li6ely to e
living that one inco%e provided in 19B, The on drugs Areas 'ith high social connectedness
apparent social isolation has also een aetted produce etter govern%ent services, less
y the e"plosion of ne' technologies corruption and %ore efficiency
The drop in %e%ership in voluntary
associations is %ar6ed 'ith a conco%itant rise
in cynicis% and alienation The co%ergence of
these t'o gro'ing trends = dropping out and
[,gglng on = e"acerates the serious
conse$uences of a drop in political
involve%ent and a rise in social isolation Life
on the )nternet is unli6ely to lead to the
do'nfall of de%ocracy y itself +or is the act
of Aoining groups a guarantee that de%ocracy
'ill thrive 4ro'th of %e%ership in rightC
'ing religious groups, unuffered y
%e%ership in other voluntary or religious
groups, could under%ine the very de%ocracy
that has thrived on diverse interests
)t is going to re$uire a lot of consciousnessC
raising to drive ho%e the critical role that
social interactions contriute to society, or Aust
as i%portantly, 'hat their asence could lead
to Even one of the already %ythical founders
of the electronic revolution, :ohn 8erry *arlo',
'onders D?o' can you guess 'hat lies in their
hearts, 'hen you canDt see their eyes
B
D
Juestions /#C-,
Co%plete these state%ents 'ith not %ore than 71U; 'ords ta6en fro% the
te"t
2rite your ans'ers % the spaces nu%ered /#C-, on the ans'er sheet 1ne
has
een done for you as an e"a%ple
E+am*le%
7ns#er%
DEoluntaris%D %ay e defined as ! !
%e%ership &y citi>ens in( voluntary social groups
/# The drop in voluntary participation has een seen y ;oert 8utna% as a
/9 )n recent years, ecause of the drop in real inco%e, %ore people have had
-, Users of )nternet have to depend on a for infor%ation
(uestions &.0&/
According to infor%ation in ;eading 8assage -, %atch the follo'ing 6inds of
social ehaviour 'ith their effects and 'rite the appropriate letter AC? in the
spaces nu%ered -1C-@ on the ans'er sheet! The first one has een done for you
as an e"a%ple!
There are %ore effects listed elo' than you need!
E+am*le%
7ns#er%
?aving social lin6s !!!
A
-1! *eing a %e%er of %ore than one group !!!
-/! 0no'ing your neighoursD first na%es !!!
--! Living near churchgoers !!!
-.! 8laces 'here social net'or6s are good et'een people !!!
-@! The gro'th of )nternet users !!!
List of effects
OA !!! helps you stay healthy!
* !!! %a6es it easier to hear aout Ao opportunities!
C !!! leads to social alienation!
3 !!! reduces cri%e!
E !!! produces etter schools!
7 !!! increases your lifespan!
4 !!! %a6es drug ause %ore li6ely!
? !!! have lo'er levels of corruption and higher levels of efficiency!
(uestions &30&1
2hich of the follo'ing are %entioned in the passage as eing a threat to
de%ocracyL 2rite HES or +1 in spaces nu%ered -6C-9 on the ans'er sheet!
-6! Aoining religious groups
-B! Aoining funda%entalist rightC'ing religious groups
-#! eing part of the electronic revolution
-9! using the )nternet
;EA3)+4 TEST #
(@ESTI4"S 1C1.
Aou arc advised to s*end about $' minuteF, on (uestions 1C1. #hich refer to
,eading
!assage . belo#
Sitting on %y des6 arc t'o all point pens
1ne see%s unre%ar6ale, Aust another 'hite!
disposale, plastic pen The second is %ore
curious )tDs a s%all rolled tue of ro'n
cardoard 'hich pulls apart into a ody and a
lid, only the protruding plastic and rass of the
'riting tip gives its nature a'ay )t loo6s li6e
so%ething you %ight e"pect to find in a 6it of
stylish recycled paper envelopes and
stationery *ut it is planned for %ore
ui$uitous usage to %eet the purchasing
re$uire%ents of %any govern%ent odies and
co%panies in Europe, re$uire%ents 'hich are
increasingly ased on environ%ental criteria
This cardoard pen is &supposedly( recyclale,
the lac6 plastic, parts of the pen are fro%
already recycled %aterial &fio% a sha%poo
ottle, or a disposale ra>or or possily en en
another pen( )t is a s%all e"a%ple of a ne'
trend to design products that can e
disasse%led and recycled 8ull it apart and
&he ody and lid can e dropped into the paper
recycling in
The 'hite pen is a %anufacturerDs
de%onstration, a prototype 8roduced for a
European plastics convention, it illustrates
another approach to the production of an
environ%entally acceptale product The sil6y
feel and the fle"iility of the plastic suggests
that this is no ordinary stationerDs ite%, so does
the e%ossed DgreenD and DiodegradaleD
sta%p on the arrel )t is %ade fro% a plastic
derived entirely fro% corn, %anufactured in
)taly under the trade na%e 5aterC*i )f you are
prone to che'ing the end of your pen, you
'ould find this one $uite edile, perhaps even
nutritious 5aterC*i dissolves in 'ater and the
%anufacturers clai% that it leaves only
har%less iodegradale organic co%pounds
After re%oving the cartridge this pen can go
ac6 to fertili>e the crops 'hence it ca%e
These are Aust t'o e"a%ples of the
transfor%ation ta6ing place in al%ost all areas
of product design, a tantalising gli%pse of a
sustainale future co%posed of oAects 'hich
'ill e fa%iliar, yet radically different, having
evolved, li6e species, to adapt to ne'
environ%ental conditions Consu%er products,
s%all disposale ite%s, cleaning agents!
do%estic appliances, 'hite goods, TEs,
co%puters and cars, clothes and pac6aging, are
all eing redesigned to reduce their
environ%ental i%pact There is so%e
superficial greening, Aust the latest ploy fro%
the advertising and %ar6eting division 5any
of the %ore reputale gree
i
n produets ho'eY er
represent very large invest%ent in research and
design, and in ne' %aterials and technology
These develop%ents are so potentially
significant in the light of gloal environ%ental
prole%s that govern%ent research and
develop%ent progra%s in %any countries no'
have ne' categories of DecoCdesignD, Ddesign for
the environ%entD and DlifeCcycle analysisD
;ecently, Scientific A%erican included
Denviron%ental designD in its list of the 1/
critical ne' challenges for research in the
co%ing years
D3esign for the environ%ent see6s to stir
engineers to thin6 aout the environ%ental
i%plications of a product and of its
%anufacture during the earliest phases of
design These considerations %ay e%race
a s'eeping collection of issues the
environ%ental distress caused y otaining
the ra' %aterials, the to"icity of using and
discarding che%icals during production
the li6elihood that the production itself can
e refurished, reused or recycled once the
consu%er has decided to aandon itD
E$DIN# P$SS$#E (
SUSTA)+A*LE 8;13UCT)1+
(iiLDtionC .0/
*elo' are listed so%e indiY idual characteristics of the 'hite and ro'n pens
together 'ith so%e characteristics 'hich are co%%on to oth )ndicate 'hich is
'hich y 'riting * for Dro'n penD, EE for D'hite penD and C for Dco%%on to
othD
in the spaces nu%ered 1C@ on the ans'er sheet
1 dissolves in 'ater
/ can e easily recycled
- feels s%ooth
. tastes good
b doesnDt loo6 li6e a pen
(uestionC 30..
Co%plete the follo'ing state%ents using not %ore than T?;EE 21;3S 7;15
T?E TEOT 2rite your ans'ers in the spaces nu%ered 6C11 on the ans'er sheet
6 5any consu%er ite%s are eing redesigned to %ini%i>e their
B The advertising industry is ta6ing advantage of the ecological trend,
so%eti%es resorting to
# The %ore reliale products are the result of financial support for
9 A%ong the ne' categories 'hich feature in research and develop%ent
progra%s in ninny countries are
1 , SiicntifiL 7merican eheYes that %ust e a priority for researchers in the
near future
11 Engineers need to consider carefully
(uestionC .$0.4
Juestions 1/C1. descrie the phases in the life of a product *elo' is a list of the
issues to e considered during each phase 5atch an appropriate issue 'ith each
phase 2rite your ans'er ACE in the spaces nu%ered 1/C1. on the ans'er sheet
There are %ore issues than you 'ill need!
1/ otaining the necessary ra' %aterials
1- %anufacturing the product
1. aandoning of product y consu%er
List of issues
A using dangerous che%icals
* causing har% to the environ%ent
C polluting the air
3 possiility of recycling the oAect
E %a6ing factories safer
(@ESTI4"S B@C-,
Aou are advised to s*end about $' minuteC on (uestions ./0&' #hich refer to
,eading
!assage $ belo#
;EA3)+4 8ASSA4E /
7ro% a gianl antenna set a%ong the The searchDs prospects of success are founded
undulating sheep paddoc6s of rural Australia, on a for%ula 6no'n as the 3ra6e e$uation,
one of the great voyages of discovery has developed y SET) )nstitute founder 3r 7ran6
egun = the Search for E"traterrestrial 3ra6e This says that the nu%er of
)ntelligence, or SET) 2hat the international civili>ations in the 5il6y 2ay gala"y 'hose
8roAect 8hoeni" uncovers is li6ely to e so radio e%issions are detectale depends on
utterly different fro% our 6ind, so vastly %ore
sophisticated, as to defy i%agining F The rate of for%ation of lifeCsupporting stars
F The proportion of those stars 'ith planets
The SET) institute, a CaliforniaNN research F The nu%er of earthli6e planets per solar
foundation, %anaged to raise PA16 %illion to syste%
fund 8roAect 8hoeni", 'hich is using the F The fraction of those on 'hich life develops
Australia Telescope at 8ar6es in +e' South F The fraction of those 'here intelligence
2ales for its search To %a6e its discovery, the develops
telescope needs an e"traCspecial hearing aid, a F The fraction of those 'here technology
device 'hich rese%les an oldCfashioned earC develops, and
tru%pet Chilled to %inus /6,SC and cra%%ed F The lifeti%es over 'hich such civili>ations
'ith electronics, this feedChorn is the %ost can release detectale signals into space
sensitive uilt ;esponsiility for its
construction fell to the Co%%on'ealth To eli%inate the do>ens of interference events
Scientific and )ndustrial ;esearch 1rganisation 'hich occur daily, the ne' search uses
radioCengineer 3r 0el 2ellington, another true so%ething called a 7U33 = a follo'Cup
eliever since childhood in the e"istence of detection device There is one at 8nr6es itself
intelligence so%e'here in the cos%os and another on a CS1;1 antenna at 5opra, /,,
6% a'ay )f a pro%ising signal is detected y
8roAect 8hoeni" is a %ethodical search 1f the the %a% antenna it is crossCchec6ed on the
.,,,,, %illion stars in our gala"y of si%ilar age 7U33s )f they fail to see it, then it is proaly
and character to our sun, 1,,, have een local radio interference = perhaps a far%er on
selected 'hich lie 'ithin 1/, light years of his %oile phone )f they all see it, loud and
Earth 1n a galactic scale, that is a it li6e clear, the e"cite%ent egins
searching a oneC%etre circle of grass on a 1,,
%etre footall oval At that point, says 3r *oie Eaile,
astrophysicist at University of 2estern Sydney,
The 8ar6es antenna >eroes on each star in turn, 5acarthur, the first step is to chec6, rechec6
chec6ing the /,, visile only fro% the southern and chec6 again )f the signal is still there and
he%isphere The feedhprn listens in on radio is consistent over ti%e the ne"t step is to call
channels et'een 1B,,Rand -,,, %egahert>, up colleagues on radiotelescopes around the
the %ost efficient co%%unication fre$uencies 'orld and as6 the% to ho%e in on the sa%e
)t is here that the a'eso%e po'er of %odern star and fre$uency )f they see it too, and the
technology co%es into play the co%puters signal is narro' and unnaturalCloo6ing, it
scan each of /# %illion channels in loc6s of could co%e fro% another civili>ation
searching a%ong the clutter for the elusive
pattern of a carrier signal that underlies all At this point, she says, the Australian )Dn%e
co%ple" radio or TE trans%issions 5inister and the US 8resident 'ould e
notified and ^( pulic press conference
convened D)t certainly 'onDt e 6ept $uiet )t
'ill e a discovery lor all hu%anity!D
And it 'ill e a decision for hu%anity 'hether
or not to respond The 8roAect 8hoeni" tea%
'ill only listen and learn = they 'ill not
trans%it any replies! )n any event, Eaile points
out, even to e"change %essages 'ould ta6e
%any years, %aye lifeti%es = and 'e have
een sending radio %essages out into the
cos%os for nearly a century! A visit on either
side is virtually out of the $uestionC to send a
ship to the closest star! Alpha Centauri, fourC
andCaChalf light years distant, 'ould consu%e
energy e$ual to hu%anityDs total use for /,
years
(uestion ./
According to the passage 'hich 1+E of the follo'ing state%ents is trueL 2rite
the appropriate letter in the space nu%ered 1@ on the ans'er sheet!
A The search for e"traterrestrial intelligence depends on an oldCfashioned
listening device!
* 3r 0el 2ellington designed the Australia Telescope!
C The stars selected for scrutiny fall 'ithin a specified age li%it!
(uestions .30.=
Choose the appropriate function fro% the list elo' for each piece of e$uip%ent!
2rite the appropriate letter corresponding to the function in the spaces nu%ered
16C1# on the ans'er sheet!
+ote that there are %ore functions than you 'ill need!
E$uip%ent
16! antenna
1B! feedChorn
1#! co%puter
7unctions
A searches for stars 'ithin 1/, light years of Earth
* scans channels
C loo6s for the clearest signal
3 closely e"a%ines /,, stars one by one
E scans loc6s of stars
(uestions .10$&
2hich of the follo'ing factors are %entioned as part of the 3ra6e e$uationL
2rite H for those 'hich are %entioned or + for those 'hich are not %entioned!
2rite your ans'ers in the spaces nu%ered 19C/- on the ans'er sheet! An
e"a%ple has een done for you!
E+am*le%
7ns#er%
ho' %any lifeCsupporting stars have planets
H
19! ho' lifeCsupporting stars are for%ed
/,! ho' fre$uently lifeCsupporting stars are for%ed
/1! ho' %any earthli6e planets each solar syste% has
//! ho' large the stars are
/-! ho' great the populations of earthli6e planets are
(uestions /.C-,
*elo' is a list of the steps 'hich 'ould e ta6en on discovery of an interesting
signal! 8ut the% in the appropriate order y 'riting the letter for each step AC4 in
the spaces nu%ered /.C-, on the ans'er sheet!
List of steps
A
*
C
3
E
7
4
call press conference
as6 colleagues around the 'orld to chec6
chec6 three ti%es over
decide 'hether to respond
call up colleagues in other parts of the 'orld
contact US and Australian 4overn%ent leaders
crossCchec6 through 7U33s
(@ESTI4"S &.0n
Hou are advised spend $' minutes on (uestions -B=.1 #hich refer to ,eanding
!assage
1
- belo#
*y the year /,,, nearly half the 'or6force 'ill
e over ., and yel throughout Europe there is
a deep a%ivalence = if not outright
suspicion = to'ards the capailities of older
u or6ers
Those oY er the age of ., generally ta6e longer
to find ne' e%ploy%ent, ut European
govern%ents haYe done httle to protect their
e%ploy%ent rights 1nly 4er%any, 'ith
incentives to usiness to encourage the
e%plo( %erit of older people, and 7rance, 'ith
the introduction of legislation %a6ing it illegal
to use age arriers in recruit%ent = or to %a6e
e%ployees redundant ecause of their age =
haY e done an( thing sustanliv e to co%at age
discri%ination
Het even in these tun countries then has een
no noticeale i%prove %int in the lot of the
older 'or6er, indeed in f ranee [o
advertise%ents flout the la' openly v as6ing
for applicants of a certain age So should
1 rance and 4er%any e lightening up their
la's and should the rest of LuriDpe follo' suitL
*ill ;oins, a careers consultant ' ith
outplace%ent specialist 3*5, elieves not ?e
said 1egislation against age discri%ination
has een in e"istence for 'ell over ten years in
the US and Canada ut has had no eflect perse
E%ployers 'ill al'ays e ale to find so%e
;eason for turning do'n an older applicant
2ithout appearing to rea6 the la'! Age la's
5erely act is a sy%ol of a co%%it%ent to
Change socictal attitudes and it is these that
5ust e changed it 'e are to %a6e progress!
)ronically it 'as govern%ents 'hich played a
Leading role in hardening usiness culture
against older 'or6ers in the first place )n the
late 1.B,s %an( huropean countries 'ere
e"tre%ely concerned aout the levels of youth
une%ploy%ent, and 7rance, 4er%any and
*elgiu%Ceven initiated
incentive sche%es for
usiness to encourage
older e%ployees to ta6e
early retire%ent provided that younger
trainees 'ere ta6en on in their place As %ore
and %ore e%ployees too6 early retire%ent,
often 'illingly, a ne', youthCoriented culture
per%eated usiness throughout %ost of
Europe = even in those countries that had ta6en
no active %easures to pro%ote it
3e%ographic trends %ean that govern%ents
are no' an"ious to slo' do'n the policy of
early retire%ent as they realise that they si%ply
do not have the funds to %eet their pension
pro%ises *ut reversing usiness attitudes is no
easy %atter 3ianah 2ur%an, a policy adviser
for the )nstitute of 8ersonnel and
3evelop%ent said There is a 'idely held
elief that older people are less adaptale and
trainale This is Aust not true research has
sho'n that differences in capaility are as 'ide
2ithin age groups as they are et'een the%D
So 'hat can older Ao see6ers do
B
1n a
practical level it is often reco%%ended that
applicants either o%it their age fro% a CE or
leave it to the end, to ensure that at least it gets
read Het Tony 5ilne, an independent careers
consultant, elieves that the 'ay for'ard is for
older people the%selves to adopt a positive
attitude to their age 'hen applying for 'or6
Eiu canDt e"pect so%eone else to give you a
Ao it you thin6 you %ight e too old for it
5any older applicants are e"tre%ely
aggressiY c or defensi" e aout their age in
intervie's They are i%%ediately laelled y
potential e%ployers as difficult characters 'ho
'ould have prole%s fitting into a ne'
organisation and it is for these reasons rather
than their age that they are reAected )f older
'or6ers can learn to eco%e rela"ed and
confident aout their age, then ) a% sure that a
change in usiness attitudes 'ill follo' D
;EA3)+4 8ASSA4E -
T?E 8;1*LE5S 17 5ATU;E T1* ?U+TE;S
(uestions --C--
Ans'er the follo'ing $uestions y 'riting the appropriate letter AC3 in spaces
nu%ered -,C-/ on the ans'er sheet!
-1! 2hich of the follo'ing 'ords est characterises the European attitude to
older 'or6ersL
A disapproval
* dis%ay
C distrust
3 disli6e
-/! 7rance, US and Canada have all ta6en 'hich of the follo'ing steps to
discourage age discri%inationL
A encourage usiness to e%ploy older people y offering re'ards
* %a6e age discri%ination in respect of e%ploy%ent illegal
C refuse to e%ploy younger 'or6ers
3 enforce age discri%ination la's strictly
--! 2hat did govern%ents do to discourage the e%ploy%ent of older 'or6ers in
the 19B,sL
A offer early retire%ent to all e%ployees
* offer incentives to usinesses to ta6e on younger e%ployees
C only e%ploy young trainees
3 set specific age li%its for e%ploy%ent
(uestions -.C./
2hich of the follo'ing points are %entioned in the passage as causing prole%s
for older 'or6ersL )ndicate y 'riting H for Hes or + for +o in the spaces
nu%ered -.C.1 on the ans'er sheet!
-.! lac6 of protection offered y European govern%ents
-@! advertise%ents specifying a desired age for applicants
-6! govern%ent concern over youth une%ploy%ent
-B! govern%ent refusal to ac6no'ledge the 'orth of older 'or6ers
F -#! popular eliefs and attitudes favouring younger 'or6ers
-9! un'illingness of older people to adapt to ne' %ethods
.,! research into different s6ill levels in different age groups
.1! eing negative aout their age in intervie's
;EA3)+4 TEST 9
(@ESTI4"S .0.4
Aou are advised to s*end about $' minutes on (uestions .0.4 #hich refer to
,eading
!assage I belo#
ecause, surprisingly enough, the irth rates in
Catholic countries such as Spain and )taly are
falling
Another factor is the rise of the oneCperson
household, fre$uently %isinterpreted to %ean
harouring an un%arried or divorced %an or
'o%an living alone Statistically, oneCperson
households include singleCparent households,
the nu%ers of 'hich are shooting up The
pheno%enon is gro'ing 7orty per cent of
S'edish ho%es are no' oneCperson
households, co%pared 'ith /9T ten years
earlier )n 'estern 4er%any the figure is -@T
&-,T ten years ago(, in the +etherlands /9T
&16T(, and in )reland /1T &1BT(
)n Spa%, the oneCadult household 'as so rare a
decade ago it did not register statistically, no'
the figure is 1,T ?ence the gro'th in de%and
for convenience foods )n Spain, the annual
gro' th rate for pi>>a sales et'een 19#6 and
199/ 'as -.T 'hile gro'th last year slo'ed a
little to 16T 1ther factors affect consu%er
haits 7or instance! 8iper says that the 'ider
prevalence of central heating in chilly *ritain is
the chief cause of the decline in the popularity
not Aust of tea, ut of all hot drin6s Another
%aAor factor is aggressive %ultinational
%ar6eting After all, the 7rench cannot indulge
a craving for sliced read if all that is on offer is
a aguette The products have to e on the
super%ar6et shelves )n fact, there have to e
super%ar6et shelves There %ust e enough
space to put ne' choices on offer
1nce a %aAor %anufacturer has 'on a
do%inant share in a %ature %ar6et, it 'ill loo6
aroad for pastures ne' *rea6fast cereals are
one such product 2ith gro'th opportunities
in the %ature *ritish %ar6et slo'ing,
%anufacturers crossed the Channel
E$DIN# P$SS$#E (
A different taste a things of co%e
The 7rench are turning their noses up at 'ine
and reAecting their croissant in favour of
rea6fast cereal, the English are turning fro%
tea to %ineral 'ater and the Spanish are
turning to pi>>a at an alar%ing rate )n short!
'e are eginning to see the evolution of the
Euro consu%er That see%s to e the %essage
fro% research conducted y Europanel, an
association of research co%panies across /-
countries 'hich %onitor uying patterns using
consu%er panels
Social and de%ographic factors and the
%ar6eting strategies of %ultinational food and
drin6 co%panies are co%ining to %a6e the
lifestyles of different European nations %ore
ali6e Thi %ain de%ographic factors leading to
this increasing unifor%ity across the continent
are falling irth rates and easier divorce!
according to one %e%er of Europanel ?e
said DThe result is s%aller households, 'hich
rely %ore on things such as %icro'aves and
convenience foods, 'hatever the nationalityD
Even the 7rench, 'ho are proud of their
cuisine, are turning to the %icro'ave Latest
Europanel figures sho' that -#T of 7rench
6itchens house a %icro'ave, Aust under the
figure of C1,DN!, in 'estern 4er%any )n *ritain
the figure is @BT
Tlu 7rench are also eco%ing less 7rench as
they continueC to shy a'ay fro% 'ine 2ine
consu%ption in 7rance fell y an average of 6T
!a year et'een 19#6 and 199/ *y contrast, the
*ritish are drin6ing %ore
A 6ey de%ographic factor is average
household si>e, %easured y the nu%er of
adult residents Already the spread et'een
nations is $uite narro' 2estern 4er%any has
the lo'est figure in 'estern Europe at / /
adults, and Spa% the highest at - /, follo'ed
y )taly at / # The gap 'ill narro' still further
As !1 result, cereal sales in 7rance gre' y 1#T
a year et'een 19#6 and 199/, and continued
lo gro' y 1,T last year! Si%ilarly, to%ato
6etchup sales have oo%ed in such unli6ely
places as Spain and 7rance, 'ith gro'th rates
of /#T and 1#T respectively!
?o' far the process 'ill go is anyodyDs guess!
)ncreased choice is all very 'ell, ut the
prospect of every 6itchen in Europe serving up
%il6Csodden cereal in the %orning and
%icro'aved pi>>a in the evening is surely a
depressing one!
(uestions .04
Co%plete the follo'ing state%ents 'ith not %ore than 71U; 21;3S TA0E+
7;15 T?E TEOT! 2rite your ans'ers in the spaces nu%ered l07 on the
ans'er
sheet! An e"a%ple has een done for you!
E+am*le
%
7ns#er%
The association responsile for the research in this passage is
6no'n as !!!
Europanel
The eating haits of so%e European nations are eco%ing less diverse
ecause of t'o groups of factors, na%ely,
1!!!!!!!!and
/ ! ! ! !
-! Until recently, it 'as 'rongly elieved that the oneCperson household
consisted of!!!
.! As soon as it has eco%e successful in an estalished %ar6et, a large
co%pany!!!
(uestions @C9
*elo' are listed so%e of the lifestyle changes affecting various European nations!
5atch each change 'ith the country in 'hich it is said to occur y 'riting the
appropriate letter AC7 in the spaces nu%ered @C9 on the ans'er sheet! 1ne has
een done for you as an e"a%ple!
There are %ore countries than you need ut you %ay use so%e countries %ore
than once!
E+am*le %
7ns#er%
eating %ore pi>>a
A
@! eating %ore cereals
6! drin6ing less 'ine
B! using %ore central heating
#! drin6ing less tea
9! having fe'er children
List of Countries
A Spain
3 4er%any
* )taly
E *ritain
C 7rance
7 S'eden
(uestions .'0.4
2hich of the follo'ing changes are the result of s%aller households according to
the reading passageL 2rite H for Hes or + for +o in the spaces nu%ered 1,C1. on
the ans'er sheet!
1,! increased use of %icro'aves
11! increasing popularity of rea6fast cereals
1/! decrease in popularity of hot drin6s
1- incri!55!Dd de%and for convenience foods
1. gro'th in sales of to%ato 6etchup
QUESTIONS 15-27
Aon are advised to s*end about $' minutes on (uestions ./0$B #hich refer to
,eading
!assage $ belo#
;EA3)+4 8ASSA4E /
Fire Tests
5ost hres start in a uildingDs contents, not its As the chair continues to urn the layer gets
structure Understanding ho' fire gro's hotter and thic6er, and after / %inutes it starts
indoors = in enclosed spaces = is the first step radiating heat ac6 do'n to the chair and
in li%iting its potential for death and other furniture in the roo% After - %inutes or
destruction 7ire tests have een around for so the trapped heat can eco%e so intense that
years, and %ost uilding codes %a6e reference 'e see DflashCoverD= everything in the roo%,
to the% So%e, ho'ever, are osolete, in the including co%ustile gases, has reached
sense that they canDt acco%%odate a gro'ing ignition point and ursts into fla%e
nu%er of ne' %aterials in ne'
configurations +or can they ran6 ite%s in E"peri%ents have sho'n that so%e
order of fla%%aility 2hat is needed are polyurethane ar%chairs can, @ %inutes after
graded tests that attach nu%ers to the degree ignition, give out 1C/ %ega'atts of heat ThatDs
of fla%%aihty These nu%ers could then e no %ore than a lively incinerator produces, ut
plugged into suitale co%puter %odels The 'hen itDs confined in a roo% it can easily
co%puter could 'or6 out the total fla%%aility induce flashCover After flashCover anyody
of an ite%, depending on 'hat itDs %ade of, ho' still in the roo% 'ould e dead 8eople rarely
itDs put together, and 'here itDs placed appreciate ho' $uic6ly a s%all fire indoors can
turn into a deadly inferno They 'aste ti%e
Co%puter %odels are eco%ing i%portant in going to the laundry to get a uc6et of 'ater
fire research Scientists are hoping that one day, instead of %a6ing sure everyody else is out of
'ith enough data and sufficiently po'erful the house *y the ti%e they get ac6, the fire
co%puters, they 'ill e ale to calculate, 'ill al%ost certainly e out of control
'ithout actually setting fire to anything, the *illo'ing clouds of s%o6e and to"ic gases
#ay a fire 'ill spread in any given uilding $uic6ly spill through door'ays and along
halls, enveloping and incapacitating sleeping
A fire indoors is a very different ani%al fro% occupants in the rest of the house
one outdoors 2hen you put a %atch to your
incinerator, the fla%es uild up steadily 5ost Hou can appreciate that %odelling the entire
of the heat is lost to the at%osphere, so you course of an indoor fire on a co%puter is a
have no troule staying close y daunting tas6 The progra% needs to consider
the fla%ing co%ustion >one, the rising ther%al
)nside a roo%, it oeys different and %ore plu%e aove it, the hot gas layer eneath the
co%ple" physics, and the danger $uietly ceiling, and ventilation Turulence of air is Y cry
%ultiplies 7irst, instead of a %atch, i%agine a difficult to %odel ecause large eddies can gro'
cigarette dropped into the ac6 of a lounge fro% features as s%all as , 1 %% across
chair Cigarettes, you should 6no', are a%ong
the %aAor causes of fires in houses A carelessly +evertheless, fire researchers overseas have
:iscarded cigarette can stay alight in a si%plified %odels to study aspects of fire
oncealed crevice for as long as .@ %inutes ehaviour in ho%es, hospitals, aircraft, tunnels,
rhen, after s%ouldering a'ay, the chairDs stadiu%s, shopping %alls and airports 7or
upholstery suddenly ignites 2ithin perhaps -, e"a%ple, the 7ire ;esearch Station in *ritain
seconds, s%o6e, co%ustion gases, and heat has spent B years developing D:as%ineD, 'hich
\eg% curling up'ards, and efore 1 %inute can sho' ho' air circulates into a urning
las passed, they have started uilding up in a uilding and ho' the s%o6e layer deepens
rapped layer under the ceiling 'ith ti%e
)n the United States, the +ational *ureau of
Standards has developed ASET, 'hich
calculates Davailale safe egress li%eD! This fireC
gro'th %odel re$uires figures for rates of %ass
loss, s%o6e release, production of to"ic gases,
and heat uildCup! 5ost e"isting tests, as 'e
have noted, fail to provide the necessary data!
They 'ill need to e %odified, or a 'hole ne'
generation of tests devised!
(uestions ./0.=
3ecide 'hether the follo'ing state%ents are true or false according to the
reading
passage and 'rite T for true or 7 for false in the spaces nu%ered 1@C1# on the
ans'er sheet!
1@! So%e older fire tests only sho' ho' a fire starts in a uildingDs structure!
16! A co%puter 'ould e ale to grade the fla%%aility of an ite%!
1B! 7lashCover can est e prevented 'ith a uc6et of 'ater!
1@! An ade$uate co%puter progra% for predicting the effects of a fire is not
easy to set up!
(uestionC .10$/
*elo' is a list of the stages in the uildCup of an indoor fire caused y a cigarette
dropped do'n the ac6 of an upholstered chair! 3ecide 'here each stage fits in
the follo'ing tale according to the ti%e 'hen it occurs and 'rite the appropriate
letters AC? in the spaces nu%ered 19C/@ on the ans'er sheet!
Stage 1 Stage / Stage - Stage
.
Up to .@ %ins!
efore ignition
Up to 1 %in!
after ignition / %ins! - %ins and after
E+am*le% A 19! CCCCCCCC // /.! CCCCCCCCC
/,! CCCCCCCC /-!
/1! MMMMMM /@!
List of stages
A The cigarette s%oulders unseen
* The heat trapped in the roo% intensifies
C S%o6e, gases and heat rise to'ards the ceiling
3 The hot layer eneath the ceiling spreads heat ac6 to the chair and other
furniture in the roo%
E A layer of heat is for%ed under the ceiling
7 S%o6e and gases spread into other parts of the house, endangering
anyone 'ho %ay e there
4 Everything in the roo% reaches ignition point and ursts into fla%e
? The upholstery catches fire
(uestions $30$B
2hat are t'o %odels for oserving fire ehaviour that have een developed
overseasL 2rite the ans'ers in the spaces nu%ered /6C/B on the ans'er sheet!
/6!MMMMMMMMMMMMMMMMMMMMMMMMMMMMM
/B!MMMMMMMMMMMMMMMMMMMMMMMMMMMMM
(@ESTI4"S $=04$
Aou arc advised to s*end about $' minutes on (uestions $=04$ #hich refer to
,eading
!assage & belo#.
;EA3)+4 8ASSA4E -
SOE ISCONCE!TIONS A"O#T
A"O$I%INA& A#ST$A&IA *
n
'
2hen airline pilot 8ercy Tre>ise egan
to e"plore the roc6 art galleries of Cape
Hor6 peninsula in the early 196,s=
a hoy that 'as to osess
hi% for the ne"t
-, years = the consensus of
acade%ic
opinion 'as that Australia had
een peopled for less than
1,,,,, years! Stone tools found
in 0a6adu have no' een dated to at least
@,,,,, years, and ca%p sites as diverse as la6e
5ungo in the EEillandra la6es region of +S2
and 2ADs upper S'an ;iver have yielded tools
charcoal radiocaronCdated to et'een -#,,,,
and .@,,,, years! 5ore than a do>en other sites
date to %ore than -,,,,, years = indisputale
evidence, says archaeologist :osephine 7lood,
of the great anti$uity of Aoriginal culture!
Thirty years ago, the first Australians 'ere still
thought of as a ac6'ard race! Tre>ise recalls in
his oo6 4rcani 0oniK! that there 'as %uch sage
discussion o i 'hether they 'ere even capale
of astract )) ought! Since then, rea'a6ened
interest in an 1 gro'ing 6no'ledge of AustraliaDs
Aoriginal h ritage has de%onstrated that this is
a co%ple"! 5 ile and rich culture!
) he closer 'e loo6 al Australian prehistory, the
%ore ? u%linues to confound our
assu%ptions! Until recently, the authoritative
vie' 'as that the population of Australia at
the ti%e of the arrival of Europeans in 1B##
'as proaly so%e'here et'een /@,,,,, and
@,,,,,,! *ut the discovery, eginning t'o years
ago, of a vast Aoriginal graveyard at La6e
Eictoria near the confluence of the
5urray and 3arling rivers has thro'n
even this into
dout! At least 1,,,,, s6eletons are uried in
sands of La6e Eictoria,
R possily as
%any as .,,,,,!
;esearchers are
'ondering if
they have
stu%led on the
3e%ographic hu of an infinitely
%ore populous prehistoric Australia than 'as ever
previously supposed, at the
crossroads of t'o of its greatest river
high'ays! Archaeologist 3r Colin 8ardoe of
the SA %useu% says the idea of -,,,,,, or so
people in Australia efore 'hite settle%ent
%ust e radically reCevaluated! D) elieve that
'e should e thin6ing 1, ti%es thatD, he told
science 'riter :ulian Cri recently! As Cri
noted, this 'ould e a greater population than
preC;o%an *ritainDs!
Though Aorigines %ight see the%selves as
indigenous &in the sense, as :osephine 7lood
e"plains, that they have no race history not
associated 'ith this continent( there is no
dout that they 'ere in fact AustraliaDs first
%igrants! Their springoard 'as provided y
the last ice age, or 8leistocene period, 'hich
lasted et'een t'o %illion and 1,,,,, years
ago! So %uch 'ater 'as loc6ed up on land that
the ocean level dropped perhaps 1@, %! There
'as never a co%plete land ridge to southCeast
Asia, ut Arnhe% Land 'as lin6ed to 8apua
+e' 4uinea for %ost of the past 1,,,,,, years,
says 7lood, and this 'ould have een one of
the easiest routes for iceCage i%%igrants
%oving south! 2hat is certain, says 7lood in
her e"cellent oo6 The ,iches 4f 7ncient
7ustralia, is that once here, the first Australians
spread rapidly! The inland 'ould have een
dry, ut consideraly %ore hospitale than it is
today! The inland salt pans 'ere then freshC
'ater la6es tee%ing 'ith fish, and the country
'as %uch greener!
(uestions $=0&B
*elo' is a su%%ary of ;eading 8assage -! Co%plete the su%%ary y choosing
1+E suitale 'ord fro% the list elo'! 2rite your ans'ers in the spaces
nu%ered /#C-B on the ans'er sheet!
+ote that there are %ore 'ords than you need!
SU55A;H
;ecent /#MMMMMMMMMMMMMMfindings in Australia indicate that previous ideas
aout Aoriginal /9CCCCCCCCCCCCCCCCCCCCC%ay need to e revised! Charcoal radioC
caron dating of -,CCCCCCCCCCCCCCCCCCCCCfound in different ca%psites provides
evidence of a society that goes ac6 as far as @,,,,, years! 7urther%ore, vast
nu%ers of -1MMMMMMMMMMMMMMMhave een discovered uried in the La6e Eictoria
region, leading researchers to reconsider their esti%ates of -/CCCCCCCCCCCCCCCCCCCCC
efore 'hite settle%ent! )t appears that there %ay have een 1, ti%es as %any
--MMMMMMMMMMMMMMMas 'as previously thought!
)f 'e go ac6 far enough, 'e can consider the Aorigines as the first %igrants
ecause they 'ould have een ale to co%e -.!MMMMMMMMMMMMMMfro% 8apua
+e' 4uinea during the last )ce Age! 3uring this -@CCCCCCCCCCCCCCCCCCCCCthere 'as a
land -6MMMMMMMMMMMMMMMet'een Arnhe% Land and 8apua +e' 4uinea 'hich
'ould have facilitated %ove%ent! The land itself 'ould have een %ore
-B!!MMMMMMMMMMMMMMthan no'adays 'ith freshC'ater fish in the la6es and plenty
of vegetation!
List of 'ords
period civili>ation haitale
population s6eletons inhaitants
lin6 archaeological across
century e"ploration out
settled i%ple%ents
(uestions &=04$
The tale elo' sets out infor%ation fro% the passage in three categories9 for%er
eliefs aout Aoriginal Australia, recent changes to these eliefs, and the
evidence for these changes! Sort the ite%s of infor%ation elo' the tale into their
appropriate categories! 2rite the letters ACE ne"t to the nu%ers -#C./ on the
ans'er sheet!
Tale
7or%er eliefs ;ecent changes Evidence for changes
hu%an eings had
inhaited Australia for
less than 1,,,,, years
.,! MMMMMM M C
-# R -9!
.1! ./!
)te%s of infor%ation
A the population 'as et'een /@,,,,, and @,,,,,,
* graves 'ere discovered at La6e Eictoria
C the population could have een aout -,,,,,,,,
3 tools fro% different ca%psites 'ere radioCcaron dated
E AustraliaDs Aoriginal civili>ation goes ac6 aout .@,,,, years
;eflections on the ;eading Test
1! 3id you finish the test in 6, %inutesL
J Hes J +o
/! 3id you loo6 at the $uestions efore you read the passagesL
J Hes J +o
Loo at Hints for the ,eading Test on *age .'.
-! 2hen you couldnDt understand a section or 'erenDt ale to ans'er a
$uestion did you go on to the ne"t oneL
J Hes J +o
Loo at Hints for the ,eading Test on *age .'.
.! 3id you spend a lot of ti%e trying to understand un6no'n 'ordsL
J Hes J +o
7s a teacher ho# to *ractise strategies for understanding ideas #ithout
no#ing all the #ords.
@! 3id you ans'er the $uestions according to the instructionsL
J Hes J +o
4o bac to the test and read the instructions carefully.
6! 2ere so%e 6inds of $uestions difficult for youL
J Hes J +o
If you can, as a teacher for *ractice materials #ith the difficult
inds of >uestions.
B! 2ere so%e reading passages difficult for youL
J Hes J +o
8ractise reading different styles of #ritten English, for e+am*le
ne#s*a*er
articles or re*orts. Try to develo* a #ider vocabulary.
!ITIN# P$%TI%E TESTS
There are 0 writing "ra'ti'e tests
Time allo#ed for each test% 3' minutes
*efore vou start
There are t'o tas6s for each test!
7or each tas6 photocopy a 'riting test ans'er sheet on the ne"t
;ageC
2rite your ans'ers on the ans'er sheet!
Hou should spend /, %inutes on Tas6 1 and ., %inutes on Tas6 /,
2hen you have finished each test, loo6 at the 5odel Ans'ers on
pages 1--C1-. and at the SelfC;ating 4uides on pages 1-@C1-6!
!ITIN# $NS!E SHEET
8hotocopy this page to 'rite your ans'ers to each 2riting tas6 you practise!
~
~
( ( CCCCC

- - ). - - ( -

( -
2;)T)+4 TEST 1
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6!
-eloiu is a table #hich sho#s the causes of in<ury by age and their *ercentage
contribution to total deaths during a .$ month *eriod in 7ustralia. Some of these
in<uries may be termed accidental and some may not.
Eescribe the information in the table.
2rite at least 1@, 'ords!
)nAury cause Age category
,C1. 1@C-9 .,C6. 6@Q Total
5otor vehicle .,T .@T /9T /1T -.T
8oisonings 1T .T /T /T /T
7alls -T /T 6T ./T 11T
Cro'nings 19T -T .T /T @T
SuffocationK Asphy"iation 1.T 1T -T /T /T
Suicide C /6T -1T 1BT /BT
?o%icide and violence @T @T .T 1T .T
All other causes 16T 1/T /,T 1-T 1.T
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6!
8repare a 'ritten argu%ent for a 'ellCeducated reader on the follo'ing topic9
Human beings do not need to eat meat in order to maintain good health because
they can get all their food needs from meatless *roducts and meatless substitutes.
7 vegetarian diet is as healthy as a diet containing meat. 7rgue for or against the
o*inion above.
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ents 'ith e"a%ples and relevant evidence!
Hou should 'rite at least /@, 'ords!
2;)T)+4 TEST /
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6
Tlie tra*h belo# sho#s different *o*ulation gro#th rates in some of the #orld's
ma<or cities. -et#een 19B@ and the year $''', some of these cities are sho#n to
e+*erience changes in *o*ulation, both #ithin individual cities and in
com*arison
#ith other cities. Loo at the gra*h and re*ort on these differences.
2rite at least 1@, 'ords
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6
8resent a 'ritten argu%ent or case to an educated nonCspecialist audience on the
follo'ing topic
Tlie best #ay to reduce the number of traffic accidents is to mae all young
drivers
com*lete a safe driving education course before being licensed to drive.
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ents 'ith e"a%ples and relevant evidence
Hou should 'rite at least /@, 'ords!
2;)T)+4 TEST -
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6!
Tlic diagram belo# sho#s a domestic 'com*osting' #aste dis*osal unit.
Eescribe the construction of the unit and ho# it #ors.
2rite at least 1@, 'ords!
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6!
8repare a 'ritten argu%ent for a 'ellCeducated reader on the follo'ing topic9
8orests are the lungs of the earth. Eestruction of the #orld's forests amounts
to
death of the #orld #e currently no#. To #hat e+tent do you agree or
disagree?
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ent 'ith e"a%ples and relevant evidence!
Hou should 'rite at least /@, 'ords!
2;)T)+4 TEST .
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6!
Tlie follo#ing $ tables *resent information taen from a survey into ho#
7ustralians s*end their leisure time at home. -y selecting data from the tables,
describe the trends as they are sho#n.
2rite at least 1@, 'ords!
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6!
8repare a 'ritten argu%ent for a 'ellCeducated reader on the follo'ing topic9
?any lives are in danger #hen hastily erected buildings colla*se because
safety
standards have been sacrificed to ho*es of a >uic *rofit. To *revent disasters
of
this ind, governments should *lay a greater role in setting and enforcing
safety
standards for building construction.
Hou should use your o'n ideas, 6no'ledge and e"perience and support
your
argu%ents 'ith e"a%ples and relevant evidence!
Hou should 'rite at least /@, 'ords
2;)T)+4 TEST @
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6!
The figure belo# com*ares the amount of #or time re>uired to buy certain
*roducts. 2omment on these various *roducts and describe the differences for
the
years .1=& and .11&.
2rite at least 1@, 'ords!
2;)T)+4 TAS0 /
H1U should spend aout ., %inutes on this tas6!
8repare a 'ritten argu%ent for a 'ellCeducated reader on the follo'ing
topic9
2hildren learn best by observing the behaviour of adults and co*ying it.
to #hat e+tent do you agree or disagree #ith this statement?
Hou !should use your o'n ideas, 6no'ledge and e"perience and support
your argu%ent 'ith e"a%ples and relevant evidence!
Hou should 'rite at least /@, 'ords!
2;)T)+4 TEST 6
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6!
In all, the #orld s*ends an estimated P1K@/@ billion annually, on civilian s*ace
a**lications.
)rite a re*ort for a university lecturer describing the trends in the gra*h belo#
and suggesting reasons for any ma<or differences in e+*enditure.
2rite at least 1@, 'ords!
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6!
8repare a 'ritten argu%ent for a 'ellCeducated reader on the follo'ing topic9
Goos are sometimes seen as necessary but *oor alternatives to a natural
environ0
ment. Eiscuss some of the arguments for andHor against ee*ing animals in
Ioos.
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ent 'ith e"a%ples and relevant evidence!
Hou should 'rite at least /@, 'ords!
2;)T)+4 TEST B
2;)T)+4 TAS0l
Hou should spend aout /, %inutes on this tas6!
Tlie gra*h belo# sho#s the rise in the number of one adult households in various
Euro*ean countries bet#een .1=. and .11..
)rite a re*ort for a university lecturer describing the information sho#n belo#.
2rite at least 1@, 'ords!
The rise of the one person household
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6!
8resent a 'ritten argu%ent or case to an educated nonCspecialist audience on the
follo'ing topic9
Education is recognised as vital to the future of any society in today's #orld.
Jovernments throughout the #orld should mae education com*ulsory for all
children bet#een the ages of / and ./.
To #hat e+tent do you agree #ith this statement?
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ents 'ith e"a%ples and relevant evidence!
Hou should 'rite at least /@, 'ords!
2;)T)+4 TEST #
2;)T)+4 TAS0 1
Hou hould spend aout /, %inutes on this, tas6
Tlie / figures beloiv give information about ivomen #orldivide. @sing
information
from the figures, #rite a re*ort #hich describes the status of #omen in the #orld
today.
2rite at least 1@,
'ords

Women
facts & figures
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6
8resent a 'ritten argu%ent or case to an educated nonCspecialist audience on the
follo'ing topic
Tourism is becoming increasingly im*ortant as a source of revenue to many
countries but its disadvantages should not be overlooed.
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ents 'ith e"a%ples and relevant evidence
Hou should 'rite at least /@, 'ords
2;)T)+4 TEST 9
2;)T)+4 TAS0 1
Hou should spend aout /, %inutes on this tas6!
Tlie table and the illustration belo# give some information on s*orts in<uries
#hich lead to emergency hos*ital treatment. )rite a re*ort about the information
given.
2rite at least 1@, 'ords
2;)T)+4 TAS0 /
Hou should spend aout ., %inutes on this tas6
2i ite a alanced essay for an educated nonCspecialist audience on the topic
elo'
Technology is maing communication easier in today's #orld, but at the e+*ense
of *ersonal contact as mainH *eo*le choose to #or at home in front of a
com*uter screen. )hat danger%, are therefor a society #hich de*ends on
com*uter screens rather than face0to0face contact for its main means of
communication ?
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ents 'ith e"a%ples and relevant evidence
Hou should 'rite at least /@, 'ords
;eflections on the 2riting Test
1 2ere you pleased 'ith your ans'er to 2riting Tas6 1L
J Hes J +o
/ 2ere you pleased 'ith your ans'er to 2riting Tas6 /L
J Hes J +o
-! )f you ans'ered D+oD to either $uestions 1 or ., 'ere the follo'ing so%e
of your prole%sL
) didnDt have enough ti%e!
J Hes J +o
) had li%ited 6no'ledge aout the topic!
J Hes J +o
) couldnDt interpret the diagra% in Tas6 1!
J Hes J +o
) didnDt chec6 one &or oth( of the 'riting tas6s!
Hes J +o
) 'asnDt sure ho' to ans'er the $uestion!
J Hes J +o
Are there any other prole%s not listed hereL +ote the% do'n!
.! )f you ans'ered yes to any of the $uestions in -, 'rite do'n a fe' reasons
'hy you thin6 you had prole%s and discuss these 'ith a teacher, if you
can!
Thin6 aout ho' you could do etter 'hen you ta6e the real test!
@! )f possile, as6 a teacher for help 'ith so%e additional )ELTS 'riting
practice!
Try to do so%e 'riting practice every day!
5odel Ans'ers for 2riting Tas6s
2;)T)+4 TAS0 1
Test 6
In all, the #orld s*ends an estimated K@S$/ billion annually, on civilian
s*ace a**lications.
)rite a re*ort for a university lecturer describing the trends in the gra*h
belo# and suggesting reasons for any ma<or differences in e+*enditure.
DAccording to the graph, there is considerale variation in spending on civilian
space progra%s around the 'orld! Argentina, for e"a%ple, spends virtually
nothing 'hile, at the opposite end of the scale, the United States spends P1@,,%!
The ne"t highest spenders
/
are 7rance, :apan and China spending P1.,,%, P1-,,%
and P1/,,% respectively 5iddle range spenders include 4er%any, )taly, S'eden
and ;ussia, spending in the PB,,CP1,,,% range A%ong the lo'est spenders are
)reland, Australia, 8a6istan and )srael spending under P1,,% The re%aining
countries spend et'een P1,, and P-,,%
1verall, the trends in the tale sho' the 'ealthy, developed countries as eing
fore%ost in space application spending, 'hile countries classed as developing, or
those 'ith very s%all populations, spend the least! There are so%e e"ceptions, li6e
China, 'hich is developing fast and has oviously %ade space technology a
priority Thus the %a% reasons for the differences %ay include 'ealth, si>e,
political and econo%ic staility and the chosen priorities of each country &1@9
'ords(
+otes
D 7irst paragraph descries DtrendsD as as6ed 'ithout needing to give details of each countryDs
spending
9
Tlie 'ord DspendersD is a good choice to e"press %eaning concisely
4eneral Co%%ents
)ntroductory sentence does not uaste 'ords y repeating the $uestion
Ans'ers oth parts of the $uestion
)nfor%ation is dearly presented and easy to follo'
Entr%es are atturatel( iiinstrialed and nicely varied
l!ood loluDre%e overall, inhesion achieved through 'ell chosen connecting e"pressions
TAS0 /
Test#
8resent a 'ritten argu%ent or case to an educated nonCspecialist audience on
the follo'ing topic9
Tourism is becoming increasingly im*ortant as a source of revenue to many
countries but its disadvantages should not be overlooed.
Hou should use your o'n ideas, 6no'ledge and e"perience and support your
argu%ents 'ith e"a%ples and relevant evidence!
7aster planes and cheaper flights are %a6ing it easier than ever efore for people
to travel!
1
)n %ost DdevelopedD societies, visiting e"otic places is a soughtCafter
status sy%ol! The touris% industries of oth developed and developing countries
have recognised this fact and are learning to ta6e advantage of it!
/
@
There are, ho'ever, so%e prole%s associated 'ith this ne' industry! 7irstly
1
,
there is the increasing cri%e rate! So%e locals see tourists as easy prey ecause, not
only are they in unfa%iliar territory and therefore less ale to ta6e care of
the%selves, ut also they carry visile ite%s of 'ealth, such as ca%eras and
Ae'ellery 'hich can e disposed of $uic6ly for a profit!
.
DAnother %aAor prole% is health! 2ith greater %oility co%es greater danger of
spreading contagious diseases around the 'orld!
.
1ne carrier returning ho%e
could easily start an epide%ic efore their illness 'as diagnosed! 5oreoverL the
e%ergence of %any %ore diseases 'hich resist antiiotics is causing scientists to
e increasingly concerned aout this issue!
@
Also to e considered is the natural environ%ent, 'hich can e seriously
threatened y too %any visitors! AustraliaDs 4reat *arrier ;eef, for e"a%ple, is in
danger of eing destroyed y tourists and there are plans to restrict visitors to
so%e of the %ore delicate coral cays!
B
These are Aust three of the reasons 'hy any country should e 'ary of co%%itting
itself to an e"tensive touris% develop%ent progra%!
#
&/-/ 'ords(
+otes
1 )ntroduction doesnDt repeat $uestion!
/ Tac6les $uestion!
-
)ndicates that a nu%er of points 'ill e discussed in order!
.
Clarifies prole%=6eeps to the point!
@ +e' paragraph for ne' topic!
6 Appropriate use of connectors!
B! 4ives e"a%ples!
Conclusion rounds off 'ell 'ithout repeating $uestion or 'asting 'ords!
SelfC;ating 4uide for 2riting Tas6s
TAS0l
Ans'er the $uestions listed under A, * and C! )f you ans'er DyesD to %ost
$uestions, put a score on each line to'ards ?)4?! )f you ans'er DnoD to %ost
$uestions, put a score on each line to'ards L12! :oin the scores together to
%a6e
a triangle! )f your triangle is very s%all you are 'ea6 in at least one area of
'riting! )f your triangle is very ig then your overall rating should e $uite good!
*
F ?ave ) 'ritten accurate
gra%%atical sentencesL
F )s %y gra%%ar variedLC
F )s %y spelling accurateL
F )s %y vocaulary varied
and appropriateL
A
F ?ave ) done 'hat
the
$uestion as6ed %e to
doL
F )s %y te"t clearL
F )s %y infor%ation
'ell
organisedL
c
F Are the sentences in
%y
te"t 'ell connectedL
F ?ave ) used
appropriate
connecting
e"pressionsL
&e!g! ?o'ever, 7irstly
etc!(
F 3o the sentences

E"a%ples of selfCrating
average
AK*KC
average overall
rating
highAKC
lo'*
aove average overall
rating
l*w A
high*
average C
average overall
rating
TAS0 /
3o the sa%e selfCrating e"ercise for Tas6 /! +ote that the rating $uestions under
A, * and C are differerent fro% those for Tas6 1!
*
F ?ave ) presented so%e good
ideas and points of vie'
'hich are relevant to the essay
tas6L
F Are %y points of vie' clearL
F ?ave 1 given e"a%ples to
support %y pointsL
A
F )s %y te"t
co%%unicating
its content effectively
to the
readerL
F )s the infor%ation
clearL
F )s the te"t 'ell
organisedL
F ?ave ) used
paragraphs
effectivelyL
C
F?ave ) used accurate
and
varied sentence
constructions, not Aust
si%ple sentencesL
FAre %y sentences
lin6ed y
appropriate Aoining
'ords
&e!g! Conse$uently,
After
that, ?o'ever(L
F?ave ) used a good
range of
appropriate
vocaulary,
spelt accuratelyL
E"a%ples of selfCrating
average rating
for
AK*KC
average overall
rating
highAKC
lo' *
aove average overall
rating
l*w A
high *
average C
average overall
rating
if you can, sho# your ans#ers to Tass . and $ and your self0rating sheets to a
teacher for comment. )or on your areas of #eaness.
S8EA0)+4 TESTS
There are - re'orded s"eaking tests1
*efore you start
Listen to each phase in each test and carry out the tas6s on the
follo'ing pages!
Chec6 the tale of Spea6ing Test *and Scores on page 1@B!
)f you can, practice 8hase - intervie's 'ith a partner using the tas6
cards on page 1@#!
The )ELTS spea6ing test has @ 8hases!
)n 8hase 1 the intervie'er and the candidate greet each other and %a6e sure
they oth feel co%fortale! The intervie' 'ill proaly e recorded!
)n 8hase / the intervie'er 'ill as6 you, the candidate, to tal6 aout your
fa%ily or your country or so%ething 'hich is fa%iliar to you!
)n 8hase -, you %ust as6 the $uestions! The intervie'er 'ill as6 you to
pretend you are in a particular situation 'here you need to find so%e
infor%ation! To get the infor%ation you need, you 'ill have to as6 the
intervie'er certain $uestions, using a card to guide you!
8hase . is 'here you 'ill e e"pected to tal6 freely and in a %ore e"tended
'ay aout your future plans! Hou 'ill have the opportunity to give opinions
or to evaluate specific situations related to your field of study or to your
personal interests!
7inally, in 8hase @, the intervie'er 'ill ring the intervie'! to a close!
e'orded S"eaking Test (
The first intervie' is 'ith 5aria 'ho is a student fro% 5alaysia! SheDs 1# and
is aout to enter an Australian university to study 5edicine! ?ere are a fe'
details aout 5aria!
!E,S4"7L EET7ILS
7a%ily na%eC 5A?A5113
1ther na%e9 5A;HA
+ationalityC 5alaysia 7irst language9 ?7L7A
L7"J@7JE%
1ccupation9 STU3E+T
2or6 e"perience
?o' did you learn! EnglishL
2hat are you personal interestsL
2hat are your future plansL
2hy are you ta6ing this testL D
A$IA
!hase 1
A
i( -efore listening to 8hase 1 of the intervie' loo6 at $uestions 1CB elo'! 4uess
5ariaDs responses to these B $uestions and 'rite your guesses on a separate
sheet!
(uestions .0B
1 ! ?ello 5aria! Could ) have a loo6 at your personal detailsL
5y guess666666666666666666 ?aria's res*onse666666666666666666
/! ;ight no', and you co%e fro% 5alaysiaL
5y guess666666666666666666?aria's res*onse666666666666666666
-! 2hat part do you co%e fro%L
?y guess666666666666666666?aria's res*onse666666666666666666
.! )s it very sunnyL
5y guess666666666666666666?aria's res*onse666666666666666666
@! 3o you u% do you have any rothers or sistersL
?y guess666666666666666666?aria's res*onse666666666666666666
6! ;ight and are you the eldestL
?y guess666666666666666666 ?aria's res*onse666666666666666666
B! And are so%e of the% studying in Australia as 'ellL
5y guess M 6 M M ?aria's res*onse66666666666666666
ii( Listen to 8hase 1 and note do'n 5ariaDs responses! Stop the tape at the end of
8hase 1! Are your responses si%ilar to hersL
)n your opinion, 'ere 5ariaDs responses9
a loo6ingL aout rightL c too shortL
Circle either a, or c!
)t you circled a, 'hich responses could 5aria have shortenedL
)) you orded c, 'hat other things could she have saidL
3iscuss your opinions 'ith a partner if you can!
u
)f you can, 'or6 'ith a partner! As6 and respond to si%ilar $uestions aout your
o'n country and fa%ily! )f you are 'or6ing alone, 'rite do'n your $uestions and
record your responses on a cassette recorder!
8hase /
A
i( )n 8hase / 5aria is discussing her studies! ;ead $uestions #C// $uic6ly! 2hich
of these topics is %entionedL Tic6 &K( the o" if the topic is %entioned! a,
a( %edicine as a field of study
( hospitals
c( illness
d( depart%ent stores
e( e%ergency
f( %edicine as a career
ii( ;ead the $uestions again! Circle the $uestions to 'hich it is not possile to
ans'er
Aust DyesD or DnoD!
Juestions #C//
#! And er it says here youDre hoping to get into 5edicine at universityL
9! U% tell %e a little it aout 'hat happens 'hen youDre ill in 5alaysiaL 2hat
happens 'hen so%eodyDs sic6 at ho%eL
1,! 3o you have er general practitioners, doctors 'ho co%e to visit ho%esL
1 1 ! And er 'hat sort of u% illnesses are co%%on in 5alaysia='hat do
people
often co%plain aout=eing sic6, eing off 'or6L
1/! And are the colds that you get in 5alaysia si%ilar to the colds you get in
AustraliaL
1-! Tell %e a little it aout the nearest hospital to Terangannu!
1.! )s it a ig hospitalL
1@C 2hat sort of depart%ents does it haveL
16! And or 'hat do you do in 5alaysia 'hen you 'ant an a%ulanceL 3o you
have a special nu%er you can ringL
1B! 2hen, 'hen did you first start to get interested in er 5edicine as a field of
studyL
1#! 2as there so%eone in your fa%ily 'ho encouraged you, or 'as it Aust your
o'n ideaL
16! ;ight er is she er involved in 5edicine in so%e 'ayL
1B! So 'hat er 'hat appealed to you aout 5edicine as a careerL
1#! 4la%ourL
19! *ut itDs certainly an er an occupation thatDs 'ell respected in 5alaysiaL
ii( ;e'ind the tape and listen to 8hase / again! Choose one or t'o
$uestions
'hich, in your opinion, 5aria responds to 'ell, and one or t'o $uestions to
'hich she responds not so 'ell!
2rite the $uestion nu%ers do'n and give reasons for your choices in the o"
elo'!
Juestion
nu%er
;esponded 'ell &2(
or not so 'ell &+2(
;easons
Co%pare nu%ers and reasons 'ith a partner if you can!
Using $uestions #C1/ as a guide, 'rite do'n @ $uestions aout your area of study!
7ind a partner to as6 you these $uestions! )f you are 'or6ing alone, 'rite do'n
each $uestion and record your responses onto a cassette recorder!
i( Listen to 8hase / of the intervie'! As you listen, try to note do'n
5ariaDs
responses to each $uestion!
8hase -!
)n the ne"t phase of the spea6ing test, 5aria is going to as6 the $uestions! The
intervie'er 'ill tell her aout a certain situation! 5aria needs to find out so%e
infor%ation aout it! She 'ill need to as6 as %any $uestions as she can in order
to get as %uch infor%ation as possile! The intervie'er 'ill give her a card
'hich e"plains the situation and 'hich has a fe' suggestions for $uestions on
it! She %ay ta6e a fe' %o%ents to loo6 at the card efore she starts as6ing the
$uestions!
A
*efore you listen to the tape, first loo6 at 5ariaDs card and decide 'hat $uestions
you 'ould as6 in this situation! 2rite a fe' $uestions do'n! Try not to use the
e"act 'ords 'ritten on the card!
5ariaDs card loo6s li6e this!
Tas6 2EE0E+3 CA58 71; +E2 STU3E+TS
There is a 'ee6end ca%p eing organised for ne' students!
7ind out9
\
F the purpose of the ca%p
F 'here it is eing held
F arrange%ents for getting there and !ic6
F the cost
5y $uestions9
FMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMM
+
+)))))))))))))))))))),)))))))))))))))))))))
+)))))))))))))
*
;edd the intervie'erDs responses to 5ariaDs $uestions, nu%ered /-C-1! 2hich of
your o'n $uestions 'ould fit the intervie'erDs responsesL
Intervie#er's res*onses $&0&.
/-! Hes, 'ell 'e decided to er to have these ca%ps so%e years ago ecause 'e
thin6 itDs a good 'ay for students to get to 6no' each other in an infor%al
'ay efore their courses start so er itDs a sort of getting to 6no' you type
ca%p!
/.! Er the ca%p is at a each aout @, 6ilo%etres a'ay fro% the University! )tDs
sort of south of the University, along the coast!
/@! Heah yeah near a seaside!
/6! 2ell er thereDll e a us 'hich 'ill pic6 up er students fro% the University
and return people to the sa%e spot at the end of the ca%p so thereDs no
prole% 'ith transport!
/B! Heah 'ell itDs a co%fortale us, a University us!
/#! ) thin6 so!
/9! )D% afraid there is a cost yeah though itDs not too ad! )tDs P6@ for the 'hole
er stay and that includes all %eals and all transport so er itDs on a long
'ee6end 7riday till 5onday and er all %eals are included so thatDs thatDs
very cheap!
-,! So are you interested in goingL
-1! 1 hope you do!
c
Listen to 8hase -! 2rite do'n 5ariaDs $uestions and co%pare the% 'ith the ones
you 'rote!
5ariaDs $uestions9
FMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM M M
F MMM MMM MMM
F
+
+
3o you thin6 any of her $uestions are poorly constructed or follo' the 'ords on
the card too closelyL 2hich onesL ;e'rite the ones you 'ant to change!
8hase .
)n this phase 5aria is eing as6ed further $uestions aout her career plans!
A
Loo6 at $uestions -/C.@! ?o' are these $uestions different fro% those in 8hase
/L
Choose the e"pressions 'hich you thin6 est descrie the differences!
F longer F %ore specialised
F %ore de%anding F si%pler
F %ore varied F %ore interesting
F as6ing for %ore opinions
3iscuss your choices 'ith a partner if you can!
(uestions &$04/
10! LetDs er letDs get ac6 to thin6ing a little it aout er your future er 'e
6no' that you 'ant to er to study 5edicine ut er
-/! have you any thoughts aout 'hat sort of 5edicine youDre going to
specialise in at the end of your studiesL
-/! 3o you agree 'ith thatL
--! 2hat sort of pressure do you i%agine er er it 'ould involveL
--! Heah 'ell ) 'as going to say that er er in so%e 'ays one could argue that
%aye itDs er %ore suited to er a 'o%an than a %anL 5any 'o%en are
%id'ives in other countries!
-.! 3o you have %id'ives in 5alaysiaL
-.! And and do they deliver %any of the aiesL 1r is it %ainly doctors in
hospitalsL
-@! ;ight! )s there any any reason for that particularlyL
-6! So they donDt have a long trainingL
-@! So do you agree 'ith that vie'L 3o you thin6 er doctors do 6no' %ore
aout!!!L
-B! )tDs difficult to generalise, isnDt itL
-6! So do you thin6 thereDs a a ig need for er doctors 'ho are specialists in
infant care or delivering aies in 5alaysiaL )s is that a gro'ing area of
needL
-#! )s there a fast gro'ing population in 5alaysiaL
-9! So it could e a very i%portant area for your country if you choose thatL
-B! 2ell, perhaps at the end of your studies youDll e %ore confident ecause
youDll have learnt so %uch %oreL )s that a possiilityL
*
Listen to 8hase . of the intervie'! Circle DyesD H orD noD + elo'!
Co%pared to 8hase /9
does 5aria develop her ans'ers %oreL H +
does she use a 'ider vocaularyL H +
does she e"press %ore opinionsL H +
are her ans'ers %ore interestingL H +
is she spea6ing %ore confidentlyL H +
C
Loo6 ac6 at Juestion -/! ?o' 'ould you respond to it for your field of
studyL
2hat other $uestions could e as6ed aout your country in this sectionL Thin6
aout your country and your life in five yearsD ti%e!
2rite aout five $uestions on these topics! )f you can, practise 'ith another
student! ?ave a conversation aout each otherDs country and field of study! )f
possile, record yourselves!
8hase @
This is the final phase of the intervie'!
A
*elo' are the intervie'erDs concluding re%ar6s! 2hat could 5aria say here in
response to the intervie'erL 2rite do'n so%e possile responses!
.6! 2ell, er )Dd li6e to than6 you 5aria for er ta6ing part in the intervie' and )
'ish you the est of luc6 'ith your studies!
.6! )t 'as nice to tal6 to you!
*
+o' listen to 8hase @! Are 5ariaDs responses friendlyL 3oes the intervie' end in
a
rela"ed or in a for%al 'ayL 2hich is %ore appropriate in your vie'L
Assessing 5ariaDs 5and Score
The assess%ent for the Spea6ing tests is %ade on a scale fro% 1C9!
The candidate The candidate
canDt say very
%uch in English
uses English li6e
a native spea6er
1 = / = -= .= @= 6 = B= #= 9
Using this scale, circle a nu%er to sho' 'hat you thin6 5ariaDs score 'ould e!
)t you can, find another student 'ho has done the sa%e e"ercise and co%pare
your ratings of 5ariaDs intervie'! 3iscuss your reasons for the score you gave!
)ntervie'erDs co%%ents!
;ead 'hat the intervie'er says aout 5aria! 2ere your i%pressions si%ilar to
those of the intervie'erL
5aria 'ould proaly Aust gain a in the spea6ing test! She had no difficulty
understanding all sorts of $uestions and in the final stage she 'as ale to use
%ore e"tensive vocaulary and develop so%e areas of $uestioning reasonaly
'ell! She 'as generally fluent in her use of the language< there 'ere no long
pauses or laoured constructions of sentences! )n 8hase - she 'as ale to
converse %ore for%ally and as6 $uestions 'ith reasonale ease! 5ariaDs
'ea6nesses 'ere caused pri%arily y her youth and her lac6 of e"perience and
6no'ledge! She 'as unale to develop so%e responses ecause of lac6 of
6no'ledge, for e"a%ple, of the hospital syste% in 5alaysia! ?er pronunciation
'as so%eti%es a little unclear particularly her stress patterns and she had one or
t'o areas of gra%%atical error 'hich are typical of the 5alaysian variety of
English! The intervie'er as6ed a lot of $uestions to 6eep her contriuting to the
conversation, ut natural shyness 6ept %any of her responses short! The
shortness of 5ariaDs responses 'as %irrored in the tendency of the intervie'er to
as6 short $uestions!
;ecorded Spea6ing Test /
The second intervie' is 'ith 8ehr! 8ehr is /@ years old and is fro% S'eden! ?eDs a
%ar6eting %anager 'ho is in Australia for three %onths studying English! ?ere
are so%e details aout 8ehr!
!E,S4"7L EET7ILS
7a%ily na%e
1ther na%e
+ationality 7irst language %
1ccupation
2or6 e"perience
?o' did you learn! EnglishL
2hat are you personal interestsL
2hat are your future plansL
2hy are you ta6ing this testL D
!ehr
Phases ( and -
A
)n the first t'o phases 8ehr is eing as6ed $uestions! *efore you listen to the
intervie', read 8ehrDs responses to the intervie'er! 8redict 'hat the intervie'erDs
$uestions 'ere aout, for responses 1, /, -,., @,1,,1/,1@, and 1B elo'! 2rite
your
predictions on a separate sheet!
8eh
r _s
;esponses to 8hases 1 and / Hour predictions!
1 !
/!
-!
.!
@!
6!
B!
#!
9!
)D% fine, than6 you! (uestion .
Heah! ThatDs right! 7ro% Europe,
fro% S'eden! Hes!
2ell, )Dve een study since )
'as er 1, years old %ayp,
partly in the pri%ary and later
on in the secondary school in (uestion $
S'eden, yes!
This is %y first tric6 trip to
Australia! Hes, it is!
2ell ) havenDt een in other
places in Australia ut later on )
thin6 ) 'ill go to other cities, (uestion &
yes!
2ell, )D% for the Christ%as later
on )D% invited to *risane! To the `
4old Coast as 'ell, so ) thin6 )
'ill pop up there for a 'hile!
Eery hu%id and very 'ar%! Hes, (uestion 4
thatDs right yes!
) thin6 ) can stay inside and if )
go out ) have to go to the each,
instead )Dll ta6e a ath, ta6e a
s'i%!
Hes, ) do! ) thin6 ) 'ould do that (uestion /
later on 'hen ) co%e to Europe
this 'inter!
1,!
11
1/!
1-!
1.!
1@!
16!
1B!
1#!
19!
/,!
So%e particularly!!! %e%orale (uestion ..
occasionsL Heah, last year in fact
) 'as there Aust efore the
1ly%pic 4a%es 'hen ) 'as
visiting the Eal daisere slops
Eery nice area! Scary slopes!
So%e'here itDs uilt very steep!
2ell, theyDre very steep and icy!
1f course thatDs e"citing as 'ell
at the sa%e ti%e!
+o not really! ) Aust hurt %y turn (uestion .$
9thumb: so%e years ago! That
can create a lot of prole%s
ecause you use your hands and
ar%s a lot 'hen you s6i So
Hes! ;ight!
Heah! )Dve seen a a a 'o%an once
for a couple of years ago 'ho
ro6ed her leg and you could see
her one stic6ing out fro% the
flesh! )tDs $uite !!! yes !!! itDs not so
funny!
Heah! Hes you have to e careful (uestion ./
and not do stupid things! Hes,
thatDs right!
8erhaps in Australia! Hes thatDs
right! *ut ) thin6 itDs very
i%portant to have so%ething to
do during the su%%er and
so%ething to do at 'inter,
during the 'inter!
Hes for 6 years ) 'as co%peting (uestion .B
er efore and )D% loo6ing
for'ard ecause in a couple of
days ) 'ill go do'n to Eictor
?aror further do'n for so%e
'ind surfing ) hope!
2ell, ) 'as, it 'as a er the, in, in
Aust in S'eden +ational League,
ho' do you put it, in funoard
and 'averiding, yes!
+o, 1 Aust 'as average person
'ho Aust love it for fun!
Hes! Hes! Especially 'ith this
'eather co%ing no' and during
the su%%er, ) 'ould li6e!!!
loo6ing for'ard to that!
*
Listen to 8hasesW 1 and / on the tape to see if your $uestions 'ere si%ilar to the
intervie'erDs $uestions!
;e'ind the tape and listen again to 8hases 1 and / and assess the responses 8ehr
gives to the intervie'er, according to the categories elo'! 7or each of the three
categories, fluency, gra%%ar and vocaulary, %ar6 O on the line to indicate your
assess%ent! Then, if you 'ould li6e to, read the transcript on page 1B- to reflect
on
your assess%ent!
7luency
not very
fluent fluent
1 = $ M - = . C C@=6 = B=#=9
4ra%%ar
lo'
accuracy
high
accuracy
1=/=-=.=@=6C MBM#=9
Eocaulary
li%ited 'ide
variety variety
1 = /= -= .=@= 6 = B=#=9
8hase -!
)n this phase, the candidate as6s the $uestions! The intervie'er 'ill tell you aout
a certain situation! The intervie'er 'ill give you a card 'hich e"plains the
situation and has a fe' ideas for $uestions on it! Hou need to find out infor%ation
aout it y as6ing as %any $uestions as you can! Ta6e a fe' %o%ents to loo6 at
the card efore you as6 the $uestions! Try not to use the e"act 'ords on the card
for every $uestion! The intervie'er responds to your $uestions!
8ehrDs card loo6s li6e this!
Tas6 7U;+)TU;E E+JU);H
Hou are ne' at the university and you have found so%e cheap
acco%%odation, a one edroo% flat! Unfortunately, the flat is unfurnished!
As6 the Acco%%odation 1fficer for assistance 'ith finding ine"pensive
furniture!
F rent or uy furniture
%V ne' or second hand furniture
F 'here to find ite%s needed
F 'here to sell 'hen studies co%pleted
F advice on %ost useful ite%s
A
F
F
F
F
F
Thin6 aout so%e $uestions you 'ould as6 the intervie'er! 2rite the%
do'n!
Listen to 8hase - of this intervie'! As you listen, circle any e"pressions in the
o"
'hich descrie 8ehrDs conversation style and his %anner! Add suitale adAectives
of your o'n!
Co%pare the $uestions 8ehr as6s 'ith the ones you 'rote! )n 'hat 'ays are they
differentL
C
*elo' are the $uestions that 8ehr as6ed! ;ead the% through, and co%pare the%
'ith the pro%pts on the card! Thin6 again aout 'hat 6inds of $uestions he as6ed
and 'hether or not you thin6 he has as6ed enough!
1! 2ell, can you help %e pleaseL
/! 2ell, itDs li6e that ) have found cheap acco%%odation here in our last day in
the ne'spaper and er itDs a one edroo% flat and ut itDs unfurnished so )
'ant so%e advice ho' ) could find so%e cheap furniture ecause )D% a
student and ) havenDt so %uch %oney as you!
-! 2ell ) thin6 it 'ould e a year, ) thin6, say, yes!
.! So itDs not so ig difference et'een renting or uying fro%, if )D% here for a
yearL
@! 10! So itDs possile to!!! to sell the% later on to another studentL
6C 4reat! 2here do you thin6 ) can find so%e cheap used furniture then for a
studentL
B! +o! Hes! 8referaly, yes!
#! Heah! 7ro% other students %ayeL
9! 10! ?ere! )n AdelaideL
1,! 10! 4ood! And urn, 'hat do you thin6L )s there, is there any possiility to
use des6s here in er at the universityL 1r do you thin6 ) have to uv a des6
as
'ellL
11! )f you 'ant to study, yes! 5aye!
1/! 10! 10! Than6 you very %uch!
+ote9 ;e%e%er, every candidate approaches the sa%e tas6 in a slightly
different 'ay! There is no one fi"ed list of $uestions for this 8hase -!
8hases . and /
A
)n &he final
t'o
tic6 any
topics
phases of the
intervie',
that 8ehr discusses!
8ehr discusses
several
topic
s!
Listen and
?olidays a University a
Studies a Une%ploy%ent a
;ecession a Ta"ation a
Trade a United +ations a e
*
;e'ind the tape to the eginning of 8hases . and @! Listen for 8ehrDs response to
the intervie'erDs $uestion aout ta"ation in S'eden! 2hen tal6ing aout ta"es,
8ehr says to the intervie'er D) donDt really agree 'ith you aout that!!!D
2hat does the intervie'er say that causes 8ehr to say thisL
The transcri*t of !ehr's res*onses for !hases 4 and / is on the ne+t *age if you
#ant to listen and read.
+ote9 )t is i%portant to recognise that it is appropriate and often refreshing to
have )ELTS candidates e"press alternative vie'points! Hou are eing tested on
your aility to e"press your opinions< you are not eing tested on the opinions
you hold!
c
Listen again to a later section in 8hase .! 8ehr uses the 'ord De"pectationsD several
ti%es! 2hat do you thin6 he %eansL 3iscuss 'ith others or 'rite your thoughts
do'n!
Although it is not easy to pinpoint e"actly 'hat 8ehr %eans, he uses fluent and
challenging English and the conversation is %aintained! 3iscuss 'ith a partner if
you can, ho' this %ight affect his final rating!
Transcript of 8ehrDs responses to 8hases . and @
1 Hes )D% after %y high school, secondary school in S'eden, ) 'ent to the university=
UniY ersily of Lund )tDs in the southern part of S'eden in a part called Scania! Juite near
3en%ar6 and 4er%any and er ) studied %aAorly in *usiness Ad%inistration, Econo%ics
and Co%%ercial La' at university for four and a half year
/ Heah ThatDs right *ut the, the recession lately, in Europe especially had created a a
condition
there the %ost of the %ove%ents and the interesting thing is so%eti%es in the pulic sector
- So therefore %aye thereDll e another possiilities there instead cause itDs $uite do'ngo%g
or in the private sector Hes
. Hes in fact 'hen you hear the 'ord S'eden you so%eti%es connect it 'ith lo'
une%ploy%ent figures ut in fact today 'e have had $uite high une%ploy%ent especially
a%ong young people and acade%ic people, yes
@ Heah, thatDs right
6 Hes, ut since / or - years ago that had een changed not only the inco%e ta"ation, also
for
e"a%ple for ta"ation on alcohol and things Aust to %ove the country %uch %ore to'ards
the EC
1
, cos 'e have, had hand in, a EC enrol%ent for a couple of years ago so 'e intend
to
e a part of the EC in D9@, yes
B! 4enerally 2ell as %ost people as you said hate the 'ord ta"! )tDs not so funny 'hen the
ta" ill co%es! Urn, ut in fact ) 'ill, )D% not really er agree 'ith you aout that ecause )
thin6 S'eden have lo'er ta"es no' than Australia, in fact! Especially 'hen you if you
have in a higher level of 'ages!
#! 2ell )tDs not no, itDs not over @, percent! )t had een #, percent!
9 Juite often, $uite often itDs [iist -@ or -, 2hich ) thin6 is $uite alright
1, 2ell 10
11 2ell 10 )t depends, if you tal6 aout %edian or average figures itDs 'or6ing pretty good
1/ Hes 1 see in in so%e parts, there of course if you loo6 at these trade areas as the European
%ar6et and recently 'e have heard aout the the er agree%ent in A%erica and so%e
people in Australia for e"a%ple donDt understand that this 'ill %a6e it a little it harder for
Australian co%panies to e"port to these areas in A%erica ecause there 'ould e a trade
'ar
1-! *ut the i%portant thing is not only the facts al'ays, so%eti%es is it the e"pectations! So, )
see so%e e"pectation in the 'orld today, yes even if 'e have specially in Europe 'e have
so%e 'ars there as you 6no', in the Eastern Europe and thatDs affect the 'hole econo%y
ut the e"pectation is %uch %ore i%portant than the effects!
1.! E"pectations!! if you today if you have seen the state%ents and co%%ents in the
ne'spaper aout this agree%ent in the in A%erica you see that %ost people are $uite
positive even if they 6no' that it 'ill in so%e cases hit Australia in a ad 'ay!
1@ +A7TA
<
Hes ;ight And, ut the the dyna%ic effects are, are forecast or e"pected to e
%ore
i%portant than these s%aller effects on special usinesses in Australia and throughout the
'orld So
16 ;ight long ter% ga%s and 'ith it ig ig co%%unities, li6e, or ig areas 'ith free trade,
'ill create high co%petition, and then %ore %ove%ent of people and etter allocation of
resources
1B 2e 'ould hope so Hes
)0 HouDve hit the recession 1ne of the first countries 'ho hit the recession and that have
een
u ith us a long ti%e Stuc6ed ecause you have had other your usiness partners have hit
the
recession later on So you have had een hit a little it harder than 'e have had ThatDs right
)
1
D flun6( on
1
D C=European Co%%unity &+o' European Union(
FD +A7TA=+orth A%erican 7ree Trade Agree%ent
Assessing 8ehrDs *and Score
Using the sa%e scale &1C9( as you did for rating 5ariaDs intervie' page 1.6, rate
8ehrDs spea6ing perfor%ance y circling a nu%er in the o" elo'!
The candidate The candidate
canDt say very
%uch in English
uses English li6e
a native spea6er
1=/=-=.=@C C6 = B=#=9
+o' if you can, find another student 'ho has listened to 8ehrDs intervie' and
co%pare your ratings Aust as you did for 5ariaDs intervie', and discuss your
reasons!
Hou %ay no' li6e to read the intervie'erDs co%%ents on 8ehrDs perfor%ance
and
chec6 the score she gave hi% in the ans'er 6ey! 3id the intervie'er give 8ehr
the
sa%e score that you didL
)ntervie'erDs co%%ents!
The intervie'er gave 8ehr a score of
)t 'as a lively discussion and the co%%unication 'as good! 8ehr gave $uic6
responses to the $uestions and 'as strong on $uestion for%ation! )nstances of
use
of for%al and infor%al language 'ere appropriate! 8ehrDs gra%%ar 'as
reasonale, although he had %inor inaccuracies! 8ehrDs vocaulary 'as al%ost
nativeCli6e in ter%s of variety! Clearly there 'as a struggle 'ith so%e responses
as
8ehrDs argu%ent 'as not al'ays perfectly developed nor e"pressed logically!
2hat do the Spea6ing *and Scores %eanL
Hou haY e noYY had the chance to listen to t'o practice intervie's and read the
co%%ents 'hich the intervie'ers %ade on the t'o candidates Thin6 aout 'hat
6ind of spea6ing ailities Austify a rating of 6 or aove
Loo6 at a tale of Spea6ing Test *and ScoresW elo' 2rite in so%e other
e"pressions 'hich %ight usefully descrie and distinguish each level on the
and
scale
Score 3escription
9 Li6e a native spea6er, MMMMMMMMMMMMMM9MMMMMMMMMMMMMMMMMMMMMMMMMM
# Eery fluent, can use for%al and infor%al language, MMMMMMMMMMMMMMMMM
B Juite fluent, 'ide vocaulary, MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
6 7or%s $uestions 'ell, MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
@ So%e difficulty as6ing $uestions, MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
. 8ronunciation difficulties, li%ited vocaulary, MMMMMMMMMMMMMMMMMMMMM
- ?esitant, inco%plete sentences,MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
/ E"tre%ely li%ited vocaulary, no sentence structure, MMMMMMMMMMMMbMM
1 +ot really ale to co%%unicate in English at all, MMMMMMMMMMMMMMMMMMM
Co%pare your descriptions vY ith a partner if you can
W Unfortunately, 'e are unale to give you the official descriptions of the *and
Scores ecause they are confidential
7ind a partner to practise a co%plete intervie' 'ith There are so%e %ore 8hase
-
tas6 cards on the ne"t page Hou %ight li6e to record your practice intervie's so
that you can listen to the% again and give yourself a rating
E+:1H H1U;SEL7
1
8?ASE - TAS0 CA;3S
7ind a partner and practise 8hase - of the Spea6ing Test using any of the tas6
cards elo'!
Tas6 S81;TS 8;)GE
The intervie'er has Aust 'on a sports pri>e! Hou 'ould li6e to 6no' aout
the pri>e! As6 as %any $uestions as possile to find out the details!
sport
F 6ind of pri>e
F training practice
F feelings aout 'inning
F plans for the future
Tas6 )+JU);)+4 A*1UT A C?EA8 ?1L)3AH
Hou are a ne' student and you are very interested in seeing so%e parts of the
country! As6 the Student Travel 1fficer aout so%e cheap holidays! Hou 'ould
li6e to go a'ay for one or t'o 'ee6s
places to go
cost
type of transport
acco%%odation
rochuresKinfor%ation leaflets
Tas6 STU3H)+4 AT T?E U+)EE;S)TH
Hou 'ould li6e to enrol in The University as an undergraduate student!
Tal6 to the Student Ad%ission 1fficer to find out the course details!
F preCre$uisites
F length of study
F hours per 'ee6 of study
F co%%ence%ent date
F cost per year
T;A+SC;)8T)1+S
L)STE+)+4 TEST 1 'hatever value you have re%aining on
Section 1 the card )tDs Aust the sa%e as
*arara 5% According to the sign, the photocopying= aout 1, cents a page
co%puter roo% is around here And you also have to supply your o'n
so%e'here )t says roo% *1,, This is * dis6 of course
1,@ 1h there it is, do'n at the end of the * 3o ) have to 'orry aout viruses on the
corridor Co%puter roo% = *1,, Easy to dis6
B

find A +o 3onDt 'orry aout that ThereDs an
auto%atic scanner in each co%puter to
* E"cuse %e Are you in charge here
B
%a6e sure studentsD dis6s havenDt got
Assistant Hes Sort of viruses ?ave you got your student card
* Then perhaps you can help %e ) need to 'ith you
B

use a co%puter to type an assign%ent *! 5% Hes ) thin6 so :ust a %o%ent 1h,
2hat do ) have to do
B
here it is
A 2ell, are you a student
B
A 10) Aust need to ta6e do'n your
* Hes ) a% 7irst year student nu%er for the records LetDs see
A 10 ?ave you used a co%puter efore
B
ThatDs nu%er 9@1,/9B@ 1 0 +o' you
* Hes )Dve done a fair it of 'ord can go ahead and oo6 yourself in Every
processing ti%e you oo6 a co%puter you 'rite
A ThatDs good ThatDll save you a lot of your na%e and your student nu%er in
ti%e 2ell, thereDre ., co%puters in this the ti%e slot alongside the nu%er of the
suite and theyDre all availale for student co%puter youDre going to use
use Staff are not supposed to use the * Than6s )Dll %a6e a oo6ing right no'
co%puters in this roo% The co%puters A 10 1h, and one %ore thing +o eating
are in constant de%and so youDll need to or drin6ing in here The co%puters are on
oo6 'ell in advance 1 0 no', hereDs a a diet
ti%etale and oo6ing sheet )tDs in that * 1h rightD
oo6 'hich is 6ept Aust inside the door
here Hou can reserve a co%puter for / Section /
hours at a ti%e )f noCone else has ;icardo ?ere 'e are *rochures for 1 day
reserved it after that you can continue e"cursions LetDs have a loo6
past your oo6ed ti%e ut you can e *arara 5% A nveroat trip That loo6s
sure that 'onDt happen very often And interesting
the co%puter roo% is open fro% # ,,% ; Heah )t does 2here does it go
B
And ho'
the %orning to 1, ,, at night 5ondays to do 'e gel to the river
B

7ridays and on 'ee6ends and pulic * )t says to go y us to the river 5% The
holidays fro% 9 ,, to S ,, us trip ta6es aout an hour That costs
* 5% 2hat do 1 do if so%ething goes P@ per person each 'ay Then the oat
'rong 'ith the co%puter
B
goes along the river for . hours And 'e
A ThereDs usually so%eone here at least can get a %eal on the oat That sounds
fro% 9 ,, in the %orning %ost days in good
case so%ething goes 'rong So you 11 ; ?o' %uch does it cost
B

nail( onlX have a prole% if youDre here * 2ell, the oat trip costs P/, and the %eal
efore 9 is e"tra if 'e 'ant it 1 suppose 'e could
ta6e our o'n food to save so%e of the
U 2ell that !ill see%s to e straightfor'ard e"pense Then the us pic6s us up at the
enough 2hat aout printing
B
Can ) do other end of the oat trip and rings us
that here loo
B
ac6 )t sounds great, ut itDs a it
A Sure can There are . printers TheyDre
do'n at the end there Hou have to pay
e"pensive= P-, each altogether, and
thatDs not counting the food and drin6s
for iach sheet of paper you use
1N 2in re do ) get the paper fro%
B
A Hou can use your resource card for that
; Hes )t 'ould e rela"ing ut it is a it
e"pensive and 'e 'ouldnDt get %uch
e"ercise sitting on a us and a oat,
1 11 sho' you Loo6 over here 'ould 'e
Hou insert the resource card into the * +o HouDre right 2hat aout horsending
printer li6e this and you can use or cyclingL Can you ride a horseL
; +ot very 'ell )Dve only ridden a horse efore dar6 as there arenDt any lights on
t'ice in %y life and that 'as a long ti%e the% )t gets dar6 y 6 ,, p% so you haY e
ago ?o' %uch docs it costD to have the% ac6 y @ -,
a Let %e sec ?orse ridingDs a it e"pensive * ThatDs 10 )s there any'here you can
too = P-, for / hours That s to hire the reco%%end as a good place to cycle toD
horse and all the e$uip%ent you need, A Hou can either go to'ards the hills or to
including a riding hel%et And 'eDd the each if youDre energetic )f youDre not
have to get to the stales )t loo6s li6e itDs so energetic, thereDs a cycling trac6 along
a long 'ay fro% here 2eDd proaly the river A lot of people ta6e that
have to go &here y us And that 'ould ; 2ell ) thin6 this should e a good 'ay to
e an e"tra cost spend the day 2eDll hire / i6es then
u Er, 'hat aout cyclingD That shouldnDt e ?ereDs PB, 2e 'onDt need the panniers
too e"pensive ?ere 'e are, er, %ountain 2eDll ta6e our ac6 pac6s
i6es for hire P-, a day *ut P/, of that is A ?ave you got any identificationD A
a deposit and you gel it ac6 'hen you student card or a driverDs licence 'ill do
return the i6e ) 'onder ho' far a'ay * I
the cycle hire place is ; Hes= ) thin6 so
* )Dll as6 the assistant E"cuse %e Can you A And can you fill in this for% 'ith your
tell us 'here the cycle hire place is, na%es and addresses and a contact
please
B
)s it far fro% hereD phone nu%er pleaseD And oth sign if
A +o )tDs not far at all )Dll sho' you Hou you donDt %ind Than6s ?ereDs your
go out there to ;iverside 3rive and turn receipt ThatDs for / lots of P1@ plus /
left do'n to'ards the ;ail'ay Station deposits of P/, each HouDll get your
*efore you get to the ;ail'ay Station, deposits ac6 'hen you return the i6es
youDll see a s%all car par6 ThereDs a little of course *y @ -, at the latest donDt
path 'hich goes do'n this side of the car forget
par6 4o all the 'ay do'n to the end and * 2e 'onDt Than6s See you later
the icycle hire place is on the left )tDs the ; *ye
only place there so you canDt %iss it )tDs
clearly %ar6ed 'ith signs and only @ Section -!
%inutesD 'al6 fro% here Secretary 4ood %orning Strings and *rass
* ThatDs terrific Than6s 2ell, 'hat do you )%ports
thin6
B
Cycling loo6s the est, doesnDt itD *arara 4ood %orning 5y %i%e is
That should giYe us enough e"ercise And *arara SancheK )D% a student at the
'e can ta6e our o'n lunch and have a University )D% doing a 1Dosl 4raduate
picnic +o' all 'e have to do is to decide 3iplo%a in *usiness Ad%inistration and
'hich direction to cycle in ) need to do - ' ee6sD 'or6 e"perience
; 4reat LetDs go 2e can tal6 aout that 5y lecturer, 5s 7arro' reco%%ended
'hile 'eDre 'al6ing to the hire place that ) contact your co%pany to see if )
could do %y 'or6 e"perience there 1
* 1 lello 2eDd li6e to rent / icycles for the 'onder if ) could spea6 to the personnel
day 2e sa' this rochure in the %anager please ) thin6 his na%e is 5r
university recreation office )t says that Le'is
you rent out i6es for P1, a day plus S Hes ThatDs right, ut unfortunately 5r
deposit )s that right
B
Le'is is out of the office at the %o%ent
A )D% afraid the rate has gone up ThatDs an Hou can %a6e an appoint%ent through
old rochure )tDs P1@ a day no' *ut still %e if you li6e though
P/, for the deposit And if you 'ant to * Hes please )Dd li6e to co%e for an
hire a set of panniers to carry your things! intervie' as soon as possile )D% free all
thatDs an e"tra P@ *ut the i6es are all day &o%orro' or the ne"t day
good TheyDre chec6ed regularly and 'ell S :ust a %o%ent please 2hat aout 9 ,,
%aintained And thereDs a hel%et and a to%orro'D 1r any ti%e et'een 9 ,, and
repair 6it 'ith each one Hou have to 11 -, if you preferD
'ear a hel%et y la' * +o 9 ,, 'ould e fine than6s ) can use
; ThatDs right )tX there any li%it to ho' far the rest of the day to study then
'e can travel
B
S 9 ,, in the %orning then 4oodCye
A +o The only li%it is your o'n energy * Hes Than6 you 4oodCye
*ut the i6es do have to e returned
1 4ood %orning 5y na%e is *arara 5r L ThatDs right Hou say youDll e
Saiuhe> and )DY e got an appoint%ent at 9 ale to start in three 'ee6s 5% ThatDs
oDcloc6 'ith 5r Le'is the 1@th isnDt itD Hes )Dll have to discuss
1h Yes You phoned (esterda(, didn t this application 'ith the 3irector of
(ou
B
5r Le'is is 'aiting for you Hou course And )D% sure youDd li6e to 6no'
can go straight through to his office as soon as possile if youDve een
1 Than6 Xou accepted
* Hes please *ecause if )D% not accepted )Dll
* 4ood %orning )D% *arara Sanche> have to apply so%e'here else
5 Le' is 4ood %orning Co%e in and ta6e 5r L ) should e ale to let you 6no'
a seat +o', vX hat can 1 do for youD y the end of the 'ee6 :ust give your
* )D% a student at the university )D% doing phone nu%er and address to the
a *usiness Ad%inistration course = a secretary efore you go 2ell, than6s for
8ost 4raduate 3iplo%a, and ) need to do co%ing in 5s Sanche> 2eDll e in touch
- 'ee6sD 'or6 e"perience as part of %y 'ith you y the end of the 'ee6 4oodC
course 5y lecturer, 5s 7arro' ye
suggested ) contact you as youDve * 4oodCye 5r Le'is Than6 you for
allo'ed students efore to do 'or6 seeing %e
e"perience in your co%pany She thought
you %ight accept %e )Dve got a letter of S ?o' 'as the intervie'D
reference here fro% 5s 7arro' if ( ou * ) hope it 'as alright )t see%ed to go 'ell
need it ut itDs hard to tell 5r L has as6ed %e
5 L Than6s ) 11 need that Hes Er, this to leave %y na%e and address so that he
co%pany see%s to haY e a good can contact %e
relationship 'ith the university 2eDve S Hes 1f course Hour na%e is Sanche>
had $uite a lot of students here oY er the ThatDs SCAC+CCC?CECG isnDt itD
past fe' years )t see%s to 'or6 'ell 2e * Hes ThatDs right And first na%e *arara
usually ta6e students 'ho are in the er 5s 5y address is 1Ba :ohn Street,
second half of their course 2hat stage 7orestville
are you at
B
S :oan StreetD
li )D% al%ost at the haltu ay %ar6 ) Y e got * +o :ohn Street ThatDs right And the 8ost
Then 1 11 e ready to start efore the
t\C1dc is 3U:3 KYnd you :) need %y pnonc
nu%er 'onDt you ThatDs --/,@B#
eginning of the second se%ester *ut ) S -//D
thought )Dd get this organised efore the * +o --/,@B# Hes ThatDs it *ut )D% usuall(
e"a%s start at the University in the %ornings
5 L That sa vcr( responsile 'aA of 1 11 %a6e a not of that too Call in the
thin6ing lisa good idea to get in earl( afternoon 4ood 2eDll e in touch then
)D% sure there s a lot of students 'ho )) e See you later
loo6ing tor place%ents in 'or6 * Than6s very %uch 4oodye
* 1 could start in - 'ee6sD ti%e if you li6e Section .
5 L 3o ( ou understand 'hat Ds )ntervie'er 2ell no' 'e co%e to the %ost
involved in this type of uor6 e"perience
B
interesting part of the research Can you
* 1 thin6 so 5s 7arro' e"plained the tell us e"actly 'ho is %ost in danger and
procedures thoroughN( to all the perhaps 'hyD
students ) have to 'or6 regular hours, ;esearcher 2ell, according to the latest
according to co%pany policy and 'hile findings, it appears that passengers are at
)D% here ) )) have the opportunity to greater ris6 of inAury than drivers in road
e"perience different sections of the accidents, 'ith the rear left seat eing the
co%paii( At the end of the - 'ee6s ) %ost dangerous place in a car The clai%
have to 'rite a co%prehensive report on is ased on research into accident
'hat )Dve learnt as an assign%ent for 5s situations involving %ore than 1# ,,,
7arro' and 1 have to give the 3irector of victi%s 'hich found the driverDs seat
the co%pany a copy of it as 'ell And ) 'as the safest place to e in crashes
understand you send a report aout %y involving one or %ore vehicles
u or6 to 5s 7arro' and that 'ill also e ) ThatDs $uite surprising
a part of %y assess%ent ; Hes The conclusion 'as that, contrary to
pulic perception, seating positions and
vehicle types had a greater effect on the
severity of inAuries than speed and
peopleDs ages These findings have
ovious i%plications for future vehicle
their o'n chances of survival and
therefore inadvertently decrease the
survival chances of their passengers
) 2ell, than6s very %uch for sharing those
very interesting findings
design and road safety ca%paigns 2hile
the 'earing of seat elts and speeding That is the end of Listening Test 1!
have een targeted in education
ca%paigns, other factors also need to e L)STE+)+4 TEST /
considered 7or e"a%ple, vehicle Section 1!
%anufacturers should e ta6ing a closer Ale" ?i, :ohn ) havenDt seen you for a
loo6 at providing %ore protection for long ti%e 2hat have you een up toD
passengers )n this investigation, the
researchers used econo%etric %odels to
:ohn 4ood day Ale" Studying See%s
that university life is %uch %ore ti%e
identify the proailities of receiving
different levels of inAury and ho' these
consu%ing than ) originally thought
A Hes, ) agree )D% really pleased that )
changed 'ith variations in the attriutes finished %y studies All ) need no' is a
of road users The attriutes included se" good Ao
and age, and 'here relevant, lood
alcohol readings of the victi%s, the type,
%a6e and age of the vehicle and the
nature of the collisions The research also
o .
N Heah, the e%ploy%ent situation is not too
good ) hope it i%proves y ne"t year
'hen )Dll e loo6ing for a Ao
found that fe%ales 'ere slightly %ore at
ris6 of sustaining serious inAuries than
%ales, and light truc6s 'ere %ore
dangerous than any other type of %otor
A Any'ay, letDs not get serious HouDre
proaly loo6ing for'ard to e"periencing
a it of city life HouDve spent %ost of this
year living in the country
vehicle As ) said, the safest seating
position 'as the driverDs seat and the left
: Heah, living so far fro% the city %a6es it
difficult to co%e here as %uch as )Dd li6e
rear seat 'as the %ost dangerous Still ) guess a four and a half hour round
) )Dll have to re%e%er that trip is not too ad ThatDs t'o hours to
) Could you give so%e idea of level of ris6
in ter%s of different accident conditionsD
get here and t'o and a half to get ac6
A 2hy does it ta6e so long to get ac6D
: 1h *ecause the train fro% the city is a
; 10 2ell, Aust as an e"a%ple of 'hat
could happen )Dll give you so%e statistics
A typical victi% occupying the left rear
%ail train )t stops at a fe' country to'ns
along the 'ay *ut )D% here no' 2hat
shall 'e doD 2eDve got the 'hole day
seat in a 1, year old car involved in a
head on collision at ./ 6%Kh 'ould have
5y tra% ac6 ho%e doesnDt leave until
1, -, tonight
a 1,C/,T chance of re$uiring treat%ent at
the scene, a 6,CB,T proaility of
A 2ell, ) thought you %ight enAoy having a
drive around the city, follo'ed y lunch
re$uiring hospital treat%ent and a /,T at 1cean *each and then 'e could go to
chance of eing 6illed 2e can co%pare
this 'ith an al%ost >ero proaility of a
an early evening %ovie 2hat do you
thin6D
-- year old %ale driver eing 6illed in : )Dve een to 1cean *each a fe' ti%es ut
the sa%e accident, a B,T proaility of ) 'ouldnDt %ind going again +o lorno
re$uiring treat%ent at the scene and a to thin6 of it, )Dve heard that one of the
-,T chance of needing hospital
treat%ent )t also appears that the effects
+avyDs latest su%arines is Y isil%g 3oep
?arour and the pulic are allo'ed on
on inAury proailities of a large increase oard et'een 1, ,, and . ,, today 1 lo'
in speed are surprisingly s%all 2hen
vehiclfe speed is increased fro% ./ to 1,,
6%Kh, the proaility of a person
aout going there and then having luin!li
afterD ThereDs a cheap seafood cafe dose
y 2e could still have ti%e to see a
re$uiring roadside treat%ent is 6,T, that %ovie too
of re$uiring hospitalisation is .,T and
that of eing 6illed is \ero )tDs possile
A Sounds great LetDs go 5y i!ir s par6ed
around the corner
that these findings %ay e a reflection of
vehicle design, or it %ay e possile that
drivers ta6e defensive action to increase
: 2hat sort of car do you dnYe these d!iAsD
A ;e%e%er the van ) ought last (earD 1
got rid of it last %onth )Dve no' got a
tuo door sedan )tDs nothing special ut it A Hep
ta6es %e 'here ) 'ant to go *y the 'ay, As 8ostcode
B

'hat do you 'ant to see tonight
B
A #@9,
: ) donDt 6no' 2hatDs on
B
As And 'hatDs your telephone nu%er at
A U% There are a fe' good sho's on )t ho%e
B

depends 'hat youDre interested in 2hat A ) donDt have a phone at ho%e ut you can
do you feel li6e 'atching, science fiction! al'ays leave a %essage 'ith %y ne"t
horror, dra%a co%edy, adventure, door neighour
%artial arts
B
ThereDs a lot to choose fro% As And 'hatDs their nu%er
B

: ) donDt %ind science fiction )D% not 6een A 9/11,6B
on %artial arts ) $uite li6e co%edy and As 4ood ) thin6 'eDve got enough details
dra%a ut adventureDs %y favourite +o', the ca%era 'ill e ready Thursday
5ovies 'ith a hero attling against the 1st of 7eruary
odds, theyDre al'ays great ?orror
B
)Dve A Sorry Loo6 ) canDt pic6 it up until the
not seen %any lately, apart fro% that follo'ing Tuesday Tuesday the 6th
latest 3racula %ovie, 'hich ) %ust say As 1h, o6ay, that 'ill e fine 2eDll see you
'as a it disappointing *ut ) usually Tuesday
find the% e"citing
A 2ell thereDs a ne' adventure %ovie on Section /
tonight at the u% Circle Cine%a CanDt Angela 2o', itDs really cro'ded
1

re%e%er the na%e ut itDs set in the La% Heah There certainly are a lot
A%a>on Aungle 2ould that do
B
of students here today ?o' %any do
: Heah, 'hy not you thin6 are here
B

A *efore 'e go, 'ould you %ind if 'e A 1h, ) couldnDt really guess ut ) suppose
stopped off at the 8anora%a ca%era store it could e close to fifty or si"ty
in Long Street
B
L ) hope 'eDre not all loo6ing for the sa%e
: +o 'orries oo6s
A 2ith a it of luc6, eing the first day of
A E"cuse %e ) thin6 thereDs so%ething the oo6 sale, 'e should e ale to find
'rong 'ith %y ca%eraDs fil% 'inding at least so%e of the oo6s on %y list
%echanis% ) canDt see% to put the fil% L Heah There are %ountains of oo6s to
on any %ore loo6 through
Assistant LetDs ta6e a loo6 then 5% A 1h, ) donDt thin6 it 'ill e all that
Heah, ) thin6 'eDll need to %a6e so%e difficult 2ith the t'o of us here, 'e
adAust%ents U%, it loo6s li6e 'eDll need stand a good chance
to replace the 'inding %echanis% *ut L 2ell, here goes
)D% afraid 'e 'onDt e ale to do the Ao A 4reat
1
4uess 'hat )Dve Aust found
B

straight a'ay 2ould you e ale to leave L 2hat
B

it here for a 'ee6
B
2eDre very usy at the A )ine Science )tDs y *oo6%anD )tDs $uite
%o%ent ut )D% sure 'e could repair it in cheap considering itDs a thic6 oo6 and in
the ne"t fe' days )s that satisfactory
B
fair condition too 8ity itDs the 19#- and
A 1h 16ay, ) guess *ut ) 'as hoping to not the 199- edition *ut $uite good for
get it done on the spot P.1@
A 2ell 'e nor%ally could %anage that ut L +ot a ad start, eh
B
And 'eDve only Aust
1 )) need to order the replace%ent part arrived
fro% our ca%era supplier in +e'to'n A So%e of the oo6s here are a little on the
1 % sorry That s the est ) can do e"pensive side, arenDt they
B

A All right then ThatDll e o6ay 3o you L Hes, ut these second hand te"ts are
need any details
B
%uch cheaper than uying the% rand
A He!ih [usl !1 fe' 2hat s your na%e
B
ne' ?ey Loo6 'hat )Dve got here!
A Ale" Ursi% UrsiniDs %y fa%ily na%e Jra*egro#ing )s it on your list
B
)tDs 199-
A ?o' do you spell that
B
A 7aulous
1
This is one of the %a% oo6s
A UC;CSC)C+C) Ale" in the course and apparently, itDs used in
A And address
B
second year as 'ell And itDs not really
A 6@ *aron 0oad ?o'ell e"pensive at P-, ThereDs no author
A 69 *aron ;oad ? though U% )tDs edited instead *y
A +o +o )tDs 6@ 5acLean The condition is $uite good
A 1h, sorry 6@ *aron ;oad ?o'ell too Considering itDs a classic oo6 in the
'ine industry, itDs pretty good value ) % egin the paper recycling processD
glad ) rought %y ai 6p!ic6 along 1 TL 2ell er, thereDs a govern%ent collection
thin6 itDs going to e very useful 'ith all service that arranges for used office
these oo6s 'eDre finding paper to e collected fro% various
L 1h loo6 ?ereDs another one on your list, locations and then it ta6es this paper to a
)ine ?aing )tDs y so%eone called recycling plant to e recycled into paper
*ro'n products li6e u%, 'rapping paper and
A Let %e see U% Hes itDs on %y list ?o' envelopes, er paper ags things li6e that
%uch is it
B
Ti 5% ;ight
L )tDs the fourth edition and ) canDt read the Te And itDs called 8aper Saver Er, and they
price The in6Ds s%udged P-, 1 thin6 +o, sell large cardoard o"es to people and
itDs P1- offices for placing used office paper
A The fourth edition and itDs i%%aculate inside
2hat a argain
1
This one nor%ally sells Ti 1h, ) thin6 )Dve seen so%e of those
for P.@ in the university oo6 shop Te 5% TheyDre $uite good
L 2e are doing 'ellD Ti )t sounds li6e a good idea ?o' %uch are
A Hes )D% so pleased youDre helping %e the o"esD
La% Te 1h itDs not too ad They only cost P@
L 5y pleasure 2hat are friends forD ,ed each And theyDre $uite strong and
)ines of the )orld )s that on your listD theyDre reasonaly large )n fact, they can
AieDs the author hold up to /, 6ilogra%s of office paper
A 2hat price has it got on itD each
L P/@ Ti 5%, thatDs $uite a it isnDt itD So for
A 5%, itDs the latest edition, the second e"a%ple in Student ;ecords, ho' %any
*ut doesnDt it loo6 dullD Eery technical o"es 'ould you need thereD
'ith only a fe' illustrations )D% not too Te U%, in Student ;ecords 'eDve got #
e"cited aout it Still, it loo6s % fair o"es
condition ) suppose ) should uy it Ti 5% And ho' often do the o"es get full
B

Te 2ell, they fill up aout every couple of
Section - %onths or so And 'hat 'e do is, 'e
Tina )D% spea6ing this %orning to place . o"es in various locations and
Terry 4reening, City UniversityDs 'hen theyDre full, 'e i%%ediately
Environ%ent and ;esources officer 4ood e"change the% 'ith another .
%orning Terry replace%ent o"es
Terry ?i Tina Ti 1h ;ight Turn aout
Ti ) understand that our university has Te Heah, so in fact, 'e don t have
recently egun a progra% for recycling overflo'ing o"es U%, 'e Aust fill the%
paper Can you tell us so%ething aout up as 'e go along 'hile 'eDre 'aiting
itD for 8aper Saver to pic6 up our full o"es
Te Uh, yeah Tina 2ell the university has Ti 1h, ) see That sounds good And do you
een recycling office grade paper for thin6 people tend to use the reverse side
aout three %onths no' And in fact, itDs of paper as 'ellD
totally voluntary and 'e find that %ost Te 5%, in theory, 'eDd li6e to thin6 so
staff agree that thereDs a lot of need for it Ti Heah
and % fact, %any people even do so%e Te *ut, ad%ittedly yes, thatDs a slight
recycling in their o'n ho%e prole% 2e encourage people to do &)ns
Ti 5%, )D% sure y having . separate categories
Te Hes, so 'e thought itDd e a good idea to Ti And er, 'hat are thoseD
introduce it here at the university U%, Te Er first, there is reuse paper = paper llut
initially 'e egan in the university is photocopied on one surface only And
Student ;ecords office 'here 'e found secondly, 'e have recycle paper = paper
there 'as a lot of office paper 'aste that has no unused sides at all, then
Ti ) can i%agine thereDs scrap paper 1f course thatDs
Te 5% And it 'as surprising really The paper thatDs ripped or in s%all pieces, or
'aste ca%e largely fro% co%puter print for so%e reason itDs Aust not useful And
out paper and photocopies and even old lastly, thereDs coloured paper
e"a%ination papers This includes nonC'hite envelopes and
Ti 1h ;ight And ho' did you co%e to %anilla folders
n )t s sep!ir!i6D! isn t it
B
audience out there, this is the %ost
Tc That one s sLDpar!ile (eah And so to popular lecture 'e have had all year
1
So
ans'er (our $uestion, 'e encourage staff rather than ta6e up any %ore of your
to dip into the reuse paper o", the oneC ti%e, )Dd li6e to introduce 3r 2right and
sided paper, and try and use sheets of the topic DThe Co%%ercialisation of
paper tor things li6e 'riting %e%os, and Science and Technology D 3r 2right
so forth 2hatDs left over fro% that, 'e 3r 2right Than6 you Science and
send to the university lirary to e used technology and the role of
y students for note paper or in co%%ercialisation in that area, itDs an
'hichever 'ay they 'ish interesting $uestion )tDs an issue 'hich is
Ti ThatDs good There are plenty of 'ays going to e increasingly i%portant, 'orld
then for people to use paper on t'o sides 'ide
and reuse paper 3o you ever find Let %e Aust egin y giving you an
anything undesirale in the o"esD overvie' of the relationship et'een
Te 1ccasionally science and technology and research
Ti 7or e"a%ple
B
develop%ent and innovation These are
Te 2ell, there have een things li6e plastic ter%s 'hich people often use as if they
lunch 'rap, anana peels and tissues and %ean the sa%e thing Essentially, science
in fact, once ) even heard that so%eone is that 'hich is done to generate ne'
found a gold 'atch
1
asic 6no'ledge, 6no'ledge % areas
Ti 1h, thatDs not so ad ThatDs good 4ood 'here noody has previously researched
luc6 4enerally, thatDs done in the universities
Te 5% and the govern%ent funded research
Ti 2as the o'ner ever found
B
centres, of one sort or another The larger
Te She 'as actually )t didnDt ta6e her long international co%panies also do so%e of
to notice her 'atch 'as %issing that, their o'n research ) %ean
Ti 1f course *ut overall, 'ould you say Technology is really to do 'ith the
that paper recycling sche%e is 'or6ing application of science )t turns scientific
'ellD discoveries into a useful product, or a
To 3efinitely
1
Hes, 1 really thin6 itDs a great useful service )f ) %ay co%pare science
idea And in fact, )tDs a good 'ay of and technology, ) could say that science
saving our resources, you 6no', saving provides the funda%ental 6no'ledge
trees eing chopped do' n that e"plains a pheno%enon, 'hereas
Ti Hes of course Eery i%portant technology ta6es that understanding and
Te The less paper, the fe'er trees 'e need transfor%s it into a useful thing )tDs very
And er, there see%s to e a trend no' %uch li6e a pendulu% and a cloc6 The
to'ards recycling paper pendulu% is the part of a cloc6 'hose
Ti Hes, yes ) thin6 so %ove%ent, ac6 and forth, %a6es a cloc6
Te Heah, you can uy envelopes, greeting 'or6 The cloc6 is the useful product that
cards and %any other paper products has a function of telling the ti%e
%ade fro% recycled paper And, ) thin6 Therefore, science can e co%pared to
the great thing is that eY eryone feels that s'inging %otion 'ithin the cloc6
theyDre doing so%ething good 'hen they and technology is the total oAect = the
uy products fro% recycled paper cloc6 ThatDs the sort of difference youDre
n 1f course ) thin6 so Hes ) thin6 %ost loo6ing at
people do sh!ire that vie' 2ell than6 ;esearch, develop%ent and innovation
( c% Terry for your ti%e this %orning are aligned, in that research is closely
That 'as very interesting, very related to asic sciences 3evelop%ent is
infor%ative And let s hope that people in the process of ta6ing the asic scientific
the univ ersity can carry on recycling idea or ite% and running it through to
paper the develop%ent of products and
8e Than6 you services )nnovation is really aout
putting that product and service into the
Se ion . %ar6et place So innovation is aout the
Eice Chancellor )Dd li6e to 'elco%e 3r creation of a ne' set of ideas and
2right to our series of lectures on products and a ne' set of 'ays of
DE"cellence in ScienceD = and ) %ust say, delivering the%
Audging y the nu%ers of you in the +o' in ter%s of co%%ercialisation of
technology, the %ost i%portant thing a co%pany has to co%%ercialise ut can t
no'adays is the difficulty that countries do it alone )t has to get help So%eti%es,
have 'ith funding That is, getting this help %ay co%e fro% a s%aller
enough %oney 'ith 'hich to develop co%pany, or, 'hatDs happening %ore
scientific ideas into useful products and often these days, co%panies turn to
services )tDs very e"pensive 7or every universities and as6 the% for assistance
dollar you spend on asic research, it 'ith the develop%ent of ne'
costs a co%pany P1, in develop%ent and technologies Hou find thatDs a 'orld
another P1, in %ar6eting 'ide %ove%ent )t happens in every
5any co%panies today Aust cannot afford country that has a reasonale nu%er of
that The other thing of course, is for high tech fir%s )t happens in Europe, the
every profitale research idea, thereDs an United States, Asia, Australia, 'herever
average of nine ideas that co%e to )tDs i%portant that govern%ents
nothing So, only one out of ten is ta6en understand the need to continuously
to the final production stage )Dll stop here research and develop, and govern%ents
for any $uestions should e a'are of this need for do%estic
Terry 1h e"cuse %e Er, )Dd li6e to 6no' co%panies to 'or6 closely 'ith fir%s
'hat happens to all of those soCcalled overseas The reality is on an
DunsuccessfulD ideasD international scale, if a co%pany 'ants to
3r 2 Hes itDs a continuing prole% e part of an international %ove%ent,
5ost of the% are, of course, lost forever govern%ents need to encourage and
A fe' %ay eventually reach the facilitate the interaction of the do%estic
production stage through the persistent fir% 'ith its overseas counterparts This
efforts of interested individuals ut this doesnDt al'ays happen ecause of the
re$uires a great deal of ti%e and finance huge costs involved in doing so
on the part of the inventor, or o'ner of ?o'ever, itDs an e"citing period, a very!
the idea 5ost people, ho'ever, Aust donDt very e"citing period for science and
have enough resources to invest in a technology
product that cannot guarantee a +o', returning to %y point aout the
profitale return on their invest%ent need for further research and
+o %ore $uestions
B
10 +o', returning develop%ent it see%s to %e that today
to %y last point aout co%panies and
research ideas 5any ideas loo6 That is the end of Listening Test /
'onderful on paper ut they are often
i%possile to utilise in an ine"pensive L)STE+)+4 TEST -
enough %anner, or, having done so, the Section 1
product doesnDt really 'or6, or itDs
unacceptale for various reasons So
efore too long, the technology eco%es
out%oded, it eco%es old technology =
li6e record players 7or e"a%ple, you
Ada% 8erhaps 'e can egin no' ?o'
%any students do you later for hereD
:ulie ThereDs proaly aout 1,,C1@,
though they donDt all use the coffee shop
every day
donDt see co%panies today investing
%oney in, record players do youD 2hy
A And, er, 'hat hours are you open = 9 ,,
to @ ,, D
otherD ) i%agine that in the not too : Er, aout 9 -, to . ,,
distant future, young people 'onDt even
6no' 'hat a rfvnrrl tc
At present, there see%s to e a %ove%ent
A ) see 3o you 'or6 on your o'n here oil
the ti%eD
in the co%%ercialisation of research and
develop%ent to'ards the need for
: 5ostly 2hen )D% usy ) so%eti%es haYe
a it of e"tra help
co%panies, large and s%all, to
sucontract That is, co%panies pay other
specialised individuals or organisations
A 5% And u%, do you have a constant
strea% of students all day or Aust at
to do research on their ehalf )tDs
eco%ing the practical solution )tDs only
the very large co%panies 'ho still retain
their o'n research and develop%ent
units
: +o 1 %ainly have students co%ing aout
1,-,, 11 ,, to aout 11 1,= it c!% get
really cro'ded then, %ore so than for
lunch = and then again at 1/ -, on and
So occasionally, thereDs a situation 'here
offish to aout / ,, Then at - oDcloc6
thereDre a fe' and then you get others!
you 6no' co%ing and going diary ?ere it is )tDs 5H6B9,.-
A This is a Y cry s%art eating area = do 8' And 'hat ti%e did the loss occur
B

custo%ers sit do'n and get 'aited on or A 2ell, ) caught the # ., us into the city
do they $ueue upD and it 'ould have een aout 1, %inutes
: They $ueue up and as6 for 'hat they after ) got off the us, and )Dd reached the
'ant Then they can point to their choice lecture theatre and 'as going to get a pen
if they donDt 6no' the right 'ord out Hou see, ) had an ar%ful of folders
A 3o you find that overseas students have 'hich 'ouldnDt fit in the riefcase, so )
a s'eet tooth li6e Australians are sDposed forgot ) should Dve had it till then So, the
to have
B
3o they uy lots of ca6e
B
lecture starts at 9 -, and ) get off the us
: Hes they do They uy a fair it of ca6e aout ten past nine
A 1h, and u% do they %a6e re$uests for 8' 10 +o' can you tell %e the nu%er of
particular 6inds of food
B
the us
B

: +o, no, not really They usually li6e 'hat A Hes, it 'as the @,. ) so%eti%es catch the
)Dve got to offer @,6, ut ) 6no' ) didnDt this %orning,
A And 'hen 'hen you have ca6e, is there ecause the @,6 is a it later and ) have to
one 6ind that see%s to e %ore popular run to get to the lecture on ti%e
than others
B
8' 7ine ?ave you reported this to the
: 2ell, 1 thin6 the chocolate crea% ca6e Transport Authority Lost 8roperty
B

al'ays see%s to e the favourite and A Hes, yeah, )Dve done that, ut they said )
then youDY e got your apple ca6e and that, should also co%e to you in case so%eone
'hich is also popular rought it in, particularly as %y passport
A 5% Are there any other differences 'as in it
et'een staff and studentsD tastesD 8' 2as there anything else in the riefcase
B

: ) donDt 6no' The staff usually go for the A A couple of lirary oo6s that ) 'ouldnDt
hot lunches, you 6no', curry or spaghetti really 'ant to lose and so%e notes, thatDs
and so on ut a lot of the students ring aout it
their o'n lunch 8' +o %oney
B

A Tell %e, er, 'hen youDre so usy ho' do A +o, )Dve got %y cash in %y poc6et
you %anage to deal 'ith the dirty 8olice% ?ey, :ill, did ) hear you ta6ing
plates = do you do you collect all the do'n details for a lost passport
B
4uess
plates off the tales or do you have a 'hat
B

trolley, or 'hat
B
8' 2hat
B
Tell us 2hatDs happened
B

: Students are usually $uite good aout 8% Hou 'onDt elieve it ut so%eone Aust
that = they ring their plates = to a turned in a riefcase containing a
designated area = actually that ench passport and they found it on the @,. us
over there in the corner against the 'all this %orning
A 1h ) guess thatDs etter than ringing 8' 2ell ho' aout that Ada%
B
Loo6s li6e
the% ac6 to the counter or leaving the% youDve had a luc6y day after all
for you
1

: Hes that YYould e really %essy if they Section /
did thatD Ada% 3oes your 'or6 ring you into
contact 'ith %any overseas students,
8olice' Can 1 help you sir
B
Sue
B

Ada% 2ell ) hope so Hou see, ) left %y Sue 1ccasionally As you 6no', a
riefcase, u ith %y passport in it, on the solicitorDs 'or6 is to advise people aout
us this %orning their rights 'hen they have any prole%s
TvY ;ight then 1 d etter have a fe' details understanding ho' the la' operates
2hat your full na%e
B
They %ay need help ecause of inAury to
A Ada% 4eorge 1 ;iordan ThatDs oh ) )) the%selves or their property = if theyDve
spell it 1CaposlropheC;ClC1C;C3CAC+ een attac6ed or roed, for e"a%ple *ut
8u And cour address
B
these are not y any %eans the %ain
A RN, ;ose St 5arryatville prole%s ) deal 'ith
OPP 1 lo' do you spell 5arryatville
B
A ;eally
B
2e 6no' %ore aout cri%e, )
A 5CACdoule ;CHCAC fCEC)Cdoule LCE suppose, ecause 'e read aout it in the
)D' And you say you lost your passport 3o ne'spaper or see it on TE 2hat other
you happen to 6no' the nu%er
B
things do people co%e to you, for help
A Hes luc6ily 1 6ept a record of it in %y 'ith
B

S There are lots of things #hich donDt get allo'ed to ring in delicacies fro% ho%e
nearly so %uch attention So%eti%es itDs for friends and relatis es here )D%
)3 do 'ith relationships in the defending so%eone at the %o%ent 'ho
co%%unity as 'hen ills, arenDt paid or has e"actly that prole%
contracted V or6 isnDt co%pleted, or A 1h
B
2hat happened
B

neighours disagree At other ti%es itDs to S )tDs an interesting case ?ave Xou got ti%e
do 'ith people not understanding the for a cup of coffee
B
)Dll tell you aout it if
la' and their responsiilities and this is you li6e
proaly 'here overseas students have A ThatDd e great
1

the %ost difficulty 1ne interesting
e"a%ple is custo%s la's = so%ething Section -
'hich every ne' arrival has to co%e up Sue )t 'as a oy fro% Eietna%
against co%ing to study here and he 'as caught
A 2hat is it that overseas students find ringing in so%e processed por6 and
%ost difficult to understand aout so%e Eietna%ese s'eets for his relatives
Australian custo%s regulations
B
Ada% 3oesnDt e"actly sound cri%inal
1

S 1 thin6 itDs a shoc6 to %any people S +o, 'ell, he 'as going to e staying 'ith
arriving here for the first ti%e to find out the% and no dout the fa%ily 'anted to
ho' %any things are prohiited = sho' their gratitude and appreciation so
everyday food ite%s, for e"a%ple ) they decided to send so%ething fro%
%ean, 'hen )Dve een travelling overseas, ho%e that %ight not e availale over
)Dve een $uite a%a>ed at the lac6 of here
concern in so%e countries aout food A 1f course
1
1 can i%agine doing the sa%e
eing rought in fro% other parts of the %yself
'orld 'ithout any chec6 S Hes, ut the leaflet attached to the
A Hou %ean, people arriving into other custo%s declaration says very clearly in
countries donDt have to declare any red letters that no food of any 6ind %ay
foodstuffs at all
B
e rought into Australia and every
S )n so%e countries there are lots of passenger co%ing in %ust sign a
'arnings aout drugs and firear%s and declaration to say that theyDre not
there are usually li%its on alcohol and carrying any food 'ith the%
toacco and perhaps perfu%e, ut foodDs A ThatDs right, ) can re%e%er doing it, too
not %entioned So this chap is really in troule, is he
B

A Hes, ) suppose ) never thought aout it till S ?e certainly is
1
After he d told the
) ca%e here Hou can ta6e anything you custo%s officer that he 'asn t tarrying
li6e into England, as far as food is any food, the goods 'ere found in his
concerned that is luggage
S Hou see, here, you canDt even drive fro% A 1h, so they searched hi%
1

one state to another 'ith a fe' apples S They did And of course ne loo6ed really
and oranges for the Aourney Hou have to guilty, eing caught ' ith that food in his
leave all fruit in a special deposit o" at suitcase
the order )tDs the sa%e 'hen youDre A ?e %ustDve een shoc6ed to reali>e that
flying There are signs to re%ind you not the custo%s officer thought he had
to ring any fruit into so%e states, ro6en the la' and he 'as eing charged
though they donDt usually search your 'ith a cri%inal offence
1
1 %ean, %ost
ags, unless thereDs a fruit fly epide%ic or people understand aout drugs and
so%ething 'eapons and such oviously prohiited
A ?% 2ith those 6inds of regulations ite%s ut ) suppose they don t see food in
et'een states, itDs no 'onder that $uite the sa%e 'ay
theyDre so strict aout 'hat you can ring S The thing is, 'e are an island and 'e do
in fro% overseas 1f course, far%ers have crops and livestoc6 to protect The
'ould e 'iped out if so%e pest 'ere average person doesn t understand ho'
introduced 'hich destroyed their 'hole dangerous so%e i%ported foodstufts tan
crop )tDs easy to understand 'hy you e
should ta6e steps to prevent that A Then it sounds li6e you re in for a lough
S And 'ith food eing such an i%portant ti%e defending this chap 3%, 'hat re
part of %any cultures it can e difficult you going to say
B

for so%e people to reali>e theyDre not S HouDre right There are prole%s
?cnY eY er! there are a couple of things that cities are pretty safe co%pared 'ith thX
a%id e used in his favour 1ne is his counterparts in other parts of the 'orld
]eY el of English and the other is the it is still i%portant to e a'are of the
$uestion of ' ho pac6ed his case for hi% safety precautions Australians 'ould
A )D% surprised to hear that lac6 of English never thin6 of o%itting )f you are used
could e a defence ) al'ays thought that a less urani>ed lifestyle, there %ay e
not 6no'ing the language of the country so%e things that are ta6en for granted
%ade no difference in considering here, ut 'hich %ight never have
'hether a person had ro6en the la' or occurred to you!
not 7or e"a%ple, loc6ing up = an essential
S 1f course thatDs true, ut in this case 'e part of daily lifeD )f you live in a ?all ol
'ill e trying to convince the %agistrate ;esidence, this 'ill not e such a
that this studentDs inaility to understand prole% Hou have only to ensure that
spo6en English 'as the reason 'hy he your roo% is loc6ed 'hen you leave =
couldnDt ans'er the custo%s officerDs and that you have the 6ey on you )f,
$uestions and 'e hope that heDll accept ho'ever, you share a house or flat, thci
this defence itDs essential to chec6 all the doors and
A *ut if he 'ere going to study at 'indo's efore you go out for the da(
University here, 'ouldnDt his English Statistics sho' that %ost urglaries
have to e pretty goodD happen during daylight hours, 'hen th
S Apparently his 'ritten English 'asnDt occupiers are out Even if you thin6 yoi
too ad, ut li6e %ost ne' ar% als, he house or flat is securely olted and
couldnDt understand the Australian arred, donDt leave a lot of %oney %sid^
accent The safest place for your cash is the an
A ) see, and 'hat aout the other point Ta6e out only enough for your i%%edi!i
aout pac6ing his luggage hi%self needs and in that 'ay you 'ill avoid
S 2ell, of course, itDs harder to %a6e disaster
so%eone responsile for the contents of 7urther%ore, donDt flourish large 'ads
their luggage if they didnDt do their o'n notes in pulic to i%press your friends
pac6ing and there are a nu%er of not everyone 'atching %ay e a friend
reasons ' hy this student %ay not have and 'hile 'eDre on the suAect, 6eep
pac6ed for hi%self valualesCpassport, Ae'ellery under loc i
A 1hD 2hat are theyD and 6ey *etter to e safe than sorry
1

S 7irst of all, he told us he didnDt get his 3uring the day, at school or college,
visa until after the course had started never leave your handag or 'allet
This %eant he had to get his ags pac6ed unattended, on a des6 or in the lirary i
in a hurry and his %other helped hi% classroo%, say 5ost institutions 'ill
She 'as %ost li6ely responsile for 'arn you aout this and although you
putting in the food ite%s and in the rush %ay thin6 your fello' students are verY
she %ay not have even got round to honest people, there are al'ays
telling hi% The food %ay have een individuals you donDt 6no' aout in
destined for relatives in Australia ut pulic places 'ho %ay not e ale to
so%e of it %ay also have een intended resist te%ptation Li6e'ise, al'ays loc6
for her son ;e%e%er, he 'as leaving your car or icycle and never leave any
ho%e for the first ti%e, travelling to a valuales 'here they can e seen y
strange country and his %other proaly passersCy
i%agined hi% feeling ho%esic6 and Another i%portant area 'here advice is
'anted to provide so%e co%fort often needed has to do 'ith going out
A And she 'as proaly 'orried aout alone at night Even in a co%paratively
' hat on earth he 'ould get to eat in a safe city li6e Adelaide, there are places
foreign countryD 'here locals do not go unacco%panied !1
S 1 Y!ictly
1
And this is the evidence ) % night They do not go into open par6la%
using to uild up so%e sort of defence areas, for e"a%ple, 'here lighting is
A 4ood luc6
1
Let %e 6no' 'hat happens
1
%ini%al and shado's deep +or do theY
S 10) 'ill go do'n narro' streets or dar6 alleys
The %ost i%portant rule here is to use
Section . co%%onsense 3onDt go any'here that
Lecturer Although %ost Australian could lead you into danger 0eep to 'id!
'ellClit streets 'here there are plenty of
people And find out 'hich areas of to'n
S8EA0)+4 TEST 1
STEEE A+3 5A;)A
are noCgo areas and avoid the% 8hase 1
2herever you go, donDt ta6e %ore %oney S ?ello 5aria
than you need and 6eep it safe 3onDt go ? ?ello Steve
out at night 'ith people you donDt 6no'
and 'hen you do go out, go to places
S
Er Could ) have a loo6 at your personal
details
B

that are considered 10 and 6no' the 5 Heah Sure
na%es of those 'hich are considered / Than6s ;ight +o' and you co%e fro%
Drough D 5alaysia
B

Until you get to 6no' your ne' city 'ell,
it is est not to go out alone at night
Arrange to go 'ilh friends to concerts,
5
S
5
Heah ThatDs right
2hich part do you co%e fro%
B
U% East Coast )D% fro% East Coast
discos, fil%s, sporting events, and
restaurants and go ho%e together )f
possile, share a ta"i +ever accept a lift
fro% a stranger or so%eone you have
S
5
'hich is Terranganu )sland Heah )tDs in
the East Coast of 8eninsular 5alaysia
;ight Eery nice )s it very sunny
B
Heah )tDs very sunny )tDs hot and ilDs
only Aust %et And do not invite strangers
to your ho%e and do not go to theirs
right, clear So%eti%es it rains, get
flooded Heah
alone )tDs $uite co%%on to feel lonely,
and so itDs a good idea to give yourself
S
Uhuh 3o you er do you have any
rothers or sisters
B

ti%e to %a6e friends through the various
outings organi>ed for overseas students
at your college or university and
gradually, you 'ill eco%e %ore
5
S
5
Er yes ) have ho' %any
B
Let %e
thin6 ) got er @ sisters and - rothers
7ive
B
And are you the eldestD
Er no )D% the -rd
independent and learn to find your 'ay S The third
B

around %ore confidently DLoo6 efore 5 Heah
you leapD is a good saying to re%e%er S And are so%e of the% studying in
here
1
Australia as 'ell
B

This %ay sound li6e a long list of donDts 5 +o )D% )D% the first co%e here fro%
ut 'e 'ant your stay here to e trouleC
free and 'e are sure that if you oserve a S
%y silings )D% the pioneer then
8ioneer Eery good
fe' precautions it 'ill e
1
2ell it only 5 Heah
re%ains for %e to say Ta6e care
1
EnAoy
yourselves and %a6e the %ost of your 8hase L
ti%e here
1
D +o', if there are any S And er it saXs here that youDre hoping to
$uestions, )Dll, er get into 5edicine at university
B

5 Hes
That is the end of Listening Test - S 10 U% tell %e : little hit aout 'hat
happens 'hen youDre ill in 5alaysia
B

5 2hen )D% ill
B

S 2hat happens 'hen so%iDodvDs sic6 at
ho%eD
5 2hen so%eody sic6 Yc,ih U% li Aust
that u% 'hen a person is Y cry sic6 'o
usually send this person to the hospital
S 5%
5 And if theyDre not really seru%s then Y %i
Aust you 6no' stay at ho%e llnXY can
recover after that usually they lan
recover ut if the sic6ness continue tin n
'e send this person to the hospital
S ;ight 3o you have er general
practitioners, doctors vY ho c onuW !%d Y isit
ho%esD
5 Er +o 1 don t thin6 so +o +o
S +o And 'hat sort of u% illnesses ,% er
co%%on in 5alaysia 'hat do people
often co%plain aout er eing sic6, eing S The gla%ourD
off 'or6 orD 5 Heah, yeah, yeah *ecause people are so
5 +o'adays ) thin6 co%%on diseases ) %ean 'hen you tell people you
co%%on sic6ness do you %ean %% are 6no' that you are doctor they sort ol
fever, cold, so%eti%es cancer yeah you 6no' respect )D% not loo6ing for
Appendi" that actually, actually ) 'ant to serve
S And are the colds that you get in poor people yeah
5alaysia si%ilar to the colds you get in S *ut itDs certainly an er an occupation
AustraliaD thatDs 'ell respected in 5alaysiaD
5 Ah ) cannot ) donDt 6no' the difference 5 Heah 2ell respected Heah Heah
Dcos ) havenDt got the co%%on cold ut
) thin6 itDs the sa%e thing Heah 8hase -
S U% Tell %e a little it aout the nearest S 10, 'ell er in the ne"t stage of the
hospital to TerranganuD intervie' 5aria er ) 'ant you to as6 %e
5 The nearest hospitalD Ah ) donDt 6no' so%e $uestions
the e"act distance ut it ta6es aout let 5 10
%e see 1@ %inutes to get to the hospital S So er er the idea is for you to find out
ThatDs the 4eneral ?ospital Heah so%e things aout a 'ee6end ca%p that
S Uhuh )s that is it a ig hospitalD eing organised for ne' students So
5 Heah )tDs a ig hospital Heah have a little loo6 at that role play card
S 2hat sort of depart%ents does it haveD and find out so%e infor%ation fro% %e
3o you 6no'D aout the ca%p ), ) 6no' one or t'o
5 Er itDs very rare for %e to go hospital things aout it So 'hen youDre ready
Y ery rare for %e so%eti%es )D% not Aust as6 %e so%e $uestions
sure ) thin6 ChildrenDs 3epart%ent 5 Alright
urn 'hat elseD ) thin6 itDs the sa%e li6e !ause ISsecondi,
'e have in Australia 5 Ah Steve 5ay ) 6no' the purpose of the
S ;ight ca%pD
5 Heah T* Tuerculosis yeah ) % not S Hes,'ell 'e decided to er to have these
sure ca%ps so%e years ago ecause 'e thin6
S Uhuh And er and er 'hat do you do in itDs a good 'ay for students to get to
5alaysia u hen you 'ant an a%ulanceD 6no' each other in an infor%al 'ay
3o (ou have a special nu%er (ou can efore their courses start so er itDs a sort
ringD of getting to 6no' you type ca%p
5 Heah 1 thin6 so +eah ecause er ) 5 ;ight So 'here is eing held heldD
neYor calleDd an a%ulance efore so 1 S Er the ca%p is at a each aout @,
thin6 (eah YYetallthisparticular 6ilo%etres a'ay fro% the University itDs
nu%er to get a a%ulance it u ill itDs sort of south of the University, along
co%e it is ill co%e to our house usually ) the coast
thin6 Eah 5 Ah ) see So 'e re goin to ca%p at the
S Uhuh 2hen 'hen did (ou first start to each +ear the seasideD
get interested in in er 5edicine as a field S Heah yeah near the seaside
of studyD 5 So ?o' aout the arrange%ents for
5 )n 5aine / 5atriculation / getting there and ac6D
s 2as tin re so%eone in (ou fa%ily 'hoer S 2ell er thereDll e a us 'hich 'ill pic6
encouraged (ou or vYas it Aust your o'n up er students fro% the University and
6li aD return er people to the sa%e spot at the
5 )) s ni( elder sister actually Heah She end of the ca%p so thereDs no prole%
e i0cuiragid %e a lot to pursue in 'ith transport
5ediu%
1
5 ;ight So 'eDre going there y usD
s 0ight i r is she er %vo0ed in 5edicine in S Heah itDs a 'ell a co%fortale us the
so%e u aY D University us
5 She s not She s leaching Heah 5 Ah ) thin6 itDs enAoyale
S So u hat er ' hat appealed to you aout er S 1 thin6 so
5edic %eD as a t areer D 5 Er %ay ) 6no' the costD 3o 'e have to
5 1 thin6 %a( e the yeah itDs not really pay a lot for itD
'ise to ans'er this ut %aye ecause of S Er )D% afraid there is a cost yes ut itDs
the gla%our ) thin6 not too ad )tDs P6@ for the 'hole er stay
and that includes, nil %eals and all aies
B
1r is it %ainly doctors in hospitals
B

transport so cr itDs a long 'ee6end 7riday 5 ) thin6 er no'adays people prefer to go
till 5onday and all %eals are included so to the hospital so the doctor deliver the
thatDs very cheap ay usually
5 1h Heah ) thin6 itDs reasonale S ;ight )s there any any reason for that
S So are you interested in going
B
particularly
B

5 Heah ) thin6 so 5 U% ) donDt 6no' )D% not sure aout it
S ) hope you do 5aye %aye ecause so%e parents
5 Heah so%e so%e %others thin6 that itDs safer
Heah
8hase . S ;ight
S 10 LetDs cr letDs get ac6 to thin6ing a 5 That doctors 6no' %ore aout delivering
little it aout cr your future Er 'e 6no' ay ecause er the %id'ife er theyDre
that you 'ant to er to study 5edicine ut not very educated itDs Aust that they
er have you any thoughts aout 'hat sort gain e"perience Heah
of 5edicine youDre going to speciali>e % S ) see So they donDt have a long training
B

at the end of your studies
B
5 1h yeah Heah Heah
5 U% Let %e thin6 ) havenDt decided yet S So do you agree 'ith that vie'
B
3o you
Heah *ut ) have so%ething in %y %ind ) thin6 er doctors do 6no' %ore aout
B

thin6 1 'ant to continue for 5 +o +o )D% not agree 'ith that yeah er )
gynaecologist yeah thin6 %id'ives are so%eti%es are etter
S ;ight than doctors Heah
5 ut so%e friends yeah %y friends S )tDs difficult to generali>e, isnDt it
B

so%eti%es yeah %y friend told %e 5 Heah
that itDs $uite difficult for 'o%en S So do you thin6 thereDs a a ig need for er
ecause 4ynaecologyDs ostetrician, is it doctors 'ho are specialists in infant care
see )D% not very sure ut yeah So or delivering aies in er 5alaysia
B
)s
u% ecause itDs $uite pressure for that a gro'ing area of need
B

'o%an and stressful ) thin6 ecause 5 Heah )tDs a gro'ing area Heah
so%eti%es 'o%an is not very good in S )s is there a a fast gro'ing population in
handling pressure situation yeah ) 5alaysia do you 6no'
B

thin6 ) 5 U% Hou %ean u% gro'th of population
B

S 1h right 3o you agree 'ith that
B
S Heah
5 Heah Er % %y case 1 thin6 ) agree 5 Heah2ehaYc yeah Juite fast The
ecause yeah %y friends so%e of gro'th of population right yeah The rate
the% are cool enough to handle the of 'hat you call that the rate of irth
B

situation ut ) donDt thin6 ) can do it S The irth rate
S 2hat sort of pressure do you i%agine er 5 Heah the irth rrte is going up Heah
er it 'ould involve
B
S Aha So it could e a Y try i%portant area
5 *ecause ) donDt 6no' %uch aout this for your country if you choose thatD
field actually U% 'ell 1 6no' Dcos ) 5 Hes Hes Hes +o'adays Hes
'atched a %ovie aout this ostetrician S 2ell, perhaps at the end of your studies
and she this person this doctor and youDll e %ore confident etause Xou ))
sheDs sheDs going to deliver a ay So itDs have learnt so %uih %oreD )s that
$uite stressful ) can see the situation possile do you thin6
B

so pathic er panic so so%eti%es ) 5 Heah ) hope so 1 hope to g!un nuXa
thin6 that 1 cannot handle it so ut ) confident ThatDs 'h( )co%elun!
'ish 1 can Dcos itDs a 'o%anDs Ao 1
thin6 to to deliver a ay Heah 8hase @
S 2ell ) 'as going to say that er er in so%e S 2ell )Dd li6e to than6 you 5aria for i r
'ays one could argue that %aye itDs er ta6ing part er 1!1 the inters le' and u ish
%ore suited to er a 'o%an than a %an
B
you the est of lin6 'ith Xour studies
5 Heah 5ore suited to a 'o%an yeah 5 Than6 you SteYe Than6 ( on Yrry nun h
S 5any %id'ives are are 'o%en in a lot Heah
of countries 3o you have %id'ives in in S 10 )t 'as niio to tal6 to 2?)
5alaysia
B
5 )t 'as nii!e to tal6 to you too
5 Heah 2e have a lot of %id'ives Heah ThatDs the end of phase @ and the end of the
S And and do they deliver %any of the intervie'!
S8EA0)+4 TEST /
2A+3A A+3 8E?;
fact 1 'as there Aust efore the 1ly%pic
4a%es 'hen 1 'as visiting the Eal dD)sere
8hases 1 and / slopes Eery nice area Scary slopes
2

?i, 8chr ?e% are (ou
B
So%e'here itDs uilt very steep
8 )D% fine, than6 you 2 2hy are they scary
B

v
v
4ood 3% ) see fro% your CE that youDre
fro% S' eden
B

8
2ell, theyDre very steep and icy 1f course
thatDs e"citing as 'ell at the sa%e li%e!
8 Heah ThatDs right 7ro% Europe fro% 2 And er this is a proaly not a very
S'eden Hes good er $uestion ut have you had any
2

5% And er ) guess youDve een studying
English for a ' hile no'D
8
u% accidents 'hile youDve een s6iing
B
+o not really ) Aust hurt %y turn 9thumb:
8
Hes 3o you %ean here in Australia or
efore
B

so%e years ago That can create a lot of
prole%s ecause you use your hands
2

?o' long have you een studying
English, all told
B

2
and ar%s a lot 'hen you s6i So
;ight 1h yes yes U% ) thin6 er people
8
2ell, )Dve een study since ) 'as er 1,
years old %aye, partly in the pri%ary
and later on in secondary school in
S'eden, yes
'ho are novices 'ho egin to learn to
s6i so%eti%es they er da%age their legs
and you see people co%ing ac6 fro%
holidays 'ith their legs in plaster
v
v
5% Uh 5% Uh And u% is this your 8 Hes ;ight
first er trip aroad
B
2 ?ave you ever e"perienced e% have you
8 This is %( first trip trip to Australia Hes, een any 'here 'here this has happened
it is 8 Heah )Dve seen a a a 'o%an once, for a
2

5% 5% And 'here else have you couple of years ago 'ho ro6ed her leg
travelled
B
and you could see her one stic6ing out
8 2ell 1 haven t een in other places in fro% the flesh )tDs $uite
Australia ut later on ) thin6 ) 'ill go to ' 1h goodness
other cities (es 8 Hes )tDs not so funny
2

2here do you thin6 you %ight go in 2 Hes ThatDs $uite grueso%e isnDt it
Australia
B
8 Hes it is
8 2ell 1 % for Christ%as later on )D% ' So itDs $uite dangerous
%Y ited to *risane to the 4old Coast as 8 Heah Hes you hav e to e careful and don )
'ell so 1 thin6 1 ' ill pop up there for a do stupid things Hes, thatDs right
uhile ' 5% And u% 'indsurfing no' 'eDre
2

5 & XtYDTlX8?&` t )ff loo6ing at er a different er cli%ate here
fun Although 1 don t 6no' 'hether !in!n 1 'e 1ne s a 'inter sport and the
3ece%er s a Yer( good ti%e of the vear other s 2ould you go 'indsurfing in
in ter%s of the 'eather 1 thin6 it s ,1 er it s )he ' inter
B
8erhaps in Australia
B

Yer( hu%id then 8 8erhaps in Australia Hes that s right *ui 1
8 Eer( hu%id and verX 'ar% RUXs lh!itC, thin6 itDs very i%portant to have
right Xes so%ething to do during the su%%er and
2

3o (ou thin6 you could tope 'ith that
B
so%ething to do at 'inter during the
8 ) thin6 1 can stay inside and if 1 go out go 'inter
out 1 h!u e to go to the each instead 1 )) ' And u% your u% interest in
l!i6i a ath ta6e a s' i% 'indsurfing ?ave you een involved in
2

1f i ourse 1 hat s the est ' ay to get cool 'indsurfing for a long ti%e
B

isn 1 il U% Also here on ( our CE ( ou Y e 8 Hes for 6 years ) 'as co%peting er efore
nunlio%d thai vou re pretty %uch an and 1 % loo6ing for'ard ecause in a
outdoors t( pe Hou li6e do'nhill s6iing
lor %st!iiut
couple of days 1 'ill go do'n to Eictor
?aror further do'n for so%e 'ind
8 Es ) do 1 thin6 1 'ill do that later on surfing ) hope
'hen 1 ionic lo Lurupi this 'inter ' 1h ;ight So er you said you 'ere
2

C !% ( ou U 11 %e so%ething aout er
so%e
co%peting )n 'hat conte"tD
of the uh the e"periences youDve had 8 2ell ) 'as it 'as a er the in in Aust in
vYhile sou haEe een er s6iing
B
S'eden +ational League in funoard a%i
8 So%e particularl( 'averiding
2

\eah 5e%orale occasions ' And did you have er %any u% good
8 %e%orale occasions
B
Heah, last year in results
B

1D +o ) Aust 'as an average person 'ho Aust 8 So itDs possile to to sell the% later
love it for fun another student
) So this is so%ething that you proaly 2 Hes Hes Hes Hou can
'ould enAoy doing in Australia too ) 8 4reat 2here do you thin6 ) can
i%agineD so%e cheap used furniture then for
8 Hes Hes Especially 'ith this 'eather studentD
co%ing no' and during the su%%er, ) 2 So you 'ant used furniture did you
'ould li6e loo6ing for'ard to that 8 +o Hes 8referaly, yes
2 Heah )t can get $uite 'ar% 2 10 So second hand furniture
8 Heah 8 Heah 7ro% other students %ayeD
2 Hes And ) also can reco%%end a
8hase- 'arehouse that deals 'ith second
2 16ay ) 'ould li6e to change the u% furniture of good $uality
conversation a little it no' and u% ) 8 ?ere )n AdelaideD
'ould li6e you, in this part to as6 %e 2 Hes 1ur students often go there to
$uestions And )D% going to give you a second hand furniture
piece of paper 'ith so%e infor%ation on 8 10 4ood U% and u%, 'hat do
it and ) 'ould li6e you to ta6e so%e ti%e thin6D )s there is there any
to read it and then 'hen youDve finished use des6s here in er at the
let %e 6no' and 'eDll start this section of do you thin6 ) have to uy a des6
the intervie' 2 ) thin6 %ost students find itDs very
!ause .' seconds to have a des6 at ho%e
2 +o' in this part of the intervie' ) 'ould 8 )f you 'ant to study, yes 5aye
li6e you to as6 %e as %any $uestions as 2 Hes ) thin6 if you 'ant to study itDs
you possily can related to these topics proaly very good
and ) 'ould li6e you to as6 %e different 8 10 10 Than6 you very %uch
types of $uestions +o' ) 'ould li6e you
to i%agine that youDre ne' at the 8hases . and S
university and you have Aust found so%e 2 All right 4reat Than6 you +o'
cheap acco%%odation +o', )D% the return to 'hat 'e 'ere
acco%%odation officer earlier on and ) as6ed ( ou a little
8 At the university
B
your ac6ground ut pri%arily 1
2 ThatDs right And ) can assist you 'ith aout sport ) 'ould li6e to as6 you
getting so%e ine"pensive furniture So if your educational ac6ground and
you 'ould li6e to as6 %e so%e $uestions particularly, your studies Can you
related to that topicD so%ething aout your university
8 2ell, can you help %e pleaseD 8 Hes )D% after %y high school,
2 Sure school in S'eden, ) 'ent to the
8 2ell, itDs li6e that ) have found cheap university = University of L^%
acco%%odation here in the last day in the southern part of S'eden in a part
ne'spaper and er itDs a one edroo% flat Scania Juite near 3en%ar6 and
and ut it s unfurnished so ) 'ant so%e 4er%any
advice ho' ) could find so%e cheap 2 1h right
furniture ecause )D% a student and ) 8 and er ) studied %aAorly *usiness
donDt have so %uch %oney as you Ad%inistration, Econo%ics and
2 10 2ell yes 10 U% you can either rent Co%%ercial La' at university for
your furniture it depends on ?o' year
long are you staying hereD 2 1h right So u% private usiness )
8 2ell ) thin6 it 'ould e a year, ) thin6, suppose is the area that you 'ould
say, yes %ost interested inD
2 A year 2ell you can either rent so%e 8 Heah ThatDs right *ut, the the
pieces of furniture or perhaps etter still! lately, in Europe especially have
you can uy furniture a condition there the %ost of the
8 So itDs not so ig difference etvveen %ove%ents and the interesting
renting or uying fro% if )D% here for a so%eti%es in the pulic sector
year 2 1h right
2 5% ) thin6 the long ter% rental of 8 So therefore %aye there 11 e
furniture could e $uite costly possiilities there instead cause itDs
dou ngoing or in the private sector Hes! 2 5% 5% Heah *ut Aust going ac6 to
' So does that %ean that urn 'hat youDve Aust said aout the
une%ploy%ent is er high in S'eden at the recession there see%s to e $uite a fe'
%o%entD countries % the 'orld at the %o%ent
p Hes in fact u hen you hear the 'ord :apan for instance, that are e"periencing !1
S'eden you so%eti%es connect it 'ith it of a do'nturn in the econo%y 3o you
lo' une%ploy%ent figures ut in fact foresee any i%prove%ent in ter!%s of the
today 'e have had $uite high recession through out the gloeD 3o do
une%ploy%ent especially a%ong young you see thatD
people and acade%ic people yes 8 Hes ) see in in so%e parts, there of course
' ) see So the recession has hit the er if you loo6 at these trade areas as the
ordinary S'ede fairly harshlyD European %ar6et
p Heah, thatDs right 2 ;ight
' 5% U% 1ne thing aout S'eden that 8 and recently 'e have heard aout the
)Dve al'ays 'ell u% elieved is that there R the the er, agree%ent in A%erica
is a particularly high ta"ation rate )s that 2 ;ight
true
B
p and so%e people % Australia for
p Hes, ut since / or - years ago that had e"a%ple donDt understand that this 'ould
een changed not only the inco%e %ade it a little it harder for Australian
ta"ation, also for e"a%ple for ta"ation on co%panies to e"port to these areas %
alcohol A%erica ecause there 'ill e a trade 'ar
' ;ight ' Hes
p and Aust to %ove the country %uch p *ut the i%portant thing is not only the
%ore to'ards the EC D Dcos 'e are had in facts al'ays, so%eti%es itDs the
EC plan enrol%ent for a couple of years e"pectations So, ) see so%e e"pectation in
ago the 'orld today, yes even if 'e have
' ;ight especially in Europe 'e have so%e 'ars
p so 'e intend to e a part of the EC in there as you 6no' in the Eastern Europe
9@, yes and thatDs affect the 'hole econo%y ut
v ;ight ) don ) 6no' if you re a'are ut in the e"pectation is %uch %ore i%portant
Australia people are constantly than the effects
co%plaining aout our high ta"ation rate ) ' Heah )D% not $uite clear 'hat you %ean
donDt thin6 it s $uite as high as S'edenDs y e"pectations Can youD
2hat do people thin6 aout ta"ation in p E"pectations if you today if you have
S'edenD seen the state%ents and co%%ents in the
p 4enerally 2ell as %ost people as you said ne'spaper aout this agree%ent in the
hate the uord ta" )t s not so funny 'hen 2 Hes
the ta" ill co%es U%, ut in fact 1 'ill p in A%erica you see that %ost people arcC
)D% not really er agree 'ith you aout that $uite positive even if they 6no' that it
ecause 1 thin6 S'eden have the lo'er 'ill in so%e cases hit Australia in a ad
ta"es %% than Australia in fact 'ay
Especially vY hen you if you have, a, in a ' This is u% +A7TA
N

higher level of 'ages p +A7TA Hes ;ight And *ut the the
' 1h right 2hat is the rate in S'edenD dyna%ic effects are are forecast or
p 2ell )t s not no itDs not over @,T )t had e"pected to e %ore i%portant than these
een ='Q s%aller effects on special usinesses in
' #,TD Australia and throughout the 'orld So
p Juite often $uite often itDs Aust -@ or -,T right
2hich 1 )hin6 is $uite alright ' So ThereDll e long ter% ga%s
' ;ight 5% )D% not really a'are of ho' p ;ight long ter% gains and 'ith it ig ig
%uch it is in Australia ut 1 thought it 'as co%%unities, li6e, or ig areas 'ith free
so%ething li6e -9 or ., T trade, 'ill create a high co%petition, and
p 2ell o6ay then %ore %ove%ent of people and etter
v 1 thin6 so 1 % not really sure )D% not an allocation of resources
econo%ist ' ;ight 2ell that sounds as if u% there
p 2ell o6ay )t depends if you tal6 aout could e so%e i%prove%ent there
%edian or average figures itDs 'or6ing p 2e 'ould hope so Hes
pretty good ' ) thin6 Australians are 'aiting for an
i%prove%ent in our econo%y as 'ell!
8! Houave hit the recession! 1ne of the first
countries 'ho hit the recession and that have
een 'ith us a long ti%e! Stuc6ed ecause you
have had other your usiness
pa %ers have hit the recession later on! So
yl have had een hi! a little it harder
tnan 'e have had! ThatDs right!
2
Hes ThaiDs a sha%e isnDt ,t! 1h 'ell 'e
hope, ) hope 'e can all co%e out of this
safely and er 'e all do 'ell in the end!
16ay! Than6 you very %uch! )t 'as nice
tal6ing to you!
8! Than6 you!
2! 4ood
ThaiDs the end of 8hases . and @ and the end
of the intervie'!
i EC= European Co%%unity &no' the
European Union(
.
+A7TA= +orth A%erican 7ree Trade
Agree%ent!
A+S2E; 0EH
L)STE+)+4 TESTS
W 7or so%e $uestions alternative ans'ers are possile This is sho'n y
) ., 1 / hours 1 *
/ student&s( / * / A
- / hours - &deep( harour - 3
. #C1,, 9C@ . 3 . C
@ resource card @ adventure[[horror @ 1D;iordan
6 scanner 6 horrorAAadventure 6 -,
B 9@1,/9B@ B U;S)+1 B 5arryatville
# na%e I &)3(nu%er # 6@ *aron ;oad # 5H6B9,.-
9 eating I drin6ing 9 #@9, 9 *et'een # ., and 9 1,
1, A 1, 9/11,6B 1, @,.
11 AIC 11 &Thurs(7el[[lK/ 11 Transport authority
1/ * 1/ &Tues( 7e 6[[6K/ 1/ Lirary oo6s I notes
1- 3 1- 19#- 1- rights
1. C 1. P.1@ 1. custo%s
1@ C
16 B,
1@ 4rape 4ro'ing
16 P-,
1@ food
16 toacco[[alcohol[[firear%s[[
1B T 1B .th drugs[[perfu%e
1# 7 1# P1- 1B toacco[[alcohol[[firear%s[[
19 7 19 latest[[/nd drugs[[perfu%e
/, + /, fair 1# fruit
/1 7 /1 * 19 car[[road[ plane[[air
// T // co%puter paperK /, plane[[air Zcar[[road
/- r photocopy paperKold /1 signs
/. C e"a% papers &any /( // crops
/@ &*arara( SA+C?EG /- 'rapping paperK /- &Eietna%ese( s'eets[[ por6
/6 5s envelopesKpaper ags /. &custo%s( declaration
/B 1Ba :ohn &Street( &any /( /@ no
/# @,-@ /. * /6 spo6en English[[Austrahan
/9 --/,@B# /@ reused accent
-, afternoon[[p% /6 recycled /B no
-1 C /B ripped /# his %other
-/ 3IC /# s%all pieces /9 &give( help &hi%([[provide
-- Seat elts[[Speed
-. Speed[[Seat elts
-@ light truc6&s(
/9 coloured !
-, %anilla foldels
-1 trend
co%fort
-, to loc6 up [loc6 the doors I
'indo's( loc6 everything
-6 /,&T( -/ 3 -1 %oney[[valuales
1B ./&6ph( -- C -/ lots of %oney
-# ,&T( -. 3 -- handag['allet
-9!1,, &6ph( -@ &very( e"pensive -. unloc6ed
., * I 3 -6 osolete -@ 'ide[['ellCht[[usy streets
-B 'ithin co%panies -6 you 6no'[['ho are 6no'n
-# s%aller co%panies I to you
universities -B 'ith friends
-9 * -# a stranger Dscar[Za car 'ith a
., A stranger
)f you have %ore than /@ ans'ers correct on each test, you proaly could
achieve
a score of 6 , on the )ELTS test
;EA3)+4 TESTS
W 7or so%e $uestions alternative ans'ers are possile This is sho'n y
1 / -
1 7 1 7 1 E
/ 7 / +) / ?
- T - 7 - 4
4 +) . E . 3
/ 8 @ 8 @ yin I yang lood I
reath
3 * 6 8 6 physical I %ental
B * B + B age I pregnancy
s *[[A # E # intrinsic nature
9 4 9 cognitive 9 physical effects
1, vu 1, pushing 1, tonic
11 in 11 s6ills 11 increase lood volu%e
[[
1/ vi 1/ achieving &pro%ote( health and
1- i" 1- success energy
1. 11 1. goals 1/ antitonic
1@ 4 1@ C 1- sour food[[ra' food[[
cold
16 ? 16 ) food
1B ) 1B * 1. 'ind illness[[
rheu%atis%[[
1# E 1# A arthritis
19 A 19 +) 1@ to"ic
/, C /, T 16 convulsions[s6in
/1 C /1 7 irritationAAinfection
// 3 // 7 1B %agic
/- * I C I E &in any
order(
/- 7 1# /#9[AX/,, &not /,,(
/. +) /. 4 19 @@,,C6@,, %iles
/@ T /@ 3 /, @,,, %iles[[#,,, 6%
/6 7 /6 * /1 / , 5ach
/B T /B 7 // / . 5ach
/# 7 /# T /- 9,%
/9 * /9 +) /. C
-, E -, 7 /@ ?
-1 7 -1 E /6 r
-/ 4 -/ * /B *
-- cleaner industrial -- A /# B
production -. ? /9 privacy I o'nership
-. econo%ic prosperity -@ 3 -, isolation
-@ environ%ental effects -6 4 -1 sharing Kco%%unity
Kaccess
-6 . -B level &any /(
-B B -# pulley -/ &lac6( privacy
-# 1 -9 dia%eter -- C
-9 # ., inside -. 3
., 6 .1 grip -@ 7
./ s6ill -6 household
W Ans'ers to $uestions
/9C-/
.- 'eight -B d'elling
can e in any order -# hoies
-9 %usic
., residents
W Ans'ers to $uestions /C
1C/B
can e in any order
)f you have %ore than /@ ans'ers correct on each test, you proaly could
achieve a score of 6,, on the )ELTS test!
;EA3)+4 TESTS
Tor so%e $uestions alternative ans'ers are possile This is sho'n
y
. @ 6
1 Sunday 1 language 1 co%%u%ty[[society
/ 7 / host&s( / support
- )E - cli%ate - ho%eli6e
. r . anguish . 7
@ )E @ 7 @ T
6 111 6 7 6 7
B v B )E B )E
# vn # 7 # 7
9 n
1, i
9 )E
1, T
9 encephalitis[[accidents
1, accidents[[encephahtis
11 )O 11 &gift( giving 11 v
1/ viu 1/ pigs 1/ vi
1- vi 1- colours 1- 11
1. iv 1. lac6 1. vu
1@ * 1@ $uality 1@ &%any( e"perts
16 E 16 'ea6ness 16 pollutants
1B 4 1B shell 1B atteries
1# E 1# shattering 1# @@T
19 A 19 hu%an 19 19-B
/, 7 /, earth$ua6e /, Hes
/1 C /1 artificial /1 +o
// 3 // 'ater // +o
/- E /- C /- +ot 4iven
/. 5 /. A /. +ot 4iven
/@ 8 /@ 3 /@ co%%unication
/6 ) /6 vn /6 telephone
/B C /B " /B civilised
/# A /# i /# 'eather[[cli%ate
/9 C /9 "n /9 +ove%er
-, 3 -, "i -, 3
-1 A -1 viu -1 *
-/ C -/ n -/ A
Fn i -- v -- C
-. C, -. I -@ city
e"pansionN]
-. C
-@ A uilding roads[
Zsali%tyZ[
-@ E
-6 'orld al6alinity &any /( -6 A
-B uiral&s( -6 * -B 3
-# rain[lra%fall -B 3 -# hu%our
-9 iro'n of thorns
starfish
-# I -9 Avo%ine
., rangoi&s( -9 A ., intervie'
., 3
)f you have %ore than /@ ans'ers correct on each test, you proaly could
achieve a score of 6!, on the )ELTS test!
;EA3)+4 TESTS
1 or so%e $uestions alternative ans'ers are possile This is sho'n
y A
B # 9
1 thin topper 'ires 1 2 1 social
/ reliale[[highly
accessile
/ C / de%ographic
- I .
&ine"pensive(ET
- 2 - %an[['o%an living
alone
E$uip%entl [ increased . 2 . 'ill loo6 aroad
and'idth][affordale
cost
@ * @ C
&any /( 6 environ%ental i%pact 6 C
@ 7
6 T
B superficial greening
# research[[design[[
%atenals[[
B E
# E
B T technology 9 A[[*
= )h 9 eco design[[lifeCcycle 1, H
9 7 analysisyenviron%ental 11 +
1, T design 1/ +
11 8 1, environ%ental design 1- H
1/ 8 11 &the( environ%ental 1. +
1- 8 i%plications &of a
product(
1@ T
1. 7 1/ * 16 T
1@ vn 1- A 1B 7
16 iv 1. 3 1# T
1B 11 1@ C 19 ?
1# vi 16 3 /, C
19 i 1B C /1 E
/, 3L 1# * // 3
/1 1C 19 + /- *
// 3L /, H /. 4
/- 1C /1 H /@ 8
/. 3) // + /6 :as%ino!
/@ 3l /- + /B AS)T
/6 *5 /. 4 /# archaeological
/B *5 /@ C /9 civili>ation
/# threat to de%ocracy /6 3 -, i%ple%ents
/9 %ore than one Ao /B C -1 s6eletons
-, depersonalised screen /# * -/ population
-1 7 /9 7 -- inhaitants
-/ 3 -, A -. across
-- * -1 C -@ period
-. ? -/ * -6 lin6
-@ C -- * -B haitale
-6 + -. H -# h
-B H -@ H -9 3
-# + -6 H ., A
-9 + -B + .1 C
-# H ./ *
-9 +
., +
.1 H
)f you have %ore than /@ ans'ers correct on each test, you proaly could
achieve a score of 6 , on the )ELTS test
S8EA0)+4 TESTS
1 /
8hase /A i! a, , c, e, f 8hases . I @ A! studies
8hase /A ii! 9, 11, 1-, 1@, recession
1B, 1#,/, trade
university
une%ploy%e
ta"ation
5ariaDs proaly lo' 6!, 8ehrDs score! aout B!,
S1U;CES
Z5l, A 19#9 *urning to save lives EC1S @9 .C9 East 5elourne, Eic CS);1
*r%6'orth, : 199@ Earth$ua6es the shoc6ing truth Tlie 7dvert#r 7eruar( 1. -- Adelaide, SA
Advertiser +e'spapers Li%ited
Carver, S and 3 Lasscoc6 199. Co housing Adelaide, SA The ?alifa" Eco City 8roAect
Crase, : 199. The prole%s of %ature [o see6ers Tlu Luro*tan 1ctoer 1.C/, /- London, U0 The
European Li%ited
Cri,( 4Dday, is anyone out thereD The 7ustralian ?agaIine April /9C-, -/C-@ Canerra ACT +ation'ide
+e's 8ly Ltd 2ith per%ission fro% the author
Cri, : 199/ 2hy 'e canDt afford to let Asia starve ;eproduced fro% ;ich 2orld 8oor 2orld, Issues for @R
"ineties # --C-. 2ent'orth 7alls, +S2 The Spinney 8ress 2ith per%ission fro% the author
3a Silva, 2 199- 7ro% the outac6 to the ne' frontier &graphic( $. ST the magaIine of the /1sl century
Autu%n 11 5elourne, Eic Ashley Cra'ford
3unstan!S 199. Tools for to%orro' s teleco%%unications /)DC the magaIine ofthe $.st century Autu%n
@6 5elourne, Eic Ashley Cra'ford
7aul6ner, ; 199/ ?u%an po'ered pu%ps for African far%ers ,esearch re*ort Ar%idale, +S2 University
of +e' England
7iggis, : 199. ?o' to raise a right child The Inde*endent ?onthly Septe%er @#C@9 Surry ?ills, +S2 1
5 8ulishing
7ran6lin, C 199. 2arning 5ondays are ad for your heart Elan The Euro*ean August 1/C1# 16 London,
U0 The European Li%ited
Caret, 7 199@ :o e$uality .B@ years off )L1 &graphic( The )eeend 7ustralian August /6C/B 16 Surry
1 lills, +S2 +e's Li%ited 2ith per%ission fro% Associated 8ress
0ale, 5 199. 8assengers %ost at ris6 The )eeend 7ustralian 1ctoer #C9 1/ Surry ?ills, +S2 +e's
Li%ited 2ith per%ission fro% the author
0esCtigian, 5 199. 7uel cells the /1st centuryDs electricity generator ;eproduced fro% Search Science and
Technology in 7ustralia and +fiy Gealand /@,- 9.C96 5elourne, Eic Control 8ulications 2ith per%ission
0ing, * 199- Introduction to #oring as a distance educator 30B Adelaide, SA University of South Australia
5aiden, A 199. The hidden treasures of Aoriginal Australia The Inde*endent ?onthly Septe%er 1,,C1,-
Surry ?ills, +S2 ) 5 8ulishing
5anderson, L and 5 5athe's 19#1 Traditional Eietna%ese %edical theory Adapted fro% The ?edical
;ournal of 7ustralia 1 69CB, +orth Sydney, +S2 A58Co 2ith per%ission
5urphy, 5 TE still at the heart of ho%e life Leisure at ho%e &graphic( The 7dvertiser :une /.,199@ @
Adelaide, SA Advertiser +e'spapers Li%ited
+eilson, ; 199- 2rap up your visit 'ith the perfect gift L)))\1 /,1 6C# Sydney, +S2 The Juay
Connection
+S2 Council for )ntellectual 3isaility 199/ )ntellectual 3isaility So%e Juestions and Ans'ers )ssueDsK^Xr
the nineties 1@ 1/ 2enrvvorth 8alls +S2 The Spinney 8ress
1D+eill,] 199. The value of driver training The Inde*endent ?onthly April 6. Surry ?ills, +2 1 5
8ulishing 2ith per%ission fro% the author
8otter,5 199@ The ne' supersonic ooti The 7dn0tner 5arch 16 1@ Adelaide, SA Advertiser
+e'spapers Li%ited
;oerts, 4 199. *eautiful one day, 'iped out the ne"t The -ulletin Septe%er 1- -,C-. Sydney, +S2
AC8 8ulishing
;use6, 2 199. Eomestic division of labour Adelaide, SA 2ith per%ission fro% the author
;yan, C 199- ;eshaping desire /1WC the magaIine of the $.Kl century Autu%n #6C#B 5elourne, Eie!
Ashley Cra'ford
Short, 3 199. A different taste of things to co%e The Euro*ean 1ctoer 1.C/, /1 London U0 The
European Li%ited
Slater, S 199@ Self0,ating Juide for )riting Tass Adelaide, SA CALUSA
S%ith, 0, ) S%ith and A Tho%as 199/ Co%posting toilet The 7ustralian Self sufficiency Handl#. /#1
;%g'ood, Eic 8enguin *oo6s Australia
S%ith, ; 199. The ne' ice age The 7ustralian )ay +ove%er -6C1/ 5elourne, Eic 3av id v%es and
Co Ltd
Taga>a! E 199. +e' rules for the paper ga%e tC1S B9 1.C1B East 5elourne, Eic CS101
The IELTS Handboo .11/ Ca%ridge, U0 *ritish Council, UC1 ES, Z38 Australia
Tranter, 8 199. 7inding the lost freedo% Environment South 7ustralia :ulyKAudUsn,. 6 Adelaide, SA
Conservation Council of SA )nc
EanA6en, * 1991 ;ising seas fC1S 6# 6C9 East 5elourne, Eic CS);1
G%erg, 3 199. Associations provide therapy for se"iety . he 7ustralian 1ctoer 1/ -B` Surry ?ills, +s2
+e's Li%ited 2ith per%ission fro% the author
The authors are grateful for per%ission to use copyright %aterial )nfor%ation that 'ill enale the pulisher
to rectify any error or o%ission ifi suse$uent editions 'ill e 'elco%e