Prepare For IELTS is a book of practice iELTS exams

to help students wilh their preparation for the IELTS

test It contains
Information about the IELTS test
Helpful study hints to make preparation more
effective
3 practice odule ! "eadin# and $ritin# tests
3 practice %eneral Trainin# odule "eadin#
and $ritin# tests
3 practice Listenin# tests with cassette tape
&nnotated &nswers to all the practice tests
& #uide to the Interview 'hase of IELTS
Prepare For IELTS has been prepared and produced at
Insearch Lan#ua#e !entre al the (niversity of
Technolo#y) Sydney) by a team of teachers experienced
in IELTS preparation and testin# It is modelled on the
format of the IELTS test and practices the skills students
need for the test It is an indispensable aid for self*study
and for classroom use in IELTS preparation
IS+, - ./3/01-23
'ractice Tests for odule ! 4Humanities5
* and %eneral Trainin# odule
ary 6ane Ho#an +renn !ampbell
Todd %illian 'errett
I,SE&"!H L&,%(&%E !E,T"E
7 8
I,TE",&TI9,&L '"9%"&ES
(,I:E"SIT; 9< TE!H,9L9%;) S;=,E;
Insearch Language Centre
Level 3, Prince Centre,
8 Quay Street,
Ilaymarket ,S$ 3111
International
Programmes,
University of Technology,
Sydney
P !o" #$3
+roadway ,S$ 3112
!opyri#ht > -??- Insearch Lan#ua#e !entre@International 'ro#rammes) (niversity of
Technolo#y) Sydney
&ll ri#hts reservedA ,o part of this publication) book and cassette tape) may be
reproduced or transmitted in a form or by any means) electronic or mechanical) includin#
photocopyin#) recordin#) or any information stora#e a retrieval system) without
permission in writin# from the publisherA
,ational Library of &ustralia
!atalo#uin#*in*'ublicalion data
'repare for IELTS
IS+, -./3/0 1-2 3A
-AEn#lish lan#ua#e * ExaminationsA
3AEn#lish lan#ua#e * Examinations) Buestions) etcA
3AInternational En#lish Lan#ua#e Testin# SystemA
IAHo#an) ary 6ane) -?03*
IIA(niversity of Technolo#y) SydneyA Insearch Lan#ua#e !entreA
C3.A112/
+ook !over and !assette =esi#n by Lcon# !han) 'ublic &ffairs and 'ublications)
(niversity of Technolo#y) Sydney
!assette tape recorded at 3 SE"*<) (niversity of Technolo#y) Sydney
Set in --@-3 ,ew !entury Schoolbook
!ontents
How to Use this Book page iv
!hapter -A Introduction to the IELTS Test pa#e -
!hapter 3A 'reparation for the IELTS Test pa#e 3
The =ay of the Test pa#e 0
!hapter 3A odule ! "eadin# D $ritin# 'ractice Tests
'ractice Test ,umber - pa#e 2
'ractice Test ,umber 3 pa#e 32
'ractice Test ,umber 3 pa#e C?
!hapter CA %eneral Trainin# odule "eadin# D $ritin# 'ractice Tests
'ractice Test ,umber - pa#e /.
'ractice Test ,umber 3 pa#e ?1
'ractice Test ,umber 3 pa#e --3
!hapter 0A Listenin# 'ractice Tests
'ractice Test ,umber - pa#e -3-
'ractice Test ,umber 3 pa#e -3?
'ractice Test ,umber 3 pa#e -C2
!hapter /A The Interview pa#e -00
!hapter 2A &nswers
"eadin# D $ritin# 'ractice Tests pa#e -/3
Listenin# 'ractice Tests pa#e -21
Acknowledgements page 1!
9 How To Use This Book
"hapter 1 contains #eneral) useful information about the IELTS testA
"hapter ! contains hints and su##estions that will help you prepare well
for the test) as well as advice to help you to do your best in the different
subtests of the IELTS testA* ;ou should read these chapters before you
be#in to work on the practice tests in this bookA
"eadin# 'ractice Tests
"hapter # contains three practice readin# tests based on the odule !
IELTS test and "hapter $ has three based on the %eneral Trainin#
oduleA &t the end of each practice test you will find an Answer Sheet
that can be cut out of the book if you wish) to make it easier to useA
<ollow the instructions for each Buestion and write y?ur answers on the
answer sheetA There are C1 boxes on the answer sheetE however) not all the
tests have C1 readin# BuestionsA $ork throu#h each practice test for the
module you are applyin# for) checkin#your answers in "hapter % It is
better not to check the answers until you have completed eaFch testA
Try to avoid writin# on the pa#es of the readin# passa#esE this will slow
down your readin# speed and is #enerally not permitted in the real IELTS
testA &llow yourself 00 minutes only for each readin# testE remember that
it is important to practice readin# fastA The answers in "hapter have
notes to explain any points of difficulty) and why one answer is ri#ht and
another wron#A
$ritin# 'ractice Tests
&t the end of each readin# subtest in "hapter # and "hapter $ there is
a practice writin# testA Each practice test has pa#es for writin# your
answers to each of the writin# tasksA &llow yourself -0 minutes for the
first writin# task and 31 minutes for the second writin# task) a total of C0
minutesA
"hapter contains a model essay for each writin# task to #ive you one
example of a satisfactory way of completin# the taskE these model essays
are not the only way to answer the Buestion) but they #ive you an idea of
what kind of answer is reBuiredA =o not look at the model essays until
you
have written an answer yourself) then compare the two essays for their
content and for different ways of #ivin# the same informationA "emember
to write at least as many words as the writin# task asksA ;ou will lose
marks for writin# too littleA "emember also to #ive all the information
asked for in the BuestionA
Listenin# 'ractice Tests
Chapter 5 contains three practice listenin# tests) with space for writin#
your answers on the pa#esA The listenin# section of the IELTS test is the
same for all candidatesA The instructions for each Buestion are #iven on
the cassette tapeA &llow yourself approximately 31 minutes for each
listenin# test and work strai#ht throu#h each testA It is not a #ood idea to
stop and #o over parts of the tapeE first you should complete a whole
practice test and check your answers in Chapter % The answers have
notes to #uide you to the section of the tape that #ave the information you
needed to answer the BuestionA
The Interview
Chapter 6 has a detailed description of what you can expect in the
interview for the IELTS testA There are also many su##estions of ways
you can practise your speakin# skills to help you to perform better in the
interviewA

"hapter 1
Introd&ction to the IELTS Test
The International En#lish Lan#ua#e Testin# System 4IELTS5 is the main test used to assess
the lan#ua#e proficiency of students from a non*En#lish*speakin# back#round who want
to study in an En#lish*speakin# country) especially &ustralia or the (GA It has four
subtests) or sectionsA
The "eadin# and $ritin# Subtests
In the first two sections) readin# and writin#) students take one of four modulesA $hich
module they take depends on what they hope to studyA odules &) +) and ! are for
university entranceA 'eople who want to study aths) for example) or !omputin#) 'hysics
or En#ineerin# take odule & 4'hysical Sciences5A 'eople who want to study +iolo#y)
,ursin# or edicine take odule + 4Life Sciences5A 'eople who want to study +usiness)
Economics) 6ournalism or =rama take odule ! 4Humanities5A In &ustralia people who
want to study at hi#h school) in T&'E 4colle#es of Technical and <urther Education5) in
<oundation Studies courses) or at busirfessAcolle#es take the %eneral Trainin# oduleA
The %eneral Trainin# odule is easier than the other modules) but it is not possible to
score above +and / on it) nor is it acceptable for university entranceA
This book includes three practice readin# and writin# tests for the odule ! test and three
for the %eneral Trainin# oduleA Like the real tests) these take 00 minutes for readin# and
C0 minutes for writin#A These are the most popular modules with students hopin# to study
in &ustraliaA
The Listenin# and Speakin# Subtests
The second two subtests) listenin# and speakin#) are #eneral and are taken by all studentsA
The listenin# test takes 31 minutesA This book and the cassette tape contain three practice
listenin# testsA
The last test is the speakin# testA It takes the form of an interview and lasts --*-0 minutesA
This book contains a description of the interview and su##ests thin#s that you can do to
practise speakin# to help prepare for the testA
I he reading and writing and the listening practice tests in this 'ook have 'een designed to
resem'le the (ormat o( the IELTS test as closel) as possi'le% The) are not* however* real
IELTS tests+ the) simpl) give practice in the t)pe o( ,&estion )o& ma) have to answer in
the real test% For thisreason* there is no s)stem o( marking or scoring )o&r practice tests
in this 'ook* so )o& cannot &se them to assess )o&r 'and score% These practice tests are to
practise )o&r English to help vo& to do 'etter in the real IELTS test%
The +and Scores
;ou cannot pass or fail the IELTS testA ;our score will be reported in a series of
band) +and ? is the hi#hest level) band - the lowestA =ifferent colle#es and
universities reBuire different band scores before they will admit youA =ifferent
institutions indicate what ban) levels they want students to achieveA These may be
between 0A0 and 2 for universit entranceA
The band levels indicate a candidateFs ability to use En#lish as followsH
? Expert (ser
. :ery %ood (ser
2 %ood (ser
/ !ompetent (ser
0 odest (ser
C Limited (ser
3 Extremely Limited (ser
3 Intermittent (ser
- ,on (ser
&dvanta#es of the IELTS Test
$hat are the advanta#es of the IELTS test over the other tests whIch are often usedJ
(nlike the T9E<L it tests all four skillsA Some students who have very hi#h T9E<L
scores are noi able to function in En#lish when they arrive at university because they
cannot speak 1- write the lan#ua#eA This means that if you achieve your tar#et band
score on the IELTS tost both you and the colle#e you hope to attend can be confident
that you will be able to cope $ith En#lish when you start your courseA (nlike some
other tests IELTS is an international testA This means that if you chan#e your mind
about the country you want to study in)your test results will still be reco#nised
4outside the (S&5 ifyou have taken the IELTS testA It also means that you can take
the test in your own country or in the country where you hope to studyA
The IELTS test is available at least once a month) at some centres it is run fortni#htly
and) at busy times of the year) every weekA ;ou can take the test as often as you like)
but not less than three months apartA So for example) ifyou take the test in 6anuary
you can take it a#ain in &prilA This way you are able to keep track of your
improvement in En#lishA
The results are published BuicklyA They are sent to you and to the colle#e you want to
enter within two weeksA It is considered that students need anythin# from -11 hours
to 311 hours of teachin# to improve by one step in the band scaleE all students differ
from each other but most need more time at the hi#her levels than they do at the
lower levelsA
"hapter !
Preparation (or the IELTS Test
;ou are a student plannin# to sit for the IELTS testA ,aturally) you want to #et the
best core you possibly canA $hat is the most effective preparation for the IELTS
testJ
<irst of all) you must be realisticA How #ood is your En#lish nowJ & student who
currently has a band score of 0 will need about / months full*time study to raise it to
/)0) 'reparation for the IELTS test K improvement in your level of En#lish K will
take time and workA +elow are some su##estions for useful activitiesA
Time
9ne of the bi##est problems that students have in the test is that they run out of timeA
The first thin# you need to practise is speed) especially in the readin# and writin#
sectionsA $henever you read somethin# in En#lish) #ive yourself a time limitA $hile
you are readin#) stop at the end of every para#raph and summarise it to yourselfA +y
forcin#yourself to read with time limits you will find your readin# speed increases)
and readin# under exam conditions will #et easierA
In the same way) practise writin# BuicklyA Every day) sit down and write as much as
you can for 0*-1 minutes on any subIectA =onFt worry about accuracy when doin#
this K the idea here is to increase your speed) not your accuracyA
(se your classes
Speed without accuracy) however) is not enou#hA ,ot only must you use your present
lan#ua#e skills more Buickly) you must #ain new skills) and improve old onesA This
can be done throu#h classwork and personal studyA
ost students readin# this book will be studyin# En#lish with a teacherA Here are
some of the skills your teacher will be workin# on with you) all important in the
IELTS testH
Speaking- pronunciation) intormtioh) fluency) common phrases) interaction
4dynamics with another speaker5) askin# BuestionsE
Listening- voice tone) listenin# for keywords) listenin# for #eneral information)
vocabulary) summarisin#E
.eading- skimmin# 4#eneral understandin#5) scannin# 4lookin# for specific
information5) vocabulary) summarisin#E
/riting- adIustin# style accordin# to purposeE writin# para#raphs) introductions and
conclusionsE usin# conIunctions and referenceE structurin# information within a
textA
ake the most of every class by reviewin# your lessons) preferably the same dayA
ake a note of any new vocabulary learnt 4spellin#) pronunciation) meanin#) part of
speech5A Look at the activities the teacher #ave you K what were they forJ If you
had problems) do the activities a#ain at homeA If you still have problems) see your
teacherA +y lookin# at your
classwork a#ain) you remember it betterE by thinkin# about it) and how it will benefit
3 you will acBuire the skill4s5 it teaches you more BuicklyA
Extra work
;ou will also find it useful to do other study apart from class reviewH extra work on
thii that you find difficultA
&lso) you simply need to hear) read) write and speak as much En#lish as possibleA
Here I some su##estionsH
do an adult education courseE
Ioin a social club) or a community service or#anisationE
use every opportunity where appropriate to talk to native speakersE
read at the supermarket) in the street) in offices and shopsE
use a detailed T: #uide to #ain more information about a pro#rammeE
dial*a*robot K work throu#h the recorded messa#es in the phone bookE
telephone for transport informationH specific buses) trains) fli#htsE
telephone for travel informationH costs of Iourneys) accommodationA
4<rom GA $illin#) -?.?) Teaching How To Learn* pp /0) /2*21) ,!ELT"A5
any of these thin#s you could do only in an En#lish*speakin# countryA If you are
studyiLM in a non*En#lish*speakin# country you should try to find En#lish interest
#roups with whom to practiseA ;ou should also re#ularly read books@Iournals on
topics related to you future studyA This will increase your knowled#e of the
vocabulary and style of academic writin#A
&ll of these thin#s will help you to prepare for the IELTS test) and you will find
many #ood books on study skills that will #ive more information on effective study
techniBuesA
Stay !alm
Two further comments should be madeA
-A$hile it is important that you study hard) you also need rest) exercise and
relaxationA $ithout these thin#s) you will #row tired) you may lose interest in your
study) and your health may sufferA ;ou will prepare best for the exam by livin# a
balanced lifestyleA
3Aany people #et very nervous when takin# an exam) especially an important oneA
To do the very best you can in the IELTS exam) you could sit the test once Iust to find
out what it is like) as a practiceA ;ou will learn the procedure 4what section comes
first) and so on5 without havin# to worry about doin#your very bestA $hen you want
to sit the test Ffor realF) you will be more relaxed because you will know what to
expect) and will be able to concentrate on performin# to the best of your abilityA
Every En#lish exam is supposed to show how #ood a studentFs level of En#lish isA
This is done in different ways in different tests) and with different measures of
successA The IELTS test is a #ood test because the lan#ua#e skills needed in the exam
are similar to those needed at colle#e@universityA ;ou can thus be sure that as you
prepare for IELTS you will be preparin# well for your future studyA
Preparation (or the
1ELTS Test
The 0a) o( the Test
There are no ma#ic formulas for doin# well in the IELTS testA However) these simple
6u##eFstions will help you do as well as possibleA
!e calm even if you feel depressed or discoura#edA &s one part of the exam finishes)
for#et it and #o on to the next oneA
%o &ot 'emorise (ns)ersA <irstly) an examiner can tell if youFve memorised an
answer) d you will lose marksA Secondly) there is no #uarantee whatsoever that the
Buestion you were expectin# will appear in the examA In that case) you will probably
do worse than if ou had never memorised anythin#) because you will have ne#lected
your normal En#lish practiceA &#ain) you will lose marksA
*ead the QuestionsA <or the readin#) writin# and listenin# sections) you m&st read
the Buestions carefullyA ;ou cannot #et marks if you do not answer the Buestions
correctlyA
(se your timeA <ind out how much time you have for each section and divide it
sensibly amon# the BuestionsA If you finish early) check your answersA (se every
second of the time you haveA =onFt waste time by workin# too lon# on one Buestion or
by finishin# early and I sittin# doin# nothin#A
"eadin# Subtest
+e#in by readin# the Buestions firstA This will #ive you an idea of what to look for
when you read the textsA
=o not attempt to understand every word in the readin# passa#es) at least on the
initial readin#A "ead Buickly to #et a #eneral understandin#A
$hen answerin# a Buestion) skim the passa#e until you find the relevant section)
then read it in detailA =o not read everythin# in detail Kyou havenFt #ot timeA
If you find a Buestion difficult) leave it and come back to it laterA =o all the easiest
Buestions firstA
$ritin# Subtest
"ead the task Buestions carefullyA "ephrase them to yourself if you are not sure you
fully understand themA !onstantly refer back to the Buestion to check that you are
not di#ressin# from the topicA +riefly plan your answer) especially for Task 3 in the
academic modulesA
The two writin# tasks are of different len#thsA ;ou should thus spend about -0
minutes on Nuestion - and 31 minutes on Nuestion 3A
The two writin# tasks are of different typesH Nuestion - may be a description of a
dia#ram or a letter etc) Nuestion 3 may be an essay or a report etcA odify your
writin# style accordm# to the BuestionA
=o not write your answers in note form) unless the instructions specifically permit
you to do soA $hile notes show the examiner the structure of your text) you will lose
marks in the area of cohesion and sentence structure because your ideas are neither
elaborated nor IoinedA
$rite as neatly as possibleA This makes it easier for the examiner to mark your work)
and there is less likelihood of the examiner misunderstand in# what you have saidA
$rite neatly) but do not waste time by writin# a rou#h draft) then rewritin# itA $rite
one draft only and write on every second lineA In this way you will have enou#h
space to chan#e@correct your answer if you need toA
=onFt waste valuable time by usin# white*out 4Iust cross out anythin# you want to
chan#e5) writin# the essay title) or writin# in capital letters 4use cursive writin# if itFs
at all readable5A
If you have spare time at the end) check your work for small errors ryerh a#reements)
plurals) punctuationA These thin#s are easily corrected and are important in decidin#
what mark your work will receiveA
Listenin# Subtest
;ou will hear each listenin# passa#e only onceA To make the most of it) read the
Buestions throu#h Buickly before each section and try to predict what subIect the
listenin# text is aboutA This will increase your ability to understand what you hearA
Look at what kinds of Buestions you m*ustOanswerH true@false) multiple choice)
pictures@dia#rams) forms to be filled inA This will ffeterrmFne what kind of listenin#
you do) whether you listen for individual words or for the #eneral meanin#A
Look throu#h any pictures and dia#rams in the exam before each listenin# as these
will help you choose the correct answersA
Speakin# Subtest
+reathe deeply and relax while waitin#A Talk to your friends in English while waitin#A
Speak as much as you can durin# the interview) donFt Iust #ive one word answersA
(nless you speak) the interviewer canFt find out how #ood you really areA =onFt be
afraid to ask the examiner to repeat a Buestion if you donFt understand itA ;ou will not
lose marksA
&t the be#innin# of section 3 4the role play5 the interviewer will #ive you a card with
some information on itA ,ote carefully the role the interviewer will takeH is 4s5he your
friendJ & classmateJ an officialJ ake sure you vary your speech accordin#ly
4because you donFt speak in the same way to a friend as to an official5
Section 3 of the interview is the one where you must take the initiativeA Here it is not
impolite to ask Buestions) itFs essentialA ;our Buestions should be as natural as
possibleA ThinkH $hat sort of Buestions would I ask if this situation were realJF
If you have prepared yourself by practisin# the skills mentioned earlier in this
chapter) and if you are familiar with the format of the test) and remember the
su##estions written here) then you are ready to do your best in the IELTS testA
"hapters # 1H&nities2
fI 3od&le " .eading and /riting Practice Tests
% Test 4&m'er 1
N .eading
'art -A &ustraliaFs Lin#uistic History
.ead the passage 'elow* then answer 5&estions 1 6 7 on page 8%
&bori#inal &ustralia was multilin#ual in the sense that more than two
hundred lan#ua#es were spoken in specific territorial areas which
to#ether comprised the whole countryA +ecause mobility was
restricted) one lan* #ua#e #roup had knowled#e of its own lan#ua#e
to#ether with some knowled#e of the lan#ua#es spoken in the
territories immediately adIacent to their ownA However) from the
be#innin# of European settlement in -2..) En#lish was #iven
predominance by the settlersA &s a result &bo* ri#inal lan#ua#es were
displaced and) in some areas) eliminatedA +y -?.3) about .3 per cent
of the &ustralian population spoke En#lish as a mother ton#ueA Less
than one per cent did not use En#lish at allA The pre*emi* nence of the
En#lish lan#ua#e reflects the fact that European settlement of this
continent has been chiefly by En#lish*speakin# people) despite prior
'ortu#ese and =utch coastal explorationA
The first white settlers) convicts and soldiers and) later) free settlers)
came almost exclusively from the +ritish IslesA Some of these settlers
spoke the then standard form of En#lish whilst others spoke a wide
variety of the non*standard forms of En#lish that flourished in
various areas of En#land) Scotland) Ireland and $alesA In addition)
many spoke the !eltic lan#ua#es includin# %aelic) Irish and $elshA
However) speakers of lan#ua#es other than En#lish did not arrive in
the &ustralian colonies in si#nificant numbers until the #oldrushes of
the -.01s) which attracted people from all over the world) includin#
substantial numbers from !hinaA The reac* tion of the Europeans to
the !hinese led to restrictions on !hinese and other non*European
immi#ration and eventually to the <ederal Immi#ration &ct of -?1-A
+y prohibitin# the entry of non*European immi#ration this &ct
hindered the spread of non*European lan#ua#es in &ustraliaA +y the
late nineteenth century) %erman appears to have been the maIor non*
En#lish lan#ua#e spoken in the &ustralian coloniesA In 6.?-) about
four per cent of the total population was of %erman ori#inA
1.eading passage contin&es over page2
'art - continued
=espite increased immi#ration from southern Europe) %ermany and
east* ern Europe durin# the -?31s and -?31s) the period from -?11 to
-?C/ saw the consolidation of the En#lish lan#ua#e in &ustraliaA This
process was accelerated by the xenophobia en#endered by the two
world wars which resulted in a decline in %erman in particular and of
all non*En#lish lan#ua#es in #eneralA &s the =epartment of
Immi#ration and Ethnic &ffairs noted) the result was that Fat the end
of $orld $ar II) &ustralia was at its most monolin#ual everH ?1 per
cent of the population tracin# its ancestry to +ritainFA
The post*war mi#ration pro#ram reversed the process of increasin#
En#lish monolin#ualismA The post*war period also witnessed a
reversal of a trend of diminishin# numbers of &ustralians of
&bori#inal and &sian descentA =r !A 'rice) a demo#rapher at the
&ustralian ,ational (niversity) has estimated that in -?C2 only
0?)111 &bori#ines remained from a population of --1)111 inP-.?-
+y -?.- their numbers had increased to -/1)111A +etween -?C2 and
-?2-) nearly three million people came to settle in &ustraliaA &bout /1
per cent came from non*En#lish*speakin# countries) notably) Italy)
%reece) !yprus) ;u#oslavia) Turkey) %ermany and the ,etherlandsA
Since -?23) &ustralian immi#ration policies have not discriminated
a#ainst people on the #rounds of race) and more &sian settlers have
arrived) especially from South East &sia #enerally and) more recently)
from East Timor and :ietnam in particularA +etween -?2- and -?.-)
the &sian population of &ustralia more than doubled to .A0 per cent of
the total overseas*born populationA Traditional mi#ration from
Europe) althou#h remainin# substantial) declined in relative
importance durin# this decadeA The numbers of new settlers from
Lebanon and ,ew Qealand also more than doubled durin# this period
and there was much #reater mi#ration from Latin &merica) &frica and
9ceaniaA
Parti+ &ustraliaFs Lin#uistic History
5&estions 167
"ead the passa#e headed F&ustraliaFs Lin#uistic HistoryFA &nswer the Buestions below
by writin# the correct date in the boxes on the (ns)er Sheet for 5&estions 1 to 7%
The first one has been done as an exampleA
E9ample- &lthou#h there had been many &bori#inal lan#ua#es in &ustralia
before white settlement) En#lish took over as the main lan#ua#e from
AAAAAAAAAAAe9ample%%%%%%%%%%%
ex 1788
1% The first period when speakers of lan#ua#es other than En#lish arrived in
&ustralia in lar#e numbers was in the -
!% InAAAAAA!%%%%%%%%%the &ustralian %overnment enacted a law that prohibited all non*
European immi#ration into &ustraliaA
3A <i#ures from AAAAAA#%%%%%%% show that at that time about four per cent of &ustraliaFs
population was of %erman ori#inA
$% Even thou#h there were lar#e numbers of non*En#lish*speakin# European
immi#rants for part of this period) from the turn of the century up toAAAAAAA$
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%En#lish
was the unchallen#ed dominant lan#ua#e in &ustraliaA
0A <rom the years after the Second $orld $ar untilAAAAA0AAAAAA almost 3 million people
emi#rated to &ustralia) with about /1 per cent comin# from non*En#lish*
speakin# countriesA
/* InAAAAAAA7%%%%%%%the laws preventin# non*Europeans from emi#ratin# to &ustralia
were removed) resultin# in an increase in &sian immi#rationA
'art 3A The !omposition of &ustraliaFs 9verseas +orn 'opulation by +irthplace
Look at the in(ormation in the map and answer 5&estions 61$ on page 11
,art 3A The !omposition of &ustraliaFs verseas !om Po,ulation -y !irth,lace
5&estions 61$
Look at the map on pa#e -1A (se the information in the map to complete the passa#e
belowAIn the boxes on the (ns)er Sheet, write the correct )ord, )ords or num-er
to complete the spacesA The first one has been done as an exampleA
The map shows the composition of &ustraliaFs overseas born population by
AAAAAAAAAAe9ample%%%%%%) comprisin# over three million people or 3- per cent of the total
&ustralian population in -?.-A
ex birthplace.
The (nited Gin#dom@Eire and AAAAAAAAAA2AAAAAAAAAAAwere the two most important sources of
mi#rants) with more than half of all immi#rants comin# from non*En#lish*speakin#
countriesA Thirty*seven per cent were European) principally from AAAAAAAAAAAA0AAAAAAAAAAAAAA)
%reece) %ermany and ;u#oslaviaA ,on*European mi#ration) particularly South East
&sian) has become much more si#nificant since the -?21sA 'eople born in
AAAAAAAAAAA8%%%%%%%%%%%%%%%%accounted for .A0 per cent of the populationH they came chiefly
fromAAAA1:%%%%%%%%%%%%%%) alaysia and 1 1 Smaller numbers of people had been
born in theAAAAAAAAAAAA1!%%%%%%%%%%%%%) 43A3 per cent5) inAAAAAAAAAAAAAAAA1#%%%%%%%%%%%%%40A? per cent5 and
in &frica 43A1 per cent5) althou#h of this numberAAAAAAAAAAAA1$%%%%%%%%%%%%%%per cent were
from one countryA In the years -?.3*.3) about 3/ per cent of new settlers arrivin# in
&ustralia came from &siaA
'art 3A Some Traits of Lan#ua#e
.ead the passage and answer 5&estions 1;6!! on pages 1# to 1$%
9ne estimate puts the number of lan#ua#es in active use in the world
today somewhere between three and four thousandA &nother makes it
five thousand or moreA The latter is probably closer to the truth) for
many lan#ua#es are spoken by relatively few people K several in one
small area of ,ew %uinea) for instance) have fewer than a hundred
speakers eachA The number of different lan#ua#es is formidable and is
Buite awesome if we include the ton#ues once spoken but now deadA
&ll lan#ua#es use the same channel for sendin# and receivin#H the
vibrations of the atmosphereA &ll set the vibrations #oin# in the same
way) by the activity of the speech or#ans and all or#anise the
vibrations in essentially the same way) into small units of sound that
can be combined and recombined in distinctive waysA
Lan#ua#es can be related in three waysH #enetically) culturally and
typolo#icallyA &A #enetic relationship is one between mother and
dau#hter or between two sisters or two cousinsH there is a common
ancestor some* where in the family lineA & cultural relationship arises
from contacts in the real world at a #iven timeE enou#h speakers
command a second lan#ua#e to adopt some of its features) most often
Iust terms of cultural artifacts but sometimes other features as wellA &
typolo#ical relationship is one of resemblances re#ardless of where
they came fromA En#Iish is related #enetically to =utch throu#h the
common ancestry of %ermanic and Indo*EuropeanA It is related
!ulturally to ,orth &merican Indian lan#ua#es from which it has
taken many place namesA &nd it is related typolp#ically to !hinese
which it resembles more than it resembles its own cousin Latin in the
comparative lack of inflection on wordsA
Thou#h #enetic and cultural relationships tend to spell typolo#ical
ones) it often happens that lan#ua#es of the same family diver#e so
radically in the course of time that only the most careful analysis will
demonstrate their kinshipA The opposite happens tooH lan#ua#es
unrelated #enetically may conver#e to a hi#h de#ree of similarityA
'art 3A Some Traits of Lan#ua#e
5&estions 1; 61
"ead the passa#e headed FSome Traits of Lan#ua#e
-
A Then) complete the table below
to describe the primary relationship between En#lish and several other lan#ua#esH
Rwrite T if the relationship is primarily typolo#ical
Rwrite ! if the relationship is primarily cultural
Rwrite % if the relationship is primarily #enetic
$rite your answers in the boxes on the (ns)er Sheet+ The first one has been done as
an exampleA
Lan#ua#es "elationship

- E9ample- En#lish * =utch
e9 <
-0AEn#lish * !hinese
-/AEn#lish*&merican Indian
-2AEn#lish * Latin
'art 3 continued
5&estions 1= 6 !!
The followin# statements are summaries of some of the information in the readin#
passa#e FSome Traits of Lan#ua#eFA $rite True in the box on the (ns)er Sheet if the
statement accurately summarises the information in the textE write .alse if the
statement is an inaccurate summary of information in the textA The first one has been
done as an exampleA
E9ample- It is said there may be three to four thousand lan#ua#es spoken in the
world todayA
ex True.
1=% The writer believes that there are probably fewer than five thousand lan#ua#es
spoken in the world todayA
18% Each lan#ua#e has a uniBue medium for sendin# and receivin#H some use the
speech or#ans and others use small distinctive units of soundA
!:% A cultural relationship between lan#ua#es is one where two lan#ua#es have
developed from similar culturesA
!1% A #enetic relationship between lan#ua#es does not always imply a typolo#ical
relationshipA
!!% Lan#ua#es that have developed from totally separate ancestors may come to
resemble each other to a hi#h de#reeA
'art CA 9ptimum &#e for Lan#ua#e Learnin#

5&estions !# 6 #:
The followin# passa#e is a discussion on what a#e is the best time to learn a
lan#ua#eA Several words have been omitted from the textA <rom the list in the box)
select the correct words to complete the text and write them in the boxes on the
(ns)er Sheet+ ,ote that there are more words than there are spacesA Each word can
be used once onlyA The first one has been done as an exampleA
9ne aspect of the current debate on lan#ua#e teachin# in &ustralian schools is the
AAAAAAe9ample%%%%%%%%%of when is the best time for people to learn a second lan#ua#eA
e9 Buestion
Lan#ua#e teachin#within the education system in &ustralia has traditionally been concentrated
at the secondary school AAAAAAAAAAAAAAAAAAA!#%%%%%%%%%%% However) many people ar#ue that the
AAAAAAAAA!$%%%%%%%%%%%%a#e to commence lan#ua#e learnin# occurs in the early primary years or even
in pre*school) when children are able to !; a lan#ua#e naturally with minimum
interference from their mother ton#ueA Some su##est that early adolescence is
in fact theAAAAAAAAA!7%%%%%%%%%%time to be#in to learn a lan#ua#e) #iven the psycholo#ical and
AAAAAAAAA!%%%%%%%%%%% problems many hi#h school students faceA It should be remembered) however)
that many studies have shown that there is != a#e at which one cannot learn a
lan#ua#eA &t /1 years) 21 years or .1 years you can still learn a lan#ua#eA $hat will cause the
learner the #reatest difficulty after puberty is the %%%!8%* The reasons for this problem
with accent have been much %%%%#:
debated soonest worst only
emotional technolo#y acBuire accent
controversy optimum education examination
level no Buestion a#e
'art 0A 'urposes of Lan#ua#e StudyH The &ustralian Senate InBuiry into a ,ational
Lan#ua#e 'olicy
.ead the passage 'elow and answer 5&estions #1 6 #; on page 1=%
The "eport of the InBuiry by the Senate of the &ustralian 'arliament into a national
lan#ua#e policy in &ustralia proposed five purposes for studyin# a lan#ua#e other
than En#lish in &ustralian schoolsA
The first point relates to what mi#ht be termed the more strictly utilitarian reasons for
lan#ua#e learnin# K the acBuisition of fluency in a lan#ua#e other than En#lish for
the purpose of direct communicationAA The communication in Buestion may be of an
informal nature) such as that which occurs durin# overseas travel) or between
members of different #roups within &ustralian society in a variety of social situationsA
In lar#e measure) however) this lan#ua#e learnin# obIective relates to the role of
lan#ua#es other than En#lish in various fields of employment) such as interpretin#
and translatin#) international trade) diplomacy and defenceA
Some witnesses to the InBuiry cautioned a#ainst placin# too heavy an emphasis on
utilitarian #oalsA 'rofessor A Halliday commentedH
I think one should not be too restricted to the practical ar#uments)
which are in a sense dishonest if you say to someoneH FIf you spend
all this time learnin# a lan#ua#e you will immediately be able to #o
and find a use for itFA I think we should have a more rounded picture
of the #oalA
The !ommittee a#rees that) taken in isolation) practical ar#uments tend to #ive an
incomplete picture of the value of lan#ua#e learnin#A In the early school years) for
example) utilitarian obIectives may well be less important than they are at tertiary
level where employment considerations exert a stron# influenceA ,onetheless) it
seems indisputable that practical fluency skills must remain one of the maIor purposes
of the lan#ua#e teachin# enterprise) even thou#h the emphasis placed upon these
skills may vary considerably accordin# to the educational contextA
The second purpose concerns the link between a lan#ua#e and the cultural context
from Awhich it emer#es) any submissions stressed the value of the lan#ua#e
learnin# experience as a means of understandin# other cultures) and hence of
developin# sensitive and tolerant cross*cultural attitudesA This proposition is applied
to cultures both within &ustralia and overseasA Thus) it is ar#ued that lan#ua#e study
can contribute in important ways both to harmonious community relationships within
&ustralia) and to an understandin# of the cultural values of other countriesA It is also
contended that lan#ua#e provides the key to maIor historical cultures) such as the
civiliSations of classical antiBuity which have exerted a profound influence on the
$estern traditionA
In the course of hearin#s) =r =avid In#ram of the &ustralian <ederation of odern
Lan#ua#e Teachers &ssociations referred to evidence which lends some empirical
support to the claim that the experience of lan#ua#e learnin# fosters the development
of a better understandin# of other culturesA The !ommittee does not find the
proposition difficult to acceptA It believes) however) that the measure of success
achieved is likely to be lar#ely dependent on the teachin# methodolo#y adopted) and
the de#ree of teacher commitment to the #oal of cultural awareness and sensitivityA
In this re#ard another submission referred to the contention that second lan#ua#e
study produces such desirable characteristics as F#reater tolerance) understandin# of
others) and acceptance of differenceF) and went on to observe thatH
It is paradoxical that lan#ua#e teachers are totally convinced of the
validity of such claims) and yet have very little success in convincin#
othersA $hile the lan#ua#e teachers believe that it is all about
tolerance and understandin#) others believe it is all about doin#
#rammar exercisesA $hat is reBuired here is a #enuine attempt on the
part of lan#ua#e teachers to think throu#h the concepts of attitudinal
development and to demonstrate that lan#ua#e learn in# can certainly
be an encounter with a new thou#ht system) and hence a powerful
means of challen#e to complacency in the Ti#htness of oneFs own
waysA
The third obIective relates to the role of lan#ua#e learnin# in the maintenance of
ethnic lan#ua#es and cultures within &ustraliaA It was ar#ued in submissions that a
central element in &ustraliaFs policy of multiculturalism is a reco#nition of the value
of the cultural herita#es of the different #roups within &ustralian societyA Since
lan#ua#e and culture are inextricably intertwined) the preservation of cultural
herita#es necessarily entails the retention of the lan#ua#es associated with themA In
the case of &bori#inal communities this issue takes on a special note of ur#ency
since) in many instances) &bori#inal cultures and lan#ua#es are on the ver#e of
disappearin# completelyA The obIective in this context) therefore) is not simply to
assist in the maintenance of a cultural and lin#uistic herita#e but to aid in preservin#
that herita#e from extinctionA
'rominent amon#st the purposes of lan#ua#e learnin# described in submissions was
the fourth pointH the development of the #eneral co#nitive and lin#uistic capacities of
studentsA The educational outcomes at stake here were described in a number of
waysA 'rofessor A Halliday) for example) spoke of lan#ua#e learnin# as Fan
educational exercise of the first importance) as a development of thinkin#TA &nother
submission referred to the development of Fa sharpened) more critical awareness of
the nature and mechanism of lan#ua#eTA 'rofessor !lyne pointed to research
conducted particularly in !anada which) he states) Fsu##ests that bilin#uals are
superior to monolin#uals in lo#ical thou#ht and conceptual development) verbal
intelli#ence and diver#ent thinkin#TA
<inally) several submissions spoke of the role of lan#ua#e learnin# in the #eneral
development of personalityA To a lar#e extent) this obIective builds upon and sums up
aspects of those already coveredA The possibility of direct communication with
speakers of another lan#ua#e) for example) offers the opportunity for a broadenin# of
personal horiSonsA & similar outcome may be expected from the encounter with
another culture made possible throu#h lan#ua#e studyA $here the lan#ua#e concerned
is the childFs mother ton#ue Keither the lan#ua#e of a mi#rant #roup or an &bori#inal
lan#ua#e K an additional factor emer#esA In this context) it is ar#ued) lan#ua#e study
contributes si#nificantly to the development of individual self*esteem) since the
introduction of the lan#ua#e into the school encoura#es children of that lan#ua#e
back#round to value it and appreciate it as an assetA &s a result) their estimation of
their familyFs value as well as of their own worth is likely to riseA In such a case the
lan#ua#e pro#ram may also aid family cohesion by facilitatin# the childFs
communication with family members of non*En#lish*speakin# back#roundA
The !ommittee believes that submissions have been correct in drawin# attention to
these personal development issuesA ,aturally) the benefits of lan#ua#e learnin# in
Buestion here are less easy to Buantify than those involved in the obIectives
previously discussedA ,onetheless) the !ommittee believes that) if appropriately
tau#ht) lan#ua#es can play an important part in assistin# youn# people to establish
their identity) and develop their individual and social personalitiesA
Part /+ Pur,oses of Language Study
5&estions #1 6 30
"ead the passa#e headed F'urposes of Lan#ua#e StudyFA Then) read the list of
statements below that summarise both the five maIor purposes of studyin# lan#ua#es
other than En#lish in &ustralian schools as well as some of the ar#uments used in
support of the maIor pointsA Identify the summaries of the maIor purposes as listed in
the passa#e and write their correspondin# letters in the appropriate box on the &nswer
Sheet to answer 5&estions #1 6 #;%
Question 31 .irst Pur,ose of Language Study0
Question 32 Second Pur,ose of Language Study0
Question 33 Third Pur,ose of Language Study0
Question 34 .ourth Pur,ose of Language Study0
Question 35 .ifth Pur,ose of Language Study0
&A To maintain ethnic lan#ua#es and cultures as part of &ustraliaFs policy of
multiculturalism
+A To convince people that lan#ua#e classes teach tolerance and acceptance of
other races and cultures R
!A To successfully communicate with people who do not speak En#lish both within
&ustralia and overseas
=A To find employment outside &ustralia
EA To better appreciate the multicultural nature of &ustralian society
<A To achieve better professional standin# in careers in &ustralia
%A To develop an understandin# of other cultures
HA To develop better co#nitive and #eneral lin#uistic abilities in students
IA To assess whether bilin#uals are superior to monolin#uals in lo#ical thou#ht and
conceptual development
6A To develop the personality of students and a sense of individual identity
GA To prevent &bori#inal lan#ua#es disappearin# completely
LA To enable &ustralians to travel overseas more easily
This is the end of the reading test
/rite )o&r answers to tlie reading practice tests in the 'o9es 'elow%
> >o& ma) c&t o&t this page to make it easier to &se%
&nswer Sheet
E !1
3 !!
I !#
$ !$
; !;
7 !7
!
= !=
8 !8
1: #:
11 #1
1! #!
1# ##
1$ #$
IS #;
17 #7
1 #
1= #=
18 #8
!: $:
This pa#e has been deliberately left blankA
Tes t 4&m'er 1
/riting
$ritin# Task -
The dia#ram below comes from a studentFs lecture notes after hearin# a lecture on the
factors affectin# the learnin# of En#lish as a second lan#ua#eA
Using the information in the diagram and your o)n e",erience, descri-e
the main factors affecting success in learning 1nglish as a second language+
R;ou should spend no more than -0 minutes on this taskA
R;ou should write at least -11 wordsA
R=o not write in the form of notesA
$ritin# Task 3
$rite an essay on the followin# topicH
(ll secondary school students should learn a second language+
R;ou may use information in the readin# passa#es but do not copy directly from
themA ;ou may also use your own knowled#e and experienceA
R;our essay should be well or#anised to express your point of viewA ;ou should
support your opinion with relevant evidenceA
R;ou should spend 31 minutes on this taskA
R;ou should write at least -01 wordsA
(se This Space <or ,otes
33
$ritin# Task -
The answers to the readin# Buestioins and themodel essays for
the writin# tasks are in !hapter 2) be#innin# on pa#e -/3H
Test 4&m'er !
.eading
'art -A &ustraliaFs Exports
.ead the passage 'elow and answer 5&estions 1 6 Son pages != to !8%
The pattern of chan#e in &ustraliaFs export trade reveals) much about
the chan#in# focus of the exploitation of &ustraliaFs resourcesA <rom
about -.31 wool replaced the products of whalin# and sealin# as the
dominant in* dustry and the bi##est exportA Its supremacy in
&ustraliaFs export trade was unrivalled for over a century)
notwithstandin# the sharp but temporary decline in the =epression of
the -.?1sA It was commonly Buoted and Buite true to say that
F&ustralia rode on the sheepFs backFE wool production reached a peak
of .11)111 tonnes in -?2- 4<i#ure -5A
In recent years) however) wool sales have become an area of deep
concern in the &ustralian economyA &s can be seen from <i#ure 3)
pastoral exports #enerally 4wool) meat) skins and hides) dairy
products5) once responsible for over /1 per cent of &ustraliaFs export
trade) steadily declined as a percenta#s of Uotal exports in the period
-?03 to -?2/A Since then they have stabilised at a comparatively low
level 430 per cent5A In contrast) <i#ure 3 shows that other a#ricultural
exports 4wheat) fruit) ve#etables) su#ar5 have remained fairly stable
at around -. per cent of total exports in the last three decades) thou#h
-?/1) -?/C and -?23 were better yearsA
ineral exports from &ustralia present a different pictureA %old was
the first mineral exported from &ustralia in Buantity) and brou#ht
#reat and sudden wealth to the nationFs economyA <i#ure C traces #old
production from its discovery in ,ew South $ales and :ictoria in
-.0-A In the first decade &ustralia produced almost half the worldFs
#old supply) about 201)111 kilosA Surprisin#ly) however) the peak
production period for #old from &ustraliaFs fields was -?1- to -?-1)
since which time production has #reatly diminishedA
<rom the -.21s &ustralia be#an to mine and export other mineralsH
copper) tin) silver) and above all) coal and iron oreA ,ew discoveries
of mineral deposits and the steady introduction of new technolo#y
led to a slow but steady #rowth in mineral exports) with the #reatest
boom comin# after the Second $orld $arA & comparison of <i#ure 0
with <i#ures 3 and 3 clearly reveals how) from the -?01s to the
-?.1s) the value of mineral exports as a percenta#e of total exports
climbed steadily to eBual pastoral and a#ricultural exports) reachin# a
peak of around 3? per cent in -?2/A &lthou#h mineral exports have
fluctuated somewhat since then) the addition of relative newcomers
such as uranium and diamonds has ensured that mineral exports have
maintained their importance to the &ustralian economy into the
-??1sA
Parti+ (ustralia2s 1",orts
5&estions 16;
"ead the passa#e headed F&ustraliaFs ExportsFA <rom the information in the passa#e)
identify the five #raphs below by writin# the correct .igure &um-er in the box on
the (ns)er Sheet+ <or example) if you think that the information in the #raph in
5&estion 1 matches the facts connected with) say) <i#ure 3 in the readin# passa#e)
you would write thenumber $ in the box on the (ns)er Sheet+
5&estion 1% <i#ure J
5&estion !% <i#ure J
,art # continued
5&estion #% <i#ure J
5&estion $% <i#ure J
5&estion ;% <i#ure J
'art 3A Stricken Sea ,eeds Lon#*Term Solution
.ead the passage 'elow and answer 5&estions 7 617 on pages #! to ##%
Twenty years a#o) an#lers mi#ht have stood on the &ral seabed) up to their
hips in water) and fished for carp under the blaSin# sun of north*west
(SbekistanA Today they would have to drive C. kilometres north across flat)
#rey) salt*scabbed earth to find the disappearin#sea) and they would see a
briny pool) recedin# toward a lifeless eBuilibriumA
This is K or was K the &ral Sea) once the fourth*lar#est inland body
of waterA &lthou#h it is far less severe in its immediate conseBuences
than the catastrophic earthBuake in &rmenia) it is the Soviet (nionFs
most mourned and debated ecolo#ical calamityA +y siphonin# off
water to irri#ate the cotton fields of (Sbekistan and nei#hbourin#
Turkmenia) Soviet developers have made slu##ish sewers of the two
rivers that feed the &ral Sea) the &mu =arya and the Syr =aryaA
Since -?/1) the surface area of the
sea has shrunk C1 per cent) leavin#
behind
3/)111 sBuare kilometres of salty)
man*
made desert) with unhappy conse*
Buences for the health) the economy)
and even the climate in the vast &ral
Sea basinA &ll this was obvious on a
recent visit) said to be the first
allowed
into this closed re#ionA
The hi#h concentration of salt and
farm
chemicals in the rivers and under*
#round water is blamed for hi#h rates
of
stomach and liver disease) throat
cancer
and birth defectsA
F& catastrophe of no lesser ma#nitude
than !hernobyl)F wrote Ser#ei
Qaly#in)
editor of the ma#aSine 4o&) 3ir* in
Pravda in 6uneA
The &ral Sea has become a test of the Soviet (nionFs newly stated
commitment to balancin# short*term economic #rowth a#ainst the
demands of the environmentA 'rominent writers and scientists who
formthe !ommittee
part 3 continued
to Save the &ral Sea say the sea can be salva#ed only by strict
measures to curtail the use of water) even if this means cuttin# back
production of water*intensive crops such as cotton and riceA 9thers)
includin# the officials responsible for water development) want to
replenish the sea by revivin# a controversial en#ineerin# schemeH
tappin# two Siberian rivers and divertin# their water to !entral &siaA
The area faces many problems) such as salt stormsA <rom time to
time) the northerly wind blows so violently) it whips up vast clouds of
salty dust from the desiccated seabed) depositin# #rit on farms
hundreds of kilometres awayA Traces of &ral sand have been found as
far away as %eor#ia and on the Soviet coast of the &rctic SeaA
$ithout the moderatin# influence of the hu#e lake the summers have
become hotter K by two or three de#rees !elsius K and drierA
&nother &ral Sea oddity has a peculiarly Soviet BualityH the fish
cannery at uinak) built on what was then the southern shore to
process the catch of the &ral Sea fishin# fleet) is now landlockedA It is
C. kilometres from the water) and the commercial fishin# catch has
fallen to Sero because of the hi#h concentration of salt) fertilisers and
pesticidesA +ut to avoid closin# the plant) the authorities fly in froSen
fish at hi#h cost from the +altic Sea) 3)231 kilometres awayA
The rulin# !ommunist 'arty 'olitburo approved #uidelines in
September to reduce the depletion of the sea) mostly involvin# stricter
conservation of water that irri#ates cotton crops in (Sbekistan and
TurkmeniaA The measures are to include a reconstruction of the
irri#ation system) now consistin# lar#ely of leaky) unlined ditchesA
,ew collector canals are bein# built to recycle used irri#ation water
back to the seaA
'art 3A Stricken Sea ,eeds Lon#*Term Solution
5&estions 761:
"ead the passa#e headed FStricken Sea ,eeds Lon#*Term SolutionFA &nswer the
followin# Buestions by choosin# the correct answer and writin# the appropriate letter
in the box on the &nswer SheetA The first one has been done as an exampleA
E9ample- The &ral Sea in the south*east of the Soviet (nion hasH
4a5disappeared
4b5diminished by C1 per cent
4c5been contaminated by industrial pollution
Ex '
/A The problems in the &ral Sea have been caused byH
4a5 natural environmental chan#es
4b5 man*made chan#es
4c5 the !hernobyl nuclear disaster
4d5 the &rmenian earthBuake
2A The Sea has shrunk becauseH
4a5 hi#h temperatures have caused increased evaporation
4b5 the salt content has increased
4c5 the sources of its water have been diverted
=% The rivers that formerly filled the &ral Sea have beenH
4a5 used to #row cotton
4b5diverted to Siberia
4c5 polluted by industrial chemicals
?A The hi#h rates of illnesses in the re#ion have been blamed onH
4a5 the !hernobyl nuclear disaster
4b5 salt and farm chemicals in the rivers
4c5 pollutants in the local fishin# industry
1:% Temperatures in the area haveH
4a5 risen by 3 or 3 de#rees
4b5 decreased by 3 or 3 de#rees
'art 3 continued
5&estions 11 617
<rom the same readin# passa#e) answer the followin# Buestions by writin# !orrect in
the box on the (ns)er Sheet if the followin# statements are supported by
information in the readin# passa#eA $rite Incorrect if the statements are not
supported by the readin# passa#eA The first one has been done as an exampleA
E9ample- The Soviet (nion has no stated commitment to protectin# the
environmentA
ex Incorrect
11% =espite the problems of the re#ion) there are no su##estions to reduce the use of
water from the rivers feedin# the &ral SeaA
1!% 9ne proposed solution to the problem would mean less production of cotton
and rice in the re#ionA
1#% & fish cannery has had to be moved C. kilometres in order to continue in
operationA
1$% :iolent salty storms sometimes carry salt from the dry seabed to places many
hundreds of kilometres awayA
-0A %overnment plans to solve the problems include rebuildin# fimsflicient
irri#ation canalsA
17% %overnment plans also include redirectin# irri#ation water to the &ral Sea so it
is not depletedA
'art 3A Stricken Sea ,eeds Lon#*Term Solution
5&estions 761:
"ead the passa#e headed FStricken Sea ,eeds Lon#*Term SolutionFA &nswer the
followin# Buestions by choosin# the correct answer and writin# the appropriate letter
in the box on the &nswer SheetA The first one has been done as an exampleA
E9ample- The &ral Sea in the south*east of the Soviet (nion hasH
4a5disappeared
4b5diminished by C1 per cent
4c5been contaminated by industrial pollution
Ex '
The problems in the &ral Sea have been caused byH
4a5natural environmental chan#es
4b5man*made chan#es
4c5the !hernobyl nuclear disaster
4d5the &rmenian earthBuake
2A The Sea has shrunk becauseH
4a5hi#h temperatures have caused increased evaporation
4b5the salt content has increased
4c5the sources of its water have been diverted
=% The rivers that formerly filled the &ral Sea have beenH
4a5used to #row cotton
4b5diverted to Siberia
4c5polluted by industrial chemicals
?A The hi#h rates of illnesses in the re#ion have been blamed onH
4a5the !hernobyl nuclear disaster
4b5salt and farm chemicals in the rivers
4c5pollutants in the local fishin# industry
1:% Temperatures in the area haveH
4a5risen by 3 or 3 de#rees
4b5decreased by 3 or 3 de#rees
part 3 continued
5&estions 11617
<rom the same read in# passa#e) answer the followin# Buestions by writin# !orrect
in the box on the &nswer Sheet if the followin# statements are supported by
information in the readin# passa#eA $rite Incorrect if the statements are not
supported by the readin# passa#eA The first one has been done as an exampleA
E9ample- The Soviet (nion has no stated commitment to protectin# the
environmentA
ex Incorrect
11% =espite the problems of the re#ion) there are no su##estions to reduce the use of
water from the rivers feedin# the &ral SeaA
1!% 9ne proposed solution to the problem would mean less production of cotton
and rice in the re#ionA
1#% & fish cannery has had to be moved C. kilometres in order to continue in
operationA
1$% :iolent salty storms sometimes carry salt from the dry seabed to places many
hundreds of kilometres awayA
1;% %overnment plans to solve the problems include rebuildin# 4inefficient
irri#ation canalsA
17% %overnment plans also include redirectin# irri#ation water to the &ral Sea so it
is not depletedA
'art3A The Heat Is 9n
5&estions 1 6 !:
"ead the passa#e headed FThe Heat Is 9nF and the accompanyin#F!alendar of
!atastropheFA atch the examples of #lobal climatic chan#e below to the five
F#reenhouse predictionsF in the passa#e by writin# the number of the prediction in the
box on the &nswer SheetA The first one has been done as an exampleA
E9ample- &n iceber# more than twice the siSe of the &ustralian !apital Territory
broke off &ntarctica in -?.2A It floated away) broke into three sections and is
slowly meltin#A 'rediction ,umber J
e9 0
1% The #rain belts of the (S and the Soviet (nion suffered some of the worst
drou#hts ever recorded durin# the last northern summerA 'rediction ,umber J
1=% The four warmest years on record seem to have been in the -?.1s 4-?.1)
-?.-)-?.3 and -?.25A The #lobe appears to have warmed up an avera#e of
1A0F! over the past centuryA 'rediction ,umber J
18% =rou#ht has lin#ered over &fricaFs Sahel re#ion for most of the past twenty years)
and over IndiaFs vast central plateau for most of this decadeA +ut the models
su##est that monsoons may become more intense in the wet tropicsA 'rediction
,umber J
!:% The centre of -?..Fs Hurricane %ilbert) one of the most powerful storms in the
$estern hemisphere this century) was a#reed to be of abnormally low pressureA
Its most powerful #usts reached 331km@h as it hit 6amaica) Haiti) :eneSuela) the
!ayman Islands and exicoA 'rediction ,umber J
part 3 continued
5&estions !16!;
<rom the information in the F!alendar of !atastropheF) complete the followin# table
of climatic disastersA $rite your answers in the boxes on the (ns)er Sheet+ The first
one has been done as an exampleA
'art CA Towards %lobal 'rotection of the &tmosphere
.ead the passage 'elow and answer 5&estions !7 6 #$ on page $:%
&t the International "on(erence on the vention ready for consideration at the
"hanging Atmosphere- Implications inter#overnmental !onference on Sus*
(or <lo'al Sec&rit)* held in Toronto from tainable =evelopment In -??3A These
6une 3? to 31) -?..) more than 311 scien* &ctivities should in no way impede si*
tists and policymakers from C. countries multaneous national) bilateral and re*
recommended specific actions to reduce the #ional actions and a#reements to deal
impendin# crisis caused by pollution of the with specific problems such as acidifica*
atmosphereA $orkin# #roups presented tion and #reenhouse #as emissionsA
the scientific basis for concern about atmos*
pheric chan#es K includin# climatic warm* In order to reduce the risks of #lobal
in#) oSone layer depletion) and acidification warmin#) ener#y policies must be de*
K and described the implications of these si#ned to reduce the emissions of carb*
chan#es for #lobal security) the world econ* on dioxide and other trace #asesA
omy and the natural environmentA &mon# Stabilisin# atmospheric concentrations
the conference statementFs 3? observations of carbon dioxide is an imperative #oal
and proposals were the followin# recom* K currently estimated to reBuire re*
mendationsH ductions of more than 01 per cent from
present emission levelsA
%overnments) the (nited ,ations and
its specialised a#encies) non*#overnmen* &n initial #lobal #oal should be to re*
tal or#anisations) industry) educational duce carbon dioxide emissions by ap*
institutions and individuals should act proximately 31 per cent of -?.. levels
immediately to counter the on#oin# de#* by the year 3110A &bout one*half of
radation of the atmosphereA this reduction would be sou#ht from
ener#y*efficient improvements and
The ontreal 'rotocol on Substances other conservation measures and the
that =eplete the 9Sone Layer should be other half from modifications in ener#y
) ratified immediately and revised in suppliesA !learly) the industrialised na*
-??1 to ensure nearly complete elimi* tions have a responsibility to lead the
nation of emissions of fully halo#enated way) throu#h both their national ener#y
!<!s by theyear 3111A &dditional meas* policies and their bilateral and multilat*
ures to limit other oSone*destroyin# hal* eral assistance arran#ementsA ,e#otia*
ocarbons should also be consideredA tions on ways to achieve this reduction
should be initiated nowA
%overnments and other international
or#anisations should initiate the devel* Tar#ets for ener#y*efficiency and en*
opment of a comprehensive #lobal con* er#y*supply improvements should be
vention as a framework for protocols on madeA !hallen#in# tar#ets would be
the protection of the atmosphere) em* a -1 per cent improvement in both
phasisin# such key elements as the free areas by the year 3110A & detailed
international exchan#e of information study of the systems implications of
and support of research and monitor* these tar#ets should also be madeA Sys*
in#A 'reparation for such a convention tems must be initiated to encoura#e)
should be vi#orously pursued at upcom* review and approve maIor new proIects
in# international workshops and policy for ener#y efficiencyA
conferences) with a view to havin# the
principles and components of the con*
part C continued

!ontributions towards achievin# the related to an overall #lobal chan#e of
ener#y*efficiency #oal will vary from climate and to how the oceans affect
re#ion to re#ionE some countries have #lobal heat transport and the flux of
already demonstrated a capability for #reenhouse #asesA
increasin# efficiency by more than two
per cent a year for over a decadeA
= <undin# for research) development and
tfieTransfer of information on renewable

The desired reduction in carbon diox* ener#y should be si#nificantly
ide emissions will also reBuire switch* and technolo#y transfer should be ex*
in# to fuels that emit less carbon tended with particular emphasis on
dioxideE reviewin# strate#ies for the needs of developin# countriesA
implementation of renewable ener#y)
especially advanced biomass conver* <undin# for more extensive
sion technolo#iesE and reviewin# nu* transfer and technical co*operation
clear powerA If safety) radioactive proIects in coastal Sone protection
waste and nuclear weapons prolifera* mana#ement should be expandedA
tion problems can be solved) nuclear
power could play a role in lowerin# =eforestation should be reduced
emissions of carbon dioxideA afforestation increased throu#h pro*
posals such as the establishment of a

There must be vi#orous application of trust fund to provide adeBuate incen*
existin# technolo#ies to reduce emis* tives to enable developin# nations to
sions of acidifyin# substances) other mana#e their tropical forest resources
substances that are precursors sustainablyA
spheric oSone) and #reenhouse #ases
other than carbon dioxideA Technical cooperation proIects to
developin# nations to participate in

'roducts should be labelled to allow ternational miti#ation efforts)
consumers to Iud#e the extent and na* in#) research and analysis related to
ture of atmospheric contamination the chan#in# atmosphere should be
arisin# from the manufacture and use veloped and supportedA
of the productA
<undin# should be increased to non*

The work of the Inter#overnmental ernmental or#anisations for the estab*
'anel on !limate !han#e to conduct lishment of environmental education
continuin# assessments of scientific pro#rammes and public awareness
sults and to initiate #overnment*to* pai#ns that would aim at chan#in#
#overnment discussions of responses lic values and behaviour with respect
and strate#ies should be supportedA the environmentA

"esources for research and monitorin# <inancial support should be
efforts within the $orld !limate 'ro* for environmental education at all
#ramme) the International %eosphere* els) and considerationT should be
+iosphere 'ro#ramme) and the Human to establishin# special units in
"esponse to %lobal !han#e 'ro* sity departments to address the
#ramme should be increasedA It is par* issues of #lobal chan#eA
ticularly important to understand how
climate chan#es on a re#ional scale are
'art CA Towards %lobal 'rotection of the &tmosphere
5&estions !7 6 #$
"ead the passa#e headed Towards %lobal 'rotection of the &tmosphereFA If each
statement below is a correct s&mmar) of one of the recommendations in the passa#e)
write !orrect in the box on the &nswer SheetA $rite Incorrect if the statement is not a
correct summaryA The first one has been done as an exampleA
E9ample- Everyone from #overnments to individuals should act immediately to
prevent atmospheric de#radation from becomin# worseA
Ex "orrect
3/AThe ontreal 'rotocol should be accepted by all countries by -??3A
32AThe ontreal 'rotocol should be accepted immediatelyA
3.A%overnments and other international or#anisations should be#in to develop
common policies for the protection of the atmosphere as soon as possibleA
3?A$e should aim to reduce carbon dioxide emissions throu#h ener#y*efficiency and
ener#y*supply improvements by -1 per cent by the year 3110A
31A& worldwide #oal of two per cent a year in increasin# ener#y efficiency should be
established immediatelyA
3-AIf the problems of safety) radioactive waste and the spread of nuclear weapons can
be solved) nuclear power may in future be used to reduce the emissions of carbon
dioxideA
33A'roducts should be labelled so that consumers can Iud#e if the product is
dama#in# to the atmosphereA
33Aoney should be paid to developin# nations to help them to find ways to reduce
the number of trees they cut down and to encoura#e them to preserve and increase
their forestsA
3CAoney should be paid to community or#anisations to help them to chan#e peopleFs
opinions about the environmentA
This is the end of the readin# test
/rite )o&r answers to the reading practice tests in the 'o9es 'elow%
> >o& ma) c&t o&t this page to make it easier lo &se%
&nswer Sheet
- !1
3 !!
3 !#
$ !$
0 !;
7 !7
!
= !=
8 !8
1: #:
11 #1
1! #!
1# ##
1$ #$
I; #;
17 #7
1 #
1= #=
18 #8
!: $:
This pa#e has been deliberately left blankA
Test 4&m'er !
/riting
$ritin# Task -
In some parts of the world where rainfall is close to Sero farmers are able to use
water from artesian bores 4wells5A The dia#ram below shows how water which falls
on lands many kilometres away can be utilised in these arid areasA
Use the information in the diagram to descri-e the manner in
)hich )ater accumulates underground and -ecomes availa-le
for use in arid areas+
R;ou may use your own knowled#e and experience in addition to the dia#ramA
Rake sure your description is relevant to the task and well or#anisedA
R;ou should write at least -11 wordsA
R;ou should spend no more than -0 minutes on this taskA
$ritin# Task 3
$rite an essay for a university teacher on the followin# topicH
3uman -eings are ra,idly destroying the ,lanet 1arth+
R;our essay should be well or#anised to show your point of viewA
R;ou may use information in the readin# passa#es but do not copy directly from
themA
R;ou should write at least -01 wordsA
R;ou should spend about 31 minutes on this taskA
(se this space for ,otes
$ritin# Task -
The answers to the readin# Buestions and model essays for the
writin# tasks are in !hapter 2) be#innin# on pa#e -/3A
Test 4&m'er #
.eading
'art -A <irst ,ational Literacy "eport
.ead the passage 'elow and answer 5&estions 161! on pages ;1 to ;!%
&ustraliaFs first national survey of adult literacy reveals that the problem of adult
Ailliteracy is much more serious than previously estimatedA
The survey shows thatH
-3 per cent of respondents could not find a simple intersection on a street map
3- per cent canFt use the yellow pa#es correctly
02 per cent canFt fi#ure out a -1 per cent surchar#e on a lunch bill
23 per cent canFt identify the issues in a newspaper article about technolo#y
-1 per cent failed to achieve at all on Buantitative literacy Vnumeracy testsWA
&ccordin# to the surveyFs author) IT&TE lecturer s "osie $ickert) the study
provides evidence to show the need for a lon#*term national campai#n to overcome
adult literacy problemsA s $ickert is a lecturer at the Institute of Technical and
&dult Teacher Education 4IT&TE5 which is amal#amatin# with (TS as the <aculty of
&dult EducationA
F+efore this first national survey we estimated that -1 per cent of the population were
havin# problems with everyday basic literacy and numerical tasks)F s $ickert saidA
F9bviously many more than -1 per cent are experiencin# problemsA
$e can therefore assume they are havin# #reat difficulty with more complex tasks
like fittin# in with re#radin# and up#radin# in the restructurin# of the workforceA
FThe evidence su##ests that the maIority of the population has si#nificant difficulty
readin# between the lines) they lack critical thinkin# skills if you likeA $e need to
follow this up because it is somethin# that employers are emphasisin# when they ask
for broader) more #eneral skillsA
1.eading passage contin&es over page2
'art - continued
FTo seriously address the problem we need opportunities for adults to up#rade their
literacy and numeracy skills that are free of char#e and widely availableA ItFs
estimated that 31 per cent of &ustraliaFs adults do not receive their schoolin# in
&ustraliaA &lso) the population is a#ein#) and we believe about 21 percent of the
workforce of the year 3111 has already left schoolA So we canFt expect schools to be
able to solve these problemsA
F$e need the help of familiesand communities to raise the understandin# of the
si#nificance of readin# not only durin# childhood years but life*lon#AT
s $ickert went on to point to the impact of literacy problems on the economyA
FLiteracy is now an important part of labour market pro#rammes and economic
restructurin#A %overnment plans to promote a Tproductive cultureT and a stron#
national economy will fail without a workforce wAhich is more adaptable) mobile and
hi#hly skilled)F she saidA
The controversial nature of the debate about literacy was acknowled#edA =ifferences
of opinion arise because FliteracyF is not clearly definableA s $ickert said that Fearlier
this century people were said to be literate if they could si#n their name) but now
adults are reBuired to brin# different kinds of literacy and problem solvin# skills to
different contexts and these vary in complexityFA
The "eport) entitled 4o Single 3eas&re* combines a concern for the individuals who
have failed to #ain literacy skills adeBuate for their lives with theRnational need to
brin# about the hi#hest levels of skills) trainin# and education amon# its workforceA
The data collected for the first time enables an estimate of what proportion of the
adult &ustralian population is able to perform literacy tasks at various levels of
difficultyA The tasks are #rouped in three cate#ories which are referred to as
=ocument Literacy) 'rose Literacy and Nuantitative or numerical LiteracyA & lar#e
amount of back#round data was also collected to #ain a #reater understand in# of the
problemA & bi##er picture will emer#e as the survey data is further analysedA
'arti* <irst ,ational Literacy "eport
5&estions 16
"ead the passa#e headed F<irst ,ational Literacy "eportFA Then) answer the Buestions
below in the boxes on the (ns)er Sheet+
If the statement represents the points made in the article) write Correct4 if the
statement contradicts the article) write Incorrect4 if the statement is not mentioned in
the article) write &ot 'entioned+ The first one has been done as an exampleA
E9ample- The national survey of literacy levels showed that literacy is a serious
problem in &ustraliaA
Ex "orrect
I% The results of the survey were unexpectedA
3A +efore the survey it had been estimated that about -1 per cent of the population
had literacy and numeracy problemsA
3A In fact a much smaller number have these problemsA
$% Literacy and numeracy problems may make it difficult for workers to cope with
chan#es in the workplaceA
0A The problem cannot be solved simply in schoolsA
/A Schools cannot solve the problem because lar#e numbers of people leave school
at -0 without matriculatin#A
2* =espite the statistics) the literacy levels will not have a si#nificant impact on the
future national economyA
'art - continued
5&estions =61!
<rom the information in the same passa#e) identify the #roups with specific literacy
and numeracy problems represented by the columns in the #raph belowA $rite your
answers in the boxes on the &nswer SheetA <or example) if you think that !olumn ,oA
- represents %roup &) you would write the number - in the box for 5&estion =* and so
onA
Literacy Problems
D %roup &H cannot calculate percenta#es X !olumn J
8% %roup +H cannot use a street directory X !olumnJ
1:% %roup !H cannot make full use of
telephone directories X !olumn J
11% %roup =H cannot add up at all X !olumnJ
1!% %roup EH cannot fully understand
the meanin# of what they read X !olumn J
'art 3A Hard $ork Is &siansF Secret of Success
.ead the passage 'elow and answer 5&estions 1# 6 !7 on pages ;; to ;%
The authors of a maIor (S study claim to have pinpointed why !hinese and 6apanese
children are such #reat school achievers wherever they compete K in &sia) in the
(S) or in &ustraliaA
F&sians do better in school simply because they try harder AAA and because they believe
that academic success results from hard work Iust as much as from intelli#ence)F says
=r Harold Stevenson) the head of the research team conductin# the studyA
The study) comparin# the school performance of !hinese) 6apanese) and &merican
children) shatters myths about why !hinese and 6apanese children perform so well in
schoolA
9ne misconception is that !hinese and 6apanese children are innately more
intelli#ent than $estern childrenA "esults of the study show that there is no evidence
to support such a notionA <or instance) compared with &merican children) !hinese
and 6apanese children do not score any hi#her on standardised IN testsA
&nother punctured myth is that too much television viewin# by $estern children may
account for their poorer school performanceA &#ain) evidence for this assertion is
weakA In fact) =r Stevenson points out that it is the 6apanese school children who
spend more hours in front of the television set than anyrotfyer #roup measuredA
The study) F!ontexts of &chievementF) was undertaken by =r Stevenson and =r Shin*
yin# LeeA +oth are from the !entre for Human %rowth and =evelopment at the
(niversity of ichi#anA Their study appears in the latest issue o( 3onographs o( the
Societ) (or .esearch in "hild 0evelopment%
The study involved -CC1 ;ear land ;ear 0 children attendin# schools in inneapolis
4(S&5) Taipeh 4Taiwan5 and Sendai 46apan5A The children did standardised tests
which measured readin# and mathematics skillsA Then they were interviewed in order
to reveal their attitudes towards schoolA Their parents) teachers and principals also
were interviewed and #iven Buestionnaires in order to uncover additional information
about the childrenFs attitudesA
Interestin#ly) Stevenson says it was data from the parents) particularly the mothers)
that were the most revealin#A These data point to sharp cultural differences in parental
attitudesA He is convinced that such attitudinal differences have an all*important
bearin# on why !hinese and 6apanese children excel in schoolA
$hat are these differencesJ Stevenson and Lee su##est sixH
R !hinese and 6apanese children pay more attention to schoolA Stevenson and Lee
write that Tback#round information about the childrenFs everyday lives revealed
much #reater attention to academic activities amon# !hinese and 6apanese than
amon# &merican childrenFA
1.eading passage contin&es over page2
'art 3 continued
R!hinese and 6apanese parents are more interested and involved in their childrenFs
schoolin#A The researchers writeH Fembers of the three cultures differed si#nificantly
in terms of parentsF interest in their childFs academic achievement) involvement of the
family in the childFs education) VandW standards and expectations of parents concernin#
their childFs academic achievementFA
R!hinese and 6apanese parents are more likely to believe that success #omes from
hard work) rather than from innate abilityA Stevenson and Lee note that !hinese and
6apanese parents instil in their children Fbeliefs about the relative influence of effort
and ability on academic achievementTA
They add that F!hinese and 6apanese mothers stressed the importance of hard work to
a #reater de#ree than &merican mothers and &merican mothers #ave #reater emphasis
to innate ability than did !hinese and 6apanese mothersFA
R !hinese and 6apanese parents are more likely to express their childFs success in
school as a maIor #oalA The two researchers write that) Fwhereas childrenFs academic
achievement did not appear to be a central concern of &merican mothers) !hinese and
6apanese mothers viewed this as their childFs most important pursuitFA
R!hinese and 6apanese parents are more committed to their childFs schoolin# successA
Stevenson and Lee contend that once the child entered primary school) F!hinese and
6apanese families mobilised themselves to assist the child and to provide an
environment conducive to achievementTA In contrast) F&merican mothers appeared to
be less interested in their childFs academic achievementTA
R!hinese and 6apanese parents have hi#her standards and are more knowled#eableA
The researchers report that F!hinese and 6apanese mothers held hi#her standards for
their childrenFs achievement than &merican mothers and #ave more realistic
evaluations of their childFs academic) co#nitive) and personality characteristicsA
F&merican mothers overestimated their childFs abilities and expressed #reater
satisfaction with their childFs accomplishments than the !hinese and 6apanese
mothersAF
Stevenson observes that !hinese and 6apanese homes) althou#h usually smaller than
&merican homes) are still more likely to provide a special place for the child to do
homeworkA <urthermore) he maintains that research reveals that !hinese and
6apanese pupils have better note*takin# skills) better study skills and spend more
hours per week on homeworkA
TThese kids see school as central to their livesE most &merican students do notAF
'art 3A Hard $ork is &siansF Secret of Success
5&estion 1#
+elow is an extract from a Buestionnaire completed by a parent in the study
described in the readin# passa#eA <rom the answers that the parent #ives) decide
whether the parent was fromH
R5rou, (6 !hinese and 6apanese parents
or fromH
R5rou, !6 &merican parentsA
$rite the letter & or + in the box on the (ns)er Sheet for 5&estion 1# to show to
which #roup the parent probably belon#edA
0o )o& Agree or 0isagree with the (ollowing statements? "ircle
the n&m'er to show )o&r opinion-
1 means @Strongl) Agree@*
; means @Strongl) 0isagree@
a#ree disa#ree
Rsuccess comes from hard work - 3 1#2 C 0
Rsuccess comes from natural talent 112 33C0
Rschool success is vital to
success in life
- 3 3 C 1;2
Rschool success is not as important
as bein# satisfied with what you
are doin#
4l5 3 3 C 0
Rparents should be involved in
the education of their children
- 3 435 C 0
Rchildren should have a fixed time
and place for homework
- 3 3 C 405
-3A The parent was most likely from %roup J
Part 3 continued
Nuestions 1$ 6 !7
The passa#e on the next pa#e is a summary of part of the textA !omplete the summary
by choosin# the correct word from the words in the box below and writin# it in the
appropriate box on the (ns)er SheetA ,ot all of the words will be usedE each word
may be used more than onceA The first one has been done as an exampleA
more beliefs
harder innate
effort actively
clever &merican
discovered% hi#her
intelli#ence expectations
nature worried
lower less
skills myths
mobilised &sian
realistic pessimistic
part 3 continued
E9ample- A research proIect in the (S& claims to haveAAAAAAAAe9%%%%%the reasons
for an educational phenomenon that has intri#ued people for some timeA
EY 0IS"ABE.E0
The proIect claims to have found the reasons why !hinese and
6apanese children are %%%%1$%%%% achievers in their studies than other
childrenA The study says that &sian children put more %%%%1;%%%% into
their studies and points to the belief of the children and their parents
in the value of hard work over 17 intelli#enceA The study
claims to have disproved some false 1 about the
differences between children) such as that $est* ern children watch
%%%%1=%%%% television than 6apanese childrenE in fact) it is the other way
roundA The tests measured %%%%18%%%% as well as attitudes of
parents) teachers and the children themselvesA The attitudes of
&merican parents tended to put !:% emphasis on the
importance of hard work and to #ive much !1 credit to
natural ability in their childrenFs successA The !hinese and 6apanese
families were more !! in* volved in their childrenFs
academic life) and !hinese and 6apanese mothers had hi#her !#
for their childrenFs achievementA In addition) whereas
!$ mothers tended to believe their children were doin#
better and were more able than in fact was the truth) the !;
mothers surveyed were more !7 in their
assessment of their childrenA
'art 3A %ot $hat It Takes To +e & arketin# ana#erJ
.ead the passage 'elow and answer 5&estions ! 6#7 on page 7:%
=avid !orkindale) Head of arketin# at the South &ustralian Institute of Technolo#y)
outlines -- basic skills you must acBuire if you are to make it as marketin# mana#er
in these tou#h timesA
arketin# is fast becomin# understand how competitors <irst) strate#ic thinkin#
key role in all sorts of ence buyin# habitsA much further into the
triesA any or#anisations forced lo think not about
explorin# the role of The marketin# mana#er monthFs sales fi#ures) but
This article spells out the skilled in analysin# company performance
abilities needed by a stren#ths and weaknesses) years henceA $ithout 4hat
mana#erR who is lo survive in# that analysis to horiSon) strate#ic thinkin#
prosper durin# the next ten her own marketin# annual plan must be short*
Eleven trails are identified 3 Secondly) the variables that
articleA This list is by no The or#anisation of new strate#ic thinkin# arc more
finitive but constitutes the development is critical lo ous and their interactions
of effective marketin# survival and #rowth of plex than in thinkin# about
in the -??1sA every companyA nearer term) so the
a#er must be thorou#hly
- The mana#ement of with such tools as portfolio
Too often marketin# starts with the vi#ilant and the directional policy
in firms outside the fast* mana#er identifyin# a industry analysis
consumer #oods companies opportunity) particularly issucFof sustainable
skilled either in analysin# tinual monitorin# of the vanta#eA
haviour or in place) the environment) his
researchA torsF activities) and the C*
selfA 'lannin# is the most
Skilled salesmen use their of marketin# mana#ement
to understand the factors The marketin# mana#er &t worst it is an annual
mine whether a contact is proactive in the search for sued with ill #race and
ible into a customerA The and in establishin# a
marketin# mana#er must and proactive environment 'lannin# is a continuin#
stand the key factors that monitorin# new product 'lans too often find their
mine the decision to buy in marketin# company is drawer and arc re*
the market se#ments that products that will satisfy the under duressA & plan should
considerationA of market se#ments) and it as a livin# or#anism)
end that research and environment reBuires) not
+uyin# factors are should be dedicatedA torical documentA 'lannin#
complex interactive system comcof a complex process
both by factors internal to The new product and should reflect the
and responses to external introduction system) thinkin# and activity that
!onsumerFs perceptions of careful mana#ement of a in the precedin# sta#esA
ual products are influenced intra company interfaces
ran#e of product offerin#s exposure of the product to That activity should be
them) and it is very ket place throu#h test therefore the plan should
direct launch) reBuires ously benefit from
CIn man) organisations the marketin# mana#ement in# and analysisA
marketing manager is
occ&pied ') 'oth men and
women% For conven6 ience
1 have &sed the term DheD to
represent either se9- no
pre(erence is intended%
3
ost marketin# mana#ers
have tactical marketin#
skillsA +ut the skills needed
for thinkin# strate#i cally
are of a hi#h order
Too many senior marketin#
mana#*
ers send their plans to
oblivion once
the annual plannin#
exercise is com*
pleteA Thus) plannin# skills
are a first reBuirement for
the marketin# mana#erA
A
part 3 continued
The proactive marketing manager be tempted by the management
Market research is a vital sup- must be thoroughly at home with
the
game that produces dramatic short-
port to the marketing manager's
decision-making.
profit and loss statement and the
balance sheet with productivity
ratios
term results induced primarily by a
desire for glory leading to promo tion
or enhanced self
with calculating rates of return on marketability.
Market research can best serve the investment with calling-cost per
manager when the skills exist to un- customer calculations. !"
derstand the scope of market re- Managers are paid to be dy-
search to differentiate between The financial illiterate has no place namic organisers of resources #
good and bad research agencies and
particularly to commission good re-
in the ranks of the marketing
department of the marketing
company.
that $uality is what should separate
managers from bureaucrats% &ut
search. they must continually ask the $ues-
. tion' is that company organised lo
The market researcher cannot be ex- The marketing company is a re- serve the needs of its chosen mar-
pected lo specify the problem facing source management enterprise. ket(
the marketing manager) it is the mar- resources extend from places to
keting manager who must identify ple from manufacturing back to *ince markets arc in continuous
the problem and the role that addi- procurement of materials forward change since product offerings are
tional data will play in resolving that to distribution from factory to mar- likely to be in continuous change
problem. +e must also be able to ket place. the skill to alter the organisation of
calculate the cost,benefit e$uation the company to meet changing
relating to buying additional infor- The marketing company is a very needs is a skill that must be found in
mation. complex system each part of the the marketing manager perhaps to a
system relating lo all other pans of much greater degree than in any
/ the system. other functional'area.
The marketing manager's -ob is
to blend together all elements of the The system manager has an un- --'
marketing mix each of which repre- derstanding of how to analyse .very department of a com-
sents an investment into an optimal and understand complex systems pany feels as an instinct for self
mix one in which no element is out in order to make them work more preservation would demand that it
of phase. effectively. is indispensable lo the future sur-
vival of the company. The reality is
The right products existing or in The marketing manager as senior that without full and complete co-
process of development the right member of the management team operation between all departments
level of service support the right must be a systems thinker and a survival chances are measurably re-
prices /right in terms of yielding op- tems manager. duced.
timum revenue given the demand
conditions prevailing0 the right ? The sources of conflict between the
channels of distribution the right The marketing manager as marketing and other departments
advertising support the right sales guardian of the company's future are well known but conflict resolu-
support # all elements must work has a role not well understood. tion re$uires considerable manage-
together to produce a coherent and often the preoccupation with pre- rial skill often of the interpersonal
effective market offering. sent-day problems typical of the kind.
active manager's style precludes
Productivity analysis will be an im- intelligent thinking about the long The highest skill is identifying po-
portant tool in making such meas- term typical of the proactive man- tential conflict and removing its
urements but the marketing ager the strategic thinker living in cause # preventativc rather than re-
manager must be a skilful energy an environment characterised by medial management. Much of this
manager. creasingly rapid change. skill can in fact be taught and
learned.
1 The temptation lo reduce one's ho-
Long gone are the days when we ri2ons in thinking about the future
left it all to the accountants. They are great indeed. 3t is all too easy
are the historians of past errors%
'art 3A %ot $hat It Takes to be a arketin# ana#erJ
5&estions ! 6 #7
"ead the passa#e headed F%ot $hat It Takes to be a arketin# ana#erJFA Listed
below are eleven titles for the eleven numbered points in the passa#eA $rite the
correct point number for each title in the boxes on the &nswer SheetA The first one has
been done as an exampleA
Title
I E9ample- 'lannin# Skills 'oint ,oA J I
Ex C
!% !onflict "esolution X 'oint ,oA J
!=% 9r#anisational &bility X 'oint ,oA J
D!8% !ommissionin# "esearch X 'oint ,oA J
#:% Strate#ic Skills 'oint ,oA J
#1% arket +ehaviour &nalysis X 'oint ,oA J
#!% Innovation ana#ement X 'oint ,oA J
##% <inancial ana#ement X 'oint ,oA J
#$% Systems Thinkin# X 'oint ,oA J
#;% arketin# Skills 'oint ,oA J
#7% Lon#*Term Thinkin# X 'oint ,oA J
This is the end of the readin# test
3od&le " .eading E /riting Practice Test #
/rite )o&r answers to lite reading practice tests in the 'o9es 'elow%
> >o& ma) c&t o&t this page to make it easier to &se%
&nswer Sheet
- !1
3 !!
# !#
$ !$ %
0 !;
7 !7
!
S !=
8 !8
1: #:
11 #1
1! #!
1# ##
1$ #$
IS #;
17 #7
1 #
1= #=
18 #8
31 $:
This pa#e has been deliberately left blankA
Test 4&m'er #
/riting
$ritin# Task -
2In #787 significantly fe)er students in higher education in (us8 tralia
came from rural areas than from ur-an areas, )ith an even smaller
num-er coming from remote areas+ (lso, )omen students in higher
education outnum-ered male students+2
Use the statistics in the gra,h and the chart -elo) to su,,ort this
statement+
R ;ou should write at least -11 wordsA
R;ou should take about -0 minutes for this taskA
.igure #+
Participation in +igher .ducation
Rales by Sex and Home Location, 1989
Source: Data from DEET. Set 199!
<i#ure 3A
Students in 3igher 1ducation, #787
Home area Total n&m'er o( st&dents F (emale
(rban 331 0/- 03A3
"ural 22?30 0CA.
"emote -3?0? 0CA.
PPP Total C-3 CC0 03A.
$ritin# Task 3
$rite an essay for a university lecturer on the followin# topicH
The attitude of ,arents to the education of their children is more
im,ortant than the 9uality of schools and teachers in ,roducing )ell8
educated ,eo,le+
R;ou should write at least -01 wordsA
R;ou may refer to the readin# passa#es in your answer but do not copy directly from
themA
R;our essay should be well constructed to show your point of viewA
R;ou should take about 31 minutes for this taskA
(se This Space for ,otes
$ritin# Task -

"hapter $
<eneral Training 3od&le
Test 4&m'er 1
.eading
.eading E /riting Practice Tests
Part #+ %ial8It Information Services
.ead the (ollowing in(ormation and answer 5&estions 1 6 Son page 78%
Dial-it In(ormation Services
49ne local call fee is char#ed for each call5
WTime --?C
W,ews --??
W Sportsfone
W !ricket and aIor Sportin# Events
--.2
--..
WT&+ "acin# Service R=ay eetin#s
R,i#ht eetin#s
--.-
--.3
W$eather --?/
&lpine &ccommodation LifeA +e*in*ItA &ctivities --/3?
and Snow "eport --03? Lottery "esults --03?
!ancer Information Service --/C. Lotto "esults and =ividends --03-
!ash ana#ement Trust ,"& "oad "eport --02-
Information --/30 Ski ,ews and $eather --0C2
!omputerline --01C Shippin# ovements
=airy Line --/3. 4'assen#er and !ar#o5 --00-
=efence <orce !areers Line --/1? Smokin# Nuit Line --/C1
=ial*a*Horoscope --/30 Stock Exchan#e "eports
=ial*a*'rayer 2C2 -000 inin# --0--
=ial*a*"ecord --//- 9il --0-2
<ire "estrictions Information --0C1 Industrials &*H --0-3
<resh <ood Line --03. Industrials I*Q --0-0
%as !ompany Information --030 Sydney <utures Exchan#e "eports
Hints for Healthy Livin# 2C2 --33 <inancials and etals --0-.
Hoyta !inema 'ro#ramme "ural --0-?
and Session Information --/.1 Television 'ro#rammes --//1
Insurance Information Service --021 Thredbonews --0CC
6ob*Line --013 :enereal =isease Information --/C/
<eneral Training 3od&le .eading E /riting Practice Test I
'art -A =ial*It Information Sendees
5&estions 16;
"ead the information on the pa#e headed T=ial*It Information ServicesFA &nswer the
followin# Buestions by writin# the correct telephone number in the box on the
&nswer SheetA The first one has been done as an exampleA
I E9ample- $hat number do I telephone to find out the timeJ
ex 118$
-A $hat number do I call to find out the time of a movie at the Hoyts centreJ
!% $e want to #o on a picnic today but donFt know what the weather will be likeA
$hat number can we rin# to find outJ
#% $hat number will tell me if li#htin# a fire in the open is forbidden todayJ
$* I have invested money in some minin# shares and would like to know what the
value of my shares is todayA $hat number can I callJ
0A $hat number can I telephone to #et help to stop smokin#J
'art 3A (niversity of Technolo#y) Sydney
%eneral Information for Students
= Street =irectoryH
& copy can be found at the
StudentsF &ssociation
9ffice) Level 3&)
+roadwayA
' Lecture
Timetables
Lecture
timetables can
be obtained
from your
<aculty
9ffice) but if you are one of the many that
suffer timetable hassles) the <aculty !lerk
4at the <aculty 9ffices5 will help you to sort
out those freBuent mix*upsA However) you
can also see your nearest lecturer who is
dubbed F&cademic &dvisorF when
performin# this roleA
E Student I= !ardsH
This piece of plastic allows you to borrow library books and table tennis eBuipment)
#et discounts at local stores) borrow sports eBuipment) and #et cinema concessions at
the smaller movie housesA It also acts as proof of identity where reBuiredA ;ou will be
#iven a card when you enrolA & lost card can be replaced by the Student Information
9ffice) Level C) +roadwayA
E Travel !oncession !ardsH
These #et you half price on public
trans* port and they are issued upon
enrolmentA If you lose it or you need a
replacement then contact Student
Information on Level CA
E ovie !oncession 'assH
To #et a discount on movie tickets
at maIor cinemas you need a special
card) available from the (nion
9ffice at +roadwayA

Library +ook "eturnH
6ust in front of the Security
9ffice at the +roadway !ampus
there is a library book return
box which will save you a trip
to the libraryA 9verdue books
cannot be left there and must be
returned directly to the libraryA
+* TravelH
The International Student Identity !ard #ets
you discounts at museums) theatres) cinemas
and retail outlets all over the worldA It costs Z.
4plus a passport*siSed colour photo#raph of
yourself5 and is only available to full*time
studentsA It is avail* able at the StudentsF
&ssociation 9ffice) Level 3&) +roadwayA
.ead the in(ormation 'elow and answer 5&estions 761! on pages 1 to
!%
StampsH
These are sold at the (nion ,ewsa#ency at both +roadway 4Level
3&5 and arkets 4& +lock5 !ampusesA
<eneral Training 3od&le .eading E /riting
Practice Test 1
part 3A (niversity of Technolo#y) Sydney
%eneral Information for Students
5&estions 761!
<rom the information in 'art 3 of the readin# section) answer the followin# Buestions
by writin# the letter correspondin# to the correct answer in the boxes on the (ns)er
Sheet+ The first one has been done as an exampleA
E9ample- To replace a lost student I= card you wouldH
4a5%o to the StudentsF &ssociation 9ffice) Level 3&) +roadway
4b5%o to the (nion 9ffice at +roadway
4c5%o to the Student Information 9ffice) Level C) +roadway
Ex "
7% & copy of a Sydney Street =irectory can be found atH
4a5StudentsF &ssociation 9ffice) Level 3&) +roadway
4b5Student Information) Level C
4c5(nion ,ewsa#ent) Level 3&
2A To purchase stamps you would #o toH
4a5The StudentsF &ssociation 9ffice) Level 3&) +roadway
4b5The (nion ,ewsa#ency
=% 9verdue library booksH
4a5can be returned in the library book return box near the Security 9ffice at the
+roadway campus
4b5must be returned to the library itself
Part $ continued
8% & lost travel concession card can be replaced by contactin# Student Information
onH
4a5Level 3
4b5Level 3
4c5Level C
1:% =o you need a special card to #et a discount on movie ticketsJ
4a5 ;es
4b5,o
4c5 It depends on the movie house
11% !an you use your student I= card to #et a half price concession on public
transportJ
4a5;es
4b5,o
4c5It depends on the form of transport
1!% If you have a problem with your timetable) you can #et help from your lecturer
and
also fromH
4a5the StudentsF &ssociation
4b5the Student Information 9ffice
4c5the <aculty !lerk at the <aculty 9ffices
part 3A T&'E !ourse =escriptions
5&estions 1# 6 !:
"ead the T&'E course descriptions in 'art 3 of the readin# passa#es) on pa#es 2C to
20A Each course has a !ourse ,umberA <rom the descriptions #iven) match the
!ourse Titles below to their description by writin# the !ourse ,umber in the boxes
on the &nswer SheetA The first one has been done as an exampleA
Course title Course
num-er

E9ample- &ccountin#
Ex 4567
-3A !reative &rts * 4:isual &rts5
1$% 'ilot Licence) !ommercial
1;% ana#ement
17% Travel and Tourism
1% 'ublic &dministration
1=% %arment !uttin# * Trade
18% Sewin# achine aintenance * Trade
!:% !reative &rts * 4usic5
<eneral Training 3od&le .eading 1GH /riting Practice TestE
Part 3A T&'E !ourse =escriptions
.ead the (ollowing in(ormation and answer 5&estions 1# 6 !: on page #%
!ourse ,oH 0C-. !ourse ,oH 0C-?
&wardH &ssociate =iploma &wardH &ssociate =iploma
Sta#e I Sta#e I
!reative Studies I aIor instrumental elective
&rt theory I inor instrumental elective
R 'aintin# I Harmony D composition I
R !eramics I History of music I
<ibre I Ensemble D conductin# I
R 'hoto#raphy I Electronic music D recordin#
-
R 'rintmakin# I !oncert practice I
&ural trainin# I
R The student will select two of the
subIects marked with
an asterisk) one will be continued as a
maIor study for the duration of the course
usic in the community I
%eneral education elective
A
8ourse 9o' "4:6
8ourse 9o' 4567 ;ward' 8ertificate
;ward' ;ssociate <iploma ;ttendance' Three years eight hours per week
;ttendance' Two years thirty-six weeks !4 hours per
week /!:15 hours total0) =our years thirty-six weeks nine This course provides the theoretical and practical train-
hours per week /!>5" hours total0) ;vailable .xternally ing re$uired by garment cutters in the clothing industry.
?n completion of the course they should be capable of
3n this course students develop the skills necessary to drafting culling and grading a basic fabric width and
become professional accounting personnel. *tudents understanding the processes of garment construction
become proficient at understanding and processing fi- operations for mass production and special-measure or-
nancial data from which they leam to produce reports ders in clothing manufacture.
financial statements analyses and forecasts. The ac-
counting information which they leam to produce com- 3n particular the course provides training in metric
plies with institutional legal social and managerial measurements related to a variety of anatomy body
standards. proportions and body types. *tudents leam to apply the
concepts of design and pattemmaking theory to garment
styling to understand the basic colour theories and line
and shape considerations.
8ourse 9o' 47!"
;ward' ;dvanced 8ertificate 3n addition students leam about the use and mainte-
;ttendance' Three years thirty-six weeks six hours nance of cutting-room e$uipment organisation and
per week /5:4 hours total0 processes.
3n this course students become familiar with the broad
fields covered by the public administration .and the
relationship between the social political financial and
managerial aspects of government. *tudents also de-
velop the skills and attitudes necessary for coping with
technological and organisational change. The course
has been designed around five strands' =inance and
.conomics Management and ?rganisation 8ommuni-
cation ?ffice ;dministration and Public ;dministra-
tion.
<eneral Training 3od&le .eading E /riting Practice Test 1
part 3 continued
!ourse ,oH 303C * !ourse ,oH 1.C3
&wardH &ssociate =iploma &wardH !ertificate
? &ttendanceH Three years) ei#ht hours per week 4
E

This course is desi#ned for persons pursuin# or devel*
opin# careers at mana#ement level in the sales) market*
in# and related administrative areas of the travel and
Trainee mechanics receive theoretical and practical in*
struction so that they may efficiently service the
various
tourism industryA It provides education and trainin# machines used in apparel plantsA &n understandin# is
related to those occupations in the followin# kinds of developed of the importance of maintainin# the best
firms and or#anisations) travel a#encies) tour operators) possible production*flow throu#h the various depart*
lour wholesalers) re#ional and national tourism or#ani* ments of the plant and*a mechanicFs responsibilities in
sations) and in sales*marketin# facets of airlines) other relation to this conceptA
carriers) hotels and other accommodation businessesA
Entrance reBuirementsH ,one
!ompulsory subIects
%eo#raphy Sta#e I
Economics $orkshop procedures I
Tourism I Textiles process theory I
arketin# I Sewin# machine servicin# I
+usiness and consumer psycholo#y
+usiness communication
Statistics
Tourism II !ourse ,oH 3-13
ana#ement I &wardH Statement of &ttainment
arketin# II &ttendanceH Ei#hteen weeks) twelve hours per week)
<inancial mana#ement
+usiness law
part*time) or nine weeks full*timeA
arketin# III This course prepares students for the appropriate
nations set by the !ivil &viation &uthorityA Enrolments
will be accepted either for the full course or for
ual subIectsA
!ourse ,oH 30-?
&wardH &dvanced !ertificate
&ttendanceH Three years) thirty*six weeks) six hours
&pplicants should have completed the 'rivate 'ilot Li*
cence theory examinationsA
per week 4/C. hours total5
SubIects
This course has been desi#ned to assist the individualFs &eroplane performance and operation
advancement to the position of mana#er of a profit
centre in a small or medium siSe corporation) or in the
En#ines) systems and instrumentation
eteorolo#y
division or branch of a lar#e scale or#anisationA It aims ,avi#ation and fli#ht plannin#
to develop his or her ability to function effectively in 'rinciples of fli#ht
specialist area) such as sales mana#ement) understand <li#ht rules and radio procedures
the work performed in other functional areas) such as
finance) marketin#) production and personnel depart*
ments) and direct the mana#erial functions of plannin#)
or#anisin#) directin# and controllin#A
Satisfactory completion of the course to#ether with
vant work experience can lead to membership of the
&ustralian Institute of ana#ement and the ana#e*
ment %raduate SocietyA
'art CA The T&'E Tertiary 'reparation !ertificate
.ead the (ollowing passage and chart and answer 5&estions !1 6 #$ on pages = to
8%
The Tertiary 'reparation !ertificate 'art*time K weekly attendance is up to --
4T'!5 is a matriculation course for mature hours 43 year course5
a#e studentsA The T'! aims to help stu*
dents develop confidence and competence in The !ourse
a ran#e of skillsA It is particularly suitable
for people who have not studied for some There is only one compulsory subIect K Lan*
time) and who need to develop effective #ua#e and Learnin# SkillsA 9ther subIects
study skillsA These skills includeH use of a includeH 4&nthropolo#y) &ustralian 'olitics
library) writin#skills 4includin# word usa#e) and %overnment) &ustralian Society) +iol*
essays and report writin#5) speakin# to o#y) !hemistry) !omputin#) Experimental
small #roups of people) techniBues for suc* 'rocesses) Education and Society) Environ*
cessful independent learnin#) note takin#) or* mental Studies) Literature) athematics)
#anisin# lesson material) presentin# seminars) edia Studies) 'hysics) Statistics) The &us*
efficient readin# and research techniBuesA tralian Economy) and $orld History Turn*
in# 'ointA
Successful completion of the T'! will allow
entry to T&<E =iploma and &ssociate =i* The #rid on the next pa#e shows which col*
ploma coursesA The T'! is accepted by most le#es offer the T'! courseA ,ot all colle#es
universities and tertiary institutions for en* offer all subIectsA ;ou must ensure that the
try into most coursesA It is also reco#nised subIects you select will allow you entry to
by the ,S$ 'ublic Service) the =efence your chosen course4s5A <or example) most
<orces) and the ,S$ 'oliceA tertiary science courses reBuire a back*
#round in mathematics and chemistry
4ATE- The completion o( a TP" co&rse does and@or physicsA
not g&arantee eligi'ilit) (or entr) into all
tertiar) instit&tions or co&rses% >o& sho&ld If you wish to enter a university course you
contact the relevant tertiar) instit&tion1s2 to must complete at least five subIects 4a total
ens&re )o& are eligi'le (or entr) into the of ten semester units of study5A If you wish
co&rse and instit&tion o( )o&r choice% to enter a T&<E =iploma or &ssociate =i*
ploma you must complete at least four sub*
Entry "eBuirements Iecta 4ei#ht semester units of study5A ;ou
may find it helpful to discuss your subIect
The entry reBuirement for T'! courses is selection with a T&<E !ounsellorA
either the ,S$School !ertificate or T&<EFs
!ertificate in %eneral Education) or eBuiva* &ssessment
lentA Students who lack these Bualifications
need to show that they could succeed in the T'! students are assessed throu#hout the
courseA In #eneral) preference will be #iven yearA The final mark includes written as*
to older studentsA si#nments) tutorials) practical work and
testsA &ssessment tasks are worth .1 per
&#eH inimum a#e -. years at time of en* cent of the total mark for each subIectA The
rolmentA end*of*year examination is worth 31 per cent
of the total mark for each subIectA The T'!
&ttendanceH <ull*time K weekly atten* ia assessed by T&<EA
dance is 33 hours 4- year course5E
<eneral Training 3od&le .eading E /riting Practice Test 3
'art CA The T&'E Tertiary 'reparation !ertificate
5&estions !1 6!8
"ead the passa#e on pa#e 2/A The passa#e below is a summary of some information
about the T'!A (se the information in the passa#e to complete the text by choosin#
the correct word from the words in the box belowA $rite your answer in the boxes on
the &nswer SheetA The first one has been done as an exampleA ,ote that there are
more words than spacesA Each word can be used only onceA
E9ample- The Tertiary 'reparation !ertificate will be offered at several T&<E
!olle#es in -??- as a one yearAAAAAAAAAe9ample%%%%%*time courseA
Ex <ull
The weekly attendance by a full*time student in this course isAAAAA!1%%%%
hours per weekA The course aims at #ivin# students confidence as well as
AAAAA!!%%%%%% in a ran#e of skills which will help them in their %%%%%!#%%%%%%%%
studies at T&<E colle#es and universitiesA ost students who take the
T'! will not have studiedAAAA!$%%%%%%and may have left school some time
a#o) as the course is especially desi#ned forAAAAAAAAAA!;% a#e studentsA There
is oneAAAAAA!7%%%%%%%subIect and many others to choose from) dependin# on
the colle#eA In the T'!)AAAAAAA!%%%%%%%is continuous throu#hout the yearE
tasks such as written assi#nments) tutorials and practical work are
worthAAAAA!=%%%%%%%%%%%%of the total mark for each subIect) and the end*of*
year examination is worthA A!8
optional 31[ future recently plan
assessment .1[ compulsory mature 33
assi#nment full competence soon current
-11[ tasks obli#ed youn#er necessary
nothin# old -- essays
'art C continued
5&estions #: 6 ##
<rom the information in the chart FExpected Locations of T'! and SubIects -??-F)
decide if the followin# proposed subIects are possible or notA $rite ;es in the box on
the &nswer Sheet if the proposed subIects are possibleE write ,o if the subIects are
impossibleA The first one has been done as an exampleA
E9ample- +iolo#y and edia Studies at %ranville
e9 ;es
#:% Education and Society) and Statistics at Liverpool
#1% Statistics in the evenin# at Sydney
#!% +iolo#y) !omputin# and athematics in the evenin# at !ampbelltown
##% 'hysics and !omputin# at StA %eor#e
5&estion #$
<rom the information in the same chart) answer the followin# BuestionA $rite your
answer in the box on the &nswer SheetA
#$% $hat subIect is missin# from this list of subIects available at ,orth Sydney
!olle#e of T&<EJ
SubIects offeredH
R &ustralian Economy
R Environmental Studies
R Lan#ua#e and Learnin# Skills
R $orld History Turnin# 'oint
R Statistics
R &ustralian Society
R edia Studies
'art 0A "eady) %et Set) +ut Gnow $hat ;ouFre %oin# <or
.ead the passage 'elow and answer 5&estions #; 6 $: on page =1%
&eing a member of a university's chocolate club or children later on.
campaigning in ils local conservation group are not
the only re$uirements necessary for adaptation to life on .'The hardest thing at university is keeping up with the
campus. pace' @yliesaid. 'Aniversity is different to high school
as students are left to work on their own and if they fall
This is the advice of >"-year-old Michael =rancis a behind they're in trouble.'
second year student at the Aniversity of 9*B who like
other students believes newcomers to tertiary life can @ylie said she was lucky that some of the lectures were
make it if they follow their own rules. held in small groups and thai the lecturers al the univer-
sity were approachable.
Many would say Michael entered university the hard
way # he didn't gel enough marks when he completed 'There appears to be less work at university than at
his +igher *chool 8ertificate at Bavcrlcy 8ollege in school but we are re$uired to work much faster. *ome-
!C41 so he did it again in !C44 at Dandwick Technical limes you can go three weeks with next to nothing to do
8ollege. ?ne year later and !7" marks more Michael and then all of a sudden mid-semester exams and assign-
was accepted into the social science course at the Ani- ments -ust hil you.E
versity of 9*B with an entry score of 677.
*tudents needed to be able to learn $uickly if they were
'3t took me six months to adapt and feel confident about contemplating tertiary study and should start thinking
myself and 3 can honestly say it has taken others up to a about assignments as soon as they were given them.
year to fit in' Michael said.
The ma-or difference between university and school was
Michael felt that he matured fast at technical college last that at university students did their own 'pacing' she
year where he was constantly surrounded by older said.
people and re$uired to do a lot of work on his own.
9arelle ?xley !4 has wanted to be a nurse since she
Michael said that while he loved being at university he had was a young girl. *he started her three-year course al
several criticisms about the university system in general. 8harles *lurt Aniversity Mitchell campus last year and
has not run into any problems so far.
'There needs to be some sort of bridge between Fear !>
and first year at university because students need to be '3 don't really know how different university life at
told what to expect on enrolment day. Perhaps they 8harles *lurt is to life in a cily university # 3 would
should visit the university and meet students before they
go there.'
imagine it is the same' she said.
'The first couple of weeks were scary because 3 felt
Michael described university as being intimidating at alone. &ut then 3 realised that all the students were in
first # being in tutorials with older people who seemed the same boat.'
to have so much knowledge # but said students must
realise they loo had knowledge in other areas. '*tudents 3t was totally different from school because there were
should not be embarrassed if they make mistakes # more essays and students seemed to help you more.
everybody makes mistakes.' whereas at school there was so much competition and
little help from classmates she said.
@y-ie-iance !4 knew she had made the right move
when she started the &achelor of &usiness Management '3t is more relaxing at university and lectures are so
course at the Aniversity of Bestern *ydney this year. different to the classroom atmosphere. 3 thought lee-
+owever she said one of the biggest problems many lures would be difficult but the lecturers are helpful
students had was choosing the most suitable course. often dictating the important parts.'
@ylie put a great deal of thought into her future when 9arelle suggests that students try lo make the right
she left &laxland +igh *chool last year. *he made the decision in /he beginning rather than starling a course
choice knowing that she wanted a -ob which would pay finding out they don't like it then either dropping out or
well allow her some freedom and lime to bring up seeking a transfer.
part 0* "eady) %et Set) +ut Gnow $hat ;ouFre %oin# <or
5&estions #; 6 $:
"ead the passa#e headed F"eady) #et set) but know what youFre #oin# forFA Listed
below are paraphrases of the opinions of the three students about tertiary studyA In
the boxes on the &nswer Sheet write one letter to show whose opinion each
statement isH
$riteH for ichael <rancis
G for Gylie =ance
, for ,arelle 9xleyA
The first one has been done as an exampleA
E9ample- 6oinin# clubs and societies at colle#e is not the only thin#you should
do to adapt to life on campusA
Ex m
30A It may take six months or a year to feel that you belon# at colle#eA
#7% There seems to be less work at university than in hi#h school but a lot of
assi#nments can fall due at the same timeA
#% The first few weeks are fri#htenin# but after that students realise that there are
many students who have the same problemsA
3.A 9ther students seem to be more helpful at university than at school) and there is
less competitionA
3?A ;ear -3 students need to be #iven more information about university life and
enrolment procedures before they #o thereA
$:% Every student at university is responsible for how fast or how slowly they workA
They should not fall behindA
This is the end of the readin# test
The ans)ers to all the reading 9uestions are in Cha,ter :,
-eginning on ,age #;$+
<eneral Training 3od&le .eading E /riting
Practice Test I
/rite )o&r answers to the reading practice tests in the 'o9es 'elow%
> >o& ma) c&t o&t this page to make it easier to &se%
&nswer Sheet
i !1
3 !!
6 !#
$ !$
S !;
7 !7
!
= !=
8 !8
1: #:
11 #1
1! #!
1# ##
1$ #$
1; #;
17 #7
1 #
1= #=
18 #8
!: $:
This pa#e has been deliberately left blankA
General Training Module Reading & Writing ra!ti!e Test # +
T
E Test 4&m'er 1
/riting
$ritin# Task -
<rite a letter to the Information fficer at the T(P1 Information ffice asking
for information a-out the Tertiary Pre,aration Certificate+ %escri-e your
educational -ackground and your reasons for )anting to do the course+
R;ou should write at least .1 wordsA
R&llow yourself -0 minutes for this taskA
<eneral Training 3od&le .eading E /riting Practice Test -
$ritin# Task 3
any students #oin# to tertiary colle#es for the first time find it difficult to adIust to
their new life because it is so different from hi#h schoolA
<rite a short re,ort )ith suggestions for ne) students to hel, them to
survive in tertiary study+ Include suggestions a-out making friends,
study ha-its, leisure activities and ho) to make -est use of the college
facilities+
R;ou should write at least 3;: wordsA
R ;ou may use ideas from relevant readin# passa#es but do not copy words or phrases
directly from themA
R;ou should spend about 31 minutes on this taskA
(se This Space for ,otes
<eneral Training 3od&le .eading E /riting Practice Test 6 I(I
$ritin# Task -
E Test 4&m'er !
E .eading
'art -A (niversity of Technolo#y) SydneyA Information Evenin#s
.ead the (ollowing advertisement and answer 5&estions 1 and ! on
page 81%
Giirin#*#ai !ampus
I,<9"&TI9, E:E,I,%S
+achelor of +usiness
/ednesda) !8 A&g&st* 7%#:pm
=iploma of &pplied Science 4,ursin#5
/ednesda) 1; A&g&st* 7%::pm and 3onda)
1Septem'er* 7%::pm
+achelor of &pplied Science 4Information5
+achelor of Education 4Teacher Librarianship5
D 'ost#raduate Information !ourses
T&esda) != A&g&st* 7%#:pm
+achelor of &rts 4Human ovement Studies5
+achelor of &rts 4Leisure Studies5
+achelor of &rts 4Tourism ana#ement5
"ontact Schools (or details C-3 .C?2
+achelor of Education 4'rimary5 Sandwich
+achelor of Educalion 4Teacher Librarianship5
Frida) Septem'er* 7%#:pm
Tele,hone 1n9uiries6 =#3 .311
,art #+ University of Technology, Sydney+ Information 1venings
5&estions 16!
"ead the advertisement on pa#e ?1 and answer the Buestions below by writin# the
correct letter in the box on the (ns)er Sheet+ The first one has been done as an
exampleA
E9ample- If I am interested in studyin# +usiness I should #o to find out about the
course onH
4a5Tuesday -0 &u#ust at /pm
4b5$ednesday 30 September at 2pm
4c5$ednesday 3? &u#ust at /A31pm
E9 !
1% To find out about ,ursin# studies I can #o to the information evenin# onH
4a5$ednesday 3? &u#ust at /pm
4b5$ednesday -0 &u#ust at /pm
4c5onday -2 September at /pm
4d5Either 4b5 or 4c5 above
3A To find out about Tourism studies I shouldH
4a5telephone C-3 .C?2
4b5attend the information ni#ht on <riday 2 September at /A31pm
4c5attend the information ni#ht on $ednesday -0 &u#ust at 2pm
E Test 4&m'er !
E .eading
'art -A (niversity of Technolo#y) SydneyA Information Evenin#s
.ead the (ollowing advertisement and answer 5&estions 1 and ! on
page 81%
Giirin#*#ai !ampus
I,<9"&TI9, E:E,I,%S
+achelor of +usiness
/ednesda) !8 A&g&st* 7%#:pm
=iploma of &pplied Science 4,ursin#5
/ednesda) 1; A&g&st* 7%::pm and 3onda)
1Septem'er* 7%::pm
+achelor of &pplied Science 4Information5
+achelor of Education 4Teacher Librarianship5
D 'ost#raduate Information !ourses
T&esda) !=A&g&st* 7%#:pm
+achelor of &rts 4Human ovement Studies5
+achelor of &rts 4Leisure Studies5
+achelor of &rts 4Tourism ana#ement5
"ontact Schools (or details C-3 .C?2
+achelor of Education 4'rimary5 Sandwich
+achelor of Education 4Teacher Librarianship5
Frida) Septem'er* 7%#:pm
Tele,hone 1n9uiries6 =#3 8$>>
'
i
part -A (niversity of Technolo#y) SydneyA Information Evenin#s
5&estions 16!
"ead the advertisement on pa#e ?1 and answer the Buestions below by writin# the correct
letter in the box on the &nswer SheetA The first one has been done as an exampleA
i
E9ample- If I am interested in studyin# +usiness I should #o to find out about the
course onH
4a5Tuesday -0 &u#ust at /pm
4b5$ednesday 30 September at 2pm
4c5$ednesday 3? &u#ust at /A31pm
Ex !
To find out about ,ursin# studies I can #o to the information evenin# onH
4a5$ednesday 3? &u#ust at /pm
4b5$ednesday -0 &u#ust at /pm
4c5onday -2 September at /pm
4d5Either 4b5 or 4c5 above
!% To find out about Tourism studies I shouldH
4a5telephone C-3 .C?2
4b5attend the information ni#ht on <riday 2 September at /A31pm
4c5attend the information ni#ht on $ednesday -0 &u#ust at 2pm
'art 3A !onsumer +ookshelf
.ead the (ollowing descriptions o( 'ooks and answer 5&estions = 61# on page 8;%
+ook 3H !ut your ener#y
bills and maximise the
efficiency of your home
with this specialised
consumer #uideA
+ook 3H =avid SuSuki #ives an excellent
introduction to the topic of environmental
scienceA!hildren a#ed 2*-C should enIoy this
book with its interestin# proIects and activities
K from testin# air for pollution to
makin#recycled paperA
+ook CH &nyone who uses pesticides in the
house or #arden would benefit from this book
about the haSards of their use and about safer
alternativesA
!ook /6 If you wait to avoid the plethora of specialised) packa#ed cleanin# products
4and pesticides5 available and make your own from basic in#redients such as vine#ar)
bakin# soda and pure soap) this little book offers recipes trialled by the author and her
friendsA
!ook ;6 How much do you really know about the
#reenhouse effectJ $ritten in a very readable style) this
book fulfils the need for clear) scientifically accurate and
(seful information about the #reenhouse effect and its
impact on &ustraliaFs climate) patterns of land use and
ener#y consumptionA & soberin# book) but also helpfulA
!ook 2H &dvice on which products are the most environmentally friendly to buy) and
also an interestin# and comprehensive explanation of the maIor environmental issues
affectin# &ustraliaA <ind out why the critics a#ree this is the best book of its kindA
'art 3A !onsumer +ookshelf
5&estion = 61#
"ead the descriptions of books in 'art 3 of the readin# passa#esA &nswer Nuestions = 61#
by matchin# the book titles below to the descriptionsA $rite the number of the book in
the box on the &nswer SheetA The first one has been done as an exampleA
\
E9ample- Helen $ellin#s) Home Energ) <&ide
Ex 2
.A=avid SuSuki) Looking at the Environment% Activities (or kids%
?A=r Ian Lowe) Living in the <reenho&se% /hat to E9pect+ /hat to 0o%
-1A'aul "o#ers) Sa(er Pest "ontrol (or A&stralian Homes and <ardens%
--A6ohn Elkin#ton and 6ulia Hailes) The <reen "ons&mer <&ide%
-3A+arbara Lord) The <reen "leaner% How to "lean 4earl) Ever)thing%
-3A"obin &A +uchanan) B&sh .egeneration% .ecovering A&stralian Landscapes%
'art CA & %uide to Toxics in the Home
.ead the (ollowing passage and answer 5&estions 1$ G !: on page 8%
Bidespread contamination of groundwatcr soil diately pour salt or hot water on the stain and soak in
and air is not entirely due to 3hc irresponsibility milk before washing. GD.;*.' Pour boiling water on
of large industry. Bhile this is a ma-or factor it is also stains and follow with dry bicarb soda. ?r try ammonia
true that you and ! in our everyday lives arc contributing and water. 39@' *oak in milk or remove with hydrogen
to 3hc slow poisoning of 3he planet. 8ommonly used peroxide. &L??<' *oak in warm water or remove with
substances such as many lypcs of paint 3hinners house- hydrogen peroxide. =or a more stubborn stain mix
hold pesticides cleaners and solvents and some
aerosols
cornflour or talcum powder with water and apply mix-
produce ha2ardous waste. lure. ;llow to dry and brush away. 8?==..' Mix egg
yolk with lukewarm water and rub on stain. 83 3.B39G
This factshcct brings good news. There ;D. alterna- GAM' Dub with ice. Gum will flake off. ;lternatively
tives to 'household toxics'. *ome of these products lake try a dab of eucalyptus oil. L3P*T38@' Dub with cold
time to prepare but they're cheaper than commercial cream and wash with washing soda.
products and more importantly they represent an in-
vestment in the future of the planet. ?vens. 8ombine strong version of all purpose
cleaner with bicarb soda' wear gloves when scrubbing.
+ousehold 8leaners unit Polishes. Bhen cleaning ;n easier oven cleaner is ammonia. /8;AT3?9' this
your home keep in mind that you don't have to replace ammonia is strong solution ammonia available only
grease and dirt with chemicals dangerous to your family from chemists. 3t is a very caustic solution and great
care
and 3he environment. should be taken with handling. Dubber gloves should
be worn. 3f skin contact should occur wash with water
Most of your household cleaning needs can be met with immediately and bathe affected area with vinegar a
seven simple ingredients' vinegar pure soap bicarb neutralising solution.0 Place about !,: 8of ammonia in
soda washing soda borax cloudy ammonia and strong a shallow pan /not alum inium0 and add enough hot
water
solution ammonia. ;ll these arc available in your local to cover the bottom of the pan. 3 leal oven for >" min-
supermarket or chemist. Harious combinations of these utes turn off and place pan in oven overnight. Take
care
simple substances can accomplish most household to avoid inhaling ammonia fumes. &aked on food will
cleaning -obs cheaply and safely. Ase caution with all be loosened then the oven can be cleaned with bicarb
cleaners and remember that even environmentally sound soda and scrubbing.
cleaners may be unsafe if consumed.
Authroom. Most commercial tile cleaners do more
All Purpose Cleaner Key harm than good because they contain chlorine a
serious
(Mil Mixture!" ! 8 I ! 8up I >7"ml irritant to nose eyes and skin and one of the most
:L hot water ! T I ! Tablespoon dangerous chemicals found in ;ustralian sewers. =or
!,: 8 cloudy ammonia ! 3 I ! Teaspoon general bathroom cleaning use a firm bristled brush
! T bicarb soda ! L I ! Litre with cither bicarb soda and hot water or a mild version
of the all purpose cleaner. To clean toilet apply a thick
This solution issafe for all surfaces can be rinsed with paste of borax and lemon -uice to stubborn areas.
Leave
water and is very effective for most -obs. =or a for two hours and scrub. ;lternatively a strong solution
stronger cleaner or wax stripper double the amounts of vinegar can be used.
of all ingredients except water. Ase gloves and do not
mix -vith other compounds especially chlorine bleach. Garden Pests. Pesticides carry 3he suffix 'cidcs'
which means 'killer'. 9atural pesticides are cheaper
and
B;D939G' 9ever mix ammonia and bleach' an ex- safer for your family and pets. +ere are three
examples
tremely toxic gas is produced. of alternative pest sprays. *?;P' Ase only pure soap
as
detergents will damage your plants. Li$uid soaps' > T
Laundry. The best alternative for cleaning your per litre of water. <ry soaps' 7" grams per litre of
water.
clothes is pure soap% *oap has accomplished the task of
gelling garments white and bright for generations. Try
T?&;88? B;T.D' This can be used against soft
bodied insects such as aphids thrips and caterpillars.
this recipe for washing' ;dd !,6 8 washing soda /so- Place a large handful of tobacco in : litres of warm
dium carbonate0 to water as machine is filling. ;dd water. Let stand for >: hours. <ilute and apply with a
clothes. ;dd !,> 8 of soap. flakes. 3f water is hard add spray bottle. This tobacco water is poisonous to
humans.
extra washing soda. The following list gives some spe- Ase caution when handling. +?T P.PP.D*' &lend >
cific solutions for stains' or 6 very hot peppers !,> onion and ! clove garlic in
+.;H3LF *?3L.<' Dub with solution of > T washing water boil sleep for two days and strain. This spray
will
soda in ! 8 warm water. =DA3T ;9< B39.' 3mme- not damage indoor or outdoor plants.
'art CA & %uide to Toxics in the Home
5&estions 1$ 6 !:
"ead the passa#e headed F& %uide to Toxics in the HomeFA &nswer the followin#
Buestions in the boxes on the &nswer SheetA The first one has been done as an
exampleA
E9ample- $hat do many commonly used household substances produce that
dama#es the environmentJ
.x +a2ardous waste
1$% =o safe alternatives to environmentally dan#erous household cleaners cost more
or less than the commercial productsJ
1;% If we take the advice of the writer of the passa#e) how many basic in#redients do
we need to do the household cleanin#J
17% $hat do you mix with bicarb soda and cloudy ammonia to make a #eneral all
purpose household cleanerJ
1% =oes milk help to remove wine stains from clothin#J 4;es@,o5
1=% $hat very dan#erous chemical can be used with care to clean ovensJ
18% $hat serious skin irritant is found in most commercial tile cleanersJ
!:% 9f the three alternatives to commercial plant sprays for use in the #arden) which
one is dan#erous for humansJ
'art 0A $hat =o Humans EatJ
5&estions !16!8
!omplete the text on the next pa#e by choosin# the correct word from the box and writin#
it in the boxes on the &nswer SheetA ,ote that there are more words than spacesA Each
word can be used only onceA The first one has been done as an exampleA
crops diet meat consume
available nutritional little cultural
increased technolo#ical doin# availability
reli#ious tryin# trial #reat
'art 0 continued
E9ample- 'eople eat very different foodsA In &ustralia) for example) the variety
of restaurants in the maIor cities reveals the variedAAAAAAe9ample%%%%%%%of people
from different ethnic and cultural back#roundsA
Ex continued
&lthou#h some people eat no meat at all) as a whole &ustralians %%%%!1
more meat and su#ar than any other nationA The reasons for the
different food customs in the world may be due to %%%%!!%%%% differences
between countries) as shown by people from different countries
choosin# and eatin# Buite different foods) and preparin# them in
many different waysA The reasons may also be !# as we
can see in the reli#ious beliefs about food that particular #roups haveA
If we look at history) we can see that food habits developed because
of the %%%%!$%?%%% of food) fashions in food and cultural influencesA +ut
how did people know what was #ood for them to eat and what was
not #ood or even poisonousJ It is likely that early humans learnt what
to eat and what not to eat by %%%%!;%%%% once all the kinds of food
naturally available to them in their environmentA Later) when people
be#an to #row %%%%!7%%%% and keep domesticated animals) the amount of
food !%%%%% increased A
In the 31th century much attention has been paid to food processin#
and technolo#y) but we have remained aware of the need to retain
%%%%!=%%%% value in processed foodsA any processed foods retain much
of their value as nourishment) but in developed countries at least a
dietary problem can arise because many foods of %%%%!8%%%% nutritional
value are now readily available as processed foods and are probably
overconsumedA
Part /A (TS K & Smoke*<ree Qone
.ead the (ollowing passage and answer 5&estions #: 6 #= on pages 1:! to 1:#%
FTo achieve a smoke*free workin# environment) smokin# will not
be permitted inside any buildin# on any campus of Ihe (niversity
or in any vehicle owned by the (niversity from &pril -)-??1AF
The FSmoke*<ree $orkin# EnvironmentT policy at (TS was implemented in two
sta#esH
Stage 1- an introductory sta#e which allowed staffand students who smoke time to
consider the effects of this policy on themselvesA This sta#e also provided assistance
to smokers who wished to Buit) and it allowed for the adeBuate si#npostin# of
buildin#s and vehiclesA Sta#e - be#an on 6anuary -) -??1A
Stage !- from &pril -)-??1 smokin# was totally prohibited in any buildin# on any
campus and within vehicles owned by the (niversityA
The #eneral aim of the #radual implementation was that by &pril -) -??1) staff)
students and visitors would have accepted that they cannot smoke in the buildin#s and
facilities of the (niversity of Technolo#y) Sydney in the same way that people now
accept that they cannot smoke in public transport) public hospitals or cinemasA
&dvertisments for positions vacant at (TS now carry an explanatory note statin#
FThis (niversity has implemented a TSmoke*<ree $orkin# EnvironmentT policyTA
*easons for this Policy
Section -0 of the 9ccupational Health and Safety &ct) -?.3 states that FEvery
employer shall ensure the health) safety and welfare at work of all his employeesAT It
also states the employer should Fprovide or maintain a workin# environment for his
employees that is safe and without risks to health AAAFA The penalty for not complyin#
with these statements is Z-11)111 in the case of a corporation and Z-1)111 in other
casesA
The (niversity therefore has a le#al obli#ation to comply with the &ct or risk
incurrin# prosecution and a subseBuent fineA (TS) by implementin# this policy) will
also safe#uard itself a#ainst potential workersF compensation or dama#es claims from
employees or students who have been exposed to passive smokin#A
Smoking
Smokin# is the lar#est sin#le preventable cause of death in &ustralia todayA
&pproximately 33)111 &ustralians die each year as a result of diseases caused by
smokin#A
Short6Term E((ects- C increased heart rate R increased blood pressure R increased pro*
duction of stomach acid R increased levels of carbon dioxide) causin# diSSiness R
increased hand tremor R decreased urine formation R decreased sensation of
taste@appetite@smell R decreased physical endurance R irritation of aller#ies R stainin#
of teeth and fin#ers R production of halitosis 4bad breath5A
Long6Term E((ects- C narrowin#@hardenin# of blood vessels in heart and brainR
shortness of breath) cou#h and respiratory infections R chronic bronchitis R cancer of
lun#@larynx@kid* ney@oesopha#us@bladder@mouth R stomach ulcersA
Lia-ilities and Loss to 1m,loyers
To =ecember -?./ there were seven successful passive smokin# workersF
compensation cases in &ustraliaA Settlements ran#ed from Z.)111 to Z31)111A 4In
four of these cases settlements were undisclosedA5
,assive Smoking
'assive smokin# involves either smokers or non*smokers inhalirI#either side stream
and@or exhaled smokeA "esearch has identified the followin# effects on non*smokers
experiencin# passive smokin#H
Ac&te- C eye irritation R cou#hin# and headaches R asthmatic non*smokers have
shown declines in respiratory functionE
"hronic- R increased risk of lun# cancer R increased risk of lun# dama#e R increased
risk of coronary heart diseaseA
There are many misconceptions related to passive smokin#A These issues includeH
chemical exposure of non*smokers to mainstream and exhaled smokeE the priority of
passive smokin# as opposed to other safety issuesE the invasion of privacy of
smokersE ventilation and airconditionin#A
"esearch has dealt with these issues to show thatH
chemical exposure to non*smokers from mainstream and exhaled smoke is
si#nificantE
the health problems associated with passive smokin# are a matter of priority as
are other safety issuesE
the matter of choice exists with both smokers and non*smokersA ,ot only may
smokers choose to smoke but non*smokers may also choose not to breathe main*
stream or exhaled smokeE
many non*smokers remain silent so as not to enter into conflict with co*workers
or be branded as troublemakers by unsympathetic mana#ementE
typical airconditionin# may be overwhelmed by pollutant levels produced by
smokersA
.urther .acts on Smoking
Lost /orking 0a)s- In -?.- a total of .AC million workin# days were lost in &ustralia
from absenteeism due to smokin#*related illnessA
Accidents- "esearch has shown that smokers have hi#her accident rates than non*
smokersA
"leaning and 3aintenance "osts- &merican industries that have introduced non*
smokin# policies have reported -1*-0 per cent savin#s on cleanin# maintenance costsA
Li(e Ins&rance Polic) "osts- ost &ustralian Life &ssurance companies now offer
reduced premiums to non*smokers and ex*smokersA
Fires- In -?.1 the +oard of <ire !ommissioners of ,S$ found that discarded
ci#arettes or matches caused a total of -3)/11 fires 4includin# ?11 buildin# fires5A
Information su,,lied -y "ht UTS ccu,ational 3tallh and Safely !ranch+
'art /A (TS K & Smoke*<ree Qone
5&estions #:6#=
"ead the passa#e on pa#es -11*-1-A !hoose the correct answer for the followin#
Buestions and write itsTtetter in the box on the (ns)er Sheet+ The first one has been
done as an exampleA
E9ample- $hen did the total prohibition on smokin# in campus buildin#s and
vehicles be#inJ
4a5&pril -) -??1
4b56anuary -) -??1
4c5&pril -) -??-
Ex a%
#:% In which of the followin# places is smokin# #enerally prohibited in &ustraliaJ
4a5hospitals
4b5public transport
4c5cinemas
4d5all of the above
#1% &s well as its le#al obli#ation as an employer) which of the followin# reasons is
#iven in the passa#e for the (niversityFs non*smokin# policyJ
4a5'ublic opinion has forced all public institutions to ban smokin# indoors
4b5The (niversity is concerned about the health of students
4c5The (niversity wishes to protect itself a#ainst potential workers
compensation claims from employees or students exposed to smoke
#!% How many &ustralians die each year as a result of diseases caused by smokin#J
4a5&pproximately 331)111
4b5&pproximately 33)111
4c5&pproximately 3)311
,art ; continued
## $hich of the followin# descriptions best describes passive smokin#J
4a5smokin# but not inhalin# very deeply
4b5breathin# in smoke breathed out by other smokers
4c5breathin# in smoke either exhaled by other smokers or simply from their
burnin# ci#arettes
4d5#ivin# up smokin#
#$% How many successful passive smokin# workersF compensation claims have there
been in &ustraliaJ
4a5none
4b5.)111
4c5at least seven
#;% 'assive smokin# can cause which of the followin# effectsJ
4a5increased risk of lun# cancer
4b5eye irritation
4c5cou#hin# and headaches
4d5#reater risk of heart attacks
4e5all of the above
#7% F&irconditionin# safely removes the pollutants produced by smokin# from a
typical buildin#AT Is this statementH
4a5supported in the readin# passa#e
4b5contradicted in the readin# passa#e
4c5not mentioned in the readin# passa#e
#% F'eople who smoke have fewer accidents than people who donFt smokeAF Is this
statementH
4a5supported in the readin# passa#es
4b5contradicted in the readin# passa#es
4c5not mentioned in the readin# passa#es
#=% Insurance policies for non*smokers and ex*smokers are oftenH
4a5cheaper than for smokers
4b5more expensive than for smokers
This is the end of the reading test
The answers to the readin# Buestions are in !hapter 2) be#innin#
on pa#e -/3A
/rite )o&r answers to the reading practice tests in the 'o9es 'elow%
> >o& ma) c&t o&t this page to mate it easier to &se%
&nswer Sheet
@ !1
3 !!
# !#
$ !$
; !;
7 !7
!
= !=
8 !8
1: #:
11 #1
1! #!
1# ##
1$ #$
IS #;
17 #7
1 #
1= #=
18 #8
!: $:
This pa#e has been deliberately left blankA
E Test 4&m'er !
E /riting
$ritin# Task -
ost people today are aware that smokin#) althou#h perfectly acceptable a few years
a#o) is now known to do #reat dama#e to a personFs health and to cost industry and
#overnments a #reat deal in lost wa#es and health expensesA
<rite a -rief descri,tion of some of the dangers of smoking -oth
for smokers and non8smokers+
R;ou should write at least .1 wordsA
R=o not write in note formE use sentencesA
R;ou may use information from the readin# passa#es but do not copy directly from
themA
R;ou should spend about -0 minutes on this taskA
This pa#e has been deliberately left blankA
E Test 4&m'er !
E /riting
$ritin# Task -
ost people today are aware that smokin#) althou#h perfectly acceptable a few years
a#o) is now known to do #reat dama#e to a personFs health and to cost industry and
#overnments a #reat deal in lost wa#es and health expensesA
$rite a brief description of some of the dan#ers of smokin# both for smokers
and non*smokersA
R;ou should write at least .1 wordsA
R=o not write in note formE use sentencesA
R;ou may use information from the readin# passa#es but do not copy directly from
themA
R;ou should spend about -0 minutes on this taskA
"emember there are model answers to all the writin# tasks for
each practice writin# test in !hapter 2A
E Test 4&m'er #
E "eading
'artiA (nion +uys Student &ccommodation
.ead the (ollowing passage and answer 5&estions 16# 'elow%
The (nion at the (niversity of Technolo#y) Sydney) has taken
a)lcap5nto the student accommodation business by purchasin# a
boardin# house in !hippendaleFfor use by studentsA
The buildin#) on the corner of !ity "oad and yrtle Street) cost
Z-A- millionA Some renovations arc needed) however) before
students can move in from the be#innin# of the -??1 Sprin#
semesterA
The (nionFs aim is to provide accommodation at a reasonable
cost lo students in most need of it) such as youn#er students
whose home is not in the metropolitan areaA
5&estion 16#
!hoose the correct answer and write the letter in the box on the &nswer SheetA
1% $hich statement is trueJ
4a5the buildin# has been rented by the (niversity of Technolo#y
4b5the buildin# cost Z-A- million
4c5the buildin# is for the use of academic staff
3A The buildin# isH
4a5in need of some renovations
4b5ready for students to move in immediately
#% The students who will have most need of accommodation in the new buildin#
areH
4a5students whose parents live in Sydney
4b5students whose parents do not live in Sydney
4c5students who would like to live in the suburb of !hippendale
'art 3A (niversity Library %uide for Students
.ead the (ollowing in(ormation and answer 5&estions $ 6 1! on page 11;%
Cam,us Li-raries
There are five libraries in the (niversity of Technolo#y) Sydney) each on different
campuses) and each havin# different collectionsA
3lulmuin lower is outside the Library's four floors of concave
The design Library al Aalmain contains reference male- walls which reflect a busy urban landscape during the
rials books periodicals and audiovisual material in the day and become a brightly lil stage set of readers and
areas ofinduslrial and inlerior design costume fashion book stacks at night.
textiles graphic design and illustration photography The ma-or holdings of the Markets Library are in the
and computer graphics as well as the collection of *yd- following sub-ect areas' ;dult .ducation ;rchitecture
ney 8ollege of the ;rts. &uilding &usiness 8omputer *tudies .conomics .n-
gineering =ilm +umanities Mathematics *cience and
@uring-gai *ocial *ciences.
The name '@uring-gai' reflects the aboriginal word
'@uringgai' or 'Guringai' believed to be a generic term 9orth *hore - Gore +ill
for 3ribes along the eastern coast from Port Jackson The Gore +ill Library is on Level : of the <unbar
north beyond the Mawkesbury Diver and west to the &uilding in Bcslbourne *treet Gore 3 lill. This Library's
3.ane 8ove Diver. collections arc principally in the areas of Life *ciences
The collection of the George Muir Library at @uring-gai and 9ursing.
is broad and particular areas of interest are =amily
+istory &usiness leisure Tourism and 3nformation 9orth *hore - *t Leonards
*tudies as well as the 8urriculum Library which caters Part of the facilities at *t 3xonards are a 8entral Library
for Teacher .ducation. practice court rooms e$uipped with audiovisual e$uip-
ment a large lecture theatre and small group training
Markets rooms. The Library at *t lKconards caters for the needs
The Markets Library 8ity 8ampus is in the 3 laymarkel of students undertaking practical legal training. The
on the comer of Luay *treet and Altimo Doad with the 8ollege of Law is an affiliated *chool within AT*.
entrance lo the library in Luay *treet. ; restored bell
Loan Conditions and Periods
& summary of the loan conditions at all libraries of (TS is as followsH
Academic Sta((- = week loan) one renewal) one week recallA Loan limitH ?? items
.esearch 0egree St&dents- C week loan) one renewal) one week recallA Loan limitH
01 items
Undergrad&ate HPostgrad&ate 0iploma St&dents- 3 week loan) no renewal) one
week recallA Loan limitH -1 items
S,ecial Conditions 8 !almain6 Loan conditions at +almain vary from those
throu#hout the rest of (TS as the Library is administratively within Sydney !olle#e
of the &rtsA The loan period is two weeks with one renewal and the maximum number
of loans is sixA
3igher %egree Students6 Students who are undertakin# a hi#her de#ree are eli#ible
for * reciprocal borrowin# ri#hts at the other metropolitan universities and for inter*
library loans) both privile#es normally unavailable to under#raduate studentsA <or
further information contact the Information =eskA
part 3A (niversity Library %uide for Students
5&estions $61!
Select the particular Library within the libraries of the (niversity of Technolo#y that
has the best collection for a student studyin# the subIects belowA $rite the name of
the Library in the box on the &nswer SheetA The first one has been done as an
exampleA
E9ample- %raphic
=esi#n
Ex +almain
CATourism
/+La)
/A,ursin#
:+ 1conomics
/+ .ashion
&ccordin# to the library information) are the followin# statements True or <alseJ
$rite True or <alse in the box on the &nswer SheetA The first one has been done as an
exampleA
E9ample- &ll libraries in the (TS network have the same loan conditionsA
E9 <alse
?A(nder#raduate students can #et inter*library loansA
-1A(nder#raduates may borrow books for two weeks with no renewal periodA
--A"esearch =e#ree students may borrow books for four weeks and may renew the
loan onceA
-3AThere is no limit on the number of books that may be borrowed by 'ost#raduate
=iploma studentsA
Part 3A =onFt "isk & Life Sentence
.ead* the (ollowing te9t and answer 5&estions 1# 6 !1 on page 11%
In a recession atmosphere) the need for security #rows) while for newly skilled computer pro#rammers the Iob
and many school leavers will soon make) or be outlook is now Fin balanceFA
tempted to make) career choices on ihe basis of Iob
security and labour shorta#esA ,ewly skilled secretaries will find that supply sli#htly*
exceeds demandA K
That is natural) but while they should take note of the
stale of the labour market in various occupations) they Hospitality TradesH $ith 31)111 people in this work*
shouldnFt #o into a safe career in which they will spend force in ,S$) there is still a stron# demand even thou#h
a life sentence of Iob dissatisfaction) say Iob market the tourist boom has weakenedA There is a shorta#e of
expertsA pastrycooks and m inor shorta#es of newcomers to other
occupations such as chef@cook) hotel@motel mana#er and
9n the other hand) they should not be swayed by the formal service waiterA
#lamour of some professions) such as mcdicineand law)
when they would be far happier in) say)]eri#irieerin# K ScienceH ,ew #raduates in materials science and met*
a discipline which has lon# suffered an ima#e problem allur#y are in short supply) while environmental scien*
but which has stron# openin#s and very satisfyin# career tists are in ovcrsupplyA
prospectsA
Teachin#H In a workforce of ?/)111) the overall labour
=espite the recession) Iob experts predict Iob opportuni* market has moved to a balance) partly due to a drop in
ties for youn# people will slay bri#ht because fewer of student numbers and to #overnment cutsA +ut shorta#es
them arc enterin# the skilled workforce due to a fall in persist in rural areas and in specialisations such as maths
the birthrate in &ustralia and to lon#er avera#e lime and scienceA R R
spent in educationA
En#ineerin#H There is an oversupply of newly skilled
There areIob openin#s for new) skilled entrants in scores aeronautical en#ineers but a minor shorta#e of new
of fields accordin# to a new study by Ihe Information electronics en#ineers and civil en#ineersA
&nalysis +ranch of the =epartment of Employment) * A
Education and Trainin# 4=EET5A <or students lookin# at T&<E Bualifications) a T&<E
spokesperson listed occupations in which new #raduates
ere are some of the conclusions from the studyH are in stron# demandA
HealthH Involves .1)111 professionals in ,S$A ost These include computer*aided draftin#) electronics)
fields have some de#ree of shorta#e except for #eneral computin# 4pro#rammin# and systems analysis5) hospi*
medical practitioners and social workersA There is a tality 4pastrycook and skilled chefs5) sheelmctal and flat
shorta#e of medical records administrators) specialist
nurses) resident medical officers) dietitians) proslhctists)
#lass trades) aircraft maintenance en#ineerin#) secretarial work and
plumbin#A
physiotherapists and radio#raphersA
;oun# people should also consider wasta#e rates in
=EET points out that the health care needs of &ustra* various professions in ascertainin# likely Iob and mone*
lians will continue to increase) althou#h publicly funded tary satisfactionA
care will be limited by bud#etary constraintsA
$asta#e rates arc hi#her in trades than in professions
+usiness 'rofessionsH This is a very bi# area) employ* and para*professionst accordin# to the =EET reportA It
in# -.1)111 in ,S$) but the economic downturn has shows at least half of trained clothin# and textile) aircraft
moderated the previous stron# demand for profession* and boilermakin# tradespcrsons leave their occupations
alsA There is a minor shorta#e of new enrant to ac* before retirement) compared with only 31 per cent of
countancy) an area that employs up to C1)111 in the state) dentists and doctorsA
'art 3A =onFt "isk & Life Sentence
5&estions 1# 6 !1
"ead the passa#e on pa#e --/A Listed below are some of the occupations mentionedA
&ccordin# to the information in the passa#e) if there are not enou#h Bualified people
and therefore plenty of positions available for Iob*seekers in that field) write S for
Shortage in the box in the (ns)er SheetA If there are too many Bualified people and
therefore not enou#h positions available) write for versu,,ly+ The first one has
been done as an exampleA
E9ample- social workers
E9 A
9ccupation
1#% dietitians
1$% specialist nurses
1;% pastrycooks
17% metallur#ists
1% teachers in rural areas
1=% newly skilled secretaries
18% systems analysts
!:% plumbers
!1% newly skilled aeronautical
en#ineers
'art CA (TS Student Loan <und
.ead the (ollowing passage and answer% 5&estions !! 6 != on page 118%
The #uidelines set down by the #overnment which cover
administration of the FStudent Loan <undT are complexA $e have
simplified them so that students have only to demonstrate a need to
borrow money to further their academic careerA
If you demonstrate a capacity to repay) your loan will normally be
interest freeA
If you have financial needs that you cannot meet from any other
sources) come to Student Services and ask for an application formA &t
the same time make an appointment to see the Student $elfare
9fficerA ;ou must brin#your application form filled out with as much
information as you are able to supplyA
,ormally) the maximum amount that you may borrow is Z011 but in
exceptional circumstances) and with supportin# documentation) the
Student Loan !ommittee will lend up to Z-111A The repayment
period for a Z011 loan is up to nine months and up to ei#hteen
months for Z-111A
If you have repayment difficulties) you must make an appointment
with the Student $elfare 9fficer to submit an application to the
Student Loan !ommittee reBuestin# an extension of time on your
repayment periodA ,ormally you will be expected to have repaid at
least 01 per cent of what you have borrowed before an extension will
be #rantedA
,on*payment of your loan by an a#reed repayment time could result
in your bein# char#ed -0 per cent interest) havin# your examination
results stopped) bein# unable to enrol further) or bein# unable to
#raduateA &s a last resort you may also be reported and listed as a
(TS debtor with the !redit "eference &ssociationA
'art C* (TS Student Loan <und
5&estions !! 6 !7
"ead the passa#e on the previous pa#eA (se the information in the passa#e to answer
the followin# Buestions in the boxes on the &nswer SheetA The first one has been
done as an exampleA
E9ample- !an you borrow money from the Student Loan <und to buy anew carJ
4;es@,o5
Ex 4o
!!% If you prove that you will be able to repay the loan from the Student Loan <und)
do you normally have to pay interest on itJ 4;es @ ,o5
!#% How much is the maximum loan in normal circumstancesJ
!$% How lon# is the maximum repayment period for a loan of Z-111J
30A How much of your loan should you have repaid before you can #et an extension
of your loan repayment periodJ
!7% If you do not repay your loan by an a#reed repayment time) will you still receive
your examination resultsJ 4;es @ ,o5
'art 0A $hat &ustralians &re Like and How To %et To Gnow Them
The (ollowing passage is (rom a hand'ook (or overseas st&dents in A&stralia% It
contains 'oth in(ormation and s&ggestions to help overseas st&dents 'ecome
acc&stomed to li(e in A&stralia% .ead the passage and answer 5&estions ! 6 #7 on
page 1!!%
8onversation Many ;ustralian women seek the same rights status
and
opportunities as men. They have responsible -obs and
<o not be worried if you arc not fluent in the .nglish
language. Four hosts will understand this and if they
it is common for women to continue to work after they
are married. There is great informality )n social relation-
speak too fast ask them to speak a little more slowly. ships between men and women. Many young womenE
Meeting an ;ustralian family is a very good way to leave 3hcir parents' home before they marry lo live on
improve your .nglish and the more you speak the .ng- their own or with friends of either sex. Bomen have
lish language the more fluent you will become. great freedom in the way they dress but this does not
suggest that they have loose morals.
*ome $uestions arc never asked in ;ustralia unless you
know the person very well or you arc related to them. <irectness' <iscussing issues events and ideas openly
=or example' with other individuals is considered $uite proper in
9ever ask a woman especially an older woman her ;ustralia. ;ustralians arc also $uick lo gel lo the point
.age. K
9ever ask men or women how much money they earn
particularly in business situations. They do not spend a
3ol of time on polite social talk as do many other
at their -obs. nationalities.
Luestions about the cost of a person's house
)
lhe land0 3nformality' 3n most cases young ;ustralians avoid
on which the house is built and the cost of the various elaborate social rituals. ;ustralians are not without
items in the home arc considered impolite in ;ustralia. polite forms but they tend lo be casual and informal
3f you would like lo know the cost of a particular item most of the time. This is due more to a lack of concern
ask the $uestion in a non-personal way. =or example for social ceremony rather than a lack of respect.
you could say '+ow much does the average house cost '
in Perth(' This type of $uestion is $uite acceptable to Punctuality' Fou are expected to be 'on time' #
your host and will not cause embarrassment. punctual # in ;ustralia. 3f you cannot avoid being late
and you have not telephoned you may find the person
+umour you are meeting lo be abrupt and even unpleasant.
Most
concerts lectures church services etc begin on time.
The national characteristics of e$uality and informality
arc reflected in ;ustralian humour much of which is ;sking Luestions' ;ustralians ask a lot of $uestions
directed against those people who give the impression usually because the person is sincerely interested in
you
that they consider themselves superior. TeasingFor and in learning about your country and culture and in
'rubbishing' as it is sometimes called0 is also a favorfritc trying to find out what you are like. Demember ;ustra-
paslimc and if spoken in a -oking way it is an indication lian students here may not know much about your
coun-
that you are liked and accepted by /he persons concerned. try or way of life.
*ome 8haracteristics of ;ustralians 8ustoms and 8ulture
3ndividuality' Many ;ustralians want lo be treated as ;ustralia as every country of the world has its own set
individuals rather than as rcprcscnlntives of a certain of customs and its own pallcm of behaviour. These are
class or position or group. This independence and indi- things most ;ustralians know and might not 3hink to tell
viduality tends to make 3hcm suspicious of authority. you. &elow are a few notes to guide you in practical
Their basic concept of govcmmcnl is thai it exists to situations.
serve them not the other way around.
Greetings' Bomen and men usually shake hands
.$uality' ;ustralians grow up believing thai people /firmly0 the first lime they meet. '+ow do you do'
should have e$ual social legal and political rights. The 'Good morning' and 'Good afternoon' are formal greet-
;ustralian 8onstitution protects the e$ual rights of indi- ings. Asually students and young people -ust say '
+ello'
viduals and recent anti-discrimination laws seek tonre- or '+i'. People often appreciate it if you add their name'
vcnt discrimination on the basis of race gender an e.g. '+i Peter'. ;nd they really do say 'G'day'.
marital status. MM #
'arts continued
*ocial 3nvitations' ;ustralians believe lhat invitations 'Thank you' is a phrase used often in ;ustralia. .ven
should be answered as soon as possible. ?n a written
invitation 'D*HP' means 'Please reply' and you should
for small favours done by a person who is only doing his or
her -ob /as a clerk in a store0 it is customary lo say
do so as soon as you know whether or not you will attend. 'thank you'.
+ -s also wise to get the family's telephone number in
order to call and notify them if you must change your The use of names' +ere are a few guidelines on the use
plans or are delayed. of names'
Ander normal circumstances a person who extends an N =irst names are more readily used in ;ustralia than
invitation to you and takes you to a restaurant or a theatre in other countries. 3t is acceptable automatically to use
pays for the meal and,or tickets. +owever since stu- the first name of someone of approximately your same
dents arc often short of money an invitation may merely age and status or younger.
mean 'Be'd en-oy it if you -oined us' suggesting lhat
you would be cxpec-ed-o pay your way. 3f you are in N ; man or woman older than yourself is often ad-
doubt ask. '<utch /realtor '<utch' means lhat each dressed as Mr Mrs Miss or Ms until the individual
person pays his or her own way. re$uests lhat you use his or her first name or until you
get lo know the individual better.
Fou may receive an invitation to a barbecue or another
meal and be asked 'to bring your ownstcak'. Thissccms N *ome ;ustralian women prefer the new form of
strange to most overseas students /and to some ;ustra- address 'Ms' /pronounced 'Mi22'0. Ms is used for both
lians0 but it is an acceptable way to entertain. Purchase single and married women and replaces Miss or Mrs.
a steak at the supermarket /they come neatly packaged0 Ms is an acceptable form of address if you do not know
put it in a bag and give it to the person who greets you if a woman is single or married.
when you arrive at the party. 3f you arc asked to 'bring
a plate' this means bring a plate of food as a contribution to
the meal # doa'l -ust bring an empty plate% Groups
N Men and women will be confused if you use Mr Mrs
Miss or Ms with a first name as is the custom in some
often have 'potluckO 8uppers. .veryone brings a pre- countries. These titles are used with the last or family
pared cooked dish salad or dessert and everyone's con- name. Thus it is wrong lo say 'Miss &arbara'.
tribution is put on the /able. ; special dish from your
own country would be greatly appreciated at a potluck N 3f you have any doubls about what to call someone
meal. simply ask 'Bhal shall 3 call you(' 3f people seem
unsure what lo call you tell 3hcm 3hc name you prefer.
*aying thank you' 3t is always polite lo send a thank
you nolc to your hostess. 3t is not necessary lo take a K The use of 'nicknames' is very common in ;ustralia.
gift to your hostess especially if you go only for dinner ; nickname is not the person's real name but a name
or a short stay. 3f you are invited lo a party celebrating given him by his friends /usually0. *omeone whose
someone's birthday or for 8hristmas lake a small gift. name is ;ndrew for instance might be given the nick-
3t is never necessary lo give an expensive gift but a small name ';ndy'. &eing called by a nickname is not uncom-
souvenir from your country would be received with delight. plimentary) it is often a sign of acceptance and affection.
'art 0A $hat &ustralians &re Like and How To %et To Gnow Them
5&estions ! 6 #7
"ead the passa#e on pa#es -31 to -3-A The statements on this pa#e express similar
ideas to those in the readin# passa#eA If the statement a#rees with the information in
the passa#e) write the word &#rees in the box on the &nswer SheetA If the statement
contradicts the information in the passa#e) write the word Contradicts+ If there is no
information on the subIect #iven in the passa#eAwrite ,ot 'entioned+ The first one
has been done as an exampleA
E9ample- In &ustralia it is considered very impolite to ask a woman her a#eA
Ex A$rees
32A&ustralians often react a##ressively towards forei#nersA
3.A&ustralians are often very suspicious of authorityA
!8% &ustralians are tau#ht from their childhood that everyone is eBual in law) in
society and in their political ri#htsA
31A &ustralians spend as much time in polite social chat in business situations as do
other nationalitiesA
#1% The #eneral atmosphere of informality in &ustralian society is not caused by a
lack of respect but by the fact that &ustralians do not like social ceremonyA
33A!hildren in &ustralia do not expect to be #reeted by adultsA
33AShakin# hands is a normal #reetin# for both men and womenA
#$% The custom of kissin# a woman friend on the cheek when you meet is becomin#
more common in &ustraliaA
30A If you are asked to Tbrin# a plateF to a social event in &ustralia) this means that
the host or hostess does not have enou#h plates and needs you to brin# your
ownA
#7% &ustralians say Thank youF very often) even for small services such as bein#
served in a shop where the service is simply part of the personFs IobA
This is the end of the reading test
/rite )o&r answers to the reading practice tests in the 'o9es 'elow%
> >o& ma) c&t o&t this page to make it easier to &se%
&nswer Sheet
@ !1
3 !!
# !#
$ !$
; !;
7 !7
!
= !=
8 !8
1: #:
11 #1
1! #!
1# ##
1$ #$
1; #;
17 #7
1 #
1= #=
18 #8
!: $:
This pa#e has been deliberately left blankA
E Test 4&m'er #
E /riting
$ritin# Task -
The dia#ram below shows the correct way to use two types of fire extin#uishers and the
situations in which they should be usedA
%escri-e the differences -et)een the t)o ty,es of fire
e"tinguishers and e",lain ho) to use them+
R;ou should write at least .1 wordsA
R=o not write your answer in note formE use sentencesA
R;ou should spend about -0 minutes on this taskA
$ritin# Task 3
$rite a letter to a friend in your home country describin# some
of the differences in culture and behaviour that you have experi*
enced in &ustraliaA ention such thin#s as #reetin#s) dress)
food) and topics of polite conversationA
R;ou should write at least -31 wordsA
R;ou should spend about 31 minutes on this taskA
R;ou may use your own knowled#e as well as information from the readin# passa#es)
but do not copy directly from the readin# passa#esA
$ritin# Task #
"emember there are answers to the readin# Buestions and
model answers to Hie writin# tasks for each practice readin#
and writin# test in !hapter 2A
"hapter;
E Listening Practice Tests
E Test 4&m'er 1 1"assette Side A2
Section -
5&estions 16$
!hoose the picture that best matches what you hear on the tape and circle the letter
under that pictureA The example below has been done for youA
5&estion 1% $hich buildin# are they lookin# forJ
5&estion !% $here is the officeJ
5&estion #% $hich one is s <robisherJ

5&estion $% $here does Henry waitJ
5&estions ;61:
<ill in the spaces numbered 0 to 1: with the information you hear on the
tapeA
.amily &ame
5iven &ame
?/@
AAAAAAAAA #$C% &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
%ate of !irth ?;@
Se" <emale
&ationality ?:@
(ddress '()
'*)
&S< $>=>
Tele,hone &o+ '1+)
#
A
Section 3
5&estions 11 6 !#
!omplete the notes below by writin# a word or words in the #aps numbered 11 to !#%
Safety on &ustraliaFs !eaches
=9,T swim beyond a 4--5 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
and donFt swim in 11!2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% seaA
=9,T swim at 11#2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
or after drinkin# 11$2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
=9,T swim after 11;2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
and one shouldnFt swim 1172 %%%%%%%%%%%%%%%%%% AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
=9 swim between the 112 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
and obey all si#nsA
If cau#ht in a rip) =9,FT 11=2 %%%%%%%%%%%%%%%%%%%% AAAAAAAAAAAA and swim back to the
beach)
but =9 swim 1182 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% to the beachA
=9 treat all sharks over 1!:2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
as 1!12 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% G% %%%%%%%%%%%%%%%%%
=9 keep clear of IellyfishA They can cause 1!!2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA to humansA
Sea snakes 4335 AAAAAAAAAAAAAAAAAAA D% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% attack peopleA
Section 3
5&estions 3C * 33
!omplete the summary of the news item by writin# in the missin# word or words in
the (ns)ers columnA The first one has been done as an exampleA
&nswers
Since last week serious AAAAAAAAAAAAe9ample%%%%%%%%
have been sweepin# the eastAAAAAAAAAA!$%%%%%%%% of
&ustraliaA Sixteen people have died and at
least seven have been inIuredA Early today an
AAAAAAA30AAAAAAAAAcapsiSed off the ,ew South
$ales coastA ,ot all the missin# crew have
been foundA
ThreeAAAAAAAAAA!7%%%%%%%%tourists were crushed by a
fallin# AAA-A A A!%%%%%%%%%%% Their names have not
yet beenAAAAAAAA!=%%%%%%%%%%&n &ustralian also died
in the same incidentA Some men sleepin# in a
AAAAAAAA!8%%%%%%%%%%% were inIured and fallin#
AAAAAAAA#:%%%%%%%%% inIured two other peopleA The
weather tomorrow is expected to be
A F AAAAAA#1%%%%%%%%%%% However) the weather is ex*
pected to improveAAAAAAAA#!%%%%%%%%%%
e9%%%%storms%%%%%%%%%%%%%%%%%
!$%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
30AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
!7%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
32%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!=%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!8%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%&...........................
)-
#1%%%%%%%%%%%%%%%%%%%%%%%%%%
#!AAAAAAAAAAAAAAAAAA
Section C
5&estions ## 6 #
<or Nuestions 33 to #* choose the correct answer and circle the letter next to the
correct answerA
##% %old was first discovered in &ustralia inH
(a)1831
(b)1841
(c)1851
(d)1861
(e)1863
#$% +efore the #old rush) not many !hinese came to &ustralia becauseH
4a5they didnFt want to
4b5&ustralia didnFt allow them to
4c5!hina didnFt allow them to
4d5all the above reasons
4e5none of the above reasons
30A The first !hinese came to &ustraliaH
4a5to look for #old
4b5because cheap labour was needed
4c5to become farmers
4d5for political reasons
4e5to study En#lish
3/A $hen the #old be#an to run outH
4a5the !hinese looked for a scape#oat
4b5the #overnment looked for a scape#oat
4c5the miners re#ulated the !hinese
4d5the miners blnmed the !hinese
4e5the #overnment +anned the !hinese
32A The discovery of #old was important to &ustralia because itH
4a5made &ustralia wealthy
4b5showed &ustralia had resources
4c5developed &ustralia culturally
4d5started &ustraliaFs export industry
4e5improved relations between &ustralia and !hina
The (ns)ers for all the Listening Practice Tests are in
Cha,ter :, -eginning on ,age #:>+
E Listening Practice Tests
E Test 4&m'er ! 1"assette Side A2
Section -
5&estions 16$
!hoose the picture that best matches what you hear on the tape and circle the letter
under that pictureA The example has been done for youA
E9ample- $here are theyJ
5&estion 1% $ho do they ask for directionsJ
5&estion !% $here are they #oin#J
5&estion #% $hat do they #o into the shop to buyJ
5&estion $% $here do they decide to #oJ
5&estions ;61!
<ill in the spaces numbered A- to 1! with the information you hear on the
tapeA
.amily &ame
(C'1 Car *entals *egistration .orm
++++++++++++++ %,R- &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
5iven &ame6 ?/@ ++++++++++++++++++++++++++++++++++++++++++++++++
(ddress6

'6) &&&&&&&&&&&&&&&&&&&&&&&&&&& ?street@
?:@BBBBBBBBBB++ ?to)nCsu-ur-@
%ate of !irth ?8@ +++++++++++++++++++++++++++++++++++
3ome City6 ?7@ +++++++++++++++++++++++++++++++++++++++++++++++++
%ays !ooked for+?#>@ +++++++++++++++++++++++++++++++++++++++++
&ationality6 '11) &&&&&&&&&&&&&&&&&&&&&&&& 6 ++++++++++++++++++
Pass,ort &o+6 '12) &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Section 3
5&estions 1# 6 !;
<ill in the gaps with the correct word or phraseA The first one has been done as an
exampleA
India
Pop&lation- 1e9ample2%%==: millionsD
Area- 11#2 %%%%%%%%%%%%% AAAAAAA H A A AAAAAAA sBkmA
T)pe o( government- republicE
4the worldFs lar#est 11$2%%%-%-%%%%%% %%%%%%%%%%%% 5
Landscape- fertile flood plainsE
tropical 11;2 %%%%%%%%%%%%%%%% AAAAAAAAAAA and desertsA
To&rism- a lar#e number of touristsE
most #o to the 1172 %%%%%%% AAAA AAAAAAAAAAAAA
'akistan
Pop&lation- 112 %%%%%%%%%% A AAAAAAAAAAAAAAAAAAAAAAAA
Area- 2?/)111 sB kmA
T)pe o( government- 11=2%%%%% %%%%%%%AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
Landscape- lar#ely hilly 1182 %%%%%%%%%%%%%%%%%%%%% AAAAAAAAAAAAAAAAA
and mountains in the 1!:2 %%%%%%%%%%%%%%%%%%%% AAAAAA
To&rism- 1!12%%%%-%%%%AAAAAAA AAAAA A AAAAAAAAAAAAAA touristsA
,epal
Pop&lation- 1!!2 %%%%% H A A H A A A A H AAAAAAAAAAAAAAAAAA
Area- -C-)C-0 sB kmA
T)pe o( government- kin#dom
Landscape- almost completely 1!#2 %%%%%%%%%%%%%%%% AAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
To&rism- a 1!$2 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% tourist industryE
most visit in autumn and 1!;2
Section 3
5&estions !7 6 #1
!hoose the answer that best fits what you hear on the recordin# and circle its
letterA
!7% The fi#htin# in LiberiaH
4a5is between two rival parties
4b5stopped on Thursday
4c5is only in the capital city
4d5has lasted nine months
32A The strikes in &thensH
4a5were successful
4b5have finished
4c5will finish on Saturday
4d5#ot little support from workers
!=% The number of people on trial for the fire on the ship wasH
4a51
4b5-
4c5>
4d53
!8% In 'olandH
4a5abortions have always been ille#al
4b5women are not punished for havin# an abortion
4c5abortions have recently become free
4d5abortions are now le#al
31A <li#hts from the Soviet (nion to Israel will be#inH
4a5one month later
4b5in less than a month
4c5in a monthFs time
4d5after a month
#1% The ,ew Qealand election candidateH
4a5has never previously broken the law
4b5cannot take part in the election
4c5made a plot to dama#e the ima#e of the police
4d5may #o to prison for two years
Section C
5&estions #!6$1
!ircle T if the statement is True4 circle . if it is .alse+ The first one has been done
for youA
E9ample- 9nly shadents less than 31 years old can #et a travel concessionA
T 4<5
33A;ou must show your passport to #et a concession cardA
T <
33ASome students under -. can #et free travelA
T <
3CA9nly colle#e students and staff can use the counsellin# serviceA
T < F
30A!ounsellors offer #roup and individual helpA
T <
3/A;ou must make an appointment to see the counsellorA
T <
32A&n adult of any a#e can apply for financial assistanceA
T <
3.Ai#rants attendin# an En#lish course may #et financial helpA
T <
3?A!hild !are is free for full*time studentsA
T <
C1A!heatin# may be acceptable in exams if you are affected by illnessA
T <
C-A+ein# late too often for class may result in punishmentA
T <
The &nswers to all the Listenin# 'ractice Tests are in
!hapter 2) be#innin# on pa#e -21A
E Listening Practice Tests
E Test 4&m'er # 1"assette Side B2
Section -
5&estions 16$
!hoose the picture that best matches what you hear on the tape and circle the letter
under that pictureA The example has been done for youA
E9ample- $hat si#n are they lookin# forJ
5&estion 1% How did they #et to the universityJ
5&estion !% $hich way is the student centreJ
5&estion #% $hat club will they both Ioin this yearJ
5&estion $% $hat are they #oin# to buyJ
5&estions ; 61:
$ill in the spaces numbered 0 to 1: with the information you hear on the
tapeA
Timeta-le
'onday

(m
enrolment
Pm
?/@
Tuesday
<ednesday
Thursday 4?5 !ultutal festival
.riday <vist tutorial
A Section 3
5&estion 11 6 !:
&nswer Nuestions 11 to !: by writin# a word or a short phrase on the line under
each BuestionA The first one has been done as an exampleA
E9ample- How many years has Lee been studyin#J
11% $hich of GylieFs ancestors mi#rated to &ustraliaJ
1!% $hat subIect does Lee studyJ
1#% $hy did Lee not consider studyin# in +ritainJ
1$% $hy did he not #o to the (S&J
1;% $hat was LeoFs main problem when he arrived in
&ustraliaJ
17% $hat club did Lee IoinJ
1% $hat is the subIect of his thesisJ
1=% <or how lon# must Lee work for the fish companyJ
18% $hat kind of business do GylieFs parents haveJ
!:% $hat will Gylie probably do when she #raduatesJ
ion 3
+tion !16!=
plete the summary of the news item by writin# in the missin# word or words in
the answvers columnA
& newAAAAAAAA!1%%%%%%%% has opened in
&ustraliaA It was initiated by a #roup of
businessmen and at the moment has
AAAAAAAAAAAAAAAAAAA!!%%%%%%%% studentsA It has links
with a =utch and an &merican universityA
It offers an +&
course which costs a total ofAAAAAAA!#%%%%%%%%%%
Students will study part*time in &ustralia
and then #o to AAAAAAAA37@AAAAAAA to finish their
studiesA ost seniorAAAAAAAA!;%%%%%%%% are
from the ,ew ;ork School of +usinessA
The schoolhopes to have !7%%%- students
in the next four yearsA This is a new
concept in educationA 'reviously) +&
students had to leave their work to study
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA32AAAAAAAA or
takeAAAAAAAAA!=%%%%%%%%years to study on a part*
time basisA
&nswers
!1%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!!%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!#%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
,
t
!$%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!;%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!7
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
!=
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
Section C
5&estions !8 6 #$
<or Buestions !8 to #$ choose the correct answer and circle the letter next to the
correct answerA
!8% The productivity crisis in &ustraliaH
4a5is a problem of &ustralian industry
4b5has not affected &ustralia yet
)4c5 is hot thou#ht to be important by most people
4d5 wIll be solved by increased population
#:% $hich statement is ,9T trueJ
4a5bad a#ricultural practices have made &ustralia 21 per cent arid F
4b5&ustralia has never had much fertile land
4c5&ustralia is usually considered underpopulated *
4d5&ustralia is not densely populated by world standards
#1% 'oliticians want toH
4a5increase the amount of fertile land
4b5increase the population of &ustralia
4c5decrease the population of &ustralia
4d5keep the population stable
#!% &ustraliaFs population #rowth rateH
4a5is almost stable
4b5is #reater than most countries in the world
4c5is avera#e for industrialised countries
4d5will strain the &ustralian economy
##% The speaker thinks &ustralia should follow SwedenFs example byH
4a5havin# a small population
4b5havin# a hi#her Buality population A
4c5havin# a lar#er rural population
4d5not havin# a natural resource*based economy
#Jl% $hich of these does the speaker ,9T recommend for &ustraliaJ
4a5concentratin# more on an export@import economy
4b5educatin# people about the environment *
4c5maintainin# a constant population
4d5havin# a lar#er population of people livin# in the countryside
The &nswers to all the Listenin# 'ractice Tests are in
!hapter 2) be#innin# on pa#e -21A
"hapter 7
E The Interview
I =escription of the Interview
The interview takes between -- and -0 minutesA Every interview has five sections)
which are the same for every studentA
The aim is to assess your ability to talk in everyday situationsA &s some sections are
intended to be harder than others) the time each section lasts may vary accordin# to
the proficiency of different studentsA The interview tends to become more difficult
from section one to section four) but section five is #enerally easierA
The interview is recordedA This is not to assess you) but to standardise markin#A Try
to for#et the recorder is there by concentratin# on the interviewerA
Section Ane
The interviewer will introduce him@herself and may be#in the interview by askin#you
some Buestions about the information you #ave on a form you filled in before the
readin# and writin# testA This form has details of your educational and work
back#round as well as information about your interests and plansA It will help you in
this section if you filled out the form carefullyA The more information you #ive about
your interests and plans the betterA
This section tests your ability to use social #reetin#s) provide information about
yourself and to state factsA It is not likely to seem very difficultA The interviewerFs
main aim at this sta#e is to help you relaxA
Section Two
;ou will be asked to talk about one or more topicsA The topic) or topics) will #enerally
be some aspect of your own country) of its life) culture and customs) or some aspect
of your own experiencesA This section tests your ability to talk about a familiar
#eneral or personal topicA It tests how well you can #ive #eneral information) describe
directions) provide a description) make a comparison) describe seBuences of events or
describe how somethin# worksA
It is not a #ood strate#y to memorise a FtalkF on a likely subIectA <irstly the interviewer
will chan#e your topic if it seems you have learnt somethin# by heartA Secondly
interviewers want you to be able to have a conversation on the topic) not to deliver a
lectureA The interviewer may prompt you with Buestions or chan#e the direction of the
conversation However) you are still expected to take) the initiative in this sectionA
This means that you should develop the topic as far as you can) offer your own ideas
and #ive explanations if necessaryA =o not simply answer T;es
-
or F,oF to the
interviewerFs BuestionsA
Section Time
The interviewer will show you a card which presents an ima#inary situation and
invite you to ask Buestions about itA ;our task is to #et as much information as
possible about the situation that he@she is pretendin# to be inA So) you mustshow
curiosity about the ima#inary situation) and ask a lot of BuestionsA This section tests
your ability to ask Buestions and to find out information about obIects) events)
seBuences) opinions) attitudes) values or how thin#s workA
9n pa#es -0? to -/- you will find examples of the kinds of activity this section mi#ht
haveA These examples describe a situation and show you the type of card that may be
#iven to you to help you ask BuestionsA Each example also has su##ested Buestions
that you could ask and more ways for you to practise for section threeA
Some candidates find this section difficult because they have to stop talkin# about
real experiences and have to start Fplayin# a #ameF or Ftakin# a roleFA It is important
that you are prepared for this chan#e of focusA ;ou will be Iud#ed by how
successfully you find out the information that the #ame reBuiresA There is no need to
be embarrassed by askin# Fpersonal BuestionsFA The interviewer is playin# the #ame as
well) and the answers he or she #ives will not be about herself in real lifeA +e prepared
to adIustyour lan#ua#e accordin# to the role she playsA <or example if the interviewer
pretends to be a fellow student) use direct Buestions 4F$here are you #oin#JF5 and if
she is pretendin# to be someone socially superior to you) use polite indirect forms
4F!ould you tell me AAAJF) or T$ould you mind tellin# me AAAJF5A It may be helpful to
think of this sta#e of the interview as bein# like the communication tasks that are part
of the trainin# in many En#lish classroomsA The interviewer wants you to use a
variety of Buestion forms) to ask Buestions in a lo#ical order) to ask sensible Buestions
and to ask them in a natural wayA &void startin# Buestions with FHow aboutF too much
of the timeA
Section Fo&r
The interviewer will refer to the information you #ave in section one and askyou
about your plans for your studies and what you intend to do after you complete the
next sta#e of your education and in the futureA ;ou may have to talk about your
ambitions and hopes or what you will do if some of your plans do not work out the
way you hope they willA This section testsH
how well you can talk about your own attitudes) opinions) emotions and plans
whether you can speculate about the future and use conditional verbs
how well you can talk about your academic interests
how well you can describe and compare obIects and events
whether you can cope with chan#es between formal and informal lan#ua#eA
Section four is intended to push your En#lish to the limit of your abilityA The
interviewer is likely to include some surprisin# BuestionsA This means that you will
almost certainly experience some difficulty by the end of the testA =onFt worry) it is
the aim to the test to find out the level at which you be#in to experience difficultyA
If you are asked to discuss your future plans and hopes it is not a #ood idea to answer
brieflyA ,or should you say that you have no plans or that you donFt knowA <irstly) it
appears weak to our 4$estern5 eyes if a person has no plans for their futureA Secondly)
at this point in the interview the interviewer is lookin# at how well you can use the
lan#ua#e of conditionals and hypothesis) of Twhat mi#ht happen ifAAAF) or what you
Fmi#ht do ifAAAFA Talk about your hopes) plans) fearsH FI hope to AAAF) FI intend toAAAFA In
&ustralian culture a personality does not seem weak when a person expresses possible
alternative plansA If you really are unsure of your future) you can talk about your
options) or you can invent some plans K it does not Fhave to be the truth) althou#h
clearly the truth is usually easier to talk aboutA
This section also covers your personal plans as well as your pro(essional plansA It is
acceptable to talk about your hopes of 4maybe5 #ettin# married and rearin# a family)
of your sportin# and non*professional interestsA "emember that &ustralians enIoy a
lot of sport and hobbies) so the interviewer expects to hear you talkin# about these
thin#s as well as about your professional careerA
<inally) bear in mind that this section is your last chance to show the interviewer Iust
how #ood your spoken En#lish is) so #ive it everythin# you have\
Section Five
This is the conclusion of the interviewA The interviewer will thank you) and #ive you
the opportunity to ask Buestions if you wishA "espondin# to this section will probably
not seem as difficult as respondin# to section fourA
The interview is now overA
II How ;ou !an 'repare for the Interview
- <or section one think of all the Buestions you mi#ht be asked about who you are)
where
you come from and about your educationA $ith a friend practise askin#and
answerin# these BuestionsA %o to social occasions) like parties) where you can
practise these kinds of Buestions on people you meetA
3<or section two practise talkin# with a friend about aspects of life in your country or
experiences you have hadA Think of various topics associated with your country that
you could be asked about) and then think of thin#s to say about themA !heck that you
know the vocabulary that belon#s with these topicsA Think of as many Buestions as
possible to ask your friend on these topics and to#ether practise answerin# themA +ut
remember that your aim is to practise speakin# naturally in En#lishE section two is not
a #eneral knowled#e testA
3<or section three practise formin# and askin# Buestions on all sorts of subIectsA ;ou
could use some of the pair activities in books such asH
$atcyn*6ones) 'eter) -?.C) 'air /ork Ane* books & D +) 'en#uin +ooks
$atcyn*6ones) 'eter) -?.-) 'air /ork* books & D +) 'en#uin +ooks
Study the structure of the different Buestion typesA Two #rammar books recom*
mended for self*study areH
Schrampfcr &Sar) +etty) -?.?) Understanding and Using English
<rammar* 'rentice Hall) !hapter -
urphy) "aymond) -?./) English <rammar in Use* !ambrid#e
(niversity 'ress) (nits C?*03
'lay Buestion and answer #ames such as FTwenty NuestionsF with your friendA
'ractise formin# different types of Buestions without usin#FHow aboutAAAFA
C<or section four hold conversations aboutyour professional and personal plans)
#oals) hopes) studiesA 'ractise especially talkin# about what will happen if somethin#
does not work out as you have planned itA
0<or section five practise sayin# #oodbye) shakin# hands and leavin# with a smileA If
you are in an En#lish*speakin# situation) watch how people say #oodbye after lon#
conversations at enBuiry counters in banks or shopsA
/=o these exercises with friends who are also preparin# for the IELTS testA
2'ractise with any other friends or family members who are willin# to help youA If
their En#lish is better than yours thatFs #ood) but do not worry if it is notE you will
increase in confidence and fluency even if you have to talk to a mirror or to a pet\
.Tape record your practiceA Then listen to the recordin# and think how you could
have extended your answersA See if you can pick out and correct mistakes in #rammar
or pronunciationA &sk your friends and relations to find mistakes in the recordin#A
?$hileyouare practisin# do not let people keep stoppin#you to make correctionsA
This will not help you #ain fluencyA !orrection is better done from a recordin#A
-1 "emember that you cannot study for the interview from a bookA 'ractice is the
keyA It is important to keep talkin#A If you cannot find anyone to talk to) talk to
yourself) talk to the bedroom wall) talk to the mirror) talk in the showerA
III Examples of 'hase 3 Tasks
E9ample 1
The interviewer may #ive you a card with information like thisH
'hoto#raph
;ou are a friend of the interviewerA The interviewer will show you a photo#raph
and a letterA ;ou must ask Buestions to find out as much as you can about the let*
ter and photo#raphA
Some thin#s to find outH
Sender
$here from
$hen
Identity of person in
photo
Event
InterviewerFs feelin#s
In this task) you can ask Buestions likeH
$ho is the letter fromJF
F$here does he@she liveJ
-
$hy did he@she write to youJF
$ho is the person in the photoJF
T5o you know the person who wrote the letter very wellJ
-
$ere you pleased or worried when you received the letterJF
$hen was the photo takenJF
$here is the place in the photoJF
Try to ask a follow*up Buestion to one of the interviewerFs answersA <or example) for
the last Buestion) if the interviewer answered FThe photo was taken in !oloradoF) you
could then ask) $hy were they in !oloradoJF
'ractise this exercise with a photo belon#in# to a friendH ask your friend to show you
a photo#raph of a place or a person you donFt know and ask as many Buestions as you
can to find out all about the subIect of the photoA
E9ample !
;ou may be #iven a card with information like thisH
Student Skiin# Holiday
The Student (nion at your university is or#anisin# a skiin# tripA ;ou are
interested in #oin# on the tripA &sk the interviewer Buestions to find out as
much as you can about itA
Some thin#s to find outH
!ost
&ccommodation
Transport
<ood
Location
<acilities
Ski EBuipment
,umbers #oin# on trip
The interviewer will answer your Buestions usin# information that he@she has) for
exampleH
-AThe trip is to 'erisher :alley in the Snowy ountainsA
3AThe cost is Z311 4all inclusive5A
3AThis includes 3 ni#htsF accommodation and 3 meals each dayA
CATransport is by busA
0A9ne hundred and fifty people are #oin#A
/AItFs possible to hire all eBuipment 4extraAcost5A
2ASki lessons are available 4extra cost5A
.A'ayment must be in advanceA
?A=ormitory*style accommodation 4C people share room5A
;our Buestions could includeH
^$here is the trip toJF
FHow much does it costJF
_=o I have to share a roomJF
F!an I hire skis thereJF
FHow many people are #oin#JF
_$hat if I canFt skiJF
etc
To practise this exercise) #ive a friend the interviewerFs information and ask them
Buestions) tapin# the conversation to check your Buestion formsA Try a different
excursion usin# information in tourist brochures and the same kind of BuestionsA
E9ample #

;ou may be shown a card like
thisH
(C'1 (cademic !ook
Su,,lies
&o+6 /$3:7
Signature6+++++++++++++++++++++++++++
;ou would also be #iven a Buestion card like thisH
%iscount Card
+y askin# the interviewer) find out as much you can about the bookshop discount
cardA
Some thin#s to find outH
$here it can be used
$here it can be
obtained
:alidity
!ost
"estrictions
If you lose the card
(ses
The interviewer will have the followin# informationH
-A&nybody can #et a cardA
3AIt costs Z-0A
3AIt is a life membershipA
CA<riends cannot use your cardA
0A It #ives a -3 per cunt discount on all booksA
!A There is no discount on stationeryA
2AIt can be used at all &!E bookshopsA
.AThere are 0 &!E bookshops in 4your town5A
?AIf lost) it costs Z0 to replaceA
-1A&!E bookshops only sell academic books and stationeryA
;our Buestions mi#ht includeH
F$here can I #et a discount cardJF
F$here can it be usedJF and a follow*up Fow many &!E bookshops are
thereJF
F<or how lon# is the card validJF
F=oes it cost anythin#JF
F$hat benefits does it #ive meJF
F$hat happens if I lose the cardJF
FIs it only for books or can I use it for other thin#sJF
'ractise this kind of exercise with any kind of membership card that you or a friend
may haveA "emember to tape the conversation to check the way you ask BuestionsA
"hapter
E Answers
E .eading E /riting Practice Tests
Answers to the reading ,&cs lions (or each practice test are given (irst* (ollowed ')
a t)pical or model answer to the writing tasks% The model essa)s represent one
satis(actor) wa) o( completing the task* '&t not necessaril) the onl) wa)%
E 3od&le " Practice Test 1
E 'eain$
Part !. ;ustralia's Linguistic +istory something is done or through which something
passes) 'all languages use the same channel' or me-
(.I !47"s /paragraph >0 dium ie. the vibrations of /he atmosphere0
(.2 !C"! /paragraph >0 (.I) =alse /paragraph 6' a cultural relationship comes
(.% !4C! /paragraph >0 from contact between two different cultures0
(.* !C:5 /paragraph 6''lhc period from 3hc lurn of (.21 True /paragraph :' genetic and cultural relation-
3hc century to ! C:5 saw the consolidation of the .ng- ships 'lend to' mean also a typological relationship- '
lish language in ;ustralia.'0 but related languages may diverge radically0
(.+ !C1! /paragraph :''belween !C:1 and !C1!...'0 (.22 True /paragraph : last sentence0
(., !C16 /paragraph :''*incc !C16 ;ustralian immi-
gration policies have not discriminated against peo- Part :. The ?ptimum ;ge for Language Learning
ple on the grounds of race...'0
(.2% level /'examination' is not logical0
Part >. The 8omposition of ;ustralia's ?verseas (.2* oplimum /'optimum' I best) the 'however' at
+orn Population hy &irthplace 3hc beginning of the sentence clearly shows that an
opposite point of view to 3hc previous sentence is
(. 1 .urope about to be slated0
(.8 3taly /footnote ! . To add 3hc A**D litre is incor- (.2+ ac$uire /the space needs an infinilivc verb0
rect) the figures for .urope include the A**D hut the (.2, worst /'early adolescence' reminds the reader
A**D was not one of the principal source countries that secondary school language leaching is being dis-
for immigrants0 cussed and 3he use of 'in fact' gives cmph)isis to this
(.- ;sia opposing view thai 3s being expressed0
(.1& Hietnam /footnote >0 L.>1 emotional / 'given' here means 'if we lake into
(.11 Turkey /footnote >0 account') that is if we consider the problems of teen-
(.12 Middle 8ast agers we would realise that adolescence is not a good
(.1% 9ew Pealand time for the extra stress of learning a language0
(.1* :7 /footnote :' :7Q of 3hc ;frican toial were (.2. no /that is one can learn a language at any age'
from *outh ;frica0 note the double negative0
(.2- accent /clear from the ncxl sentence0
Part 6. *ome Traits of Language (.%& debated /'controversy' is not possible here) the
space needs a past participle to complete the verb0
(.1+ T
( 1 , 8 Purl 5. Purposes of Language *tudy
(.17 / /.nglish is a 'cousin' of Latin paragraph 60
(.18 =alse /paragraph ! ''The latter Rthat there are (.%1 8
7""" or more languages - is probably closer to the (.%2 G
TruthE) 'latlcr'Ilhc last fact or name mentioned as in (.%% ;
for example ';ustralia has close relations with both (.%* 0
&ritain and the A*; with 3hc former for historical (.%+ #
reasons and with the latter for reasons of defence and 9ote' all the other summaries arc supporting argu-
trade.'0 ments and comments relating to these main points.
(.1- =alse /paragraph >' 'medium' I means by which
9 /riting
$ritin# Task -H model answer
any factors affect the successful learnin# of En#lish as a second lan#ua#eA Some
factors relate to the studentFs first lan#ua#e and ability in that lan#ua#eA <or example)
learnin# En#lish is easier for people whose first lan* #ua#e is from the Indo*European
#roup of lan#ua#esA & learnerFs fluency) de#ree of literacy and level of education also
affect the capacity to learn En#lishA
Teachin# methods also influence the success of the learnerA The skill and
experience of the teacher are important as are the leachin# strate#ics used by the teacher
and the Buality of the teachin# aids and technolo#y availableA
Students of En#lish arc also affected by various personal factorsA The motivation
of the learner) their a#e) the learnin# conditions and the time available for study arc all
important influencesA The studentFs feelin#s of Iecurity about learnin# En#lish arc
similarly si#nificantA
& clear understandin# of all these factors will obviously assist in the learnin# of
En#lish as a second lan#ua#eA
'art IA&ustraliaFs Exports 'art 3A The Heat Is 9n
5%I <i#ure C 5%I 'redict ion ,oA 3
5%! <i#ure 3 5%1= 'rediction ,oA -
5%# <i#ure - 5%I 8 'redidion ,oA 3
5%$ <i#ure 0 5%!: 'rediction ,oA C
5%; <i#ure 3 5%!1 India

NA33 =ecA -?..
'art 3A Stricken Sea ,et*ds Lon#*Term Solution 5%!# ScplA-?..

5%!$ Turkey
5%7 b 4the chan#es have been caused by the 3A30 'hilippines
humans) para#raph C5

NA2 c 4para#raph C5 'ort CA Towards %lobal 'rotection of the &tmosphere
5%= a 4para#raph C5

5%8 b 4para#raph /5 5%!7 Incorrect
5%1: a 4para#raph -35 NA3 2 !orrect
5%ll Incorrect 4para#raph ?5 5%!= !orrect
5%I ! !orrect 4para#raph ?5 5%!8 Incorrect 4para#raphs 2 D .H the -1[ fi#ure re*
5%I # Incorrect 4para#raph -35 fers to improvements in ener#y*efficiency and en*
5% 1$ !orrect 4para#raph - - 5 er#y supplyE the tar#et for reduction of carbon
5%1; !orrect 4para#raph -05 dioxide emissions is 31[ by the year 3110) para*
5%I 7 !orrect 4para#raph -05 #raph 05
Answers
5#: Incorrect 4para#raph HH the #oal is 3[ by 31105 5%#$ !orrect
5%#I !orrect 4para#raph -15
5%#!!orrect
5%##!orrect
E /riting
<riting Tusk #6 model answer
&rtesian water is a vilal source of water in some areas where there is little rainfallA &n
artesian water source can only form under certain #eolo#ical conditionsA & layer of porous
rock must lie between two layers of impervious rockA $alcr) which may be run*off from a
distant mountain ran#e) is trapped in the layer of porous rock be*low the surface of the
earthA Tor this to provide usable water) the layer of porous rock must be above sea level to
prevent the water either seepin# away into the sea or bein# contaminated by salt waterA &t
weak points in the surface layer of impervious rock) or when a bore is drilled) the artesian
water rises to the surface and is available for useA
<riting Task $6 model answer
any people believe that human bein#s arc destroyin# the planet EarthA I have to a#ree
with this statement and I believe there is plenty of evidence for it if we look at some of
manFs a#ricultural and industrial practicesA In addition) the use of nuclear ener#y further
increases the dan#er to the worldA
iinFs a#ricultural practices arc severely dama#in# the environmentA The incorrect
use of land causes the formation of desertsE this is a particularly serious problem in
&ustralia and the (S&A =iversion of water from lakes and rivers for irri#ation can also
cause severe problemsA The use of water from the &ral sea in the Soviet (nion is an
example of thisA
Industrial wastes have caused critical pollution of water and the atmosphereA
&tmospheric pollution has resulted in the F#reenhouse effectF K a phenomenon that is
resultin# in a dan#erous increase in the temperature of the worldA Similarly chemical
pollution is dama#in# the oSone layer of the EarthA This results in dan#erous ultraviolet
rays enterin# the EarthFs atmosphereA
,uclear power also poses serious problemsA 9ne nuclear bomb can have devastatin#
lon#*term effectsA Even if nuclear power is used for peaceful purposes) the wastes arc so
toxic and so lon#*lastin# that we are endan#erin# the lives of #enerations to comeA
Some people may think that improved technolo#y will solve the problems of the
EarthA 9thers believe that man will eventually leam to cooperate and use resources
intelli#entlyA However) I think this is naive) wishful thinkin#) and from all the evidence
man is destroyin# the EarthA
E 3od&le " Practice Test #
E .eading
Part !. =irst 9ational Literacy Deport (.. Group ; I 8olumn 7 /71Q0
(.- Group < I 8olumn ! /!>Q0
(.1 8orrect (.1& Group 8 I 8olumn : /6!Q0
(.2 8orrect (.11 Group < I 8olumn > /!"Q0
(.% 3ncorrect (.12 Group . I 8olumn 6 /16Q0
(.* 8orrect
(.+ 8orrect Part >. +ard Bork is ;sians' *ecret of
(., 9ot mentioned
(.7 3ncorrect /'Government plans to (.1% & /the pattern of agreeing and
ductive cultureE and a strong national the statements in the $uestionnaire is
fail without a workforce which is more ;merican parent0
mobile and highly skilled.'0 (.1* higher /'harder' is not
'high achiever' in modern .nglish is
often used to describe a person wilh ambitious #oals 'art 3A %ot $hat It Takes to be a arketin# an*
who usually achieves Ihem5 a#erJ
3A20 effort
5%17 innate 4a Buality you arc bom with) not learnt) as 5%! !onflict "esolution X 'oint -- 4FAAAconflict reso*
in Finnate #ood senseF5 lution reBuires considerable mana#erial skillAAAF5
5%I beliefs 4Ffalse beliefsF X Fmisconceptions) 5%!= 9r#anisational &bility X 'oint -1 4F AAAthe skill to
mythsFIFfalse mythsF is a tautolo#y) and wron#5 alter the or#anisation of the company AAA is a skill that
5%I = more 4para#raph 05 must be found in the marketin# mana#erAAAF5
5%18 skills 4para#raph 25 5%!8 !ommissionin# "esearch X 'oint 0 4Farket re*
3A31 less 4F!hinese and 6apanese mothers stressed Ihe search is a vital support AAA V& mana#er must be able
importance of hard work to a #realer de#ree than toW commission #ood researchAF ,ote how this sec*
&merican mothers and &merican mothers #ave tion develops 'oint -5
#realer emphasis to innate ability lhan did !hinese 5 %#: Strate#ic Skills X 'oint 3 4F AAAthe skills needed
and 6apanese mothersAF5 for thinkin# strate#ically are of a hi#h orderAF ,ote
5%!1 more that you have to read past the first sentence) and that
5%!! actively 4F!hinese and 6apanese parents are the passa#e is contrastin# Fstrate#yF with FtacticsFA5
more interested and involved in their childrenFs 5%#1 arket +ehaviour &nalysis X 'oint - 4the pas*
schoolin#*!hinese and 6apanese families mobilised sa#e discusses buyer behaviourE market research is
themselves to assist the childAAAF5 actually discussed in 'oint 05
5%!# expectations 4F!hinese and 6apanese mothers 5%#! Innovation ana#ement X 'oint 3
held hi#her standards for their childrenFs achieve* 5%## <inancial ana#ement X 'oint 2
ment than &merican mothersAAAF5 5%#$ Systems Thinkin# X 'oint . 4,ote how this sec*
5%!$ &merican 4F &merican mothers overestimated tion develops to state its main point in the last two
their childFs abilitiesAAAF5 para#raphsA5
NA30 &sian 4F !hinese and 6apanese mothers #ave 5%#; arketin# Skills X 'oint 7 4This section de*
more realistic evaluations of their childFs AAA charac* scribes the components of the Fmarketin# mixF) Ihe
teristicsAF5 thin#s thai make up a marketin# mana#erFs IobA5
5%!7 realistic 5%#7 Lon#*Term Thinkin# X 'oint ? 4The section con*
trasts short*term and lon#*term thinkin#A5
E /riting
<riting Task #6 model ans)er
The statements are clearly supported by lheP#raph and the stalisticsA The table #ives the
actual number of students from the different locations whBattended6ii#her education in
-?.?A <or example) 331)0/- from urban areas attended hi#her educalion whereas ;2Z30
rural students attendedA However) students from remote areas who participated in hi#her
education numbered only -3)?0?A The table indicates thai from all locations) Iust over
half the students were womenA
The #raph shows the same trends but in a different formA 'articipation of people
from the different locations in hi#her education in -?.? is plotted as the number of
people per thousand 4pAthA5A ales and females are plotted separatelyA In remote areas
approximately C1 males pAthA attended hi#her education while in rural areas the
correspondin# fi#ure was about 33 males pAlhA In remote areas) however) the number of
males who participated in hi#her educalion was only about -? pAthA In all locations) more
females pAthA attended hi#her education than did malesA
$ritin# Tusk 3H model answer
The educalion of a child is si#nificantly affected by both Ihe allilude of the parents and
the Buality of the childFs school and teachersA I would not sEiy) however) thai Ihe parentsF
attitude is necessarily the more important of Ihese two factorsA
& #ood parental allilude definiiely helps a childFs school pro#ressA Studies have
shown that &sian students are oflen hi#her achievers in school than their &merican
counterparts because &sian parents usually take a more active interest in their childrenFs
educationA (ducalionatly minded parents can in fact compensate to a certain extern for a
poor Buality school or teachersA Such parents mi#ht provide extra work at home)
encoura#e the child to read more or study by himself or herselfA !oncerned parents may
even hire Ihe services of a tutorA
An the oilier hand) educationally minded parents arc usually nol enou#h to ensure
Ihc #ood education of a childA 'arents often donFt have the resources of a #ood school) or
the collective knowled#e and trainin# of a #ood teachin# slaffA I
E
urthcrmorc) lime or
money may limit what the well inlentioned parent can actually do for the childFs
education in practical termsA
!onseBuently) althou#h parental attitude and Buality of school and staff arc both
important to a childFs education) I donFt feel that one is necessarily more important than
the otherA 'erhaps ironically) it is usually the children of educationally minded parents
thai finish up bein# sent to #ood schools with #ood teachersA
E <eneral Training 3od&le* Practice Test 1
E .eading
'art -A =ial*It Information Services 'art CA Tertiary 'reparation !ertificate
5%I --/.1 3A32 33
5%! --[ NA33 competence 4para#raph -5
5%# --0C1 5%1# future 4an adIective is needed and none of the
5%$ --0-- others arc lo#ical5
f3A0 --/C1 5%!$ recently
5%!; mature 4FoldF is never used in this context5
IFart 3A (TS %eneral Information 5%!7 compulsory 4FnecessaryF is not used in this way)
and Fobli#edF is incorrect #rammar5
567 4a5 5%! assessment 4final para#raph5
56 4b5 5%!= .1[
5%= 4b5 5%!8 31[
568 4c5
5%1: 4c5 4compare FStudent I= cardsF and N*31 ,o )
!oncession passT5 5%#1 ;es R
5%11 4b5 5%#! ;es
561! 4c5 5%## ,o
5%#$ Literature
'art 3A T&GE !ourse =escriptions
'art 0A "eady) %et Set) +ut Gnow $hat ;ouFre
5%1# 0C-. %oin# <orA
5%1$ 3-13
5%1; 30-? 5%#; 4para#raph 05
5%I 7 303C 5%#7 G 4para#raph -05
5%1 .0-1 5%# , 4para#raph 315
5%1= 1.C3 5%#= , 4para#raph 3-5
5%18 1.C3 5%#8 4para#raph .5
NA31 0C-? 5%$: G 4para#raphs -3 and -25
E /riting
$ritin# Task -H model answer
=ear Sir@adam)
I would like some information about Ihc Tertiary 'reparation !ertificateA If possible I
would like to enrol in this course as a part*time student in -??3A
I left school ei#ht years a#o after completin# the -IS!A Since then I have worked
as a sales assistant in both %race +ros and =avid 6onesA <rom the be#innin# of this year
I have been in char#e of the !hildrenFs $ear =epartment in %race +ros) LilyfieldA
However) in order to advance any further in my career into a mana#erial position) I will
need to do some further study) such as a arketin# or +usiness !ourseA +ecause I have
not studied for many years) I believe that I should complete the T'! before enrollin# in
a +usiness courseA
!ould you please send me the information as soon as possible) and tell me the dates for
enrollin# in Ihe Tertiary
'reparation !ertificateA
;ours faithfullyA
$ritin# Task 3H model answer
Studyin# at colle#e or university can have its difficultiesA <or example) makin# friends
can be a problemA 6oinin# a sports or interest club is a #ood way to meet people with
similar interestsA
,ew students at colle#e will be faced with a new ran#e of leisure activitiesA Students
should be adventurous in tryin# new activities) but should also be careful that their leisure
activities donFt disrupt their studiesA
!olle#e reBuires different study habits from schoolA Students must learn to study
independently and it is important to establish a study routineA
(niversities and colle#es have a lar#e number of facilities such as counsellin#
services and sports centresA These services are often cheap and convenient) so new
students should do their best to find out what facilities are available on campusA
$ith a bit of common sense) most students will not have any trouble adaptin# to
colle#e or university lifeA
9 <eneral Training 3od&le Practice Test !
9 .eading
Part !. AT* @uring-gai 8ampus 3nformation N (.1- chlorine /section on '&athroom'0
.venings (.2& tobacco water /section on 'Garden Pcsis'0
(.I /d0 Part .. Bhat <o +umans .at(
L-> /a0
(.21 consume
Part >. Positions Hacant (.22 cultural /in this $uestion and the next the word
is indicated by the rest of the sentence0
(.% :::666! (.2% religious
(.* write a letter (.2* availability /a noun is needed0
(.+ 1157:4C - (.2+ trying /a gerund is needed0
(., driver's licence (.2, crops /the only possible thing you can 'grow' of
(.7 /names of0 > referees the words in the box0
(.27 available /'increased
!
is the verb here 'avail-
Part 6. 8onsumer &ookshelf able' is an ad-ective0
(.28 nutritional /the word is indicated by the
(.8 &ook 9umber 6 discussion of the 'nourishment' or 'food value' that
(.- &ook 9umber 5 food must provide0
(.1& &ook 9umber : (.2- little /an ad-ective is needed which cannot be
(.11 &ook 9umber 1 'great' because that would not be a problem for peo-
(.12 &ook 9umber 7 ple's diet0
(.1% &ook 9umber !
Part 5. AT* # ; *moke-=ree Pone
Purt :. ; /itiide to Toxics in the +ome
(.%& /d0 /see '*tage >' of implementation of 3he pol-
(.1* less icy0
(.1+ 1 /section on '+ousehold 8leaners and Polish- (.% 1 /c0 /see 'Deasons for This Policy'0
es'0 (.%2 /b0 /sec '*moking'0
(.1, S: litres ofT hoi water /section on ';ll !'urposc (.%% /c0 /sec ' Passive smoking') an1or means that -
8leaner'0 passive smoking is exposure to either source or both
(.17 yes /section on 'laundry'0 sources of cigarette smoke0
(.18 /strong solutionT ammoniu /section on '?vens'0 N (.%* /c0 /sec 'Liabilities and Loss to .mployers'0
Answers
5#; 1e2) F non*smokersAF5
5#7 4b5 4 typical airconditionm# may be over* N3. 4a5 4Fost &ustralian Life &ssurance
companies now offer reduced
whelmed by pollutants AAAF5 premiums to non*smokers AAAF5
5%# 4b5 4FAAsmokers have hi#her accident rates than
E /riting
<riting Task #6 model ans)er
In the last twenty years it has been reco#nised that smokin# causes #reat health problems for
human bein#sA &s we can see from information supplied by the (TS 9ccupational Health and
Safety +ranch in "eadin# 'assa#e number /) people who smoke are much more likely to suffer
from illnesses such as cancer) especially of the lun#s and throat) bronchitis) ulcers and increased
blood pressureA They also have a much #reater chance of sufferin# a heart attackA Even the short*
term effects are unpleasant) such as bad breath and stainin# of teeth and fin#ersA
There are similar health dan#ers in passive smokin#) when non*smokers are exposed to
ci#arette smokeA &ircondilionin# in buildin#s cannot remove all the tobacco smoke from the air)
so even if people do not smoke Ihcy can become ill if they are near smokersA <or example) they
can suffer eye irritation) cou#hin# and head* aches) and have more chance of #ettin# lun# cancerA
<riting Task $6 model ans)er
If you arc thinkin# of studyin# En#lish in &ustralia) you should realise that &ustralian eatin#
habits and food can be very different from those in GoreaA
&ustralians donFt eat rice at every meal as we do in Gorea) and most &ustralians have never
heard of GimcheeA & formal &ustralian meal can consist of a number of courses startin# with
soup) #oin# on to a main course and then onto dessertA &t each course you usually receive only
one plate of food and not the variety of dishes and soups that we #et in GoreaA &nother thin#
about the food in &ustralia is that it is not so hi#hly flavoured as in GoreaA
<ortunately) findin# suitable food to cat in &ustralia is no problemA +ecause there are Buite
a few Gorean immi#rants in &ustralia) there arc plenty of Gorean restaurants in the main citiesA
The lar#e cities also have supermarkets and shops specialisin# in Gorean and other &sian foodA
In fact) a #ood aspect of livin# in &ustralia is that it #ives you an opportunity to try food
from all over the world at Buite cheap pricesA
E <eneral Training 3od&le Practice Test #
E .eading
'art -A (nion +uys Student &ccommodation 'art 3A =onFt "isk & Life Sentence
5%I 4b5 ,oteH the Flife sentenceF of the headline is explained
NA3 4a5 in para#raph 3A The key to the passa#e is to under*
5%# 4b5 stand that if there is a Flabour shorta#eF in a particu*
lar occupation) this means that there are more Iobs
'art 3A (TS Library %uide available than there are Bualified people to fill them)
so it is easier to find a Iob in that occupation than in
5%$ Gurin#*#ai one with an FoversupplyF of Bualified peopleA
5%; ,orth Shore * St Leonards
5%7 ,orth Shore * %ore Hill 5%1# S 4see FHealthF5
5% arkets 5%1$ S 4see FHealthF5
5%= +almain 5%1; S 4see FHospitality TradesF5
5%17 S 4sec FScienceF5
3A? <alse 5%I S 4see Teachin#F5
5%1: True 5%1= 9 4see F+usiness 'rofessionsF5
5%11 True 5%18 S 4see para#raphs on T&<E Bualifications5
5%1! <alse
5%!: S4dillo5
5%!1 9 4see FEn#ineerin#F5
'art CA (TS Student Loan <und
5%!! ,o
5%!# ;;::
5%!$ up lo -. months
NA30 at least 01[
N3/ ,o
'art /A $hat &ustralians &re Like and How To
%et To Gnow Them
N32 ,ot entioned
5%!= &#rees 4see FIndividualityF5
5%!8 &#rees 4see FEBualityF5
5%#: !ontradicts 4see F=irectnessF5
5%#1 &#rees 4see FInformalityF5
5%#! ,ot entioned
5%## &#rees 4sec F%reetin#sF5
5%#$ ,ot entioned
5%#; !ontradicts 4see FSocial InvitationsF5
5%#7 &#rees 4see FSayin# TThank you
-
T5
E /riting
<riting Task #6 model ans)er
The dia#ram shows Iwo types of fire extin#uishers) & !lass and + !lassA The & !lass fire
extin#uisher) coloured red) is used for fires occurrin# in textiles) wood and paperA II
contains waterA Il must not be used for electrical or flammable liBuid firesA ;ou should
carry ihe extin#uisher to the fire) #rip the hose) remove the pin) and sBueeSe the handleA
;ou should point the liBuid stream at Ihe seat or base of Ihe fireA However) you should
read Ihe instructions because some types arc used upside*down) or invertedA
The + !lass fire extin#uisher) coloured blue) is used for flammable liBuid fires but
must not be used for electrical firesA This fire extin#uisher conlains foamA Il is used in Ihe
same way as Ihe & !lass extin#uisher) except that Ihe fire should be attacked with a
sweepin# molionA
<riting Task $6 model ans)er
%ear Divicnne,
How is life back in TaiwanJ &ustralia is Buite inlcrestin# bul very different from TaiwanA
'eople are much more informal hereA They usually call each oihcr by Iust Ihcir first
names\ &nd everybody dresses so casually\ Everyone wears Ieans) sometimes even lo
workA
&ustralian food takes some #ettin# used loA +eef and lamb are very popular and
&ustralians seem surprised that we cat rice at every mealA I much prefer rice lo potatoes)
thou#hA
9h) and anolhcr thin#A $hen I asked my landlady how much her house cost) she told
me not lo be rudeA &pparently it is also bad manners to ask someone how much they earnA
Thou#h people donFt seem to mind askin# me how much I wei#hA I think thatFs a bit rude\
$ell) I had beiler #el back lo workA
&ll ihe best)
Yiao =on#
E Answers
E Listening Practice Tests
E Listening Test 1
(.I ; (.22 fatal in-uries
(.2 < (.2% scldom,rarcly,hardly ever
(.% &
(.* < (.2* coast
(.+ ;shlon /33 musl be spent correctly0
'
(.2+ oil tanker
(., !>-!>-!C5C (.2, ;merican
(.I &ritish (.27 tree
(.8 7 +enry *i (.28 released
(.- Lcichhardl /33 musl be spell correclly) for the (.2- van
slrccl and suburb as long )is the information is cor- (.%& rocks /3t must be plural0
rect il doesn't matter which line you write them on0 (.%1 worse,worsening
(.I) 74-7C4C (.%2 next week
(.I 1 *afe distance (.%% C /This is stated in 3he firsl sentence.0
(.I 2 rough (.%* C /The lecturer says that 3hc 8hinese govern-
(.1% nighl ment didn't allow emigration.0
(.1* alcohol (.%+ & /The lecturer states that as the transporta-
(.I + eating tion of convicts from .ngland decreased the s$uat-
(.I , alone
(.17 fiags /3t musl be plural0
ters and other employers 3pokcd for another cheap
source of labour.0
(.18 panic (.%, < /The lecture says that 3hc men began to
(.1- parallel look for a scapegoat to blame for their problems and
(.I) ! metre that ihcy found it in 3he 8hinese.0
(.2I dangerous (.%7 & /This is slated in the last sentence of the lec-
ture.0
E Listening Test !
( 1 C (.2& north
(22 & (.21 /very0 few
(.% < (.22 !C million
(2* ; (.2% mountainous,covered in mountains
(2+ ;ndrew /The spelling musl be correct0 (.2* huge
(., 6> 8ity Doad L.>7 spring
(27 9ewlown >":"
(.8 !>-!>-!C54 (.2, 3 /The newsreader says 'all three sides in the
(2- <arwin nine month civil war' which eliminates ;. =urther-
(.1& 6 more a cease4ire stopped on Thursday not 3hc fighi-
(.11 8anadian ing) and the fighting was 5in an aroun 3hc capital
(.12 TJ!!C57 city'.0
(.27 & (The newsreader says that union leaders
(.1% 6 million 'called off three weeks of crippling strikes on *atur-
(.1* democracy day...' and thai more than one million workers 5luui
(.1+ -ungles -oined the protest'.0
(.1, famous (.28 < /The newsreader lists the three people # 3hc
(.17 !!6 million company owner 3he director and 3he captain # and
(.18 republic stales that they have all been charged.0
(.1- deserts (.2- & /;bortions 6ere legal and free but under 3hc
new #overnment bill abortion is now ille#alA5
5%#: +A 4The reader slalcs thai the fli#hts will
be#in
within a monthA5
5%#I 0% 4The reader says that i@lhc candidate is
con*
victed) he will almost certainly be sentenced to al
least two years imprisonmentA5
5%#! <alse 4;ou need a passport*siSed
photo#raphA5
5%## True 4If they are unemployed and live al least
3kms from the universityA5
5%#$ <alse 4'eople thinkin# about studyin# can
also
use the counsellorsA5
56#; True 4!ounsellors provide individual assistance
and workshopsA5
5%#7 <alse 4It is a good idea to make an appointmentA5
5%# True 4&n adult is a person over sixteenE there is
no upper a#e limitA5
5%#= True 4If they are full*timeA5
5%#8 <alse 4& small tec is char#edA5
5%$: <alse 4There is no menlion of ihisA5
5%6$1 True 4'oor punctuality is classified as inappro*
priate behaviour and may be penalisedA5
9 Listening Test #
561 " 5%!7 C1
56! & 5%! full*time
56# ! 5%!= Ihrce
5%$ +
N0 enrolment 5%!8 " 4The second sentence of the lecture stales that
5%7 openin# ceremony few people want to acknowled#e or reco#nise the
5%I #eneral orientation product ivily crisisA <urthermore) answers &) + and =
5%= sports carnival directly contradict information #iven in the lectureA5
5%8 first lecture 5%#: & 4$hile &ustralia is 21[ arid or semi*arid)
5%1: free this is lar#ely a natural occurrenceA +ad a#ricultural
practices have a##ravated thisA5
5%ll #reat #randparents 5%#I + 4The relevant information is #iven in Ihe sen*
5%1! marine biolo#y tence F AAAA while the maIor political parties are enthusi*
5%I # loo cold astically promotin# an increased population for
5%1$ loo expensive &ustralia AAAF5
5%1; makin# friends 5%#! 0 4&nswer & is incorrect as there is a yearly in*
5%17 water polo crease in populationA The lecturer also states thai Ihe
5%n sharks 4feedin# habits5 #rowth rale is far hi#her than almost all ind&strialised
5%i a 3 years countries) not most countries) so answers + and ! are
5%18 tradin# company incorrectA <urthermore) answer = is Ihe central Ihcmc
5%!: Iravel of the entire lectureA5
5%## 1 4The speakerFs emphasis is on a sta'le rather
5%!1 university than necessarily a small population 4answer &5E an*
5%!! -0 swer + is nonsensicalE there is no reference to answer
5%!# ZC?)111 ! with re#ard lo SwedenE this leaves only answer =A5
5%!$ ,ew ;ork 5%#$ & 4&nswers +) ! and = are all recommenda*
5%!; 4faculty5 staff tions made al the end of the lectureA5
9 Acknowledgements
Sources of textsH
F &ustraliaFs I In#uislic - listoryF) FThe !omposition of &ustraliaFs 9verseas +orn
'opulation by +irthplace) -?.-F)
F'urposes of Lan#ua#e StudyF) and F9ptimum &#e for Lan#ua#e Learnin#F) extracts
from A 4ational Lang&age
Polic)% .eport ') ilie Senate Standing "ommittee on Ed&cation and the Arts% 9ctober)
-?.CA &%'SA !ommonwealth
of &ustralia copyri#htA "eproduced by permissionA
FSome Trails of Lan#ua#eF) extracts from =A +olin#er) Aspects o( Lang&age* !nd edA)
Harcourt +race 6ovanovich
4(S&5) -?20A 4permission sou#ht5
%raphs on pa#es 3. * 3?H-A +creson and SA "osenblal) In,&ir) A&stralia* !nd cdA
Heinemann Educational &ustralia)
an imprint of "i#by I Icincmann) "ichmond) :ictoria) -?.0A "eproduced with
permissionA
FStricken Sea ,eeds l`on#*Tcrm Solution
-
) +) Geller 4permission sou#ht5E FThe Heal
Is 9nFE and FThe !alendar of
!atastropheF) 4abrid#ed5 reproduced in The Herald in the "lassroom% <lo'al
<eograph) Update* D=8% 6ohn <airfax
Education (nit) -?.?A "eproduced with permissionA
F"eady) %et Set) +ut Gnow $hat ;ouFre %oin# <orF) S)dne) 3orning Herald* 7 SeptA
-??1E F=onFt "isk a Life
SentenceF) S)dne) 3orning Herald "areers <&ide* 8 &u#ust -??1EF Leam*as*you*
work (ni 9pens for +usinessF)
4adapted in Listenin# 'ractice Test 35) S)dne) 3orning Herald* -3 6anA -??-) 6ohn
<airfax %roup 'lyA LtdA
"eproduced with permissionA
FTowards %lobal 'rotection of the &tmosphereF) Environment* :olA31) ,oA2) SeptA
-?..A Heldref 'ublications)
$ashin#lon)=!A4pcrmission sou#ht5
F<irst ,ational Literacy "eportF) 4adapted5) and F(nion +uys Student &ccommodationF)
Al&mncws* (niversity of
Technolo#y) Sydney) Summer -?.?A Supplied by 'ublic &ffairs and 'ublications (nit
at (TSA "eproduced with
permissionA
FHard $ork is &siansF Secret of SuccessF) =r Stephen 6uan) S)dne) 3orning Herald*
-3 SeptA -??1A "eproduced
wilh permission of the authorA
F%ot $hat II Takes to be a arketin# ana#erJF) 4abrid#ed5 =avid !orklndale)
3arketing 3agaKine* 9ctA-?.?A
"eproduced with permissionA
<i#ures on pa#e /3 adapted from =EET survey published in AP" .eview* -*-??-)
pa#e -3A
F=ial*It Information ServicesF) >o&r "omm&nit) Phone Book* 18=$* Ixichhardt and
arrickvillc =istrictsA Telecom
&ustraliaA "eproduced with permissionA
F%eneral Information for StudentsF) F(TS Student Loan <undF and F(TS K & Smoke*
<ree QoneF) Arientation
Hand'ook 188:* StudentsF &ssociation of the (niversity of Technolo#y) SydneyA
"eproduced wilh permissionA
FT&'E !ourse =escriptionsF) FThe T&'E Tertiary 'reparation !ertificateF) and F
Expected Locations of T'! and
SubIects -??-F) handouts on courses of the department of Technical and <urther
Education) ,ew South $ales) and
The 1881 Higher School "erti(icate and Tertiar) Preparation "erti(icate Booklet*
T&<E ,S$) 'ublications (nit)
arketin# Services =ivisionA "eproduced with permissionA
F(niversity of Technolo#y) Sydney) Gurin#*#ai !ampus Information Evenin#sF)
advertisement ori#inally published
S)dne) 3orning Herald "areers <&ide* ? &u#ust -??1A "eproduced wilh permission
of (TSA
F!onsumer +ookshelf) reprint from "hoice a#aSine) :olA3-) ,oA2) 6uly -??1A
'ublished by the &ustralian
!onsumersF &ssociationA "eproduced with permissionA
F& %uide to Toxics in the I tomeT) abrid#ed from Stepping Lightl) on the Earth*
%reenpeace &ustraliaA "eproduced
with permissionA
F$hat &ustralians &re Like and How to %et to Gnow ThemF) The /elcome to UTS
Book* 2?0?A In(ormation (or
International St&dents* Student Services (nit) (niversity of Technolo#y) Sydney)
-?.?A "eprinted from Arriving*
S&rviving* Thriving- In(ormation (or Averseas St&dents* International Student !entre)
(niversity of ,ew South
$ales) -?..A "eproduced with permissionA
FThe !orrect (se of <ire Extin#uishersF 4dia#ram5) from Fire%%% Is A&r Foe* brochure
of the 'ublic "elations (nit)
+oard of <ire !ommissioners of ,S$) "eproduced with permissionA
F(niversity Library %uide for StudentsF) extracts from A 6 Q <&ide (or St&dents*
produced by the Library of Ihe
(niversity of Technolo#y) Sydney) -??-A "eproduced with permissionA
Lecture in Listenin# 'ractice Test - abrid#ed from The 3aking o( A&stralia% People
From Ever)where% +ay +ooks)
Sydney) -?.3A (sed wilh permissionA
Lecture in Listenin# 'ractice Test 3 abrid#ed from F& !ountryside "eelin#F) =r !hris
$atson) !SI"9 &ustralia)
published in The B&lletin* 6anA3-)-?.?A (sed with permission of the authorA
The producers of this book would like to thank the staff and students
of Insearch Lan#ua#e !entre at the (niversity of Technolo#y)
Sydney) for their enthusiasm for the proIect and their patient
assistance in triallin# and improvin# the materials in itA 'articular
thanks #o to those who #ave detailed feedback alon# the way)
especially arnie !ampbell) Terry 'eck) 6ulie "owed) =iane
Ho##ins) =aniel !arroll) 'aul :au#han) and ,icola ShortA 6effrey
Nuinn produced early versions of several of the the practice readin#
and writin# testsA 'atricia $rathall contributed several textsA
Terry 'eck directed the production of the cassette tapeA The
illustrations in the listenin# practice tests are by =on GibbleE the
drawin#s on pa#es C3 and -30 are by &nnette "in#A uch of the
keyin# onto disk was done by Tracy !ornhill and &n#ela &ndIelovic
of Insearch Lan#ua#e !entreA