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Collected by Hai Jim
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Practice Tests
Collected by Hai Jim
EXPERT ON CAMBRIDGE
Practice Tests
NHÀ XUẤT BẢN THẾ GIỚI

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EXPERT ON CAMBRIDGE
IELTS Practice Tests 1 (kèm CD)
Chịu trách nhiệm xuất bản:

Đoàn Trần Lâm
Biên tập: Đông Vĩnh

Trình bày bìa: Tân Việt
Chế bản: Hoàng Thanh
In 1.000 cuốn, khổ 19x26cm, tại Công ty c ổ phần In Truyền Thông Việt Nam.
Số ĐKXB: 1380 - 2014/CXB/02-95/ThG.
Quyết định xuất bản số: 135/QĐ - ThG. cấ p ngày 15 tháng 07 năm 2014.
In xong và nộp lưu chiểu Quý III năm 2014.
INTRODUCTION 3
IELTS PRACTICE TEST 1 ................................................................................................................................................................ 13
LISTENING..........................................................................................................................................................................14
READING............................................................................................................................................................................ 18
W R ITIN G ............................................................................................................................................................................ 34
SPEAKING........................................................................................................................................................................... 36
IELTS PRACTICE TEST 2 ........................................................................................................................................................ ....... 37
LISTENING.......................................................................................................................................................................... 38
READING............................................................................................................................................................................ 43
W R ITING ............................................................................................................................................................................ 58
SPEAKING........................................................................................................................................................................... 60
LISTENING.......................................................................................................................................................................... 62
READING............................................................................................................................................................................ 67
W R ITN G ..............................................................................................................................................................................81
SPEAKING................................................................................................................................................................... . .83
LISTENING.......................................................................................................................................................................... 85
READING.............................................................................................................................................................................90
W R ITIN G .......................................................................................................................................................................... 103
SPEAKING......................................................................................................................................................................... 105
IELTS PRA CTICE TEST 5 .............................................................................................................................................................. 106
LISTENING........................................................................................................................................................................ 107
READING.......................................................................................................................................................................... 112
W R ITIN G ...........................................................................................................................................................................127
SPEAKING..........................................................................................................................................................................129
IELTS PR A CTICE T ES T 6 .............................................................................................................................................................. 130
LISTENING......................................................................................................................................................................... 131
READING........................................................................................................................................................................... 137
W R ITIN G .................................................................................................................................................................. 153
SPEAKING....................................................................................................................................................... ........1 5 5
G EN ER A L T R A IN IN G : R EA D IN G AND W RITIN G TEST A ................................................................................................156
READING............................................................................................................................................................................ 157
W R ITIN G ............................................................ :................................................................................................. ... ...169
Contents 1
A N SW ER K E Y ............................................................................................................................................................................... 171
TEST 1 .............................................................................................................................................................................. 172

TEST 2 ..............................................................................................................................................................................179
TEST 3 .............................................................................................................................................................................. 186
TEST 4 ..............................................................................................................................................................................193
TEST 5 ..............................................................................................................................................................................195
TEST 6 .............................................................................................................................................................................. 197
GEN ERAL TRAINING T E S T A ........................................................................................................................................199
M O D EL AND SAM PLE A N SW ERS FOR W RITIN G T A S K S ............................................................................................. 200
TEST 1 ..............................................................................................................................................................................200
TEST 2 ..............................................................................................................................................................................202
TEST 3 ..............................................................................................................................................................................204
TEST 4 ..............................................................................................................................................................................206
TEST 5 ..............................................................................................................................................................................208
TEST 6 ..............................................................................................................................................................................210
GENERAL TRAINING TESTA........................................................................................................................................212
SAM PLE SPEAKIN G T E S T ......................................................................................................................................................... 214
TEST 5 ..............................................................................................................................................................................214
TEST 6 ..............................................................................................................................................................................217
T A P E S C R IP T S ................................................................................................................................................................................220
TEST 1 ..............................................................................................................................................................................220
TEST 2 ..............................................................................................................................................................................229
TEST 3 .............................................................................................................................................................................. 238
TEST 4 .................................................................................................................................................................... .........247
TEST 5 ..............................................................................................................................................................................254
TEST 6 .............................................................................................................................................................................. 262
2 I Contents
Introduction f
• The International English Language Testing System (IELTS) is w id e ly
recognised as a reliable means of assessing the language ability of
candidates w ho need to study or w o rk w here English is the
language of com m unication. These Practice Tests are designed to
give future IELTS candidates an idea of w hether their English is at
the required level.
• IELTS is ow ned by three partners: the University of Cam bridge

ESO L Exam inations, the British C ouncil and ID P : Education
Australia (through its subsidiary com pany, IELTS Australia Pty
Lim ited). Further information on IELTS can be found on the IELTS
website (w w w .ielts.o rg ).
I E L T S Fact file
The exam is divided into four modules, taken in the following order:
Listening (30 minutes)
In each section you will hear a recording. The four sections become progressively
more difficult and each recording is played once only. There are pauses to divide
the recording into smaller parts. For each part you need to answer a series of
questions of one type.
Number
Section Text type Task types
of items
social or transactional • completing notes, table,

1 10 “ , 4
conversation (2 speakers) sentences, diagram, flow chart
or summary
talk or speech on social needs
2 10 • short-answer questions
(1 speaker)
• various kinds of multiplechoice
conversation in educational
3 10 , questions
context (2-4 speakers)
• labelling parts of a diagram
• classification matching lists
talk or lecture on topic of
4 10 • sentence completion
general interest (1 speaker)
• correcting notes
Tips and hints

• Read the questions before each section of the recording begins.
ễ Use the pauses to prepare for the next set of questions.
• Study the instructions to find out what you have to write and where.
ệ Use the example at the beginning of the first section to familiarize yourself with
the sound, the situation, and the speakers.
• Keep listening all the time, looking only at the questions that relate to the part
being played.
• Remember that the topics are non-technical and no more difficult for you than
for students of other subjects.
• Answer questions in the order they appear on the Question Paper - they normally
follow the order of information in the recording.
4 Introduction
ề You have some time after the tape ends to transfer your answers to the Answer
Sheet - check your grammar and spelling as you do so.
• There may be a variety of English accents and dialects, so practise listening to

speakers from different places and backgrounds.
Academic Reading (60 minutes)
The three passages contain 2000-2750 words in total and become progressively
more difficult, but they are always suitable for non-specialist readers. If any technical
terms are used, they will be explained in a glossary. W hile the number of questions
for each passage may vary, there are always forty items in total.
Number
Passage Text type Task types
of items
topics of general various kinds of multiple-choice

11-15
interest questions short-answer questions
non-specialist sentence completion classification
11-15
articles or extracts matching headings with paragraphs or
from books, sections of text
journals, magazines completing notes, sentences, tables,
and newspapers summary, diagram or flow chart
11-15 one, at least, has matching lists/phrases
detailed logical matching information with paragraphs
argument
true/false/not given (text information)
yes/no/not given (writer's views)
Tips and hints

• First read each passage quickly and ask yourself questions, e.g. W hat is the topic?
Where is the text probably taken from? W hat is the writer's main purpose? W ho
is the intended reader? In what style is it written?
• Don't try to understand the exact meaning of every word. There isn't time, and a
particular word or sentence may not be tested anyway.
• Study any example answer and decide why it is correct.
Ế If you have to choose from alternatives, check how many of them you have to use.
Ệ Check whether you have to use words from the text in your answers or your own words.
ề Keep to the^stated word limit by avoiding unnecessary words in your answer.
Introduction 5
Ệ If a question type uses both unfinished statements and direct questions, decide
which are which and check the grammar of your answers.
• After you fill in all the answers on a diagram, chart or table, check that it makes
sense overall.
Academic Writing (60 minutes)
There is no choice of task, either in Part 1 or 2, so you must be prepared to write

about any topic. However, the topics in the exam are of general interest and you do
not need to be an expert to write about them.
Task Time Format Task types
1 20 minutes 150-word report, presenting information based on:

describing or • data, e.g. bar charts, line graph, table
explaining a table or • a process/procedure in various stages
diagram
• an object, event or series of events
2 40 minutes 250-word essay, presenting and/or discussing:

responding to a • your opinions
written • solutions to problems
opinion/problem
• evidence, opinions and implications
• ideas or arguments
Tips and hints

ề Your answer must be relevant to the task: never write pre-prepared sections of text.
• There are no marks for copying the question in your answer, but if you wish you
can rephrase it in your own words.
• There is a minimum number of words, but no maximum. This means that if you
write fewer than 150 words you will lose marks.
• Task 2 carries more marks than Task 1, so keep to the suggested timing.
• Always leave some time to check your essay after you have finished.
• Essays are often on topics that are of current interest: read and listen to the news
on a wide range of subjects, thinking about the issues involved.
In Task 1, you are tested on:
Task Fulfilment - answer the question, keeping to the topic at all times.
Coherence and Cohesion - organize your writing well, connecting your ideas
and sentences with suitable linking expressions.
6 I Introduction
Vocabulary and Sentence Structure - use a wide range of language both
accurately and appropriately.
In Task 2, you are tested on:
Arguments, Ideas and Evidence - show you can discuss these and put forward
your own opinions.
Communicative Quality - express your ideas clearly, organizing and linking
them logically.
Vocabulary and Sentence Structure - use a wide range of language both
accurately and appropriately.
Speaking (11-14 minutes)
You will be interviewed, on your own, by one Examiner, and the conversation will
be recorded on audio cassette. The three-part structure of the interview is always
the same, although the topics will vary from candidate to candidate.
Part ,ăỳ: Time' 's.‘ Format Task types
• Introduction, ID check
introduction, • You answer questions about yourself, your
1 4-5 minutes
interview home/family, job/studies, interests, other
familiar topics.
• You are given a topic verbally and on a card.

You have a minute to prepare a talk.
independent
2 3-4 minutes • You speak for 1 -2 minutes on the topic, e.g.
long turn
a person, place, object or event.
• You answer one or two follow-up questions.
two-way • You answer verbal questions, discussing more

3 4-5 minutes
discussion abstract ideas linked to the topic of Part 2.
Tips and hints
• Do not try to make any kind of prepared speech.
• Add to any 'Yes' or 'No' answers you give, explaining at least one point.
• Remember that it is your ability to communicate effectively that is being assessed,

not your general knowledge.
• Speak directly to the Examiner, not to the cassette player.
Introduction I 7
• The Examiner cannot tell you the result of this (or any other) module: don't ask
for comments.
Ề Practise for Part 2 by speaking continuously for 1 -2 minutes, timing yourself with
a clock or watch.
In all parts of Speaking, you are tested on the following:
Fluency and Coherence - talk at normal speed, without over-long pauses.

Organize your ideas and sentences logically, connecting them with suitable
linking expressions.
Lexical Resource - use a wide range of vocabulary both precisely and

appropriately to express your ideas.
Grammatical Range and Accuracy - use a wide range of structures. Try to

make as few errors as possible, in particular avoid any that make it difficult to
understand you.
Pronunciation - make sure that your speech sounds natural and that it can be
understood at all times.
• HOW IS IELTS SCO RED ?
IELTS results are reported on a nine-band scale. In addition to the score for overall
language ability, IELTS provides a score in the form of a profile for each of the four
skills (Listening, Reading, Writing and Speaking). These scores are also reported on a
nine-band scale. All scores are recorded on the Test Report Form along with details
of the candidate's nationality, first language and date of birth. Each Overall Band
Score corresponds to a descriptive statement which gives a summary of the English
language ability of a candidate classified at that level. The nine bands and their
descriptive statements are as follows:
9 Expert User - Has fully operational command of the language: appropriate,

accurate and fluent with complete understanding
8 Very Good User - Has fully operational command of the language with only
occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may
occur in unfamiliar situations. Handles complex detailed argumentation well.
7 Good User - Has operational command of the language, though with occasional
inaccuracies, inappropriacies and misunderstandings in some situations. Generally
handles complex language well and understands detailed reasoning.
8 I Introduction
6 Competent User - Has generally effective command of the language despite
some inaccuracies, inappropriacies and misunderstandings. Can use and
understand fairly complex language, particularly in familiar situations.
5 Modest User - Has partial command of the language, coping with overall
meaning in most situations, though is likely to make many mistakes. Should be
able to handle basic communication in own field.
4 Limited User - Basic competence is limited to familiar situations. Has frequent
problems in understanding and expression. Is not able to use complex language.
3 Extremely Limited User - Conveys and understands only general meaning in very
familiar situations. Frequent breakdowns in communication occur.
2 Intermittent User - No real communication is possible except for the most basic
information using isolated words or short formulae in familiar situations and to
meet immediate needs. Has great difficulty understanding spoken and written
English.
1 Non User - Essentially has no ability to use the language beyond possibly a few
isolated words.
0 Did not attempt the test. - No assessable information provided.
Most universities and colleges in the United Kingdom, Australia, New Zealand,
Canada and the USA accept an IELTS Overall Band Score of 6.0-7.0 for entry to
academic programmes.
• MARKING TH E PRA CTICE T E S T S
Listening and Reading
Each question in the Listening and Reading modules is worth one mark.
Questions which require letter/Roman numeral answers
• For questions where the answers are letters or numbers, you should write only
the number of answers required. For example, if the answer is a single letter or
number you should write only one answer. If you have written more letters or
numerals than are required, the answer must be marked wrong.
Questions which require answers in the form of words or numbers
• Answers may be written in upper or lower case.
introduction I 9
• Words in brackets are optional - they are correct, but not necessary.
Ế Alternative answers are separated by a slash (/).
• If you are asked to write an answer using a certain number of words and/or (a)
number(s), you will be penalised if you exceed this. For example, if a question
specifies an answer using NO M ORE THAN TH REE W O RD S and the correct
answer is 'black leather coat1, the answer of 'coat of black leather1is incorrect.
• In questions where you are expected to complete a gap, you should transfer only
the necessary missing word(s) onto the answer sheet. For example, to complete
'in the...', and the correct answer is 'morning1, the answer 'in the morning' would
be incorrect.
• All answers require correct spelling (including words in brackets).
• Both US and UK spelling are acceptable and are included in the Answer key.
• All standard alternatives for numbers, dates and currencies are acceptable.
• All standard abbreviations are acceptable.
• You will find additional notes about individual questions in the Answer keyệ
LISTENING
IELTS RAW IELTS RAW
1 1 1 1
2 2 ,3 2 2 ,3
3 4 ,5 ,6 , 7 3 4 ,5 ,6
3.5 8, 9, 10 3.5 7, 8 ,9
4 11, 12, 13 4 10, 11, 12
4.5 14, 15, 16 4.5 13, 14, 15, 16
5 17, 18, 19 5 17, 18, 19, 20
5.5 20, 21, 22, 23 5.5 21, 22, 23, 24
6 24, 25, 26, 27 6 25, 26, 27, 28
6.5 28, 29, 30 6.5 29, 30,31
7 31, 32, 33 7 32, 33
7.5 . 34, 35 7.5 34, 35
8 36, 37 8 36, 37
8.5 38, 39 8.5 38, 39
9 40 9 40
10 Introduction
W riting
It is not possible for you to give yourself a mark for the Writing tasks. All model
answers and sample answers in the book will give you an insight into what is
required for the Writing module.
* HOW SHOULD YOU IN TERPRET YOUR SCORES?_________
In the Answer key at the end of each set of Listening and Reading answers you
will find a chart which will help you assess whether, on the basis of your
Practice Test results, you are ready to take the IELTS test.
In interpreting your score, there are a number of points you should bear in
mind. Your performance in the real IELTS test will be reported in two ways:
there will be a Band Score from 1 to 9 for each of the modules and an Overall
Band Score from 1 to 9, which is the average of your scores in the four
modules. However, institutions considering your application are advised to
look at both the Overall Band and the Bands for each module in order to
determine whether you have the language skills needed for a particular course
of study. For example, if your course has a lot of reading and writing, but no
lectures, listening skills might be less important and a score of 5 in Listening
might be acceptable if the Overall Band Score was 7. However, for a course
which has lots of lectures and spoken instructions, a score of 5 in Listening
might be unacceptable even though the Overall Band Score was 7.
Once you have marked your tests you should have some idea of whether your
listening and reading skills are good enough for you to try the IELTS test. If you
did well enough in one module but not in others, you will have to decide for
yourself whether you are ready to take the test.
The Practice Tests have been checked to ensure that they are of approximately
the same level of difficulty as the real IELTS test. However, we cannot guarantee
that your score in the Practice Tests will be reflected in the real IELTS test. The
Practice Tests can only give you an idea of your possible future performance
and it is ultimately up to you to make decisions based on your score.
Different institutions accept different IELTS scores for different types of

courses. W e have based our recommendations on the average scores which
the majority of institutions accept. The institution to which you are applying
may, of course, require a higher or lower score than most other institutions.
Introduction I 11
Sample answers and model answers are provided for the Writing tasks. The
sample answers were written by IELTS candidates; each answer has been
given a band score and the candidate's performance is described. Please note
that there are many different ways by which a candidate may achieve a
particular band score. The model answers were written by an examiner as
examples of very good answers, but it is important to understand that they are
just one example out of many possible approaches.
Further information
For more information about IELTS or any other University of Cambridge ESOL
examination write to:
University of Cambridge ESOL Examinations Telephone: + 44 1223 553355

1 Hills Roadl 1 Fax: +44 1223 460278
Cambridge e-mail: Esolhelpdesk@CambridgeEsol.org
CB1 2EU http://www.cambridgeesol.org
United Kingdom http://www.ielts.org
12 Introduction
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
IELTS Practice Test 1
► Listening (30 minutes - 40 Questions)
► Reading (60 minutes - 40 Questions)
► W ritin g (60 minutes - 2 Tasks)
► Speaking (15 minutes - 3 Parts)
HEC-VN006 HAl JIM'S TESTING DOCUMENT

V_____________________________________________________________________ /
13
SECTION 1 Questions 1-10
Q uestions 1-3
Answer the following questions using N O M O R E T H A N T H R E E W O R D S
A N D /O R N U M B E R S for each answer.
1ẵ What are the advantages and disadvantages of sending things by air?
2ế What might cause delays in transportation?
3. When will the customer arrive in Canada?
Q uestions 4-6
Complete the following sentences using N O M O R E T H A N T H R E E W O R D S
for each answer.
4. The costs on the price list include _______________.
5. The customer isn't sending _______________.
6. There is no extra charge for packing _______________.
Q uestions 7-10
Complete the following information.
ill Customer name 7_________
I w 11 Stoppinii from 14 Hopton Close, Porton, 8_________ ,UK.

I \ y j Shipping to 9 _________ Road, Toronto, TR12 3CN, Canada.
Contact number (mobile) 0977 023685
Collection date 19th
Crates 3x2 cubic metres
Total cost £360
Notes Must finish packing by 10
14 I Listening
S '
SECTION 2 Questions 11 -20
Q uestions 17-14
Complete the following sentences using N O M O R E T H A N T H R E E W O RD S
for each answer.
11 ẻ On the beach there was a cast of a ________________
12. The area is one of the best in Europe for finding ________________
13. The museum contains reconstructions that are ________________
14. Neovenator means ________________
Q uestions 15-17
From the following list, choose the 3 things that you can experience at the
museum. Write your answers on your answer sheet in any order.
A ễ cutting fossils from rocks
B. activity sheets for children
c . sitting inside a T Rex jaw
D. sitting on a dinosaur's brain
Eề the smell of dead dinosaurs
F. a map of where some dinosaurs lived
G . an exhibition of dinosaur artwork
Q uestions 18-20
Complete the following notes about adm ission and getting to the m useum .
Opening times 10 a.m. - 6 p.m. April- October.

10 a.m. - 4 p.m. November - March.
Admission Adults - £4.75
Children 18 -£2.75
Family (2 adults + 2 children) - £13
Students/Pensioners - £3.75 includes 2-hour guided dinosaur tour
Getting there bus number 30 from the 19 of the university
Groups 20 for proups of 8 or more, if booked in advance
Contact details Tel. - 01940434
Website - www.sandowndinosaur.com
Listening I 15
Q uestion 21
Which three guests are on the radio program m er?
Write the correct letter on your answer sheet.
A. Tony W u, an undergraduate student from China, Susan Hall, International
Student, and Wendy Clark, Head of the University.
B. Tony W u, a Master's student from China, Susan Hall, International Student,
and Wendy Clark, Head of the ESL Unit.
c. Tony W u, a Master's student from China, Susan Hall, International Student
Liaison, and Wendy Clark, Head of English.
D. Tony W u, a Master's student from China, Susan Hall, International Student
Liaison, and Wendy Clark, Head of the ESL Unit.
Q uestions 22-24
for each answer.
22ệ Tony Wu took a pre-Master's course because of his_______________English.
23. Susan says international students are a______________ of funds for universities.
24. Wendy says living amongst native speakers helps students_______________.
Q uestions 25-27
Choose the correct answer, A, B, c or D.
25. How many students on Tony's course passed?
A. All of them. B. 28. c . 23. D. 5.
26. How many universities in the country have special course for international students?
A. All of them. B. More than 12. C ế 12. D. Less than 12.
27. What do private colleges focus on, according to Wendy?
A. Pre-Master's courses. B. Exam-related courses,
c . General English courses. D. Technological terminology.
Q uestion s 28-30
for each answer.
28. Wendy says a pre-Master's course should encourage students to________ their teachers.
29. Wendy says a pre-Master's course costs the same as a_________Master's programme.
30. Susan thinks a______ for such courses would be good.
16 I Listening
r
Q uestions 31-33
31. Tiktaalik rosae is considered to be an evolutionary__________ .
32. Tiktaalik rosae lived around__________ ago.
33. The remains of the Tiktaalik rosae were found 600 miles from th e__________ .
Q uestions 34-38
Label the diagram o f Tiktaalik rosae using N O M O R E T H A N T H R E E
W O R D S A N D / O R N U M B E R S for each gap.
37 ribcage
Q uestions 39-40
for each answer.
39. How long had the researchers been looking when they found the Tiktaalik remains?
40. W here were the late Devonian rocks originally created?
V-
Listening I 17
r
READING PASSAGE 1
You should spend about 20 m inutes on Q u estio n s 1-14 which are based on
Reading Passage 1.
The grapes of winter

If an a rtist m ust suffer to c re a te g re a t a rt, so does th e w in em ak er
when it com es to p rod ucing ice wine.
A Ice wine, or Eiswein as the G erm ans call it, is the product of frozen
grapes. A sm all portion of the vineyard is left unpicked during the fall
harvest those grapes are left on the vine u n til the m ercury drops to at
least -7°c. At this tem perature, the sugar-rich juice begins to
freeze. If the grapes are picked in th eir frozen sta te and pressed while
they are as h ard as m arbles, the sm all am ount of juice recovered is
intensely sweet and high in acidity. The am ber dessert wine m ade
from this juice is an am brosia fit forD ionysus1 him self - very sweet, it
combines savours of peach and apricot.
B The discovery of ice wine, like m ost epicurean b reakthroughs was

accidental. In 1794, wine producers in the G erm an duchy of Franconia
made virtue of necessity by pressing juice from frozen grapes. They
were am azed by an abnorm ally high concentration of sugars and acids
which, until then, had been achieved only by drying the grapes on
straw m ats before pressing or by the effects of Botrytis cinerea, a
disease known as 'root rot'. Botrytis cinerea afflicts grapes in autum n,
usually in regions where there is early m orning fog and hum id, sunny
afternoons. A m ushroom-like fungus attaches itself to the berries,
punctures th eir skins and allows the juice to evaporate. To many, the
Dionysus = the Roman 'god' of wine.

resu lt is sheer ambrosia. The world's great dessert wines, such as
Sauternes, Riesling and Tokay Aszu Essencia, are made from grapes
afflicted by this benign disease.
c It was not until the mid- 19th century in the Rheingau region of
northwestern Germany that winegrowers made conscious efforts to
produce ice wine on a regular basis. But they found they could not make it
every year since the subzero cold spell m ust last several days to ensure
th at the berries remain frozen solid during picking and the pressing
process, which alone can take up to three days or longer. Grapes are 80
percent water; when this water is frozen and driven off under pressure and
shards of ice, the resulting juice is wonderfully sweet. If the ice melts
dining a sudden thaw, the sugar in each berry is diluted.
D Not all grapes are suitable for ice wine. Only the thick-skinned, late-
m aturing varieties such as Riesling and Vidal can resist such predators as
grey rot, powdery mildew, unseasonable warmth, wind, rain and the
variety of fauna craving a sweet meal. Leaving grapes on the vine once
they have ripened is an enormous gamble. If bnds and animals do not get
them, mildew and rot or a sudden storm might. So growers reserve only a
small portion of then’ Vidal or Riesling grapes for ice wine, a couple of
hectares of views at most.
E To ensure the right tem perature is maintained, in Germany the pickers

m ust be out well before dawn to harvest the grapes. A vineyard left for ice
wine is a sorry sight. The mesh-covered vines are denuded of leaves and
the grapes are brown and shrivelled, dangling like tiny bats from the
frozen canes. The stems of the grape clusters are dry and brittle. A strong
wind or an ice storm could easily knock the fruit to the ground. A twist of
the wrist is all th at is needed to pick them, but when the wind howls
through the vineyard, driving the snow before it and the wind chill. factor
can make a tem perature of -10° seem like -40°, harvesting ice wrne grapes
becomes a decidedly uncomfortable business. Pickers fortified with tea and
brandy, brave the elements for two hours at a time before rushing back to
the winery to warm up.
F Once the tractor delivers the precious boxes of grapes to the winery, the
really h ard work begins. Since the berries m ust remain frozen, the
pressing is done either outdoors or inside the winery with the doors left
V----------------------------------------------------------------------------------------------------------------------------------------------------------------------------- )
ấ Reading I 19
open. The presses have to be worked slowly otherwise the bunches will
turn to a solid block of ice yielding nothing. Some producers throw rice
husks into the press to pierce the skins of the grapes and create channels
for the juice to flow through the mass of ice. Sometimes it takes two or
three hours before the first drop of juice appears.
G A kilogram of unfrozen grapes normally produces sufficient juice to

ferm ent1 into one bottle of wine. Depending on the degree of dehydration
caused by wind and winter sunshine, the juice from a kilogram of ice wine
grapes produces one-fifth of th at amount or less. The longer the grapes
hang on the vine, the less juice there is. So grapes harvested during a cold
snap in December will yield more ice wine than if they are picked in
February. The oily juice, once extracted from the marble-hard berries, is
allowed to settle for three or four days. It is then clarified of dust and
debris by 'racking' from one tank to another. A special yeast is added to
activate fermentation in the stainless steel tanks since the colourless liquid
is too cold to ferment on its own. Because of the high sugar content, the
fermentation can take several months. But when the wine is finally
bottled, it has the capacity to age for a decade or more.
H While Germany may be recognised as the home of ice wine, its

w inem akers cannot produce it every year. C anadian w inem akers can
and are slowly becoming known for th is expensive rarity as the hom e
grown product garners m edals at in tern atio n al wine
competitions. K laus Reif of the Reif W inery at N iagara-on-the-Lake
has produced ice wine in both countries. W hile studying oenology. the
science of winemaking, he worked at a governm ent winery in N eu stadt
in the West G erm an state of Rheinland-Pfalz. In 1983 he m ade his
first C anadian ice wine from Riesling grapes. Four years la te r he
m ade ice wine from Vidal grapes grown in his uncle's vineyard at
N iagara-on-the-Lake. "The juice comes out like honey here" says Reif.
"but in Germ any it has the consistency of ordinary wine".
1 ferment = the breakdown of sugar into alcohol in winemaking.

V------------------------------------------------------------------------------------------------------------- - J
20 I Reading
--------------------------------------------------------------------------------------------------------------- >
Q uestions 1 - 7
Reading Passage 1 has seven paragraphs A-G
From the list o f headings below, choose the most suitable heading for each
paragraph.
Write the appropriate ĩiumbers ỉ'-3Ciẽ in boxes 1-7 011 your answer sheet.
List of Headings
1 Paragraph B
International comparisons
ii. Unique grapes withstand various attacks

2 Paragraph c
iii. Production of initial juice
iv. Warm temperatures reduce sweetness 3 Paragraph D
ft V. Cold temperatures bring a sweet taste

4 Paragraph E
v iề From grape to wine
vii. More grapes produce less wine 5 Paragraph F

••
•
VIII. Temperature vital to production
6 Paragraph G
ix. Infection bring benefits
X. Obstacles to picking
7 Paragraph H
xi. The juice flows quickly
A
Example Answer
Paragraph A V
V ------------------------ /
Reading I 21
Q uestions 8-10
Choose the correct letter, A, B, c or D

Write your answers in boxes 8-10 on your answer sheet.
8 Growers set aside only a small area for ice wine grapes because
A not all grapes are suitable.
B nature attacks them in various ways,
c not many grapes are needed.
D the area set aside makes the vineyard look extremely untidy.
9 Rice husks are used because they
A stop the grapes from becoming ice blocks.
B help the berries to remain frozen,
c create holes in the grapes.
D help producers create different tastes.
10 According to Klaus Reif, Canadian ice wine
A flows more slowly than German wine.
B tastes a lot like German ice wine.
c is better than German ice wine.
D is sweeter than German ice wine.

Q uestions 1 1 - 1 4
Complete each o f the following statem ents (questions 11-14) with the best
ending A-G from the box below.
Write the appropriate letters A-G in boxes 11-14 on your answer sheet.
A use diseased grapes to produce their wine.
B enjoy working in cool climates,
c can produce ice wine every year.
D were surprised by the high sugar content in frozen grapes.
E made a conscious effort to produce ice wine.
F drink tea and brandy during their work.
11 Franconia ice wine makers
12 Famous dessert winemakers
13 Ice wine grape pickers in Germany
14 Canadian ice wine makers
V _______________ /
Reading I 23
r
READING PASSAGE 2
You should spend about 20 m inutes 071 Q u estion s 15-27 which are based on
Reading Passage 2.
ISLANDS THAT FLOAT

Islands are not know n for their m obility but, occasionally it occurs. N atural
floating islands have been recorded in m any parts o f the world (Burns et al
1985). Longevity studies in lakes have been carried out by Hesser, and in
rivers and the open sea by Boughey (Sm ithsonian Institute 1970). They can
form in two common ways: landslides o f (usually vegetated) p eaty1soils into
lakes or seawater or as a flotation o f peat soils (usually bound by roots of
woody vegetation) after storm surges, river floods or lake level risings.
The capacity of the living p a rt of a floating islan d to m ain tain its

equilibrium in the face of destructive forces, such as fire, wave attack
01' hogging and sagging while riding sea or swell waves is a m ajor
obstacle. In general, ocean-going floating islands are m ost likely to be
short-lived; wave wash-over gradually elim inates enough of the islan d ’s
store of fresh w ater to deplete soil air and kill vegetation around the
edges which, in tu rn , causes erosion and dim inishes buoyancy and
horizontal mobility.
The forces acting on a floating island determine the speed and direction of
movement and are very similar to those which act on floating mobile ice
chunks during the partially open-water season (Peterson 1965). In contrast
to such ice rafts, many floating islands carry vegetation, perhaps including
trees which act as sails. In addition. Bum s et al examined the forces acting
and concluded that comparatively low wind velocities are required to
establish free-floating islands with vegetation standing two meters or more
tall.
The sighting of floating islands at sea is a rare event; such a th in g is

unscheduled, short-lived and usually undocum ented. On Ju ly 4th. 1969.
1 Peat = a dark brown substance that is formed by plants dying and becoming buried
V
r
an island some 15 m eters in diam eter w ith 10-15 trees 10-12 m eters
tall was included in the daily notice to m ariners as posing a shipping
navigation hazard between Cuba and H aiti. M cW hirter described the
island as looking “...as though it were held together by a mangrovetype
m atting; there was some earth on it but it looked kind of bushy
around the bottom, like there was dead foliage, grass-like m aterial or
som ething on the island itself. The trees were coming up out of that. It
looked like the trees came right out of the surface brown layer. No
roots were visible”. By the 14th of July the island h ad apparently
broken up and the p arts had partially subm erged so th a t only the
upper tree tru n k s were above the w ater. By July 19th, no trace of the
island was found after an intensive six hour search.
A nother example albeit freshw ater, can be found in Victoria, A ustralia

- the floating islands of Pirron Yallock. Accounts of how the floating
islands were formed have been given by local residents. These accounts
have not been disputed in scientific literatu re. Prior to 1938, the lake
was an in te rm itte n t swamp which usually dried out in sum m er. A
drainage channel h ad been excavated at the lowest point of the swamp
at the n o rth ern p a rt of its perim eter. This is likely to have encouraged
the development or enlargem ent of a peat m at on the floor of the
depression. Potatoes were grown in the centre of the depression where
the p eat rose to a slight mound. The peat was ignited by a fire in 1938
which burned from the dry edges tow ards a central damp section. A
track was laid through the swamp last century and pavem ent work
was carried out in 1929-30. This causeway restricted flow betw een the
depression and its form er southern arm. These roadworks, plus
collapse and p artia l infilling of the northern drainage channel, created
drainage conditions conducive to a tran sitio n from swamp to
p erm anent lake.
The transform ation from swamp to lake was dram atic, occurring over
the w inter of 1952 when rainfall of around 250mm was well above
average. P eat is very buoyant and the central raised section which had
been isolated by the fire, broke away from the rocky, b asalt floor as the
w ater level rose in w inter. The m ain island then broke up into several
sm aller islands which drifted slowly for up to 200 m eters w ithin the
confines of the lake and ranged in size from 2 to 30 m eters in diam eter.
Reading I 25
The years im m ediately following experienced average or above average
rainfall and the w ater level was m aintained. Re-alignm ent of the
highway in 1963 completely blocked the former south-east outlet of the
depression, fu rth er enhancing its ability to retain w ater. The road
surface also provided an additional source of runoff to the depression.
Anecdotal evidence indicates th a t the islands floated u n in te rru p te d for

30 years following their formation. They generally moved betw een the
NW and NE sides of the lake in response to the prevailing winds. In
1980, the R ural W ater Commission issued a nearby motel a domestic
licence to remove w ater from the lake and occasionally w ater is taken
for the purpose of firefighting. The most significant am ount tak en for
firefighting was during severe fires in February 1983. Since then, the
PilTon Yallock islands have ceased to float, and this is thought to be
related to a drop in the w ater level of approxim ately 600 mm over the
p ast 10-15 years. The islands have either ru n aground on the bed or
the lagoon or vegetation has attached them to the bed.
Floating islands have attracted attention because they are uncommon

and their behaviour has provided not only explanations for events in
m yth and legend but also great scope for discussion and speculation
amongst scientific and other observers.
J
Do the following statements agree with the information given in Reading
Passage 2?
In boxes 15-19 on your answer sheet write
TRUE if the statem ent agrees with the information
FALSE if the statem ent contradicts the information
N O T G IV E N if there is no information on this
15 Natural floating islands occur mostly in lakes.
16 Floating Islands occur after a heavy storm or landslide.
17 The details of the floating island at sea near Cuba and Haiti were one of many
sea-going islands in that area.
18 Floating islands at sea sink because the plants on them eventually die.
19 Scientists and local residents agree on how the Pirron Yallock Islands were formed.
Q uestions 20 - 23
Look at the following people (questions 20-23) and the list o f statements
below.
M atch each person to the correct statement.
Write the correct letter A-G in boxes 1-4 on your answer sheet.
A compared floating islands to floating blocks of ice

20 Burns
B documented the breakup of a sea-going island
Peterson
c examined floating islands in a confined area
21
D studied the effect of rivers on floating islands
E like floating islands, floating mobile ice chunks carry

22 McWhirter
vegetation
F even comparatively light winds can create a floating island
23 Hesser
G recorded the appearance of a sea-going floating island
H tall trees increase floating island mobility
Reading I 27
------------------------------------------------------------------------------------------------------------------------------------------------- -
Q uestions 24 - 27
Complete the labels on Diagram B below.
Write the correct letter A -H in boxes 24-27 on your answer sheet.
■ Diagram A: Before Pirron Yallock Island formation
Diagram B: After Pirron Yallock Island formation
25
2*
A 5 meters E 250 meters

B 30 meters F causeway
c basalt G highway
D 200 meters H drainage channel
________________
28 I Reading
(------------------------------------------------ ---------------------------------------------------------------'ì
READING PASSAGE 3
You should spend about 20 minutes on Q u estion s 28-40 which are based on
Reading Passage 3.
OCEAN PLANT LIFE IN DECLINE
A Scientists have discovered plant life covering the surface of the world's
oceans is disappearing at a dangerous rate. This p lan t life called
phytoplankton is a vital resource th a t helps absorb the worst of the
‘greenhouse gases’ involved in global warming. Satellites and ships at
sea have confirmed the dim inishing productivity of the microscopic
plants, which oceanographers say is most striking in the w aters of the
N orth Pacific - ranging as far up as the high Arctic. “W hether the lost
productivity of the phytoplankton is directly due to increased ocean
tem peratures th a t have been recorded for at least the p ast 20 years
rem ains p a rt of an extremely complex puzzle”, says W atson w . Gregg,
a NASA biologist at the Goddard Space Flight C enter in the USA, but
it surely offers a fresh clue to the controversy over clim ate change.
According to Gregg, the greatest loss of phytoplankton has occurred
where ocean tem peratures have risen most significantly between the
early 1980s and the late 1990s. In the N orth A tlantic sum m ertim e, sea
surface tem p eratu res rose about 1.3 degrees F ah ren h eit during th a t
period, while in the N orth Pacific the ocean's surface tem p eratu res rose
about 0.7 of a degree.
B While the link between ocean tem peratures and the productivity of
plankton is striking, other factors can also affect the h ealth of the
plants. They need iron as nourishm ent, for example, and much of it
reaches them via powerful winds th a t sweep iron-containing dust
across the oceans from continental deserts. When those winds dim m ish
or fail, plankton can suffer. According to Gregg and his colleagues,
there have been sm all b u t m easurable decreases in the am ount of iron
deposited over the oceans in recent years.
c The significant decline in plankton productivity has a direct effect on
Reading I 29
the world's carbon cycle. Normally, the ocean plants take up about h alf
of all the carbon dioxide in the world's environm ent because they use
the carbon, along with sunlight, for growth, and release oxygen into the
atm osphere in a process known as photosynthesis. Prim ary production
of plankton in the N orth Pacific has decreased by more th an 9 percent
during the past 20 years, and by nearly 7 percent in the N orth A tlantic,
Gregg and his colleagues determ ined from th eir satellite observations
and shipboard surveys. Studies combining all the m ajor ocean basins of
the world, has revealed the decline in plankton productivity to be more
than 6 percent.
D The plankton of the seas are a major way in which the extra carbon
dioxide em itted in the combustion of fossil fuels is elim inated. W hether
caused by currently rising global tem peratures 01’ not, the loss of
n atu ra l plankton productivity in the oceans also m eans the loss of an
im portant factor in removing much of the principal greenhouse gas
th a t has caused the world's clim ate to warm for the p ast century or
more. “Our combined research shows th a t ocean prim ary productivity
is declining, and it may be the result of clim ate changes such as
increased tem peratures and decreased iron deposits into p a rts of the
oceans. This has major implications for the global carbon cycle” said
Gregg.
E At the same time, Stanford U niversity scientists using two other NASA
satellites and one flown by the Defense D epartm ent have observed
dram atic new changes in the vast ice sheets along the w est coast of
Antarctica. These changes, in turn, are having a m ajor im pact on
phytoplankton there. They report th a t a m onster chunk of the Ross Ice
S hetf- an iceberg almost 20 miles wide and 124 miles long - has broken
off the west face of the shelf and is burying a v ast ocean area of
phytoplankton th a t is the base of the food web in an area exceptionally
rich in p lan t and anim al m arine life.
F Although sea surface tem p eratu res around W estern A ntarctica are
rem aining stable, the loss of plankton is proving catastrophic to all the
higher life forms th a t depend on the p lan t m asses, say Stanford
biological oceanographers Arrigo and van Dijken. Icebergs in
A ntarctica are designated bv letters and num bers for aerial surveys
across millions of square miles of the southern ocean, and th is berg is
30 I Reading
c----------------------------------------------------------------------------------------- ^
known as C-19. "We estim ate from satellite observations th a t C-19 in
the Ross Sea has covered 90 percent of all the phytoplankton there"
said Arrigo.
G Huge as it is, the C-19 iceberg is only the second-largest recorded in
the Ross Sea region. An even larger one, dubbed B-15, broke off, or
‘calved’ in 2001. Although it also blotted out a large area of floating
phytoplankton on the sea surface, it only wiped out about 40 percent of
the microscopic plants. Approximately 25 percent of the world's
populations of emperor penguins and 30 percent of the Adelie penguins
nest in colonies in this area. This am ounts to hundreds of thousands of
Adelie and em peror penguins all endangered by the huge iceberg,
which has been stuck against the coast ever since it broke off from the
Ross Ice Shelf last year. Whales, seals and the millions of shrim p-like
sea creatures called krill are also th reaten ed by the loss of many
square miles of phytoplankton.
Reading I 31
r —-------------- \
Q uestions 28 - 32
The passage has seven paragraphs labeled A-G.

Which paragraph contains the following inform ation?
Write the correct letter A-G in boxes 28-32 on your answer sheet.
28 the role of plankton in dealing with carbon dioxide from vehicles
29 the effect on land and marine creatures when icebergs break off
30 the impact of higher temperatures upon the ocean
31 the system used in naming icebergs
32 the importance of phytoplankton in the food chain
Complete the sentences below with words taken from Reading Passage 3.
Use N O M O R E T H A N TW O W O R D S for each answer.
33 Much needed iron for plant life is transported to the ocean b y ____________
34 An increase in greenhouse gasses is due to a decrease i n ____________
35 Phytoplankton forms th e ____________ of the food web.
36 The technical term used when a piece of ice detached from the main block
is
Q uestions 37 - 40
Complete the sum m ary o f paragraphs A -C below.

Choose N O M O R E T H A N T H R E E W O R D S from the passage for each answer.
A decline in the p lan t life located in the world’s oceans has been
validated by 3 7 ............. The most obvious decline in p lan t life has
been in the N orth Pacific. A rise in ocean tem peratures in the
early 1980s and late 1990s led to a decline in 38 ................. In
addition to higher ocean tem peratures, deficiencies in 3 9 ...............
can also lead to a decline in plankton num bers. This, in turn,
im pacts upon the world’s 4 0 ...............
Reading I 33
Á
WRITING TASK I
You should spend about 20 m inutes on this task.

The b a r c h a r t sh ow s the a ve ra g e p r ic e o f a house in the UK in
d ifferen t years. The p ie c h a r ts sh ow the p e r c e n ta g e betw een
owners, p e o p le re n tin g a n d those w ith seco n d homes.
S u m m a rise the in fo rm a tio n by se le c tin g a n d r e p o rtin g the m a in
featu res, a n d m a k e c o m p a riso n s w h ere releva n t.
Write at least 150 words.
£250,000
£200,000
£150,000
£ 100,000
£50,000
£0
1980 1985 1990 1995 2000 2005
1985 1995 2005
44%
59%
I ■ O w n er ■ Renting ■ Second hom e

WRITING TASK II
You should spend 40 m inutes on this topic.

An increasing num ber o f larger shopping areas, m ails an d
departm ent stores are leading to the decline o f sm a ller corner shops.
What are the a d va n ta g e s a n d d isa d v a n ta g e s o f sh o p p in g in la rg er
,
sh o pp in g centers ra th e r th an sm a ller more tr a d itio n a l shops?
Give reasons for your answer and include any relevant examples from your
own knowledge and experience.
V _______________ /
W riting I 35
PART 1
The examiner asks the candidate about him/herself, his/her home, work or studies
and other familiar topics.
EXAMPLE
- What is your full name?

- What should I call you?
- Where are you from?
- Where is your town located in the country?
- What are the special features of your hometown?
- Would you like to stay there in the future? Why?
- What is the weather like in your country?
- How many different seasons are there?
- Do you prefer a cold or a hot season? w hy?
PART 2
You will have to talk about the topic

Describe a film based on a real life event or a
for one to two minutes.
real person. Please say:
You have one minute to think about
- When did you see it?
what you're going to say.
- Did you like it or not? w h y?
You can make some notes to help
- What did you learn from the movie?
you if you wish.
PART 3
D iscussio n topics:
- In your country what kind of real people are filmed in movies?

- What do you think is better: to read a book or to see a movie based on a book?
- What are the most important things to make a movie successful?
- Do you think the star acting in the movie influences the success of the movie? Why?
36 I Speaking
TESTING SYSTEM
HEC-VN006 HAI JIM'S TESTING DOCUMENT

V___________________________________ _______________________________________________________________ /
S E C T IO N ! Questions 1-10
Q uestions 1-3
A N D /O R N U M B E R S for each.
1. How long will the customer's course last?
2. Which course has the customer already taken at the school?
3. How much discount can returning students qualify for?
Q uestions 4-6
A N D /O R N U M B E R S for each.
4. The customer's address is _________________ .
5. The customer can contact his former teacher b y _________________ .
6. There a re _________________ hours of classes each day, Monday to Friday.
Q uestions 7-10
Answer the following questions using N O M ORE TH AN THREE W ORDS
for each answer.
7. What is the customer's impression of the female Arabic teacher?
8. What other languages can the customer speak?
9. What does the customer decide is the third factor in choosing a school?
10. What does the customer say the reception area should be like?
38 I Listening
f
Q uestions 11-13
Complete the following sentences using N O M ORE THAN THREE WORDS
A N D N U M B E R S for each answer.
11. The Construction Education Centre has existed fo r_________________
12. The CEC receives_________________ visitors trainees and delegates each year.
13. Equipment is available for days.
Q uestions 14-16
Complete the following information about the various rooms available at the CEC.
Name of room Capacity Usage
London Room seating 140 used for seminars, presentations, receptions

reception 200 divisible into 14
Bloomsbury seating 72 used for seminars, lectures, receptions

Room reception 100
Holborn 1 15 used for meetings, training classes, presentations
Holborn 2 18 used for meetings, training classes, presentations
Oxford Suite used for 16 , presentations
Q uestions 17-20
Answer the following questions using N O M O R E T H A N T H R E E W O RD S
A N D N U M B E R S for each answer.
17ể In which part of the CEC was the "Sustainable London" event held?
18. How many schemes were shown at the "Sustainable London" event?
19ễ When does the CEC expect to have 150 students?
20. What is in Russell Street?
Listening! 39
/
----------------------------------------------------------------------
Questions 21-23
Choose the correct answer, A, B, c or D.
21. David says that he thinks a gap year is unsuitable for
A. a few people.
B. some people.
c . the majority of people.
D. almost all people.
22. Gap years began because Oxford and Cambridge
A. demanded all students take one.
B. demand all students take oneệ
c . only considered applicants whose results were known.
D. only consider applicants whose results are known
23. Gap years are popular in
A. the UK and Australia.
B. the UK, Australia and the USA
c . the UK, Australia and most of Europe.
D. developed countries.
Q uestions 24-27
Choose the correct answer or answers, A, B, c or D.
24ế Students in most European countries
A. study 4-year courses at university.
B. have longer courses than British students,
c . have longer holidays than British students.
D. have less chance to earn money during a gap year.
25. David says that gap years cost £15000 to £20000 because that is
A. the total cost of travel, accommodation, food, insurance, etc.
B. the salary a new graduate can expect.
c . the cost of the gap year plus the salary a graduate can expect.
D. how much a person loses throughout their career by taking a gap year.
40 I Listening
S'---------------------------------------- -------------------------- \
26. Kelly says that a gap year can benefit young people by
A. increasing motivation.
B. providing insights into their study field,
c . making their cv attractive to employers.
D. helping them get a higher salary after graduating.
27. David says that
A. useful non-academic skills can be learnt during a gap year.
B. most young people get good university degrees,
c . gap years don't teach young people useful skills.
D. employers think gap years are a waste of time.
Q uestions 28-30
Complete the sentences using N O M O R E T H A N T H R E E W O R D S for each
answer
28. Kelly suggests working for a _____________
29. Research shows employers appreciate young people who have lived outside
30. The graduate workplace requires flexibility a n d _____________
________________ /
Listening I 41
S E C T IO N 4 Questions 31-40
Questions 31-33
Answer the following questions using N O M ORE THAN THREE WORD
for each answer.
31. Prairie Dog barks h ave_________ meanings
32. Prairie Dogs are able to invent___________ for things they have never seen before.
33. Prairie Dogs in Arizona and Colorado appear to speak different, but mutually-
comprehensible __________
Questions 34-36
Complete the following notes on the criteria set by linguists for som ething to
be a language.
has words with 34____________

word order helps convey meaning
possible to introduce fresh vocabulary
made up of 3 5 _____________
can 36_____________ regardless of time and space
Questions 37-40
for each answer.
37. What did the researcher use to record Prairie Dog barks?
38. What kind of animal is the great-homed owl?
39. W hy wouldn't the Prairie Dogs know of the European ferret?
40. What kind of animal is the coyote described as?
42 I Listening
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on
Reading Passage 1.
R u n n i n g I) 1 \
The problem s of w ater sh ortages have alw ays been with us.
W orldwide consum ption of w ater is doubling every 20 y ears, a
solution is d esp erately needed.
A Government w ater commission m aps in Mexico show 96 overexploited

aq u ife rs1. Seaw ater has polluted 17 others because of too much
pumping, while toxic seepage is spreading fast. According to the World
H ealth O rganisation (WHO), Mexican chUdren are contracting
digestive diseases due to poor w ater storage. Mexico City, built eight
centuries ago atop vast lagoons, cannot adequately supply w ater for its
22 million inhabitants. Like m any cities in the world, less th a n h alf of
the city’s w aste is treated. The rest sinks into underground lakes or
flows tow ard the Gulf of Mexico, tu rning rivers into sewers. This
presents an extrem ely difficult prospect for Mexico’s future. The
Mexican N ational W ater Commission lists some 35 cities th a t m ust
shrink dram atically unless more w ater can be found. A forced exodus
from parched cities seems far-fetched, and no one suggests it will
happen next week but it is a spectre hau n tin g Mexico’s future.
B Much of the w ater th a t Mexico depends upon is the same w ater th a t is

badly needed in California, Arizona, New Mexico and Texas. One
forecast is th a t Corpus Christi, Texas (population: 277, 454), will ru n
out of w ater around 2018. In the m eantim e the problem is getting
worse. Deputy director of the Mexican N ational W ater Commission
C antu Suarez reports, “In Oaxaca, south of Mexico City, women line up
at dawn to fill a few plastic containers from a passing w ater truck. In
Alamos, far to the north, ancient aquifers are pum ped at five tim es the
1 underground bed yielding ground water for wells and springs

sustainable rate .”
c Mexico is only one exam ple of desperation in a world running short of
water. P arts of the earth are dying, w ith fields poisoned by salt and
village wells running dry. And there are legal battles looming. The
Colorado River, drained by 10 U.S. states w ith th eir own w ater crises,
is a muddy trickle by the tim e it reaches the rich farm land of Baja
California. U nder complex w ater agreem ents w ith the U nited S tates,
Mexico can take w ater from the Rio G rande but m ust pay it back.
President Vicante Fox has prom ised to pay the debt, which am ounts to
enough to p u t the state of Delaware under a flood of w ater. B ut with
Mexico already so short of w ater, it is not realistic to th in k it can
happen.
D Canada with its thousands of lakes and rivers would be viewed by m ost
people as having an inexhaustible w ater supply. In com parison to
Africa and other dry places, most of C anada’s w aters are pristine. B ut
the cum ulative effect of m istreatm ent over the years h as tak en an
evident toll. The cities of Victoria on the west coast and H alifax on the
east still dump billions of litres of raw sewage into th eir oceans. The
world’s biggest freshw ater basin, the G reat Lakes, are described as a
chemical soup not fit to drink from or swim in. Some concerned experts
view them as loaded w ith toxic chemicals, heavy m etals, pesticides and
sewage. F ar too m any rivers and stream s in C anada have been badly
contam inated by in d u strial activity.
E H um ans can live about a m onth w ithout food b u t only a few days
w ithout w ater. Because 70 percent of the h um an body is w ater, w eight
loss in some quick diets is dram atic due to w ater loss. Of all the w ater
in the world, only about 2.5 percent is fresh and two th ird s of this is
locked up in glaciers and ice caps. Nobody knows how much w ater is
underground or in p erm afro st1. All life on earth is su stain ed by a
fraction of one percent of the world’s w ater. If a five-litre jug (about l ẽ3
gallons) represented the world’s w ater, the available fresh w ater would
not quite fill a teaspoon.
F Overall, in most parts of the planet there is enough w ater to supply hum an
needs. The huge problem however, is the rapidly increasing populations m
places that lack adequate water resources, as well as mismanagement of
1ground that is permanently frozen.
44 I Reading
"N
available resources. Canada, with only 0.5 percent of the world’s population,
has 5.6 percent of its usable fresh water supply. China, with 22 percent of
the population on earth, has only 5.7 percent of usable fresh water. We
cannot just move fresh water to where it is most needed - like in the
Sahara, Ethiopia, Somalia or India.
G In Ja n u ary 2000, the Newfoundland government identified a dozen of
its com munities w ith high levels of potentially dangerous THMs
(trihalom ethanes) in w ater supplies. In an attem pt to solve this issue
the m ain solution p u t forw ard by scientists is sterilisation of the water.
However, this approach can also be the cause of problems. D rinking
such w ater over a long period can cause bladder and colon cancers, but
health experts m aintain the benefits far outweigh these risks. As a
result, the bottled w ater business is booming. In ju st one decade, sales
have surged from $2.6 billion to $7.7 billion in the U nited S tates of
America alone. This represents a 10 percent growth rate for the p ast 10
years. B ut is it safe? C anadian stan d ard s for testing bottled w ater are
lower th a n those for m unicipal supplies, so there are no assurances
th a t bottled w ater is any b etter th an tap water.
H At the s ta rt of the 20th century, there were 1.65 billion people; 100
years la te r th ere are more th an 6 billion, and the U nited N ations
estim ates th ere will be nearly 9 billion by 2050. But the annual supply
of renew able fresh w ater will rem ain the same, so the am ount of w ater
available to each person decreases and the population grows, raising
the possibility of w ater shortages. The supply of w ater to the future is a
m ajor issue th a t will confront tomorrow’s leaders.
Reading I 45
--------------------------------------------------------------------------------------------------------------- ^
Q u estio ns 1 - 4
Reading Passage 1 has eight paragraphs A-H.

^ where most fresh water is located in the world
2 a way Mexican women obtain water
3 the effect of waste upon Mexican rivers
4 Mexico's financial commitment for its water
Q u estio ns 5 - 8
Do the following statem ents agree with the claims o f the writer in R eading
Passage 1?
TRU E if the statem ent agrees with the inform ation
FALSE if the statem ent contradicts the inform ation
5 Unhealthy water is causing illness amongst Mexican children.
6 Mexicans are moving to other cities because of water shortages.
7 Mexican food crops will fail without water from America.
8 Drinking water in Canada, has been polluted by industry.

Q uestions 9 - 1 3
Complete the sum m ary o f paragraphs F-H below.
Chose N O M O RE T H A N TH R E E W ORDS ft'om the passage for each answer.
Write your answer in boxes 9-13 on your answer sheet.
The m ain issue th a t confronts cities with poor w ater supplies is
th eir growing 9________ , Canada, which contains 10________ of
the world’s fresh w ater, has dealt with w ater pollution in some
cities through a process of 11________ . Although trea ted for
dangerous pollution, some h ealth experts believe city w ater to be
a cause of 12________ . Not all people are content to drink town
w ater and th is h as added to a dem and for 13________ .

READING PASSAGE 2
You should spend about 20 m inutes on Q u estion s 14-26 which are based on
Reading passage 2.
HOW TO REDUCE EMPLOYEE TURNOVER
A The chief executive of a large hotel became aw are th a t his company

was experiencing annual employee turnover of about 60 percent, at an
annual cost estim ated between $10 to $15 million. This large am ount
of money was calculated based on three factors: the money spent hiring
and training replacem ents; the cost to the business in lower
productivity due to employees becoming fam iliar w ith the
requirem ents of th eir new job; and reduced occupancy rates, due to
poor guest satisfaction levels.
B The Chief Executive knew th a t in order to save his company, he h ad to
reduce the high turnover costs. M aking up for the lost income due to
turnover is not an easy task and m any com panies have not declared
w ar on unw anted employee turnover because they have not tak en the
tim e to work out the costs of lost revenues and productivity. B ut the
hotel boss decided to tackle the issue head-on by im plem enting a 4
point plan. The hotel first took the tim e to calculate th eir turnover
costs; secondly to evaluate the m ain causes for the staff turnover and;
thirdly to discuss some of the solutions to the problem s and lastly to
prioritise actions and evaluate future retu rn s following im plem ented
changes.
c W ithin a two-year period, the results were significant. The ann u al

employee turnover was reduced by 78 percent and th is im pacted upon
down tim e due to train in g and guest satisfaction. The resu lt was a S10
million savings for the company.
D Because most do not know the root causes of employee turnover and
costs have often not been accurately estim ated, causes are usually not
known. As a result, solutions are commonly not targ eted at a
com pany’s individual, specific causes. The following is an exam m ation
of w hat the Chief Executive did to tu rn the hotel around.
V----------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------— >
48 I Reading
---------------------------------------------------------------- >
E Two factors were considered in relation to the calculation of costs: those
departments who had the highest rates of turnover and those whose
turnover had the greatest potential effect on profit. After some
investigation it was shown that some of the positions with the highest
turnover rates such as cleaners and gardeners did not carry with them
high associated costs. In fact, what was revealed was th at only 6 percent of
employees accounted for 43 percent of the turnover. Positions th at involved
a substantial amount of time in training were the ones th at attracted the
highest costing. Analysis revealed th at those positions within the hotel
which had the greatest impact on profit were people like the front office
receptionists and those working m accounts.
F As unusual as it may sound, it is now a common understanding th at
offering employees more money is not necessarily a good solution to high
employee turnover - often they leave because they simply dislike the work.
Therefore, it was im portant to tackle the analysis from the perspective of
what were the chief causes for staff leaving. A holistic approach was
undertaken and several key findings emerged. The hotel found th at
fundamentally they adopted poor recruiting and selection practices. For
example, it was shown that almost 35 percent of the cleaning staff left after
the first week and a further 25 during the first month. Candidates were
being over-sold the job by recruiters and left soon after they encountered
unrealistic job expectations.
G Devising solutions to these issues was the other h alf of the equation.
As far a recruiting was concerned, they changed th eir approach by
getting personnel from the hotel to handle it. Once this change was
made, the attrition rates decreased substantially. To add to employee
motivation, new staff were made aw are of the mission and goals of the
organisation and how they would be paid above industry stan d ard for
striving to attain to hotel values. New staff were shown w here the
hotel was heading and how they would have a guaranteed, stable
em ploym ent situation with a major force in the hotel industry - it was
even suggested th a t after a period of employment, new staff m ight be
given th e opportunity to contribute to organisational goal setting. They
h ad been losing m any of th eir employees during the first m onth or two
of em ployment, so they made new staff aw are th a t bonuses would be
offered to newly-hired employees at the end of th eir first three m onths
which greatly assisted in goal setting. S taff luncheons and the m -house
V— ------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Reading I 49
volleyball and basketball competitions rem ained an effective p a rt of
staff unity and development and a support program w as also
introduced to help all staff w ith any job-related issues which gave
employees a heightened sense of being cared for by the e s ta b lis h m e n t.
H Another area of change which proved successful was the in tro d u c tio n of
the Valuable Employee Program (VEP). When a person was employed in
the past they were assigned a senior member of staff who assisted them
with getting used to then’ new job. Due to the lim itations of the senior
member’s position however, they were often not in a position to explain
any details regarding future advancement. Now, when staff are employed,
they are clearly told w hat is expected in the job and where it m ight lead
for the right candidate. Hotel surveys revealed th a t over 30 percent of
employees were not satisfied with the career opportunities in their
current jobs so the articulation of the definite and realistic opportunity for
advancement through the VEP led to a major decrease in employee
attrition.
I Once the ship h ad been righted and the relative retu rn s on h um an

resource investm ents h ad been calculated, settin g priorities becam e a
formality. Although at first a daunting task, the enorm ous cost of
employee turnover offered an excellent opportunity for the hotel to
improve profitability.
r
Q uestions 14-18
Complete the sum m ary below of paragraphs A -D o f Reading Passage 2.
Choose O N E or TW O W O R D S from the passage for each answer.
T raining new employees; down tim e as new employees get used to
th eir new job; and unfavorable guest satisfaction levels all led to a
large 14_________for a large hotel. It was determ ined th a t the
solution to these problems, was in the reduction of the company’s
15________ . The hotel addressed these issues in 4 ways through
the im plem entation of a 16_________. The efforts of the hotel chief
executive decreased down tim e and reduced employee turnover
which, in tu rn resulted in im provem ents in 17_________. The
company position was improved by $10 million. It is not common
for big com panies to experience such 18________ because most
Reading I 51
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Questions 1 9 - 2 1
Do the following statements reflect the claims of the writer in Reading Passage 2?
YE S if the statem ent reflects the claims of the writer
NO if the statem ent contradicts the claims o f the writer
N O T G IVEN if it is impossible to say what the writer thinks about this
19 It was surprising that positions with the highest turnover were not connected
to high costs.
20 There was a clear connection between high costs and length of training.
21 New employees were given an incorrect description of their job.
Q uestions 22 - 26
Reading Passage 2 gives F IV E effective changes that the hotel introduced for
staff.
Choose these changes from the list A -K below.
Write the appropriate letters A -K in boxes 22-26 on your answer sheet.
CHANGES
A discussed future plans
B introduced regular staff luncheons
c started a regular sports program
D clearly defined job expectations
E did their own staff recruiting
F built new sporting facilities
G involved new staff in goal setting
H offered bonuses to proven, committed new staff

I began meeting regularly with new staff
J implemented a support program
K began recruiting through an employment service
52 I Reading
--------------------------------------------------------------------------------------------------------------- 'ì
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on
Reading Passage 3.
A Political and family values w ithin society have im pacted upon the
modern family structure. Traditionally, it has been the m an ’s role to be
the breadw inner for the family - providing the funds to pay for food and
shelter. However, due to the m any new and unique responsibilities
placed upon families, in num erous cases both men and women -
fathers and m others - have h ad to enter the workforce. Generally, the
reasons for both being involved in the workforce revolve around the
need to add to the family’s current financial base. To a lesser extent,
the need to in teract with ‘ad u lts’ in a stim ulating work environm ent is
another popular reason. W hatever th eir reasons, for m any families, the
decision for fath er and m other to go out of the home and join the labor
force h as led to a num ber of side effects w ithin the home which, in turn,
im pact upon th eir performance as employees.
B M any researchers agree th a t attitu d es tow ards work are carried over
into family life. This spillover can be positive or negative. Positive
spillover refers to the spread of satisfaction and positive stim ulation at
work resulting in high levels of energy and satisfaction at home. If the
amount of research is to be taken as an indication, it would seem that
positive spillover is not a dominant occurrence in the workplace with most
research focusing on the effects of negative spillover. Often pointing out the
incompatible nature of work and family life, the research focuses on
problems and conflict at work which has the effect of draining and
preoccupying the individual, making it difficult for him or her to participate
fully in family life.
Reading I 53
c Social scientists have devised a number of theories in an attem pt to explain
the work-family dvTiamic. Compensation theory is one which has been
widely used. It assumes that the relationship between work and family IS
negative by pointing out that high involvement in one sphere - invariably
the work sphere - leads to low involvement m the other. As an individual
advances within a career, demands typically fluctuate from moderate to
more demanding and if the advancing worker has younger children, this
shift in work responsibilities will usually manifest itself in the form of less
time spent with the family. Researchers subscribing to this theory point out
that the drain on family time is significantly related to work-family conflict
with an escalation in conflict as the number of family members increase.
D The human state is one of change. In exploring the work-family dynamic it can
be dearly seen that as the pattern of adult development for men and women
differs and as family and career demands fluctuate, individuals may link work
and family roles differently at different stages of then’ life. Hence, the
relationship between work and family is constantly changing over a person s life.
The developmental approach therefore adopts a psychological-developmental
framework to explore the dynamics of the relationship between individual,
family, and career developments in the life-span of a worker.
E Interpersonal clim ates’ influence m otivation of family and work-

related activities. W ithin the family, the feeling of being valued by
one's p artn er directly affects a person’s self-determ ination, w hile at the
same tim e w ithin the workplace, the feeling of being ‘autonomy-
supported' by one’s employer has been shown to have a positive effect
on one’s self-determ ined m otivation tow ards w ork-related activities.
Studies built on the theory of self-determ ination therefore point out
th a t if people have abundant levels of self-determ ination, participation
in those areas will most often resu lt in desirable outcomes.
54 I Reading
F Segmentation theory proposes that work and family are actually two
entirely separate domains and individuals are able to maintain a clear
demarcation between the two. Theorists subscribing to this view maintain
that emotions, attitudes and behaviors enlisted in the two different
envn-onments are separate and will not have any impact upon work or
family. While this theory is certainly applicable for some, apparently not all
men and women are able to neatly divide the two experiences. Wmthl'op
points out that, “Even though a woman may enter the workforce, research
has shown that within the context of the family, the care of her husband and
children as well as the living quarters is still heavily the woman’s domain.”
This kind of idea is tied up in the old adage; a womans place is in the home.
She is seen as the one who takes care of all domestic duties whereas,
stereotypicaUy, it is the man who brings home the food for the family. The
degree to which this is felt is certainly based upon societal expectations and
behavioral norms. Despite this, there has been no positive link shown that
one sex experiences greater difficulty in managing work-family conflicts over
another.
G Perhaps the most positive relation th at could be established between work

and family conflict was in regal'd to irregular work hours. Factors such as
having to work on weekends, having to work longer than nine hours per
day or having to work during vacation periods all added to the conflict
dynamic. Additionally, rank or position and thus expectations of workers
and time demands all showed a negative impact upon family and work
relations. Many have conducted empirical research in relation to work-
family conflict and job satisfaction with significantly varying results.
However, one generally recognised outcome about which few researchers
disagree is th at when work-family conflict arises, job satisfaction decreases.
_________ _____ s
Reading I 55
S '
Questions 27 - 30
Choose the correct letter A, B, c or D.
27 The main reason fathers and mothers join the workforce is
A they want to escape the boring environment of home.
B they want to be able to retire comfortably.
c they need extra money.
D they need the mature interaction that goes on between adults.
28 'Spillover' is
A mostly positive when ht comes to the workplace.
B a term researchers use to describe work life,
c a dominant area of scientific research.
D a term which relates to how work life affects family life.
29 The significance of Winthrope's comment is that working women
A should not do the work of men.
B are heavily relied upon to do household duties,
c should not work outside of the home.
D leave household work for their husbands to do.
30 Regarding work and family the writer concludes that
A work itself plays an important role in job satisfaction.
B more empirically-based theories are yet to be offered by researchers,
c family relationships have a significant effect upon job satisfaction.
D work and family are best kept separate from each other.
Questions 31-34
Look at the following list of theories (Questions 31-34) and the list of
definitions below.
M atch each theory w ith its related idea.
31 Segmentation A family and career remain essentially changeless

B work and family are totally unrelated
32 Self-determination c the relationship between work and family is constantly changing
D negative working environments hurt work performance
33 Compensation E high levels lead to positive work and family outcomes
F family duties tend to dominate work duties
34 Developmental G determined people tend to have successful families
H high work involvement results in family neglect
Q uestions 35 - 39
Do the following statements agree with the views of the writer in Reading Passage 3?
TRUE if the statem ent agrees with the information
35 Lack of money is the main reason both fathers and mothers enter the workforce.
36 Conflict between work and family increases according to the size of the family.
37 High income earners balance work and family life better than low income earners.
38 Men handle work stresses better than women.
39 Work-family conflict is due largely to constant changes in work hours.
Q uestion 40
c
Choose the correct letter, A, B, or D
Write your answ er in box 40 on your answer sheet.
What is the best title for Reading Passage 3?
A Family relationships and job promotion.
B The psychological effects of work,
c Theories on family and work.
D Work-family conflict and job satisfaction.
V .
/
WRITING
WRITING TASK I

The p ie c h a r ts sh ow s the p e r c e n ta g e o f g lo b a l d e fo re sta tio n
ca u se d by d ifferen t a c tiv itie s.
S u m m a rise the in fo rm a tio n by se le c tin g a n d re p o rtin g the m a in
featu res, a n d m a k e co m p a riso n s w h ere relevan t.
Global causes of deforestation (2006)

I Cattle ranches
3 % 1% Small scale subsistence

agriculture
Other
1
ể % 541 Mining, road constrution and

1 dams
1 Logging
w
Large scale commercial
agriculture
V
(------- ------------------------------------- ------------------------------------------------------------------ ^
WRITING TASK II
You should spend 40 minutes on this topic.

Some p e o p le sa y th a t a d v e rtis in g en cou rages us to buy th in g s we
do not re a lly need. O thers sa y th a t a d v e rtise m e n ts te ll us abou t
new p r o d u c ts th a t m a y im prove o u r lives.
Which view p o in t do you agree w ith ?
V _________ _____ s
Writing I 59
PART 1
EXAMPLE
What is your full name?
Do you work or study?
Where are you from?
Tell me about your hometown.
What type of houses are there?
What is the meaning of your name?
Is it a popular name in your country or not?
Do you personally like your name?
How do your friends call you?
PART 2
You will have to talk about the topic
Describe a house that you have visited
for one to two minutes.
recently. Please say:
You have one minute to think about
- What was so interesting about it?
- When and why did you visit it?
You can make some notes to help
- Where is it located?
you if you wish.
PART 3
Discussion topics:
Did other people enjoy visiting it too?
Is it better to build houses in the city or in countryside?
What can people do to save energy in their house and to help the environment?
Who designed you house?
W hy do people decide to design their own houses?
60 I Speaking
/ ------------------------------------------------------------------------------------------------------ \

TESTING SYSTEM
HEC-VN006 HAỈ JIM'S TESTING DOCUMENT
61
Q uestions 1-3
Complete the description o f the m an s briefcase using N O M O R E T H A N
T H R E E W O R D S /L E T T E R S for each answer.
Very light brown briefcase, approx. 50 X 30 cm. D istinctive
1 ______ clasp on front. Red trim m ings. Black 2 ________ In itials
3 _______ on clasp.
Q uestions 4-7
4. What is the lost property number given to the man?
5. When does the lost property office open?
6. How is the man going to the airport next week?
7. What is to the left of the lost property office?
Q uestions 8-10
N U M B E R S for each answer.
8. What is the shortest time lost items are kept by the office?
9. How often does the office sell lost items?
10. Where does money from the December sale go?
62 I Listening
Q uestions 11-14
Decide which method or methods o f sending money abroad is/a re being
described. Write
A for international money order.
B for bank draft.
c for electronic transfer.
D for telegraphic transfer.
11. You need a local bank account to use this.
12ề You can avoid a commission fee if you use a local bank and the local currency.
13. Using a local bank and the local currency will allow you to get access to your
money sooner.
14 ễ This is the quickest way to send money abroad.
Q uestions 15-16
Complete the following sum m ary about taking money out o f your country.
Your government might 15 __________ of money in and out of your
country, so you might need to find out how to 1 6 __________ to transfer
money, if there is a limit on transfers and what regulations there are.
Q uestions 17-20
Complete the following notes about having enough money for your first few
days abroad
advantages disadvantages
Cash useful for 17 less secure
Travellers' cheques insured against 18 not widely accepted
can be 19 insome
shops /restaurants
Credit cards widely accepted may involve 20
can get cash from bank machines commission fee being charged
Listening I 63
Q uestions 21-24
Complete the notes on the purposes o f a lesson p lan using N O M O R E T H A N
T H R E E W O RD S for each answer.
64 I Listening
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Q uestions 25-28
Complete the following notes on the example lesson plan.
Student level 25
Time 50 minutes
Class profile academic, 3-months study, improve spoken English
Aims elicit reading comprehension and speaking abilities for story
telling, practice present simple and the past simple
Teacher's aims 26
Assumptions students can understand instructions
Anticipated problems students may not know some extreme sports 27
Solutions elicit differences using questions
Teaching aids textbook, blackboard, chalk, chalk eraser, pictures of
28 climbing'
Q uestions 29-30
Answer the questions using N O M O R E T H A N T H R E E W O R D S for each
answer.
29. When using books, what should the student definitely write down, apart from
the title?
30. What does the tutor give the student a list of?
Listening I 65
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Q uestions 31-34

O R N U M B E R S for each answer.
31. Which three foreign languages are traditionally taught in the USA?
32. How old are the youngest schoolchildren learning Chinese?
33. How many students are learning the leading 15 languages?
34. What percentage of Europeans speak a second language?
Q uestions 35-38

for each aĩiswer.
35. are secondary to cultural exchange at Potomac Elementary.
36. The young boy finds writing the strokes of Chinese characters in t h e ___________to
be difficult.
37. The lecturer says that children take more interest in learning i f ____________ do.
38. Apart from Chinese, the NEP focuses o n _____________
Q uestions 39-40
Decide which university student or students (A, B a n d /o r C) is being referred to.
39. They have (He/ She has) been learning Chinese since they were 11 or younger.
40. They are (He/ she is) learning Chinese to help with their future career.
66 I Listening
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<g> R EAD IN G
R E A D IN G P A S S A G E 1
You should spend about 20 m inutes on Questions 1-14 which are based on
Reading Passage 1
HOW TO HANDLE THE SUN

The medical world appears to be divided on the effects of the sun upon
the hum an body. From statem en ts like, "There is no known
relationship between a ta n and health" to "perhaps sun-tanned skin
absorbs the ultraviolet rays and converts them into helpful energy",
there are some things which are still the topic of research. Doctors
agree on one of the benefits of the sun - vitam in D. It is well known
th a t vitam in D is acquired from the direct rays of the sun - an entirely
separate miracle from sun tanning. The sun's ultraviolet rays
p enetrate only a tiny am ount into the hum an skin, but in the process
they irrad iate an elem ent in the skin called ergosterol, which is the
substance th a t stores up reserves of vitam in D received from the
sun. This is both healthful and beneficial for hum an skin.
All around the W estern World, people have developed an obsession

with the sun. In m any w estern countries, a sun ta n has become the
trade-m ark of a healthy, active, outdoor person. The basic reddish hue
ju st beneath the surface of our skin is the outw ard reflection of the
millions of red corpuscles flowing through tiny blood vessels. This is
m ost noticeable in the pure skin of a baby which can change in a
m om ent from porcelain w hite (with anger or a switch in tem perature)
to crimson. In Caucasians, this colouring is somewhat hidden by an
acquired layer of sun-m aid pigment, which varies in tone according to
the complexion and occupation of the individual.
Locale plays a big p art in the effectiveness of the sun tan. M ountain
tops and beaches are nonpareil sun spas because they receive far p u rer
sunlight th a n the rest of the land. U rban areas w ith th eir smoke and
(---------------------------------------------------------------------------------------- ------------------------
smog act as a filter removing all the healthful properties of the
sun. P erhaps the seashore is best of all, with its air estim ated to have
at least a fifth of a percent more oxygen th an inland ether - free of city
and inland dust, tars, pollen and allergens.
The sun has long been called n atu re's greatest h ealth giver and healer
and has played a chief role at h ealth resorts ever since A ugust Rollier,
the Swiss father of heliotherapy, opened his first high-Alps sanatorium
in 1903. Dr. w.w. Coblentz suggests th a t the sun cure is a m ajor
factor in the treatm en t of at least 23 skin diseases, ranging from acne
and eczema to ulcers and wounds. Another specialist, Dr. Richard
Kovacs writes, "Sun treatm en t is often helpful to persons suffering
from general debility - repeated colds, respiratory diseases, influenza
and the like"
After a long winter, the retu rn to the sun w rites Dr. Leonard Dodds,
the B ritish sunlight scholar, "is a general stim ulus to the body, more
potent if applied after a period when it h as been lacking which
gradually loses its effect if exposure is over prolonged, even when not
excessive".
Over many years of study derm atologists have proven th a t excessive

exposure to sunlight over a period of years is responsible for a large
proportion of skin cancer am ongst the population. Those w ith the
greatest chance of doing perm anent dam age to th eir skin are the year-
round outdoor workers - 90% of which occurs on the heavily exposed
hands and face. The first line of defence against p erm an en t sun
dam age is the skins' own n atu ra l fatty m a tte r and sweat, which
combine to form an oily acid surface shield against the u ltra violet
rays. At the beach, the salt w ater w ashes away th is n a tu ra l oily coat,
the hot sun overworks the sweat glands so th a t th e excess becomes
ineffective and the dry w ind and hot sun combine to dehydrate the skin
itself. Over the years, women have shown far greater wisdom in the
care of th eir skin th a n men. Since the ladies of ancient Egypt first
began to apply the fat of the so-called sacred tem ple cats to th e ir faces
women have been tireless in waging th is b attle against dam age to the
skin from the sun. Both sexes now contribute annually to a m ulti-
million dollar global sun screen business.
O ther p arts of the hum an body which tend to suffer from exposure to
the sun are the eyes and hair. M any years ago, optom etrists undertook
studies in America to examine the influence of the sun upon the eyes
by studying A tlantic City lifeguards and found th a t even a few hours in
the bright sun w ithout sunglasses could cause a significant loss of
vision - a loss th a t m ight take several weeks from which to recover. So
gradual was the change th a t the lifeguards were unaw are th a t their
sight h ad been affected. The solution to this problem was to introduce
sunglasses as a stan d ard p a rt of the lifeguard uniform. These were
dark enough to absorb the sun's harm ful u v rays and most of its
infrared and ultraviolet rays.
Of a lesser im pact is the effect of the sun upon hair. The penalty of the
sun's parching is a brittle dryness. H air care professionals recommend
a nu tritio n al cream treatm en t with a substance containing lanolin to
bring your h air back its n atu ra l softness, these usually come in the
form of leave-in conditioners, and should be applied frequently, ju st as
you would a sunscreen for the skin. Or, easier still, w ear a
hat. W earing a h a t has a dual effect: it protects the h air and helps to
prevent the most dangerous of outdoor afflictions: sunstroke.
________ _______/
Reading I 69
Questions 7 - 4
Look at the following people (Questions 1-4) and the list o f statem ents beloiv.
M atch each persoĩi with the correct statement.
A believes that the benefits of the sun are not scientifically provable
B claims to have discovered the vitamin released in the skin by the sun
c suggests that the sun is an excellent healer
D invented the first sun screen
E suggests that the sun assists with common illnesses
F thinks that initially the sun is of benefit to the body
G is unsure about the benefits of the sun
H thinks location is veiy important in maximizing benefit from the sun
1 Richard Kovacs
2 August Rollier
3 w.w. Coblentz
4 Leonard Dodds
Q uestions 5 - 9
Do the following statem ents agree with the information giveĩi in R eading
Passage 1?
TRU E if the statem ent agrees w ith the inform ation
5 Most doctors are in agreement when it comes to the health benefits of the sun.
6 Beaches are best for a sun tan because the air has far less pollution.
7 Women applied fat to their skin for protection from the sun.
8 Extended exposure of the eyes to the sun can lead to blindness.
9 The human eye cannot heal itself when it is damaged by the sun.
V
Q uestions 10- 14
Complete the sum m ary using the words from the box.
HANDLING THE SUN

M any doctors agree th a t skin cancer can be caused by excessive
exposure to the sun. As far as the hum an body is concerned, it is
prim arily the face and hands th a t are 10 ........... When hum an
I skin is exposed to the sun, the body has a defenses: a l l ........of
the skin's n a tu ra l oils and acids. For some time, women have
been more effective th a n men in 1 2 ........for th eir skin. Eyes are
a significant p a rt of the body which are negatively affected by the
sun. The dam age often goes undetected because it happens quite
13 .......... On the other hand, h a ir becomes quite dry and b rittle
when exposed to the sun for an extended period. A lanolin-based
conditioner is recom mended by h a ir care professionals to 1 4 ........
this problem. P erhaps a simple h a t m ay be the best solution for
hair.
overcome maintaining located slowly

triumph mixed quickly extended
caring minding prolonged blend
arrangement surprisingly affected succeed
combined
Reading I 71
------------------------------------------------------------------------------------------------------------------------ ----------------------------------------------------------- 'l
READING PASSAGE 2
You should spend about 20 m inutes on Q u e stio n s 15-26 which are based on
Reading Passage 2.
N ew D irections - Map M aking
A "A map may lie, but it never jokes" wrote poet H oward
McCordin. When it comes to getting to our destinations on tim e, there
are few things more im portant th an an u ncluttered and accurate
map. By definition, m aps show the features of the ea rth graphically, to
scale, on a two-dimensional surface. They may be them atic - showing
vegetation, wildlife, geology; navigational - showing hydrographic,
aeronautical or automotive routes; topographic - showing th e n a tu ra l
and m an-m ade features of the land or any other of a num ber of
variations. Their creation is a work of a rt and science involving a
m erger between creativity and precision.
B One of the biggest.influences upon map creation or cartography was

World W ar II. In the w ar zone, m aps of targ ets and te rra in played a
huge p art and so topographers1 and m em bers of the air force alike were
engaged in the production of them . The need to accurately m easure
distances using air photos gave b irth to the process of
photogram m etry. G reat cartographic and m athem atical skill was
required in a process th a t was initially lim ited by a lack of
photographic coverage. Planes flying at a constant altitude flew in grid
p attern s w ith cam eras m ounted on them , facing straig h t down. W hen
the w eather was good, th is process provided photos in the
perpendicular axis - the preferred optical axis for m apping. In order to
include both sides of the horizon, some cam eras were specially
designed to take three pictures at once - one vertical and two side-
looking obliques. It was a difficult ta sk to keep the plane ru n n in g
smoothly but the latest refinem ents of m ap-m aking techniques were
pu t to im m ediate use.
1The physical appearance of the natural features of an area of land

V
c Using a novel combination of optics and the overlapping of air photos to
create three-dim ensional pictures of terrain, the stereoscope was the
next refinem ent in map m aking which was of lim ited value. Shortly
thereafter, the photogram m etric stereoplotter improved upon the
technology used by the stereoscope allowing cartographers to precisely
m easure the elevation of features in air photos and then tran sfer them
to paper. After World W ar II h ad ended, this new technology led to an
increased in terest in cartography. M appers began to use newly
invented devices such as tellurom eters, air profile recorders,
m agnetom eters an á scintillation counters. From these precision
in stru m en ts came m aps packed w ith information.
D In 1957, the Soviet satellite Sputnick 1 joined the moon in orbit around
the earth. Although it only operated for 21 days, it began the 'space
race' and shortly after a num ber of American and other Russian
rockets were p u t into orbit progressing cartography into an even more
sophisticated realm . Only a few years later in 1959 the first space
photograph of earth was received. Pageos 1, launched by the U nited
S tates in 1966, was the first satellite w ith an in stru m en t package on
board specifically designed for surveying the earth. Two years later,
the American S atnav system was launched utilising six carefully
positioned T ran sit satellites which fed back inform ation for m apping
based upon the Doppler effect1. The L andsat 1 satellite launched in
1972 was the first satellite to collect data specifically on the earth's
surface and n a tu ra l resources. More th a n 20 other equally spaced
satellites now orbit the earth every 12 hours at an altitude of 20,000
kilom etres. N avstar, the U.S. m ilitary's global-positioning system can
determ ine geodesic2 positioning accurate w ithin m illim etres anywhere
on earth. W hat took m onths to plot and record in the p ast can now be
easily done in an hour.
E In addition to all the advances in aerial satellite technology, some very

advanced com puter hardw are has been designed to aide cartographers
in map production. Storing trillions of bits of inform ation and working
w ith a Geographic Inform ation System (GIS), the system uses
1 The apparent change in radio waves as the source moves toward or away from the
observer
2 Related to the geometry of curved surfaces
Reading I 73
geographic position as a common thread. Although it became popular
in the 1990s, GISs were developed in the early 1960s. Program m ed
with topographic inform ation - lakes, roads, rivers and place nam es -
taken from existing sheets and updated from new surveys, a GIS was
the next gigantic leap forw ard for cartographers. M aps, air photos,
m unicipal plans and a host of other things can be scanned and entered
and later on, updated and revised in an infinite num ber of ways on a
computer term inal to create a virtually custom-made m ap every
time. The distinction between map producer and map user becomes
blurred with a GIS. A map of an urban neighbourhood m ay be brought
up on the screen and by zooming in or out, streets, buildings, fields,
lakes, street lamps, bus stops, even sewers can be displayed. B ut it
goes even further: an associated database enables the operator to
ascertain the num ber of people who live in the household, even
property values can be listed. There is basically an unlim ited am ount
of inform ation which can be superim posed on a map using this
system.
F A brief history of cartography shows th a t map types have changed to

reflect the needs of the time. Thus, early m aps depicted concrete,
tangible features such as coastlines, rivers, m ountains, roads and
towns. Later, the focus moved to the sp atial distribution of
environm ental phenom ena - vegetation, soils, geology, and
climate. Societal issues such as population and disease have also been
closely examined. Most recently, attention has shifted to short-lived
phenom ena such as tornados, air pollution and floods, and to
visualization of the results of conceptual modelling of environm ental
phenom ena such as groundw ater contam ination. The tre n d h as been
one of shifting from simply m apping obvious features to discovering
relationships and implications between different levels and layers of
geographic inform ation. It is clear today th a t cartography is closely
associated with the broader field of scientific visualization. This
technique takes the m ap-reader beyond the p rin ted page and shows
them terrain as if they were flying in a helicopter.
r
Questions 1 5 - 1 9
Reading Passage 2 has six paragraphs A-F.
Choose the correct heading for sections B -F from the list of headings below.
Write the appropriate numbers i-x in boxes 15-19 on your answer sheet.
List of Headings
i transferring air photos to paper maps

ii computers make map production easy
iii maps for seeing into the future
iv the role of weather in map-making photography
V interest grows in m a p - m a k i n g
vi map-making responsible for space programs

vii new process enables calculation of distance
viii the future of cartography rests with helicopters
ix the impact of satellites on map-making
X d e fin in g m a p m a k in g
Example Answer
Section A X
15 Section B
16 Section c
17 Section D
18 Section E
19 Section F
Reading I 75
Q uestions 20 - 23
Classify the following as first occurring
Write the correct letter A, B, c or D in boxes 20-23 on your answer sheet.
A between 1955 and 1960
B between 1960 and 1965
c between 1965 and 1970
D after 1970
20 The first images of the earth are taken in space.
21 Parts of the earth are mapped through use of radio waves.
22 A satellite is launched in search of forests, lakes and rivers.
23 Work began on what would be the most advanced map-making system in
future.
Q uestions 24 - 26
The list below gives possible factors that contributed to im provem ents
cartography.
Which T H R E E o f these factors are mentioned in the text?
Write the appropriate letters A -F in boxes 24-26 on your answer sheet.
A magnetometers
B Sputnick 1
c World War II
D stereo pi otters
E aeroplanes and helicopters
F stereoscopes
READING PASSAGE 3
You should spend about 20 minutes on Q u e stio n s 27-40 which are based on
Reading Passage 3.
How children learn

The way in which children learn is an ever-growing area of study. It is
obvious th a t children differ from adults in many ways, but w hat is
interesting is th a t there are quite a num ber of commonalities across
learners of all ages. A study of young children fulfils two purposes: it
helps to highlight the strengths and weaknesses of the learners who
populate a nation's schools, and it offers a window into the
dev elo p m en t of le a rn in g th a t c a n n o t be seen if one co n sid ers only
wellestablished learning patterns and expertise. When an observer studies
the development of children over time, a dynamic picture of learning
unfolds. An understanding of infant thinking m ental processes or
cognition and how young children from 2 to 5 years old add inform ation
to th eir knowledge 'data base' helps child psychologists to b etter equip
students for th eir transition into formal school settings.
For much of the 20th century, most psychologists accepted the

traditional thesis th a t a newborn's m ind is a tabula rasa or blank slate
upon which the record of experience is gradually im pressed. It was
fu rth er thought th a t verbal communication was a prerequisite for
abstract thought and so, in its absence, a babv could not have
comprehension. Since babies are born w ith a lim ited range of
behaviours and spend most of th eir early m onths asleep, they certainly
appear passive and unknowing. Therefore, it was commonly thought
th a t in fan ts lack the ability to form complex ideas. U ntil recently,
there was no obvious way for them to dem onstrate anything to the
contrary to researchers.
In time however, challenges to this view arose. It became d ea r th at with
carefully designed scientific procedures, psychologists could find ways to
pose rath er complex questions about how much infants and young children
know and w hat they are capable of doing. Psychologists began to employ
new methodologies and began to gather a substantial amount of data about
Reading I 77
the remarkable abilities th at young children possess. Then- research stood
in great contrast to the older emphases which focussed almost entirely on
what children lacked. The mind of young children came to life through this
research, it became clear th at very young children are both competent and
active when it comes to their conceptual development.
A major move away from the earlier tabula rasa view of the in fant
m ind was taken by the Swiss psychologist Je an Piaget. Beginning in
the 1920s, Piaget argued th a t the young hum an m ind could best be
described in term s of complex cognitive or 'thinking' structures. From
close observations of infants and careful questioning of children, he
concluded th a t the development of the m ind proceeds through certain
stages, each involving radically different thinking processes. Piaget
observed th a t infants actually seek stim ulation from th eir
surroundings th u s prom oting th eir intellectual development. He
showed th a t th eir initial representations of such things as space and
tim e as well as aw areness of objects and self are constructed only
gradually during the first 2 years. He concluded th a t u n d erstan d in g in
young infants is built up through the gradual coordination of sight,
sound and touch.
After Piaget, perceptual learning theorists studied how newborns begin to
integrate sight and sound and explore then' surroundings. They saw th at
learning in infants proceeded rapidly when they were given the
opportunity to explore the objects and events they encountered. Theories
were developed which attem pted to describe how the brain processes
information. It was around this tune th at the metaphor of the m ind as
computer came into wide usage.
In order to study w hat babies know and can learn about readily,
researchers needed to develop techniques of 'asking' in fan ts w hat thev
know. Because infants are so lim ited physically and verbally
experim enters in terested in finding out how babies th in k h ad to find
methods suitable to an infant's motor capabilities. New ways were
developed for m easuring w hat infants prefer to look a t and detecting
changes in events to which they are sensitive. Three such m ethods
th a t were used were sucking, habituation, and visual expectation.
Although theories put forw ard during this tim e differed in m any w ays
they shared an em phasis on considering children as active learners,
those who actually assem ble and organise inform ation. Therefore.
(-------------------------------------------------------------' ^
prim arily cognitive development involves the acquisition of organised
knowledge such as, an early understanding of basic physics, some
biological concepts and early num ber sense. In addition, cognitive
development involves gradually learning strategies for solving
problems, understanding and remembering.
The active role of learners was also emphasized by Vygotsky, who focused
on the role of social support in learning. According to Vygotsky, all
cognitive skills and patterns of thinking are not primarily determined by
the skills people are born with; they are the products of the activities
practiced in the social environment in which the individual grows
up. From Vygotsky's research into the role of the social environment in
the development of thinking came w hat he called a zone of proximal
development. This zone which refers to tasks learners can do with the
assistance of others, had a big impact upon developmental
psychology. This line of work has drawn attention to the roles of parents,
and teachers in challenging and extending children's efforts to
understand. It has also contributed to an understanding of the
relationship between formal and informal teaching as well as learning
situations and cognition.
Reading I 79
/----------------------------------------------------------------------------------------------------------------A
Q uestions 2 ? - 30
Answer the questions below using N O M O R E T H A N F IV E W O R D S for
each aiiswer.
27 What did early research into child capabilities focus on?
28 Who thought infants needed to communicate verbally in order to show
advanced comprehension?
29 In what period of their growth do infants develop an awareness of time?
30 What TW O things is the infant mind compared to?
Do the following statements agree with the informatwn given in Reading Passage 3?
TRU E if the statem ent agrees with the inform ation
31 In many ways, children learn the same way adults learn.
32 20th century psychologists thought infants were unintelligent because they
were usually asleep.
33 The focus of early research methods in child development have been similar
to those conducted more recently.
34 Piaget showed that each new stage of learning builds upon the previous one.
35 Vygotsky's research has had a positive impact upon many primary school teachers.
Q uestions 36 - 40
Complete the sentences below with words taken from R eading Passage 3.
Use N O M O R E T H A N TW O W O R D S for each answer.
Write your answers in boxes 36-40
36 When it comes to learning new concepts, recent research has shown that
children are both competent and_________
37 Not only are young children capable of assembling information they are also
able to____________
38 ONE of the ways scientists measured infant preference was through^____________
39 An indicator of cognitive development is that knowledge must be____________
40 Vygotsky believed that the key to learning lay in the individual's___________
80 I Reading
W RUN G TASK I

The ta b le sh o w s ch a n g es in a ve ra g e incom e by h o u seh o ld type in
N ew Z e a la n d from 1998 to 2003.
S u m m a rise the in fo rm atio n by se le c tin g a n d re p o rtin g the m a in
fea tu res, a n d m a k e co m p a riso n s w h ere relevan t.
Average weekly household income by household type on New Zealand
\Household Couple with

Couple with Couple with two One parent with Total (all
\ Type One-person three or more
Couple one dependent dependent dependent child Household
household dependent
Year\ child children or children Types)
children
2003 1326 505 638 1269 1390 1411 1171
2002 1269 493 610 1205 1314 1174 1116
2001 1099 484 556 1111 1223 1170 1033
2000 1046 476 540 1010 1110 1115 967
1999 1046 451 517 1054 1140 1074 964
1998 981 448 545 978 1022 1013 927
A
Writing I 81
W RUN G TASK II
You should spend 40 m inutes on this topic.

Some people believe th a t p a ssp o rts are essential as a w a y o f
regulating the p o p u la tio n o f countries. Others believe they sh ou ld
be abolished a n d we should be able to travel where we like.
D iscuss both p o in ts o f view a n d g iv e y o u r opin ion .
PART 1
EXAMPLE
What is your full name?
Are people in your country using mobile phones often?
When did you get your first mobile phone?
Do you prefer to call or to message your friends? Why?
Do you think people should turn their cell phones on silent in public places? Why?
What is interesting in your hometown?
Are you planning to stay or go back to your hometown in the future?
PART 2
If you w ere given a chance to do an You will have to talk about the topic
unusual job, what job would it be? for one to two minutes.
Please say: You have one minute to think about
- Why do you think it is an unusual job? what you're going to say.
- Where did you find out about it? You can make some notes to help
you if you wish.
- What is so interesting about this job?
PART 3
Discussion topics:
Is it important to have a retirement age?
Is a part time job in your country supported by schools?
Does government have the right to impose a particular number of workers on
a company?
In what way students are guided to choose their career?
How do you decide what course or degree will suit you?
V _________ _______/
Speaking I 83
c-------------------------------------------------------------------------------------------------------------------------------------------- -----------------------------------------'N

TESTING SYSTEM
► Reading (60 m inutes - 40 Questions)
84
Q uestions 1-5
Complete the notes below. Write N O M O R E T H A N O N E W ORD A N D /O R
A N U M B E R for each answer.
Details of the car

Age / mileage: about (1)_____ years old and has done approx. 40,000 miles.
History: had (2)____ previous owners.
Reason for sale: selling it because has a (3)______ in London - no car needed.
Final price: agreed (4) £_____
Appointment: offered to meet on Saturday, at (5)_______ a.m. in the cafe.
Q uestions 6-10
Complete the form below. Write N O M O R E T H A N TW O W O R D S A N D /O R
W ayne's w heels insurance

APPLICATION FORM
Name: Mohammed (6)________

Date of bừth: 21st (7)______
Car make: Peugeot (8)______
Registration number: (9)______
Address: 78 Acacia Avenue, Stourbridge,
Wolverhampton, BM56 YLM.
Total annual insurance
(incl. admin charge): (10) £______
Ă Listening I 85
Q uestions 11 and 12
Choose the correct letter, A, B or c.
11. All the students on the course
A. are native English speakers.
B. are from Asian countries,
c . have jobs in law.
12. The blended learning course is
A. taught face-to-face fur half of the year.
B. taught online with two face-to-face meetings,
c . taught completely online with virtual exams.
Q uestions 13-17
Complete the now chart. Write N O M O R E T H A N TW O W O R D S A N D /O R
How to use the virtual learning platform (VLP)
Log-on to the platform. Download the first (13) and
Buy books on (14) or download them from VLP
If you need help, contact tu to r by (15) or phone.
If you prefer, ask stu d en ts for help via th e (16)
Get(17) _from tu to r on VLP a week later.
86 I Listening
Questions 18-20
Choose T H R E E letters A-F.
What T H R E E things can you do on the blended learning course?
w w u v w u w w w w w w w w w w u w
A. participate in seminars at any time
B. meet with your tutor at regular times
c. listen to lectures at a time of your choice
D. study on a full-time basis at a distance
E. have more time to finish an assignment
F. have another year to complete your degree
Vs. _______________ y
Listening I 87
f ------------------------------- -
Q uestions 27-26
Complete the sentences below. Write N O M O R E T H A N O N E W ORD for
each answer.
21. The tutor is pleased that Jane is always well for seminars.
22. Jane enjoys the psychology seminars and is good at -
23. The lecture on critical thinking was about asking particular types of
24. lane should think about the supporting other students'theories.
25. The tutor is that Jane makes claims which are not proved.
26. Jane needs to use more as evidence for claims she makes.
Q uestions 27-30
What are the disadvan tages o f each type o f research?
Choose your answers from A-F below and write the letters next to questions
27-30.
27. Case studies
28. Research papers
29. Interviews
30. Questionnaires
A. don't give very detailed information.

B. can encourage a particular answer.
c. don't provide enough information.
D. may make a theory or argument weaker.
E. can produce very unscientific results.
F. can be out-of-date.
V
------------------------------------------ -
88 I Listening
c------------------------------------------------------------------------------------------------------------------------ ^
Q uestions 31 -35
Complete the table below. Write N O M O R E T H A N TW O W O R D S A N D /O R
A N U M B E R for each answer
The Great Pyramid of Khufu
Reason for interest Because of the (31) and size of the pyramid
(32) 5.9 million tons
Height (33) metres tall
Materials (34) stone blocks
Date 2550 BC: took (35) to complete
Number of workers 20,000-30,000
Mystery How could workers move a stone block weighing two tons?
Q uestions 36-40
Complete the diagrams. Write N O M O R E T H A N O N E W ORD A N D /O R A
N U M B E R for each answer.
39. metre
_______________ y
ầ Listening I 89
r
<@> READING I
READING PASSAGE 1
You should spend about 20 m inutes on Q u e stio n s 1-13, which are based on
Reading passage 1 below.
TELESCOPE TO DETECT ET ON HIS MOBILE
A Astronomers are planning to build the world's larg est telescope - a

machine so powerful it could detect radio signals from a p lanet up to 50
light years, or 13.5 billion years from E arth. The giant radio-telescope
is called the Square Kilometre A rray (SKA) and will consist of 3,000
separate radio dishes and other antennae all linked together into one
huge machine. It will generate 100 tim es more data th a n all the
inform ation C urrently on the In tern et and will need the world s most
powerful supercom puter to analyse the inform ation it collects.
B The SKA will work in a sim ilar way to other large radio telescopes such
as A ustralia's CSLR P arkes radio telescope, also known as ‘the D ish’.
The telescope gets its nam e from the bowl-shaped reflector called a
'dish' th a t is used to collect radio waves from space. The refectory
focuses the waves onto an an ten n a th a t changes them into electric
signals. From the antenna, the signals are tran sm itte d down into the
control room at the base of the telescope and are picked up by a radio
receiver. This receiver m akes the signals stronger. The signals are then
analysed by a com puter at another location and the inform ation is used
to draw a picture of the source of the radio waves.
c Compared to 'The Dish', however, SKA will be thousands of tim es more

sensitive. This sensitivity is because of its size, the larger the dish, or
the more dishes there are, the more powerful the radio signal can be,
allowing unknow n areas of the universe to be discovered. ‘We know
th a t the universe is m crediblyvast, containing hundreds of billions of
V_____________________________________________________________________________________________________________________________________________________y
stars,' said Richard SchiUzzi, director of the SKA project. However, at
present we carl only see a fraction of w hat is out there. The SKA will
enable us to explore some of its fu rth est reaches.' Scientists hope to
find alien life intelligent enough to invent radio. The SKA will be able
to detect a mobile phone system w ithin 50 light years of E arth, but will
also probably be able to scan sta r system s which are much further
away, because any advanced life form would have powerful radio
em itters such as rad ar and radio stations.
D But looking for evidence of ex tra-terrestrial life is ju st one of many

tasks for the SKA. Scientists also hope th a t the telescope will help
them to u n d erstan d how the first stars and planets were formed,
during a period of time called ‘first light'. ‘The SKA is a bit like a time
m achine,' said Phil Diamond, head of the astronomy and space science
division of CSIRO the A ustralian government's research arm. 'It will
gather radiation em itted more th a n 13 billion years ago, allowing us to
get a picture of w hat the universe looked like then. By choosing the
type of radiation we look at, we can get sim ilar pictures of the universe
from any other era we choose - so we can watch how it evolved.
E More th a n 20 countries will share the estim ated £1.4 billion cost of the
project for the telescope. Two potential sites have been chosen, one in
W estern A ustralia and the other in South Africa. Both are in the
southern hem isphere because this will give the in stru m en t a direct line
of sight into the h eart of the Milky Way. The SKA m ust be built on a
site completely free of radio interference - w ith the host country
prom ising it will prevent the construction of any mobile phone, radio or
TV m asts for up to 50 years. This m eans it will have to be built m ainly
in a desert-either in the outback of W estern A ustralia or the Karoo of
South Africa.
Reading I 91
r
Q uestions 1-4
Beading Passage 1 has five paragraphs, A-E.
Cỉioose the correct heading for paragraphs B - E fi'om the list of headings below.
List of headings
i Budgeting for the construction of SKA
ii Discovering the secret origins of our universe
iii Abilities of advanced life forms
iv Potential to see further than before
V Methods of mapping the location of the planets
vi Plans for the world's largest telescope
vii Location considerations for SKA
viii The collection and analysis of radio waves
Example Answer
Paragraph A Vi
------------------- á
1. Paragraph B
2. Paragraph c
3. Paragraph D
4. Paragraph E
Questions 5-8
The diagram below shows how a large radio telescope works.
Label the diagram. Choose N O M O R E T H A N TW O W O R D S from the
passage for each answer.
Radio waves
Q uestions 9-13
Do the following statem ents agree with the information giveiI in Reading
Passage 1?
TRU E if the statem ent agrees with the information
N O T G IV E N if there’s no information on this
9. The SKA will be made from many parts.
10. The SKA will be the world's most powerful telescope.
11. About one third of the universe has been discovered.
12. Scientists hope to get in touch with aliens by mobile phone.
13. Governments have decided where the SKA will be built.

READING PASSAGE 2
You should spend about 20 m inutes on q u e s tio n s 14-26, which are based on
Reading Passage 2 below.
THE R.EAL P R IC E OF G O L D
Like m any of his Inca ancestors, Ju a n Apaza spends every day digging
for gold. For 30 days each m onth Apaza works, w ithout pay, deep
inside a mine above the world’s highest town, La Rinconada. For 30
days he faces terrible dangers - explosions, poisonous gases, tunnel
collapses - to find the gold th a t the world dem ands. Apaza does all this,
w ithout pay, so th a t he can spend the 31st day of the m onth tak ing as
much rock as he can carry from the mine for himself. This rock may
contain a lot of gold which could m ake Apaza a very w ealthy m an. but
it may be completely worthless. But unbelievably, Apaza and his fellow
m iners w ant to take th a t risk. 'It's a cruel lottery’, says Apaza. ‘B ut at
least it gives us hope.'
For more th an 500 years the dream of gold has attra cte d people to this
place in Peru. The first were the Inca, then the Spanish, whose search
for gold and silver led them to take over the New World. B ut it is only
now, as the price of gold increases dram atically - it h as risen 235 per
cent in the p ast eight years - th a t 30,000 people have come to La
Rinconada, tuning this once quiet village into a horribly polluted town
on top of the world. La Rinconada is not a p leasan t place to live in or to
visit. D uring my tim e here: I feared for my h ea lth and safety. La
Rinconada has few basic services: no piped w ater, no pollution control,
no postal service, not even a police station. I t’s a dangerous place,
where no law is respected.
The dirt and rubbish on the overcrowded streets are sm all problem s
com pared w ith the tons of poisonous m ercury released during the
process of separating gold from rock. According to P eru v ian
environm entalists, the m ercury released at La Rincotlada and the
nearby m inting town of A nanea is poisoning rivers and lakes down to
the coast of Lake Titicaca, more th a n a h undred miles away.
V
Admittedly, gold mines advantages: they can bring jobs, technologies,
and development to pool: areas. Gold mim ing however, w astes more
energy per ounce th an any other metal. To mine a single ounce of gold -
the am ount in a typical wedding ring - requires the removal of more
th a n 250 tons of rock. Yet the public continue to buy it even though the
price of gold is rising dram atically. Jew ellery shops are, w ithout doubt,
partly to blame. They are responsible for tw o-thirds of the dem and for
gold, and made $3.5 billion in worldwide sales la st year.
Disappointingly, the origin of the gold and the damage caused by gold
mining doesn't seem to cơncern them . Despite action groups trying to
stop jewellery shops from selling gold from m ines th a t cause serious
damage, m any countries which rely on the sale of gold to help the
economy ignore the protests.
In many ways, people are interested in gold because there’s not much of it.
In all of history, only 161,000 tons of gold have been mined, only just
enough to fill two Olympic-size swimming pools. More than half of that has
been taken out of the ground in the past 50 years. Now the world s supplies
of gold are quickly going down and new discoveries are rare. Most of the
gold left is underground in far-off places which are often beauty spots. It’s
only a m atter of time before these are discovered by the mining companies.
Reading I 95
(--------------------------------------------------------------------------- -------------------------------------
Q uestions 14-17
Choose the correct letter, A, B, c or D
14. Apaza works in the gold mine because
A. he needs a full-time job.
B. he earns a lot of money at the end of the month,
c . he could become very rich one day.
D. his family have always worked in a mine.
15. The most serious problem described in La Rinconada is
A. the increase in the price of gold.
B. the over-crowded gold mining villages,
c . the poison released into the water.
D. the lack of facilities in La Rinconada.
16. Gold mining causes
A. poverty and unemployment.
B. energy to be wasted.
c . the price of gold to increase.
D. action groups to blame jewellers.
17. There is a shortage of gold because
A. the gold is in protected areas.
B. people haven't discovered where it is yet.
c . a lot of it has been mined already.
D. the gold is difficult to reach.
96 I Reading
Q uestions 18-21
Do the following statem ents agree with the writer's opinion given in Reading
Passage 2? Write:
YE S if the statem ent agrees with the opinion o f the writer
NO if the statem ent contradicts the opinion o f the writer
N O T G IV E N if it's impossible to say what the writer thinks about this
18. The benefits of gold mining are greater than the drawbacks.
19. La Riconada is not a pleasant place to live.
20. Jewellery shops shouldn't sell gold.
21. Nature should be protected from miners.
Q uestions 22-26
Complete the sum m ary using the list o f words, A-E below.
Gold m ining is a very (2 2 )______and dirty business, both for the
m iners and for the (23) _____ U nfortunately, it's also very
profitable. As the supply of gold h as decreased, th e price of it has
gone up, resulting in a higher dem and for gold th a n ever before.
(24)________ in particular, are responsible for the increased
demand. A lthough m ining does create (2 5 )______ it also creates
a lot of w aste and (26) _______ which dam age s towns, w ater
supplies and areas of n atu ra l beauty.
A. jewelers B. employers c. dangerous D. miners' families E. risk

F. improvements G. environment H. jobs I. pollution
READING PASSAGE 3
You should spend about 20 m inutes on q u e s tio n s 27-40, which are based on
HISTORY OF SILK PRODUCTION
Silk from the moth, Bombyx mori (L), h as a long and colourful
h isto ry u n k n o w n to m o st peo p leử S ilk p ro d u ctio n w as discovered in
2,700 BC, almost 5,000 years ago. Chinese legend tells the story of Si
Ling Chi, a Chinese princess, who sat in the shade of h er court garden,
sipping tea beneath m ulberry trees. She h eard a tiny noise in the
leaves above her, and a w hite cocoon dropped into h er teacup. Instead
of picking it out of h er drink, she w atched as the hot w ater began to
dissolve it. Soon h er tea was full of shining silk th read s and Si Ling
Chi im agined the beautiful clothes she m ight create for h er husband.
Si Ling Chi w ent on to develop sericulture, the science of silk

production. She learned to keep silk worms, to collect the silk fibres, to
test them for strength, and how to weave them into clothes. Si Ling Chi
was la ter honoured w ith the nam e Seine-Than, or 'The Goddess of Silk
Worms'. Sericulture during the following centuries spread through
China and soon became a sta te secret. It rem ained a m ystery to other
countries for thousands of years. In 139 BC, the world's longest
highw ay was opened, from eastern C hina to th e M ed iterran ean Sea.
One of the m ost valuable commodities to travel along the road w as silk
and for this reason, th e road was nam ed 'Silk Road'. By the m iddle of
the first century AD, people in Rome were becoming fru stra te d th a t
they could not learn the secrets of the valuable m aterial b u t th e
98 I Reading
Chinese kept the secrets of sericulture so safe th a t the early Romans
never learned it.
The Chinese finally lost their secret to India. According to legend, the
egg of the silk moth and the seed of the m ulberry tree were carried to
India hidden in the headdress of a Chinese princess. From India the
silk industry spread into Persia and C entral Asia. The emperor
Ju stin ian gained the secrets of sericulture for the Roman Em pire in
522 AD, when Persian monks brought the eggs into the country
illegally. In 877 AD, the soldier Biachu captured Canfu, the centre of
foreign silk trade in China, destroyed all of the m ulberry trees and
silkworms of the region, and p u t high taxes on all foreign trade. These
actions stopped China exporting silk and other goods for more th an 60
years. However, by this time, silk production was practised in W estern
Asia and E astern Europe and the price of silk around the world
rem ained the same. D uring the 18th and 19th centuries, E uropeans
also made im portant progress in silk production. E ngland improved
silk-weaving techniques and roller printing. In 1801, A Frenchm an
nam ed Joseph Jacquard exhibited his new m achine for silk weaving
and this gradually spread through the industry. These advances
introduced a more m echanized and scientific approach to silk
production th a n existed previously.
Sericulture h as also been attem pted in the U nited States, but has been
largely unsuccessful. Hoping to m ake a lot of money, thousands of
individuals bought m ulberry p lan ts and p lan ted large areas of valuable
land. The money they spent was more th a n the money th a t was made,
and bad w eather destroyed the plants. In the course of a few years,
m any failures and great disappointm ents caused the USA to almost
give up sericulture. Although there were several more attem pts at
sericulture in California from the 1860's through th e earlv 1900's and
some silk was produced during th is time, most attem pts failed and
sericulture never became perm anently established in the state.
Silk production today is a mix of the ancient and the modern. The first
stage of silk production is hatching the silkworm eggs. Larvae are then
fed cut-up m ulberry leaves and after a period of tim e they spin th eir
silken cocoons. The silk th read comes from the h ead of each larv a and
is stuck together with a sticky substance called sericin. Cocoons are
later w ashed in hot w ater to remove the sericin, which frees the silk
threads. Single threads are then combined to form yarn. This yarn is
eventually wound onto reels. The yarn is dried, packed according to
quality, and is now ready for sale.
World silk production has approxim ately doubled during the la st 30

years in spite of the competition from m an-m ade fibre. China during
this period has been responsible for over 50% of the world production of
silk each year. Consequently, the country th a t first developed
sericulture approxim ately 4,700 years ago has again become the
world's m ain producer of silk.
^
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------— ---------------------------------------------------------------------------------------------------------------------------------------
100 I Reading
c------------------------------------------------------------------------------------------------------------------------ 'ì
Q uestions 27-31
M atch each event w ith the correct nationality A-F.
A. Chinese
B. Romans
c. Indians
D. Persians
E. Europeans
F. Americans
27. invested money in silk production

28. learned about silk illegally
29. made silk production mechanical
30. make half of the world's silk
31. were the first, after the Chinese, to learn about silk
Q uestions 32-35
Choose F O U R letters A-F. Which F O U R o f the following statem ents are true
o f silk?
A. It is an entirely man-made fiber these days.
B. Its production was discovered by accident.
c. Its production was modernized in the 18th century.
D. It was more successful in the past than now.
E. Its production is a combination of old and new methods
F. Its production reached Europe from Persia.

Q uestions 36-40
Complete the flow chart. Write N O M O R E T H A N O N E W ORD from the
passage for each answer.
DPlMXDraS cot b e l ie IPEBGDDDIIJdJnTKM
Hatching
Silkworm (3 6 )_________ hatched.
Feeding
Larvae fed (3 7 )_________ from the mulberry tree.
Spinning
Larvae produce thread from (38)
W ashing
(3 9 )______ _ washed to separate silk threads.
Packaging
Silk (4 0 )_________ created and packaged for sale.
102 I Reading
WRITING TASK 1
You should spend about 20 minutes on this task.

The g r a p h s below sh ow the n u m b e r o f in te r n a tio n a l to u rists by
m on th a n d by y e a r a n d w h ich regions o f the w o r ld they visit.
S u m m a rize the in fo rm a tion by se lec tin g a n d re p o rtin g the m ain
fe a tu re s a n d m a k e co m p a riso n s w h ere relevan t.
Inbound tourism by month in 2010

International Tourist Arrivals (million)
120-1
110 -
100
90
80
70
60
50
0 -
Jan Feb March April May June July Aug Sept Oct Nov Dec
International Tourist Arrivals by region (million)
1,200
I 1.000
s 800
600
400
200
0
1950 I 960 1970 1980 1990 1995 2000 2010
_______________ y
Writing I 103
WRING TASK 2

Write about the following topic:
A ir travel p ro du ces 3-5% o f the carbon dioxide released into the
atmosphere, a n d is p re d ic te d to become the w o rld ’s largest cause o f
environm ental dam a ge a n d g lo b a l w arm ing. G overnm ents aixmnd
the w orld p la n to increase the cost o f flying to encourage p eo p le to
fly less. To w h a t extent do you agree w ith the governm ents' p la n s?
own knowledge or experience.
104 I Writing
PART 1
The examiner asks you some general questions about yourself, your home, your job
or your studies.
EXAMPLE:
Tell me about your country

What do you do in your spare time?
How important is your family to you?
What are your plans for the future?
PART 2
The examiner gives you a card with questions on a topic. You will have one minute
to think about the topic and plan what you're going to say. You can make notes if
you wish. You should then talk about the topic for one to two minutes.
Describe something you own which is very You will have to talk about the topic
important to you. You should say: for one to two minutes.
- where you got it from You have one minute to think about
- how long you have had it what you're going to say.
- what you use it for You can make some notes to help
and explain why it is important to you. you if you wish.
PART 3
The examiner asks you further questions which are connected to the topic of part 2.
These questions give you the opportunity to discuss more abstract issues and ideas.
EXAMPLE Q U E S T IO N S :
Let's talk a bit more about possessions...

What's more important, possessions or experiences?
W hat sort of possessions give people status in your country?
W hat object do most young people want to own?
Finally, let's talk about the role of advertising...
Do you think that advertising influences what people buy?
Speaking I 105
-------------------------------------------------------------------------------------------------------------------------------------- N

TESTING SYSTEM
► Speaking (15 m inutes - 3 Parts)
106
Q uestions 1-7
Listen to a conversation and complete the market list below.
Write N O M O R E T H A N T H R E E W O R D S for each answer.
MARKET LIST
Address Open Hours Days Tube Station
Example 8 a.m. -5 p.m. Sat. &Tue. Castle

East Street SE17
Leather Lane WC1 lunch times 1 Chancery Lane
2 Lane El 9 a.m. -12 noon Sunday mornings 3
Walthamstow E17 4 Mon. - Sat. 5

Except Wed.& Sun.
Brixton SW9 9 a.m. -6 p.m. Mon. - Sun. Half day 6

on Wed.
Camden High St. 8 a.m. -5 p.m. 7 Chalk Farm,

NW1 Camden Town
Q uestions 8-10
8. Who is Barbara going to shop with?
9. How is Barbara traveling to the shops tomorrow?
10. What time are they going to meet?
V __________ ______ y
Listening I 107
r
Q uestions 7 7-76
Complete the table below as you listen.
Write either A N U M B E R or N O M O R E T H A N T H R E E W O R D S to fill
each space.
Radio South Radio Soap new Wake-up IS
approval rating
11 % 17% 87% 15%
disapproval
12 % 64% 13 % 25%
rating
don't knows not
19% not mentioned 60%
mentioned
listeners' vulgar and
excellent 14 16
comments puerile
Number of participants in the survey: 4373
Q uestions 17-20
Circle the correct answer.
17. Regarding the message Voice box, the number of complaints
A has gone up and down in recent weeks.
B has gone down,
c has remained static.
D has risen in the recent week.
18. The praise for the music on the Wake-up show has come
A only from Australia. B only from New Zealand,
c from alt over South-east Asia. D from all over Asia.
19. Regarding English W orldwide, the number of listeners
A has increased ten times, B has remained fairly static.
c has decreased tenfold. D will increase in the future.
20. The radio station broadcasts
A 14 hours per day. B 19 hours per day.
c 24 hours per day. D 22 hours per day.
108 I Listening
Q uestions 21-30
Complete the form below.
O U T L IN E O F B O O K REVIEW
I n t r o d u c t io n
• Title 21
• Author Robert Winston
• Category 22
• Subject area brain
• Intended readers 23
Overview
• Author's purpose to inform and advise on maximising use of the brain
• Main topics history of 24 about brain
what enables brain to 25
brain's contribution to development of 26
how to increase intelligence
Analysis and evaluation
• Writer's qualifications professor at the University of London who
carries out 27 research
• Strengths readable, particularly through use of 28 contains
a useful 29
• Weaknesses none
Conclusion
• Overall response a very interesting book that aims high and achieves
its 30
---------------—
___________________________________J
Listening I 109
Q uestions 31 -33
Complete the following table.
Use N O M O R E T H A N T H R E E W O R D S or A N U M B E R for each answer.
B r id g e t y p e M a t e r ia l ( s ) u s e d F ir s t e x a m p l e s d a t e f r o m R e g io n
arch stone or brick 31 B.C. Middle East
suspension 32 A . D. 550
33
and
iron
iron 1826 Wales (UK)
suspension
Q uestions 34-37
Complete the notes on the time line below.
Use N O M O R E T H A N T H R E E W O R D S for each answer.
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
TH E C O N ST R U C T IO N O F TH E C LIFTO N SUSPEN SION BRID G E
1831 Design for bridge chosen by 34____________ .

Work begun, but soon halted by political events.
1836 Work resumed.
1843 Work stopped when 35____________ .
1851 Ironwork sold to pay 36___________ .
1860 Second-hand 37____________ became available.
1862 Work resumed.
1864 Bridge completed.
110 I Listening
(------------------------------------------------------- -------------------------------------------------------- ^
Q uestions 38-40
Complete the table.
Use N O M O R E T H A N T H R E E W O RD S or A N U M B E R for each answer.
Location Distance Mam difficulty Effect
Alaska and Siberia 80km 38 construction time limited
Europe and Africa 28 km 39 new type of bridge

structure required
Sicily and mainland Italy 40 km funding
________ ________ /
Listening I 111
f
<©> READING
READING PASSAGE 1
You should spend about 20 m inutes on Q uestion s 1-13 which are based on
IMPROVING - READING SPEED
It is safe to say th a t alm ost anyone can double his speed of reading
while m aintaining equal or even higher comprehension. In other
words, anyone can improve the speed with, which he gets w h at he
w ants from his reading.
The average college student reads between 250 and 350 words per minute
on fiction and nontechnical materials. A "good" reading speed is around 500
to 700 words per minute, but some people can read a thousand words per
minute or even faster on these materials. W hat makes the difference?
There are three main factors involved in improving reading speed: (1) the
desữe to improve, (2) the willingness to try new techniques and (3) the
motivation to practice.
Learning to read rapidly and well presupposes th a t you have the

necessary vocabulary and com prehension skills W hen you have
advanced on the reading com prehension m aterials to a level at which
you can u n d erstan d college-level m aterials, you will be ready to begin
speed reading practice in earnest.
U nderstanding the role of speed in the reading process is essential

Research has shown a close relation betw een speed and understanding.
For example, in checking progress ch arts of thousands of individuals
taking reading training, it h as been found in m ost cases th a t an
increase in rate has been paralleled by an increase in com prehension,
and th a t where rate has gone down, com prehension has also decreased.
Most adults are able to increase th eir rate of reading considerably and
ra th e r quickly w ithout lowering comprehension.
V
Some of the facts which reduce reading rate:
(a) lim ited perceptual span le, word-by-word reading;
(b) stow perceptual reaction time, i.e., slowness of recognition and
response to the material;
(c) vocalization, including the need to vocalize in order to achieve
comprehension;
(d) faulty eye movements, including inaccuracy in placement of the
page, in return sweep, in rhythm and regularity of movement, etc.;
(e) regression, both h ab itu al and as associated w ith habits of
concentration
(f) lack of practice in reading, due simply to the fact th a t the person
has read very tittle and h as lim ited reading in terests so th a t
very little reading is practiced in the daily or weekly schedule.
Since these conditions act also to reduce comprehension increasing the
reading rate through elim inating them is likely to resu lt in increased
comprehension as well. This is an entirely different m atter from simply
speeding up the rate of reading w ithout reference to the conditions
responsible for the slow rate. In fact, simply speeding the rate
especially through forced acceleration may actually result, and often
does, in m aking the real reading problem more severe. In addition,
forced acceleration may even destroy confidence in ability to read. The
obvious solution then is to increase rate as a p art of a total
im provem ent of the whole reading process.
A well planned program prepares for m axim um increase in rate by
establishing the necessary conditions. Three basic conditions include:
1. E lim inate the habit of pronouncing words as you read. If you sound
out words in your throat or whisper them , you can read slightly only
as fast as you can read aloud. You should be able to read most
m aterials at least two or three tim es faster silently th an orally.
2. Avoid regressing (rereading). The average student reading at 250

words per m inute regresses 01’ rereads about 20 tim es per page.
R ereading words and phrases is a h ab it which will slow your reading
speed down to a snail's pace. F urtherm ore, the slowest reader
usually regresses most frequently. Because he reads slowly, his
Reading I 113
m ind has tim e to w ander and his rereading reflects both his inability
to concentrate and his lack of confidence in his com prehension skills.
3. Develop a wider eye-span. This will help you read more th a n one
word at a glance. Since w ritten m aterial is less m eaningful if read
word by word, this will help you learn to read by phrases or thought
units.
Poor results are inevitable if the reader attem p ts to use the sam e rate
indiscrim inately for all types of m aterial and for all reading purposes.
He m ust learn to adjust his rate to his purpose in reading and to the
difficulty of the m aterial he is reading. This ranges from a m axim um
rate on easy, fam iliar, in terestin g m aterial or in reading to gather
inform ation on a p articu lar point, to m inim al rate on m aterial which is
unfam iliar in content and language stru ctu re or which m u st be
thoroughly digested. The effective reader adjusts his rate; the
ineffective reader uses the sam e rate for all types of m aterial.
Rate adjustm ent may be overall adjustm ent to the article as a whole,
or in tern al adjustm ent w ithin the article. Overall adjustm ent
establishes the basic rate at which the total article is read; in tern al
adjustm ent involves the necessary variations in ra te for each varied
p art of the m aterial As an analogy, you plan to take a 100-mile
m ountain trip. Since this will be a relatively h a rd drive w ith h ills,
curves, and a m ountain pass, you decide to take th ree hours for the
total trip, averaging about 35 miles an hour. This is your overall rate
adjustm ent. However, in actual driving you may slow down to no more
th a n 15 miles per hour on some curves and hills, while speeding up to
50 miles per hour or more on relatively straig h t and level sections. This
is your in tern al rate adjustm ent. There is no set rate, therefore, which
the good reader follows inflexibly in reading a p articu lar selection, even
though he has set him self an overall ra te for th e to tal job.
In keeping your reading attack flexible, adjust your ra te sensitivity

from article to article. It is equally im p o rtan t to adjust your ra te w ithin
a given article. Practice these techniques u n til a flexible reading rate
becomes second n atu re to you.
/
c----------------------------------------------------------------------- ^
Q uestions 1-4
Choose the appropriate letters A- D and write them in boxes 1 - 4 Oil your
answer sheet.
1 Which of the following is not a factor in improving your reading speed?
A Willing to try new skills.
B Motivation to improve,
c Desire to practice.
D Hesitate to try new techniques.
2 Understanding college level materials is a prerequisite for
A learning to comprehend rapidly.
B having the necessary vocabulary,
c beginning speed reading.
D practising comprehension skills.
3 For most people
A a decrease in comprehension leads to a decrease in rate.
B a decrease in rate leads to an increase in comprehension,
c a n i n c r e a s e in r a t e l e a d s t o a n i n c r e a s e in c o m p r e h e n s i o n .
D an increase in rate leads to a decrease in comprehension.
4 Speeding up your reading rate through forced acceleration often results in
A reducing comprehension.
B increasing comprehension,
c increasing your reading problem.
D reducing your reading problem.
Readingl 115
r
Questions 5-9
Complete the table below
Choose N O M O R E T H A N T H R E E W O R D S from the passage for each
answer.
Factors Effects Reduces rate Increases rate
Wider eye span 5 YES
6 Word-by-word reading YES
Slow perceptual reaction 7 YES
8 Return sweep inaccuracy YES
9 Concentrate and be
YES
confident
Q uestions 10-13
Do the following statem ents agree with the inform ation given in R eading
Passage 1?
In boxes 10 - 13 on your answer sheet write
TRUE if the statem ent is true
FALSE if the statem ent is false
N O T G IV E N if the information is not given in the passage.
10 In gathering material on a topic a reader must maximize his reading rate.

11 The basic rate for each part of the reading material involves an overall adjustment.
12 The set rate for a 100-mile mountain trip is 35 miles an hour.
13 A good reader never establishes a set rate for reading an article.
V ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------
1 1 6 1 Reading
(-------------------------------------------------------------------------------------------------------------- 'N
READING PASSAGE 2
You should spend about 20 minutes on Questions 1 4 - 2 6 which are based on

Evolution of Insect Flight

A. Pterosaurs, birds and bats took to the air from evolutionary runw ays
th a t scientists believe they u n d erstan d fairly well, but insects began
flying so much longer ago th a t details of th eir stepwise conquest of
flight rem ain obscure. Scientists at Pennsylvania S tate U niversity
hypothesize, however, th a t a present-day flightless insect called the
stonefly m ay be closely related to ancestral insects th a t first learned to
fly more th a n 330 million years ago.
B. L ast February, Dr. Jam es H. M arden, a biologist at V Pennsylvania

S tate U niversity, and M elissa G. K ram er, his student, began studying
the behaviour and biology of stoneflies - the im m ature nym phs of
which are fam iliar to m any fisherm en as delicacies for trout. The
nym phs begin life in river or pond w ater and then develop prim itive
stonefly wings enabling them to skim across w ater at high speed
w ithout actually taking to the air. M arden and Ms. K ram er have
concluded th a t the hum ble ancestor of such expert fliers as mosquitoes
and wasps m ay have been very much like the stonefly.
c. The stoneflies living in C anada and the northern U nited States, w h ic h

belong to a prim itive species called Taem opteryx burksi, breed and
m ature in cold w ater and come to the surface for th eir skim m ing trip to
shore in F ebruary and March. To study them , a scientist m ust work
quickly, since the life span of a stonefly is only about two weeks. The
adult stonefly has w aterproof h air on its feet, and after reaching the
surface of the water, it supports itself by coasting on the w ater's
surface m eniscus layer. To h asten its trip to the shore, the insect
spreads its four feeble wings and flaps vigorously, using aerodynamic
Reading I 11?
th ru st to scoot across the w ater at speeds up to 2 feet per second. This,
M arden said, appears to be the only tim e in its life the stonefly
norm ally uses its wings.
D. In a series of experim ents M arden described in a report published in

the current issue of the journal Science, he found th a t although
stoneflies in the wild, where am bient tem p eratu res were recorded as
ranging between 32 degrees and 53.6 degrees F ah ren h eit, are
completely flightless, th eir flying ability improves w hen they are
w arm ed up in a laboratory. Even when warm , the insects never
voluntarily take flight from a horizontal surface, b u t if they crawl to
the edge of a table and drop over the side they will fly for a few yards
before settling to the ground. Several specimens tested by the Penn
S tate scientists actually gained a little altitude under th eir own power
after being launched by hand, b u t none rem ained in the air for more
th an a few seconds.
E. Stoneũies are interesting, M arden said in an interview , because so

little is known of the specific changes insects underw ent in the rem ote
past as they gained the ability to fly. The stonefly's faltering efforts to
use its wings may approxim ate a tran sitio n al stage of evolution th a t
occurred some 350 million years ago, when swim m ing insects first
became fliers.
F. The study of insect evolution is ham pered by a gigantic gap in the fossil
record. Although fossils of early nonflving insects have been found in
sedim ents dating from the Devonian period nearly 400 million years
ago, no insect fossils have tu rn ed up from the following 75-miUion-year
period. M arden said th a t fossil insects reap p ear in s tra ta 325 million
years old, but by then they h ad evolved greatly, and th eir increased
diversity suggests th a t at least some species h ad left the w ater to
colonize land. M any of the fossils of th a t period look like present-dav
insects, including grasshoppers.
G. Stoneflies lack some features th a t are im portant for tru e fliers, they
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have relatively weak wing muscles, and th eir thoracic cuticle plates are
not fused together to create a rigid external skeleton. Rigidity is
needed to provide strong, inflexible attachm ent points for an m sect's
wing muscles if it is to be capable of powered flight - a much more
dem anding activity th an skim ming or gliding. If the stonefly is sim ilar
to the first protofliers, this would argue against a widely held
hypothesis th a t anim al flight begins with gliding, from which powered
flight eventually develops. Stoneflies never glide, even though they are
on the verge of flying.
H. Although the stonefly may have evolved to its present form in a

progressive direction from prim itive swimming insects, it is possible,
M arden believes, th a t its evolution was digressive — th a t its ancestors
were tru e fliers th a t evolved into nonflying skim m ers. Skimming
requires much less energy th an tru e flight, as dem onstrated bv a new
family of skim m ing ”wing-in-ground-effect" flightless aircraft developed
during the la st decade in Russia, China and Germany. These aircraft
never rise more th an a few feet above the ground or w ater, but then’
stubby wings support them on an air cushion th a t elim inates the drag
of surface friction.
Iẻ "Stoneflies seem to have found an ecological niche in any case," M arden

said. W hether the evolutionary pathway of the stonefly was progressive
01’ digressive makes little difference to the insect, he said, but to an
entomologist, the direction is im portant. "Bv mapping behavioral
characters and morphology of stoneflies, we hope eventually to infer the
direction by which evolution carried them to then’ present stage of
development," M arden said.
V.
Reading! 119
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Questions 14-18
Reading Passage 2 has 9 paragraphs A-l.
From the list of lieaditigs below choose the 5 most suikible headiỉigs for paragraphs
c,
B, E, G aixắ H.
Write the appropriate numbers (i - x).
N B Tiiere are more headings than paragraphs, so you will not use them all.
List of Headings
i A warm laboratory
ii Morphology of stoneflies
iii Going back rather than going forward
iv From water to air
V Ancient and modern
vi Which path did they take?
••
VII A new theory
viii From stoneflies to wasps
ix A short life
X Interesting insects
14. Paragraph B
15ệ Paragraph c
16. Paragraph E
17. Paragraph G
18ề Paragraph H
Q uestions 19-22
Using N O M O R E T H A N T H R E E W O R D S from the passage, answ er the

following questions.
19. How long ago did stoneflies first use their wings?
20. How wide is the fossil gap?
21. Where is the only place that stoneflies actually fly?
22. What time of the year do stoneflies use their wings?
J
1 2 0 1 Reading
Questions 23-26
Complete the sum m ary below.
Choose your answers from the list below the summary.
N B There are more words than spaces, so you will not use them all.
StonefUes have 23_ wing muscles and a
24 external skeleton so th a t they cannot be true
fliers. As they can't fly or 25_ they skim. Less
energy is needed for skim m ing and so stoneflies have found their
26 in life.
new family rigid strong attachment points

verge of flying glide weak ecological niche
cuticle an air cushion flexible
powered flight take off
Reading I 121
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R E A D IN G P A S S A G E 3
MATERNAL EDUCATION
AND CHILD MORTALITY
A. M any studies have been carried out which recognize education
(especially th a t of m others) as an effective way of im proving children's
health and reducing child m ortality. Caldwell refers to the resu lts of
two surveys th a t were carried out in N igeria to arrive at the conclusion
th a t "M aternal education is the single m ost significant d eterm in an t of
child mortality." However, m atern al education is an in tertw in ed factor,
and hence may account for other variables th at represent socioeconomic
conditions as well.
B. Although the relationship between m atern al education and children's
health is no longer an issue to be debated, there still exists a d earth of
research inform ation on the m echanism s through which m atern al
education works to improve children's health. A few of the possible
m echanism s th a t have been focused so far are pointed out below:
ẵ Education m akes a woman conscious about the well-being of herself
and her family. It gives the basic ideas about the p ath to well-being
and also equips and encourages to increase h er knowledge on
healthy living;
• Education helps to form the attitu d e to practise "m anners of

hygiene";
ệ Education equips m others w ith the knowledge of scientific causes of

disease and proper h ealth behaviour and illness behaviour for
preventive and curative m easures; Education encourages m others to
adopt proper feeding practices;
• Education makes the mothers more willing to use health care services
when necessary, and preparing them for overcoming the barriers m doing
so. Doctors and nurses are more likely to listen to her, as she can demand
then' attention, whereas the illiterate might be completely rebuffed:
1 2 2 1 Reading
(-------------------------------------------------------------------------------------------------------------- ^
• Education allows greater exposure to the m ass media, which can
keep m others better informed about the h ealth issues;
• Education empowers m others to m ake and im plem ent proper and
tim ely decisions regarding their children's health;
ẵ Thus, we find m aternal education as a gate way tow ard diversified
aspects of modern life th a t significantly affects children's morbidity
and m ortality.
c. A debate has arisen on the link between m aternal education and
children's h ealth concerns relative effectiveness of general education
(acquired through formal schooling) and health education. While the
former enables a m other to become literate and hence gain access to
the understanding of w ritten m aterial, the la tte r only provides her
with inform ation on certain h ealth issues. However, educating through
general education is time consuming, and to get positive results for the
im provem ent of the h ealth of the illiterate m asses, w ithin a short time,
h ealth education m ight be a b etter choice.
D. Although h ealth education as such m ight be effective for the illiterate,
h ealth education cannot be a substitute for general education to ensure
survival and h ealth of the children. R ather, more lessons on topics
necessary to know in order to m aintain a healthy life should be
included in the textbooks (such as the germ theory of disease,
symptoms of diseases the presence of which should be consulted with a
doctor, knowledge in first aid etc.). G eneral education equips a person
with literacy - which gives her access to books and to the m ass media,
which keeps h er up to date regarding new inform ation on health
affairs. However, it would certainly be very beneficial to arrange
annual 01’ bi-annual h ealth education program s to review the major
h ealth issues (and the issue of pregnancy and child care which is
difficult for prim ary school children to grasp).
E. At this point another question may be raised: How many years of schooling
are required for education to have a substantial amount of effect on
children's survival/health? According to a study bv M ahalanabis et al., in
Bangladesh, schooling of seven years or more of the mothers reduced 55%
risk of a child's being attacked by a severe disease resulting from diarrhea,
but lesser num ber of schooling could not provide appreciable protection.
M ajumder and Islam's study in Bangladesh shows that child survival
index moves up from .764 to .811 with the increase of education from no
(--------------------------------------------------------------------------------------------------------------- \
schooling to 5 years of schooling (Primary level in Bangladesh). But the
increase of index for the difference between primary level to secondary
level or higher (at least ten years of schooling) is even greater, moving up
from .811 to .882. Thus, the difference between child survival index rises
from .764 to .882 with the difference of no schooling to ten or more years of
schooling. Lindenbaum's has mentioned a case of Khurshida, to show how
a woman having seven years of schooling was able to ensure proper
treatm ent for her sick child, after overcoming the different sorts of barriers,
which came in her way.
F. M aternal education, on its own is not sufficient to ensure survival of
children. However, all other efforts in absence of m aternal education
cannot be fully effective either. Hence, we should look for ways in which
m aternal education can be the most effective to ensure children's health
to determine the appropriate policy to be obtained. From the discussion of
the studies above, the following can be suggested:
• At least seven years of schooling should be made compulsory for girls.
ề All basic h ealth issues (which m ight differ from society to society)
should be covered in the textbooks and curricula of lower grades in
school and be tau g h t properly, so th a t even in cases of dropouts, the
children will have sufficient h ealth education to lead a h ealth y way
of life, for them selves and th eir family and community.
• As it is difficult for school children aged 12 or below to understand the
health issues related to pregnancy, child birth and child care,
arrangements for health education (annual/bi-annual) concerned with
these and other basic health issues m ust be made. Mother and child
health care programs m ust function properly to be beneficial for the
public. The health care centers m ust be situated at suitable distance, and
convenient opening hours, friendly behavior of the staff and supply of
sufficient facilities and medicines m ust be ensured.
G. Thus, it can be said th a t in order to ensure children's survival, the

governm ents of th ird world countries, world organizations, donor
countries and Non-Government O rganizations, m ust tak e in itiativ es to
ensure literacy and sufficient health-know ledge for the m others and
also provide appropriate conditions and environm ent for them to apply
th a t knowledge. This indeed is a great task. But this has to be ensured
to ensure the survival of chUdren.
V--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -
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Questions 27-31
Reading Passage 3 has 7paragraphs A - G.
27. A literate person has access to books and the mass media.
28. Educated mothers make right decisions in time.
29. The illiterate have handicaps to health care services.
30. Health issues relating to pregnancy should be included.
31. General education is the poorer choice.
Choose the appropriate letters A-D and write them in boxes 32 - 35 on your
answer sheet.
32. In research there seems to be a (a n )____________________ of information on how
maternal education affects children's health.
A. plentiful supply
B. average supply
c . overabundant supply
D. meager supply
33. Which of the following statements about education and mothers is NOT true?
A. Medical staffs are more helpful.
B. Demand for medical services declines,
c . Family health is improved.
D. Caring for the sick improves.
34. _________so that children may live and have a healthy way of life for
themselves and their family.
A. Health education is a priority.
B. More textbooks should be provided.
c . The illiterate masses need to be taught to read and write.
D. Health topics should be included in textbooks.
35. General education enables mothers to become
A. able to read and write quickly.
B. informed on some health issues,
c . writers about some health issues.
D. able to read and write over a long time.
Reading I 125
(---------------------------------------------------------------------------------------------------------- - >
Q uestions 36-40
Do the following statements agree with the information giveĩi in R eading

Passage 3?
In boxes 36 - 40 on your answer sheet write
YE S if the statem ent agrees with the writer
NO if the statem ent contradicts the writer
N O T G IV E N if there is no information about this in the passage.
36. A decade of schooling means that the child survival index moves up by .071.
37. School education of less than seven years increases the risk of severe disease.
38. Seven years of schooling is compulsory for boys.
39. Children who leave school early will not have sufficient education to lead a
healthy life.
40. Health education should be arranged every two years.

WRITING TASK 1

The g r a p h sh o w s the p o p u l a t i o n o f three cou n tries in 1950 a n d
2000 (in m illio n s) a n d th e ir p r o j e c te d p o p u l a t i o n figures for
2050. The ta b le sh ow s the life ex p e cta n cy figures for the y e a r s
1950 a n d 2000 a n d the p r o je c te d figures for 2050 for the sa m e
three countries.
□1950
■2000
□2050
________ ________/
Writing I 127
/------------------------------
WRITING TASK 2

Present a written argum ent or case to an educated reader w ith no specialist
knowledge o f the following topic.
Children b ro u g h t up in f a m i l i e s w ith less m oney a re b e t te r
p r e p a r e d for life th a n those from w e a lth y fam ilies.
To w h a t exten t do you agree o r disagree?
You should use your own ideas, knowledge and experience and support your
argum ents with examples and relevaĩit evidence.
1 2 8 1 Writing
PART 1
The examiner asks the candidate about him/ herself, his/ her home, work or studies
EXAMPLE
Hom e
Do you currently live in a flat, a house or a dormitory?
Could you describe your home?
What main items of furniture do you have in each room?
Language
Do many foreigners speak your native language?
How long have you been studying English?
Do you think your native language is easier than English?
Name
Is your family name a common one in your country?
Does your name mean anything or have a special significance?
Would you like to change your name?
In your culture, do women change their names when they get married?
PART 2
Tell me about a letter that you either sent to (or received You will have to talk about
from) someone. the topic for open to two
You should say: minutes. You have one
• Who the letter was to/ from minute to think about
• What the letter said You can make some notes
ệ When you sent (or received) it to help you if you wish.
and say whether you often send or receive letters
PART 3
Com m unication
Example questions:
What are the most common ways of communicating nowadays?
How have communications developed over the last 50 years?
What new developments in communications may take place in tine next 10 - 20 years?
How will these new developments change our lives?
W hy do some people find it hard to communicate with others in person?
What are the disadvantages of modern communications?
Speaking I 129
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TESTING SYSTEM
► Listening (30 minutes - 40 Q uestions)
► Reading (60 mmutes - 40 Questions)
HEC-VN006 HAỈ JIM'S TESTING DOCUM ENT
130
LISTENING
Q uestions 1-6
Complete the form below.
Write N O M O R E T H A N T H R E E W O R D S or A N U M B E R for each answer.
STUDENT HEALTH CENTRE MEDICAL RECORD
Example Answer
Patient's name: Martin Hansen
Faculty of 1
Address: 13 2 Street, Perth
Telephone: 3
Date of Birth: 15th June, 1986
Serious illness/ accident: 4
Operations: 5
Allergies: 6
Listening I 131
Q uestions 7-9
Circle the correct letters A-C.
7. Why is Martin visiting the doctor?
A He suffers from headaches.
B He suffers from nausea,
c He has an infection.
8. How many hours does Martin usually sleep each night?
A Less than eight.
B Between eight and nine,
c More than nine.
8. Which of these describes Martin's problem?
A It's continuous and constant.
B It's worse during the daytime,
c It's worse in the evening and at night.
Q uestion 10
Circle TW O letters A-E.
10. Which of these things does the doctor suggest Martin should do?
A change his diet
B have his eyes tested
c sleep more
D take more exercise
E take some medicine
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132 I Listening
Complete the notes below.

Write N O M O R E T H A N T H R E E W O RD S for each answer.
VW VA^JW UVVVW W UW W VAAAAAJW UVA

ARTISTS EX H IB IT IO N
G eneral details
Place: 11
Address: 1, 12
Dates: 6th October to 13
D isplay details
• jewellery
• furniture
ệ ceramics
• 14
ế sculpture
Expect to see:
crockery in the shape of 15
silver jewellery, e.g. large rings with 16
a shoe sculpture made out of 17_______
G o to dem onstrations called 18 "
ARTISTS C O N S ER V A T O R Y
C o u rse include: Chinese brush painting

1 9 __________
silk painting
Fees includ e: studio use
access to the shop
supply of 20
Listening I 133
/ " . . . . . \
Q uestions 2 7-23
Circle the appropriate answer.
21. Dave thinks the last tutorial
A was exciting and Sarah disagrees.
B was not exciting and Sarah disagrees.
c wasn't very interesting and Sarah agrees.
D was good and Sarah feels she has to agree.
22. Sarah states that she understood
A a very small part of the tutorial.
B all of the tutorial.
c most of the tutorial, but parts of it were incomprehensible.
D none of the tutorial.
23. Sarah and Dave have just attended a tutorial on
A study skills for English Literature.
B reading in literature.
c writing in literature.
D general studies.
------------ /
134 I Listening
c—--------------------------------------------------------------------------------------- ì
Q uestions 24-27
Listen and complete the table below with the appropriate numbers.
Sarah Dave Terry Arnold
pages per hour 25 -30 24 120 25
books per week 1 26 27 20
Q uestions 28-30
Using N O M O R E T H A N T H R E E W O R D S for each blank space, complete
the sentences below.
28. Terry thinks it is important to develop one's reading speed to________.

29. Terry fe lt________after his first tutorial with Dr. Pratt.
30. When Terry first arrived at university, his reading speed w as_______ Pages Per hour.
V.
Listening I 135
Complete the sum m ary.

Write N O M O R E T H A N T H R E E W O R D S for each answers.
COASTAL ZONE INQUIRY
Speaker: Kevin Ackroyd from the 31
Background:
Problem: The recent 32 put extreme pressure on 33
Contributing factors:
• economic development
• 34
• industrial expansion
• 35
Two particularly important factors:
• 36 is likelv to continue.
• Industry, especially tourism which competes with 37 farming industries.
Conclusions:
Need to • raise profile of coastal zone
• exercise greater vision
•3 8
Recommendations:
Need for • long-term view
• broad view
• modern 39
• consultation with 40
' -------------------------------------------------------------------------------------------------------------------------------------------------- — -------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------ ___y

136 I Listening
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READING PASSAGE 1
You should speĩid about 20 m inutes on Q u e stio n s 1-14 which are based on
H Y P E R A C T IV IT Y O F C H IL D R E N
For children w ith A ttention Deficit H yperactivity Disorder (ADHD),

life can feel like a never-ending video game. They are wired - restless,
impulsive, and easily distracted. Their m inds are constantly
bombarded with different elem ents of reality th a t compete for their
attention.
So far, the most popular treatm ent for ADHD has been Ritalin, a rapid-
acting stim ulant for adults that has the opposite effect in children, calming
the jitters associated with the disorder. According to the National Institute
of Mental Health, about three percent of American school children take
stim ulants like Ritalin regularly. However current research suggests a
surprising new strategy for treating this disorder: video games linked to
brain-wave biofeedback th at can help kids with ADHD train then’ minds to
tune in and settle down.
It is difficult for a child with ADHD to leam how to self-regiilate and
know w hat it feels like to concentrate. Biofeedback teaches patients to
control normally involuntary body functions such as heart rate by
providing real-time monitoring of such responses. More than 15 years of
studies show th a t with the aid of a computer display and an EEG sensor
attached to the scalp, ADHD patients can learn to modulate brain waves
associated with focusing. Increasing the strength of high-frequencv beta
waves and decreasing the strength of low-frequency theta waves, for
example, creates a more attentive state of mind. With enough training,
changes become automatic and lead to improvements in grades,
sociability, and organizational skills.
Despite its proven success, the technique has not become a m ainstream
tre a tm e n t for several good reasons. F irst, unlike drug therapy, which
Reading I 137
can have im m ediate results, a typical course of biofeedback tre a tm e n t
takes a series of about 40 one-hour sessions over a span of several
m onths before benefits become apparent. Second, it is more expensive
th an drugs. Costs range from $3,000 to $4,000 for these trea tm en ts, so
insurance companies tend to pick the less expensive option. Finally,
biofeedback train in g requires the very kind of prolonged concentration
th a t patien ts with ADHD struggle to attain.
Alan Pope, a behavioral scientist at NASA Langley Research Centre in
Hampton, Virginia, came up with a more engaging approach through work
with NASA flight simulators. He was determining the degree of interaction
with cockpit controls necessary to help pilots stay attentive during routine
flights. In an experiment, he linked the level of automation in the cockpit to
the pilots' brain-wave signals, so th at some controls switched from
autopilot to manual when the pilot started to lose focus. He found th a t with
practice the pilots could begin to adjust the controls to the level of
automation th at felt most comfortable by regulating then- own brain waves.
Pope applied his findings to help ADHD p atien ts stay focused by
rew arding an attentive state of mind. He realized, however, th a t the
simple displays th a t were already p a rt of biofeedback tre a tm e n t may
not be enough to hold the in terest of restless youngsters. He th en chose
several common video games and linked the biofeedback signal from
the player's brain waves to the handheld controller th a t guides the
games' actions. "In one auto-racing game, a car's m axim um speed
increases if the player's ratio of beta to th e ta waves improves. The
sam e sort of feedback also controls the steering," Pope says.
In the test, six Sony P layStation games were used w ith 22 boys and
girls between the ages of nine and th irte en who h ad ADHD. H alf the
group received traditional biofeedback training; the other h a lf played
the modified video games. After 40 one-hour sessions, both groups
showed su b stan tial im provem ents in everyday brain-w ave p a tte rn s as
well as in tests of m easuring atten tio n span, im pulsiveness, and
hyperactivity. P aren ts in both groups also reported th a t th e ir ch ildren
were doing b etter in school.
The difference betw een the two groups was m otivation. "In the video
game group, there were fewer no-shows and no dropouts," according to
Pope. The p aren ts were more satisfied w ith the results of the training,
and the kids seem ed to have more fun.
V-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------,
138 I Reading
c----------------------------------------------------------------------- ^
Since children are more motivated toward video-game biofeedback and
may already be familiar with video games, they will not need one-on-one
coaching to m aster the technique. As a result, the cost of the treatm ent
should be reduced and maybe even permit "do-it-yourself biofeedback. One
North Carolina Company markets then' system as a fun bike helmet and
game-like video exercises that work on almost any computer. The helmet is
lined with sensors th at monitor the child's brain waves, and the child
actually controls the computer video exercises by mind alone. Parents
should not expect regular video games to help then- children. The wrong
kinds of video games might actually h u rt children with attention disorders.
Parents, however, may be h esitan t to switch from traditional
treatm en t program s. One p aren t whose child currently takes drugs to
control ADHD says, "Our son is using drugs to control his attention
problems and although we don't like giving him the pills, he is no
longer causing problems at school. We try to keep our son away from
things th a t m ight m ake him hyperactive. U nless our doctor tells us to
do this brain-w ave training in a hospital, we are not going to buy a
m achine to do our own treatm en t at home."
Brain-wave biofeedback alone may not be a su b stitu te for drug

therapy. Professor Stephen Hinshaw, an expert in the field of child
clinical psychology at uc Berkeley, gives a reserved opinion about
biofeedback treatm ent. "Biofeedback is a prom ising potential
alternative, but unfortunately the kinds of really well-controlled
studies th a t m ight support its clinical benefits have yet to be
performed." The two treatm en ts have com plem entary aspects th a t
make them effective as adjuncts. A single dose of Ritalin, for example,
acts quickly b u t only for a few hours, and most p atien ts take it only on
school davs. Brain-wave regulation takes a long tim e to learn but has
the potential for longer-lasting effects.
R esearchers and clinicians are realizing th a t ADHD is not easily
outgrown. Most doctors support an approach th a t combines good
nutrition, sleep, exercise, and learning strategies as well as
biofeedback and drug therapy. The possibilities for brain-w ave
biofeedback are very prom ising since its benefits could last a lifetime.
Video-game biofeedback therapy may provide a more tolerable and
long-lasting form of treatm en t for children through a medium they are
more likely to enjoy.
Reading I 139
Questions 1 - 4
Complete the sentences below w ith words taken from the reading passage.
Use N O M O R E T H A N T H R E E W O R D S for each answer.
Write your answers in boxes 1 - 4 on your answer sheet.
1. Easily distracted and impulsive are words that mean the same a s_______________ .
2. Ritalin________________the jitters in children.
3. Biofeedback helps children to learn how to control________________ .
4. AD H D patients struggle to attain________________ .
Q uestions 5 - 8
Do the following statem ents agree with the views o f the writer in Reading
Passage 1Ĩ In boxes 5-8 write:
YE S if the statem ent agrees with the views o f the writer
NO if the statem ent contradicts the views o f the writer
N O T G IVEN if it is impossible to say what the writer thinks about this.
5. Pilots naturally are able to regulate their own brain waves.
6. Pope sought to reward his patients' attentive state of mind.
7. Increased theta waves increase the car's maximum speed Pope's auto-racing game.
8. Modified video games produce more substantial improvements than
traditional biofeedback training.
140 I Reading
Q uestions 9-14
Complete the sum m ary beloui.
Choose your answers from the box and write them in boxes 9 - 14 on your
answer sheet.
N B There are more words than spaces so you will not use them all.
As children find video-game biofeedback more m otivating they do
not need 9___________ training. This results in the
1 0 becoming lower. One company has
1 1 game-like video exercises th a t work on alm ost all
computers. Some p aren ts are 12___________ to move tow ards
video-game biofeedback. Prof. H inshaw says th a t biofeedback is a
13____________ alternative b u t most doctors suggest learning
strategies and good 14___________ as well as sleep and exercise.
cost expensive nutrition purchased promising

reluctant marketed problems treatment willing
personal
V .
READING PASSAGE 2
CRAPER
A. The word skyscraper was originally a nautical term for a ta ll m ast or
sail on a sailing ship. Today the word is used exclusively to refer to a
t all habitable building, usually higher th an 150 m etres (500 feet)ệ Most
skyscrapers serve as office buildings or hotels. The term "high-rise" is
also used to describe tall buildings, b u t it tends to be applied
specifically to residential buildings. M odern building of great height,
constructed on a steel skeleton originated in the U nited S tates.
B. U ntil the 19th century, buildings of over six stories were rare. It was
im practical to have people walk up so m any flights of stairs, and w ater
pressure could only provide running w ater to about 50 feet (15 m).
Many mechanical and stru ctu ral developments in the la st q u arter of
the 19th century, contributed to the evolution of building. W ith the
perfection of the high speed elevator after 1887, skyscrapers w ere able
to attain any desired height. The earliest tall buildings were of solid
masonry construction, w ith the thick walls of the lower stories
usurping a disproportionate am ount of floor space. In order to perm it
th in n er walls through the entire height of the building, architects
began to use cast iron in conjunction with m asonry. This was followed
by cage construction, in which the iron fram e supported the floors and
the m asonry walls bore th eir own weight.
c. The next step was the invention of a system in which the m etal framework
would support not only the floors but also the walls. This innovation
appeared in the Home Insurance Building in Chicago, designed in 1883 by
William Le Baron Jenney — the first building to employ steel skeleton
construction and embody the general characteristics of a modem
skyscraper. The subsequent erection in Chicago of a num ber of similar
buildings made it the centre of the early skyscraper architecture. In the
1890s the steel frame was formed into a completely riveted skeleton
be a lin g all the structural loads, with the exterior or thin curtain walls
serving merely as an enclosing screen.
142 I Reading
D. H eating and air conditioning played an im portant role in the structure
of skyscrapers. They are the key units th a t control the inside
atm osphere of all skyscrapers. In the early days, the h eat sources in
the building came from fireplaces and stoves. L ater on h eat in the
building supplied by the hot w ater boiler. The boiler h eats up the w ater
and sends it out to the radiators through a system of pipes. This was
later replaced by central heating furnace w ith ventilation ducts th a t
channel h eat to various areas of the building. Air condition originated
from refrigeration. The process of refrigeration is to draw h eat away
from substances to lower th eir tem perature. Today, the skyscrapers
use the central heating system w ith ventilation ducts th a t can be
shared w ith the heating and air conditioning system. Engineers are
working on new ways to make heating and air conditioning more
efficient and environm ental friendly.
E. In 1892 the New York Building Law made its first provisions for
skeleton constructions. There followed a period of experim entation to
devise efficient floor plans and aesthetically satisfying forms. In 1916,
New York City adopted the Building Zone Resolution, establishing
legal control over the height and plan of buildings and over the factors
relating to health, fire hazard, and assurance of adequate light and air
to buildings and streets. Regulations regarding the setting back of
exterior walls above a determ ined height, largely intended to allow
light to reach the streets, gave rise to buildings whose stepped profiles
characterize the American skyscraper of subsequent years.
F. With the complex stru ctu ral and planning problems solved, architects
still seek solutions to the difficulties of integrating skyscrapers with
com munity requirem ents of hygiene, transportation, and commercial
interest. In New York during the 1950s, public plazas were
incorporated into the designs of the Lever House by Gordon B unshaft
and the Seagram Building of Mies van der Rohe. These International
style buildings are also examples of the effective use of vast expanses of
glass in skyscrapers. More recently, num erous skyscrapers have been
constructed in a num ber of postm odern modes.
G. The cost of building a skyscraper is in h u ndred million dollars in the

current m arket. The skyscraper is well known for its great height and
the social sta tu s comes with it, and has always associated w ith w ealth
and power. To the general public, big is good; in term s of building, the
\ /
taller the better. In general, large company or firm would host its head
office in these skyscrapers. For example Chrysler h ad its h ead office in
the Chrysler Building, owned by Chrysler which is one of the big three
auto m akers. The Sears Tower, the head office for Sears and owned by
Sears. It was known for being the worlds' tallest skyscraper in Chicago.
T enants expect clients to know where they are located when they tell
them the Sears Tower as th eir location. These skyscrapers are owned
by the wealthy individuals whom are in the upper level of financial
social status. There is a sense of prestige for having offices or shops in
these skyscrapers.
H. Modern skyscrapers are being redefined by the use of advance
technologies. T hanks to the advancem ent in technology, skyscrapers
are able to reach new height easily. It changes the way architects
design the stru ctu re of these buildings. The new function of the
skyscraper is to provide great views, house an ten n as for
communications, telebroadcasting and for en tertain m en t purpose. The
use of com puter clim ate control system made the building a more
comfortable environm ent for everyone. The great height of the
skyscraper like the Sears Tower, it associates itself w ith the prestige of
being the tallest of all. W ith the rapid advancem ent of technology and
the influence of fame and wealth, skv will be the only lim it for th e next
generation of skyscrapers.
J
-------------------------------------------------------------------- >
Q uestions 15-18
Reading Passage 2 has 8 paragraphs A - H.
From the list o f headings below choose the most suitable headings for
paragraphs A-D.
Write the appropriate numbers (i - viii).
N B There are more headings than paragraphs so you will not use all of them .
List of Headings
i Hot water boiler and refrigerator
ii A period of innovation
III Skyscraper and a tall mast
iv Advanced technology
V Words for tall buildings
vi The wall evolution
vii Hot and cold

• ••
VIII From stone to iron
15 Paragraph A
16 Paragraph B
17 Paragraph c
18 Paragraph D
Reading I 145
f------------------------------------------------------------------------------------------------ --------------->
Q uestions 19-22
Match the following innovations with A, B, c, and D.
19. the high-speed elevator
20. public square
21. steel framework
22. riveted skeleton
A. mid-20th century
B. late 1880's
c. 1890s
D. early 1880's
Q uestions 23-27
Do the following statemeĩits agree with the information given in Reading

Passage 2? In boxes 2 3 - 2 7 011 your answer sheet write
N O T G IV E N if the information is not given in the passage.
23. A skyscraper is both a tall sailing mast and a tall habitable building.
24. A steel frame is able to support both floors and walls.
25. The central heating system provides both heating and air conditioning.
26. In the early 20th century architects solved the problems of mixing skyscrapers
with community needs.
27. The higher level the company is situated in a skyscraper, the higher reputation
the company holds.

/--------- ------------------------------------------------------------------------------------------------------^
READING PASSAGE 3
You should spend about 20 minutes on Questions 28 - 40 which are based on

The 21st century may be known as the era of lifelong learning and
lifelong working. Retirem ent, the end stage of a linear working life,
may be replaced with a learning, working, leisure, life cycle. Full-tim e
work may be interspersed w ith periods of flexible working
arrangem ents such as part-tim e, seasonal, occasional, and project
work. The traditional notion of retirem ent may be replaced with
lifelong working-in various positions and in varying am ounts of tim e
throughout adult life. In the future a declining b irth rate may result in
a shortage of skilled and knowledgeable employees, m aking the notion
of retirem ent for older workers a serious drain on organizational
productivity. Increasing dem ands for work force productivity, a
projected shortage of skilled and experienced workers, and older adults
who are h ealth ier and living longer th an previous generations are
powerful societal forces shaping future employment practices.
Two decades ago, Sheppard and Rix forecast the changing n atu re of the
workplace and suggested th a t keeping older persons in the work force
would m ake sound economic and social policy sense. The tren d tow ard
longer periods of employment is beginning to become evident. Forced
retirem ents and early retirem ent incentives have contributed to the
decline of expertise in the workplace. Inflation, increasing h ealth care
costs, and inadequate pensions are propelling older advilts to rem ain in
or reen ter the work force p ast the traditional retirem ent age.
R etirem ent as perm anent separation from the workplace is being
replaced w ith the idea of bridge employment.
Bridging is a form of p artia l retirem ent in which an older worker

altern ates periods of disengagem ent from the workplace w ith periods of
tem porary, part-tim e, occasional, or self-employed work. The key
aspect of bridging is th a t it is work in other th a n a career job. In us,
am ong w orkers age 60, more th a n 50 percent retire from a career job
bu t only one in nine actually disengages from the workplace. Bridging
allows older workers to "practice" retirem ent, to fill labor m arket
Reading I 147
r
shortages, 01’ to try a variety of occupational positions after an in itial
period of retirem ent.
Bridging is sometimes described as a second career. The Am erican
Association of R etired Persons received 36,000 responses to a working
life survey, covering 375 job titles from workers age 50 plus who had
retu rn ed to the workplace after an in itial period of retirem en t. The
three most frequently cited reasons for retu rn in g included having
financial need, liking to work, and keeping busy. However, closer
exam ination of the data revealed th a t "financial need" included money
to help the children as well as to m eet basic needs. "Liking to work"
included feeling successful, enjoying the excitem ent of the workplace,
and m aking a contribution. "Keeping busy" included w orking w ith a
spouse, staying healthy, or fulfilling a social need. Reasons cited for
rem aining or retu rn in g to the workplace expressed th e social m eaning
of work. Ginzberg proposed th a t work provides income, sta tu s, and
personal achievement; stru ctu res time; and provides opportunities for
interpersonal relationships. In the study by Stein, Rocco, and
Goldenetz in 2000, older workers rem aining in or retu rn in g to the
workplace m entioned not planning wisely, the need to contribute,
appreciation from others, and the desire to create som ething as reasons
for not retiring from the workplace. Work is more th a n earn in g a
living. It is a way to live.
To some extent older workers remain in the workplace because they are
healthier, cognitively able, and want to remain engaged. In a review of
older worker studies, Rlx concluded th at many aging workers continue to
work at peak efficiency and th at there is usually much more variation
within age groups than among age groups. Shea sum m arized the studies
on older workers by pointing out th at "age-related changes m physical
ability, cognitive performance, and personality have little effect on workers'
output except in the most physically demanding tasks". Farr. Tesluk. and
Klein found th at there is no consistent relationship between age and
performance across settings. Among faculty in the sciences, age h ad a
slight negative relationship to publishing productivity. Some studies have
shown a stronger negative relationship between age and work performance
for nonprofessional and low-level clerical jobs than for higher-level craft
service, and professional jobs.
c-------------------------------------------------- -------- - ^
With declining b irth rates and an anticipated shortage of new en tran ts
to the work force, early retirem ent will become an issue for
organizations to explore in more detail. O rganizations will need to
assess the consequences to profits and productivity of encouraging
talented and wise elders to exit the work force. As a society we need to
recognize all of the costs of supporting a nonworking population
capable of productive work and living healthier and longer lives.
O rganizations need to rethink allocating opportunities to older workers

as well as changing the attitu d es and expectations of m anagers and
younger employees tow ard an increasing num ber of older workers.
There is a growing in terest among organizations to reengineer the
work environm ent to account for physiological changes due to aging
and to reorganize work schedules to account for seasonal 01’ contingent
labour pools composed of older workers. Few positions in our
inform ation society rem ain static and do not require some type of
education. Education and job redesign are the m eans by which the
older segm ent of the community can enter, reenter, and advance in the
workplace.
Older workers represent a rich source of experience, accum ulated

knowledge, and wisdom. The quality and sensitivity of an institution's
program for counseling, training, retraining, and preparing older
workers for life and career tran sitio n m ight be the m eans by which
organizations recruit and retain valued and productive workers.
---------------------- --------------------------------------------------------------------------------------------------------------------------- -
Q uestions 28-31
Choose the appropriate letters A-D and write them in boxes 28-31 on your
answer sheet.
28. Organizational productivity will seriously be affected in future by

A. older adults who are healthier.
B. the declining birthrate,
c . lifelong working.
D. the retirement of older workers.
29. Older adults are returning to the workplace because of
A. early retirement incentives.
B. the decline of expertise,
c . cost of living.
D. forced retirements.
30. Partial retirement is a key opportunity for older workers to
A. continue their career.
B. try a new job.
c . disengage from the workplace.
D. remain in their job.
31. One reason not mentioned for returning to the workplace was
A. appreciation from others.
B. meeting basic needs,
c . feeling successful.
D. keeping fit.
150 I Reading
c------ ----------------------------------------- 'ì
Q uestion 32
Answer the following question, U SIN G N O M O R E THAN THREE
W O RD S from the passage for each blank.
32 Name the three reasons for not retiring from the workplace, according to the
study in 2 0 0 0 .______________ , _______________, a n d _______________.
Q uestions 33-36
Complete the sum m ary below.
Choose N O M O R E T H A N TH R E E W ORDS fl'om the passage for each aiiswer.
Rix found th a t m any older workers 33_____________ at
maximum efficiency while Shea found th a t age-related changes
had 34______________on th eir productivity unless they h ad jobs
th a t were 35_____________ . According to Fair, Tesluk and Klein
there was a 36_____________ relationship in higher-level I
professions.
Q uestions 37-39
Do the following statem ents agree with the information given in Beading
Passage 3? In boxes 3 7 - 3 9 on your answer sheet write
N O T G IV E N if the information is liot given in the passage.
37. Organizations need to examine in more detail the reasons of declining birthrates.
38. Profits and productivity of organizations may fall because of early retirement.
39. Older workers will be needed in the education and design fields.
Question 40
From the list below choose the most suitable title for the whole o f R eading
Passage 3.
A. The New Meaning of Retirement

B. Warning, the Society is Aging
c. Reasons for Not Retiring
D. Liking to Work
E. Concern about Future Employment
r
WRITING TASK 1

The table below sh o w s the a v e ra g e n u m b e r o f visits p e r yo u n g
a d u l t p a y s to different types o f e s ta b lis h m e n t s p e r y e a r in
selected countries.
S u m m a r is e the in form ation by se lec tin g a n d r e p o r tin g the m a in
features, a n d m a k e c o m p a risio n s where relevant.
France Britain Germany Italy

Cafes 16.9 23.5 12 22.5
Restaurants 17.3 13.2 12 17.9
Pubs and bars 30.1 39.4 16.4 48.3
Fast food outlets 11.7 20.2 11.4 8
Nightclubs 4ế7 4.2 8.1 3.4
Cinemas 7.3 5 4.4 7.8
Bowling 0.9 1.1 1.5 2.6
Fitness centres 4.7 18.3 5.2 17.3
_______________ /
Writing I 153
WRITING TASK 2
You should spend about 40 m inutes 071 this task.

P resen t a w r itte n a r g u m e n t o r case to an e d u c a t e d r e a d e r w ith
no s p e c ia li s t k n o w le d g e o f the f o llo w in g topic.
Some p e o p le believe t h a t the lives o f p e o p l e from th e i r c h i l d r e n ’s
g e n e r a tio n w i ll be b e tte r th a n th e i r own. O th ers believe th a t
th e ir lives w i ll be worse.
D iscuss both vie w p o in ts a n d g iv e y o u r own opinion.
You should use your own ideas, knowledge and experience and support your
argum ents with examples and relevant evidence.
PART 1
The examiner asks the candidate about him/ herself, his/ her home, work or studies
EXAMPLE
Study
What do you study?
Tell me something (more) about the school/ university you attend.
Tell me something about your professors.
What courses do you study?
Com puters
How often do you use a computer?
In what ways do people use computers in your country?
How "computer literate" are you?
W eather and clim ate
What is your favourite time of the year?
Do you do different things in summer and in winter?
What kind of clothes do you wear in the winter?
PART 2
Tell me about a child you are related to or who lives You will have to talk about the
near you. You should say:
topic for one or two minutes.
• who the child is and how old he/she is
• what he/she likes (and doesn'tlike) doing You have one minute to think
Ể how much time you spend with this child about what you're going to say.
and say whether you generally like spending time You can make some notes to
spending time with children and why. help you if you wish.
PART 3
Children
Exam ple question:
How do children in your country usually spend their time?
What kinds of things do parents and their children enjoy doing together?
What kind of toys do children like to play with?
How much are children influenced by their friends?
How is being a child today different to being a child 20 years ago?
What are some (more) of the difficulties children face?
What things do people keep to remind them of their childhoods?
V---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------Ạ
Speaking I 155
f ------------------------------------------------------------------------------------------------------- ^

TESTING SYSTEM
General Training:
Reading and Writing Test A
156
<@> READING
Read the following text and then answer Q u e stio n s 1-6.
Buckingham Palace is the London residence of H er M ajesty The

Queen, as well as the adm inistrative head q u arters of the Royal
Household. It is one of the few working royal palaces rem aining in the
world today. Today the S tate Rooms are used extensively by The
Queen and M embers of the Royal Fam ily to receive and en tertain their
guests on S tate, ceremonial and official occasions. D uring A ugust and
Septem ber when The Queen m akes h er annual visit to Scotland, the
Palace's nineteen S tate Rooms are open to visitors. You can find out
more about the history of Buckingham Palace and how it is used today
on the B ritish Monarchy website. The S tate Rooms form the h e a rt of
the working palace and are lavishly furnished w ith some of the
greatest treasu res from the Royal Collection-paintings by Rem brandt,
Rubens, Poussin and Canaletto; sculpture by Canova; exquisite
examples of Sevres porcelain; and some of the finest English and
French furniture.
Open 28 Ju ly - 25 Septem ber 2007, 9:45-18:00 (last adm ission 15:45)
Admission is by tim ed ticket w ith entry every 15 m inutes throughout
the day. Tickets are valid only on the date and at the entrance time
specified on the ticket. Regrettably, late-comers cannot be adm itted. A
visit lasts between 2 and 2M hours.
Admission prices to the S tate Rooms of Buckingham Palace (including
audio guide)
Adult: £15.00
Over 60/ S tu d en t (with valid ID): £13.50
U nder 17: £8.50
U nder 5: Free
Fam ily: £38.50 (2 adults and 3 under 17s)
Writing I 157
(----------------------------------------------------------------------------------------------------------------ì
Q uestions 7-6
Do the following statem ents agree w ith the information given in the p assage?
TRU E if the information in the text supports the statem ent
FALSE if the information in the text does riot support the statement
N O T G IV E N if there is no information about the statem ent in the text
1 Buckingham Palace is the only Royal Palace in London open to tourists.
2 Buckingham Palace's State Rooms are open when the Queen goes to visit Scotland.
3 The State Rooms contain many works of art.
4 People are admitted until 2 hours before closing.
5 If you are late for your tour, you will not get your ticket money back.
6 Children between the ages of 5 and 17 get tickets for half price.
158 I Reading
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 'ì
Q uestions 7-13
Read the descriptions o f 7 film s and match each description with the type of
film being described. A n example has been done for you. Each type of film
can only be used once and one type of film will rem ain unused.
Types of film :
Action Animation Comedy Documentary

Drama Mystery Romance Science Fiction Wildlife
Example: This is a film about teenagers with special powers. They can communicate with
each other using telepathy. Together with their talking computer, they do
battle with people and creatures from earth and space. (Science Fiction)
7 A modern adaptation of the classic story set in the nineteenth century about
the fiery and passionate relationship between a young working-class woman
and her mysterious upper-class employer.
8 This film was made by having no less than a dozen cameras follow the great
footballer throughout a single match. The man himself then recorded a voice-over
onto the footage, with comments from friends and other players added later.
9 A group of top investigators is given the job of reopening an old case to see if
they, using modern technology, can solve it and capture a murderer who
escaped capture ten years ago.
10 The stars of this critically-acclaimed series return in this feature length film
version. Many things have changed, but not the hilarity with which the
characters deal with the unlikely series of events thrown at them.
11 The mix of humour and dealing with serious issues makes this film both
entertaining and thought-provoking to watch. The computer-generated "
almost human " characters and the graphics are incredible.
12 Politics is a serious business. Mistakes are pounced upon by opponents and
successes are often credited to others. See how the fictional-but entirely
plausible-characters from the White House deal with a series of apparently
unconnected incidents in this thought-provoking film.
13 This film follows the migration route of one of the world's most incredible
beasts. This film took over two years to make and conditions for the film
makers were often dangerous. The result is a film that will shock, surprise and
delight.
Writing I 159
------------------------------------------------------------------------------------------------------------------------------------------------- -
Q uestions 14-20
Read the following information about 6 residential compounds that offer
flats for purchase. For which residential compounds are the following
statem ents true'! Remember that between 1 and 3 residential compounds
may match each statement.
A. The F o u r Seasons
Price to buy: $ 1 ,000 per square metre Flat size: 70-260 square metres (1-5
bedroom flats)
Facilities; 24-hour security, gym, indoor swimming pool, tennis and squash
courts, bar and restaurant
Almost, half of the development area is devoted to greenery, providing residents
with scenic surroundings all year round. The blocks of flats are at least 200
metres apart, allowing adequate sunlight into each flat,. All flats come with
high-end interior fittings designed by international designers. Shopping
centres and supermarkets are within walking distance.
B. High Class
Price to buy: $ 1,300 per square metre Flat size; 160-250 square metres (3-
5 bedroom flats)
Facilities; 24-hour security, swimming pool, tennis court, children's playroom,
bar and restaurant
The large size of the flats in this development means th at this is a low-density
community. All flats come with high-end interior fittings. The surrounding
land on three sides is naturally hilly, providing privacy for residents.
c. Five S tar
Price to buy; s 820 per square metre
Flat size; 70-150 square metres (1-3 bedrooms)
Facilities; 24-hour security, running track, tennis court, basketball court, gym
bar and restaurant
Nearby, there is a famous international kindergarten. Wireless Internet access
is available throughout the compound. A large cinema is under construction
nearby. Many international companies are located in nearby offices.
D. Live Well
Price to buy; $ 860 per square metre
Flat size; 90-150 square metres (1-3 bedroom s)
Facilities; 24-hour security, gym, bar and restaurant
Many of the flats here are owned by people working in the IT industry. The
blocks of flats are at least 90 metres apart, allowing decent views and privacy.
Apartments come without interior fixtures, so th at owners can design their
flats according to their own tastes and requirements.
E. High S p irit
Price to buy: $ 1050 per square metre
Facilities; 24-hour security, running track
This development has large gardens and green areas between blocks of flats
and is located in the embassy area of the city. There is a shopping centre
within walking distance and many international companies have offices
nearby.
F. C entral Place
Price to buy; $ 1100 per square metre
Facilities; 24-hour security
Big departm ent stores, supermarkets, offices, fitness centres and bars and
restaurants are all located within a few minutes' walk of this development
right in the city centre. All flats come fitted with high-end interior fittings.
Many of the owners work in the nearby offices.
Writing I 161
--------------------------------------------------------------------------------------------------------------------------------------------------
14 This residential compound offers the most expensive flats.
15 This residential compound offers the biggest flats.
16 This residential compound has no sports facilities.
17 Many residents work near the residential compound in which they live.
18 This residential compound has facilities for children in it or nearby.
19 There are shopping facilities near this residential compound.
20 Flats in this residential compound have fittings included.
162 I Reading
f------- ------ ------------------------------------------------------------------------------------------- \
Q uestions 21-27
Read the following text and then answer Questions 21-27
Inform is a private charitable institution th a t serves as a resource for

innovative people and institutions worldwide. We currently have an
opportunity available in our Communications D epartm ent. Reporting
to and working with the Communications Director, you will help
develop editorial content, including policy essays, a magazine, the
website, m ultim edia products, and more. The selected candidate will
also m anage a team of staff and consultant w riters to produce m aterial
for an influential and knowledgeable audience of policy-makers,
academics, and leaders in a wide variety of fields related to our
mission.
Requirem ents include a minimum of 12 years experience with

progressive responsibility for conceiving, writing, editing and
m anaging w ritten content across m ultiple platforms, with em phasis on
inventive policy essays and original thinking; a Bachelor's in English,
History, or the H um anities and experience m anaging the ; I complete
editorial process and working effectively with senior m anagem ent. A
M aster's degree is preferred.
We offer a competitive salary and generous benefits package. To apply
please send resum e and cover letter, with salary inform ation, to: Mrs.
Smith, Inform, II 100 E ast 3rd Street, New York, NY 10017 or visit
www.inform.org/employment. Equal employment opportunity and
having a diverse staff are fundam ental principles of Inform.
Writing I 163
Do the following statem ents agree w ith the iiiformation given in the passage?
In boxes 21 -27 on your answer sheet write
TRU E if the information in the text supports the statem ent
FALSE if the information in the text does not support the statement
N O T G IV E N if there is no information about the statem ent in the text
21 Inform is a private company.
22 The duties include helping to prepare material for the Inform websiteệ
23 The duties include meeting important professors and government advisors.
24 This job is probably suitable for people under the age of 30.
25 The successful applicant will probably have a post-graduate degree.
26 The salary will be higher than average for this position.
27 Mrs. Smith will be selecting the successful applicant.
V_________________________
164 I Reading
Read the following text and answer Questions 28-40.
DELIGHTS OF MASS TOURISM REACH GALAPAGOS
Never has the discovery of a ra t provoked so much alarm . It was only a

single creature, but it had no business being on the island of S anta Fe
in the isolated Galapagos archipelago, where conservationists now
strive to keep foreign wildlife at bay as effectively as hundreds of miles
of open ocean did for millions of years. The ra t is alleged to have
arrived on the MV Discovery, a giant B ritish cruise liner th a t visited
the islands in April. Today, the ship is due to retu rn to the Galapagos,
and arriving w ith it are 460 paving passengers, protests and a
cam paign to protect the islands from such m ass tourism . D raw n by the
unique wildlife and mystique, annual visitors to the archipelago have
soared from about 40.000 in the late 1980s to more th a n 100,000 now.
Voyages of Discovery, the cruise company, promises visitors to the
islands th a t The enigmas, secrets and charm s of this spectacular and
rich landscape are. like a dream, an unequalled adventure ju st w aiting
to be discovered. But to environm ental cam paigners, the ship's arrival
is a nightm are. Conservationists on the Galapagos have also found
sw arm s of foreign insects on the islands since the liner's la st visit and
fear its re tu rn today could introduce more alien species th a t m ight
fu rth er disrupt the sensitive eco-systems. The Discovery, the first large
cruise ship to have visited the islands, is scheduled to re tu rn again this
April and twice each year thereafter. P erm its recently granted by the
Ecuadorian governm ent-the islands are owned bv the South American
country-could see one cruise ship stop there a month.
Leonor Stjepic, director of the Galdpagos Conservation Trust, warned th at

such an acceleration in visitor numbers would overwhelm efforts to keep
out pests and disease. The more people th at come, the greater the risk of
invasive species and the less effective the quarantine system is going to be.
With the best will in the world it's virtually impossible to search a boat that
size thoroughly. Ju st sheer numbers means it's much easier for something
to slip through. And if we can't protect the GalGpagos then what does it say
--------------------------------------------------------------------------------------------------------------------------------------------------
Writing I 165
--------------------------------------------------------------------------------------------------------------- >
about the other natural spaces in the world? The Galapagos are not
suitable for this land of mass tourism. The islands just don't have the
infrastructure for th at number of people. Tourism has got to be high-value,
lowAvolume tourism, Stjepic claims. Before the Discovery's stopover,
almost all visitors to the islands flew direct from the mainland. However,
this cruise ship has travelled all the way down the coast of South America
and could bring all sorts of things with it.
As well as the rat, and the insects, environm entalists say the
Discovery's previous visit left the islands covered in litter, dropped by
w ealthy tourists who have no idea w here they are or the im pact their
visit may have. Graffiti was scrawled at th e visitor centre and one
passenger reportedly asked where the local Starbucks was. The study
of the im pact of the liner's first visit was carried out by the local
Charles D arw in Foundation and the Galapagos N ational P ark Service.
As well as the foreign wildlife, it found th a t sales for local businesses
increased by 5% , a th ird of w hat was expected. In frastru c tu re was
overwhelmed, they said, and local tour operators, who tak e visitors
around the different islands, were forced to lan d large boats on fragile
shorelines because elderly cruise passengers were unable to scram ble
in and out of rubber dinghies.
However, David Yellow, m anaging director of Voyages of Discovery,
said the cam paigners were speaking from ignorance. He said th e firm
operated under strict restrictions and carried out an in-depth
environm ental im pact study before it was granted a licence to operate
in the Galapagos. He claims th a t Voyages of Discovery is experienced
at operating in environm entally sensitive areas and knows w hat to do.
All passengers are given a lecture before they go ashore and Yellow
says they adhere to it. The Discovery anchored at th e islan d of San
Cristobal during its stay, he said, a good 25 m iles (40 km) from S an ta
Fe where the ra t was found. M r Yellow said there was no proof th a t the
graffiti and litte r were left by Discovery tourists. " Local people create
litter. They are not as sensitive to the environm ent as th e people we
take there. There are local people who smoke a cigarette and throw it
into the street. "
166 I Reading
Q u e s t io n s 2 8 -3 4
Do the following statem ents agree with the information given in the passage?
TRUE if the information in the text supports the statem ent
FALSE if the information in the text does not support the statement
N O T G IV E N if there is no information in the text about the statem ent
28 A rat was found on the ship MV Discovery.
29 Environmentalists are unhappy with the idea of cruise ships visiting the
Galapagos Islands.
30 Leonor Stjepic believes that the quarantine system on the Galapagos Islands
was completely effective before large cruise ships began to arrive.
31 Leonor Stjepic thinks that the Galapagos Islands should focus on tourists who
have more money to spend.
32 There is a Starbucks on the Galapagos Islands.
33 Local businesspeople are very happy with the arrival of the cruise ship.
34 David Yellow gives lectures on environmental protection to passengers on the

MV Discovery.
Writing I 167
Questions 35-40
Fill the gaps in the following sentences using N O M O R E T H A N T H R E E
W O RD S from the text.
35 Alien species have been kept away from the Galapagos Islands by_
36 About____________visit the Galapagos each year.
37 Cruise ships visiting the Galapagos Islands need a____________ .
38 Leonor Stjepic thinks that the islands'____________ cannot handle large numbers
of tourists.
39 Many of the people visiting the islands are__________ and cannot use small boats.
40 Leonor Stjepic and David Yellow disagree over who caused the
discovered after the first visit by the MV Discovery.
168 I Reading
r
WRITING TASK 1
You should spend about 20 minutes on this task.

Your' c o m p a n y is o r g a n iz in g a trip a b r o a d for la n g u a g e
t r a i n in g a n d th ere are a l im ite d n u m b e r o f p l a c e s a vailable .
Write a le tte r to the H e a d o f T r a in in g
ẻ e x p la in in g w ho yo u are
• e x p r e s s in g th a t yo u w a n t to jo in a n d
• s a y in g w h y yo u th in k th a t yo u s h o u ld be ch o sen
You do N O T need to write your own address.
Begin your letter as follows:

Dear................ ,
_______________ y
Writing I 169
WRITING TASK 2

P res en t a w r itte n a r g u m e n t o r case to an e d u c a t e d r e a d e r w ith
no s p e c ia li s t k n o w le d g e o f the f o llo w in g topic.
M any p e o p l e believe t h a t a n i m a l e x p e r im e n ts are cruel. O th ers
believe t h a t they are n ecessary f o r s c ie n tific dev elopm en t.
To what extent do you agree or disagree?
You should use your own ideas, knowledge and experience a nd support your
argum ents with examples and relevant evidence.
170 I Writing
Answer key ■
TEST 1
Listening
Section 1, Questions 1-10 Section 3, Q uestions 21-30
1 faster, more expensive 21 D

2 logistics, weather (conditions) 22 lack of fluency
3 19th next month 23 significant source
4 tax (and) insurance 24 develop language skills
5 furniture 25 c
6 fragile items/things 26 B
7 Debra whealing 27 B
8 PT6 2JA 28 challenge
9 42a Lake View 29 full
10 1 o'clock/13:00 30 nationwide benchmark
Section 2, Questions 11-20 Section 4, Questions 31-40

11 dinosaur's footprint 31 missing link
12 dinosaur fossils 32 375 million years
13 full-size / full size 33 North Pole (NB capital 1
14 new hunter 34 sharp teeth
15- 17 IN ANY ORDER 35 1.2-2.7
B ,E ,F 36 clearly defined
18 under 15 37 strong
19 main gate 38 wrist joint
20 discount 39 5/five years
40 near (the) equator
If you s c o re ...
0-12 13-26 27-40
you are highly unlikely to get you may get an acceptable you are likely to get an
an acceptable score under score under examination acceptable score under
examination conditions and we conditions but we recommend examination conditions but
recommend that you spend a that you think about having remember that different
lot of time improving your more practice or lessons before institutions will find different
English before you take IELTS. you take IELTS. scores acceptable.
Reading
P a s s a g e 2 Ạ_
1 ix • read each paragraph and note the main ideas (main ideas usually have a lot of
information written about them)
• read the words in the question (in the box) and find a match with your main ideas
ề notice paragraph B mentions ‘an abnormally high concentration of sugars and acids
achieved by Botrytis cinerea’; ‘The result (of the disease) is highly desirable...’;
‘The world’s great wines are made from grapes afflicted with this disease’.
• once you are quite sure you have the right paragraph, read in depth to confirm your
choice
2 viii • read each paragraph and note the main ideas (main ideas usually have a lot of
• notice paragraph c mentions that ‘...the subzero cold spell must last several days to
ensure the berries remain frozen solid during picking...’ and, ‘If the ice melts during
a sudden thaw, the sugar in each berry is diluted’
• again, read in depth to confirm your choice
3 ii • read each paragraph and note the main ideas (main ideas usually have a lot of
ẳ read the words in the question (in the box) and find a match with your main ideas
• notice paragraph D mentions that ‘not all sraDes are suitable...on]V the thick-
skinned, late-maturing varieties such as Riesling and Vidal (a unique or special
grape type) can resist... predators...’ (a list of predators/attackers are listed)
• again, read in depth to confirm your choice
4 X • read each paragraph and note the main ideas (main ideas usually have a lot of
ễ notice paragraph E states, ‘A strong wind or an ice storm could easily knock the
fruit to the ground’; ‘howling (strong) wind’; ‘a wind chill factor...of-10°C’ - all
these are obstacles that can (negatively) affect picking’
• read in depth to confirm your choice
5 iii • read each paragraph and note the main ideas (main ideas usually have a lot of
• notice paragraph F states, ‘The presses (the things used for production) have to be
worked slowly otherwise the bunches will...yield nothing’, ‘sometimes it takes 2-3
hours before the first drop of juice’ - this is the initial iuice.
6 vi • read each paragraph and note the main ideas (main ideas usually have a lot of
I
• notice paragraph G mentions ‘...grapes are harvested...The oily juice once

extracted...is allowed to settle...it is then clarified...a special yeast is added...the
wine is finally bottled...” - all these steps show the process from the harvesting of
the grape to the production of the ice wine
• read each paragraph and note the main ideas (main ideas usually have a lot of
• notice paragraph H mentions ‘Germany may be recognised as the ice wine
home...it’s winemakers cannot be produce it every year...but ‘Canadian
winemakers can produce it every year’; ‘The juice comes out like honey (in
Canada) in Germany it flows like ordinary wine’ - these are international
comparisons
choice
8 B • scan the text looking for ways nature attacks the grapes
• Paragraph D lists many ways that nature attacks the grapes
• Various ways nature attacks (‘...birds, mildew and rot...a sudden storm’) are
mentioned
9 c • scan the text looking for the key words ‘rice husks’
• Answer is located in paragraph F
• rice husks are used to “...pierce the skins...(so the) juice flow(s)
10 A • Scan for the surname Reif once located, read in depth for his view on Canadian
ice wine
• Answer is located in paragraph H
• The juice from grapes in Canada “...comes out like honey...” whereas in Germany
“...it flows like ordinary wine.”
• The context is that Canadian ice wine flows more slowly than ordinary wine
11 D • Answer is located in paragraph B

ề “They were amazed by an abnormally high concentration of sugar...”
12 A ế Answer is located in paragraph B

• “...great dessert wines...are made from grapes afflicted by this...disease”
13 F • Answer is located in paragraph E

• “...pickers fortified with tea and brandy...”
ề "fortified is a difficult word but reading it carefully in context, we can work out
that it has something to do with using (drinking) to give strength/energy and/or keep
warm.
14 c • Answer is located in paragraph H

ắ “...winemakers cannot produce (wine) every year (but) Canadian winemakers
can...”
174 Test 1
Passage 2
15 NG • There is nothing in the passage about this!
16 T • locate key words in the question and scan for them

• key words are heavy storm and landslide
• read in detail to find out about these terms
• locate the words, "...in two common ways: landslides...or..after storm surges..."
17 F • locate the key words in the question

• key words are Cuba and Haiti scan for them
• read in detail to find out if there have been many floating islands
ệ locate the words, "...sighting of floating islands is rare...unscheduled, short-lived and
usually undocumented"
19 T • locate the key words in the question

• key words are scientists and local residents
• read in detail to "Accounts of how the floating islands were formed have been given
by local residents. These accounts have not been disputed in scientific literature."
20 F • scan for the name Bums'.

• once located, read carefully what is written before and after
• locate the words "...comparatively low wind...establish(es) free-floating islands with
vegetation...two meters...tall"
21 A • scan for the name 'Peterson'

• locate the words "...floating islands...are analogous to floating mobile ice chunks..."
22 G ẳ scan for die name 'McWhirter'

• a long description of the floating island in Cuban waters begins with the words
"McWhirter described die island..."
23 c • scan for the name ‘Hesser’

• locate the words “...Longevity studies in lakes have been carried out by Hesser...” In
other words, how long Islands last in a closed area (a lake). Therefore the answer is
‘C \
24 F • study the two diagrams carefully

• locate the section of the reading passase which deals with the Pirron Yallock Islands
Test 1 175
ắ notice that the 5th paragraph states, "This causeway restricted flow between the
depression and its former southern arm."
• the section of the diagram is clearly positioned in the south therefore, the causeway
must be the answer
25 B • study the two diagrams carefully

• locate the section of the reading passaee which deals with the Pirron Yallock Islands
ộ notice that the 6th paragraph states, "The main island then broke up into several
smaller islands which...range in size from 2 to 30 meters in diameter."
• the section of the diagram is clearly positioned over the largest island so it must be
the maximum size mentioned - 30 meters.
26 D • study the two diagrams carefully

• locate the section of the reading passage which deals with the Pirron Yallock Islands
• notice that the 6th paragraph states, "The main island then broke up...drift(ine)
slowly for up to 200 meters within the confines of the lake."
• the section of the diagram clearly relates to the total length of the lake and the
maximum distance given is 200 meters so this is the answer.
27 c • study the two diagrams carefully

• locate the section of the reading passage which deals with the Pirron Yallock Islands
• notice that the 6th paragraph states, "Peat...had been isolated by the fire (and) broke
away from the rocky, basalt floor."
• the section of the diagram is clearly pointing to the floor or base of the lake
therefore, it must be the basalt floor
176 Test 1
Passage 3
28 D • Read the information in the questions carefully and determine the key
words
• the key words in this question are "plankton, carbon dioxide, vehicles"
• skim the passage looking for those key words and/or their synonyms
• the answer is paragraph D.
29 G • Read the information in the questions carefully and determine the key
words
• the key words in this question are "animals affected, ice bergs, break off'
• the answer is located in the latter part of paragraph G.
30 A • Read the information in the questions carefully and determine the key
words
• the key words in this question are "impact, higher temperatures"
• the answer is in the middle part of paragraph A.
31 F ẵ Read the information in the questions carefully and determine the key words
• the key words in this question are "naming icebergs"
• skim the passage looking for those key words and/or theứ synonyms
• the answer is paragraph F.
32 E • Read the information in the questions carefully and determine the key
words
• the key words in this question are "importance phytoplankton, food chain"
• the answer is paragraph E.
(pow erful) • Read the questions carefully selecting key words.

33 w ind(s) • The key words are "ừon, transported to ocean".
• Scan the passage for those key words and locate the area that addresses the
gist of the passage.
• Paragraph B makes mention of "...powerful winds that sweep iron-
containing dust across the oceans..."
• Make sure you use the word(s) directly from the passage.
34 plankton • Read the questions carefully selecting key words.

(productivity) • The key words are "increase in greenhouse gasses, decrease in."
ẳ Scan the passage for those key words and locate the area that addresses the
gist of the passage.
• Paragraph D states that, "The loss of plankton productivity in the oceans
also means the loss of an important factor in removing much of the principal
greenhouse gas that has been a primary cause of the world's climate to warm
for the past century or more."
• Make sure you use the word(s) dừectly from the passage.
35 base • Read the questions carefully selecting key words

• The key words are "phytoplankton, food web."
• scan the passage for those key words and locate the area that addresses the
gist of the passage
• paragraph E makes mention of ".ỗ.a vast ocean area of phytoplankton that is
the base of the food web..."
• Make sure you use the word(s) dữectly from the passage.
36 caỉveđ • Read the questions carefully selecting key words

• the key words are "piece, detatched ice, main block”
• scan the passage for those key words and locate the area that addresses die
gist of the passage
• paragraph G states. "Huge as it is, the c 19 iceberg is only the second-
largest recorded in the Ross Sea region. An even larger one, dubbed B-15,
broke off, or 'calved' in 2001.*.
• Make suit you use the word(s) directly from the passage.
37 satellites • Identify the key words in the summary sentences.

and ships • In the first sentence "decline, plant life and validated" are the key words.
• Scan the paragraphs A-C for the key words or synonyms of those key words.
• Read the sentence(s) which relate to the key words. In paragraph A it
states that the diminishing (or declining) productivity of microscopic plants
is being confirmed (validated) by satellites and ships.
38 phytoplankton • Identify the key wonk in the summary sentences.

• In the third sentence "...rác in ocean tenqxsatmes, 1980s, 1990s..." are the
key words.
• Scan paragraphs A-C for the key words or synonyms of those key words.
• Read the sentences) which relate to the key words. In paragraph A it
states that "...the greatest loss o f phytoplankton has occurred where ocean
temperatures have risen most significantly between the early 1980s and the
39 iron • Identify the key words in the summary sentences.

• In the fourth sentence "higher temperatures, deficiencies, decline in
plankton" are the key words.
• Scan the paragraphs A-C for the key words or synonyms of those key
words.
• Read the sentence(s) which relate to the key words. In paragraph B it
states, "...winds sweep ữon-containing dust across the oceans from
continental deserts. When those winds diminish or fail, plankton can suffer."
& M ễ ễ Ề ẩ r .
178 I Test 1
TEST 2
Listening

1 4/four weeks 21 c
2 Arabic refresher (course) 22 c
3 5% 23 A
4 38 Temple Way 24 IN EITHER ORDER - B, c
5 email 25 B
6 4/four 26 IN ANY O RD ER-A, B, c
7 well spoken, friendly 27 A
8 French (and) German 28 charity
9 location 29 their comfort zones
10 welcoming 30 improvisation skills

11 almost seventy/70 years 31 distinct, individual (NB just one of these
12 over 100000 two words is acceptable)
13 half and/or whole 32 (new) terms
14 three/3 separate rooms 33 dialects
15 20-22 34 abstract meanings
16 executive meetings 35 smaller elements
17 (in/the) exhibition area/part 36 use words
18 over 60 37 digital recorders
19 in two/2 years 38 nocturnal
20 (a) car park 39 (it is) foreign
40 (a) predator
If you score ...

0-13 14-28 29-40
you are highly unlikely to get an you may get an acceptable you are likely to get an
acceptable score under score under examination acceptable score under
lot of time improving your more practice or lessons institutions will find different
English before you take IELTS. before you take IELTS. scores acceptable.
Reading
Passage 2
1 E • Read the information in the questions carefully and determine the key
words.
• The key words are "most fresh water, located"
• Scan the passage looking for those key words or synonyms of them.
• Paragraph E states, "Of all the water in the world, only about 2.5 percent is
fresh and two thừds of this is locked up in glaciers and ice caps.”
• Double check your answer by comparing the overall point of the paragraph
with the question
2 B • Read the information in the questions carefully and determine the key
words.
• The key words are "Mexican women, obtain water"
• Paragraph B states, "In Oaxaca, south of Mexico City, women line up at
dawn to fill a few plastic containers from a passing water truck."
with the question
3 A ễ Read the information in the questions carefully and determine the key
words.
• The key words are "effect of waste, Mexican rivers"
• Paragraph A states, "Like many cities in the world, less than half of the
city's waste is treated. The rest sinks into underground lakes or flows
toward the Gulf of Mexico, turning rivers into sewers."
with the question
4 c • Read the information in the questions carefully and determine the key
words.
• The key words are "Mexico, financial commitment, water"
• Paragraph c states, "Under complex water agreements with the United
States, Mexico can take water from the Rio Grande but must pay it back.
President Vicante Fox has promised to pay the debt..."
with the question
5 Y • locate the key word(s) in the question
• key words are illness and children - scan for them (or synonyms of them
• read in detail to "...children are contracting digestive diseases due to poor
water storage."
6 N • locate the key word(s) in the question
ễ key words are Mexicans, moving and water shortages - scan for them or
. synonyms of them
• read in detail to "A forced exodus from parched cities...no one suggests it
will happen next week..."
8 Y • locate the key word(s) in the question
• key words are drinking water, Canada, polluted, industry - scan for them or
synonyms of them
• read in detail to "...too many rivers have been contaminated by industrial
activity".
9 population(s) • Identify the key words and summary sentences.
• In the first sentence "main issue, cities, poor water" are the key words.
• Scan the paragraphs for the key words or synonyms of those key words.
• Read the sentence(s) which relate to the key words.€ In paragraph F, the
passage states that "The huge problem (main issue) however, is the rapidly
increasing populations in places that lack adequate water resources (their
water is poor)..."
5.6 p ercen t • Identify the key words and summary sentences.
10 • In the first half of the second sentence "Canada, world's fresh water" are the
key words.
ệ Read die sentence(s) which relate to the key words. In paragraph F, the
passage states that "Canada, with only 0.5 percent of the world's population,
has 5.6 percent of its usable fresh water supply."
11 sterilisatio n • Identify the key words and summary sentences.
• In the second half of the second sentence "dealt with water pollution,
process" are the key words.
• Read the sentence(s) which relate to the key words.€ In paragraph G, the
passage states that "In an attempt to solve this issue the main solution put
forward by scientists is sterilisation of the water.”
12 cancer(s) • Identify the key words and summary sentences.
• In the third sentence "dangerous pollution, health experts, cause" are the
key words.
• Read the sentence(s) which relate to the key words. In paragraph G. the
passage states that "Drinking such (treated/sterilised) water over a long
period can cause bladder and colon cancers."
13 bottled • Identify the key words and summary sentences.
water • In the fourth sentence "not all people, drink town water, added, demand for
(an increase or a demand for something)" are the key words.
Ệ Scan the paragraphs for the key words or synonyms of those key words.
• Read the sentence(s) which relate to the key words. In paragraph F. the
passage states, "As a result (of the town water being sterilised), the bottled
water business is booming.."
Test 2 181
Passage 2
14 an n u al • Identify the key words in the summary sentences

costs • In the first sentence "training, down time, guest satisfaction” are the key
words.
• Scan the paragraphs A-D for the key words or synonyms of those key words.
ẵ Read the sentence(s) which relate to the key words. In paragraph A, the
passage states,"...annual cost...larse...was based on...money spent hiring and
training replacements; the cost to the business in lower productivity due to
(employees new jobs); and...poor guest satisfaction levels."
15 tu rn o v e r • Identify the key words in the summary sentences
costs • In the second sentence "solution to problems, reduction in (something)" are
the key words.
• Read the sentence(s) which relate to the key words. In paragraph B. the
passage states," The Chief Executive knew that in order to save his company
(synonym: solve problems), he had to reduce the high turnover costs."
16 p lan • Identify the key words in the summary sentences
• In the thữd sentence "hotel, addressed issues, 4 ways, through implementation
of (something)” are the key words.
ệ Read the sentence(s) which relate to die key words. In paragraph B, the
passage states. "But the hotel boss decided to tackle the issue head-on by
implementing a 4 point plan."
guest • Identify the key words in the summary sentences
17 satisfaction • In the fourth sentence "chief executive, decreased down time, reduced
employee turnover, resulted in improvements" are the key words.
• Read the sentence(s) which relate to the key words. In paragraph c , the
passage states,"The annual employee turnover was reduced by 78 percent and
this impacted upon down time due to training and guest satisfaction."
18 savings • Identify the key words in the summary sentences
• In the last sentence "not common, big companies experience (something),
difficulty determining why" are the key words.
• Read the sentence(s) which relate to the key words. In paragraphs c & D. it is
stated that. "The result was a S10 million savings for the company. Because
most do not know the root causes of employee turnover and costs have often
not been accurately estimated, causes are usually not known...”
• there is no mention of how people responded to the results
20 Y • locate key words in the question and scan for them
ế key words are hi ah costs and length of training
• locate the words, "Positions that involved a substantial amount of time in
training...attracted the highest costing..."
182 Test 2
21 Y • locate key words in the question and scan for them
Ề key words are new employees and incorrect description
• locate the words, "...candidates (new employees) were being over-sold
(incoưect description) the job... "
22 A ắ determine the key word(s) from the statements written in the box
• in this question the key words are "discussed future plans"
• scan quickly to see if you can find any of the key words from the question in
the readins passase
• Notice paragraph G states, "...new staff were made aware of the mission and
goals of the organisation..." and "New staff were shown where the hotel was
heading..." This dừectly relates future plans for the new staff.
Ề once you are quite sure you have the riaht paragraph, read in depth to confirm
your choice
23 D Ệ determine the key word(s) from the statements written in the box
• in this question the key words are "clearly defined job expectations"
the reading passage
• Notice paragraph H states, "...when staff are employed, they are clearly told
what is expected in the job."
• Once you are quite sure you have the rieht paragraph, read in depth to confirm
your choice
24 E • determine the key word(s) from the statements written in the box
• in this question the key words are "own staff recruiting"
ệ scan quickly to see if you can find any of the key words from the question in
the reading passage
• Notice paragraph G states, "As far a recruiting was concerned, they changed
theừ approach by getting personnel from the hotel to handle it."
• once you are quite sure you have the rieht paragraph, read in depth to confirm
your choice
25 H • determine the key word(s) from the statements written in the box
ẳ in this question the key words are "bonuses, committed new staff'
• scan quickly to see if vou can find any of the key words from the question in
the reading passage
• Notice paragraph G states, "...they made new staff aware that bonuses would
be offered to newly-hired employees at the end of theứ first three months..."
• once you are quite sure vou have the right paragraph, read in depth to confirm
your choice
26 J • determine the key word(s) from the statements written in the box
• in this question the key words are "implemented support proaram"
the reading passage
• Notice paragraph G states, "...and a support program was also introduced to
help all staff..."
• once you are quite sure you have the right paragraph, read in depth to confirm
your choice
Test 2 I 183
Passage 3
27 c • Remember that multiple choice questions follow the order of the passage.
• Locate the key words in the question: "fathers, mothers, join, workforce".
ẵ Search for these key words and/or synonyms.
• Locate "...the reasons for both being involved in the workforce revolve around the
need to add to the family's current financial base."
28 D • Remember that multiple choice questions follow the order of the passage.
• Locate the key word, "spillover”.
• Find in paragraph B that spillover refers to how "...attitudes toward work are carried
over into family life."
29 B • Remember that multiple choice questions follow the order of the passage.
• Locate the key word, "Winthrope".
• Find in paragraph F that Winthrope said, "Even though a woman may enter the
workforce...the care of her husband and children and living quarters (home) is...(her)
domain"
30 c • Remember that multiple choice questions follow the order of the passage.
Ệ Locate the key word concludes. This means the answer will probably be in the final
paragraph
• Locate the words "Work-family conflict has a significantly negative impact upon job
satisfaction"
31 B • Scan for the key words, "segmentation theory" - once located, read in detail for the
meaning.
• Regarding segmentation theory paragraph F states, "Segmentation theory proposes that
work and family are actually two entirely separate domains..."
32 E • Scan for the key words, "self-determination theory" - once located, read in detail for
the meaning.
• Regarding self-determination theory paragraph E states, "Studies built on the theory of
self-determination therefore point out that if people have abundant levels of self-
determination, participation in those areas will most often result in desirable
outcomes."
33 H ề Scan for the key words, "compensation theory" - once located, read in detail for the
meaning.
• Regarding compensation theory paragraph c states, "Compensation theory ...assumes
that the relationship between work and family is negative by pointing out that high
involvement in one sphere...leads to low involvement in the other. ..."
34 c • Scan for die key words, "developmental theory" - once located, read in detail for the
meaning.
Ễ Regarding developmental theory paragraph D states, "the relationship between work
and family is constantly changing over a person’s life. The developmental approach
therefore...explore(s) the dynamics of the relationship between individual, family, and
career developments in the life-span of a worker..."
35 T • locate key words in the question and scan for them
• key words are lack of money, father, mother, enter workforce
• once located, read in detail to determine if it is a 'main reason'
• locate the words, "...the reasons for both (father and mother) being involved in the
workforce revolve around the need to add to the family's current financial base"
36 T ễ locate the key words in the question and scan for them
ộ key words are conflict, increases, size, family
• once located, read in detail to find, "...drain on family time is significantly related to
work-family conflict with an escalation in conflict as the number of family members
increase.
38 F • locate the key words in the question and scan for them
ề key words are men, handle better, stresses, women
• once located, read in detail to find, "...Despite this, there has been no positive link
shoWn that one sex experiences greater difficulty in managing work-family conflicts
over another.
39 T • locate the key words in the question and scan for them
ẵ key words are irregular work hours, main reason, family conflict
• Locate the words, "Perhaps the most positive relation that could be established
between work and conflict was in regard to irregular work hours."
40 D • This question is testing your overall comprehension of the passage.

• You should have taken notice as you read of the key ideas (by cừcling key words and
making notes in the margin of key ideas).
• All the ideas presented relate to work, family, conflict and job satisfaction.
• The only answer which includes all these elements is 'D'
TEST 3
Listening
Section 7, Q uestions 1-10 Section 3, Q uestions 21-30
1 (bright) red 21 pace and timing

2 handle 22 aims
3 AEJ 23 highlights potential
4 EDV 758 24 coherence and cohesion
5 6a.m./06:00 25 low-intermediate
6 (by) underground/subway/tube 26 avoid excessive instructions
7 (large/electronic) departures board 27 vocabulary
8 3/three months 28 rock and mountain
9 twice a year 29 pages/page numbers
10 (to) children's charities 30 websites

11 INANYORDER 31 French, Spanish, German (NB in any order)
B, c, D 32 6
12 B 33 1.4 million/1400000
13 B 34 52.7
14 D 35 weighty national priorities
15 control the flow 36 right order
16 get permission 37 (their) parents
17 (covering) small purchases 38 Arabic, Korean, Russian (NB in any order)
18 loss or theft 39 INANYORDER
19 used like cash A, B, c
20 (quite) substantial 40 INANYORDER
A, B, c
If you sco re ..ệ
0-12 13-27 28-40

examination conditions and conditions but we examination conditions but
we recommend that you recommend that you think remember that different
spend a lot of time improving about having more practice institutions will find different
your English before you take or lessons before you take scores acceptable.
IELTS IELTS.
Reading
Passage 1
1 E • scan for the name Kovacs
• once located, read in detail was is written in connection with Kovacs
• locate the words, "...sun treatment is often helpful to persons suffering from
general debility - repealed colds, respiratory diseases, influenza and the like"
2 H • scan for the name Rollier

• once located, read in detail was is written in connection with Rollier
• Locate the words, "August Rollier...opened his first high-Alps sanatorium in 1903"
3 c • scan for the name Coblentz

• once located, read in detail was is written in connection with Coblentz
• Locate the words, "...die sun cure is a major factor in the treatment of at least
23 skin diseases, ranging from acne and eczema to ulcers and wounds"
4 F • scan for the name Dodds

• once located, read in detail was is written in connection with Dodds
• locate the words, "(the sun) is a general stimulus to the body, more potent if
applied after a period when it has been lacking which gradually loses its effect
if exposure is over prolonged..."
5 F • locate the key words in the question

• key words are doctors, agree, benefits, sun - scan for them
• read in detail to find out if the doctors agree
• locate the words, "The medical world appears to be divided on the effects of
the sun...Doctors agree on one benefit..."
6 T • locate the key words in the question

• key words are beach, best, suntan, less pollution - scan for these words
• note that the third paragraph is talking about sun tans
• locate the words, "...seashore (beach) is best of all, with its aữ estimated to
have at least a filth of a percent more oxygen than inland ether..."
T • locale the key words in the question

• key words are women, applied, fat - scan for these words
• locate the w o r d s , .ladies of ancient Egypt first began to apply the
1 fat ..waging this battle against damage to skin.,.contribute...to a multi-million
H B B H
8 NG • There is nothing in die passage about this!
Test 3 187
10 affected • locate the key words in the question
• in the second sentence "primarily, face and hands" are the key words - the
damage that the sun can cause to face and hands
• scan the passage, looking for those key words or synonyms of them
• damage affects someone/something so the answer to question 10 is affected'
• remember that your summary should accurately reflect the main ideas
expressed in the reading passage
11 blend • locate the key words in the question

• in the third sentence "human skin, exposed to sun, defence, oils, acids" are the
key words
• The 5th paragraph states, "The first line of defence against permanent sun
damage is the skins' own natural fatty matter and sweat, which combine to
form an oily acid surface shield against the ultra violet rays
• a synonym of 'combine' which fits into the passage is 'blend'
12 carin g • locate the key words in the question

• in the fourth sentence "women, more effective than men, caring skin" are the
key words.
• The 5th paragraph states, "Over the years, women have shown far greater
wisdom in the care of their skin than men."
13 slowly • locate the key words in the question

• in the fifth and sixth sentences, "eyes, negatively affected, damage,
undetected" are the key words
• The 6th paragraph states, "So gradual was the change (ie. the loss of
vision/sight) that die lifeguards were unaware that their sight had been
affected.
14 overcome • locate the key words in the question

• in the seventh and eighth sentences, "hair, dry, brittle, lanolin, ” are the key
words - the damage that the sun can cause to face and hands
• The last paragraph states, "Haừ care professionals recommend a nutritional
cream treatment with a substance containing lanolin to bring your hair back its
natural softness..."
188 Test 3
Passage 2
15 vii • read each paraeraph and note the main ideas (main ideas usually have a lot of
• Section B talks about The need to accurately measure distances using aữ photos
gave birth to the process of photogrammetry."
• Once you are quite sure you have the right paragraph, read in depth to confirm your
choice.
16 V • read each paragraph and note the main ideas (main ideas usually have a lot of
• read die words in the question (in the box) and find a match with your main ideas
• Section c mentions. "After World War n had ended, this new technology led to an
increased interest in cartography."
• Once you are quite sure you have the right section, read in depth to confirm your
choice.
17 ix • read each paragraph and note the main ideas (main ideas usually have a lot of
• Section D talks about Soviet satellite Sputnick 1... Pageos 1, The Landsat 1
satellite...More than 20 other...satellites orbit the earth.. What took months to
plot...can now be easily done in one hour." This paragraph clearly shows the impact
of satellites on map-making.
choice.
18 ii ệ read each paragraph and note the main ideas (main ideas usually have a lot of
• Section E talks about "...some very advanced computer hardware has been designed
to aide cartographers in map production...There is basically an unlimited amount of
information which can be superimposed on a map using this (computer) system”
Ể Once you are quite sure you have the right section, read in depth to confirm your
choice.
19 iii • read each paragraph and note the main ideas (main ideas usually have a lot of
• Section F talks about "Most recently, attention has shifted to short-lived phenomena
such as tornados, aứ pollution and floods, and to visualization of the results of
conceptual modelling...It is clear today that cartography is closely associated with the
broader field of scientific visualization."
• Once you are quite sure you have the right section, read in depth to confirm your
choice.
20 A • Note die key words in each question.
• The key words are "first images, earth, taken in space”.
• Locate die area of the passage by scanning for those key words.
ỆOnce located, determine the time frame for those events.
• Locate the words in section D, "...in 1959 the first space photograph of earth was received."
21 c ẵ Note the key words in each question.

• The key words are "parts, mapped, radio waves".
• Locate the area of the passage by scanning for those key words.
• Once located, determine the time frame for those events.
• Locate the words in section D, "Two years later (ie 1968), the American Satnav
system was launched utilising six carefully positioned Transit satellites which fed
back information for mapping based upon the Doppler effect (radio waves)."
22 D • Note the key words in each question.

• The key words are "satellite launched, forests, lakes, rivers".
ẳ Locate the area of the passage by scanning for those key words.
ễ Once located, determine the time frame for those events.
ệ Locate the words in section D, "The Landsat 1 satellite launched in 1972 was the
first satellite to collect data specifically on the earth's surface and natural resources."
23 B • Note the key words in each question.

• The key words are "work began, most advanced system, future".
ễ Locate the area of the passage by scanning for those key words.
• Once located, determine the time frame for those events.
ế Locate the words in section E, "...some very advanced computer hardware...working
with a... (GIS) the system uses geographic position as a common thread. Although it
became popular in the 1990s, GISs were developed in the early 1960s."
A • Scan for the word "magnetometers"

24 • It is located in section c
• Notice the words, "...magnetometers...From these precision instruments came
maps packed with information."
25 c • Scan for the words "World War IF

• It is located in section B
• Notice the words, "One of the bigaest influences upon map creation or
V cartography was World War II."
D*
■o
o
26 D ccc • Scan for the word "stereoplotters"
k—
1—
H • It is located in section c
• Notice the words, "...the photogrammetric stereoplotter improved upon the
technology used by the stereoscope allowing cartographers to precisely
measure the elevation of features in air photos and then transfer them to
paper."
190 Test 3
Passage 3
27 w hat • Locate the key words in the question.

ch ild ren • The key words are "early research, child capabilities, focus"- scan for these
lacked words and/or their synonyms
• Notice the 3rd paragraph deals with children's capabilities; locate the words,
"...focussed almost entirely on what children lacked".
28 20th cen tu ry • Locate the key words in the question.

psychologists ộ The key words are "infants, communicate verbally, advanced
comprehension" - scan for these and/or their synonyms
• Locate the words, "It was further thought that verbal communication was a
prerequisite for abstract thought..."; Who thought this about abstract or
advanced comprehension? 20th century psychologists.
29 th e first 2 • locate the key words in the question

years • key words are period, growth, infants, awareness of time - scan for these
and/or theừ synonyms
• locate the words, "He (Piaget) showed that their initial representations of such
things as space and time...are constructed only gradually during the first 2 years."
30 'blank slate1 • Locate the key words in the question.

(tab u la • The key words are TWO things, human mind, compared - scan for these
rasa)/ and/or their synonyms.
computer • You are looking for comparisons. Locate the words, "a newborn’s mind is a
tabula rasa or blank slate..." and "..the metaphor of the mind as computer..."
31 T • Locate the key words in the question.

• The key words are children learn, similar, adults learn - scan for them and/or
their synonyms
• Locate the words, "...there are quite a number of commonalities across
learners of all ages."

ẵ The key words are "20th century, psychologists, infants unintelligent, asleep"
- scan for them or theừ synonyms
• Locate the words, "Since babies...spend most of their early months asleep,
they certainly appear passive and unknowing."
33 F • Locate the key words in the question.

• The key words are "early research methods, similar, more recently" - scan for
them or theứ synonyms.
• Locate the words, "Their research stood in great contrast to the older
emphases which focussed almost entirely on..."
34 F • Locate the key words in the question.

• The key words are Piaget, leamins. builds, previous one - scan for them
and/or theừ synonyms.
ề Locate the words, "...he (Piaset) concluded that...development of the mind
proceeds through certain stages, each involving radically different thinking
processes."
Test 3 191
• key words are Vygotsky's research, positive impact, primary school teachers
- scan for them and/or theừ synonyms
• Locate the words, "It (i.e. Vygotsky's research) has also contributed...the
relationship between (children's) formal and informal teaching."
36 active • Read the question carefully selecting the key words.

• The key words are "learning new concepts, recent research, children, competent".
• Scan the passage for those key words.
• Notice the 3rd paragraph states, "...young children are both competent and
active when it comes to their conceptual development".
• Make sure you use and copy the word form the passage coưectly.
• Remember: incorrect spelling and/or grammar will be markedwrong!
37 organise it • Read the question carefully selecting the key words.

OR • The key words are "young children, capable, assembling information".
organise • Scan the passage for those key words.
in fo rm atio n ệ Notice the 6th paragraph states, "...theories...shared an emphasis on
considering children as active learners, those who actually assemble and
organise information.
• Make sure you use and copy the word form the passage correctly.
• Remember: incorrect spelling and/or grammar will be markedwrons!
38 sucking • Read the question carefully selecting the key words.

OR ẵ The key words are "one way, scientists measured infant preference"
h ab itu atio n • Scan the passage for those key words.
OR • Notice the 6th paragraph states, "New ways were developed for measuring what
visual infants prefer to look at and detecting changes in events to which they are sensitive.
expectation Three such methods that were used were sucking, habituation, and visual
expectation."
• Remember: incorrect spelling and/or grammar will be marked wrong!
39 organised • Read the question carefully selecting the key words.

• The key words are "indicator, cognitive development, knowledge must".
• Notice the 6th paragraph states, "...cognitive development involves the
acquisition of organised knowledge..."
• Make sure you use and copy the word form the passage coưectly.
• Remember: incorrect spelling and/or grammar will be markedwrong!
40 social ệ Read the question carefully selecting the key words.

en v iro n m en t • The key words are "Vygotsky, key to learning, individual's".
• Notice the last paragraph states, "Vygotsky (believed) all cognitive skills and
patterns of thinking are not primarily determined by the skills people are
bom with; they are the products of the activities practiced in the social
envừonment in which the individual grows up."
Ệ Make sure you use and copy the word from the passage correctly.
Ể Remember: incorrect spelling and/or grammar will be markedwrong!
192 Test 3
TEST 4
Listening
Section 7, Q uestions 1-10 Section 3, Q uestions 21-30
1 nine / 9 21 prepared
2 one/ 1 22 listening
3 job / work 23 questions
4 £500 / five hundred pounds 24 evidence
5 11.30/half past eleven 25 concerned
6 Al-Shariff 26 data
7 October 1994 27 c
8 205 Diesel 28 F
9 YL34GGB 29 D
10 £1,250 / one thousand, two hundred 30 B
and fifty pounds
Section 4, Quei
Section 2, Questions 11-20 31 weight
11 c 32 mass
12 B 33 146 / one h
13 assignment / reading list or reading list / 34 2.3 million
assignment 35 80 years / e
14 (the) Internet / internet 36 straight
15 email 37 stone
16 student forum 38 buildings
17 grade 39 60/sixty
18-20 c , E and F 40 internal
If you sco re .ẻ.
0-12 13-27 28-40

Reading
21 NOT GIVE
Reading 1, questions 1-13 _
1 B viii 23 D
2 c iv 24 A
3 D ii 25 H
4 E vii 26 I
5 dish / reflector
6 antenna Reading 3, questions 27-40
7 (radio) receiver 27 F
8 computer 28 B
9 TRUE 29 E
10 TRUE 30 A
11 NOT GIVEN 31 c
12 FALSE 32 B
13 FALSE 33 c
34 E
Reading 2, questions 14-26
35 F
14 c 36 eggs
15 c 37 leaves
16 B 38 heads
17 c 39 cocoons
18 NO y€A yarn
40
19 YES
20 YES
If you sco reỀ..
0-13 14-26 27-40

an acceptable score under score uiHer examination acceptable score under
examination conditions and conditions but we examination conditions 9
but
IELTSể IELTS.
TEST 5
Listening

1 Mon. - Fri./Monday to Friday 21 The Human Mind
2 Petticoat/Peticote 22 popular science
3 Aldgate 23 non-specialists
4 9 a.m. -4 p.m. 24 theories
5 Central Line 25 function
6 Brixton 26 personality
7 Sun./Sundays 27 medical
8 Tom & Mary 28 stories
9 by/take 29 word list
underground/tube/subway 30 goal
10 9:30 a.m.
Section 4, Questions 31-40
Section 2, Questions 11-20 31 3200
11 83/eighty-three 32 rope (and) wood
12 7/seven 33 China
13 3/three 34 competition
14 a real hit 35 money ran out/finished
15 Wine Show 36 (back) (the) creditors [crediters is an
16 downright boring acceptable misspelling]
17 D 37 chains
18 c 38 extreme cold/ (very/extremely) cold location
19 A 39 depth of water/ (very) deep water
20 B 40 2.5
If you score...
0-12 13-27 28-40

Test 5 195
Reading
21 a warm laboratory/a laboratory

Reading Passage 1, Questions 1-13 22 February and March
1 D 23 weak
2 c 24 flexible
3 c 25 glide
4 c 26 ecological niche
5 Reading phrases/Read by phrases/
Read through units Reading Passage3, Questions 27-40
6 Limited perceptual span 27 D
7 Slowness of recognition 28 B
8 Faulty eye movements 29 B
9 Avoid regressing 30 F
10 TRUE 31 c
11 FALSE 32 D
12 FALSE 33 B
13 TRUE 34 D
35 D
Reading Passage 2, Questions 14-26
36 NO
14 viii 37 NOT GIVEN
15 ix 38 NOT GIVEN
16 iv 39 NO
17 vii 40 NO
18 iii
19 350 million years
20 75 million years
[f y o u s c o r e ...
0-13 14-26 27-40

IELTS. IELTS.
196 Test 5
TEST 6
Listening
Section 1, Q uestions 1-10 Section 3, Questions 21-30

1 Medicine 21 D
2 Chatham 22 c
3 01734 24655 23 A
4 (a) broken leg/broke leg 24 60 -70 (sixty to seventy)
5 none/no (operations) 25 160
6 dust (and) cats 26 one/1
7 A 27 three/3
8 B 28 suit the circumstances
9 c 29 so inadequate
10 B (and) E 30 twenty-five/25

11 Royal Museum 31 Department of Environment
12 Queen's Park Road/Rd 32 population shift/urban expansion/ population
13 10th December/Dec. growth/expansion
14 metalwork 33 coastal environment/environment of coast/
15 (garden) vegetables natural resources/ water resources
16 coloured stones 34 aging population
17 (white) paper 35 government policies
18 Face to Face 36 urban sprawl/urban expansion/growth
19 pencil drawing 37 (intensive) fish and shellfish
20 all materials 38 adopt (a) national approach/ nationwide
coordination
39 management and practices
40 people affected/people concerned
If you sco re..ẳ
0-12 13-27 28-40
lot of time improving your more practice O f lessons before institutions will find different
Test 6 197
Reading
21 D
Reading Passage 1, Questions 1-14
22 c
1 wired 23 FALSE
2 calms 24 TRUE
3 involuntary body functions 25 FALSE
4 prolonged concentration 26 FALSE
5 NO 27 NOT GIVEN
6 YES
7 NO Reading Passage 3, Questions 28 - 40
8 NO 28 D
9 personal 29 c
10 cost 30 B
11 marketed 31 A
12 reluctant 32 not planning wisely/need to contribute/
13 promising appreciation from others/create
something (any three)
14 nutrition
33 continue to work
Reading Passage 2, Questions 15-27 34 little effect
15 V 35 physically demanding
16 viii 36 slight negative
17 ii 37 FALSE
18 vii 38 TRUE
19 B 39 NOT GIVEN
20 A 40 A
If you score.ệ.
0-13 14-26 27-40
IELTS. IELTS.
GENERAL TRAINING TEST A
Each question correctly answered scores 1 mark CO RRECT SPELLING IS NEEDED

IN ALL ANSWERS.
21 FALSE
22. TRUE
1. NOT GIVEN 23. NOT GIVEN
2. TRUE 24. FALSE
3. TRUE 25. TRUE
4. FALSE 26. NOT GIVEN
5. NOT GIVEN 27. NOT GIVEN
6. FALSE
7. Romance Section 3 , Questions 28-40
8. Documentary 28. FALSE
9. Mystery 29. TRUE
10. Comedy 30. NOT GIVEN
11. Animation 31. TRUE
12. Drama 32. FALSE
13. Wildlife 33. NOT GIVEN
34. NOT GIVEN
35. (open) ocean
14 B 36. 100,000 tourists/people/visitors
15. A 37. permit
16. F 38. infrastructure
17. F 39. elderly
18. B, c 40. graffiti and litter
19 A, E, F
20. A, B, F
If you score...
0-16 17-30 31-40
Test A 199
Model and sample answers for
writing tasks
TEST 1, WRITING TASK 1
The illustrations given relate to housing costs and accommodation status in Britain.
The bar chart has a 25 year range in 5 yearly increments from 1980; the pie charts
cover 3 different years from 1995, also in 5 year periods.
The most striking feature of the bar chart is that the median cost for housing
increased more than seven fold over the period given, from approximately £25,000
to just under £200,000. The most dramatic increases were between 1985 and
1990, and again from 2000 to 2005 where the cost of housing almost doubled.
As house prices increased, it is notably that renting a property declined, falling from
59% down to 44% by 2005. An inverse correlation can be seen with properties that
were owned by the occupants, as this figure increased by nearly 20%. Despite a
slight increase between 1995 and 2000, the percentage of houses classed as second
homes fell dramatically to less than half of the original 7%.
Overall, it is evident that increasing house costs where matched with increasing
ownership of homes. (175 words)
There are a number of factors that have led to a marked increase in the number of
large scale shopping areas and a subsequent decline in the number of smaller, local
shops. Although there are advantages for the consumer, there are also a number of
disadvantages, as will now be discussed.
One of the main advantages is related to the amount of stock that larger retail parks
can support; smaller shops may stock only one or two brands of a particular item,
whereas department stores and the like may have a multitude of options. Pricing is
also an issue in which the larger stores tend to have an advantage as they can afford
to sell items to consumers at prices the smaller shops cannot match.
However, there are some significant disadvantages to larger shopping areas, the
main issue being a loss of the more traditional 'customer oriented' service. Smaller
local shops often become part of the community, where the shopkeeper know the
customers by name and can build relationships that are absent in the larger, more
impersonal stores. Customer satisfaction is arguably far more of a priority in the
smaller shops and there is a sense of contributing to the local community.
Another disadvantage that does not directly relate to the customer Ior the
shopkeeper is that the larger retail parks and department stores are rarely close,
meaning that people visiting these areas are often required to travel by car, thus
contributing to pollution levels.
To sum up, although there are some material advantages to large shopping
complexes, these are perhaps outweighed by the social and environmental
advantages of patronising smaller, local shops. (273 words)
Writing I 201
TEST 2
The pie chart given details 6 areas responsible for the reduction in forested area
around the globe, ranging from infrastructure and mining to farming related
industries, and with an additional category labeled as ‘other’.
The most notable point on the chart is that the majority of damage was due to
cattle ranches, which accounted for over half of the total. Agricultural concerns
then played the next most significant part, with smaller farms representing just
under one third of the total. In comparison, larger agricultural production
accounted for only 1%.
Mining and construction, as well as logging, were the second lowest causes of
deforestation, accounting for only 3% each, the only two causes given that were
equally responsible. This left a remaining 6%, expressed here under the
umbrella term of ‘other’.
In total, it is evident that cattle and agriculture represented the vast m ajority of
the causes of loss of forest, leaving only 12% of the damage to other sources.
(159 words)
202 I Writing
Companies promoting their products can both advantageous and problematic

for the consumer, as they may gain an awareness of something which they
would appreciate, but may also be misled about the potential value. However,
there is perhaps a stronger argument to be made for the latter, as will now be
discussed.
Primarily, most advertising focuses solely on the positive aspects of a product

or service, giving a biased point of view about its effectiveness or impact. A
clear example of this can be seen with car advertisements, which show the
vehicle being driven on open roads, free of other traffic on a beautiful day in
stunning surroundings. This clearly does not represent the reality of car
ownership, and in this case may encourage people to purchase the car under
false pretences.
In addition, there are a number of products that will be purchased simply

because the advertising suggests that this is the way for social acceptance. A
simple product like a shaving razor for example, often shows successful men
surrounded by women, prompting the viewer to conclude that purchasing their
product will automatically transfer this degree of popularity.
On the other hand, there are some products which are of great value, but the
public would not be so aware of without promotion. An example here would be
health related products, such as medication to boost the immune system, thus
potentially preventing illnesses such as the common cold. However, this is also
prone to exaggeration and unrealistic expectations are sometime drawn from
excessive advertising.
In sum, advertising that simply introduces a product with a benefit is acceptable,

whereas promotional media that is not realistic is likely to encourage people to
spend money and irrelevant articles. (284 words)
Writing I 203
TEST 3
T he ta b le show s d a ta ab o u t th e m e d ian incom e receiv ed by 6 d iffe re n t

com positions of h o u seh o ld in N ew Z ealan d , as w ell as a to ta l av e ra g e.
T he ra n g e given is from 1998 to 2003.
In 1998, hom es w ith only one p e rso n or w ith a couple a n d a single

child w ere sig n ific an tly below th e av e ra g e of $ 9 2 7 ỗ In c o n tra s t, th e
o th e r four h o u seh o ld ty p e s all exceeded th e a v e ra g e, w ith co u p les w ith
th re e or m ore c h ild re n receiv in g th e h ig h e s t in co m eế T h e sa m e tre n d
can also be o b serv ed in 1999.
In 2000, th e re w ere a n u m b e r of ch an g es. O ne p a r e n t h o u se h o ld s w ith

one or m ore c h ild re n received th e h ig h e s t incom e of $1115, w hile
couples w ith tw o or th re e c h ild re n a c tu a lly receiv ed less th a n th e
prev io u s y ear. C ouples w ith o u t c h ild re n re m a in e d s ta tic ỂC o u p les w ith
th re e or m ore c h ild re n receiv ed th e m o st a g a in in 2001, a tr e n d th a t
c o n tin u ed u n til 2003 w h en sin g le p a r e n ts w ith c h ild re n once a g a in
rose to th e top w ith a n incom e of $1411.
O verall, it can be se en th a t for th e m o st p a rt, all h o u se h o ld s in c re a se d

th e a m o u n t received. (170 w o r d s )
204 I Writing
T h ere a re d iffe re n t p o in ts of view a b o u t th e v alu e of p a s sp o rts, w ith

som e m a in ta in in g th a t th e y a re a re q u ire d , w hile o th e rs see th e m only
as a h in d ra n c e to b eing able to tra v e l freely. B oth opin io n s w ill now be
p rese n ted .
The u se of p a s sp o rts ca n be sa id to h a v e v alu e in th a t it allow s for

g o v ern m en ts to m o n ito r th e n u m b e r of citizen s a n d v isito rs in a
co untry at any one tim e, th u s b ein g b e tte r ab le to ca lc u la te
re q u ire m e n ts for sp e n d in g on public services su ch as e d u c a tio n a n d
h e a lth c a re . S ta tis tic s th a t can be g a th e re d from th e u se of p a s sp o rts
can also be v a lu a b le w ith re g a rd s e s tim a tin g to u rism rev en u e .
On th e o th e r h a n d , th e a b ility to tra v e l b etw e en c o u n trie s can be

seriously im p a c te d by th e re q u ire m e n t for p a s s p o rts a n d in som e cases
for visas. T ra v e l a ro u n d th e E u ro p e a n U nion, for ex am p le, is now
ex trem ely ea sy for citizen s of m em b er sta te s , b u t from people o u tsid e
th e U nion, it ca n still be a costly a n d tim e co n su m in g exercise to get
th e re le v a n t p ap e rw o rk .
C onsidering b o th points, it seem s th a t th e b e tte r solution w ould be th e

m a in ta in in g of a tra v e l docum ent b u t a rela x atio n of th e re q u ire m e n t for
visas an d o th e r p erip h e ra l paperw ork. If people could tra v e l an d sim ply
show th e ir tra v e l docum ent, th e n sta tistic s could be m a in ta in e d b u t tim e
consum ing ap p licatio n s an d costly a d m in istra tio n could be reduced,
allow ing people to tra v e l w ith far g re a te r ease.
In su m , it seem s th a t th e re is a v a lid p u rp o se for som e form of

d o c u m e n ta tio n , b u t if th is can be m in im ise d it w ould en c o u ra g e w id er
m obility for people from c e rta in c o u n trie s th a t can a t th e p re s e n t tim e
be difficu lt to tra v e l from . (2 7 2 w o r d s )
Writing I 205
TEST 4
J i ds t'V^yQy cỷ'/L-asỊi'ív& ' c L e s ta A s t fv a s d s tnantỷ m s is E ís L a s r v t o Us/vL-ứ^ t á y a i t - ti e - i is tv
psasAstsiyCAí/íỷa/si/ c a Uyfi t'Si/LVyỏy ci'SVQyLi n cl Í /it5 n To X Í lỉ■ r ) i \ e. x^ i c fic i I ỉ A sívasvỉsás
Ì/QAÌ/Si/Ìsási/ a/'vAyl/'i/CL^&y ÍLtỳ- tri o , n ct/QsesSỉ/ a p . es-7yla cL Qsjs Qytvey lỷ e<z As. ẩ rv 2010,
nLimẴd-Tsà Qsj/ tsa.u/'ĩsLứsỉ/ứs áytâ T y t ^ d a ty j u ởyí uncL e ^y 6 0 n v i^ Ẽ io n and Tsa-Aêy
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cfj^tdy^v tíL a t nurnỄ.ey^vá^ pesEls ứ.Ắa- %-pyîỷ Li n t i £ t k ữ (j 'vescvcsívescL a ĩsO Lvn d 68 m i EEioyn
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a tl -va tn a t i c ÍỊ T-cn^ytẲ, Ị^tsa m a ■va u n ẩ 2 0 m i ữ i a n Lrv 1980 t a 2 0 0 m i t t l a n irv
2010, ư Ắ es/Js<L<l/às Í Ẩ e.ỵ i n c-.tM id* i n t a LV1/i-A-t ù- 'Ỉ.L ỏyLt Ln íỷ ư Qy ã m e/'ticaA iil-aA-
ứ t &a c Li ey ^ , i n Cs-v&a. ứẢ ncị Tya m a T s o u n ẩ 50 t n i E E i a n i n 1980 t a a p.p x^cbx. i tri a te ểiỷ
100 rrvi ã ô a , n u tv 2010. 3 ' K e, rvu rrvêyey^ Q Ị' t a u ĩ^Ì ố t-ứy i n tẮ e y đ ìỉic L c lể e . êaóst and
d f z tea í i a ứ , CI t ô , a ÍỊ I s ơ i ò n a-QyOz/v t i l e - p e - i L o d , p e a d s l n c Ị a t- a ĩ - a u n d 3 0 t n i U i Qytv
in 2010. c \ e \sa(ỷ(ỷ, d ữ ứ,p i t a li. ểi íỷ f it f J l w c t LLa t i o ti á, i n n u in ẩ e Tsá., t u tv ILrn(L&Xs
a f t a u viă u t ^ a \2 e£(ỉincỷ a x-a u n d t flz tvla z ể d Lós LtVCsSVQsO/àsLtlCỷ .
206 I Writing
CL T^QypyEcLt m ă, C ứ O /đ/Ễ / Usp/ t (2/ 5 pyQy Ty c& rvt' Qsjs ÌsPlH/ Cj a n iy Q iv n £ a Ị (Ki ĩsỊLci n cLva x^vcLe.,
ịù íL is C s lv ds<JLỉn a cỊ e ă s tfv e s Q y^QytVQ y ta íỷ Q y ^ . d ív ô ă s H < i As EeycL t/ííe y CỊ QssLeyX, n r m n t t a t s is íỷ t a
(LeyCySisQyCl&Qy t Ẩ ^ a t n o iv n t a> j! a i t- t iy a \L& .£ Ễstỷs L tv c sX -e sa à -L n -c Ịs L L à s C sa s & t. ỉ ỉ tẦ in i t i Hy^L/Qy a X/(L
(L<r t l v cLvásO s< L& a/n t< vcị e/& ' a n d a d/'2< i n t ^ i cỊ & ỐS tc L t Ắ e Cị cL '2/Q. Xsrvtrv<t rL Ỉs ốs p , £ a r v & .
ỉJ ^ l í í (L& cị L r v iyfv isíLes cL L á sd cL & cl r v t ^ i Cỷ &ỐS. Ố ?eoa UsăsQy Q sý t/ív n / ị i a Ịis tL & a ẻv b t ' ^ o p t i ỷ v n cỊs,
a V 'V p ^ Q 'V CVX/Qs C ỊQ yíytvrV C ỷ ( i L c ị CỊ e i ^ Ế ^ )ỉỉ.L ỷ E a C s C lE a À s /l/p s O /S Ịst', Ị ^ O s ĩs QsXAVtnsỊìsdsQs, fv a A d o lí Ễ ũ d in
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tííe s esCsO srvasnviỷ , a £ t t l a U CỊ t i K Ù itlv ìs ív d đ n td -u r id t, i t Áy â s a s n v e s b is tr v e s á s p a òs & A Ấ £ h / ta d a
í w A y v n eyởs ởs Q tr í i n e,.
< J í l e ĩse., L à s a n e /n a ja v a tl\2 a n t< i0 e t a 'V p , e o p , L p H y in c j ; i t v ìiX d ’ í l e Pp, t a ò s a ù e s tyHsQs
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a t t n a A p y fx Qy ĩsQy, cị E clẮ ci C isla y sisỉn LrvcỊ ^ i í í à / ể a '\ \ l ' cLa \ ò n . 0.%/Qy CL'1/Q.' a t& O s tn a sX sC y (y C K K ií/
a { L ù a n t<i<Ị e «1. cỷ Q s\ù e s fỉs p y ^ a tv a s á / ỉr v & a n ă s Eesàsás n a,L&sds Ị1 Q í í u . 1 1 a n . J f ỉ e Tsgs v í i - ã a L o L L 'ósós
d a n -^ e . V a ị^ a i í X- n a tííK i E e , n ■0_,L - u a .n i n ữ. n t Ềe cncỊ d < ir n a c ị e .í l l y tẲ e Ễ tLL £ d
VQs&cLăs CLn d ‘Uit n \slij/íỷ/á/. í ỉ f p&ap L f f y , i t a L a . ĩnatỷ m e a n t f l a t tde. n a t i a n a £
ì oíí 1i o ỉ ỉ ỉiu/ c ỉ ỉ t' ỉĩ t' j*ỉ ỉ o.
(t\^ a ữ , đ tíL r u l tH a t ttu acL>la rt tncỷ e.à. a ị * ia lò .L n < j tẮ d ca ă-1 a a i ĩs t ra Qd£
Q U y t \ \ l e i cỊ /i ưu ẩ i s a ẩ < ỉ a n t a c j e. à-. m n e .e .c L ỈQ ị 7i n d a ì& a iỷ Q -ị^ Á a & L tĩC Ị tX e
^ n ^ L ’v a . n i m n t a n d ic d u c -in c Ị aLx, t ĩ , a < i e . l ỉ i< ía .u £ d d o td is ă . ía tíx c ỷ P a b -a ũ ĩiỊ a n d ũ a c a C C iỷ .
ỉ ỉ t m a ‘f a^ ° de n e Ị Lt atvx. n a t i a n a ể e-oanoinlỷ . c f f t l i a u c j h ă-e ct a Vă, a Ị* Ẻu&ineà.A.
m a i ỷ d i t ^ « 1 , Ề u s i n e ứ - A o a n ể c d a n e a t 2 e T ỉẮ e . ỉ / n t e m e t .
Writing I 207
TEST 5
China's population grew by 500 million between 1950 and 2000, from 700 million
to 1200 million. It is expected to reach 1500 million in 2050, meaning that the
growth rate should decrease. The population of the USA grew from 200 million in
1950 to 300 million in 2000 and is forecast to grow by another 100 million, to 400
million, in 2050. This means that the growth rate is expected to remain stable.
Spain's population rose from 30 million in 1950 to 40 million in 2000, but is
forecast to drop to 35 million in 2050.
Life expectancies in China and Spain follow similar patterns. Both countries showed
a rise in life expectancy between 1950 and 2000 and this trend is forecast to
continue. Life expectancy in China was 65 in 1950, rising to 68 in 2000 and is
expected to reach 73 in 2050. The figures for Spain are 70 years, 72 years and 77
years respectively. This shows that life expectancy is expected to rise faster in both
countries between 2000 and 2050. Life expectancy in the USA has increased
slightly from 73 in 1950 to 75 in 2000, but a slight fall is expected to 74 in 2050.
(201 words)
208 I Writing
One reason that people make money is to provide their children with a solid
foundation for the future. However, the question has been raised as to whether
children from wealthier families are really better prepared for life than those from
poorer ones.
At first glance, it may seem obvious that children from wealthier families will be
better prepared for life, since their parents can pay for a better education, usually at
private schools, and can buy them the things they need or want, such as sports
equipment and the latest technological gadgets. A better secondary education at a
reputable private school gives a child a greater chance of attending a good
university. Better sports equipment and the latest gadgets give a child an advantage
over other children when competing in those fields. Wealthier people also tend to
be better connected and are able to use these connections to get help from others.
Despite these possible advantages, some people claim that children from poorer
families are better prepared for life because they are said to be more self-reliant.
This is said to be because they rely on themselves more than on their parents. I
agree that being self-reliant is good for later life when people cannot expect to
receive everything they need from their parents. However, I know several people
who attended private boarding schools and they were all encouraged to become
self-reliant since they were away from their families.
My personal opinion is that children from wealthy families are better prepared for life
than those from less well-off ones. However, I would not claim that this is the truth in
every case. Wealthy parents can give their children more and this usually works to the
advantage of the child. Having said that, a poor childhood can force a child to become
more self-reliant and lead them on the path to a successful life. (314 words)
Writing I 209
The chart shows the number of visits made by young adults in four European
countries to various types of establishments each year.
Young British and Italian people visit cafes almost twice as much as young
German people (12 visits), with young French people visiting 16.9 times on
average. Young French and Italian people visit restaurants and cinemas more
often than their German and British counterparts. Going to pubs and bars is the
most popular activity shown in each country. Young Italians (48.3 visits) go
three times more often than young Germans (16.4 visits). Young British people
(2 0.2 visits) go to fast food outlets about twice as often as young people from
the other three countries. Young Germans (8.1 visits) go to nightclubs about
twice as often as young people from the other countries. Going bowling is the
least popular activity shown in each country, though young Italians (2.6 visits)
go more often than young people from the other three countries. Young British
and Italian people go to fitness centres far more often than their French and
German counterparts.
Generally, we can see that going to pubs and bars is the most common activity
shown, with bowling the least. We can also see that young Germans tend to go
out to these establishments less often, with the exception of nightclubs. (219
words)
210 I Writing
If you read the same newspapers as I do, you might think that the whole world
is heading towards a very destructive future. There are wars in many parts of
the world. Crime is reported everywhere. Many young people cannot find jobs.
However, I believe that our world is generally getting better and that this trend
will continue in the future.
Whilst there are wars, crime, unemployment and other negative aspects of life
today, we should remember that most countries are at peace, crime is often not
as serious or prevalent as the newspapers would have us believe, and most
people-even those fresh out of school or university-have jobs. There have often
been fears in the past that our societies would face a terrible future. When oil
prices rose in 1973, many predicted that we would face economic ruin. In
Britain, when manufacturing industries closed, people feared that their children
would never be able to find work. When terrorists hit the Twin Towers in
September 2001, it was predicted that there would be regular, massive terrorist
attacks on the United States. These things have not happened.
Look at all the things that have got better in our world and will continue to make our
children's lives better. Health care is improving almost on a daily basis thanks to new
scientific breakthroughs. Starvation is rare, not only because of increased food
production, but also thanks to better transport networks. Even though manufacturing
industries in many countries (such as Britain) have declined, other industries,
particularly hi-tech ones and service industries, have employed millions of people.
The movement of manufacturing industries to other countries (such as China) has
helped hundreds of millions of people to build better lives.
To conclude, I believe that most of the pessimistic views of our children's future
are a result of fear and not a true examination of the facts. I also believe that
people should remember that there will be advances that can help us make
society better. W hilst not every life will be better, I firmly believe that the majority
of our children will live better lives than we do. (355 words)
Writing I 211
GENERAL TRAINING
TESTA
TEST A, WRITING TASK 1 (GENERAL TRAINING)
. d o M'ịy £Ẩe- anmoteMcemenÔM- táe dơa4c/IS/Ỉ4z/

/ Ẩ e ỉ s ỉ a ^ i e ỵ đ u e ỵ ^ / h ữ e ú - a & c ú d á d d e 'ỵ ỉ> b e ? ? ý i4 c ^ e e ô - u sẮ & ỈS ‘(-:> Á ắ> e s s /s /é ^ s Á e d z n p w ta jp e
a flo a t/
-ve* iẩeeri' t&oiẨi-np' r/n ^Áe eũcỵ?ob/rẨỷ/is/l/fz-ie-'/?,/ Ẩ&beỵỉ>'l //>**ỵ/*/.> /ỵ£'t/ỉ êxz4ô- aó-
O ' ■ y c i/é ô - (o c c e c ttá v e . ,s d ở - ^ o t e - a ^ e -ỵ * > *■ /< / / ỵ a ^ y ja i-e , //is A a ó - r Á c r< Á < /
Â /ấ<ế*ĩ•' aíead&b- e/rỳ/ĩẨa.>t<> cm t/ó- ea^c^Pắ> 6? //?JĨ jế/C<Ẩ/fịe (âở / a r x / ■jj$uứớ€&'. J y $

/Ấe tnom&n^, <_y éÁe sâ ^éc- a n c/Ione* 6 ^ o^?y/ỵ^ á&o jỊ^/uđÓ€ari'
ýie<zĂe4ố- ừv /í4sí -_ỹri' old&t' á> inole<zớ& SẮe cẮanceô- t&ènitittýỊ'
ccméuicá)- i?ĩ/ /Ẩ(í.:)€' lepá&nứ-, /Ắe neecÁ’ ớadéô-^ỵ?esỵ?/s t&Ắ& can r/ĩs?/ useIÂ
cuứ^bm&M- tm é/?6f > ottm //í?ỵsr>////?<-//f /ỵ, , /Ca-Iê* rto/ /»</</ /nttcẮ-
r^/ỳ^ỉYJt^ t/y^ /ỵ dữ uởe- árĩ^Mtớ-âe .>Ẩt//h ém teo&n^êa^Ạ- atit/'óc- tcotYá / welcom e
/Ẩe o/ỳA*>'l/tem- 6? ár/Ẩs: a CCW4Ạ& a^ị&ax/
. am atâxcẮứtp- a l o^ìecom m em Ẩỉ/ùm ^ỵíom /Ẩe /íe a t/tc ỵ f d é ỵ ? & t
a/zst/ Ẩ<ỵz& /Ẩ a / ỵ o tt t& t//ỵ < /s< y /a //ỵ . cm mu- Cỹ/iỵt/e<r<ĩ/t&>?ỵ ế t
,J/ữu4Ạ- ó-tMC&ị-ed^,
^y^tcẮ ae/\ yỉr/rS//
(176 w o rd s)
212 I Writing
TEST A, WRITING TASK 2 (GENERAL TRAINING)
H um ans have long used anim als for a variety o f purposes, such as food,
transport, companionship and entertainment. A nim als have also been used
in experiments. M any people consider these experiments to be cruel and
unnecessary. However, I believe that a lim ited num ber o f experiments on
animals are justified.
People who oppose experiments on anim als usually do so on the moral
grounds that it is wrong to hurt or injure a living creature for the benefit of
humans. This may be an admirable standpoint, but I do not accept that it is
practical. Not all experiments on anim als are cruel. Most experiments do not
harm the anim als and feu) do more than cause minor irritation. Drugs
companies around the world do sim ilar experiments on people. Indeed, it is
worth remembering that all drugs have to be tested on hum ans before they
may be sold to pharm acies, hospitals, doctors and patients.
I f we cannot test drugs on anim als and people before they are distributed to
the wider public, how can we be sure that they will not have adverse effects
on people? I believe that drugs should be tested 071 anim als first, then tested
on volunteer h um an subjects, and only then made available to the geĩieraỉ
public. Unless we experiment with new drugs (and also new surgical
techniques, for example), we will not open ourselves to all the possibilities
that available. Bx lim iting ourselves, we may miss the opportunity to end the
suffering o f num erous people.
Though I am in favour o f a lim ited am ount o f testing on anim als, I believe
that this should be carefully monitored in order that only the m inim um
num ber o f anim als are harmed. I accept testing for medical purposes, but not
for cosmetic ones, where the benefit to m ankind is smaỉleỉ' and there are other
techniques available to ensure that hum an health is not endangered.
In conclusion, I accept that some anim al experiments are cruel, but that they
are justified if they lead to advances in medical science. (330 w ords)
Writing I 213
Sample Speaking Test
PART 1
Home
• Like most people in my city, I live in a flat. It is quite near the city centre and is
on the fourth floor of a six-floor building.
ễ My home has three bedrooms, but my family only uses two of them as
bedrooms. The third one is a study. Then we have a living room and a kitchen.
O h, and of course we have a bathroom.
• In the living room, we have a sofa and an armchair and a coffee table. In the
kitchen, we have a kitchen unit, a dining table and four chairs. In the
bedrooms, we have beds and wardrobes.
Language
• No. My native language is taught in very few foreign schools and universities.
However, there are some foreigners living in my country who speak the
language well.
• I've been studying English for seven years. I began at secondary school.
Actually, English is now compulsory at secondary schools in my country.
ẻ No. My language has even more grammar rules than English does and the
pronunciation is difficult. However, I think that English vocabulary is harder to
learn-there is so much of it.
Name
• I suppose it is quite common. It's certainly not unusual. I know a few other
people outside my own family who have this name.
• My family name does have a meaning. My grandfather told it to me, but I've
forgotten it! My given name probably has a meaning too, but I've never
checked what it is.
• No. I'm happy with the name I have. It is very unusual in my country to
change your name. I can't imagine ever doing that.
214 I Speaking
• No, they don't. I know this is common in Western cultures, but we dont do it.
Children usually take the family name of the father, but this isn't a rule or law.
PART 2
I don't often send or receive letters nowadays. Most people seem to prefer to use
emails or the telephone. However, recently, I received a letter from a company that
I had applied for a job with. The letter was a fairly short rejection letter. It said that
even though I had made a good impression during the interview and my education
and experience were satisfactory, the company had decided to employ another
candidate, o f course, I was a little disappointed, but the day before I had received a
letter from another company offering me a job. If both companies had wanted me
to work for them, I would have had to make a tough decision about which offer to
accept. With only one offer, there was no decision to make, w h at else can I say?
The letter was on a white sheet of A4 paper with the company letterhead at the top.
It was typed, but signed in ink by the person who had interviewed me. I wouldn't
have minded if I had received an email instead, but it seemed to be nicer to receive
a letter than an email.
PART 3
• I think that the most common way of communicating nowadays is through

direct speech, but obviously that only works if you are close to the other
person. For communication over longer distances, I think that email, the
telephone and letters are the most common. Email is used more in developed
societies than in less developed ones, because it requires more advanced
infrastructure. Texting messages to each other using mobile phones is
becoming very popular, particularly with younger people.
• They have developed in three main ways. First, they are more widespread.
Fifty years ago in Britain, most people didn't have a telephone at home. Now,
almost everyone has a landline and most people have mobiles. Second, they
are faster. This is the main reason that email has become more popular at the
expense of letters, in my opinion. The third development has been with regard
to reliability. I know that sometimes an email cannot be sent or people get cut
off whilst talking on the phone, but this isn't so common, especially if you
think about the number of messages sent and calls made.
• To be honest, I cant think of any new developments, but I think we will see
Speaking I 215
more people using gadgets that allow communication in a few different ways,
for example, mobile phones that also allow Internet access and perhaps even
allow you to see the person on the screen as you are talking to them. I know
that such devices already exist, but I think we will see more people using
them, which will also bring the price down. My hope is that all this technology
doesn't reduce the amount of talking people do with 'real' people-you know,
face-to-face.
I think that they will make our lives faster and there may be people who won't
be able to handle that. Personally, I don't like the idea of anyone being able to
contact me at any time. I will be sure to switch my mobile phone or whatever
off-particularly when I'm sleeping or having a meeting. As email becomes more
widespread, and more messages are sent, people will need to take care that
they don't spend too much time reading and writing emails. If they do, their
work and social lives might suffer.
W ell, there's the problem of shyness, but that's not a new problem. Being a
good face-to-face communicator is often a question of practice and some
people just don't go out and meet people. A small minority get into the habit
of doing almost all their communication using the latest technology and
sometimes forget the communication tools we were born with.
I think that the main disadvantage is that if there is a breakdown-like recently
when there was the earthquake near Taiwan that cut the underwater cables-
we find it difficult to communicate as quickly as we would like or are used to.
When there are technical problems, people-myself included-often get
frustrated and angry. Another disadvantage is that people expect you to be
available 24 hours a day. Sometimes, people want and need to be alone or
just have a quiet dinner with family or friends without the threat of
interruption. As I mentioned before, people should deal with this using the off
button on their mobiles or other devices.
216 I Speaking
PART 1
Study
• I study mathematics at Wilmington College. I'm in my second year of a three-
year degree course.
• Wilmington College is on the outskirts of New York. It's a small college, with
only a few thousand students. It's not one of the best schools in America, but
it's better than most. The worst thing about it is that it has no real sports
facilities.
• They are very knowledgeable and patient with the students. Most of them are
middle-aged and almost all of them are male. They dress very smartly.
• I study several courses, but my favourites are Theoretical Mathematics and
Mathematics of Astronomy.
Com puters
• Almost every day. I use them in my studies and in my personal life. As far as
my studies are concerned, I use computers for research and for making
calculations. In my personal life, I use them for sending emails, reading
newspapers online and sometimes for playing computer games.
• I think most people use them in much the same way as I do-for
communication, entertainment and for work. A lot of people like to download
music or TV programmes. Some people book tickets online. Companies use
computer databases to keep track of sales.
• I'd say I'm very good at using computers. I can even write or change
programmes. I can easily use computers for everyday use. I can t repair broken
parts of a computer, but I can replace them.
W eather and climate

• I like spring best because everything is brightening up after winter. The days
get longer. Flowers start to grow and trees grow their leaves again.
ề Oh, yes. In summer, I often go swimming or play football with friends. I like to take
short trips at the weekends, perhaps visiting a castle or a fair. In winter, I tend to
stay indoors more. I watch more TV and spend more time on my computer.
Speaking I 217
• I wear gloves to keep my hands warm, a scarf around my neck, thick socks,
sweaters, jeans, and a heavy coat. The most important thing is to stay warm. I
hate being cold.
PART 2
Ok, I'd like to describe my nephew. Actually, he's the only child I really know. He's
12 years old now. His twelfth birthday was in January. I don't spend much time with
him, because I live and work in a different city, but I try to spend time with him if I
visit my family. He is interested in sport. He plays football with his friends after
school once or twice a week and at the park near his home at the weekends. His
father is also keen on football, so they usually go together. He also likes drawing, but
I don't think he's very good to be honest! w h a t doesn't he like? o h , he hates
shopping, except if he's buying himself a bar of chocolate. Surprisingly, he doesn't
like watching TV. Do I like spending time with children? Not really. I mean, I don't
mind being around children, but I prefer chatting with adults. I find that I don't
really have much to say to kids. Perhaps I'd feel differently if I had kids of my own.
PART 3
• I read in the newspaper recently that children spend a lot of time watching TV,
playing sports and playing computer games in their free time. Obviously, they
have schoolwork to do too. I often hear parents complaining that their
children waste time, but I would disagree. Kids learn a lot of useful stuff from
TV and computer games often have aspects that encourage kids to think or
improve reactions.
• Some play sports together or perhaps board games if they are not so energetic. I
know a lot of people who take their children to football matches or other sports
events. Most families I know go out for dinner once a week and a lot go shopping
together. I think it's very important for families to do things together. Thev get to
know each other better and discover each other's likes and dislikes.
• I don t really know, but before Christmas last year I saw a lot of people buying
dolls, toy robots and dinosaurs and remote control cars. I heard that toy
dinosaurs have become popular because of a TV programme about the lives of
dinosaurs. The dolls that I saw people buying weren't the classic ones that girls
used to like when I was a kid. Instead, they were characters from films and TV
programmes-you know, like Harry Potter or Superman.
218 I Speaking
O h, quite a lot, I'd say. I mean, it's very important for a child to feel included
in a group. If the friends like something, then they have to like it too or they
won't be part of the group. It's not only a case of liking the same TV
programmes or toys. They might support a particular football team because
their friends do or they might wear certain clothes because their friends do.
Some people say that kids are influenced by their friends more than by their
parents. I can understand why.
People say that there is more pressure on kids nowadays. I'm really not sure if
it's true. I think that the biggest difference is that kids today have far more
choices. There are more toys to choose from, more TV programmes, more
opportunities to travel. More of almost everything. I think that children are
often expected to grow up quickerế That might be the pressure that people
often mention.
With all of the choices available, I think children often have a problem
deciding what to do. Very few kids are bad, but they can be led astray,
particularly by other kids who they see as friends. Some children, particularly
in cities, see people engaging in bad habits, such as too much drinking,
smoking, and even using drugs. This can make it hard for children to make the
right decisions about their lifestyle.
I think a lot of people keep one or two special toys, like a doll or a teddy bear.
More and more people keep photographs from their childhoods and some
even have video recordings. I know a few people who keep letters from their
childhood, such as their first love letter. Other people keep awards that they
won. I still have a certificate from when I learnt to swim and a friend of mine
has medals he won when he played on the school football team.
Speakingl 219
Tapescripts
SECTION 1
Salesman: Good afternoon, m adam . How m ay I help you?

Customer: Good afternoon. I'd like to ship some possessions to C anada
and was hoping you could answ er a few of my questions.
Salesman: Certainly. Please tak e a seat. W here exactly are you going to
ship the goods?
Customer: To Toronto. I'm taking a job th ere a t the end of next m onth.
Salesman: Right. We can ship your possessions by air or by sea an d land.
Shipping by air is faster b u t is obviously more expensive. (Q l)
Customer: I understand. That's w hat I expected. If I w ant the things there by
- the 25th of next month, do I still have time to send them by sea?
Salesman: I'll ju s t check the schedules... Yes, if your possessions sta rt
th eir journey by the 26th of this m onth a t th e latest, they'll be
in Toronto by the 25th of next month. However, I would recom
m end th a t you send them earlier if possible because th e re are
sometimes delays due to logistics or w eath er conditions. (Q2)
Customer: Yes, of course. I was thinking of sending th em on th e 20th or
thereabouts.
Salesman: That's great. There's a cargo ship leaving on the 21st. Would it be
possible to send your possessions on the 19th? It can take two days
to get the items to the port and to clear customs at this end.
Customer: Yes, I guess th a t would be OK.
Salesman: In th a t case, your possessions should arrive on or aro und the
19th of next m onth, though, as I said, there are som etim es
delays. Is th a t OK for you? (Q3)
220
Customer: T hat's perfect! That's the very day I arrive in Canada. It could
be a bit hectic thoughế Anyway, I won't need my things
immediately, so a short delay won't cause any problems.
Salesman: Don't worry. You won't be able to take delivery of your possessions
th a t day because of customs checks Those usually take a couple
of days Will you be packing everything yourself or would
you like us to take care of th a t for you?
Customer: I'd prefer to have your employees do it. As you can imagine, I'm
ra th e r busy a t the moment.
Salesman: And you'll w ant us to arrange delivery to your new home in
C anada ra th e r th an leaving the item s at the w arehouse in
Toronto, right?
Customer: Yes, please. I know th a t door-to-door delivery costs more, but
it's so much more convenient.
Salesman: OK then. Here's a price list. The prices include tax and insurance.
As you can see, th e price depends m ainly on th e dim ensions
of the crates and the num ber of crates rath er than their weight.
However, we do add an ex tra charge for particu larly heavy
items. Do you intend to ship any fu rn itu re? (Q4-5)
Customer: No, nothing like th at-ju st books, clothes, a few small electrical
item s and a few ornam ents.
Salesman: If th ere are any fragile item s, such as glass ornam ents, I can
m ake a note for our packers. There's no extra charge for such
item s. (Q6)
Customer: T hank you. There is a little glassware. Using plenty of bubble
w rap should ensure it arrives intact. Would you recommend
th ree of the sm aller sized crates or one of th e very large ones?
Salesman: For ease of handling we normally suggest th a t customers use the
smaller sized ones. The large ones appear cheaper, but if they
exceed a certain weight they incur an extra charge. We generally
only use them for large lightweight items or furniture.
Customer: I see. I th in k th a t three of the sm aller crates m easuring two
cubic m etres should do th e trick.
Salesman: OK. In th at case, the total price will be 360 pounds. Is th at OK?
Customer: Yes, th a t's fine. T hank you. Can I pay bv credit card? I have
M aster Express.
Salesman: Of course. I need to tak e down a few details. Could I tak e your
nam e, please?
Customer: My given nam e is D ebra - D E B R A - and mv su rn am e is
W healing - W H E A L I N G . (Q7)
Salesman: And your address?
Customer: 14 Hopton Close. The postcode is PT6 2 JA. (Q8)
Salesman: And the address w here we should ship your possession to in
Canada?
Customer: 42a Lake View Road in the district of Victoria. (Q9)
Salesman: Is "Lake View" w ritten as one word or two?
Customer: Two. The postcode is TR12 3CN.
Salesman: Do you have a mobile phone?
Customer: I do. The num ber's 0977 023 685.
Salesman: T hank you. Right, then. O ur packers will arrive on th e m orn
ing of the 19th. I'm afraid I can't give you an exact tim e, b u t it
should be around 10 o'clock, depending on th e traffic.
Customer: T hank you. As long as they finish before 1 o'clock. I don't mind.
(Q10)
Salesman: I'll m ake a note of that. Right, I'll ju s t deal w ith th e paym ent...
SECTION 2
Presenter: Good m orning, everyone. I'm very happy to be here to give you a
brief introduction to some of the places you can visit in the locality of your
university. I hope th a t you can tak e some tim e out from your studies to pay
a visit to a t least a few of them . F irst, I'd like to tell you about D inosaur Isle
and Fossil Walk. It's one of my favourite days out.
I rem em ber my first visit there. We were w alking along a beautiful sandy
beach when our palaeontologist guide stops suddenly and points a t a rock
perhaps sixty centim etres across. "That." he savs. "is th e cast of a dinosaur's
footprint." At first I thought he was joking, b u t he goes on to point out the
three vast toes and to explain th a t this stone w as moulded in th e footprint of
an Iguanodon some 125 million years ago. From th e size of th e "foot", he
222 Test 1
adds, this p articu lar herbivorous biped would have been about eight m etres
long and perhaps 2.5 metres tall to the hip. This area is one of the most prolific
and accessible sites in Europe for dinosaur fossils. Bits of bone are regularly
found on the beaches and the Dinosaur Isle M useum has a collection of
international im portance-and is thoroughly family-friendly to boot. (Q ll-12)
At the m useum , you can walk back in time, via the last Ice Age and the
Eocene to the late cretaceous to the heyday of the dinosaurs, to which the
main hall is dedicated. The inform ation is accessibly presented and there is
enough to satisfy even the most ard en t "dinophile" of any age. The collection
sensibly majors on th e dinosaurs th a t once roam ed this area, w ith full-size
re-constructions as well as fossils ranging from huge vertebrae to toothed
jaws and long leg bones. M any of the specimens were found by am ateur
fossil hunters, including two families on holiday here in the 1970s who
found some bones on a beach in the southw est of the island; they tu rn ed out
to belong to an iguanodon and another completely new dinosaur,
subsequently called Neovenator, m eaning "new h u n ter". (Q13-14)
On my first Fossil W alk a piece of dinosaur rib bone was found, and the day
before, four dinosaur bones were discovered as well as a large prehistoric
crocodile tooth. Even if you are not lucky enough to find bits of dinosaur,
there are 110 million-year-old shells and fossilised wood to be collected. O ur
guide was not only extrem ely knowledgeable b u t also endlessly p atien t as he
identified a steady stream of sandstone and flint w ith a few fossils throw n
Back a t th e m useum th ere is stacks for kids to do: three different activity
sheets and lots of interactive exhibits. The touchy-feely game was a big hit.
It revealed a sauropod claw, fossilised dinosaur poo. It's great fun for the kids
to make their parents feel this! And then there is the cast of a Tyrannosaurus'
brain which is, rem arkable for its sm allness Smells from the dinosaurs'
world w ere m uch enjoyed too-ro ttin g corpse, pine forest, swam p and
carnivore breath. The last was particularly yucky in my opinion. (Q15-
16-17)
An interactive map shows where the locality's five main dinosaurs were found,
along with a second map indicating their global spread. Upstairs, there is a
reconstruction of the Sandown pterosaur, which was unearthed close to the
museum and its fossils, along with information about the area's own
Test 1 223
tyrannosaurus, discovered in 1995-about h alf the size of T Rex and called
Eotyrannus Lengi-as well as loads of dino-related art activities. (Q15-16-17)
U nfortunately, there are currently no refreshm ents available on site, b u t

there is a mini-golf course next to the m useum which h as a cafe. The
m useum is fully w heelchair accessible. Let me ju s t give you the adm ission
details. D inosaur Isle and Fossil W alk are both open daily 10 a.m. to 6 p.m.,
April to October, and 10 a.m. to 4 p.m., November-March. A dult tickets are
£4.75, children under 15 pay £2.75. There's also a family ticket available for
two adults and two children, which costs £13. S tudents and retirees pay
£3.75. The two-hour guided dinosaur w alk is included in th e ticket price.
(Q18)
Finally, I'll let you know how to get there. Despite the nam e, D inosaur Isle
isn't actually an island. From the university, tak e bus num ber 30. which I
believe stops right outside the m ain gate. Is th a t right? Yes? T hank you. The
b u s stops alm o st directly in fro n t of th e m u seu m , a n d you ca n 't m iss th a t
because it has a big plastic T Rex outside! If you're going as a group of more
th a n eight, please telephone in advance. A group discount is available if you
do. b u t not if you arrive unannounced. The phone num ber is 019 40434, and
there's a website too-w ww.sandowndinosaur.com . (Q19-20)
SECTION 3
Interviewer: Welcome to our University Radio programme entitled "Leaping

the Language Barrier". My guests today are Tony Wu. a
Master's student from China. Susan Hall. International Student
Liaison, a n d W endy C lark. H ead of th e E SL U n it h e re a t
the u niversity. Tony, you're startin g your M aster's degree in
a few weeks, aren 't you? (Q21)
Tony Wu: Yes, I am. I'll be taking a M aster's in Computing. Like m any
overseas stu d en ts, I found th e selection process tough.
M aking th e tran sitio n from u n d e rg ra d u a te stu dies to
postgraduate research is h ard enough for a native speaker,
b u t my lack of fluency in English was a bigger hurdle. So. I
decided to tak e a Pre-M aster's course. (Q22)
Interviewer: Susan, are these courses popular?
Susan Hall: Not at the moment, but each year, over 100.000 overseas students
224 Test 1
apply to study for a postgraduate degree in this country.
Many of these students, like Tony, need to work on their
English to get the m axim um benefit from th eir tim e here.
Paying full fees, these students represent a significant
source of income for the u niversities. As a result, a growing
num ber of universities and private colleges are offering
foundation or pre-M aster's courses. The pre-M aster's courses
are designed to bridge the gap between und erg rad uate
studies and a postgraduate degree tau g h t in English. (Q23)
Tony Wu: T hat's right. I won my place on the M aster's course after
attending a nine-m onth pre-m aster’s program m e a t the
In tern atio n al Foundation College, a private language and
study skills school approved by universities in this country.
Interviewer: Wendy, you're an ESL professional. How useful are these
courses?
Wendy Clark: Very useful indeed. As Susan said, m any students come here
with some English, but not really enough to take full advantage
of having an education in an E nglish-speaking country.
Pre-M aster's courses bring language proficiency up to a more
acceptable level. Students develop language skills through
classroom interaction and by being part of the wider community,
living among native English speakers. (Q24)
Interviewer: Tony, how successful were the other students on your
course?
Tony Wu: The IFC pre- M aster's course started in Ja n u a ry w ith 28
stu d en ts, all from China. All b u t five gained places on
university M aster's courses. The IFC was very happy with
th e success rate. (Q25)
Interviewer: Wendy, Tony didn't do his course here, b u t this university
does have a pre-M aster's course, doesn't it?
Wendy Clark: Yes, it does. In this country, at least a dozen universities
now ra n courses specially designed to cater for the needs of
students from overseas regions-particularly Russia, Jap an ,
China, E ast and South Asia. On top of th a t, private colleges
are startin g to enter the m arket, although m ost stick to w hat
they do b est-improving students' English language test
scores. L ast year, we prepared 80 foreign students-m ostly
from China, South E ast Asia, Iran and the former Soviet
Test 1 225
republics-for m asters degrees a t universities in th is country.
Studied over an academic year, the course is dem anding.
Students from a range of disciplines are tau g h t by a subject
specialist, w ith an English language teacher working
alongside to review students' comprehension and w ritten
work. The course culm inates in a m ini dissertation prepared
over four m onths. (Q26-27)
Interviewer: Did you find th a t difficult, Tony?
Tony Wu: I certainly did!
Wendy Clark: I believe th a t a pre-M aster's course should do a lot more
th a n boost language skills. It's also about preparing students
from different cultural backgrounds to succeed in the
academic world. We prepare them to look at a variety of
sources, analyse the pros and cons, p u t forw ard th e ir own
ideas, challenge th eir tu to rs and tak e p a rt in rigorous
discussion. (Q28)
Interviewer: Wendy, has the course ru n at th is university been
successful?
Wendy Clark: The results here speak for them selves. The one-year pre-
M aster's program m e has a 90% success ra te and a
sm attering of students go on to H arvard, Yale, Oxford and
Cambridge as well as other prestigious institutions.
However, a t $9000, the course fee is on a p ar w ith th e full fee
for a M aster's program m e itself. (Q29)
Interviewer: Susan, do you have any reservations about these
programmes?
Susan: Not here a t our university, b u t I am unhappy a t w h at I see
as a lack of control over the proliferation of p re-M aster's
programmes. Some form of external validation is needed, as
there is no universal recognition of th e quality of such
courses. There is a benchm ark system for access to higher
education courses for domestic students, b u t so far th ere is
no nationw ide benchm ark for foundation courses for
in tern atio n al stu d e n ts. (Q30)
Interviewer: T hank you all very much. N ext week, I'll be talking to ...
SECTION 4
Welcome everybody. My nam e is Derek F isher and I'll be taking you

through this talk on a truly am azing discovery made by my team of
researchers last year. As I'm sure you know, we discovered T iktaalik rosae,
a so-called "m issing link" in the evolutionary process-a fish th a t w alked on
land. We m ade this extraordinary discovery in the C anadian Arctic. I should
em phasise right a t the beginning th a t I do not have any evidence to suggest
th at this was the only such fish to m ake the leap from the sea to the land. I
think th a t fu rth er discoveries m ay aw ait researchers. (Q31)
Anyway, the fossil discovery illum inates a chapter in the history of life on
E arth th a t was essential to the ultim ate emergence of hum an beings. This is
an impression of T iktaalik roseae, which, we believe, lived about 375 million
years ago. As you can see, it has features th a t blur the distinction between
fish and te rrestria l limbed creatures. The fossils th a t we found on Ellesm ere
Island, 600 miles from the N orth Pole, are a fine example of evolution in
action. They have allowed us to freeze-frame a process of adaptation to land
th at took tens of millions of years, and which m ade possible the
development of all the m am m als, birds, reptiles and am phibians th a t have
existed since. (Q32-33)
W ithout creatures such as T iktaalik there would have been no dinosaurs, no

primitive m am m als and none of the hominids such as A ustralopithecus
africanus and Homo erectus th a t started the hum an family tree. This
anim al represents the transition from w ater to land-the p a rt of history7 th a t
includes ourselves. It's as much a p a rt of our history as, say,
A ustralopithecus africanus. Now, you can see those teeth. From th a t, it is
clear to us th a t T iktaalik roseae was a predator w ith sharp teeth and a head
shaped like a crocodile's th a t grew to between four feet and nine feet-that's
between 1.2 m etres and 2.7 m etres long for those of you using the metric
system! We nam ed it after consultation w ith elders from th e In u it people,
who are n ative to the region, who suggested th eir word for "large shallow-
w ater fish". The second p a rt of th e nam e honours th e person who funded our
research, b u t w ishes to rem ain anonymous. (Q34-35)
It h ad several rem arkable anatom ical features th a t show it was capable not
only of w ading in shallow w ater, like slightly earlier fish on the cusp of the
move to land, b u t also of supporting itself outside th e w ater in th e m anner
Test 1 227
of four-limbed anim als or tetrapods. This is w here T iktaalik tru ly b lu rs the
boundary betw een fish and land anim als. This anim al is both fish and
tetrapod. At first, we jokingly call it a "fishapod". U nlike fish, it h ad a
clearly defined neck and a strong ribcage th a t would have enabled it to
stand outside w ater. Its pectoral fins h ad a w rist joint, which enabled it to
crawl on the ground. This w rist is sufficiently sim ilar to th a t of later
anim als, including hum an beings, to suggest th a t T iktaalik or som ething
very like it was an ancestor of all subsequent land anim als. However, we
cannot be sure of th at. When we talk about the fish's w rist, we're talking
about the origin of p arts of our own w rist. It is absolutely clear from
Tiktaalik's skeleton th a t it could support itself in shallow w ater or on land.
This is why it represents a critical early phase in th e evolution of all limbed
anim als, including hum ans. (Q36-37-38)
We found the T iktaalik fossils in 2004 after a five-year search of a rock

formation on Ellesm ere Island, one of the large islands th a t comprise the
north of Canada. This site was chosen because it was-or more exactly the
rocks were-laid down during the late Devonian period, betw een 380 million
and 365 million years ago, when th e transition of fish from sea creatures to
creatures th a t could survive on land is known to have tak en place. It may
surprise you to know th a t although the rocks are now w ithin th e Arctic
Circle, in th e late Devonian they lav close to th e E q u ato r. We, as individual
hum ans, don't notice plate movements because dram atic changes can only
be seen over millions of years, b u t the continents as we know th em today
have moved considerably and will continue to do so. This exciting discovery
is providing a much deeper u n d erstanding of this evolutionary milestone.
Previous fossils representing this evolutionary event have really been fish
w ith a few land characteristics, or land v ertebrates w ith a few resid u al fish
characteristics. These fossils show an anim al th a t sits bang in th e middle.
(Q39-40)
Now, let's move on to ...
228 Test 1
TEST 2
SECTION 1
Saleswoman: Good afternoon. Can I help you?

Customer: Yes, I'd like to sign up for the interm ediate course in Arabic,
please.
Saleswoman: O f course. There are three courses. One runs during the day-
th a t's an intensive course th a t runs for four w eeks. Then
there is the weekend course, which runs for eight weeks.
Finally, the evening course runs for twelve weeks. (Ql)
Customer: I'd like to join the intensive course, please. My company is
posting me to Syria in six weeks and I need to improve on my
basic conversational Arabic before then.
Saleswoman: I see. H ave you taken a course here before?
Customer: Yes. I have. I took the Arabic refresher course during the
summer. I really enjoyed it. (Q2)
Saleswoman: Do you have your registration card for th a t course? If so, it
will speed up registration and we can give you a 5% discount
too. (Q3)
Customer: I th in k I have it in my handbag. ... Yes, here it is. A little dog
eared, I'm afraid.
Saleswoman: T hank you. ... Your nam e is David Ri... I'm sorry, the rest of
your nam e is not clear.
Customer: Rivers- R I V E R S .
Saleswoman: Ah, yes. ... OK, I have your details on the computer.
Customer: Actually, my address has changed since I took the previous
course. Mv new address is 38 Temple W av. (Q4)
Saleswoman: T hank you. I'll ju s t change th at. Can I have VOU1* new
postcode too, please?
Customer: C ertainly-it's BM9 2EV. My new home telephone num ber is
698 45 37. My mobile num ber is th e same as before.
Saleswoman: T hat's 0987 375 633?
Test 2 229
Customer: T hat's right.
Saleswoman: It says here th a t the teacher was very im pressed w ith you.
Customer: Really? Ahmed was a g reat teacher. Is he still here?
Saleswoman: I'm afraid not. He w ent back to Syria. Since you're going
there, I'd love to give you his em ail address, b u t I'm afraid it's
against company policy.
Customer: T hat's OK. I th in k I have his em ail address w ritten on the
back of the registration card. Ĩ have it on my laptop as well
somewhere. (Q5)
Saleswoman: I'm sure he'd be glad to h ear from an ex-student.
Customer: I'm banking on it. I wouldn't m ind having a friend in Syria
when I go there.
Saleswoman: I'm sure he'll be glad to show you around. The course runs
Monday to Friday from 10 to 12 and 1 to 3. N ine students
have signed up so far. Is th a t OK? (Q6)
Customer: No problem. And th e cost?
Saleswoman: 380 pounds, after your discount.
Customer: T hank you. H ere's my credit card. ... Will th e course be held
in this building, like last time?
Saleswoman: Yes, it will. In classroom 4. The teacher this tim e is M rs Aziz.
Customer: Oh, I've m et her. She seems well spoken an d friendly. I'm
looking forw ard to h er class already. (Q7)
Saleswoman: Oh, we've h ad very positive feedback from stu d en ts about her
classes. May I ask if you have a few m inutes to answ er a few
questions? W e're conducting a survey of our clients. It won't
tak e long, I promise.
Customer: Oh, I'm not in a hurry. Go ahead.
Saleswoman: The first question is about why you chose to study Arabic. I've
got your answ er to th a t one. How did you first h ea r about our
school?
Customer: Well, I saw a new spaper advertisem ent-I th in k it w as in The
S tandard-and th en I m entioned it in conversation w ith a
friend who h ad studied French here and she said she was
very happy w ith th e course.
Saleswoman: Oh, I see. W hat was your friend's nam e?
230 Test 2
Customer: M ary W right, with a 'W'.
Saleswoman: WRIGHT. T hank you. Do you think you would be interested
in taking courses other th a n in Arabic?
Customer: I doubt it. I need to speak a little French and G erm an in my
line of work, b u t I speak those languages to an acceptable
level, so further improvem ent is unnecessary. I've always
been interested in learning an O riental language-like
Chinese- b u t I don't really need either, so... (Q8)
Saleswoman: W hat is im portant to you when selecting a school? Could you
p u t these five item s in order, please? One indicates the most
im portant.
Customer: Teachers is top of my list, for sure. Recommendations from
others-yes, th a t's next. Teaching m aterials? Mmm ... no.
location. Then admin staff. I think a good teacher can make use
of even quite poor m aterials, so th a t would be the least im por
ta n t to me. (Q9)
Saleswoman: Any other im portant points th a t are not on the list?
Customer: A welcoming reception area. ... er ... group size-perhaps up to
a dozen students. T hat's a big attraction for me. It creates a
b etter atm osphere-friendlier, more personal. You know w hat I
mean? (Q10)
Saleswoman: Absolutely. T hank you very much for that. H ere's a compli
m entary English-Arabic pocket dictionary w ith our thanks.
SECTION 2
Presenter: Welcome to this short-and you have my word, it will be short! -

presentation on the conference and m eeting facilities available a t the
Construction Education Centre. The Construction Education C entre is the
established focal point for m any m ajor activities connected w ith building
m aterials, construction, architecture and design-and even some activities
outside those areas. For alm ost seventy years it has rem ained at the h ea rt
of the in d u stry and today plays host to m any im portant events, receiving
over 100.000 v isito rs, tra in e e s a n d d ele g a te s th ro u g h o u t th e y e a r .
The C onstruction Education C entre provides th e perfect venue for a wide
ran g e of b u sin ess, educational and social functions including: conferences,
sem inars, m eetings, special events, product launches and press events,
Test 2 231
exhibitions, presentations, lectures and train in g classes. O ur team of
experienced personnel is on h an d to ensure your event runs smoothly and
our aim is to remove the norm al worries and concerns from function
organisers so th a t events are both cost-effective and anxiety-free. Some our
recent clients include Design for Homes, the Association of Building
Engineers, L earn Direct, the London Housing Federation and even the
College of Law. (Q ll-12)
A full range of equipm ent is available for u se, including a slide projector,
which is available for h a lf or whole days, video and monitor, 35m m carousel
slide projector w ith infrared rem ote control and screen, flip ch arts and
accessories, laser pointers and lecterns. O ther audio-visual equipm ent can
be provided as well as access to Broadband In tern et services. D etails are
provided on request. My business card is attached to th e brochures you've
been given. (Q13)
Allow me to provide you w ith a b rief introduction to our range of rooms. On

this slide, you can see the m ain conference room. We call it th e London
Room. Spacious, isn't it? This room has the advantage of central movable
panels, m aking it an ideal venue for sem inars of up to 140 people or
receptions for up to 200. The suite m ay also be used for presentations. The
room m ay be divided into th ree sep arate rooms if req u ired . This slide shows
you the Bloomsbury Room. It is also ideally suited for sem in ars and
lectures. There is seating for 72 people or it can be used as a reception area
for up to 100. Next, we have two rooms th a t are very sim ilar. Indeed, we
have given them virtually identical nam es. We call them H olbom 1 and
Holbom 2. They are both suitable for sm all m eetings, train in g classes and
presentations. Hoi-born 1 is slightly larger, capable of hosting 20-22 people,
w hilst Holbom 2 holds a m axim um of 18 people. The Oxford Suite m easures
12 by 6 m etres and provides a more spacious an d luxurious environm ent for
executive m eetings and presentations. As you can see, it is p articularly
elegant and well furnished. (Q14-15-16)
The Construction Education C entre also h as an exhibition a re a , which is

used by m any clients w hen they hold a conference or meeting. This can be
used as a way of inform ing delegates of your company or as a visual launch
pad for your company or it's products and services. Recently, we held an ex
hibition entitled "Sustainable London" from Friday 9th M arch u n til
S aturd ay 28th April. H ere are a few slides showing th a t exhibition. The
232 Test 2
"Sustainable London" exhibition presented the challenge, the response and
progress tow ards a sustainable 21st century city. The exhibition featured
over 60 different schemes from private houses to m aster plans and showed
how local governm ent, architects and engineers are employing technology to
reduce environm ental impact and address climate change. Here, we can see
an example of a display of environm entally friendly technology by some of
the leading brands in the field. (Q17-18)
I would also like to show you a few slides showing our educational activities.
Here, you can see our vocational students assessing construction plans. We
currently have about 120 students here a t the CEC and we hope to increase
th at num ber to 150 over the next two y ears. We provide a wide range of
essential train in g for the people who will hold key positions in the
construction industry of tomorrow. In this slide, you can see students a t
work on designing an environm entally friendly home. Their designs are
later reviewed by experienced professionals and have led to changes in the
way th a t such homes are designed. (Q19)
Finally, I'd like you draw your attention to this slide showing the location of
the Construction Education Centre. As you can see, it is located in the h ea rt
of London's E ast E nd in Story Lane, off Court Street. Lim ited m etered
parking is available outside the CEC, b u t th ere is a car p ark nearby in
Russell S tre e t. The n earest underground stations are Court Road and
Russell Square. The C entre is also w ithin walking distance from Queen's
Cross train station. (Q20)
SECTION 3
Mary: So, do you th in k taking a gap year between leaving school and
beginning u n it is w orth it? I was ju s t reading th a t it is estim ated
th a t a t least 50.000 young people here in B ritain tak e one each
year.
David: I th in k it's a good idea for some, b u t not for m ost. (Q21)
Kelly: Oh, David, I disagree.
David: Well, Kelly, in the clamour to arrange a volunteer scheme placement
or to book round-the-world plane tickets, how many school leavers -or
th e ừ parents for th at matter-stop to think about the true worth of
Test 2 I 233
taking a year out? Are gap years the life-changing, character-forming
experience th eừ proponents claim them to be, or are they merely an
excuse to waste time, b um money and delay the inevitable? How did
the idea ever start anyway?
Mary: It says here th a t originally they were common m ainly among
Oxford and Cambridge applicants, who were required to apply for
a university place after already taking th eir A-levels. Once
accepted, this gave them a fu rth er nine m onths to travel or to do
w ith as they wished. (Q22)
Kelly: They are mostly a UK and A ustralian phenomenon. In th e us.
the tendency is still to go to college straig h t after leaving school.
In m ost other European countries, gap years are rare, partly
because students will often tak e longer to complete th eir
university courses and have more tim e during the academic year
to tak e tim e off. (Q23-24)
Mary: Well, David says they m ight not be w orth it, so is th ere any way
we can m easure th e cost?
Kelly: Well, the first thing to do is to assum e th a t you will use th e tim e
available to travel abroad for a length of tim e, working for a
period beforehand to save up th e money necessary. L et's see.
Roughly speaking, you will probably need about £500 for the
plane ticket, depending on w here you go. Then you'll need up to
£200 for the specialist travel insurance, and anything up to £5.000
to pay for the cost of in tern al travel in the countries you visit, plus
food, accommodation and other sundries. M any gap-year
travellers can m ake do w ith about £3.000 in total, although this
m eans living on a fairly tig h t budget.
David: But then you need to add th e above cost th e foregone benefit of
one year's salary after graduation. For example, say vour first job
after leaving university were to pay £15.000 to £20.000 a year,
th a t's w h at you lose by taking a gap y ea r. (Q25)
Kelly: Well, that's not entirely fair. You can m easure value through personal
development as well as financially. A gap year tends to broaden
young people's horizons, helps them to m ature and see things from a
much wider perspective. It can motivate them to focus on th eừ
studies. Research shows th a t students are more likely to be satisfied
with and complete th e ừ chosen course after taking a gap year. Many
universities also say th a t they can tell the difference between those
students who have taken gap years and those who have not, in term s
of attitude, commitment and general insights th at are less evident in
those who come straight from school. These are all benefits th at a
person will carry with him or her well past university. Many
employers are on record as saving th at they welcome job applications
from students whose CVs say they took a year off, either before going
to university or, in some cases, after graduating. They too are aware
of the greater m aturity and broader potential vision of those who
have used their time constructively and learned something about the
world. (Q26)
David: That's true. Employers want graduates who can work well in teams
think independently, communicate effectively and make informed
decisions, all of which can be learned by taking a gap year. This
potential to differentiate yourself from other applicants becomes all
the more im portant at a time when up to 40% of voung people are
taking degrees, often graduating with good results. The key here is
ensuring two things: th a t the time you have taken off is used
constructively and that you make it clear in any job application what you
have learned from your gap year and how it applies to the post you
are applying for. Swarming on a beach in Australia is hardly likely to
impress the average employer. (Q27)
Kelly: There is no doubt th a t if you can show a practical approach, for
example by volunteering w ith a charity, you will gain brownie
points from m any employers. B ut equally, any situation in which
a young person has been required to learn new things, to act
independently, to work for someone, to be able to mix w ith fellow
travellers and people in the countries they are visiting, will be
seen as a positive experience. (Q28)
Mary: It says here th a t academic research carried out for the
D epartm ent for Education suggests th a t employers recognise they
stan d to benefit from new recruits who, to quote one HR director,
have "been out of th eir comfort zones" and are th u s more likely to
have th e flexibility and im provisation skills to deal w ith the
dem ands of the graduate workplace. (Q29-30)
David: Again, I th in k th a t the key thing is to m ake sure th a t your
employer is steered into appreciating w hatever experiences you
have gained during th a t gap year. Clearly, telling a prospective
boss th a t your six m onths on a beach in Oz was "awesome" will
p u t you at a disadvantage compared w ith another applicant who
goes into great details about th e business skills learned by
working in a cafe in the same location.
Test 2 I 235
SECTION 4
Lecturer: Welcome to this presentation on P rairie Dogs. You can see a

picture of these ra th e r cute anim als on this slide. As you can see, they are
about the size of a rabbit and they have a brown or clay-coloured coat w ith
black-tipped h airs and a black-tipped tail. The underside of th e p rairie dog
is a light ta n colour. They have short legs and sharp claws to help them dig
th eir homes. Their bodies are 12-15 inches long w ith a 3-4 inch tail and they
weigh 2-4 pounds.
I've been interested in these anim als for a long tim e and would like to talk
about a rem arkable discovery. The barks of prairie dogs have distinct,
individual m eanings. P rairie dogs have different "words" for ta ll h u m an in
yellow shirt, short hum an in green shirt, coyote, deer, red-tailed haw k and
m any other creatures. They can even coin new term s for things they've
never seen before, independently coming up w ith the sam e calls or words,
according to research done over two decades by a professor from Arizona
U niversity, who can now not only call him self a biology professor, b u t also a
prairie dog linguist. (Q31-32)
P rairie dogs of the G unnison's species, which were studied intensely,

actually speak different dialects in Arizona and in Colorado, b u t they would
probably u n d erstan d one another, research indicates. So far, th is is believed
to be ... or prairie dogs appear to be dem onstrating, th e m ost sophisticated
communication system th a t anyone has shown in anim als. P rairie dog
chatter is variously described by observers as a series of yips, high-pitched
barks or ekes. And most scientists th in k p rairie dogs sim ply m ake sounds
th a t reflect th eir inner condition. T h at m eans all they're saying are things
like "ouch" or "hungry" or "eek". B ut we now know th a t p rairie dogs are
com municating detailed inform ation to one another about w h at anim als are
showing up in th eir colonies, and maybe even gossiping. (Q33)
Linguists have set five criteria th a t m u st be m et for som ething to qualify as

language: It m ust contain words w ith ab stract m eanings: possess syntax in
which the order of words is p a rt of th eir m eaning; have the ability to coin
new words; be composed of sm aller elem ents: and use words sep arated in
space and tim e from w h at they rep rese n t. The American researchers
focussed th eir efforts on these five criteria to see if prairie dogs use a
language, as defined by h um an linguists, or not. Work was done in th e field
and in a laboratory. With digital recorders, they recorded the calls prairie
dogs m ake as they see different people, dogs and other anim als of different
sizes and w ith different coat colours, such as haw ks and elk. They then
analysed the sounds using a computer th a t dissects the underlying
structure and creates a sonogram, or visual representation of the sound.
Com puter analysis later identifies the sim ilarities and differences. (Q34-35-
36-37)
The prairie dogs have calls for various predators b u t also for elk, deer,
antelope and cows. It's as if they're trying to inform one another w hat's out
there. So far, the researchers have recorded a t least tw enty different
"words." Some of those words or calls were created by the prairie dogs when
they saw something for the first time. Four prairie dogs in the lab were
shown a great-hom ed owl and European ferret, two anim als they had
almost certainly not seen before, if only because the owls are mostly
nocturnal and this kind of ferret is foreign. The prairie dogs independently
came up w ith the same new calls. In the field, black plywood cut-outs
showing the silhouette of a coyote, a skunk and a circular shape were
randomly run along a wire through the prairie dog colony. Now, there are no
black ovals running around out there and yet they all had the same word for
black circle. The researchers believe th a t prairie dogs are genetically
programmed w ith some.vocabulary and the ability to describe things. (Q38-
39)
The researchers th en played back a recorded prairie dog alarm call for
coyote in a p rairie dog colony when no coyote was around. The prairie dogs
had the sam e escape response as they did w hen th e predator was really
there. In other words, there's no coyote present, b u t the prairie dogs h ear
this recording of prairie dogs barking, "Hey, there's a coyote!" and they say,
"Oh, coyote! B etter hide." Com puter analysis has been able to break down
some prairie dog calls into different components, suggesting the creatures
have yet an o th er elem ent of a real language. The researchers are quietly
confident th a t they will establish th a t the prairie dogs will m eet the five
criteria set by linguists. Then, there will be conclusive proof th a t anim als
have language. (Q40)
Test 2 237
TEST 3
SECTION
Woman: Good morning. H eathrow airport lost property office. How can I
help you?
Man: Good morning. I lost a briefcase a t your airport yesterday and
would like to report it, please.
Woman: Certainly, sir. Could you give me a b rief description, please?
Man: Of course. It's a very light brown briefcase, about 50
centim etres wide and 30 centim etres high. It's quite distinctive
because it has a bright red clasp on th e front and red
trim m ings. The handle is black. My initials 'A E J' are on the
clasp. (Ql-2-3)
Woman: Ah! J u s t a m inute, sir. I rem em ber a briefcase m atching th a t
description being handed in yesterday. At about w h at tim e did
you lose it?
Man: My flight arrived from Sydney ju s t after th ree in th e afternoon.
I h ad taken the briefcase onto my flight as h an d luggage. After
disem barking, it would have been alm ost four o'clock w hen I
picked up my check-in luggage and left my briefcase a t the
carousel. It was so foolish of me.
Woman: Yes. H ere is th e log book. I'll ju s t check th a t it's here. Do you
have a pen and paper? You'll need to w rite down a few things to
rem em ber for when you claim your briefcase.
Man: I'll ju s t get th a t while you're checking ...
Woman: Hello? Are you there?
Man: Yes. Is my briefcase there?
Woman: It is. W hen you come to claim it, you'll need to tell w hoever is
on duty th e lost property nu m b er-th at's EDV 758. H ave you got
that? (Q4)
Man: EDV 758. Got it.
Woman: You'll also need to bring some identification w ith you-
something with your photograph on it. Most people present
th eir passport.
Man: Yes, of course. I'm flying to A ustria next week, so I'll pick it up
then.
Woman: T hat'll be fine. You'll have your passport w ith you, no doubt, so
th a t can serve as identification.
Man: My flight is in the evening, so I won't be a t the airport u ntil
seven o'clock a t the earliest. Will the office be open a t th a t
time?
Woman: Yes, sir. We're open un til six, sorry, I m ean from six in the
m orning u n til midnight, every day. (Q5)
Man: Great. I ju st need to know w here your office is.
Woman: It's in the m ain concourse of Term inal One a t th e airport. Will
you be coming by taxi, by car ...?
Man: I'll be arriving by underground. (Q6)
Woman: OK. In th a t case, get off at the stop for T erm inal One. Go up
th e escalator to the main concourse. At the top of the escalator,
tu rn left and you'll see a large departures board-an electronic
one. If you face this, you should see our office off to the rig h t, in
the comer. It's clearly signposted. (Q7)
Man: Up the escalator, tu rn left, off to the right of the departures
board. Got it. T hank you very much for your help.
Woman: T hat's w hat we're here for. I only wish we could retu rn all the
item s we get handed in to us.
Man: I guess you get dozens of item s every day.
Woman: Yes, we've built up quite a collection.
Man: W hat happens to the things th a t rem ain unclaim ed, if you don't
m ind my asking?
Woman: Not at all. We keep each item for a m inim um of th ree months.
Twice a year, in Ju n e and December, we have a sale. The
proceeds from the sale in Ju n e go tow ards the upkeep of the
office and the proceeds from th e December sale go to a
children's ch arity . The sales are by auction and a ttra c t a lot of
in terest from passengers and staff, as well as from the general
public. (Q8-9-10)
Test 3 I 239
Man: How interesting. One final thing-who handed in my briefcase?
It would be nice to th a n k them personally.
Woman: I'm afraid there's no record of th a t, sir.
Man: W hat a pity! Well, th a n k you very much for your help. Goodbye.
Woman: Goodbye.
SECTION 2
Presenter: Good afternoon everybody. My nam e's Sophie W est and I'm
here to give you some inform ation and answ er your questions about money
when you are studying abroad. To obtain any form of en try clearance into
the country w here you wish to study, you will need to prove th a t you have
enough money to cover your tuition, accommodation fees and living expenses.
T herefore, you n eed to a rra n g e all your fu n d in g a h e a d of tim e. S ta r t by
working out how much money you will need. I believe th a t you will be
having a presentation on th at topic later this week so I won't go into detail
about it now.
I f you are hoping for a scholarship to help pay for your studies, th en sta rt
m aking enquiries and applications now. The chance of arranging a bursary
or scholarship or m ajor funding after arriv al is m inim al so it is essential to
apply before you leave home. To find out w h at scholarships are available,
you can contact the university you in ten d to study a t and th e m inistry of
education in your own country for fu rth er inform ation.
Let's look a t possibilities for moving your money abroad. It is very risky to
carry large am ounts of cash w hen you're travelling. W hen th e tim e comes to
travel abroad, plan to tak e ju s t enough cash to m eet your im m ediate needs
and send the rest of your funds by another m ethod, such as in tern atio n al
money order, b an k draft, electronic tran sfer or telegraphic transfer. Let's go
through those one-by-one, shall we?
You can buy an in tern atio n al money order before you leave, an d then, when
you get to the country you are going to study in, you can pav it directly into
your bank account. You can also exchange in tern atio n al money orders for
cash a t certain places. Rem em ber to tak e your passport w ith you w hen you
do this. A bank draft is sim ilar to an in tern atio n al money order, except th a t
240 Test 3
you can only pay it into a hank account: you cannot exchange it for cash.
Ask to have it made out to you in the local currency and draw n on a local
bank. T hat wav you will not pay a commission fee when you pay it into your
account, and the funds will take less tim e to clear, th a t is to move through
the system and into your account. An electronic tran sfer is when your bank
in your home country transfers funds from your home account directly to
your account abroad. This is often the easiest way to tran sfer money, but it
cannot be arranged u n til you have opened a ban k account abroad.
Telegraphic tran sfer is the fastest wav to send money overseas, b u t it is also
the most expensive. As w ith an electronic transfer, you can only arrange a
telegraphic tran sfer after you have opened your ban k account abroad-it
cannot be arranged in advance. Q11-12-13-14)
Most English-speaking countries place no lim it to th e am ount of money you

can bring into the country, b u t your governm ent m ay control the flow of
money in and out of your own country. In th a t case, you'll need to find out as
soon as possible how to get permission to tran sfer money, w hether there is a
limit to how much you can tran sfer and w h at regulations you m ust comply
with. For fu rth er inform ation contact your local ban k for advice on how to
transfer your funds abroad. (Q15-16)
When you first go abroad, you will have lots of things to do and it may be a
few days before you are able to approach a ban k and open a bank account.
And once you do, it m ay tak e a while for your tran sferred funds to clear
through the banking system. So altogether, it could be anyw here from one to
three weeks before you have access to the funds you transfer. Obviously, you
will need some other sources of money in the m eantim e. The possibilities
include cash, traveller's cheques and credit cards. Let's tak e a look at each
of them.
As I m entioned earlier, you should not carry large am ounts of cash, b u t do

bring a certain am ount to cover the costs of your first few days or so. Cash is
very useful for covering sm all purchases, such as drinks and snacks. If any
of your dependants are travelling w ith you, you will obviously need to bring
more cash. Most international airports have a 24-hour ban k or b u reau de
change w here you can change overseas currency or travellers' cheques no
m atter w hat tim e you arrive. However, b ear in m ind th a t th e exchange
rates at these bureaux de change are not very good. Keep this in m ind when
planning your cash needs. You can also exchange money a t banks. In
Test 3 241
English-speaking countries, m ost are open from 9 a.m. to 5 p.m., M onday to
Friday, and on S aturday mornings. If you arrive outside those hours, plan to
either exchange your money a t the airport/seaport, or bring enough cash to
cover your needs u n til th e banks open. Travellers' cheques are much safer
th an carrying cash, as they are insured against loss or th e ft. They can be
cashed at banks and bureaux de change and travellers' cheques m ade out in
the local currency can also be used like cash in m any shops and re s ta u ra n ts-
b u t check w ith the staff in each case to be sure to avoid em barrassm ent.
Credit cards are widely accepted as paym ent in English-speaking countries
and you can also use them to get cash from th e m achines a t banks.
However, check with your b ank a t home to find out how much commission
you will be charged if you use your home credit card abroad. It could be
quite su b stan tial. Now, let's tak e a look at... (Q17-18-19-20)
SECTION 3
Student: Good morning. I'm here for our m eeting about creating lesson
plans.
Tutor: Ah, yes. Bang on time! Come in and tak e a seat. Now, didn't I
ask you to prepare something?
Student: Yes, you did. You asked me to th in k of th e possible uses for a
lesson plan. H ere's w h at I came up with. F irst, it helps the
teacher w ith the pace and tim ing of a class. Second, it creates a
focus for the teacher and also for the students. Third, it shows
everyone w hat m aterial is being covered, needs to be covered or
has been covered. (Q21)
Tutor: T hat's p articularly useful if you have a strict syllabus to follow.
Student: However, th ere does seem to be a need for a balance between
covering m aterial and choosing w hen to let a class flow and let
students carry on an activity if it's leading to learning.
Tutor: Yes, th a t's certainly true. A nything else?
Student: It gives clear aim s to th e students and to the te ach e r. I think
it's w orth rem em bering th a t th ere are two perspectives to
consider in th e learning process. It also serves as a rem inder
for teachers to p u t aim s first and m aterials second, ra th e r th a n
vice versa. Those are th e five I came up with. (Q22)
242 Test 3
Tutor: I th in k th a t you've got the most im portant, ... the key points. I
can add another five. A lesson plan also helps to highlight
potential student problem s, and creates an opportunity to find
a solution. Second, it brings cohesion and coherence to a lesson.
Third, it clearly shows the interaction between teacher and
student-or a t least the expected interaction. As we both know,
lesson plans don't always go according to plan! A lesson plan
also clearly shows something else-the distribution of tim e spent
on different skills. This can really show if your speaking or
w riting class is really about speaking or writing. And finally, it
serves to rem ind you w hat m aterials you have to take into
class. (Q23-24)
Student: T hank you. I've made a note of those points.
Tutor: Take a look a t this incomplete lesson plan. Do you have any
ideas about w hat could be added to each section?
Student: Let's see. The students are at low -interm ediate level and the
lesson will last for 50 m inutes. The students are academic ones
staying in A ustralia for three m onths to improve th eir spoken
English. The aim of the class is to elicit reading comprehension
and speaking abilities for storytelling, as well as to practice the
p resent simple and the p ast simple tenses. (Q25)
Tutor: Can you th in k of any personal aims th a t th e teacher may have?
Student: Mmm... Perhaps one could be to avoid excessive instructions.
(Q26)
Tutor: T hat's a good suggestion. W hat assum ptions would you m ake if
you were the teacher?
Student: Er... I'd assume that the students could understand the instructions.
The topic is extrem e sports. Mmm. P erh ap s I d asfeume th a t
they do not u nderstand some of th e vocabulary related to those
sports-for example, the difference between mountain climbing
and rock climbing. (Q27)
Tutor: So th a t would qualify as an anticipated problem.
Student: Ah, yes. Yes, it would.
Tutor: And w hat solutions would you suggest?
Student: Solutions? Perhaps one solution would be to elicit th e difference
from students via questioning.
Test 3 243
Tutor: Yes, th a t would work. Given th eir level, the students should be
able to provide some answ ers to th a t, using fairly basic
vocabulary. At the bottom, you can see a list of aids-textbook,
blackboard, chalk, chalk eraser, pictures of rock climbing and
m ountain climbing. (Q28)
Student: Ah, the pictures will help to explain the vocabulary. A picture
dictionary can be very useful in such situations. By th e way,
when I w rite the nam e of any textbooks I'm using, would you
suggest th a t I add some details?
Tutor: You m ean like the publisher and page num bers?
Student: Yes.
Tutor: I would certainly note down the page n u m b ers. It's probably a
good idea to add the author, b u t probably not necessary to add
the publisher. M ind you, if other people are going to see your
lesson plan, it m ight be a good idea, because they m ight w ant
the book themselves-knowing the publisher m akes it easier for
them to find it. (Q29)
Student: Do you recommend keeping lesson plans?
Tutor: Having stored plans for years it has become clear to me th a t no
tw o classes a re exactly alik e a n d th is lim its th e p o te n tia l for
recycling lesson plans. However, one suggestion I can make is
th a t you keep your ideas, ra th e r th a n necessarily th e whole
plan. These can be kept on postcards th a t are organised by
topic-perhaps w ith cross-references for level, skill or structure-
and then kept for easy access. This is really easy if you do it on
a computer.
Student: Can you recom mend any books for helping w ith the creation of
lesson plans?
Tutor: My favourite book is Lesson Plans from N othing by Jo h n Davis.
You can get it from the bookstore on campus. If you're
in terested in knowing how others do th eir lesson plans or ju st
simply need a lesson plan now, because you have no tim e, try
these w ebsites. (Q30)
Student: T h at looks like a useful list. T hank you. T hank you very much.
244 Test 3
SECTION 4
Lecturer: More and more American parents are becoming interested in having
theừ children learn Chinese. This is not only a case of having their children
attend private classes or of schools teaching the language instead of, or in
addition to, the West European languages th a t are traditionally studied in the
States, like Spanish. French and German. Oh, no. Studying geometry can be
taxing for any 10-year-old, but at a select number of American schools, children
are not only learning about angles, they are doing it in Chinese. This select
number of schools is growing, since Chinese is a hot language thanks to China's
surging economy and growing world clout. Even children as young as 6 are
honing theừ Chinese at school, motivated by a mix of parental prodding and
theừ own desire to do something different. I went to see one of these schools and
it really is amazing when you walk into a kindergarten classroom, and the
children are understanding w hat the teacher is saying and it's all in Chinese.
Half of the time the kids aren't even aware th at the teacher is speaking a
different language. They ju st fall right into it. (Q31-32)
The U nited S tates has declared this year to be the "Year of Languages",
although few Am ericans are aw are of the designation. According to a survey
by the Language Association, more college students are studying foreign
languages th a n ever before. E nrolm ent in Chinese has risen by 20 percent
over the p ast 3 years. The 1.4 million students learning 15 leading
languages represents a 17 percent increase over the sam e period. However,
only 9.3 percent of Americans are able to speak a second tongue, compared
to 52.7 percent of E uropeans, according to the Census Bureau. (Q33-34)
At first glance, weighty national priorities take a back seat to the fun of cultural
exchange at Potomac Elem entary. Hallways are festooned with Chinese art and
learning aids, such as stuffed animals labelled with Chinese names. Children
sing Chinese folk songs and American nurseiy rhymes in Chinese. In the fifth-
grade immersion class, songs and games come only after a rigorous vocabulary
drill and lessons on triangles and trapezoids- all taught in Chinese. The students
are good at listening and do pretty well a t reading, but writing is their weak
point, according to the class teacher, who has a Ph.D. in education and was a
teacher in his native Beijing. (Q35)
I asked two of the children-a boy and a girl-about theừ experiences of learning
Chinese. The boy said that mastering Chinese characters was tough. When I asked
why, he said that he finds the writing particularly hard because YOU have to do the
strokes in the light order. The girl said that learning Chinese is "cool" and that she
Test 3 245
is starting to catch on to the complex writing system of characters that contain
elements of meaning and sound. She pointed out that it is quite different to English
because there's nothing like letters to refer to. However, she noted th at she can
remember how to write Coca-Cola in Chinese because it has a lot of little boxes that
refer to a mouth. This visual aspect of Chinese characters and how it influences
children when they are learning the language is a theme I'll return to later. (Q36)
Even though it is clearly the p aren ts who are pushing for m ore Chinese
classes, my research revealed th a t they are not usually pushing their
children too hard, which I th in k is a good thing. P aren ts of the kids say they
are loathe to plan careers for 10 year olds. To quote one of them , "Even if my
child doesn't use h er Chinese going forward, she's learned so much about
another culture." Some of the p aren ts are encouraging th e ir children -
directly or indirectly-by taking n ight classes in Chinese. This h as been
proven to be a great motivator. If children see th e ir p aren ts learning
something, they will usually tak e an in terest in learning it too-or a t least
take a greater in terest in learning generally. (Q37)
D ream s of selling Coca-Cola and other Am erican products to C hina have

helped drive the in terest in Chinese studies. According to th e Language
Association, 640 U.S. colleges offer Chinese program s, while 102 schools
from kindergarten to 12th grade teach Chinese. Teaching Chinese is also of
keen in terest to th e U.S. governm ent, which launched th e N ational
Education Program in 1994 to fund university studies of languages of key
world regions, including E ast Asia and th e Middle E ast. In 2002, th e NEP
announced th a t it was placing p articu lar em phasis on program m es to teach
Arabic. Chinese. Korean and R ussian. (Q38)
I spoke to some students who h ad ju s t sta rte d learning Chinese here at this
university. All of them h ad learn t Chinese since th e age of 11 and some had
started even earlier. S tudent A said he h ad sta rted learning Chinese eight
years ago because he thought it would be p retty fan. However, as he began
contem plating college, he recognised th a t th ere were good opportunities for
employment in China upon g rad u atio n . As he said, C hina is expanding fast
and now they need services, including lawyers and businesspeople. S tudent
B said th a t she w ants to follow h er fath er and s ta rt h er own b u siness and
have an office in C hina. S tudent c said th a t he thought his studies would
bring national gain as well as personal achievem ent. To quote him , "W hen a
lot of kids like us grow up and hopefully are able to speak Chinese, and get
jobs w ith businesses who are trading and doing business w ith China, it will
be a big leap for our country." (Q39-40)
246 Test 3
TEST 4
SECTION 1
[Ma = M agda, Mo = Mohammed]
Ma: Hello.
Mo: Oh, hello, can I speak to Magda please?
Ma: Yes, this is M agda here.
Mo: Hi, Magda, my nam e's Mohammed. I'm phoning about the car
advertised on th e college notice board. Is it still available?
Ma: Yes, it is. A few people have come to see it, b u t they all w ant newer,
faster cars.
Mo: T hat was my first question actually. How old is the car?
Ma: It's nine years old ... b u t it doesn't look it.
Mo: Mmm, th a t's good. And how m any miles has it done?
Ma: Well the m ileom eter says 40,000.
Mo: T hat seems quite low for a car of th a t age. I th in k maybe the
m ileom eter is broken!
Ma: No, I th in k it's because the previous owner was an old lady and she
didn't use it th a t much.
Mo: Right, great. Can I ask why you're selling the car?
Ma: Yes, sure. I've ju st got a job in London. I can tak e the tube so I don't
need a car.
Mo: T hat's great, congratulations. Um, Tcould I ju s t check th e price? Uh, the
advert says £600 which seems quite a lot for an old car.
Ma: Not really, w hen you think it h a sn 't done m any miles. I can take £100
off the final price, b u t th a t's it I'm afraid.
Mo: OK, th a t seems fair. Could I come and see the car this evening?
Test 4 I 24?
Ma: Um, well, tonight's not great, b u t I could m anage tomorrow.
Mo: Fine. Shall we say around 11am?

Ma: OK. Shall I drive the car to you?
Mo:T hat's really kind, thanks. I live on campus. We could m eet in th e

cafe; I'll buy you a coffee to say thanks.
Ma: Sure, I'll be there around h a lf p ast eleven.
Mo: G reat, see you there.
[I = In su ran ce b rok er, Mo= M ohammed]
I: Good afternoon, W ayne's Wheels, can I help you?

Mo: Um, hello, yes, I've ju st bought a car and I need some insurance.
I: OK, I'll ask you some questions and see w hat we can do to help.
Mo: All right.
I: So, let's s ta rt w ith your full name.
Mo: My nam e is M ohammed Al-Shariff.
I: I'm sorry, can you spell your surnam e?
Mo: Yes, it's A-L, hyphen, S-H-A-R-I-F-F.
I: Thanks, and when were you born Mohammed?
Mo: I was bom on the 21st of October 1994.
I: So you're 19. Great. And w h at sort of car have you bought?
Mo: It's a Peugeot 205 Diesel.
I: Mmm. Have you got the registration num ber?
Mo: Yes, it's YL34 GGB.
I: OK, can I have your address?
Mo:Yes, it's 78 Acacia Avenue, Stourbridge, W olverhampton, BM56 YLM.

I: Is th a t A-C-A-C-Ĩ-A?
Mo: T hat's right.
248 I Test 4
I: Well, the good news is th a t the computer is saying th a t Stourbridge is
a safe area, so this will keep the price of your insurance down.
Mo: T hat's good. Do you know how much it'll be?

I: Well... the system is quoting me a price of £100.
Mo: P er year?
I: No, per month, I'm afraid and you'll need to pay an extra £50 in the
first month which is the adm inistration charge.
Mo: OK, so th a t's £1,250 in total for the year?
I: That's right. Now, how would you like to pay? ...
SECTION 2
Hi there, eveiybody. Thank you so much for coining. In the room here today we
have students from Japan, Afghanistan, Europe and North America. Some of
you have English as your first language b u t the majority don't. You all have
something in common though; everyone here works in the field of law, and you
are all here for our new blended learning course, which allows you to get the
qualification you need without leaving your country or your job.
So, this two-day conference is one of only two chances th a t you will get to
meet your tu to rs and your classm ates face-to-face in your first year of study.
The next tim e we m eet it'll be for a lot longer; our three-m onth sum m er
intensive course, which ends w ith your end-of-year exams.
You'll be doing all of your online learning on our V irtual Learning Platform,
or VLP for short. This is a set of online tools which help you to study and
allow your work to be assessed. So, how will you use the VLP? Well, first of
all, when you retu rn to your country, you need to log on to the VLP and then
download your first assignm ent and the reading list.
Then you will need to find the books on the reading list. Some of the books
will be available to download from the VLP, b u t you m ay have to buv some
on the Internet.
W hile you are studying for your first assignm ent, if you have any questions,
Test 4 249
please feel free to w rite your tu to r an email. If you'd prefer, you can arran g e
to have a phone conversation w ith your tu to r instead.
If you've asked your tu to r for help and you don't w ant to contact them again,
you can try the student forum. There will be lots of other students who will
be happy to help. After you've subm itted your first assignm ent, you can
expect to w ait about a week before your tu to r uploads your grade onto the
VLP. Assignm ents are a fairly sm all p a rt of the course, however. A lot more
tim e will be spent participating in sem inars and listening to lectures. There
is one sem inar per week, which you'll be able to p articip ate in on th e VLP.
We try to choose a convenient tim e for everyone b u t you m ay find th a t your
sem inar is very early in the m orning or late a t night. There are also five
lectures per week. These are recorded and uploaded onto th e VLP and you
can listen to them a t a convenient time.
Now, I th in k you all know th a t balancing a full-time job w ith studying isn't
easy. It m ay be th a t, from tim e to tim e, you can't m eet a deadline. If this
happens, let your tu to r know and they will discuss how much extra tim e you
need. There's also th e option, in the m ost serious cases, to extend your
degree, to give you another year of study time. We don't encourage you to do
this. However, it is an option and we can discuss it w ith you if necessary. So,
th a t brings me to the end of my talk. H as anybody got any questions? I
know it's a lot to take in...
SECTION 3
[T = T u tor, J = Ja n e ]
T: Morning, Jan e, th an k s for coming to see me, tak e a seat.
J: T hank you, Dr Coulson.
T: Now, you're probably wondering why I w anted to ta lk to you.
J: Well, yes, it has been worrying me a bit.
T: No need to worry. I ju s t w anted to have a chat about your progress this
term and in particular, discuss your research project.
J: OK.
T: So, I should sta rt by saying th a t you're a very active m em ber of th e
sem inar group. You have always prepared well for the sem inars by
reading around the subject, which is good.
J: T hank you. I find the sem inars very interesting. I try to listen to the
group's ideas as well.
T: Yes, you are very good a t listening, b u t I feel th a t you accept the ideas
suggested in the group a little too easily.
J: I'm sorry, I'm not sure w hat you mean.
T: Well, do you rem em ber the lecture on critical thinking I gave?
J: Um, yes, I th in k so. It was all about asking questions.
T: Well, th a t's p artly right, b u t it's the type of questions you ask th a t is
im portant. For example, if one of th e people in your group expresses an
idea, you need to ask yourself w hat evidence there is to support this
idea.
J: OK, I'll try to do that. You m entioned my research project as well?
T: Yes, it's actually connected to the idea of critical thinking. I'm a little
concerned th a t the essay m akes some statem ents which I'm not sure
your research completely proves. For example, you m ake the claim th a t
people who have difficulty w ith th eir speech probably had an accident
when they were young.
J: Yes, th a t's because my case study h ad a very bad car accident as a
child and since then he has not been able to speak properly.
T: OK, th a t's interesting. B ut I th in k you need a g reater quantity of data
to support your findings. You can't really rely on case studies alone.
They're a g reat source of in-depth inform ation about individuals, but
they don't really provide us w ith the quantity of inform ation needed to
m ake general claims. Have you checked w hether there are any
research papers which talk about the connection betw een accidents
and speech?
J: Not yet, no, b u t I will.
T: Yes, do. They might analyze w hat happens in the brain after an accident
and why this might affect speech. Remember to check the date the article
was w ritten though; research tends to go out of date quickly. Have you
also interviewed experts who argue against the connection between
speech problems and accidents?
J: No, I thought th a t th a t would weaken my argum ent.
Test 4 I 251
T: Well, it may well do. But it doesn't really m a tte r w h at you believe in
the end, you ju st need to think about the evidence on both sides and
m ake a reasoned judgem ent.
J: OK, I th in k I see w hat you mean. I was also thinking about getting a
higher quantity of inform ation through sending this questionnaire out
to medical institutions. Would you m ind having a look a t it for me...
T: Yes, sure, let's see ... Well, on the whole, it's fine, I think. B ut you need
to be very careful about asking 'leading questions'. W hat I m ean by
th a t is some of your questions m ay actually suggest w hat answ er you
are looking for.
J: T hat's helpful. T hank you. I'll change those questions.
T: Good. So, when do you th in k you'll have a first draft for me to look at?
SECTION 4
Hello everybody. So, as p art of our study programme this term, we've researched
an aspect of archaeology which has some kind of mystery attached to it. I'm
going to talk about the mysteries of the Great Pyramids of Egypt. In particular,
I'm going to concentrate on the theories surrounding how the pyramids were
built. I'm going to start by putting pyramids into their historical context. Then
I'm going to look at the different ideas surrounding the building of the pyramids.
At the end there will be the chance to ask questions.
So, why are we so fascinated with the building of the pyramids? Well it's to do
with theừ enormous size and weight. The G reat Pyram id of Khufu, for example,
at Giza in Egypt, has a mass of 5.9 million tons and it is around 146 m etres tall.
Approximately 2.3 million stone blocks were used to build it. Today's architects
would have difficulties building a pyram id of this size and weight in the middle
of a desert, even with the help of powered machinery. For the architects of 2550
BC, who didn't have modem technology to help them, building a pyram id m ust
have been almost impossible. There's no doubt th a t they had a big work force.
During the 80 years of building this pyramid, between 20,000 and 30,0000
workers helped with its construction. However, this doesn't explain how workers
could lift and move a stone block which weighed over two tons. There have been
several theories about this from leading archaeologists.
One common theory states th a t a straig h t ram p, or slope, w as built outside
252 Test 4
the pyram id and workers could walk up the ram p, pulling the stone block.
This diagram , a t the top, illustrates the theory. As you can see, one problem
is the size of the ramp. In order to get it to reach right to the top of the
pyramid, the ram p would have to be around 1 km long. There w asn't the
space for this sort of ramp; pyram ids were built on a high platform, with
other buildings around them , as shown in the diagram.
This second diagram shows another theory, which has been suggested by
French architect Jean-P ierre Houdin. Houdin believes th a t a shorter, 60-
m etre long ram p was used on the outside of the pyramid. Workers would
pull the stone blocks up the ram p in order to build the base of the pyramid.
As the bottom of the pyram id was being built using the external ramp, a
second ram p was being built, inside the pyramid. The in tern al ram p begins
at the bottom, is about 6 feet wide, and is much less steep th a n a large,
external straig h t ram p would be.
So, I've outlined two of the main theories associated w ith the building of the
pyramids. I personally think th a t Houdin's theory is the most believable.
However, I'd like to know your opinions. Would anyone like to say w hat they
think or ask a question?...
Test 4 I 253
TEST 5
SECTION 1
T = Tom B = B a rb a ra
T: Hi, B arbara. W hat will you do this weekend?
B: Well, I'd like to do some shopping, b u t I have no idea w here to go. I've
only been here a few days. I was told London is an expensive place to
live.
T: Yes, b u t th a t's not completely true. London can be an expensive place
to live, b u t if you shop in th e right places, you can live relatively
cheaply.
B: Is th a t true? Could you tell me som ething about th e shops?
T: All right. You know food tends to be cheapest in the big superm arkets
like Sainsburys and Tescos. Most of th em have quite a good variety of
food and household items. You can buy your fru it and vegetables on the
street. You will find these street m arkets in alm ost every p a rt of
London. You can also buy clothes, shoes an d household item s in these
m arkets for a real bargain. Have you got a m ark et list provided by the
S tudent Union?
B: Yes. H ere you are.
T: This might give you some ideas. Let me see. E ast Street SE17. This m arket
sells cheap food, clothes and hardware. It's open from 8 a.m. to 5 p.m.
B: Yes, b u t how can I get there?
T: You can tak e the underground. We call it tube. You see, th ere is a tube
station on the list.
B: Let me see. Yes, it's Castle Station.
T: Right. You can get off at the Castle.
B: Good. Look at L eather Lane WC1.
T: Yes, th a t's a good central London m ark et for clothes, food and
hardw are. It's open a t lunch tim es from Monday to F rid ay . It's n ea r
Chancery Lane Station. (Q l)
254 Test 5
B: Well, w hat about the one in Petticoat Lane?
T: Oh Petticoat Lane El It sells clothes, shoes and household goods. It
opens only on Sunday mornings from 9 a.m. to 12 noon. (Q2)
B. Yes. We can get off a t Aldgate S tatio n . W hat about the one in
W altham stow E17? (Q3)
T: Oh, th a t's a big m ark et for clothes an d food. It's open from 9 a.m. to
4 p .m . on Mondays to Saturdays, except W ednesdays and Sundays. (Q4)
B: Let me see, yes, we can get th ere on the C entral L ine. W hat about
Brixton? (Q5)
T: That's Brixton SW9. It's an indoor and outdoor m arket w ith a lively
atmosphere. It sells vegetables from all over the world. It opens from 9
a.m. to 6 p.m. on Mondays to Sundays and h alf day on W ednesdays.
B: Oh, it's close to Brixton S tation. Very n ear my place. G reat, it's very
convenient. Tell me more details about Camden Lock.(Q6)
T: Yes. There are several m arkets on Camden High S treet and plenty of
shops. They sell fashion clothes, jewellery, recorders and pottery. The
most famous one is Camden H ight St.NWl. It's good for buying
presents, very close to Chalk F arm and Camden Town Station.
B: I see. It says it opens on Sundays only from 8 a.m. to 5 p.m. Well, I
think these m arkets m ight help to keep my costs down. (Q7)
T: Well, if you need to buy new electrical goods or large household items,
you can w ait u n til the Ja n u a ry sales when all shops sells goods at
discount prices.
B: T hank you so much for your help. Tom, shall we go to Brixton together
this weekend?
T: I'd love to.
B: Oh, I'm afraid I've got to go to a lecture. I'll ring you tonight.
T: 4010 625?
B: Hello, is th a t you, Tom?
T: Hi B arbara. Have you decided w here to go tomorrow?
B: Yes, I'd like to go to Camden Town to shop. Would you like to go there
w ith me?
T: Yes, I'd love to. T hat's a good m arket. M ary is here w ith me now. She
w ants to go th ere too. Shall we m eet at Cam den Town S tation0
B. OK. How are you going there? (Q8)
Test 5 I 255
T: We will go there by bus. It's only three stops from my place. Well, we
m ight w alk there if th e w eather is fine. How will you get th ere9
B: I think I'll have to tak e the underground. I'm a t Bond S treet and I'll
take the C entral Line first and get off a t T ottenham Court Road. (Q9)
T: OK. Take the C entral Line and get off a t T ottenham Court Road. Then
you w ant the N orthern Line to Camden Town. It's only about four
stops. Make sure you get a northbound tra in though. You w ant
northbound Camden Town. OK?
B: OK. I th in k I can find the way. I have an underground m ap w ith me
now. W hat tim e shall we m eet tomorrow?
T: How about one hour earlier, say nine th irty ? (Q10)
B: Fine, T hat will be all right. See you tomorrow.
T: Bye.
SECTION 2
Welcome and indeed welcome every Friday afternoon a t 2:15 to Post-bag,

your chance as listeners to let us know w hat you th in k about our
program m e and current issues.
This week our Post-bag has been virtually overflowing-not th a t we are

complaining, m ind you\ M any of you, in fact, a staggering 4,373 of you to be
precise, have completed Radio South's listener phone-in survey. Some
general points-83% of you th in k th a t the radio station h as im proved over the
p ast year; and only 7% th a t it has got w orse. Most of you th in k th a t the
radio station provides an excellent service! T hat's a big thum bs up for Radio
South. Some more statistics-a ra th e r disappointing 64% of you did not like
the sta rt of the new international Radio Soap th a t began on W ednesday
evenings last month. M any of you said th a t it w as too vulgar an d puerile,
w ith no plot, no excitem ent' And only 17% said they liked it. (Q11-Q12)
We passed on your messages to the producer and he said th a t he had received a

number of letters and countless phone calls, saving how innovative and modem
the plot was. In fact, those figures for those listening had more than doubled for
the second programme! We'll have to wait and see how this one develops'
And for 87% of you, th e new startin g tim e of 5 a.m. for the W ake-up show
256 I Test 5
w ent down really well! Only a small disapproval ratin g for this one; in fact,
only 3%. M any of you said the earlier tim e is a real hit. (Q13-14)
U nfortunately, the Wine Show has not gone down well at all. It had a 15%
approval ratin g and 25% who did not like it and 60% didn't know! Sadly, the
main comment was th a t the program m e is downright boring. Maybe, wine's
going out of fashion. (Q15-16)
The full survey will be published next m onth and it is free on request! And
now to our weekly letters slot.
Sharon from Tasmania has written in to say th at she has tried to get through on
the telephone to our new Message Line to leave a message on the Voicebox, but
she finds it too complicated. She says, and I quote: Every time I press a number
after the mam menu the line won't accept my message. It is so frustrating.
Maybe your Voicebox should come with a health warning! Well, I can tell you
that you're not the first person to have complained about this; in fact, we had 67
letters this past week alone and complaints have been going up at the rate of
10% a week recently. And we're now looking into the problem. (Q17)
On a more cheerful note, Mary from Sydney, Australia, wrote in to say how
refreshing and cheerful she found our station was. She says the music and the
morning Wake-up show she finds really invigorating. We've had lots of similar
letters from all around South-east Asia saving the same thing: from Terry in
Auckland, New Zealand, Yuko in Japan and Ahmed in Indonesia. Robyn in
Australia says it's really an excellent new contribution to the radio scene in the
area and encourages us to keep going. Thank you Robyn for your support. (Q18)
Pangapom from Thailand wants to know if there are any plans to repeat the
English language programme, English Worldwide, on Sunday morning at 9 a.m.
or whether we are going to expand the programme. We've had so many letters
over the past weeks ago, the num ber of people tuning in has grown tenfold.
There are no plans at the moment to increase the 2-hour slot on Friday morning,
but if numbers keep increasing at the rate they are we may have to. (Q19)
Many of you have asked when we are becoming a 24-hour service. The
answ er is as soon as we can. We now broadcast 19 hours a day and hope to
be on air 24 hours a day w ithin the next six months. (Q20)
And now it's over to Marco, who's going to look a t th e latest cinema and
video releases.
Test 5 I 257
SECTION 3
Rachel: Oh, hello, can you spare me a few m inutes, please?

Tutor: Yes, of course, Rachel, w hat can I do for you?
Rachel: It's about the book review you've asked us to w rite as p a rt of the
Academic W riting course. You said we should ask if we didn't
know how to set about it.
Tutor: OK. Well, sit down, and let's talk about it. I presum e you've
chosen the book you w ant to w rite about.
Rachel: Yes.
Tutor: Good. Then have a look a t th is outline. If we talk it through and
you m ake notes on it, it'll help you to stru ctu re your review.
Right, first of all, w hat's the nam e of the book?
Rachel: The H um an M ind. (Q21)
Tutor: Ah yes, by Robert Winston. It was tied in w ith a very good
television series, w asn't it? So you should s ta rt your review w ith
the title and author. The next question is, w h at category would
you p u t it in? For example, fiction, history, m ath...
Rachel: Well, I suppose it's science.
Tutor: Can you lim it th e field a little?
Rachel: How about popular science? (Q22)
Tutor: Yes, I think th a t's more helpful.
Rachel: Then I suppose the subject area is the brain.
Tutor: OK. And it's im portant to m ention th e intended readership,
because you can't judge how effective a book is w ithout
considering who it's m eant for.
Rachel: Well, it doesn't assum e you know a lot about the subject, so I'd say
it's for non-specialists. It w as prom oted in general bookshops.
(Q23)
Tutor: Right. Now the overview. W hat would you say W inston is trving
to do?
Rachel: E r...it's very inform ative, b u t I th in k he's also telling us how to
m ake th e m ost of our brains.
Tutor: Then you should briefly discuss the m ain topics. I'd recommend
m entioning the ones th a t you found the most significant and
interesting.
Rachel: Well, it starts by looking back a t the last few thousand years, and
looks briefly a t some of the theories th a t have been developed
about the b rain , and about its importance. It w asn't always
considered as im portant as we now believe. (Q24)
Tutor: True. And the next topic?
Rachel: I think it should be the stru ctu re and activities of the brain th a t
m ake it function. I found th a t chapter very interesting, b u t it was
probably the h ard est to understand. (Q25)
Tutor: Mm, I'd probably agree w ith you. Any more topics you w ant to
mention?
Rachel: Oh, it covers so much, like the emotions, m emory...but I think the
role of the brain in creating personality should be m entioned,
because I th in k th at's an im portant aspect of the book. And then
there's the advice on how we can use our brains to boost our
intelligence. I've already started acting on some of the
suggestions! (Q26)
Tutor: Good luck! Now let's look at the next section of your review, where
you should analyse and evaluate the book. This is the main
section w here you give your own opinions. This first point is really
a question of w hether we should tak e th e w riter seriously. A
m usician may be qualified to w rite about music, b u t not
necessarily to w rite about the brain, for instance.
Rachel: Mm. W inston is a professor at the U niversity of London, and he's
done a lot of research in various medical fields. So he's very well
qualified to w rite about this subject. (Q27)
Tutor: W hat would you say are the strengths of th e book?
Rachel: Mm...it's a complex subject, b u t he m akes it as accessible as it can
be for the general reader. T hat's p artly because he illustrates his
points with a lot of stories, both about well-known people, like
E instein, and from his own life. (Q28)
Tutor: OK. Are there any other strengths you w ant to add?
Rachel: I was glad he included a word list to explain the m eanings of
medical term s. And I didn't find any weaknesses. (Q29)
Test 5 259
Tutor: Mm. Right. Then th a t brings us to the conclusion. How would you
sum up your overall response to the book?
Rachel: Well, I found it fascinating. I think Winston is quite ambitious in the
goal he's set himself, but he's succeeded in reaching it. (Q30)
Tutor: Well, there you are-you've got the skeleton of your review. Keep
th a t in front of you while you're reading it up, and it should be
fine.
Rachel: T hank you very much.
Tutor: You're welcome.
SECTION 4
This is the first of a series of lectures on historic engineering structures.

Today, we're looking at the Clifton Suspension Bridge in Bristol, which we
hope to visit later this term , and I'd like to begin w ith a b rief word about the
bridge's history and about bridge building in general.
Now, people have been building bridges since prehistoric tunes. Over the
centuries, bridge design has evolved using a variety of engineering techniques,
but the objective has always been the same: to get to the other side.
One of the m ost basic types of bridge is th e arch, and there's evidence from
the Middle E ast th a t people knew how to construct arches using stone or
brick as early as 3200 B.C. The stone arch h ad the advantage of being quite
simple to build, and it rem ained th e m ain type of bridge design from Roman
tim es u n til th e early 1700s. (Q31)
Another type of bridge with a long history is the suspension bridge, where the
road is suspended from cables hanging between towers. The first suspension
bridges were simple affairs, made of rope and wood, and the earliest recorded
examples were constructed around A.D. 550 in China. But rope has limited
strength, and it only became possible to build longer bridges when ừon became
available. The first major iron suspension bridge in Europe, completed in 1826,
was the Menai Strait Bridge in Wales. (Q32-33)
The story of the Clifton Suspension Bridge in Bristol began ju st three years
later, in 1829. At th a t time, the city authorities w anted to build a bridge over the
River Avon. In order to choose the best design, they organized a competition, and
260 Test 5
the winner, announced in 1831, was an engineer by the name of Isambard
Kingdom Brunei. Work began the same year, but was almost immediately
interrupted when serious riots broke out in the city. As a result, investors lost
confidence, and work stopped until 1836. The two supporting piers had been
completed by 1843, but unfortunately, at this point the money ran out, and work
on the bridge came to a halt for a second tim e. Then, in 1851, all the ironwork for
the bridge was sold off in order to pay back the creditors, and the project seemed
to have reached an end. However, in 1860 there was a stroke of luck when a
suspension bridge in London was demolished. That bridge had chains which
were almost the same as the ones designed for Clifton, and these chains were
available to buy. Events moved quickly after that. Money was raised, and work
went ahead again in 1862. The bridge was finally completed amid great
celebration two years later, in 1864. (Q34-35-36-37)
We'll be examining some of the design features in more details in the second
half of this talk. B ut ju s t as a footnote to this section, it's worth looking
ahead to the future, and a couple of proposals for "super bridges" linking not
only river banks or even countries, b u t continents.
One of these is for a bridge between Alaska and Siberia, which would be six
lanes wide and 80 kilom etres long. The w ater of the Bering Sea beneath is
only about 50 m etres deep, b u t the biggest challenge is the extrem e cold of
the location. This would restrict construction to five m onths a year and also
close the road during winter. (Q38)
There's a different obstacle facing a second proposal, a bridge linking

Europe and Africa across the S traits of G ibraltar, and th a t's the depth of
w ater. Although it's only 28 kilom etres across, the w ater is as deep as 1,500
metres in places. In such deep w ater, a bridge m ay not be able to support its
own weight, so engineers are considering using bridge structures which
have never been attem pted before. (Q39)
A third seaw ay th a t engineers hope to cross in the n ea r future is the S traits

of M essina, betw een the island of Sicily and m ainland Italy. U nlike the
other two proposals, the M essina Bridge only involves one national
government, and the distance is relatively short at two and a h alf
kilom etres, so there's a good chance it will be built. In this case, it's ju s t a
m atter of who will provide the cash!
OK, let's tak e a break a t this point and then...
Test 5 I 261
TEST 6
SECTION 1
Doctor: Good morning.

M artin: Morning.
Doctor: Come in. Sit down. Now, you're a new patient, aren 't you?
M artin: Yes, th a t's right.
Doctor: Ok, so I'd b etter get some basic details down first. Right, we'll
sta rt w ith your name.
M artin: M artin H an sen . Exam ple
Doctor: Do you spell th a t S-O-N or S-E-N?
M artin: H-A-N-S-E-N.
Doctor: OK. And you are a first-year student?
M artin: Yes, I am.
Doctor: Studying?
M artin: Medicine, actually. (Q l)
Doctor: Ah! Good choice. I hope you enjoy it.
M artin: Thanks.
Doctor: And your address?
M artin: Yes, it's 13 C h ath am S tre e t. (Q2)
Doctor: T hat's C-H-A-T-H-A-M, isn 't it?
M artin: T hat's right.
Doctor: And your phone num ber?
M artin: 01734 24655. (Q3)
Doctor: 01734 26455.
M artin: No, you got th e 6 and th e 4 the wrong way round. It's 24655.
Doctor: Huh! Sorry, right. And w hen were you bom ?
262 I Test 6
Martin: On the 15th of June, 1986.
Doctor: Here in New Zealand?
Martin: Yes.
Doctor: Now, let's get some of your medical background. Have you ever
had any serious illness or accident?
Martin: A broken leg I got playing football when I was 17. I was in the
school team. (Q4)
Doctor: W hat position did you play in?
Martin: I was the goalkeeper.
Doctor: A lot of standing around then!
Martin: Yes, when we were winning.
Doctor: Right. A nything else?
Martin: No, ap a rt from th at, nothing.
Doctor: And, have you had any operations of any kind?
Martin: No, the only tim e I've been to hospital was when I broke my
leg. (Q5)
Doctor: Fine. Any allergies?
Martin: Yes, to dust and cats. (Q6)
Doctor: W hat form does th a t take? How do you react?
Martin: They both m ake me sneeze a bit. N othing else.
Doctor: So you're not allergic to antibiotics like penicillin as far as you
know?
Martin: I don't think so.
Doctor: Good. So w hat's your problem?
Martin: Well, recently I've been getting this pain here, iust behind my
eves and in my forehead. (Q7)
Doctor: I see. Have you felt sick or dizzy at all, or vomited?
Martin: No, not a t all, though th e pain is p retty intense sometimes.
Doctor: And how's your h ealth generally? H ave you h ad any colds or flu
recently?
Test 6 263
Martin: I had a cold a couple of weeks ago, b u t th a t's gone. It w as only a
sniffle really.
Doctor: Good. Are you studying a lot? Are you getting enough sleep?
M artin: Yes, I'm studying quite a lot-I've got some exams coining up in
December, b u t I'm m aking sure to sleep plenty.
Doctor: W hat tim e do you go to bed?
M artin: U sually around 11. I sleep about eight-and-a-half h o u rs, and
I’m up about 7:30 so I have tim e to go jogging for h a lf an hour
before going to the university a t 9. (Q8)
Doctor: Very healthy. And h as this pain kept you aw ake or stopped you
jogging?
M artin: Yes, it m akes getting to sleep harder. It's much worse a t the
end of the day. I hardly notice it in the morning. (Q9)
Doctor: W hat about food? Are you eating properly?
M artin: I th in k so. My girlfriend cooks my meals.
Doctor: Right. And do you w ear glasses?
M artin: No.
Doctor: Aha. When did you last visit an optician?
M artin: I don't remember. W hen I was a child, I suppose.
Doctor: OK. Well I th in k first you should get th a t done ag ain , ju s t to
m ake sure it's not th e cause. In th e m eantim e, tak e an aspirin
or two w hen you're in pain, and come and see me again in a
week. Ask the receptionist to give you an appointm ent w ith the
optician. He's here on Tuesday and T hursday m ornings... (Q10)
SECTION 2
And now for some inform ation about the local events and activities. A couple
of announcem ents for a rt lovers and budding a rtists alike. F irst, a new
collection of artw ork is going on show to the public next m onth in th e form
of an artists exhibition. The exhibition will include m any different types of
art...over 100 different pieces, by 58 a rtists from th e local area. It's being
held at the Royal M useum which-for those of you who are un fam iliar w ith
264 Test 6
the area-is located opposite the library in W est Street, right on the comer...
the actual address is 1, Queen's P ark Road-it isn't difficult to find. The
exhibition will run for 9 weeks and will begin on the 6th October and
continue until the 10th December. So there's plenty of tim e for you to go
along and have a look. I'm sure th a t it will be well worth doing. (Q ll-12-13)
What will you see there? Well, am ongst th e item s on display will be some
exciting pieces of m odem jewellery, furniture, ceramics, metalwork and
sculpture. To give you some examples. Local a rtist K ate Mame will be there
to discuss her collection of pots and bowls th a t she has made to resemble
garden vegetables. They are the sort of thing th a t would brighten up any
dining table, and range from things like yellow cabbage-shaped bowls to
round tomato-shaped teapots. Prize-w inner C ynthia Course, will also be
there to talk about h er silver jewellery, all of which she produced using
ideas from the ru ra l setting of h er country home. Some of h er rings are quite
extraordinary and have beautiful coloured stones on th em . Or if you prefer
sculpture, there's plenty of th at, too. Take, for example, Susan Cup's w hite
paper sculpture of 25 pairs of shoes. It sounds easy, b u t believe me it looks
incredible! All of these item s along w ith m any others will be on sale
throughout the exhibition period. (Q14-15-16-17)
As p art of the exhibition, there will be a series of dem onstrations called

"Face to Face" which will take place every Sunday afternoon during the
exhibition and these will provide an opportunity for you to m eet the artists.
(Q18)
The second set of activities are for those who would prefer to indulge in
some artw ork them selves...the A rtists Conservatory are holding a series of
course over th e autum n period. The courses cover all m edia and include
subjects such as Chinese brush painting, pencil draw ing and silk painting.
All the tu to rs are experienced artists, course sizes are kept to a m axim um of
15 and there will be plenty of individual assistance. (Q19)
All the sessions offer excellent value for money and the opportunity to relax in a
delightful rural setting. Fees are very reasonable and include the use of an
excellent studio and access to the art shop, which you will find sells everything
from paper to CD's, and they also include the provision of all m aterials. For more
information on dates, costs and availability you should get in touch with the
programme coordinator on 0459 2839584 or go dừect to the website... (Q20)
Test 6 265
SECTION 3
D = Dave s = S arah T = T erry

D: Hi Sarah. T hat was actually quite exciting, w asn't it?
S: You really th in k so, Dave? I'm completely worn out. If I have to tak e in
another piece of information, my head's going to explode.
D: It was good, though. (Q21)
S: I have to adm it it was, m m m . (Q21)
D: And it was challenging.
S: Challenging? The last tutorial? It m akes me th in k I learned absolutely
nothing a t school. I understood nearly all of it, b u t a few b its I'm not
sure I got a t all. Reading is reading and th a t's th at. (Q22)
D: Well, it is and it isn't, you know.
S: We all read in the sam e way.
D: No, we don't!
T: W hat are you two argning about?
S: Oh, it's Terry. Hi.
D: Reading!
T: Reading?
D: Yes, reading.
T: It's not exactly a sexy subject to be arguing about. Is it, Dave?
D: I don't know; I find it quite exciting, really.
S: You would1
D: We've iust been to this tu to rial on study skills as p a rt of th e English
L iteratu re course and Sarah's found it difficult to follow. (Q23)
S: No, Dave. That's not true. It's ju st there were some things th at I'm not so
sure about or more importantly sure w hether they're im portant or not.
T: Well, w h at was the problem?
S: Well, when I read I ju s t read and Dr P ra tt was going on about all these
different techniques th a t we need to develop and hone.
T: Mmm. How do you read then, Sarah?
S' I ju st read as I said; like everyone else. I read each word as it comes.
T: How many pages do you read in an hour?
S: About twenty-five to thirty.
T: And w hat about you, Dave?
D: Sixty, mavbe seventy. (Q24)
S: Sixty to seventy!
T: That's not a lot.
S: How many do you read, then, Terry?
T: It depends. About 120...
S/D: What?
S: Oh, come on, Terry.
T: Yeah and I'm not unusual. One of my friends, doing Medieval
European History, Arnold, he reads about 160 an h o u r. (Q25)
D: But does he rem em ber it all?
T: Yeah, I th in k so, Dave.
S: I get through only one book a week! (Q26)
D: Me too. W hat about you, Terry? (Q26)
T: At the moment, 3. (Q27)
S: And your friend Arnold?
T: Twenty.
S: Twenty!
T: In fact, w hat m atters, is th a t you develop your reading speed to suit
the circum stances. You could still stick to your reading speed of 25
pages an hour for leisure purposes, b u t double your reading speed for
reading journals or academic texts. If I'm scanning a text for specific
information, I can ju st whizz through. Then w hen I find w hat I w ant,
I'll read through th a t p articu lar p a rt very slowly. (Q28)
S: Mm.
T: With forty to fifty or more books to get through in a term you can't
afford to read every word.
D: Have you always read like that?
T: No, it's only since I've been here.
S: I find this all very depressing. How did you do it then?
T: In the first week of term , in the first year, we h ad a tu to rial on reading.
D: From Dr. P ratt.
T: Yes, and I felt so inadequate after th e class. (Q29)
S: Well, w hat did he tell you?
T: He ju s t gave us a few basic strategies on reading and th en over th e last
two years he's been n u rtu rin g us, so th a t we all now w ork very
efficiently.
S: So he's your tu to r too. You can tell us th en w h at he m eans w hen he
talks about learning to read th e content words only.
T: Well, this is obviously ju s t the first step. If you read every a, the, to,
from, was etc. it really slows you down.
S: Yeah?
T: B ut if you train your eyes to look a t the nouns, verbs, adverbs and
adjectives.
S: Assuming you know w hat they are'
T: Well, th en the big words. Then you autom atically increase your speed.
D: Yeah, th a t m akes sense.
S: Mmmm. Right. I th in k I'm going off to the library to start. T hanks for
the tutorial!
T: Anytime. I'm off to th e sports centre.
D: By the way, w hat was your reading speed per hour w hen you first came
here?
T: Twenty-five.
268 Test 6
SECTION 4
Presenter: Good afternoon everyone. Today we have with us Mr. Kevin

Ackrovd, a representative from the D epar tm ent of Environm ent to outline
the results of last year's inquiry into environm ental problems along the
coastline. Mr. Aqkrqyd, please. (Q31)
Mr. Ackroyd: Thank you Ms. Cranston. Good afternoon everyone. Perhaps it
would be best if I first outline for you w hat I plan to talk about. I'll begin
with some background to the inquiry looking a t th e new dem ands we are
making on our old resources, so to speak, and go on to give some idea of the
conclusions we came to in our inquiry.
OK, first the background. The inquiry was sparked off because various
concerned residents in the coastal region realized th a t th e recent population
shift, which really got going in the 1970s, was putting extrem e pressure on
our coastal environm ent. Over th e p ast two decades h alf of the country's
population growth has been in the non-m etropolitan areas. Today, nine out
of ten people live in the coastal zone. The reasons for this shift are not yet
fully understood, b u t there is a range of factors which probably contribute,
including economic development, an aging population, and growth in
industry, particularly tourism and its associated industries. We would have
to admit th a t government policies have also contributed to this tre n d . A
trend which is likely to continue so th a t it's estim ated th a t by the year 2005
there will be millions of additional people living in the non-metropolitan
coastal zone. This population expansion p u ts considerable pressure on the
natural resources of the zone, and there are two factors likely to impose
particular strains. These are firstly th a t those areas of g reatest growth in
the past are likely to continue to grow as strongly as before-in other words,
urban sprawl or extension will continue for at least another decade. The
second factor contributing to th e pressure is industry, particularly the
newer industries like tourism. These new er industries will compete for
resources w ith other users such as the intensive fish and shellfish farm ing
industry. All of this will tak e place in an environm ent th a t is already under
severe stress, and in p articu lar the w ater resources will be degraded. It is
the view of the inquiry th a t w ater degradation, w hether of seas, rivers, or
lakes, is the g reatest r e s o lv e problem in th e coastal zone as a whole. (Q32-
33-34-35-36-37)
Test 6 269
Now the conclusion of th e inquiry can be stated quite plainly and simply.
F irst we m ust raise the profile of th e coastal zone in our thinking, especially
in our approach to conservation and economic development.
Second, we m ust exercise much g reater vision. We m ust be p rep ared to

think in the long term ra th e r th a n the short term , and to pay atten tio n to
details; so b etter m anagem ent and b etter planning.
And thirdly, we m ust adopt a national approach. We can no longer afford to

leave the decision-making to individual departm ents, to locai governm ent
bodies or even to the central government. We are looking here a t th e need
for coordination on a nationw ide level. To achieve workable, effective results
involving all levels of governm ent as well as the various non-governm ent
organizations in this country will be no easy task, b u t it is im perative we
try. Well, I see tim e is running out, so perhaps if I ju s t sum m arize the
recom mendations made by th e inquiry for you: (Q38)
• the long view prevails over th e short;
• broad considerations predom inate over narrow;
• the techniques of m odem m anagem ent, and the tools of m odem

economic are brought into operation; (Q39)
• people being affected by decisions (including indigenous people)

are adequately consulted before decisions are made. (Q40)
W ith th a t I'll stop and give the opportunity to ask questions. B ut perhaps
first I should tell you th a t the full report of the inquiry... [Fade out]
270 Test 6
BRITISH 1 JE L T S UNI VE RS I T Y o f C A M B R I D G E
COUNCIL k *r AUSTRALIA ESOL Exam inations
I I----- I Ị I
I
-------------
IP E NJL II 1 1 1I
1-_I,1 I
C IL m ust be used to com plete this sheet
Cenừe number:
Please write your nsm e below ,
&
V
then write your six digit Candidate number in the boxes
and shade the number in the grid on the right in PENCIL.
Test date (s h a d e ONE box fo r th e day. O N E box for th e m onth a n d O N E box for th e y e a r):
Day: & « 03 M 05 ° I Ẽ 08 4113 ỉắ 4ấ í ấ S íề ỉ ẳ M ễ ẳ ẵ ẵấ ẳẫlẫ ẵỉ ẳẫẳẳ ẳẵ M

Month: 01,02 0 3 04 05 ^ 07 0 8 09 ^ 1 2 ^ ^ ..Y e a r : w gj^ g2 M g4 OS 06 g7 06 09
271
A re you: Female? c = Male? =
Your first language code: ► Ẳ 1 Ẳ 3 4 JL 6 7 JL 9

^ 1 2 3 4 5 6 ^ 8 9
►
rL 0 Jo1 c=3
r— 2 c3=3 I—
4 :St=36c=37a 8C=J
9 c=3
Reading answer sheet

Module taken (shads one box): Academic General Training
1 / 1 X 21 ✓ 21 X
2 22
2 22 1- 3 CT1~Ĩ
3 23
3 (= 3 1 1
23
4 24
4 1 —1 —1
1
24
5 25
5 1— 1 t= i
25
6 26
6 IZZ3 CZ1
26
7 27
7 27 !=> C=D
8 28
8 1 --- 1 CUD
28 --- 1
1 CZZ3
9 29
9 29
10 30
10 t —1 —1
1 30 1— Ĩ 1— r~
11 31
11 31
12 32
12 1— 1 1— I 32 t—ĩ 1— 1
13 3"!
13 CZID CZJ 33 I— 1 1— 1
14 34
14 1— 1 1—) 34 EZ=] czn
15 35
15 I— I 1— 1 35
16 36
16 dZ l CZZD
36 1=3 c=>
17 37
17 1— 1 1— 1
37 <=3 C=1
18 38
18 c= 3
38 I t=l c=l
19 39
19 1---1 CT3 39 1=3 a
20 40
20 40 1=1 a
Checker's Markers Band Raadng

M tUs HIM* Scare Tool
272
IN TER N A TIO N A L E N G L IS H L A N G U A G E T E S T IN G S Y S T E M
•• BRITISH tfc irln B l UNIVERSITY ^ C A M B R ID G E

••COUNCIL S tiS P ESOL Examinations
WRITING ANSW ER B O O K LET
Candidate N am e:............................................................. Candidate N um ber:.............................
Centre Number:....................................................................Dale: ......................................................
Module: ACADEMIC___ Ì GENERAL TRAINING □ (Tick as appropriate)
TASK 1
EXAMINER’S USE ONLY
EXAMINER 2 NUMBER:
CANDIDATE NUMBER:............................................... EXAMINER 1 NUMBER:
273
EXAMINER’S USE ON lY
NO OF
U NDERLENGTH P E H A iT Y
WORDS
EXAMINER 2 TA cc LR GRA O FF-TO PIC M EM ORISED IL L E G IB L E
TASK 1
EXAMINER 1 TA cc LR GRA UNDERLENGTH

NO OF
W ORDS P E M lT r
TASK 1
O FF-TO PIC M EM ORISED IL L f O C L E
274
EXAMINER’S USE ONLY
EXAMINER'S USE ONLY
UNDERLENGTH NO O F
PĐ M LTY
W ORDS
EXAMINER 2
TASK 2
TR cc LR GRA O FF-TOPIC M EM ORISED tXEQBLE
EXAMINER 1
TASK 2 TR cc LR GRA U NDERLENGTH NO OF
WORDS
P D O A JY
OFF-TO PIC M EM ORISED li- g c a w F
276

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Collected by Hai Jim

NHÀ XUẤT BẢN THẾ GIỚI

CÔNG TY TNHH MTV NHÀ XUAT b ả n t h ê g i ớ i

Chịu trách nhiệm xuất bản:

Biên tập: Đông Vĩnh

IELTS PRACTICE TEST 1 ................................................................................................................................................................ 13

IELTS PRACTICE TEST 2 ........................................................................................................................................................ ....... 37

IELTS PRACTICE TEST 3 ................................................................................................................................................................ 61

IELTS PRACTICE TEST 4 ................................................................................................................................................................ 84

IELTS PRA CTICE TEST 5 .............................................................................................................................................................. 106

IELTS PR A CTICE T ES T 6 .............................................................................................................................................................. 130

G EN ER A L T R A IN IN G : R EA D IN G AND W RITIN G TEST A ................................................................................................156

TEST 1 .............................................................................................................................................................................. 172

M O D EL AND SAM PLE A N SW ERS FOR W RITIN G T A S K S ............................................................................................. 200

SAM PLE SPEAKIN G T E S T ......................................................................................................................................................... 214

• IELTS is ow ned by three partners: the University of Cam bridge

Listening (30 minutes)

social or transactional • completing notes, table,

Tips and hints

ễ Use the pauses to prepare for the next set of questions.

• There may be a variety of English accents and dialects, so practise listening to

Academic Reading (60 minutes)

topics of general various kinds of multiple-choice

Tips and hints

• Study any example answer and decide why it is correct.

ề Keep to the^stated word limit by avoiding unnecessary words in your answer.

Academic Writing (60 minutes)

There is no choice of task, either in Part 1 or 2, so you must be prepared to write

Task Time Format Task types

1 20 minutes 150-word report, presenting information based on:

2 40 minutes 250-word essay, presenting and/or discussing:

Tips and hints

Speaking (11-14 minutes)

Part ,ăỳ: Time' 's.‘ Format Task types

• You are given a topic verbally and on a card.

two-way • You answer verbal questions, discussing more

Tips and hints

• Do not try to make any kind of prepared speech.

• Remember that it is your ability to communicate effectively that is being assessed,

• Speak directly to the Examiner, not to the cassette player.

In all parts of Speaking, you are tested on the following:

Fluency and Coherence - talk at normal speed, without over-long pauses.

Lexical Resource - use a wide range of vocabulary both precisely and

Grammatical Range and Accuracy - use a wide range of structures. Try to

• HOW IS IELTS SCO RED ?

9 Expert User - Has fully operational command of the language: appropriate,

• MARKING TH E PRA CTICE T E S T S

Listening and Reading

Questions which require letter/Roman numeral answers

Questions which require answers in the form of words or numbers

• Answers may be written in upper or lower case.

Ế Alternative answers are separated by a slash (/).

• All answers require correct spelling (including words in brackets).

• All standard abbreviations are acceptable.

* HOW SHOULD YOU IN TERPRET YOUR SCORES?_________

Different institutions accept different IELTS scores for different types of

University of Cambridge ESOL Examinations Telephone: + 44 1223 553355

IELTS Practice Test 1

► Listening (30 minutes - 40 Questions)

► Reading (60 minutes - 40 Questions)

► W ritin g (60 minutes - 2 Tasks)

► Speaking (15 minutes - 3 Parts)

HEC-VN006 HAl JIM'S TESTING DOCUMENT