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    Stratediges For Study

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    ɌobeɌt Cristiano

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    © All Rights Reserved
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    mienee eel i! erry ‘oar bhivay shlshed and distributed by the ational Cente for English snguage Teaching and Research aquatic University sdney NSW 2109 BN OBERT Macquarie University 1991 >pyright [rights reserved. No part ofthis publication may be reproduced or tansmitted in ny m, or by any means, without the publisher's permission, «National Centre for English Language Teaching and Research (NCELIRD is smmonweath Government-funded Key Centee of Teaching axl Rescatch estas Macquarie University in 1988. The Nation Centre forms part ofthe Linguistics cipline within the Schoo! of English and Linguistics at Macquarie University 1989, the National Curriculum Resource Genie (NCRC) from Adelaide wis “orporated in NCELTR, onsorship forthe National Centre comes from the Department of Immigeation, Lal ‘ernment and Ethnic Affairs (DILGEA), the Department of Employment, Education A Training (DEET) and the Adult Migrant English Program (AMEP) at national and te levels, as well as from private clients and sponsors Destin 12p4 Berkeley by The Typographers, North Sydney NSW 2060 inted by Southwood Press Pty Lu, Marrickville NSW 2204 ver design by Simon Leong Design >» CONTENTS INTRODUCTION ‘est Deseription Preparing for the IELTS Test and Tertiary Study UNIT 1: READING Reading Test Description Spl Reng Laks Reading Strategies Understanding be aa po Unuerstanding relationships passages Uorpetmg agss tables al graphs Understaning the rganisaion of. psige lashing serees Uertaning kine Further Study Test Taking Steategies Materials for Further Study pace UNIT 2: WRITING Writing Test Description General Training Module Modules A,B,C Sample Wang Tasks ‘Weiting Strategies Stags {> Analysing the ask Stage 2: Preparing plan Sage 3: Collecting relevant information Stage 42 Waiting up Sage 5: Checking your wating ‘Assessing Your Wri Diagnostic Tests Further Study Test-Taking Strategies Materials for Further Study UNIT 3: LISTENING LUstening Test Description Anticipating What You Will Hear Anticipating IELTS listening stuatons Lstening for information u tening Task Instructions Listening Strategies Plture- based ass Forming asks Information-matching tasks Open-quesion tasks Gap filing tasks Understanding Lectures and Talks ‘Test Taking Strategies Farther Study Finding appropriate listening passages 33 3 3 3 38 3 3 or 4 81 a 2 or 99 Po vol on 102 vos 108 105 toe 6 os mn ma wD us he he. Practising te sil required by the HELTS test Materials for Further Study UNIT 4: SPEAKING Speaking Test Description General Tang Mose ‘Strategies forthe IELTS Interview Prediting the pies Understanding the questions Asking for bfiction Responding appropraely Gwunga onginsed answer Aung questions vorrcty Praying are alg th Assessing Your Speaking Test-Taking Strategies Preparing br dhe nerve On he diy ol he mtemew Materials for Farther Study SAMPLE TEST 1: Module A SAMPLE TEST 2: Module 6 SAMPLE TEST 3: Module SAMPLE TEST 4: General Training Module SAMPLE LISTENING TEST ‘TRANSCRIPT Cosette Sle A Ue 3 Listen, ‘sete se B = Samp Listening Test ANSWER KEYS re) 195 ug m4 nf a 24 2 Dy > ACKNOWLEDGMENTS == ‘woul ke 4 thank he following people fr thet professional and personal supp Aono the weng of his book Sara Benson Stuart Hale Joekte Bohan Rohan Mead Liz Campbell David Nena Tan Teong Eng Mavis O'Sullivan Bey Garbut Manin Siompul e woud alsa ike to hank the students of the National Centre for English Lan ‘Teaching and Research, Macquarie University for thee invaluable feedback. We are Paricuaey grateful Yallinawa Away, Adar The tape accompanying this book could not have been mis assistance of our collages without the geneross lynne Ate Mark Gregory Anne Burns Luz Parkinson Marve Desk Jenny Tike elem Ferrara ana Sins laos Gator Margace Whatton The authors gratetully acknowledge permission 40 publish an esteacs from the Macquarie University Calendar 199%, like to thank the New South Wales University Press fo permission tance mated raw from The Greenbuse Et: Living ina sue Ausalia byA,Flendetsoo elit an Blong, Kerry O'Sullivan Michael Garbuat Macquarie University Sydney December 1991, vill, _ IELTS: STRATEGIES FoR STUDY aan, > INTRODUCTION The purpose of this book isto help you focus on the English-language sills that you ce in the IELTS test and the ways in wich you can develop these kil SERRRIEY Eo honoree reemeernrome reas The test asseses 0 ve of shall in reading, writin, speaking and listening in English ‘The four sections are administered i the following order: 4 Reating SSominaes 4 Wrivng 45 murat 4 Listening 0 minutes 4 Speaking H-15 minus Exch ofthe seuions eontains a variety of tasks designed to tes your English language Drofivieny: log the range of tasks alway fa est to est, be tates presented tw thy hook ate sien 0 develop 2 evel of Engh language prafciney which wil, ‘nab yu to deal wa wade ange lene task types All canoes do the same Listening ad Speaking sections There ae, however theee Ulerent Reading/Wraing sections slic appar in tree diferent tes papers shy alle Medak 8, B ant C You must chavs on of hese modules when regtering to Medile As dsp lor candilates ho mcd 40 study sienee subjets I includes Aexpling arcis such 4s Computer Eaginceeing, Electrical Engineering aod Nuclear Module B sovers le science subjects and neludes such discipline areas as Ecology, Hunan Genet and Medicine ‘Module C reas v0 the “humanites' andl ther discipline areas such as Accountancy, Numan Resourees Development, Managemen, Economics and Education, Hive General Training Module is designed for stadents who intend 1 enter noneraty or non-dewree courses, The format of this male i idenival to Modules A, B and © Dot th ung passayes and serting tasks do ot reflect tertiary study requirements General Taming Module candidates take the same Listening and Speaking sections 23 ‘other canuidates. Ifyou intend to take the General Training Module, you should pay Particular atention to the General Training Module sections on pages 8,47, 54,98, 102 and 193, For a full classification of the disciplines included in Modules A, B and C, and for further information about the General Taining Module, you should consult International English Language Testing System Specimen Materials Kit, The British Couneil, University of Cambridge Local Examinations Syndeate, ternational Development Program of Ausiraan Universities and Colleges. 1990, Because such a wide vary of academic and professional fields are associated with each ‘module. itis possible, for example, hat a dentist and a landscape engineer would both do Module B, while an architect and a sociologist would both da Module C. Asa result, the reading and writing asks in each module do not require and do not est specialist knowledge. The background information you need 1o do the reading and writing tasks is jiven to you inthe test passages, The IELTS test does not assess © general knowledge © technical knowledge The scores you achiewe inthe test will provide a description of your English-language Proficiency These scores will enable the instisaions where you have applied 10 study to decide whether your English-language proficiency will successfully in teniary study table you te perform The IELTS test assesses © your abiliy to read, write, listen and speak im the kinds of situations which are commonly encountered when living and studying in Enghsh-speaking countries Your basic sim, therefore, should be to become familiar with these kinds of situations nd the language used in them, ‘Studying in English-speaking countries may involve ‘¢ reading books and journals © writing assignments © listening to lectures ‘© panicipating in qwiorals and seminars Reading books and journals In tertiary sudy you need tobe able to ‘© read a wide variety of recommended and other relevant books and journals ‘lind the information you require in texts, tables and diagrams © cxtically evaluate what you read In the IELTS Reading section you will have to tead several passages which may be accompanied by tables and diagrams, understand the main points, locate specific Information, and evaluate what you read ‘Writing assignments In tertiary study you may be required to © analyse the set question of task read recommended and other relevant texts make notes from your reading organise a writing plan rite in your own words, showing that you have read widely tn the IELTS Whiting section you need to"analyse the question or task, read passages in the Reading section, organise a writing plan, and then write a short text which uses your ‘own words but which refers to the reading passages. Listening to lectures In tertiary study you need tobe able to ‘© understand rapid speech (© understand a vanety of accents ‘© identify the main points take notes ln the IELTS Listening section you may be required to listen 19 a radio news item, for example, in which you hear native speakers using a range of accents. You need to be able to understand the main points and write them down, Participating in tworials and seminars In tertiary study you ned Be able to © read recommended texts © prepare to discuss the texts ‘© understand questions asked by the teacher and other students © ask questions contribute i the discussion ln the IELTS Speaking section you will ave to understand and respond to questions asked by the interviewer and ask questions yousel. Living in an English-speaking country may involve (© reading newspapers, notices, signs instruction manuals, ec ‘© senting 0 institutions and individuals 4 listening tothe radio, instructions, casual conversation, ee speaking about yourself: your background, home county, study plans, ete ‘These activities are relevant to all candidates, but are particulary important for General ‘Training candidates, as they usually form the basis of reading passages and writing tasks in the General Training Module. [PREPARING: FOR THE IELTSITES TH iai4it een Fu LAND TERTIARY STUDY owes Ua auilte Toe Your research The ly sly ke ed she my not resly el he pede st you Se eri Seek ar ai miata Sona te ery nso ha you ae pegs sand aoe hes sow lhe cay tthe acer oe Te eons eee Ute ets our ca ae Can the nauson spy you wt ast of gues om homing yet rvs eHow longa he writen genes apr ok ea cinoma combing he etna ¢ Wiyou be expt ope presen? Is, an she nao spl tramps he tak? ‘© How is formal teaching organised? Are there lectures? seminars? tutorials? laboratory work? Hild work? practical sessions? This is a major research task which you need to begin before commencing tertiary study 4 the IELTS test you are not expected to know the answers to these questions, bt knowledge of academic vequirements wil help you vo focus your program of study for Foul the test and your future sts, Your study program You need to collet as many resources as possible You can use a cassette recorder to listen t@ pre-recorded materials, record radio and television programs, interview native speakers, and record your own speaking, 0 analyse yout performance You can use a video recoder in a similar way. In paricular, a video recorder eas help yout to practise for the IELTS Speaking section, ‘Newspapers and magazines can help you to develop your grammar and vocabulary, Dractise your reading strategies and 10 familatise yourself with topics of general interest which may be relevant to the Reading, Writing and Speaking sections. A selection ol ‘useful newspapers and magazine is given on page 47, ‘As you work through this book and identify the language areas which you necd w develop, you should build into your study program a selection of appropriate tasks hon the wide range of English-language textbooks available. A list of relevant textbooks 1s en on pages 51, 99, 121 and 148 Ahhough bilingual dievonaeis can be useful, you should ty to get used to using a ‘monolingual dictionary, as this will extend your vocabulary and reading skills. A selection of monolingual dictionaries is given on page 51 You should use international radio guides to select appropriate programs, such as inter- ews, tows bulletins, documentaries and current allars programs. If you are unable to jbiain these guides from the consulates and cultural centres of English-speaking countses, you can write tothe stations themselves, You should also contact cultural centre of English-speaking countries, such asthe Brush Counc These centes general hae extensive libraries including books, news papers, ournas ad vides and au apes. Xf possible, find a study partner. & regular arrangement to study with a partner can provide support, notation and feedback. Native speakers of English are also a valuable resource for practising speaking and 'stening, for geting feedback about your wading. wing and speaking, and for leaning ‘ore about English-speaking cultures. If you do not know any native speakers, you should contac an Englsb-speaking cultural centre and ask them for suggestions. They ‘may have clubs anl activity groups which you can jo, You can also place an advertse- ‘went offering to teh your language in exchange for leaming English Using this book oF This book is designed to be used by all candidates for the HELTS test. tis assured that you currently have at feast an media level of English-Language proficiency. HELTS Sates for Study conians four ans: Reading, Whing, Listening and Speaking The strates presented sn eauh unit relate w andl reinforce each other The units can therefore he stud any over SAMPLE TESTS Hee are four Sampke Tests, corresponding fo Modules A, B and C and the Genetat !raumig Meade, and Answer Keys, atthe end of the book. These tess ae designed 10 provide realisne practice. They should therefore be taken. under test conditions, ering the mc ln foreach section and without the ad ofa dictionary. [ANSWER KEYS lusks which ave ai answer hey are marked wath an asterisk, €g TASK 27°. Some tasks nay Fave mowe than one answer. In these cases, che key provides some ‘sample answers’ f Yovur answer ty nol cluded among these sample answers, you should eheck with your 1 nati speaker of English For a full classification of the disciplines included in Modules 8, B and C, and for fanher information about the Genetal Training Module, you should consult International English Language Testing System Specimen Materials Kt, The British Council, Unversity of Cambridge Local Examinations Syndicate, Imernaional Development Program of Ausalisn Universities and Colleges, 1990 Because such @ wide varety of academic and professional fields are associated with each ‘module, its possible, for example, that a denulst and a landscape engineer would both {do Module B, while an architect and a sociologist would both do Module C. As a resuk, the reading and writing tasks in each module do not require and do not test specialist, ‘knowledge. The background information you need ta do the reading and writing tasks is ‘ven ro you inthe test passages ‘The IELTS test does not assess general knowledge © technical knowledge the scores you achieve in the test will provide a description of your English-language proficiency. These scores wil enable the institutions where you have applied to study to decide whether your English-language proficiency will enable you to perform successfully in teriary stud. ‘The IELTS test assesses your abily wo read, write, listen and spe ‘commionly encountered when living and studying in English-speaking countess, in the kinds of situations which are Your basic aim, therefore, should be to become fair with these kinds of situations and the language used in them, Swudying in English-speaking countries may involve © reading books and journals (© writing assignments © listening to lectures ‘© pamicipating in torals and seminars Reading books and journals In tertiary study you need tobe able to (© read a wide variety of recommended and other relevant books and journals ‘© find the information you require in texts, tables and diagrams © ctitially evaluate what you read 4m the IELTS Reading section you will have to read several passages which may be accompanied by tables and diagrams, understand the main points, locate specific information, and evaluate what you read Writing assignments In tertiary study you may be required to ‘© analyse the set question or task ‘¢ read recommended and other relevant texts ‘emake notes from your reading ‘e-organisea writing plan ‘© write in your own words, showing that you have read widely In the IELTS Writing section you need to'analyse the question oF task, read passages in the Reading section, organise a writing plan, and then write a short text which uses your ‘own words but which refers to the reading passages Listening to lectures In tertiary study you need tobe able to © understand rapid speech © understand a vane of accents © idemufy the main points © take notes In the IELTS Listening section you may be requted 10 listen to a radio news tem, for ‘example, in which you heat native speakers using a range of accents. You need to be able to understand the main points and write thems down Participating in twcorials and seminars In tertiary sty you need tw be able to ‘© read recommended tests (© prepare to discuss the texts ‘© understand questions asked by the teacher and other students © ask questions © contribute the discussion |i he IELTS Speaking section you will have to understand and respond to questions asked by the interviewer and ask questions yourself Living in an English-speaking country may involve © reading newspapers, notices, signs, instruction manuals, etc ‘© wriuing to institutions and individuals listening tothe radio, instructions casual conversation ee ‘© speaking about yourself: your background, home country, study plans, ete ‘These activities are relevant to all candidates, but ae particularly important for General ‘Training candidates, a they usually form the basis of reading passages and writing tasks J the Genesal Trainine Module. ‘This hook is designed to help you idently your language needs and to provide a frame- ‘work for your study program. The material i suitable for both independent study and lasstoom use. No recommended number of houts of study is given for the four Unis, byeeause individual leaeners will have diferent needs "he passages presented in the book reflect the diversity of subject matter used in the IELTS test As in the test itself, the subject matter of a particular passage may be un famiiar 1 you, It is the use of appropriate strategies, not technical knowledge, that wil enable you to find the information you require in these passages A ——__} This unit contains ing Test Di General Training Module 8 Modules A,B, C ° Sample Reading Tasks ° Reading Strategies 7! 2 0 te ver ia ape Overviewing a passage R Understanding the main poins B ‘Understanding relationships in passages 7 Innerpreting diagrams, tables and graphs n Understanding the organisation of a passage 25 Checking references M4 Finding the information you need 35 Evaluating information 38 Matching information 40 Understanding unknown words 4 “Further Study © n Finding appropriate passages a7 Developing a study program 48 LEvereises with a study partner 48 ‘Test-Taking Strategies LPs ials for Further Study 1 could believe my cyes when [opened the test paper and save that there was a pussuge about laser physics, with a really conipicated Aiagyan, Id how anything about taser physics. Um a systems engineer en “Tan out of time in the Reading setion. The passages are to long” Tha IETS caida > IREADINGSTES 7p ESC aE 2ttS aa “The combined Reading/Wnting sections ofthe IELTS test last a total of 100 minutes. Inthe Reading section, whieh lasts 55 minutes, candidates are required to read three or four passages and) answer a total of about 35 questions. The passage, some of which may include diagrams, tables and pictures, cange in length from approximately 300 t0 1400 ‘words in Modules A,B and C and from 20 to 1000 in the General Training Module, The test instructions india the amount of time you should spend answering each st of questions. Because IELTS questions assess the kinds of reading skills required in teniary stuly, a wide range of question types is possible. Although the precise format of the IELTS Reading section cannot be predicted, itis likely to contain > ruliple-choice questions 4. wprlilinges 4 inatching questions 4 open questions Examples of each type ae given on pages 9, 10 and 11. This unit presents and practises «range of reading strategies elerant tal possible question ips. GENERAL TRAINING MODULE Pasages in the General Training Module ae show those in Modules A, B and C. Examples of General ining passges ae presented in Sale Test on pags 198. Note that the passages ate less academic in sile and content and relict the kinds of passage you are likely 1 read in everyday hfe in an English speaking couney For example, passages could include and les linguistically conples than © newspaper advertisements for accommodation © cinoma guides college timetables information about opening a bank account © egulotions reading diving licences © operating instrictions fora compact dise player Most ofthe passages in this unit are more academic in style and content than the ones you will find i the General Training Module and are therefore more linguistically demanding The asks, however, are designed to help you rexl more effectively and you shou! do ‘hem all paying panicularstentioa to the srdegis which are practise MODULES A, B,C What are the reading passages about? Tie suc of dhe wading passages depends On the module which ihe candidate chooses con registering for the test (see page 1). Although the three modules are very similar in length, format and question ype, the content of the passages is taken from the broad areas represented by each module [As each module corresponds to a wide range of disciplines, itis unlikely that the subject matter will be drawn from your own field, For example, a computer programmer who chooses (0 take Module A may have to answer questions about passages which deal with solar-power generation and energy conservation, Many candidates, such as the German systems engineer quoted earlier, believe iti impossible to answer questions about passages which deal with unfamiliar subjects. Remember thor the test assesses your ability to use the effective reading strategies needed far any academic reading. Even though the passages may deal with technical subjects which you are not familiar with, you do not need any specialist knowledge to answer the questions. The tests not designed to assess your academic or professional knowledge ofa particular subject, SAMPLE READING TASKS The five tasks presented below will familiarise you with the kinds of questions you may be quel 1 ansver an the Reading section ofthe HELTS test. In onder to answer Sample Reading Laks 1-5 you wil ed to reread the Reading Test Description on pages @ and 9 SAMPLE READING TASK 1*: an example of a gap-fling task The paragraph below summarises the section on this page called ‘What are the reading passages about?" Seven words or phrases have been left out By refering to the section, find one or two words which fill the gaps. Write your answers in the column of the right The first gap has been filed as an example. All example. exbubic great sinsilany in length, format and question type but differ i thee, Untariiarity with a2. may make candidates fel i 's 2. to.answer the questions about the reading passages, It is important to note thatthe purpose ofthe testis not to 4. technical knowledge but your 9, 1ouse the 6, required for academic reading in general. Write your answers here: nodales, example 1 4 2 5 Bow 6 SAMPLE READING TASK 2": an example of a multiple-choice task ow long does the Reading section last? White the appropriate leter inthe space provided A100 mines ©. 45 minutes 5. 35 mines D. 35 minutes Your answer: SAMPLE READING TASK 3*: an example of a multiple-choice task What isthe main point ofthe section entitled ‘Modules A, 8, C? Write the appro priate letter inthe space provided A. Ihis not essential to choose the appropelat test module, 8. Many candidates are wery concerned if they are unfamiliar with a subjees ofa reading passage C. The test assesses reading ability, not technical knowledge ©. The subject materi relevant toa canbidateS aea of study Your answer SAMPLE READING TASK 4": an example of an open-question task The reading passoge relersto wo occupations. What are they? Write your answers inthe space provide Your answers: I 2 SAMPLE READING TASK 5*: an example of a matching task Which of the following paragraphs (A 8 or C) corresponds tothe heading Question Types? Write your answer inthe space provided. Paragraph & ‘The combined Reauling Whting sections ofthe TELTS tes lists a total of 100, SAMPLE READING TASK. 5* continued from poge 10 ‘minutes. In the Reading section, which lasts 55 minutes, candidates are required to read three or four passages and answer a total of about 35, ‘questions. The passages, some of which may include diagrams, tables and pictures, vary in length from approximately 300 to 1400 words in Modules ‘A, Band C and ftom 20 to 1000 in the General Training Module, The tes instructions indicate the amount of time you should spend answering each sat of questions. . Paragraph B Because questions assess the kinds of language skills required in tentary study, a wide range of question types is therefore possible, Although the precise format of the IELTS Reading section cannot be predicted, It Is Tikely to contain Paragraph Remember that the test assesses your ability to use the effective reading strategies needed for any academic reading. Even though the passages ray concern technical subjects which you are not faaliar wit, you do not need any specialist knowledge to answer the questions. The testis not designed 10 assess your academic or professional knowledge of a particular subject, Your answer: > READING STRATEGIES The tutor hae out a photocopy and asked dhe class to read though Ic quickly so we could discuss it, Two minutes later she asked for amen, Some people ha finshed and Fas still nthe first para raph og Kong lh Ths stent fad dilly because he did not understand the purpose of the tas and thesclre dal not use appropriate reali seat Helone beginning te read any text ~ 2 book, a magazine or journal atile, an TELTS ready passage’ ~ you should ask yourself three questions 4 What eeang abo? 4 Why amy Heading? 4 Hoan reading? Gay EXAMPLE: Reading a novel What? A murder dle. Why? For pleasure vistors sae eae ee andes ue bay PNAMPLE: Reading newspaper job advertisem What? Job vacances Why? Looking fora job, How? By locating the job advertisement section, looking through the section {quickly 40 find suitable jobs, and reading those advertisements more carefully to find specific information such as qualifications needed and salary TASK1 this ana ade. You have just bought a video cassette recorder and you want to know hhow it works. To do this, what do you read? How do you read? Many students sre only funiliar withthe rom the fist word to the last word” strategy This i just one of a number of different reading strategies. The student of Psychology quoted on the previous page was trying to understand every word in the passage he vas reading, Since his purpose was only to understand the main points, his strategy was inappropriate and he was unable ro complete the task In the Reaing scetion you nced to use @ variety of diferent straepies 10 answer th questions, These are deseribed inthe sceion below. OVERVIEWING A PASSAGE Whatever your purpose for eeading, you should always begin by getting a total picture or overview of the passage The aim of everviewing is o see the ‘forest Before you stat tw look at the tres How to overview ‘© cead the tile and headings to understand what the passage is aboot 4¢ Took at the tes of any diagrams, tables, graphs and illustrations {© dont read wo by word at this stage and dont fallow the text with your finger orapen {© dom worry about words you do not understand ‘Whether, you are oversiewing a book, an article or a two-page IELTS reaching, passage yo should never take more than two minutes, Alter overviewing, you shold know the topic: what is the passage about? You shoul als know the writers purpose: i the wer, for example, describing a process. makin. comparison, giving recommendations? [gr FNAMPLE: The title of the passage you are going to read is “Hope on the horicon for cancer patients|, What do you think itis about? Simply fom seading the vile, i possible co pret thatthe passage wil: + describe a new discovery (a drug? a surgical technique?) + describe wherefhowhshen/by whonvthe discovery was made + discuss implications for cancer patients: benefstisks ofthe discovery TASK2* From the following titles/headings, what ean you predict about the passages which follow them? 1. Science Student Numbers Rising, | 7. Abstract 2, The Overselling of Candidates | 8. The Emergence ofthe Tiger ‘Television Economies: the Pacific Century 3. Summary 9. tmmigrants Positive for Economy 4. What Economics Is 10, Wor of Technology Giants 5. The Challenges of Studying | 11, Using Your Compact Disc Player Abroad 12. College Regulations 6, Study Abroad! Manual for ‘Overseas Stulents Choose a magazine or book, By overviewing the cover page(s), predict as ‘much as you ean about the contents. Check how accurate your predictions were by looking atthe list of contents. From the list of contents, select one artiele or chapter, Overview this in tno mote than two minutes. Aller you have Rnished, ead all of the article fr chapter to see how accurate your predictions were. UNDERSTANDING THE MAIN POINTS tn cael paragraph of a passage there 1 ofl a summary sentence which 60 ian lea of the paragraph. The other sentences in the paragraph expand, illustra; and/or explain this main idea. The summary sentence is Frequently, though not always, thefts or second sentence of the paragraph. If your purpose ts to understand the main points of passage you should locate and underline this sen os nce in each paragraph, EXAMPLES: ow gredionts. Sugar, which isa navural product, is generally consider an ingredient whereas sachatin, an artificial sweetener, is usually termed an additive. One method of distinguishing between additives and ingredients is to classify them according to function. Addltives are used in food production to enhance favour and colour, to prolong shelf life and to preserve or ‘enhance nutritional value. These functions are non-essential and hence i 18 possible 10 classify the substances whic perform them as additives rather than ingredients, ») Improved sanitation # not she only fator which secounted forthe decline in morbidity and montalty rates. Inthe period following the Sovond World War the use of the pesticide DDT had a profound effect on public health DDT was used to control the pests which spread diseases such as sleeping sickness, malaria and iyphus. Used throughout the developing world, over ‘one billion people were berated from the threat ofthese diseases Following, the wide-seale employment of DDT in Sri Lanka in 1947, the number of deaths resulting from the disease fel from over 10,000 a year to zero in the carly "60s. Ten years later, a5 a result of a reduction in the ODT spraying campaign, over wa tillion people were infected with male ©) 10s probable that the eharacterisies of the annual growth Layers or rings formed by tees reflect the physical conditions wich existed st the uo ther formation. As similar variations ae found to occur in the annval grow layers of numerous tees in a given location it can be assumed that the common ‘extemal factoss which have caused these variations is related te clone. AS 3 result, the analysis of annual growth layers, a science known as dedea: climatology, provides a histoncal record of the climate 1) Alter entering the body, the virus may he dormant for up to six weeks. Whe it becomes activated, the body's immune system responds and the fest symptoms may appear as a result. These usually consist of rise inten perature which may result in a fever and associated aching muscles and debilitation. Glands may become enlarged while the upper respiratory tract, becomes inflamed, This constitutes the most dangerous phase fr sullerers tm each paragraph, underline the sentence which gives the main idea, (Oceanographic surveys indicate that manganese nodules are present in euubadiataas th lange quamities on the seabeds of every ocean, Particles of manganese precipitate Fm sea rad alhere to sand ot wck fragients, growing round the micleus w kann onion-shaped sractuses up 49 10 centimetres tn length, In shallow waters, nodules may grow up 10 one miler per sem whereas i deeper witers the sme growl may take a thousand years The must conseeyative estates suggest that hall a million tons of man ¢ lon on the Mor of the Pacis Ocean, spanese ts located in nod The ep ewe ce tu. he econo pont of niga ound tha img gene povies some ceo nels to eration in the ko ofan eras labour pol and consumer market mses ie epon argued tal hough the postive ce migration di wt have etic Hosts may not eg my 3 Lovie goiter vommonty cause by an todine-defickent die. Asa est taline dicen, the functioning of the chy nd is imputed, The al ay thet aged and produce a swelling in te neck, A vial ct may Head 40 a lower mciabolie rate, ued growl sn the posible impaignent of mental lacus. the disease pparicarly common sn mountainous regions of western China and sur Isat the la san ae ae owe ain 4 Whe ryan Severely ane he tua populations were chisifed aeconding world Health var pattern 0 tha eserbed neageel shite hypertension was mon prevalent among urban pepulatins or Ith thie groups ad sexes than fural poplatins Poly: toes Tents hal higher puowilepves of delat ax! bordrine bypet= cs. Among aban males, uo 8 Far hypestesion, seusion than Cassa fone tr the hypertension presales suas very sla for both sth groups, whereas slenue of sleluntehypettension in Polynesians as ong ral aks p iy ab al TASK 6 Overview the passage below and be prepared tw discuss the main points, ‘Word-Association Tests Hine Bae ron neteeutlientiry assoc ries postulated that the mind g Sets of coneepis and expe ts coud he sted by ones Associations age seven rooting the links of simlanty, contrast and proximity which exist in an ‘nda thought and behaviour patterns, Pavlov’ notion of conditioning ts self based om the assocationist theory that one stimulus becomes associated wil another, Ifa bells rung each tine a dog is given food, the dog will berome conditioned to salivate on hearing the bell ring. despite the absence of fod. Inilly used to investigate the elilferences in cognitive styles, word asso- ‘ation tests became sensitive instruments for the detection of emotional Methodology Ina worl-assoviation ts. subject is presented with a list of about 100 words as stimul, Each word is read out by the tester and the subject is required to eespond with the first word which comes into his or ber mined fo hearing the stimulus word. The tester notes the subjects response Lime foreach of the words withthe use of chronometer pretation of Resuls Ie is argued that if the subjeet is emotionally indifferent to a stimulus ‘word, the response time for the reaction woe is very shot, Ul, on the other band, the stimulus snd fs imbued with emotional significance for the subject, the response time is likely to be significantly longer. by al ms 10 significant words may also include b stuttering, involuntary movement or other symptoms of disturbance Jug, who used word-association tests in che carly part of his carer Showed that fanvly members, in particu mothers and daughters and husbands and wives, exibied sinilar responses to the e stimuls ‘words. He argued that this indicated a failure to achieve individuation and was symptomatic of the potentially negative dyn: Family relationships. A Case Study 4 tes caried out by Donald D. Jaffe, a ploneer of word-assvetation tests a subject was observed (0 exhibit delay and disturbance in response tothe words ‘rend’ ‘boule’ window’, and ight Jaffe suggested thatthe sybjeet had been involved in a drunken fight with a friend in which a window had been broken, The subject admitted that such an experience tad, indeed, taken place and that the friend had sued the subject for «damages resulting from injuries he had received UNDERSTANDING RELATIONSHIPS IN PASSAGES Locauing the summary sentence of @ paragraph provides one vay of increasing reading ellectiveness. Other relationships also exist between words and phrases in a sentence, ‘ren the sentences in a paragraph and between whole paragraphs. Understanding and recognising these relationships helps you read even more effectively. Some of the mos ‘common types of relationship inking leas in pasages are 4) addition: adding new snformation 4) general and pariculae by esuse and elect ©) contragueomparison 2 ume In some eases the relationships are indicated by ‘inking words’, In other cases, the relationships ate not ditetly indicated and must be infereed. tn the examples below, the linking words se printed in bold type EXAMPLES: 1) Relationships of Addit Bau woo op of a adding nev information um and cassava Solar as well as wind power © Leukemia in addition 1 esteaporsis '© Besides nucle fusion, nuclear fission also provides a source of energy. Bese sents 48 The hctor aust commonly assocated with Using accents is excessive speed, “Tee seeund most common ct fs alechol {© Young cle love plying computer games. They are also fond of watching TV. Between paranapy © A tape reconer ts useful ool for the language learner: The lamer cam eecord Iheesell making short speeches aluicl can then be used (by ether the learner oF anciber person? to punpoint areas of diliculyy in pronunciation and grammar. The learner can also record native speakers and use this data for language aly Some useful esercises are liste! below ‘© total ban on whale hunting is therefore, the only means by which the future ‘ofthe species can he safeguarded. Another species which tisks extinction is the Asian elephant, If hunting and pposching eanunue at she present rate w Relationships of Cause and Effect Baan wonls {© Any kind of constantly repeated movement of the limbs ean cause the condition -knowen as Repetitive Strain Haury of RSL © Ovenwork can lead 10 stress, © Prolonged use ofthe drug can result in loss of memory and confusion comprehensive planning laws control all urban development fom the building of anew freeway to the erection of a garen hut. Regional and local governments sscicly enforce these laws and this has resulted in reauvely contcolled develop: ment despite a booming indusirial sector which has increased its share of the regjouS GDP froin 38 per eet to 76 per eent in under 20 years, ‘The sowh presents a very different picture. Although many of the local and regional ls ae xenical 1 those ofthe north the diferent economic cations in the south have fed to problematic planning outcomes, In a relatively non-indus trlised region (industry accounts for only 12 percent of the region’ GDP) which suffers from high unemployment and net papulation loss due to emigration, inessile pressures have grown to industrials, In many cass, this has resulted in the flouting of planning laws, often with the tacit consent of government. The problem is further complicated by difficulties in enforcing the law where a deste feists to do so. Homes are frequently built without applications for planning permission, Were the government to enforce the law, this would result in the de: iolition of tens of thousands of illegally constructed dwellings, creating, 8 political and socal eri that no government has yet been able to face TASK 7* Study the following passages (A-H). What is the relationship between the sentences in each passage? Which words (ifany) indicate the relationship? 'A. Goal i transported fram the mine to the power station hy ral Aer arr itis stored in bunkers and then, when required, fe Ano Large rnaces ‘where it burnt, B. During the 1950s the expanding industries of the nonh required knge hhumbers of unskilled workers. As a restll, many migrant workers area from the economically depressed southern provinces in search of work and improved living tandatds, C. Draining of swamp land is an important factor in the fight aginst mal The drainage of the Pontine marshes in the 1930s vitally climinated the Incidence ofthe disease, . Coal-fired power stations ae relatively safe but emit lage amounts of eatbon dioxide and other polluting agents into the atmosphere, Nuclear-generated ppower, on the other hand, is clean but can, if things go wrong, lead to Uisastrous consequences E. The government’ decision to close the unprofitable Liverpool car plant had two effects on the economy ofthe city Firstly, 3000 people were made redundant, creating personal hardship and a severe strain on the social services. Secondly, many of the skilled workers left the area in search of ‘work elsewhere, creating a serious shortage of skilled manpower ‘coined oe 21 E Inthe 1940s farmers were encouraged 10 use DDT and a to eliminate pests, enhance soil fertility and hence increase crop yields. In the 1960s it became apparent thatthe use of chermieals in agriculture was «causing serious damage to soils, plant and human life and this led to the banning of DDT in many countries andthe search for more environmentally Friendly ferilisers (One of the most serious side-elecis of the introduction of irigation 10 formerly and areas isthe spread of disease. Schistosomiasis, an emphysema- like disease carried by parasitic larvae in aquatic snails is now common in newly irrigated areas throughout the developing world and is believed to alle more than 200 million people “The majority of landslides in the coastal areas of California are auributed 1 the instability ofthe Tertiary and Mesozoic rocks which predominate in this area In inland desert regions, on the other hand, the major cause of slides is the extreme diurnal temperature range which results in cracking and the formation of talus at the base of rock faces. Understanding the relanonships hewween sentences in 2 paragraph and beween para- sriphs help 3 pecesl potiale makes you a moce effective reader and faciliates note-taking, You may find it to make margin-notes ass the following example ENAMI “The Accumulation of Cesium 127 in the Food Chan aust which ans nor anova ce process of espeaton ay von highly concentrated a they pass through cocina I xloatve mater with lng hal-ies enter the fod chain, the high eere vs wh acct im sucess steps may ead tosis Tits The radoacine Kotope ees 137, a produc of mciar ‘MAE Assn, has a ale of 30 years. Once it enters the body contained within food, ecomcs dstnbuted throughout the body’ eels, aeeumulating two or steel! during each step in he food chain EEvilence ofthis phenomenon was discovered by studies caried out in the Mackensie Bay eegion of the Yukon in Canada where above-ground ‘nuclear testing in the 1950s introduced lage quantities of cesium 137 10 the atmosphere, Rain caused the isotope to fall to earth, where It was collected by lichens growing in tundra areas, Tests on lichen samples showed evidence of 6 micromicrocures of cesium per gram of issue, The lichens form the principal dict of caribou, whose meat isthe staple diet of the Inuit peoples who infabic the region. The caribou were found to have accumulated around 14 micromicracuries of cesium per gram of tissue. cause Akhough only sine step above the canto an the food chain, the init had eee we losaty: foe chain: hee. nich one gaia comes ihe fod sous fr anther ong, which self ensue by another halle: the time rouied for one half of a sample of unstable material o wen chemi change lichen; sal plats wich grow onthe surfce f rock and es ~ canons deer ike animals TASK 8 CChoose another passage and analyse it as inthe example above. TASK 9 ‘Choose a passage and cover it with a card o sheet of paper, Move the cover so that you can only read the first sentence, What do you think the ext sentence is? Use your knowledge of the relationships within passages 10 predict the content of the next sentence. Remove the card and see how accurate your prediction was. You can also use this technique to predict the next word oF the next parageaph INTERPRETING DIAGRAMS, TABLES AND GRAPHS Some reading passages may contain diagrams, tables and graphs. Because they ao not give information line by lin, they are sometimes referee to as ‘non-tinear texts. Questions the Reading setion may’ require you te ‘¢ match writen information with @ non-linear text (for an example, see TASK 1 com page 24), © imezpret the information contained in a non-linear text (Foran example, see TASK 12 on page 25) Many candidates become very concerned when faced with diagrams, tables and graphs, You should remember that ‘© Sime non-tincar tes serve only to lusrate the waiten test sid no questions specially late to thet, You ean ase the information they contain to help you lnylestand the writen text. © HH you are required 1 refer to a non-linear text, you should read it inthe same sway as you read any evher text: everview it 1 understand the subject and check, for the relationships between the points of information given, ‘© Remember that the information contained in a non-linear text can also be express in words. In onder to perform the IELTS tasks whieh inelude non-linear tex, is useful to mentally “tanslate’ the diagram, table or graph into wos. pap EXAMPLE ° | EMPLOYMENT IN THE UNITED KINGDOM 1980-1980. Be g 2 ses togneeing Sener Agicture te xraph ca be tanta as follows He petted 198-00 sow significant changes inthe relative sizes of theee major cuplorment sectors ms the UK economy engineering, service mdustres, and aysicite Hite was rapid decline an cinplayment ay agricul, whereas ples mean opportunistic i settee taxlustties increased sharply. The gue ring «stot on the ether hod, espensaved a gradual ut constant decline, TASK 10 i Select a diagram, table or graph and ‘anslate’it thio words. TASK 11* Which of the following passages, A, B oF C, contains the main points in Table U below? ‘A. As result of increasing urbanisation and consequent Iestyle changes. a slut took place in dhe morality pateens of Dalvogen Islanders curing the Peril 1960-40. While malaria was eradicated hy the introduction of ‘chemical pesticides, changes in the Islanders’ diet and inereases in the ‘consumption of sleehol and tobacco beought about sharp increase inthe ‘number of deaths resulting from moss and coronary disease. Equally significant was the merease in the number of aceident-relate deaths Ssgnicanr chines tuted in dhe motality patterns of Dalwogen Islanders lithe pene 1960-40 Mont striking was the inerease in the imber of deaths resulting from suicide, murder, and accidental causes. Similarly significant were the inereases in the number of tumour-related and ‘coronary-related deaths. Both of these trends can be explained by the rapid Urhanisation of Balwogen inthe period in question, Te increase inthe incidence of coronary disease among Dalwogen Islanders noted in Table | ean be directly atributed to dietary and lifestyle changes An epidemiological study carried out between 1958 and 1981 shoved that the per capita consumption of sugar had inercased by 800 per cent. In conjunietion with tbe inceeasingly sedentary occupations in which the Iajrity of Islanders were employed hy the late 1970s, the inci conanary disease in the Islnd hal reached! similar le in developed couniies Table 1 9]0 we (or DM pe TASK 12" Decide whether according to Table 1, he following statements are irae trials, Wate T for tue for false, oF NA no information is given in the Table Write your answers in the spaces provided, “ngs singe cause of death in 1960 was coronary disease | No lanaelated deaths mong Dabwogen males were recorded in 1980. Dalunge sanders ad more acide in 1980 compared with 1960, Im 1980 Tung cancr caused the desth of fewer Dalwogen males than Alcona diese 5, The hfe expetaney of Dalwogen females inreased between 1960 and 1080 Your answers: 1 4 UNDERSTANDING THE ORGANISATION OF A PASSAGE Kno wy wring hovt information is organised helps you read more efficient. ENAMPHE 1 you are hooking for persons velephone murnber, che way thatthe telephone urectory ts organised —in alphabetical order ~ and your knowledge ofthe alpha Iota system enable you to find what you are looking for rapidly and eficienly TASK 13* itled “Self ‘The following is a list of the components of a textbook entitl Instruction in Language Learning’, Aerange them in the order that they are most likely to appear. Ihbiogrsphy index aw 1 appendix peace table of contents sntroduction unit 2 sonclusion| pee Within cash of a cextbvokS components, simular patterns of engamisation ean be found. He purpose of an andes, for esample, influences the organisation othe inkormion i His alphabetical onder enables the reader to locate information rapidly Mest people are kur wal nding purposes ancl organistion, They’ may be ks with other 935 oon lotion which are common in academic writing Some of tte may appear in the HHL1S test snd you mity be asked questions which assess yest sail to secngnse them The felling purposes are common in acdemie writ © deseeibing processes © cxamining sdkamagevdisdvantages, benefits © desetibuny/propsing solutions to problems eve ate conventional ways of organising information 0 achieve these purpases. Reco these types of enanisation helps yous read ne elfen The fllowing pussies dese solutions to problems. tn bath ss, bem is escihed Belen the soln wap EXAMPLE: Extension of Riverflow Records in Thailand (extract) ‘Amines, hydeologsts and engineers requite detailed reconls of pat va Lions in rierfknw in ander to develop projets such as bridge eanstruction, Hen seve stations an! lod-conteo systems. Until recently hanever, mst eoues cial not miske accrstely gauged rverflow records, Even where stwl recon exist, they ately estend for more than about 150 years, tos shorts pero to prove Wn of Tong term tensa pats fives Inequenices. Although rafal dat ate uty mone extertve. the gn in econ eng sang pcp an datas generally ny fos das Hosed on the recon of teeing gre, oweser, Has poe fxs riveflw eats over peris of several handled years and, an ses whet tes this age sll sussive, up to 2000 years. ap EXAMPLE: Mine Subsidence in Nottingham Subsidence ane its eects on surface-tevel structures poses serons probes ha the develoyment snd maintenance of building stock in elma 1960, rap rh expansion inthe city of Nevtinghan, sae atte ete Drains Fast Millinds Confit, fed to the development of suburban has cover the sites of relatively shallow abandoned mines a dee some cases sulcence developed, resulting in struct dans ‘minor eracking to the collapse of some dwellings "Nottingham Cowty Counei engineers hal 1we paste sola tthe pin Hie safest hut st expensive solution incl dhe illng of ano with grout, a cementbised material costing sate this tha pov internal suppor 1s tial The second, cheaper method requited the constrict ‘eomcrete picts sshich supported the rock strata, This procedure was wore located Below the water table oF where mk stata Thal boon scriandy seakered The decision to apt one soliton rather than the other had 10 be taken on a case-by-case buss. Ih each ese a desion was sluating the deypce of risk involved and the cost of implementation, Jn 1909. plans were announced to build a regional hospital ow a site appro mmaely 12 metres above an abandoned mine working. Although surveys showed that the rack strat were intact and the mine working was above the water tuble, Come engineers opted for the safer, hut more expensive solution, The base ate ofthe bespital, 1000 square mete, was bored with a series of 250, lol oles, each 10 centio diameter, which penetrated the mine eaviy. The casty was filled wth grout above which a eonerete pier eight mietees in sliameter was constructed. The dll holes were then filed with grout to for a solid glum sth a slab soppor TASK 14* The passage below describes a number of problems associated with tree planting and the solutions to those problems. By referring to the passage, match the list of phrases with the problems and solutions, Not are needed to complete the task, Selatan to prens 1 Probe 2 Sedan ts psn 2 As traton dass = planter 1B and plan La aoanine {© ane ie eles al sonnet pln ae 1 tv ua gs es pt ete rl 1 calap phot tase gin Fe the Ue tagtistins the New lechnotogy in Tree Planting Ha staal dekaestatt ol the nyetie teas of som csteen AN Joa a to nbs ng eussonmental elles the wmmediare | fot yt cal shelcy 10 expe the cha sal fra ttt, eng va esos Subexputty hen tees (uatct, a ssoomal omseynce of defonestation is seul a goer niet xa cis jae a sett Hatt age, the Mt 1 ibe eh al gece Lunelea sa arbaiony sch wns Ny ca tw pinta Dillon J Tnsorer enum a mumber of ieee the seat 2000 The ps sail tis, duane sk sed om age 27 require a massive number of warkers (estimated at 50,000 over a 10-year period). This would have resulted in extremely high unit costs which ‘were unrealistic for many’ of the small rural agencies who were providing half of the finance. ln addition, she cucalypuus seedlings and young trees sulfered a 20 per cent morality rate as a result of disease, poor drainage and inadequate protection from wind, animals and birds. [ Oy sg ional anal planing techniques, the scheme would have Mechanical planters and (ree guards provided two solutions which have significantly itmproved the efficiency of the planting program, UTC Industries of Birehgrove developed a tractor-driven planter capable of planting both seeds and saplings. The planter, nicknamed the Green Goddess, can drill, plant and water 5000 seeds or 1000 saplings per hour ts operated by one person, requires litle maintenance and costs around $20,000 The mortality rate of young tees has been drasically cut by a tee guard ako developed by UTC Industries, This simple device is composed of a shoe of PVC plastic casting only around 20 cents which i wrapped around the trunks of young trees. It provides suppon forthe growing trunk and protection against sheep, catle or other animals while special holes and channels inthe plastic allow light and ai to enter and conceniate wate to the wets of the tre. In contrast to tational stake and wire support and protection systems, the plastic guards are much cheaper and can be installed fan ste more rapidly Experiments have shown that morality an young. ces «an be reduced hy ast 90 percent using this system, The purpose of the following passage is to present the case for and against wo chipping in British Columbia, The writer frst presents the evidence shih uppts tis practice and then lists the evidence against H. The final parageaph comms a conch In which her own view ts expressed cap EXAMPLE Woodchipping in Old-Growth Forests 1m July 1990 the provincial government of British Columbia passed a law permiting woodchipping operations in the old-growth hardwood forests of the province’ north-west. Designed to boost the local economy and provide a cheap source of paper, the woodchipping operations created a storm of controversy In a woodchip program most or all of the trees in a smal, selected area or ‘coupe’ are felled in an operation known as cleaeutting. Lager trees, sutable for the production of sawn timber, ae taken to sawmills, while smaller tees and branches ate taken 10 chip mills to be made imo chips for pulping. The total utilisation of timber from a given area provides a numberof advantages. Wy significarly lowers unit costs, introduces @ new product, woodchips, to the local ‘economy and ullises sawmill wastes, which were formerly burnt, asa further zs source of woodchips 1, teal ataia 2 orca. seagereratin (ss (decactve tae The development of acess reads and the increased financial resources genet~ bd ated 35 result of weodchipping also permit the foes services o provide beter The provincia forest services argued that clearcuttng faites forest regener ation in the same way that wildfires do. In contrast 10 wildfires, which’ destroy everything in their path, clearcuting is also much less destructive of forest fauna fe management of their forest. Access roads which must be built to clearcuting Jmrarrte: Couper alta serve a iereaks while increased funding enable the fire services rhette meson. 6 employ more personnel to detect forest fies, In addition, the industry feckreatis provides employment for workers in the logging and processing industries and mare toarion stimulates the growth of tourism by opening up previously inaccessible areas, + freee: ___ Opponents of the woodchipping operations argued that the flora and fauna of sores dete ye oresis would sulle wteprsble damage a Tsu of the woodchipping senecepignert sell andthe consraction of rads, They came thatthe careting would ead 10 soil eroston, increased salinity, siltation and the eutrophication of adjacent wracays Unique pecs including the Baltringed owl nw ound oly in thearea, kel incon wha concen los of pe ey. gait: 1 fiefs danged 2 ekaretlag The Conseration Socty of Bish Columb fuer argued tha the explosion ofthe inte remaining ving eserves fr shor term beefs also represented esr economic jlgmen. Reims onthe Inge expt nvestment required to way Bathe new nad. const 3 woodchip milla purchase the heavy machinery sesien qed fr fling were lel geared to an overseas marks, a 89 per cen of sestspécatn—soonchip products were bound for export. Flactatons i the rate of overscas Jeeta semersar demand could nt, therefore, gusranice longterm ren on investment a ceeifacekec areal of presalng economis condtons beyond the industry contol, these Soles wes lost ths would result in wwlescale unemployment and lange debts foviheeonaciorcompans who ha mest in pla an machinery Finally. in response wo the suggestion that tourist boom would take place as 2 consequence of inlasiructure developments, conservationists claimed thatthe ‘sual impact of clsreurting was unlikely to attract elidaymakers tothe region Who the umber trucks moved 1n to start logging inthe spring of 1991, they were met by groups of protesters opposed to the logging, Violent clashes eloped between the loggers and protesters, necessitating the presence of ‘numbers of federal and provineal police, In an atempt to prevent further conic, the provineial government placed a moratorium on logging until a ‘comssion of enguity released its findings inthe suramer of 1991 The situation in British Columbia presents a clear example of the censions eoctioie which develop ashen the economic interests of developers ate diametrically secrone gaa opposed to those of conservationists, While shor-ierm economic benelts pursed provide a tempiing solution wo politicians faced with a slump in export earings, there is no guarantee thatthe economic gains can provide 2 sustainable means ‘of development. On the other hand, it ceriain that a resource ~ virgin wilder- ness ~ whose value cannot be calculated in merely monetary terms will be iereparably damaged. Scertar dinige 4s TASK 15* ‘The passage below contains arguments for and against the use of wind power as a primary source of energy. Match the list of phrase» A-IT with these arguments and she conclusion. Note that more option- are given than are needed to 6.1 tee task, First argument for argument ‘agains Sevond argument or Second argument against Conclusion A. wind stations ae 1 need w increase ellicay nal rhabity of wind power infinitely renewable, win plating source of energy DT percent of Los RemosS energy requirements are provided by wind power |e, wind power is heeomiing an increasingly important source of energy 1 wind power is at present inelficient and unreliable G. there are 150 wind towers in the Los Remos area 1H, wind stations do not generate dangerous emissions Harnessing the Winds Wind-generaved power, sometimes called aeolian power, offers m advantages for an energy-hungry socety becoming increasingly wae of the negative envizonmental impact of conventional clectneity-604 systems, In contrast to cual oF elite power stations in which the of Californias electricity ts produced, wind-powered stations have 3 ‘minimal impact on the environment. They proce neh carbon dose ‘emissions which add «the Greenhouse Ellet nr do they eoatnbute 60 the phenomenon of acid rain which kill the lakes and forests where i falls. Unlike nuclear plants, wind stations eannor become another Chernobyl or Three Mil Island Wind power, ke solar, hydro-electric and tidal power, isan infinitely renewable, non-polluting source of energy and is becoming increasingly limpontann in satisfying the states energy needs. The swishing, blades on the wind towers ofthe states largest wind station near Los Reins alecaly provide 10 percent ofthe city energy requirement The major drawhack of wind pover, hove. she unpredictability of thew el Np wind = no power. Even when the wind tas te sted onthe winch re no grate hi the wind ll lo 3s hours dy ‘Unsil ways can be found store generated power that ean be used shen Sushil iutit ASK LS son mpage RP the winds dic dow wind power ill remain a suppkmentary source of the state’ energy: Present state-of-the-art wind 1owers stil requite a rina windspeed of swund 25 kilometres per how to yenerate com + mercially viable electricity: Ie is expected that improvements in the technology wil lower this speed and increase the elliiency of production AX presen, however, high installation and running costs and lor efficiency ‘mean that wind power ts not economically competitive with conventional fossil or nuclear stations, : {Envinnmentaliss are also concerned about the visual impact wind stations Ihave om the landscape. n order to generate commercially. viable quantities of electricity ais necessary to installa large number of wind towers. In the Los Rens scheme there are 150 steel wind towers, each around 30, inctres high, covering a tual area of 80 bectares. They are silent and safe ‘nut ugly: making the majestic Los Remos Range begin to look like anattan in mnie Harnessing the wind does offer a clean, renewable source of energy, but ‘until technology increases the efficiency and reliability of the system i wll not be able to replace conventional fossil fuel or nuclear powered stations. The most likely forecasts suggest the development of systems which integrate the use of both wind, solar, hydro-electric and con: sources in such a way as to maximise the advantages of acl source, In the meantime, research must continue to improve 1: storage capacity and reliability of environs Frcnaly energy sources such as wind power the generating eli The purpose of the following passage isco describe a process. The writer describes each ‘ofthe stages smvused in the process the one in which they ave or syed wehetets Solin we stage eoegin etaned eu EXAMPLE Poultry Processing From he moment chick hatches from sts shell to the time Ht becomes @ poachagya chicken inthe home freeze, each stage of modern poultry production 's part of an integrated, automated system, A parent flock of chickens provides a hatchery with a continuous supply of foggy One week after the hatching, the young chicks are transferted to ages i Inifer units. Four chicks are kept in eaeh cage and a broiler uit may contain ‘up 5000 eages. The birds are fed on grain which 4s mechanically distributed tw their cages: In six to eight weeks, the chickens reach the required processing ‘weight, AC this stage, they’ are removed Rom their cages and attached by their feet wo conveyor lines where they ae electrically stunned before passing through ‘S.cutier which severs their jugular veins. eyed: Alter hanging fora few minutes to allow blood to drain away, the carcasses are THeedioaie passe rough scalding baths heated to SO*C for approximately 30 seconds. eee bein the proces of feather removal, Eerging om the bas, the bis “tl |e ten mechaicaly Mie 1 remove any traning feathers. The acses bey ‘are then conveyed to the evisceration area. Evisceration was formerly performed sige ally tere ou by peu dive vicraon bes se tinal age the ese at cooled by beng passed through ie ates ref Tht ae then pce sored eget ad el fo disisution to ears. Upto 1000 bird an hou can be processed inthis wa. staye6 resulting in a dramatic increase in production efficiency and consequently lower «polapg pres Tote conse. Cone sditedtin Glossary: eviseration: the removal of intestines TASK 16* “The passage below describes the stages involved in the separation of gas and oil. By referring to the passage, match the list of phrases A-P with stages 1-4 Stage Stage 3 Stage 2 Stage 4 {injection of Fresh water removal of water and gas reduction of pressute in separator vessel an outlet channel is placed a the bottom ofthe vessel separation of oil, gas and water magn ee separation takes place near the wellhead “The Separation of Gas and Oil during Drilling Operations [Alter oi-bearing strata have been penetrated by drill hoes, ol comes to the surface by means of natural drive, for example under pressure of dissolved gas. If gas and water are present, the separation of these Substances must occur before refining can take place. The separation procedure is carried out in a pressurised separator vessel, generally located near the wellhead. gece seeaeeeeneaeeeeeeeecseeeeesactteeeane| coma om pe 38 ASK 16 ona fiom page 32 removed, thus eliminating problems during the refining proces. The separation process involves a gradual reduction of pressure in the separator vessel from the elevated pressure at which the oilfges mixture ‘emerges from the inlet pipe o normal atmospheric pressure. During this stage the water, oil and gas mixture forms thee layers. The heavier water sinks to the botiom, leaving the oil above it, while theegis rises to the surface of the oil The gas is then removed from the essel through an outlet channel located atthe top ofthe separator vess. It is then either released into the atmosphere of, if present in sufficient quantities, may be recovered for commercial use. Water is removed in the same way by an outlet channel placed a the bottom ofthe vessel, [Aer the removal of the water tis necessary 10 test for the presence of remaining sat. In order to remove the sal, fresh water is injected into the tank which dissolves the salt and allows the entire solution to be ‘TASK 17* ‘The paragraphs below are not in their original sequence. Using your knowledge of the relationships between paragraphs, place them in the ‘order that you think they should o¢cut, | A. In response to the shopkeepers’ concerns, the Siena Chamber of | Commerce organised a protest demonstration. The local newspaper (part- | owned by a large department store in the centce of the city) carried taivorals denouncing the decision while a petition was drawn up seeking a reversal ofthe councils decision. Candidates standing forthe elections 10

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