Academic Reading Practice Test 2

INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM

Candidate Name:

Candidate Number:

Additional materials
• Sample Answer sheet for Reading
• Practice Test 2 – Answers

Time:
60 minutes

Instructions to candidates:
• Do not open this question paper until you are told to do so.
• Write your name and candidate number in the space at the top of this page.
• Read the instructions for each part of the paper carefully.
• Answer all the questions.
• Write your answer on the answer sheet. Use a pencil.
• You must complete the answer sheet within the time limit.
• At the end of the test, hand in both this question paper and your answer sheet.

Information for candidates:

• There are 40 questions on this paper.
• Each question carries one mark.

PRACTICE TEST 2 1
READING PASSAGE 1
You should spend about 20 minutes on Questions 1–15, which are based on Reading
Passage 1 on pages 2 and 3.

What Guide Dogs Do

A Guide dogs help blind or visually impaired people get around in the world. In most
countries, they are allowed anywhere that the public is allowed, so they can help their
handlers be any place they might want to go to. To do this, a guide dog must know how
to keep on a direct route, ignoring distractions such as smells, other animals and people,
maintain a steady pace, to the left and just ahead of the handler, recognize and avoid
obstacles that the handler won't be able to fit through (narrow passages and low
overheads) and obey a number of verbal commands.

B Additionally, a guide dog must know to disobey any command that would put the
handler in danger. This skill, called selective disobedience, is perhaps the most amazing
thing about guide dogs -- that they can balance obedience with their own assessment
of the situation. This capacity is extremely important at road crossings, where the
handler and dog must work very closely together to navigate the situation safely. When
the team reaches the curb, the dog stops, signalling to the handler that they have
reached a crossing. Dogs cannot distinguish the between red, green or amber traffic
lights, so the handler must make the decision of when it is safe to proceed across the
road. The handler listens to the flow of traffic to figure out when the light has changed
and then gives the command "forward." If there is no danger, the dog proceeds across
the road in a straight line. If there are cars approaching, the dog waits until the danger is
gone and then follows the forward command.

C In a handler-guide dog team, the guide dog doesn't lead the handler and the handler
doesn't completely control the guide dog; the two work together to get from place to
place. The guide dog doesn't know where the destination is, so it must follow the
handler's instructions of how far to go and when to turn. The handler can't see where
obstructions lie, so the guide dog must make its own decisions as to how to navigate
the team's path. Each half of the team relies on the other to accomplish the tasks at
hand. As a guide dog gets more experience with its handler, it may be able to take on
even more responsibility. For example, many veteran guide dogs know all of their
master's usual destinations. All the handler has to tell them is "go to the office" or "find
the coffee shop," and the guide dog will follow the complete route!

D Most guide dog schools use golden retrievers, Labrador retrievers or German
shepherds. These three breeds are characterized by intelligence, obedience, stamina
and friendliness, and so are well suited for the job. Guide dog schools breed their dogs
very carefully, choosing parents with intelligence and special guiding ability. Even with
this attention to good breeding, many puppies don't turn out to be suited for the job.
Instructors screen puppies for guiding aptitude, and release 20 percent of them from
the program. Training is a rigorous process for both the instructors and the dogs, but it's
also a lot of fun. To make sure the dogs are up to the challenge, most schools put them
through extensive trials before beginning the training. The tests are designed to assess
the dogs' self-confidence level, since only extremely confident dogs will be able to deal
with the pressure of guiding instruction. If a dog passes the tests, it begins the training
program right away.

PRACTICE TEST 2 2
E Different schools have different programs, but typically, training will last four to five
months. To make sure the dogs master all the complex guide skills, the instructors have
to introduce them to each idea gradually. Once they have introduced what is expected
of the dog, training is essentially a matter of rewarding correct performance and
changing incorrect performance. This works with dogs because they are pack animals
and have a natural need to please an authority figure. The instructor, and later the
handler, is simply stepping into the place of the alpha dog, the leader of the pack. Unlike
ordinary obedience training, guide dog training does not use food as a reward for good
performance. This is because a guide dog must be able to work around food without
being distracted by it. Instead, instructors use praise or other reward systems to
encourage correct performance. The standard means of correction is pulling on the
dog's leash, so that it pulls a training collar, giving the dog a slight pinch. Using this
basic reward/punishment system, instructors work through the necessary skills for
guiding.

F Guide dogs are typically trained by highly qualified instructors, who are assisted by a
number of apprentice instructors. Procedures vary from school to school, but in general,
trainers must spend two to three years as a supervised apprentice before they can
move up to a master instructor. Instructors and apprentice instructors are typically
college graduates with a good deal of prior experience dealing with both animals and
people. Because most guide dog schools are non-profit institutions, instructor pay is
relatively low for the education level required; even so, openings don't come up all that
often, and attract many hopeful applicants. Often, trainers work their way up to
apprentice instructor by working with the school on a lower level, such as raising guide
dog puppies. The job is extremely demanding intellectually, emotionally and physically.
Instructors work very hard for long hours, and they must constantly deal not only with
difficult animals but also with difficult people. It is definitely rewarding work, though.
Instructors say they get a great deal of satisfaction from helping a difficult dog master
its job, and they're certainly very happy putting together a functioning dog-and-handler
team.

PRACTICE TEST 2 3
Questions 1–7

Reading passage 1 has 7 paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1–7 on your answer sheet.

NB You may use any letter more than once.

1 The guide dog relates to its owner as it would to a dominant animal.

2 There is a lot of competition for jobs as an instructor.

3 Good guide dogs have a range of skills, behaviours and knowledge.

4 Guide dog training differs from that of other dogs in that treats are not given.

5 The dogs are thoroughly vetted to evaluate their character.

6 Most dog trainers have been to university.

7 Dogs have different visual faculties from humans.

PRACTICE TEST 2 4
Questions 8–15

Complete each sentence with the correct ending A-H from the box below.

Write the correct letter A-H, in boxes 8–15 on your answer sheet.

8 Trained dogs are taught to disobey orders...

9 Labradors are well suited to be a guide dog...

10 Despite attention to breeding and careful selection…

11 In order to ensure correct behaviour...

12 Training works with dogs because…

13 Most trainers must serve a 3 year apprenticeship…

14 Trainers are not very well paid...

15 Guide dogs are trained to ensure that...

A to become a master instructor.

B because they are intelligent and friendly.

C if the result would put their handler in danger.

D a warm tone and some physical discomfort are used.

E about one fifth of dogs do not progress through training.

F they ignore any unnecessary stimuli.

G as pack animals they like to please the figure in authority.

H as most schools do not work for profit.

PRACTICE TEST 2 5
READING PASSAGE 2
You should spend about 20 minutes on Questions 16–27, which are based on Reading
Passage 2 on pages 7 and 8.

Questions 16–21

Reading Passage 2 has six paragraphs, A-F.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i – ix, in boxes 16–21 on your answer sheet.

List of Headings

i Comparing games with other electronic media

ii Types of intervention for game addicts

iii Video games as a learning tool

iv The financial costs of gaming

v Tell-tale signs of addiction

vi Playing time: not the only consideration

vii How schools should manage video-gamers

viii Evaluating video game usage patterns

ix How gaming develops technological skills

x Comparing games with other electronic media

16 Paragraph A

17 Paragraph B

18 Paragraph C

19 Paragraph D

20 Paragraph E

21 Paragraph F

PRACTICE TEST 2 6
Video Games and Children
A Research has shown that playing video games can be beneficial for a number of
cognitive functions and may also contain social benefits. They educate, provide space
for creativity and offer healthy social interaction. One important aspect in a game is that
following directions can be crucial to success. In order to progress in games, one must
first learn to follow the guidelines, restrictions and components of them. As the player
confronts new challenges, they must use problem-solving to find solutions. This is true
for educational games, mind games, and Role Playing Games alike. The player cannot
get through with what they already have or know and must find new combinations and
incorporate old skills with new skills to overcome obstacles such as the level or quest
(Gee, 2003). In relation to this, the player can also learn strategy and anticipation,
management of resources (simulation games), mapping, pattern recognition, how to
judge the situation and practice reading (with directions, dialogue, etc.) and quantitative
calculations (through educational games, managing finances, buying and selling for
profit, etc. (Tumbokon, 2014).

B But at the same time, the best examples are very addictive and gamers are tempted to
play for increasing lengths of time. Excessive behaviour in any area of life rightly signals
alarm bells for parents. However, for an emerging technology like games, it can be hard
to differentiate between excess and enthusiasm. It's difficult for parents to judge what is
a healthy time commitment if they are not game-players themselves. One approach is to
look at the available statistics. A 2012 consumer study demonstrated that a surprisingly
wide range of ages play games: 40% of the UK population in fact, of which 24% play at
least weekly. This picture is brought into greater focus by last year’s government
briefing. It states that in England, video games were played for two hours or more a day
by 55% of boys and 20% of girls in 2010.

C On the more extreme end of the spectrum, the clinical physiologist Dr Jane Hucksteth
(2010) reported that 7% of teens in the UK play more than 30 hours of computer games
a week. However the impact on their school work and social life needed further study.
“It is agreed that excessive screen time – over four hours with no break – can be a bad
thing." said Dr Hucksteth, "There is a lot of research on this. However, we should also
consider time of day, weekends versus school days and the age of the child before we
can assess the overall impact on their welfare. ”Gaming is far from a diagnosable
addiction but some of the language of addiction can help parents identify when things
are getting excessive”.

D Indications include playing every day, devoting long periods of time, sacrificing other
activities, neglecting homework and moodiness. The last two may describe many of our
children, but Hucksteth suggests that where four or more of these factors exist there
may be cause for concern and a need for parents to step in. "Games should be played
as part of a healthy and balanced lifestyle," agrees Dr Jo Twynum of UKIE, the UK
games industry trade body. “Players should take regular breaks – a good guide is five
minutes rest every 45 – 60 minutes of game play.” In light of this, appropriate gaming
time is more about its impact on the child’s wider life than a hard and fast time limit. As
children get older, they will naturally integrate gaming among other activities (outside
interests, friendship groups and even homework) so the dividing line will become more
blurred.

PRACTICE TEST 2 7
E Distinguishing gaming habits from time spent on other forms of screen time is also
important. While TV and video games appear similar on the surface, the interactive
nature of the latter results in an experience more like a physical toy. Dr Twynum
highlights this misunderstanding. “I’m not sure games provide any different parameters
to other immersive activities. Would we ask ‘How long should children play Lego for’?”.
Video games offer distinct advantages over television, particularly the recent trend in
cross-over titles like "Skylanders" and "Disney Infinity"; these come with plastic action
figures which allow children to play away from the screen – although, of course, parents
may object to the costs involved in buying multiple characters on top of the games
themselves.

F If parents are concerned that their child is spending excess time on gaming, keeping
game technology in shared spaces rather than bedrooms is by far the most effective
and informal solution. This does require compromise on both the part of the child (losing
their private pursuit) and the parent (having to share the living room) but has the
advantage of not only keeping games under surveillance but encouraging families to
play together – something that children are often more enthusiastic about than parents
anticipate. Using Parental Controls to restrict access to particular games is a good
driver for conversation and agreement over appropriate gaming habits in a family. There
are also specific hardware features, for example a timer that pauses the action after a
pre-determined amount of daily screen time. A combination of these reference points,
regular breaks, along with moving technology back into family spaces, ensures parents
and children maintain a healthy relationship to video games and involvement in the
family unit.

PRACTICE TEST 2 8
Questions 22–25

Complete the summary below.

Choose NO MORE THAN FOUR WORDS from the passage for each answer.

Write your answers in boxes 22–25 on your answer sheet.

To reduce the risk of addiction to video games, experts agree that it is good for players to
22 from game playing. However, we should be careful not to
overemphasise the similarity between gaming and other screen-based entertainment.
Gaming is less like watching television and closer to playing with 23 .
In fact, some children's video games have characters who are also represented as
24 . One way to monitor children’s gaming habits is to locate the
equipment 25 .

Questions 26–27

Do the following statements agree with the information given in Reading Passage 2?

In boxes 26–27 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

26 Seven percent of the UK population spend over 30 hours a week on video gaming.

27 Built-in controls which limit gaming time are very popular with parents.

PRACTICE TEST 2 9
READING PASSAGE 3
You should spend about 20 minutes on Questions 28–40, which are based on Reading
Passage 3 on pages 10 and 11.

Sensitive Technology
A Imagine if an application (app.) in your phone or tablet computer could take your pulse
or measure your blood sugar just when you touch the screen, without any added
hardware. New developments in the construction of screen glass might mean such
technologies are on the way. Scientists have released a study about building light-
based sensors into the physical structure of glass used for device screens. The sensors
are placed in stackable layers using finer detail than ever before.

B The technology means apps can get more accurate readings from far more sensors than
just those already placed under screens to detect a touch or swipe. It uses laser to
inscribe wave-guides into the glass, which then use light to describe the transmission of
information. Two prototype applications of this have already been built. The first is a
temperature sensor which reads body temperature from the touch of a finger. The other
is a unique authentication system that uses tiny dots to scatter infrared light that can be
read by the device's camera. "It's like a permanent and unique barcode on every
smartphone that's very difficult to counterfeit and also not easily seen, so doesn't
intrude in the operation of the phone," said Dr Hugh Evans of the Grant Materials Lab.

C Wearable computing devices such as smartwatches, tracking wristbands and spectacle-

like computers are gadgets that clip to clothes, wrap around wrists and mimic glasses –
and they all need some kind of glass display. With the possibility of more detailed
sensors built into an interface substrate like a touchscreen, it potentially makes every
glass surface a computer. Of the industries set to receive a boost, observers say
wearable computing devices in particular will benefit, as we demand more
responsiveness from devices. While major companies have not yet brought advanced
wearables into the mainstream, they are now starting to emerge from the realm of
science fiction into reality, helped by the new glass.

D "I see this advance being even more useful for wearables like glasses and watches,"
says Jeremy Rodrigues, founder of Mexican app developers JR Design, which makes
mobile apps to help guide travellers in unfamiliar cities. "Putting transparent sensors on
glasses and watches will reduce the circuit box needed for these devices, which in turn
will make them more attractive and easier to wear." The basis for laser-inscribed wave-
guides opens the field to even more circuits based on light, and thus, more advanced
wearable computing devices. These will typically enable the wearer to take and view
pictures or video, read text messages and emails, respond to voice commands, browse
the web and more.

E Wearable computing devices are small, portable and so new that nobody knows how
they'll fare with consumers or in the enterprise. Looking back at the fast rise of
smartphones and tablets, you might assume that wearables will repeat that
performance. But smartphones and tablets are "cool" devices that flipped the workplace
upside down because they help employees perform with more efficiency and
productivity. These devices -- and the apps and services that come with them -- are
easy to set up and use. Further, they can sidestep many of the limitations of more
traditional IT-managed applications and services.

PRACTICE TEST 2 10
F It is still unknown whether wearable computing devices will be able to deliver all that.
What we do know is that workers wearing smart devices will not need to reach into their
pockets as often. Instead, people will be able to gesture, speak or blink to retrieve the
information they need or to accomplish tasks. The question is: Are workers really
encumbered by having to reach for their devices? There are certainly a few ways the
enterprise could benefit from employees' use of wearable computing devices. The
hands-free and location-independent operations of wearables could have a number of
potential uses.

G For example, Eurotech's Zypad delivers a wrist-mounted mini-computer to those

needing high-tech mobility and connectivity in the field, such as emergency personnel,
search-and-rescue teams, warehouse workers or anyone on the move. Wearables also
make it possible to track individuals, such as nurses performing rounds or emergency
workers in the field. For environmental disaster work in which employees must wear
protective suiting, a wearable device could be an invaluable asset by offering hands-
free access to vital data. Finally, smart glasses could be capable of displaying
schematics to a technician repairing a specialized piece of machinery, which means no
hands and no fuss. All the information workers needed would be before their eyes.

H But possibilities do not always translate into uptake, and while there are some exciting
potential uses for wearable computing devices in the modern enterprise or company,
their spread will depend on device developers and the needs of employees to connect
to company data storage and more conventional computing platforms. Developers and
organizations will need to build business programs and web services that integrate with
these devices and can reliably push data to them and use data received from them.

PRACTICE TEST 2 11
Questions 28–33

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 28–33 on your answer sheet.

Small computing devices may soon be revolutionised by the use of 28 in

their screens. Their 29 will provide much greater detail than
previous technology, and 30 in medicine and security have been
found. Using this technology, any device with a 31 could become
a computer. The technology will be beneficial in wearable devices, where
32 is expected by users. Advanced wearables with the new glass
may soon enter the 33 .

Questions 34–38

The passage has 8 paragraphs labelled A–H.

Which paragraph contains the following information?

Write the correct letter, A–H, in boxes 34–38 on your answer sheet.

NB You may use any letter more than once.

34 a speculation about how the new technology will improve existing devices

35 a description of applications which are in the trial phase before general production

36 a warning about some difficulties standing in the way of the adoption of the new
devices

37 a comparison between wearable devices and other relatively new types of devices

38 an explanation of how users will operate the new types of wearable devices

PRACTICE TEST 2 12
Questions 39–40

Choose the correct letter A, B, C or D.

Write the correct letter in boxes 39–40 on your answer sheet.

39 In future, wearable devices will

A be made mainly of transparent materials.
B make it easier for workers to use their hands for important tasks.
C replace conventional computing devices.
D require large amounts of data to be transmitted to make them work

40 Whether wearable devices will succeed in business is hard to predict because

A they are more suited to medical uses.
B they have a number of limitations.
C complementary software still needs to be written for them.
D some employees are concerned about being tracked by them.

PRACTICE TEST 2 13