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INTERNATIONAL ENGLISH LANGUAGE

TESTING SYSTEM
Student’s name: ______________________________________________________________________
Student’s number/class: ______________________________________________________________
Test date: ____________________________________________________________________________

LISTENING TEST 06
Time:
Approximately 30 minutes (plus 10 minutes’ transfer time).
Instructions to students:
• Do not open this question booklet until you are told to do so.
• Write your name and student’s number/class 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 students:

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

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LISTENING
(30 minutes)

PART 1

Questions 1-10

Complete the notes below.

Write ONE WORD AND/OR A NUMBER for each answer.

Renting an apartment
Location
• in central Sydney

Description
• a 1 ………………………… apartment (for one or two people)
• approximately 34 square meters
• a shared 2 …………………………
• on the fourteenth floor
• views of the 3 …………………………
• outdoor area: a 4 …………………………

Tenants have
• a 5 ………………………… (no charge for residents)
• an indoor pool
• two 6 ………………………… (reduced charge for residents)
• underground 7 …………………………
• easy access to transport in the area

Rent
• $ 8 ………………………… per month
• include 9 …………………………

Other details
• available from 10 ………………………… August

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PART 2

Questions 11-16
Complete the flow-charts below.
Choose SIX answers from the box and write the correct letter, A-I, next to questions 11-15.

A 12 months’ probation
B Circuit-based
C Provisional licence
D Renewable after one year
E Revision
F Road safety check
G RTD test
H Trial test

Driving lessons

Theory course Practical course

Lessons (classroom or Training and assessment

online) (14 …………………………)

Training and assessment

11 …………………………
(on the highways)
(classroom)
12 …………………………

Trial test

Road Traffic
Department (RTD) test
15 …………………………

13 …………………………
Full driving licence
(16 ………………………….)

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Questions 17-20
Choose the correct letter, A, B or C.
17. If you want to do the theory course, you
A. have to reserve a place.
B. can get details on the internet.
C. must pay the whole cost in advance.
18. What does the woman say about the theory classes?
A. They are available in more than one language.
B. All the necessary materials are provided.
C. Trainees stay together for the whole course.
19. What does the woman say about the practical course?
A. You must attend a session every day.
B. You are allowed to drive your own car.
C. You can book at certain shops.
20. There is no charge for a cancelled practical session if
A. the instructor agrees to reschedule it.
B. the required amount of notice is given.
C. a medical certificate is produced.

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PART 3
Questions 21-25
Choose the correct letter, A, B or C.
Product development presentation: mosquito net

21. Edward heard about a type of mosquito net from

A. an administrator.
B. a doctor.
C. a friend.

22. Edward believes that mosquito nets were first used in

A. China.
B. Japan.
C. Egypt.

23. Chemical treatment of mosquito nets in the mid-twentieth century

A. was first developed by a soldier.
B. made them potentially dangerous to users.
C. was made possible by modern textiles.

24. The owners of present-day nets

A. are likely to find they have an unpleasant smell.
B. should avoid using them every night.
C. may have difficulty obtaining the necessary chemical.

25. According to Edward, Olyset nets are better than other nets because they
A. remain effective for longer.
B. use a greater number of chemicals.
C. give protection against more types of insects.

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Questions 26-30
Complete the flow chart below.
Choose FIVE answers from the box and write the correct letter, A-F, next to
questions 26-30.

A workforce
B sources of funding
C investment opportunities
D unique features of the product
E future developments
F production figures
G national economies

Seminar presentation

Context: need for anti-malarial products

Figures relating to:
• global incidence of the disease
• impact on 26 ………………………….

Mosquito nets
• History
• 27 ………………………….

Production
• information about 28 ……………………………
• profile of manufacturer with description of 29 ……………………………
• 30 …………………………. (according to website)

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PART 4

Questions 31-36
Complete the sentences below.
Write NO MORE THAN TWO WORDS for each answer.

Earth-sheltered Housing

Advantages:

• has a 31……………………….. on the environment

• increased use of energy-efficient 32 …………………………. technologies
• can have a very long 33 …………………………
• easy to maintain
• no noise from the 34 ………………………… outside (bid problem in many conventional
homes)
• health benefits from advanced methods of 35 ………………………….

Earth-sheltered housing in the UK:

• no longer difficult to get planning permission

• more likely to get approval for development in 36 …………………………. areas
• may replace mobile homes on the coast

Questions 37-40

Which UK projects have the following features? Choose the correct answer.

A Mole Manor

B the Hockerton Project

C both Mole Manor and the Hockerton Project

37. favourable reaction …………………………

38. self-sufficiency in energy …………………………

39. low building costs …………………………

40. luxurious accommodation …………………………

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INTERNATIONAL ENGLISH LANGUAGE

TESTING SYSTEM

READING TEST 06
Time:
60 minutes.
Instructions to students:
• Do not open this question booklet until you are told to do so.
• 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 students:

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

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READING
(60 minutes)

READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 below.

Building a castle
Guédelon is no ordinary building site. There is no rumble of diggers or shriek of circular saws.
All is peaceful and quiet, save for the continual tapping of the small army of stonemasons, the
quacking of the ducks or the occasional crow of the cockerel. Slowly but surely, a brand new
medieval castle is rising from the woods of Guédelon, Yonne, home to the Burgundy vineyards
in the heart of France. The year is 1229 that is, for the purposes of this project: to build a
prince's 'château fort' using only the techniques and tools of the 13th century.

'The project has four main aims,' explains Macyline Martin, managing director for Guédelon.
'The first is experimental archaeology - to try and verify all the theories, based on documents
of the time. There's also a social aim, because this region is very poor, with high
unemployment: so it provides jobs. Then there's tourism: the project couldn't work without
visitors because a lot of money is needed to pay people working here and to run the site. And
finally, we want to open experimental archaeology to everybody - because in France, history
and architecture are still very much oriented to academics.'

The idea for the project emerged about five years ago. It was the brainchild of Michel Guyot,
who bought and renovated the nearby castle of Saint-Fargeau, which was built and rebuilt
between the 10th and 18th centuries. Beneath his castle were the original foundations of the
13th-century building. Guyot thought it would be fun to construct a château to the same plans,
but this proved too big to attempt. So Jacques Moulin, managing director for the local
historical monuments, drew up plans for a smaller castle that would still be ambitious, but
realistic. Five months later, having managed to get together 600,000 Euros in funding, they
began looking for a site that would provide all the materials they needed: stone, water, sand,
wood, iron and clay. They found it at Guédelon.

The only major cheat so far was early on when a mechanical earthmover was brought in to
raise the castle floor. Archaeologists know how it was done in the 13th century: by
backbreaking, tedious work. 'To do it by hand would have added ten years to the project,' says

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Franck, one of the site's guides. It's still a long, painstaking task. Next to the beginnings of the
east wall is the quarry, where masons extract the ferruginous limestone to build the thick
castle walls. They bore lines of holes into the rocks and then they hammer metal wedges into
them until the rock splits along the line. It is then hewn into bricks, and cemented together
with a mortar of chalk, sand and quicklime. Quicklime is made by heating limestone to 800°C
- done off-site because of the poisonous gases that come from the process. Little wonder that
13th-century lime- burners had a life expectancy of only 25-30 years. 'The bricks are the laid
horizontally for the first metre of the wall, and vertically thereafter,' says Franck, 'because if
there was a shock from, say, a catapult, and the stones were all laid in the same way, the
shockwave would shatter the wall.'

The scientists and craftspeople alike are learning on the job, as they don't know exactly why
or how things were done as the historical evidence suggests. One such discovery significance
of the marks that masons carved into each finished stone. It was thought that these probably
had superstitious meaning, but experience and archaeological research reveals three very
practical uses: to establish how much each mason should be paid; to keep track of who made
what, in case of any problems; and to specify where the stone should be placed in the castle
reconstruction.

Guédelon has scientific committee of archaeologists that discusses ideas and problems as
they emerge, and will approve works and practices only when its members are sure that they
are true to the 13th century. Reaching unanimity is not always easy. 'All the big plans for the
castle itself all done but the details aren't settled,' says Martin. 'So, during the winter, the site
manager and I visit other castles in the region. When we see something we want to do here,
we draw a sketch, make plans and show this to the committee.'

The castle will take at least a decade longer to build than it would have in the 13th century.
'With the same number of workers it would have taken 15 years then,' says Franck. 'But we
could do this too if we had only professional workers, if the site wasn't open to the public and
if we worked harder - today it's illegal to work more than 8 hours a day, as they did at the time.'

Workers come and go but at any one time about 40 people are working on the site. Some are
students, others have 'downshifted' from other careers, others are local unemployed people
learning skills they might use elsewhere - say, in château restorations around France. They are
trained on the site as the need arises, and in the winter they may be trained in modern
techniques as part of Guédelon's social remit.

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So, indeed, what will happen when Guédelon's magical-looking castle is complete? They might
build houses around it; perhaps villages may develop, testing out 13th- century agricultural
techniques. If they can build this castle, anything seems possible.

Questions 1-4
Do the following statements agree with the information given in Reading Passage 1? In
boxes 1-4 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

1. One of the reasons for building the castle is to make history more accessible to the
general public.
2. Guyot was reluctant to abandon his original idea in favour of a more realistic project.
3. The lime-burners did not live long because their bodies were damaged by the extreme
heat.
4. The bricks used to be laid in different ways to lessen the impact of an attack.

Question 5-7
Choose THREE letters, A-H.
The list below gives reasons why the castle may be taking a long time to build.
Which THREE reasons are mentioned by the writer of the text?

A the reluctance of workers to commit themselves to the project

B the lengthy training
C programmes the workers have to do having to abide by modern employment regulations
D the inability of committee members to reach any decisions
E tourists who come and visit the site
F the number of unskilled workers employed
G having to do everything by hand
H the difficulty of finding authentic raw materials

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Questions 8-13
Complete the flow-chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.

How the limestone is extracted and used

The 8 ………………………… drill rows of 9 ……………………………..

10 ……………………………. are used

The result is that the rock eventually 11 ………………………………

Once extracted, the limestone

is made into 12 ……………………………. or, through a 13 …………………………….

process, can be used to make
quicklime.

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READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.
Questions 14-20
Reading Passage 2 has six paragraphs, A-G.

Choose the correct heading for each paragraph from the list of headings below. Write the
correct number, i-x, in boxes 14-20 on your answer sheet.

List of Headings
i. Why it is necessary to explain the meaning of the word celebrity
ii. The influence of non-human celebrities on societies
iii. The impact of broadcasting on concepts of celebrity
iv. Creativity having greater value
v. Admiration for physical achievement
vi. The advantages of celebrity status in the ancient world
vii. A result of hardship
viii. Literacy and widespread celebrity
ix. Attitudes of celebrities towards the media
x. The original definition of celebrity

14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F
20. Paragraph G

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A study of Western celebrity

In our celebrity-obsessed culture, TV shows, internet blogs, and even newspapers are often
full of the latest news, gossip and scandals about current celebrities

A. It seems that our current society cannot get enough information about the daily lives
of celebrities. But how did celebrities become so much an important force in our culture?
While people have always shared a certain obsession for the fantastic and the famous, the
notion of celebrity, as well as the types of people termed 'celebrities', has evolved greatly
throughout the ages. The word 'celebrity' has its roots in the language of the ancient Roman
civilization. The word we now know to mean 'a condition of being famous' or 'a famous person'
is derived from the Latin word 'celeber', meaning 'frequented or populous'.

B. The celebrities of the ancient world were the powerful and awesome deities of Greece
and Rome, and the citizens of these civilizations believed in a vast number of immortals who
had a direct impact on their lives. It was, therefore, important to know about these figures'
personal lives. This need to know led to the creation of myths, which personalized the gods
and involved them in ancient celebrity scandals that thrilled and excited the common people.

C. During ancient times, amateur and professional athletes also began to make an impact
on the celebrity culture. Victors in the ancient Olympic Games were treated as heroes and
were often elevated to god-like status. In the ancient Roman civilization, gladiators — the
equivalent of today's professional athletes - were also revered by the common people for their
heroics and seemingly superhuman strength.

D. As Europe moved into the Dark Ages (the years spanning approximately 400-1300 AD)
and a time when athletics and the arts were largely forgotten, monarchs and rulers continued
to maintain celebrity status, while religious figures took on newfound fame. The miraculous
lives and fascinating deaths of spiritual figures lent excitement to the lives of common people
when there was often little else to be excited about, as they faced war, disease and food
shortages.

E. During the period 1300-1600 AD, or the Renaissance period as it is known, interest in
ruling figures faded. As Europe emerged from its long neglect of the arts, there was greater
appreciation for portraits, statues and stone carvings. This period of appreciation for the arts
lent a sense of celebrity to artists who were noted for their works and their personal

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achievements. It was a time when artists began to surpass political and religious individuals
for supreme celebrity - a trend that would continue into later centuries.

F. While the figures of the ancient and early modern civilizations were able to achieve
moderate and sometimes lasting celebrity within particular cultures, the global reach of their
fame was limited. It was not until the 1700s, when technological advances made publishing
commercially viable, that the extent of a person's fame could spread further. The increase in
the availability of the written word was accompanied by a huge rise in the number of common
people who could read, allowing a mass audience to find out about celebrities for the first
time. Suddenly, the lives of authors, politicians, war heroes, and other celebrities could now
be read about in newspapers around the world. These gave ordinary people the opportunity to
become intimately knowledgeable about the figures they most admired.

G. In the modern are, particularly as radio and film took off in the 1900s, things really
began to change. First, radio began to make its way into the average home in the 1920s and
1930s. Professional athletes also began to be regarded as stars, as their games and exploits
could be broadcast over the air for an entirely new audience. Then, the rise of television in the
1950s only cemented the premier level of celebrity that film stars, athletes and television
actors were beginning to share. This also meant a huge increase in the individual salaries of
these celebrities. Even a few animals gained fame through children's TV shows. The
emergence of reality television shows in the late 1990s allowed all kinds of people with little
ability to enjoy a short burst of fame on the television screen. All you needed, it seemed, was
an attractive appearance. Today, reality television programmers make it possible to be
famous nor for doing anything in particular, but simply for being, with the audience deciding
whether someone deserves to become a celebrity or not. As the meaning of celebrity
continues to evolve and redefine itself in a quickly changing world, there is no telling who will
become of interest next.

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Questions 21-23

Look at the following findings (Questions 21-23) and the list of historical periods in Europe
below.

Match each statement with the correct historical period, A, B, C or D.

Write the correct letter, A, B, C or D, in boxes 21-23 on your answer sheet.

21. A wide variety of people achieve a brief period of fame.

22. Stories are invented about celebrities’ lives.

23. The fame of rulers is starting to diminish

List of historical periods in Europe

A. Ancient times

B. Dark Ages

C. Renaissance

D. Modern era

Questions 24-26

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes
24-26 on your answer sheet.

Celebrities achieve a global status

The development of the publishing industry in the 1700s signalled the beginning of
international fame. A growing number of people could read, which meant they had the chance
to become informed about their favourite figures by reading 24 …………………….. . This exposure
to celebrities expanded further when radio and television became popular, and it was mass
media attention that resulted in higher status and fame for some celebrities. The recent rise
of reality television has also meant that a person's 25 ........................ . rather than their talent
can bring fame. With this type of television programme, fame may be entirely dependent on
the response of the 26 ………………….... .

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Some views on the use of headphones

Whether wearing headphones at work, or in other areas of everyday life, is a good thing or a
bad thing has generated a lot of research and opinion

To visit a typical modern office today is to walk into a room with possibly a dozen songs
playing simultaneously but to hear none of them. Up to half of younger workers listen to music
on their headphones, and nearly all of them think it makes them better at their jobs. In survey
after survey, people report with confidence that music makes them happier, better at
concentrating, and more productive.

Scientists do not share this belief, they maintain that listening to music hurts people's ability
to recall other things they should be doing, and any pop song, loud or soft, reduces overall
performance for both extroverts and introverts. A Taiwanese study linked music that has lyrics
to lower marks on concentration tests for college students, and other research has shown
music with lyrics scrambles our brains' verbal-processing skills. 'As silence has the best
overall performance, it would still be advisable that people work in silence,' another reporter
dryly concluded.

The question is therefore: if headphones are so bad for productivity, why do so many people
at work have them? One factor to consider is that countries like the USA have moved from a
farming and manufacturing economy to a service economy, with an emphasis on jobs in
offices that require higher levels of concentration, reflection and creativity. As an estimated
70 percent of office workers work in open-plan office spaces, it is more important to create
one's own enclosing bubble of sound. Lending strength to the argument for headphones at
work is evidence that music relaxes our muscles, improves our mood, and may even
moderately reduce blood pressure, heart rate and anxiety.

The story of headphones began in 1910, when the US Navy received an odd letter written in
purple ink on blue-and-pink paper. The letter writer, an eccentric inventor and repairman
named Nathaniel Baldwin, from the USA state of Utah, made what at the time was an
astonishing claim: he had built, in his kitchen, a new kind of headset that could amplify sound.
This was an opportune invention for the Navy, who asked for a sound test and then

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enthusiastically adopted the headsets, later called headphones, and used them in World War
I for naval radio communication.

The purpose of headphones is to concentrate a quiet and private sound in the ear of the
listener, which is a radical departure from music's social purpose in history. 'Music, together
with dance, co-evolved biologically and culturally to serve as a technology of social bonding,'
Nills L Wallin and Bjorn Merker wrote in The Origins of Music. Songs don't leave behind fossils,
but evidence of musical notation dates back to Sumeria, 3,5000 years ago, and in 1995
archaeologists discovered a bone flute in southern Europe estimated to be 44,000 years old.
If music evolved as a social glue for the species, as a way to make groups and keep them
together, headphones have done what writing and literacy did for language - they made music
private.

Author and columnist Stephen Marche wrote that separation from other people is one of the
first things ordinary Americans spend their money achieving. It is 'a by-product of a long-
standing national appetite for independence,' he said. Americans are not alone in their desire
for personal independence and privacy. Marche is right; wealth can buy - and modern
technology can deliver - personal independence, and it is this that people have always sought.

Dr Michael Bull, an expert on personal music devices from the University of Sussex in the UK,
has repeatedly made the larger point that personal music devices change how we relate to
public spaces. Controlling our public spaces is more important now that more people are
moving from the edges of cities to live in urban centers. 'With the urban space, the more it's
inhabited, the safer you feel,' Bull says. 'You feel safe if you can feel people there, but you don't'
want to interact with them.' Headphones create shields for wearers, separating them from
other people and their surroundings. Headphones have their own rules of good manners; they
are like wearing a 'Do not disturb' sign. We assume that people wearing them are busy and we
should respect their privacy, so now people wear them to appear busy. In fact, it is now
becoming quite common for people not to listen to anything at all, but just to wear
headphones.

However, as pointed out at the beginning of this piece, although scientists have stated that
headphones are bad for productivity, people still wear them at work. It is not just that
headphones create privacy out of public areas, but also that music causes people to relax and
reflect and pause. The outcome of relaxation, reflection and pausing at work won't be captured
in minute-to-minute productivity metrics. What must be considered is that in moments of
extreme focus, our attention radiates outward, toward the problem, rather than inward, on how

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to solve the problem. However, with music 'When our minds are at ease, we're more likely to
direct the spotlight of attention inward,' Jonah Lehrer wrote in his book Imagine: How
Creativity Works. 'The answers have been there all along. We just weren't listening.' In a
crowded world, real estate is the ultimate scarce resource, and a headphone is a small
invisible fence around our minds - making space, creating separation, and helping us listen to
ourselves.

Questions 27-33
Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 27-31 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

27. Most people hold a strong belief that listening to music is beneficial.
28. Different studies share the same conclusions about the desirability of working in
silence.
29. Some doctors recommend wearing headphones to lower blood pressure.
30. Nathaniel Baldwin was a respected government researcher.
31. The effect of the invention of headphones is comparable to the effect of writing.

Questions 32-36
Choose the correct letter, A, B, C, or D.
Write the correct letter in boxes 32-36 on your answer sheet.
32. What does the writer suggest about a service economy?
A. The work is mentally demanding
B. It provides employment for younger workers
C. It is a small part of a country’s economy
D. Workers have to live in urban centres

33. When the writer mentions the historical evidence for early music he is
A. emphasizing the diversity of musical forms
B. expressing his frustration with the limited archaeological evidence uncovered.
C. lending support to the view that music has been important in human history
D. creating a geographical map of the evolution of music

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34. What does the writer say about the social effects of listening to music through
headphones?
A. It has caused a reduction in the number of people who listen to music
B. It has increased people’s participation in music events
C. It has reduced the global variation of music styles
D. It has changed the traditional role of music in society

35. What does the writer say about personal independence?

A. Americans are unique in their desire for personal independence
B. Personal independence is something that can be purchased
C. Striving for personal independence is a recent phenomenon
D. Personal independence destroys social connections

36. Why does the writer quote Jonah Lehrer in the last paragraph?
A. to support the writer’s own view
B. to draw attention to an authoritative book about music
C. to raise awareness of people’s loss of listening skills
D. to illustrate how music brings people closer to each other

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Questions 37-40
Complete the summary using the list of words, A-I below.
Write the correct letter, A-I, in boxes 37-40 on your answer sheet.

Headphones and city living

Dr Michael Bull believes that listening to music through headphones has changed the
37 ................... the wearers of headphones have with public spaces. Living in the centre of
cities is becoming popular, as people become less keen on living in the 38 .................... In
densely populated city centres, headphones form 39 ……………………. that isolate people from
fellow citizens and from their environment. Wearers of headphones are treated with
40 …………………… that other people do not receive. This is because if we see someone wearing
headphones, we believe they must be occupied in some way and should not be interrupted.

A. courtesy B. relationship C. difficulty

D. countryside E. suburbs F. language
G. barriers H. obstacles I. disapproval

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INTERNATIONAL ENGLISH LANGUAGE

TESTING SYSTEM

WRITING TEST 06
Time:
60 minutes.
Instructions to students:
• Do not open this question booklet until you are told to do so.
• Read the instructions for each task carefully.
• Answer both of the tasks.
• Write at least 150 words for Task 1.
• Write at least 250 words for Task 2.
• Write your answers in the answer sheets. Use a pencil.
• You may make alterations, but make sure your work is easy to read.
• At the end of the test, hand in both this question paper and your answer sheets.

Information for students:

• There are two tasks on this question paper.
• Task 2 contributes twice as much as Task 1 to the Writing score.

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IELTS Fighter– Chiến binh IELTS

WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

The diagram details the process of making smoked fish.

Summarize the information by selecting and reporting the main features and make
comparisons with relevant.

Write at least 150 words.

23Q2D06 23
 ielts-fighter.com
IELTS Fighter– Chiến binh IELTS

WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic:

Doing an enjoyable activity with a child can be better for their overall skills development
and creativity than reading.
To what extent do you agree?

Give reasons for your answer and include any relevant examples from your knowledge or
experience.

Write at least 250 words.

23Q2D06 24