UMTS RWlęTø

MC@arter& Ash
IntelliGene

Published by IntelliGene 2001

ISBN 0951 95824 0

Copyrig1it Sam McCarter and Judith Ash.

The contents of this book inno way reflect the views of theauthors.

No material from this publication may be reproduced without the express permission of the authors.
 IELTS It eJig T«t‹

Contents Page

Reading Test1 ............ ................ .................. ................ . .................. ...... .13

RezdingTest2........................................................................................................23

Reading Test3 ......... 33

Reading Test4 ........................................................................................................ 43

Reading Test5 .......... .... 53

Reading Test6 ........................................................................................................ 63

Reading Test7 ........................................................................................................ 73

ReadingTest8......................................................................................................83

Reading Test9 ........................................................................................................ 93

Reading Test 10 ................................................................................,................... 103

Key ......................... ................... .................. ................... .............

Appendix.............................................................................................................. 146

0 Sam McCaner & Judiifi Ask 3

Acknowledgements
The authors would like to thank the following colleagues and friends for their help and support during the writing and
production of this publication:

Hilary Finch, Irina Shah and Roger Townsend.

We would like to thank The British Library forpermission to reproduce the extracts which appear inReading Passage
1 in Test7 and Reading Passage1 inTest 8.

All of the other articles in this publication were spycially commissioned forthis publication and we would like to thank
the following writers for their contributions:

Beatrice Barne, Beata Bart, Anthony Brown, Dr Susan Beckerleg, Lis Bisranne, Margo Blythman, Samantha Carter,
Dr Charles Chandler, Sandra Chandra, Barry Deedes, Beryl Dunne, Doug Foot, John Goldfinch, Peter Hopes, Dr
Stepan Kuznetzov, Ruth Midgley, Sarah Moore, James Nunn, Polly Rye, Professor Mike Riley, Wendy Riley, Micky
Silver, Dr Maureen Sorrel, Myma Spatt, Dr Dave Tench, Areema Weake andDoug Young.

We would also like to thank the Cambridge Local Examinations Syndicate for permission to reproduce the Reading
Answer Sheet in theAppendix.

We would also like to saya very special thank you to Drs Gill and Bruce Haddock foranother sterling piece of work.

0 Sam McCarter& Judith Ash

About theAuthors
Sam McCarter isa lecturer in academic and medical English atSouthwark College, where he organises IELTS courses
fot overseas doctors and other health personnel, and courses in medical English, including preparation fOr the OSCE
component orthePLAB.

Sam McCarter is also the creator and organiser of the Nuffield Self-access Language Project for Overseas Doctors and
isa free-lance consultant in medical English, specialising in tropical medicine.

Sam McCarter is co-author ofA book foeTELTS, theauthor ofa book on writing, BPP English for PUB and
Nuffield Stress Tests for PLAB. He hasalso co-authored several other publications and editeda range of health
publications.

Judith Ash isa former lecturer in academic and medical English at Southwark College. She now writes I)eelance and
is working on distance learning programmes forIELTS anda series of IELTS books.

Judith Ash is co-author ofA beok forIELTS.

Future Publications by IntelliGene:

IntelliGene will be publishinga sëries of practice books forIELTS by Sam McCaiter and Judith Ash. The next two
books intheseries will be on writing and listening.

lntelliGene will be publishinga major book on communication skills in medicine by Sam McCarter anda new book on
writing skills.

*• rn Wc C • O•r A tiiH i th A eh
 IELTS Re«Jir T•sts

Preface

This book is for students preparing forthe Reading Test inthe Academic Module oftheInternational English Language
Testing System (IELTS), which is administered by the British Council, the University of Cambridge Local Examinations
Syndicate (UCLES) andIELTS Australia.

The book contains ten practice Reading Tests anda Hey. Each Test contains three reading passages, which covera
variety of topics and give lots of practice for the range of question types used in theIELTS exam.

Allthearticles in this publication except for two were .specially commissioned.

’the book may be used asa supplement toA BookforIELTS by McCarter, Easton& Ash, asa supplement toa course
book or forself-study.

So that you may repeat the exercises in this book, we would advise you to avoid marking thetext.

Sam McCarter and Judith Ash

October 2000

0 Sam McCarter& Judith Ash

 (ftTSRWiçTœn
The IELTS Academic Reading Module

The Reading Test irr the IELTS exam lasts for 60 minutes.

The test contains three reading paysages, which may include pictures, graphs, tables Ordiagrams. The reading passages
are of different length, ranging from approximately 500 to 1,000 words. The total for the three passages is between
,500 and 2,500 words. Each reading passage has several different types of questions, which may be printed either
before or after the passage. Often thetexts and the questions become more difficult aS yOu read from Passage1 to 3.

p Reading Instructions
You should always read the instructions for each section in the reading test. The word limit, for example, ina sentence
completion exercise may vary from exercise to exercise. Ina heading matching exercise, you may be able to use
headings more than once. So be careful!

o Timing

Candidates often achievea lower score then expected in ihis component of theIELTS exam, because they speed too
much time on some sections and do not finish the test. It is very important toattempt tofinish the test. You will not have
time toread and enjoy thepassages; instead, you should learn to work outwhat thequestion you are doing requires and
find each answer asquickly as possiblé.

For many stuâents timing isa problem. They find it difficult tö leavea question that they cannot answer. This is
understandable, but in the fELTS it is disastrous. While you arenotansweringa difficult question you could be answering
two or three, or even more, easier ones. Then you cancome back tothose you have left blank afterwards.

ü Topics
The reading passage topics vary, but are all of an academic nature. Candidates sometimes panic when they are faced
witha reading passage ona subject about which they know nothing at all. It is important to remember that the answers
to all of the questions are in the text itself. You do not need any knowledge of the topic to be able to answer the
questions. The test is designed to test your reading comprehension skills, not your knowledge ofany particular subject.

You must complete the answer sheet within 60 minutes. You will not have extra time to transfer your answers from the
question paper to your answer sheet. Candidates often think that, because they have time totransfer their answers inthe
listening section, the same thing happens in the reading section. It does not.

% Question type
you may have toanswer any of thefollowing question types:

Matching thetwo parts of split sentences

In this type of exercise, you are asked to match the iwo parts of split sentences. The main point here is that the
completed sentence summarises theinformation in the reading passage. The sentence will most likely bea paraphrase
of the text, so you will have tolook forsynonyms ofthestatement in ihe exercise.

Make sure the grammar ofthetWo parts lits.

7
The completion ef sentences, summaries, diagrams, tables, flow charts, notes
In this type of exercise, you are asked tocomplete sentences or text by usinga limited number ofwords taken from the
passage, Finding the answers is simplya matter of scanninga text for specific information. This type of question is
normally used to see if you can recognise particular points of information. Note thetext in the exercise, as in the other
question types, may bea paraphrase of the language inthereading passage. So you should not always be looking in the
passage for thesame words inthestem of‘the sentence, but the idea expressed in another way.

You should always check w hattheword limit is: it may be one, two, three or four words. Remember also to make sure
the woi ds ycu ch‹›ose fit the grammar orthesentences.

Short answers toopen questions

This type of exercise is very similar to the previous one. This is simplya matter of scanning the text for specific detail.
Again always check theword limit.

Multiple Choice Questions

In Multiple Choice Questions or MCQs, youareasked to choose thecorrect answer from four alternatives ABCD.
Among thefour alternatives ABCD, youwill obviously have an alternative which is the correct answer. The other three
alternatives can contrndict the information in the passage either by stating the opposite or by giving information which
although not the opposite, still contradicts the original text. For example, thereading passage may state that there are
ten houses ina village and an MCQ alternative may say twenty. The information is obviously not the opposite of what
is in the text. It contradicts the original tent, because theinformation about the number is given, but it is not the same.
It is interesting that students can usually see this clearly in MCQ type questions, but not when it comes toYes/No/Not
Given statements. See below.

The alternatives can also give information which does not appear in thetext or information that appears in the text, but
ina different context.

Note that if two alternatives have thesame meaning, but are expressed in different ways, neither will be the correct
answer.

Different ways toapproach MCQs

O exclude the alternatives which you think are wrong so that you end up with only one possibility.

O read the stem before you read the alternatives and decide on the answer, i.e. ifthe stem gives you enough information.
Then read the alternatives and see if you can find one to match your own answer.

O cover thealternatives witha piece of paper, so that you can see only thestem. Then, you can reveal the alternatives
one by one. In this way, you wilt become less confused. Part of the problem with fi4CQS iS the fact that you see all
the information at once and it is difficult to isolate your thoughts, especially under pressure.

Yes/No/Not Given statements

8 C'8 am McCarter& Judith Ash

 Students tind this type of question difficult. Here aresome specitic wi£1tS to helpy p

fi Read thewhole statement carefully before you makea decision.

Al Look at the information in the whole statement, not part of it. F-or ex ample, inthefollowing, the
information given
in the exercise statement is Yes as regards the text.

Text: There wasa rapid increase in motorbike sales over theperiod.

Exercise:;Motorbike sales rose over the period.

Note that the text gives more information than is being asked about intheexercise. The exercise is just checking about
whether themotorbike sales increased,

O Make sure you use the question to analyse the text and not vice versa. Look at the following:

Text: Motorbike sales rose over the period.

', Exercise: Thei'e was a rapid increase in motorbike sales.

You can now see that the answer is Not Given. We do not know what therate of increase was!

B Make sure you understand the three types of contradiction. Look atthefollowing:

' Text: There wasa rapid increase in motorbike sales over the period.
Exercise: Motorbike sales did not rise rapidly over the period.

The answet here is obviously No. The contradiction in the negative is clear.

Now look at the following:

Text: There wasa rapid increase in motorbike sales over the period.
Exercise: Motorbike sales rose slowly over theperiod.

In this case you can see that the answer is No. The word slowly contradicts the word rapid.

There is, however, another type of contradiction, which students quite often confuse with Not Given.

Text: Two types of earthworms were used to createa soil structure

Exercise: There were three types of worm used increatinga soil structure.

The answer is obviously No. The informai ion about the number of worms is given clearly in the text, but the
number intheexercise is different. Even though they are not opposites, they still contradict each other!

Gap-filling exercises
There arebasically two types of gap-filling exercise.

a summary ofthetext or part of the text witha number ofblank spaces, which you complete w'itha word orphrase
froma word list.
a summary witha number ofblank spaces withouta word list, which you complete \vith words orphrases from the
reading passage.

There aredifferent techniques fordoing this type of exercise and you may have some ofyour own which suit you very
well. One simple aid is to read the summary through quickly to get the overall idea of the text. Then think of what kind
of word you need foreach blank space: an adjective,a noun,a verb, etc.

O Sam McCarter& Judith Ash 9

 Think of your orn words that will complete the meaning of thetext if you can, so that when you look atthe reading
passage or word list, you will be able to recognisea synonym quicker.

Matching paragraph headings

In this type of exercise you are asked to matcha heading tO fl paragraph. Many students find this type of question
difficult. The following techniques may help you:

O Avoid reading thefirst und last sentence ofa pflragi.iph to give you theheading. This does not work inmany cases.
It depends on theparagraph type. For further information, see Exercises1 — 12 inA bookforIELTSby Mc Corter,
Easton& Ash.
O Read eüch paragraph very qu tekly, then look away from it briefly. Decide what themain idea of the text is. If yoil
try to re‹id and decide atthe same tiiiie, it only confuses you.
O Ask yoiirselt why the v'ritei wrtite Uie paragraph. This may help yoti to excludea heading which relates to minor
information, and which is intended to disti act you.
O Ask yourself ifyou can put all the information in the paragraph under theheading you have chosen.
O Check whether thehe‹idin; is made up ofwords which arejust liI'ted from the text. This may just bea distractor.
O Learn todistingtiish between theJi›ciis of the paragraph and i/ir sii6ii'd‹a ‹u- beckyround infornian'oii, which is
used to support the focijs. Look atthef‹i1lowing paragr‹iph for example:

It isa myth that creative people are born with their talents: gifts from God or nature. Creative
genius is, in fact, latent within many ofus,without our realising. But how far do we need to
travel to find the path to creativity? For many people,a long way. In our everyday lives, we
have tope,rform many acts out of habit to survive, like opening the door, shaving, getting
dressed, walking to work, and so on. If this were not thecase, we would, in all probabilify,
become mentally unhinged. So strongly ingrained are our habits, though this varies from person
toperson, fhat, somef/mes, whena conscious effort is made tobecreative, automatic response
takes over. We may try, for example, to walk to work followinga different route, but end up on
our usual path. By then it is too late to go back and change ourminds. Another day, perhaps.
The same applies to all other areas of our lives. When we aresolving problems, forexample,
we may seek different answers, but, often as not, find ourselVes walking along the same well-
trodden paths.

The text in italics above is brick mi ii‹/ ‹›r «/›.Yfd1é273* in/OrlllR tion. If JOE tlsk youivself why the writer wrote theparagraph,
you would notanswer that he wrote it to talk about our diiily habits or the habits we need tosurvive. He is using the
example oJ'naily /iaf›i/.i to illii.strafe /ir›i› they limit otir cirativitx. So you can see that any heading forthe paragraph
needs to combine two elements. namely: the limiting of creativity and the elements which setthelimits. Of the two
pieces ot information the former is the more important of the two! Note that you should not be persuaded by theamount
oftext devoted to thehabits. ” *‘ ““

Try this approach with any paragraph you react, In the beginning, it Will slow you down. However, gradually you will
lcarn the relationship between thevarious pieces of information.

O Leaim torecognise dil‘ferent types ot paragraphs. When people are readinga test for the first time they think that
they know nothing about it. However, you shtiuld approacha reading passage by saying to yourself that you are
aware of theoverall structure of the article and you are prob;ib1y aware oftheorganisation type of many, if not all,
of the paragraphs. Look at the following paragraph:

Although the name dinosaur is derived front the Greek foi“‘terrible lizard”, dinosaurs were not, in fact, lizards at
all. Like lizards, dinosaurs are included inthe class Reptilia, or reptiles, one of the five main classes of Vertebrata,
animals with backbones. However, atthe next level of classification, within reptiles, significant differences in

10 O Sam McCaner& Judith Asn

 the skeletal anatomy oflizards and cFno sa urshave ledscientists tO place these groups of animn1s into tyo different
superorders: Lepidosauria, or lepidosaurs, and Archosauria, Or arehosanrs,

Can you work outwhat type of paragraph this is? If this is the opening paragraph ofa readin passage, what type of
g
article do you thinL it is going to be? Look atthewords inbold; they shou]d help you.

ilere is another example:

Reflexology isa treatment which was introduced to theWest about 100 years ago, although it was practised in ancient
Egypt, fndia and east Asia. It involves gently focused pressure on the feet to both diagnose and treat iIIness.A reflexologist
may detect imbalances in the body on an energetic level through detecting tiny cryStf£lS on the feet. Treating these
points can result in the release of blockages in other parts of .he body. It has been found to be an especially useful
treatment for sinus and upper respiratory triict conditions and poor lymphatic and cardiovascular circulation. Anetdotal
evidence from various practitioners suggests it can also be effective in treating migraine, hormonal imbalances, digestive,
circulatory and back problems.

How many times have you read paragraphs similar to this one? You may not have read any paragraphs which have
exactly the same overall structure, but you will have read similar types.

It is not the purpose of this publication to set out all tke different types of paragraphs. You can, however, leant to
rccognise different paragraph types yourself.

O Learn as much asyou canabout how the information ina paragraph is held together. When youarebeing taught
how to writenn essuy, this is what you arebein• taught to do. For more information see n book oy irriffitg /›y Sam
Mr Carier and the reading excrcises inA hookforIELTSby McCarter Enstori& Ash.

Matching information to paragraphs

This type of exercise isa variation of the previous exercise type. The exercise asks you to decidc why the writer wrote
the paragraphs. This, in effect, is piirt of the process of working out the he‹iding fora paragraph! See above under
Ma tching paragraph headings.

O 8 am McCaner& J udilh Ash 1

 ( Test1

Ø Sam JVlcCarlerâ Jtïdİth Ash 13

Reading Passage1 ' '
You should spend about 20 minutes on Questions 1—15, which arebased on Reading PassageI below.

Questions 1-5
Reading Passage1 below has5 paragraphs (A—E). Which paragraph focuses on the information below? Write the
appropriate letters (A-E) inBoxes 1-5 on your znswet theei.

NB. Write only. ONE letter for each answer.

1. The way parameters in the mind help people to be creativeI

2. The need toleatn rules in order to break them

3. How habits restrict us and limit creativity

4. \4o to train the mind tobe creative @

5. How the mind is trapped by the desire for order

’f'be creation myth

... •...., “
A. It isa myth that creative people are born with their talents: gifts from God or nature. Creative
genius is, in fact, latent within many ofus,without our realising. But how far do we need to
travel to find the path to creativity? For many people,a long way. In our everyday lives, we
have to perform many acts out of habit to survive, like opening the door, shaving, getting
dressed, walkingt ork, and 60 on. If s were not the case, we would, in all probability,
become mentally unhinged. So stron9! ingrained are our habits, though this varies trom person
toperson, that, sometimes, whena conscious effort is made tobecreative, automatic response
takes over. We may try, tor example, to walk towork tollowinga different route, but end up on
our usual path. By then it is too late to go back and change ourminds. Another day, perhaps.
The same applies to all other areas of our lives. When we aresolving problems, forexample,
we may seek different answers, Dut, often as not, find ourselves walking along the same well-
trodden paths. -, ,.? .. -.--

B. So, for many people, their actions and beha\/iour are set in immovable blocks, their minds
clogged with the cholesterol of habitual actions, pr,eyenting them from operating freely, and
thereby stifling creation. Unfortunately, mankind's ve struggle for survival has becomea tyranny
— the obsessive desire to give order to the world isa case in point. Witness people's attitude to
time, social customs and thepanoply ofrules and regulations by which the human mind is now
circumscribed.

C. The groundwork forkeeping creative ability in check begins at school. School, later university
and then work teach us to regulate our lives, imposinga continuous process of restrictions,
which is increasin é p nentially With the advancement oftechnology. Is it surprising then that
creative ability appears tobe so rare? II is trapped in the prison that we have erected. Yet, even
here inthis hostile environment, the foundations forcreativity are being laid; because setting
off on the creative path is also partly about using rules and regulations. Such limitations are
needed so that once they are learnt, they can be broken. , , .

t4 0 5am McCarter& Judith Ash

 D. The truly creative mind is often seen as totally free and unfettered. But a better image is ofa
mind, which can be free when it wants, and one that recognises that rules and regulations are
parameters, or barriers, to be raised and dropped again at will. An example of how thehuman
mind can be trained to be creative might help here. People's minds arejust like tense muscles
that need tobe freed up and the potential unlocked. One strategy is to erect artificial barriers or
‘ hurdles in solvinga problem. As a form Of Stimulation, the participants in the task can be
forbidden to use particular solutions or to follow certain lines of thought to solvea problem. In
this way they are obliged to explore unfamiliar territory, which may lead to some startling
discoveries. Unfortunately, thy d.itficuIty in this exercise, and with Creation itself, ls convincing
people that creation is possibF@ hrouded as it is in so much myth and legend. There is also an
element offear involved, however subliminal, as deviating from the safety of one's own thought
patterns is very much akin to madness. But, open Pandora's box, and a whole new world
unfolds before your very eyes. \*\•

E. Lifting bariers into place also playsa major part in helping lhe mind tocontrol ideas rather than
ketting collide at random. Parameters actas containers for ideas, and thus help the mind
to fix on them. When themind is thinking laterally, and two ideas from different areas of the
brain come orarebrought together, they forma new idea, just like atoms floating around and
then forginga molecule. Once theidea has been formed, it needs tobe contained or it will tly
away, so fleeting is its passage. The mind needs to hold it in place fora time so that it can
’ recognise it or call on it again. And then the parameters can act as channels along which the
ideas can flow, developing and expanding. When themind has brought the idea to truition by
thinking it through to its final conclusion, the parameters can be brought down and theidea
, allowed to float off and come in contact with other ideas.

Questions 6-10
Choose theappropriate letters A—D and write them inBoxes 6—10 on your answer sheet.

6. According to the writer, creative people 9. Advancing technology ..

A areusually born with their talents holds cre'u tivity in clock

B are born with their talents B improves creativity
are not born with their talents C enhances creativity
D are geniuses D isa tyranny

7. According to thewinter, creativity is. . 10. According totheauthor, creativity

A a gift from God or natilre A is common

B an automatic response B is increasingly common
difficult for iriany people to achieve C is becoming rarer and rarer
D a well-trodden path s a rare commodity

S. According tothewriter,

A the human race's fight to live is becominga tpanny

B thehuman brain is blocked with cholesterol
C the human race is now circumscribed by talents
' the human race's fight to survive stifles creative
ability

0 S ann McCarter& Judith Ash 15

Do thestatements below agree with the information in Reading Passage 1?
InBoxesII —15, write:

Yes if the statement agrees with theinformation in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

11. Rules and regulations are examples of parameters.

12. The truly creative mind is associated with theneed forfree speech anda totally free society.

t3. One problem with creativity is that people think it is imposstble.

14. The act of creation is linked to madness.

15. Parameters help the mind by holding ideas and helping them to develop.

16 0 Sam McCarter & Jufiith Ash

 Reading Passage2

You should speiid about 20 minutes on Questions 16-30, which arebased on Readingpàssàg •2 below,

LOCKED DBORS, OPEN ACCESS

Theword, “security”, has both positive and negative another again. Yet, hop can groups work in teanis
connotations. Most of u. would if the possibilities forcommunication are reduced?
security for all rte fÏlues, both physical and How can they woïk togetller ife-mail providesa
psychological—ité cation of the safety of home, conveni eut electronic slaield behind which the
of undying love, or of freedom from need. More blurring of public and privat• can be exploited by'.*'°' -'
negatively, the word nowadays conjures up images '” the !ess se pulouc‘? Ifvoice-mail walls up mess‹ages
of that huge industry Which hasdeveloped toprotect behinda password? IfI can't leavea message on
indiv' idu ats and propcrty from invasion by my colleague’s dpesk because hisoffice is loclred?
“outsiders”, ostensibly malicious and intent on theft Team-work conéñals the fact that another kind of
or wilfuldaniage. !?› ° '+ Jy. security, “job security”, is almost aIWays noton offer.
Increasingly, because they aresituated in urban areas Just as organizations now recos*lize three kinds of
,.›>. of escalating crime, those buildings which used to physical resources: those they bay, those they lease
alJow free access to emplo yees enâ otlier users long-term and those they rent short-term—so it is with
(buildings such as offices, schools, colleges or their human r•.sources. Some employees have
hospitals) now do not. Entry areas which inanother p e rmanent eontracts, s ome haves hort-term
age were called “Reception” are now manned by contracts, and some areregarded simply as casual
security statf. Receptionists, whose task it was to labour.
receive visitors and to make thetn welcome bcfore Telecommunication systems off.•.r us the direct line,
passing them on totheperson they had come tosee, which means that individuals can be contacted
have been replaced by those whose task it is to bar without the caller having to talk to anyone else.
entry to the unauthorized, the unwanted ortheplain Voic e-mail and the answer-phone mean that
unappealing. *' i’2' "-/q ›' individuals can communicate without ever actually
Inside, thèse buildings are divided into “secure talking to one dnoiher. If we are unfortunate enough
zones” wliich often hÿye ÿl\the trappings of to contact an organization wi.tha sophisticated touch-
com.b:nation locks and bbrglar alarms. Thèse tone dialling system, we can buy things and pay for
dev ic es b ar cntry to the uninitiated, hinder- -* them without ever speaking toa human being.
circulation, and create parameters of time and spaée To comoat this closing in on ourselves we have the
foruser access. Within thespaces crea,ted by these Internet, which opens out communication channels
zones, individual rooms arethemselves under lock more widely than anyone could possibly want or
and key, which isa particular problem when it means need. An individual's electronic presence on the
that working space becomes compartmentalized. internet is known asthe“Home Page”—suggesting
To combat the consequent difficulty of access to the safety and security of an electronic hearth. An”'
people ata physical level, we have now developed elaborate system of3 -dimensional graphics
technological access. Computers sit on ev•ry desk distinguishes this very 2-dimensional medium of
and arelinked to one another, and in many cases to “web sites”, The nomenclature i'se1f creates the
an external universe of other computers, so that illusion ofa geographical entity, that the person
messages can be passed toand fro. Here toosecurity sitting before the computer is travelling, when in
Malaysa part, since we must notbe allowed access to fact the “site” is coming to him. “Addresses” of
, mes.sages destined for others. And so the password one kind or another move tothcindividual, rather
was invented. Now correspondence between than the individual moving betw•.en them, now that
individuals goes from desk to desk and cannot b•- location is no longer geographical.
accessed by colleagues. Library catalogues can be An example of this is the mobile phone. I am now
searched from one's desk. Papers can be delivered not available cither at home oratwork, but wherever
to, and received from, other people at the press ofa I take my mobile phone, Yet, even nov, we cannot
button. escape thesecurity of wanting to“locate” the person
And yet it seems that, just as work is isolating at the other end. It is no coincidence that almost
individu aIs more and more, organizations are everyone we see answering or initiatlnga mobile
recognizing the advantages of “team-work”; perhaps phone-call in public begins by saying wher• he or
in order to encourage employees to talk to one sheis.

G: Sam McCarter& Judith Ash 17

 Choose theappropriate letters A-D and write them inBoxes 16—19 on yout answer sheet.

16 According to theauthor, one thing we long foris

A the safety of the home

security
C open access
D positive virtues

l7. Access tomany buildings

A is unauthorised
s becoming more difficult
C i.sa cause of crime inmany urban areas
D used tobe called ‘Reception’

l8. Buildings used to permit access to any users, ..

but now they do not

B and still do now
C especially offices and schools
D especially in urban areas

19. Secure zones ..

A don't allow access to the user

B compartmentalise the user
Cars often like traps
are not accessible to everybody

Questions 20-27
Complete thetext below, which isa summary ofparagraphs4 —6. Choose your answers from theWord List below and
Write them inBoxes 20-27 on your answer sheet.

There aremore words andphrases than spaces, so you wii1 not be able :o use them aI1. You may use any word orphrase
more than once.

Example;
’ .: ..
The problern'of access to buildings ,.... .

.8 0 Sam McCarter& Judith Ash

 The problem of.physical access to buildings has now been ?0. by technology. Messages are
sent between 21 , with passwords notallowing 22 toread someone else's messages.
But, While individuals are becoming increasingly 23 soCially b\ the way they do their
job, at
the same time more value is being put on 24a . However, e-mail andvoice-mail have
ledtoa
25 opportunities for person-to-person communication. Arid the .fact that jo
b-security is
generally not available nowadays is hidden by the veiy concept of 26 . Htifllari resources are
now regarded in 27 physical ones,

Word List
just the same way asñ r computer cut-off t3
redticing of compoieis z: overcame
decrease in 1*. combat isolating
tsam-work? fi developed physical
similar other‘ people za
no different from solved Z o

Questions 28—30
Complete thesentences below. Use NO MORE THAN THREE WORDS from thepassage foreach answer.

Write your answers in Boxes 28 - 30 on your answer sheet,

28. The writer does not like

29. An individual's Home Page indicates their. on the Internet.

30. Devices like mobile phones mean that location is

0 Sam McCarter& Judith Asfi 19

 lELTg Res4i»g Tests “

lou .shr›rild spend iihout 20 min utes on Questions 31—40, which ‹tre based on Reading Passage3 below.

National Cuisine and 'Tourism

To an extent, agriciiltine cJictates that every country shoald have ii set of specific foods which arenative to
tlaiit country. They may even be unique. However, even allowing for the power of agricultural .science,
ildvances in. food distribution and changes in food economics toalter the ethnocentric ptoperties of food, it
is still possible i‹xa country ‘to be 1anaous for’ -. articular fo‹id even if it is widely available elsewhere.

The drgree to which ciii,siiie is einbe‹tded in iiatioiinl rultut-e

‘^ * •.. -•
Within the sociology of foorlI iterattirc two theirs suggest that mood is linked to social culture. The first
relates rood and eating to sociiil relatioiiships, (Fiiikelstein, Vissoi, V'ood), and the second establishes food
asa i cflection tit’ the ‹li sti-ibntion of power within social structures, (Mennell). However, establishinga role
tot f‹iod in peivsonal rel ationships and soci t1 structures is not a sufficient ‹ir uinertt to place food atthecentre
‹si national ciilturc. To do that it is neccss‹iiy to provea degree of embeddediiess. It would be appropriate at
this point to consider the nature of culture.
‘ ›<i'1 • i
The tlstin ii made by Pierce between ii beli‹ivioui‹il contingency anda cultural contingency is crucial to
our understandin¿ ot ctil ture. WJii1sta piece of behaviour may take place very often, ilvolvea network of
people •ind be reprorliicible by other netw‹irLs who do not know each other, the meaning of thebehaviour
does not p•o beyond the iictiv ity itsel I.A cultural practice, however, contains and represents ‘ieta-
contingencies’ that is, behaviotii al practices that havea social meanin$ heater than the activity itself and
which, by their nature reinforce the cutture which liouses them. Celebrating birthdays isa cultural practice
not becarise evTi ybody does it but because it has a teligious meaning. Contiast this with.the practice in
Biitain of celebratin5 ‘Guy Fawkes Night’. lt is essentially an excuse forii @OOd time but iffirewoJs were
”+i'>
b‹rned, the occasion would gradtially die ;iway altogether or end up as cult to California,A smaller scale
exemple nir¿ht be nioie useful. In the British context, com.pare clrinkiog in pubs with eating ‘fish and chips’.
Both tire common practices, yet the ftii met reflects something ofthesocial fabric of the country, particularly
I.Emily, gender, class and age relationships whilst the latter is justa national habit. In other words,a constant,
well populated pattern of behaviour i.s not necessarily cultural. However, it is also clear thata cultural
practice needs behavioural leiiitorceirent. Social culture is not immortal.
Fitlkelstein arg ties that ‘tlininÿ out’ is sinaply ‘action which supportsa surface life’. For him it is the word
‘ont’ that disconnects food from culture. This View of caltulgd food places the ‘home’ as the culturel
Continental European eatinÿ habits miiy contradlct thifnotion by then general acceptance of eating
titit as pal'i of fiimily life. Following theprinciple that culture needs behavioural reinforcement, if everyone
regti1‹r b:isis, irrespective of social and econom/ic differentiation, then this might constitute
behavioural support for cuisine being part of social culture. That‘aside, the significance ofa behavioural
practice being embedded in culture is that it natur‹illy maintains an approved and accepted way of life and
therefore hasa tendency to resist change.
The thrusl of the argument is that countries differ in the deyree to which their food and eating habits havea
social ‹ind OUlttJi a1 meaning beyond thebehaviour itself. This argument, however, could be interpreted to
3›* imply that the country with the greatest proportion of meals taken outside the home would be theone in
which thenational cuisine is more einbedded insocial culture. This isa difficult position to maintain because
itz ould bring America, with its faSt-fOOd culture to The' lore. The fast-food culture of America raises the
issue of whether there ;ire qua1itativ'e criteria for the concept of cuisine, The key issue is not the extent of the
coiaamon behaviour but whether or not it has a function in maintaining social cohesion and is apprqeciated
 . .. . . .

|ELTS Reading Tests

and valued through social norms. French cuisine and ‘going do\vn the pub’ are strange bedfellows but
bedfellows nevertheless.

How lioiiiogenoiis is national cuisine?

Like language, cuisine is not a static entity and whilst its fundamental charaCter is unlikely to change inthe
short run it may evolve indifferent dii ections. Just as ina language there are dialects so ina cuisine there are
vari:itions. The two principal sources of diversity are the physical geography of the country and its social
diversity.
The geographical dimensions work through agriculture to particul arise and to limit locally produced
ingi edients. Ethnic diversity in the population works through the role of cuisine in social identity to create
ethnically distinct cuisines which may notconverge intoa national cuisine. This raises the question of how
fara national cuisine is related to ¿tional borders. To an ethnic group their cuisine is national. The greater
the division ofa society into classés, castes and status groups with their attendant ethnocentric properties, of
which cuisine isa part, then the greater will be the diversity of the cuisines.
However, there isa case forconvergence, Both these principal sources of diversity are, to an extent, influenced
by the strength of their boundaries and the willingness of society to erode them. It isa question of isolation
and integration. Efficient transport and the application of chemistry can alter agricultural boundaries to
makea wider range of foods available toa cuisine. Similarly, political and social integration can erode
ethnic boundai ies However, all these arguments mean nothing if the cuisine is not embedded in social
culture. Riley argues that whena cuisine is not embedded insocial culture it is susceptible to novelty and
invasion by other cuisines. *'‘ "

Questions 31-36
Choose one phrase (A-K) from theList of phrases to complete each Eey point below. Write the appropriate letters
(A—K) in Boxes 31—36 on your answer sheet.

The inl'oi-iration in the completed sentences should be an accurate summary ofthepoints made by thewriter.

NB. There aremore phrases (A-K) than sentences, so you will not need touse them all. You may use each phr‹ase once
only.

key points
31. The native foods ofa country,...

32. The ethnocentric properties of food ...

33. Celebrating birthdays ...

34. Cultural practice...

35. Drinking in pubs in Britain ...

36. The link between language and cuisine ...@

O Sam McCarter& Judilh Ash 21

A. isa behavioural practice, nota cultural practice
B. are unique

D. is that both are diverse

E. isa rel4ectioti of the social tabric
F. isa cultural practice
G. can he changed hy economic anti distribution f‹lCtOrs
H. is fundamental
I. ‹ire not as common asbehaviour
J. needs to be reinforced by behaviour
K. are, toa certain extent, dictated by agriculture

Questions 37—40
Use theinformation in the text to match theAuthors (A—D) with the Findings (37—40) below. Write the appropriate
letters (A—D) inBoxes 37 — 40 on your answer sheet.

A Finkelstein

B Pierce

C Mennell

D Riley

Findings

37. There isa difference between behaviour and cultural practice.

3E. The connection between social culture and food must be strong if national cuisine is to survive intact.

39. Distribution of power insociety is reflected in food.

40. The link between culture and eating outside the home is not strong. I

?2 O Sam McCarter& udithAsh

UMTS RJiøTu
Reading Passage1
You should spend about 20 minutes on Questions 1—14, which are based on Reading PassageI below.

TEA TIMES

A. Thechances are that you have already drunka cup or glass of tea today. Perhaps, you are
sipping one as you read this. Tea, now an everyday be\/erage in many parts of the world, has
over the centuries been an important part of rituals of hospitality both in the home andin wider
society. ””
•>.
B. Tea originated in Ohina, and in Eastern Asia tea making and drinking ceremonies have been
popular for centuries. Tea was first shipped to North Western Europe by English and Dutch
maritime traders in the sixteenth century. At about the same time,a land route from the Far
East, via Moscow, toEurope was opened up.Tea also figured in America's bidforindependence
from British rule—the Boston Tea Party. 4é

As, over the last four hundred years, tea-leaVes became available throughout much ofAsia
and Europe, the ways in which tea was drunk changed. The Chinese considered the quality of
the leaves and the ways in which they were cured all important. People in other cultures added
new ingredients besides tea-leaves and hot water. They drank tea with milk, sugar, spices like
cinnamon and cardamom, and herbs such as mint or sage. The variations are endless. For
example, in Western Sudan on theedge oftheSahara Desert, sesame oil is added tomilky tea
on cold mornings. In England tea, unlike coftee, acquireda reputation asa therapeutic drink
that promoted health. Indeed, in European and Arab countries as well as in Persia and Russia,
tea was praised forits restorative and health giving properties. One Dutch physician, Cornelius
Blankaart, advised that to maintain heallha minimum ofeight to ten cupsa day should be
drunk, and that up to 50 to 100 daily cups could be consumed with safety.

D. While European coffee houses were frequented by men discussing politics and closing business
deals, respectable middle-class women stayed at home and held tea parties. When theprice
of tea fell in the nineteenth century poor people took up the drink with enthusiasm. Different
grades and blends of tea were sold to suit every pocket.

E. Throughout the world today, few religious groups object to tea drinking. In Islamic cultures,
where drinking of alcohol is forbidden, tea and coffee consumption is an important part of
social life. However, Seventh-Day Adventists, recognising the beverage asa drLig containing
the stimulant caffeine, frown upon thedrinking of tea.

F. Nomadic Bedouin are well known fortraditions of hospitality in the desert. According to I\/liddIe
Eastern tradition, guests are served both tea and coffee from pots kept ready on the fires of
guest tents where men ofthefamily and male visitors gather. Cups of‘bitter’ cardamom coffee
and glasses of sugared tea should be constantly refilled by the host.

G. FOr overa thousand years, Arab traders ha\ie been bringing Islamic culture, including tea
drinking, to northern and western Africa. Techniques of tea preparation and the ceremonial
involved have been adapted. InWest African countries, such as Senegal and The Gambia, it is
fashionable foryoung men togather in small groups tobrew Chinese ‘gunpowder’ tea. The tea
is boiled with large amounts ofsugar tora long time.

Ash
 Italy we ring T‹sts

H. Tea drinking in India remains an important part of daily|ife.There, tea

made entirely with milk
is popular. ‘Chai’ is made byboiling milk and adding tea, sugar and Some spices. This form of
tea making has crossed the Indian Ocean and is also popular in East Africa, where tea is
considered best when it is either very milky or made with Water only. Curiously, this ‘milk or
water’ formula has been carried over to the preparation of instantcoffee, which is served in
cafes as either black, or sprinkled ona cup of hot milk.

I. In Britain, coffee drinking, particularly in the informal atmosphere of coffee shops, is currently
in vogue. Yet, the convention of afternoon tea lingers. At conferences, it remains common
practice to serve’ coffee in the morning and tea in the afternoon. Contemporary China, too,
remains true to its long tradition. Delegates at conferences and seminars are serVed tea in
cups with lids to keep the infusion hot. The cups are topped up throughout the proceedings.
There are as yetno signs of coffee at such occasions.

Questions 1-8

Reading Passage1 has9 paragraphs (A—I). Choose themost suitable heading for each paragraph from theList of
headings below. Write the appropriate numbets (i—xiii) in Boxes 1—8 on your answer sheet.

One of the he':dings has been done foryou as an example.

NB. There aremore headings than paragraplis, so you will not use all of them.

1. ParagraphA
2. Paragi-aphB
3. ParagraphC
4. ParagraphD
5. ParagraphE

6, Paragraph G
7. Paragraph H
8. ParagraphI

LiSt of headings

i. Diverse drinking methods

ii Limited objections to drinking tea
iii Today's contiliuing tradition — in Britain and China
Tea —a beverage of hospitality
An important addition — tea with milk
Tea andalcohol
The everyday beverage in all parts of the world
viii Tea on themove
ix African tea
The fall in the cost of tea
Xi The value of tea
xii Tea-drinking in Af‘ricu
xiii Hospitality among theBedouin

O Sam McCnrier& Juditfi Ash 25

 |e‹rs Resting tests

Complete thesentences below. Use NO MORE THAN THREE WORDS front the passage to complete each blank
space.

9. For centuries, both athome andinsociety, tea has had an important role in

10. Fiilling tea prices in the nineteenth century meant that people could choose the ot tea they
could afford.

11. Because it Seventh-Day Adventists do not approve of. the drinking of tea.

12. In the desert, one group that is well known forits traditions of hospitality is the

13. In India, , as well as tea, are added toboiling inilL to mite ‘chat’.

l4. In Britain, while coifee is in fashion, afternoon tea is stilla

 Reading f'assage2

You should spend aliout 20 ininutes on ()ue.stions 15-29, whtCh arebased on Reading Passage2 below.

Tyes and Greens

There area number ofsettlements in this part of East Anglia with names containing the word ‘tye’.
The word is Anglo-Saxon in origin, and the Oxford English DiCtiOFläry quotes the earliest usage of
theterm as dating from 832. Essentiallya ‘tye’ was a green, ora small area ofopen common land,
usually sited away from the main \/iIlage or settlement, perhaps at the junction of two or more
routes. Local people and passing travellers had the right to pasture their horses, pigs and other
farm animals on the tye.
In the Pebmarsh area there seem tohave been five or six of these tyes, all, except one, at the
margins ofthe parish. These marginal clearings are all away from the richer farming land close to
the river, and, in the case ofCooks Green, Hayles Tye, and Dorking Tye, close to the edge ofstill
existing fragments of ancient woodland. It seems likely then that, here, as elsewhere in East
Anglia, medieval freemen were allowed tocleara small part of the forest and createa smallholding.
Such unproductive forest land would, in any case, have been unattracti\ie to the wealthy baronial
or monastic landowners. Most oftheland around Pebmarsh village belonged toEarls Colne Priory,
a wealthy monastery about 10 kilometres to the south, and it may be that by the 13'" and 4’"
centuries the tyes were maintained by tenant farmers paying rent to the Priory.
Hayles Tye seems tohave got its name froma certain John Hayle who is documented in the
1380s, although there are records pointing to occupation ot the site ata much earlier date. The
name was still in use in 1500, and crops up again throughout the 16’^ and 17'" centuries, usually in
relation to the payment oftaxes or tithes. At some point during the 18’" century the name is changed
toFile's Green, though no trace of an owner called File has been found. Also in the 18” century the
original dwellings on the site disappeared. Much ofthis region was economically depressed during
this period and the land and its dwellings may simply have been abandoned. Several farms were
abandoned in the neighbouring village of Alphamstone, and the population dwindled so much that
there was no money tosupport the fabric of the village church, which became very dilapidated.
However, another possibility is that the buildings at File's Green burnt down, fires being not infrequent
at this time.
By 1817 theland was inthe ownership ofCharles Townsend ofFerriers Farm, and in 1821 he built
two brick cottages on the site, each cottage occupied by two families of agricultural labourers. The
structure of these cottages was very simple, justa two-storey rectangle divided in the cenire bya
large common chimney piece. Each dwelling had its own fireplace, but the two families seem to
have shareda brick bread-oven which jutted out from the rear of the cottage. The outer wall of the
bread-oven is still visible on the remaining cottage. The fireplaces themselves and the chimney
structure appear tobe older than the 1821 cottages and may have survived from theearlier dwellings.
All traces of the common land had long disappeared, and the two cottages stood ona small plot of
less than an acre where thelabourers would have been able to growa few vegetables and keepa
few chickens ora pig. The bulk of their time was spent working at Ferriers farm.
Both cottages are clearly marked on maps of1874, but by the end of the century one of them had
gone. Again, the last years of the 19" century werea period of agricultural depression, and a
number ofsmaller farms in the area were abandoned. Traces of one, Mosse's Farm, still partly
encircled by a very overgrown moat, may be seen less thana kilometre from File's Green. It
se°ms likely that, as the need foragricultural labour declined, one of the cottages fell into disuse,

0 6 ant iVlcCarter& Judith Ash

decayed and was eventually pulled down. OCCasionalfragments ofrubble and brick still surface in
the garden ofthe remaining cottage.
In 1933, this cottage was sold to the manager ofthenewly-opened gravel works tothenorth-west
of Pebmarsh village. He converted these two dwellings into one. This, then, is the only remaining
habitation on the site, and is called File's Green Cottage.

Questions 15—18
Choose theappropriate letters A—D and write them inBoxes 15—18 On your answer sheet.

A tye was ...

A a green
B a large open area
C COmmon land with trees
D fotind at the junction of two or more routes

16. The PebmarSh area...

A robably had seven tyes

B probably had sixtyes
C appears to have had five or six tyes
D was IlOt lfl East Anglia

l7.The tyes in the Pebmarsh area were ...

A near the river

B used by medieval freemen
C mostly at the margins of theparish
D owned by Earls Colne Priory

18. ACCOrding tothewriter, wealthy landowners...

A did not find the sight of forest land attractive

B found thesight of forest land attractive
C were attracted by the sight of forest land
D considered forest lend unproductive

O Sam McCarter& Judith Ash

Questions 19—29

Complete thetext below, which isa summary of paragraphs3 —6 in Reading Passage 2. Use NO MORE THAN
THREE WORDS from thepassage to fill each blank space.

Write your answers in Boxes 19 — 29 on your answer sheet.

iite,'
:' , 26 inhabited by two families, bqt by tire eiid'of tfié nineteenth

0 Sam McCarter& Judith Ash 29

Reading Passage3
You should spend about 20 minutes on Questions 30—40, which arebased on Reading Passage3 below.

Haydn's late quartets

By thetime he caine to write the String Quartets published as Opus 76 andOpus 77,Haydn was undoubtedly
themost famous living composer inthewhole ofEurope. He had recently returned from thehighly successful
second visit to England, forwhich he had composed hislast six symphonies, culminating inthe brilliant and
festive Drum Roll Symphony (No. 103) and London Symphony (No. 104). This is public music, full of high
spirits, expansive gestures and orchestral surprises. Haydn knew how toplease his audience. And in 1796,
following hisreturn to Vienna, he began work on hislargest and most famous choral work, theoratorio, ‘The
Creation’. In the succeeding years, tiI1 1802, he was to writea series of other large scale religious choral
works, including several masses. The oratorios and masses were also public works, employing large forces
for dramatic effect, but warm andfull of apparently spontancous religious feeling. Yet at the same time he
composed these8 quartets, in terms of technical mastery and sheer musical invention the equal of the
symphonies and choral works, but in their mood andemotional impact far removed, by turns introspective
and detached, or full of‘ passionate intensity.

Once again, as in the early 1770s when he appears to have been going through some kind ofspiritual crisis,
Haydn returned to the String Quartet asa mean.s to accomplisha twofold aim: firstly to innovate musically
ina genre free from public performance requirements or religious convention; secondly toexpress personal
emotions or philosophy ina musical form that is intimate yet capable of great subUety and complexity of
meaning. The result isa series of quartets of astonishing structural, melodic, rhythmic and harmonic variety,
inhabitinga shifting emotional world, where tension underlies surface brilliance and calm gives way to
unease.

The six quaitets of Opus 76 differ widely incharacter. The opening movement ofNo.2 is tense and dramatic,
while that of No 4 begins with the soaring long-breathed melody that has earned it the nickname of ‘The
Sunrise’. The minuets too have moveda long way frorn the stately court dance of themid-eighteenth century.
The so-called ‘Witches Minuet’ of No.2 isa strident canon, that of No. 6 isa fast one-in-a-bar movement
anticipating the scherzos of Beethoven, while at the heart of No. 5 isa contrasting trio section which, far
from being the customary relaxed variant of the surrounding minuet, flings itself into frenetic action and is
gone. The finales are full of the energy and grace we associate with Haydn, brit with far less conscious
humour and more detachment than in earlier quartets.

But it is in the slow movements that Haydn is most innovative and most unsettling. In No. 1 the cello and the
first violin embark ona series of brusque dialogues. No.4 isa subdued meditation based on the hushed
opening chords. The slow movements ofNo.5 and No.6 aremuch looser in structure, the cello and viola
setting off on solitary episodes of melodic and harmonic uncertainty. But there the similarity ends, for while
No.5 is enigmatic, and predominantly dark in tone, the overlapping textures of its sister are full of light-
filled intensity.

The Opus 76 quartets were published in 1799, when Haydn was well over d0 years old. Almost immediately
he was commissioned towhite another set by Prince Lobkowitz,a wealthy patrOn, who was later to become
animpOTtJnt figare in Beethoven's life. Two quartets only were completed and published as Opus 77 NosI
& 2 in1802. But these are not the works ofan oldman whose powers arefading, or who simply consolidates
ground already covered. Once again Haydn innovates. The opening movement of Opus 77 No.2 is as

30 O Sam McCarter& Judith Ash

 structurally complex and emotionally unsettling as anything he ever wrote, alternating betweena laconic
opening theme anda tense and threatening counter theme which comes todominate the whole movement.
Both quartets have fast scherzo-like ‘minuets’. The slow movement ofNO.I is in traditional variation form,
but stretches the form tothelimit in order to accommodate widely contrasting textures and moods. The
finale of No.2 is swept along bya seemingly inexhaustible stream of energy and inventiveness.

In fact, Haydn begana third quartet in this set, but never finished it, and the tWO Completed movements were
published in 1806 as Opus 103, his last published work. He was over 70, and clearly lacked the strength to
continue composition. The two existing movements area slow movement folloWed bya minuet. The slow
movement hasa quiet warmth, but it is the minuet that is remarkable. It is in true dance time, unlike the fast
quasi-scherzos of the earlier quartets. But whata dance! Ina sombreD minor Haydn unfolds an angular,
ruthless little dance of death. The central trio section holds outa moment ofconsolation, and then the dance
returns, sweeping on relentlessly to the final sudden uprush of sound. And then, after more than 40 years of
composition the master falls silent.

Questions 30—32
Choose the appropriate letters A-D and write them inBoxes 3tL-32 on your answet sheet.

30. Which oneofthe following statements is true?

A Haydn wrote theLondon Symphony inEngland

B We do not know where Haydn wrote theLondon Symphony
C Haydn wrote theLondon Symphony inVienna
D Haydn wrote the Drum Roll Symphony inEngland

31.Like symphonies 103 and 104, the oratorios and masses were...

A written in the eighteenth century

! B for the public
C as emotional as the quartets
D full of religious feeling

32. The string quartets in Opus 76 andOpus 77 were ...

A the cause ofa spiritual crisis

B intimate yet capable
C calm unease
D diverse

O Sam McCarter& Judith Ash 31

Questions 33—37
Complete thetext below, which isa summary ofpar•s••r^ and 4 in Reading Passage 3. Choose your answers from
the Word List below and write them inBoxes 33—37 on your answer sheet.

There aremore words andphrases than spaces, so you will not be able to use them all. You may use each word orphtase
only once.

wide less different

more long-breathed unlike
similarly subdued tense
like conversely quieter

Do the statements below agree with the information in Reading Passage 3?

In Boxes 38—40, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts ihe information in the passage
Not Gi*en if there is no information about the statement in the passage

38. Before theOpus 76 quartets were published, Haydn hadbeen commissioned towrite more.

39.The writer says that Opus 103was Haydn's last published work.

40. The writer admires Haydn forthediversity of the music he composed.

32 0 Ham McCarter & Judith Ash

 Tes_Š$)

‹I› Sam McCerter A Judith Ash 33

Reatling Passage1
You should spend about 2() irrinutes on (Questions 1-14, which atebased ‹.in Readin¡i Passage 1. below.
The politics of pessimism
Newspaper headlines and TV or radio news
bulletins would have us believe erroneously
thata new age has come upon us,theAge of
Cassandra. People arebeing assailed not just
with contemporary doom, or past gloom, but
with prophecies of disasters about to befall.
The dawn ofthe new millennium has now
passed; the earth is still intact, and the lit de
siéc/e Jeremiahs have now gone off to
configurea new date forthe apocalypse.
It can,I believe, be said with some certainty
that the doom-mongers will never run out of
business. Human nature has an inclination for
pessimism and anxiety, with each age having
its demagogues, foretelling doom ordragging
it in their wake. But what makes themodern
age so different is that the catastrophes are
more ‘in your face’. Their assault on our senses
is relentless. Whether it be sub-conscious or
not, this isa situation not lost on politicians.
They play upon people's propensity for unease,
turning it intoa very effective political tool.
Delucling the general public
All tco often, when politicians want tochange
thestatus quo, they take advantage ofpeople's
fears of the unknown and their uncertainties
about the future. For example, details abouta
new policy may be leaked to the press. Ot
course, the worst case scenario is presented
in all its depressing detail. When thegeneral
public reacts in horror, the government appears
to CaVe in. And then accepting some ofthe
suggestions from their critics, ministers water
down their p roposals. This allows the
government to getwhat it wants, while at the
same time fooling the public into believing that
they have gotone over on the government. Or
Oven that they have some sayin the making
ofpolicy.
There are several principles at play here. And
both are rather simple: unsettle people and
then play on their fears; and second, people
must be given an opportunity to makea
contribution, however insignificant, ina given
situation; otherwise, they become dissatisfied,
not fearful or anxious.
A similar ruse, ata local level, will further
illustrate how easily people's base fears are
exploited.A common practice is to give people
a number ol options, say ina housing
development, ranging from no change to
radical transformation of an area. The aim is
to persuade people to agree significant
modifications, which may involve disruption to
their lives, and possibly extra expenditure. The
individuals, fearful of the worst pos sible
outcome, plump forthe middle course. And
this, incidentally, is invariably the option
favoured by the authorities. Every thing is
achieved under the guise of market research.
But it is obviouslya blatant exercise in the
manipulation of people's fears.
Fear and survival
Fear and anxieties about the future affect us
all. People arewracked with self-doubt and low
self-esteem. In the struggle to exist and
advance in life,a seemingly endless string of
obstacles is encountered, so many, in fact, that
any accomplishment seems surprising. Even
when people do succeed, they are still nagged
by uncertainty,
Not surprisingly, feelings like doubt, fear,
anxiety and pessimism are usually associated
with failure. Yet, if properly harnessed, they are
the driving force behind success, the very
engines ofgenius.
If things turn out well fora long time, there isa
further anxiety: that of constantly waiting for
something to go wrong. People then find
O Tom McCarter& Judith Ash
themselves propitiating the gods: not walking
on lines on the pavements, performing rituals
before public performances, wearing particular
clothes and colours so that they can blame the
ritual not themselves when things go wrong.
But surely the real terror comes when success
continues uninterrupted forsucha long period
of time lhat we forget what failure is like!
We crave for and are feda daily diet of anxiety.
Horror films and disaster movies have an
increasing appeal. Nostradamus pops his head
up now and again. And other would-be
prophets makea brief appearance, predicting
thedemise of human kind. Perhaps, this is all
justa vestige of the hardships of early man—
our attempt to recreate the struggles ofa past
age, as life beco mes mo re and mo re
comfortable.
Mankind cannot live by contentment alone. And
so, a World awash with anxieties and
pessimism has been created. Being optimistic
isa struggle. But survival dictates that mankind
remain ever sanguine.

Questions 1—5
Choose one plirase (A—K) frorn the List of phrases to complete eanh Key point below. Write the appropriate letters
(A—K) in Boxes I—5 on your answer sheet.

The information in the completed sentences should be an accurate summary ofthepoints made by thewritet.

NB. There ‹memore phrases (A—K) than sewtcnces, so you oilI not need tousethem all. You may use each phrase once

key points List of phrases

1. Newspaper headlines and TV or radio news bulletins ... A are not as threatening as in the past
B tell the truth
2. Doom-iiiongers are popular, because people . C blame them
D tip to make us believe mistakenly that we are ina
3. Today, c»tasItcphes new era
E calm people down
4. To politicians, people's inclination for fear... F areuncertain about the future
G are less comfonable
5. The government .,, H aren:itural pessimists and worriers
I are more immediate
J getwhat they want by deceiving the public
K is something they can make useof

Questions 6-9
Choose theappropriate letters A—D and write them in Boxes 6—9 on your answer sheet.

6. The housing development ex‹tmple shows that people. ..

A .re not that easily deceived

B like market rcsearch
C lead their fears
D are casy to deluae

35
7. Which one ofthefoJlowing statements is true, according to the passage?

A Market research uses people's fears for their own good

B People arescared by matket research techniques
C Market research techniques are used asa means oftaking advantage of people's t‘ears
D Market research makes people happy

S. The engines of genius are...

A properly harnessed
B the driving force behind success
C driven by feelings like fear
D usually associated with failure

9. Continual success...

A makes people arrogant

B worries people
C does not have any negative effects on people
D increases people's self-esteem

Questions 10-14

Do thestatements below agree with the information in Reading Passage 1?

in Boxes IN 14, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given ifthere is no information about the statement in thepassage

10. The complex relationship between failure and success needs to be addressed carefully.

11. People perform certain rimals to try to avoid failure.

12. Anxiety indaily life is what we want.

13. The writer believes that Nostradamus and certain other prophets are right about their predictions for the end of the
human race.

14. Mankind needs to be pessimistic to survive.

O Sam McCarter& Juclith Ash

Reading Passage2

You should spend about 20 minuten on Questions 15—28, whlCh ä£0based on Reading Passage2 below.

Caveat scriptor!
Let the would-be writer beware! Anyone foolhardy enough toembark Otl £1 career asa writer—whether it be
an academic treatise,a novel, or even an article—should first read this!

People think that writing asa profession is glamorous; that it is just about sitting down and churning out
words ona page, or more likely these days ona computer-screen. If only it were! So what exactly does
writinga book entail? Beinga writer is about managinga galaKy of contradictory feelings: elation, despair,
hope, frustration, satisfaction and depression—and not all separately! Of course, it also involves carrying out
detailed research: first to establish whether there isa market fortheplanned publication, and second into the
content of the book. Sometimes, however, instinct takes the place of market research and the contents are
dictated not by plans and exhaustive research, but by experience and knowledge.

Once thepublication has been embarked upon, there isa long period of turmoil as the text takes shape. A
first draft is rarely the final text of the book. Nem‘ly all books aretheresult of countless hours of altering and
re-ordering chunks oftext and deleting the embarrassing bits. While some people might think that with new
technology the checking and editing process is speeded up, the experienced writer would hardly agree.
Unfortunately, advanced technology now allows the writer the luxury of countless editings;a temptation
many ofusfind hard to resist. So a passage, endlessly re-worked may end up nothing remotely like the
original, and completely out of place when compared with the rcst of the text.

After the trauma of self-editing and looking for howlers, it is time to show thetext to other people, friends
pei haps, for appraisal. At this stage, it is not wise to send it off toa literary agent or direct to publishers, as
it may need further fine-tuning of which theauthor is unaware. Once anagent has been approached and has
rejecteda draft publication, it is difficult to go and ask for the re-vamped text to be considered again. It also
helps, at this stage, to offera synopsis of the book, if it isa novel, or an outline if it isa textbook. This acts
asa guide forthe author, anda general reference for friends and later for agents.

Although it is tempting to send the draft to every possible agent at one time, it is probably unwise. Some
agents may reject the publication out of hand, but others may proffer some invaluable advice, for example
about content or the direction to be tdken. Hints like this may be of use in finally being givena contract by
an agent or publisher.
The lucky few taken on by publishers or agents, then have their books subjected toa number ofreaders,
whose job it is to veta book: deciding whether it is worth publishing and whether the text as it stands is
acceptable or not. Aftera book hasfinally been accepted bya publisher, one of the greatest difficulties for
the writer lies in taking on board thepublisher's alterations to the text. Whilst the overall story and thrust of
the book may be acceptable, it will probably have to conform to an in-house style, as regards language,
spelling, or punctuation, etc. More seriously, the integrity of the text may be challenged, and this may
require radical re-drafting which is unpalatable to the author.A book's creation period is complex and
unnerving, but the publisher’s reworkings and text amputations can also bea tortuous process.
For many writers, the most painful period comes when thetext hes been accepted, and the writer is waiting
for it to be put together for the printer. By this stage, it is not uncommon forthewriter to be thoroughly sick
of the text.
Abandon writing? Nonsense. Once smitten, it is not easy to escape the compulsion to create and write,
despite the roller-coaster ride of contradictory emotions.

O Sum MeCaner& Judith Ash 37

Questions 15-22

Complete thetext below, which isa summary ofthepassage. Choose your answers from the Word List below and
write them inBoxes IJ—22 on your answer sheet.

There aremore words and phrases than spaces, so you will not be able to use them all. You may use each word orphrase
only once.

Example: Anyone who wanis tobe.a wniñr should '

' or ln'stinct. Advance“d:ieéhnoiSgy, éontr;iri'

Word List
editing process beware leaders
first draft glamour a literary agent
alterations profession publisher
challenges writing dictating
research publishing summary
upsand downs roller-coaster

Questions 23 and 24
Choose theappropriate letters A-D and write them inBoxes 25 and 24 on your answer sheet.

23. In the planning stages ofa book,...

A instinct can replace market research

B market research Gan replace instinct
C market research is essential
D instinct frequently replaces market research

38 O Sam McCarter& Judith Ash

 IELTS Reading Tests
24. The problem with the use of advanced technology in editing is that..,

A it becomes different from theoriginal

B it is unfortunate
C it isa luxury
D many writers cannot resist cftangin • the text again and again

Questions 25-28
Complete thesentences bélow. Use NO MORE THAN THREE WORDS from thepassage to complete each blank
space.

25. Oncea text is finished, the writer needs to get the of other people.

26. Some agents may reject the draft ofa book, while others may offer

27. Apart from theneed fora draft to conform toan in-house style,a publisher's changes toa text may

28. The publisher's alterations toa book aredifficult fora writer, as is the as the book grows.

O S am McC‹iiier & Juclith Ash 39

You should spend about 20 minutes on Questions 29—40. which arebasetl on Reading Passage3 below.
Leisure time
A. A raft of forecasts has been made inrecent
decades, predicting the decline in the number
of working hours coupled witha consequent
increase in leisure time. It was estimated that
the leisure revolution would take place by the
turn of the last century with hours devoted to
work falling to 25—30 perweek. This reduction
has failed to materialise, but the revolution has,
nonetheless, arrived.
B. Over thepast 30 to 40 years, spending on leisure
has witnesseda sttong increase. According to
theannual family expenditure survey published
in 1999 by the Office for National Statistics,
the average household inthe United Kingdom
spent more on leisure than food, housing and
transport for the very first time. And the trend
is also set to continue upwards well into the
present century.
C. The survey, based on a s ample ot 6,500
households showed, that the days arelong gone
when theavera•ge farriily struggled to buy basic
foods. As recently as 1960, family spending on
food was approximately one third compared to
177c now. Twelve years later, there was a
noticeable shift towards leisure with the
percentage of household spending on leisure
increasing to 99c, and that on food declining to
269’o.
D. The average household income in theUK in
1999 was £460 per week before tax, and
average spending was £352.20. Of the latter
sum, £59.70 was spent on leisurc and £58.90
on food. On holidays alone, family expenditure
was 69c, while in 1969 theproportion spent on
holidays was just 2%. And whereas therichest
10% lashed out 209a of their income in 1999
on leisure, the poorest spent 129c.
E. Among theprofessional and managerial classes,
working hours have increased and, overall in
the economy, record numbers of people are in
employment. As people work more, theappetite
for leisure activities has g•roWn tO compensate
forthe greater stress in life. The past5 years
40
atone have seen theleisure business expand by
25'• with a change in emphasis to short
domestic week-end breaks, and long-haul short
breaks to exotic destinations in place of long
holidays. In the tuture, it is expected that people
will jump from one leisure activity to another
incomplexes catering for everyone's needs with
gyms, cinemas, cafes, restaurants, bars and
internet facilities all under one roof. The leisure
complexe,s of today will expand to house all
the leisure facilities required for the leisure age.
F. Otherf actors tueling demand forleisure
activities are rising prosperity, increasing
longevity anda more active elderly population.
Hence, attheforefront of leisure spending are
not just the young or theprofessional classes.
The 1999 family expenditure survey showed
that the 64 to 75 year-old group spenda higher
proportion of their income on leisure than any
other age group. The strength of the ‘grey
pound’ now means that elderly people areable
to command more respect and, thus, attention
in the leisure market.
G And the tuture? It is anticipated that, in the years
to come, leisure spending will account for
betweena third toa half of all household
spending, Whilst it is diffic:iIt to give exact
figures, the leisure industry will certainly
expei iencea long period of sustained growth.
Working hours are not expected to decrease,
partly because the24-hour society will need to
be serviced; and secondly, because more people
will be needed to keep the service/leisure
industries running.
H In the coming decades, the pace of change will
accelerate, generating greater wealth ata faster
rate than even before. Surveys show that this is
already happening inmany parts of Europe. The
south-east of England, for example, is now
supposedly the richest area in the EEC. The
‘leisure pound’ is one of the driving forces
behind this surge. But, sadly, it does not look
as ifwe will have thelong leisure hours that
we had all been promised.
0 Sam McCarter& Judith Ash
 IELTS Reading Tests
Questions 29-35
Reading Passage3 hasg parayrnphs (A—lj). Choose theino.st suitable heading foreach pai-pgraph from theList of
headings below. Write the appropriate nunibers (i—xiv) in Boxes 29 -35on your answer sheet.
One of the headings has been done foryou as an example.

You miiy use ‹iny Reading more than once.

Nß. Thcre aremore headings than pai-agraplis, so you will not use all of lhem,

29. ParagraphA
30. ParagraphB
3.1. ParagraphC
.; : :',
Eaampk Par4grgphD ’” : .’ :

32. ParagraphE
3iI. ParagraphF
34. ParagraphG
35, Paragraph H

List of headings

Leisure spending goes up strongly

ii Decreasing unemployment
i.ii False1 orecasts
iv Spending trends leisurev tood
More affordable food
vi Leisure as an answer tostress
vii Lo‹ilcing tor ward
viii The leisure revolution—working hours reduced to 25
ix The ‘grey porind' soars
X Rising expenditure
xi The e lderly leisure market
xii National Statisticians
xiii Wotk, stress, and leisure all on theu p
xiv Money yes, leisure time no

O Sam McCaricrk Jedity Ash 41

 Do the statements below agree with the information in Reading Passage 3?
In Boxes 36—40, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given if there is no int‘ormation about the statement in the passage

36.At the turn of the last century, weekly work hours dropped to 25.

37. Spending on leisure has gone rip over thepast lhree decades.

38. Long holidays have taken the place of long-haul short breaks.

39. In future, people will pay less for the leisure facilities they use than they do today.

40. The 24-hour society will havea negative effect on people's attitudes to work.

42 0 Sam McCarter& Judith Ash

 Test
4

O Sara McCafler A Judith A5h

 lELTSR*£iyT**f
Reading Passage1

You should sptnd about 20 miaotes on Questions 1-14. which «rebased on Reading Passagei below,

In or out?
British further education colleges did not traditionally have any concerns about student ‹irop-out, because
the origins of the 6flCtO£ Were in vt›cational apprenticeship training for employers where theapprentices
could not drop out without endangering dieir job. In the 70s, this sector began toexpand into more general
education eouises, which were seen both as an alternative to schccl forI b— t8 year-olds anda second chance
foradults. The philosophy was mainly liberal with students regarded as adults who should not be heavily
monitored, but rather‘ free to moke their own decisions; it was nol uncommon to hear academic staff argue
tb9t atttpdapce at classes Was 9tirtlJ VOltlfltafy.

In the 80s, with aa increased consciousnes:s ol’e‹jual opp‹›rtuiiitias, the focos of the further education colleges
moved towidening panicipation, encouraging into colleges students from previously under-represented
groups, particularly from ethnic minorities. This, in turn, led toa curriculum which was moi'e repi'esentative
of the new student body. For example, there were initiatives to ensure the incorporation of literature by black
writers into A-levej literature courses; history syllabuses were altered to move beyonda purely Eurocentric
view of theworld; and geography syllnbusns began to Jeok at the politics of maps.

A turning point came in 1991 with the publication ofa report on completion tatcs hy the government inspection
body foreducation, Her Majestys Inspectorate for finpland and Wales, tHMll fi9l). However; this reporl
was based on academic staff‘s explanations of why students had left. It suggested that the vast Oaajoiity left
eithet for personal reasons or because they ha0 foond employiiient und that only 109» left for reasons that
could in any way be attributed to the college.

Meanwhile, Britain had been going through theThatcherite revolution and, in parallel io the Reagan politics
of the US, a key principle was the need toreduce taxation dtzstically. At this point {and toa liirge extent
still I, furtiiet and higher education colleges were almost entirely tunded front the public purse. 5Yere had
b¢en many cuLs in this fcinding through ‹lie 80s, but no one ltad ieally luokcd atvaJuc for money. However,
intheearly 90s, the Audit Commission with Office of Siandatds in Education (OPSTED) (the new version
of HMI) turned ihe spotlight onto further education and publisheda seminal report, £fnJaished Bu,ti,ie.t.i
tAudit Commis'sion and OFSTED l91!3), which showed that drop-out was happening ona significant scale
and, crucially given the politics ot' the iirie, attributeda cost :o the state of U00 million, s;;uint that this
was a waste of public fi.e. taxpayers') money. To quote Yorket l999J, non-completion t›ecame political.
The Atidit Commission report coincided with government moves toprivatise the functions of the state as
nnich as possible; and wiih the decision to remove further education fi‘om Ge control of lccal governmeiit
and givt ita quasi-‹dependent status. wbei'e colleges wete governed by independent boards of govcniors
bidding to the state fOf funding t‹› rtin education.l provision. As pan of this.a new series of principles for
fundicp• and bidding were developed (FEFC 1994) which incorporated severe financial penalties for student
d^ p- ! !^ e8**^ *' *h¢ System is that almost all the srnte funding is dttachcrt to the individual student.
Thete is funding for initial advice and guidance. on-course delivery and student achievement. but if the
student drops out, the college loses in•t funding immediately, so that loss of students in the first term leads
to an immediate loss of college funding; for the othet two terms. Not surprisingly, this focused the concern of
colleges immediately and sharply on the need toimprove student retention rates.

Recently, therefore, theme hue been consider-able effort to improve retention bet, as Martinez (1995) pointed
out. theft W•s «o body ofresearch on which tobase strategies. An additional complexity was that colleges
 had been slow tocomputerise their student data and most colleges were intheposition of not knowing what
their retention rates were orany patterns involved. Where data did exist it was held separately by either
administrative or academic staff with poor communication between these groups. Colleges, however, jumped
intoa number ofstrategies based largely on experience, instinct and common sense and publication of these
began. (Martinez 1996; Martinez 1997; Kenwrig•hi 1996; Kenwright 1997)

The main strategies tried are outlined in the literature as summarised by Martinez (1.996). These include
sorting activities around entry to ensure 'best fit’,s• PIN° °*°s activities including child care, financial support
and enrichment/leaner support, connecting activities to strengthen the relationship between thecollege and
the student, including mentoring and tutorials and activitics to transform the student. including raising of
expectations and study/career development support and tutoring.

Questions 1—3

Use theinfomiation inthc text to match theeiich of the years listed (1—3) with one of theKey events in the developinent
of further education (i-vii). Write theappropriäte letter in Boxes 1—3 on your answer sheet. Note that there are more
items listed under theKey events than years, so you will not use all of them.

Years
1. 1991
2. 1993
3. 1994

Key events in the development of further education

i. Severe penalties for drop-out are developed as part of college funding mechanisms
ii. Serious attempts are made toimprove student support
iii. An influential report showing that non-completion rates are significantly high is published
iv. The lack ota strategical basis is officially recognised
v. The HMI is created
vi. Data on student completion rates for further education are published
vii.A minor report showing that non-completion rates are significantly high is published

Complete thesentences below. Use NO MORE7 HANTHREE WORDS from thepassage to fi11 each blank space.

Write your answers in Boxes4 —8 on your answer sheet.

4. Further ed fication colle8es in Britain were originally not worried about student drop-out, because students did not
leave college for fear of

5. According to thewriter, the philosophy at further education colleges was _

6. As people became more aware ofequal opportunities, colleges encouraged studcnts frorn under-represented grotlps.
asa move to

7. The HM I's report focused on completion rates, based on of reasons for students’ departure
from college.

8. In the early 1990s, the political situation, both inB rituin and ltte US, demandeda drastic

O Sam McCartcr& Judith Ash 45

 Choose theappropriate lettersA —D and write them inBoues 9-14 on your answer sheet.

9. The i epon UirJinished öusinrss

A pointed out the politics of the time

B gave £500 million to the state
C linked drop-out to wasting money
D turned the spotlight

10. The new series of principles developed in 1994 by theFEFC ...

A gave money toeach strident

B was quasi-independent
C meant colleges li‹id to turn their immediate attention to improving student retention rates
D was aimed atimproving teacher retention rates

11. Attempts toreduce the student drop-out i'ate were hindered, because. ..

A there was a lack of research data on which tobase strategies

B colleges did not know what todo
C computers in colleges were slow
D college.s hnd no patterns

12. Further hindrances in reducing the student drop-out rate were. ..

A colleges' slowness in computerising data and not knowing their retention rates, nor what patterns of retention
existed
B college inertia and administi'ative incoiiipeteiice
C computer glitches and strikes, which occurred at most colleges
D colleges not knowing their retention rates or where thepatterns were

13. Collèges’ strategies to deal with the problem of low retention...

A brought administrative and acad'emic stafi together

B varied enormously
C jumped
D were based on something other than data

14. The main strategies to improve retentlon included ...

A ‘best fit’ supporting activities

B activities tO support and transform the student
C the raising of college expectations
D a sumniary by Martinez

46
 Reading Passage2
You should spend abfiut 20 minutes on Questions 15—37, which a£C based on ReadingpqsSagt•2 below.
Another intelIigence?
Emotional intelligence asa theory was first brought
top u blic attenti on by the book linelions
Intelligence, Why It Can. Matter More ThanIQ by
Daniel Goleman, but the theory itself is, in fact,
attributed to two Americans, JohnD Mayer and
PeterS alovey. What is emotional intelli gence
exactly? According toG olema n, Emotional
Intelligence consists of five key elements. The first
is knowing one's own emotions: being able to
rec0gnise that one is in an emotional state and
having theability to identify which emotion i.s being
experienced, even if it is not a p articul arly
comfortable feeling to admit to, e.g. jealousy or
envy.
Emotional a\vareness can then lead to managing
one's emotions. This involvesde alin g with
emotions, likejealousy, resentment, anger, etc, that
one may have difficulty accepting by, perhaps,
giving oneself comfort food, or doing nice things
when one is feel ing low. Many people do this
instinctively by buying chocolate or treating
themselves; others are able to wi ap themselves in
positive thoughts or ‘mother themselves’. There are,
of course, many people who areincapable of doing
this, and so need tobe taught. The third area is self-
motivation. Our emotions cans imultaneously
ernpowei and hinder us, so it is important todevelop
theability to control them. Strategies can be learnt
whereby emotions are set aside to be dealt with at
a later date. For example, when dealing with the
success or good fortune of others, it is better not to
suppress any ‘negative’ emotion that arises. One
just has to recognise it is there. And then one just
needs to be extra carefiil when making decisions
and not allow one's emotions tocloud theissue, by
letting them dictate how one functions with that
person. The separation of logic and emotion is not
easy when dealing with people.
0 Sam ldcCartcr& J u‹Jith Ash
As social beings, we need to be able to deal with
other people which brings US tO the next item on
Goleman's list, namely: recognising emotions in
other people. This means, in ettect,l av ing or
developing ‘social radar’, ie learning to read the
weather systems around individuals or groups of
people. Obviously, leading on from this is the ability
to handle relationships. If we can recognise,
understand and then deal with other people's
emotions, we can function better both socially and
professionally. Not being tangible, emotions are
difficult to analyse and quantify, compounded by
thefact that each area in the list above, does not
operate in isolation. Eacla of us has mi.sreada
friend's ora colleague's behaviour to us anal other
people. The classic example is the shy person,
categorised by some people as arrogant and distant
and by others asl ively and friendly and very
personable. How can two different groups makea
definitive analysis of someone that is so strikingly
contradictory?And yet this happens ona daily basis
in all our relationships—even to the point of
misreading the behaviour of those close to us! In
the work scenai-io, this can cost iiioney. And so it
makes cconomic sense for ousiness to be aware cf
it and develop strateg•ies for employing people and
dealing with their employees.
All common sense you might say. Goleman himself
has even suggested that emotional intelligence is
justa new way or describing competence; what
some people might call savior faire or savoir vivre.
Part of the problem here is that society or some
parts of society have forgotten that these skills ever
existed and have found theneed tore-invent them.
But the emergence of Emotional Intelligence asa
theory suggests that the family situations and other
social interactions where social skills were honed
inthepast are fast disappearing, so that people now
sadly need tobe re-skilled.
47
Choose one phrase (A-I) from theList of phrases to complete eoch Key point below'. Write the appropriate letters
(A-I) in Boxes 15—19 on your answer sheet.

The information in the completed sentences should be an accurate summary ofthepoints made by thewriter.

NB. There aremore phrases (A—I) than sentences, so you will not need touse them all. You may use each phrase once
only.

Key points
15. Knowing one's emotions...

16. One aspect of managing one's emotions...

17. Self-motivation.,.

18. The ability to recognise emotions in other people .. .

19. Handling relationships ..

List of phrases

A empowers and hinders us
B means many people eatchocolate
C involves both recognition and identification
D is intangible
E is achieved by learning to control emotions
F is the key to better social and professional functioning
G is particularly comfortable
H is lilce having social radar
I is that some emotions are difficult to accept

Questions 20—26

Choose theappropriate letters A—D and wfite them inBoxes 20—26 on your answer sheet.

20. Emotional Intelligence asa theory... 22. As well as being intangible, the problem with
emotions is th.at they...
A is attributed to Daniel Goleman
B was unheard of until the 1970s A are difficult
C is attributed to Mayer andSalovey B are difficult to qualify
D consists of at least five key areas C do not operate in isolation
D are compounded
21. One way of controlling emotions is to..
23. Misreading the behaviour of others...
A hinder them
B suppress the negative ones A is most common with those close to us
C put them totheside to deal with later B is always expensive
D use both logic and emotion C isa classic example
D happens ona daily basis

48 O Sam McCarter& Judith Ash

 24. Employers need to 26. The fact that the ide°. of Lmotional Intelligence has
emergedsuggests that social interactions
A save money
E know about people’s emotions A happe» in the family
C employ and deal with employees B need to be re-sk:lied
D work scenario C are becoming less frequent
B are honed

A competence
B incompetence
C happiness
D common sense

Question 27

Does thestatement below agree with the information in Reading Passage 2?

In Box 27,write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the stateiiient in the passade

f'sxémpie: JohnD Mayer andPeter Salovey wrote “EmStional Inklligence. Why it rari'matter mod Jan IQ’ ’ ‘ .

Amswe%:No.’

27. The author believes that th• lack of Emotional Intelligence will lead to the disintegration of the family asa social
' unit.

O Sam McCarter k Judith Ash 49

 Reading f'assage3
You shocild spend iiboiit 20 mientes on Ouestions 28—40, which arebased on Reading Passage3 below.

Pronunciatian and physiegnomy

Imagine the scane: you are sitting on the tube and on gets someone youinstinctively teel is American.
To make sure you ask them thetime, and are right, but how dicl you know?

Whenwesaysomeone|ooksAmeJcan',wetakoin{oconside atondress,mannerismandphysical
appearance. However, sinrcs the Americans do not constitute one single race, what exactly is
i ant by ‘look’? In fact, one salient feature isa pronounced widening around the jaw,a well-
documented phenomenon.

The writer ArthLir Koestler cnce remarked that Friends of his, whorri he inet thirty years after they
enJigrated tU the United States, had acqrïired an ’American phys s•• y’, i.e.a broadeneò jaw,
an apjearance which is also pi evafont in the indigenous population. An anthropologist friend of his
attribr ted this te the increaseò usu ofthe jaw muscu\ature in American enunciatlon. This charige
of countenance' in immigrants had u!ready been obsefveü f›y the historian M. Fishberg in 19 10.

“lo çaraphrase the ph'losepher krnsrson, certain »ational, social and reljgious groups, such as
ageing actors, long-lei m convicts ar'ô seIiha'i°. prïests, to give justa lew mxanJ|cies, developa
distinguishing ‘!ook', whish is net ecsily clefinod, üut reaclily recognised. Their way of life affects
their facia! expression anci pLysi al features, gtving the rnistakeri imp'essicn that thèse trai!s are
of hereditary or ‘racial' crigin. API 1he factGrs men‹ioneö ubove contribute, as well as herediiy. But
the question of appearance being afiectecl by çronuno°iation, as in the cas'e ot American immigrants
(inc|udirig those frorr other English speai‹ing coui\tries) ‹3v°r the com rse ot many years, is of great
interest, and calis for irlrtùer study intu the science otvoice pruduclion. This can only benefit those
working in the fieTcl of speech t!icrapy, elocution and lie pronr ciaiion of foreign languages, and
help the stucient Imama p\›reIy ph\‘sioIooical poil! oI vie’. Naturdlly, the numerous psychological
and socio-linguistic facior thai inh'bitn ost adn.Alt learriors of fO!9ign languages from acquirin ¿ca
’good’ pror unciatio‹› constituéea co»pleteIy different and no l°ss impcrtani issue that requires
separate investigation.

The pronunciation of ike var'or.s torrns of English araund the world today is afiected by thu ’oice
being ‘placed’ in different paris oï the moutiJ. We use oiJr speech orgurls in ceriain a‹r ys to prociuce
specific soünds, and ih,ese mi srles have to prac‹ise to leurn neel phonemes. Non-Americans
should look in the mirror while rep+ating ‘I really ne'ver fJeard of poor rcward f'›r vatour' wi!h full use
of the USA retroflex /i/ phoneme, and not:e v/hü’‹ heppens to their jawbones after !hree or touw
r=petitions. Imagine the efiect of these movcments on he jaw muscles after twe! ty years! -Fhis
phoneme is one of the most noticeabie features of US English and one thai non Americans a!\vays
exaggerate \vh’en miTiCking the acceni. I..il‹ew.se, standard British RP is ofte!s parodied, and i'ts
whine ofsuperiority mocked toihepoint c* tuining the enci of orde’s ncse up as much as possible:
Not only does this enhance the ’performance’, but also óags thequ=stion of whether this look is
the origin ot the expression ‘stuck up’?

On a Dirmingham bUS O0Ce,a friend pointed toa fetiow passenger end said, *That man's Brummie
acceni is writien all over hisface.* This was from someorie who would not nc›rrnaIly make crass
generelisatior›s. The intcresting thing would be toestaÖl*sh y/hether thin lips and a terwe, prominent
china ei a u t cfthe way L/lidlancls Er ¿lie spoke ier its caus* cra mi:‹ture cf boh. Simia ly,
 in the case ofLiverpool one could ask whether the distinctive 'Scouse' accent was a reason for, 0-
an effect of the fr quency ofhigh cheekbon s in t.Ie local popUIation.

When one'learns’ another accent, as in the theatre for example, voice coaches often rasort to
images tohelp their students acquire the distinclivc sound ofthetargetgronunciation. With ‘Scouse’,
the mentül aid employed is pushingy our cheekbónes úp ina smile as high as tlney will go anò
imagining you've gota very slack moiJth ’iull of cotton \vool. The son.!nd se ems to spi ing off the
sid°s of your face—outwards and upwards. Fora Belfast accent, one has to tighten the sides ot the
jaws until there is maximum tension, and speak openíng the Vips as little aS possible. Th!s gives
ríse to the well-known 'Ulster jan’ pherJomenon. Learning Australian invoivesimagining the oróeals
of lhe first. vvesterners‘ transported to the other side of the world. \^/hen exposed tothe merciless
glare and unremitting heat ofthe southern sun, we instinctively scre'W Up our eyes and grimace for
protection.

Has this contributed to an Australian ’look’, and affected the way ‘Aussies’ speak English, or vice
versa? It isa ciJrious chicken and egg conundrum, butperhaps the answer is ultiniate]y irrelevant.
Of course other factors afiect the way people look and sound, and I am not suggesting foro'e
minute that all those who speak one form o!a language ordialect havea setphysicgnomy because
! of their pronunciation patterns. Buta large enough number do,and that alone is worth investigating.
What is important, however, is establishing pronunciation as one of the factors that determine
physiognomy, and gaininga deeper insight into the origins and nature of the sounds ofspeech.
And ofcourse, one won”ders what ‘look' one's own group has!

Questions 28—30

Use theinformation in the text to match thePeople listed (28—30) with the Bliservations (i—vii). Write theappropriate
letter inB oxes 28—30 on your:inswer sheet. Note that there iirc more Obsernations than people, so you will not use all
of them. You can use e,ich Oliservation once only.

25. Koestler
29. Físhberg
30. Emerson

ObServations

i Americans use their jaw more toenunciate

ii I mn4igrants acquire physitignornical features ctimmon ‹iirong the indigentius po|iu1ation
iii Facial expression and physical teatrires are hereditary
iv Li test) Ie affects pliysiognoiiiy
v Americans havea broadened jaw
vi The appearance of his friends had ch‹inged since they moved totheUnited States
vii The change of countenance was unremarliable
Questions 31—36

Do thestatements belo ^b*e• with the information in Reading Passage :i? In Boxes 31—36, write:

Yes if the statement agrees with the information in the passage

No ifthe statement contradicts the information in the passage
Not Given ifthere is no information obout the statement in the passage

Example: Appearance is affected by pronunciation.

31. Further study into the science ot' voice production will cost considerable sums ofmoney.

32. The psychological and socio-linguistic factors that make it difficult for adult learners of foreign languages to gnin
‘good' pronunciation are not.as important as other factors.

33. Speech organs are muscles.

34. New phonemes aredifficult to learn.

35. People often ma'xe fun of standard British RP.

36. Facial features contribute to the incoirprehensibility of Iviidlands English.

Questions 37Mfl

Choose one phrase (A—I) from the List of phrases to complete each Key point below. Write the appropriate letters
(A—I) in Boxes 37—40 on} ouranswer sheet.

The information in the completed sentences should be an accurate summary ofthepoints m‹ide by the writer.

NB. Tlicre are more phrases (ñ-I) that sentences, so you \v‹11 not need tousc:hem all. "You may use each phrase once onh'.

Key points

37. Voice coaches .

38. The Scouse accent

39. Whether the\vay we look affects time way we speak or theother way round .

40. It is important to prove that pronunciation ...

kist ef phrases
.I can be achieved by usinga men ta1 aid F getthetaxget
B is irelevant C can aifect appearance
C is worth investigating H is not as easy asa Belfast one
D use images to assist students z'iih the desk pi cietion I inalces you smile
E isa chicken and egg conundrum
lEtTS R*@øT•æ

Test5
Reading Passage1
You should spend about 20 minutes on Questions 1—14, which are based on Reading Passage1 below.

Day after day we hear about how anthropogenic development is causing global warming. According toan
increasingly vocal minority, however, we should be asking ourselves how much ofthis is mediaher° and
how much is based on real evidence. It seems, as so often is the case, that it depends o.n which expert you
listen to, or which statistics you sludy.

Yes, it is true that there isa mass of evidence to inr1ic‹ite that the world is getting warmer, with one of the
world's leading weather predictors stating that air tempers:ures have shown an increase of just under halfa
degi'ee Celsius since the beginning of the twentieth century. And while this may not sound like anything
worth losing sleep over, the international press woul,d have us believe that the consequences could be
devastating. Other expeijs, however, are of the opinion that what we areseeing is just part ofa natural
upward and downward swing that has always been part of the cycle of global weather. An analysis of the.
views of major meteorologists in the United States showed that less than 20% of them believe1 that any
change intemperature over thelast hundred years was our own fault—the rest attr ibuted it to natural cyclical
changes.

There is, of course, no denying that we are still ata very early stage in understanding weather. The effect.s of
such variables as rainfall, cloud formation, the sea.s and oceans, gases such as methane and ozone, or even
solar energy are still not really understood, and therefore the piedic:ions that we make using them cannot
always be relied on. Dr. James Hansen, in 1958, was predicting ttiat the likely effects of global warming
would bea raising of woi Id temperature which would have disastrous consequences formankincl: “a strong
cause and effect relationship between thecurrent clirriate and human alteration of the atmosphere”. He has
now gone on record as stating that using artificial models ofclimate asa way of predicting change is all but
impossible. In fact, he now believes that, rather than getting hotter, our planet is getting p•reener asa result
of the carbon dioxide inciease, with the prospect of increasing vegetation in areas which inrecent history
have been frozen wastelands,

In fact, there is some evidence to suggest that as our computer-based weather models have become more
sophistic‹ited, the pi edicted rises in temperature have been cut back. In addition, if we look at the much
reported rise in global temperature over the last century,a close analysis reveals that the lion's share of that
increase. almost three quarters in total, occurred before man began to ‘poison’ his world with industrial
processes and the accompanying greenhouse gas emissions in the second half of the twentieth century.

So should we pay any attention to those stories that scream out at us from billboards and television news
headlines, claiming that man, with his inexhaustible dependence on oil-based machinery and ever more
sophisticated forms of‘ transport is creatinga nightmare level of greenhouse gas emissions, poisoning his
ۥnvironment and ripping open theozone layer? Doubters point to scientific evidence, which can prove that,
of all the greenhouse gases, only two percent come from man-made sources, the rest resulting from natural
emissions.

Who, then, to believe: theenvironmentalist exhorting us to leave the car at home, tobuy re-usable products
packaged inrecycled paper and toplant trees in our back yard? Or thesceptics, including, of course,a lot of
big businesses who have most tolose, when they tell us that we are makinga mountain out ofa molehill?
And my own opinion? The jury's still out as far asI am concerned!

54 O Sam McCarter& Judith

 lrLTs Be•‹ing ‹ests

Ch once the appropriate letters A-D and write them inBoxes 1—5 on your answer sheet.

1. The author

A believes that man is causing global v/wi»g

B believes that global Waririing isa natural process
C is sure what thecauses ol' glolaal warming are
D does not say what he believes the causes of global warming are

2. As to the ciiuse of •1oba1 warming, theauthor believes that ...

A occasionally the tacts depend on \vhO }Ou are talking to

13 the facts always depend on who you aretalking to
C often the facts depend on which expert you listen to
D you should not speak toexperts

3. More th,in 80% of the top meteorologists in the United States are of the opinion that

A globiil warming should make uslose sleep

B global warming is not the result of natural cyclical changes, but man-made
C theconsequences of global warming will be devastating
D g1ooa1 warming is not man-made, buttherest.ilt of' natural cyclical changes

4. Otir understanding ot weather

A leads to reliable predictions

B is variable
C cannot be denied
D is not very developed yet

5. Currently. Dr James Hansen's beliefsi netude the 1’act that...

A it is nearly impossible to prcdict weather change using ,artificial models

B theconsequences of global warming would be disastrous tor mankind
C there ‹s ii significant link bctwcc.n the climate now', and m.m’s changing of theatmosphere
i D Ear!h is getting colder

Do the statements below agree with thei ntotm *ion in Readin• Passage 1?
InBoxes I›—I 1, write:

Yes il the statement agrees with the information in the passage

No if the statement conradicts the information in the passage
Not Oiven if there is no information about the statement in the passage

Egsaple: Computer-baSed Weather models have become more sophisticated.

55
6. At the same time that computer—based weather models have become more sophisticated, weather forecasters have
become more expert.

7. Most oftheincrease in global temperature happened inthesecond half of the twentieth century.

8. The media z ants us to blame ourselves for global warming.

9. The media encourages thepublic to use environmentally friendly vehicles, such as electric cars to combat global
warming.

10. Environmentalists are very effective at persuading people to be kind to the environment.

11. Many bigbusinesses are on the side of the sceptics as regards the cause of glñbal warming.

Questions 12 and 13
Complete thes•ntences below. Use NO M8RE THAN THREE WORDS from thepassage foreach blank space.

Write your answers in Boxes 12 and 13 on your answer sheet.

12. As well as planting trees and not driving, the environmentalist would like us to choose products that are wrapped
and can be used more than once.

13. Big businesses would have us believe that we are making toomuch fuss about global warming, because they have

Question 14

Choose theappropriate letter $—D and write it in Box 14 on your answer sheet.

14. Which ofthese is the best title for this text?

A Global Warning is for real

B Glofial warmirig—media hype orgenuine threat?
C Weather changes over the last 100 years
D Global Warming—the greatest threat to mankind

56 O Sam McCarter& Judith Ash

neading Passage2

You should spend about 20 minutes on Questions 15—28, which arebased on Reading Passage2 below.

Questions 15—21

Reading Passage2 has8 paragraphs (A—H). Choose themost suitable heading for each paragraph from theList of
headings below. Write theappropriate numbers (i—xiii) in Boxes 15—21 on your answer sheet.

One of the headings has been done foryou as an example.

NB. There aremore headings than paragraphs, so you will not use all of them.

15. ParagraphA
16. ParagraphB
17, ParagraphC
l8. ParagraphD
I9. ParagraphE
20. ParagraphF
21. ParagraphG
;. ! , ,.; *, , „,
Exampe ParagñphlR’Answer:’x
'„.,''

List of headings
165 million years
ii. The body plan of archosaurs
iii. Dinosaurs—terrible lisards
iv. Classification according to pelvic anatomy
v. The suborders of Saurischia
vi. Lizards and dinosaurs — two distinct superorders
Unique body plan help.s identify dinosaurs frorn other animals
viii. Herbivore dinosaurs
ix. Lepidosaurs
x. Frills and shelves
zi. The origins of dinosaurs and lizards
xii. Bird-hipped dinosaurs
xiii. Skull bones distinguish dinosaurs from other archosaurs

What is
a dinosaur?
A. Although the name dinosaur is derived from lhe Greek for“terrible lizard", dinosaurs were not,
in fact, lizards at all. Like lizards, dinosaurs are included in the class Reptilia, or reptiles, one of
the five main classes of Vertebrata, animals with backbones. Howe\/er, at the next level of
classification, within reptiles, significant differences in the skeletal anatomy of IizardS and
ctinosaurs have ledscientists to place these groups of animals into two different superorders:
Lepidosauria, or lepidosaurs, and Archosauria, or archosaurs.
B. Classified as lepidosaurs are lizards and snakes and their prehistoric ancestors. Included among
thearchosaurs, or ”ruling reptiles", are prehistoric and modern crocodiles, and the now extinct
thecodonts, pterosaurs and dinosaurs. Palaeontologists believe that both dinosaurs and.
 crocodiles evolved, in the later years ofthe Triassic Period (o. 248-208 million years ago), from
creatures called pseudosuchian thecodonts. Lizards, snakes and diftereñt types of thecodont are
believed to have evolved earlier in the Triassic Period from reptiles known as eosuchians.
c. The most important skelelal differences between dinosaurs and other archosaurs are in the bones
of the skull, pelvis and limbs. Dinosaur skulls are found ina great range of shapes and sizes,
reflecting the different eating habits and lifestyles ofa large and varied group ofanimals that dominated
life on Earth foran extraordinary 165 million years. However, unlike the skulls of any other known
animals, the skulls of dinosaurs had two long bones known as vomers. These bones extended on
either side of the head, from the front of the snout tothe level of the holes in the skull known as the
antorbitai fenestra, situated in front of the dinosaur's orbits or eyesockets.
D. All dinosaurs, whether large or small, quadrupedal or bipedal, fleet-footed or slow-moving, shared
a common body plan. Identification of this plan makes it possible to differentiate dinosaurs from any
other types of animal, even other archosaurs. Most signiticantly, in dinosaurs, the pelvis and femur
had evolved so that the hind limbs were held vertically beneath the body, rather than sprawling out
to the sides like the limbs ofa lizard. The femur ofa dinosaur hada sharply in-turned neck anda
ball-shaped head, which slotted intoa fully open acetabulum or hip socket.A supra-acetabular
crest helped prevent dislocation of the femur. The position of the knee joint, aligned below the
acetabulum, made it possible forthe whole hind limb toswing backwards and forwards. This unique
combination of features gave dinosaurs what is known asa ‘fully improved gait”. Evolution of this
highly efficient method ofwalking also developed in mammals, butamong reptiles it occurred only
in dinosaurs.
E. For the purpose of further classification, dinosaurs are diVided into two orders: Saurischia, or
saurischian dinosaurs, and Ornithischia, or ornithischian dinosaurs. This division is made on the
basis of their pelvic anatomy. All dinosaurs hada pelvic girdle with each side comprised ofthree
bones: the pubis, ilium and ischium. However, the orientation of these bones follows one of two
patterns. In saurischian dinosaurs, also known as lizard-hipped dinosaurs, the pubis points forwards,
as is usual in most types of reptile. By contrast, in ornithischian, or bird-hipped, dinosaurs, the pubis
points backwards towards the rear of the animal, which is also true of birds.
K Of the two orders of dinosaurs, the Saurischia was the larger and the first to evolve. It is divided into
two suborders: Therapoda, or therapods, and Sauropodomorpha, or sauropodomorphs. The
therapods, or“beast feet", were bipedal, predatory carnivores. They ranged in size from the mighty
Tyrannosaurus rex, 12m long, 5.6m tall and weighing an estimated 6.4 tonnes, to the smallest
known dinosaur, Compsognathus,a mere 1.4m long and estimated 3kg in weight when fully grown.
The sauropodomorphs, or “lizard feel forms”, included boih bipedal and quadrupedal dinosaurs.
Some sauropodomorphs were carnivorous or omnivorous butlater species were typically herbivorous.
They included some ofthelargest and best-known of all dinosaurs, such as Diplodocus,a huge
quadruped with an elephant-like body,a long, thin tail and neck that gave ita total length of 27m,
anda tiny head.
o. Ornithischian dinosaurs were bipedal or quadrupedal herbivores. They arenow usually divided into
three suborders: Ornithipoda, Thyreophora and Marginocephalia. The ornithopods, or “bird feel’,
both large and small, could walk or runon their long hind legs, balancing their body by holding their
tails stiffly off the ground behind them. An example is lguanodon, up to9m long, 5m tall and weighing
4.5 tonnes. The thyreophorans, or “shield bearers”, also known as armoured dinosaurs, were
quadrupeds with rows ofprotective bony spikas, studs, or plates along !heir backs and tai(s. They
included Stegosaurus, 9m long and weighing2 tonnes.
H. The marginocéphalians, or “margined heads”, were bipedal or quadrupedal ornithischians witha
deep bony frill or narrow shelf at the back oftheskull. An example is Triceratops,a rhinoceros-like
dinosaur, 9m long, weighing 5.4 tonnes and bearing a prominent neck frill and three large horns.

58 T' Main McCarter& Judith Ash

 Questions 22-24

Complete thesentences below. Use NO MORE THANTHREE WORDS fTom thepassage foreach blank space.

Write your answers in Boxes 22 — 24 on your answer sheet.

22. Lizards and dinosaurs are classified into two different superorders because of the difference in their

'i
23, In the Triassic period, evolved into thecodonts, for example, lizards and snakes.

24. Dinosaur skulls differed from those of any other known animals because of the presence of vomers:

Questions 25—28
Choose one phrase (A-H) from theList of features to match with theDinosaurs listed below. Wñte theappropriate
letters (A—i-1) in Boxes 25—28 on your answer sheet.

The information in the completed sentences should be an accurate summary ofthepoints made by thewriter.

NB. There aremore phrases (A-H) than sentences, so you will not need tousethem all. You may use each phrase once
only.

, 25. Dinosaurs differed from lizards, because

26. Saurischian and ornithischian dinosaurs ...

27. Unlike therapods, sauropodomorphs. ..

28. Some dinosaurs used their tails to balance, others...

List of features

A areboth divided into two orders.

B the former hada ‘fully improved gait'.
C were notusually very heavy.
D could walk orrun on their back legs.
! E their hind limbs sprawled out to theside.
F walked orran on four legs, rather than two.
G both hada pelvic girdle comprising six bones.
H did not always eatmeat.

O Ssm McCarter & Judith Ash “59

Reading Passage3
You should spend about 20 minutes on Questions 29—40, which arebased on Reading Passage3 below.
Doesn't that seund terribly yellow to you?
‘I can't say. I'm colour blind’, was my flat-mate's
response. And that was that for another twenty odd
years, when by chanceI came across an article ina
newspaper on research into synaesthesia ata
London hospital. At last,I understood my
interpretation of the world through colour.
Synaesthesia is thestfbjective sensation ofa sense
other than the one being stimulated. For example,
thesight ofa word may evoke sensations of colour
or thesound ofmusic may also havea similar effect,
as may taste. Or, to put it simply, synaesthetes, i.e.
people with synaesthesia, have their senses hooked
together, so that they experience several senses
simultaneously.
To those not already aware ofit, synaesthesia seems
a new phenomenon. Yet, it is far from new. In 1690,
John Locke, thephilosopher, wrote ofa blind man
with synaesthetic capabilities. The first reference
in the medical field was in 17 10, by Thomas
Woodhouse, an English ophthalmologist. In his
Theory ofColour, theGerman Writer, Goethe, talked
about colour and the senses. The poet, Arthur
Rimbaud, wrote about synaesthesia in his 1871
poem Voyelles, as did another French poet
Baudelaire, in Correspondance. So, synaesthesia
hasa respectable history.
Synaesthesia is understandably met witha certain
degree of scepticism, since it is something beyond
theken ofthevast majority of people. Son ct lumiére
shows in the 19th century were an attempt at
combining the senses ina public display, but such
displays werenotcapable ofconveying thesensations
experienced by involuntary synaethesia, as the ability
which a synaesthete's experience is called.
There has beena number of well-documented
synaesthetes. Alexander Scriabin, the Russian
composer, (1871-1915) tried to express his own
synaesthetic abilities in his symphony Prometheus,
the Poem oyFire (1922). And another Russian,
Rimsky-Korsakov, noted the colour associations
musical keys possessed. For example, Scriabin saw
C major asred, while to Rimsky-Korsakov it was
white. Artb.ur BlisS, an English composer, based his
1922 Co lourS ymp hony on the concept of
60
synaesthesia. He did not claim to bea synaesthete;
his colour choices were arbitrary and the project
an intellectual exercise.
In the field of the visual arts, probably the best
known artist with synaesthetic capabilities is the
Russian artist, Wassily Kandinsky (1866-1944),
credited with being thefounder of abstract painting.
It is said he experienced ‘sensory fusion’ ata
performance ofWagner's Lohengrin, with themusic
producing colours before his eyes. He did not see
colours solely in terms of objects, but associated
them with sounds. He even composed an opera, Der
Gelbe Klang (The Yellow Sound), which wasa
mixture of colour, light, dance and sound.
For many people with synaesthesia, knowing that
what they have been experiencing has botha name
anda history and that they are amonga number of
notable sufferers isa Revelation. Initially, they often
feel that there is something wrong psychologically
or mentally, or that everyone feels that way. Then
they realise witha thud that other people do not.
Suppression is an option, but unwittingly some
people have managed tomake useoftheability to
their advantage. While thecondition of synaestheia
may hamper many people because of its
disorienting effects, it can also open upa range of
new Skills. It is not unusual for people who have
synaesthesia to be creative and imaginative. As
many studies have shown, memory is based tosome
extent on association. Synaesthetes find they are
able to remember certain things with great ease.
The person who associates the shape ofa word with
colour is quite often able to remembera longer
sequence of words; and the same goes for other
areas where memoty needs tobe used.
But this condition like ali gifts, has its drawbacks.
Some people see words as colours; others even
individual letters and syllables, so thata word
becomesa kaleidoscope of colour. Beautiful though
sucha reading experience may be, synaesthesia can
cause problems with both reading and writing.
Reading can take longer, because one has towade
through all the colours, as well as the words! And,
because thecolour sequences as well as the words
have tofit together, writing is then equally difficult.
0 Sum McCarter & Judith Ash
 Questions 29-32

Do thestatements below agree with the information in Reading Passage 3?

In Boxes 29—32, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

F''.sample: Ttie writer is coloui blind.

Answer: No.

29. Synaesthetes experience several senses at the same time.

30. Newspaper articles and TV news reports about synaesthesia are appearing with monotonous regularity nowadays.

31. Mention of synaesthesia can be traced back tothe17'• century.

32. It is strange that many people are sceptical about synaesthesia.

Choose theappropriate letters A—D and write them in Boxes 33—36 on your answer sheet.

33 Son c! lumiere shows .. 35. The Russian artist, Wassily Kandinsky,.

A attempted to combine public senses A performed Wagner's Lohengrin

B were fi equent in the l9th century B found abstract painting
C were both public and involuntary C also composed music
D did not reproduce theexperiences of synaesthetes D saw objects.

34 Both Alexander Scriabin and Rimsky-Korsakov... 36 At first, 'sufferers’ of synaesthesia believe that...

A wanted tohave synaesthetic abilities A other people have similar experiences or thete is
B createda lot of documents something wrong with them
C linked music tocolour B they area revelation
D agreed with Bliss in 1922 C they are psychologically or mentnlly superior
D they are unique

Questions 37a i

According tothereading passage, which of thefollowing statements are true about synaesthetes?
Write the appropriate letters in Boxes 37—40 on your answer sheet.
A Some synaesthetes are disoriented by their abilities.
B Unusually, some synaesthetes have great creativity.
C Memory is heightened by synaesthesia.
D Synaesthetes have gifts and drawbacks.
E Some synaesthetes use their ability to help themselves.
F Their ability can be an obstacle to them.
G Some synaesthetes write in colour.

O Sam McCarter& Judith Ash

Ô S am McCarter& Judith Ash
63
 IELTS Re«4irT Its
Reading Passage1
You should spend about 20 minutes on Questions 1—14, which arebased on Reading Passage1 below,

PROPAGANDA —THE G€1OD, THE BAD AND THE UGLY

Imagine fora moment that you are an impoverished citizen of ancient Egypt, hopefully hoeing the desert
and Wondering when it will bloom. Suddenly,a cloud of dust appears on the horizon which eventually
resolves itselfintoa gallop of horses and chariots commanded byheavily armed soldiers followed, eventually,
by a crocodile of exhausted slaves lugging building materials.

They all come toa halt outside your home andyoumakea strategic withdrawal indoors, from where you
watch them througha slit in the wall. In an amazingly short time, the slaves builda 40-foot high obelisk
which is then surrounded bya swarm of stonemasons. Then, when thework, whatever it is, has been
completed, the entire company withdraws as quickly as it came.

Once thecoast is clear, you creep outside to examine their handiwork. The obelisk is covered with carvings
of soldiers, looking• remarkably like those who have just left, engaged in countless victorious battles,
decimating the countryside and gruesomely killing people who look remarkably like you. Prominently
portrayed, surveying sphinx-like the carnage commttted inhisname, is the Pharaoh. You can't read, but you
get the picture. You, inconsort with your disaffected neighbours, had been contemplating, inrather desultory
fashion,a small uprising. You change your mind in what is one of the earliest examples of thepower of
propaganda.

Of course, as is often the case with big ideas when they are in their infancy, the methods employed inancient
Egypt were farfrom subtle. But over subsequent centuries, the use of propaganda was conscientiously
honed.

It was not until the First World War that propaganda made thequantum leap from thegentler arts of persuasion
to become thetool of coercion. As Philip Taylor says in War and the Media: “Before 1914, it simply meant
the means by which the proponent ofa particular doctrine. .. propagated his beliefs among his
audience... propaganda is simplya process ofpersuasion. Asa concept, it is neutral and should be devoid of
value judgements”.

It is unlikely, at least in the West, that propaganda will ever be rehabilitated asa neutral concept. The very
word iS now so loaded with sinister connotations that it evokes an immediate and visceral sense of outrage.
For the use of propaganda reached its apogee in the machinery of theThird Reich. Hitler and Goebbels
between them elevated it to a black art of such diabolical power that it has been permanently discredited
among those who witnessed its expression. Indeed in 1936 at Nuremberg, Hitler attributed his entire success
to the workings ofpropaganda. He said: “Propaganda brought us to power, propaganda has since enabled us
to remain inpo\ver, and propaganda will give us the means ofconquering the world”.

It is therefore unsurprising that Western governments and politicians are liable to perform themost extreme
presentational acrobatics in their efforts to avoid thedreaded ‘p’ word being applied to any of their activities.
They have developed impressive lexicons of euphemisms and doublespeak to distance themselves from any
taint of it, real or imagined.

O Sam McCarter& Judith Ash

 Inevitably, the media is alive to this hypersensitivity and the ‘p’ w rd has becomea potent weapon inits
arsenal. It is used pejoratively, with intent to discredit and wound, asgovernments are painfully aware. For
propaganda is the spectre that haunts manya government-inspired media test. ItiS theuninvited guest, the
empty chair which serves to remind the hosts precisely why the gathering has been convened and forces
them to run Quality tests on the fare on otfer - is itf actually nutritious, is itpresented ina balanced and
trutliful way, is its integrity intact?

fn this one respect. at least, the negative connotations attached to propaganda actually performa positive
function. They offera salutary reminder of all that government infoi-mation is supposed nottobe,and actas
a ferocious curb on any runaway tendency to excess. Most importantly, the public is alive to the dangers of
propaganda and alert to its manifestations whether overt or covert. They know that propaganda is the serpent
lurking in the tree of knowledge; that it is subtle, it beguiles, it seduces, it obfuscates, it holds out simple
dreams and turns them into nightmare realities, it subverts, it pretends to be other than it is. They know that
it is the poisoned fruit of the goblin market, not the plain bregl Of lbHth that is the staple diet of information.
.And they will not tolerate it.

They succumb instearl to the inoie blatant blandishinents of advertising, which might be regarded as the
wolf of propaganda, tamed and turned to domestic use. Safe in the knowledge that the wolf has been
securely tiussed by therules and regulations of the Advertising Standards Authority, they knowingly consent
to being had.

Questions 1-10
Complete the text below, which isa summary ofparagraphs 1—4. Choosex suitable word trom the text for each blank.
Write your answers in BoxesI —10 on your answer sheet.

You muy use any word gore than once.

1 that you area poor 2 living in ancient Egypt, when a'band of sóldiers
accompanied bya 3 of slaves carrying building materials appears on the scene. While you
are inside your hhuse, the slaves ereüt an 4 and the whole "corri äny{disappears. The
5 features figures like those soldiers who havejust left erigaged in victorious battles an‹Ï, in
a prominent position. the figure of the sphinx-like 6 . Afterbrieflÿ considering afi 7 '.' _,
you and the other inhabitants change your 8 in what is one of the eärlieit instances of the
power of 9 , albciia not very 10 one.

65
Questions 11—14

Choose theappropriate letters A—D and write them inBoxesI 1—14 on your answer sheet.

According to Philip Taylor, propaganda. .

A is needed topropagate people's beliefs

B was a tool of coercion before 1914
C bas always beena neutral forc•-
D was merelya process of persuading people to do things prior to 1914

12. According toPhilip Taylor, propaganda ,.

A is not a neutral concept

B is value loaded up until 1914
C isa neutral concept
D casa neutral concept up until 1914

13. Politicians in the West

A will do anythlng to avoid using the word propsganda

B like usinp• the v'ord propaganda in themedia
C to notdread the ‘p’ word
ft areconsummate acrobats

I4. "the public,,.

A are happy tobe deceived by adveniser:,

B are deceived b5' a(fvertisers
C are not deceived by ad /ertisers
D respect the advertisers
 Reading Passage2
You should spent about 20 minutes on Questions is-°-8, which are based on Reading Passage2 below.

’rhe pur,suit or knowledge

According tothegreat English lexicographerS anaue! Johnson, knowledge is of two kinâs. We. knowa subject
‹uirselve› or we know where we canfind information uy›o‘u i.' (B oswell Life vol.2 p383 18April 17 75). In tfie
information-driven world we cow inhabit, the latter has assumeda much greater level of importance.

At the time of theEuropean Renaissance, which spanned thetourteenth, fifteenth and sixteenth centuries, it
was considered possible for the educated, well-read man, theso-called Renaissance man, topossess the sum
total of human knowledge. Admittedly, the body of knowledge then available was restricted, being held
fimily in checL by several important factors: the paucity of books in circulation at:hat 'ime; the difficulty of
acquiring copies of the texts; the need tocopy terms by hand; and the cost of rloing so. The example ofLupus
ofFerrieres’ search for the Are rhetorics of Fortunatus in the ninth century was repeated again and again
throughout tire Latin West until the momentous advent of printing in the middle of the fifteenth century.
Printed booI:s saw the end of some ofthepractiral limitations placed on the spread of human knowledge.
The first revolution in information technology had begun.

Renaissance man was rapirlly left behiuJ by this development; and, henceI'orth, it would be increasingly
difficult for the educated man to r.›pe: itii tJi‹: exJ›ansir›n r›f Luo sledge that loved through Europe viathe
medium ofmovable type.

In today's world, the scenario could hardly be more different, The most weil-read individual, whom we
could }egjtjJea:ely call in/ors/ion inca, or /ioruo s‹ ten.s', would certainly be considerably moreknowledgeable
than RenaisSalice man. Yet, because of' the ever-expanding increase in the sum total of human knowledge
over the latter half of the Jast millennium, aarJ tire changes in the world of techn.ology, easy access to
information has reduced thestature of tire educates! ind:vidual. All thai. tie can hope tobe now' is an expert in
a narrow field, not the all-knowin polymath of yestr:ryear.

It is not surpri,sing to see people overwhelmed by tkie unlimited stream of infomiation. There is simply too
much ofit to assimilate, and it is difficult to Lnow what to do with thedata once it is received; which brings
us back to Johnson's words. But we need to add another dimension to his dictum, one which was probably
true in his time, but is even more pertinent today.- peoyle need tobe able to u,sc• the knowledge the
y acquire
and not just know it or know vhere tofmd it. Our deficiency in this regard is, perhaps, the most singular
failure of the modern information age.

Acquisitiveness isa natural human instinct. Children collect cards of footballers, or whatever is the latest
lad. .$tamps, coins and books aretargets for children and adult collectors alike, as their basic instincts are
played upon and nurtured by market forces. ’the desire to gather knowledge is nothing new. What is
astonishing, however, is the way in which people treat the knowledge once it has been collected. It is as if the
collection were an end initself; and herein lies the great deception. We have turned the world intoa large
machine of information,a veritable vortex into which we arealI being inexorably sucked. People beaver
away amassing raw data, labouring under themisapprehension that they are doing something worthwhile,
when all that is really happening is the movemen( of information trom onerlace to another. We should
hardly be surprised that, as this becomes apparent, disillusionment and stress in the workplace arebecorrñng
sadly the all too common consequences.

O Sam McCarter& Judith Ash 67

 IELTS Resdi›g Jests

The world is not really the richer for having the current wealth of knowledge atits fingertips. It is like
standing amongst thewealth of theBritish Library, the Bibliotheque Nationale inParis or other great libraries
and not being able to read.

So what is to be done? Training in collecting and processing relevant information, followed by learning to
collate, analyse and select or discard is the obvios solution. But there is sucha dearth of people who know
what todo that one remains pessimistic.

The pursuit of knowledge is sadly not all it is cracked up to be.

Questions 15—21
Complete thesentences below. Use NO MORE THAN FOUR WORDS from thepassage to complete each blank
space.

Write your answers in Boxes 15 — 21 on your answer sheet.

15. Samuel Johnson was an

16. Renaissance man supposedly possessed all

17. The spread of knowledge changed witty the all important

18. According to thewriter, today's information man knows more than

19. The standing of the modern educated man has been diminished by

20. The polymath of theRenaissance is described as

21. In today's world, people areweighed down by theendless

Questions 22-25
Answer thequestions below. Us• NO MBRE THAN FOUR \YORBS from thepassage foreach answer.

Write your answers inBoxes 22 — 25 on your answer sheet.

22. How does thewriter describe people's inability in the modern world to use the knowledge that they obtain?

23. What is the desire to collect things described as?

24. According totheauthor, what hastheworld turned into?

25. What aretheconsequences inthe workplace of moving large amounts of raw data around?

68
Questions 26—28
Do thestatements below agree with the information in Reading Passage 1?
In Boxes 26—25, write:

Yes if the statement agrees with theinformation in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

26. As the world hasa wealth of knowledge within easy reach, it is now richer.

27. Knowledge processing courses will soon be obligatory for all library workers.

28. The author believes that the pursuit of knowledge is worthwhile.

Reading Passage3
You should spend about 20 minutes on Questions 29—40, which are based on Reading Passage3 below.
Betw'een the Inisliowen peninsula, worth west of
Derry, and the Glens ofAntrim, in theeast beyond
theSperrin Mountains, is found some ofWestern
Europe's most captivating and alluring landscape.
The Roe Valley Park, some 15miles east of Derry
isa prime example. The Park, like so many Celtic
places, is steeped in history and legend. As the Roe
trickles down through heather bogs in theSperrin
Mountains to the South, it isa river by the time it
cuts through what was once called the ‘garden of
the sou1’- in Celtic ‘Gortenanima’.
The castle of O’ Cahan once stood here and a
number of houses which made up thetown of
,Limavady. The town takes its name from thelegend
ofa dog leaping inio the river Roe carryinga
message, or perhaps chasinga stag. This isa
magical place, where the water traccs its way
thi ough rock and woodland; at times, lingering in
brooding pools of dark cool water under the shade
of summer irees, and, at others, forming w••irs and
leads for water mills not long gone.
The Roe, like all rivers, is witness to history and
change. To Mullagh Hill. on the west bank of the
River Roe just outside the present day town of
Liinavady, St Columba came in575 AD forthe
Convention of Dnimceatt. The world is probably
unaware that it knows something ofLimavady; but
thetown is, in fact, renowned forJane Ross's song
Dantey Bo y, written toa tune once played bya tramp
in the street.
Some 30miles along thecoast road from Limavady,
one comes upon theforlorn, but imposing ruin of
Dunluce Castle, which stands on a soft basalt
outcrop, in defiance of the turbulent Atlantic lashing
it on all sides. The jagged—toothed ruins sit proud
on their rock top commanding thecoastline to east
and west. The only connecti:›n to the mainland is
bya narrow bridge. Until the kitchen court fell into
the sea in 1639 killing several servants, the castle
70
was fully inhabited. In the next hundred years or
so, the structure p•radually fell into its present
dramatic state of disrepair, stripped of its roofs by
wind and weather and robbed by man ofits carved
stonework. Ruined and fotlom its aspect may be,
yet, in the haunting Celiic twilight of the long
summer evenings, it is redolent of another age,
another dream.
A mile or so to the east of the castle lies Port na
Spaniagh, where the eapo!itan Galleas, Girona,
from the Spanish Armada went down one dark
October night in 1588 on its way to Scotland. Of
the 1500-odd men on board, nine survived.
Even further to the east, is the Giant's Causeway,a
stunning coastline vith stran.gelv symmetrical
colu ins cf d‹°.ik basalt--a beautifu1 geological
wonder. Someone once said or the Causeway tha*
it was worth seeing, but not worth going to see.
That was inthedays ot horses and carriages, when
travelling wis difficult. But it is certr‹in.!y 'well worth
a visit. The last lingering moments ofthetwilight
hours are the best time to savour the full power of
the coastline's magic; the time when theplace
comes ir.to its own. The tourists are gcne and if
you are very lucky you will be alone. It is not
frig•htening, but there isa pos er in the place;
tangible, yet inexplicable. The feeling is one of
eeriness and longing, and of something missing,
something not quite fulfilled; the loss of light and
the promise ofdarkness;a time between two worlds.
Once experienced, this feeling never leaves you:
the longing haunts and pulls at you for the rest of
your days.
Beyond theCauseway, connecting the mainland
with an outcrop of rock jutting out of the turbulent
Atlantic, is the Carrick-a -Rede Rope Bridge. Not
a crossing forthe faint-hearted. The Bridge swings
abovea chasm ofrushing, foaming water that seeks
to drag the unwary down, and away.
0 Sam McCarter& Judith Ask
 lg§\$ Bes‹ling Tests

Questions 29—33

Choose one phrase (A-E) from thcList of places to label the map below. Write theappropriate letters (A—E) iii Boxes
29—33 on your answer sheet,

List of places
A. The Sperrin Mountains
B. Dunluce Castle
C. Inisliowen
D. The Glens of Antriin
E, Limavady
, . . . _ ., . . . , .... .. .. ., :- .... . ... .

31

32

DERRY

RI\/ER ROE N '

33

Do thestatements below agree with the information in Reading Passage 3? InBoxes 3fi37, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

E. plc: Inishowen is in the nortii-west of ireland.

Aaswer: ¥es.

3^.. After 1639 thecastle of Diinluce was rot completely uninhabited.

35. For the author Dunluce castle evokes another period of history.
36. There w.are more than 1500 men on theGirona when itz ent down.
37.T ewpoint that the Giant's Causeway is not worth going to visit.

Oc Sam. h4cCarter fi JJ4rlith Ash 71

 IELT4R yZi»9 Tests '

Choose theappropriate letters A-D and write them inBoxes 38—40 on yout answer sheet.

38. The writer feels that the Giant's Causeway is..

A an unsettling place
B a relaxing place
C a boring place
D a place that helps one unwind

39. Where was this passage taken from?

A thenews section ofa newspaper
B a travel section ina newspaper
C a biography
D an academic journal on geography

40. Which ofthefollowing would bea good title for the passage?

A The Roe Valley Part

B The Giant's Causeway
C Going East to West
D A leap into history

O Sam McCarter & Judith Ash

' Ø S am McCattcrĞ Judith AslJ 73
 Reading PassageI
fou should spend about È0 minutes on Qiiestions 1—15, which are based on Reading Passage1 below.

Lotte and Wytze i4elliriga

A. As a student at the Uni /ersity of Amsterdam after the Second World War, Lotte found herself s'fimu1ated
first by the teaching of Herrna.n de la Fontaine Verwe am* then by that of the forceful personality of
Wytze Hellinga, at that time Piolessor of Dutch Philology at the University. Wytze Hellinga's teaching
was grc'uiided in the idea of situating what he taught in its context. Obliged toteach Gothic, for example,
he tried to conveya sense cf the language rooted in its own time and environment.

B Study of the book was becoming increasingly important a‹ the University of Amsterdam at this period,
as the work uf ‹ie la Fontaine Verwey and Gerrit Wi1!em Ovink testifies. Wytze Hellinga's interests,
formerly largely ina socio-!ingtiisticdirection, were now leaiiiflg more towards texts and to the book as
themedium that carried wi iJ:1en texts.

Much ofWytze's teaching hallowed his own research interests, as he developed his ideas around the
sense that texts should properly be i:ndeistood in the context of their method of production and
dissemination. He was at this time increiisingly turnlng to codicology and to the classic An elo-Saxon
model ofbibliography in !''ie Le‹ilization that the plan t‹i producea pro{aer critical edition of the w orks of
Pieter Corne1‹szoon Hooft, the seventeenth-cert:ury poer, dramatist and historian, depended on the
application of the ski1!s of aialytical bibliogi aphy.

.D, Encouraged by hiswork, Lo'te produced an undergraduate thesis on the printer's copy of the Otia of
Constsiitijn Fluygens (The Hague, 1625). This work:, incidentally, has never been published, although an
article was regularly ‹innouncerl as foi thcoming in Quaerendo during the •.aily l970s.

E. Oa gradu‹ition in 19.58, events to aka turn that was tt prove fateful. Lotte was awardeda postgraduate
fellowship by the l4cder/!andce Oiganisatie voor Quiver-Wetenschappelijk Onderzoek (or Z.W.O.) to go
to En gland to study tifteentn-cer tnry printing, and Marie Kroncnberg, the doyenne of Dutch
fiibliographerri, airangéd for her to be “taught inciinabu!izing” (as she put it) by Victor Scholderer at the
British Museum.

F. As an honorary J.ssistant Kee'ier at the Museum, then, ene came to England in 1959, assisting among
other thingsv ith the prepa: ation or BMW voiuire IX (concerning theproduction of1 Holland and Belgium)
while studying the texts ‹it the Gouda printer Gerard Leeu to seeif:he sources (and liopefully printer's ,
copy) forhisedit'oris could oe identificd. Althorigh th• siibject proveë ifficiili to defiiie immediately so
as to lead in ‹i proüuc;ive dir,ection, most ofthis work was nonetheless :o find its ray into print in such
collaboralive puDlications as the i-'ellingas’ Fiffeernh century printin¿ types, the edition of the Brafishaw
corresp'ondence and thel 97"3 J3russe1s catalogiie, to each of which we shall return. But during her time
at the M.useum, Lotte's nttention was a.lc‹o attracted by such things os English. provenances on early-
printecl continenial books, an interest which hass iyed with hei- tliroughout her career.

Wytze's attention too was tiiming towards inc«nabula a: this time, as witnessed by the fifte•+nth-t:entiiiy
exemples used in his Copy and Print in the Netlieriunds (19ó2), and tlieie begana fraitfiil period of
ccllaborative work which wa,s issued ina stream of shori bibliographical artic!es on Low Counti4es
inciinabula, and culminated triumphantly in the ground-bt eaking *ifieenth-Century Printing Types of
theLovv Countries, commissioned (at Wytz-•’s instance) by MennoH berger in 1961 and publishe n

74
 1966. These years saw periods of intensive study in the ‹ibraries strongest in the incunabula of theLow
Countries, with whole summers passed inCambridge andCopenhagen asw'c1! aS shorter visits to libraries
from Oxford toVienna.

H. The partnership between Lotte and Wytze was also to lead to marriage and to the birth of their son.
Between 1961 and 1975, the Hellingas were in Amsterdam. fn 1965, Lotte h.ad obtaineda research
assistantship for Dutch prototypography from theZ.W.O., and from 1967 shewas teaching aithe Institute
of Dutch Studies at the University of Amsterdam. Site continued to develop her inter est in analytical
bibliography ina number ofdirections, perhaps most strikingly in important work on early Dutch printing
and an examination of theCoster question. She also contributed to the catalogue which accompanied the
exhibition held in Brussels in 1973 tocommemorate thequincentenary of the introduction of printing to
the Netherlands,a collaborative work that still provides the best presentation of the work oftheearly
printers of the how Countrics.

I. The year 1974 saw the award ofa doctorate by the University of Amsterdam forher thesis on the
relationship bet\veen copy and print ina fifteenth-century printing-house, Methode en praktijk bij itet
zetten van boelcen in de vijftiende eeuw. This seminal work, remaining USa Dtitch dissertation of limited
diffusion, has perhaps not been as widely read as it deserves. There fo11ow'eda year's respite from
teaching in 1975 with the commission from Ensched, to edit Hany Catter's translation of Charles
Ensched,’s Type foundries in the Nether lands, at length published in 1978.

Questions 1-8

Reading Passagel has9 paragraphs (API). Choose the most suitable heading for each paragraph from the list of
headings below. Write the appropriate numbers (i—xv) in Boxes 1—8 on your answer sheet. You may use each heading
only once.

One of the headings has been done foryou as an example.

NB. There are more headings than paragi aphs, so you will not use all of them.

1. ParagraphA 5. ParagraphE
2, ParagraphB 6. ParagraphF
3. ParagraphC 7. ParagraphG
4. ParagraphD 8. Paragraph H

kxample: Paragraph I: iii

i. The classic Anglo-Soon model ix. Lotte's work in'England

ii. Lotte to go to England x. The development of Wytze's research
iii. More recognition deserved xi. Back inAmsterdam . ...
iv. Wytze's research in Oxfotd xii.'A postgraduate studeni at university
v. ’s interest in téxts aad the book ziii.A socimlinguistié direction
vi. Lotte unpublished xiv. Wytze's interest in incunabula
vii. Lotte to be published xv. The bïrth ofa son
viii. Loue's first iaflueaces at university

0 Som McCarter& Judlth Ash 7J

 IELTS e••‹i••z•«• ñ
Questions 9-14

yes if the statement agices with tl\c information in the passage

no if the statement concradicls the information iit thc passage
I'jut G¡vcn if thcrc is no iuformatioit obcut thestatement in hoc passage

Egaaspje: At university, Lottc was first stiu›ulatcd by the teaching of dc Is Fontaine Verwey.

9. Loite studied at the University of Ainstcrdain after the Sctond World War.

10. Prior to his interests in the book, \Vyize’s interest was mainly in socio-linguistics.

I!. AccoMing tcWytze Hclinga. the pr‹<IucIioit and di sei›Jii*ation of hooks were nutreally matters nf impoi1iu›ce.

12. When Lotte moved toEngland. she found it difñcoli to scttIe in initially.

13. Lt›tte !ived and worked in Airislerdoni during p.irt of il›e 60s and 70s.

14. Lctte's post-graduate thesis w*ls wi‹lcly dissci›\inatcd.

Choose theagpropriote letter A-D and write it in Ben 13 t*n your i‹oswer sheet.

-A a biography
B a newspaper edi'oriul
C a bibtiogtuphy

76
 Rea8hgPassage3
lou sheuld spend about 20 riñnutes on Questions i6-27, which *ire based on Reading Passage2 below.

Party Labels in Mid-Eighteenth Century England

A. Until the late 19fi0s the Whig interpretation of English history in the eight°Onth century prevailed.
This was successfully challenged by Lewis Namier, who proposed, based on an analysis of the
voting records of MPs from the 1760 intake féllowing the accession tothe throne of George III,
that the accepted Whig/Tory division of politics did not hold. He b=lieved that the political life of
the period could b°- explaineci without these party labels, and that it was more accurate to
characterise political division in terms ofthe Court versus Country.

B. An attempt was then made tousethesame methodology tcdetermine ’hether the same heici
for early eighteenth century politics. To Namier's chagrin this proved that at the end of Queen
Anne's reign in 1714 voting in parliament was certainly based on party interest, and that Toryism
and Whiggism were distinct and opposed poliiical philosophies. Clearly, something momentous
had occurred between 1714 and 17G0 toapparently wipe out party ideology. The Namierite
explanation is that the end of the Stuart dynasty on the death ofQue°n Anne and theb=girining
of the Hanoverian with the accession of GeorgeI radically altered the political climate.

C The accession o'f GeorgeI to the throne in 1715 was notuniversally popular. He was German›,
spoke liitle English, and was only accepted because he promised to maintain the Anglican
religion. Furthermore, for those Tory members cfgo‘efnment underAnne, he alas nemesis, for
his enthronement finally broke the hereditary principle central to Tory philosophy, confirming
the right of parliament to depose orselecta monarch. Moreovei, he was aware that leading
Tories had hsen in constant communication with th+ Stuart could in exile, hoping to return the
banished King James II. As a result, al! Tories v/ere expelTecl trom governrrient, some being
forced tc escape to France to avoid execution foi treason.

-blue failure of the subsequ=nt Jacohit rebellion of 7J o, whsre certain Tory n\agna’tes triec\ the
replace Gecrge withI is cousir' James,c Stuart, albeita athoitc, was us eel b\ the Whig
administration to identify the wond ’-Mony” ›/vitl- trr›asun. This wcs compounded by the° Sept nn‹al
Act oi 1716, limiting elections to once every se\’en years, which further entrenched theWhig's
power base attheheart of Government focussed around thecro‘en. With the eradication cf one
of the fundamental tenets of their philosophy, alongside the systematic replacement ofall Tear'
/›ositions by Whig counterparts, Tory opposition was effectively annihilated. J”here mcs, hcwever,
Ei C'sL^.U\›1ng of V\/hiqs in parliament who were no!pari of the Government.

E. The I./iF's now gr neraI!y referred to as !he ’Indepe.ndent \1 h«s” in'›e ently distrusted i:nc power
ofthe aclmi Jistration, Jcminate¢l 'as ii w&r› by I* osr°. ca.lice! 'Cour( *'‘/I figs’. \ ice \i depe Ident
\/V.rig was a!rriost invariablya country gentleman, arld thus resisted the growtin ill power of
ihose whus+ wealth was being made ontheembryonic s5osk market. For them thmterm nency
cf land meant patriotism,a direot in*.erest in one's nation, whilst shares, easii}/ transferaDle,
cruId not be ti ustect. They saw their role as a check bn theadministration,a permanent guard
against political corruption, the last lin° of defence of the mixecJ Constitr tion of monarchy,
a›iStosrac,', and clsmocracy. The rea -tian against the grovying mercantile class 'bas shared by

77
 toforma Country opposition to the Court administration, thus explaining why voting records in
1760 do notfollow standard party lines.

It must be recognised that this view is not universally espoused. Revisionist historians such as
Linda Colley dispute that the Tory party was destroyed during this period, and assert the
continuation of the Tories as a discrete and persistent group in opposition, allied to the
Independent Whigs butseparate. Colley's thesis is persuasive, as it is clear that some, at
least, regarded themselves as Tories rather than Whigs. She is not so successful inproving the
persistence either of party organisation beyond family connection, or of ideology, beyond
tradition. Furthermore, while the terms ‘Tory’ and ‘Whig’ were used frequently in the political
press, it was a device of the administration rather than the opposition. As Harris notes .n his
analysis of the ‘Patriot’ press of the 1740s, there is hardly any discernibl* difference between
Tory and Whig opposition pamphlets, both preferring to describe themselves as the ‘Country
Interest’, and attacking ‘the Court’.

Questions 16—20
Reading Passage2 has6 paragraphs (A—F). Choose themost suitable hea0ing for each paragraph ftom the list of
headings below. Write the nppropriate numbers (i—x) in Boxes 16-20 on your answer sheet.

One of the heaöings has been done for you as an exemple.

CB. There aremore headinçs khan parapraphs, so you will not use all où them.

16. ParagrapfiA
l7. l•aragraphB
l8. PSTä Kä Ñ/
l9, ParagraphD
20.ParagrapliE

Exemple Paragraph fiAnswer: iii

Lfst et Iseadîags
i. Whig/Toiy division discounted
ü. hlaintaîning the Anglican religion
iü. Tire fusion theory challenged and supported .
iv. The consequences of Cieorge 1’s accession , '
9. M T r^f landowners
vi. Political divisions in the early 1700s
vii, The failure of the Jacobean rebellion.
vüi.The Tory opposiüon effectively destroyed
ix. The fusion of the Independent Whigs andtheTory landowners
x. Töe Whig inletyretatioriof hist ry

78
Questions 21—27
Do thestatements below agree with the in.formation in iteading Passage 2?
In Boxes 21—27, write:

Yes if the statement agrees with the informat:ion in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

Example: Until the late 1950s theWhig interpmtation of>81ish histor'y was the one that was widely acéepted.

21, According to Nainier,FOlitical divisions in the init 18" century were notrelated to party labels.

22. According to Namier, something happened between 1714 and 1760 to aftect party ideology.

23. George1 was notliked by everyone.

24. The Independent Whigs were all landowners with large estates.

25. Neither the Independent Whigs, nor theTories trusted the mercantile classes.

26. Namier's views are supposed by Colley.

27. Hals's analysis of the press of the 1740s is iised hy Namier tosupport. his own views.

79

You should spend about2(jminUtes on Questions 28M0, which are ba.sed on Reading• Passage3 below,
The medical pi‘ofession is currently under siege
as never before witha S £1t2 01 high profile
malpractice cases. This attack is taking place
ata time When theNational Health Service is
iinderhoinga ‘cultUre change’ broii•ht about by
a shift in the public's attitudes to authoi ity, in
gen era 1, and, more specifical Iy, by the
demystification of medicine. The perception
that doctors area race apart is finally beginning
to wane.
B These i'orces have, fortunately, already led toa
number orradical developments inthelast live
or si. yearns in the way doctors arc being trained,
with greater emphasis now being laid ona more
patient-oriented approach. Whilst, in the past,
communicating effectively with patients was
left basically to chance. this is no longer the
case. As part of their final assessment, doctors
now have totakea practical examinatitin where
their communication as well as c linical skills
are car efu lly scrutini sed.
G. lt is also essential that the doctor at all times is
C. lf you ask inost people what makesa good
doctor. they witI riot sity' someone with sound
medical knowledge. "flic first thing that will
spi ing to mind isa good becisi‹ie manner; in
‹other w ords. good coiiiirriniic ation skills. Eut
wh at clo e s a good bedsi de man ner, or
conimunicati on skills, entiiil?
D. All loo often people complain about the lack
H The other side of the coin is that, as people‘s
of scnsitiv ity of the d‹actors they encounter
whether they be genei-alists or specirilists. Some
other freqiiently voiced criticisms iii'e that
t4octors soiind as if they are deliveringa lecture
when talking tc patients; pontil icatin; from on
lii gh Or that they lack basic .social skills; or
indeed that they are bad listeliers, concernetl
only with delivering their message rather thitn
bccoming involved with any kind ofnegotiation
with thepatient. So it would be satu to say that
the most important aspCCt ofa good bedside
manner is good interpersonal skills.
E. From thepatients' point of view, the interaction
they have during iheii consultation witha doctor
is very personat and hence emotional, While for
80
IELTSR Jit T••t•
the doctor it is rnérelya logical and objectivc
process. And so, the chances of the doctor/
patient communication breaking down arehigh
if the doctor is not su fficie ntlys killed in
handling thepatient's emotional needs.A doctor
must be able to deal with the full range ’ofa
patient’s feelings, showing sympathy and
empathy especially when handling difficult
situations,I ike breaking ba.d news etc.
Another aspect ct the good bedside manner,
which is moi-e oiien than not overlooked, is
having the ability to talk to patients using lay
language that lhey understand, while, at the
same time, iivoiding any hint ot condescension,
orbetas ationising. The inability to do this
has a nu mber taf effects. When doctors ttse
medicaljargon, patients feel that they are trying
to hide something. Doctors can also give the
impression that they do not know what they are
talking about; or even that they do not know
thesolution toa problem.
ilbD tO I1â81{1tg1i9 8U{hOJity. For example, doctors
need to deal with stime patients' belief that
medicine ls infallible, i.e. that the doctor has
the panacea fore /ery woe! This is certainly no
easy task, as most people's expectations are
i aised by the d aily di ct of w on drou s
developments inmedicine.
awareness itnd kn.owledge havei ncreased.
albeit often misinformed by theinternet etc, the
s tronger their dou b ts about the inedic al
profession have become. And coupled with the
rise in general educational awareness, thelaublic
hiive consequentlya lower regard for doctors.
This, iii trim, has affected doctors' ability to
communicate. They arenotable to hide behind
tli•. veneer that technical jargon created.
At last, the pendulum hits swung inthepatient’s
direction. Thc onus is now upon doctors to adapt
the.mse1ves to the patient's needs rather than the
patient approaching• some awesome god-like
i igure. The veil has beenI ifted and the temple
violated.
 Questions 28—35
Reading Passage3 has9 paragraphs (A—I). Choose the most suitable heading foreaCh paragraph from thelist ot
he‹idings below. Write the appropriate numbers (i—xv) inB oxes 25—36 on yOUr ansWer sheet.

One of the lieadings Iras been done foryou as an example.

NB. There aremore headings than paragraphs, so you will not use all oi' them.

Exemple ParagraphA Answer: Av

28. ParagraphB
29. ParagraphC
30. ParagraphD
3 1. ParagraphE
32. ParagraphF
33. ParagrapliG
34. Paragi-aphH
35. ParagraphI

i. Stitl maintaining authority and patients' raised expectations

ii. I\Medicine mystified
m. What fnakesa good doctor? . .'. ' .
iv. The burden now on doctors ''
v. Cood persom skills
vi. Crood interpersonal skills
vii. The essence of medical tiaining
viü. Emotion and logic
ix. Avoiding medîcal jargon

xi. Doctors' status lowered

xii. Changing attitudes effect changes indoctors' training
xiii. The swinging pendulum
xiv. infecting patients
xv. A culture clange intheNational Health Service

Questions 36MB
Choose theappropriate letters A—D and write them inBoues 36—40 on your answer sheet.

36. The change in people's attitude to authority has, in part, .

A mystified medicine
B improved medical training considerably
C afl'ectcd people's feelings about authority
D effecteda cultural change inthehealth service

Ö Sam McCarter& Judith A.Ah 8l

s7. th ich of the following si‹lteinents is true according to the information in the passage?

A Doctors need to be able to use lay language with patients and, at the same time, to avoid talking down tothe
patient
B Doctors do not need tobe able to use lay language with patients; nor to avoid being condescending tothepatient
C For doctors, the use of lay language with patients is not important
D For till medical personnel, the use of lay language with patients is important

s 8. How would you describe the writer's iittitude to the changes in medical training?

A He is in two-minds about thechanges

B He is against the changes
C kleis ltike-warm about thechanges
D He is for the changes

39, \\/hich of the following is the most suitable title for the passage?

A A change ofemphasis inThedoctor/patient relationship

B The patient's petspecli 'e
C An overview ot medical training
B A panacea torall il 1s

40. The author wrote thepa!›sage ...

A to criticise the liew developments inmed:›cine

B to shoy how thepublic’s shift in attitude:o doctors has brought about changes inthedocior/patient relationship
C to show how thgmedical profession needs to be changed
D toblame themedical profession tor society's ills

0 Sam McCnerR Judith Ash

83
yc« sh‹›u1r1 spend about JO r»irmet on Questions 1-14, vlaich are based on Reading Passage1 below.

This is very much thestory ofa story

The outline of the tale him been told befr›re. It can be found inEdwiud Miller's history of the British Museum,
Arundell Esdaile's book on theBritish Museum Library, r‹ither more chattily, in Edward Edwards's Lives of the
founders of tñe Muscurn, and most recently, and its fii-st excursion this century outside the literature of the
Museum, inChristopher Hibbert's new' biogriiphy ct Geoi%e Ill.

The December 1850 issue ot the (juror/rr/y Re viei ' containsa long article reviewinga number ofofficial
repot4s into the functioning ct the British Mrtseuir (including incidentallya review of theHou›•e of Commons
Select Committee report ot 153 ñ, fifteen years earlier: it is never too late to reviewa good repoi t. Although
anonymous, it was Written by Richard Ford, probably best remembered today as the author of Murray's
ffanrlhookfor truvellers in !’pain.

The review contains much that is entertaining and amusing, andI must sayit can be recommendcd today to
anyone concerned with organising Library services, but for our proposes the bit that matters is the allegation
that, niaaong other things, George IV had been considering caching George 1II’s library to the Tsar ofRussia,
until the J3ritish government intervened ‹ind ‹arranged flu its transfer‘ instead to the British Museum.

This story was picked up during 155.1 by a nurnbcr of contributors to Notes& Que rids, where various
mischievous observations about what hiippened and who was involved were made. These comments revolved
chiefly round the suggestion that the King's Library was not the niunificent gift to the nation that it was
claimed to be,but that the Government had ineffect had to buy the Library, either directly by ptirchsse, or
indirectly by agreeing to treat the King’s reque:,ts for money more sympathetically than hitherto.

In Augustl SS 1, however, camea conimuni‹:ation to Not••s S Qtieri‹. ofa different kind trom theprevious
notes, which areriitlier more gos,sipy in nature. It is signed “C.” He writes: “I have delayed contradicting the
stories told about the King's Library inthe Qaurlerly Mr i'ie of last December ...I am sorry to say still more
gravely and circiimstantially reproduced by theEditor of /Vr›rexñ (tieries. 1 have delayed,I say, untilI was
enabled to satisfy myself more completely as to one of the allegations in your Note.”

“U.” goes on: “I can now ventiirc to assui'e you that the whole story of the projected sale to Russia is
absolutely unfounded”. He then goes on to sketch in background about George IV's wish todispose of the
Library and the government’s success in getting it to the British Muscum.

“C.” then objects in particular to the suggestion, make by theN‹›ies6 Q.ueries editor r‹ither than in the
(iiarte rl5, that Princess Lieven, the well-known socialite and friend of George IV’s, whose husband was
Russian iimbassauor in London at the time, had been involved in the pJan. He explains that Princess Lieven
was adamant that she had known ofno such proposal, and therefore that that was that.

But that was nOt that. The December issue of Notes& (ueries includesa short note, signed “Gfiffin”,
arguing that while Princess Lieven may claim to have known nothing, it did not mean that there had not been
talk abouta Russian purchase. “Griffin” also suggests that one of the King's motives forgetting rid of the
Library was to sort out problems arising frorn George I1I’s Will (a suggestion, as has been pointed out
before, that is incidentally supported by an entry from early 1823 ir the journal of Charles Greville).

This provoked “C.” to r.•tinv to tfie matter in early 1852, when he argued that it was inconceivable that
Princess Lieven would nothave known that sucha thin9 ••S.inthe air, given her court and social connections.
In other words, the Russian connection is just idle sqeculation.

84 fiS am McCarterñ Judith Ash

An interesting aspect of all this is that the initial stirring and rumour-mongering was all to do with money:
was thelibrary, or was it not, paid for? It is the intervention of “C.” and his fervent denials that bring the
Russians into prominence.

The identity of “C.” is obscure. Arundell Esdaile identifies him as JohnWilson Croker, the veteran politician
and essaytst. This seems tome unlikely: Croker was certainly involved inpublic affairs in the 1820s, but he
was alsoa major contributor,a sort of editorial advisor, to the Quarterly Review, where theoriginal offending
article appeared. Indeed he wrote his own piece for it on the Museum intheDecember 1852 issue, without
referring at all to the King's Library stories, and referring to Richard Ford's article in respectful not to say
glowing terms.A footnote to his article, however, states that the Quarterly expected topublish an authoritative
account of the King's Library business in the future: it never did.

Questions 1-6

Do thestatements below agree with the information in Reading Passage 1?

In Boxes 1—6, write:

Yes if the statement agrees with theinformation in the passage

No ifthe statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

Example: The outline of the tale has been told before.

Answer: Yes.

1. The story that the writer is telling has only ever been carried in publications relating to the British Museum.

2. When published, the review of several reports on the workings of theBritish Museum intheQuarierly Review v'as
anonymous.

3. The writer claims that it was Richard Ford who wrote the review of several reports on the workings of theBritish
Museum intheQuarterly Review.

4. Richard Ford alleged that George IV was planning to sell his father’s, i.e. George III's, library to the Tsar of Russia.

5. Murray wrote theHandbookfortravellers toS pa in.

6. The British Government bought George IV's father's library fora very large sum of money.

C› *am McCarter& Judith Ash 85

Questions7 - 10

Complete thesentences below. USC TO MORE THAN Foun wonas from thepassage to complete each blank

Write your answers in Boxes7 - 10 on yoilr answer sheet.

7. George IV's father's collection of books is known asthe

8. Doubting that the COllection wits given to the nation, some commentators said it was not a _

9. “C.” says that the story about the sale of the books to Russia was

10. According to “C.”, Princess Lieven was not

Questions 11-14

Choose theappropriate letters A—D and v'rite them inBoxes 11—14 on your answer sheet.

11. ‘Gn IIin’ argued that the connection with Russia

A could not be trusted

B was genuine
C was possible
D was worth examining

12. Charles Greville...

A does not corrtiborate Griffin's suggestion that the sale of the Library was connected with George 1II's Will
B partially supports Griffin's suggestion that the sale of the Library was connected with George III's Will
C corroborates Griffin's suggestion that the sale of the Library was connected with George III's Will
D was Priinc Minister in the early 1820s

l3. Which ofthefollowing is true accord:ing to the text?

A The identity of “C.” is obvious

B The identity of “C.” is not clear
C The iderrtity of “C.” is Arunclell Esdaille
D The identity i “C.” 1s John Wi ison Croker

T4. CrokC£...

A had beena politician fora long time

B was an editor
C was someone who advised politicians
D was a minor contributor to p/pyQ Qq/.tip,y

@ Sam I•tcCcrtcr& Judith Ash

 Reading Passage2

You should spend about 20 minutes on Questions 15 — 27, which arebased on Reading Passage2 below.

De profiindis clamavi*
But not tooloud! According to the Royal National Institute for Deaf People, there has beena threefold
increase in hearing loss and, in future, deafness will become anepidemic. It is hardly surprising that new
research shows complaints about noise, in particular loud music and barking dogs, are on the increase.
So dire has the situation become that the National Society forClean Air and theEnvironment was even
moved todesignate7 June 2000 asNoise Action Day.
B. There areso many different sources. of iioise competing forpeople's attention. Travelling ona ti ain as it
saunters gently through the countryside was oncea civilised and enjoyable experience. "£hat delight has
all but disappeared. Because we have toreach our destination more quickly, the train hurtles at break-
neck speed along tracks not designed tocarry carriages at such high velocity. The train is noisier. And so
are the occupants. They have to compete with the din of the train; and the conversations of their fellow
travellers. And then there are the ubiquitous headphones (one set if you're lucky); not to mention that
bane of all travellers, the mobile phone—not one's own, of course, because one has switched it off. The
noise sensitive,a growing minority group, are hit by a double whammy here: the phone going offand
theperson answering ina loud voice, because they cannot believe file other person can hear. And let us
not forget computer games making horrid noises given by parents to keep their children quiet! It is,
however, gratifying to see that some train companies request people tokeep thevolume oftheir headphones
down. It still strikes one as strange that people have to be reminded todo this. Like no-smoking carriages
we should have more no-noise carriages: mobile-free, headphone-free, computer-free zones!
C. And the answer? Stay at home? No, notreally. The neighbours do DIY: if you are lucky between9 am
and 7pm, and, if you are not, 24 hoursa day. They play loud music, sing, play the piano, rip up their
carpets; they jump up and down on bare floorboards to annoy you further. They have loud parties to
irritate you and cats, dogs and children that jump onto bare wooden floors and make your heart stop.
And, because they want to hear the music inother parts of their flat they pump upthevolume, so that
you can feel the noise as well as hear it. And ii you are very fortunate, they attach the stereo to the walls
above your settee, so that you can vibrate as well. Even if you live ina semi-detached or detached
property, they will still get you.

D. People escape to the countryside and return to the urban environment. They cannot tolerate the noise—
the tractors, the cars and the motorbikes ripping the air apart as they career along country roads. Then
there are the country dirt-track rallies that destroy the tranquillity of country week-ends and holidays.
And we mustn't forget the birds! Believe me, the dawn chorus :s something tocontend with. So, when
yougo to the countryside, make sure you take your industrial ear-muffs with you!
E A quiet evening at the cinema, perhaps. ora restaurant? The former will have the latest all-round
stereophonic eardrum-bursting sound system, with which they will try to deafen you. Film soundtracks
register an average of 82 decibels with the climax of some films hitting as high as 120! And, in the
restaurant, you will be waited on by waiters who have been taking their employers tocourt, because the
noise in their working environment is way above thelegal limits. Normal conversation registers at 60
decibels. But noise levels of up to 90 are frequent in today's restaurants. The danger level is considered
tobe any noise above 85 decibels! What is it doing toyour eardrums then? Shopping is also out, because
stereophonic sound systems have landed there, too.
De Profundis clamavi. The openin words inLatin of Psalm 130: Out of the depths (ofdespair) 1 have cried unto you( i.e. LOfd).

U Sae iHcCimer& Judith Ash

 Recently the law in the United Kingdom hasbeen changed vis-a-vis noise, with stiffer penalties: fines,
confiscation of Stereo equipment and CViCtion for serious offences. Noise curfews could also be imposed
in residential areas by enforcing restrictions on noise levels after certain times in the eveninp•s. Tighter
legislation isa step in the right direction. But there is no one solution to the problem, least of all recoursc
to the law; in fact, in some well-publicised cases, the legal and bureaucratic process mas been unbearable
enough todrive people to suicide.

G The .situation needs tobe addressed froma variety of different angles simultaneously. There arepractical
soliitions like using building materials in flats and houses that absorb sound: sound-proofing material is
already used inrecoi ding studios and, whilst it is t‹ar from cheap toinstal1, with research and mass sales,
prices will come down. Designers have begun to realise that there isa place for soft furnishings in
restaurants, like carpets, soft wall-coverings and cushions. As well as creatinga relaxing ambience, they
absorb the noise.

H In fv m I sobutions like mediation are also frequently more effective than legislation. And the answer
may partly be found in the wider social context. The issue is surely one of public awareness and of
politeness, of respect ior neighbours, of g‹)od mariners, and also of citizenship; in effect, how individuals
operate within ii society and relate to each other. And, perhaps, we need to be taught once again to
tolerate silence.

Questions 15—21

Reading Passage2 has8 paragraphs (A—H). Choose t)ie most suitable heading for each paragraph frorn the list of
headings below. Write theappropriate numbers (i—xiii) in Boxes 15—21 on your an,swer sheet.

One of the headings has been done foryou ‹is an exilinple.

NB. There aremore headings than paragraphs, so you will not use all of them.

Example ParagraphA Answer: xiii

15. ParagraphD
16, ParagraphC
17. ParagraphD
lS. ParagraphE
19. ParagraphF
20.ParagraphG
21.ParographH

88 O Sam McCarter& Judith Ash

 IELTSR •4i4 T•sts

) i. ‘ Social so ñ n "
iI. The law backs noise
iii. Some practical so1utlons
iv.’ The beautiful countryside . . , . ‹.. ,

’vii. Noise travellérs' ‘ ' .

- viii. Noise t6 entertâlli yñu^

xii: 'A quiet ev/eriing at the restauñint

... ' ’“'

The passage containsa number ofsolutions for particular areas where noise isa problem. Match thesolutions (A-L)
to the problem areas (22 - 27). If no solution is given, chooseA as the answer. Write theappropriate letters (A-L) in
Boxes 22—27 on your answer sheet.

NB. There are more solutions (A—L) than sentences, so you will not need to use them all. Except for A, you may use
each solution once only.

22. Trains 25. Homes

23. Cinemas 26. Living ina rural setting
24.Restaurants 27. Shops

A. No solution given in the passage G. Music should be turned down

B. People should be sent to prison
C. More sophisticated sound systems needed
D. Soft furnishings needed
E. People should stay at home
F. Sound-proofing materials should be used
H.Thenoise laws should be related
I. Shops should have restricted opening hours
J. Trains should be sound-proofed
K. More noise-free carriages should be introduced on trains
L. Visitors should take industrial ear-mnffs with them

n Sum McCarter& ludith Ash 89

You should spend about 20 minutes on Questions 28—40, which are based on Reading Passage3 below.
Classical and modern
In theUnited Kingdom atuniversity level, the
decline in the study ot Latin and Greek, theclassics,
has been reversed. As a i esrilt of renewed interest
in reading classical literature and history, more and
more students are enrolling on classical studies
courses. The purists may deplore this development
— ‘it is yet another example ofthe‘dumbing down’
oftertiai-y education with students studying classical
literature and history in Ens ‹•*rather than the
originallanguages’. And,I must admit, they do have
a point. But the situation is surely not as dire as the
ultimate demise of classics as an intellectual
discipline.
A classical education isa bson and should be
encouraged. But, before lookng at the advantages
of studying the classics, which appear, incidentally,
more indi i'ect and less tangible than other
disciplines, let us examine thecriticisms that are
often levelled against studying Latin and Greek.
The decline in the teaching• of classics
The 60s with their trendy ideas in education are
blamed for the steady decline in studying the
classics. But the rot had set in much earlier, when
Latin and Greek were no longer required for
university entrance. With theintroduction of the
National Curriculum insecondary schools came the
biggest blow. Schools came under pressure to
devote more time to core subjects like English,
mathematics, the sciences, history and geography.
This left scant room rorthemore ‘peripheral’
subject areas like the classics. There wasa further
squeeze with the rush into teaching IT and
computing skills. As schools could no longer choose
what they wanted to teach, so subjects like the
classics Were further marginalised. Take Latin. In
199"/, 11,694 pupils took Latin GCSE, while, in
1988, the number was 17,000. Comprehensive
schools now supply 40% fewer Latin candidates,
90
whereas grammar schools have seena 20fio decline.
Latin candidates from Independent schools have
fallen by only 57•. As a consequence, classics has
been relegated to the ‘better’ grammar or
comprehensive schools, and the minor and great
public schools. Only one third of Latin GCSE
entries come from thestate sector. It can, therefore,
be of no surprise to anyone when thepursuit ofa
classical education is attacked as elitist.
Tainted by this misconception, the classics are then
further damned asbeinp• irrelevant in the modern
world. Having been pushed into sucha tight corner,
it is difficult to fight free.A classical education is
so unlike, say, business studies or accountancy
where young people can go directly intoa
profession and finda job easily. For classicists, this
is not an option. Other than teaching, there is no
specific professional route after leaving university.
And, with thepressure inthe present climate to have
a job, it is less easy than previously foryoung people
to resist the pressure from the world outside
academia, and from their families, to study
something else that will make them money. The
relevancy argument isa hard nut to crack.
The pertinence ofa classical edcucation
Latin and Greek have been damned as dead
languages that offer us nothing. The response to
this criticism is, in fact, straightforward. Most
European languages area development of the
classical continuum. And so having evena
rudimentary knowledge prepares pupils for
understanding other modern European languages.
As for pertinence in the modern world, learning
Latin and Greek arehighly relevant. The study of
these languages, develops analytical skills that have,
toa large extent, been lost. They teach discipline
and thinking and open up the whole of Western
civilisation just as the discovery of the classical
world did during the Renaissance.
0 Sam McCarter& Judith Ash
Latin has also been called food forthebrain. It gives
studentsa grounding in the allusions in much of
European literature and thovght. Modern writers
do not use these allusions themselves, first, because
they do not know them, and, second, because their
audience does not know them either. Sadly, most
people no longer have theability to interpret the
allusions in art and the same hashappened with the
classics vis-â-vis literature.
The danger toWestern and world culture is great if
the classical tradition is lost. The spiral of decline
is not just restricted to the United Kingdom. Other
European countries face the same loss to their
heritag•e. If we abandon iheclassics, we will not be
able to interpret our past and to know where we
have come from.A common refrain in modern
society is the lack of thinking ability among even
the bestgraduates. They enter work, perhaps as
bright as any of their predecessors. But without the
necessary skills they run around trying to reinvent
the wheel. As Ecclesiastes says: ni/tip novum sub
sole est.
But help is at hand. Concerned by thefact that fewer
and fewer teenagers have access toa range of
foreign languages, the government is harnessing the
power of theInternet to introducea distance-
learning programme, where pupils will study Latin
and other minority languages at their own pace.
Initially piloted in 60 schools from autumn 2000,
the internet-based courses wiI1 enable pupils to
access advice from specialists by e-mail.

Questions 28 — 31
Do the statements below agree with the information in Reading Passage 3?
InBoxes 28—31, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about thestatement in the passage

28. Fewer students are reading classical studies at university than before.

29. The purists welcome classical studies courses unreservedly.

30. The writer agrees fully with the purists' point of view.

31.A classical education is frowned °r I*'ftpoliticalc ircles.

91
Questions 32—40

Complete thetext below, which isa summary ofthewriter's opinion ona classical education. Use One Word Only
from thetext to complete each blank space. Write your answers in Boxes 32—40 on your answer sheet.

gon may use each word once only.

37 route to Fulluw. As young

i›e. 40 . But help is at hand froma new Internet-based distance-learningprt›gramme

92 0 8 am McCarter& Judith Ash

$ Test9
Reading Passage1
You should spend about 20 minutes on Questions 1—10, which are based on Reading Passage1 below.

Complementary medicine - an overvierv

A. The term ‘;tIternative practitioner’ first became common currency in the 1960s as part ofa movement in
healthcare which espouseda value system quite distinct from orthodox or western medicine. Mofe
recently, ‘pi-actitioners of complementary medicine’ have sought to define themselves as distinct from
‘alternative practitioners’ in so far as they seek to work closely with theestablished medical profession
to relievea patient's symptoms. Ina contemporary setting, the terms are often used interchangeably. But
complementary medicine is perhapsa more fashionable term amongst those who aspire to greater
integration within orthodox medicine—an attempt to gain respectability in the eyes of theestablishment.

B. Complementary niedicine comprisesa range of physical therapies, including reflexology, aromatherapj,

shiatsu and actlpuncture, which can be used tohelp ease symptoms associated witha range of conditions.
None ofthèse therapies claims tobea panacea.'they simply heÎp torelieve symptoms, although in some
cases they may result ina permanent cure. The basic principle is that the body ultimately heals itself
with the intervention ofa particular therapy ‘kick starting’ and, snbsequently, speeding up this process.
The therapies work on an energetic level to impact ona psychological, emotional and physîological
lcvel helping to alleviate short-term stress-induced conditions and, toa greater or lesser degree, chronic
problems. All complernentary therapies can be used asa preventative measure and to strengthen the
constitution. Theit conimon aim is to treat the whole person, with thegoal of recovering the equilibrium
between the physical, cmotional and spiritual aspects. of the individuel. The focus is very much on
improving ovei-all well bein¿ iather than the isolated treatment of specific symptoms. Where thetherapies 1
difter is their puriicu] ar approach.

C. Reflexology isa treatment which was introduced to the West about 100 years ago, although it cas
practised in ancient Egypt, Índia and east Asia. It involves gently focused pressure on the feet to both
diagnose and treat illness.A reflexologist may detect ímbalances in the body on an energetic level
through detecting tiny crystals on the feet. Treating these points can result in the release of blockages in
other parts of the body. It has been found to be an especially useful treatment for sinus and upper
i espiratory tract condicions and poor Jyniphatic and cardiovascular circulation. Anecdotal evidence from
vaiiotis practitioners suggests it can also be effective in treating .mig7aine, hormonal imba!ances, digesüve,
circulatory and back problema.

D. Aromatherapy massage isa western medicine invention. The therapeutic effects of the essential oils
used were first investigated early last century bya French chemist, René Maurice Gattefosse. Today, the
benefici‹il effects of the oils are dispensed through arOmatherapy massage, bath and shower preparations
and the burning of oils. Essential oils work by entering the body through both theskin and lungs. Powerful
molecules in the oils can affect cells in the nervous and circulatory systems to varying degrees. The
efiect on the olfactory centres of the brain is both physiological and psychological. Again, anecdotal
evidence suggests aromatherapy is particiilarly useful in alleviating symptoms ofrespiratory illnesses
such as bronchitis and asthma,

E. Shiatsu isa Japanese healing art deeply rooted in the philosophy and practices of Traditional Chinese
Medicine (TCM). It isa h•nds-on therapy which dims torebalance tensions and weaknesses in thebody
and mind. Shiatsu incorporates the traditional therapeutic massage ofJapan, which initself is an adoption
of ancient Chinese massage therapy. Embracing its original focus of meditation and self-healing, shiatsu

0 Sam McCarter & Judith Ash

 is gaining popularity in the West. The term shiatsti comes from Japanese: “shi” meaning finger, and
“atsu” meaning pressure. Ina shiatsu session, pressure is applied to variOuS parts Of the body which
correspond with the points and energy lines (meridians) used in acupuncture.

F. Shiatsu has been successfully used for treating headaches, neck and upper back tension, lower back
conditions such as lumbago and sciatica, other muscular-skeletal problems such as frozen shoulder,
tennis and golfer’s elbow, carpal tunnel syndrome, and osteo- and rheumatoid arthritis. Along with
acupuncture, it can be very effective in treating digestive complaints involving organs from thestomach
through to the large intestine and menstrual problems. It is ideal for people who have an aversion to
needles or who prefer the hands on body contact that shiatsu involves.

G. Acupuncture isa very focused form oftreatment which uses needles to rebalance the body's energetics.
According totraditional Chinese philosophy, our health is dependent on thebody's energy—known asQi
moving ina smooth and balanced way through the channels beneath the skin. Disruptions in this flow
areassociated with illness and pain, which may relate to anxiety, stress, anger, fear or grief, poor nutrition,
weather conditions, hereditary factors, infections and other trauma. The insertion of needles into the
skin and then energy channels helps to stimulate the body's own healing response and to restore its
natural balance. Acupuncture has over 3000 years of empirical evidence to support its efficacy. It is
probably the most effective way of treatinga diverse range of conditions. These include conditions ofa
more emotional focus including anxiety states, depression (including what in the West is known as
manic depression), and sleep related disorders, Other illnesses treated by acupuncture include arthritis,
asthma, circulatory problems (i.e high blood pressure, facial paralysis (pre- and post-stroke), fatigue,
tinnitus, infertility, menstrual problems, rheumatism, multiple sclerosis, Parkinson's disease, migraines,
sciatica, skin conditions and ulcers.

Questions 1-6
Reading Passage1 has7 paragraphs (A—G). Choose the most suitable heading for each paragraph frorn the List of
headings below. Write the appropriate numbers (i-xiii) in Boxesl —6 on your answer sheet.

One of the headings has been done for you as an example.

NB. There aremore headings than paragraphs, so you will not use all of them.

Example i•ar gmphA Answer: Tiii

1. ParagraphB
2. ParagraphC
3. ParagraphD
4. ParagraphE
5. ParagraphF
6. ParagraphG

@ Sam McCaneré â udinh Ash

 ii. The. René Mauricè.Gatefosse rnethdd ’ //.:.
iii;
iv.

vii 'Shiatsu expTuineJ

viii. Complementary 'Gedicine become:s. part of the“estublishment“

of coriiplérnentary mediéine /.:.

Questions7 —10
Choose one phrase (A - H) from the List of phrases to complete each Key piece of information about the four
complementary therapies mentioned in the passage. Write the appropriate letters (A—H) inBoxes 7—10 on your
ansyer sheet.

NB. There aremore phrases (A—H) than therapies, so you will not need touse them all. You may use each phrase once

Complementary therapies
7. Reflexology...

8. Aromatherapy. ..

9. Shiatsu .

10. Acupuncture...

List of phrases

A. is based on oils made from flower extracts

B. strí mes to rebalance tensions and weaknesses ín thebody
C. is based on several millennia of empirical evidence
D. has been found tobe particularlJ USeful in treating sinus problems
E. is based on anciert Chinese massage therapy adapted from ancient Japanese massage
F. is noi very effective in treating migraine
G. is based purely on anecdotal evidence over thousands of years
H. isa form oftreatment which affects centres connected with smeli iv the born psychologically and physiologically

'" O Sam McCarter@ judith Ash

 Reading Passage2
You should spend about 20 minutes on Questions 11—26, which arebased on Reading i•assage 2 below.
Testing Testing Testing1 2 3 4....
The introduction of SATs
A. These aretesting times. In both education
and the field of work, the prevailing wisdom
appears to be: if it moves, test it and it it
doesn't, well, test it anyway.I say wisdom,
butit has become rather an obsession. In
addition to the current obstacles, like
GCSEs,A Levels, GNVQs, ONDs, and
HNDs, nottomention the interviews and
financial hurdles that school-leavers have
to overcome in order to access higher
education, students are facing the threat
of ‘new tests’, scholastic aptitude fesfs
(SATs).
' B. SATs arebeing imported from the United
States, where they have been in use for
nearlya hundred years. As a supplement
to A-levels, the tests purport to give
students from poor backgroundsa better
chance of entering university. SATs are
intended to remove thehuge social class
bias that exists in British universities. Bul,
in fact, they are, no more than an additional
barrier for students. The tests, which
masquerade as IQ tests, are probably less
diagnostic of student potential than existing
examinations, and, more seriously, are far
from tree of the bias that their supporters
pretend.
C. First of all, as for any other tests, students
will be able to take classes to cram for
SATs, which again will advantage the
better-off. At a recent conference of the
Professional Association ofTeachers, it was
declared that school exams and tests are
biased towards middle-class children.
-urther, the'content ofthe tests in question
is not based on sound scientific theory,
fi Sam McCarter& Judith AsÏa
merely on a pool of Multiple Choice
Questions (MCQs), setbya group ofitem
writers.
D. The questions in SATs are tested on a
representative sample of children. Those
which correlate with the school grades of
the children are ke pt, and the rest
discarded. This is highly unsatisfactory.
There is also evidence that in MCQ tests
women areat a disadvantage, because of
theway they think, i.e. they can seea wider
picture. And it is worth noting that MCQs
areonly as good as thepeople who write
them; so, unless the writers are highly
trained, those who are being tested are
being judged against the narrow limitations
of the item writers!
Other developments intesting
E. Globalisation has introduced greater
flexibility into the wor kplace, but the
educational system has notbeen so quick
off the mark. But there are signs that times
are a-changing. Previously, students took
exams attheend ofacademic terms, or at
fixed dates periodically throughout the year.
Now, language examinations like the
TOEFL, IELTS and the Pitman ESOL
exams canbetaken much more frequently.
The IELTS examination, for example, is run
at test centres throughout the world subject
to demand. Where thedemand is high, the
test is held more frequently. At present, in
London, it is possible forstudents to sit the
exam about four times per week.
F. Flexible assessment like the IELTS has
been mooted in other areas. It has been
suggested that students may in future be
able to walk intoa publlC library or other
pr!blic building and take an assessment test
97
 fora range of skills on a computer. The
computer will dispe nse an instant
assessment anda certificate. The beauty
ofthis system is the convenience.
G. The workplace has been attheforefront of
deVeloping in house schemes toestablish
whether people are suitable for particular
jobs and/or careers. Psychological profiles
and hand-writing analysis as well as
aptitude tests are now part of the armory
of the corporate personnel officer; an
interview and a curriculum vitae no longer
sultice. But, as in the education tield, there
are dangers here. Testing appears to
confirm the notion that certain people are
predestined to enter panicular careers. All
of us have heard someone say: he/she is
a born actor,a born teacher, and so on.
The recent work on thehuman genome and
the research in genetics adds further
credence to this notion.
H. How long before psychological profiling is
introduced into schools to determinea
chiId*s future? With the aidotpsychometric
tests, children may soon be helped tomake
more informed choices about the subjects
they choose tostudy at secondary school,
and then university. But people will still be
pointed in the wrong direction. In many
cases, the result will conflict with the
person's own desires, mainly because he/
she filled in the test wrongly, or the test did
not pick up an essential piece of
information. Unless the assessors are
highly trained experts, many more people
will find themselves mid-lite in jobs that they
did not really want todo.
I. Whilst testing achievement is essential and
indeed ine\/itable, it needs to be treated with
caution. Tests are, after all, only tools — not
an end in themselves.

Questions 11—18
Reading Passage2 has9 paragraphs (A—I). Choose themost suitable heading for each paragraph from theList of
headings beloW. Write theappropriate numbers (i-xiv) in BoxeslI — 18 on your answer sheet.

Onc of the headings has beeii done foryou asan example. Note that you may use any heading more than once.

NB. There aremore headings than paragraphs, so you will not use all of them.

Example ParagraphA Answér: xiii " ' '

11. ParagraphB
12. ParagraphC
13. ParagraphD
l4. ParagraphE
is. ParagraphF
16. ParagraphG
l7. Paragraph H
18. ParagraphI

98 O Sam McCarter & India Ash

 i. Assessment in thefuture
ii. The theory behind MCQs
iii. Not enough.testing
iv. Problems with SATs.
V.. Mistlse of testing in schools .'
vi. The need forcomputer assessment '
vii.. The future of psychometric testing in schools
viii. Testin8 with caution
iX. Testing in the workplace
x. . Globalisation in testing
./ xi. The benefifs of SATs

*iv. Fleiibility iù laeguage testing

Answer thequestions below. Write NO MORE THAN THREE WORDS from thepassage foreach answer.

Write your answers in Boxes 19 — 23 on your answer sheet.

19. What according to the writer has the present vogue fortesting tumed into?

20. Where do scholastic aptitude tests come from?

21. Who does the writer think SATs will benefit?

22. What is it that makes flexible assessment by computer attractive?

23. What haibeen et the foretront of developing testing schèmes?

Questions 24 - 26
Do thestateinents below agree with the information in Reading Passage 2?
In Boxes 24-26, write:

Yes if the statement agrees with the information in the passage

No if the statement conmadiets the information in the passage
Not Given if there is no information about the statement in the passage

Example: Inthe fields of education and work the prevailing wisdom tobe intest everything.

Answee: Yes.. ,

24. Research ingenetics refutes the theory that people are predestined to follow certain careers.

25. Psychometric testing is favoured by headmasters and mistresses in many secondary SehoolS.

26. The writer or th rticle is not in favour of testing in general.

O Sam McCarter& Judith ASb 99

Reading Passage3
You should spend :tbout 20 minute,s on Questions 27—40, which arebased on Reading Passage3 below.
Wittgenstein on Freud
Ludwig vonWittgenstein has justly been regarded
as one of the major philosopheis of the twentieth
century, e specially for his wi itings on the
philosophy of language and logic. His work on
psychoanalysis and criticism of his fellow Viennese,
Sigmund Freud, have, however, been generally
overlooked.
Wittgenstein is both highly critical of and at the
same time greatly admiring of Freud's work.
Perhaps it would be fairer to say that he is not critical
so much ofpsychoanalysis as ofFreud's claims for
it. For F'reud, it cas essential that hts work be
regarded as science: that he had developeda new
branch of medicine based on scientific principles,
having established causal relationships between
behaviour in childhood and that in adulthood.
Wittgenstein, while accepting the usefulness of
Freud's methods, disputes that these relationships
are causal, therefore denying Freud's theories
scieiiti tic wit idity.
In causal relationships we can at least imagine
contradictory cases. For example,I can imagine
placinga pan of‘ water ona hot stone and the water
freezing (of courseI do not expect it to happen,
and would be very surprised if it did). With Freud's
theory, however, this is not the case. One of the
central planks of this theory is the pursuit of hidden
meanings in such things as streams, works of art,
even language (the famous ‘Freudian slip’). Take
the example of dreams. For Fread these are all
sexual wish-fulfilments. While it is clear that some
ate, clearly some at least appear not to be. Freud,
however, will not accept any contradiction to his
theory, and ai-gues that in these cases the sexual
element is camouflaged, or even repressed. This is
a strange notion, for how cana dream fulfila wish
if the desire is so disguised that the dreamer does
not even recognise it? More importantly, if under
no circumstances will Freud allow his hypothesis
to be contradicted, how can we verify it? It therefore
100
belioves us to recognise that, despite his assertions,
Freud's theories are not causal hypotheses, and thtis
not scientific.
One might ask, given this analysis, how Freud came
tomake this mistake, or rather why he believed that
his explanations were causal. lt isa confusion
between what we might call the ‘depth-grammar’
and the ‘surface-grammar’ of certain sentences. It
we say ‘the window broke because the stone hit it’
we are outlininga causal relationship between the
stone hitting the window andthewindow breaking,
this being desi gnated by the word ‘because’.
However, if we say ‘he hit her because he was
angry’, whilst it may appear that the word ‘because’
performs the same function, this is not the case.
The similarity lies only on the surface; if we look
at the depth-grammar we see that in the first
sentence ‘because’ denotesa causal relationship,
whereas inthesecond we arerather talking in terms
of motivations, reasons and other non-causal terms.
Freud's mistake, therefore, iS to believe that both
types ot sentence are similar: he confuses the
surface-grammar.
Despite all this confusion,I have stated that
Wittgenstein was highly appreciative of Freud's
work, and this is because he essentially reformulates
what Freud was trying to do. Freud believed that
he was explaining people's behaviour, while
Wittgenstein suggests that he is redescribing it. To
him, Freud is providinga ‘picture’ of human
behaviour which may enable us to make certain
connections that other ways oflooking would not
revea1, and by showing these patterns and
connections the method may well have therapeutic
value. In this case, although the ‘picture’ described
by Freud’s method is not a true one (for by
Wittgenstein's arguments it cannot be), nevertheless
it is unique, enabling the patient to have insights
into their problem that no other method could
provide.
|Êÿ\ Rs4âing Tests

Questions 27-32

Do thestatements below agree with the information in Reading Passage 3?

In Boxes 27—32, write:

Yes if the statement agrees with the information in the passage

No if the statement contradicts the information in the passage
Not Given if there is no information about the statement in the passage

Example: Wittgenstein was from Vienna. .

'.. . . . . ”

27. Wittgenstein was a great moral philosophes.

28. Wittgenstein owes thehigh regard in which tte is field, in part, to his work on thephilosophy of language and logic.

29. Wittgenstein totally admired Freud's work without any reservation.

30. Wittgenstein supports Freud's claims as to the causal relationship between childhood behaviour and that in adulthood.

31. Freud's theory on causal relationships enjoys considerable support in spite of Wittgenstein's objections.

32. The writer agrees with Wittgenstein that Freud's theory re causal hypotheses is not scientific.

Questions 33—40
Complete thetext below. Use One Word Only from thepassage for each blank space. Write your answers in Boxes
33fi0 on your answer sheet.

You may usea word once only,

Exemple: The writer asks how Freud came tomake this

. Answer:‘. Mistake. '

Freud believed that he was 34 people's behaviour, while to Wittgenstein lie wq§ merely :’
35
heh aviour,
‘ w hih
c allows ” us to look atthings iii different wäys. Thisi aicotdiny tö Wingens}pin inäy',bè‘

Ö 8 am McCarter& JJjûith Ash 101

Tes 0)
Yoti should spend abotit 20 minutes on Questions 1—16, which arebased on Reading Passage1 below.

A bad image ftot justified

‘Flies are a nuisance, wasps area pest...* as the children's rhyme goes. Indeed, local council
environmental health departments e\/erywhere recognise them as such.A wasps’ nest in the vicinity
of your home ts certainly cause forconcern. But all creatures havea function in life: flies do serve
a useful purpose — they help dispose of waste matter and feed other animals higher up the food
chain.

And wasps? To most of us they appear to possess no redeeming features whatsoever. Having
been stung, the majority of people hate them and question their right to exist. As John Crompton
points out in ‘The Hunting Wasp’, we generally tend tooverreact to the presence ofinsects that are
far more afraid of us, and whose only desire is to escape ourcompany. Nevertheless, their sting is
at leasta nuisance factor, and, in the case ofallergy sufferers,a serious heallh hazard, but wasps
do notattack without good (in their opinion) reason. Very often, we accidentally disturb them, only
to pay the painful price.

The problem is that two or three species give the resta bad name. Vespula vulgaris and vespula
germanica, the Common andGerman wasps respectively, are attracted to our food, and can ruin
a picnic by challenging our every lick of ice cream, bite of sandwich and sipof drink. Barbecues
are another regular battlefield, as wasps love sucking the juices out of meat. They also frequent
dustbins and other unhygienic places, and so can posea health risk, albeit not as much asflies.
Another oftheir vices, often overlooked, is that they are fond offeeding mashed honeybee flesh to
their young, while gorging themselves on the honey. Apiarists loathe them, fortheir raids seriously
disrupt the normal routine of the hives.

This is not a complete picture, however, and it is necessary to redress the balance in favour of our
black and yellow chums, notwithstanding the downside ofcourse!

Together with bees and ants, wasps form the insect order hymenoptera, and can be divided into
two main categories: solitary and social. The former need notconcern us here, as they cause us
no problems. They live alone or in small groups, and use their delicate sting exclusively to paralyse
prey fortheir larvae to devour alive and fresh. They can also be employed in natural pest control
operations. Social wasps areso called because they form large colonies of infe.stile female ‘workers’
ruled bya single queen. In Britain, apart from the species mentioned above, there are also the
Tree, Norwegian, Saxon, Red and Cuckoo wasps, plus the hornets, which rarely come into contact
with us.

There is also, of course, the dolichovespula media, or Median Wasp. Since it first established itself
in Kent in 1985, it has spread rapidly throughout the country, provoking the tabloid press to dub it
every year the ‘French Killer Wasp’ orthe ‘E0rowasp’, blaming global warming forthe superbug
invasion! Indeed, it is larger than our native wasps, and its sting more powerful, but it is no more
aggressive, despite what one reads in the paper. It will not bother you if you leave it alone, the
point being that the sting of all social wasps is defensive, and will be used against anyone orthing
perceived asa threat to themselves or their nest. Whatever is contained in that unlovely cocktail
they inject is their secret recipe which scientists ha\ie still to analyse.
The life cycle ol social wasps begins ona warm dayin April, when queens emerge from hibernation
and selecta place for their nest, usuallya hole in the ground, ina tree or in our attics, lofts and
under our eaves. The structure is made from chewed Up wOod Mixed with saliva, which formsa
grey papery substance. The queen buildsa dozen orso hexagonal cells and lays the first of up to
thirty thousand eggs. The grubs hatch and she feeds them until they pupate. When thenewadults,
or imagines, appear about eight weeks later, the queen continues to lay eggs while her infertile
daughters continue to build the expanding nest and feed the new larvae. In August males and
females hatch, bigger and more brightly coloured than the worker ‘caste’. Males, who have slightly
longer antennae, are stingless, and can be seen in autumn mating with the young queens and
sipping nectar from ivy, the last plant in Britain to blossom. As the weather gets colder and the
flowers disappear, the males and thesurviving workers die. The old queen perishes too, together
with the last remaining untended grubs. Heavy November rains finally destroy the nest, although
in milder climatic conditions colonies are known tolast much longer. Having fed well to build up
their fat reserves forthe long hard winter to come, the impregnated queens seek outa suitable
sheltered spot forhibernation, such as undera fold of bark.

We must ask those who would be rid of wasps what theworld would be like without them. Quite
simply, there would be farfewer flowers and much less fruit, and also many more flies, mosquitoes
and other bugs, for they pollinate the former and favour the latter as baby food. So perhaps we
should be thankful for these services, even thOU9h they come at a slight cost.

II we leave wasps alone, they will not hurt us. Just as we treat bees with caution and respect, so
we should deal with wasps. They arefascinating creatures, which really do have theright to exist
as part of our ecosystem, and besides being attractive, are actually beneficial in more ways than
one.

Using NOT MORE THAT THREE WORDS front the 1 a.stage, answer thecltlestions below. Write yotir answers iii
Bo\csI —4 tin yr›ur answer sheet.

1. To iiiost people, wh‹it do wasps not seem tohave?

2. Wit.it do pet›ple usually do when conl'ronted with insects which havea greater fear ot‘ people?

3. WU.it do se 'eral species of wasp give other wasps?

4. What does the writer want todo as regards the image of w‹isps?
 IELTS R«z4i« Tests

Ct›rnplete the notes belt4W. U.SG TO M€JRE ’FHAN 'IWO WORDS from thepass‹lge to complete each blank spiice in

I he 5
Hynienoptera

SOCial

G cause no 8 •r create large colonies of infertile female

G sting used toparalyse prey workers undera 8
•h wasps used in 7 programmes 4 different species, e.g. . .
Tree, Saxon, Cuckoo and lvledian wasp

established in Kent in 1985

- known asEurowasp
- larger than native:wasps
more powerful sting ' ,“
- not any more 9 than the native wasp
stink is 10 , unless provoked

â- Marje McCarter& Judiill Ash

 Questions 11-16

Use NO MORE THAN ONE WOItD i'rom the passage to complete each blanL space in the summan about the life

Write your answers in Boxes 11 — 16 on your answer sheet.

The life cycle of social wasps begins ona warm dayinApril ...

11 frorn hibernation.

- each I‹iys t!ie first of tip tr› thirty thousand eggs.

the 12 hatch,

the r|tieen feeds them ti ntil they pupate.

/iiiayine•.•1›r•ar about eight weeks later.

the queens infertile daughters

biiilrl the expanding nest and feed the new

inAugust, males and teiiiales hatch.

the n;a1es 14 with theyoung queens.

As the weather gets colder,

tire males and theremaining workcrs die.

the old queen

the impregnated queens seek outa suitable spot for

16

@ Sam KlcCarter& Judi th As h

You should spend about 20 minutes on Questions 17-37, which arebased on Reading Passage2 below.
Digital screams
A. What holds new advances in technology
back is not the pace ofdevelopment. Is it
then the fact that people are generally
conservative by nature? Or is it instead the
inability ot the marketplaCe to absorb new
products fast enough?
B. There is alwaysa time Tag between new
inventions and discoveries being made and
therelease of any related technology into
the public domain. Like aircraft hovering to
land ata busy airport, new products are
frequently held in ab°yance, while the
marketplace is emptied of the last ‘latest’
gadget. Meanwhile, thegeneral population
are drip-fed information about what is to
come. In this way, the public appetiite for
new products is constantly being whetted.
C. People's blind faith in any new
technological device preven'ts them from
thinking through the implications of what is
happening. Fewer and fewer people seem
to have any serious misgivings about
mankind's Promethean march to some
great dystopia. Any lurking dangers are
brushed aside, as are the diminishing band
ofdissenters.
.. utopia ...
D. People are oblivious of the creeping
advance of robots into their lives.
Operations are being performed with voice-
operated robots, not only giving surgeons
an extra pair of safe hands, but also
allowinga range otprocedures tobe carried
out anywhere in the world by computer.
Apart from surgery, voice-operated devices
are also being introduced into cars. Drivers
will soon be able to bark at mobile-phone-
like gadgets cabable ofsupplying them with
all the information they need from weather
l08
forecasts to stock market quotations. Who
needs friends?
..a nightmare ...
E. Experiments have already been carried out
on inserting micro-chips under the human
skin so that people can be monitored atany
time. Tagging is currently in use in some
areas for criminals in the community. And
data-tagging is being used fortechnical
equipment like expensive motorbike parts
and also for tracing lost dogs. Details about
using micro-chips in humans have already
been flagged in the press. And given the
right circumstances, the procedure will be
introduced with barelya whimper. Micro-
chip implants might perhaps become the
passport of the future.
F. Without out knowing it, you are already
being monitored without the slightest hint
of protest. The technology in your mobile
phones allows you to be located. It is ironic
that when mobile phones were first
introduced they were perceived as status
symbols. But naw they are viewed as
symbols ofslavery, as bosses can monitor
their work-force when they are out on the
job. Video cameras in public places are now
so wide-spread that it is possible to trace
you for quitea distance. Supermarket
loyalty cards and bank cards leave traces
of your life everywhere.
G. /\s we naiVely come toaccept the role of
machines, they are appearing in roles that
were exclusively the preserve of humans.
Robots in bars already exist; soon they will
replace hosts on chat-shows, and people
as shop assistants or drivers and humans
in many other professions. No? Do you take
money froma teller at your bank ordo you
receive it froma robot built intoa wall?
0 Sam McCarter & Judith Ash
 H. And much tothechagrin of traditionalists,
toys have now come on themarket which
teach children to spsak and which children
can then communicate with. The novelty
apart, this isa rather sinister turn ot events.
It is bad enough foradults to talk to cars
and computers. But this development is
much more disturbing. Children may
develop certain linguistic skills from the
robotic toy, but will lose out on the
necessary social and emotional interaction.
Social de-shilling of this kind will lead to
untold social problems.
.. or justa dream toofar?
I. Yet, not all the developments are bad. The
advances taking place in medicine, herald
a new dawn for the human race. Disease
will become an irritation rather than the
bane it is now. Humans will replace body-
parts as they wear out, with specially grown
prostheses or electronic parts, whatever is
in vogue at the time. Certain diseases
which required h uge resources and
expenditure will be treated by gene therapy.
Paralysis will becomea thing of the past.
By 2020, the life expectancy fornew babies
will be well over 100 yeaFS and more.
Recently, the ’immortality’ gene was
located; so soon the world may be tull of
Methuselahs.
J. A nightmare scenario perhaps. Not half as
nightmarish as the tuture possibility of
downloading the human mind before the
body dies. But I for one do not wish to live
out eternity as some sort of dig ital
collectable item. Against theh um of
machines who will hear my screams? Or
yours?

Questions 17-24
Reailin; Passage2 ha.s 10 para raphs (A-J). Choose themost suitable heading for each paragraph from theList of
headings below, Write ihe appropriate numbers (i—xvii) in Boxes 17-24 on your answer sheet.

Two of the heatlings ha e been done toryou as examples.

NB. There are more headings H3aH aragraphs, so you will not use all of them.

17. ParagropliB
1 S. ParagraphC
19, ParagraphD
*_O. ParagraphE
2 l. ParagraphF
22.ParagraphG
23.ParagraphH
24.ParagraphI

Example: PerngmphJ Answer: vii

j 8am McCiifter& Audit)a Ash \09

 The time lag tfieory'exp1ained
Humans heJp1nj robots.
¡ii. A sinister side
iv. People areaiready being monitored
v. A novelty apart
vi, The dangers ignored
vii. A personal nightmare
viii. Some Methuselahs
ix. Robots helping humans
i x. Tagging
I xi. Hovering 'aiicraft
xii. Technology not all negatives '.
j xiii. Drip feeding the public
xiv. Robots replacing humans
Expensive motorbike paris
xvi. Who needs friends?
What Stops tech ol gyfom ad angcing faster?

Questions 25 - 27
Do thestatements be tow a2,ree with the inforrnatitiii in Heading Passage 2?

Yes i1 the statement agrees ;’ith the intonyiation in the passage

No it tire statement contradicts the inJñrniation in the passage
Not Given it there is no in for Ination abotit thc stateiiient in the passage

Example: There is alwaysa time lag between new inventions being made andtheir release into the public domain.

Answer: Yes.

25. ’1 he wri ter tech that they general public have toomuch faith in the technological devices being inlrodoced into the
marketplace,

2ii. Tagging ciiinin He by ip.Sci ting inict ochips into their bodies will draiiia‹icall) reduce the guruber of crimes being
committed.

27. The writer of the anicle does not have serious doubts about the direction technology is taking.

' '^ O Sain McCilrter& Justith Ash

 Reading Passage3
You should spend aboilt 20 min utés on Questions 28—40, which are based on Reading Passage3 below.

Russian icons
The ambivalence ot theSoviet authorities towards the art and artefacts of the Orthodox ChtlrCh throughout
the 50s and 60s is even more apparent in relation to icons. These religious paintings have always helda
personal spiritual stgnificance for believers in Russia, and some have been theobjects of piiblic veneration
ata local or even national le ‹’el. Conscious ot the need to instila sense of pride in the richness of
pre-revolutionary Russian heritage, but wary ofallowing religious sentiment to flourish, Soviet art historians
strove to emphasise theuniqueness of theRussian icon tradition and its central role in the cultural development
of 12* to 16* century Russia, while liainimising its Orthodox Christian essence. It was a narrow path to tread.
One obvious ploy was to detach the icons trom their normal setting in churches and cathedrals and display
them insecii!ar art galI cries, This is particularly clear in the case of the Tretyakov Art Gallery in Moscow
which h.ouscs many oftheoldest, most beautiful and most venerated icons. Hung onimpassive cream walls,
these wonderful paintings are stri|aped of their reli gious significance encouraging thespectator to concentrate
on their artistic merits. Elsewhere inthegallery hang themordant social commentaries ofnineteenth century
Russian realist painters such as Repin, Rakovsky andYaroshenko, some ofthem specifically attacking the
› eniality and corruption of the Russian Orthodox Church, or mocking thesuperstitious ignorance of the
Riissi an peasants. Further on are thepaintings of the Soviet era, explicitly socialist. concentrating on human,
particularly collectivc human, iichievement. The peasants, now' Iibei“dted from their attachment to religion
and superstition (the two are synonymous inSoviet parlance), become heroic figures. contributing to the
socialist future. The inference is not hard to draw: the icons belong toa continuous tradition of Russian
artistic creati vity which emphasises thedignity and universal erRotlonal, intellectual and spiritual integrity
of man, without reference to an ex iernal God. The Soviet authorities, of coiiise, were not content to let
visitors to the Gallery draw this infer ence forthemselve.s. It was explicitly stated in all the official guidebooks.
A further development inthis separation or’ icons from their religious context can be seen inthecreation or
the Museum ofIc‹inopraphy in norlli-west Moscow. Housed in theformer Andronikov Monastery, and
named after the 15" century icen painter Andrei Rubies, the museum containsa re{aresentative selection of
icons mainly frorn the 15" to the 17" century trom various parts of Russia. The paintings are displayed in
1 5"‘ century monastic buildings retaining the r›utw‹iid semblance ota church with lTionks’ flying quarters,
but which have been stripped of all reli*ioiis purpose. Tire guidebook cresses the harmonious lines of‘ the
museum buildings as if the ori.ginal architects had designed tfieni with that future purpose in mind.
Icons depicting the Virgin and Child lent themselves easily to appropriation by the secularising art historians.
"the Virgin is no longer the Mother of God, buta symbol of human motherhood, her sorrowing face no
longera t‘oreboding of the death of her son on the cross, but an expression of universal maternal tenderness
and pity. Icons ot saints of the early eastern and Russian churches, such as St.Nicholas, Sts. Cosmas and
Damian, and St. Sergiiis of Radonezh aresimilaily described in terms of their civilising influence, the
humanitarian acts they performed or the role they played in the early development ofa Russian national
i dentity. Sortie of these saints were martyrs, dying fortheir faith, and so become symbols otRussian stoicism
iltid steadfastness in the face of the invader. But icons ofa more abstract or mystical nature, particularly
those depicting the Holy Trinity, presenteda more inti actable interpretative problem.
In theB ible, the Holy Trinity is described as appearing toAbr‹iham and hiswife Sarah in theform of three
angels. Icons of the Three Angels of theTrinity are to be found dating fi oin the late 14‘" century onward,
though few survive from this early period. The angels are normally depicted seated in repose, gesturing
towards mystical symbols of divinity, They do notlend themselves to humanistic interpretation, but the
three relaxed yet at the same time grave and tautly composed linear figures, combine tocreate some ofthe
most coiiipelling images inRussian iconography. lae names offew icon painters from the15'" century are
k»own tous, but. lortunately for Soviet art historiens, the name ofthepainter of what is usually considered
the most astonishingly beautiful ‘Trinity’ icon of all is known. It is Andrei Rublev. So instead of being forced
to focus on the not-very-apparent homa»ity of thepainting the historians are able to turn their attention to
the artlst. They emphasise hisskill, they explain his technique, they place his work firmly in the emerging
Riissian national consciousness of the earlyl Jth century. The artist is hero.

Questions 28—33
Do thc stateinents below agree with the information in Reading Passage 3?
In Boxes 28—33, write:

Yes it° the siatement egi'ens with theinformation in the passage

No if the statement contradicts the information in the passage
Not Given ifthere is no information about thestatement in the passage

Exemple: The Soviet authorities are ambi'vaIent towards theart or the Orthodox Churcii.

28. Icons have never been of much importance to Russian believets.

29. Soviet url historians have stressed the conti ibution of the Russian icon tradition to Russian cultural development in
the 12* to 16" centuries.

30. To downplay the connection between Russian icons and Orthodox Christianity Russian icons were removed frorn
churches and cathedrals and displayed ina secular setting.

3 1. The Tretyakov Art Gallery is home to printings ofa secular nature as well as religious paintings.

32. T)ie spectator of the icons in the Treiyakov Art Gallery is invariably mesmerised by thesheer artistry of the works,

33. None ofthe works by Repin, Makovsky andYaroshenko make funofthe religious beliefs of Russian peasants.

Qaestiens 34-37

Choose theappropriate lclters A-D and write them inBoues 34—37 on your answer sheet.

34. The Tretyakov Art Gallery,..

A only contaitts major religious paintings

B contains only icons
C containsa rouge of paintings from different eras
D is worth visiting according to the author

35. From the layout of the Tretyakov Art Gallery, spectators are meant to see

A that Russian icons belong toa tradition which stresses the qualities of man and has nothing to do with God
B that Russian icons belong toa long religions tradition
C that Russian icons belong toa traditÎofi which stresses the glory of God and diminishes the qualities of man
D that Russian icons belong toa tradition which celebrates the achievements of Russian peasants

0 Sanj McCarter& Judith Ash

 |fkÏ$ Rr lits Tests
36. Which ofthefolloWing statements is trtie according to the passage?

A Thc Icons in the Museum ofIconography come trom ditterent pans ofRussia
B The Museum ofIconography contains only religious paintings front the 15" and 17'" centuries
C The Museum ofIconography is the premier museum in the world forRussian icons
D The former Andonikov Monastery was dcstroyed to build the Museum ofIconography

37. The guidebooks fortheMuseum ofIconogi aptly...

A sing the praises of the original architects of the irjonastic compter

B point out the importance of the 15'" century icons
C iiiinimise the the religious significance of the monastery building.s
D stress the religious significance of the monasteiy buildings

Questions 38-40
Complète thesentences below. Use NO MORE THAN THREE WORDS from thepassage foreach blank space.

Wi'ite your answers in Boxes 38 — ^,0 on your answer sheet.

38. To secularising art historiens, the Virgin was synibolic of

39. The Three Angels oftheHoly Ttinity are not easily open to

› 40. The artist of yhat is considered the most beautit'u1 'Trinity’ icon in the world is celebrated by Soviet art historians

OS,mARCa1<r Tu ilhAh 113

I
I
Key toTest1

Questions1 —5

Th is type of question is \'nriution of para graph headiJi2s. There areno ‹listracters in this section, which makes it much easier.

1. Answer: E. The par•Jgrap1a is about Ihe fact that parameters hel{ our minds tcbe creative.

3. Answer: A.The writer wrote theparagt-apti to show iliat habits liiliit our creativity and the babiis we need tosurvi ve playa ro!e
in this limiiiiiion.

4. Answer: D. 3’lie theme of’ the paragrapla is how creati 'ity works.

5. A nsyer: B, The paragraph cleals with how parameters help the mind to be creative.

For further information re practice with informiition in paragraphs rind with paragi aph headings, see Exercises l—J2
and the Reading Tests inA lyookfor IELTS by McCarter, Easton& Ash.

Questions6 - 10

7. Answer: C, ’the answer is in paragraph A. The actual woi'd.s are not in the paragraph, but the meaning is clear.A is not correct,
because this isa myth;B is nor correct, because the passage states thai ›r/ten tie It;' to be creative, out autoerratic ›• kin e i‹ikex
ci er.D is not c‹irtect, because thewe//-ft stolen pn//i.r pre i'eut creativity, Compare number 13below.

8. Ariseer: D. 2’lae an.saver is in parugrayah B.' Un/orruiio/e/y, maiikiii‹/ '\ very iii ii,p ie /i›r s«o i vu/ /irii br cr›incn ryrniiny. The
nut ver paraplariises this statement.A is not correct, hec ause the passage says the sirii$¿/< ha t'ec‹›iiie i. e. isu ri›ronny, not that
it is liecoming so;D is not corr‹ict, because cholesterol is not mentioned inrelationship to the brain, but the mind.C is incorrect,
hec‹iuse it is the mind which is circumscribed.

cdi urce»«'nr o/Dec/4nr›/› i'. Thc statement isa pm aphrase of this section. NoteB andC arebasically the same: it is, therefore,
not possible to have either o1’ these two alternatives as your answen Watch outforthis feature in multiple choice question.s.

and line the same meaning asthestatement given, i.e. it is not surprising. NoteC is not possible, because thepassage doesn't
indicate whether therariiy is increasing or decreasing.

Questions 11 - 15

11. Answer: Yes, The answer is at the beginning of paragraph D: ... snr/ one that recognisez t/ref rules and re3 elation.s

12. Answer: Not (,iven. There is no reference to this statement in the passage.

13. Answer: Yes The ansWer is in paragi aph D. The iifficiilty in thise ercise an I wills creation. ifself is convincing
y¢ zyz f ut r.reatyou is possil le. The answer i8a paraphrase of this part of the text. Compare number7 above.

116 O Sam McCarte &•Judi th Ash

14. Answer: Yes. The answer i.s at the end oi' paragraph D: lenviiig the safety of one ’s own thought patterns is very
iiiucfi min lo ma‹lriei’i, akin to = mtce.

15. Answer: Yes. The answer is in the latter half of paragraph E.

Reading Passage2

Questions 16-19
16. A nswer: B. The answer is in the second sentence of paragraph 1: iie crave seenriiy.

17. Answer: B. "£he answer is in paragraph 2. The key word is increasingly -- becoming. A,C andD are all mentioned in the
paragraph, but not in the correct context.

18. Answer: A. The answer is iii the fir.st sentence of paragraph 2: not' ‹fe vol.B is the opposite andC andD are just phrases lifted
frorn the text.

19. Ansu'er: D. The answer is in parugr.iph 3, the key phrase is Our entry la the uninitiated, wk yh the answer paraphrases.A is
incorrect, because only some access is not allowed.H is not true, because it is the working space that is compartmentalised, not
the user. and C is not correct. because ‘traps’ are not the same as ‘trappings’

Questions 2fl-27
Before you start looking in the text for the words tocomplete theblank spaces, you should read the summary through quickly to get
an ideu of thec verall meaning. As you read. Mott should work outwhat kind of word you need tofind in each case. For example, does
theblank requirea verb in the imperative foml,u noun, an adjective or an adverb? You should also think of words that could fill the
blanks so that when you look at the origi Out passage rite answers wi 11 come toyou more easily.

2t1. Answer: solved. Although theword combat appears in the original, it does not fit here grammatically. The past participle is
needed. Noteo vcrcame is the S iinple Past, not the Past Participle.

21. Answer: computers. The pluriil is needed here,

22. Answer: other people.

23. Answer: cut-off. Thc wor‹l i,rofaiing does not fit grammatically. You need an adjective made from thepast participle of the
verb. tioiiipare 20 iibove.

24. Answer: team worm.

25. Answer: decrease in.

26. Answer: team-work. As it says in the instructions, you may usea word orphrase more than once.

27. Answer: just the same way as. The answer is obviously not similar or no differentfrorn.

O Sam cCarier& Judith Ash 117

 IELTS Retâing Tests

Questions 28-30

28. Answer: touch-tone dialling systems. The answer is in paragraph 7: ifwe are unfortunate enough tocontact riri organization
witha sophisticated touch-tone dialling8 Astern. The key word here is unfortunate, whicti shows that the writer is negative about
the topic. The writer does not comment on theother means ofcommunication in thesame way.

29. Aaswer: electioaic presence. The answer is in paragraph 8.

30. Ansv'er: no longer geographical. The answer is in paragraphs8 and 9: .. now Ihat location is no Ion8er Neographical. ... An
example of this is the mobile phone. The important thing here is to recognise the link between theparagrnphs.

Reading Passage3

Questions 31-36
31. Answer: K. The answet is in the first sentence of the passage. Note that the active needs to be changed into the passive.

32. Answer: G. The answer is in the first par'agrapii.B is not correct, because thepassage says foods inny âe unique, not that they
are and is not talking about ethnocentric properties.

33. Answer: F.The answer is inpara8raph 3.

34. Answer: J.The answer is in paragraph 4. The key phrase is towards the end of the paragraph: ‹i cultural practice needs
behavioural reinforcement.

35 Answer: E. The answer is in the third paragraph.

36. Answer: D. The answer is in paragraph 6.C is incorrect, because it is the language and the cuisine that very, not the link. And
H is not correct. It is the character of language and cuisine that is said to be fundamental, and not language and cuisine
themselves. Beware oftheright word orphrase in the wrong context.

Questions 37— 0
37. Answer: B,The answer is in paragraph 3.After scanning forthename, theimportant word is distinction which means difference
in this case.

38. Answer: D. The answer is in the last paragraph.

39. Answer: C,The answer is in paragraph 2. The important thing here is to link correctly the names tothethemes.

40. Answer: A. The answer is in paragraph 4.

Note how theanswers in this section are jumbled; otherwise, it would be tooeasy!

118 O Sam McCarter& Judith Ash

key to Test2

Questions1 —8

Answer: iv. The paragraph is about the link between teaand hospitality. The answer is not iii, because theparagraph is about
the continuing tradition of the past; it is not limited to Britain and China. It is tempting toput vii as ttie answer, but, if you look
at the text, yoo will see that the information rel:iting to this heading is between commas. It is additional information and can
easily bc removed. You can compare it to a non-defining relative clause. So it is not central to the meaning of the whole
paragraph. Moreover, thepassage states in mnnyyarts o{t/ie w'or/d, not iii all. For more information On paragraph headings, see
A bookfor- IELTS by McCarter, Easton& Ash.

Answer: viii. The heading here should be fairly obvious,

Answer: i. The paragiaph deals with the various ways in which teahas been drunk. The answer is not v; see paragraph H,
where thewhole paragraph desls v'ith milk in relation to tea drinking. Compose theanswer to ParagraphA for background/
foreground information.

Answer: x, The paragraph is about the cost of tea, in financial terms. The paragraph sets the scene, showing that tea is for the
middle classes, but when theprice falls the yoor start drinking it. The answer is not xi, as value hasa different meaning.

Answer: ii. The theme of thcparas'• h is the fact thai most religious groups do not object to tea drinking, i.e. few do. The
answer is not vi, as this does not reflect the theme of theparagraph. It is again subsidiary or background information. So it is
important for you to see how the pieces of information ina paragraph relaie to each other.A plan of the paragraph is as follows:

Foreground Background

Few objections to tea drinking

InIslnmic ctiltures no ol›jeciion

Tea/coffee vrm«io lcohol

Seventh-Day Advcntists/caffeine frowned upon

Note how thepoints in iia/i‹y give background information to the main point in the text. It is sometimes difficult for students to
make thedistinction between these two types of information. The example of theIslamic cultures supports the point of there
being no objections. The second piece of background information develops this further comparing tea/coffee with alcohol. The
paragraph then comes back tothecentral issue of there being few objections, by giving the example ofa group who object to
tea. Use this mechanism tolook atthe other paragraphs here and elsewhere.

6. Answer: xii. This paragraph focuses on teadrinking inAfrica. The answer is not ix, as the origin of the tea itself is not said to
be African.

7. An.swer: v.The par.agraph is about theimportance of iheadd ition of milk toteainmany parts of the world. Compare paragraph
C. Heading xii would notbe right here, as it describes only part of the paragraph.

8. Answer: iii. See the answer forparagraph A.

O S am McCarter& Judith Ask 119

9. Answer: rituals of hospitality/hospitality .The answer is in paragraph A. The first phrase is probably the better of the two.

10. Answer: grade(s) and blend(s)/different grades/different blends. The answer is in the last sentence of paragraph D.

11. Answer: contains caffeine. The answer is in paragraph E. Because of theword limit and the grammar ofthesentence in the
exercise, the words thestimulanI cannot be included.

12. Answer: nomadicBedouin/Bedouin/Bedouins/nomadic Bedouins. The unswer is in paragraphF

13. Answer: sugar and spices. The answer is in paragraph H. Because oftheword limit, the word some hastobe excluded from
thephrase.

14. Answer: lingering convention/convention. The answer is in the second sentence in last paragraph.

Reading Passage2

Questions 15 - 18
15, Answer: A. The answer is in paragraph 1.A tye is not l‹irge, soB is not correct. We do uoi know if there were trees, soC is not
correct. And D was not always thecase.

16. Answer: C. The answer is in the first sentence of the second paragraph. The answer is not A or B, because the text does not
indicate any degree of possibility/probability, nor does it statea specific number.D is obviously wrong.

17, Answer: C. The answer is in paragraph 2, in the first sentence.' ... a// except one ct the in‹ii’$ins o/the pcirish.A is not con'ect-
see the second sentence of ttie paragraph,B is ‘likely’, but the answer is not categorically given. D is incorrect, because most,
not all, of: the land was owned by th-- Priory.

1 S. AnsWer: D.The answer is in paragraph 2. Note thetense.' ... we uld, in any t ask, have been tmatiroctive..., indicating that the
writer interprets es having happened. Note that the word «a//rnciive here does not mean visually. It means that they would not
have liked it, because it was not producins anything. SoA andB are wrong because they talk about sight.C is obviously wrong.

Questions 19 — 29

In this section you just have tofollow the dates. However, ycu still need to be careful. The answers in this section span paragraphs
3 — 6.

19. Answer: documented. This is in the first sentence of paragraph 3. It mems thename is found in books or documents of the
time.

20. Answer: inuse. This is in the second sentence of paragraph 3.

2 I. Answer: cropping up/and crops up/and cropped up.The answer is in the second sentence of paragraph 3. Note thedifferent
tense5 and the verb forms here. You can change thepresent simple crops up into the gerund and you can use the simple past
tense. They all fit the grammar ofthetext in the exercise.

22. Answer. File's Green. The answer is in the third sentence of paragraph 3.

120 O Sam McCarter& Judith Ash

l§§ $ kez8ing Tests

23. Answer: burnt down/atiandoned. The answer.s are at end of paragraph 3. Botti answers arecorrect.

24. Answer: owned. The answer is in the first sentence of paragraph 4. You need tochange theword ownership toa verb tofit the

25. Answer: two/two brick.d he answer is in the first sentence of paragraph 4.

2C. Answer: cach one/each/each cottage. The answer is in paragraph 4.The last phrase is possible, but it does involve repetition
of the word coi ray
e

27. Answer: remained/survived, The first answet is in the last sentence of itie penultimate paragraph. The latter word occurs
elsewhere in the text.

28. Answer: gravel works. The answer is in the last paragraph. Note this phrase is an adjective here. Note that you cannot add the
word «e»'/r-opened. In the reading passage the word describes the word works, but in the exercise it wouId describe the word

29. Answer: one dwelling. The answer is in the last paragraph. Note that there were two cottages. Each cottage had two families,
i.e. two d sellings, One cottage was destroyed leaving one cottage with two dwellings, which themanager converted i:itoa
cottage with one dwelling. Note you cannot have theword one on its own.

Reading Passage3

30. Ansyer: B.The ansseris in paragraph 1. The passage states that Haydn composed theLondon symphony/or London, butnor
Where he composed ii.

31. Answer: B. The answer is in the first paragraph.A is incorrect, because some were written in the following century.C is not
right, because the last sentence ot‘ the paragraph says the opposite, andD is incorrect, because only the oratorios and masses
were tuft of religious feeling.

32. Answer: D. The unswer iS in paragraph 3, the first sentence and later in paragraph5 where he talks about Opus 77.A is
incorrect, because they were theresult not the cause ofa spiritual ctisis.B is incorrect, because this phrase describesa musical
/‹›rm and is not complete — in parasraph 2.C is not right, because it doesn'I make sgn*e.

33. Answer: tense (not long-breathed). See sentence2 of paragraph3 forthe comparison.

34. Answer: Unlike (not like). See the comparison jp paragraph 3, the key phrase beingjar/rom.

35. Answer: more (not less). See paragraph 4.

36. Answer: quieterI not subdued). As in 35, be wary ofparaphrased comparisons.

37. Answer: Conversely (not similarly). see paragraph 4,

Sam McCarter& JudiflJ Ash 121

38. Ansyer: No. The answer is in the second sentence of paragraph 5. the key phrase being n/iiir›ii itiyneâiatel y,i e, after.

39. Answer: Yes. The answer is in the first sentence of the last paragraph.

40. Answer: Yes. The whole passage give.s the reader this impression. See. for exaiiiple, the end of the first paragraph and thelasi
sentence of the passage.

Key to Test3

Questions 1-5
1. Answer: D. The answer is in the first paragraph. Time key word is erroneously*B is incorrect, as it is the opposite of whai the
passage says.

2. Answer: H. The answer is in the second paragraph, in the first part of the second sentence: /-fuiiian /iuiii/-e fia4 rim inc/iiirH/tJii/or
y‹ Jimi riu»ñ pn. ice. Notice how thesecond sentence here explains why doom-inongers will never be out of business. And
notice how you anticipate that an explanation is needed as you read the first sentence. This type of question is testing your
ability to understand the relationship between iliformation actoss sentences.

3. Answer: I. The answer is in pai'agrapla2 where catastrophes in the past and present are compared: ... ii /âri/ the cntns/mpâes
are more ’i›i yovrface ', i.e. immediate.

4. Answer: K, The answer is in tlie latter half ct the second paragraph.

5. Answer: J.The answer is in paragraph 3. The sentence is in effecta summary oftheparagraph. Note how thewriter interchanges
government, politicians and ministers in Ihe paragraph,

Questions 6—9
6, Answer: D. The :inswer can be tound in thefirst sentence of the filih paragraph. Note thai defii‹/e iiieans deceive: look at the
title for this section in the passage.A is not true, because it is the opposite of f'ie correct answer.B is not mentioned andC is not
possible, because in the lest sentence of the paragraph, it sa ys peoyle nre iwuiiyulatedby thcii-fears.

7. Ansu'er: C. The answer is in paragraph 5.A is not correct, because it doesn’t say z'Lether market research uses people's fears
to help them; ii says that it takes advantage of them, i.e. manipulates/exploits them.B andD are not correct, because the text
does not mention any information about either.

8. Answer: C. The answer is in paragr:iph 7: i/icy o7'e rig drii'iug forcr. fee/tinI i«c‹ cii. The word lttes refers to the feelings
mentioned previously.A is incorrect, because thepassaget alks about ‘if’ not ‘when’: ... /›roper/y /inrnested ....B is incorrect,
because it is feelings that are said to be the driving force behind success (not the engines of genius).D is wrong, because the
writer says it is the feelings listed which areusually associated with failure.

9. Answer.’ b. The answer is in the eighth paragraph. A andD are obviously wrong andC is the opposite.

122 0SmMsCwo,&7uii1A#
 Questions 10 — 14
1 IN. ,Ius›\er: Not G i veu. The text dues Koi suy atey thin abtaut tlii.s.

1.1. Answer: Yes. The rims vcr is in paragrarli 8.

1.3. Answer: NotG iveii. The :iJisweJ- is in the penultimate paragraph. The text does not tell us that tgy p„ t¿tp j je„q ¿b t
Nc›str: milieu.s’s prerl ictir›us‹ - those of the othel- pro}ihets either.

I !
Questions 15—22
I o. Arisu ei.• glamour. The answel- is in Hoc first sentence of the second pal‹i raph.

16. Answer: researcn. "the answer is in the second paragraph towards theend.

17. Answer: editing process. The :iiiswcr is in paragra|ili 3. the fourth sentence. The phrase J/rif draft does not fit here, as the
.sentence z'ou1rl not their reflect the ine‹lni ng of he passage. Nor is the word i› rimiiig correct for the same reason. And it would
n‹I tit the ;rair1inar of' the summary: theal ticle i/iei li thc suinnaiuy woitld 14a 'e to be omitted, as the writer is talking about all
writers wrii ink not specifical ly hilnscll'.

1.8. A nsaver: summary. The answer is at the end of the fou rtli paragraph. Note thewojd iiiiiintrriq' isa synonym for
s ynoyi.\i.y/

21. Answer: writing. The ans wer is in the In.st parti rapid. The word r/›/ii/iiiig is not correct, because the writer is talking about
writirig throughout rhe passage: publishing comes afterwards.

22. A nswer: ups and downs. The answer is in the last paragraph. Note thewoi-d i'olle r-c‹›a,ster is not possible here. It does not
make ;erise, The vtii‘d does not carry ilje iiieanin o{ the fritter piirt ol the Inst sentence on its own. Nor is it grammatically
possible: the en remark has ii pt yet verb and the wcrd miller-conifer is sin _ular.

Questions 23 and 24
23. Answer: A.3 he :inswei isa paraphrase of the ia.st seniet ce of paragraph 2.- Sometinier, imi/incr i‹rkei the ylace o/ ,no,-Tel
› .tent ‹•/i,... b is the oppos ite. As for C, the text ‹ices not sity whether it i.s essential.D is not correct, becatl.se the text says
i‹›i•ir:!i••°•’.›—!l4ei ef0l e, note the WOrd r.'bitin A.

24. Answer: D. The an8Wer isa paraphrase of the penuliiniate se+itcnce of the fliir‹1 piira•raph,A is not correct, because although
the text says tl4ut ‹r /›‹'s i'ri;c iiiriv elm/ ii;› ii‹›i/iin , rnioref›' /ii‹ the original. the writer does norsay that this isa problem.B is not
possil›1e, because the writel does not say the use is unfortunate: ma is expressing an opinion, when he.saysi o/r›r/iiuote!y '8
incr›rreci. bec,iuse the yioNeir is not a luxury.
25. Answer: app1•fiisa]. The •inswei- is at [he beginninq of parngraplj 4.

26. Answer: some invaluable ad vice/in valuablc a‹lvice/some ad›'iceJadvice/hints. The ansWer is iii the fifth paragraph. Note you
culanot give the examples Hete as there would be too many w ords. You can use the word J//i„r from thela.st sentence of the
pai'agraph as it isa synonyin. ah jch suinmarises the advice ariel the examples.

27. Answei-. radical redrafting/redrafting/ren'orkings/text amputations. The answer is at the end of patagriiph 6.

2S. AnsWet: creation period. The and er i.s in the titel sequence of' paragriiph 6.

Questions 29 -35
29. Answer. iii. The predictir›ns made dirt not happen, i.e. .../rii/ed to materialise. The aneweris not heading viii, as the text does
not say that working hours have been rcrluced to 25 lloilrs-it was an estimate ot US to 30 hours.

30. Answer: i, The first sentence is the topic senieiice iind thei est of thep •B *ph ekpnnds thetheme. Note heading ivis not tlje
answer. The focus of the paragraph is on the increase in leisure spending, The writer compares it briefly to other areas. i.e. food,
hotisiiig and transport, t›tH tlais is not part or the main 1'ocils of the paragi aph. In any case, the heading would have toinclude
l ottsin¿ and transport as well as tool, Note that this paragraph contains general information about leisure in relation to the more
specific comparison in thenext two paragraphs. Note also the v'ord ›r›'oiig/›' in heading i.

3.1. Answer: iv. The par‹i;r,iph explains that spending on food hue decre‹ised. wliilc that for leisure has increased, Headingx is not
the correct iinswer as this is too genes al. Nor is headingi } ossible. See the explanation tor 30 above,S once students m‹i\ be
tempted to put heartingv as the answer. but this relaxes r›nly to 'he first part o1“ the para rah and does not cover the contrast
between leisure anal to nd.

The cor 'ect heading heJe is ltte same as ihat for iJne next pat-agraph,i .e. tire example. Read theinstructions at the Deginnin of
the exercise.

32, Answer: xiii, The paragraph talks about all three going up and gives an exampleof leinure in the future, Heading vi is not
c r›n eel ‹is this relates only to part of the paragraph.

3". AnsWer: xi. Healing ix is not.the answcr cs thetext ices riot say whether ihe‘grey pound“ is becomint• stronger or net.

34. Answer: vii. The first sentence is ihe topic sentence, The answer is not iii as the paragraph does not say that the forecasts are far.se.

35. Answer: xiv. The paragrapm bent- vith tate two aspects. weiilih and leisiue hours.

Questions 36 - 40

36. Answer: No. The answer is in paragraph A. "£hc predicted ieducl inn in wo! king hours diö not happen.

37. Answer: Yes. The answer is in ihe first sentence of paragraph B.

38. Answer: No, Ttae answer is in the niiddle ot paragraph E; the opposite is true.

39. Answer: Not €jiven. It does riot nder tion this any where inthepassage. You just have tolook atthesections of the text relating
to the future, i.e, the end of pat-aztapliE and ali of G.

40. Answer: Not Given. The answer is inparagraph G. The writer does notsay whether the24-hour society will affect
people's attitudes.

124
O Sam McCaner& Judith Ash
 IÉLTS *e•*ins Tests

KEY to Test4

Questions1 —3

I. Answer: *i. ’The tinswer is in par:igraph 3. 'The ans Wer i.s not v, because there is no mention of when theHMI was created.

2 Answer: iii. The an.swer is in the fourth par agraph. Note that vii is not possible, because the passage says the report Was
s‹'/iiiiirif, i.e. important/influential.

3. Answer: i. The answer is in paragraph 4.

Queüons4-8
d. A nswer: endangering their job. The answer is in the first paragraph. The sentence isa paraphrase of the first sentence of the

5. Answer: [mainly] liberal. The answer is at ihe beginning of the last sentence of the first paragraph.

6. Answer: widen/widcning participation. The answer is in the second paragrüph. Note that the genind can be ch:uiged to the
I Uni 11.1.11 VI.

7, Answer: académie staff's expla:rations. The answer is in the second sentence of the third paragraph.

8. A never: reduction of taxes/tax reduction. The answer is in the first sentence of the fourth paragraph. The verb phrase in the
passage needs to be changed intoa noun pliriise to fit the sentence given.

9. Answer: C. The snswer is in the totJrth paragraph.A is incorrect. as this was not what thereport did.B i.s not right, as the rep on
di‹l not give the money, andD is iiicoiiiplete.

10. An,s er: C. The answer is iii paragraph 4.A is noI right. because the ii oney is not gi ven to the student (it is given tothe college
for the student).B is inc on ect, because it was the further educa'ion that became quasi-independent, not the principles, andD is
not possi hle. as the text ñoes not say this.

IL Answer: A. The answer can be found inthefiinst sentence of the fifth paragraph, The phrase to rer/«ce //ie student droy-out rate
isa piiraplarase ct to i//i/›ia ye i-ei‹•nii4n. It is important to look out forways inwh ichsections of the text are paraphrased in the
vwâous types of questions. B,C andD are incorrect, because atI three contain phrases lifted frotn the text, btit used here in the

l z°. Ans»•er: A. Th‹• ».uswcr can bei oilnd in the second sentence of tic fifth paragraph. Note that the sentence gives three complexities,
wlitell liin‹Jer the reducing of drop-otit t'ates.B is not mentioned inthetext, nor is C. The first element ofD is correct, but the
second one is nonsensical.

13. Answer: D. 4’he answer is in the second li.th of the tittli paragraph, The las* sentence gives the answer, i.e. something other than
d aha.A ° n d * a''e 1'°tst a1e fl, an d C is i rico ratpl etc.

14. Aust* er:B. The answer is in the final paragi‹iph, ital isa sriiiiinary of the cx:HN)les given.A isa phi ase lifted trom theiext and
i.3 part of!*v° !8"°8- n°te the c°'"' na in the text.C is Incorrect, Recluse tire p‹s,sage refers to raising rhe student.s’ expectations,
not those of the college.D is not correct. because Martinez outlined the strategies, so iVtartinez's summary included the s:rategins,
and not the other wny round.

|25
Reading Passage2

Questions 15 - 19

j 5. Answer: C. The answer is in the first paiagraph.G is incori ect, bec‹iuse it is' the opposite of wh:it the tcxt says.

16. Answer: I. The answer is in par agraph 2, in the second .sentence.B is incorrect, because ii is not nientioned as an aspect of
managcn4entof one's émotions. btlt iis il means of inanugin; them,

17. Answer: E.The answer can he found in the second purt of paragi‹iplj 2, and isa pai'ap1irase of the sixth sentence.A is incorrect,
as it is our emotions that iire said to empower andhinder its.

j 8. Answer: H. The an.swer i.s ni the siint r4f the third paragrapia.

1.9. Answer: T. The nnswer isin the fourth sentence of par apraph 3.D isi ncorrect, because it is emotions that.me said to be not
tangible, not handti log telaticljshi ps. It isi mpoitant to bc very wary of wot•ds or phi ases that arei ifted dii ectly frorn the text.'
They areoften put into Ihe wrong context.

Qnestions 20 — 26
20, Answer: C. The answer is in the fii st p:magi‹q›li, in the latter hall of the In st sentence. Alteriiati veD is not possible, because it

2 J. Answer: C. The ansyer can be found in paragraph 2.A is riot possible, as the text adi'ises again.st suppressing or hindering

22. Answer: C. The answer is in the fil'th sentence of the third paragraph.A is incorrect, becatl.se the text does notsay this, atid it is
incomplète.B is incorrect, because the text says ‹/irnn/!{i and the exercice c;w‹ilifv.D is nui the i ight answer', because it is not
complète and is n‹ansense.

23. A never: D, The answer is in the third paragraph, in the second sentence from theend.A is not stated,B is incorrect, because
the text says. . c‹iii ‹-o,ii i:oiiey ... i.e. not always,C isa phrase frs in the iex t, but is not used in the right context here,

24. A nsWer: R. The answer can be found inthelast sentence of the third paragraph. Alternati veA is not mentioned inthetext rind
*He *vo'*!.s incl tided inC iq peilr in the ten i, but do not fit here.D is grammatically incorrect.

25. Answer: A. The answer is in the second sentence of the penultimate paragraph. The otljer alteniatives are obviously wrong.

25. An.SWer: C. The irlfi Wer is in the last paragraph, in the last sentence, 6ec'noring less/reg«en/ isa paraphrase ofJâsi Visa ›yeariii$.
A is untrue. because thetext does not say this.B is incorrect, because ii is people who need tobe re-skilled. anclD does notmake

Question 27

27. Answer: Not Given. The answer can be found in thelast paragriipli. The author says it is sad that people need tobe re-selled,
but Joe.s not mention whether ihelack of Emotional Intelligence will lead to anything.

126 O S.im McCarter& Judith Ash

neading Passage3

Questions 28 — 30
28. Answer: vi. The answer is in the third pai'agraph in the first sentence.i is incorrect, because it was an anthropologist friend of
KoestleJ who saint this. ii is not correct. bec*tuse Koestler was taJLing about hi.s ft-iends rather than immigrants in general; andv
is not stated asa general ptinciple,

29. Answer: ii. The answet is in pa as ap 3.i °'e last sentence. \'i is incorrect, laec‹iuse Fishberg was talking about immigrants in
penerai, not his h‘iends,

30. Answer: iv. The answer can be found in the fourth paragi aph, in the second sentence. iii is incorrect, because Emerson says this
isa mistaken impression.

Questions 31 — 36
3.1. An.swer: Not Given. The text docs not mention anything about this s1‹ttenient,

33. Answer: Yes. The answer is in the second sentence of para t-aph ñ. The word thererefers back tospeech orgniis,

34. Ans»'er: Not Given, The answer is in the sa me place as question 33. The passage says that practice is needed to learn new
phonemes, but does nt›t mention whether or not they are dif1'icult to learn.

35. Answer: Yes The answet is at tlic end of parii;raph 5. The won As priird rind iii‹›‹-ñ nre .synonyms of mate/irn of

36. /Ynswer: Not Given. The text d‹aes not mention anything about this siatement.

Questions 37 - 40

3S. Answer: A.This answer ciln also be l“ound in the seventh paragra] h.A mental uidis said to be ein/2/oyer/ i.e. irier/.I is incorrcct,
because thecause anal eftect are the wrong way round. FI is not correct, beciiuse tlaete is no mention of which ofthetwo accents
is easier.

39. Answer: E.The answer is in the fii st pan of the last parapt-aph.B is incorrect. because it is the answer tothequestion that i.s said
io be in elevant.

4(1. Answer: G. Tl" "lJ3^*L i^ '" !!e 8"°on6 part of rite last piiragi aph.C is incorr<•ct. because it is not proiuinciation thai is woi th
in vestigai ing, but the link between pronunciation and ph ysiognomy.
Key to Test3

Reading Passage1

Questions1 -5

i. Ans ver: D. The answer is in the first paragraph. The author does not say what he believes.A and B are incorrect, because the
yriter says: .. .1r'e h6‹ir about....; not that he believes it one way or the other. Nor does thetext state whether he is sure or not as
it, C. Also, lraok at the last paragraph

?. Answer: C. The answer is in the last sentence of the fitst paragraph. The hey phrase is ‹isi ,ro o(ten the c'n ‹e. "1“herefoi e,A rind
B are not poss ible. As for D, the text does not tell you this,

3. Answer: D. The answer is in the second paragraph, in the last sentence.A does not ielat<• to what themeteorologists believe.
See earlier in the paragraph,B is not correct, because it is the opposite.C is incon-eet, because themeteorologists do not say that
the results will be devastating.

4. Answer: D, The answer is in the firsi part of paragraph 3, in the first sentence.A is the opposite of the correct answer.B andC
appear in the text, but ina different context.

ñ. Answer: A. The answer is in the second part of paragraph 3: using ‹it-lificiol nickel.: of climate nin w'oy o/predicting c/irpyge is
all buI impossible.B is incorrect, because this is what Dr Hansen said in the past; the same is true forC D is incorrect, because
Dr Hansen does not say anything about Earth getting colder, only greener.

Questions6 - 11
6. Answer: Not Given. The answer can be found in paragraph 4, The text does not say anything about the weather forecaster's
expertise.

7. Answer: No. The answer is in the second part of the foutth paragraph. The cpt osite is true, as most of theincrease happeocrl
before the second half of the twentieth century.

8. Answer: Yes. The answer can be found in thefirst sentence of the fifth paragraph. A!so seeparagraph 1.

9. Answer: Not Given. This is not mentioned inthe passage. Look inparagraph 5.

10. A nsuer: NotG iven. This is not mentioned in thepassage. Look inparagraph 6.

11. Answer: Yes. The answer can be found inthesecond part of the last paragraph.

Questions 12 and 13

l* Answer: in recycled paper. The answer is in the last paragraph. The elements of the sentence have been changed around.

13 Answer: most to lose. The answer can be found in the last paragraph. Ajain theelements of sentence have been changed
around.

Question 14
14, Ans»'er: B. Thew titer wrote thepassage toshow that the issue of global manning is often exaggerated by thepress. The other
titles refer to only parts of the text. You w ould be wise toleave this question until you have answered all the other questions, so
that you havea better feel for the text.

128 O Sam McCarter & Judith Ash

 Reading Passage2

Questions 15 - 21

15. Answer: vi. The pai-agrapli is about thefact chat there src two distinct superoi 6eYS ID 1b0 Cl ns8Ïfication of Reptilia. Note heading
i ii is incorrect; the idea bejHg that they un not lerrihle liyards. Looi‹ at the word o/rJir›ug/i at the stsrt of' the paragraph,

16. Answer: xi. The paragraph talks about the origins of both lepidosaurs alid archosaurs, in the Triassic period. Heading izis
tlaercfOte incoiTect, as this covers only part of the content of the paragraph.

17. A nswer: xiii. Headingi is incorrect, ns rhis isa refet'ence only toa detail in the paragraph.

18. Answer: vii. Thc second menfence of the paragraph is the topic sentence, which gives the theme oftheparagraph, You also need
tolook at the end of tlic paragi aph for the word i‹itiy«e. Hcading ii is incoiTect, as the paragraph is talking about features wliich
distinguish dinosaurs from other animaIs anal other archosaurs.

19. Answer: iv. The answer is in the fir.st two sentences of the paragraph. which therest of the paragraph expands upon. Heading
xii i.s incorrect, as this heading covers only part of the paragraph.

2U. Answer: v. The parégratih cleals with the suborders of’ Saurischia.

21. Answer: viii. The answer is in the first ken rence of the paragraph.

Questions 22 — 24

22. Answer: skeletal anatoroy. Tire answer is in paragraph A. Note how theinI'ormation is presented ina different order in the
para;raph. Note how thetext asa whole hangs around thÏs lrey phrase.

23. Answer: eosuchians. The answer is in the iast sentence of paragraph B. Note. agizin, how the order of the information has been
! changed, but the meaning of th.e senteliee is the sarrie.

?*L insn'er: trio long bones. Tfie answer is in the second half of paragraph C, The use ‹at the colon is important here. The answer
therefore needs tobe ali explanation of the word i'o›nei-i. It is important to check thework liinit, not all ot the information about
vomers inthepassage can be included here.

Questions 25 — 28
25. Answer. B.The answer is at the end of paragraph D.E is incorr•-ct as this refers to lizards, and not to dinosaurs. See the middle
of paragraph D.

26. Answer: G. The arise er is in the third sentence of paragraph E.' All dinosaurs hada ye.lvic girdle with each ,ride comprised o[
three bones. (i.e six bones). the answer is noi A, because in tne first sentence it says that dinosau:s nre divided into *wo orders,
and in para graphF that Saurischia was divided into tWo suborders, bur, in paragraph G, Ornithischia into three suborders.

27, A nsu'er: H. The ans yer can beI ouuJ in par tgraphE It is irriporiant to Oote tire worst «o /‹le in the first part ref the sentence.C
isi ncorrect, because tooth cou l5 {3e ggavy.

28. Ans\**r:F TI* Ansher is in pat«graph G. The first Smart of the sentence refer's to the otnltñopods, the seeend part to th°
tiiyreopliorai s.D is incorrect, becau:;e this piirase refers to the d:›nosaurs mention.ed in the first part of the sentence, not the
second.

Ö S'yrn M cCnrter& Jiidi lh heh

 IELTS t••Ji•sT bts
Reading Passage3

Questions 29 — 32
*9. Ans»'er: Yes. The answer is in the list sentence of paragraph 2,

30. Answer: Not Given.

31. Answer: Yes. The answer is at the beginning of paragraph 3; 1690 is in the 17* century.

32, Answer: No, The answer is in ihe first sentence of paragraph 4; it is not strange but understaMable that people are sceptical.

Questions 33 — 36
33. Answer: D. The answer is in paragraph 4, in the second sentence,A is incorrect because coniùining me senses iii ri pub lie
display in the passage, does not have the same meaning asA.B is inconect, as the passage does not mention frequency.C is
incorrect, because the word involuwarr does not have thesame meaning esinthepassage.

34. Ansyer: C. The ansver js to be f0und inparagraph 5, in both the second and thethird sentences,A is incorrect, because the
passage states that they did have these abilities.B is incorrect as the meaning of well-documentediz recorded th clelail. And D
is incorrect, because there is no mention of any agreement in the text.

35. Answer: C, Paragraph6 talks aboilt Wassily Kandinsky, and the answer is in the last sentence.A is incorrect, as he was aia
perfomiaiice, not in one.B is not right, because/amid does not have thesame meaning astounded.D is incorrect, because it is
not complete.

36. Answer: A. The answer is in pm*agraph ’/, in the second sentence.B is incorrect, because it is the knowledge that isa revelation,
not the people.C is not right, because no mention is made ofinferiority or superiority, And D is not right, because there is no
mention of this.

Questions 37 - 40

37 — 40. Answers: A, C, E, F.The answers can be found ifi paragraphs 7. A and F are in the fifth sentence of paragraph 7.E in the
fourth sentence of the same paragi‹iph.C is at tire end of the paragraph. The distracters are wrong fortheZollowing reasons:
B is incorrect, because inparagraph7 it says: It is not unusualfor people who have synuesihesia to be creative.....'.D is
incorrect, because it is the condition not the people that have thearawbacks. (see the first sentence of para•raph 8). And G
is not correct, because as tile last sentence of paragraph8 says, the link between colour and writing is not meant literally.

130 O Sam McCarter& Judith Ash

 IELTS Raiding Tests

Key to Test6

Reading Passage1

Questions 1—10
Remember to read the summary through quickly to gel an idea of the overall meaning inthetext. Then complete theblank spaces.
Look at the Key for the second Reading Passage inTest 1.

1, Answer: Imagine.

2. Answer: citizen.

3. Answer: crocodile.

4. Answer: obelisk.

3. Answer: olielisfi. Remember that the instructions said that you could usea word more than once and this is it. Note that the
wordfeatures isa verb. Therefore,a noun asa subject is required here.

6. Answer: Pharaoh.

7. Answer: uprising.

8. Answer: mind/minds.

9. Answer: propaganda.

10. Answer: subtle. If you read thegap-filling exercise, without looking at the passage, you may come up with theadjective good,
but the word good is not in the passage. Still this should help you to find the answer, as you read the text.

Questions 11 - 14
11. Answer: D, The answer is in paragraph 5: ›royaganda is simply a process ofpersuasion.

l2. Answer: D. The answer is in paragraph 5, in the last sentence. You have tobe careful here as the inclination for most people is
to putC as the answer. However, thewriter is talking about the time before 1914, Compare theuseofthepresent simple when
yoodescribe the graph inTaskI of the w uting Test: The graph ifioiys..., From 1950 to J960 sn/eJ raise.... lv ihe latter case the
present simple is used todescribe the past! You could in the latter case use the simple past. Also look at newspaper headlines.
Note also the first sentence ot the next paragraph: It is unlikely... Ihat yropagondai ill ever‘ be reliyhilitated ysa rieiifrril
‹oncept (i.e. as it was before 1914),

13. Answer: A. The answer is in paragraph 7. Note thatB and C are the opposite of the answer andD is obviously nonsense.

14. Answer: B. The answer is in the last sentence of the last paragraph. The expression to be haâ means tobe deceived. Note that
the pubIic knows thedeception is happening and agrees to it- byt we don ’i know ifthey rrre luipy)' about it.

O Sam McCarter& Judith As ft 131

Beading Passage2

Questions 15 — 21

15. Answer: English lexicographer. The answer is in the first line of paragraph 1. Note you cannot put thew ordg rea
i because of
theword as.Nor canyou usetheword lexicogrepher on its own for the same reason.

16. Answer: (of) human knowledge. The answer is in the first sentence of paragrapij 2.

17. Answer: advent ofprinting. The answer is towards theend ofparagraph 2. Note you cannot use theword rric'men toa.;, because
of thephrase tii/ imponant. Some may betempted towriteJrs/ reuoltition v'hich is found in thelast sentence of the pata graph.
The advent ofprinting is the first revolution in information technology, but if you use the phraseJiri revolution, the sense of the
sentence is not complete.

18. Answer: Renaissance man. The answer is in the second sentence of paragraph 4.

i9. Answer: easy access to information/easily accessible information/easy information access. The answer is iii the penultimate
sentence of paragraph 4.

20. Answer: all•hnowing. The answer is in the last sentence of paragraph 4.

21. Answer: stream ofinformation. The answer is in the first sentence of p‹xi’sqiepñ S.

Note that in this section you are scanning the text for specific information. Note that sometimes the sentences for
completion inthe exercise may cor.tain synonyms ofwords in the reading passage. Or the sentence forcompletion may
bea paraphrase of the text. Be prepared tos Gan Notmeaning, nut no/jui/ words.

Questions 22—25
22. Answer: themost singular failure. The answer is in !he last sentence of paragraph 5.

23. Answer:a natural ftuman instinct. The answer is in the first sentence of paragraph 6. Note theparaphrase here inthe question.

24. Answer:a vortex/a veritable vortex/a large information machine. The answer is in the middle of paragraph 6. Note the
Word limit means you have tochange theword order for the second alternative.

23. AnSwef: disillusionment and st 'Ss. The cnswer is in the ,let sentence of paza•r ph 6.

Questions 26 - 28

26. Answer: No. The answer is in the first sentence of paragraph 7.

27. Answer: Not Given.

28. Answer: No. The answer is in paragraph 9.The phrase not all it is cracked up Io be means notasgood or- beneficial as people
believe.

t32 O Sam McCarter & Judith Ash

Reading Passage3

Questions 29-33

29.Answer: C.
30,Answer: E.
31.Answer: B.
32.Answer: D.
33.Answer: A.

Questions 34-37
34. Answer: Not Given. The answer 'is in paragraph 5. Séan thetext for the name andthedate. We have only informaiion about
people living in the castle before 1639. The text mentions thecastle fell intox state of disrepair, but nctlalng about people living
there. Note thedouble negative in the statement.

35. Answer: Yes. The answer is in the last sentence of paragraph 5.' ... i/ iJ re‹/ofeni o/aunt/tera be, nnotliei- dream.

36. Answer: Yes. The answer is in the first sentence of paragraph 6:... 1500-old iiico means more than 1500.

37. Answer: Yes, The answer is in the first sentence of paragraph 7.- Coveriie mice said... Bta it i,s certainly well ivurifia visit.

Questions 38—40
38, Answer: A.The answer is in the latter halfof paragraph 7. It isa summary ofthefeelings described in this part of the test.B and
D are basically the same and so neither of them can be theanswer! AlternativeC is obviously wrong.

39. Answer: B.

40. Answer: D, AlternativesA andB reflect only part of the text. As for C. the direction of theyou rriey is West toEasi!

O Sam McCaner& Judfth Ash 133

Reading Passage1 ,

Questions1 —8
Note that each passage in this practice test has a section on headings. Some candidates make themistake of reacting
emotionally to this type of question. If they see it in the first reading passage, they then go to the next one and do the
tirst passage last. This is not wise. The questions relating to the passages become more difficult. So candidates reduce
their chances of obtaininga high score, It is, therefore, better to approach thepassages logically; and to train oneself to
do so. In this test, you cannotjump totheendaseach p‹issage lists lieaâfin.gs.

1. Answer: viii. The snswer is not heading xii. The text does notsay whether Lotte wasa postgraduate student or not.
Also beinga student relates only to part of the information in the paragraph.
2. Answer: v. Some people may be tempted tochoose xiii as the answer. This heading is not possible, as the paragraph
is talking abouta change ininterest from socio-lin8uistics to texts and the book. So it is the opposite of the answer
which is required.
3. Answer: x. Headingi is not possible, because it refers only topart of the information in the paragraph. It is part of
the development of Wytze's work and is part of the subsidiary information yhich gives you the correct heading.
4. Answer: vi. Heading vii is incorrect, because there is no indication as to whether the work mentioned is to be
published or not.
5. Answer: ii.
6. Answer: ix,
7. Answer: xiv. Again, the distracter iv is not possible, because Wytze's research was not restricted to Oxford. Nor
does the paragraph just talk about research.
8. Answer: xi. Heading xv relates only to one piece of information in the first sentence. Be careful with reading only
first and last sentences of paragraphs to work outa paragraph heading.

The passage is long, but the headings arefairly straightforward.

134 O Sam McCarter& Judith Ash

 Questions9 — 14
9. Answer: Yes. The’answer is in paragraph A.
10. Answer: Yes. The answer is in paragraph B. Note thephrase prior to, which means before.
11. Answer: No. The answer i,s in paragraph C; in the latter half of the first sentence. Note how the word should
indicates Wytze's opinion, not the writer's.
1.2. Answer: Not Given. Look attheinformation in paragraphsE and F.
13. Answer: Yes. The answer is in par agraph H, Note that Lotte worked inAm.sterdaru only during pan of the 60s and
70s.
14. Answer: No. The answer is in paragr‹iph 1.

Question 15

15. Answer: A. The answer here is fairly obvious.

Reading Passage2

Questions 16 - 28
16. Answet: i. Headingx is not a suitable iliiswer. It has just been tilted from theintroductory sentence of theparagraph. Be careful
with relying on reading jusl the first and the last sentences of paragraphs.

t7. Answer: vi.

18. Answer: iv. Heading ii does notwork, as it relates only to one piece of information in the paragl aph.

19. Answer: viii. Heading vii is not correct. because it again retries to one detail in the paragraph.

20. Answer: ix. Headingv relaxes only toa detail in the paragraph.

21 Answer: Yes. The answer is in the latter half of paragraph A.

22, Answer: Yes. The answer is in paragraphB and therest of rhe passage after that. Note how thestatement in the exercise is very
wide,i e. general. It covers/paraphrases the meaning intheparagraph.- ... ,iom‹i/ring rioiiientr›uy had occurred .. ... to wipe oi‹i
yarty ideolog y, i.e. it af-fected it.

23. Answer: Yes. The answer- is in the first sentence of pariigraph C.

24, AnsWOF: Not Given. The answer is in paragraph E. The text does not say anythin about thc Independent Whips having large
co0i U 8!**S. We can work outthat most owned land, invaringfy counI rygentlemen, but we know nothing about theestates
themselves. Note incidentally that the exercise says all as opposed toini›yriahly coumry grnilemen, I.e. most. However, we are
looking at the whole statement not part of it, so the answer cannot be No.

25. Answer: Yes. The an,swer is at the end of paragraph E.

26. Answer: No. The answer is in paragraph F.

27. Answer: Not Given. See theend ofparagraph F. We do not know if Harris's analysis was used by hamier to suppori his views.
We only know theresults of Harriss analysis.

0 Sam McCarter R Judith Ash 135

Reading Passage3

Questions 28-35

30. Answer: vi.

32. Answer: ix.

33. Answer: i.

34. Answer: xi.

3j. Answer: iv, Note that xiii is not the answer. The piiragl-apla is not ‹i£aout ri .iit'iii iii,# y›‹•nrfii/Ann, The pendulu inh‹is
swu nd frorn one side to the other.

Questions 36—4O
36. Ansz'er: D, The ansWer is ir paragraph A.A is not suitable, because the text talks iiboui the cli:inge 'ii attitude being biought
about by //ia ‹lem ysiification o/iiiedic'i, ie.B is not suitable. because th.• text blocs not say whether theattitudec hange has ledto
a considerable inaprt ye ment, And C i.s nonsense.

37. A nswcr: A. The ‹insover is iii paragi-apJ F.£ is nor suitable, because il is the opps.site ofz thai is in the ten t.C is not suitable,
becat*e it is the opposite; compare II. As for D; the text is neat i:bout all ine‹1ic,i1 personnel, but about doctors.

35. ,Answer: D. Alternati :eA i not su itable, because the writer indicatest hrougliorit that the text *hat he is t'or the changes;
nowhere does it indicate that he has not made wp hisinin‹i about them. P• is not suitable, because it coutradicts the writer's views
•iudC is trot en itiib Ie becati:›e. from thetone of the pss°eee,it is c!eai that lie supptarts the men s lres.

59 A sewer: A. Alterl4iitiveB is not suitable, becailse this heauing relates to only pairi of the iclea in the text. The i eadin2 in
ul ter nativeC ‹toes not relaie to the text. The passage is about the sfiifi toa more patient oriented service rather thana gen-•ral
look 4i ir•di°at training. As t-egaids D, the text d‹›es not in‹1icate this at all. Noteay nncree isa cii/e all.

40 Answer:B A is net suit•tbIe, because the writer is del initcJy not Sriticisiiig the change in aititude. Note that riic rexr is primarily
* *h° h*f^ in P‹'blic attitude, and not about developments in me‹liciiie (See 39A).C is not s«itiib1e, its the text does not talk
:ibout the need for changcs, buta change that has taken place. AlternativeD does not relate to the text.

Note how theanswet hererefutes to the answer for39a hove. The purptise helps to tive yer:a title for the passage

136 O S ant McCaner& Judith Ash

key to Test8

Reading Passage1

Questions1 —6
1. Answer: No. The answer is in paragraph 1. The answer is at the end of the second sentence,- ..., mud yo› cenrfJ, and itsfirst
excursion this century outside the literature of the Myseutii, iii Cliri,itoplier Hi/ Perl’sn • ñi•grar£y O/ Georye III.

2. Answer: Yes. The ansyer is in the last sentence of paragraph 2. The writer points out the review was anonymous when
published and then gives the name oftheperson who wrote it.

3. Answer: Yes. The answer is in the last sentence of paragraph 2. See number 2.

4, Answer: Yes. The answer is in paragraph 3.

5. Answer: No. The answer is in paragraph 2, Note that Murray is the publisher. The book was written by Richard Ford.

6. Answer: Not Given. The text does not give any indicationa boot the omount of money involved.

Questions7 - 10
7. Answer: i'£ing’s library. The answer is in paragraph 4. Note theanswer is not Notes& Queries.

S. Answer: munificent gin. The answer is in paragraph 4.

9. Answer: absolutely unfounded. The answer is in paragraph 6.

10. Answer: involved in the plan. The answer is in paragraph 7.

Questions 11 — 14

11.4 nswer: C. The answer is at the beginning of paragraph 8.

12. Answer: C. The answer is in paragraph8 in the part of the text that is inside the parenthesis at the end:u ,syggestion ... that is
supportedby .

I3. AnSWer: B. The answer is in the first sentence of the last paragraph. Note theword obscui-e tneans iiticlear.

l4. Answer: A. The answer is in second sentence of the last paragraph. Note that the word verer«ii does notmeano Idhere, but that
Coker had beena politician fora long time.

fi Sam MeCaner& Judjtti Ash 137

Questions 15 - 21

i5. Answer: vii.

i6. Answer: vi.

17. Answer: xi. Heading ivisnot suitable as it does not really talk about the countryside, but the noise there. Nor is there any
mention of beauty.

18. Answer: viii. Heading ixis not suitable as the paragraph does notjust talk about restaurants.

19. Answer: x.

20.Answer: iii.

21. Answer: i.

Questions 22 — 27
Note that you can useA as the answer more than once.

22.Answer: K. The answer is at the end of paragraph B.

23. Answer: A. The passage does not give any solution for cinemas. See paragraph E.

24.Answer: D. The answer is in paragraph G. Restaurants are talked about in paragraph E, but the solution is given inparagraph G,

25. Answer: P.The answer is in paragraphG in the second sequence.

26. AnSWer: L. The answer is in paragraph D.

27, Answer: A. The passage does not give any solution for shops.

Reading Passage3

Questions 28-31
The answers to this section are all in the first paragraph.

28. Answer: No.

29.Answer: No. Note that the text says mm deplore. This sentence is in effect like the first sentence of an although clause: A/rfin«gh
they depfore, .... Note theword Butat the beginning of the last sentence of the paragraph.

30. Answer: No. The answer is in the last two sentences of the paragraph.

31.Answer: Not Given.

138 0 Sam JvtcCaner& Judith Ash

IELTS gesdirg Tests
Questions 32—40
32.Answer: boon. The answer is in paragraph 2.

33. Answer: marginalised. The answer is in paragraph 3. The word yieri/›/tern/ (in the fifth sentence in the third paragraph) cannot
be used here, because the classics are not attacked for being so.

34. Answer: elitist. The answer is in paragraph 3, in the lest sentence.

35. Answer: damned. The answer i° in the first sentence of paragraph 4. Note thai the word minded does not fit here.

36.Answer: irrelevant. The ansyer is in the firsr sentence of paragraph 4.

37.Answer: professional. The answer is in paragraph 4.

38.Answer: argument. The answer is in the last sentence of paragraph 4.

39. Acswer: relevant/pertinent. The first aaswer is iii thc last sentence of paragraph 4. The word perrineitr is in paragraph 5.

40. Answer: lost. The answer is in paragraph

Sam McCarter& Ju‹Jith Ash

Key to Test9

Reading Passage1

Questions1 —6
1. Answer: :xii. The word panacea occurs in the paragraph, but the whole paragraph is not about this and so headingi is not the
ansz'er.

2, Answer: iv. Headingx is ob viously wrong asit relates only toa detail in the last sentence of the paragraph.

3. Answer: niii. The ansv'er is not heading ii as this relates only toa pan of the information in the paragraph, i.e. the second
sentence.

4. Answer: vii. Note that heading vi is not the answer as theparagraph does not contrast needles with fingers, In the last sentence
of the paragraph, it states only that shiat8u uses the same points and energy lines as acupuncture.

5, A riswer: xi. The answer is not neading x, because it relates to only pan of the intormation in the paragraph. It is information,
which is subsidiary to the meaning of thewhole paragraph. 3ee the answer forparagraph fi in2 above.

6. Answer: ix. The answer is not heading v. Nor is besdirg vi the answer astheparagraph does not contrast the use of fingers and
needles.

The passage is long, but the headings are fairiy straightforward. Note also that there are fewer questions for this reading passage.

Qu•stions7 - 10
7. AnsWer: D. The answer is in paragraph C.

8. Answer: H. The answer is in paragraph D.

9. Answer: B.The answer is iq paragraph E, Note thatE is not the answer. Compare theinformation with the passage,

10. Answer: C,The answer is in paragraph G,

Reading Passage2

Questions 11 - 18

Please note tEat the instructions alloW you to use atiy heading more than once!

11. Answer: iv. ParagraphB talits about the problems relating to SATs. There isa hint in the first paragraph of the yriter's
antipathy to testing. Then, inparagraph B, he says that SATS purport to (i.e, claim to, with the claim being false!). Note how
paragraphB is divided: look at the information before and after the word Refin the middle of theparagraph. As the focus is on
the latter part of the paragraph and given the use of the wordpurport as above, heading xi cannot be theanswer.

12. Answer: iv. ParagraphC also talks about the problems relating to SATs! Be careful as the paragraph is not primarily about
MCQs! Theinformation relating (o MC Qs issn b8idiary to the meaning ofthewhole paragraph, i.e. that there are problems with
SATs.

140 O Sam McCaner& Judith Ash

13. Answer: xii. ParagraphD covers the failings of MCQs. It is very siiriilat to Paragraph B andC in this respect. lt does not give
the theory behind MCQs, sobeading ii is not possible.

14. Answer: xiv. The distracted here is heading x, Note that the first sentence is only the introduction to the paragraph. Beware of
just looking at first and last sentences to work outheadings!

15. Answer: i. The distracted‘ here is heating vi. The paragraph does not mention anytliing abouta need fOrcomputer assessment.

16. Answer: ix. This should pose no problems.

17, Answer: vii. Headingv is not suitable, because it talks about psychometric testing in the foture, riot about misuse of testing in
schools,

18. Answer: viii.

Questions 19 - 23

19. Answer: an obsession/rather an obsession. The answer is in the first paragraph. The word obsession indicates the writer's
negati ve attitude tow ards testing which is indicated throughout thepassage. See number II above.

20. Answer: theUnited States. The answer is in the first sentence of paragraph B.

2l, Answer: thebetter-off/better-off children/middle-class children. The first answer is in the first sentence of paragraph. C.
The second answer is in the second sentence of paragraph. C. Note the answer is not yoor students, which is found at the
beginning of the second parugraph. The tests only claim tohelp such students; the writer does not say that they do so. Note the
word limit.

22. Answer: [the] convenience. The answer is in the last sentence of paragraph F.

23, Answer: theworkplace. The answer is in the first sentence of paragraph C,

Questions 24 — 26

24. Answer: No. The answer is in the last sentence of paragraph G.

25. A.nswer: Not Given, The text does not say anytliing about the information in this statement,

26. Answer: Yes. There is evidence thtoughoot the passage. For example, look at 11 and 19 above.

Reading Passage3

Questions 27—32

27. Answer: Not Given. The first sentence of the first paragraph tells us that Withgensieiri fits been regarded as one of
themajor¡Philosopher-.s .. ... The text does not tell us whether Wittgenstein was a moral philosopher or not.

28. Answer: Yes. The answer is in paragraph 1.

29. Answer: No. The answer is in paragraph 2.' Pittgenstein is both Itighly critical and at the same time greatly
a‹tmming ,... Therefore, his admiration is not total.

o set Mccarier& Judith Ash {4}

3o. Answer: No. See theend‘of paragraph 2.

31, Answer: Not Given. The text does not say anywhere whether other people support Freud's theory or not,

32. Answer: Yes. The answer is at the end of the third paragraph. Note be/rave* u* means we mon.

Questions 33—40
Remember toread through the summary iocheck thetype of word that is required. All of the words come from thelast paragraph.

33. Answer: Freud's. Note theword hisattheend ofthesentence, v'hich should indicate thata name is required hete.

34. Answer: explaiaiog

35.Answer: redescribing.

36. Answer: picture.

37. Answer: therapeutic.

38. Answer: unique

39. Answer: patient

40. Answer: insight(s).

142 O Sam McCarter& Jtidirh Ash

 Key to Test 10

Reading Passage1

Questions 1-4

1, Ans»er: redeeming features. The answcr is in the first sentence of the second paragraph. Note that the word no is not needed
intheanswer.

2. Answer: overreact/ they overreactftend to overreact. The answer is in the fourth sentence of the second paragraph.

3. Answer:a bad name, The answer is in the first sentence of the third paragraph,

4. Answer: redress the balance, The answer is in the fourth paragraph.

Questions5 — 10

The answers forthis section are found in thefifth and sixth paragraphs.

5. Answer: order/insect order,

6. Answer: problem(s).

7. Ansyer: pest controPcontrol. Note you cannot put theword ii‹ii«ra/ here as you would then exceed theword limit. The phrase
natural contra/ prr›grurnmc.r would notwork either. The second answer is possible, but not is not as good asthefirst one.

8. Answer: queen/single queen.

9. Answer: aggressive.

10. Answer: defensive.

Questions 11 — 1$
The answers forthis section are found in the seventh paragraph.

11. Answer: emerge.

l2. Answer: grubs/eggs.

13 Answer: larvae.

l4. Answer: mate.

15. Answer: perishes/dies.

16. Answer: hibernation.

O Sam McCarter& Judith Ash 143

Reading Passage2

Questions 17 - 24

The headings in this section should not be too difficult. However, there ate more of them to choose from, which may make the
exercise appear diffi
o ult.

17. Answer: i. Heading xi is obviously v'rong, because it relates only to part of the paragraph and is subsidiary to the main idea.
for 'Is xiii correct for the same reason.

l B. Ansyer: vi.

19. Answer: ix. Heading ii is obviously wrong, as it is the other way round. Nor is xvi suitable, as it is an afterthought added on to
‹he second example of theparagraph. Does it relate to the surgery example?

20. Answer: x.Heading xv relates only toa detail in the paragraph, so it is obviously wrong.

21. Answer: iv.

22. Aeswer: xiv.

23. Answer: iii. Headingv is wrong, as it is justa phrase lifted from theparagraph.

24, Answer: xii. Heading viii is obviously wrong, as it relates only toa detail. Keep this heading inyour head and read through the
paragraph. Does it summarise alf the information?

Questions 25 — 27

25. Answer: Yes. The answer is in the first sentence of paragraph C.

26. Answer: Not Given. Look atparagraph E. There is no men Pion of the information in this statement.

27. Answer: No. This is obvious from thewhole passage. See especially the last paragraph.

Reading Passage3

Queüons28-33
28. Answer: No, The answer may be found in thesecond sentence of the first paragraph.

29. Answer: Yes. The answer may be found atthe end of thefirst paragraph.

30. Answer: Yes, The answer may be found at the end of the first paragraph find the first sentence of the second paragraph.

31. Answer: Yes. The answer may be foan¢inthesecond paragraph. The paragraph gives you a brief tour of the Gallery.

32. Answer: Not Given. There is no indication in the passage about the reacüon of spectators.

33. Answer: No. The answer may be found inthemiddle of thesecond paragraph. No te the word moed means makefun of,

144 O Sam McCorter& Judiih Artt

Questions 34—37

34. Answer: C. The answer may be found inthesecond paragraph. You need tocheck thewhole paragraph.A andB are obviously
wrong, as the Gallery containsa range of different types of paintings (compare this question With number 31 above), which
come from different periods. As for D, there is no mention of this in the text.
35. Answer: A. The answer may be found in the.second paragraph. Compare this question with 30. The answer to this question
givesa specific example ofthegeneral idea of the article as expressed innumber 30. B is not correct. because the passage does
not say this as regards the Gallery - remember that the removal of theicons to the Gallery was done tominimise thereligions
aspect of rhe icons.C is not correct, because it is the direct opposite. AlteniativeD is not mentioned in the passage.

36. Answer: A.The answer may be found attheend of thesecond scntence in the third paragraph. The teit says icons mainly /rom
theI S" tothe1 7" ceiiri‹rr, soB cannot be true. As for C, the passage does not say anything about this. If you look at the last
sentence of the third paragraph you can see that the monastery building was not destroyed, soD is wrong.

37. Answer: C. The answer may be found in the last sentence of the ihird paragraph. Note thatA is not the correct
answer, as the original architects are not praised. AlternativesB andD are obviously wrong.

Questions 38—4fl
38. Answer: human motherhood. The answer is in the second sentence of the penultimate paragraph. Note the
answer is not Mother ofGod.

39. Answer: humanistic interpretation. The answer is found inthefourth sentence of the last paragraph.

40. Answer: hero. The answer is in the last senlence of the last paragraph.

O Sam McCarter& Jtjdilh Ash 145

Appendix

Module taken tshade one box below): Version number:

Please artef the number
in the boxes and sl1ade
Academic @ General Training m lhe number in the grid.

20
gg 23
22

gg 24

Reyroiliicedb y yrrniission oftlte

tintverb ity o)’ faJnbriâ(e Local Ex‹iinrotations $ynñicaie

O Sam McCarter& Judith Ash