IELTS Practice Tests Plus 3 PDF
IELTS Practice Tests Plus 3 PDF
IELTS Practice Tests Plus 3 PDF
Katy Salisbury
.. _
;Tests.coro
Complete IELTS Reading and Listening papers
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Practice tests follow the same format as the
real exam
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progress for each part of the exam.
Retake tests to focus on specific exam parts
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Margaret Matthews
Katy Salisbury
Weidenfeld and N1Co_lson (McGaugh,_ J. 2003) PP.40Q Weidenfeld and N1colson, an irnpnnt of The Orion ~ c_opyright
ducation Limited
Group. London; Extract on page 45 adapted frorn H~~shing
Pearso n E
Ed1nbur9h Gate
Bananas?. Prof1le_ Books (Berners-Lee. M. 201 O) oc. 146_ 14 d Are
Harlo~
copyr1ght ~ Prof1le Books; Extract on pages 47-48 ada
8.
Essex CM20 lJE
"The Pottery-Producing System at Akrotin: An mdex of~t1 from
England
ed companies throughout the world.
and Social Acuvrty". The Thera Foundat1on (l Katsa-Tom~ra~nge
and .AsSO''t
copyr1ght ursa Katsa-Tornara. Extract on pages 61-62 ad
www pe.lrsonelt.com
from Hope for Animals and Their World, lcon Books (Jane ~Pted
with
Thane Maynard and Gail Hudson 201 O) pp.19-22, copy~~ll
e> Pearson Educat1on umned 20 l \
2009. Reproduced courtesy of lcon Books, London. UK
g t
n ht of Margaret Matthews and Katy Sahsbury to be
.
Extract on pages 69 70 adapted from "A reputation in taers"
~~t1ied as authors of th1s Work has been asserted by them in
New Scientist. 29/05/201 O. pp.26-27 (Ward, B.), copyright 't
~~ordance with the Copynght, Oes19ns and Patents Act 1988.
New Scientist Magazine; Extract on pages 81-82 adapted from
All rights reserved: no part of thrs pubcanon may be reproduced,
"Music retailer - a new-~ech pioneer", Brisbane Times. pp. l-2
stored m a retneval system. or transmitted in any form. o~ by
(Rod Myer. 201 O). copynght Rod Myer. a Melbourne writer and
any means. electronK, mecharucel. photocopyinq, record1~9. or
journalist; Extract on pages 86-87 adapted from Thames: Sacred
otherwise without the pnor wntten perrmssron of the Pubhshers.
River. Chatto and Windus (Pe ter Ackroyd, 2007) pp. 162 -165.
Copyright
Peter Ackroyd 2007. Reproduced w1th perm1ssion of
First pubhshed 20 l l
The Random House Group and She1I Land Associates Ltd; Extract
Fourth impression 2015
on pages 89-90 adapted from "Diminutive Subjects, Design
Strategy, and Driving Sales: Preschoolers and the N1ntendo DS" by
ISBN: 978-1-4082-6790-5
J. Alisan Bryant. Anna Akerman, Jordana Drell, http://gamestud1es.
Book with key and Mult1-ROM and Audio CD pack
org. Reproduced by permiss1on of Dr Alisan Bryant; lnterview on
Set in l0.5pt Arial Regular
page 99 adapted from Bird Table, Wmter 2009, BTO (M1ke Toms.
Printed in China
2009) pp.15-17. copyright The British Trust for Orn1thology;
SWTCJ04
Extra et on pages l 00- l O l adapted from Poverty and Reefs Vol 7
A
Global Review, OFID / IMM Ltd (Whittingham. E . Campbell,
Photocopying: The Publisher grants permission for the photocopying
J. and Townsley, P.) pp.3 & 31-34, copyright
2003 IMM Ltd.
of those pages marked 'photocopiable' accordinq to the follow1n_g
Exeter. UK; Extract on pages 104- l 05 adapled from Cognitive and
conditions. Individual purchasers may make copies for use by t~~ir
Language Development in Children, Open University (Oates. J and
staff and students, but this permission does not extend to additional
Grayson. A. 2004) pp.288-293. Reproduced by perm1s~ion of The
institutions or branches. Under no circumstances may any part of
Open University; Extract on pages l 07 -108 from Leammg f~om
this book be photocopied for resale.
the past, Penguin Books (J. Diamond, 2005) pp.5-15, copynght
Acknowledgements
Jared Diamond, 2005. Reproduced with permission from Jared
Oiamond and Pengu1n Books Ltd; lnterview on pages 114-115
For Hannah and George
adapted from "Cut costs and time, not corners". The Observer
The authors would like to thank the following people:
Magazine. 20/06/2010, p.32 (Dulux Advertisement Feature).
Jonathan Salisbury and the students of Mayflower College,
reproduced with permission of Dulux, ICI Pa1nts; Extract on
Plymouth and the students of Bell (www.bell-centres.com) and
pages 126-127 from "Talking Heads", New S~ien~1st, 29/05(201 O,
lnternational House, London for their valuable help in trialling
pp.33-35 (Kenneally, C.). copyright New Setent1st Magazine;
writing and speaking papers; Rosemary Coop for her hard work
lnterview on page 137 adapted from 2009 Ashden Awards Case
produong detarled answer keys and offenng general advice;
Study by Vincent Stauffer, copyright e The Ashden Awards for
Malcolm Fletcher for his helpful comments on reading tasks.
Sustainable Energy, www.ashdenawards.org; Extract on pages
142-143 adapted from "A cave man blinking in the light", The
We are grateful to the following for permission to reproduce
Economist,
08/05/201 O, pp.83-84, copyright~ The Econom1st
copyright material:
201 O; Extract on pages 146-147 from The Unnatural History
Figures
of the Sea, Gata (Callum Roberts. 2007) pp.374-376. copyright
Figure on page 73 "Graduare joblessness by gender 2008
2007 Callum, M Roberts Reproduced by permiss1on of
to 2009". copyright ONS, Crown Copyright material is
lsland Press. Washington. OC; Extract on page 156 adapted
reproduced with the permission of the Controller, OHtce of Public
from 'Volunteer S19nup', MNDNR, http://www.dnr.state.mn.us/
Sector lnorrnauon (OPSI); and Figure on page 111 from The
volunteenng/s1gnup.html. copynght ~ 20 l O. Sta te of Minnesota,
Managemenr of Weeds in tmqeuot: and Drainage Channels.
Department of Natural Resources. Reprinted w1th permiss1on;
Water, Engineenng and Development Centre (Smout, l.K .. Wade.
Extract on pages 1 58-1 59 adapted from "Seven Top Tips on
P.M., Baker, P.J. and Ferguson, C M.) p 36, http://www.dfid-karHow to get up the Career Ladder". Personnel Today (Accessed
water neVw5outputs/electronic_ outputs/management_ of _weeds.
on 27 .08. l O), www personneltoday.com, copyright Personnel
pdf, copyright WEDC. Loughborough University, 1997.
Today Group; and Extract on pages 161-162 adapted from Bird
Table. Summer 2009. lssue 58, BTO (M1ke Toms 2009) pp.14-17.
Text
copyright
C The Brittsh Trust far Orn1thology.
lnterv1ew on page 14 adapted from "Jumper - down the hatch?",
28 Apnl 201 O, www.planthfe.org.uk, copyright Plantlife; Extract Every e!fort has been made to t~ace the copyright holders and we
on pages 16- 1 7 adapted from "Case study lsle of Eigg Heritage
apolog1se in advance for any unintentional omissions. We would
Trust. Scotland" The Ashden Awards. accessed on 20.07. l O,
be pleased to in~ert the ~pprop~iate acknowledgement in any
pp. l-3, copynght e The Ashden Awards for Sustainable Energy,
subsequent ed1t1on of th1s pubhcation.
www.ashdenawards.org; Extract on pages 20-21 from The
Conrexr of Organiza11onal Change, Prenuce Hall & FT (Senior, B.
and Flermnq, J. 2006) pp.7 15. copynght Pearson Education
Ltd; Extract on pages 24-25 adapted from Memory and Ernotion,
lntroduction to IELTS
Test 5
96
tisterunq module
Reading module
Writing module
Speaking module
96
4
4
4
5
5
5
6
6
7
7
Test 1
Results
112
113
Test 6
114
listening module
Reading module
Writing module
Speaking module
114
119
131
132
Test 7
133
133
139
1 51
152
Listening module
Reading module
Writing module
Speaking module
8
15
28
30
listening module
Reading module
Writing module
Speaking module
Test 2
32
listening module
Reading module
Writing module
Speaking module
32
39
52
54
Test 3
56
listening module
Reading module
Writing module
Speaking module
56
62
74
75
Test 4
76
76
82
94
95
Listening module
Reading module
Writing module
Speaking module
101
Reading module
Writing module
153
153
164
Speaking File
166
Writing'File
169
Answer Key
173
Results
ttems
Section 1
10
Oiscourse types
No.of
Task types
mulupte chotee
Sl)ffken
A
trensecuonat
ccnversanon - general
context.
''.llijitlt ....
hsten1ng for mam
ideas
Section 2
10
not~table/forn'Vflow chart/
sentence compleuon
Section 3
10
A conversation education/training
context.
2-4
summary completion
A lecture - education/
training context.
Section 4
Overall
10
plan/map/d1agram labelling
40
matchmq
classification
Up to 3 task types per passage
Task types
Passage 1
items
13-14
Text types
multiple choice
Passage 2
13-14
Passage 3
13-14
notevtable/torm/tlow
Graded in difficulty.
chart/sentence/summary
completion
..
diagram labelling
matching paragraph
headings
matching lists/sentence
endings
locating information in
paragraphs
True/False/Not Given
Ye~No/Not Given
Overall
40
INTRODUCTION
The Listening test is taken by both Academic and General Training candidates.
lt lasts for forty minutes (thirty minutes plus ten minutes transfer time) and
consists of four sections. There are a total of forty questons: ten in each section.
The recording is only played ONCE. As you listen, you must note down your
answers on the question paper. When the recording is finshed you will be given
ten minutes to transfer your answers to the answer sheet.
Sections 1 and 2 relate to social contexts, testing the listening skills you need for
survival in an English-speaking country. Section 1 is a conversation between two
speakers, e.g. two people talking about holiday preparations, and Section 2 is a
monologue, e.g. a podcast about what you can do at a theme park.
Sections 3 and 4 have a more academic or training context. Section 3 is a
conversation between two or more people, e.g. a seminar between a tutor and
a student about a work placement, and Section 4 is a monologue, e.g. a lecturer
presenting the findings of a research project.
Before each section, you will hear a brief introduction explaining who the
speakers are and what the situation is. You will also be given a short time to look
through the questions before the recording for that section starts. In sections 1 to
3, there is a short break in the middle giving you time to look at the questions in
the second half. There is no break in Section 4.
All answers will occur in the correct form in the recording (so you will not change
it), and you will only get a mark if the answer is correctly spelt. You must also
follow the instructions regarding the maximum flumber of words for each answer.
TEST 1, LISTENING
MODULE
l
Questions 1-10
Tip strip
Questions 1-1
Questions 1-10
Example
Answer
Name:
Sellna ~~~~~
Occupation:
Age group:
Type of membership:
Length of membership:
Why joined:
Kecommonded by a 5
Tennis courte
(oeceue reluctant to 7
..
Question 4
yesre
Suggestions for
improvements:
Have more 8
lnsta/19
Open
.
in the gym.
1 O . . . . . . . . . . . . . . . . . . later at weekends.
Tip strip
Question 6 and Question 9
TEST 1, LISTENING
MODULE
Questions11-20
Questions 11-16
Tip strip
Qustions 11-16
As \\1th .ill flow cnert
tasi..) h~tt?n
air
ash
earth
sticks
stones
water
ONE.
D grass
Diga pit.
Arrange a row of 11
Place 12
on top.
Remove 13
lnsert a stick.
Questions 17-18
Tip strip
Questions 17-20
In this type of rnultrple-
Questions 19-20
Choose TWO letters, A-E.
Which TWO pieces of advice does the speaker give about eating wild fung?
A Cooking doesn't make poisonous fung edible.
B
TEST 1, LISTENING
MODULE
Tlp atrtp
Outlon' 21
C/Joo
tl111
tt ron et I ttu1.
A h r ck
e
e
"'"'"'"'
1111 \'llUll\l h111.1h
\ht1t.111 .111d
l111t 111111. llth11 (N1111
th.111111'. tt1h1111.11!1111
1\
'"""
t\ ""'" '1111~1'11
ti ,,
11111Wllll1t111111111
Questlon 24
lt\11 11 hu .111.11.1pht.1w
uf 'tlt \tl111t1v
1
A, B or C
e tti
Questions 26-30
Tip strip
Questions 26-30
For matchmq exerciscs
like these. 1t 1s important
to be clear on the
specific task In this
case you must listen for
what is DIFFICULT about
each of the five research
techniques. The focus
w1ll also be indicated in
the heading of the box:
'Difficulttes'.
What did Phoebe find difficult about the different research techniques she useo?
Choose FIVE answers from the box and write the cortect letter A-G, next to
questions 26-30.
Difficulties
A Obtaining permission
Research techniques
26 Observing lessons
27 lnterviewing teachers
28 lnterviewing pupils
29 Using questionnaires
30 Taking photographs
..
Questions 31-40
Questions 31-40
Complete the sentences below.
Write NO MORE THAN TWO WORDS for each answer.
Tip strip
Question 31
Listen for a synonym
tor 'coloruse'
Question 32
Listen for a synonym
for 'illeqa!'.
Question 37
Listen for a synonym
for 'rapid'.
Question 38
Listen for a synonym
for 'novel'.
spreading.
Ecology
35 Juniper plants also support several species of insects and
Problems
are poor.
Solutions
Tip strip
Questions 31-40
Secuon 4 of the listening paper is a presentation
or lecture. Read the heading and listen carefully
to the mforrnation given at the beginning of
the recordmq. lt tells you who is talking and his/
her general subject or field. Also the first part of
the lecture rtself often qives useful mformation
about the focus.
The field of this presentation rs Environmental
Science - knowmq this will help you predict
..
TEST 1. LISTENING
MODULE
areas of England.
for seedlings.
The Academic Reading test lasts for an hour, and rt consists of three parts, so you
should spend about twenty minutes on each part. The first part is generally a bit
easier than the second and third parts, so you mrqht decide to spend a ltttle less
time on this.
As you do the test you can make notes on the question paper. but all your
answers have to be written on a separate mark sheet. so you must allow enough
time to do this.
The test has a total of 40 questions, so in two of the sections there are 13
questions, and in one there are 14 questions.
Reading passages
The reading passages in all three sections are of a similar length, each one
consisting of between 750-950 words. The first passage is usually more factual
than the others, and the third contains more opinion. There is a range of topics.
and these might be related to any academic subject area, such as natural sciences,
history, archaeology or education. However, the subject matter of the passages is
not highly technical, and should be accessible to any IELTS candidate, whatever
their personal educational history.
Reducing electricity
consumption on the Isle of Eigg
Background
The 1 le of Eigg is situaied off the West Coast
of Scotland, and is reached by ferry from the
mainland. For the island community of about a
hundred resident it has alway bccn expensive to
irnport products, materials and skilled labour from
the mainland, and this ha encouraged a culture
of self- ufficiency and careful use of resources.
Today, although the island now has most rnodcrn
convenience . C01 emissions per household are
20 percent lower than the UK average, and
clectricity use is 50 perccnt lower,
Questions 1-7
Tip strip
Questions 1-7
Onl} choose words
ot numbers whrch
appesr in the readmq
passaqe Don 't use your
own words
Doo't rnake any
changes to the words
from the read1n9
passage. For example.
don 't change a singular
noun to a plural noun.
You can use fewer
words than the
maxrmum number
rn the instructions.
Don': write more
words than the
rnstructions tell you
Question 1
Apart from wind and sun, where does most of Eigg's electricity come from?
What device measures the amount of electricity Eigg's households are using
When renewable energy supplies are insufficient, what backs them up?
What has EHT provided free of charge in all the houses it owns?
Which gardening aid did sorne Eigg inhabitants claim grants for?
..
Questlons 8-13
Tip strip
Do tne following statements agree with the information given in Reading Passage 1?
Questions 8-13
The statemento; follow
the order of the
informanon in the
reedinq passage
Sorne of the words m
the statements might
be the same or sirmlar
to words in the readinq
passaqe, whether the
statement is true, false
or nor 91ven.
Read the whole
statement carefully
before you decide
whether it matches
information in the
reading passage
or not.
Question 8
There are several references
to 'electricity grid' in the
reading passage. Look
at each one in turn, to
find where the answer
to Question 8 is.
Question 10
Look carefully at the
words in the reading
passage to see whether
there is a word or phrase
with a similar meaning
to 'rnain'.
Question 12
When the reading passage
mentions electricity
prices. it uses the word
'equitable'. Even if you
don't know this word,
you can probably guess
its meaning.
Write
TRUE
FALSE
NOT GIVEN
Electricity was available for the first time on Eigg when a new grid was
switched on.
TEST 1,
READING
MODULE
You should spend ebout 20 mmutes on Questions 14-26 whch are based on
Readmg Passage 2 below.
oricnred time. as conrrasred with the taskorierucd and product scrviccs-oricntcd times
of thc pasr.
F Today, in the post-industrial
..
TEST 1,
READING
MODULE
Questons 14-18
Reading Passage 2 has SEVEN paragraphs, A-G.
Tip strip
Questions 14-18
This informat1on does
not appear m the same
order as 1t does in the
reading passaqe.
To md where the
answers are. look for
words with the same or
similar meanings as the
words in the questions.
You may have to read
several sentences
before you can be sure
you have found the
appropriate section in
the reading passage.
Question 14
The question has
'oredictions'. so find a
paragraph which contains
more than one of these.
Question 16
The word 'warning'
does not appear in the
reading passage. so
you have to look for the
same idea expressed in
an indirect way.
Find references to
future developments
which might have
negative consequences.
Question 18
To find the answer,
look for a phrase with
a meaning similar to
'nota high priority',
or any references to
customers' needs.
Questions 19-23
Look at the following characteristics (Questions 19-23) and the list of periods below.
Match each characteristic with the correct period, A, 8 or C.
Write the correct letter, A, B or C.
NB You may use any letter more than once.
19 a surplus of goods.
20 an emphasis on production quantity.
()
List of periods
A The agricultura! age.
C The neo-industrial
age.
Tip strip
Question 19
Questions 19-23
TEST 1, READING
MODULE
Question 21
Look for a word which has a meaning
connected to 'proximity'.
Question 23
Look for words with a meaning similar to
'new products.
Questions 24-26
Tip strip
Questions 24-26
You can see from the
summary tille that 11
rs about the present
time. so look far the
answers rn the last two
paraqraphs.
and
TEST 1,
READING
MODULE
You should soend about 20 minutes on Questions 27-40. which are based on
..
TEST 1, READING
MODULE
Questions 27-40
Questions 27-31
Choose the correct letter, A, B, C or D.
29 In the fifth paragraph, what does the writer want to show by the example
of staircases?
B Activity in the brain gradually moved from one area to other areas.
C
O
TEST
1, READING
MODULE
Questions 32-36
Do tne
32 The training which Kami and Sagi's subjects were given was repeated over
several days.
33 The rats in Weinberger's studies learned to associate a certain sound with a
specific experience.
34 The results of Weinberger's studies indicated that the strength of the rats'
learned associations increases with time.
35 lt is easy to see the evolutionary advantage of the way lasting memories in
humans are created.
36 Long-term memories in humans are more stable than in many other species.
Questions 37-40
Complete the summary using the list of words, A-1, below.
Long-term memory
Various researchers have examined the way lasting memories are formed.
Laboratory experiments usually involve teaching subjects to do something
ti
37
The fact that humans share this trait with other species, including animals
with 39
in
B easy
large
O late
F new
G recently
H small
1 quick
E lengthy
The Academic Writing test lasts for an hour, and consists of two parts. The first
part is shorter than the second, and carries only one third of the marks, so you
should spend about 20 minutes on this part and 40 minutes on the second part.
Far each part you should allow enough time to plan what you are going to say
before you begin writing, and to check what you have written afterwards.
Task 1
In the first part, you have to write a mnimum of 150 words altogether. You are
presented with a visual which you have to describe in words, providing a general
overview with supporting details. The visual might be a fine graph, a bar chart, a
pie chart, a diagram ora plan, and the subject of the visuals are varied. Subjects
might include social trends, economics, natural or industrial processes, or health.
but you do not need any specialist knowledge to do the task.
You are expected to write in a neutral ar formal style.
Task 2
In the second part, you have to write an essay with a minimum of 250 words. This
involves commenting on an issue or problem which is presented in the task. You
are expected to discuss various points of view and arrive ata conclusion. Tapies
are varied, and might include health, lifestyles, environment, ar education, but
you do not have to have any special knowledge to be able to do the task.
You are expected to write in a neutral ar formal style.
WRITING
TASK ~
~~~~~------~~
The table below shows the results of surveys In 2000, 2005 and 2010
about one untversity.
Summarse the nformation by selecting and reportlng the main
features, and make comparlsons where relevant.
Write at least 150 words.
Percentage of students giving good ratings for
different aspects of a university
Print resources
2000
65
87
Electronic resources
45
32
Buildings/teaching
77
Teaching quality
Tip strip
Make sure you understand exactly
what the visual shows. In this task. the
figures in the table:
relate to just one university,
are from three different surveys.
indicate changes in student attitudes.
You get this key mformauon from two
sources: the first sentence of the task
itself and the title of the visual(s).
For Task 1. the second part of the rubric
is always the same.
facilities
2005
63
89
72
30
77
2010
69
88
88
27
77
Tip strip
Be clear which specific aspect of the
task you need to discuss. In this task.
you need to talk about whether the
age of retirement should be raised
and if so, whether it should be by a
small or large amount.
persuaswe.
TEST 1, WRITING
MODULE
''
five minutes.
1 t ic that the
Part 2 is a short presentation given by you ~~out ~ genera lf .fhe to ic is
examiner chooses. You can decide the wec1f1c toprc yourse
P
connected to your own life and experiences.
kf
.
t t. n and you can spea or
You have up to one minute to prepare your presen a 10
.
f
0
up to two minutes. There is a clock on the table, and the examiner rerninds you
the timing if necessary.
Part 3 takes the form of a dialogue with the examiner. He/she asks you ab~ut
your views on impersonal subjects which are loosely connected to the topic of
your presentation. This lasts between four and five minutes.
In Part 1, the questions which the examiner asks you are usually factual. and
quite simple, such as 'When ... T', 'Who ... ?', 'How often ... T', or 'What kind
of ... ?'
In Part 2, you will be given a candidate card.
The topic of your presentation is outlined in the first line of the candidate
card. lt starts with 'Describe .. .',
You may be asked about something that happened in the past, or someone
you know, or something you would like to do in the future.
Three separate bullet points tell you what to include in your presentation,
and a fourth line tells you to explain something in more detail, such as your
feelings, or the reason for something.
In Part 3, the questions that the examiner asks you are more complex,
and involve lengthier responses. You may be asked 'What is your opinion
about ... ?';'To what extent do you think ... ?'; 'How important is it to ... T';
compared to 'What do you think ... ?'; or 'What might the reason be for ... ?'
TEST 1, SPEAKING
MODULE
Tip strip
Question 1 Remember
th.it 'What'.., the ..
lil.-l'}' means Describe'.
Questions 2-3 G1ve a
reason lor your answer.
You have one minute to make notes on the following tapie. Then you have up
to two minutes to talk about it.
Tip strip
Choose a place that you
can talk about easily.
lt is all right to spend
more time on one bullet
than on others.
Oon't forget to include
the last line ('and
explain ... ') in your
presentation.
Describe a place in another part of the world that you would love to vsit in
the future.
You should say:
what you know about the place
how you know about it
how you would go there
and explain why you would love to visit that place.
Who would you go to that place with?
Do you enjoy travelling general/y?
Consider these questions and then answer them.
Tip strip
TV programmes
...
TEST 1, SPEAKING
MODULE
General preparation
Although you cannot predict exactly the language which the IELTS test will
contain, there are severa! ways you can prepare for taking the listening test.
Do plenty of IELTS listening practice tests - listen to the recording only once and
try to build up your confidence for taking the real test.
Aim to listen to spoken English in a wide variety of situations and topic areas. Listen
to CDs, radio, TV and Internet broadcasts featuring native speakers of English.
Don't worry if you don't catch every word, you'll understand more with practice.
Preparation for specific sections
To help prepare you for Sections 1 and 3 (two or more people interacting); if
you live in a country where English is spoken, try to listen to people conversing,
particularly in 'transactional situations' (where people are trying to get
something done). e.g. in shops, hotels, clinics. Also try to engage people in
conversation yourself. Listen for particular phrases which signa\ key elements,
such as a speaker's opinion or which point is being emphasised.
To help prepare for Sections 2 and 4, ('long turn' monologues, with one person
speaking for sorne time without interacting with others), try to listen to podcasts
on the Internet and more formal talk shows on radio channels like the British
Broadcasting Corporation (BBC) Radio 4 or the Voice of America (VOA).
Practise reading the question paper quickly, getting a clear idea of what you are
required to listen for.
Use the 'context' information to help you identify the correct answer. Listen
carefully to the information provided at the beginning of each section, telling
you who is speaking, in what situation and for what purpose.
~ELTS rec.ordings are only played ON~E, so it's important you don't worry too much
if you miss the answer to one question. Move on and listen for the answer to the
next question. Try to look for 'clues' ?n t.he question paper, e.g. any sub-headings,
or pa~aphrases of what you hear. This will prevent you from 'losing your place'.
As with ~11 parts of the IELTS, if you aren't sure of the answer take a guess.
You won t lose marks for a wrong answer; and using 'context' information can
often help you make a successful prediction.
TEST 2, LISTENING
MODULE
Questions 1-10
Tip strip
Ouesuons 1-10
Questions
1-1 O
Question 1
Listen carefully 10 the
drscussion about the
spelhng of the surname
the man thrnks there rs
a double letter in her
name, but the woman
corrects hrrn.
Write NO MORE THAN TWO WORDS ANDIOR A NUMBER for eecn answer.
Jane 1
Address:
Question 2
For Task 1, you often have
to wnte down an address.
lf addresses are not spelt
out (as in thrs case). they
contain very familiar
nouns.
Question 3
Listen fer a date. Severa!
are mentioned, but listen
carefully for the relevant
one. tt is expressed in
the negative 'I can't start
work unnl .. .'.
Question 9
There are different ways
of saying
m phone
numbers: you can say
'zero' or 'oh'. Also. listen
for 'double' numbers.
Question 10
Listen for a type of minar
disabihty.
Ex e ter
Telephone number:
07792430921
Availability:
Work details:
Preferred type of work:
Assistant 4
Relevant skills:
Relevant qualifications:
A6
Training required:
A7
certificate
.,
course
Referee:
Name:
Dr Ruth Price
Position:
..
Phone number:
..
Other:
TEST 2, LISTENING
..
MODULE
Questions 11-20
Tip strip
Questions 11-1 5
For muftipl~ chotee
quest1ons m Task 2. you
mrght have to listen for
the main idea as well
as specific detarls. You
will also sornetimes
have to listen for
people's opmions,
Question 12
Listen for the opinion
of the previous year's
group and for a past
time reference.
Questions 11-15
Choose the correct answer, A, 8 or C.
Tamerton Centre
11 The Tamerton Centre was set up in order to encourage people
13 For the speaker, what's the most special feature of the course?
A You can choose which activities you do.
Questions 16-20
Tip strip
Questions 16-20
The speaker talks about
hve d1fferent objects
and there are just three
optrons to choose frorn.
You must listen for whrch
objects are required in the
Centre, which are allowed
and which are definitely
not allowed.
In this type of task, you
can use each option
more than once.
Listen for phrases with
modals such as - 'you
don't have to .. .',
'they're a must .. .',
'you can if you wish
.. .', as well as adjectives
like 'banned'.
Objects
16 Electrical equipment
17 Mobile phone
18 Sun cream
19 Aerosol deodorant
20 Towel
Rules
A
TEST 2, LISTENING
MODULE
Questions 21-30
Questions 21-25
Tip strip
Questions 21-30
usien cJretully to lhe
context 1nformat1on. 1t
will help you understand
the sett1ng bettei Thrs
eonversauon features a
student teacher talking
through her plans for
two different lessons wnh
her tutor.
Questions 21-25
You use each option
only once and two
options will not
be used.
The speaker rnenuons
five different parts
of the plant in the
arder they appear on
the question paper
(Questions 21-25).
and describes their
position and/or shape
and uncnon.
Listen for prepositions
and direction mdicators
such as 'on the left', 'at
the top'. and 'on the
bottorn'. Also, listen for
words which indicate
shape and size.
(Year 6 Lesson)
Biogas Plant
,.
,-/
......... .__--~L_____::::~~~L._~~~-=:j
.
21 Waste container
22 Slurry
23 Water inlet
24 Gas
25 Overflow tank
TEST 2, LISTENING
MODULE
.............
" ...
Questions 26-30
Tip strip
Qu~stions 26-30
Ounng the pevse 111 the
nuddle ot the recordinq,
rPJd Ouesnons 26 30. lt
is unportant to know who
1s doinq what Quesuons
26. 27 and 30 are the
teacher's acnvitres but
Questrons 28 and 29 are
the pupds' activines
A-O. nBxi to
ldentify sequence.
B Ask questions.
e
o
Copy.
Oistribute worksheet.
Demonstrate meaning.
F Oraw pictures.
G Present sentences.
Teacher: 26
Pupils: look and listen
Teacher: 27
Pupils: 28
1
.
and expand
Teacher: 30
Pupils: write
TEST 2, LISTENING
MODULE
Questions 31-40
Tlp strip
Qu~stions 31-40
Sec non 4 lt;><tu1 e~
olten dt?JI wrth quite
techn1cdl matters, but
speekeis 9111e simple
and clear defin1t1ons
to make things clear
for a non-speoahst
dud1ence Listen to
the short def1n1t1on of
'art1f1c1al 91lb' in the
mstrucuons and also the
background 1nformat1on
at the beginning of
the lecture
Before you listen,
read all the notes on
the question paper
(remember there rs no
pause in the middle of
Section 4). The notes on
the paper give a lot of
informat1on to help you
understand the main
points and also enable
you to 'find your place'
on the paper.
There is quite a long
introduction befare the
first question. Read the
first two bullet points
(without gaps) as you
listen. This will prepare
you to hear the answer
to Question 31 .
Question 31
Listen for a synonym
for 'Iarqe'.
Questions 31-40
Complete tne notes below.
Write NO MORE THAN TWO WORDS for each answer.
31
end large
fish gills
33
34
Question 33
Listen for the cues:
animals without gills'
and 'bubbles',
Question 38
Listen for the cue:
Question 32
Listen for the cu e '1960s'.
32
36
..
on their gil/
'timltation'.
38
Otner application5
Powering
40
,~, .
When you are preparing to take the Academic Reading test, you should try to
develop strategies for domg the test which work well for you. Sorne strategies
are usef ul for most peo ple, but in other cases what works well for one person
might not work so well for another. For example, sorne people find rt best to
read each text quickly before attempting to do the tasks, while others simply
skim the text and then read parts of it selectively at the same time as they are
doing the tasks.
The types of task found in the Acadermc Reading test are limited, so although
you cannot predict exactly which ones a test might contain, you will be able
to familiarise yourself with all the possible task types. lt is very important that
you know what to expect in general, and have practised doing the tasks before
you do the test. You will be able to develop strategies for doing the tasks which
work best for you.
One strategy which benefrts most people is the use of guesswork. When you
are reading the texts and questrons, you will almost certainly come across words
and phrases which you are unfamiliar with. Use the context, as well as your
knowledge of any other English words that are similar, to guess their meaning.
lf you come across a question which you find particularly difficult, move on to
the next one and then return to it later. lf you still find it too difficult, guess the
answer - you might get it right. You won't lose extra marks for giving a wrong
answer, but you won't gain any mark if you leave a question unanswered.
TEST 2, READING
MODULE
READING
PASSAGE 1
.
-
You should spend about 20 minutes on Questions 1-13, which are based on
Reading Passage 1 below.
TEST 2, READING
MODULE
constituenrs.
Questions 1-5
Complete the flow chart below.
Tip strip
Questions 1-5
The tule of the flow
chart shows that rt's
about the past, so ook
for the answers in the
first three paragraphs.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
lntroduction of PE to 2
Question 5
'Alternative' comes in
front of the space, and
there is no article, so
the answer is either an
uncountable or a plural
noun phrase,
MODULE
of PE graduates
ldentification of alternative 5
..
TEST 2. READING
Questions 6-13
Tip strip
Questions 6- 1 3
There's no need to
answer the quesuons in
words. Just wnte T, ar
F. or NG
The statements follow
the arder of the
inforrnauon in the
readinq pessaqe.
meanmqs.
Question 13
This statement sounds
reasonable in the light of
what is said in the reading
passage, and may be true.
However, it must be stated
by the writer for it to be
definitely true.
1?
Write
TRUE
if the statement agrees with the information
FALSE
if the statement contradicts the information
NOT GIVEN if there is no informationon this
6
TEST 2. READING
MODULE
..
You should spend about 20 minutes on Questions 1'-26 which are based
on
So, at face valuc.' the turbine looks 1.ike a great idea environmentally, and a fairly
good long-term mvestment economically for the person installing it. However there
a crucial perspective ~issing from the analysis so far. Has the govemment ~pent
ns money wisely? lt has invesied 24p per umt mto each micro-turbine. That works
out ata massive 250 per tonne of carbon saved. My calculations tell me that had
the govemment. invested its money in offshore wind farms, instead of subsidising
smaller dom~st1c turb~nes, they would have br~ken even after eight years. In other
words, the micro-rurbine works out as a good mvcstment for individuals, but only
~ecause the g?vemment spends. and arguably wastes, so much money subsidising
u. Carbon savmgs are far Jower too.
!s
TEST 2, READING
MODULE
Neverthcless. although thc micro-wind turbine subsidy doe n 't look like the very
bcst way of spending govcrnment re ource on climate change mitigauon. we are
talking about invcsting only about 0.075 pcrcent per ycar ofthe nation's GDP to get
a rype of engine
a unit for measuring electrical power
TEST 2, READING
MODULE
Questions 1~26
Questions 14-20
Tip strip
Questions 14-20
The heJdrngs ere not
in the sarne order as
thl' mtormauon m the
1t>t\ci1ng pessaqe.
Sornetrmes a paragraph
contams mformauon
whrch is in more than
one of the headmgs
Choose the headrng
which best describes
the too of the
paragraph.
You can only use each
headmq once
lf you choose one of
the headrngs and then
find that 1t fits a later
paragraph better. go
back and choose a
different one for the
earher paragraph.
Don't choose a heading
just because it contains
words from the passage.
Make sure that it
expresses the topic of
the whole paragraph.
The reading passage
discusses two types
of cost: financia!
and environmental.
Make sure that you
understand which type
of cost each paragraph
is about.
Question 16
Paragraph C estimares
how much fess carbon
domestic wmd turbines
use than convennonal
forms of power. In other
words, it describes
the benefits for the
environment.
Question 18
Paragraphs D. E and F
are about large sums
of money (government
spendmg). took at each
of these before decidmq
wh1ch one compares ways
of spending money. one
better than the other.
List of Headings
A better use for large sums of money.
ii
iii
iv
vi
vii
14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph D
18 Paragraph E
19 Paragraph F
20 Paragraph G
<ti
Questions 21-22
Tip strip
Questions 21-22
The list below contains some possible statements about micro wind-turbines.
Which TWO of these statements are made by the writer of the passage?
A
Questions 23-26
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
23
26 lf people buy a micro-turbine, they have less money to spend on things like
foreign holidays and
,...
Tip strip
Question 23-26
The sentences follow the order of information
in the readinq passage. so when you've found
the part where the first one is. you can find
the rest more easify.
lf the maximum number of words is three.
u's likely that at least one answer will contain
three words.
Read the whole sentence carefully before
choosing an answer.
...
on
TEST 2, READING
MODULE
Questions 27-40
Questions 27-28
Tip strip
Questions 27-28
Ihe qut'\ton~ follow
the order of mformanon
rn the 1eJd1ng pasSc'lge,
so the anwver to
Ouesuon 2 7 can be
found belore the
answer to Ouesnon 28.
The mormauon in the
opnons may not follow
the order of mormauon
m the readmg passage.
Sorne of the words and
phrases in the mcorrect
options, or words and
phrases with a similar
meanmg, can probably
be found tn the readtng
passage So after you've
chosen an answer.
check that the other
options are wrong.
lf you can't ftnd the
correct answer. and
you're runnmg out
of time, u's better to
guess than to leave the
quesuon unanswered.
Question 28
To ftnd where the
answer rs. look for words
related to 'assurnptron'
and 'specrasts'. then
read the following
sentences carefully.
F the variety of commodities for which they would have been used.
Tip strip
Questions 29-32 and Questions 39-40
Read all the opuons qutekly before you begin
the task.
The questions follow the order of mformatron
in the readtng passage.
Each of the correct options can only be
used once.
TEST
2, READING
MODULE
Question 30
To ftnd where the answer rs, look for
with a similar meamnq to 'voturne'
Question 32
a word
Questions 33--38
Tip strip
Do tne following statements agree with the views of the writer in Reading PasSa<J6
Questions 33-38
D0n r answer the
Write
quesuons by usrnq
you: own knowledqs
or opuuon. Answer
only accordmq to
what the wnter of the
YES
NO
NOT GIVEN
passaqe says
Question 40
The answer to thrs
question cant be found
in a single part of the
readrng passaqe. but the
frrst and last paragraphs
(the introduction and
the conclusion) are
particularly rmportant.
37
33 There are plans to excavate new areas of the archaeologcal site in the
near future.
34 Sorne of the evdence concerning pottery production in ancient Akrotiri comes
from written records.
35 Pots for transportng liquids would have held no more than about 20 litres.
36 lt would have been hard for merchants to calculate how much wine was on
their ships.
37 The capacity of containers intended to hold the same amounts differed by up
to 20 percent.
38 Regular trading of goods around the Aegean would have led to the general
standardisaton of quantities.
Question 39-40
Choose the correct letter, A, B, C or D.
39 What does the writer say about the standardisation of container sizes?
"'
Containers which looked the same from the outside often varied
in capacity.
a visual,
such
You are expected to analyse the information, and identify the main trends or
patterns. You have to then summarise these, and select appropriate information
to exemplify them. You do not have to mention everything which appears in
the visual.
Task 2 tests your ability to write a well-organised
For Task 1, look for samples of graphs, charts and diagrams, and practise analysing
the information. You can do this in your own language; the important thing is that
you are a ble to process visual information both accurately and quickly.
Then practise summarising the information in English.
For Task 2, read articles from a wide range of suitable sources and subject matter.
In addition, practise writing essays according to the process suggested in the
Writing File.
While practising for both tasks, impose a
used to writing quickly, and have enough
attention to your handwriting. Ask other
practise letter formation to improve your
..
Manage your time effectively. Don't spend all your time writing. Allow sufficient
time to read the rubrics and, for Task 1, to analyse the visual. Also allow time to
check and correct your writing afterwards.
Tip strip
)t.1rt wuh cm muoductory
)l.'nten<.(' summausmq
what the visual shows
Don't 1ust copy the task
rubnc aim to moc11fy/add
10 1t shghtly. to make the
Iocus dearer.
You are required to explam
every staqe of the orocess,
but avoid repeat1ng thc
same structures over and
over again. A1m to use a
vanety of drfferent verb
forms - this wrll make the
essay more interestinq
and readable.
In process tasks
particularly. 1t is irnportent
to use clear sequence
markers, e.g. 'Firstly',
:A.fter that ... and
phrases which mdicate
sequence such as 'Having
been deaned . ', 'On
arrival they ... '.
Process tasks require you
to use the passive voice
for many parts of the
report (e.g. 'The leather
s then transported . .',
'They are submerged . ')
because the acuon is more
irnportsnt than knowing
who performed it
------1
t~- '-~1
Animalslcm
We1ter..-~
washing
Drying
(We1rer
Tannin
Veget11b~ matter)
le~~-===-
lJ~
+-Soaking
soak1ng
r-N-j)
~
Flattening
Polishmg
Tip strip
In thrs task, you must
a) expla1n the rnam
differences between
cruldren's and adults'
.,.
1
d
to the same four criteria for each
The exammer assesses your speaking abi 1ty accor ing
. .
part of the test: relevance and coherence, vocabulary; grammar and pr~nunciation ..
You may get a different grade for each separate criterion, but your final grade w1ll
be based
Part 1
Part 2
Part 3
Listen to short talks and dialogues in English about everyday topics. Suitable
sources would be published listening materials, as well as TY. radio or the Internet.
Listen to longer interviews and discussions about more serious, impersonal
topics, selecting from the same types of source.
Take opportunities to talk to English speakers as often as possible. Use
communication strategies to keep the conversation going if necessary.
Practise giving short presentations about experiences you have had or people
you know, etc. lf possible, record yourself and listen to the recording.
Practise giving short presentations to other people, and ask them to give
you feedback.
While you are speaking, don't focus too much on accuracy. lf you think too
much about grammar, your fluency may be affected.
lf there is a word or phrase you can't remember, find other ways to say what
you want to say. You are in control of the language you use in a speaking test.
lf the general topic is one you don't know much about, use your imagination.
You will be assessed on how you speak, not on what you say .
..
TEST 2, SPEAKING
MODULE
Tip strip
e,",~ more
Question 3 Sdy a
nomo. and ~meth1n9
about thet person
Clothes ...
Question 3 lf the
quesuon rs m tbe past
tense. use the past
tense m your answer
Question 4 This
quesuon rs not about
what clothes you hke!
,PART
Tip strip
Choose a series that
you can saya lot about,
even 1f it's not the one
you eruov the most.
Make notes about every
bullet point, and about
the hne at the bottom
(explam ... ).
Follow-up questions
You can just qive a brief
answer to follow-up
questrons.
You have one minute to make notes on the following topic. Then you have up
to two minutes to talk about it.
Describe a TV series which you enjoy watching
You should say:
what the series is about
who presents iUacts in it
how often it is on
and explain why you enjoy watching the series so much.
Is this series popular with many other people you know?
Do you watch TV often?
Consider these questions, and then answer them.
Tip strip
TEST 2. SPEAKING
MODULE
TEST 3
Listening
e..,.
'-
Colour: 1
Mlleage: 2
.
.
eoon
TEST 3, LISTENING
MODULE
Road.
a.m.
Questions 11-20
Questions 11-14
Choose the correct letter, A, B or C.
11 The Treloar Valley passenger ferry
A
TEST 3, LISTENING
MODULE
Questions 15-20
Label the map be/ow.
Write the correa letter, A-H, next to questions 15-20.
CALTON
South
River
River
15 Bus stop
16 Car park
17 Museum
18 Mill
""'"""6'''"'
19 Potter's studio
20 Caf
TEST 3, LISTENING
MODULE
.....
r,
-, :
'
Questlons 21-30
Quest1ons 21-24
Choose the coirect letter. A. B or C.
Advlce on wrltlng a dlssertation
21 What does Howard say about the experience of writing his dissertation?
A lt was difficult in unexpected ways.
B lt was more enjoyable than he'd anticipated.
C lt helped him understand previous course work.
22 What is Joanne most worried about?
A Finding enough material.
B Missing deadlines.
C Writing too much.
23 What does Howard say was his main worry a year previously?
A Forgetting what he'd read about.
B Not understandingwhat he'd read.
C Taking such a long time toread each book.
24 What motivated Howard to start writing his dissertation?
A Talking to his tutor about his problema.
B Seeing an inspirational TV show.
C Reading a controversia! journal article.
TEST 3, LISTENING
MODULE
Questions 2>-30
Questions 25-26
Choose TWO tetters, A-E.
What TWO things does Howard advise Joanne to do in the first month of
tutorials?
A
Questions 27-28
Choose TWO letters, A-E.
What TWO things does Howard say about library provision?
A Staff are particularly helpful to undergraduates.
B
Questions 29-30
Choose TWO letters, A-E.
"
What TWO things does Joanne agree to discuss with her tutor?
A The best ways to collaborate with other students.
TEST 3. LtSTENING
MODULE
~the
~NO llORE THAN TWO WORDS b" each arnswer.
Posed"
quesboo -
c:fifferent fields.
because too controlled.
e.g. waJting tabtes.
~
~~
. ~ -i.....
QiUUIJ ,,.r ~
ga~.. ~~ 36
~~- lOuriflSsession-assSn1made37
da ta from ..;""""~
~
recordings).
n...o;;v
-~s-
3 LISH
of stages
t G '400Ulf
i$M
In the early l 980s, there were enough mala in the captive population to make it feasible to start a
reintroduction programme. But first it was neccssary to discuss this with the lcaders of the Yapa people.
Traditionally, the mala had been an important animal in their culture, with srrong medicinal powers for
old people. It had also bccn an important food source, and therc were concems that any mala retumed
to the wild would be killed for the pot. And so, in 1980, a group of key Yapa men was invited to visit
the proposed reintroduction area. Thc skills and knowledge of the Yapa would play a significant and
enduring role in this and ali other mala projects,
With the help of the local Yapa, an clectric fence was erccted around 250 acres of suitable habitat, abour
300 miles northwest of Alice Springs so that the mala could adapt while protected from predators. By
J 992, there were about 150 mala in their enclosure, which became known as the Mala Paddock. However.
ali attempts to reintroduce mala from the paddocks into the unfenced wild were unsucce sful, so in the
end the reintroduction programme was abandoned. The team now faced a siruation where mala could be
bred, but not relcased into the wild again.
TEST 3. READING
MODULE
7~~
Thus, in 1993. a Mala Rccovery Tcam was establishcd to boost mala numbers, and goals for a
programn~c w~r\! se~: thc team concentrated on finding suitable predator-frce or predator-contro_ ht
conservauon Siles. w1tl~111 the mala 's known range. Finally, in March 1999, twelve adult fem_ales,
adult m~\les, and cight jocys were transfcrred Irom the Mala Paddock to Dryandra Woodland in Wes
A~straha. Thcn. a ~ew ~1onths latcr, a second group was transferred to Trimouille, an island off thc coa~
ot western Australia. Fir t, it had becn necessary to rid the island of rats and cats - a task that had take
two years of hard work.
e::rn
Six weeks aftcr their release into this conscrvation sitc a tcam returncd to the island to find out how
things were going. Each of the malas had been fittcd ~ith a radio collar that transmits for about 14
months, after which it falls off. The team was able to loca te 29 out of the 30 transmitters - only one carne
from the collar of a mala that had dicd of unknown causes. So far the recovery programme had gone even
better than expected.
Today, there are many signs suggesting that thc mala population on the island is continuing to do well.
Questions 1-5
Complete the flow chart below.
Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the
passage for each answer.
in desert
Scientists 3
the colonies.
111
Questions 6-9
Answer the questions below.
Choose NO MORE THAN THREE WORDS AND/ORA NUMBER from the
For about how long do young malas stay inside their mother's pouch?
8 Apart from being a food source, what value did malas have for the
Yapa people?
Questions 10-13
Do the following statements agree with the information given in Reading
Passage 1?
Write
TRUE
FALSE
NOT G/VEN
1 O Natural defences were sufficient to protect the area called Mala Paddock.
11 Scientists eventually gave up their efforts to release captive mala into the
unprotected wild.
12 The mala population which was transferred to Dryandra Woodland quickly
increased in size.
13 Scientists were satisfied with the initial results of the recovery programme.
El
You should spend about 20 minutes on Questions 14-26, which are based
Reading Passage 2 below.
n
Questions 14-26
Questions 14-19
Reading Passage 2 has SEVEN sections, A-G.
Choose the corre et heading for sections A-F from the list of headings below.
Write the correct number, i-viii.
list of Headings
Outbreaks of plague as a result of military campaigns.
ii
iii
iv
vi
vii
viii
14 Section A
15 Section B
16 Section C
17 Section O
18 Section E
19 Section F
TEST 3, READING
MODULE
Questions 20-21
Choose TWO letters, A-E.
Write the correct letters.
Which TWO measures did Russia take in the seventeenth century to avoid
plague outbreaks?
Military campaigns.
Expulsion of foreigners.
Questions 22-23
Choose TWO letters, A-E.
Wrte the correct letters.
Which TWO statements are made about Russia in the early eighteenth century?
O The tsar's plan to protect St Petersburg from plague was not strictly
implemented.
24 An outbreak of plague in
and
READING
PASSAGE 3
..
You should spend about 20 minutes on Questions 27-40, which are based
0n
Reading Passage 3 below.
This is thc dilernma facing the heads ofthe IPCC and CRU. Both have been blamed for their organisations '
problems. not least for the way in which they h~\e dealt with crit!cs. and both have. been. subjectc~ '~
public calls for their removal: Yet both orgam auons appear to believe they can repair their reputauon~
without a change of leadership.
by Gaines-Ros
i to 'cornmunicate tirele sly'. Yet many climate r~search~~~
the media and thc public. at lcast until the official enquiries have concluded rheir rep~ n
Th1s react15m may be undcrstandable. but it has backfired. Journalists following the story ha~c oft:en ~
unablc to find spokespcople willing to defend climate science. In this case, 'no comment ' is commo Y
intcrpreted asan admission of silent, collective guilt.
ha~c
U\'01~cd
Remaining visible is only a ~tart. though; climate scientists also need to be careful what they sar.
not just about their published results, but also ~bout their
conduct and honesty, It sirnply won 't work for scientists to continue to appeal to the weight of the
evidence, while refusing to discuss the integrity of their profession. The harrn has been increased by a
perceived reluctance to adrnit even the possibility of rnistakcs or wrongdoing.
They must realise that th~y f acc doubt
The third step put forward by Gaines-Ross is 'don 't underestirnate your critics and competitors '
This rneans .not only recognising thc skill with which the opponents of clirnat~ research ~a~e executed
their campaigns thro~gh Internet blogs and other media, but also acknowledgmg the validity of sorne
of their cnncisrns. It is clear. for instance, that clirnate scientists need better standards of transparency.
to allow for scrutiny not just by their peers, but also by critics frorn outside the world of research.
It is also important to engage with those critics. That doesn 't mean conceding to unfounded arguments
which are based on prejudice rather than evidence, but there is an obligation to help the public understand
the causes of climate change, as well as the options for avoiding and dealing with the consequences.
To begin the process of rebuilding trust in their profession, climate scientists need to follow these three
steps. But that is just the start. Gaines-Ross estirnates that it typically takes four years for a cornpany to
rescue and restore a broken reputation.
Winning back public confidence is a rnarathon, nota sprint, but you can't win at ali if you don't step up
to the starting line.
TEST 3, READING
MODULE
Questions 27-40
Questions 27-32
Do the following statements agree with the views of the writer in Reading
Passage 3?
Write
YES
NO
NOT GIVEN
31 Since 2010, confidence in climate science has risen slightly in the US.
32 Climate scientists should take professional advice on regaining public
confidence.
Questions 33-36
Choose the correct letter, A, B, C or D.
33 In accordance with Gaines-Ross's views, the heads of the CRU and IPC
should have
..
A resigned from their posts.
B accepted responsibility and continued in their posts.
TEST 3. READING
MODULE
A critics
B corruption
E managers
F public relations
G sources
statistics
'>
O guidelines
H computer modelling
TEST 3. READING
MODULE
Men
women
10%
5%
WRITING TASK 2
Jan 08
April 08
July 08
Oct08
Jan 09
April09
;~
qu
non
_.1
.TEST - ~4
.
.:
Things to do befare we go
Example
(Monday)
(Tue5day)
Buy
3 '
a 5mall bag,
a 5pare
an electrical 5 . . .. . . . . . . . . .. . . .. .
Book a
Name: Coln 7
Te/: 8
.
.
1O
......
Questions 11-20
Questions 11-16
Choose the correct answer, A. B or C.
E 1.00 - f:2.50
B 50p - f:2.00
C E1 .50 - E2.50
13 As well as online, tickets for the films can be obtained
A
a sum of money.
A May.
B June.
July.
Questions 17-20
Questions 17-18
Choose TWO letters, A-E.
What TWO main criteria are used to judge the film competition?
A Ability to persuade.
B Quality of the story.
C
Memorable characters.
Quality of photography.
E Originality.
Questions 19-20
Choose TWO letters, A-E.
What TWO changes will be made to the competition next year?
A A new way of judging.
B A different length of film.
C
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Questions 21-30
Questions 21-24
Choose the correct letter, A, B or C.
Questions 25-30
Questions 25-26
Choose TWO letters, A-E.
What TWO things did respondents say they liked most about doing
the crossword?
A
In which TWO areas did these research findings differ from those of the
original study?
A
What TWO skills did Leela and Jake agree they had learned from doing
the project?
A
Questions 31-40
Complete the sentences betow.
Write NO MORE THAN TWO WORDS for each answer.
34 Th e vanous
.
.
su b -groups were . . . . . . . . . . . . . . . . . . . . . . . . .in s1ze.
36 The
disappointing.
the circumstances
in which
should be increased.
TEST 4, LISTENING
MODULE
ues
'
GeoffBrash
Geoff Brash. who died in 201 O. was a gregarious Australian businessman and philanthropist w
encouraged the young to reach their potential.
Bom in Melbourne to El a and Alfrcd Brash. he was educated at Scotch College. ~is sister, Barba
became a renowncd arti t and printmakcr. H is father. A 1 fred, ran thc Brash retail mus1c. b~s~nes.s th~t h
been founded in 1862 by his grandfather, thc Gcrman immigrant Marcus Brasch, spec1ahsmg m piano
lt carricd the slogan 'A home i not a home without a piano.'
In his young days, Brash cnjoyed the good life, playing golf and sailing, and spending sorne month
travclling through Europc, having a leisurely holiday. He worked for a time at Myer dep~rtment stor
before joining the family business in 1949, where he quickly began to put his starnp ~n things. In on~
his first management decisions, he diverged from his father s scnse of frugal aesthetics b~ re-carpeting
the old man 's office while he was away. After initially complaining of his extravagance, his father grew
to accept the change and gave his son incrcasing responsibility in the business.
After World War 11 ( 1939-1945), Brash 's had begun to focus on white goods, such as washing machines an
refrigerators. as the consumer boom took hold. However, while his father was content with the business h
had built, the younger Brash viewed expansionas vital. When GeoffBrash took overas managing director i
1957, the company had two stores, but after floating it on the stock exchange the following year, he expanded
rapidly and opened suburban stores, as well as buying into familiar music industry names such as Allans
Palings and Suttons. Evcntually, 170 stores traded across the continent under the Brash 's banner.
Geoff Brash learned from his father s focus on customer service. Alfred Brash had also been a pioneer i
introducing a share scheme for his staff, and his son retained and expanded the plan following the float
Geoff Brash was optimistic and outward looking. As a result, he was a pioneer in both accessing an
selling new technology, and developing overseas relationships. He sourced and sold electric guitars
organs, and a range of other modern instrumenrs, as wcll as state-of-the-art audio and video equipment
He developed a relationship with Taro Kakchashi, the foundcr of Japan 's Roland group, which Jed to
joint venrure that brought electronic musical devices to Australia.
ln 1965, Brash and his wife artended a trade fair in .Guangzhou, the first of irs kind in China; they werc
one of !he rsr Western business p~ople allo~ed mt? the coll!ltry following Mao Zedong 's Cultural
Revolut.10n. ~.~ returned there many time~, help1~g advise t~e Ch mese m establishing a high quality piano
factory m Beijing: he bec~me the fa~tory s age~t m Aust~aha. Brash .also took leadingjazz musicians Don
Burrows and James Morrison to Chma, on a tnp that remtroduced Jazz to many Chinese musicians.
He stood down as Exccutivc Chairman of Brash 's in 1988. but under the new managcment dcbt b_ecameta
problem: and in 1994 the .banks called in administrators. The company was sold to Singapore~n mteres
and continued to tradc until 1998, whcn it again went into administration. The Brash name then d1sappeare
fr?m thc retail world. Brash was greatly disappointcd by the collapse and the _eventual disappearanc,e
of tl~e con~pany he had run for so long. But it was not long before he invcsted in a restructured Allan 5
111us1c business.
Brash was a committe~ philanthropist who, in the mid- l 980s, cstablished the Bra~h Foundation. which
eventually morphed, with other partners, into thc Soundhousc Music Alliance. This was a not-for-profit
organisation oversecing and promoting multimedia music making and education for teachcr and students.
The Soundhouse offers teachers and young people the opporrunity to gct exposur~ to the latest muste
technology, and to use this to compose and record thcir own rnusic, cithcr alonc or m collaboration. The
organisation has now also established branches in New Zealand, South Africa and Ireland, as wcll as
numerous sites around Australia.
Questions 1-13
Questions 1-5
Do the following statements agree with the information given in Reading
Passage 1?
Write
TRUE
FALSE
NOT GIVEN
By the time Geoff Brash took control, the Brash business was selling sorne
electrical products.
Questions 6-1 O
Answer the questions below.
Choose NO MORE THAN THREE WORDS ORA NUMBER from the passage
for each answer.
6 Which arrangement did Alfred Brash set up for his employees?
7
Questions 11-13
Complete the notes below.
Choose ONE WORD ONL y from the passage for eecb answer.
in several countries .
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You should spend about 20 minutes on Questions 14-26, which are based
.
on
Readmg Passage 2 below.
Questions 14-26
..
Questions 14-19
Reading Passage 2 has SIX paragraphs, A-F.
Choose the correct heading, A-F, from the list of headings below.
Write the correct number, i-ix.
List of Headings
A mixture of languages and nationalities
ii
iii
iv
vi
vii
viii
ix
14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph O
18 Paragraph E
19 Paragraph F
,
..................
In l~cr pioncerir~g survcy, Sources <4Lo11do11 English, Laura Wright has listed the
va~rc~y of medieval. workers who took thcir livings from the river Tharnes. The
baillies of Quccnhithe and Billingsgatc acted as customs officers. Therc were
conservatnrs; who werc responsiblc for maintaining the cmbankments and the
wcrrs, and thcrc wcrc the garthmen who worked in thc fish garths (enclosures).
Then there were galleymen and lightermen and shoutmen, called after the names
of their boats, and there were hookers who werc named after the manner in which
they caught their fish. The searcher patrolled the Thamcs in search of illegal fish
weirs, and the tideman worked on its banks and foreshores whenever the tide
permitted him to do so.
D It could be said that the first industrial community in England grew up around the
Thames. With the host of river workers themselves, as well as the vast assembly
of anci llary trades such as tavern-keepers and laundresses, food-sellers and
street-hawkers, shopkeepers and marine store dealers - there was a workforce of
many thousands congregated in a re~ativ~ly small.area. There were more va.rieties
of business to be observed by the riverside than m any other part of the cuy. As
a result with the possible exception of the area known as Seven Dials, the East
End wa~ also the most intensively inhabited region of London.
It was a world apart, with its own language and its own laws. From the sailors
in the opium dens of Limehouse to the smugglcrs on the malaria! ats of the
estuary, the workers of the river werc not par~ of a.ny civilised sociery, The_ alen
world of thc river had entcred thcm. That alienation was also expressed in thc
slang of the docks, which essentially amounted to backslang, or the reversa!
of ordinary words. This backslang also helped in the formulation of Cockney
rhyming slang , so that the vocabulary of Londoners was dircctly affectcd by the
life of thc Thames.
TEST 4, READING
MODULE
labour, in which the crowds of casuals waiting for work at. the dock gate~ck
7.45 a.rn. include penniless refugees, bankrupts. old soldiers, broken-do:t
genrlemcn, discharged servants, and ex-conv1cts. There were sorne 400-s~
permanent workers who eamed a regular wage and who were considered to be
thc patricians of dockside labour. However. there were sorne 2,500 casual workers
who were hired by the shift. The work for which they competed fiercely had
becomc cver more unplcasant. Steam power could not be used for the cranes, for
e~ampl?, beca use of the danger of fire. So the crane~ were powered by treadmills.
S1x to eight men entered a wooden cylinder and, laying hold of rope.s, would tread
the wheel round. They could lift nearly 20 tonnes toan average height of 27 feer
(8.2 metres), forty times in an hour. This was part of'the Jife of the river unknown
to those who were intent upon its more picturesque aspects.
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Questions 20-21
Choose TWO letters, A-E.
Write the correct letters.
Which TWO statements are made about work by the River Thames before the
eighteenth century?
Questions 22-23
Choose TWOletters, A-E.
Write the correct letters.
Which TWO statements are made about lite by the River Thames in the early
nineteenth century?
26 Observers who were unfamiliar with London's docks found the River
Thames
You should spend about 20 minutes on Questions 27-40, whch are based
0n
...
over the C?urse .of our study, w~ gained ma.ny insights into how preschoolers inter:act ~ith vari~~~
platforms., including the f?S. For mst~nce, ali mstructions for pre choolers need to be in vo1ce?ver, ith
include visual representanons, and this has been one of the mo t di fficult a reas for us to negotiate w.
rcspect to g~me desi~n on the OS. Because the game cartridges have vcry limited memory c~pacity,
partic~larly m companso.n to console or computer garnes, the ability to capture large amounts ?f vo1ceover
data via sound files or visual rcpresentations of in tructions become limitcd. Text instructtons take .up
rninimal memolJ:', so thcy ar~ preferable from a technological perspective. Figuring out ways ~~ max1mtse
sound and graphics files, while retammg the clear visual and verbal cues that we know are critica] for our
youngest players, is a .constant givc and take. Anoihcr of our findings indicated that preschoolers may use
either stylus, or their fingers; or both although thcy are not very accurate with either. On~ of the .very
interestmg asp7cts of the OS 1~ that thc interface, which i dcsigned to respond to stylus interacuons.
can also effectivcly be u ed w1t~ the tip of the finger, This is particularly noteworthy rn th~ context of
presc~ool~rs .for ~w? rcasons. Firstly, as they have troublc with fine motor skills and their hand-eye
coordmat1on is still m developmcnt. thcy are less exact with their stylus movernents; and secondly, their
ngers are so small that they mimic the tylus very effectively, and therefore by using their fingers they
can often be more accuratc in thcir game interactions.
a brand of hand-held electronic games
Questlons27-40
Questions 2 7-31
Do the following statements agree with the claims of the writer in Reading
Passage 3?
Write
YES
if the statement agrees with the claims of the w~iter
NO
if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
27 Video game use amongst preschool children is higher in the US than in
other countries.
targeted.
Questions 32-36
Complete the summary using the list of words/phrases, A-1, below.
Problems for preschool users of video games
'
to
they can see on the screen. Finally, very few preschool children can
understand 36
A actions
O concentration
E fingers
H spoken instructions
buttons
written menus
C cognitive skills
F pictures
G sounds
~,
~~--------------------------------Questions 37-40
e or D.
D They should put their ideas for new games for preschoolers into practica.
38 The study carried out by Nickelodeon
A was based on children living in various parts of the world.
B focused on the kinds of game content which interests preschoolers.
C
'
~e
Percentage of houHhold
lncome 1pent on dlfferent ltems
Percent~g of household
income spent on different items*
CI
WRITING TASK':l
Give reasons for your answer, and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
18
You have one minute to make notes on the following topic. Then you have up
to two minutes to talk about it.
Describe a present that someone gave you which you liked a lot.
You should say:
what the present was
who gave it to you
why the person gave you a present
and explain why you liked that present a lot.
Were you surprised to receive that present?
Do you still have that present?
..
PART 3
2 www
com
Questions 3-1 O
Complete the table below.
Write NO MORE THAN ONE WORD for each answer.
o
Name
Positivepoints
Negatlve polnts
Peake's Plumbing
Always 4 ..................
John Damerol
Plumbing Services
5 ...................
other companies
Reliable
Simonson Plasterers
Able to do lots of
different 7 ..................
More 8 ..................
than other companies
H.L. Plastering
Reliable.
Also able to do
9 ..................
than
TEST 5, LISTENING
MODULE
10 ..................
--
Questions 11-20
Questions 11-15
15 The best form of preparation befare starting their work placement is to read
A the history of the museum on the website.
B the museum regulations and safety guidance.
C
TEST 5, LISTENING
MODULE
Questions 16-20
Label the plan below.
Write tne correct Jetter, A-1, next to questions 16-20
17 Gallery 1
18 Key box
19 Kitchen area
20 Staff noticeboard
Gallery 3
Museum Plan
Central
courtyard
a rea
Book Shop
Donations
Gallery 2
Entrance
Play area
Questlons 21-30
Questions 21-26
What is the tutor's opinion of the following company projects?
Choose FIVE answers from the box, and write the correct letter, A-H. next to
questions 21-26.
Tutor's opinion
A
B lt is too ambitious.
C
21 Customer database
22 Online sales catalogue
23 Payroll
24 Stock inventory
................... .
25 Interna! security
26 Customer services
Questions 27-30
Questions 27-28
Choose TWO letters, A-E.
Which TWO problems do Sam and the tutor identify concerning group
assignments?
A Personal relationships.
B Cultural differences.
C Oivision of labour.
Group leadership.
E Group size.
TEST 5, LISTENING
MODULE
Questions 29-30
Choose TWO letters, A-E.
A Punctuality.
B Organisation.
C Accessibility.
D
Helpfulness.
E Teaching materials.
SECTION
Questions 31-40
Questions 31-40
Complete the notes below.
Write ONE WORD ONL Y for each answer.
ow/ epeciee in UK
Strongly nocturnal
Habitat
Mainly lives in 32
Adaptations:
Short wings and 33
Brown and 34
, for navigation
), for good
,
'
Coral rcef rcs_ources also act as a buffer against easonal lows in other sectors, ~articularly agriculture
For cxamplc. in co~ stal communitics in northern Mozambique. reef h~rvests prov_1de key sources ~f fooc
ai~d. cash .when agricuhu-n production low, with thc peak in ~shene_ produc_tion coinciding wth th(
period o 10\~e t agncultural stocks. In Papua New Guinea, while a~nculture_ is the ynmary m~ans o
food production, a large proportion of thc coastal population engage m sporadtc subsistence fishmg.
!11
many coral-reef arcas. tourism is one of the main industries bringing employment, and in many case
is promotcd to provide alternativcs to fisherics-based livelihood , and to ensure that loca~ r~ef resource
are conscrvcd. In thc Caribbean alonc tour based on scuba-diving have attracted 2_0 million peops i1
m~e ye~r. Thc upgrading of roads and' communications associated with the expanston _of tounsm rna:
also ~n~l~ bencfits to local communities. However, plans for developrnent must be considered carefull)
The ability of thc poorcr rnernbers of the community to access the b~nefits of tou.n 1:11 15 far fron
guarantecd, and. r~qu1re dcvclopment guided by social, cultural and env1ron~ental principles. There 1
gro.w.i~g recogmuo that ustainability is a kcy requirernent, as encornpassed in small-scale eco-tounsacuvities, for instance.
Where tourism dcvclopment has not bcen carefully planned, and the needs and prioritie.s of the loca
cornmurnty have not been properly recognised, conflict has sornetirnes arisen between tounsm and loca
small-scalc fishers.
Questions 1-7
Do the following statements agree with the information given in Reading
Passage 1?
Write
TRUE
FALSE
NOT GIVEN
Boats for use by the inhabitants of Ulithi are constructed on Yap lsland.
In coral reef fisheries, only male traders can apply for finance.
Coral reefs provide a less constant source of income than near-shore sea:
Questions 8-13
Complete the notes below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
1O
to roade and 11
lmportant considerations:
Need for 12
Poorly-planned
.
aeveiopmen: can creete 13
..
You should spend about 20 minutes on Questions 14-26, which are basad on
Reading Passage 2 on pages 105-106.
Questions 14-26
Questions 14-19
Reading Passage 2 has SIX paragraphs, A-F.
Choose the correct heading for paragraphs A-F from tne list of headings beJow.
Write the correct number, i-ix.
List of Headings
A suggested modification to a theory about learning.
i
iii
iv
vi
vii
viii
ix
14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph O
18 Paragraph E
19 Paragraph F
TEST 5, READING
MODULE
lt has been pointcd out that lcarning mathcmatics and cience is not so much
learrnng facts a~ learning ways of thinking. lt has also bcen emphasised thar in
o.rder .to learn science, pcople often havc to e han ge che way they rhink in ordinary
siruanons. For exarnple, in order to undcrstand even simple conccpts such as hear
and tempera tu re, ways of thinking of temperature as a measure of heat must be
abandoned and . distinction between 'ternperaturc' and 'heat' must be learned.
These changes in ways of thinking are often referred to as conceptual changes.
But how do conceptual changes happen? How do young people change their
ways of thmk.ing as they develop and as they leam in school?
B Traditional
D Piaget s hypothesis about how cognitive change occurs was later translated into
Christine Howe and her colleagues, for example, have compared children 's
progress in understanding severa! types of science concepts when they are given
the opportunity to observe relevant events. In onc study, Howe comparcd ~he
progress of 8 to 12-year~old childr~n in understanding_ wh~t influences monon
down a slope. In order to ascerta11~ the role of conflict. m gr?up v.rork~ they
created two kinds of groups accordm~ to .pre-test: <?ne 111 wh1ch. t~e ch1~dren
had dissimilar views, and a second 111 which the children had similar views.
TEST S. READING
MODULE
Thcy found support for the idea that children in the groups with dissimilar vi
progrcssed more after thcir training sessions than thos~ who had been place~'Ys
groups wi~h similar iews, Ho~ever, they found no e~tdenc~ to supp~rt the id~~
that thc children worked out their new concept.1ons during th~ir gro~p d1scussions
because progrcss was not actually obscrved in a po.st-test irnmediately after th~
sessron of group work. but rather in a second test g1ven around four weeks after
the group work.
In another. study, Howe set out to investigate wherher the progre.ss obtained
through pair work could be a function of the exchange of 1d~as. They mvcstigated
th~ progress n~ade by 12 15-year-old pupils in und~rstand.mg the path of falling
objects, a topic that usually involves conceptual d1fficult1es. In order to create
pa1r~ of pupils with varying levels of dissimilarity in their initial conceptions, the
pupils' predictions and explanations of the path of falling objects were assessed
befare they wcre engaged in pair work. The work sessions iny~Jved solving
comp~ter-pr~sented problems. again about predicting and explammg the paths
of fallmg objects. A post-test, given to individuals, assessed the progress made
by pupils in their conceptions of what inftuenced the path of falling objects.
,
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Questions 20-21
Choose TWO letters. A-E.
The list below contains sorne possible statements about learning.
Which TWO of these statements are attrbuted to Piaget by the writer of
the passage?
A
Questions 22-23
Choose TWO letters, A-E.
Which TWO of these statements describe Howe's experiment with
8-12-year-olds?
A
Questions 24-26
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
At first this
in a pupil's development.
You should spend about 20 minutes on Questions 27-40, whch are based on
Reading Passage 3 below.
lustrare why those famous collapses of past civili ations have taken on more mea;~J
9uestions
. [ust ihatlike ofthis ~lomanuc
mystcry. Pcrhaps there are sorne practical lessons that we could lcarn
111
'.1 11tose pas~ coll~p~es .. But there are al o difTerenccs bctween the modern _world and its proble~~t
. nd those p~:st societte~ and t~e1r problems. We shouldn't be o nave as to think that study of !h~ P .
'1 11 yicld simple solutions. directly transferable to our socicties todav. Wc difTer from past soc1eues 10
~~1n respects that pu~ us _at lowcr. r~sk than thcm: sorne of those respects often mentioned include our
~ owerful rechnology (t:e. ns beneficial effccts), globalisation, modern medicine. and greater knowledge
pf past societres a~d o distant modern socicties. We also difTer from past societies in sorne r~spects that
ut us ar ~reater nsk than them: agam, ?ur potent tcchnology (i.e., its unintended destructive effects),
~lobalisatton (such that now . problem in one part of the world affects ali the rest), the_ dependence of
g111ions of us on modcrn medicine for our survival, and our much larger human population. Perhaps we
~an still learn from the past, but only if we think carefully about its lessons .
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Questions 27-40
Questions 27-29
Choose the correct letter, A, B, C or D.
27 When the writer describes the impact of monumental ruins today, he
emphasises
Questions 30-34
Do the following statements agree with the views of the writer in Reading
Passage 3?
Write
YES
NO
NOT GIVEN
TEST 5, READING
MODULE
Questions 35-39
Complete each sentence with the correct ending, A-F, below.
Write the correct letter, A-F.
Question 40
Choose the correct letter, A, B, C or D.
e
o
'
are inaccurate.
1111
240
2)S
250
~ 200
~ 150
100
so
230
2B
22
21
210
20 s
200
19
190
185
Give reasons for your answer, and include any relevant examples from your ow1
knowledge or experience.
Write at /east 250 words.
speaking module
..... '
~~
(11-14 minutes)
pART 2 : ..'
..
TEST 5, SPEAKING
MODULE
Name of
Property
Location
Features
Disadvantage(s)
Booking details
1 ..................
rural
surrounded by
2 ...............
apartment
two bedrooms
open plan
distance from
3 ...............
www.
Kingfisher
rural
next to the
5 ...............
nice views
expensive?
house
three bedrooms
6 ...............
room
living room
kitchen
Phonethe
owner (01752
669218)
Sunnybanks
in a village
next to the
house
has prvate
8 ...............
no
Contact the
9 ...............
10 ...............
7 ...............
SECTION
. 1.<!.'.:-.?~ ../!&.
4 ...............
com
Questions11-20
Questions 11-14
Choose the correct letter, A, B or C.
11 According to the speaker, why is ita good time for 0-1-Y painting?
A There are better products available now.
TEST 6. LISTENING
MODULE
e
o
TEST 6, LISTENING
MODULE
SECTION~3
Questions 21-30
Questions 21-26
Choose the correct letter, A, B or C.
21 Why is Matthew considering a student work placement?
A He was informed about an interesting vacancy.
B He needs sorne extra income.
"
B organisational skills
team working
B An offer of work.
C The opportunity to use new software.
ji>
Questions 27-30
What does Linda think about the books on Matthew's reading list?
Choose FOUR answers from the box and write the correct letter, A-F, next to
questions 27-30.
Opinions
A helpful illustrations
B easy to understand
up-to-date
D comprehensive
E specialised
F
Books
27 The Science of Materials
28 Materials Engineering
29 Engineering Basics
30 Evolution of Materials
..
'
21
Ouest/ons 31-40
Questions 31-40
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
31
32
Vellum
Calf skin: most popular for prestigious work because you can get
33
lettering.
Preparatlon of hldes
freated in barreis of lime - where thi~ was not available, skins were
(removed hair - more flexible)
34
Stretched tight on a
Scraped
Vellum was
irsme
to creete same 35
36
oriqln
37
38 .
Shows the
39
Helps define
TEST 6, LISTENING
MODULE
40
to creete
1!
r:
on individual books
of the book industry
in medieval period
With the cvolution of designcr stores carne the culture of dcsigner fashion, a long with its hefty price tags.
Whatever a garrnenr was like, consumers wcre convinccd that a higher price tag signified elegant designer
fashion, so garrnents wcrc sold at unbelievable prices. Meanwhile, designers decided to gct themselves
noticcd by rnaking showy outfits and associating with thc right celebrities. Soon, fashion shows became
compctitive. each designer attempting to out-do the other in therne, guest list and media coverage.
In thc last decade of the millennium, the market shrank and ethnic wear made a comeback. During the
rccession, thcre was a push to sell at any cost. With ficrce competition thc inevitable occurred: the once
hefty price tags bcgan thcir downward journey, and the fashion-show industry followed suit. However,
the liveliness of the lndian fashion scenc had not cnded - it had merely reached a stable leve l.
At the beginning of the 21 ~1 century, with new dcsigncrs and n:iod~ls. and 1:riore sensible de~igns, t~e
Iashion industry accelerated once again. As far as the glo.bal fashion mdustry rs concerned, Indian et~n~c
des1gns and materials are currently in dcmand from fashion houscs and garment manufacturers. India is
the third largcst producer of cortn, the second largest producer of silk, and the fifth largest producer of
man~made fibres in thc world.
T~e lndian garmcnt and fabric industries have many ~mdame~H~l. advantage~. in terms of a. cheap~r,
sk11led work force. cost-effective production. raw matenal~, flcx1~1hty, anda wide r.ange of.des1gns with
sequins, beadwork, and embroidcry. Jn addition, that India prov1de~ garrnents to mternat~onal ~ash10.n
houses at competitive prices, with a shorter lead time, and an effective monopoly on certam designs, is
accepted the whole world over. lndia has always been regarded as the default source in the embroidered ,
garrnenrs se~ment, but changes in the ratc of cxchange between the rupe~ and the dollar has further
depressed pnces, thereby attracting more buyers. So the international fashion houses walk away With
custom1sed goods
d
ft
.
As far as the fabric market is concerned, the range available in India can attract as well as _confuse the
buyer . Much of the production takes place in the small town of Chapa in the eastern state 0~ Bihar, a narne
~~e mighr never have heard of. Hcre fabric-rnaking is a family industry; the ran_ge an~ qual~ty ofraw sil.ks
of urned ou.t here bel~e the crude production methods and equrpment. Sur~t 1~ G~Jarat, is the suppher
~n amazi_ng set. of jacquards, rnoss crepes and georgette sheers - ali fabrics m high dema~d. ~n.other
ludian f~bnc design that has been adopted by the fashion industry is the 'M~dras ~heck., ongmally
utihse~ for the universal lungi, a simple lower-body wrap worn in southern India. This d~s1gn has now
found rts way on to bandannas, blouses, home fumishings and almost anythmg one can think of.
Ethnic Indian designs with batik and hand-embroidered motifs have also become popular across the
world. Decorative bead work is another product in demand in the intemational market. Beads are used
to prepare accessory items like belts and bags, and beadwork is now available far haute couture evening
wear too.
*
**
***
knee-length tunics
trousers
trouser suit
Questions 1-7
Complete the notes below.
Choose ONE WORD ONL Y from the passage for each answer.
lndlan fashion: 1950-2000
1950e
No w~/1-known design~rs, modee or
price
1960~
New materiaIs, e.g.
and polyester
1970s
Overeeee sales of 4
fabrcs rose
1980s
Opening of fashion etore in Mumbai
~
Popularity of American deeiqner
Clothing had a
shape
1990s
Fa// in demand for expenelve fashion wear
Return
to 7
clothing
IDI
Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
Write
TRUE
if the statement agrees with the information
FALSE
if the statement contradicts the information
NOT GIVEN if there is no information on this
8
At the start of the 2151 century, key elements in the lndian fashion
industry changed.
"
You s?ould spend about 20 minutes on Questions 14-26. which are based on
which has been a designated growth arca smce 1979. We in South Oxfordshire District Council consider
rhat, although Didcot does have potential for further growth, such development should be sustainable,
well-planned and supported by adequate infrastructure and community services.
B
Recent experience in Didcot has demonstrated that large greenfield' developments cannot resource ali
the necessary infrastructure and low-cost housing requirements. The ensuing compromises create a legacy
of local transport, infrastructure and community services deficits, with no obvious mcans of correction.
\Ve wish to ensure that there is grcater recognition of the cost attached to housing growth, and that a
means is found to resource the establishment of sustainable communities in growth areas.
e
Until the l 950s, the developmcnt of job opportunities in the railway industry, and in a large, military
ordnance depot, was the spur to Didcot's expansion. Oevelopment at that time was geared to providing
homes for the railway and depot workers, with limited invcstment in shopping and other services for the
local population. Didcot failed to devclop Broadway as a compact town centre, and achieved only a strip
of shops along one side of the main street hemmed in by low density housing and service trade uses.
D
From the l 970s, strategic planning policies directed significant new housing development to Didcot.
Planners recognised Didcot s potential, with rapid growth in local job opportunities and good ral
connections for those choosing to work farther afield. However, the town is bisected by the east-west
railway, and people living in Ladygrove, the urban extension to the north which has been built since the
1980s. felt, and still feel, cut ofT from the town and its community.
E
Population growth in the new housing areas failed to spark adequate prvate-sector investment in town
centre uses. and the timitcd investment which did take place - Didcot Market Place development in
1982, for instance - did not succced in dclivering the numbcr and range of town centre uses needed by
the growing population. In 1990. public-sector finan~e was used to buy the land required f?r the Orchard
Centre development, comprising a superstore, parking and a new street of stores runrung parallel to
Broadway. The development took 13 years to complete.
TEST 6, READING
MODULE
ROllttft
F
!he idea that, by obliging developers of new housing to contribute to the cost o~ infrastructure lJ1d
scrvice
requ1rem,en t .. a 11 the ncccssary financc could be rarse
d. h'as. P roved. unachievable
Subsi antia
.
blic f'
~~ts~~ ~nar~cc v as suu nccded to deliv cr major projects uch as thc new link ~oad to the A34 on the
S .l ns .of the town at Milton, thc improved railway crossing at Marsh Bridge and new schools.
b~1~k1
wer~ ~~layed due t.o diffi~ulti~s in securing public finance. The sarnc problem also held
P
on ot hcalth and social scrviccs 111 the town.
~~!~,~tt
!~/~ce.nt ~cars. governmcnt policy, in particular the requirement for developers that forty percem of
iruts in. a nev housing de elopmcnt should be low cost homes, has h.ad ~ major rmpact on
1
~~~re~conomics of such deveopmenr, as it has limited the developers ' .contr.1b~t~o.n to the. costs of
. a:structure. The planning authorities are facing ditTcult choices m pnonnsmg the iterns of
t~frastructure which must be funded by development and this in turn means that from now on public
fina nce w111 need to provide
a greatcr proportion of infrastructure
' project
' costs.
H
The G?vernme~t's Sustainable Communities Plan seeks a holistic approach to new urban developmeni
in which housing, employrnent. services and infrastructure of ali kinds are carefully planned and
deltvered in a way which avoids the infrastructure deficits that have occurred in places like Didcot in the
past. This report, therefore, is structured around the individual components of a sustainable community,
and shows the baseline position for each component.
1
Didcot has been identified as one of the towns with which the Government is working to evaluate
whether additional growth will strengthen the econornic potential of the town, deliver the necessary
infrastructure and improve environmental standards. A programme of work, including discussions with
the local community about their aspirations for the town as well as other stakeholders, will be undertaken
over the coming months, and will lead to the development of a strategic master plan. The challenge will
be in optimising scarce resources to achieve maximum benefits for the town.
* Jand that has never previously been built on
TEST 6, READING
MODULE
Quest/ons 14-26
Quest1ons 14-19
Reading Passage 2 has nine paragraphs. A-1.
Which paragraph contalns the followinginformation?
Wnte the correct letter. A-1.
14 reference to the way the council's report is organised
15 the reason why inhabitants in one part of Oidcot are isolated
16 a statement concerning future sources of investment
17 the identification of two majar employers at Didcot
18 reference to groups who will be consulted about a new development plan
19 an account of how additional
Questions 20-23
Look at the following places and the st of statements below.
Match each place with the correct statement, A-F.
Write the correct letter, A-F.
20 Broadway
21 Market Place
22 Orchard Centre
23 Marsh Bridge
List of statements
A
e
o
TEST 6, READING
MODULE
?' ,.
71
Ouestions 24-26
Complete the sentences be/ow.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
26 The views of Didcot's inhabitants and others will form the basis
of a
fer the town .
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,;
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t:11..-.1-t
r;
\~~~j;.
nsr -6,
RAJ>t-HG MOOUt:E
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You should soena about 20 minutes on Questions 27-40 which are based on
Reading Passage 3 below.
Languagediversity
onc of rhe mo~t inlucnt~al ideas in (the st~dr of_ languages is that of univer al grarnmar (UG). Put
forward by Noam Chomsky 111 thc 1 )60s~ t. is widcly intcrpreted as mcaning that ali Janguagcs a~e
basically thc sume, and that thc human bra1~ is born language-ready, with an in-built programmc that is
ablt: to 111tcrpret thc ~on~mo~ rules underlying any mothcr tengue. For five decades this idea prevailed,
~nd influcnced work 111 lmguistic~. ps~chology and cognitivo scicncc. To understand language, it implied,
you must swcep asidc thc huge diversity of languagcs. and find their common human core.
Since rhe rhcory of UG was pr~poscd, linguists havc identificd many universal languagc rules. However,
therc ar~ alm.ost always excepnons .. Jt was once belicved, for example, that if a Janguagc had syllables*
that bcgrn with a vowe~ and cnd wirh a consonan: (VC). it would also have syllable that begin with
a consonant and cnd w~th a vowcl (C~'). This universal lasted until 1999, when linguists showed that
Arrcrntc. spoken by lndigenous Australians from the area around Al ice Springs in the Northern Tcrritory,
has ve syllables but no cv syllablcs.
Other non-universal ~niversals describe the ba ic rules of putting words together. Take the rule that
every language contams four baste word classes: nouns, verbs, adjcctives and adverbs. Work in the past
two decades has shown that severa! languages lack an open adverb class. which means that new adverbs
cannot be readily formed, unlike in English where you can turn any adjective into an adverb, for example
'soft' into 'softly'. Others, such as Lao, spoken in Laos. have no adjectives at ali. More controversially,
some linguists ar~ue that a few languages, such as Straits Salish, spoken by indigenous people from
north-western regions of North America, do not even have distinct nouns or verbs. Instead, they have a
single class of words to include events, objects and qualities.
Even apparently indisputable universals have been found lacking. This includes recursion, or the ability
to infinitely place one grammatical unit inside a similar unit, such as Jack thinks that Mary thinks
that ... the bus will be on time. lt is widely considered to be the most essential characteristic of human
language, one that sets it apart from the communications of ll other animals. Yet Dan Everett at lllinois
State University recently published controversia! work showing that Amazonian Piraba does not have
this quality.
But what if the very diversity of languages is the key to understanding human communication? Linguists
Nicholas Evans of the Australian National University in Canberra, and Stephen Levinson of the Max
Planck lnstitute for Psycholinguistics in Nijmegen, the Netherlands, believe that languages do not share a
common set of rules. Instead, they say, their sheer variery is a detining feature ofhuman communicationsomething not scen in other animals. While there is no doubt that human thinking influences the form
that language takcs, if Evans and Levinson are correct, language in turn shapes our brains. This suggests
that humans are more divcrse than we thought, with our brains having differences depending on the
language cnvironment in which we grew up. And that leads to a disturbing conclusion: every time a
language becomes extinct, humanity loses an important piecc of diversity.
lf languages do not obey a single set of shared rules, then how ~re thcy cr~ated? 'Instead of unver.sals~
you get standard engineering solutions tha~ l~nguagcs adopt ~gam and aga1~, and then you get outliers,
says Evans. He and Levinson argue that th1.s is becau_se any given languagc rs a comple~ system s~aped
by rnany factors, including culture, genencs an~ history. There are no absol~tely universal t~a1ts of
~a~guage, they say, only tendencies. And it is a rmx of strong and weak tendencies that charactenses the
bio-cultural' mix that we call language.
TEST 6, READING
MODULE
Accord~ng to t~e two linguists, the stron tendcncies explain why m~ny languages display comnion
pattcrns.
t ene 1 lo pus. hgl anguagc in a 51m11ar direct1on,
b . h A .vanety of t'actors
(
. such asd the
r structure
. . of th e
rain, t. e b1ology of specch, and thc efficicncies of communication. widely share mguisnc elements
:ay ~lso be o~cs that build on a particularly human kind of reason~ng. F~r example, the fact _that bef?re
ac~/~~rn to sy~dk we perec e the world as a place full ofthings causing acuons (agents) and thm~s hav1ng
s done to them (paticnts) explains why most languages deploy the e grammat1cal categories.
WeakLc\~.n
te decncie m
comrasr, are cxplaincd by the idiosyncr~s1es o f diff
t 1.anguages. E va~s
and
1 eren
111 on ~rgue that rnany aspccts of thc particular natural h1st~ry of a populatio~ may afTect ns
1
,
t~~f~ag~. For instancc, Andy Butcher at Flindcrs University in Adcraide, South ~ust~aha, has ?bser~cd
mdigenou. Au tralian childrcn have by far the highest incidcnce of chronic middle-ear mfect1on
~;eany popul~tion on thc planct, and that most indigenous Australian 1.anguages .lack ~any sounds th~t
con C?~mon m other languages, but which are hard to hear with a m1ddle-ear infection .. Whethe- th1s
dition has haped thc sound systems of these languages is unknown, says Evans, but it is importan
to consde- the idea.
and Eva.ns are ~ot the first to question the theory of universal grammar, but. no one has
summansed these ideas quue as persuasively, and given them as much reach. As a result, their argumem,
have genera.ted widespread enthusiasm, particularly among those linguists ~h? are tired o~ trymg t?
squeeze t~e1r findings mto thc straitjacket of 'absolute universals'. To sorne, 1t is the final nail m UGs
co~n: Michael Tomasello, ca-director of the Max Planck Institute for Evolutionary Anthropology in
~etJ?ztg, Germany, has been a long-standing critic of the idea that all languages conform to a set of rules.
Universal grammar is dead,' he says.
Levinson
a unit of sound
TEST 6. READING
MODULE
Questons 27-40
Questions 27-32
Do the following statements agree with the views of tne wrter in Readng
Passage 3?
Write
YES
NO
NOT GIVEN
30 The search for new universal language rules has largely ended.
31 lf Evans and Levinson are right, people develop in the same way no matter
what language they speak.
32 The loss of any single language might have implications for the human race.
Questions 33-37
Choose the correct letter, A, B, C or D.
33 Which of the following views about language are held by Evans and
Levinson?
e
o
B faulty analysis.
e
o
TEST 6. READING
MODULE
~ritinQ module
(1 hour)
You should spend about 20 minutes on this task.
Plan A. below shows a health centre in 2005. Plan B shows the same
place m the present day.
Summarise the information by selectlng and reporting the maln
features, and make comparisons where relevant.
Write at least 150 words.
,~
fir1
r~...
'k
GMden
Physiotherapy
,\1r,
Minor operat1ons
il~
'\~
CR3
~",
Physioth~rapy
CR4
...,
'"
l~
CR3
:!
...;;
CRl
00 Present
CIU
Day
CR Consulting room
"
You should spend about 40 minutes on this task.
Write about the fo/lowing tapie:
-------111
Speaking module (11-14 minutes)
Answer these questtons
..
You have one minute to make notes on the following topic. Then you have up to
two minutes to talk about it.
Describe a sports match which you saw and which you found enjoyable.
You should say:
what the sport was
who was playing in this game
where you watched it
and explain why you enjoyed watching the match so much.
rv.
What kinds of sport do people in your country most often watch on TV? Why?
What do you think are the disadvantages of having a lot of coverage of sport
on TV?
How do you think the broadcasting of sports on TV wi/l change in the next
20 years?
Now let's consider international sports competitions.
Why do you think international sports competitions (like the Football World
Cup) are so popular?
What are the advantages and disadvantages to a country when it hosts a
majar intemational sports competition?
'N_h~t shoul~ govemmen~~ invest r:iore in: helping their top sports people to
wm intemetlone' comoetitions, or m promoting sport for everyone? Why?
TEST 6, SPEAKING
MODULE
Questlons 1-10
Questions 1-10
Complete the notes below.
Wrte NO MORE THAN TWO WORDS ORA NUMBER for each answer.
arrving at
3 .. .. .. .. . . .. .. . .. . . of the city
..
What to pack
(to wear)
- ca5ual clothe5
- one 5mart
areee - to wear at
-a good6
- tough
(;
..
(toread)
(for presente)
.
(with racing picture5)
SECTION 2
Questlons 11-20
Questions 11-16
1980.
B 1997.
2004.
TEST 7, USTENING
MODULE
p
Questions 17-20
What special conditions app/y to the following rides?
Choose FOUR answers from the box and wrlte the correct letter, A-F,
questions 17-20.
next to tne
Rides
17 River Adventure
18 Jungle Jm Rollercoaster
19 Swoop Slide
20 Zip Go-carts
Questions 21-30
Ouestions 21-22
Choose TWO letters, A-E.
What TWO things do Brad and Helen agree to say about listening in groups?
A Listerunq skills are often overlooked in business training.
B learning to listen well is a skill that's easy for most people to learn.
C lt's sometimes acceptable to argue against speakers.
D
What TWO things do Brad and Helen agree are weak points in the article's
section on conflict resolution?
A lt doesn't explore the tapie in enough detail.
B lt only discusses conservative views.
TEST 7. USTENING
MODULE
Questions 27-30
What actions do Brad and He/en agree to do regarding tne following
preparation tasks?
Choose FOUR answers from the box and write the correct tetter. A-F, next to
the number.
Action
A Contact the tutor for clarification.
B Check the assignment specifications.
Preparation tasks
27 Preparing the powerpoint
29 Creating a handout
30 Drawing up a bibliography
..
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Quest/ons 31-40
Complete the notes below.
Write ONE WORD ONL Y for each answer.
31
32 .. so are
Previous programmes
New 9reenhouse
Meets critera for suetainabilty
to bui/d
Simple and 35
Made mainly from local materials (mud or stone for the walts, wood
and 36 .. .. .. .. . . . .. .. . .. for the roof)
Runs so/e/y on 37
energy
38
Design
lnner 39
Social benefits
l
! . ~:
~ ; :. '
1
t: :
...
'
. .
... , ,-- .....
'\
. ;
1.
j .
..... .
...
.. . .
,, ...
1
~.
r~
. .. r:~
.....
. . :t.::
1111
TEST 7, LISTENING
'. . ~ ... .
4o
MODULE
~ea d
ng module (1 hour)
You s?ould spend about 20 minutes on Questions 1-13. which are based on
Readmg Passage 1 below.
On routes with heavy traffic, flexible pavem.ents were replaced by rigid pavernents, in which .the t.op. layer
was concrete, 15 to 30 centimetres thick, laid on a prepared bed. Nowadays steel bars are laid within the
concrete. This not only restrains shrinkage ~uring setting, but also reduces expansion in warm weather.
As a result. it is possible to lay long slabs without danger of cracking.
The demands of heavy traffic led to the concept of h.igh-speed long-distance roads, with access - or
sltp-lanes - spaccd widely apart. The US Bronx River Parkway of 1925 was followed by several
variants - Germany's autobahns and the Pan ~merican Highway. ~uch. roads - especially the intercity
autobahns with their separate multi-lanc camageways for each direction - were the predecessors of
today's rnotorways .
. Bridges
T~e development by the Romans of the arched bri~ge .marked the beginning of scientific
bndge-building; hitherto, bridges had generally been c.rossmgs in the form of felled trees ~r lat stone
bl0cks. Absorbing the load by compression, arched bndges are very strong. Most were built of stone,
TEST 7. READING MODULE
. e brjd
iron in 1779 , Shll Sta d~
ns -
Steel, with its superior strength-to-wei ht ratio soon replaced iron in metal bridge-work. I~ the taitv,
:~~ lthc, truss ~ or girder) bridge bccameg popular~ Built of wood or metal, the truss beam cons1sts of u~
ower horizontal booms joined by vertical or inclined members.
{he u~pcnsion bridge has a deck supported by suspenders that dropfrorn one or more overhead cab
t requ1res strong anchorage at each end to resist the inward tension of ~he cables, and the deck~
strengthened to control distortion by moving loads or high winds. sucb bndg~s ar~ nevertheless li~
and therefore the most suitable for very long spans. The Clifton Suspe~sion Bndge 1.n the UK, desi&ned
~y lsam?ard Kingdom Brunei ( 1806-59) to span the Avon <;Jorg~ m E~glan~ 15 famous both r'its beautiful settmg and for its elegant design. The 1998 Akash Kaikyo Bndge m Japan has a spanOf
t ,99 i metres, which is the longest to date.
Cantilever bridg~s, such as the 1889 Forth Ral Bridge in Scotland exploit th.e potential of steel construct10Q
to produce a wide clearwater space. The spans have a central s~pportmg pier and meet midstreani,
The downward thrust, where the spans meet, is countered by firm anchor~ge of. the spans ar hctr
other ends, Although the suspension bridge can span a wider gap, the ca?t1lever is relativelv Stable.
and this was ~mportant for nincteenth-century railway builders. The. world s longest cantilever span ~
549 rnetres - is that of the Quebec ral bridge in Canada, constructed m 1918.
Questons 1-3
Label the diagram below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from tne passage for
each answer.
Flexible Pavement
Surface layer
Tarmacadam (1 .. and stone chips)
Mddle layer
(2... deep)
Crush~ stOM
dust and 3 ...
~//~~ff#d/J~
Questions 4- 7
Do the following statements agree wth the nformaton gven in Reading Passage 1?
Wrte
TRUE
FALSE
NOT GIVEN
In Britain, during the nineteenth century, only the very rich could afford to use
toll roads.
Nineteenth-century
"
Questions 8-13
Complete the table below.
Use ONE WORD ONL y from tne passage for each answer.
Type of bridge
Features
Example(a)
Arched bridge
lntroduced by the
8 ...................
Very strong.
Usually made of
9 ...................
Alcantara. Spain
lronbridge, UK
Truss bridge
Made of wood or
metal.
Popular for railways.
Suspension- bridge
Has a suspended
deck.
Strong but
10 ...................
Cantilever bridge
Made of
12 ...................
More 13 ..................
than the suspension
bridge.
1\
'! 1
..
Clifton, UK
Akashi Kaikyo, Japa
( currently the
n
11 ........... span)
Quebec, Canada
Neandcrthals
A '1.'IH: cvolu11011111y
,,11
mudc111
wo d1ffi.:r~nt
111 cx;llllll~C
l lowcvcr, rn u Hc1cntil1c
lto111 thc Mnx Pl:111ck l11Hlrtutc
lor l:.vol111u111ary
/\ntlt1opnl1114y. i11 l .c1p11p, llave made 1111ch a compar 1to.on
posxiblc. 111 20(.)().' .al 11 111ucti11i ol 1111.. Amcricuu \oc1at1011
lor .1hc.
/\dvam:rmc111 ul S1:11.:11cc. llti..:y nuulc public 1111 lllllllyH1li
rhc uc.:nomc of
Ncuudcrthnl 111:111.
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1111 nluhty
th111i.,
'
//~'"''~ 11c:t111dC't't/l(t/<'11s/s, lo givc its propc: n1111c, hvcrl in b1ropc nnd ~ar~1-1
ot ~sll. trom 400,000 ycnrs agolo 10,000 ycnrs 11go. 'lownrd-, lhc cnd of tht8
pcriod 11 shnrcd its rangc with intcrlopcr in rhc li11111 ol l lonu, vmlens ... who
wcrc sprcading out Irom Alricn. l lowcvcr, tite wo 'ipccic'i did not sculc down
to a stublc cohuhitnrion. For n.:nsnni, which are m1 ycl unknown, thc arrival of
llomu sapieus in a rcgiou was nlways quickly lollowcd by thc dlsappcarancc
of Ncundcrthals.
Bcfore 2009. Dr l'auho uud hiH tcam had conducted only a superficial
comparison hctwecn thc UN/\ ni' Ncanderthals und modern hurnans. Sincc
then, thcy llave pcrformcd a 111or1.: thorough study and, i11 doing so, havc shcd
a Iascinating light on (he intcrtwincd history ol'thc two spccics. 1 hat history
turns out to he mure intcrtwincd thun many had prcviously bclicvcd.
O Dr Puabo und his collcugues
cornpurcd thcir Ncandcrthal
gcnomc
(painstakingly rcconstructcd Irom thrce bone sarnplcs collcctcd from a cave
in Croatia) with thut of ivc living humuns lrom various parts of Africa and
Eurasia. Prcvious gcnctic analysis, which had only cxarnincd DN/\ passcd
E That is intriguing. lt shows thal cvcn aflcr severa! hundrcd thousand ycars
or
t"
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i
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.
. .. 11;
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Questions 14-26
Questions 14-18
Look at the following characteristics (Questions 14-18) and the list of
species below.
Match each feature with the correct species, A, B or C.
Write the correct letter, A, B or C.
List of species
A Homo neanderthalensis
B Homo sapiens
C
..
TEST 7, READING
MODULE
Questions 19-23
Reading Passage 2 has seven paragraphs, A-G.
formation?
Which paragraph contains the fol/owmg m
Write the correct letter, A-G.
19 an account of the rejection of a theory
20 reference to an unexplained link between iwo events
21 the identification of a skill-related gene common to both Neanderthals anct
modern humans
22 the announcement of a scientific breakthrough
23 an interesting gap in existing knowledge
Questions 24-26
Complete the summary be/ow.
Choose NO MORE THAN THREE WORDS from tne passage for each answer.
You s~ould spend about 20 minutes on Questions 27-40, which are besed on
Readmg Passage 3 below.
TEST 7, READING
MODULE
_....
Questlons 27-40
Questions 27-31
Do the following statements agree with the views of the writer in Reading Passage
37
Write
YES
NO
NOT GIVEN
27 lt is more than a thousand years since people started to catch fish for
commercial use.
Questions 35-40
Complete the summary using the tist of wordslphrases,A-J, below.
Measures to protect the oceans
Up till the twentieth century the world's supply of fish was sufficient
for its needs. lt was unnecessary to introduce 35
of any
.
o
38
Despite the doubts that many officials have about the concept of
39
TEST 7, READING
A action
B controls
E fish processlng
H marine reserves
1 the land
MODULE
failure
J the past
fish catches
I
1
Social
networking
24'!1.
Malng boo1dn91
e.g. c1-.1t..wl
29'llt
Makong bookings
e.g. cnema/travcl
5%
minutes)
You have one minute to make notes on the following tapie. Then you have up to
two minutes to talk about it.
Describe an occasion when you met someone you hadn't seen for severa!
years.
You should say:
how and when you met the person
who the person was
how long it was since you had last seen him/her
and explain how you felt about meeting this person again.
Did you recognise him/her straight away?
Had helshe changed a lot?
PART3
: ..~
Now let's consider the ways in which peop/e changa as they grow older.
What are the reasons why people change as they grow older?
Why do you think some people change more than others?
At about what age do you think people change the most? Why/Why not?
The General Training Reading test contains three sections, and lasts for one hour, so
you have twenty minutes to do each section. The first and second parts of the test are
generally easier than the third, so you might decide to spend less time on these. You
can make notes on the question paper, but all your answers have to be written on a
separate mark sheet, so you must allow enough time to do this. The test has a total
of 40 questions, so in two of the sections there are 13 questions, and in one there
are 14 questions.
The first section of the test consists of two texts about sorne aspect of everyday life.
Topics are varied and might include accommodation, travel, leisure, entertainment or
driving. Each of the texts is approximately 300-350 words in total.
The second section contains two texts about sorne aspect of work or training. Again,
topics are varied, and could include careers, jobs, qualifications, health and safety,
salary and benefits. Each of the texts is between 350 and 400 words in length.
The third section has only one text of about 850-900 words, and is about any subject
of general interest. Topics might include geography, history, science, nature or sport,
but the texts will be generally accessible to readers of any background.
The General Training Reading paper uses a variety of task types, including:
Giving short answers to questions.
~
Deciding whether statements/opinions correspond to what is written in a
reading passage.
Matching statements to people or events which are mentioned in a reading passage.
Completing a summary, or individual sentences based on a reading passage.
Completing a table, a diagram, a flow chart, or notes based on a reading passage.
Choosing a statement about a reading passage from several options.
Choosing the answer to a question about a reading passage from severa! options.
Choosing the best heading for each of the paragraphs in a reading passage.
In sorne tasks you will have to write words or phrases, and in other tasks you will
have to write letters or numbers.
The testing focus of the General Training test is similar to that of the Academic
Training test. See page 39 for more information.
You can use the same preparation tips and strategies for the General Reading test as
you canfor the Academic Reading test. See page 39 for more information.
SECTION
.
You should spend about 20 mmutes
on Qu estions 1-14.
CREATIVE TOYS
A
Bath time animals
Chef's outfit
Chimalong
Carpenter's tools
Cardboard playhouse
Doll-making kit
Questions 1-7
Look at the six advertisements for toys, A-Fon page 154.
fiP strip
uestions 1-7
O
taterncnts don t
The s the order of
to111orr
~ation
10
in
the texts,
'i
Question 1
Find ali the advertisements
that mention colour.
Choose the one that
menuons 'a range' of
(severa!) colours.
Question 2
First find all the
advertisements which
mentron size. Choose
the advertisement that
mentions being able to
change the size,
Question 5
Find the advertisement
contairunq words related to
'water'. There is only one.
' i
I'
.1
~
j
1
''
t:
... .
.
~;
;:
GENERAL TRAINING
r!'
..,. ~
!
1
1
ith
1 h1 ,l,ltt'llll'llt\ ,Hl' in
th~' '>..llllt' Otd<'r ,l') th\?
rnlvrm,111011 in the lt'tt(.'1
011\t>
ol lh~ wortls
Questions 8-14
' one of
11)
Question 8
!0 find
Question 10
To fmd where the answer
is. look Ior the place where
pnces and breakfast are
mentioned Then read the
sentence carefully.
Question 12
Ftnd a word which is related
m mearunq to 'arrival'. Then
check what the letter says
about the 'earliest' time
guests can arrive.
e in advance.
.
is g1ven, there 1s no charge.
GENERAL
TRAINING
Minnesota Department
of Natural Resources (DNR)
Voluntccring program
Voluntccrs work with DNR managers,
profcssionats and tcchnicians to hclp
managc thc statc 's di verse natural
r_esourc.cs. Volunt?~r positions rangc
f rom . jobs rcqumng no prcvious
cxpc!1~nce to . pccialist positions
requmng
extensivo
skill
and
expcricnce. Volunteers provide work
which supplcmcnts DNR pcrsonncl.
Voluntccrs hclp to pre. crve and
enhance Minnesota 's natural beauty
for t~e cnjoymcnt of pcoplc of ali
ages, mterests and abilitics.
GENERAL TRAINING
Questions 15-27
Tip strip
Ouestions 15-21
Questions 15-21
The informat1on in the
flow chart follows the
arder of mformat1on in
the text.
Don 't wnte more than
one word in each space
Don' change any
words Write your
answers exactly as they
appear tn the text.
When you wnte your
answers, check that
the grammar of the
~entences is correct. lf it
rsn't, you've chosen the
wrong words.
Question 16
Find a word in the text
that means 'get in touch
with', then look for the
answer.
Question 17
The flow chart has 'your'
in front of the space, so
the answer rs a noun.
Question 21
To find where the answer
is, fnd the place where
'supervisor' is mentioned
then read carefully.
'
'Wornes' has a similar
meaning to 'concerns'.
This is the first thing to
tell your supervisor about.
Now look for the second
thing.
L__
____
-----.
t
Register for the post.
1___
----__
t
Turn up punctually for work (call if you need to change your 17
t
Refer questions
about the DNR from
the 18
.
to your supervisor
(do not give your own
19
).
t
Give a record of your
20
to
your supervisor.
).
t
Tell your supervisor
if you have any
concerns or particular
21
.
, k an act10n
1eci
uudcr-tand that if you ta e
1...,
an appreci,
ovcr thcre.'
Work with your manager
. .
.
ith our boss, and part of that is know
Onc of thc kcy s~1lls ~s d~aling '~ ~hey ali have targets, from the ch~g
what your boss is being JUdg~
Y nagers so look at ways rn which y cf
cxccutive and orher ~ore senior;;; still h~lping yourself.
can help thcm to deliver those w
ou
Questions 22-27
Tip strip
Questions 22-27
Notes rruqnt not
follow the arder of the
text exactly, but the
headmqs will help you
to find the nqht places
in the text.
Wnte e1ther one word
or two words for your
answers. Don 't write
more than this.
Your answers
should fit the spaces
grammatically as well as
in meaning.
Don't change any
words. Wnte your
answers exactly as they
appear in the text.
Question 22
This is the second part of
a list of two things. Find
what the second thing
is by looking for 'also' in
the text. then reading the
sentence carefully.
Question 24
To fmd the place where
the answer is, look for
the part in the text
about training.
The answer is one of three
types of training. Find
where the text mentions
the other two types,
and then look for the
third type,
Question 27
The notes have 'their' in
front of the space, and
'are' after the space. so
the answer is a plural
noun phrase.
going to conferences
22
in the 23
25
26
GENERAL TRAINING
TEST, READING
MODULE
....
s:
o
Once the eggs hatch, the female will continue to
brood them until they are seven to ten days old; the
young are blind and naked through to day five. Both
sexes will then provide food for the growing chicks,
sometimes bringing them through to successful
fedging, and avoiding the unwelcome attentions of
nest predators like cats. Newly ftedged young are
fairly conspicuous; noisily, they continue to beg for
food from their parents for at Jeast another 10-12
days. The pair may then initiate another breeding
attempt, sometimes in the same nest. There are
records of young from the first brood attending and
feeding young from the second brood, a behaviour
that also occurs in a number of other bird species.
E
~.'!k~
1~
Tip strip
Questlons 28-40
Questions 28-34
The head1n9s are not in
the same order as the
informat1on in the text,
You can only use each
heading once.
Read all the headmqs
quic~ly before you read
the text
lf you have chosen one
of the headmqs for a
paragraph near the
beginning, and then
find that it fits a later
paragraph better, check
your answers.
~on't choose a heading
just because it contains
words from the text. A
head1ng should be about
the who/e paragraph.
Question 29
Paragraph B mentions
's1ghtings'. so read this
paragraph qurckly to see
if 'regulanty' is one of the
mam thernes.
Question 32
Only three of the
paragraphs mennon food
or feed1ng (C. D and E).
One of these describes
what the birds eat in
sorne detarl, Read this
paragraph and check that
it mentions different times
of the year.
Question 34
Look for a paragraph
contain1ng the idea o
'decline' or fall. There 1s
only one.
Check whether thrs
paragraph refers to
'reversing (completely
chan91ng) the decline.
GENERAL
Questions 28-34
The text above has SEVEN paragraphs, A-G.
Choose the correct heading, i-ix, from the /ist of headings below.
Write the correct number, i-ix.
List of Headings
A breeding partnership
i
iii
Geographic range
iv
vi
vii
viii
ix
Physical features
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph O
32 Paragraph E
33 Paragraph F
34 Paragraph G
TRAINING
"
Questions 35-38
Complete the summary below.
fiP strip
. n 35
o1.1est10
, 1 ,r J word 111 the text
rl l
.
''\, 1 ,nlllt1r mt',rning to
111!1'
Choose NO MORE THAN TWO WORDS from the text for each answer.
ft\ltht:'I'>
.111 '
37
s \omes befo1e the
" SO the answer
IS
<X1e"
h
singular oouo p rase.
o1.1estion
lt can best be
Finally, when it
Questions 39 to 40.
Tip strip
Questions 39-40
The questions follow
the order of information
m the text
The four options may
not follow the order of
normation in the text.
Alter you've chosen
an answer, check that
the other opnons are
wrong.
lt's better to guess than
to leave a question
unanswered.
Question 40
lnforrnation about the
birds' nests is contamed
in Paragraph e and
Paragraph D. So to be
sure of the correct answer,
you have to read both
lh~e paragraphs.
e or D.
39 What does the writer say about the seasonal movements of Spotted
Flycatchers?
A They can be found in Britain throughout most of the year.
B Their time of arrival in Britain has changed considerably since the
eighteenth century.
C
Ringing them has only provided evidence of their routes within Europe.
The General Training Writing test lasts for an _hour and cons_ists of two parts. The
first part is shorter than the second, and carnes only o~e thrrd of the marks, so You
should spend about 20 minutes on this part and 40 mrnutes on the second Part.
For each part you should allow enough time to plan what. you are going to say
before you begin writing, and to check what you have wntten afterwards.
Task 1
In the first part, you have to write a letter with a mnimum of _150 ~ord~ altogether,
in response to a situation which is described in the task. The situatton m19ht be
related to social life, or it might be related to work life. and it might be a letter to a
friend ora letter to an official or a work colleague.
You are provided with a list of three things which your letter should include.
You have to write in an appropriate style according to the situation.
Task 2
In the second part you have to write an essay with a minimum of 250 words.
This involves giving your own opinion about a situation or point of view which
is described in the task. Topics are varied, and might include health, lifestyles,
environment, or education, but you do not have to have any special knowledge to
be able to do the task.
The testing focus for the General Training Writing test is similar to that of the
Academic Writing test. See page 52 for more information.
As you cannot predict what the topics of the General Training Writing test will be,
you sh?uld read about different topics using a wide variety of sources, such as
magazrnes. n~wspapers. letters, lea~lets, ~~vertisements and websites.
At the same trme, you should pract1se wntrng both letters and essays to a time limit.
GENERAL
TRAINING
TEST, WRITING
MODULE
You should
fip striP
'lt
=.
want something that you cen't buy In your own country. You
decide to asl< an English frlend to help you.
Write a letter to the friend. In your letter
19
, Yoifre w11t1ng to a
mend, so your tone
rnu~t be informal and
1
thetvloW
nla,.ed.
, Tht.' fr1end rs Enghsh.
, choose somethmg
which you rmqht
rt'<'lsonably ask a fnend
10 help you to buy.
, You rnust cover ali three
tiullet points in your
!etw: you will lose marks
1f you miss any of them.
, 11 often helps to imagine
a real person when you
are writing the letter.
, Airn to use a wide
range of vocabulary
and grammar.
Divide your letter into
suitable paragraphs.
Don't write too much or
write an address -you
won't get any extra rnarks.
Dear
Tip strip
Read the statement
carefully.
The second line of the
lask in Iask 2 ditfers
from paper to paper.
Make notes before you
start to write.
' You could give your
point of view and then
provide illustrations/
ev1dence, Or you can
explore one side of the
question and then give
YOUr opinion and explain
the arguments you find
part1cularly persuasive.
' Aim to use a wide range
o vocabulary which
conveys your ideas
Prec1sely and expressively.
' Create a separate
Paragraph for each
ma1n idea .
Ali
swer the task question.
11 15
al! right to partly
agree or disagree.
GENERAL TRAINING
TEST, WRITING
MODULE
ut
Watch the
full test on
your DVD.
Useful language
Communication strategies
Pardon/Sorry?
Could you say that again please?
Wou/d you mind repeating the question?
What does X mean?
SPEAKING
FILE
I usuallylgenerallylsometimes/often
Every morning/daylweek, . . .
On Mondays/Tuesdays ...
At the weekend, ...
In P'! two of the test, the examiner gives you a familiar topic to talk about. .Y~~e
are g1Ven a card with points to include in your talk, and you will neve one mm
to make notes befare you begin.
Read the card carefully, so that your talk is relevant to the topc you are given.
Decide exactly what you will talk about (which person, place, occasion, etc.).
Make a few notes about each separate point on the card (there are tour things
to include).
Useful language
Linking ideas and information
The placelpersonloccasionlactivity l'm going to talk about is ...
First of al/ ...
Secondly .. ./Next ...
Another thng I shou/d mention is ...
Regarding the X ...
Giving reasons
SPEAKING
FILE
In Pen 3 of the test the examinar will ask you soma q':'estions related to the to
of your tet in Psn 2, and then discuss your replie~ wit~ Y~ ~~e questions w~ic
0
be more general and tess personal than me questJOns m
er two Parts.
Useful language
.,
Expressing an opinion
Comparing
Compared to X . . .
More people ... than ...
By contras! with X ...
Qualifying statements
SPEAKING
FILE
rest 1
ACADEMIC WRITING
WRITING TASK 1
sa111ple question
see Test 1. Task 1 on page 2 9.
Task achievement
Coherence and
cohesion
Lexical resource
Grammatical range
and accuracy
sa111ple answer
fht table sh~ the reeutte of three surveys, conducted
()\-tr 10 yearv!7, indicating changes in students
vieW5 about different sepecte of provision at one
unJeurmined university.
fj~t of all, the most significant changc is the
lt should be task-focused.
free of irrelevant mforrnation
and comment, and of the
appropriate length.
lt should be organised in
a loqrcal sequence, wnh
appropriate paragraph divisions,
and should use linkmg words
and phrases to show the reader
what the connection between
the different parts is.
The vocabulary should be
accurate and appropriate.
A variety of structures should
be used as appropriate.
Exam help
Useful language
the proportion of X; the percentage of X; more than half
of X; less tiien a third of X; a quarter
most of the X; sorne of the X; a bigger number of X ...
than of Y
rose; fell; increased sharply; gradually decreased;
fluctuated; remained the same; went up;
~arking criteria
over the whole period; during the first year; by the end of
the period
shows tbet: indicates tbst; suggests that
WRITING
FILE
------------------.~
Marking criteria
or less the same as for Task 1, except ti..:\t
These are. more
the task.
The position is strong and consistent.
Main points are clear and well-suppo~ed.
Paragraphing is clear with central tapies clearly
signposted.
d
1
id of the debate are presente suconct Y
.! Bot h s1 es
nion only
h
h the task calls for the wnter s or i
WRITING FILE
Examhelp
Carefully read the statements and the question(s}.
which together represent the tapie of your essay. Refer
to these frequently as you plan your essay, to make
sure that your writing is properly focused.
Note down any ideas that come into your head.
Make a plan. Select the ideas you want to use, and
then decide how you will organise them.
Write you(.answer according to your plan.
Check the length of your answer.
Read your answer through and make any changes
which you think will improve it.
Correct the grammar, spelling and punctuation as
necessary
Useful language
a lot of people, some people; many people; a few people
on the one hand ... on the other hand; however;
nevertheless; although
firstly, secondly; finally; then; next; furthermore;
moreover; m addit1on; besides; as a result; for
one thing ... for another thing; by comparison
it appears that; 1t is apparent that; it seems that; this
suggests that; people tend to; it is Jikely
that; m general; generally; usually; normal/y
in conclusion; to conclude; in summary
General Training
WRITING TASK 1
le question
sal11 P
. w .
see General Tra1rnng
nting test, Task 1 on page 16S.
sal'Tl P
le answer
CeJr Simort.
HOW are you my friend?Are you enjoying your summer in
flymouth? /'ve heard that, unfortunately, the weather i5
i-efY bad oer there.
Wefl. a5 you're in Enqland, I should a5k you whether
'f)U could buyju5t a couple of thinqs for me. You know
Marking criteria
Useful language
WRITING
FILE
Sampfe question
WRITING TASk 2
Sample answer
These are more or less the sa~e as for Iask 1, except that
the requirements for task ach1evement are rather more
extensive.
. .
. f
Your answer should not conta1n irre1 ev~nt in orrnation or
opinion, and it should be of the a~p_ropnate len~th. You
should back up your ideas by prov1ding explanat1ons and
examples, and most importantly, a~ the end of the essay
usually by stating or
y ou should provide a .clear conclus1on,
. t
re-stating your own v1ew~o1n
As the writing in Task 2 1s lon~er and more complex than
that for Task 1, it is even more 1mportant. that you plan and
organise your essay clearly, and crea te su1table paragraphs
to separate the different ideas. You should also make the
connections between sentences and paragraphs clear
to your reader by using appropriate connectives such.as
first. second. final/y, however, and so, as well as relat1ve
pronouns like who and which.
Exam help
Useful language
a lot of people; some people; many peop/e; a few people
./
./
d
the response a nd is clearly and. effectively presente .
are supported by evidence.
h id
T
e
~
eas
The ideas are logically organised and the answer
.;
progresses well.
phing and each paragraph has a
There is clear pa~agra
.;
./
./
./
WRITING
FILE
~~~
..
rest 1
greenhouses
PARAGRAPH 6
'The Trust also operates a Green
Grants scheme. where res1dents
can clarrn 50 percens-o the cost of
equipment .... Purchases mduded ...
greenhouses . '
10
NG
11
12
13
T<>
CflON 1
SE ( n) accountant
2 over SO
1 f:rnrly (membership)
4 nine/9
s doctor
3 (sw1rnming) pool
7 pay (extra)
8 social events
: air condit1oning
1 O (the) restaurant
secrioN ~2 F
~! ~
13
17/18 B/E
seCTION 3
21 C
22 A
26 E
27 G
23 B
28 A
14
ts e
19/20 A/O
24 A
29 D
25 B
30 B
sECTION 4
32 invisible
33 infection(s)
31 ice age
35
fungus/fungi
36 sexes
34 flavour
38
lowland
39
shelter(s)
37 extmction
40 cuttmgs
READING PASSAGE 1
100/a
hundred/
one
hundred
2
50 percenV PARAGRAPH 1
f1fty percent ' ... C02 emissions ... are 20 percent
lower than the UK average, and
electricity use is
SO percent lower.'
water
energy
monitors
diesel
generators
PARAGRAPH 1
'For the island community of about a
hundred residents ...
insulation
PARAGRAPH 2
' ... most of its electricity from
renewable sources, mainly water, wind
and solar power.'
PARAGRAPH 3
:A.11 households and businesses have
energy monrtors, which display current
and cumulative electricity usage ... '
PARAGRAPH 4
'Demand is also managed by warning
the entrre island when renewable
energy generation is lower than
demand, and disel generators are
operating to back it up ... '
PARAGRAPH 6
'Eigg Heritage Trust has installed .
rnsulation in ali of its own propert1es
at no cost to the tenants ... , '
READING PASSAGE 2
14
15
16
17
ANSWER KEY
18
19
20
21
22
29
30
31
24
temporary
home
factors
READING PASSAGE 3
27
---.......
PARAGRAPH 5
The writer uses an :xample of en
everyday task ~walkmg up stairs) to
illustrate how nnportant to our lives
it is to crea te immediate memory (A).
B is tempting, but does not spell out
the importance of memory creation 10
enable unconscious task performance.
e is not dealt with in the fihh
paragraph. D is not suggested.
32
NG
33
34
26
PARAGRAPH 4
'Such findings suggest that our
experiencescreate para/le/, and POssib
independent stages of m:mory, each ~
with a diHerent Me span.
23
25
28
PARAGRAPH 2
The author states that the fish were
injected before and aher t.he fish
were trained: therefore A rs the
correct answer.
ANSWER
KEY
(s N
---NG
i....-37 f
--
138
1
39
40
Test 2
SECTION 1
1 Lamerton
3
6
9
2 42 West Lane
11111 June/l 1.06/06.11
4 cook
5 equipment
food-handling
7 First Aid
8 (college) tutor
0208 685114
1 O colour/color blindness
SECTION 2
11 A
12 A
17 A
16
18 B
14 A
19
15
20 B
SECTION 3
22 G
21
27 G
26
23 A
28
24 E
29 A
25 F
30 E
e
o
13 B
SECTION 4
31 heavy
32 surgery
33 beetles
34 gas
35 moving
36 surf ace area
37 tubes
38 pressure
39 subrnarines/a submarine
40 fuel
ANSWER
KEY
13
NG
READING PASSAGE 1
1
unfit
PARAGRAPH 2
'
schools
~
PE teachers
... .'
surplus
employment
opportu nitie~
caree~routes
NG
14
15
il
16
iv
17
IX
PARAGRAPH 2
'...
READING PASSAGE 2
PARAGRAPH 2
'... the solution in the providingof
18
19
vi
20
VIII
21
PARAGRAPH A:
10
11
PARAGRAPH
12
8 says:
22
23
ANSWER KEY
D again:
PARAGRAPH E
deVfloping
technology
i.--
negat1ve
zs
,__
L.- cars
26
i..--
PARAGRAPH F
'In addtion, such investment he/ s
to promote and sustain 2fvel .P
t~hnQlogy.'
QQIQg
..
33
NG
PARAGRAPH G
... it is actual/y quit~ difficu/tto s n
money ~1thout havmg a negati oe d
carbon 1mpact. '
~
34
PARAGRAPH G
'So if the subsidy encourages
people to spend their money on a
car~on-reducing technology such as
a wmd ~urbme, rather than on carbonproducmg goods like ~ ... ,
35
36
PARAGRAPH
3
,
... there is OQ re' dos;1Jmen1a~
ev1dence. Our entire knowledge comes
from the ceramic material itself ... '
PARAGRAPH 5
'
... the length of a man 's arm limits
the sue of a smaller pot to a capacity
of about twenty litres .. '
37
38
39
RfADING PASSAGE 3
27
PARAGRAPH 2
'Th~ pottery found includes a wide
v~wety Qf f!,.!n~iQn~ types like storage
ars, smaller ~ontamers, pouring
vessels, cookmg pots, drinking vesse/s
on, ~hich ali relate to specific
acttv1t1es ...
= ~~
28
PARAGRAPH 2
'Given tbe large number of shaR~
produced ... it has general/y been
assumed that most ... Akrotiri
pottery was produced by specialised
craftsmen ... '
29
PARAGRAPH4
'Standard measures may already have
been in operation, such as those
evidenced by a graduated series of
lead weigbts - made m disc form found at tbe site.'
30
~
31
t--..
32
<,
PARAGRAPH 4
'The existence of units of capacity
in Late Bronze Age times is a/so
evidenced, by ne nQ11iQn Qf !,.!nit~
Qf liguid measure for wine QO
ex~vated container~.'
PARAGRAPH 5
' .. the length of a maa's rm hmi1~
he size of a smaller pot to a capacity
of about twenty litres; that is a/so the
maximum a man can comfortably carry.'
PARAGRAPH 8
' ... it would be ... difficult for them
to achieve the exact see required
every time, without any mechanical
means of regulating symmetry and
wall thickness .... Even where there
is no noticeable externa/ difference
between pots meant to contain .
the same quantity of a commod1ty,
differences in their capacity can
actual/y reach one or two litres. '
..
40
PARAGRAPH 6
'... merchants handling a commodity
such as wine would have been 2.bJe.jQ
determine easily the amount of wine
they were transporting ... '
PARAGRAPH 8
'In one case the dev1at1on from the
required size appears to be as much as
1 Q tQ ZQ percent '
PARAGRAPH 9
'
... regular trade routes within the
Aegean led to mcreased movement
of goods . . The increased demand
for ~ndar!.;!1sed exchnges,
inextricably linked to commercia/
transactions, might have been one
of the main factors which led to the
standardizationof pottery production. '
PARAGRAPH 8
'Even where there is no noticeable
externa/ difference between pots
meant to contain tbe same quantity
of a commodity, differences in their
capacity can actual/y reach one or
two litres.'
Only B summarises the overall purpose
of the passage, showing the place of
pottery production in Akrotiri within
the overall socio-economic context.
ANSWER KEY
SECTION 4 .
32 autobiography
31 English hterature34 pract1cal skills
33 lab(oratory)
36 experimental
35 nov1ces/beginners
rk
39 editor
37 video
38 tramewo
40 sequence/order
READING PASSAGE 1
PARAGRAPH 1
10/ten
1
'At one time, there may have been
million
as many es, ten million of trese fittle
anmals ...
2
cats and
foxesl
foxes and
cats
PARAGRAPH 1
... their populatons ... were
destroyed by the introductonof ~
and fQxes ... '
morutored
PARAGRAPH 2
'... scientists from the Parks and
WldlifeCommisson of the Northern
Terrtorymo~itored these two
populations.
tire
PARAGRAPH 2
'... a wild-~ destroyedthe entire area
occupiedby the remaining colony. '
extinct
PARAGRAPH 2
'... in Odober 1991, a wld-fire
destroyedthe entire area occuped
by the remaining colony Thus t~e
mala was final/ypronounced extind
in the wild.'
5/five
months
15/fifteen
weeks
(strong)
medicinal
powers
PARAGRAPH 3
... the fema/e can breed when she is
just fiv~ mQnth~ old ... '
PARAGRAPH 3
... the mother carries her young ... in
her pouch for about fifl~n weeks ..
PARAGRAPH 4
'... dscuss tbis with the leaders of the
Yapa peop/e. Traditionallythe mala .
had been an important animal in thelf
culture, wth strong medicinal oowers
for old people. '
skills and
knowledge/
knowledge
and skills
10
PARAGRAPH 4
'The skills nd knowledge of tbe Y~pa
would play a significant and end~nng ,
role in ths and al/ other mala pro;~
SECTION 1
1
5
9
3 teacher
4 shopping
2 sz.ooo
7 tyre/tire
8 headlight
6 tax
1 o London
grey/gray
(f)1, 100
Thursday
SECTION 2
11 A
16 F
12 A
17 E
13 B
18 A
SECTION 3
21 e
22 e
23 A
25/26 B/E
27/28 ()D
ANSWER KEY
14
19 B
15 H
20 D
24 B
29/30 B/D
24
Astrakhan
25
houses
26
tire
ii
17
vii
18
iv
15
16
19
VIII
20 and
21
B and
22 and
23
A and
E
PARAGRAPH F
'The f1rst ettempts to organise
procedures and carry out proad!Ve
steps to control plague date to tbe
aftermath of tbe 1727-1728 epKiemJC
in Astrakbao.
PARAGRAPH F
'The ~
of infected cetsot were
to be burned along with ali of tbe ,
personal property they contamed ..
PARAGRAPH F
'. . lerters brought by couriers were
heated above a ~ before bemg
cop1ed.'
READING PASSAGE 3
27
28
29
30
..
31
NG
32
33
PARAGRAPH 7
The first step Gaines-Ross suggests
'take the heat - leader iitst',
meaning that the heads should
resign.
34
35
36
37
38
concedmg to unfounded
arguments which are based on
pre1udicerather than evidence ... '
PARAGRAPH 14
Uses the terrn marathon to indicate
the time rt will take to rebuild
confidence: a marathon race being
a long distance race rather than a
short sprint.
PARAGRAPH 1
'
... sorne of the televant statistics
PARAGRAPH 6
'... climate science needs
PARAGRAPH 6
PARAGRAPH 12
'tt is a/so importen: to engage with
tbose critics.'
.
f the wealthy few but or a strata of society
not ust or
.
Test 4
Task 1 Model answer
Firstly, generally speaking, graduate unemployment rose
for both groups from 2008 to 2009. Although women's
unemployment levels were the same for April 2008, July
2008 and April 2009, all otherfigures rose. Secondly, there
was generally more unemploymen~ for. both genders during
the autumn and winter months, wrth figures for both
genders peaking in October (e.g. formales: 16 percent in
October 2008 and 22 percent October 2009).
Perhaps the most striking trend, though, is for a greater
percentage of male than female gradua~es to be out of
work at all times of the year. Also there rs gre.ater seasonal
variation for men than women: the gender drfference.
.
h more marked in October of both years and this
rs mue
h
h
reac h es a p eak in October 2009 ' where t ere rs an erg t
ercent difference between women and m.en.
.
P .
loyment of women graduates rs relatively stable
Fina 11 y, emp
.
b
h
whole two-year penod. lt on 1 y varres y e19 t
throug h ou t the
b
.
cent in April 2008 to 14 percent m cto er
percent (srx per
'
st
n's unemployment fluctuates more
2009) By con t ra , me
. . bl with a range from eight to 22 percent.
notrcea y,
ANSWER
KEY
SECTION" 1
1 hairdresser
2 tablets
4 lock
5 adaptor/adapter
7 Jefferey
8 0777594128
10 301h April/30.04/04.30
SECTION 2
11
16 C
12 A
13 A
17/18 D/E
SECTION 3
21 e
22
27 /28 D/E
23
29/30 CJE
3 sunglasses
6 taxi
9 church
15
25/26 CJE
14
19/20 CJE
24
SECTION 4
31 call centre
32 inconclusive
33 methodology/methods
34 unequal
35 female/women
36 response
37 control
38 sample/group
39 their/other colleagues
40 confidential
13
branches
READING PASSAGE 1
PARAGRAPH 2
'His.father ... ran the Brash retail music
business that had been founded in
1862 ... sge~ialising in RianQs.'
i.---
.....--3
~
4
PARAGRAPH 3
Brash's first job was with Myer
department stores befare he joined the
family business.
14
111
PARAGRAPH 3
'After initially complaining of his
extravagance. his father grew to accept
the change, and gave Geoff increasing
responsibility ... '
15
VI
16
ix
17
iv
18
19
vii
20 and
21
Cand
22
23
Aand
24
regular
wage
PARAGRAPH F
'... 400-500 permanent workers who
earned a regular wagg ... But there
were some 2, 500 casual workers who
were hired by tbe shift. '
NG
(a) share
scheme
PARAGRAPH 5
'Alfred Brash hada/so been a pioneer
in introducing a share scheme for
his staff .. .'
Roland/
Roland
group/
the Roland
group
(a) trade
fair
jazz
PARAGRAPH 6
'He developed a relationship with ... ,
the founder of Japan 's Roland
,
grQJ.!Q ...
PARAGRAPH 7
' ... a trip that reintroduced jzz to
many Chinese musicians. '
1998
PARAGRAPH 8
'The company was sold to Singaporean
interests and continued to trade until
,
1998 , ..
11
education
PARAGRAPH 9
' ... promoting mu/ti-media music
making and education for teachers
and students'
PARAGRAPH 7
'In 1965, Brash ... attended a
!rd~ fir ... '
10
12
READING PASSAGE 2
PARAGRAPH 9
'The organsation has now a/so
established branches in New Zealand,
South Afr1ca and Jreland, as we/l as ...
Australia. '
technology PARAGRAPH 9
' ... offer teachers and young people
the opportunity to get exposure to
the latest music technology ... '
ANSWER
KEY
25
steam
power
26
PARAGRAPH F
35
PARAGRAPH 4
'... preschoolers may b_e unab/e to
nderstand that there 1s a direa link
~etween how the control!er is used 1
and tne activitie~ that appear before
them on screen.
PARAGRAPH 4
the vast majority are stifl unable
t~ read and wrne. Thus, using
text-based menu selections is
not viable. '
36
READING PASSAGE 3
27
NG
28
29
NG
30
31
32
33
PARAGRAPH 5
'they are Jess exact with their stylus
movements ... Ibutl their fingers are
so small that they mimic the stylus
very effectively, and therefore by
using their f ingers they can often
be more accurate in their game
interactions.
34
PARAGRAPH 4
'Though preschoolers ... unders:and
that pictur~s can stand for real-ltfe
objects ...
ANSWER KEY
37
38
39
40
The two pie charts show that low and high income .
groups spend their disposable income (earni~gs ~xclud1ng
house rent or purchase) on similar items but in dfterent
proportions.
.
Regarding the low income group, the highest proporuon
of their money is spent on food and drink - 29 percent,
compared to just 15 percent for the high income group.
This is closely followed by 24 percent paid out on fuel
bills, which contrasts with a much lower figure far this
item far the high income group (only 7 percent). The
most popular tem far the high earners is recreation and
cultural activities - 21 percent compared with 11 percent
by the low earning group. The higher group also spend
a much higher proportion than the lower income group
on restaurants and hotels (12 percent and 4 percent
respectively) and on transportation (16 percent and 9
percent respectively). The proportion of expenditure on
clothing for the two groups is very similar, with only ~ne
percent difference between the two (six percent for h19h
income group and f1ve percent for the low).
k 2 Model answer
fish estebes.'
NG
Test 5
9
SECTION 1
weekend(s)
2 plasdeco
3 clear
4 late/unreliable
5 cheaper
6 messy
7 designs
8 expensive
9 painting
1 O ladder(s)
SECTION 2
11 B
12 C
16
11 1
13 A
18 H
SECTION 3
21 D
22 B
26 E
23 A
27 /28 B/E
SECTION 4
31 common
34 grey/gray
37 hearing
14 B
19 D
24 H
29/30 NC
15
agricultura!
scuba
diving
11
communications
32 woodland/woods/farest(s)
33 tail
35 humans/people
36 memory
38 birds
39 year
40 water
PARAGRAPH 5
'In Palau, sea cucumbers growing on
25 F
~DING PASSAGE 1
1
..
10
20 G
12
sustamability
PARAGRAPH 7
conflict
PARAGRAPH 8
READING PASSAGE 2
14
KEY
15
11
16
\11
17
18
PARAGRAPH 8 tllustrates
the problem of superficial
understand1ng by explatning how
students can learn tnformation but
be unable to apply n
PARAGRAPH C explams Piaget's idea
that learntng results from conflicts
between existmq concepts and new
mforrnauon which challenges them.
ix
19
viii
20 and
21
B and
22 and
23
Aand
ANSWER
KEY
24
25
d1scovery
learning
PARAGRAPH D
p1aget's hypothesis about how
cognitJVe change occurs was lat
translated mto en educationaf er
approach which is ?,~W termed
-~f~QveD'. learoing .
teacher
PARAGRAPH D
'Discovery leammg mit1ally took
what is now consuiered the 'lone
/earner' route. Tne role of the
i.eacher was to selec;t ~1tuat1ons that
challenged tbe pup1/s reasonmg ,
peers/
friends
26
PARAGRAPH D
... it was subsequently proposed
that interpers<?nal conflict, espec10~ 1
wfth ~
m1ght play an 1mportanr
role in promoting cognitive change
READING PASSAGE 3
PARAGRAPH 2 emphasises the
o
27
fascination monumental ruins
hold for us and our wonder at the
mysteries they hold. This might be
termed a 'rornantic' appeal.
28
PARAGRAPH 3
'Ibls suspicion of unmtended
ecological suicide (ecocide) has been
confirmed ... by archaeologists,
climatologists, historians,
paleontologists, and palynologists
(poi/en scientists).'
29
30
PARAGRAPH 5
'Today many people feel
that envronmental problems
overshadow al/ the other threats to
global civaisetior; '
31
32
33
NG
---y
34
L..---""
35
i--
PARAGRAPH 4
' ... 1t {1s/ temptmg to draw analog1es
between the course of human
sooeties and the course of
individual human lives.. But that
metaphor proves erroneous for
many past soaee: ...
36
.-
37
~
38
PARAGRAPH 5
'These env1ronmental problems
include the same e1ght that
undermined past sooeties, plus
four new ones ... '
PARAGRAPH 6
... sorne of those {differences} often
mentioned include our powerful
technology (i.e. its beneficia/
effects) ... We a/so differ from past
societies in some respects that put
us at greater risk than them: again,
our potent technology (i.e. its
,
unintended destructive effects) ...
39
PARAGRAPH 6
'We shouldn 't be so nai've as to
think that study of the past will
yield simple solutions, directly
transferable to our soaeues today.'
40
Test 6
SECTION 1
2 f1elds
3 shops
1
Moonfleet
5
nver
6 dining
4 summerhouses
9
parking
1 O agent
7 sea
8 garden
SECTION 2
11A
12B
13(
15/16 B/D
17/18 A/C
SECTION 3
21 A
22 B
26 B
27 B
23 A
28 A
14 B
19/20 B/E
24
29 D
25 B
30
SECTION 4
32 court documents
31 (very) thin
33 high-qualtty
34 buned
35 th1ckness
36 bleached/whitened
37 dialect
38 basehne
39 evolut1on
40 trade routes
ANSWER
KEY
READING PASSAGE 1
la beis
PARAGRAPH 1
bargain
1
'even ... high-society women ...
were proud of getting a bargaio'
PARAGRAPH
plastic
PARAGRAPH 2
traditional
PARAGRAPH 3
READING PASSAGE 2
PARAGRAPH H
'This r~2Qrt. th~r~fQre,
14
"
masculine
PARAGRAPH 4
PARAGRAPH
by the. . .
east-west railway, and people ltv1ng m
Ladygrove ... felt an.d still feel c~t
~ff
17
PARAGRAPH G
PARAGRAPH
~~e
PARAGRAPH D
.... ihe tQwn is bis~led
15
showy
is W!.!'11.1red
ethnic
18
PARAGRAPH 6
NG
19
20
11
12
ANSWER KEY
PARAGRAPH E
'In 1990 QYbli~-sector
nanse was
used to buy the land required for
the Orchard Centre development,
comprising a superstore. parking and
a new street of stores running parallel
to Broadway.
PARAGRAPH C
10
PARAGRAPH
21
22
PARAGRAPH E
,..----.-
23
---
low cosV
affordable
PARAGRAPH F
.. the improved railway crossing at
Marsh Bridge ... Such pro1ects were
delayed due to diff:1.1lties io s~uring
Q!.!bli~ f inan~e.
33
PARAGRAPH 6
', . any grven language is a complex
system shaped by man y f'sctots,
includmg culture, qenettcs and
history.
PARAGRAPH G
... the requirement for developers
that forty percent of the units in a
new housmg development should be
34
35
PARAGRAPH 7
tinqurstic elements may build on
human reasornnq We perceive the
world in a certam way before we
learn to speak.
36
PARAGRAPH 9
'tevinson and Evans are not the
first to question the theory of
universal grammar, but no one has
summarised these ideas quite as
persuasively'.
37
38
PARAGRAPH 2
'... Arrernte ... has VC syllables but
no CV syllables. '
39
PARAGRAPH 3
'otnets. such as Lao ... have no
adjectives at ali.'
PARAGRAPH 4
'Even apparently indisputable
universals have been found
lacking. Ihls includes recursion ...
Amazonian Piraha does not have
this quality.'
IQW ~QS1
i.---
25
....--
26
infrastructure
PARAGRAPH H
'The Government's Sustainable
Communities Plan seeks a holistic
approach to new urban development
in which ... infrastructure of all
kinds are carefullyplanned and
delivered ... '
strategic
master plan
PARAGRAPH 1
'discussionswith the local
community ... as well as other
stakeholders, will be undertaken ...
and will lead to the development of a
strategic master glan. '
READING PASSAGE 3
27
28
29
30
NG
31
PARAGRAPH 5
The Evans and Levinson ideas
suggest that human brains are
different depending on the
language environment.
PARAGRAPH 5
... evety time a language ~ecomes
extina. humanity loses an imoottsnt
piece of diversity.'
32
--
PARAGRAPH 8
Notes that middle ear infections
are common among mdrqeoous
Austrahan children and therr
language lacks sounds wtuch would
be difficult to hear, given an ear
infection. There may be a causeand-effect relationship here .
..
40
ANSWER
KEY
Test 7
7
9
2 Pantera
3 east
07765 328411
5 hotel (restaurant)
(walking) shoes
8 Mountain Uves
chocolate(s)
1 O (a) calendar
SECTION 2
11 C
12 B
16 B
17 F
13 A
18 B
SECTION 3
21/22 ND
23/24 B/E
28 B
29 D
SECTION 4
14 A
--
5/five cm/
centimetres
PARAGRAPH 3
~otim~tre.s '
water
PARAGRAPH 3
NG
NG
Roma ns
PARAGRAPH 8
stone
10
light
19 D
25/26 B/C
30 F
ANSWER KEY
PARAGRAPH 8
... '
PARAGRAPH 1 O
li9b1 .. .'
longest
PARAGRAPH 1 O
12
steel
13
stable
15 e
20 E
32 air/plane
33 freezing
31 rainfall
unsuccessful
35
cheap/inexpensive
34
......
hot tar
11
27 C
38 site/location/place
SECTION 1
1
terminal
37 solar
40 wornen
36 grass
39 walls
PARAGRAPH 11
fAOING PASSAGE 2
~.-14
e
~15
~~
t6
A
PARAGRAPH B
Homo neanderthalensis lived n
Europe and parts of Asia. as did
Horno sapiens.
PARAGRAPH B
... interlopers in the form of Homo
sapiens, who were spreading out
from Africa.
PARAGRAPH B
. . . the arnva/ of Homo sapiens
in a region was always quickly
followed by the disappearance of
Neanderthals.
17
18
19
20
21
22
23
,_
24
in terbreeding
/crossbreeding
PARAGRAPH E
. even after severa/ hundred
th~usand yeers of separati~n., the
two species were inter-fert1l.e.
25
shape/
growth
26
1 i ttle-f i nger
bon e
PARAGRAPH G
'The newly evo/ved regions of DNA
a/so mclude a gene called RUNX2,
which controls booe growth. That
may account for d1fferences in tbe
~
of the skul/.. '
PARAGRAPH G
'Another of hls teams has revealed
the existence of a h1therto
unsuspected species of human,
using mitochondria/ DNA found in
a little:finger bone.
READING PASSAGE 3
27
28
29
30
NG
31
"
32
33
34
ANSWER KEY
35
36
37
PARAGRAPH 1
'b.y the nineteenth century it was
stil/ felt, iustifiably, tbet the plentiful
resources of the sea were ... beyond
the ~ach of fishing, and so ~
~as httJe need tQ restrio fbiog Q[
~reate R(Qte~ted sueas,
PARAGRAPH 1
. mo.dern fisbing te~hoQIQgies
lea ve f1sh no place to bide ...
PARAGRAPH 1
'... the only refuges from fishing are
those we deliberately creete'
PARAGRAPH 5
PARAGRAPH 1
40
PARAGRAPH 5
'To some people, creating marine
PARAGRAPH 6
'lf we don't break out of this ~
of failure, humanity will lose a
key source of protein, and much
more besides. Disrupting natural
ecosystem processes ... could have
ramifications for human life itself. '
KEY
11
marnage is the bedrock of any commu~1ty, wnh a greater
likelihood of responsible partners, ~n~ '~ c~1ldren result,
harmonious families. Because ~f thi~, 1t is important to
support the institution of mam~ge in ev~~ way Possible.
One important question in relation ~o this is: at what age
should couples be allowed to marry.
There are a number of reasons for rnakmq the minimul'll
legal age for matrimony as late as possible. Many would
argue that people in their 20s are able to make much more
rational and informed decisions than teenagers can. Older
people will have seen enough of the world to ~now that
that the feelings they hold for someone ~t. given moment
may not last. They will realise that superficial characteristics
like physical beauty or sporting prowe~s ma~ not be the
only ones to bring happiness in a r~lat1on.sh1p. Older
couples are likely to give more consideration to 1s~ues such
as income and job prospects, but also to less obv1ous but
important personality traits such as tolerance. kindness or
moral strength.
However, other people contend that it is unrealistic to
make couples wait until their 20s befare marrying. They
suggest that as soon as the boy and girl have reached
puberty they should be allowed to marry. To prevent
them doing so would result in resentment between the
generations. frustration and an increase in the numberof
unsupported pregnancies. lf married teenagers are given
enough help and support, they can have chlidren when
they are young and healthy enough to enjoy them.
Taking into account both these sets of arguments, 1 feel
that 21 is probably too old but that 18 should be made
the legal mnimum at which couples can marry.
General training
Readin~
SECTION 1
1
----r
9
V10
....----
11
---
NG
22
online
networking
PARAGRAPH 4:
... Qnline oetwQrking, using
corporate sites such as Linkedln,
has a/so given employees tbe ability
to liaise with
people doing similar
,
work ...
23
building
trade
PARAGRAPH 5
'/For people who 're working in
digital media it's everything}, but
in the building trade it's almost
pointless ... '
24
formal
courses
PARAGRAPH 7
'Apart from on-the-job training,
there are self-help books ... as well
as formal courses.'
25
Staff
PARAGRAPH 7
Development ... decide what their genuine
areas of weakness are, and then
talk about them with their ~
Development coordinator ...
job
PARAGRAPH 8
shadowing
... temporary roles or jobshadowing can give you a more
rounded view of tbe organisation.'
targets
PARAGRAPH 1 O
'One of the key ski/Is is dealing
with your boss, and part of tbet is
knowing what your boss is being
judged by. They al/ have targets ... '
13
NG
14
12
26
27
SECTION 2
15
website
16
officer
17
18
19
~
20
schedule
public
SECTION 3
PARAGRAPH 3
'Contact the DNR officer who is
designated for the project ... '
28
hours
needs
111
e
PARAGRAPH 4
'Arrive on time (ora little early) to
work on the project for which you
registered to work. The schedule
you agree to is important: be sure
to cal/ if you will be absent or need
to leave early.
opinion
....__
21
PARAGRAPH 2
'Check our website to learn about
volunteer positions
available in
,
your area.
PARAGRAPH A
describes the wide range of
geographical areas in which the
Spotted Flycatcher has been
observed at different times of
the year.
29
30
31
VIII
32
IV
ANSWER KEY
33
ix
34
vi1
35
drab/dull
36
perch
insects.'
37
family
38
snapping
sound
39
40
Dear Alice
1 hope you're well and enjoying being back at university
after the holiday.
1 wonder if you could do me a favour. Would it be
possible to buy sorne books suitable for a 14 year old
boy? My friend (Jasmine) has a son who is not doing
particularly well in his English classes at school. His English
is actually quite good. but he's lost motivation and Jasmine
wondered whether it might help if he could be persuaded
to do sorne more reading in the language. As you know,
it's very difficult to get hold of English books here and the
ones in the bookshops are rather boring for a teenage boy.
ANSWER
KEY
As you
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