mienee eel i! erry ‘oar bhivay shlshed and distributed by the ational Cente for English snguage Teaching and Research aquatic University sdney NSW 2109 BN OBERT Macquarie University 1991 >pyright [rights reserved. No part ofthis publication may be reproduced or tansmitted in ny m, or by any means, without the publisher's permission, «National Centre for English Language Teaching and Research (NCELIRD is smmonweath Government-funded Key Centee of Teaching axl Rescatch estas Macquarie University in 1988. The Nation Centre forms part ofthe Linguistics cipline within the Schoo! of English and Linguistics at Macquarie University 1989, the National Curriculum Resource Genie (NCRC) from Adelaide wis “orporated in NCELTR, onsorship forthe National Centre comes from the Department of Immigeation, Lal ‘ernment and Ethnic Affairs (DILGEA), the Department of Employment, Education A Training (DEET) and the Adult Migrant English Program (AMEP) at national and te levels, as well as from private clients and sponsors Destin 12p4 Berkeley by The Typographers, North Sydney NSW 2060 inted by Southwood Press Pty Lu, Marrickville NSW 2204 ver design by Simon Leong Design >» CONTENTS INTRODUCTION ‘est Deseription Preparing for the IELTS Test and Tertiary Study UNIT 1: READING Reading Test Description Spl Reng Laks Reading Strategies Understanding be aa po Unuerstanding relationships passages Uorpetmg agss tables al graphs Understaning the rganisaion of. psige lashing serees Uertaning kine Further Study Test Taking Steategies Materials for Further Study paceUNIT 2: WRITING Writing Test Description General Training Module Modules A,B,C Sample Wang Tasks ‘Weiting Strategies Stags {> Analysing the ask Stage 2: Preparing plan Sage 3: Collecting relevant information Stage 42 Waiting up Sage 5: Checking your wating ‘Assessing Your Wri Diagnostic Tests Further Study Test-Taking Strategies Materials for Further Study UNIT 3: LISTENING LUstening Test Description Anticipating What You Will Hear Anticipating IELTS listening stuatons Lstening for information u tening Task Instructions Listening Strategies Plture- based ass Forming asks Information-matching tasks Open-quesion tasks Gap filing tasks Understanding Lectures and Talks ‘Test Taking Strategies Farther Study Finding appropriate listening passages 33 3 3 3 38 3 3 or 4 81 a 2 or 99 Po vol on 102 vos 108 105 toe 6 os mn ma wD us he he. Practising te sil required by the HELTS test Materials for Further Study UNIT 4: SPEAKING Speaking Test Description General Tang Mose ‘Strategies forthe IELTS Interview Prediting the pies Understanding the questions Asking for bfiction Responding appropraely Gwunga onginsed answer Aung questions vorrcty Praying are alg th Assessing Your Speaking Test-Taking Strategies Preparing br dhe nerve On he diy ol he mtemew Materials for Farther Study SAMPLE TEST 1: Module A SAMPLE TEST 2: Module 6 SAMPLE TEST 3: Module SAMPLE TEST 4: General Training Module SAMPLE LISTENING TEST ‘TRANSCRIPT Cosette Sle A Ue 3 Listen, ‘sete se B = Samp Listening Test ANSWER KEYS re) 195 ug m4 nf a 24 2 Dy> ACKNOWLEDGMENTS == ‘woul ke 4 thank he following people fr thet professional and personal supp Aono the weng of his book Sara Benson Stuart Hale Joekte Bohan Rohan Mead Liz Campbell David Nena Tan Teong Eng Mavis O'Sullivan Bey Garbut Manin Siompul e woud alsa ike to hank the students of the National Centre for English Lan ‘Teaching and Research, Macquarie University for thee invaluable feedback. We are Paricuaey grateful Yallinawa Away, Adar The tape accompanying this book could not have been mis assistance of our collages without the geneross lynne Ate Mark Gregory Anne Burns Luz Parkinson Marve Desk Jenny Tike elem Ferrara ana Sins laos Gator Margace Whatton The authors gratetully acknowledge permission 40 publish an esteacs from the Macquarie University Calendar 199%, like to thank the New South Wales University Press fo permission tance mated raw from The Greenbuse Et: Living ina sue Ausalia byA,Flendetsoo elit an Blong, Kerry O'Sullivan Michael Garbuat Macquarie University Sydney December 1991, vill, _ IELTS: STRATEGIES FoR STUDY aan, > INTRODUCTION The purpose of this book isto help you focus on the English-language sills that you ce in the IELTS test and the ways in wich you can develop these kil SERRRIEY Eo honoree reemeernrome reas The test asseses 0 ve of shall in reading, writin, speaking and listening in English ‘The four sections are administered i the following order: 4 Reating SSominaes 4 Wrivng 45 murat 4 Listening 0 minutes 4 Speaking H-15 minus Exch ofthe seuions eontains a variety of tasks designed to tes your English language Drofivieny: log the range of tasks alway fa est to est, be tates presented tw thy hook ate sien 0 develop 2 evel of Engh language prafciney which wil, ‘nab yu to deal wa wade ange lene task types All canoes do the same Listening ad Speaking sections There ae, however theee Ulerent Reading/Wraing sections slic appar in tree diferent tes papers shy alle Medak 8, B ant C You must chavs on of hese modules when regtering to Medile As dsp lor candilates ho mcd 40 study sienee subjets I includes Aexpling arcis such 4s Computer Eaginceeing, Electrical Engineering aod Nuclear Module B sovers le science subjects and neludes such discipline areas as Ecology, Hunan Genet and Medicine ‘Module C reas v0 the “humanites' andl ther discipline areas such as Accountancy, Numan Resourees Development, Managemen, Economics and Education, Hive General Training Module is designed for stadents who intend 1 enter noneraty or non-dewree courses, The format of this male i idenival to Modules A, B and © Dot th ung passayes and serting tasks do ot reflect tertiary study requirements General Taming Module candidates take the same Listening and Speaking sections 23 ‘other canuidates. Ifyou intend to take the General Training Module, you should pay Particular atention to the General Training Module sections on pages 8,47, 54,98, 102 and 193,For a full classification of the disciplines included in Modules A, B and C, and for further information about the General Taining Module, you should consult International English Language Testing System Specimen Materials Kit, The British Couneil, University of Cambridge Local Examinations Syndeate, ternational Development Program of Ausiraan Universities and Colleges. 1990, Because such a wide vary of academic and professional fields are associated with each ‘module. itis possible, for example, hat a dentist and a landscape engineer would both do Module B, while an architect and a sociologist would both da Module C. Asa result, the reading and writing asks in each module do not require and do not est specialist knowledge. The background information you need 1o do the reading and writing tasks is jiven to you inthe test passages, The IELTS test does not assess © general knowledge © technical knowledge The scores you achiewe inthe test will provide a description of your English-language Proficiency These scores will enable the instisaions where you have applied 10 study to decide whether your English-language proficiency will successfully in teniary study table you te perform The IELTS test assesses © your abiliy to read, write, listen and speak im the kinds of situations which are commonly encountered when living and studying in Enghsh-speaking countries Your basic sim, therefore, should be to become familiar with these kinds of situations nd the language used in them, ‘Studying in English-speaking countries may involve ‘¢ reading books and journals © writing assignments © listening to lectures ‘© panicipating in qwiorals and seminars Reading books and journals In tertiary sudy you need tobe able to ‘© read a wide variety of recommended and other relevant books and journals ‘lind the information you require in texts, tables and diagrams © cxtically evaluate what you read In the IELTS Reading section you will have to tead several passages which may be accompanied by tables and diagrams, understand the main points, locate specific Information, and evaluate what you read ‘Writing assignments In tertiary study you may be required to © analyse the set question of task read recommended and other relevant texts make notes from your reading organise a writing plan rite in your own words, showing that you have read widely tn the IELTS Whiting section you need to"analyse the question or task, read passages in the Reading section, organise a writing plan, and then write a short text which uses your ‘own words but which refers to the reading passages. Listening to lectures In tertiary study you need tobe able to ‘© understand rapid speech (© understand a vanety of accents ‘© identify the main points take notes ln the IELTS Listening section you may be required to listen 19 a radio news item, for example, in which you hear native speakers using a range of accents. You need to be able to understand the main points and write them down, Participating in tworials and seminars In tertiary study you ned Be able to © read recommended texts © prepare to discuss the texts ‘© understand questions asked by the teacher and other students © ask questions contribute i the discussion ln the IELTS Speaking section you will ave to understand and respond to questions asked by the interviewer and ask questions yousel. Living in an English-speaking country may involve (© reading newspapers, notices, signs instruction manuals, ec ‘© senting 0 institutions and individuals 4 listening tothe radio, instructions, casual conversation, ee speaking about yourself: your background, home county, study plans, ete ‘These activities are relevant to all candidates, but are particulary important for General ‘Training candidates, as they usually form the basis of reading passages and writing tasks in the General Training Module.[PREPARING: FOR THE IELTSITES TH iai4it een Fu LAND TERTIARY STUDY owes Ua auilte Toe Your research The ly sly ke ed she my not resly el he pede st you Se eri Seek ar ai miata Sona te ery nso ha you ae pegs sand aoe hes sow lhe cay tthe acer oe Te eons eee Ute ets our ca ae Can the nauson spy you wt ast of gues om homing yet rvs eHow longa he writen genes apr ok ea cinoma combing he etna ¢ Wiyou be expt ope presen? Is, an she nao spl tramps he tak? ‘© How is formal teaching organised? Are there lectures? seminars? tutorials? laboratory work? Hild work? practical sessions? This is a major research task which you need to begin before commencing tertiary study 4 the IELTS test you are not expected to know the answers to these questions, bt knowledge of academic vequirements wil help you vo focus your program of study for Foul the test and your future sts, Your study program You need to collet as many resources as possible You can use a cassette recorder to listen t@ pre-recorded materials, record radio and television programs, interview native speakers, and record your own speaking, 0 analyse yout performance You can use a video recoder in a similar way. In paricular, a video recorder eas help yout to practise for the IELTS Speaking section, ‘Newspapers and magazines can help you to develop your grammar and vocabulary, Dractise your reading strategies and 10 familatise yourself with topics of general interest which may be relevant to the Reading, Writing and Speaking sections. A selection ol ‘useful newspapers and magazine is given on page 47, ‘As you work through this book and identify the language areas which you necd w develop, you should build into your study program a selection of appropriate tasks hon the wide range of English-language textbooks available. A list of relevant textbooks 1s en on pages 51, 99, 121 and 148 Ahhough bilingual dievonaeis can be useful, you should ty to get used to using a ‘monolingual dictionary, as this will extend your vocabulary and reading skills. A selection of monolingual dictionaries is given on page 51 You should use international radio guides to select appropriate programs, such as inter- ews, tows bulletins, documentaries and current allars programs. If you are unable to jbiain these guides from the consulates and cultural centres of English-speaking countses, you can write tothe stations themselves, You should also contact cultural centre of English-speaking countries, such asthe Brush Counc These centes general hae extensive libraries including books, news papers, ournas ad vides and au apes. Xf possible, find a study partner. & regular arrangement to study with a partner can provide support, notation and feedback. Native speakers of English are also a valuable resource for practising speaking and 'stening, for geting feedback about your wading. wing and speaking, and for leaning ‘ore about English-speaking cultures. If you do not know any native speakers, you should contac an Englsb-speaking cultural centre and ask them for suggestions. They ‘may have clubs anl activity groups which you can jo, You can also place an advertse- ‘went offering to teh your language in exchange for leaming English Using this book oF This book is designed to be used by all candidates for the HELTS test. tis assured that you currently have at feast an media level of English-Language proficiency. HELTS Sates for Study conians four ans: Reading, Whing, Listening and Speaking The strates presented sn eauh unit relate w andl reinforce each other The units can therefore he stud any over SAMPLE TESTS Hee are four Sampke Tests, corresponding fo Modules A, B and C and the Genetat !raumig Meade, and Answer Keys, atthe end of the book. These tess ae designed 10 provide realisne practice. They should therefore be taken. under test conditions, ering the mc ln foreach section and without the ad ofa dictionary. [ANSWER KEYS lusks which ave ai answer hey are marked wath an asterisk, €g TASK 27°. Some tasks nay Fave mowe than one answer. In these cases, che key provides some ‘sample answers’ f Yovur answer ty nol cluded among these sample answers, you should eheck with your 1 nati speaker of EnglishFor a full classification of the disciplines included in Modules 8, B and C, and for fanher information about the Genetal Training Module, you should consult International English Language Testing System Specimen Materials Kt, The British Council, Unversity of Cambridge Local Examinations Syndicate, Imernaional Development Program of Ausalisn Universities and Colleges, 1990 Because such @ wide varety of academic and professional fields are associated with each ‘module, its possible, for example, that a denulst and a landscape engineer would both {do Module B, while an architect and a sociologist would both do Module C. As a resuk, the reading and writing tasks in each module do not require and do not test specialist, ‘knowledge. The background information you need ta do the reading and writing tasks is ‘ven ro you inthe test passages ‘The IELTS test does not assess general knowledge © technical knowledge the scores you achieve in the test will provide a description of your English-language proficiency. These scores wil enable the institutions where you have applied to study to decide whether your English-language proficiency will enable you to perform successfully in teriary stud. ‘The IELTS test assesses your abily wo read, write, listen and spe ‘commionly encountered when living and studying in English-speaking countess, in the kinds of situations which are Your basic aim, therefore, should be to become fair with these kinds of situations and the language used in them, Swudying in English-speaking countries may involve © reading books and journals (© writing assignments © listening to lectures ‘© pamicipating in torals and seminars Reading books and journals In tertiary study you need tobe able to (© read a wide variety of recommended and other relevant books and journals ‘© find the information you require in texts, tables and diagrams © ctitially evaluate what you read 4m the IELTS Reading section you will have to read several passages which may be accompanied by tables and diagrams, understand the main points, locate specific information, and evaluate what you read Writing assignments In tertiary study you may be required to ‘© analyse the set question or task ‘¢ read recommended and other relevant texts ‘emake notes from your reading ‘e-organisea writing plan ‘© write in your own words, showing that you have read widely In the IELTS Writing section you need to'analyse the question oF task, read passages in the Reading section, organise a writing plan, and then write a short text which uses your ‘own words but which refers to the reading passages Listening to lectures In tertiary study you need tobe able to © understand rapid speech © understand a vane of accents © idemufy the main points © take notes In the IELTS Listening section you may be requted 10 listen to a radio news tem, for ‘example, in which you heat native speakers using a range of accents. You need to be able to understand the main points and write thems down Participating in twcorials and seminars In tertiary sty you need tw be able to ‘© read recommended tests (© prepare to discuss the texts ‘© understand questions asked by the teacher and other students © ask questions © contribute the discussion |i he IELTS Speaking section you will have to understand and respond to questions asked by the interviewer and ask questions yourself Living in an English-speaking country may involve © reading newspapers, notices, signs, instruction manuals, etc ‘© wriuing to institutions and individuals listening tothe radio, instructions casual conversation ee ‘© speaking about yourself: your background, home country, study plans, ete ‘These activities are relevant to all candidates, but ae particularly important for General ‘Training candidates, a they usually form the basis of reading passages and writing tasks J the Genesal Trainine Module.‘This hook is designed to help you idently your language needs and to provide a frame- ‘work for your study program. The material i suitable for both independent study and lasstoom use. No recommended number of houts of study is given for the four Unis, byeeause individual leaeners will have diferent needs "he passages presented in the book reflect the diversity of subject matter used in the IELTS test As in the test itself, the subject matter of a particular passage may be un famiiar 1 you, It is the use of appropriate strategies, not technical knowledge, that wil enable you to find the information you require in these passages A ——__} This unit contains ing Test Di General Training Module 8 Modules A,B, C ° Sample Reading Tasks ° Reading Strategies 7! 2 0 te ver ia ape Overviewing a passage R Understanding the main poins B ‘Understanding relationships in passages 7 Innerpreting diagrams, tables and graphs n Understanding the organisation of a passage 25 Checking references M4 Finding the information you need 35 Evaluating information 38 Matching information 40 Understanding unknown words 4 “Further Study © n Finding appropriate passages a7 Developing a study program 48 LEvereises with a study partner 48 ‘Test-Taking Strategies LPs ials for Further Study1 could believe my cyes when [opened the test paper and save that there was a pussuge about laser physics, with a really conipicated Aiagyan, Id how anything about taser physics. Um a systems engineer en “Tan out of time in the Reading setion. The passages are to long” Tha IETS caida > IREADINGSTES 7p ESC aE 2ttS aa “The combined Reading/Wnting sections ofthe IELTS test last a total of 100 minutes. Inthe Reading section, whieh lasts 55 minutes, candidates are required to read three or four passages and) answer a total of about 35 questions. The passage, some of which may include diagrams, tables and pictures, cange in length from approximately 300 t0 1400 ‘words in Modules A,B and C and from 20 to 1000 in the General Training Module, The test instructions india the amount of time you should spend answering each st of questions. Because IELTS questions assess the kinds of reading skills required in teniary stuly, a wide range of question types is possible. Although the precise format of the IELTS Reading section cannot be predicted, itis likely to contain > ruliple-choice questions 4. wprlilinges 4 inatching questions 4 open questions Examples of each type ae given on pages 9, 10 and 11. This unit presents and practises «range of reading strategies elerant tal possible question ips. GENERAL TRAINING MODULE Pasages in the General Training Module ae show those in Modules A, B and C. Examples of General ining passges ae presented in Sale Test on pags 198. Note that the passages ate less academic in sile and content and relict the kinds of passage you are likely 1 read in everyday hfe in an English speaking couney For example, passages could include and les linguistically conples than © newspaper advertisements for accommodation © cinoma guides college timetables information about opening a bank account © egulotions reading diving licences © operating instrictions fora compact dise player Most ofthe passages in this unit are more academic in style and content than the ones you will find i the General Training Module and are therefore more linguistically demanding The asks, however, are designed to help you rexl more effectively and you shou! do ‘hem all paying panicularstentioa to the srdegis which are practise MODULES A, B,C What are the reading passages about? Tie suc of dhe wading passages depends On the module which ihe candidate chooses con registering for the test (see page 1). Although the three modules are very similar in length, format and question ype, the content of the passages is taken from the broad areas represented by each module [As each module corresponds to a wide range of disciplines, itis unlikely that the subject matter will be drawn from your own field, For example, a computer programmer who chooses (0 take Module A may have to answer questions about passages which deal with solar-power generation and energy conservation, Many candidates, such as the German systems engineer quoted earlier, believe iti impossible to answer questions about passages which deal with unfamiliar subjects. Remember thor the test assesses your ability to use the effective reading strategies needed far any academic reading. Even though the passages may deal with technical subjects which you are not familiar with, you do not need any specialist knowledge to answer the questions. The tests not designed to assess your academic or professional knowledge ofa particular subject, SAMPLE READING TASKS The five tasks presented below will familiarise you with the kinds of questions you may be quel 1 ansver an the Reading section ofthe HELTS test. In onder to answer Sample Reading Laks 1-5 you wil ed to reread the Reading Test Description on pages @ and 9 SAMPLE READING TASK 1*: an example of a gap-fling task The paragraph below summarises the section on this page called ‘What are the reading passages about?" Seven words or phrases have been left out By refering to the section, find one or two words which fill the gaps. Write your answers in the column of the right The first gap has been filed as an example. All example. exbubic great sinsilany in length, format and question type but differ i thee, Untariiarity with a2. may make candidates fel i 's 2. to.answer the questions about the reading passages, It is important to note thatthe purpose ofthe testis not to 4. technical knowledge but your 9, 1ouse the 6, required for academic reading in general. Write your answers here: nodales, example 1 4 2 5 Bow 6SAMPLE READING TASK 2": an example of a multiple-choice task ow long does the Reading section last? White the appropriate leter inthe space provided A100 mines ©. 45 minutes 5. 35 mines D. 35 minutes Your answer: SAMPLE READING TASK 3*: an example of a multiple-choice task What isthe main point ofthe section entitled ‘Modules A, 8, C? Write the appro priate letter inthe space provided A. Ihis not essential to choose the appropelat test module, 8. Many candidates are wery concerned if they are unfamiliar with a subjees ofa reading passage C. The test assesses reading ability, not technical knowledge ©. The subject materi relevant toa canbidateS aea of study Your answer SAMPLE READING TASK 4": an example of an open-question task The reading passoge relersto wo occupations. What are they? Write your answers inthe space provide Your answers: I 2 SAMPLE READING TASK 5*: an example of a matching task Which of the following paragraphs (A 8 or C) corresponds tothe heading Question Types? Write your answer inthe space provided. Paragraph & ‘The combined Reauling Whting sections ofthe TELTS tes lists a total of 100, SAMPLE READING TASK. 5* continued from poge 10 ‘minutes. In the Reading section, which lasts 55 minutes, candidates are required to read three or four passages and answer a total of about 35, ‘questions. The passages, some of which may include diagrams, tables and pictures, vary in length from approximately 300 to 1400 words in Modules ‘A, Band C and ftom 20 to 1000 in the General Training Module, The tes instructions indicate the amount of time you should spend answering each sat of questions. . Paragraph B Because questions assess the kinds of language skills required in tentary study, a wide range of question types is therefore possible, Although the precise format of the IELTS Reading section cannot be predicted, It Is Tikely to contain Paragraph Remember that the test assesses your ability to use the effective reading strategies needed for any academic reading. Even though the passages ray concern technical subjects which you are not faaliar wit, you do not need any specialist knowledge to answer the questions. The testis not designed 10 assess your academic or professional knowledge of a particular subject, Your answer: > READING STRATEGIES The tutor hae out a photocopy and asked dhe class to read though Ic quickly so we could discuss it, Two minutes later she asked for amen, Some people ha finshed and Fas still nthe first para raph og Kong lh Ths stent fad dilly because he did not understand the purpose of the tas and thesclre dal not use appropriate reali seat Helone beginning te read any text ~ 2 book, a magazine or journal atile, an TELTS ready passage’ ~ you should ask yourself three questions 4 What eeang abo? 4 Why amy Heading? 4 Hoan reading? Gay EXAMPLE: Reading a novel What? A murder dle. Why? For pleasure vistors sae eae ee andes uebay PNAMPLE: Reading newspaper job advertisem What? Job vacances Why? Looking fora job, How? By locating the job advertisement section, looking through the section {quickly 40 find suitable jobs, and reading those advertisements more carefully to find specific information such as qualifications needed and salary TASK1 this ana ade. You have just bought a video cassette recorder and you want to know hhow it works. To do this, what do you read? How do you read? Many students sre only funiliar withthe rom the fist word to the last word” strategy This i just one of a number of different reading strategies. The student of Psychology quoted on the previous page was trying to understand every word in the passage he vas reading, Since his purpose was only to understand the main points, his strategy was inappropriate and he was unable ro complete the task In the Reaing scetion you nced to use @ variety of diferent straepies 10 answer th questions, These are deseribed inthe sceion below. OVERVIEWING A PASSAGE Whatever your purpose for eeading, you should always begin by getting a total picture or overview of the passage The aim of everviewing is o see the ‘forest Before you stat tw look at the tres How to overview ‘© cead the tile and headings to understand what the passage is aboot 4¢ Took at the tes of any diagrams, tables, graphs and illustrations {© dont read wo by word at this stage and dont fallow the text with your finger orapen {© dom worry about words you do not understand ‘Whether, you are oversiewing a book, an article or a two-page IELTS reaching, passage yo should never take more than two minutes, Alter overviewing, you shold know the topic: what is the passage about? You shoul als know the writers purpose: i the wer, for example, describing a process. makin. comparison, giving recommendations? [gr FNAMPLE: The title of the passage you are going to read is “Hope on the horicon for cancer patients|, What do you think itis about? Simply fom seading the vile, i possible co pret thatthe passage wil: + describe a new discovery (a drug? a surgical technique?) + describe wherefhowhshen/by whonvthe discovery was made + discuss implications for cancer patients: benefstisks ofthe discovery TASK2* From the following titles/headings, what ean you predict about the passages which follow them? 1. Science Student Numbers Rising, | 7. Abstract 2, The Overselling of Candidates | 8. The Emergence ofthe Tiger ‘Television Economies: the Pacific Century 3. Summary 9. tmmigrants Positive for Economy 4. What Economics Is 10, Wor of Technology Giants 5. The Challenges of Studying | 11, Using Your Compact Disc Player Abroad 12. College Regulations 6, Study Abroad! Manual for ‘Overseas Stulents Choose a magazine or book, By overviewing the cover page(s), predict as ‘much as you ean about the contents. Check how accurate your predictions were by looking atthe list of contents. From the list of contents, select one artiele or chapter, Overview this in tno mote than two minutes. Aller you have Rnished, ead all of the article fr chapter to see how accurate your predictions were. UNDERSTANDING THE MAIN POINTS tn cael paragraph of a passage there 1 ofl a summary sentence which 60 ian lea of the paragraph. The other sentences in the paragraph expand, illustra;and/or explain this main idea. The summary sentence is Frequently, though not always, thefts or second sentence of the paragraph. If your purpose ts to understand the main points of passage you should locate and underline this sen os nce in each paragraph, EXAMPLES: ow gredionts. Sugar, which isa navural product, is generally consider an ingredient whereas sachatin, an artificial sweetener, is usually termed an additive. One method of distinguishing between additives and ingredients is to classify them according to function. Addltives are used in food production to enhance favour and colour, to prolong shelf life and to preserve or ‘enhance nutritional value. These functions are non-essential and hence i 18 possible 10 classify the substances whic perform them as additives rather than ingredients, ») Improved sanitation # not she only fator which secounted forthe decline in morbidity and montalty rates. Inthe period following the Sovond World War the use of the pesticide DDT had a profound effect on public health DDT was used to control the pests which spread diseases such as sleeping sickness, malaria and iyphus. Used throughout the developing world, over ‘one billion people were berated from the threat ofthese diseases Following, the wide-seale employment of DDT in Sri Lanka in 1947, the number of deaths resulting from the disease fel from over 10,000 a year to zero in the carly "60s. Ten years later, a5 a result of a reduction in the ODT spraying campaign, over wa tillion people were infected with male ©) 10s probable that the eharacterisies of the annual growth Layers or rings formed by tees reflect the physical conditions wich existed st the uo ther formation. As similar variations ae found to occur in the annval grow layers of numerous tees in a given location it can be assumed that the common ‘extemal factoss which have caused these variations is related te clone. AS 3 result, the analysis of annual growth layers, a science known as dedea: climatology, provides a histoncal record of the climate 1) Alter entering the body, the virus may he dormant for up to six weeks. Whe it becomes activated, the body's immune system responds and the fest symptoms may appear as a result. These usually consist of rise inten perature which may result in a fever and associated aching muscles and debilitation. Glands may become enlarged while the upper respiratory tract, becomes inflamed, This constitutes the most dangerous phase fr sullerers tm each paragraph, underline the sentence which gives the main idea, (Oceanographic surveys indicate that manganese nodules are present in euubadiataas th lange quamities on the seabeds of every ocean, Particles of manganese precipitate Fm sea rad alhere to sand ot wck fragients, growing round the micleus w kann onion-shaped sractuses up 49 10 centimetres tn length, In shallow waters, nodules may grow up 10 one miler per sem whereas i deeper witers the sme growl may take a thousand years The must conseeyative estates suggest that hall a million tons of man ¢ lon on the Mor of the Pacis Ocean, spanese ts located in nod The ep ewe ce tu. he econo pont of niga ound tha img gene povies some ceo nels to eration in the ko ofan eras labour pol and consumer market mses ie epon argued tal hough the postive ce migration di wt have etic Hosts may not eg my 3 Lovie goiter vommonty cause by an todine-defickent die. Asa est taline dicen, the functioning of the chy nd is imputed, The al ay thet aged and produce a swelling in te neck, A vial ct may Head 40 a lower mciabolie rate, ued growl sn the posible impaignent of mental lacus. the disease pparicarly common sn mountainous regions of western China and sur Isat the la san ae ae owe ain 4 Whe ryan Severely ane he tua populations were chisifed aeconding world Health var pattern 0 tha eserbed neageel shite hypertension was mon prevalent among urban pepulatins or Ith thie groups ad sexes than fural poplatins Poly: toes Tents hal higher puowilepves of delat ax! bordrine bypet= cs. Among aban males, uo 8 Far hypestesion, seusion than Cassa fone tr the hypertension presales suas very sla for both sth groups, whereas slenue of sleluntehypettension in Polynesians as ong ral aks p iy ab al TASK 6 Overview the passage below and be prepared tw discuss the main points, ‘Word-Association Tests Hine Bae ron neteeutlientiry assoc ries postulated that the mind g Sets of coneepis and expe ts coud he sted by ones Associations ageseven rooting the links of simlanty, contrast and proximity which exist in an ‘nda thought and behaviour patterns, Pavlov’ notion of conditioning ts self based om the assocationist theory that one stimulus becomes associated wil another, Ifa bells rung each tine a dog is given food, the dog will berome conditioned to salivate on hearing the bell ring. despite the absence of fod. Inilly used to investigate the elilferences in cognitive styles, word asso- ‘ation tests became sensitive instruments for the detection of emotional Methodology Ina worl-assoviation ts. subject is presented with a list of about 100 words as stimul, Each word is read out by the tester and the subject is required to eespond with the first word which comes into his or ber mined fo hearing the stimulus word. The tester notes the subjects response Lime foreach of the words withthe use of chronometer pretation of Resuls Ie is argued that if the subjeet is emotionally indifferent to a stimulus ‘word, the response time for the reaction woe is very shot, Ul, on the other band, the stimulus snd fs imbued with emotional significance for the subject, the response time is likely to be significantly longer. by al ms 10 significant words may also include b stuttering, involuntary movement or other symptoms of disturbance Jug, who used word-association tests in che carly part of his carer Showed that fanvly members, in particu mothers and daughters and husbands and wives, exibied sinilar responses to the e stimuls ‘words. He argued that this indicated a failure to achieve individuation and was symptomatic of the potentially negative dyn: Family relationships. A Case Study 4 tes caried out by Donald D. Jaffe, a ploneer of word-assvetation tests a subject was observed (0 exhibit delay and disturbance in response tothe words ‘rend’ ‘boule’ window’, and ight Jaffe suggested thatthe sybjeet had been involved in a drunken fight with a friend in which a window had been broken, The subject admitted that such an experience tad, indeed, taken place and that the friend had sued the subject for «damages resulting from injuries he had received UNDERSTANDING RELATIONSHIPS IN PASSAGES Locauing the summary sentence of @ paragraph provides one vay of increasing reading ellectiveness. Other relationships also exist between words and phrases in a sentence, ‘ren the sentences in a paragraph and between whole paragraphs. Understanding and recognising these relationships helps you read even more effectively. Some of the mos ‘common types of relationship inking leas in pasages are 4) addition: adding new snformation 4) general and pariculae by esuse and elect ©) contragueomparison 2 ume In some eases the relationships are indicated by ‘inking words’, In other cases, the relationships ate not ditetly indicated and must be infereed. tn the examples below, the linking words se printed in bold type EXAMPLES: 1) Relationships of Addit Bau woo op of a adding nev information um and cassava Solar as well as wind power © Leukemia in addition 1 esteaporsis '© Besides nucle fusion, nuclear fission also provides a source of energy. Bese sents 48 The hctor aust commonly assocated with Using accents is excessive speed, “Tee seeund most common ct fs alechol {© Young cle love plying computer games. They are also fond of watching TV. Between paranapy © A tape reconer ts useful ool for the language learner: The lamer cam eecord Iheesell making short speeches aluicl can then be used (by ether the learner oF anciber person? to punpoint areas of diliculyy in pronunciation and grammar. The learner can also record native speakers and use this data for language aly Some useful esercises are liste! below ‘© total ban on whale hunting is therefore, the only means by which the future ‘ofthe species can he safeguarded. Another species which tisks extinction is the Asian elephant, If hunting and pposching eanunue at she present rate w Relationships of Cause and Effect Baan wonls {© Any kind of constantly repeated movement of the limbs ean cause the condition -knowen as Repetitive Strain Haury of RSL © Ovenwork can lead 10 stress, © Prolonged use ofthe drug can result in loss of memory and confusioncomprehensive planning laws control all urban development fom the building of anew freeway to the erection of a garen hut. Regional and local governments sscicly enforce these laws and this has resulted in reauvely contcolled develop: ment despite a booming indusirial sector which has increased its share of the regjouS GDP froin 38 per eet to 76 per eent in under 20 years, ‘The sowh presents a very different picture. Although many of the local and regional ls ae xenical 1 those ofthe north the diferent economic cations in the south have fed to problematic planning outcomes, In a relatively non-indus trlised region (industry accounts for only 12 percent of the region’ GDP) which suffers from high unemployment and net papulation loss due to emigration, inessile pressures have grown to industrials, In many cass, this has resulted in the flouting of planning laws, often with the tacit consent of government. The problem is further complicated by difficulties in enforcing the law where a deste feists to do so. Homes are frequently built without applications for planning permission, Were the government to enforce the law, this would result in the de: iolition of tens of thousands of illegally constructed dwellings, creating, 8 political and socal eri that no government has yet been able to face TASK 7* Study the following passages (A-H). What is the relationship between the sentences in each passage? Which words (ifany) indicate the relationship? 'A. Goal i transported fram the mine to the power station hy ral Aer arr itis stored in bunkers and then, when required, fe Ano Large rnaces ‘where it burnt, B. During the 1950s the expanding industries of the nonh required knge hhumbers of unskilled workers. As a restll, many migrant workers area from the economically depressed southern provinces in search of work and improved living tandatds, C. Draining of swamp land is an important factor in the fight aginst mal The drainage of the Pontine marshes in the 1930s vitally climinated the Incidence ofthe disease, . Coal-fired power stations ae relatively safe but emit lage amounts of eatbon dioxide and other polluting agents into the atmosphere, Nuclear-generated ppower, on the other hand, is clean but can, if things go wrong, lead to Uisastrous consequences E. The government’ decision to close the unprofitable Liverpool car plant had two effects on the economy ofthe city Firstly, 3000 people were made redundant, creating personal hardship and a severe strain on the social services. Secondly, many of the skilled workers left the area in search of ‘work elsewhere, creating a serious shortage of skilled manpower ‘coined oe 21 E Inthe 1940s farmers were encouraged 10 use DDT and a to eliminate pests, enhance soil fertility and hence increase crop yields. In the 1960s it became apparent thatthe use of chermieals in agriculture was «causing serious damage to soils, plant and human life and this led to the banning of DDT in many countries andthe search for more environmentally Friendly ferilisers (One of the most serious side-elecis of the introduction of irigation 10 formerly and areas isthe spread of disease. Schistosomiasis, an emphysema- like disease carried by parasitic larvae in aquatic snails is now common in newly irrigated areas throughout the developing world and is believed to alle more than 200 million people “The majority of landslides in the coastal areas of California are auributed 1 the instability ofthe Tertiary and Mesozoic rocks which predominate in this area In inland desert regions, on the other hand, the major cause of slides is the extreme diurnal temperature range which results in cracking and the formation of talus at the base of rock faces. Understanding the relanonships hewween sentences in 2 paragraph and beween para- sriphs help 3 pecesl potiale makes you a moce effective reader and faciliates note-taking, You may find it to make margin-notes ass the following example ENAMI “The Accumulation of Cesium 127 in the Food Chan aust which ans nor anova ce process of espeaton ay von highly concentrated a they pass through cocina I xloatve mater with lng hal-ies enter the fod chain, the high eere vs wh acct im sucess steps may ead tosis Tits The radoacine Kotope ees 137, a produc of mciar ‘MAE Assn, has a ale of 30 years. Once it enters the body contained within food, ecomcs dstnbuted throughout the body’ eels, aeeumulating two or steel! during each step in he food chain EEvilence ofthis phenomenon was discovered by studies caried out in the Mackensie Bay eegion of the Yukon in Canada where above-ground ‘nuclear testing in the 1950s introduced lage quantities of cesium 137 10 the atmosphere, Rain caused the isotope to fall to earth, where It was collected by lichens growing in tundra areas, Tests on lichen samples showed evidence of 6 micromicrocures of cesium per gram of issue, The lichens form the principal dict of caribou, whose meat isthe staple diet of the Inuit peoples who infabic the region. The caribou were found to have accumulated around 14 micromicracuries of cesium per gram of tissue. causeAkhough only sine step above the canto an the food chain, the init had eee we losaty: foe chain: hee. nich one gaia comes ihe fod sous fr anther ong, which self ensue by another halle: the time rouied for one half of a sample of unstable material o wen chemi change lichen; sal plats wich grow onthe surfce f rock and es ~ canons deer ike animals TASK 8 CChoose another passage and analyse it as inthe example above. TASK 9 ‘Choose a passage and cover it with a card o sheet of paper, Move the cover so that you can only read the first sentence, What do you think the ext sentence is? Use your knowledge of the relationships within passages 10 predict the content of the next sentence. Remove the card and see how accurate your prediction was. You can also use this technique to predict the next word oF the next parageaph INTERPRETING DIAGRAMS, TABLES AND GRAPHS Some reading passages may contain diagrams, tables and graphs. Because they ao not give information line by lin, they are sometimes referee to as ‘non-tinear texts. Questions the Reading setion may’ require you te ‘¢ match writen information with @ non-linear text (for an example, see TASK 1 com page 24), © imezpret the information contained in a non-linear text (Foran example, see TASK 12 on page 25) Many candidates become very concerned when faced with diagrams, tables and graphs, You should remember that ‘© Sime non-tincar tes serve only to lusrate the waiten test sid no questions specially late to thet, You ean ase the information they contain to help you lnylestand the writen text. © HH you are required 1 refer to a non-linear text, you should read it inthe same sway as you read any evher text: everview it 1 understand the subject and check, for the relationships between the points of information given, ‘© Remember that the information contained in a non-linear text can also be express in words. In onder to perform the IELTS tasks whieh inelude non-linear tex, is useful to mentally “tanslate’ the diagram, table or graph into wos. pap EXAMPLE ° | EMPLOYMENT IN THE UNITED KINGDOM 1980-1980. Be g 2 ses togneeing Sener Agicture te xraph ca be tanta as follows He petted 198-00 sow significant changes inthe relative sizes of theee major cuplorment sectors ms the UK economy engineering, service mdustres, and aysicite Hite was rapid decline an cinplayment ay agricul, whereas ples mean opportunistic i settee taxlustties increased sharply. The gue ring «stot on the ether hod, espensaved a gradual ut constant decline, TASK 10 i Select a diagram, table or graph and ‘anslate’it thio words.TASK 11* Which of the following passages, A, B oF C, contains the main points in Table U below? ‘A. As result of increasing urbanisation and consequent Iestyle changes. a slut took place in dhe morality pateens of Dalvogen Islanders curing the Peril 1960-40. While malaria was eradicated hy the introduction of ‘chemical pesticides, changes in the Islanders’ diet and inereases in the ‘consumption of sleehol and tobacco beought about sharp increase inthe ‘number of deaths resulting from moss and coronary disease. Equally significant was the merease in the number of aceident-relate deaths Ssgnicanr chines tuted in dhe motality patterns of Dalwogen Islanders lithe pene 1960-40 Mont striking was the inerease in the imber of deaths resulting from suicide, murder, and accidental causes. Similarly significant were the inereases in the number of tumour-related and ‘coronary-related deaths. Both of these trends can be explained by the rapid Urhanisation of Balwogen inthe period in question, Te increase inthe incidence of coronary disease among Dalwogen Islanders noted in Table | ean be directly atributed to dietary and lifestyle changes An epidemiological study carried out between 1958 and 1981 shoved that the per capita consumption of sugar had inercased by 800 per cent. In conjunietion with tbe inceeasingly sedentary occupations in which the Iajrity of Islanders were employed hy the late 1970s, the inci conanary disease in the Islnd hal reached! similar le in developed couniies Table 1 9]0 we (or DM pe TASK 12" Decide whether according to Table 1, he following statements are irae trials, Wate T for tue for false, oF NA no information is given in the Table Write your answers in the spaces provided, “ngs singe cause of death in 1960 was coronary disease | No lanaelated deaths mong Dabwogen males were recorded in 1980. Dalunge sanders ad more acide in 1980 compared with 1960, Im 1980 Tung cancr caused the desth of fewer Dalwogen males than Alcona diese 5, The hfe expetaney of Dalwogen females inreased between 1960 and 1080 Your answers: 1 4 UNDERSTANDING THE ORGANISATION OF A PASSAGE Kno wy wring hovt information is organised helps you read more efficient. ENAMPHE 1 you are hooking for persons velephone murnber, che way thatthe telephone urectory ts organised —in alphabetical order ~ and your knowledge ofthe alpha Iota system enable you to find what you are looking for rapidly and eficienly TASK 13* itled “Self ‘The following is a list of the components of a textbook entitl Instruction in Language Learning’, Aerange them in the order that they are most likely to appear. Ihbiogrsphy index aw 1 appendix peace table of contents sntroduction unit 2 sonclusion| peeWithin cash of a cextbvokS components, simular patterns of engamisation ean be found. He purpose of an andes, for esample, influences the organisation othe inkormion i His alphabetical onder enables the reader to locate information rapidly Mest people are kur wal nding purposes ancl organistion, They’ may be ks with other 935 oon lotion which are common in academic writing Some of tte may appear in the HHL1S test snd you mity be asked questions which assess yest sail to secngnse them The felling purposes are common in acdemie writ © deseeibing processes © cxamining sdkamagevdisdvantages, benefits © desetibuny/propsing solutions to problems eve ate conventional ways of organising information 0 achieve these purpases. Reco these types of enanisation helps yous read ne elfen The fllowing pussies dese solutions to problems. tn bath ss, bem is escihed Belen the soln wap EXAMPLE: Extension of Riverflow Records in Thailand (extract) ‘Amines, hydeologsts and engineers requite detailed reconls of pat va Lions in rierfknw in ander to develop projets such as bridge eanstruction, Hen seve stations an! lod-conteo systems. Until recently hanever, mst eoues cial not miske accrstely gauged rverflow records, Even where stwl recon exist, they ately estend for more than about 150 years, tos shorts pero to prove Wn of Tong term tensa pats fives Inequenices. Although rafal dat ate uty mone extertve. the gn in econ eng sang pcp an datas generally ny fos das Hosed on the recon of teeing gre, oweser, Has poe fxs riveflw eats over peris of several handled years and, an ses whet tes this age sll sussive, up to 2000 years. ap EXAMPLE: Mine Subsidence in Nottingham Subsidence ane its eects on surface-tevel structures poses serons probes ha the develoyment snd maintenance of building stock in elma 1960, rap rh expansion inthe city of Nevtinghan, sae atte ete Drains Fast Millinds Confit, fed to the development of suburban has cover the sites of relatively shallow abandoned mines a dee some cases sulcence developed, resulting in struct dans ‘minor eracking to the collapse of some dwellings "Nottingham Cowty Counei engineers hal 1we paste sola tthe pin Hie safest hut st expensive solution incl dhe illng of ano with grout, a cementbised material costing sate this tha pov internal suppor 1s tial The second, cheaper method requited the constrict ‘eomcrete picts sshich supported the rock strata, This procedure was wore located Below the water table oF where mk stata Thal boon scriandy seakered The decision to apt one soliton rather than the other had 10 be taken on a case-by-case buss. Ih each ese a desion was sluating the deypce of risk involved and the cost of implementation, Jn 1909. plans were announced to build a regional hospital ow a site appro mmaely 12 metres above an abandoned mine working. Although surveys showed that the rack strat were intact and the mine working was above the water tuble, Come engineers opted for the safer, hut more expensive solution, The base ate ofthe bespital, 1000 square mete, was bored with a series of 250, lol oles, each 10 centio diameter, which penetrated the mine eaviy. The casty was filled wth grout above which a eonerete pier eight mietees in sliameter was constructed. The dll holes were then filed with grout to for a solid glum sth a slab soppor TASK 14* The passage below describes a number of problems associated with tree planting and the solutions to those problems. By referring to the passage, match the list of phrases with the problems and solutions, Not are needed to complete the task, Selatan to prens 1 Probe 2 Sedan ts psn 2 As traton dass = planter 1B and plan La aoanine {© ane ie eles al sonnet pln ae 1 tv ua gs es pt ete rl 1 calap phot tase gin Fe the Ue tagtistins the New lechnotogy in Tree Planting Ha staal dekaestatt ol the nyetie teas of som csteen AN Joa a to nbs ng eussonmental elles the wmmediare | fot yt cal shelcy 10 expe the cha sal fra ttt, eng va esos Subexputty hen tees (uatct, a ssoomal omseynce of defonestation is seul a goer niet xa cis jae a sett Hatt age, the Mt 1 ibe eh al gece Lunelea sa arbaiony sch wns Ny ca tw pinta Dillon J Tnsorer enum a mumber of ieee the seat 2000 The ps sail tis, duanesk sed om age 27 require a massive number of warkers (estimated at 50,000 over a 10-year period). This would have resulted in extremely high unit costs which ‘were unrealistic for many’ of the small rural agencies who were providing half of the finance. ln addition, she cucalypuus seedlings and young trees sulfered a 20 per cent morality rate as a result of disease, poor drainage and inadequate protection from wind, animals and birds. [ Oy sg ional anal planing techniques, the scheme would have Mechanical planters and (ree guards provided two solutions which have significantly itmproved the efficiency of the planting program, UTC Industries of Birehgrove developed a tractor-driven planter capable of planting both seeds and saplings. The planter, nicknamed the Green Goddess, can drill, plant and water 5000 seeds or 1000 saplings per hour ts operated by one person, requires litle maintenance and costs around $20,000 The mortality rate of young tees has been drasically cut by a tee guard ako developed by UTC Industries, This simple device is composed of a shoe of PVC plastic casting only around 20 cents which i wrapped around the trunks of young trees. It provides suppon forthe growing trunk and protection against sheep, catle or other animals while special holes and channels inthe plastic allow light and ai to enter and conceniate wate to the wets of the tre. In contrast to tational stake and wire support and protection systems, the plastic guards are much cheaper and can be installed fan ste more rapidly Experiments have shown that morality an young. ces «an be reduced hy ast 90 percent using this system, The purpose of the following passage is to present the case for and against wo chipping in British Columbia, The writer frst presents the evidence shih uppts tis practice and then lists the evidence against H. The final parageaph comms a conch In which her own view ts expressed cap EXAMPLE Woodchipping in Old-Growth Forests 1m July 1990 the provincial government of British Columbia passed a law permiting woodchipping operations in the old-growth hardwood forests of the province’ north-west. Designed to boost the local economy and provide a cheap source of paper, the woodchipping operations created a storm of controversy In a woodchip program most or all of the trees in a smal, selected area or ‘coupe’ are felled in an operation known as cleaeutting. Lager trees, sutable for the production of sawn timber, ae taken to sawmills, while smaller tees and branches ate taken 10 chip mills to be made imo chips for pulping. The total utilisation of timber from a given area provides a numberof advantages. Wy significarly lowers unit costs, introduces @ new product, woodchips, to the local ‘economy and ullises sawmill wastes, which were formerly burnt, asa further zs source of woodchips 1, teal ataia 2 orca. seagereratin (ss (decactve tae The development of acess reads and the increased financial resources genet~ bd ated 35 result of weodchipping also permit the foes services o provide beter The provincia forest services argued that clearcuttng faites forest regener ation in the same way that wildfires do. In contrast 10 wildfires, which’ destroy everything in their path, clearcuting is also much less destructive of forest fauna fe management of their forest. Access roads which must be built to clearcuting Jmrarrte: Couper alta serve a iereaks while increased funding enable the fire services rhette meson. 6 employ more personnel to detect forest fies, In addition, the industry feckreatis provides employment for workers in the logging and processing industries and mare toarion stimulates the growth of tourism by opening up previously inaccessible areas, + freee: ___ Opponents of the woodchipping operations argued that the flora and fauna of sores dete ye oresis would sulle wteprsble damage a Tsu of the woodchipping senecepignert sell andthe consraction of rads, They came thatthe careting would ead 10 soil eroston, increased salinity, siltation and the eutrophication of adjacent wracays Unique pecs including the Baltringed owl nw ound oly in thearea, kel incon wha concen los of pe ey. gait: 1 fiefs danged 2 ekaretlag The Conseration Socty of Bish Columb fuer argued tha the explosion ofthe inte remaining ving eserves fr shor term beefs also represented esr economic jlgmen. Reims onthe Inge expt nvestment required to way Bathe new nad. const 3 woodchip milla purchase the heavy machinery sesien qed fr fling were lel geared to an overseas marks, a 89 per cen of sestspécatn—soonchip products were bound for export. Flactatons i the rate of overscas Jeeta semersar demand could nt, therefore, gusranice longterm ren on investment a ceeifacekec areal of presalng economis condtons beyond the industry contol, these Soles wes lost ths would result in wwlescale unemployment and lange debts foviheeonaciorcompans who ha mest in pla an machinery Finally. in response wo the suggestion that tourist boom would take place as 2 consequence of inlasiructure developments, conservationists claimed thatthe ‘sual impact of clsreurting was unlikely to attract elidaymakers tothe region Who the umber trucks moved 1n to start logging inthe spring of 1991, they were met by groups of protesters opposed to the logging, Violent clashes eloped between the loggers and protesters, necessitating the presence of ‘numbers of federal and provineal police, In an atempt to prevent further conic, the provineial government placed a moratorium on logging until a ‘comssion of enguity released its findings inthe suramer of 1991 The situation in British Columbia presents a clear example of the censions eoctioie which develop ashen the economic interests of developers ate diametrically secrone gaa opposed to those of conservationists, While shor-ierm economic benelts pursed provide a tempiing solution wo politicians faced with a slump in export earings, there is no guarantee thatthe economic gains can provide 2 sustainable means ‘of development. On the other hand, it ceriain that a resource ~ virgin wilder- ness ~ whose value cannot be calculated in merely monetary terms will be iereparably damaged. Scertar dinige 4sTASK 15* ‘The passage below contains arguments for and against the use of wind power as a primary source of energy. Match the list of phrase» A-IT with these arguments and she conclusion. Note that more option- are given than are needed to 6.1 tee task, First argument for argument ‘agains Sevond argument or Second argument against Conclusion A. wind stations ae 1 need w increase ellicay nal rhabity of wind power infinitely renewable, win plating source of energy DT percent of Los RemosS energy requirements are provided by wind power |e, wind power is heeomiing an increasingly important source of energy 1 wind power is at present inelficient and unreliable G. there are 150 wind towers in the Los Remos area 1H, wind stations do not generate dangerous emissions Harnessing the Winds Wind-generaved power, sometimes called aeolian power, offers m advantages for an energy-hungry socety becoming increasingly wae of the negative envizonmental impact of conventional clectneity-604 systems, In contrast to cual oF elite power stations in which the of Californias electricity ts produced, wind-powered stations have 3 ‘minimal impact on the environment. They proce neh carbon dose ‘emissions which add «the Greenhouse Ellet nr do they eoatnbute 60 the phenomenon of acid rain which kill the lakes and forests where i falls. Unlike nuclear plants, wind stations eannor become another Chernobyl or Three Mil Island Wind power, ke solar, hydro-electric and tidal power, isan infinitely renewable, non-polluting source of energy and is becoming increasingly limpontann in satisfying the states energy needs. The swishing, blades on the wind towers ofthe states largest wind station near Los Reins alecaly provide 10 percent ofthe city energy requirement The major drawhack of wind pover, hove. she unpredictability of thew el Np wind = no power. Even when the wind tas te sted onthe winch re no grate hi the wind ll lo 3s hours dy ‘Unsil ways can be found store generated power that ean be used shen Sushil iutit ASK LS son mpage RP the winds dic dow wind power ill remain a suppkmentary source of the state’ energy: Present state-of-the-art wind 1owers stil requite a rina windspeed of swund 25 kilometres per how to yenerate com + mercially viable electricity: Ie is expected that improvements in the technology wil lower this speed and increase the elliiency of production AX presen, however, high installation and running costs and lor efficiency ‘mean that wind power ts not economically competitive with conventional fossil or nuclear stations, : {Envinnmentaliss are also concerned about the visual impact wind stations Ihave om the landscape. n order to generate commercially. viable quantities of electricity ais necessary to installa large number of wind towers. In the Los Rens scheme there are 150 steel wind towers, each around 30, inctres high, covering a tual area of 80 bectares. They are silent and safe ‘nut ugly: making the majestic Los Remos Range begin to look like anattan in mnie Harnessing the wind does offer a clean, renewable source of energy, but ‘until technology increases the efficiency and reliability of the system i wll not be able to replace conventional fossil fuel or nuclear powered stations. The most likely forecasts suggest the development of systems which integrate the use of both wind, solar, hydro-electric and con: sources in such a way as to maximise the advantages of acl source, In the meantime, research must continue to improve 1: storage capacity and reliability of environs Frcnaly energy sources such as wind power the generating eli The purpose of the following passage isco describe a process. The writer describes each ‘ofthe stages smvused in the process the one in which they ave or syed wehetets Solin we stage eoegin etaned eu EXAMPLE Poultry Processing From he moment chick hatches from sts shell to the time Ht becomes @ poachagya chicken inthe home freeze, each stage of modern poultry production 's part of an integrated, automated system, A parent flock of chickens provides a hatchery with a continuous supply of foggy One week after the hatching, the young chicks are transferted to ages i Inifer units. Four chicks are kept in eaeh cage and a broiler uit may contain ‘up 5000 eages. The birds are fed on grain which 4s mechanically distributed tw their cages: In six to eight weeks, the chickens reach the required processing ‘weight, AC this stage, they’ are removed Rom their cages and attached by their feet wo conveyor lines where they ae electrically stunned before passing through ‘S.cutier which severs their jugular veins.eyed: Alter hanging fora few minutes to allow blood to drain away, the carcasses are THeedioaie passe rough scalding baths heated to SO*C for approximately 30 seconds. eee bein the proces of feather removal, Eerging om the bas, the bis “tl |e ten mechaicaly Mie 1 remove any traning feathers. The acses bey ‘are then conveyed to the evisceration area. Evisceration was formerly performed sige ally tere ou by peu dive vicraon bes se tinal age the ese at cooled by beng passed through ie ates ref Tht ae then pce sored eget ad el fo disisution to ears. Upto 1000 bird an hou can be processed inthis wa. staye6 resulting in a dramatic increase in production efficiency and consequently lower «polapg pres Tote conse. Cone sditedtin Glossary: eviseration: the removal of intestines TASK 16* “The passage below describes the stages involved in the separation of gas and oil. By referring to the passage, match the list of phrases A-P with stages 1-4 Stage Stage 3 Stage 2 Stage 4 {injection of Fresh water removal of water and gas reduction of pressute in separator vessel an outlet channel is placed a the bottom ofthe vessel separation of oil, gas and water magn ee separation takes place near the wellhead “The Separation of Gas and Oil during Drilling Operations [Alter oi-bearing strata have been penetrated by drill hoes, ol comes to the surface by means of natural drive, for example under pressure of dissolved gas. If gas and water are present, the separation of these Substances must occur before refining can take place. The separation procedure is carried out in a pressurised separator vessel, generally located near the wellhead. gece seeaeeeeneaeeeeeeeecseeeeesactteeeane| coma om pe 38 ASK 16 ona fiom page 32 removed, thus eliminating problems during the refining proces. The separation process involves a gradual reduction of pressure in the separator vessel from the elevated pressure at which the oilfges mixture ‘emerges from the inlet pipe o normal atmospheric pressure. During this stage the water, oil and gas mixture forms thee layers. The heavier water sinks to the botiom, leaving the oil above it, while theegis rises to the surface of the oil The gas is then removed from the essel through an outlet channel located atthe top ofthe separator vess. It is then either released into the atmosphere of, if present in sufficient quantities, may be recovered for commercial use. Water is removed in the same way by an outlet channel placed a the bottom ofthe vessel, [Aer the removal of the water tis necessary 10 test for the presence of remaining sat. In order to remove the sal, fresh water is injected into the tank which dissolves the salt and allows the entire solution to be ‘TASK 17* ‘The paragraphs below are not in their original sequence. Using your knowledge of the relationships between paragraphs, place them in the ‘order that you think they should o¢cut, | A. In response to the shopkeepers’ concerns, the Siena Chamber of | Commerce organised a protest demonstration. The local newspaper (part- | owned by a large department store in the centce of the city) carried taivorals denouncing the decision while a petition was drawn up seeking a reversal ofthe councils decision. Candidates standing forthe elections 10 What er sujet may ese in eonjnction wth Eanes? in las the full sequence of Business 4 Is necessary to enrol tn ECON2O1 in order tw enol in ECONSS 1? Law units, willbe restricted to 2 quota of 80 students selected on te ists of previous academic performance. These students must satisfy the pre- requisite of having gained 18 credit points and be concurrently enrolled 5. What eesinctions are placed un entry to 100-level Economics units? tconomics im BUSL 212 and BUSL 213. Economics 15 a social science which studies how societies deal with business Law problems resuling from rate scary. Ve, problems of allocation, dsr ee Fhauon, stability and growth. i involves the analysis of production, aa it el cducaten sods protesional ee A spec dlsinbusin and se of goods and services in all iypes of societies. I is TO en ot ed BUSL 0 lends a reroglon by he concerned with how economic systems are organised and with how Professional accounting bodies when taken as part ofthe prolessional devisions are made by indwiduals, business firms and governments Zccounting sequence. These qualifying units cover basic legal concep Because of the broad scope of the Subject master embraced by modern nd techniques, commercial, business and company law, and revenue economia Univesity edcation ss this aes may lad to wide varity of a ECS ih agian commence her sy Wah Carers in indus, commerce, banking education and govemmen race, BUSL350. Auden ho competes a substantial and coherent study of Economies, sabjeas on fer by th isciplne in 1990 wl lode: : choses froma wide vay of programs within the deepine, the choice depending toa large excent on the student’ interests and goals) Some come on page “onic page 28 oM9s 21¢ sete suns may chose to fallow a highly specialised program concentrating fon paivular area, such as Feonomerris, whereas ethers may prefer to “aque 4 road hused Economies haekground. In some cases students ‘muy wish to combine & major in Economies with specialised study in another eld within the sehool, such a5 accounting, finance or statistics, for some ener aca such as polities, geography aw or sociology Although ECON303, ECON333, ECON339, ECON342, ECON349, ECON350, ECON351, ECON3S2, ECON353, ECON355, ECON356, ECON358, ECON360 and ECON365 are designated as 300-level units, students eed nut have completed ECON201 Macro-economic Analysis Ioefore enrlling in these units, Consequently, students may be able to include these at an earlier stage in their programs if they so desire Eniry into 100-level Economics For talents entering Macquarie University in 1990 or subsequent years ceniry imo the 100-level Eeanomies core units ECON? 10 and ECON | willbe subject to quota restrictions. Ente’ to these units wall be guaran teed only to stunnts who have entered Macgqarie under the Bachelor of Arts (Economies) quota of under the Bachelor wf Eeonomis quot oF 10 ssuenis whose enicy qualifications were aboxe those required for eatry under these quotas All students permated to enrol sn ECON10 or ECONI1 wl, subjeet 10 prerequisite and co-tequisite requirements, be allowed entry to Subsequent ECON um, Students sshose course of study fas suislcd all retirements forthe award ofthe BEe degree may. ey Wish, graduate ss Bachelors of Economies EVALUATING INFORMATION Ie teniary study asks may require you t@ do more than simply wxlersiand the mai points and find specific information, You wil also be expect to crite evaluate the information you read by distinguishing, between foes and opinions, the TELES set your ability 4 do this may he tested by asking you to determine &wenters point ol ew ‘oct compare (wo or more staemtentsand decide whetber they have the sume means 3p EXAMPLE By referring to the passage bel, devide which of the follosing statements |A. The weiter encourages stents to bring their children 1o New Zealand 1. ‘the writer discourages students fom bringing their euldren to Neve Zen The writer nether encourages nor discourages students from bringing their ‘children to New Zealand, Advice for Overseas Students iyo ae pant bring your ellen wth you whl you ae suing ia Naan you shoul cone the flowing poms o make appropriate visa arrangements for your child(ren) before leaving for Ney Zealand. Children arriving on vourist visas cannot remain inthe country fr mre thom theee months Fulltime study is extremely demanding, requiring a commitment of pethaps 30 for more hours per week. Naturally, you will ned to consider the impact of this fon your children. The university provides free child-care on weeklays but the ‘number of places available is very limited. Extra facilites are available off campus ona fe-paying bass and you should expect to pay around $30 a day I you wish 10 apply for university child-care you must contact the Student Centre at least two months before your arival date Deciding whether to bring your chldeen or not can be dificul. Although it can ‘create considerable financial and practical problems, you should consider the sresses caused by separation Inonlertoa wer this question you need 10 find evidence foreach statement. Siatement ‘The worl! ‘ennauray” does not appear in th text. This suggests that there is no evidence te suppot the statement. Howsever, you should also make sure that the same idea is not expesed tether ways. lm this ease, ther words and phrases which give the idea of ‘mage tnelude “tevammen yo should’, ‘you need sa goad ide to", None of these esamples aves a relation to the idea of “ringing chillin with yon" Therefor there sno esulenve athe text support a. atement B, wr the wwhiclreypress the sumie lea Therefore thee is no evidence in the text to suppor B ‘The word scm” des 0 app There ace aso no words oF phrases The cout ansver ts hereto C way EXAMPLE The lollowng no passages provide similar information about killing seals, but Ihave very hllerent pou of sew Passage A “Every year thousands of haby seals are brutally and needlessly Slaughncted wo satay the demands of fashion, The annual harvest of immature seals supplies Uhe fur industry sith a Ighly valuable raw material, sf view are reflected in the language chosen by each writer. This is ‘usteated in the following table, which compares words and phrases from the two [Passages as evidence of the writers points of view.Passage A Passage B Viewpoint aginst ‘Viewpoint for Evidence Evidence thousands of «> = = baby seals —<-———m immature seals brutally <<» = needlessly @————» = slaughtered -«———p harvest to satisy the > supplies highly valuable demands <———e raw material fashion > fur indusiry How does the choice of language by the writers of Passages A and B reflect their respective points of view? TASK 22" By referring to the reading passage ‘Advice For Overseas Students’ on page 39, answer the following question. The writer believes that deciding to bring children with you: A. isan easy decision B. asa negative ellect on your study needs careful thought 1. hasa negative impact on your children TASK 23 Read the passage “Woodchipping in Old-Growth Forests’ on page 28 and “Poultry Processing’ on page 31. Decide whether the writers of these passages are in favour of, opposed 10, or neutral about, the processes they describe. Provide evidence to justify your decision MATCHING INFORMATION IELTS tasks may also require you to compare 10 sets of information and decide whether they have the sare meaning, pap EXAMPLE: Alter rauhng a passage which contains the following information: “The films ns, a small ow in Texas’, you ae asked to decide whether, sxvording to the passage. the following statements are truco false, or whether ho rckvant information given Le 2. Pari isa small Texan town, 3 protagonists ive i 1s the capital of France, Pais, Texas sa beau town, Remember that you gre not asked whether the information is true o¢ false in absolute terms or whether you ageee or disigre. In this example, Statement 1 is fale; Statement 2 istrue, and there is no relevant formation given regarding Statement 3 wap EXAMPLE: Decide whether, according to the passage ‘Advice for Overseas Students" on prge 39. che following statement is true, false or unsupporied by evidence in the pssige Banging children with you causes considerable financial and practical dificulies? In onder to answer this question you ned to . Fd anfersmation which covtesponls to the statement 2 difcules raph $) © ging children wuh you causes considerable financial and prt = Tha create considerahefinaneal and practical problems (para ‘cicck how closely eel past ofeach statement corresponds ng eluldeen wa you = © considerable financial and practical dliwulies = ‘vonsiderable financial and practal problems ote: # means 18 not ex 1) Hise verbs ‘use and ‘reat’ are synonymous, However, “reales” means that bringing sulin wih yeu always leads to problems, whereas ean crete” means bringing children ‘ith you may fea 18 problems, but 1s net certain 40, This makes the «wo statements Xillercot an meaning andl dbezefore the eortet answer i alse’ Whom comparng iw ses of information, check whether: © the senses ofthe statements vorespond © the ves are qualified by an ausiliarysueh as"can’ "must, shoul, might, ec the fats ate qualified by circumstances such as time, location, and manner the nouns refer to enaely the same things the sume meaning is expressed with different wordspa bNAMeLY Po passages 1 and 2 below contain che same information? What, any, ae the sllerences? Passage 1 Mont students 1m the Faculy of Seience are required write a 15,000-word these within aso years of the commencement ofthe study, The thesis should tonite to the bucly of scientific knowledge and demonstrate an ability (0 undertake seientilic research. In 1990 a total of six scholarships were made available to students encolled ws the Faculy of Seience. Passage 2 Science stucdems may he required to write 215,000-word essertation by the end ‘of theie thd year of study: The disseration must contribute to the body of scxmtifi knowledge and demonstrate she students’ ality to urxlertake research 2 10903 toal of six scholarships will be made avilable to students entoled in the Faculty of Seience The wo passages do not contain the same information, ‘The diflrences ate listed below: made’ # wall be made? caine: ae routed # may be require” ‘within two yeas of the eommencemtent oft third year of sty uly’ by the end of thet elec ‘mnt ulens scence Faculies # sce stunts TASK 24* Decide whether the passage “Advice for Overseas Students’ on page 39 supports, rejects, or provides no information about the following, statement Full-time students may have 1 study for more than 30 hous a week: TASK 25* Decide whether the following passage ‘The Role Of Pilot Error In Airline Crashes’ supports, rejects, or provides no information about the following statements. If the statement is supported, tick box A. tf LS nee eee ae tT eT EU ETUTEE| on tm a 42 the statement is rejected, tick box B. Ifthe statement is neither supported nor rejected, tik box C. 1L_The majority of major aise crashes in the period 1980-90 were atitytable to pilot eror. flatfile Oe 2, Five crashes in 1989 svete caused by pilots ignoring ground-based electronic warning systems, Oa | is Oe 2. All airines willbe required to install electronic sracing a Cla fle Oc 44 The take phase of igh accounts or 4 pe ent of fying time eee AnEls ele 5. Some pilots do not lower the plane’ wheels before landing (4 Cle Oe 6. Many pilots were rate decisions le wo make rap and ace reemerprnces Va bls Qe 7. Once the plane has reached ws crulsing akitude, the tisk of a crash before completionRof the Might is svemer than the tsk during the take-off and ascent | 14 1B [Je phases 8. The approach and Landing phases ake lange Ha : the ascem phine ila tie fic The Role of Pilot Error in Airline Crashes Research cared out by McDonnell Dough, the US aiterah manufacturer, has Found that almost 75 per cent of the 850 major aintine crashes in the period. 1980-90 were caused! hy pilot errr. fn 1989 alone five crashes resulted from the thai ew agnoring on-board cletromte systems which warn that a crash fepor recommended that those aiines which did not possess the $30,000 electtonie warning units should install them. nme snd alequately ean pots to use them, ts amminent The Bo Aid the fl approueh an! landing phases of fights accounts for only 4 Per cont of tymig ae, 40 per cent ofthe erashes studied occurred during, these pluses. The report recommended that safety procedures and pilot suming show! be amproved to eluminate common pilot errors which resulted stishes continued on ge1996 25" nol fam page AVERAGE AEROPLANE CRASH/FLIGHT TIME RATIOS | The report cited two examples of pilot ertor during landing, One of the most common causes of landing crashes is pilot failure to ensure that the plane’ ‘wheels are lowered before landing, In addition, x was reported that during, emergencies some pilots found it difficult .o make a rapid and accurate decision 1 abort or continue the landing, UNDERSTANDING UNKNOWN WORDS ‘You may not understand all the words in the reading passages. Faced wih an unknown word, some readers panic and belive that they will not be able to answer the questions Remember, however, that you offen do not need to understand every word to cary wat he requiced ass. If iris easemil to know the meaning of an unfamiliar word in order to complete the you should first check whether the word is defined ina glossary at the end of the passage Iv abo possible to guess the meaning fom the contest. One way of guessing. ist use your knowledge of the possible relationships between words, phrases, sentences and paragraphs. The word you do not understand may relate to other words in she pase ‘which you do understand, EXAMPLE: Smoking isthe major cause of. ‘The unknown word is an effet of smoking. Your knowledge of the work! cs you shat the effets of smoking include lung cancer, bronchitis, emphysema and lpeary disease ‘The unknown word may be one ofthese Guess the meaning of the unknown words. You may understand the meaning without knowing the exact English word. In this case describe the meaning with words you know. 1. The project team decided to the conventional methods because "hey proved to be both too expensive and inaccurate, 2. Excessive consumption of alcohol can lea to disease ofthe 3. Holling your breath or drinking glass of water are common cures tor 4. The law permits private landlords to reat for more than thee moni. tenants who filo pay their You can also look for delintions, The unknown word may be defined in the text og EXAMPLE, tn spite of intensive researc, iis sill not known why the the stan ‘mammal with a beak hike a duck, dis after short periods of eapivity ig ‘The unknovsn word is defined 35 2strange mammal with a beak lke a duck’ id the meaning of the unknown words, or short sightness as is more commonly known, 15. small unnel used for accessing underground cavities. also known asthe Quetelet index, is defined as weight divided by heat sare 4 the Me Metta chi, ete 52 lepisitor among the Teng uibespeope Oppmte means may appear in the ime text. If you know one meaning, you can seomictnnes guess the othr. You ced to look out for phrases like in contrast, “on the var Ia Bsr EXAMPLE ‘cho, ppd Wo gvernmen-fnded schol, ena requed to submit annwal staffing plans, . Te unknown word probably refers to non-government inded schools or private schools. ATASK 28* Guess he meaning ofthe unknown word: etn Aula subj too Kd atl sate he wt 1 Net ds cae Mang. he dy sen es eh ppensasscd sp cmt othe dry. may bing wider experince of eso 2 dius conmnty earch cared ot at Anchorage Univers sugges hat — ger har wmen who ema sie Tre nawect neapapers ae plied wh 9 ay cicon of Pass tey te debe the majors fhe I oe, rea ng terme the pres was sujet os ——— ‘You ean also use your knowledge and personal experience 10 suggest possible answers From the context ap ENAMEL tn Western Europe the motor engine has now almost completely the horse and the ox asa means of transport or source of pow “The unknown word probably teers tothe idea of taken the place of ‘TASK 29* Gees the meaning fhe wow words 1 avec yet ear cee Swe a SeSinetaimporne see and Seite ve pemanet neers of be UN Sen Counc sts Foe Ne Pesn mae he thers 3, rey ihe pt 20 ens igtal watches and dks ave rca 8 faa Otte tater ee aimepees eee ety cared by dan oes, ws me to Naan shower en thar nis | reer ee thee Deciding i the unknown word isan adjective, a noun, a verb or an adverb can help you guess its meaning, pap EXAMPLE: “The results of the research were extremely —— the unknown word ts probably an adjecive, This limits the range of possible meanings Thay can your describe the results of esearch? Other parts of the text will help to han the range ever further TASK 30* hen. sean Guess the meaning of the unknown wards. 1. ‘The resls of the research were so thatthe two researchers ave ben cists rom their positions in the estiae 2 The primary of government subsidies are firms which specialise sn hi-tech products, 3. Nes the wites if hey ate connected to the mains. Always make sure you are wearing rubbersoled shoes. 4 Thecse ‘on the wet road and crashed imo an oncoming tuck, IUac appears unportant to understand panicular word, do not rely on your vocabulary Iknossledge alone’ always make a guess > FURTHER STUDY the key to developing, ther study program is to find appropriate passages and wo carry oun spscilc tasks om them, FINDING APPROPRIATE PASSAGES. General Training Module General Traming Module passages rellct the many different kinds of tests you need to cal when ling ian English-speaking country In order to find appropriate passages to practise rexliig, you should try to expand the Hist of examples given on page 8 and, if possible, whiam copies ol these types of passage from newspapers, magazines and Modules A, B,C Sooks that mtraduce the rer © new tops, such as highschool snd undergraduate resthouks, are uefa Sources of practice passages. In addition, English-language news. Fpupers and magasines that cover technologie developments and world issues cat be ‘sed Une mele The Economist, The Gatun Weekly, The Far Eastern Econanic Revie, sind Susenaic American. In preparation for tertiary study, you should also contact the wstittion where you plan to study and ask if preteading and course-reading lists sre awaibleDEVELOPING A STUDY PROGRAM Exercises for independent study ‘owe study progsans shoukl welude regular practice of the reading tasks desered in this uni. ach time ye eead, focus on at least wo of the tasks from the Hist bel: AS sou become nore prfiien, increase the numberof tasks you carry ou of One PASsARE Make sure your program eludes the full range of tasks. CHECKLIST ‘overviewing a passage understanding the main points ‘understanding telationshaps in passages ‘nverpreting diagrams, tables and graphs lerstanding the organisation ofa passage checking references ‘understanding the writers viewpoint ‘matching information ‘understanding unknown wors Exercises with a study partner Exorise | Choose a reading passage, White a series of statements base! on information mn the Pass including some statements that do not contain the sume information as the reading, jpaseage, (Vou wil Find it useful to refer 1 the Example below) Ask your partner to read the passage and decide whether the statements you have written correspond te sateen the passage ea EXAMPLE: Sie the id-19705, despite receiv Ten in devine. Ast 50 per cent of expon earns ate eee Lo the pr duction of groundnuts, which account for hall she eva Land. As tres of the absence of adequate srgation, the groundnut cto as highly vulnerable 10 seasonal changes in rainfall, The 1983 drought redueed past by eset 70 per cent, wth a devastating impact on the nations econnty adhe euoniny of Semel Has Sample statements: uy rs The aud ‘Mone than 50 per cent of Senegal cultivated land is wed for grouewlnut production, ‘The lack of adequate irrigation means that the ground crop is dependent om rainfall Crops in Senegal are vulnerable to variations in rina encgalese economy has improved duc to extern Bxercise 2 ‘Choose a reading passage. Write questions about the passaye that ry partner to late specific information, yo sty Ack a sty pastincy tfnanse short passage tn gar EXAMPLE Auiomatie teller machines (ATMS) aze used by credit unions, banks, and bunlding sovteis 1 facitate banking transactions. They can be used with: dane cash, 10 deposit eash and cheques, and to obtain an account balance. In jrder to acess an ATM, clients requite a PIN (Personal Identification Number) A recent US survey showed that around 50 per cent of ATM cardholders carry ‘their PIN numbers withthe card, This is in breach of the conditions of usage and makes the usc lable for unauthorised use ofthe card Sample questions What does PIN stand for? Which institutions use automatic teller machines? Which practice vilates ATM usage conditions? Avvoring tothe passage, sit posible to purchase goods through an ATM? Eycrise 3 Ask a study-parter to select passage, make a photocopy and delete every sath word (might devide 19 delete only every’ tenth word oF, to make the task more difficult, very third word) Your tak sto guess the missing words. Check the orginal passage 10 S66 how acral You were ea eNanre 1 pose sete yy aad: ptm te wpm reviewed thece studs on the even Foun that amigas tng celles of unmigeation and ly provides esonomic Henehts to the mation by seket ai creat. agg po of eonsuniets. In conclusion, the report argued that although the posite cgonom elles may: not be sigeaicant woman al ot have detect ells 4s on the economy: sol th Tas anseret the soe of thse Hencis ty eae sal he passe sou ee the report tesiwea threw studs the esomomicelfets of smmigration —_ fowl tha smngration gently provides hens o the navion by these ol the baa and eeaunyga lang pool __ consumers. However the se ol henelns i welaively stall, tn the report ssgacd that although postive economic ellects may not — significant, sustain el nee ave sflets on the econ yy Frenaed re than 50 words, sees caclt ul the words an the passage an retains this copys 42 muah s second copy, gaan numbering each of the words, This time the lewers| should be deleted and placed with dashes. The study partner gives you this copy. vgwar Fane the pe sce or typ Word Processors a wr prover has hee ma omponens ren of wit wi 3 at posing wnt and» koa! sometimes brown a+ data np ‘Nun psn be wee to cet ey sae and retention 8 3 teh ete nes manual sys would eq, “The copy setuid hy you study purer Word Processors A wind procasor his thee main components: screen or visual dsphy uni 8 cena processing ut, and 3 Rebourd somtimes known 36 aka input uk. Wend processors can be vied f@ cree, edt, store and retneve information in a temth of the time a manual system would require The copy your stay partner gives to yo Word Processors ds For example, if you ues a, your panne Your ts 10 gues the ising words Fr examp “ Vie you ach ofthe number where the word pean is se an 37 il ter ton your op and he ke anther ges, conn i ou hve epee ath pape me ths task even tore challenging, sk our pare 9 rene he tie rom the passage wel Exerc 2 Mowcan a ue Ese 40 nese your ading sed Fallow he ne pre aba ir partner to show you the orginal tr above but before begining to ges, ah You pl ee ede ine me outed od nent, eet Ran the missing words ‘To help you understand more clestly which strategies you are using, you ea also dv these exercises in your first language. > TEST-TAKING STRATEG 4 Organise your time. The test paper gives you recommendations about the mount of time you should spend on each part of the Reading section. Even if you have not completed a task inthe recommended time, go on to the next task ‘Many candidates achieve low scores in the Reading section because they do not follow this advice. Use the Sample Tests inthis book to practise this skill Remember that questions may appear both before and after the reading passage to which they refer, 4 Read the questions carefully: Under the pressure of time and stress, some can- lidates begin tasks before they have properly understood what they need todo. 4 Trytoanswerall restons. There are no penalties for wrong answers. > MATERIALS FOR FUR There ane many textbooks 9 ailable which are designed to help you to develop your reading strategies, You may find the following selection useful Abdulaziz, H.T. etal. 1989, Academic Challenges in Reading, Englewood Cli, Prentice Hall Regents, Dobbs, C. 1989. Reng for « Reason. Englewood Cliffs, Nj Prentice Hall Regents. Garman, M, and A. Hughes. 1983. English Clze Exercises. Oxford: Basil Blackwell (This book practises gop-illing exercises.) Haarman, L, 1988. Reding Sbilsfor che Soa Scenes, Oxford: Oxford University Press NNolan-Woods, & et ul. 1986. Penguin Asuncel Rowling Shlls. Hammondsworth, Middlesex: Pengsin ‘Swan, M. 1976, Understanding leas: Advanced Reading Shils. Cambri Cambridge Universixy Pres, Walter, C. 1982. Auchemts Realing, Cambridge: Cambridge University Press MONOLINGUAL DICTIONARIES Oxf lsuneed Courners Ditiomary of Curren English. Oxford: Onford University Press. 1989 led gna Active Study Dictonary of Englsh, Haslow: Longman, 1983. Calls Cobuild English Language Dictionary. London: Collins, 1987, omg Dacuanaryof Contemporary English, Harlow: Longman, 1990. 2 Macquine Concise Dictonary Sydney, Macquarie Library: 1988,» UNIT 2 Writing This unit contains Writing Test Description General Training Module Modules A, B,C Sample Writing Tasks Writing Strategies : Stage 1: Analysing the task Stage 2: Preparing a plan Stage 3: Collecting relevant information Stage 4: Writing up Stage 5: Checking your writing Assessing Your Writing sie ted Diagnostic Tests Further Study Test-Taking Strategies : Materials for Further Study am:“had w rite an essay about the advantages and disadvantages of inuctearpoveer generation. The question said “write an essay Jor a Tinversty teacher”. Thad vo main problems = [vast sure what generation” ment and Fas also worried by the words “a university teacher”, I've never even written a university essay in my oven language” ‘Cun LTS cane ) WRITING TEST DESCRIPTION Inall modules there are wo tas in the Writing section [we [Time [eum] 15 minutes | 100 words minimum (Modules A. B.C) | £80 words minimum (General Training Module) Wing isk 1 | weiding task 2° | 30 minutes | 150 words minimum i (Modules 4.3.0, 120 words mutans | (General Training Module) | GENERAL TRAINING MODULE Inthe General Training Module, writing You may be required. for example, to write a lener of caniplaint, a leer seeking tasks tend to be pati sar than academe 1 of your study plans ota simple ceserpiion of an aspect of he information atm vnjour county Eales of Genel Timing sang sks eben pe Hand Sample Test on page 193, General Training Mole caidas Show py pancuae men roe lowing sion nhs unt ‘Anaysing the tsk (poe 98, Prep, vt page 4, alecting relevant information” (page 67, Weng wp” «pase 7 (page 81) Diagnostic Tests (page 94 and Test-Taking ‘Checking your wt Sirategies" ge 98) MODULES A, B, C You are required to write about subjects which relate to the displ areas contained i the module you have registered for. As in the Reading seetton, you de not require specialised technical knowledge to carry out the tasks, The fllsing, sample wat: tasks are designcd to familiarise you with the kinds of tasks you may e requsted to perfor in the IELTS Writing section SAMPLE WRITING TASK 1 You should spend no more than 15 minutes on this task. ‘As society becomes more aware of the direct and indirect environmental costs of refuse disposal, the recycling of urban refuse has been perceived as an ‘increasingly desirable and viable alternative. The diagram below shows how raw turban refuse ean be recycled, Task: As a course assignment you are asked to write a deseription of hw wan refs i sorted for recycling, Using the information in liagram, write a description of this process and the eq 1 equipment needed for carrying it out. ‘You may use your own knowledge and experience in addition to the information in dhe diagram, Make sure your description is: 1 televant tothe question, and 2 well organised You should write atleast 100 words REFUSE SORTING -8L-00-0-A0. soa 4 OOO SAMPLE WRITING TASK 2 You should spend no more than 30 minutes on this task, Seles generally ape thatthe wold facing the prospet of substan slobal warming unless countermeasures are taken immediately.“SAMPLE WAITING TASK 2 soar fom rg” 3° ‘Task: As a university assignment, write a report on the likey effects of global warming on the capital city of your country. Include what you Consider to be the priority recommendations to counter these effects, In your answer you should refer to information given in Reading Passages 1 and 2 Make sure your description is 1. relevant to the question, and 2, well organised You should write at least 150 words, When you cary out this writing task, you will have already read Reading Passages 1 and 2 in the Reading section. Daring the FELTS test you will need to Locate these passages by Jooking ack ta the Reading section, To make ¥ easier for you to see the elatonship ‘Wriing section questions and Reading section passages, we have placed ean rectly below questions betw — Jn Sample Question 2, Reaing Passage 11s reproduce in ful, while Reading Poss 2 isonly given in summary form, reading Passage I: Effects OF Global Warming rn ylohal warming has become mereasngy b ae to the general tng hs aa uae ed nt yi Ch st int hs nena tha the all pts fe em ate aH an Tae ec erences wh nor gue KO Set penny dvsatng comes te ikl ver 80 per cent ofthe people Anerviewed inthe Chuneblla Survey were unable 4 indivate any of the effects of a worldwide sein temperavre, Exe mre dstuebing seas the very stall proportion of respondents (74 per cent) who fl ha their Hes Would be drccly affected by global varming during the nest 20 years & voiced by the team of pr “This indifference is im stark contrast to the concerns voiced by Tesswnals who conducted the Survey. Team Leader Professor Ernest Wong stated that ioe should all expect to experience significant lifestyle changes as a result of the ects of global warming, In detailing the Ukely fects, Professor Wong emphasied that the climatic changes caused by a rise in global temperature of only 1°C woul result in enormous changes Primary among these changes would be the risen sea feel as areal of the msn of the polar iecaps. The consequent 30 centimette rise tn sea levels would have Catastrophic consequences for low-lying cosa areas. The very existence of counties such a Bangladesh would be threatened inthis scenario, Indeed, few coastal ees J eninely escape severe Moving and damage 19 their snfastructure. Although conncrabhe debate surrounds the accuracy of Professor Wong predictions, those who share his pessimistic scenacio insist that governments must respond to this challenge by yavesing in coastal defence: [Even inland ateas will not be able 10 avoid the consequences of global warming ‘Changes in the rainfall patcrn are likely to result in, unprecedented flooding and desertification, both of which will impact of agriculture throughout the world. In a recent smterview, Professor Wong illustrated these points with dramatic effect. CCochilla self, a medium-sized provincial city atthe centre of one of the county’ ‘major rice-growing areas, would, he claimed, be profoundly affected. Although, _given is elevation and inland location, the city would not suffer from coastal flooding, the possible reduction in rainfall would jeopardise the region’ economy, Chinchilla depends on as twice-yealy crops and on the employment provided by the recent establishment of a earassembly plant and other engineering enterprises ‘Wong estimates that a L°C ese in temperature would result in a 10 per cent redue- tion an the average annual rainfall. The reduced flow of the Aata River, the principal sour of supplementary sragition for the paddy flds in Chinchilla County, would theeaten the viabihty of rice-grawing an the area, In addition, the decrease in the ‘apncity of the Bavakoo Lake, whose waters supply the driving force of the turbines ti the Upper Bacakow Hydr-elecine Station, would cut the region’ electricity sgencranng capaeny by «ap to 30 per vent This would have obvious elfects on the regs mest base al empleymient keels urgen his meres Professor Wong lft is audience sn no doubt about the cle problem “Unless we plan forthe future ~ ned believe that grassroots ous rss be a ctl past ol that process = we ail NOL see the mecESSArY robin of forces at local veonal ational, andl dnteenational level that are Lae ths ste = dh tote othe 21 century READING PASSAGA: 2 fo 9) Reading howl bse 2 provides an account of the predicted effects of global warming on ‘sland naons mn the Pacific Ocean. Staisieal data are presented which detail, anukipata cluanges an se evel and presuling wind and rainfall patterns. A graph shows the puectd changes of 1°C, 158, and 2°C rises in average termperature SAMPLE WRITING TASK 3 You should spend no more than 30 minutes on this task Increasingly large numbers of students are seeking to pursue their higher ‘education in other countries. Cleary, the benefits are perceived 10 outweigh the ‘inevitable dilliculies involved, ao comic on pope 38 aySAMPLE WAKTING TASK 3 contd fom page 37 ‘Task: As 2 course assignment you are asked to write a brief paper discussing the advantages and disadvantages of studying abroad. Use information from the res experience, Make sure your desription: 1, ierelevanto the question; 2, ic well organised: 3. clealy expresses your point of view ‘You should write at last 150 words. ading passages, and your own knowledge and ‘You will need so locate relevant reading passages in the Reading, section of the vest paper ‘gain, we have place these passages (in summary frm) directly below the ask READING PASSAGE 1 (summary) ‘The passage describes ‘examining te atutudes and experiences of students the results ofa research study caried out at British university, is from 15 foreign countries, including ‘he United Siates, the Peoples Republic of China, and Nigeria The passage lists student READING PASSAGE 2 (summary) the passage examines various data, in the peiceptions ofthe benefits and dificult associated with thet study in etn form of tables, relating to the outcomes of siudy in the United States by a sample group of 100 tertiary students from Thane presents figures fo > WRITING STRATEGIES + successful completion of degree and subsequent employment Each time you cary out an LELTS waiting task you should follow a five-stage procedure 4 Ree ‘Stage 1: Analysing the task Stage 2: Preparing plan Sage 3: Collecting relevant information Stage 4: Writing up Stage 5: Checking your writing STAGE 1: ANALYSING THE TASK ‘Do not start writing Immediately. I is essential that you take at least two minutes te Take sure that you fully understand what is requited by the task, To do this you must fo Whats the yursion? fe Whois the audeme? 4¢ What ace the task requinrment? What isthe question? ‘The tsk description may be quite long, The critical fist step, therefor, isto locate the «question itself, This is usally printed im bold type Locate the questions in Sample Writing Tasks 1-4 on pages 55 and 56, Having lea ed the question, you must then identify its topic and purpose Topic = what the question is about Purpose. the information you need give about the topic cS EXAMPLES won as pane ita @iamondproctiD pes Whereas prod wpe ie a purpose "Note that both questions have the same topic, but diflerent purposes 4. What ane the stages involved ine produeon TEE) 5 What are the facons which conteibureteGanety ih Tigh school audenis) 6 What ae the lacions which contribute @isieny Wey STUER?) {uke the ale of passage or of a book, the topic tells you what the question is about. In question ahe top is ‘negotiation skills in business aiminist lon’, The question is out negotiation skills business administration, not negotiation skills in polities ot in forvign trade. The topics in questions 5 and 6 are similar. Both deal with anxiety it students, but question 5 refers to high-school students, whereas question 6 refers 10Questions requitingan answer post 20 yest and ‘iow far does a nowledge of statis eontiate fa steses 8 ae ry sual” require a answer expressed in terms of degree for example, The diet vereclaneatas fs changed 10 a greal extenivery significantly eintmally/aot at alle expressed i terms of degree can be asked in many iflerent aera he fon examples, ba he rpc and the purpose are ery i og ENANPLES: 1 "Ta what extent i a knowledge of statistics indispensable for study in tertiary 2. Mow far does a knowledge of statistics contribute to success in teniay 8 To what degre isa knowledge of statistics useful in tertiary study? 4 “A bnowledge of stasis is sndispensable for study in tertary institutions Discuss. 5. What aly? eof statistical Knowledge 18 necessary for tertiary study? These questions cannot be answered with yes! oF“. tn ender to answer them arr fy wanda’ them into questions which can be gjsen a yes ar no answer Ths wll help ithe next stage of writing: preparing a pla. oe Js cavironmental damage “Towwhat eaten is envitonmental damage ireversbe? srceversibie How necessary. is med censorship in mi wetey? «fe mdi setae rnccessry ina modern society? TASK 5* “Translate the following questions into "yes/no" questions. 1. Toovhat extent has the traditional male role change in the pst 20 pers? 2, To what degree are coronary diseases preventable? : To what extent i dist a contributory fator im stomach and bowel 1am How acceptable are the risks involved ym genetic engineers? tothe developed To what extent will migration from she developing worl 19 witha doctor? ght or wrong answer 10 this type of question. During Stage 3 (Callecting ‘eleva leratation), you will examine the evidence for ‘yes’ and the evidence for ‘no! snl deaw an appropriate conclusion Translating Instructions Into questions Some IELTS writing tasks may contain instruction words, rather than questions, Esamples of instruction words include ‘describe’, discuss, ‘evaluate’, ‘analyse, “onsider, ‘make recommendations’ ‘explain’, ‘write a report’. This method of task presentation is ponticulrly common in tertiary study oe EXAMPLES: Describe the stages by which enude ol is refined into petroleum, \White «report for your sponsoring agency describing the English-language skills overseas studenis require, Make any recommendations you feel are necessary. Analyse the effect of wage inereases on inflation. ths method of presenting asks is simply another way of asking a question. You need to ‘usmle the asteustions into questions par EXAMPLES: Desstbe the stages by which erude ols refined into petroleum. = What are the ses involved in the tlining of erude ol into pecroleurn? Essay weting skills are essential in veiary education, Discus, = Isa knowledge ‘ol essay seating necessary for students in tertiary education? Analyse the ellect of wage imereases on inflation. = How do wage increases ‘mtr to nflaton? TASK 6* ‘Translate the following instewetions into questions. | -Nuelear deterrence has saved the world from wae? Discus, 2. “The dominance of black people in US sport is due to sociological rather ‘han plysiolop factors’ Discuss 4 Describe dhe ways in oehich relative costs have created terraced farming in uj and extensive farming in Canada 4 Explain why climatic conditions resist prediction Who is the audience? lve Wang section assesses your abiliy to carry out academic writing The audience, Uerefore, wail yeneally be a university teacher. You may aso be required to write a brietteniany soars, Candles who alto ity he tye cleanly wl ete ya mater al score aly Ar yens ane noe sue ofthe meaning of te pie wos an the HELTS test you should weal the pst. These pasa ey give definkions explanations, or examples of he worl TASK 2* Circle the topic words in the following questions, The first one has een done for you as an example EXAMPLE what ase the arguments used 19 justly or eppose tu(OpK en | provessing outweigh the disaelvaniapes? 4 bose eis ty adj he buns? Wha ae woo | sere pespesse tae? [stn a ou ces wy the purpose oh ‘oving tc the top, you mst also ens that yt ten way the pu heaton, hy skin yourselh "What as his esto egret a Cau ‘oho flu edeany the parpese eleely wall write aehevan asatrda an on Badly ove that along he flowing quests fave the sate rap hey ese’ aH UIflecey answers, In cach question the words andacatng parpene ave ets wae 1 Whar ane the stages wold i the production of hee worse pas 30) 2 tmwhat ways has the pruiuction 5. How is hyxtene ensued in the prolactin of cheese? pe Lot? gral vemos Lasoo ba the production of cheese cnstnbugs to he 4 Mow do 5, What mle docs cheese production play nth tdenuijing topic and purpose wll help you n preparngan ety plan sce page ‘TASK 3* x Underline the words which indicate the purpose of the following questions. The first to have been done for you as examples. What oe the stages ivloed ic the refit of cred lity putovean? Mea kasoldge of esery unitg rcercrg retort ie enliry eden? J 1 Hove do wag increases cont toon? 2 How ride ol fied inp? 3, What are the belts a sks associated with topical logging? | 4. wha ane the tors whic e relate to ansety in high-school students? 5. What kind of listening challenges dlo overseas students face in tertiary clusion? What recommendations would you offer? 6 Da the advantages derived fiom the use of chemical additives in food processing oun the disalvanages? TASK 4* tw the following questions, cece the tople words and undertine the words which indicate the purpose. The fest wo hae been done for you | as examples Dalle beucfcs of stady abroad) justify the diffealtos? Should the laws which prohibit the sale and consumption of heroin be |. applied totobecco? In yout opinion should government stervene in the wala eegaed to farmily planing? sof the individual Whar ave the effects of she wiestnited se of private ears in urban ‘Wha reconniend 2s woul you make Go improve the eusrent station? 4 To what extent his the det of Melanestans changed over the past 20 years? What effets has thie hau an thie patterns of mortal? In what exenmgngss ean eupstal punishment be justified? Understanding ‘to what extent’ questions Some questions. such as How ts hyxene ensured an the production of cheese?” and ‘What were the eauses ofthe Great Depression” can be answered with a series of fats Other questions, suet as “To hat extent fas the dict of Melanesians changed over the uerepo for an aggney skh asa sponsoring authority of 3 unwerity aniston Te rerun asks el you te audience you are wating fr, (See Sample Writing Tsks on pages 5510 58) sn Madules A, B and Cat unlikely hat your audienve would be @ frend, relate oF Jv ndviul As sult, your writing style shouk! he appropiate oa formal rerhence. You shoud not refer ditetly to Your audience as you wouk! in a Heer, 8 ‘hear sito Whom it May Concer’ To the X Sponsoring Agency’ cte ‘What are the task requirements? these reflect acalemic writing requirements. You mist fe answer the question set by following the task insiuctins exaely fe produce the requied minimum number of words (10/150) ‘¢ use the information sources indicate in the wask: passages in the Reading secon; iagrams or nates i the Writing seetion {your own knowledge and experience, Do not goon to Stage 2 until you have thoroughly analysed the question, ‘STAGE 2: PREPARING A PLAN ‘When you have analysed the tsk (by understanding the topic al puree af the {questo the tence iene, and the task reguerenss), you ae ready 10 EPG pla, na 1Seaminute task this should take about two mnt ue sh About four of fve munutes. Xl an 30 ‘The analysis which you have made ofthe question's wopre and prepese forms she framework of your plan How to write pl 1 Wie the top at the tap ofthe plan. This wal lp 0 hoes pou 2. Wiite the word ‘introduction! 3. Use your analysis of the purpwse to provide t your answer 4. White the word ‘conclusion rn ey ade hat al form ae bast ap EXAMPLE \What are the stages involved in the efining of erade i ute pec? PLAN "Rafung of creda alate petrabesn atrdactin: stage: alae a areca maar ec ae ee ee poet Note that all plans mast include an introduction and conclusion, The we tntrxlctionts ad vanclsins fs discussed in Sage 4 ng of EXAMPLE Whar ate Inaay comees? Jwantages and dhsadvanages of banning the use of private motor vebleles PLAN Banning the use of private motor vehicles in city centres ilrodectioe shoetige I adeectage 2 adeaeape 3 adeectage?: radeantage 1 beadratige 2: aadartage 3 doaeatage ? | encereport fora age sh 38a sponsonng authority oF a unweit admamstation The ‘efang tasks el you ihe audience you are wring fr. (See Sample Writing, Tasks on pages 5540 58.) tn Modules A, 8 and C, a is unlikely that your audience would be a friend, relative or fpvate undividual As result, your wring style shoul be appropriate ta frwal pevhence Yeu should not refer directly to your audience as you would in a Iter, ©, ‘hear sits o Whom it May Concern “To the X Sponsoring Agency’, 6 What are the task requirements? these reflet aeademie writing requirements. You must fe answer the question st by following the task ansiuctions exaetly © produce the required rinionum number of words (100/150) ‘¢- use the information sources indicated in the task: passiges in the Reading section; diagrams oF notes in uhe Writing seetion: your ov kiowledge and experience Do not goon w Stage 2 until you have thoroughly analysed the question STAGE 2: PREPARING A PLAN When youu have analysed the task (by understanding the epic ad purpose of the question, the intended aiene, and the ak requiem, you ae ready 10 eB 8 Fam. t a 15-munuie tak dis should tke about to munutes kl 9. Ht out foro five minutes ‘The analysis which you have made of the question’ topic an purpose forms the Framework of your plan How wo waite a plan 1 Wri the topic atthe top ofthe plan, This wil ep wo hos your a 2. Write the word introduction’ 53. Use yor analysis ofthe purpose to provide the hey west walla the aso your answer 4 Write the word ‘conclusion ee EXAMPLE ‘What are the stages involved in the efiningof rude i ute pecan PLAN Rafingofcradealitopetralesn satrodestive: stage: | ge | seypes rege vis xanpl the ey es ae saa paces. ney ashy mi be frie ings al dans sand a Sof, ou ake Sul orf, edo mt ow any gs pens Stl nt axl eto hee or pon oe cup ae Jou sl pet nat ko ms tsa pbs abn fo ening ol thc hy emer sess baen or pase apse Nove that all plans must include an introduction and a conclusion, The we invrodctons ad canelusions fs disused im Stage + ng of EXAMPLE: Whar ave the ausantages and dsasamages of banning the use of private motor vebeles ay commees? PLAN Banang the ase of private motar vehicles in city centres introduction: advantage 1 adretage 2: askartage 3 abertage?: rabeantge 1 rabosntyge 2 oadostage 3 doadantige ? | | j etwheiereading Passage I: Language Skills for Tertiary Study tka ay in 9 ery rion pees he pi maser ot mT ol sll vera challenging he et fh eguielt pre ene SO eae rn nace by wie tent Keating asso, THs demas 4 ing the pratction of val eration oft pte Tange aman of regu 1 seen ch espns atl she signed ek and wih res 8 “Re seadcne conventions, bh a cams of syle and pesca 2 Strung ton or bah ative speakers and non-naivespeier students the rein quiet psf ering ks request of fect atc ah eer way be wok, The Ast ems may ay BS, a a ay ont cine vo dsiphine Dut all ere Che sai eH rats ofcoceplly sophisticated materia sina the espe of pking sea tts wl mn Sy 1 a epee for mos cents. yi salts are expel 69 0 aly ao ed canttute tthe desk of anys, Fano ce tens pt olsen coun asset one whe ba 8 express themselves may gi ower RFS any stents nl he exper fae wnNe aerate he kt sks ta one ee uy pA sane tk wh sls, tn, a yrs tat oe hat wr mg cag, ac gg wt nny (BW et UA SE a ents rately weg and worcels wha fo wre: Seal eg ot recy ena one hn? Wat de 9 Metra 34 1? As gw oye a nN Ml ibe rr pownble wo een for ic ng ie? Wey fen fh ANE rae enue wh aes whic ot ape the mapas which ses hand ever fa the stunt himself to understand son imaiovons provid curse whch ast iw ste deve hs =A6 16) oo effete ices a nacetakers, hove are anal there 08 Ty ree aye guides which enable karts pate se ne sy se mapa tackle te probe etre cman. Your AS u dos eave tn afer you curs gs, yo mynd ha yee are alle wy sty Jao learn how to study atthe same te tes imponant to acknowledge that most tens tase ity) aS te Fae sls rege seta std i way of ewe es Ne lies ae language and tds clascs which ast ssa ey Mhrnghout the academic yea: Another basi tate 660 ind & us HT wath arp is posible o ety dificakis exchange eas and pronae arn Use svyaation of a 1 elective hinguage and stuly skills $ a process which continues thaonghowt undergaduate Me and si n es 11s sel a fandamental component of a university SAMPLE WRITING TASK. You should spend no more than 30 minutes on this question, = ~ 2 or fr your spesoing sine deserting he English- engage ioe ents eae Make any recommendations You should refer to Reading Passage 1 (Using your plan as a guide, laeate relovant informat center wu he pla below eee eda par rNAnrte PLAN Lag bh-larguage chills werscas staderts regaive snbreductive: | HEED wong asagencts | hth 2: realg/eritcally cosattg GAAP: Uotenig a etares/tahig note recommendatiogs: 1 do course before tart 2, attead language clases daring core 5, fied aly prteer conclain fosou must express shis in your own {he yo se information fom ue reading passage, you must EXPE Se copy won far word from the reading passage. Copying thet peoples ao tal weasel presenting tem asa ey were your own is known slogans array nations and in TELTS his may esl in a sadn aingro cee 2 me to use information from a passage 1. Underline the part you want to refer to pap EXAMPLE: provide courses which assist new students 10 develop the ff rotetakers Most int skills dhey-need wo be ef 2 Make bri notes without looking a what you have underlined wott stilts — courses (lsterig/ute-tahig shite) 5, Check by re-reading thatthe information s correct “4. Wie your own sentences based on the notes you have mae Thave er coroe ic ete cod ete takg hile nas ttatns sew tt the oes of oe oan 18 he inven tidy you ate aayseqied as In a natn ay oe fo he dng sas el LETS jor tn ests te sD a eto hs showy ares ecto only used wher quoting sources of re formal equivalent of “The writer rine verbs ‘stat’, claim", and “argu” are eon" Information “State isthe most neutral way of que ‘ay’, The use ofthe ver ‘lin mph claims that on Oxford degree as moe status ve used to deseibe an idea which a writer puts forwar vk ahem the als the ozone layer ate mii ng isan fs that not everyone my ARES CF r than w degpee fom Harvunt? The verb args’ rac The atl angus that the verbed above, eerie in your own words the eg he paseage aging sil for Teery oie atest wo dere! versions va eases 8 pont to ee the pale Dele eg nharng on ym % fig ASRS" You are required to write a report to your sponsoring agency describing the accommodation problems faced by foreign students in Britain. In your answer you decide to use the recommendation contained in paragraph tone of the reading passage below. Rewrite this recommendation in your own words. ‘Student Accommodation (extract) ‘Most lange tentiary institutions in the UK provide on-campus accommodation, usually in the form of single oF double rooms. Each room is equipped with bed, wardrobe, a writing desk and a chait. Rooms generally do not include private bathrooms and toilets as these faciliies are usually shared. Charges (shich may also include canteen meals) are generally subsidised and represent 2 significanily cheaper option to n ng a room oF Nat in the private sector. As a result of its convenience and cheapness, this type of accommodation presents a popular option for students, Although the situation varies from insutution to institution, on-campus accommodation is generally limited, with demancl far exeveding supply Students wishing to obtain a room in a college for unwersty should apply as early as possible inthe year before thie stntes abroad Asan alternative to on-campus accommodation, the UK rental sector offers @ wile variety of options. These anclude houses, flats, bedsiters and hostel sceomnmulation, Newspapers cary regulir advertisements olfering these types ‘of accommodation as well 3s ollers to share accommodation with other h and also require the payment in advance of a substantial deposit, Students ‘sting so rent foom in a shared Mat should expect to pay the equivalent of UUSSi0 per week. You should also bear in mind that ental accommodation ‘nay be unfurnished and wall require a considerable intial outlay of money tw lumnish, tenants, In most cites and Large towns, however, rents ate generally h Using Information in diagrams ; tasks may require you to draw information from diagrams, tables or lists ‘Incl appear inthe Watig sectionpie ean ee Tae our con preg 5 for copying from hard disk to diskete shed 10 write about the use of _ out the procedures ae ee 1, weave 2: dager to estystew | ares Cig loti st odie | See | | Place diskette in disk drive A {1 face disk im ik | robb ] 2 ake sure disk drive dor isha | i 3. Keyim'Ese TS) Using the plan as a gui ee | Ung i plan gue, the id ele 0a wore Inman ed ‘own knowledge and experience: | 5. Presser ey | | 6. remember ta rove diskette ~ : Conmercial explatation of oi spletatoe of vngia witdernete/, vad gp of wk he welvan formations provided and your awe) OA include spain Ia Potion. You ray use 3 sfrmaion base on Your A ‘knows eabetin fe resources | st expevience ut hiss not equ a Nw ht tfomnat i Bagram, an swan prea articles, Latfeds — yes, reas 1 provides extensive emplagnent ve phir you st mee mae (pe, w0aso 2: cone for poor raat (pot, cease 3s with ord management cag revere pay EXAMPLE er danse, eave sould e pls disk deve & ~ eatoe oraparhledanage ae aakte ds drive A= The Ul a, reason 2; ducger to coarystem, og, Atarcle ming | ‘own knowledge and experience 1a, reasae3: resources fcte/mast hae be Using your le yo use your own KnewAedg arn esperience mW Feat inrmation is eleva ae inten! nto te ayptask, you should : conc tesioe: code poodmavagencet and fats I you ae snake sure eouate Ig adding formation go your ph ae your plan, you should nos describe your personal experiences. justified by the need inswering his question, 2 candidate pro ee eaten isthe commercial exploitaion of virgin wilderness fo obtain primary resources? wy Naw aca he folowstig pla, ase, bien bat 19 the diageam below, write a des ie a description of aisline emerg emergency proccelutes. You may use your own knowledge and experience ma trata fromthe aig passes \ Commercial explatation of cingin wilderness! vet AIRLINE SAFETY INSTRUCTIONS | eed (a iain resources ee In emergencies sca sfety cad in y au packer Walrraft deconipresses ers | check i heck locaton of emergency exis ¢tinguish cigaretes plc ong mask ver mosh nd nose During the Night remove shoes : | fasted: — yes, ester provides etecsve eaplignede ges reson 2: cone frp eis eee keep seat bels fastened at all times 73Io answering this & experience, You might for example, wate: ‘Passengers should vel the emergency instruct ofan emergency” {You must not inelule personal information, asthe following writer as done: ‘Passengers shoul rud the emergency instructions. Rave mviced, however, that donor do it remember once when was lying from STAGE 4: WRITING UP In tertary iting, all essays should begin with an opening paragraph (an ‘whieh may inelade a sewing background information) ‘© statement of purpose © definition of key terms ‘¢- summary of main points we HANH e sine World Wael popular Ameria pont soch 5 Baseball, skal lag ANY et Th tae seen the alae and quae dom fin fitin Tren he ese portance ofthe solo al psig ck fave commuted to this phenomenon Te il Be apse Mae ype sn ematve evidence of pila deren, he J you might choose to draw on your own knowledge and ions so that they are flly prepared inthe event i most people inuoduetion), ance of back Ato-American) athletes. The purpose ofthis e881 8 ¢ pupae summary Thetars which determine black pre-eminence 1n sport ate primarily —f gai, oe tovahavon wo 30 undergraduate oly 9 “AML IELTS wit Tasks are relatively short, tn most cass i sentence summary of the main points contained in your plan. This is yo pap EXAMPLES: There appear to be both sociological and physiological {or the dominance of Black ates in some American spor To copy fom hard disk to dskewe, the fellowing procedute should be used “There ae four stages involved in the refining of erude oi into petroleum Although airconditioning has clearly estabishe clement of risk pots ting asks should also bepin with an induction, Because these weting iis only necessary 10 white a one~ oF (We nur ntrdtaction factors which account cd benefits, it algo introduces an — TASK 10 Write introductions forthe following questions. problems faced by foreign studenis in Brit ara | skills overseas studet “quire. rr we you fel ae = ie be applied to tobacco? " oe on of heroin Writing up the main points Each of the main points inthe plan should form the ee p form the basis for a paragraph, as in the PLAN Eiglicleguage ohilsregunred ly werseas cadets actin AMY, reodig/er tally coaleatg ALS: speating ie seniears/tterile | Ail ait assgemente | | Ail teri to lectanes/tabig kes reconmeriatons: 1 decouse befree starting 2.attcadlaguage cleces daring omrse 3. fied study prtece coeelsin Sample write-up of intro tion and first main point Onceseas stadete whose frst langage i sot Engl face a var of ageagerclited challeages in trtiany stely, They reed ta have effestioe Z ee ¢ bfective unit, meadig, spaling urdsmth 75 a Ab terry eorsce repre staknts to write clearly ed crtclly, Tir boabes net supe cnnar of the Ungege epson, babar exucerstankig of he concave cealonic aig. “Sivategies Jr writing paragraphs: : 1. Begin each pagagraph with a summary sentence ~ sentence which contains the ‘main po ofthe paragraph 2. Camtinue the parageaph by giving more information about the main point. This right involve: giving an explanation; an éxample; a reason; additional detail par FNAME ne All tertiary courses requite students (0 write clearly and eritieally. This F— ryvelves ot only 8 contand ofthe language system but also an under (eect Janding of the conventions of academic wating — ablitinal dete! ace eceeee ee eeeeeeseeeeeeeee eee TASK 11* Using the plan on page 75, write the paragraph about ‘reading/ritically evaluating. You should refer to reading passage 1 on page 68, TASK 12* Read the following question and then, using the plan below, write a suminary sentence for each of the main points contained in it How far should society's economic needs form the basis of university curriculum? PrAN Sccicty s Economic Needo/University Carriculan ‘ttre shall fem the base gneve toaic yur people for enpliyment Ne, kprtied onany hough research — edie, la, oC reese T: sil has nprtetroecovoms needs — nadie, la, reason 2: eda chal teach howto thick ease 5: cece ofenplyuertcorstetly charging canclson: Eacain shel sere secty, Eom recds ngartant, bat ct the only inpooter xeed, [ TASK 13* hh By using the plan below and by drawing relevant information fom the reading passage on page 71, write the first three paragraphs of your answer tothe following question. ‘Task: Write a report to your sponsoring agency describing the accommo- dation problems faced by foreign students in Britain, Make any necessary recommendations : PLAN Aecommadation for Laneign Stadento ‘trot . problin I: ltd er-eanpus acconnodatve problem 2:tiyh rete | problem 3: properly offer cafuraished reeds 1 ypty erly oe vecanps cenit | 2 fialagoog tockire with Linking Ideas ou ned to make sure tha your ade tence should follow: lea from the can follow your weas. ln onder to do this, each se revious sentence and each paragraph should relate ball w the one before You ean make sure your rear undestarals the relationship beeen the sentences and paragraphs in your essay by using marker words and phases Markers of Tie Relationships Fars Acthis point le the frst stage/phase Nest Mier 8 In the second stage/phase Then Pinal Inthe final stage/phase Tew ave appropriate for describing a proceduce where each step follows the previous sof Slane Ponts Fly Another N (One reasonvadvantage Sony Furthermore Another reasowadvantage val Inadduion, A further reason/advaniage Moreover, The final easonvadvantagehse ave appropiate for lsting things such 38 reasons, advantages and disudvantages risks and benefits turks of Cae ana Effet Aya rest Duc w Consequently. Because of Thtelore Markers of Contrast anal Comps Sir “neo In ahe same way, On the oiler band ‘You will find i useful to refer to the section “Understanding Relationships in Passages’ con page 17 Writing a conclusion Essays should nut finish abruptly with the last main point. The final paragraph should provide a conclusion. The conelusion should give a sense of unity to your essay by hut the topic, Inthe IELTS, a short conclusion ~ perhaps ‘making a general statement only one oF two sentences ~ is appropriate pap AMPLES: Ga conclusion) alhough there 8 some evidence for the role of physiology in Te tke demunce of Bac athletes i some American spots, s0- logical factors appear more influential _,At this pin the provedure for copying fom ht disk to diskette is complete “Having completed thrs fourth stage, the final prouct~ refined pete = has heen busine ‘provided the shove recommendations are adened airconditioning hosp isboth sale and beneficial TASK 14 Write a conchision for the following questions: | 1. write a repor 16 your sponoring agency describing the accommodation problems faced by foreign students in Britain, Make any necessary recommendations. 2. How far does a knowledge of 5. Wate a report for your sponsoring agency describing the English-language sully overseas students require, Make any recommendations you fee are necessary 44. Should the same lows which prohibit the sale and consumption of hero bbe applied to tohaveo? tics canteibute to success in tertiary study? Expressing your point of view {tn some wntng tasks you may be instructed to express your point of view cleatly To ret this requirement, you should © decide what your opinon/siewpoint is (© provide relevant evidence from the reading passages ‘© clearly indicate your viewpoint, particularly inthe conclusion wap EXAMPLE ‘Task: To what extent should smoking be restricted in public places? In writing the essay, make sure that 1. your point of view i clearly expressed, and 2 your argument ts supported by relevant evidence from the reading passages Sample conclusions: lovies 9 be banned "st reasons, smoking is unacceptable in public places and must Given the imponance of public places onal Nberty, smoking should not be banned in There isp shorts no alternative hot 1p ban smoking in all public places, Jn conclusion, smoking shoukl be allowed in outdoor areas, but banned in ‘sclosed publte spaces suc as restaueants an cinemas, fo expressing your pom of view, da ot WSe phrases such as Lhe these ate not conventionally used axademie writing Wrlting-up ‘procedures’ Inthe IELTS, the information which you novd in order to desenbe a procedure may be ven mn the foray of table, dara lst In onder to wnte up thi kind of uslormanion, yo should fist underline the verbs va twee AIRLINE SAFETY INSTRUCTIONS real salty card im seat pocket -aneraft decompresses | sicck heaton af emengeney exis S3tingubh eigarettes phx ose musk oer mouth ad nse | eck Iocan of ie yachts ee 1m the even ofan emergency landing Dring the Right rest | | ple hands ver ad beep seat belts fastened at all mesAber underining the vesbs, you should then find subjeets for therm. Note that several ternative subjects may be possible. In the first example below, the verb “read” could hve thee alternative subjects: the saety card’ you or passengers. par PNAAPLLS: Nenbs Pasible Subjects read the silety canl/yourpassengers cok location of emergency exitdyou/passengers check location of ie jackewyowpassengers keep (fstened) seat heltyowpassengers (oodleave hand luggage/yow/passengers extinguish egareues/you/passengers phe ‘oxygen masl/yowpassengers remove shoesyoupassengers place bhead/youpassengers place hhandsyowpassengers await instructionsyou/passengers ‘The subject you choose will determine whether you use the active or passive fon ofthe verb, par EXAMPLES: Passengers should read the safety card You should check the laction of emiegency eM Seat belts should be kept fastened at all times, TASK 15* Choose subjects for the verbs in the Airline Safety Instru 79 and write complete sentences. ‘When writing up a procedure, you should remember to use appropriate markers 1 order to link the stages ofthe procedure. Compate the sample answer below with the lis of Ailine Safety instructions on page 79. jons on page Sample answer: Ie is essential that passengers follow a number of regulations before and suring Mh and in the event of emergencies. Before take-of, passengers should read the safety card in the seat pocket. They shal als check the location of the emergency ents and the hfe jackets During the Might, seat belis should be kept fastened at all mes when passengers ste seated, Hand luggage must not be left in the aisles. nving regulations apply un the ease of emergencies. Whe airerah decompress, ‘yettes shoud be extinguished immediately and oxygen masks should be placed over the mouth and nose. In the event of an emergency’ landing, passengers should place their heads on their knees and their hands ever their heads. They should then await Failure to observe these instructions places all passengers at risk TASK 16" | Using the diagram on page 55, describe the procedure and equipment [__tsedte sor iin fr ecytng White at east 100 words Points to remember in weiting up 1. Contractions such as ‘musin?, can, WI, and ‘haven’ are inappropriate in academic wating, Inthe IELIS test you should use uncorurate forms (mnt no’ canna’ et) IELTS senting tasks require you to write complete sentences and paragraphs. You ‘must not rite a lst of numbered points as in the following example Before tcbeeffpacregers shall: a read the oxfety card 5: check the active of the emergency exile check the lat of the bie jackate 3. Ah your andre Lge. year ay ese mot enough space to wre the mumimum number wf words Pristine weting required number of wavs in the space provided the Sample lets, remembering 40 beg ah. paragraph on a neve Ine 4 tsamners ony uncrnscousty be nlivenced by the presentation of the writing just o» kstuets at tutors elie ate whert they assess academic wating, White as neh sd leas a possble . STAGE HECKING YOUR WRITING Hho ul tage shoul ake Jonge dha we sates Mate sue sow clicks your pellang and grammar Mlstakes ean ofien be corrected by ‘weds shes hie tough aller you have ished senting IF you ase dou about the 4 woul or the aecucaey of your grammar, try t0 choose a synonym or Sammut stutine which you knw’ 1s ever. The Diagnostic Tests on pages 92 10 97 will help you 40 wlemuly weaknesses you may have in grammar and spelling, You tld pay particular attention wo those areas when checking your writing} ASSESSING YOUR WRITING Your wnting paper is sent to professional markers. Their objective is to assess whether you have fullilled the requirements of the task, More specifically, they will consider the following five questions about your writing 4. Does the essay have an organised structure? 14 Isthe writing relevant to the tsk? Does the essay directly respond to the task? 4 Is the vocabulary appropriate? 4. Do grammatical and spelling mistakes occur often and make the essay difficult oread? 4 Does the essay demonsteae the writer ability to construct complex sentences? The following section examines each of these questions in turn and contains a series of asks designed 1 assist you in evaluating your own writing Q Does the essay have an organised structure? The following task places you in the postton of an IELTS examiner, evaluating the organisation of candidates essays. TASK 17* Read the following question, the accompanying Reading Passage and the two answers below (Versions 1 and 2), Assess how effectively each version is organised, You will find it helpful to re-read pages 74 to 81 before making your assessment Your sponsoring agency requires you to describe the admissions procedure to Australian tertiary institutions for overseas candidates. You should refer tothe notes below. Make sure your description is: 1L relevant to the question and 2, well organised. ‘You should write at least 100 wots READING PASSAGE ‘Admissions Procedure to Australian Tertiary Institutions, for Overseas Candidates + Obtain and return application form. + Include statements of academic and language qualificaions ‘continued on pas 83g gy 9K 17 oma fm pg Successful candidates receive an acceptance advice form. (ON ACCEPTANCE pay half-year fees apply for visa at local consulate: show acceptance aie form have medical examination ay overseas helthcover and visa fees travel to study destination VERSIONT Qnersca candies wha wick ty be abested to an astray istatoa repre Get decaments- ax acceptance abrice form fron the inetitaiog and wire frie ac Hsin cosalr afc, Irarder ta doth, a aude wast fst ebta, float end retern ea ypleatoe form tothe satiate where ke or she wishes Co study. This form choll include scadeneexeniatm acd Leg lth-lagaage test reel Saccesral plcate receive en acceplerce eee form, Oe ecaptg the oer, the candidate mast fees the first hatfeyear few for @ vita fron eee a eee Freathy, after pasoig a nedeal examhaton, paying ot ad werceasstadert deatthcaer fees, he combate nig then toavel to astral Ae chit pt, the corilate ka complied ald of th reguvedprocederes ted nag ther carl, VERSION? ou hve (afl et a pletion frm, Gos shall cde academia language fast reals, yo aresxcestaab yo receive a aceeptce abe form you sce to eceapt the offer you pag hat ct, You shoal. a oa ou should take the Ee a cntelar dine ‘ sodial examin, If. yo pass, yo pay oercearetadent healh-cmer ed vce fies, Yoccantoavel te your cay destratio aed eel(Q¢Is the writing relevant to the task? Does the essay directly espond to the task? Everything you wrte must be directly related to the question you are answering bay AMY Versions 1 and 2 below were written hy history students in the United Kingdom, They both answer the following question: How did Indonesia gain its independence? ‘VERSION Ledeesiaeadarcda tng stoagg le again te colon asters. Nationale grasp, which had began ts form carly ix the 200h cextary, appased Dutch cobweb rale bat were able oobi a egaited indenter The neon othe Dutch after the deat of the eccapyicg panes wae mot with a weal streag homed resloe of the ladanesve rationale, wha exilterally shetaved the indeperence of the rat, After a fierce war, in which the Datoh ware ascitted by the Brits, the Iadrcstes emerged wctarioas, The Dateh withdnen and Indonesia was fully dnkpenet VERSION? Unlowcsin, which is the largest arckpoliga in the world, gained ite iedependesce from the Deh e198, Colivileplatatin, whi had lated fo bardoede of years, lift the ets wth onerous problens, The fet decade after ideperdnce unt characterved by attenpts to estabtsh euitable structures to provide the nation with adequate boating, edecation, erdenphanert Like Version 1, Version 2 contains well-organised, accurate and interesting information In contrast to Version 1, most of the information is not relevant to the question asked The purpose of the question is to describe how Indonesian independence was gained Therefore, the reference to ‘the largest archipelago’ in the first sentence is completely irrelevant. Equally irelevant is the sentence: "The frst decade after independence was characterised by attempts to establish suitable structures to provide the nation with adequate Iousing, education, and employment, ‘Thete is no limit to the kind of information you can include, provided that iis directly connected to the question, You should ask yourself before you wrte each sentence “How does this relate tothe question” TASK 18* The four paragraphs below appear in an answer to the following question: What are the factors which contribute to air pollution? What recom: ‘mendations would you make to improve the current situation? Which of the four paragraphs is/are irrelevant? Why? A. The as of unleaded pet, mote elkier engines and moder exaust Ierng dees cn sgn reduce he estan pola note 8. Ina, fds must be lated o develop sevage-reament sans ‘hl the lepton probing the unathored dumping of oi wanes intake co mus be moe adel enforced Organic houschold reuse should be separated, prior to disposl, from non- onganic maiter. The houscholder should son the non-organic waste, placing paper, plastics and glass ino separave containers for future recycling. 1D. The Greenhouse Effect can only be elfectively reversed by a massive decrease in the emission of carbon dioxide into the atmosphere. This can laygely he achieved by a reduction in the burning of fossil fuels and an end to large seal deforestation, TASK 19* Versions | and 2 below are extrac from answers tothe following question: How effective are computers in teaching children to write? Assess the two versions for relevance VERSIONT Ms iprccovig packigcs cats tbarners to ercate Cents, sere and retrieee The often coms with asefal recources such ¢ checkens, tonite aed Cesar’ Gaon, tse on dele mas Dedicated software is atv asataih ty teach base aritg ohittesach ef seatonce ad paragraph formation A ctady carrie eat at the Unversity of Gatley rad thet tarcers larced base chills mane quickly whee asig Ledeatedsufterre ‘ontnacd on pge 86{ASK 19 come fem ae atin, the computer ca als crete pesdoect ed : plage, Chen ae srg fod plage, (Spee bodes ie pecape the mc frac exerpl,) VERSION? un Citee gerraly erg play compen gauss each os Spice Leaders bat afer tlle lareg hn tv are, Plagig ith war roesig furan uh erat inert, deleting, swig ead rating texte ca male goerp barears to write we aed paragraph Dedicated oftware iz ele available to Coach basic sents wr caatetne, le aay carved te atthe Unvenstyof Gly (0ee Rei Paorge 1) it wa fos Chat wrtg chile were laraed rare gsilly whee Learns sed dedated sofre TASK 20* Decide which of the versions below fails to answer the following question. Give reasons for your answer. Explain how you would determine whether psychological charac teristics are inherited or acquired, ae eer rcloped forhuran beings by the Unie of Minne nthe } Sr eAaItAenal simple of adult wlentcal ting separated at bint, itis then possible to find correlations in their psychological characteristics. These correlations can provide evidence 19 determine the inherited oF acquired nature of psycho: Feyqeal characterises, “Tivs later tetinique has emerged as the major and most ellectve technique for deciding the hertabilityfacquistion debate in humans VERSION? Experiments have proved forty conclusively that many psychological charac teristics are inherted, and not acquired through environmental factors, Hertability has been shown 10 be the dominant factor in lower mammals. Maternal behaviour can be induced in virgin female rats sf they are injected with blood from rats which have recently given birth. The heritability’ scquisition issue is, however, nt so easly solved, as it may not be applicable to human beings. a Observation of adult kenical sins seems to provide conclusive evidence that many psychologieal charactersts are indeed inherited, rather than acquined. | -lernial alt sins who fave been separated at bir and raised independently hhave been abserved to exhibit the sume psychological characteristics, such as alkubollsm, despite eifeent environmental slluences, This strongly sugges that, such charactenstcs are inherited. Environment does, however, sill play an important par’ m the formation of personaly: No all the ofjrng of alcohol parents become akuholes, no, conser dal alcool have alcubie parents Nevertheless, research andivates that tbe major factor in the development of psyebologteal characterises ts hentahty ad no environment Q: Is the vocabulary approp way EXAMPLE Versions and 2 elo burt answer the Follsng question Describe the shovt- and long-term environmental effets of the deforestation of the Amazon Basin What i the dilerence between the vocabubity of the 1wo versions? Which Sars s mre appa fr terry lve ss? Why? VERSIONT Gi yoa destory Che loves of the Anazse Basin, you create problems beth xa end it he future, a the start term, if psple bare eed ly the forest, they nay tine mary typo of flewces and annals, If the farest se removed, thi abet sey the ford sources af the peaple who foe there and wha hart and gather it then, After the protective canny i reneed, the debeate sus of th ene wayeral eroled by he etey raifull The pple whe clean the fest trave ena aed gro csp Céad Cat the od acelse. Destoapg the Coes de not jut ofect the Amazes Base, Ut has effete heap hot the wtwtl, Wher ntl of rece ae lat, tht dereases the earth billy Co renee carb dinile from the ataiphere and therefore bute op the oantty of Geecehoase gases, He, i people brn th fests ited of jst “gpg then, his iacrcees Che oar of carb dle inthe atmacphere and sales the prob voce arse VERSION? The deforestation of the Anacn Basin lade tothe creation of bath short-teon snd lxg-term probs, [y the shan Cenm, baonng and lagging of the reste mag clinivite nang specie of flora ard fuecs, The renova of rest alse deprives forest burtig-aolyathenitg conmeatice of food surces, After the renal of he protective canty, the deleate ee of he arca nag be rapilly ended by the Feang rainfall, Chas making th lad wscless for the pastoral arable ative hich efter acconpang forest carace The effects of exch lrgensateaferestatin ae ot singly laal, bate glib, The tse of milees of tres tareases the earth ability to remove carbo ile fron the aluasphere, hesce increasing the bullap of the Grecehaase gates, Moreover, boi rather the mers lggig actually leads to an increase he practi afer bon diuite in the atmosphere, furthen worsening the problem. Both versions provide the same information, but Version 2 4s mone appropriate an academe essy. In this yersion, the eacalsand actives desered re more oben pressed as nouns justo ea remasi This yeaa ren sean _-idjgge i Veiion 1 onthe ater hand, he actions are mo often expressed through wets Cdesty (he tec). ‘ret’ is removed. This i more characterise of anno Spoken language an hence less appropiate in academic writing In order to translate’ Version 1 into the more academically appropriate Version 2, you shoule: change the verbs into nouns or ‘verb + ing’ and eliminate, wh references to ‘you’, people’ and other human agens substitute expressions associated with informal spoken English with more “academic phrases. Version I: Wyou destroy the tres in the Amazon Basin, you create problems both now and in the future, Version 2: The deforestation ofthe Amazon Basin leads to the creation of both short term and long-term problems. [Note also thatthe writer of Version 2 has chosen academic terms, such as ‘dfowstann’. ‘lra and fauna’ ‘global’ ‘pastoral and arable’ rence’. As part of your study program you ‘Should make lists of the particular terms associated with your own discipline. You will find this helpful when you ate writing assignments in tertiary study. TASK 21 Identify examples of other such differences in vocabulary and structure in Versions 1 and 2 above, TASK 22 / Cover Version 2 of the passage above. Try (o transform Version 1 into a more academic style TASK 23 Choose a passage from an academic textbook and ‘translate’ it into more informal language, Q Do grammatical and spelling mistakes occur often land make the essay difficult to read? lw assessing the accuracy of your grammar and spelling, you need such objective Icouback as possible, To identity areas of weakness you should ask teachers and native spcakers of English to check your writing, Textbooks with answer keys can also be used Yor goal sco become more awuee of those aspects of English grammar and spelling 10 which you consistently make mistakes. The Diagnostic Tests on pages 92 to 97 are dksigned to assist this proves of sell-asessment Q Does the essay demonstrate the writer’ ability to construct complex sentences? Your ability to use longer, more comples sentences provides IELTS examiners with cevaence of your grammatical proficktey bas Even VERSIONT Herwoen 1919 and 1933 there were free elections in Germany. Hitler came to power m 1933. From there unui 1947 there were no fee elections in Geemany There were no free elections in the German Democratic Republic (East Gernany) ntl 1990. These ook place after the fall ofthe communist regime. The former Communist Party was discredited. It still managed to gain a sgnicant percentage of the vote, VERSION? Fige elections were held in Germany between 1919 and 1933, the year in ‘whieli Her came to power, but were nat held again until 1947. tn the formerGerman Democratic Repub (East Germany), the fist ree elections only took place after the collapse of the communist regime, Even though the former Gomonunist Party bad been discredited, still managed to guna significant percentage ol the vote the weiter of the second version hus combined the seven semiences of Version 1 into three complex sentences. While hal writers may have te same English-language competence, the second writer has ‘deiionstrated an abhty to combine eas into more compe structures and would score her in the FELTS test the Draynostie Tests on pages 92 10 97 will help you to assess your ability 4 form ples sentences accurately TASK 24 Read the task below and assess the sample answer which follows, considering its organisation, relevance, grammar, vocabulary, and spelling. ‘Tasks To what extent should universities functi grounds or employment? as training You should spend no more than 30 minutes oa this ask You should write a minimum of 150 words READING PASSAGE I (extract) ‘The Role of Universities in Contemporary Society ‘Traltonally, universities bave earied out two main sets! re teaching, Many academics woukd angie that orl hese actites roe in serving the co “The fundamental question, however, 16 how does the community want or ned 19 be served? In recent years universities have been coming under increasing pressure from both governments and the public to ensure that they do not remain “wory towers’ of study divorced {rom the realities of everyday life, Univers teachers have been encouraged, and in some eases constrained, 16 provide ‘more courses which produce graduates with the technical skills requited for the commercial sector and research that has practical benefits which are commercially exploitable, If Aristotle wanted to work in a tertiary institution in the UK today. he would have a good chance of teaching computer scence bout would not be so readily employable as a philosopher. [A post-industrial society requires large numbers of computer programmers, fengincers. martagers and technicians to maintain and develop is econon ‘oad a9 ask 2 oni a a 8 aowth but man, asthe Bible 53, “des not ive by bread alone’, Apan from requiring medical and social services which do not directly contribute 10 xonomie grout, would be an impoverished society that di not vale and cnyjy htrature, music and the as i these eest-consious tines, thas even ben pointed out in justification forthe fading ofthe ants that they can be ‘seul money eamers. A succesful musta, for instance, ean connbute a nel to the Gross National Product droygh tourist dallas any other spor inti READING PASSAGE 2 (extr TABLEL enrolled in undergraduate degree courses at the 1970-90, | Percentage of stud | Lusie Jaca Polytech | 19701990 Social Setenes 13% 3% 206 20% tox. Ix Maths and Physics lox ou Companig on isa is to» i Foreygn Langage to 3% | Emginee 20h 2% Sample Answer Meh htt Sota hater oy to tin a tang gomedefor caplgnert, The noire esaiee elaine eatin evry ifn ad wang Stat g siete cat gcse whe grbyoate iver ste have ben encourage, i some cases conte aied, provide courses whihpooce youates withthe tckyial eile repined fo the commercil sector end rsearch that as practical braftewhick ere cannercialy cipltabl, They ds aoa nave cote be Exgicarig, Resmi tad conte pa 92TASK 2 coma jue pope Courses be phieephy ard Utinatane ane wt inpantat, Paapl can sadly (hic ichere then spare tire ax hobby, (ayjag readig my country & ltivatare, Udidat stady thivat excencity! Litiratare dos rot help the ecorony, My eacker hat beer eon a a fear a enplignest, She slang oxy: No stay -njob-najib-so nog > DIAGNOSTIC TESTS Test Grammar Complete the following sentences by circling the missing words 1. Science still 1, doesn find havent found ‘a cue for cancer. «hasnt found arent finding 2, While he 2 seached bs, ws discovering 2 route to the Indies, Columbus discovered America, «had searched for AL. was searching for by 2045. ts going to be en ut {have nn out 3. Evistng reserves of fossil fue 2, have been run out will ave run out 4. logging of tropical rainforests continues at the present rat, 8.30 per cent increase in atmospheric COp by the year 2000, «there would be there could nat have been 8 there will be by. there might have been 5. Only by investing heavily in value-added expors, imbalance. a the country can emerge bb the country might emerge From the present trade «can the country emerge the country emerged 6 the mystery of the double helix, the scope for genetic engincering TEST-TAKING STRATEGIES Read the task instructions carefully checking that you understand the audience, tore, purpose, and requirements Use the information sources required by the ask “Take time to make notes and phia an outline Follow the time recommendations carefully. During all stages keep assessment enteia in mind. > MATERIALS FOR FURTHER STUDY You may find the following books wsefil Benesch, 5, etal, 1987, Academic Whiting Wivkshop. Belmont, California: Wadsworth Beneseh, S. and B, Rorschach. 1989, Academic Whiting Workshop Hl, Belmont California: Wadsworth Dudley-Evans, T1985. W ting Lamutory Reports Melbourne: Nelson. Hamp-lyons, Land B. Measley, 1987, Sly Whiting” A Course m Whiten English for Aus al Prfessnal Pures, Camels: Cambnulge Unversity Press. lic, VF et ul, 18S. Leung FL, Campton. Cambrulge: Newbury House Metivedy, MAR. et al, 1990, Rel, Note, Wate, Tha Melbourne: Nebo Propae Avvigiments, South Oshima, A, and A. Hogue, 1983. Wing Ae Wosky ants gn Realing, Mass: Addison: Pack, A.C. and 1.1, Henrichsen, 1980, Sentence Gamat, Wry and Combining Stan gl Somiens. Cambridge: Newbury House Rajagopalan, R. 1990, Wistng Laboratory and Woukshop Reports. jurong Town, Saupajone Longa Weissherg. R. and S. Buker, 1990, Whang Up Ressurc: Repore Whiting for Flesh Langhosvaad Chl Nf Prentie Hall Regents lents of. Grammar Books ccc, Gand J Searth, 1975, A Commun ve Ga tof Englah. Harlow: Longman, Murphy, R. 1985, Frylsh Grammar an Use: A Self-Study Guide. Cambridge: Cambridge Uinvetany Press ‘Swan, M. 1981, Practical Englsh Usage. Oxford: Oxford University Press)UNIT3 Listening This unit contains LISTENING TEST DESCRIPTION . General Training Module ANTICIPATING WHAT YOU WILL HEAR Anticipating IELTS listening situations Listening for information LISTENING TASK INSTRUCTIONS LISTENING STRATEGIES Picture-based tasks Form-filling tasks Information-matching tasks Open-question tasks Gap-filling tasks UNDERSTANDING LECTURES AND TALKS TEST-TAKING STRATEGIES ‘ FURTHER STUDY Finding appropriate listening passages Increasing your confidence i listening Practising the skills roquted by the IELTS test MATERIALS FOR FURTHER STUDY 102 102 102 103 104 105 106 106 108 mt m2 n3 15, bade“The Listening section was definitely the mos dificult for me. We only heard the tapes once ad some ofthe speakers scemed to tall as fas tas rockets. I ssas tying to read the questions listen tthe tape and write the answers all athe sume time. I coud understand « few things, gov very confuse and only manage to write a quater of the ‘answers Korean IELTS candite Many ether tes candidates experience similar dificukies in the Listening section, This unit explores these diliculties and suggests strategies for overcoming them. > LISTENING TEST DESCRIPTION “The Listening Test lasts 30 minutes and generally contains four sections. You will hear the listening passoges on a cassette tape. All instructions ate also given on tape, not by the examiner in the room The sections of the Listening Test are generally structured follows, They contain eather lasting about one minute. Before each section, candidates are given 30 seconds to uly ‘the tasks in that section, Each passage is played only one and candidates te required 0 ‘write their answers while they are listening, At the end of each section, eandtes are sgiven 30 second wo check their answers. Ate end ofthe test, candidates are given one rine 1 cheek all thei answers, cone longer passage lasting about fve minutes or a sentes of shor, hnked passages, 3 GENERAL TRAINING MODULE Candidates for the Genetal Training Module take the same Listening, Testa all ther candidates, ) ANTICIPATING WHAT YOU WILL HEAR Many people believe that listening elfecively simply means understanding all she ons they hear. They are therefore convinced that i they do not understand every’ word, they will not be able to answer the test questions. This is incorec. Even when listening to our native languages, we do not always understand every word for example in a noisy room of on a bad telephone connection. In thse stiuations, we instinctively use anticipating and guessing strategies to understand the message. Think about shat you do, for example, when you receive a telephone call What kinds of ‘things do you try to anticipare when the phone stants ringing and ther when the eller starts speaking? Because of the increased dilfelties you face when listening to foreign language, it Important to become conscious ofthe instinctive strategies you already use sf) che IELIS Listemng section 16 to_guiapage what yout ate going 40 loca yout tly program, you need to anuicipae te kinds of situations yon ae bkely to hat amd the test uself your mast aiipate the ml “fiom the passages. Candidates who fal to do this (such as the candidate quoted at the Fqgnning af this unre ana gry ont the tasks nl suone hal ANTICIPATING IELTS LISTENING SITUATIONS IELTS listing passages reflect common sitations which you might experience when living and studying in an English-speaking country. Bae EXAMPLES inceting an English-speaking passenger on your fight towards your study answering the questions of customs passport officials atthe airport ecking into stent ssidentil college soking.apasserhy fo divest the nearest hankipost office, ete vung a appoint meet friend eoralling atthe lnernational Students’ Office listening to the radio nowsfvsather foes attend. Mbeary areata, antendlng yon fst collage ae wnersty lass All these saints cat he divided into te ps 4 soctl survival statins, © stuulytelated stations TASK 1 nd the list of examples as muck as you can by finding examples of both basic types of situation. To help you focus on the situations you. sight mect in the IELTS Listening section, think sbout what you will do from the moment you arrive in the country where you will study to the ‘moment you leave your first elias or lecture, Suggestions: H you ave sticady boing an English-speaking country. ance as many of the stations ts yoru ean ek yout Inve aleaey encontmened, Ifyou are nok Fong, mn Englis-speaking county, try to talk to people from your own sountty whe have aca studied absasal sk them to rememb thy can about thar lust ew weeks alter aria s muuch as cond on page 104ASK cad a 105 Who dh they speak to when travelling to tie study destination? How did shcy travel from the aieport to the town or city where they were going to ive? How did they find accommodation? How much contact did they have with native English speakers? Did they have any dificult in understanding their teachers? ‘Which listening situations did they ind most dificult? Co act the International Students’ Office of the institutions where you are inerested in studying. Ask them for information about what you are ikely to ‘unter when yout arrive a your destination, ‘Will you be mit by a university oiicial atthe airport? (Iso, wil that, person speak your language? How will you travel from the aizport to the ety?) ‘Where will you tay when you artive? ls there an orientation week at your institution? If so, what 1s involved? ‘What bureaucratic procedures will you have to carry out? How, for sample, da you get medical asisance? 1s posse to obtain work orvoff campus? Do you have to choose optional courses? If 3, what information ts available wo help you make your choice? ts here an academe asset? Contact the heads of departments ofthe stitutions where you are considering studying, You ean write of, if you are aleady living im the same ciy, you can telephone to make an appiniment ose the This a none proere | tertiary education and teachers are generally helpful and informative. Find out | as much as you can about the kinds of listening situation you will encounter In some institutions, tapes of lectures may also be avaiable for you to boetow IE you are already ling in the country where you plan to study, you can ask the insticuion if it is possible to attend lectures and tutorials before con smencing your course. LISTENING FOR INFORMATION So far you have been concentrating on what you will be listening to that is, the kinks ‘of situations you might hear, You also need to make predictions about what you will be listening for ~ the specific information you need to focus on as a listener. Ifyou have a specific focus, then you do not need to understand everything you hear. As in reading, this focus enables you to locate information more efficiently ae PNAMTE Your supervisor ts telling you what she requires in your next written assignment {In this situation, you would probably listen forthe following specific information: the topic and purpose ofthe assignmentithe required lengih/recommended readingfthe date when the assigarsent should be handed in ‘TASK 2* What formation would you listen for inthe following situations? 1 The Overseas Student Officer at your college is explaining arrangements fora coach trip into the countey which you would like to go on. 2. Auuniversity lecture 3. The college librarian is introducing first-year students to the library. 4 You have heard the news headlines on the radio. An oi tanker has sunk, 5. You are listening to a telephone conversation between a student who wants to rent a at and the owner of the Ma. In the TELTS test, the questions themselves wall determine what you have to listen for Remember: you lstettw everything on the tape, bur you only listen for specific points of information > LISTENING TASK INSTRUCTIONS The basic format of test snstructons i as fallows ‘At the heginning ofeach section, the speaker on the tape gives a brief introduction to the way EXAMPLE ‘Ahnu, a seadent from Algeria, is armving a che airport. Waiting for him are his Iss, Mund fs johnson The speaker then gyves anstretions bay Narre eau! yuestions 7 w 13. As you listen to the tape, wite the conect answer in the spaces pied You wil hear the tape once only, so you shoud answer the questions 4s you listen, You have 30 seconds to study the questions tarDuring the 30 seconds you need to f¢siudy the questions and rake sure you understand them; © decide what to hate for, 19 amake sure you know where to write your answers ‘Alter 30 seconds the speaker repeats the numbers of the questions you have 1 answer, “Then the passage hein > LISTENING STRATEGIES “The following sample tasks introduce a range of strategies that wil help you 1 respond questions rapidly and effectively SAMPLE TASK 1: an example of a picture-based task conta listening passages ‘You hear the speaker say “Lig Is phoning Michael She wants to arrange to meet him tonight. Decide hich ofthe pictures best fits what you hear on the tape, and circle the leer under that picture? ‘On the test paper you see te following questions: 1 What do they decide to do? An, : TB en [ o@con Gwewa oman 1 SAMPLE LAS atin mpg 1 2. Where isthe cinema? SH) Leos =| Se coma | oon} fst 3 (arom gl oO Fete) During the 30 seconds helene the tape Beye, you should aah the questions tothe pictures, translauin them ite words tn Question 1, for example, What do they Uscide to do = Da they decile 19 9940 fora walktAeatch TV at sow sbulary Tn Quest ne cnema2/tudy at the Mbrary sce a hilm2/go mlaing an this vay, you can anticipate the key n 2. lot esample, you should anticipate diseetions Carn levi 4 oppose thom avon the earner te} TASK 3* Use these strategies for Question 3 on the next page3. How is Michael going to get there? tox! TASK 4* Listen to Tape Exercise 1 once only and answer questions I~? SAMPLE TASK 2: an example of for-fillig ask The speaker says: “Gerhard has just moved to a new arca of town and wants to join the local Library. A librarian is filling in an application form, asking Gerharde for etl Look at questions 4 107. ‘On the test paper you see APPLICATION FORM Name ay soyy ey : baton) : ibn 20 ‘Address (6) oe : Phoneme) saa ombeyibr ma eux. 237 prepare for this passige, you should read the questions and decide what you need to listen for, Remember that the nformatton you hear on the tape may be expressed Liferay from the words which you see on the fore. The librarian, for example, may isk: ‘Could you tell me when you were born?’ ned to fil sn Dae of bith ch gives you the information you TASK'S* Anticipate how the formation about ‘address’ might be asked on the tape. In formfiling tasks you should also be ready to listen for numbers and letters, In this sk, for example. you can see from the form that you will have to ste for numbers (in 5.6.7,)and names 4 and 6). TASK 6” Listen 10 Tape Exercise 2 once only and wer questions 4 t0 7 Understanding numbers is aa ampertant pat of acd isteowng andl may be assessed in the IELTS gst You should be a srw he flowy con non ‘Telephone numbers: These are usualy spoken ay uidwiual numbers. Esample: 276938 « "we seven st mine Hiuce eight” Wb sevens numbers, speakers often divide them into one group of twee and one group of four, wih a short pause between the groups, Example: 625 4598 = se tJ, four fe ae righ Samietines a few nushers are grouped! ante lang involves consccutwve zeta Esanple, 979 6000 especially when this me sven me st Usa 4 Brust and Adstrakan English 0" telephone mummers ws spoken as the ketee ‘3 nye Ssomcumes the words aloubl’ and ‘ipl ate used. Enample; 224 6555 four se ep fe ‘double two reyDecimal numbers: Decimal numbers ate intrexuced with the sora oin’ and then each decimal mambee ss spoken individually: Example 14,73 = Jouricen point even three When talking abo prices, the word ‘pint is not usually used. The decimal numbers ave usually combfned. Example: $12.45 ~ ‘taclve dollars (and) forty-five (ems). The ‘ofthe currency 6 often Kell out 100 = ‘weve forty-five’, Fractions: Wieh the exception of half “quarter and ‘hid, fractions are expressed as. ths’ Example: 76 = ‘seven-eighths’, Yio = nin-temhs Thousands: ‘Apart from the standard system, in which, for example, 1500 » ‘one thousand five hundred’, i is also possible to express thousands asthe equivalent number of hundreds, Examples: 1500 = ficen humdi; 2700 = ‘aenty-seven hundred’, 1123 « eleven hundred and twenty-three’ Ths system is quite common in talking about prices. é yu are mending os a sbjet which ves magmas ou oo krow tore spec cin sh quae satel: uh one an ik ies Suh tse af which ay be procure in Eso tha the ea ura anges Tee et pled oe teed the IELTS ts. TASK 7* Listen to Tape Exercise 3 once only and write down the numbers you her. re aaa der Tht ies Lice gy ga Ty, Candidates who are not famiar wih the pronunciation of the alphabet in Eaglish mu encounter difficulties in tasks which involve spelling. You need to practise listening tof The way hich ae spake el Engh pel wens feseccee * TASK 8* Listen to Tape Exercise 4 once only and write down the letters you hear ee Listen to Tape Exercise 5 and write down the personal names and place names you hear. When you check the answer key, identify which letters are a problem for you and work with a study partner to practise them. SAMPLE TASK 3: an esample ofan information-aatching ask The speaker says: ‘Jedol autem an oxintaion tlk given by the Overseas Student Officer at his university As you listen tothe recording, answer questions 8-16 by circling T Jor "True and F for ‘False’ The frst one has been done for you. First read ‘questions 8-16. \ (Om the test paper you see the following: £8, Students must entol by January 25 T T 9. sll courses begin on March 6. aaa Ee 10, Some students can obtain identity cards from + te Undengtadiie Studies Office yee eH Students equine a separate brary bortowingeard, == TO spel? Intern time the Overseas Student Ofie is open uni 6.9 FV. The bank is open on Sundays r 14. Saudents eam sometmes cash eheyies a the Deerseas Student Oke celia: 39. The doctor ses patcnts ny Hetween Mon and Fray : a TOF 16: Ifyou scant to ese the gyannsium you must have a spectl meamberstup cand eae In ansivenngtrefabequnstions ete ar ree ks olen you should focus 0: Words that limit nauns. to Question 10, for example, the noun studens is the wor wm” Hse speaker says al tucents’ then the statement is fase ted by Wonls that limit verbs. tn Question 10, for example, the verb ‘abiain’ limited by the wor unt Hale speaker says mus obtain’ then the stateme Xs yain alse The accuracy of facts. ln Question 8, for example, the date given is January 25. I the speaker on the pe does ot give the same de, shen the statement is abiously fase Aefore you bear the passage, you should yt ently and underline the parts of these sfatemenis which you ve to Ite for TASK 10* Underline what you should listen for in Questions 11-16 above.TASK 11* Listen to Tape Exercise 6 once only and answer questions 8-16 on page 111. SAMPLE TASK 4: an example ofan oper-queston ask The speaker says "Richard is interviewing an applicant fora job im the ofice where he works. He 's asking the applicant about her experience at university. Listen to their conversation and answer Questions 17 to 25 by wrting @ word or a short phrase inthe space provided. Now lak at Questions 17 t0 25. (On the test paper you see the following: 17, Why did Sandy decide to study | 21, Why did she leave her previous Peychology? job 18, What did she enjoy most about | 22. Why did she apply for this job? ber course? 23, How dil she find out about the 18, What was her fist job? vacancy? 20. What aspect of her course did | 24+ Where did she lear vo ype, she Hina mes eleva wo bet job? | 25. Wha Your answers: rr Ng 2 18 2B 1, 24 20, 25 tm the 30 seconds before you hea the tape, you should study the questions as quickly a6 possible. f you do not know the meaning of some words, use surrounding words and ‘other questions to guess the possible meaning. When you listen to the passage you will Ihave more information to help you guess. In Question 23, for example, you may not know the meaning of the word ‘vacancy’, You can, however, agsume that i isa job related word and you also know tha is something you can ind a ahwat When you listen to the tape you should be prepared to listen for information about how Sandy found out about some aspect ofthe job. You sho abe try to anticipate possible answers. In Question 21, for example, you ‘night anticipate tha Sandy’ resigned from her las joa because she was not satisfied with the Salary or thatthe job was not interesting or challenging or that i was to fa to rave to work, ee Remember that the information you are listening for may be expressed differently from the statements that you read on the test paper. The information needed to answer Question 19, for example, may be given in response to “Where did you work after 8 ‘TASK 12* Anticipate what you need to listen for to answer Questions 22 to 25, TASK 13* Listen to Tape Exercise 7 once only and answer questions 17-25. SAMPLE TASK 5: an exampie ofa gaping task The speaker says “Listen to this radio news icem. Fil i the gaps numbered 26 to 34 by writing ‘the missing words i the paves Below Fist, road questions 26 to 34 (On the test paper you see he Maequane Rier fay 3s hunks, Moing the town of Stanton. Al Inks 4 the town fave Beem ut al dhe population al 28 is now heang supplied ssh by Helicopter, AC last tw people were drovened shen Hoodters tapped thers an he, Almwet lof the town wababants have lost shear and are living any Fer information about the disaster cing... the Government his set up a ‘whe fund, Contributions can be pid it the State Bank Your answers: 2 3 u R 28 3 » 4 30 WeIn onder to answer gaping tasks hike this, you should, before the tape is played, est ook at the words helare anu! alter ach yap and decide what Kid of formation ¥ tnissing, You may be unable to bnish an the 30 sevonds, but make studied atleast the htt four gaps and know where to write your answers at yo fave ‘By looking at the words surrounding gap 26, for example, yout know thar the musing. sword o phrase relers wo what a river can de to Hs hanks, You should anicipate words sul as ust’, nel oF Treat. Similany, the words surrounding gap 29 help you to Tun the range of possibilities to words such 35 tssivumce’ ching’, al sel’ ete TASK 14* Anticipate possible answers for gaps 30 to 34. Some candidates assume that the passage they read is @ direct transcript of the taped passage and become confused when the word they hear on the tape are diferent. The passage you reads nota transcript of the passage you ear 1s only 2 summary of the ‘main information, The actual taped text inthis case Is a news report Am which Ybe radio news reader intoduees the story and then hands over to a reporter in the fckl who You read (extract) The Macquarie River has 28, its banks, fooding the town ofS ks ty now emg supplied ah ston. ll to the town have been cit and the popuktion ol medical supplies and by helwopt ‘You hear (extract) “Emergency inthe states Northern Disc, The Akxaguaie Rive fas frst sak a the Northern District, faxing the toe of Staton abut 300 hiloictacs north of the: sate ‘capital. The Golden Ciy anal Macguarie Valley Highways ~ Stanton’ dy ead lly wih the outside sword = axe moe impassable, This small wheat-belt ton with population of 3000 is now entirely dependent for ts survival on the sffrts othe army Disaster Inuervention Squad which i binging emergeney meatal spies and foal mw the ate Py helicopter Our correspondent Maxine Zenith flew int Stanton wath the army TASK 15* Listen to Tape Exercise 8 once only and answer questions 26-34 on page 113, The requirement to read, listen and write in avery short time causes dlleully for some candidates, You need a lot of practice to improve your performance inthis kind wf ask sresisecss Aiea dA WA FES > UNDERSTANDING LECTURES AND TALKS The strategies used in listening 10 lectures and seminar presentations are relevant to Hsteming to HELIS tks, such 2s the orientation talk in Tape Exercise 6 Belore Istening ta lecture oF talk, you can do a lotto prepare yourself for what you wall ea f or eam, you know in asance ht the subject of ee she le ‘of computers in education’ then you can anticipate some of the language that you will at by using your knowledge of the suet and by reading an trary account of the subject. - While you ate listening to a lecture or tlk, you need to recognise when the speaker is cattying out fanetions such as: © introducing a new topic © emphasising © introducing a main point (© restating information in © giving an example diferent ways © giving mstetions © giving relevant information coming © making a summary TASK 16* Speakers often indicate these functions by using ‘marker phrases. Match the phrases in the left hand column to the deseriptions in the right-hand column, Some functions correspond to more than one marker phase. intastucing. 4 new topic what a ta by that b. to puta anher way emphasising 3 man pov 50 ha we've got 50 far s Tm going to ek olf by talking. 2 3. gwengan example 4 sgrarganstn fe what you've got to realises ‘onteasting, {that reminds me of the time my husband and 1 1g the crux ofthe mater ts (0 restating anlormation adil ways 7 ging relevant inf fh. "as we've seen today 8 making a summary 1 nother words 4 this is nox always the ease k. ‘the next thing well be looking ‘thete are three main concepts you should bear in mind 1 however, youve got to remember,TASK 17* You are going to listen to a lecture on “global warming and its elfects on coastal areas" Before listening to the lecture, predict as much as you can about what you are going to hear. Then listen to Tape Exercise 9 once fnly and decide which of the following notes (A, B, C) contains all the main points of the lecture Question 9 Read (jor tate entsoced) Henkersve Setters acd Blog (Gpcentoare E) Parma (renew ofitves i Astoata) Lovcivch (general xtrdectia) fects of ce trct nite [affea toprodit prea ns:) 1. Damigs toifastoatare (rons ral et) 2, Sharetine retreat, J. Coastal fag, Brisbane 4 frets or jain, tend water! 5 Steoster postoatg og. Myallakes Asteria has AAW thmctoe os Ce: 18QGe Af abana 8 Greenbasss Eifel, Henkin ds stins ued bing boro 8 wif tne 1, SOmo tes esis cans rls, races nate 2, Blas urcacenip abi 5. Sateuter stoays fj 4 Dating wir arb May aac ipsbions ie Pastoas eg. js, oui yn * Fibalig af esstal structures * Sea nooce intel fog. Gulf of Carpeaterie). * Boaclfoet spr tele flat ay, * Mya lates wttrccorcct withthe se * Ceres Tracy Dee, 25, PH. * frcwcted dpa case shanties Coc Alal tm TASK 18, Listen to the global-warming lecture (Tape Exercise 9) agatn and find ‘examples of the marker phrases listed before. >) TEST-TAKING STRATEGIES In each section, the information you need to answer one question comes before the information for the nest question, There is no instewetion, however, fo move on to the rest question: yout must decide this yoursell Diflicultes occur when candidates are unable to find a correct answer, They may continue to focus on one question, waiting to hear the saformation that will help them twanswer it Iuhey eontioue to wai, they may miss the information that will help them twanswerthe nest questions. As a resul, candidates may lose their place and panic. , To preven ths happening, you need to feeds on at ast two questions at all mes, ba tye You read (extiaee) Avesautly 1 this alternaon, the ety of Hareistowe ws strck by a violent Was now eet contrmed that awst poole hase bee balled. and You hear (extract) estar of lat is tht ter the gt mature in Auaraian stony AC pactcts bl) pst foe dh er, ce heat of the Han sash h uth ane was wake yw devastating earthquake that be Ruler sas, Nove we anno one ta eater Helen Phat Ps jonung ow Havant leva vente Hi suru ssa What was Haris = naw ta ple of rue A ane Bosal to have Boon tap he the ing elle this valves works ea dhs unc ght suv nd the are 50 stor rule so none tha 0p ple hace been vomited deal and che fire {nse Repts fon St Patras Hn, al! severel damaged in the alt att ar 130 Fane ren alte with cris injures 1 sanilate los focuses ony on ap A sting to Hisae the enfranation about dhe time nv uiontnatnon but centage to wan, hoping to hea a By this point, the for gaps 2 andl } may have already passed. When the candlate moves on to gap 2. a as already 19 late to catch wp, iaIn this example, candidates should focus on both gaps 1 and 2, antcipaung that | refers te time and 2 to some kind of disaster. Even sf they miss the information about ime, they are anticipating gap 2 and ate therefore able to respond when they hear the word ‘earthquake’ As soon as they answer this question, they focus on the next two questions, siting for snformstion abu the numbers of dead and injured. “The same strateny i essential im those sections which consist of two oF more passages {see Sample Task 1 on page 106). There 1s ne instruction to move from one question to the next. You need to look ahead and focus on two questions. Remeinber that you should attempt wo answer every question, No penalties are given for ) FURTHER STUDY In your study program you need to: 4 Sind appropriate listening passages 4. increase your confidence in listening: 4 practise the skills nyuired by the IELTS test FINDING APPROPRIATE LISTENING PASSAGES English-language radio programs are a useful source of appropriate Tsering, passiges poles news broalists, talks, intervie, and dramatic dialogues You ean ohn prog by writing o the follosing tations: BRC Work Serve. Rado Austas, Cnt Brad casting Corporation, Voce of America, Staton addresses can be supplied by the eubral centres or consulates ofthe respective counties. For many ofthe tasks described below it is useful to recand the programs you Isen INCREASING YOUR CONFIDENCE IN LISTENING Many people wha listen to 9 foreign language think thatthe speakers of that language speak very quickly and ‘et their words, Because they do not undersiand every word, they often fel that they are missing essential information, You need to get sed to listening to English without feeling panic or frustration when you don't understand everything Regula listening will improve your confidence in understanding English spoken st dlfrent speeds with different accents Learning to listen effectively does not mean simply listening. You must always have a focus, When listening to passages, ask yourself these focusing questions (¢ What am1 listening 10? Is, for example, a news item? An interview? A ston? ‘¢ How many people are speaking? ‘© What isthe topic? © Ate they reading a senpt, speaking from noes oF speaking spontaneously? © What ace the speakers ying vo do? To entertain? To explain? To describe? you can answer these questions you have eompltel the task. Do this exereise every slay; Isening for atleast 25 minutes the actual listening time of the IELTS test. As your study program progresses, you should practise mone specific tasks as suggested in the section below: Remember takes a ong time wo become 35 ecient listener ina foreign Linguage as you are in your own, PRACTISING THE SKILLS REQUIRED BY THE IELTS TEST Exercises for Independent Study Fxone 1 Belov Histeming to a pussage. pret as much as you can about what you are going io tear. Yow cam use riio program gues othe tes of passages in textbooks, bar tsa lio G 2.0.2.3 Amtatetiea the nest 1 Paks Saturday, December 7 sts destination? Interview with tour 21300 My Favourite Must featuring this eek’ celebrity guest Lah Ruth Lopert ae 300) News ana weather you chonse to ster tle 2 80 progeny pret th allowing content © many people are antereste holy Anta et 8 specslcstractions scenery lle salable tors © potent problems wlisawoh uh¥ensasmimental damage?) Esse While totermg to a passige, predet what the speakers) might say neat bes rae har do you think the folowing speaker going to talk about ext? At su we doar ae 1 alana write Ens me newer di ma rm fem ekg So when Favent my fst etre im English The speaker might describe the way’ the lecturer spoke Caccentispeed?) and tll about tis comprehension dificues (taking notes/understanding main points’) What do you think the following speakers are going to say next?“ove was stain at te top of lade paing Uh oun celng when sully “Ti been waiting for the results of the test for tace weeks aL vas fetng more dnd mone casio, That morning Hccived "We ole lang the ent, a ve, gos tanks potable shower, mtordriven generat, We Fuad everything ~ the ay hing we forgot was op petal theca Abu en minutes fier setting et “The mest common means by which the AIDS virus spreads ave “The mest sgifcant postive effec of the end of the Cold War has been the reduction i the psility of an armel ent in Europe. On the eer hand, ase opens up dhe posiy o Sometimes you ean predict very accurately what the speaker’ next words wil be, Oa EXAMPLES: “The advantages ofthe system are outweighed bythe." (disadvantages) “ast but." (ot least) Predict the next word or phrase in each of the Following sentences, 1. this case the mans docs justify." 2. "We have to ok atthe problems of supply and.” 3. “Antartica the gic southern 4. Smoking ad excessive ve ha sgfcany incase the chances of 5. “Nowadays eypewritesanesapully Bsn pla By ‘The more you expend your vocabukiry by reading, the easier its to make predtions eerie 3 Listen to one oft Je Tape Exercises. Stop the tape in what is going 10 be sad next. Uesemtence ad try t predict Exercises with a Study Partner Benise | Listen to short passage once only, writing notes as you listen. When the passage ends, use your notes to tell your study pariner as much as you can about the passage, recording your answers on tape. Listen to the orginal passage again to make sure you {included all of the main pois eerie? Find (or draw) four pictures which have something in common: for example, four photographs of diferent people, four postcards with diferent scenes, four pictues of diferent cars. Give a set of four pictures to your study partner and describe one of the pictures. Ask your study partner to decide which picture you have described. Exnae ‘Choose a taped listening passage. White a series of questions based on the information in the passage and give your panince 30 seconds to read the questions before you play the tape once only Listen tothe ape together and discus the answers. Excuse 4 White a series of Include nents based on the information in a recorded listening passage. statements which are eter false o for which there i no information in the passage. Give your partner 30 seconds to read the statements belore you play the lope once only: Listen to the tape together and discuss the answers. Excise 5 Recon a radio news tem or short talk, Make a written summary ofthe main points and remove some informatvon as in the Macquarie River Flooding example on page 114 Rememer to include a separate column for answers Give the summary to your study parnet. fier 30 seconds play the tape once only: Your etnceS task sto fill inthe missing information whi listening tothe tape. Listen tothe tape together and check the anssers "severe requires you to eead, listen and write atthe same ime, As this di tay be tested in the TE the test cul kil you should do this exercise as olen as possible before taking > MATERIALS FOR FURTHER STUDY In developing your study program, you may fd be followin ing cassctes are ance wt sensi Ferguson, N, and M. O'Reilly. 1989: Eagish Tekpphane Conversations. * Nelson, Jones, L. 1984, hus. Spaakigg and Listening Activites for Upperintcrmediate Students. * ambrudge University Pres. Wirby: S. 1985, Ponguon Latening Sls * Penguin Hymeh, T1983, Study Listening: Understanding Lectures and Tals in English. Cambridge University Press McDowell. 1982. Basu Listen * Edward Arnold, Smith, Petal, 1986. Suubing in Australi: Listening Esfectively.” Nelson Ay,+ UNIT 4 Speaking | This unit contains ‘SPEAKING TEST DESCRIPTION General Training Module STRATEGIES FOR THE IELTS INTERVIEW Predicting the vopies Understanding the questions Asking for clarification Responding appropriately Giving an organised answer Asking questions correctly Playing role Finding the right words ASSESSING YOUR SPEAKING ‘TEST-TAKING STRATEGIES Preparing for the interview (On the day of th MATERIALS FOR FURTHER STUDY 124 4 1s 125 a7 128 129 BL Bs 38 12 145, 147 wT 148 1481 studied English at shoo! for ten years, ve been on holiday in firitain and | didn’ have too many problems in making myself understood ~ Fe even given a paper in English at an international, fangress. just fou ( hubn? ad enough practice in answering the Find of questions F wus asked in IELTS." Monogean UELTScandiste ) SPEAKING TEST DESCRIPTION The Speaking Section of the HELIS Test consists of an interview which Lass and 15 minutes, GENERAL TRAINING MODULE Candidates forthe General Training Module take the same speaking test as all other candidates, Belore you hegin the interview, yous will be asked to fill ont a one-page questionnaire called & curriculum vitae oF “ew. The Gw.asks questions about your work experience, ‘suly experience, and person interests. Your weiting on the eis not assessed 35 par ofthe test. TASK 1 Fill in this sample cv. This is similar to the ¢. you will be required to Fill ia before the interview. NaMIONALIY omits anauaces Work ENPrRIENCE [REASON FOR DOING IELTS TEST FUTURESTUDY PLANS. HOBBIES OR INTERESTS Ace compleung the ¢, you will go ante the antersew mom where you will Imerviewer who is 2 native speaker of English, During the nest 1115 minute] imerviewer wal followa standard pattern consisting of five stages Stage 1: inroductions and greetings: baste questions about the candidate; Stage 2: questions about general topes; Stoge 3: she candidate asks the imeriewer questions based on a task: Stage 4: move dee questions parcubry focusing on the candidate’ future plans Stage 5: chosing the interview > STRATEGIES FOR THE IELTS INTERVIEW PREDICTING THE TOPICS Ue is wsful 40 predict what topics will occur im the interview: In order to do this, you should remember that all IELTS candidates around the world have the following in 1. they are generally over 18 years of ages 2. they hae alway studies high schoo 3. they may have some work experience: 4. they have moved to or are plinning to move to an English-speakin country, 5. they may havea particular major Bik of sualy. (6 they come from a plave that the interviewer prhubly has not been to or does not nove wel 7 they ae planning reenter teruary or lulisr edaation, 8. they are not natnve-speakers of Engh TASK 2* Think of appropriate questions for these eight points above. The frst one thas been done as an example 1 hey ave generally see 1 years of age Ae yous mart? [Bo yout have any talon? 1s you ve wu yo ay?TASK 3 Look at the sample cx. below. You are now in the same situation as the interviewer: you have never met this person before. What questions ‘would you ask this candidate? rout wane. eels Meech nationauy... ae vst tance. alt omen ancunces.. Epil, Geomae pucationst quatinicarions... ph Seed Opn Tistely at Uaincety Bachelor of Eaeronioe. Asis ard ea. REASON FOR DOING IELIS TEST FUTUME STUDY ARS HOBBES OR INTERESTS TT TASK 4 Look at your own ev. form. What questions do you think an interviewer ‘ould ask you? TASKS ‘Study the following situations. What questions would you ask the person {in each situation? ‘A foreigner has just arived in your country. ‘An acquaintance tells you tha she i planning to study physis a university You meet a person who works at IBM. A celatve is going to study in the United States, ‘A fiend tells you he is writing an essay ‘Atiend has returned from a tip to the UK experiences, plans UNDERSTANDING THE QUESTIONS Listening S TASK 6* Mateh the questions i hand coluinn, The first is done for you as an 1 Whats your opinion of 2 A } 2. Doyou test hae? 6 3. How do you hind © 4 Wharsthe dilereme bowen > | D 5 ow one ' Howe 7 1 7 wha way G B Whew > 4" 9 Mow het L lt precisely what topics will be covered van HELTS anerview, is easonable 0 assume thatthe interviewer will foeus on the ccanelateS past experienge in work or study, way of ie, views on the world, personal for fature study. and fecings about moving to anather county. The IELTS interview is not a test of listening comprehension; that is the aim of the sion, The interviewer will generally speak quite cleasty and try to make sure that you understand. The imerviewer’ soli wo hear you speak. You need, nevertheless, tw understand the interviewers questions so chat you ean respond appropriately Remember that the same question can be asked in different ways, 1¢ left-hand column with those that have the neaning in the right-hand column. Note that questions in the left- hhand column may correspond to more than one question in the right: example Hoe diferent is. Het that. Hw do you fel about 2 Is) sind F why? What do you think of? Mow 2 Hw frequently 2 Wheecabouts..? To what extent. 7 ‘Whats your feeling on ..? Do you think that... ?Inerviewers a y eques the same jaformation in dliflerent ways. wae bsaners: Direct questions: ‘What ate yo gin to sudy?” Indiset questions: ‘Could you tll me what you are going study? “Dy you knw what you going to stay?” Confirming questions: wt going co study Economics, are you?” ‘on te ong to study Economics, are yeu?” our Te ying to study Economics? Requesisinsructions: "Wild you ike tell me a Bt about your study plans" “Tellme what you're going to study” ‘TASK7 ‘Ask the following questions in as many ways as possible, 1 Where were you born? 7. What are typical working hours 2. What par ofthe ety do you im your country? live in? 8. What aspect of Enlist do you 3. What are the main tourist pie ecuk teractions in your countey? 9. ave you hoon calling 4 Where have you studied stamps for longtime? English? 10, Wha isthe gost soci 5. How many brothers and sisters Problem in your county? have you gu? 6, What the climate kein your county? [ASKING FOR CLARIFICATION In contrat to the Listening section, you have more control in the Interview I you a ‘ot understand the inteviewer’ questions, you can use the fallowing strates for example, the interviewer says: Do you ke traveling on the Tube? You can say that you don’t understand: sorry {don understand. ”Sorry: Fd fl Yiu ca ask fora question to be ‘Could you pst the yuston, pase” cite“ dd cats that, Wold you mind repeating?” b ‘ou can clany the meaning of specific words or phrases you dont understand: ‘Sorry. dont Aeon ohat you mca hy Tae’ "Wow youe ind explaining Tube? You can check your understanding of a question: ‘Do you mean the underground tains” ‘vow’ asking me abot undergo eans, are you” You're asking me if ke travelling on the Tae?" TASKS How would you respond if an interviewer asked you the following. questions? Wha your opinion of topiary? 2. Could you tell me about the nard industry’ in your country? 3. Ismsyrosin common used in fermentanon? RESPONDING APPROPRIATELY ach stage ob she sniersiew lostses on pects speakang shall You need 0 respond appropriately tthe meron gest partons meal tage Stage (1-2 minutes! Fnalos hs ste the mnersiewer © aseets pou sts yo tr a owe fe asks gout ton got fon fe adobe yor ade fe tus om a cassette recone 6a reconing may be made of interviews so thatthe ssatuncts cat bec procedure? fe ashy your some questions om thee 8 form iy to amague the lst munute of your mtervtew: How will the interviewer greet you? sean yo respond?TASK 9 Ask a study partner to fill out a ew. Your partner plays the role of Interviewee and you play the role of interviewer. Role-play each part of Stage 1, beginning with the interviewee coming into the room. Greet your pariner and ak hier as any questions a possible: Alter complet the task, swap roles. - First impressions are very important. In all interviews = for jobs, college or university entrance ~ a confident canuliate has a beter chance of impressing the inte 4 nervous and uncertain candidate, fewer than Stage 2 (3-4 mines) The imterviewer dows not tell you that Stage 2 fas begun, You do not need 10 recognise the move fom Stage It 2 In Stage 2, the interviewer gives yous an opportunity 10 speak for longer nore detailed information andl opinions, Is-gving “opis from Stage may be used to do this. You m something is done, how something works or what something is lke. you are aking, the IELTS test in an Enghsh-speaking country, your may be asked te compa ‘ie in that cours with ie i your eeuntry af “Could you te me what happens a a weding in your eaney? ‘How do you make X (a wel news fol i your county} ‘How do peep i you cnt ain English “Tl me what the proven is fon bain at diving heence i yuu ey youre ke huey. Can yo sere the ves?" “Tn ohat ways English sen your country? "Haw diferent s your if fram the ives of your parenstrandpurens ‘aw does the cot of living here Gn English-speaking country compare with your country? TASK 10* 1m Stage 1, a candidate says that although he now lives in Brasilia, he friginally comes from Rio de Janeiro. What Stage 2 questions can you make from this information? Ae eeeceaeeeeseeseceeceeeectaefceeeet eet cet eeeete ert esetesEEETE TASK 11 Look at your own 3. and decide what Stage 2 questions you might be asked by the interviewe GIVING AN ORGANISED ANSWER ‘You need to organise detailed answers so that they arg clear tothe listener, Before beginning to answer the question, itis possible o comment on it by saying for ‘example, Tha a dificult question/ Thats a very interesting question’ If you use this strategy, wil give you a lle move time to prepare an organised answer. {mn onganising your answer, it may be useful (asin writing) to begin with a sentence or pnase that gives a summary of the main points you are going to talk about, This will halp your listener to follow your answer eo Antersewers Why oy nxn staly 2 ulate: Tha rth sf question. Thee ate to main reasons, Esuppse” Hse summary phrase i Ue ate to man naons, Hupp. Ts provides a structure lar the ret ofthe angwer, sich descrbes each of the eeasons, TASK 12 What summary sentences or phrases would you use in your answers 10 the following questions? 1 Wu ayo ty at gh How do people spend the shiv? ‘weekends in your home town? Which isthe most popular sport Could you tll me why you chose rue county? tw study atthe University of X? the staaary sentence you chose provides the structure your main points Invereer: Whats he prove fr gti driving once ar county?” Canute: Oh, ay snp hve are aly fe this you han ad Fst. Then... Air tha. And the finalysummary sentence and her Candidate: “Wel for many aso CCandidave: “Wel fist ven Candidhne: “es, No, tnd Candidate: “That hig question Candidate: “Teupyse 1s, caus 1 What spons ate played in you country? architecture of your eountey? everyday fe i your country? 2 Could you describe the tational 3. What role does eligion have in TASK 13 Listen to Tape Facteise 7. Sandys answer to the question ‘What was the course like? yives an example of a well-organised answer. Note Sandy's TASK 14 inue the candidate’ answers tothe following questions, Record and analyse your answers, paying particular attention to their organisation. Tinerviewer: “Why la your mani stay X2" yon subject) Fis, F Imerviewer: “Tell me a bit aut yur educational agro Interviewer: "Dv yu find American English asic tundra dan Brith Engle” — | Inerviewer: “ee mover xem yor ony, What i like” Ingerviewer: "Which is dhe est university in yor caunry TASK 15 Record and analyse your answers to the following questions, paying particular attention to their organisation, most sig 5. Mow aware do you think people nisation of the two main points 4. What would you read as the nt events i your country event history? are nowadays about environ You also need to show the interviewer that you have said everything you want 10 say Theze are several ways 10 do this, You cant 1 very eiffiul vo generalise", thew ny the summary sentence, aps changing it slighty relly ane many reasons es, us as sing You ca state tha you ae tht Td ars ll ca an of anything ese sah You ean cee the interviewers understanding: Have Tanswcted your question? "Da sac aaa TASK 16 Answer the following questions, paying particular attention to the way you conclude your answers, : 1. What are sparing faves like | 4 Can you desertbe ane of the main tn your homie town? festivals celebrated in your county? 2. What role does tourism play 5. In your opinion what are the most in your countey$ economy? serious problems associated with 3. How serious is unemployment mower city ie? tn your county? Stage 33-4 snes) So Lar you hase hot tamisering the aterviewers questions, Now, in Stage 3, the nncryseier wants Ho eae Woe ask gpustons. In Fg ko se you an opportunity 10 ake {guessians, he wr shy cesribes santana sich yon ms find tt some information, Tine tasks wll usually he about sersive/sctal steal satations and study-related sstuations in an English speaking country Genctll: your tole isto ask for information tor assstanve which helps yo salve probes Example t the amersiewet Says ‘wl an atone afte sed th sat to Fut fg 9 Bt ext sh Mase ase ms quests ws ave handled a sheet of paper simibar to the one below which gives your the wa ats i you ats ha estos PLIGHT INEORMATION } Your sant sash Hight tr ago Bag that the aterviewer works. an travel agony Ask the mntersieucr questions abso he Might Find out about B froponay ol is 4 ume of openers { skpmae umes pve kes 1 aration of gh i) 722—ooo—OEOEOEANRAEAESESE——_ Example 2 FAIL CTIA Se, aw 18 The smerviewer says Your Schedule Non, Hk ur oe km quests, Pe est esl his gift the ps As SERN YONI Swimming ess 1,006.00 Labrary study re as snany dient qustns ina many different seuys as ya can, This set explain what to doa sages the questions you sl sk SUNN YOO1200 Swimming classes 1.00-6.00 Horserding She then stars unwrapping git an hands you the flowing sheet, MOND BOD 4.00— University J ruisom 800-1200 University 5.00-9.00 French class AGIrT MEDNESD AN 2006 4.00 University The ivervewer hs just received agit. Ask him or het as much a5 you ean about | vamspae 100-200 Chess the gil Jansing 10 3.00 Chess lub | Find out about HRI TOOL. Uersiy 1.00600 Labeay sty 2. sender of the git © reason forthe git é bs Imterviewers relationship with ds type of gilt Read the snlormation shee bone yout en you do not understand the tisk or any of | thesender eC taereenentacie jf) the sods the sv snk he ere so expan fee eg, ASKING QUESTIONS CORRECTLY Example 3 Sine mane ade yh The interviewer says. ' sl” Wc sont hase de tis, you mi then al oie aoe tests of YoU Own Tans very mach Tha sly interes, Nona thy ses Fant a about te tape Your questions shoul he testa to ths ink and cenrevtly armed Yau ale me some questions. Meuse a meas may yestons as pantie ete the neat devehop sot cotta omnes Yinrve never played tennis Fehne and yaw nelly terete earn Soya decide to take a ours of tennis sons. Yo ll Ww at the nome, tothe tenis sch to fal cme ei fs ayo dle TASK 17* Ht hands you the following sheet Make questions from the following phrases which are taken from as been done foe yor / sample Lon page 133, the frst one ( TENNIS LESSONS wins ot ths A after dflgkts lar for Bogota? You have never played te | tesons. Find out which course fits into your schedule before and you want to enrol i 3 estise ol tens hs Find eutabon Pe pannne suns a. levels of courses avaible tenes of courses Daan ott > 1. duration of eourses © sizeof chs Hott ener 6. cost of courses sonnmadon pge8TASK 18* the amereiewer says T in deal estate agent i wan to rent a parment, We ae Akin at an ape ttc Read hs ad ask me ston RENTING AN APARTMENT Find out about 1. canaged (a tha garage ie the spurtnet ilig? > 2. Atekvision? 3. Schools near here? Alegondiioning? Deposit? Make questions from the phrases on the sheet. The first one has been done for you. TASK 19 Refer to the list of social and study situations on page 103 of this book, Write or record on cassette as many questions as you can which are appropriate in these situations. Work with a study partner oF take all the roles in the situation yourself, Aska teacher or another native speaker of English to check if your que ‘TASK 20 Choose advertisements from English-language newspapers and magazines ‘Askas many questions as you can about the advertised product or service. pape EAAMPLE: Lear English in England ‘The Royal English Collage in Manchester provides intensive summer courses a al oves. The college, situated near the city contr, can also Provda homestay accommedaton i required. For mora information please rte to P.O. Box 99, Manchester, UK. } ‘tied page Sample Questions 1. How many hours per week do students study in the intensive courses? 2. How long do the courses last? 3. How much does the course cos? 4 Whereis Manchester? 5. How many students ate therein each class? 16. Does the College organise any excursions? TASK 21 Choose any passage in English and transform the statements into questions, Day EXAMPLE (train a newspaper article) BOOST FOR RURAL SPORT We Minister for Sport and Recreation, doughout the easter pan of the state of Ms John Boom. announced yeser- Victoria The Minister wen ant ey that ‘uy that the government would provide people living in country areas had been {ve million dollars to fund a building Seriously disadvantaged in the past and Program of sports centres in ral centres this program would prove more equality Sample Questions Who 1s Me Jon Bo iy Whos the Miniter for Spon? What did the Minister for Spor announce yesterday? Hos ucts money wall he govern rt provide? Wheee wall he sports centres be built? Which pat ofthe state will the centes be bil in? 1 2 3 + 5 What will he money be use for? 6 Why hus the povernment decided vo fund the building program? TASK 22 How many queso can you skin €0 seconds Record yous ding Tash 2 on ese aden check how many gure oad tow many mikes you made De ns cnet Se ed [__Storguniorsd yo oes "PLAYING A ROLE Inthe situations in Stage 3, both you and the interwewer are, na sense playing rls. “To play your role well, you have ro understand © who your character; © what your character needs ‘© what relationship your characte has withthe character played by the The language you use should reflect these three points, wey eMart The imerviewer says You have just arvved in Edinburgh forthe fs time, You goto Tourist Information Centre. 1am working a the information desk inthe Centre, Ask me as many questions as possible, Read his frst. all help you to form questions” AVISIT TO EDINBURGH Find out about: 1. hotel accommodation city sights . price of accommodation entertainment facilities © distance rom the city centre transport Who is your character? You might decide that student, your character i a tourist, a business person, of an overseas You can make the situation more realistic by giving some information about your charactet. For example, if you decide you are a tourist, you could say: ‘ve just wise {from the airport ana this 5 my fre ime inthis city You should begin the cole play appropriately. Ifyou were entering a Tourist Information CCentte, you would gret the clerk. For example: ‘Good morning. Could you help mie?” What does your character need? You need to get all ofthe information required on the information sheet. When you have finished, there may be an opportunity for you to ask additional questions You must follow the characters needs. In realty, you may, fr example, know Edinburgh very well. The character you play does not, so you need to get all of the information required. In reality, you may also want to ask about dilerent aspects of Edinburgh not listed on the sheet. In your character, however, you must ask the requited questions fist before attempting to ask any other questions ‘What relationship docs your character have with the character played by the interviewer? As in most service encounters, you are strangers. Asa result, your language needs to rect this, For example: ‘Could you ell me somching about he cy sights. be in Edinburgh for jut. (hree days" would be mote appropriate than wan to krow about the ety sighs When the interviewer answers your questions, you must listen and respond appropriately. The interviewer’ answer influences your response. ty EN aaetr Candidate (playing the role ofan enquiter at a tennis school) ‘ow many diferent levels do you hae tn your tenis courses?” Interviewer (playing the role ofa tennis school receptionist): Wel, we've go a level for everbody, sic Beginners, Intermediate, and Advanced.” Candidate {Thats gol mere the Bgners course, Cond you tll me when he courses are held?" TASK 23 Role-play the following Stage 3 tasks. You should cover all of the points fon each information sheet in no more than four minutes. Record and analyse the role-plays Situation 1: The interviewer says Yin are at the airport wating for bus to go to the city centre. You've been wating for 20 minutes and the bus hasnt come. Lm also standing in the queue. Use this to as me questions 1 ‘TRANSPORT INFORMATION | Find out about: | a frequency of buses 6 other forms of transport available b. distance to iy centre (ax trtin, ete.) ae 4d. cost of alternative transportTASK 24 Using your e.v., role-play Stage 4 with your study partner. The ‘interviewer’ should press the ‘candidate’ for as much information as possible, using the following question types: Questions which seek elaboration ‘Could you tell me more about X? ‘Could you elaborate on X?° ‘What do you mean precisely by X? Questions which seek explanation, ‘Could you explain why X?" ‘How isX possible? Questions which seek justification "don agree. Don you thin that X2" ‘Why do you say tha? | In giving detailed answers, you may need time to pause and reflect before you continue. In order to gain time to think you can useless such 35 let me se: e's seal; how cam I put i; Fa nox sue mca: yo how; UU have tothink about i FINDING THE RIGHT WORDS "hnew exactly what I wanted to say, but there were two or theee Jmportant words [didnt mow in English. Ljust froze. Noein ELYS candate I you find yourself in this situation, you should explain what you meari by using other words. This strategy will be regarded positively bythe interviewer, war aurnis The imerviewer asks you: ‘What do you think have Been the mast important changes In your field over the post five year?” You are an agronomist and you would like to say: Mechanisatan has buen the ‘most significant change. You do not know or cannot recall the word ‘mechanisation” in English. You can Say: "Five years ago young trees were planted by hand and this was « very slaw process. Today we have machines that plant young ees. They can easily plant w thousand tres a day. That has Been the biggest change during the past ive years Youtare a urhum planner and you would ike 1 say "Ensrmental pet avurens You do not know or cannot recall this term in English, You ean say: Nowadays ‘rdinary people cure mone about the uty of Wf incites ~ Jor example hey warty cout air pollution, rubbish, and clean water. We have to study the efcts which our plans have on these things. That’ the greatest change TASK 25 ‘Think of terms associated with your eld which you do not know in English. Explain these terms using other words and phrases. TASK 26 Answer the following questions, Record and analyse your answers. What ate you gong to mgr? Im your answer speak about suhets employment possibilities your reasons Ave yo ing ta sur ot ag when yom ae a univers? tn your answer, speak abu mentions preferences Have yo des I shere yaw gang ive le yout studing? Inyour ans, speak abut referees Sn bl dont fi dat nese stadt pene eaten, Whats youre? In your answer give your pinion 2 justifieation, ‘une thik sue ale to cape wih the English-language demands of your intend sty progr? In your answer predict Ligue demandygice examples Jose your Langue sllygiee espe predict your performanceSinwaion 2 the imtesiower says inch pot ane Neve Zealand and yuu want wo bay second-hand ear Fan the ea salesman. You are taterested in sll Tayora tha ve are Beh haking at jon yaa mi qustns, pe aati ‘BUYING A SECOND-HAND CAR a { OPENING A BANK ACCOUNT. Stage 4 (3-4 minutes) ln this stage, the imerviewer continues the conversation, as in Stage 2. The interviewer speaks as ltl as pesible in order to concentrate on whit you are saying and make a assessment of your Language proficiency The questions you ate asked in his section wil sienge ation and may be dean fi m your curricula vitae sally om the conve AAs in Stage 2, you need to organise your answers by having a summary sentence a clearly marked structure and an appropriate closing strategy In Stage 4 the interviewer asks you to express your opinion, give explanations, make detailed comparisons, oF speculate about your future, You are requited to speak for Tonger periods and in more detail, fn the following examples, the candidates respond. very successfully tothe interviewers probing questions. Example 1 The candilae Inerviewer Candidate: Inceriewer Candidate Iverviewer Candidate Example 2 The candle Incrviewer Candide Invorviewer Candate Canidae works in chemical laboratory ‘you were the hel of your institution what changes would you introuce?™ "love to bein that situation. The frst thing Td do is change the decison making process. At the mament, decisions are maue by the directorate and the ores have mo chance to express ther opinion. That would be te fist hing a change" : "But dnt you tin wold be more dificul to make decisions that way? 1 dunt na hut Tm sue they be eter decisions.” ‘Why do you say that? Well wbvimosly depends am dhe su. If nvulbes conditions of work then dea the people worn in the labs ae the aes who understand that kind of tse Best in mt sate Tasee with you. Dont you think tha dhe dinctorte as a more ebpestce ue What mud yo vi to sco a ecanmis ‘Yo alwys Icon ery ancreste wm Econom ‘Coal elaborate tha WGI Hon’ hile Ws pssble to understind F 6change the way sity rr tes you ee stad soni What du mca “change satcty"? 1 spun wha mean iyTASK 27 In this task, your aim is to speak spontaneously and Quently about 2 range of subjects. Your study partner chooses topics of interest taken from the newspaper, television oF radio. For example: “twenty people were killed in a bus accident yesterday” Your study partner then interviews you about the topic. For example: ‘© What do you think the main causes of road accidents are? ‘¢ How do you think road accidents can be prevented? ‘¢ Do you think the government is doing enough to improve toad safety? Try to speak for at least a minute on cach subject, using ‘fillers’ if necessary, If you pause for more than three seconds without using an appropriate filler, you must stop. You then ask your partner a question to see if he of she can speak for a minute without stopping. ‘TASK 28 Answer the following questions. Record, transcribe, and analyse your 1 tfyou hud studied X, what fick [4 What is success commun would you have chosen? in your open? 2. What qualities does a good teacher | 5. What ate your yoy ie? need? 3. Wha do you sce yourself doing in five years time? Stage 5 (1 minute) In this final stage, the interviewer wil conclude the interview. He/She may say that it was very nice to met you, swish you good luck; say that he/she hopes to meet you again sy goodbye. How sould you respond? You have now finished a 15-minute interview. You leave the room and the inter viewer decides on a scote for you, How i ths assessed? What has the interviewer beet looking for ) ASSESSING YOUR SPEAKING “Many candidates seem to be really worsied about getting their grammar right in the interview, which is a pity, because often they communicate quite well TELIS interviewer ‘When the IELTS interviewer assesses your speaking, she or he may do it diferent from the way you assess your own speaking. The key question in the interviewers azeessment will be: How successful was the candidate’ communication? In order to make this assessment, the interviewer must answer a numberof questions: & Did the candidate's pronunciation disturb the communication? Could I ‘understand the candidate easily? This is not the same as the question: “Was the candidates pronunciation correct” Alniest everybody who leans foreign language as an adult has pronunciation which in some way 1 different from the pronunciation of native speakers ofthat Lnguage There are thee main aspects of your pronunciation which may create difficulties in ‘communication, These involve the differences between your native language and English iw consonants, 1 vowels, and jn sttess and intonation, Where the dilferences are featest cn on. may be dlc TASK 29 Record a native speaker of English fom radio vr television. The recording should be about 1 minute long. Make a transcript of the recording and read the transcript aloud, eccording yourself as you do this, Compace your version wal the wrgunal, assess he dilferences. Use whatever reseufees you have seeess to: study partnt. nase spetker o teacher Decide where the steaiest dilerences ate and practise those pans of the transeript. Read the transeript again revo sn resnsessyoursel Did the candidate’ grammar disturb the communication? Was the meaning clear? Were only short simple sentences used? Were the questions correctly formed? TASK 30 Record yourself speaking for about two minutes, pthaps choosing one ofthe tasks in this unit. Do not prepare what you are going to say. Do not write notes before you speak, Listen to your recording and weite out an exact transcript, SecateasCheck for grammatical mistakes. If passible ask a teacher or a study pariner to check the transcript. Make a list of any mistakes you have made and focus on these grammatical areas in your program of reading, listening, writing, and grammar development Us) ENAMEL (an extract froma student’ transerip0) {wanted to study im America ~ {think It has very good universities ~ but my father suggested me wo yo to Germany The student shen checked for ertors and found the following: ‘my father sugested me ogo SHOULD BE ‘my father sugested that 1 yshould go In is study program, the student used two strategies: ‘¢ While cusrying out listening asks, he began listening for examples of the se of Suggest ‘© He dailed himself n the correct fore by repeating My father suggested that 1 shoul goto Germany’, and other versions of this strucure, for example “My smother sugested that U should study in Belin’ and My brother suggested that TS ay here’ ed his unt he could sete stracture without hesitation, ; Does the candidate communicate effectively? Think of any two peuple you know who are native speakers of your ist language. Ask yourself which person is the better communicator? Although Both probably have very ‘Similar grammar, pronunciation, and vocabulary, it should be possible to decide that one isbeuer acters of effective communication “The flowing checklist presents some ofthe key ce SPEAKERS PURPOSE = very lear fairly clear f unclear ORGANISATION OF MAN POINIS very clear fury clear f= not clear f t00 foud just righ # not loud enough # too fast, just right 100 slow Eve CONTACT! f= maintains eye contact avoids eye contact eeonack? = always sometimes never ODT LANGUAGE » f appears nervous 1 appears relaxed f totally relevant f= sometimes irrelevant foallyiretewant * Gently sping. ju mere wll respond posi you mana ee cma mst of the tae wl speak a sening Gouaistenes show interes and understanding by proving kedbask, Thete are many forms of Iecuth, lading, nding the eal sang. te parila common in Engh), yng right (when appropte) Goal speakers check ose wheter tel steers understand andar showing intect by checking for edb, hey domo wees eas, they my ak gestions sch a-De you underand wo Umar ot ok purl all candidates are nervous. This sometimes expressed physically wih fidgeting and awkward posture for example, which can dtu the communication. Good eandaates know mba o expec in "he iri (ps. ss, and equim), ond etl ry Yo pea else and in conte TASK 31 Ask a study partner to interview you in English. During the interview your study pariner should assess your behaviour using the checklist above. After the interview, discuss the results of the checklist with your partner. If you have access to video equipment, you can record the Interview and analyse your own presentation. > TEST-TAKING STRATEGIES "got so nervous inthe interview that F couldn even open my mouth Husson IELTS candle PREPARING FOR THE INTERVIEW Make sure you have role-plaed the whole interview as many times 8 you es Marntanna constant dialogue with yourself in English, I you are notin a situation where you can speak aloud, do the exercises mentally The more you practise in this way, the easter tt ill be for you to thunk in English’ and respond more easily dusing the (On small caads which you can earey round with you, make a list of the questions suggested an this unit shulle the cards, take one out of the pack and then give an answer Keep inventing new questions for your pack, You ean practise these whenever you have spare ame If you are with ether people, on public transport for example, you ss sll ge your answers n your head. Note, however, that the Interview assesses youraly speak ansier, er she may sl he rope namie womianeousy I the wtereiewer fees that you ate giving rehearsed ONMTHE DAY OF THE INTERVIEW Make sure you arrive a the inerview having practised the same day Role-play the whole procedure up to the moment you enter the interview room, Although ihe examiner will Falp you to warm-up i Stage 1, i is useful if you ean ‘warm yourself up" by speaking ‘in English before going inte the room ) MATERIALS FOR FURTHER STUDY Astensked materials are accompanied by cassettes, Baker. A. 1977, Ship vr Shecp? An Intermediate Pronunciation Course.* Cambridge University Press Bradford, B. 1985, innation in Context: Intonation Peace for Upper-btermedite and ‘Aavanced Leauncrs of English * Cambridge University Pres. Hadfield, J. 1987. Advanced Communication Games: a Callcion of Games and Activites for Intermediate and Advan Sent of English, Nelson, Jones, L. 1984. Meus: Speuking and Listening Activites jor Upper-nermedtate Students * Cambridge University Press, Kench, A.B. 1980. Asking Questions: Notes, Exercises nd Dialogues on How t Ask ‘Quins in English, Macon Ladousse, G.P. 1985. Speing Peronlly: Quizes and Questonnains for Magny Prat Cambridge University Press. Morgan, J. and M. Rinvolueri. 1988, The Q Boule Practising Incrruies a Rew ‘Speaking And Writing, Longynan, Mortimer, C. 1985, Hmens of Pronunciation: Intensive Pract Jor Inertial Mh ‘Audvanced Students. * Cambridge University Press. Pifer, G. and N. Mutob, 1988, Point Counterpoint: Discussion and Persuasion Techniques Newbury House. Rudska, B. etal. 1981. The Words Yow Need. Macmillan, ‘Watcyn:Jones, 1978, At Engl: A Book of Role Plays. Penguin > SAMPLE TEST 1 Module, « TIME ALLOWED: Reading 95 minutes Writing — 45 minutes SECTION 1: READING PART I: EARTHQUAKE PREDICTION You should spend about 15 minutes on Questions 1-10. Questions Lat Answer these sth by relerring wo Reading Passage I: Earthquake Prediction. 1, Scientists temp co nd out thee thangs abot castes, What ate they? A 6 c 2. The clover snd ma tea, anal stoies 4c propertis of ental ovks are parculaty sensitive t0 suing changes whi occur a hese proper les have provided Proamsing restlls (Paragraphs 5.) What he haha ol ay sentence? Chowse ene of the lusts stella, and wee A,B, Ca Dn te se provided 1 to provide an example ol pune a argent & previa alee ssast he provide Ba sunumanse she pangraphy establish the main pont ae passage Your answer 3. the passage descrbes two plots obs tseul 1 aals prior to earthquakes. What ate thes \ 8 Ge4. According to paragraph 5, measuring the conductivity of fluid in rock may not be a rebable eanhquake predictor, beeause A. other factors may account for C. these changes can be changes in conductivity measured 1. rock may he saturated with D. the conduct of erutal fwd rock is inherently variable Your answer: READING PASSAGE 1: EARTHQUAKE PREDICTION Since antiquity, the devastating elfets of earthquakes on human lives and property have encouraged the search for reliable methods of earthquake prediction, This challenge femains and contemporary seismologists continue to seek reliable methods for pinpointing the tine place and magnitude of individual quakes. ‘One prediction technique involves an analysis ofthe recurrence rates of earthquakes as indicators of future seismic ntiviy: Earthquakes are concentrated in certain areas of the world where tectonic plates such asthe Pacific Plate, the Eurasian Plate and the African Plate meet and create fault zones and it is in these areas that setsmologists focus their investigations The plate tectonics moe! provides another too! for eanhquake prediction by calculating the accurmulated strain at plate boundaries, When the strain reaches a certain magnitude the pressure must be released and it fs therefore hypothesised that in such cases an canthquake is iminent The search for premonutory phenomena bas received parcular attention, In gontast to the ancient Greeks and Romans, who relied on the howling of dogs a8 warning sign, modeen seismologits have focused on physical evidence for an imperudny earthquake. Evidence of plate strain can be found by measuring relative movements in geodetic stations, while chemical changes als ofler signals for seismologists. Using chemiciletection techniques Professor Ulomoy established a link between the nse inthe concentration of ran gas ‘mineral water inthe Tashkent Basin and the subsequent earthquake in 1968. ‘Analysis of the changes in magnetic properties and conductivity of rocks provides further data for prediction. The electrical and magnette properties of crustal roeks ate particularly sensitive to strain and studies measuring changes which occur in these properties have provided promising results. The conductivity of erustal rock is deter: mined by the degree to which the tock is saturated with Muid and the electrolytic properties of those fluids. Belore large earthquakes, small fractures develop in rocks. which changes the quantity of fluid present. These changes can be measured and provide useful predictive data. However, similar changes inthe fuid-bearing capacity of tock can occur a5 2 result of other factors such as changes in the water table, and Uhereore this technique isnot entirely reliable The ancient belief that the behaviour of birds, cats and dogs provides evidence of imminent earthquakes has reeenly gained credence 25 a result of tests carted ext in California, it has been shown that changes take place in the metabolic rates ofthe snnmals which correlate with subsequent seismic acuity tis hypothesised that the snumls are senstive to the seismic waves which precede major quakes, tn sons whe ates te known ocurred onstruction techies ean sian rece he let af ic waves foe acute omaton dng the te and magrtude wer aval, governments could tke even more eletng nase to red the pact on human ie however an ently acca peon technique became alse, thee would be sigan sel and pt nations fn anak pico nar in es, fer np, eae ge polis * ° - Questions 5-10 By referring to Reading Passage 1, decide whether the following statements ate true of false. Tick ether Tru or False in the boxes provide 5. The search for rable methods of eathyuake TE fase prsdton has hen prompt bythe deaatng oo Ett fangs 6. Sismologis rable o prov canhquakes entre agcutely | \ 7. Eanhuakes only occur inthe Pacife, Eurasian, and African Plates I 8. arthauakes are caused by the plate textonies me 9. Am increase nt evs of rasan ys water always Indkates amos satbauake JO, Amma metabolesns ste alle ted by seam waves PART 2: THE MASSA DAM DISASTER You soul spenal about 15 mnutes on Questions H=26 ‘ower these quests by rlerrmg 19 Reading Passage 2: The Massa Dam Disaster, ‘Clive the conte ane and wrt the appeprate Fetter in the spave provided Questions 1-16, ‘sample According tte passage, aka contrition prgjeets A sesull unforeseen and dsanots consequences © dev nor impacto oobi featees 10 exrtng gevlayea earires upto major construction projets Your answer... F11 the 150 metre sigh wave was eae by 1 compressed ae list the falure of coma systems 1 st ruckslide 1 the collapse of high-lesel ridges 12. the 1 Apnl lands involved approsinately A. 500,000 cube etres 140,000,000 cubic metres ol rock of material B. 5,000,000 eubie metes of 1, 250,000,000 cubic mettes ro and water of water 15. the dams completion and is collapse the site showed sao evidence ol slippage C. a decreasing rate of slippage sgonstant rte of hppa D. an accelerating rate of sip: 14. the te ofthe dissser, the elevation of the reservoir was A. 590 meus 50D meres C. 49S mevees —D, 475 metres 15, The Massa commission of enquiry recommended that C. the rate of aceleration fom exeep to landslide ean be A. accurate geologieal surveys shoul be earied out helare dam construction. very rapid 18. abutment sizes should be . ore drastic reductions in doubled, reservoir elevations should be ule in the event ofan 16, The passage suggests that responsiblity fr the disasters teal A. De Magnus Kool D. Dr Ruig B. Chief Engineer Pulsaar E, Allofthe above G. Mth Krool and Pulsar u 1. 1s. 2. 4 16. READING PASSAGE 2: THE MASSA DAM DISASTER ‘The impact of major construction projects on existing geological feaures my resto unforeseen andl disastrous consequences, This fs illasrated by one of the worst dam disasters in history whl accused at the Massa Dam on 1 Apil 1958 only two years after the dam hal opened to international acclaim as one of the great engineering achievements of the 20th eentury. Designed 10 supply eleciricity for the region’ developing industrial sector and irrigation for the farmets of the arid Lower Massa Basin, the Massa project had taken seven years 10 ‘only seven minutes to collapse as a enormous landslide consisting of foot 180 los!

SAMPLE TEST 2 Module B= Time allowed: Reading $5 minutes Writing 45 mines SECTION 1: READING PART 1: SYSTEMIC POISONS ‘ou should spend about 10 minutes on Questions 1-9, Question 1 ge Lrfers to thece metals, What are they? Paragraph 1 of Reading Passa Questions 2-5 According to Resling Passage 1 skids os hethe swan Satemies ne te OF Lae ‘Tick either le 9 Fae a he anes prowided 2. Vill ace capallary blaad vessels i rH 3. He rmestnal sects lated tween the H i vat anal the stonach 4. Lead porsentang alflects the gastronntestanal set | 5. The ingestion of non-snluble porsans may cause | aanQuestions 6-8 By refering wo Reading Passage 1, match the phrases A 10 1 below with the descriptions ‘numbered 6 10 & Write your answers in the spaces provided. Write only one leer in each space. Note tha there are more phrases than you will need A. mucous:producing glands damage 1o central nervous sytem B. ransportaion and industry G. upper-bowel tact penetsation of somata 1 wt D. ingestion 1 exif 1, root system absorption Your answers: 6. Source of systemic poisons, 7. Method of entry ito humans. 8. One effet of poisoning Question 9 Paragraph 2 of Reading Passage | describes twa ways in which poisons are absorbed hy plant issues. According tothe information in this paragraph, which tao ef the flowing describe these ways? A. absorption through root ste D. entry through leaves B. contamination by vegetable gravity ane rainfall . poisons land in soils Your answers 8 READING PASSAGE 1: HEALTH EFFECTS OF SYSTEMIC POISONS Although the detrimental effects of systemic poisons such as lead have been known for ‘many yeats, iis only recently that cadmium and mercury have been recognised as «equally damaging tosic agents. The absorption of such metal toxins via the food ehatin is 1 common means of poisoning Aer emision from industri smokestacks or ear exhausts, gay a all turn the toxnconaining pout earth, They may then be absorbed by plats possible ways. Where meal potions ave Inde inthe surroundings pants to sytem absorbs them and dius them shroughout the plans sus, Toxins May sho fall deuthe ont eases and enter through ston a om the leaves. When vegetable anatter has beets contamuted an this way and is subsequenuly ingested by humans or numads, the gostointestina tact becomes the main pathway for the toxins’ entry into the bloodstream, “The intestinal Seton Hosted hetween the pperbowel tract and the stomach sted wth many fingeike projections of macous membrane, known 3 vil The vil surrounded hy apy blo vests whose function isto absorb the products of digestion. Soluble poss are rapidly absorbed by the vil ito the bode. tn the cof lead posing, this rests a wie variety of effets om the blood-Forming tvccgnam the gases acta the cena nervous sytem The passage of non-soluble poisons through the digestive system stimulates mucous prexlucing gl induces spastic movements of the stomach which may result in the expulsion ofthe toxins by ds io the stomach and bowel. The production of mucus th ‘vomiting oa fecal mater oa the Tower intestine, The ingestion of non-solublé toxin is associated with fecal blood, diarrhoea and constipation PART 2: ASBESTOS You shoul spend about 15 minutes on Questions 10-25, Questions 10-25 The passage below summanses the main points of Reading Passage 2, Decide which ster in the space sword or phrase shold yo an each gap anal wnte the corresponling proekled. Whately one letter each space Summary of Asbestos Inhalation” De ous 19 ates fs been BY singe anaent times a a wide range of Whet asbestos | ne "hey pss toagh a sews ol while ase heir 2 The stmulaion of © causes J? whch expel them fron the respiratory tact. If panicles are very! hh the ease wath asbestos, they may 2. as far a the alveolt Some ol these parncks may the alveoli wall and cause 22 10 develop, This Fedues the # of the hing and eauses the vondition kaown as 24. Symptoms ofthe cliscase muy take up 19 2 to appeae A soning F extend K. mucous lining P30 years 8 serstany G. 20 years Le small panicles © pea HL applications M. penetrate R used Dashes 1 snl IN effcieney 5. blue E scaring J titers ©. inh T. progressYour answers & sump 10. 4. 18. 2, 1 1s 19. 23 2. 16. 20. 24 b. V7. 2 25, READING PASSAGE 2: ASBESTOS INHALATION Ashestos 1s the generic name for a number of naturally occurring fibrous mineral silicates of which the mist common types are eocidalit, also known as blue asbestos, an chrysotile (white asbestos. Employed for at least 2000 years itis valued by industry because of ts vensile strength sn lest, and its resistance to aelds, heat and friction. Asbestos fis had a very wide ‘arety of applications. I has been commonly employed in the building industry a a firprosfing agent and as a sirengthener. The metal frames of buildings were sprayed ‘with an ashestos solution to prevent the spread of fies, while asbestos was routinely nixed in with cement to provide greater resistance to weath tn motorvehicle brake linings, gss-mask filers, cenain types of talcum power, fie ing agents. Hs also used resistant clothing, corrugated-iron roofing and in water an air pipes. As result of such wide employment, i hikely hat most people have been exposed to at last a sal quamty of asbestos ies During inhalation, all particles which enter the respiratory tue pass. through a series ob filer mechanisms. Paticles are filtered out at diferent points of the respustory tat depending on theie sie. The smaller the particle, the futher anto the nespuratory may penciratehelore being arrested. The first set of fiers consists of the atts and te Tining of the nose ancl mouth which prevent the entry of larger pasties. Whe Lage prices are inhale, they stimulate this mucous fining, soil resulis am coughung and the consequent expuision ofthe panicles. The mucous lining extends dowsnwars though hairfined bronchis tubes of increasingly fine diameter which further fier the at Helos a reaches the respiratory bronchioles, a series of very fine tubes attached 10 ait exchanye chambers known as alvegh, The alveoli ate compose ofa hin layer of cells through whl ‘onygen pss into blood vessels and is tjen distibuted tothe bloodstream. Particles smaller than eight micrometres may reach the alveoli, This is the case wih blu ashestos paricles, which are very straight and slender and tend not to be arrested hy mucous and expelled. As a result, they may reach the alveoli and pene’ calls ning the walls the delice Some asbestos fibrils (particles) which reach the alveoli may be surmunded by scavenge cells known as macrophages, which serve to remove the fibrils from the lbaxly hy expectoration or exeretion, Other particles may remain i the alveolt with no adverse cllets In cases where the asbestos partiles have penetrated the alveolar wall, scar tissue develops This reduces she ellecveness ofthe alveoli and so , alveoli and so les oxygen passes into the blood and less carbon dioxide is removed from it, This condition is known as asbestosis, ‘The process of scarring may take place gradually and the disease may not be diagnosed tui 20 of 30 years afer the inital exposure PART 3: ASBESTOS-RELATED DISEASES You should spend about 15 minutes on Questions 26-30, Questions 26-30 Five phrases have been left out of Reading Passage 3 “Asbestostelated Diseases! on page 170. Decide which phrase from the ist A-H should ge in each gap and write the letter in the space provided. The firs one has been dane for you as an example AA. the incidence of mesothelioma is extremely low which may extend from 25 1 30 years aerial exposure © whereas the aver consist of collection of Mud in the chest region outside the lungs . on the other hand, 1 excluswely associated with exposure tothe less harmful white ashestos E, suchas ashestosts an! lung cancer causing scarring which linus che fancianing ofthe lays resulting fom inadequate venation H. develop the barre-shaped chests associated wth emp! shin assumes a blush colour) and elu fingers sema, eyanosis, (where the Your answers ( example 26 29, 27 30. 28READING PASSAGE 3: ASULSTOS-RELATED DISEASES the inhalation of asbestos panicles is associated with a number ol lung diseases Ashestunis is caused by the enlry of asbestos particles into the walls ofthe slveol, The lung loses is elasticity and may change shape, The inital sympioms of asbestosis huness inthe chest and breathlessness. In its later stages, sufferers 2. ‘Lung cancer, the generic term for malignant tumours of the alveot and bronchial tes has been shown to be directly related tothe inhalation of ashestos particles. Asin the case of asbestosis, there 1 generally a period of lateney 22. despite the abseni further exposute, Reseach suggests that there 4 a diteet correlation between the degree ‘of exposure to asbestos anl the incidence of lung cancers, Where exposure occurs, the level of risk ts futher increased hy cigarette smoking. Ashestos workers who smoke cigarettes have a 90% greater risk of contacting lung cancer than workers who Jo not smoke Exposure tle ashestos as heen showin 4» praduce mesothelioma, a rare cancer of the outer lining of the lung oF pleura. a noemal population 2%, . Where epidem logical surveys have revealed a higher incidence of the disease, alot always related to asbestos expose, (Other changes in lung tissue caused by expose to asbestos are plewrat plagcs and Ms iE exp effusions, The former reer 1 a thickening of the Lining of the lest wall, © Mera plaques commonly remain uodiagnosed anid generally have oo detrimental ellect on heal PART 4: SAFETY RECOMMENDATIONS You should spend about 15 minutes on Questions 31-36, Questions 31-36 Answer the following questions by referring to Reading Passage 4. For ch question choose one answer and write the corresponding lewer in the space provided. The fist ‘one has been done for you as an example, example According to paragraph 1, the commision of enquiry was instituted ast reso A, medical reports of asbestos tcated deaths B. pressure from the building industry . public apprehension concerning the elects of asbestos D. the health hazard associated with the use of asbestos in the building wnlustry 31, Accondig to paragraph 2 A. esposute toe B. asbestos should not be used in the building industry the findings of US and Canadian report differed from the NMC report D. the characteristics of asbestos would probably assure its future use. en minimal levels of asbestos is unacceptable, “The report assumed that asbestos would continue to be employed in the building industry on the basis of evidence provided by: A. its versity nd cost effectiveness bundling workers, 5. , busing management and economists D. US and Canadian repons E one ofthe ahove In bonded form A. no asbestos fibres are released 1. asbestos hres may emer the air there ts.an inercasel likelihood that asbestos fibres enter the at D, asbestos can he bone with cement Dust formation can he reduced by A. the use wotel bonded forms of asbestos, 1B nadeygaate sentation the use of prtevtive respiratory equapmet . the wacsumng of clobng the repo Lanta A gher levels of amste and «hese van be sae ale fewer levels of amste atid heysatle ae dangers (© stote eston can he safely ante only n smaller quantities chan blue asbestos there ate-no sale masimufevels of ssestsmalaion He sarement thar UL {asian espostee vel are stnitly adhered t, the onset of Mest ta oral working ie should not develop ts 4 the wpunnon ol the water ofthe feahng passage 1K stam mate by the ators ol the NAIRC report {the starve gen by cat othe epee 1 tuum ejected by ling workers Your answers sample 3B. 35, M. 36.1 READING PASSAGE 4: SAFETY RECOMMENDATIONS. In 1967, in response to widespread public concern aroused by medical reports of sshesios- related deaths, the National Medical Research Council instituted a commission of enquiry to investigate the health hazards associated with the use of asbestos in the Fouling industry Aer examining evidence submiticd by medical researchers and representatives of building workers and eanagement, the NMRC published a report whieh included ‘guidelines for handling ashestos. The report confirmed the findings of similar research in the United States and Canada. Exposure to relatively small quantities of ashests libres, they concluded, was dincetly responsible forthe development of cancers, asbestosis and related diseases, Taking into account evidence presented by economists and buulding industry management, however, the report assumed that, despite the availability of other materials, asbestos would continue to play a major roe inthe Brish building industry for many years o come because of is versatility and cost ellectiveness. AAs a result, the council isued a series of recommendations which were intended to reduce the risks to those who might be exposed to asbestos in working envionments, They recommended that, where posible, asbestes-(ree materials should be employed. tn cases where ashesios was employed, it was recommended that it should be used in a bonded form with materials such as coment, 0 that loos fibres were ls likely to enter led that special care should be taken dusing work in environments which contain asbestos, Workers should wear protective respiratory caquipment and take spec cate to remove dust from the eviconment and clothing we the use of vacuum cleaners the ai, The report recommet The report isolated five factors which determine the level of tsk involved, The state and type of asbestosis eritieal te determining the Fisk factor. I adi to the use of bonded forms of asbestas in preference to loose forms, dust formation was found to he hinted where the asbestos was worked when wt rather than dry The choice of tools was also found to alec the quantities of asbestos particles that enter the ait Machine tools produce greater quantities of dust than hand tools and, where possible, the use ofthe latter was recommended ‘Acetic factor in risk reduction isthe adequate ventilation ofthe working environment ‘Where work takes place in an enclosed space, more asbestos panicles circulate and ‘was therefore recommended that natural or machine ventilation should be sed By rigorously following these guidelines, i was claimed that exposure can be roduved toa reasonably practicable minimum, The repor stated that research carried out by the NMRC showed tha the masiniuin ssle level of exposure to blue asbestos was 0.1 fibres per mililitre im an eight-hour working day, wheteas as much as 10 libres per mulltse of amosite and chrysotile Guhite -abestos) could be une uhese levels are strictly adbered to, the report claimed that, the onset of asbestosis in a normal working life should not develop. Crtcs of the report pointed out that insufficient longitudinal studies had been carried ‘ou co determine that the reports recommended maximum safety levels were acceptable 1K as some as yet unconfirmed data suggest, even minimal exposure to asbestos may result im disease, then clearly the report should have stated that the employment of asbestos was unacceptable in any form, The claim that the onset of asbestosis in 2 normal working lie should not develop if lesposure is maintained within maximum limits! was cited by erties as evidence of insufficient assurance. Given the time lag which exists between exposure and the diagnos of asbestos-related discass, it was unlikely dha disease would be diagnosed ‘in {x normal working ime’ scespective of levels of expose Despite these criticisms. the recommended guidelines were incorporated into the working practice of the British Builders’ Federation, As a result it is possible that workers who have heen expsed to asbestos may continue to die of asbestosinduced \umours well nto the 2131 cea. SECTION 2: WRITING WRITING TASK 1 You should spend no more shan 15 minutes dis question. The dangers of eyprctc smoking are now widely regi cl The diagram bee il the elfets of smoking and outlines posable tieabune 0 reduce the risk involved Tagk: As a class assignment your tutor has asked you to write about cigarette siioking Using the diagram below, weite three or four paragraphs describing the effeets of smoking and methods of risk reduction Your may use your own Knowledge and experienve in addition 40 the information rosie Make sine your deserapcin 46 relevant tote question and cll onganned ou should wnte at feast LOO words.SMOKING EFFECTS reduced tines ncreased rk ol heat seas ing cancer respiratory senses RECOMMENDED METHODS FOR GIVING UP SMOKING: seek advice liom a doctor ‘consul an acupuncturist send smokers” suppor OUP ADVICE FOR SMOKERS: acuce consumption; change o mir brand: use a fits ale Tees smoke ‘Writing Task I. Write your answer here. Wrting Task 2 Your soul! spend! no more san 30 mutes on his question Task: Write an essay for a university teacher on the following topie: Are the dangers associated with hazardous materials such as asbestos sullicicat to ‘warrant their prohibition from industrial and domestic use? Make sure tha: the essay is well organised your point of view is clearly expressed, and your angument is supported by relevant information from the reading passages Do NOT copy word for word fromthe reading passages Wie at ast 150 words Noes> SAMPLE TEST 3 Module ( = allowed: Reading 55 minutes Writing 45 minutes PART 1: CULTURE AND LEARNING You are advised to spend about 20 minutes on Questions 1-16 ‘Questions 1-3 Reading Passage 1: Culture and Learning on pages 179-181 has five sections. From the following lst of 12 is, choose the most suitable tte foreach of these sections, You ‘am use tle more than once fy wish The histone has been done for you a5 an example sup sean hE A. Cultural ierences an wring tyes tevrduction 8. fectary edusston ©. Varanon within cures © layplcatns for overseas tuden's 1, Subyecespecti variations D. Academic waning sles Chennstry and physics E Invernatnal Langage J. Grammatical proficiency Your answers: 1 section seston I 3. section IV READING PASSAGE 1: CULTURE AND LEARNING stom Every culture has ns oven disuncve conventions regarding what should be eared and Jhow karning should take place. These conventions form a largely unquestioned base to "he cultures systems of primary, secondary, and tertiary education. WWIr ne culture, students may he encouraged 0 collaborate with their (llow students, while it anxter culture dis accion’ may’ he peolubied, tn some societies, students ane Llconeaged fron asking estons, while in others they may be required 18 do soy par oftheir formal assessment, Ip some countries, a university lecturer provides students «quired to leans others, stadents are required wth all the information that they are tw cle data independently. A student who undenakes study in a foreign country is faced with a different set of ceukute specific conventions, Ofien these differences are significant aljustoens in learning siyle and attitudes to knowledge rough 10 require Section I Diversiy exists not only between cultures, but also within a single culture. In most British primary and secondary schools, for example, the teacher isthe primary provider of requited information and foe learning plays an important role in the acquisition of this information. Bish school leavers who then proceed 10 university face a new set of academic norms and expectations. Although memorisation is still required, far greater ied information, As they progress Jen to inelude the need to speculate cemmphass is plaeed on the critical evaluation of re theough tertiary education, these reqaiements bres and develop indepencen reseatc, Section It Je thinking and writing process is culture-specific phenomenon, The ability w write well in one The analysis of writing hy students from diffrent cul suggests that th Tanguage does not necessarily guarantee an equivalent competence in anthcr angwage ineespective of an individuals grammatical prficeney in that Language Although most researchers would agree that wring and thanking are eullune spect phenomena, considerable eontosersy has been aroused hy sttempts to pride cage profiles for specific cultures. An American study which analysed the ay a alle students [rom dillerent cukural backgrounds sicuctred paragraph of stl wring angued that atleast five cognitive proiles could be dstngshed (One profile common to a number of Asan cultures was characterised yan wader approach tothe topic. The paragraph intl satences provided hick onion ‘which led to a concluding sentence in which the main point was desenbed waht an explicit judgment A second profile was associated with writers of Arabic background. ‘The distactive feature of this profile was parallelism ~ ideas were elaborated through repetmion and tn contrast to these profiles, the so-called English profile as characterised by 4 near movement from a central idea expressed sn a summary sentence bo an espastsion al explanations and examples Slavonic and southern European profiles were seen wo be similar tothe Lng pares, differing only in their olerance of greater diversion from the cent pat sestua ss simular diversity of cognitive and hetorical style also exists heeween academic disciphnes. Although standard models for writing reports exis in bh chemistry and phystes, an adequate physics report may not siisly the requirements ofthe chemist sub-culture "lhe departments of tertiary institutions generally publish study guides which provide eiailed writing guidelines. These list the rhetorical, referencing and formatting ‘conventions required by each diseipline. Before submitting any written work, students are alvised to consult appropriate guides amd ensure that their writen assignments conform to expectations Stn "here are. in shor, three levels of cultura adjustment sehich face the overseas under sraduste student adjustment to 3 diflrent culturally based learning style; adjusiments associated with the move from secondary vo tertiary education; and the adjustments related to entry into a specifi disciplinary subculture Questions 4-16 the following passsye is 9 summary of Culture and Learning on pages 179-181 Peeide which word or phrase should go in each gap and then write the eter in the pave provided Wate ony ome feter im each space. Note that there ate more phases than gaps ‘The last ne has bo de far ou oa esp A rescal 1 awever Fe tmone stl 1 now ledge and lesen bering ltueal an ein stan 1 cuherall: mapprepeite especies 1 atl uy 1 met 1 hess 1 the pumila sata sc uttre suas Fase evel ob sty eth samen sary greatly HE three Summary of Caliure and Learning Fate ou 6 > ane conduaned by +, students who move to study abroad semelte 4 show ways finkang, larimyg ane seiung slugests that nos tr dent cule and fnygustic ekg te lke 00 Tov seseloped y ticlar wan ot wang about agaments and ideas. These diffrent Poatwes mus by ftuansted + tron one eure anil languagg to another tis not, 9 pusotble to generalise about what vanstitutes the aeceptable procedures and Dractnes a these within a sigle college oF university a5 a result of factors such 35,dlisyphne and 12. This erates! ot only for averseas students but ao fr those whe have completed their pramary al secondary education. as that ofthe tertiary study Given this situation, students must be aware of the requirements of 1, in which they stuly and be prepared tht Your answers supe 4 8 M4. s. vo. 15. 6. n 16. é yi 7 2, : 8 1. PART 2: FORMAL AND INFORMAL EDUCATION ' You should spend about 15 minutes on Questions 17-25, Questions 17-25 By refering to Reading Passage 2: Formal and Informal Learning, decide whether, aceording to the test, the following state For false, UC ae pasate des not iy ele C. The first has heen die 36a esa ets are true oF fase by ac ling A foe te 0 B ‘example na Formal leaening is hased on conservative ee : methods of teaching, A ‘ 17 tafrmal earning takes place outside A ean the classroom, 18, Serbner and Cole regard classroom learning a eee as parallel o leaening in daly le 19, Language does not occupy as impostan a role in informal learning ast des i formal lating A Bo 20, In quoting Bernstein, the author implies that ‘working-class children are dssdvantaged by a Bo the language used inthe classroom. 21. Formal leaning excludes the use of sight, petunia touch, taste and smell. 22. Classtoom teachers do not provide models of A Bom 23, Adults and older children always seek 0 provide target models of behaviour for A Boe younger children, 24. The informal es ner is generally more highly A 8 2 than the formal learner. 25. There may he alnk between the absence of holistic education in modern urbanised Aue sexetes and the incidence of socal problems in hese societies READING PASSAGE 2: FORMAL AND INFORMAL LEARNING Hive term Tora fearing 1s used inthis paper to refer w all learning which tskes place tn the classwom, irtespeetive af whether such learnings informed by conservative of ks Tnformal earning on the other hand, is used to vel to karing whieh takes phe sae the classroom pressive klew these definuions prone the essental,chough by no means sol, difference between the wl learnings devontextvaised front daily life and, indeed, as Sener and Cale (19733531 ase observed, may actully promone ways of learning Aan hsking shi ten a aso mows of earning. Fs ner to thase nurtured an practical diy He A col acusines which are ot closely poralleled by acts outside the clssroom. The «lof ean prepare for, draw on, ul unitate the ballenges of alate Ile outside the classroom, but it eannot, by its tate, st ol these challenges tov domg this, language plays a ceacal sole as the major channel for ink estlange:"Suecess un the clasfoon reqtives a student to master this abstract code. AS Sierustem (1969. 152) noted, the language of the classroom is more similar to the langage used fy mile-class fale than that used hy working-class families, Middle class dhldren thus find 1 exsier cw acquire the language of the classroom than thei working lass pce Tntormal Kcrnang, am contrast curs ane seting hihi re ues, making fearing fh an important role ning is more holistic, involving sight, touch, taste, and smell senses tha are under-utised sm the classroom, ‘uomehotely relevant, In this costes, language does not s SAMPLE LISTENING TEST === [ee] ISIE my | |Loss U I J} 8 ial l ELa 2. What time does Mark arrive atthe hotel” 3. Which room do I oa lez) ® | ff 4. Whois Mark wating for? Questions 5-9 Frill m the nurmbeved gaps. Evandale Hotel Registration Form 5. Sumame: A Firstname Med 6 Home adaess: #2 Merth Re, Cheshive 7, Postcode: 8, National: Arrival date: apart 9 Departure date: ‘Questions 10 and 1 10, How does Mark travel rom the hotel to the city centre? HL. Where isthe Consulate hated? T_ | 2 i | fergie owls] | \ bed Efe] (ome tice potL Jee] | eel | tentSECTION 2 Fillin the gaps in this news por by writing the missing words tn the column on the right Questions 12-19 Your answers: Intercity express 12, hound for 2 has ershed near 22 Rugby about an howr ler leaving London. The train y3,. 9 erased ilo ttsary gods tain which was on they fain ine. AL ist! pple have hen killed including the tains 9. The part ofthe in has Beem destroyed, 1: Rescuers are trying to fice passengers fom wo of the 16, carnage which are lingo thei 17. Insestignors belive yy 2 faire of 1% may be responsible for the accident “Anyone wanting information about the incident should 8 ving He, 4! 19. SECTION 3 Questions 20-28 Decide whether the following statements are true of false according 40 the passage CGrcle Tfoe True’ ot F far ‘Flse. The fist one bas heen dane as an example example ‘The conversation clas is held twice a week, ' 20. writing skills course i offered in the frst six weeks. 1 of semester. 21. The welting skills course is designed for students in 1 the depariments of Biological Seience and Economics, 22. The examination skills class only prepares students mod for weiter examinations, 23, Only postgraduates can attend the research report Hoa wen course 24, Students do not need to obtain an engolnent form ieee forthe research report writing course 25, Individual consultations are not available during the vacation, (eee 26, The tndependent Leamning Centre is closed on fae Friday afternoons 27. Students need a special borrowing card vo borrow ieee books from the independent Learning Centre. 28. Students must pay for Language clases TF SECTION + Questions 29-38 Answer questions 29 to 38 by senting a word or a short phrase in the space provided The frst one is done for you as an example example How long has she been working forthe Canadian export agency? ehece pare i 29, Which wo countries does she specialise in? 30, What dd she fin most ifficu when she stared the job? 31. What kind of products were exhibited atthe Beijing fai? 32. How long does a usualy take her to plana trade fe? 35. What does she do whale My 34, Where does she usually met government officials? 35, Wha dl her paves sant er to study? 36, What does she nee legal knowledge for? 37, What forcrg anguages ds se speak? 38, Why is she encted about the fashion fair in Tokyo? oneSIDE A~ UNIT 3: LISTENING Speaer: Tape Exercise 1. Liz is phoning Michael. She wants o arrange to meet him tonight. Decide which ofthe pictures best fits what you hear on the tape, and circle the leticr under that picture, We have done the first one for you as an example. As you listen to the tape, circle the correct answer. Fist read questions I to 3 Now answer questions 1 t0 3 Liz: Mi, Michael, How are things? ‘Michael Hi, Li2. Good, thanks, What new with you? Luz: Oh, f was just wondering iTyou wanted to go out tonight. Michael: Well... 1 was thinking of going to the University Library to do a bit of study ‘Whatve you got in mind? Lz: | dhought we could jus go fora walk, Maybe down to that park near the beach, Michae!: Tonight?! You must be joking ~ ks too cold. What about coming round to my place? We could just watch TV or something Liz: Watch TV? That’ all you ever want to do! I want to go out somewhere. That new June Fonda film ison in town, How about that? Michal: Look, if you relly want to go somewhere, you could come with me to the Mbrary Liz: Oh, come on Michael OK. Just joking, What ime does i star? ‘Lig Oh, | think i half past eight or something. Tljust get the paper and have a look: Just hang on fora minute Liz: Dont be silly Youll love it, gota fantastic review in the paper lat week. Michael: OK. OK. So, where are we going to meet? Lig Wd be easiest if we met atthe cinema Michael OK, Where is it? Liz: Oh, you know. The Odeon, Michael Where’ thar? Lig: Wel, you know where the Town Hall is? Michael: Yeah Lig: Well. Walk up Market Stret past the Co-op Bookshop and turn lft into Put Strcet Then you go along Pit Street as far as the park on the corner and youll see a. Hs ight in font ofthe park. Michael: Oh, yeah. | know where itis. OK. Look, Ii meet you there at quarter past eight Lis: What about you? Are you going to take the car? Michael Td love to, but the batery’ Nat Lig So what are you going to do? Michael: Well, I cant catch attain or a bus. They'e sil on strike Lig Oh, yeah, [forgot about that Michac: could get a taxi, suppose Liz: Geta tasi? How longi it since you caught a tax? Il cost you a fortune, Micha: Yeah, 1 suppose you're right, 15 ndt that far ~ tS only three stops om the bus ale all. Won’ take me long to wall Uz: thought you said it was too cold to walk Speaker: Tape Exercise 2. Gerharde has just moved to a new area of town and wants {0 join the local library. A librarian is filing in an application form, asking. Gerharde for details. Look at questions 4 to 7. Now answer questions 4 t0 7, Lubranian: Yes, and we're open on Saturdays too, but only until 4.00 o'lock. OK. Now, just have to take a few details dawn from you and then we'e right Gerhard: All igh. Fine Luvana: Could 1 have your fall mame, phase? Goshande Ws Gotha Esterbazy Libnarian: Now; han on, fs Gerhande your fist name? Gerhanke Yes, Librarian: So. thats ~ kt me see = Gra Gerbunde: No. HS GERARD E. Ubratian: HARD Gerhards Esthazy ESTE RALA2Y ink Pye heard that name before, Nov, ean {have your please? Gerhard: Sure. December the seventh, 1955, Lubranan Hum. Seven, twelve, fity-five ~a Sagitatian lke me. And where do you live, is Esterhasy? Gerharde- 13 Allon Sure AL-BA-OWN, Leichhardt. 2046. Ubranuan: Right. Oh, thats @ lovely street. Nove, last question. Your phone number, pease Gerbande: You sscan a home? Libnanan: Oca the wllice, a you prefer Gerhande: OK. My elie number ts 567 4990. Librarian: OK. Fine. You can pick your card up tomorrow, and then you can start borrowing immediatelySpeaker: Tape Exercise 3, Part 1, Write dawn the numbers you hear. 90 15.040 a 234,980 135,756 m2 38730 si9.030 781.953 54278 63,726,867 9921563, 84034 om "ho 23 MB 9.074 De 999) Speaker: Part . Write down the prices you heat $1500 £99.90 $2500 sb33 $30.13 aris Speaker: Part 3. Write down the dates you heat. 1965 April 20 1982 May 15 1799 ‘August 21 1804 1939 September 8 1968 Speaker: Part 4, Weite down the telephone numbers you hear. 899 9745, 9195392 02 891.053 987 344 608 6602 008750 11 05 Speaker: Tape Exercise 4. Write down the following groups of letters. aal KY w HP IGe Tr By ArH RVG eee ue avo Pup sce RKO wt Speaker: Tape Exercise 5. Write down the following names. L Camphet 2 Geonge 3. Chnstopher 4 tron 5. Mar 6 ? Victor Hennessy Winton 9 cya 10 Adland 1. Cowello 12 Fert 15 Glenda 1 sitompal 15 Manx hester 1. Ontarwe 17 toe 1 Lod 19 (Queensland 20. ary Did‘Speaker: Tape Exercise 6. Jaedok attends an orientation talk given by the Overseas ‘Students’ Officer at his university, As you listen to the recording, answer questions 8-16 by circling T for “True? and F for ‘False’ The first one has been done for you as an example, First look at questions 8 to 16. You will hear the talk once only 50 write down the answers as you listen to the tape. ety June: Good inomnirig everybody: m Betty June, the Overseas Students’ Officer. and 1m chal of al of us here Ta ike to welcome you to Dulacea Polytechnic. We very much hope that your stay here will be profitable and pleasant 1d Uke to begin by giving you some basic information on things that 1 know you'll be concerned about. Now, of course the most urgent matter is your enrolment. You've already been given written information about enrolment procedures. Could 1 just ‘emphasise the deadline: you must enrol by January 25th atthe lates. I's very important that you do this for legal reasons ~ you cant remain in this country afer that date on @ student visi unless you're entolled. I there ate any more questions about ensolment, please dont hesitate to speak with Ms Fluerty afier morning tea. Once you've enrolled, there ate a numberof ether bureaucratic things which you should do so youl be free concentrate on your studies when courses begin on Match 6, The firs thing to do when you've enrolled is to pick up your identity cards, Most of you here ate doing postgrad courses and so you should get your ID cards from the Postgraduate Student Otic. Thats all of you apart fromthe people doing the BA courses = you should go to the Undergraduate Studies Office. That the red-brick building opposite the Students’ Union. Once you've got your ID, you need to pick wp another card atthe brary. You should go 10 the enquiries counter on the ground Moor of the borrowing, use all the ether library If you present your student identity card theyll make up card and youtl be able to borrow books immediately and of eo facies. it probably sounds a bit complicated but 5 tally very simple Hl youve got Any questions about this or anything else don’ forget that wee here 40 belp. During term, the Overseas Student Ollie fs open from 9 to 6.30 but the ensolment period just fom 10 105 ‘The next thing you're probably thinking about 's money. Ms Helly from the Natsonal Bank here on campus will be speaking to you this afternoon and she'll answer any specific questions about banking procedures, transferring money and so on Tl yest say thatthe bank here is open from 9 10 4 Monday to Fridays. That should serve all your banking needs. If you do find yourself in any kind of difficulty you should of course come and speak to us and wel uy to sox things out. We dont normally cash cheques at the Overseas Student fice but in an emergency we do The last practical thing you need to know is how 1o get medical assistance The Polytechnic has its own health centre, The service is fee of charge for all ennolled stern and I think you! find Dr Gisler very helpful and efficent. You can make an appornimient ‘with her by ringing extension 870 ~ thats 870 ~ or by going directly to the centre, The Avctor sees patents all day Monday 40 Friday and on Saturday mornings. We hope you ‘won have to see the daar bur you do you know youre sn good hands, Now le see what ele? Oh yes. Spons fueiltes. As you've probably aleeady seer on your tour of the ‘campas we have an exeellnt gymnasiumy with is ovm indoor pool open seven days a week from 9 in the morning 18 9 at night, There’ no charge forthe use of faites in the gym for students enrolled at Duleca but you must show your student 1D card. The tennis also available seven days a week but you must book with Mr Lucas on extension 638. Ain, use ofthe couns is free of charge to all enrolled students Speaker: Tape Exercise 7. Richard is inderviewing an applicant for a job in the office where he works. He is asking the applicant about her experience at university, Listen to their conversation and answer Questions 17 10 25 by writing a word or a short phrase in the space provided. Now look at Questions 17 to 25. Now answer questions 17 to 25 Richard: Well, | see from your e-, Sandy, that you studied at University College. How dl you finer? Sindy: 1 ad great time The teaching was good and | made a lot of great fiends. The psychology department ssa great place to be ighand So howe come you chose psychology? Siar: Well fuse Uc have any clear idea of what 1 wanted 10 do after wniversty ~ like tha Hsuppase 1 pus aleays been anterested in people and the way they act, L wanted Aint sy to mysell"Tagant ta be a elnical psychologist or a researcher of anythi to know ashy people nk al act dhe way they do, sa ksciating ane Auchan And lia ts he sos ike? Sandy Like Fs a as gst yteat The veuhors were all rally Frey ane they hal this special appt bt ab Yow kaw ty dnt ye ve as hve an els tw teal noi fike they amt dv ene one traditional ples Te atl course was Irae ns prtlet salung api» so kaw, thy Wl descrbe a particular situation tory al wed posite ay what might happen Aba alher that sed do the reading see a confirmed our own adeas Thats what | ke best =the really practical ‘rication oe cotise Ue st very well wale hat syle, so for me a was st ohn see tan youre that you graduated in 86 aed alee that ~ kt me see 1/2 job wath the Department of Employment It as only a temporary thing Jor alu sty months 1 vas a researcher the department I used to have to design syestionnanes sil things ke that lor strseys that they carsied aut We'd desig a SHsey got oui the Latones and ask ll the questions to the workers and the snanagement, alten bak to the oll and analyse all he dita Was realy very soetestngy Ata! 1 wuss the Paychalony: course at college helped me a fot. We did a hole aint vit statistical analysis and that eame uy very useful for anslysing the westnnates an presenting the data m our reports, You know, | guess i realy would Fhave been very elcufea hadi had that kind of tating, Rchund And after that you worked for four years in an advertising agency. That must have been a bit of change Irom the Department of Employment, wasn i?Suni Wel ell 1 ys he oc arishings were bt move sophisti bu the os ty sols, (was hail ‘ill doing the sane thing designing ques- ona, gong ck questions and making repos. The nly ilerence vn that thine want asking, pope aba sic work was asking tem what kind of sing pos shoyl bg ard hy peered Band to Brand Y Then Fd made tp rep and he ney ould use the tration tel advertising emai nye ao hand So hy did yo bee? Saundy: Well, four yeas is long time to be asking people you know those sort of ‘questions about washing powder and shampoo... no, seriously, after two years I was in charge ofthe research department of the ayeney and 1 had one assistam researcher. | ves ler two yeats of doing that | suppose | felt, you know, | ktow Lean do shi well andl now { want w de something else thats a litle diferent, And there was nowhere for rm to go side the company I just wasn challenging for me any more and because | needed a challenge 1 decided yo move on, When L heard about the position of Senior Researcher here at the stitute | uhought: thar exactly what I want ~ the chance to teombine my management skills andl my research interests working, in 2 much larger department with more varied work Richart: Anal you felt tha the job description in our adsectisement woul eer you the ind of challenge you ate looking for? Sandy: Esactly, Yes As L said, management in a larger organisation andl rewearch combed Alba tae fonest seth yout, Hear abt he gly Betore a wits alee a frend of mine who works bene the publication section = Jb Pac her® = tod mie few weeks ago that your were hasking for some to take ower the ys. He sete he position to me in quite a bit of detal sn 1 shought well that essay what Tus lohan, for ~ 30 relly '€ writen my lterof application bel Richank 1 should tll you that with the present cuibacks we've only got one flu administrative assistant in the seetion. How would you feel aut doing your on wor processing typing, that sor of thing? Samy: Oh Vm used 1o that = ve done all my own won pe ‘way to write really, isnt? 1 can type wel secretarial course afier | left school so | learned typing and shorthand and then a fee years later I bought pc and [taught myself how to do word processing Wo, sing forages. 1 the nly = about sisty words @ aninute. 1 did & Richard: Well that’ havuly, Now, in the position you've applied for you'd have live assistant researchers responsible to you. That’ considerably more responsiblity than you've had before so you're obviously ambitious and as you sad you like a challenge. 1 was wondering what you see yourself doing in say five or ten years down the track? Sandy: Oh .. thats a difficult question, Let me iry to answer your question this way — Vm particularly interested in experimental design and also in teaching. Pd ike 19 sont the organisation an nung side of research but do some teaching too. 1 Ino that yo have lecturers hese who do just that sort of thing ~ some practical work and some undergraduate and postgraduate teaching so that’s what rally Fd be aiming for =1w bea lecuer here 3 the institute Richa: Well, thats cestainly a carcer path that we'd encourage you to follow but of ‘course it might be necessary 10 upgrade your present qualifications. I sce from your cx. that you've enrolled in an MLA. in Experimental Psychology: Could you tll me about the courses yout planning to take? ‘Speaker: Tape Exercise 8. Listen to the following radio news item. Fill in the gaps numbered 26 to 34 in the summary passage, by writing the missing words in the spaces below. First, read questions 26 10 34. Now answer questions 26 to 34 Radio newsreader: Emergency in the States Northern District, The Macquarie River has burst ts banks, Noouing the town of Stanton, about 300 kilometres north of the state ‘capital, The Golden Cay and Macquarie Valley Highways = Stanton’s only road links with the eurside world ~ are totally impassable, This small wheat belt town with population of about 3000 ss now entirely dependent for ts survival on the efforts of the army’ Dissster Intervention Squad which is bringing emergency medical supplies and food imo the atca by helicopter, Our voerespondent Maxine Zenith flew inta Santon swith the arany Masine? Rupuncer Well, Doug vondions ate really very ba indeed here, When the sver buss ny hanks, came sth virully no warning As you can umagine, ws dificult to get rcs figures ao casuals but we believe th leas sts poople have been drowned and up to foety exer ae sll missing, Loxall eskent Mes Mary Olsberg, who with me tvs had an stele escape What happened, Mrs Ober As Olen Fs stan my car shen his wall of water came shooting dowa the road swthout any warning Lucy Las nea the tp of Souths Hall so T escaped the worst of sna she ws pple an he ear am Front of me = they were just swept away. The water tame fm nowhere I seas el, rally ofl. One minute they wee there and the next Rupontcr: The whole worn ventre is aout thtee metres under water. Insurance companies *suate that shout fen sion dallas worth of damage has been caused to livestock and prpenty Viral sl he towns inhabitants have lst sheir homes and they'te ving in the teats whic the army airlied sa, Commander Bill Pickering of she Army Engineers, Wha the army doing esaety? Commander Pakeving Well, apart from co-ordinating the rescue operation we've brought tn five hundred tenis as a temporary shelter against the elements, We've got 2 field hhospial working, Wee started evacuating the sick and elderly and the res ae, a 1 say, Inteols a the moment up on higher ground. Obviously ths isa temporary solution and wwe planning to evacuate everybody as soon as possible. Weather conditions are still prety bad and floodwaters will continue to nse fora few days but F would stress that there na danger for those sll maining,alo newsreader: Commander Bill Pickering talking to Maxine Zenith at the Stanton Hloodings inthe States Northesn Distr, Friends and relatives requiring information are advised (0 ring 668853 ~ TI repeat that thats 668853, An emergency relief fund has heen set up by the State Goveenment and contributions can be mate to the State Bank acount number HK 51320, And now on to sport Spealter: Tape Exercise 9. Maya, a student at the Institute of Technology, attends a lecture on global warming and its effects on coastal areas, Decide which of the notes (A, B,C) contains all the main points ofthe lecture. First look at question 9. Werte going to look at the elfets of global warming on a particular country to get this thing ito context and I want 10 look at Australia, a counity with 12,000 kilometres of coastline. There’ a whole seies of problems, What | mean by that is that im a country like this there are floods, droughts, cyclones, bushfires, landslides, earthquakes, soil degradation. You name it, we've got (OK. Now on your handouts there is list of reading material which you should have 2 look at in preparation for your tutorials next week, td panicularly recommend The Greenhouse Effect by Henderson-Sellers and Blong = theyre very good on the Ausralian situation, For general background, Lovelock is good and the book edhted by Pearman olfersa nice review of greenhouse issues in Australia. Ive put them in Special Reserve so you shouldat have any trouble finding them, (OK, so 'm going to star today by looking at one ofthe most serious effects of a change nthe global temperature ~ that is, a rise in sealevel and as 1 sad Tn going to con cenirate today on the effets this would have on the Australian contest. Ie assume that there'll be a metre or so rise in sea-level over say the nest filly years ~ but unfortunately the situation’ not so elear because we've got to take ime consideration a varity of scenarios such as increased precipitation a the poles which mght actually ‘cause a fll in sea-level. Anyway taking this figure of a mitre rise aver, iy the nex lly oF so years, what are we going to sec? Well, wel see an effect on Mowing ol structares fon the coast ~ you know, houses, sea walls. ports and the whole infrastructure of ad rail, power lines and cables and s0 on. Secondly, we're going tobe seeing shoreline retreat in some low-lying areas, The sca wll ‘move inland in areas such asthe Gulf of Carpemtatia, To put it another way. low-lying urban areas your nice beachfront apartment may just end up floating parking fot wo hundeed metres from the beach wil end up as prime waterfront estate Most Australian cities are on the coast and in the case of Brisbane in parila ~ wll take a look at this overhead. That roughly the area indicated by the blue fine thts going to be affected with a one mere rise in sea-level. So if you're thinking of investing in realestate in this area, take my advice ~ dont! Again, though, its dificult to predict the situation. Local conditions in some areas may actually increase the deposit of ‘materials effecting an extension of the land. But whichever way you look tit thew he 4 fairly radical change to many eco-systems and if you recall last week’ lecture on ‘change — well, we're really opening.a ean of worms here and your Apart trom cotta floading we shouk! expect the penetration of silt water systems into ets and lagoons. Ifyou think about the Myall Lakes system for example — wel, the ahole freshwater complex could be reunited with the sea. One of the most serous direct consequences of this for man of course would be seepage into the groundwater ~ in other words, the sea sak water would enter the water table under the land, This would eause salinity in sources of drinking water and irrigation, Thirdly, we should expect to see arise in temporary Nooding of coastal areas, tm not talking about flooding as a result of increased rainfall, although thats another con sideration 111 come to later. For now, talking about Nooding as a result of higher tides. Think about it, the swamping of the stormwater drainage system. Whats that going to doto the street you're living i So, in summary, as we've seen you've got coastal flooding, destruction of coastal structures, shoreline shifts and sahwater intrusion. Il come back ta some ofthese later but for How Jer move on and look a iropieal eyelones, Everyone remembers Tracy. Or maybe you dont recause that i going back wo 1974. fm getting a bit old SIDE B - SAMPLE LISTENING TEST Section 1 Speaker: Mr and Mrs Nelson, the owners of a private hotel, are waiting fora guest to check in. Study the example and questions 1 to 4. For each question there are four pictures. Decide which of the pietures best corresponds to what you hear on the tape. Circle the letter under that as an example ‘ture. The first one has been done for you Answer the questions while you listen as the tape is only played once. Mp Nebo Hello, Evandle Hotel Cat {help you? Enjuoner: Yes, Good afternoon, L wonder if you have a single oom with a private Dao for tnighe, please? ‘Mo Neto Let me pst check single room with peivate bathrooms just for tonight. Yes wwe have a vacancy Would yo ike t9 make a booking? fenguner No FH come around now ifthatS OK. What the address please? Mis Netw 239 Blarh Steet Fonqaner 1 yust woe that dwn ~ 239 Marsh Street, OK 1 see you in about owenty Mrs Nelo Gowdye: Cyal, we've gor guest coming, We can put her iv number 8 Mr Nehan Dear meas getting dark earlier and earlier, What time ist, Mavis? Mis Neb 4.30. (My Nelson’ Oh .. shat Mr Crystal should be checking n soon, shouldnt he?‘is Neto: He said it ny letter that bus Might was due in at 3.15 ane! that hed be soming straight here from the algport. By the time he gets here wil probably be 5 ovlock: There’ a lot of tell at this time of day: Wait a minute ‘smi in now Mv Neon: Hello, good 1 see you, you must be Mr Capstal. How was your fight? ‘Mi Crystal: Not too bad. Once Ive had a shower and a shave, though, Il be a diferent person, ‘Mrs Netw: Hello Mr Crystal You got in earlier than we expected. 1 just gone hall past four [Mr Coys Yes, wel she uafic wasn oo bad, My Might came in ten minutes early as well Mr Nelson... and thaté the TV lounge over there, Now, breakfast is at 8 and dinner at 6.30, Well, here the key 10 your room, I think youl like f, Number seven on the frst, ‘oor nest door to the bat. IS got a lovely view It looks onto the river an the park, Mr Ciystl: Oh by the way, 'm expecting somebody over in about half an hour. As soon &s 've unpacked Fl come downstairs so eould you tll him that TIL be waiting in dhe TV lounge? ‘Mr Nelson: Yes certainly Mr Ciystal: He am American ~a very tall man with glasses ~ you ean miss him. (Me Nsom: 1 keep an eye open for hire, Ob by the way. will you be wanting sn early ‘morning alae ell? Speaker: Mr Nelson then asks Mr Crystal to fill in a registration form, As you Tisten to the tape fill in the gaps numbered five 19 nine on the form, Now look at the registration form, Now listen and fill in the gaps numbered 5 10 9. [Mr Nefson: Now one fina thing ~ Fl just have co Bill the riseation foray, Mi Cesta and thea I take your things up to your room, So Ws Mr Crystal = thats C-RYS- FAL {that right? Mr Crystal: Thats right, Mark Crystal Me Nelson: Mark... and your home adtess, Mr Crystal? Mr Ciystal: 42 Notth Road, Cheadle ~ thats -H-E-A-D-L-E ~in Cheshire Mr Neloon: And the posieae please? Mr Ciysta: Ob... Lot sce if remember, SKB 4 REP Mr Nelson: OK and you'te British citizen? Mr Ciystl Yes. ‘Mr Nelson Right you are, sit. Youll be staying here from tonight until Thursday’ moran? (OK Today’ the ninth so thar be August the twelfth, IF you'd like wo come this way FI take your bags up for you. Speaker: Later that afternoon, after is meeting, Mr Crystal asks Mrs Nelson for slrcet directions, As you listen decide which picture best fts the information ‘given, First look at questions 10 and 1 As Nehow Hella Me Crystal. Your visto found yp ‘Mr Caystl: Yes thanks, Listen listen, I have (0 get into town, Which is the best way to spo the hy come fom ete Is Neon: hs nt very frat al. Thre’ a a-ak the sate sa the end af he sie! hero you cold even walk, Its about half an hour wale you're not ting 00 Irloged! Thea rain see fom Miler Se Staton but i ake you about fen Ines to go the stain om here. What pr of he ty do you wan? Mr Ct: Ine eo the American Const, Do yo know whet that? Ais Nelo: Lt me ave Took. Oh ight Your best bet in that case woul! Be de bus Theresa stp onthe apps se ofthis vad. Can you se Just ps tha ed nach Yow can gar 45 and lf a the Ton Hall, le me see one, two, hee yah thre stops down. Beer ask the eandacor tl you when youre thee jst be on a Ton Hall just Kp on walking the end of the Blok, tu ken McDonnell Sree and youl se a big cinema onthe right, The consulates pst oppose You cat mis the safe side, When you Mr Cyst Yeah, yeah, Opposite the cinema in McDonnell Street. That sounds easy ‘enough, Thanks very much, See you at dinner. Six oelock wasn i? Speaker: That isthe end of the First section, You now have thirty seconds to check your answers Speaker: Now vaca tw Section 2 Matk listens to a radio news bulletia in his hovel bedaoom. You should fill in the saps numbered 12 10 19 in the stummary of the news item by writing the missing ‘words in the column on the right af the passage. First read questions 12 10 19. Now listen to the news bulletin and answer questions 12 10 19, lo Newser A setts nal crash cured th erly hours of this morning near Kuphy: shout one hosndhed sand ley kilometres north-west of London. The Intercity n Euston hound for Liverpool collided with a stationary souls tra about five Kalometrs from Rugby station. Seven people have been killed ining the div ofthe express. Thuy other passengers have been hut, The injured Thave beet sahien to Rughy Hospital where some are in a ertical condition, Rescue ‘opsiatons at allan proggess andthe fre brigade is attempuing te free some passengers und rabwaty stall who ate sl trapped an the wreckage. Our reporter Nowa Maningale Stusit at he scene. Whats the situation, Nora? .t Aksingle-Staare Prot bad im afd, Pat. A scene wf cota destruction but the reste seruices got here very quickly ~ about ten minutes after the crash ~ so they've heen working lor about an hour now in very dificult conditions, Is sill dark here of Ofoars and the police, bine brigade and medical teams ate using ane hihts to work by Hive rout part ol the tain ~ the locomotive and fitst Wo carriages ~ are sil on the tracks but they've been completely destroyed and there’ no hope for anyone who was in them, Ym afraid. The rescae teams are working to fee people who ate tapped inside the ‘wo rear catfages which lave been deratled, and are lying on their sides atthe bottom of anembankment. I've got with me Chief Officer Briggs of the Rughy Fite Brigade who’ co-ordinating the Emergency Services here, Mr Brgys, how long do you reckon il be bbore you ean get any remaining survivors out? (Chief Ofcer Briggs: 1s hoz vo say The font wo carriages have eally been eonecetinaed and thereS not much hope for anyone who was in thee, We just dont know how many were travelling in that section but as is a holiday weekend it was probably ily full, “There ae at least ive passengers trapped beneath the wreckage of the third carriage and ‘we know that atleast two of them are sil alive, The carriage is Iying on its side and the fire services ate using oxy-acetylene cutting eqsipment to get through, We should have them out quite soon, ‘Mora Martingale-Start: Thank you, Officee Briggs. A team of crash investigators is sleady trying (© understand wliy the goods tain was on the main line, One theory ‘oncerns anew signalling light which came into operation on ths section ofthe by last week. lis believed tht a failure ofthe light may be responsible but investigators are fool at present ruling out other possiblities. If dhere are any other details well et yo know as son as we have them In the meantime i back 1o you inthe studio, Pat Newseaier: Thank you, Nora, Well bring you more news as & comes in. An emengerey hotline has been set up by the Rughy police. Those requiring information ane requested Ue rng the following tllfee numer 008 70935. TH repeat thot aga, OOH TO83S. And now for national news, ln Sierra Leone Speaker: That is the end of the second section, You now have thirty seconds 19 check your answers, Speaer: Section 3. Sayeed attends an introductory talk given by the Co-ordinator of the English for Academic Purposes department in his college. As you listen to the recording answer questions 20 to 28 by circling T for True’ and F for “False The first question has been done for you as an example. First you should read questions 20 1028, Now answer questions 20 10 28, Rohan Davidson: Morning, everyone and welcome tothe English for Academie Purposes Cenute. Ym Rohan Davidson, the co-ordinator hete, al ed ke to begin by’ giving you a brief run-down of the services which we olfer here at our centre Fest ofall we have a wide range of language classes. In fist semester we run a conversation elsss for stems ‘of non-English pronunciation in English. This is held in Room W'SA 209 — that on level two ol the Branson Black = on Tuesdays beticen 12.30 and 1 30. So thats one hour once a week The teacher is Ms Marion Elsdon. If you'd like to pareipate in ths class, plese enrol ‘wih the seeretary on level six of Building CSA before Friday, July 23rd aking backgrounds who wish to improve their fueney. grammar and For those of you interested an developing your wrung sills we have @ sieweek couse ‘winch ins for ago hous between 4 and 6 on Wednesday aflernoons beginning in week cme I eonventaes on the writing skills needed for assigaments im the Departments of Economies and Social Sciences, Students must be enrolled in either of these departments. You're probably not ghinking sbout taking exaninations yet but later on towards the end ‘of tem you might like to enzo in our Examination Skills class run by Mr Ted Schegloft in the School of English and Linguistics, The course runs for five weeks and deals With the skills you need in both written esis and those examinations where you are interviewed and therefore have to speak--t is not necessary to enol before the course stom. Just turn up forthe frst class ‘A new course that we're running this year is research teport writing course, begining fon August 25th. The eoutse is designed lor postgraduate students in any discipline. If youre interested in this course but you're doing an undergraduate course you'te still welcome 10 attend. You must, however, get an enrolment form before beginning the course so please ring Ms Melanie Woo on extension 6748 or come to the Postgraduate Stents Off Some of your may fel the need for more individual attention, especially when you've got assignments to write, The language advisers ate available for consultations and you can Fook am appointment by ringing 666 08938 beiween 9 30 snd enikday, Monday to Friday. Remember that the service doesnt operate during vacation = only in term-time and please Uy to hock an appotntment as carly as possible. ont leave it all unl the lst day Just elore you be go ah some to ha We ope youll ake aavanage ofthe hnkepernn Leaming Centee on the fourth Noor of the Spraygiale Burkling. The conte 1s ggammar books, audi and wkleo-essetes, word pressing Leics and her sky shlls a tall students athe university: The entre 1s open betwen 4 al 6 Monk to Ths aad nl ikkyo Fridays. You can borne all hooks andl tapes except muster eapres ane! reference works for up to a week hut yout must get an ILC orrossing car Ta do this a8 very simple ~ just come sg tthe Het desk wath a HD eal an wel dy tight away You can bortow up to three books or tapes st time but these are only’ asalable for borrowing between hurd nl fuesdhys Mane and Louse, who ae the Centte Supervisors, ate on hand tosanswer amy questions yout may have and help yout fin the ner you need, 1 stout adel bythe way, that yeu dont have to pay’ for any of our csses or other sence. Provteng sourte ened fall or parttime courses atthe university, they'e all free of shane Weed make a charge of thiry pence a eopy for any photocopying made atthe ‘ene Thts all Well, Hook forward to seeing you here during the year snd remember #1 you ve gh any pralems don’ hesitate co contact me here ‘speaker: That is the end ofthe third seetion, You now have thiety seconds to check your answers,Speaker: Seetion 4. Chris, who works for the Canadian Export Development Agency, is being interviewed on a radio program called “My Carcer. Listen to the Interview and answer questions 29 t0 38 by writing a word ora shott phrase in the space provided, The first one is done For you as an example, Now look at questions 29 10 38, Now answer questions 29 10 38, Interviewer: Tonight program, Chris wwe have Chris Davenport with us in the studio, Welcome to the (Chix: Thank yo, Pat Interviewer: Now, Chris, you've heco working for the Canadian Export Ageney for three years now Cs es, us rght. Inerviewer: Anal what does yor job involve? ‘Chris: Well, my particular brief isthe Asian section ~ espectally Japan and China. Now, we work wit Canadian firms explaining how they can star up or develop their export trade in these countries, One of my main responsibilities isto set up trade airs so that ‘our companies can exhiit their goods in these olher countries. Weil organise herween two and thice trade fairs in Uhese regions each year so, a8 you ean see, [do a Lot of Dtgantsing and a lt of avelling Interviewer: Right. Sounds like a very demanding job. How do you cape with the pressures? ‘Chis: Wel, at frst didn, 11 ws very difieult because there were so asany ew Hing to Fear and foun! espectlly that negotiating ws the fees Mss something that didn come to me aural Ia you get used to i Angerviewer: What's the secre? Chis: Well, you have to be ongamise, especially well ogamised, hut does help ol course that were part of steamy and of suppost and help each ether out. That important. [ve just recently anne Back Ro Beijing where we sponsored an eletromics fie there, We had total ol bfty-tive sara and we had over two hundied thous visitors, Jae the gong, gts ough we ge wal er ho Ingervewer: Two hundred Wow! (Givis Two hundeed thousand. Yeh. le was very successful but it did represent twehe ‘months of rally intensive preparation andl, as you wan guess et of dllwult neyotatns Interviewer: Twelve months?! {sean is that worl, Chris? Chis: Well, does vary fair and it did take that kind of time, But some of our smaller lot. Beying = welve months ~ was a paniulasy large wale 5, Canton for exanphe wwe had small computing exhibition therein °89. That took five months ol planning, AS general rule, i akes about six months, Thats not a hard and fast rule, but basil about six months, depending on the kind of product being exhibited, the network ol contacs we alreay have in the host country, the Toeation, things ke that Inervicwer Right, Sounds like an exciting jb. (hn. Yes, People ay “Oh, all that ovely travel abroad” And travel abroad cernifie in a holla bun hts 5 not holiday ~ its work When you spend twenty hours on a plane maybe sis, seven times a year, s becomes very titing, because you don't go olf sightseeing ater you go to work, 1 also work on the plane of course, catching up on paperwork, writing reports on the laptop, things like that. Then when we arrive at the destination, sts stenight fom the airpon to our office fora series of planning meetings. My first responsibility 1s to micet with the govecnmeat ofiials in the host country. We used to most in our offices in the embassy’ or in their departmental offices but we found it mach more comfonable for everyone to meet tn informal settings like restaurants People just seem to be more relaxed and’ws beter for negotiations. Amongst my other tasks, ! arrange accommodation for exhibitors, Longanise for interpreters, and I help out fon the legal side. So I guess that makes me partly international lawyer and partly tour ‘guide, Wt hard work but rewarding Imerviewer: Right. So, you mentioned law Did you study law a college? Crs: Ves, did. Yes. havea Bachelor’ Degree in Legal Studies nieriewers OK. nad have you ever practised a8 a lawyer? Chris No. No, havent actully: Belore 1 went to cllege {really wasn certain what 1 wanted to do, My pasents wanted me to he a doctor but ~ well ~ my grades werent good enough, so T sot of found my’ way ante law. F think thatS for dhe best because I cant sand blot acm wha yrs mean, Chis. (Chr: elu th Ful want 3 profssinal cance aod ws proved interesting, So, | mean, alice gtatoation tsa ts agstcy jo abetted tb dl wally ioeresting and here vam Inursaewer Bag So, fue gee yor Fg eee? Chay Well oane vse any law staves dicts ht the huckgrowad knowledge in sntctnatoatal Lis fas proved very ampeant, espe a segotnatin beween the Canaan hums anal tients 8 Chie or Japan Gite there ace millions of dollars sovolved in these notations an th Lgl tas need he sory cateally worked out ysl aateratonal Lawyers td tat bu 8 a ep aL sera gett pace Inicviener ela Foam sce shat, Chris, Succ: What otc skills do you need inthis kind of ‘e ‘Chay Well Language ceria ampentant Incnuger Das yout pak Japanese of Chinese? ‘lis Ser sese at all nantantcly ut td do an indengraduote courses Japanese 1 soll aid das fas proved sery ep, bol n socal stuations andl 1 thnk well a sreates goal mpeession sox clients Ht les them know that you'ee anerested ip them si that soaute yang. speak Spanish 3s well Because both of my parents come from ensue Bu woking Japa and Chins, I deal speak Spanish very much, Imgcriener L suppose thot No Tell me, Chris, youve just got back from Beijing. Where DO ID OO EE EE EEE(Chris: Well, my next trip fs te Tokyo ina couple of weeks. Were setting up a far there to promote Canadian fsbions and design. Fashion and design’ a new area for me and also forthe ageney. Now, we know i dificult o break ino the Japanese market, so is going tobe avery big challenge far us, but I'm eeally excited about i Interviewer: Canadian fashion in Japant Wow! How do you think thats going to go down, Chis? Speaker: That is the end of the fourth section. You now have thirty seconds 10 ‘check your answers. You now have one minute to check all your answers. > UNIT 1: READING SAMPLE READING TASK 1 1. coment assess 2. subject 5. ability 3. impossible 6. strategies SAMPLE READING TASK 2 8 SAMPLE READING TASK 3 c SAMPLE READING TASK 4 1 computer programe 2. systems engineer SAMPLE READING TASK 5: 0 TASK 2 Sample answers: A newspaper article describing the snctease inthe nuunberof science students, where the metease 9 oecurrng (sehools, universities), the reasons forthe increase, postive a ncgatve ellets, A newspaper arele desening the recent level of exposure of poli candidates on television, the role of the media in the poliical process, possible solutions and problems fan of an essay deseting and restating the major points, making recommendations, rasan contusions A chapter man antraductory textbook describing the basie principles of economics, An amticle a magazine or hrochute describing the problems experienced by foreign students, such as the dificulties involved in coping with another cultureflanguage, and strategies for dealing with these problems,FR 6. manual for prospective overseas students describing the things they need to know TASK 13 nd do, such as oblaining a visa, getting language assistance, preparing for their Sample answer Courses, knowing where wo find help peerage 7A shot, concise outline of a thesis of journal ancl desenbing the subjeet and main ee points of the thesis or arti. ir duction 1. magazine or newspaper article describing the increasing importance of the Gai cconcmies of the Asian-Pacific region, the history oftheir development, and their povential impact on the world economy. Loic 2 9. magazine oF newspaper article arguing that immigration is beneficial to the aloe cori, giving examples ofthe benefits appendix 10. magazine or newspaper anicle describing the conflict between lange corporations bibliography (or coumiries) which produce and use hi-tech products, and discussing the effects index this might have TASK 14 11, Aset of instructions describing how to use and ook after a compact lise player problem 1 _ 12. A lst of things that students mast and must not do at college. ma c TASK 5 Solution to problem } A, 1. Oceanographic surveys. every ocean Solution w problem 2 2. In conclusion, the report... on the economy aie 3, Endemic git... an iodineefiient dit. pera aaa a 4 Definite hypertension .. rural populations second anaiment to : TASK 7 Fras agen aginst F A. Tine — Galle) Sevondangument agama” 1B. Cause and effect ~ (Asa result) 8 . General and particular TASK 18 1. Comrasvcomparison = (on the other hand) ‘ E. Addition ~ Firstly; Secondly) t Time ~(ln the 1940s; In the 19608) 8 G. General and particular : HH. Cantraavcomparison ~(on the other hand) parison ~( D TASK 17 TASK IT KOMAED. a TASK 18 TASK 12 they = notes LF thea = nes aT them ey 3N ths» Uy to wre dwn everything in Feetre 4 A= this iy to erte down everything in ecture) 5 ON they = seme students 990TASK 20 10 students, 2 No 3. ‘The unas in law... government and education 4. BUSL 300, BUSI. 301 and BUSI. 320. BUSL 210 Foundation in Legal Studies; BUSL. 213 The Legal System; BUSL. 212 The Civil Justice System, BUSL 250 Basie Business Law; BUSL. 300 Law of Business (ample answer) The great majority of students 3 credit pois TASK 21 1. allocation, dlstebution, stably and growth, indu 2 commerce, banking, education and government service 3. accounting, finance, statistics, polities, geography, lw oF sociology 4. No 5. Entry to these units will be guaranteed only to those students who have entered Macquarie under the Bachelor of Ans (Economies) quota ort students of to students whose enity qualifications wete above those required for entry under these quokss TASK 22 ¢ TASK 24 te passage supports the staiemen Full-time study is extremely demanding requiring & commutntent of perhaps 50 ve more hours pee week: Full-time study’ = Fall-time students requiringa commitment of perhaps’ = may have w study 50 or more hours per week’ = more than 50 hours a week TASK 25, a 3A 28 68 38 TA 48 88 TASK 26 Sample answers: 1L alter, abandon, adapt 2. Iver, bran, kidneys 3. hiccups 4. evi, remove, sve TASK 27 1. shortsightedness «small wane used for accessing underground cavities weight divided by height squared hereditary chief TASK 28, Sample answers: 1. drought, lack of rain 2. people who do not belong to the clergy (lay people) 3. married women 4 contol, censorship TASK 29 ‘Sample answers speed, fatigue, aleohol 2 veto 3. analoge 4. rabies TASK 30 ‘Sample answers 1 amaccurae, controversial 2 eipicats 3. touch, handle 4 skidded, went oot of control > UNIT 2: WRITING TASK2 1 academe success im high schoo! students 2. listcning challenges overseas studenis fae in terary education recommendationsthe use of chemical prscryaives in food processing study abroad/advice to 3 prospective student the laws which probibu the sale and consumption of heroin TASK 3 nwo wnge inctsasts contribute ination? ‘What ate the benfis nds associated with opie logy? ‘What ate she factors whith ate clus a anwity in high choo! students? ‘What kindof listening challenges do overcas students face in teriary education? Whar recommendations vould you offer? ‘Do the advantages drive ftom the use of chemical ative in fod processing out weighs disadvanigss? Task 4 Should Gc Taw wich robbie sale and-conummpion OPTED he applied to hago? l.your opinion should the government intervene in GEHTS Wha av the elas of Go unreacted i of pate card aN a) What Th.what extent hisGbe die of MeTanesian) change im the past 20 yeas? What lls ne his a exh paicns of moray?) ot creumstances can Gp punishmen he ws? TASK 3 ssdual with Has the traditional male role changed inthe past 20 years? Ave convoary discsts preventable? Is diet a contributory factor in stomach and bowel tanours? ‘Are the sks involved in genet engineering acceptable? ‘Will migration from the developing world to the developed work become a sot and political issue inthe 21st century? Should the decision to suspend a life suppor system rest witha doctor? TASK 6 as nuclear deterrenee saved the world from war? 1s the dominance af black people in US sport due to sociological rather than phystological factors? How have relative casts ercated terraced farming in Japan and estensve fang. Canada? Why do elimatic conltions restst prediction? TASKS Sample answers! The problem should be dealt with before students commence ther study. Students should deal with the problem before beginning to study. AAs stated in Reading Passage 1 the problem should always be dealt with before students star to study TASK Sample answer Because of the demand for accommodation, students who want 10 find a universiy or college room need to apply as soon as possible TASK 10 Sample answers: 1 The shottage of university rooms and the expense of rental accommodation make it especially important for overseas students to organise their accommodation ealy. 2. A knowledge of statistics is essential in some tertiary subjects, useful in certain disciplines, and of lite relevance in others. 5. There are four key language skills which overseas students requite if they are to sueceed in dee study 4. Although the personal and social costs of ots erwin andl tobacco use ate similar, the laws goveemung there sie and consumption re sigoiicanly diferent. TASK 11 Sample answers Furthermore. prospective students will ned ta develop effective reading strategies 10 sable them 1» cope with the yarety of texts they will encounter in their study. These strategies include the abvhny to @xerview required readings effectively. co exteact the necessary information from tens, and, mest importanly. o carry out erica analysis of wha they read TASK 12 Sample answers: Ue need train young people for employment should influence the curriculum of {0 adiion, universines should contrbute 10 the national economy by carrying out ‘eseate which assists industny and commerce este however, has many needs whigh are not of iret economic importance Moworer, the goal of a university curriculum should be so reach people how to think. ‘anu, because employment needs are constantly changing, i is important co have an educated rather than a tamed worklorce, 922TASK 13, ‘Sample answer Finding accommodation n Brain can create diflilties for foreign students Single or Uouble rooms on campus are the cheapest and most convenient typeof accom rmodlation available to studemts. The demand for this kind of accommodation, however, nears that it i difficult to obtain and many students therefore find accommodation in the private rental sector Finding accommodation inthe private sector also involves difficulty. Athough a wide range of accommodation types is available, emts may be high. Even when students share fla, they may have to pay around USSBO a week TASK 15, Sample answers: Passengers should check the location of ie jackets Hane! luggage shouldnt be let i the aisles, CCigurettes must be extinguished ‘You should place the oxygen mask over your mouth and nose Shoes should be removed You should place your head on your knees, You should place your hands over your head Passengers should wait (or instructions TASK 16, Sample answer Refuse soning involves two major processes: separation and collet Waste of various Kinds, wncluding for example glass, food and rubber, placed conveyor belt which frst passes Unrough a shredder before mang o paar at chase “This classifier removes shredded paper ancl plastic and depwsits them sn compte “The remaining materials pass Unrough a magnetic separator, which separates out seul ‘ans and iron and deposits them in collector Materials such as glass, food and non-ferrous metals are unable to pass through tome sereen and are placed in a collector Residual waste which passes through the trommel sercen are then removed from the conveyor belt by a secondary ait classife. Ac this stage all materials have been sorted and are ready for recycling TASK 17 Version 1 has a clear introductory sentence, pres the two essential stages. The two stages are then each described in the follosing paragraphs. 1 the reader with an overview of Version 2 mielides the same information, but Hts more dilcul forthe readet to fallow Frccaune ot des not anelude ai introduetion and the information is not divided into parayraphs which indwate the essential stages, TASK 18 Band C B makes a recommendation about reducing the pollution ofthe sea, and C deals with ‘waste disposal, Both are imelevant to the topie of ae pollution, TASK 19 Version 1 describes the functions of word-processing packages, It does not evaluate the effectiveness ofthese packs, answer the question. Version 2 describes how word-processing packages can motivate whaldren to ete and proviles evidence of ther effectiveness ges in teaching children to write, The information does not TASK 20 Versio 2 fas to answer the question. Ir discusses the general issue of heredity versus euwirsiment an the development of psychological chtractersties but dues not describe relative importance of ether fctor, Version 2 is a _gvod ansiver forthe question: “Are psychological characteristics inherited or acquired? It cles not. however, answer the question asked. Wis therefore irrelevant and would revere a ow mark, the techniques for determining, ‘TEST 1: Grammar he ob We 2a aa a dod we b ha aha Wa a4 bo De 3b . Ma da we ba I da aad Te los 23a Ba Be a 26. 3b oa bh ae ‘TEST 2: Sentence Construct Sample answers |) Although the results of the experiment were sueeessful, the government cut the Tuoi She diane tr staly secouning because ofthe goo empfoyient prospects 3. The ue yuan coneertates precipitation around the root system as well as protecting sgainst anual foraging,a 4. In-utm feriisition has not only brought joy o childless couples hut also created egal demas 5. The regulations concetning non-government schools, which were introduced in May this year, have failed 10 adds the real issues 6. As soon asthe Iau 7. Enormous improvements in infrastructural development have resulted from break: ‘throughs i flbre-optic technology lum reacbes the decompression chamber it becomes a gas she had not writen so slowly she would have finished the Writing section. By denying workers compensation for industrial accidents, the “ellow servant rule effectively subsidise the As result of the proliferation of the Crown of Thorns, a starfish which feeds on coral polyps, a significant diminution inthe sizeof the coal reef occurred TEST 3: SPELLING supervisor laboratory correlation achievement lecurer parallel discussion exceed government Psychological emphasise framework section eomerete variability progress examination eniitson involvement hronplogical proposal pursuit belief modification contrary questionnaire igificance distbution ‘opposite ‘comparative recognise assigament system significant summarise observe infer sustainable synthesise attempt analysis equipment inevitably perspective development approaches predominanily—— muliple factites weakness material separace appropriate apparaws clficieney estimate knowledge resow parameter responsbilty consumption policy suuce decrease abundance receive experiment sequential ‘theoretical response characterise lementay sgrsphie pattern gradually simultancous maximise acquire D (UNIT 3: LISTENING TASK 2 Sample answers: 1. Destinaion, depasture and return times, days, dates, cost, nee t0 sigh up. anys 16 bring, Recommended reading, assignments, main points, examples. 3. Opening hours, cataloguing system, physical arrangement of library, bortowing rights 4 Location and time of accident, name of ship, estent of ol spill, number of injuries, reason for acide. 5+ Rent required, amount of deposit, location of Nat, distance from transport and shops, ‘of fat, length of lease available, TASK 3 e words like ‘walk, ‘cab 1s Michael going by busfby tinvby tsxifon foot? Anticip asi TASK 4 La de 3D TASKS ‘Whats your adress; ‘Could you give me your adress please”; Where do you live? ‘Whercahouts do you live? TASK 6 4 Gerhard Lsterbusy 574235 6. Albion 5 7.567 4990 TASK 1580 us Jose Lats Tin i w7ais Seow 1.935 M2 OT N07 om 21503 son23 343 907s nv . 999) $1500 £99.90 $2500 $1333 $30.13 art 1965 April 20 1982 May 15 1799 sgt 21 180s 1939 Sepiember 8 1968 899 9745, 919 5392 4656578, 02.891 653 987 344 608 6662 (008 750 11 65 TASK 8 At Ky wort HP Jae By AGH RVG FEB. We BvD BD SCE RKO wt TASK 9 Campbell Victoria Hennessy Winton Gyn Adehide Costello Jerot Glenda Sitompul Manchester Ontario 2oe Leeds Queensland Harsy TASK 10 Sample answers: 1 Students require a separate hbrary borrowing card 12 In term ume she Overseas Student fice i open unt 15. The bank open on Sundays, 14 Students 15. The dextor sees patents only betwen Monday and Friday sometimes ash cheques at 16. Ifyou want to use the gymnasium yous must have @ special membership card TASK 1 wT Be v4 lar lor I3F ny 16. F ILE TASK 12 Sample answers: 22 Why did she apply for this job? (What was the reason?; how come?) Sandy's response: interesting, beter salary, more challenging 23. How did she find out about the vacancy? (job/pest/position), Sandy’ response: newspaper, frendEERE 24. Where did she len wo type? (study typing/earn keyboard skills) Sandys response taught herself, high school, secretarial college 25, What ate her longterm goals? (What do you want to do in the future? What ate your aims?) Sandy response: more responsibility higher postion TASK 13 Sample answers: 17 tw understand people 18. the practical orieetaton of the course 19. researcher 20 stasis analysis 21. no challenging 22.tw combine management andl research she needed a challenge 23. from a friend John Puncher) 24. oma secretarial course 25.to become a lecturer a the Insite TASK 14 Sample answers: 30, homes, ofies, veces 31. homes, property 32.temts, huts, barracks. 33. telephone number 34a bank aeeount nur TASK 15, Sample answers 26, burs 27 wad 28, 3000 29. food 30.car 31. homes 32.tenis 33, 668853, 34K 51320 TASK 16, ‘what { mean by that is... tesating information in diferent ways to put it another way .. restating information in different ways so har we'Ge ot so farts. s making.a summary Fim going te kek if by talking about. ntreducing a nev topic what you've got to realise is. : emphasising a main point ‘hat reminds me ofthe time my husband and |... giving relevant information the eras of the ater is. emphasising a main point as we've seen today ..: making a summary ‘mother words . restating information in diferent ways this is mot always the case... : contrasting. the next thing we'l be looking at... : introducing a new topic there are ree main concepts you should bear in mind... : emphasising a main poind! making a summary however, you've go to remember. contrasting TASK 17 > UNIT 4: SPEAKING z TASK 2 Sample answers They have seal stued at hgh shout Whar have so si? © ba Wha ly lls fond mn testing? They muy have sme work experience 2 Wat woe of wor hase ve done? {© Hawes sored for bang? © Bays en soln ths area? Hey have moved to orate planning 1o move an English-speaking country: © Howe dom el © Howe hase yon npn fr moving nev country? 4 moving to nw country? They may hase paricular major field of study © What id on pec a ese sity? Why dy soncenoute on that fl of stay? Tiny come from a place thatthe interviewer probably has not been to oF does not know well Huw do pouple spend tht Joe time n your country? © Gould yo tc me something about the fd of your country? PrPeseaass cee sseeassicoesseassieeecssiceesseassiocssiecssicoc sated coasseassicesssetcsseeeassttsssaszetcsseeessstcsseeessstcsseecatssseeesssetasseecsssetassttosssasetossittassetessittassttcssittssecsietasstecssietosstecssietosseeastosstecssietostecesitcsattem he pani oe ey ter eden SAMPLE TEST 1: MODULE A Watson ast? ie ar A 3 ym tt yl decease df sae ne me what yn nad feu ih ating? bana Bb ve yon hota stay tote cum)? a We 2.0 3 Attowingofdags 13.0 A They na naive speakers of Engh foe ee wa Arc you sting Egat he momen? ca lec 20 © Argeu mented aking more Engh rs? a m6 Whar ene! of Engh cy find mat cif? ta ee ae Task or we oe da th 2b 33) ar ne sel 3% GF oF 23D sad Tod ba se SAMPLE TEST 2; MODULE B on 1 Lea, Cadknmum, Mercury 13.0, 25.P no me 4s 26.F wt : ot ist nH v4 a tex me 31 ira DA crane ie ob IRA. we Sample answers 7h 9s MD ‘When did you move fom Re de aio? Why dh jou mune you pr an ae me ne Bode neo? How dhe ets dil? SAD nat Bo Toe he wa TASK 17 re 2IN VA Sample answers ne Mo wee 2 When do figs ene? 3. Mow long does the iy i? SAMPLE TEST 3: MODULE C 4. How many sop-oversare ht on ih ay to Bo? 1G bt BA 5, How mach does the tke es? pa inc a in iu me Task 18 44 ind 286 Sample enswere in ira wa Is there a television in the apartment? oF WB BOA \ WA BA ‘Are thereay sols et ete? za wa nA Does ie far have air-conditioning? : oe bee Be Do have to aya depos onthe spanenen? we ne Me ie Be BA no ine sec iSAMPLE TEST 4: GENERAL TRAINING MODULE Le BA ao He 3. selephone 5664000 15.€ 4 herlience may he 16.6. cancelled ie 5. hand it imat any Motor 49,4 Repisiny 19. four hours 6. the Rei Room ao 1 7.00pm 21. the employer 8. 830pm. ne 9. 088 = 10.066 a How 25.8 ve 26. pulling SAMPLE LISTENING TEST Section 1 he 26> 3.¢ 40 5.Crystal 6, Cheadle 7. $K8 4RT 8. British 9. August 12 10.8 Wa Section 2 12.895, 13. Liverpool wT 15. driver 26. front Vsides 18. signalling) light 19, 00876935 27. switehed 28 near 29. condition 30. fais 31. proteet 32, large burner 33.4 34.C 35.10 minutes 36.8 a. 38. plastic 38. Celsius 40.c Section 3 wT a dD. a 25 2s 27 28 Section 4 28, Japan and China 30. negotiating 31. electron 32, si months 33. work (etching up on paperwork, wring epons) 34 anformal seins ike restaurants 35 moc mnoAlactor 37 Japanese. spat iia