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EXPERToNCAMBRIDGE
IEL
PracticeTests
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TNTRODUCTION ................. ................3
|ELTS PRACTTCE TEST 1.................. ....................... 13
rErrs pRAcTtcE TEST 2.................. .......................37
rEtTs PRACTTCE TEST 3.................. .......................61
|ELTS PRACTICE TEST 4.................. ....................... 84
TELTS PRACTICE TEST 5.................. ..................... 106
TELTS PRACT|CE TEST 5.................. ..................... 130
GENERAL TRAINING: READING AND WRITING TEST A.................. .............. 155
Contents | 1
ANSWER KEY .............. ................... Ltt
GENERALTRATNTNG TEST A .............199

MODET AND SAMpLE ANSWERS FOR WR|T|NG TASKS.......... ..................... 200
A
GENERAL TRAINING TEST ,............2!2
SAMPLE SPEAKTNG TEST............ ....2L4
TAPESCRTPTS .............22O
2 | Contents
lntroduction
. The lnternational English Language Testing System (lELfS) is widely
recognised as a reliable means of assessing the language ability of
candidates who need to study or work where English is the
language of communication. These Practice Tests are designed to
give future IELTS candidates an idea of whether their English is at
the required level.
. IELTS is owned by three partners: the University of Cambridge

ESOL Examinations, the British Council and IDP: Education
Australia (through its subsidiary company, IELTS Australia Pty
Limited). Further information on IELTS can be found on the IELTS
website (www. i elts.or$.
. IELTS Fact file
The exar-r.r is divided into four modules, taken in the following order:
Listening (so minutes)
ln each section you will hear a recording. The four sections become progressively
rlore difficult and each recording is played once only. There are pauses to divide
the recording into smaller parts. For each part you need to answer a series of
questions of one type.
social or transactional . completing notes, table,

1 10
conversation (2 speakers) sentences, diagram, flow chart
or summary
2tr..rij$*affiffi short-answer q uestions
various kinds of multiplechoice
conversation in educational
questions
context (2-4 speakers)
labelling parts of a diagram
classification matching lists
sentence cornpletion
correcting notes
.- Read the questions before each section of the recording begins.
Use the pauses to prepare for the next set of questions.

Study the instructions to find out what you have to write and where.
Use the example at the beginning of the first section to familiarize yourself with
the sound, the situation, and the speakers.
. Keep listening all the time, looking only at the questions that relate to the part
being played.
. Rentember that the topics are non-technical and no more difficult for you than
for students of other subjects.
. Answer questions in the order they appear on the Question Paper - they normally
follor,v the order of information in the recording.
{ | lntroduction
J-
You have some time after the tape ends to transfer your answers to the Answer
Sheet - check your grammar and spelling as you do so.
. There may be a variety of English accents and dialects, so practise listening to
speakers from different places and backgrounds.
Academic Reading (oo minures)
The three passages contain 2OOO-2750 words in total and become progressively
ntore difficult, but they are always suitable for non-specialist readers. If any technical
terms are used, they will be explained in a glossary. While the number of questions
for each passage may vary, there are always forty items in total.
- Number
::l.,B,B,s€eSs;,,i:i"ri:,xr*itl.tlil}::::i
or lte]ms liltii::ttiiiiilliil
generar various kinds of multiple-choice

1 1 1-1s [iJ::,:t questions shoft-answer questions
non-specialist sentence completion classification
.tmi:$ti:l:illi
articles or extracts matching headings with paragraphs or
from books, sections of text
journals, magazines completing notes, sentences, tables,
and newspapers summary, diagram or flow chart
3 1 1-15 one, at least, has matchi ng listslphrases
detailed logical matching information with paragraphs
argument
true/false/not given (text i nformation)
yes/no/not given (writer's views)
Tips and hints

. What is the topic?
First read each passage quickly and ask yourself questions, e.g.
\\ here is the text probably taken from? What is the writer's main purpose? Who
is the intended reader? ln what style is it written?
Don t trv to understand the exact meaning of every word. There isn't time, and a
particr-rlar word or sentence may not be tested anyway.
Studr anv exanrple answer and decide why it is correct.

lf you hai e to choose from alternatives, check how many of thern you have to use.
Check lt,hether you have to use words from the text in your answers or your own words.
. Keep to the stated word limit by avoiding unnecessary words in your answer.
lntroduction | 5
Introdu
' lf a question type uses both unfinished statements and direct questions, decide
which are which and check the grammar of your answers.
' After you fill in all the answers on a diagram, chart or table, check that it makes
sense overall.
Academic Writing (60 minures)
There is no choice of task, either in Part 1 or 2, so you must be prepared to write

about any topic. However, the topics in the exam are of general interest and you do
not need to be an expert to write about them.
ffiffiffiffiffiffi
1 20 minutes 150-word report,
'r, :. TCsk typGs.. -. l :,-
presenting information based on:
I .r '
descflbtng or - data, e.g. bar charts, line graph, table
" explaining a table or - a process/procedure in various stages
diagram . an object, event or series of events
Tips and hints

'_ Your answer must be relevant to the task: never write pre-prepared sections of text.
' There are no marks for copying the question in your answer, but if you wish you
can rephrase it in your own words.
' There is a minimum number of words, but no maximum. This means that if you
write fewer than 150 words you will lose marks.
. Task 2 carries more marks than Task 1, so keep to the suggested timing.
a Always leave some time to check your essay after you have finished.
a Essays areoften on topics that are of current interest: read and listen to the news
on a wide range of subjects, thinking about the issues involved.
ln Task 1, you are tested on:
Task Fulfilment - answer the question, keeping to the topic at all times.
Coherence and Cohesion - organize your writing well, connecting your ideas
and sentences with suitable linking expressions.
6l lntroduction
Vocabulary and Sentence Structure - use a wide range of language both
accu rately and appropriately.
ln Task 2,you are tested on:

Arguments, Ideas and Evidence - show you can discuss these and put forward
your own opinions.
Communicative Quality - express your ideas clearly, organizing and linking
them logically.
Vocabulary and Sentence Structure - use a wide range of language both
accu rately and appropriately.
Speaking (r r-r+ minutes)
You will be interviewed, on your own, by one Examiner, and the conversation will
be recorded on audio cassette. The three-part structure of the interview is always
the same, although the topics will vary from candidate to candidate.
. lntroduction, lD check
introduction, . You answer questions about yourself, your
4-5 minutes
interview homeffamily, job/studies, interests, other
familiar topics.
two-way . You answer verbal questions, discussing more

4-5 minutes
discussion abstract ideas linked to the topic of Part 2.
Tips and hints

o Do not try to make any kind of prepared speech.
. Add to any Yes' or'No' answers you give, explaining at least one point.
. Renrenrber that it is your ability to communicate effectively that is being assessed,
not your general knowledge.
. Speak directly to the Examiner, not to the cassette player.
lntroduction | 7
lntroducl
The Exanriner cannot tell you the result of this (or any other) module: dont ask
for comntents.
Practise for Part 2 by speaking continuously for 1 -2 minutes, timing yourself with
a clock or watch.
ln all parts of Speaking, you are tested on the following:
Fluency and Coherence - talk at normal speed, without over-long pauses.

Organize your ideas and sentences logically, connecting them with suitable
linking expressions.
Lexical Resource - use a wide range of vocabulary both precisely and

appropriately to express your ideas.
crammatical Range and Accuracy - use a wide range of structures. Try to
make as few errors as possible, in particular avoid any that make it difficult to
understand you.
Pronunciation - make sure that your speech sounds natural and that it can be
understood at all times.
. HOW.I.S:]I€LT$$CORED?
IELTS results are reported on a nine-band scale. ln addition to the score for overall
language ability, IELTS provides a score in the form of a profile for each of the four
skills (Listening, Reading, Writing and Speaking). These scores are also reported on a
nine-band scale. All scores are recorded on the Test Report Form along with details
of the candidates nationality, first language and date of birth. Each Overall Band
Score corresponds to a descriptive statement which gives a summary of the English
language ability of a candidate classified at that level. The nine bands and their
descriptive statements are as follows:
9 Eryt Uw - Has fully operationai command of the language: appropriate,

accurate and fluent with complete understanding
8 Very Cood User - Has fully operational command of the language with only
occasional unsystematic i naccuracies and inappropriacies. M isunderstandi ngs rnay
occur in unfamiliar situations. Handles complex detailed argumentation well.
: Good User - Has operational command-of the language, though with occasional
inaccuracies, inappropriacies and misunderstandings in some situations. Cenerally
handles cornplex language well and understands detailed reasoning.
B I lntroduction
Comfient Uw - Has generally effective command of the language despite
sonre inaccuracies, inappropriacies and misunderstandings. Can use and
Lrnderstand fairly complex language, particularly in familiar situations.
J Vfu Uw - Has partial command of the language, coping with overall

'=aning in mostsituations, though is likelyto make many mistakes. Should be
:: . :l handle basic communication in own field.
4 Limitd User - Basic competence is limited to familiar situations. Has frequent
:'- L-,renrs in understanding and expression. Is not able to use complex language.
: bMy Umitd Uw - Conveys and understands only general meaning in very
'anriliar situations. Frequent breakdowns in communication occur.
2 lftqnifterrt Us - No real communication is possible except for the most basic
infornration using isolated words or shortformulae in familiar situations and to
nreet immediate needs. Has great difficulty understanding spoken and written
English.
Non Us - Essentially has no ability to use the language beyond possibly a few
isolated words.
Dd nd dtemfi he tec.. - N o assessable i nformatio n p rovi ded.
\':,st universities and

colleges in the United Kingdom, Australia, New Zealand,
Canada and the USA accept an IELTS Overall Band Score of 6.0-7.0 for entry to
acadenric programmes.
. MARKING THE PRACTICE TESTS
Listening and Reading
Each question in the Listening and Reading modules is worth one mark.
Ques. c'ts w,hich require letterlRoman numeral answers

. For questions where the answers are letters or numbers, you should write only
the nunrber of answers required. For example, if the answer is a single letter or
nunrber vou should write only one answer. If you have written more letters or
nunrerals than are required, the answer must be marked wrong.
Questions which require answers in the form of words or numbers

. Answers nray be written in upper or lower case.
lntroduction | 9
rtroductio
\Vords in brackets are optional - they are correct, but not necessary.
Alternative answers are separated by a slash (/).
lf you are asked to write an answer using a certain number of words and/or (a)
number(s), you will be penalised if you exceed this. For example, if a question
specifies an answer using NO MORE THAN THREE WORDS and the correct
answer is black leather coat', the answer of 'coat of black leather is incorrect.
In questions where you are expected to complete a gap, you should transfer only
the necessary missing word(s) onto the answer sheet. For example, to complete
'in the...', and the correct answer is morning', the answer'in the morning' would
be incorrect.
. All answers require correct spelling (including words in brackets).
Both US and UK spelling are acceptable and are included in the Answer key.
All standard alternatives for nu.mbers, dates and currencies are acceptable.
AII standard abbreviations are acceptable.
. You will find additional notes about individual questions in the Answer key.
4,5,6, 4,5,6
11,'12,13 10,11,12
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17,18,19 17 , 18, 19, 20
29,21,22,23 .}jffi t
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24, 25 , 26, 27 25,26,27,28
7 31 ,32,33 32,33
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B 36,37 36,37
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9
10 | Introduction
Writing
It is not possible for You to a mark for the Writing tasks. All model
give yourself
answers and samPle answers in the book will give you an insight into what is
required for the Writing module.
answers you
ln the Answer key at the end of each set of Listening and Readin8
will find a chart which will help you assess whether, on the basis of your
practice Test results, you are ready to take the IELTS test.
ln interpreting your score, there are a number of points you should bear in
rlind. Your plrformance in the real IELTS test will be reported in two ways:
and an Overall
there will be a Band Score from 1 to 9 for each of the modules
Band Score from 1 to 9, which is the average of your scores
in the four
advised to
nrodules. However, institutions considering your application are
look at both the Overall Band and the Bands for each module in
order to
course
determine whether you have the language skills needed for a particular
but no
of study. For example, if your course has a lot of reading and writin$,
lectures, listening skills might be less important and a score of 5
in Listening
might be acceptable if the overall Band score was 7. However,
for a course
which has lots of lectures and spoken instructions, a score of 5 in Listening
might be unacceptable even though the overall Band Score was
7.
whether your
Once you have marked your tests you should have some idea of
IELTS test' lf you
listening and reading skills are good enough for you to try the
decide for
did weii enough in Lne module but not in others, you will have to
yourself whether you are ready to take the test'
The practice Tests have been checked to ensure that they are
of approximately
the same level of difficulty as the real IELTS test. However, we
cannot guarantee
real IELTS test' The
that your score in the Practice Tests will be reflected in the
Tests can only give you an idea of your possible future
performance
Practice
and it is ultimately up to you to make decisions based on your
score.
types of
Different institutions accept different IELTS scores for different
averaSe scores which
courses. we have based our recommendations on the
the majority of institutions accept. The institution to which you are applying
*uy, oi course/ require a higher or lower score than most other institutions'
Introduction | 11
lntroduction
- Sample answers and model answers are provided for the Writing
tasks. The
sample answers were written by IELTS candidates; each answer
has been
given a band score and the candidates performance is described. please
note
that there are many different ways by which a candidate may achieve
a
particular band score. The model answers were written by an examiner
as
examples of very good answers, but it is important to understand that
they are
just one example out of many possible approaches.
Further information
For more information about IELTS or any other University of Cambridge ESOL
examination write to:
University of Cambridge ESOL Examinations Telephone: +44 1223 553355

1 Hills Road11 Fax: *44 1223 460279
Cambridge e-mail : Esolhelpdesk@CambridgeEsol.org
CB1 2EU http ://www. cam b ri d geesol. org
United Kingdom http://www.ielts.org
12 | lntroduction
I NTERNATIONAT ENGTISH IANGUAGE
TESTING SYSTEM
Listening (30 minutes - 40 Questions)
Reading (60 minutes - 40 Questions)
Writing (60 minutes - 2 Tasks)
Speaking (15 minutes - 3 Parts)
HEC-VN006 HAI JIM',S TESTING DOCUMENT
13
I.} LISTENING
SECTION 1 Questions 1-10
Questions 1-3
Answer the following questions using NO MORE THAN THREE WORDS
AND/OR NUMBERS for each answer.
1. What are the advantages and disadvantages of sending things by air?
2. What might cause delays in transportation?
3. When will the customer arrive in Canada?
Questions 4-6
Complete the follouuin g sentences using NO MORE THAN THREE WORDS
for each clnswer.
4. The costs on the price Iist include
5. The customer isn't sending
6. There is no extra charge for packing
Questions 7-10
Complete the following informatioru.
14 Hopton Close, Porton, 8 ,UK.
(mobile ,0977 023685
1gth
3x2cubicmetres
f360i
Mdsf:.fini,Bh packing by 10
-|Il'tFF
14 | Listening
i{
Questions 1'l -14

Complete the following sentences using No M1RE THAN THREE woRDS
for each answer.
11. On the beach there was a cast of a
12. The area is one of the best in Europe for finding
13. The museum contains reconstructions that are
14. Neovenator means
Questions 15-17
From the follou;ing list, cltoose tlte 3 things that you can experience at the
museum. write your atlswers on your dnswer sheet in any ord,er.
A. cutting fossils from rocks
B. activity sheets for children
C. sitting inside a T Rex jaw
D. sitting on a dinosaur's brain
E. the smell of dead dinosaurs
t. a map of where some dinosaurs lived
G. an exhibition of dinosaur artwork
Questions 1B-20
Complete the following notes about ad.mission and, getting to the museum.
Admission Adults - f,4.75

Children l8 _--t2.75
Family (2 adults + 2 children) - f13
students/Pensioners - f3.75 includes 2-hour guided dinosaur tour
Getting there bus number 30 fiom the 19 of the university
Groups for groups of8 or more, ifbooked in advance
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Listening | 15
TEST 1

Question 21
Which three guests are on the radio programmer?
Write the correct letter oru your answer sh.eet.
A. Tony Wu, an undergraduate student fronr China, Susan Hall, lnternational
Student, and Wendy Clark, Head of the Universih'.
B. Tony Wu, a Master's student fronr China, Susan Hall, lnternational Student,
and Wendy Clark, Head of the ESL Unit.
C. Tony Wu, a Master's student fronr China, Susan Hall, lnternational Stuclent
Liaison, and Wendy Clark, Head of English.
D. Tony Wu, a Master's student from China, Susan Hall, lnternational Student
Liaison, and Wendy Clark, Head of the ESL Unit.
Questions 22-24
Complete the following sentences using NO MORE THAN THREE WORDS
for each aruswer.
22.TonyWutookapre-Master,sCoUrSebecauseofhis-English.
23.Susansaysinternationalstudentsarea-offundsforuniversities.
24.Wendysayslivingamongstnativespeakershelpsstudents-.
Questions 25-27
Choose the correct answer, A, B, C or D.
25. How many students on Tonys course passed?
A. All of them. B. 28. C. 23. D. 5.
26. How many universities in the country have special course for international students?
A. All of them. B. More than 12. C. 12. D. Less than 12.
27. What do private colleges focus on, according to Wendy?
A. Pre-Master's courses. B. Exam-related courses.
C. Ceneral English courses. D. Technological terminology.
Questions 28-30
Complete the following sentences using NO MORE THAN THREE WORDS
for each answer.
28. Wendy says a pre-Masters course should encourage students to_ their teachers.
29. Wendy says a pre-Master's course costs the same as a_ Master's programme.
30. Susan thinks a for such courses would be good.
16 | Listening
*r
Questions 37-33
) -*'.plete the follou;ing sentences using No M)RE THAN THREE woRDS
-L\D/OR NUMBERS for each answer.
31 . Tiktaalik rosae is considered to be an evolutionary
32. Tiktaalik rosae lived around _ ago.
33. The remains of the Tiktaalik rosae were found 600 miles from the
Questions 34-38
Lobel tlrc diagram of rihtaatih rosae usirug No M)RE THAN THREE
WORDS AND/ OR NUMBERS for each gap.
37 ribcage
36 neck
38 pectoral fins with a
head shaped like a crocodile's
Tiktaalik
<_-.- 35 metres long
Questions 39-40
-\ttstuer the following questions using No MORE THAN THREE woRDS
ior eoch answer.
39. How long had the researchers been looking when they found the Tiktaalik remains?
{0. where were the late Devonian rocks originally created?
Listening | 17
vl
t\ TEST 1
N
(f9
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te
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@ READING
a
o
--
READING PASSAGE 1
-
I^
a
f)
I You should spend about 20 minutes on Questions 1-14 u;hich are based, on
tP
Reading Passage 1.
A
tl-r
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(D
,: The grapes of winter
oq
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If an artist must suffer to create great art, so does the winemaker
kts when it comes to producing ice wine.
X)
<) A Ice wine, or Eisweirz as the Germans call it, is the product of frozen
6)
grapes. A small portion of the vineyard is left unpicked during the fatl
harvest those grapes are left on the vine until the mercury drops to at
least -7oc. At this temperature. the sugar-rich juice begins to
freeze. If the grapes are picked in their frozen state and pressed while
they are as hard as marbles, the small amount of juice r.ecoyered is
intensely sweet and high in acidity. The amber dessert u.ine made
from this juice is an ambrosia fit forDionysusl himself - very sweet, it
combines savours of peach and apricot.
B The discovery of ice wine, Iike most epicurean breakthroughs was

accidental. In 1794, wine producers in the German duchy of Franconia
made virtue of necessity by pressing juice from frozen grapes. They
were amazed by an abnormally high concentration of sugars and acids
which, until then, had been achieved only by drpng the grapes on
straw mats before pressing or by the effect s of Botrytis cinerea, a
disease known as 'root rot'. Botrytis cinerea afflicts grapes in autumn,
usually in regions where there is early morning fog and humid, sunny
afternoons. A mushroom-like fungus attaches itself to the berries,
'punctures their skins and allows the juice to evaporate. To many, the
Dionysus = the Roman'god'of wine.
18 | Reading
BI
,-(-!
tso: i
\f,J
El result is sheer ambrosia. The world's great dessert wines. such as

se
(" sauternes, Riesling and Tokay Aszri Essencia, are made from gr.apes
tD
afflicted by this benign disease.
-
I
}.l
It was not until the mid-l9th century in the Rheingau r.egron of
a
(" northwestern Germany that winegtowers made conscious efforts to
ts produce ice wine on a regular basis. But they found they could not make it
H
, every year since the subzero cold spell must last several days to ensule
A
lt -/ that the berries remain fuozen solid during picking and the pressurg
(? process, which alone can take up to three days or longer. Grapes are 80
.+
-.
ID percent water; when this water is frozen and driven offunder pressure ancl
-- shards of ice, the resulting juice is wonderd.rlly sweet.
oa If the ice melts
P
a
iJ
during a sudden thaw, the sugar in each berry is diluted.
J
t
,aa D Not all grapes are suitable for ice wine. only the thick-skinned, Iate-
tpJ
maturing varieties such as Riesling and Vidal can resist such predators as
X) grey rot, powdery mildew, unseasonable warmth, w-ind, rain and the
.\U
4) variety of fauna craving a sweet mea]. Leavrng grapes on the vine once
they have ripened is an enormous gamble. If birds and animals do not get
them, mildew and rot or a sudden storrn might. So growers reserve only a
small portion of their Vida] or Riesling grapes for ice wine, a couple of
hectares of views at most.
E To ensure the right temperature is maintained, in Gerrnany the pickers

must be out well before dawn to harvest the grapes. A vineyard Ieft fol ice
wine is a sorly sight. The mesh-covered vines are denuded of lear-es ancl
the grapes are brown and shrivelled, dangling like tiny bats fi'om the
frozen canes. The stems of the grape clusters are dry and brittle. -{ -.tr.ons
\ rind or an ice storm could easily knock the fruit to the gr.ouncl. ^\ tsist of
the wrist is aII that is needed to pick them, but when the riud hon-ls
through the vineyard, driving the snow before it and the rr-urcl chill factor
can make a temperature of -10o seem Iike -40o, harvesturg ice slre gtapes
becomes a decidedly uncomfortable business. Pickels forrifieci s-ith tea and
brandy, brave the elements for two hours at a tune befole rushurg back to
the winery to warrn up.
Once the tractor delivers the precious boxes of grapes to the ininery, the
realIy hard work begins. Since the berries must remarn frozett, the
pressing is done either outdoors or inside the sinerv uith the doors left
Reading | 19
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open. The presses have to be worked slowly otherwise the bunches wiII
turn to a solid block of ice yielding nothing. Some producers throw rice
husks into the press to pierce the skins of the grapes and create channels
for the juice to flow through the mass of ice. Sometimes it takes two or
three hours before the first drop ofjuice appears.
G A kilogram of unfrozen grapes normally produces sufficient juice to

fementl into one bottle of wine. Depending on the degree of dehydration
caused bv wind and winter sunshine, the juice from a kilogram of ice wine
gl'apes produces one-ffih of that amount or less. The longer the grapes
hang on the vine, the less juice there is. So grapes harvested during a cold
snap in December will yield more ice wine than if they are picked in
February. The oily juice, once extracted from the marble-hard berries, is
allowed to settle for three or four days. It is then clarified of dust and
debris by 'racking' from one tank to another. A special yeast is added to
activate fermentation in the stainless steel tanks since the colourless liquid
is too cold to ferrnent on its own. Because of the high sugal content, the
fermentation can take several months. But when the wine is finally
bottled, it has the capacity to age for a decade or- more.
H While Germany may be recognised as the home of ice wine, its

winemakers cannot produce it every year'. Canadian winemakers can
and are slowly becoming known for this expensive rarity as the home-
grown product garners medals at international wine
competitions. Klaus Reif of the Reif Winery at Niagara-on-the-Lake
has produced ice wine in both countries. While studying oenology, the
science of winemaHrg, he worked at a government winery in Neustadt
in the West German state of Rheinland-Pfalz. In 1983 he made his
fi"rst Canadian ice wine from Riesling grapes. Four years later he
made ice wine from Vidal grapes grown in his uncle's vineyard at
Niagara-on-the-Lake. "The juice comes out like honey here" says Reif,
"but in Germany it has the consistency of ordinary wine".
ferment = the breakdown of sugar into alcohol in winemaking.
20 | Reading
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Questions B-10
CJtoose tlrc correct letter, A, B, C or D

ll'rite )'our o,nswers in boxes 8- 10 on your atlsu)er sheet.
B Crowers set aside only a small area for ice wine grapes because
A not all grapes are suitable.
B nature attacks them in various ways.
C not many grapes are needed.
D the area set aside makes the vineyard look extremely untidy.
9 Rice husks are used because they
A stop the grapes from becoming ice blocks.
B help the berries to remain frozen.
C create holes in the grapes.
D help producers create difierent tastes.
10 According to Klaus Reif, Canadian ice wine
A flows more slowly than Cerman wine.
B tastes a lot like Cerman ice wine.
C is better than Cerman ice wine.
D is sweeter than Cerman ice wine.

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TEST 1
Questions 11 - 14
Complete each of the follou;ing statements (questions 11-1,1) u'ith tlte best
ending A-G from the box below.
Write the appropriate letters A-G in boxes 11- 14 on your answer sheet.
11 Franconia ice wine makers
12 Famous dessert winemakers
13 lce wine grape pickers in Cermany
14 Canadian ice wine makers
Reading | 23
tnrD&
RfADING PASSAGE 2
1'.'., si'.ould sperud about 20 miruutes on Questions 15-27 which are based, on
R; tCtng Passage 2.
ISLA}.{DS THAT FLOAT

Islartds are not hnown for their mobility but, occasionally it occurs. Iiatural
/Toating islands haue been recorded in many parts of the world (Burns et al
1985). Longeuity studies in lahes haue beeru carried out by Hesser, and in
riuers and the open sea by Boughey (Smithsonian Institute 1970). Tlrcy can
form in two common ways: landslides of (usually uegetated) peatyt soils into
lakes or seawater or as a flotation of peat soils (usually bound by roots of
woody uegetation) after storm surges, riuer floods or lahe let,el risings.
' The capacity of the living part of a floating island to maintain its
equilibrium in the face of destructive forces. such as fire, wave attack
or hogging and saggrng while riding sea ol swell waves is a major
obstacle. In general, ocean-going floating islands are most like1y to be
short-Iived; wave wash-over gradually eliminates enough of the island's
store of fresh water to deplete soil air and kill vegetation around the
edges which, in turn, causes erosion and diminishes buoyancy and
horizontal mobility.
' The forces acting on a floating island deter:rnine the speed and directron of
movement and are very similar to those which act on floating mobile ice
chunks during the partially open-water season @eterson 1965). In contrast
to such ice rafts, many floahng islands carq/ vegetation, perhaps including
trees which act as sails. In addition, Burns et aI examined the forces acting
and concluded that comparatively low wind velocities are required to
establish free-floating islands with vegetation standing two meters or more
tall.
' The sighting of floating islands at sea is a rare event; such a thing is
unscheduled, short-lived and usually undocumented. On JuIy 4th, 1969,
1
Peat : a dark brown substance that is formed by plants dying and becoming buried
24 | Reading
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an island some 15 meters in diameter with 10-15 trees 10-12 meters

ta,ll was included in the daily notice to mariners as posing a shipping
navigation hazard between Cuba and Haiti. McWhirter described the
island as looking "...as though it were held together by a mangr-ovetype
matting; there was some earth on it but it looked krnd of bushy
around the bottom, Iike there was dead foliage, grass-Iike material or
something on the island itself. The trees were coming up out of that. It
looked like the trees came right out of the surface brown layer. No
roots were visible". By the 14th of July the island had apparently
broken up and the parts had partially submerged so that only the
upper tree trunks were above the water. By July 19th, no trace of the
island was found after an intensive six hour search.
Another example albeit freshwater, can be found in Victoria, Australia
- the floating islands of Pirron Yallock. Accounts of how the floating
islands were formed have been given by local residents. These accounts
have not been disputed in scientific literature. Prior to 1938, the lake
was an intermittent swamp which usually dried out in summer. A
drainage channel had been excavated at the lowest point of the swamp
at the northern part of its perimeter. This is likely to have encouraged
the development or enlargement of a peat mat on the floor of the
depression. Potatoes were grown in the centre of the depression where
the peat rose to a slight mound. The peat was ignited by a fire in 1938
which burned from the dry edges towards a central damp section. A
track was laid through the swamp last century and pavement work
was carried out in 1929-30. This causeway restricted flon'betu,een the
depression and its former southern alm. These roads'orks, plus
collapse and partial infiIling of the northern dlainage channel. created
drainage conditions conducive to a transition fi'om swamp to
permanent lake.
The transformation from swamp to lake was dlamatic, occurring over

the winter of 1952 when rainfall of around 250mm was weII above
average. Peat is very buoyant and the central raised section which had
been isolated by the fire, broke away from the rocky, basalt floor as the
water level rose in winter. The main island then broke up into several
smaller islands which drifted slowly for up to 200 meters within the
confines of the lake and ranged in size from 2 to 30 meters in diameter.
Reading | 2s
I
The years immediately following experienced avelage or above average
rainfall and the water level was maintainecl. Re-aLignment of the
highway in 1963 completely blocked the former south-east outlet of the
depression, further enhancing its ability to retain g-ater. The road"
surface also provided an additional source of runoffto the clepression.
Anecdotal evidence indicates that the islands floated. uninterr.upted for

30 years following their formation. They generally moved betg-een the
NW and NE sides of the lake in response to the prevafing uinds. In
1980, the Rural Water Commission issued a nearby motel a clomestic
licence to remove water from the lake and occasionally water is taken
for the purpose of firefighting. The most significant amount taken for
; firefighting was during severe fires in February 1983. Since then, the
(\
Piuon YaIIock islands have ceased to float, and this is thought to be
5
,-f1
related to a drop in the water level of approximately 600 mm over the
FO. i
W-J past 10-15 years. The islands have either run aground on the bed or
r! the lagoon or vegetation has attached them to the bed.
D9
t)
(D Floating islands have attracted attention because they are uncommon
- and their behaviour has provided not onll' explanations for events in
-ar myth and legend but also great scope for ctiscussion and speculation
a
t? amongst scientific and other observers.
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26 | Reading
'15
Questions - 19
Do th,e follou;ing statemeruts agree with the information, giuen, in Reading
Passage 2?
In boxes 15- 19 on your aruswer sheet write
TRUE if the statement agrees with the informatiorr,
FALSE if the statemettt contradicts the information
NOT GIVEN if there is no information on this
15 Natural floating islands occur mostly in lakes.
16 Floating Islands occur after a heavy storm or landslide.
17 The details of the floating island at sea near Cuba and Haiti were one of many
L. sea-going islands in that area.
5 1B Floating islands at sea sink because the plants on them eventually die.
R 19 Scientists and local residents agree on how the Pirron Yallock lslands were formed.
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!, Questions 20 - 23
Looh at th.e following people (questions 20-23) and tlte list of statements
-l
a below.
f) Match each person to the coruect statentent.
-aJ Write the correct letter A-G in boxes 1-4 on your answer sheet.
A
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20 Burns
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22 McWhirter
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23 Hesser
Reading | 27
TEST 1
Questions 24'27
Contplete th.e labels on Diagram B below'
I|'rite the correct letter A-H in boxes 24-27 on your answer slrcet'
Diagram A: Before Pirron Yallock Island formation
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E Diagram B: After Pirron Yallock Island formation

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B 30 meters :F
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causeway
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D 200 meters drainage channel
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28 Readrng
READING PASSAGE 3
You should spend about 20 minutes olL euestions zg-40 which are based on
Readirug Passage 3.
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A Scientists have discovered plant life covering the surface of the world's
oceans is disappearing at a dangerous rate. This plant life called
phytoplankton is a vital resource that helps absorb the worst of the
-l5t 'greenhouse gases' involved in global warming. Satellites and ships at
5r
,-cr
sea have confirmed the diminishing productivity of the microscopic
FO{
v_v plants, which oceanographers say is most striking in the waters of the
tr North Pacific - ranging as far up as the high Arctic. "Whether the lost
D3
t" productivity of the phytoplankton is directly due to increased ocean
r!
- temperatures that have been recorded for at least the past 20 years
remains part of an extremely complexpuzzre", says watson w. Gregg,
-A
a a NASA biologist at the Goddard Space Flight Center in the uSA, but
a
E
it surely offers a fresh clue to the controversy over climate change.
a
J According to Gregg, the greatest loss of phytoplankton has occurred
A
TI where ocean temperatures have risen most significantly between the
o early 1980s and the late 1990s. In the North Atlantic summertime, sea
{-}
-.
(D surface temperatul'es rose about 1.3 degrees Fahrenheit during that
I
t' period, while in the North Pacific the ocean's sulface temperatures rose
0c
le
E
about 0.7 of a degree.
t
)- B While the link between ocean temperatures and the productivity of
tot
VJ plankton is striking, other factors can also affect the health of the
X) plants. They need iron as nourishment, for example, and much of it
o
t\) reaches them via powerful winds that sweep iron-containing dust
across the oceans from continental deserts. When those winds diminish
or fail, plankton can suffer. According to Gregg and his colleagues,
there have been small but measurable decreases in the amount of iron
deposited over the oceans in recent years.
The significant decline in plankton productivity has a direct effect on
Reading | 29
I
the n-orld's carbon cycle. Normally, the ocean plants take up about half
of aL1 the carbon dioxide in the world's environment because they use
the carbon, along with sunlight, for growth, and release oxygen into the
atmosphere in a process known as photosynthesis. Primary production
of plankton in the North Pacific has decreased by more than 9 percent
during the past 20 years, and by nearly 7 percent in the North Atlantic,
Gregg and his colleagues determined from their satellite observations
and shipboard surveys. Studies combining all the major ocean basins of
the world, has revealed the decline in plankton productivity to be more
than 6 percent.
D The plankton of the seas are a major way in which the extra carbon
dioxide emitted in the combustion of fossil fuels is eliminated. Whether
v\
r:i caused by currently rising global temperatures or not, the loss of
R natural plankton productivity in the oceans also means the loss of an
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W-J important factor in removing much of the principal greenhouse gas
41 that has caused the world's climate to warm for the past century or
Se
.) more. "Our combined research shows that ocean primary productivity
ID
-
is declining, and it may be the result of climate changes such as
increased temperatures and decreased iron deposits into parts of the
A
- oceans. This has major implications for the global carbon cyc1e" said
("
Gregg.
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E At the same time, Stanford University scientists using two other NASA
A
lt -l satellites and one flown by the Defense Department have observed
(?
FI dramatic new changes in the vast ice sheets along the west coast of
-.
(D Antarctica. These changes, in turn, are having a major impact on
-l
J
oq phytoplankton there. They report that a monster chunk of the Ross Ice
D?
)
I Shelf - an iceberg almost 20 miles wide and 124 miles long - has broken
J- off the west face of the shelf and is burying a vast ocean area of
rc1
kfJ phytoplankton that is the base of the food web in an area exceptionally
d
w rich in plant and animal marine life.
X) F Although sea surface temperatures around Western Antarctica are
remaining stable, the loss of plankton is proving catastrophic to aII the
higher life forms that depend on the plant masses, say Stanford
biological oceanographers Arrigo and van Dijken. Icebergs in
Antarctica are designated by letters and numbers for aerial surveys
across millions of square miles of the southern ocean, and this berg is
30 | Reading
known as C-19. "We estimate from satellite observations that C-19 in
the Ross Sea has covered 90 percent of aII the phytoplankton there"
said Arrigo.
G Huge as it is, the C-19 iceberg is only the second-largest recorded in

the Ross Sea region. An even larger one, dubbed B-15, broke off. or
'calved' in 2001. Although it also blotted out a large area of floating
phytoplankton on the sea surface, it only wiped out about 40 percent of
the microscopic plants. Approximately 25 percent of the w:orld's
populations of emperor penguins and 30 percent of the Adelie penguins
nest in colonies in this area. This amounts to hundreds of thousands of
Adelie and. emperor penguins all endangered by the huge iceberg.
Îv,r
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L
which has been stuck against the coast ever since it broke off from the
L/l Ross Ice Shelf last year. Whales, seals and the milliels of shrimp-Iike
R1
sea creatures ca-l,led krill are also threatened by the loss of many
,rt1 i
vir square miles of phytoplankton.
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Reading | 31
Questions 28 - 32
The passage has seuen para,graphs labeled A-G.
llhich paragraph. contains the following information?

I\-rite the correct letter A-G in boxes 2B-s2 on your answer slteet.
28 the role of plankton in dealing with carbon dioxide from vehicles
29 the effect on land and marine creatures when icebergs break off
30 the impact of higher temperatures upon the ocean
31 the system used in naming icebergs

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32 the importance of phytoplankton in the food chain
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Questions 33 - 36
-
Complete the sentences below with words taken from Reading Passage s.
t
i\ Use NO MORE THAN TWO WORDS for each answer.
("
-iIJ Write your a,nstt)ers in boxes 33-36 on your answer sheet.
a-\
lrl 33 Much needed iron for plant life is transported to the ocean by _
(?
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tD
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€, is
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32 | Reading
1,3
Questions 37 - 40
Complete the summary of paragraphs A-C below
Ch,oose NO MORE THAN THREE WORDS from the pc$sage for each alLswer.
Write your answers in boxes 37-40 on your answer sheet.
A, decline ialthe plant lif: located in the worldls oceans has b-een
validated by 37 . The most obvious decline in plant life has
-5 [ern in, the, North'Pacifii. ,A rise in ocean teqperatuies in the

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addition to higher ocean temperatures; deficieneies'in 39 ...,-..,....;:
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f)r ean:' also leait'to a' decline ini plankton'numbers. This,'in turn,
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Reading | 33
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1
? WRITING
; WRITING TASK I
You should spend about 20 minutes oru this tash.

The bar chart shouss the auerage price of a house in the {JK in
different years. The pie charts show the percentage between
ou)ners, people renting and those with second homes.
Summarise the information by selecting and reporting the main
features, and make con',,parisons where releuant.
Write at least 150 words.
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R f250,000
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t, f200,000
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- €150,000
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- 1985 199s 200s
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] Owner Renting ffi Second home i

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34 | Writing
WRITING TASK II
\-ou sltould spend 40 minutes on this topic.

]-
An incrcasing number of larger shopping areas, malls and
department stores are leading to the decline of smaller corner shops.
What are the aduantages and disaduantages of shopping in larger
shopping centers rather than smaller, nl'ore traditional shops?
Giue reasons for your answer and include any releuant examples from your
own knowledge and experience.
tI5t Write at least 250 words.
ral
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Writing | 3s
% SPEAKTNG
PART 1
The examiner asks the candidate about him/herself, his/her home, work or studies
and other familiar topics.
EXAMPTE
- What is your full name?

- What should I call you?
- Where are you from?
5 - Where is your town located in the country?
R - What are the special features of your hometown?
,.f-\
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- Would you like to stay there in the future? Why?
E
Se
- What is the weather like in your country?
.) - How many different seasons are there?
tD
- - Do you prefer a cold or a hot season? Why?
I
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a PART 2
-tIJ You will have to talk about the topic
A
rt .r for one to two minutes.
(? You have one minute to think about
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PART 3
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Discussion topics:
- ln your country what kind of real people are filnred in nrovies?
- What do you think is better: to read a book or to see a nrovie based on a book?
- What are the most important things to make a nrovie successful?
- Do you think the star acting in the movie influences the success of the movie? Why?
36 | Speaking
I
I NTERNATIONAL ENGTISH IANGUAGE
TESTING SYSTEM
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Writing (60 minute s - 2Tasks)
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37
TEST 2
N LISTENING
Questions 1-3
Answer the follouLing questions using NO MORE THAN THREE WORDS
AND/OR NUMBERS for each.
1. How long will the customer's course last?
T
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2. Which course has the customer already taken at the school?
3. How much discount can returning students qualify for?

5
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I,L) Questions 4-6

7
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Complete the following sentences using No MORE THAN THREE WORDS
- AND/OR NUMBERS for each.
4. The customers address is
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5. The customer can contact his former teacher by
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) Answer tlte following questions using NO MORE THAN THREE WORDS
oq
vI for each aruswer.
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- 7. What is the customer's impression of the female Arabic teacher?
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B. What other languages can the customer speak?
o
6) 9. What does the customer decide is the third factor in choosing a school?
10. What does the customer say the reception area should be like?
38 | Listening
I
SECTION 2 Questions 1l-20
Questions 11-13
complete the following sentences usitlg No M)RE THAN THREE woRDS
AND NUMBERS for each answer.
'l1,. The Construction Education Centre has existed for
12. The CEC receives visitors trainees and delegates each vear.
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\
13. Equipment is available for days.
'-
Questions 14-16
NI
L/t Complete the following informatinn about the uarinus rooms auailable at th,e CEC.
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D!- London Room seating 140 used for seminars, presentations, receptions
at
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reception 200 divisible into 14_

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Bloomsbury s6ating ?2
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reception 100
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Holborn 1 15 used for meetings, training classes, presentations
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Questions '17-20
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Answer the following questions using No M)RE THAN THREE woRDS
oI
wl AND NUMBERS for each answer.
u.
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17. ln which part of the cEC was the 'sustainable London" event held ?
18. How many schemes were shown at the sustainable London event?
19. When does the CEC expect to have 150 students?
20. What is in Russell Street?
Listening | 39
TEST 2
SECTION 3 Questlons 21-30
Questions 21-23
Choose the coruect answer, A, B, C or D.
21. David says that he thinks a gap year is unsuitable for

A. a few people.
B. some people.
C. the majority of people.
D. almost all people.
22. Cap years began because Oxford and Cambridge
A. demanded all students take one.
5 B. demand all students take one.
5 C. only considered applicants whose results were known.
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!d D. only consider applicants whose results are known
F
f) 23. Cap years are popular in
(D
A. the UK and Australia.
-
B. the UK, Australia and the USA
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a
a C. the UK, Australia and most of Europe.
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tt D. developed countries.
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Hr Questions 24-27
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FF Choose the coruect answer or anstDers, A, B, C or D.
ts.
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- 24. Students in most European countries
oa A. study 4-year courses at university.
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FO: C. have longer holidays than British students.
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D. have less chance to earn money during a gap year.

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25. David says that gap years cost f 15000 to f20000 because that is
A. the total cost of travel, accomnrodation, food, insurance, etc.
B. the salary a new graduate can expect.
C. the cost of the gap year plus the salary a graduate can expect.
D. how much a person loses throughout their career by taking a gaP year.
40 | Listening
TEST 2
il
26. Kelly says that a gap year can benefit young people by
A. increasing motivation.
B. providing insights into their study field.
C. making their CV attractive to employers.
D. helping them get a higher salary after graduating.
27. David says that
A. useful non-academic skills can be learnt during a gap year.
B. most young people get good university degrees.
C. grp years don't teach young people useful skills.
D. employers think gap years are a waste of time.
TI
Utr Questions 28-30
RI Complete the sentences using NO MORE THAN THREE WORDS for each,
xt
rgJ I answer
EI r
28. Kelly suggests working for a

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30. The graduate workplace requires flexibility and
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Listening | 41
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Questions 37-33
Artsu'er the following questions using No MORE THAN THREE woRD
for eoch answer.
31. Prairie Dog barks have meanrnSs
32. Prairie Dogs are able to invent for things they have never seen before.
33. Prairie Dogs in Arizona and Colorado appear to speak different, but mutually-
comprehensible _
Questions 34-36
x Complete the following notes on the criteria set by linguists for somethirug to
be a languoge.
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0a for each answer.
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-) 37. What did the researcher use to record Prairie Dog barks?
,-
Foii 38. What kind of animal is the great-homed owl?
X)
39. \Vhy wouldnt ihe Prairie Dogs know of the European ferret?
o
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40. \Vhat kind of animal is the coyote described as?
42 | Listening
'...',.....,,',.,....''...'......'..'.'
TEST 2
@ READING
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are bosed on.
Reading Passage 1.
Rtrrrnirrg D,r".\:
The problems of water shortages have always been with us.

-\ Worldwide consumption of water is doubling every 20 years, a
str solution is desperately needed.
BI A Government water commission maps in Mexico show 96 overexploited
&l aquifers 1 . Seawater has polluted 17 others because of too much
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pumping, while toxic seepage is spreading fast. According to the World
tDI Health Organisation WHO), Mexican children are contracting
digestive diseases due to poor water storage. Mexico City, built eight
ol
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centuries ago atop vast lagoons, cannot adequately supply water for its
al
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a
I
22 million inhabitants. Like many cities in the world, Iess than half of
.)
the city's waste is treated. The rest sinks into underground lakes or
-i)t flows toward the GuIf of Mexico, turning rivers into sewers. This
A
|l.r presents an extremely diffrcult prospect for Mexico's future. The
o Mexican National Water Commission lists some 35 cities that must
F;
-.
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shrink dramatically unless more water can be found. A forced exodus
I
J from parched cities seems far-fetched, and no one suggests it will
0c
P happen next week but it is a spectre haunting Medco's future.
E
iJ
-
t' B Much of the water that Mexico depends upon is the same water that is
\r-jr badly needed in California, Arizona. Neu. \[exico and Texas. One
4)
(). forecast is that Corpus Christi, Texas (population 277, 454), wiII run
e out of water around 2018. In the meantime the problem is getting
worse. Deputy director of the Mexican National Water Commission
Cantu Suarez reports, "In Oaxaca, south of Mexico City, women line up
at dawn to fi.Il a few plastic containers from a passing water truck. In
Alamos, far to the north, ancient aquifers are pumped at five times the
1
underground bed yielding ground water for wells and springs
Reading | 43
,
TEST 2
sustainable rate."
]Iexico i.s only one example of desperation in a world running short of
\\'ater'. Parts of the earth are dying, with fields poisoned by salt and
rillage s'ells running dry. And there are legal battles looming. The
Colorado River, drained by 10 U.S. states with their own water crises,
rs a muddy trickle by the time it reaches the rich farmland of Baja
Caltfornia. Under complex water agreements with the United States,
\Iexico can take water from the Rio Grande but must pay it back.
Plesident Vicante Fox has promised to pay the debt, which amounts to
enough to put the state of Delaware under a flood of water. But with
Mexico already so short of water, it is not realistic to think it can
E happen.
vr
5 Canada with its thousands of lakes and rivers would be viewed by most
5
,-(-!
people as having an inexhaustible water supply. In compari.son to
tol
v-jr Africa and other dry places, most of Canada's waters are pristine. But
tr
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the cumulative effect of mistreatment over the years has taken an
D3
a evident toll. The cities of Victoria on the west coast and Halifax on the
tD
- east still dump bi]lions of litres of raw sewage into their oceans. The
worlds biggest freshwater basin, the Great Lakes, are described as a
a
-
a chemical soup not fit to drink from or swim in. Some concerned experts
a view them as loaded with toxic chemicals, heavy metals, pesticides and
ts
-iJ sewage. Far too many rivers and streams in Canada have been badly
A
H-r
contaminated by industrial activity.
o
Fl.
Humans can live about a month without food but only a few days
ts.
tD without water. Because 70 percent of the human body is water, weight
-, loss in some quick diets is dramatic due to water loss. Of all the water
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I in the world, only about 2.5 percent is fresh and two thirds of this is
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)- locked up in glaciers and ice caps. Nobody knows how much water is
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underground or in permafrostl. All life on earth is sustained by a
fraction of one percent of the worlds water. If a five-Iitre jug (about 1.3
X)
o.
gallons) represented the world's water, the available fresh water would
4) not quite fil'l 2 lsaspoon.
Overall, in most parts of the planet there is enough water to supply human
needs. The huge problem however, is the rapidly increasing populations in
places that lack adequate water resources, as well as mismanagement of
1
ground that is permanently frozen.
44 | Reading
TEST 2
r
available resources. Canada, with only 0.5 percent of the worlds population,
has 5.6 percent of its usable fresh water supply. China, with 22 percent of
the population on earth, has only 5.7 percent of usable fresh water. We
cannot just move fresh water to where it is most needed - Iike in the
Sahara, Ethiopia, Somalia or India.
$
H
I
$
G In January 2000, the Newfoundland government identified a dozen of
t its communities with high levels of potentially dangerous THMs
u
t (trihalomethanes) in water supplies. In an attempt to solve this issue
I the main solution put forward by scientists is sterfisation of the water.
fr
* However, this approach can also be the cause of problems. Drinking
t such water over a long period can cause bladder and colon cancers, but
trBI health experts maintain the benefits far outweigh these risks. As a
result, the bottled water business is booming. In just one decade, sales
have surged from $2.6 billion to $7.7 billiop in the United States of
rsr I America alone. This represents a 10 percent growth rate for the past l0
;t
D'I
at
years. But is it safe? Canadian standards for testing bottled water are
Iower than those for municipal supplies, so there are no assurances
rDI that bottled water is any better than tap water.
dl
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OI H At the start of the 20th century, there were 1.65 billion people; 100
!^l
-l years later there are more than 6 billion, and the United Nations
rll estimates there wiII be nearly 9 billion by 2050. But the annual supply
El
lt
rl of renewable fresh water will remain the same, so the amount of water
AI available to each person decreases and the population grows, raising
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the possibility of water shortages. The supply of water to the future is a

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major issue that will confront tomorrow's leaders.
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Reading | 45
i
Questions 1 - 4
j
Reading Passage t has eight paragraphs A'H. t:
,d
'lit
Which pa,ro,graph contains the following information? H
1
s
Write the coryect letter A-H in boxes 1-4 on your dnswer slteet. s
I
,}
I
1 where most fresh water is located in the world :
2 a way Mexican women obtain water
3 the effect of waste upon Mexican rivers
*t\ 4 Mexico's financial commitment for its water
5 Questions 5 -8
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!q Do the following statemeruts agree utith tlte claims of tlte writer in Reading
D9
a Passage 1?
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- In boxes 5-8 on your answer sheet write
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TRUE if the statement agrees u;ith the information
--J FALSE if the statement contradicts the information
,-\ NOT GIVEN if there is no informatiott' on this

t,
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FI 5 Unhealthy water is causing illness amongst Mexican children.
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:J 6 ,\lericans are nroving to other cities because of water shortages.
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t 7 ;\lexican food crops will fail without water from America'
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\:, 8 Drinking rvater in Canada, has been polluted by industry'
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46 | Reading
Questions 9 - 13
-'ontplete tlze summary of paragraphs F-H belou-t.
'llrcse NO MORE THAN THREE WORDS from th.e passage for each anLSLNer.
ll'rite your aruswer in boxes 9- 13 on your answer sheet.
The main issue that confronts cities with poor water supplies is
their growing 9-. Canada, which contains 10- of
the world.'s fresh water, has dealt with water pollution in some
cities through a process of 1l-. Although treated for

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BI d"angerous pollution, some health experts believe city water to be

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E acauSeofl2-.NotalIpeopIearecontenttodrinktown
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Reading | 47
READING PASSAGE 2
You should spend about 20 mitr,utes on Questions 14-26 utltich are based, oru
Reading passage 2.
f:{OW YO KED&ieE E&&XILOYEE T-ti&Ni}V8,ry.,
A The chief executive of a large hotel became aware that his company
was experiencing annual employee turnover of about 60 percent, at an
annual cost estimated between g10 to glb million. This large amount
of money was calculated based on three factors: the money spent hiring
t\
and training replacements; the cost to the business in lower
5 productivity due to employees becoming familiar with the
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v-jr requirements of their new job; and reduced occupancy rates, due to
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poor guest satisfaction levels.
7
.)
tD B The Chief Executive knew that in order to save his company, he had to
-
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reduce the high turnover costs. Making up for the lost income due to
turnover is not an easy task and many companies have not declared.
-ar
a
war on unwanted employee turnover because they have not taken the
("
-- time to work out the costs of lost revenues and productivity. But the
'J
,-\ hotel boss decided to tackle the issue head-on by implementing a 4
t, point plan. The hotel first took the time to calculate their turnover
(? costs; secondly to evaluate the main causes for the staff turnover and;
FI
-.
tD thirdly to discuss some of the solutions to the problems and lastly to
:t
oq pnor-itise actions and evaluate future returns following implemented
le changes.
,
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j
C \\-ithrn a trn,o-year period, the results were significant. The annual

,Ca
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emplo5-ee tulnover was reduced by 78 percent and this impacted upon

a
6) dou'n time due to training and guest satisfaction. The result was a g10
X) million sarings for the company.
D Because most do not know the root causes of employee turnover and
costs have often not been accurately estimated, causes are usually not
known. As a result, solutions are commonly not targeted at a
company's individual, specific causes. The following is an examination
of what the Chief Executive did to turn the hotel around.
I Reading
TEST 2
Two factors were considered in relation to the calculation of costs: those

departments who had the highest rates of turnover and those whose
turnover had the greatest potential effect on profit. After some
investigation it was shown that some of the positions with the highest
turnover rates such as cleaners and gardeners did riot carry wrth them
high associated costs. In fact, what was revea,Ied was that only 6 percent of
employees accounted for 43 percent of the turnover. Positions that involved
a substantial amount of time in training were the ones that attracted the
highest costing. Analysis revealed that those positions within the hotel
which had the greatest impact on profit were people like the front offi.ce
receptionists and those working in accounts.
tF As unusual as it may sound, it is now a common understanding that

RI i
offering employees more money is not necessarily a good solution to high

employee turnover - often they leave because they simply dislike the work.
5
& Therefore, it was important to tackle the analysis from the perspective of
+1 what were the chief causes for staff }eaving. A holistic approach was
-t" undertaken and several key findings emerged. The hotel found that
ID fundamentaly they adopted poor recruiting and selection practices. For
- example, it was shown that almost 35 percent of the cleaning staffleft after
r-\ the first week and a further 25 during the first month. Candidates were
a
a being over-sold the job by recruiters and Ieft soon after they encountered
ra unrealistic job expectations.
J-
A
Y-t G Devising solutions to these issues was the other half of the equation.
o As far a recruiting was concerned, they changed their approach by
r+ getting personnel from the hotel to handle it. Once this change was
-.
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tst
- made, the attrition rates decreased substantially. To add to employee
oa motivation, new staff were made aware of the rnission and goals of the
s?
I
t organisation and how they would be paid above industry standard for
)-
striving to attain to hotei values. Neu' staff wele shown where the
Fo!
hotel was heading and how they rn'ould have a guaranteed, stable
(J
6) employment situation with a major force in the hotel industry - it was
4)
c)-
even suggested that after a period of employment, new staff might be
given the opportunity to contribute to organisational goal setting. They
had been losing many of their employees during the first month or two
of employment, so they made new staff aware that bonuses would be
offered to newly-hired employees at the end of their first three months
which greatly assisted in goal setting. Staff luncheons and the in-house
Reading | 49
volleyball and basketball competitions remained an effective part of
staff unity and development and a support program was also
introduced to help aII staff with any job-related issues which gave
employees a heightened sense of being cared for by the establishment.
H Another area of change which proved successfi,rl was the introduction of

the Valuable Employee Program OIEP). When a person was employed in
the past they were assigned a senior member of staff who assisted them
with getting used to their new job. Due to the limitations of the senior
member's position however, they were often not in a position to explain
any details regarding future advancement. Now, when staff are employed,
they are clearly told what is expected in the job and where it might lead
for the right candidate. Hotel surveys revealed that over 30 percent of
vr
5 employees were not satisfied with the career opportunities in their
5 current jobs so the articulation of the definite and realistic opportunity for
FO{
v-, advancement through the VEP led to a major decrease in employee
E attrition.
D3
f) Once the ship had been righted and the relative returns on human
tD
- resource investments had been calculated, setting priorities became a
formality. Although at first a daunting task, the enormous cost of
a
-
a employee turnover offered an excellent opportunity for the hotel to
a improve profitabfity.
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50 | Reading
TEST 2
Questions 14-18
Complete the summary below of paragraphs A-D of Reading Possoge 2.
Clrcose ONE or TWO WORDS from the passage for each ansu'er.
Write your answers in boxes 14- 18 on your answer s'lrcet.
Training new employees; down time as new employees get used to
their new job; and unfavorable gut :st satisfaction levels all led to a
..''
l
solution to these problems, was in the reduction of the company's

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Bl 15 . The hotel addressed these issues in 4 ways thrcugh

r&
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the implementation of a 16--------,---- . The'efforts of the hotel chief
E
a-
a executive decreased" dourn time and reduced employee turnover
tD
-
which, in turn resulted in iurprovements in l7-. The
-i
a
a
.) company position was improved by $10 million. It is not common
i-)
for big companies to experience such 18 because most
t,
o
t-f have diffrculty in deter:rnining the why these things nurp**,.,,
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Reading I s1
Questions 19 - 21
I
ri
i
D- :ite follott'ittg statements reflect the claims of tlte writer in Reading Passage 2?
Itt boxes 19-21on your atlswer slrcet write
YES if the staternent reflects the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIWN if it is impossible to say wlmt the writer thinks about this
19 It was surprising that positions with the highest turnover were not connected
to high costs.
20 There was a clear connection between high costs and len$h of training.
21 New employees were given an incorrect description of their job-
v't
I
5 Questions 22 - 26
FOt
v-/
hi Reading Passage 2 giues FIVE effectiue ch.anges that the hotel introduced for
P staff.
a Choose tltese changes from tlrc list A-K belotu.
tD
- Write the appropriate letters A-K in boxes 22-26 on your a,nswer sheet.
-
ar
a
CHANGES
a
: A discussed future plans
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,-\ B introduced regular staff luncheons
t,
C started a regular sports program
o
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-o D clearly defined job expectations
tD
tt
oe E did their own staff recruiting
$?
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t F built new sporting facilities
)-
,{\
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G involved new staff in goal setting
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H offered bonuses to proven, committed new staff
X)
4)
o. I began meeting regularly with new staff
l implemented a support program

K began recruiting through an employment service
52 | Reading
READING PASSAGE 3
|oLL should spend about 20 minutes on, Questions 27-40 u:hich ore bosed on
Reading Passage 3.
A Political and family values within society have impacted upon the
modern family structure. Traditionally, it has been the man's role to be
the breadwinner for the family - providing the funds to pay for food and
shelter. However, due to the many new and unique responsibilities
placed upon famfies, in numerous cases both men and women -
5l fathers and mothers - have had to enter the workforce. Generally, the
5l reasons for both being involved in the workforce revolve around the
sl
,f, need to add to the family's current financial base. To a lesser extent,
I
D'I the need to interact with 'adults'in a stimulating work environment is
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--
9I another popular reason. Whatever their reasons, for many famfies, the
t-\ d.ecision forfather and mother to go out of the home and join the labor
h force has led to a number of side effects within the home which, in turn,
ra
I
J impact upon their performance as employees.
A
l)
o B Many researchers agree that attitudes towards work are carried over
E+.
(D into family life. This splllouer can be positive or negative. Positive
tst
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- spillover refers to the spread of satisfaction and positive stimulation at
A?
work resulting in high levels of energy and satisfaction at home. If the
I
J
-
Fol amount of research is to be taken as an indication, it would seem that
?, positive spillover is not a domilant occurrence in the workplace with most

?, research focusing on the effects of negative spillover. Often pointing out the
incompatible nature of work and family life, the research focuses on
problems and conflict at work which has the effect of draining and
preoccupying the individuat, making it difficult for him or her to participate
fully in family life.
Reading | 53
A
C Social scientists have devised a number of theories in an attempt to explain
the work-family dy'namic. Compensation theory is one which has been
wrdely used. It assumes that the relationship between work and family is
negative by pointing out that high involvement in one sphere - invariably
the work sphere - Ieads to low involvement in the other. As an individual
advances within a career, demands typically fluctuate from moderate to
more demanding and if the advancing worker has younger children, this
shift in work responsibfities will usually manifest itself in the form of less
time spent with the family. Researchers subscribing to this theory point out
; t\ that the drain on family time is significantly related to work-farnily conflict
R with an escalation in conflict as the number offamily members increase.
v-jr
I'L) D The human state is one of change. In exploring the work-family dynamic it can
te be dearly seen that as the pattern of adult development for men and women
.)
(D
- cliffers and as family and career demands fluctuate, individuals may link work
and familv roles differently at diflbrent stages of their li[e. Hence, the
-al
a
(" relanon-.hip between work and family is constantly changrng over a personis life.
-JJ The developmental approach therefore adopts a psychological-developmental
A
lt -l fianresr-ork to erplore the dyrramics of the relationship between individual,
t)
FI familv. and career der-elopments in the life-span of a worker.
-.
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0e E Interpersonal 'climates' influence motivation of family and work-
D9
I
t related actir.ities. \\-ithin the family, the feeling of being valued by
-P
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directll' affects a person's self-determination, while at the
X) same time within the n-orkplace. the feeling of being 'autonomy-
X) supported' by one's employer has been shown to have a positive effect
on one's seH-determined motivation towards work-related activities.
Studies built on the theory of self-determination therefore point out
that if people have abundant levels of self-determination, participation
in those areas will most often result in desirable outcomes.
54 | Reading
TEST 2
Segmentation theoly proposes that work and family are actually two
entirely separate domains and individuals are able to maintain a clear
demarcation between the two. Theorists subscribing to this view maintain
that emotions, attitudes and behaviors enlisted in the two different
environments are separate and will not have any impact upon work or
family. While this theory is certainly applicable for some, apparently not all
men and women are able to neatly divide the two exlperiences. Wrnthrop
points out that, "Even though a woman may enter the worldorce, research
has shown that within the context of the family, the care of her husband and
RI
Lil
children as well as the lirring quarters is still heavily the woman's domain."
BI This kind of idea is tied up in the old adage; a womants place is in the hnme.
@ She is seen as the one who takes care of aII domestic duties whereas,
E stereotypically, it is the man
-a who brings home the food for the family. The
(D
!+ degree to which this is felt is certainly based upon societal expectations and
behavioral norns. Despite this, there has been no positive link shown that
-
a
a
r
one sex experiences greater difficulty in managing work-family conflicts over
(?
Fi
-P another.
A
l-l
G Perhaps the most positive relation that could be established between work
(?
FI
-. and family conflict was in regard to irregular work houls. Factors such as
o
)
F'
having to work on weekends, having to work longer than nine hours per
oq
y
J
P day or having to work during vacation periods all added to the conflict
-
J
dynamic. Additionally, rank or position and thus expectations of workers
FOI
e). and time demands al} showed a negative impact upon family and work
w
e relations. Many have conducted empirical research in relation to work-
family conflict and job satisfaction with significantly varying results.
However, one generally recogrused outcome about which few researchers
disagree is that when work-family conflict arises, job sahsfaction decreases.
Reading | 55
TEST 2
Questions 27 - 30 il
i
1
Clrcose tlte correct letter A, B, C or D.

)7 The nrain reason fathers and mothers join the workforce is
A they want to escape the boring environment of home.
B they want to be able to retire comfortably.
C they need extra money.
D they need the mature interaction that goes on between adults.

; 28 'spillover' is
o
d
FOt
A mostly positive when it conies to the workplace.
v-v
I,L) B a term researchers use to describe work life.
P
a
tD C a dominant area of scientific research.
\.,
-
D a term which relates to how work life affects family life.
-
ar
o
f) 29 The significance of Winthrope's comment is that working women
rt
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A A should not do the work of men.
H,I
o B are heavily relied upon to do household duties.
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tt C should not work outside of the home.
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T D leave household work for their husbands to do.
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-
Fol 30 Regarding work and family the writer concludes that
v-r
X) A work itself plays an important role in job satisfaction.
?,
B more empirically-based theories are yet to be offered by researchers.
C family relationships have a significant effect upon job satisfaction.
D work and family are best kept separate from each other.
56 | Reading
]]]]]]:lii]]]]]]]i]:|]]]]li:liiii:liili:i:i::ili:i:iil:.'::ii:.lil':l
Questions 3'l -34

Looh at the follou;ing list of theories (Questions 31-34) and the list of
lefirtitions below.
)Iatch each theory u;ith its related idea.
Il'rite the coruect letter A-H in boxes 31-34 oll your answer sheet.
31 Segmentation
32 Self-determination
33 Compensation
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E Questions 35 - 39
-a
(D Do the foll,otning statements agree utith. the uiews of th,e writer in Reading Passage 3?
t-
Irt boxes 35-39 on your atlswer sheet write
TRUE if the statement agrees u;ith the information
-t
a
a
FALSE if the statement contradicts the information
(?
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It
)
A
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35 Lack of money is the main reason both fathers and mothers enter the workforce.
(" 36 Conflict between work and family increases according to the size of the fanrily.
FI
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37 High income earners balance work and family life better than low income earners.
I
J 38 Men handle work stresses better than women.
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39 Work-family conflict is due largely to constant changes in work hours.
P
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4O
re Question
VJ
e Choose the coruect letter, A, B, C or D

cJ. Write your answer in box 40 on your ansuer sheet.
A)
What is the best title for Reading Passage 3?
A Family relationships and .iob promotion.
B The psychological effects of work.
C Theories on family and work.
D Work-family conflict and job satisfaction.
II
I
Reading I sz
I
I
3 wRrrrNG
WRITING TASK I
\-ou slrculd spend about 20 minutes on this tash.

The pie charts shouts the percentage of global deforestation
caused by different actiuities.
features, and make con',,parisons where releuant.
E
B
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v-v
Global causes of deforestation (2005)
r! ! Cattle ranches
P
.)
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- 3% 3%1% I Small scale subsistence
agriculture
I Other
-\
a
a
a
-iJ Mining, road constrution and
dams
AHl Logging
(?
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ts. Large scale commercia!
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J agriculture
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4)
sB I Writing
WRITING TASK II
You should spend 40 minutes on this topic.

Some people say that aduertising encourdges us to buy things we
do not really need. Others say that aduertisements tell us about
new products that may improue our liues.
Which uieuspoint do you agree with?
Giue reasons for your arLswer and include any releuant examples from your
own l<,nowledge and experience.
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Writing | 59
,
TES
% SPEAKTNG
PART 1
EXAMPTE

- Do you work or study?
- Where are you from?
vl -
o Tell me about your hometown.
R - What type of houses are there?
rn
V-, - What is the meaning of your name?
r! - ls it a popular name in your country or not?
a,
f)
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- Do you personally like your name?
- - How do your friends call you?
-l
a
a PART 2
a
-iJ You will have to talk about the topic
for one to two minutes.
'rl You have one minute to think about
o
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ts. what you're going to say.
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-, You can make some notes to help
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I you if you wish.
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V-jr PART 3
X) Discussion topics:
?, - Did other people enjoy visiting it too?
- ls it better to build houses in the city or in countryside?
- What can people do to save energy in their house and to help the environment?
- Who designed you house?
- Why do people decide to design their own houses?
60 | Speaking
TESTING SYSTEM
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- Reading (60 minutes
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TEST 3
LISTENING

Questions 1-3
Contplete the desuiption of th.e man s briefcase using No M1RE THAN
THREE WORDS/LETTERS for each arusrDer.
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Questions 4-7
a Answer the following questions usittg No M)RE THAN THREE woRDS
-rJa AND/OR NUMBERS for each answer.
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Hl 4. What'is the lost property number given to the man?
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7. What is to the left of the lost property office?
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Questions B-'10
X) Complete th.e follouting sentences usittg
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No M}RE THAN THREE woRDS
4) NUMBERS for each answer.
8. what the shortest time lost items are kept by the office?
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9. How often does the office sell lost items?
10. Where does money from the December sale go?
I Listening
Questions 11-14
Decide wh.ich method or meth.ods of sending money abroad is/ore beiltg
described. Write
A for international motuey order.
B for banh draft.
C for electron ic trarusfer.
11. You need a local bank account to use this.

12. You can avoid a commission fee if you use a local bank and the local currencv"
13. Using a local bank and the local currency will allow you to get access to your
money sooner.
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(D Complete tlrc following sumntarl'about taking monet'out of 3,our country.
- ,,1:fr:J.,.I),,,-..}:l:al ,!lii..-, ra,.:ta l-f .,..,tr,1-ert:l.,,rD r* 11,.!1, - .Ll!-, it tl lD lDr{.. - tf
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a of' rnonlr''','in' an'd .out of your
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ll-r , ,rnroney- ,if,there is a iimit:on transfers and what regulations there are.
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t\ Contplete th,e following notes obout lrctt'ittg enaugll ntotte)'for 3'our first few
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digedrg"legeg
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Cash useful lor 17
Travellers' cheques rnsured agalnst 18 i not widely accepted
can be lg-_--insome
shops /restaurants
Credit cards u,idely accepted may involve 20
can qet cash from bank machines cornmission lee being cha
Listening | 63
TEST 3
Questions 21-24
Contplete the notes on the purposes of a lesson plan using NO MORE THAN
THREE WORDS for each answer.
A LESSON PLAN
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brings lesson 24
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I Listening
TEST
Questions 25-28
Complete the following notes on the exd,mple lesson plan.
50 minutes
academic, 3-months study, improve spoken English
elicit reading comprehension and speaking abilities for story
telling, practice present simple and the past simple
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students can understand instructions
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& students may not know some extreme sports 27
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30. What does the tutor give the student a list of ?
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Listening | 65
TEST 3
Questions 3-l -34
Atrcwer the following questions using No M)RE THAN THREE woRDS

OR NUMBERS for each answer.
31. which three foreign languages are traditionally taught in the usA?
32. How old are the youngest schoolchirdren learning Chinese?
33. How many students are learning the leading 15 languages?

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Questions 35-38
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- for eaclt" answer.
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a 35. are secondary to cultural exchange at potomac Elementary.
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Questions 39-40
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X) Decide u-hich uniuersity student or stud,ents (4 B and./or C) is being referred. to.

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39' They have (He/ she has) been learning chinese since they
were 1 1 or younger.
40' They are (He/ She is) learning Chinese to help with their future career.
66 | Listening
TEST 3
'@> READING
READING PASSAGE 1
You slrculd spend about 20 minutes orl Questions 1-14 which are bosed ott
Reading Passage 1
HCW TO HANTLE THX SUN

The medical world appears to be divided on the effects of the sun upon
the human body. From statements like, "There is no known
rfa relationship between a tan and health" to "perhaps sun-tanned skin
IB absorbs the ultraviolet rays and converts them into helpful energy",
:
there are some things which are still the topic of research. Doctors
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- that vitamin D is acquired from the direct rays of the sun - an entirely
separate miracle from sun tanning. The sun's ultraviolet rays
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penetrate only a tiny amount into the human skin, but in the process
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they irradiate an element in the skin called ergosterol, which is the
substance that stores up reserves of vitamin D received from the
A
l) sun. This is both healthful and beneficial for human skin.
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-. All around the Western World, people have developed an obsession
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oq trade-mark of a healthy, active, outdoor pelson. The basic reddish hue
vts
) just beneath the surface of our skin is the outrvald reflection of the
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millions of red corpuscles flowing thlough tinl- blood vessels. This is
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most noticeable in the pure skin of a babl- rvhich can change in a

C)
6) moment from porcelain white (with angel ol a switch in temperature)
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{.1) to crimson. In Caucasians, this colounng is somewhat hidden by an
acquired layer of sun-maid pigment. rvhich varies in tone according to
the complexion and occupation of the indmdual.
Locale plays a big part in the effectiveness of the sun tan. Mountain
tops and beaches are nonpareil sun spas because tfiey receive far purer
sunlight than the rest of the land. Urban areas wlith their smoke and
Reading | 67
j
smog act as a fllter removing all the healthful properties of the
sun. Perhaps the seashore is best of all, with its air estimated to have
at least a fifth of a percent more oxygen than inland ether - free of city
and inland dust, tars, pollen and allergens.
The sun has long been called nature's greatest health giver and healer
and has played a chief role at health resorts ever since August Rollier,
the Swiss father of heliotherapy, opened his first high-Alps sanatorium
in 1903. Dr. W.W. Coblentz suggests that the sun cure is a major
factor in the treatment of at least 23 skin diseases, ranging from acne
and eczema to ulcers and wounds. Another specialist, Dr. Richard
Kovacs writes, "Sun treatment is often helpful to persons suffering
from general debility - repeated colds, respiratory diseases, influenza
s and the like"
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After a long winter, the return to the sun writes Dr. Leonard Dodds,
r"l the British sunlight scholar, "is a general stimulus to the body, more
3
.) potent if applied after a period when it has been lacking which
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gradually loses its effect if exposure is over prolonged, even when not
- excessive".
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Over many years of study dermatologists have proven that excessive
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exposure to sunlight over a period of years is responsible for a large
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proportion of skin cancer amongst the population. Those with the
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round outdoor workers - 90% of which occurs on the heavily exposed
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f ra)'s. At the beach, the salt water washes away this natural oily coat,
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t) ineffectir-e and the dry wind and hot sun combine to dehydrate the skin
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itself. Or-el the years, women have shown far greater wisdom in the
care of their skin than men. Since the ladies of ancient Egypt first
began to appl-v- the fat of the so-called sa0red temple cats to their faces,
women have been tireless in waging this'krattle against damage to the
skin from the sun. Both sexes now contribute annually to a multi-
million dollar global sun screen business.
oa I Reading
Other parts of the human body which tend to suffer from exposure to
the sun are the eyes and hair. Many years ago, optometlists undertook
studies in America to examine the influence of the sun upon the eyes
by studying Atlantic City lifeguards and found that even a feu' hours in
the bright sun without sunglasses could cause a significant loss of
vision - a loss that might take several weeks from which to recover. So
gradual was the change that the lifeguards wele unaware that their
sight had been affected. The solution to this problem was to introduce
sunglasses as a standard part of the lifeguard uniform. These wele
dark enough to absorb the sun's harmful UV rays and most of its
infrared and ultraviolet rays.
bi Of a lesser impact is the effect of the sun upon hair. The penalty of the
sun's parching is a brittle dryness. Hair care professionals recommend
5 a nutritional cream treatment with a substance containing lanolin to
s bring your hair back its natural softness, these usually come in the
E
a form of leave-in conditioners, and should be applied frequently, just as
a you would a sunscreen for the skin. Or, easier still, wear a
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- hat. Wearing a hat has a dual effect: it protects the hair and helps to
prevent the most dangerous of outdoor affLictions: sunstroke.
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Reading | 69
Questions'l - 4
Look at the follouting people (Questions 1-4) and the list of statements below.
Match each person with the coruect statement.
Write the correct letter A-H in boxes 1-4 on your answer sheet.
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2 August Rollier
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3 W.W. Coblentz
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Hl Questions 5 - 9
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Do the follouting statements agree with the information giuen in Reading
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TRUE if the statement agrees tpith the inforntation
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X) 5 Most doctors are in agreement when it comes to the health benefits of the sun.
t)Q. 6 Beaches are best for a sun tan because the air has far less pollution.
7 Women applied fat to their skin for protection from the sun.
B Extended exposure of the eyes to the sun can lead to blindness.
9 The human eye cannot heal itself when it is damaged by the sun.
70 | Reading
Questions'10 -'14
Complete the summary using the words from tlrc box.
Write your answers in boxes 10- 14 on your answer sheet.
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TEST 3
READING PASSAGE 2
You sltottld spend about 20 minutes on Questions 15-26 which are based on
Readirtg Passage 2.
It{exr f}irec*io n$ * Map Making
A "A map may lie, but itit never jokes" wrote poet Howard
McCordin. When it comes to getting
ge to our destinations on time, there
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5 are few things more importar tant than an uncluttered and accurate
R map. By definition, maps showlw the features of the earth graphically, to
r(-! ;urface. They may be thematic - showing
scale, on a two-dimensional sur
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: '; navigational
vegetation, wildlife, geology; r - showing hydrographic,
aa
'outes;
aeronautical or automotive rou topographic - showing the natural
a and man-made features of the th, land or any other of a number of
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- variations. Their creltion iss aa work of art and science involving a
merger between creativ\ andd precision.

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f) B One of the biggest influe\ess tupon map creation or cartography was
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t World War II. In the war zo1re)1re, maps of targets and terrain played a
A huge part and so topographersl:s1 and members of the air force alike were
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engaged in the production off them.
tl The need to accurately measure
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Fl. distances using air photos tos gave birth to the plocess of
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) photogramntetry. Great cartol ctographic and mathematical skill was
oa required in a process thatrt was initially hmited by a lack of
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t photographic coverage. Planes :s flying at a constant altitude flew in grid
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X) rrred optical axis for mapping. In order to
perpendicular axis - the preferrr
X)
include both sides of the horizon,
hc some camelas were specially
rres at once - one vertical and two side-
designed to take three picturer
Iooking obliques. It was a diffrcult
dif task to keep the plane running
smoothly but the latest refiner
nements of map-making techniques were
put to immediate use.
1
The physical appearance of the natural fe atures of an area of land
72 | Reading
TEST 3
C Using a novel combination of optics and the overlapping of air photos to

create three-dimensional pictures of terrain, the stereoscope was the
next refinement in map making which was of limited value. Shortly
thereafter, the photogrammetric stereoplotter improved upon the
technology used by the stereoscope allowing cartographers to precisely
measure the elevation of features in air photos and then transfer them
to paper. After World War II had ended, this new technology led to an
increased interest in cartography. Mappers began to use newl5,
invented devices such as tellurometers, air profiIe recorders.
magnetometers and scintillation counters. From these precision
instruments came maps packed with information.
D In 1957, the Soviet satellite Sputnick 1 joined the moonin orbit around
t\ the earth. Although it only operated fot 21 days, it began the 'space
5 race' and shortly after a number of American and other Russian
r&
\1-J rockets were put into orbit progressing cartography into an even more
E sophisticated realm. OnIy a few years later in 1959 the first space
-a photograph of ear\h was received. Pageos 1, Iaunched by the United
(D
States in 1966, wa\ the first satellite with an instrument package on
- board specifically d\igned for surveying the earth. Two years later,
-
ar
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the American Satna\ system was launched utilising six carefully
.) positioned Transit sate\ites which fed back information for mapping
:i based upon the Doppler\ effectl. The Landsat 1 satellite launched in
t
1972 was the first satellite to collect data specifically on the earth's
A
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surface and natural resources. More than 20 other equally spaced
(" satellites now orbit the earth every 12 hours at an altitude of 20,000
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(D kilometres. Navstar, the U.S. military's global-positioning system can
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oq determine geodesic2 positioning accurate within millimetres anyrn here
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on earth. What took months to plot and record in the past can now be
)- easily done in an hour.
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E In addition to aII the advances in aerial satellite technology, some very
a advanced computer hardware has been designed to aide cartographers
o
4) in map production. Storing trilLions of bits of information and working
with a Geographic Information System (GIS), the system uses
t The apparent change in radio waves as the source moves toward or away from the
observer
' Related to the geometry of curved surfaces
Reading I z3
TEST 3
seoe-r'aphic position as a common thread. Although it became popular

-: ihi 1990s. GISs \\'ele developed in the early 1960s. Programmed
;:th topog:'aphic information - Iakes, roads, rivers and place names -
raken fi'om existing sheets and updated from new surveys, a GIS was
the next gigantic leap forward for cartographers. Maps, air photos,
municipal plans and a host of other things can be scanned and entered
and later on, updated and revised in an infinite number of ways on a
computer terminal to create a virtually custom-made map every
time. The distinction between map producer and map user becomes
blurred with a GIS. A map of an urban neighbourhood may be brought
up on the screen and by zooming in or out, streets, buildings, fields,
Iakes, street lamps,. bus stops, even sewers can be displayed. But it
h
goes even further: \ associated database enables the operator to
t\
ascertain the numbe\f people who live in the household, even
5 property values can be ti\ted There is basically an unlimited amount
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E system. \
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a A brief history of cartography shows that map types have changed to
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- reflect the needs of the time. Thus, early maps depicted concrete,
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al
tangible features such as coastlines, rivers, mountains, roads and
f) towns. Later, the focus moved to the spatial distribution of
-ii environmental phenomena - vegetation, soils, geology, and
climate. Societal issues such as population and disease have also been
o closely examined. Most recently, attention has shifted to short-Iived
o phenomena such as tornados, air pollution and floods, and to
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ts. visualization of the results of conceptual modelling of environmental
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T one of shifting from simply mapping obvious features to discovering
) relationships and implications between different levels and layers of
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geographic information. It is clear today that cartography is closely
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associated with the broader field of scientific visualization. This
h technique takes the map-reader beyond the printed page and shows
X) them terrain as if they were flyrrg in a helicopter.
74 | Reading
Questions '15 - 19
Reading Passage 2 has six paragraphs A-F.
Choose the coruect heading for sections B-F from the list of lrcadirtgs belott.
I|'rite the appropriate nu,mbers i-x in boxes 15- 19 oll your answer slrcet.
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19 Section F
Reading | 75
-r.*istions 20 - 23
-:: -1. :ite following as first occuruing
"
""; .),-: conect letter A, B, C or D in boxes 20-23 on your dnswer sheet.
:rl,r,Ar :,,betw;*!r.,. 1r95,,!.i
I rttir:.:,irr,,
ihd,, .1,960
r,, i, rrr:r.:ri
'.B.::: ube,it ign,,.ltg:60'.tandl1 :96,5,
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20 The first images of the earth a\ taken in space.
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-l5l 21 Parts of the earth are mapped through use of radio waves.
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rel 22 A satellite is launched in searchlof forests, lakes and rivers.
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23 work began on what would be the most advanced map-making system in the
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Questions 24 - 26
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l-l The list below giues possible factors that contributed to irnprouentetr.ts in,
(Dl cartography.
r+l
E. I W,ich THREE of these factors are mentioned in the text?
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JI Write the appropriate letters A-F in boxes 24-26 on your arlswer sheet.
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A magnetometers
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B Sputnick 1
rF.
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X) C World War ll
X)
D stereoplotters
E aeroplanes and helicopters
F stereoscopes
76 | Reading
READING PASSAGE 3
\-ou should spend about 20 minutes on Questions 27-40 u'hich. are based on
Reading Passage 3.
Www efuffiffi@wwre ffiwwwm

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The way in r{hich children learn is an ever-growing area of study. It is
obvious that \hildren differ from adults in many ways, but what rs
interesting is \hat there are quite a number of commonalities across
Iearners of aII Ages. A study of young children fulfiIs two purposes: it
R helps to highli$ht the strengths and weaknesses of the learners who
5 populate a nation's schools, and it offers a window into the
,.f\
e, development of learning that cannot be seen if one considers only
E wellestablished learning patterns and expertise. When an observer studies
P
o the development of children over time, a dynamic picture of learning
tD unfolds. An understanding of infant thinking mental processes or
- cognition and how young children from 2 to 5 years old add information
}- to their knowledge 'data base' helps child psychologists to better equip
a
.) students for their transition into formal school settings.
E
I
t For much of the 20t]. century, most psychologists accepted the
A
l1 traditional thesis that a newborn's mind is a tabula raso, or blank slate
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(? upon which the record of experience is gradually impressed. It was
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-. further thought that verbal communication was a prerequisite for
abstract thought and so, in its absence, a baby could not have
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comprehension. Since babies are born with a limited range of
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P behaviours and spend most of their early months asleep, they certainly
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appear passive and unknowing. Therefore, it was commonly thought
f31
VJ that infants lack the ability to form complex ideas. Until recently,
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tA) there was no obvious way for them to demonstrate anything to the
Q.
w contrary to researchers.
In time however, challenges to this view arose. It became clear that with
carefirlly designed scientific procedures, psychologists could find ways to
pose rather complex questions about how much infants and young children
know and what they are capable of doing. Psychologists began to employ
new methodologies and began to gather a substantial amount of data about
Reading | 77
the remarkable abfities that young children possess. Their research stood
ur gleat contlast to the older ernphases which focussed almost entirely on
s-hat childlen lacked. The mind of young children came to life through this
lesearch. it became clear that very young children are both competent and
actir-e rvhen it comes to their conceptual d,evelopment.
A rnajor niqve away from the earlier tabula ro.so, view of the infant
mind was ta\en by the Swiss psychologist Jean Piaget. Beginning in
the 1920s, Pi[fet argued that the young human mind could best be
described in tQrms of complex cognitive or 'thinking' structures. From
I
close observatlons of infants and careful questioning of children, he

concluded that the development of the mind proceeds through certain
stages, each involving radically different thinking processes. Piaget
*
5 observed that infants actually seek stimulation from their
5 surroundings thus promoting their intellectual development. He
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showed that their initial representations of such things as space and
E time as weII as awareness of objects and self are constructed only
aa gradually during the first 2 years. He concluded that understanding in
.)
(D young infants is built up through the gradual coordination of sight,
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sound and touch.
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a After Piaget, perceptual learning theorists studied how newborns begin to
f) integrate sight and sound and explore their surroundings. They saw that
learning in infants proceeded rapidly when they we1'e given the
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tll opportunity to explore the objects and events thev encountered. Theories
were developed which attempted to describe how the brarn processes
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-. irrformation. It was around this time that the metaphor of the mind as
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t' computer came into wrde usage.
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In order to studv what babies knorn, and can learn about readily,
-
J researchers needed to develop techniques of 'asking' infants inhat they
w know. Because infants a1'e so hmited physically and verbally,
experimenters interested in fincling out how babies think hacl to find
X)
o methods suitable to an infant's motol capabilities. Nei,l' rvays \ rere
A)
developed for measuling u'hat infants prefer to look at and cletecting
changes in events to which thev are sensitive. Three such rnethods
that were used were sucking. haltituation. and visual expectation.
Nthough theolies put foru,artl ciuring this tirne differed in marlv ways.
they shared an ernphasis nn considering chilclren a*q active learrers.
those rvho ar:1,ua1lv asse*rltle and olganise infr*nlation. llhelefore"
78 | Reacling
primarily cognitive development involves the acquisition of organised
knowledge such as, an early understanchng of basic Phl'sics, some
biological concepts and early number sense. In adclition. cognitive
development involves gradually learning strategres for solri.ng
problems, understanding and remembering.
the active role of learnels was also emphasized by Vygotskl-. u-ho focused
o[r tn" role of socia] support in learning. According to \-vgotskt-. alt
cpguitive skills and patterns of thinking are not primarily detemrined bv
tire skills people are born with; they are the products of the actirities
fracticed in the social environment in which the individual gl'o\\'s
up From Vygotsky's research into the role of the social environment in
the development of thinking came what he called a zone of proxintol
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5 assistance of others, had a big impact upon developmental
psychology. This line of work has drawn attention to the roles of parents,
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Questions 27 - 30
-{ri-.rr er tlte qLtestions below using NO MORE THAN FIVE WORDS for
eoclt ottsu er.
Ill'rfe )our otlsruers in boxes 27-30 olL your arlswer sheet.
27 \\'hat did early research into child capabilities focus on?
28 \\'ho thought infants needed to communicate verbally in order to show
advanced comprehension ?
29 In what period of their growth do infants develop an awareness of time?

30 What TWO things is the infant mind compared to?
Questions 37 - 35
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5 Do the following statements agree with the inform,ati.on giuen in Reading Passage 3?
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E FALSE if the statement contradicts the information
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tl) children are both competent and
37 Not only are young children capable of assembling information they are also
able to
3BoNEofthewaysscientistsmeasuredinfantpreferencewasthrough-
39 An indicator of cognitive development is that knowledge must be
40 Vygotsky believed that the key to learning lay in the individuals
B0 | Reading
3 wRtrNG
WRITNG TASK I
You sh.ould spend about 20 minutes on, this taslz.

The table shows changes in auerage income by household type in
Neut Zealand from 1998 to 2003.
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features, and make conl.parisons uhere releuant.
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TEST 3
}T R"IT\G TASK II
: .i spend 40 minutes on this topic.

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be abolished and we should. be able to trauel ushere ute lih,e.
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- Does government have the right to ir.npose a particular number of workers on
a company?
- ln what way students are guided to choose their career?
- How do you decide what course or degree will suit you?
Speakingl 83
TESTING SYSTEM
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TEST 4
{:} LISTENING
Questions 1-S
coruplete tlte notes below. write No MORE THAN ONE WORD AND/OR
A NUMBER for each aruswer.
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History: had (2) previous owners.'

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Listening I 85
5E{T|ON 2 Questions 11-20
Questions 11 and 12
--;..-":-.i the correct letter, A, B or C.
I1 iil the students on the course

A. are native English speakers.
B. are from Asian countries.
C. have jobs in law.
'12. The blended learning course is
A. taught face-to-face fur half of the year.

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x Questions 1B-20
TEST 4
Choose THREE letters A-F.

Iilh,at THREE things can you do on th.e blended learning course?
A. participate in seminars at any time
B. meet with your tutor at regular times
C. listen to lectures at a time of your choice

B
5 D. study on a full-time basis at a distance
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Questions 2'l -26

Contplete the sentences below. Write NO MORE THAN ONE WORD for
eoclt answer.
21. The tutor is pleased that Jane is always well for seminars.
22. Jane enjoys the psychology seminars and is good at
23. The lecture on critical thinking was about asking particular types of
24. Jane should think about the supporting other students theories.
25. The tutor is that Jane makes claims which are not proved.
26. Jane needs to use more as evidence for claims she makes.
Questions 27-30
lMtat are the disaduantages of each, type of research?
Choose your arLsu)ers from A-F below and write the letters next to questions
27-30.
27. Case studies
28. Research papers
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complete the table below. write No MoRE THAN TWO WORDS AND/OR
A NUMBER for each answer
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Reason for interest Because of the (31) and size of the pyramid
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2550 BC: took (35) to complete

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@ R€AOfiG
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, uthich are based on
Reading passage 1 below.
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,-c1 A Astronomers are planning to build the world's largest telescope - a
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aa light years, or 13.5 bilIion years from Earth. The giant radio-telescope
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separate radio dishes and other antennae aII linked together into one
huge machine. It wilI generate 100 times more data than aII the
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I- powerful supercomputer to analyse the information it collects.
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r) as Australia's CSLR Parkes radio telescope, also known as 'the Dish'.
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:J 'dish' that is used to collect radio waves from space. The refectory
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! signals. From the antenna, the signals are transmitted down into the
{ control room at the base of the telescope and are picked up by a radio
) receiver. This receiver makes the signals stronger. The signals are then
t
analysed by a computer at another location and the information is used
to draw a picture of the source of the radio waves.
Compared to 'The Dish', however, SKA will be thousands of times more
sensitive. This sensitivity is because of its size, the larger the dish, or
the more dishes there are, the more powerful the radio signal can be,
allowing unknown areas of the universe to be discovered. 'We know
that the universe is incrediblyvast, containing hundreds of billions of
90 | Reading
stars,' said Richard Schillzzi, directol of the SILA. ploject. 'Ho$'evet', at
present we carl only see a fraction of what is out there. The SILA will
enable us to explore some of its furthest reaches.' Scientists hope to
fi.nd alien life intelligent enough to invent radio. The SI{A ui1l be able
to detect a mobile phone system within 50 light years of Earth. but u.il1
also probably be able to scan star systems which are much further
away, because any advanced Iife form would have powelful raclio
emitters such as radar and radio stations.
D But looking for evidence of extra-terrestrial life is just one of man5.
tasks for the SKA. Scientists also hope that the telescope will help
them to understand how the first stars and planets were formed.
during a period of time called 'fi.rst light'. 'The SKA is a bit Iike a time
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division of CSIRO the Australian government's research arm. 'It will
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get a picture of what the universe looked Iike then. By choosing the
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type of radiation we look at, we can get similar pictures of the universe
- from any other era we choose - so we can watch how it evolved.
ts
lA E More than 20 countries will share the estimated S1.4 billion cost of the
(? project for the telescope. Two potential sites have been chosen, one in
lt
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A southern hemisphere because this will give the instrument a direct line
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of sight into the heart of the Milky Way. The SKA must be built on a
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oa TV masts for up to 50 years. This means it will have to be built mainly
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)- South Africa.
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Reading | 91
TEST 4
Questions l -4
Reading Passage I has fiue paragraphs, A_8.
choose th,e correct heading for pdragraphs
B-E from the rist of headings berow.
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Reading
Questions 5-8
The diagram below shows lrcw a large radio telescope LL'orl?s.
Label the diagram. Clrcose NO MORE THAN TWO WORDS from the
passage for each answer.
Hadio waves
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a Do the follou;ing statements agree with the information giuen in Reading
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oa FALSE if the statement contradicts tlte information.
--
-D NOT GIVEN if there's no information on this
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9. The SKA will be made from many parts.
t)Cl- 10. The SKA will be the world s most powerful telescope.
11. About one third of the universe has been discovered.
12. Scientists hope to get in touch with aliens by nrobile phone.
13. Covernments have decided where the SKA will be built.
Reading | 93
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READING PASSAGE 2
You should spend about 20 minutes oll questions 14-26, uthich are based on
Reading Passage 2 below.
THE REAL PRICE OF COLD
Like many of his Inca ancestors, Juan Apaza spends every day digging
for gold. For 30 days each month Apaza works, without pay, deep
w inside a mine above the world's highest town, La Rinconada. For 30
days he faces terrible dangers - explosions, poisonous gases, tunnel
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collapses - to find the gold that the world demands. Apaza does aII this,
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much rock as he can carry from the mine for himself. This rock may
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a contain a lot of gold which could make Apaza a very wealthy man, but
t!
- it may be completely worthless. But unbelievably, Apaza and his fellow
miners want to take that risk. 'It's a cruel lottery', says Apaza. 'But at
:a'l Ieast it gives us hope.'
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t For more than 500 years the dream of gold has attracted people to this
J-
place in Peru. The first were the Inca, then the Spanish, whose search
A
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o
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no\', as the price of gold increases dramatically - it has risen 235 per
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*, on top of the u'olld. La Rinconada is not a pleasant place to live in or to
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no postal service, not erren a police station. It's a dangerous place,
X)
where no law is respected.
X)
The dirt and rubbish on the overcrowded streets are small problems
compared with the tons of poisonous mercury released during the
process of separati.ng gold from rock. According to Peruvian
environmentalists, the mercury released at La Rincotlada and the
nearby minting town of Ananea is poisoning rivers and lakes down to
the coast of Lake Titicaca, more than a hundred miles away.
94 | Reading
TEST 4
V \
Admittedly, gold mines advantages: they can bring jobs, technologies,
and development to pool: areas. GoId miming however, wastes more
energy per ounce than any other metal. To mine a single ounce of gold -
the amount in a typical wedding ring - requires the removal of more
than 250 tons of rock. Yet the public continue to buy it even though the
price of gold is rising dramatically. Jewellery shops are, without cLoubt,
partly to blame. They are responsible for two-thirds of the demand. for
gold, and made $3.s bilIion in worldwide sales rast year'.
Disappointingly, the origrn of the gold and the damage caused by gold
mining doesn't seem to concern them. Despite action groups trying to
stop jewellery shops from selling gold from mines that cause serious
damage, many countries which rely on the sale of gold to help the
tYt
r{ economy ignore the protests.
vr
t\ In many ways, people are interested ill gold because there's not much of it.
,-41
L' In all of history, only 161,000 tons of gold have been mined, only just
E enough to filI two Olympic-size swimming pools. More than half of that has
8e been taken out of the ground in the past b0 years. Now the worlds supplies
f)
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gold Ieft is underground in far-off places which are often beauty spots. It's
only a matter of time before these are discovered by the mining companies.
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Reading | 95
TEST 4
Questions 14-17
Choose the correct letter, A, B, C or D
14. Apaza works in the gold mine because
A. he needs a full-time job.
B. he earns a lot of money at the end of the month.
C. he could become very rich one day.
D. his family have always worked in a mine.

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B. people haven't discovered where it is yet.
C. a lot of it has been mined already.
D. the gold is difficult to reach.
96 | Reading
Questions 1B-2'l
Do the following statements agree u.tith the writer's opirtiort git'ert irt Reading
Passage 2? Write:
YES if tlte statement agrees utith the opinion of tlrc u'riter
NO if the statement contradicts the opinion. of tlte u'ri.ter
NOT GIVEN if it's impossible to say what the writer thinhs cLbout tlis
-lB. The benefits of gold mining are greater than the drawbacks.
19. La Riconada is not a pleasant place to live.
20. Jewellery shops shouldnt sell gold.

2',. Nature should be protected from miners.
5
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I', improvements G. environment
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Reading | 97
TEST 4
READING PASSAGE 3
:'-'.^ :i',tuld spertd about 20 minutes on questions 2T-40, which are

based. on
i. ;dirrg Passoge 3 below.
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silk from the moth, Bombyx mori (L), has a long and colourful
history unknown to most people. silk production was discovered in
-B 2,700 BC, almost 5,000 years ago. chinese legend tetls the story of si
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Ling chi, a chinese princess, who sat in the shade of her court garden,
r8 sipping tea beneath mulberry trees. She heard a tiny noise in the
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D3 Ieaves above her, and a white cocoon dropped. into her teacup. Instead
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of picking it out of her drink, she watched as the hot water began to
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f) chi imagined the beautiful clothes she rnight create for her husband.
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si Ling chi went on to develop sericulture, the science of silk
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production. she learned to keep silk worms, to collect the silk fibres,
.) to
t+
E. test them for strength, and how to weave them into clothes. Si Ling chi
tD
): was later honoured with the name seine-Than, or 'The Goddess of
oq silk
80
)
I worms'. sericulture during the following centuries spread through
-rC1
iJ
china and soon became a state secret. It remained a mystery to other
FO: I
V-J
o countries for thousands of years. In 139 BC, the world's longest
4)
X) highway was opened, from eastern china to the Mediterranean sea.
One of the most valuable commodities to travel along the road was silk
and for this reason, the road was named 'silk Road'. By the middle of
the first century AD, people in Rome were becoming frustrated that
they could not learn the secrets of the valuable material but the
I Reading
# il
I
fi
x
Chinese kept the secrets of sericulture so safe that the early Romans
{. never learned it.
$
t. The Chinese fi.nally lost their secret to India. According to legend. the
egg of the silk moth and the seed of the mulberry tree were carried to
trndia hiddenin the headdress of a Chinese princess. From India the
silk industry spread into Persia and Central Asia. The empelor
Justinian gained the secrets of sericulture for the Roman Empire in
522 AD, when Persian monks brought the eggs into the country
illegally. In 877 AD, the soldier Biachu captured Canfu, the centre of
t\
foreign silk trade in China, destroyed all of the mulberry trees and
5
,-f1 silkworms of the region, and put high taxes on all foreign trade. These
t-o: i
E actions stopped China exporting silk and other goods for more than 60
te
f) years. However, by this time, silk production was practised in Western
(D
- Asia and Eastern Europe and the price of silk around the world
-,
a remained the same. During the 18th and 19th centuries, Europeans
a
.) also made important progress in silk production. England improved
-tiJ
silk-weaving techniques and roller printing. In 1801, A Frenchman
A
|l-l
named Joseph Jacquard exhibited his new machine for silk weaving
o
F}
-. and this gradually spread through the industry. These advances
o
introduced a more mechanized and scientific approach to silk
I
J
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)
I production than existed previously.
)-
FO.
\tr-- Sericulture has also been attempted in the United States, but has been
X) largely unsuccessful. Hoping to make a lot of money, thousands of
w
C./.
indivrduals bought mulberry plants and planted large aleas of valuable

Iand. The money they spent was more than the money'that was made,
and bad weather destroyed the plants. In the course of a few years,
many failures and great disappointments caused the USA to almost
grve up sericulture. Although there wele several more attempts at
Reading | 99
sericulture in California from the 1860's through the early 1900's and
some silk was produced during this time, most attempts failed and
sericulture never became permanently established in the state.
Silk production today is a mix of the ancient and the modern. The first
stage of silk production is hatching the silkworm eggs. Larvae are then
fed cut-up mulberry leaves and after a period of time they spin their
silken cocoons. The silk thread comes from the head of each larva and
is stuck together with a sticky substance called sericin. Cocoons are
Iater washed in hot water to remove the sericin, which frees the silk
*l)(
threads. Single threads are then combined to form yarn. This yarn is
R
,.f\
bp3
eventually wound onto reels. The yarn is dried, packed according to
I'L,) quality, and is now ready for sale.
Y
a
ID World silk production has approximately doubled during the last 30
-
years in spite of the competition from man-made fibre. China during
I
}^
a
t?
this period has been responsible for over 50% of the world production of
E
-l
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silk each year. Consequently, the country that first developed
trl sericulture approximately 4,700 years ago has again become the
o world's main producer of silk.
F}
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100 | Reading
Questions 27-3'l
Match each, euent u;ith the correct ttationality A-F.
R 27. invested money in silk production

w 28. learned about silk illegally
,'(.1
29. made silk production mechanical
!'L,)
DI
30. make half of the world's silk
f)
(D 31. were the first, after the Chinese, to learn about silk
-
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o
I Questions 32-35
I
J
A Choose FOUR letters A-F. Which FOUR of the foltouting statements are true
ll of silk?
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D)
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J was discovered by accident.
)-
:Was rndernized in the 18th century.
C/-
t4) ii',wa!:,,moie successful in the past than now.
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w
Itlrproduction is a combination of old and nerv methods.
Its productiort reached Europe fronr Persia.
Reading I t0t
Questions 36-40
Contplete the flout charL Write NO MORE THAN ONE WORD from tlrc
possage for each answer.
Hatching
Silkworm (36) hatched.
t\ Feeding
5 Larvae fed (f il from the mulberry tree.

\iy
rrl )prnnrnE
D3
.)
tD Larvae produce thread from {38)
\.,
-
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ax
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a (39) _ washed to separate silk threads.
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Packaging
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o silk (40) created and packaged for sale.
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102 | Reading
3 wRtrtNG
WRITING TASK 1
You should spend about 20 minutes on this task.

The graphs below show the number of international tourists by
month and by year and which regions of the usorld they uisit.
Summarize the information by selecting and reporting the main
features and malee con',,pdrisons where releuant.
t\
lnbound lourism by month in ?010
5
,-fa tnternational Tourisi Arrivals {million}
to.j
120
4
a
110
f)
(D 100
- s0
80
-\
a
a
.) 70
I ss
tlj
t0
A
ll 0
Feb March April May June July Aug Sept
o
F}
-.
o
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oq lnternational louriat Arrivalo by region {million}
D3
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t t,2m
il Midate rast i
o 1,000 ]l Atrica i
:i-: Asaa and ihe Pacitie i
:
t* Americas
800 I rfSl
X) = :
$(}[ {,,r ]": r
w
C./.
400
200
0
1950 1990 r995
writing I tor
WRING TASK 2
You should spend about 40 minutes on this tash.
Write about following topic:

th.e
Air trauel produces 3-5% of the carbon dioxide released into the
atmosphere, and is predicted to become the utorld's largest cause of
enuironmental damage and global warming. Gouernments around.
the world plan to increase the cost of flying to encourage people to
fly less. To what extent do you agree utith the gouernments, plans?
Giue reasons for your answer and include any releuant examples from your
w own knowledge or experience.
5
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{\ SPEAKING
PART 1
The examiner asks you some general questions about yourself, your home, your job
or your studies.
EXAMPLE:
- Tell me about your country

- What do you do in your spare time?
v! - How important is your family to you?

(\i
- What are your plans for the future?
R
rf\
c9 PART 2
I'L)
aa
The examiner gives you a card with questions on a topic. You will have one minute
a to think about the topic and plan what you're going to say. You can make notes if
tD
- you wish. You should then talk about the topic for one to two minutes.
I You will have to talk about the topic
a
t? for one to two minutes.
EI You have one minute to think about
a
J
A what you're going to say.
ll
You can make some notes to help
o
F} you if you wish.
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D) PART 3
--
t- The examiner asks you further questions which are connected to the topic of part 2.
v-- These questions give you the opportunity to discuss more abstract issues and ideas.
X) EXAMPLE QUESTIONS:
CJ.
6) - Let's talk a bit more about possessions...
- What's more important, possessions or experiences?
- What sort of possessions give people status in your country?
- What object do most young people want to own?
- Finally, let's talk about the role of advertising...
- Do you think that advertising influences what people buy?
Speakingl 10s
il
I
TESTING SYSTEM
R
R
f!
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w-J
h
le
f) Listening (30 minutes
tD - 40 Questions)
-
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a
f) Reading (60 minutes - 40 Questions)
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Writing (60 minutes - 2 Tasks)
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Speaking (1 5 minutes - 3 Parts)
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ll5
N LISTENING
Questions 1-7
Listen to a conuersation and complete the marhet list belou;.
Write NO MORE THAN THREE WORDS for each d,nswer.
MARKET LIST
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8 a.m. -5 p.m. Castle
E
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East Street SE17
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2-Lane EI 9 a.m. - 12 noon Sunday mornings

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Brixton SW9 9 a.m. -6 p.*. Mon. - Sun. Half dav
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D] CamdenTown,,,,
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6) Questions B-'10
9.
w Write NO MORE THAN THREE WORDS for eoch onswer.
8. Who is Barbara going to shop with?
9. How is Barbara traveling to the shops tomorrow?
10. What time are they going to meet?
i
l Listening I tOz
I
-11-16
Questions
Complete the table belota as you listeru.
write either A NUMBER or No M)RE THAN THREE woRDS
to fiil
each space.
t. 'R
$q$odt .$[,a ..r, {5rl
aPProval rating .' .Lr , va lTvc
,
87Vo 15Vo
tt
;t* l'12 : '64%t"':r.... 'r"''ri:.r ::llr.::r. t IS.l;.l.ll::.r,tt,',r,96r.:l'
vl
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donliknows ' "' oot
5 not mentioned 60Vo
& listeners' \I
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:eotl1ltr€ilti9...,'..:,..,,,.,"',.......',,,,,,i1t*iiii.'
' '' -' ''vu1*&r'..itfid'..:''l..' ,.t,i.it,iiilt i
l:,14,r i r i.:i,:r''ir.r,
16r'
:,'::.l..1ti.;',l : ' tt,..:..ri.- r.:.:,...t,
7 ,r, pgeiile'lr,i,,,i.:,r',
f)
(D Number of participants in the survey: 4373
-
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Questions F-20
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.) Circle the correct answer.
I
i
J 17. Regarding the message voice box, the number of complaints
A
lt A has gorre up and down in recent weeks.
t?
+ B has gone down.
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-,
C has rentained static.
J
oq D has risen in the recent week.
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18. The praise for the music on the wake-up show has conre
-
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A
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only from Australia. B only fron-i New Zealarid.
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c from all over south-east Asia. D fro* all over Asi;r.
X)
cJ.
19. Regarcling English worldwide, the nunrber of risteners
6)
A has increased ten times. B has renrained fairly static.
C has decreased tenfold. D will increase in the future.
l0 The radio station broadcasts
A .14 hours per day. B 19 hours per dav.
C -J lrcLrrs per da1,. D 22 hours per dav.
Questions 21-30
Complete tlte form below.
T\'riIE NO MORE THAN THREE WORDS for each aruswer.
INIRoDUCTIoN
R . Title 2L
R 'rAuihor '' ,,i',,: Robert Winsbon
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(& . C*egory- ' , ', , 22 ,, ,,- i',
a1 :
!) . Subject area brain

t)
tD "',' 'r l,nteiided read,ers 23 ,'
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Overview i i,,t -
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a
a . Author's purpose to inform and'afuise on'rnaxintising:,
:
uoe, of the,biain
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' .. guitr topics .: history sf24'" ,'," About,.biain 'l'r i.rr ii
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A what enables brain, to 25
l)
brainls contribution tc divelopment of 26
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(D how to increase intelligence
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0a Ana$sis and evaluation
D)
:, ::,r.rWriterrs pd**oi i,uriii;rsifu of London who
I
P qualifi eationt '
at' the
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Fol
carrie$ oul27 iesealeh, .:,
1
,.', ''i.;g6r"r61ta ,,'' ' readable, particulafly through use of28 contains
X)
X)
a useful29
' ' r,,,,Weakneises,, ., ,, ,,,
none
'r:t..,t:i
Concliisim,',.', 1',1,,
'r l,i,.,otaiait rerpnnse, ,' a very interesting book that aims high-,and. achieves
.''..,:.,
1,11..',.
j*g 30
Listening I tOe
TEST 5

Questions 31-33
Complete the following table.
[]se No MORE THAN THREE woRDS or A NUMBER
for each answer.
raa:ri:ir'a:ru:::ir:r:::-ti1:r'i.:.'ui:ai:ii::i:
,
jli:a iii:rri'1.::r:rtir:.l iitl!:r:l::i nrii::ai
rai:rli:i:llli:iai::i:iliili:iiii:liaait:iU::ili:::ti::,1
*d stone or brick 31_ B. C. Middle East
A-Dibib . "' :
Sffi*t.:'-r ge;-:=.* { ; "'
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ht i-|;;,;.u."j.}@+jJ,:,,".'..-''...'",-^;':;
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a lron
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suspension 'fon
1826 Wales (UK)
-
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a
a
f)
- Questions 34-32
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A Complete the notes on the time line below.
I
use No M0RE THAN THREE woRDS for each allswer.
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1t0 Lrstening
Questions 38-40
Complete the table.
Use NO MORE THAN THREE WORDS or A NUMBER for eoclt artsu'er.
A]aska and Siberia 38 eonstruction time limited
t\
5 ,,,,&ureps,sedAfrid*..:lrtaiil*t ;i,si& iltllt :lii ll**x&itliiil:l*iffi,&$!ffiffi!t&.'*-.

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lill3llli:";.;':''
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Sicily and mainland Italy 40 km funding
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Listeningl 111
A
TEST 5
@ READING
READING PASSAGE 1
You should spend about 20 minutes on Questions l-IJ which are based, on
IMPII,OVI1I{(; - ITEADIN(; SPtrE,D

*d
5 It is safe to say that almost anyone can double his speed. of reading
,-(-!
FO:
VJi
while maintaining equal or even higher comprehension. In other
ht words, anyone can improve the speed with, which he gets what he
D3 wants from his reading.
f)
tD
The average college student reads between 250 and 350 words per minute
-
on fiction and nontechnical materials. A "good" reading speed is around 500
-t
a
a
to 700 words per minute, but some people can read a thousand words per
f) minute or even faster on these materials. Strat makes the difference?
I
I
J
There are three main factors involved in improving reading speed: (1) the
A
l-l
desire to improve, (2) the wiltingness to try new techniques and (B) the
motivation to practice.
.)
t+
l-.
tD Learning to read rapidly and well presupposes that you have the
T
J necessary vocabulary and comprehension skills. When you have
rc
So advanced on the reading comprehension materials to a level at which
)
I
you can understand college-Ievel materials, you will be ready to begin
-
iJ
/Ca speed reading practice in earnest.
X) Understanding the role of speed in the reading process is essential

9.
w Research has shown a close relation between speed and und.erstanding.
For example, in checking progress charts of thousands of individ.uals
taking reading training, it has been found in most cases that an
increase in rate has been paralleled by an increase in comprehension,
and that where rate has gone down, comprehension has also decreased..
Most adults are able to increase their rate of reading considerably and
rather quickly without lowering comprehension.
1 12 | Reading
Some of the facts rvhich reduce reading rate:
(a) limited perceptual span 1e, word-b5r-word reading:
(b) stow perceptual reaction time, i.e., slowness of recognition and
response to the material;
(c) vocalization, including the need to vocalize in order to achieve

comprehension;
(d) faulty eye movements, including inaccuracy rn placement of the
page, in return sweep, in rhythm and regularity of movement, etc.:
(e) regression, both habitual and as associated with habits of

concentration
v\
<\i
(0 lack of practice in reading, due simply to the fact that the person
R has read very tittle and has limited reading interests so that
,-ff
€, very little reading is practiced in the daily or weekly schedule.
I
aa
Since these conditions act also to reduce comprehension increasing the
a reading rate through eliminating them is likely to result in increased
ID
- comprehension as well. This is an entirely different matter from simply
I
speeding up the rate of reading without reference to the conditions
a,
a responsible for the slow rate. In fact, simply speeding the rate
f)
E'
especially through forced acceleration may actually result, and often
a
J does, in making the real reading problem more severe. In addition.
A
ll forced acceleration may even destroy confidence in ability to read. The
o obvious solution then is to increase rate as a part of a total
FI
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improvement of the whole reading process.
E
J
oa A u,ell planned program prepares for maximum increase in rate b5r
A?
ts
I
establishing the necessary conditions. Three basic conditions include.
-
J
1. Eliminate the habit of pronouncing words as you read. If vou sound
-q
v--
out words in your throat or whisper them, you can read slightly only
w as fast as you can read aloud. You should be able to lead most
CJ-
9.
w materials at least two or three times faster silently- than oralIy.
2. Avoid regressing (rereading). The average student reading at 250
words per minute regresses or rereads about 20 times per page.
Rereading words and phrases is a habit rvhich will slow your reading
speed down to a snail's pace. Furthermore, the slowest reader
usually regresses most frequently. Because he reads slowly, his
Reading I t t:
mind has time to wander and his rereading reflects
both his inability
to concentrate and his lack of confidence in his comprehension
skilIs.
3. Develop a wider eye-span. This will help you read.
more than one
word at a glance. Since written material is less meaningful
if read
word by word, this will help you learn to read by phrases
or thought
units.
Poor results are inevitable if the reader attempts
to use the same rate
indiscriminately for all types of material and for all reading purposes.
He must learn to adjust his rate to his purpose in reading
and to the
difficulty of the material he is reading. This ranges from
a maximum
rate on easy, familiar, interesting material or in reading
to gather
information on a particular point, to minimar rate on materiar
which is
B unfamiliar in content and language structure or which
must be
5 thoroughly digested.. The effective reader adjusts his
rate; the
,-(-!
FOt ineffective reader uses the same rate for aII types of
!-jr material.
E Rate adjustment may be overall adjustment to the article
or internal adjustment within the article. overall as a whole,
D9
a
tD adjustment
- establishes the basic rate at which the total article is
read; internal
adjustment involves the necessary variations in rate for
each varied
-t
a part of the material As an analogy, you plan to take
a
f) mountain t,ip. Since this wil be a relatively hard drive
a 100_mi]e
I
i
with hills,
J curves, and a mountain pass, you decide to take three
hours for the
A
lt total trip, averaging about 35 miles an hour. This is your
overall rate
t) adjustment. However, in actuar driving you may slow
down to no more
FI
!a. than 15 miles per hour on some curves and hils, while speeding
tD up to
t 50 miles per hour or more on relatively straight
J andlevel sections. This
oa is your internal rate adjustment. There is no set rate, therefore,
Se which
)
I
the good reader follows inflexibly in reading a particurar
selection, even
t-
,Ca
though he has set himself an overa[ rate for the totar job.
tpl
In keeping your reading attack flexible, adjust your rate sensitivity
X)
from article to article. It is equaly important to aijust your
X) rate within
a given article. Practice these techniques until a flexibre reading
rate
becomes second nature to you.
1141 Reading
Questions 1-4
Ch.oose the appropriate letters A- D and write them in boxes I - 4 on )'our
dnswer slrcet.
Which of the following is not a factor in improvinB your reading speed?
A Willing to try new skills.
B Motivation to improve.
C Desire to practice.
R D Hesitate to try new techniques.
R Understanding college level materials is a prerequisite for

,-ca
FO't
a1
A learning to comprehend rapidly.
sl
a
(D
B having the necessary vocabulary.
-rl
C beginning speed reading.
-\
2
a
D practising comprehension skills.
(?
-IJ For most people

A
\lr i
o i
A a decrease in comprehension leads to a decrease in rate.
a
FI
-.
o B a decrease in rate leads to an increase in comprehension.
)
I I
0e C an increase in rate leads to an increase in comprehension.

:P
D)
lr
) D an increase in rate leads to a decrease in comprehension.
Speeding up your reading rate through forced acceleration often results in

B)
9.
w A reducingcomprehension.
B increasing comprehension.
C increasing your reading problenr.
D reducing your reading problern.
Reading | 115
Questions 5-9
Com,plete the table below
Choose No MORE THAN THREE woRDS from the passage for each
atlswer.
Wider eye span b YES
v!
S$,.-- te
a\' '::
5 Slow perceptual reaction 'I YES

&
:
,L)
r,:.,lil.ltlt,t ti::|ul1:1:1u.it:t:,i::lY.t0lSiir:,:1i.:i11i.1i
se
f)
(D
- Concentrate and be
YES
-t
a
a confident
f)
--J
trl
t)
FI
-. Questions 10-13
tD
ts Do tlrc follouting statements dgree utith tlte information giuen
J in Reading
oq
Se Passage 1?
)
I
In. boxes 10 - 13 on your o,nsluer sheet write
t-
/-C)
Fdr
TRUE if the statement is true
\{J
FALSE if the statement is false
X) NOT GIVEN if the information is not giuen in the pdssage.
()
4)
10 In gathering material on a topic a reader must maximize his reading rate.

11 The basic rate for each part of the reading material involves an overall adjustment.
'12 The set rate for a-100-mile mountain trip is 35 miles an hour.
13 { good reader never establishes a set rate for reading an article.
115 i=:-:'rq
TEST 5
READINC PASSAGE 2
You should spend about 20 minutes on Questions 14 - 26 u'ltich ore bosed on

Xmlutlrn oI In*nnl tll*ilI

A. Pterosaurs, birds and bats took to the air from evolutionary lun\\-a\-s
that scientists believe they understand fairly well, but insects began
flying so much longer ago that details of their stepwise conquest of
flight remain obscure. Scientists at Pennsylvania State University'
v\
d hypothesize, however, that a present-day flightless insect called the
R stonefly may be closely related to ancestral insects that fi.rst learned to
tb']
\T.I fly more than 330 million years ago.
f?,
-(" B. Last February, Dr. James H. Marden, a biologist at V Pennsylvania
tD
State University, and Melissa G. Kramer, his student, began studying
-
the behaviour and biology of stoneflies - the immature nymphs of
t-ar
a
.) which are familiar to many fishermen as delicacies for trout. The
E nymphs begrn life in river or pond water and then develop prirnitive
tJ
A stonefly wings enabling them to skim across water at high speed
|i-l
without actually taking to the air. Marden and Ms. Kramer have
(?
F} concluded that the humble ancestor of such expert fliers as mosquitoes
-.
(D
I
J and wasps may have been verv much like the stonefly.
oe
:I
D)
C. The stoneflies living in Canada and the northern United States, which
- belong to a primitive species called Taeniopteryx burksi, bleed and
\:-
mature in cold water and come to the surface for their skimming trip to
C/.
6)
shore in February and March. To study them, a scientist must work
9.
w quickly, since the life span of a stonefly is only about two weeks. The
adult stonefly has waterproof hair on its feet, and after reaching the
surface of the watet, it supports itself bv coasting on the water's
surface meniscus layer. To hasten its trip to the shore, the insect
spreads its four feeble wings and flaps vigorously, using aerodynamic
Reading I ttt
TEST 5
thrust to scoot across the water at speeds up to 2 feetper second. This,

Marden said, appears to be the only time in its life the stonefly
normally uses its wings.
D. In a series of experiments Marden described in a report published in

the current issue of the journal Science, he found that although
stoneflies in the wild, where ambient temperatures were recorded as
ranging between 32 degrees and 58.6 degrees Fahrenheit, are
completely flightless, their flying ability improves when they are
warmed up in a laboratory. Even when warm, the insects never
voluntarily take flight from a horizontal surface, but if they crawl to
*d the edge of a table and drop over the side they will fly for a few yards
before settling to the ground. several specimens tested by the penn
5
,^(-! State scientists actually gained a little altitude under their own power
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ht after being launched by hand, but none remained in the air for more
D] than a few seconds.
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- E. Stoneflies are interesting, Marden said in an interview, because so
Iittle is known of the specific changes insects underwent in the remote
a-t
a
f) past as they gained the ability to fly. The stonefly's faltering efforts to
-
J-l use its wings may approximate a transitional stage of evolution that
trl occurred some 350 million years ago, when swimming insects first
t) became fliers.
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F. The study of insect evolution is hampered by a gigantic gap in the fossil
rc record. Although fossils of early nonflying insects have been found in
So
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sediments dating from the Devonian period nearly 400 million years
t'-l
ago, no insect fossils have turned up from the following 7b-million-year
v-jr
period. Marden said that fossil insects reappear in strata 32b million
X)
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tA)
years old, but by then they had evolved gteatly, and their increased
iliversity suggests that at least some species had left the water to
colonize land. Many of the fossils of that period look like present-d.ay
insects, including grasshoppers.
G Stoneflies lack some featirres that are important for true fliers, they
I I8 Readrng
have relatively weak wing muscles, and their thoracic cuticle plates are
not fused together to create a rigid external skeleton. Rigrdity is
needed to provide strong, inflexible attachment points for an insect,s
wing muscles if it is to be capable of powered flight - a much more
demanding activity than skimming or gliding. If the stonefly is sirnilar
to the first protofliers, this would argue against a wrdelv hetd
hypothesis that animal flight begrns with gliding, from which pornered.
flight eventually develops. Stoneflies never glide, even though theS' are
on the verge of flying.
H. Although the stonefly may have evolved to its present form in a

v)
r{ progressive direction from primitive swimming insects, it is possible,
vr
t\ Marden believes, that its evolution was digressive that its ancestors
,-c1
-
were true fliers that evolved into nonflying skimmers. Skimming
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E requires much less energy than true flight, as demonstrated by a new

D3
.) family of skimming "wing-in- ground-effect" flightless aircraft develop ed
(D
-
\J during the last decade in Russia, China and Germany. These aircraft
never rise more than a few feet above the ground or water, but their
,-
a
stubby wings support them on an air cushion that eliminates the drag
("
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of surface friction.
A
l1 I. "Stoneflies seem to have found an ecological niche in any case," Marden
a
F}
said. Whether the evolutionary pathway of the stonefly was ploBl-essive
-.
o or digressive makes little to the insect, he said, but to an
di-fference
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D]
t characters and morphology of stoneflies, we hope eventually to infer the
J
)- direction by which evolution carried them to theil present stage of
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development," Marden said.
9.
8)
Reading I t tO
Questions 14--lB
P. t,lury Passage 2lms I paragraph.s A-1.
Fnnt tlrc list of h,eadings belnl chnose the 5 most suinble headings for paragraphs
B, C, E, G and H.
ll'rite the appropriate numbers (i - x).
)iB There are tllore h,eadings than paragraphs, so you will not use them all.
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E
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- 15. Paragraph C
trl 16. Paragraph E
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'17. Paragraph G
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.Dl 18. Paragraph H
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Questions 19-22
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Using NO MORE THAN THREE WORDS from tlte passage, answer the
8)
followirug questiorus.
?,
19. How long ago did stoneflies first use their wings?
20. How wide is the fossil gap?
21. Where is the only place that stoneflies actually fly?
22. What time of the year do stoneflies use their wings?
120 | Reading t
I
Questions 23-26
Complete th.e summary below.
Choose your answers from the list below th.e summary.
NB There are more words than spaces, so you will not use th.ent oll.
Stoneflies have 23 wing muscles and a
24-externalske1etonsothattheycannotbetrue
v\
t\ fliers. As they can't fly or 25 they skim. Less
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energy is needed for skimming and so stoneflies have found their
E 26 in life.
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Reading I
READING PASS
PASSAGE 3
spend about 20 minutes on Questions 27-40 which are based ort

You should spent
ssase 3 below.
Reading Passage
iwAYL.Fr-h,AL H[]t ],CA ll{. .': ",
A. studies have been carried out which recognize

Many studir education
that of mothers) as an effective way of improving children's
ially th
(especially
healthL and rreducing child mortality. CaIdweII refers to the results of
rrveys that were carried out in Nigeria to arrive at the conclusion
two surveys
5 1
Maternal education is the single most significant determinant of

that "Matern
5
,(.a nortality." However, maternal education is an intertwined factor,
child mortali
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may account for other variables that represent socioeconomic
lnce mr
and hence
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aa ions as weII.
conditions
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B. Although the relationship between maternal education and children's
rgh the
-
healthL is no llonger an issue to be debated, there still exists a dearth of
:a{ ch information
research infl on the mechanisms through which maternal
.) education
bion wtworks to improve children's health. A few of the possible
t rnisms that have been focused so far are pointed out below:
mechanisms
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A
l-l ' rcation makes a woman conscious about the well-being of herself
Education
o andIher
her family.
fa It gives the basic ideas about the path to well-being
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also equips and encourages to increase her knowledge on
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healthy living;
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-- ' rcation helps
Education to form the attitude to practise "manners of
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' rcation equips mothers with the knowledge of scientific causes of
Education
X) disease and proper health behaviour and illness behaviour for
)ase an
tr) ventive and curative measures; Education encourages mothers to
preventive
pt prop
adopt proper feeding practices;
' rcation makes the mothers more wiling to use health care services
Education
when necessary, and preparing them for overcoming the barriers in doing
)n neces
Doctors and nurses are more likely to listen to her, as she can demand
so. Doctors
Ll attention, whereas the illiterate might be completely rebuffed;
thei-r'attent
1 ll Reacling
' Education allows greater exposure to the mass media. which can
keep mothers better informed about the health issues;
' Education empowers mothers to make and implement ploper and

timely decisions regarding their children's health;
' Thus, we find maternal education as a gate way toward diversified
aspects of modern life that significantly affects children's morbiclit.v-
and mortality.
C. A debate has arisen on the link between maternal education and

children's health concerns relative effectiveness of general education
(acquired through formal schooling) and health education. While the
former enables a mother to become literate and hence gain access to
the understanding of written material, the latter only provides her
with information on certain health issues. However, educating through
5
,c1 general education is time consuming, and to get positive results for the
(& improvement of the health of the illiterate masses, within a short time,
a1 health education might be a better choice.
v
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-a
health education cannot be a substitute for general education to ensure
survival and health of the children. Rather, more lessons on topics
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necessary to know in order to maintain a healthy life should be
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included in the textbooks (such as the germ theory of disease,
J
symptoms of diseases the presence of which should be consulted with a
A
t.z doctor, knowledge in first aid etc.). General education equips a person
o with literacy - which gives her access to books and to the mass media,
a
9. which keeps her up to date regarding new information on health
o
I
- affairs. However, it would certainly be very beneficial to alr-ange
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D] annual or bi-annual health education programs to teviern' the major
health issues (and the issue of pregnancy and child care which is
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diffrcult for primary school children to grasp).
G
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E. At this point another question may be raised: How many years of schooling
9. are required for education to have a substantial amount of effect on
w
children's survival/health? According to a study by Mahalanabis et al., in
Bangladesh, schooling of seven yeals ol mole of the mothers reduced 55%
risk of a child's being attacked by a severe disease resulting from diarrhea,
but lesser number of schooling could not provide appreciable protection.
Majumder and Islam's study in Bangladesh shows that child survival
index moves up from .764 to .811 with the increase of education from no
l Reading I tzt
schooling to 5 years of schooling @rimary level in Bangladesh). But the
increase of index for the difference between primary level to secondary
level or higher (at least ten years of schooling) is even greater, moving up
from .811 to .882. Thus, the ffierence between child survival index rises
fuom 164 to .882 with the difference of no schooling to ten or more years of
schooling. Lindenbaum's has mentioned a case of Khurshida, to show how
a woman having seven years of schooling was able to ensure proper
treatment for her sick child, after overcoming the different sorts of barriers,
which came in her way.
F. Maternal education, on its own is not suffrcient to ensure surwival of
children. However, all other efforts in absence of maternal ed.ucation
cannot be fully effective either. Hence, we should look for ways in which
maternal education can be the most effective to ensure children's health
u to determine the appropriate policy to be obtained. From the discussion of
5
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the studies above, the followrng can be suggested:
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1", ' At least seven years of schooling should be made compulsory for girls.
D9
a ' A11 basic health issues (which might differ from society to society)
tD
- should be covered in the textbooks and curricula of lower grades in
school and be taught properly, so that even in cases of dropouts, the
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a children will have sufflcient heatth education to 1ead a healthy way
.) of life, for themselves and their family and community.
I
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A ' Asit is difficult for school children aged 12 or below to understand the
l1 health issues related to pregnancy, child birth and child care,
t)
FI €urangements for health education (annual/bi-annual) concerned with
F.
tD these and other basic health issues must be made. Mother and child
): health care programs must function properly to be beneficial for the
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I public. The health care centers must be situated at suitable distance, and
-iJ convenient opening hours, friendly hehavior of the staff and supply of
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I su-fficient facilities and medicines must be ensured.
X) G. Thus, it can be said that in order to ensure children's survival, the

9.
w governments of third world countries, world organizations, donor
countries and Non-Government Organizations, must take initiatives to
ensure literacy and suffrcient health-knowledge for the mothers and
also provide appropriate conditions and environment for them to apply
that knowledge. This indeed is a great task. But this has to be ensured
to ensure the survival of children.
12{ I Reading
Questions 27-3'l
Reading Passage 3 has 7 paragraphs A - G.
Which parclgrap'h contains the following information?
27. A literate person has access to books and the mass media.
28. Educated mothers make right decisions in time.
29. The illiterate have handicaps to health care services.
30. Health issues relating to pregnancy should be included.
31. Ceneral education is the poorer choice.
Questions 32 - 35
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R answer sheet.
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I'L) maternal education affects childrens health.
-a A. plentiful supply
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- B. average supply
C. overabundant supply
-
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a D. meager supply
(?
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A. Medical staffs are more helpful.
A
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B. Demand for medical services declines.
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I D. Caring for the sick improves.
0e 34. so that children may live and have a healthy way of life for
D]
ts themselves and their family.
)--
A. Health education is a priority.
B. More textbooks should be provided.
9.
6)
C. The illiterate masses need to be taught to read and write.
9.
t) D. Health topics should be included in textbook.
35. Ceneral education enables mothers to become
A. able to read and write quickly.
B. informed on some health issues.
C. writers about some health issues.
D. able to read and write over a long time.
Reading | 12s
Questions 36-40
Do the following statements agree u;ith the information giuen in Reading

Passage 3?
In boxes 36 - 40 on your answer sh,eet write
YES if the statement agrees uLith tlrc writer

NO if the statement contradicts th,e writer
Nor GIVEN if there is no information. about tttis in, the passage.
36. A decade of schooling means that the child survival index moves up by .071.
5
5 37. School education of less than seven years increases the risk of severe disease.
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a 39. Children who leave school early will not have sufficient education to lead a
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40. Health education should be arranged every two years.
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1251 Reading
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WRITING TASK 1
You sltould spend about 20 minutes on this taslz.

The graph shows the population of three countries in 1950 and
2000 (in millions) and their proiected population figures for
2050. The table shows the life expectancy figures for the years
1950 and 2000 arud the projected figures for 2050 for the sanle
three countries.
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TEST
WRITING TASK 2

Present a written argument or case to an educated, read,er with. no specialist
knowledge of the following topic.
children brought up in families u;ith less money dre better
prepared for life than those from wealthy families.
To what extent do you agree or d,isagree?
You should use your own ideas, hnowledge arud, experience and support your
arguments uLith examples and releuant euidence.
5 Write at least 250 words.
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128 | \\ riting
SPEAKING
PART 1
The examiner asks the candidate about him/ herself ,hisl her home, work or stuclies
EXAMPLE
Home
- Do you currently live in a flat, a house or a dormitory?
- Could you describe your home?
- What main items of furniture do you have in each room?
Language
d - Do many foreigners speak your native language?
5 - How long have you been studying English?
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- Do you think your native language is easier than English?
I'L)
Name
Y - ls your family name a common one in your country?
a - Does your name mean anything or have a special significance?
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-
Ll) - Would you like to change your name?
- ln your culture, do women change their names when they get married?
-
ar
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.) PART 2
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You will have to talk about
the topic for open to two
A
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(? m in ute to th in k about
F} what you're going to say.
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t- PART 3
Discussion topics:
X)
Communication
u. Example questions:
w What are the most common ways of corlr.nunicating nowadays?
How have communications developed over the last 50 years?
What new developments in conrrnunications nray take place in the next 10 - 20 years?
How will these new developrlents change our lives?
why do some people find it hard to cornnrunicate with others in person?
What are the disadvantages of modern communications?
Speaking I tz}
INTERNATIONAT ENGTISH LANGUAGE
TESTING SYSTEM
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.) Listening (30 minutes - 40 Questions)
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:ar Reading (60 minutes
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l-r - 2 Tasks)
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HEC.VNOO6 HAI JIM'S TESTING DOCUMENT

N LISTENING
Questions'l-6
Complete the form below.
Write NO MORE THAN THREE WORDS or A NUMBER for each. attsu'et'
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Answer
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Pafient's'name: Martin Hansen
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Listening | 131
Questions 7-9
Circle the correct letters A-C.
7. Why is Martin visiting the doctor?
A He suffers from headaches.
B He suffers from nausea.
C He has an infection.
8. How many hours does Martin usually sleep each night?
R
A Less than eight.
w B Between eight and nine.

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C More than nine.
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8. Which of these describes Martin's problem?
- A lt's continuous and constant.
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10. Which of these things does the doctor suggest Martin should do?
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132 | Listening
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.
ARTISTS EXHIBITION
General details
Place: 11
Address: 1,12
Dates: 6th October to 13
B
vr Display details
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. jewellery
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. furniture
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f) . ceramics
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. sculpture
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Expect to see:
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A silver jewellery, e.g. large rings with 16
lu
a shoe sculpture made out of 17
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Go to demonstrations called 18 I
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-- ARTISTS CONSERVATORY
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)- Course include: Chinese brush painting
19
CJ.
A) silk painting
Cl.
w Fees include: studio use
access to the shop
supply o{ 2O
ListeningI tfS
TEST 6
Questions 21-23
Circle the appropriate answer.
21. Dave thinks the last tutorial
A was exciting and Sarah disagrees.
B was not exciting and Sarah disagrees.
svr C wasn't very interesting and Sarah agrees.

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I D was good and Sarah feels she has to agree.
rq 22.
!e Sarah states that she understood
f)
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- A a very small part of the tutorial.
-
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B all of the tutorial.
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c most of the tutorial, but parts of it were incomprehensible.
A
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D none of the tutorial.
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FI 23. Sarah and Dave have just attended a tutorial on
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ia B reading in literature.
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c)
w D general studies.
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134 | Listening
Questions 24-27
Listen and complete the table below utith the appropriate numbers.
Sarah ', Dsvo.

l*,4:i$:.X,.{$:*l.i1]:i;i* !liii:*X&ti ;},ffiSti1r{*'i*Xs${r*,:i{*,::{i*{,r}ii.::*s
iiix;*:!lxtrit:i,:x*ir*,r.*ix.*:.i{&& yxiirl$i,$i}|1.]ial]iii: iiit*'ll'6lxlxux*
pages per hour 25 -30 24- 120 25
books per week 1 26 27 2A
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G Questions 28-30
w Using NO MORE THAN THREE WORDS for each blank space, complete
,(-! the sentences below.
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a 28. Terry thinks it is important to develop one s reading speed to-.
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- 29. Terry felt _ after his first tutorial with Dr. Pratt.
30. When Terry first arrived at university, his reading speed was _pages per hour.
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Complete the summary.
Write NO MORE THAN THREE WORDS for each a,nswers.
Speaker: Kevin Ackroyd from the 31
Problem: The recent 32 _put extreme pressure on 33.
Nll factors:
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o economic development
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particularly important factors:
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t? . 36 _ is likely to continue.
-IH o Industry, especially tourism which competes with 37 industries.

A
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(" -farming
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H o exercise greater vision
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Recommendations:
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X) Need for . long-term view
il) r broad view
. modern 39
. consultation with 40
136 | Listening
@ READING
READING PASSAGE 1
You should sperud about 20 minutes on Questions 1-14 which are based on
Reading Passage I below.
HYPERACTMTY OF CHILDREN
For children with Attention Deficit Hyperactivity Disorder (ADHD),
life can feel like a never-ending video game. They are wired - restless,
5 impulsive, and easily distracted. Their minds are constantly
5
,.fa bombarded with different elements of reality that compete for their
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attention.
-a So far, the most popular treatment for ADHD has been Ritalin, a rapid-
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acting stimulant for adults that has the opposite effect in children, calming
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the jitters associated with the disorder. According to the National Institute
-.
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of Mental Health, about three percent of American school children take
(" stimulants like Ritalin regularly. However current research suggests a
E
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A brain-wave biofeedback that can help kids urith ADHD train their minds to
t.r tune in and settle down.
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It is difficult for a child with ADHD to learn how to self-regulate and
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know what it feels like to concentrate. Biofeedback teaches patients to
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providing red-time monitoring of such responses. More than 15 years of
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,x: studies show that with the aid of a computer display and an EEG sensor
\r_"
attached to the scalp, ADHD patients can learn to modulate brain waves
3, associated with focusing. Increasing the strength of high-frequency beta
9.
w waves and decreasing the strength of low-frequency theta waves,"for
example, creates a more attentive state of mind. With enough training,
changes become automatic and lead to improvements in grades,
sociabfity, and organizational skills.
Despite its proven success, the technique has not become a mainstream
treatment for several good reasons. First, unlike drug therapy, which
I Reading I tlt
TEST 6
can have immediate results, a typical course of biofeedback treatment

takes a series of about 40 one-hour sessions over a span of several
months before benefits become apparent. Second, it is more expensive
than drugs. Costs range from g8,000 to 94,000 for these treatments, so
insurance companies tend to pick the less expensive option. Finally,
biofeedback training requires the very kind of prolonged concentration
that patients with ADHD struggle to attain.
AIan Pope, a behavioral scientist at NASA Langley Research Centre in
Hampton, virginia, came up with a more engaging approach through work
\\rith NASA flight simulators. He was detertnioiog the d.egree of interaction
with cockpit controls necessary to help pilots stay attentive during routine
flights. In an experiment, he linked the level of automation in the cockpit to
R the pilots' brain-wave signals, so that some controls switched from
autopilot to manual when the pilot started to lose focus. He found that with
5 practice the pilots could begin to adjust the controls to the level of
.n
v_v automation that felt most comfortable by regulatrng their own brain waves.
E
s3
(" Pope applied his findings to help ADHD patients stay focused by
tD rewarding an attentive state of mind. He realized, however, that the
- simple displays that were already part of biofeedback treatment may
not be enough to hold the interest of restless youngsters. He then chose
-'A
a
(? several common video games and linked the biofeedback signal from
I
tP the player's brain waves to the handhetd controller that guides the
games' actions. "rn one auto-racing game, a car's maximum speed.
o increases if the player's ratio of beta to theta waves improves. The
(? same sort of feedback also controls the steering," pope says.
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P In the test, six Sony PlayStation games were used with 22 boys and
oq girls between the ages of nine and thirteen who had ADHD. HaIf the
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P group received traditional biofeedback training; the other half played
)- the modified video games. After 40 one-hour sessions, both gro,ps
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(fy showed substantial improvements in everyday brain-wave patterns as
cJ.
t) well as in tests of measuring attention span, impulsiveness, and
Q.
tl) hyperactivity. Parents in both groups also reported that their children
were doing better in school.
The difference between the two groups was motivation. "In the video-
game group, there were fewer no-shows and no dropouts," according to
Pope. The parents were more satisfied with the results of the training,
and the kids seemed to have more fun.
138 | Reading
TEST 6
Since children are more motivated toward video-game biofeedback and

may already be famfiar with video games, they will not need one-on-one
coaching to master the technique. As a result, the cost of the treatment
should be reduced and maybe even permit "do-it-yourself biofeedback. One
North Carolina Company markets their system as a fun bike helmet and
game-like video exercises that work on almost €ury computer. The helmet is
Iined with sensors that monitor the child's brain waves, and the child
actually controls the computer video exercises by mind alone. Parents
should not expect regular video games to help their children. The wrong
kinds of video games might actually hurt children with attention disorders.
Parents, however, may be hesitant to switch from traditional

treatment progtams. One parent whose child currently takes drugs to
control ADHD says, "Our son is using drugs to control his attention
5 problems and although we don't like giving him the pills, he is no
5
/^c1 longer causing problems at school. We try to keep our son away from
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things that might make him hyperactive. Unless our doctor tells us to
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do this brain-wave training in a hospital, we are not going to buy a
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o machine to do our own treatment at home."
-
Brain-wave biofeedback alone may not be a substitute for dr.rg
-
a-
a
therapy. Professor Stephen Hinshaw, an expert in the fie1d of child
(" clinical psychology at UC Berkeley, gives a reserved opinion about
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A alternative, but unfortunately the kinds of really well-controlled
lt
studies that might support its clinical benefits have yet to be
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F} per{ormed." The two treatments have complementary aspects that
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-i school days. Brain-wave regulation takes a long time to learn but has
)- the potential for longer-Iasting effects.
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Researchers and clinicians are realizing that ADHD is not easily
X) outgrown. Most doctors support an approach that combines good
9.
w nutrition, sleep, exercise, and learning strategies as well as
biofeedback and drug therapy. The possibiJities for brain-wave
biofeedback are very promising since its benefits could last a lifetime.
Video-game biofeedback therapy may provide a more tolerable and
Iong-Iasting form of treatment for children through a medium they are
more likely to enjoy.
Reading I
Questionsl -4
I
Complete tlrc sentences below with. words talzen from th,e reading passage.
Use NO MORE THAN THREE WORDS for each answer'
Write your answers in boxes I - 4 on your druswer sheet'
1. Easily distracted and impulsive are words that mean the same as
2. Ritalin the jitters in children.
3. Biofeedback helps children to learn how to control
4. ADHD patients struggle to attain-'

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Passage 1? In boxes 5-8 write:
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YES if tlrc statement agrees with tlrc uiews of the writer
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tP NO if the statement contradicts th,e uiews of the writer
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NOT GIWN if it is irrupossible to say whnt th.e writer thinhs about this.
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F} 5. Pilots naturally are able to regulate their own brain waves.
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6. Pope sought to reward his patients' attentive state of mind.
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1a0 | Reading
Questions 9--14
Complete the summary below.
Choose your answers from the box and write them in boxes 9 - 14 on J'our
answer sheet.
NB There are more words than spaces so you u;ill not use th.em all.
As children find vr
not need 9--

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Reading | 141
TEST 6
READING PASSAGE 2
You should spend about 20 minutes on Questions 15-27 which are based on
SKYSCRAPE:R
A. The word skyscraper was originally a nautical term for a tall mast or
sail on a sailing ship. Today the word is used exclusively to refer to a
tall habitable building, usually higher than 150 metres (500 feet). Most
skyscrapers serve as offi.ce buildings or hotels. The term "high-rise" is
; t\ also used to describe tall buildings, but it tends to be applied
specifically to residential buildings. Modern building of great height,
5
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D3
f) impractical to have people walk up so many flights of stairs, and water
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pressure could only provide running water to about 50 feet (15 m).
- Many mechanical and structural developments in the last quarter of
a -l
a the 19th century, contributed to the evolution of building. With the
a perfection of the high speed elevator after 1887, skyscrapers were able
-J- to attain any desired height. The earliest tall buildings were of solid
A masonry construction, with the thick walls of the lower stories
Lll
usurping a disproportionate amount of floor space. In order to permit
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the masonry walls bore their own weight.
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C. The next step was the invention of a system in which the metal framework
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would support not only the floors but also the walls. This innovation
X) appeared in the Home Insurance Building in Chicago, designed in 1883 by
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-
construction and embody the general characteristics of a modern
skyscraper. The subsequent erection in Chicago of a number of similar
buildings made it the centre of the early skyscraper architecture. In the
1890s the steel frame was formed into a completely riveted skeleton
bearing aII the structural loads, with the exterior or thin curtain walls
serring merely as an enclosing screen.
1{2 I Reading
D. Heating and air conditioning played an important role in the structure
of skyscrapers. They are the key units that control the inside
atmosphere of aII skyscrapers. In the early days, the heat sources in
the building came from fireplaces and stoves. Later on heat in the
building supplied by the hot water boiler. The boiler heats up the water
and sends it out to the radiators through a system of pipes. This was
Iater replaced by central heating furnace with ventilation ducts that
channel heat to various areas of the building. Air condition originated
from refrigeration. The process of refrigeration is to draw heat away
from substances to lower their temperature. Today, the skyscrapers
use the central heating system with ventilation ducts that can be
shared with the heating and air conditioning system. Engineers are
working on new ways to make heating and air conditioning more
5 effi.cient and environmental friendly.
5
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skeleton constructions. There followed a period of experimentation to
devise effi.cient floor plans and aesthetically satisfyrng forms. In 1916,
-a New York City adopted the Building Zone Resolution, establishing
o
- Iegal control over the height and plan of buildings and over the factors
relating to health, fire hazard, and assurance of adequate Iight and air
-'A to buildings and streets. Regulations regarding the setting back of
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exterior walls above a determined height, Iargely intended to allow
a
J light to reach the streets, gave rise to buildings whose stepped proflles
A
l) characterize the American skyscraper of subsequent years.
a F. With the complex structural and planning problems solved. architects
9.
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interest. In New York during the 1950s, public plazas were
-
J incorporated into the designs of the Lever House b5' Gordon Bunshaft
v-- and the Seagram Building of Mies van der Rohe. These International
X)
style buildings are also examples of the effective use of vast expanses of
Q.
glass in skyscrapers. More recently, numerous skyscrapers have been
w
constructed in a number of postmodern modes.
G. The cost of building a skyscrapel is in hundled million dollars in the

current market. The skyscraper is well known for its great height and
the social status comes with it, and has always associated with wealth
and power. To the general public, big is good; in terms of building, the
I Reading I t+s
taller the better. In general, large company or firm would host its head
office in these skyscrapers. For example Chrysler had its head of6.ce in
the Chrysler Building, owned by Chrysler which is one of the big three
auto makers. The Sears Tower, the head of6ce for Sears and owned by
Sears. It was known for being the worlds' tallest skyscraper in Chicago.
Tenants expect clients to know where they are located when they tell
them the Sears Tower as their location. These skyscrapers are owned
by the wealthy individuals whom are in the upper level of fi.nancial
social status. There is a sense of prestige for having offices or shops in
these skyscrapers.
H. Modern skyscrapers are being redefined by the use of advance
technologies. Thanks to the advancement in technology, skyscrapers
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t\i are able to reach new height easily. It changes the way architects
R design the structure of these buildings. The new function of the
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skyscraper is to provide great views, house antennas for
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communications, telebroadcasting and for entertainment purpose. The
F use of computer climate control system made the building a more
f)
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-
L, skyscraper like the Sears Tower, it associates itself with the prestige of
being the tallest of all. With the rapid advancement of technology and
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the influence of fame and wealth, sky will be the only limit for the next
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generation of skyscrapers.
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144 | Reading
Questions 1 5-18
Reading Passage 2 lws 8 paragraplt's A'H.
From the list of headings below choose the most suitable headings for
paragraphs A-D.
Write the appropriate numbers (i - uiii).
NB There are more headings tlwn paragraphs so you will not use all of them.
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Reading I t +s
Questions 19-22
Match the follouting innouations tDith 4 B, C, and D.
19. the high-speed elevator

20. public square
21. steel framework
22. riveted skeleton
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Passage 2? In boxes 23 - 27 on your allswer sheet write
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26. ln the early 20th century architects solved the problems of mixing skyscrapers
X)
with community needs.
27" The higher level the company is situated in a skyscraper, the higher reputation
the cornpany holds.
146 | Reading
READING PASSAGE 3
You s'lrculd spend about 20 minutes on Questions 28 - 40 which ore bosed on

The 21"t century may be known as the era of lifelong learning and
Iifelong working. Retirement, the end stage of a linear working life.
may be replaced with a learning, working, leisure, Iife cycle. Full-time
work may be interspersed with periods of flexible working
arrangements such as part-time, seasonal, occasional, and project
work. The traditional notion of retirement may be replaced with
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Iifelong working-in various positions and in varying amounts of time
throughout adult life. In the future a declining birthrate may result in
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of retirement for older workers a serious drain on organizational
a
productivity. Increasing demands for work force productivity, a
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- who are healthier and living longer than previous generations are
powerful societal forces shaping future employment practices.
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Two decades ago, Sheppard and Rix forecast the changing nature of the
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Ionger periods of employment is beginning to become evident. Forced
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o decline of expertise in the workplace. Inflation, increasing health care
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- or reenter the work force past the traditional retirement age.
- Retirement as permanent separation from the workplace is being
replaced with the idea of bridge employment.
X)
C./.
4)
Bridging is a form of partial retirement in which an older worker
alternates periods of disengagement from the workplace with periods of
temporary, part-time, occasional, or self-employed work. The key
aspect of bridging is that it is work in other than a career job. In US,
among workers age 60, more than 50 percent retire from a career job
but only one in nine actually disengages from the workplace. Bridging
allows older workers to "practice" retirement, to fill labor market
Reading I t+t
shortages, or to try a variety of occupational positions after an initial
period of retirement.
Bridging is sometimes described as a second career. The American

Association of Retired Persons received 36,000 responses to a working
rife survey, covering 375 job titles from workers age b0 plus who had
returned to the workplace after an initial period of retirement. The
three most frequently cited reasons for returning included having
financial need, liking to work, and keeping busy. However, closer
examination of the data revealed that "financial need" included money
to help the children as well as to meet basic needs. "Liking to work"
included feeling successful, enjoying the excitement of the workplace,
vr
and making a contribution. "Keeping busy" included working with a
t\
spouse, staying healthy, or fulfilling a social need. Reasons cited for
5
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remaining or returning to the workplace expressed the social meaning
v-v of work. Ginzberg proposed that work provides income, status, and
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personal achievement; structures time; and provides opportunities for
f) interpersonal relationships. In the study by Stein, Rocco, and
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- Goldenetz in 2000, older workers remaining in or returning to the
workplace mentioned not planning wisely, the need to contribute,
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a appreciation from others, and the desire to create something as reasons
a for not retiring from the workplace. Work is more than earning a
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t Iiving. It is a way to live.
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To some extent older workers remain in the workplace because they are
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(+ healthier, cogrutively able, and want to remain engaged. In a review of
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ability, cognitive per{ormance, and personality have little effect on workers'
X) output except in the most physically demanding tasks". Farr, Tesluk, and
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per{ormance across settings. Among faculty in the sciences, age had a
slight negative relationship to publishing productivity. Some studies have
shown a stronger negative relationship between age and work performance
for nonprofessional and low-Ievel clerical jobs than for higher-level craft,
service, and professional jobs.
148 | Reading
TEST 6
With declining birthrates and an anticipated shortage of new entrants

to the work force, early retirement w"ill become an issue for
organizations to explore in more detail. Organizations u,'ill need to
assess the consequences to profits and productivity of encouragrng
talented and wise elders to exit the work force. As a society n,e need to
recognize a1l of the costs of supporting a nonworking population
capable of productive work and living healthier andlonger lives.
Organizations need to rethink allocating opportunities to older workers

as well as changing the attitudes and expectations of managers and
younger employees toward an increasing number of older workers.
There is a growing interest among organizations to reengineer the
vr work environment to account for physiological changes due to agrng
t\
and to reorganize work schedules to account for seasona-l or contingent
5 Iabour pools composed of older workers. Few positions in our
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v-v information society remain static and do not require some type of
E, education. Education and job redesign are the means by which the
-a older Segment of the community can enter, reenter, and advance in the
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Older workers represent a rich source of experience, accumulated
t" knowledge, and wisdom. The quality and sensitivity of an institution's
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A workers for life and career transition might be the means by which
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Questions 2B-31
Cltoose the appropriate letters A-D arud write them in boxes 2g-Sl otl your
enswer sheet.
28. organizational productivity will seriously be affected in future

by
A. older adults who are healthier.
B. the declining birthrate.
C. lifelong working.
D. the retirement of older workers.
29. older adults are returning to the workplace because of
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A. early retirement incentives.
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B. the decline of expertise.
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to
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Question 32
Aruswer th,e follou;ing question, USING NO MORE THAN THREE
WORDS from the passage for each blank.
32 Name the three reasons for not retiring from the workplace, according to the
studv in 2000. and
Questions 33-36
Complete the summary below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
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Do the following statements agree with the informo,tiort git'en iru Reading
Passage 3? In boxes 37 - 39 on your answer slrcet write
X) FALSE if the statement is false
9.
w NOT GIWN if the informati.on is not git'ert ht tlw passage.
37. Organizations need to examine in nrore detail the reasons of declining birthrates.
38. Profits and productivity of organizations may fall because of early retirement.
39. Older workers will be needed in the education and design fields.
Reading | Isl
TEST 6
Question 40
From the list below clroose the most suitable title for the whole of Reading
Passage 3.
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152 | Reading
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WRITING TASK 1
You should spend about 20 miruutes ontltis tas'h.

The table below shows the auerage nunlber of uisits per young
adult pays to different types of establishments per year in
selected countries.
features, and make con',.parisions where releuant.
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WRITING TASK 2

Present a written argun'r.ent or case to an educated reader utith
no specialist hnowledge of the following topic.
their children's
Some people belieue that the liues of people from
generation u;ill be better than their own. Others belieue that
their liues uill be u,orse.
Discuss both uiewpoints and giue your ousn opinion.
You should use your ou)n ideas, hnowledge and experience and support your
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arguments utith examples and releuant euidence.
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a SPEAKING
PART 1
The examiner asks the candidate about him/ herself, his/ her home, work or studies
EXAMPLE
Study
- What do you study?
- Tell me something (more) about the school/ university you attend.
- Tell me something about your professors.
- What courses do you study?
Computers
- How often do you use a computer?
- ln what ways do people use computers in your country?
- How "computer literate" are you?
Weather and climate
- What is your favourite time of the year?
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at
tDI - What kind of clothes do you wear in the winter?
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a - How do children in your country usually spend their tinre?
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w - What kinds of things do parents and their children enjoy doing together?
I
- What kind of toys do children like to play with?

- How nruch are children influenced by their friends?
- How is being a child today differerrt to beirrg a chilcl 20 r'ears ago?
- What are some (nrore) of the difficLllties cirilclren face?
- What things do people keep to renrind tl-renr of their chilclhoods?
I Speaking | 1s5
I NTERNATIONAT ENGLISH IANGUAGE
TESTING SYSTEM
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I- Writing (60 minutes

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156
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ueneral lralntngo
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@ READTNG

Read th,e follou.ting text and then d,nswer Questions 1-6.
Buckingham Palace is the London residence of Her Majesty The

Queen, as well as the administrative headquarters of the Royal
Household. It is one of the few working royal palaces remaining in the
wrl
t\ world today. Today the State Rooms are used extensively by The
R Queen and Members of the Royal Family to receive and entertain their
,.fu guests on State, ceremonial and offrcial occasions. During August and
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September when The Queen makes her annual visit to Scotland, the
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Palace's nineteen State Rooms are open to visitors. You can fi.nd out
a more about the history of Buckingham Palace and how it is used today
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on the British Monarchy website. The State Rooms form the heart of
the working palace and are lavishly furnished with some of the
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greatest treasures from the Royal Collection-paintings by Rembrandt,
Rubens, Poussin and Canaletto; sculpture by Canova; exquisite
)-- examples of Sevres porcelain; and some of the finest English and
A
|lr French furniture.
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+ Open 28 July - 25 September 2007,9:45-18:00 (ast admission 15:45)
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visit lasts between 2 and 2M hours.
CJ. Admission prices to the State Rooms of Buckingham Palace (including
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audio guide)
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Adult:S15.00
Over 60/ Student (with valid ID): S13.50
Under 17: S8.50
Under 5:Free
Family:S38.50 (2 adults and 3 under 17s)
I Writing I tst
General Training
Questions 1-6
Do the following statements agree with the information giuen in tlrc passage?
Irt boxes 1-6 on your answer sheet write
TRUE if the information in the text supports the statement
FALSE if th,e informati,on in the text d.oes nnt support the statement
NOT GIVEN if there is ruo iruformation about the statement in the text
1 Buckingham Palace is the only Royal Palace in London open to tourists.
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d 2 Buckingham Palaces State Rooms are open when the Queen goes to visit Scotland.
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3 The State Rooms contain many works of art.
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158 | Reading
General Training
Questions 7-'13
Read, the d.esuiptionsof 7 films and match each desu.iption usith the type of
film being described. An example h,as been done for you. Each, type of film
can only be used once and one type of filnt will remain uruused.
Types of film:
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v-v the fiery and passionate relationship between a young working-class woman
t'^l and her mysterious upper-class employer.
-a This film was made by having no less than a dozen cameras follow the great
(D
- footballer throughout a single match. The man himself then recorded a voice-over
onto the footage, with comments from friends and other players added later.
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a A group o{ top investigators is given the job of reopening an old case to see if
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they, using modern technology, can solve it and capture a murderer who
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X) successes are often credited to others. See how the fictional-but entirely
X)
plausible-characters from the White House deal with a series of apparently
unconnected incidents in this thought-provoking filnr.
13 This film follows the migration route of one of the worlds most incredible
beasts. This film took over two years to make and conditions for the film-
makers were often dangerous. The result is a film that will shock, surprise and
delight.
WritingI tss
General Training
SECTION 2 Question s 74-27

Questions t 4-20
Read the followirug information about 6 resid,ential
compound,s th,at offer
flats for purchase. For tnhich resid,entiar compound,s are
statements true'l Remember that betweeru the foyotuing
l ani s resid,entiar compound,s
may match each statemertt.
A. The Four Seasons

Price to buy: $ 1 ,000 per square metre
Flat size: 70-260 square metres (1-5
bedroom flats)
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t\ Facilities; Z!-hor,o security, gym, indoor swimming
poor, tennis and squash
w courts, bar and restaurant
\a-J Almost half of the development area is devoted
frl to greenery, providing residents
with scenic surroundings all year round. The blocks
P of flats are at least 200
f) metres apart, allowing adequate sunright into
(D each flat. Ail flats come with
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high-end interior fittings designed by internationar
- centres and supermarkets are within walking
designers. shopping
distance.
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l-r Price to buy: g 1,800 per square metre
Flat size; 160-250 square metres (B-
5 bedroom flats)
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fittings. The surrounding
land on three sides is naturally hilly, providing
privacy for residents.
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X) C. Five Star
Price to bry; $ 820 per square metre
Flat 70-150 square metres (1-3 bedrooms

)
Facilities; 24-hour security, running track,
tennis court, basketball court, gym,
bar and restaurant
160 [ Reading
General Training
Nearby, there is a famous international kindergarten. Wireless Internet access

is available throughout the compound. A large cinema is under construction
nearby. Many international companies are located in nearby offices.
D. Live Well
Price to bry; $ 860 per square metre
Flat size; 90-150 square metres (1-3 bedrooms )
Facilities; 24-hour security, gym, bar and restaurant

Many of the flats here are owned by people working in the IT industry. The
blocks of flats are at least 90 metres apart, allowing decent views and privacy.
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flats according to their own tastes and requirements.
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E. High Spirit
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- Flat size; 80-240 square metres (1-5 bedrooms )
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.)
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I This development has large gardens and green areas between blocks of flats
and is located in the embassy area of the city. There is a shopping centre
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FIat size; 60-160 square metres (1-3 bedrooms )

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Facilities; 24-hour security
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Big department Stores, supermarkets, offices, fitness centres and bars and
restaurants are all located within a few minutes' walk of this development
right in the city centre. All flats come fitted with high-end interior fittings.
Many of the owners work in the nearby offices.
Wriringl 161
rl Training
14 This residential compound offers the most expensive flats.
15 This residential compound offers the biggest flats.
16 This residential compound has no sports facilities.
17 Many residents work near the residential compound in which they live.
18 This residential compound has facilities for children in it or nearby.
t\ 19 There are shopping facilities near this residential compound.

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162 | Reading
General Training
Questions 21-27
Read the following text and then answer Questions 21-27
Inform is a private charitable institution that serves as a resource for

innovative people and institutions worldwide. We currently have an
opportunity available in our Communications Department. Reporting
to and working with the Communications Director, you will help
develop editorial content, including policy essays, a magazine, the
website, multimedia products, and more. The selected candidate will
also manage a team of staff and consultant writers to produce material
for an influential and knowledgeable audience of policy-makers,
BI academics, and leaders in a wide variety of fields related to our
mission.
ilEI Requirements include a minimum of 12 years experience with
progressive responsibility for conceiving, writing, editing and
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managing written content across multiple platforms, with emphasis on
UI inventive policy essays and original thinking; a Bachelor's in English,
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gl History, or the Humanities and experience managing the ;l complete
AI editorial process and working effectively with senior management. A
.)l Master's degree is preferred.
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please send resume and cover letter, with salary information, to: Mrs.
(Dl Smith, Inform, II 100 East 3rd Street, New York, NY 10017 or visit
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www.inform.org/employment. Equal employment opportunity and
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lt having a diverse staff are fundamental principles of Inform.
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Do the follouting statements agree with the information giuen in th,e passage?
In boxes 21 -27 on your answer sheet write
TRUE if the information in the text supports the statement

FALSE if thp iruformatinn in th,e text does rnt support the statement
NOT GIVEN if there is no information about the statement in the text
21 lnform is a private company.
22 The duties include helping to prepare material for the Inform website.
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16a I Reading
Read the follousing text and answer Questions 28-40.
DELIGHTS OF ITI.{SS TOURISM REACH GAI"APAGOS
Never has the discovery of a rat provoked so much alarm. It was only a
single creature, but it had no business being on the island of Santa Fe
in the isolated Galapagos archipelago, where conservationists now
strive to keep foreign wildlife at bay as effectively as hundreds of miles
R of open ocean did for mi'lli615 of years. The rat is alleged to have
arrived on the MV Discovery, a giant British cruise liner that visited
5 the islands in April. Today, the ship is due to return to the Galapagos,
& and arriving with it are 460 payrng passengers, protests and a
E, campaign to protect the islands from such mass tourism. Drawn by the
-.) unique wildlife and mystique, annual visitors to the archipelago have
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- soared from about 40,000 in the late 1980s to more than 100,000 now.
Voyages of Discovery, the cruise company, promises visitors to the

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(" islands that The enigmas, secrets and charms of this spectacular and
-tij rich landscape are, Iike a dream, an unequalled adventure just waiting
A to be discovered. But to environmental campaigners, the ship's arrival
l-r is a nightmare. Conservationists on the Galapagos have also found
o
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o fear its return today could introduce more alien species that might
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a- cruise ship to have visited the islands, is scheduled to return again this
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Ca-
\L- Ecuadorian government-the islands are owned by the South American
d country-could see one cruise ship stop there a month.
t)
e Leonor Stjepic, director of the Galdpagos Conservation Trust, warned that
such an acceleration in visitor numbers would overwhelm efforts to keep
out pests and disease. The more people that come, the greater the risk of
invasive species and the less effective the quarantine system is going to be.
With the best will in the world it's virtually impossible to search a boat that
size thoroughly. Just sheer numbers means it's much easier for something
to slip through. And if we can't protect the Gal6pagos then what does it say
Writingl 165
General Training
about the other natural spaces in the world"? The Galapagos aIe not
suitable for this kind of mass tourism. The islands just don't have the
infrastructure for that number of people. Tourism has got to be high-value,
low^volume tourism, Stjepic claims. Before the Discovery's stopover,
almost all visitors to the islands flew direct from the mainland. However,
this cruise ship has travelled all the way down the coast of South America
and couldbring all sorts of things with it.
As weII as the rat, and the insects, environmentalists Say the

Discovery's previous visit left the islands covered in }itter, dropped by
wealthy tourists who have no idea where they are or the impact their
visit may have. Graffiti was scrawled at the visitor centre and one
passenger reportedly asked where the }ocal Starbucks was' The study
5 of the impact of the liner's first visit was carried out by the Iocal
R Charles Darwin Foundation and the Galapagos National Park Service.
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As well as the foreign wildlife, it found that sales for local businesses
rrl increased by 5% , a third of what was expected. Infrastructure was
P overwhelmed", they said, and local tour operators, who take visitors
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- shorelines because elderly cruise passengers were unable to scramble
:al in and out of rubber dinghies.
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.) However, David Yellow, managing director of Voyages of Discovery,
said. the campaigners were speaking from ignorance. He said' the firm
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operated. und.er strict restrictions and carried out an in-depth
environmental impact study before it was gtanted a licence to operate
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at operating in environmentally sensitive areas and knows what to do.
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-) says they adhere to it. The Discovery anchored at the island of San
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Cristobal during its stay, he said, a good 25 miles (a0 km) from Santa
Fe where the rat was found.. Mr Yellow said there was no proof that the
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CJ.
A) litter. They are not as sensitive to the environment as the people we
take there. There are local people who smoke a cigarette and throw it
into the street. "
155 I Reading
General Training'
"
Questions 28-34
Do the following statements agree utith the informatioru giuen iru tlw passage?
In boxes 28-34 on your ctnswer sheet write
TRUE if the information in the text supports the statentent

FALSE if thp iruformati.on in the text dnes not support th.e stotentent
NOT GIVEN if there is no information in tlrc text about the statentent
28 A rat was found on the ship MV Discovery.

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X) MV Discovery.
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Questions 35-40
Fill the gaps in the following sentences using No MORE THAN THREE
WORDS from the text.
35AlienspecieshavebeenkeptawayfromtheCalapagosIslandsby-.
36 About visit the Calapagos each year.
37 Cruise ships visiting the Calapagos lslands need a_.
w 38 Leonor Stjepic thinks that the islands cannot handle large numbers
R of tourists.
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a discovered after the first visit by the MV Discovery.
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168 | Reading
General Training
? WRITING
WRITING TASK 1
You should spend about 20 minutes on this taslz.

Your company is organizing a trip abroad fo, language
training and there are a. limited nurnber of places auailable.
Write a letter to the Head of Training
. explaining utho you are
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. expressing that you want to join and
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WRITING TASK 2
You should spend about 40 minutes on this taslz.

Present a usritten drgum.ent or case to an educated reader utith
follouing topic.
no specialist knowledge of the
Many people belieue that animal experiments are cruel. Others
belieue that they are necessdry for scientific deuelopment.
To what extent do you d,gree or disagree?
You should use your own ideas, knowledge and experience and support your
arguments with examples and releuant euidence.
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171
Answer Key
TEST 1
Listening
Sqtion 1, Questions 1-10 Section 3, Questions 21-30

1 faster, more expensive 21 D
2 logistics, weather (conditions) 22 lack of fluency
3 19th next month 23 significant source
4 tax (and) insurance 24 develop language skills
5 furniture 2sC
6 fragile items/things 268
5 7 Debra Whealing 278
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10 1 o'clocld13:00 30 nationwide benchmark
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Section 2, Questions 11-20 Section 4, Questions 31-40
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1 1 dinosaur's footprint 31 missing link
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a 33 North Pole (NB capital letters not required)
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o 15.17 IN ANY ORDER 35 1.2-2.7
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an acceptable score score under examination acceptable score

examination conditions and we ons but we recommend xamination conditions
recommend that you spend a that you think abouthavi remember that different
lot of time improving your more practice or lessons before institutions will find different
En$ish before you take IELTS. you take IELTS. scores acceptable.
172 | Test 1
Reading
Passage 2
lix r read each paragraph and note the main ideas (main ideas usually have
a lot of
information written about them)
c read fie words in &e question (in the box) and find a malch with your main ideas
o notice paragraph B mentions 'an abnormally high concenhation
of sugms and acids
achieved by Botrytis cinerea'; 'The result (ortrri disease) is highly aelirabte...';
'The world's great wines are made from grapes affricted with this disease'.
' once you are quite sure you have the right paragraph, read in depth to confirm your
choice
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ID information written about them)
- o read the words in the question (in the box) and find a match with your main ideas
I r nofice paragraph D mentions that'not all grapes are suitable...only the thick-
a skinned. late-maturing varieties such as Riesling and Vidal (a urique or special
(?
grape type) can resisr. . .predarors. . .' (a list of pLdators/anackerr ur. llr,.it
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ut o read each paragraph and note the main ideas (main ideas usually have a lot of
X) o read the words in the question (in the box) and find a match with your main ideas
9.
w o notice paragraph F states, 'The presses (the things used for production)
have to be
worked slowly otherwise the bunches will...yield nothing', 'sometimes it takes 2-3
hours before the frst drop of juice' - this is the initial juice.
r read in depth to confirm your choice
:dHH i 1', .Sr$ trree_tteM.ery*ndi{ rurt&.re.ir*&,ii+$t"
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. read the words in the question (in the box) and find a match with your main ideas
o notice paragraph H mentions 'Germany may be recognised as the ice wine
home...it's winemakers cannot be produce it every year...bul 'Canadian
winemakers can produce it every year': 'The juice comes out like honey (in
Canada) in Germany it flows like ordinary wine' - these are international
compansons
. once you are quite sure you have the right paragraph, read in depth to confrm your
choice
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Answer is located in paragraph F
- c rice husks are used to "...pierce the skins...(so the) juice flow(s)
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-- r ooThey were amazed by an abnormally high concentration of sugar'.."
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o "...pickers fortified with tea and brandy..."

. 'fortitieO' is a difficult word but reading it carefully in context we can work out
that it has something to do with using (drinking) to give strength./energy and/or keep
warm.
17.1 | Test 1
Passage 2
ffiffiffi
16 T o locate key words in the question and scan for them
r key words are heavy storm and landslide
r read in detail to find out about these terms
' locate the words, "...in two coffrmon ways: landslides...or...afler storm surges..."
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locate the words "...comparatively low wind...establish(es) free-floating islands with
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\.iJ "McWhirter described the island... "
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studies in lakes have been
long Islands last in a closed area (a lake). Therr
. study the two diagrams carefully

r locate the section of the reading passage which deals with the Pirron Yallock Islands
lest 1 | 175
. notice that the 5th paragraph states, "This causeway restricted flow between the
depression and its former southern arm."
o the section of the diagram is clearly positioned in the south therefore, the causeway
must be the answer
26 D o study the two diagrams carefully

. locate the section of the reading passage which deals with the Pirron Yallock Islands
*r{ o notice that the 6th paragraph states, "The main island then broke up...drift(ing)
slowly for up to 200 meters within the corfines of the lake."
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:u:i:rair,aillllliiii:ii:r:i
'itlls.liaill
f)
(D
:::::iri:a.la:t..illi::ll:il ll';l.i::a:,i:i.i:i:l:!ii
-
\J :i:iiiilii:iiiiil::ili,llli :llllririlii:::i:,:::r
]i::i:i:rliil.]irit l:i:iiriili]r]:tilt:ii
t:i:i:it::iat::ii:i:iit:a:ai t:iiii:tti:ltiliala::a:l:::l
:l
al
a
i:r:rlli:rl.:ll:illililail i:lrl:rll.rili:iii:.lr.i:::i:,
a
I
J
iJ
o
o
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t'-l
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176 | Test
Passage 3
.r{1i*i&;rmirp th key
29 G . Read the information in the questions carefully and determine the key
words
o the key words in this question are "animals affected, ice bergs, break off'
. skim the passage looking for those key words andlor their synonyms
r the answer is located in the latter part of paragraph G.
.;:,
ro,T asq;"J 8' 'l sg6&e@k,kaw.*ffi&{flry'du#h@,$r
# *; *;'*.' '"'"-r. S46" ::".uil" ' '* '-.'i-- "* "'t '''" --4::"'' "Pr.-Tii-i'r; a"
I^" 11 ;...tukwr$&il&irehi#Ad-*sdL.4@;p*,ffi dff'. ,'
.;, "
:*'..;' ;*pt*spwq$l*iurm, *"qeeo* &&e,*lc fidkryary
;,r:',.t-", . .-
t\ ,o;w *:.. '" : ': ..*r*msqffifofuS.' biru+#@@A-'"r'. ' ' ': -:
"
5
,-c1 31 a Read the information in the questions carefully and determine the key words
\.,t-r a the key words ia this question are "naming icebergs"
I,L) a skim the passage looking for those key words and/or their synonyms
aa a the answer is paragraph F.
.)
(D
-
I
a
t)
E r
-J (powerful) Read the questions carefully selecting key words.
wind(s) o The key words are "iron. transported to ocean".
A
ll
33
r Scan the passage for those key words and locate the area that addresses the
a gist of the passage.
{-1. . Paragraph B makes mention of "...powerful winds that sweep iron-
-.
(D containing dust across the oceans..."
II
t' o Make sure you use the word(s) directly from the passage.
oa
AT
E &ffiS. X
J
t'- decrease'i
ririifsdittiqi
r*il&:?:ltll
!:iirs{ffi1
CJ.
6) $ir&1i::tsii
factor in
9.
A) $ii:!sd..$!ti11 aprimay cause of
liiirS:lglt!!
1pu use &e wod(s) ilirectly

1ir.*lri:lril*!i}
55 base o Read the questions carefully selecting key words

o The key words are "phytoplankton, lood web."
. scan the passage for those key words and locate the area that addresses the
gist o[ the passage
Test 1 | ttt
paragraph E makes mention of "...a vast ocean area of phytoplankton that is
'
the base of the food web..."
o Make sure vou use
sltre you ttse lhe rti. ^f1., from
rrrnrrl/c\ directly
the word(s) f.^- the
tL^ passage.
satellites o Identify the key words in the summary sentences.

and ships r In the first sentence "decline, plant life and validated" are the key words.
o Scan the paragraphs A-C for the key words or s).nonyns of those key words.
o Read the sentence(s) which relate to the key words. In paragraph A it
states that the diminishing (or declining) productivity of microscopic plants
B is being confirmed (validated) by satellites and ships.
B
/{1
(.Yl
4
le
f)
tD
-
t-At
a
a 39 tron o Identify the key words in the summary sentences.
o In the fourth sentence "higher temperatures, deficiencies, decline in
T
i plankton" are the key words.
ij
o
o Scan the paragraphs A-C for the key words or synonyms of those key
words.
t) o Read the sentence(s) which relate to the key words.In paragraph B it
Fl. states, "...winds sweep iron-containing dust across the oceans from
-.
tD continental deserts. when those winds diminish or fail, plankton can suffer.,'
t
J
oq 4A ,t?,r:i
D9
I r:l:rt
-t
- itiiat
:::tlt{
w-jr
X)
cJ.
w
1iB I Testl
Key
TEST 2
Listening
1 4lfour weeks 21 C
2 Arabic refresher (course) 22C
3s% 234
4 38 Temple Way 24 IN EITHER ORDER - B, C
5 email 2sB
5 4lfour 26 IN ANY ORDER - A, B, C
7 well spoken, friendly 274
t\ I French (and) Cerman 28 charity
5 9 location 29 their comfort zones
,-fa
FOt 10 welcoming 30 improvisation skills
I,L)
aa Section 2, Questions 11-20 Section 4, Questions 31-40
.)
(! 11 almost seventy/7O years 31 distinct, individual (NB f ust one of these
- 12 over 100000 two words is acceptable)
13 half and/or whole 32 (new)terms
- .33
.) 14 three/3 separate rooms dialects
E
t) 15 20-22 34 abstract meanings
A 16 executive meetings 35 smaller elements
l1 36 use words
17 (in/the) exhibition area/part
o
r-f 18 over 60 37 digital recorders
-.
(D
19 in two/2 years 38 nocturnal
I
t'
0a 20 (a) car park 39 (it is) foreign
Sr
I
J
40 (a) predator
-
v-- lf you score ...
wCJ-
g *:li,,'trlr.r:::lt:i]i:il:rl]]:,].,,i:;.: !i,,:4.28
3, you are highly unlikely to get an you may get an accePtable you are likely to get an
acceptable score
under score under
examination acceptable score under
examination conditions and we conditions but we recommend examination conditions but
recommend that you spend a that you think about having remember that different
lot of time improving your more practice or lessons institutions will find different
English before you take IELTS. before you take IELTS. scores acceptable.
t
Test 2 | ttS
{
Answer
Reading
Passage 2
r Read the information in the questions carefuny and determine the key
words.
r The key words are "Mexican women, obtain water"
*t\ r Scan the passage looking for those key words or synonyms of them.
o Paragraph B states, "In oaxaca, south
of Mexico city, women rine up at
t\ dawn to fill a few plastic containers from a passing water truck."
,(-! o Dguble check your answer by comparing the overall point of the pmagraph
FO: i
V-J
with the question
I,L)
le
f)
(D
-
a-1
a
a
i-
iJ
A
t.r o Read the information in the questions carefully and determine the key
a
Ft
words.
r The key words are "Mexico, financial commitment, water"
-.
tD o Scan the passage looking for those key words
-i or synonyms of them.
r Paragraph C states, "Under complex water agreements with
oa the united
D9 States, Mexico can take water from the Rio Grande but must pay it back.
I
J President Vicante Fox has promised to pay the debt..."
-
t o Double check your answer by comparing the overall point of the paragraph
Foll
v-jr with the question
X)
U.
w
o locate the key word(s) in the question

' key words are Mexicans, moving and water shortages - scan for them or
synonyms o[ them
o read in detail to "A forced exodus fromparched
cities...no one suggests it
will happen next week..."
180 I Test
7 " NG -aThrreismffibfulthpfuB$qakrttris!
Y r locate the key word(s) in the question
r key words are drinking water, Canada, polluted, industry - scan for them or
synonyms of them
r read in detail to "...too many rivers have been contaminated by industrial
activity".
i*!t*t
:l'all::illf!8:i.
r:.ll:1ii:llr:iiilt
:x{&
,llitt$ll
tiils:ii:
5.6 percent o Identify the key words and summary sentences.
R 10 r In the first half of the second sentence "Canada, world's fresh water" are the
key words.
B
,-ff
o Scan the paragraphs for the key words or synonyms ofthose key words.
o Read the sentence(s) which relate to the key words. In paragraph F, the
kp
passage states that "Canada, with only 0.5 percent of the world's population,
a1 hi: p:',::nj'li! rr::l yil':
a-
(?
l :6 ":'bl: :"ppll,
tD
11 sterilisation
-
t
al
a
f) ,G;the
put
I
tJ
12 r ldentify
o cancer(s)
e
the key words and summary sentences.
In the third sentence "dangerous pollution, health experts, cause" are the
o
Ft
key words.
-. r Scan the paragraphs for the key words or synonyms of those kev rvords.
(D
I
J
r Read the sentence(s) which relate to the key words. In paragraph G. the
0q passage states that "Drinking such (treated/sterilised) water over a lon-Q
*, period can cause bladder and colon cancers."
-) o
J- r3.i.i..il t,l$qt ali.::itit':.i:i.i::r::::ii:l:,:i, Identify the key words and summary sentences.
/(-!
tpJ ::i:.:i:tiu::t::ll:ll
iii:**tgf ir:ri:rr:r.:rli:ir:l:r'.lrili:l,irilii:r,
:llllll&:l {&{rt&$€A66t::r*r,'allr people, drink town water, added, dery.-and for
]i:]]]::{m.i.-ei]oi]i1-i]&@d.{orsomethin8)''arethekeywords...,.llll.:.::.::llll:
U.
4) 'lll:::il'::it,i:i:l:rrlllll,i]i:ili::i,l:l..:tl::l]littlll:lllilili:il
r Scan the paragraphs for the key words or synonyms ofthose key words.
ttlt:t:iiiii:t:.t:,,.'i.tltlr:t:t..:.:..t. r:r.ir::r::rit:::r:l:lltll
o Read the sentence(s.) which relate to the key words. In paragraph F, the
X) passage states, "As a result (of the town water being sterilised), the bottled
water business is booming.."
Test 2 | lBI
Answer Key ;.:-. l.:, r -
Passage 2
ffiffi
EbB€ffiW
f:ffiffi
i.lwffiffi
ffiffi
.-€{sw
r*ffiffi
ffiW
ffiffi
.ffiWffi
15 turnover r Identify the key words in the summary sentences
costs o In the second sentence "solution to problems, reduction in (something)" are
,t" L.y words.
o Scan the paragraphs A-D for the key words or synonyms of those key words'
o Read the sentence(s) which relate to the key words. In paragraph B. the
*t\' passage states," The Chief EXecutive knew that in order to save his company
costs'"
t\ lrytrorry-, solve problems), he had to reduce the high turnover
,.{-!
FO: i
V-J
!,L)
7
a
ID
- rli:i'i,allitlta.r':Li::ali:i:1t:1,:l:,all:ll:l',lil:i,il
-l
a
a guest o Identify the key words in the summary sentences
a t7 satisfaction o In the fourth sentence "chief executive, decreased down time, reduced
I
i employee turnoYer, resulted in improvements" are the key words'
iJ o Scan the paragraphs A-D for the key words or synonyms of those key words'
A
t.r r Read the sentence(s) which relate to the key words. In paragraph c, the
passage states,"The annual employee tumover was reduced by 78 percent and
t?
FF itris lipacteO upon down time due to training and guest satisfaction."
-o
tD
:J *9}ri in the su
{not
0c ri:i:i.iall:r:atu:t:t li:::l::.:i.uiti::ri:aitrati'a::::iit,a:alit:ilai:i:,
E9 why" ale
)
I il;tir:i.:r:raal:i:at: :.:::ii::llllaii:i:.!:i:li:lli,l:iiri.iii:t_i:
A-Dfor
t- li::l:r*:ait liiairral..ltiit x:ir
':r:a:iil.ri:,,:ir:!:::ri.r:!,::r.lii:l:,1.:.::,:r:iila;f:,.t:,:i:ri.
,C) :,,,:::.:,:,:la:lili, .:..ri,ii:::a,a!r.:.,iirila:i!i1r.li::al:laut::i:, which
:.r,:rt::ri,::.:ri:r::t:: t,i,:a,ri:ia:ri:tr:,ti.t:ri::tiatiriiiri!:::::,
v-j ':.:ii.:.]til:,itii:rrir :iai:t,:;lr!.ilri:.il::ti:lta:]:i'ri: was
iit:lLi.:ri:tljal:r ]]aLt,l:r:::iiLr:::i*ia!allil:ltr,ii
lltala:lrtLlat:::ir al:l;r':1.'ilil:il:ii:Ul.ilillil:i*::i root
X) ri.:aia,'r:r:rlliaiai :.:r:ill:a,t:itlriiitii:r:i.:ira:uiaari,i::rir:i:i:al
csti
:'il:ltrt:rir: :a:1u:tiili.:]: :,.-.,.iar::iiiti
X)
19 NG r There is nothing in the passage about this!
r there is no mention of how people responded to the results
182 | Test 2
2t Y q locate key words in the question and scan for them
. key words arq new employees and incorrect description
r read in detail to find out about these terms
.locate the words, "...candidates (new employees) were being over-sold
(incorrect description) the job... "
23 D r determine the key word(s) from the statements written in the box
t\ r in this question lhe key words are "clearly defined job expectations"
5 r scan quickly to see if you can find any o[ the key words from the question in
,-fa the reading passage
FOt
o Notice paragraph H states, "...when staff are employed, they are clearly told
E what is expected in the job."
DT
.) r Once you are quite sure you have the right paragraph. read in depth to confirm
(D your choice
- ii8i:::ii
-
f)
I
t)
A
til
o
F|
H r determine the key word(s) from the statements written in the box
-.
(D
25
r in this question the key words are "bonuses, committed new staff'
I
J
oe . scan quickly to see if you can find any of the key words from the question in
I the reading passage
-
J r Notice paragraph G states, "...they made new staff aware that bonuses would
)- be offered to newly-hired employees at the end of their first three months..."
. once you are quite sure you have the right paragraph, read in depth to confirm
9. your choice
6)
CJ
iii:i,de :itli6&i*rt.ilry&&$.i&omil&q:le-itements written in
A) " implemented sup'port
iri]nri4]th!$,:*1rclliaa:ry,keyirirr'0rds':are
,,,,i,sian',quic.kli to see'if you can find any of the key words I
the readiag passage
r Notice paragraph G staies, "...and a support
Test 2 | tts
Passage 3
28 e Remember that multiple choice questions follow the order of the passage.
. Locale the key word. "spillover".
o Find in paragraph B that spiJlover refers to how "...attitudes toward work are carried
over into family life."
ilirffii;iiliii*iS
B ffi
5
iba
V-J
iffi
4 30 C o Remember that multiple choice questions follow the order of the passage.
8e . Locate the key word concludes. This means the answer will probably be in the final
f)
(D paragraph
) . Locale the words "Work-family conflict has a significantly negative impact upon job
satisfaction"
ts
rr:,4:liii:;;rlr:r .:i:]*..i i:iia:.:iiit
a
'.{
a .31:ii:i:llil Sttiiliiil}
i-J
, ,:it:ii:ui:i:t:.:iii:,lii itat:i:;i:ri::i:,:iaiirlill
i::t ii::::i::!i:l il:iilliila*iiiii
o l:r:]:i:::rl:i.:ira:il::i:liliii:ililta.:,1ii:-
t:
FI
32E o Scan for the key words, "self-determination theory" - once located, read in detail for
-.
tD
the meaning.
t o Regarding self-determination theory paragraph E states, "Studies built on the theory of
J
oa self-determination therefore point out that ifpeople have abundant levels of self-
D9 determination, participation in those areas will most often result in desirable
)
I
outcomes."
t-
rn
v-J 33
li:ll:rii:li.:r:l:::iii::lia::::
IIll:li:::i:i:ii:i:il:i
X) ':.1,,]:::l:lttt:lllllll:
9. .il,,ll:r:i::li:llir]]:ir:r:l:
t\)
l'l., ..,..lll,'ll'l.ll..
31 C r Scan for the key words, "developmental theory" - once located, read in detail for the
meaning.
. Regarding developmental theory paragraph D states, "the relationship between work
and family is constantly changing over a person's life. The developmental approach
therefore...explore(s) the dynamics of the relationship between individual, family, and
career developments in the life-span of a worker..."
1B.t re.t l
iffi$* ffi*&w
i&it$L!$!1{ *ffiffis
atd}ssi&r:l
i*tffiffi jiiiiffila:liliiiii
ffi ti:tli:i:ti$*a::ll:'
i$i{liti:*ll:
36 T o locate the key words in the question and scan for them
. key words are conflict, increases, size, family
r once located, read in detail to find, "...drain on family time is significantly related to
work-family conflict with an escalation in conflict as the number of family members
increase.
i.iil::a!:illri
iIKi$
vl 38 F' r locate the key words in the question and scan for them
t\'
o key words are men, handle better. sffesses, women
B . once located, read in detail to find, "...Despite this, there has been no positive link
,-ff
r8 shown that one sex experiences greater difficulty in managing work-family conflicts
over another.
I'L)
-a
tD r$ltatit
- tat,tr:ii:iaa,ir::tiaiia ia:i:,:ili:r::i:::ri:ilirit:
:al
?)
40D o This question is testing your overall comprehension ofthe passage.
-IJ o You should have taken notice as you read of the key ideas (by circling key words and
A
l-l
making notes in the margin of key ideas).
r All the ideas presented relate to work, family, conflict and job satisfaction.
a o The only answer which includes all these elements is 'D'
E|..
(D
I
J
oa
P
E
J
-
rl}
(t'
X)
fl)
I Test 2 | 185
Answer K v
TEST 3
Listening
Section 1, Questions 1'10 Section 3, Questions 21'30
1 (bri8ht) red 21 pace and timing

2 handle 22 aims
3 AEJ 23 highlights potential
4 EDV 758 24 coherence and cohesion
5 6a.m./06:00 25 low-intermediate
6 (by) underground/subwaY/tube 26 avoid excessive instructions
7 (large/electronic) departures board 27 vocabulary
v't 28 rock and mountain
G
B 3/three months
9 29 pages/page numbers
s
,.D. 10
twice a Year
(to) children's charities 30 websites
rfJ
E
le Section 2, Questions 11-20 Section 4, Questions 31'40
f)
(D INANYORDER 31 French, Spanish, Cerman (NB in any order)
11
- B,C,D 32 6
12 B 33 1.4 million/1400000
-l
a
a 13 B 34 52.V
a 3s weighty national Priorities
14 D
-iiJ 15 controlthe flow 36 right order
A
t.r 16 get permission 37 (their) parents
17 (covering) small Purchases 3B Arabic, Korean, Russian (NB in any order)
a
FI 39 INANYORDER
18 loss or theft
-o
ID A,B,C
-i 19 used like cash
oa 20 (quite) substantial 40 INANYORDER
s?
I
J
A,B,C
t-'
,C1
FOi
VJ lf you score...
X)
X) you are highly unlikelY to get you may get an accePtable you
are likelY to get an
an acceptable score under score under examination acceptable score under
ination conditions but
lexamination conditions and
jtr" recommend that You recommend that You think remember that
spend a lot of time imProving about having more Practice institutions
will find different
rour English before You take lessons before you scores acceptable.
I ELTS.
t85 I Test 3
Reading
Passage 1
WW
2H o scan for the name Rollier
r once located, read in detail was is written in connection with Rollier
o Locate the words, "August Rollier...opened his first high-Alps sanatorium in 1903"
t\1\
t\
B
,.f\
o scan for the name Dodds
r# o once located. read in detail was is written in connection with Dodds
a1 o locate the words, "(the sun) is a general stimulus to the body, more potent if
a1
a applied after a period when it has been lacking which gradually loses its effect
tD ifexposure is over prolonged..."
-
!, :i:ili::l:,r':i:l::i:l:r:
:illSli::l:iral.ilir
,lllr:l:ilr:,4::lllil:li:
:ar .:lilllll:l,i:i:i:::rl::'
:ll-ll:.l.'.,::. l:l .:,lll.::,lll.l.lllll
?) lii.:ll::,ll::llilli:l :iia:li:rlililil:lll i.llilil:.tll:lrl il:.ii':r:i

rr :t:ru:ii: ir:u:ril
-It tl:lr:ltl:lrlr::::::iir.:il'i. :i:liilritl.:: t:, :rf

.:]oq .1,mgtt g,
rlrt:]t]r:::::]t]]::li.]t]:]:::t.lii]it]lllt:ii:::itt .1t.,.iht,:ilmti1.QQ ,
o
l]ii]liilr]lil:l.l':ilt]
6 T . locate the key words in the question

.) . key words are beach, best, suntan, less pollution - scan for these words
E|.. e note that the
(D third paragraph is talking about sun tans
I
J r locate the words, l'...seashore (beach) is best of all, with its air estimated to
0a have at least a fifth of a percent more oxygen than inland ether..."
D]
E llrrl:,:l:ll.r,l,:,i,' rili r''i.a:lra,
D :li:Eii,l:l:l:i:i:l:lrl.rr: 'ri,@rr.iir:.r. r:. r'....,
J-r :rl.llt:tt:::rr:':. tr : I i.l rri:..1.
l-rt'l words
\]) .:i:lll:irlrralrrlr:,r:i:i:ri:rl lia':rr,:lrl:tl::.:l: i i.,. r' .r"r': ,
t,,itl:i:lt:r,'ri,,l,': .
first began to apply the
::rllr:,rlil::iri:::,r,rii:rl
X) to skin...contribute...to a
lllil:il:lii:l::llll :a:.::.::.::-.
dollar globat, sun.screen'business."
tr) :
8 NG o There is nothing in the passage about thisl
.locat€ the key words in the question

:s*x] :1,trkey
lr:i:i:::i:iita:l:il:a;il:l words are eye, cannot heal, sun damago.
ir:lai:i:ilrll:ailiai: "...afew.hous in
i:lil ,,lill:
;il,:llilli.l::llia
I Test 3 | tOz
r0 affected o locate the key words in the question
o in the second sentence "primarily. face and hands" are the
key words - the
damage that the sun can cause to face and hands
o scan the passage, looking for those key words or synonyms of them
r damage affects someonelsomething so the answer to question I0 is 'affected'
o remember that your summary should accurately reflect the main ideas
expressed in the reading passage
,:ral*i!Sg*
ffiffi
t:llli|::qi.!:i
tit!ts;{11lit*:
';-?*-ffi
;t!i!a,siii{tq;t
t;g;wffi
,.r1.*tsss&*t
'$#
ffiffi
r$ffiffi
x il,{*}*ffix*
ffiffi
B
,f!
i-ot
\-Lir
r),*XS6t-i*{*i;
t2
ffiffi
carrng . Iocate the key words in the question
11
D3
r in the fourth sentence "women. more effective than men. caring skin" are the
f)
(D
key words.
o scan the passage, looking lor those key words or synonyms of
-
\J them
r The 5th paragraph states, "Over the years, women have shown far greater
a:
-l
wisdom in the care of their skin than men."
a
.) . remember that your sufixnruy should accurately reflect the main ideas
I expressed in the reading passage
J
J
A
l-r #8;"#:q$ie"qI'
o
.+
ffiffi$
kt.r%.'"&i$
ts.
tD
T
J
*,#.,\ffi
rc *-$mT*4
to
I
*illl;**.,,:i
-, *$:*iffisHs$ffi&
-rC1 ffiffiwffiffi
$x;s&i&aiqt**$i
o t4 oYercome . locate the key words in the question

4)
o in the seventh and eighth sentences. "hair, dry. brittle, Ianolin. " are the key
X) words - the damage that the sun can cause to face and hands
. scan the passage, looking for those key words or synonyms of them
o The Iast paragraph star.es, "Hair care professionals recommend a nutritional
cream ffeatment with a substance containingo --. lanolin to bring your hair back its
natural softness..."
. remember tlat your surnmary should accurately reflect the main ideas
expressed in the reading passage
lBB I Test
Passage 2
*irptotos
t6 I read each paragraph and note the main ideas (main ideas usually havs a lot of
o read the words in the question (in the box) and find a match with your main ideas
r Section c mentions. "After world war II had ended, this new rechnology led to an
tv] increased interest in cartography."
t\
' once you are quite sure you have the right section, read in depth to confirm your
5
,.(\
choice.
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il'?iai:l{l
,IL)
a
a
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-
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a
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a ilil:,alali::atai::a:iail:llla:::l
t
A
HI 18 ii o read each paragraph and note the main ideas (main ideas usually have a lot of
(? information written about them)
+ o read the words in the question (in the box) and find a
-.
(D match with your main ideas
-P o Section E talks about ",..some very advanced computer
hardware has been designed
0e to aide cartographers in map production...There is basically an unlimited amounl of
:
D)
iJ
information which can be superimposed on a map using this (computer) system"
J- o once you;Ire quite sure you have the right section, read in depth
to confirm yow
choice.
Fo. I
\.,{J
iilli:1ia:l::iaari:.iii:lii: i:iliri:i:rr1r.r:ri.ii:i;
X) l.. g'tiiiiirlti'riirit :ideas (main ideas usually

hoe
:i:i:aai!r:t::t:aartii:iai: alrt.:i:l::i.ii:,r:.:liriiiiall
:ilillar::!:.r:r:.:r:it iaililr,::::,,.:..: r.:a.i:i:
9.
w ixlilii-i*:: i.i'llr.1i::ii:,:il:l:r:i::i
(in the box) and find a

r:i :.::r:l
lair:a:ti:il:.iraiatai:,r. :i:aia'a::lriliill
<s about "Most recently, attention has

dos, air pollution and floods, and to vis
'i$;]ltlil :iii!l::ulir'::l:tlrl::
i::ittfi:;:ratiii liaii:ai:i::::l:i:ia:i:i:i
odelling...It is clear today that cartogra
ii:titaililialaa:.:iir i:i:i:ia:a:i:i:illra:iilail of scientific visualization,"' -',',1,,11i::.!l.:3]
i:aLl::i::!::lil1.r*ia iil*tlali.aililr:lai
:iiiia::;i'(i::litlit ::t114:i:ilit:uiiti
ili:llr1r:r:llllla:li.iaf ::llirlii.iari::rrir.u.ri
,:.:iiili:ii:::iliiit 1i::lllr::i',taili:l:iilll:
Tesr 3 | tAS
?fr A o Note the key words in each question.
o The key words are "f,rst images, earth. taken in space".
I Locate the area ofthe passage by scanning for those key words.
r Once located, determine the time frame for those events.
o l,ocate the words in section D, "...in 1959 the first space photograph of earth was received."
*t\' "r) D o Note the key words in each question.

o The key words are "satellite launched, forests, lakes, rivers".
5
,-oi
,(-!
. Locate the area ofthe passage by scanning for those key words.
o Once located, determine the time frame for those events.
V-J
4
le
e Locate the words in section D, "The Landsat 1 satellite launched in 19"12 was the
flrst satellite to collect data specifically on the earth's surface and natural resources."
f)
(D laii:r:l:aa:.li:Xiaiiii: !!:.i;t:i:ililt{li
- 3&ll{i &r*ilX
:l:i::li:itlli:ilalir:iri: 1t.:::rlilili:i!*{:l
-l
a
a :r:lil:llnllalli.ilalll ililalr:i:iiriiliiiilt
a i:i:t:i:ii:i::3aiii:.r:r:a*.:ri!iri:
l::i:]iiiliiia::litaiiiiil tlirt:li:ai:l:liiilir,l
I r:i:ta,aia:a:li:r:i:ri:ariil i;iiiii,:ii:,1i1.::i:&
i
, :ai:::,:iai:iil:l:ilia:,:li: ::i:;irr!t:aii:i:t:i:l:
o ,.1:l:il:::la!:i:i'.:rl':alr: itr-:irii!:ii;irt.
t? A o Scan for the word "magnetometers"

FI an
-.
tD
LA r It is located in section C
t o Notice the words, "...magnetometers...From these precision instruments came
J
oa maps packed with information."
D9
I
-t
- ,Wni',IIll,
FO: I
W-J
X)
X)
26 D r Scan for the word "stereoplotters"
o It is located in section C
o Notice the words, "...the photogrammetric stereoplotter improved upon the
technology used by the stereoscope allowing cartographers to precisely
.measure the elevation of features in air photos and then ffansfer them to
paper."
1eo Test I
3
Passage 3
fireus"- scm fufuse
; locate the wffids,
28 20th century . Locate the key words in the question.

psychologists o The key words are "infants,.communicate verbally. advanced
comprehension" - scan lor these and/or their synonyms
. Locate the words, "It was further thought tiat verbal communication was a
prerequisite for abstract thought..."; Who thought this about abstract or
advanced comprehension? 20th century psychologists.
ffi
rtalqg$iill,lti:
vl
C\
5
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FOi
v-v
iw
:iiiil*:aiiriiii
I'L) 30 'blank slate' o Locate the key words in the question.
-a (tabula o The key words are TWO things. human mind. compared - scan for these
(D rasay and/or their synonyms.
,l
computer . You are Iooking for comparisons. Locate the words. "a newborn's mind is a
tabula rasa or blank slate..." and "..the metaphor of the mind as computer..."
-\
a
a
.)
I
tIJ
A
l-l
o
Fl. r Locate the key words in the question.
-.
(D o The key words are "20th century, psychologists, infants unintelligent, asleep"
I
J - scan for them or their synonyms
oa r Locate the words, "Since babies...spend most of their early months asleep,
:P
D)
they certainly appear passive and unknowing."
)-
FO
recently"
cJ.
w r':ll : ,
c). contrirst to *Ki

A)
34 r Locate the key words in the question.

r The key words are Piaget, learning, builds, previous one - scan for them
and/or their synonyms.
o l,ocate the words, "...he @iaget) concluded thal..development of the mind
proceeds through certain stages, each involving radically different thinking
prccesses."
Test: I tst
Answer
36 actiYe r Read the question carefully selecting the key words.

e The key words are "leaming new concepts, recentresearch, children, cornpetent".
. Scan the passage for those key words.
o Notice the 3rd paragraph states. "...young children are both competent and
active when it comes to their conceptual development".
o Make sure you use and copy the word form the passage correctly.
r Remember: incorrect spelling and/or grammar will be markedwrong!
&l:iatrlll:1
irliiiilllliuiiir,?:
t\.\
5 tttri::l:liilt
5
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tiia:a:t,rai:iaaiaa:i:iai
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4
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]rtrir:rlrli:l:i:lailiill::i::l
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a
(D
38 sucking o Read the question carefully selecting the key words.
-
\J
OR o The key words are "one way, scientists measured infant preference"
:ar habituation o Scan the passage for those key words.
a
OR r
a yisual
Notice the 6th pmagraph states, "New ways were developed for measuring what
infants prefer to look at and detecting changes in events to which they are sensitive.
I
J expectation Three such methods that were used were sucking, habinration, and visual
J
expectation."
A
l.r o Remember:
o
.+ 39
ts. ",1,l
tD
T
J
0c
I
)
Ii
--r,Ca
v-rr
X) .r0 social o Read the question carefully selecting the key words.
/) environment o The key words are "Vygotsky, key to leaming, individual's".
r Scan the passage for those key words.
o Notice the last paragraph states, "Vygotsky (believed) all cognitive skills and
pattems of thinking are not primarily determined by the skills people are
born with; they are the products ofthe activities practiced in the social
environment in which the individual grows up."
o Make sure you use and copy the word from the passage correctly.
r Remember: incorect spelling and/or grammar will be markedwrongl
191
TEST 4
Listening

1 nine/9 21 prepared
2 onel 1 22 listening
3 job / work 23 questions
4 f500 / five hundred pounds 24 evidence
5 11 .30/ half past eleven 25 concerned
6 Al-Shariff 26 data
vl
<\', 7 October 1994 27C
B 205 Diesel 28F
5 9
,.ff
FO:
\IJ
i
YL34CCB 29D
I'L) 10 f1,25O / one thousand, two hundred 308
-a and fifty pounds
(D Section 4, Questions 31-40
- Section 2, Questions 11-20
31 weight
11 C 32 mass
-
l^l
a
128
(? 33 146 I one hundred and forty six
-It 13 assignment / reading list or reading list / 34 2.3 million 12,300,000
assignment
35 80 years / eighty years
o 14 (the) lnternet / internet 36 straight
o 15 email
F}
-. 37 stone
(D 16 student forum 38
,
I buildings
0q 17 grade 39 60/sixty
D]
I 18-20 C, E and F
P 40 internal
-
J
w
lf you score...
w
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c) 0a1..2. i::f:r3,;27:,::iil:i: 'i:'iri l:rl::', 28-40

4)
you are highly unlikely to get an you may get an acceptable you are likely to get an
acceptable score
under score under examination acceptable score under
English before you take IELTS. you take IELTS. scores acceptable.
Test 4 | tet
g
Reading
21 NOT CIVEN
Reading 1, questions 1-13
)) (-
1 B viii
23D
2 Civ
24A
3 Dii
25H
4 Evii
26 I
5 dish / reflector
6 antenna Reading 3, questions 27-40
7 (radio) receiver 27F
B computer 28B
*c\ 9 TRUE 29E
10 TRUE 30A
5 11 NOT CIVEN
,{-!
i-ot
v-v 31 C
E 12 FALSE 32B
D3
f) 13 FALSE 33C
(D
34E
-
\J Reading 2, questions 14-26
3sF
:l 14C
a
a: 36 eggs
.) 15C
37 leaves
I
J
J
168 38 heads
A 17C
l-r 39 cocoons
18 NO 40 yarn
o
r+
l-. 19 YES
tD
t
J 20 YES
rc
te
ti
)
,- lf you score...
t-o. I
V-J :1r4*6iii:ii::
X) you are highly unlikely to get may get an acceptable you are likely to get an
lyou
X) an acceptable score under score under examination acceptable score under
examination conditions and conditions but we examination conditions but
we recommend that you recommend that you think remember that different
spend a lot of time improving about having more practice institutions will find different
your English before you take or lessons before you take scores acceptable.
I E LTS. IE LTS.
194 | Test4
TEST 5
tistening
Secfion 1, Questions 1-10 Secfion 3, Questions Zt)SO

1 Mon. - Fri./Monday to Friday 21 The Human Mind
2 PetticoaVPeticote 22 popular science
3 Aldgate 23 non-specialists
4 9 a.m. -4 p.m. 24 theories
5 Central Line 25 function
6 Brixton 26 personality
t\1\
t\ 7 Sun./Sundays 27 medical
5 I Tom & Mary 28 stories
,.f\
\.,t-, 9 byltake 29 word list
I,L) u nderground/tu be/subway 30 goal
aa
a 10 9:30 a.m.
tD Section 4, Questions 31-40
- Sedion 2, Questions 11-20 31 3200
11 B3leighty-three 32 rope (and)wood
-
ai
a
t? 12 Tlseven 33 China
Ii
a 13 3/three 34 competition
J
A 14 a real hit 35 money ran ouVfinished
ll
15 Wine Show 36 (back) (the) creditors [crediters is an
o
F} 16 downright boring acceptable misspelli ng1
-.
(D
lr
) 17D 37 chains
0a
at
18C 38 extreme cold/ (very/e>tremely) cold location
I
J 19A 39 depth of water/ (very) deep water
- 208 40 2.5
X)
w
9J.
acceptable score under score under examination acceptable score under
recommend that you spend a that you think about havi remember that different
Test 5 | tss
&
Answer
Reading
Reading Passage l, I - t3
21 a warm laboratory/a laboratory
euestions
1D 22 February and March
2C 23 weak
3C 24 flexible
4C 25 glide
5 Reading phrases/Read by phrases/ 26 ecological niche
Read through units
Reading Passage3, euestions 2Z_40
6 Limited perceptual span
27D
7 Slowness of recognition
vl 28B
d B Faulty eye movements
29B
5 9 Avoid regressing
30F
,^(-!
!:y 1O TRUE
31 C
h( 11 FALSE
32D
7
a 12 FALSE
ID 338
- 13 TRUE
34D
Reading Passage 2, euestions l4_26 35D
-l
a
a
.) 14 viii 36 NO
-iil 15 ix 37 NOT CIVEN
A 16 iv 38 NOT CIVEN
ll
17 vii 39 NO
a
.+ 40 NO
-o
18 iii
tD
-) 19 350 million years
oe
s?
tt
20 75 million years
t
t-l
/C)
v-jr lf you score...
X)
cJ.
w \ou are ntgnty unlrkely to get may get an acceptable
an acceptable score under lyou under examination ll",
are likely ro get an
lscore
eranrination conditions and 'conditions
but lacceptable score under
we examination conditions but
',\e recommend that you recommend
that you think remember that different
;pend a lot of time improving about having more practicel institutions
:,r, will find different
. English before you takel or lessons
before you takel scores acceptable.
r-r s I
IELTS. I
195 -est 5
TEST 6
Listening
Section 1, Questions 1-10 Secfion 3, Questions 21-30

1 Medicine 21 D
2 Chatham 22C
3 01734 24655 234
4 (a) broken leg/broke leg 24 60 -70 (sixty to seventy)
5 none/no (operations) 2s 160
6 dust (and) cats 26 onell
7A 27 three/3
vl
n' BB 28 suit the circumstances
9C 29 so inadequate
5 10 B (and) E 30 twenty-five/25
fh
\.1-J
I,L)
-t: 31 Department of Environment
tD 11 Royal Museum
- 12 Queen's Park Road/Rd 32 population shifVurban expansion/ population
13 1Oth December/Dec. growth/expansion
:al
14 metalwork 33 coastal environmenVenvironment of coasV
?)
15 (garden) vegetables natural resources/ water resources
ts
t)
16 coloured stones 34 aging population
A
l-l 17 (white) paper 35 government policies
o 18 Face to Face 36 urban sprawl/urban expansion/groMh
E+.
(D 19 pencil drawing 37 (intensive)fish and shellfish
ts
J 20 all materials 38 adopt (a) national approach/ nationwide
0a coordination
D]
I
J
E
J
39 management and practices
tbt
40 people affected/people concerned
\.l-J
lf you score...
X)
Oiil,?,,,, 13-2V 28-40
il)
acceptable scoreunder score under examination acceptable score under
| tst
I
Tesr 6
Answer
Reading
21 D
Reading Passage 1
, Questions 1-14
22C
1 wired 23 FALSE
2 calms 24 TRUE
3 involuntary body functions 25 FALSE
4 prolongedconcentration 26 FALSE
5NO 27 NOT CIVEN
6 YES
7NO Reading Passage 3, Questions 28 - 40
8NO 28D
5 9 personal 29C
10 cost 308
5
,.fa
FO:1
\TJ
11 marketed 31 A
t'L_) 12 reluctant 32 not planning wisely/need to contribute/
D3
r) 13 promising appreciati on from others/create
(D something (any three)
14 nutrition
- 33 continue to work
Reading Passage 2, Questions 15-27 34 little effect
-t
a
a
(" 15v 35 physicallydemanding
:i 16 viii 36 slight negative
iJ
17 ii 37 FALSE
o 18 vii
(? 38 TRUE
F}
-. 198 39 NOT CIVEN
tD
E
J 204 404
oq
D]
I
:)
J
,Cl lf you score...

tL
X)
<). vou are highly unlikely to get you may get an acceptable you are likely to get an
w
an acceptable scor6 under score under examination acceptable score under
conditions and conditions but we examination conditions
leramination
lrre recommend that you recommend that you think remember that di
ispend a lot of time improving about having more practice institutions will find different
rour English before you take or lessons before you take
I E LTS. IELTS.
198 I Test 6
GENERAT TRAINING TEST A
Each question correctly answered scores 1 mark CORRECT SPELLINC lS NEEDED

IN ALL ANSWERS.
21. FALSE
Section 1, Questions 1-13
22. TRUE
1. NOT CIVEN
23. NOT CIVEN
2. TRUE
24. FALSE
3. TRUE
25. TRUE
4. FALSE
26. NOT CIVEN
5. NOT CIVEN
27. NOT CIVEN
6. FALSE
v\
d 7. Romance Section 3, Questions 28-40
B 8. Documentary 28. FALSE
v_v 9. Mystery 29. TRUE
a1 10. Comedy 30. NOT CIVEN
aa
t) 11. Animation 31. TRUE
ID
-
!, 12. Drama 32. FALSE
13. Wildlife 33. NOT CIVEN
:ar
a 34. NOT CIVEN
.) Section 2, Questions 14-27
I
35. (open) ocean
tt 14. B 36. 1 00,000 tourists/people/visitors
o 15. A 37. permit
o 16. F 38. infrastructure
{+
-.
tD
17. F 39. elderly
ts
J 18. B, C 40. graffiti and litter
0a
D]
E 19. A, E, F
J
-
J 20. A,B,F
s
X)
lf you score...
Q.
w
acceptable score under score under examination acceptable score under
TestAl tOO
Answer
Model and sample answers for

writing tasks
TEST 1
T t\'
TEST 1, WR|T|NG TASK 1
5 The illustrations given relate to housing costs and accommodation status in Britain.
/-q1
(.3J The bar chart has a25 year range in 5 yearly increments from 1980; the pie charts
I'L,)
cover 3 different years from 1995, also in 5 year periods.
le
f)
tD
- The most striking feature of the bar chart is that the median cost for housing
increased more than seven fold over the period given, from appioximately f25,000
,-At
a
a to just under f200,000. The most dramatic increases were between 1985 and
T 1990, and again from 2000 to 2005 where the cost of housing almost doubled.
iJ
3
o As house prices increased, it is notably that renting a property declined, falling from
t:
FF 59% down to 44% by 2005. An inverse correlation can be seen with properties that
ts.
tD
t were owned by the occupants, as this figure increased by nearly 20%. Despite a
J
oa slight increase between 1995 and 2000, the percentage of houses classed as second
D9
)
I
homes fell dramatically to less than half of the original 7%.
t-
tbl
w-/ Overall, it
is evident that increasing house costs where matched with increasing
X) ownership of homes. (175 words)
cJ.
w
200 | \\ riting
TEST 1, WRITING TASK 2
There are a number of factors that have led to a marked increase in the number of
large scale shopping areas and a subsequent decline in the number of smaller, local
shops. Although there are advantages for the consumer, there are also a number of
disadvantages, as will now be discussed.
One of the main advantages is related to the amount of stock that larger retail parks
can support; smaller shops may stock only one or two brands of a particular item,
whereas department stores and the like may have a multitude of options. Pricing is
also an issue in which the larger stores tend to have an advantage as they can afford
vl
tt( to sell items to consumers at prices the smaller shops cannot match.
5
,-fa However, there are some significant disadvantages to larger shopping areas, the
FOI
\.1-,
I,L) main issue being a loss of the more traditional 'customer oriented' service. Smaller
aa local shops often become part of the community, where the shopkeeper know the
.)
tD
-rl
customers by name and can build relationships that are absent in the larger, more
impersonal stores. Customer satisfaction is arguably far more of a priority in the
- smaller shops and there is a sense of contributing to the local community.
h
:t
J Another disadvantage that does not directly relate to the customer or the
A
H,I shopkeeper is that the larger retail parks and department stores are rarely close,
o meaning that people visiting these areas are often required to travel by car, thus
3.
(D contributing to pollution levels.
It
-
0a
I
E To sum up, although there are some material advantages to large shopping
J
-
J complexes, these are perhaps outweighed by the social and environmental
/-{':
\j:- advantages of patronising smaller, local shops. (273 words)
fl)
CJ.
A)
Writing | 201
TEST 2
The pie chart given details 6 areas responsible for the reduction in forested area
around the globe, ranging from infrastructure and mining to farming related
industries, and with an additional category labeled as 'other'.
; t\ The most notable point on the. chart is that the majority of damage was due to
R cattle ranches, which accounted for over half of the total. Agricultural concerns
\./
,^(-!
'-o:
V-J
i then played the next most significant part, with smaller farms representing just
trl under one third of the total. ln comparison, larger agricultural production
le
f)
(D accounted for only 1%.
-
Mining and construction, as well as logging, were the second lowest causes of
-l
a
a
a deforestation, accounting for only 3% each, the only two causes given that were
-i, equally responsible. This left a remaining 6o/0, expressed here under the
n
lr umbrella term of 'other'.
t)
Ft
-.
ID
ln total, it is evident that cattle and agriculture represented the vast majority of
-ra the causes of loss of forest, leaving only 12h of the damage to other sources.
oa
D9
)
I (159 words)
t-
rf\
Foll
il)
U.
w
202 | \\ riting
Companies promoting their products can both advantageous and problematic

for the consumer, as they may gain an awareness of something which they
would appreciate, but may also be misled about the potential value. However,
there is perhaps a stronger argument to be made for the latter, as will now be
discussed.
Primarily, most advertising focuses solely on the positive aspects of a product

or service, giving a biased point of view about its effectiveness or impact. A
clear example of this can be seen with car advertisements, which show the
R
vehicle being driven on open roads, free of other traffic on a beautiful day in
5
."D. stunning surroundings. This clearly does not represent the reality of car
iY,
4
:
ownership, and in this case may encourage people to purchase the car under
t)
(D
false pretences.
)
ln addition, there are a number of products that will be purchased simply
E
I
a
(" because the advertising suggests that this is the way for social acceptance. A
EI simple product like a shaving razcir for example, often shows successful men
-iJ
A surrounded by women, prompting the viewer to conclude that purchasing their
ll-r
(? product will automatically transfer this degree of popularity.
(-f
-.
tD
-J On the other hand, there are some products which are of great value, but the
ra
DT
I
public would not be so aware of without promotion. An example here would be
i)
-
a health related products, such as medication to boost the immune system, thus
FO: i
\{J potentially preventing illnesses such as the common cold. However, this is also
cJ.
6) prone to exaggeration and unrealistic expectations are sometlme drawn from
X)
excessive advertising.
ln sum, advertising that simply introduces a product with a benefit is acceptable,

whereas promotional media that is not realistic is likely to encourage people to
spend money and irrelevant articles. (284 words)
Writing I ZOr
TEST 3
The table shows data about the median income received by 6 different
compositions of household in New Zealand, as well as a total average.
The range given is from 1998 to 2003.
In 1998, homes with only one person or with a couple and a single
B
child were significantly below the average of $gZl. In contrast, the
5
,^t!
\r:y other four household types all exceeded the average, with couples with
t?, three or more children receiving the highest income. The same trend
F
a
(D can also be observed in 1999.
-
In 2000, there were a number of changes. One parent households with
-l
a
one or more children received the highest income of $1115, while
a
a
I
-
3 couples with two or three children actually received less than the
o previous year. Couples without children remained static. Couples with
o
(+ three or more children received the most again in 2001, a trend that
-.
tD
:J continued until 2003 when single parents with children once again
0q
Se rose to the top with an income of $1411.
tt
J
)
-r
Overall, it can be seen that for the most part, all households increased
v-jr
X)
the amount received. (170 words)
cJ.
6)
20-t I \\ r'rtrng
TEST 3, WRITTNG TASK 2
There are different points of view about the value of passports, with
some maintaining that they are a required, while others see them only
as a hindrance to being able to travel freely. Both opinions will now be
presented.
The use of passports can be said to have value in that it allows for
governments to monitor the number of citizens and visitors in a
country at any one time, thus being better able to calculate
vl
d requirements for spending on public services such as education and
healthcare. Statistics that can be gathered from the use of passports
5
,-c1
t6
\tr-Y
l
can also be valuable with regards estimating tourism revenue.
:
'L)
-f) On the other hand, the ability to travel between countries can be
tD
- seriously impacted by the requirement for passports and in some cases
for visas. Travel around the European lJnion, for example, is now
-
l2\
a
(" extremely easy for ctttzens of member states, but from people outside
E
I
t the Union, it can still be a costly and time consuming exercise to get
A
l-l the relevant paperwork.
o
F}
-.
o Considering both points, it that the better solution would be the
seems
:
J
0q maintaining of a travel document but a relaxation of the requirement for
D]
)
I
visas and other peripheral paperwork. If people could travel and simply
)-
tso show their travel document, then statistics could be maintained but time
X)
consuming applications and costly administration could be reduced,
w
CJ.
allowing people to travel with far greater ease.
In sum, it seemsthat there is a valid purpose for some form of

documentation, but if this can be minimised it would encourage wider
mobility for people from certain countries that can at the present time
be difficult to travel from. (272 w ords)
Wriring | 20s
TEST 4
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200 | \\,riting
TEST 4, WRIT|NG TASK 2
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Writing 1207
Answer Key ;,: :: )
TEST 5
Chinas population grew by 500 million between 1950 and 2000,

from 700 million
to 1200 million. lt is expected to reach 1500 million in 2050, meaning that the
; <\
million in
growth rate should decrease. The population of the USA grew from 200
5
,.f\
FO: i
million, to 400
1950 to 300 million in 2000 and is forecast to grow by another 100
\1-,
Ej
-f)
million, in 2050. This means that the growth rate is expected to remain
stable'
(D
-
I spain's population rose from 30 million in 1950 to 40 million in 2000, but is
A
a
t?
forecast to drop to 35 million in 2050'
--)
A Both countries showed
lll Life expectancies in China and Spain follow similar patterns.
(?
F}
to
-.
(D
a
a rise in life expectancy between 1950 and 2000 and this trend is forecast
H
oq
:P
D)
continue. Life expectancy in China was 65 in 1950, rising to 68
in 2000 and is
,-
T2years and77
expected to reach 73 in 2050. The figures for Spain areTO years,
rcl
Foi I
u.
w to rise faster in both
years respectively. This shows that life expectancy is expected
X)
countries between 2000 and 2050. Life expectancy in the USA

has increased
slightlyfrom 73 in 1950 to75 in 2000, butaslightfall isexpected lo74 in 2050'
(201 words)
208 | Writing
r Key
TEST 5, WR|T|NG TASK 2
one reason that people make money is to provide their children with a solid
foundation for the future. However, the question has
been raised as to whether
children from wealthier families are really better
prepared for life than those from
poorer ones.
At first glance, it may seem obvious that children from

wealthier families will be
better prepared for life, since their parents can pay
for a better education, usually at
private schools, and can buy them the things they need
or want, such as sports
v!
a\'
equipment and the latest technological gadgets.
A better secondary education at a
5 reputable private school gives a child a greater
& chance of attending a good
E
,L) university' Better sports equipment and the latest
gadgets give a child an advantage
7
f)
(D over other children when competing in those fields.
wealthier people also tend to
-
be better connected and are able to use these connections
E
to get help from others.
2\
a
.) Despite these possible advantages, some people claim
that children from poorer
tt
)J families are better prepared for life because
they are said to be more self-reliant.
A
tl_r This is
said to be because they rely on themselves more
than on their parents. I
t?
FI
-. agree that being self-reliant is good for later life when people cannot expect to
tD
-J
oa receive everything they need from their parents. However, I know several people
--
i
iJ who attended private boarding schools and they were all
t- encouraged to become
ks self-reliant since they were away from their families.
X) My personal opinion is that children from wealthy fanrilies are
better prepared for life
e
than those from less well-off ones. However, I woulcl
not claim that this is the truth in
every case' wealthy parents can give their children
nrore and this usually works to the
advantage of the child. Having said that, a poor
childhood can force a child to become
more self-reliant and lead them on the path to a successful
life. (31a words)
wriring I zos
B
TEST 6
TEST 6, WRtTtNc TASK 1
The chart shows the number of visits made by young adults in four European
countries to various types of establishments each year.
Young British and ltalian people visit cafes almost twice as much as young
German people (12 visits), with young French people visiting 16.9 times on
*d
average. Young French and ltalian people visit restaurants and cinemas more
5
,.f\ often than their German and British counterparts. Going to pubs and bars is the
bpJ
E
v most popular activity shown in each country. Young ltalians (48.3 visits) go
("
tD
three times more often than young Germans (16.4 visits). Young British people
-
I
l^l
(20.2 visits) go to fast food outlets about twice as often as young people from
a
(?
I the other three countries. Young Germans (8.1 visits) go to nightclubs about
-H
n
lt twice as often as young people from the other countries. Going bowling is the
o
F} least popular activity shown in each country, though young ltalians (2.6 visits)
-.
(!
I
P
0q go more often than young people from the other three countries. Young British
P
I
iJ
E
J
and ltalian people go to fitness centres far more often than their French and
Fo:
\.lJ l
German counterparts.
X)
Q.
tl) Generally, we can see that going to pubs and bars is the most common activity
shown, with bowling the least. We can also see that young Germans tend to go
out to these establishments less often, with the exception of nightclubs. (219
words)
2t0 | \\ riting
lf you read the same newspapers as I do, you might think that the whole world
is heading towards a very destructive future. There are wars in many parts of
the world. Crime is reported everywhere. Many young people cannot find jobs.
However, I believe that our world is generally getting better and that this trend
will continue in the future.
Whilst there are wars, crime, unemployment and other negative aspects of life
today, we should remember that most countries are at peace, crime is often not
as serious or prevalent as the newspapers would have us believe, and most
vl
t\ people-even those fresh out of school or university-have jobs. There have often
5,.{-!
been fears in the past that our societies would face a terrible future. When oil
L'jj prices rose in 1973, many predicted that we would face economic ruin. ln
t",
7 Britain, when manufacturing industries closed, people feared that their children
f)
(D
would never be able to find work. When terrorists hit the Twin Towers in
-
September 2001, it was predicted that there would be regular, massive terrorist
ts
2\
a
.) attacks on the United States. These things have not happened.
-iJ.a Look at all the things that have got better in our world and will continue to make our
A
ll-r children's lives better. Health care is improving almost on a daily basis thanks to new
t? scientific breakthroughs. Starvation is rare, not only because of increased food

FF
-.
tD production, but also thanks to better transporl networks. Even though manufacturing
E'
-
oa industries in many countries (such as Britain) have declined, other industries,
D9
i
iJ pafticularly hi-tech ones and service industries, have employed millions of people.
t-
Fo:l
V-J
The movement of manufacturing industries to other countries (such as China) has
X) helped hundreds of millions of people to build better lives.

X) To conclude, I believe that most of the pessimistic views of our children's future
are a result of fear and not a true examination of the facts. I also believe that
people should remember that there will be advances that can help us make
society better. Whilst not every life will be better, I firmly believe that the majority
of our children will live better lives than we do. (355 words)
Wriringl 211
Answer
GENERAL TRAINING
TEST A
TEST A, WRITING TASK 1 (CENERAI TRAIN|NC)
9"o* -//, 9*.-u

/7
Jorn o+rhn7 k f,tL .t .14.
rzz l,ezl/zyzze.
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' fo,* *tro-/rryr * //r*.2 /r*r*r.r.rr-Lrr..-r/r..- //r., /r*/r/*7 /-7o.t/r-..r/
w ,rrrr/ 19h. .f/rZ
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X) ,/,Zre.t
//z;* ,lz.zre-zr-/,
//,",/,o"/.%-.rZ
(176 words)
TEST A, WRIflNG TASK 2 (GENERAL TRAINING)
Humans haue long used animals for a uariety of purposes, such as food,
transport, companionship and entertainment. Animals haue also been, used
in experiments. Many people consider these experiments to be cruel arud
unnecessary. Howeuer, I belieue that a limited number of experimeruts on
animals are justified.
People who oppose experiments on animals usually do so on. the moral
grounds that it is wrong to h.urt or injure a liuing creature for the benefit of
humans. This may be an admirable standpoint, but I do not accept th.at it is
practical. Not all experiments on animals are cruel. Most experiments do not
R
harm the animals and few do more than cause minor irritation. Drugs
R companies around the world do similar experiments on people. Indeed, it is
rc1
wortlt remembering th.at all drugs haue to be tested on humans before they
a1 may be sold to pharmacies, hospitals, doctors and patients.
te
.)
(D Ifwe cannot test drugs on animals and people before they are distributed to
\,
- the wider public, how can we be sure that they u;ill not haue aduerse effects
on people? I belieue th,at drugs should be tested on animals first, then tested
-l
a
a
(? on, uolunteer human subjects, and only then made auailable to the general
E
H
public. (Jnless we experiment with new drugs (and also rLew surgical
t
techniques, for example), we will not open ourselues to all the possibilities
A
l-r that auailable. By limiting ourselues, we may miss the opportunity to end th.e
a
FI suffering of numerous people.
-.
am in fauour of a limited amowtt of testing on, animals, I belieue
tD
)
F' Though I
oq that this sh.ould be carefully monitored in order tlmt only the minimum
D)
-i number of animals are harmed. I accept testirtg for medical purposes, but not
)-
for cosmetic ones, wltere the benefit to manltind is smaller and tlrcre are otlrcr
\r-'
techniques auailable to ensure tlmt human health is not endangered.
X)
9. In conclusion, I accept tltat some animal experiments are cruel, but that they
6)
are justified if they lead to aduances in medical science. (330 rttords)
Writing I ztl
_&
Sample Speaking Test
TEST 5
PART 1
Home
Like most people in my city, I live in a flat. It is quite near the city centre and is
on the fourth floor of a six-floor building.
*<\ My home has three bedrooms, but my family only uses two of them as
bedrooms. The third one is a study. Then we have a living room and a kitchen.
5
,.f\
t-o:
\.1-'i
Oh, and of course we have a bathroom.
I,L) ln the living room, we have a sofa and an armchair and a coffee table. ln the
Y
t: kitchen, we have a kitchen unit, a dining table and four chairs. ln the
ID bedrooms, we have beds and wardrobes.
-
I Language
A
a
t? No. My native language is taught in very few foreign schools and universities.
I- However, there are some foreigners living in my country who speak the
P
A
l)
language well.
lve been studying English for seven years. I began at secondary school.
o
F| Actually, English is now compulsory at secondary schools in my country.
-.
(D
I
t No. My language has even more grammar rules than English does and the
0a
aa pronunciation is difficult. However, I think that English vocabulary is harder to
I
P learn-there is so much of it.
t'-
,C1
FO.
\.lJ i
Name
X)
I suppose it is quite common. Its certainly not unusual. I know a few other
d.
A) people outside my own family who have this name.
My family name does have a meaning. My grandfather told it to me, but l've
forgotten it! My given name probably has a meaning too, but l've never
checked what it is.
No. lm huppy with the name I have. lt is very unusual in my country to
change your name. I can't imagine ever doing that.
21{ lspeaking
No, they don't. I know this is common in Western cultures, but we dont do it.
Children usually take the family name of the father, but this isn't a rule or law.
PART 2
I don't often send or receive letters nowadays. Most people seem to prefer to use
emails or the telephone. However, recently, I received a letter from a companv that
I had applied for a job with. The letter was a fairly short rejection letter. It said that
even though I had made a good impression during the interview and my education
and experience were satisfactory, the company had decided to employ another
candidate. Of course, I was a little disappointed, but the day before I had received a
letter from another company offering me a job. lf both companies had wanted me
to work for them, I would have had to make a tough decision about which offer to
B
vr
a\ accept. With only one offer, there was no decision to make. What else can I say?
,.fa The letter was on a white sheet of A4 paper with the company letterhead at the top.
V}
a1
It was typed, but signed in ink by the person who had interviewed me. I wouldnt
a have minded if I had received an email instead, but it seemed to be nicer to receive
f)
t! a letter than an email.
-
A
-
a
(" PART 3
E
I
t
I think that the most common way of communicating nowadays is through
A
l-r direct speech, but obviously that only works if you are close to the other
t"
FI person. For communication over longer distances, I think that email, the
-.
tD telephone and letters are the most common. Email is used more in developed
)
F'
societies than in less developed ones, because it requires more advanced
oq
v:
J
infrastructure. Texting messages to each other using mobile phones is
-
J becoming very popular, particularly with younger people.
,(-^
\r-- They have developed in three main ways. First, they are more widespread-
w
CJ. Fifty years ago in Britain, most people didnt have a telephone at home. Now,
c).
A)
almost everyone has a landline and most people have mobiles. Second, they
are faster. This is the main reason that email has become more popular at the
expense of letters, in my opinion. The third development has been with regard
to reliability. I know that sometimes an email cannot be sent or people get cut
off whilst talking on the phone, but this isn't so common, especially if you
think about the number of messages sent and calls made.
To be honest, I can't think of any new developments, but I think we will see
Speakingl 215
A
more people using gadgets that allow communication in a few different ways,
for example, mobile phones that also allow Internet access and perhaps even
allow you to see the person on the screen as you are talking to them. I know
that such devices already exist, but I think we will see more people using
them, which will also bring the price down. My hope is that all this technology
doesn't reduce the amount of talking people do with 'real people-you know,
face-to-face.
I think that they will make our lives faster and there may be people who won't
be able to handle that. Personally, I don't like the idea of anyone being able to
contact me at an/ time. I will be sure to switch my mobile phone or whatever
off-particularly when I'm sleeping or having a meeting. As email becomes more
widespread, and more messages are sent, people will need to take care that
*d they don't spend too much time reading and writing emails. If they do, their
work and social lives might suffer.
5
,-c1 Well, there's the problem of shyness, but that's not a new problem. Being a
\iy
good face-to-face communicator is often a question of practice and some
Ej
aa people just don't go out and meet people. A small minority get into the habit
t) of doing almost all their communication using the latest technology and
tD
-
L' sometimes forget the communication tools we were born with.
I I think that the main disadvantage is that if there is a breakdown-like recently
A
a
(? when there was the earthquake near Taiwan that cut the underwater cables-
I
tH we find it difficult to communicate as quickly as we would like or are used to.
A When there are technical problems, people-myself included-often get
l-l frustrated and angry. Another disadvantage is that people expect you to be
o
F} available 24 hours a day. Sometimes, people want and need to be alone or
-.
(D just have a quiet dinner with family or friends without the threat of
I
t
0a interruption. As I mentioned before, people should deal with this using the off
*,
I button on their mobiles or other devices.
P
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a(-!
Fo'l
X)
il)
lI5 Speaking
TEST 6
PART 1
Study
I study mathematics at wilmin$on College. lm in my second year of a three-
year degree course.
Wilmin$on College is on the outskirts of New York. lt's a small college, with
only a few thousand students. lt's not one of the best schools in America, but
vl its better than most. The worst thing about it is that it has no real sports
r\'
facilities.
vt
a\ a They are very knowledgeable and patient with the students. Most of them are
,.f\
w middle-aged and almost all of them are male. They dress very smartly.
El a I study several courses, but my favourites are Theoretical Mathematics and
te
a Mathenratics of Astronomy.
tD
-
Computers
-
l^'
a a Almost every day. I use them in my studies and in my personal life. As far as
("
I
my studies are concerned, I use computers for research and for making
i
P calculations. In my personal life, I use them for sending emails, reading
A
ll-r newspapers online and sometimes for playing computer games.
(?
Fl.
a I think most people use them in much the same way as I do-for
-.
tD communication, entertainment and for work. A lot of people like to download
I
!
0a music or TV programmes. some people book tickets online. Companies use
t- computer databases to keep track of sales.
I
ia
-
a a ld say l'm very good at using computers. I
can even write or change
FO: i
V-, programmes. I can easily use computers for everyday use. I can't repair broken
parts of a computer, but I can replace them.
e
X)
Weather and climate
I like spring best because everything is brightening up after winter. The days
get longer. Flowers start to grow and trees grow their leaves again.
Oh, yes. In summer, I often go swimming or play football with friencls. I like to take
short trips at the weekends, perhaps visiting a castle or a fair. In winter, I tend to
stay indoors more. I watch more TV and spend more time on my computer.
Speaking I ztt
I wear gloves to keep my hands warm, a scarf around my neck, thick socks,
sweaters, jeans, and a heavy coat. The most important thing is to stay warm. I
hate being cold.
PART 2
Ok, l'd like to describe my nephew. Actually, hes the only child I really know. He's
12years old now. His twelfth birthday was in January. I don't spend much time with
him, because I live and work in a different cit/, but I try to spend time with him if I
visit my family. He is interested in sport. He plays football with his friends after
school once or twice a week and at the park near his home at the weekends. His
father is also keen on football, so they usually go together. He also likes drawing, but
5 I don't think he's very good to be honest! What doesn't he like? Oh, he hates
shopping, except if he's buying himself a bar of chocolate. Surprisingly, he doesn't
5
,-fa
FO. i
VJ
like watchingTV. Do I like spendingtime with children? Not really. I mean, ldont
E mind being around children, but I prefer chatting with adults. I find that I don't
Y really have much to say to kids. Perhaps ld feel differently if I had kids of my own.
t"
ID
-
PART 3
I
A
a
t? I read in the newspaper recently that children spend a lot of time watching TV,
I
tH playing sports and playing computer games in their free time. Obviously, they
have schoolwork to do too. I often hear parents complaining that their
o children waste time, but I would disagree. Kids learn a lot of useful stuff from
t)
F} TV and computer games often have aspects that encourage kids to think or
-.
(D
I
t improve reactions.
0e Some play sports together or perhaps board games if they are not so energetic. I
:
ll
P know a lot of people who take their children to football matches or other sports
E
J
ra1 events. Most families I know go out for dinner once a week and a lot go shopping
Fo. I
\.,{J
together. I think its very important for families to do things together. They get to
X) know each other better and discover each other's likes and dislikes.
cJ.
w Idont really know, but before Christmas lastyear I saw a lot of people buying
dolls, toy robots and dinosaurs and remote control cars. I heard that toy
dinosaurs have become popular because of a TV programme about the lives of
dinosaurs. The dolls that I saw people buying weren't the classic ones that girls
used to like when I was a kid. lnstead, they were characters from films and TV
programmes-you know, like Harry Potter or Superman.
218 | Speaking
Y.e1
oh, quite a lot, ld say. I mean, it's very important for a child to feel included
in a group. lf the friends like something, then they have to like it too or they
won't be part of the group. lt's not only a case of liking the same w
programmes or toys. They might support a particular football team because
their friends do or they might wear certain clothes because their friends do.
Some people say that kids are influenced by their friends nrore than by their
parents. I can understand why.
People say that there is more pressure on kids nowadays. lm reallv not sure if
its true. I think that the biggest difference is that kids today have far nrore
choices. There are more toys to choose from, more TV programnres, more
opportunities to travel. More of almost everything. I think that children are
often expected to grow up quicker. That might be the pressure that people
vl
t\ often mention.
vt
a( With all of the choices available, I think children often have a problenr
,-(-!
FO: i
deciding what to do. very few kids are bad, but they can be led astray,
v-J
h( particularly by other kids who they see as friends. Some children, particularly
se in cities, see people engaging in bad habits, such as too much drinking,
f)
ID smoking, and even using drugs. This can make it hard for children to make the
- right decisions about their lifestyle.
Ithink a lot of people keep one or two special toys, Iike a doll or a teddy bear.
-
a1
a
a More and more people keep photographs from their childhoods and some
I
t even have video recordings. I know a few people who keep letters from their
iJ
A childhood, such as their first love letter. Other people keep awards that they
l.t
won. I still have a certificate from when I learnt to swim and a friend of mine
a
FI has medals he won when he played on the school football team.
-.
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Speaking I zts
TEST 1
sEcTtoN 1
Salesman: Good afternoon, madam. How may I help you?

s Customer: Good afternoon. I'd like to ship some possessions to canada
5 and was hoping you could answer a few of my questions.
/-C1
t6 I
v-v Salesman: certainly. Please take a seat. where exactly are you going to
4 ship the goods?
-.)
(D Customer: To Toronto. f 'm taking a job there at the end of next month.
- Salesman: Right. we can ship your possessions by air or by sea and land.
-
t^ Shipping by air is faster but is obviously more expensive. (e1)
a
("
Customer: I understand. That's what I expected. If I want the things there by
tt
-) - the 25th of next month, do I still have time to send themby sea?
Alr Salesman: I'll just check the schedules... Yes, if your possessions start
(? their journey by the 26th of this month at the 1atest, they'll be
f-f
-.
tD
in Toronto by the 25th of next month. However, I wourd recom-
ts
J mend that you send them earlier if possible because there are
oq sometimes delays due to logistics or weather conditions. (e2)
D]
E
t
tt
) Customer: Yes, of course. I was thinking of sending them on the 20th or
Fo. l
\{-,
thereabouts.
X) Salesman: That's great. There's a cargo ship leaving on the 21st. would it be
possible to send your possessions on the lgth? It can take two days
X)
to get the items to the port and to clear customs at this end.
Customer: Yes, I guess that would be OK.
Salesman: In that case, your possessions should arrive on or around the
19th of next month, though, as I said, there are sometimes
delays. Is that OK for you? (Q3)
220
Customer: That's perfect! That's the very day I arrive in Canada. It could
be a bit hectic though. Anyway, I won't need my things
immediately, so a short delay won't cause any problems.
Salesman: Don't worry. You won't be able to take delivery of your possessions
that day because of customs checks Those usually take a couple
of days Will you be packing everything yourself or would
you like us to take care of that for you?
Customer: I'd prefer to have your employees do it. As you can imagine, I'm
rather busy at the moment.
Salesman: And you'll want us to arrange delivery to your new home in
Canada rather than leaving the items at the warehouse in
Toronto, right?
5 Customer: Yes, please. I know that door-to-door delivery costs more, but
5 it's so much more convenient.
rn
V-J
Salesman: OK then. Here's a price list. The prices include tax and insurance.
4
le As you can see, the price depends mainly on the dimensions
.)
(D of the crates and the number of crates rather than their weight.
- However, we do add an extra charge for particularly heavy
items. Do you intend to ship any furniture? (Q4-5)
E
I
a
(" Customer: No, nothing like that-just books, clothes, a few small electrical
lt items and a few ornaments.
-t
A Salesman: If there are any fraeile items, such as glass ornaments, I can
ll-r
make a note for our packers. There's no extra charge for such
(?
a-F
items. (e6)
-.
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t
-t Customer: Thank you. There is a little glassware. Using plenty of bubble
oq wrap should ensure it arrives intact. Would you recommend
D3
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r. three of the smaller sized crates or one of the very large ones?
:
)
raa
FO.
Salesman: For ease of handling we norrnally suggest that customers use the
smaller sized ones. The large ones appear cheaper, but if they
I
V-J
X) exceed a certain weight they incur an extra charge. We generally

X) only use them for large lightweight items or furniture.
Customer: I see. I think that three of the smaller crates measuring two
cubic metres should do the trick.
Salesman: OK. In that case, the total price will be 360 pounds. Is that OK?
Customer: Yes, that's fine. Thank you. Can I pay by credit card? I have
Master Express.
Test 1 | 221
Salesman: Of course. I need to take down a few details. Could I take your
name, please?
Customer: Mlz eiven name is Debra - D E B R A - and my surname is
Whealing - W H E A L I N G. (Q7)
Salesman: And your address?
Customer: 14 Hopton Close. The postcode is PT6 2 JA. (Q8)
Salesman: And the add.ress where we should ship your possession to in

Canada?
Customer: 42a Lake View Road in the district of Victoria. (Q9)
Salesman: Is "Lake View" written as one word or two?
B Customer: Two. The postcode is TR12 3CI{.
5
,.fa
Salesman: Do you have a mobile phone?
V-J
rq Customer: I do. The number's 0977 023 685.
I
.) Salesman: Thank you. Right, then. Our packers will arrive on the morn-
(D
ing of the 19th. I'm afraid I can't give you an exact time, but it
- should be around l-0 o'clock, depending on the traffic.
E
A
a Customer: Thank you. As long as they finish before 1 o'clock. I don't mind.
("
(Q10)
I
)
I
Salesman: I'll make a note of that. Right, I'll just deal with the payment...
A
lil
t)
F}
-.
o SECTION 2
:P
oq Presenter: Good morning, everyone. I'm very happy to be here to give you a
D3
I
J brief introduction to some of the places you can visit in the locality of your
)-
university. I hope that you can take some time out from your studies to pay
FOt
\-L-I
a visit to at least a few of them. First, I'd like to tell you about Dinosaur Isle
X) and Fossil Walk. It's one of my favourite days out.
X)
I remember my first visit there. We were walking along a beautiful sandy
beach when our palaeontologist guide stops suddenly and points at a rock
perhaps sixty centimetres across. "That." he says. "is the cast of a dinosaur's
footprint." At first I thought he was joking, but he goes on to point out the
three vast toes and to explain that this stone was moulded in the footprint of
an Iguanodon some 125 million years ago. From the size of the "foot", he
222 | Test 1
adds, this particular herbivorous biped would have been about eight metres
long and perhaps 2.5 metres tall to the hip. This area is one of the most prolific
and accessible sites in Europe for dinosaur fossils. Bits of bone are regularly
found on the beaches and the Dinosaur Isle Museum has a collection of
international importance-and is thoroughly family-friendly to boot. (Q11-12 )
At the museum, you can walk back in time, via the last Ice Age and the
Eocene to the late cretaceous to the heyday of the dinosaurs, to which the
main hall is dedicated. The information is accessibly presented and there is
enough to satisfr even the most ardent "dinophile" of any age. The collection
sensibly majors on the dinosaurs that once roamed this area, with full-size
re-constructions as well as fossils ranging from huge vertebrae to toothed
jaws and long leg bones. Many of the specimens were found by amateur
vl
a\ fossil hunters, including two families on holiday here in the 1970s who
5 found some bones on a beach in the southwest of the island; they turned out
,-(-!
iry to belong to an iguanodon and another completely new dinosaur,
4
7
subsequently called Neovenator, meaning "new hunter". (Q13-14)
a
(D On my first Fossil Walk a piece of dinosaur rib bone was found, and the day
-
IJ
before, four dinosaur bones were discovered as well as a large prehistoric
crocodile tooth. Even if you are not lucky enough to find bits of dinosaur,
-
a1
a
there are 110 million-year-old shells and fossilised wood to be collected. Our
.)
guide was not only extremely knowledgeable but also endlessly patient as he
-iiJ
identified a steady stream of sandstone and flint with a few fossils thrown
o in.
o
FF
-. Back at the museum there is stacks for kids to do: three different activity
tD
-J sheets and lots of interactive exhibits. The touchy-feely game was a big hit.
oa
Se
I
It revealed a sauropod claw, fossilised dinosaur poo. It's great fun for the kids
J to make their parents feel thisl And then there is the cast of a Tyrannosaurus'
-
d
brain which is, remarkable for its smallness Smells from the dinosaurs'
,C)
v-j
world were much enjoyed too-rotting corpse, pine forest, swarnp and
X) carnivore breath. The last was particularly yucky in my opinion. (Q15-
X) r6-t7)
An interactive map shows where the locality's five main dinosaurs were found,
alone with a second map indicatine their global spread. Upstairs, there is a
reconstruction of the Sandown pterosaur, which was unearthed close to the
museum and its fossils, along with information about the area's own
Test 1 | zzt
Tapescripts
tyrannosaurus, discovered in 1995-about half the size of T Rex and called

Eotyrannus Lengi-as well as loads of dino-related art activities. (Q15-16-17)
Unfortunately, there are fllrrently no refreshments available on site, but

there is a mini-golf course next to the museum which has a cafe. The
museum is fully wheelchair accessible. Let me just give you the admission
details. Dinosaur Isle and Fossil Walk are both open daily 10 a.m. to 6 p.m.,
April to October, and 10 a.m. to 4 p.m., November-March. Adult tickets are
f.4.75, children under 15 pay f2.75. There's also a family ticket available for
two adults and two children, which costs f13. Students and retirees pay
f3.75. The two-hour guided dinosaur walk is included in the ticket price.
(Q18)
R Finally, I'll let you know how to get there. Despite the name, Dinosaur Isle
R isn't actually an island. From the universit]r. take bus number 30. which I
rc1
FOi
believe stops rieht outside the main gate. Is that right? Yes? Thank l/ou. The
\ry
bus stops almost directly in front of the museum, and you can't miss that
E
D] because it has a big plastic T Rex outside! If }rou're qoinq as a qroup of more
("
tD than eight. please telephone in advance. A eroup discount is available if you
- do. but not if ]rou arrive unannounced. The phone number is 019 40434, and
there's a website too-www.sandowndinosaur.com. (Q19-20)
-
l^1
o
.)
I
-
P
A SECTION 3
l-/
(? Interviewer: Welcome to our University Radio programme entitled "Leaping
FI
-.
(D
the Language Barrier". My gnrests today are Tony Wu. a
I
t Master's student from China. Susan Hall. International Student
oq Liaison. and Wend), Clark. Head of the ESL Unit here at
P
I
iJ
5
the universitlz. Tony, you're starting your Master's degree in
J
a few weeks, aren't you? (Q21)
r(tl
t-o'l
Tony Wu: Yes, I am. I'll
be taking a Master's in Computing. Like many
X) overseas students, I found the selection process tough.
Q.
w Making the transition from undergraduate studies to
postgraduate research is hard enough for a native speaker,
but m], lack of fluency in English was a bigser hurdle. So. I
decided to take a pre-Master's course. (q22)
Interviewer: Susan, are these courses popular?
Susan Hall: Not at the moment, but each year, over 100.000 overseas students
22{ | Test
apply to study for a postgraduate degree in this country.
Many of these students, Iike Tony, need to work on their
English to get the maximum benefit from their time here.
Paying full fees, these students represent a significant
source of income for the universities. As a result, a growing
number of universities and private colleges are offering
foundation or pre-Master's courses. The pre-Master's courses
are designed to bridge the gap between undergraduate
studies and a postgraduate degree taught in English (Q23)
Tony Wu: That's right. I won my place on the Master's course after
attending a nine-month pre-master's programme at the
International Foundation College, a private language and
study skills school approved by universities in this country.
vr
r\
Interviewer: Wendy, you're an ESL professional. How useful are these
R courses?
/fa
u:y
Wendy Clark: Very useful indeed. As Susan said, many students come here
E
le with some English, but not really enough to take full advantage
f)
(D
of having an education in an English-speaking country.
-
\J Pre-Master's courses bring language proficiency up to a more
acceptable level. Students develop lanzuage skills throueh
al
-l
a
classroom interaction and by beine part of the wider community,
a livins among native English speakers (q24)
I
,
t
Interviewer: Tony, how successful were the other students on your
o course?
t?
FI Tony Wu: The IFC pre-Master's course started in January with 28
E.
ID students. all from China. All but five gained places on
-t university Master's courses. The IFC was very happy with
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I
the success rate. (Q25)
J
t- Interviewer: Wendy, Tony didn't do his course here, but this university
,C)
FO:
v-]r
I does have a pre-Master's course, doesn't it?
X) Wendy Clark: Yes, it does. In this country, at least a dozen universities

X) now run courses specially designed to cater for the needs of
students from overseas regions-particularly Russia, Japan,
China, East and South Asia. On top of that, private colleges
are starting to enter the market. although most stick to what
thev do best-improving students' English lansuage test
scores. Last year, we prepared 80 foreign students-mostly
from China, South East Asia, Iran and the former Soviet
Test 1 | 225
republics-for masters degrees at universities in this country.
Studied over an academic year, the course is demanding.
Students from a range of disciplines are taught by a subject
specialist, with an English language teacher working
alongside to review students' comprehension and written
work. The course culminates in a mini dissertation prepared
over four months. (q26-27)
Interviewer: Did you find that difficult, Tony?
Tony Wu: I certainly did!
Wendy Clark: I believe that a pre-Master's course should do a lot more
than boost language skills. It's also about preparing students
from different cultural backgrounds to succeed in the
; t\ academic world. We prepare them to look at a variety of
sources, analyse the pros and cons, put forward their own
5
,-c1 ideas, challenge their tutors and take part in rigorous
,d\
\T-I
discussion. (Q28)
4 Interviewer: Wendy, has the course run at this university
-f) been
(D successful?
-
Wendy Clark: The results here speak for themselves. The one-year pre-
ts
,
a
Master's programme has a 90Vo success rate and a
(" smattering of students go on to Harvard, Yale, Oxford and
:ia Cambridge as well as other prestigious institutions.
t
However, at $9000, the course fee is on a par with the fulIfee
f) for a Master's prosramme itself. (Q29)
(?
f-|
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Interviewer: Susan, do you have any reservations about these
tD
ts programmes?
J
oq
Susan: Not here at our university, but I am unhappy at what I see
:P
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as a lack of control over the proliferation of pre-Master's
)- programmes. Some form of external validation is needed. as
,Cf
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\{-I there is no universal recognition of the quality of such
d courses. There is a benchmark slrstem for access to higher
6)
X)
education courses for domestic students. but so far there is
no nationwide benchmark for foundation courses for
international students (Q30)
Interviewer: Thank you all very much. Next week, I'll be talking to ...
226 | Test
SECTION 4
welcome everybody. My name is Derek Fisher and I,ll be

taking you
through this talk on a truly amazing d.iscovery made by my
team of
researchers last year. As I'm sure you know, we discovered
Tiktaalik rosae,
a so-called "missins link" in the evolutionary process-a fish that
walked on
land' We made this extraordinary discovery in the Canadian Arctic.
I should
emphasise right at the beginning that I do not have any evidence
to suggest
that this was the only such fish to make the leap from the sea to the
land. I
think that further discoveries may await researchers. (e31)
Anyway, the fossil discovery illuminates a chapter in the history

of life on
vl Earth that was essential to the ultimate emergence of human beings.
d This is
vt an impression of Tiktaalik roseae, which, we believe, lived about
a\ BiS million
vears aso' As you can see, it has features that blur the distinction
,.f\ between
w fish and terrestrial limbed creatures. The fossils that we found
I'L) on Ellesmere
Island, 600 miles from the North pole, are a fine exampre of evorution
te in
a action' They have allowed us to freeze-frame a process of adaptation
(D to land
- that took tens of millions of years, and which made- possible the
development of all the mammals, birds, reptiles and amphibians
that have
-
la^ existed since. (Q32-BB)
f)
E
I Without creatures such as Tiktaalik there would have been no dinosaurs,
P no
A primitive mammals and none of the hominids such as Australopithecus
tl -t
africanus and Homo erectus that started the human family tree.
(? This
FI animal represents the transition from water to land-the part of history
-.
(D that
a includes ourselves. It's as much a part of our history 8s,
! s,y,
0q Australopithecus africanus. Now, you can see those teeth. From
D]
:P that, it is
clear to us that Tiktaalik roseae was a predator with sharrr teeth
and" a head
J-
shaped like a crocodile's that grew to between four feet and nine
,CA
FO:
feet-that,s
\{J i
d2. for those of you using the metric
X) system! We named it after consultation with elders from the Inuit people,
X) who are native to the region, who suggested their word for ,,rarge
shailow-
water fish". The second part of the name honours the person who funded
our
research, but wishes to remain anonymous. (eB4_Bb)
It had several remarkable anatomical features that show it was capable not
only of wading in shallow water, like slightly earlier fish on the
cusp of the
move to land, but also of supporting itself outside the water in
the manner
Test 1 | zzt
of four-limbed animals or tetrapods. This is where Tiktaalik truly blurs the
boundary between fish and land animals. This animal is both fish and
tetrapod. At first, we jokingly call it a "fishapod". Unlike fish, it had a
clearllz defined neck and a strong ribcage that would have enabled it to
stand outside water. Its pectoral fins had a wrist joint, which enabled it to
crawl on the ground. This wrist is sufficiently similar to that of later
animals, including human beings, to suggest that Tiktaalik or something
very like it was an ancestor of all subsequent land animals. However, we
cannot be sure of that. When we talk about the fish's wrist, we're talking
about the origin of parts of our own wrist. It is absolutely clear from
Tiktaalik's skeleton that it could support itself in shallow water or on land.
This is why it represents a critical early phase in the evolution of all limbed
; 6 animals, including humans. (Q36-37-38)
R We found the Tiktaalik fossils in 2004 after a five-]rear search of a rock
,.fa
FOl i
\r-, formation on Ellesmere Island, one of the large islands that comprise the
E
v
north of Canada. This site was chosen because it was-or more exactly the
f)
(D
rocks were-laid down during the late Devonian period, between 380 million
- and 365 million years ago, when the transition of fish from sea creatures to
creatures that could survive on land is known to have taken place. It may
-
}^l
a surprise you to know that although the rocks are now within the Arctic
("
Circle, in the late Devonian thelr lalz close to the Equator. We, as individual
I
)
ira humans, don't notice plate movements because dramatic changes can only
A
ll-/ be seen over millions of years, but the continents as we know them today
(? have moved considerably and will continue to do so. This exciting discovery
F}
-. is providing a much deeper understanding of this evolutionary milestone.
o Previous fossils representing this evolutionary event have really been fish
,
I
0q with a few land characteristics, or land vertebrates with a few residual fish
D]
E
) characteristics. These fossils show an animal that sits bang in the middle.
)- (Q3e-40)
Foll
o
t) Now, let's move on to ...
t)Q.
-Iest
ll8 1
TEST 2
SECTION 1
Saleswoman: Good afbernoon. Can I help you?

Customer: Yes, I'd like to sign up for the intermediate course in Arabic,
please.
Saleswoman: Of course. There are three courses. One runs during the day-
that's an intensive course that runs for four weeks. Then
there is the weekend course, which runs for eight weeks.
vr Finally, the evening course runs for twelve weeks. (Q1)
t\
Customer: I'd like to join the intensivecourse, please. My company is
5
,.fa posting me to Syria in six weeks and I need to improve on my
tsr+'l
\t-Y
basic conversational Arabic before then.
I'L)
-.) Saleswoman: I see. Have you taken a course here before?

tD Customer: Yes. I have. I took the Arabic refresher course during the
- summer. I really enjoyed it. (Q2)
l-A Saleswoman: Do you have your registration card for that course? If so, it
h will speed up registration and we can sive you a 5% discount
i- too. (Q3)
iJ
A
ll
Customer: I think I have it in my handbag. ... Yes, here it is. A little dog-
eared, I'm afraid.
o
E|. Saleswoman: Thank you. ... Your name is David Ri... I'm sorry, the rest of
tD
a
! your name is not clear.
oq
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D3 Customer: Rivers-RIVERS.
- Saleswoman: Ah, yes. ... OK, I have your details on the computer.
,C1
FO:
\{-I i Customer: Actually, my address has changed since I took the previous
X) course. My new address is 38 Temple WaIr. (Q4)
d.
A) Saleswoman: Thank you. I'll just change that. Can I have your new
postcode too, please?
Customer: Certainly-it's BM9 2EV. My new home telephone number is
698 45 37. My mobile number is the same as before.
Saleswoman: That's 0987 375 633?
Test 2 | zzl
Customer: That's right.
Saleswoman: It says here that the teacher was very impressed with you.
Customer: Really? Ahmed was a great teacher. Is he still here?
Saleswoman: I'm afraid not. He went back to Syria. Since you're going
there, I'd love to give you his email address, but I'm afraid it's
against company policy.
Customer: That's OK. I think I have his email address written on the
back of the reeistration card. I have it on my laptop as well
somewhere. (Q5)
Saleswoman: I'm sure he'd be glad to hear from an ex-student.
Customer: I'm banking on it. I wouldn't mind having a friend in Syria
R when I go there.
Saleswoman: I'm sure he'll be glad to show you around. The course runs
5
,.f.1 Monday to Friday from 10 to 12 and 1 to 3. Nine students
ts6 I
\t-Y
have signed up so far. Is that OK? (Q6)
E
D3
(" Customer: No problem. And the cost?
tD
Saleswoman: 380 pounds, after your discount.
-
I
Customer: Thank you. Here's my credit card. ... Will the course be held
l^1
a in this building, like last time?
f)
I Saleswoman: Yes, it will. In classroom 4. The teacher this time is Mrs Aziz.
i-J
A Customer: Oh, I've met her, She seems well spoken and friendly. I'm
l-r looking forward to her class already. (Q7)
o
FI Saleswoman: Oh, we've had very positive feedback from students about her
-.
(D
classes. May I ask if you have a few minutes to answer a few
I
t
0e questions? We're conducting a survey of our clients. It won't
P
I
P
take long, I promise.
E
J
1(-\
Customer: Oh, I'm not in a hur:ry. Go ahead.
Fo: l
\.{-J
Saleswoman: The first question is about why you chose to study Arabic. I've
u.
w got your answer to that one. How did you first hear about our
t)Q. school?
Customer: Well, I saw a newspaper advertisement-I think it was in The
Standard-and then I mentioned it in conversation with a
foiend who had studied French here and she said she was
very happy with the course.
Saleswoman: Oh, I see. What was your friend's name?
230 | Test 2
Customer: Mary Wright, with a 'W'.
Saleswoman: WRIGHT. Thank you. Do you think you would be interested
in taking courses other than in Arabic?
Customer: I doubt it. I
need to speak a little French and German in m),
line of work. but I speak those languases to an acceptable
level, so further improvement is unnecessary. I've always
been interested in learning an Oriental language-like
Chinese- but I don't really need either, so... (Q8)
Saleswoman: What is important to you when selecting a school? Could you
put these five items in order, please? One indicates the most
important.
Customer: Teachers is top of my list, for sure. Recommendations from
v!
d others-yes, that's next. Teaching materials? Mmm ... no.
location. Then admin staff. I think a good teacher can make use
5
rD,
of even quite poor materials, so that would be the least impor-
(:t tant to me. (Q9)
I'L)
Saleswoman: Any other important points that are not on the list?
-.)
(D Customer: A welcoming reception area. ... er ... group size-perhaps up to
- a dozen students. That's a big attraction for me. It creates a
better atmosphere-friendlier, more personal. You know what I
I-A
h mean? (Q10)
E
I Saleswoman: Absolutely. Thank you very much for that. Here's a eompli-
J
mentary English-Arabic pocket dictionary with our thanks.
A
|l-r
(?
E|.
tD
T SECTION 2
J
0a
:
D] Presenter: Welcome to this short-and you have my word, it will be short! -
J
J- presentation on the conference and meeting facilities available at the
Fo:l
\L-I
Construction Education Centre. The Construction Education Centre is the
established focal point for many major activities connected with building
X)
o materials, construction, architecture and design-and even some activities
t)
outside those areas. For almost seventy years it has remained at the heart
of the industry and today plays host to many important events, receiving
over 100.000 visitors. trainees and deleeates throuehout the l/ear.
The Constmction Education Centre provides the perfect venue for a wide
range of business, educational and social functions including: conferences,
seminars, meetings, special events, product launches and press events,
I Test 2 | 231
exhibitions, presentations, lectures and training classes. Our team of
experienced personnel is on hand to ensure your event runs smoothly and
our aim is to remove the normal worries and concerns from function
organisers so that events are both cost-effective and anxiety-free. Some our
recent clients include Design for Homes, the Association of Building
Engineers, Learn Direct, the London Housing Federation and even the
College of Law. (Q11-12)
A full ranee of equipment is available for use, including a slide projector,

which is available for half or whole da]'s, video and monitor, 35mm carousel
slide projector with infrared remote control and screen, flip charts and
accessories, laser pointers and lecterns. Other audio-visual equipment can
be provided as well as access to Broadband Internet services. Details are
*d
provided on request. My business card is attached to the brochures you've
5 been given. (Q13)
,-c1
t-o:
\.1-ri
Allow me to provide you with a brief introduction to our range of rooms. On
E
L? this slide, you can see the main conference room. We call it the London
t.)
tD Room. Spacious, isn't it? This room has the advantage of central movable
- panels, making it an ideal venue for seminars of up to L40 people or
I receptions for up to 200. The suite may also be used for presentations. The
room malr be divided into three separate rooms if required. This slide shows
l^l
a
a
I
you the Bloomsbury Room. It is also ideally suited for seminars and
tiJ
Iectures. There is seating for 72 people or it can be used as a reception area
A
q -,t for up to 100. Next, we have two rooms that are very similar. Indeed, we
o have given them virtually identical names. We call them Holborn 1 and
FI
-.
(! Holborn 2. They are both suitable for small meetings, training classes and
I
J presentations. Hoi-born 1 is slightly larger, capable of hostine 20-22 people,
0q
D]
I
whilst Holborn 2 holds a maximum of 18 people. The Oxford Suite measures
iJ
E
) t2by 6 metres and provides a more spacious and luxurious environment for
,f1
FO. l
\.{-J
executive meetings and presentations. As you can see, it is particularly
u.
elegant and well furnished. (Q14-15-16)
w
Q.
w The Constnrction Education Centre also has an exhibition area, which is
used by many clients when they hold a conference or meeting. This can be
used as a way of informing delegates of your company or as a visual launch
pad for your company or it's products and services. Recently, we held an ex-
hibition entitled "Sustainable London" from Friday gth March until
Saturday 28th April. Here are a few slides showing that exhibition. The
232 | Test 2
"Sustainable London" exhibition presented the challenge, the response and
progress towards a sustainable 21st century city. The exhibition featured
over 60 different schemes from private houses to master plans and showed
how local government, architects and engineers are employing technology to
reduce environmental impact and address climate change. Ifere, we can see
an example of a display of environmentally friendly technology by some of
the leading brands in the field. (Q17-18)
I would also like to show you a few slides showing our educational activities.
Here, you can see our vocational students assessing construction plans. We
currently have about 120 students here at the CEC and we hope to increase
that number to 150 over the next two )zears. We provide a wide range of
vt
ri essential training for the people who will hold key positions in the
constnrction industry of tomorrow. In this slide, you can see students at
5
,-c1 work on designing an environmentally friendly home. Their designs are
(:, later reviewed by experienced professionals and have led to changes in the
I'L_)
te
way that such homes are designed. (Q19)
.)
tD
Finally, I'd like you draw your attention to this slide showing the location of
-
the Construction Education Centre. As you can see, it is located in the heart
-
l^'
a
of London's East End in Story Lane, off Court Street. Limited metered
(" parking is available outside the CEC, but there is a car park nearby in
-it.a Russell Street. The nearest underground stations are Court Road and
A
tl -t
Russell Square. The Centre is also within walking distance from Queen's
Cross train station. (Q20)
(?
Fl.
-.
tD
a
!
0q
D] SECTION 3
:iJ
J-
Mary: So, do you think taking a gap year between leaving school and
w beginning unit is worth it? I was just reading that it is estimated
a that at least 50.000 young people here in Britain take one each
year.
X)
David: I think it's a good idea for some. but not for most (Q21)
Kelly: Oh, David, I disagree.
David: Well, Kelly, in the clamour to arrange a volunteer scheme placement
or to book round-the-world plane tickets, how many school leavers -or
their parents for that matter-stop to think about the trre worth of
Test 2 | ZfS
Tapescri
taking a year out? Are gap years the life-changing, character-forming

experience their proponents claim them to be, or are they merely an
excuse to waste time, burn money and delay the inevitable? How did
the idea ever start anyway?
Mary: It says here that orisinally they were common mainly amone
a universit], place after already takins their A-levels. Once

accepted, this gave them a further nine months to travel or to do
with as they wished. (Q22)
Kelly: Thelz are mosthr a UK and Australian phenomenon. In the US.
In most otherEuropean countries. gap )rears are rare. parthr

because students will often take lonser to complete their
5
vt universit], courses and have more time during the academic year
l|(
,.f\
to take time off (q%-24)
F6i
v-v
EJ Mary: Well, David says they might not be worth it, so is there any way
te we can measure the cost?
a
tD
Kelly: Well, the first thing to do is to assume that you will use the time
- available to travel abroad for a length of time, working for a
-
l^'
period beforehand to save up the money necessary. Let's see.
a
(" Roughly speaking, you will probably need about f500 for the
-itia plane ticket, depending on where you go. Then you'll need up to
f200 for the specialist travel insurance, and anything up to fb.000
A
ll-r to pay for the cost of internal travel in the countries you visit, plus
(? food, accommodation and other sundries. Many gap-year
Fl.
-. travellers can make do with about f3.000 in total, although this
tD
a
! means living on a fairly tight budget.
0q
D]
:P David: But then you need to add the above cost the foregone benefit of
J- one year's salary after graduation. For example, sa]. lrour first job
,af
FO: I
after leaving university were to pa), S15.000 to f20.000 a year.
\{J
that's what ]rou lose b), takins a sap year. (Q25)
cJ.
6)
Kelly: Well, that's not entirely fair. You can measure value through personal
X)
development as well as financially. A gap year tends to broaden
young people's horizons, helps them to mature and see things from a
much wider perspective. It can motivate them to focrrs on their
studies. Research shows that students are more likely to be satisfied
with and complete their chosen course after taking a gap year. Many
universities also say that they can tell the difference between those
students who have taken gap years and those who have not, in terms
234 | Test 2
of attitude, commitment and general insights that are
less evident in
those who come straight from school. These are all benefits
that a
nTf ** with him
.or her well past university Mary
^ytr] on
wh qff, either before going
to university or, in some cases, after graduating. they too
are aware
of the greater maturity and broader potential vision of those who
have used their time constructively and learned something
about the
world. (Q26)
David: true.
potential to differentiate yourserf from other uppti*.rt.

vl becomes all
d the more important at a time when up to 40vo ofyoung peopre
vr are
l|( taking degrees, often graduating with sood results. Td11iy here
is
,.f\ ensuring two things: that the time you have taken off i.
vir used
constructively and that you make it clear in any job application
I'L) what you
have learned from your gap year and how it appril to the post
te you
f) are applying for. Swarming on a beach in Australia is hardlyiit
tD uty to
impress the average employer. (e27)
-
Kelly: There is no doubt that if you can show a practical approach,
for
-
lA
a
example by volunteering with a charity, you will gain brownie
.)
points from many employers. But equally, any situaiion
-iP in which
a young person has been required to learn new things, to act
A independently, to work for someone, to be able to mix *-lth
tl -t f"Io*
travellers and people in the countries they are visiting, will
(? be
Fl. seen as a positive experience. (e2g)
-.
(D
a
H Mary:
oq
:P
D]
-
J
and are thus more likely to
rs have the flexibility and improvisation skills to deal with
the
a demands of the graduate workplace (e2g€O
t)Q. David: Again, I think that the key thing is to make sure that your
employer is steered into appreciating whatever experiences you
have gained during that gap year. clearly, telring a prospective
boss that your six months on a beach in oz *.. ir*"some"
put you at a disadvantage compared with another applicant
will
who
goes into great details about the business skills lea.ned
bv
working in a cafe in the same location.
Test 2 | 235
&
SECTION 4
Lecturer: Welcome to this presentation on Prairie Dogs. You can see a

picture of these rather cute animals on this slide. As you can see, they are
about the size of a rabbit and they have a brown or clay-coloured coat with
black-tipped hairs and a black-tipped tail. The underside of the prairie dog
is a light tan colour. They have short legs and sharp claws to help them dig
their homes. Their bodies are 12-15 inches long with a 3-4 inch tail and they
weigh 2-4 pounds.
I've been interested in these animals for a long time and would like to talk
about a remarkable discovery. The barks of prairie does have distinct.
*d individual meanings. Prairie dogs have different "words" for tall human in
yellow shirt, short human in green shirt, coyote, deer, red-tailed hawk and
5
,.f.a many other creatures. The]r can even coin new terms for things they've
ip never seen before, ind.ependently coming up with the same calls or words,
E according to research done over two decades by a professor from Arizona
-(" University, who can now not only call himself a biology professor, but also a
tD
- prairie dog linguist. (Q31-32)
Prairie dogs of the Gunnison's species, which were studied intensely,

t
l^l
o
.) I t izona and in Colorado, but they would
I
-
P probably understand one another, research indicates. So far, this is believed
A
I
to be ... or prairie dogs appear to be demonstrating, the most sophisticated
communication system that anyone has shown in animals' Prairie dog
-,i
o
FI
-. chatter is variously described by observers as a series of yips, high-pitched
(D
I
t barks or ekes. And most scientists think prairie dogs simply make sounds
0a
P
that reflect their inner condition. That means all they're saying are things
I
iJ like "ouCh" or "hungry" or "eek". But we nOw know that prairie dogs are
-1c1
J
communicating detailed information to one another about what animals are
showing up in their colonies, and maybe even gossiping (Q33)
Fol l
\-{-jr
w
cJ.
Q.
w Linguists have set five criteria that must be met for something to qualifi' as
Ianguage: It must contain words with abstract meanings: possess s1'ntax in
which the order of words is part of their meaning; have the ability to coin
new words; be composed of smaller elements: and use words separated in
space and time from what the.'r represent. The American researchers
focussed their efforts on these five criteria to see if prairie dogs use a
language, as defined by human linguists, or not. Work was done in the field
236 | Test 2
' TaPescipts
and in a laboratory.
doss make as they see different people, dogs and other animals of different
sizes and with different coat colours, such as hawks and elk. They then
analysed the sounds using a computer that dissects the underlying
stnrcture and creates a sonogram, or visual representation of the sound.
Computer analysis later identifies the similarities and differences. (eB4-3S-
36-37)
The prairie dogs have calls for various predators but also for elk, d.eer,
antelope and cows. It's as if they're trying to inform one another what's out
there. So far, the researchers have recorded at least twenty different
"words." Some of those words or calls were created by the prairie dogs when
g they saw something for the first time. Four prairie dogs in the lab were
shown a great-horned owl and European ferret, two animals they had
almost certainly not seen before, if only because the owls are mostllr
nocturnal and this kind of ferret is foreiqn. The prairie dogs independently
gI came up with the same new calls. In the field, black plywood cut-outs
HI showing the silhouette of a coyote, a skunk and a circular shape were
tDI randomly run along a wire through the prairie d.og colony. Now, there are no
E'l
ol black ovals running around out there and yet they all had the same word for
ol black circle. The researchers believe that prairie dogs are genetically
F'I
.)l programmed with some vocabulary and the ability to describe things. (e3g-
l,^l I
rl
JI 3e)
JT
\-l
The researchers then played back a recorded prairie dog alarm call for
3I coyote in a prairie dog colony when no coyote was around. The prairie dogs
FI
5l
had the same escape response as they did when the predator was really
there. In other words, there's no coyote present, but the prairie dogs hear
oal
D]I this recording of prairie dogs barking, "Hey, there's a coyote!,,and they say,
5l "oh, coyote! Better hide." Computer analysis has been able to break down
-t
some prairie dog calls into different components, suggesting the creatures
\r__
have yet another element of a real language. The researchers are quietly
?,
confident that they will establish that the prairie dogs will meet the five
w
C./.
criteria set by linguists. Then, there will be conclusive proof that animals
have language. (Q40)
Test 2 | zSt
&
TEST 3
SECTION 1
Woman: Good morning. Heathrow airport lost property office. How can I
help you?
Man: Good morning. I
lost a briefcase at your airport yesterday and
would like to report it, please.
Woman: Certainly, sir. Could you give me a brief description, please?
d
Man: Of course. It's a very light brown briefcase, about 50
centimetres wide and 30 centimetres high. It's quite distinctive
5 because it has a bright red clasp on the front and red
,.f\
tpJ trimmings. The handle is black. My initials 'AEJ' are on the
a1 clasp. (Q1-2-3)
-t.) Woman: Ah! Just a minute, sir. I
remember a briefcase matching that
tD
description being handed in yesterday. At about what time did
-
\.,,
you lose it?
t
}^l
a Man: My flight arrived from Sydney just after three in the afbernoon.
f)
I
I had taken the briefcase onto my flight as hand luggage. After
t
- disembarking, it would have been almost four o'clock when I
n
ql
picked up my check-in luggage and left my briefcase at the
carousel. It was so foolish of me.
o
F}
-.
(D Woman: Yes. Here is the log book. I'll just check that it's here. Do you
I
t have a pen and paper? You'll need to write down a few things to
0a remember for when you claim your briefcase.
.J
I
iJ
t'-l Man: I'Il just get that while you're checking ...
,f1
Fd-t
Woman: Hello? Are you there?
u.
w Man: Yes. Is my briefcase there?
Q.
w
Woman: It is. When you come to claim it, you'll need to tell whoever is
on duty the lost property number-that's EDV 758. Have you got
that? (Q4)
Man: EDV 758. Got it.
Woman: You'll also need to bring some identification with you-
238 | Test 3
something with your photograph on it. Most people present
their passport.
Man: Yes, of course. I'm flying to Austria next week, so I'll pick it up
then.
Woman: That'll be fine. You'll have your passport with you, no doubt, so
that can serve as identification.
Man: My flight is in the evening, so I won't be at the airport until
seven o'clock at the earliest. Will the office be open at that
time?
Woman: Yes, sir. We're open until six, sorry, I mean from six in the
morninq until midnight, every day. (Q5)
vr
(\' Man: Great. I just need to know where your office is.
5 Woman: It's in the main concourse of Terminal One at the airport. Will
,-c1
w you be coming by taxi, by car ...?
r=J
Man: I'll be arrivine by underground. (Q6)
-a
(D Woman: OK. In that case, get off at the stop for Terminal One. Go up
- the escalator to the main concourse. At the top of the escalator,
turn left and )rou'll see a large departures board-an electronic
-:
a
a one. If )rou face this. you should see our office offto the right, in
("
the corner. It's clearly signposted. (Q7)
-tiJ,
A
Man: Up the escalator, turn lefb, off to the right of the departures
lt -l board. Got it. Thank you very much for your help.
(?
Fl. Woman: That's what we're here for. I only wish we could return all the
-.
(D
items we get handed in to u3.
a
)
0q
:,
D) Man: I guess you get dozens of items every day.
- Woman: Yes, we've built up quite a collection.

FO. i
\]J Man: What happens to the things that remain unclaimed, if you don't
X) mind my asking?
X) Woman: Not at all. We keep each item for a minimum of three months.
Twice a llear. in June and December. we have a sale. The
proceeds from the sale in June go towards the upkeep of the
office and the proceeds from the December sale so to a
children's charit]r. The sales are by auction and attract a lot of
interest from passengers and staff, as well as from the general
public. (Q8-9-10)
Test 3 | zs9
Man: How interesting. One final thing-who handed in my briefcase?
It would be nice to thank them personally.
Woman: I'm afraid there's no reeord of that, sir.
Man: What a pity! Well, thank you very much for your help. Goodbye.
Woman: Goodbye.
SECTION 2
Presenter: Good afternoon everybody. My name's Sophie West and I'm

here to give you some information and answer your questions about money
v\ when you are studying abroad. To obtain any form of entry clearance into
t\ the country where you wish to study, you will need to prove that you have
vr
t\' enough money to cover your tuition, accommodation fees and living expenses.
,.f\
tpJ Therefore, you need to aruange all your funding ahead of time. Start by
E working out how much money you will need. I believe that you will be
-t.) having a presentation on that topic later this wee)< so I won't go into detail
tD
about it now.
-
t
}^l
If you are hoping for a scholarship to help pay for your studies, then start
o
a making enquiries and applications now. The chance of arranging a bursary
I
t, or scholarship or major funding afber arrival is minimal so it is essential to
apply before you leave home. To find out what scholarships are available,
A
l.i you can contact the university you intend to study at and the ministry of
o
FI education in your own country for further information.
-.
(D
Let's look at possibilities for moving your money abroad. It is very risky to
I
i
0a
P
I
carry large amounts of cash when you're travelling. When the time comes to
iJ
t'-l travel abroad, plan to take just enough cash to meet your immediate needs
,f1
Fd-t and send the rest of your funds by another method, such as international
u.
money order, bank draft,, electronic transfer or telegraphic transfer. Let's go
w through those one-by-one, shall we?
Q.
w
You can buy an international money order before you leave, and then, when
you get to the country you are going to study in, you can pay it directly into
your bank account. You can also exchange international money orders for
cash at certain places. Remember to take your passport with you when you
do this. A bank draft is similar to an international mone), order. except that
240 | Test 3
vou can only palr it into a bank account: you cannot exchange it for cash.
Ask to have it made out to ]zou in the local currency and drawn on a local
bank. That way you will not pay a commission fee when you pay it into your
account, and the funds will take less time to clear, that is to move through
the system and into your account. An electronic transfer is when your bank
in your home country transfers funds from your home account directly to
your account abroad. This is often the easiest way to transfer money, but it
cannot be arranged until you have opened a bank account abroad.
Telegraphic transfer is the fastest way to send money overseas, but it is also
the most expensive. As with an electronic transfer, vou can only arrange a
telesraphic transfer after you have opened your bank account abroad-it
cannot be arranged in advance. Q11-12-13-14)
vl
d
Most English-speaking countries place no limit to the amount of money you
vt
a\ can bring into the country, but your government may control the flow of
,.f\
w mone], in and out of )rour own countr)r. In that case, you'll need to find out as
I'L) soon as possible how to get permission to transfer money, whether there is a
a
a limit to how much you can transfer and what regulations you must comply
(D
with. For further information contact your local bank for advice on how to
-
transfer your funds abroad. (Q15-16)
-
Ia^'
.) When you first go abroad, you will have lots of things to do and it may be a
-it.a few days before you are able to approach a bank and open a bank account.
And once you do, it may take a while for your transferred funds to clear
A
tl -t through the banking system. So altogether, it could be anywhere from one to
(? three weeks before you have access to the funds you transfer. Obviously, you
FI
-.
(D will need some other sources of money in the meantime. The possibilities
a
H
0q include cash, traveller's cheques and credit cards. Let's take a look at each
D]
:P of them.
J-
,Ca As I mentioned earlier, you should not carry large amounts of cash, but do
r8
bring a certain amount to cover the costs of your first few days or so. Cash is
a very useful for covering small purchases, such as drinks and snacks. If any
X) of your dependants are travelling with you, you will obviously need to bring
more cash. Most international airports have a 24-hour bank or bureau de
change where you can change overseas currency or travellers' cheques no
matter what time you arrive. However, bear in mind that the exchange
rates at these bureaux de change are not very good. Keep this in mind when
planning your cash needs. You can also exchange money at banks. In
Test : I zct
Tapesc
English-speaking countries, most are open from 9 a.m. to b p.m., Monday to

Friday, and on Saturday mornings. If you arrive outside those hours, plan to
either exchange your money at the airport/seaport, or bring enough cash to
cover your needs until the banks open. Travellers' cheques are much safer
than caryring cash, as they are insured against loss or theft. They can be
cashed at banks and bureaux de change and travellers' cheques made out in
the local currency can also be used like cash in many shorrs and restaurants-
but check with the staff in each case to be sure to avoid embarrassment.
Credit cards are widely accepted as paS.ment in English-speaking countries
and you can also use them to get cash from the machines at banks.
However, check with your bank at home to find out how much commission
quite substantial. Now, let's take a look at... (Q17-18-19-20)

R
5
,.f1
r8 SECTION 3
E
D9
t" Student: Good morning. I'm here for our meeting about creating lesson
tD
plans.
-
I
Tutor: Ah, yes. Bang on time! Come in and take a seat. Now, didn't I
l^1
o ask you to prepare something?
.)
I Student: Yes, you did. You asked me to think of the possible uses for a
i-J
lesson plan. Here's what I came up with. First. it helps the
A
l.r teacher with the pace and timing of a class. second, it creates a
o focus for the teacher and also for the students. Third, it shows
F|
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(? everyone what material is being covered, needs to be covered or
I has been covered. (Q21)
J
0a
P Tutor: That's particularly useful if you have a strict syllabus to follow.
I
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Student: However, there does seem to be a need for a balance between
Fo: l
\-{-jr covering material and choosing when to let a class flow and let
w
cJ. students carry on an activity if it's leading to learning.
Q.
w Tutor: Yes, that's certainly tnre. Anything else?
Student: It gives clear aims to the students and to the teacher. I think
it's worth remembering that there are two perspectives to
consider in the learning process. It also serves as a reminder
for teachers to put aims first and materials second, rather than
vice versa. Those are the five I came up with. (q22)
2{2 | Test 3
a
Tape SCTI pts
Tutor: I think that you've got the most important, ... the key points. I
can add another five. A lesson plan also helps to hiehliqht
potential student problems, and creates an opportunity to find
a solution. Second, it brings cohesion and coherence to a lesson.
Third, it clearly shows the interaction between teacher and
student-or at least the expected interaction. As we both know,
lesson plans don't always go according to plan! A lesson plan
also clearly shows something else-the distribution of time spent
on different skills. This can really show if your speaking or
writing class is really about speaking or writing. And finally, it
serves to remind you what materials you have to take into
class. (qn-24)
Student: Thank you. I've made a note of those points.
ri
Tutor: Take a look at this incomplete lesson plan. Do you have any
5
,-c1
ideas about what could be added to each section?
FO: i
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I'L)
Student: Let's see. The students are at low-intermediate level and the
te
lesson will last for 50 minutes. The students are academic ones
f)
(D
staying in Australia for three months to improve their spoken
- English. The aim of the class is to elicit reading comprehension
and speaking abilities for storytelling, as well as to practice the
-
lA
a
present simple and the past simple tenses. (Q25)
.)
Tutor: Can you think of any personal aims that the teacher may have?
-it.a
A Student: Mmm... Perhaps one could be to avoid excessive instructions.
tl -t (Q26)
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Tutor: That's a good suggestion. What assumptions would you make if
a
H
you were the teacher?
0q
D]
:P Student: Er... I'd assume that the students could understand the instructions.
J-
The topic is extreme sports. Mmm. Perhaps I d asSume that
thelr do not understand some of the vocabulary related to those
r8 sports-for example, the difference between mountain climbing
a
w
LJ.
and rock climbing. (q27)
t)Q. Tutor: So that would qualifi, as arl anticipated problem.
Ah, yes. Yes, it would.
And what solutions would you suggest?
Solutions? Perhaps one solution would be to elicit the difference
from students via questioning.
Test 3 | z+l
scripts
Ttrtor: Yes, that would work. Given their level, the students should be
able to provide some answers to that, using fairly basic
vocabulary. At the bottom, you can see a list of aids-textbook,
blackboard, chalk, chalk eraser, pictures of rock climbing and
mountain climbing. (Q28)
Student: Ah, the pictures will help to explain the vocabulary. A picture
dictionary can be very useful in such situations. By the way,
when I write the name of any textbooks I'm using, would you
suggest that I add some details?
Tutor: You mean like the publisher and page numbers?
Student: Yes.
*t\ Tutor: I would certainly note down the paee numbers. It's probably a
good idea to add the author, but probably not necessary to add
5
,.f\
the publisher. Mind you, if other people are going to see your
tpJ lesson plan, it might be a good idea, because they might want
E
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the book themselves-knowing the publisher makes it easier for
t.) them to find i1. (Q29)
tD
- Student: Do you recommend keeping lesson plans?
t
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Tutor: Having stored plans for years it has become clear to me that no
o
.) two classes are exactly alike and this limits the potential for
I recycling lesson plans. However, one suggestion I can make is
-
P that you keep your ideas, rather than necessarily the whole
A
l.i plan. These can be kept on postcards that are organised by
o topic-perhaps with cross-references for level, skill or stmcture-
Fl. and then kept for easy access. This is really easy if you do it on
-.
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I
I a computer.
0a
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I
Student: Can you recommend any books for helping with the creation of
iJ
t'- lesson plans?
acr
Fo. l
\.{J Tutor: My favourite book is Lesson Plarus from Nothing by John Davis.
X)
You can get it from the bookstore on campus. If you're
Q.
interested in knowing how others do their lesson plans or just
w simply need a lesson plan now, because you have no time, try
these websites. (Q30)
Student: That looks like a useful list. Thank you. Thank you very much.
2{4 | Test 3
SECTION 4
Lecturer: More and more American parents are becoming interested in having
their children learn Chinese. This is not only a case of having their children
attend private elasses or of schools teaching the language instead of, or in
addition 16, the West European lanzuages that are traditionalllr studied in the
States. like Spanish. French and German. Oh, no. Studying geometry can be
taxing for any l0-year-old, but at a select number of American schools, children
are not only learning about angles, they are doing it in Chinese. This select
number of schools is growing, since Chinese is a hot language thanks to China's
surging economy and growing world clout. Even children as ]roune as 6 are
honing their Chinese at school, motivated by a mix of parental prodding and
their own desire to do something different. I went to see one of these schools and
vr
t\ it really is amazing when you walk into a kindergarten classroom, and the
children are understanding what the teacher is saying and it's all in Chinese.
5 Half of the time the kids aren't even aware that the teacher is speaking a
ra
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different language. Theyjust fal right into it. (Q31-32)
lq
-f) The United States has declared this year to be the "Year of Languages",
(D
although few Americans are aware of the designation. According to a survey
- by the Language Association, more college students are studying foreign
A languages than ever before. Enrolment in Chinese has risen by 20 percent
-
over the past 3 years. The 1.4 million students learnine 15 leadinq
a
("
I
t) languages represents a 17 percent increase over the same period. However,
only 9.3 per:cent of Americans are able to speak a second tongue, compared
o to 52.7 percent of Europeans, according to the Census Bureau. (Q33-34)
(?
FF
-.
tD
At first glance, weightlr national priorities take a back seat to the fun of cultural
ts
- exchange at Potomac Elementary. Hallways are festooned with Chinese art and
oq learning aids, such as stuffed animals labelled with Chinese names. Children
:P
D]
sing Chinese folk songs and American nursery rhymes in Chinese. In the fifth-
-
i
grad.e immersion class, songs and games come only after a rigorous vocabulary
rp drill and lessons on triangles and trapezoids- all taught in Chinese. The students
t)d are good at listening and do pretty well at reading, but writing is their weak
c).
t*) point, accord.ing to the class teacher, who has a Ph.D. in education and was a
teacher in his native Beijing. (Q35)
I asked hvo of the children-a boy and a girl-about their experiences of learning
Chinese. The boy said that mastering Chinese characters was tough. When I asked
why, he said that he furds the writins particularly hard because you have to do the
strokes in the right order. The gul said that learning Chinese is "cool" and that she
Test 3 | z+s
is starting to catch on to the complex wdting system of characters that contain
elements ofmeaning and sound. She pointed out that it is quite different to English
because there's nothing like letters to refer to. However, she noted that she can
remember how to write Coca-Cola in Chinese because it has a lot of little boxes that
refer to a mouth. This visual aspect of Chinese characters and how it influences
children when they are learning the Iangrrage is a theme I'll return to later. (Q36)
Even though it is clearly

the parents who are pushing for more Chinese
classes, my research revealed that they are not usually pushing their
children too hard, which I think is a good thing. Parents of the kids say they
are loathe to plan careers for L0 year olds. To quote one of them, "Even if my
child doesn't use her Chinese going forward, she's learned so much about
another culture." Some of the parents are encouraging their children-
w directly or indirectly-by taking night classes in Chinese. This has been
proven to be a great motivator. If children see their parents learnins
B
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somethine. thelr will usually take an interest in learning it too-or at least
FO:
v_7
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take a greater interest in learning generally. (Q37)
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t" Dreams of selling Coca-Cola and other American products to China have
tD helped drive the interest in Chinese studies. According to the Language
-
\.r)
Association, 640 U.S. colleges offer Chinese programs, while 102 schools
t from kindergarten to l2th grade teach Chinese. Teaching Chinese is also of
ar
a
a keen interest to the U.S. government, which launched the National
I Education Program in 1994 to fund university studies of languages of key
-- world regions, including East Asia and the Middle East. In 2002, the NEP
A
I -,r announced that it was placing particular emphasis on programmes to teach
o Arabic. Chinese. Korean and Russian (Q38)
F}
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I
t I spoke to some students who had just started learning Chinese here at this
0a
*, university. All of them had learnt Chinese since the ase of 11 and some had
E started even earlier. Student A said he had started learning Chinese eight
P
J-l
years ago because he thought it would be pretty fun. However, as he began
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contemplating college, he recognised that there were good opportunities for
U.
w employment in China upon eraduation. As he said, China is expanding fast
and now they need services, including lawyers and businesspeople. Student
X)
B said that she wants to follow her father and start her own business and
have an office in China. Student C said that he thought his studies would
bring national gain as well as personal achievement. To quote him, "When a
lot of kids like us grow up and hopefulh, are able to speak Chinese. and get
iobs with businesses who are trading and doing business with China, it will
be a big leap for our country." (Q39-40)
2-15 | Test 3
pescripts
TEST 4
SECTION 1
[Ma = Magda, Mo = Mohammed]

Ma: Hello.
Mo: Oh, hello, can I speak to Magda please?
Ma: Yes, this is Magda here.
vl
<\
Mo: Hi, Magda, my name's Mohammed. r'm phoning about the car
advertised on the college notice board. Is it still available?
B
& Ma: Yes, it is. A few people have come to see it, but they all want newer,
faster cars.
E
v
a Mo: That was my first question actually. How old is the car?
r!
- Ma: It's nine years old ... but it doesn't look it.
I
A Mo: Mmm, that's good. And how many miles has it
h done?
--H Ma: Well the mileometer says 40,000.

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Mo: That seems quite low for a car of that age. I think maybe the
(" mileometer is broken!
9.
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I
Ma: No, I think it's because the previous owner was an old lady and she
t
0e didn't use it that much.
s)
I
J Mo: Right, great. Can I ask why you're selling the car?
-
J
I Ma: Yes, sure. r've just got a job in London. I can take the tube
need acat.
so I don't
X)
e Mo: That's great, congratulations. Um, could I just check the price? trh, the
advert says f600 which seems quite a lot for an old car.
Ma: Not really, when you think it hasn't done many miles. I can take f100
offthe final price, but that,s it I'm afraid.
Mo: oK, that seems fair. could I come and see the car this evening?
Test 4 | Zlt
I
Tapescripl
Ma: Um, well, tonight's not great, but I could manage tomorrow.
Mo: Fine. Shall we say around lLam?
Ma: OK. Shall I drive the car to you?
Mo: That's really kind, thanks. I live on campus. We could meet in the
cafe; I'll buy you a coffee to say thanks.
Ma: Sure, I'll be there around half past eleven.
Mo: Great, see you there.
[I = Insurance broker, Mo= Mohammed]

*t\ I: Good afternoon, Wayne's Wheels, can I help you?
5
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Mo: Um, hello, yes, I've just bought a ear and I need some insurance.
!:y
E I: OK, I'll ask you some questions and see what we can do to help.
7
a Mo: AII right.
(D
\.,
- I: So, let's start with your full name.
-l
a
a
Mo: My name is Mohammed Al-Shariff.
a
I
i.a
I: I'm sorry, can you spell your surname?
J
Mo: Yes, it's A-L, hyphen, S-H-A-R-I-F-F.
o
o I: Thanks, and when were you born Mohammed?
t+
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tD Mo: I was born on the 21st of October 1994.
,
T
oa
!e I: So you're 19. Great. And what sort of car have you bought?
-)
t'-r Mo: It's a Peugeot 205 Diesel.
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F03
I: Mmm. Have you got the registration number?
X)
c).
Mo: Yes, it's YL34 GGB.
6)
I: OK, can I have your address?
]Io: Yes, it's 78 Acacia Avenue, Stourbridge, Wolverhampton, BM56 YLM.
I: Is that A-C-A-C-I-A?
]lo: That's right.
248 I Test -l
I
I: Well, the good news is that the computer is saying that Stourbridge is
a safe area, so this will keep the price of your insurance down.
Mo: That's good. Do you know how much it'll be?
I: Well... the system is quoting me a price of f 100.

Mo: Per year?
I: No, per month, I'm afraid and you'll need to pay an extra f,bO in the
first month which is the administration charge.
Mo: OK, so that's f1,250 in total for the year?
I: That's right. Now, how would you like to pay? ...

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5
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r-o: i
\.1-r
SECTION 2
I,L)
Y Hi there, everybody. Thank you so much for coming. In the room here today we
a have students from Japan, Afghanistan, Europe and North America. Some of
tD
- you have English as your first language but the majority don't. You all have
I something in common though; everyone here works in the field of law, and you
A
a
?) are all here for our new blended learning course, which allows you to get the
I qualification you need without leaving your country or your job.
t)
A
l.r So, this two-day conference is one of only two chances that you will get to
o meet your tutors and your classmates face-to-face in your first year of study.
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The next time we meet it'll be for a lot longer; our three-month summer
)
I intensive course, which ends with your end-of-year exams.
0q
D)
E You'll be doing all of your online learning on our Virtual Learning Platform,
I
-
J
or VLP for short. This is a set of online tools which help you to study and
FO:
\.l-JI allow your work to be assessed. So, how will you use the VLp? Well, first of
h all, when you return to your country, you need to log on to the VLP and then
u.
w download your first assignment and the reading list.
Then you will need to find the books on the reading list. Some of the books
will be available to download from the VLP, but you may have to buy some
on the Internet.
While you are studying for your first assignment, if you have any questions,
Tesr 4 | z+s
please feel free to write your tutor an email. If you'd prefer, you can arrange
to have a phone conversation with your tutor instead.
If you've asked your tutor for help and you don't want to contact them again,
you can try the student forum. There will be lots of other students who will
be happy to help. After you've submitted your first assignment, you can
expect to wait about a week before your tutor uploads your grade onto the
VLP. Assignments are a fairly small part of the course, however. A lot more
time will be spent participating in seminars and listening to lectures. There
is one seminar per week, which you'll be able to participate in on the VLP.
We try to choose a convenient time for everyone but you may find that your
seminar is very early in the morning or late at night. There are also five
Tt\
lectures per week. These are recorded and uploaded onto the VLP and you
can listen to them at a convenient time.
5
,-(-!
!:y Now, I think you all know that balancing a full-time job with studying isn't
lf, easy. It may be that, from time to time, you can't meet a deadline. If this
7
a happens, let your tutor know and they will discuss how much extra time you
(D need. There's also the option, in the most serious cases, to extend your
- degree, to give you another year of study time. We don't encourage you to do
-l
a this. However, it is an option and we can discuss it with you if necessary. So,
a
a that brings me to the end of my talk. Has anybody got any questions? I
I
Ij know it's a lot to take in...
o
G
t+ SECTION 3
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ID
,
T
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[T=TtrtorlJ=Jane]
-E T: Morning, Jane, thanks for coming to see me, take a seat.
t'-l
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FO:
VJ i J: Thank you, Dr Coulson.
X) T: Now, you're probably wondering why I wanted to talk to you.
X)
J: Well, yes, it has been worrying me a bit.
T: No need to worry. I just wanted to have a chat about your progress this
term and in particular, discuss your research project.
J: OK.
T: So, I should start by saying that you're a very active member of the
150 -est -l
seminar group. You have always prepared well for the seminars by
reading around the subject, which is good.
J: Thank you. I find the seminars very interesting. I try to listen to the
group's ideas as well.
T: Yes, you are very good at listening, but I feel that you accept the ideas
suggested in the group a little too easily.
I'm sorry, I'm not sure what you mean.
Well, do you remernber the lecture on critical thinking I gave?
Um, yes, I think so. It was all about asking questions.
T: Well, that's partly right, but it's the type of questions you ask that is
Bi important. For example, if one of the people in your group expresses an
vr idea, you need to ask yourself what evidence there is to support this
.\'
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idea.
IB
OK, I'll try to do that. You mentioned my research project as well?
E
a
t.) T: Yes, it's actually connected to the idea of critical thinking. I'm a little
tD
concerned that the essay makes some statements which I'm not sure
- your research completely proves. For example, you make the claim that
I
A people who have difficulty with their speech probably had an accident
a
(? when they were young.
--H J: Yes, that's because my case study had a very bad car accident as a
child and since then he has not been able to speak properly.
o
o T: OK, that's interesting. But I think you need a greater quantity of data
F}
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to support your findings. You can't really rely on case studies alone.
I
t They're a great source of in-depth information about individuals, but
0a they don't really provide us with the quantity of information needed to
D]
I
P make general claims. Have you checked whether there are any
-
J research papers which talk about the connection between accidents
FO.
\.{-J
I
and speech?
X) Not yet, no, but I will.
X)
T: Yes, do. They mrght analyze what happens in the brain after an accident
and why this might affect speech. Remember to check the date the article
was written though; research tends to go out of date quickly. Have you
also inter"viewed experts who argue against the connection between
speech problems and accidents?
J: No, I thought that that would weaken my argument.
Test + | 2st
r"p:i:liqil.:,r.,.t,..i'.ait,ttt* ---*---
T: Well, it may well do. But it doesn't really matter what you believe in
the end, you just need to think about the evidence on both sides and
make a reasoned judgement.
J: OK, I think I see what you mean. I was also thinking about getting a
higher quantity of information through sending this questionnaire out
to medical institutions. Would you mind having a look at it for me...
T: Yes, sure, let's see ... Well, on the whole, it's fine, I think. But you need
to be very careful about asking 'leading questions'. What I mean by
that is some of your questions may actually suggest what answer you
are looking for.
That's helpful. Thank you. I'll change those questions.
tYr T: Good. So, when do you think you'lIhave a first draft for me to look at?
5
5
,-(-!
FOt
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SECTION 4
4
a-
a
(D
Hello everybody. So, as part of our study prograrnme this term, we've researched
\.,
- an aspect of archaeolory which has some kind of mystery attached to it. I'm
going to talk about the mysteries of the Great $rramids of Egypt. In particular,
I
a I'm going to concentrate on the theories surronnding how the pyramids were
a built. I'm going to start by putting pyramids into their historical context. Then
-ij I'm going to look at the different ideas surrounding the building of the pyramids.
a
Ir
At the end there will be the chance to ask questions.
o
(+ So, why are we so fascinated with the building of the pyramids? Well it's to do
-.
ID with their enorrnous size and weight. The Great Pyramid of Khufu, for example,
I
J
oa at Giza in Egypt, has a nurss of 5.9 million tons and it is aroundt46 metres tall.
P
E
D Approximately 2.3 million stone blocks were used to build it. Today's architects
t'-l would have difficulties building a pyramid of this size and weight in the rniddle
,C1
FO'l
v-jr of a desert, even with the help of powered machinery. For the architects of 2550
X) BC, who didn't have modern technology to help them, building a pyramid must
CJ. have been almost impossible. There's no doubt that they had a big work force.
6)
During the 80 years of building this pyramid, between 20,000 and 30,0000
rvorkers helped with its construction. However, this doesn't explain how workers
could lift and move a stone block which weighed over two tons. There have been
several theories about this from leading archaeologists.
One common theory states that a straight ramp, or slope, was built outside
l; I -=.t -l
the pyramid and workers could walk up the ramp, pulling the stone block.
This diagram, at the top, illustrates the theory. As you can see, one problem
is the size of the ramp. In order to get it to reach right to the top of the
pyramid, the ramp would have to be around 1 km long. There wasn,t the
space for this sort of ramp; pyramids were built on a high platform, with
other buildings around them, as shown in the diagram.
This second diagram shows another theory, which has been suggested by
French architect Jean-Pierre Houdin. Houdin believes that a shorter, 60-
metre long ramp was used on the outside of the pyramid. Workers would
pull the stone blocks up the ramp in order to build the base of the pyramid.
As the bottom of the pyramid was being built using the external ramp, a
second ramp was being built, inside the pyramid. The internal ramp begins
tYr
5 at the bottom, is about 6 feet wide, and is much less steep than a large,
5 external straight ramp would be.
,-t!
FOt
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So, I've outlined two of the main theories associated
with the building of the
E
a- pyr"amids' I personally think that Houdin's theory is the most believable.
f)
(D However, I'd like to know your opinions. Would anyone like to say what they
\.,
- think or ask a question?...
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Test 4 | ZsS
TEST 5
$,
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1i
SECTION 1
T=Tom B=Barbara
T: Hi, Barbara. What will you do this weekend?
B: Well, I'd like to do some shopping, but I have no idea where to go. I've
only been here a few days. I was told London is an expensive place to
live.
; T: Yes, but that's not completely true. London can be an expensive place
d
to live, but if you shop in the right places, you can live relatively
5
,,..1
cheaply.
io:
V-,i Is that true? Could you tell me something about the shops?
I,L)
8e T: All right. You know food tends to be cheapest in the big supermarkets
f)
(D like Sainsburys and Tescos. Most of them have quite a good variety of
- food and household items. You can buy your fi'uit and vegetables on the
ts street. You will find these street markets in almost every part of
al
a London. You can also buy clothes, shoes and household items in these
a markets for a real bargain. Have you got a market list provided by the
-!iJ Student Union?
A
t.r Yes. Here you are.
a
FF T: This might grve you some ideas. Let me see. East Street SE17. This market
-.
tD sells cheap food, clothes and hardware. It's open from 8 a.m. to 5 p.m.
t
J
oa
D9 Yes, but how can I get there?
I
J
)- T: You can take the underground. We call it tube. You see, there is a tube
Fo:l
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station on the list.
X) Let me see. Yes, it's Castle Station.
X) T: Right. You can get offat the Castle.
B: Good. Look at Leather Lane WC1.
T: Yes, that's a good central London market for clothes, food and
hardware. It's open at lunch times from Monday to Friday. It's near
Chancery Lane Station. (Q1)
25{ | Test 5
Well, what about the one in Petticoat Lane?
T: oh, Petticoat Lane El.It sells clothes, shoes and household goods. It
opens only on Sunday mornings from 9 a.m. to L2noon. (e2)
B: Yes. we can set off at Aldeate station. what about the one in
Walthamstow E17? (Q3)
T: oh, that's a big market for clothes and food. It's open from 9 a.m. to
4p.m. on Mondays to saturdays, except wednesdays and Sundays. (e4)
B: Let me see, yes, we can set there on the central Line. what about
Brixton? (Q5)
T: That's Brixton Swg. It's an indoor and outdoor market with a lively
atmosphere. It sells vegetables from all over the world. It opens from 9
t\ar
a.m. to 6 p.m. on Mondays to sundays and half day on wednesdays.
5 B: oh, it's close to Brixton station. very near my place. Great, it,s very
5
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convenient. Tell me more details about Camden Lock.(e6)
FOi
\r-jr
r! T: Yes. There are several markets on Camden High Street and plenty of
7
shops. They sell fashion clothes, jewellery, recorders and pottery. The
a
(D most famous one is camden Hight St.NW. It's good for buyrng
- presents, very close to chalk Farm and camden Town station.
B: I see. It says it opens on sundays only from 8 a.m. to b p.m. well, I
-l
a
a think these markets might help to keep my costs down. (e7)
a
I T: Well, if you need to buy new electrical goods or large household items,
J-
you can wait until the January sales when all shops sells goods at
A
tt -l discount prices.
o
{+ B: Thank you so much for your help. Tom, shall we go to Brkton together
-o
tD this weekend?
,
T
0a T: I'd love to.
E9
E
D B: Oh, I'm afraid I've got to go to a lecture. I'll ring you tonight.
)
-l
,Ca T: 4010 625?
r5
o
6) B: Hello, is that you, Tom?
o
t*) Hi Barbara. Have you decided where to go tomorrow?
Yes, I'd like to go to Camden Town to shop. would you like to go there
with me?
T: Yes, I'd love to. That's a good market. MarI, is here with me now. She
wants to so there too. shall we meet at camden Town station?
OK. How are you going there? (Q8)
Test S | 2Ss
T: We will go there by bus. It's only three stops from my place. Well, we
might walk there if the weather is fine. How will you get there?
B: I think I'll have to take the undersround. I'm at Bond Street and I'll
take the Central Line first and get.offat Tottenham Court Road. (Q9)
oK. Take the Central Line and get offat Tottenham Court Road. Then
you want the Northern Line to Camden Town. It's only about four
stops. Make sure you get a northbound train though. You want
northbound Camden Town. OK?
B: OK. I think I
can find the way. I have an underground map with me
now. What time shall we meet tomorrow?
T: How about one hour earlier, say nine thirty? (Q10)
B: Fine, That will be all right. See you tomorrow.
5
5
,.t!
T: Bye.
FO. I
:
aa
a sEcTloN 2
tD
- Welcome and indeed welcome every Friday afternoon at 2:15 to Post-bag,
A
your chance as listeners to let us know what you think about our
a- programme and current issues.
f)
t-
J This week our Post-bag has been virtually overflowing-not that we are
A
ll .l complaining, mind you\ Many of you, in fact, a staggering 4,378 of you to be
o precise, have completed Radio South's listener phone-in survey. Some
t+ general points-S37o of you think that the radio station has improved over the
-.
tD
I
J past ]rear: and only 7% that it has got worse. Most of you think that the
oa
E9 radio station provides an excellent service! That's a big thumbs up for Radio
-- South. Some more statistics-a rather disappointing 64Vo of you did not like
t'-
,c\
FOt
the start of the new international Radio Soap that began on Wednesday
\]J
evenings last month. Many of you said that it was too vulgar and puerile,
X) with no plot, no excitement'And only lTVo said they liked it. (Q11-Q12)
9.
w
We passed on your messages to the producer and he said that he had received a
number of letters and countless phone calls, saying how innovative and modem
the plot was. In fact, those figures for those listening had more than doubled for
the second prograrnme! We'll have to wait and see how this one develops!
-{nd for 87vo of you, the new starting time of 5 a.m. for the Wake-up show
256 | Test 5
went down really well! Only a small disapproval rating for this onel in fact.
or'ly SVo. Many of you said the earlier time is a real hit. (Q13-14)
Unfortunately, the Wine Show has not gone down well at all. It had a 15%
approval rating and 25Vo who did not like it and 6OVo drdn't know! Sadly, the
main comment was that the programme is downright borine. Maybe, wine's
going out of fashion. (Q15-16)
The full survey will be published next month and it is free on request! And
now to our weekly letters slot.
Sharon from Tasmania has written in to say that she has tried to get through on
the telephone to our new Message Line to leave a message on the Voicebox, but
t\al
she finds it too complicated. She says, and I quote: Every time I press a number
d
after the main menu the line won't accept my message. It is so frustrating.
B Maybe your Voicebox should come with a health warning! Well, I can tell you
,-c1
FO: i
\1-r that you're not the first person to have complained about this; in fact, we had 67
E letters this past week alone and complaints have been soins up at the rate of
v 10% a week recentl]r. And we're now looking into the problem. (Q17)
t"
tD
- On a more cheerful note, Mary from Sydney, Australia, wrote in to say how
t
refreshing and cheerful she found our station was. She says the music and the
A
a morning Wake-up show she finds really invigorating. We've had lots of similar
(?
letters from all around South-east Asia sayins the same thins: from Terry in
I
tH Auckland, New Zealand, Yuko in Japan and Ahmed in Indonesia. Robyn in
lr-/ Australia says it's really an excellent new contribution to the radio scene in the
area and encourages us to keep going. Thank you RobSm for your support. (Q18)
o
FI
-.
(D Pangaporn from Thailand wants to know if there are any plans to repeat the
I
t
0q English language programme, English Worldwide, on Sunday morning at 9 a.m.
a1
I or whether we are going to expand the prograrnme. We've had so many letters
P
)
tl over the past weeks ago, the number of people tuning in has srown tenfold.
,f1 There are no plans at the moment to increase the 2-hour slot on Friday morning,
w
u. but ifnumbers keep increasing at the rate they are we may have 16 (Q19)
4)
o
4) Many of you have asked when we are becoming a 24-};.our service. The
answer is as soon as we can. We now broadcast 19 hours a day and hope to
be on atr 24 hours a day within the next six months. (Q20)
And now it's over to Marco, who's going to look at the latest cinema and
video releases.
Test 5 | zsz
SECTION 3
Rachel: Oh, hello, can you spare me a few minutes, please?

Tutor: Yes, of course, Rachel, what can I do for you?
Rachel: It's about the book review you've asked us to write as part of the
Academic writing course. You said we should ask if we did"n't
know how to set about it.
Tutor: OK. Well, sit down, and let's talk about it. I presume you,ve
chosen the book you want to write about.
Rachel: Yes.
Tutor: Good. Then have a look at this outline. If we talk it through and
*t\ you make notes on it, it'll help you to structure your review.
Right, first of all, what's the name of the book?
5
,-(-!
\r:y Rachel: The Human Mind. (Q21)
rrj
7
Tutor: Ah yes, by Robert Winston. It was tied in with a very good
a
(D television series, wasn't it? so you should start your review with
-
\J the title and author. The next question is, what category would
you put it in? For example, fiction, history, math...
:l
al
a
a Rachel: Well, I suppose it's science.
I
J3 Tutor: Can you limit the field a little?
A
I -,. Rachel: How about popular science? (q22)
o
.+ Tutor: Yes, I think that's more helpful.
ts.
tD
T
J Rachel: Then I suppose the subject area is the brain.
rc
I
)
ti
Tutor: oK. And it's important to mention the intended readership,
- because you can't judge how effective a book is without
Fo'l
considering who it's meant for.
v-jr
X)
Rachel: Well, it doesn't assume you know a lot about the subject, so I,d say
9. it's for non-specialists. It was promoted in general bookshops.
w (Q23)
T\:tor: Right. Now the overview. what would you say winston is trying
to do?
Rachel: Er...it's very informative, but I think he's also telling us how to
make the most of our brains.
15B I Test 5
Tutor: Then you should briefly discuss the main topics. I'd recommend
mentioning the ones that you found the most significant and
interesting.
Rachel: Well, it starts by looking back at the last few thousand years, and
looks briefly at some of the theories that have been developed
about the brain, and about its importance. It wasn't always
considered as important as we now believe. (Q24)
Tutor: True. And the next topic?
RacheI: I think itshould be the structure and activities of the brain that
make it function. I found thatchapter very interesting, but it was
probably the hardest to understand. (Q25)
t\ar
d
Tutor: Mm, I'd probably agree with you. Any more topics you want to
mention?
5
,-fa Rachel: Oh, it covers so much, like the emotions, memory...but I think the
r-o. i
VJ
role of the brain in creating personality should be mentioned,
E because I think that's an important aspect of the book. And then
-t" there's the advice on how we can use our brains to boost our
tD
-
Ll) intelligence. I've already started acting on some of the
suggestions! (Q26)
I
A
a
f) Tutor: Good luck! Now let's look at the next section of your review, where
I
you should analyse and evaluate the book. This is the main
tH
section where you give your own opinions. This first point is really
tl.l a question of whether we should take the writer seriously. A
t) musician may be qualified to write about music, but not
F} necessarily to write about the brain, for instance.
-.
(D
I
t Rachel: Mm. Winston is a professor at the Universit), of London. and he's
0q
$, done a lot of research in various medical fields. So he's very well
I
P qualified to write about this subjed. (q27)
J-
Fr+.
\.]-J
I Tutor: What would you say are the strengths of the book?
X) Rachel: Mm...it's a complex subject, but he makes it as accessible as it can
X) be for the general reader. That's partly because he illustrates his
points with a lot of stories, both about well-known people, like
Einstein, and from his own life. (Q28)
Tutor: OK. Are there any other strengths you want to add?
Rachel: Iwas glad he included a word list to explain the meaninss of
medical terms. And I didn't find any weaknesses. (Q29)
Test 5 | zss
Tapescrip
Tutor: Mm. Right. Then that brings us to the conclusion. How would you
sum up your overall response to the book?
Rachel: WelI, I found it fascinating. I think Winston is quite ambitious in the

he's (Q30)
he's
Tutor: Well, there you are-You've got the skeleton of your review. Keep
that in front of You while you're reading it uP, and it should be
fine.
Rachel: Thank you very much.
Tutor: You're welcome.
R SECTION 4
R
,-{.1 This is the first of a series of lectures on historic engineering stmctures.
kts
Tod.ay, we're looking at the clifton suspension Bridge
in Bristol, which we
tl'^J
hope to visit later this term, and.I'd like to begin with a brief
word about the
-.)
(D bridge's history and about bridge building in general'
- over the
Now, people have been building bridges since prehistorie times.
techniques,
-t
a
a centuries, bridge design has evolved using a variety of engineering
a but the objective has always been the same: to get to the other side'
tt
,
I
evidence from
A One of the most basic types of bridge is the arch, and there's
lr
a
Ft brick as early as 8200 B.C. The stone arch had the advantage of
being quite
-. from Roman
ID
-ra simpte to build, and it remained the main type of bridge design
oa times until the earlY 1700s. (Q31)
Se
I
J where the
-
t Another type of bridge with a long history is the suspension bridge,
Fo'l road. is suspended from cables hanging between towers'
The first suspension
v-jr
and the earliest recorded
X) ina. But rope has limited
().
{) iron became
strength, and it only became possible to build longer brifues when
completed in t826,
available. The first major iron suspension brifue in Europe,
rvas the Menai Strait Brifue in Wales' (Q32-33)
just three years
The story of the clifton suspension Bridge in Bristol began
over the
later, in 1829. At that time, the city authorities wanted to build a bridge
, and
Rir-er Avon.
150 re.t J
the winner, announced in 1831, was an engineer by the name of Isambard
Kingdom Brunei. Work began the same year, but was almost immediately
internrpted when serious riots broke out in the city. As a result, investors lost
confidence, and work stopped until 1836. The two supporting piers had been
completed by 1843, but unforbunately, at this point the money ran out. and work
on the bridge came to a halt for a second time. Then, in 1851, all the ironwork for
the bridee was sold offin order to pay back the creditors, and the project seemed
to have reached an end. However, in 1860 there was a stroke of luck when a
suspension bridge in London was demolished. That brifue had chains which
were almost the same as the ones designed for Clifton, and these chains were
available to buy. Events moved quickly after that. Money was raised, and work
E-_ went ahead again in 1862. The brifue was finally completed amid great
vr celebration two years later, in 1864. (Q34-35-36-37)
a(
5 We'll be examining some of the design features in more details in the second
r& half of this talk. But just as a footnote to this section, it's worth looking
: ahead to the future, and a couple of proposals for "super bridges" linking not
,L)
7
f) only river banks or even countries, but continents.
(D
- One of these is for a bridge between Alaska and Siberia, which would be six
lanes wide and 80 kilometres long. The water of the Bering Sea beneath is
a-l
a
a only about 50 metres deep, but the bigeest challenge is the extreme cold of
i- the location. This would restrict construction to five months a year and also
i3
close the road during winter. (Q38)
o
o There's a different obstacle facing a second proposal, a bridge linking
l+
-. Europe and Africa across the Straits of Gibraltar, and that's the depth of
tD
T
J water. Although it's only 28 kilometres across, the water is as deep as 1,500
oa
E9
tt
metres in places. In such deep water, a bridge may not be able to support its
J
t'-l own weight, so engineers are considering using bridge structures which
,C1
FOi
have never been attempted before. (Q39)
VJ
X) A third seaway that engineers hope to cross in the near future is the Straits
/) of Messina, between the island of Sicily and mainland Italy. Unlike the
other two proposals, the Messina Bridge only involves one national
government, and the distance is relatively short at two and a half
kilometres, so there's a good chance it will be built. In this case, it's just a
matter of who will provide the cash!
OK, let's take a break at this point and then...
T:!: -t 15 I
TEST 6
SECTION 1
Doctor: Good morning.
Martin: Morning.
Doctor: Come in. Sit down. Now, you're a new patient, aren't you?
Martin: Yes, that's right.
Doctor: Ok, so I'd better get some basic details down first. Right, we'll
*d start with your name.
vr
t\
,-f1
Martin Hansen. Example
F6i
Do you spell that S-O-N or S-E-N?
lq
le H-A-N-S-E-N.
.)
(D
- OK. And you are a first-year student?
ts
t^t
Yes, I am.
a
a Studying?
I
,
t
Medicine, actually. (Q1)
A
llr
Ah! Good choice. I hope you enjoy it.
t:
F}
E. Thanks.
o
-) And your address?
oq
D9
)
I
Yes, it's 13 Chatham Street. (Q2)
)-
FO.
V-J
I That's C-H-A-T-H-A-M, isn't it?
ft) That's right.
9.
t\) And your phone number?
0t734 24655. (Q3)
01734 26455.
No, you got the 6 and the 4 the wrong way round. It's 24655.
Huh! Sorry, right. And when were you born?
262 | Test 6
# $
&
I
tr
Martin: On the 15th of June, 1986.
p pl
Doctor: Here in New Zealand?

$
il
{ Martin: Yes.
$
$
& Doctor: Now, let's get some of your medical background. Have you ever
i had any serious illness or accident?
I
Martin: A broken lee I got playrng football when I was 17. I was in the
I school team. (Q4)
I
Doctor: What position did you play in?
i
i.
Martin: I was the goalkeeper.
--tYr Doctor: A lot of standing around then!
5 Martin: Yes, when we were winning.
5
w
,-(-!
Doctor: Right. Anything else?
4
a-
Martin: No, apart from that, nothing.
a Doctor:
(D And, have you had any operations of any kind?
-
\J
Martin: No, the only time I've been to hospital was when I broke my
al
-l leg. (Q5)
h
I
Doctor: Fine. Any allergies?
J3
n
!l
Martin: Yes, to dust and cats. (Q6)
Doctor: What form does that take? How do you react?
t?
(+
!.
tD Martin: They both make me sneeze abit. Nothing else.
I
J
0a Doctor: So you're not allergic to antibiotics like penicillin as far as you
D3
-J know?
)-l
rC) Martin: I don't think so.
VJ
Doctor: Good. So what's your problem?
X)
X) Martin: Well, recently I've been getting thi
eyes and in mlz forehead. (Q7)
Doctor: I see. Have you felt sick or dizzy at all, or vomited?
Martin: No, not at all, though the pain is pretty intense sometimes.
Doctor: And how's your health generally? Have you had any colds or flu
recently?
Test 6 | zel
pescripts
Martin: I had a cold a couple of weeks ago, but that's gone. It was only a
snifile really.
Doctor: Good. Are you studying a lot? Are you getting enough sleep?
Martin: Yes, I'm studying quite a lot-I've got some exams coming up in
December, but I'm making sure to sleep plenty.
Doctor: What time do you go to bed?
Martin: Usually around 11. I sleep about eight-and-a-half hours, and
I'm up about 7:30 so I have time to go jogging for half an hour
before going to the university at 9. (Q8)
Doctor: Very healthy. And has this pain kept you awake or stopped you
joggrng?
5 Martin: Yes, it makes getting to sleep harder. It's much worse at the
B
/aa
end of the da]r. I hardly notice it in the morning. (Q9)
io: i
W-J
Doctor: What about food? Are you eating properly?
rq
8e
t) Martin: I think so. My girlfriend cooks my meals.
(D
- Doctor: Right. And do you wear glasses?
al
Martin: No.
-l
a
a Doctor: Aha. When did you last visit an optician?
I
)
I
Martin: I don't remember. When I was a child, I suppose.
A
H-r
Doctor: OK. Well I think first you should set that done again, just to
(?
FI
ts.
make sure it's not the cause. In the meantime, take an aspirin
o
ts or two when you're in pain, and come and see me again in a
J
oa week. Ask the receptionist to give you an appointment with the
D9
I optician. He's here on T\resday and Thursday mornings. (Q10)
-)
-
,C1
FOt
V-,
.\U SECTION 2
4)
o
4) And now for some information about the local events and activities. A couple
of announcements for art lovers and budding artists alike. First, a new
collection of artwork is going on show to the public next month in the form
of an artists exhibition. The exhibition will include many different types of
art...over 100 different pieces, by 58 artists from the local area. It's beine
held at the Royal Museum which-for those of you who are unfamiliar with
264 | Test 6
the area-is located opposite the library in West Street, right on the corner...
the actual address is 1. Queen's Park Road-it isn't difficult to find. The
exhibition will run for 9 weeks and will begin on the 6th October and
continue until the 10th December. So there's plenty of time for you to go
along and have a look. I'm sure that it will be well worth doing. (Q11-12-13 )
What will you see there? Well, amongst the items on display will be some
exciting pieces of modern jewellerlr. furniture. ceramics. metalwork and
sculpture. To give you some examples. Local artist Kate Maine will be there
to discuss her collection of pots and bowls that she has made to resemble
qarden vesetables. They are the sort of thing that would brighten up an)'
dining table, and range from things like yellow cabbage-shaped bowls to
round tomato-shaped teapots. Prize-winner Cynthia Course, will also be
vl
c\ there to talk about her silver jewellery, all of which she produced using
s ideas from the rural setting of her country home. Some of her rinss are quite
,.{-!
*, extraordinary and . Or if you prefer
E sculpture, there's plenty of that, too. Take, for example, Susan Cup's white
D3
.) paper sculpture of 25 pairs of shoes. It sounds easy, but believe me it looks
(D
incredible! All of these items along with many others will be on sale
\.,
- throughout the exhibition period. (Q 14- 15- 1 6-L7)
:l
al
a
a As part of the exhibition, there will be a series of demonstrations called
I "Face to Face" which will take place every Sunday afternoon cluring the
-3 exhibition and these will provide an opportunity for you to meet the artists.
o (Q18)
o
r+
-.
tD
The second set of activities are for those who would prefer to indulge in
,
E
some artwork themselves...the Artists Conservatory are holding a series of
0e
E9 course over the autumn period. The courses cover all media and include
-
E S1I winq and silk painting.
)-
rC) All the tutors are experienced artists, course sizes are kept to a maximum of
el 15 and there will be plenty of individual assistance. (Q19)
X)
X) All the sessions offer excellent value for money and the opportunity to relax in a
delightfut nrral setting. Fees are very reasonable and include the use of an
excellent studio and access to the art shop, which you will find sells everything
frompaper to CD's, and they also include the provision of all materials. For more
information on dates, costs and availability you should get in touch with the
prograrnme coordinator on 0459 2839584 or go direct to the website... (Q20)
Test 6 | 265
SECTION 3
D=Dave S=Sarah T=Terry

D: Hi Sarah. That was actually quite exciting, wasn't it?
S: You really think so, Dave? I'm completely worn out. If I have to take in
another piece of information, my head's going to explode.
D: It was good. thoueh (Q21)
S: I have to admit it was. mmm (Q21)
D: And it was challenging.
S: Challenging? The last tutorial? It makes me think I learned absolutely
nothing at school. I understood nearllz all of it. but a few bits I'm not
B sure I eot at all. Reading is reading and that's that. (q22)
w
/-41
FO: i
V-J
D: Well, it is and it isn't, you know.
rq S: We all read in the same way.
8e
.)
(D D: No, we don't!
-
\J
T: What are you two arguing about?
A
-
a
("
S: Oh, it's Terry. Hi.
:
J
D: Reading!
iJ
A
l-r
T: Reading?
(?
f-f
D: Yes, reading.
ts.
o
-)
T: It's not exactly a sexy subject to be arguing about. Is it, Dave?
oq
s3
D: I don't know; I find it quite exciting, really.
I
J
)- S: You would' il
il
,ca
FO.
\{-r I
D: We've just been to this tutorial on study skills as part of the Enslish ,$
]B
X) Literature course and Sarah's found it difficult to follow. (Q23)

X) S: No, Dave. That's not true. It's just there were some things that I'm not so
sure about or more importantly sure whether they're important or not.
T: Well, what was the problem?

S: Well, when I read I just read and Dr Pratt was going on about all these
different techniques that we need to develop and hone.
266 | Test 6
.iiil'
T: Mmm. How do you read then, Sarah?
S: I just read as I said; like everyone else. I read each word as it comes.
T: How many pages do you read in an hour?
S: About twenty-five to thirty.
T: And what about you, Dave?
D: Sixty. maybe seventy (q24)
S: Sixty to seventy!
T: That's not a lot.
+Bi
i S: How many do you read, then, Terry?
T: It depends. About 120...
SiD: What?
B
,-c1
i3 S: Oh, come on, Terry.
h{
T: Yeah and I'm not unusual. One of my friends, doing Medieval
-.) European History, Arnold. he reads about 160 an hour (Q25)
ID
- D: But does he remember it all?
I
rA T: Yeah, I think so, Dave.
h
lr
S: I set throush only one book a week! (Q26)
i
J
A
D: Me too. What about you, Terry? (Q26)
ll
T: At the moment. 3 (q27)
a
s.
(D
S: And your friend Arnold?
I
J
oo T: Twenty.
le
:
J S: Twenty!
)-
rD.
ae-,
T: In fact, what matters, is that you develop your readins speed to suit
the circumstances. You could still stick to your reading speed of 25
e pages an hour for leisure purposes, but double your reading speed for
w
cJ. reading journals or academic texts. If I'm scanning a text for specific
information, I can just whizz through. Then when I find what I want,
I'll read through that particular part very slowly. (Q28)
S: Mm.
T: With forty to fifty or more books to get through in a term you can't
afford to read every word.
Tesr 6 | zOt
D: Have you always read like that?
T: No, it's only since I've been here.
S: I find this all very depressing. How did you do it then?
T: In the first week of term, in the first year, we had a tutorial on reading.
D: From Dr. Pratt.
T: Yes, and I felt so inadequate after the class (Q29)
S: Well, what did he tell you?
T: He just gave us a few basic strategies on reading and then over the last
two years he's been nurturing us, so that we all now work very
efficiently.
R
S: So he's your tutor too. You can tell us then what he means when he
5
/fa
talks about learning to read the content words only.
FO: I
V-J
rq T: Well, this is obviously just the first step. If you read every a, the, to,
8e from, was ete. it really slows you down.
.)
(D
S: Yeah?
-
\J
T: But if you train your eyes to look at the nouns, verbs, adverbs and
-:
a
a adjectives.
("
:
J
S: Assuming you know what they are'
iJ
A
l)
T: Well, then the big words. Then you automatically increase your speed.
t)
FI
D: Yeah, that makes sense.
ts.
o
:
i
S: Mmmm. Right. I think I'm going off to the library to start. Thanks for
oq the tutorial!
s3
I
:)
J T: Anytime. I'm offto the sports centre.
ie,
D: By the way, what was your reading speed per hour when you first came
here?
X)
8)
T: Twenty-five.
268 | Test 6
SECTION 4
Presenter: Good afbernoon everyone. Today we have with us Mr. Kevin

Ackro)rd. a representative from the Department of Environment to outline
the results of last year's inquiry into environmental problems along the
coastline. Mr. Ackroyd, please (Q31)
Mr. Ackroyd: Thank you Ms. Cranston. Good afbernoon everyone. Perhaps it
would be best if I first outline for you what I plan to talk about. I'll begin
with some background to the inquiry looking at the new demands we are
making on our old resources, so to speak, and go on to give some idea of the
conclusions we came to in our inquiry
v'!
c\ OK, first the background. The inquiry was sparked off because various
concerned residents in the coastal region realized that the recent population
5
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(f, shift, which really got going in the 1970s, was puttins extreme pressure on
I'L) our coastal environment. Over the past two decades half of the country's
s3 population growth has been in the non-metropolitan areas. Today, nine out
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(D of ten people live in the coastal zone. The reasons for this shift are not yet
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fully understood, but there is a range of factors which probably contribute,
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including economic development, an aging population, and growth in
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a industry, particularly tourism and its associated industries. We would have
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trend which is likely to continue so that it's estimated that by the year 2005
o there will be millions of additional people living in the non-metropolitan
o
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natural resources of the zo:ne, and there are two factors likely to impose
J
oa particular strains. These are firstly that those areas of greatest growth in
!e the past are likely to continue to grow as strongly as before-in other words,
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newer industries like tourism. These newer industries lzill eonopete.fot
resources with other users such as the intensive frsh and shellfish farming
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industrlz. All of this will take place in an environment that is already under
severe stress, and in particular the water resources will be degraded. It is
the view of the inquiry that water degradation, whether of seas, rivers, or
lakes, is the greatest resource problem in the coastal zone as a whole. (Q32-
33-34-35-36-37)
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Now the conclusion of the inquiry can be stated quite plainly and simply.
First we must raise the profile of the coastal zone in our thinking, especialll-
in our approach to conservation and economic development.
Second, we must exercise much greater vision. We must be prepared to

think in the long term rather than the short term, and to pay attention to
details; so better management and better planning.
And thirdhr. we must adopt a national approach. We can no longer afford to

leave the decision-making to individual departments, to local government
bodies or even to the central government. We are looking here at the need
for coordination on a nationwide level. To achieve workable, effective results
involving all levels of government as well as the various non-government
*t\ organizations in this country will be no easy task, but it is imperative we
5 try. Well, I see time is running out, so perhaps if I just summarize the
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le the long view prevails over the short; fr
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(" economic are brought into operation; (Q39)
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. people being affected by decisions (ineludine indieenous people) fi.
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t.t are adequately consulted before decisions are made. (Q40)
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ts. With that I'lI stop and give the opportunity to ask questions. But perhaps
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* sd7 Dirh t6 - Hi 1l0i; Tel:043.574 6020 - 043.821 3509
* 2A Trin Thinh TOng - Hai Bar Trfng - Hit 1l0i; Tel: 043.972 8108
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Jim

O ffi NHR xuAr BAN ru D'EN aAcH rHoR

ER ruuR xuAr BAN ru orErrr sAo-r KHoA

rErrs pRAcTtcE TEST 2.................. .......................37

rEtTs PRACTTCE TEST 3.................. .......................61

|ELTS PRACTICE TEST 4.................. ....................... 84

TELTS PRACTICE TEST 5.................. ..................... 106

TELTS PRACT|CE TEST 5.................. ..................... 130

GENERAL TRAINING: READING AND WRITING TEST A.................. .............. 155

GENERALTRATNTNG TEST A .............199

. IELTS is owned by three partners: the University of Cambridge

Listening (so minutes)

social or transactional . completing notes, table,

.- Read the questions before each section of the recording begins.

Use the pauses to prepare for the next set of questions.

Academic Reading (oo minures)

generar various kinds of multiple-choice

Tips and hints

Studr anv exanrple answer and decide why it is correct.

Academic Writing (60 minures)

There is no choice of task, either in Part 1 or 2, so you must be prepared to write

Tips and hints

ln Task 2,you are tested on:

Speaking (r r-r+ minutes)

two-way . You answer verbal questions, discussing more

Tips and hints

ln all parts of Speaking, you are tested on the following:

Fluency and Coherence - talk at normal speed, without over-long pauses.

Lexical Resource - use a wide range of vocabulary both precisely and

9 Eryt Uw - Has fully operationai command of the language: appropriate,

J Vfu Uw - Has partial command of the language, coping with overall

\':,st universities and

. MARKING THE PRACTICE TESTS

Listening and Reading

Ques. c'ts w,hich require letterlRoman numeral answers

Questions which require answers in the form of words or numbers

University of Cambridge ESOL Examinations Telephone: +44 1223 553355

Listening (30 minutes - 40 Questions)

Reading (60 minutes - 40 Questions)

Writing (60 minutes - 2 Tasks)

Speaking (15 minutes - 3 Parts)

HEC-VN006 HAI JIM',S TESTING DOCUMENT

SECTION 1 Questions 1-10

14 Hopton Close, Porton, 8 ,UK.

(mobile ,0977 023685

Questions 1'l -14

Admission Adults - f,4.75

Getting there bus number 30 fiom the 19 of the university

Groups for groups of8 or more, ifbooked in advance

COntaCt dgtails fi1i,1:.{il1ffi:ur::l:iiliilri::::::::.ii:rrl:::i::.ir.:::ii:::r::ii::ri:i:rr:::llllr:llir:rllr'ir:ll::ri

SECTION 3 Questions 21-30

32. Tiktaalik rosae lived around _ ago.

<_-.- 35 metres long

B The discovery of ice wine, Iike most epicurean breakthroughs was

Dionysus = the Roman'god'of wine.

El result is sheer ambrosia. The world's great dessert wines. such as

E To ensure the right temperature is maintained, in Gerrnany the pickers

G A kilogram of unfrozen grapes normally produces sufficient juice to

H While Germany may be recognised as the home of ice wine, its

ferment = the breakdown of sugar into alcohol in winemaking.

CJtoose tlrc correct letter, A, B, C or D

A not all grapes are suitable.