ielts practice tests 2.pdf

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CAMBRIDG[ EXAMINATIONS

PUBliSHING

Introduction

The International English Language Testing System (lELTS) is widely recogni!;ed M a reliable means of assessing whether candidates are ready to study or train in the medium of English. !EL TS is ownEd by three partners, The University of Cambridge Local Examinations Syndicate. the British Council and [Qp Education Australia (through its subsidiary company !EL TS Australia Pty Limited l. The main ()urpcl5C of this book of Practice Tests is to give fururc IELTS candidates 611 idea of whether their English is At the required level. Further information on !EL TS can be found in tho !EL TS Handbook avail,ble free of charge from lELTS centres.

WHAT IS THE TEST FORMAT? !EL TS oonsists of six modules. All candidates rake the same Listening and Speaking Modules. There L< a choice of Reading and W rit:ing Modules acoordiog to whether a candidate i~ taking the Academic or General Training version of tbc test.

Academic General TraioiaR For candidatt-s thking the t~':<t for entry to undl'tl(raduate or pu:.<tgr-.. duate studies or for pro· f t!llSional rea<oe>ns

Fot CllndtdilltlS taking tit<' t<:sl !or ~nt.rY to >'0-

cational or training progtarmnes not at degree level. for admission to 9!1C<nldary !lehoub and for immigration PllfJ"'.SCS

The test modules are taken in the following order.

Aaldemlc RtadinJI 3 :!a1iono, 40 items

60 minutes

Acadlmlc WrltiaR 2 ta..k.

60 minutes

Listening 4 l'I)Ction,o;. 4() item.•

30 minuti!S

OR

Speaking 10 to JS minut<-s

Total teSt time 2 hours 45 minutes

General TnWtiDI! Reacliog 3 S.'Cft()JlS, -IQ item,,

60 minutes

General 'fralnill(! Writing 2 la$ks

tJO minutes

0 1 0

listening

This is in four section.~. each with 10 question.~. The first two sections are concerned wtth social needs. There is a conversation berwccn two speakers and then • monologue. The linal two sections are concerned with situations related to educational or training oonrexcs. Tbere i• " conversation between up to four people and then a monologue

A variety of question typeS is used, including: multiple choice. short-llllSwcr question.~. sentence completion, ootese/eha.rtltable completion, labelling a diagram. classification, matching.

Candidates hear the recording once only and answer the questions as they listen. Ten minutes are allowed at the crul.to transfer answers to the answer sh..-oet.

Academic Reading

There are tbree reading passages, of increasing difficulty, on topics of general intt!n.-;t and candidates have to answer 40 questions. The passages are taken from magazines, jOUI"Illll~, book.. and ncwspa· pers. At least one text contains detailed logical argument.

A variety of question types is used, including: multiple choice. sh.on-answer questions. sentence oampletion, noteslchanltable completion, labelling a diagram, classification, matching list•/ phrases. choosing suitable paragraph h.eading.s from a list , identification of writer's views/attitudesyes. oo, not given.

General Training Reading

Olndidates have tO BI1!5Wer 40 questions. TI1ere are three sections of increasing difficulty. rontaining texts taken from notice., advertisement~. leaflets. newspapers, insrruction rnanuab, book.~ and magazines. The first section oontains texts relevant to bnsic linguistic liWVival in English, with taSk• mai11ly cooremcd with providing factual infonnatioo,. The second section focwes on the training con· text and involves texts of more complex language. The third section involves reading more CJ<lended texts, with a more complex ~tnJ<.'ture, but with the emphasis on descriptive and instructive rather than atf!lllllCOtative texts.

A variety of question types is u.'led. including: multiple choice, short·an~-wer ques~ions . sentence oompletion, notes/chart/table completion, labelling a diagram, classifieation, matehing lists/ phroses, choosing suitable paragraph headings from a list, identification of wnter's views/attitudesyes. no~ nor given, or true, false, not given.

Academic Writing

·mere are rwo tasks and it is suggested that candidates spend about 20 minutes on Task 1 , which requires them to write at l~~l ISO words and 40 minutes on Task 2-250 words. n..., a.o;sessment of Task 2 carries more weight in marking than Task 1.

In Task 1 candidates are asked to look at a diagram or table and ro present the infom1ation in their own word.~. They are asse..'ISCd on their ability to organise, (Jrcs.ent and ~ibly compare data, describe the stages of a process, descnbe ao object or evem. explain how something work...

In Task 2 candidates are presented with a point of view, argument or problem. They are asl!CS..<ed on their ability to present a solution to the problem, present 1md justify an opinion, compare

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and contrast evidence and opinions. evaluate and challenge ideal~. evidence or arguments. Candidates are also judged on their ability to write in an appropriate style.

Geoeral Traioiog Writing

There are two tasks and it is sug~tcd that candidates •peul abom 20 minutes on Task 1. which requires them to write at !cast LSO WQrds and 40 minutes on Task 2-250 words. The assessment of Task 2 carries more weight in marking than Task 1.

ln Task 1 candidates are asked to respond to a given problem with a letter requesting in£ornl8tion or explaining a situation. They are assessed on their ability to engage in pt:r,.,l corre;pondence, elicit and provide general factual inlonnation. exprcs.~ needs. wanrs, likes and dislikes, express opinions, complaints. etc.

In Ta•k 2 candid;ues are presented with a point of view. argwnent or problem. They arc assessed on their ability to provide general factual information, outline a problem and prettent a solution, present and justify an opinion. evaluate and cballengc ideas, evidence or ar~enL«.

Candidates arc also judged on their ability to write in lln appropriate style.

Speaking

This consists of a conversation between the candidate and an examiner El!ld takes between I 0 and 15 minutes. There are five sections:

Introduction The examiner and candidate introduce themselves and the candidate is encouraged to talk briefly about their life, home. work and interests.

2 Extended discourse The candidate ts encouraged to :<peak at length about some familiar topics of general interest or of relevance to their culture. place of living or country of origin. Thi• will involve explanation, de· scription or ~tion.

3 Elicitation The candidate is given a task card with some infonnation on it and is encouraged to take the initiative and ask question.~ either to elicit infonnatian or to solve a problem.

4 Speculation and Att.itudes The candidate is encouraged to talk about their future plans and proposed co.u~ of study. Alternatively the examiner may choo.\.e tO return to a topic raised earlier.

5 Conclusion The interview is concluded.

Candidates are a_<SeSSed on their ability to communicate effectively with native speakers of English. The assessment takes into account evidence of communicative suatcgies and appropriate ll-'le of gl'lllllmar and vocabulary.

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HOW IS IELTS SCORED?

LEL TS results arc reported on a nine-band scale. In addition to the soorc for overall language ability lEJ..TS provides R score, in the form of a profile, for each of the four skills (Listening, Re~~ding, Writing and Spe;~king). Th- scores are a6o reported on a nine-band scale. All !!COtes are rec-orded on the Test Report Form along wi1h derails of the candidate's nationality, first language and date of birth. Each Ovemll Band Soore corresponds to a descriptive srar~.ment which gives a sUllltt\&ty of the EngiL•h langwtge ability of a candidate clBssilied ar that level. The nine bands and their dc..<eriptive statements are a:; follows:

9 Expert User-Has fully operawmal IYJmmand of the language: appropri<lle, <!<"curate q.nd flue>lt with complete under.<tanding.

8 Very Good User-Has fully operational cqnmum4 of the la7lguage u:ith only O<:Cllsirzal un.<y.<tem a.tic ina.ccurad's and inapproprklcit3. Misrtnderstandit:gs may ocrur in unfam.iliar situations. Ha>~diN compll'.r detailed ar!(ume11W.timt Wl!ll.

7 Good User-Ha.< operatirmal wmma>~d of Lhe lanf(l<aJlt, though occa#onal inacmral.'ies, itwppropriu.ciPs and mi.funderstarulings m some silt<ations. Ge>~erally lumdles ''"n plex languag~ well u11d ulllienlands cietoiled rmsoning.

6 Compellmt User-Has generally eff«tive command of the Utn(ftUlge despite wmt i11act•uraciP.S,

inapproprtaaes and nusunderstandings. Con u." and understand fairly complex language, parti<·ularly in familiar situation.•.

S A1odt!!it User- Has partial mmmaml. of Lhe language, coping with Ufii'Yall meaning ·in mo.<l. situations, thoul!fl is likely to nwke many mistakes. Should be able to handle basic communication

in m.vn field.

4 Limited Us#r-Basic <'UIIIfJtlhU't is litniled to familiar situations. Has frequent probll'l'ns in ull

derstand.ing and e:r:prt'Ssiun. Is not able to use romple:r Language .

3 Extremely L imited Vser-Onn.,oe;:i$ and under;tandwnly gmeral nwaningin very fa'Tililiar situa· tions. Frequent brealui.m.L~Trs in r:onrmunication occur.

2 lntennitlent User-No real communicatin is possible except for Lhe most basic mfomw.tion ming isolated v.m-ds or short formulae in familiar situations a >Id to meet immtdiate 11etds. Has great difficulty u11lkrsuwdi•tg s/)aket1 t:md writtm English .

J !1/oo User-Es.~entially /<as 1w ability to use the language beJQ~td IJ<>$.<ibly a /etu iS<>lattd 'II.VIrd.s.

Q Vid not artenopl I he 1/!!it. -No assessable informatilm.

Most urnvcrsit1es and colleges in the United Kin&dom, Australia. New Zcaland and C.anada accept an !EL TS Overall Band Soore of 6. 0 or 6. 5 for entry 10 academic programmes. lELTS soorcs are increasingly being recognised by Univen~it ies in the USA .

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MARKING THE PRACTICE TESTS

Listening and Reading

The Answer key is on page I 44.

Each item in the Listening and Reading tests is worth one mark. There are no half marks. Put a

tick ( .J) next to each correct an5wer end a cro..s (X ) next to each wrong one. Each tick will equal

one mark.

Sin}lk kue:rlnumbPr atu"WP.r<

• For questions where the an•wer is a llingle let rer or ourober. )'Ou snould have written only one an

swer. If you have written more than one, the 81l..Wer rrtu$t be m~rked wrong.

umgff answert

• Only the ansWers given in the All!;wer key are correct.

• Sometimes part of the correct answer is given in brackets. Words i11 brackets are optional-tltcy are

rorrect, but not necessary.

• Alternative won!~ or phrases within an answer are indicated by a single slash ( /).

• Somctirttes there arc alternative correct an$wers tO a question. Tn these CA'leS the possible an.swer!l

arc separated by 11 double sla,h (//). If you have written any one of these possible answers, your

answer is correct.

• You wiU find additional notes about individual~uestilm.• 10 the Answer key.

SPelling

• Most answers require correct &peUing. Where ahernative spellings are acceptable, this is stated in

the All.~wer key.

• Both US and UK spelling are acceptable.

Writing

Obviously it is not possible for you to give youts<df a mark for the Writing tMks. For Test~ I , 2 and

4 and GT Te;r A we have provided model answers (written by an examiner) lit the back of the book.

lt is important to note !hat these show just one way of completill8 the task. our of many possible ap

pl"'OIches. For Test 3 and GT Test B we have provid~'<l . .amp/~ ansu.oers ( wrinen by candidates),

shc.>Wing their score and the examiner's oomments. We hope that both of th"* wiU give you an insight

into what is required for the Writing module.

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HOW SHOULD YOU INTERPRET YOUR SCORES?

In the /\nswcr key at the end of the each l'('t of Listening and Rr11ding answem you wdl llnd a chart

which will help you a.~""'' if, on the bo.•i• of your practice te'i rt:!>ults. you are =dy to take the

IELTSexam.

In interpreting )'OUr~. there arc" number ol points you should beilr in mind.

Your perlorma~ m thl' real rEL TS tc:.t wiU be reported on t"'> ways: there will Le a Bend &ore

from J to 9 for each of the modules and an Overall Band &ore fn11n 1 to 9, which is the average of

your scores in the four modules.

However, in.•tllutiotiS considering ywr applic:ation are advi-.cd to look at both the Owrall Bend

•nd tht> Band, for Cft<·h module. 'They do th~> m order 10 see if)'"' have the ~angu.g,. •kill• nceded for

a r-rtirula.r ClOUr.!C of ~tudy. For example. if your OOUISC has a lot of reading and writing, but no lee·

tun::<. le!terung comprehensioo might Ill' I'"'' unponant and a :o«>re of 5 m Ustening nul(ht be aceept

abk if the Overall Band Score was 7. However. for a cour!.e where there are lut.q of lecture:< and spo

ken instruction.~. a !ICOn• of 5 in U~tcnnJA mij(ht be unocceptablc c•wn rho•ll(h the Ovcrnll Band Score

W8!l 7.

~you have mark<...t your papers )'00 .-hould have ""'"' i<ka uf whether your f~•tening and

Readmg ,.kills are good •~IOI.IIIh for you to try the real rEL TS t• •t If )'00 did well Hl<llll!h in one mod

ule but not in other.., you will have to dende for yourself whether you 11re ready to t•ke the pruper test

yes.

The Practice Tcst~ have been checked :Kl that they are aoom the same l~el of difficulty as tbe reel

IELTS test. Ho-V<:r. we cannot guaJ'llnu:e that your score in th~ Practice Test 1'8JlCr.l will be re

Ol'Cted m the reAl IEL:T'S tt:!l. The Praclte< Tcsts can only f(i\'c >""' an idea of your J"lt''ible future

perfonnan<>: and it ts uhunatcly up to )'00 to m.ke decision., be!ocd on your 9COJ'e.

Oifferent in.•ututiom eccept different !EI.TS .cores for different types of oou~. We have~

our T<'l:ommendation.~ on the average SCOr<'!l whtch the majority of in.,tllutions accept. The institution

to wh,ch you are applying may, of course, require a higher or lower score than ll1Dl'lt other institu·

tiros.

Sample~ or model answers are p~m1dcd for the Writ ing tasks. The !WIIple fln>Wcrs were

wnnm by !EL TS candidates; each answl'r ha.. been given a bend "'-"l'te and the candidatt s perfor·

mancc is described. Plea.c note that the ex11rrunds gridelines for marking the Wnting .._.ript< 1\fe very

detailed. There are many different w~yfl a candidate may achieve a p~rtirula.r band l\00~. The model

answer< were wrinen by An <'XAminer as eXAmples of very good nn.1wcr.~. but it is imponant to under

~t!lfld that £hey are just on .. example out of many possible approiJd~e~ .

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Test 1

SECTION 1 QuesfiOIIS 1 - J Q

Questions 1 - 5

Com pkre the form beluw. Write NO MORE 1'HAN ONE WORD OR A NUM/Jf:R for each answer.

&ample

Sumrune:

First names:

VIDEO LIBRARY APPLICATION FORM

l.ouioo Cynthia

Address: Apanment 1, 72 ( 1) ···········-··· ········-··········· · ··- ·--·-···- ··· · ... street

Highbridge

Post rode: ( l )

Telephone: 9835 6712 (home)

(3} .............. ~- - ·· ···'--········-····-···--······ .. (work) Driver,.s licence number: (4 ) ......... ......... --··· .................................................. .

Date of birth: Day: 25th Month: (S) ........................................ Year: 1977

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Qru1stions 6 - 8

Circle THREE lmers A - F.

What IYJXlS of films does Louise like? (A) Action

(B) C'.omedie.~

(C) Music"llls

(D) Rotrl8Jlce

(E) Westerns

(F) Wildlife

Questions 9 and 10

Wrilt' NO MORE THAN THREE WORDS .for (IQ.Ch anst.Wr.

9. How much does it wo;t to join the library?

10. When wiU Louisc 's card be ready?

SECTION 2 Questions 11 - 20

Questions 11 - 13

Complett the form below.

Write NO MORE 1'HAN THREE WORDS for ruch ar1su.,,..

Expedition Across Attora Mountains

Leader: Prepared a Total length of rrip

Climbed highest peak in

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Chatles Owen ( 11)

(12)

(13) .............. ·-···-,.··· ······-·· ................ .. . . ... . . ..................... ··-······ ···········-····· ..

for the 1rip

Quesriotrs U atrd 15

14. WhA1 look 1ht- group by surpri"<:'!

(A) the HmDUn1 of nun

( Jj) the nwnbcr of I"'"' hie rt>Uit':'

(C) 1l1C k~'l(th of tit<: i<run•·y

15. I low did Charles fed aboon h.wiug tu dl&IIRC nrult'-?

(A) 1-le relucumtly acttpt<-d it.

( R) He Wl<.' 1mtated by cht- diversion .

(C) h 0111de no rltffert'fl<"f: 10 hi• enJO)'ll\<'nt .

Questioos 16- 18

Cirdt 'I UREE l•tl<'n 1\ - P.

What does Charles .. ,y nbour hi~ fr~cnds'!

(A) He mcc them AI om• 'cngo on rhc HIP·

un They kepi alllhdr lll<'<.!ling llrr~ngt•mc•nl •.

(C) One of them hdP<~Iarrnnl(t' 1hc '"'"'l~>rt.

(D) One of chcm owned chc hoed clwy •t~y1·d m.

(E) Some of them cravdlt-d wi1h him.

(F) Only one group '"-"'..! tlw % d"Y'·

Questiom 19 and 20

Cin.le n~'O lm"" \ E.

What does Chllrl<"' ""Y ahout th<- dt~tlu~'"

(A) He rude them when h<- WB< tin-d .

(13) He named tlt<:m aft.r 1>1&.'"'·

(C) One of them dK-d.

(0) They behaved unpredtctably.

(E) They w~re very <mall.

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SECTION 3 Q11est ions 2 I - 30

Questiom 21 - 25

C'wllPiftr tlw }imn IH>/m4•.

Wnu "\0 \fORE THAN 11CREE WORDS for tach amwrr.

r

_L TIM

I D-d) of lll'Thal --. I Sunday--

--- - -------1

I Subject _j _ __fii<lory - -------

Numi:M:r of books 10 re-.td I< 23)

(l l ) ..

(22)

(24)

JANE

Day or """ lecture Toc,..foy ( 25 )

Questions 26 - 30

Writ~ NO MORE TliAN TIIREE WORDS for tacll umu:er .

26. Whftt i• Jane's study strategy in lt'\"'ures?

27. W hat is Tim 's Study • 1111tEgY for tcllding?

.~.

28. What ,. the subject of Tim's fir'i lecture?

30. What is tN, subject uf j8111.!'s f~t ~y?

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Questions 31 - 35

Com pme tlle table beluw.

Writ<' NO MORE TllAN TIIREE WORDS for roch answer.

I Course

1)'pe of course: Entry requirements

duration and level

I ------ 1- ----

Physi~l Fime.o;s Instructor E.tample

'lone

l Slx-mootb certlfkate

Sports Aillninis tmtor (31 ) .. •• 40 .. (32)

-·. in sports admini~tration

I (33)

Sports Psychologist ..... ......... ..........

D.groe in psychol~y

I ·••••••4•••-·······--·-······

Physical Eduattion Four-year degree in (34) .. Teacher education ...... . .......

'

Recreation Offit'er (35) ..... ········ ···---~---····

~one ................ _______ .

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Questioos 36- 40

C<mrp/propriat~ le/In.• A G al(am>t Qllt>>ll<>tiS 36 -10 .

r 1

'\1ain role Job

I Physical Fitnt'SS Jn,tructor (36) -

Spons Anmmi>tl'llt<•r (37)

-Spons Psydtolo~tiM (38) _______ .... ,,

~ - -Phy.;cal EdU<:nuon Tescher (39) ........ . .

r I Recreatron ()fftrer ( -10 )

I

I ---.

MAIN ROLES

(A) tlw ""'"·hong of lean..,

(Bl th<: suppon of elate athlttc-:-

(C) gurdzonce of ordinary indiv•dual:i

( [)) t'OitullUllllY health

(£) the trcetment of injuri<.,.

( Fl amulRUllt matches and wnliC.'!

L (G) the rounded del.-elopmenr of chrlrJn.n

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READING PASSAGE 1 You should s~td ubo11t 20 mi11utl'.s on QuestiOIIS .1 - 13 wlddt art based 011 Reading Pus.lagt I be

[(TU•.

AIRPORTS ON WATER River deltas e,re diHicult place; for map maken;. The river builds them up. the ~a wears them down; their outline.' are always ch;.nging. The changes in China's Pearl River delta. however, are more dramatic than the:;e nat· ural fluctuation:;. An island >ix kilotnctreS long and wi lh a tot:al area of 1248 hectares is being created there. And the civil engineers are as interest· ed in performance as in speed and size. This is a bit of the delt11 that they want to endure.

The new island of Chck Lap Kok, the site of Hong Kong's new airport, is 83% complete. The giant dumper trUCk.~ rumbling acro-o;s it will have finished their job by the middle of this year and the airport itself wiU be built at a similarly breakneck pace.

As Chck Lap Kok ri:;cs, howevl!f, another new A'iian island is sinking back into the sea. This is a 520-hectare island built in Osaka Bay, Japan, that <;('tves as the plarlorm for the new KnnMi airport. Chek Lap Kok wa~ built in a tliff!!rellt way, and thus hopes to avoid the same sinking fate.

The usual way 10 reclaim

•

land is to pile sand rock on to the seabed. When the seabed oozes with muel. this lS

rather like placing a textbook on a wet sponge: the weight squee?.es 1he water out, causing both woter and sponge lo :;ert le Jowl!!'. The :!ett lernen1 i~ rnrely even: different part.'<

~ink at different rates. So building>, pipes, roads and so on rend to buckle and crack. You can engineer IU"'lmd these problems, or you can engineer them out. Knnsai took the fir~t ap· proach ; Chek U.p Kok is taking tht! scoond.

The diffe.renccs arc b01 h political and goologital. Kansai wa.-> suppoocd to be built jll51 one kilornetre off:<hore. where the seabed is quite sol· id. Fishermen protest~d. and the site wa.• shi{ted a further five kilomcu'CS. Thai put it in deeper water ( l\l'OU!Id 20 metres } and above a seabed that consisted of 20 metros of soft alluvjal silr and mud deposits. Wor..,., J:x,Jow it WIIS 11 norvcry-fim> glACial dopo,;it hun· dreds of mci.J'e, thick.

The Kansai buildcn; recognised that !K:tdement was inevitable. Sand was driven into the seabed to

strengthen it before the land fi ll was piled on top, in (.Ill

attempt to slow the process: bllt this has not been as effective as had been hoped. To cope with sertlemem, Kansai's giant tenninal is sup· parted on 900 pillar.l. Each of then) cnn be individually juck<.-d up, allowing wedp;es to be added Wldcrneatb. That rs meant to keep the building level. But it could be a rridry task.

Conditions are different at Chek Lap Kok. There WM

!l<llne land there to bo!gin with, the original little island of Chek Lap Kok and a smaller outcrop called Lam Chau. Between them, these two outcrops of hard, weathered granite make up a quarter of l.he new island's ~urface area. UnfortUOBtcly, between the island" there was a layer of :!Oft mud. 27 n>et:rel< 1.hick in places.

Acrording to F' rans Uiterwijk. a Dutchman who is the project's reclamation di· rector, ir would h~ve been )XJSSible to leave this mud below the reclaintcd land, and to deal with l.hc I'Clouhing set tlcmcnt by the Kansai method. Bur rhe con<1ortium tluu won the contract for the

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;.land opted for a more 118 • grC!l!i•-e epproe.ch. h ao«m· blt-d the world's largcst fl<'ct of dn:dgcrs, which sucked up 150m cubtc met:reS of clay and mud and dumped it in d!'t:pcr waters. At the same time, 'lllnd wa.• dredged f rmn the watl'N And piled on top of th•, layer uf ,tiff clay that th.: mll,.q,, ~ had !Jiid Le.rc.

~or wa.• the sand the on ly thing u....d. The angiMI granite .,lAnd which had hill, up to 120 meues high wn• drilled and blasted into ooul· d~rs no btgger than rwo me· tn.:.• in diameter. Thi• IJRI·

vid<d 70m cubic metre< of f!Tl'llitt· to ~ to the L.Jand\ frxandation.•. BecaU>C the lc11 of bouldets does not fill the opace perfectly, this rq~· ra;cnts the equivalent of 105m cub•c metres of landfill Mn.<t of th~ rock will bet'Om(' the fattnd~t ions for the airport'<

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runv.""By~ and its l.uiwa>~· The !Wld ~ from the water.~ will al"<O be u."'--d to provide a two-mcrre a~pping lay;_.r over the granne pint fom1. This makes it eo.•wr for utilities to dig trenches granite is unyielding •tuff. Most of the tenuit._) bUtldmi(l\ wtll be plaCed abo"e the •ite of the existing U.land. Orily a limited amount of pile-drivllli ~ needed to <uppon building foundations aho\'e ..-.fu·r Ill'·

The oompk wd ~>lnnd will be six to ~even metres nbovc .ea level. In nil, 350m cubic metres of mntcrinl will M\'C been IllOII'Cd. And much of it, like the CJ~--erloed•, ha• to be 1110\-ed "e'-eral tin.e< be· fore reaching it. final n"tinR place. For uample. there ha.; tO be 11 OlOIOTWfty l,.flhhlc of t1UTying 150-tonllf' <lumptrucks; and then• ho.' m be a rai..OO area f<>r the 15 , 000

OOOStrUCtion ""rkt:f'o, 1 'ht_-.e are temporary; they Wlli be renlO\ul when the 81fJJOrl is finished.

The a.rpon, thou~th, is here to stay. To protect it, the new COfl.'otlinr i• lx•irll( bolstered with ~ fonnidablc twel\'e kilomr·t"" <>f scn dcft'JlCl·•. The hrum of a ty· , phoon will b<· dell• 'Ctoo by the neighbouring i..-.lsnd of L.an • tau: the foCI! waliJ should guard again.'! tht• n..-.t Gentler but more pcr.~i,ttnt bad weather-tht' downpours of the summer moll-''<'ll'm-i< nl:<(l being taken into AN'nunt. A nlllt·like mal!'l'iAI c·nlhl geo· textile is bc.ng l11id flrnM the Csland to ""'>llntlt' tlw rock nnd SIOO lay<'!'!\ . That woll ~top

"'l!ld prutid"" fran being wa..hcd into the rock voids. and so a~using furth~r 'lettlemcnt. This i.<lend i• bemg built never to be ~unk ,

Questions 1 - 5

a.wijy th~ folimvtlll{ ;JaJmrm~ as applyrng to

(Al C'h<-k Lap Kok auport only

(B) K•n.'lllr ftlrpott only

(Cl !loth airp<>l"b

Wnte the appn>priAU! letters A - C in boxes I 5 on wur a1uu,.,. 'he.:t.

Eawrplt• Amt<Yr

bui it nn a 11 vm Hllldt t<l11nd C

havill!( an area of ovl:l' I 000 hectares

2. built m a nvcr <klta

3. built in the open see

4. built by l'e("laiming land

5. built u.<ing oonventional methods of reclam8t~>n

Questions 6 - 9

Camp/m• th;/uhf/., "" Diagam B hffqw.

C:ht)ll!.l' .wur UII.I'U•·rs ./rt•m tiU' box belm.v tJuo diagram and u•ritr them i11 bo.rt.s 6-9 011 .wur OII.I'r

YLtrt .

1\B 'l7U'rro arr uwrt' m..W I phro.ws tlian S/J<Ui'S, 10 .)'IU v.-i/1 lint u~ tht?n all.

DIAGRAM A

Cross·stt·wm of In~ nngwal arta around Orelt Lap Kult lx'}orr wr'rk btgan

• IS •

DIAGRAM 13 Cro.<s-seclion of the samP area at the ti11u! the ar1icle was wrillpn

r

Questi011s 10- 13

granite

mud

(6)

terntinal building :;i te

sand

Camf>lete the summary belcrw.

runway4! and taxiways water

stiff clay

Choose .vour ansu...,.s from thB bo.:r below the sumnu1ry and u :rite them i>r batrs /0- 13 011 yrmr cmsu:er shl't't .

NB There are •mare u>Ords than spaces, .10 )Ou will II<Jl use them all.

lWhen the new Chek Lap Kok auport Ita.> been oomplet<'d, tht- raiSPd IUl'll and the ..• ( F..xampl~) ..• will ht• rem()Ved. motorway

The ;,]and will be partially pnm:ct«< from Wrtnll by. . . ( 10) ... and alro by. . . ( 11 ) ... Further settlement cau.'led by ... ( 12) ... wiU be prevented by the use of. .. ( 13) ...

• J 6 .

construction wtrrkel'$ geotextile

rainfall sea walls

coastline Lantau bland

rock and $8lld

typhoons

dun\p- trucks

motorway rock void<

READING PASSAGE 2

You should spent/ u.bottl 20 minuu·s 011 Queslions 14 - 27 t111lirlt are bused ml RMdinK Pa.<sagp 2 ntl

th< follfYWing pages.

Questions 14- 18

Readi11g Passage 2 has six paragraphs A - F.

010ose tit<! most suitable headings for paragraphs 8 - F f.-am the list of headings belrru.•.

Write U1e approprio.te numbers (I - IX ) in boxes 14 - 18 on )OUr answer sheet.

NB Then! are more headings than paragraphs, so you u.>ill not use them all.

List of Headin[!.S

Ottawa International Conference on Health Promotion

ii Holistic approach to health

iii The primary importance of environmental factors

IV Healthy lifestyles approach to health

V Changes in concepts of health in Western-society-

Vi Prevention of diseases and illness

Vii O ttawa Chane1· for Health Promotion

Viil Winition of health in mt'<lical tem1s

IX Socicreoological view of health

E COT/I""' Atmwr : ::: :: ] Par~.~graph A V I h 1 I US . ' .

14. Paragraph B

15. Plll'llgn!ph C

16. PllJ"!l8raph 0

17. Parngraph E

L8. Paragraph F

• 1.7 •

A

Changing our Understanding of Health

Tile concept of health holds different meanings for different people and groups. These meani~

of health have also changed over time. This change i< no more evidem than in Wcstem oociety to

day. when tlOtioru; of health and health proo,101ion are being challenged and expanded in new

ways.

B

For much of recent Western history. health has been viewed in the physical sense only. That is,

good health has been connected to th.- smooth mechanical operation of 1 he body, while ill health

has been attributed to a breakdown in this machine. Health in tllis sense has been defined as the

absence of disease or illness and is seen in medical terms. According to this view, creating health

for people means providin~ medical care to treat or prevem disea!le and illnes.~. 0unng this peri

od, there was an emphasis on providing clean water, improved sanitation and hoUlling.

c In the late 1940s the World Health Organistation challenged this physically and medically oriented

view of health. They stated that ·health is tl complete state of physical, mental and >«ial well

being and is not merely the absence of disease' (WHO. 1946). Health and the person were seen

more holi~tically (mind/body/spirit) and not just in physical term.~.

D

The J 970s was a Lime of focusing on the prevention of disease and illness by emphasising the irn·

pommce of the lifestyle and behaviour of the individual. Spedfic behaviours which were seen to

increase risk of disease, such as smoking, la£k of fitness and unhealthy eating habits, were tar

geted. Creating health meant providing not only medical health care. but health promotion pro·

grams and policies which would help people maintain healthy behaviours and life."tyles. WhUe this

individualistic healthy lifestyles approach to health worked for some (the wealthy members of so

ciety), people experiencing poverty, unemployment. underemployment or little control over the

conditions of their daily lives benefited little from t.hi~ sppt011ch. This was largely because both

the healthy lifestyles appt011ch and the ntediCill approach to health largely ignored the social and

environmental c'Ondition::. affecting the health of people.

' 18 '

E

During the 1980s and 1990s there has been 8 growing swing away from seeing lifestyle risks as the

root cause of poor health. While lifenyle factors stiU remain important, health is being viewed

also in terms of the social, economic and environmental contexts in which people live. This broad

approach tO health is called the socio-ecologie~~l view of health. The broad socio-ecological view of

heahh W/15 endorsed at the first International Conference of Health P!Omotion held in 1986, Ot

tawa, Canada. where people from 38 oountries agreed and declared that:

The fundamental conditions and resourc-es for health are peace, shelter,

education, food . 8 viable income, a stable eco-system, sustainable re

sources, social justice and equity. Improvement in health requires ll se

cure foundation in these basic requiremems. (WHO, 1986)

IL is clear from thiS statcmcm that the creation of health is about much more tban encouraging

healthy individual behavtours and lifestyles and providing appropriate medical care. Therefore.

the creation of health must include addressing i!;sues such as povert)'• pollution, urbanisation,

natuml relQun.-e depletion, social alienation and poor working conditions. The ;:oc;a}, economic

and environmental contexts which contribute to the cwnion of health do not operate separately or

independently of each other. Rather, they are intcrarting and interdependent, and it is the tom

plex interrelationship.s between them which detennine the conditions that promote health. A

broad socio-eoologieal view of health suggc:<ts that the promotion of health must include a strong

social, economic and environmental focus.

f'

Ar the Ottawa Confcre11oe in 1986, a chsrter was developed which outlined new directions for

health promotion based on the socio-ecological view of health. 1'hi~ charter, known as the Ot

tawa Charter for Health Promouon, remains as the backbone of health action today. In exploring

the .cope of health promotion it states that:

Good health is a major rerource for social, ~coO()Ollc and personal devel

opment and an imponant dimension of qul!lity of life. Political, eoonom

ic, social, cultural, environmental, behavioural and biological factors

can all favour healtk or be bannflll to it. (WHO, 1986)

The Ottawa Charter brings prnctielll meaning and action to this broad notion of health promotion.

It prP.rents fundamental strategies and approaches in achieving health for all. The overall philoso-

phy of health promotion which guides these fundamental strategies and appl"Obche:; is one of

abling poop le to increase cont.rOI over and to improve their health' (WHO, 1986) .

• en-

. 19 .

Questions 19- 22

Using NO MORE 1'HAN THREE WORDS from thd passag•, an>-wer the foiiUI.lling qumirms. W ri.u ;;our answers ;, OOxi!S 19 - 22 1111 your answer t.heet .

19. In which year did the World Health Organisat.ion defme health in terms of mental. physic•l and

social well-being?

20. Which members of sociery benefited mosr from rhe healthy lifestyle« appr<"'ch to health?

21. Name the three broad areas which reU.tt' ro people's health, Aet.'Urding to the sociOC<.-ological view

of health.

22. During which decade were lifestyle ri~k, ~een as the major contributors lo poor health?

Questions 23 - 27

Do the foilO'I.llitzg statements agree with the infonnatiun in Readinfl Pas.«•ge 2? r, bo:ws 23 27 on

your an.'IW!'r shnl write

YES if the statement agrees u.•th the infomwtion

NO if the ;/alemmt contradicts rh~ information

NOT GIVEN t[ /Jter~ tS rto informatiot~ on this in th~ passu.ge

23. Doctolb have been instrwnemal in improving living standard< in Western society.

24. The approach to health during rhe 1970s included the introduction of health awareness programs.

25. The socio-eoological view of health recognises that lifestyle habits and the provision of adequate

health care arc critical fActon; govemiog health.

26. The princaples of the Ottawa Charter are considered to be out of date in the 1990~.

27. In recent years a number of additional countries have sub:l<:ribed to the Ottawa Chaner.

• 20 •

READING PASSAGE 3

l'ou .lhould spend about 20 minutes nu Qut!$/iOIIt 28 - 40 u.</tich ar• IJaSed on Rl'll1ding Passage 3 lw·

lmu.

CHILDREN'S THINKING

One of the most ernment of psychologists.

C'lark Hull. claimed that the essence of rea

roning lies in the pulling together of two

'behaviour segments' in some novel way,

never actually performed before. so as to

reach a goal.

Two followers of C'lark Hull, Howard

and Tracey Kcndler, clevised a test for chil

dren that wa> explkilly based on Clark

Hull'~ principles. The children were given

the ta.~k of learning to operate a machine :l(>

as to get a toy . In order to succeed they

had to go through a two-stage sequenCt<.

The children were trained on each ~tage

separately. The stages consisted merely of

pressing the oorrcct one of two buttons to

get a marble: and of inserting the marble

into a small hole to release the toy.

The Kendlel>O found thnt the children

could learn the separnte bits readily enough.

Given the task of getting a marble by press·

ing the button they oould get the marble: given the task of getting a toy when a mar

ble was handed to them. they could use the

marble. (All they had to do was put it in a

hole. ) But they did not for the 1'11051 pan

'integrate' , to use the l<endlers · terminol·

ogy. They did not press the buttOn to get

the marble and then proceed without fur· ther help to use the marble to get the toy.

So the Kendlers ooncluded that they were

incapable of deductive reiL"'ffing.

The mystery at first appears to deepen

when we learn, from another psychologist.

Michael Cote. and his oollcagues. that

adults ln 1111 African culture apparently can·

not do the Kendlers' task either. Rut it

'""'""ns, on the other hand. when we learn '

that a task was devLo;ed which Wl'.< strictly

analogous to the Kendlers' one but much

eru;ier for the African males to handle.

Instead of the buuon-pressing ma·

chine. Cole used a locked box and two dif.

ferendy ooloured match-boxes. one of

which contained a key tbat woold open the

box. Notice that there IIJ'C still two be

haviour segments- 'open the right match·

box to get the key ' and ' use the key to

open the box' -ao the task <;eE!JnS formally

ro be the same. But psychologicaJiy it is

quite different. Now the subject is dealing

ool with a strange machine bUl with famil

iar meaningful objects: and it is clear to

him what he is meant t<> do. lt then tum•

. 21 •

out that the difficulty or . integration • ~.

gn:-&tly reduced.

Recent work by Simon HewlJ)n IS or l(t\'11t mtcren here for it ~how• that. for

young children, too. the cJirfi<-uhy lies not

ill tllto mfercntial proce."-.,c, which tll" tru.k

dt"lllllnd:l, but in certain perplcxong features

of th<· apparatus and the piocedure. When

the:.c are •·hanged in way, whi(h do llOI at

aiJ affL"Ct the inferential nature Of the prob-

l I<'Til. then live-year-~ld children ~"" th,.

problem ...., weU as colleg~ stud.-nrs did in

the Kt•ndlel'll' own experiment,.

Hew .. m made two l'ntd•l dun.gc•.

Fi..,.t. he replactd the button·J'""-"118

medumisrn in the >ide Jllllt<'l< hy druw<:r> in

the.<e '"'"d' which the rhild wuld open and

!lhut. 'Jltj,, took away lh<• nty>I<'IY ftl.<ll the

fi,.,.t 't~c of tTIIining. Then he hclp..-d the

<'hild tn unck;rstand t.hat there wu> no 'mag

ic' aLout the specific marble whirh, durmg

the ... u111d >~age of training, the experi-

111<-'ntcr handed to lum <o thAt the h~ rould

• 22 .

IJ<lll it in the bole and get the n.-wanl .

A child tmdersta~ nothing. after

all. ebvut bow a marble pul •nto a hole can

Of'('n a little door. How is he to know that

any other marble of similar silt will do just

~~,, wdl? Yet lie miJ!;t assume t hot if he i• to

"'Ove I h., Jln.blem. Hew:lOil nwle the func·

tlaN.I e<Jw'·al('ltce of different nl!lrblcs ciCbf

hy J~llyirtl( 11 • •wapping Rftlht' • with the

C'hil<l"'n .

Th·· two modifications tQR<·ther pro

dullCtl a ,lu111p m success rates r rum 30 per

cent to 90 per cent for five- year· old' and

I rum J5 per cent to 72.5 per cent for four

ye~~r-old> . For three-year-old•. for rt'A.'!OIIS

that are still in need of clarificati<ll'l, no im

PtoV<1ntnt rather a slight dn:{l in perfor

ntllncc - resulted from the chllngl'.

We mAY conclude, then thAt children

expetlertct' very real difficulty when faced

with the Kl•ndler appannus; but thi~ <lirfi

culty c~nnot be taken as proof thttt tl1l'y nre

inCIIpRble of deductive re&.'OJniltf( .

Questions 28 - 35

Cl~ssify the follmning dt;St:riPtirms as referring to

Clarl.: Hull CH Hcrtoord and Tracey Ket1d/er HTK

Michatl Co/R and rolleagu~s MC

Simon Hewson SH

Write th• appropriate letters in bo:tes 28- 35 on your <lll$tV/lr shi!el.

NB You may use any anSW<'P' ntt:rre·than once.

28. • .. .... is cited as lamou• in the rield of p5ychol0b'Y·

29. .. ............. demonstrllted 1 hat the two-stage ~.xperiment involving button-pressing and inserting a

marble into a hole ~ pn:>blern.~ for cenain adults as well as children.

30. .. .......... devi:.ed an experiment that investigated deductive reasoning without the use of Any mar-bles.

31 . appears ro have pn:>Ved that a change in the apparatus dnuru.tically improves the perfor-

32.

mance of children of certain ages.

u...O a machine to measure inductive rcas:>ning that replaced buuon-pressin,q with draw

er-opening.

33. • ....... experimented with thirlgs that the subjects might ha,•e been expected to cncoumer in ev-eryday life. rather than with a machine.

34. compared the performance of five-year-old;, with college students, using the same appa· rants with both sets of subjects.

35. ..... ... is cited as having demortstrated that earlier experiments into children's ability to reason

deductively may have led to the wrong conclusions.

. 23 .

Questions 36- 40

Do the folluwing statm~l> aww' wllh thr irsformation given i11 Readi11g PasS(lgc 3'! Tn ix»'rs 36 -

40 on ;)Vu answt!r sheet u.r•te.

YES

NO

NOT GIVEN

if tl.- staumwnr agrres with the infomwtior•

if thr statemml cotUradicts the information

if there is no i11fomrat ion 011 this i11 the passage

36. Howard and Traccy Kendler studied under Oark Hull.

37. The Kendlers trained their subjects separately 111 the t"'"O stages of their experiment, but not in

how to integrate the two actions.

38. Michael Cole and his colleagues demonstrated that adult performance on inductive reasoning tasks

depends on features of the apparatus and procedure.

39. All Hewson's experintents used marbles of the samt> si•c.

40. Hewson's modifications resulted in a higher succc'lS rate for children of all ages.

. 24 .

\\ I~ I I I'\<;

WRITING TASK 1 You should spend about 20 minute.. on this task.

Tire table below shows the consumer d~~rables (telephone. refrigeralor. etc. } owned

in Brilain from 1972 to 1983 .

Wrile a report for a university looturer describing the infoml(Jtion shown belcw.

You •hould write at least 150 wore\.•.

Coo.sumer durables 1972 1974 1976 1978 1979 1981 1982 -

Percentage of I

households with:

c:emral heating 37 43 48 52 55 59 60

television 93 95 96 96 97 97 IJ7 •

video - T--

vacuum cleaner 87 89 92 92 Q3 94 95 - -

refrigerator 73 Sl 88 91 92 I 93 93

washing machine 66 68 71 75 74 78 79

dishwasher 3 3 4 4

- --telepbone 42 50 54 60 67 I 75 76

'- -

1983

64

98

18

94

80

5

77

. 25 .

I

WRITING TASK 2

You :Jv!uld ~ &bout 40 minutes on thi, ta.-k

Pre=~<·nt a wnttcn argwnent or case to"'' eJUGt«l reado.-r WJth no 'IJCCiali,l knowledge of tht• l<~lowmg

topic.

''l'athtrhood tHtgltlLO be emp/1asistd as much a.' motherhood. The idea that ~"'"" are

solely re.vponsible for deciding whctlwr or not to have babies /rods on 111 the idea t/101

they art aflo rt"<ponsible for bringing tl1c clllldrtll up. "

ro what I'XII'fll do you agree or disagrt<t '!

y,., 'hould u.o;e your own ideas. knowledge and Ull<'ll<"flO.' and -uppo<t your argumc:nts wnh c:.>.;unpb

•nd "'k'11nt c'idcncc .

. 26 .

SPEAK I'\(;

Task:

The candidate is to find out as much informauon a~ poo;~~ible abou1 electromc mail.

Candidate's cue card:

ELECTRONIC MAIL

You arc studying at a language !iehool and ha•e heard that studeoiS may obtain au elec

tronic mail (e-mail) address so that they can send and receive nu.>ssages by computer.

The Examiner is the Student Services advis<lr.

A.,k the Examiner about: what ~mail is

l'O.'!I

how to obtain an e-mail address

loc•tion of e-mail at school

equipment needed at home

rourses on e-mail

Information for the Examiner:

wh•t e-mail i~ ~ means by which 1.0 send mes:;ages from one computer to anoth

er over the udephone line.<

COSI ~·~·~ ~~ ~·~··~· (ree for student$ at this language school

how to obtain an e-mail address complete an application fontJ IUld return to Student Services

location of a e-rnail at school~·· in <he i!ldependcnt lcami~ centre or computer labonuory

equopment needed at home -~ .............. a modem and a telephone line

courses one-mail ~-~ ··~······ -~ ····· Friday afternoon cla= throughout the year

• 27 .

Test 2

SECTION 1 QutStions 1 - 10

QutStiOfl$ I and 2

Cirrlt the correct letters A - C.

J.:m mfJr

(Jfl\'ill rnoved intO hi.,. AJl8rflllt"OI •• •

(A) two days IoN"·

[Wl' two week• ago

(C) two mumhs ago.

G.mn '$ apartment i• mtt'tl on the __ _

(,\) !~round floor.

(B) ~nd floor.

((') third Ooor.

2. The momhly rent for (;avm ·~ ~pannlffit is __ _

(A) $615. (8) $650.

((') $655.

Questions 3 - 6

CmnJ>Iflt rhr table beluw

Writr NO MOR£ THAN 11fRFF WORDS for i!arh cw.<tt• r. -~--------------------------~ m:\t \'Al.l'E

$450

(4 ) - ·- . .. . i $ I ,150

Watc..,. $ 2. ()I)()

(1), and (S) $ 4()0

Total 1umual oost of in!<Uranoo (6) s .... .. -. 28 .

Questions 7 - 10

Cum pl~Le the form beluw .

Wriuo NO MORE THAN THREE WORDS }or each ansW!'r.

INSURANCE APPLICATION FORM

Name: Mr Gat>in (7 )

Address: (8) Hig~Jim Street

(9)

Oate o£ Birth : 12th Nrwember I 980

Telephone: Home: 9872 4855

:-.lationality: (10)

. 29 .

SECTION 2 Questions I1 - 20

Questions 11

Smnh ll<>u.'«' wa.• origmally built as -----,r;-'

(A) n n...,.idcmiul college. " (B)' n fnmdy hou....., .

(C) e UOIVCr.illy.

( D) an oHi~ block.

Questionf 12 - J.l

Compltz. tht ,, f"'mutin" o/tl~ mom numb.r

Wntt 1\0 \fORP TH .t' THREE n·oRDS ji,- "" /, ""·"""'r.

( 12) wing--

D-,._,, .. , ROOM NUMBER:

l ( 13)

Qui'Sriom IS - 17

Cnmplttt tht •'lllm0 MORF 'fHA "< £HREE WORDS jnr "'' h umu..r .

• Studtms lll't'<la Cront door key between ( 15) J\. '\11) ........

• In nn <·mtrgcncy. ~ludcnts should u.~ ( J6 )

• f't"t:< ni"" cuv~r !!Ome (17) ... ... .

• JO .

·- ...

Questions 18-20

O>mpleu t ltl' S<!llltPICe.l bel.tYW .

Wme NO MORE THAN THREE WOR.US for l'ach an>Wf'r .

• No noise after 9 pm.

• Smoking only allowed on ( 18)

• No changes can be made to ( 19) ... . .. ·-· . -.. ..

If )UU have any qu~rions, a.(k tlw (20) ............ ..... .................... - ...... ..


Questio11s 21 - 25

r/lm p{I'IP t!Je form f>e{qw.

r Write NO MORE TIIAN THREE WORDS for each aliSWI'J'.

l'onns of media Examples .

Print • book.• • (21 ) .. ... ... ·-·· ·· .. .. -··· ... .. ... . . .. . ....

Pictures . (22) .... . ... . , ······-··- - ···· ·· · -···-·· ·· -·····-··• •*- . . .

. COs Audio ( listeniJlg)

(23) • .. .... .. ..................... .. 0 •• .... .. ... .... • film

Audio-visual • (24) . .. .. .. .. .. - .. ... .. ... - .. .. -• videoo;

ElectTOnic ( 25 ) .... .. .. ... ... ....... .... ... .......... ......

. 31 •

Questions 26 - 30

W ritt' the appropriate letters A - C aga;flst queszions 26 - 30.

According to the speakers, in which situation are the following media most useful?

(A) i11d1vidual children (B) five or six children

(C) whole clas:;

A

26. tapes

27. computers

28. videos

29. books ·-··---·····-··· 30. wall maps ···-····--··-···········


Questions 31

Ci rclt' the corrt!CI. kttn- A - D •

Wh;tt percentage of the workforce were employed in agriculture in the mid 1 900s? (A) 30%

(B) 10% (C) 20% (D) 50%

Questions 32 and 33

O:tmp/ere the note< beluw:

Write NO MORE TIIAN THREE WORDS far each anru:er.

Three factors contributing lO the efficiency of the agricultural ;~eetor are ... • 50-60 ye&rs of intelligent ~tate $Upporl

• the quality of (32) . among those employed

• the farmers' investmem in (33)

. 32 .

Questions 34 - 39

O!mplete the tabLe below:

Write NO MORE THAN TRREF: WORDS for ew:h um-u.:r .

r- ~

I

Region Sorth Ellst West

~~

hilly with thio soli flat with

rich ~il Land (36) .... . .. ......

Climate (34) ......... -··-./·-·-··· mixed

(38) -·-- ... ~---··

end ···~· ················- ··· and

Farml)'ll(! smaU, family-run commercial average size

(39) hect!lres

- - 1-

(35) . cereals end milk, cheese and Produce

and .. ... - .. (37) . ... .. meat '

Questions 40

Grrk the correct lettl!r A -C.

Fanner.; have a 5trong sense ol solidarity because __ _

(A) the media supports them.

(B) they have a $tl'Ong Union.

(C) Uley have countrywide interests.

. 33 .

READING PASSAGE 1 You should spend ahout 20 minutn cm Questions I - 13 which are based '"' Rtading Pa.wge J IJ<..

l<YW.

IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY

Within Australia. Australian llotcls lnc

(1\H I) operates rune hotels and employs over

2000 permAnent full-time ,Utfl, 300 penna·

nem pan-time employees and 100 casual ~talf.

Ooe of i!S latest ventures, the Sydney Airport

hotel ( SAH). opened in March 1995. The hotel is the closest to Sydney Airpon and is

d~igned w provide the belt available acoorn

modat ion, food and beverage ~nd meeting fa·

cililies in Sydney's south(!ffl suburbs. Similar

to many internationAl hotel chains. however,

AHl has experienced difficulties in Australia in

providing long-term profits for hotel owners,

liS a result of the oountry 's high labour·oost

structure. In order to d~ovclop an ct'Onomically

viable hotel organisation model, 1\Hl decided

to irnplerrent !'OI1lC new policies and practices

at SAH. The first of the initiatives was an organi

sational structure with only three levels of

managemem-compared to the traditional sev

en. Panly as a result of this change. there

are 25 per oent fewer management positions,

enabling a significant saving. This change al

so has other implications. Communication,

both up ancl down th~ organisation. has

gret~tly improved. Decision-making has been

forced down in many cases to front-line em

ployees. A~ a result, guest requests are usu· . 34 .

ally met y.,-ithout reference to a ~upervisor.

improving both customer and employee satis

fllclion.

Th<l hotd "'"'' rc(X)f!ni:iOO that 1t would need a different 8flpl'()(tch to 'clecting t!lllploy

ees who would fit in with i!S new policies. In

liS adveni,;ementS, th~ hotel stated a [)refer

ence for (X'Ople with some 'service' ('Xperi ·

en~-e in order to mitumtse uadilional work

practices being introduced into the bote!.

Over 7000 applicants filled in application

forms for the 120 job.• initially offe red at SAH. The balanoe of the pt:"itions at the ho

tel (30 management and 40 shih leader po;<i

t ions) were predominantly filled by transfers

from other 1\HI properties.

A o;eries of tests and imervicws were con

ducted with potential employees, whtch even

tually left 280 applicants competing for the

120 advertised poo<uions. After the final in·

terview, potential re<:nnts were divided into

three categ<mes Category A wa< for nppli

cants exhibiting su-cng leadership qualities.

Category C was for upplicnnts perceived to be

followers, and Category B was for applicants

with hoth l~der aml follower qualities. Department heads and $hift leaders then com•

posed prospective teams using 11 mmbination of

people from all three categories. Onoe suitable

tewns were fom1ed, offer. of employment were made to team members.

Another 11111jor initiative by SAH w&; to

adopt a totally multi-skilled workforce. Although there 11111y be some limitatiom. with highly technical jobs such as cooking or main· tenance, wherever po5Sible, employees at 5.1\H are oble to work in n wide variety of po· sit ions. A multi-skilled workforce provides far greater lll8Jiagcmcnt Ocxibilyty during peak and quiCl times to transfer employees to need~

eel positions. For example, when office staff are away on holidays during quiet periods of the year, employees in either food or beverage or huusekecping departments can temporarily fill in.

Th~; moot crucial way. however, of im proving the labouc cost structure at SAI-l was to (incl bcuer, mote productive ways of pr<r viding customer service. SAI-l management

wncluded thb would first reqoire a process of • bcnchrnarkmg • . The prime objective of the

benchmarking pr:oceos wa:. to mmpare a range of serv1ce delivery prooe:sses acre&; a range of

cnteria using teams made up of employees horn different departments within the hotel

wh•ch interacted with each other. This pro~ ces.• resuhed in perfommnce mea~ures that greatly enhanced SAH's ability to improve productivity And quality.

The front office team discovered through this project that a high proportion of AHI Dub member reservations were incomplete . • A.s a resuh. the service provided to these

gueot.' was below the l'8lldard promised to them as part of their membership agreement. Reducing the number of int-.;,mplele n.-serva~

tions greatly impnwcd guest perceptions of ,;ervke.

In addition. a program modelled on an earlier project called • Take Charge' was im~ plemented. Essentially, Take Charge pro

vides !!11 effective feedback loop from both customers and employees. Customer comments. both positive and negative. are recorded by staff. The.o;e are <:ollated regularly to identify opportunities for improvement. Just as im

portantly, employees are requested to note down their own suggestions for improvement. (AI TI has set an expectation that employees will submit at le.1St three suggestions for every one they receive from a customer. ) F.mployee feedba.ck is reviewed daily and suggestions are implemented within 48 boors, if possible- or a valid reason is given for non-implementa· tiro. [( suggestions require analysis or data collection, the Take C)large team has 30 days in which to addre.."S the issue and come up with recommendations.

Although quantitative evidence of AHI's mitiatives at SAH are limited at present,

anecdotal l!viden~-e clearly suggests that these I practices are working. Indeed /\HI is pro

gres.~ively rolling out tlw;e initiatives in other

hotels in Australia. whilst numerous overseas vLSimrs have come to see how the pr<.Jgram

works.

This amde has been ttdapted and oon<lcnsed loom the anide by ll.Carter ( 1996). • lmplancntir>!l 1he cycle of """"""'' A"""" study of the :ihe"'ton PltCilic Division'. Asia f'ari.fk )ow-nol oj Human /le.•'"'""'. 34(3) ; lll-23. Names and oil.,. d<mib .,...,.. ._, chongod •nd report hndi"8" mAY hove I>OM givm • dilleren1 tmpha.<i< Iran the oriRlfl81. We are gnneluJ to lhe omhor and Asia Paci/>e .l<><mral of H•ml;m Re.fOt<rres lor aiJov,,ng U5 tO II>C 1h~ n1111en/ll in lhis way .

. 35 .

Questions 1 - 5

01005(! Jhe apprvprial~ lett£r5 A - D and ·write them ;, baxts 1 -5 on :>tJur answer slr~t.

I. The high CC:~ts of running Al-II'~ hotelq are relllt<'<i 10 theh: __ _

(A) management.

(B) si1.e. (C) staff.

(O) policies.

2. SAH's new organisational structure requires __ _

(A) 75 'l6 of rhe old management positions.

(B) 25% of th~ old management po.siticms.

(C) 25% more management J:>o.•ition.,.

(D) 5% fewer management positions.

3. The SAH's approach 10 o.rganisational structure required changing prllCtice:-. in __ _

(A) indu.~lrial relations.

(B) firing staff.

(C) htring staff.

(D) marketing.

4. The total number of jobs adverri.e.d at the SAH was __ _

(A) 70. (B) L20. (C) 170.

(D) 280.

S. C1regorie:~ A . B and C were u.~ LO select __ _

(A) from office staff.

(B) new teams.

(Cl department heads.

(D) new manage~'> .

. 36 .

Q~tiom 6 - 13

t ;,mp/rt¥ r), jc/lau.ong Sllllltn<Jry oj t}, wst f our /IQT>JR:ruphs of l<nuirng PaJ3aRP 1 uswg 0,,.. OR

n10 u..,.Jf jrom tJ, Rtl..dmg Passap for Mch unru...- .

llintr ""' anru~r$ Ill bnrn 6- 13 on )OUT ansu" shwt.

WRATTHEY OJD A I SAJ I

Teams of employees were selected from diffen·nt hc11el cl~J>Mim~ents to J)IU"ticipate in u. . . ( 6) .. . exercise.

The .nfonnatoon collected was used to C"On1JlAI?. • • ( 7 ) ... proc:e,.....,

which. in turn . led to the deo.-elopm~m of. .• ( 8 ) ... tMt wnuld be

used to m012lle the hotel's capacity to impnwe .•• ( 9 ) ... a.• wdl a'

qualny

·\l:io, and old<-r pn:>gmm known ''· .. ( 10 ) ... wtt• inuuduced 111

SAH In thi, pn;wam. .. . ( 11 ) .. rs .:O.ll!Jlht [rum cu<t0011'1" and ~taff Where~ PQ5Sible... ( 12 ) ... 't~•·,tion' M' impltmented

wtthin 48 hours. Other sugge:;uon.• RA! 111\t•tig,. tt-d !or their f<:~>,ibility

for n pcnod of up to . .. (13) ....

. 37 .

READING PASSAGE 2

You should spend about 20 minute.< on Qruslions 14- 26 u.frich are bas«l cm Reading Pa.<$Clg~ 2 bf. law.

The discovery that lllllguage can be a

barrier to <:Ommunication is quickly made by

nil who !.I'll vel. study, govern or sell.

Whether the activity i.~ tourbm. re:;ear<:h.

government. policing, business, or data

dissemination. the lack of a common lan

guage can lM!\-erely impede progre55 or can

halt 11 altogether. 'Common language' here usu.11ly means a foreign language. but the same point appli~ in principle to lllly

en~unter with unf~milior dialect~ or style!

within a single language. 'They don't talk the same language' has a major metaphori •

cal me~ning 9longside its literal one.

Although commw11catiQil problems of

thi~ kind must happen thow;ands of times

each day. very few become public knowl·

edge. Publicity comes only when a failure

to communicate has major consequences.

such & •trikes, bu orde... leg•l prob·

lenl,, or fat~l accidents - even, at times,

war. One reponed instance of communica

tion failure took place in 1970, when sever

al Americans ate a species of poisonous

mu.•hroom. No remedy was known, and

two of the pwple died within days. A radio

report of the ca:>e was heard by n chemist

who knew of a treatment that had been sue·

c~fully used in 1959 and publi$hed in

l\)(>3. Why had the American doctors not

htlllrd of it 5even years later? Presumably

l>ec~~ttse th<." report of the trearmcnt had

bet:n published only in journal~ wriHen in

European languages other than English.

Several comparable cases have been re

poned. But isolated examples do not give

. 38 .

rtn impre.«<ion of the si'.c of the problem

something that can come only from studies

of the usc or Avoidllllet: of foreign-language

mAteri11ls and cxmtacts m different oommu·

nicative situations. In the English·speaking

scientific world, for example. surveys of

books and doc=ents consulted in Ubrarics

nnd other infotm~~tion agencies have shown

that very little foreign-language material is

ever t~msulwd . Library requcsL< in the field

of science and technology showed that only

13 per rent were for foreign language peri

odicals. Studies of the sources cit~>d in pub

lications lead to a similar conclusion: the

use of foreign-language sources is often

found to be a.• low as l 0 per t-ent.

The blnguage barrier presents itself in

Mark form to !inns who wi$11 to market

their products in other countries. British

indu.,try, in particular, ha.• in recent

decades often been criticised for its linguistic

in~ularity- for its a'"'umption that foreign

buyers will be happy to communicate 111

English, and that awareness of other lan

guages is not therefor a priorly. In the

!960~. over two-thirds of British fim>s

dealing with non·English·spcaking cu.~·

mmers were using English for outgoilll{ cor

respondence; many had their AAics litera

ture only in English; and a.< many ll!l40 per

cent employed no-one able to <XJTnmunicate

in the customers' langt~ages, A similar

problem was identi£ied i11 other English

spe.aking countries. notably the USA,

Australia and New Zealand. And non-Eng

lish-speaking countries were by no mca.ru>

exempt - although the widcspreBd u;,e of Engli>h as an alternative language made

them le:ss open tu the cluug~ of insularity. The criticism and publicity given to

thiS pmblem ~in<'e the 1960~ seems 10 have gTOittly impru,.e<J the sttuation. industrial

tmining ~hl!ttle; have promoted an increase m linguisri~ and ~ultural awareness. Many

!inn' 1¥JW hav~ their own translation service~; to takt just one exantple in Britain,

RQWlltree Mackint.P«h now publi•h their docum~nt-'< on six lnnguages ( English, French. German. Durch, Italian and XhON< ) Some firms nm part•time language coul"eS in the language:, olrhe counlrit,. wirh which they are fllO(;t involve..!: llO!Ile produce 1 heir own rechnical gle»!<arie>, to ensure oonsistency when IUIIterial ;_, being translated. lt io now much more rea.J,Jy appreciated that markering effort~ can be delayed, damaged, or disrupted by a l'ailure to r.ake account of the linguistic

need• of the customer. The changes in awareness have been

most marked in English-speaklng countries, where the realisation hAs gradually dawned that by no means everyon~ in the y;orld

knows English well enough to negotiate in it. Thi~ is especi~lly a problem when English is not •n official language of public adminis! rat ion, as in most ~s of the Far East, Russia. f:.astem Europe. the Arab would, Latin America and French speaking Alrica. Even in cases where foreign custontcn. can speak English quite well, it ts often Iorgo!LCJJ that they may not be able to untlerstwtd it to the required level beating in milld the regional and social variation

whlch Jlermeate:> >P...tth and which can cau.'le major prublcms of listening comprehension. In :;ecuring understanding, how

we' ~peak to • them' is just as impor .. t.ant. it appear., aM how 'they' speak to f u.c; I •

- 39 '

Q11estions 14 - 17

CompktP each of the following statements ( Que>lion> N - 17) with u.ords takrn from Reading

Passage 2. Write NO MORE THAN 11/REE WORDS for tm:h an:ru'ftr.

WritP your an.rurrs m ba:us 14- 17 011 your ansuKr mt.

14. Language problems may rome 10 rhe ancntion of the public when they have

.... . such a• fauJ accidC!llt;; or social problems.

l5. F.vidence of the extent of the language biUTicr has been gained from

... of materi.Js usw by scientists >uch as boolc! and periodicals.

16. An exampl• of Rritish linguistic in.,ularity is the use of English for materials such llS

17. 1\n ex~mpl<' tlf n p~rl of the world where people may have difficulty in negotiating English is

Q11estions 18 - 20

Choose the af>fml/Jriate letter A - 0 and u.>ri.te them in /;<u:es 18 - 20 on ;)Qttr ansu.oer shel!t .

18. Acoording to the passage, 'They don't talk the Mme language' (paragraph 1), can refer to problems in __ _

(A} understanding metaphor.

(B) learning foreign lan~agcs.

(C) understanding dialect or style.

(D) dealing with wchooiOf'lical change.

19. The case of the poi!!Ollou~ =~brooms (paragraph 2) suggests that American doctor.; __ _

(A) should pay more attention to radio reports.

( 13) only read medical articles if they are ln. English. (C) "n: 50metim"" unwilling to try foreign treatments. (D} do not always communicate effectively with their patients.

20. Ae<ording to the writer. the linguistic insularity of British busines&'S

(A) later spread to other countries. (B) had a negative effect on their business.

(C) i!> not as bad now as it used to be in the past

(D) mad~ oon-£nglish-speaking companies turn to other market> .

. 40 •

Questions 21 - 24

List the FOUR mai11 UXl.JIS in 'Which Briti$/t compames have tried to SLJh<e th~ probl<'flz of thelangung• bonier .finct the 1960s.

Write NO MORE 1·RAN THREe WORDS for eadt amwer. Write your aJLI"tiX'rs in lx=s 21 - 24 on your arttwer .o;hl't't.

21. ................................. ~ ....... ~... •. -· •• .. ..

22.

23.

24 ........ - .......... _ ..................................................... ..

Questions 25 and 26

Choose the appropriate /ettus A - D a11d write them in lxxr.e.< 25 and 26 Qtl )Our amwer :Jz«t.

25. According to the writer . English-,peaking p!lOple 1'\eed 10 be aware that __ _

(A) some foreigt\ers have never met an English-speaking person.

(B) many foreignert< have no de.~ire to learn English.

(C) foreign language may poo;e a greater problem in the fuwre. (D) English-speaking foreigners may have difficulty understanding English .

26. A suitable title for this passage would be __ _ (A) Overcoming the language barrier

(B) How to survive an English·speaking world (C) Global understanding - the key to personal progress

(D) The need for a common language

. 4 1 .

READING PASSAGE 3

) "" .;~,.,,[,f ·~·ui uhout ZO nunuta nn QuatW..s 21 - 4() ulrido arr bas«i"" ~in~ Pasm# J "" t/o. fol/rn. lnJI p.t,:.r •

Qumiom 27 - .10

Rnulw~: Pu.'·"'K' J hu• ·""""' p.trowa/>h.• ,\ G. Fnm1 tl.- list 11F hPUdilll{> bduu.• chCOS<" the mm/ 'llllllbiP ht<ulinff' ji>r paragraphs B 1<:. W.-it .. thr U/lftrr>/JI'Wit IIUfllbers (I Vfil) '" lnte> 27 30 011 .wur arw-u.'er shl'f't.

"'8 /J.n,. un· llllllt' ht<ulillf(S than paragrapla. so .wu will rw me them a.U.

1-:.Xampk f>ansgraph A

27. Pan.graph 0

28. Paragr•ph C

29. PM•ArAph 0

30. P•rll8111J>h E

. 4~ .

_______ ,

Li>l or llt'lldinl:i

I :\ trul) mtenmtional mvirorunrot

A O.K:e a pun city. al"11Y5 a pon cuy

lii Good purb oru.kc huge profits

lv V

vi VII

How the port clw•R"" o Cll{> mfro,tructure

Rea."""' for the dt-cluw of ports Rclativt! hignifienncc of trudc and service industry

Port• ancJ harbour.. VIII The der\'lllnds of the oil ind1Nry

i\ P~SU.-r·

vll

What is a Port City? The port city provides a fasciuatmg and rich tmdl!Y$tandmg of the mo'UI!>Jlml of people and

l(ood> amund the world. We rmtkrsta11d a port as a t'/!111,.. of land-~ ,;:rchange, and as a

major wurce of livelihood and a major force for cultural mixing. But do ports all Pr<•tirtce a range of comnum urban clu:v-acreristi.cs ttl>ich jusrify classifyillg port cilil's wgeth."'· undn- a

single generic label? Do tltey have enough ;,. common to W(l.rrat>l diszinguu!lting them jmm

oth.tr kinds of czties?

A A pan lllil!lt be distinguished from a harbour. They are two very different things. Mqot ports have poor hmbour•. •nd many fine hHrbour,; see few ship,'<. HarLour ts a phy>ical t'Oncept, a :illeltcr for ship6; pan i~ an economic concept, a centre of land-sea exchange which requires good access t.o a hinterland even more than a sea linked foreland. it is landward access, which is productive of goods for expon and which demands imporrs, that i~ cri.tical. Poor harbours can bf' improved with breakwaters and dredging if there i~ a dcnvmd lcrr • port. Madra, and C..olombo arc exampl"" of harbours expen:;ively improved by enlarging, drodging and buildmg brealcwatcrs.

B Pon cities become industrial, financial nnd service centres and political capitals because of their wat~r ronnection.~ and the urban concentration which arises there and later dra"'S to it railways, highways and air routes. Watn transport means cheap ac;ces:;;, the chi~f bo.sis of all pon citie:>. Many of the world's biggest cities, for example. London, New York, Shanghai, J,tanbul. Buenos Aire::., Tok)IO, Jakarta. Calcutta, Philadelphia and San Francisoo began as pons- that IS, wtth land-sea exchange as their ruajor function- but they have since grown di"J>rnportionately in other respects so tllat their pan funcdons xre no longer dontinant. They remain different kinds of place:. from non-pan. citk>s and thcir pon functions acoount for that difference.

C Port functioru,. more than anything else, make a city cosmopolitan. /\ pon city i~ open to the world. In it raa!b. <.'l.lhures, 1111d ideas, as well as goods (mm a wJ.nety uf t>laces. jostle. mix and enricb each other and the liie of the city. Th<!' smell of the ,;ea and the harbc>ur, the sound of boat whistles or the moving tides are symbols of their multiple link~ with 11 wide world, S3m· pies of which are prest!nl in microcosm within their own urban areas.

0 Sea pons have lx.>en uansfortned by the advent of powered vessels. whose size And draught have mcreBSed. Many fonnerly important ports have become economically a11d physically less occessi ble as a result. By-passed by most of their fonner enriching flow of exchange, they have become cultural and ecx:mon·ut backwaters or have acqttrred the character of museum• of the ~t. E'X81ll.ples of thf.'S(> are Charleston, Salem. Rri•t•>l. Plymouth. SuraL Galle, Mclaka. Suzhou chmv. IHlrl s long list of earlier prominent port cities in Southea." A$ia, Nrica and Latio Arncriea.

. 43 .

F: !'v1uch domestic pnn trade ha.< no1 been rewrdcd. What e-·idt:nc1! we ha'" SU8fle5t" chat dnme<tic

trade was grearer ftt all periods than external trade. Sh11ngha,, for example, did most of it:;

trnde with other Ch'"""" ports and 1nland c•ues. Calcuna rradoo mamly Wlth or her"""" of In

dia and so on. M0t1t of any city's population is engaged in providing goods ant! ..crviccs for the

city itself. Trftd~ out~ide the ciry is 1L~ basic function. Rut each basic worker re<tuires food.

housing, clothing and other such 'iervi~. Estimates of the ratio of basoc to ""ni<'C workers

range from 1:4 to I :s.

F No city can be -.mply a port but mttst be involved in a variety of other acthities. Thto port hmc

tion of the city draws to it raw moterials And distributes them in many other fom>.•· Ports take

advantage of th~ nl'<'d for ureaking up the bulk material where woter ond land tran<port meet and

where loading and unloeding oosts can be minimised by ~"~:fining raw materials or turning them

into fmisbcd goods. 11>e major exampl"' here are oil reftnin~ and ore refming, which .uc com

monly locared at pons. h i.~ llOI ca:,y to draw a line around what i• ancl i5 nul a port f~uon.

All ports handle, un~wl. son. alter. proc:es;. repack, and re.h1p most of whDt they recei\'e.

A <"ity may 'till be rt.'garded as a port ciry when it becx'ml':< involved in a great range of functions

110t immediately involved with ship.• or doc·ks.

G Cities which began as pons retain the chief oommercial and administrative centre of the city

dose to the waterfront. The oemre of '-lew York is in lower Mnnhauan betweton two river

mouths, the Ci1y of London i.• on the ThDmes, Shru~ghai along the Bund. This proximity to

water is abo true of Boston, Philadelphia. Bomhay. C.alculla, Madras, Singapore.

Bangkok, Hong Kong and Yokolwna, where the oommercial, fonancial. and •dminist:nltiw

celtn!:S are still grouped around thetr harbours C!"en though each city ha.~ e-xpend.,d mto a

metropolis. F.ven a ca.,uaJ visttor cannot mistake them as an)llhing but port ciues.

. 44 .

Questions 31 - 34

/..oak at the folWu..ing descriptions ( Quntions 31 - 34) of snme port citie.! mmtiomd in RI!Oding

P.usage3.

Match thl! pairs of cities ( A - B ) listed beLow, u.ith the descriptions.

Write lhe appropriate letter.< A - H in bares 31 -34 on .)Our anru:er sh<t!t.

NB T111!re are more pairs of port cities tho.n descriptior~s. so .)OU u.<ll not use them all.

31. required oonsiderable iuQ-bour development

32. began as ports bur other facilities later dominated

33. lost tbeir prominence when large ships could not be aooommodated

34. maintain their business centres near the port waterfront

I

(A) Bombay and Buenos Aires

(B) Hong Kong and Salem

(C) Istanbul and Jakarta

(D) Madras and Colombo

(E) New York and Bristol

(F) Plymouth and Melaka

(G) Singapore and Yokoharns

( H) Surat and London

• 45 •

Que$tion.t 35 - 40

[).,rile fu/lau.•n, .uu .. mmts agnoe with rh,. it~/ormlltitm Rit•., rn R«Uling P<USag" 3?

In bmn 35- -#1 or: ;)'>Ur un.ru<tr >hm -wnt~

'f~'> rf the slatem""t a~ u.1th thr infi>mratmn

1\10 if th<' >tatmrmt comradu·ts thP tnjrrrmatum

NOI GI\-EN if there is rto informotirm on thl.< "' the /}(IS.'ill/J'

35. Cities c~a-e to be port citieoo when other function~ <.lc>rturw.te.

36. In the r~t. nlllny rrtit>S did more trade within tiK·ir own wumry than with o•'C~< port,.

37. \le ..a 1'""1~•· in a prm city are enl(~ed in intcmll\ionaltrud<.l and finance.

39 Purt~ lurvc to o,:.,taLii>h a oommon language of tradt•.

40 l'orL• oft,•n lurvc river connections .

• 46 .

\\Hill'\(;

WRJTI!\G TASK 1

Tlw chQ/1 below shoW<~ tht amount of leisu" ti~ mjaytd b! ,_, and liVIftm of diffNYnt

rtnploymtnt status.

Writt a repart for a mri>w·sity l~turcr dncribrng tht infomratiorr shown below.

You ''•~Jid write st least 150 wrod~.

100

110

20

0

IAioure -In a typlclol-by ou-employnwll- tM-91

--LJF«na!es

Employed P41tHmo

Unemployed

• 47 .

WRITING TASK 2

' ru .J,..,uld >{JO:nd ~bout 40 minutes on thi• ta•k,

p,..,.1lt a wntten afl(wnem or case to an educeted reader w1th no !>P«Ialist knowledge ol the !olk.>wulll

topic.

• Prtwtntion 1$ ~Iter tl1an cure. "

Ot1/ of a COIIntry's hoolth budget , a large proportion .•lwuld be diverted from trrowwntto t fll!lld ·

i11g 1Nl IU'IIlth edttootion and pr~nmtarive mt!(Uttrt/1.

To ,.hot u tent do you agree of disagri'f' -..i th this statemmt•

You Mould wnte At lea.-t 250 words.

Yoo .hould ""'your own idea.. knowledge and experience and >upport your argumenl3 with ex:unple<

and reltvant •-vitl<·nce. \

. ~~~ .

Tall< :

The candadate as to !and oot a.:. much information._, pu&"ble ahout a concert.


CONCERT Hod out as much as possible about a concert )Our examiner has been to recently.

A..<k the examiner about:

larormatlon ror the Examiner:

the type of ooncen

the location

the cost

tran"J))ff to and from the concen

the audientt

The leogth of the concert

the type of concert

the locataon

the <n-'1

mmsport to and from the COOC<'r!

the oudi~net>

the length of t h~ runttn

his/her <:~pinion of the mncen

nx·k/futkljot.t.ldl!.,,ical

city ,al!diurn

$551.1:25

00, (hanlto po.rk car)

.500 - I • 000 poople. lots of audience

pariiClp&l lOll

3 hou"' hi:;/her opmion of too concert .... ............. . .. . really ffijoyed it

. 49 •

Test 3

SECTIO!\ l Qllestions I - I 0

Qr~estiQIIs I - 4

uamJb The: ""'pondcn r i~ . . .

( \) 20-23 V< llnl nl<.l.

(H)! 34 - 5_, yeRrs .~d. '

{C) 0\ed-1 )'Cllr.s old.

I . I he re-pondcnr work• oo __ _

(A) the prof~•iom .

( ll) business.

(C) other.

2 The ~ -nr '" • a oalar)· of_

<M o r t5.uou. vc;or

(I 1) £ 15, ()()() .05, ()()() a year.

((") over £ 35.0()0 a year.

3 'lbe re•ponc:knr wattl-oes TV for __ _

{A) relaxation

(Ill emenainmrm.

(Cl infomuuion.

4 . • \'l'ry <hty tlw =l•>ntltnt watches TV for

(A) JO nunurco I hour.

( 1l) I hour 2 houn.

( L) IOOte than 2 Mu ....

• 50 .

Qu~tiOtJS 5 - 7

OWW<• rno tm.-n ,\ - E.

5. llw n_-,jJond<:m mainly wstchto;, 'IV __ _

(i\) in the 1'1trly moming. ( 11) RI'<>UOO midday.

(C) in the afternoon.

(D) in the early e•ening. (E) nt niKht.

6. On 1he nt:w clwmel. the n:>]JOild<:nt "-ould like to .cc n>on·---( A) chaldren 's programme.•. (H) documentaries.

l Cl kJCAI il'!IVI<e programme.; .

( ()) 1111\'t'l programmes.

(E) health programmes. 7, The l't"'Jll•n<lent would ad, ... -.e thf! I1<'W rhonnel to ___ _

(A) "f""ad more mooey on dn.mA. (H) train 1 h..ir bi'08dcastel"' to hiKh<·r stondards.

((') tllll>n>w "'"md quality.

(I l) hrclfldt•nst int<:rvicw~ wi1h f•n~ll~< J~.'Oplc.

(F) '"lk naon· to ctl.'lorn<'"'·

QuestiOtJS 8- 10

Crrdl' till' wnft'l l~tw:, A - C. R 1hc M-pondcnl feels IMI 1uh·en' !oh<x1ld <><'CUI' every _ _

(A) I() minutes.

(H) I 5 minules.

(C) 20 'minule.~.

9 Thr n•,pondcnt would lik~ to 8l!CIIU ,pcciaJ special prt'ltl<ltiom< if ( i\) upt·n.'b are paid.

(H) he is in•iuxl specially (C) 1hcy are held locally.

10. 1hc =pondent would like to retti•'t' __ _

(,\) no mail

(H) n:quested mail.

( (') Hll mail.

. 51 .

SECTION 2 Quesrions 11 - 20

QutstiOIIS 1J - 14

Cm.f, FOUR lm<'r> A - C.

Which l-OUR actlvlli~ of the Union are n.entiont~l by the 'Ptoakcrl

(A) m"ing money for good caLL..es

(B) pohuct•l campaigning

(C) running~ nr.>w'lllgent'~

( 0) running a SUJlPrtnarket

(£) proVIdinlj ch<·11p ticket>

(F) h..! pull( with ~C<Unmodation

( (;) piU\iclirlj! llltcmll( ><t"\'ices

Qutsrioos 15 and 16

cirdr TI~O lm~s A E.

Which TWO of the followmg can you get advice about fr<1m the Union?

(A) U1Utll$11'8llOn

( 1.1) gnum

(Cl medical problem•

(0) JX"f"'lMI problem.• (E) le!!al m1111r,.

. 52 •

Questions 17 - 20

Write the appropriate leturs A- C against Qw-stiorrs17- 20.

What are the locations of the following places in Radford?

' (A) parr of the Metro Tower building

(B) in the main square in the centre of the town

(C) some distance from the centre of the town

c

17. The hi-teen fitne..«S centre

J 8. the ice rink

19. the new cinema

20. the Theatre Royal

• 53 .

SECTION 3 Quest ions 21 - 30

Questions 21 - 23

Climpl .. t• tl" rwtes beltm•.

Wnt" NO MORE TJJAN THREE WORVS or A NUMBER for each a11-<tt~.

DISSERTATION INFORMATION Hand-in date: ( 2J)

Length: (22) tO ····- ... words

Extra programme offered on: ( 23) ..... ol-... •

QuE$/Wns 24 - 26

CAmplete the table below.

DISSERTATION TIMETABLE

Date

31 January

7 February

February-March

(26) to

21 May

. 54 .

Action

Basic bibliography

( 24) ....... .

(25) ... ----+--

Write up work

Hand in work

QuPStioiiS 2 7 - 30

Whai is Dr Simon's opinion on the following points?

TkkcolumnA

Tick I'Olmnn B

Tick ct>lumn C

if he is in favour if he has >la strrmg ()pinion rithtr ucy

if he i.s aguin>l

~.

(27) Huyi ng a oomputer

(l8) Reading previous years dissertations

(29) Using questionnaires as main re..«e<irch instn•ment

(30) [nterviewing ltJiors

A B c

-

I

• 55 •


Questions 31 - 37

CircLe Jhe correct lmers A -C.

31. The driest continents is __ _

(A) Australia.

(B) Africa.

(C) Antarctica.

32. The evaporation rate in Australia is __ _

(A) lower than Africa.

(B) higher than Africa.

(C) ahout the same as Africa.

33. Rainfall in Australia hardly penetrates the soil lx"'-'luse __ _

(A) the soil is too hard.

(B) the soil is too hot.

(C) plants use it up.

34. In sandy soils water can __ _

(A) evaporate quickly.

(B) seep down to rock.

(C) wash the soil away.

35. Water is mainly pumped up for __ _

(A) people to drink.

(B) animals 10 drink.

(C) watering crops.

36. Natural springs are located __ _

(A) in unexplored parts of Australia.

(B) quite oonunonly over all Australia.

(C) in a few areas of Australia.

0 56 0

37. Underground water supplies __ _

(A) 18%of Australia's water.

(B) 48%of Australio's water.

(C) 80%of Australia• water.

Questions 38 - 40

Cin:l<> TRREU£ letters A - E.

Which TifRF£ of the following uses of dam water are mentioned'? (A) providing water for livestock

(B) w•tering fmnland

(C) providins water for industry

(D) t'Ontrolling flood water

(E) producing hydro-electric power

. 57 .

ru: \Ill"\(;

READING PASSAGE I

y,.,. .<lwuld spmd about 20 llllnutn "" Questions I - 13 ullidt are ha.<ed on RwiCiitrl{ Pa.\.\1.11(1' J IJf'·

/f1UJ.

ABSENTEEISM IN NURSING : A LONGITUDINAL STUDY

AIJN-n<-e fn>m work i' H a><tly ru1d disrupth-e J.>l'l•ltJ,m fot any OtRani.-~tion Tiw CO>! of ab:octltc"l'l!!lll m Australia has been put al I. 8 million hours ~r day or ~ l-IdO miUiun ~~t~nually. The •tudy rqxmcd here was a.>oductcd in the l'unn- William flospttal in fln-illln<: ,1\WS~ralia, wht'fl'. l'rior to thi.-. timt·, f .. w •u·tivc •t<·p:o lwl IK''" tHkt·n to me(ll;ure. undcf'!tond or manag<' the uccurrt:nt"e of ab..'<!ntcci~m.

f'olt~rling Ab<.entreism 1\ pn·v ,J :nt 'tttitude amongst many nu~ in

the Jtl<lUP ..:it"Ctcd for study wa• t hHt there WB>.

no rr.ward or """'!Jlition for not utili<inR the ""'d oick leave entitlemc.'tlt allowed them in tht·.r employment condtllon.•. Therdore. they lx·li<•Vt·tl they may IL' w.-11 t~kc tht! days off

'ick ''" otherwise. ~imtlar nltlt<Kit.,; hnve been notro hy Jnme; ( 1989). who r•m'tl thAt sick

1<'11'<' '" '''"" by many work<'"' ns n right, like mmunl holiday leave.

\t1llcr ond ~ ( 19b6). in tllCir '""""'Y of S65 nursing pusonnel. found that 73 per cem felt they ,hould be rewardru for llOI taknV< sck laiVc, fx~1Jwe ><>me cmployc'CS ,always used thctr •"" leave. Further, 67 t>«r ctnt of nurs,.~ fdt that admintSlTalion w11.• nt>l sympathetic tn tlw prnhlem.' ~hilt work c11u..c.• to employees' J.>crn:>nal and social lives. Only 53 per cent of

• 51! •

the Tt~pondents felt that e'ery l'ffort wa.• made

to ""'""''"''' ,,.fr fairly.

In &nO( her longitudiMI study of nur..e~ workin.st in tYK>Cllll3<1iAn hn>pital-, Hackelt. l.lyctoand Guion ( 19!!'.1) cxanuned the n!fl.'o()fls why nun;c:. took abo.cn<:<! from work. The """t fr<-quent re~~~~ MAtt'tl ft>r aboencc wa.• minor illnc.o;., to :;ell. Otltl r n<u.-;(!:;, in det.TCilsn>g ordt•r of f re· qucncy, were tllncss in fam<ly, fnmily .. lCi~l functinn, "''ork to do at hunt<· ond l.crcawmem.

\ftthod In an atwmpt to reduce the lcwl of ahs<-ntt,.•i>om amorlf('t the 250 Registered ond Enn~l<"<l =-:ur.;es in th<' pl'e-"'-'tll study, the Pntw<: Wtllirun manllj(t•nl<'tll int mduced three diff~rtnt. yet potcntit~ly t'Olnplcmcntary, <trlltt•git.,. ewer 18 month•.

Strut~I{V I: .'Jon·fi1W.I1Cial ( llulln-tal ) rn

c~IJtnn

Withrn thl' r<Whli>htd 'IUI,::'~ cmd ldf,u-y s.vstrm it tuu rwl passibl~ to~ hn.spllt.J.I jund." w .vtppnrt tl;is $lrui~J:.Y· Ht'"lt.U"t~. it tLu' f'tJJ..,ible Ut ~fllYi' tnrrntin·.~ _lrom loc:aL huM,f~~f. w

dtultn/1, .fit'!' /XJS.<eS Ut 'llti'l"lGIIIUINII /)arks,

tluntr~s. r·••taurtmts. etc. 1\t thr mcl af w~t mw·r l'"irxl, th• ux1ni u.•rlt tit• /(7u't'.•t

'-tnllrJ.:y 2: Fltt.nbltt jaJr rwt"'"K Where JlO".'ibk, 'tall were given th•· opponun•tY to de~t·rmine th•ir workmg schedule withm the linm• ol clinics! nL'Cds.

Stll11'1QJ 3: lndtudunl aiJSI'IIIrl'i.wr untl cnun

>'iltn!l Eat·h nun h. num~~ger.> would anal yr.: tht- pat

ftm ol ol«n<-e of >talf with ex=r'-e .,rlc leave (greater than u·n days pP.T ~r for lull-time mJI>!oyn ... ). t1uu-acu:ri:;tic PfttlCffb ol poten ti•l ' voluntnrv nb.enteeism ' >Uch ._, absence J,.,(ore nnd •Iter d~y• ofl, t>XcF.<.,ive wo·o·kt·Jid onrl nil(ht duty Hbsettcc 1111d multiple oinglc days off were Cl>IIUliWticatcd to all ward nur:.t.,. and then, a.< n«n-,;."")1. followed up by acunn.

10ults .~-e rates for the ,.ix month, prior to the nt'f'ntiw ~ ra.r!j(ed from 3. 69 per a·tll tu

4.32 Jl('r n nt . In the loi~'""IR "" month> they nu•rMI bct"cen 2.87 per Cl'nt and 3.96 per a-nt Thi' represen~· • 20 r>~"r tt·nt impnwun•·nt. 1-lowt·wr, 9lilll)lsin)( the nl"'''l'" rnte~ un • yt·ar· to.ryenr bu>is. the uv.:rall nb:;cna> rptt wa.• 3. 60 per cent m l he ru·-· yt'ar IIJld .1.43 per l'('llt in the folk>Will~ yCJtr. nu. n'flf'C;<'n(S 11 5 pcr felll deo:rac-e (rum the f1r.l tO

the..,...,...) )ll'8r of the study. A Slglllfocant de· cn.,._-.e in absenc-e over the n.-o-yt'llr 1ocriod CX>Uid not 1,., do'!'l!O'l.,tnncd .

Discussion The non linnntitJl inc(muvc sch~mc did ap[lCtlr

to a."-"'l in controlling a!Rnte<'ism in tht• •hurt 1\• th• "'hcrne Pr<W<-"'lled it bocame w scrure vnres and th•~ oontnl>utt..J to

the Pl'Oimm ·~ loNng momcntwn and fi lh ce&."tr,g. Thc·re w"" mixed ""'' 1 11 ms:>

wanb a• wdl . For """'"Pie. tn wanb v. th <taH ntt'fnlx·r< whn had long-temt gt,-,Ulll< oil ness, then woc'l little chance of wmninl(, &nd to :!llme ex ten 1 the •taff on thooe ward• wt•re disernpowen..J. Our experience would sUjl~c.,.l

that the lonv·tt·n1l dfect.s of onc:cnu'c award• on abscntc-ci,qu arc que:-tiooable.

()....,.the t1111e uf the study. staH '"""' grven a lar!ter dctl'<ll of rontrul m ~r rosten Th,. led to SIJlnlftcant impi"'Vertlf"!lt!C in n.mmuniea4

lion b<otw .. ·n mJIO!Ij(t:n> anti stafi. A >multu er ft>ct Wll.' fwnd frorn the implernentati<~n of th•· third strntCRY· Many of the nur:.e. h~d not n•ali.sed thP imp11rt their behaviour wk• hhVIIIK 011

the orRATII'"tion ami thclt colleagues but th~rc were abu ;,w(f rumtlx"' who feh that talkiugto them about their ~hlent~!!l'll Wll'l 'pKkmg' oo !llt'm and thi• u......,Uy had a r"''{allve effcn on mrn , .. ,,..,.t cmployre relaticn,hoJo;.

Conclusion AI rhough tlwrt• hB.s I.Jecn some decrcn'll.' tn ~b· SI!JI~e ratt':<, oo single ~tra tegy or comlnnatiun of stratej4irs h11.' had a >ingnifie>tlll i1111>11Cl un ab:..:nrc-ci"n pu ;e. ~twith.tanding the di' appomting re-uh,, 11 "'our content•lll that the ~trll(('({ll'S Wt•re ntJI •n '-ain. A wr...-1 (}Y.Jll.'l' ·

-h1p of a IN nl<:<."<'flllllld a collalx>nttl\'1! "l'llll>ech

to problem ,dv,l18 hA.• faciliuuoo tlnf>IU\-etl roaperauon ~nd COIIllllltOIC3tiOrl hetWI'\'Il lllllftaj!C

ment ~nd ,u,fl. it is our bdief that this •m· provcment •lone. while not tangibly m~'B'Ur able. has incrCJt."'..J the ability ol mRnlll(<·mcm to nlllOBgc tht dft><:ts of nbsenrecisrn mnre t•f fectively sincx this 'ludy.

-----Th1~ artrde ha.• Lem adapted and ron<k:n_.,...J from th.: an.de by (,. Will lam and K. Slater ( 1996).

'AI"'~''""''"' m tllli'Nng: A k rtglluduUtl study·. Asta f'a, t}tC' }rmnoul of Human Rl':;ourcn. 34

(I): Ill 21 :'ll;mu::; and other dc111ils hove been changed R!lll rt·Jx>rt findiii,I!s may have Jxom l(tv

en a diHert'l'll emphasis from tht' nrijlin•l We are ~ratcful tu the aurhon! and Asia Panjit ]mmm/

t>} Human Rt.,mmfl for allowiotR u< tu u>e the material in this way .

. 59 .

Questions 1 - 7

D1 thP. }ii!J:ruing $1atemenls agree uilh tk infonmtion gtu•n in R.xulinf( Passage 1?

In boxes I - 7 OTI Jl>llr allSI.U!r sht!i!l write

YES if the staumumr agrees wilh rhe infm·matinn

NO if the statement crmtradicts the information

NOT GIVEN if thi'YP is nn infomwtirm on this in the j>IJSsage

I. The prince William Hqspita.l has been trying to reduce aL..cmecism amongst nurses for many yea~.

2. Nurse< in the Prince William Hoo!piml study bclicved that there were benefits in mlting as little sick

leave •• possible.

3. J us1 over lutlf the nurses in the 1986 study believed that management understood Lhe effect'S that

shift work had on them.

4. The Canadian study found that ·illness in the family' was a greater cause of absenteeism than

' work to do at home'.

5. ln relat1on to management attitude to absemeeism the study at the Prince William Hospital foond

si·milar re~~ults tO the twO 1989 >tudies.

6. The study at the Prince William Hospital aimed to find out the causes of absenteeism amongst 250

nun;,es.

7. The study at the Prince William Hospital involved changes in management practiL'eS.

. 60 .

Questions 8 - 13

CJJmpkle the Tlotes below.

Chrx;,.se ONE OR TWO WORDS from tire pa.ssaf(e fc;r each answer.

WritL your anru."<'rs in bo.us 8- 13 011 your answer sheet.

In the first strategy, wards with the lowest sth<emeei= in different periods

would win prizes donated by, . . ( 8) •..

In the scoond strat~. staH were given more contrOl over their

... (9) ...

In the third strategy, nurses who appeared to be taking ... (10) ... sick

leave or. . . (11) ... were identified and oounselled.

Initially, there was a •.. ( U ) ... per cent decrease in absenteeism.

The first strategy was considered ineffective an,d !'topped. The second and

third srrategie.~ generally re;uhed in better. . . ( 13) ... among staff.

. 61 .

READING PASSAGE 2

Yo" .<IWI4ld spmd a/io/41 20 minutes on Questions 14 - 26 ·which are besed ll" Rl'lllii11g Passagt- 2 /;(>.

Unt'.

THE MOTOR CAR A There are now over 700 million motor vehi

cles in the world-and the number is rising

by more than 40 million each year. The

average distance driven by car users is

growing too from 8 km a day per [lerson

in western Europe in l%5 to 25 km a dny

in 1995. This tlepctldcncc on motor vehi

de.• haq given rise to major problems, in

eluding environmentlll pollution. dcplcuon

of oil reooun:es, 1 raffic congestion 111\d

safety.

8 While emi,.,.;ons fmm new cars are far less

harmful than they used to he, city streets

and motorwnys are be<:oming more crowtll!d

lhan ever, often with older trucks. buses

and mxis, whim emit excessive levels of

smoke and fumes. This ooncemration of

vehicles makes air quality tn urban areas

unpleasant and sometime< dangerous to

breathe. Even M05COw has joined the list

of capitals afflicted by oongestion and traHic

fumes. ln Mexioo City. vehtcle pollution

is a m;~jor health hazard.

C Until a hundred )leru'S ago. 1110$t journeys

were in the 20 km range, the distance con

veniently acccssi)>le by horse. He.wy

freight could only be carried by water or

rnil. The invention of the motor vehicle

62 -

brought pcl'>()tlal mobility to the tTJaSses and

made t!tpid (n;ght delivery possible over a

much wtder ort>a. Today aLout 90 P<"r cent

of inl.1nd freight in the United Kingdom is

carried by road. Clearly tht: ·world cannot

r~ve.rt to the horse-drawn w~gon. (.Jln it

a\<Oid being locked into congested and pol

luting ways of transporting people and

goods'!

0 In Europe most cities are still designed for

the old modes of transport: Adaptation to

the motor car has involvt.->d adding ring

roads, one-way systems and parking lot~.

In the United States, more land is v.:;

signed to car u.sc t.han to housing. urban

sprawl means that life without a car is next

to 'impo~ible. Ma."' use of motor v•·hicles

has also killed or injured millioJL< of people.

Other >'Ocial effect.' have been blamed on

the car such as alienation and aggressi•'e

hurnan behaVJour.

E A 1993 ~wdy by the European Federation

for Transpon and Environment found that

car transpon is seven time!> as t."OSt ly as rail

tmvel in tenns of the external social oos\s it

entails such m. congestion. accident,;, pol

lution, 10<'$ of cropland and natural habi-·

tars, depletion of oil resource.~. and so on.

Yrt can cac;,ily qzrpa"-"' I rains or bu~-s a._, 11

fl~x.lde and COtWenient tn0<Je of (>I.T<>Mi

tntlllpOrl . lt i~ IJlUWlistic to exp«t people

t<> giv~ up private can; in fa110ur of ma. ... ,

tfftf\.."ll L.

f' Tt'<:hni..U ,dutions can reduc~ the ,.,uuuon

vroblcru and increase the fuel elficicncy of

t111(1~. But fuel con.<Umpti<•• and uhat.t>t

em®Jf\S depend on which cars an: pre

ferred lw eu>taners and how they an: driv

tn. MHny (><'Ople buy larger"''"' than they

n(·cd for clnily pu""'""" or wa'<tc fuel by drivong aggr~.'<,ively. !Jc,ide>~. l!i<Jbal car

"'"""' i• incr<.,._,;ng Rt " fo."cr nuc than the

improvt111<"11l in ffi!i.-.sior" and fud e!l.cien·

ry which urhrx>lo!zy C. nuw makmg 1'0'-<i.

1>1···

G Orw •ulution that has been put forward is

tilt' lt>l\ll;tcrm ;olution of dr,igning cities

and ll<i)(hbourhoods so that car joumt·y• are

•••t 11<'1.""--ary all essenti•l "'rvit"<-'" IJ<:ing

~>Citted within wlllking di,tAJ><"t" or ea.<ily

IIIX'CSSlble by public tTIIn.'JlOrl :-;ot only

\\U~Jld thi• sa•"~! en"rgy and t·ut carbon

dioxide cmi"!Sions. it would ij,., l!tlh.nce

rhc qualiry of cxmmumty life. putt'""lg the

tnophfo,;, <•11 """''c insteatl ol cllr... ( ml iocHI ~o~<>vrnuncnt is already brinKtllll th"

about in "'XIII" phu:co;. But few tlm•><ratit·

oommunitics are blcissed with the vi~inn

and the alp11AI - 10 make >tll'h rmiouuJ

chang'-'5 on modem life;rylt>:<.

H A more ltktly l'<"t'llllrio 5e<!mS tu l>tc a rornl11·

nation o( mn,,ot t mn. ... tt !iystt tn·' iot traw:l in

to and nruoond t:itics, Wtth 81\11'.11 ' low

emi:-.<ion' t·ar:o for urban """and lal)(t·t hy·

bnd ur ~~.1111 h11n1 C8N for "-"' tbcwhttC'

Eleo:·troou .. lly t<~led high"'I!Y> nught ~

us00 Ill l"lll'Urt" tJ~at dri\L"f>o pay t"h~rgt'!'

geantl "' actual road use. Better mtegra

tion nf trtu"port ,ysrmJS is al,;o ~ighly dt··

Mimbi...-Md made more feasible by m<•l··m

oomputcn.. Hot th= are "''lu1ion• lor

counmc• wluch can afford them. In """''

tk"\'dupml!; l'Ollntnes. old t·ar~ nnd <•Id

h''l·huologit...""\ rontinue en prL-durninatc.

---

Quef tions 14 - 19

Rt'tldir~K PaMIIflt 2 lra.r eight fr.tral(rtl pi" (A - fl ). W!tith Jittmr;rof"" wnrelllrate m1 rhr ./t~llmt•t/1)1

mjurnllllimt? Write t!teappropriot(' l~tur' (A - H ) i11 bnus 14- J9a11 jottranru.'<'r ,!Jrr/

,,1J }"oo 11tf'd only u:rit< OS J.: ll'llrr }<Jr trl<h ansu....,..

14 . a compamun of past and p~"flt tr&""''x>r"Uiuon methocb

15. how driving habir. contribut<' tll noN! prubkruo

16 . lM "'l~tive lll<'lits <Jf ,.,.,.., ami pot.lic lrllll>port

17. the wrotcr'~ own predictit•n of future :10iutions

18. t lw innt·>~~ill!( t~ of motor vehicle"

19. till' imtOJtrt of the car on city dt·vclopment • 63 .

Questions 20 - 26

Cb the folU:rwing statements CllfTee u:i/J• tlte bzfonnation given in R«u:ling Pa.wge 2?

In bo.xn 20 - 26 011 :JKiu r answer :Juet write

YES if the statement alfTee:s with till! i>~formatiffll

NO if the statem.ml cmlfradicts the information

NOT GIVEN if there is no infonnation on t.his in the pas..wge

20. Vehicle pollution is worse in European cities than anywhere else.

2l. Transport by horse would be a useful alternative to motor ~icles.

22. :-lowadays freignr is not carried by water in the United Kingdom.

23. Mo.t European cities were not designed for motor vehicles.

24. Technology alone csnnot solve the problem of vehicle pollution.

25. People's choice of car and attitude to driving is a factor in the polluti()n problem.

26. Redesigning cities would be a shon term solution.

. 64 '

READING PASSAGE 3

You ;Jwul.d sfJt'nd about 20 minuU> Otl Questions 27 - 40 tdtich all' bo.SI'<t 011 Rec.clinR Pt~ssagt> 3 on

the jollUI<>ing pages.

Quc.>stion.s 2 7 - 33

Reading Passage 3 has •ighl paragraphs (A- H ).

CJwose tlle most suitable heading., for paragraphs B - R from the list of hffiliings belmv. Write the

approprial< num/Jt'rs (I -X ) in l>rn:iz 27- 33 cm :;vur all$lU'r sh~?t!l.

NB There are nwre heacli111(5 than para~raphs. so .JX>U will 1101 use all a( tl~mt.

[£ram pie Paragraph A

27. Pmgraph B

28. Paragraph C

29. Paragraph D 30. Paragraph E 31. Paragraph F 32. Paragraph G

33. Paragraph H

Li.sl of Headin~

Common obje(.1 ions

H Wh(,'s planning whnt

ill 1l1i~ type :;ells best in the shop~

iv The figure.~ say it all

V Early triab VI They can't get in without theo;e

VII How does it work?

Vlil Fighting fraud IX Systems to avoid

X Accepting the inevitable --------------------~

A.mi·u~

VI

. 65 .

THE KEYLESS SOCIETY A Student..' who wbnt to enter the Uruwr.oity of Momreal't Athletic Complex "'"'<! n-.xl! than

j'"' a conventionAl 11) card- their idcnllttC:S must be autlwntiCIIted by an dectnJOic hand scan·

ner ln -<lrtt<l C.~tlifornia housinp; esl~tes. a key alont i• llt.<uffi~iem to p;et :<0m0011e in the

cloor; his or her \Oie<:print must nl'iO be verified, 1\nd ,.~m, CU:itomers Bt '<JfllC J 8Jl<111f'Se

lwmb will W.ve tu prc';'Cnt their faca fCJr scanning ht•fon• they can cmcr the uuilding and

withd.raw thl"ir rnnti'-'Y•

0 .\11 of thc:oe arc app\11:atoons of bouetrics. a little-known but f&M·growmg tl'Chr-.olo!zy tMt in·

mlv., the: cc.c of ph)"'rcal or biolcgifl!l chHnttteri•tic- tu iot·mily indivrduals. In ''"' for more

thrm a dccaoe nt :<Jnte htgh-~curity kfW~ntmcnt in,titutiorr in the United Stat~s And Can•da,

biornetrie>< are now rapidly popping UJI in the everyday wurld Already, more th•n 10.000

fanlities. lrcm pnt!On.• to day-a.n• <>·rrtre., monitor J"-'1>k's fingerprint!> or otlwr phy.ical

part!> to ensure that they are who:> tlwy d~im to be. &cue (l() biOillt'tric compAni"" orvund the

world pulled rn •• lea'' S 22 millicJO IJt,t Y'"'' ond that l{nutd total ;,., expectt'd to mu!<hmom to

at least S 50 million by L 999.

C lliomctric 'll'Ctlnty sy.tl'mS opertltt' by storing 11 digiti.'*'<l record ,,f ~ uuiqu(' hun~~tn feature.

When an authnn.....d u...::r ~to cntt·r or"""' the f~~<·•lny. thto sy.ytem ""'"-' thto pcr.<Jil's

a;,rre;ponclmg chafllrttri>tics and attempts to match them a~~:aan.-t t.ho.-c oo ,.. .... ,rd. Sy.rems

lkling fingerprints. harl([,., ~<"-""· iri,...,, ""'"""and fa~ are al.....dy on the markH. Oth·

~~'> u•ing typinlt p11t t~n\.' and even body odou~ are in v11rious ""~~""of dcvdopnwnt.

0 Fingerprint '<.1111JWI'- are currently thl' 1nos1 widely deployt<l type of bionwcric ~pplianion,

thanks to their growu~g tR 0''"" the la.st 20 yean< by law-mloret:mcnt ~<·n<>c:<. Sixtilen

American "ales now use biomerric fang!'rprint ,-erjfication <y•twlS to check that people claim

ing welfare poynl<mts are genuin!'. In Jutl<', politician.• in Toronto voted to do the :;ame.

with a pilot projt'Ct beginning next yt•nr.

E To dat.,, the lll<"l widely used •nnunucial biomctric systl11l i• the handkc-y, a IYJX" of hand

"C8tlllee" which n11<ls the uruquc .hapc • .....: and irregublnt•"" of people\ hands. OnginaUy

~-eloped for nudCIIr power planb. the handkey rec.:i\'ro "' },.g break when ll w._, used to

romroi3C<""'' t<J tht• Olympic\ all.,gc on Atlanta by more th•n 65.000 athlct.,, tt'llincl'h and

support 51Rff. Nuw th~re are srorcs of other applicariuns.

66·

f Around the world, the market is growing rapidly. Malaysia. for eXIlmple. is preparing to

equip all of its air)JOI'll! with biometric lace !ICOnnc.rs tu match J>a-«Sengers with luggage. And

Japen's largest maker of ca>h dispensers is developing new machines that incorporate iris scan·

ners. The first corrunercial biomettic, a hand reader u..-.ed by a11 1\merican firm to mo11itor

l'IT1Pioyt.'e attendance, was introduced in 1974. But only ip the pa>st few ycan; hao the tech

nology improved enough for the price:; to drop sufficiently to make them comrnercially -.able.

'Whe11 we started four yea.r:; ago. I had to explain to everyone what a biometric is, • says one

marketing nxpert. ·Now. there's much more awarenel!S out th~.'

G )/ot 'iUtprismgly, biometrics raise thorny questions bout privacy and the potential (or abuse.

Some worry that governments and indusrry will be tempted to use the technology to monitor

individual behaviour. ' H son1f0ne u8Cd your fingerprints to match your health-insunmce

records with a credit-card record showing you regularly hought lm~ of rigarettes and fAtty

foods. ' says on~ policy analyst, ·you would see your insurance payments go through the

roof.' ln Toronto, critics of the welfare fingerprint plan complained that il. would stigmati;;e

recipients by fomng them to submit tq a procedure widely identified with criminal".

H Nonetheless, support for biometric:-. is growing in Toronto "'' ii is in many other communi

ties. In an increasingly crowded and compliCilted world. biometric, may well be a te<:hnOlogy

wh<:x>e time h • .., come.

. 67 .

Ques:timts 34 - 40

Lodz at the fol/GWmg groups of peopl~ ( Questions 34- 40) (Uulthe list of biometric sy,rems ( A -

F) b.duw.

Match the groups of peopLe tolhe biometric system O$SOCUUied u.:ith them in RerufitJg Passage 3. Write

the appropriate lmtrs A - F in boo:e.< 34 - 40 on yaur answer slu!t!t.

N» You may use any biometric system mare than once .

34. spons students

35. Olympic athletes

36. airline passenger;;

37. welfa.re claimants

38. busioes.~ employees

39. borne owner.s

40. bank customers

. 68 .

List or Biometric Systems

(A) fingerprint scanner

(B) hand scanner

(C) body odour

(D) voiceprint

(E) fare scanner

(F) typing pattem

WRITING TASK 1

You should SJl<'nd about 20 minute.~ on thi• tru,k.

111~ first ehart below siWM'S 1~ results of a sun'ey which mnopltld a crou~sectiorl of IOQ,()OQ

ptOplt asking if they tra•'elltld abrood and M'hJ thty trO\'<'IItd for the period 1994 - 98. fhr

ueot~d chart shows rhM drstinations o•w 1~ same period.

Writt a nporr for a unh'ef'Jity lectunr describing the informarwn sJw-..Tr beww.

You •hould write at least 150 word,,

VlSLTS ABROAD BY UK IU:SJOENTS BY PlJRPOSK OF VISJf (1994 - 911 )

1994 1995 1996 1997 19911

-Holida y 15.246 14.89!1 17.8% 19.703 20,700

ness 3.155 3,1l!8 3.249 3.639 J,Q57

-Vi si ts to friends and relatives 2.68<1 2,62!! 2.774 3,051 .1. Ill I

Othe r reft:.ln.~ 982 896 I. UJ(J 1.054 C/<)11

-- -TOT Al. 22,072 21,610 24,949 27,-147 28,11211

DESTINATIONS 0~· VL'liTS ABROAD BY UK RE'!IDENIS

WeMenl F:orope

-[9Q,J 19 .. '71

~-

1995 18.944

19% 21.1m

1997 I--

23,661

1998 24.519

BY MAiN REGION ( J994 - 98)

North America - f·

919 ~:=-r I, 782

tal To

22 .072

,610

,949

·-914 1.152 --r:l

1.167 I . <lll5 24

1.559 .!.227 27 ,-147

1.!!23 2.4~6 28 ,828

WRITING TASK 2

You should write at least 250 word~.

Wilho11t capital pmrishmenl ( rhe death penalty) o11r lives are less secure and crimes of,.;. olence im:rcose. Capital punishmml is essenfiollo comrol violenct' in society.

To what extent do JOO agN!e or disagN!e wilh this opinicm?

You should write 31 l•.a" 250 word.«.

You should use your nwn ideas. knowledg~ Rncl experience •nd 'ltppon YQ\Jr argttments w1<h examples

and relevant evidenet.

. 70 .

Task:

The candidate is to find out as much infortn8tion as possible about an environmental group.


AN ENVIRONMENTAL GROUP You are l.nterested In joining a group of students at the uni\'ersity who .-ork tu protect

the environment.

Ask the Examiner about :

lofonnation for the Examiner:

the name of the proup

action that they take

the oost of membe~hip

what members have to do

number of members

when the group was founded

the M me of the group .................................. . Green Action

action that they take ..... .. ..... - ................ ~----th« CQ<;t of rnembcrship . .... ........................ .. .

planting trees, clearing up rubbish

.$ 10/.( 5 a yenr

what membcrs have to do ......... part icip<!te in two event,;

!,'rt>Up) a year

( organi.~ed by the

number of members 4 .500 when the group was foWlded ............. 1996

• 71 •

Test 4


Questions 1 and 2

Cum plete the notes beluw ,

Wriu NO , .. 10RE THAN THREE WORIJS /m' each a11ru.<>r-

------------------------ -------------------- - ---- - --- - ------- --~-- --• • • • · lVIIC 1:-IOUSE AGENCY - REPAIRS '

F.rnmf>/f Nttm~:

Address:

A•1.<t<.,. Paul ... SMILEY .• ,

Apartment 2, ( 1)

Length of lease: one year

• Newton

• Date moved in: (2) ........................ .. ,_ .. --- ... -- .. -------- -- -------- -- -------------------------- -- --------- ... -

Questions 3 - 9

O:Jm pl.ete the table IJelO'W .

Write A if the 1"1'/)air will be do11e HllmtxHat.el.y. B if the repair will be done during the jrN.lm.dng weeJI. C •f the repair will be done in tu<~ or more u-eeks.

Item Problem

washing machine leaking

cooker (3) ... 1- •· ... .. '·

windows (5) ····- .... ..... - ................ (6) ... . . ...... flick en;

(8) .. ...... ............ torn

Questions 10

When to be done

F~IIITiple A

(4)

B

.. (7) ·-····

(9) ·-··-·······

Write NO J1,10RE THAN THREE WORDS or A N UMBER for each arl$1LV<1'.

workrn;tn to call between ( 10) ..................... and ..................... . . 72 .


Q11estions 11 and 12

Circle /Ire corner letters A -C.

Jl. At Rainforest Lodage there aren't any __ _

(A) telephones or TVs.

(B) newspapers or TVs.

(C) telephones or newspapers.

12. The guests are t.old to

(A) carry their luggage to the cabin.

(B) go strnight to the restaurruu.

(C) wait an hour £or dinner.

Questions 13 - 15

Compltle lhe table beluw.

Wrrtt NO MORE THAN 1HREE WORDS for each ansm>r .

TOUR NAME DETAILS

Orchid and Fungi walking tour

Four-WheeJ-Dreve tour to the (JJ) ...

Fi,hing to catch lunch

,Crooodile Cruise departs at (l-') ... ........

( JS ) ~---.--- ---·-· .. ~-··· ... ······•······· depans at sundown

-·· ...... ·-···· ........

................ daily

• 73 •

Qui'Stions 16 - 20

\Vrit<" \0 MORE I HA}\ THREE WORDS fur "'"h annu·r .

What THR~J·. Items of clothing does the SJ'('8kPr recommen<l for the rainfore:.t?

16.

17.

l !!.

...... • •• ••• l

Wluch l'\0 thirll!' in the rainforest 00..., the ~er give a waming about'!

19.

20 .

.. .... . .. . .. ~-·· --· ····-·----------·-···· .... .... ..... ... .. .... .. -··

• 74 •

SECHO'i 3 Quest tons 21 - 30

QuestiOIIS 21 - 25

Cirri~ lilt mrrn I letters A - C.

21. The>oe !<!S.'ions with a counsellor aru __ _ (A) cornpubory for all student.s .

(B) *''Dilable to any student:~ .

(C) for science students only.

22. Th~ ronn,;ellor AA}'l' that nt"W ""dent' h•ve to_~ (i\) 'IM'ntl more timr on the OtliiE'!W prrmi.~. (!{) 1(1'1 tt...O 10 workit~g inck-Jit'ndently. ( {') work N<rder than they dirl At l'<'h<•~-

23. Jc~m complain.• that the re<>~Jrce <t'tltn· _ _ _

(A) hll:' ltmit<<l openi~ h<>Ur-. (H) lu,, tl)() k-w ~=· (C) I(Ct~ (l)() L'IUWded.

24. '[he coutL"•IIor suggests to John that __ _ (A) nl06l other students can cope. (B) he t'lffiis to study all the tune. (C) he llhnuld be able to fit in "'>m< lt'isure acti,itie-.

25 Bdnr~ b<·ing Able to help John the tllun...ellor ~to __ _ (A) t~lk wtth some of hi< lrctur~nt.

( l:l) c:on.,ult hi~ tutor.

(C) lltl more mformation from him.

. 15 .

Quesriorn 26 - 30

Li•mp/,t< rile nf.U. ~lott'

Wntr t.O \fORE TITAN TlfRFF. WORDS for each an.ru..-r.

WRITING

• Pay careful attentooo to the ~lion

Leave tirre to ( 26) ... . . ..

LISTENING

• Try to (27) .. ...... • loctures

• Check notes with ( 28)

READING

• Choose topics of ( 29 )

• Buy a good ( 3() )

. 76 .

SECTION 4 Que$/ ions 31 - 40

Questions 31 - 35

Circl~ th~ carrta lmrr' A C.

3l. John wns fil'llt mtcre;tcd in the subj_ect because of """'cthong __ _

(A) he had witne-...'«.1.

(f\) he had ~d about.

(C) hr h8d ~XIX'Iienccd.

32. Tlw llVtm n'O'ol·IJn·h n1<·l h<xl "'"'-' (A) llllt'rvit•w•.

(li) q•K,.tiuruuun...

(C) ol.........,.ti<»l .

33. Which poc chart .1-.,w• the proportion of men and women rc:>pond<:nts?

(A)

34. I low m~~ny f\.."Jl<•ndcnt• were there? (A) 50 - 100

(8 ) 100 150

<Cl 150 - 200

(B)

35. The 010';1 l'tll1llnun type of road rage incident involv<'ll __

(A) d8u"''!e tu JJropcrty.

( [3) IX'OOnnl violcnl-c.

(C) verbal ~l>u'>C.

(C)

•

. n .

Questiom 36 - 40

Which gn>Up 113"'- the following advore?

~

Ti<k Cc/tWill A ij if too> 111<1111/.V lWiflPil.

l"ick Column B if 11 t005 marnly nll!tl .

Tick Q,f u m 11 C if 11 um /x>f 11 mm and u.onlt'n •

Emmpk llrm 't stop to a~ drn•umm. --

(36 ) 1\vord eye contact w•th other drivers.

(37) lnfornJ ""''l«lloe of >""r t.kdy ~mval ume.

(38) En. ..... re car keys·~ m!<iy when you ~•urn to the a>r.

1-·

(39) 1..-.:we plenty of space wtl<'n p11rking. f-.-- - -

(40) Kt'\·p all doon.lockcd. L

. 78 •

l ---..

A B c I .J

! ·-~

- -... --

- -~

READING PASSAGE 1

You <hnufd •f>tncl about 20 m11zut~• un Qul!!lliorrs I - 13 U!l>hh ure IJ« . ....cl 011 Rruclill/1, P,.Slifil{<' I I><.·

l11w .

Green Wave Washes Over .Mainstream Shopping

Rc.,.,.rd• on Uritrun has shown !hat '1(1'1.-en

corc,unwn<' oontmuc to flourish 11.' a ~•Sl•ifi

C8tll I{IUUP (l01011j{l>t shopper!'. 111 .. •IJ8S~>ilS

!hat peolitiCiltll$ who drum envuonmentalwn is

yesterda>• 's L"-S\\e may be .eriousl)• miSJU<Igull(

the poblic lnOQd.

A report from Mintel, rhe markct l'C'·

search Oll:'llll~'tinn. sa)':' lhllr d""l'i 1<• n1~,..

5iOn Ancl fjn,..•meial p.res.,"Urest tnOrC' rx.'Op)c tfutn

ever WHnt to buy envirunrncnurlly fri<•ndly

pnx.luct• ond 8 ' grctll wave· ' h1" 'w~pt

through con,um<:rism. taking in J>c'<~,l· · pr<"Vi ·

OU!'!y unroud.,....J by environmental n>nn'tll!<.

The ~ntly publi-hed report alg) pn.'<lrcts

that the pro<:e•- will rc'jlf8t u::.elf wuh '~thi .

ea!' concerns, involving is.'iU""' <uch a• lair

trade wrth the 'lnird World and rhe -.ocial

record or busiM!<;t'S. Companies wi 11 hove to

be more hon•"t ~nd open in r•'flOlL'<l' to thi.'

mood. ~1rmd '~ <urvey. ba.-.ed on n<-arly 1.000

001\SliT\'It'f', found that the proportion who

h>k fnr I{T'Il<'n pnxluclb and are prepared to

pay rrK)f< for thc1n has climbed from 53 per

cent in 11)90 le> around 60 per cenr '" 19114.

On avcn.tl{c, tlwy will pay 13 per C'('nt more

for >UCh procluc". although this J.M-rwnt:.~o:e i•

higher amon~o~ wom~n. rt11lnsgeri•l ~nd pn,fes·

sional F,<mup~ And I hno;e 6ged 35 to 44

Bcot wt·t n I CJ9it tmd 1994 the propurti••• of

con...::.wn<·r~ rllummR to Le.· uJUtwan! o£ c.- w• · ooncemerl8l .. n l(l'l.'t!ll L""""" ldl from 18 10 10

fl"l' rent I•Jt tll<! nlJitlber of 1{1\.'(·n ~ndcl"

IUI'IC>Oif older I"-' .. plc and manual work~"' hos

risen '"l"'t~ntrwly . Rcgtoos such ps Smtland

hnve 111,.) cnUI(hl up wlth !he south of Fngl10nd

in their cnvuvnrncntal concerns Accr.>rdinl( to

Mintel, the lnlliRC of green oon<um<mrn 8•

as:,oc~&ted in the J"'l.'t w11h the mono <'<·n.~uric

mcmbtt,o. of ""~cty ha_, ,;nually diSIIPI.......e<l.

The ron,un,.·r ~·rch manager (.,, Mmtcl.

1\ng<ola H rgh<s. -;aid rt had bt:axtlc linnl)' cs·

tabli.be<.l "'" " ml'.rn.,rream n.arket. Slv; ex·

plaincd thar 11.• for ·~ !he avet81(e P<·NOn i•

conct'rned cnvironmcntali~m ha.., not '""'"' t>ll

the boil'. In fuct. it Jw:. ,pread AC'"'"' a

much widtr range or ron..<wner grollf>'• •g<•

and occup•t iou" .

Mmt.,l 's 1994 ~rvey found that l.l Jl<r

cenr of t'OIL'lll'llC,... an' ' '""" dark II'CCII' •

nearly always huyinl( envuoruucntull) fn<·ndly

pnxlu~ts, 21! Jwr t'<'nt nre • dark RR"C·n'. rry

ing 'a.' far"" l''"*ihk·' to buy such produce".

and 21 ~~·rt:cnt Hrc 'pale green' Cendil'lG eo . 19 .

buy green product> if they ..,.. them. Anoth<:r

26 per cent are 'anncluur greens' : the} "'"d

they care about cnvll'nnmrnUil tssue:. but their

concern does not affrct their ~pending iulhits.

Only 10 per cent l'OY they do not care ahout

~ i..sues.

Four in ten people are 'ethical spm<~c,.,.' •

buyong goods which do not, for exlunplc, in ·

volve dealin!l" with opprt.."<•ive regimes. Thi~

fogurc i< the same HS in 1990, although the

number of 'annch.tir ethicals' has risen from

2S to 35 per c.rnt and only 22 per cent say

th~y are um.una:rnro now. against 30 r~·r

rent m 1990. Hugh<.::> daorns that in tit.·

lw~nty-first century. consumer:~ wiU be en

UIUr&gOO to think more about the entin• h"tO·

QuelliiJtiS I - 6

ry of the product> and servl<.-...,. they buy, in·

eluding the polictes of the o.>rnpftllll's that pt()o

vide thcno and that this will r('qwre n greater

degree of hon<.,ty wtth con.wmcno

Among gret-n oonstlJTI('I'S, ~ntmal testing

;:,. ~ top i!>>Ue - 48 per cutt "'id they would

be d<-tem.-d from buying a product if it had

been te<<rd on anirnahr·followt·d by ooncems

regardmg irm•ponsible sell in~. 1 he ozone lay

er. river •nd .ce pollution, fore-.t destruc

tion. =-ydin~ and factory fanning . Howev

er. wncrrn for <.peci(ic i~ IS low.:r than in

1990. :OUIQ<C.>tmg that many OJn'Utllel"' feel

that (.;Qwrnmcnt and bustn~ haw taken on

the envimtuncmal agenda.

[)u rM .foliOU!mg ,<fll/Pmtr~L< agree with thf claims o/lhe u•,.,te•· of Reading PaS.'!(ll!e I'/ bt boxes J. -

6 on .wur answ<'r ,J,~t ttrite

YES if tlu- ioluttmnJt a~ u.•th tht claims nj th, u.nur

f'o.O rftllf' staUmntt ro>llrudr•/J the clarms of th, wrll~

NOT GIVEN •f 11 1; impossible to $t1Y. u.Jtut tlr~ u..,.jterthrnks u.IK>ttt this

I. The research llndilll!s n·pon rommert·ial rather than polit rcal trends.

2. i.lelng flllllllCially bcucr off has made •hopi'V'> more sensitive to buymg 'green' .

3 The mAjority of shoppers are prepared to poy more forth" bcndit of the environment ncoording to

th~ research findmgs.

4. Con.-.unJet'S' green •hopping hn.bits are inOuenred by Mime!'~ findinl(:l.

S . Mmtd have linut«ltheir investigation to professlOrlal and mAlll!l(<n>tl groups.

6. Mmtel undert>tke• nU!rdct sUTV~ on All armual basis.

. 80 .

Questions 7 - 9

Chooose tile appropria~ letters A - D and write them in bo;res 7 - 9 on your attsU~ sheer.

7. Politicians may have ' misjudged the public mood' because __ _

(A) they are pr<!-Oc:Cupied with the recession and financial problems.

(B) there is more widespread interest in the environment agenda than they Mticipated. (C) ronswner spending has increased significanrly as a result of • green • pressure.

(D) shoppers are displeased with government policies on a range of issues.

8. What is Mintcl'?

(A) an environmentalist group

(B) a busmess survey organisation

(C) an academic research team

(D) a political organisation

9. A wnsumer expressing concern for environmental issues without aeti,·ely supporting such principles is ___ _

(A) an ·ethical spender'.

(B) B • very dark green' spender.

(C) an 'annchair green'.

(D) a • pale green' spender.

. Ill .

Questiom 10 - JJ

ComJ>II'tl' the •"""''"ry uunf( unrrb jmm ~ bnr brktU.•.

\Vriu _vrmr unsu .. rs rn bu~> 10 - 13 "" )PUr at~,ru,·r ~hm .

!\8 'fht-rt' urf' mar~ un..nc."'n than sfxu .. -1'~\ • so ,\fn• u:i/1 nti/ «5t' rl~m all.

Tlw .\1mtcl rqxm suggests that in fll!u~ CQm[lMi<"' will be !om!d to practN'

!(rent er. . . ( 10) ..• in thcir dealings becauSI! of th~ inl're~"'<l ~warenc:.s amur~>t

. • • ( 11 ) ••• of ethical ISsues Th1> predirtion ;, ~UJl[)()rted by the growth in thr

numl.x·r of. . . ( 12 ) • •• tdenti!ied m thP nnn rt'l't'lll "urvey publi.-ht'<i. As a

oon1C!q~M:n~. tt "' £eh that rompani"" w.U Milt• to lltink more am:£uUy ~bout

thetr .. . (13 ) ...

. 82 .

I

honc:;ty and opcrutes.'

cthK'.al spenders

polttietarlS

I :ial awareness Lial record

ann, hair tthical.

cn\'1tUOmt"ntalL«its

(.'Ort._"'~Umt,>N

poliucnl beltef,

finnncinl constrain t<

READING PASSAGE 2 You shortld spend about 20 minutes on Quesrions 14 - 26 'Which are hased <m R<'<wing Pu.,sai(e 2 l>e

IITW.

A There is a great concern in Europe and North America ulxmt declinmg standards

of literacy in S<;:hools. In Britain. the fact that 30 per ~-ent of 16 year olds have a reading 11ge of 14 or less has helped to prompt massive educational changes. The de

veloprnt!m of tite111cy has far-reaching effects on general imeUectual dt>velopmem and

thus anything which impedes the development of literacyts a serious matter for us all.

&> the hunt is on for the cause of the decline in literacy. The search so far has focUS<!(!

on :u:i<rcronomic factors, or the effectiveness of • traditional' ver'u.' 'modern'

teaching techniques.

8 The fruitless search for the cause of the increase in illiteracy is • trllgic example of the :;ayiug 'They can't see the wood for the trees' . When teachers u.<oe picturt; books, they arc simply continuing a long-e:;tablished tradition that is act-epted without que;,

tion. And for rhc past two decades, illustrations in rt':llding primer• have bctxmle im

poverished sometime!< to the point cf extinction.

C .1\nwingly, there i$ ,;nu.Uy no empirical evidence to sup(X>n the use of illustrations

in teaching reading. On the wmrary. a gi'C81 dt:al of empi rical evidence shows thac

pictures interfere in a damaging way with ~llllSIJC(:ts of learning to read. Despite this,

from North America to the Antipodes. the first books that many school children re

ceive are totally without text.

0 A teat:hi!r's main concern is to help young beginner readers to develop not only the

ability to recognise words, but the ~kill< necessary to understand what th- words

me;ln. Even if a child is able to read aloud fluently, he or she may nor be able to un

derstand much of it: this is called · barkmg at text'. The teacher's task of improving

comprehension is made harder by mnuen~-e, oulllide the cia.'lSroom. But the adver:l<! ef

fecLS of such things •~ television. video games, or limi ted language experiences at

home. can be offset by expenencing 'rich' language at school.

E Instead, it is oot unusual for a book of 30 or more pages ro have only one semenc~ full

of repetilive phrases. The artwork is o!tcn marvellous, but the pictures lll8ke the lan

guage redundant, anti the children have no need to im.'lgine anything when they read

such book.<. Looking at a picture actively prevenlll children younger than nine from

creating a mental imngc. and can make it difficult for old~r children. ln order to leam

how to comprehend, they need to practise making their own meaning in rE'Sponsc to

text. They need to have rheir innate powers of imagination trained.

1-' 11>; they grow older, many children turn aside from books without picture:; . 1md it is a

. 83

Ntuation made more scriou:o as our culture b«om.-s more ,·i,ual. lt ;, hard 10 wean

childml orr picture book.< whe-n pictu""' have pl&>-.:d a major pan throuKhout th<-ir for·

mauve reading experit~. and when there L' com(>etttlon for their attention fn•n sn

many ot.her sourct>s of ~ntertauunent. The lenst mtdligcnt are lliO!>t vulnc,..,blc. but

tc.~IJ> show that cvrn tntcllll(cnt children are being affected. The respono;e of c-ductnors

h~~» been to extend the U.'!e uf ptctures in book, and to •implify the lungu~g,•, c•vt·n at

!ICilior levels. The UniVCI"lllliCS or Oxford and Caml>ridgl' ~mly hdd J<•int <'>llft•r·

cnccs to discuss the nouce11bly rapid dechllt' in lit~"""Y 11111011g their undcr,;rroduatcs.

G Pictures are at.o used to Mp motl\'ate childi"C'n 1u n'll<ll"-'Uiu...., tht.oy are OO.uttful and

C)'\,~tching. But moU,'&Uon to mid shot.dd 1., pnwid<-d by li>tcning lO :<l•>nco. well

read. whete children imagme m re;pon:;e to the ''"'Y· l11CO, a:> th..'Y onan w read,

they have th1s exprricnc"t to help them und<•.-tHnu the language. 1f we P"""=nt ptc·

tures to save childrm lht• lrnuble of devdopinl( the"" cn:nuve skills, then I think we

are making a pat mi~takP

If Academic journaL, rongif11( from edt~tiunal Tl"'ltfch, p:.ychology, IBnguage le~~mu~g,

f"'Ycholinguistics. and ,., on cite cxpcrirocnb which dctuoostrate how detrinl<:1ltaiJ~C·

tures ..re for beginner rtad.:.-. Hcrc i> a brid .cl«uon:

The t"CSt'areh =ult- of the Canrulian educauonaltst Dole Willows "'-ere cii'Jlr orKI ""'';,_

t~nt: picture~ &Cfe<:tul 'P<-'-<1 and accumcy and r~ d~ the picture. wen· tn th~

W<>rds, the slower and nKlr<- maccurate the child's re~~diOH bec&ne. She ciAinl' tl >st

when children come to u word t.hey already know, then the pictures ~re unn<'l\~""'"Y

end distracting. If they do not know a word and l<~>k to the picture for 8 rluc· to i'"

Jllelining, they rtliiY well be misled by l!.<pect" of the pictu= which are not do,.dv re·

lated to tht' mearung of the word they are tryn>$1 tu undcNand.

J Jay Samueb, an Amcncan Pf'Y~'t, fouri<l that JUlf reader; gtven no picture,

learnt significantly mort wtll'd:> than tln<e leam11tg to read with books with pie1un:- .

lie I'Xllmined the work of other re:oearchers who hAd 1'\'poncd problems with the u.~ of

pictures and who found thl>t 11 word without s ptctur~ was superior to a wunl 11lu' a

picture. When children were given words and pictur~•. 1hoo;e who set•mcod tu i~nore

tlw pictures and poll'ltcd at the words learnt more words th1111 the children whnll<Mntcd

at the pictureS, but the')' ~ull learnt fewer word• than the children who had no illu:;.

trated stimuli at all.

• 84 .

QIU'$tions 14 - 17

Dlt•"' thf appn>priatl' lntus A - 0 and u.,.iu thnn in hnrn 14 17 rm ·''"'" answrr >h~t .

14. Rcadc·N Hn' Mid to 'bark' at fl !<'XI when (A) they n:ad 100 loudly. (H) th< re are 100 many rCpt'lllivc word.~. (C) th<:y a~ discouraged £rum lbltlg th(>lr ifll!l8lnation.

( 0) l~Y hav~ di£ficuhy '''''"'''""''Ill its I"DCJlni~.

15. The text "'ggestS that ___ _

(A) JliCiur~s in books should be IC!'S dcta>led. (B) picture""" •lnw down reuding pi'Of(l'<'$:1. (C) pi<·wn· lx10k• arc best uso:d witn younger readf!r'l.

( [)) JliCIIIrt" ITlllkc modem boolc- too ~xpensi~.

16. Unowtl!ity aca<k-mia. arc cone<~ becau,., ( ,\) )'\>Ut~ pu.>ple ate show>ng les.-~ mten-sl m highcr eductlt><<l .

(ll) ,tudcnL' C8nJlOt tmde"'tand modern scadermc tCXL'·

(C) HCJ>dcmic books are too ch>ldish for 1 heir undergroduau::t. (D) there hru; been a significant ch•nJ!c in student litc;racy.

17 Th" vounge;t readers will qwckly <kvclop I!OQd ~ MiUs 1£ they __ _

( ,\) !cam to a"''Ociate the "'onl.' m 11 text Wlth pie1ure;

(B) are ex~ to modem t.....chulf! 1<-chmques.

( t') an• encouraged to >!mOI'C IJI~'l.u"" m the text .

(D) k'ltm the 3n of tclliAA Morics.

. 85 .

Questions 18 - 21

Do rh~ /olwwin~ slatonents agree ·with the mfomw.tion given in Rf'.(lding Passaw 2? f11 ix>.xt> 18 - 21 011 ,>Our an.<U.~U sht£t ·write

YF..S t/ the statemenl. agrP.t!.< willr IM inf()T'matum

NO if the st<ttement C(11ltradicts the infonnation

NOT GIVEN if these is 1w infomwtum about this i11 the /)assuge

18. lt is traditionally accepted that ch.tdren's books should contain few picture... 19. Teacher:< aim to teach both word recogrution and word meaning.

20. Older readers art' having difficulty m adjusting to tex:ts without picl'UJ'Cs.

21. Latcracy has improved ~ll 11 result of recent academic conferences.

Questions 22 - 25

'

Reading Pa>SaJle 2 ha.< tm paragraplu, A-J. Which paragraphs stalL the following iltformatior~ '!

Write flu! uppropriau letters A - J i11 boxes 22 -25 011 _\Kmr amu.<f!r sheet.

NB Thrre art morl! paragraphs 1han summarie., so :.ou will not t<Se thl!rn all.

22. 'rhe decline of literacy is seen in group:; of differing ages Md abilities. 23. Readang methods curremly in u.-;e go against resea-rch findings.

24. Readers able to ignore pictures are claimed to make greater progrc:ss.

25. lllustrntions in books can give misleading information 9bout word meaning.

Questions 26

From the lilt below dwo.<e the mo.\1 suitable title }or the tvlwl.e of Rending Pas.r<Jge 2.

Write rhe appropriate letlt!r A - E in box 26 011 .}Our anstt.oer sheet.

(A) The global decline in reading levels

(B) Concern about n.>cem educational developmentS

(C) The hann th•t picture books can caLL-e

( 0) R~h carried out on children'~ literattlre

{E) An examination ol modem reading styles

• 86 .

READING PASSAGE 3

l'uu should •/)e•zd about 20 minutes 011 Questions 27- 40 which are baw o11 Reading Pu..<saf(e 3 be

luw.

IN SEAI~CH OF THE HOLY GR AIL

It has been called the Holy Grail of modem biology. Costing more than £ 2 billion, iL is the most ambitious :leientific project since the A(X>llo programme that landed a man on the moon. And tt will take longer to &:oomplish than the lunar mi.ssiorL'i. Cor it will not be complete until enrly next century. Even before it is fini~hed. according to those involved, this project ~houiJ open up new url· dersranding of, and new treatments for, many of the ailments that afOict humanity. A:s a result of the Human Genome Project. there will be new hope of liberation from the shadows of cancer, hean disease, autoimrnune diseases such as rheumatoid arthritis, and some Jk>Ychiatric illne:sse; .

The objective of the Human Genome Project is simple to state. but audacious in scope: to map and analyse every single gene within the double helix of humanity's DNA1 • The project will n.veal a new hwnan anatomy -not the bones, muscles and

I sinews. but the C<mplete genetic blueprint for • human

being. Those working on the Human Genon1e Project claim that the new genetical anatomy will t111nSform medicine and reduce human suffering in 1hc twenry-first century. But others sec the future through a darker glass, and fc.or that the project may open the door to a world peopled by Franken<tcin·~ mons1ers and disfigured by a new cugenics2.

The genetic inheritance a baby receives from its parents at the moment of concepLion fixes much of it< later development, determining characteristics as varied as whether it will have blue eyes or suffer from fl llfe-threalening illnes.s such as cystic fibro.•is. The human genome is the com· pcndium of all these inherited ge.tetic instructions. Written out along the double helix of 0:-.IA are the chemical letters of the genetic text. 1t is an extremely long text. for the human genome contains more than 3 billions letters. On the printed page it would fill about 7.000 volumes. Yet. within Uule more than u decade. the pc:x;i t ion of every letter and i ~ rein tion to its

neighbour.; will have been tracked down, analysed and recorded.

Considering how many letters there are in the human genome, nature is an excel lent proof-reader. But some· umc• there arc nustakcs. An ~rror in a single ' word' - a gene - can give ri:;e to the crippling condition of cystic fibi'OI!is. thP commone-'t genetic dioorder among Caucasian.;;. Errors in the genetic recipe for haemoglobin, the protein that gives blood its charocteri,ric red colour and which carries oxygen from the lungs to the rest of the body, give rue 10 the moot common single-gene disorder in the world: thalassaemia. More than 4.000 such ~ingle-gene dcfecu; are known to afOict hwnanity. The majoriry of them are fatal: the majority of the victims are childnln.

None of the single-gene dioorders JS a di:;ea"" in the conventional sen5e. for which it would be po&Sible to administer a curative drug: the de· feet is prl~programmcd into every reil of the sufferer's body. llut there is hope of progre;,. In 1986, .'\meri-

• 87 .

can researchers identifioo the genetic defect underlying one type of mU!!Cular dys1r0phy. In 1989. a team of Amerie~m and Canadian biologists announced th9t they had found the ~ite of the gene which. when defective, gives rise to cystic fibrosis. Indeed, not only had they IOC9too the gene. they had analysed the S<lC).ut:JtCC of leuC!tS within it and hac! identified the mistake re•ponsible for the condition. At the least. these scientific advances may offer a way of screening p.nrents who might be at risk of transmitting a single-gene defect to any children that they oont-eive. Foetuses can be text<xl while in the Worilb, and if found free of the genetic defect, the parents will be rdieved of worry and stress, knowing that they will be delivered of a baby free from the disorder.

In the mid-1980s, the idea gained currency within the sciemi£ic world that the technique$ which were successfully deciphering disorderrelated genes could be applied to a larger project: if science can learn the genetic spelling of cystic fibrosis. why not at-

tempt to find out how to spell • human·? Momemum quickly built up behind the Human C'Je1101ne Project and its objective of' sequencing • the entire genome- writing out aU the letten; in their correct order.

But the consequences of the Human Genome Project go far beyond a narrow focus on disease. Some of its supporters have made claims of great extravaganoe - that the Pll)ject will bring us to undersumd , AI the rnot<l f und;tmentallevel. what it is to be human. Yet many people are concerned that such an emphasis on humanity's genetic constitution may diston our sense of values. and lead us to forget that human life i!! more than just the expression of a genetic program written in the chemistry of D"'A.

If properly applied, the new knowledge generated by the Human Genome Project may free humanity from the terrible soourge of diverse dis· ea...es. But if the new knowledge is not used wisely, it also holds the threat of creating new forms of discrimination and new methods of oppression. Many characteristics,

such as height and intelligence. re~ul t not from the action of genes alone, but from subtle interactions between genes 11nd the environment. Wlwt would be the implications if humanity were to understand • with prccision, the genetic oonstlwtion which, given the same environment. will predispose one person towards a higher intelli.gertee than another individual whose genes were differently shuffled'!

Once L>efore in this century, the relent le:;,; cUliosity of scienti fie researchers brought to light foroes of nature in the power of the atom, the mastery of which has shapod the destiny of nat.ions and overshadowoo aU our lives. The 1-fuman Genome Project holds the promise that. ultimately. we may be able to alter our genetic inherltance if we so choose. But there is the oentral mor!ll problem: how can we ensure that when we choose, we choose correctly? That such a potential is a promise 41nd not a threat? We need only look at the past to understand the danger.

G/nssary 1 DNA Dooxyribomtcleic acid, molecules responsible for rht tran.sferenq- of gm.l'tic charac

teri.fitics .

. 88 .

The science of improvi71g the qualities of the human race, especially the CAreful .!e

lection of pa.reru.s .

Questions 27 - 32

Complete the senU>nces bel=• ( Questiolrs 27 - 32 ) u:ith twn:l.s taken from l?mding Pa.<sllgt' 3.

Use NO MORE mAN THREE WORDS OR A NUMBER for each tl1Lru.w!r .

Wrilf' ;:,our an>-u.'l!r.< in boxes 27 - 32 on .)OUr answer sheet.

E.>;ample

The J>3SS"&C· lY>Olp&r\:S the genetic in.,1ruction.' in D~A to

27. The passage compares the Project in scale to the

28. The posSible completion date of the Project os ................... ··············- ·

29. To write out the human genome on paper would require

books.

30. A genetic problem cannot be treauod with drugs because strictly speaking it is not

" 31. Research in to genetic defects had its first success io the di:srove.ry of the cause of one

form of ....... ...... ............. ...... .

32. The second success of research into genetic defects was tO find the cause of

. 89 .

Questions 33 - 40

Classify tht {ollCIWlng sllltements <IS repre.enting

(A} llrt TJ.Jrir..r's /txus about the HtmUHt Ge11ome Proje,;t

(B) other Pffip/_.s fears about the Project rtfXJrtl'tl by the Wtiti'Y

(C) thr ·~·riter'; n>porting oj j(u:ts about the Project

(D) the writer's reportilrg of the iang·term hoPes for the PrOJect

Write the appropriatt• lt•l/J!rs A - D in /xu:es 33 - 40 011 yuur arr.swer slttt!t.

33. The Project will provide a new understanding of major diseases.

34. All the components which make up DNA are to be recorded and snrdied.

35. Genetic monsters may be created.

36. Th~ correct order and inter-relation of All genetir dMa in 111l DNA will be mappetl.

37. Parent• will no longer worry •bout giving birth to defective offspring.

38. l.leing 'human' !lllly be defined oolely in term.• of describaLie physical data.

39. People may be discrimlllated agairu;t in new ways.

40. From past experience humans may not use this new knowledge wisely.

. 90 .

\\ RIII'\L

WRm"''C TASK 1

You should sP<·nd 8bout 20 minuu.,.; on thi• Ln~k.

Th~ tab/~ klow sha•s th~ figure /01' impriJ>onmmt in fi~ rountrits ~ .. - 1930 and 1980.

You ~hould wrate at least 150 word'

lnthouaande 140

120

100

80

r.Gt Oreatllritoln LJ Aullnlia r!Nowz•~SiaiOS • c.-

• 91 •

WRfnNG TASK 2

You should ~pend about 40 minutes on this UL~)<.

Present a wrmen argument or case 1.0 an educated reader with no specialist knowledge of the follow

mg topic.

The posi1ioo of women i11 society has chan~-ed markedly i11 the last twenty .)'Mr$ • 'Many of che

problems y<Hlllg people 11ow eJqJerience, such as jrn•enile dslinquency , arise from the fact thn.t

many married ''(In""' now work and are not a1 h(lllle to care for their chi.ldnm.

To •1/utt extent do you agree or disagree wirh this opinion?

You >llould write at least 250 words.

You should use your own ideas. knowledp;e and expenenoe and >uppon your arguments with exam

ples and relevant evidcn~-c.

. 92 .

Task:

The candidate is tO find out as much infonnation as possibl~ about buying a book.


BUYING A BOOK Your teacher recommended a good English language writing book tu assist students with lbdr written work.

Ask the examiner about: the level of the book

the title

lnfonnatlon for the Examiner:

the level of the book

the tide

the authors

the cost place of purchase

the authors

the =t

place of purchase

extras - cassettes . answers

... It is valuable for students preparing for university

entrance and fror advanced learners of English.

"Writing Academic English .. or another text you know of

by Walton and Hsgue

around S 40/£ 20 Name a suitable bookshop in the town.

extTas- ca..._~ttes, answers. . .. .. ..... .. ......... . .. There is no ca..«sctt~ as it is only a writing book. h

doe.' not pro,ide answers. but the teacher oould

help with ~-orrections.

• 93 .

General Training: Reading and Writing Test A

SF..CI'ION 1 Questions 1 - 13

Questions I - 5

l..ook <11 till' rnformatroll <m tile follmHng page abvrtl the ""of t>dlidn; in IM Uni'lll'r.<if.y J.'Tfl!lntf,.

In bau.< I - 5 011 _..,.,.,,. unsu."'r sh~ u.nt~

fRl l' if the staum .. nt ts tru,

F \ISF: if tM stat~t is fa/9

"OT Gfl'Fl'\ if thl' informatum is not gi'"" in ,,,. /JU..<.'<ll(l'

1-:.tum '"" Tlw r·~lllflll< """''Hr~ 11ot •>pen to R<,nc·nolm<·mbcr• of the J>u!Jiic. .·\nru""~ TRLE _j

I. UnivcNity cmployres do not need to pay for th~tr (lllrking fwnnit•.

2 Parkn111 in Hall, of Resrdcnce is. handled !Jy tl..-, WardNt• of the Halls.

3 Ha'"'lll a Uni'""'''Y permit doe; not allow ~raff to , .. rk rot Halb.

4. Parki"'( pcmtil> """' £20 a year.

5. Studt·m• lovi"'( on Hall do not need permi,.<oon to perk in Hall car perks .

• 9-1 •

USE OF UNIVERSITY GROUNDS

BY VEHICULAR TRAI<'FIC

Th,• University grounds are privntt'.

'The Um,-ns~ty authoritie< only allow IIUthori<:ed member< of the Uni,'ef'Sity, 'isitor< end

dnvtr.\ of vt"hide< o;ervicing tht· UniiiU'<ity to enter the groun<b.

ME'Jllht·r:< of 'taff who have pnid the tUluioite fee and dbplay the nrrmpri11te pt<rmit n111y hri~

a whidc· intn the grounds. 1\ University permit does not rnutlt' th<:m tl> pnrk in llnll cnr

pArk• hnw~wr, uruess ltUthori:!<-d by the Warden of the Hall C'<'>nrt'med.

SHMk1lt> may not bring vehid~ into tht groun., they have

been giwn ~pma~ permission by the ~ty Officer 11nd """' l"'id for IUld are dtspla)'UII! 1\n

IIJlPI"priatc entry permit. Studcn" li_,ng in Halls of R""iclcnn: tnu.'t oLtain pcrmi!I!'IOO from

tht· WArden to keep a motor '~hide At their residence.

Stut.kn!K lll'C reminded that if they perk s moror vehirlr on Univcn!lty premises without • vnlid

pennot. they will be fined ! 20

Questions 6 - 13

Lhok at tJ.e patient informat·ion leaf/et 011 the folluwmg page.

Match ea.ch of the follCTWing sentnu:es with 1WO po:rsible ending; il - M frcmt the bo.T b<!low. Write the appropriate leuers A - M in boxes 6 - 13 cm y.ur amwer sheet.

Example Borodinc tablcll< '>hould not be gi""" to ...

Questions 6 and 7

Borodine tablets n,jght be used to treat ...

Questions 8 and 9

Ansu..,Aand M

You rnwt ask your doctor berore taking Borodine tablets if you are already being Lnl8ted for .. ,

Questions 10 and 11

You do not need to oonsult your doctor immediately if Borodine tablets give you ...

Questions 12 and 13

You must consult your doctor at once if you find Elorodinc tablets cause ••.

Possible Endings

(A) children under 12 yen:rs of age. (B) a headache.

(C) an unoomfortable feeling in your stomach.

( n) symptoms sin,jlar to • cold.

(E) a change in your skin colour.

( F) anything treated by a prescription medicine.

(G) a kidney complaint.

(H) a whitening of the eyes.

(1) sore or broken ~kin.

(J) a f.mgal infection.

(K) a feeling of sadness.

(L) shonness of breath,

(M) a woman expecting a child .

• 96 •

The name of your medicine Is

Borodine tablets .

WHAT ARE Borodine TABLETS USED FOR? AFTER TAKING Borodine TABLETS

Borodine tablets are used to help relieve hay Borodine tablets. like many other medicines,

fever and conditions ctJe to allergies. In partlc- may cause side-effects in some people.

ular skin reactions and a runny nose.

11 is not recoomended that Borodine tablets if you faint. stop taking Borodine taj)lets

are given to children under 12 years of age or and tell your doctor irrrnediately.

pr&g1allt or breastfeeding women.

BEFORE YOU TAKE Borodine TABLETS

In some clrcunstances it is very Important not

In additioo Borodine tablets may cause prob

lems with your vision, hair loss, depression or

ooofusioo, yellowing of your skin or your eyes.

to take Borodine tablets. If you Ignore these If you have these effects whilst taking

Instructions, this medicine could affect your Borodine tablets. tell your doctor inme-

heart rhythm. diately.

Are you taking oral medicines for fungal infec- Other side-effects are dizziness or headaches,

tlons'? and indigestion or stomachache. However,

these effects are often mild and usually wear off

Have you suffered a reactioo to medicines ooo- after a few days' treatment . If they last for

taining Bored/ne before?

Do you suffer from any liver, kichey or heart

disease?

If the answer to any of these questions is

YES, do not take Borodine tablets before

consulting your doctor.

more than a few days, tell your doctor.

. 97 .

Quest i OIIS 14 - 20

1.hJk at the introduction to We.!t Thames College on the folluwing fxlge and at the stat.n~tnls ( Ques·

tiOIU 14 - 20) btd<r,;u.

1 n bures J.J - 20 an :.Cllf' answer slzeet write

TRUE

FALSE

NOT GIVEN

if the sro.ummt is true

if the stateln~rtt is false

if the mfomzation is 110l given in the fxwage

14. Chiswick Polytechnic w~s cloo;.ed at the :~~nne time We,t '11mmc~ College was opened.

15. Most of the students at the college come from out•idc the local ~~rea.

16. The college rhangcd its n$me to West Thames College in 1993.

17. Then: arc currendy 6000 studenL' over lhc age of 19 attending lhe college.

18. Studenllj under Lhe age of 16 cannot aLLend any of the courses offered by the college.

19. :'!ne college offers a more matuxc environment in which to learn than a school.

20. 'There are fewer subjecllj to study in the sixth fonn of a school than at the college .

• 98 .

I WEST THAMES COLLEGE =il !BACKGROUND INFORMATION FOR CANDIDATEsJ I

West Thames College ( initially known as

Hou'lslow Borough College) came 1nto exis

tence in 1976 following the merger of lsleworth

Polytecmlc w1th part of Chiswick Polytecmte.

Both parent colleges. in variOuS ~lses. enjoyed a long tradition o1 service to the oorrmJ·

nity dating back to the 1890s

The college Is located at Loodoo Road,

lsleworth, on a site occupied by the VIctorian

hOuse of the Pears family. Spring Grove

House. An earlier hOuse of the SM1e name on

thiS site had been the home of Sir Joscph

Banks. the bot.arust who named Botany Bay

with Captain Cook In 1770. Later he fOU'lded

Kew Gardens

Situated at the heart of West Loodoo.

West Thames College Is Ideally placed to

serve the trairung and ed.ICation needs of local

lncl.lstry and local people. But ils Influence

reacnos mdl further than the irrrned1ate lo

cality.

l.klder Its former name. Hounslow Bor

ough College. lt had already established a re

gional, national and international reputation

for excellence In fact, about etght percent of

its sludents coma fronl conttnental Europe and

fl.rther afield. whilst a further 52 percent are

from outside the irTrnediate area Since 1

April 1993, when it became Independent of

~local authority and adopted Its new title,

West Thames College has continued to build

on that first class reoutatim.

These days there is no such thing as a typical student. More than hall of West

Thames College· s 6000 students are 011er 1 'I

years otd Some of these w1ll be attendl!ll

college part-hme l.f'ldel' their~· train

ing schemes. Others w 1ll want to loom new

skills purely out of Interest, or out of a dcslro

to inl)rove their promotion chances. or they

may want a change ln career.

The college is al90 very popular with 16

- 18 year olds. who see it es a practiCal al

ternative to a lu<ther two years at school

They want to study in the more adJit atmo

sphere the college provides. They can choose

from a far wider range of Slb)ec1s lhan it

would be practical for a stxth form to offer. If

they want to go straight Into employment they

can still study at college to gam (J.IIIhficatlons

relevant to the job. e1ther on a day-release

basis ()( through Network ()( the Modem Ap

prenticeship Scheme.

@ West Thames College 1996

. 99 •

Questions 21 - 26

l-ook at thP We.vt Thames College's Seruices for Students on the follawing page. Each paragraph

A - H de:;cribe. a d iffermJ service provided by the (01 l~ge.

From th~ lot bt/uw ( 1 - XI) choose the most sui(4b~ >uJmruH•ies for paragruplrs A , C and E

n. Wnte the appropriate numbers ( f - Xi) in boxes 21 - 26 on :pur answer sheet.

I A shop for the books and stationery needed to :<tudy

IJ Counselling ~nd welfare willing to listen, offer advice or a~nge • referral

fil An Examinations Office arranging eXlUTlS and iswing certificates

IV A Regi!<ln<r's C)flice lumdlinp; •11 fe.. payrnent.< and related en4uirie:;

V A Medical Ser.iL-e offering on-site """i:;umce whb heahh-relat('.d probl~ms

VI A tutorial system fur regular one· to-one guidan<-e, 'l.li'PI>•tand fL>edilack VII Carce., Advice helping s tudent' irtt.o cmploymwt

Vill An Admis«ron.~ ServiL-e providing assi•tance in choosing and -t~pplying for higher education

courses

IX A Student Union rcpresentrng students on ooUcge oom.minecs

X Clubs and societies for students' free-time

xi A Learning Suppon Service supporting students in studying, presenting information and han

dling numbers

21. Paragraph A

~ &amp/~ Pamgraph B

22. Par~phC

23. Panrgraph E

24 Paragraph F

25. Paragraph G

26. Paragraph H 100 •

WEST THAMES COLLEGE SERVICES FOR STUDENTS

A As a tull-tlme student at West Thames College you will have your own Personal Mentor who will see you each week to guide you through your studies, and discuss any problems which may arise. We take a cooperative approach to the assessment of your Worl< and encourage you to contribute to discussion. B This service provides specialist assistance and courses tor those who need help to improw their writing. oral and f'Ul1e(acy skills for the SKX :;sful ~k:ri ol trelr college <Xli.J'Se,

Help with basic skills is also available. c This service is available to anyone wl1o is undecided as to whioh course to follow. lt is very rruch a service for the indivi<ilal . whatever your age, helping you to select the best option to suit your clrwnstances. The service includes eclicalional advice, guidance and support. Including a facility for accrediting your previous experience-the Accreditation of Prior Learning (APL). The Aanissions Offlee Is open Monday to Friday 9.()0 am to 5.00 pm. All Interviews are confidential and conducted In a relaxed and friendly atmosphere. Evening appointments are available on request. D The College Bookshop stocks a wide range of ~s. oovering aspects of all courses, together with a good selection of stationery. lt also supplies stamps, phone cards, blari< videos and oomputer disks. The shop Is open at times specified in the Student Hancl:look In the mornings, afternoons and evenings.

E When students are weary from study and want the chance to relax and enjoy themselves· with friends, they can participate in a number of recreational activities. Depending on demand. we offer a range of sporting activities including football, baaninton. basketball, table tennis, volleyball, weight training and aerobics. For the non-sporting students we offer a debating society, video cloo. hair and beauty sessions, as well as a range of creative activities. Su9gestlons for activities from students are always welcome. F This confidential service is available if you have practical or personal difficulties dlring your course of study, whether of a financial or personal nature. Our Student Advisors can help you directly or ptJt you In touch with someone else who can give you the help you need. G The College Nurses are there for general medIcal advice and tor treatment of illness or injury. All visits are ccnfldential. First aid boxes and fully-trained First Alders are also on hand at various locations around the ccllege. H West London employers have a permanent base In the centre of college. with access to a database of more than 24.000 Jobs available locally and in Central London. They will also help you with job applications and Interview techniques.

© West Thames College 1996

• 101 •

Read the follau.:ing pa.sage a11d answer Questiom 27 - 40.

Someone once put forward an auractive though unlikely theory. Throughout the Earth's annual revolution around the sun there i• one point o{ space always hidden from our eyes. This point i~ the oppo••ite part

of the Earth's orbit, which is always hidden by the sun. Could there be another planet there, essentially similar to

our own, but Etlways invisible?

If a spat-e probe today sent back evidence that such a world existed it would cause not much more sen'<lltion than Sir William Herschel's discov-

• 102 •

ery of a new planet, Uranus, in 178l.

Herschel was an extraordinary man-no other 8$

uonorner has ever ro\ltlred so vast " field of work-and his career deserves s tudy. He was born in Hanover in C.:rrnany in 1738. left the German army in 1757, and arrived in England the sante year with no money but quite exceptional otllljic ability. He played the violin and oboe and at one time Wll!l organist in the Octagon Chapel in the city of Bittll. Herschel's was an nctive mind . and deep inside lle was con-

scious that music was not his destioy: he therefore read widely in science and the arts. but nor until 1772 d.id he 001ne across a book on astronomy. He was then 34, middle·~~Sed by the standards of the time, but without hesitation he em· barkctl on his new career . financing it by his professio<¥11 work as a musician. He spent years mastering the m of telesoope construction. and even by present· day standards his instrumen LS lire comparable with the best.

Seriqus Qb>'ervation beg~n in l 774. Re !let himself the

astonishing task of ' reviewing she heavens' . sn other words, pointing his telescope to every accessible part of the sky and recording what he saw. The first review was made in 1775; the second, and most momentous, in 1780 - 1781 . lt was during the latter part of thi~ that he discovered Unmus. Afterwards, supported by the royal grant in recognition of hi;; work. he was able to de''0\c hirn_«clf entirely to astronomy. His final achievements spread from the 'un and rruJC>n to remol" golaxit<S (of which he discovered hundreds) , and papers flooded from his pen until hi$ death in 1822.

Among th(O;e there was one sent to the Royal Society in 1781, entitled An Accou111 of a Comet. In his own words:

On Tuesday tbe 13th of Man:b , betwero ten and eleven in the evening , while I was examining the small stars in the neigllbourhood of H Geminonnn , I perceived one that appeared visibly larger than the rest; being struck with its uncoounon magnitude , l compared lt to U Geminonnn and the small star in the quartile betwoon Auriga o.nd Gemini , and finding it to be muclJ

Glossary,

larger than either of them, suspected it to be a comet. Herschel's care will< the

hallmark of a great observer; he was not prepared to jump 10

any t'Ondu.sions. Also, to be fair, the di5e0very of ~ new planet was the last thought in nnybody's mind. But further observation by other astronomen; be!;icles He...chel rL~ vealcd two curious facts. For a comet, it showed a remark~bly sharp disc; fur1hermnre, it was moving so slowly that it was thought to be a great distanee from the sun, and comets are only normally visible in the immediate vicinity of the sun. As its orbit came to be worked out the truth dawned thal it wns a new planet far beyond Saturn's realm. and that the 'reviewer of the heavens' had stumbled across an unprecedented prize. HerscheJ wanted to call it georgium sidus ( Star of Goorge) in honour of his royal patron King George ID of Great Britain. The planet wa.' later for a time called Hcrschcl in honour of its discoverer. The name Uranus, which was first proposed by the German astronomer J ohann Elert Bode. WliS in use by the late 19th century.

l..lranus is a giam in con-

struction, but not so much in sin~: its dian1etc.r c:omp~ unfavourably with that of j upiter and Sat urn. though on the terrestrial scale it is still oolossal. Uranus' at=phere consists largely of hydrogen and heliwn, with a trace of methane. Through a telesrope the planet appears as a small bluish-green di;.c with a faint green periphery. r n l 977. while re<.'Ording the occulta· tion1 of a star behind the planet, the Americ:sn astronomer James L. EUiot discovered the presence of live rings encircling the equator o[ Uranus. Four more rings were discovered in January 1986 during the exploratory flight of Vo,v

ager 22 • 1 n addition to its rings, Uranus has 15 satellites ( ' moons' ) . the la•t I 0 discovered by VO)<lg-er 2 on the same £light; aU revolve about its equator and move with the planet in an cast-west direct ion. The IWo largest nlOO!IS,

TitaniA lll1d Obcron, were discovered by Her&:hel in 1787. The nruct two, Umbriel and Ariel, were found in 1851 by the British astronomer William J..as,.ell. Miranda, thought before 1986 to be the innermost moon. was diS<.-overed in 1948 by the American ...... t ronnmer Gcrard Peter Kuiper.

10<.-c:uls61i<>n in """"'"""Y, when one obje<:s passes m Irons of another and hie)<. she SO!CMd lstm v.ew. espc.'cially. !or "'"""pie, when the moon otm'-"' betw«n an ol»etver •nd • •w or planet

ly~ 2 Ill\ unnumned spacecraft sent on a 110)'88" po:;t S..twn, Unmus '"Id Jupisor in 1986, during wlurh it SL"Dl back infomltttion •bout tl~ pltmet'S r.o !'!Clemi:s.ts on eanh

• 103 •

Questions 27 - 31

Ccmplete the table below.

Write a do.u for mch <m$Wt'r.

Wriu .)Our <WSWI'rs in ba:as 27- 31 on ,)O"r atu.""Wer $het-t.

Event Date

-F.:mmp{r Ansu...-Williarn H"r;chel wo.• hom 1738

Herschel lx-gan investigating a.<tTOnomy (27) ......... . ... ...

Discovery of the planet Uranu< (28) .... .

OiSCtwery of the nlOOnS Titanis and Oberon ( 2!)) , ... " ... ..

f'"ll'St discovery of Ucanus' rings (30) ..... .... . .. . .. ~-·· " -Discovery of the last 10 moo!lS of Uranus (31) ........ ..-........ ~ .............. ...

• 104 •

. ...

-· . . ...

........

.... . \'

Questions 32 - 36

Do the fol/trwing stalemn/1,< rf.(lf!CI lht' datm.< of rh,. wrilt'r oflhr Rl'r.Uling Passap;<>'!

/11 lx~u.< 32 -36 mz ;><mr wzsu!er $hef!t write

)'!£S

NO N01' Cfl't:N

Example

if the sta/nnmt reflecl< tl.- claims of the u:riur

t{lhe slalnnent ccmlradicts lhe tt'riter

if i1 i.< im{K"wble w sa.v tdwt the wnll'r thinks abour this

llet"!'<:hcl wa..• multi· wlentc:d. YES

32. 1t i~ improbable that there is a planet hidden behind the <un

33. Hen;chel knew immediately that he had found a new planet.

34. J-lc..,;chel rollnbornu~l with Oth<" R~trononwr.• of hi, rime.

35. HeJ>Chel'~ ncwly·di:>eovered ohjecl was considered tu be too far f rum the :sun tu [,.. a mn,.:•t.

36. H~cl's di"""""ry wa_" the rntlst unponnnt find of the la~t th= hundretl Y•'Ar•.

Questions 37- 40

C"mpler.e each uf tlte .follou.>illg stu/Yml'llls ( Quesrions J7- 40 ) wirh <1 >ltHite from lite Rrutli11p; jx!.s

"'"e. Wnte .vow anstt<'I'S 111 bares 37-40 on your answer shf!<!t.

The suggem><l names of the new planQt start<-d with . . . ( 37 ) . . • • thett ...

(38 ) . .. , before finally settling on Uranus.

The flrst five rings around Uranus were di,.;ovcrcd by. . . (39 ) .. . .

From 1948 until1986. the moon ... (40 ) ... was believed to be the moon closest

to the surface of Uranus.

. !05 .

\\1{111'\(;

WRITING TASK I

You >hould >]:>end no mor~ dvm 2H m111ut<=- on this tJL<k.

\ ·ou borro"wl sorM bool<• from your school or roll~ librory. l n/Of'111n4U/y you lllll'« to 111 a .... y

10 vrsit a skfo. ~latiW! and (llnmx ,..,.,,.,. th~ boo4s m trmt .

IVrllt a lttur eo tire library. &plairr what has lrappmetl nrrd t<ll them what yo<r M'Ont to do

abmll it.

You tb :\01 need to write your own address.

TJ.w --------~- •

WRITI"'G TASK 2

A• JlOirt of a clas.s as:.'ignmeut you h>cvc to write about the !otlcJWUl!( topic .

• 'i()me f:Ol't!rrtmtms say /row many rhildren a family can lla1't! In their COtJfllry. '1/wy may oontro/

the n11mb<>r of childnn ~OIIINmr has through ra.us.

it is sonreti'- rt«CSSOfJ' and right/or a governmmt to control rht populotioo rn tlrh woy.

I>o you ogrtt> or tlimgtW?

(;ht rL'tl>OII$ for )'OIIr OII.!WCr,

You ~hould write at lca;,t 250 words .

• 106 •

General Training: Reading and Writing Test B

REAIHNC


Questions 1 - 7

l..i)()k at the thrl!l! restaurant advertisenumt.> 011 lhe following /XJIP'.

Amu."'' the queslums bt:lctt<! by writing thl'letters of the appropri£Lte resw.w·an!s (A -C) ;, /J£UPs :l<!rving lunch &t 2. 30 pm_. _ Jl

l . lt i& open for breakfast.

2. It b open <2Very rught for dinner.

3. It i~ only open for lunch on weekdays.

4 . lt has recently returned to its previous location.

5. [r weloomes families.

6. It caters for large groups.

7. It only open:. at weekend,.

. 107 .

A

DINING OUT Aboyne

The original

Luigl's Italian Restaurant

is now back in Aboyne

231 Beach Road, Aboyne

(ample parl<ing •vailahle)

Open: Luncheon 12 to 3 pm

Dinner 6 to 10 pm

TUESDAY TO SUNDAY

Entrees SS.SO Mains $8.00 Free ice cream for the kids

Special funcuons Up to 120 people

B

; ~

Italian & Seafood Cuisine

lunch: Dinner: Tuesday - Friday 7 nights

12 noon - 2.30 pm 6.00 pm - I 1.30 pm

Reservations: Phone 9763 3501

Tel & Fax: 9784 1234

54 Shore Street Kempton

c

• 108 .

RIVIERA CRUISING BOAT CLUB

Breakfast by the water

$5.00 Saturday & Sunday 8.00 am to I I .00 am • AustnlliRJI • Continental • American

At Riviera Cruising Boat Club 9753 5544 The Quay, Gateside

Questions 8 - 13

RlUd tl1~ UJ/orma4wtt lliwn in • 'vi"U• ElKtricil'll ..\, mrurt Pt(\'tlll'"l Faulitif'S' on tbt' folluu.:mJ.: pa~~ .;,J [,.J: ut thr •tatrmmt., /,.,/<n< (Questions 8- JJ).

In bru~J ll · /J "'' :>OU' amu'l'r M&-1 u:ritR

'/RUE

f'Af.SI\

NOT GIVEN

£,umpl"

if th~ .<tatnmmt i> true

1} th~ .<ltllnncnl ;,, ful:,e

1/ tht" mformati.tm i:o tJCJI ~i'tl(!n iu lh~ j)(.J..'i.'\tlf.ft'

You rmr.J. pay your attntmt by mail. t'.\l.';t: ~--------~~------~-----------

8 If you want a n:n·ipt. >'ltl ,hould :<end your l"'~mmt to the Southpon acldress.

9. You may poy your acrount ut bnmchcs of 1 ht• Fccl•·ntl lll.nk

10 You mu't pay the full amount. mstalmcnts are r•>t JH'nniut'tl.

11. The (A,,,_tsidt• Power Office is open on Saturclny morniug,,

12. You may f"'Y Y<•Jr ltC<'OUnt by phone using your l'tcdu c~trd.

13. There ill a n:duction for prompt payment

• 109 •

NEW ELECTRICITY ACCOUNT PAYMENT FACiLITIES

A V A£LABLE FROM 1 ]UL Y 1998

Alter 1 July 1998. you may pay your electricity account in any o f the following ways:

I • Payments via mail:

(J\) ;o..lo rcc"eipt rt'quircd:

Mail payments to:

03) Receipt required:

Mail payments to:

Coaswide Power

l..ocked Bag 2760 Southport \JSW 3479

CoastSide Power

PO Box 560 . Northbridg~ \JSW 3472

2. Agency paymen" (payments directly to the bank):

Payment> aut be nu.dc m any br.nch 1>f the Fodcrul l~nk by t"Omplcting the dei'O'Sit 'lip at·

t~dl<Jd tO your RC'OOlllll fl() tit-e.

;o..JH : Thi• facility is no longer available at South Pacific &nk brauches.

3. Payments directly to Coastside Power Office:

Payment$ C/ln be made directly to Cm,~•ide Power Office 111 78 - 80 Third Avenue . ;o..lorth·

bridge. Office hours are Monday tO Friday . 8.30 am to4.30 pm.

Paymenr may/)(' by personal cheque . bank cheq.,,. ur rash.

I Note: Payments cannot be made by pbone.

• LLO •

Questions 14 - 20

Read the pas:rage about jler5(JTU;l/ computers 011 th~ jollawmg jJaf(e and look at rh.- .•·tatemmt.< below

(Qufilitm;l4- 20).

il1 bo.xes14- 20 cm yaur amwer sheet WliU!

'11WJ':

PM.'W.

NOT CtVF.N

if the slalemml is true

if tilt statement is falSi'

tf the irt/O'r.,ltalliYrl M not p;ium m the passage

14. Then• xre two <1ll:llputers Bnd rwo printers available for public use at the library.

15. '{pu can buy floppy disk,. at the information desk.

16. The infomuuion d""'k is ck>;ed n 1 weekt:nd~.

17. Tt is csscmial to Ie'>ei'Vt! a comiJUler three d3ys in 3dVImce if you want 10 u.c one.

IS. 1f you are more thana quarter of an hour late, you ruulclltl<iC yc1urreservation for the compu1er.

19. Library employees do 001 h&ve dctaik>d knowledge of computers.

20. The librl\ry ru.ns coun;es (or people who wan1 to learn abou1 computers.

· Ill ·

PERSONAL COMPUTERS AV AI LAB LE FOR PUBLIC TO USE

• 2 personal oomputers are available. for a fee of $5.00 There Is also an irl< jet printer attoched to each term•nal The library has a ruroer ot commercially available programs for word processing and spreadsheets

• M paper can be bought from the desk af yw wish to pnnt your work . Altcmatlvcly yw can bring ywr own paper If yw wish to store informalion however. yw will need to bring ywr

own floppy dask .

Bookings

Because or high demand. a maximum of one hour's use per person per day is permitted BookIngs may be made up to three da~ In advance. Bookings may be made in person at the Information desk or by phonJOg Bll731WO I rurlng normal offtoe haJrs If for some reason yw camot keep ywr awotntment. please teklphone. 11 the library is not notified and yw are 15 mu'IJtes lAte. ywr tme can be given to 9011180110 else. Please sigl in the visitors' book at the information desk when yw hrst arrive to use the oomputer

Please note that staff are not available to train people or give a lot of detailed instruction on how to use the programs. Prior knowleclgo Is. therefore. necessary However. tutorial groups are available for some of the programs and classes are offered on a regular basis Please see the toens desk for more lnlormatiOil abou1 our oomputer owrses

• 112 •

QuestiOtu 21 - 26

Tlw te:rt 011 Atlas English l..<mguagl' Ccllege 'm the .fbllmvi.ng pa~:e hus severt paragraphs (A - G).

Choose /he most sui/.Q.b(e headings for paragraphs B - G from the li.t of hf'fldinlf.< belaw.

Writt the ap/)n.•priate numlxrs ( f - IX) in I~U'eS 21 -26 nn your tmru'i'r ;hut.

NB Tlu•re are nwm hmdings than pa•-agraphs . so .wu will tWI. "''"all of them.

List of' Heading.~

Recognition of your achievements

i1 Courses stan every week

Ill Other servic~~!Pastorol careiPe®nal arrangemenrs

IV A personal approach

V Two meals every day

VI First -class stnff

VII Up- to-date classroom practice

Viil Di=vering B new language

IX Munitored achievffi'lent

'Elx•m pie An~"lt,~r

Part;,~tntph A li

21. Paragraph 0

.,., ~··

Parngraph C

23. Paragraph 0

24. Parng111ph E

25. Parngrnph f

26. Paragraph C

• 113 •

GOOD REASONS FOR CHOOSING ATLAS ENGLISH LANGUAGE COLLEGE

On an English course with Atlas English Language College, you Improve yoor language skills and

make friends from all over the world!

A Because Atlas courses start every Monday of the year. there's boond to be one that fits in

with yoor academic, personal or professional COfnmitrnents. Whatever yoor level of language a

bility. from begimer to advanced. yoo can choose to study for any length of time, from two

weeks to a full year. Courses match a range of individual requirements. from intensive e)(amlna

tion preparation to short summer programmes. Most courses corrmence at 9 am and run till 3 pm. 8 If yoo take an intensive full-time course. we will help you to select the Special Interest Op

tions which best suit yoor goals. From then on. our teacher will discuss your work with you on a

weekly basis. This means that you should develop the language skills you need-and that you are

helped to study at your own pace.

C The popularity and success of any language school depend greatly on the quality of the teach

ers and the methods they employ. All Atlas teachers have specialist QUallficahons in the teaching

of Engl1sh to foreign students and are all native speakers. We employ only experienced profes

sionals with a proven record of success in the classroom.

D Atlas's teaching methocblogy is constantly revised as more is discovered about the process ol

learning a new language. Our teachers have access to an extensive range of materials, including

the very latest in language teaching technology.

E On yoor first day at school, yoo will take a test which enables oor Director of Studies to place

yoo at the appropriate study level. Your progress will be oontinuoosly assessed and . once you

have achieved specific llrwisllc goals, you will move up to a higher level of study.

F Every Atlas course fee includes accoomoda.tlon In carefully selected homestay famll ies.

Breakfast and dinner each day are also included, so you need have no concerns about having to

look for somewhere to live once you get to the school.

G On COfnpletion of any Intensive, Examination or Summer course, you will receive the Atlas

Course Certificate of Attendance. On completion of a four-week course or longer yoo will also re

ceive the Atlas Academic Record that reflects yoor ability in every aspect of the language from

conversation to writing. Such a record will allow you to present your linguistic credentials to aca

demic lnstiMions or potential employers around the world.

adapted with perm1ssion from a brociXJre publiShed by EF EciJcation

. 114 •

SECTION 3 Questions 27- 40

Questions 27 - 32

The Reading Pa.<sage 011 tiUJ jollmvi11g j>af(t.S has .~et>en purap,rup/1$ (A - G).

Choost< tht m~t witable headi11gs .for jJaragrup/rs A- 8 arul. D - G from the ltst of h<=lings he/()W.

Write tilt appropriate munhers ( i - IX) i11 bo.res 27-32 <m your a11su.>er· $/ieet.

,VB Thn-e ar'e more heuding$ than paragrap/1.<, so you will 1101 u& alL of them.

I Et:tJmp/1' ParaRTaph C

27. Paragraph A

28. Paragraph B

29. Paragraph D

30. Paragraph ~;

3l. Parngraph F

32. ParBRT&ph G

List of Headings

i Rohoi.< working together

11 Prep~1ring l.GVs for take-over

liT Looking aheacl

IV The LGVs' m~in functions

V SpliL lcx:alion for newspaper produnion

VI New>'])llP~<S su~rscded hy 1echnology

VII Gcttlng: the newsPfiper to the printing centre

VIII Conrrolling the robots

I X Beware of robots!

~t.n<~:

• 115 •

ROBOTS AT WORK A The newspaper production process has come a

long way from the old day• whom the paV<!f was

wriuen. edited, typeset and ultimately print

ed in one buildmg with the joum~lists working

on the upper floors and the printing presses go

ing on the ground floor. These dA)'S the editor.

sub editors and jounwlists woo put th<' papeJ·

t~h•r M' likely to find them'li'Jves in a touilly

different buil~ or maybe cM .. 'll in a different t.-ity.

This is the situation which row prevails in Sydney.

111C daily J)'liX!I" L~ cnnpil<d at 1 he witoriAI Midquarters. koown as the pre-press centre. in the

hctat of the ci ly butprint6'1 r~r amy in the suburb,

at the printing centre. ~ hum<U1 beings are in

the mir-.ority IJ.< much of the work is rune by auto

mated machines controlled by con1j)Uters .

. ll6 .

B

Once the finished newspaper ha~ been cw.ated

far the ne.xt morning'• edition. all the page<~

are trnn:mtiued electronicaUylrom the prt--prcss

c-entre to th~ printing centre. The system of

transmission is an update on lhc :;r)l)hL~ticated

p;tgf far!>imilf ~)l$tem Already in use on ma11y

other new.papcrs. An nnage->Ctt<:r at the printing ccmr~ delivers the pages as film. Each

page tak<ll< lcs:. tltaH a minute to produce. al

though for colour page$ lour Yer.ions are u.OO.

<>ne each for bl~ck. cyan, "'"gents and y<--1-

low. The pages are then processed into pooto

gntphic neg~l ives sod the film is used 10 pro

duce aluminium priming plates ready for the

presses.

c A p!'OOO§iol1 of auocrnal.ed vehicles is busy at the

new printing centre where the Sydney Morning Herald is printed each day. With llf(i1ts Dashing

ll!ld Wllming horns l-ooking, thL' robot~ (to givt

them tbetr corroct name. the LGVs or laser-R~Jided vehicles) lmk for all the world lilu! erlthusi.stic

mocbines Uan a :iclenre-fittioo ~ie, as tht.y fallow their own randc.-n (lAth. amunrl the pl>mt busily

getting an with their j<JOO. Automation of this kit¥! i~ oow ''tandanl in all rmdern nf'WS[>IIler plants.

'The rob.1lS can dcto:t unauthorised personnel ru¥1 alen 1'<nlrity sraf! immedi~tt'ly if they find an 'in·

uu..ler' and t'lll surprisit~ly. tnll tnl~ are aimJdy

being tOld aln.tt the machine; sr.aning to take an

jX'r.<lnllli tit!!< of thci r own.

0

The rolxH< principle ]Oh. however. is to ~hift

the new<;print {the printing paper) that ar

rives ~t the plant in huge n,els and emerges at

the other end some time late•· as newspapers.

Once the si1.e of 1 he day's paper ~tnd the pub

lish~ order are determined at head office, the information i$ punched into the ttMnpUier 1md

the LGV~ are programmed to go about their

work. The U.IVs wllect the appropriate ,;i1-e

paper reels and take them where they have tt>

go. When 1he Prell> net.>d~ ano1her reel its ~urn·

puter alem the LGV system. The Sydney

LGVs move bu.<ily around the p~ room ful·

filling their two key functions-to collect reels

of newsprint either from the reel ~trippili!l ;ta

tions or from the racked supplies in 1h~

ncw•print storngc area. At the >tripping sta·

tion the tough wrapping that help~ to protect a

reel of paper f ram rtM.Jil:h handling is re1ooved.

Any damaged paper is J)e('led oH and the reel i,

then weil(hed.

f: Then une of the four pRStcr robots u10ve.. in.

Specifically des,gncd f01 the job. it tnms the

paper neatly and prepares ohe reel lor the pre:;s.

If r;:quired, thP reel can be loa<.ll'<l directly <.llllO

the pre;.<. rr nol needed immediuoely. Hn LGV

takes it to the storage are<•· When the pres~

computer l'all• for a r~'<:l. rut u;v takel onto 1he l""'dinl( position and plac..,; it in

the correct spot with complete accuracy. A• I each reel i" u,;ed up. the pre;s dropot the heavy

Clfrdboord core into a waste bill, and wh~tt the

bin is full. Another LGV collects it and de

posits the cores into a shredder for recycling.

F

The LGVs mo~ at wtllking speed. Should

anyone step ill from of one or gel too cln,_...,, sell..'<in! stop the vehicle, umil the path is clear.

The tt>mpany has choseJ\ a laser-J!uidc function

syste,m for the vehicle, bec~u>e, "" the project development manager "'..ys, ·The hcauty of il is that if you wnnt tO ChBllR;C me routes, you

can work out a new route on your Cbmpull!r and

lay it down for th('!Tl 10 follow. ' When an

LGV's batteries run low, it will take it:l('lf off

line a11d go 1o the n""re;,t battery maintenance point for replacement batteries. Anu all thi< is

achteved with ab:oolute minimum human input

and a mut·h reduced ri.~k of injury to pcopl~

working m the printing centres.

G The question newspaper Y.'Orkers must now

ask. however is, how Ion!( wUl it be before

1he robots are writing 1he new:.p•[l<!Ts as well as

nmnlng th~ prinhn~ l"enlre,

latest edttion every moming'? """"'"" oo< ""I . 117 .

Questions 33 - 40

Unng the injonnatiou m the pasSilge, complete the flmv char£ ~ltrw.

Write yJUr amit<f!I'S in boxes 33- 40 on your· cmswer sheet.

USR NO MORE TflAN TiffiE£ WOR()S from the passage for Mch Oll$'1.U'r.

The Production Proc:ess

The newspaper is . . • ( Emmple) ... RI the

editorial hcadquancrs by the journalists.

The final version of the text is ... (33) . .. to the printing centre.

The pages arrive by facsimile.

The page:< nre convened into ... (34) ....

. . . (35 ) ... are tnade for use 111 Lhe printing pre;;..,.,., L________ ---------------~

The LGV~ are ... ( 36) ... by opmvuter.

The LGVs collect the reeb of paper.

I The LGVs remove the . . . (37) . . . from the reel . ~----- u

The reel is . . . (38)

r- The n.'CI is trimmed Hnd prcpar1!d by the ... (39) .. . L-----~------------~------~

[ihe reel i" taken .to the pre<•~ The red is taken to the. . . ( 40) .••

118 •

\\ IUIJ'\(;

WRITING TASK 1

You should spend nn mor<' than 20 minutes on thi< Ut$k.

You travt>lled by plane last ~k and )'OIIr Slli!Cn.~e wa.• lost.

You have .•till heord nothilrg from the airline company.

Wr·ite to tire airline and explain what happened. De<eribe }UUr suiit'tL'e and tell them wlrac

was in it. 1/ind out what rhey are going to do about it .

You should write at least !50 words.

You do NOT need to write your own address.

T\egin your letter liS follows:

Deal

WRITING TASK 2

You should spend no rnure than 40 minute> on tbis wsk.

fu pan of a class a.-.;ignmem you have to write about the foUowing topic.

Mi//ions of people every yeor move to li'lrglish-speoking countries such as Ausrra/la • Britain

or America • in order to swdy at school. college or university.

Why do so many people M'Ont/0 study in R11glislr?

Wlry is English weir 011 important international language?

Gi •-e reasons for your ansltll'r.

You should write at lea:.t 250 words.

• Ll9 .

Tapescripts

TEST I

SECTION 1 LOUISF. Oh hello. I'd like tu join the vidro libl'llry.

MR MAX OK. Would you like to fill in the "pplication form now?

LOUISE Yes. I can do it now.

MR MAX Hold on and I' ll get a form. Now . I'll just ask you a few questions and

t.hcn l 'U get. yOu to >ign at the lx.ttom.

LOU lSE Right. MR MAX What's your full n1unc'!

LOUISF. l..ouisc t:ynthia lone.~.

MR .\!lAX Joni!S?

LOUIS£ v.,, that's right.

Repeat

MRMAX LOUlSE

/vffi MAX

LOUlSE MR MAX

OK, and what's your address?

Apartment I. 72 Black Street . Highbridge.

Black Street . that's just around the corner, isn' t it?

Yes.

OK. so 1 he pc"~ I oode is 2085, right?

I..OU ISE Yes, 2085.

MR MAX Mm. And your telephone number? I need both home and work.

£ramf>l.e

QJ

Q2

LOUIS£ Home is 9835 67!2 and work is 9456 1309. Do you need any ID or any· (.J3

thing like that?

Yes, we n~'<'d your driver's licence number, that i~ if you h,we one. MR Mt\X

LOUIS£ Yes, I know if off by he;<rt. it's an easy one, 2020BD. Do you need to Q4

see it?

MR MAX Yes. I'm afraid I do.

LOUISE Mm ... here.

MR M/\X

LOUIS£

Right., thanks. And t•)uld yau tell me your date of birth plca.sc?

25 J.!ilit 1977 .

MR I\1AX That's the most important part out of the way. but c;uuld I just ask you a

few questions for a survey we' re conducting'!

LOUIS£ OK.

• 120

QS

MR \11\X What kind of vodooo. do yw prefer to watch? Haw a k..,k at this list.

LOUIS!:: Well. I love anything t!VIt ITUlke» me laugh I ju't love tq_ hear jokes and Q6

funn;r: punch Iincs. I'm n<ll very keen on westerns, nlthuugh my father likC'I them, but I'm a n:~l .of tie. so an.vthl!Jg with 11 bit of n love SIQIJI b Cl7 1!2!><UQL.I!!£.:. h docon't mauer how old. :"ot mu.;ical' though. they're 100 much!

MR MAX Anydung else? I'm oompletely taken by documentaries of the gn-At ootdoor... ~'Otl know Qtl the son. animal., . plnms and fllnlwav plal'f'l<. I "'w wonderful one on dolphins last week. h wa.~ wnazing.

MR Mi\X 'Jow, I t hink that's all fo'Om me. except I ncL'ti y()LJ I() .<ign hen- on the line. Here's a pen. Oh. and I nearly fol'l(ot . llw membership fee. S 25. refundable if you l~ave the library for any tcll.'<m. Q9

LOU 1St·: There yoo are. And do I ~ogn here? MR MAX YN. that's it. You can borrow -~doos now, of you like. but yO\]r rard Q/0

~·~be readv until next week. You can romc und pock it up when yw

bring your fin.t vidro« back. That is if you wam to tak~ ><line now. LOUIS£ Yes. I'd like to. I'll haw a look around . MR MAX Fine.

SECT ION 2

INTF:RYII:.WER A dream came true in 1995. when OV('r % day- of the spnng and summer . and expedition of four men uncl<·rtnok what they be· lieve to M\'C bee-n the first and only cunplett' •nd-to-end crossing

of Moroca:>• Auora JroUntains. I talkL-d to ChRrles Owcn. lhc

CHAHL£S

leader or the cxpcdnion gr<)llp, about lhc trot> Charles, how much planning went on beforehAnd'! Well. as you know. I run these walking trill" acrc»s lhe rnoun· tains for tourist~ and over the years. l'vt> collected maps and other daca tO ~'!; what I call a 'route book' for this trip and lhos Qll book basically •hows the route acmlS the moum~ins that we took.

1'\'TERVIF.WER You actually broke records wbile yw .,., . ..,out thel'l', didn't you? CHI\RI.F$ Mmm. Yes. 11 was 900 miles in totaliUld we lllllnagcd to climb Ql2

32 peaks that were m•er 3000 metres high. oncluding Touf>kal, which is of cour.~e the highest in North Nrica. We weren't actu~tl· Q l:l ly out to make • nAme for ourselves-it JUSt happened ~lly.

• 12 1 •

l\fTERVIEWER What was the weather like?

CH.\RU:S lt 1101 u.' nght from day one and wt:,.were pn:m taken aback reall" QN

to find that it rained on quo~t; • number of day,, and so we were

1\ITERVJF:WFR

CIIARLES

forced to start re-planning our route allll<lbt from the outset . One

of the ob'ious prob)Cfll.> ;, the ht'li")T 'now which blocks the rnoun-

l/1111 passes. so you have to rnllkt· rorL<id~rablc detour.;. When we

were on the way to lmilchil. fur cxumpk. the snow forced u:. into

a nort hem bypa<;:; which wn• n~w 10 u'. but anywuy. either WRY

we would hAve been rewardod lx.'Ctlu><e we fell upon amazing. high

meadows. huge gorgt."< 11ncJ wonderful ~now-capped mountains.

The scenery was"-' line ,.., nny we saw on the lriP and that wtos

how it was every timc--hi\.VUlg to tnkc another pass wa• never a Q/5

di""pJlointment.

lt w11.' in many wa)'!> a social trip. wa.<n't it?

v.,, ye. ... we'd llrl1lllgCd tO ~t up with friends at variou.' point'

on the journey. I mean this wn-<IICtually one of the (lltrpa;es of the

trip ... and "'e ~ed to keep allth'-"'C dm<>S, which is amazing Ql6

really cun;,idcring the detour.< we nuode. An old friend acted "' li Q/7

"''rt of tmnspon organiseo· f<>r everyone And the Hotel J\li in Mar·

rilkeeh was a good "'"'inl hn,.,.-J'd rc>~lly K'OOmmcnd it. although

I can't remember who runs it. Anywoy. groups of friends actual Q/8

ly joined us for three-w•'<'k Atims and oth{'rs jll!ol linked up with

us. Some, whorn we hadn 't rnct lxofon: the rnp at all. ragged on

for <hen bursts-people from tlw art-a--who just came along for

the ride. But outside the ma)Or vi>oitor arta:. like Toubkal we only

met one other group of navdlf!'l' lok<' our>dve< on the whole 96

days.

IVfERVIF.WER Were there any bad moments?

CIIARLES We took two, I must ""Y· long->ullcring donkeys with us to heir

transport water and tent• and thinRS. I >UJlpcl!le if we were to do it

1:-o.'TERVJ~:WER

. 122 .

all again w<~'d pmllllbly hire donkeys along the way. Taza and Q/9

T~mri. "''we called them after tho ln•t pl:oces ito the trip, well.

they n1111le quite" unique journey bt-tw<'<!n them, and ... but 11 w•~

<.nntinuously dcruand01g for them On both the really high sum-

nut>, thev took diver"on.' that wt-re quilt> ou1 of char~>Cter and I Q20

can only assume that it nuN hAw OC'\."11 due to tired•>=·

Wcll, thank you •.• And OuorJ(.,. ha.< pill t(lf(ether a ,;deo about

th~< JOUrney and oontinues to le;,d gmu))' to the Anora mountains.

><> if )'00 want funher mfonnation ...

SECTION 3

JANE Hi Tim! ( 'lim: Jane. ) How are you'/ ( 1 un : Fine. ) I'd been wondering

when I'd run imo you. Have you been here long'! TIM

JANE I rurived ye.tcrdBy, on Sunday. How 8bout you'! I got hrro h few day,; ago, on Saturday. '\lo-wBi t a minute. what's today? -Sorry Friday, not Saturday.

TIM llut we didn't have to be here tiU today. JANE Ye~. I know. bm I wanted to get my thing; moved into my room, and just

take a look •round. So. did you ck-cidc to do Engli.'h in tlw end?

QZI

TIM :-.~<>. I changed my mmd and opted for htstory irl.'>teml. And you're doing biolo- Q22 gy, if I l'l'tllember correctly.

JA ''F y,.,., although to <tan with I couldn't d<'Cltk bctw'"'" that Rnd Sf<lb'111phy.

TIM How much ,...ing ha'-e you got'' I wa:. R"'t:n an unwtngly lnng list of books to

rt'>ld . Se<> ! JA'\IF. Wow, 11 dot•s look pretty long. TIM Well, I cumted 57. I could hardly believe it! Wh3t'> your liMiike? Q2.1

JANF. Well. it's not o.~ Ion!( as yours, but it 's sitll pretty big. There are 43. I don't Q24 know hnw I'm goirlJ( 10 get through them all.

TIM Well you don't hnve to read them all this we<>k! You JUSt hnvc to >Lay ahead of

JA'IE T!M

JA'IE

the le<:tun::~ nnd seminars. Have you got your cla.-. ~~Chroulc yet? Ycp. h ~amc with the reading list. When's y.JUr first l!'<'ture? TIJ(_•: .. day I low sbout you?

Tlw day sfter. h's my busiest day: I've !lOt I'M> lecture< m the morning and one in the afternoon.

JA'IE h\ going to be different from !5Chool, isn'ttl! TIM Ycnh. pantculllrly the lecture.<. Have you got ~ny pq>eeial ~u·atcgy for listening

JANE TIM

JANF:

to lectures'! Wdl I'm going to use a CII.'ISelle recorder •ntl l'l'(~lrd tht'm nil. Whllt! Ne you allowed to?

Sure. Lot~ of people do it nowadays. it mean.. you c1rn listen to the lectures all over ejl&in later, and make really (IOOcl note:..

TIM l couldn't do that. I like to take notes as I'm ltstcnrng. l usually find 1 get all

Q26

the.• importAnt (lOintS. Reading is different of OOUI"'C. My a_pproach ts to okint Q27 tht• hnnk first to .ee what's imponant and what 19\'t. it saves hours of time.

• 123

JA.NF: But what if you miss something?

You don't mean you're going to wul every word. do you?

Well, that's what I usually do.

Well, that's up to you. but I think you're ci'>JZy !

What's your first lecture on, anyway?

TIM

JA~E

TfM JA.'\'E TIM

JA:\IE

Oh . it's a lecture on the French Revolurion. Q28 The French Revolution! How boring!

TIM It'~ not boring at all! lt was an amazing period of history. lt changed every

thing in Europe. So what's your first lecture about?

jA.'iE It';; about animal behaviour. It sounds really interesting.

T IM Luok. I w~~.> on my way to the library. I'm going to get some of the>~e books

out tutd starl reading for the first essay L've got to write.

J/\NE And what have you got to wnte about?

TIM Well, you'll never believe it. I think our profe&<or mu~t hav~ a >'l!fthl! of hu

mour. He's given us the tide "Why study historv?"

j/\NE That's a good one. When you find the SJJSWer, let me know!

JIM I'm going to enjoy "Titing it. Have you been given any writing a:;signments

yet'!

Q29

j,<\;"'T; Yes, I've got to write about animal language. QJ() TIM Hmm! That sounds a cbalkngc. I suppose ynu '11 be oH to the zoo to do £icld

re;earch.

SECTION 4

LECT URE I.{

Welcome to funher education lnfomunion Week. This is the Physical Education

Faculty's session and I 'm the Head of the Faculty. During the course of lhis morning

we hope to give you a clear idea of what we offer in our training program.' nnd we wlU

look at the types of course!' •nd the entr)• requirements, if any, for thooe c'(')urses.

Some of these coun<es are open to school leavcrs, but for some you need previous qualifi

cations. or relevant su<X.e<:;ful employmcm.

So fin.tly . the Phvsical Fitness Instructor's course is offered as a six-month certifi- Example

eau~ oour,;e which includes an important oomponent of per,;onal fitness but there are no

sJX:cifie entry requirements.

For Spons Administrators we provide a four-month certificate course but you Q3J should be aware that this is designed [or those who are in employment. This employ- Q32 ment must be current and related to sports administrntion.

For the Sports Psychologist course we offer a one-vear diploma c-ourse, but this Q33 diploma oour.;e is availabl,; only to those who already hold a degree in psychology. so

. 124 .

you need to make sure you hav~ that before you apply ro do this couJ'S<'.

Now ... for Phy~ical Education Teachers we offer a four-year degree in education.

This degree course is designed for preparing students to teach in primary and secondary

schools and needs no prior qualifications as it is entered directly by school leavcrs. Q34

And la,.~tly for the Recreation Officer's c'OUn;c we offer a six·l!l()nth certificate. En· Q35 try to this course normally includes applicants of a wide range of ages and experiences,

but we do not insist on any prerequisites [or this course.

Remember that this is a \'0<-ational training institute. We train you so that you can

take up a particular kind of job. &>it is important that you know the main rob of the

job,-what the work is like and what kind of qualities you need to succeed at them.

/\ Phvsical Fimess lnsrructor 'vorks in health and fitness centreS preparing individ- (JJ6

ual progrnms for ordinary members of the public. Physical Fitness Instructors prepare

routines of exercises to suit the individual client's ege and level of {imess.

Sports Administrators run clubs and sporting associations. Their d_ytics include Q37

suclt thing< as booking plaving fields with local L'Ouncils and organisil!& the schedule of

games or events for the club, so they need good organisational skills.

Sports Psychologists spend time with professional athi~Jes; . helei!!g them approach QJB competition with n J?O'!itive mental at.titude to enable them to achieve their personal

best. They do this hy improving motivation and concentration or "'"isting wrth stress

management.

Physical Education or PE Teachers instruct young students in how to exercise, Q39

~ sport, and do other recreational net ivit ies cor=tlx and safely. PE teachers help

the development of oo-ordination, balance, posture . and flexibility with things like

simple catching and throwing skiUs. They are not expected to be experts in •Li sport.~.

but mlL5t be able to show students the basic techniques involved in a wide rnnge of activ·

ities.

Recreation OfCcers often find themselves working for local government authorities

and local groups. Their aim is to raise people's !lwareness of h~l thy lifescyles and im· Q40 proved general fitness through arranging recreational activities for groups of all ages

from the very young to the elderly.

There are many other job opportunities which our gradualt.,. can look forward to.

H you are interested in any of these . ..

. 125 .

I I·.S I .2

SECTION 1

Good morning. Diane Davies. Can I help you'/

Ye«. I'd like to get !'Ome insuranoe for the content-'~ of my home.

Fine. When did you move into the house'/

OIANE

GAVIN

DIANE

GAVIN A u>uplc of weeks age, and it's an apanmcm actually. I was told by the F..ramt•l•

IHndlord Ul8t it would be a good idea to get some in.,urance for the furniture

&fJt'<lt

DlAl''E GAVI)J

DIA"'E GAVI)J

DIA'IE

GAVIN

OIANE

GAVIN

DIANE

GAVI"' DIANE GAVI\1

DlA.''E

GAVI:-1

OIA\IE

GAVIN

~tnd other personal possessions.

Fir~. Well. let's get some details. What kind of apartment is it?

h · s a twO bedroom apartment.

What floor is 11 on?

Why do yoo need to know that'?

13ecau.:se it affects the cost of the insurt~nce. An apanment on the ground

Ooor i&l't., protected as others and then'ft ll'V>n' ch•n"" of a break-in.

Really'! I didn'tlmow that. h 's on the third. no, ... >e<:ond floor.

~~>nd ... and now much ig the rent?

lt '~ $615 per month.

Good. and where is it located?

In Biggins St. South Hills.

I ~. And what things did you wam to in~n!'/

Wtll, what do yoo teo:xmntnd'!

Well. the nn,t imponant thing< are thaie whtch you would nonnally fond in

a home. Things like the tele-;~ion. frid(te and !00 oo.

I -· Well. I've got a fridge and a •tcreo ~y><tem which I've just bought

from a fnend.

And how much did you pay for the fridgcJ

Er, $450.

DIANE 50 OH 15?

GAVIN 50, oud the swroo system ooM S I, 150.

DIANE

GAVI~

DIA.'IE GAVN

DIAN'E 0 126

Have you got a television?

Yes, but it's "ClY old and not wonh much.

OK. Well . is there anything ebe you want to U>.'<Ure?

VC$. l'\'e got a rouple of wat~he< And my en,, 8nd books.

!low much do you think they're worth?

Ql

Q2

GAVI\l The watches are wonh $ I .000 ...

DfA\jC For boch of them?

GAVJ\1 \lo, each one 1md , "" taf(cthcr. the CDs and oo>k, ro.t me about ~ 400. Q5

011\:-.lE OK. so the value of everythmg you want to insure" $4.000.

GAVIN flow much will the in~urancc cost?

0 1/\.\IF. Let me see. S 4,000 divided by .. . plus 10% .. . right, ro this kind o£ in

:.utance, er. that's Provate Contents im;urance. it"""""" to S 184.00 for a Q6

twelve-roomh period.

GAVI:-1 S 184.00. Well. thAt """nd' pretty good. OK. I If t~tke that policy.

GAVI"' DIN-.JE r.AV I\1

Dli\NE (;AVI'\J

OIA\lF

GAVI"' OIA'-E (;A VI,,

OIANE CA VIN

OIANE

GAVl \l

DlA'-1~.

G.'\ VII\

DIA"'~.

GAVIN

DIANE

Can I arrange the poliry C>\"er the phone?

Sure. just let me get the det~il• clown. So that's Mr ...

C11vin Mumw. 1run's M·U-f<-1{-A-Y.

And the •ddress is?

h 's 16C Biggin.• St l'l'(·t, South Hills.

OK ( v:riLing) 16(.' lii!U(in.• Stn.'C!t, South Hills'!

Thai'~ right, it's two word:!. ·South Hills'

,\nd :;our date of birth "'I

12 t\:ovember 1980.

And your contact number'?

llomc phone number is 9872 4855.

Right ..• and <'r ••• • you're Australian?

~o ... I was born m London. although my mother;, fro111 Tasmania.

R~:ally? Whereaboub''

Hoben.

I '*'C· .. interesting plan·. 1\nw, are you working At the monlCilt?

\fo, I'm a full-time student 111 Sydney Uoivcrsory.

Hight. good.

SECTION 2

OOLLEGE PRESIDENT

Well. good morning. e-.-el)')n(', it'~ good to see >:.:.., all h<:re. Welcome to Smith

1-!ow<e Snuth House as you may or may not know is 0111! or tlk oiOO.t residentiAl col

lej~es or the uruversiry. As you CM :-<'C . the buildin~ you'n, on now which contain.•tht~

llllltn lounge, the dining room. the nx·r•Rtion room, the kitchen ond the oHices ~

Q7

Q,s, 9

Q/0

pan of the origimol old hou~ _ _l>uih in the L840> to be_ used by th~ family or Goorgc W I

B_mi l h. Th~t 's of course how the hou>~e ru1c.l college got their nnme><. The original hou'l<'

WM <'lli' en<• I into a re:-;idcnlinl college for the university m 1940 and since then h~t.<

• 127 •

continued to be added on to Rnd modernised.

You'll notice whe.n you receive your room allocation in a few minutes that your

room number either begins with the lener N, S. or W Like this one here. The first Q/2

letter refers to the three wings of the college which roroe away from this main bui lding.

Of course the Letters represent the three directions-in this case--north, south and

we.~t. Each wing hliS two Ooors, and so the next number you see is. either one. or in

this case tow. and this indicates which floor ygur room is on. The nwr>ber after that is QIJ

your individual room number. So it's quite simple to find any room by going to th~ Q/4

right wing, then floor. Rnd then room number.

You '11 also notice. when you receive your orientation pack shortly, that there are tow

keys. One is the key to your room and only you have that key--and the mher is a key

to the front door which you've just come through here from the street. This door is

dosed and locked at 8 pm every night and opened again at 7 am. You'll necd_$>ur key Q15

if you' re coming back l<l 1 he college between those times. We ask aU students to always

cmer and leave the college through the from door. You will notice at the end of each

corridor that 1 here is Rnother door but these are fire doors and are kept locked from the

outside. They should only be opened from the inside in case of emergency. QJ6

In your f~'eS you've paid a laundry fee which oovers the cleaning of bed linen and QJ7

towels. All bed lineu and towels are dearly embossed with the name Smith House so

it's easily identifiable. 11 you want your other laundry to be done by the college t.his can

be arranged for a SIIuJI extra ree.

There are only a few rule; here at Smith House and we have these rules so that we

tt~n all live comfortably together. The most important rule is that there must be no

noi~ after 9 pm. There is also no smoking in the roon1s or an)'Where inside the college

but smoking is pem1itted on the balconies.

All meals are served in the dining room. Meal times are listed in your orientation

Q18

pack. Plea~ read these carefully as meal times cannot be changed and if you arrive late QJ9 I'm sorry to say you'll just go hung·ry.

lf you're un~ure about things, each floor has an elected 'floor senior' who is u:;u

ally a s tudent in their third or fourth year of study who's been at S111ith House for a

while. The floor seniors will introduce t]ternselves later today and answer any questions Q20

you have. But [or now l'm going ro hand you over to Mamey who is going to give you

the orientation packs and keys. Thanks Mamey.

SECTION 3 LY:-.11"£ That <!!;>ay we have 10 write ... the one on how children learn through the

ruedia ... how are you planning to write it?

• 128

ROBIN Well. I've given it some thought and I think that the best way to approach

it is to divide the essay into two pans. First of all, we'd have to look at

:itlme examPles of each type of media ...

L YNNE Yes, what they are ... then we t'Ould de:;cribe how we can use each medium

so that children can !cam something from each one.

ROI:liN Exaclly. Maybe we could draw up a table and look at examples of e~~ch

medium in tum. Let"s see, the different forms of media would be ... the

print media ...

LYN;\1£ Here you'd have things like books and newspapers, that son of thing... (.,)2/

ROBIN Um, and included in these arc the pictorial fomJS of print media. like

maps ...

L YNNE Yes. maps are really just formal_pictures, aren' t they'! And then there arc Q22

what we call the audio fonns of media .. . where children can listen . ~'Ds and

radios are probablv the best examples. because a lot of children have access Q2J to these ... especially radio.;.

ROBI\1 And this would lead into the audio-visual media . which can be seen as well

m; heard ... film, television ... and w~ lJ.lUstn't forg_et vid~ .. Q24

LYN.\IE Yes. but there's a final category as well ... e<>mPuters, that mak~_ \!!> the Q25

>'lJCalled electronic media. ln ilie United Kingdom and Australia, they say

that one in l11ree families has a t-omputer now.

ROI:ll:-J Yes. I believe it. Well that 's a good list eo start with ... we're real!>• get·

ting somewhere with this essay now ... so let's move on to when each type of

medium could be used. I guess we could s tart l>y trying to identify the best

situation for each type of media.

L ~ What do yau mean?

ROBIN ['m talking about whether each medium should be used wiili different sized

groups. For example, we could look at pictures. and ask whether they're

more useful for an individual child, a few children together or a lull class-in this case, I'd &~y pictures are best with individual children. because they Example

LYNNE ROBIN

give them an opportunity to let their imaginations run wild.

Yes, I see ...

Let's take tapes next. Aliliough tapes look ideal for individual children,

feel they're best suited to small group work. This way , children don' t feel

Q26

i:;olated, because they can get help from their friends. Computers are ilie (.J27 same ... I think they're better with small numbers of children and they'J-e

hardly ever useful wiili a whole class. Videos, however, are ideal for u:::e Q28

with evervone present in the class, espt"Cially when children have individual

activity sheets to help them focus rbeir nunds on what's in the 'ideo. . l29 .

L YNNE And what about books, what would you recommend for them? Books are Q29 ideal for children to use by themselves. I know they're used with groups in

sc;hools. but I wouldn't reconunend it. Other pictorial media like maps.

though, are dllferem ... I 'd always plan group work around those ... give Q30

the children a chance to interact a.nd to share ideas.

ROBIN I agree. . . teachers often just leave maps on the wall for children to look m

when they have some free rime. but kids really enjoy using them for prob

lem solving .

LYNNE Yes , different people have difleren1 idea<; I sup~ ...

ROBIN Yes, and different teachers recommend different tools for different age

groups ...

SEC'110N 4

I.ECTURER

I hope that chis first session . which I've call.d AI Introduction to British Agrkult1,1re.

will provide a helpful background to the farm visi1s you'll be doing next week.

I think I should slart by emphasising that agriculture still accounts for a very im

portan l pnrl of this country's economy. We arc U&.>d to hearing the UK's socirey and e·

conomy described ns being ' indu.~trial' or even ' post-industrial' , but we mustn 't let

chi" blind us to 1he fact that agriculture and its supponing industries st ill atcuunl for

around 20% of our Groas NationAl Product.

This figure is especially im1>ressive. l think, when you bear in mhtd how very

small a percentage of the UK worklorcc is employed in Sb'TiC\llture. This is not a reccm

development-you would have to go back to 1750 or so w find a majority of the work

force in this ooumry working in agriculrure. By the middle of the next ocmury, in

1850 that is, it had fallen sharply to 10%, and rhen to 3% by the middle of rhe twen· QJJ

tieth century.

And now just 2% of the work(orce contTibute 20% of GNP. How is this effi

ciency achieved? Well, my own view is that it owes a great deal to a history, over the

last 50 or 60 years, of intelligent suppon ty the state, mainly taking the form ol help-

ing farmers to plan ahead. Then the two other factors I should menrion, both vw im

portant . are the high level of training amongst the agricultural workf<>rce. And seoond- Q32 ly. the recognition by fanners of the value of investing in technology. Q33

:-.Jow, although the UK is a fairly small country . the geology and climate vary a

good deal from region to region. For our purpo:!CS today we am divide the country

broadly int,lth~l've marked lhem on the map here (i11dimtes map).

The region you'll get to know best, of oooJrse, i~ 1he north, where we are at pre·

sent. The land here is generally hilly, and the soils thin. The cliTJ1Ate up here. and

• 130 •

you've already had evidence of this, is generally cool and wet. As you will see next QJ4

week, ohe typical £ann here ln the North is a smaJJ, family-run corK'erll, producing mainly wool and timber [or the market. Q35

11 we contrast that with the Easrem region, over here ( i11dicatirlff o1r map). the

east is flauer and more low-lying, with fertile soils and a mixed climate. Average fam1- Q36 size is much bigger in the east , and [arms are likely 10 be managed stricdy on oommer

cial lines. As for crops, well. the east is the UI<'s great cereal·producing region.

However, increasingly significant areas are now also given over ro high quality vegeta· QJ7

bles for supply direct to the supermarkets.

The third broad region is the west. where ir's a different srory agxin. The climate

is warmer than in the north and much wetter 1han in the east. The resultiOJ( rich soils Q38 in the west provide excellent pasture, and the farms 1here are quite large, 1ypie11lly

around BOO h"-"'""'"· The main pnxlucts are milk . choe.o;e lllld mc::at. Q39 &>, clearly. there arc mark.:cl differences Gctween regions, But this does not pre

vent quioe a strong sense of solidarity amongst the farming community as a whole. right

acrtlt\S the oountry. This :<Oiidarity comes in pan from the net:d 10 present a united front

in dealing with other (ll>werful interest-groups, 'uch a~ government or the media. lt al

so owes something to the dc><e co-operation between all the agricultural training oollege;, through which the great majority of fanners pass at the begilllling of their ca-

reers. And a third factOr making for oolidarity is the national structure of the Fanners' Q40 Union. of which virtually all farmers are members.

Finally in this short talk . 1 would like to say a little about the challenges facing

farmers in tl1e next. ..

• 131 •

·a ES'J 3

SECTION 1

A Ex.cu..e me. I'm :;orry to bother you, but would you have time to answer

a few questions?

B What's it about?

A We're doing some rnarket research for a new television challllel smning in two

years' time.

B OK. why not'!

A Lowly . we'U just work through this fom1. And if we could start with some per-

sonal background info1111ation ...

B Sure.

A f~ight. if I could just have your age ...

B 35. A Right . great ...

f<P/Jffll

A Right. grt'.at. And your job?

B Systems analyst. but for the fonn I dor1't know whether it would count as profes·

s ional or businc."S or what.

A What do you think?

B OK, it's more like business. QJ A Fine. And would you mind my asking about your salary? Or we can leave it blank .

13 No. I don't mind. h 's £40,000 a year. Q2

A Th;mk you. Right ... about your current watching habits ... what would you say is

your main reason for wawhing TV'I

J:l Well . at work I tend to read for infonnation and what have you, so I'd say that

with TV it probablv just helps me relax and unwind. Q3 A Fine. And how many hours a day on averdge do you watch TV?

B Not a lot really ... I should say just over an hour. Q4

A So what arc the two main times of the day that you watch TV?

B Well. a litti'L~r~und breakfast time and then it tends to be rcaUy late-eleven or (J5

even midnight-when I've finished work.

A And w hat sore of programmes do you go for?

f\ Some news bulletins but [ also reaUy like to put my feet up with some of the old

comedy ,;l10w~ .

. 132 •

A Fine. And turning to the new channel. .. which type of programmes would you like

to :;ee more of?

B Well. I certainly don't think we need any more factual programmes like news and

documentaries. I think we need more about things like local information ... you Q6

know. providing a service for the community. And in the same vc[n, perhaps

more for younger viewers ... you know, good quali ry stuff. Q6

A Ah ha. And [f you had to give tbe new directors some $pecific advice when they set

up the channel. what advice would you give them?

B I think I'd advi:lc them to R!l.Y a lot of attem[on to the 9J!ality of the actual broad- Q7

~ know, the sound system. Poople ace very fussy these day~ about that

and in general I think J,!ley o0ght to do Jots more of these kinds of interview, ~ Q7

know, talking with their potential cu.~tomers.

A Oh. I 'm glad you thi nk it 's valuable!

B Certainly ... yeah.

A Good . OK. this will be a commercial channel of course • but how often do you

think it is toler.~ble to have adverts?

B Well out of that lis t I'd say every quarter of an hour. J don't think we can oomplain (;}8

about that. as long as they don't last for ten minutes each time!

A Quite. And . .. would you be willing to attend any of our special pmmotions for the

new channel?

B Yes, I'd be very happy to, as long as they're held here in my area.

A OK, I'll make a note of that. And finally, ntay we put you on our mailing list?

Q9

B Well, I'd prc[cr not . . . except for the information about the pmmotion you men· QIO

tioned.

A Can I have your name and address?

B Of course . .. here's my card .

A Oh. lovely ... and thank you very much for your time and we look forw8J'd to see-

ing you.

B Yes . indeed. Um, thank;.

SECTION 2

ELIZABETH OK, well, good morning everybody! My name's Elizabeth Reed

and I 'm your Assistant Welfare Officer . What I'd like to do now is

tell you a little more about some of the er ... tbe social facilities avail

able e n the campus, and also to tell you something about what the

town has to oH er.

As you probably know already, the Student Union Building i'

the main centre of social life here, as indeed it i" in moot British

• 133 .

STUDE:--IT

Universities. The Union runs a weekly programme of events for all '

tastes ... oh everylhing from di= to tolks by guest speakers. Many Q 11

of these events are fund .raising activities for charities, which the U-

nion tak"" very seriously. They manage the Students' Union l.!l!E!:!:.: Q 12

shoe, .selling magazines and newspapers, as well as stationery,

sweets and so on. l/m ... Tben . . . er, let me see .. . there's the Tick-

tr Shop, where vou can get some very good dl!als on, well for exam- Q 13

plc, coaches to London or inexpensive charter flights. as cheap as

you' Ll get anywhere people say. or tickets for big pop groups playing

here or at other venue.; all over the country. or plays in London-oh

and we mustn't forget the Union Cafeteria •ncl the Big New Din- Q 14

er. .. Er . .. yes? Did you have a question?

Yes, does the Union aJ,., provide hdp with Any problems, I mean ad

vice on financial problems. for <Wllllple? Or does the University pro

vide that?

ELIZABETH Yes, the Union run their own advice servke, oflering help with fi- Q15

nancial mancrs such as grants. 1 am sure you reali-e anything medi-

• 134 .

ea/ should be discussed with the University Medical Service. which

al;;o has an excellent oounsclling cemce. I think that wa.i made clear

yesterday. However the Union has its own officer who can give advi<:e Q /6

on legal problem~ .

• 'low, o.nto Radford. For a t0\\'0 of its size. Radford has some

unusually good leisure and community facilities and has quite a good

shopping centre, with· an intere~1ing range of shops. As you go into

Radford. there'~ a new ... well . qui te new ... Olympic-si7..e S\vim-

ming pool. That's on the outskirts at a place called Rcnton. Above Exampk

rhe pool there's a hi-tech fitnes.• centre. Are there Any ice skaters QJ7

here? ~o'! Oh. pity! The facilities for k'C-~kating ttre excellent.

Well. the new Metro Tower, right in the centre of town ha.~ got an Q/8

ice rink and a~;porL• hall for squ•sh. badminton. volleyball and sever-

al other indoor sports. And in the same building there's a new ciMma QJ9

with six :;cr.:cns. Er ... then, let me see, in the main square, just Q20 two minuu!S' walk from the Metro Tower. there's the Theatre Roval,

which often gets London production~ cm tour ... Hnd in the streets

nearby you can fmd a good range of inexpensive restaurants including

Indian, Chine:;e, Thai and . . .

SECTION 3

DR SLII.10.N

ANDY OR SIMO.N

JANE DRSIMON

JANE I)R SIMON

JANE

DR SIMON

JANE DR SIM0:-.1

ANDY DR SLII.10N

lANE OR SIMON

ANDY DR SIMON

OK, welcome back to the new term. H ope you've had & good break

and that you're looking forward to writing your dissertation . .. What

I'd like to do in this session is give you the opportunity to ask questions

on writing the dissertation . .. requirements. milestones ... who ro see when y01.1 need help. I t'• very informal. .. it may all be written on

paper. but it's nice to get it confirmed. So anything you'd like 1.0

ask?

Or Simon, is there a fixed hand. in date yet?

Right. I can confirm that thai's 2 l May, not 20 as we first stated. Q21

OK? ... jane?

What about the word limit?

Well we try tCJ be pretty flexible on this, but in broad umns it's 18 - Q22

20,000. Ah ...

And ynu 01n ch<XJe;e your wpics ... anything from Years 2 and 3 ...

Yes?

I still haven't got any idea what I want to do it on. Who ... ?

Well. you should see your course tutor to agree on your final title and

you should also be aware that there's a speci&l programme running on Q23 research methods for anyone who wants some extra help on that.

Can I just check on the deadlines for everything?

Yes, sure. Look, let me write it on the bollrd ... when the diiferem

st.nges have to be completed. Fin.t of all you've got to work on your

basic bibliography, and that's due in to your course tutor by 31 Jan

uary .. . which is jt•.r t"''O weeks away, so you'd better get a move on

on that.

Do we have to have our own drait plan by then'!

~o. your draft plan is due on 7 February, whic.h i~ a week later. ~ Q24

that should give you plenty of time.

And when do we have Lobe doing the research? Q25

That's over" one-mont h period ••. <:S-"entially Februllry to MIIJ'ch.

And the write up?

Well. you can ' t r•allv get going on your writing umil you've got quite Q26 a bit o[ the re:;earcb done, so that's really March to May, w ith the

hand in date on 21st. Any more questions?

. 135 .

OR SlMON

JANE ANDY

ORSIMO:-.J

ANDY JANE

DR SIM0:--1

ANDY

DRSIMO:-J

Well. ,..;r, j\bt !I':Jl'e advice re:~lly. lt's about a::t>l(:>Jters ••• wr:-.dd }'00 lldvi..oe

"" LO buy one? What can 1 say. Antfy? L know it's a massive expense, Ltu I really Q27 feel that it will be of great benefit ... you can always look in the Stu-

dent Union adverts for seound hand ones. Yes?

I've been looking at some of last year's dissertations.

Is rhat a good idea . sir? r heard ...

Well. I don't think you should read them in detail too early or you

might end up taking more of their idea;; than you realise. But yes . •• it Q28 really is rhe best guide you can have to the expectations of the ... of

what's expected when you write a dis.;ertation.

Sorry. Jane. l inrerT1.lpted you. Tlmt'~ OK. lt's ju" tlmt limy did • lm of TL'Sellrch u~ing question

naire! .. . is that a good idea?

I think questionnaire< arc very j(CXJd at tdlinj( you how people fi ll in

que.,tionnai=, but to be frank thev tell you verv liulc else. Avoid Q29 them!

About inte.rvit:w!:i ... is it OK i( w~ interview you?

The tutors'? 1· don't sec whv not; they don't have any special oontri - Q30

bunon to make, but you can if you want. There's a whole section on

this issue in the Research Guide. I'm afraid it'> slightly out of date,

and you're probably bcucr talking to the tutOr on the Research Meth-

ods course. but you might find it useful to start there.

ANDY /jA.'JF. OK, th•mks.

DH SIMON OK ... well, great. I hc;>pe that sorted a rew thingsou1. You canal

ways come and !;ee me or drop me a 11ote if you've got any more

queries.

ANDY /JA. \lE Pine.

fJR SlMON OK. Thank; ...

SECTION 4 I.El'TURER C.ood moming. Thi~ moming we are cominuing our look at Australia and its natural

problems. Actu~lly dryness . or aridi ty, ns it is g~.nerally C!llled by geogl'8phers, i•

probably the most challenging of Au.~tralia's natural problems and so it is very important

in this course for you to IUJve a good umler!;tanding of Ule >ubject. For Au~tralia, w~ter

is a precious resource and iLS wise management is of the greatest importlliloe.

As 1 have said, Australia is a dry continent. se<:ond onlv to AnUU'Ctica in iL' lack Q.JI • 136 •

of rainiaU. Long h<>un< of hot sunshine and searing winds give Austrnlia an extremely

high rate of evaporation, far more than in n~t other count.ri~. lt is EO>timated that ap

proximmely 87% of Australia's rainfall is lo.~t through evaporation, compared with juol QJ2

over 60% in Europe and Africa and 48% in North America. You gencrnlly thi11k of

Afric• a• being a very hot and tlry place, but it i~ not in comparison with Australia. In

many pan,; of Australia standing water, that is dams. puddles and so forth. dry up

rapidly and some rainfall barely penetrates the soil. The reason for thi~ is that the mois- Q33

ture is absorbed by thirsty plants.

Some parts of Australia are dry because rainwater seeps quickly through •andy >'Oils Q34

and into the rock below. In parts of Australia th.is water which seeps through the sandy

soil collects underground to form underground lakes. Water from these subterranelln

lakes can be pumped to the surface and tapped and so used for various purposes above

the ground. In fact, extensive underground water resow·ccs arc available over nlore

than half of Attst-ralia's land area. but most of the water is too salty to be used for hu-

man consumption or for the irrigation of crops. However . most inland farmers do rcly

on this water for watering their aniJ:nah and, where possible. to a lesser extem for irri- Q35 gat ion.

Underground water can flow very large dist:lnces and can be kept in underground

reservoir. for a very long time. Water from these underground reservoirs bubbles to the

surfa~-e a.< spring, in some parts of the country, and these fare ><>urces of Permanent wa- Q36 ter were vital to early ex1>lorers of inland Australia, and to other pioneen< last century,

who used the springs for survival. But in many places levels have fallen drastically

through continuous use over the years. This has necessitated the putnping of the water

to the surface. Remarkably . unde!X!ll!![ld ~ter sources in Australia supply about L8% Q37

of total water consumption. So you can see it is quite an important source of water in

1 his dry land.

So most of the consumption of water in Australia comes from water which is kept

above ground. More than 300 dams regulate river flows around the cow1tty, The darns

store water for 11 voriety of (unctions, the rural irrigation of croe,•. without which Q38

many productive areas of the counrry would not be able to be farmed; the regulation of Q39

flooding, a serious problem which will be dealt with later in the oourse: and last but

not least, the harnessing of the force of gravity for the generation of electricity. Q40 That is all we have time for this morning, but you will be able to do further Mudy

on this important area in the library. l have a handout here with references on the sub-

ject, so if you are interested, please come up to the desk and take a copy.

Next wt<ek 's lecture is a case study of an outback farm and ...

. 137 .

II·.S I ~

SECTION 1

AGENT Cood momi11g. MIC House Agency.

PAUl. Good morning . I'm ringing ebout the problems I've been having with my a·

panmcnt.

AGENT Y1..."!. of coul8C. Ill can justteke n few dctatls first ... What's your name?

PAUL Paul Smi lcy.

AGEXI How oo you spell that?

PAUL S.M-1-L-E-Y.

Rt/Jrtlt

AGE:-rf OK. and what's the address? PAUL Aparunent 2. 16 Rose Lane.

1\GE:"<T Ra.c Laoe ... and that's m ... ?

PAUL In \le-vton. AGE:-rf Oh ye;, I know the property. Could I JU.,Ia.,k how lougts the lease?

PAUl. lt'8 Cor one yeAr.

AGENT And yoo moved in . .. ?

PAUL l ..11~l week, on 27th June.

/\CENT Fine, thank you.

AGENT

PAC'L

And what are the problems that you've been havi11g'!

Well. no one thi11g is really dal1gerou.~ or anythmg. but you know. it's just

been butldn1fl up.

AGE:-rf Ye.. of course. PAUL Well the fifl>t thing is the washing mll('hu~e. h', been leakmg a linle and it's

b.-gmning 10 get worse. Bccau. ... we have a •mall duld, "e really nero_JQ get that done straight away.

AGE"'T OK ... that's a wnshlng machine for inunediate repair.

i\J1d then there's a niggling problem with the oookcr ...

Ah ha ...

The door'sbroken.

Rtght.

QJ

Example

QJ

PAUL

AGENT

PAUL

AGENT PAUL lt'• nothil1(! '>CI'iOUlo and it can be Ul<Cd. but if you can send someone QVer in Q.l

the next rouple of weeks or"" that'd lx. great .

AGEVr Fine. l'w got that.

• 138

PAUL T hen we are worried about all the windows.

AGENT Are they bmken? PAUl, No. but there arc no locks on them ... and you know " ·ilh the insurance QS

these days ...

AGENT And when would you like those done?

PAUL Oh, that's not really urgent ... bur you never know when there's going to be a breJ!k-in ...

/\GENT No. we'U get th<~o;e done for you next week. don't worry.

PAUL And then there's the bathroom light ... it's getting quite annoying. lr flick- Q6

crs quite badly lllld it 's giving me headaches. I'd really likt> to get that re- Q7 placed right awav.

AGENT That's no problem.

PAUL And then the last thing on the list is the kitchen curtain.•. They're tom. Q8

AGENT Oh. right. We do have quite a few spare ones in stock and can get those to (J9

PAUL

AGENT

you in the next week, if that's alright with you?

Yes. that'd be fine.

Anything else?

PAUL No, that's all .

AGENT OK. fine. What we'll do is get somoonc over to you this afternoon. if

you're in.

PAUL Well. I'm going to be our for a short time.

AGENT Wcll you tell us your preferred time.•.

PAUL Well the best time is about 1.00.

AGENT I'll have to check that wi t.h him. And if he can ' 1 make it then, what would

be your second preference?

PAUL Any time uP to 5 pm would be fine.

AGENT OK . I've mBde a note of that.

PAUL Great. well thanks very much for your help.

AGENT That's fine. Thank you for calling.

PAUL Goodbye.

AGENT Goodbye.

SECTION 2

RECREATI0:-1 OFFICER

Great. Well, hi, everyone! My name's Jody and I'm one of the (our recreation offi

cers here at Rainforest Lodge. My job is 10 make sure that you all have a great stay here

with us and go away fediug relaxed and refreshed. 1\s you can see, we're literally in

QIO

(~/0

the middle of nowhere at the Lodge. There are no newspapers or TVs and there's only Q/1

. 139

one phone and that's in the office. The Lodge is a complete 'getaway from it all' ex·

perience: a plaoe to unwind and appreciate the world without a !01 of interruptions and

di~tractions.

From your cabin balcony you'll find that you can't see anyone else and the only

noise you should hear is the birds. When the luggage comes, one of 1 he guy:; will take

it •= to your cabin for you and make sure you know the way back here to the main

centre (or diroter in the restaurant. Dinner will be served in about an hour or so. QJ2 All the times of each day's activities are printed on the blue sheet you should have

got in the information guides that were handed out on the coach. Each Explorer nip

has a different focus. S<) it doetm't matter how many you do or on what dsy. because

there's always romething new to di,;wvcr in the rainforest.

Tomorrow l think we've still got places on the Orchid and Fungi Tour. This is on

fuot ami takes you tO diffcrem parts of the rainforest. Or, if you'd prefer, there's the

Four-Wheel-Drive mur ro the waterfalls. or the fishing trip where I prootise you we'll QJ3

catch !;Oil'le lunch, and last but not least, the famous Crocodile Cruise that leaves at 11 QJ4

run each day. (Just in time (or the crocodile's lunch!) Plenty to choose front here at

Rainforest Loclgc or just sit on your balcony, relax and unwind and enjoy the views. In

the evenings there is the Spotlight Tour. one of my favourites. The Spotlight Tour Q 15 leaves at sundown and lets you catch a gl[mpse of some more ol the rainforest's wildlife

as it comes out at d\L5k to feed. That's a great trip and if you can, I'd really lfY to

make sure you do it during your slay.

You've chosen to visit the rainforest in March, whicb is just at the end of the wet sea-

son, so you 'IJ soon notice how well the waterfalls are running and aL'iO how damp the

ground is. Things can tend to get a bit slippery. too . so if you didn't bring any walk- QJ6

ing bootS I'd advise you to hire some from the office. You'll aoo M much bener o([ in Q17

long trousers rather than shorts because they will give your legs more protection. and

socks are a good idea too.

There's no need to be nervous of the rainforest provided that you treat it with re·

spect and oommon sense. Most o[ the animals and wildlife are gentle and hannless.

Q/8

There are some venomous snakes lO beware of, but really they're much more frightened Q/9

of you than you arc o[ them. The other thing is that cerrain plants can cause irritation if Q20

you touch them with bare skin.

Well, that's about all for the time being. The guys are here to take you and your

luggage to the cabins ...

SECTION 3

COUNSELLOR Hello, John. What can I do for you?

• 140 '

JOHN Well, I hea.rd about these counselling session_, from a friend doing a

science cour.;e and I was really interested. I think they should be compulsory really.

COUNSELLOR Well <o be quite honest. John , I think they would be useful for

everybody but well, everybody has their own way of going a fX><tl

JOHN

things. I prefer people just to drop in when d-.ey can.

Yes.

COUNSELLOR I find that talking to studems aoout the requirements of o course

helps to clarify what needs to be done. I mean the biggest diHcr-

Q2J

enL" bt.tween college and school is that new college students really Q22 have to c:lo slot of work on their own. attd it's sometimes u.o;efulto

JOHN

get advice on how to rake control of youT time and work effectively.

Yes. l mean, it seems like a very lig hr workload until assignment

time oomcs and then I ~-en1 to be working all night sometimes. I'm

not the only one. It's ridiculous. The resource cemre is very good

but it closes so early • it'~ in the library and so you'd think you Q23 oould use it more. it's a real problem for me.

COUNSELLOR Well, you're certainly not th~ only pe!':'On in !hat JJa~ition, as I'm

sure you've found. h really tumes down to using every available

hour in a systematic way. If you do this wi th a pl.an. then you'll Q24

find that you still have tune for l'OUl'Sclf and your hobbies as well.

JOHN Yeah. I' ve heard from Th01l'l<1S that you made hUn a ;;art of plan

like this, and he's going away for the weekend with all his work

handed in, whereas I haven't even started.

COUNSELI,OR I need to find out a few more things about vou first. I'll give you Q25 this form to fill in about your lectures and things before you leave .

••...•...... ·· ··· ········•···--···· ····· ···~ ........... ... ... .• ... - ··•+••······· ·····-···· ... ··-················ .............. .

COUNSELLOR Now. what are your main problems?

JOHN Well, what most ooncerns me is L'm still not doing very well in my

assignments.

OOUNSELLOR Well, I know that you plan your writing carefully, but this can

come to nothing if the assignment doesn't answer the question.

That really ;, the key. You mu.~t read the question carefully and

give it a great deal of thought before you even start planning or

writing your first draft. It's also vital w check YOUr work for error- Q26 ~· Everybody makes them, and they can innuence the person

marking the work. So, always take time at the md to check what Q26 you have wri uen .

• l4J

JOH"' As far as listening is concerned. l find 11 hard to keep up sometimes

m lectures, especially two-hour OnC'I. l <01neumes just seem to RO

off into a dream.

COID:SELLOR lt 's a good idea to lind out f rem )'Wr lecturer.. if they mind you Q27

JOHN

I'OOll'ding the lectures. You unly need one of thaie small cassette

reoorders. The quality is pretty g<xxl nnd a serond listening can re·

•lly clarify things. SomcthinR cl.c you can do is check your notes Q28

with a £ricnd after the lcct~.<Tc.

YUJ. That's a good ideo. Thanks. lt's hard to do all ih•t ~11 doe

tUnc though, especially when there's !10 much reading to <h

COUNSEI.WI< Yes. it's imponant. though, not to confine your.ldf to rcadioi!C on

your subject. You should also read 1 hong• of general intU'e!., tlun Q29

appeal to )'W. You know. novels. new>-Jll'iJ)I!t'S, that kind of

thmg. [b rou baw a good dietioMry? QJO

JOI-L\1 "'ot really. l'voe ~ botht>red with 001'.

COUNSELLOR Mmmm. lt would probably be • good ode.~ to get one. Uictionarics QJO

are not expensive nnd they can hdp a lot . /\I,., you can undertone or

highlight new words and •..

SECTION 4 TUTOR Well, ROod oftcrnoon. In today's :11"'-<lon John Upton will be sharing romc

of the findiORS of his research project I rorn l&t tenn . John ...

JOH"l 11lonks. Well, first of all. a little bit abeut the hackground to the pro-

• 142

jca. Our title, as you can see. is prcuy straight-forward: ' car safety' .

But thele days there's a lot more 10 it than the ~NJal injunction:, about

dnnking and drhing or ;peedong. I had bet-n interested and bomfied by QJ I

-,c,-eraJ ne_"-,;peper repons on what prop!~ <'lOll ' road rage' . For example

the f11mou.• mcident of anum getting out of hil. car on a car p&rk and hining

the dnver of a van who had <M!rtaken horn eather. lt seemed to me thM

there were almost as many serioo, problems whotn can. were parked ... i.e.

were statiortru')' ... as when they were trnvelllng at 90 miles an hour. So I

decided to make this the focus or the project.

For our research we dePended mainly on wlking to individuals, asking <.J32

thCI1t_qucstions r~er than lJSing writt!!ll !Ju""tionruti~. We SI.Qpped pc:o-

plc at n selected garage on the rnowrway nwr A twn.dJty period, and asked

them que.tions about what they'd nb>.ervro or .. xpencnccd themselves. Our

re.pondents "'-ere both men nnd women. but the "'unen were jUSt slightly QJJ

in the majority. We were plea....OO by the public'• willingness to stop and

chat to us . .. in the end we talked to a total o[ 135 drivers over tho;;e two Q34 days.

So what were our findings? Well, as you can s<.:c, 93% of l'eSpon

dents had had some kind of problem. A surprisingly large pcrcemagc-

24% had had Lhei.r car damaged in some way, but the main rype of inci- Q35 dent was being shout<..'tl at -79% had experienced that. 15 % had experi-enced violence on their own persons ... they'd actually been hit by someone.

The police tended only to be infom•ed when there was phy~ical violence in

lll)lved.

So whut strategies had Jl(.'Ople developed to ensure their own Sllfety?

Let's have a look n• the figures here. Well, first of all, it was quite strik

ing that there were often distinct answers from tl1e men and women . .!! was mainly women, for exam~ who said one shouldn't ever stOJ> to fin<:! Example

out how to get somewhere. Whereas it wa~~ who said you should try \0 Q36 avoid looking directly at other driv~. !3oth men and ... oh sorry no ... it

was women who said vqu had to tell someone when you were due tO get to a Q37 particular destination. Then, I had thought that it would be mainly men,

but both sexes made the point that it's much safer to get keys out well in Q38 advance as you go !Dwards your car. Men were very aware that muggers or

whatever miglu be concealed behind the car . They also made the point that Q39 you should leave plenty of room when vou park your car so yoo can make a quick getaway if you need to. Finall)', locking doors at all times ... men

didn't think it was quite as importatH as wo<nen. but both gave it a high Q40

safety ratii)R:,

When we asked them what they thought the best im1>rov~~nent.~ had

been in the la.~t five years in helping with road rage problems ...

• 143 •

Answer Keys

IFS I I

LISTENING

EAch qui!stiO!I correctly answt'red .o;core.< I mark. CORR.ECJ' SPELLING NEEDF.D IN AU. AN· SWERS. (Where altematiw spellings are accepted. thftSI' are .<tated 111 lh~r K11,v.)

Section I , Questions I - 10 Section 3 . Questio11s 21 - JO

I. Black 2 1. (on) Friday 2. 2085 22. l:lioi<Jgy 3. 9456 1309 23. 57 /fifty-«e~~en (book!\) 4. 2020BD 24. 43/fony-lhree (books) 5. July 25. Wed/Wednesday NOT the day alter 6 H} 26. {she) record( s) them/lectures/ /she usc(s) 7. D in any order a ( tape/c~<i!tte) ret'Orcler/rec:ordmg 8. F 27. $kimn1ing/ I ( he ) skims ( books ) I ( a 9. $ 25/twenty-five dollnrll (relund•l>le) book) I /skim (the) book first/ /skim read-

tO. next w~"'k/llu a week//in one wrek//the ing following week 2S. (The) French Revolution

29. Why study history (?) Sectioll 2 , Qumt'li.OIIS 11 - 20 30. animal language/ I (the) lan~uage of ammaJs

11 . route book NOT language

12. 900/nine hundred miles NOT 900 Secti.otl 4 , QuestiOIIS 31 - 40 13. Nonh f:'.l N rica NOT Africa 14. 11. 31. 4/four-momh certificatc/cen (course) 15. C 32. (current) <!mployment/ /job 16. 1:1} 33. l/onc-year diploma ACCEPT dyploma 17. C in any order 34. none/ loo (prior) qualifications/qual!; 18. E 35. 6/six-momh t"erufi~ate/cert (com-,;e) 19 Bf 36. C 37. F 38. 13

· D ir~ either order 20. 39. G 40. D If you score. . . ..--

~~0~18~-------------4~1~9_-~2~5 ____________ ~26-40 you are highly unlikely to get you may get an acceptable score and acceptable score w1der ex- under examination conditions amination conditions and we ' but wl! recommend that you recommend that you oPend a lor think •hout having more prac·

I of time improving your English tice or les<JOns before you take before you take lEL TS IEI.TS

you lltC likely to get an acceptable score under examination

oondiuons but remember thatj different inslitu1ions will find different """re.' ar:ceptablt~

----------~------• 14-l •

ACADEMIC READING

&wh gueslitm rorrertly anstt~tred scores 1 mark .

Reading Passage 1 , Quesrions 1 - 13 20. (the) wealthy (members) (of) (society)

1. A

2. A 3. B 4. c 5. B (\. runways and raxiways

7. tem1inal building site

fl. sand

9. stiff day

to. Lantau lsl•nd I 11. 11

;,. eitlu:r order $ell W8 S

12. rainr~u

13. !(e<lt~xtile

21. :;ocial, t>COnomlc. environmental

22. (the) 1970s 23. '-laf GIVEN

24. YES 25. '10

26. '10

27 :'-JOT GIVE~"

Reading Passage 3 , Questions 28 - 40

28. CH

29. MC 30. MC 3l. SH 32. SH

Reading Passage 2 , Questicn.t 14 - 27 33. MC

14. VIII 34. HTK

15. il 35. SH

16. IV 36. 'lOT GIVEN

17. IX 37. YES

18. VII 38. YES

19. 1946 39. YES 40. '10

If you score ...

0-13 14-22 23-40

you arc highly unlikely io get you may get an acceptable score you arc likely to get an accePt•

an acceptable score under ex· under examination conditions ami nation oonditions and but

able score under examination we we recommend tlutt you

conditions but remember that recommend that you spend a lot think about having more pt~tc·

different institutions will find of time improving your English ti~ or les:.on$ be[ore you take

be[ore you take lE!.. TS lELTS di[[erent «rore; act.-eptable

• 145 •

•

I

IJ·:s 1 2

LISTENING

Each qttestimr twre<·tly anSI.IJf'red scol't'.S I mark. CORRFCI' SPEl,I.ING NliEDEIJ f(\ AU, AN·

SWERS. ( Whrre altemative spe/li11gs arl' r.u;cepud , these are statecl in the Key. )

Sectio11 1 , Questions 1 - 10

l. B 2. A 3. fridge/refrigerator 4. stereo (system}

5. books

Section 3 , Questions 21 - 30

2 1 . newspaper{ s)

22. map(s) 23. radio(s}

24. television/ ITV 25. ()O!llputcr( s)

6. ($dollars} l84 NOT per month/monthly 26. B 7. Murmy 8. l6C 9. South Hills

10. l::ngli,h/ !British

Section 2, Questions 11 - 20

ll. B 12. nonh//N l3. (2nd/sll<nnd) floor (number)

14. room (number) 15. 8 pm (and 7 am)

l6. (the) fire/emergency dCX>rs 17. laundry/ /washing

27. R 28. c 29. A 30. R

Section 4, Questions 31 - 40

31. A 32. training 33. technology ACCEPT tecknc>logy/teknology 34. oool (and) wet (both for <me mark) 35. wool (smd} timber (both for Me mark)

36. fertile soiHs) lland/eanh/ground 37. (hiJ~h quality) vegetableslvCJ~S

l8. (the} balconies ACCEP'T balconys 38. warm (and) wet ( IK!lh for onr mark} 19. meal time; 39. 800 I I eight hundred 20. (elected) noor senior( s ) 40. B

If you score ...

0-16 17 - 25 26 - 40

you are highly unlikely to get you may geL an •cceptable S<.'Ore you are likely to get an accept

an acceptable score under ex W1der exarnioarioo conditions able score under exarninaLioo

ami nation oonditions and we but we I'C(X)Olmend that )IOU condition$ bu1 remember thAt

recommend i.lun you spend • lot think about h..ving more prac· difft!l'Cut institUlions will find

of tirne improving your English rice or lessons before you take different scores seeep1sble

before you lake !EL TS IF.LTS

. 146 .

ACADEMIC READING

Each qmc<tinn correctly 1/.n.mll!red score.< I mark.

Reading Pa.~sage 1 . Quer;tions 1 - 13

l. c 2. A 3. c 4. B 5. R

6. benchmarking

7. (a range of) .ervit-.: delivery

!!. ( perfonlUUlc'C) measures

9. productivity

1(). ( ' ) Take Charge ( ' )

11 feedback

12. employee( s' } //staff

13. 30 days

Reading Passage 2 , QuestWrls l4 - 26

14. major cons.!quences

15. surveys

16. sales literature

17. Ea.•tem Europe/ /Far East/ !Rus.'•ia/ /Arab

world //Latin America /lf'rench-speaklng

Afric;~

18. c 19. B

If you score ...

0 - 14 15-22

20. c 21. (industn.'al) tt~ining (~hemes)l· 22.

23. t.ra.re;\&LIOn SCT\'Jce5 111 any

(pan-time) language courses order

(technical) glossaries 24. 25. 26. A

D

Reading Pasmge 3 , Que.stion.s 27 - 40

27. ll 28. I 29. V

30. VI 31. D

32. c 33. F

34. G

35. NO 36 YES 37. NO 38. YES 39. NOTGJVE:-.1 40. YES

23-40

you are highly unlikely to get you may get an accepl8ble l!OOre you are likely to get an accept·

an acceptable soore under ex- under examination conditions

aminat;on conditions and but we recommend that able soore under examination

we you c'OnditKln.' but fl'member that

recommend that you spMd a lot think aboul having more prac· diHerem institutions will find

of time improving your English lice or lessons before you take difrerent 'lO::>res na:eptable

belore yOtJ take lELTS lELTS -• 147 •

I ES I 3

LISTENING

Eac/1 questiort cnrret:tly a11su:ererl score.< 1 mark. CORRECT SPELLTNC NEEDED IN ALl. AN·

SWERS. ( Wltt'7'!1 alt1!171atiw spellings are accepted , these are staud in thP Key . )


l. 8


21 . 2 1 May or acceptable alumativts 2. (" 22. 18 ,000- 20,000//18- 20.000 m ust haw 3 A 4. B 5. both n>quired for one mark. either order

AE 6. both requr red fur une truu·k , either order

AC 7. both required }Or one mark, either order

CF.: 8. B 9. c 10. B


11. Af 12• EC in any order

l3. 14. G 15· EB f ;, eith~<r.order 16. 17. (' 18. A 19. /\ 20. B lf you score ...

0 - 17 18-25

both rU<mbers (or in words) 23. research methods NOT research 24. (draft) plan 25. (doiCWTy out/conduct) re.curch 26. Mnrch ( to) May (both far •mnnark) 27. A 28. A 29. c 30. 8


31. c 32. 8 33. c 34. B 35. B 36. c 37. A

38. B} 39. D in any ord~<r 40. E

26-.W

you are highly unlikely to get you may get an acceptable score you are likely to get an accept-

an acceptable score under ex· under examanation conditions able score under examination

amination oonditions and WC but we recommend that you conditiO!l.'l but remember th6t

reoommend t.hat you ~pend a lot t.hiuk about having more prac-different institutions will find of time improving your English tice or leo<'lOn~ before you take different scores acceptable

before you take rf:I.TS IELTS ~

• 148 •

ACADEMIC READING

Each question correctly a>ISwered scores l nw•-k.

Readi11g Passage 1 , QueJ~tiom; 1 - 13 20. :-JOT C I VE:-.1

l. NO 2. ~0 3. NO 4. YES 5. NOT GIVEN

6. NO

21. '\JO

22. >JOT GIVEN

23. YES 24. YES 25. YES

26. :'-10

7. YES Reading Passage 3 • Questions 27 - 40 8. ( local) uusines.<;es

9. (work/working) >!dtedule/ l=tering/ ITO«·

ter(s)

10. excessive

11. voluntary absence/ab.<;enteellim

12. twenty/120

13. communication

27. IV 28. Vil

29. vill 30. Ill 31. 11

32. 33. X

Reading Passage 2 , Questions 14 - 26 34. B

14. c 15. F

16. E

17. H

18. A

19. D

35. B

36. E

37. A 38. B 39. D 40. E

If you srore •..

0- 15 16-24 25-40 -you are highly unlikely to get you 11'18Y get an acceptable score

you are likely to ~t an accept-an acceptable score ~nder ex- under cxaminalion conditions

able score under examination ami nation conditions and we but we re:ommend that you

conditions but remember that recommend that you spend a lot think abour having more prac-

different in•titutions will find of time improvlng your English tice or le.<."'n:; before you take

different o;cores acceptable before you take: IEL TS IELTS

. 149 .

IIS I -l

LISTENING Each question ((Jn'I!Ctiy answtrl!d SJ:Or'.S 1 mark. CORRECT SPEU..ING f\iEEDED IN ALL AN·

SWERS. ( Where alternative .rpellwgs are accopteci. these are .<lutea w the Key. )

Section I , Questions I - 10

I. 16 Rose Lane 2. 27 ( th) June ur uneptable ultemutive.~ 3. door broken/ /broken door 4. c

Section 3 . Questions 21 - 30

21. B 22. B 23. A 24. c 25. c 5 . nu locks (on them) //need lock<

6. hathroom light 26. check ( over ) ( your ) work/crrors//rcvise

7. A 8. kitchen curtains 9. B 10. I (pm} (and) 5 (pm)

Section2, Questions 11 - 20

11. B 12. c 13. waterfall(s)/ /water fall(s)/ /water-(all(s) 14. eleven/l l.00//11 (am) 15. Spotlight (tour) 16. walking boots} 17. socks in any ordn· 18. long trou!'Jel'S 19. (venomous/poisonous) snakes I ill eilh<"'

20. (certain) plants order

If you score ... 0-lB 19-26

(work) 27. rtrord 28. (a) friend ACCEPT friend 29. general interest NOT interest 30 . dictimwy


3l. B 32. A 33. A 34. B 35. c 36. B 37. A 38. c 39. B 40. c

27-40

yuu Are highly unlikely to gel you may gel 1111 acceptable score you are likely to get en accept-

Rn acceptable score under ex- under examination oonditions able score under examination

arnination oonditions and we bot we reoornmend that you conditions uut rumeruber that reoommend that you spend a lot think about having more prac-diffc.rent irusLitut ion~ will find

of time improving your English rice or lessons before you tAke different .wre:< acceptable

before you take !EL TS lELTS

. 150 .

ACADEMIC READING

FAd> questioll corr<XtL.v amu.w:n-d scorrs I mark.

Reading Passage 1 , QuestioriS I - 13 20. YES

I. YES

2. :--10

3. YES

4. :--JOT GIVEN

5. :-.10 6. NOT GIVEN

21 NOT GIVEN

22. F 23. c 24. J 25. I

26. c 7. B Reading Passage 3 . Questions 27 - 40 8. B 9. c 10. honesty and openness

11. consumers

12. armchair ethicals

13. oocial rt:l'Ord

27. ApoUo (space) programme

28. (early) next century

29. 7.000 30. disease

31. mtUSCular dystrophy

32. cy>'lic libm;is

Reading Passage 2 , Questions 14 - 26

14. 0

33. D

34. c 35. l:l

l5 . 13

16 0

17. c 18. NO L9. YES

l f you scon• ...

0 - 14

you lire highly unlikely to get

an acceptable :;core under ex-

amination conditions and WC

recommend rhat you spend a lot

of time improving your F..ng)ish

befo1'e you take IEL TS

36. c 37. D 38. B 39. A

40. A

- -15 23 124 - 40

you may get an acceptable ocore you are likely to get an accept

under examinAlion conditions

but that able :;core under examination

we rerommcnd you conditions but that

think about having more ])rac-remember

fiod . 1

bcf ak different institutions will nee or essons ore you t e . IEL TS I dtffcrem scores acceptable

. 151 .

READING


I. FALSE 2. TRUE 3. TRUE

4. NOTGJVEN

5. FALSE

~: 71 in eith£'1 orde.

8. Gl J

in ('!lht r ut'dt:r 9.

I O' B I in eitlw· order ( 1. {' I

12. F.l K

i>r either flr<kr 13.

Section 2. Questions 14- 26

14. :-JOT GIVEN

15. TRUE

16. TRUE

17. FALSE

18. NOTGIVEN

19. TRUE 2(). TRUE

If you score ..•

0 - 19 you arc highly unlikely to get

an acceptable score under ex·

amination conditions and we

ri!COmrtlend that you spend a lot of time improvirtg your English

before vou tRke r~;LTS

. 152 •

21. VI 22. vlil 23. X 24. n 25. V

26. vn

Section 3 , Questions 27- 40

27. 1772 28. 1781

29. 1787

30. 1977

3l. 1986 32 YES 33 NO 34. NOT GIVEN

.35. YES

.36. NOT GIVEN

37. georgium sidus

38. Herschel

39. James L. Elliot

40. Mintnda

20 - 27 28 - 40 you may get an acceptable soore

you are likely ro ger an accept· under examination conditions

able = re under ~.xarni nnt iort but we recommend that you

oc:mditions but remernbcr that think about having more pn<c·

different institutions will find tice or lessons before you take

diUerent sc-ores acceptable IELTS -

C I·.'\ I·.R \ L I In I '\ I '\ < , 11' -., I B

READI'\G

St!£Jioo 1 . Qu€'!otioo~ I - JJ

I. ('

2. H

3 H 4. 1\

5. ,\

6 A 7. c 8 ~:o\l.::il :

9. TRL:E 10 :-Kl1 GIVE~ 11 FA!~~

12. FALSE 13. "lCIT G 1'/E>J

Section 2 , Question V I 4 - 26

14 . rRu~:

15. F,\l_o.;E

16. ;-\<JT <iiVF" 17. FALSE 18 TRUE 19 1'\01 Gl\'t:N

20. THU£

If )'011 '-CUrt! •••

0 18 you """ l1ighly unlikdy to get

nu ac·c.·c.•Jnxhl~· ;o;t"'rc under ex~

u.miuntion u:mdition~ nnd we

rt.'lunutttnd tlu.t Y••• 'i"'nd" lot

of tmtc un!Jn>d111C your F.111Cii-h

21 IV

22. VI

23. VII

24 IX

:!5. Ill

26 I

Stctiofl J • Questio11s 27 - 40

27. V

Zll. vD :!9. IV 30. I 3 1. vlrl

32. Ill

33. tmn~miucd ( NOT sent) ( elcctmnicully)

34 . ( pmt(wnPhic) filmlnl!jlative(s)

35. ( nluminium) printing plates

3(J pnlArnmmf•d

37. (lough) Wl'llpping//darnaged (llipcr

-~ weighed

39. Jlll.""' n>bot(s) 40 5torage area

19 26 27-40 you may get nn nct'Cillllbl~ ""'"'

you are likely to gel Hrl Bcct·pt· under exanunauon oontJition~

but we re.:onmwnd rl~•t you rhink about lu,virlj! more prac

I ice or lt':>.'lKI~ llt'fore )'<lll t>ke

p.ble =re under ex11minntiun

cnndition> hut remcmlx·r thnt

diHcrent iMtituti<m' will find

hcllll'l' \VII !J!k!.:.y;.j' U..>---.LJ'·LTS dillermr '(X)""> •ea ptahle

• 153

Model and Sample Answers for

Writing Tasks

TEST 1 , WRITING TASK 1

MODFL A."!SWER

Tit" nuld I •' been prep&n'd by an exam mer & an examplt• of >1 very good ansW<:r. llowcwr, pleo.'e

not<' that Lhi> ;, ju>t one exsmpl~ ""t of many JXX<<ibiP fli'Jlrt»>ch<.,. ,

I

I L

Titt> dmt fuV!> that the Jlt'r< mlagt· of llriti<h ~with a r<r(le oi corsrner <U.4>1es ~twdi~· n

<.rea5t'd betweet 1972 arrll9!!3. Ire greatest roe-m was in tek1nooe owner>h~. risir1! frcrn 42%

n 1972to n% i119S.'I. ~'><! CJrecmlral heatir1! CJWIOOhip, r~ fron37% o{ ~~ rll972

toM% in 19S3. Thepercrntageof~witha refrigerator !'1N'21'll. o\'er lhPS<rrt>JICiiotfKd

oi those wrth a wa;hinp; rn'!Chre by 14%. 1-b.f;ehokl; with v.Ku.rn-ckwters. telto\ ism and di!I~Wrii

C'" it(w,,;ro ~ 8%. 5% .aod 2% r('o;jlC(:tively. In 1983. tilt' yt'dr of their imr(J(ltl1iolt, Ill% of

hc:~.J.<oth>kk h.1d a vi(loo recorck.•r

lhe SIW>rficant 'iOCial dtar@es rcfl('(.tt'tl in the statisti(., art> that OV!ll' the period the pn.portioo of British

ln6es with c:e'ltral heat~ r01e irun ~to two .!hint>. an:J olltv.e with a~ mm trdY a half to

allf.'f mr....,.q.rartt'f'S. TIJ8I!h'r "'ith the big increase-> n tre <Mnet"\hip oi wa<hng rmdti1e5 and rdrlgcr

atcxs. th!y art> ~videfiC~ ol both r~ire fi,·~ standards <rd the trt..-.:1 to lift.-st}les based rn amfort arrl

CtXlVtlflit.rrl,.

• 154 .

TEST 1, WRITING TASK 2

MODEL Ai\fSWER

T rus model nllS been pn::pared by an cxtU'nincr as an example of a very good mswer. However, plea.e

note that thi• is ju• L one example out of ll'lll11Y possiule approaches.

I i)(;'lit>vt,> thdt d1ifcJ.rwr~ 'ru.ld be t~ respoosbility of both parents ;r,d that, wt,lbt ll1e roles within

that partT\eiVI~ may be diffforent, they are nevertt.>less eq.Aal In irrportance. In SOfT'It' societie5, it hds bem made easier ovr:r rhe years for si'lgle parents to ro~ise children on their ~. ~. this ches

not mean rhdt the traditiundl f;rnily, with both Jllill"t'nts pi'OIIi!i~ 8'001ionai51.4JP0<1 .nJ role-models for

thPir chlldrm. is not the rrost o;atist<Ktory wil'( of br~ing t,p c:hildrm.

Of crucial irrportance. in my opinim. is how we Mine '~· .. ponsi.Jle for hringintlthe thildrtn ~.p' , AI

its slrrplest, it could mean givil18 the finallcio~l ~ no>n~ry ro providt>. a flcm.o. iood and dotre nl mak~ sure the child is safe and receives cll1 ~t~ edJcation. This would Ill" the ll<l>lc Oefinit~JI\.

1l"Oe<e is, howevf:'r. anolt,er possble way of defin~ that part of the QJOtJiim. Thitt wwld ~~Y it is

not just the father's (BijlOOSibility to provide 1he basin for his dlildren, while his wife involves her5elf in

the evel)<ldv activity of br~ln!lthem !.V· Ratb.>r, hL> should sharl' them daily duties. sperd as nu:h rime as his job allows with his dlikken. play with them. i'tlild to them. help directly with 111eir edx:atlm. Polrtlc~te very fully in their lives ;r,d encourage them to share his.

lt is this o;econd, il.llft>r, concept of • fatherhood' that I am in favwr of, alt~ I o~lso reali>e how

diffirult it is to achieve sanetimes. The economic and errpl~t Situation in nlru'ly cou:atrk..os mwns that jobs <Jre getting more. not less. stressful, req.,irlng long hours cll1d po;rhaps long journE"ys to wlJ!k as well. 1l'Oe<efore it may remain fOf many a desirable ic!Pal ro~ther thcll1 art adllevable reality .

• 155 •

MODEL ANSWER

This lll()del has been prepared by an examiner •• an eX11lllplc of a very good answer. However . please

oote th~l this is ju.-t one example out of many possible approaches.

The <hlrt .J..c.,w, tlk" rwilt'l' <>f fnlt"> of lt-isur~> t"nj<JYf'd IJ)• nll;'ll Md wc,rnen in ~ twir.ll Wf'<?k in 1991!-

9, <11 ron:f•l! to gen<Jt.r .vocl I'IT11k¥llftll ~!<ltus.

Among dl05e ffillloyffi fuiJ. tine, mm a> aver aRe had fifty hours of leisure. whereas wancn had approxlmatPiy thirty-seven hotJr.,. There Wf"!e no fi!JM'po; given for male part-time woli<crs. but female

part-timers 11ad fortY hrurs of k>lsurc• limP, ooly <Jightly n-.ore lhan women in full-tine erployment.

perhaps rcfk>cting tlx'ir work in the ham.

In the l11Bl1)1oyed and retired categories. leisure tine showed an ihcrease fOf' both sexes. as mif111{

have beEn ('1(1le<.11'd. Here too, men enjoyed more leisure t~owr eighty hours. c~red with S('venty hoors for women. perlK1ps Ora' again reilt!!.:t~ the fact th;.1t wcmen spend more 1 ine worldng

in the hc:lre than men.

Lastly. housewives mio\'ed iiWI"J'(inutely fifty.fwr I'IOU's of leisure. on averc~ge. There wen: no fig

ll'l!!> givm for hruselusbands! Overall, the chart ..,_rwstrate.that in the utegories for whicn statistics

m male leisure tinlP ~ available. rnen enjoyed o~t least tm ~ of extra lekure time .

. 156 .

TEST 2 , WRETI:\G TASK 2

MODEL A. '\ISWER

Thi~ nv1<M h•• been prepared by an examiner !C! BD exampl~ of n very good aru;wcr. Howt·wr. ple!L'It' note thAt this is jLL<t one e.x~mple out of many possible apprMchc'

Of ctAne it 1JDeS wilh:d ~NI pruallbt is bett@f IMI an. 1hilt is~. h recent years, there flas been a tvOWilJ ~ oi q>i11on il favour Of puttir@ I'MIE! t'eSW'C!!S WO heallh edatb'l nl Jlrl'Vt'Jllivt' rneaues. The a~ is that p;n;e oi , for f'X.1Illlle, basic l'l'8iene Of the d.reers of .., lritir.tlthV diet or llfeSt,.fe neech to bt <XJII"batted by ~I nat imwlde p;.blfclty al'f1l811J1!5, as well as ~-tl!lm heahh eWtatiOn.

Ct!vruiy. 1l1l!rt' Is a smq h.rra\ qment for catdq an( lft'dlc'~ CMditb'l as Nlly as p ... w. There & aho.., a:uotic 111f.J1811 fur <tJrtl so. satisltcs datoiSirate the oost-effealw!nes cl belt· ir8 a cxnltim., ~sty~· rdler llwt delayir@mll more ~ISIYe ;nt prob~ ttdlltterls ~. 1lwn then!.- social or eo:» tattle oosts. p!!f1aps In tenns oi loss oi ~ fot ~ f.mly COI'IC.elt it'd Of ~ be1Pfit paid by the state.

SO far so 8(l0d, bA lhe diffiCUlties •tart IM1en we try to defile ~t the 'prqlOrtion' of the bucWet should bt. parttaJtartyff 11-e flrdl wll bt 'IIM!rted Iran healnet•'. Decisions on eGicttr hclwl'i\leh oi the total talth ~should bt ~ In this 1M1Y .-not a l11lltl!r fot !he noo.!peCiillist, IU lhUd bt !nidi! on the basis oi a-. ~ lwlttt ~ rmdel.

This is the poh at Mfctt real PI'**''" ot'OI"'-1he ~ d the model. ttlw cb we ac.orall!4y - ~ hNIIh tdtt:.attil .... .-Wl! ._ effedl\.oe n bolh medical !I'd rll1ai1Clal tem&f ttJw eb we agree about the l't'll!dlcal ~cl variiJia ~ ~. for exatple, wht!n the matall estolblisl'rrmt it~f <b!s not ~? A very ~process of t'VWatlon is called for. so lhat we COin

rM<e ilformed drcisions.

• 157 •

SAYfPLF ANSWER

nu, "an 111\.'"'d Wntlcn by a candidate! who achieved 1\ Rnncl 7 """'""· Here "' the CX111ltim·r'• Olnl•

nwnt:

'The tn>k is competently reported, althot•gh ittlmr dt>tHil~ Hre ignured. The mcs.'llgc is cknr nnd

there b g<JO<l u;c of cohesive devices 10 orgnni"" pomts. f)t-,.pite ittlm. minor errors in •P<'IlinR nnd

&grtoement. a good range of stru('ttlre:< ;, ll<;('<J.

Acwrdl'f! lo ~tdli,lic<ll otformation. the man rea'oOII for trav(•l~ abroad is hol~. bu!;re;s, ird \'i>rt~

lo fritnl-. .nl rel.ll•v.-,. rde(>d, there is a <teadl• re~ n li'c ll.l'l'ber of holiday m'lkeo-.. : \O,h!lt• n 1996 !h.-re . .,..,. .. abwt 17.896 of the~ n J9<J8 trere wt'!'C 20.700 of them /1.1Clteo\.·..,.. with ti-e

introd.lt tion of nue lOJIIries withn the EC market. traveUil\ for busile$ has abo rcreased. Altlu~ ti~M>;... not d bil! cttrmlmt 3.957 traveled abtQad for builnes~ cUI'll 1998 cxrrpared with 3.24'1 in

1996 Fin.1lly. lravt'li'@ abroad for visiting friends ilnd reiJt•v~ 91ow; a steady increas<> O\W tht> Jlt'find

1994 lt.l'J!l. While there were abrut 2.6281raveler~ in 1995 n 1998 then.rrber rcreased to 3,1!!1 in

1998. Cort\('(JJ(Yitly, lhere is a steady incrca~ in thrt'<! m.tin rtMIOI'lS for !ravelling abroad; 1-blid,•l"·

bv;incs~, or 10 vlsll relativ~ and friend;.

In oldcfition, thl'fe iS ~bo dfl increased <hlr@e n the dt"tiNtiorlo. v.itidt peq:>le tend to pR>fCr ior lrav!'lling.

The area l'.tudt ajlJ:tear to be more j:qlU!ar al110nf\ lravelll'f' is We<:lt•m Ea~ Indeed, while in 1994

only 19,371 of tilt- ~>le preferred to spE<'d 1!.·ir hohd.ly (or Olher reasons) n that main rt.'!licn. tht'fe

"'as an lnerea>t• to 24.519 in 1998. North ArrE-rica ird ottn ar~ appeared abo favot•able. In 1996.

there "'~f.' 1.167 !JDilg to "'orlh America and I. 905 to ocht.'t' art.'iiS. These rurbers iro:re3sed to I.S2J

ard 2.486 aclordi-61v· Stati>tical figln<. prove that Western &.a-qJe seems to be lhe ntO>I f~vouriibl"

place for holid.ty m.•kt.,.., while North America ird ott.:r ar- follow beltind.

• 15R •

SAMPLE A.J'JSWER

Thm is an answer written b~ a camlidatc who achieved a Band 8 score. Here is the exruniner's com-

meru:

Thi:, response is very fluent and well expressed in an appropriate register. A range of relevant is

sues is skilfully presented and discussed. The argument is logically developed and well organised.

A wide range of structures and vocabulary are u:;«< appropriately and accurately with only minor

flaws.

Before talking about the essential role of death penalty, you have to think about the meaning,

and the purpose, of iWlY kind of punishment. If you oonsider that the purpose is to prevent the

guilty from being nasty again. you can be seduced by an argumentation in favour of the sup

pression of capital punishment. But you have to think about another aspect of the problem: a

punishment is also useful to impress people. to make them fear the law. In fact. let's take the

example of a young misfit, which has grown in a violent atmosphere, lnfluencecl by older delin

quents. etc ... He lives In the streets, he's got no aim but to survive. Th1s is the kind of per

son who could possibly kill someone for money. or even for fun ... Why would he fear prison?

Life would be easier for him there. In addition. in many cases, when you behave normally,

you can benefit from penalty reductions. This young misfit needs to be impressed. he needs to

know that the law is a frontier. When you cross it. you can lose your life. That is why capital

punishment helps keeping a distanoe between robbery and murder. If you abolish it. you sup

press the difference between these two types of crime. which are completely different.

But there is also a limit to define: even if death penalty is unavoidable, it would be a crime to

apply it to inadequate cases. If there is no premeditation or past facts which can justify such a

punishment. it Is far too strict to apply death penalty. That is why the lawmakers have toes

tablish precisely the oontext in which capital punishment can be pronounced. That is the price

to pay to limit violence without using excessive violence ...

. 159 .

TEST 4 , WRITING TASK l

MODEL ANSWER

This model has been prepared by an exanuner as an example of a very good answer. However, plea.-;e note thm this is just one ~xample out of rnany pcJN;ible appTOilche<.

The table sl1ows that the figures for in-prlsomcnt in the fivec<Ultriesmentiooe(l innk.dtenoOVi:'.t.\11 pat·

t~>'m of increase of decrease. In fact there 1~ consklerablc- fluctuation frun e<;Ullty to COlfllty.

In Gn-.at 134-itlin the ,.,..-me,., in prisoo have .-creased steadily fnxn 30.000 n 1930 ro all .OtJ() in 19llCt. Ol the otho>r hard in AL&ralia. and partiwlarly in Nl'\'1 Zealand, the rumer; fell marl.edly fi'OOll930 to 1 941). Sinle thPn tht'Y havl' increased grarually. ~rt from in L980 whEn the rurberS in pri'iOO in Nt>w ll'aidrld fell by dboot 30.000 frm~ the 1970 total. C3nada is the only cexrtry in '!lhieh the fUi1, l

bm in pri'on hove dt'Creast'd over the period 1930 to t980, a!~ there have been fluctuations in

1his trend. The figur!"' tO( d1e Lh~e:l States indicdte thl' greatest rurbef of prisoner; <Xli'lll'!r~ to 1he other four <'nntr~ but P<P.Jiat ion ~ize rll'l!<1 to be t<1ken into ~C~OO'lt in this analysis. The prison popu

!atioo in the Lhited St<~te> n .rcased rapidlv from 1970 to 1980 and this mJSt hi>' a worrying trerd .

• 160 •

MODEL ANSWER

This modd has been prepared by ~n ex~mioer as an ~xampl~ of a very good answer. Howew•r, pl1!8Se

note that this is just one example out of m:;ny f>O<;.'!ible approachf!l<.

lt i<. <f'rt~ioly tru<> rh<lt thoo J.>O'itiOn n( WOOV'I1 in o;oclety 11.1' tnlf'111<:W:.. d dram.Jtic dw~ i1 tht' fldSI

twenty Yf'<l" but I do not ff'f'l !hilt thi> ls ~ dirP<1 Cao.t.t" of thP w-.:!~Jtahle incteasP in jwenlle-rl'lill?d problens dung this period.

lt is ro.v accepted that )IOU1S wmlt'll 4Wd tlnd worl<. Qll leaving <.chool; O:Jeed to rely totally on their

parmts' filanc:~al Sl4JPOrt is no lorl!f'r an opti<Jn in fM1Ylamilies. Likewise, orce they get married. the

maioritv of women crotiru> working since the fmnci.JI presve; of setti'@ LP a house ;nf cst.lblish~ a

reasonable standard of living o~ r~ire two incomes.

T WEnlY ~-ears ago it was carmon for women to give up worl<. 000? they had chiltlren an:l devote their time tocamg for their children. This is no looger the .general rule and the provisim of professionally-run

'hikl care fadlitit>s ;nf day tuseri<.>s h;.lve rernoved rnx.h of the "*!)()llSbility for child rearing that used

lo tall to 11'1C>thers. ~wever, the-.e fdCilities.tM'ot' at a ('()<;t K~CI oftffi req.>ire two s.tlnrit>> comw~g into

a tdll1ily to he afford..d.

I tk> not lll.'li~P that the increase in thP rurt>er of working 111011-oer'l. has rt".tJitro in childrt'l"l being brought

4J less well than previoosly. Indeed it could be a~ that by giving motl~ the ewortunity to WOfk

and earn extra money children Ci!n he better providt:-d ior than previously. There is more money for lux.

uries Jnd holidays Jnd a rnore secure family life is possible. Of course there are limits as to the amot.nt

of tine th,lt ideally !Muld be spelt away frm1 home and the ideal sce!1drio would be for one of the par-I ~· ( oltM "' wif• l <o rm. • '"""'"" iOO .,j .,. bo •w""' f~ ...., "'"~•• t.l~ ..., ••• scrool it l> ilv<Jrtant to establish the correct balance betwet., f,11llily life and W(,.ki1g lffp .

• 161 •

TEST A WRITING TASK 1 (GENERAL TRAlNING)

MODEL A;"lSWER

This mod!!l hM been pn:pared by an examiner a. an example of a very good an.owcr. However, ple&>e

note that this ~'JUSt one example out of many possible approochcs.

Dear Sir or Madam,

I an writT>g thi' letter to e><pla10 why I haw been unable to retvm the thret> lxd:s I haw ~ on threeday loon, whid1 ;~re now overdlP. After taking d'll;! books out on 16th March, I had an urgent thr1e call frurn my elderly amt's l'll.'fWtxu to say that my amt had had a fall and had been taken ntQOOsptlal.

I am her <nly surviving relative in this amtrv. so I felt I had to 1!0 and- her irrtredi<!tely. I travelled

down to S<a-rey the following nvming, thilking I wwld stay ior only two or t~ days. l.hfOtlli1Cltely,

IT1j- atiOt's cn"(]ifi(Yl ha' only il'!lr-ovro very sklwlv, so llowe had to sta~· here iaw'r th.m eqJe<.ted. Ho\M'Ver. the hoo;pitill !o<ly« that if all gOt.-s wdl, -.he lhould be able to go nome In two or three da}'S'

tine. in which ra'le I will be bad< at the beginnl~ of next \'\'t!l!l<.

Bearilg il mind the clra.mstanc-PS, I trust you will kmly waivt> <IlY fi-e that may have au:.m•lated.

Yours since<ely •

. 162 •

TEST A WRITING TASK 2 (GENERAL TRAINING)

MODEL A."lSWER

This model has been prepared by an exarnin<tt as an example of a very good llll!lwet. He>wever. plell.'le

note that this is just one example out of many possible appi'O!Iches.

lt is certainly very lJlderstandable that some &overrments 5hould start looking at wa~ of linltlrll their populations 10 a sustainable figure. In the past, populatm were partly regulated by irec:pent war and

widespread disease. but in rece'lt years· the effec.1> of tho;e fdctors have been dmlnished. (ountr~

can be faced with a tJCll)ui.ltion that is growing rtuCh faster than the nation\ food re;ources or ffi'l>loy

ment cgX>rttnities and w~ 11'B1Wrs can be condermed to povt'fly by the l'ltc'<'(! to fl!ed extra mouths. They identify pq:o.•lation control as atnt'.ans to raising livilg stdlldarcl<;.

1:\.Ji how 41wld it be act1ieved? Clearly, this whof~ area iS a wry deli<Ate peN1\<I! a.-d OJiiural i!-~. Many poop!~ fecl tl1<1t this~~ not a matter for the state. TI1ey feel this is on~ area of life "here they hav<'

the right to make decision. for thr:mGelws. For that reason. it wuuld seem that the be:>t awroocb wwkl be 10 work by persuasion rather ll\111 (1l'fl)'tlsion. This could be clone by a proce:;; of edx;.ltiq'l

that points oot the way a smaller family can tre<V1 an irrprove<:l c:pality of life for the family men~, as

will as less strail on tne country's. perhaps very lmited. resources.

This ;.; tne preferred wa\'. Of course , if this doe5 not suc:cl!ed within a reasQO<Jble time .scale, it may

be nect'!lsary to consiOer otner measure<> . such as tax in<,mtive>or chik~benefit pa)fre'lts for W131l families ooly. These are midway b.•tween per>WSi<Jn and cC~TpUision.

So. yes. it is '\O!l'let imes nrX.t'Ssary, but I!Ovemmcnts shoukJ try very hard to persuadP iil'$t. They

should al~ rt110tber that this ;,. a very delicate area lrdeed. and thilt soc i~l ~h.'l'rinl\ can crellte as many prdJien'lS as it solves.

. 163 .

TEST 8 WRITDiG TASK 1 (GENERAL TRAINING)

SAMPLE A. "'SWER

Thi•" pn '""'~ wrill<'ll by~ t'tlndidnte who achieved" ~tld 7 1100re. Here is rhe <·xllfnincr's rom

m.-.nc:

Tlw ·rc:,pon_~ is rcle~o'llJlt and fAirly fluent. although -< •••· ,..,~JCC\>o of the 111-'k could be more fully

OO.~Ioped. 'The message is wcll orglllli,..,d and can Le followed throull:hout. • \ feuly good renge of

vO<.'llbula.ry and SU'UClUI'e U. 01!('<), ah~ <l<:Clbional "''<.'lling CTIU"' and fault)' word chot•:e de

tl'liC\ slightly from rht- 0\1'r•ll f!ut'llcV.

Dear Sirs.

I was one of the p;ISSOOgers who took the flight from Nanta ( Tokyo) ro Healhrow (London)

on 5 ~t LklfortLnBtely. my suitcase did not ocme out after the flifi!t. Allhoug!l have

explained thts Mr. McDonald who was m charge at the I c 'fl9898 Claim OffiCfl I have nor heard

from him as of now.

My SUit case IS grey Samsonrte whose size is 70 x 95an. There ere 3 steclc:ers on one s1de and

I hoort shaped stecker on the other side. My initials • AR" are also written on both sides.

There are e few books end a copy of my lhesis m that sullcase. which I need for the confer

ence on 19 ~r.

So I would deeply appreciate 1t if )'00 could g1ve me a promp( reply at your most oonvement.

My f/lfjlr number. luggage cle1m nc.mber end address are wntten below.

Flight No : NH 20 l

Luggage Claim No: 00026 Address: 64 Silver Street

London. NWI65AL

Yours Fallhfu/ly,

. 164 •

TEST B WRITING TASK 2 (GENERAL TRAINING)

SAMPLE Al"lSWER

This is an answer wrincn by a candidnte who achieved a Band 6 score. Here is the CX~~miner's com

ment~

This response is underlength and is marked down because of this. Only a few relevunt ideas are

presented and these are u,;ed rnther repetitively and are insufficiemly developed or supported.

However. the wnting communicates fluently and a satisfactory range of Structures and vocabulary

are used.

I am not surprise when I read ln the newspapers that many people move to English speaking

countries. I am an engineer in a prooess control since ten years and I understand the necessity

of English language. For example, when I read technical English specifications. when I meet

Japanese industrials to build together some electronic materials or when I go on holidays in Italy

where the best way (for me) to communicate is to speak English. Therefore. today, it's nec

essary to leam English and the best way IS to study in English as soon as possible when we are

at school but also when we have a job. it's so important to ~nic.!lte with foreigners, be·

cause of work. For example: to sell foods in USA. to build electronic cards with the

Japanese. to obtain a certification with FOA ( American organization) in order to sell some

pharmaceutical products. In fact. it's important for everybody: the workers. the visitors.

the scientists. etc ...

These are the main reason which explain why so many people go to English speaking countries (the best way to learn) and why English is such an important International language (the com

munication between many the people over the world).

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IEL TS Readmg Answer Sheet

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