r ' . .... PTE ACADEMIC Testbuilder MACMILLAN Macmillan Education Between Towns Road, Oxford OX4 3PP Adivision of Macmillan Publishers Limited Companies and representatives throughout the world ISBN978-0-230-42785-3 Text, design andillustration Macmillan Publishers Limited 2012 First published 2012 Allrights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted inany form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Designed by xen Picture research by Emily Taylor The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Arco Images p91 (tr),Alamy/Mary Evans Picture Library p121 (tr); Bartholome, E.M. and Belward A.S.,2005,GLC2000; a new approach to global land cover mapping from Earth Observation data, International Journal of Remote Sensing, 26, 1959-1977 p119(bc); Corbis p14(br),Corbis!H. Armstrong Roberts/ ClassicStock p54(cr), Corbis/Atlantide Phototravel p14(tr), Corbis/The Francis Frith Collection p54{br), Corbis/Andrew Holbrooke p118(br}, Corbisllmage Source p121(cr), CorbisNiviane Moos p89(br), Corbisl Ocean p14(cr}, Corbis/Kris Ubach and Quim Roser/ cultura p91 (cr); Getty lmages/Apic p54(tr), Getty Images/ Frans Lemmens p91 {br),Getty Images/Bob Stefko p121 (br). These materials may contain links for third party websites. Wehave no control over, and are not responsible for, the contents of such third party websites.Please use care when accessing them. Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity. Printed and bound in Thailand 20162015201420132012 10987654321 ---', CONTENTS Introduction5TEST2 Part1:Speaking and Writing TEST1 Section1:Personal introduction48 Part1:Speaking and Writing Section1:Personal introduction8 Section 2: Readaloud48 Section 2: Repeatsentence48 Readaloud8 Further guidance49 Repeatsentence8 Further guidance9 Describe image10 Further guidance12 Re-telllecture14 Describe image51 Further guidance53 Re-telllecture54 Answer short question54 Further guidance55 Answer shortquestion14 Section 3:Summarize written text56 Further guidance15 Section3:Summarize written text17 Section 4:Summarize written text56 Section 5:Writeessay57 Section 4:Summarize written text17 Section 6:Writeessay57 Section5:Summarize written text18 Further guidance58 Section 6:Writeessay18 Further guidance19 Part2:Reading Multiple-choice,choosesingleanswer60 Part 2:Reading Multiple-choice,choose single answer21 Further guidance23 Multiple-choice,choose multiple answers25 Re-order paragraphs26 Further guidance28 Multiple-choice,choose multipleanswers61 Further guidance63 Re-order paragraphs65 Reading:Fillin the blanks67 Further guidance69 Reading and Writing:Fillin the blanks71 Reading:Fillin the blanks29 Readingand Writing:Fillin the blanks31 Part 3:Listening Further guidance34 Section1:Summarize spoken text74 Section 2: Part 3:Listening Section1:Summarize spoken text36 Further guidance37 Section 2: Multiple-choice,choose multiple answers75 Further guidance76 Fill in the blanks78 Highlightcorrect summary79 Multiple-choice,choose multiple answers39 Multiple-choice,choose single answer80 Fillintheblanks40 Selectmissing word81 Highlightcorrect summary41 Further guidance42 Multiple-choice,choosesingle answer44 Selectmissing word45 Further guidance82 Highlight incorrect words84 Writefromdictation84 Further guidance85 Highlight incorrect words46 Writefromdictation46 Further guidance47 I ' CONTENTS TEST 3TEST4 Part1:Speaking and WritingPart1:Speaking and Writing SectionI:Personal introduction86Section 1:Personal introduction116 Section 2:Section 2: Readaloud86Read aloud116 Repeatsentence86Repeat sentence116 Further guidance87Further guidance117 Describe image88Describe image118 Further guidance90Further guidance120 Re-tell lecture91Re-tell lecture121 Answer short question92Answer short question121 Section 3:Summarizewritten text92Section 3:Summarize written text122 Section 4:Summarize written text92Section 4:Summarize written text122 Further guidance93Section 5:Write essay123 Section 5:Summarize written text94Section6:Writeessay123 Section 6:Write essay94Further guidance124 Part 2:ReadingPart 2:Reading Multiple-choice, choose single answer95Multi ple-choice,choose singleanswer125 Further guidance96Multiple-choice,choose multiple answers126 Multiple-choice, choose multiple answers97Further guidance128 Re-order paragraphs98Re-order paragraphs129 Further guidance100Reading:Fill inthe blanks131 Reading:Fillin the blanks101Further guidance133 Reading and Writing:Fill in the blanks103Readingand Writing:Fill inthe blanks134 Part 3:ListeningPart 3:Listening Section 1: Summarize spokentext106Section 1:Summarize spoken text137 Section 2:Section 2: Multiple-choice, choose multiple answers107Multiple-choice, choose multiple answers138 Fill in the blanks108Fillintheblanks139 Further guidance109Highlight correct summary140 Highlightcorrect summary110Multiple-choice, choose single answer141 Further guidancelllSelect missing word142 Multiple-choice, choose singleanswer112Highlight incorrect words143 Select missing word113Writefromdictation143 Highlightincorrect words114Further guidance144 Writefromdictation114 Further guidance115Keyand explanation145 Listening scripts168 INTRODUCTION ThePTE Academic Testbuilder is more thana book of practice tests;it offers students 'tests that teach'. This teaching functionis achieved inpart through sections of Further Practice andGuidance. These sections review the exam tasks and provide information about each exam section, tips oncompleting that section of the exam,and detailed study of various aspects of the tasks. The exam tasks are designed to reflect the actual PTE Academic exam as closely as possible. The PTE Academic is a computer-based exam,and so some adaptationhas been made to some tasks for them to appear inprinted form.The On-Screen feature which appears on some pages explains how the printed task differs from the computer-based version. Using the PTE Academic Testbuilder Either: Doeach part of the exam under exam conditions'.Thismeans not allowing yourself tousea dictionary and making sure that you stick toany time limits.Then either check your answers,or look at the relevant Further Practice and Guidance section.When you have completed that section,youcan goback and think about your answersagain before checking your finalanswersagainst the key. Or: Beforedoing an exam section,particularly forthe firsttime,youmay like tolook at the Further Practice and Guidance section first.Readthe What's Testedsection and the Tips.They willhelp you understand what is required in that part of the exam.Youmight then dothe A Detailed Study section before attempting the examtask.Then check your finalanswersagainst the key. PTE {Pearson Test of English) Academic PTEAcademic isa computer-based test of English. It isdesigned tomeasure theacademic English abilitiesofcandidates who wish todemonstrate their levelofachievement toprofessional and government organizationsand education institutions. Part 1: Speaking and Writing (approximately 77-93minutes) Section1:Personal introduction Inthissection, you are givena prompt and are asked tointroduce yourself orally.Youspeak about yourself forupto30seconds.Thisisnot assessed but issent toinstitutions along with your score report. Section 2:Read aloud Inthissection, you are givena text(up to60 words)and areasked toread the text aloud.You dosix toseven of these items,depending on the combination of items in your test. Section 2:Repeat sentence Inthissection, youhear asentence.Youareasked torepeat thesentence exactly asyou heard it.You doten totwelve of these items,depending on the combination of items in your test. Section 2:Describe image In thissection,youaregivenan image(picture, graph,table,etc.).Youareasked todescribe in detailwhat the image isshowing.Youdo six toseven of these items,depending on the combination of items in your test. Section2:Re-telllecture In this section, youhear a lecture.Youareasked toretellthe lecture inyour own words.Youdo three tofourof these items,depending on the combination of items in your test. Section2:Answer short question In thissection, you areasked a question,the answer towhich isa word or short phrase.You doten totwelve of these items,depending on the combination of items in your test. Sections3-4: Summarize written text Inthese sections, you read atext(upto300 words).Youare then asked tosummarize the text inonesentence.Youaregiven ten minutesto write each summary sentence. Section5:Summarize written text 1 Writeessay Thissection iseither a Summarize written text task or aWriteessay task(seeSection 6), depending on the combination of items in your test. Section6:Write essay In thissection,youaregiven a prompt toread. Youarethen asked towrite an essay(200-300 words).Youare given twenty minutes towrite your essay. 6INTRODUCTI ON Part 2:Reading (approximately 32-41minutes) Multiple-choice,choose single answer Inthis section,you readatext(up to300 words) . Youare then given amultiple-choice question with three tofiveansweroptions.Youchoose the one correct answeroption.Youdotwotothree of these items,depending on the combinationof items in your test. Multiple-choice,choose multiple answers In this section,youread atext(upto300 words) . Youare then given amultiple-choice question with fivetoseven answer options.Youchoose all the correct answer options. Youdotwoto three of these items,depending on the combination of items in your test. Re-order paragraphs In this section,youare given atext(upto150 words)divided intoparagraphs.The paragraphs arein thewrong order.Youhavetodrag and drop the paragraphs into the correct order. You dotwotothree of these items, depending on the combination of items in your test. Reading:Fill in the blanks Inthis section, youread atext(upto80 words) which has blanks in it.Youdragwords froma box and dropeachword ontothe correct blank tocompletethe text.Youdofourtofiveof these items,depending onthe combination of items in your test. Reading and Writing: Fill in the blanks Intl1issection, youread atext(upto 300 words) which has blanks in it.Youclick on each blank andadropdown li st appears.Youchoose the correct wordfrom each list tocomplete the text. Youdo fivetosix of these items,depending on the combination of items in your test. Part 3:Listening (approximately 45-57 minutes) Section1:Summarize spoken text In this section, you listen toashort lecture. You arethenaskedtowrite asummary of that lecture (50-70 words)forafellowstudentwhowas not present at the lecture.Youdotwo tothree of these items, depending onthe combination of itemsin your test. Section 2:Multiple-choice, choose multiple answers In this section, youlisten toarecordingonan academic subject.Youare then given amultiple-choice question withfivetoseven answer options. Youchoose allthe correct answer options.You dotwo tothree of these items, depending on the combination of items in your test. Section 2: Fillin the blanks In this section, youlisten toarecordingwhile you readatranscription of that recording. The transcription hasup to seven blanks in it.Asyou listen,youtype inthe missing words youhear.You dotwo tothree of these items, depending on the combination of items in your test. Section 2:Highlight correctsummary In thi s section, you listen to arecording.Youread three tofi veparagraphs and select the paragraph which isthe best summary of the recording.You dotwo tothree ofthese items,depending on the combination of items inyour test. Section 2: Multiple-choice,choose single answer In this section,you listen toarecording on an academicsubject.Youare thengivenamultiple-choice question withthree tofiveanswer options. Youchoose the onecorrect answeroption.You dotwo to three of these items,depending on the combination of items in your test. Section 2:Select missing word In this section, youlistentoa recording.The final word or group of wordshasbeen replaced by a beep.You are giventhree tofive answer options. Youchoose the correct answer option tocomplete therecording.Youdotwo to three of these items, depending onthe combination of items in your test. Section 2:Highlightincorrect words Inthis section, you listen toarecordingwhile you readatranscription of that recording.The transcriptioncontainsup tosevendeliberate errors. Youclickon the words in the transcription which do not match the recording.Youdo two tothree of these items, depending onthe combination of items inyour test. Section 2: Writefromdictation In this section, youhear asentence.Youare then askedtowrite the sentence exactly as youheard it, using correct spelling.Youdo three tofourof these items,depending on the combination of items in your test. Marking the Practice Tests CandidatesforPTE Academic receive ascore report,which includes an OverallScore, Communicative Skills scores and Enabling Skills scores.CommunicativeSkillsconsist of Listening, Reading,Speaking andWriting. Enabling Skills consist of Grammar, Oral Fluency,Pronunciation, Spelling,Vocabulary and Written discourse. Each item on theexam contributes tothese scores in a complex way,depending on the particular skills being tested. For classroom practice,itisrecommended that you adopt asimplifiedscoring scheme.Scores on PTE Academic range up to 90.For those sections of the exam where thereare clear right and wrong answers(e.g.,Part1,Section 2: Answer short question), calculatethe number of correct answers as apercentage and then convert into amark out of 90.For each section of the examwhichjudges performance in amore qualitative way(e.g., Part 1, Section6:Write essay), awardstudents ascore based on their overall performance.A scoreof 43-58 indi cates that astudent should be abletoperform language tasksat Bllevel, 59-75 indicates B2level,and76-84 indicates Cl level. For example,astudentwhose performance on Part 1,Section 2:Read Aloud iswh at you would expect fromsomeone capableof performing language tasks at ahigh B2levelmay begiven ascore of 74 or75.The average of these scoresshould give you anapproximate indication of howastudentis likelyto perform on PTEAcademic. A note onlanguage PTE Academic tests ability in international academic English. Inthisbook, individual textsfolloweitherBritishor Americanspelling conventions.The Further Practice and Guidance sectionsfollow American spellingconventions. Onthe AudioCD,youwillhear arange of native speaker voices,includingBritish,American and Australian speakers. INTRODUCTION7 TEST1 PART 1: SPEAKING AND WRITING SECTION1:PERSONAL INTRODUCTION Read the prompt below.In25seconds, youmust reply inyour own words,asnaturally and clearly as possible. Youhave 30seconds to recordyour response.Your response willbe sent together with your score report to the institutions selected by you. Please introduce yourself.Forexample,youcould talk about oneormore of the following: Yourinterests Yourplans forfuturestudy For Further Guidance,see page 9. SECTION 2:READ ALOUD Why you want tostudy abroad Why youneed tolearn English Whyyouchose thistest Look at the text below.In40 seconds,youmust readthis text aloud as naturally andclearly as possible.Youhave 40 seconds to readaloud. (Allow 40seconds foreach separate text.) AHistory rubsshouldersand often overlaps with many other areasof research,frommythsand epics tothe social sciences,including economics, politics, biography,demography,and much elsebesides. Some historiesarealmost purenarratives, whileothersgoinfordetailed,tightly-focused analyses of,forexample,the parish recordsof aCornish villagein the16thcentury. BThereare many kindsof pond,but nearly allaresmall bodies of shallow,stagnant water in which plants with rootscan grow.Water movement isslight and temperaturesfluctuatewidely.The wealth of plants ensures that during daylighthoursoxygen isplentiful.However,atnight,when photosynthesis nolonger takesplace,oxygen suppliescan fallvery low. CBefore thetimeof Alexander the Great,the only eastern people whocould be compared with theGreeksin the fieldsof science and philosophy were fromthe Indian sub-continent. However, because solittle isknown about Indian chronology,it isdifficulttotellhow much of their science wasoriginaland how much wastheresult of Greek influence. DWhile farfewerpeople these dayswrite lettersand thereforehave lessuse forstamps,there arestill a fewcategoriesof stampwhichattract collectors.Stamps in common use foran indefinite period -until the price goes up - arecalled"definitive" issues,whilea morecollectible type of stamp isthe "commemorative" issue,honoring people,eventsand anniversaries. EIn thesecondquarter of the19thcentury,a rapidly growingmiddle class created a great demand forfurnitureproduction.Yetat thisstage,whilemachines wereused forcertain jobs,such as carved decoration,therewas norealmass production. The extra demand wasmet bynumerous woodworkers.Massproduction came later and thequality of domestic furnituredeclined. FIntheMiddleAges, the design and use offlagswereconsidered ameansof identifying social status. Flagswere, therefore,thesymbolsnot ofnations,but of the nobility. Thedesignof each flag resembled the"devices" on the noble'sCoat of Arms,and thesize of the flagwasan indication of how high the owner stood in thenobility. Youcan hear model answerson the CDl,track1. SECTION 2:REPEAT SENTENCE Youwillhear some sentences. Please repeateach sentence exactly as youhear it.Youwillhear each sentence only once. W1.2 Play the CDto listen to the recording that goes with this item. FURTHERPRACTICEANDGUIDANCE PERSONAL INTRODUCTION WHAT'S TESTED PART1.SECTION19 ThePersonal Introduction section isnot scored.Thepurpose of this section istogive you an opportunity toshowadmissions officersa little about your personality.Additionally,it isused toverifyyour identity by the institutionsthat receive your scores. First,youwill be given 25secondstoreadthe prompt.Then,youwillhave 30seconds torespond.An on-screen status box will let you knowwhen tobegin recording,how much timeremains,and when the recording time isup.Youcannot re-record your Personal Introduction. TIPS Remember that your goalforthissection istomake a positive impression on the admissions officers. Beprepared.Youshould know what youare going tosay before youarrive at thetesting center. Practice what youintend tosay in frontof amirror.If youcan, recordyourself and listen toyour delivery.Doesitsound natural?Areyou conveying the impression you want?Keeppracticing until you feelcompletely confident about what youwillsay.Youwillnot be able toread aprepared speech,but if you havepracticed what youwant tosay,you willsound confident and natural. Relax,speak clearly,and avoidsounding asif you havememorized a speech.Youraim should be to sound naturally confident,not rehearsed. Youwill have30seconds torecord your Personal Introduction.Besure your speech lasts the required length of time.If itdoesnot, then either you will run out of timewhile you are still speaking,or you will finishtoosoon,and have tosit in uncomfortable silence untilthe recording ends. A DETAILED STUDY Tohelpyou focuson what you willsay,practice answering the followingquestionsorally toforma iiJJroduction.Us:e?,ndJ}eep;;:our response the 30-second time limit. What isyourname? Howoldare you? Where are you from? What year of school are you in now,or wheredoyou work? What are you planning tostudy,and why? Whyshould the institutions you areapplying toaccept you?What qualitiesdoyou possess that will be of interest tothem? Think of any other points you would like the admissions officerstoknowabout you.Practice your Personal Introduction until you aresatisfied with itand feelconfident about delivering iton testday. Besure youhave practiced with a timer and that your introduction isneither toolongnor tooshort. Example Answer Hi,my name's Kim Jae-sun.I'm eighteen,I'mfromSeoul,South Korea,and I'minmy finalyear of high school.I plan tostudy computer science in college,because it'san area I would like towork in after I graduate.One reasona schoolwould be interested in me isthat I belong toan electronics club.Webuild robotsand remote-controlled toys.If the school I'm accepted at doesn't have a clublikethis,I could start one. 10PART 1 ISECTION 2 SECTION 2:DESCRIBE IMAGE ALook at the pie chart below.Describe in detail what the pie chart is showing. Youwill have 40 seconds t o giveyour response. 9% Where do you get the news? D Newspapers li TV Internet Other BLook at the graph below.Describe in detai l what the graph is showing. Youwillhave 40 seconds to give your response. Unemployment rates by age and qualification Percent 50 For Further Guidance, see page 12. 0 c___________________ 1992199519982001200420072010 - Age16-17- Age 16-20 - Age 21-24 no degreeAr;ya 21-24 degree CLook at the graph below.Describe indetai l what the graph is showing.Youwillhave 40 seconds to give your response. Carbon dioxide emissions per resident, 2008 (Tonnes) London South East East SouthWest West Midlands North West East Midlands Yorkshire and The Humber North East TEST1 :... ,, TEST1PART1,SECTION2 DLook at the graph below. Describe indetail what the graphis showing.Youwillhave 40 seconds to give your response. Percentages Households withaccess to the Internet,UK 2006200720082009 ELook at the graphbelow.Describe indetail what the graphis showing. Youwillhave 40 seconds to give your response. Overseasresidents' visits to theUK and UK residents'visits abroad Millions 80 70 60 50 40 30 20 10 0 1989 ""\ __/ ,..,...-,..--../" 1994199920042009 --UK residents'visits abroad--Overseas visits to UK FLook at the graphbelow.Describe indetail what the graphis showing.Youwillhave 40 seconds to give your response. Population:by gender andage,mid-201 0 90 80 70 60 50 40 30 20 10 11 population 0 population (thousands) 500250250500 (thousands) Youcan hear model answerson theCDl,track 3. 12PART1,SECTION2FURTHERPRACTICEANDGUIDANCE DESCRIBE IMAGE WHAT'S TESTED The purpose of this task istoassess your ability todescribe an image relatedtoan academic theme drawn fromthehumanities, natural sciences,or social sciences.Only speaking skillsareassessed.You will see an image(a graph, picture,map, chart, or table).Youwill have 25seconds to study the image. When you hear the tone, you should begin describing in detail what is shown in the image. Youwill have 40 seconds togive your response. There are six or seven images. TIPS Identify the typeof image.Isit a graph, picture, map, chart,or table?The approach forhandling each image type isslightly different. Take notes if youneed to.Usethe Erasable Noteboard Booklet andpen provided. Donot write full sentences;brieflylist any important featuresyou see. For graphs,charts, and tables,be sure you understand what is being measured and in what units it isbeing reported. Trytodetermine what the main point of the image is.Youshould be able toanswer thequestion, "What is the image mainly showing?" Mapsand pictures willoften have obvious featureshighlighted.Usewords and phrases that describethe locations of features within the image, forexample, on the leftj right,next to,above, below, and soon.If objects are particular colors,these may helpyou identify them,for example,the countries marked in yellow. The same is true for sizes and shapes,forexample,the large square, the smaller circle. Graphs,charts,and tables often showtrends or changes. Usewordsand phrases that describethe trend or movement.Forexample, increase, decrease, rise,fall , remain stable/steady,and soon.Use phrases to describe the speed at which the changes happen, forexample, a sudden increase,aslow decline. Pie charts show proportions. The size of the "slices" indicates the relative size of whatever isbeing measured or counted. The actual numerical values forthe slices are usually provided.Besure to mention these values.If the slices are equally sized, say so,using wordsand phrases such as equal, the same,about the same,similar.If the slices are different - the usual case- use comparatives and superlatives todescribe them, for example, the smaller of the two export categories,the largest group of people,the most popular option,the least common answer, and soon. For all graphs, charts,and tables,look for a pair of extreme values - for example,the highest and lowest, the largest and smallest, the mostexpensive and cheapest - identify them by name and describethem using the values for their measures or counts. While you are speaking,if you lose your trainof thought, or findyourself at a loss forwords,donot remain silent. The microphone turns off automaticallyif there isnosound forthree seconds. lf you need topause tothink or check your notes,use pause fillerssuch asum,uh,Let me see,and soon. Saying something - anything - isbetter than saying nothing because once themicrophone turns off, youcannot turn it on again. A DETAILED STUDY The exercise below willhelp you practice describinga graph.Lookat GraphB on page 10 again and answer the followingquestions. 1What kind of imageisit? 2What isthe image mainly showing? FURTHERPRACTICEANDGUIDANCEPART1,SECTION213 3Howdidtheunemployment rates in1992compare tothose in 2007? 4What happened to the unemployment ratesin 2010? 5What general trend isshown in theunemployment rate for16-17 yearsolds? Nowcheck youranswers. 14PART1,SECTION2 SECTION 2:RE-TELL LECTURE AYouwill hear a lecture. After listening to the lecture, please retellwhatyou have just heard from the lecture in your own words. Youwillhave 40 seconds to give your response. (:t_)1.4 Play the CDtolisten to the recording that goes with this item. BYouwill hear a lecture. After listening to the lecture, please retellwhat youhave just heard from the lecture in your own words. Youwill have 40 seconds to give your response. ~ 1.5 Play the CDtolisten to the recording that goes with this item. CYouwill hear a lecture. After listening to the lecture, please retellwhat you have just heard from the lecture in your own words. Youwillhave 40 seconds to give your response. (2.1.6 Play the CDto listen to the recording that goes withthis item. For Further Guidance,seepage 15. Youcan hear model answers on the COl, track 7. SECTION 2:ANSWER SHORT QUESTION Youwil l hear some questions. Please give a simple and short answer to each one.Often just one or a few words is enough. ----(_ l 1.8 Play the CDtolisten tothe recording that goes withthis item. TEST1 FURTHERPRACTICEANDGUIDANCEPART1,SECTION215 RE-TELL LECTURE WHAT'S TESTED Thepurpose of thissection istoassessyourabilitytomake an oralpresentation based on information taken froman academic lecture.Bothspeaking and listening skillsareassessed.Youwilllisten toa lecture on an academic topicand then retell what you have heard in your own words.The lecturesare each between 60and 90seconds long.There are either three orfourlectures;the number willdepend onwhich formof thePTEAcademic youaregiven.Therewillalwaysbe atleast three lectures.Youwill have 40seconds toretelleach lecture. TIPS Study thepicture ifthere isone.Itwill give you a general idea about the context of the lecture. From the picture,try topredict what the lecture will be about.Youwillhave threeseconds toget ready forthe start of the lecture. Takenotes.Usethe ErasableNoteboard Booklet and pen provided.Donot try towrite down every word youhear.Unlessyouareable towrite quicklyand accurately,you willprobably fallbehind and missimportant information.Instead,focuson keywords. Writingquickly isa key skill tomaster.Useabbreviationswhenever possible.Ignorearticles(e.g.,a, an,the)unless theyare necessary.Omitting the vowelsfromwordsisone way toincrease writing speed. Keywordsinclude names,numbers,dates,times,and wordsand phrasesthat arestressed.Words and phrases that are repeated areusually central tothe main idea. Focuson understanding the main idea of the lectureand the keypoints that support it.If the speaker drawsa conclusion, be sure you have identified it. 'Iry toidentify the overall purpose of the lecture. Listenforcluestothe speaker's attitude,opinion,or stance.Beaware of the speaker's tone of voice and delivery,and try todetect anyemotions that are being conveyed. Whenthelecture ends,youwillhave approximately10seconds toreviewyour notes.Usethistime toorganize what you willsay.When youhear the tone,begin speaking.Youwill have 40seconds to complete the task. While youarespeaking,if youlose your train of thought,or findyourself ata lossforwords,donot remain silent.Themicrophone turnsoff automatically if there isnosound forthree seconds.If you need topause tothink or tocheck yournotes,use pause fillerssuch asum,uh,Let me see,and so on.Saying something - anything - isbetter than sayingnothing because once themicrophoneturns off,youcannot turn iton again. ADETAILED STUDY Theexercise below willhelpyoupractice listening toidentify keyinformation.Listen toLecture Afrom page14againand answer thefollowingquestions in your own words.If necessary,listen tothe lecture a further time. 1What isthe lecture mainly about? 2WhoisFrank 0. Gehry? 16PART1,SECTION2FURTHERPRACTICEANDGUIDANCE 3What doesthe speaker say about modern architects? 4What did Frank 0.Gehry want todo? 5How did the computer help Frank 0.Gehry? 6HowdidFrank 0.Gehry feelabout architecture? 7What willthe speaker talk about next? 8Howdoesthe speaker probably feelabout Frank 0. Gehry? Now check your answers. TEST1PART1,SECTIONS3-417 SECTION 3:SUMMARIZE WRITTEN TEXT Readthe passage below and summarize it using one sentence. Youhave 1 0 minutes to finish this task. Your response willbe judged on the quality of your writingandonhow wellyour response presents the key points inthe passage. Howdowemeasure efficiency?Toeconomists- or toacertain typeof economist - itissimply a question of profitability,even when it concernswhat most people consider a social provision such as public transport.What islost when railway linesand busroutestosmall,out-of-the-way communities arecut in the name of efficiency?Afterall,if a lineora route isonly usedoccasionally by a fewpeople, itwould be muchcheaper toripup the linesand leteveryone use their cars. Formany governments,thewaytoturn inefficient national services intoprofitablebusinesseshas been toselloff theseservices- and their responsibilities- toprivate enterprises.Cost,intermsof profit and loss,isofcourse an important factor,but other factorsneed tobeconsidered when dealing with the livelihoodsof wholecommunities,however small.Amongthese are the social,environmental,human and culturalcostsincurred by cutting off moreremote communities fromgreater opportunities,including economicactivitiesthat benefit society asa whole. Takingaway such links- theusual result of privatization - may well lead toeconomic benefits in the short term,but,asthe last twenty tothirty yearshave shown,alsoleadstolong-term social and cultural damage.Of course, nobusinesswith itseyeon profits isgoing to"waste" money supporting underused services.Only largecollective bodies such asnationaland localgovernmentscan dothat.These services are,after all,a social provision,not businesses. SECTION 4:SUMMARIZE WRITTEN TEXT Readthe passage below and summarize itusing one sentence.Youhave 1 0 minutes to finish this task. Your response willbe judged onthe quality of your writingandonhow wellyour responsepresents the key points inthe passage. Isthepurpose ofhistory topromote a strong national identity and support national myths?Certainly, ithas been used in thiswayforcenturies, and thisisoften reflectedinthehistory curriculum.Wecan allremember history at school asbeinga matter of learning lotsof factsand dates,and longlistsof kingsand queens- a grand narrativeof how wegotfroma not socivilized past tothe greatnation we aretoday.Putting asidethefactthat national identity isacomplex and divisivequestion - especially in countrieslikethe UK,which iscomprised of severalnationalities- thisapproach tohistory emphasizes a broad understanding,rather than adetailedunderstanding. Yethistory is,or should be,acritical,skepticaldiscipline:some historianssee their work asdisproving myths,demolishing orthodoxies. and exposing politically-motivated narratives which claim tobe objective.What studentsneed todeveloparemore critical and analyticalskills;in other words,tothink forthemselves.They can dothisby studying certain historicalproblemsin depth.Thisinvolvesbeing criticalof thenarrativespresented byhistoriansand skeptical of the mythspreserved in the national memory. 18PART1,SECTIONS5-6TEST1 SECTION 5: SUMMARIZE WRITTEN TEXT Read the passage below and summarize it using one sentence. Youhave 1 0 minutes to finish this task. Your response will be judged onthe quality of your writing and on how well your response presents the key points in the passage. Tradition and commerce often clash inmany cultures. In Trinidad, it is the Carnival that isthe cause of current friction.The complaint, as you would expect, isthat traditional skillsand creativity are being lost inthe rushtomake profits.Andthe profits are large:the two-day festival,which attracts up to 40,000 tourists each year,isestimated togenerate somewhere between $27millionand $100million. A particular problem forthe traditionalists isthat the extravagant colorfulcostumes people wear inthe bands or processions arenow largely being imported,especially fromChina.These costumes arecheaper and more revealing(another cause of complaint)than those madelocally.Criticssay these imports are a threat totraditional creations and,worse,mean sendi ng work elsewhere.Others seeturning the Carnival into aprofitable and exportable industry as a progressivemove,benefiting the country as awhole. A largenumber of people are intwo minds. On the one hand,the changesare areflection of what people - mainlytourists- want, and bring in money.Onthe other,there is adesireto preserve traditions.The transformation of the bands and processions intobusinesses has disrupted the social order,which used tobemade up of friendsgetting together torelax,eat and drink, and make costumes.Both sides agree, though, that the country needstomake better use of the skillsof the people inthe Carnivalbusiness and that the country' sresourcesmust appeal toa wider market. SECTION 6:WRITE ESSAY Youwill have 20 minutes to plan, write and revise an essay about the topic below. Your response will be judged onhow well you develop a position, organize your ideas,present supporting details,and control the elements of standard written English. Youshould write 200-300 words. When computers firstappeared onthe scene, itwasthought they wouldmakeus moreproductive in providing goods and services,smarterand possibly happier.Skeptics claimthat the opposite istrue as computers have proved disappointing interms of productivity,and havemade us less happy andmore stupidbecause informationisnot knowledge. Which of these pointsof view do you agree with mosr?Support your argument withreasons andjor examplesfromyour own experience and observations. ForFurther Guidance, see page19. --- ----- - --------------------------FURTHERPRACTICEANDGUIDANCEPART1,SECTIONS3-519 SUMMARIZE WRITTEN TEXT WHAT'S TESTED The purpose of thesesections istoassessyour ability towrite a one-sentence summary of the key points fromareading passage.The passages are upto300wordslongand covera variety ofacademic topics drawn fromthe humanities,natural sciences,andsocial sciences.Youwillsummarize either twoor three reading passages.Youwill have10minutes tosummarize each passage.Eachsummary should bea singlesentence of nomorethan 30words. TIPS Skim theentire passage togetan idea of itsgeneral content.Youshould beabletoanswer the question "What isthe passage mainly about?"Youranswer should be a fewwords,at most.Write thisdown. Scan the entire passage forkeywordsand phrases.Wordsand phrases that arerepeated throughout the passage areusually important.Makeanote of these. Readthe entire passage carefully.Usecontext clueswithin the passage towork out any unknown vocabulary. Mostacademic writinghasa logical structure. Passagesarewritten inparagraphs.A passage can have a single paragraph,or several,depending on thenature of the topic and the specific focusof the passage.Each paragraph willusually presentone main idea,which issupported with various argumentsand evidence. If there aremultiple paragraphs,the firstparagraph willtypically be an introduction tothe topic, and will often includea brief description of what willbe discussed.The last paragraph willtypically closewith aconclusion. Payspecial attention tothe introduction and theconclusion. Eachparagraph will have itsown topic sentence expressing the main idea.Typically,the topic sentence isthefirstsentence of the paragraph.Therest of the paragraph generally supports the main idea bypresenting anumber ofarguments,detailsand other evidence. The task ofsummarizing amulti-paragraph passage issometimesmadeeasier bybriefly summarizing each paragraph first,and then combining thesesummaries intoa single summary. Makea brief summary of each paragraph asyoufinishreading it.Youdonot need fullsentences at this point. Useyour notes,aswellasthe information in the introductoryand concluding paragraphs,towrite your finalsummary. Keepyour summary toa maximum of30words.The response box hasan indicator that willtell you how many wordsyouhavewritten.If youaregetting close toyour word limit,but stillneedtowrite more,edit your sentence toremove unnecessary words,especiallyadjectives.These can oftenbe omitted. A DETAILED STUDY The exercise below willhelpyoupractice identifying topicsentences in a reading passage. ReadSection 3 on page17again and underline thetopicsentences.Then,write a brief summary of each paragraph.Finally,summarize the entire textina singlesentence of30wordsor less. Paragraph1 summary sentence: 20PART1,SECTIONS3-5FURTHERPRACTICEANDGUIDANCE Paragraph 2 summary sentence: Paragraph 3 summary sentence: One-sentence summary of entire text: Now check your answers. TEST1PART221 PART 2:READING MULTIPLE-CHOICE, CHOOSE SINGLE ANSWER AReadthe text andanswer the multiple-choice questionby selecting the correct response. Only one response iscorrect. "Rightly isthey calledpigs,"said Rowley,a farmlaborer lookingat the wallowing animalsbeforepassing on tothecow sheds, in AldousHuxley'snovel Chrome Yellow. Thosewhoheard hiswordscommented on hiswisdom. Thisraisesallsortsofquestionsabout languageand how weperceive the world,questionsthat range fromthe philosophical tothe politically correct(PC)useof language and thequestion of causing offence - forexample,calling someone a pig. Those whobelieved in being PCtried toadjust language totakeintoaccount people's sensitivities in the areas of race,sexuality and disability,and a theologianhasrecentlywritten that weshould dothe same fortheanimal kingdom.Tocallthem "wild"or"beasts" is,hesays,"derogatory and offensive".I'm all infavorofanimalwelfare,but, in arguing hiscase,hesaysthat language isthe means by which we understand andconceptualize the world around us. But isit?Isn't it theother way round?Toput itanother,very simple,way: doyou believe that the language youusehasmade youthink of the worldinacertain way,or that you have an ideaofthe world asit isand your place init,and youuse language tounderstand anddescribe it? IsRowley'swisdom based on hismany yearsworking withfarmanimals,and what hehas seen isjust pigsbeing pigsand there'snothing moretobe said?Orhas hedecided that the name"pig"suits these creatures because they behave piggishly?If wecleaned them up,taught them tablemannersand made them wear a tie,would wehavetocallthem something else? What is the main reason for the writer mentioning Rowley? 1Because he isa farmlaborer. 2Toillustrate hisview about the use of language. 3Tosupport the idea that weshould be politically correct when talking about animals. 4Tobring some humor intohistext. BReadthe text andanswer the multiple-choice question by selecting the correct response. Only one responseis correct. Thesedaysyou can fithundredsof books intoone e-book reader or smartphone,and thishas led publishers,writersand readersaliketoask whether thismeansthedeathof the printed book anda drastic change in how weread.Or,assome hope and believe,will theelectronic book formatsimply complement traditional book publishing? Thefactthat abook can be downloaded fromalmost anywhere inthe world has blurred the lines between author,reader,formatand distribution, and thishascaused some head-scratching at someof the world's biggest publishing companies. Such companiesmustadapt,and quickly,tothe new market;but many arenervousof the risksand oftenshareholdersarenot willing tobreak new ground. Formany writers,however,e-publishing providesnew freedomsand opportunities.Manye-booksare published by writerswhodonot have areadership through mainstream publishers,and this allows them todealwith material that mainstream publisherswouldconsider toocontroversialorotherwise unmarketable. The market isvery much driven bytheconsumer,and publishing companiesaregoing tohavetodeal with thisnew situation sooner or later.It isquitea complicated situation, but itdoesn't havetobe either/or.Thebook aswe know ithas been around forabout500yearsand,once thingssettle down, there isno reason why thee-book and the traditionalprinted book should notexist happily side by side. 22PART2 Which of the following statements istrue according tothe text? 1E-publishing has created newpossibilities forwriters. 2Publishing companies have been unabletoadapt tothenewmarket. 3E-bookswill radically alter our reading habits. 4Moste-books are not by conventionally-published writers. 5Salesof e-books are likelytoovertake sales of traditionalbooks. ForFurther Guidance, see page 23 . TEST1 FURTHERPRACTICEANDGUIDANCE MULTIPLE-CHOICE, CHOOSE SINGLE ANSWER WHAT'S TESTED PART2 The purpose ofthistask istoassess your ability toread an academic text fora variety of purposes, including reading forthe main idea,reading forspecific details,reading forthe writer's purpose, analyzing discourse,making inferences,and assessing the quality and usefulnessof a text. The texts 23 areupto300 words long and covera variety ofacademic topicsdrawn fromthe humanities, natural sciences,and social sciences.Each text hasone multiple-choice question; there willbe between three and fiveanswer options tochoose from,only one of which willbe correct.Youwill have either twoor three itemsinthispart.The individual questionsarenot timed.Youwill havea fixedtime of between 32 and 41minutes tocomplete the entire Readingpart,depending on whichformof the PTEAcademic you receive. TIPS Readthe question before you read the text.Thiswill tellyouwhat information youwillbe reading for. Scan the answer choices tofurtherhelpyoufocuson the information you willbe reading for. Skim the texttogetan idea of itsgeneralcontent and the main idea.Youshould be abletoanswer the question "What isthe passagemainly about?"in your own words. Readthe entire text again carefully.Payattention todetailsthat support the main idea. Readthe question and the answer optionsagain.Select thecorrect answer ifyou know it.If you are not sure about the answer,eliminate any options that areobviously incorrect,and choose from those that remain. If youdonot know theanswer,and areunable toeliminate any options,guess.Never leavethe question unanswered.If you leave thequestion unanswered,it willbe markedasincorrect.By guessing,you have thepossibility ofanswering correctly. A DETAILED STUDY ReadTextB on page 21again andanswer the followingquestions. 1Where isthe idea of new possibilities forwritersmentioned? aParagraph1 bParagraph 2 cParagraph3 dParagraph 4 2Where doesthe author discusshow publishers have adapted tonewconditions? aParagraph1 bParagraph 2 cParagraph3 dParagraph 4 3Where doestheauthor firstdescribehowe-booksmight affect reading habits? aParagraph1 bParagraph 2 cParagraph 3 dParagraph 4 24PART2FURTHERPRACTI CEANDGUIDANCE 4Where isthe relationship between authors of e-books and their publishers discussed? aParagraph 1 bParagraph 2 cParagraph 3 dParagraph 4 5Where does the author make a prediction about the sales of e-books and traditional books? aParagraph 1 bParagraph 2 cParagraph 3 dParagraph 4 Nowcheck your answers. I TEST1PART225 MULTIPLE-CHOICE, CHOOSE MULTIPLE ANSWERS ARead the text and answer the question by selectingall the correct responses. More thanone responseis correct. The flaneur isalmost extinct now.It isnot just that men - and theyusually weremen - nolongerhave the timeor the inclination toidlystroll thecitystreets,taking inthe sightsand sounds at a leisurely pace whilethe crowdhurries toandfroabout itsbusiness.Citieshavechanged their nature tooand,forthe most part,people today walk aslittle aspossible. Baudelaire,the191hcentury French poet,wasprobably the firsttodescribethe flaneur in hisessay The Painter of Modem Life, and he himself would often saunter and loiter in the arcadesof Parisabsorbing the franticbustle goingon around him.The flaneur isthe detached,ironic observer in the midst of the crowd,rambling through the city seeing where thestreetstakehim.There isnospecific aim in mind;it isnot like theevening promenade that stilloccurs in many Mediterranean towns,where the purpose is toseeand be seen.Besides,promenaders usually amble arm in arm with achaperone.The flaneur isa solitary walker. Asmentioned above,citieshavechanged and arefarlesscongenial forwalkingnowadays.Baudelaire's Parisof arcadesand narrow,crookedstreetsdisappeared with Baron Haussmann's wholesale redevelopmentof thecity.Thesedays,despite the provisionof public spacessuch asparks,citydwellers would rather gotothecountryside,and hikeupand down hillsand valleyswhere the air isfreshand there arenocrowds. Which of the following words have the same meaning in the passage as "walk"? 1pace 2amble 3saunter 4bustle 5promenade 6stroll 7loiter BReadthe text and answer the question by selecting allthe correct responses. More thanone responseis correct. Whatdowemean by the term "intellectual", and what isa"public intellectual"?It isan oddfactof Englishculture that it islargelya term of abuse and,when asked toname one,wealmost alwaysturn tothecontinent,particularly France.A typical intellectual in France,we think,willholddown a jobasa professor - preferably of philosophy - havea columnina masscirculation dailynewspaper,beinvolved in politicsand appear on thecover ofVogue. Our aversion tointellectuals,or totheterm,may goback towhen we wereatschool where nobody likesa"swot".Infact,almost any kind of braininessisdisparaged:scientistsaremad-haired"boffins", tech-savvy kidsare"nerds",and people can be "too clever by half".Indeed,wewouldclaim that weare naturally practical thinkersand toofullofcommonsense toproduce such highbrows- a situation not helped bymany ofthe people who weconsider tobe intellectualsdenyingthefact. Oneproblem isthatofdefinition:what qualificationsarerequiredand what sort of activitiesdoes someone have toengage in before theycan be called an intellectual?One possibledefinitionisthat public intellectuals should be independent of those inpower andcritical of receivedideas.Furthermore, he or she must be someone whoraisesembarrassing questionsin public,contestsdogma,and who cannot bepersuadedtojoin governmentsor corporations. Let' s takea thinker fromlast century whose theoriesstill havean impact today and see if thedefinition fits:John Maynard Keyneswasan economist who worked forthe Treasury and wrote influential books on monetary policy,an art collector,and amember of the Bloomsbury groupof writers,artistsand intellectuals.Perhaps weneed toadjust our definitionslightly! According to the text,which of the followingare true of English attitudes towards intellectuals? 1Theynever join forceswith those in authority. 2Mostpeople would not be able toname an intellectual. 3Ingeneral, the Englishdonot admirejrespect intellectuals. 4Even some English intellectualsdonot liketobe called intellectuals. 5They arenot clear about what an intellectual isor does. 26PART2 RE-ORDER PARAGRAPHS ON-SCREEN Remember that in the exam, you will re-order the paragraphs by dragging and dropping them with your mouse. AThe paragraphs have beenplaced ina random order.Restore the original order. Correct Jumbled paragraphsparagraph order (1-4) a The construction of newhousescame toa standstill during thewar, and this,togetherwith growing demand, led toanestimated shortageof close to amillion houses when thewar was over. b In the absence of housing regulations,including the availability of loans tothe lesswell-off,poor-quality housing was built by private enterprise to meetthe growing demand at rents that people couldafford. c Beforethe FirstWorldWar,most housing in Britainwasprovided on a rental basis asthe cost of housingwasbeyondthemeans of the average family and mortgageswere hard tocome by. d This created a dilemma, since wartime inflationhad pushed up wages and the cost of building materialswiththe result that private enterprise was no longer able toprovidethe houses needed at rents which people couldafford. BThe paragraphs have been placed in a random order. Restore the original order. Correct Jumbled paragraphsparagraph order(1-4) a Others, however,believe that the fossilevidence suggests that, at various stages in thehistory of life, evolutionprogressedrapidly, in spurts, and that major changesoccurred at thesepoints. b Anevolvinggroupmay have reached a stageatwhichit hadan advantage over other groups and wasabletoexploitnewniches innature.Climate change may alsohave produced a"spurt", asmight the extinction of other groups or species, leaving many nichesvacant. TEST1 TEST1PART227 c Today,many yearslater,many believe that evolution has progressed at the same steady rateand that the absence of transitional formscan beexplained by Darwin's argument that there are huge gaps in the fossilrecord and that transition usually occurred in one restricted locality. d Paleontologistsstillargue about theoriginsofmajor groups, though new fossilfindssinceDarwin's timehavecleared upmany of thedisparities in the fossilrecord.Evenduring Darwin'slifetime,some transitional forms werefound. CThe paragraphs have beenplacedina random order.Restore the originalorder. Correct Jumbled paragraphsparagraph order(1-4) a Oneof the Tibetan namesforthismountain translatesas"Mountain SoHigh That NoBirdCan FlyOverIt". It was firstmeasured in1852and wascalled Peak XVuntil1865,when it wasnamed after theBritish Surveyor of India, SirGeorgeEverest. b About 200million yearsago,theIndian subcontinent brokeawayfrom a vast southern super-continent called Gondwanaland.It drifted north-east acrossthesea and collided with the Asian landmass. These twohuge landmassesbuckled,rather likecars in ahead-on collision,and roseupto formthe world's tallestmountain. c Mapping the Himalayasand Everest wasn't easy.Foreignerswerenot welcome,soHimalayan traderswererecruited toinfiltrate the area and gather enough information toallowaccurate maps tobe made. d Fossilized fishremains have been foundhigh upon theslopesofEverest proving that the world's highest mountain once layat the bottom of thesea. Howdid thishappen? ForFurther Guidance,see page 28. 28PART2FURTHERPRACTICEANDGUIDANCE RE-ORDER PARAGRAPHS WHAT'S TESTED The purpose of this task is toassess your abilitytounderstand the organization and cohesion of an academic text.The textsare up to150 words long and aredivided into either fouror five paragraphs that have been placed inrandom o r d ~ r Youwillarrange the paragraphs in the correct order by draggingtbem on-screen.There are either two or three texts.The individual textsare not timed; you will have a fixed time of between 32and 41minutes tocomplete the entire Reading part, depending on which formof the PTE Academic youreceive. TIPS Skim each of theparagraphs togeta general idea of the topic. Identify the paragraph that isthetopicparagraph or main idea. This probably goes first. Note any paragraphsthat begin with conjunctions such asHowever, Nevertheless,But, Also, Furthermore,and so on. Such sentences cannot gofirst. Paragraphs that contain pronouns such ashe,she,it,they,them are probably referring tosomething mentioned in an earlier paragraph. Lookforany obvious clues tothe logicalorder or chronology of events,forexample, sequencing words such asfirst,second,lastly,finally,next,then,after,and soon. Keeptrack of yourtimeusing the on-screen timer. A DETAILED STUDY The exercise below will help you focuson howtoplace jumbled paragraphsof text inthe correct order. Look at Text A on page 26again and answer the followingquestions. 1Which paragraphdefinitely cannot gofirst?Why? 2Which paragraph probably goesfirst?Why? 3Which paragraph most logically goes second? Why? 4Which paragraphmost logicallygoesthird?Why? 5Whichparagraph most logicallygoeslast?Why? Nowcheck your answers. TEST1 READING:FILL IN THE BLANKS ON-SCREEN Remember that in the exam, you will fill the blanks by dragging and dropping the words with your mouse. PART229 AIn the text below some words are missing.Choose the correct word to filleachblank from the box below. There are more words than youneed to complete the exercise. Thisexciting new M.A.in Creative Writing isdesignedforgraduates who wish toexamineand expand their work.Through workshops,seminars,and(1)........................tutorials,students willdiscovernew writing strategiesand refinetheir writing.Thecourse(2)........................students the practicalexpertise neededforresearching and structuring texts,and(3)..... ...................traditionsand genres,aswellas thecritical andcreative proficiencies(4)........................todevelopa career in creative writing orin a related(5)......................... singleunderstandingfieldindividualoffersnecessarywanted BIn the text below some words are missing.Choose the correct word to filleachblank from the box below. There are more words than youneed to complete the exercise. Aswe know fromtsunamis,when water ismoving at 50or60kilometersan hour it becomesdeadly. Even if awave only(1)........................up totheknees,the(2)........................can knock a person down.Water flowsaround someobstacles, while slamming intolarge(3)............. ..........., such as walls,which stand initsway.It alsogathers(4)........................, like rocksand trees,asitflows, causing even more destruction when it crashes into buildings. energymaterialsobjectsforcerisedebriscomesrubbish CInthe text below some words aremissing.Choose the correct word to filleachblank fromthe box below.There are more words than youneed to complete the exercise. Wind-blown(1)....... .. ................of sand fromdunesmay carry farinland,covering fieldsanddiverting streams.Moreseriously,drifting sandscan bury whole buildingsand transform(2)...... .. ....... ... .......land intodesert.However,dunescan bemade morestable by the artificial(3)................. .... ....of marram grass,a plant sorobust that itcan find(4).........................even in sand.Thegrassspreadsover the (5).........................of thedune,protecting it against wind,while itsrootsbind thesand together. summitgrainsrichfertilesurfacenourishmentcloudsplanting 30PART2TEST1 DIn the text below some words are missing.Choose the correct word to fill each blank from the box below. There are more words than youneed to complete the exercise. Employers often offer employeesperks in addition tocash wages,forexample,membership of ahealth insurance or company pension(1).. ........ ............... If theydo, they must(2)................... .... . that theyare fair in providing these benefits in order to(3)..... ...... .. ..... ..... . discrimination.Forinstance, if an employer (4)..... ....... .... ..... ... anentitlement to low-interest loans inmale,but not female, employees ' contracts, the femaleemployees could takethe employer tocourt on the basis of unequal (5).... .. ................... considerationavoidallowanceschemetreatmentincludesallowsensure EIn the text below some words are missing. Choose the correct word to filleach blank from the box below. There are more words than you need to complet e the exercise. Thomas DeQuinceyonce said that there is no suchthing as forgetting - arather frightening (1).. ... ......... .. .... ..... If we could remember everything allthetime, notto(2).................... ... .those thingswe feel(3).................. ... ...or guilty about,life would be unbearable.Naturally,weremember shocking and dramatic events better thanany(4)... .......... .. ....... ... The things we most often forget are names,numbers,dates,(5).... ....... .. ..... .... ..learned bycramming forexams,and things wedon't understand. otherssaymentioninformationashamedknow-howtheorythought TEST1PART2 READING AND WRITING:FILLIN THEBLANKS I*'ON-SCREEN Remember that in the exam,a drop-down menu willappea.r when you click oneach blank with your mouse. Youwill select ananswer fromeach menu. ABelow is a text with blanks.Select the appropriate answer choice for eachblank. Mostof us(1)........................tohave,or liketothink we have,a sense of humor.It makesusbetter 31 company and isan effectivewayofdealing with thevariousannoyancesand frustrationsthat life brings, whether(2)........................ by peopleor bycircumstances.Weassume that it givesus the ability tolaugh at ourselves,even when othersmake(3)........ .. ..............of us.Now,what isthe difference between humor and satire,and isittrue,asmany peopleseem tothink,that humoristsareon thewhole optimistic and sympathetic,whilesatiristsarecynical and negative?I will be taking twowriters- Henry Fielding,a writer of comedy,and Jonathan Swift,a satirist - toexamine what thedifferencesmight be and how much a comic or satiric viewof thingsisa matter ofcharacter and temperament,and tosee how much the livesthese twomen ledcoincided with their respective visions.However,firstI'd like toput(4)........................a theory ofsortsthat would seem toreversethe general idea that humor isa positiveandsatire anegativeviewof the world. Humor isa wayof accepting thingsasthey are. Confronted with human stupidity,greed,vice,and soon,youshrug your shoulders,laugh,and carry on. Afterall,there isnothing tobe done.Human nature isunchanging and we willnever reform and improve ourselves.Satirists,on the other hand,begin with the idea that making funof the folliesof man isavery (5)........................way of reformingthem.Surely,in believing thisthey,rather than the humorists,are the optimists, however angry they may be. 1demandlookclaimdeserve 2causedbroughtmadeeffected 3jokeconversationfunentertainment 4upindownforward 5handyeffectivedecentlogical BBelow is a text with blanks.Select the appropriate answer choice for eachblank. It'sarisky,not tosay foolhardy,business predicting thefuture,but some(1)........................ trendsare solarge they are impossible toignoreand thefuturebecomesa little lessdifficult tosee. (2)........................of what the futuremight be likeforthe natural environment include population (3)........................, actsof environmental vandalism suchasdeforestation,global warming,and pollution. Sincethe1960s,the human population hasroughly doubled and it islikely torise byanother third by 2030.Thiswillofcourse lead toincreased demandsforfood,water,energy,and space tolive,necessarily putting usincompetition withother species- and, if the past isanything togoby - with obviousresults. Humansalready use 40%of the world's primary production(energy)andthisisbound toincrease,with seriousconsequences fornature.Wearefastlosing overall biodiversity,including micro-organisms in thesoiland sea,not tomention both tropical and temperate forests,whichare(4)........................to maintaining productive soils,clean water,climate regulation,and resistance todisease.It seemswe take these thingsforgrantedand governmentsdonot appear tofactor them in when making decisionsthat affect theenvironment. Oneprediction that hasbeen made isthat,in the UKat least,warming and the lossof(5).................... .. .. habitatscould lead tomorecontinental speciescoming tolive here,and that intownsand cities,we will have more speciesthat haveadapted tourban life and livingalongside humans. 1localnewtypicalglobal 2 3 4 5 Pointers development crucial unusual Indicators growth favorable rare SignpostsPremonition risesexplosion decisiveeffective uncommonhuman 32PART2 TEST1 CBelow is a textwithblanks. Select the appropriate answer choice for each blank. Inany given population, about ten percent of the people are left-handed andthis figureremainsrelatively (1)..... .. .... ... ......... . over time.So-called"handedness"(2)......... ............ .. . in families, but what causes it andwhy theproportion of left-handedtoright-handed people is aconstantare still amystery. One thingwedoknow isthat hand dominance isrelatedto brain asymmetry; and it seemstobe generallyagreed that the human brain isprofoundly asymmetric, and that understanding howthisworks willtellus much about whowe are and how our brains work.Brain(3)...... ............. ... ..isdistributed into the left and right hemispheres,and this iscrucialforunderstanding language, thought, memory,and perhaps even creativity. For right-handed people,languageactivity is mainly on the left side. Many left-bandersalso have left-side language dominance,but a(4).................. ......number may have language either more evenly distributed in bothhemispheresor else predominantlyon the right side of the brain. Because left-handedness isseen as a key tothe complexanatomy of the brain, scientists are (S)...... ...... ........ ....forlinkstootherconditions, including immune disorders,learning disabilities, and reducedlifeexpectancy. 1evencontinualsimilarstable 2happensisrunsoccurs 3functionmemorysizecapacity 4maximumsuggestivesignificantcountable 5researchingsearchingdetectinginquiring DBelow is a text with blanks. Select the appropriate answer choice for each blank. Computer viruses have been a(1)... ............ ......... of life at least since the1980s,if not before.They can cause companies tolosehours of working time and they can also spread panic among computer users everywhere.There are,however, several(2)......... ..... ...... ....types of computer infection - allloosely referred toas viruses - and they each work in aslightly different way. A particularlynastyoneisthe wonn, whichis a program designedtosneakitswayinto an entire computer network, and reproduce itself over andover again. Then there isthe Trojan,which strictly(3).. ....... ... ... ... .. ....isn't avirus,but a piece of software that appearstodoone thing,but actually does something malicious instead.When the(4)....... ..... .. .... .. ....operator introduces it into the computer,the alien program willtake over the machine.WithTrojans you have to be particularly careful because theycan often be introducedby way of amessage advertising ananti-virusproduct. Sowhat motivates someonetoinLroduce avirus intothe computer systems of innocent victims?Perhaps it's simply the desiretoprove that it can be done.Orbecause it gives the kindof pleasure you get from solving adifficult problem- nowadayspeopleprotect their computers with allsorts of security software, soittakes considerable(5)...... .. ................ to break throughallthe defences andintroduce avirus. 1factthreatrealitytheory 2distinctprecisedistinguishedisolated 3sayingtellingtalkingspeaking 4incredulousunsuspectingscepticalignorant 5qualificationscourageskillgift For Further Guidance, see page 34. -TEST1 PART233 EBelow is a text withblanks. Select the appropriate answer choice for eachblank. Many Utopiashave been dreamed upthrough the ages.FromPlato's Republic toThomasMore's Utopia andbeyond,seriousthinkershave(I).. ...... ........ .. ..... . societieswhere people live in peace and harmony. Mostof these imaginary worldshave thingsincommon:everybody isequal and plays a part in the running of the society; nobody goeswithout the(2)..... ... ...... .. ........of life;people livemostly off the land;often there is nomoney,and soon.Another thingthey have in common isthat,totheaverage person, they appear distasteful or unworkable since they donot takeintoaccount ordinary human nature or feelings. Architectshave gotinon the act,too.AftertheGreatFireof London,Christopher Wrendrewupplans fora(3)... .... ...... .... .......of the whole city, including precise street widths. And in the 20thcentury there wasLeCorbusier's Radiant City inwhich,if you weren' t in a car ordidn't haveone,lifewould have been anightmare. Alsoin the 20th century; another famousarchitect,Frank LloydWright,dreamed upa perfect city that got nofurtherthan the drawing-board.Wright believed that what was wrong with modern citieswas, inhiswords, rent.Ideas, land, even money itself,had tobe paid for.Hesaw thisasa formofslavery and believed that moderncitydwellershad nosense of themselvesasproductive individuals.Thus, Wright'scity wastobe made upof numerous individual homesteads,and the houses themselves were tobe simple,functionaland in(4)...... ..... .... .... .... . with the environment.Everyonewould own enough land togrowfoodforhimself and hisfamily.Nooutsiders would be allowed tocome between the citizen and what heproduced,or to(5).... .......... .... .. ... . both formoney.Goodsandserviceswouldallbe exchanged,not bought and sold forprofit. 1seendreamtenvisionedidealised 2needswantsingredientsessentials 3redecorationrearrangementreconstructionrecomposition 4contactharmonypeacecommunity 5usurprobexploitcorrupt FBelow isa text withblanks.Select the appropriate answer choice for eachblank. It issurprising how many peoplestill believe that advertising has littleor noinfluenceon what they buy. It ismoresurprising stillwhen these same people(1).... ....................tousing a particular brand of,say, washing powder,toothpaste or cigarettes, and say they wouldn' t change if you paid them - even after they've been shown that another brand iseither just thesame, better or cheaper.The factis,people (2).... .. ........ .... .. .. ..themselves that they have never consciously madea deliberate decision tobuy a product based on an advertisement theyhaveseen. They may,however,own up todoingsowhen they come tobuy a product they havenever owned before and shop around forthe best(3).... .. .... .... .. ...... ... But there's no(4)........................away fromads.They' reeverywhere,and they're designedvery cleverly and carefully toplay on your emotions.And it works:youremember theadsthat make you laugh,or feelsad, orsimply annoy you.Often youfindyourself buyingsomething simply - youtell yourself- totry it out,but how did this brand of thisproduct get into your head?Another reason for supposing advertising worksisthe question: why would somanyhard-headed business peoplespend so much money on something that didn't? 1divulgerevealadmitdeclare 2believepersuadeconfesscredit 3moneysavingpackagedeal 4escapinggettingbreakinggoing 34PART2FURTHERPRACTICEANDGUIDANCE FILLIN THE BLANKS WHAT'S TESTED The purpose of thistask istoassess your abilitytoanalyze contextual cues tocorrectly complete incomplete sentences in an academic reading text.The texts are up to300 words long and cover avariety of academic topics.Eachtext has up tosixblanks; each blank can have up to fiveoptions.For each blank, you have tochoose the option thatbest completesthe sentence.Youwillreadeither five or six texts.The individual texts are not timed; youwill have a fixedamount of time of between 32 and 41 minutes tocomplete the entire Reading part, depending on which formof the PTEAcademic youreceive. TIPS Skim the text,skipping over the blanks,toget an idea of its general content and the main idea.You shouldbe abletoanswer the question "What is the passage mainly about?" in your own words. Readthe firstsentencecontaining ablank carefully. Using vocabulary and grammatical cues from the words surrounding the blank, determine what kind of word isneeded - that is, what part of speech is required(e.g.,adjective,adverb, plural noun, preposition).Check the options and eliminate any that are clearlythewrong part of speech.Choose fromamong what remains. Look forany obvious cluestothe logicalorder or chronology of events,such asfirst,second,lastly, finally,next,then, after,and soon, and eliminate any answer options that are illogical.Choose from among what remains. Some items test your knowledge of idioms and collocations. Check whether any of the optionsform acommon expression, and if so, whether this makes sense in the given context. If you donot know the answer,and are unable toeliminate any options,guess.Never leavethe question unanswered.If youleavethe question unanswered, it will be marked as incorrect.By guessing,youhave thepossibility of answering correctly. Keeptrack of your time using the on-screen timer. ADETAILED STUDY The exercise belowwillhelp you tounderstand allof the answer options for Text D on page 32. Foreach group of sentences,select the appropriate word fromthe boxforeach blank. If you are unsure about which wordtochoose,refer tothe text before and after the blank forclues. factthreatrealitytheory 1The authorities said the chemicals didn't pose a.................. ......tolife. 2Wehavetotake into account the.... ....................of the situation. 3I know that what yousay is true in ........................ ,but will it work in practice? 4Sadly, itseemsthat crime is just a........................of life these days. FURTHERPRACTICEANDGUIDANCEPART235 distinctprecisedistinguishedisolated 5Dr.Cho's team reportsthat they have successfully... .... .... .. ...........the gene that causesthe disease. 6Englishessayist Joseph Addison famouslywrote,"Man is.... .. ..................fromallother creatures by the facultyof laughter." 7Hewas.... ... .......... .... ...with hislanguage,choosing hiswordscarefully. 8Whilethere are twotypesof camels,both arequite...... ............. ... ... sayingtellingtalkingspeaking 9Mr.Harrisisnot an employee here,strictly.. ... .......... .. ......., but wedohirehim quite often on a freelancebasis. 10I keep........................ them my answer isno! 11Maria was.... ....... ... .. .... ... . she mightgotoUCLAnextsemester. 12Our professor isquitestrict and there'sdefinitely no..... .... .. ............ . during hisclasses. incredulousunsuspectingscepticalignorant 13Creditcard information iscaptured from.. ..... ... .. ....... .....customers whoswipe their cards in what they believe tobean ordinary machine. 14When Jack said he'd seenan alien,I wasabsolutely......... ................ 15It's not that he's unintelligent- he'ssimply.... ......... .. .........in that particular area. 16Mark offeredhisversionof theevents,but I havetosayI'm........................about it. qualificationscourageskillgift 17I thought youshowed a lot of........................when you told the bossshe waswrong. 18It takesconsiderable........................toride a unicycle whilejuggling fourballs! 19You'vegota real.. .... ... ...... ..... .. ..forexplaining thingsin a simple way. 20Mydad leftschoolat16and doesn't have any ................. ... ..... Nowcheck your answers. 36PART3,SECTION1 PART 3:LISTENING SECTION 1: SUMMARIZE SPOKEN TEXT AYouwill hear a short lecture. Write a summary for a fellow student who was not present at the lecture. Youshould write 50- 70 words. Youwill have 10 minutes to finish this task. Your response willbe judged on the quality of your writing and on how well your response presents the key points presented in the lecture. () 1.9 Play the CDto listen to the recording that goes with this item. BYouwill hear a short lecture. Write a summary for a fellow student who was not present at the lecture. You should write 50-70 words. Youwillhave 10 minutes to finishthis task.Your response will be judged on the quality of your writing and on how wellyour response presents the key points presented in the lecture. (2) 1.10 Play the CD to listen to the recording that goes with this item. CYouwill hear a short lecture. Write a summary for a fellow student who was not present at the lecture. Youshould write 50-70 words. Youwill have 10 minutes to finish this task. Your response wi llbe judged on the quality of your writing and on how well your response presents the key poi nts presentedin the lecture. (2) 1.11Playthe CDto listen tothe recording that goes with this item. ForFurther Guidance,see page37. TEST1 FURTHERPRACTICEANDGUIDANCE SUMMARIZE SPOKEN TEXT WHAT'S TESTED PART3,SECTION137 Thepurpose of this task istoassess yourability towrite a summary ofa spoken academic lecture.Both listening and writing skillsareassessed.There are either twoor three lectures; the number depends on which formof the PTEAcademic youaregiven.There will always be at least two.The lecturesare between 60and 90seconds long.After each lecture ends, you willhave10minutes towrite a summary of what you have heard. Yoursummary must bebetween 50and70words.Thetest automatically advancestothe nextlecture after10minutes. TIPS The aim of the task istowrite a summary fora fellowstudent who wasabsent fromthe lecture. Yoursummary should convey the keypoints. Paycareful attention tothe on-screen word counter.Writebetween SOand70wordsonly.If you write either fewerormore,your scorewillbe decreased.If youwrite fewerthan 40or morethan 100,your scorewillbe zero. Takenotes.Usethe ErasableNoteboardBooklet and pen provided. Donot try towrite down every word you hear.Unlessyouareabletowrite quickly and accurately,youwill probably fallbehind and missimportant information.Instead,focuson keywords. Writing quickly isa keyskilltomaster.Useabbreviations whenever possible.Ignorearticles(e.g.,a, an,the)unlesstheyarenecessary.Omitting thevowelsfromwordsisone way toincrease writing speed. Keywords include names,numbers,dates,times,and wordsand phrases that are stressed.Words and phrases that arerepeated are usually central tothe main idea. Focuson understanding the main idea of the lecture and the key points that support it.If the speaker drawsa conclusion, be sure you have identified it.Trytoidentify the overall purpose of the lecture. Begin toreview your notesand organize your summary assoon asthe lecture ends.Youwillhave 10minutes tocomplete your summary. Payattention tothe on-screen timer,and manage your time wisely. Because youarelimited tonomore than 70words,your summary must focuson keyconcepts and their supporting points.Avoidadding irrelevant details. Usestandard spelling and punctuation.Donot use Internet or textingabbreviations(e.g.,LOL)or emoticons(;-))in your summary.Donotwrite everything in capital letters. A DETAILED STUDY The exercise below willhelp youtakenotesandsummarize spoken text.Listen toeach of the following extracts froma lecture in turn.Makenotesasyou listen.Atthe end of each extract,pause the CDand use your notestosummarize the extract in yourown words. () 1.12 Play the CDto listen tothe recording that goes with this item. Extract1: 38PART3,SECTI ON1FURTHERPRACTICEANDGUIDANCE Extract 2: Extract 3: Now check your answers. t TEST1PART3,SECTION2 SECTION 2:MULTIPLE-CHOICE, CHOOSE MULTIPLE ANSWERS AListen to the recording andanswer the questionby selecting allthe correct responses.Youwill need to select more than one response. Which of the following are mentioned as influences on the English landscape garden? 1Thepoet Alexander Pope 2The Romantic Movement 3A person's political affiliations 4Italianclassical painting 5Gardensfromclassical Greeceand Rome 01.13 Play the CDtolisten tothe recording that goes with this item. BListen to the recording andanswer the questionby selecting allthe correct responses.Youwill need to select more thanone response. Which of these countries still use woodblock printing on fabrics? 1Japan 2Peru 3India 4Egypt 5China 6Mexico () 1.14 Play the CDto listen tothe recording that goes with this item. CListen to the recordingand answer the questionby selecting allthe correct responses.Youwill need to select more than one response. Which of the countries listed below continue toenforce punishments forfailureto vote? 1France 2Bolivia 3the UK 4Australia 5Austria 6Greece Cii)1.15Play the CDtolisten tothe recording that goes with this item. 39 40PART3,SECTION2TEST1 SECTION 2: FILL IN THE BLANKS AYouwillhear a recording. Write the missing words ineach blank. Almost everyone has heard of the London Stock Exchange,but (1)........................fewknow anything about the London Metal and Commodity Exchanges - yetthese markets haveagreater (2)..... ...................onworld economies because they set global pricesforsome of the essential raw materials forindustry and food(3)......................... The LME provides three basic services tothe world's non-ferrousmetal trade.First,it is amarket where largeor small(4)........................of metal of aguaranteed minimum standard can be bought and sold on specific trading days.Second, it acts as abarometer of worldmetal prices.And third,it isa"hedging" medium:that is, it can helptraders get some protection from price fluctuationsthat occur foreconomic, political or(5)........................reasons. (i) 1.16 Play the CD to listen tothe recording that goes with this item. BYouwillhear a recording. Write the missing words ineach blank. It isn't necessary tohave a(1)........................knowledge of,say,the intricacies of counterpoint, or even tobe abletoreadmusic tounderstandit.Usually, getting thepoint of apiece of music,its emotionaland dramatic(2)........................, isimmediate or simply requires you tobecome more (3)........................with it. Of course, prolonged study of music and its(4).. ...................... , as in any other field,will increase your understanding,but not necessarily your enjoyment.Now,I realizethat it can requireagood dealof willingness on our part to risk new sensations,and there isalot of music that willseem unfamiliar and alientoyou on afirst(5)..... .................... (j) 1.17 Play the CDto listen to the recording that goes with this item. CYouwill hear a recording. Write the missingwords in each blank. Beforefarmingwas introduced into Scotland, people Jivedby hunting,fishing,and(1)...................... .. wild foodstuffs.This wayof lifemeant that theyusually didn't settle(2)... ..... .. .............. in one place, but were toan extent nomadic,moving about in search of alivelihood,perhaps returning tothe same places at certain times of the year. It isbelieved that the islands of Orkney were known tothese people, but, so far,only afewflint(3)........................have been found toverifythis.Thisisbecause coastal (4)........................ has destroyedmany ancient sites and these may have contained relicsof some of these earliest pioneering(5)............. .. ...... .. . . 01.18 Play the CD to listen to the recording that goes with this item. I TEST1PART3,SECTION2 SECTION 2:HIGHLIGHT CORRECT SUMMARY AYouwillhear a recording.Choose the paragraph that best relates to the recording. 1 41 The speaker tellsusthat clichesare the enemy of literatureandart.They arewords,phrasesand images that have become stale throughoveruse and thereforehavenothing new tosay tous.They arean enemy toclear and original thinking,although they aresometimes useful in advertising togeta simple message across. 2 Whilecliches in writingreveallazy thinking and are tobe avoidedatallcosts,in the graphicartsthey become essential,helping toget the message acrossquickly,clearly and with emotionalforce.Thisis especially true ofadvertising and propaganda where the impact must be immediate. 3 Clichesareworn out, overused and over-familiar phrases,and the etymology of the wordhelpstoexplain this. Originally,a clicheor stereotype wasa printer's term forapre-set block of type with phrases used frequentlyin thenewspapers. Thewordhassince adoptedanegativemeaning and carefulwritersavoid them where they can. (i) 1.19 Play the CDtolisten tothe recording that goes with this item. BYouwillhear a recording.Choose the paragraph that best relates to the recording. 1 Dolphins,whalesand porpoisesareallsocial animals,but somespeciesaremoresociable than others. Thisdependson theenvironment because a speciesadoptsthe lifestylemost suitable forthis.Among dolphins,forminggroupsmakes it easier forthem tofindfood,reproduce and gainknowledge.They are safer,too,because dolphinscan communicate danger when there are threatsaround. 2 The speaker explains that whales,dolphins,and porpoises have evolved differentlyand facedifferent threats. Riverdolphin numbersaredeclining,while ocean dolphinsaredoing well in spite of the threats theyface.Thereason forthisisthatocean dolphinsarebetter adapted forfindingfoodand avoiding predators. 3 Dolphinshave adopted grouplivingasaresponse toliving inclose contact withother animals in the ocean,some of which killdolphinsforfood.Living in social groupsmakes iteasier tohunt forfoodand, in a dangerousenvironment,itmakessense in termsofsafety tomove about inlargenumbers. (j) 1.20 Play the CDtolisten tothe recording that goeswith this item. ForFurther Guidance,seepage 42. 42PART3,SECTION2FURTHERPRACTICEANDGUIDANCE HIGHLIGHT CORRECT SUMMARY WHAT'S TESTED The purpose of this task istoassessyourabilitytocorrectlyidentifyawritten summary of arecording. Both listening andreading skills are assessed.There are either two or three recordings.The recordings arebetween 30and90seconds long.Asthe recording isplaying,youwill be able toread between three and fiveparagraphs relating tothe recording(the number of paragraphs will depend on the specific content of the recording) . Whenthe recording has finished,youwill choose the paragraphthat correctly summarizes the recording you have heard. Theindividual tasksin Section 2of the Listening part are not timed; youwill have between 23and 28minutes tocomplete allof Section2 of the Listeningpart, depending on whichform of the PTEAcademic you receive. TIPS There is a10-second pause beforetherecordingbegins. Usethis time toskim the paragraphs.You willnot have enough timeto read them in detail,but byskimming them,youwillhave abetter idea of what the recording will be about. Takenotes.UsetheErasableNoteboardBooklet and pen provided.Donot try to write downevery wordyouhear. Use abbreviationswhenever possible.Ignore articles(e.g., a,an,the)unless they are necessary. Keywordsinclude names, numbers, dates,times, andwords and phrases that are stressed. Words and phrases that are repeated are usually centraltothe main idea. Focusonunderstanding the mainidea of the recording and on the key points that support it. If tbe speaker draws aconclusion, be sure youhave identified it.Try toidentify the overallpurpose of the lecture. After the recording has finished,readeachparagraph carefully.Eliminate any paragraphs that contain incorrect information or that contain information that wasnot mentioned in the recording. Eliminate paragraphs that do not containthe main points. If you do not knowthe answer,and are unable to eliminate any of the paragraphs, guess.Never leavethe questionunanswered. If you leave the question unanswered,it will bemarked as incorrect. Byguessing,youhave the possibility of guessing correctly. Keeptrackof your time using the on-screen timer. A DETAILED STUDY The exercisebelow willhelp you identifythecorrectsummary by focusing oninformationpresented in the recording.Listen to Lecture B from page 41again and answer the following multiple-choice questions. Then comparethe information in each of thesummary paragraphs on page 41 with your answers. C2, l 1.20 Play the CDto listen tothe recordingthatgoes with this item. 1The speaker describes whales,dolphins, and porpoises as .......... .. .... .... ..... asocial animals brelatedtoeachother 2An animal's groupsize issaid tobe related to..... ... ........... .... .. aitsproximitytoother species bthe environment itlives in FURTHERPRACTICEANDGUIDANCEPART3,SECTION243 3Riverdolphinshave.......... ............... acomplex socialnetworks bgroupsof about10individuals 4Oceanic dolphinsform... ..... .. ..... .. ..... ... agroupsof thousands blifelongpair bonds 5Sperm whales formgroups based on their.... .... .... ... .. ........ asexand age blocation 6Thespeaker doesnot mention............. ...........asareason forforminggroups. againing information bshared caring of young 7Thespeaker mentionsthediscovery of a shoal of fishasan example of something that can be acommunicated toa group ba sign ofan impending attack 8The speaker mentionsa shark asan example of ... .. .... .. ...... ........ aan animal that livesalone bapredator Nowcheck your answers. 44PART3,SECTION2TEST1 SECTION 2:MULTIPLE-CHOICE, CHOOSE SINGLE ANSWER AListen to the recording and answer the multiple-choice question by selecti ng the correct response. Only one response is correct. What made the speaker take up geology as aprofession? 1The fact that he can traveltointeresting places. 2Because he sees geologists as detectives. 3His childhood interest in fossils. 4Heregardsbuilding apictureof an unknown country as exciting work. @) 1.21Play the CD to listen to the recording that goes with this item. BListen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. What is the speaker's view of creative writing classes? 1Inthe end they canteachyoutowrite well. 2There are certain important aspects of writing theycanteach. 3It isbetter to read wellthan takewriting classes. 4They aim to develop aloveof language in students. (f) 1.22 Play the CDto listen to the recording that goes with this item. CListen to the recording and answer the multiple-choice question by selecting the correct response. Only one response is correct. What is the speaker's attitude tothe report on narcissism? 1He is amused by it. 2He doesn' t believe any of it is true. 3He is angered byit. 4He isskeptical of it. 1.23 Play the CDto listen to the recording that goes with this item. TEST1PART3,SECTION2 SECTION 2:SELECT MISSING WORD AYouwillhear a recordingabout the brain. At theend of the recording, thelast word or group of words has been replaced by a beep. Select the correct option to complete the recording. 1ignored people speaking 2participated in conversations 3understoodspoken language 4understood foreignlanguages 5used language W1.24 Play the CDto listen to the recording that goes with this item. BYouwillhear a recordingabout money.At theend of therecording, the last word or group of words has been replaced by a beep.Select the correct option to complete the recording. 1notes 2accounts 3drafts 4paper 5charges (i) 1.25Play the CDto listen to the recording that goeswith this item. 45 46PART3,SECTION2TEST1 SECTION 2:HIGHLIGHT INCORRECT WORDS ON-SCREEN Remember that in the exam, you will click on the words that are different with your mouse inorder to highlight them in yellow. AYouwi llhear a recording. Below is a transcription of the recording. Some words inthe transcription differ from what the speaker(s) said. As you listen, circle the words that are different. When the European Economic Community was established in1957, its aim was,in broad terms, to move towards closer politi caland economic co-operation.Today,the muchbiggerEuropean Union has a far-reachingimportance onmany aspects of our lives,fromthe conditions wework under,tothe safety standards we must adhere to, and the environment inwhich we live. In order toachieve thefreeflowof goods and services, work and capital between the member countries, they neededtoestablish mutualpolitics in areas as diverse as agriculture,transport,andworking conditions.Whenthey had agreed on these policies,they became legal.Now,though, the EUis concerned with afarwider range of issues. 1.26 Play the CDto listen to the recording that goes with this item. BYouwi llhear a recording. Belowis a transcription of the recording.Some words in the transcription differ from what the speaker(s) said.As youlisten, circle the words that are different. Stem cellsare the body'smaster cells,the rare material fromwhich we are built. Unlikenormal body cells, they canreproduce an indefi nite number of times and, when manipulatedintherightway.canturn themselves into any sort of cellinthe body.The most versatile stem cells are those found in the embryo at just afewdaysold.This ballof afewdozen stem cells eventually goeson toformeverything that makes up ahuman. In1998, James Thompson pronounced that he had isolated human embryonic stem cells in the laboratory.At last, these powerful cellswere withinthe gripof scientists toexperiment with,understand, and developinto fixesforthe thingsthat gowrong. CZ1.27 Play the CDtolisten to the recording that goes with this item. ForFurther Guidance, see page 47. SECTION2:WRITE FROMDICTATION Youwill hear some sentences. Write each sentence exactly as you hear it. Write as much of each sentence as you can. Youwill hear each sentence only once. G.J 1.28 Play the CDto listen to the recording that goes with this item. 1........... .. ...... .. ........ .. .... .... ........ .......... ...... ... ................... ........ ...... .. .. .. . . 2 3 4 FURTHERPRACTICEANDGUIDANCEPART3,SECTION247 HIGHLIGHT INCORRECT WORDS WHAT'S TESTED The purpose of thistask istoassess your ability tofindthe differencesbetween arecordingand a transcription of therecording.Both listeningand reading skillsare assessed.Thereareeither twoor three recordings.Therecordingsare between 15and 50seconds long.Asthe recording isplaying,youwillread atranscription of the recording that containsuptoseven wordsthat donot match what the speaker says. Youmust identify the wordsthat donot match by cli