14剑桥雅思真题14_备考教材书籍系列_雅思真题4-20（真题+音频+解析）_雅思真题A类_真题剑桥雅思真题

CAMBRIDGE Official Cambridge Exam Preparation i ACADEMIC WITH ANSWERS AUTHENTIC PRACTICE TESTS WITHAUDIO服CA BRIDGE 岛1 ACADEMIC WITH ANSWERS AUTHENTIC PRACTICE TESTSCambridgeUniversityPress www.cambridge.org/elt CambridgeAssessmentEnglish www.cambridgeenglish.org Informationonthistitle:www.cambridge.org/9781108717779 CambridgeUniversityPressandUCLES2019 Itisnormallynecessaryforwrittenpermissionforcopyingtobeobtained inadvancefromapublisher.Thesampleanswersheetsatthebackofthis bookaredesignedtobecopiedanddistributedinclass. Thenormalrequirementsarewaivedhereandit isnotnecessarytowriteto CambridgeUniversityPressforpermissionforanindividualteachertomakecopies forusewithinhisorherownclassroom.Onlythosepagesthatcarrythewording ©UCLES2019 'maybecopied. Firstpublished2019 20 19 18 17 16 15 14 12 11 10 9 8 7 6 4 2 1 PrintedinChinabyCNPIECBeijingCongreatPrintingCo.,Ltd AcataloguerecordforthispublicationisavailablefromtheBritishLibrary ISBN978-1 108-69492-6AcademicStudent'sBookwithanswerswithAudioChinareprinteditionfor NewOrientalSchool ISBN978-1-108-694858AcademicStudent'sBookwithanswerswithAudioChinareprintedition ISBN978-1-108-71777-9AcademicStudent'sBook withanswers ISBN978- -108-68131- AcademicStudent'sBook withanswerswithAudio ISBN978- -108-69486- GeneralTrainingStudent'sBookwithanswerswithAudioChinareprintedition ISBN978-1-108-71779- GeneralTrainingStudent'sBookwithanswers ISBN978-1-10868136-0GeneralTrainingStudent'sBookwithanswerswithAudio ISBN978-1 108-71860-8AudioCDs( ThepublishershavenoresponsibilityforthepersistenceoraccuracyofURLs externalorthird-partyinternetwebsitesreferredtointhispublication and d or o a n p o p t ro g p u r a ia ra te n . te In e fo th r a m t a a t n io y n c r o e n g t a e r n d t in o g n p s r u ic c e h s w t e ra b v s e ite lt s im is e , t o a r b w le i s llr a e n m d a o in th , e a r cc fa u c ra tu te al informationgiveninthisworkiscorrectatthetimeoffirstprintingbutthe publishersdonotguaranteetheaccuracyofsuchinformationthereafter.Contents Introduction 4 Test 1 10 Test 2 32 Test3 53 Test4 75 Audioscripts 97 Listening and Reading answer keys 119 Sampleanswers for Writing tasks 127 Sampleanswer sheets 137 Acknowledgements 141 3Introduction The InternationalEnglish LanguageTesting System(IELTS) is widely recognised as a reliablemeans of assessing the language ability of candidates who need to study or work whereEnglish isthe language of communication. These PracticeTests are designed to give future IELTS candidates an ideaofwhether their English is at the required level. IELTS isownedby threepartners: CambridgeAssessmentEnglish, partofthe University ofCambridge; the British Council; IDPEducation Pty Limited (through its subsidiary company, IELTSAustralia Pty Limited). Further information on IELTS can be foundonthe IELTS website www.ielts.org. WHAT IS THE TEST FORMAT? IELTSconsists offour components.Allcandidatestakethe same Listeningand Speaking tests. Thereisachoice ofReadingand Writing tests according to whetheracandidateis takingtheAcademic orGeneralTraining module. Academic GeneralTraining For candidateswishingto study at For candidates wishingtomigrate to an undergraduate or postgraduatelevels English-speaking country (Australia, Canada andfor those seekingprofessional NewZealand, UK), andforthosewishingto registration. trainorstudy atbelowdegreelevel. Thetestcomponents aretakeninthefollowing order: Listening 4sections, 40items, approximately 30minutes Academic Reading General TrainingReading 3 sections, 40items or 3 sections, 40items 60minutes 60minutes Academic Writing GeneralTrainingWriting 2 tasks or 2tasks 60minutes 60minutes Speaking 11 to14minutes Total Test Time 2hours44 minutes 4Introduction ACADEMIC TEST FORMAT Listening This testconsistsoffour sections, each with tenquestions. The first two sectionsare concerned with socialneeds. The firstsectionis conversationbetweentwo speakers and the secondsectionisa monologue. The finaltwo sectionsareconcerned with situations relatedtoeducationalor training contexts. Thethird sectionis a conversationbetween to four people andthe fourth sectionis a monologue. Avariety of questiontypesisused, including: multiplechoice, matching, plan/map/ diagramlabelling, formcompletion, note completion, tablecompletion, flow-chartcompletion summary completion, sentencecompletion and short-answer questions. Candidateshear therecording once only andanswer the questionsas they listen. Ten minutes are allowedat the endfor candidates totransfer theiranswersto the answer sheet. Reading Thistestconsistsof three sectionswith40questions. There arethree texts, whichare takenfrom journals, books, magazines andnewspapers. Thetexts are ontopicsofgeneral interest.Atleast onetextcontains detailedlogicalargument. Avariety of questiontypesisused, including: multiplechoice, identifyinginformation (True False/NotGiven), identifyingthewriters viewsclaims (Yes/No NotGiven),matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion,notecompletion, tablecompletion, flow-chartcompletion, diagramlabelcompletionand short-answer questions. Writing Thistestconsistsof two tasks. Itis suggested thatcandidates spendabout20minuteson Task1, whichrequires them to writeatleast150words, and40minutesonTask 2, which requiresthemtowrite at least250 words. Task 2contributestwice asmuchasTask 1 to the Writing score. Task1 requirescandidates to lookat a diagram or somedata (in a graph, tableor chart) and to presenttheinformationintheir own words. They are assessedontheir ability to organise, presentand possibly compare data, andarerequiredto describethe stages of a process, describean objectorevent, or explainhow something works. InTask 2, candidates arepresented with apoint of view, argumentor problem. They are assessedontheir ability to presenta solutionto theproblem, presentand justify anopinion, compare andcontrastevidence andopinions, andtoevaluate andchallengeideas, evidence or arguments. Candidatesare also assessedontheir ability towrite inanappropriate style. More information onassessing the Writing test, including Writing assessmentcriteria (public version),is available ontheIELTSwebsite. 5Introduction Speaking Thistest takesbetween 11 and14minutes andisconductedby a trainedexaminer. There arethreeparts: Part1 Thecandidateandtheexaminerintroducethemselves. Candidatesthenanswergeneral questionsaboutthemselves, their homefamily, their job studies, their interests anda wide rangeofsimilarfamiliar topic areas.Thispartlastsbetweenfour andfiveminutes. Part 2 Thecandidateis givena task cardwithpromptsand is askedto talkona particular topic. Thecandidate hasoneminutetoprepare andthey canmake somenotesif they wish, before speaking for betweenone andtwominutes.The examinerthenasksone or two questions onthe sametopic. Part3 The examiner andthecandidate engageina discussionof more abstractissueswhichare thematically linkedto thetopicinPart2. Thediscussionlastsbetweenfourandfiveminutes. The Speakingtestassesseswhether candidates cancommunicateeffectively inEnglish. The assessmenttakesintoaccountFluency and Coherence,LexicalResource,Grammatical RangeandAccuracy, andPronunciation. Moreinformation onassessing theSpeaking test, includingSpeakingassessmentcriteria (public version), is availableon theIELTS website. 6Introduction HOW IS IELTS SCORED? IELTS resultsarereported ona nine-bandscale. Inadditionto the scorefor overall language ability, IELTSprovides a scoreinthe form of aprofile foreachof the four skills (Listening, Reading, Writing andSpeaking).These scores are alsoreportedonanine-bandscale.All scores arerecordedon theTestReportForm alongwithdetailsofthecandidatesnationality, firstlanguage anddateof birth. Each OverallBandScorecorrespondsto a descriptive statementwhichgives a summary of the Englishlanguage ability of a candidateclassifiedat thatlevel. Thenine bands andtheir descriptive statements areas follows: 9 ExpertUser- Has fullyoperationalcommand of the language: appropriate, accurate and fluentwithcomplete understanding. 8 Very GoodUser-Has fully operationalcommand ofthe languagewith only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occurin unfamiliarsituations. Handlescomplex detailed argumentationwell. 7 GoodUser- Has operationalcommand of the language, thoughwith occasional inaccuracies, inappropriaciesandmisunderstandings some situations. Generally handlescomplex language well andunderstands detailedreasoning. 6 Competent User-Hasgenerallyeffectivecommand ofthe languagedespitesome inaccuracies, inappropriaciesandmisunderstandings. Can use and understand fairly complex language, particularly in familiarsituations. 5 ModestUser- Haspartialcommandofthe language, copingwith overallmeaning inmostsituations, though is likely tomake many mistakes. Should beableto handle basiccommunicationin own field. 4 LimitedUser- Basiccompetence is limitedto familiarsituations. Hasfrequent problemsinunderstanding and expression. Isnotable to use complex language. 3 ExtremelyLimited User-Conveys andunderstandsonly generalmeaning invery familiarsituations. Frequent breakdownsincommunication occur. 2 IntermittentUser- No realcommunication ispossibleexcept forthemostbasic informationusing isolated wordsorshort formulae in familiarsituationsand to meet immediate needs. Has great difficulty understanding spoken andwritten English. 1 NonUser- Essentially hasno ability to use the language beyond possibly a few isolated words. 0 Didnotattemptthe test-Noassessableinformationprovided. 7Introduction MARKING THE PRACTICE TESTS Listening and Reading The answerkeys are onpages 119-126. EachquestionintheListeningandReadingtestsisworthonemark. Questions which require letter/Roman numeral answers Forquestionswherethe answersareletters orRomannumerals, youshould write only thenumberofanswersrequired. Forexample, ifthe answerisa singleletterornumeral youshouldwrite only one answer.If youhavewrittenmorelettersor numeralsthanare required, the answermustbemarkedwrong. Questionswhichrequireanswers inthe formofwordsornumbers (cid:127) Answersmay bewrittenin upperor lowercase. (cid:127) Wordsinbrackets areoptional-they arecorrect, butnotnecessary. (cid:127) Alternative answersare separatedby a slash(/). If youare askedto write an answerusing acertain number ofwordsandor(a) number(s), you will bepenalisedif youexceedthis. For example, if a question specifies ananswer usingNO MORE THANTHREEWORDSandthecorrect answer is black leather coat, theanswer coatof blackleather isincorrect. (cid:127) Inquestionswhere you are expectedto complete a gap, youshouldonly transferthe necessary missingword(s)ontotheanswersheet. For example, tocomplete'inthe..., wherethe correct answeris‘morning’, the answer 'inthemorning’ wouldbeincorrect. Allanswersrequirecorrect spelling (including wordsin brackets). BothUSandUK spellingareacceptable andareincludedinthe answer key. Allstandardalternativesfornumbers, dates andcurrencies areacceptable. (cid:127) All standardabbreviationsare acceptable. (cid:127) You willfindadditionalnotes aboutindividualanswersintheanswer key. Writing Thesampleanswers areonpages127-136.Itisnot possiblefor you to giveyourselfa mark for the Writing tasks. Wehaveprovidedsample answers(written by candidates), showing their score andthe examiner’scomments.These sample answers will give youaninsight into whatisrequiredforthe Writing test. 8Introduction HOW SHOULD YOU INTERPRET YOUR SCORES? At the endof each Listening andReading answer key youwill findachart whichwillhelp youassesswhether, onthe basis of your PracticeTest results, you areready totakethe IELTS test. Ininterpreting your score, there are anumber of points you should bear inmind. Your performanceintherealIELTS test will be reportedintwoways: therewillbe a BandScore from1to 9foreach of thecomponents andan Overall BandScore from 1 to 9, which is the average of your scoresinthe four components. However, institutionsconsidering yourapplicationare advisedto look atboththeOverallBandScore and the Bands for eachcomponent in order to determine whether youhavethelanguage skillsneededfor a particular course of study. For example, if your courseinvolvesalot of reading andwriting, butno lectures, listening skillsmightbelessimportant anda score of 5 in Listeningmight be acceptableif theOverall Band Score was7. However, foracourse whichhaslotsof lectures andspokeninstructions, a score of 5in Listening might beunacceptable eventhoughthe Overall BandScore was7. Once youhavemarked your tests, youshouldhave some idea ofwhether yourlistening andreading skillsaregoodenough for youto trytheIELTS test. If youdid wellenoughin onecomponent, but notin others, you willhaveto decidefor yourself whether youareready to takethetest. ThePracticeTestshavebeencheckedtoensurethat they are ofapproximately the same levelofdifficulty as therealIELTS test. However, we cannotguaranteethat your scorein the PracticeTestswillbe reflectedin therealIELTStest. ThePracticeTests can only give you anidea of your possible futureperformanceanditis ultimately up to youtomake decisions basedonyour score. Different institutions acceptdifferentIELTSscores for differenttypes ofcourses. Wehave basedour recommendations onthe average scoreswhich themajority of institutionsaccept. Theinstitutiontowhichyouare applying may, ofcourse, require higher or lower score than mostother institutions. Further information For moreinformation about IELTS or any otherCambridgeAssessmentEnglishexamination writeto: CambridgeAssessmentEnglish TheTriangle Building Shaftesbury Road Cambridge CB2 8EA https://support.cambridgeenglish.org http://www.ielts.org 9Test 1 LISTENING SECTION 1 Questions 1-10 Completethe form below. Write ONE WORDAND ORANUMBER foreach answer. CRIME REPORT FORM Type of crime: theft Personal information Example Name Louise Taylor Nationality 1 Date of birth 14 December 1977 Occupation interior designer Reason for visit business(tobuy antique 2 ) Length of stay two months Current address 3 Apartments(No 15) Details of theft Items stolen - a wallet containing approximately 4 £ - a 5 Date of theft 6 Possible time and placeof theft Location outside the 7 at about4 pm Details of suspect - someboys asked for the 8 then ran off - one had a T-shirt with apicture of a tiger - he was about 12, slimbuildwith 9 hair Crime reference number allocated 10 10Listening SECTION 2 Questions 11-20 Induction talk for new apprentices Questions 11 and 12 ChooseTWO letters, A-E. WhichTWOpiecesofadviceforthefirstweekofanapprenticeshipdoesthemanagergive? A get to know colleagues B learn fromany mistakes C ask lots of questions D react positively to feedback E enjoy new challenges Questions 13 and 14 Choose TWO letters, A-E. Which TWO things does the manager say mentors can help with? A confidence-building B making career plans C completing difficult tasks D making a weekly timetable E reviewing progress 11Test 1 Questions 15-20 What doesthemanager say abouteach of the following aspects of the company policy for apprentices? Writethecorrect letter, A, BorC, nextto Questions15-20. A It is encouraged. B Therearesomerestrictions. C It is against the rules. Company policy for apprentices 15 Using the internet 16 Flexibleworking 17 Booking holidays 18 Working overtime 19 Wearingtrainers 20 Bringing foodto work 12Listening SECTION 3 Questions 21-30 Questions 21-25 Choose thecorrect letter, A, B or C. Cities built by the sea 21 Carlaand Rob were surprised to learnthat coastalcities A contain nearly half the world’s population. B includemostof the world’s largest cities. C are growing twice as fast as other cities. 22 According to Rob, building coastal cities near to rivers A may bring pollution tothe cities. B may reducethe landavailable for agriculture. C may mean thecountryside is spoiledby industry. 23 What mistake was made when building water drainage channels in Miami in the 1950s? A There were not enough of them. B They weremade of unsuitablematerials. C They did not allow for theeffects of climatechange. 24 What doRobandCarla think that the authorities in Miamishould do immediately? A take measuresto restoreecosystems B pay for a new flood prevention system C stop disposing ofwaste materials intotheocean 25 What dothey agree should be the priority for internationalaction? A greater coordination of activities B more sharing of information C agreement on sharedpolicies 13Test 1 Questions 26-30 Whatdecision dothe students makeabouteach of the following parts of their presentation? Choose FIVE answers from the box and writethe correctletter, A-G, nextto Questions 26-30. Decisions A usevisuals B keep it short C involve other students D check the information is accurate E providea handout F focus ononeexample G do online research Parts of thepresentation 26 Historicalbackground 27 Geographicalfactors 28 Past mistakes 29 Futurerisks 30 Internationalimplications 14Listening SECTION 4 Questions 31-40 Complete the notes below. Write ONE WORD ONLY for each answer. Marine renewable energy (ocean energy) Introduction More energy required because of growth inpopulation and31 What’s needed: (cid:127) renewableenergy sources (cid:127) methodsthat won’t create pollution Waveenergy Advantage: waves providea 32 source of renewableenergy Electricity canbe generated using offshore or onshore systems Onshore systemsmay usea reservoir Problems: (cid:127) wavescan move in any 33 (cid:127) movementofsand, etc.onthe34 oftheoceanmaybe affected Tidalenergy Tides are more 35 than waves Plannedtidallagoon in Wales: (cid:127) willbecreated in a 36 at Swansea breakwater (dam) containing16 turbines risingtide forces water through turbines, generatingelectricity (cid:127) stored water is releasedthrough 37 driving theturbines in the reverse direction Advantages: (cid:127) not dependent on weather (cid:127) no38 is required to make it work likely tocreate a number of 39 Problem: (cid:127) may harmfishandbirds,e.g. byaffecting40 andbuildingupsilt Ocean thermalenergy conversion Uses a difference in temperaturebetween the surfaceandlower levels Water brought to the surface ina pipe 15Test 1 READING READING PASSAGE 1 You shouldspend about20 minutes on Questions 1-13, which are based onReading Passage 1 below. THE IMPORTANCE OF CHILDREN’S PLAY Brickbybrick,six-year-oldAliceisbuildingamagicalkingdom.Imaginingfairy-taleturretsand fire-breathingdragons,wickedwitchesandgallantheroes,she’screatinganenchantingworld. Althoughsheisn’tawareofit,thisfantasyishelpinghertakeherfirststepstowardshercapacityfor creativityandsoitwillhaveimportantrepercussionsinheradultlife. Minuteslater,Alicehasabandonedthekingdominfavourofplayingschoolswithheryounger brother.Whenshebosseshimaroundashis‘teacher’,she’spractisinghowtoregulateheremotions throughpretence.Lateron,whentheytireofthisandsettledownwithaboardgame,she’slearning abouttheneedtofollowrulesandtaketurnswithapartner. ‘Play in all itsrich varietyisone ofthehighestachievementsofthe human species,’says DrDavidWhitebreadfrom the FacultyofEducationat the UniversityofCambridge, UK.‘It underpinshow wedevelopasintellectual, problem - solvingadultsandiscrucial tooursuccess as a highly adaptablespecies.’ Recognisingtheimportanceof playisnot new: overtwomillenniaago,theGreekphilosopher Platoextolleditsvirtuesasameansofdevelopingskillsforadultlife,andideasaboutplay-based learninghave beendevelopingsincethe19thcentury. Butweliveinchangingtimes,andWhitebreadismindfulofa worldwidedeclineinplay pointing outthatoverhalfthe peopleintheworldnow liveincities.‘Theopportunitiesforfreeplay,which Iexperiencedalmosteverydayofmychildhood,arebecomingincreasinglyscarce,’hesays. Outdoorplayiscurtailed by perceptionsofrisk todowithtraffic,aswellasparents’increased wishtoprotect theirchildrenfrom beingthevictimsofcrime,and bytheemphasison‘earlieris better’whichisleading togreatercompetitioninacademiclearning and schools International bodieslikethe United Nationsand the European Union have beguntodevelop policiesconcerned withchildren’s right toplay and toconsiderimplicationsforleisurefacilities andeducational programmes.But what theyoftenlackisthe evidence to base policieson. ‘Thetypeofplayweareinterested inischild-initiated,spontaneousand unpredictable-but,as soonasyouask afive year-old toplay ,then youastheresearcherhaveintervened,’explains DrSaraBaker.‘And wewanttoknowwhatthelong termimpactofplayis.It’sa realchallenge.’ 16Reading DrJenny Gibsonagrees,pointing outthatalthoughsomeofthestepsinthepuzzle ofhowand whyplayisimportant havebeenlookedat,there isvery littledataontheimpactithasonthe childslaterlife. Now,thankstotheuniversity’snewCentreforResearchonPlayinEducation,Developmentand Learning(PEDAL),Whitebread,Baker Gibsonandateamofresearchershopetoprovideevidence ontheroleplayedbyplayinhowachilddevelops. ‘Astrongpossibilityisthat playsupportstheearlydevelopment ofchildren’sself-control, explains Baker.‘Thisisour abilitytodevelopawarenessofourownthinkingprocesses-it influenceshoweffectivelywegoaboutundertakingchallengingactivities.’ InastudycarriedoutbyBakerwithtoddlersandyoungpre-schoolers,shefoundthatchildrenwith greaterself-controlsolvedproblemsmorequicklywhenexploringanunfamiliarset-uprequiring scientificreasoning.‘Thissortofevidencemakesusthinkthatgivingchildrenthechancetoplaywill makethemmoresuccessfulproblem-solversinthelongrun.’ Ifplayfulexperiencesdofacilitatethisaspect ofdevelopment,saythe researchers,it couldbe extremely significantforeducational practices,becausetheabilityto self-regulate hasbeen showntobeakey predictorofacademic performance. Gibson adds: ‘Playfulbehaviourisalsoanimportant indicatorofhealthysocialandemotional development.Inmy previous research,I investigated howobservingchildrenatplaycan give usimportantcluesabout theirwell-beingand caneven be useful inthediagnosisof neurodevelopmental disorderslikeautism.’ Whitebread’srecent researchhasinvolveddevelopinga play-basedapproachtosupporting children’swriting.‘Manyprimaryschoolchildrenfindwritingdifficult,but weshowed ina previousstudythataplayfulstimuluswasfarmoreeffective thananinstructional one.’Children wrotelongerandbetter-structuredstorieswhentheyfirstplayed withdollsrepresenting charactersinthestory.Inthelateststudy,childrenfirstcreatedtheirstorywith Lego*,with similarresults.‘Manyteacherscommented thattheyhadalways previouslyhad children saying theydidn’tknowwhattowriteabout.Withthe Lego building, however, notasinglechildsaid thisthroughthewhole yearoftheproject.’ Whitebread,who directs PEDAL,trainedasa primaryschool teacherintheearly1970s, when, as hedescribes,‘theteachingofyoungchildrenwaslargelyaquiet backwater,untroubled byany seriousintellectualdebateorcontroversy.’Now,thelandscapeisverydifferent, withhotly debated topicssuch asschool starting age. ‘Somehowtheimportanceofplay hasbeenlostin recentdecades. It’sregardedassomething trivial,orevenassomethingnegative that contrastswith“work”. Let’snot lose sightofits benefits,and thefundamental contributionsitmakesto humanachievements inthe arts,sciences and technology.Let’smake surechildren havearichdietofplayexperiences.’ *Lego:colouredplasticbuildingblocksandotherpiecesthatcanbejoinedtogether 17Test 1 Questions 1-8 Complete the notesbelow. Choose ONE WORD ONLYfromthe passage for each answer. Write youranswers in boxes 1-8 on youranswersheet. Children’s play Usesofchildren’s play (cid:127) building a ‘magical kingdom’may help develop1 (cid:127) board games involve 2 and turn-taking Recentchangesaffecting children’s play (cid:127) populations of 3 have grown (cid:127) opportunities for freeplay are limiteddueto - fear of 4 - fear of 5 - increased 6 in schools International policiesonchildren’s play (cid:127) it is difficult to find7 to support new policies research needs to study the impact of play on the rest of thechild’s 8 18Reading Questions 9-13 Dothe following statements agree with the information given in Reading Passage 1? In boxes 9-13 on your answer sheet, write TRUE if the statementagreeswith the information FALSE if the statementcontradicts the information NOT GIVEN if there is no informationon this 9 Children with good self-controlare known tobe likely to do wellat school later on. 10 The way a child playsmay provide information about possiblemedicalproblems. 11 Playing with dolls was foundtobenefit girls’writing more than boys’writing. 12 Children hadproblemsthinking up ideas when they first created the story with Lego. 13 People nowadays regard children’splay as less significantthan they didin thepast. 19Test 1 READING PASSAGE 2 You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage2 below. The growth of bike-sharing schemes around the world How Dutch engineer Luud Schimmelpennink helped to devise urban bike-sharing schemes A The originalidea for anurbanbike-sharingschemedatesbacktoa summer’s day inAmsterdamin 1965. Provo, the organisation that came up with the idea, wasa groupof Dutch activists who wanted tochange society. They believed the scheme, whichwasknown as theWitteFietsenplan, wasan answer to theperceivedthreats of air pollution andconsumerism. In thecentre ofAmsterdam, they painteda small numberof usedbikeswhite. They alsodistributedleafletsdescribingthe dangers of cars and inviting people tousethewhite bikes.The bikeswerethen left unlocked at various locationsaroundthe city, tobeused by anyone in needof transport. B LuudSchimmelpennink, a Dutch industrial engineer who still livesandcycles inAmsterdam, washeavily involved inthe originalscheme. Herecallshow the scheme succeededinattracting a great dealof attention-particularly when it cametopublicising Provo’s aims-but struggled to get off the ground. The police were opposedto Provo’sinitiatives andalmost as soon as the whitebikes were distributed around the city, they removed them. However, for Schimmelpennink and forbike-sharingschemesingeneral, thiswasjust thebeginning. ThefirstWitte Fietsenplan wasjust a symbolic thing,’he says. ‘Wepainted a few bikes white, that was all.Things got more serious whenIbecamea member of theAmsterdam city counciltwo years later.’ C Schimmelpennink seizedthisopportunity topresentamoreelaborate Witte Fietsenplan tothe city council.‘My idea was that the municipality ofAmsterdam woulddistribute10,000 whitebikesover thecity, for everyonetouse,’heexplains. ‘Imade seriouscalculations. Itturnedout that a white bicycle-per person, per kilometre-would cost the municipality only 10% of what it contributed to public transportper person perkilometre.’Nevertheless,thecouncilunanimously rejected theplan. They saidthat thebicyclebelongs to the past. They saw a glorious future for thecar,’says Schimmelpennink. But he wasnot in theleast discouraged. D Schimmelpennink never stoppedbelieving in bike-sharing, and in the mid-90s, two Danes askedfor hishelp tosetupasystem inCopenhagen. Theresult was the world’s first large-scalebike-share programme. It worked on a deposit: ‘You droppeda coin in the bikeandwhen you returned it, you got your money back. After setting up the Danish system,Schimmelpennink decided to try his luck again 20Reading in the Netherlands-and thistime he succeeded in arousing the interest of the Dutch Ministry ofTransport. Times had changed,’he recalls. ‘People hadbecome moreenvironmentally conscious, andthe Danish experiment had provedthat bike-sharing was a realpossibility.’Anew WitteFietsenplan was launched in 1999 inAmsterdam. However, ridinga white bike was no longer free; it cost one guilder per trip andpayment was madewith a chipcard developed by the Dutch bank Postbank. Schimmelpennink designed conspicuous, sturdy whitebikeslocked in special racks whichcould be opened with the chipcard-the plan started with 250 bikes, distributedover five stations. E Theo Molenaar, who was a systemdesigner for theproject, workedalongside Schimmelpennink. ‘Iremember when we were testing the bike racks, he announced that hehadalready designedbetter ones. Butof course, we had to go through with the ones we had ’The system, however, was prone to vandalismand theft. ‘After , every weekend there would always be a couple of bikes missing,’Molenaar says. ‘Ireally have no idea what people did with them, because they could instantly be recognised as white bikes.’But the biggest blow came when Postbank decided to abolishthechip card, because it wasn’t profitable. That chipcard waspivotaltothe system,’Molenaar says. To continue theproject wewould have needed to set up another system, but the business partner had lost interest.’ F Schimmelpennink was disappointed, but-characteristically-not for long.In2002 hegot a call from theFrench advertising corporation JC Decaux, who wanted to set uphisbike-sharing scheme in Vienna. That went really well.After Vienna, they set upa system in Lyon.Then in 2007, Paris followed. That was a decisivemoment in the history of bike-sharing.’The hugeand unexpected success of the Parisian bike-sharingprogramme, which now boastsmorethan20,000bicycles,inspiredcities allovertheworldto set uptheirownschemes, allmodelledon Schimmelpennink’s. It’swonderfulthat this happened,’he says. ‘Butfinancially I didn’t really benefit from it, becauseIneverfiledfor apatent.’ G InAmsterdam today, 38% of alltrips aremade by bike and, along with Copenhagen, it is regardedas one of thetwomost cycle-friendly capitals in the world-butthe city never got another WitteFietsenplan. Molenaar believes this may bebecauseeverybody inAmsterdamalready has a bike. Schimmelpennink, however, cannot see that thischangesAmsterdam’s need for a bike-sharing scheme. ‘People who travelon theundergrounddon’t carry their bikes around. But oftenthey need additionaltransport to reach their finaldestination.’Although hethinks it is strangethata city likeAmsterdamdoesnot havea successful bike sharing scheme, he is optimistic about the future. In the ’60s we didn’t standa chancebecausepeople wereprepared togive their lives to keep cars in the city. But that mentality hastotally changed. Today everybody longs for citiesthat are not dominated by cars.’ 21Test 1 Questions 14 18 Reading Passage 2has seven paragraphs, A-G . Whichparagraphcontainsthe followinginformation? Write the correctletter, A-G, in boxes 14-18 on youranswer sheet. NB You may use any lettermore thanonce. 14 a description of how people misused a bike-sharing scheme 15 an explanation of why a proposed bike-sharing scheme wasturned down 16 a reference to a person being unable toprofit fromtheir work 17 an explanationof the potential savings abike-sharing scheme would bring 18 a reference to theproblems a bike-sharing schemewas intendedto solve Questions 19 and 20 Choose TWO letters, A-E. Write the correct letters in boxes 19 and20 on your answersheet. Which TWO of the following statementsaremade in thetext about theAmsterdam bike-sharingscheme of 1999? A It was initially opposed by a government department. B It failedwhen a partner in the scheme withdrew support. C It aimed tobemore successful than the Copenhagen scheme. D Itwasmadepossibleby achange inpeople's attitudes. E It attracted interest froma rangeofbike designers. 22Reading Questions 21 and 22 Choose TWO letters, A-E . Write the correct letters in boxes 21 and 22 on your answer sheet. Which TWO of the following statements aremade in the text aboutAmsterdamtoday? A Themajority of residents wouldlike to prevent allcars fromentering thecity. B There is littlelikelihoodof the city having another bike-sharing scheme. C Moretrips in thecity are madeby bike than by any other form of transport. D Abike-sharing scheme would benefit residents whouse public transport. E Thecity has a reputation as placethat welcomescyclists. 23Test 1 Questions 23-26 Complete the summary below. Choose ONE WORD ONLY from the passage for each answer. Writeyour answers inboxes23-26on your answer sheet. The first urban bike sharing scheme The firstbike-sharingschemewastheidea of the Dutch group Provo.Thepeople who belonged to this group were 23... . They were concernedabout damage to theenvironmentandabout 24 .., andbelieved that thebike-sharing scheme woulddraw attention tothese issues.As well aspainting somebikes white,they handedout 25 that condemned the use of cars. However, the scheme was not a great success: almost as quickly as Provo left thebikesaroundthecity, the 26 took themaway.Accordingto Schimmelpennink, the scheme wasintendedto be symbolic. Theidea was to get people thinking about theissues. 24Reading READING PASSAGE 3 You should spend about20 minutes on Questions 27-40, which are basedon Reading Passage 3 below. Motivational factors and the hospitality industry A critical ingredientinthe successofhotelsis developingand maintainingsuperiorperformance fromtheiremployees. Howisthataccomplished?WhatHumanResourceManagement(HRM) practicesshould organizationsinvestinto acquire andretaingreatemployees? Somehotelsaimtoprovide superiorworkingconditionsfortheiremployees Theideaoriginated fromworkplaces-usuallyinthenon-servicesector-thatemphasizedfunandenjoymentas partofwork-lifebalance.Bycontrast,theservicesector,and more specificallyhotels, has traditionallynotextended these practicesto addressbasicemployeeneeds,suchasgood workingconditions. Pfeffer(1994)emphasizesthatin ordertosucceedina global businessenvironment, organizationsmustmakeinvestmentinHuman ResourceManagement(HRM) to allow them to acquireemployeeswhopossessbetterskillsand capabilitiesthantheircompetitors.This investmentwillbetotheircompetitiveadvantage.Despitethisrecognitionoftheimportance ofemployeedevelopment,thehospitalityindustryhas historically beendominatedby underdeveloped HR practices (Lucas,2002). Lucasalso points outthat The substanceofHRM practicesdoesnotappeartobedesigned to fosterconstructiverelationswithemployeesor torepresenta managerialapproachthatenables developingand drawing out thefull potential ofpeople,eventhoughemployeesmay bebroadly satisfied withmanyaspects oftheirwork’(Lucas,2002).Inaddition,ormaybe asa result,high employeeturnoverhasbeena recurringproblemthroughoutthehospitalityindustry.Among themanycited reasonsarelowcompensation,inadequatebenefits,poor workingconditionsand compromisedemployeemorale andattitudes(Maroudasetal.,2008). NgandSorensen(2008) demonstratedthat whenmanagersprovide recognitionto employees, motivateemployeestoworktogether,andremoveobstaclespreventing effectiveperformance, employeesfeelmoreobligated tostaywiththecompany.Thiswassuccinctlysummarized by Micheletal.(2013):‘[Providingsupporttoemployeesgivesthemthe confidence to perform theirjobsbetterand themotivationtostaywiththeorganization.’Hospitality organizationscan thereforeenhance employee motivationand retentionthroughthedevelopmentand improvement oftheir workingconditions.Theseconditionsareinherentlylinked totheworking environment. Whileitseemslikelythatemployees’reactionstotheirjobcharacteristicscouldbeaffected by apredispositionto view theirwork environmentnegatively, noevidenceexists tosupport this hypothesis(Spectoretal.,2000). However, given theopportunity, many peoplewillfind 25Test 1 somethingtocomplainaboutinrelationtotheirworkplace(Poulston,2009).Thereisastrong linkbetweentheperceptionsofemployeesandparticularfactorsoftheirworkenvironmentthat areseparatefromthe workitself,including companypolicies,salaryand vacations. Suchconditions are particularlytroublingfortheluxuryhotel market,wherehigh-qualityservice, requiringasophisticatedapproachto HRM,isrecognizedasacriticalsourceofcompetitive advantage (Maroudasetal.,2008).Ina real sense,theservicesofhotelemployeesrepresent theirindustry (Schneiderand Bowen,1993).Thisrepresentationhascommonly beenlimited to guestexperiences.Thissuggeststhat therehasbeena dichotomy betweentheguestenvironment provided inluxuryhotelsandtheworkingconditionsoftheiremployees. Itisthereforeessentialforhotel management todevelop HRM practicesthatenablethemto inspireandretaincompetentemployees.Thisrequiresan understandingofwhatmotivates employeesatdifferentlevelsofmanagementand differentstagesoftheircareers (Enzand Siguaw, 2000).Thisimpliesthat it isbeneficialforhotel managerstounderstand what practices aremost favorableto increase employeesatisfactionandretention. Herzberg(1966)proposesthatpeoplehavetwomajortypesofneeds,thefirst beingextrinsic motivationfactorsrelatingto thecontextinwhichworkisperformed,ratherthanthework itself.These includeworkingconditions and jobsecurity.When these factorsare unfavorable, jobdissatisfaction mayresult.Significantly,though,justfulfillingtheseneedsdoes notresultin satisfaction,but only inthereductionofdissatisfaction(Maroudasetal.,2008). Employeesalsohaveintrinsicmotivation needsormotivators,which includesuchfactorsas achievementand recognition. Unlikeextrinsicfactors,motivatorfactorsmay ideally resultinjob satisfaction (Maroudasetal.,2008).Herzberg’s (1966)theory discussesthe needfora ‘balance ofthesetwotypesofneeds. Theimpactoffunasa motivatingfactorat workhasalsobeenexplored. For example,Tews, MichelandStafford(2013)conductedastudyfocusingonstafffromachainofthemed restaurants inthe UnitedStates.It wasfoundthatfunactivitieshadafavorableimpactonperformanceand managersupportforfunhadafavorableimpactin reducingturnover.Theirfindingssupportthe viewthatfunmayindeedhavea beneficialeffect,but theframingofthatfunmustbecarefully alignedwithbothorganizational goalsandemployeecharacteristics.‘Managersmustlearnhowto achievethedelicate balanceofallowingemployeesthefreedomtoenjoythemselvesat workwhile simultaneouslymaintaininghighlevelsofperformance’(Tewsetal.,2013). Deery(2008) hasrecommended several actionsthatcanbeadoptedattheorganizational level to retaingood staffaswell asassistin balancingwork andfamilylife.Those particularlyappropriate tothehospitalityindustryincludeallowingadequatebreaksduringtheworkingday,staff functionsthat involvefamilies,and providing healthand well-beingopportunities. 26Reading Questions 27-31 Look at the following statements (Questions 27-31) and the list of researchers below. Matcheach statement with the correct researcher, A-F. Write thecorrect letter, A-F, in boxes 27-31 on youranswersheet. NB You may use any letter more thanonce. 27 Hotelmanagers needto know what would encourage goodstaff to remain. 28 Theactions of managers may make staff feelthey shouldn’t moveto a different employer. 29 Little is done in the hospitality industry to help workers improvetheir skills. 30 Staff are less likely to change jobs if cooperation isencouraged. 31 Dissatisfaction with pay is not the only reason why hospitality workerschange jobs. List of Researchers A Pfeffer B Lucas C Maroudas et al. D Ng and Sorensen E EnzandSiguaw F Deery 27Test 1 Questions 32-35 Dothefollowing statements agreewith the claims of the writer in Reading Passage 3? In boxes 32-35 onyour answersheet, write YES ifthe statement agreeswith theclaims of thewriter NO ifthe statementcontradicts theclaimsofthewriter NOT GIVEN ifit is impossible to saywhatthe writerthinks aboutthis 32 One reason for high staff turnover in the hospitality industry is poormorale. 33 Researchhas shownthatstaffhavea tendency to disliketheirworkplace. 34 An improvementin working conditions and job security makes staff satisfiedwith their jobs. 35 Staff shouldbeallowed tochoose when they take breaks during the working day. Questions 36-40 Completethesummary below. Choose ONE WORD ONLYfrom thepassage foreach answer. Write youranswers in boxes36-40on your answersheet. Fun at work Tews, Micheland Staffordcarried out research on staff in anAmerican chain of 36 .Theydiscoveredthatactivities designedfor staff to have fun improved their 37 ,and that management involvement led to lower staff 38 They also foundthat the activities needed to fit with both the company’s39 andthe40 of the staff.Abalance was requiredbetweena degree offreedomandmaintainingworkstandards. 28Writing WRITING WRITING TASK 1 You should spend about 20 minutes on this task. Thechartsbelow show the average percentages intypical meals of three types of nutrients, all of which may be unhealthy if eaten too much. Summarise the information by selecting and reportingthe main features, and make comparisons where relevant. Writeat least 150 words. Average percentages of sodium, saturated fats and added sugars in typical meals consumed in the USA Sodium Saturated fat ] Breakfast Dinner J Lunch Snacks Added sugar p 6% 42% 19% 23% 29Test 1 WRITING TASK 2 You should spend about40 minutes on thistask. Writeaboutthe followingtopic: Some people believethat it is best to accepta bad situation, such as an unsatisfactoryjobor shortage of money. Others arguethat it is better to try and improve suchsituations. Discuss both theseviews andgive your own opinion. Givereasons for your answer and include any relevant examples fromyour own knowledge or experience. Write at least 250 words. 30Speaking SPEAKING PART 1 Theexaminer asks thecandidateabout him/herself, his/her home, work or studies and other familiar topics. EXAMPLE Future (cid:127) What job would you like to have ten years fromnow?[Why?] (cid:127) How useful willEnglish be for your future? [Why/Why not?] (cid:127) How much travelling do you hope to do in the future? [Why/Why not?] (cid:127) How do you think your life willchange inthe future? [Why/Why not?] PART 2 Describe a book that youenjoyed reading because You willhave totalk you had to think a lot. about thetopic for one totwominutes. You You should say: have one minuteto what this book was think about what you why you decided toread it are going to say. You what reading this book made youthink about can make some notes and explain why you enjoyed reading this book. to helpyou if you wish. PART 3 Discussion topics: Childrenand reading Example questions: What are themost popular types of children’s books in your country? What are thebenefits of parents reading booksto their children? Should parents always let children choose thebooksthey read? Electronic books Example questions: How popular areelectronic books are in your country? What aretheadvantages of parentsreadingelectronic books(comparedto printed books)? Willelectronic books ever completely replaceprinted booksin the future? 31Test 2 LISTENING SECTION 1 Questions 1-10 Complete the notes below. Write ONE WORD AND/ORANUMBER foreach answer. TOTAL HEALTH CLINIC PATIENT DETAILS Personal information Example Name JulieAnne Garcia Contact phone 1 Dateof birth 2 1992 Occupation works as a 3 Insurancecompany 4 Life Insurance Detailsof theproblem Type of problem pain in her left 5 When it began 6 ago Action already taken has taken painkillersand appliedice Otherinformation Sportsplayed belongsto a 7 club goes 8 regularly Medicalhistory injuredher 9... last year no allergies no regular medication apart from10 32Listening SECTION 2 Questions 11-20 Questions 11-15 Choose thecorrect letter, A, B orC. Visit to Branley Castle 11 Before Queen ElizabethIvisited the castle in 1576, A repairswere carried out tothe guest rooms. B a new building wasconstructedfor her. C a fire damaged partof the main hall. 12 Ini982, thecastle was soldto A the government. B theFenys family. C an entertainment company. 13 In some ofthe rooms, visitorscan A speak to experts on thehistory of the castle. B interact with actors dressedas famous characters. C seemodels of historicalfigures moving and talking. 14 In the castlepark, visitors can A seean 800-year-oldtree. B goto an art exhibition. C visit a small zoo. 15 At theendof the visit, the group will have A afternoon tea inthe conservatory. B the chance to meet thecastle’s owners. C a photograph together on the Great Staircase. 33Test2 Questions 16-20 Label the planbelow. Write thecorrectletter, A-H, nextto Questions 16-20. Branley Castle 16 Starting point for walking thewalls 17 Bow and arrow display 18 Hunting birds display 19 Traditional dancing 20 Shop 34Listening SECTION 3 Questions 21-30 Questions 21-24 Choose the correct letter, A, B or C. Woolly mammoths on St Paul’s Island 21 How willRosieandMartin introduce their presentation? A witha drawing of woolly mammoths in their naturalhabitat B with a timeline showing when woolly mammoths lived C witha video clip about woolly mammoths 22 What was surprising about the mammothtooth found by RussellGraham? A It was stillembedded in the mammoth’s jawbone. B It was froman unknown species of mammoth. C It wasnotas old asmammoth remains fromelsewhere. 23 The students willuse an animateddiagram to demonstrate how themammoths A becameisolatedon theisland. B spread fromthe island to other areas. C coexisted withother animals on the island. 24 According to Martin, what isunusualabout the date of themammoths’extinction on the island? A how exact it is B how early it is C how it was established 35Test2 Questions 25-30 What action willthe studentstake for each of the following sections oftheir presentation? ChooseSIX answers fromthebox andwritethecorrectletter, A-H, next to Questions 25-30. Actions A make it more interactive B reducevisualinput C addpersonalopinions D contact one of the researchers E makedetailed notes F findinformation online G check timing H organisethecontentmoreclearly Sections ofpresentation 25 Introduction 26 Discovery of themammoth tooth 27 Initialquestions askedby the researchers 28 Further research carriedout onthe island 29 Findingsand possibleexplanations 30 Relevance to the present day 36Listening SECTION 4 Questions 31-40 Complete the notes below. Write ONE WORD ONLY for each answer. The history of weather forecasting Ancient cultures (cid:127) many culturesbelievedthat floods and other disasters were involved in the creation of the world (cid:127) many cultures invented 31 andotherceremonies tomake the weather gods friendly (cid:127) peopleneededtoobserveandinterprettheskytoensuretheir32 (cid:127) around650BC, Babylonians startedforecasting, using weather phenomena such as33 (cid:127) by 300 BC, the Chinese hadacalendar made up of a number of 34 connected with the weather AncientGreeks (cid:127) a more scientific approach (cid:127) Aristotle tried to explain the formation of various weather phenomena (cid:127) Aristotle also described haloes and 35 MiddleAges (cid:127) Aristotle’s work considered accurate (cid:127) many proverbs, e.g. about the significance of the colour of the 36 passedon accurateinformation. 15th-19thcenturies 15thcentury:scientistsrecognisedvalueof37 forthefirsttime Galileo inventedthe 38 Pascalshowed relationshipbetween atmospheric pressureandaltitude from the 17th century, scientistscouldmeasureatmospheric pressure and temperature 18th century: Franklin identified the movement of 39 19th century: data from different locationscould be sent to the same placeby 40 37Test2 READING READING PASSAGE 1 You should spend about20 minutes on Questions 1-13, which are based onReading Passage 1 below. Alexander Henderson (1831-1913) Born in Scotland, Henderson emigrated to Canada in 1855 and became a well-known landscape photographer AlexanderHendersonwasborn inScotlandin 1831and wasthesonofasuccessful merchant. Hisgrandfather,alsocalledAlexander,hadfounded thefamilybusiness,and laterbecame thefirstchairmanoftheNational BankofScotland.Thefamilyhadextensivelandholdingsin Scotland. Besidesitsresidencein Edinburgh,itownedPressEstate,650acresoffarmlandabout 35 milessoutheastofthecity.Thefamilyoftenstayedat PressCastle,thelargemansiononthe northernedgeofthe property,andAlexanderspentmuch ofhischildhood in thearea,playingon thebeachnearEyemouthorfishinginthestreamsnearby. Evenafterhe went toschoolatMurchestonAcademy ontheoutskirts ofEdinburgh,Henderson returned toPressat weekends.In 1849hebegana three- yearapprenticeshipto becomean accountant.Althoughheneverlikedtheprospectofa businesscareer,hestayedwithitto pleasehisfamily.InOctober1855,however,heemigrated toCanada withhiswifeAgnes Elder Robertsonand theysettledin Montreal. Henderson learnedphotography inMontrealaround theyear1857and quicklytookit up asaseriousamateur. He becameapersonalfriendandcolleagueoftheScottish-Canadian photographerWilliam Notman.Thetwomenmadea photographicexcursionto Niagara Falls in 1860and theycooperatedonexperiments with magnesiumflaresasasourceofartificiallight in 1865.They belonged tothesamesocietiesand wereamongthefoundingmembersoftheArt Associationof Montreal.Hendersonactedas chairmanofthe association’sfirst meeting,which washeld inNotman’sstudioon 11 January 1860. Inspiteoftheirfriendship,theirstylesofphotography werequite different.While Notman’s landscapeswerenotedfortheirbold realism,Hendersonforthefirst20yearsofhiscareer produced romanticimages,showingthestronginfluenceofthe British landscape tradition.His artisticand technicalprogresswasrapidand in1865 hepublished hisfirstmajorcollectionof landscape photographs.Thepublicationhad limitedcirculation(onlysevencopies haveever been found),and wascalled CanadianViewsandStudies.Thecontents ofeachcopy varysignificantly and have proveda usefulsourceforevaluatingHenderson’searlywork. Thistextistaken,forthemostpart,verbatimfromtheDictionaryofCanadianBiography\/olumeXIV(1911-1920).Fordesignpurposes quotationmarkshavebeenomitted.Source:http://www.biographi.ca/en/bio/henderson_alexander _ 1831 _ 1913 _ 14E.html.Reproduced , withpermission. 38Reading In1866,hegave up hisbusinesstoopena photographicstudio,advertisinghimselfasa portrait and landscape photographer.Fromabout 1870hedroppedportraituretospecializeinlandscape photography and otherviews. Hisnumerousphotographsofcitylife revealedinstreet scenes, houses,and marketsarealive withhumanactivity,andalthough his favouritesubjectwas landscape he usually composed hisscenesaroundsuchhumanpursuitsasfarmingtheland, cutting iceona river,orsailing downawoodlandstream.Therewassufficientdemandforthese typesofscenes andothershe tookdepicting thelumbertrade,steamboatsand waterfallsto enable himto makea living.Therewaslittlecompeting hobbyoramateurphotography beforethelate 1880s becauseofthe time-consumingtechniquesinvolvedandthe weightoftheequipment. People wantedtobuy photographs as souvenirsofa trip orasgifts,and cateringtothismarket, Henderson hadstockphotographsondisplayathisstudioformounting,framing,orinclusion inalbums. Hendersonfrequently exhibited his photographsinMontrealandabroad,inLondon,Edinburgh, Dublin,Paris,NewYork,andPhiladelphia.Hemetwithgreatersuccessin 1877and 1878in NewYorkwhenhe wonfirstprizesintheexhibitionheld by EandHTAnthonyandCompany forlandscapesusingthe Lambertypeprocess. In 1878hiswork won secondprizeatthe world exhibitionin Paris. Inthe 1870sand 1880s Hendersontravelled widelythroughoutQuebecandOntario,in Canada, documenting themajorcities ofthetwo provincesand many ofthevillagesinQuebec.He was especiallyfond ofthewildernessand oftentravelled bycanoeonthe Blanche,duLievre,and othernotedeasternrivers. He wentonseveral occasionsto the Maritimesand in 1872he sailed byyachtalong thelowernorthshoreoftheStLawrence River.Thatsameyear,while inthelower StLawrence Riverregion, hetooksomephotographsoftheconstructionoftheIntercolonial Railway.Thisundertaking led in 1875 toacommissionfromtherailwaytorecord the principal structuresalongthe almost-completed lineconnectingMontrealto Halifax.Commissionsfrom otherrailways followed. In1876he photographed bridges ontheQuebec,Montreal,Ottawaand Occidental RailwaybetweenMontrealand Ottawa.In1885hewentwestalong theCanadian Pacific Railway(CPR)asfarasRogersPassin BritishColumbia, where hetookphotographs of themountains and the progressofconstruction. In1892Hendersonacceptedafull-timepositionwiththeCPRasmanagerofaphotographic department whichhe wastosetup andadminister.Hisdutiesincludedspendingfour months inthefieldeachyear.Thatsummerhemadehissecond tripwest, photographingextensively alongthe railwaylineasfarasVictoria. Hecontinued inthispostuntil 1897,whenhe retired completelyfromphotography. WhenHendersondied in 1913,hishuge collectionofglass negativeswasstored inthe basement ofhishouse.Todaycollectionsofhiswork are heldat theNationalArchivesofCanada,Ottawa, andthe McCord MuseumofCanadian History,Montreal. Thistextistaken,forthemostpart,verbatimfromtheDictionaryofCanadianBiographyVolumeX_IV(1911-1920).Fordesignpurposes _ _ _ quotationmarkshavebeenomitted.Source:http://www.biographi.ca/en/bio/henderson alexander 1831 1913 14E.html.Reproduced withpermission. 39Test2 Questions 1-8 Dothe following statements agreewiththe information given inReadingPassage 1? In boxes 1-8on youranswer sheet, write TRUE if the statement agrees with the information FALSE ifthe statementcontradictsthe information NOT GIVEN if there is no informationon this 1 Henderson rarely visitedthe areaaroundPress estate when he was younger. 2 Hendersonpursueda businesscareer becauseitwas whathis familywanted. 3 HendersonandNotman were surprised by the results of their 1865 experiment. 4 Therewere many similaritiesbetweenHenderson’s early landscapesandthose of Notman. 5 The studio that Henderson openedin 1866 was close tohis home. 6 Hendersongave upportraiture so that hecouldfocus on taking photographs of scenery. 7 WhenHendersonbegan work for theIntercolonialRailway, theMontrealtoHalifax linehad been finished. 8 Henderson’s last work asaphotographer was with the CanadianPacific Railway. 40Reading Questions 9-13 Complete the notes below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 9-13 on your answer sheet. Alexander Henderson Early life (cid:127) wasborn in Scotland in 1831-father was a 9 (cid:127) trainedas an accountant, emigrated to Canada in 1855 Startof a photographic career (cid:127) opened up a photographic studio in 1866 (cid:127) took photos of city life, but preferred landscapephotography (cid:127) people bought Henderson’sphotos becausephotography took up considerable timeand the10 washeavy (cid:127) the photographs Henderson sold were 11 or souvenirs Travellingasa professional photographer (cid:127) travelled widely in Quebec andOntario in 1870s and 1880s (cid:127) took many trips along eastern rivers in a12 (cid:127) workedfor Canadian railwaysbetween 1875and 1897 (cid:127) workedfor CPR in 1885 and photographed the13 andthe railway at Rogers Pass 41Test 2 READING PASSAGE 2 You should spend about20 minutes on Questions 14-26, whichare based onReading Passage 2 below. Back to the future of skyscraper design Answers to the problem of excessive electricity use by skyscrapers and large public buildings can befound in ingenious but forgotten architectural designs of the 19th and early-20th centuries A The Recovery of Natural Environments in Architecture by ProfessorAlan Short is theculminationof30years ofresearch andaward-winninggreenbuilding design by Short and colleaguesinArchitecture,Engineering,AppliedMathsand Earth Sciences at the University ofCambridge. Thecrisis in building design is already here,’saidShort.‘Policy makersthink youcan solveenergy andbuilding problems withgadgets.You can’t.As global temperaturescontinuetorise,wearegoing tocontinueto squandermoreandmore energy on keepingour buildingsmechanically cooluntilwehaverunout of capacity.’ B Short iscallingfora sweepingreinventionofhowskyscrapersandmajor public buildings are designed-to end the reliance on sealed buildings which exist solely via the ‘life support’system of vast air conditioning units. Instead, he shows it is entirely possibleto accommodate naturalventilation andcooling in largebuildingsby looking intothepast, beforethe widespread introduction of air conditioning systems, which were‘relentlessly and aggressively marketed’by their inventors. C Shortpoints outthattomakemostcontemporary buildingshabitable, they have to be sealed andair conditioned. Theenergy use and carbon emissions this generates is spectacular and largely unnecessary. Buildings in theWest account for 40-50% of electricity usage, generating substantialcarbon emissions, and the rest of the world iscatchingup at a frightening rate. Short regards glass, steeland air-conditioned skyscrapers as symbols of status, rather than practical ways of meeting our requirements. D Short’sbook highlightsadevelopingandsophisticatedartandscienceof ventilating buildings through the19th andearlier-20th centuries, including the design of ingeniously ventilatedhospitals. Of particular interest were thosebuilt to the designs of John Shaw Billings, includingthe firstJohns Hopkins Hospital in theUS city of Baltimore(1873-1889). ‘We spent three years digitally modelling Billings’finaldesigns,’says Short. ‘We put pathogens* in the airstreams,modelled for someone with tuberculosis (TB) coughinginthe wardsandwe foundtheventilationsystemsinthe roomwould have kept other patients safe fromharm. *pathogens:microorganismsthatcancausedisease 42Reading E ‘Wediscoveredthat19th-century hospitalwardscouldgenerateupto 24airchanges anhour-that’s similartotheperformanceofamodern-day, computer-controlled operatingtheatre. Webelieveyou couldbuildwardsbasedontheseprinciplesnow. Singlerooms are not appropriate for allpatients. Communal wards appropriate for certain patients-older people with dementia, for example-would work just as well in today’s hospitals, at a fraction of theenergy cost.’ Professor Short contendsthemindset and skill-setsbehind these designs have been completely lost, lamenting the disappearance of expertly designedtheatres, opera houses, andother buildings where upto half the volume of thebuilding was given over to ensuring everyone got fresh air. F Much of the ingenuity present in 19th-century hospital and building design was drivenby a panicked public clamouring for buildingsthatcouldprotect against what wasthought tobe thelethal threat of miasmas-toxic air that spread disease. Miasmas were fearedas the principal agents of disease and epidemics for centuries, and were usedto explain the spread of infection fromtheMiddleAges right through to thecholera outbreaks in London and Paris during the 1850s. Foul air, rather thangerms, was believedto bethemain driver of ‘hospitalfever’, leading to diseaseand frequent death. Theprosperous steeredclear of hospitals. Whilemiasmatheoryhasbeenlongsincedisproved,Shorthasforthelast30years advocatedareturntosomeofthebuilding designprinciplesproducedinitswake. G Today, hugeamounts of abuilding’s spaceand construction cost are given over to air conditioning. ‘ButIhave designed and built a series of buildings over the past three decades which have tried to reinvent some of theseideas and then measure what happens. To go forward into our new low-energy, low-carbon future, we would be well advised to look back at design before our high-energy, high-carbon present appeared. What is surprising iswhat a rich legacy we haveabandoned.’ H Successful examples of Short’s approach includethe Queen’s Building at De Montfort University in Leicester. Containing asmany as 2,000 staff andstudents, theentire building is naturally ventilated, passively cooledand naturally lit, including thetwo largest auditoria, each seating morethan 150people. The award-winning building uses a fraction oftheelectricity of comparable buildings in the UK. Shortcontends that glass skyscrapers in London andaroundthe world will become a liability over the next 20 or 30 years if climatemodellingpredictions and energy price rises cometopass as expected. I He isconvinced that sufficiently cooledskyscrapers using the natural environment can be produced in almost any climate. Heand histeam have workedon hybrid buildings in the harsh climates of Beijing andChicago-built with natural ventilation assistedby back-up air conditioning-which, surprisingly perhaps, can be switched off more than half the time on milder days and duringthe spring and autumn. Short looks at how wemight reimagine the cities, offices and homes of the future. Maybe it’s time wechangedour outlook. 43Test2 Questions 14-18 Reading Passage2 hasnine sections, A-l. Whichsectioncontainsthe following information? Write thecorrect letter, A-l, in boxes14-18on youranswersheet. 14 why some peopleavoided hospitals in the 19th century 15 a suggestion that thepopularity oftall buildings is linked toprestige 16 a comparisonbetween thecirculation ofair in a 19th-century building and modern standards 17 how Short tested thecirculation of air in a 19th-century building 18 an implicationthat advertising led tothe large increase in the use ofair conditioning 44Reading Questions 19-26 Complete the summary below. Choose ONE WORD ONLY from the passage foreach answer. Writeyouranswersinboxes19-26onyouranswersheet. Ventilation in 19th-century hospital wards ProfessorAlan Short examined the work of John Shaw Billings, who influenced the architectural19 of hospitals to ensure they had good ventilation. Hecalculatedthat 20 in the air coming frompatients suffering from 21 would not have harmed other patients. He also found that the air in 22 in hospitalscould changeas often as in a modern operating theatre. He suggests that energy usecould bereduced by locating morepatients in 23 areas. Amajor reason for improving ventilation in 19th-century hospitals was the demandfrom the 24 for protectionagainstbadair, known as25 These wereblamed for the spread ofdisease for hundreds of years, including epidemics of 26 inLondon and Parisinthe middle of the19th century. 45Test2 READING PASSAGE 3 You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage3on pages 47 and 48. Questions 27-34 Reading Passage 3 has eight sections, A-H. Choose thecorrect heading foreach section from the list of headings below. - Write thecorrect number, i ix, inboxes 27-34 on youranswersheet. List of Headings i Complaints about the impact of a certain approach ii Fundamentalbeliefsthatareinfactincorrect iii Early recommendationsconcerning businessactivities iv Organisations thatput a new approach intopractice v Companiesthat have suffered fromchanging their approach vi What people are increasingly expectedto do vii How to achieve outcomes that arecurrently impossible viii Neither approach guaranteescontinuous improvement ix Evidencethatacertainapproach can havemore disadvantages than advantages 27 Section A 28 Section B 29 Section C 30 SectionD 31 SectionE 32 SectionF 33 Section G 34 SectionH 46Reading Why companies should welcome disorder A Organisationisbig business.Whetherit is ofourlives-all thoseinboxesand calendars- orhowcompaniesarestructured,a multi-billiondollar industryhelps tomeetthisneed. We havemore strategiesfortimemanagement,project managementand self-organisation thanatanyothertimein human history.Wearetold that weoughtto organiseourcompany,ourhomelife,ourweek,our dayandevenoursleep,allas a means tobecomingmore productive.Everyweek,countlessseminars andworkshopstakeplace around theworld to tell apayingpublicthattheyoughttostructuretheirlivesinorderto achievethis. Thisrhetorichas alsocreptintothethinking ofbusinessleadersandentrepreneurs, much tothedelight ofself-proclaimedperfectionistswith theneedtogeteverythingright.The numberof businessschools andgraduateshasmassivelyincreased overthepast 50years, essentiallyteachingpeople howto organisewell. B Ironically, however,thenumberofbusinessesthatfail has alsosteadilyincreased. Work-relatedstresshasincreased.Alarge proportionofworkersfromalldemographics claimtobedissatisfiedwiththe waytheirworkisstructuredand the waytheyaremanaged. Thisbegsthequestion: what hasgonewrong?Whyisitthat onpaperthedrivefor organisationseemsasure shotforincreasingproductivity,but in realityfallswellshort of whatisexpected? C Thishasbeena problemforawhile now. FrederickTaylorwasoneofthe forefathersof scientificmanagement.Writinginthefirst halfofthe 20th century,hedesigneda number ofprinciplestoimprove theefficiencyoftheworkprocess,whichhave sincebecome widespread inmoderncompanies.Sotheapproachhasbeenaroundfor a while. D Newresearchsuggeststhatthisobsessionwithefficiency ismisguided.Theproblemisnot necessarilythemanagementtheories orstrategiesweusetoorganiseour work;it’s the basic assumptionswe holdinapproachinghowwe work.Hereit’sthe assumptionthatorderisa necessaryconditionforproductivity.Thisassumptionhas alsofosteredtheideathatdisorder mustbedetrimentaltoorganisationalproductivity.Theresultisthatbusinessesandpeople spend timeandmoney organisingthemselvesforthe sakeoforganising,ratherthanactually lookingattheendgoal andusefulnessofsuchaneffort. E What’smore, recentstudiesshowthatorder actuallyhasdiminishingreturns.Orderdoes increase productivitytoacertainextent, buteventually the usefulnessoftheprocess of organisation,and thebenefitit yields,reduce until the point where anyfurtherincreasein orderreducesproductivity.Someargue that inabusiness,ifthecost offormallystructuring something outweighsthe benefit ofdoingit,thenthatthingought not tobeformally structured.Instead,the resourcesinvolved can bebetterusedelsewhere. 47Test2 F Infact,researchshowsthat,wheninnovating,thebestapproachistocreateanenvironment devoidofstructureand hierarchyandenableeveryoneinvolved toengageasoneorganic group.Theseenvironmentscanlead tonewsolutionsthat,underconventionallystructured environments(filled with bottlenecksintermsofinformationflow,powerstructures,rules, androutines)would neverbereached. G Inrecenttimescompanieshave slowlystarted to embracethisdisorganisation.Manyof themembraceit intermsof perception(embracing the ideaofdisorder,as opposed to fearingit)and intermsofprocess(puttingmechanismsinplacetoreducestructure). Forexample,Oticon, a large Danishmanufacturerofhearingaids,used what itcalleda spaghetti’structureinordertoreduce the organisation’s rigid hierarchies.Thisinvolved scrappingformaljobtitlesandgivingstaffhugeamountsofownershipovertheirowntime andprojects . Thisapproachprovedtobe highlysuccessful initially,withclearimprovements inworker productivityinallfacetsofthebusiness. Insimilarfashion,theformerchairmanofGeneralElectricembraceddisorganisation, puttingforward theideaofthe ‘boundaryless’organisation.Again,itinvolvesbreaking downthe barriersbetweendifferent partsofacompanyandencouragingvirtual collaborationandflexible working.Googleanda numberofothertechcompanieshave embraced(at leastinpart)thesekindsofflexiblestructures,facilitated bytechnologyand strongcompany valueswhichgluepeopletogether. H A wordofwarning toothersthinkingofjumping onthisbandwagon: theevidencesofar suggestsdisorder,muchlikeorder,alsoseemstohavediminishingutility,andcanalsohave detrimentaleffectson performanceifoverused. Likeorder,disordershouldbeembraced onlysofar as itisuseful. Butweshould notfearit-norvenerate oneovertheother. Thisresearchalsoshowsthat weshould continuallyquestionwhetherornotourexisting assumptionswork. 48Reading Questions 35-37 Complete the sentences below. Choose ONEWORD ONLY from the passage foreach answer. Write your answers inboxes35-37 on your answer sheet. 35 Numeroustraining sessions areaimed atpeople who feel they are not enough. 36 Being organised appeals to people who regard themselves as 37 Many people feel with aspects of their work. Questions 38-40 Dothe following statements agree with the information given in Reading Passage 3? In boxes 38-40on your answer sheet, write TRUE if the statement agrees with the information FALSE if the statementcontradicts the information NOT GIVEN if there is no informationon this 38 Both businesses and peopleaim at order without really considering its value. 39 Innovation ismost successful if thepeople involved have distinct roles. 40 Googlewasinspired to adopt flexibility by the success ofGeneralElectric. 49Test2 WRITING WRITING TASK 1 You should spend about20 minutes on thistask. The chart below shows thevalue of one country’s exports in various categories during2015and2016. Thetable showsthepercentagechangein eachcategory of exports in2016 compared with2015. Summarisethe information by selecting and reporting the main features, and makecomparisons where relevant. Writeat least 150 words. ExportEarnings(2015-2016) |2015 2016 70- i m 60 to 50 c o 40 n 30 (i i 20 10 Petroleum Engineered Gemsand Agricultural Textiles products goods jewellery products ProductCategory Percentagechangeinvalues(2015-2016) 0 Petroleumproducts 3% ^ Engineeredgoods 8.5% ^ Gemsandjewellery 5.18% ^ Agriculturalproducts 0.81% ^ Textiles 15.24% 50Writing WRITING TASK 2 Youshouldspend about 40 minutes on thistask. Write about the following topic: Somepeoplesay thatthemain environmental problemofourtimeisthe loss ofparticularspeciesofplantsandanimals.Otherssaythattherearemore importantenvironmental problems. Discuss boththese views andgive yourownopinion. Give reasons for your answer and includeany relevant examples fromyour own knowledge or experience. Write at least 250 words. 51Test 2 SPEAKING PART The examiner asksthecandidateabouthim/herself,his/her home,workor studiesand other familiar topics. EXAMPLE Socialmedia (cid:127) Which socialmedia websites do you use? How much time do you spendon socialmedia sites? [Why/Why not?] (cid:127) Whatkindof informationabout yourselfhaveyouputon socialmedia?[Why Why not?] (cid:127) Is thereanything you don like about socialmedia? [Why?] PART 2 Describesomething youliked verymuch which You willhaveto talk you bought for your home. about thetopic for one to twominutes. You You should say have oneminuteto what you bought think about what you when and where you boughtit are going to say. You why youchose thisparticular thing can make some notes and explain why youliked it somuch. to help you if youwish. PART 3 Discussion topics: Creating a nice home Example questions: Why do somepeoplebuy lots ofthingsfor their home? Do you think it is very expensive tomake a home look nice? Why dont somepeoplecareabouthow their home looks? Different types of home Example questions: In what ways is living ina flat/apartmentbetter than living in a house? Do you think homes willlook different inthe future? Do you agreethat thekinds of homespeopleprefer change as they get older? 52Test 3 LISTENING SECTION 1 Questions 1-10 Complete the notes below. Write ONE WORDAND ORANUMBER foreach answer. Flanders Conference Hotel Example Customer ServicesManager: , Date available (cid:127) weekendbeginning February 4th Conferencefacilities the1 room for talks (projector and 2 available) area for coffee and an 3 free 4 throughout a standardbuffet lunchcosts 5 $ per head Accommodation Rooms willcost 6 $ including breakfast. Other facilities (cid:127) The hotelalso has a spa and rooftop 7 Theres a free shuttle service to the8.. Location Wilby Street (quite near the9 ) near to restaurants and many10 53Test 3 SECTION 2 Questions 11-20 Questions 11 and 12 Choose TWO letters, A-E . Which TWO activitiesthat volunteers do arementioned? A decorating B cleaning C delivering meals D shopping E childcare Questions 13 and 14 Choose TWOletters, A-E . Which TWO waysthat volunteerscan benefit from volunteeringarementioned? A learning how tobe part of a team B having a senseof purpose C realising how lucky they are D improvedability at timemanagement E boosting their employmentprospects 54Listening Questions 15-20 What has each of the following volunteers helped someone to do? Choose SIX answers from the box and write thecorrect letter, A-G, next to Questions 15-20. What volunteers have helped people todo A overcomephysicaldifficulties B rediscover skillsnot usedfor a long time C improve their communication skills D solveproblems independently E escape isolation F remember past times G start a new hobby Volunteers 15 Habib 16 Consuela 17 Minh 18 Tanya 19 Alexei 20 Juba 55Test3 SECTION 3 Questions 21-26 Completethenotesbelow. Write ONE WORD AND/ORANUMBER foreach answer. Background on school marching band It consists of around 21 students. It is dueto play ina 22 bandcompetition. It hasbeen invited to play in thetowns 23 They have listenedto a talk by a 24 Joe willdiscuss a 25 with theband. Joe hopes thebandwillattend a 26 next month. 56Listening Questions 27-30 What problem does Joemention in connection with each of the following band members? Choose FOURanswers fromthe box andwrite the correct letter, A-F, next to Questions27-30. Problems A makes a lot of mistakes in rehearsals B keeps making unhelpfulsuggestions C has difficulty with rhythm D missestoomany rehearsals E has a health problem F doesnt mix with other students Bandmembers 27 flautist 28 trumpeter 29 trombonist 30 percussionist 57Test3 SECTION 4 Questions 31-40 Complete the notesbelow. Write ONE WORDAND/OR ANUMBER for each answer. Concerts university arts festival Concert 1 Australian composer:Liza Lim studied piano and 31 before turning to composition performersandfestivalsaroundtheworldhavegiven heralotofcommissions compositions show a greatdealof32 andaredrawnfrom variousculturalsources her musicis very expressiveand also 33 festival will include her 34 called The Oresteia Lim described the sounds in The Oresteia as 35 Britishcomposers:Ralph VaughanWilliams,Frederick Delius Concert 2 Britishcomposers: Benjamin Britten, Judith Weir Australiancomposer: Ross Edwards festival will include The Towerof Remoteness, inspiredby nature TheTowerof Remotenessisperformedbypianoand36 compositions include music for children celebratesAustraliascultural37 Concert 3 Australiancomposer CarlVine playedcornetthenpiano studied38 before studying music workedin Sydney as a pianist andcomposer becamewellknown ascomposer of music for 39 festival will include his music for the1996 40 Britishcomposers:EdwardElgar,ThomasAdes 58Reading READING READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below. The concept of intelligence A Lookedatinone way everyoneknows what intelligenceis;lookedatinanotherway, noone does Inotherwords peopleallhave unconsciousnotions-knownas implicittheories ofintelligence but no oneknowsforcertain whatitactuallyis.Thischapteraddresseshow people conceptualizeintelligence whateveritmayactually be. But whyshould weevencarewhatpeoplethinkintelligenceis asopposedonlytovaluing whateveritactuallyis?There areatleastfour reasonspeople’sconceptions ofintelligence matter. B First implicit theoriesofintelligencedrivethe way in whichpeople perceiveand evaluate theirownintelligenceand thatofothers.To betterunderstand thejudgmentspeoplemake abouttheir ownandothers’abilities it isuseful tolearnaboutpeople’simplicit theories For example,parents’implicittheories oftheirchildren’slanguage developmentwill determineatwhatagestheywill be willing tomakevariouscorrectionsintheirchildren’s speech.Moregenerally parents’implicittheories ofintelligencewill determineat whatages theybelieve their childrenare readyto performvariouscognitivetasks Jobinterviewers will make hiring decisionsonthebasis oftheirimplicit theoriesofintelligence.People will decide whotobefriendswithonthe basis ofsuchtheories Insum knowledgeabout implicittheoriesofintelligenceisimportantbecausethisknowledgeissooften used by peopletomakejudgmentsinthecourseoftheireverydaylives C Second,theimplicittheories ofscientificinvestigatorsultimatelygiverise totheir explicit theories.Thusitisuseful tofind outwhat theseimplicittheoriesare Implicittheories provideaframeworkthatisusefulindefiningthegeneralscopeofaphenomenon- especiallya not-well understoodphenomenon.Theseimplicittheoriescansuggest what aspects ofthephenomenon have beenmoreorlessattendedtoinpreviousinvestigations. D Third,implicit theoriescanbe useful whenaninvestigatorsuspects thatexistingexplicit theoriesarewrongormisleading.Ifan investigationofimplicittheoriesrevealslittle correspondencebetweentheextantimplicitandexplicit theories theimplicittheoriesmay be wrong But the possibility alsoneedstobetakenintoaccountthat theexplicittheories are wrong and in need ofcorrectionorsupplementation.Forexample someimplicit theoriesofintelligencesuggesttheneedforexpansion ofsomeofour explicit theoriesof theconstruct. 59Test3 E Finally understanding implicit theoriesofintelligencecanhelpelucidatedevelopmentaland cross cultural differences Asmentionedearlier, peoplehaveexpectationsforintellectual performancesthat forchildrenofdifferentages Howtheseexpectationsdifferis in part afunctionofculture Forexample expectations forchildrenwhoparticipatein Western-style schoolingarealmostcertaintobedifferentfromthosefor childrenwhodo not participateinsuchschooling F havesuggested that therearethree majorimplicittheoriesofhowintelligencerelates to society as a whole(Sternberg 1997).ThesemightbecalledHamiltonian Jeffersonian and Jacksonian Theseviewsarenotbasedstrictly,but rather,loosely onthe philosophiesof AlexanderHamilton,ThomasJefferson andAndrewJackson threegreatstatesmeninthe historyoftheUnitedStates G The Hamiltonianview whichissimilar tothe Platonicview,isthatpeople are bomwith differentlevelsofintelligenceandthatthosewhoarelessintelligentneedthegoodoffices ofthemoreintelligent tokeeptheminline,whethertheyarecalledgovernment officialsor inPlatos term,philosopher-kings. HerrnsteinandMurray(1994)seemtohaveshared this beliefwhentheywroteabouttheemergenceofacognitive(high-IQ)elite,whicheventually would haveto takeresponsibility for thelargelyirresponsible massesofnon-elite (low IQ) people who cannot takecareofthemselves Left tothemselves,the unintelligent would create,as theyalwayshavecreated,akindofchaos H The Jeffersonianviewisthat peopleshouldhaveequalopportunities,but theydonot necessarilyavail themselvesequally oftheseopportunitiesandarenot necessarilyequally rewardedfortheiraccomplishments. Peopleare rewarded for whattheyaccomplish ifgiven equalopportunity Lowachieversarenot rewardedtothesameextentashighachievers. IntheJeffersonianview,thegoal ofeducationisnot tofavororfosteranelite asinthe Hamiltonian tradition, butrathertoallowchildrentheopportunitiestomakefulluseofthe skillstheyhave Myownviewsaresimilartothese(Sternberg,1997). I The Jacksonianviewisthatallpeopleareequal,not onlyashuman beingsbut interms oftheircompetencies thatonepersonwould serveaswellasanotheringovernmentor on ajuryorinalmostany positionofresponsibility.Inthisview ofdemocracy,peopleare essentiallyintersubstitutableexceptforspecializedskills allofwhichcan belearned In thisview,wedonotneedorwantanyinstitutionsthat mightlead to favoringonegroup overanother. J Implicittheoriesofintelligenceandoftherelationshipofintelligencetosocietyperhaps need tobeconsidered morecarefully thantheyhavebeenbecausetheyoftenserveas underlyingpresuppositionsforexplicittheoriesandevenexperimental designsthatarethen takenasscientificcontributions.Untilscholarsareabletodiscusstheirimplicittheories and thustheirassumptions they are likely to missthe pointofwhatothersaresaying when discussingtheirexplicit theoriesand their data. 60Reading Questions 1-3 ReadingPassage1 hasten sections, A-J. Which sectioncontains the following information? Writethecorrectletter, A-J, inboxes1-3 on your answer sheet. 1 information about how non-scientists assumptions about intelligence influence their behaviour towards others 2 a referenceto lack of clarity over the definition of intelligence 3 thepoint that a researchers implicit andexplicit theories may be very different Questions 4-6 Do the following statements agree with theclaims of the writer in ReadingPassage 1? In boxes 4-6 on your answer sheet, write YES if the statementagreeswith theclaims of the writer NO if the statementcontradicts theclaimsof the writer NOT GIVEN if it is impossible to say what the writer thinks about this 4 Slow language development in children is likely to prove disappointing to their parents. 5 Peoples expectations of what children should gain from education are universal. 6 Scholars may discuss theorieswithout fully understanding each other. 61Test3 Questions 7-13 Look atthe following statements (Questions7-13) and the list of theories below. Matcheachstatementwiththecorrecttheory, A, B, orC. Writethecorrect letter, A, B, or C, in boxes 7-13 on your answer sheet. NB You may use anylettermorethanonce. 7 It is desirable for the samepossibilitiestobe open to everyone. 8 No section of society should havepreferentialtreatmentat the expense of another. 9 People shouldonly gain benefits on the basisof what they actually achieve. 10 Variation in intelligencebegins at birth. 11 Themoreintelligentpeople shouldbeinpositionsofpower. 12 Everyonecan developthe sameabilities. 13 People of low intelligence are likely to lead uncontrolled lives. List ofTheories A Hamiltonian B Jeffersonian C Jacksonian 62Reading READING PASSAGE 2 You should spend about20 minutes on Questions 14-26, which are based on Reading Passage 2 below. Saving bugs to find new drugs Zoologist Ross Piper looks at the potential of insects in pharmaceutical research A More drugs than you might think are derivedfrom, or inspired by, compounds found in living things. Looking to nature for the soothing andcuring of our ailments is nothing new-we have been doing it for tens of thousands of years. You only have to look at other primates-such as the capuchin monkeys who rubthemselves with toxin-oozing millipedesto deter mosquitoes, or the chimpanzees who use noxious forest plantsto ridthemselves of intestinalparasites torealisethat our ancient ancestors too probably hada basic grasp of medicine. B Pharmaceuticalscienceandchemistry built on theseancientfoundationsand perfectedthe extraction, characterisation, modification and testing of these natural products. Then, for a while, modern pharmaceuticalsciencemoved its focus away from nature and intothe laboratory, designing chemicalcompounds from scratch. The main cause of this shift isthatalthough thereare plenty of promising chemical compounds in nature, finding them is far fromeasy. Securing sufficient numbers of the organism in question, isolating andcharacterising the compounds of interest, andproducing large quantities of thesecompounds areallsignificant hurdles. C Laboratory-based drug discovery has achieved varying levels of success, something which has now prompted the development of new approaches focusing once again on naturalproducts. With theability to mine genomes for useful compounds, it is now evident that we havebarely scratched the surface of natures molecular diversity.This realisation, together with several looming health crises, such as antibiotic resistance, hasput bioprospecting-the search for useful compounds in nature-firmly back on themap. D Insects are theundisputed masters of the terrestrialdomain, where they occupy every possible niche. Consequently, they havea bewildering array of interactions withother organisms, somethingwhich has driven theevolution of an enormous range of very interesting compounds for defensive andoffensive purposes.Their remarkable diversity exceeds that ofevery other group of animals on the planet combined. Yet eventhough insects are far and away themost diverseanimals in existence, their potentialas sources oftherapeutic compounds isyet tobe realised. 63Test 3 E Fromthetiny proportion of insects that havebeen investigated, severalpromising compounds have been identified. For example, alloferon, an antimicrobial compound producedby blow fly larvae, is usedas an antiviral and antitumor agent in South Korea andRussia. The larvae of a few other insect species are being investigatedfor thepotent antimicrobialcompoundsthey produce. Meanwhile, a compound from the venom of the wasp Polybia paulista has potential incancer treatment. F Why is itthat insectshave receivedrelatively little attention in bioprospecting? Firstly, thereare somany insectsthat, withoutsome manner oftargetedapproach, investigating this huge variety of speciesisa daunting task.Secondly, insectsare generally very small, andthe glands inside themthat secrete potentially useful compoundsare smaller still. Thiscan make it difficult to obtain sufficient quantities ofthecompoundfor subsequent testing.Thirdly, although weconsider insectsto be everywhere, thereality ofthis ubiquity is vast numbers of a few extremely common species. Many insect speciesare infrequently encountered and very difficult to rear in captivity, which, again, can leaveus with insufficient materialto work with. G My colleagues and I atAberystwythUniversity in theUK have developed an approach inwhich we use our knowledge of ecology as a guide totarget our efforts. Thecreatures that particularly interest usare themany insects that secrete powerfulpoisonforsubduingprey andkeeping itfreshforfutureconsumption. There areevenmore insectsthat are masters ofexploiting filthy habitats, such as faecesandcarcasses, wherethey are regularly challenged by thousands of micro organisms. These insectshave many antimicrobial compounds for dealing with pathogenicbacteriaandfungi, suggestingthatthereiscertainlypotentialto find many compounds that can serve as or inspire new antibiotics. H Although naturalhistory knowledgepoints usin the right direction, it doesnt solvetheproblemsassociatedwithobtainingusefulcompounds frominsects. Fortunately, it isnow possibleto snip out the stretches of the insects DNAthat carry the codes for the interesting compoundsand insert theminto celllinesthat allow larger quantities to be produced.Andalthough the road from isolating and characterisingcompoundswithdesirablequalitiestodevelopingacommercial product is very longandfullof pitfalls, the variety of successfulanimal-derived pharmaceuticals on themarket demonstrates there is a precedent here that is worthexploring. I With everybitofwilderness that disappears, we deprive ourselves of potential medicines.Asmuch asI’dloveto help develop a groundbreaking insect-derived medicine, my main motivationfor lookingat insects in this way isconservation. I sincerely believethatallspecies, howeversmallandseemingly insignificant, have a right to exist for their ownsake. Ifwecan shine a light on thedarker recesses of natures medicine cabinet, exploringtheusefulchemistry of themost diverse animals on theplanet, Ibelieve wecan makepeoplethink differently about the valueof nature. 64Reading Questions 14-20 ReadingPassage 2 has nineparagraphs, A-l. Which paragraphcontainsthe following information? Write thecorrectletter, A-l, in boxes 14-20 on your answer sheet. 14 mention offactors driving a renewed interest in naturalmedicinalcompounds 15 how recent technologicaladvances have made insect research easier 16 examples of animals which use medicinalsubstances from nature 17 reasons why it is challenging to use insects in drug research 18 referencetohow interest in drug research may benefit wildlife 19 a reason why nature-based medicines fellout of favour for a period 20 an exampleof an insect-derived medicine in useat themoment Questions 21 and 22 Choose TWO letters, A-E . Write thecorrectletters in boxes21 and 22 onyour answer sheet. Which TWOof the following make insects interesting for drug research? A the huge number of individual insects in the world B the variety of substances insects have developed toprotect themselves C thepotentialto extract andmake use of insects genetic codes D the similarities between different species of insect E themanageable size of most insects 65Test3 Questions 23-26 Completethe summary below. Choose ONEWORD ONLY from the passage for each answer. Write youranswers in boxes 23-26 on your answersheet. Research at Aberystwyth University Ross Piper andfellow zoologists atAberystwyth University are using their expertise in 23 when undertaking bioprospecting with insects. They are especiallyinterestedinthecompoundsthat insectsproducetooverpower and preserve their 24 . They are also interested in compounds which insects use to protect themselves from pathogenic bacteria andfungi found in their 25 . Piper hopes that these substances willbe useful in the development of drugs such as 26 66Reading READING PASSAGE 3 You should spend about20 minutes on Questions 27-40, which are based on Reading Passage3 below. The power of play Virtuallyeverychild the world over plays.Thedriveto playissointensethatchildren will do so inanycircumstances forinstancewhentheyhave noreal toys orwhenparentsdo notactively encouragethe behavior.Intheeyesofayoung child,running pretending andbuildingarefun. Researchers andeducatorsknowthatthese playfulactivitiesbenefitthedevelopmentofthe wholechildacrosssocial cognitive physical andemotional domains Indeed,playissuchan instrumentalcomponent tohealthy child developmentthatthe United NationsHighCommission on Human Rights (1989)recognizedplay asafundamental rightofeverychild Yet while expertscontinuetoexpoundapowerfulargumentfortheimportanceofplayin childrenslives theactual timechildrenspendplayingcontinuesto decrease.Today children play eighthourslesseachweekthantheircounterpartsdidtwodecadesago (Elkind2008).Under pressureofrisingacademicstandards playisbeingreplaced bytestpreparationinkindergartens andgradeschools,and parentswhoaimtogivetheirpreschoolersa legupareled tobelieve thatflashcardsandeducational Toys’arethe pathtosuccess.Oursocietyhascreatedafalse dichotomy betweenplayandlearning Throughplay childrenlearntoregulatetheirbehavior laythefoundationsforlaterlearning in scienceandmathematics figureoutthe complex negotiationsofsocial relationships builda repertoireofcreativeproblem-solvingskills andsomuchmore Thereisalsoanimportantrole foradultsinguidingchildrenthrough playfullearningopportunities. Fullconsensus onaformal definitionof play continues toeludethe researchersandtheoristswho studyit.Definitionsrangefromdiscretedescriptionsofvarious typesofplaysuchasphysical construction language orsymbolicplay(Miller&Almon2009),tolistsofbroadcriteria,based onobservations andattitudes thataremeant tocapture theessenceofallplay behaviors(eg. Rubinetal.1983). Amajority ofthecontemporarydefinitionsof playfocus severalkeycriteria.Thefounder of the NationalInstituteforPlay,StuartBrown hasdescribedplayas anythingthatspontaneously isdoneforitsownsake’.Morespecifically he saysit appearspurposeless producespleasure andjoy [and]leadsonetothenextstageofmastery’(asquoted inTippett2008).Similarly Miller andAlmon(2009)say thatplayincludes‘activities thatarefreelychosenanddirected by children andarisefromintrinsicmotivation’.Often playisdefinedalongacontinuumasmoreorless playful usingthefollowingset of behavioraland dispositional criteria(eg Rubinetal 1983): Playispleasurable:Childrenmustenjoytheactivity oritisnotplay.Itisintrinsically motivated: Childrenengageinplay simplyfor thesatisfactionthebehavioritselfbrings. Ithasnoextrinsicallymotivatedfunctionorgoal.Playis processoriented:Whenchildren 67Test 3 play,themeansaremoreimportant thantheends Itisfreelychosen spontaneousand voluntary.Ifachildispressured,theywill likelynotthinkoftheactivityasplay Playis activelyengaged:Playersmust be physicallyand/or mentallyinvolved in theactivity. Play is non literal It involves make-believe. Accordingtothisview,childrensplayful behaviorscanrange indegreefrom0% to 100% playful Rubinandcolleaguesdid notassigngreaterweighttoanyonedimensionin determining playfulness;however otherresearchershavesuggested thatprocessorientationandalack of obviousfunctional purposemay bethemostimportantaspectsofplay(eg. Pellegrini2009). Fromtheperspectiveofacontinuum playcan thusblendwithothermotivesandattitudesthat arelessplayful suchaswork Unlike play workistypicallynotviewedasenjoyableand it is extrinsicallymotivated(i.e.itisgoaloriented).ResearcherJoanGoodman(1994)suggestedthat hybridformsofwork and play arenotadetrimenttolearning;rather theycan provideoptimal contextsforlearning.Forexample,achild may beengagedinadifficult,goal directedactivity setupbytheirteacher,buttheymaystill beactivelyengagedandintrinsicallymotivated.Atthis mid-pointbetweenplayand work thechild’smotivation,coupled withguidancefromanadult can createrobust opportunitiesforplayful learning. Critically recent researchsupportstheideathatadultscanfacilitatechildren’slearning while maintaininga playfulapproachininteractionsknownas guided play’(Fisheret al.2011).The adult’srolein play variesas afunctionoftheireducational goals and the child’sdevelopmental level (Hirsch Pasek etal 2009). Guidedplaytakestwoforms.Atavery basiclevel,adultscanenrich thechild’senvironmentby providingobjectsorexperiencesthatpromoteaspectsofacurriculum In themoredirectform ofguided play parentsorotheradultscan supportchildren’splaybyjoininginthefunasa co-player, raisingthoughtful questions,commentingonchildren’s discoveries orencouraging furtherexplorationor newfacetstothechild’sactivity.Althoughplayful learningcan be somewhatstructured,itmustalsobechild-centered(Nicolopolouetal 2006).Playshouldstem fromthechild’sowndesire Bothfreeand guidedplayareessentialelementsinachild-centeredapproachtoplayful learning. Intrinsicallymotivatedfree play providesthechild with trueautonomy,whileguidedplayisan avenuethroughwhichparentsandeducatorscan providemoretargetedlearningexperiences. Ineithercase playshouldbeactivelyengaged,itshouldbepredominantlychild directed,and it must befun 68Reading Questions 27-31 Look at the following statements (Questions 27-31) and the list of researchers below. Match each statementwith thecorrect researcher, A-G. Writethecorrectletter, A-G, in boxes 27-31 on youranswer sheet. 27 Play can be divided into a number of separate categories. 28 Adults intended goals affect how they play with children. 29 Combining work withplay may be the best way for children to learn. 30 Certain elements of play are more significant than others. 31 Activities can beclassified ona scale of playfulness. Listof Researchers A Elkind B Miller &Aimon C Rubin etal. D Stuart Brown E Pellegrini F Joan Goodman G Hirsch-Pasek et al. 69Test 3 Questions 32-36 Dothe following statements agree with theclaims of thewriter inReading Passage 3? In boxes32-36 your answer sheet, write YES if the statementagrees with theclaims of the writer NO ifthe statementcontradicts theclaimsofthewriter NOT GIVEN if it is impossible to say whatthe writerthinks about this 32 Children need toysinordertoplay. 33 It is a mistaketotreat play and learning as separatetypes ofactivities. 34 Play helps children to develop their artistic talents. 35 Researchershave agreedon a definition of play. 36 Work and play differ in terms of whether or not theyhavea target. 70Reading Questions 37-40 Complete the summary below. Choose ONE WORD ONLY from the passage foreach answer. Write your answers in boxes 37-40 on your answer sheet. Guided play In the simplest form of guided play, an adultcontributestothe environment in which thechild isplaying.Alternatively, an adult can play with a child anddeveloptheplay, for instance by 37 the child to investigate different aspects of their game.Adults can helpchildren tolearn through play, and may maketheactivity rather structured,but it shouldstillbe based on the childs 38 to play. Play without theintervention of adults gives children real 39 ; with adults, play can be 40 at particular goals.However,allforms of play . shouldbean opportunity for children tohave fun 71Test 3 WRITING WRITING TASK 1 You should spend about20minutes on this task. The diagram below shows how electricity is generated inahydroelectric power station. Summarise theinformation by selectingand reportingthe main features, and makecomparisonswhererelevant. Write at least 150 words. Hydroelectric power station High-level reservoir Power station Generator Powerlines Nationalgrid Intake (Day open, Night: closed) (Day) Low-level reservoir t Reversible turbines Day:operate generator Night: pump water into high-levelreservoir 72Writing WRITING TASK 2 You shouldspendabout 40 minutes on thistask. Writeaboutthe following topic: Somepeople saythat music is agood way of bringing people of different cultures and ages together. To what extent do youagreeor disagree with this opinion? Give reasons foryour answer and includeany relevant examples fromyour own knowledge or experience. Writeat least250 words. 73Test3 SPEAKING PART 1 The examiner asksthecandidateabout him/herself, his her home, work or studies and other familiar topics EXAMPLE Neighbours (cid:127) How often do you seeyour neighbours? [Why/Why not?] (cid:127) Do you inviteyour neighbours to your home? [Why Why not?] Doyouthink youarea goodneighbour?[Why/Why not?] Has a neighbour ever helpedyou? [Why/Why not?] PART 2 Describe a very difficult task that you succeeded Youwill have to talk in doingas part of your work or studies. about the topic for one You should say: totwominutes. You have oneminute to what task youdid think about what you why this task was very difficult how you worked on this task are going to say.You can make some notes and explainhow you feltwhen you had to help you if you wish. successfullycompletedthistask. PART 3 Discussiontopics: Difficult jobs Example questions: Whatarethemostdifficultjobsthatpeopledo? Why do you think somepeoplechoose to do difficult jobs? Do you agree or disagree that alljobs aredifficult sometimes? Personal and careersuccess Examplequestions: How important isit for everyoneto have a goalin their personallife? Is italways necessary to work hardin order to achievecareer success? Do you think that successfulpeopleare alwayshappy people? 74Test 4 LISTENING SECTION 1 Questions 1-10 Questions 1-7 Complete the notes below. Write ONE WORD ANDORANUMBER for each answer. Enquiry about booking hotel room for event Example Andrew isthe Manager Rooms AdelphiRoom number of people who can sit down to eat: has a gallery suitable for musicians can go out andseethe 2 in pots on theterrace terrace has aview of a group of 3 Carlton Room number of people who can sit down to eat: 110 has a 4 view of the lake Options Master ofCeremonies: can give a 5 while people areeating willprovide 6 .if thereare any problems Accommodation: in hotel rooms or 7 75Test 4 Questions 8-10 What is saidabout using each of the following hotelfacilities? ChooseTHREE answers fromthe box andwrite thecorrect letter, A, B or C, nextto Questions -10. Availability A includedin cost of hiring room B availableat extra charge C not available Hotelfacilities 8 outdoor swimming pool 9 gym 10 tenniscourts 76Listening SECTION 2 Questions 11-20 Questions 11-16 What information doesthe speaker give about each of the following excursions? ChooseSIX answers from the box and write thecorrect letter, A-H, nextto Questions 11-16. Information A all downhill B suitable for beginners C only in good weather D food included E no charge F swimmingpossible G fully bookedtoday H transport not included Excursions dolphin watching 12 forest walk 13 cycletrip 14 localcraft tour 15 observatory trip 16 horseriding 77Test 4 Questions 17 and 18 Choose TWO letters, A-E . Which TWO things does the speaker say about theattractioncalled MusicalFavourites A You pay extra for drinks. B You must book it in advance. C You get a reduction if you buy two tickets. D You can meet theperformers. E You can takepart in the show. Questions 19 and 20 ChooseTWOletters, A-E. Which TWO things does the speaker say about the Castle Feast A Visitorscandanceafterthemeal. B There is a choice of food. C Visitors wear historicalcostume. D Knives and forksare not used. E Theentertainmentincludeshorseraces. 78Listening SECTION 3 Questions 21-30 Questions 21-25 Choose the correctletter, A, BorC. 21 What doesTrevor find interesting about the purpose of childrens literature? A the fact that authorsmay not realise what values theyre teaching B the fact that literaturecan be entertaining andeducationalatthe sametime C the fact that adults expectchildren to imitate characters in literature 22 Trevor saysthe module about the purpose of children’s literature made him A analyse some of the storiesthat his niece reads. B wonder how far popularity reflects goodquality. C decideto start writing some children’s stories. 23 Stephanie is interested in the Pictures module because A she intendsto become an illustrator. B she can remember beautiful illustrations from her childhood. C she believes illustrations are more important than words. 24 Trevor and Stephanieagreethat comics A are inferior tobooks. B havethe potentialfor being useful. C discouragechildren fromusing their imagination. 25 With regard to books aimedat only boys or only girls, Trevor was surprised A how long the distinction hadgoneunquestioned. B how few books were aimedat both girls and boys. C how many children enjoyedbooksintended for the opposite sex. 79Test 4 Questions 26-30 What comment is made about each ofthese stories? Choose FIVE answers fromthe box andwrite thecorrect letter, A-G, nextto Questions26-30. Comments A translatedintomany other languages B hardtoread C inspireda work in a different area of art D more popular than the authors otherworks E originaltitlerefersto another book F starteda new genre G unlikely topic Stories 26 Perraults fairy tales 27 The Swiss Family Robinson 28 The Nutcracker and The Mouse King 29 The Lord of the Rings 30 War Horse 80Listening SECTION 4 Questions 31-40 Complete the notes below. Write ONE WORD ONLY foreach answer. The for sunken settlements and ancient shipwrecks ATLIT-YAM was a village on coast of easternMediterranean (cid:127) thrived until about 7,000 BC stone homeshad a courtyard (cid:127) hada semicircle of large stonesrounda 31 (cid:127) cause of destruction unknown-now under the sea (cid:127) biggest settlement fromtheprehistoricperiodfoundon the seabed (cid:127) researchcarriedout into structures, 32 and human remains TRADITIONALAUTONOMOUS UNDERWATER VEHICLES (AUVs) (cid:127) used inthe oil industry, e.g. to make33 (cid:127) problems: they wereexpensive and 34 LATESTAUVs (cid:127) mucheasier to use, relatively cheap, sophisticated Tests (cid:127) Marzamemi, Sicily: found ancient Roman shipscarrying architectural elementsmade of 35 Underwater internet: 36 is used for shortdistancecommunication, acoustic waves for long distance plans for communication with researchersby satellite AUVcansenddatatoanotherAUVthathasbetter37... forexample Planned research in Gulf of Baratti: to find out more about wrecks of ancientRoman ships, including onecarrying 38 supplies; tabletsmay havebeen used for cleaning the 39 otherscarrying containers of olive oilor40 81Test 4 READING READING PASSAGE 1 You should spend about20 minutes on Questions 1-13, which are based onReading Passage1 below. The secret of staying Pheidoledentata a nativeantofthe south-eastern U.S.,isn timmortal. Butscientistshavefound thatitdoesn’tseemtoshowanysignsofaging.Old workerantscando everythingjustaswellas theyoungsters and theirbrainsappearjustassharp Wegetapicturethattheseantsreallydon’t decline,’saysYsabelGiraldo,whostudied theantsforherdoctoral thesisatBoston University Suchage defyingfeatsare rareinthe animalkingdom Naked moleratscanliveforalmost 30yearsandstay fornearlytheirentirelives Theycanstillreproduceevenwhenold,andthey nevergetcancer.But thevastmajority ofanimals deterioratewithagejustlike peopledo. Like thenaked molerat,antsaresocialcreaturesthat usuallylive inhighlyorganisedcolonies ‘It’s thissocial complexitythat makesP dentata usefulforstudyingaging inpeople’saysGiraldo, nowattheCalifornia InstituteofTechnology Humansarealsohighlysocial atraitthathasbeen connected tohealthieraging. By contrast,mostanimal studiesofaging usemice,worms orfruit flies whichall lead much more isolated lives. Inthe lab,P dentata workerants typicallyliveforaround 140days.Giraldo focused onants atfourageranges 20to22 days 45to47days 95to97daysand 120to 122 days.Unlikeall previousstudies whichonlyestimated howold theantswere,herwork tracked theantsfromthe timethe pupae becameadults sosheknew theirexactages.Thensheput themthrougha range oftests Giraldowatchedhowwelltheantstookcareoftheyoungofthecolony recordinghowofteneach antattended to carriedandfed them Shecompared howwell20-day-oldand95-day oldants followed thetelltalescentthattheinsectsusuallyleavetomarkatrail tofood.Shetested how antsresponded tolightandalsomeasured howactivetheywerebycounting howoftenantsina small dish walkedacrossaline.And sheexperimented withhowantsreacttolive prey:atethered fruitfly. Giraldoexpected theolderantstoperformpoorlyinallthesetasks. But theelderly insects wereallgood caretakersand trail-followers the95-day-old antscould track thescent evenlongerthantheiryoungercounterparts Theyallrespondedtolightwell,andtheolderants weremoreactive.And whenitcametoreacting toprey theolderantsattacked the poorfruitfly justasaggressivelyastheyoungonesdid,flaringtheirmandiblesorpullingat thefly’slegs. ThenGiraldocompared the brainsof20-day-oldand95-day-oldants identifyinganycellsthat wereclosetodeath Shesawno majordifferenceswithage,norwasthereanydifferencein the locationofthedyingcells,showing thatagedidn’t seemtoaffect specific brainfunctions.Ants andotherinsectshavestructuresintheirbrainscalledmushroombodies whichareimportantfor 82Reading processinginformation learningand memory.Shealsowanted toseeifagingaffectsthedensity ofsynapticcomplexeswithinthesestructures regionswhere neurons cometogether.Again the answerwas no.Whatwasmore theoldantsdidn texperience any dropinthelevelsofeither serotoninordopamine brainchemicalswhosedeclineoftencoincideswithaging In humans forexample adecreaseinserotonin hasbeenlinked toAlzheimer’sdisease. Thisisthefirsttimeanyone haslookedatboth behavioraland neural changesintheseantsso thoroughly’says Giraldo,whorecentlypublishedthefindingsinthe ProceedingsoftheRoyal Society B Scientistshavelookedat some similaraspectsin bees but the resultsofrecentbee studies weremixed some studiesshowedage-related declines, whichbiologistscallsenescence andothersdidn’t ‘Fornow the studyraisesmorequestionsthan itanswers’Giraldosays including how dentatastaysinsuchgoodshape.’ Also iftheantsdon’tdeterioratewithage whydotheydie atall?Outinthewild theants probablydon’tliveforafull 140daysthanksto predators diseaseand justbeinginan environmentthat’smuchharsherthanthe comfortsofthelab.‘Theluckyantsthatdoliveintoold agemay suffera steepdeclinejustbeforedying’Giraldosays,butshecan’tsayforsure because herstudywasn’t designed tofollowanant’sfinal moments ‘It will beimportanttoextend thesefindingstootherspeciesofsocial insects’saysGeneE Robinson,anentomologistat the Universityof Illinoisat Urbana-Champaign Thisant mightbe unique orit mightrepresenta broaderpatternamong othersocial bugswithpossible cluestothe scienceofaginginlargeranimals. Eitherway itseemsthatfortheseants agereally doesn’tmatter 83Test 4 Questions 1-8 Complete thenotes below. Choose ONE WORD ONLY fromthepassage for each answer. Write youranswer in boxes 1-8on youranswersheet. Ysabel Giraldo s research Focusedonatotalof differentagegroups of ants, analysing Behaviour: howwellantslookedaftertheir 2 their ability to locate3 using a scent trail theeffectthat4 hadon them how 5 they attackedprey Brains: comparison between ageandthe6 of dyingcellsin the brainsofants condition of synaptic complexes(areas in which 7 meet) in thebrains mushroombodies levelof two8 inthebrain associatedwith ageing 84Reading Questions 9-13 Dothe following statements agree with the information given in Reading Passage1? boxes 9-13 on your answersheet, write TRUE if the statement agrees with the information FALSE if the statementcontradicts the information NOT GIVEN if there is no informationon this 9 Pheidole dentata ants are the only known animals which remainactive for almost their wholelives. 10 YsabelGiraldo was the firstperson to study Pheidole dentata antsusing precise dataabout the insects ages. 11 Theants inGiraldos experiments behaved as shehadpredicted that they would. 12 Therecent studies of bees useddifferentmethods of measuring age- relateddecline. 13 Pheidole dentata antskept in laboratory conditionstendto live longer lives. 85Test 4 READING PASSAGE 2 You should spend about20 minutes on Questions 14-26, which are based on Reading Passage 2 below. Why zoos are good Scientist David Hone makes the case for zoos A In my view, it isperfectly possible for many speciesof animals living in zoos or wildlifeparkstohavea quality of lifeas high as, or higher than, inthe wild. Animalsingoodzoos getavariedandhigh-qualitydiet with allthe supplements required, and any illnesses they might have willbetreated. Their movement might be somewhat restricted, but they havea safeenvironment in whichto live, and they are sparedbullying andsocialostracism by others of their kind. They donot suffer fromthethreator stressof predators, or theirritationandpainofparasites or injuries. Theaveragecaptiveanimal willhave a greater lifeexpectancy compared with its wild counterpart, andwillnot die of drought, of starvation or in the jaws of apredator.Alot of very nasty thingshappen totruly wild animals thatsimply dont happen in good zoos, and to view a lifethat is free’as one that is automatically good’is, think, anerror. Furthermore, zoos serve severalkey purposes. B Firstly, zoos aidconservation. Colossal numbers of species are becoming extinct across the world, andmany more are increasingly threatened andtherefore risk extinction.Moreover, some of thesecollapses havebeen sudden, dramatic and unexpected, or were simply discovered very late in the day.A species protected incaptivity canbebreduptoprovidea reservoir populationagainstapopulation crash or extinction in the wild.Agood number of species only exist incaptivity, with many ofthese living in zoos. Still more only exist in the wild because they have been reintroducedfrom zoos, or have wild populations that have been boosted by captivebredanimals. Withouttheseeffortstherewouldbe fewerspeciesalive today.Although reintroduction successesare few and far between, thenumbers are increasing, andthe very fact that species havebeen saved or reintroducedas a result ofcaptivebreedingproves thevalue of such initiatives. C Zoosalsoprovideeducation. Many children andadults, especially those in cities, will never seea wildanimalbeyond a fox or pigeon. While it is truethat television documentaries are becoming evermoredetailedand impressive, and many naturalhistory specimens are on display in museums, there really is nothing to compare with seeing a livingcreaturein the flesh, hearingit, smelling it, watching what it doesand having the timeto absorb details.That alone willbring a greater understandingandperspectivetomany, andhopefully givethema greater appreciation for wildlife, conservation effortsand how they can contribute. 86Reading D In addition to this, there is also theeducation that can take place in zoosthrough signs, talks and presentations which directly communicate informationto visitors about the animals they are seeingandtheir placein the world. This was anarea where zoosused to be lacking, but they arenow increasingly sophisticated in their communication and outreach work.Many zoos also work directly to educate conservation workers in other countries, or sendtheir animalkeepers abroad to contributetheir knowledge and skillstothoseworking in zoos and reserves, thereby helping to improveconditions and reintroductions allover the world. E Zoos alsoplay akey role in research. If weare to save wild species and restore and repair ecosystems we needtoknow about how key species live, actand react. Being able to undertake research on animals in zoos where there is less risk and fewer variables means realchanges can beeffected on wild populations. Finding out about, for example, the oestruscycle of an animal or its breedingrate helps usmanage wild populations. Procedures such ascapturing andmoving at-risk or dangerous individuals are bolstered by knowledge gained in zoos about doses for anaesthetics, and by experience in handlingand transporting animals. Thiscan makea realdifferencetoconservation efforts and to the reduction of human-animal conflicts, and can providea knowledgebase for helping with the increasing threats of habitat destruction and other problems. F Inconclusion, considering themany ongoingglobalthreats tothe environment, it is hard for meto see zoos as anything other than essentialto the long-term survival of numerous species. They are vital not just in terms of protecting animals, but as a means of learning about them toaidthose still in the wild, as wellaseducating and informing the generalpopulation about these animals and their world so that they can assist or at least accept the needtobe moreenvironmentally conscious. Withoutthem the world would be, and would increasingly become, amuch poorer place. 87Test 4 Questions 14-17 Reading Passage 2 has six paragraphs, A-F. Which paragraph contains the following information? Writethecorrectletter, A-F, inboxes14-17on youranswersheet. 14 a reference to how quickly animalspeciescan dieout 15 reasons why it ispreferable to study animalsin captivity rather than in the wild 16 mention of two ways of learningabout animals other than visitingthemin zoos 17 reasons why animalsin zoosmay be healthier than thosein the wild Questions 18-22 Dothe following statements agree with the information given in ReadingPassage 2? In boxes 18-22 youranswersheet, write TRUE if the statement agrees with the information FALSE if the statementcontradicts the information NOTGIVEN ifthereis no informationonthis 18 Ananimalis likely to livelonger ina zoothan in the wild. 19 Thereare some speciesinzooswhichcan nolongerbe foundinthewild. 20 Improvements in the quality of TVwildlife documentarieshave resulted in increased numbers of zoo visitors. 21 Zooshavealways excelled at transmitting information about animalstothepublic. 22 Studyinganimals in zoos is less stressfulfor the animals than studying them in thewild. 88Reading Questions 23 and 24 Choose TWO letters, A-E. Write thecorrectletters boxes 23 and 24 on your answer sheet. WhichTWOofthe following are statedabout zoo staffinthetext? A Sometake part in television documentaries about animals. B Sometravel to overseas locations to join teams in zoos. C Some get experiencewith species in the wildbeforetaking up zoojobs. D Someteach people who are involved with conservation projects. E Some specialise in caring for species whichare under threat. Questions 25 and 26 Choose TWO letters, A-E. Write the correctletters in boxes 25 and 26 on youranswer sheet. WhichTWOofthesebeliefs about zoos doesthewritermention in thetext? A They can help childrenovercome their fears of wild animals. B They can increase public awareness of environmental issues. C They can provide employment for a range of professional people. D They cangenerate income to support wildlifeconservation projects. E They can raiseanimals which can later bereleasedinto the wild. 89Test4 READING PASSAGE 3 Youshouldspendabout20 minutes on Questions27 40, whicharebasedonReading Passage 3 below. ChelseaRochman anecologistattheUniversityofCalifornia Davis hasbeentryingtoanswer adismalquestion: Iseverythingterrible orarethingsjust very very bad? RochmanisamemberoftheNationalCenterforEcologicalAnalysisandSynthesiss marine-debris working group acollectionofscientistswhostudy amongotherthings the growingproblemofmarinedebris alsoknownasoceantrash.Plenty ofstudieshavesounded alarm bellsabout thestateofmarinedebris inarecentpaperpublishedinthejournalEcology Rochmanand hercolleaguessetouttodeterminehowmanyofthose perceivedrisksarereal. Often Rochmansays,scientistswillendapaperbyspeculatingaboutthebroaderimpactsof what they’vefound Forexample,astudy could showthatcertain seabirdseatplastic bags and goontowarnthat whole birdpopulationsareatrisk ofdyingout.‘But thetruthwasthat nobody had yet tested thoseperceived threats,’Rochmansays Therewasn’talotofinformation’ Rochmanand hercolleaguesexamined morethana hundredpapersontheimpacts ofmarine debristhat werepublished through2013.Withineach paper,theyasked what threatsscientists had studied 366perceived threatsinall-and what they’dactuallyfound In83percentofcases,theperceived dangersofoceantrashwereproventrue.Intheremaining cases theworkinggroupfound thestudieshadweaknessesindesign andcontentwhich affected thevalidity oftheirconclusions-theylackedacontrol group forexample orusedfaulty statistics Strikingly Rochmansays only onewell-designed studyfailedtofind theeffectitwaslooking for,aninvestigationofmusselsingestingmicroscopic plasticbits.The plasticmovedfromthe mussels’stomachstotheirbloodstreams,scientistsfound,and stayed thereforweeks-butdidn’t seemtostressouttheshellfish. Whilemusselsmay befineeatingtrash,though theanalysisalsogaveaclearerpictureofthe many waysthatoceandebrisisbothersome. Withinthestudiestheylookedat mostoftheproventhreatscamefromplasticdebris,ratherthan othermaterialslikemetalorwood Mostofthedangersalsoinvolved large piecesofdebris- animalsgettingentangledintrash forexample oreating itandseverely injuringthemselves Butalotofoceandebrisis‘microplastic’ or piecessmaller thanfivemillimeters.Thesemay beingredientsused incosmeticsand toiletries fibersshed bysynthetic clothing in the wash or erodedremnantsoflargerdebris.Compared tothenumberofstudiesinvestigatinglarge-scale debris Rochman’sgroupfoundlittle researchontheeffectsofthesetiny bits ‘Therearea lot of openquestionsstillformicroplastic’Rochman says,thoughshenotes that morepapersonthe subjecthavebeenpublishedsince2013,thecutoffpointforthegroup’sanalysis. 90Reading There arealso sheadds alot ofopenquestionsaboutthe waysthatoceandebriscanlead to sea-creaturedeath.Manystudieshavelookedat howplasticaffectsanindividualanimal orthat animalstissuesorcells ratherthan whole populations.And inthelab scientistsoften usehigher concentrationsof plasticthan what’sreallyinthe ocean.Noneofthattellsushowmany birdsor fishorseaturtles could diefrom plastic pollution-orhowdeathsinonespeciescould affect that animal’spredators ortherestoftheecosystem We need tobeaskingmoreecologicallyrelevantquestions’Rochman says.Usually scientists don’tknowexactlyhowdisasterssuchasatankeraccidentallyspillingitswholecargoofoiland pollutinghugeareasoftheocean willaffecttheenvironment untilafterthey’ve happened.‘We don’tasktherightquestions earlyenough,’she says Butifecologistscanunderstandhowthe slow movingeffectofoceantrashisdamagingecosystems they mightbeableto preventthings fromgettingworse. Asking therightquestionscan help policy makers,and the public,figureout wheretofocus their attention.The problems thatlook orsound mostdramaticmaynot bethe bestplacestostart. For example,thenameofthe ‘Great PacificGarbagePatch’-acollectionofmarinedebrisinthe northernPacificOcean-mightconjureupa vast floatingtrashisland Inrealitythough,much ofthe debrisistinyorbelowthesurface;a personcouldsail throughthearea withoutseeing anytrash atall A Dutchgroupcalled‘TheOceanCleanup’iscurrentlyworkingon plansto put mechanical devicesinthe PacificGarbage Patchand similarareastosuck up plastic.Buta recent paperused simulationstoshow thatstrategically positioningthecleanupdevicescloser toshore would moreeffectively reduce pollutionover thelongterm ‘Ithink clearingupsomeofthesemisperceptionsisreallyimportant’Rochman says. Amongscientistsaswellasinthemedia,shesays ‘A lotoftheimagesabout strandingsand entanglementandall ofthatcausethe perceptionthatplasticdebrisiskillingeverythingin theocean.’Interrogating theexistingscientificliteraturecan help ecologistsfigureoutwhich problems reallyneedaddressing and whichonesthey’d be betteroff-likethemussels- absorbingand ignoring 91Test 4 Questions 27-33 Dothefollowing statements agreewiththeinformationgiveninReadingPassage3? Inboxes27-33 on youranswer sheet, write TRUE ifthe statementagreeswith the information FALSE if the statementcontradicts the information NOTGIVEN if there is no informationon this 27 Rochman and her colleagues werethe first people to research theproblemof marine debris. 28 Thecreaturesmostindangerfromocean trasharecertainseabirds. 29 The studies Rochman hasreviewed havealready proved that populations of some birds will soon becomeextinct. 30 Rochmananalysed papers on the different kinds ofdanger causedby oceantrash. 31 Mostof theresearch analysedby Rochman and her colleagues was badly designed. 32 One study examinedby Rochman was expecting to findthat mussels wereharmed by eating plastic. 33 Somemusselschooseto eatplasticinpreferencetotheir naturaldiet. 92Reading Questions 34-39 Complete the notes below. Choose ONE WORD ONLY from the passage foreach answer. Write your answers in boxes 34-39 on your answer sheet. Findings related to marine debris Studies ofmarine debris found the biggestthreats were (cid:127) plastic (not metal or wood) bits of debristhat were34.. (harmfulto animals) There waslittle research into 35 ..e.g. from synthetic fibres. Drawbacks ofthe studiesexamined mostof them focusedon individualanimals, not entire 36 the 37 of plastic usedin thelab did not always reflect those inthe ocean therewasinsufficient information on - numbers of animals whichcouldbe affected theimpactofa reduction in numbersonthe38 ofthat species the impacton the ecosystem Rochman saysmore information is neededonthepossible impact of future 39 (e.g. involvingoil). Question 40 Choose thecorrect letter, A, B, C or D. Write thecorrectletter in box 40 on youranswersheet. 40 What wouldbethe best title for thispassage? A Assessing thethreat of marine debris B Marine debris: who istoblame? C Anew solution to theproblem of marine debris D Marine debris: theneed for internationalaction 93Test 4 WRITING WRITING TASK 1 You should spend about 20minutes on this task. The plans below show apublic park when it first opened in 1920 andthe same park today. Summarisethe informationby selectingand reportingthe main features, and make comparisons where relevant Writeat least 150 words. GRANGE PARK (1920) ARNOLDAVENUE ELDONSTREET GRANGEPARK today) ARNOLDAVENUE Rose Entrance garden Cafe Childrens Seats play area Amphitheatre Rose forconcerts garden Seats Entrance Waterfeature ELDONSTREET Entrance underground carpark 94Writing WRITING TASK 2 Youshould spendabout 40 minutes on this task. Write about the following topic: Nowadays many peoplechoose to be self-employed, ratherthanto work for a company or organisation. Why mightthis be thecase? What could be the disadvantages of being self-employed? Give reasons for your answer and includeany relevant examples from your own knowledge or experience. Writeat least 250 words. 95Test4 SPEAKING PART 1 Theexaminer asksthecandidateabout him/herself, his/her home, work or studies and other familiar topics. EXAMPLE Your neighbourhood (cid:127) Do you likethe neighbourhood you livein? [Why Why not?] (cid:127) Whatdoyoudoinyour neighbourhood inyour freetime?[Why Why not?] (cid:127) What new thingswouldyou liketo have in your neighbourhood? Why/Why not?] (cid:127) Wouldyou liketoliveinanother neighbourhoodinyour townor city?[Why Why not?] PART 2 Describea website youhaveboughtsomething from. You will havetotalk Youshouldsay: about the topic for one to twominutes. You what the website is what you bought fromthis website have oneminuteto how satisfied you werewith what you bought think about what you are going to say. You and explain what youliked and disliked aboutusing can make somenotes this website. to helpyouifyouwish. PART 3 Discussion topics: Shoppingonline Example questions: What kinds of things do peoplein your country often buy fromonline shops? Why has online shopping become sopopular in many countries? Whatare some possibledisadvantagesof buying things fromonline shops? Online retailbusinesses Examplequestions: Do you agree that thepricesof allgoods should be lower on internet shopping sitesthan in shops? Will large shoppingmallscontinuetobepopular, despitethe growth ofinternet shopping? Do youthink thatsomebusinesses(e.g. banksandtravelagents)willonly operate online in the future? 96Audioscripts TEST 1 SECTION 1 OFFICER: Goodmorning. WhatcanIdoforyou? LOUISE: I wanttoreport theft.Ihadsomethingsstolenoutofmybagyesterday. OFFICER: Imsorrytohearthat. Right,soIllneedtotakeafewdetails.Can startwithyour name? LOUISE LouiseTavlor. Example OFFICER: OK,thankyou.AndareyouresidentintheUK? LOUISE: No,I’mactuallyCanadian thoughmymotherwasBritish Q1 OFFICER: Andyourdateofbirth? LOUISE: December14th,1977. OFFICER: Soyou’rejustvisitingthiscountry? LOUISE: That’sright. Icomeovermostsummersonbusiness.I’maninteriordesignerand Icomeovertobuyoldfurniture , antiquesyouknow Therearesomereallylovely Q thingsaroundhere,butyouneedtogetouttothesmalltowns.I’vehad really goodtripthisyear untilthishappened. OFFICER: OK. Soyou’vebeenherequite while? LOUISE Yes, ’mherefortwomonths. gobacknextweek OFFICER: SomayIaskwhereyou’restayingnow? LOUISE: WellatpresentI’vegotaplaceatParkApartments , that’sonKingStreet. was Q3 stayingattheRiversideApartmentsonthesamestreet,buttheapartmentthere wasonlyavailableforsixweeksso hadtofindanotherone OFFICER: OK.Andtheapartmentnumber? LOUISE: Fifteen LOUISE: Right OFFICER: Now,Ineedtotakesomedetailsofthetheft.Soyousaidyouhadsomethings stolenoutofyourbag? LOUISE: That’sright. OFFICER: Andwereyouactuallycarryingthebagwhenthethefttookplace? LOUISE: Yes. Ireallycan’tunderstandit. hadmybackpackon.And wentinto supermarkettobuy fewthingsandwhen openeditupmywalletwasn’t there OFFICER: Andwhatdidyourwallethaveinit? LOUISE: Well,fortunatelyIdon’tkeepmycreditcardsinthatwallet-Ikeepthemwith mypassportinaninsidecompartmentinmybackpack. Buttherewasquite bitofcashthere... about£250sterling,Ishouldthink Iwithdrew£300frommy Q4 accountyesterday, butIdid bitofshopping, soImusthavealreadyspentabout 50ofthat. OFFICER OK. LOUISE: AtfirstIthought, oh musthaveleftthewalletbackintheapartment,butthen Irealisedmyphonehadgone well.Itwasonlyaweekold,andthat’swhen Q5 IrealisedI’dbeenrobbed.Anywayatleasttheydidn’ttakethekeystomy rentalcar. 97Audioscripts OFFICER: Yes Soyousaythetheftoccurredyesterday? LOUISE: Yes. OFFICER SothatwasSeptemberthetenth.Anddoyouhaveanyideaatallofwhereor Q6 whenthethingsmightpossiblyhavebeenstolen? LOUISE: WellatfirstIcouldntbelieveitbecausethebaghadbeenonmybackeversinceI lefttheapartmentafterlunch.It’sjust smallbackpack,but generallyuseitwhen ’mtravellingbecauseitseemssaferthanahandbag.Anyway,Imetupwitha friend,andwespent coupleofhoursinthemuseum.But dorememberthatas Q wewereleavingthere,atabout4 ’clock,agroupofyoungboysranuptous,and theywerereallycrowdingroundus,andtheywereaskinguswhattimeitwas,then Q8 allofasuddentheyranoff. OFFICER Canyourememberanythingaboutthem? LOUISE: TheonewhodidmostofthetalkingwaswearingaT-shirtwithapictureof something... let’ssee... tiger. OFFICER: Right Anyideaofhowoldhemighthavebeen? LOUISE Aroundtwelveyearsold? OFFICER: Andcanyourememberanythingelseabouthisappearance? LOUISE: Notmuch.Hewasquitethin... OFFICER Colourofhair? LOUISE Idorememberthat hewasblond.Alltheothersweredark-haired Q9 OFFICER: Andanydetailsoftheothers? LOUISE: Notreally.Theycameandwentsoquickly. OFFICER: Right SowhatI’mgoingtodonowisgiveyouacrimereferencenumbersoyou cancontactyourinsurancecompany. Sothisistendigits:8795482361. Q10 LOUISE: Thankyou.SoshouldI... SECTION 2 Goodmorningeveryone.Myname’sJanetParkerandI’mthehumanresourcesmanager We’reveryhappytowelcomeyoutoyournewapprenticeship.Ihopethatthenextsixmonths willbeapositiveandenjoyableexperienceforyou. ’dliketostartwithsomegeneraladviceaboutbeinganapprentice.Mostofyouhavevery littleornoexperienceofworkingforabigorganisationandthefirstweekorsomaybequite challenging.Therewillbe lotofnewinformationtotakeinbutdon’tworrytoomuchabouttrying toremembereverything Theimportantthingistocheckwithsomeoneif ’renotsurewhatto Q11 do-you’llfindyoursupervisorisveryapproachableandwon’tmindexplainingthingsorhelping youout.You’reheretolearnsomakethemostofthatopportunity.You’ bespendingtimein differentdepartmentsduringyourfirstweeksomakeanefforttotalktoasmanypeopleas Q12 possibleabouttheirwork you’ makesomenewfriendsandfindoutlotsofusefulinformation. Aswellashavingasupervisor,you’lleachbeassigned mentor.Thispersonwillbesomeone who’srecentlycompletedanapprenticeshipandyou’llmeetwiththemonaweeklybasis.Their roleistoprovidehelpandsupportthroughoutyourapprenticeship Ofcourse,thisdoesn’t meanthey’llactuallydoanyofyourworkforyou insteadthey’llbeaskingyouaboutwhat Q goalsyou’veachievedsofar,aswellashelpingyoutoidentifyanyareasforimprovement.You canalsodiscussvourmorelong-termambitionswiththemaswell. Q14 Now justwanttorunthroughafewcompanypoliciesforourapprenticeshipschemewith you... Mostimportantly,theinternet.Aspartofyourjobyou’llbedoingsomeresearchonline soobviouslyyou’llhaveunlimitedaccessforthatbutpleasedon’tuseitforpersonaluse- Q15 you’llhaveyourownphonesforthat 98Test 1 Someofyouhavealready askedmeaboutflexibleworking.Afteryourprobationarythree monthperiod-someofyouwillbeeligibleforthis-butitwilldependonwhichdepartment Q16 youreinandwhatvourpersonalcircumstancesare. Sopleasedontassumeyou’ll automaticallybepermittedtodothis. wanttomakesurethere’snoconfusionaboutourholidaypolicy.Apartfromany statutorypublicholidaysweaskthatvoudon’tbookanyholidaysuntilaftervoursix-month Q17 apprenticeshiphasfinished.Timeoffshouldonlybetakenifyouareunwell.Pleasespeakto yoursupervisorifthisisgoingtobeaproblem. You’llbeexpectedtowork 40-hourweekbuttheremaybeopportunitiestodoovertime duringbusyperiods Althoughyou’renotrequiredtodothis,itcanbe valuableexperience Q18 soweadvisevoutotakeitupifpossible.Obviously, weunderstandthatpeopledohave commitmentsoutsidework,sodon’tworryiftherearetimeswhenyouareunavailable Asyouknow wedon’thave formaldresscodehere-youmaywearcasualclothesaslong asthey’repractical-andtheonlyrestrictionforshoeswehaveisonhighheelsforhealth andsafetyreasons.Comfortableshoesliketrainersarepreferable. Q19 There’s heavilysubsidisedcanteenonsitewhereyoucangethotmealsorsaladscheaply. Snacksanddrinksarealsoprovided sowe’vedecidedtointroduceanopackedlunch Q20 policy.Thisispartlytoencouragehealthyeatingatworkandpartlytostoppeoplefromeating attheirworkstation,whichisunhygienic OKmovingonto... SECTION 3 TUTOR: OK,sowhat ’dlikeyoutodonowistotalktoyourpartneraboutyour presentationsonurbanplanning.Youshouldhavedonemost thereading now,soI’dlikeyoutoshareyourideas andtalkaboutthestructureofyour presentationandwhatyouneedtodonext. CARLA: OKRob.I’mgladwechosequiteaspecifictopic-citiesbuiltnexttothesea.It madeitmucheasiertofindrelevantinformation ROB: Yeah.Andcitiesaregrowingsoquickly- mean,weknowthatmorethanhalf theworld’spopulationlivesincitiesnow. CARLA: Yeah thoughthat’sallcities,notjustonesonthecoast Butmostofthebiggest Q21 citiesareactuallybuiltbvthesea. ’dnotrealisedthatbefore. ROB: Norme.Andwhat’smore, lotofthemarebuiltatplaceswhereriverscomeout intothesea. Butapparentlythiscanbeaproblem. CARLA: Why? ROB Well,asthecityexpands,agricultureandindustrytendtospreadfurtherinland alongtherivers, andsoagriculturemovesevenfurtherinlanduptheriver. That’snotnecessarilyaproblem,exceptitmeansmoreandmorepollutantsare Q22 dischargedintotherivers. CARLA: Sothesearebroughtdownstreamtothecities? ROB: Right.Hmm DidyoureadthatarticleaboutMiami, ontheeastcoastofthe USA? CARLA: No. ROB Well,apparentlybackinthe1950stheybuiltchannelstodrainawaythewaterin caseofflooding. CARLA: Soundssensible. ROB: Yeah,theyspentquitealotofmoneyonthem.Butwhattheydidn’ttakeintoaccount Q23 wasglobalwarming.Sotheybuiltthedrainagechannelstooclosetosealevel,and 99Audioscripts nowsealevelsarerising,theyremoreorlessuseless.Ifthere’salotofrain,the watercan’trunaway,there’snowhereforittogo.Thewholedesignwasfaulty. CARLA: Sowhataretheauthoritiesdoingaboutitnow? ROB: Idon’tknow. Ididreadthatthey’reaimingtostopdisposingofwastewaterinto theoceanoverthenexttenyears. CARLA: Butthatwon’thelpwithfloodpreventionnow,willit? ROB: No.Reallythey justneedtofindthemoneyforsomethingtoreplacethedrainage Q24 channels , inordertoprotectagainstfloodingnow. Butinthelongtermtheyneed toconsiderthewholeecosystem. CARLA: Right Really,though, coastalcitiescan’tdealwiththeirproblemsontheirown canthey?Imean,they’vegottostartactingtogetherataninternationallevel insteadofjustdoingtheirownthing. ROB: Absolutely.Thethingis,everyoneknowswhattheproblemsareand environmentalistshaveaprettygoodideaofwhatweshouldbedoingabout them,sotheyshouldbeabletoworktogethertosomeextent.Butit’sgoingto Q25 be longtimebeforecountriescometoadecisiononwhatprinciplesthey’re preparedtoabideby. CARLA: Yes,iftheyeverdo CARLA: SoIthinkwe’veprobablygotenoughforourpresentation.It’sonlyfifteenminutes. ROB: OK. SoIsupposewe’llbeginwithsomegeneralhistoricalbackgroundaboutwhy coastalcitieswereestablished.Butwedon’twanttospendtooIonaonthat the Q26 , otherstudentswillalreadyknowabitaboutit.It’ alltodowithcommunications andsoon CARLA: Yes. Weshouldmentionsomegeographicalfactors,thingslikewetlandsand riverestuariesandcoastalerosionandsoon Wecouldhavesomemapsof differentcitieswiththesefeaturesmarked. ROB On handoutyoumean?Orsomeslideseveryonecansee? Q CARLA: Yeah, that’dbebetter. ROB It’dbegoodtogointopastmistakesin bitmoredetail.Didyoureadthatcase studyoftheproblemstherewereinNewOrleanswithflooding fewyearsago? CARLA: Yes.Wecouldusethatasthebasisforthatpartofthetalk.Idon’tthinktheother Q28 studentswillhavereadit butthey’llrememberhearingaboutthefloodingatthetime ROB: OK Sothat’sprobablyenoughbackground. CARLA: Sothenwe’llgoontotalkaboutwhataction’sbeingtakentodealwiththe problemsofcoastalcities. ROB: OK. Whatelsedoweneedtotalkabout?Maybesomethingonfuturerisks, lookingmoreatthelongterm,ifpopulationscontinuetogrow. CARLA: Yeah.We’ needtodo bitofworkthere, haven’tgotmuchinformation,haveyou? ROB: No. We’llneedtolookatsomewebsites. Shouldn’ taketoolong. Q29 CARLA OK.AndIthinkweshouldendbytalkingaboutinternationalimplications.Maybe wecouldaskpeopleintheaudience. We’vegotpeoplefromquitealotof Q30 differentplaces. ROB: That’dbeinteresting,ifwehavetime, yes. Sonowshallwe... SECTION 4 Producingenoughenergytomeetourneedshasbecome seriousproblem.Demandisrising rapidly,becauseoftheworld’sincreasingpopulationandexpandingindustry.Burningfossil Q31 fuels,likegas,coalandoil,seriouslydamagestheenvironmentandthey’lleventuallyrunout. Foranumberofyearsnow,scientistshavebeenworkingouthowwecanderiveenergyfrom 100Test 1 renewablesources,suchasthesunandwind,withoutcausingpollution TodayIlloutlinemarine renewableenergy-alsocalledoceanenergy whichharnessesthemovementoftheoceans. Marinerenewableenergycanbedividedintothreemaincategories:waveenergy, tidal energyandoceanthermalenergyconversion, andIllsayafewwordsabouteachone. First,waveenergy.Numerousdeviceshavebeeninventedtoharvestwaveenergy,withnames suchasWaveDragon,thePenguinandMightyWhale,andresearchisgoingontotryand comeupwith reallyefficientmethod.Thisformofenergyhasplentyofpotential,asthesource isconstant andthere’snodangerofwavescomingtoastandstill.Electricitycanbegenerated Q32 , usingonshoresystems using reservoir,oroffshoresystems.Buttheproblemwithocean wavesisthatthey’reerratic withthewindmakingthemtravelineverydirection.Thisaddsto Q33 thedifficultyofcreatingefficienttechnology:ideallyallthewaveswouldtravelsmoothlyand regularlyalongthesamestraightline.Anotherdrawbackisthatsandandothersedimentonthe oceanfloormightbestoppedfromflowingnormally,whichcanleadtoenvironmentalproblems. Q34 Thesecondcategoryofmarineenergythat ’llmentionistidalenergy. Onemajoradvantage ofusingthetide, ratherthanwaves, as sourceofenergyisthatit’spredictable:weknow Q35 theexacttimesofhighandlowtidesfor yearstocome. Fortidalenergytobeeffective,thedifferencebetweenhighandlowtidesneedstobeatleast fivemetres,andthisoccursnaturallyinonlyaboutfortyplacesonEarth. Buttherightconditions canbecreatedbyconstructing tidallagoon,anareaofseawaterseparatedfromthesea. OnecurrentplanistocreateatidallagoononthecoastofWales Thiswillbeanareaofwater within bayatSwansea,shelteredby U-shapedbreakwater,ordam builtoutfromthe Q36 coast.Thebreakwaterwillcontainsixteenhydroturbines, andasthetiderises,waterrushes throughthebreakwater,activatingtheturbines,whichturnageneratortoproduceelectricity. Then forthreehoursasthetidegoesout, thewaterisheldbackwithinthebreakwater, increasingthedifferenceinwaterlevel,untilit’sseveralmetreshigherwithinthelagoonthanin theopensea.Then inordertoreleasethestoredwater,gatesinthebreakwaterareopened. Q37 Itpourspowerfullyoutofthelagoon drivingtheturbinesinthebreakwaterintheopposite directionandagaingeneratingthousandsofmegawattsofelectricity.Astherearetwohigh tidesaday,thislagoonschemewouldgenerateelectricityfourtimesaday,everyday fora totalofaround14hoursinevery24 andenoughelectricityforover150,000homes. Thissystemhasquite lotinitsfavour:unlikesolarandwindenergyitdoesn’tdepend ontheweather theturbinesareoperatedwithouttheneedforfuel , soitdoesn’tcreate Q38 anygreenhousegasemissions; andverylittlemaintenanceisneeded It’sestimated thatelectricitygeneratedinthiswaywillberelativelycheap andthatmanufacturingthe Q39 componentswouldcreatemorethan2000 jobs bigboosttothelocaleconomy. Ontheotherhand,therearefearsthatlagoonsmightharmbothfishandbirds, forexample bydisturbingmigrationpatterns andcausing build-upofsilt, affectinglocalecosystems. Q40 Thereareotherformsoftidalenergy butI’llgoontothethirdcategoryofmarineenergy: oceanthermalenergyconversion Thisdependsontherebeing bigdifferencein temperaturebetweensurfacewaterandthewateracoupleofkilometresbelowthesurface, andthisoccursintropicalcoastalareas.Theideaistobringcoldwateruptothesurface usingasubmergedpipe.Theconceptdatesbackto1881,when... 101Audioscripts TEST 2 SECTION 1 CARL: Hi,comeandtake seat JULIE: Thankyou. CARL: MynamesCarlRogersandI’moneofthedoctorshereattheTotalHealthClinic. SoIunderstandthisisyourfirstvisittotheclinic? JULIE Yes,itis. CARL: OK,wellIhopeyou’llbeveryhappywiththeserviceyoureceivehere.Soif it’salrightwithyou ’lltake fewdetailstohelpmegiveyouthebestpossible service JULIE: Sure. CARL: SocanIcheckfirstofallthatwehavethecorrectpersonaldetailsforyou?So yourfullnameisJulieAnneGarcia? Example JULIE: That’scorrect. CARL: Perfect.Andcan haveacontactphonenumber? Q1 JULIE It’s2194429785. CARL OK andthencanIjustcheckthatwehavethecorrectdateofbirth? JULIE: Octobertenth.1992. Q2 CARL: Oh,Iactuallyhave1991 I’lljustcorrectthatnow.Right,sothat’sallgood. Now justneedjust fewmorepersonaldetails... doyouhaveanoccupation,either full-timeorpart-time? JULIE: Yes,Iworkfull-timeinEsterhazy’s-youknow, therestaurantchain. started asawaitressthere fewyearsagoandI’mamanagernow. Q CARL Oh knowthem, yeah,they’redownon114thStreet,aren’tthey? JULIE That’sright. CARL: Yeah,I’vebeenthereafewtimes. justlovetheirsalads JULIE That’sgoodtohear. CARL: Right,soonemorethingIneedtoknowbeforewetalkaboutwhyyou’rehere, Julie,andthat’sthenameofyourinsurancecompany. JULIE: It’sCawleyLifeInsurance, that’sC-A W-L E-Y. Q4 CARL: Excellent,thankyousomuch. CARL: NowJulie,let’slookathowwecanhelpyou.Sotellme littleaboutwhat broughtyouheretoday. JULIE: Well,I’vebeengettingapaininmyknee , theleftone.Notveryseriousatfirst, Q butit’sgottenworse,so thought oughttoseesomeoneaboutit. CARL: That’scertainlytherightdecision.Sohowlonghaveyoubeenawareofthis pain?Isitjustafewdays, orisitlongerthanthat? JULIE: Longer.It’sbeenworseforthelastcoupleofdays,butit’sthreeweekssinceI Q6 firstnoticedit.Itcameonquitegraduallythough, soIkindofignoreditatfirst. CARL Andhaveyoutakenanymedicationyourself,ortreateditinanyway? JULIE: Yeah I’vebeentakingmedicationtodealwiththepain,Tylenol, andthatworks OKfor fewhours. ButIdon’tliketokeeptakingit. CARL: OK Andwhataboutheattreatment?Haveyoutriedapplyingheatatall? JULIE No,butIhavebeenusingiceonitforthelastfewdays CARL: Anddoesthatseemtohelpthepainatall? JULIE: Alittle,yes CARL: Good.Nowyoulookasifyou’requitefitnormally? 102Test2 JULIE: am,yes CARL: Sodoyoudoanysporton regularbasis? JULIE: Yes, Iplayalotoftennis. belongtoaclubso gothere lot. mquite Q7 competitivesoIenjoythatsideofitaswellastheexercise.ButIhaven’tgone sincethisstarted. CARL: Sure.Anddoyoudoanyothertypesofexercise? JULIE: Yeah,Isometimesdoalittleswimming,butusuallyjustwhenI’mon vacation.ButnormallyIgorunningafewtimesaweek, maybethreeor Q8 fourtimes. CARL: Hmm.Soyourlegsaregettingquiteapounding. Butyouhaven’thadany problemsuptonow? JULIE: No, notwithmylegs. IdidhaveanaccidentlastyearwhenIslippedandhurtmy shoulder butthat’sbetternow. Q9 , CARL: Excellent.Anddoyouhaveanyallergies? JULIE: No, nonethatI’mawareof. CARL: Anddoyoutakeanymedicationonaregularbasis? JULIE: Well,Itakevitaminsbutthat’sall.I’mgenerallyveryhealthy. Q10 CARL: OK,welllet’shaveacloserlookandseewhatmightbecausingthisproblem. Ifyoucanjustgetup... SECTION 2 We’llbearrivingatBranleyCastleinaboutfiveminutes, butbeforewegetthereI’llgiveyou alittleinformationaboutthecastleandwhatourvisitwillinclude. Soinfactthere’sbeenacastleonthissiteforoverelevenhundredyears.Thefirstbuilding wasafortconstructedin914ADfordefenceagainstDanishinvadersbyKingAlfredthe Great’sdaughter,whoruledEnglandatthetime.Inthefollowingcentury, aftertheNormans conqueredEngland,thelandwasgiventoanoblemancalledRicharddeVere,andhebuilt acastletherethatstayedinthedeVerefamilyforoverfourhundredyears. However,whenQueenElizabethI announcedthatshewasgoingtovisitthecastlein1576 itwasbeginningtolook abitrundown, anditwasdecidedthatratherthanrepairtheguest rooms, they’dmakeanewhouseforheroutofwoodnexttothemainhall.Shestayedthere Q11 forfournightsandapparentlyitwasveryluxurious,butunfortunatelyitwasdestroyedafew yearslaterbyfire. IntheseventeenthcenturythecastlebelongedtothewealthyFenysfamily,whoenlarged itandmadeitmorecomfortable.However,by1982theFenysfamilycouldnolongerafford tomaintainthecastle,eventhoughtheyreceivedgovernmentsupport,andtheyputiton themarket.Itwaseventuallytakenoverbyacompanywhoownedanumberofamusement Q12 parks, butwhenwegetthereIthinkyou’llseethatthey’vemanagedtoretaintheoriginal atmosphereofthecastle. Whenyougoinside,you’llfindthatinthestateroomstherearelife-likemovingwaxmodels Q13 dressedincostumesofdifferentperiodsinthepast whichevencarryonconversations , together.Aswellasthat,ineveryroomtherearebookletsgivinginformationaboutwhatthe roomwasusedforandthehistoryoftheobjectsandfurnitureitcontains. Thecastlepark’squiteextensive.Atonetimesheepwerekeptthere,andinthenineteenth centurytheownershadalittlezoowithanimalslikerabbitsandevenababyelephant. Nowadaystheoldzoobuildingsareusedforpublicdisplaysofpaintingsandsculpture. The Q14 parkalsohassomebeautifultrees,thoughtheoldestofall, whichdatedback800years, was sadlyblowndownin1987. 103Audioscripts Now, you’refreetowanderaroundonyourownuntil4.30, butthenattheendofourvisitwe’ll allmeettogetheratthebottomoftheGreatStaircase.We’llthengoontothelonggallery, wherethere’sawonderfulcollectionofphotographsshowingthefamilywhoownedthecastle ahundredyearsagohavingteaandcakesintheconservatory-andwe’llthentakeyouto thesameplace , whereafternoonteawillbeservedtoyou. Q15 Nowifyoucantakealookatyourplansyou’llseeBranleyCastlehasfourtowers,joined togetherbyahighwall,withtheriverontwosides. Don’tmissseeingtheGreatHall.That’sneartheriverinthemaintower, thebiggestone, whichwasextendedandredesignedintheeighteenthcentury. Ifyouwanttogetagoodviewofthewholecastle,youcanwalkaroundthewalls.The Q16 startingpoint’squitenearthemainentrance-walk straightdownthepathuntilyougettothe southgate , andit’siustthere.Don’tgoontothenorthgate-there’snowayupfromthere. There’llshortlybeashowinwhichyoucanseearchersdisplayingtheirskillwithabowand arrow.Thequickestwaytogetthereistotakethefirstleftafterthemainentranceandfollow Q17 thepathoastthebridge, thenyou’llseeitinfrontofyouattheend. Ifyoulikeanimalsthere’salsoadisplayofhuntingbirds-falconsandeaglesandsoon.If yougofromthemainentranceinthedirectionofthesouthgate, butturnrightbeforeyouget Q18 thereinsteadofgoingthroughit. you’llseeitonvourrightpastthefirsttower. At3pmthere’sashortperformanceoftraditionaldancingontheoutdoorstage.That’sright Q19 attheothersideofthecastlefromtheentrance , andoverthebridge.It’sabouttenminutes’ walkorso. Andfinallytheshop.It’sactuallyinsideoneofthetowers , butthewavinisfromtheoutside. Q20 Justtakethefirstleftafterthemainentrance , godownthepathandtakethefirstright.It’sgot somelovelygiftsandsouvenirs. Right,sowe’rejustarriving... SECTION 3 TUTOR: So,RosieandMartin,let’slookatwhatyou’vegotforyourpresentationon woollymammoths. ROSE: OK,we’vegotashortoutlinehere. TUTOR: Thanks.Soit’saboutaresearchprojectinNorthAmerica? MARTIN: Yes.Butwethoughtweneededsomethinggeneralaboutwoollymammothsin ourintroduction,toestablishthattheywererelatedtoourmodernelephant,and theylivedthousandsofyearsagointhelasticeage. ROSE: Maybewecouldshowa videoclipofacartoonaboutmammoths.Butthat’dbea bitchildish.Orwecouldhaveadiagram,itcouldbeatimelinetoshowwhenthey Q21 lived withillustrations? , MARTIN: Orwecouldjustshowadrawingofthemwalkingintheice?No,let’sgowith yourlastsuggestion. TUTOR: Good.Thenyou’redescribingthediscoveryofthemammothtoothonStPaul’s IslandinAlaska,andwhyitwassignificant. 104Test2 ROSIE: Yes.ThetoothwasfoundbyamancalledRussellGraham.Hepickeditupfrom underarockinacave. Heknewitwasspecial-forastartitwasinreallygood condition,asifithadbeenjustextractedfromtheanimal’sjawbone.Anyway, theyfounditwas6,500yearsold. TUTOR: Sowhywasthatsignificant? ROSIE: WellthemammothbonespreviouslyfoundontheNorthAmericanmainlandwere Q22 muchlessrecentthanthat. Sothiswasreallyamazing. MARTIN: Thenwe’remakingananimateddiagramtoshowthegeographyofthearea inprehistorictimes. Sooriginally, StPaul’sIslandwasn’tanisland, itwas connectedtothemainland, andmammothsandotheranimalslikebearswere abletoroamaroundthewholearea. ROSIE: Thentheclimatewarmedupandthesealevelbegantorise, andtheislandgot cutofffromthemainland. Sothosemammothsontheislandcouldn’tescape; Q23 theyhadtostayontheisland. MARTIN: Andinfactthespeciessurvivedthereforthousandsofyearsafterthey’dbecome extinctonthemainland. TUTOR: Sowhydoyouthinktheydiedoutonthemainland? ROSIE: Noone’ssure. MARTIN: Anyway, nextwe’llexplainhowGrahamandhisteamidentifiedthedatewhen themammothsbecameextinctontheisland.Theyconcludedthattheextinction Q24 happened5.600yearsago, whichis veryprecisetimeforaprehistoric extinction.It’sbasedonsamplestheytookfrommudatthebottomofalake ontheisland.Theyanalysedittofindoutwhathadfalleninovertime-bitsof plants, volcanicashandevenDNAfromthemammothsthemselves.It’sstandard procedure,butittooknearlytwoyearstodo. TUTOR: Sowhydon’tyouquicklygothroughthemainsectionsofyourpresentationand discusswhataction’sneededforeachpart? MARTIN: OK.Sofortheintroduction, we’reusingavisual,sooncewe’vepreparedthat we’redone. ROSIE: I’mnotsure.Ithinkweneedtowritedownalltheideaswewanttoincludehere , Q25 notjustrelyonmemory.Howwebeginthepresentationissoimportant... MARTIN: You’reright. ROSIE: Thediscoveryofthemammothtoothisprobablythemostdramaticpart, but wedon’thavethatmuchinformation, onlywhatwegotfromtheonlinearticle. I thoughtmaybewecouldgetintouchwiththeresearcherwholedtheteamand Q26 askhimtotellusabitmore. MARTIN: Greatidea. Whataboutthesectionwiththeinitialquestionsaskedbythe researchers?We’vegotalotonthatbutweneedtomakeitinteresting. ROSIE: Wecouldasktheaudiencetosuggestsomequestionsaboutitandthenseehow Q27 manyofthemwecananswer.Idon’tthinkitwouldtaketoolong. TUTOR: Yesthatwouldaddabitofvariety. MARTIN: Thenthesectiononfurtherresearchcarriedoutontheisland-analysingthe mudinthelake.Iwonderifwe’veactuallygottoomuchinformationhere, should wecutsome? ROSIE: Idon’tthinkso,butit’sallabitmuddledatpresent. MARTIN: Yes,mavbeitwouldbebetterifitfollowedachronologicalpattern. Q28 ROSIE: Ithink so.Thefindingsandpossibleexplanationssectionisjustaboutready,but weneedtopractiseitsowe’resureitwon’toverrun. Q29 MARTIN: IthinkitshouldbeOK, butyes,let’smakesure. 105Audioscripts TUTOR: Inthelastsection, relevancetothepresentday,you’vegotsomegoodideasbut thisiswhereyouneedtomoveawayfromtheideasofothersandgivevourown Q30 viewpoint. MARTIN: OK,we’llthinkaboutthat.Nowshallwe... SECTION 4 Inthisseriesoflecturesaboutthehistoryofweatherforecasting,I’llstartbyexaminingits earlyhistory-that’llbethesubjectoftoday’stalk. OK,sowe’llstartbygoingbackthousandsofyears.Mostancientcultureshadweathergods andweathercatastrophes,suchasfloods, playedanimportantroleinmanycreationmyths. Generally,weatherwasattributedtothewhimsofthegods, asthewiderangeofweather godsinvariousculturesshows.Forinstance,there’stheEgyptiansungodRa,andThor, theNorsegodofthunderandlightning.Manyancientcivilisationsdevelopedritessuchas dancesinordertomaketheweathergodslookkindlyonthem. Q31 Buttheweatherwasofdailyimportance:observingtheskiesanddrawingthecorrect conclusionsfromtheseobservationswasreallyimportant,infacttheirsurvivaldependedon Q32 it.Itisn’tknownwhenpeoplefirststartedtoobservetheskies,butataround650BC,the Babyloniansproducedthefirstshort-rangeweatherforecasts,basedontheirobservations ofcloudsandotherphenomena.TheChinesealsorecognisedweatherpatterns, andby Q33 300BC, astronomershaddevelopedacalendarwhichdividedtheyearinto24festivals, Q34 eachassociatedwithadifferentweatherphenomenon. TheancientGreekswerethefirsttodevelopamorescientificapproachtoexplainingthe weather.TheworkofthephilosopherandscientistAristotle, inthefourthcenturyBC,is especiallynoteworthy,ashisideasheldswayfornearly2,000years.In340BC,hewrotea bookinwhichheattemptedtoaccountfortheformationofrain,clouds, windandstorms.He alsodescribedcelestialphenomenasuchashaloes-thatis, brightcirclesoflightaround thesun, themoonandbrightstars-andcomets.Manyofhisobservationsweresurprisingly Q35 accurate.Forexample,hebelievedthatheatcouldcausewatertoevaporate.Buthealso jumpedtoquiteafewwrongconclusions,suchasthatwindsarebreathedoutby theEarth. ErrorslikethiswererectifiedfromtheRenaissanceonwards. Fornearly2,000years,Aristotle’sworkwasacceptedasthechiefauthorityonweather theory.Alongsidethis,though,intheMiddleAgesweatherobservationswerepassedonin theformofproverbs, suchas‘Redskyatnight,shepherd’sdelight;redskyinthemorning, Q36 shepherd’swarning’.Manyofthesearebasedonverygoodobservationsandareaccurate ascontemporarymeteorologistshavediscovered. Forcenturies,anyattempttoforecasttheweathercouldonlybebasedonpersonal observations,butinthefifteenthcenturyscientistsbegantoseetheneedforinstruments. Q37 Untilthen,theonlyonesavailablewereweathervanes-todeterminethewinddirection- andearlyversionsofraingauges.Oneofthefirst, inventedinthefifteenthcentury,wasa hygrometer,whichmeasuredhumidity.Thiswasoneofmanyinventionsthatcontributedto thedevelopmentofweatherforecasting. In1592,theItalianscientistandinventorGalileodevelopedtheworld’sfirstthermometer. His Q38 studentTorricellilaterinventedthebarometer,whichallowedpeopletomeasureatmospheric pressure.In1648, theFrenchphilosopherPascalprovedthatpressuredecreaseswith altitude.ThisdiscoverywasverifiedbyEnglishastronomerHalleyin1686;andHalleywas alsothefirstpersontomaptradewinds. 106Test2 Thisincreasingabilitytomeasurefactorsrelatedtoweatherhelpedscientiststounderstand theatmosphereanditsprocessesbetter, andtheystartedcollectingweatherobservation datasystematically.Intheeighteenthcentury, thescientistandpoliticianBenjaminFranklin carriedoutwork onelectricityandlightninginparticular,buthewasalsoveryinterestedin weatherandstudieditthroughoutmostofhislife. ItwasFranklinwhodiscoveredthatstorms Q39 generallytravelfromwesttoeast. Inadditiontonewmeteorologicalinstruments,otherdevelopmentscontributedtoour understandingoftheatmosphere.Peopleindifferentlocationsbegantokeeprecords,andin themid-nineteenthcentury,theinventionofthetelegraphmadeitpossiblefortheserecords Q40 tobecollated.Thisled, bytheendofthenineteenthcentury, tothefirstweatherservices. Itwasnotuntiltheearlytwentiethcenturythatmathematicsandphysicsbecamepartof meteorology, andwe’llcontinuefromthatpointnextweek. 107Audioscripts TEST 3 SECTION 1 ANGELA! Hello, Flandersconferencehotel. MAN! Oh,hi.Iwantedtoaskaboutconferencefacilitiesatthehotel.HaveIcome throughtotherightperson? ANGELA! Youhave.I’mthecustomerservicesmanager. Myname’sAngela. SohowcanI Example helpyou? MAN! Well,I’mcallingfromBarrettandStansons,we’reamedicalcompanybasedin Perth. ANGELA! Ohyes. MAN! Andwe’reorganisingaconferenceforourclientstobeheldinSydney.It’llbe heldovertwodaysandwe’reexpectingaboutfiftyorsixtypeople. ANGELA! Whenwereyouthinkingofhavingit? MAN! Sometimeearlynextyear,liketheendofJanuary?It’dhavetobeaweekend. ANGELA! Letmesee... ourconferencefacilitiesarealreadybookedfortheweekend beginningJanuary28th. WecoulddothefirstweekendinFebruary? MAN! HowaboutJanuary21st? ANGELA! I’mafraidthat’sbookedtoo. MAN! Well,let’sgofortheFebruarydatethen. ANGELA! Sothat’stheweekendbeginningthe4th. MAN! OK.Nowcanyoutellmeabitaboutwhatconferencefacilitiesyouhave? ANGELA! Sure. SofortalksandpresentationswehavetheTeslaroom. MAN! Sorry? ANGELA! Tesla-that’sspelledT-E-S-L-A.Itholdsuptoahundredpeople, andit’sfully Q1 equippedwithaprojectorandsoon. MAN! Howaboutamicrophone? Q2 ANGELA! Yes,that’llbeallsetupreadyforyou, andthere’llbeonethatmembersofthe audiencecanusetoo,forquestions,ifnecessary. MAN! Fine.Andwe’llalsoneedsomesortofopenareawherepeoplecansitandhave acupofcoffee,andwe’dliketohaveanexhibitionofourproductsandservices Q3 thereaswell,sothat’llneedtobequiteabigspace. ANGELA! That’sfine, there’sacentralatriumwithallthosefacilities,andyoucancome beforetheconferencestartsifyouwanttoseteverythingup. MAN! Great.AndIpresumethere’swifi? Q4 ANGELA! Ohyes,that’sfreeandavailablethroughoutthehotel. MAN! OK. ANGELA! Wouldyoualsolikeustoprovideabuffetlunch?Wecandoatwo-coursemeal withanumberofdifferentoptions. MAN! Whatsortofpricearewelookingatforthat? ANGELA! Well,Icansendyouacopyofthestandardmenu.That’s$45perperson.Oryou Q5 canhavethespecialfor$25more. MAN! IthinkthestandardshouldbeOK,butyes, sendmethemenu. MAN! Nowwe’realsogoingtoneedaccommodationontheSaturdaynightforsome oftheparticipants...I’mnotsurehowmany, butprobablyabout25.Sowhatdo youchargeforaroom? ANGELA! Well,forconferenceattendeeswehavea25%reduction,sowecanofferyou roomsat$135.Normallyastandardroom’s$180. Q6 108Test 3 MAN: Anddoesthatincludebreakfast? ANGELA! Sure.Andofcourse, guestscanalsomakeuseofalltheotherfacilitiesatthe hotel.Sowe’vegotaspawhereyoucangetmassagesandfacialsandsoon, andthere’sapoolupontherooffortheuseofguests. Q7 MAN: Great. Nowwhatabouttransportlinks?Thehotel’sdowntown, isn’tit? ANGELA: Yes,it’sabout12kilometresfromtheairport, butthere’sacomplimentary Q8 shuttlebusforguests.Andit’sonlyabouttenminutes’walkfromthecentral railwaystation. MAN: OK.Now,Idon’tknowSydneyverywell,canyoujustgivemeanideaofthe locationofthehotel? ANGELA: Well,it’sdowntownonWilbyStreet, that’squiteasmallstreet,andit’snotvery farfromthesea.Andofcourseiftheconferenceattendeeswanttogoouton Q9 theSaturdayeveningthere’sahugechoiceofplacestoeat.Theniftheywant tomakeanightofit,theycangoontooneoftheclubsinthearea-therearea Q10 greatmanytochoosefrom. MAN: OK.Soifwegoaheadwiththis, canyougivemesomeinformationabout howmuch... SECTION 2 Goodmorning. Myname’sLucyCrittenden,andI’mtheDirectorofOperationsforan organisationthatarrangesvolunteeringinthispartofthecountry. I’mhopingIcanpersuade oneortwoofyoutobecomevolunteersyourselves. Letmestartbybrieflyexplainingwhat wemeanbyvolunteering. Volunteersareteenagersandadultswhochoosetospendsometime, unpaid,helpingother peopleinsomeway.Mostvolunteersdevotetwoorthreehourstothisevery week,whilea fewdomuchmore.Thepeopletheyhelpmayhavephysicalorbehaviouraldifficulties,for example. Volunteerscandoallsortsofthings,dependingontheirownabilitiesandinterests.Ifthey’re supportingafamilythat’sstruggling,forexample, theymaybeabletogivethemtipson cooking,orrecommendhowtoplantheirbudgetorhowtoshopsensiblyontheirincome. Theymightevendosomepaintingorwallpapering, perhapsalongsideanymembersofthe Q77 familywhoareabletodoit. Orevendosomebabysittingsothatparentscangooutfor Q72 awhile. Thebenefitfromvolunteeringisn’tonlyforthepeoplebeinghelped.Volunteersalsogain fromit: they’reusingtheirskillstocopewithsomebody’smentalorphysicalillhealth,and volunteeringmavbeavaluableelementoftheirCVwhenthey’reapplyingfor jobs:employers Q13 usuallylook favourablyonsomeonewho’sgivenuptimetohelpothers.Significantly,most volunteersfeelthatwhatthey’redoinggivesthemapurposeintheirlives.Andinmyopinion, Q14 they’reluckyinthatrespect, asmanypeopledon’thavethatfeeling. NowI’dliketotellyouwhatsomeofourvolunteershavesaidaboutwhattheydo, togiveyou anideaoftherangeofwaysinwhichtheycanhelppeople. Habibsupportsanelderlyladywho’sbeginningtoshowsignsofdementia. Onceaweek they, alongwithotherelderlypeople,gotothelocalcommunitycentre, whereagroupof peoplecomeinandsing.Thesongstakethelistenersbacktotheiryouth, andforalittle Q15 whiletheycanforgetthedifficultiesthattheyfacenow. 109Audioscripts OurvolunteerConsuelaisanamazingwoman. Shehasdifficulty walkingherself, butshe doesn’tletthatstopher. Shehelpsacoupleofpeoplewithsimilardifficulties, whohadalmost stoppedwalkingaltogether.Bvusingherselfasanexample.Consuelaencouragesthemto Q16 walkmoreandmore. Minhvisitsayoungmanwholivesaloneandcan’tleavehishomeonhisown, sohehardly eversawanyone.Buttogethertheygoouttothecinema , ortoseefriendstheyoungman Q17 hadn’tbeenabletovisitforalongtime. Tanyavisitsanelderlywomanonceaweek.WhenthewomanfoundoutthatTanyaisa professionaldressmaker, shegotinterested.Tanyashowedhersomesofttoysshe’dmade, andthewomandecidedtotryitherself.Andnowshereallyenjoysit,andspendshours Q18 makingtoys.They’renotperhapsuptoTanya’sstandardyet,butshegainsalotofpleasure fromdoingit. Alexeiisavolunteerwithafamilythatfacesanumberofdifficulties.Bycalmlytalkingover possiblesolutionswithfamilymembers,he’shelpingthemtorealisethattheyaren’thelpless, andthattheycandosomethingthemselvestoimprovetheirsituation.Thishasbeengreatfor Q19 theirself-esteem. AndthelastvolunteerI’llmention,thoughthereareplentymore, isJuba.Shevolunteers withateenagegirlwithlearningdifficulties,whowasn’tverygoodattalkingtootherpeople. Juba’sworkedverypatientlywithher,andnowthegirlisfarbetteratexpressingherself, and Q20 atunderstandingotherpeople. OK,Ihopethat’sgivenyouanideaofwhatvolunteeringisallabout.NowI’dlike... SECTION 3 LIZZIE: SohowareyougettingonwithyourteachingpracticeattheHighSchool,Joe? JOE: WellI’vebeenputinchargeoftheschoolmarchingband, andit’squitea responsibility.I’dliketotalkitoverwithyou. LIZZIE: Goahead.You’dbetterstartbygivingmeabitofbackground. JOE: OK.Wellthebandhasstudentsinitfromallyears,sothey’reaged11to18, andthereareabout50ofthemaltogether.It’squiteapopularactivitywithinthe Q21 school.I’veneverworkedwithabandofmorethan20before,andthisisvery different. LIZZIE: Icanimagine. JOE: Theyaren’treallygoodenoughtoenternationalbandcompetitions, butthey’rein aregionalonelaterintheterm.Eveniftheydon’twin, andIdon’texpectthemto, Q22 hopefullyit’llbeanincentiveforthemtotryandimprove. LIZZIE: Yes,hopefully. JOE: Well,nowthetowncouncil’sorganisingacarnivalinthesummer, andtheband Q23 hasbeenaskedtoperform.Ifyouaskme,theyaren’treallyuptoityet,andI needtogetthemfunctioningbetterasaband,andinaveryshorttime. LIZZIE: Haveyoubeendoinganythingwiththem?Apartfrompractisingthemusic, Imean. JOE: IplayedarecordingIcameacross,ofadrummertalkingabouthowplayingina Q24 bandhadchangedhislife.Ithinkitwasanafter-dinnerspeech.Ithoughtitwas prettyinspiring,becausebeinginthebandhadstoppedhimfromgettinginvolved incrime.Thestudentsseemedtofinditinteresting,too. 110Test3 LIZZIE: That’sgood. JOE: I’mplanningtoshowthemthatoldfi]mfromthe1940s ‘StrikeUptheBand’,and Q25 talkaboutitwiththestudents. Whatdoyouthink? LIZZIE: Goodidea.Asit’saboutaschoolband, itmightmakethestudentsrealisehow muchtheycanachieveifthey worktogether. JOE: That’swhatI’vegotinmind.I’mhopingIcantakesomeofthebandtoaparade Q26 that’sgoingtotakeplacenextmonth.Acoupleofmarchingbandswillbe performing,andtheatmosphereshouldbequiteexciting. ItdependsonwhetherI canpersuadetheschooltohireacoachortwototakeusthere. LIZZIE: Mmm. Theysoundlikegoodideastome. JOE: Thanks. JOE: CanItellyouaboutafewpeopleinthebandwhoI’mfindingitquitedifficultto copewith?I’msureyou’llhavesomeideasaboutwhatIcando. LIZZIE: Goahead. JOE: There’saflautistwhosaysshelovesplayingintheband. Werehearsetwicea 'weekafterschool,butshe’shardlyeverthere.Thenshelooksformethenext Q27 dayandgivesmeaveryplausiblereason-shesaysshehadtohelphermother, orshe’sbeenill,buttobehonest,Idon’tbelieveher. LIZZIE: Ohdear!Anymorestudentswithdifficulties? JOE: Plenty!There’satrumpeterwhothinksshe’sthebestmusicianintheband, thoughshecertainlyisn’t. She’salwayssavingwhatshethinksotherpeople Q28 shoulddo.whichmakesmyjobprettydifficult. LIZZIE: Shesoundsabitofanightmare! JOE: Youcansaythatagain. Oneofthetrombonistshasgotanimpressivesense ofrhythm,andcouldbeanexcellentmusician-exceptthathehasbreathing Q29 difficulties andhedoesn’treallyhaveenoughbreathforthetrombone.He’dbe , muchbetteroffplayingpercussion, forinstance,butherefusestogiveup. Sohe endsuponlyplayinghalfthenotes. LIZZIE: Isupposeyouhavetoadmirehisdetermination. JOE: Maybe.Oneofthepercussionistsisn’ttoobad,butheneverseemstointeract Q30 withotherpeople andhealwaysrushesoffassoonastherehearsalends.I , don’tknowiftherearefamilyreasons,orwhat.Butitisn’tgoodinaband,where peoplereallyneedtofeelthey’repartofagroup. LIZZIE: Hmm. JOE: Thereareotherstoo, butatleastthatgivesyouanideaofwhatI’mupagainst. DoyouhaveanythoughtsaboutwhatIcando,Lizzie? SECTION 4 Asyouallknow, theuniversityisplanninganartsfestivalforlaterthisyear, andhereinthe musicdepartmentwe’veplannedthreeconcerts.Thesewillbepublicperformances,and theprogrammehasjustbeenfinalised.ThethemeofthefestivalislinksbetweentheUK andAustralia, andthisisreflectedinthemusic:eachconcertwillfeaturebothBritishand Australiancomposers.I’lltellyoubrieflyabouttheAustralianmusic,asyouprobablywon’tbe familiarwiththat. IllAudioscripts ThefirstconcertwillincludemusicbyLiza Lim,whowasborninPerth, WesternAustralia,in 1966.Asachild, Limoriginallylearnedtoplaythepiano-likesomanychildren-andalso theviolin , butwhenshewas11herteachersencouragedhertostartcomposing.Shefound Q31 thiswasherrealstrength,andshestudiedandlatertaughtcomposition,bothinAustraliaand inothercountries.Asacomposer, shehasreceivedcommissionsfromnumerousorchestras, otherperformersandfestivalsinseveralcountries. LizaLim’scompositionsarevibrantandfullofenergy , andsheoftenexploresAsianand Q32 AustralianAboriginalculturalsources,includingthenativeinstrument,thedidgeridoo:this isfeaturedinaworkcalledTheCompass. Hermusicisveryexpressive,soalthoughitis complex , ithasthepowerofconnectingwithaudiencesandperformersalike. Q33 Inthefestivalwe’regoingtogiveasemi-stagedperformanceofTheOresteia.Thisisan operainsevenparts,basedonthetrilogyofancientGreektragediesbyAeschylus.Lim Q34 composedthiswhenshewasinhermid-20s,andshealsowrotethetext, alongwithBarrie Kosky.It’sperformedbysixsingers,adancer, andanorchestrathat, aswellasstandard orchestralinstruments,includeselectricguitar, andatraditionalTurkishstringedinstrument. Limwrotethatbecausethestoriesinthetragediesarenoteasytotell, thesoundsshe createsarealsodisturbing,andtheyincludebreathing, sobbing,laughingandwhistling.The Q35 worklastsaround75minutes,andtherestoftheconcertwillconsistoforchestralworksby theBritishcomposersRalphVaughanWilliamsandFrederickDelius. Movingonnowtooursecondconcert,thiswillbeginwithinstrumentalmusicby British composers-BenjaminBrittenandJudithWeir.Aftertheintervalwe’llgotoAustraliafora piecebyRossEdwards: TheTowerofRemoteness. AccordingtoEdwards,theinspiration forthispiececamefromnature,whenhewassittingaloneinthedrybedofacreek, overshadowedbytheleavesofpalmtrees,listeningtothebirdsandinsects.TheTowerof Remotenessisscoredforpianoandclarinet.Edwardssaysherealisedyearsafterwritingthe Q36 piecethathehadsubconsciouslymodelleditsopeningphraseonabirdcall. RossEdwardswasbornin1943inSydney,Australia, andstudiedattheSydney ConservatoriumofMusicandtheuniversitiesofAdelaideandSydney. He’swellknownin Australia,andinfacthe’soneofthecountry’smostperformedcomposers.He’swrittena widerangeofmusic,fromsymphoniesandconcertostosomecomposedspecificallyfor children.Edwards’smusichasbeendescribedasbeing‘deeplyconnectedtoAustralia’,and itcanberegardedasacelebrationofthediversityofculturesthatAustraliacanbeproudof. Q37 ThelastofthethreeAustraliancomposerstoberepresentedinourfestivalisCarlVine.Born in1954, Vine,likeLizaLim, comesfromPerth,WesternAustralia. Hetookupthecornetat theageoffive,switchingtothepianofiveyearslater. However, hewenttouniversitytostudy physics , beforechangingtocomposition.AftergraduatinghemovedtoSydneyandworked Q38 asafreelancepianistandcomposer.BeforelonghehadbecomeprominentinAustraliaasa composerfordance , andinfacthaswritten25scoresofthattype. Q39 Inourthirdconcert, Vinewillberepresentedbyhismusicfortheflaghand-overceremony oftheOlympicsheldin1996.Thisseven-minuteorchestralpiecewasofcourseheardby Q40 millionsofpeopleworldwide,andwe’llhearitalongsideworkswrittenbyBritishcomposers EdwardElgarand,morerecently,ThomasAdes. 112Test 4 TEST 4 SECTION 1 ANDREW: Goodmorning, ClareHouseHotel.Andrewspeaking. I’mtheEventsManager. Example SAM: Goodmorning,Andrew. Myname’sSamantha.I’marrangingapartyformy parents’fiftiethweddinganniversary,andI’mringingtoaskabouthiringaroom sometimenextSeptember.Alsomyparentsandseveraloftheguestswillneed accommodation. ANDREW: OK,I’msurewecanhelpyouwiththat. Willyoubehavingasit-downmealora buffet? SAM: Probablyasit-down. ANDREW: Anddoyouknowhowmanypeoplethere’llbe? SAM: Aroundeighty,Ithink. ANDREW: Wellwehavetworoomsthatcanholdthatnumber.OneistheAdelphiRoom. Thatcanseateiahtv-five. orholdoverahundredifpeoplearestandingfora Q1 buffet. SAM: Right. ANDREW: Ifyouhavelivemusic, there’sroomforfourorfivemusiciansinthegallery overlookingtheroom.Ourguestsusuallyappreciatethefactthatthemusiccan beloudenoughfordancing, butnottooloudforconversation. SAM: Yes,Ireallydon’tlikeitwhenyoucan’ttalk. ANDREW: Exactly.NowtheAdelphiRoomisatthebackofthehotel, andthereareFrench windowsleadingoutontotheterrace.Thishasabeautifuldisplayofpotsof rosesatthattimeoftheyear. Q2 SAM: Whichdirectiondoesitface? ANDREW: Southwest, sothatsideofthehotelgetsthesunintheafternoonandearly evening. SAM: Verynice. ANDREW: Fromtheterraceyoucanseetheareaoftreeswithinthegroundsofthehotel,or Q3 youcanstrollthroughtheretotheriver-that’sonthefarside,soitisn’tvisible fromthehotel. SAM: OK. ANDREW: ThenanotheroptionistheCarltonRoom.Thisisabitbigger-itcanholduptoa hundredandtenpeople-andithastheadvantageofastage, whichisusefulif Q4 youhaveanyentertainment,orindeedasmallbandcanfitontoit. SAM: Andcanyougooutsidefromtheroom? ANDREW: No,theCarltonRoomisonthefirstfloor,butononesidethewindowslookout ontothelake. SAM: Lovely.Ithinkeitherofthoseroomswouldbesuitable. ANDREW: CanItellyouaboutsomeoftheoptionsweofferinaddition? SAM: Pleasedo. ANDREW: Aswellasameal,youcanhaveanMC, aMasterofCeremonies,who’llbewith youthroughouttheparty. SAM: WhatexactlyistheMC’sfunction?Isupposetheymakeaspeechduringthe Q5 mealifweneedone,dothey? ANDREW: That’sright.AllourMCsaretrainedaspublicspeakers,sotheycaneasilyget people’sattention-manyguestsaregladtohavesomeonewhocanmake themselvesheardabovethechatter!Andthey’realsoyoursupport-ifanything Q6 goeswrong, theMCwilldealwithit,soyoucanrelax. 113Audioscripts SAM: Great!I’llneedtoaskyouaboutfood, butsomethingelsethat’simportantis accommodation.Youobviouslyhaveroomsinthehotel, butdoyoualsohave anyotheraccommodation,likecabins , forexample? Q7 ANDREW: Yes,therearefiveinthegrounds, allself-contained.Theyeachsleeptwotofour peopleandhavetheirownlivingroom,bathroomandsmallkitchen. SAM: Thatsoundsperfectforwhatwe’llneed. SAM: Nowyouhavevariousfacilities,don’tyou?Aretheyallincludedinthepriceof hiringtheroom?Thepool,forinstance. ANDREW: Normallyyou’dbeabletouseit,butit’llbeclosedthroughoutSeptemberfor Q8 refurbishment.I’mafraid.Thegymwillbeavailable , though ,atnoextracharge. Q9 That’sopenallday,fromsixinthemorninguntilmidnight. SAM: Right. ANDREW: Andthetenniscourts,butthereisasmalladditionalpaymentforthose. Wehave Q10 fourcourts, andit’sworthbookinginadvanceifyoupossiblycan, astherecanbe quitealongwaitinglistforthem! SAM: Right.Nowcouldwediscussthefood?Thiswouldbedinner,aroundseven o’clock... SECTION 2 Helloeveryone.I’mJakeStevensandI’myourrephereatthehotel.I’msureyou’llallhave agreattimehere.Soletmetellyouabitaboutwhat’sonoffer.I’llstartbytellingyouabout someoftheexcursionsthatareavailableforguests. Onethingyouhavetodowhileyou’rehereisgodolphinwatching.Onourboattrips,we prettywellguaranteeyou’llseedolphins-ifyoudon’tyoucanrepeatthetripfreeofcharge. Weorganisedailytripsforjust35euros.Unfortunatelytherearen’tanyplacesleftforthis Q11 afternoon’strip butcomeandseemetobookforlaterintheweek. , Ifyou’reenergetic,I’drecommendourforestwalk.It’saguidedwalkofaboutseven kilometres.There’llbeastophalfway, andyou’llbeprovidedwithadrinkandsandwiches. Q12 There’ssomefairlysteepclimbsupthehills,soyouneedtobereasonablyfitforthisone, withgoodshoes,andbringawaterproofincaseitrains. It’sjust25eurosallinclusive,andit’s everyWednesday. ThenonThursdaysweorganiseacycletrip,whichwillgiveyouallthefunofbikingwithout theeffort.We’lltakeyouandyourbikeuptothetopofMountLarna,andleaveyoutobike back-it’sa700-metredropin just20kilometressothisisn’treallyforinexperiencedcyclists Q13 asyou’llbegoingprettyfast.Andifit’saclearday,you’llhavefantasticviews. Onourlocalcrafttouryoucanfindoutaboutthetraditionalactivitiesintheisland.And thebestthingaboutthistripisthatit’scompletelyfree.You’llbetakentoafactorywhere Q14 jewelleryismade,andalsoaceramicscentre.Ifyouwant, youcanbuysomeoftheproducts butthat’sentirelyuptoyou.ThetripstartsafterlunchonThursday,andyou’llreturnby6pm. Ifyou’reinterestedinastronomyyoumayalreadyknowthattheisland’soneofthebest placesintheworldtoobservethenightsky. WecanoffertripstotheobservatoryonFriday forthosewhoareinterested.Theycost90eurosperpersonandyou’llbeshownthehuge telescopesandhaveatalkfromanexpert,who’llexplainallabouthowtheywork.Afterwards Q15 we’llheaddowntoSunsetBeach,whereyoucanhaveadipintheoceanifyouwantbefore weheadoffbacktothehotel. 114Test4 Finally,there’shorseriding.ThisisorganisedbytheEquestrianCentreovernearPlaya Cortinoandit’sagreatexperienceifyou’reakeenhorsebackrider,orevenifyou’venever Q16 beenonahorsebefore.Theytakeyoudowntothebeach, andyoucancanteralongthe sandandthroughthewaves.Itcosts35eurosandit’savailableeveryday. Sothere’splentytodointhedaytime,butwhataboutnightlife? Well, thenumberoneattraction’scalled‘MusicalFavourites’.Guestsenjoyathree-course mealandunlimitedfreedrinks,andwatchafantasticshow, startingwithmusicalssetin ParisandthencrossingtheAtlantictoLasVegasandfinallyCopacabana.Attheendthe castmemberscomedownfromthestage, stillintheirstunningcostumes,andyou’llhave Q17 achancetochatwiththem.It’shugelypopular,soletmeknownowifyou’reinterested becauseit’snogoodleavingituntilthelastminute.It’sonFridaynight.Ticketsarejust Q18 50euroseach,butforanextra10eurosyoucanhaveatablerightbythestage. Ifyou’dliketogobackintime,there’stheCastleFeastonSaturdayevening.It’sheldina twelfth-centurycastle, andyoueatinthegreatcourtyard,withladiesinlonggownsserving yourfood.You’regivenawholechickeneach, whichyoueatinthemedievalway, using Q19 yourhandsinsteadofcutlery andyou’reentertainedbycompetitionswherethehorseback , ridersattempttoknockoneanotherofftheirhorses.Thenyoucanwatchthedancersinthe ballroomand joininaswellifyouwant. OK,sonowifanyone... Q20 SECTION 3 STEPHANIE: Hello,Trevor. TREVOR: Hello,Stephanie.YousaidyouwantedtotalkaboutthecourseI’mtakingon literatureforchildren. STEPHANIE: That’sright.I’mthinkingofdoingitnextyear,butI’dliketofindoutmoreabout itfirst. TREVOR: OK,well,asyouprobablyknow, it’saone-yearcourse.It’sdividedintosix modules,andyouhavetotakeallofthem.Oneofthemostinterestingones,for me,atleast,wasaboutthepurposeofchildren’sliterature. STEPHANIE: Youmean,whetheritshouldjustentertainchildrenorshouldbeeducational, aswell. TREVOR Right,andwhethertheteachingshouldbefactual-givingtheminformation abouttheworld-orethical,teachingthemvalues. What’sfascinatingisthat thewriterisn’tnecessarilyconsciousofthemessagethey’reconveying.For Q21 instance,astorymightshow childwhohasaproblemas resultofnotdoing whatanadulthastoldthemtodo, implyingthatchildrenshouldalwaysobey adults STEPHANIE: I seewhatyoumean. TREVOR: Thatmodulemademerealisehowimportantstoriesare theycanhave significanteffectonchildrenastheygrowup.Actually,itinspiredmetohavea Q atitmvself. justformyowninterest.IknowI can’tcompetewiththereally popularstories,liketheHarry Potterbooks-they’reverygood,andevenyoung kidslikemyseven-year-oldniecelovereadingthem. STEPHANIE: Mm I’mveryinterestedinillustrationsinstories Isthatcoveredinthecourse? TREVOR: Yes, there’s moduleonpictures, andhowthey’resometimescentraltothe story. 115Audioscripts STEPHANIE: Thatsgood.Iremembersomefrighteningones sawasachildand canstillsee themvividlyinmymind,yearslater!Picturescanbesopowerful,justaspowerful aswords.I’vealwaysenjoyeddrawing,sothat’sthefieldIwanttogointowhenI Q23 finishthecourse.Ibetthatmodulewillbereallyhelpful. TREVOR: I’msureitwill.Wealsostudiedcomicsinthatmodule, butI’mnotconvincedof theirvalue, notcomparedwithbooks.Oneofthegreatthingsaboutwordsisthat youuseyourimagination,butwithacomicyoudon’thaveto. STEPHANIE: Butchildrenaresousedtovisualinput-onTV,videogames,andsoon.There areplentyofkidswhowouldn’teventrytoreadabook, soI thinkcomicscan Q24 serveareallyusefulpurpose. TREVOR: Youmean,it’sbettertoreadacomicthannottoreadatall?Yes, Isupposeyou’re right.Ijustthinkit’ssadwhenchildrendon’treadbooks. STEPHANIE: Whataboutbooksforgirlsandbooksforboys?Doesthecoursegointothat? TREVOR: Yes,there’samoduleonit.Foryears,lotsofstories,inEnglish, atleast, assumedthatboyswentoutanddidadventurousthingsandgirlsstayedat homeandplayedwithdolls.Iwasamazedhowmanybooksweretargetedat just Q25 onesexortheother.Ofcoursethisreflectssocietyasitiswhenthebooksare written. STEPHANIE: That’strue.Soitsoundsasthoughyouthinkit’sagoodcourse. TREVOR: Definitely. TREVOR: Haveyoubeenreadinglotsofchildren’sstories, tohelpyoudecidewhetherto takethecourse? STEPHANIE: Yeah.I’vegoneasfarbackasthelateseventeenthcentury, thoughIknowthere wereearlierchildren’sstories. TREVOR: Sodoesthatmeanyou’vereadPerrault’sfairytales?Cinderella, TheSleeping Beauty,andsoon. STEPHANIE: Yes.Theymustbeimportant,becausenostoriesofthattypehadbeenwritten Q26 before , thesewerethefirst.Thenthere’sTheSwissFamilyRobinson. TREVOR: Ihaven’treadthat. STEPHANIE: TheEnglishnamemakesitsoundasthoughRobinsonisthefamily’ssurname, butamoreaccuratetranslationwouldbeTheSwissRobinsons,becauseit’s aboutaSwissfamilywhoareshipwrecked , likeRobinsonCrusoeinthenovelof Q27 acenturyearlier. TREVOR: WellIneverknewthat! STEPHANIE: HaveyoureadHoffmann’sTheNutcrackerandtheMouseKing? TREVOR: Wasn’tthatthebasisforTchaikovsky’sballetTheNutcracker? Q28 STEPHANIE: That’sright.Ithassomequitebizarreelements. TREVOR: Ihopeyou’vereadOscarWilde’sTheHappyPrince.It’sprobablymyfavourite children’sstoryofalltime. STEPHANIE: Minetoo!Andit’ssosurprising,becauseWildeisbestknownforhisplays,and mostofthemareverywitty,butTheHappyPrinceisreallymoving.Istruggled Q29 withTolkien’sTheLordoftheRinas-threelongbooks, andIgaveUPafterone. TREVOR: It’sextremelypopular,though. STEPHANIE: Yeah,butwhereassomethinglikeTheHappyPrincejustcarriedmealongwithit TheLordoftheRingstookmoreeffortthanIwaspreparedtogiveit. TREVOR: Ididn’tfindthat-Iloveit. STEPHANIE: AnotheroneI’vereadisWarHorse. TREVOR: Ohyes.It’sabouttheFirstWorldWar,isn’tit?Hardlywhatvou’dexpectfora Q30 children’sstory. STEPHANIE: Exactly,butit’sbeenverysuccessful. Haveyoureadany... 116Test 4 SECTION 4 Intoday’sclassI’mgoingtotalkaboutmarinearchaeology, thebranchofarchaeology focusingonhumaninteractionwiththesea, lakesandrivers.It’sthestudyofships, cargoes, shippingfacilities,andotherphysicalremains. I’llgiveyouanexample, thengoontoshow howthistypeofresearchisbeingtransformedbytheuseofthelatesttechnology. Atlit-YamwasavillageonthecoastoftheeasternMediterranean,whichseemstohave beenthrivinguntilaround7,000BC.Theresidentskeptcattle,caughtfishandstoredgrain. Theyhadwellsforfreshwater,manyoftheirhouseswerebuiltaroundacourtyardandwere constructedofstone.Thevillagecontainedanimpressivemonument:sevenhalf-tonnestones standinginasemicirclearoundaspring, thatmighthavebeenusedforceremonialpurposes. Q31 Atlit-Yammayhavebeendestroyedswiftlybyatsunami,orclimatechangemayhavecaused glacierstomeltandsealevelstorise,floodingthevillagegradually.Whateverthecause,it nowliestenmetresbelowthesurfaceoftheMediterranean,buriedundersandatthebottom ofthesea.It’sbeendescribedasthelargestandbestpreservedprehistoricsettlementever foundontheseabed. Formarinearchaeologists,Atlit-Yamisatreasuretrove.Researchonthebuildings, toolsand Q32 thehumanremainshasrevealedhowthebustlingvillageoncefunctioned, andevenwhat diseasessomeofitsresidentssufferedfrom.Butofcoursethisisonlyonesmallvillage,one windowintoalostworld.Forafullerpicture, researchersneedmoresunkensettlements,but thehardpartisfindingthem. Underwaterresearchusedtorequirediverstofindshipwrecksorartefacts, butinthesecond halfofthetwentiethcentury,varioustypesofunderwatervehiclesweredeveloped, some controlledfromashiponthesurface, andsomeofthemautonomous, whichmeansthey don’tneedtobeoperatedbyaperson. Autonomousunderwatervehicles, orAUVs,areusedintheoilindustry, forinstance,tocreate maosoftheseabedbeforerigsandpipelinesareinstalled. Tonavigatetheyusesensors Q33 suchascompassesandsonar.Untilrelativelyrecentlythey wereveryexpensive, andso heavythattheyhadtobelaunchedfromalargevesselwithawinch. Q34 ButthelatestAUVsaremucheasiertomanoeuvre-theycanbelaunchedfromtheshoreora smallship.Andthey’remuchcheaper,whichmakesthemmoreaccessibletoresearchteams. They’realsoverysophisticated.Theycancommunicatewitheachotherand,forexample,work outthemostefficientwaytosurveyasite,ortofindparticularobjectsontheseabed. Fieldtestsshowtheapproachcanwork.Forexample, inatrialin2015,threeAUVssearched forwrecksatMarzamemi, offthecoastofSicily.Thesiteisthefinalrestingplaceofan ancientRomanship,whichsankinthesixthcenturyADwhileferryingprefabricatedmarble Q35 elementsfortheconstructionofanearlychurch.TheAUVsmappedtheareaindetail, finding othershipscarryingcolumnsofthesamematerial. CreatinganinternetintheseaforAUVstocommunicateisnoeasymatter.Wifinetworksonland useelectromagneticwaves,butinwaterthesewillonlytravelafewcentimetres.Instead,amore complexmixoftechnologiesisrequired.Forshortdistances,AUVscansharedatausinglight, Q36 whileacousticwavesareusedtocommunicateoverlongdistances.Butmorecreativesolutions arealsobeingdeveloped,whereanAUVworkingontheseabedoffloadsdatatoasecondAUV, whichthensurfacesandbeamsthedatahometotheresearchteamusingasatellite. There’salsoasystemthatenablesAUVstoshareinformationfromseabedscans, and otherdata.SoifanAUVsurveyingtheseabedfindsanintriguingobject,itcansharethe 117Audioscripts coordinatesoftheobject-thatis,itsposition-withanearbyAUVthatcarriessuperior cameras , andarrangeforthatAUVtomakeacloserinspectionoftheobject. Q37 MarinearchaeologistsareexcitedaboutthehugepotentialoftheseAUVsfortheirdiscipline. Onesitewherethey’regoingtobedeployedistheGulfofBaratti, offtheItaliancoast.In 1974, a2,000-year-oldRomanvesselwasdiscoveredhere,in18metresofwater.Whenit sank,itwascarryingmedicalgoods,inwoodenortinreceptacles.Itscargogivesusinsight Q38 intothetreatmentsavailableallthoseyearsago, includingtabletsthatarethoughttohave beendissolvedtoformacleansingliquidfortheeves. Q39 OtherRomanshipswentdownnearby,takingtheircargoeswiththem.Someheldhugepots madeofterracotta.Somewereusedfortransportingcargoesofoliveoil,andothersheld wine.Inmanycasesit’sonlythesecontainersthatremain,whilethewoodenshipshavebeen Q40 buriedundersiltontheseabed. Anotherprojectthat’saboutto... 118Listening and Reading answer keys TEST 1 LISTENING Section 1, Questions 1-10 Section 3, Questions 21-30 1 Canadian 21 B 2 furniture 22 A 3 Park 23 C 4 250(sterling) 24 B 5 phone 25 A 6 10(th)September 26 B 7 museum 27 A 8 time 28 F 9 blond(e) 29 G 10 8795482361 30 C Section 2, Questions 11-20 Section 4, Questions 31-40 11&12 INEITHERORDER 31 industry A 32 constant C 33 direction 13&14 INEITHERORDER 34 floor B 35 predictable E 36 bay 15 B 37 gates 16 B 38 fuel 17 C 39 jobs 18 A 40 migration 19 A 20 C If you score ... 0-18 19-27 28-40 youareunlikely togetan youmaygetanacceptable youarelikelytogetan acceptablescoreunder scoreunderexamination acceptablescore under examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftime improvingyourEnglish morepracticeor lessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 119Listening and Reading answer keys TEST 1 READING Reading Passage 1, Questions 1-13 1 creativity 21&22 INEITHERORDER 2 rules D 3 cities E 4&5 INEITHERORDER 23 activists traffic 24 consumerism crime 25 leaflets 6 competition 26 police 7 evidence 8 life Reading Passage 3, 9 TRUE 10 TRUE Questions 27-40 11 NOTGIVEN 27 E 12 FALSE 28 D 13 TRUE 29 B 30 D Reading Passage 2, 31 C Questions14-26 32 YES 33 NO 14 E 34 NO 15 C 35 NOTGIVEN 16 F 36 restaurants 17 C 37 performance 18 A 38 turnover 19&20 INEITHERORDER 39 goals B 40 characteristics D If you score ... 0-17 18-26 27-40 youareunlikely togetan youmaygetanacceptable youarelikely togetan acceptablescoreunder scoreunderexamination acceptablescoreunder examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimprovingyourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 120Listening and Readinganswerkeys TEST 2 LISTENING Section 1, Questions 1-10 Section 3, Questions 21-30 1 2194429785 21 B 2 10(th)October 22 C 3 manager 23 A 4 Cawley 24 A 5 knee 25 E 6 3weeks 26 D 7 tennis 27 A 8 running 28 H 9 shoulder 29 G 10 vitamins 30 C Section 2, Questions 11-20 Section 4, Questions 31-40 11 B 31 dances 12 C 32 survival 13 C 33 clouds 14 B 34 festivals 15 A 35 comets 16 H 36 sky 17 D 37 instruments 18 F 38 thermometer 19 A 39 storms 20 E 40 telegraph If you score... 0-17 18-26 27-40 youareunlikely togetan youmaygetanacceptable youarelikely togetan acceptablescoreunder scoreunderexamination acceptablescoreunder examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimprovingyourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 121Listening and Reading answerkeys TEST 2 READING Reading Passage 1, 20 pathogens Questions 1-13 21 tuberculosis 22 wards 1 FALSE 23 communal 2 TRUE 24 public 3 NOTGIVEN 25 miasmas 4 FALSE 26 cholera 5 NOTGIVEN 6 TRUE Reading Passage3, 7 FALSE 8 TRUE Questions 27-40 9 merchant 27 VI 10 equipment 28 11 gifts 29 12 canoe 30 i 13 mountains 31 x 32 VII Reading Passage 2, 33 IV Questions 14-26 34 viii 35 productive 14 F 36 perfectionists 15 C 37 dissatisfied 16 E 38 TRUE 17 D 39 FALSE 18 B 40 NOTGIVEN 19 design(s) If you score ... 0-18 19-27 28-40 youareunlikely togetan youmaygetanacceptable youarelikelytogetan acceptablescoreunder scoreunderexamination acceptablescoreunder examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimproving yourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 122Listening and Readinganswerkeys TEST 3 LISTENING Section 1, Questions 1-10 Section 3, Questions 21-30 1 Tesla 21 50 2 microphone 22 regional 3 exhibition 23 carnival 4 wifi 24 drummer 5 45 25 film 6 135 26 parade 7 pool 27 D 8 airport 28 B 9 sea 29 E 10 clubs 30 F Section 2, Questions 11-20 Section 4, Questions 31-40 11&12 INEITHERORDER 31 violin A 32 energy E 33 complex 13&14 INEITHERORDER 34 opera B 35 disturbing E 36 clarinet 15 F 37 diversity 16 A 38 physics 17 E 39 dance 18 G 40 Olympics 19 D 20 C If you score... 0-17 18-27 28-40 youareunlikelytogetan youmaygetan acceptable youarelikelytogetan acceptablescoreunder scoreunderexamination acceptablescore under examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimprovingyourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 123Listening and Reading answer keys TEST 3 READING Reading Passage 1, Questions 1-13 21&22 IN EITHERORDER B 1 B C 2 A 23 ecology 3 D 24 prey 4 NOTGIVEN 25 habitats 5 NO 26 antibiotics 6 YES 7 B Reading Passage 3, 8 C 9 B Questions 27-40 10 A 27 B 11 A 28 G 12 C 29 F 13 A 30 E 31 C Reading Passage 2, 32 NO Questions 14-26 33 YES 34 NOTGIVEN 14 C 35 NO 15 H 36 YES 16 A 37 encouraging 17 F 38 desire 18 I 39 autonomy 19 B 40 targeted 20 E If you score ... 0-17 18-26 27-40 youareunlikely togetan youmaygetanacceptable youarelikely togetan acceptablescoreunder scoreunderexamination acceptablescoreunder examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimprovingyourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 124Listening and Readinganswer keys TEST 4 LISTENING Section 1, Questions 1-10 Section 3, Questions 21-30 1 85 21 A 2 roses 22 C 3 trees 23 A 4 stage 24 B 5 speech 25 B 6 support 26 F 7 cabins 27 E 8 C 28 C 9 A 29 B 10 B 30 G Section 2, Questions 11-20 Section 4, Questions 31-40 11 G 31 spring 12 D 32 tools 13 A 33 maps 14 E 34 heavy 15 F 35 marble 16 B 36 light 17&18 INEITHERORDER 37 camera(s) B 38 medical D 39 eyes 19&20 INEITHERORDER 40 wine A D If you score 0-18 19-27 28-40 youareunlikelytogetan youmaygetanacceptable youarelikely togetan acceptablescoreunder scoreunderexamination acceptablescoreunder examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimprovingyourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 125Listening and Reading answerkeys TEST 4 READING Reading Passage 1, 21 FALSE Questions 1-13 22 NOTGIVEN 23&24 INEITHERORDER 1 four/4 B 2 young D 3 food 25&26 INEITHERORDER 4 light B 5 aggressively E 6 location 7 neurons Reading Passage 3, 8 chemicals 9 FALSE Questions27-40 10 TRUE 27 FALSE 11 FALSE 28 NOTGIVEN 12 NOTGIVEN 29 FALSE 13 TRUE 30 TRUE 31 FALSE Reading Passage 2, 32 TRUE Questions 14-26 33 NOTGIVEN 34 large 14 B 35 microplastic 15 E 36 populations 16 C 37 concentrations 17 A 38 predators 18 TRUE 39 disasters 19 TRUE 40 A 20 NOTGIVEN If you score ... 0-17 18-26 27-40 youareunlikelytogetan youmaygetanacceptable youarelikelytogetan acceptablescoreunder scoreunderexamination acceptablescoreunder examinationconditionsandwe conditionsbutwerecommend examinationconditionsbut recommendthatyouspendalot thatyouthinkabouthaving rememberthatdifferent oftimeimproving yourEnglish morepracticeorlessonsbefore institutionswillfinddifferent beforeyoutakeIELTS. youtakeIELTS. scoresacceptable. 126Sample answers for Writing tasks TEST 1, WRITING TASK 1 SAMPLEANSWER This is an answer written by a candidatewho achieved a Band6.5 score. Tine diagrams illustrate the average proportions of three types of nutrients intypical meals , which can be unhealthy if consumedtoo much.The three types include sodium, saturatedfats and added sugar.The data is taken from the UnitedStates of America. Thefirst chart shows the average percentages of sodium.Dinner contains the most sodium (4?%). breakfast and snacks include an equal proportion of sodium consumed, with each of them adding up 14% of sodium.Through eatinglunch,2-4% sodium is consumed.The second chart shows the percentages of saturated fat inmeals fty eating dinner,7]% saturated fat is consumed. Lunch , contributes to a consumption of 2-b% saturatedfat,followedb 'f snacks with 2-1% and breakfast with ib%.The last chart illustrates the proportions of added sugar.Snacks containthe highest amount of added sugar (4z%). Dinner includes 23% A typical dinner includes2-?% added sugar, while lunch contains 14% and breakfast includes ib%. All in all,the diagrams show that evetty typical meal consumed in the USA contains a percentage of at least l4% of nutrients that can be unhealthy if eaten too much. Here istheexaminer’s comment: Thecandidate has accurately reported the data for each chart and has presented a summary of the information, but could achieve a higher score by making comparisons acrossthecharts, e.g. breakfast contains the lowest amounts of sodium, saturated fats and added sugar. The information is logically organised andthere is a clear progression throughout the script. Themain points are clearly signalled [The firstchart \ The secondchart| All inall] andthereareexamples of other cohesive devices [each ofthem]. The range of vocabulary is varied [data \ contains \ an equal proportion of \ consumed \ consumption| illustrates]. Minor errors do not causemisunderstanding [adding up 14%of sodium].There is a mix of simpleandcomplex sentence structures, using active, passive and modal verb forms and there is also subordination through theuse of participles [Througheating lunch|By eating dinner \ followed by]. More variety in grammaticalstructures would perhaps achievea higherscore. 127Sample answers for Writing tasks TEST 1 , WRITING TASK 2 SAMPLEANSWER Thisis an answer written by acandidatewho achieved a Band7.0 score: tome peoplebelieve that it isbest to accept a bad situation,such as an unsatisfactoryjob or shortage of money. Others argue that it is better to try and improve such situations. 5>ased on my Knowledge,some people choose to accept the fate that they have to undergo the bad situation as they believe that goodthings might come out of it.Tneir solution is simply tojust go with the flow because they thinK that they will learn something new along thejourney.For example, a student received a grade& for hisPhysics examination.However,he only needs one more marK to get an Ik. If a student requires to receive a marK percentage oflo% to get an A,this student got a ifiT/ o onhis paper. As the teacher looKedthrough the questions with the whole class,he notices that the teacher accidentally marKe-dhis correct answer to wrong “bo,realistically,he should get an , A. However,he chooses to leave his grade as a & because he believes that his current grade will be a motivation for him to improve and worK harder to get a better grade in the next examination. Hence,thisexplains why some people choosesto accept the bad situation. besides that,it is also mentionedthat others argue that is better to try and improve such situations.Ibelieve the reasonthey act that way isbecause they feel a bit paranoidthat the situation will become worse if they do not do so. For instance,a personhad to undergo a shortage of money. Logically,they will feel a little paranoidthat at one point, they might have to experience an empty pocKet andhadtolive inthe streets.P-egardingthat matter,they figured out a solution to improvise such situations by getting an extra or part-timejob.This solution will help them to gain extra money to pay their daily expenses such as water and electricity bills.This means that their problems are solved andthey arenow worry -free. Inmy honest opinion,Istrongly suggest that one can chooseto act inboth situations according to situations. Whenfacingaproblem,thinK of thebest solution to solve it.If the situationrequiresyouto simply ignore it,thenjust do so.Tnere is a no needinfiguring out a way to improve those situations as it will taKe up your time andcausestress.However,ifthe situationrequiresyouto taKe action quicKly, by allmeansdo so asyoumightnotKnow what aretheconsequencesifyouignoretheproblem. In a conclusion,the main important thing when facing bad situations is to analyse the problem, then only you can react to them.Not all badsituations needs to be ignored andnot all needs to be improved.ThinK wisely to get the best solutionfor all of your problems. Here is the examiner’scomment: The candidate has addressedallparts of thetask and shows aclear position throughout the response. Ideasarepresented, extendedand supported. The responseis logically organisedandthereisaclearprogressionthroughout, 128Sample answers for Writing tasks with a range of cohesive devices [Based on|Forexample \ However \ Hence| Besides that \ Regarding that matter| This solution \ This means that \ In my honestopinion], with only occasionalawkwardness or error [act inboth situations according to situations \ In a conclusion]. Each paragraph contains a clear, centraltopic. Therange of vocabulary includes some less common items [fate \ paranoid] andshowsexamples of styleandcollocation [go with the flow \ figured out a solution \ problems are solved \ my honest opinion]. Occasional errorsdo not prevent the message fromcoming through.There is a range of grammatical structuresandtheseareusually accurate, althoughtherearea few errors[some people chooses| might not know what are theconsequences \ Not all bad situations needs to be ignored]. Themeaning is stillclear, however. 129Sample answers for Writing tasks TEST 2, WRITING TASK 1 SAMPLEANSWER This is an answer written by acandidate who achieveda Band6 . 0 score: The value of a country's exports ma^ vary in various categories in different '(ears.Usually the percentage of changes of exports earning will differ b 'j '(ear and category Here is some information about a country's exports earning based on the '(ear 2-015 and2-Oib. First,Iwill start withthe country's most moneymaking export which is petroleum products. tSy the '(ear 2-Oib,the country gained3% more inthe category than the '( 2- .However, gems and , percentage the export earningdecreased . ' the '( 2-Oib. -t,engineered goods earnings follow thefoot steps petroleum product earnings ' gainingmorethan5 on 2- than - .The value increasesfrommorethan50billionsto more than in '( .This statistic conclude that the engineers in the country have gainedmore the 2-Oib. besides that,agricultural products textiles earnedmore with . and 15.2- % respectively ven though, products does not gainmore than %,it conclude that the products wanted people it earned about more than '( . While , is seen that it gains it popularity inthe '( .This is proved, when the statistic statesthat the earning was increased more than 15.2- % in the '( 2. lb onthe ear 2- 015.Textiles products earned more 2-5 in 2- and earnedmore than billionsinthe '( . In conclusion ,we can see that this country succeed inthe '( 2- thanthe 2- . country managedto gain about morethan22-%inthe '( 2 . venthoughgemsandjewellery had decreasing ofearnings 5. %,it is thethirdmoneymaking export product the country. Hereistheexaminerscomment: The response coversallthe key featuresand presents an overview in the final paragraph.However, theratingcouldbeimprovedby providingdatain$billions for earnings for each product (not just engineeredgoods andtextiles). One of the comments is debatable [Thisstatisticalso conclude thattheengineers in the country have gainedmore by the year 2016], Organisation follows the order of thebar chart, providing an overallprogression, andthereis some useof cohesive devices to signala change oftopic.Thevocabulary usedprovides somevariety of expression [differ \ gained \ decreased], even if it is not always appropriate [money- making profitable | textures /textiles]. Errors occur [earning s) footstep / footstep stills], but the intendedmeaning isclear.Thecandidateusesbothsimpleand complex sentence forms, but better controlof both grammarand punctuation might result in a higher rating here. 130Sample answers for Writing tasks TEST 2 WRITING TASK 2 MODELANSWER This modelhasbeen prepared by an examiner as an example of avery good answer. However, please notethat this is just oneexampleout of many possibleapproaches. Somepeopleconsider that the loss of individualspecies of plants andanimals isthe main environmentalproblem of our time.Attemptstopreserverare or dying species arecarried out in zoos or other specialistplantandanimalfacilities, through breeding programmes, preservationorders and other forms of protection and there was genuine sadness amongmany when the last surviving whiterhino died earlier thisyear. Survivalof the fittest is naturesway ofruthlessly allowing weaker specimenstodie out althoughmankind has alsocontributedto falling animalnumbers through hunting andpoaching. However, whether saving individualspecies shouldbe themainfocus ofenvironmentalprotection is debatable.Climate changeandexcessiveuse ofplastic arejust two other major problemsthat deserve our attention. Theevidence ofclimatechangeisthere for us allto see: risingsea levels and associated flooding with the loss of homes at low land levels arebecoming more frequent. Many countries and island communities are now calling for urgent actionto delay, haltor even reverse theprocess, although ifwe believe theexperts, reversal is impossible. Habitableareas are gradually shrinking, often for some of thepoorest groups of people, but there seems tobe little obvious action taking place. If themajor contributors to climatechange willnot support thereductionof greenhouse gases, thereis little hope for the future. Naturalists havealsobegun to exposethe seriousproblems arising from discarded plasticwaste. Birds and animalscandie gruesome deathsthrough beingtrapped orcaught up in plastic bags or ropes, while the longprocess required for these plasticsto decay meansthat they remaina threat for many yearsto come. Worse, thereis now beginning tobeevidence of seacreatures ingesting smallerglobules of disintegrating plastic, which harmsthemand allthe other creaturesin their particular foodchain. The loss ofparticular species,both flora andfauna, iscause for regret, butIdo not agreethat they arethemost important environmentalproblems these days.If climate changeand damage fromplastic continue,there willbe less land and less foodfor everyone, including plants and animals. 131Sample answers forWriting tasks TEST 3, WRITING TASK 1 SAMPLEANSWER Thisisan answer written by a candidatewho achieveda Band6 . 0 score generate electric the energy water flowing high level low level. It different functions in day and night. Inthe day time, water inthehigh levelreservoir go throughthe intake under the dam which is only open in day time. the water flow into the power station in which there generator. The generator is operatedby reversible turbines that can the water flowingforce the mechanical force which the power of the generator.The generated electricity then goes to the national gridthrough the power lines. On theother handinthe night time the power station in way.It pumps water from the low level reservoir to high level reservoir to provide the enough for day times work. The water ispumpedby the same reversible turbines levelreservoir, the power station actually consumes energy at night. ut that is in order to generate more power in the day time. In conclusion, hydroelectric power station can generate power is based on the differce heighth level.In day time,it uses the water energy. Meanwhile inthe night ,it water to create and store the energy for the day. Here is theexaminerscomment: The answer coversthekey features of theprocessand providesanoverview of this processin the finalparagraph.Thedetailis not always clear, but thekey features are adequately highlighted. Information is arrangedcoherently and there is a clear overallprogression. Cohesivedevices areusedto signal different stages of the process [Then Ontheotherhand \ So \ Ina conclusion \ Meanwhile],and there is some use of pronouns for reference [It which \ that Therange of vocabulary is adequate for thetask [energy \ operated by transfer mechanical], in spite of someerrors inwordform[a reversedway] andspelling [differce heighth].There is a mix of simpleandcomplex sentence formsandgrammaticalcontrolis generally adequate, though there are someerrors in the useof articles. 132Sample answers forWriting tasks TEST 3, WRITING TASK 2 SAMPLEANSWER This is an answer written by a candidate who achieved a Band 5.5 score: l . ' opinion that music anype who different together, relationship between people all the world. Although it different rhytum but when the people who listen to music,their feeling will be . the the woman who will be mom in the future music to between mom her . have Known how to the patientsfeel some of patients in thehospital , the doctors will use music them. the patients listen to music music it them feel . now we 't music only human we can it with animals plants too. Music usfeel , although we different ages,nationalities and culture , when we like the Kind music. join and listen together. One more example have friend and he is theforeigner.He is around old. He liKes go me andhe liKes to listenThai , song for life. He to practice to sing song andhe can do it. Now he can sing many songs. Including thinK music some power to maKe ' mind. And it maKe relationship between people who different ages,cultures nationalities. Here istheexaminers comment: The response shows aclear position that is relevant to thetask, with examples to support themain ideas. There is a clear overall progression, witheffective use of cohesive devices this them it] inspite of someerrors [Forthe example they patients \ Including / In conclusion?]. Paragraphing is adequate. Vocabulary is generally adequate, but controlover spelling andwordchoice isweak [anypeople \ rhytum \ solfI soft? | anywhere / everywhere?| song for life?], sometimes causing difficulty for the reader. There areattempts atcomplex sentences, but these usually contain errors [people who has \ Although ...butwhen], andpunctuation is sometimes faulty (incorrectcapitalisation, misuse of commas andfullstops). Better controlover spelling, grammar and punctuation might improve the overallscore. 133Sample answers forWriting tasks TEST 4 WRITING TASK MODELANSWER This model has been prepared by an examiner asan example of a very good answer. However, please notethat this is just one example out of many possible approaches. Grange Park was opened in 1920, a rectangular area with access fromArnoldAvenue on the north side and fromEldon Streeton the south side.Therewas a fountain in the centre, with a stage for musicians situatedcentre left, a glasshouse totheright ofthe Eldon Street entranceanda pond for water plants inthe north eastcorner opposite. Aroundtheedgesofthepark therewere rose gardens, with seatsnearby for people to smellthe flowersand listentomusic. Thepark hasalteredconsiderably since then. Now thereis one large-ish rose garden, occupying thecentralarea where the fountain stood,andwith seats allaroundit. One of the smaller rose gardens remains on the north side of thepark.The bandstand (stage for musicians)has alsobeen replaced, by an amphitheatre for concertsand associatedseating.The glasshouse has goneand in itsplaces is a water feature; similarly, where the pondforwater plants stood there isnow a childrensplay area withacafenearby.Accesstotheparkis stillviathetwooriginalentrances,butthere is now a thirdentrancenear the water feature from an undergroundcar park. Despitetheapparently significantchanges, thepark retainsthe basic elements of flowers, water, seatingandmusic, with theaddition ofa cafeand a childrensplay area. 134Sample answers forWriting tasks TEST 4, WRITING TASK 2 SAMPLEANSWER Thisis an answer written by a candidate who achieveda Band 7 . 5 score: model of employment being employed, tempting many. , the majority of people opt for being employed in company and to set up their own . will attempt to into the Key to why people may prefer entrepreneurship and to it. To with in many modern societies,including ussian,entrepreneurship greatly encouraged with of business seminars and .These may range slightly to genuinely educational andsupportive, and generally any information on settingup company is easily who willing. And willing they , as being business person,the image itself certain feel of ,respectability and success.People beingtoldthat they no limits and can become wealthy Steve is they wish it. This is linked to the second,which relevant - and some counties. ank too, andthey largely eagerly granted. person truly knows their business, it poses no threat. , easy access to setting up company someone inexperienced or insensible may cause range of problems. Apparently,the first that may perplex an unskilled entrepreneur is the necessity to be jack of if company is Havingtaken the responsibilities an accountant, HP-manager at the same time burden and make the person wish they hadnever done it at . If they hire other people to perform ,they must pay more tax andprovide their employees with decent working conditions. At the same time, business is risky matter and in our competitive reality many of go bankrupt. And ,but not least employed people only people own vacations, sick maternity leaves any perks. , in nutshell,being own master many downsides that is why many people decide to play it safe. Hereis the examiners comment: Thecandidate hasproduceda well-developed response to thetask.Further ideas could beincluded, e.g. wanting to develop own ideas, wanting to work more flexibly than employment allows for.There is aclear progression throughout the response, with information and ideas organised logically. There is a range of cohesivedevices [To startwith \ These \ The first ...the second Apparently \ last but not least] and each paragraph has a clear centraltopic. There is a wide range ofvocabulary, including lesscommon items and showing evidence of styleandcollocation [contemporary \ tempting vastmajority \ opt for \ entrepreneurship \ fraudulent \ 135Sample answers forWriting tasks image \ luxury perplex \ jackofalltrades],withonly rareexamples ofinaccuracy [insensible There is a variety of complex structures, used flexibly and accurately. Grammar and punctuation are wellcontrolled and thereare frequent error-free sentences.Afew errorspersist [stillthe vastmajorityofpeople optfor(wordorder) (the) majordrawbacks but themessage is stillclear. 136Sample answer sheets BRITISH idp CambridgeAssessment COUNCIL English IELTSListeningAnswerSheet Candidate Name Candidate Centre . No TestDate Day Month Year Listening Listening Listening Listening Listening Listening Listening 1 21 2 2 22 22 [= X X 3 gj 23 1 X X 4 24 24 X =X 5 25 6 6 26 26 1 1 11X 27 X =[=Xl 8 8 28 28 X X 9 29 X 10 10 30 30 X 11 31 =X X 12 12 32 32 X 13 33 X 14 14 34 34 X X 15 35 X 16 16 36 36 x 17 37 18 18 38 38 X X 19 gj 39 X 20 20 40 40 X Marker2 Marker1 ListeningTotal Signature: Signature: 20656 UCLES2019 137Sampleanswer sheets BRITISH CambridgeAssessment COUNCIL English IELTSReadingAnswerSheet Candidate Name Candidate Centre No. No. Mod T u es le t Academic ~ GeneralTraining TestDate Day Month Reading Reading Reading Reading Reading Reading Reading 1 1 21 CD 2 2 22 22 CDCD CDCD 3 23 CDCD CD1 4 24 24 X 5 25 X x 6 6 26 26 X 7 27 X X 8 28 28 X 9 29 CXD 10 30 30 x CD X ii 31 x CD 12 12 32 32 X CD 13 33 CDC x D CDCXD 14 14 34 34 CD x 15 35 CD X X 16 16 36 36 CD X X 17 37 CDCXD X 18 18 38 38 X x 19 39 X CXD 20 20 40 40 CD x CDCD Marker2 Marker1 Signature: Signature: ReadingTotal: 61788 UCLES2019 138Sample answer sheets BRITISH CambridgeAssessment COUNCIL English IELTSWritingAnswerSheet TASK Candidate Name Candidate Centre No. No. Test Module Academic GeneralTraining TestDate Day Month If needmorespacetowriteyouranswer,useanadditional andwritein provided indicatehowmanysheetsyouareusing: Writing Task Writing Task Writing Task Writing Task Donotwritebelowthisline Donotwriteinthisarea.Pleasecontinueyouranswerontheothersideofthissheet. UCLES2019 139Sample answer sheets BRITISH CambridgeAssessment COUNCIL English IELTSWritingAnswerSheet TASK2 Candidate Name Candidate Centre No. No. Test Module ]Academic GeneralTraining TestDate Day Month Year Ifyouneed write answer, anadditionalsheetandwriteinthe providedtoindicate manysheetsyouareusing: Sheet Of Writing Task2 Writing Task2 Writing Task2 Writing Task2 Donotwritebelowthisline Donotwriteinthisarea.Pleasecontinueyouranswerontheothersideofthissheet. 39507 UCLES2019 140Acknowledgements The authorsandpublishersacknowledge the followingsourcesofcopyrightmaterial andare gratefulfor thepermissions granted.Whileevery efforthas beenmade,ithas notalwaysbeenpossible toidentify thesourcesofallthematerialused,ortotrace allcopyrightholders.Ifany omissionsarebroughtto ournotice, we willbehappy to include theappropriate acknowledgementsonreprinting andinthenextupdate to the digital edition,asapplicable. Reading-Test1: The Guardianfor thetextadaptedfrom 'Story of cities#30: howthis Amsterdaminventorgave bike-sharing to the world by Renate van der Zee, TheGuardian, 26.04.2016. Reproduced withpermission; TheGuardianfor thetext adaptedfrom Why zoosaregood byDr Dave Hone, TheGuardian,19.08.2014. Reproduced withpermission; Adaptedtextfrom'Play’s the thing’by Louise Walsh, Horizons, Issue27, June2015. Copyright © 2015CambridgeUniversity Press. Reproducedwithkindpermission; Adapted textfrom MotivationalFactorsAndThe Hospitality Industry:ACase Study Examining TheEffectsOfChangesInThe Working Environment’by ThomasMarshall. Copyright CluteInstitute. Reproduced withkindpermissionofThomasMarshall & CluteInstitute; Test2:Textadaptedfrom ‘Say yes tomess-why companiesshouldembrace disorder by DinukaHerath. Copyright© 2017; Test3 Textadaptedfrom ‘Saving bugsinthename of drugs’by RossPiper. Copyright ©2017 Syon Geographical Ltd. Reproducedwith permission; Courtesy ofMinnesotaChildren’s Museum andDr RachelE. White.Reproduced withpermission; Test 4: Copyright© 2016 TheAtlantic Media Co., as firstpublishedin TheAtlantic.Com.All rightsreserved. Distributedby Tribune ContentAgency; Copyright 2016 SmithsonianInstitution. Reproduced with permissionfrom SmithsonianEnterprises.All rightsreserved.Reproductioninany mediumis strictly prohibited withoutpermission from SmithsonianInstitution. Reproduced withpermission. Listening-Test1:TheGuardian for thetextadaptedfrom 'New technologiesbring marine archaeology treasures tolight byIan Sample, TheGuardian, 29.12.2016. Reproducedwithpermission. 141ACADEMIC 14 WITH ANSWERS PreparefortheexamwithpracticetestsfromCambridge Insideyou'llfindfourauthenticexamination Whyaretheyunique? papersfromCambridgeAssessmentEnglish. Allourauthentic practicetestsgothroughthe Theyaretheperfectwaytopractise- EXACTLY samedesignprocessastheIELTStest. liketherealexam. Wecheckeverysinglepartofourpractice Beconfidentonexamday: testswithrealstudentsunderexamconditions tomakesurewegiveyouthemostauthentic Get toknowtheexamformat experiencepossible. Understandthescoringsystem Traininexaminationtechniques ' IELTS 8 ISBN:978-1-108-64855-4 ISBN:978- -108-64780-9 ISBN 978-1-108-64829-5 ISBN:978-1-108-63507-3 ISBN 978-1-108-64753-3 ISBN:978- -108-67150-7 ISBN:9781-108-59252-9 ISBN:978-1-108-61076-6 ISBN:978- -108-61941-7 ISBN:978-1-107-69491-0 CAMBRIDGE Cambridge Assessment Official UNIVERSITYPRESS English Cambridge Exam Preparation Experts together Ouraimistodeliverthematerialsyoutellusyouneed. Exclusiveinsightsfromtestdevelopmentandcandidate performanceguaranteeexpertcontent.Theresultisaunique ExamJourneyineachcourse,ensuringeverystudentisready . onexamday Fromskillsdevelopmenttoexamtasks language discoverytoreal-worldusage,wecreatebetter learning experiences together. I LTS cmnDz ISBN -1- - -8 Experience Better Learning 9 > 128