Ielts Preparation

LI$TENING
CONIENI r
Ccrmbridge Terl for lEtlt 6

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Gcrmbridge fert for lEtft 7
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Ceirnbridge fert for IELTI 6
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Test 1
SECTION I Questions 1-10
Qaestions 14
Complete the notes below.
write No M0RE THAN THREE WORDSfoT each answer.
Exampte
I Example Answer
t-_: club:
I Nameof
i-
Name of club: Kingswell
Nts:!:!!
_
Facilities available: Golf
I ..,..-:j................
2 ..._.,..................
Cllse.s available: . Kick-boxing
.. 3
Additional facility: '4 ....... (restaurant opening

. soon)
l0
F
Questions 5-8
Complete the table below.
write No MoRE THAN TWO NUMBERS for each answer.
Questions 9 and 10
Complete the sentences below.

'
Write ONE WORD'ONLYfor each answen
9 r To join the centrq you need to book an instructor,s .................,.;,.:. .

10 To book atnalsession, speak toDavid ..................:....- (045g 9531'l).
Qtestions 17-20
write No MDRE THAN TWo woRDS ANDtoR A NUMBERtoT each arlewer.
II
lest I
SECTION 3 Questions 21-30
Question 21
Choose the cowect letter, A, B or C.
21 What is Brian going to do before the ceurse starts?

A attend a class
B write a report
C read a book
Questions 22-25
Write NO MORE THAN TWO WORDSfoT each antswer.
l4
Qaestions 2G30
Complete the summary below.
Write NO MORE THAN TWO WORDSfoT each answer.
gueintess Centre
TheDusineeoResource Centre contains materials such asbooks and manualsto
be used for l;raining.lt, io poeoible to hire 26 ............. and 7II
Therg are materials for workinq on otudy okills (e.q.28 .......) and olher
oubjeclo include frnance and 29
30 ............. membershiV cooto f5O Ver year.

-.'. :
Tbst I
SECTION 4 euestions JI40

Questions 31-37
Complete the table below-
Social history of the East End of London
l6
Qtestions 3840
Choose THREE letters, A-G.
Which THREE of the following problems are mentioned in connection with 20th century
housing in the East End?
A unsympatheticlandlords
B unclean water
C hs41i!g problems
D high rents
E overcrowding
F poor standards of brrilding
.G houses catching fire

Listening
Test 2
SECTION I Questions 1-10
Qaestions 1-5
Write NO MORE THAN TWO WORDS ANDIOR A NUMBERfioT each answen
CHTTDREN'S ART AND GRATT WORKSHOPS
Exarnple :
Answer
Workshops organised every: F:l:t:!"1
,A.dulls must accompany children under I ...............

Cost: f,2.50
Workshopp held in: Winter Housg 2 ........................ Street
Security devicc: must push the 3 ........ to open door
Should leave car behind the 4 ........
Book workshops by phoning the 5 .....,.. (on ?00765)
33
Test 2
Qaestions 6-10
Next two workshops
34
Listening
Questions 11-14
Complete the sentmces below.
lTrite NO MORE THAN TWO WORDS ANDIOR A NAMBERfoT each answen
TRAIN INFORMATION
11 Local services depart from ........ railway station.
12 National services depart from the ...... railway station.
13 Trains for London depart every .........-.............;. each day during the week.
14 The price of a first class ticket includl ...................:.... .
.'
Questbns 15-17
'
Write NO MORE THAN TWO WORDS ANDIOR A NUMBERfoT each answer
35
Test 2
Questions 18-20
Choose THREE letters, A-G-
Which THREE attractions can you visit at present by train from Trebirch?
A a sciencemusenm
B a theme park
C aclimbingwall
aminingmuseum
E anaquarium
F a castle
G Lzoo
36
Listening

Complete the tables below.
Write NO MORE THAN THREE WORDS ANDIOR A NUMBERfoT each answen
Dissertation Tutorial Record @ducation)

Name: Sandy Gibbons
37
Questions 31-37
Choose the correct letter A, B or C.
The history of moving pictmes
31 Sgme photographsbf a horse running showed
A all feet off the ground.

B at least one foot on the ground.
C two feet off the ground.
32 The Scotsman employed by Edison
A designed a system to use the technology Edison had invented.
B. used available technology to make a new system.
C was already an expert in motion picture technology.
33 One major problem with the first system was that
A only one person could be filmed.
B people could only see very short films.
c thecamera was very heavy.
34 Rival systems started to appear in Europe after people had
A been told about the American system.
B seen the American system.
C used the American system.
35 In 1895, a famous new system was developed by
A a French team working alone.

. B a French and German t_eam working together.
C a G.erman teani who invented the word icinema'.
36 Longer films were not made at the time because of problems involving
A the subject matter.
B the camera.
C thefibnprojector.
37 fhe 'Lantham Loop'invention relied on
A removingtension between the film reels
B adding three more film reels to the system.
C making one of the film reels more effective.
Listening
Questions 3840
Write NO MORE THAN THREE WORDSfioT each answer.
38 The first motion picture was called The .............:...........

39 ....... were used for the first time on film in 1926.
40 Subtitles were added to The Lights of New Yorkbecause of its
SECTION I .Qaestionsl-10
Complete the form below.
Write ONE ,VORD ANDIOR A NUMBERfoT each answer
TypcilpLt account:
ryplicant:
3 .:.............,........ Eu,eter
4 ...............
Kielsdorf 2, Utrecht, Holland
work 5...............
home796431
I
Test 3
Occupation: 6..............
ldentity (securityl: Name of hie 7 ........................: Oiti
Opening sum: 8 € ...........

to be transfered from Fransen bank, Utrecht
Statements: Every9
56
F
Listening
SECTION 2 Questions 1I-20

Questions 11-13
Choose the cotect lette, A, B or C.
THE HISTORY OF ROSEWOOD HOUSE
1l when the writer Sebastian George first saw Rosewood Housg he

A thought he might rent it.
B felt it was too expensive for hirn.
C was unsure whetier to buyit.
12 Bgfore buyrng the house, George had
A experienced severe family problems
B struggled to become a sueessful author.
C suff-ered a serious illness.
13 'According to the slraker, George viewed Rosewood House as
A a,rich source of material for his books.
B away to escape from hisrwork.
C a typical.building of the region.
I
Test 3
Qaestions 14-17
Label the map below.
Write the correct letter, A-f, next to questions I4-IT.
ROSEWOOD HOUSE AND GARDENS
E
EEE
14 PearAlley
15 Mulberry Garden
16 Shop
17 TeaRoom
Questions 18-20
Write ONE WORD ONLyfor each answer.

e
RTVER WALK
18 You can walk through the ...... that goes along the river bank.
19 You can go over the ............ and then into a wooded area.
2fi On your way back, you could also go up to the
58
SECTION 3 Qaestmns 2I4A
Qrestions 2I-24
Complete the sentences fulow.
Write NO MORE THAN.THREE WORDS ANDIOR A NaMRERfor each answer.
MARKE'TING ASSIGNMENT
2l For their assignment, the students must investigate one part of the
tZ The method the students must use to collect data is ........................ .
23 In total, the students must interview ....... people.

?'4 Jackthinks the music preferences of ............. listeners are similar.
Test 3
Qaestions 25-30
write No M'RE THAN TWO WORDSftoT each answen
Mqrkering Survey: Music Preferenceg
Age group of interuiewee

o 25 or under
. 45 or over
Music preferences
. pop
o)g
o Folk
t. -
a Eosy lrstenrng
o 26...
Medium for lisrening'io music

. Rodio
.CD
of/
. ,'l
Source of music
o Music shops
. 28....,...................
o lnternet
Plqces for Jistening to music

o Disco
o Pub
cl)
o Concert holl o
ofl)
60
Listening
SECTION 4 Questions 3140

Qaestions 31-34
Choose the correct letter, A, B or C.
IRELAND IN TIIE NEOLITHIC PERIOD
3t According to the speaker, it is not clear

A . when the farming economy was introduced to Ireland. .
B whypeople began to farm in Ireland.

C whlre thi early Irish farmers came from.
32 What point does the speaker make about breeding animals in Neolithic Ireland?
. A Their numbers must have been above a certain level.
B They were gnder threat frorh wild animals.
C Some species died out during tliis period.
33 what does the speaker say about the transportation of aniqals?
A Livestock would have limited the distance the farmers could sail.
B Neolithic boats were too primitive to have been used.
C Probably only a few breeding animals were imported.
y wrat for cereal crops in Neolithic Ireland?
is the main evidence
A the remains of burnt grain in pots

B the marks left on pots by grains
C the patterns painted on the surface of pots
6l
Test 3
Questions 3540
Write NO MORE THAN T.WO WORDS for each answer.
STONE TOOIS
35 Ploughs could either have been pulled by .............

The farmers needed homes which were permanent dwellings'
36 In the final stages of axe-makitrg, ........... and ........... were necessary
for grinding and polishing.
37 Irish axes were exported from Ireland to ........-. and England'
POTTERY MAKING
a The colonisers used clay to make pots;
.38 The ........... of the pots was often polished to.make them watertight.
39 Clay from ...; jr..........i........ areas was generally used.
40 Decoration was onlyput around the .:.........;'.;'....;-.' of the earliest pofs.
62
Test 4
SECTION I Questions I-10

write No MORE THAN TWo woRDS ANDtoR A NaMBERfor each answer.
Example Answer
Title of conference: lytyryPj_rSfig3g-inComputing
Three daycost I f
Paynient bV 2 .......... or on arrival
Accommodation: .
Conference Centre
:
3 f .............per night
. near to conference rooms
Guest House
4t .,............ per night
o approximately 5 ......................i. walk from conference centre
Further documents to b€'sent:

. 6.......:..
. an application form
Location:
Conference Centre is on 7
Taxi costs 9 f, .-..-....---. or take bus number I0 ...............:,....... from station.
78
L.
Listening
SECTION 2 Qaestions 11-20
Questions 11-13
Which team will do each of the following jobs?
Choose THREE answersfrom the box and write the correct letter, A-D, next to
questions II-13.
Teams
A the blue team
B the yellow team
C the green team
D the red team
11 checking entrance tickets -...:.... :.-.
:12 preparing refreshments .
13 directing car-park traffic .. :.........
79
Test 4
Questions 14-20
Writc NO MORE THAN THREE WORDS ANDIOR A NAMBERfOT

CACh ANSWET
80
Listening
Questions 21-25
Complete the sammary below.
Write ONE WORD ONLYfor eachanswer.
The School of Education Libraries

The libraries on both sites provide internet access and have a variety of
2l .......:.... materials on education.
The Castle Road library has books on sociology, together with 22.............
and other resources relevant to the majority of 23........................ school subjects.
The Fordham librarylincludes resources for teachin ginvL....r.................. education

and special needs.
Current issues of periodicals are available at both libraries, although

25..........:. issues are only available at Fordham :
Qaestions 26 and 27
Answer. the questions below.
Write NO MORE THAN TWO WORDS ANDIOR A NAMBERfoT each answen
26 Which books cannot be renewed by telephone or email?
n How much time is allowed to return recalled books?

Tbst 4
Questions 28-30
Choose THREE leuers A_G.
which THREE topics do this term's study

skils workshops cover?
A An introduction to the Internet
B How to carry out research for a dissertation
c Making good use of tre whore range of ribrary
services
D Planning a dissertation
E Standard requirements when writing
a dissertation
F Using the Internet when doing research
G what books and technicar resources are ava'able
in the ribrary
82
i
Listen@
SECTION 4 Questions 3140
Questions 31-34
Choose the correct letter, A, B or C.
31 When did Asiatic lions develop as a separate sub-species?

A about 10,000 years ago
B about 100,000 years ago
C about 1,000,000 years ago
32 Pictures of Asiatic lions can be seen on ancient coins from
A Greece.
B The Middle East.
C India.
33 Asiatic lions disappeare{ from Europe
'.:
A 2,500 years ago.
B 2,000yearsago.
C 1,900yearsago.
;
Very few African lions have

A a long mane. :
B a coat with varied colours . ,
C a ficld of skin on their stomach.
83
Tbst 4
Qaestions 3540
Complete the sentences below,
write No MORE THAN TWo woRDS ANDtoR A NaMBERfor each answer.
rTTN CTN SANCTUARY

35 The sanctuary has an area of appioximately ......... square kilometres.
36 One threat to the lions in the sanctudry is ...............;........ .
37 The ancestors of the Gir Sanctuary lions were protected by a ..........

38 A large part of the lidns' ...... consists of animals belonging to local
farmers.
39 The lions sometimes ...... , especially when water is short.
84
Ganrbridge ferl for IEtTt ?
@@?,,.eut,
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Test 1
SECTION I Questi*ns l-|fi

*rcstions I-S
Cmtptete tJle xares t6'ts$t
$frire NO MOXE TffnN THR.EE lfORDSfar e*ah $ilst*'(n
t0
Liste$xg
Qaestions 6-10
Cwnpkre tfu bookingf*rm helow.
Wrire ONE TryORIJ. rlYDlf.f A N{JMhEfrfar each answnn
AMPONT SilUTTLE BOOKil{G FORIT
To: Milton
qS€! 6 ...W..)3...0.k!.q.Fer ilo. ot passexg€B: one
8q!ingi: t .Y..:*;.ll.9....... r* Type of rictet: sinste

.-|-'
tlame: Janetrf ....Ih.0.n.:.?1...
Addrse* in tfilton: Vaoar*o* Mrurl,

?4.f\isgllatrdl, Str*c? .
'
Fgre: $3* :
ffiin cad r{o: }i",, t& ... ,?.?.?,?.9.1!0 20 u5 bo3+
il
Test i
STCTION 2 Qxestian* II*2{}
Que*tions I I*16
Chpose the eerreet letter. A. I or C.
t I PS Camping ha* been exgadling holidays for

A 15year*
rt 2oyearr
ycan
,F 25
tt The eampany -has most earnfing sites in

,{ Franee
' B ltaty. 6q
.C Switrerland.
!3 \ftich organiscrt activity can children do every day of the week?
>6
'6-) foorb ll
dtamr
Y modcl making
t4 Some areas af the sites have * 'ns noise- rule after
A 9.30 pm.
B 10.S0 p.m.
X 10.30 pm.
lf fhe !t9!rdg_4*ryqle thnt is sffcred by FS Camping
A can bechnrged on fln annual basis
' A is included in the prkx of the holid*y.
/C)
IJ
must be takcn out at thr lime of booking.
16' CtstCImers who receftnend PS Camping ta friends will reeirn
' ------- ---_-
',K
a frce gift.
B an upgrade to a luxury tent.
C a discount.
t2
Qvenions 17-20
r#bat dses thc speaker say abut the following items?
Write the taftect letter, A. * or C,'next tp qaestiow l7--ZA.

A They are provided in all tents
B They tre Found in centr*l areas of the campaite.
C They are av*ilable CIil req$est.
t1 berbecues
l8 roys
t9 cool boxes
20 mops and buckets
Tbst I
SECTION 3 Questfuns 2I*3$
@estions 3I-23
to,alptete the n*tes belaw,.
Sltrire ONE lfAfrII ONLVfr,r errr* ca.srr'a:
DIFFEREHCgS FETWEEN INPIYIPUALS

IN THE WOR,KPLACE
Individuals brins di fferent
_ :
'i idear
t at qL{bUola s
.. learning expqriences
Work beh*vi$ut differencrs are ql$* tei:
g&E it-d!*-$i l y ct"--Lli) r Lra ll i.r -
e&antsgg. divclsity rJerciupr IS . CrQ'aLivi-?,

Disadvanfirg* diversity c:rn ea*se conftict
l4
Ifsre*lng
Qucstions 24*27
Cllss$e rhe wwecr teurn,1. Iu C.
U Janice think$ th*t **4oy** *hould .*ut* rs who are
' -*8
potential leaders
open to new idcas
C goadat teamurork-
35 lanie.e sugg$st$ that qfassgg5 slqjnd it riif$cuh to
-----
A form sucmsful groups
-B' balaneconsi*ing nceds
C deal with uncsoperatil"e *'crrkers
2S shorllffi for job applicants who

Janice belieres elnployers
can rhink indcpendently. . ---l

',X'
B will obey the system.
C can solve probkrns
27 lanicebclieveslnacagersshould
_-______
A demanstrate girod behaviour,
@_ enc?urage m-operation early on.
t
--{ inerease financial incentives,
&*srtons 2S*t0
Cornplete the r.:ntet;ces helov'-
l
Wri p AN E WQRD ONLY fer rcc* nns*rr
to u*derstand their employes and recognim their company's

. C,^\\qt'e.
29 When uranaging.to.Te* incryyinp rhe companyi.,,.{n\..\ rnay be morc

imFortattl thcncmplnyo*satisfacti*n. '
s' mav hqrc rocope *,ith increased amounts of

:::::.T:f :r;F"ttrT,r$ftnnsers
l5
'fest I
SECTION 4 Qaestioas 3I-40

Qresrioas JI-J5
Cornplerc iln nates beb\,.
Wrire ONE WOhD ONLYJbT earh{rrsri'd,f
$ETjlffiAR O}I RSCK Af,T
@ ro Namihia i"
f*- l.?. "i.t.!
Rsck art in Namibia may bc

. palntrnBs
- engravings
Eadbst er$andion of engravings of animal tootprlnts

T[ey were usgd.Jg-hclp 32 ..;.;0bi\.4.i9.L....; fearn atrour tracking
Bu1:
. Wlry are the uac*s usurlly 33 ...I9.?!.3.!,?*.....'l
. W@realistic and brhers unrealistic?
. OVhI arc the unrcalistir" *nirnals someiirne half 34 "....I0.u.n.1.f,....., t
ilore r€pant erplanatlon :
Wjs*_me& may hr*e been trying t" *ntrql *ild *ni*uti$th 35 .."10t.0$r.9
Comment:
Earlier explanation was due ro mholurs ovcr-generalising from their experience of a
dilferent cutture.
t6
Listerling
fuestions ltuilA
Complete tlrc smrcnces below.
Wlite ONE WAf,.D ANLY for eath cnri#er.

- oLixto$t(-
36 If i,-ou look at a site fmm a ../........". , ycru reduce visit*r prrssure.
37 To eamp or a site mty be disrespectf'ul t* people liom that . 1..::y.:
38 Undiscowred m*tcrial rny be dam*ged by ..4\1.c,9.
39 Ysu should axrlC...i0.9..c.hfttg. or rr*cing rrruk arr as it is m fragila
.l$ ln genenrl, your aim is ro leave the site ."....1MfiIr*....if ta0t
l7
Test 2
SECTIOF'I f Qrrectfans I-l*

Comp let e thc Jb rm belosx
l$lrire NO MO8E TII{N 'for eath snswen

Test 2
SECTION t @s*rm II-2A

Questioas lI ad t2
Isbel t*e nwp futew.
Write NO MORE TII4N TWO WOnDSftr eeeh an*ver
htTriT
"&" @*-hl,.,olT.r,n
STOP A
fur Ea*s 12......19ffiL.
I
. ,.rl\*.,
r.Ar**r
3+
.l"islening
Qzestions tJ-18
Complete tfu table belov,t
l?rirc No NonE ffflff rwa wo*Ds tFrtoro* n NUMeE*for tachdnr.sn€r
$*csrrarc 19 errd 20
write No MilRE TIIAN TfrREE woRIrS ANDtoR A NaMBERfor eachansw€n
re
e@dotheropBurcu*nuoy'diliir * ;';;ry^-;; %
anfru* rtfu)n
35
Tellt 2
SECTION 3 Q*estions 2I-38
Questions 2I*26
Clrssss tht cerreu letten d" * sr C.
2t
@*t**h*^
"'fr\ Ne.w Zeatand is a member of the Ant*rctic Ttcaty,
(y Christchurq,h ls geographically well posirioned.
C the plinnate of ChristchTEhJs suitable.
tz @tG; rhe Antarctic Cenrrc is to
provide erpditioqs with suirable equiprnent.
"-kt
B ' provide $sea-ffi-rs with financial assistance.
C enstrrc that research is iniernationally relevant.
23 {G pulffi qf iF;Wt"*'A"tre is to
uq" 1.*
A prerrideaccommodation.
B nra training sessions
-e- showgqplg what Antarctica is lika
u
A |nlike sfly othcr cmntry.
.-{ extremdy beautiful.
C tqgld for tourists
l5 ,ffrding to Dr Merrywhettt*r Sj i* r'ery cold becausq
(d) of the shape of the continenr.
,XC itit isis surrounded by a frszen sea,
an extremelydrycontinenr.
ff Dr Merrywhcthcr thinks Arriarctica
V hc has done his own rescarch in the area.

,frC there is gsological errideucs of this.
it is very close to $outh America.
36
Listening
fusstt*ns 27 ed 2E
$rrile ANE WARD {NP,OR TWO NUMfiE*S for e*eh ans*vr.
fftrArcT$TREfiTY
Ilste Swnt
t870 ?otar Rese*rch meeting
Ist Internaliaual Polar Year
t937 lntarctic Treaty nus praposed
*"tF.. t
e9 An nrc r ic Trea t y
,/
--
^^
Suestiors 29 {rd 30
CIwose fWO t*rerd ,{-E
are mentiontd by the speakers?
no military use
.'B animals pmteeted
C )istoric site preserved
af no nuclear t*tiag
S ffshing rigfits protected
37
Tbst 2
SECTION 4 Qwstiaas 3t40

Questiotu tJ-J5
Chaase the ce*ect ietten A, 8or C.
Left *nd RiSt Hsde&re$$ in Spart

3l Anita first Felt ths Matthcw{ srticle waq qf vahe wtrcn she ralid
A hox it nould hdp hcr difficuttieswith lefi-hsnd€dnesr
fr the relevance of connecrioils tr made with music.
(y the imprescirae size,ef his resarch proiect.
t2 Anita f*l* that the fiudins$ on trardedrer will be ol value in

A - hclping spartspople identifl theirrrcaknesse*
',Y aidingsportspeoph as they plan taclics farcach gamc
C ' darckrping *uitaHe training progrelnrrcs for sportspeople,
33 Anitafeels@s
A knqnr nothing about the influence of handedness.
\ focus on tlre wrongaspects of performance.
(C)
\-/ undercstimatc what science has to offer sport-
3{ A &rmarr study showed there u,as greater'4q!g1E
.t{ startd pl€yingin*trumeots in early yo$th.
B play a *ring instmnsrt sudr as the violin.
c practise a grcat deal on their instrument.
35 Studies ql gpe E:bryinxrrhsv that

.t -apwhicb alwayq usc tlre food are most succ€ssful.
sarne hand to get
f, a,,p,hara tl,eselne proportionbf lcft- and right'banders as humass
C more apet arc lcft-handd than rigtrt{randcd.
38
lL-
gve$erns t648
Complete tlr: uble ttelo*:
lfrite ONE WCIf'D dNUQfr, /, NVMEEnfor ea& answel
Sfort Scst latcm$ty Coffi

w mixcd l*terality .
.
.bochetrstick
has to b ud is 16 ,..tH.'...1.1re?!.y "0
mixad*sndcdptryqryjqgnd ro be ErEh more
n ...9:5*.11..,o* othcrs
9 ringle larerality
crwe laterslity
Test 3
SECTION I Qaesti*ns I-10

Qarrxions I ant t
Complete the notes belate.
Write N0 MO*E TH4N TIIREE l,YOnhS AN&,OR A NIlMgERfor each answet
Example Answer
Type of jeb required: h*-ilmc
$tudent is studyinglaiu)) ".1 [9' . -. Dvt s i n'e sl

Ar- r-.,.r . .rr or0'
Student-is in the 2..-..,...2'.!- year ol the course.
Qwstions i-S
Compltte the table below.
JAtr*e NO MOIiE THAN TIYQ WORDS|oT €aeft ansner
56
I.istening
Qncstians ilIA
Comptete the form below.
Write N$ MORE TIIAN TIIUEE WORDS ANDTOR A NIJMBERfor each snsxrn
$TUtrEfdT DEIAII.$
l{am; Anital.lwman
I
6 -..,j-....,........rv1kd14 bbn at h.o lLt

'noomi)
....h|kT..........
Othercldla: Sp€aks sorr€ Japaneso
6sffimmluue) -s . 0.fhk...*{33.1 5,,

e1t$$
:--*-
targtrap Cuttre
'3s*) nespo&dtoens$rie aad
s --*!YY.!*-.W fuPnL
TfoipdMrvlery:
-.-.::--.
57
J a arl.\.tu"
Te*t 3 J
.:9"\ e
SECTISN 2 @cu*as II*X,

@cstiow II-16
Choose the correct letten A, B or C.
Sr{}NSORED TVALKINC HOLINAY

--=--------\
ll Qn the holiday,F\r witl be walking for
A- 6d*ys
76.
'F tdcys
t0drys
ll @ spansorship morey goe tocbarity?
ffi toMwrygoing
cftarity
/_---__-\ 5C
13 @g@qioniorshbmfiEy goee toore
.t( rt&L
B tebr.
C rchool.
t4 l@g-ggjbrr ttu rruk lryu musr bc
A inrerstd in FtBgfir>
B ,. alradyquit{fit. /-
wrr$!r,z
,Y atrmoy
16 Thc Sclnim ncgbf hnt s l6trg tradition of

-x'*Gg;:ry"o'
B uiwving blenkcts,
C carvingruod.
58
L
Spes$on{ 17-20
Complete tle form belo*'"
Write ONE WO&D hNLYfor e*eh answen
.',. il
-..l .^'. .l'*
l:r;i..-;;,;. r,;;,1
Dayl artiwin Kisfrba
D*yZ r'"€t day
6e GW* alJ
l?...,+te.Jl.
dayin a
Day4 visita Echod.
aqb raet day
@t
aw7 rest dry
3D
:39
'DaylO
. drupaft,trdnr Kiehba
Test 3
SECTION 3 grc*as2l-'A
Qresrtorc 2I sd22
Camp[ete ,he notes belaw.
Wite QNE ,fON, llNUOn I NA*IBEnIar csdt arrsrrylr,
OGfiVXffiAT€TI
Th€ nobodcncrthlcct
5tl
tj,
I.istening
Qnestions 23-J5
Complete the diagmm belon.
Write ONE WO*.L ANDtCIn A NUMgEnfer euch lnswr.
THE OPERATIONAL CVCTE
€&e*srftmc
\a
\ '\ Mcteorologfusl stntfur
\
infornration is
l, . analysed
t
Float records \
-
.-" --G\
Fla*t dropped
changcsin \
ta salinitv and i
into ocean and
B,".E,C.hY4'P
by utellite
\'r.
\-|' 'td....xtt,..lp.rp.v
J4\yryW ,") ,
>sB_ '
....,
.t
I rg9--
t f\)
*---l
.. I
I \J>
I Anerase distance tmwlled: /
\ {......'.ffi *. S.o. -(rn
Tcrt 3
@*Aorc2G30
Ic what :ime period can data franr the float projets belp with the followingthings?
I{rite the corrcct tetter, ,1, I or C, rer;t ta qreslfors 26-30'
A Atpexnt
S ln thcaearfuturc
C In ttp long+erm futsrs
tt'
&.. v
//?K
understandingofjBtific- ..
...,.b... p_
-X{ underst*sdkrgolgtknate_@qqe
23 naval
\..-- refcues
A
te@
(-/
30 crop selection
-'--'
62
I
I
L
Listening
SECTION { @*i*rrx 3110

Smsnanr 3l-tr1
Ctw*w the eorrcet ktter i, I or C
Hotfb rd iho tnrllt fue$ry
A _ p.rorrxh_&r thedgnadsof importantgsects,

.-T ct=ate a somfortablc €aviroilnent.
C p& CF- ildiyidmt and p**onal qrclca*ss
horclg
"fildoruylf
F \ largq tuxurySoteletains
3* Wtr*;stnel em,ireument ona hotel $!c*t?

AIt
BIt
It
-F
63
3548
the twtes hel&r.
ANE ,+4r&L ONLY fw wh a$swer
6'l
Test 4
SECTION f Suesti*sr I-IA

@estiarns Ia
Conplete the larm below.
write Notfoftg TEAN TE&EE woht s nVuoF i NaNEERfor each silN$en

Tesr {
Srasfrow 7-10
Answer tls qucsttotts belaw
Write NO *IOfrE TEAN TtyO WORDS\n aac,m,nwt

1 llfhadoc r'.qc.q.d.......
I 1(ttr,J
9
l0
82
Listening
SSCTTON ? Questions II-20

grestions ll-14
Chsose tfte etne# {etten A, B *r C
/,dwn"@kading?
-
y a bu1tour
B a - to$r
trais
p awalking tour
13 @usethesitefsr
"4
.3
leisure,.
apflrtscrt Hocks.
,fr
/ifrrfr Towerisat
oaturc resrve.
ef the
G) formsl gardena
Biesrtsrniat hrk.
,g
83
Test 4
fuestio*t 15-17 ,.
Iabe, rhe plen belsw.
Write N0 M{tfr.E TTIAN TlyO WO*DSfor eath answr
4F-ffs'*
r
\fu)-'n
ffiil
LTI
Yc$ ar€ hctr
,/
t6i,'..-.../.,L:.,.."g.?d4,tt
as1
."- pond
ficxiorts I*2{,
Comptete the tabte below
Wrtte llO W Og-g f n e f{ f tfA,Vg f AS for'eachsa.r}r€r.

Nrtrre Bcserre
lsutln
\re,wNb $$,\\qr
{
Listening
SECTTON 3 Qnextia*s 3I-30

pvestiore 2I ad 22
Cornplete the *ntcnces bebw.
Write NO MA$E THAN OffE ,yOnD ANDrfiF n NAMEEXfoT eadt anm'er,

Thc presengtioawill last 15 minutcs
Thcrs witl be r, .......... 5...........(rninutes
a geyQoL
Qeesrions 23-26
What do thestudats decide gbout cach topic for tlre geography prcentation?
A rt"yy1it(;n lnchdcthistopic.
B Ttpy(niebD{d-@ thistoPb.
C rutr@SrchdetbistoFic-
Write the cornect leficn A, B or C, n€xt to gttestions 23-26.
.........*
r
\-./ h
."..".;.t.,
tz l,-/
-.
d'
i\ '
\U\
.tr'
85
F;
Tlsr 1
&ssrars 27-3$
C*rqatete tle ta&ebelaat
Write NA MOhE TIIAN TWO WCIRDS far e*ch ons$,er
Lf*?* >i;
ptertd prolrror -) *"7{:.!!."....99.n..... rrr.adial A0 n)

\- ,-::'-
furyry'9 f o,t7u( t nIn
Mapof tbc lshads a tourist brochurc
€*4@
asabow
Cl afistie
€4
hu
ro
- Vg.
\J /C9
pA.erb
86
Lislercing
SECTION 4 Qtwrtion* 31-4Il
Que#ons 3I-33
Clwose the csmct letter. l. I sr C
MMtumGhmr*s{MSC}
./ ./- .------\
,4 9-*,=_K,lQ-*@f the leture is
/4-
thefbistorygY monoeodium glutamate.
'
ry W "ay,ffonosodium glu{arnate uorks
monorodium glutsrn*te is usd,
Irt 1ffi,_5*Lntists in JaFn
A lngd€morcsodiumglutamate
.B beganusiagkombu.
33 Wb n the manufacturc of glu

It bcgan to bp msnufscrurrd on a lrrrge scale.
Tblapnscbegan €fitrtrting it from natural sourw.
It becrme uuch more qpgsivc to prdue.
8?
7
Test 4
Qtestioas SeiA
Comple t* frle nata be tsw"
Write f$g MOBE flH,tN TWg WOnDSfw errch e*swvt
b{s{aCIssdlua 6h*anf,t6 {MgG}
- 6tutamat*V0.2?}
- aodlum W-tL'
- 3{ .....w-4!.s.L.,..,
@
Gt$t*mat* is rwrd tn tda *t"
@h ae ..yf .
ls "....ft
36 ...,....:.19.,?i3" .
M*'t6 r#in foods iil nurry diffcranD Varta of tla wuld.
CorrlquU
our abiliiy to guwwtawmakce sanEe b|./.;auee t" iu
v{..m...!a:J*
hn ?rw& e$*catst*tshr
* @t tdrw' us rhr& a taod cont ains ca$&y&atr;a

"rrcatt 0
- s ...911.8.t1.qlJ." t,lle ue rhsr ffi

- *tlnw tdlrs vs r)rat a fwd ls syoi|cd.
aauEBp w rh at a i& aaltwinsls .

"... ff fV...f ]J... .
88
v?
READING
CONIENil |
Ceimbridge Telt for IELTI 6

@@?apoz
felt for lEtTt 7
Geimbridge
@@?,,pot
&ra,,nq
\isr o\ \effiog9
,fgchniquus' e'lairrrrnir! fior'n' id$
ccnflniyg
0 cibclc, lng\ructiun
0 ,tdutttnu VeSwotd3
@ Tino\ oll ke{uords i4 one 9&ntfltr' / pmgnrh
@ Aoad laa Jtntthoe -l lbwu- *V* aotr,ver

@ rur't at a/rrr,rror 04 1fu-
qnlwor $lxst /ir'ec\
ce unlabing ant*f
0 Cirrt" d nt/fib1r lha In{crr
gO rhinJ
@ la ! patragL ontY,n
Cambridge fert for lEtft 6
@@?,,con
Test l
READING PASSAGE 1 1
ktu should spend about 20 minutes on

euestions I_13, which are based on Reading passage I
he[ow.
AUSTRALIA'S
: SPORTING
succEss
A They play hard, they play often, and they play to win. Australian
sports teams win more than
their fair share of titles, demblishing rivals with seeming
ease. How do they do it? A big part of
the secret is an extensive and expensive network of sf,orting
academies underpinned by
science and medicine.At the Australian lnstitute of
sport 6iS;, rrunoreds of youngsters and
pros live and train under the eyes of coaches. Anothe,
uooy the Australian Sports Commission
(ASC)' finances programmes of excellence in a total or le sports
for thousands of sportsmen
and'women' Both provide intensive coaching, training facilities
and nutritional advice-
lnside the academies, science takes centre stage.The
AIS employs more than 100 sports
scientists and doctors, and collaborates with ,.or",
of others in universrties and research
centres' AIS scientists work across a number of sports,
applying skills learned in one such as
building muscle strength in golfers to others, such -
-
up by technicians who desigrr instruments to collecr
as swimming and squash.They are backed
aim: winning''We can t waste our time looking

data from Jrnt"r"r.ih"y iJ.u* on"
at ethereal s.iuntin. questions "rt
that don t' help
the coach work with an athlete and improve
scienceatAls. lerformanc";' ,"y,
/-'e"tJ, ill;; ;;;#
c A lot of their work
comes down to measurement -.everything from.the exact angle
swimmers dve to th-e second-by-second power of a
ora cyclisrThis data is use-d to wring
3yput
improvements out of athletes.The focus is on indiviiuals,
twea'king pedormances to squeeze an
extra hundredth of a second here, an extra millimetre
there. No gain is too stight to bother
with' lts the tiny gradual improvements that add up
to *orld-beaiing .erults.i| aemonrtratu
how the system work, Bruce Mason at AIS shows
offthe prototype of a 3D analysis tool for
studying swimmers-A wire-frame model of a
champion s*i*m"i slices through ite water: her
uarms moving in slow motion. Looking side-on, Mason measures the disbance between
strokes.
From above, he analyses how her spine swivels.When
ruty oevetoped,this system will enable
him to build a biomechanical profile for coaches to
use to help budding swimmers. Mason,s
contribution to sport also includes the development
of the swnN (SWimmingANalysis)
system now used in Australian national competitions.
lt collects images from digial cameras
l8
Reading
running at 50 frames a second and breaks down each part of a swimmer's

performance into
fadors that can be analysed individually stroke length, stroke frequency,
- average duration of
each stroke, velooty. start, lap and finish times, and so on. At the end
of each race, SWAN spits
out data on each sv;iinmen
D 'Take a lookJ says Mason, pulling out a sheet
of data. He points out the data on the swimmers in
second and third place, which shows that tlie one who finished third actually
swam fasten So
why did he finish 35 hundredths of a second down? 'His turn times were 44 hundredths
of a
second behind the otherguyJsays Mason.'lf he can improve on histurns,he can
do much
better:This is the kind of accuracy that AIS scientists' research is bringing to a range
of sports.
With the Cooperative Research Centre for MicroTechnology in Melbourne,the/are
developing unobtrusive sensors that will be embedded in an athlete's clothes or running
shoes
to monitor heart rate, sweating, heat production or any other factor that might have an-impact
on an athlete's ability to run.There's more to it than simply measuring per{oimance. Fricker
gives
the example of athletes who may be down with coughs and colds I I or l2 times a year:After
years of experimentation, AIS and the University of Newcastle in New South
Wales developed
a test that measures how much of the immune-system protein immunoglobulin
A is present in
alhletq:' saliva. lf lgA levels suddenly fall below a certain level, training is Jased or.dropped
altogether: Soon, lgA levels start rising again, and the danger passes. Since
the tests were
introduced, AIS athletes in all sports have been remarkably successful at
staying healthy.
Using data is a com.plex business.Well before a championship, sports.scientists
and coaches
start to prepqre the athlete by developing a'competition model', based on what
they expect
will be the winning times.'You design the -model to make rhot time j says Mason.'A
s;; of rf,o
much,'each free-swimming period has to be this fast, with a certain strpke frequency
andjstroke
with turns done in these timesiAll the training is then geared towards making th" ;ihlg;
length,
hit those targets, botfr overall and ior each segment-of tfre rale.Techniques like
thei have
transformed Australia into arguably the world's most successful sporting nation.
---- - -r
Of course, there's nothing to stop other countries copying and many have tried. Some years
ago, the
-
Al5 unveiled coolant-lined jackets for endurance athletes.At tire Atlanta Olympic'
Games in 1996'these sficed as much as two per cent offcyclists'and rowers'times.
Now
everyone uses them.The same has happened to the'altitude tent, developed
by AIS to replicate
the effect of altitude training at sea level. But Australia's success story is about more
than easily
copied technological fixes, and up to. now no nation has replicated iis
all-encompassing system.
t9
Test I
Questions 1-7
Reading Passage I has six paragraphs, A-F.
Which paragraph contains the lollowing information?
write th'e correct letter, A-F, in boxes I-7 on your onswer sheet.
NB You moy use ony \etter more thon once.
1 a teterence to lhe exchange oi expertisebetween ditterent sports

2 an exp\anation of how visual imaging is emp\oyed in investigations
3 a reason for narrowing the scope of research activity
4 how some AIS ideas have been reproduced
5 how obstacles to optimum achievement can be investigated
6 an overview of the funded support of athletes
7 how performance requirements are calculated before an event
Qaestions 8-lI
Classtfy the following techniquei acc.ording to whether the writer s;ates they
A are currently exclusively used by Australians

B will be used in the future by Australians
C are currently used by both Australians and their rivals
Write the coruect letter, A, B or C, in boxes g-l I otn jour arnswer sheet.
8 . cameras
9 . sensors
l0 protein tests
11 altitude ients
20
Reacling
Questions 12 and 13
Answer the questions below.
Choose NO MORE THAN THREE WORDS ANDTOR A NUMBERJiont the ptrssage .fnr
each-qnswer
Write your answers in boxes 12 and l3 on vour answer sheet.
12 what is produced to help an athlete plan their performance in an event?

13 By how much did some cyclists'performance improve at the 1996 Olympic Games?
2t
Test I
READING PASSAGE 2
You should spend about 20 rniruttes on Questions 14-26, which are based on Reutling Passage 2
belov,-.
et(oxo)l 0)s
The vast expansion in international trude owes much to a revolution in the business
of movingfreight
lnternationaltrade is growing at a startling pace. While the global economy has been expanding
at a bit over 3olo a year, the volume of trade has been rising at a compound annual rate of about
twice that. Foreign products, from meat to mdchinery, play a more important rdle in almost every
economy in the world, and foreign markets now tempt businesses that never much worried
about sales beyond their nation's borders.
What lies behind this explosion in international commerce?The generalworldwide decline in
trade barriers, such as customs duties and import quotas, is surely one explanation. The
economic opening of countries that have traditiohally been minor players is another. But one
force behind the import-export boom has passed all but unnoticed: the rapidly falling cost of
getting goods to market. Theoretically, in the world of trade, shipping costs do not matter.
Goods, once they have been made, are assumed to move instantly and at no cost from
place to place. The real world, however, is full of frictions. Cheap labour may make Chinese
clothing competitive in America, but if delays in shipment tie up working capital and cause
winter coats to arrive in spring, trade may lose its advantages.
C At the turn of the 2oth century agriculture and manufacturing were the twq most important
sectOrs almost everywhere, accounting for about 7Oo/" of total output in Geimany, ltaly and
France, and 40-50% in America, Britain and Japan. International comrneice was iherefOre
dominated by raw materials, such as wheat, wood and iron ore, or processed commodities,
such as meat and steel. But these sorts of products are heavy and bulky and the cost of
transporting them relatively high.
D Countries still trade disproportionately with their geographic neighbours. Over time, however,
world output has shifted into goods whose worth is unrblated to their size and weight. Today,
it is finished manufactured products that dominate the flow of trade, and, thanks to
technological advances such as lightweight components, manufactured goods themselves
have tended to become lighter and less bulky. As a result, less transportation is required for
every dollar's worth of imports or exports.
22
Reading
To see how this influences trade, consider the business of making disk drives for computers.
Most of the world's disk-drive manufacturing is concentrated in South-east Asia. This is
possible only because disk drives, while valuable, are small and light and so
cost litile to
ship. Computer manufacturers in Japan or Texas will not face hugely bigger freight bills if
they import drives from Singapore rather than purchasing them on the domestic market.
Distance therefore poses no obstacle to the globalisation of the disk-drive industry.
This is eV-en more true of the faslgrowing information industries. Films and compact
discs
cost little to transport, even by aeroplane. Computer software can be'exported'without ever
loading it onto a ship, simply by transmitting it over telephone lines from one country to
another, so freight rates and cargo-handling schedules become insignificant factors in
deciding where to make the product. Businesses can locate based on other considerations,
such as the availability of laboul while worrying less about the cost of detivering their output.
G ln many Qountries deregulation has helped to drive the process along. But, behind the
scenes, a series of technological innovations known broadly as containerisation and inter-
modaltransportation has led to swift productivity improvements in cargo-handling. Forty
years ago, the process of exporting or importing involved a greai many stages of handling,
which risked portions of the shipment being damaged or stolen along the way. The invention
of the container crane made it pbssible to load and.unload containers without capsizing the
ship and the adopiion of standard container sizes allowed almost any box to be transported
on any ship. By 1967, dual-purpose ships, carrying loose cargo in the hold. and containers
on the deck, were giving way to all-container vessels that moved thousands of boxes at a
time.
H The shipping container transformed ocean shipping into a highly efficient, intensely
competitive business. But getting the cargo to and from the dock was a different siory.
National governments, by and:large, kept a much firmer hand on truck and railroad tariffs
than on charges'for ocean freight. This started chariging, however" in the mid-1970s, when
America began to deregulate its transportation inOustrylfirst airlines, then road hauliers and
railways, were freed from restrictions on whht they could carry; where they could haul it and
what price they could charge. Big productivity gains resulted. Between 1985 and 1g96, for
example, America's freight railways dramatically reduced their employment, trackage, and
their fleets of locomotives - while increasing the amount of cargo they hauled. Europe,s
railways have algo shown marked, albeit smaller, productivity improvements. '
ln America the period of huge productivity gains in transportation may be almost
over, but in
most countrieb the process stillhas far to go. State ownership of railways and airlines,
regulation of freight rates and toleration of anti-competitive practices, such as
cargo-handling monopolies, all keep the cost of shipping unnecessarily high and deter
international trade. Bringing these barriers down would help the world's economies grow
even closer.
- hold
ship's storage area below deck
23
Test I
Questions 14-17
Reading Passage 2 has nine paragraphs. A-t.
Which paragraph contains the following inlormation?
Write the correct letter, A-1, in boxes I4-17 on yaur answer sheet.
14 a suggestion for improving trade in the future

15 the effects of the introduction of electronic delivery
16 the similar cost involved in transporting a product from abroad or from a local supplier
17 the weakening relationship between the value of goods and the cost of their delivery
Questions 18-22
Do the following statements agree with the information given in Reading Passage 2?
In boxes I8-22 on your answer sheet, write
TRUE if the statement agreAs with the infitrmation

FALSE if the statement contradicts the information
NOT GIYEN if there is yo infa.rmation on this
18 International trade is increasing at a greater rate than the world eeonomy.

19 Cheap labour guarantees effective trade conditions
20 Japan imports more meat and steel than France
2l Most countries continue to prefer to trade with nearby nations.
22 Small computer components are manufactured in Germany.
24
:
Reading
Questions 23-26
Complete the surnmary using the li.st of u,otds, A-K, belon.
write the correct letter, A-K, in boxes 23-26 on your ansv,er sheet
THE TRANSPORT REVOLUTION

Modern cargo-handling methods have had a significant effect on 23......-- as the
business of moving freight around the world becomes increasingly streamlined.
Manufacturers of computers, for instance, are able to import 24 .-...-.......
from overseas, rather than having to rely on a local supplier. The introduction
of
25 --.-..--....- has meant that bulk cargo can be safely and efficiently moved over tong
distances. While international shipping is now efficient, there is still a need for governments
to
reduce 26 ..-...-.....- in order to free up the domestic cargo sector.
A tariffq B component C container ships

D output E ernployees F insurance costs
G trade H freight fares
J software
I
K international standaids
25
Test 1
READING PASSAGE 3
You should spend about 20 nrirzute.s on Questions 2740, which are based on Reacling Passage 3
on thefollowing pages.
Questions 27-32
Reading Passage 3 has seven paragraphs, A-G.
Choose the correct heading for paragraphs B-G from the list of headings below.
Write the correct number, i-ix, in boxes 27-32 on your answer sheet.
List of Headings
I The reaction of the Inuit community to climate change

.n Understanding of climate change remains limited
llt Alternative sources of essential supplies
tv Respect for Inuit opiniongrows
v A healthier choice of foo4
vt A difficult landscape
Yll Negative effects on well-being
vlll Alarm caused by unprecedeirted events in the Arctic
tx The benefits of an easier existence
Exarnple Answer
Paragraph A viii
.TI ParagraphB
28 ParagraphC
29 ParagraphD
30 ParagraphE
3l ParagraphF
32 ParagraphG
26
Reading
Climate Change and

the lnuit
i The lhreat poeed by climate chanqe in the
i ArcT,ic and |,he probleme taced by Canada'e
i lnuit peoVle
Unusual incidents are being reported across the Arctic. lnuit families going off on
snowmobiles to prepare their summer hunting camps have found themselves cut off
from home by a sea of mud, following early thaws. There are reports of igloos losing
their insulating properties as the snow drips and refreezes, of lakes draining into the
sea as permafrost melts, and sea ice breaking up earlier than usual, carrying seals
beyond the reach of hunters. Climate change may still be a rather abstract idea
to most of us, but in the Arctic it is already having dramatic effects - if summertime ice
continues to shrink at its present rate, the Arctic Ocean could soon become virtually
ice-free in summer. The knock-on effects are likely to include more warming, cloudier
skies, increased precipitation and higher: sea levels. Scientists are increasingly
keen to find out.what's going on because they consider the Arctic the 'canary in the
mine'for global warming - a warning of what's in store for the rest of the world.
For the lnuit the problem is urgent. They live in precarious balance with one of the .
toughest environments on earth. Climate change, whatever its causes, is a direct threat
to their way of life. Nobody knows the Arctic as well as the locals, which is why they ar:e
not content simply to stand back and let outside experts tell them what's happening. ln
Canada, where the lnuit people are jealously guarding their hard-won autonomy in the
country's newest territory, Nunavut, they believe their best hope of survival in this
changing environment lies in combining their ancestraI knowledge with the best of
modern science. This is a challenge in itself.
C The Canadian Arctic is a vast, treeless polar desert that's covered with snow for most of
the year. Venture into this terrain and you get some idea of the hardships facing anyone
.who.calls this home. Farming is out of the question and nature offers meagre pickings.
Humans first settled in the Arctic a mere 4,50b years ago,. surviving by exploiting sea
mammals and fish. The environment tested'them to the limits: sometimes the colonists
were successful, sometimes they failed and vanished. But around a thousand years ago,
one group emerged that was uniquely well adapted to cope with the Arctic
environment. These Thule people moved in from Alaska, bringing kayaks, sleds, dogs,
pottery and iron tools. They are the ancestors of today's lnuit people
D Life for the descendants of the Thule people is still harsh. Nunavut is 1.9 million square
kilometres of rock and ice, and a handful of islands around the North Pole. lt's currently
home to 2,500 people, all but a handful of them indigenous lnuit. Over the past 40
years, most have abandoned their nomadic ways and settled in the territory's 28 isolated
communities, but they still rely heavily on nature to provide food and clothing.
27
Test l
Provisions available in local shops haveto be flown into Nunavut on one of the most
costly air networks in the world, or brought by supply ship during the few ice-free weeks
of summer. lt would cost a family around f7,000 a year to replace meat they obtained
themselves through hunting with imported meat. Economic opportunities are scarce,
and for many people state benefits are their only income.
E While the lnuit may not actually starve if hunting and trapping are curtailed by
climate
change, there has certainly been an impact on people's health- obesity, heart
disease
and diabetes are beginning to appear in a people for whom these have never
before
been problems. There has been a crisis of identity as the traditional skills
of hunting,
trapping and preparing skins have begun to disappear. ln Nunavut,s ,igloo and email,
society, where adults who were born in igloos have children who *"y n"uu;
have been
out on the land, there's a high incidence of depression-
With so much at stake, the lnuit are determined to play a key role in teasing
out the
mysteries of climate change in the Arctic. Having survived thlre for
centuriJs, they
believe their wealth of traditional knowledge is vital to the task. And
western scientists
are starting to draw on this wisdom, increasingly referred to as ,lnuit
Qaujimajatuqangit', or tQ. Jln the early days scientists ignored us when they came up
here to study anything. They just figured these people don't know
very much so we
y".:l't ask them,' says John Amagoalik, an lnuit leader and politician. ,6ut i., ,u*ntlu"r,
lQ has had mtich more credibility and weight.' ln fact it is now
a requirement for anyone
hoping to get permission to do research that they consult the communities,
*t.,1 ur"
helping to set the research agenda to reflect their most important
.on."roi. ih;;.;"
turn down applications from scientisti they believe will work against their interests,
or
research proiects that will impinge too much on their daily livei .
and traditional activities-

G Some scientists doubt the value of traditional knowledge because
the occupation of the
Arctic doesn't go back f-ar enough. others. however, point out that
the tirti*""*,",
stations in the far north date back just 50 years. There are still r,rg" g"oi
i^ J;-
environmental knowledge, and deipite thl scientific onslaught, many predictions
are no
more than best guesses. lQ could help to biidge tl.,e gapaniresolve
the tremendous
uncertainty about how much of what we're seeing is natural capriciousness
and how
much is the consequence of human activity.
28
Writing
Qaestions $4A
Cornplete the sunmtur\.of puragraphs C and D below.
Choose NO MORE THAN TWO WORDSfrom paragrcphs

C ancl D lrtr each answer.
Write your answers in boxes 3340 on your answer sheet.
lf you visit the Canadian Arctic, you immediately appreciate the problems
faced by
people for whom this is home. lt woutd clearly be impossible
for the people to engage in
33 ""'-"""' as a rneans of supporting themselves. For thousands
of years they have
had to rely on catching 34 ....-........ and 35 .-.... as a means of sustenance.
The harsh surroundings saw many who tried to settle there pushed
to their limits, although
some were successful. The 36 -...... peopte were an example of the latter and for
them the environment did not prove unmanageable. For the present
inhabitants, life
continues to be a struggle. The territory of Nunavut consists.of
little more than ice, .rock and
a few 37 """',,"..
': .
. ln recent years, many.of them have be'en obtiged to give up their
38 .--..-....... lifestyre, but they contirile to depend mainry on 39- ........-...............
for
th.eir food and clothes. 40 ..,......... produce is particurarry expensive
29
Test 2
READTNG PASSAGE 1
You shottld spend about 20 minutes on Questions I-13, which ure based on Reading Passage I
on the following pages.
Questions l-5
Reading Passage I has five marked paragraphs, A-E-
Choose the correct headingfor each paragraphfrom the tkt of headings below.
Write the correct ntumber, i-viii, in boxes l-5 on your answer sheet.
List of Headings
,r1, Avoiding an o'Vercrowded centre

.^' A successful exercise in people powef
iii The benefits of working together in cities
2{ Higher incomes need not mean more cars '
' l, Economic arguments fail to persuade

vi The impact of telecommunications on population distribution
.Yfi lncreases in travelling time
viii Responding to argpments against public transport
I Paragraph o 0i)
2 ParagraphB U/ii)
3 Paragraph C\ \\,) '
4 Paragraph D W)
5 Paragpph u,
ryf;;)
40
Reading
Advwwtwg@s
@flpublnc
transp@rt
A new study conducted for the world Bank by Murdoch
University's lnstitute for science and
Technology Policy (ISTP) has demonstrated that public
transport is more efficient than cars. The
study compared the proportion of wealth poured into
transport by thirty-seven cities around the
(r rE
world' This included both the public and private costs
of uuitoing, maintaining .no urin!"urv
transport system.
The study found that the western Australian-city

of perth is a good example of a city with
minimal public transport. As a result, 'l7o/o of iti *""ttr,-*ent
i-nto transport costs. some
European and Asian cities, on the other hand,
spent as little as 5o/o. professor peter Newman,
lsrP Directoq pointed out that these more efficient cities
attracting indus-tV and jobs or_creating b better place
were .ui. ,"priil;;#;;.e into
to live.
According to Professor Newman, the larger Australian
city of Melbourne is a rather unusual city
in this sort of compqlison. He describes ii as two
cities: 'A European city surrounded by a car-
dependent one'. Melbourne's large tram network has
made cai use in the inner city much
lower' but the outer sub-urbs havJ the same car-based
structure as most other Australian cities.
The explosion in demand for accommodation in
recent change in many people3 preferences as
the inner suburbs rta.ru"rr.;;;g;;;;--
to where they live. "t :
broader way of considerins pubtic transporr issues. tn

:".:lii:?,t-.I::::^fyl
j:il:Tl
the past, the
been macte on the basis oi
::::,:T.i,y1: rather thanlaseconomics. Newman. however,""ri,o"*",lt.i;o
considerations
#i.iri ,i"
beliieves the study demonstrates that
environmental
^,:.:.11,:^1".lendent.city
terms,.'
modet is inefficient and srossty i".Oeqrlt.';; ffi;:';;';.1i.,
Bicycle use was not included in the study
but Newm.an noted that the two most ,bicycle friendly,
cities considered - Amsterdam and copenh.gun
- *,"r" u".v
transport systems were ,reasonable bui not special,.
even though their public
"iti.ient,
It is common for supporters of road networks. to reject

the models of cities with good pub-lic
transport by arguing that such systems would not
work in their particular city. one objection is
climate' some people say their city could notemake
*"r"
either too hot or too cold. Newmin re.lects this. pointing "i" "t
public transport because it is
ori thut public transport has been
successful in both Toronto and singapore and,
in fact, rr"e rras cnecteo the use of cars against
climate and found ,zero correlation,.
4t
Test 2
When it comes to other physical features, road lobbies are on stronger ground. For example,
Newman accepts it would be hard for a city as hilly as Auckland to develop a realfy good rail
network. However, he points out that both Hong Kong and Z0rich have managed to make a
success of their rail systems, heavy and light respectively, though there are few cities in the
world as hilly.
A ln fact, Newman believes the main reason for adopting one sort of transport over anothei is
politics: 'The more democratic the process, the more public transport is favored.' He considers
Portlq4d,.Oregon, a perfect example of this. Some years ago, federal money was granted to
build a new road. However. Eqf_p#try+tgIgIes forced a referendum over whether to spend
the money on light rail instead. Theiail prciposal won and the railway worked spectacularly well.
ln the years that have followed, more and more rail systems have been put in, dramatically
changing the nature of the city. Newman notes that Portland has about the same population as
Perth and had a similar population density at the time.
B ln the UK, travel times to work had been stable for at least six centuries, with-people avoiding
situations that required them to spend more than half an hour travelling to work. Trains and cars
initialli allowed people to live at greater distances without taking longer to reach their
destination. HoWever, public infrastructure did not keep pace with urban sprawl, causing
massive congestion problems which now make c.o!0mutjng times far hijher.
C There is a widespread belief that.increasing wealth encourages plopn to live farther out where
cars are the only viable transport. The example of European cities refutes that. They are often.
wealthier than their American counterparts but have not generated the same level of car use. ln
Stockholm. car use has actually fallen in recent years as the city has become larger and
wealthier. A new study makes this point even more starkly. Developing cities in Asia, such as
Jakarta and Bangkok, make more use of the car than wealthy Asian cities such as Tokyo and
Singapore. ln cities that developed latet the World Bank and Asian Development Bank'
discouraged the building of public transport and people have been forced to rely on cars -
creating the massive traffic jams that characterize those cities.
D Newman believes one of the best studies on how cities built for cars might be converted to rail
use is The |,Jrban Village report, which used Metbourne as an example. lt found that. pushing
everyone into the qjry-eelle was not the best approach. lnstead, the proposal advocated the
creation. of q&aa_vllagg at hundreds of sites, mostly around railway stations.
E' lt was oRce assumed that improvements in telecommunications would'lead to more dispersal in
the population as peopie *.i. no longer forted into cities. However,'the ISTP team's r"i""t.f,
.demonstrates that the population and job density of cities.rose or remained constant in the
19BOs after decades of decline. The explanation for this seems to be that it is valuable to place
people working in related fields together. 'The new world will largely depend on human
creativity, and creativity flourishes where people come together face-to-face.'
42
Reading
Questions 6-10
Do the tbilowing statements agree with the information given in
Reading passage l?
In boxes 6 -10 on your answer sheet, u)rite
TRUE if the statement agrees w-ith the inJbrmation

FALSE if the statement contradicts the infbrmation
NOT GIYEN if there is no idormation on this
6 The ISTP study examined public and privare systems in every city of theworld..ffiq(
7 Efficient cities can improve the quality of life for their inhabitants
T
8 An inner.city tram network is dangerous for car drivers. NC.
9 In Melbourng people prefer to live in the outer suburbs p.g--f
t0 Cities with high levels of bicycle usage can be efficient even when public transport
is
only averagely good.
{
Question;s I1-13
Look at the following cities ( Questions I l-13) and th'e list of descriptions belovt.
Match each c[ty with the c.orrect description, A-F.
\ write the correct letter, A-F, in boxes r I-r3 bn your anstver sheet.
ll Perth F
12 Auckland 9
13 Portland C
f,ist of Descriptions
A ' buccessfully uses a light rail trarisport
system in hilly environment l
B successful public transport system despite cold winters

C profitably moved from road to light rail transport system
hilly and inappropriate for rail transport system
E heavily dependent on cars despite widespread poyerty
rF- insfficient due to a limited public transport system
43
Test 2
READING PASSAGE 2
You should spend abou.t 20 ntinutes on Questions 14-26, v;hich are basetl on Retuling Passage 2
below.
Elderly people are growing healthier, happier and more independent, say American
scientists. The results of a 14-year study to be announced later this month reveal that the
diseases associated with old age are afflicting fewer and fewer people and when they do
strike, it is much later in life.
ln the last 14 years, the National Long-term Health Care Survey has gathered data on the
health and lifestyles of more than 20,000 men and women over 65. Researchers, now
analysing the results of data gathered in 1994, say arthritis, high blood pressure and
circulation problems - the major medical complaints in this age group - are troubling a
smaller proportion every year. And the data confirms that the rate at which these diseases
are{$pgJia$} continues to accelerate. Other diseases of old age - dementia, stroke,
arteriosclerosis and emphysema - are also troubling fewer and fewer people.
'lt
rea.lly raises the question of what should be considered normal ageing,' says Kenneth
Manton, a demographer from Duke University in North Carolina. He says the problems
doctors accepted as normal in a 65-year-old in 1982 are often not appearing until people
are 7Q or 75.
Clearly, certain diseases are beating a retreat in the face

of medical advances. But there may
be other contributing factors. lmprovements in childhood nutrition in the first quarter of
the twentieth century for example, gave today's elderly people a better start in life than
their predecessors.
On the downside, the data also reveals failures in public health that have caused surges in
some illnesses. An increase in some cancers and bronchitis may reflect changing smoking
habits and poorer air quality, say the researchers. 'These rnuy t" subtle inflrienles,'says-
Manton, 'but our subjects have been exposed to worse and worse pollution for over 60
years. lt's not surprising we see some effect.' .
One interesting correlation Manton uncoveied is that better-educated people are likely to
live longer. For example, 65-year-old women with fewer than eight years of schooling are
expected, on average, to live to 82. Those who continued their education live an eftra seven
years. Although some of this can be attributed to a higher income, Manton believes it is
mainly because educated people seek more medical attention.
The survey also a$essed how independent people over 65 were, and again found a striking
trend. Almost 80% of those in the 19921 survey could complete everyday activities ranging
from eating and dressing unaided to complex tasks such as cooking and managing their
finances. That represents a significant drop in the number of disabled old people in the
population. lf the trends apparent in the United States 14 years ago had continued,
44
Reading
researchers calculate there would be an additional one million disabled

elderly people in
today's population. According to Manton, slowing the trend has saved the United
States
government's Medicare system more than $200 billion, suggesting that
the greying of
America's population may prove ress of a financial burden than expected.
The increasing self-reliance of many elderly people is probably linked to a massive
increase
in the use of simple home medical aids. For instance, the use of raised toilet seats
has more
than doubled since the s;rt oitheEudy, and the use of bath seats has grown by more than
rv
50%-/o- These developments also orlng
t rrs5e uevel(Jpmenrs bring Some health benetits,
some neann benefits, according
accordi to a report from the
MacArthur Foundation's research group on successful ageing. The group found that those
elderly people who were able to retain a sense of independence were more likely to stay
healthy in old age.
Maintaining a level of dgi-lyphystcat-activi8 may help mental functioning, says CarlCotman,
a neuroscientist at the University of California at lrvine. He found that rats that exercise on a
treadmill have raised levels of brain-derived neurotrophic factor coursing through their
brains. Cotman believes this hormone, which keeps neurons functioning, may prevent the
brains of active humans from deteriorating.
As part of the same study, Teresa Seeman, d social epidemiologist at the University of
Southern California in Los Angeles, found a connection between self-esteem and stress in
people over 70. ln laboratory simulations of challenling activities such as driving, those who
felt in control of their lives pumped out lower levels of stress hormones such as cortisol.
Chronically high leveli6fthese hormones have been linked to heart disease-
But independence can have drawbacks. Seeman found that elderly people who felt
glnotionally isolated maintained higher levels of stress hormon", when asleep. The
"u"n
research suggests that older people fare best when they feel independent but know they
can get help when they need it.
'Like much research into ageing, these results support common sense,'says Seeman.
They
also show that we may be underestimating the impact of these simple factors. ,The sort of
thing that your grandmother always told you turns out to be right on target,, she says.
45
Test 2
Questions 14-22
Complete the summary using the l.ist of'tntrds, A-Q belotv.
Write the correct lettea A-Q in boxe.s 14-22 on your ansuler sheet.
trorr ducfCo\
Research carried out by scientists in the United States has shown that the proportion of
people over 65 suffering from the most common age-related medical problems is
14 ......\g\\.U t and that the speed of this chanse is 15 ...11.93?!f!.W.. lt also seems
that these diseases are affecting people fO ....latgf in.life than they did in the past.
This is largely due to devetopments in 17 ..ryU,4-t:!nft....-- , but other factors such as
improved 18 ...y\d$).h..... may also be playing a part. lncreasei in some other illnesses
may be due to changes in personal habits and to 19 -..-..Q91-l.Utnh.. . The research
establishes a link between levels of 20 ...U!*V--Sh... and life expectancy. lt also shows that
there has been a considerable reduction in the number of elderly peciple who are
zr ......4t-t(h.t0{l , which means thdt'the 22.......WI.f...... invotved in supportins this
section of the poirulation may be less than previously predicted.
A cost"iz
,/ -*-gatti*g- C technology
D ,:undernoirrished. E earlier F-late+-
G disabledf H more
.J---nutriti'on K--edueation- L constant
tUmee,iCtne -D*-pothltio+ O'environmental
P health Q independent
46
i
Reading
Qaestions 23-26
Complete ear:h sentent:e n,ith the correct enrling, A_H,

belou,.
write the (orrect letter, A-H, in boxes 23-26 on your ttnsn'cr

.sheer
23 Home medical aids ( ,
24 Regular amounts of exercise a

25 Feelings of control over life ll
26 Feelings of loneliness C
A may cause heart disease.

B can be helped by hormone treatment.
C may cause rises in levels of stress hormones.
D , have cost the United States
-- governmeint
a-'---" more than $200 billion.
_,/
-U may help prevent mental decline.

F may get stronger at night.
allow old people to be more independent.
H can reduce stress in difficult situations-
47
Test 2
READING PASSAGE 3
You should spentl ahout 20 mfiutes on Questions 2740, v-hiclt ttr<' hu.set{ on Reading Passage 3
below.
Numerqtion
One o[ the first greot intellectuol feots of o young child is leorning
how to tolk, closely followed by leorning how to counl. From eorliest
childhood we ore so bound up with our system of numerotion thot it
is o feot of imoginotion to consider the problems foced by eorly
humons who hod not yet developed this focility. Coreful
considerqtion of our system o[ numerotion leods to the conviction
thot, rother thon being o focility thot comes noturolly to o person, il
is one of the greot ond remorkoble ochievements of the humqn roce.
It is impossible to leorn the sequence of evenls thot led lo our developing the concept of
number. Even the eorliest of tribes hod o system of numergtion thot, i[ not odvonced, wos
sufficient for the tosks thot they hod to perform. Our oncestors hod little use for octuol numbers;
insteod their considerotions world hove been. more of the kind.ls this' enough? rother thon How
many? ivhen they weie engoged in food gothering, for exorhple. Howeuet; when eorly
humons first begon to reflect on the noture of tlrings oround them, they discovered thot they
needed on ideq of n.umber:simply to keep their thoughts in order. As they begon to settle,
grow plonts ond herd onimols, the need for o si:phisticoted number system beiome
poromount. lt will never be-known how ond when this numerotion obility developed, but it is
ceitqin lhqt numerotion wos well developed by the time humons hod formed even semi-
permonenl settlements.
Evidence of eorly stoges of orithmetic ond numerotion con be reodily found. The indigenous
peoples of Tosmonio were only oble to count one, lwo, many; those of South Africo counled.
one, fwo, two'ond one, fwo fwos, fwo twos ond one, ond so on- But in reol situotions he
number ond words ore often occomponied by gestures to help resolve ony confusion. For
exomple, when using the one, fwo, mony type of system, the word many would meon, Look ot
my honds ond see how many fingers I om shawing you. This bosic opprooch is limited in the
roirge of numbers thot if con express, bul this ronge will generolly suffice when deoling with
the simpler ospects of humon existence.
The lock ofobility of some cultures to deol with lorge numbers is not reolly surprising.
Europeon longuoges, when troced bock to their eorlier version, ore very poor in number
*"ri, ond ."!r.Jrions. The oncient Gothic *&d for ten, tachund, is usei to express the
number l0O os tachund tochund- By ihe seventh century, the word leon hod become
interchongeoble with the fochund or hund of the Anglesoxon longuoge, hnd so 100 wos
denoted os hund teontig, or ten times ten. The overoge person in the seventh century in Europe
wos not os fomilior with numbers os we ore todoy. ln foct, to quolify os q witness in o court of
low o mon hod to be oble to count to nine!
48
Reading
step in,developing o sense of number is nolhe obiltty ro counr,

*:!nt^tfT::t,frid"tentol number is reollv on otrr"o.t id"o inrteoJ
!:l::t!?t
group ",l"",thot,o.
of porticulor objects. lt must hove been "i"'r',npr.;-"#;;;
""rii..;;;;;, .
within tr,. grorforlr.."
conceive thol four birds ore distinct from two birds; ho*e"u"r,'it
i, not on elementory step lo
ossociote the number 4, os connected with four birds, to the
number 4, os .onn.ltla with four
Associoting o number os one of rhe q.uolities oio ,pucific
'.:tk|' oblu.i i, o gruot hindronce to
the developmeni of o true number sense. When the nrrb",
4 .on b" ,"girr""r.Jin the mind os
q specific word, independent of the obiect being
referenced, tie individuol is reody to ioke the
first step toword the developmenr of o norotionqT system f-;rr1;;;;"JJr;;;ilJJ., ,o
orithmetic.
Troces of the very j:rsr
,'l-""'"' ": :tty firsr sro€res
longuoges todoy-
stoges in
ln Ine
the oevelopment
development of numerotion con be seen in
i severol living
The numerotion syslem of the Tsimshion longuoge in British
Columbio
seven distin.r.::rr:lwords f.or qumpels o..ordins tJrhe"cross
:::::lT of rhe item beins
Hljij:9;:::t,lg lllr ;;j.,
obie;ts ond onimots, f,ol round oilotl onJ ri*", ro,
fo,.ounrini;il;;;;;lr.rflr.,[p.il,
{o-r meosures, ond
for tons
:?i::t::1ty1 f3i.onour,
?t:t,,ltroted,. jr seems thot the.lost is o loter d"u"lop*"it *f,ib rt.'iirct .ir gr""ps show
used
rrcad l^6^.'^^^-
longuoges -..-L I
or ou,b",;;;';;;;iil;;","dY" -L. *,Lv
such osJqponese.
--
with the development of o number sense is the development of on

lteryjxe{
Counting is not directly reloted to
obility to count.
lle formotion of o number concept b""our" iiis 'possible. to
count by motching.the items being'counte.d ogoinsr o grouf
oip"bbbr, jroin, oiJoi;; ;;"rh;
counteris fingers. These oids *orld hove beel indispe"nsoble
to very peopl. ;i; ili;
fo:rnd the-.process impossibte without some form r".t"ni.ol "orii
oid.'Such'oids, while
liye
differenl, "f
ore still used even by the most educoted in todoy's society due to thei.conu";;;.".
ultimotely involves reference to somerhins ;t#; non tt1" rh;d,
fl1..,::llln.. [;i";-counred. At
nrsl rt moy hove been groins. or pebbles but now it is o memorised
sequeice ofvr iords
vvvr\ thor
hoppen to be the nor"s of the numbers.
Test 2
Questions 27-31
Complete each sentence *'ith the correct ending, A-G, belox,.
Write the correct letter. A-G, in boxes 27-31 on your answer sheet.
27 A developed system of numbering

28 An additional hand signal I
29 ln seventh-century Europg the ability to count to a certain numberA
30 Thinking about numbers as concepts separate from physical objects (
31 Expressing number differently according to class of iterwfi f
was necessary in order to fulfil a civic role.
was necessary when people began farming-
necessary'for the development of arithmetic.
peisists in all societies.
was used when thg range of number words was restricted... .
can be traced.back to ear$ European languhges.

was a characteristic of early numeration systems.
50
Reading
Questions 3240
Do the following statenrents agree with the information given in Reading passage 3?
In boxes 3240 on vour ansrr.er sheet, v:rite
TRUE iJ'the statement agrees with the information

FALSE if the statement contradicts the iiformation
NOT GIVEN if there is no information on this
32 For the earliest tribes, the concept of sufficiency was more import4nt than
the concept
of quantity. --1-
33 Indigenous Tasmanians used only fiour terms to indicate numbers

ol objects. f
34 some peoples with simple number systems use body language to prevent
misunderstanding of expressions of number.
T
35 All cultures have been able to express large numbers clearly. f
36 The word'thousand'has Anglo-Saxon origins. .N 6
37 In general, people in seventh-eentury Europe had poor counting ability. a
38 In the Tsimshian
fansuase the number for long objects and canoes is expressed with
the same word. €
39 The Tsimshlan language contains both order and newer systems
of counting. f
40 Early peoplT found it easier to count by using their fingers rather than group
pebbles.
a of
Nh
Reuding
\*zt o
READING PASSAGB 1
Yott shottld spend about 20 minutes on Questions I-13. v'hich are based on Reading Passage I
helov'.
A The Lumidre Brolhers opened their become fomilior, the mogic wos occepted -
Cinemotogrophe, ot 14 Boulevord des but it never stopped being mogic. Film hos
Copucines in Poris, to l00 poying cuslomers never lost its unique power to embroce its
over 100 yeors ogb, on December B, I 895. oudiences ond tronsport fiem to o different
'Before the eyes of the sfunned, thrilled world. For Torkovsky, the key to thot mogic
oudience, photogrophs come to life ond wqs the woy in which cinemo creoted o
moved ocross o flot screen. dynomic imoge of the reol flow of events. A
still picture could only imply the existence of
B So ordinory ond routine hos this become to
time, while time in o novel possed ot the
us thot it tokes o determined leop of the
whim of lhe reoder. But in cinemo, the reol,
imoginotion lo grosp the impoct of those first
obiective flow o[ fime wos cophired.
moving imoges- But it is worth trying, for to
underitond the initiol shock of those imoges E One effect of this reolism wss to educote the
is lo understrund tlie extroordinoqy power world obout itself. For cinemo mokes the
ond mogic of cinemo, the unique, hypnotic
quolity thot hos mode film the mest dynomic,
effective ort fonm of the 20th c9ntury
C One of the Lumi6re Brothers' eorliest films

wos o 30-second piece which showed o
'I section of o roilwoy plotform flooded with
in film fiction -
hove been Americon. From
'sunshine. A troin oppeqrs ond heqds stroight the eorliest doys of the industry Hollywood
hos dominoted the world film morket.
for the comero. Andlthot is oll thot hoppens.
Americon imogery - the cors; the cities, the
Yet the Russiqn direclor Andrei Torko,rsky,
cowboys - become the primory imogery of
one of the greotest of oll ftlm ortists,
film. Film corried Americon life ond vqlues
described the film os o 'work of genius'. ',As
oround the globe.
the hoin opproothed,' wrole Torkovsky,
.'ponic storted in-the theotre: people iumped F And, thonks to ftlm, future generotions'will
qnd ron owoy.'Thot wos lhe moment when ' know the 2Oth century more:intimotely thon
cinemo wos born. The frightened oudience ony olher period. We con only imogine whot
could not occepl thol fiey were wolching o life wos like in the 14th centuqy or in clossicol
mere picfure. Pictures were still, only reolity Greece. But the life of the modern world hos
moved; this must,lherefore, be reolity. ln been recorded on film in mossive,
their confusion, they feored thot o reol troin enryclopoedic detoil. We sholl be known
wos obout to crush lhem.' better thon ony preceding generotions.
D Eorly cinemo oudiences often experienced G The'stor'wos onolher nolurol consequence

the some confusion. ln time, the ideo of film of cinemo. The cinemo stor wos effectively
63
Test 3
born in I 910. Film personolities houe such hove developed like television - os o shonge,
on immediote presence thot, inevitobly, they noisy tronsfer of music, informotion ond
become super-reol- Becouse we wotch them nqrrotive. fuf&gt
so closely ond becouse everybody in the .W b"ppened wos tlqgit
become, overwhelmingly, o medium for
world seems io know *ho they oie, they
oppeor more reol to us thon we do ourseLres- conceived os short stories - eorly producers
ified humon self is one of doubted the obility of ordiences to
cinemo's most stror@ concentrqte for more thon the length of o
reel. Then, in 1912, on ltolion 2-Jrour film
Cinemo hos olso given o new leose of life to wos hugely successful, ond Hol[avood settled
the ideo of fie story. When the Lumidre upon the novel-length norrotive thot remoins
Brothers ond other pioneers begon showing the dominonl cinemotic convention of todoy.
off this new invenlion, il wos by"no **n, "
obvious how itwould be used. Allthot @ck!.Almosi
unbelievobly, it is o mere l0O yeors since
mottered ot fir$ wos the wonder of thot troin orrived ond the oudience screomed
movement. lndeed, some soid thot, once this ond fled, convinced by the dongerous reolity
novelty hod worn off, cinemo would fode of whot.they sow, ond, perhops, suddenly
owoy. lt wos no more lhon o possing owore thot the world could never be the
gimmick, o foirground otkoclion. some ogoin - thot, moybe, it could be better,
Cinemo might, for exomple, hwe become brighfer, more oslonishing, more reol thon
primorily o documentoqf form. Or it mighi reolity.
&
Reacling
Questions 1-5
Reading Passage I has ten paragraphs. A_J.
Which paragraph contains the following information?
write the correct letter A-J, in boxes l*5 rn vour ansvler sheet.
I the location of the first cinema

fr
V/ no* cinema came to focus on stories 9 I
3 the speed with which cinema has changed j
4 how cinema teaches us about other cultures €
\ \s t\ruttrsrr s\ ts\srs\t.\rss
1o
Questions 6-9
Do tfre following statements agree with the views of the writer in Reading Passage l?
In boxes 6-9 on'your answer sheet, write
YES if^the statement agrees with the views of the writer

x@ if the statentent contradicts the views iy tt writer
Normffi " about this
if it is impossible to say tuhat the twitei thinks
5 It is important to understand how the first audiences

reacted to the cinema./
7 The Lumidre Brothers'film,4bout the train was
one of the greatest filfns ever made.
,r Cinema presents a biased view of other count ries.
@. N 6
VT?
2. Storylines were important in very early cinema.

b, Vo
N
6{
Test 3
Questions I0-13
Choo.se the. corrbct letter A, B, C or D.
Write the correct letter inboxes 10-13 on your an.t;v;er

sheet.
l0 The writer refers to the film of the train in orcler to

demonstrate
4,, the simplicity of early films.
/4 the impact of early films.
C how short early films were.
D how imaginative early films were.
ll In Tarkovsky's opinion, the attraction of the cinema is that
A aims to impress its audience.
B/, tells stories better than books.
,g illustrates the passing of time.
D describes familiar events.
n when cinema first began, people thought that
B it should be used in fairgrounds.

C its audiences were unappreciative.
'its future was uncertain.
.Y
3 What is the best title for this passage?
A The rise of the cinema star
B Cinema and novels compared
C, The domination of Hollywood
The power of the big r".L"n
,/.fi
66
Reading
READING PASSAGB 2
You should spend about 20 minutes on Quesrtons 14-27, which are based on Reatling Passage 2
";::::;r,:;:'
Reading Passage 2 contains six Key Points.
Choose the correct heading Jbr Key Points TWO to SIX from the list of heaclings belotv.
Write the correct number, i-viii, in boxes I4-18 on your answer sheet.
List of Headings
i Ensure the reward system isfair .'
ii Match rewards to individuals --
iii Ensure targets are realistic z'
iv Link rewards to achievementz
v Fncourage managers to take more responsibility
vi Recognise changesin anployees'performance over time
vii Establish targets and give feedback 2''
Example Answer
Key Point One vlll
t4 Key Poin_t Two Vrl

:-' 15 Key Point Three
-l\ t
't(
t6 Key Polnt Four
t7 Key Point Five I
18 Kev Point Six ,

I
Test 3
THE CHATLENGE
It is o. greot deol eosier to motivote employees in,o growing orgonisotion
thon o declining
one. When orgonisotions ore exponding lnd oddirig p"rrJnnj,
poy rises,-ond the excitement of being o-ssocioted
fr"..ti"".i opportunities,
-iih'o dynomic orgonisotion creote
feelings of optimism. Monogement is"oble to use.the gr"*il-t to entice"ond
"n.o*og.
employees' When on orgonisotion is shrinking, the best ond most mobile workers
ore prone
to leove voluntorily..Unfoltunotely, they ore thE'ones the orqonisotion con leqst
offord t tor"
- those with.the highest skills ond experience. The minor eiployees remoin becouse
----.-. their iob
optionsorelimited. '
Morole olso suffers during decline. People feor they moy be the next to be mode
redundont. Productiviry oftui ,rff"rr, o,
providing one onothei with morol support "r'ploy*; #;Jh;i, ti*" .urnorr,,
'r-,..ing F;;;ose""a
iother thon focusi"; whose
iobs ore secure, poy increose; ";;h;;;i;b-t.
possible. roy.uir, u"nu"rJ"ri"ring1i,.n",
gtoyh. 4.".!ly
be imposed. The chollenge to-monogement is how to motivlte employees
of
loY gven
under such retrenchment conditions. The woyl of meeting this chollenge con
v b" bt"nily
divided into six Key points, which ore outlined b"d;.
KEY POINT ONE

There is on obundonce o[ evidence to support the motivqtionol
benefits thot result from
corefully motching people,ro iobs. For *j.jlpl.", if the
io[ is;;";;il;-rr"ir ["ri""i'o, on
outonomous unit within o lorger business, high.ochievers should be-sought.
However, if the
iob to be filled is o monogeri-ol.post in o [rg; brr*;r;i. oigonisotioi, o .onaia;t ;h;
ne.d, [or,po*J, ond'o low need i"t oniiioti"; aili'd u" ,"t"lli. A.;";ii;slr-
l1r"-.!|qh
iobs thot ore inconsistent with their needs-High ''"
high ochievers should not be,put into
ochievers will do besr when rh.e
iob provides ."a"..Lty;i";itil;; ;i;;;j*h"r" th"r""
is independence ond feedbock. i{o*"u"r, ir should
b" ,;;;t;."Jin[i".t ' - ' "":r ''.
motivoted by iobs rhor ore high in independence, voriery """;#;;
";i-."rp";ruiiiqr.
KEY POINT TWO
The literoture on gool-setting theory suggests thot monogers
should ensure thot oll employees
tp:".,|c gools ond receive comr.nents on how well they ore doing in those gools.'Foi
l1u: *jth high. ochievement
needs, typicolly o minority in ony orgoru:sotion, the"existence of
T::"
exlernol gools is less importont becouse high ochieveri gre oi.uojy
internoliy motivoted. The
next focror ro be determined is wherher thJgools J"riju.;;;;;:jil;;;;;",
collectively set in coniunction with the ir.'" ",
t;iffijJr;;j;;';"rceorions
"rploiy""t.
occeptonce ond the orgonisotion's ""t*"r
culture. lf resistonce to gools'is expecti, the use
:19:".!
of porticipotion in gool-setting should increose occeptonce. lf porti-cipotion is
inconsistent with
68
*re culturg however, gools should be ossigned. lf porticipotion ond the culture ore
employees ore likely b perceive the porticipotion process os monipulotive ond
lrrcongru9u1,
- be negotively
negotively offected by
bv it.
XEY POINT THREE

Regordless of whether gools ore ochie,roble or well within monogement's perceptions of the
enrployee's obility, if employees see them os unochievoble they *Ill ,edu." their effort.
lvlonogers must be sure, therefore, thot employees feel confident thot their efforts con leod to
perhrrmorrcg gools. For monogers, this meons thot employees must hove the copobility of
doing the iob ond must regorJthe opproisol process or ullid.
T(EY POINT FOUR

Since empbyees hove different needs, whot octs os o reinforcemenf for one moy not for
onolher. I\lonogers could use their knowledge of eoch employee to personolise ihe rewqrds
over which they hove control. Some of the more obvious re*ords thot monogers ollocote
indude p<ry, piomotions, outonomy, iob scope ond depth, ond the opportunity to porticipote
in gool-setting ond decision-moking.'
KEY POINT FIVE

Monogers need to moke rewords contingent on performonce. To reword foctors other thon
perlormonce will.only reinforce those otf,er foctors- Key rewords such os poy increoses ond
promotions or odvoncements should be ollocoted for the ottoinment of the employee's speciftc
gools- Consistent wilh moximising the impoct of rewords, monogers should look io. wqys to
insreose their visibilit'y. Eliminoting the segrecy surrounding poyly openly communicoting
weqyonet remunerotion, publicising performqnce bonusel ond oilocoting onnuol soloqy-
increoses in o lump.sum rother thon spreoding them oui orer on entire yJol. or" e"ompLs of
oclions thst will moke rewords more visible oid potentiolly more motivoting.
t
KEY POINT sIX

The woy rewords ore distributed should be tronsporent so thot employees perceive thqt
rewords or outcomes o-re equitoble ond equolto'the ilputs given: bnto simplistic level, '
experience, obilities, effort ond other obvious inpuh shouldixploin differences in poy,
responsibility,ond other obvious outcomes. The problem, ho*elr"r, is complicot"d 6yi[r"
existence of dozens o[ inputs ond.outcomes ond'by the fqct fhot employu" g.oup, plo."
difbrent d"gtTt of importonce on. thbm. For instonce, o stud .ornpoiing i"rii"l tnd
production workers identified neorly twenty inputs ond outcomes. The cleiicol workers
considered foctors such os quolity of *o-,'k'per'formed ond
iob knowledge:neor the top of
their list, but these were of the botfom of the production *orkers' lirt. Siiilor!,
frodr.tion
wg,rkerlthought thot the most importont inputs were intelligence ond p..ronol'involvement
Yiq to* occomplishment, two foctors thot were quite low i-n the importonce rotings of the
clerks. There wbre olso importont, though less dromotic, differences on the outcorie side. For
exomple, production workers roted od,roncement very hiqhlv, whereos clericol workers roted
qdvoncement in the lower third of their list. Such findingisuggest
thot one person's equity is
onother's inequity, so on ideol should probobly weigh iiff"rJit inputs ond tutcomes
occording to employee group.
Te.st 3
Qaestions 19-24
Do the following statements agree r,vith the viervs of the rvriter in'Reading passage 2?
[n boxes ]9-24 on your answer sheet, v:rite
YES if the statement agrees n,ith the views of the writer

NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
19 A shrinking organisation tends to lose its less skilled employees'rather than its more
skilled employees.
6162
20 It is easier to manage a small business than a large busin.rs. N [o -
,r( High achievers are well suited to team work. tu
22 /
Some employees can feel manipulated when asked to participate in goal-settinS.)
23 staff appraisal process should be designed by employegs. A/ b,
,/-Tlte
.24 Employees'earnings should be disclosed to everyone within the organisation. [i
0-
Questions 25-27
Look at the following groups. oJ workers ( and the list of

Questions 25-27 ) descripiions belou;.
Match each group with the correct description, A-8.
write the correct letten A-E, in boxes 2s-2T on your answer sheet.
2{tn rnachievers 4,e V

26 clerical workers Q,
n productionrvort"rs\
They judge promotion to be important.

B They have less need of external goals.
They think that the quality of their work is important.
They resist goals which are imposed.
E They have limited job options.
70
Readtug
RBADING PASSAGB 3
You should spend a[tout 20 mintttes on 2840,

Questions vvhich are ba.sed on Reacling passage 3
belott
The Search for the Anti-aging Pilt

ln government loboratories ond elsewhere, scientists. ore seeking a drug able to prolong
life ond youthful.vigonStudies of caloric restriction are showing the woy
As researchers on aging noted recently, no' t"eatment on the mar,<ertoday has been oved to
l-
ghe build-up of molecular and cellular damage that inireases vulnerability
:!:jxma*agrns-- to
infirmity as we Srow older. But one intervention, consumption of a low-calorie* yet nutritionally
balanced dieg works incredibly well in a broad range of animals, increasing longeviry and
prolonging good health. Those findings suggest that caloric restricrion .outa a"Uy iging and
increase longevity in humans, too-
Unfortunately, for maximum benefig people would probabty have to reduce their caloric
intake by r:oughly thirty per cent, equivalent to dropping from 2,500 calories a day to 1,750. Few
stick to tlFt harsh a regimen, especially for on end. But what if someonil*
could crsite a pill that ts of eatinflffi without actually forcing
people to eat less? Could such a'caloiic-restriction mimetic', as we call it, enable people
to ,t"y
healthy longer;.PostPoning age-related disorders (such as diabetes, arteriosclerosii, heart
disease
and cancer) until very late-in lifel Scientists hrst posed this question in the mid- 1990s,
after
researchers came uPon a chemical agent that in rodents seemed to reproduce many
of caloric
restrictiont benefits. No compound that would safely achieve the sarRe feat in people has been
found yeg but the seirch has been informative and has hnned hop" th"t .;ilriJ-r"ittiction
(CR)
mimetics can indeed be developed eventually.
The benefits of caloric restriction '
The hunt for CR mimetics grew out of a desire to better understand caloric restriction's
many
effects on the body. Scientists firstlrecognized the value of the practice more
than 60 years ago,
when they found that rats fed a low-calorie diet lived longer on average than free-feeding
rats
and also had a reduced incidence of conditions that becoiie increasingly
common in old age.
What is more, some of the treated animals survived longer tharr the iiest-tiving animals.in
the
control grouP' which rneans that the maximum lifespan (the oldest attainable no. merely
the normal lifespan' increased. Various interventions, such as infection-fightingirugs,
"gJ;, carl
increase a population's average survival time, but only approaches that rll*
.t" boiy's rate of
aging will increase the maximum lifespan.
The rat findings have been replicated^ many times and extended to creatures ranging
from
yeast to fruit flies, worms, fish, spiders,emice and hamsters. Until
hirly recently, *Jstluaies were
limited to short-lived creatures genetically distant from humans. But caloric-restriction
projects
underway in two species more closely related to humans rhesus and squirrel monke)rs
-
made scientists optimisric that CR mimetics could help people.
- ir"u"
* coloris a measure of the energy value of food
Test 3
The monkey prolects demonstrate that, compared with control animals that eat normally,
caloric-restricted monkeys have lower body temperatures and levels of the pancreatic hormone
insulin, and they retain more youthful levels of cerrain hormones that tend to fall with age.
The caloric-restricted animals also look beuer on indicators of risk for age-related diseases.
For example, they have lower blood pressure and triglyceride levels (signifying a decreased
likelihood of heart disease), and they have more normal blood glucose levels (pointing to a
reduced risk for diabetes, which is marked by unusually high blood glucose tevets;. Fuither, it has
recently been shown that rhesus monkeys
.kepf-.-o_,1.-€3lo-4-.c--rteJlrtic!qd diets for- an extended_lime
(nearty l5 years) have less chronic disease. They and the other monkeys musr be followed still
longer, howeveq*o-tcnoly ryhetGi,low-cal"orie intake can increasg- botir average
and maximum ,-,
lifespans in monkeysriiJnlike the multitude of elixirs being touted as the laiesJanti-aging cure, CR
mimetics Woufdaher fundamental processes that underlie aging. We aim to develop compounds
that fool cells into activating maintenance and repair.
How a prototype caloric-restriction mimetic works

The best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose), works
by interfering with the way cells process glucose. lt has proved toxic at some doses in animals
and so cannot be used in humans- But it has demonstrated that chemicals can replicate the
effects of caloric restricrion; the trick is finding the right one.
Cells use the glucose from food to gen€rite'ATP (adenosiie triphosphate), the molecule thar
Powers many activities in the body- By lirnitingfood intake, caloric restriction minimizes the
amount of glucose entering cells and decreases ATP generation. When 2DG is administered to
animals that eat normally, glucose reaches cells in abundance but the drug prevents most of it
from being processed and thus reduces ATP synthesis. Researchers haue-proposed several
explanations for why interruption of glucose processing and ATP production'might retard aging.
One possibility relates to the ATP-making machinery's emission of free radicals, which are
thoughtto contributg to aging and to such age-related diseases as cancer by damaging cells.
Reduced operation df the machinery should limit their production and theieby constiain the
damage. Another hypothesis suggests that decreased processing of glucose could indicate
to
cells that food is scarce (even if it isn
Q and induce them to shift into an anti-aging mode that
ejP$:erflesgly?lion of the organism over such 'luxuries' as growth ana reproauction.
72
Readtug
Questions 28-32
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 28-32 on your answer sheet, vtrite
YES d the statentent agrees with the claims of the writer

NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
28 Studies show drugs available today can delay the process of growing ota. lV D
29 There is scientific evidence that eating fewer calories may extend human life- Y€'
(/n
Not many people are likely to find a caloric-restricted diet attractive. 4h Ytt;
31 Diet-related diseases are common in older peopla
^)
6\
32 In experiments, rats who ate what they wanted led shorter lives than rats on a
calorie diet. yEt
\
Questions 33-37
Classtfy the following descriptions as relattng to
A caloric-re str icted mo nkey s

B control monlgeys
C neither caloiic-restricted monkeys nor control monkeys
Write the cowect letter A, B or C, in boxes 33-37 on your answer sheet.
33 Monkeys were less likely to become diabetic. 4 r

Y Monkeys experienced more chronic disease.$
ytVt nkeys have been shown to experienoe a'longer than average life span. h C
1
36 Monkeys enjoyed a reduced charice of heart disease. 7i ' -
37 Monkeys produced greater quantities of.irisulin. g
#
#
::i
!*
kst 3
[k
:i:
Questions 38-40
Comp le t e t he fl ou, - char t b e low-.
choose No MORE THAN TWo woRDSfrom the passage.f'or each ansvler.
Write your ans\l:ers tn boxes 3840 on your answer sheet.
How a caloric-restriction mimetic works
CR mimetic
J
less 38 ....$yJ:.1!...... is processed
J
production of ATP is decreased
Pmkrv-ah1cb
Theory l: *wll,hq
t
cells less damaged by disease because f,Yn\ ::^
fewer 39 .....r..:..-..-........ afe emitted
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trl
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874
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Reading
l-40
READING PASSAGE I
You should spend about 20 minutes on I-13,
Questions which are based on Reading passage I
Questions 1-7
Reading Passage I has seven paragraphs, A-G.
choose the correct heading for each paragraph from the list of headings below-
write the correct nurnber, i-x, in boxes I-7 on your answer sheet.
List of Headings
Not'all doctors are persuaded
ii . €hossing the best'offers
jiil Who is responsible for the increase in promotions?
/
iv Fighting the drug. companies
'
..An example of what doctors expect fromdrug companies
y-Cittsinclude financial incentives . '
Xf
,/.
Research shows that promotion works
viii The high costs of research
"Ifuepositive side of drugs promotion
f
y' Wno really pays for doctors'free gifts?
,/
I ParagraphA g
2 ParagraphB fi
3 Paragraph C li\'
4 ParagraphD (ts \
5 Paragraph Ei
6 Paragraph f
'lii
7 Paragraph G 2q
Test 4
A A few months ago Kim Schaefer, sales representative of a major global

pharmaceutical
company, walked into a medical center in New York to bring
information and free
samples of her company's latest proclucts. That day
she was luclqy - a cloctor was
available to see her. 'The last rep offerecl me a trip to
Floricla. What clo you have?' the
physician asked. He was only half
ioking.
B on.9ftltheldarraaa:=g.pilr-gflsLes,fera New-York*mssisal*Burorl-an]--.-.
Y.T:::: can offer is typical for toclay's drut's rep a car trunk fuliof '.1
,91&qgqy-fAlf;3tl8chaefer -
tqromotionalgifts ancl gadgets, a buclget that coulcl buy tunches and clinners for a small:
ioVS.V, hundreds of free -rug samples anel".tffi€eclornJogive physician
presclibeterner*i_proc,tuct_to_the_next six patients
a dg6r-;f
who fit tne crirg;fp-nr.. nnd she
also has a fuw $ I ,0OO honoraria to offer in exchange for
doctors' attenclance at h€i
company's next educational lecture.
C Selling pharmaceuticals is a claily exercise in ethical juclgement.

Salespeople like .
Schaefer walk the linebetween the common practice of"bSrying-aplgspect's tirne witn
uv-*"r[i" i nir u-stry,
gI criticggq$r its sales and marketing practiceiSut ""
fincl themselves irrth€,/miclclle
or tne age-olcl chicken.or-egg question - businesses
won't use ptrategies that clon't
worf, so are doctors to blame for the escalating extravagance
Jr pnur"*u..rti*i
D The explosion in the sheer number of salespeople in the field ancl the amount of
funcling usecl to promote their causesl- for.., tr"t..*"*ination-
of the pressures,
getween clrug reps ancl cloctors. Satespeopte provicte
$::"SS 4grg",ionsfrips
eclucationlo physicians. ln many cases the glossy
Wiitn6d
lrr-ochures, affcleT$rints and prescriftions they
deliver are primaryl of 6rug
eclucation for healthcare giverr With ihe h"s;1";trn-"n, -u..o
an" inclustry has placed in
face-to-face selling, salespeople have ess.ntllly
uecome specialists in one clrug or
group of drugs a tremendous aclvantage in getting
- the attention of busy cloctors in
need of quick information.
E But the sales push rarely stops in the office. The

flashy brochures ancl pamphlets left by
the sales reps are often fotlowed up with meals at
ex-pensive restaurants, meetings in
warm and sunny places, and an inunclation of promotional
gaclgets. Rarely clo patients
watch a doctor write with a pen that isn't emblazoned
with a ctiug's nu*i, or see a
86
Reuding
nurse use a tablet not bearing a pharmaceutical company's logo. Millions of clollars are
spent by pharmaceutical companies on promotional proclucts like coffee mugs, shirts.
umbrellas, and golf balls. Money well spent? lt's harcl to tell. 'l've been the recipient of
golf balls from one company ancl I use them, but it cloesn't make me prescribe their
medicine,' says one doctor. 'l tencl to thirrk I'm not influenced by what they give me.
Free samples of new and expensive clrugs might be the single most effective way of
getting cloctors and patients to become loyal to a procluct. Salespeople hancl out
hunclrecls of dollars' worth of samples each week $7.2 billion worth of them in one
-
year- Though fuw comprehensive studies have been concluctecl, one by the University
of Wilshington investigatecl how drug sample availability affectecl what physicians
prescribe. A total of 131 cloctors self-reportecl their prescribing patterns the
-
conclusion was that the availabili! of samples lecl them to clispense ancl prescribe
clrugs that differed from their prefurred drug choice.
G The bottom line is that pharmaceutical companies as a whole invest more in marketing
than they do in research ancl developmerit. And patients are the ones who pay in the
-
form of slqy-rocketing prescription prices - for eveql pen that's hancled out, every free
theatre ticket, ntcginner@e fact remains that
hgvgSyeryJlghl!-o"-*TlbS-"-p:F-tlndwillcontinuetofi ncl
new ways to increase sates. But as the mediifwdrict ioiiiinues to grapple with what's
acceptable and what's not, it is ctear that companies must-continue to be heavily
scrutinized for their sales ancl marketing strategies.
Tbst 4
Questions 8-13
Do the fotlowing statements agree with the views of the wrirer in
Reading passage l?
In boxes 8-'13 on your answer sheet, write
YES tf the statement agrees with the views of the writer

NO if the statement contradicts the view,s oJ'the writer
NOT GIYEN if il is impossible to say what the writer thinks about this
Sarc"representatives like A}b, Na

/ z'{
Kim Schaefer work to a- very
'-'r limited budget.
9 Kim Schaefer's marketing technique may be open to criticism
on moral grounds.
10 The information provided by drug companies is of little use
/
to doctors 7V LZ
'11 Evidence of drug promotion is clearly visible in the healthcare
environment. )
12 The drug companies may give free drug samples to patients
without
/l
doctors,
prescriptions. N(l
13 It is legitimate for drug companies to makg money. y
.''-:.
' /
88
ffi
lBi
ii::
Reading
READING PASSAGE 2
You should spend about 20 minues on Questions 14-26, v,hich are basecl on Reucling passage 2
below.
Do literate women make better mothers?
Children in developing countries are healthier and more likely to survive past the age of five
when their mothers can read and write. Experts in public health accepted this idea decades
ago, but until now no one has been able to show that a woman's ability to read in itself
impr'oves her children's chances of survival.
Most literate women learnt to read in primary school, and the.fact that a woman has had an
education may simply indicate her family's wealth or that it values its children more highly.
Now a long-term study carried out in Nicaragua has eliminated these factors by showing ihat
teaching reading to poor adult women, who would otherwise have remdined illiterate, has a
directeffectontheirchildren'shealthandsurvival.
ln 1979, the government of Nicaragua established a number of social programmes, including

a National Literacy Crusade. By 1985, about 3OO,QOO illiterate adults from all over the
country, many of whom had never attended'primary school, had learnt how to read. write and
use numbers.
During this period, researchers from the Liverpool School of Tropical Medicine, the Central
American lnstitute of Heatth in Nicaragua, the National Autonomous University of Nicaragua
and the Costa Rican lnstitute of Health interviewed nearly 3,OO0 women, some of whom had'
learnt to read as children, some during the liteiacy crusade and some who had never learnt
at all. The women were asked how many children they had given birth to and how many of
them had died in infancy. The research teams also examined the surviving children to find out
how well-nourished they were.
The investigators' findings were striking. ln the late 1-97Os, the infant mortality rate for the
children of illiterate mothers was around 11O deaths per thousand live births. At this point in
their lives, those mothers who later went on to learn to read had a similar level of child
mortality (1O5/1O0O). Forwomen educated in primary school, however, the infant mortality
rate was significantly lower, at 80 per thousand.
89
E
Test 4
ln 1985, after the National Literacy Crusade had ended, the infant
mortality figures for those
illiterate and for those educated in primary school remained
more or less
ag!9EryrFor those women who learnt to read through the campaign, the infant mortality
rate was 84 per thousand, an impressive 2! points lower
than for those women who were
still illiterate. The children of the newlyJiterate mothers were also
better nourished than those
of women who could not read.
why are the children of literate mothers better off? According

to peter Sandiford of the
Liverpool school of rropical'Medicine, no one knows
for certain. child health was not on the
. curriculum during the women's lessons, so he and his colleagues are looking at other
factors' They are working with the same group of 3,ooo women,
to try to find out whether
reading mothers make better use of hospitals and clinics,
opt for smaller families, exert more
control at home, learn modern childcare techniques more quickly,
or whether they merely
have more respect for themselves and their children.
The Nicaraguan study may have important implications

for governments and aid agencies that
need to know where to direct their resources. Sandiford
says that there is increasing
evidence that female education, at any age, is 'an important
health intervention in its own
rightl' The results of the study lend support to the world
Bank,s recommendation that
education budgets in developing countries should be increased,
not just to help iheir
. economies,, but also to improve child health..
'we've known.for a long time that maternal education

' is important;; says John cleland of the
' London School of Hygiene and Tropical Medicine. 'But
we thought that even if we started
educating girls today, we'd have to wait a generation for
suggests we may be able to bypass that.'
the pa"yott. rn" 1i."rugrilil,
cleland warns that the Nicaraguan crusade was speciar
in many. ways, and similar campaigns
elsewhere might not work as well. lt is notoriously difficutt
to teach adutts sr<ilrs inatl#;;:
"
have an immediate impact on their everyday rives,
and many titerat;;;;;;il in other
countries have been much less successful. 'The crusad"
better life to the people,' says cleland. Replicating
*u. p"uir to bring a
these conditions in"'r"rgr,?'eltort
other countries will be
a major challenge for development workers
90
Reading
Questions 14-18
Complete the summurl'using the list of words, A-f, below.'
Write the correct letter. A-J, inboxes I4-18 on your answer sheet.
NB You may use any letter more than once.
The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate
14 ....--2.. to read and write. Public health experts have known for many years that
thereisaconnectionbetweenchildhea1thand15........r......
previously been known whether these two factors were directly linked or not. This question
has been investigated by 16 ..........4........... in Nicaragua. As a result, factors such as
4
17 ....:..\="1.. and attitudes to children have been eliminated, and it has been shown
that 18 f. ....... can in itself improve infant health and survivat.
A child'litera'cy B-me*antrwomen y'""international research team

'2tr:'maternal
D medical care E mortality literacy
/
G adults and children tf paternal literacy I @e
f'family wealth
Test 4
Qaestions 19-24
Do the follo*ing statements agree with the claims

of the rvriter in Reading passage 2?
In boxes I9-24 on l:our ansh-er sheet, utrite
YES if the statement agrees vtith the craim.s oJ'the v,riter

No if the statement contradicts the craim.s oJ' trte writer
NoT GIVEN if it is impossible to sey *no,t ilr" *r.iter thinks about this
,S About a thousand of the w9lnen interviewed

by the researchers had learnt to read when
they were children.
NU IVd
20 iuirerate women had approximatety the same
3:,3::i:Ii:'T:].!,11.racycrusads
levels of infant mortality as those *no
nuo r""r",ir^r""i ii;:i;ilffi";t"t.""r:H
;tJ,'vetore and alter the National Literacy crusade, the
child mortality pte for
tor the illiterate
i
women stayed at about I l0 deaths rb;"";"ffijil."iil:
ilT':"iildate
22 wn-o- r',L,^
The women who hadl^^l learnt
t^^-. L^ --- t through
to read ^t I
the Natiional Literacy Crusade showed the
greatest change in infant mortality
leveh
23 The women who had learnt to read through
/
the Natiional Literacy Crusade had
Iowest rates of child mortality.
N0
24 After the National Literacy crusadg the children
of
vr the
L'r women who remained illiterate
were found to be s'everely malnourirhJ il'f.'*'
i "t<
Questions 25 and 26
Choose TWO letters, A-E.

write the correct retters in boxes 25 and 26
on your answer sheet.
'
which Two important implications drawn

from the Nicaraguan rtuuy are mentlr
;udrr study
writer of the passage? mentioned by the
A It is better to educate mature wornen tlaqyoung girls.
"ot
similar campaigns in other countries ;";ffi;lry ,u"""rrfur.
The effects of maternar riteracy programmes
can be seen very quickry.
',/ child
health can quickry affect a country,s economy.
' a$proving
Money spent on femare euucation wilr iryprove
,/,F child hearth.
92
Reading
READING PASSAGE 3
You
!1u!! s4end about 20 nthutes ort Questions
2740, whd.ch are based on Reading pa;;suge 3
Questions 27-30
Reading Passage'3 has six sections, A-F.
choose the correct heading for sections A-D from the list of headings below-
write the correct number, i-vii, in boxes 27-30 on your answer sheet.
List of Headings
.t The role of video violence

n The failure of government poliry
nt Reasons for the increased rate
of bullying
into how,bommon bullying is in British schools
)..'fhe rdaction from schobls to enquiries a-bout bullying
;ti/T\e effect of bullying on the children involved
.xi{ Developments that have led to a new approach by schools
27 SecJion'Al[
28 SectionB !l
/
29 SectionC V
30 section D Vtt
Test 4
Persrstent bullying is one of the worst experiences o child con

foce. How can it be prevented?
Peter Smith, Professor of Psychology ot the lJniversity of sheffield, direded the Sheffteld
Anti-Bullying Intewention Proiect,funded by the
Deportment for Educotion.
Here he reports on his f;ndings.
A Bullying can take a variety of forms, from

names - to the physical
-
the verbal being taunted or called hurtful
-
being kicked or shoved - as well as indirect forms, such
as
being excluded from social groups. A survey I conducted with lrene Whitney.found
that in British primary schools up to a guarter
of pupils reported experience of
bullying, which in about one in ten cases *", p"rriraent.
There was less bullying in
secondary schools, with about one in twentf-five
suffering persistent bullying, but
these cases may be particularly recalcitrant.
B Bullying is clearly unpleasang and can make

the child experiencing it feel unworrhy
and depressed' tn extreme cases it can even
lead to suicide, though this is thankfully
rare' V-ictimised pupils are more likely to experience
difficulties with interpersonal
' relationships as adults, while children who persistently
bully are more likely to grow
up to be physically viorent, and convicted of
anti-social offences.
c Until recently, not much was known about the

topic, and little help was avaitable to
teachers to deal:with bullying. Perhaps as a consequence,
schools would often deny
the problem. 'Thgre is no bu-ilying at this school''has
been a common refrain, almost
certainly untrue. Fortunately more schools
are now saying:'There is not much
D Three factors are involved in this change. First is an awareness

of the severity of the
problem' Second, a number of resources
to help tackle bullying r,"uu u".o*"
available in Britain. For example, the Scottish
Council ror n"r"irch in Education
produced a package of materials, Action
England and wares as weil as in Scotrand
ngoirti iritying,.tr.r-*o ."'",irii".*
t"
in summ", rggi,
Suplorting scfiooh Agoinst Bulrying,produced
*il; ;;al".q
the following year- ln l.eland, 6|;;';",
on countering Bullying Behoviour in Post-Primory
schools*"", puirirr.,".i ij93; i-niro,
*:::lt:ce "
thatthese materials work and that schools can achieve ro,n"rr,ing.
I nls comes from carefully conducted 'before
and after' evatuations of interventions
in schools, monitored by a research team.
ln Norway, after an intervention campaign
was introduced nationally' an evaluation
of forty-two schools suggested that, over a
two-year period, bullying wryfi"a=lvq& The
Sheffield investigation, which invotved
sixteen primary schools and Feven secondary
schools, found that most schools
succeeded in reducing bullying.
94
Reading
Evidence suggests that a key step is to deverop a poricy on builying, saying crearry
what is meant by bullying, and giving explicit guidelines on what
will be done if it
occurs, what records will be kept, who will be informed, what
sanctions will be
employed. The policy should be developed through consultation,
over a period of
time - not iust imposed from the head teacher's office! Pupils,
parents ind staff
should feel they have been involved in the policy, which needs
to be disseminated and
implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing
with
the topic through the curricutum, using video,'drama and literature. These
are useful'
for raising awareness, and can best be tied in to early phases of developmenr, while
the school is starting to discuss'the issue of bullying. They are also useful in renewing
the policy for new pupils, or revising it in the light of experience. But curriculum
work alone may only have short-term effects; it shoutd be an addition to policy
work,
not a substitute.
There are also ways of working with individual pupils, or in small groups.
Assertiveness training for pupils who are liable to be victims is worthwhile,
and
certain approaches to grouP bullying such as 'no blame', can be useful in
changing the
behayiour of bullying pupils witlrout confronting them directly, although other"
sahctions may b9 needed for those who continue with persistent
bullying.
Work in the playground is imPortant, too. One hetpful step is to train-lunchtime
supervisors to distinguish bullying from playful fighting, and hetp them
break up
con'flicts. Another possibility is to improve the playground environment,
so that
pupils are less likely to be ted into builying from boredom or frustratlon.
'
With these developments, schools can expect that at least the most serious kinds
of
bullying can largely be prevented. The more efforr put in and the
wider the whole
school involvement; the more substantial the results are likely to
be. The reduction
in bullying - and the consequent improvemenr in pupil happiness is surely
worthwhile objective.
- a
Test 4
Qaestions 3I-34
Choose the arrect letter, A, B, C or D.
write the correct letter in boxes 3I-34 on your ansu;er. sheet.
31 A recent survey found that in British secondary schools

A
,,there was more bullying than had previously been the case.
there was less bullying than in primary schools.
' -yC cases of persistent bullying were very common.
D indirect forms of bulrying were particularly difficult to deal with.
/'
/)Z Children who are bullied
as likely to commit suicide as the average person-

! 2re -tttvice
,B'
1'
find itmore difficult to relate to adults.
9\ are less likely to be violent in laterlife.
may have difficulty forming relationships'in later life.
U
writer that the declaration'There is no bullying at this school,
,rdfne Jhinks
A ts no tonger true in many schools.
was'not in fact made by many schools.
./tA reflected the school's lack of cbncern.
e/ reflected a lack of knowledge and resources.
g \$uj weie the findings of research carried out in Norway?

,/
Bullying declined by Sv/oafter an anti-bulrying campaign
'A B Twenty-one schools reduced bullying as u tlrult of an anti-bullying campaign.
ID Two years is the optimum rength for-an anti-buttyirrg
Bullying
campaign.
is a less serious problem in Norway tt un i" the uK.
96
Recding
Questions 35-39
Complete the summary belov,. .
Choose NO MORE THAN TWO WORDSfrom the passagefor ect.tlt answ,er.
Write your answers i 5-39 on l-our ansvter sheet.
Whor steps should schools toke to reduce bullying?

The most important step is for the school authorities to produce a fS .....(9.1] 9.5.........which
makes the school's attitude towards bullying quite clear. lt should include detailed
36 ...g.,ll.qti.li!9.L... as to how the school and its staff will react if bullying occurs.
ln addition, action can be taken through the 37 .r!4.fi.!.1!..!y3.. . rf,is is particularly usefut
in the early part of the process, as a way of raising awareness and encouraging discussion.
On its own, however, it is insufficient to bring about a permanent solution,
Effective work can also be done with indiviiJual pupils and small grotips. For elample,
)
potentialtd..+t{.f11.1....-v.llStYJrrvi"g can be trained to be more self-confident. or again,
in dealing with group bullying,'a 'no blame' approach, which avoids confronting the offender
g
D)
too directly, is often effective. c
Playground supervision will be more effective if member,s of staff are trained to recognise
n
the difference between bullying and mere 3l... ..pi?.$fU.t f I Urry .
Questian 40
Choose the correct letter, A, B, C or D.
Write the correct letter in box 40 on your answer sheet.
Which of the following is the most suitable title for Reading fassage 3?
A Bullying: what parents can do

B Bullying: are the media to blame?
C Bullying: the link with academic failure
ln Bullying: from crisis management to prevention

I
{o
*
-6
a
2
4
et.
d
J
Y"
fe$ for IELT! T
Ceimbridge
@@?tpoa
?i'^rt /
Rg,{RTNC PASSACE I
Y<,x thotr!;lspr"ir,i ubail Jtj nfinutt-r {.}rr *rr€stin}:ls i*fJ. *'lzitlt *rt h*st:el ttn Reading Pas.rug* J
Itr:lu*'.
ffiL**rg
fio
Betr
,4 S+t: i'rave a pmblem: h*orr. t-r,r iin,J therr u-'a1 erilunr! rn thi: daik-The'y hunt at night. and eannot
use tight i* heip them fintj pr*y .+n,:I ,l'vr:id ':bfiarler.Ynu rnigl-rt :ay that thiE is * protrk:rn *f ttreir
*'ovn maF:tng. on* ih*t fhey c*lrld ,l'**id ;irni:t'y' 14." c"h;r'rging their habits and hunting by d*y Br-rt
th': daftime econgffiy h *lre;uly hrl{t'"lly nxpfu:rted L:',*'uthet' dreaturcs cuch a5 bindg" Cive* that
there r: a livrng to |:e rnarJe ;:t nrgtrt,;in.J llite?t ilrat ;lil*rn,atrve daytime tr.ldes are thoroughly
r,ltcupr*d. naiural *lerti*n h,rE l*v.'rrr** b:is thrt n"lakr: a go *f the night-hunting lrade. lt i:
p1 ;:bable Lh*l tlre n$eturri;rl iracl,:: .*t-' v*r.Iy l;,sik ;tr ihe aricestly ef all mammalg fn lhe lime
v,*;ren tl€ ejrn0laur: cJanrinal*d il^r* dayturr* *i{:*{"r.n}: {i.rr fianrrTialian ancestors prObatrly only
r:r:naged t* sr:rrr.,'€ at al{ becaus t ".he! tatirtn't"}1t li ':rra6img ;r lrvrrrg at nrght Only *fter tFre
rrrlster;sus rass *:*tinct!** *f ti:e dir"rnreur"l ab*ut 65 rr*ifiir:n yea{-s agcr were our aneestcrs aL**
tc enrerge rrrto the davirght ,r, ,J;b- itrl):it.rr'rir;tl rit;r',lbar'!.
s li=ls liu',v :-u 'tr'c iiit;t '*ay ,,tr:cl irno lhert pre]- rn lhe atrsertce uf
han,e cir.e:grrreertng prol-.,lertr:
fugrt. Bats *r* n$t ihe orlly ire.atrfi€i ia lace t'O*r '3,1ficr-rhf taday. iltrviously the *ight-flyng .
in:;e.cb that they pre# rin rrurli firrcJ tlien' vray abcut scrnehow. Deep-sea fish and wh*les have'
hts-le ol n* light by tiay or by rught. Fish end d*lphin: thai.live n cxtrenrely muddy water cannot
se* L:efausft. alth+ugh ther* is l;ght. il rs irl:sirirlterl and scattered by the dirt in the water: Pten{i
r:f other mcrlern anim,lls nt.rke thr=ir lvrng rn conrtrirons +rheln seeing is difficuh or rmpossibi*.
e .ven tlre questicris rf ha.rr irJ {rreneruv* *

in tl"i* iJelF"; what salutionr rnrghl an engrneer
rcn:iderl The first one lhat nlight ci:ru'' lr liril *i :* r,-,ar,u{ictr:re light. ts u5e a lanterri or a
sear-chlrght. Fireflres anf son-re f'rsh f iisuaiiT ';.,':li !r-,* ireip *{ bsitenai h*ve tt{e power to
rnarrui*eture their cwn iight, i:ut tkr orGr.:.i )€*:ri> t* r-,rns+nr€ a lar-ge am$urlt af energy
Fr*eflies use ih€ir lighi f*r aflrariirrg {r'iaLer. i-hir do*:r-''t require a prohibitive amount of energy;
a rnales tiny pinpnck of light can be :e*n b'" a femaie from some dirtance an a dark night, srnce
h*r eyel are exposerJ ctirectly lr: lhe light ;*urre iiqel{. H$wever usrng light to find onei c'*n
way arcu*S requires vastly rnnre energy. srncr the *1es h*ve trr deted the tiny fraction of the
lignt that b*unces c{Ie;reh pa$ *f the -ccerr*.T}:e ligfit :;r;ur-re must tlrerefore be irnmensely
t8
J
Reacliug
brigiter rf it i: to be u:ed as a l-'eadight io iflarxinate the path. than rf it is ic' be u:e.d a, a sigft;il
ta ctfsc. ln fiy evenl. whether or nst the reascn is tlre energy expense. it :eernc ro be tire
{as€ that, wtth the pcssrtJe ex€eptron of ronre we*"d deep:ea fish. no anirrra} apart fronr mart
uses manufa{tud light fo find rts way aboul
D \fuhat else might the engineer lhink aFWell, Lrimd h'.rnan: :ometimee seem to have an urcanny
serne of ob*ttcles ;n their path. lt fd5 tleer-i giverr the narne'facnal vi:rc>l-i', because blind penple
have repcrted that it feeis a Ht like the sen:e of iouch. cn the face. One reporr tells of a totalty
b&nd bay wtro could ride his tricycle at goad :peed npund the block near his horrre. using facrat
lrgr$n. fxpenrnents showed that. rn far,-t. facral vision rs nathing to do with touch sr the frant of
the face, although the sensation may be referred to the frcnt cf the face,like the referred p*in
in a phantorn tirnb.The sensati$* af faci*l vrsion. it turns out {"eatl/ goes in thrci*gh the ears.
BlnC ryle,#thont evec berng awar.e of the fact are actu*lly using eclro*; of their cn^rn
fsststepi and of oth*r sourds" to sense the pfelende of obstacles. Before thrs was disccnrered,
engineers had aFeady buitt instnrnen$ to expiait ihe pnncple. for sxarnpfs to measure the
depth of lhe sea under a rhip.After this technique had been irrrented. rt was only a matter of
time bef<rrt urerpons designer: #apted it for the detertion qrf suknarines, futh srdes in the
SecondWorldWar relied freavily on these devrcet under such codenarnes as Acdic {British} at.rC
'
Stlnar (Anencan). as weli as Radar' {Antencc*} or RDF (Britishi. whrch uses radrc echoes. rather
than sound echoes.
The Sonar and Radar pioneers drdnt knaw it then. but all the world now kncrws ttrat bats. or-
rather natural rehctron workrng on b.rts, had pedected the system tens of mrllians of years
ear-lien and their radar'achreveifeats of detectiorr arrd navigatcn that would stnke an €ngrneer
dumb with admratron.lt i: technically incor"rect to tafk ibout bat'radat'. srme they do not use
radia wares.lt is sonar: But ttre underlpng nralheffiatical theories of radar and sonar are very
5irnilar: and much o[ our scentific understa,rdiag of r-he detaifs o[ wliat bats are rJorng has corlre
from applying radar theorl to thern.l he Anredcan zoologist Donald Griffln. who was lar gely
responsibh for the disccnrcry of scnar in bats, camed the term'echolocatron' te csver b*th
so*ar and radar \A*}€ther u*d hf rrurnats ar by human insfrurnsn15.
t9
Test I
Qaestions l-S
Re*ding Passage I hes fiw paragraphs, A*E-
Which paragraph contains the following inl-crrmation?
Writt the {:orrttl letttn A-L,ifl fur.r'es !-S tn t*et$ ut srter .sheet.
lf$ tbu mat'*se any lelter more lhart tstrrc.
I *xampl*s sf xildlife otfier than b*ts r*'hich do not re$ on vision to navigate by
2 h*w early m*mmels avnided dyi*gout
3 why bats hunt in the dark
4 h*w a Fartic$lar discovery has hclped our understa*ding of bats
5 e*rly military um of echdlocation
Qwestio'xs 6*9 'i , '

.
{'*mpl*rc tht sarnm*ry fuIorn
..
C*sns{' *NE W$frE ANIYlrr'qr t&r p*,ti-*g,i' .f-trr Errth-eri.tt,er.
.
SVril*.r,'trrrr {rr$i.ftrs in fo.tcs 6*t} *rt .v*ar {Jfl.r.'ll?r sfierl.
Fachl Ulslron
Blinct Beople report that ss-*alled'facial visisfi" is eompar*ble to the sen$ation af tcuch on the
face. ln faci, the sensation is rnore similar to ths w*y in whi*h pain from a 6 .."...-....
arrn or leg rnight be felt. The abilily actually cornes'!ram percewing ? .......:...............; through
the ears Ffiswever. even belore this was unddrstood, the principle had been applied'in tle
design ol instrumerss r,vfrich cdculated lhe S ........-Jr,-...--.-..-- of fhe seab€d. This was
folt*'.*ed bya rvartime application in devices for finding S.......".......
20
&eading
fuestions lfl-ll
Complete r&e se$lene'er $elelrt:
choo*e iYo tfo*E' THAN Ttfo Wof,.os trom rhe pnssage for each anslyer,
Wri* your arrswers rfi &r-tes |ll-t3 ott r-ril{r ansvr,er sheel-
l0 Long befirre tle inwntion of radar, ....,.. had resulted in a saphisticated

radar-like system in bats.
I I Radar is an inaafllrtt€ term when referring ta bats because ...... are not *md
in their nax"igation system.
It Radar and sonar are based on similar
t3Theword'ech<rIocation'tmsfirstusedbys0m€onewtrrking4iit..........;
:r
Tbst I
REAI}INS PASSACE ?
lbu sh*ultl spentl *baut 3$ nrinutes an Stestian* t4*2$, **ie-ft *re lwsed ux Ruxling Fassage 2
I un t he lbt tan'rbg pages.
i
Qaestions I4-24
i
Reading Passage 3 has seven paragraphs. A-H'

t
{h*tst the c,t*rr*$ hwding{or Swr*gr*plts A anrl t=Il Jl*nr rfu list a{ he*dings}eL}tr:
l*'rilr lir6- corrgrf tu1;nher, i*Xi. itt hoxes t4- 2{t ffiI ytwr &fi.t*?r s*f€:I.
Lisl *f Htadi*gs
I Scientists'call for a revision of palicl

It An explanation for redued waler use
$t How n glohrl challenge $as mei
.lY Irrigatlon $yslem$ fall into disuse "
'f
Environorcntal effects
YI The financitl co*t of reeent re*hnotogic*l improremenis
. yil Thc rrclevanrs t$ health
VITI Addressiag fhe concern over incre$sing papttl*tions
tx A surprising dowlrward trend in demand fbr water

x The need to raise slandards
xt A description al'ancient water supplies
14 F,rragraph A
Esamplr ,{ll.rrt'rv
Paragraph B lll
ri Paragraph C
l6 Ilaragrapb D
r7 Faragraph E
IE Faragraph F
l9 Pcr*graph G
20 Paragraph H
?t
Ee*diug
iC
A The histary rlf l-:uman civilisation is entwifte# with the t'rlstcry of the
ways we have
lear*ed to menipulate waler resource$. As t*wrrs gracluailyexpancled, water
was
brought from increa*ingly remCIte soilrce$. laading to s*phisticated engineerinj -
efforts strch as dams ancl aqueducts. Ai tne n*gtlt cf the Rornan rmpiTe. nine
rnajor
slrsterns, with an innovalive layoui of pipes anel well*buitt sewers, supplied
the
occupant$ of Rome with as much water p€r person as is provided in rnany parts
of
the industrial world today.
I During t|.re indu$trialrev-sluticn and p.opuiatian exptesicn af the lgth and
?CIth
centuries" lhe demand lor weter rose cJramatic.aity Unpreebclented conslrrciion
of
tens of thausands cf mcnumenlalengineenng projects desiEned to controlfloods,
proleCt cl*an
'#ater supplies, ani] pi,Jvld* w*t*r i*r irnpaii*n anO hydropOwer
brought great i:enefits i* hundreds r;rf rnrllions c,t n*opl*. F*od projuction r,as
t ept
pace:with soaring populations marnfy b**a;-rse ai tlre expansio*
sJ artilicialirrigation
s|stem$ that rnake possilr!* ihe gro'..vth ef 4$ ?i c,f th* \.".orid's t11.O. fv-aii'
one fifth
ol allthe electricity'genetale;lrtoririwide is prii:iuc+u lt,, ;r:rbines spun Oy
ine power
of falting waler.
C Yet there is a dark side to thrs picturc: despit," rr"jr
flrrigrcs:, hall of the wortd.s
papulatjen *till$rrffer€. with waler services iriferi*r io tfrs*u
ava{lable m tne ancient
Greeks and Romans. As the Urrrred Nations report an *"*;*l;;;;;;;ilu,ured irr
Nr:vember 2001" mCIre than one billion peaBle lack access rs
clean drinkrng water,
some tw'o and a half billian do not have adequate sanitation services. preo#,tanL'
water-related diseases kilt an estrmated 1O,ObO ro 20,UrjCI cn,iOren
every Olr,:#O
the-latest eviden*e $uggesls that we are talling nerlnc in efforts.to
.. problems solve these
D The consequences of our !ryaler polifled extend beyond
leoparclisrng rruman heatth
Tens oi milli*ns of people have been {orced to rnove frorn
rheir homes - often with
litlle warning or cCImpensation - to rneke way fnr the rese!.vcirs
behind dams. More
than 20 % of alf freshwater fish species are Row threatened or
endangerud b***u**
dams and water withdrawals have ciestrcyed the free-fl*wing river
where fhey thrive. Certain irrigalion practices elegrade s*il qi;atity
u*l*v*i**,
ancJ reduce
agriculturalproductivity. Graundwater aquifers" ire being pump6c
down faster tharr
they are naturally replenished in parts of lndia. China, the USA
and etsewhere. And
disputes over shared wa*er re$ources have led to violence and continue
lo raise
kr*al, national and even international tensions"
'undergro.rnd stor€s of wetsr
23
Trst I
Ai the eltset of the new millennium, h<rwever, the way resource ptanners think aboLd
waler is beginning to change. The focus is slowly shifting baek to the provision of
basic human and environrnental needs as tCIp priority - ensuring'sflrte for all,'
in$tead of 'rmr€ fcr scme'. Sryne w.alerexperts ar€ no!? dsnanding that exieting
infrastructure be used in snrarter ways ralher than buitdi*g new facilities, which is
increasingly cmsidered the option of last, not first, resort. This shift in philosophy
has not been universalfy accepted, and it comes with strong opposition from some
established water organisatisns. Nevertheless. it may be lhe only way lo address
successfully the pressing problems of providing everyCIrle with clean water to drink.
adequate $rater to grow fed and alife free from preventabl€ water-related illness.
Fo*unately - and u*expectedly *the dernand for water is not rising as rapidly as
some predicted. As a restrlt, the pressure to buitd new water infrastructures has
diminis*pd over the past h,vo decades. Althaugh population, industrialoutput and
econarnic prodrrctivity have continued to soar in devel'lped nations, the rate al
which peopl€ withdraw water from aquif*r$, rivers and lakes has slowed. And in a
few parts of the wsrtd. demand has actually faflen.
What explains this remarkable turn of events? Two factors: people have figrured crt
how to uge water more efficiently, and comnunities are rethi*king their prbrities for
yrrater use, Througfnut the first threg-.quarters of the 2&h century, the quantrty ot
fre$hwatcr consumed per person doubled trt avetags: in the U$A, wate(
withdrawals turcreased t€nfold ufrile the populatisn quadrupled. But since t($O, ttre
amount oJ water con*rned per person has actually decreased, thanks to a rangeof
ilew teshno gies that help to conserve water in homes and industry, ln 1S5, for
instance. Japan used appnoximately 13 milllon gallo*s* of water to produce $1
million of corrrnercial output; by 19€9 this had dropped to 3.5 million gallons (even
accounting for inftation) * aFrcst B quadrupling of water productivity. lnthe U$A;
water withdrawals have faflen by more than ?0 Ys from their peak in 1980.
On the other hafid, dams. aqueducts and other kinds of infrastructure wilt still have
to be buill particularly in developing countri€s where basb human needs have nct
been met. But such proiacls musl bs built to higher specificalions and with more
accountabilrty lo local people and lheir environment than in the past. And even in
regions where new proiects se€fnwananted. we must find ways tCI meet demand*
with fewer resot"uces, respecting ecologicai criteria and lo a smaller budgret.
'lg$loo:{54$l}res
21
8e*elirry
Qaestions 2I-26
Do the follo*ing $Bfements agree with thc information given in Rcading passagc
2?
ln hoxes ?l^t6 ott tnur {nytwr slwer, wite
ryS if the sturement agrees wirh tht tlaims af the n,riter

JVO i.f the statement eonrr*ditls r/re rJrnbu i1 *e writer
Nor GIEEN il it is to say *,hat the writer'thinks abaut this
2l Water rftie p€r persor is higher in the industrial world than it war in Ancient
Rama
?2 Feding incrcasing populations is po$sibtc drrc primarily to improvxl irrigation $y$temc
-
13 Modern watcr slmtems imitarc those of the ancient Greeks and Romans
u lndustrial gruwth is inereasing the overall demand for *ater-
25 Modern tschnologit's have led to a reduction in domestic $rater consumption.
?6 I* the future, gowrnmffits should maintain ownership rf wahr iffrastructures.
25
Test I
READIf.\iG PASS.{CE 3
Ymt shtnld sptnd rrlxrlrr 2{} rsritwte"r rrn Or*.rfibnt ?74$. gjttrCr gra, &rr.r'r# o* Reuding Pa:rage J
Irt'fcn:
ET}T'CATIHG PSYCHE
fduc*trng *ythe by Eernie Neville is a bsok which looks *t radical flew approaches to
learning. describing the effects of emotion, innagination and the unconsciou: on learning"
One theory di*cursed in the bnak is that proposed by George Leraanov. which foeuses on
the powtr of suggestion.
Lozanavt imtructiolal teehnique is bared on the evidence that the connections m*de in
tha brain thro*gh unconrsious processing {which he calls non*pecifi{ mentalreactivity}
ars more durahle than thsse rnade through conxiour processing. Besides the laboratory
evidence for thit we knnw from our experience that we often rsnnernber what we have
'perceived
peripherally, long af,ter we have forgotten what we ret out to learn. lf we think
of a book we studied rrtanths or years ago, w€ will find it earier to recall peripheral
detaik -the celour, the bindi*g. the typeface, the tablh at the librsry where we rat while
studying it * than the eonta$t on u*rich we ttere rsn(entrating. l? we think of a lecture
we liste*ed to with great concentratlon. rre w$t recall the lecturer's appearance aRd
manneritms. cur place in the audtgrium. the failure of ttx: air conditioning, much nrcre
easily tlran the idear we went ts leanr. Even lf these p€ripheral details are a bit elusive.
they come ba* readity in hypncrir or when we relive the event imaginatively, as in
prychodrarna. The details of the cont€nt of rhr l€rture, on the either hand. seem to have
gone forever.
This phenornenon can be partly attributed to the €ommon counterproductive approach to
study {making extrerne effort5 to memorise, tensing muscles, inducing fatigue}, but it alco
simpty reflects the way the brain functions. Lozanov therefore made indirect instruction
(suggestion) centrat to hi: tea<hing sy5tem. ln suggestopedia, as he called his method,
conseious*esr is shifted away from the curriculumto focus on sornething peripheral. The
currirulum then become peripheral and il dealt with by the re:erve eapacity of tha brain.
The s'ugrge*topedic approach to foreign language le*rning Brovides a good illustratipn. ln
itr mout rcc€nt variant tlgS0l. it consists of the reading of vocabulary and text while the
cl*ss ir list*nlng to music. The fint session is in two par*. ln the lirst part, the musie ir
classi€al (Morart Eeethoven, Brahmsl and the teacher read: the text slowly end solemnly.
with attention to the dynarni* of the mu:ic. The students folb* the text in their books.
This is followed by several minutes of silence. ln the recond pafi, they listen to barogae
muric {Bach, Corelli, Handel} while the teacher reads the text in a normal speaking vgice.
During thk time they have their bosk clored, During the whole of thir sesfion, their
attention is persive; they listen to the musk but rnake no attempt to learn the materiaf.
Eeforehan{ the students have been carefully pr*pared for the language learning
experience" Throug& mc€ting with the staff and satisfied studEnts they develop the
expectation that learning will be easy and pleasant and that thay will successfully learn
26
Test I
R EA AING PASSAG E 3
Ytzu shttuld spend sbout ?0 tninutar or Qae.rfiars ?74*. wlt** art h*-t*l tnr Rr.rrling passage
hrts*'. -l
EDUCATING PSYCHE
fducafing P*ydre by Eernie Neville is a book which looks at radieat new approarhes
to
learning, describing the effects of ernotion, irnagination and the unconsciou: on learning.
one theory diKrssed in the book is that propored by George Lozano4 which focuses
on
the power of sugge*ion.
LozanovS ifirtrurtiooel technique is bared on the evidence that the (onneff'rons made in
the hrain through uneonscieus processing {whirh he calb non*pecific rnental reactivity}
ar€ more durable than thore made through consrious prxes:ing. Berides
the laboratory
evidence for thil we know from our experience that we often rernernber
what wB have
perceived peripherally. locg aftef we have forgotten what
we ret out to learn. lf we think
af a book we studi€d.'tnonths or y€ars aga; w€ will find it easier tc recall peripheral
detaih - the eolour: the binding, the typeface, the table at the library where *"
,", while
studying it - than the content on wtiich w€ urrre{on(entrating. l{ we think
of a lecture
we llstened to with great cori{entradon. we wllt recall the lecturer's appearance
and
mannerismg, our place in the audbfium. the failure of tfxl air.conditioning,
much rnore
easily than the idea: we went to learn. Even lil these peripheral rtetaits
are a bit elusive,
they come back readily in hypno-sir or rrvhen we relive the evenr imaEinatively,
as in
plychodrama' The details of the eontent of the hcture,
on the other hand. seern t$ have
gone forane t.
This phenomenon can be partly attributed to the €ommon
counterproductive approach to
rtudy {making extrem€ efforts to memorise, tensing muscles, inducing t"tigr"ifit
it also
rimply reflects the way ttre brain fun<tions. Loea*sv therefore made indirect
instruction
(rugge*ion) central to hi: tea<hing systern. ln suggestopedia,
as he ealled f,ir **ifroO,
conscioulness is shifted away from the curriculurn to fccu:
on romething peripr,erui. ir,*
curriculum then betom* peripheral and is rjealt with by the reserv-e.up-".ity
of the brain.
The suggertopedic approach to foreign language learning provides
a good illustration. ln
its most r€(ent variant (t9So). it consisb of th* ieading aivocabutary
anO t€xt white th€
class is listening to music. The first session is in two p"lr. r"ii"
ilirt'p"i, ,t* *,rri. t,
classical (Mozart, Beethoven, Brahms) and the teacher readr
the text slowty and :olemnly,
with attention to the dynamics of the music. The students follow the
text in their books.
This.tl fotlowed by several minutes of silence. tn tte reeond
ea;. they-il1g;'to,liroq,re
music tBarh, Cst*ili, Handel) while the teacher reads the texi
in a normal speaking voice.
Suring thir time they have their bookr clored. During the whote of
thit sesrion, their
attention h passive; they listen to the musk bst make no attempt to
learn the material.
8*farehan4 the rtudents have been carefully prepared for the language
learning
experience. Through m+eting with the staff and satisfied students
itrey cevetop ine
expectation thrt learning witl be easy and plearant and that thay wil
lucc*rfulty learn
26
Reading
s€veral hundred wsrd* of the foreign language during the class. ln a preliminary tall+ the
te*eher introduceg thern to the material to be covere4 but dees not 'teaeh' it. Lihewrse,
the rtudent ere instructed net to try to learn it during tlri! introduction.
Some hour: after ttre trn o*part ression. there ir a follow-up class at which the studmts are
stimulated to recall the material presented. Once again the approach is indirect. The
strrdentl ds nst f*<us their afiention on trying to rememb€r the vocabulary but focus cn
uring the language to cornrnunicate {e.g. through gam€s or improvised dramatications}.
Such methodr are not snurual in language texhing. What ir distinctiv€ in the
suggestopedi< method is that they are devsted entirely to acristing recall. The 'learningl .
of the rrlaterial ir asrumed to be automati( and effortlegs. accempli:hed while listening to

muric" Tlre tes.h€/s task is to assist the students to apply v*tat they have learned
paracon*iouslp and in doing so to rnake it easity accessible to conseiou:ness. Another
difference from conventional teaching is the eviden(e that stsdents can regularty learn
10S new nrords of a foreign language during a suggestopedic Eession, as well as
grammar and idiom.
Ls=anov exper.,imented with teaching by direct ruggestion during sleep, hypnosis and
trance stetes, but found such procedureg unnecessaq;r Hypnuis, yoga, Silv* mind-ccntrof,
religiou,t ctrgmoni€$ and faith.healing are all xsociated with ilccersful ruggestion, bu!;
none of their techniqu€r seem to be essentisl to it Such rituals may be seen as placebos.
Loanov aeknowledger that the ritual surrounding tqggestion in his own rystem ir also a
placebo, hlt msi*r#nr th*t w*thnut ruch a pla{€bo peqple are unable or afraid to tap th*
r€retv€ capa{rty of their brairx. Lika any placebo, it rnust he dlspensed with authority tc
be effective. .lsst as a doctor ealls on the full porver o{ auto*atic suggestion by insisting
thstthe pati€nt take precirety this white capsule precisety three timec a day before mgah,
Lorangv is categoric in insisting that the suggestop€dic sersion be conducted exactly in
the manner designated, by trained and aceredited suggestop€dfc teachers.
While ilgE€stopedia h*r g*ined some rlstoriety through cuce€i: in the texhing of
mo&rn languages, few teachen are able to emulate the spectacular resultr of Lozanov
and hir asociatg. W€ can, perhaps, attribute m*diose results to an inadequate ptacebb
effect. The studefits have not developed the appropriate mind set- They are often not
m*ivated to harn through this method. Thpy do net harre enough 'faith'. They do $ol
re it a'realteaching', erpecialty a it dos nctleemto introtrre the 'work'they have
learned to believe is essenthl to learning
Test I
futstions 27-3$
(h*a.re the correil tetten A, B, t or D.
Write the eorreu letter in boxes 27-30 on )'$nr ansnvr sheet.
2T The boCIk Efueatlng Psycheis mainly concrrned with

A lhe powcr of suggestio* in learning.
B a part&xrlartehnique for le*rning bs$ed on ernstionc,
C theeffcet$ of emotion on the imagination and the unconxious.
D ways of karning v,rhich arc Rot rradirional.
?A Lszenwb t[eory claims that, whea we try to remembcr rhingg

A unimportant details arc the easiest to recall.
B cuncentrating hard produes the best results,
C rbe most signifrcanr lacts arc most easily recalled.
$ pei{pheral vision is not irnportant.
W ld this dassagc, the auihor uses the examples of a book and I lecture to itlustrate thar
A both of rhese are important for developingconcentration.
B his shcory abouf rnethods cf tenming isvalid.
f, .' rcadingis a beticr tch*igue for learning rhan lisrening'
D can rcrncmber things more easily under hypnosis"
nrrc
3{t Lozanoy claims that teachers should train srudents ro

A memoriwdetails of thr curriculum
F dewlop their orrn sets $f indircct instructions
C think about sornething other than the curriculum content.
D avoid orrerloading rhe-capacity of the brain.
28
Reading
Qwxions 31-36
Do rhe foltodngsta6nents agre* wirh the infsrnration given in Rcading Passege 3i
ln S*"res 3l-36 an lour stt$rf,r she*t, *rile

TNTJE $'tht stat*new agre€$ with the inforw*ion
FALSE if the statewer; ronlradicts the in{armatian
NOT GII/EN if there is xo inf*r*tatian on this
3I ln the example of suggestopedic teaching in the lourth paragraph, the only variable
that changs is the music.
n Prior to the supgestoprli* clasa students are made att'are that the language exSrerience
will be demanding.
33 In the follorr,-up cl*q tlrc teaching activities are similar to these us€d in conventional
classes.
34 As an indirmt bsncfit, studints notiee impr*vtlments in thcir memgry'
35 lbachers ssy th€y prefer sugge*lopedia t* u'aditiairal appr**chcs to language teachiag.

35 $tudents in a suggestopr-dia cless retain rnorc ne'tv vombulary than tho*in ordinary
classe$"
ftesrians 3740
CompleW thtwmrn*ryusing the list aJ' sprds. A-l{, belsv.
Write the rarrect letten A-I(, ir fg-rrs 37- 4{t {}n y$ut uns*er sheet.
&Iggestspedia us€s a less direet methed ot suggestion than other technique$ such 8$
hypnosis.Flojvever,Lozanovadrrri'tsthalace{tain8fTsuntoll7'.............
in order to convince s{udents. wen if lhis is iusi a,3S .ri.;...rr,.r........".. . Furthermore, if the
melhod is to sr,Eceed, terchers must folkrrrv a $et procedure. Although Loeanovb melhccl has
becorne guite 39 ...... . the resufts of rnost olher teachers usingthis method have
been{0
A spectiacular e
B teaching C lesson
D autlpritarian E unpopular F ritual
G ungFectacular H placebo I rnvolved
J appropriate K well known

Test 2
,
READINC PASSAGE I
You shsuld spend abo*t 20 an Qxestion* tr-l3, whith ore
min:*ses besed an &eading passage I
below.
WhSf pagodss
donnt
fall dc*yn
ln a land swept by *ake1 by ear{hquaket how have lapant tallest and seemingll
fiimsiest old bu so waoden pagoda: - remained standing for centuriesl RecorJs
shqn, that only trlro,hare cotla@-dgring the past t"*
Jap yqars. ftror* $iutgorrtirA*prp"ar*O
*9 ggtr.oryO U fle as a result gf
lTpt r''[Er'r-o.!]lll'n
1995 lfflH6r4fi) PeaFle.
ggode.. toppad
lghtni$ o,r cioil war-itte disasrrous
""i[qrri;
i .
rf!
port
toppreo eferated Eighwqls. thttened
ele\faleo nlgnway5. flauened"rnc. u".tiiruEvastated
OfftCe HoCkS afd devastated the
t--
vr"qr' G'rEu K*e. Yet
of r\r,Arc'
area re'r rs{ rl.terr-tne magrffigem wgf$
it.left.the.magnificent tl*q-s& pa@a x tfe
pagoda At ttr- TOii i**O*i"
roli tem$e n*"rOv
in nearby
Kyoto unscathd. ttnugh it leelledl nurnkr of btildinlsin the relgtrkiuiho;.
fljl.t: $q?f [qry Uon mysrified fgr age-s about why rhese ta*. stender buitdings are so
yeals,ago the building industry fett
llfl!;lt^Y.T$Y
orBce tittv lhat confident enough t6 erect
Elocl(s of stel and reinforced con*ete that had rncre than a dozen ttooriWith
its special
*f fltrmqp daryrq,tle ellgct of sudden sideways *oor.ntr
m,fty.-slx-storey Kasumigasetibuil-ding in <entrdfrCeyo=€ffitTirst$yscraper *
r.;;;;rtirquake,
rhe
considered a rnast€ryiece of modern ilngineeringwlien it was built in t'geg-'
* was
I"^l,ljl|:yT *y {91.ang ueoges to keep his wsoden structure upright, rhe master buitder
Kobodalshi had no hesitatlon in.selding his maiestic Top pagoda soaring frtty-ti* **trEs into
nearly half ar high as the rasimigaseiit$;i-. ilh some eteven
t"tp; centuries later
day knenr a few Fi*s ahut allonring a' buitding
!5?IV;j3,f?1ff_gpqJqrs of the
settle itself rather than light nature3 forces, But what sort { - 's to srray and
of tricks?
The mufti'storey
Qryqca.grne to lapan franr {hina in the sixth century. As in china, they vrrere
first introducd with Buddhism and rr,rere attached to i*portant temptii. Tlt"
pagodas in brick or stone, with inner staircases. and usel them
c-*"ui* built sreir
in taier centuriei mainty as
watctrtowen. lflfhen the pagoda reached.Japan, hourever, itsJc*itefiu;;;
local conditions - thef were Uuitt less high,
f;*tadapted to
bpn"ry n*ne rith; nan nine storeys, *"U*-il"];V
of trvood and the staircase was dlspensel wtitr leciur"tr" iJprn** pagoda
-an did not hare any
pra{tical use but became rnore of art obie{t. Because of til typhoidirr"t Oitt*iJapon in
the. suTmer: Japanese builders learned to extend the eaves ;iluild*gr
dhil;;nd
the
walls- Thil Rrevenx rainwater gustring down tlre walls. Pagrodas !n China anU rorea frave
nothing like the orerhang thatis found on pagodas in Japin.
40
Reading
The rmf el a Jryane tems hrilding Grr k mde b orerharE fire sifu of *le stsr.lchne by
fifty per cent cr morc of the h$Hirgt uera$ wi&h. tor tte slfile rcffim, the buiHers of
JsFanes€ pagodss€€rntoh$€ ftmtrer irrcreesed tl€irw€$ght $ dmsirg tccovertfise
e*ended eats nst wi$r *re pon"bin tiles af nuny Chirrese pryodr hrt $ri$ rnudl heavier
eartlenware t$lg.
Ettt thiS doet nqt ffidb ephi,n fie great resilierxe cf Japarme pagodar ls the an$ftrer that, like
a tdlpirc tr*, tfueJaparefepagoda-wilh itsmx:ne tunt likercr$al prlls knq,vn as
*r,inba$aira -$me$ fhes ardsilafs dtgilnS a tlFhom or *arttsrake? Fry eer*urb*. rna$y
Sutght so. Euttre ansreris nat ss sirnpe kirrse the i*afilkg dtrng b thd thc #tirt}rdtia
ffiuilly canis no ld atalt. h fact" in sqne FryadE fu(ps, it&s ndsftin mton the
grc{.fltd, but is xxpended from ttle toB d *te pagoda - krging kB dch,m thrcugrh ttn
rn$cifr af thc bu@. Ttrcsdght of the tuffitrg k zupgteder@ S tunfrrcotrter ard four
inrrer colunrrs.
kt
And whfit k *r€ flob of ft€ sttittfuhira, the central piHar? The way to srdssfard th€
Sdirybashrira3rob is b watdr a vitfuo made by Stuuo bhkla a s&rhml engirrer at Kyoto
tnstitutesf Te*Fobgy. Mr l$k*a, krsvn !o hisstuderits x'Fofes Pagode'becase of his
F€iion to unde$and tE pagda. hs built a seris of n# wd tested fiem on a 'slr**
tabb' in hh laborfito{y. h stlort *}e *r*astt*€ vrar i*ing like an swmcnrs stattonary
pe**uturn. ile areient {rafBmen. apparen*y without the assistance of wry ad€ffed
mathematics' s€emed to gfaspthe prirrciple trrat rnrere. more than a thousard yers hter,
epdld ftr ttie @rstrtgtkxr ofJapan's first sklrscraFr What *$6e eaf aeftsmrrr had fcrrid by
rial end €rror $16 frat un*rrcsure a pagi@3 lme stack of &ors couH be nra& tc di&*
*
b and fto lndependert grc€Bostlr. Vienrd ftom the side, *re pagoda seem€d to be doiryg a
make dance -with exh@pgrtfveloor movino in the Spu*te djrectlon to iB nelghboun
abs'e and belorv. The irtirfrffi;funning up through a hle in fu c+ntre of the bu$din3,
constraircd inc$vitil.d storeyr,fronr noving too far because, after mwing a certain distance.
theybanged hts tt trarwnttting energy away atorg the colurnn
Arp*€r sFtrqe feaftfie d ttre Japanes Fgtcda is tha{ bea Ee tre buinding tapers, wfth ed
3u{t€ssiveflo6 dar being tsnalhrlhan the one Hfr\r, none of *retrerficd.pdlars$x crry ttre
stei$t af dc buiffirtg k cormacted to its cgn€spotding pi$sr fu€. tn otfter wd, a frrc-
storcy papde Gfiains rioteven one pitl*rthat trads rlght up$rrsryh St€ hdk$rry to carry tfrc
sftrtur5l ba* frwlr th€ top tE &e bc*tom. t'orc sanpklng Btte fa€tthat$e irdfuidrrat
storry of a Japanesepago&, unliketheir counterpars elsera*ere, rye notatuat$conriected to
each oth€r' Theyaesimptysta€k€d one qr t€p of arnth€r f*eq p'feof hag. ktterestiirgrly, sr.rh
a design wsr.{d not b€fr$}itted undercurrcnt Japsnese buildnE rguhtions.
Arldtheextra+ry$de€aes? T?rink of thrnxatisffop€walkertbalancing@. Thebigfr th€
trffi at s*h e;d d Sle pde, he esbr it is tor tle tightroFeuslksto ffrEiftain hb orher
bahnce. Ttresamehcl&tuefora Fgoda. 1A|ith *re-€*Eiexending$ton an siUs ti*e
babtuing potrr,'sry Mr ffikla, 'the building rcspffids to gnn tre rnost palLerftillott af an
earthquake with agraceftr{ swayfuq, rurer an abrutr shakiirg,'Herc ag6in. Jepa4€se rnrter
builcfurs of a thrsard yeffi qo antkiFt€d @rlc€pts of ffin rtrtrtrrrd Gngirererg,
4l
Test 2
Questians 14
Do the followiag statemslts agre with the clairus of the writer in Rcading passage t?
In boxes 14 ott yur answer sheet, *,rite
tg$ if tfu *atenrent agrees *,itl. the ctaims o{ the writs

N0 if the state*nnt contradicts the cla**s iy tlr" writer
Nor GIYEN . d it is imposible to sr;y w*$ the writer-thin*s about this
t €Slg*&$an**upagodasharacollapsedi4 t400years yft

ueke of 1995 destroyed the pagoda algg&ii1ggde Nl 0
3 Theotherbuildings@hadbecnb*ittin @!30rc il b
4 Thc builders of ruodas krlew how to absorb soqre of the
*athcr conditions-J;-
)*o yg
@cstions f-'l{t. .
:
---9- ')
Ctassify thefoltaft,ing as typfcat of '
A both Chinesc and Japanese pagodas
B ongChinw psgodas
C anlyJapanese-pgodu* :
WTite the cartee:t leUen A, I w C, in baxes S*10 an yow answerslwet

'
5o W interior acaess to top b

/1litegoneatrcs kA rt
? u* as okrvation post V
r* of evcs up to half thc width of the building
;
l-
,f original reggious Wspo* fn A
f* ffoors fitting loocely ovcrech other L
42
Reading
Qtesions II-13
Clwose the correcr letten A, 8, Cor D.
Write tlle@rrccl leeer in&oxes II'13 onyour ansl*er sheet.
f t Ia a.trnp*rw psgoda thcs*r&asiira

A kars the futl *eight of thc btdlding.
S bs*dsund€rpre$sur€likcatree.
C -,.canneas thc ffoon rvith tb fouadationsi
IE $oF th€ Boors moving tao far.
tt Strurc Ishida performs cf,perhncnt$ iu order to
A improwskyscraprdesigrt.
B .zbcablc to build new p*godas.
z,fg undsstasd ancient matlrefiraties
bern abo$t the dynarnics of pcgoda*
t3 The storeys of a Japanese pagoda are

A linked onty by wood.
I , fas*ud only to th: cantral piltaa
-4'D joind
Sttrd nosety oa top of each-olhcr.
by Wislstight*
{3
Test 2
ftEAT}I}TG PASSAGE ?
lhu .rht,std sS:{td eht}ut 3{t ,4*36. **idt *r*

fi7;71111ss E;rr S#esfr'$rr.i: be''stil *u Reading fnrsrrgr J
lsg{ov'.
A For mcre than lorty year$ th* cssl ol fa*d has been
riaing. lt has nolu reashed a point where a
Erbwing
number of people believe that it is far too high, and thal
bringing it down will be one of the greal chaltenges of
the twenty first century. That cost, h*vever, is nat in
imrnediate cash. ln the West at least, most food is now
far cheaper tc buy in relative terms than it was in 1S$S.
The csst i$ in the collaterat damage of the very
methods of fosd producrion ihat haue made the food
cheaper: in the pollutian cf water th* en*rvatiari r:g sa'i
the destruction of wildlife, the harm to animal welfare
ancl the threat to human health caused by modem
industrial agriculture
B First mechanisation. then lliass use of che::;i!*al fertilleers and p*sticides, then
rnonocultures, then battery rearing of livestock, and nour genetic
engineerin;'-
onward march ol intensivefarming has seemed unstoppable in the lasr-half-ceniury,
il;
as
fe*vjglos of produce have soared. But tlre damage ii nas ["" n**n cotossat.
'l::Hlg$ampte, marry of our besr-toved rarirlanonG;*h
"uudeo
gl-^y^gg?the lapwing and lhe corn bsnting, have vanisfred frorn huge srretches
;1;ilfiil;t
or countryside, as have even more wildll*wers and insects.This
is a direct-result of the
r'vay we have produced our food in'the lasl four
decades. Thousands of miles sf
hgclg-erows'.thousands ol ponds, have disappeered from the tandscape.The
faecal filth
of *afmon farming has drirren wild saimon irom rnany of the sea lochs and rivers
of
$cotland. Natural soil fertility is dropping in maov'areas because of continuous
industrial fertiliser and pesticide use" whid trte growttr orirgae ir ir.i""*i"g
tn takes
berause ol the fertiliser run-off.
C Put it alt tagether and it looks like a battlefield, but ccnsrrmers
rarely make the
connection at the dinnertable.That is mainly because the costs
of allthis d"m*g* are
what eco*ornists reler to as externalities: they are outside the
main transaction, which
ls for exarnple producing and selling a field oiwhea?, and are borne
direcfly by neither
producers nor c€nsumers. To many, lhe costs may not
€v€n appear to be financial at
all' bui merely aesthetic - a tenible sharn*. but noihing to do with money.
And anyway
they, as consumers ol lood, certainly aren,t paying forll, are they?
44
Ileutling
But thc cCI,sts ta society cp* aclualiy be quantilied and, when added up. cen amount to
staggering sunys. A remarkable exercise in doing this has been carried out by oee of
the^worlcfs t+ading thinkers on the future of agriculture, Pr+fessorJules Pretty Director
of the Csntre for Environment and $oci*ty at the University of Essex. Professor Pretty
and his colleagues calculated tlte extarnalities ol British agricukure br one particular
year.They edded up the costs of repairing the damage it caused, and came up with a
totalfigure of €2,343m.This is equivalent to f208 lor every hectare ol arable land and
perrn-anenl Basture, almost as much agarn as the total governrnent and EU spend on
British farm**g in that year. And according to Frof*Esor Frefiy, it was a conseryativp
estimate.
The coslg inctuded: g120rn for removal of pesticides; t16m for removal of nitrates;
tfr$m br refioval of phosphates and soil; f23rn fsr the removal of the h.q
cryptosporidiumfrom drinkingwaterbywatercumpanies; €125m fordamageto witdlife
habltats, hedgerovrrs and dry stone walls; t1,l t 3m from emissions of gases likely to
contribule to cllmate change; tl0$rn from soil erosion and organic carbon losses:
t169m frorn ficod poisoning; and t607m from caftle disease. Professor Pre$y drews a
sirnple but rnemsrable conclusion from all thi*: our food bilts are actually threefotd. We
are paying lor our supposedly cheaper food in three separate ways: once over the
counter, secondly through eur taxe$, which provide the enormous subsidiespropping
up modbrn intensive farming. and thirdty to clean up the mecs that modem tarming
leaves b€hind.
$q can the true cost of food bs brought dovrn? Breaking away from industrial agriculture
as the sclutisn to hunger may be very hard fo1 sorne countries, but in Britain, where the
imrnedid,e need to suply food is less urgent, and the casts and the damage of
inteneive hrming have been clearly $een, it may be more feasil'te. The government
needs to create sustainable, compet'itive and diverse farrning and food sectors, which
will contribute to a thriving and sustainable rural esonorTty, and advance environmental,
ec,snomic, health- and animalwelfare g+als.
But if irdustrlal agriculture is to be replaced, what is a viable altemative? Professsr
Pretty feels that organic tarming would be too big a iump in thinking and in practices for
many tarmers. Furthermore, the prise prernium would put the produce out of.reach of
many poorsr con$Jrn€rs. He is recommending the immediate introduction of a iGreen€r
Food Standasd', wtrich u,o$!d push tha market towards more su-$tainable environrnental
practbes than the current noffil, while nol requirlng ttre full commitment to organic
producticn. S$ch a etandard would comprise agreed practices lor different kinds ol
farming, mtrering agrcchemicaluse, soilhealth; land ma*agement, water and energy
use, food saitsty and animal health. lt could go a long way, he says, to shifting
consumer$ as well a$ farmers towards a mors sustainable system of agrieulture.
45
Tbst 2
fiecrracs 14*17
Rsading kssage 2 has seven paragraphA A-G.
Which panagraph mntains the folirrring information?
Write the carrec, tettq A*G, irtfuxes 14-17 on )ww answer shcer.
.
tYX Ywrnay ure $$y lettenteft thaxoxce.
,/-
,rt a@fyrlgjp-rtusti"n^rc, P ?'
6 the stlges in thelkwlogmnt of the b
/'t@lsegsptBf c
t1 o{gJrytnr9@ 9
@cstiotts Ib2I
:
Do tln fotlowisg stat€$rettts rgrm with tlrc claims of the writer in Rcading passags 2?
In boxes t8*21 wt yoar answe s!rcet. *rite .
.:
f?r-S
r { thestaqenent tgrees wirh$e etairwof thewritcr ,
rfo if the statement contradicts the ctaims iy tt e writer

NAT WfiEN if t is iqpossiMe ta ssy wtut the writeirhinks &out this
.l8 $everal spe*ies of witdlifc in thc British countrysidc are delining. T

19 The taste of food has deteriorated in rcwnt years. N 6
m rhc finaneial costs of environrnentar damage arc widely recogniscd. NO
r.
tl One of the costs calculated by Profmol Plctty was illness carreed by food.
f
#
Tbst 2
READING PA$SAGE 3
Ytu should spend absat 2A min*te.s on Q*estioas 2740, wltich sre bfised on Readinglrei.ttzr.ge J
on the follo*ing pages.
fucstions 27-3{,
Reading Passage 3 has six sections. A-F.
Choose the correfi he*cttngf,or sections B, C, E nnrt FJiom t*e list of headings belew.
Write the Lrrrrect namben i-xi, itrla,r-es 2?-3$ an yaar $nswer sheet.
List of Hedings
I MIRTP as a future model

ii Identifying the main trsnsport problems
'
lll Preference for motorised vehicles
:
ir Government authoriiies' instructions

v Initial improvements in mobiliry and transport motles
ri Reguest for improrrcd transport in Makete
ril Transport improrements in the northbrn part of the district
viii Improraernents in the rail network .
tx Effects of initial MIRTP nea$ures

x Co-operation of district offieials
xi Role of wheelbarrows and donkeys
Example Ans*vr
Setion A vt
Tl Section B
lE $nction C
Exampk Answer
Setion I) ix
2t Section E
:Hl Section F
48
Re*lin;1
I'lakete lntegrated Rural Transpsrt Proiee t

SdooA
fte dsappolrning llen$t5 of marry conver*iorral road lrartsport proiects in Afri{a bd sorne experts to
re'B** &e strdtryy bg whieh rurd transport problems wre to be tadded at the beginnirg of the 1980s.
A resres fur hdp ia rmprwhg the nnilability dtr*n+ort wifhin the renrete F'takete Distrist of sor*h-
urutenrTarearria pr€3fnted $l€ ryruntty ts try e nerv approach.
Tle conc+t of'nrtegrated nl:al tr*rryort'was a@ted in the ta* of exanining thf transFart needc of
fE ruml horrs#k in tte rJiitrictTtle obisti,,e was to refuce the tirn€ and effort needed to oftain
asceis to essrtid goo*:nd serviees tlilioush an imprs*ed rural taxport qflrtsnTlt unddying
assunF-timumcffisletigs sad'*mid be usedirutedforactivitbtltstwould imprcruetle socid and
rconomic Oegsprrvem cf the cornrrnr*ties.lhs l4aHe lt$egrated Rural Tr:ancF,ort Frogect ${RTP}
stfied in t985 wi& linancial supFsrt frorn the Srtiss Sarelopmer* g.orparatio* and was co'odinated
wi& tfrc hdp of t?reTanzdrian gorerrrnent
Sea$n B
Wh*n f€ profect began Hakete D{s*rict was virttn$ todry isolatd dring tle ranry season Tte regionat
ro# vas in srdr bed *rape frat access to the malr torrrc was inpos:ible for abaut thrw monthg of the
par.RinCtrame vras edrsfi€tf rare within the Ofstrictald ahematire tneant of tranrport were restricted
to d6nkeyi h tf€ rryih of *€ &rict Peopk rdbd $marily on the patts, whkh were slippery and
dangerow 4rtrE tle mins"
:
B€fore rotutiors rondd be prsgomd. the proilenn had to be understod. Little was l<rts,vn abcnJt fte
tryrsqrt Oenran* of the rural horseholds, so Phase f, betueen December t985 and Dece#r 1987,
fmld on rmrcfrTtte socio-ecornmt slx'rcy of nrorettun 400 horseftokis in the distrist indkrted $tat
ahousetnH h Md€te lpent,6fi ae€fage.sien hotrs'a day o"
a fgureu*rich sesned $crrerne txlt $rhich has abo beeri ot4aind in srrvep in other rural areas in Africa
tr*sesting facts reganding tranpolt r,rere found t5% ufls o{t foot 80% was within itre tocatity; a#7W
wry ndatedto the cdleaion of water and liren*mod anO traeningto grkrdng milk
Sccdon C
Ha,ring determined the main transort needr. possibile sohrtions rvere identified which might re*.ae tte
tirne and hrdsr.:Eh.ring Fh*se tL ftun lanua-f to February lggl, a ntsnber of approaches were
implemenrted in:n efort to impure mobilrty and rcesEto traffiporl
An lrprarunent cf *re road retrork was consi{ctd neress:ry to grrure the rnport and elprt of
goodrto $e d*lrictT?Ese lnerosnmts were crried o* using m€*rodi fiat vrele hea& @enOer*
on labour kr #ition to the inpr€lrsnetrt of Foadl*t€se rrethoth prwided trainrng in tha opration of
a r*dradcal \'/ort*op ard hrs arid tfirck service* t{*t*evet the c$fe e frorn the conventional
approrch v'rs Srat tfris tkrre conskkration uas giren to.locd trrxport needs otrtslte the rod n€fiim*tc
t'lostgm*were tnnsportee abng*re pad$ttat pnl'/ide short-cuts 14 and d6{vn tha l'ti$sidel.hfr tre
p*hs rame ared Eafrry ri* trd rnade SE idxftleyut foot s€n rnor€ adsr"lt made serue to inpro€
the pdhs by buile$ stepr.ira*aik and hotbri$er
!t wrc unconynon to finrd r*eans of transport that ucre more efficient tlun walkirg h.rt less te<hnobgicalty
*anced then motor rehictes.Th€ use of bqrchs was constrar'ned by ttreir h($ co* and the tack of
anilabh ipare parts, G:en were rut used at all but dmLeys r,rse u*d by a ferrr hoLreholdt h fte
nor$em part of the distn'ct F4IRTP focused on uf,uat '"ic{rld be most appqriate for the inhabitants of
f"'ldrete in tsrrn af vd'rat war arailaHe. h<nr rnxh tfey could atrard artd u*tat they wenr willirg to accepL
Tbst 2
After c;treful ccmideration, the proiect chose the promotion of donkels

- a donkey costs less than a bicycle
- and the introducti,on of a locaQ manufacturable wheeharrow.
fection g
At ttH end ef Phe selected
lt. it rryas clear that the !o tvlaket€! transport proHems had had
different degrees of succes*. Phase ll1, frorn l"larch lggl to Merch 1993. fxused on the refinernent and
irstitutionnlisatign of tfu $e aettvitrel
The road improerrents and accornpany{ng maintenance q6tem had helped make the districl centre
accessiHe throq$o.rt the pear: Essential goods frem ouEkh the district had becorne more readily arranabb
at the market and prices dd nst fkstuate as nrx..rch as tfny had done before.
Paths and secondry rroads \atr€ improved only at *re reqJest of conrnn*ies u*ro rrvere willirry to
participate n e€fftruction and rnaintenarce Ho,regthe irrgrovea pdx the idlabitants.and
rcquests fs assigtance greatly ircrcased soon aftercrfi a fi*r impr"orernents had been cornpleted.
The efforts to irnproae the efticierrcy of the existing transptrt ssvices vrere not very sr.rccesdtd
because
rnost of the matori$d relrictes in ttre district h€ke dsrn and there lverr no resdlr(es to repair thern
Even the ir*radrrction of lorv-co$ ffleans of tmnryort was diffrcuh because of the general po,arg
of the
distrirlTlrc locas marufactured u*reelbanuus ucre *ill too erysuive br all hrt a few of the hogseholds.
ModiiEationc to the digfutd det$ by bcal carpenter5 cut pra&Ktian iirr€ and costs. Otli€r tq€d
carFnte6 FarB b*en trsined in tf* ftelrv design :o that rhey can respond to rcqu$ts t'leverthetess. a
locafly produced vrooden *tteelbarrovu whah costs at'afid 5000Tanzanran *nflings ({ess than US$20}
;
Makete.1 and
!about ofie gufier the cost of a rnetal wtreeharmw, is still too et p€niiie for most peode.
Donhepwtrich Yfr€ tmprted {o $€ disrrct,hare Oecarrt lrlore common and contribute,in particr^dac
to the trinsportatiqn of crops and good: to market.Ttuie who have boqht donken are mainly finm
richer houseffi fut, whh an increased supply through local breeding, Oor*<ep *!o{jd
besorne rnore
affordaHe' |4eanwlde. bcd lnitiati*s art promotirq the rerrting o$ of ii€ ugs*g donl<e.y5':
h shoufd be noted to\l€\Ei that a donF.ey. vrhrch a! Z0000Tarrzanian shillings costs less than a bicyclf; rs
sti$ar irnestrnerrt eqrnl to an a\€rage troqsehotds incorne orerhitf y*a*f*s cbar| ilhrlt:ates tfp need
for srpptenteaary rn€;tstres if one wants to assrst the rurrl poor: "
Sectlon E
t *'Jd h8€ bedn easy to criticise the MIRTP for using in the early phases a'topdo\A,n'appma6. in which
decisions uere rnade by experts ard offrcials kfore Uelng ha;ded ds^fir to communitieE
but h uns
necesTry to start tle reess frorn the ltnael of the gg,ernnlental authortries of the districl
tt wodd frae
uey dffrcu{t to rctpgd to the reque:ts of villagers ard otherrurd
mderstarxlfoB of distrrt authorities.
Sccrisr F
Today.nobody in the district argue$ about the amportarxe of imprcned paths
and inexpensiue neans of
trarEport Bld this is the result of dedicated ,a,ork orer a long period. particularty from theofiicers in
charp
of comnrunity de€lopmentThey ptryed arr e$sentiat role in-mising aaaneness arrd int*rust arnorg
tlre nral
communitier
The"corrept of rntegl"ated rtrd trdnfport is rcrr well estaHished inTansania u,fi€r€ a rnaior program of
3*l ry is itrt abort to starLThe expsieraes frorn Makete rrrifi h€lp in this initiatire, and Makete
District wi$ agt ai a refetsre for ftrhrre urork
50
fusttums tI-35
Do tlF hllm'i*gxatemenf$ agree with the ctaims of the writer in Rcading Passage J?
In &oxariJ-JJ anwr sttwsr fuet, write

vgs if tl* staterneat sgFses wirh ttw cbimsaf the *rttel
NO if tlrc stateme*t eontrdicts ttte clairfrt sf tfu *riter
NOr GTYEN if it is impossiffie to say wfut tlewitr t*fulcsabwt this
3t MIRTPqmsdividad isto five phase*

32 Prior to the start of MIRTP the Makcte district was almost inaocessible during the
rairy season.
33 Phssc I of MIRTP consist€d of a surray of household expenditurc on &anspffi.
t{ Tte surwymncludd that one-6fth ot Wo of the howboH transport reguirwnt es
outside ttre lml arret.
gt MIRT? hoped to improre th raoremcilt of goods from Maketc distri$ to.thc
country's sapital.
Tbst 2
Quesrtons 3il39
{t*mpfete earh sentence with the torrect ending, A-1, below
Write the torrect letten A-1. in bexes 36*39 en your answer sheet.
36 Constnrction sf footbridges. steps and handrails

31 Frcquent breakdown of buses and trucks in.Makete
38 The improvanent of socondary rcads and paths
39 The i$olntion of Maketc for part of the year
providcd the peaple of Makete with experience in running bas nnd
B trffifi successfut in the norrhern parr of the districr.
c differd from earlier phases in that the g-ommunily became less
actively involved.
D imprwed paths u# for transpirrt up and down hinsides
E wa$ no longnr a prcblen once the roads had been improvcd-
.F :cost kss than locally tiracle wheclbarrows
G qar dsne only at the request of.leal pcople who wcre willing to
lend a hand.
H uas at first considercd by MIRTP to be alfordable for the people
of thc districr.
hirdeid attempt$ to make the existing transport services more
efficient.
urils thoughr to be the most importanr objectiveof Phase III.
Question 40
Choo,ue the tonect lerrcn A, B, C or D- .. .
'
lVrite the st*$t letter h box 4$ on your a*stwr shee(,
Wlrieh of the fotlowing phrases hst dcscribes the main airn of Reading Passage 3?
A to suggest that projecrs such as MIRTP are ndedd in other
countries
B to describe how htlRTP was implernented and horr successfut it
wls
C to examine how MIRTP promoted the use of donkeys
D to rryarc that projects such as MIRTP are likely toharre serious
problcms
52
.
Reat{ing
READINC PASSAGE T
Yau shoald spend about !0 mine$es cn Qxe*tiaas l-I], *,hieh *re based on Fecding P*ssage I
belaw.
Ant lnrelligcnre
When we think of intelligent Hov*el€r, iB gnts there is no
memkrs d tt€ an{mal cultural transrnissisn *
kingSom, the crdures that everytning must be ened$
spring immediately to mind in the gen€s - whereas in
ar.e apes and rnon*eys. But humans the opposite is
in fmtthewial liws of true. Only basic instinds are
$orne memben of tlre insect canied in the genes of a '
kingdom aresufficiently nes{bom bary, otfgskitb
complexto sgg€t more being leamed from sthers in
than a hffi of inblllgence. tfie communrty as the chitd
Arnongthese, therlsrld of the ant h* eorne grCIlfrrs up. lt rnay seem that this cl.llfural
in for considerabb scrutiny lately, and the continuig girves us a huge a$iantage $irer
idea that ants dsnonstrate sperks *f - ants. They haire nster mastered fire nor
cognition has c*rtainly not been rejected by progresqed. Their tungus farming and aphid
those irn6h,ed in thme irnmstigations, herding crafts are sqhisticated uilien
compard to the agicufh,rral ski$s of
Ants store fsd, repelattrackers and use
humans fiw tfr€firsand ycars ago but hare
cfiemicaf signals to contact one another in
b€en totally owrtafien hy modem human
case of attd', Such chemical
agibusiness.
cgmmunicatbn en b
compared to the
hrgnan use of vizual and auditory channels fr hare thq/A fte farming rnethods of ants
(as in religlouschanB, arh,erttsing images are at least srrstainable. Thsy do not nrin
and jingles, politidal slogans and martial environments or use enornot s amqrnts of
music) to anxrse and popggate moods and ener$r. fvloresrer, re€ent e\ddence su*€lesB
attitudes. The biologst tewts Thomas wrote, that the crop farming of ants may be rnore
?trnts are smu*r lilre human hings as to sophisticated and adaptabb than was
be an ernbanasffier$, Theyfann fun$, raise thoughr
aphids* ro lSrmtoclr, laurch armies to war,
Ants were farmers fifly million y€at$ beiore
ug chernlsat s$ap to alarm and confuse humans were, Ants can't diggst the cellulose
enemies, epture slave$, engage in child in leaves - but some fun$ can. The ants
labcrur, excfiangp information ceaselessly.
therefore cuttitate these fun$ in their nests,
Tlrey do atery,&ing but hratch television.'
bringingthem leanes ts fed sr, and then
" aphiG: snrall ins€cfs of a ditkerrt s0ecies fror$ s.ts
65
?nesr J
use thern as a surce of faod. Fanner ants existed in something like ttreir prssent farfil
sesrete antibiotics to controt otfrer fung that more than se\enty million !€ars ago. Beside
might act as 'u€eds', and spread wa$te to this, prehistorie man laoks technologically
fertilise the crop. primitive. ls this then some kinct of
It was once thought that the fungrls that intelligence, albeit of a different kind?
ants cultivate lrras a singe t),pe that they Research eonducted at Oxford, Sussex and
had prcpagated, essentially unchanged from Zririch Univemities has shown that when
tfie distant past. f$ot so. Ulricfr Mueller of desert ants retum from a fomgng trip, they
Maryland and his colleagues genetically navigate by integrating barings and
screened 862 different trcs oJfunS taken distances. wf{eh frey continuously update in
frorn ants' nest$. Ih€se tumed sut to be their heads. lheycombine the evidence of
highly dircrse: it *ems that ants are visual landrna&s wtth a mental library of
continually damesticating rlew specbs. Even loealdireetisns, all within a famewsrk rlrilrich
m*re irnpressh,ely, DNA anatpis of the fungi is consulted and updated. So ants can leam
$ugests that the ants improve or modify th* too.
fun$ by regirlarly swappingand sharing
strains with neighbounng dnt qobni€s, And in a tnelve-year programme of nqlk,
Rl6abko and Remikorna harre found evidence
tf'r/hereas prehistoric man had nq exposure to that ants can transmit very compler
urban lifestyte - the forcing house of rnessagps. Scouts udto had located fqod in a
intelligence - tfre wl-dence $ggests that maze returned to mobilise thejr foraglng
anB have liwd in urbsr settings for dose on teems. They engagd in contact.sessions, at
a hundrcd million yeais, daeloping and the end of vytridr the s@rt was remorcd in
maintaining undergmfd Cities of order to obsene vdrat her team might do.
speciaiised cframbers ar-rd hnrnets Often the foragers prweeded to the e)€,ct
When we surwy Medrp City, Totqu, Los $pst in the mare where the food had been.
Angeles, nre are amazerl at what has been Ekhorate precautions were taken to prevent.
accom$ishecl by hurnans. lbt l-loelfOobler the foragng team using odour clues.
and Wilson's magnificant work for ant lovers, Discussian calir centres on whether the loute
Fhe,4nts, describes a zupercolony of the ant through the maze is cornmunicated as a .hgft.
Farmicaj'effinsb on the lshikari Coast sf right'seqrerrce of tums oras a ,cunpass
Hokkaido, this 'negdopdis,vvas repo.rted tb bearing and dista'nce' mssage.
be composed of SO millionnorkers and a Dufing the cqrrse of Uris e,fiaustit/e study,
milllsn gueerls lMng in 4,SOO Reznikoua has gfourn so attached to her
interconnectst ne$ts acrogs a bnitory of laboratory ants that she ftels she knovus
2.7 square lflometres. them as indlviduals- elen without tre paint
Such enduringand int{icatery m6hed levels spots used to mark them. lt's no surpnse
of teclnical achierpnent antstrip by far Snt Edward Wilson, in his essay, .ln the 0
anything achiared by our distant ancfftors. esmpany of ants', advis€s redersi who ask
tdfie h€iil as masterphm the care paintings vrfiat to do rryi$ th€ ants in their kitchen to:
in southem Frarrce ard elsewfrere, dating 'Watch vderepu step.Be wefirlof litfle
back some 20,OO0 years. Ant societies fir€s.'
66
Qucstions 14
Do the follor+ing statcms*t$ agrw with the inforrnation giren in Reading Passags l?
In baxes !4 on yu$ answr slreel, wrirc
TRUE d the statwnt agress wirh the inf.on*atian

firsg . if the natanent $ntmdicts the iaformatlrrn
NOI GIYEN d thete is na infarmatian on this
t Ants u* the *ame channels of comrnrmimtion as humans do.

2 City lifc is one factor that eneuragcs the devebprncnt of intelligencc.
3 Ants can build lar"gn citft$ uore quickly than hurn*as do.
4 $snile ant$ srn find their way by makingcalculatione based on distaacc and position.
5 Ia one experirncnt, foraging t€ams were ablc to use their sensc of smell to find food.
6 Thc csmy, 'In thc sqpny of ants', erploren ast co*ffiuni€tioil
Tbst 3
Qtesfions 7-13
Complete the s*mmary usrrllg tle listaf nwrds, A-.f, below.
Write the eerrecl letten A4, in boxes 7-lJ *n your afiswer sheet.
Ante as farmsrs
Ants have sophistic*d nrethds of farming; including herdirg th/estmk and gfowing
crop€' wnhn are in many waJF similar to those used in human agiculture. The ants
cultiuate a largB numkr of different species of edible fund which convert
7 ,,,....,,,... ints a fum which they can di$st. They tre their own natwat
8 ,............. ......:t,. as weed-killers and also use unrmanted materials as 9...."......
Genetic analy$is sfrcilvs ttry mnstantly upgrade tfiese fuirg by d€n€loping naru species
and by 10...:','...... Secies with neighbouring ant colonies. ln fa! trre farming
methods of ants could tF ts be more adrcqced than human agfihrsiness, since they
saitJ
use tl .....-. metfrslr,'tf,*y do not affect the t?.".... and do not
A aphids: g agricnltural C sellul*se D exchanging

'E $rergy F furtilizerc G fo*d H fungi
I growitg J interbreeding K natural L otherspecis
M secretioa$ N susainable $ enviroqrncnt
68
REAI}ING PASSAGE ?
fuu should spnd *baut 20 rciwtes en Q*estioas 14-26, wttith ar€ basrd an Readfug Passage 2
an tl*f*llxw@psges.
Qaesrtotrs I+19
Reading Fa*sage 2 has sewn scctioaq A-G.
Clwew the cawect hrgfj',ingsforsef,tlons A*Ffrom the list of headings below.
Wrtte the coffelx ntwtbe+ i-t, in&oxer l4-lg on your answer sheet,
Listof He*@s
i Ths reci*t$ of the rffirch into blood-variants t

ii Dental evidence
Si Greenberg's anclysis of the dental and linguistic eviderp
ir Devel,opment$ in thc mcthods used to study early population
movemertts
? Indian migratio* fiom Canada to the U.S:A.
ri Further prrctic evidsnce relating to the three-wat e theory
vii b*g-staading quetiols about prehistoric migration to Arnerica
rffi Conffieting vicws ol tbe thres-wane thmry, b'asd en non-genetic
eiridene
ix Questions about th€ cau$6 of prehistoric rnigration to America
x Hanr anatysis of btood-variants m€a*ur€s the closenffi of the
. relatiooship between difrelent populations
t{ $ation A
t5 S*tion B
tf Section C
ll $ec{ion D
lE $*tion E
19 Section S
Exrnplte Ansgr.r
Ssctioa G riil
Test 3
a.aaaaraaataa.aaaatltr.*ra.aatrratrltaattaarrtr'arrraataatratrratt ..r.ta.raar..
Fapulalion movernents cnd genetics

aaaoaaa.aataaaaataarraraare+taat.rrar.raaaa..r..r.... aataaaaaaarraaaaaraer.r.r4sr.,
St"dy oJ the origin+ and di$ribution o_f d{ferent pap!,fgtionc {e,g. hro Indion
hurnsn populotions used te be bssed on tribel|, t>fte con establish their genetic
archceolagicqf and fos*if evidence. A 'disionce', whi,ch Fself con be colikated
number ol techniques developed since to give sn indicctisn of the length sf time
the 195$s, however. hove placed the since lhese populotions lo$ interbred-
study of these subiec{s sn o sounder ond
Withnrn$ snd his colleogues sornpled the
more ob[ective footing. The besr
blood of over 5,000 Amerkon lndions in
inforrrrstion on ecrly popukrtion
wesfern North Arnerico during o hrenty-
ctovernefth is now beinS obtoined {renr
yeor period. They found thot their Gm
the 'urchceologf of the hving body', the
allorypes could be divided into two
clues to be found in geaelic moleriol.
groups, one of which olso qorresponded
Receni wo* on the problem o{u*ren to the grenetic tfping o{ Cenirolo*d South
peopla *rst srtered the Arnericos is on Arnsicon lndians- Other tests $ho$r€d
excmple of the volue of these new that the lnuii {or Eskimo} ondAleuts
techniques. No*h-east fuio ond Sherio formed o third group. From this evidence
hove long been occepted os lhe il was deduced fiot ihere hod'been'three
lounching ground for the lircr humsn moior $/svss of migrotion ocross the
colonisers of tlre New Worldl, But wos : Bering Stroii, The ftrst. Foleo-lndion, wove .
'xatre d nrigrrolion ocross

there One mcirrr more thon 15,000 yeors ogo wos
the Bering Str,cit into the Anericss, or ancesfrol to sltCenkolond South
severol? And when did this e*aenl, or Ameriesn lndions. The seeond wnye,
events, tolse ploce? ln recent y€ors, new obout l4,000-12,000 yeors ogo,
clues hnecome Fom reseorch into brou$ht No-Dene hunbr*, onceslor$ of
genetics, includ;ng the distribution of the Novojo ond Apoche {who only
genetic mc*ars in modem Nali\ie migroted souft frem Consdo obout 600
Americsns? or 70O years ogo|. The third wove,
An importont proiect, fed by the perhcp IO,SOO or 9,ffi0 f€crs ogo,.ssw
biologhol oorhropologist Robert Wlliams. lhe migrolion from North-esst Asio of
foeurad sn lhs vsr -ionh {cdH Gm groups oncestrcllo fie modern Eslcimo
ollatypesl of one porticuhrprolein - ond Aleut.
irnnrunoglobin G * found in rhe fluid E How fsr dees other reseErch support
portion of hurnen blosd. Alt proteins these conelusions? Genelicist Douglas
'dffi', or prduce vorionh, owrlhe Wolloce hos studied mitochondriol DNA4
generolions, cnd mernbers ol on in blood somples from three widely
interbrding human popuk$ion will sepcroted Nqtive Americon grgupsi ftma-
shore s sel of such qrrionts. Thus, by Popogo lndisn$ in fuizono.lrrloyo lndicns
cornpcring lhe Gm ellofyp-s of two en the Yucsl6n peninsu.lo, iAexico, cnd
I tfut ytbt{*drc Anndcon confinod, os oppoccd tolhe so-coltrd OH Wor*d of foropc, Asio ord Afri@
t nod$n FMwAr,crtcsn: sn&raa*on dirhcn&d lru- *t prpr t*J ;-;]i; *oAm.rtuo
*td f;l+" *lo oJ fre p-lNrok gru6 nolivc b $e r}o{Sd ;rsb*;N,",th A;".k" {i-e. narr{rcrn &nodo ond Cl.aet*cnrl}
ri l${
Dlr|A: thr a&*oncc in g€n&
vdr;ctr irtrrnorion k $or€d
70
Reading
Ticuno lndions in lhe Upper Arnczsn According lo Turner, this ties in r.rrrir i! '
region of Brozll, fu would hove been idee of o singl* Psleo.lndisn rniqr',-':' *n
predicted by R<lbef willisms's we*, sll sut of Nedh fuis, which he sets ot before
three groups opp€nr to be descended 14.000 yeors ogo by colibrcting rotes of
from the sme oncestrol {Poleo-lndion} dental micro-evolution. Toolh onolyses
populotion- olso suggesf fhst there were lwo lster
rnigrations of No-Denes ond Eskimc-
F There ore two other kinds of resesrch thoi
Aleut-
hove thrown some lighr an ihe origins of
fhe Native Americsn papulation; they G The linguist Joseph Greenberg hos, since
involve the stwly o{ teeth snd of the l95Os, orgued thot {rl[ Nstive
longuages. The biologkol adhropologis| Arnericsn langucges Hong lo c single
Christy Turner ic on expert in the cnolysis Amerind' famity. except {or No-Dene ond
of chonging physicol chorocteristics in Eskimo-Aleul * a view lhsl gives credence
hurnon teeth. He orgues thot iooth to lhe ideo of three moin migrotions.
crown$ ond roofs5 hove o high genetic Greenberg is in o minority omong fellow
componer*. rninimolly offected by linguists, msst sf whom fovour the notion
environraentsl and other facnrs. Studies o{ a greot many wsvas of migrolion io
csnied oul by Twner of mtrny lhouscnds . account for ihe rnore than 1,0Q0
of New and Gld Worid spegimeni, both languages spoken qt on€ time by
oneienl snd msdern; suggest $ol ilis American l*dions; But there is no doubt
moiorily of prehistoric Americons ere ihol lhe new genetic rlnd dentol evidence
linked to Norlhem fuion populolions by provides strong bocking for Grebnberg's
crown ond root troils such ss irrcisoF view. Dctes given for fte migrctionl
shoveliag {a scooBing or.rl on one or both should nevertheless be keoted wilh
zurfoces of the foofhi, single-rooted coution, except *rhere supported by hord
upf,er firxt promolorss ond triple-rooted orchceolog icol addence.
lorver firsi rnolors6.
5 crorxry'rcof: par* o{ the tooth

{ irxiso/prcmohr/mohr: hindgcf t*eth
FaslJ
Suestioa* 20 at d 21
The discusion of Williams's res€srch indicates the periods at whicir early pople are thought
to have sdgrfllsd along certain routes There are six'routq A-F, marksd; d; map beloi.
Cotnplete ths table belas.
write the corre$ letten A-F, in ircxes 20 and 2l an yaar answel sheet.
Rottt€ Wod {numbartf gra ago}
l5.M or msa
ffiOroTAQ
Ear$ Poprtation Msvmbnt to the Americas
{
t'6r
72
Reading
Questions 22-25
Reeding kssagc 2 refers ta ttre three-watae theory of ear$ migration to the Amerieas It atso
suggsls in which of these three waves the ancestors of various group$ of modern native
Amcriens fi rst reached the coatirent.
Clal,cify tte glrtrys nanie/_ i* the nble helaw as w$itt*tirgfram

A the ffrst wave
B the sccsd waw
C the third wan'e
Wite the cwcct letter, A, B or C, in boxes 12-23 CIn Wr crslfisr sirlet,
Nmc sf grsep llbwrumler
Inuit t2
Apacfic 4l ...,....,.r."'..'.'
Pima'Faprgn 24 .......:.:,....
Tierma 2!i ........."... -.... -....
@estton26
Cfuox the csrrect letter, A, B, C or D.
Wrtw tk artzct ktter in bax 26 an pur anxwr slwet.

Cbristy Turncrb rpsrch involvcd thc cxamination sf
A twth frcrn both prchictoric and fiiodcrn Americans and Asianr
B thoresardsof pphr*ho liveineitherthe Neworthe Old Wbrld.
C dstsl *pecimmc fiom tlrc majority of prehistorlc Arnsienc
D the eating habits of Arnsrican and Asian populations
73
i
Test 3
RgADING PASSASE 3
Yrru should spend about 2fi rilinutes *n $aestions 274{t. nhith sre ha.sed on Reuding Passage J
below.
Fsrsts are sn€ of the main ekmefitf of our natural heritage.

Ihe decline of Europe's foress wer the last decade and a half
has led to an increaging awareness and understanding of &e
seriour imbalances which threaten them. European countries
are becoming increasingly concerned by majcr *reats te
Eurcp*an fsrest$ threats which know no frontiers other than
those of geography or clinnte: air pollution, soildeterioration,
the increasing number of for*Et fim and sometimes even the
mismanagement of our vvoodland and forest heritagr. There
has been a growing awareiless of the need for csuntries ta get
together to caordinate their policies. ln December 19b0, Strasbourg hosted the first Ministerial
Conferente on *e prote*ion of Eurape's fors&lhe-conference brought together 3t countries from
bath Westen and Eastern Europe.Ihe topia discusd included the co-ordinated study of the
destru*io*r of fcrestr, as w*ll a'i hew to combat forest fires anei the exte*sio* o{ turopean research
Fosrams on the forest ecosystern. Tlre prtp*ratary worh for the canfe,rence had be€n underlaken at
two rneetinp cf experts.Iheir initial task was tn rJecide whieh of the many forest problcms of
€on{em to [rrGF involved tfre larqest number sl cn{rntsies a*d might foe the subiect of joint action.
Ihose confind to particqlar geographical areas, sueh as eountries'bcrduing the Uediteraneatl or
the.ltlordic cslfiities therifore had to tie discarded. Hoeevel this daes not mean that in future th*y
willbe ignored;
As a whole, Eutopeffi.countrie$ $e* fsrestr as perfonning a triple function: biotogical, ecsnornic and
recr*atiqnal.lte firsl is tCI a{t as a 'gr*en lung'fcr our planeg by means of photosynttnsh farests
produce orygefl through the transformation of solar €nergy, thus fulfilling what for humans is tfle
essential role of afi immense, non-polluting povrer planr At the same timq f*rests provide raw
materials for human activities tfuough their constantly renewed po*rtion of wood. Hnally. they
offur thwe cgrd€mfledto spend tive *ays a vveek in an uftan envirenment an unrivalled area sf
fr€edom to unwind and take part in a rang€ of leisure activtties, srrch as hunting, riding and hiking.
Tte econornlc hryortance o{ forests has been tlnderstood rince the dawn of nan wood was
- G
firlt fuel.-the other aspects have been recognised only for a few centuries but they are hcoming
more and rncre impcrtanl fleme. ther* is a real corrern ttroqhout Europe abourtfie darnage to
ftt forest envhonment vdrich threatens thse three basic roles.-,
Ihe myttr of *te'natural' furest has survived, yet there are effectirely no remaining 'primary' farests
I Eurofe- All European forests are a*ificial, having been adapied and exploited by man for
thousands of yearrThis neans that a forest policy is vital, that it must Bans(end national frontiers
and gsnerarions of ptopb, a$d that it must allour for the ine-vitable changes that take place in the
fwes$, in neds, and hence in policy.Ihe Strasb*rg confe;ence was sne of the first evenr on such
a scale ta react *ris tofidusion. A general declaration was made tlrat 'a censal place in any
ecologkally coherent forest potrcy must be given to cantinuig over time and to the poisihle elfects
of unforeseen events, to efisure that the full potential of these forerts is maintained;.
74
fteatttng
Ihat gereral fuaration $tr E{c6rnpa*ied by six detailed resolutio$s tc assist national poticy-
making lhe frst Frsposes the exte*:ion ard systematisatlon of rurveillance sites ts monitor forest
decline. For€st*dre is stillpo#b urdenaod htt hds tothe hxef a high prqpo*jcn sf a tree'$
needes s baffi lle mtke continent and *n maiuity o{ species are ffrw afiected: beh'veefi 3S%
and 5ffi of tn tree Fopulathn.I}re sorditisr appars to r€{$h from $e ctrnulatiw effect of a
nurrihr of {actsfs. with atnnspheric pallutants the piitcipal culpttts Compounds of ni*ogen and
sulphur dioxide slrould h particutarly ctorely taptctred. Howetrer, their eftct are probably
accentrated hy dimatic lactorg sudr as drqrS* and hard wirrterg or ssil imbalances such as soil
acidifwalim, $ftidr danrag€f dle rsoglhe seco{rd r*solutioncsrcen$ats on th€ need to presffve
the Wetk *€rsity of European furests. The aim is to rererse the kline in the nurnber of tree
sprcies or at least to preserw **e 'gem{ic mater*al' d all bf thetTt. Al$taugh forest fires do not affect
all of ErrryeBthe same extef& the amo*rtof damrycausedt}eeperbtotr0p6easthe third
resohrtfon Srat fe Strasbourg conference comifu *re eEubli*rment of a European databar* on
tln st*pctAll lnformatim used in *le &rntopmart of nabnal praruntatlve policies would becune
gerlerally avail*le.The ilrble{t ol *re fourth reslution dkcussed ry fte minlsten was nn$ntaifi
frystc ln Eurqe it isundoubtedly the mountainecosygemwfrl,ch hssdangednustrapidly and i5
Fffi fi rirlc A. *rinly scattered penni$ent popdat*on end dwehgnent of leisure actittities,
part$Hdatfiseiir€,hae res*ed in significath{q-termdtassto*elmd ecostJstems,Propmed
dsr€foprneilts hchde a preferentiat roseardr prclfam ori il|tns*ain forestr Ttre Sf*r resolutisr
relaundred $e European research n€firo* on de plrysblogy of ueeq called Eurasihra. Eurosihra
shodd srtrortlohieurWan rseardr on bee &eass and tlnir Srysio@i,cal and bisch€ffiical
aspec& Eadr rynBy csmemed cosld increas€ $e nurnbet ol sdrolmhips and o$rer ffnandal
zuipwt to Ooawal tireses ard rseardr prsiectt in dtk area. Fnat[, the conference established Sre
irrfigrryt for a Etropean r*ardr netdroct on forst scos?st€rns. this r*culd aho invofw
hamffiising x$liS€r in lndtvi&ral qonrtr$m as lwllas i&r*i$tnga nunber ol prior$ rq*strch
toeks ddkE tc tln p.otectiur ef forese.lhe Stxhurg conlererrcet main concern uras t0 ptud&
ftr *le funralhF ltai $e initid motivation, one run slrared hr # 3l partkipants represeating 3t
twopean cunties.Iheir fmal ten conrmits frem to on-Soing fncussion ktween gpwrffneilt
rryenbfne wi*r rsponsibiltty for forertr
75
I*r 3
@esrtaw 27-33
Do tlts followillg statemcnts agrc with tlre informatioc grven in Rsading Pasage 3?
In boxes 27*33 on Wr annrers*eer, w,'ffe
TNAE lf tfu statcment €rg?ees wlth the inf*rmatian

fi{r,sg i{ tlw swtement eorste icts the information
NOT GTYEN if there is no informat$on as rhis
n Forest problems of [Iediterranean couatri€s are tCI be discu# at the next meeting of
experts
2S Ptoblenuf in Nordic countries wert excluded becauss they arc outside the Eurupean
Economic Cormunity.
E' FsrcsB arc a.lenmable s(xgtc af raw mtterial.
- 3l) Tlrc biglqgiml fsnclioas of forests werc recognised onty in the twerrti*b century
3t Nanral fore*tsstill sist in pafls of Europe.
3t Forestpolby should bG liilit€d by national boundarics
33 The Strasbou.rg confcr€rec &iM thet a for6t policy must allow for the possibility of
changa
75
fuiestions 3*39
Look ct thefaltowing $$tenwfits issued by the eonftrence
Which six of thc following statemsnts, A-J, refer tCI the resolutions that were issued?
MEteh t!* statemenrs r*fdr the appropriate resolutions { &*stians 34-39).
Wrire the eorreet htter. A-!, in boxes 3*'39 an 4anl* *nswer sheet.
A Atl kinds of species of trws should bc preserved'

B Fragile mouniain forcsts should bc given priorityy in rcscarch
rcl programs.
c The surviving natwal forests of Europe do not need
reed priority
pl treatment.
D Reserrh is to be better co-ordin*ted throughoutt EuprEurope.
E Infarmati'on on forect fires shsuld be collected and
nd sha
shared.
F Loss of leves from tce€s should be more ively
extensively and carefully
at
monitored.
G Resources should be allocated to'research into tree diseases
ree disr
H Skiing should be enicurnged in thinly populated i areas
areas, .
I Soil imbalanccs such as a*idi{icati*n shotlel be trea{cd

irea{cd with compounds of
nitragsn and rulphnr.
decline in the condition
Informatior is t* be systematirntly gnthered on any de
of forests
:.
Y Reaolution'l
S Resolution 2
36 Resolution 3
Yl Rcsolution4
38 Resolutios 5
39 Recslutiotr6
@,stioa4$
Cbooss the cofiwt letter, A, F: C or D.
llrrite the correct lctter in box 4S or ],our answer shect.
tr Wbat is th best title br Reading Passage 3?

A Tte biotogical, emnomie and recreational role of foress
B Plans to protcct the fo$sts of Europe
C Thc priority of Europcan r'esearch intcecosystenrs
D Propomts for a world-u'ide policy on forest managsmcnt
Re*eling
*EADTNG FASSAGE *
Y*tu shsxld spend about 2A min*tes ur $wet*i*as l*fi, x,hith arc bas*d rtn Reading F*sswge I
below
No cne *norn*s exactly hclrry the pyromids were buiil.

Martus CJr*x,rn recl<ons *te onswer could be ,ftcnglng
in the oir'-
The pyrcmids of figpr were built rnore lhsn three
ihousand ywrs cgo"'ond no one knows how' The
s*nvsr-rliari*l picture is thst kns of lhousands of sloves
1{*gg# slones on sledgcs. Sut there is no enridence to
boci< iiris -*p. Now o Califomisn soft*ore consultsni
cdltsd ,!'bureen Clemmoim: has suggested thcr l*fer
r*iphi.
|rne !egn"i*vsiv*d. v*hile $ising " bo"L on
h.*,q*"8
rrnt rrftrrurtlslil5 or
o{ Eglrpr'
Egypt, sne noncefi c hierrgilph
she noJieed-c llierc$lipft r*.'or il,o*J O; fqw
l:lci Snowed *eX;;i;;j;
no,,i;f
Ot men StqndinO in
odd. po$P. Th.y were hoiciing rvhot looliit iile rnpes rhot led, vio sone t i1;J of
mechsnical sy$-errr, kr c gicni bii.j ;,t t$r+ si1y. she *aider# if perho;, ,h. il;;;
octuolly o gionl kib, and lhe rnen were using ;t b lift o heovy
"bi*.r.
lnhigued,,Clemnpns conhcied Arbriezo Ghorib, oeronculics proftnsor of fie Californiu
lnstituielFltt"by.Ft*l**,fuscinored by rhe idea. 'cornt"s fr;i;";; i'hailq keen
inlerest in l$iddle Eosbm siience,' he sq/s. He too tuot purdld bv the pi.trr* thqt
hqd
req*gd Clemrrpns's interest. The obiecr in rhe tlv opp"r*rbil;;[;;-rt"rr
wide lor c bird. The possibiiify certoinly axisbd hqt it was b kite,' he-sons. .,And since
onJ
he
needed s surwller *i+{t stutieni E,'nilio Graff. ;".*lig"ti"g rtr"
h.{it
kibs qs hesv:r lifi";r r;enn"d [["; good ideq.
#trfiri,ry "irlhg
Fhotib srd Graff *ef themselves the tusk o$ mising o 4.5-mere skrne column from
horlzonerl b wrricol, ysing ry source of energy *;r*fi rh*;lJ"-ih.r; ilr;ri;;uh6ons
ond scd*modd wind-tun-nelpxpenfent' rha,, rh.y ,*-,ld;{';JJ'; shong
wird to li* the 33.S-frrnre cdu;. Even s"Jr4**i
modesr forcg, il su'slsinef,.ri o tong x**,
yr"q do. The key wo.s r,o ,F o pu.ll.e1 sysftrm $or w;lci *og;fu
h? tigg"d up o tenFshaped scoffold directly gbove fi" rip of ihe horizontst
il
"poriJT"*e.
so
column, witlr
pdhn susPen# from.rhe scoffolds opex. Ihe ideo ,"ss thot os orle end of the column
rose, lhe bcse would rollacross lhe ground on o holley.
89
Test 4
Eadier lhis yeor, fie team puf Clemmons's unlikely theory hc the bsl, using o 40-sc,;.:r*:-
rnetse recftanguhr nylon soil. fhe kite lifud tlre column clmn off the ground. lAfe v,ere
obsolutely stunned,' Ghsrib scys. The instsnt the soil apened intrc fie wind, o huge force
wo5 genersbd ond the cd{rmn wos raised fic the vertkal in o rnere 40 seconds.'
The wind wus bloring ot c genile l6 to ?0 kilomekes an hour, litlle more than hsff what
they ttought'ivurld be n€eded. Whot they hod foiled b reclton with wos whot hoppened
whin the kite *us opened. There w<rs o huge initicl furce - ftve times lorger thon the steody
slote brce,' Ghorib sqn Th;s ier* meanl thot kites could lih hugeweighti, Ghcrib reqlised.
hen o 300*nre cohgnn c(ndd hcnre besr g lhe verticcl with lO or so rn€n qnd
lifu hr
s fnne roih $o dsrvrpns was righ* he pyrumid. builders couH lroe used kites b lift
mossive slsnes inb phce. t*/hgher they cctudly did is onoher motkf Ghorib soys. Tlnre
ore no picture *roring dre conslruction of $e pyrornids, so &ere is no wu), to gll srhot
reql! lwpp€nd. "Ihe e'videne br using kites to move large slories is no betcr or worse
thf,n $e en idence f$r *€ brue *rrce melhod,' Ghorib soyr-
lndeed, the experirnents hwe le* mony specislists unconvined. The ed&nce for ldle-
is non-existent' wys Willeke Wendrich. on ossociofe pnobrror of fmblogy ol fie
liftirg
Universify of Cslibmio, Los nngdas.
O*ers feel *€se is nnre of e c<rse br he thsry. l-lomessing fie wind would nor }rove
been o prubbn fc,r occonrdished soilors like *re Egyptions. And *r€y ore lsl@rtrr b hcme
used woo&n pdbn, which could hsve been made shong €nqrgh b beor the werght of
r*ossiw Hodc$ d sbne. ln ditisr, lhere is ssne plqrsid eri#rce thqt fi€ orrcisrt
EgltrliEnl ure intere*ed in $igrht. d wooden arteftF furnd on *re sep pyrarnid at
fuoro bols unconnib like o modem glider. Ahhoudl it ddes fronr sa.'reroi hundred
yosrs ofbr *re hrilding of fie pyromldr, its sophisficotion suggeds fiot the Egypli,ons might
hore beeill dadoplng idess of ffight for o lqng time. .dnd other oncienl civilisotbns
certoinly kne,r aboutftitcs; m *rly cs l25O BC, the Chi*se u usiqg frem n deliler
mess€es ond dump floming d*r;s on their [oes,
TIre experinsrts mfuht aen lne procricsl uses nowodqfs. there ore &nty of pbce's
sround th" glob* where people hove no cdcess to heoqr nrodrinery, but do hro / hsr o
deol with wind, soiling ond bssic mechsnicol principles. Glnrib lps olreqdrr been
cantoctsd by o civilangineer in Nicaroguc, *,tdro wunts io Frt up buildingli with adobe
roofr supported $ concr* wdres on o siH *rot hesy), equipnwrt csr'l rewh. His ideo
is tu build the orctes horizonally, herl lift thsn into ploce usi4 kihs. AV'e'w given hirn
ronre &sign hi#s,' sayr Ghorib. aVdre iusf wuiling hr him n-repo* ba*.' $, r}relllsr
tlqT vrve caudly used to buiH fie pyromids or not, it seerns *rst ldtes msy male rensible
construdion trcdg in the 2l* cenhrD/ AD.
90
Reoding
Questiotts I-7
Fo tlre follcwi$gc&at€mcilts agree with the iafornration given in Reading passage l?
Jn &axes I-7 on y*ur answer sheet, write
ru## if tle statement dgtse.r with t&e ittformation

r'{L,ff if the statemxnt csntadicts the infarmarian
NOT GT'TEN if there b w infornwtisn N, s*is .
I & is generally belierred that t*rgs sumbers of pople w€E neded to buitd the pyramidc
2 clemmcns fourd e strangE hierogtyph on the wall of an Egyptian rnoaument.
3 Gharib had previously done experimenu on bjrd ffight.
4 $harib and Graff tcsrd their rheory bcfore applying it,
5 The suscffi of thc acrual e,xperiment was due to the higft spcsd of thc wind.
6 They found that, asthe kite ftery higher, the wind forec got stroogsr,
7 ,Thc tqrQ d8s1:ded that it ua* po*sible to u$e kites ta raisc vcry heavystones
Quy*as&.13
Complete the wnnury belont.
clw'se No'M$nE ruJ'{tr wo wofrDSfrom tlw passagefor each an:wer.
Wriie yvxr,pr,rrryf;r in bores i-Ii on ywr **x, tr sheet.
iddryo*l evlnenca fior $recrxr or ute-lilthg

TheE$pd8nsf€d*,..,.'........,........'|t4{tichcouldliftlalgep0eesofg...........
ar$ frley ryw fbu to we flre srsgy of fta uffrd fronr fi€b sk$ *
10..............;."....-.. .
fhe dbmury on txle pfamid of an osect whlch ,ffid a ll ........-.r...:.....-..,
hrc elgerinwrbd wisr
st gEGsft frey rnay f2
...... . ln eddition, orrer tun
thuisand ye.'* ago Htes $sre used rn china as weapff, as
wE$ a for sendirg
13*-.-_^.._,--
9l
Test 4
REAX}IruS FA$SAGE 2
Yaa sh*vld sptxd *&$sr 2Q minutes an @*stdons 14*26, *,lside sr* based o* Reading Passage 2
Inlrrri'.
Endless *darv*st
More than n+rri h*ndred !'*ar$ agcl, Russian e,rplorers and fur
hunters landed on tlre Aleudan lslands, a v*l,canic archipelaga
in the Narth Parilic, and ls.rrned cf a lend mass dut lay
farther ts the *srth. ]'he islasris'naove inhabitants called this
land mass rUeyxka, the 'Creaa [-and'; today, we know it as
Alaska.
The fortv+rineh staae to inin the United States of America (in

1959), Alaslca is fully *ne-fi&b the size ef the rnainla*d 48
srates combiried. lt sh*res. witlr Canada. the second.longest
river sy:iter* i:l l'{rrrtir Arn*r:c;r rnd has over half dre coastline
of the tlaited .Sstes. The rivers fe*r! intr-r *re llerirrg 5ea antl G*li +l Alaska - cold, nuuient-dch
waters which srtpp$rt ss$s r-rf millions of s**triscls, *ve,r 4SS sp**ies of fish, shellfish,
'ur<J
ciustace6$s, arld moiluscs,T"aking rrdrant'nge *f this iieh lrt,*nry Aitrska's com:netcial fisheries
have devcloped into some of lhc l;rrliest iit thr: v.,rkl
':
Acct'rding to the -{iash* f}rpartni*nt cf frish ard Ga*rc (Al]l--&G), Alaska's commercial Ssheries
land*d hu*dreds oi rirousan<is ,-rf trlnilrs ,t[ rhelli:ish anil ]r.:rrir:g, *nd v.,ell over a rnillioa to.fltres
erf groundiish {ecd, sr:ie, percft and poilock} in Z{XX}. Thr trr.r€ culrural heart and soul of AIas!*'*
fisheries, hcwever, i* *aimein. "$dinon,' *otes writer Sus*n F,wing in The Great Alaska Nar,ure
Fattbar*r, 'p"rnp thr*ugh ,4laska like blood tlrrcugh e heart, t ringlag rhtr'thmic, circutating
naurjshn'ert* to land, enirnals and people."ll're 'predictablc abundance of salmon allowed some
rrafir,ec*lnrre* u: fierurislr, and 'dying $pawners* feeri hearE eagle*, ottrer animals, and ultimately
the :eril itseif.' All *ive specier cf Facifie salrnr:n'-.sh**ct, or-kirg chum, or dog; cohq ar silver;
sockeye, or r*d; md piah, r:r hnmpbaek + spewn++ in Alaskan wat€f,s, md 9ilPle of ett Pecific
s*lrnon commerEislll, caugtr in Norttr Ast€ric; are. pr*duced thsre. lndeed, if Alaska uras elr
inqlcpe*dent nation, it'qlouki br drc lergert prcrducer af v'ild saimcrn in the qrorld. Dudng 2000;
cgrnmercial catches cf Faeifi* salr::';n in Alaska exceede{i 32C,tXt0 i$nnes, with an ex-vessel value
of cver $LlS260 million.
Catches har'* nor ahvavs been sq; irexthy. Sensren ig4{i *r'rd lg5g, overfishing ted to crashes in
salmo* popuiaticns so sel,trr tirei in 1953 Aiasha was deciareij * treieral dismter area' lfith rhe
onset of s$rehoorl, horverer. the .itate cf {,iaska ir}ok t-rirer nr'"t$*geritent of its own fisherieg
guided by a s$re constitution vhich ffiendatcs that r\iaska s r:rrr:r:ii rss{.}urccs be rnanaged cn a
susteinabte brasig At thet time- statev-ide ir,1r;esrs tt>talled aruusrei ;5 milli*n salrnoc. Oq*r fhe ocxt
few decades avrfage cafches steadily inrreased as a result oi rhis policy of sustainable
' .p.*ncrer 6sh rb* har.e rctcasrd eggr

'* gplrxc: rc-le*sr cgp
92
Readtury
flIan*g€Inent' $nul during rhe 1990s, annucl harr,'est* were ii,.elt in excess *f lfi* rnillion, agtd ctn
several occ*sions over 20O million Ssh.
The priraary" reas$n for xrch iscre*ses is whar is knr:rvn as ']n-Seasnn Abundancr-lJased
Man*gem**C. Thcre are bierlqis* drrcughout rhe state ccnsranrl-* moniioring aduJr tish as rhe.v
shaw up io spaqlrt. The biclcgists sit in stse*m:ide c*trnting tiilifcss' srudy sonar, watch fronl
aeroplanes, and t*ik to fishermen. The salmc,n s€as*n in Alaska is n+t pre-srt. Tbc fishermen
krorv rhe appr*ximate time of year when they will Lre all*wed rr: frsi:, but *n any given day', ori* err
more &eld biolqgists in a 1n*iculat aree cao put * halt to frshing Even spnrr firhing cgn be
brought to t hak" It is this manf,gernent meshanism th*t iras allnrved Alaska salrnon st<rcks * md,
accordingly, Alxka salmon fishedes - to pre)sp€r| even as salm+* r:r-'pulaticns in rhe rest of ttrc
Unired Stater ase incrcasiogly cansidered threarenerl r:r er.er! eadangered.
In t999, the F;tarine Stewardship Council {IY[Sq*"* commissicned a re,..ier.-., of rhe Alasira s*lnron
&shery, The Co*ncil, which wes foqnded in 199(>, cerdfies fishcries rlat rneet high cnvironmental
standard6 enablfurgthem to u$e e label thet reccrgni*e* rheir e*,;irr:nm*::rai responsibiliqr'Ihe
MSC hss established a set of csitcria by which e*rlrrnerci*l fisheriec cen be iudfd. Recognisiag rhe
Fotedtiil benefits of being ir{entified *s environrncntaily respor:sibie, fisheries approach the
Council rcque*dng fo utrderso the certification pff]sess. T'lre MSf-l rhec appain* a certificadon
comprrscd of a penel of frsheries experrs, rp:hich garhers inf,rrmadori and opinions '
lommiaee .
ftom fishermeq, biologistg govererne$tofficials, industr-t re$reser:mdves, non-gorernrnenal

organisations and others
$ome obscrvcrs theught the Alaska ssitrxrn lisheries r,vouirl n:r have any chance af certi{icarion '
rn he$, in the mcaths leading up to lvfStl'r fi:ral derisiq'r :sjr**n :u*:' rhrr:rrghout $i,r.s.tcrn
Alaska
car-nptetety rcllapsed. I* thc Ygkon arrci K$skrrlswim rivers- i:hinc*ir ai:r.! chnnr rriris ll,gre probably
the Poorest since statehood; subsistcnce coarn"l,rniti,rs ihr*r'girout the regiori, u,ho normafiy havc
priorigy $ver {smmercial firhing were dev*st.str.d.
Thc crisis-xras completely unexpccted, l)ut rescaffhers helieve ir haci *aclring to do wirh inrpacts of
Ssherirs. Rether* *rcy contend, it was alrnost rert*i*l-1; r!:e r*sulr cf ciinrarjc ihifts, prompterJ in
paa by curnubtivc effeets of the el nifro/la nidc phen*men$r! {}n }*cific Ocean temprratur€s,
culminaring in a harsh winter in which irug* *rrmt-ers *i s*lm*n eg&a were frozen. Ii cauld heye
m€anr the cnd as far as the certification Drocess was clrncerneci. Hoq'rver, the staie reacted quick\,,
clcsing do*n all firheries, even thosc necessar$ for ..riirsi$tencc purposes,
In September Zffil, MSC announceci that the Alaska salrncrn fisherie-c quallfied for ccrtificadon.
Seven cernpanics producing Alaske selnon wem immceiiarcly granted perrnission ro display the
MSC logo on dreir products. Cerd$cetion is fcrr an initial p*ri*d of fivi years, with an annua!
reriew to efls$re thrt the fishery is continur:ng ro meet the required sanclards
t" &lS(i a ioim s&rtlrrc hers$.fi $atrF {!fiorH W*dlife Fund) arul l:t}iletca e Durch-hascd multi-terioaal
Test 4
Qaestions I4*2{t
Do the fullowingstalements agroe with the information given in Reading Passage 2?
ln Scxe* I4-2il oE lanr answer theet, wrile
?RIJE f tlrc statematt agrees with the tnform*tion

rALSE f the statement cantradicts the information
NOT 6/IYEN if there is na iiformation w this
14 The inhabitants ol the Alcutian islands reqamed their islasds'Aleyska',

tS Alaska's $sheries rrc owned by someof thc uprld's largest companiers.
16 Life in Alaska isdependent on salmon
t7 Ninety per cent of all P*ci6c salmon caught arc sockeye or pink salmon.
l8 lvlore than 3X1,ffi0 tonnes of salmon wcre eught in Alaska in 2tXl0.
19 Betweetr l94O and 1959, lhcre was a shaip drcrease in Alaska's salnron ppulation.
$ -During ttre 1990$, the avcrage numbcr of salman c.aught cach year was lfi) millisc-
w
Reading
Qtestioas 2l-26
Complete each sentence with the eorrect ending, A*K, betox,.
lltrite the terrreet lettcn A-K, in boxes 2l-26 on to*r sfisllsr slreet.
2t In Alaska, biologisrs keep a check on adult fish

22 Biologists have the authoriry
n In*season Abundancc-Based Man*gement h*s allowed the Alaska salmon fisheries
A The Marinerstewardship Council (MSC) was established
7s As a reult of the collapse of the salmon runs in r9gg, the state decided
?6 In september 2000. the MSC allotrrcd sercn Alaska satrnon companies
A to reognise fisheries that care lor the environrnent.

B tei be successful. "
c to stop fish from spawning. :
D to se{ up euvironmeotal protectiern laws-

E to stop pcoph fishing for sport.
F ro labbl their products usingt rlie futS{' Icrgo.
G to ensqre thai rish nuntbers arc sulficient t{r permit
fishing.
H to assist the subsistep* ccinrrlnnities in the region.
I Io freeze a huge number of salrnon eggs.
.t to denycertification to the Alaska lisheries
. K, to close down all fisheries.
95
Te.rt 4
RNAOIN$ PASSACE 3
Y*F s}l,ilrfrl.stlsftd ube*l J{J rrirrrrfes ew Questiodr 2?40, w*ith itre hustd an Reading Passqge J
helotr.
HFFECTS OF NOISH
In generai, it is plausible to suppase thai r',e should prefer fxsce and quiet to noise. And
yet nloJt of us have bari the *rp*rienr.e of having to adjust ta sleeping in the mcuntains or
the countryside because it was initially'too quiet', an expericnce rhat suggests that
humans are capable rif adapting to a wide range of n*ise levels. Research supports this
vie'x- For examplg Glass and .$ingsr {197?} exposed proplc to shsrt b*rsts of vcry loud
noise and then rxeasureel their ability io r+ork out 3rrsblerns ancl their physiological
rsacti$o$ to the noise. The ncise war guite disruptive at first, b'ut *fter about four minutes
the subjecis were doing just as wrell on lheir tasks as sontrol subjects who were not exposed
tp noise- Their physiological arousalplso deciined quickly ts the same levsls as those of
the control subjclcrs.
But ihere a:e to itclaptatiein anrl hrud nti*e b*contes more troublesome if rhe person
c*ncenlrate $n {nore than one task. For example. high noisc levels interfereil
is required ttr 'inrits
with the perlormanre of subje*ts who werc required lo monitor three dials at a time, a
task not unlike that of an acroplane pilat or an sir-traffic controller (Sroadbent, 19i71.
Simii*rly, noise did nert affect a sutfect's ability to track a moving:line with a steering
r+'heel, but it did interfere with the subjectk abitity to repeat numkrs while tracking
{Finkelman a*d Glass, l97S}.
Probatrly* lhe in**t signilicant Sncling from research on usise is that its predictability is
nr*re importaat thail horv loud it is. We are much more able tc 'tune out'chronic
background nrrisq even if it is qultr loud. rhan to work uncler circunrstances with
$lrexp€cted intr*sians of noise- In ihe Class and Singer study, in which subjects *,ere
exposecl to bursrs trf noise trs they workcd on a task.Jo,t. uub;".ts heard lJud bursts an{
others heard ssft bilrsts. [i$r s*nre subjects. the b*rsts were spaced exactly one minuts
apart (prcdictable noise); others liear<i the sanre amount of noise overall, bur the bursts .
Lo;rd noise 4*.t 3t.8 35.9
Soii noise 36.? t7.4 32. I
Av*rage t8,4 ?9.6
'Iabk l: fraafizalding Err*rs c*d ftloisc
96
oeurr-d 4t r*ndsm intervals {nnpredictabie nois*}. Subjects reported finding tho
predictabh a1d-ulRredietabte noise *gually annoying, and ull
sub,jects purfor]"*A at about
the same level during the aoire portion of the experiment. gut ttre diflereat
noise
cosditiorrs had quite different affer-effects whe* the subjects xrere required to proofread
written material underccnditioas of no nofue. Asshown inThble t ttre unprdietabe
noise produced more in the lcter proofreading task thaa predictable nois€: and sofi.
urpredictable noise actually praduced slightly mor€errors on this task than the laud,
predictable aoi*.
App.arelrt$lapredictable noise produces more fatigue than predictable aoise, but it
takrs
ro trhc itsto[ on performanda
a wbile fer this fatigue
Prsdi'ct{bility is nct the only variable that reduces or eliminates the negative elfects
of
noisa Auother is contral. If the individual knows tbst he or she ean csntrol the noirc,
this
sem$ to ellminate both its negative effects at the tirn€ and its after,effectc This is tnreeren
if the indi!'idual never actually exercises his or her option to turn tlre noise off
{Glass and
singer, l9?2). Just the knowledgs that one has control is sufficieat
The studies discussed s<l far exposcd people to noise for only short periods and only
transienteffects $nere studied. But the *u.;q *orry aboui noi*y enoim"ments is
that livi{rg
day efter day *ith ehronic noise may prduce seriou$, lasting iff**t*. One
study, *ggotini
that this rv.orrf is a realistis onc, cornpared clementary schaJl pupils who
ne1.I.o*Angeles'sbusiestairportwithstudentswhoattendedsciroolsinquiet
ate#rd;;;;l;
neighbolrhoods (Cohen et al., l9S0). tt uas foud that children from the noisy schocls
had higher btsod pressurc aad trere more easily distraeted than
thosc who attended ths
guictschools Mor€over, there was noevidenaeof adaFtability ro
tfr. noi*l;f*,, il;=
to38er tlrechildren hed attendcd the noisy sehools, the morc ii-,"*iitf"'tfr|y
U.""**. rrr*
effects also secm to be long lasting. A fotlow*upstudy shoucd that
children who werc
mo]fl to less noisy elassroorns still showed g.eater distraetibility one year later than
studeuts who had alwgVl been in the quietschools {Cotren Et at, lggl}.
tt stroutOL noted
the two groups of shildr-en had bsen carefully rnatched by the investigator*
ffat * ,t
they ntere comparable in age- ethnicity, race, and iocial class. "',-:
Test'it
Qaesrtons 27-29
Choose the wrect Ie$en ,4, g, C or 9.
Wrire the coft€ct letter in boxes 27-29 an yaw ansxvr sheet.
n T?re writer suggsts thar popte may have difficulty sleeping in the motrntains because
A humans do aot prefer pcace and quiet to noise.
3 they rnay beexposed to short bursts of rery strangsmunds.
C hurnans prcf€r to hear a certain amount of noise wtrile they slery.
D they uay have adapted to a higlrer noise level in the city.
8 In noise exprirneata Gles$ and $inger hund that
A problem-solving b uluch easier under quiet conditions
s physiotogical arousat prevents the ability to rvork.
c 'bnrrsts of noise do not seriously disrupt problan-solving in rhe long re$n.
D tbc pbniological arousal of control subjects dec-liued quickly.
X, Rsearchrm discorrered that high noise levels are not lik*ly to interfere with tle
A suoesful pcrformane of a single task.
B tasks of pilots or air traffc controllers.
c ability to repeat nsmbers while racking moving iines.
D rbility to raonitor *hree dials at sni:s.
98
Qtrcstiaas 3{Ll34
{*mplete thq sp*rfriary using th* tist ef wrtrds end phrasea A-J, betaw.
$Yrite the c6?rect letter A-1, m S*res JO*J{ sn your answer sheet.
tr' You may ase axy letter tnore then oaee
9l* and singer {-1972} srs$ted that situations in whieh there

less efhff on perbrmanee than circumstarpes in rryhhh
is intense noise have
30 ............ mise
s&urs' $tibieds were divirld into gror"rys to pertorn a task
Some fieard lourl bursts
af noise, olhers soft. For sqrye s$bFds;fr€
*Jr**"ru";
""be to 3l ..."....
oecuffence was randora. All grroups were exposed
wfiile for offrers its
noise. The
predbtable noise group 31...........,:
ne irnpreolctauU g*"ri'on'ir,i, t""t.
ln'the secold part ol the expriment, thetrarr groups ""1*
were glven a proalreading lask
tocompleteurdErconditisns sf no noise.rrrev*edrquir*otocheck
written material
for enor*The gnor.rp wr'iic*r had been exposedto
unpodi'*ure noise 33 ."..".....:.".::_..:
the group whi& had&€n e:€osed tobredictaile
exm's$ tg.louo pryo{|ble noise perfornwd better
*m.trr" group ohich-had been
trnse n*
'gio nac nsaro sofi
unprsictaHe bursrs. The resufts suggesfi thar 14 ........_..*.".:::.,
;;i""'proo,r-*
f*tigue but sut this rnanif€sts itsdf later. :
.A no mntrol over
B unexpected
C intense
D the sarne arnount d
E performed better than
F perlormed at abfiJt the same lenrel ae
G no
H showed more initat$sn than
I made fllore mistakes than
dfierent typas of
Test 4
Qucstiom 3540
Look at ttrc follau'ing stat€merts {Qaestions 3540} and the tist af rcsmrclwrs below,.
Mateh each stetemeftt wtth tlle correct r*seerelrcr{s}, l-8.

Write rhe corre* Ietter, A-E,ir &oxes35 -40 tx W*r awner slrer.
tYf You msy u* my letter $rore tban on*e.

35 Subjwts cxpo;cd to nok€ find it diffieult st fir$t to concsntrate on problem-solving
tasks
36 Lmgtern $rposur€ to noi* can prcduce changes in behaviour which ean still bc
observd a year later.
Yl Thc psobhns s$soeiated with exposurc to noise do not arise if the subject knows they
can make itstop
38 Expmure to high.pitcM noire results ir $ore€rrors than expsur€ to lo$,-pitch€d

n{}lsc.
3l Subject$ find it Cifnp*tt to perform three tasks st the sarne tirue when exposed to noisa
{} Noise rlfsts a zubjgct's capcity to repeat numbers while carrying out auother ta*k.
. List of Reseqrcters
A Class and $inger
.B Bmadbent
C Finkelmm and Glass
D Cohen et al.
E No*e of the above
rs
WRITING
CONIENI r
Writing Theory a feifh I

Writing Theoty 'Teirh z
Ccrmbridge Tert for lElft 5
@@?,,pot
Geimbridge fe$ for lElft 6
@@?,,eot
Writing fheory ' feifh
Wr-iting
UNIT 1 Describ?fi
Before you begin a description of a graph orchart you

need to have an accurate understanding
of its content.
GET THE FACTS RIGHT!
l/tJo rld's top languages

.
Millions of speakers (as first oisecind languageI
nrcriil {uaiure,
l'123" TEST TIP
I chr-ll{s l$nwnun
hfren ya,r da Trlsk-f it is
.to look
carefially ai *Le diqrra,v.,
grqt'. or chart:I.i is
Qhn i\ i$rrgur'ags
e*sy * o vni-s'vrtergre*
1"rr:rQ de*ililldrr'f it'e ir,{arwrati*, a"a if
l4 Trovide facfr,ratly
irc,oytzct inforvnat!,an 1",
Frenchffi,: tZC yoii\r A/\514€r, yar,r Will
German ffi l2t Lase rnnart:i.
What is wrong with this statement?

Chinese is the world\ most widely-spiotken language; '- 1"r'loI
w:ith i,123 speakerc. lntr ' 113vrt'l"I'
ar/
What ralo things are wrong with this statement?
anQ Dl
people speak German, which is the worrd
s reast-spoken ranguage.
pom_pJete this descrip-tion with information from the
chart and words from the
box. You may use the words more than once-
_s
top ten
=_-th.,e,,w.orld's
. l, r)l
f!'
Âd \tijft"t'*
A' Jc^\r"\tl
n r,
u or
- 'A'
$rl\9 'n'"'\
;'o nn1',ut
tgly spoken language mentioned in the chart is Cbinian

idll number of l2l million speakers.
Writing UNIT l
words
,0. ' tr't
r\ ".^(
'' $(\
J ll
$.<9
<9
+a
N
I') I
\\ o
\b
Q\
a
ffi
W
qt
{f
lm
68
Writing UN|T I
look at the chart carefully, then make the following
sentences more accurate
and/or precise, adding mtre detail where you
feel necessary.
5 Enrolments went down for a lot of subjects.
Full- and part-time enrolments remained
the same or went down in most subjects,
apart fi'ory biological, ftLathematical and
comput", ,"iuni*
vvr vv4rJeJ
courses wrLete
where JLU{tel
student
numbers inaeased
6 in Mathematical sciences in
Y:W$itt*"os;;*f.nrott.d the yearz$ry. Joa'L
7
::lrtffi-:imestudenrsenrolledinl-anguagecours,,rinthe year20c2.onj e-oor.
I
I
I
B
i::.::iroff,Jf$,,:,T:,1':,:n:;ll:ll"iff
phvsicar sciences *u',
,..
jffinov
d
one
.,:.";t,
9
r
:,
lo llffii il"".:ffi:1sd!!$r:ltsitttff*q::::-11;:'ioncourses-
rn ea'i r +h',.ifiI''^ iti';i"
t-
lj
"
14v\{)
tl
I
I
t-
fru";;:.,",;ffi:[::::tliil".:::HHH:[ill;""..sc.urses
|rr'tt i rcvi0
DESCRIBE THE DATA-ffi
The following tabie and pie chartprwide

information on the ages of peoplewho,
in an interview on tereviiion viewing habi,.,
,"iJ ,i-,"y.i",.n"a
-J :---- a wel_known
soap opera.
t2 Why are both the table and the pie chart use'ful?
l3 m1, words,.pirrases or elpressions might herp you de_scribe this data_precisery?
TV Viewing Habits
! Bebwzo
ffi zr-zs
S zo-ro
f rr-rs
E ro.o
I co*
vvrlstrilE
UNITi D6
line graphs are used to showa trend or pattern whftcfr uwally
takes place ovgf a peri,od ao,r*
important to look at the overall pattern oh a line gnpt
as weit rtit u"lg"ili..ot fearures "widir
I What info;mation is beingshown in the graph below?
t000
o
c
o
E 8oo
o
@
o
€ G&t
-/
o
o
3E {00
=
z.
t985 l9S0 1995 2000

' University years
? Here are two simple descriptions of the graph:

' 'The number of overseas students saidying at the uttiversity lus risen- Or
;
The graph shaws an incrqse in the number af oversus stud.ents at thc uniueisity- ilts
3 Here are some word.s and phrases to help you describe trends:
d YVr
5 VtJt
s!are0f) i dramatic(dly) remain the sirme
reach a plateau
considerable0y)
steady0-r') remain stable tE
slight(l9 t gentle(Ip remain/stay constant
reach a peak
ffi
:tii+ii:j.
hit/fall to the lon'est poiet ffi
s3.;j).r, :!i*
,:.f.-_\
:i.f-$i.i [:J l;:1;:j1. Re
-\'ii: xtr:.i.
: ltll
\ Ot
eh
\
\ In
'In
\ rq
\
-rvt
AT
a'.-*.*c{P--A[. b
sa
fo
8!
I d
I :2
I
t
4 Descrilre each patterrr using a verb, e-9. a It falls sharplv-

Writing UN|T2
STABILITY
. [ookat the examples of 'stabitity' shown in graphs b and c

b Basketball Hoop dreams Jay's Sports Club Membership
attendance " (previous yearl
per regular season home game. 'fi)0 g
Fully-paid
\. n0
-.l
l6
t5
l4
Dallas Mavericks average
t3
flr
rgt5-9, t997-98 t998-99 t9{t$.2000 2000-0t JFMA
NBA = National Basketball Association
4 write two sentences which describe the overafi trends shown in graph b:
5 Write'two or more sentences to form a short paragraph which describes graph c.
FLU CTUATI O N
-
Re-write tiris sentence adding. uap.riu. or adjectivat ptrrase commonly used
"". may be geveral possibilities-
', with the noun 'fluctuation'. There
Auer the decades tlzere has been fluctuation in thi number of people who vote in
elections in the UK
7 Look at this graph. d Demand for electricity during a
' In order to avoid televised World Cup lootball match
repetition in your
. writing, what is n Units
another way of 29,000
saylng'demand
. for electricity'? 2&OOO
Write a one-sentence 27.000

description of the
26,000
graph that provides
an overall picture of
the trend. 19:00 hrs 201X) hrs 2l:00 hrs 22:00 hrs 23:00 hrs
73
Writing UNITz
9 write five more sentences about graph d, using the prompts below:
At the start
;U]\
....-...... d,uring the firsr -..........-. .....-.. but then
Ttrcre is a
Demandfalk again. .- lowest potnt
In the lastforry minutes
Howeue| at the beginning. . plateau .. re,sume normal
ln tt
ess€
AP PROACHING
ord€
erally shows, you then need to provide a hore

detailed Saph- This can often begin with a statement abput
the overall
Selectone of the graphs in Unit I or 2 and write an opening paragraph that could
j
come'before your detailed description of it. :
,:i '
-T€S-f TIP r Look at the graph and the A degree of progress

t{
sample description:o.f it below. u
b*en a 9r4fh st'o$/s Japanese students goingio university
pr;artqesi teteft$er
' tLat itls is t'at *t'e l0 What is wrong with the uto?
t
writer's approach to this
sort€ as tatal raetvrlev=' task?Write the part that
All*aeah'Yarr car'still is missing-
,=4ifl-+J'r;r*'"t l"
, :ij:hffi iLrr"r; il'c,n. ya.t
+t'e
{1h" +g, *,=5 €?w.
'grajh yore vra,rst 91sqe
{l^4f 'tl€s'e at.e
preu,*qes If Yor"
co,"S;; the +r,ra, yore will
a. r"anvteJ &rtn
...:
.'"'*or -
r _n :'_ 1
2
3
4
5
a
I'l Now complete the gaps in the answer by using an appropriate word to
describe
the patterns shown-
74
Writing
UNIT 3
ln the IELTS test there may be a lot of information to describe. in a limited number of words. lt is
essential that you select tire appropriate details and organise the material in a relevant way in
order to futfil the task requireminti satisfactorily.
. Examine the graph below carefully.

.:
Mobile phone owner gromh
TEST TIP
This grryh doe-s vot
gwi'& ivrfottratia,n
alol* fofr.rlafiovr -size.
1{ var &bose..to
ltaly tl.,n hd;r" in{orw,,ration -in
uK Germany sweden France Finland Denmlk t, Netherlands
*.r. arsG.'.+i,i''is'
,.?li..
:"*"" ragt girrcn.in:$; +asl

I Write one sentence which says what the graph shows- yar ivill 5at get extra
;aYks,. In fact, it
2 Write two sentences which gSve overallinformation about the graph. rrnry Dc arasldeve.d
3 Write a fourth sentence about France. ire,levaat knJ

jenatise/)'if yore t"rake
4 W'rite a fi.fttr sentence about the UK e 'detaileJ
,bor +htfan ia+' n +'M
5 Write a final sentence about Germany. 'rs-;o+'grwided'rn +he
. Exchange your answers r,vith a partner and discuss the features you chose to Jiagiavn :
describe. Then look at the sample answer in the Key on page lB2-
73
,.,,.,.,.,,,-,.-,......,=....=4
tottow-up
. Discuss the important features of the
foltowing graph.
Arcoge bootgcices. in pounds sterling _
statinics published bythe poiicy
{0
30
20
l0
Scientific,te chnic all

Academic and
medical books professional bootg
qlqcRtBE StGNtFtCANT D ETAI LS

' Look at these two graphs and ansr.rer questions
l-5 about the first graph.
I what is anoiher usefirr term for'Fertility' that you
ur" i.r;;;;r,
2 What do the figures on the vertical axis of this graph"oura
represent?
3' Which trend in this graph do you think
is most signinc"ntl
4 which of the statistics io you n.,d *;;.;;;d;;"-'
5 How do you know that you wilr need to use a variety
of tenses?
The graphs below gi-ub infonnation
on the wo_rl.d'populaticn anrd tlte auerage number
of clrildren per family ii d.eaelo p ed
and deu nt"p i"g ; irrt io.
Fertility
t Oeveloping
'> stowing up
6 courttries
H Developed
5 countries
Present A050
(proiectedl
Now-look at the second graph-

Arrows 6-9 point to important features of tiris
graph. State briefly whaithlse
features are.
75
i;
Writing UNIT 3
THINK ABOUT HOW YOU WITL ORGANISE YOUR ANSWER
LO Which of the graphs above'*ould you choose to describe first?

ll Howwould you relate the two graphs?
12 Which fearure of the first graph would you highlight first?
t3 How might you end your answer?
-::i ..:: .rr..,..1..
Rs statiid.in unit 2, itii'heipful to divide your answer into paragraphs. The
info*n:iiioii'thdt you put'iir Lach parag."pir *itt depend on .n" tirf""; i'h;
fe4turd'S that you decide;to highlighr
14 Read the sample answer to the task on page ?5 and complete the summary
of each.paragraph in the right-hand colurin. .
1Iv, grapls, g:,w inFamatm 4bd^+ glob"l

hrit, ratas and pogrhtm a G'c<s---.
sze..1lwy trd:ct that thag_6d pquhf.,o,garrth raie u.dl bagn
to deneas. tarrar& i,.z ,rilAla, oF thls ,v^{,"ry an4 ull * *,futy
stabilia. at aypro*16g;tdy 11 bll..66r.
?te +ha rrid..e0fh centwy, tha ula-ld.'s pqrhtar }us r,sn

arg.natccly: tott 2 blhon'to 7 biltrrr. Hari,,w, u,e sl",arld. wn ba4n b >asbes...
to sa a fall in tl.c ararrth rate,il.at ufll furonz, nfre
markcd As !Ê'tlott nto arI.Z z:Zrl, ce,+qry
!v1 aerys *! W$y dtra to falh1g b*th r4tes n eat@,ry

carntrzs, Tn !4so, l|v,'avaoge rurbcr.of chddrarr pa fa',rl;, il , c t-r"lrr-
(Wg ouotlrzs s.ns G.?. EdttQzn tlso art IIi yexrrt'&ay, a >eibct.-.
tt"ts €gur1h45 fall4n q4f,canfly to 3.3 and. it e yoAdeA fol
&enoz*, furflna to a.l N^rat pa farfu n Zm6-
Enth ratas lsve allr fallan irn develryAcarntres wr 14l- p.st
5O years, Frorn
7.8 clildren W Fa& to l'6. Wgor+ea f$ias fo- a Des&s...
.7O5O shau a *$* tten*, h tt,a i:,ihh rate n-l+es. ar-eas arrl
rydf , nttestryfry, i}e srrc brth rate for both dan@rg art,.
dan@A carntr,as.
. Underline all the verbs in the ansrryer- Why have different tenses been used?
' collect some graphs and charts and practise tatking about them with your
study partner or friend. Look at each one for two ntinutesthen name tire topic;
describe what the graph/chart is about; describe any overall trends; describe
any significant features; and discuss liow you wouldorganise a description of
the information.
76
Writing UNIT 3
THINK ABOUT PARAGRAPH STRUCTURE ANO LINKS
' look at the bar chart belou' and add suitable words rryhich could be used in a
descriptibn of ic
l5 Are there any significant details in the chart?

tG In w-hich order do you think the'information shculd be presented in
. a description?
What those kids are do tng TEST TIP
Particip?tion in selected leisure activities
Desc,r'r$ing grq}'s *d
I Boys age 5-14 . :* Girls age Fl4 Per cent charts aften'*rvolve.s
ioo n rk'rr^g cct"Tarls;cras.
C-or'y7aliy.sf vrrctrerqs
80 a"d $rases, {awn ttseSu,l
linLs letneen goints.
60
Electrgnic or Artand
rmputer games craft
I'7 L,ook at the sample gnswer below and undertine all t}re comparative structures
anil phraS€s.
Tha grapA shows fAe preferre4'leisare adftrrfias of Ausfralian chil4ren aged

i-t4. As nighf be expecfea-, if is clear fron tAe d.afa fhaf selanfary parsuifs
are far aore popalar nowaAays fhan aafire ones.
Of fhe rc.ioo chilfuren fhaf were inferviewed, att fAe boys ana qirts
sfafeL fAaf fhey'ery'o,1ed .wafching W or ri4eos in fAeir sPard fine. In
a4pi\ion, fho seaon2 nosf'popular acfn'ify, a/tracfing aoft.of boys aad eo% of
girts, was playing etecfroaic or compufer ganes. ltlhila girk rafed acliiifies
such As arf and- cra# highly - jist unfuor ao% sfated fi:at thly'av'qez fAase
in fheir spare'fine 7 only aS% of boys opfed fof areafue pasfines. gike
ridng, on fAe ofher hand, was almosf as 2opular as eleafronic gane's amonqsf
boys znd-, perhaps surprisingr/y, almosf aolo of girls sai4 fhat fAey eryoyea fhis
foo. Skafeboar&ng was relafiyely less 2opular anongsf both boys and girls,
although if sfill affracfeA- ssfu af boys ana zs% d qids.
77
when 1'ou interpret graprr, tabres and charts, you v'ilI find trrat you ha,.e
cotnpare and corr'/rasrsome of the details- your examiner wiu to
b" .t{;;G';r;;
you can structure your answerwell and connect your
idcas appropriat"ri rr.l
following table may help youdo &is.
TEST TI.P to contrast tocomDare

ff yare to -:u"ry while/whilsr more... than rKewrse
?'l -
to reflect
"4ol
livlkirg words ot whereas differentfrom similarly to mirrcr
sfnrctr,res, t ,l Vo'n
however differ(ence) as .-. as to have in common
t se tlne.se sfra,,.fule-s on the otherhand although iust as
't,ugTragr'at ely,
yor,r will
even so in contrast to in the same way
losc, r.rayks. nevertheless conversely like
less.-. than unlike alike
-
. lookat the followingdiagram.

':'r';:1:
,9.fi'1[:
....'..
Mar?q:tl
inrzt^tn
'
6sec
178
rniles
l(.
o *ta-
-\-
o--=.-
o
s'\
-%_
'4a
a
14 o
G iohn Snirh / The Sundatl
Writing UNIT3
. Complete the gaps in the following paragraph that describes the diagram '-
Generally speaking men are (6) ........ wonen in running events. The gap
is greatest in the long-distance events and (7)
six-day 'running 'event, the best male runners can cover 640 miles,
(B) ............ the fastest women cover only 548 miles. This represents a
difference of 16.8 per cent. Tliis difference becomes (9) ....-.--.-- significant
in the shorter events- In the 10Cm, for example, there is only a 6.1 per cent
(lo1 .--...-..-. in performance between men and women.
. Compare some of the othei details on this diagram.
': 1: :.i':.1t.,:.:'::.: -.
::' :
..,:.
'''''
Weekly earnings
When orgahising lour answer it maY
also helP to 'grouP' some of the Men
information. This is particutarly the El Graduates
case rrvhen there is a lot of data, as in
the graph on the righr I Non-graduates
(with 2 or more A-levelil
Here there are too mirnyagegroups ior

each to be described independentl-v'
so it helPs to grouP some of them'
$+€-.9S *'S ..'$-&

storotu*n""S..Pnoof .6 r,S-dP aS
n"
.
:;. :{
^,t ',
'
. '+ TEST TIP
think about the vo&bulary-an4 tenses Yore wil! l6r5a m*rli-s
I.ELTS if
yore i
tt'e imfortcat
'tn{orvnat'.avr
iv,*zo'val elyt lat^terer
owef Your a/\st\El?
,',o/ b gla-t-o+l."ty-
- Pre--taskquestionis
20 What is meant by f/w and Etyear?
2l What is meant bythe term'2 bed' .? :
22 What is anotherword for'area' in this context?

23 How can you describe a house with three bedrooms using a compo u nd adjectiveiS
24 Wttatis the purpose in this table of showing both thd rental prices and the salaries
data together?
The tahle below proaides information on rental

5 | charges and salaries in three
--)^ aneasoflondon
Write a rcportfor a universiQr l.echrrer dcscribing tle information sltown below-
Weekly rents per property (E/wl Solon'es nee ded (6/year)
ffi I bed 3
:
98,500 l2?.500
d,;'s."rJffiit q5,50o tl8.ooo r?o,500
56,s00 r02.500 l5?.500

Writing
-ademicTaskl
ii$ffi , ***-***-*
i
r. f
I
TEST TtP
is ivne'r an"'
-mi?j *ilffi'J-:',3,Tsfil;,:*.,,l:;ii#*]i#ffidiffiilfri:il1tf:**ild,'
l: I
t avoil eTyitj 11
I as eraminers will
.*:*:J'l;$drh#li#ffi##ftH:lr'f';ffi ilit;irn.'
II rno erdit for tlris.
:#'fii*ftrHffff'f,*'n,
I ii I sruDy rHE DIAcRAM cAREFULLv --_1

l i' .' Lookatthefollowingmini-taskaboutacidrain.
llook at the following mini-taskabout acid rain.
Iii
I {l Compouncts of sutphur
prevairinswind
I ii - ..:,1.1",,':n:: Acidrain
1il,
til
fil what is the diagrarn about/whatdoes it show?
I li What type of diagram is ir?
I fi '
I li *+" ' ' Inanswedngtheseques.tions,youmayneedtoaskyourselfotherquestions
tr
.,1t, resr
lfr tffT#r],ff-Hi , ffi;:;1fl'"::*:*':ff"*,suchas:
;
I ti 2 wtrit is a'conective rerm for rrees ano prantsr

f^ sqta; t '3 What buildings are shorvn?
t li ' ?,*.
s.. r'ro*is,:.if is
I li .tt
.w?ofiatt
' Before you begin writing your description, you wili also need to decide
t ii ttuf yotr howto write it.
I
'tr 4 what rense will you use? whyt ,
'".*Ili,nff;ff 5 How wnt vou organise the description?
'
I E *,l:'i,trly
- mt
tde '.do*rir*|. ' Before you go on, try rn riting a descfiption of the diagram in a few sentences.
I tr
l=
t l
. Now read this description.
II
tvv rain is trorned.. Tnhatry,*wy irdvsfry
TIP
I
I | I lttT
,*d.iagratnsrouls acid
-
lrunrYrx:Yl;:['tr"#:#^Yffi";x:l
ard
;ftff-j#:"'"
tif""r.'
Eventvary llvs .r,//s *gefatiort inisorts woler
resarf;_____-___-_) relevant
I l'r*n
1.ffi:
t - ---------
. Here is another diagram of a process-
N Oldestvolcano dates
,l,
backfrl m years
<-{->
Y 1\"u"i
Hawaiian island
0
Niihau
Pacific 0cean
50 t00
*,,*;*1*'"'
Lanai'- ?-
*tn*t*'{*",,,L@
i
kilam€tr€i E
ff:.@r.:r --&{#t
Ycungest volcano develops.

built up by numerous eruptions
Magnn spume
'Hot spot' spume remains.static

Oirection oi shift
of the Pacific tectonic Eruption process begins here.
plate (7-9 cm per yearf '
originating 2883 km down
.u* (/
j
:
ori{AL ai deep as
6,fit- yp the vola.no.
'ffte llau.attan.islard cftain is a lorg cJrain in tfue oceo.tt: Ll is very h"n^^t ad g-ofe
ofren l&e ta vt&.lhis wea t", +hel; Itolt&gs. ft is {ortwd of ,olcarrc, us. aad the Adive
ores Qre at tfue srl'fth-'enn Ap' ?f +Jr? uhere tlqyat.ityl{.ts lx.ated.
^rcfuiz-la.go,
' . &'rre +hX
, Upe..l*c'sprng;:;of ,ng,* has renaircd static as I:he ?acr?rc tedofic fafu-
nixes in a nofti-r*L &""ai;-ij4."os it.at a srcl of ?-:t,,r g, ya.. Tfte lvt spL nake-s
rct, volcanoes all tle Am. "::r' : ' ::
\J
. Find the following:
TEST TIP 12 one errorin organisation.

o.f +hese errors will 13 two areas of inaccuracy.
"y
ea^se fcl.l lo bse L4 two sentences that are imprecise.
*-orrks,. l5 one example of irrelevance.
f O R"*rit" the answer, correcting alt the errors that have been made-
. Whbn you have finished, underline all the linkers that indicate the steps in
the process-
. Complete the following which summarises the organisation of the answer:
- , ji.,li' TEsT Trp lst paragraph -.-..-..-...-.-
- -H-,-.
Yotr
1m;y rrrife otrly fwo 2nd paragraph ......-........
Hvf .'s or as w*1y as,
uv iar4ra7l,s. This will 3rd paragraph ......-.... -
&pA ovr l.aw l^ ?

Witing UN|T4
IELTS Writing (Academic)
The diagrams below give information

outline project
about *e et6et Tower irr park arui an
to extind ititderground.
write a reportfor a uniacrsity lecturer ctescribing tlrc informatio, sltotan-
You should write at least 150 words-
piaie'oe iu
Viewing platforms
{1,665 siepsl
First level
Ticket office
and access
to tower
EIffETTOWER
Second level
Shops and
Height324m
restaurants
Weigfttol Third level
metal struclure: lel00 tonnes Cinema and
museum
First platfornu 5lm
Fourth level
Parking
Secondptatfornu ll5m
Fifth level
Parking
Writing UN|T 4
You should spend about20 minutes on this task

lm
The d.iagram belaw shows Inw ihe water grcIcr-ili* ']
Wrttu a report for a universifl lecturer descrtbing the information shown-

You should write at least 150 words.
Vapour cools, i lii,r::iii i

t'o'ot *-o1 tu'tt''c
")lJ{
forming clouCs
Sun's heat
causes
ilfr
evaporation
:-. li
I
Porou: h- tir
rock
F
il"
Wind $l t-ri
t 'o*t
m:
?r
H rrr
Ground Water
flows into lakes.
rivers and seas cflr
ilb
rci
Ib
EE
2=
Water stored in sea I'ion.porous rock
G
EE
{l :a
i*
' Read some descriptions aloud in class and discuss them. F-

.,4
For further Practice, do the Supptcmentary activity on page l t?. F
H "--Jl
F.
77
.1_
TDEDWRITING?{SK
write a short desaiotion carbon cyde using the di"g.r-
"f.ft:
several of the,"q;;
and noies
3:-.y-",indude on page 84.
Bqi* C,arton "pressions
is uxl relteatedly in a procs.a,ed ttn
**oo qL
Thecarbon cycle
{mNG PRACT|CE
TPirg a.process (Fpped
rdel answer) Plants take in .-.
Over millions of years... -
i,nirrnls then -..

Eventuall6...
Whenplants and animals die .-.
Nowcomplete the following exam task
: citmakihg
A kads
td cr* / leads
k-ko" {
ffi--S,.. dough
jll l*r'-"1
lo\€r,t I
| $-tAPr'{c I
lum*re
ffi i"m *ffi

I
,ilfilm
:i_f!
grooves ctrt in
wooden slat
I 'sandwich'ol u#
_ji nnisrr
bads slats
lF TRANSPORT
Focus on writing 2 Dwling with different data

EKAMPRACTICE
> Task I Yotr stould spend about 2() minutes on this task
Thc bar chads below give kforndiononrwdtunspoftin a
nantber of European counties.
Wrfue a repoftfor a anieelsity lecturer ilesctibing the information
shownbelow-
Write at least 150 words-
Travel perperson bycar

kilocnebes peryea Travd ger person by txrs, banl metro aad blke
h:lomelres gryear
"w"rr34
REMINDERS
DON"T
' try to describe every detail. concenhate on key features and significant
frends.
*
.F
o speculate about reasons. Concentrate on
the facts.
spend longer than 20 minutes on Task
' twice as nlany marks.
r inb," Task 2 carries
"*um.
DO
. begin with an introductory statement
o think about the crearest way to express
information, e.g. one in three,
twice as matqt, etc.
r look for opportunitjls-to-compare information,
vv"'ev"
betweengraphs and
charts as well as within them.
'.41
' think about how to group the information
and rink points together
logically.
150
. finish with a concluding comment on general
trends.
Writing Theory - Tclrh Z
At.u" f dvoqre..
Tn thlr WiAty ehonging docll,

t. lntruduenten
N owad\ys ,
- bacVgotnd, i ru\ornatiol
Ibre ir a qrowhcl Con(lrn filalcd b
- ?qrs?hfa\4 l+ \s ry4.atU aaiapttet yhnr
-J*ale gUition
T' z4rgurnrnt 1ln laur foJibil{ '+oxqn1lll

firrt\! , *icr o{ a$ r axct}'rilory ,
&!'Seondtj, Second of alt , Mmeavct,
IarHg, Lorlrgr Ia 6lf,iltort,
T[ . Dounwr vigl,
opinfu1 uoho hovc drflo+rnt
vierl'
0'lhtr leoFle's {wn latt
lfowrvo,r , sofrr- Wofla lroulal a$ut 4$av
fl gonstqe'ln
t teltatr Xot'{f potrtion .) pataph'ag qour owt sznBnce

aa,sV A, uarfti4 g
-mm &* UttOrdt -1ive Opmr?n 0n aefta,h toptT
Writing -40
-L/
/1
fnin v^jfaa faingra
tudltcuttrtn * vioru
x advanWs A d'\adVanraqq,
ry
lilt
!99 $"tyou can remember about \{riting Task 2 from your reading of the introduction to the
Writirg rnodule on page 66.
I Hpwmany words are you expected to write?

2 Howlongshould you spend. on the task?
3 Whatsort of writing are you expected to pioduce?
4 What must you include in your answer?
'be
5 what sort of things do you think the examiners will checking for?
Therp are no tight' or 'wrong' answers to this task but you must reaC ttie question
carefullyand make sure you understand exactlywhatyou have to write about-
The introduction to-Writing Task 2 is as follows:
.Acadcmic -CR GeneralTlaining

Pyesentawritten argument or @se to As part of a ci.ass assignment you
. an edircated. reader with no specia.lkt. have to write about the following
knowledge of the following top ic: topic: .
. Vlhat sort of answer do 'rou think you should write?
Afterthe task, the instructions state:
Aademic OR GeneralT?aining
You slwuld, use your own ideas, Give reasons.for your answer
bnwldge and exp erience and.
supryrt your argumen* with
examples and releuant euidence-
. Howshould you approach the task?
82
Writing UN|TI
. Read the following task

Enortnous effort is put into reseay&figandnurrcntingthe pe{ect potary
crisp'while rciearch into stress airnft,for examprz, tg"ioa i
,l
t'
la
1i
Hou important are staff working andittiot.s? Should en:ployers research a nd ;r ':
intprove tlte workittg conditiorc of tluir staffor shotd.d thqr concentrate more
on their product?
6 Which of the following areas would it be appropriare to include in your answer?
a a comparison of different tlpes of product
b a discussion of the difficulties of food industries
c an analysis of the effects of bad norking en'iro.ments
. { ".
explanation cf hcw ro make poiato irisps
e an analysis of how to be succ".iful in business
f a description of a business you knorvwcll
g an analysis of the importance of a company.s product
h a discussion of how products are manufacrirrcd
i a discussion of the vatue of t<rrrrpany.sraff
' Re-ad.the task belorv and disctrss rrirh )'our l)arrncr rvhat it means and wtrat it is
asking you to write about.
of Infornation Technologl,has take4 a lot of people by surprise.
'. TIrcage
Mfle it lt<ts betpnte a u<r)' of lllc-fttr sonrc. otlrcrd kiow very liate ahout it and,
ntay be u:nlikely to leant-Etrniually u,c tt,ill ltaue a polark'ed so,"iity-orra UrX
will lead Co serlous soclat p,rolilcn*
t-
Tb wlnt *tent do ytuflA'rFr tt,Ith Ihisstltcnrenl?

a
' Wriie some cxanrplci (:rr'ltr u' I :rlrrrrr:f o[ rhc u."o, ,oJ might cover in an
answer-
Db not fccl that.you t-trusl trr:tcc rsitti thc.a-rgunlenr
. Try to re-wi{tc.tlre tnsf ln ltur tnsn iroitls.-
iut forward in the question-
- on your orm. rrrltc-)rrtrr nrrsr..cr si:n1iry and crearry-in about 250 words.
yourqrirtcry wt$ erpecr

Fu rc prcsdnr crearlyanumber
of rerevanrideas in-
t$twG o
t
'ouf
lht c*o dcrrulqr rdeal o. a rorric rhar has
a central theme by brairctorming
Bcfsrr ta.. r*'{n crtw- rerc a t.roi
rt urulr" aiui.L or, paga t
"g;in'", " 79.,,.. . ,._

.i
I
!
I
I
B3
:
I
Writing
UT.IIT
your answer. but your exar.niner will be

ln the examination you will have very little time to plan
looking for a clear underlf ing structure il Vour response.
t Wiat do you think is meant bya'clear underlying structurdS
. The key to good, clear writing is simplicity. Do not start the introductioii'until
you tnbwi"trat you arelgoing to say in your answer. Once you have thought of
relevant ideas, you nee.d to organkethem.If you produce an answerthat
. "o*u
presents-a list of ideas withoutdevelopment, youwiltlose marks.
2 what do you think is involved in organising )rour ideas? '
3 What will happen to some of your ideas?

. Spend ten minutes doing a'forlagainst'activity (see page 84) on the following
topic.
Slrculd parents be gbliged to immunke their dtildrett agaitrt commt n
. chitd.hooQ d.iseases? oy do in4ividu.ak lnve tly \ght t9 dwose yot to .
imtnunk e their cldWren?

. Now organise your ideas in preparation for writing the answer (wirich you will be
asked to do at the end of this Unit).
!, Ei? -'qet '1ti:i
-,r.. .
Er'
if yoq. have anv' further

or*ill: i;i.r.:!.*;.
'::
i: - r'...Si:' t:-
B5
Writing UNIT I
. On your owrr" get a newsheet of paper and write Cown all your ideas on the followi4g
tbpic Then planyour key ideas and supporting points. Do this in ten minutes.
As chikftea do we lwrc a natural ahihry an4 motfumtion to tako up ttcw
intelgsts (swh as languagea sryrfcs and musial tnstunrlnb) whtdt as ad.ults
we seemto lose?A,rctherc too many socialpressurcs onadulBor ane there
other rea-sonsfor thc apparent declinc in a hutna.n beingis capaeity to lcarn?
Your introduction is very important because it gives yuur reader their frrst
impressiorr of your writing ability. However, you shouldnt begin your
introduction immediately-
4 What must you decide before you write the introduction?

5 Roughly how longshould the introduction to an IELTS answerbe?
6 Roughly how long should you spend writing the introduction?
7 Howshould.youindicateiheendoftheintroductiontoyourriader?
TEST TIP Your approach to writing an introduction will depend to a certain extent o" tt .
Li yal. coTytte task ii
task IELTS.tasks present a.discussion topic that is fairlybroad and can be' ;t
t{or,l ior tionlr'1au vill - qpproached
bycanaidates from different rru.tgio;.,.dr.4;;";;iA;hd; y;; :i
!e westing time as t$,e
jr.lsf 'g'ore need to do in the introduction is to define what you understand by the tast ina :i
exarvrivrer will
tl{-s 7rv* of youv state how you intend to approach it.
*.fSWe?. F
Read the fotlowing taskand discuss what areas you could cover in your answer ii
howyou mightt"l"::*'d'".p::- ".4
' ,- , -
Acompany inwhiclt qaery entployee is padc tofeelimportantwill i:unmore il
i
- sruoothly *nd'expelieryggreatersuocess tlwnt acompanythatvaluas some i
employdes ahoie otiw*.'Discuss. !|
8 Llnderline words or ideas that you feel a.re open to different interpretarioor Orrr- !
approach you c4n take'in an introduction is to pose qirestions that you *reo
explofe in the main body 9f your answer. What kind of questions could Vo,i p"e"
I
in this introduction?
I
i
9 consider your opinion about thd statement presented in the t"rt. arr I
introduction can include a sentence stating the writerb position on the topic (U,rt i
thls is not essential). How could you state your positionon this top'ict
1O lAlrite an introduction to the topie
' ':i. "!^ :-''-"i'- ''i:
Thqre is a modet paragraph irr the Answer Key. Remember ttiat

answer is iust one example of how you cotrld introduce this topie
The supplementary acriviry on page I 19 presents rwo more examples of

frs paragraphs to this topic which you may discuss.
il2opening
B6
Writing UNITg
answer be?
I L Roughly how tong shoutd the conclusion to an IELTS
to y-our reade8
12 How should you indicate the start of the conclusion
wrote about and your
Your conclusion should. summarise thekey ig*: F":y:u
..riews on these, .*Jai.tg in a final rrcralitlaecislonlstatement, if apprygrilte'
that you have nb conclusion
You can atso t e'impartiai (i-e. take no side) or state
to drarv.
I
Structures like ttrese can be useful in a condusion:
'
Tb xmtuP In conclusion
Overall Tb conchtde
In thefnalanalysis tlkinntely
. page 86' Highliglrt the

Look ar rhe foltowing mbdet answertq the taskat the top of
. key ideas in it and then write an appropriate conclusion in approximately 40 words'
Itis,.rrlotlzreagtcugttratct{drerrare-ofterroe!mgnvare,dtoleacn.
e-s itts mcrtiva{iar faoe natrroe3 as 1\ exefr oc @3
tlorl€-ve.f.
learrtq?.
' It can ganeraltS @ &*t{ea -thaf c}ddf,en arg. Fe+q af teaTft13 tTl
addfc- *% ,oi.r.aa fe.adikJ taX." rrp a rn*l=ical k\'1rtrr€r\t, for e-xample'
.trff5- is ttfs =o? If '=€r,lil5 thaf idtde ctfdren trave 'tte
Pic&firyuPfarrrtofeqdd.lJfnanBreaF'tE.Iriaaetrorr,adr.*fgtnle
b+ .tt* ry
. nrore Cctrr\rtn€rrt5 than tte Saag arrC 50 PeftaPs 1-tJ
fo Pefolsil- u)ittl thsir gtudes-
,tla^}gcr,lftfu'"jietJ)ettlatttitotbfqW".oftfeirhafirffti'fg
o(Jf te.arning caPacihJ, ttli dodd tnd5 tttaf qt bot rde
are' *v' le'ss
w,ja,'- t,odd be +o lalce' * '*; i-'u"-"! In ru1 elg:sY', JtL5 L-
rtof gene'ra&J itle- cz*- i
To grrn op, enfrnria=rn for teacrtng ff*l {te1gs lf,frr\s +o @

e+"J1dPfir
'on .lhshdi\rtdralco(w?(reA.ra{herthanontheirtfe.5tSle'Infac*ttis
9g'tr''or\+ofinawcPr-dholeadactt./gwesoChavederândinsjob3
faking up hobbes arvC other acfMtie^s as up$'
. your
write up yriur answer to the fiist topic in this unit on immunisation- compare
answerwittr the modets on page lB5 in theAnswerKey' B7
Writanq .In
yo
arl
pa
wi
m
ya
ln Writing Task 2. you are being tested on your ability to produce a clear. logical argument. The c0
General Training task may require more description than argument. but this strould still be clearly
presented.
.G
Your key ideas will form the basis of your argument. Often they can sirnply be '.
stated as facts; but if you want'to persorialise your argumenE the following i '
structures can help you reinforie *hat ii ydur opinion or show that you are '
giving a general opinion-
T]
I woutd argue that People argrc th-at at
I (firmlyi belieue tlzat Some pecple thirzHsay that tt
It seem^s to me that It is'and.erstood that
I tend. to tlink tlut It is generally aecepted that I
I
. Write a sentence expres.sing ong of your main ideas/opinions on the following:
a teenage drivers are unsafe c school uniforms'should be compuisoiy
b air travel should cost less d books will soon be old-fashioned o$
(:
', Read gome sentences aloud in class- Did the writer use an appropriate structure? .''
lf not, why not? T
e
ra
t
la.'a
€
A TVand children Educational prograrnmes - Adverts targeted at children -

safe'baby-sittingl too muchviolence
B Women working versus Children benefit from Young children need to be
staying at home nurseries and day-care with their rnothers
C Too many cars in cities Build more roads More car users t
88
W
E
I
g Writing UNIT I
E
E
f.
E
that
ln each case, imagine ;t;, -
:''
youropinionisthe'against'':l!j..i;i{..i}it;hi,'r|"fr
! argumenL Write a short ,,'/inul;r1*Egfu4{3n.
paragraph on each topic. Begin li;tlat.;
with a sentence containing the i-: proqr,
main argurnent and therr clariff
your view by making a
2l
anL fltk nakes fe,rerkion riewigg
concession. Here is an example: rery
und,esirable.
Concessional structures are also useful forconclusions and summing up ideas-
This is a forceful way of expressing an argument and is done by rejecting an

argument that you do not agree with. The following are examples of structures
that can be used to reject an argumenc
I am unconuinced that . It k hard to accept that It is unjustifable to
I don't believe that There is linleeuidence s%y that
to support tlu ... that
..'
' See if you canexpress a view on the following topics, by rejecting the first argument
(a) andthen asserting the second argument (b), ag.
Idon't believe that politicians shoukl be pai.d high salaries. They are simply
employed to do a jdb like anybody ekd-
a politicians shotrld be paid high.salaries b aiob like anybodyelse
a internet a usefirl re3ource for cliildren b too much uncensored material
'a running.is good foryou b many physieal injuries
1 gambling s.hould be banned b usefrrl revenue in tax
' :'.
e:plain what'nre
v^t/rqrf mcan polg.;.
vvrtclilE;rrru(ullllulc....:
- -l- - ,t ,- . .l
"d"'rl'.
;;krt6;;"rii;;,qj*,, :*:f:t:trar
.,1'i..: sNTq
aa4y FoFe
!"dby
;;x/ch My v.t teisure-. By
tTts
f ya ltaf ltey swn urorJe fu <py
-he,nsetves
wi-l:ralf tavirg fo
f*i1 Fy tror .
eztlerfatnmer* by, ror .L)yu, turirg
Lideos w y'ry fo l1e.
cirtena
Writing UNITg
Thatis to s0y
Add another sentence to the following arguments using an expression from above:
a In my opinion, extended famitic "r" ,io." successful than nuclear families'
b It is on"" said that young people are more tolerant than old people'
; ;;;-";;;;;a tnai an eletneit of choice is important in the school curriculurn-'_j
d Iob commitment is notalwaysthekeyto success' II
a Read some cf yo'ur sentences aloud and discuss tireir structure
and content- ,'
a Read the following introduction to anIELTS question on the topic tr;rami\atbns

i"*" no useful pirya*dnd.identify ttre writer's techniques in oElaining his/het
argument:
I ara ?Dnl;neS +l"At exatri,.,a+lr,rls lraye, a-

posltue nf,uence, oyr leorn,g a,rJ
I rre^.tt'a+ +l.ref leaA ta a_ l"ett<a'W ttrat-
Ea.g
of ;ft'e. s&Sect, @l"ioh cs esse.nt-ral ,4
areis st:c]t as ,qe.Ji-i,n- i,,rhtle I aArtt
tt,a+ +tey ci" cte.ate. u,&rc.
Fesxre-ort
@J4;oas;
I How strong are.the writer's vierals?
2 Fiow would you develop thisargument?
tr. further practice, do the Supplementary activity on page t 19.

E
90
Writi ng
are clearly well supported'

lnwriting Task 2. your examiner will be looking for main argunents that
iou ur. elven reminded of this in ihe instructions to the task'
. why people commit crinrcs'

Read ttre fotlowing paragraptr from a student essay an
L don\ really oEez tAat * &otld 14 t> uderiail '4 -y* l'":
onfiLtzd q*ne- i tlink .*rrf*t, fito,rld k Puftsl\en ad iltat's e' it isnt
^
lai. on ilv vtdfun- ia addttir>J 'v utortld l&e tD conrutt' thod' avst cridrrals
F*, aha+ +i,e! are doitg alvnt.lhey aomtt a oi,ru- Ifrere are too ntanl
cxitnes the^v. dog- i dont tJrin'k {he''e u-tte e MtfJ in the' Pn'
I Can you ider{tify the main and supporting argument(s)?

2 What'is .the problem with this paragraph?
a Now read. a paragraph fiom a different essaln ' I
flpTartNe'
Clesl| *:
'
rtlel ooqt '* ' ' --{
tugtbavg' ClestY
a1W9+ rptgtbarg. :: : :T : rw@ eldP,.l'.,
o,rrorgtf
,ter1 pcdoti*, *rt:, r*W *!"f "T^.itf jff#"y,o NeriKo
de,ar<rg
m^"#*rf ,Y',;;'ril:,};:i*irxl-##:.'":1*"
rv" r
tr
tf,re eJ+ort at6 vrrNvw"
eViS mytet* nA o+ **e Qar
'
:.* o+
tmt;; tvteoilv net ore otler oc*tt.atr'
J"ii'it"^' t
3 What do you thinkthe question is?
4 Can you identity the main and supporting argun:ents?

5 What type of support is provided?
91
Writing UNIT 10
The following structures are closely connected with giving support but many oF
the otherstructures coyered in this section can also be used.
F6r uarnple Indced If th$ klwere tlw case In my experiene
For irctane . Infact Firctly Izt me illustrate
Agoodexampleof tltis is Afarurse Naturally
Remember jt is imnortant to trf ana the words and structu:es you usel
1V
Link the foll.owing arguments using an appropriate expression from the list above.
Use something different in each gap.
It is impossibie to predict what type of holidays peopte witl bc taking in 100 years'
time.We dont know .whether space travel will be a realistic
option in the future- ......:........-... , it is likeiy to completely transform our
traditional view of a holiday.
I rvould contend that supermarkets are here.to stay. ......-...--.-:.-.....---...--... in sgme
countries they can offer sc many products that it's hardly neoessary to shop
anywhere else. --..,...........-.......-....-.- there are sometimes instances of local
opposition, but this is usuallyovercome.
8 Statistics show that lthe worst drivers in the world are young men.
. ..........:..-... as a driver, if you look closely at any car that is going too fast,
overtaking at'the wiong placq or driving too close to the car in front, it witl
invariably have a teenager or young man in thb driver's seat. .
I t itrongly approye of the preservation of hipLrical buildings. fioo manyhave alieady

been.destroyed; .................r.....-.....--. in r.nyhome town, wtrole streels of beautifuI
iegency.trouses weie knocked <iown in order to build high-rise flats-
Iook at ttre notes below wtrictr a student has written in ord.br to prepare a response
to the topic In the interests ofpubtic safety,.d.a.ngerous sports sltouldbebanned-
Toprc :
tWarn idzas Support .'
tef ssra - ttt'ttk f agraa pco2to gcf b-<f or frappc4 - faaas

p/as.tna s2ots sad 4s rasc4, tcans h*olla/ : risk lircs/A*a faailias
aoattaitecriatt/roak OK AF roles atc- ara ob4c& rcf. te*s lasf wcck,'
ctrnlitgtaavitgr Ittf sonc 2co/c rasa.tar 4!'4A
. Write the introduction and first paragraph of the answer.

. Plan a second paragraph that argues against the topic.
. Write this paragraph and the conclusion-
Fflf,nq
l,+\ For further prac(ice, cornplete the IELjtS Supplementary activiry on page l2o.
92
u_:
g,
Focus on writing Structuring on argument
I
l ) Task2 1 Read the following advice on structuring
I
I TASKAPPROACTI . Analyse the question carefull,v. Underline or circle the key points and
consider what you understandby thern-
' . - Decide on your overall response, and think about the evidence you necd to
provide, includinganypersonal oEerience you have-
Make a paragraph plan. This rrill help you cover all the key points and
.' organise your writing as clearl-v and logically as possible.
. Rernember to link ideas within and between sent€nces and paragraphs.
AT.IALYSING THE QUESTION 2 Read the following Task 2 question. The key poina in this task have been
underlined for yotr- C-onsider carefully what you understand by them and
discriss the questions on Pag€ 53 with a Partner.
Discuss the following:

Do young peoplc loday make gsod ase.o! their leisure !ne? Or do
they spend too much time watching leleviiion and playing video
ganes, instead of taking poqi in more Productive activitics?
Use your own ideas and experience and support your argum€nts with
examples.
Write at least 250 words-
. gooduse' Is there q right and wtong way to use leisure timel

I
. too much titne Howmudr is too much?
I
Is there an acceptable level?
. fti1re produAive adivities Whatmakes an bctivity'productivd3
t
are'moreproductive' than
t
Hlfft'$TtividT
I
. :...' . I.-
i PROVIDING EVIDENC€ Disctrss these question! mentioning any relwant personal experience you've
?
had- Make noies of th€ main pdins-rrsing a mindmap (see page 51).
t'
i
i:
t-
I What problems (if any) do yousee in chikiren spending a lot of time
watching TV or playing video gamesS
2 What benefits (if any) rnight children Sain from these activities?
3 List a few alternadve activities and suggest how these can be more
'productine'.
When providing cvidence, you may need to discuss dre reasons for sornething
Read tlre following tkefuuanguagebox and ans\fer Questions I and 2.
Useful language expressing reasons

Because Because children spend so much time indoors, they ...
Children mayhavehealth problems because they .'.'
because of / Their schoolwork can suffer becausc of / as a result of ".
as a result of
so / such some games are so realistic that children may .''
. Some games have such realistic effects that ---
1 What is the difference in usage betwe en beause and' because of;

2 What is the difference between so and sud*
.1
PRESENIING 5 Whea presenting a writtcn irgrrmeng it's iryrortant to make it'dear
S{'PPOSIINGPOINTS whether you are stating a reliable fact or Opressing an opinion - your own
orEomeone else's.
Experts have often suggested t*rat stress

of ttre most
Stress is arguably one
to a survey":a*
caaied e""-'J problem. for bossgs
" $l t9r.bYu
iri"* Ai""ases' Accoraing ;;;;*;, and this view is confirmed
;t"/ the lnstitute of Managernent sPprox-
*t,*, found that only 9 eer:nt:-f i-u
off uork to
il;; ziopoo uK workers take tirne ""*.V,
rnunug"o looked forward to going rn'o
;;'F;;*use of work-related stres+ at a felt they were

produc{ion and n rtt J.more. only 7 Per cent
;lJil na6on in sick pa1" lost control of their icbs'
billion'
medical bills of about F/
a Circle rvorCs or phrases in the texi used to htroduce or aq.gprnion

KEY TANGUAGE
Reference links b ln order to prescnt a convincing argurnect' opinions need to be su[rporti:d
P er lQ p. l9-&-t9{ by facts. fnni.f. facts are used to support the opinions you identifiil in the
e.& o s{r-r€y tS survey
6e UK I the ncthn tixt above?
c When you have mo{e than one supporting'reason,.you can uselinking

erqrressio ns like the following.
In the placa One reamn for tkk k ...

first Another (reason) k ...
Inaddition, Furthermore, Moreover,
Think of two facts to support the following opinions. Then make :
statements linking the points suitably.

. It's a bad idea to give children too much poclet money.
r Mobile phones are an extremelyuseful means of comrnunication.
ARG{'MENT-ITD APPROACH Here is a basic modd for a Task 2'answer. In this approach, yoir consider alt the
evidence and work towards an overal[ condusion This is known as an
atgument-led approach-An-trlterriative approach wili be fiscussed in-Unit t}
Studl'the paragraph plan below and then complete the sentences in the first
two sections with your own ideas.
PARA'&{PH PLEN SAMPTE U.NCUACE :
Ooeninaoamdmoh
o.
uao&rceupk Stun tAedson kraqe wd$ awilnUre in dr 19 50 s,'tt has grvlrur. sndilg
, ffie
-t-r-raF1-badg'rund it{onnation in popodanE, t tawailrya *wg fawfics
-
Sowc qenshiiardrrt gutngperdc anbrrovning wore andrnrrc -.
Sutt a nw paragraph for u& purf' ln cidenrc ofdris, drg
-
Give na.sns/ qntnplcs to illu*aU gour viaos onthe othcrhanl,it unlx argwA*atwatthing'tV un a.&nllg *
dosina oaraamnh
---.-.---l__v--f-.
. Suwuati*wainpqints Wehaw*ndut-
. State gour werctll wndusron To swnup, --
E)(AM PRACTICE 7 Nowwrite your answerto the task

Focus on wi-iting 1 Presenti ng on opinion
F Task i I Read the following advice-
t,
i REMTNDEPS . Analyse the key points of the question.
!1,
l+,'
. Think ef rvays of dis-agreeing and discussing implications. (See page 69.)
I
,tl
. Make a paragraph plan so your argument is rnell structured-
ligking expressions to link sentences and paragraphs in a logical manner.
hi
I
! 2 a Read the task below. !\that are your views on the subjectS
'kientiff the key points you will Deed
b' to address. Make some notes of the
key evidente you will discuss- You will need this later when y<iu atternpt,
the task
You should spend about 40 minutes on this task

Present a rvritten argument or case to an qducated reader rvith no specialist krowledge of
the following topic-
l
nuch entplrcsis is placed on testing these da1s. The need to prepare for tests and
I
Too
.,
;
I ex4ndnations ls a restriction on teachers and also exerTs unnecessary pressure on

ydung learners.
To what extent do you agree or dkagree?
You should use your orvn ideas, knowledge and experiince and support your afguments
examples and relevant evidence.
Write at least 250 rvorcls.
THESIS.LEDAPPROACH We looked atala argument-led.

approach in Unit 5 (page 5{).
PARA6R4Prfl.{N
Study this alternative model for
a. tftesk-Iel approach.
44W paragraph
.lnto&rce
thetogc
Ansner the following questions. . Statt gour
drsk (poittt of afuwl,
i What is the main difference
between the two approaches?
.
2 lttrich approach is more suitable )usifygour.Wwt
. Start e ncro
when you agree/disagree strongly Wrqg$ fur cndt poinL
witli a stated opinion (and can futng W,rog*pt,
jostify your vierv in some detail)? . Pr'si,ate
3 Which approach is mori
gwrpoutof uiut
suitable rvhen your argument
needs to be more balanced?
5 Prepare a paragraph plan for the task on page 99, based on this approach-
tusTrErNc YOUR O PrMOi.f In Taskl ysu rnay be asked to agr€e and disagree with a statement- When
justiSingyour opinion, you ma)'need to linkicieas using eEressions of
concession or contrast- Stud; t'\e expressions in the box and answer the
questions belor'.
Usefrrl language
althougb/ even though
Althoughshe did well in the exam, shc didn't get a distinction.
He was arrested even though he had an alibi.
despite / in spite of
Despite its poor record, the gorernmcnt was re-elected-
lhe companlrs profits have increased in spite of the recession-
however
He daimed to be a doctor. [n reality, however, he had no medical
qualifications at all-
nevertheless
It rras onlF a minor ac.cidenl l.ievertheless, there could be serious
rePercussrcns.
while /rvhereas
White things are impro'.'ing, there! stilt'a long way tb go
Some people favour deroluiion, rn'hereas others are bitterly opposed to it-
on the other hand
The new factory rvill provide employment. On the other hand, it -1v
darnage the enviro nment.
I Whai is the difference in usage benveen ilespitelirt spite of and akhough?

2 Which three erpressions are usually followed by a comma?
3 Which expression can be used to baiance two facts or ideas when presenting
an argument?
pmplete the fguowing senrences and linkthe ideas using suitable e:rpressions
from the Wefultangyagebox on page I00.
''1[
I \otbdt hooligans'receive--a lot of pubriciqv. There are milions of spectators

who cause no trouble at all. :-- I
2 Many people feel censorship is unacceptabre in a free society.

It,s
,tha-t
undeniable that children need some form of protection
3 ao- ...
q Medical advances are extending the human ri-fop"r
Not everyone wants ..-
4 Smoking is known to cause .-. people have the right
to .-.
5 citylife undoubtedly has manyadiantages su.hIs... citydwe[ers face
many problems, including ...
Read the following sentences and make the necessary

corrections.
I Nevbrtheless the economic situation is improving,
fi.rll recovery is stilr some
months away.
2 Despite I agree with the idea in principre, I can
foresee some practical
problems.
3 He falled the exam in spite the fact he had studied
very hard.
4 Althoughmodern vaccines have herped in the fight
occasionally have harmfu I side effectr "gli"riiir.ase, but they
n(AMPRACTICE 9 Nowwrite your answer to the taslc

Foeus on writing 2 Presenting ond juxlfying on opinion
> Task 2 Ia cxam topics whidr requirc you to Pr€sent and iusfify an opinion, ycu mai/
need to erPress disagreernent or dlsctlss the implications of an assertion.
EteREsstNG DISAGREEMENT 1 As part of your answer to a Task 2 question, you may wish to challenge a fa<l-
ordaim-
eg.Insurancefraud is a crime witlout avidim.
Ifs not (completely) true to say tlat -.-

Many people woulil ilisagree with the assertionliilea that ...
It\ haril to believe that . ..
You may also need to point out a false conclusion.

AIot of people exceed. ke speed limit so it must be aceptable.
The fad rtat ... dqesn't mean -. -

$ust) Because -.. it doesn't necesmrily follow tfuat ...
It ryaybe irue that -.. b:vit .-.
Rcad the following statements. Decide rr{rich three you disagree with most and.
qlitesentences giving reasons and/or pointing out fdse conclusions. -
I Teaching children is easier than teaching adults.

2 Everyone would benefit ftom taking more exercise.
3 The prison population has increased, so rnore crimes grust have been .
omrriitted-
Motor cycles should be banned - they're the most dangbrous form ofioad
transpcrt.
Od-{ fifth of hospital consultants are female. Women doctors can't be very
1
ambitious.
It's not worth trrrng to give up smoking, becruse a lot of people try and fail-
DISCT}SSTNG IMPLICAU ONS I_t's important to consider the implications of an assertion- one way to
9$el
do this is to use a conditional tense. Another is to ask a rhetorical question.
twgument:\ricreasing th€ price of petrol woirld encburigl pe6ple to usl public

transport.
But if petrol costs rose, thecost of maty gooik woulil ako be affected.
And what about people who live in the auntryside, who havi no regular bus
sentice?
With a partner, take it in turns to suggesf some of the implications of the

following arguments.
KEYI.AIIGUAGE
Conditionals I The sale of cigarettes shouid be banned.
)' er 13, p.196-i97 2 Cars should not be allowed to enter citycentres.
eg. fmore p@ple vove(ed W
qlubk tmtsp4 there would be
3 Income tax is too high. We should vote for the party which would
hss toffc congestron
lower taxes.
4 Tertiary education should be free f6r all students-
Ccrrnbridge fert for tElft 5
@@?,,zot
Test I Writing
WRITING TASK 1
You should spend about 20 minutes on this task.
The graph below shows the proportion of the population aged 65 and over between
1940 and 2040 in three different countries.
Summarise the information by selecting antl reporting the mainfeatares, sntl make
comporisons where relevant
.
Write at least 150 words.
':
8/" Proportioo of poputetlon'r$ 65 ard over
.xl
E
"J'
fr --j{
t5 -..,"
lo
5
-1*-l
0
l94tt r960 t98$ 2fi{n 1020 20(}
Yerr
Japan
- Sweden
usA
-
29
Tesl I
WRITING TASK 2
Write about the following topic:
IJniversities should oceept equal numbers of male andfemale students in every subiect.
.To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or
expenence
Write at'lgast 250 words.
.+'
)r"€,,
:l
30
Test 2
Writing
WRITING TASK I
The charts below shows the main reasonsfor study among students of different age
groaps'and the amount of support they receivedfrom employers.
Summarise the information by selecting and reporting the mainfeatures, and make
comparisons where relevant.
Reasons for studl' acccrding to age of studqrt

%80
. ?fr .f, 4
dl r:# I ._ .r.r!:._-:
t0
.40
30
20
lo
o
Employer support, hy age group

(Tiue olT and hetp with fees),
{l
60
50
40
30
20
l0
0 -,--: --*-
urrdcr 26 26
52
Test 2
Writing
WRITING TASK 2
- ,:
You should spend about
-l ; t^
40 minutes on this task.
-' rn some countries young people are encouraged to work

or travelfor a yeor between
linishing high schiot aii stirtiig riiriiiriiirr.
Discuss the advantages and clisadvantagesfor young
people who decide to do this.
Give reasons for your answer and include any relevant
examples from your own knowledge or
expenence .:'
Write'at least 250 words. ,
53
.1
\
Test 3
lYriting
WRITING TASK 1

The map below is of the town of Garlsdon. A new sipermarket (S) is planneclfor the
town. The map shows two possible sitesfor the supermarket
Summarise the information by selecting and reporting the mainfeatures, ancl make
comparisons where relevant.
i-- --'
;
:
-l r:nrr:lru\rrk
l. .
- i!. GARLSDON I i,r." ri {'rnrr<
I
Puoatatian 65.000 --l .
ir&, ri.tilii rrritri
i
I
|
.:
I '
ffil lLr!.rsinI
I k,F I.' tlot.lt't
I
-)
lrrrtlrl:rll..lr ! li-t XI t !! Lr.!,r.rr., :

I * - R-riir+.:-r
i, '-; ltl,t:n r.rr.-!r
i\
I
I
I
lr '
lr
I
I
I
I
I
I
I
t..
!
I
t. I
t
lir ltr: r.r llr',r,t*lr'll li l.::t ;.. (-::,t!t.rll,ri
3rertlili:rl rr.rrr I
-i.l lf-lli lrili,!ii.il:r{r 1r.}-tll ff I
75
Test 3
Wrrifing
WRITING TASK 2
Write about the foltowing topic:
f
S-ome people think thot a sense af competition
in ciitdren should be encouraped-
others believe that children who ore tiught to co-operate rather
more useful adults.
non
"o*p"?i
i"ro^r)
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your
own knowledgeor
experience.
Write 3t least 250 words. ,.
('
76
Test 4 lYri!ing
WRITING TASK I
The table below gives\nformation about the anderground railway systems in six cities.
Summcprbe the information gy selecting and reporting the moinfeotures, gnd make
comporisons where relevant.
Underground Railway Systems
City Passengers pe.r year

Dafe opened Kilbnictres of route'
.
(in millions)
London l 863 394 775
Paris 1900' 199 I l9l

Tokyo 1927 t55 1927
. Washington DC 1976r t26 144
Kyoto l98t II 45
Los Angeles 2001 28 50

Test 4
Writing
WRITING TASK 2
Research indicates that the characteristics we are born with have much more
inJluence
on our Personality ond develOment than any experiences we may have in our
iife.
IYhich do you consider\oiIW" niajor
Give reasons for your answer and include ahy relevant examples from your own knowledge or
experience
Write at least 250 ubrds.
99
Cermbridge fer] for lElft 6
@@?,,.eru.
a.
tc',
t
\
Tbst I
WRITING TASK I
': r.+":ifr;:, The graph andtable below give information about nater use worldwide
and water consumption in two dffirent countries.
I -'.,. summarise the information by serecting and reporting the mainfeaturcs,
l.- t.'
r' . ' j '. and make comparisons where relevant.
it t )
Write at least 150 words. dYru rnatq.{.-ya}n

rvu.cl-fr..f'at'q.fr,,1 " CUb'g lln
hf I c'cnt\vtr'tn'
Global water use by sector n3ric*l\ur@
cJn(hlbll
.'Agftculture
\
2,000
v
I
l.@0 -, Industrial use
.-- Domestic use

0+=
1900 l9l0 1920 .1930 1940 1950 1960 1970 980 1990 2000
Water consumption iq Brazil and Congo in 2000
Democractic
Republic
of Congo
Speaking
WRITTNG TASK 2
You should spend about 40 minutes on this task-
Write about the following topic: .
W{Aprt* * rto r*so refe ct t h94orucr-oJ

^" society4tin which they are sold.
o
e{lg4$ng and not the real rceds of the

To what extent do you agree or disagree?
Sivp. rqgons for your answer and include any relevant examples from your own knowledge
or. e,xPenence.
- tarog'Ut llan
c'rr{urrrphsc" Fr'*t}rlcnroro'
hur tho,vn +hat yeoprt rn 1vo fugrtot have beesrnr NluM
$s_reaoh
fhingt lvtal +fu! do not Lvon ud
q lor 9{ fe.oy\e syerl} a. $roal drtroqnl 4 v"oâi 'rr1
nt'sgqwd lhat: ailvN''t'v1 gtags n':
J+ ir
gor,erally : :"
^^,:^nn n,''t,,";':::::: ol,Yu,^r,
wel!-u:o!"-Ynduas
rsonnr!ut be rievi 4har
IW k;gh tatu
.l uch \ulhav,-o utr
,r^ n'unn'o on ,eu'tt-'n

lhti' yor'v'n-g
*on '^"'u
o*.t AO .no*'on,r@*
t^!-an ittat peogle leeA l\vn '
i
jo
higt'r 'falc 0t bl0ottlttr4 yhon.e.l \n flu
I gooc] e.aayhprg nf .lhrr rs th.c unbrliavar2ty
o'bf{Ui'tQ'doet nol VqP
doveloprvr$ Crunlr;n, lailt N .lna{onerria .:lVrq''4/ng nte rolahve! .
',vrot,t\o y>h.oru Trun Clw\finl.Y
Jndurr,onr {o* bugryrg -l6e Canqdt*n ":-
nafl4'frto--t,
,ltVicer
qll thlut. {otvnoUt
tce n if1 'tV umrtwrviqlt / tt(uilpa.crt t on&
'-,ttag.l.
trr,rrritftr *frd q'' & rutult'
totgrlWr ryit-h' lh{ phontt' Ereat iftages *'d . {eaYure'r'''
It"uu havs a{'\tc}
edsaletinlndowa^.61|atch.atzr.;rrti,derabl.c..Jroni'allj,notal|
bnt, .j, .fhcl ,,0, yooyre ontj uu
Sbcl.\rrg il+tru art- !6vnili ar' r,triFh ftvcir ayplnabr'
oalls t 7ev$a!' o:* chalrirtg ' attich-
is wlrk
l3laclrbcrire.r S' takiT qhoru ,a
'9|u g*Wr hlnA r e^-
0t rnou! for tVun . *r, yoyte nrho nru bustwtilrlc-e
, 0n
biact^b.rr5 Laq fu uu\ ux\tt'!
4lv6tiuwlvt teol;\ 6fe e!|ryLia!' lv irttrodutt

a3os
r'douto{ +hqt 'h
)tDdsve., Egrru. Y.eo1le
nue\ J0 ytoplz Vno* ohich ooe Co/\ .fur{lll' 1trr,t
anol {ornilici?e & ynducr
tD 3l
'anot q$rasnvt arlvor{it4wt'br iL it qa&snbnoibte lhal 6.n!0 rV
nw4t , Wtlhau't gouott\ul '
in*rerlcd 'in 6uS'T *hr podurl'
r,0oulA rrant 'tt3 own s(
$e
rrqf0r4"anl- S0l rtcd' "t0
bti in vnost
ffpll yrud*e+l
z '{t a
sdvrrn'1r}9 t'0V
{n $r,rmwrorg urhln ugr'i'g {an}uwr
ovsrwhzlmg fcogle's clnfften 9anl4
fr
C^wr iYu- l$u,or { odwrn}\

sqle-! 0{. yoyvtl6T' faod\']ctr
As not neae;rari13
qoolr ".1rr 0.thrr rooro{l , +W' h19h
{a\trn irr}o dC{oun} +w

rra! ws& of a 6or,+tnj
I
["
I fe&2 (
t,
(
I
I
WRITING TASK 1
I
(
The table below gives klormation about changes in modes of travel in
England between I98S and2ML- I
Sz mmarise the infornmiion by selecting and reporting the main (
features,
and make comparisons wkre relevant.
(
I
:
(
Average distance in miles travelled per person per year, by mode of travel
I
i
i{ (
i
I
l98s 2000
I
;l Walking 255 217
Bicycle
{
.
5l 4l
:
l-
i
I
Car 3,199 4,806
I
I
I Local bus 429 274 {
I
I
t
I Long distance bus 54
[. t24. I
I
!
I Train 366
I
i 78e {
i Taxi .
l3 42
i
{
I
Other 450 '585
I
All modes 4,740 6,475
I
t
i
I
I
i
i
t
r
t
I
I
i
I
i
I
i
i
52
i
I
I
I
I
i
I
I
t
F
I
t
t
I
I
I
I
I
t
L
r
II
t
t
t
t
I
L
\
Writing
WRITING TASK 2
You should spend about 40 minutes on this task-.

Write about the tollowing topic:
successful sports professionors cafi earn o great deal

more money than
people in o1ler imgortant professions. soie peopre
€'.. think tn* ;syuity
iustified while.others tnini itis unfain
, :'
Driscrss both these views and giee yoar o*,n opinion.

?-
Give reasons for your ahswer and include any relevant
,t exariiples
--------r--' from your own knowledge
"v'r' Jvur
or experience.
53
iir---
WRITING TASK 1
The diagrams belon, show thte tife cycle of the silkworm and the stages in
the prodaction of silk cloth
' Summarise
the information by selecting and raporting the main features,
' and make comparisons where relevant.
Life cycle of the sjlkworm
75
\ Tbst 3
(
WRITING TASK I
2
(
You should spend about 40 minutes on this
task. ,
(
Write about the ficllowing topic:
I
Some people believe that.visitors to other countries
shoaldfollow local (
customs and behavioun others disagree and think
s hould welcome cultural dilferc n"ri
,;;;;y
that the'hoit
(
Discuss both these views and give yout own opinion.
{
Give reasons for your answer and include any relevant
examples from
"v"r your
rvsr own
vwrr knowledge
or experience" /
{
Write at least 250 words- I
76
Tbst 4
,-,.t'ffi*# )nu, *,uroJ*
I t'*lj ;, ,'adqo'ttJ ae"utl'*
''rhere wbre L Yi o,r*r[T rL
WRITING TASK 1
aV Mptatyol Xttgh*,ty th.t *r, atn
I
You should spend about 20 minutes on this task. lD.yeaDJ bat ni 4tqt LnoL 0f fu
it rernq*tea cbcad4 furlb"t
t--
The charts belox, give idormationabout (JSA mawiage and
clivorce
between 1970 and 2000, anrl the narital status of aduk Americctrts
rates i
I itr ttpo
of the years.
sumnnrise the idonnation by selecring and reportfng the nruinfeutttres,
and make comparisons where relevant. gwha
s-?gt^ttc
Write at least 150 words. 'n0{er Mafl\eq I M t41A A?f? r+% 4d
Tt chowga4 qy . inorxw
Di
Number of marriages and divorces in the USA,

/o 44 ?-ooo G
1970-2000 G
3
T kt*r!] G
2.5 6'arh J: G
aa 2
tr
o
1.5
rwarttul alwqyt G.
I v r tLt n
h 'uY,t
IE
"Aivortet
or5'
6nop, v -
o
nou oelqltt i>) G
t970
A hl,rt'"A t^tlr€ GI
vt s.{t;e dL
r3H
l\{arital status of adult Americans, 1920 and 2000
G
80
6
;70 G
860 r '!nh,t cfi
b50 b.th'
go 40
€:o ou
gzo }_fu:_
Ero0 * Plr G
Never Manied Widowed Divorced
" ttttarl l G
Manied ilT
: /^ z G
-'-- "ry(h
rttt-"*-
98
j lnlrualvulvn -W,ll e
.aro7ll N
q
't whiLq_ p?h Z
coweltafv,ll
T Ft*h
1i53r,!
6ae| a ;h,,rvrbgr u\ wvrrnjns {
ft,lrnrorr C{ atit1rq..\ _)
UapV 2". dQrpt. 'ikl tar) , fiurnfur o{ morrie} qdults u:as ,frgnit\cqntty tng)ter
r rytl{g
lhqn go/o ,tn Lotl lears
\ Writkg
WRITING TASK 2
Some peopl-e pre(r to spenc{ thel lives doing the same

things and avoiding
change- others, however, think that change'is always
a good thing.
Discass both these views and give your own opinion
,, Give reasons for your answer and inctude any relevant examples
from your own k.owledge
or experience.
Write at least 250 words
1) intro ,'
_ n1f ,1al/y{q frr{r
* n sqfrcd
'l *). A -
. v'*ew : Totrhrla
lvganve
* txamgletr
7) virw h .,
f
urttitc
(
i wanilu
f\!1arf,
.
\ :,
A ) {.,nclunbn - dt +he ylo+nng d.e.Wd t sn *\a- &n'd"tnte , A)hxh onq. oapftt
t--
IW rtWc
-'i'f- MA bL A7b tow,l,A ,fbr}{( b -r t
.4.. tgtA d.apendt
. Arf, aq
-"tcwlogrnr*-]
_ln tu rafil )rvro ir .A tftwtl: g 0n c( rrl
[-iJilinaiy, +ht- cignr'f"'conF c
cha\lpt An fropls hTo , ih 6o{h frivare 0rd PubhE an$ronm,n!-' lnerppl'g +hltg ii n tua
rn hs,rl shoittd ytopV doqt rui{h thots chqnw in +l^rtr ltfa ' " '
Soro peopta {0g -lhar Veeyv! tU old roay-e l,tu and Un|rng npu ofu46r'orr) 'and cond;ttrtw
"t
,tl .n1.. bztt,woj, u.rhil{. ,o|furt hav* dfirert+ ffrJl&n\rg'TW lavr TwnP Wli€v!,!
*hat
{ottor,utng cltor{got
jvl {ruy,t O{ W$ nt 0t [elfn waU fi, JurnVe ' Flowotlor , boll. }lfr,tPhJ
ot,fterVd {av,rtanuntol agu*On+r , uthtc\ will fu anatgzed $^*w,
\a.lq
99
'PEAKING
COilfENT r
,
lnright into Etft

3, /a/t,ttar4 & 0' ?V/cDot/re(/
Additional
\
T [{el^na$,tl n
r
5r
h'
F
E,
l
fint+
4{"
4
o
absrf Wd^ffiAl dane,Vg in gour hnmtanWrt
Talt
T+ Aou ace awq.g W louf layqataqn, "ah*l't 50" ryrrtS mol*
4. V," tjou Lh,tk gour hone- t0t^r4 /1s ^ !o"4 yloc. fp livg 7
$',-
:
L, COmSn* gahr ho49, l1se4 novt) q,y['1t wA et Woo o'go
?art ,
o Do
A a:flr"t or AtagWg "{
Uo* $oo" horn{.hwn becorn{J a lud
Ndu$rial
^ty
ont
ylur roarn Jceo+ eldtlhq yeoflt ynyenJ

uo g eo you thmL peoylt !n hnwv-
4 yau dtQ, a(PotYtP.d' d st nApr )n W"' how

4 lwtn , ,,ohar lo !0{.t
lrrqrrr M ,r.md 6 irrryruv0 ftiYnar! duea,rtgn 1W:
e. llow do gou td your Wna lbun SD yats a4nr todaj
larl I $z.lcr"\e Uouf hovw ttw1 Vo, $oulal sa!'

'rrhrv ;l'rt
-ho,n (eogts lfrrfl l)vir hle \^ louilWm.en,uz
-pvtbtrc lvauluvt t)n yo,rt Wwwloun
0,^{\d rFytorm ,',rVutV[Bp 1nlLt tv
Arc !O*E 1W
W'd fYil ap ytur l'(e #a1g
/'d
ln mq ofinion i, , t\r q ruM
5 gwsr
I Lelieve
1o"r mg vigh, .
To rg Lnowlt$a
T woutd raJ
T +-tnr{ to thin)t
lr
'L [rllievg
latJovrol$
Tnm vrj fleaftcttVe
t
t-
f +hN&
&
\
'w
com?antoh ( twilant'J
,l/ dtlltrgn'a
$e
Speaki n g
interview
Part I of the test lasts four to five minutes. The examiner will introduce himself
or herself to you
and ast you for your narne and some photo identification. You will then be asked to
tatk about
' |ofe familiar topics. The examiner will ask a number of questions to which you should rrpiv rt
fully as possible.
BECOIITING MORE FLUENT
9* *t of imffitigl'drqtvera{ nuencyl that is your ability to keep going*

ig qu€gtions bt'.:ilwayg iratvidingsgne i.rfoitrrauon ani iinl-jng
-to-alswer "*Lu
this information to your fust resporye.
r Match these questions to the responses in the box below.
Oo you hare
any lrofhers or
sislers?
No - not at all. In'fact I'm not very interested f Yes,they are, and it's customary to share'a
in any kind of sport, to be honest with you. cake or give a card or present
I like the train because you can see out of g - I'm a only child. I have ten cgusins that
No
the window or read a book ... but didnt ever ie'i:l lonely.
I grew up wirh,.so I
sometimes you have to fiy because of the
h Well -..I enjoy trying out new recipes. And
distances involved-
nobody has complained. yet!
I'm from a small village in the mountains - a
longway from the capital city of my country
i Actually, I'm staying in i university hall of
residence as ['m an overseas student
['m istudent but I do have a part time job to studying here for a year.
help support myself.
Yes,I have. I studied Spanish at school
i I take the train to Central Station and then I
catch the express bus - it takes about an
although I dont remember very much now. hour altogether-
108
Speaking UNIT 1
. There are at least two parts to each of the responses a to j on page 108. Read the
responses again and underline any words which link the response to the original TEST TIP
question. Saywhether the link is: Ift* givevevy ssart
u u uoc.bulary link, i.e. a link throrrgh meaning c^9vuers, yae will bse
b a grammatical link, i.e. aconiunction, a relative pronoun rna/ks.
The first one has been doue foryou below.
il vcxaklary
li*. lL, 'lt e' in
l)e Eesticrn.
i tonany. l'm sta"itu n a
utr,te6a+y Mll ol' residenoe ds
t'm on cuqglas studqtt studtirlt
Grantwticrrl link - !ffi, to( d \ea(.
Io introduce an .uvrftbd
-
ansu-Er or A ntildertortrM. Grannatial lt*, -
co$urrlion'as' oft"r'
an.
.
exploffiion. .
LINKING
Work lvith your study partner and ask each other all the questions in the speech
bubblcs on page iOB and give your own answers. If possible, record your answers.
'
Make sure you gi ve two pieces of infcrmation in each of your answers and try
lintihg thern together: Did you find'any new ways of linking your ideas?
. If you managed to record youranswers, draw up a table like the one below and
then listen to your recording and try to complete the table based on your
responses.
r mt vay ntqesteA n any kmd n fact

oF ?drt
I e utoro srrEruNc - rElrtile nsour wHERE you GREW uP l.
s EXTRACT 1
,'rj
. You will hear two people talking about where they grew up. As you listen, look at ii
the rnain and additional information which has been completed for the first ..\
speaker in the table below.
. Listen to the second speaker and complete the table with similar information.
Listen as many times as you wish-
109
{
Speaking UNIT t
First speaker
c$tol of 8r'.tish col,nld4 ca^da

VarcaNer rot aa Varvauer lslatd
Good points od clirnate Better tha't Ea.stera CaâAa
l-atelv architecture
e.ol+rxr;t r ohale utatchinl gest frut May to sept
?d* Jesliaatiaa 9afe,, cleaa, frierilly
'Evea i9
Closing words Urjrt tLe Bulchart oarJe* yat Jor't l,ll.e larJent
Second speaker
t,
i
. Work with your study partner. Take it in turns to tell each other about the place
,,,teR where yoy grew up- Make sure you give a number.of important pieees of I'
informati6n followed by a supporting point qrtwo. Try to end with an interesting
or humorous point.
. While your partner is talking, show that you are listening, by maihtaining
eye contact
. When your partner has finished speaking, complete the grid below together.
Yourpartner
TEST TIP
.i"g tl^" sgeakivrg test
is inngo*ant ta sgeak
-ec,tlv ta tl.e ernvn'wrer.
'Da,'t be tlva;d lo
in*ain eye cavrtacf - it
is very natural in tl,e
Erylish-sge.aklng norld.
110
\-
I
rl
Speaking
General points to remember

. There are four basic areas of proficiency which the examiner is listening for.
. You will be rated on the IELTS scale in each of these areas.
o They are all equaliy important.
Pre-speaking task
. Look at the four interlocking circles and the list of speaking skills.
. Make sure you understand all the words. Look up anywords you do not
understand in a dictionary :
. Match each skill to the upp.opriute area.

a Usinglinkingwords
b Using apprcpriate words
c Correcting yourself :
d Using articles correctly

€ . Using the right tense
f Emphasising words to convey particular meaning
I Getting the stress right on long words
-\
h Being able to keep going
i Finding a way of saying something even
VocabularyL Grammar &
when you dont know the right word
j
I
b A"..rru.y
Being able to ioin your ideas together
'
k Being able to use complex sentences
TEST TIP I Making your language sound natural
The la,g tum is yrat m Getting the word order right
des,i$ed ia te.si'your n Speaking clearly
pverd kvr.>wle/ge het to
ft yil l*rinkir^g and o Having a knowledge of technical woids
lalkir g. Sa irl.,en
!il ft p Choosingwords that go well together
yottv to7'tc, Adr\'+ be q Using idiomatic language
wclrvied aboret rrirat vor,r
darlt knarv h^t rafltr, . What are you best at?
\ +hiv\k af all the thirgs . What do you find most difficult about speaking EngliSh?'
' l^ do kraow and dvcx.t on . What do you think are the tnost important skills for agood speaker to have?
tlut kvrowle/ge. l
118
The first part of the ryeaking test is designed to test your ability of everyday
conversation. You'need to make sure that you are answering your answers fully, on e
word answers are not enough. This part of the speaking test will last fior 4 - 5 minutq.
You will be asked aboutyourself, your life and your habits.
Ilere are soine eramples of part 1 questions. Write in I more question that you
might be asked for each topic-
Family
I Do you livewithyour family or friends?

o Do you have any brotherq or sisters?
a
Whatyou do
.|. Are you a studentor do you have a job?
. Why do you did you choose that-.---.-- --7 :'
a.
Spofs
: Are you interested in football?
? f{ow often do you play sp<irt?
a
Horhetown
i Where do you come from? :
r What it is like?
o.
Transport
o Howdo you preferto tral'el?
o What publictransport is available in yourcountry?
i\
ll
Now write 3 questions for each of the following topics
Daily Routine
o
Ilobbies
a.
Music
a
a.
Newspapers
4..
is importaot to noielit at a lot of these_answers.may look like the-1 only tTtll" I

it
one woid answer, but you need to make sure that you answqr the questions as
completely .. porriUi*po" -"y to do this is to try give as much extra infomation
-as possible. For example
Are ya.u intcrested infootball?
- not at cll. Infact,]'m not very interested in and kind of sport to be honest with |rcu.
-
/Vo
Descfibine 9biects
When describing the appearance of an object, think about they key aspects:
size, shape, colour, vilrat it's made of and how it's used-
Complete the following descriptions and say what the objects are.
llfuse are {ong tfrin stic(g a6out 25 att fcng, anf,tfuey comc inpnirs. 'Ifisy're n4de of
arco{, pkstic oriwry anf,t$cy somztimcs fiave hecutfuf f,ecorations ont6em- {ou
froh{ t{um 6otfr in otu hantanf,tful're usedfor
alhis is.an eftremc$ tfrinptcce of meuf ailoutfour centimzters fong. It's got a fnfe in
one entdtttthe otfursif,e ispointef,anf,s6ary. It's is usef,for----
!fi$" is d Jkttisfr o6jut w6bfi is untalll sq'd/ne or recungukr in sftape ant maf,e of
p{astic" afr.ere dre fiuttbts gtitt nunfiers an[ matfrznwticaf syryfio(s on tfrem.on top, ant
dfso d sma(f cfeara)intw, {ouuse itfor.
Practice describing these objects
A balloon
A guitcase
A ruler
A knife
Useful language
It's (roughly / sort oJ) square,

sq rectangular, round / circular, etc. ( in shgpe)
It's -..- (colour / "e) .-..--- It's made of -.....(material) Youuse

texturQ itfar ----+ - ing
lt's.flattish, squarish, etc-,;

eti silvery, silklt
Describine Pegnlg
Complete each sentence below with an adjective from the box that is the opposite in
meaning to the adective underlinod-
Supportive creative adventurous sociable tidy intelligent ptient

Silly hardworking
l. She's not very sociable. in fact she's a bit..--..

2. He gives the impression of being very serious, but actually he's got a great sense
ofhumour and can be really.-.
3. Her mother get rather stressed and find it difficult to say .........;.-..
4. . she's not a1,.......... she's caring and considerqte, always thinking of others.
5. His parents used to think hewas.a little lazy.'but at school he was
really;
6. She was rather comoetitive in class- But always .-.......... if you asked her for
help.
7. Teachers {hought he was too.......- and excitable, but one to - one he was very
-
ouiet.
8. People often think she is a bit unfriendly at first, but urhen you get to know her,
she is rea|Iy.............
Now work with a ilartner and describe these people suing some of the larrgtrage in the
above exercise-
'
a.merhber of yciur famiiy :
-2.1.a neighbour :
3. a friend
4. a celebrity you don't like..
Describe someond whd is popular in your neighbourhood-
You should say: t
Who this pcrson is

.\ilhen you lirsi met this person
Whirt sort of person he / she is
And explain why you think this penson is popular-
;+-
D is agreeine with an oiiirion / statement
To disagree with a statement, we generally use one of the following phrases, plus the
relson for us disagreeing with the statement
That's a good point, but whrt obout...-.-?
I see whatyou mezn, however..-
ft could be argued that.... But I tend lo think....
In some cases that could betruq bul I personally think that....
For erample: Topic - Mep and women should have equal responsibility for
i children-
i
"T\7at's a good point, butwhat about thefact that in my countryt, it is the menwho all go
to work everyday ondthe utomentake care of the household?"
ir "I see what you mean however in my culture the traditions are diferent. For example -.. "
I
t
iustifvfule opinions
i
I
You'also need to be able to give reasons why you think sornething. ,
t The rAason I believe this is-.....?

The titost impoftant evidence is that..-.-.
That's.wh!......,.
.: besides...-.ro...r. because........-... what I mcan is-...-.
t
yQu see to be honest Let me e$Iain
..........:....-.
I
Making suseestions
t
r
In trroth 1 anti part 3 you mighi be asked to make a possible suglestion to a

- prcib'lettl'bart
t
t Maybe... .. -.., pethaps..............., possibly

One possibility that I can think of is
t Another idea to think about is ......... -..... : - : . ..
t
Speculaiion
t
Tt tpe"t.t" literally me{irs tb inake a guess about why'a situation is.
r It's possible that.-.... I can see that ---.-..
can
For example:
t What can be done to reduce the traflic problems in y'our country? .
"It's possible that tIrc situation might get worse in the future. The government should
I raise taxes on cars andfuel..."
"If possible, I'd likc lo see an imprcvement in the public transporlation sysiem..-...... ... "
I
anaylzing
t
I
l
Speakine Part 2
In speaking part 2 you.will be given a task card, a piece of paper 1d a pencil and you
wifbe asked to describe and explain something You are given I minute tc prepare your
answer.
One of the skills tested in your ability to describe objects- There are many ways to
describe different things. Kook at the following table and add in your own ideas-
\
\
Look at the types of event you couid talk about in the box beiow- Which ones are
a) social events
b) academic events
c) sporting events
l-
l rl, a"tor"
a championship..final aparty a special dinner a guest house
I graduation a prize ceremony a tournament a tennis match
Look at tire following task card and number the prompts that you need to answer below.
Describe special school or college event that you remember well

You should say:
.
What the eventwas

What happened during it
Who was there
.:
And etplaln why you remember this event so well-
t'
Ilere. is soms useful phrases to sum up your talk while talking about mgmories. .
Why I remember it all so well of the strong feelings I had / the sadness /
was because
happiness etc.. On e part of my life was ending and a new part was about to begin.. I
don't think ['ll ever forget it.
The reason I reniember it all so well was because we a11...... """""'

.....------ Yeah,
;;;;;J;h"bJ;r make it n eood event.
I remember it so well becaiise itwas so.---....-.- .... It was ourbiggestwin ever.
Now w,ork witJr partner and choose an event frcm the top of the page and try to describe
it for 2 minutes.
\
Describing a newsnaner article.
In Part 2,you might be asked to talk abcut information you have read, heard or seen in
the media.
Read the candidate card below and number the prompts that you need to talk about.
Descfibe a newspaper or magazine article that you found interesting.
You should say:

' What it was about
Where You read it
How it made You feel
And explain why you found it interesting.
Here is some useful language to help you answerthe question.
t/ctr t reaf, a verl interestitrg articfe hst weeft tBasica$y it was a6out. .....
I reaf, tfris articd in d ... .. .:. .. .
AnywaJ, tfris atticfe na{e *rftff... .. .. ...:.
tyxjruffi,:;-:;;;i:*iiii6ecause...'.:......i'i
It sttggestetinat.
Itwas Qasef,on......1
It a6o gave some atviie'a6od.,.......-.......:..... I '
It rea$y f,esciSe[.. ... : : . . .'. ...

'. .
' Read theshort newspaper article belorv and underline the key points. Then spend
one minute making notes on points I -4 on the task above.
Several countries, including the

UII have recently implemented
measures tosban ttre'use of
hand-held cell phones by drivers.
Researehers claimthat the risk
ofaccident dudngorjust after a
cell-pl-ône conversation !s four
tirnes higher than would be
expected in normal driving
conditions. Studies have shown
that calls are much more
distracting than listening to the
radio or talking to passengers.
The problem is that drivers are
not aware of this and as a result,
are not aware ofthe real dangers
that ttris activity pose.
Speaking Part 3
In Part 3 of the speaking test you are expected to be able to have a two way discussion
with the examiner, to show them that you can hold a reasoned point of view. It is
important to note that these questions are not specifically asking about you, but more
about the socieg and culture that you come from- These tasks are all designed to test
your academic use of English, which is your ability to hold an academic discussion
similar to atiending a university seminar- Below are some useful phrases for Part 3.
Giving Opinions
Ipetwnalty bilere ffiaX..
ln my ufew.-
From mypespedire--..
AsIsiC..-.
ft's obvfoas to me/ to mo# paple that-
To the fust of.myktoddga-.
As hras I an te1L..........
Tat tip!! Try to avoid using-the eryression oln my opinion' as most people tenC to
overuse and don't try:to vary the language. A native ipeaker very rarely ases lhe same
expressionsfreque;flly in a short perlod itf time- Some e-uamples are asfollows:
.:
Topic - lden and women'are-equal
"f personally believe that women,can do aII lhal men can do, eyen thbugh their
physical bodies and emtitional charocteristis ore differenl"
oAS f See it, women can do all lhat'men do, bat men can't-have kids! This then'makes
them the stronger of the genders!"
Agreeing with en oniniorL t.''. a '

- :..
Exactly!, Absolutely!, Definitely! , '
I couldn't agree more

Tha-t's a good point
That's a fair statemcnt
Tesr 6p!l Remember ilyou are agreeing with somdody, 1mu ned lo sa! why you agii'with iL AIso
renenrber that a s""tiice rarely itarls with thc worui 'besuse' vhich is frequentty ovuusd by srcond
language learners. Try to replace this with thevord'as'- For uanqile:
\ Topic - Y"" and women should have equal responsibility for children.
"I couldn't agree with you more, as it is fairly common these days for both parents to
work in one family. "
,,.,
\
General Topics for part 3
I{:T tr a_list of general tgnias that freq*entty arc discussd in IELTS past 3.
Underneath each topic writi questions f:or oU,,till
(describe)
(compare)
(suggest)
The Medh
(AereO
(analyze)
(evaluate)
Television
(Describe)
":t' -
.
(ddvanHges)
(agrce)
Housing
(Sumtnarize)
e
(disadrantages)
(predicg
Now write three part 3 quetions for each of the'following topics. Each question
must use a different skill.
Cultural places / differences
Urban problems
Communication
Rich /Poor
$.
F
IE
Speaking Part 3 Questions

Practicc
TheNerys
What is the most effective way of getting the news?
What is the difference between watching news on television.and listening to news on the
radio? What are the advantages and disadvantages ofttrese?
Some people argue that newspapers will become a media of the past. Do you agree with
the statement?
Reporting of World Events
How can the media'influence public opinion?

''
'To what extent should tt e media be controlled by the government?
Whatare the benefits of b-eing an Intenratibnal News REpoi{er? ' :
Celebrities in the news
Why do you think that people want to read abouttheir favorite cetebrities inthe news?
- Do'famous-people have a rightto privacy?
S/hy do reporters cha-se these people?

' Part 3 Questious-Success
What determiRes success
How much do you think success depends on working hard, optimism and god luck?
How do you think we should measure success?

'
What are tlre disadvantaga of success?
Success and Society
[Iow are suq;essful people viewed by the rest of society?
Are there more successful people now than in the past?
lHhat do yoir thinkare peoplels motivations tobeoome ducceqsfut?
I
Success and business
E
F
E
E
,E.
Part 3 questions
The Media
Tell me about the differcnt rvays that we are able to access the news ioA"y-
'
What is the role of newspapers in the modem world? Will they become more or less
important?
To what extent should the govemment control the media?
The Media's Influence
rgree with the statement thatthe mediacan win wars?

''
Why are the media interested in the personal lives of famous people? Is this a probiem?
What goula be done to improve the quality of news in the newspapers / television?
Tlie Internet
What impact has dre internet had on society? Is this a good or bad thing?
Will the internetdrange the waywe work in the future?
Compare life today with the internet with life in the past wittrout the intemet-
t:
::_:
Part 3 Consumerism
Advertising
what different forms of advertising are used tosell products in yogi country today?
How has advertising changed over the past l0 years? i

What influence does advertising have on children?
Methods of shopping
There are many differerit ways to buJ products these

dayg please describe some of them.
What eflect has the opeqingof big supermarkets

had on local selleis?
Whatdo you think will be role of traditional markets

in the future? will they become a
thing ofthe past?
The effects on societ5r
Do you think that it is the governments respcnsibility -

to regulateldvertising?
qeople argue
Yuny
themsetves llatlhe Yiunger generationfias become moreiconcerned about
as individuals andoJ*oir concerned abouthJ;;$Gti[ili.lr,illl i"
relation to the products they own or the clothes
tnarthey wear. vyhat gan'be done to
solve thisproblem? .;:i
J
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- tbnr-or\ Jt\ldrlrt- coun +{llor

{li'ot ru(e_ .
- Yndrb'tn '

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LI$TENING

Ccrmbridge Terl for lEtlt 6

SECTION I Questions 1-10

write No M0RE THAN THREE WORDSfoT each answer.

Additional facility: '4 ....... (restaurant opening

write No MoRE THAN TWO NUMBERS for each answer.

Complete the sentences below.

Write ONE WORD'ONLYfor each answen

9 r To join the centrq you need to book an instructor,s .................,.;,.:. .

write No MDRE THAN TWo woRDS ANDtoR A NUMBERtoT each arlewer.

SECTION 3 Questions 21-30

Choose the cowect letter, A, B or C.

21 What is Brian going to do before the ceurse starts?

Complete the table below.

Write NO MORE THAN TWO WORDSfoT each antswer.

Write NO MORE THAN TWO WORDSfoT each answer.

30 ............. membershiV cooto f5O Ver year.

SECTION 4 euestions JI40

Complete the table below-

Write NO MORE THAN TWO WORDSfoT each answer.

Social history of the East End of London

.G houses catching fire

SECTION I Questions 1-10

Write NO MORE THAN TWO WORDS ANDIOR A NUMBERfioT each answen

CHTTDREN'S ART AND GRATT WORKSHOPS

,A.dulls must accompany children under I ...............

Complete the table below.

Write NO MORE THAN TWO WORDSfoT each answer.

Next two workshops

SECTION 2 Questions 11-20

Complete the sentmces below.

lTrite NO MORE THAN TWO WORDS ANDIOR A NAMBERfoT each answen

12 National services depart from the ...... railway station.

14 The price of a first class ticket includl ...................:.... .

Write NO MORE THAN TWO WORDS ANDIOR A NUMBERfoT each answer

Choose THREE letters, A-G-

SECTION 3 Questions 21-30

Write NO MORE THAN THREE WORDS ANDIOR A NUMBERfoT each answen

Dissertation Tutorial Record @ducation)

Choose the correct letter A, B or C.

The history of moving pictmes

31 Sgme photographsbf a horse running showed

A all feet off the ground.

A a French team working alone.

Write NO MORE THAN THREE WORDSfioT each answer.

38 The first motion picture was called The .............:...........

Write ONE ,VORD ANDIOR A NUMBERfoT each answer

Kielsdorf 2, Utrecht, Holland

ldentity (securityl: Name of hie 7 ........................: Oiti

Opening sum: 8 € ...........

SECTION 2 Questions 1I-20

THE HISTORY OF ROSEWOOD HOUSE

1l when the writer Sebastian George first saw Rosewood Housg he

Label the map below.

Write the correct letter, A-f, next to questions I4-IT.

ROSEWOOD HOUSE AND GARDENS

Write ONE WORD ONLyfor each answer.

Write NO MORE THAN.THREE WORDS ANDIOR A NaMRERfor each answer.

23 In total, the students must interview ....... people.

Complete the notes below.

write No M'RE THAN TWO WORDSftoT each answen

Mqrkering Survey: Music Preferenceg

Age group of interuiewee

Medium for lisrening'io music

$frire NO MOXE TffnN THR.EE lfORDSfar eah $ilst'(n

8q!ingi: t .Y..:;.ll.9....... r Type of rictet: sinste

Addrse* in tfilton: Vaoaro Mrurl,

U Janice think$ tht 4oy hould .ut rs who are